2. Introduction Primer Ciclo (First Cycle) Segundo Ciclo (Second Cycle) Tercer Ciclo (Third Cycle)

3. Introduction

4. Third Cycle Second Cycle First Cycle Primary Contents Introduction Support for foreign languages TICs  integral and accepted part in everyday life Functional requirement Work Social (increase of international relationships) Personal Success depends on speaking a variety of languages

5. Third Cycle Second Cycle First Cycle Primary Contents Introduction Support for foreign languages Council of Europe children  learn 1 FL Multilingualism: presence in a geographical area, large or small, of more than one variety of language Plurilingualism: repertoire of varieties of language which many individuals use

6. Third Cycle Second Cycle First Cycle Primary Contents Introduction Support for foreign languages Common European Framework of Reference - Monitoring and recording pupil progress - Planning for language learning across the Curriculum

7. Third Cycle Second Cycle First Cycle Primary Contents Introduction Support for foreign languages Modern Foreign Language Area The benchmarks in the first three levels reflect the minimum proficiency required for full participation in mainstream classrooms. The benchmarks are specified at levels A1, A2 and B1. Level A1 is the lowest and it automatically becomes the first target for pupils who enter school with little or no existing English. Newly arrived pupils may be overwhelmed in the first few weeks and may not display their full linguistic competence for some time.

8. Third Cycle Second Cycle First Cycle Primary Contents Introduction Support for foreign languages Modern Foreign Language Area The main objective of teaching a modern foreign language in primary school is to promote the early development of a child's linguistic competence. It is generally agreed that children learning MFL should progress from listening to speaking to reading to writing, in that order. Their natural curiosity will then often lead to questions

9. Third Cycle Second Cycle First Cycle Primary Contents Introduction Support for foreign languages Modern Foreign Language Area YET, school is probably their only contact with ENGLISH. That is the reason why a variety of techniques need to be used to encourage the children to engage actively in the modern foreign language: these include games, role-play and songs (particularly action songs).

10. Third Cycle Second Cycle First Cycle Primary Contents Introduction Support for foreign languages What is the CEFR? The Common European Framework provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe. - It describes in a comprehensive way what language learners have to learn (knowledge and skills). - It covers the cultural context. - It defines levels of proficiency. - Description of partial qualifications.

11. Third Cycle Second Cycle First Cycle Primary Contents Introduction DOMAINS The domains in which learners are being prepared to operate has far-reaching implications for the selection of situations, purposes, tasks, themes and texts for teaching and testing materials and activities. Teachers may have to bear in mind the motivational effects of choosing domains of present relevance in relation to their students’ utility. Therefore, children may be better motivated by a concentration on their present centres of interest. That is the reason why, the focus on primary English teaching shall be on the PERSONAL domain.

12. Third Cycle Second Cycle First Cycle Primary Contents Introduction Contents Contents have been grouped in four blocks: - Oral language - Written language - Constituents of the linguistic system, their functioning and relationships - Social and cultural dimension of the foreign language

13. Third Cycle Second Cycle First Cycle Primary Contents Introduction Contents BLOCK 1: Listen, speak and converse  The discourse employed in the classroom is both the vehicle for and the object of learning  Number of different speakers (variation and nuances) Use of audiovisual media

14. Third Cycle Second Cycle First Cycle Primary Contents Introduction Contents BLOCK 2: Read and Write  Competence in writing  Use of written language  knowledge of the code Use of dictionaries and means of consultation

15. Third Cycle Second Cycle First Cycle Primary Contents Introduction Contents BLOCK 3: Knowledge of the language  Linguistic knowledge  Reflection upon learning

16. Third Cycle Second Cycle First Cycle Primary Contents Introduction Contents BLOCK 4: Socio-cultural features and intercultural awareness  Discover: customs, forms of socialising, particularities TOLERANCE, ACCEPTANCE, INTEREST

17. Third Cycle Second Cycle First Cycle Primary Contents Introduction Contents N.B.: In those cases where education authorities mandate the inclusion of a second foreign modern language, minimal contents shall be the ones established for Modern Foreign Languages at a primary level. Necessary adaptations shall be made as requested by students’ characteristics and linguistic competence.

