La Unión Europea ha manifestado un interés creciente por este tema en los últimos años,hasta el punto de crear un grupo de trabajo ad hoc, encargado de identificar las competencias que se consideran clave para el aprendizaje a lo largo de la vida y de elaborar una propuesta que, tras su discusión por el Consejo de Ministros de Educación, se convierta en Recomendación a los países miembros.
Esta Recomendación de la UE define competencia clave como una

“combinación de destrezas, conocimientos, aptitudes y actitudes y la disposición de aprender, además delsaber cómo. Las competencias clave representan un paquete multifuncional y transferible de conocimientos, destrezas y actitudes que todos los individuos necesitan para su realización y desarrollo personal, inclusión y empleo. Éstas deberían haber sido desarrolladas para el final de la enseñanza o formación obligatoria y deberían actuar como la base para un posterior aprendizaje, como parte de un aprendizaje a lo largo de la vida”.

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La LOE , a diferencia de la LOGSE, no organiza sus contenidos en conceptuales, procedimentales y actitudinales, sino que lo hace en COMPETENCIAS Básicas. Concretamente selecciona ocho competencias básicas que los alumnos han de adquirir, entre ellas está la competencia matemática.

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INDICE
CÓMO ELABORAR LA PROGRAMACIÓN DIDÁCTICA EN 25 DÍAS.

Introducción
DECISIONES PREVIAS
1. Elección del contexto
2. Elección del curso y del grupo de alumnos
DÍA 1: INFÓRMATE
DÍA 2: CREA EL DOCUMENTO, ESCRIBE LOS TÍTULOS DE LAS SECCIONES Y COMPLETA LOS APARTADOS 1 Y 2
1. Plan del día
2. Cómo quedará el índice de tu programación
3. Realización del apartado 1 Introducción
4. Realización del apartado 2 Contexto
DÍA 3: CREA EL BOCETO GENERAL DE LAS 15 UNIDADES
1. Plan del día
2. Resultado del trabajo del día
3. Consejos prácticos

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Tema 1. La lengua como comunicación: lenguaje oral y lenguaje escrito. Factores que definen una situación comunicativa: emisor, receptor, funcionalidad y contexto
Topic 1. Language as Communication: Oral and Written Language. Factors that define a Communicative Situation: Transmitter, Receiver, Functions and Context
Tema 2. La comunicación en la clase de lengua extranjera: comunicación verbal y no verbal. Estrategias extralingüísticas: reacciones no verbales a mensajes en diferentes contextos
Topic 2. Communication in the Foreign Language Classroom: Verbal and Non-verbal Communication. Extralinguistic Strategies: non verbal Reactions to Messages in Different Contexts
Tema 3. Desarrollo de las destrezas lingüísticas: comprensión y expresión oral, comprensión y expresión escrita. La competencia comunicativa en inglés
Topic 3. Development of the Linguistic Skills: Oral Expression and Comprehension, Written Expression and Comprehension. Communicative Competence in English
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1 Co-operating

When I pass by, the children are sitting in front of a computer screen in small groups of three or four. Preparing suitable soft, it will be easy but they need closer inspection not to disperse their sight such as find on the internet or whatever. Of course, it will depend on our children’s age.

• Computers in primary education ?

Many teachers are afraid of the image of pupils sitting on their own in front of a computer to study, process, practise subject matters independently. Indeed, the computer is an adequate resource for children to set to work individually, at their own pace and level. But children also learn in group, with each other and from each other.

It is all about learning processes that allow pupils to decide jointly how to comply with an assignment. They finish together this assignment, respecting the contribution and the personality of their fellow pupils.
From the diagram of ICT competencies it appears that “working together on an assignment” takes a special place in relation to other competencies. They are supportive to and interwoven with other competencies. We have in mind situations in which children consult each other in view of a talk, retrieve or pass on information as a result of a partnership with another school, work on a project in small groups, practise educational software in twos, etc.
The attention paid to co-operation has still another advantage as children have a largely differing starting position with regard to computer use. A lot of children are already very successful in using the computer and their expertise may be very rich and wide-ranging. It would be very regrettable if this expertise were not used. The children – as well as the teachers – can learn from and with each other to use this tool efficiently. more…

1. Introduction

By defining ICT competencies we intend to provide a frame of reference for the outcomes with regard to knowledge, skills and attitudes that can be achieved at the end of primary education through the use of ICT in the classroom.
It is  our aim to merge this set of ICT competencies into a PRIMARY or PRE-SCHOOL syllabus.

We view ICT competencies as a support to achieve the developmental objectives and attainment targets. Nevertheless, society also asks for what is called sometimes ICT literacy.
Therefore we want to commit ourselves simultaneously to both goals.

• On the one hand, we face the challenge to work on the educational objectives in a efficient and child-centred way.
•  On the other hand, we want to respond adequately to the expectations of society and continuing education with regard to ICT competencies. That is why we are looking for instructive activities that reinforce our education sector in the first place and strengthen this ICT competency at the same time.
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