Universitat Internacional de Catalunya

Curriculums for Specialist Areas Catalan/Spanish

Curriculums for Specialist Areas Catalan/Spanish
4
14824
1
First semester
op
Main language of instruction: Catalan

Other languages of instruction: English, Spanish

Teaching staff


Mrs. PIQUÉ FERNÀNDEZ, Maria Lluïsa - mlpique@uic.es

Lluïsa Piqué i Fernàndez 

mlpique@uic.es

Introduction

The subject Curriculum of the Specialisation aims to explore the components of a teaching programme and the curriculum of the specialisation, so that students have the tools they need to design, plan, implement, and assess active, participatory, and effective learning activities.

Pre-course requirements

C2 level, according to the CEFR, in the language of the specialisation.

Objectives

  • Understand the curricular content and components of the specialisation.
  • Organise the key elements of the specialisation curriculum.
  • Design teaching programmes: Learning Situations (LS) and Teaching Units (TU).
  • Become familiar with the School Educational Project (PEC), the Integrated Language Treatment (TIL), the School Language Project, and Diagnostic Assessment Tests.
  • Implement learning situations didactically through cooperative learning and other methodologies.
  • Address the school's Reading Plan.

Learning outcomes of the subject

  • Organise and systematise curricular content.
  • Develop the principles and techniques that enable the planning, implementation and assessment of the teaching and learning process.
  • Use non-sexist resources and alternatives to stimulate thinking, as well as to organise classrooms and other spaces for work and coexistence.
  • Promote equal rights and opportunities for all students.

Syllabus

  • Didactics and curriculum.
  • Didactic design, planning and programming. A communicative and competence-based approach.
  • Assessment: systems, criteria and tools.
  • The School Language Project and the Reading Plan.

Teaching and learning activities

In blended



Teaching methodologies:

  • Online theoretical/lecture-based classes.
  • Online practical classes.
  • Exercises and problem-solving activities.

Learning activities:

  • Online lectures.
  • Online practical classes.
  • Virtual forums and debates.
  • Individual study and work.
  • Group work.
  • Online tutoring.

Evaluation systems and criteria

In blended



Assessment in this subject is continuous.

Assessment consists of several tasks, each of which must be successfully completed in order to pass the subject.

Catalan and Spanish specialisation:

  • Classroom Activities Portfolio: 50%
  • Assignment: 25%
  • Multiple-choice examination: 25%

The subject is taught in Catalan.

In order to take the examination, students must have the Safe Exam Browser application installed on their device. Without this application, Moodle will not allow access to or completion of the examination. Instructions will be provided in class.

Assignments submitted after the deadline will not be accepted. Tasks assessed as containing serious language errors will be considered Not Corrected; they may be resubmitted in the second examination session, but the maximum grade will be a pass (5).

Assessment in this subject is continuous. Assessment consists of several tasks, each of which must be successfully completed in order to pass the subject.

Bibliography and resources

Various authors (2010). “Competences and Language Teaching”. Articles on Language and Literature Didactics, 51.

Barrieras, M.; Comellas, R.; Fidalgo, M.; Junyent, M.C.; Unamuno, V. (2009). Linguistic Diversity in the Classroom. Building Multilingual Educational Centres. Vic: Eumo Editorial and Fundació Jaume Bofill.

Camps, A. (ed.); Adell, P.; Bernárdez, E.; Brucart, J. M.; Camps, A.; Cassany, D.; Cuenca, M. J.; Guasch, O.; Salvador, V.; Sánchez-Enciso, J.; and Sanz, G. (2011). Catalan Language and Literature. Disciplinary Training Supplements. Secondary Teacher Education. Barcelona: Graó.

Comajoan, L. (2003). “First and Second Language Acquisition: Historical Perspective and Current Issues”, Caplletra, No. 35 (2003), pp. 15–46.

Cots, J. M.; Armengol, L.; Arnó, E.; Irún, M.; Llurda, E. (2007). Language Awareness in Language Teaching. Barcelona: Graó.

Cuenca, M. J. (1992). Grammatical Theories and Language Teaching. Valencia: Tàndem.

Funes, J. (2018). Love Me When I Deserve It the Least… Because That’s When I Need It the Most. A Guide for Parents and Teachers of Adolescents. Barcelona: Columna. Spanish version: Quiéreme cuando menos me lo merezca… porque es cuando más lo necesito. Barcelona: Paidós.

Imbernon, F. (2017). Being a Teacher in a Complex Society. The Difficult Task of Teaching. Barcelona: Graó.

Jensen, E. F. and A. E. Nutt (2016). The Teenage Brain: A Neuroscientist's Survival Guide to Raising Adolescents and Young Adults. Harper. Spanish version: El cerebro adolescente. Guía de una madre neurocientífica para educar adolescentes. Barcelona: RBA, 2019.