18. Third Cycle Second Cycle First Cycle Primary Contents Introduction Key competences (MFL) COMPETENCE IN LINGUISTIC COMMUNICATION  Direct contribution to the development of this competence completes enriches adds General communicative competence

19. Third Cycle Second Cycle First Cycle Primary Contents Introduction Key competences (MFL) LEARNING TO LEARN  Use aids appropriately  Learn languages also informally as part of lifelong learning.

20. Third Cycle Second Cycle First Cycle Primary Contents Introduction Key competences (MFL) DATA PROCESSING AND DIGITAL COMPETENCE  Communicate in real time with any part of the world  Immediate access to a constant flow of information  Functional contexts of communication

21. Third Cycle Second Cycle First Cycle Primary Contents Introduction Key competences (MFL) SOCIAL AND CIVIC COMPETENCE LANGUAGES  social communication + cultural communication  Appreciation of cultural diversity  Interest in languages / intercultural communication  Tolerance + integration

22. Third Cycle Second Cycle First Cycle Primary Contents Introduction Key competences (MFL) CULTURAL AND ARTISTIC COMPETENCE - Cultural information - Understand different realities and products of the artistic and cultural world

23. Third Cycle Second Cycle First Cycle Primary Contents Introduction Objectives (MFL) The axis of the area of foreign language is the achievement of an effective oral and written communicative competence in meaningful social contexts which will enable students to express themselves more and more efficiently and correctly encompassing all possible uses and registers as well as the use of communication strategies both verbal and non verbal.

24. Third Cycle Second Cycle First Cycle Primary Contents Introduction Objectives (MFL) 1) Listening to and understanding verbal messages in various kinds of interactions, using the information provided for the execution of diverse specific tasks related to students’ experience. 2) Expressing themselves orally and interacting in simple and routine within a given content and development, using procedures and verbal and non verbal language and adopting a respectful and co-operative attitude. 3) Producing short simple texts with various purposes on topics covered in class with the aid of patterns.

25. Third Cycle Second Cycle First Cycle Primary Contents Introduction Objectives (MFL) 4) Reading and understanding various texts, related to their experience and hobbies, texts to extract general and specific information in accordance with a specific purpose. 5) Learning to use with increasing autonomy all the means at their disposal, including new technology, to obtain information and to communicate in the foreign language. 6) Valuing the foreign language, and languages in general, as a means of communication and understanding between people of diverse origins and cultures and as a tool for learning different contents

26. Third Cycle Second Cycle First Cycle Primary Contents Introduction Objectives (MFL) 7) Expressing a receptive and confident attitude vis-à-vis their own ability to learn and use the foreign language. 8) Using knowledge and prior experience of other languages for a faster, more efficient and independent acquisition of the target language. 9) Identifying the phonetic aspects of rhythm, intonation and pronunciation, as well as linguistic structures and lexical aspects of the target language, using them as basic elements of communication.

27. Contents: First Cycle

28. Third Cycle Second Cycle Introduction Primary Contents First Cycle Block 1: Listen, speak and converse - Understand simple oral messages - Listen to and understand simple recordings on audiovisual or IT sources - Oral exchange in real or simulated situations - Production of previously seen oral texts - Development of basic strategies to improve comprehension and oral expression - Assessment of the foreign language as an instrument of communication

29. Third Cycle Second Cycle Introduction Primary Contents First Cycle Block 2: Read and Write - Reading of words and simple sentences previously seen in real or simulated oral exchanges. - Initiation into the use of reading strategies (use of elements of visual context and of prior knowledge of the subject or situation transferred from the languages they know). - Writing of words and sentences previously seen in oral exchanges their own texts and reading of these words and sentences to transmit and share information or with a playful intention. - Initiation into the use of IT and communication technology to read, write and transmit basic messages. - Interest in the presentation of written texts.

