If you were not limited by the demands of the national/regional curriculum, what would you say is the most important thing you would teach your students about your subject (in a CLIL context)? How would you assess their learning?

     If I don’t have a specific curriculum by the country and outlined by the autonomous community, which somehow force you to give “certain” content, I would have chosen valid subjects to engage effectively in the outside world.

     While in preschool I have “evident” freedom, there is a social pressure from families and first courses of primary schoolteacher that hope achievements about objectives completely away from the reality of the children. Remember that preschool is a non-compulsory stage, and only is “suggested” that we have to initiate them in the process of reading and writing.

     Now, perhaps to review the outline of the vowel “a” and its own sound, isn’t already on an initiation? Of course that yes, the problem comes because there is an inconsistency and incoherence between the educational plan for preschool and primary, as well as the absence of transition between both stages.

     On the one hand, in the curriculum of preschool is not compulsory to learn the whole process about read and write, however, primary is “almost” obligatory as entry requirement. 

     Therefore, how is it possible that this situation is given? To what I refer in spite of ” learning subjects for the life ” it has to see in spite of connecting the educational contents with their emotions across educational experiences based on royal situations where the children learn.

     Examples on previously mentioned are the following ones: At the moment of teaching the atmospheric time, if we give a picture to the children with the sun, a cloud and a cloud with rain to put on the map, it is possible that during the first two or three days it turns out to be to them attractive and appears to realize the activity in question, but... how much time they are going to be late in getting tired of it?

     Nevertheless, if we learn the atmospheric time with usefulness, I am completely sure that I do not know they will tire and learn in a playful way almost without realizing. This I know it transforms a... Paul, might you go out to verify out what the weather like today? This way we will be able to know if we are able to go out to the court, or on the contrary if it rains, will be able to plan some activity to be inside class.

     This is an example of any education that let’s want that it takes place in the children, only we must connect with his interests and bring them over to the reality. Doing a card it does not say absolutely anything, even so, if there is usefulness, is possible that they don’t feel tired and in addition learn it almost without noticing.