Lomas, C. (ed.); J-P. Bronckart, Colomer, T.; Gracida, Y.; Jover, G.; López Villalva, M. A.; Martínez Montes, G. T.; Tusón Valls, A. (2015). Foundations for Communicative Language Learning. Barcelona: Graó. Spanish version: Fundamentos para una enseñanza comunicativa del lenguaje. Barcelona: Graó.

Lomas, C. (ed.) (1996). Language and Literary Education in Secondary Education. Barcelona: ICE / Horsori.

Mendoza Fillola, A. (ed.) (1998). Key Concepts in Language and Literature Didactics. Barcelona: ICE UB.

Navarra, Andreu (2019). Continuous Devaluation. An Urgent Report on Secondary School Students and Teachers. Tusquets Editores.

Navarra, Andreu (2021). Learning Forbidden. A Journey through the Education Laws of the Democratic Period. Barcelona: Cuadernos Anagrama.

Pujolàs, Pere (2003). Learning Together, Different Students. EUMO.

Ruiz Bikandi, U. (ed.); Ambròs, M. A.; Bernárdez, E.; Breu, R.; Escandell, M. V.; Guasch, O.; Jover, G.; Leonetti, M.; Olaziregi, M. J.; Oteagi, M. L.; Romera, M.; Ruiz Bikandi, U.; Tolchinsky, L. (2011). Spanish Language and Literature. Disciplinary Training Supplements. Barcelona: Graó.

Sánchez Jiménez, S. U.; Martín Rogero, N.; Servén Díez, C. (2018). Supplements for Language and Literature Teacher Education. Master's Degree in Teacher Education. Madrid: Editorial Síntesis.

REGULATIONS AND SUPPORT MATERIALS FROM THE DEPARTMENT OF EDUCATION. GOVERNMENT OF CATALONIA
  • Decree 175/2022, of 28 September, on the organisation of basic education.
  • Decree 171/2022, of 23 September, establishing the organisation of upper secondary education (Baccalaureate).
  • Decree 187/2015, of 25 August, on the organisation of compulsory secondary education.
  • Decree 142/2008, of 15 July, establishing the organisation of upper secondary education (Baccalaureate).
  • Strategic Framework for European Cooperation in Education and Training (ET 2020).
  • Recommendation 2006/962/EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning.
  • Documents for the organisation and management of educational centres. Specification and development of the competence-based curriculum and educational guidance in compulsory secondary education (ESO), 21/06/2019. Government of Catalonia, 2019.
  • Order ENS/108/2018, of 4 July, establishing the procedure, documents and formal requirements for the assessment process in compulsory secondary education.
  • Framework for Plurilingualism. Government of Catalonia, 2019.
  • The Language Model of the Catalan Education System. Subdirectorate-General for Language and Plurilingualism. Government of Catalonia, 2018.
LANGUAGE AREA (CATALAN AND SPANISH LANGUAGES). SEQUENCING OF ASSESSMENT CRITERIA. GOVERNMENT OF CATALONIA, 2019.
  • Basic Competences in the Language Area. Language and Literature (Catalan and Spanish). Identification and implementation in compulsory secondary education. Government of Catalonia, 2015.
  • The Curriculum at a Glance. Government of Catalonia, 2017.
  • The Competence-Based Curriculum in the Classroom. A Tool for Pedagogical Reflection and Planning in Compulsory Secondary Education. March 2018. Government of Catalonia, 2018.
  • Literature in the Classroom. Basic Competences. Language Area. Literary and Communicative Dimension. Government of Catalonia, 2014.
  • Assessment in Year 10 of Compulsory Secondary Education. Website of the Higher Council for Educational System Assessment. Government of Catalonia.
  • Assessment in Year 10 of Compulsory Secondary Education, 2019. Quaderns d'avaluació, 43. Government of Catalonia, 2019.
  • Common European Framework of Reference for Languages. Council of Europe, 2002.
  • Practical Guidelines for Improving Spelling. Basic Competences. Language Area. Communicative and Literary Dimension. Government of Catalonia, 2014.
  • Community Service. Reference website of the Department of Education.
  • Basic Competences Network. Various materials. Network website.
  • Assessment systems and criteria (fully face-to-face).
  • Assessment systems and criteria (Blended learning mode).
  • Assessment systems and criteria (Fully online mode).

Assessment in this subject is continuous.

Assessment consists of several tasks, each of which must be successfully completed in order to pass the subject.

Catalan and Spanish specialisation:

  • Classroom Activities Portfolio: 50%
  • Assignment: 25%
  • Multiple-choice examination: 25%

The subject is taught in Catalan.

In order to take the examination, students must have the Safe Exam Browser application installed on their device. Without this application, Moodle will not allow access to or completion of the examination. Instructions will be provided in class.

Assignments submitted after the deadline will not be accepted. Tasks assessed as containing serious language errors will be considered Not Corrected; they may be resubmitted in the second examination session, but the maximum grade will be a pass (5).

Assessment in this subject is continuous. Assessment consists of several tasks, each of which must be successfully completed in order to pass the subject.

   
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