30. Third Cycle Second Cycle Introduction Primary Contents First Cycle Block 3: Knowledge of the language Linguistic knowledge: - Introduction to some aspects of phonetics, rhythm, stress and intonation of the target language and their use as fundamental aspects of comprehension and production of brief oral texts. - Recognition and use of previously employed vocabulary and basic forms and structures particular to the target language. - Association of spelling, pronunciation and meaning via written model of familiar oral expressions. - Familiarization with the use of basic strategies of production of texts (choice of addressee, purpose and content). - Interest in using the target language in different situations.

31. Third Cycle Second Cycle Introduction Primary Contents First Cycle Block 3: Knowledge of the language Reflection upon learning: - Use of skills and procedures such as memorisation, word association and expressions with gestures and visual elements and observation of models for the acquisition of vocabulary and basic forms and structures of the language. - Progressive use of graphic sources of consultation and information and of the possibilities afforded by this technology. - Confidence in their own ability to learn a foreign language and appreciation of teamwork.

32. Third Cycle Second Cycle Introduction Primary Contents First Cycle ASSESSMENT  Participate in very controlled oral exchanges referring to familiar topics in predictable communication situations. This criterion assesses: - the ability to respond to basic requests, instructions and to provide information. - the ability to participate actively in the classroom.

33. Third Cycle Second Cycle Introduction Primary Contents First Cycle ASSESSMENT  Grasp general meaning, and identify specific information in oral texts with the help of linguistic and non-linguistic elements present in the communication situation. This criterion assesses: - the ability to grasp the general meaning of an oral message. - the ability to recognise and understand key words.

34. Third Cycle Second Cycle Introduction Primary Contents First Cycle ASSESSMENT  Read and identify simple words and sentences, which have been previously presented orally about familiar topics. This criterion assesses: - the ability to read words and sentences.

35. Third Cycle Second Cycle Introduction Primary Contents First Cycle ASSESSMENT  Write sentences, known expressions and sentences from models with a specific purpose. This criterion assesses: - the ability to write simple words and sentences used orally and frequently in various activities.

36. Third Cycle Second Cycle Introduction Primary Contents First Cycle ASSESSMENT  Recognize and reproduce aspects of sound, rhythm, stress and intonation in expressions which appear in common communicative contexts. This criterion assesses: - the ability to recognise and reproduce sounds, rhythm, stress and intonation.

37. Third Cycle Second Cycle Introduction Primary Contents First Cycle ASSESSMENT  Use basic learning-to-learn strategies, such as requesting help, accompanying communication with gestures, using visual dictionaries and identifying certain personal features which help them to learn better. This criterion assesses: - the use of basic strategies which favour the learning process. - basic ability to evaluate their own progress.

38. Third Cycle Second Cycle Introduction Primary Contents First Cycle ASSESSMENT  Appreciate the target language as an instrument of communication with other people and show curiosity and interest towards people who speak the target language. This criterion assesses: - whether pupils make an effort to speak the target language. - awareness of the importance to know foreign languages.

39. Contents: Second Cycle

40. Third Cycle First Cycle Introduction Primary Contents Second Cycle  Listen to and understand progressively more complex oral messages. Oral exchange in real or simulated situations in progressively less controlled contexts. Production of previously seen oral texts via active participation or prepared by means of prior work with assistance and models, showing interest in expressing themselves orally in individual and group activities. Development of basic strategies to improve comprehension and oral expression. Assessment of the foreign language as an instrument of communication. Block 1: Listen, speak and converse

41. Third Cycle First Cycle Introduction Primary Contents Second Cycle Reading and understanding different texts adapted to the pupils’ linguistic competence, to use global and specific information, in the execution of a task or to enjoy reading. Guided use of reading strategies, identifying the most important information, deducing the meaning of unknown words and expressions. Reading and writing their own texts about everyday situations and their own experience. Composition, using models, of different simple texts, using familiar expressions and sentences, to transmit information, or with diverse communicative aims. Use of IT and communication technology to read, write and transmit information. Interest in the presentation of written texts. Block 2: Read and Write

