Universidad de Jaén

1. Language integrated curriculum

1.1. Introduction

1.2. Methodological approaches

1.3. Its presence in Andalusian bilingual and plurilingual schools

1.4. Language integrated curriculum and School Language Project

2. Integrated curriculum design I

2.1. Models

2.2. Key aspects

2.3. European Language Portfolio

2.4. Adaptation to the School Education Project

3. Integrated curriculum design II: Concretion and practice in Primary Education, Secondary Education, and Vocational Training

3.1. Initial considerations. Legal educational regulations

3.2. IC in Primary Education

3.3. IC in Secondary Education and Baccalaureate

3.4. IC in VET

3.5. Elements of the IC. Different models of IC in
Andalusia. The design of the IC

3.6. Analysis of a case study

4. Language integrated curriculum implementation. Planning and practical aspects in bilingual schools

4.1. Initial considerations. The adaptation of school life to the
bilingual model

4.2. General planning. Inclusion of the IC in internal school
regulations and knowledge of the IC by the educational
community. The role of the school management team

4.3. Planning on a small scale. The bilingual team. Organization
of bilingual education on a regular basis. The role of
language assistants

4.4. Leadership strategies

4.5. Analysis of a case study.

M1 Whole group classes: Lockstep lectures through video recordings.

M2 Whole group classes: Theoretical explanations and provision of general examples through video recordings.

M4 Whole group classes: Conferences through video recordings.

M5 Group/Individual tutorials on the virtual platform and through e-mail: supervision of tutored assignments.

M7 Group/Individual tutorials through video recordings: debates.

M8 Collective/Individual tutorials through video recordings and e-mail: clarification of doubts.

M9 Collective/Individual tutorials through video recordings: comments on individual assignments.

Students with special educational needs should contact the Student Attention Service ( Servicio de Atención y Ayudas al Estudiante) in order to receive the appropriate academic support.

Students with special educational needs should contact the Student Attention Service (Servicio de Atención y Ayudas al Estudiante) in order to receive the appropriate academic support

Ongoing assessment will have a substantial weight in the subject. 20% of the final grade will correspond to active participation in the virtual debate forum within the established deadlines (debates, cases, or exercises); 20% will be assigned to tasks, activities, and practical cases; and 60% will be allotted to a final written assignment which evinces mastery of the chief concepts covered.

The following evaluation criteria will be followed:

Ongoing assessment (forum activities):

* Degree of participation.

* Active implication in the debates and activities.

* Degree of interaction with the other group members on the forum (e.g., reactions to other contributions).

* Originality of contributions to the forum.

* Participation in each of the activities within the established deadlines.

Final assignment:

* Structure and organization.
* Expression: grammatical accuracy and semantic breadth and adequacy.
* Content: adequacy, pertinence, and application of key concepts and ideas covered in the subject.
* Critical reflection and personal appraisal.
* Use of academic register (academic English) and adequate use of bibliographical references and citation conventions.