This document outlines regulations and objectives for pre-primary education in Spain, including requirements for teaching foreign languages. It establishes that pre-primary education aims to support students' comprehensive development through integrated learning areas. Foreign language instruction is to be incorporated into the communication curriculum starting in the second cycle of pre-primary. Schools are directed to provide 90 minutes per week of foreign language lessons focusing on oral communication through games and modeling with gestures. Assessment is to be formative and global to accommodate each child's pace of learning.

1. REGULATIONS IN
PRE-PRIMARY
EDUCATION
• Royal Decree 1630/2006 Pre-Primary Education
• Decree 67/2007 of 29th of May Pre-Primary Education
• Order 23-04-2002 of foreign languages Pre-Primary Education
• Decree 88/2009, de 07-07-2009 of first cycle Pre-Primary Education

2. Royal Decree establishing the Curricula for the Second
Cycle of Primary Education
and
Decree 67/2007 of 29th of May Pre-Primary Education
• Curricula: “comprehensive and harmonious development” of students
in the physical, motoric, emotional, affective, social and cognitive, and
an approach to a foreign language.
• Stage: voluntary and unpaid
• Three areas of integrated learning:
– Self-knowledge and personal autonomy
– Environmental knowledge
– Communication and representation

3. • Pace and style of maturation,
• development and learning of each child,
• affectivity,
• personal characteristics,
• and the needs and interests of each student must weigh in educational
practice at this stage of their training.
Education must take into account
Objectives:
• the understanding of the body and the other,
• learning to respect differences;
• explore the family, natural and social;
• gain autonomy in daily activities;
• develop affective skills; acquire points of coexistence;
• develop communication skills;
• and launched in logical-mathematical skills, reading and
writing and gestural primary.

4. The assessment in the second cycle of Pre-primary education:
• global, continuous and formative
Based on
• direct observation and systematic, with the aim to meet the pace of
learning and the development of each child.
The attention to diversity
• adopting measures appropriate to the personal characteristics,
needs, cognitive style and interests of each student.

5. Order 23-04-2002 to make compulsory
the teaching of foreign languages in the
2nd cycle of Pre-Primary Education in
Castilla-La Mancha

6. Objectives:
• To make compulsory the teaching of foreign languages in 2nd cycle of Pre-
Primary in all schools in Castilla-La Mancha.
• To develop the curriculum.
Curriculum:
• 2nd cycle of Pre-Primary and 1st cycle of Primary Education.
• Timing: 90’ per week: sessions of 20’min.
• Foreign Languages are integrated in the Area of Communication and
Representation.

7. Tutor in the class with the English teacher:
• Although initially was compulsory to be together in the class, lately the
order was changed.
• Assessment: as it’s established in the rules of Pre-Primary Education:
Global, Continuous and Formative.
Quality Factors:
• Heads’ meetings.
• Training teachers.

8. Curriculum:
• Concepts: Necessities and current situations of oral languages:
Greetings, identifications, likes , simple locations, etc.
• Procedures: Recognizing and practising of social formulae.
• Actitudes: To know and use the foreign languages for activities developed
in the classroom and dialogues.
Assessment criteria:
• To know and use the foreign languages in activities proposed in the
classroom and in roleplays.

9. Annex II :
Pedagogical Orientations.
• psycho-evolutionary development
• Comfortable environment
• Flexibility in timing
• Communicative Approach
• Natural Approach using games
• Modelling using correct pronunciation
• Usage of body language and gestures

10. MariaI.Rodriguez@uclm.es
Thank you