42. Third Cycle First Cycle Introduction Primary Contents Second Cycle Linguistic knowledge. Identification of aspects of phonetics, rhythm, stress and intonation of the target language and their use as fundamental aspects of comprehension and production of brief oral texts. Recognition and use of previously employed vocabulary and basic forms and structures particular to the target language.. Association of spelling, pronunciation and meaning via written models, familiar oral expressions and establishment of analytical relation between spelling and sound. Initiation into knowledge and use of basic strategies of production of texts (choice of addressee, purpose, planning, preparation of draft, revision of text and final version) using highly structured models. Interest in using the target language correctly in different situations. Block 3: Knowledge of the language

43. Third Cycle First Cycle Introduction Primary Contents Second Cycle Reflection upon learning. Use of skills and procedures such as memorisation, word association and expressions with gestures and visual elements, observation of models, reading of texts, use of multimedia resources, for the acquisition of new vocabulary, forms and structures of the language. Reflection upon their own learning and acceptance of error as part of the process. Progressive use of graphic sources of consultation and information and of the possibilities afforded by this technology. Confidence in their own ability to learn a foreign language and appreciation of teamwork. Block 3: Knowledge of the language

44. Third Cycle First Cycle Introduction Primary Contents Second Cycle Interest in acquiring information about the people and culture of countries where the target language is spoken. Knowledge of some similarities and differences in everyday customs and use of basic forms of socialising between countries where the target language is spoken and our own. Receptive attitude towards people who speak another language and have a different culture to one’s own Block 4: Socio-cultural features and intercultural awareness

45. Third Cycle First Cycle Introduction Primary Contents Second Cycle Participate in controlled oral exchanges referring to familiar topics in predictable communication situations, respecting the basic rules of exchange, such as listening to and looking at the person who is speaking. Ability to express immediate needs such as asking permission, borrowing everyday objects, finding objects or people, talking about the weather or about likes and abilities. This criterion will also assess pupils’ attitude when participating in exchanges and their degree of interest in the contributions of others. Grasp general meaning, and identify specific information in oral texts which are familiar and of interest to pupils. This criterion seeks to assess whether pupils are able to grasp the general meeting of an oral message, employing linguistic and non-linguistic elements present in the communication situation. It also refers to the ability to recognise and extract familiar words and expressions which appear in longer expressions although the text is not understood in its entirety. ASSESSMENT

46. Third Cycle First Cycle Introduction Primary Contents Second Cycle Read and grasp global meaning and some specific information in simple texts about familiar topics and with a specific purpose. Capable of reading, aloud too, different texts, appropriate to their communicative skills, such as notes, classroom rules, letters, posters or stories, containing familiar vocabulary and expressions, to extract general and specific information, and transferring knowledge of known languages. Write sentences and short texts in everyday and school situations and from models with a specific purpose and an established format, both on paper and in digital form. Ability to write diverse texts such as notes, Instructions or rules, letters, posters, brochures, comics or simple descriptions. Ability to use a model to produce a text with a certain degree of autonomy, as well as correct spelling as a result of the observation of models and the knowledge of the relationship between sound and spelling. ASSESSMENT

47. Third Cycle First Cycle Introduction Primary Contents Second Cycle Use in a meaningful way forms and structures particular to the target language, including aspects of sound, rhythm, stress and intonation in different communicative contexts. Ability to recognise and reproduce sounds, rhythm, stress and intonation when participating actively by listening to repeating and anticipating expressions in reading aloud activities and with the use of models. Use some learning-to-learn strategies, such as requesting clarification, accompanying communication with gestures, using visual and bilingual dictionaries, recovering, seeking and compiling information about familiar topics in different sources and identifying certain personal features which help them to learn better. Use of basic strategies which favour the learning process such as the use of visual resources and gestures, requesting help and clarification, gradually more autonomous use of bilingual dictionaries and some basic technology. Ability to evaluate their own progress. ASSESSMENT

48. Third Cycle First Cycle Introduction Primary Contents Second Cycle Appreciate the target language as an instrument of communication with other people and show curiosity and interest towards people who speak the target language. This criterion assesses whether pupils have an attitude of curiosity towards those who speak the target language or other languages different to their own, and also the capacity to appreciate linguistic diversity as an enriching element of society and value sociocultural particularities of speakers of other languages. Identify aspects of everyday life in countries where the target language is spoken and compare them with their own. Capacity to observe and identify differences and similarities in aspects of everyday life in countries where the target language is spoken with regard to timetables, meals, traditions, festivals and ways of socialising with people. ASSESSMENT

49. Contents: Third Cycle

50. First Cycle Introduction Primary Contents Listen to and understand progressively more complex oral messages, such as instructions or explanations, controlled oral exchanges or recordings on audiovisual or IT sources to extract global or specific information. Progressively autonomous and efficient oral exchanges in real or simulated complex situations. Production of previously seen oral texts progressively autonomous and efficient prepared by means of prior work with assistance and models, showing interest in expressing themselves orally in individual and group activities. Development of basic strategies to improve comprehension and oral expression: use of visual and non- verbal context and of previous knowledge of the subject or the situation transferred from the languages they know to the target language. Willingness to overcome communication problems by using communication strategies. Assessment of the foreign language as an instrument of communication. Block 1: Listen, speak and converse Second Cycle

51. First Cycle Introduction Primary Contents Reading and understanding different texts to use global and specific information, in the execution of a task or to enjoy reading. Progressively autonomous use of reading strategies, identifying the most important information, deducing the meaning of unknown words and expressions by using dictionaries. Reading and writing their own texts about everyday social situations, the media and learning and informative texts. Composition of their own texts in different communicative situations, which shall be progressively larger and more varied, and writing of structures, to convey information with different purposes. Use of IT and communication technology to read, write and transmit information. Interest in the presentation of written texts and assessment of their role in satisfying communicative needs. Assessment of the foreign language as a tool to communicate and learn.language as an instrument of communication. Block 2: Read and Write Second Cycle

52. First Cycle Introduction Primary Contents Linguistic knowledge. Careful pronunciation, rhythm, stress and intonation of the target language both in oral exchanges and expression as well as in reciting, dramatization and reading. Recognition and use of previously employed vocabulary and basic forms and structures particular to the target language.. Association of spelling, pronunciation and meaning via written models, familiar oral expressions and establishment of analytical relation between spelling and sound concerning the most outstanding irregular forms. Use of basic strategies of production of texts (choice of addressee, purpose, planning, preparation of draft, revision of text and final version) using structured models. Interest in using the target language correctly in different situations and in gradually more extended situations Comparison and reflection of the foreign language on the basis of known languages. Block 3: Knowledge of the language Second Cycle

53. First Cycle Introduction Primary Contents Reflection upon learning. Use of skills and procedures such as memorisation, word association and expressions with gestures and visual elements, observation of models, reading of texts, use of multimedia resources, for the acquisition of new vocabulary, forms and structures of the language. Reflection upon their own learning, work planning, acceptance of error as part of the process and self- correction and self-assessment. Progressive use of graphic sources of consultation and information and of the possibilities afforded by this technology. Confidence in their own ability to learn a foreign language and appreciation of teamwork. Block 3: Knowledge of the language Second Cycle

54. First Cycle Introduction Primary Contents Assessment of foreign languages as a means to communicate and socialize with students from other countries as a means of accessing new information and as an enriching tool to know other cultures and ways of living. Knowledge of some everyday customs and use of the forms of socialising between countries where the target language is spoken and our own. Receptive attitude towards and positive assessment of people who speak another language and have a different culture to one’s own. Interest in establishing contact and communicating with foreign language speakers through the means provided by the new technologies. Block 4: Socio-cultural features and intercultural awareness Second Cycle

55. First Cycle Introduction Primary Contents Participate in everyday oral exchanges referring to familiar topics in predictable communication situations, respecting the basic rules of exchange, such as listening to and looking at the person who is speaking. This criterion assesses the ability to communicate in everyday situations referring to familiar or previously seen topics to express immediate needs such as asking permission, borrowing everyday objects, finding objects or people, talking about the weather or about likes and abilities. There will be assessment of the ability to use expressions and sentences to talk about their family and other people, the weather, clothes, books, games and the contents of the different areas. This criterion will also assess pupils’ attitude when participating in exchanges and their degree of interest in the contributions of others. ASSESSMENT Second Cycle

56. First Cycle Introduction Primary Contents Grasp the overall meaning and identify specific information in oral texts which occur in different communicative situations. This criterion seeks to assess whether pupils are able to grasp the most recurrent expressions and vocabulary concerning their surrounding reality: family, sports, games, contents of other areas. It also refers to the ability to understand clear and simple messages, information and conversation ASSESSMENT Second Cycle

57. First Cycle Introduction Primary Contents Read and locate explicit and direct information and make inferences understanding texts on various topics of interest. This criterion assesses whether pupils are capable of reading, aloud too, different texts, containing rich and complex vocabulary and expressions in poems, recipes, menus, leaflets, advertisements, rules and letters by using basic comprehension strategies. It also assesses students’ ability to extract specific information and their ability to go beyond the superficial meaning of the texts. It shall also assess the ability to use reading comprehension strategies, such as using elements of linguistic and non-linguistic context, autonomously and to transfer knowledge of known languages. ASSESSMENT Second Cycle

58. First Cycle Introduction Primary Contents Prepare written texts keeping in mind the recipient, the text type and purpose, both in paper and digital formats. This criterion seeks to assess the ability to write, on the basis of models, short texts depending on the participants in the communicative situation. It will assess the ability to produce with help different texts such as requests, instructions, letters, diaries, descriptions and short narrations in relation to topics related to their interests and previous knowledge. Special attention shall be given to text production phases: planification, textualization and revision. ASSESSMENT Second Cycle

59. First Cycle Introduction Primary Contents Use basic forms and structures particular to the target language, including aspects of sound, rhythm, stress and intonation in different communicative contexts. This criterion seeks to assess pupils’ ability to recognise and reproduce sounds, rhythm, stress and intonation when participating actively in different such as short oral presentations, conversations or reading aloud, with the use of models. ASSESSMENT Second Cycle

60. First Cycle Introduction Primary Contents Use some strategies for learning to learn such as asking questions as appropriate to obtain information, seek clarification, using bilingual and monolingual dictionaries, accompanying communication with gestures, to search for, collect and organize information in different formats, using ICT to check and verify information and identify some aspects to improve efficiency. This criterion aims to assess the use of basic strategies which favour the learning process such as the use of visual resources and gestures, requesting help and clarification, use of adapted monolingual dictionaries and looking up for paper and digital information. It will also assess the ability to evaluate their own progress, to identify resources and strategies to learn better and spontaneous use of simple, everyday forms and structures. ASSESSMENT Second Cycle

61. First Cycle Introduction Primary Contents Value the foreign language as a communication tool and show curiosity and interest in its speakers. This criterion assesses pupils capacity to value the foreign language as a communication tool, and also the capacity to appreciate linguistic diversity as an enriching element of society. It shall also assess the effort to use the foreign language to establish personal relations using new technologies both for oral and written skills. ASSESSMENT Second Cycle

62. First Cycle Introduction Primary Contents Identify some traits, customs and traditions of countries where the target language is spoken and compare them with the students’ own. This criterion assesses the capacity to identify the most well- known particularity, customs and traditions in countries where the target language. It shall also assess their ability to compare these foreign socio-cultural aspects with their own culture so as to develop their multicultural awareness. ASSESSMENT Second Cycle