interface 2 lomce

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INDEX1 Page

1. Introduction 3

a) Theoretical justifcation 3b) Contet !

2. Objectives o t!e stage "". #e$ co%&etences #a) The $ey competences in the Spanish education system #b) % description o& the $ey competences 'c) Contribution o& Interface 2 to the de(elopment o& $ey competences 3d) The $ey competences and the objecti(es o& the stage "e) The $ey competences in the curriculum "&) *ethodology &or competence+based learning and teaching in the classroom #

) %ssessment o& the $e com etences ,'. Contents( eva)uation criteria( )earning outco%es and &eror%ance indicators '

a) Contents- E(aluation Criteria- .earning /utcomes and Per&ormance 0ndicators &or ES/ st cycle 'b) Syntactic structures and high &re1uency (ocabulary areas 3!

*. +et!odo)og$ 3#

a) eneral methodology and methodology specifc to subject area 3#b) Teaching and learning acti(ities and strategies 3,

,. Assess%ent 3a) %ssessment criteria and learning outcomes 3b) %ssessment tools 3c) Types o& assessment d) rade and pass criteria !e) 4ein&orcement and etension programmes 5*ied+ability acti(ities and programmes &or academic

ro ress and achie(ement)6"

&) Teaching+learning assessment #-. +easures or students it! s&ecia) needs ,/. Fostering reading ,

0. Interdisci&)inar$ contents CI3 '14. Cross5cutting contents 6a)ues and Attitudes3 !11. 7se o inor%ation and co%%unication tec!no)og$ !12. Teac!ing and organisationa) resources !!1". 8u&&)e%entar$ activities !'

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1. INTROD7CTION

1.A3 T9EORETICA :78TIFICATION

.anguage is the $ey to learning and communication6 *other tongue languages and &oreign languages are no7 (itallyimportant in a global and interconnected economy6 The 7orld today is characteri8ed by an e(er increasing contact bet7eenindi(iduals- countries- organisations and companies resulting in the need &or a di(erse $no7ledge base- s$ills and attitudes in a(ariety o& languages6 This plurilingual profle 7ill not only re1uire $no7ledge o& the languages but also cross+cultural $no7ledgeto guarantee integration and participation in a (ariety o& contets and situations &or personal &ulflment and de(elopment-social inclusion- acti(e citi8enship and employment6

0n real communicati(e contets and situations- language use comprises the actions per&ormed by an indi(idual in thatparticular communicati(e contet6 The basic curriculum- there&ore incorporates and uses this action+oriented approachrecogni8ed by the 9Co%%on Euro&ean Fra%eor; o Reerence or anguage earning as its basis6 0t describes 7hatthe student should be able to do in a &oreign language in di(erse real communicati(e contets 7hich ta$e into account thestudent;s age and characteristics according to the educational stage6 The interaction- oral and 7ritten recepti(e and producti(e

acti(ities 7hich constitute the .earning Standards to be assessed in the basic curriculum include not only specifccommunicati(e competences 7hich enable a student to per&orm these acti(ities but also include the general $ey competences7hich correspond to each educational stage6

The basic curriculum &or Secondary education is structured around language acti(ities as described by the CommonEuropean <rame7or$ o& 4e&erence &or .anguage .earning: comprehension and production 5epression and interaction) o& oraland 7ritten tet6 The contents- criteria and standards are organi8ed into &our main bloc$s according to the language acti(itiesdescribed abo(e6

Interface 2 7as de(eloped according to the guidelines stated in the &ollo7ing documents:

Organic a /<241"( 0 Dece%ber( or La Mejora de la Calidad Educativa (LOMCE)

Ro$a) Decree 114*<241'( 2, Dece%ber in !ic! t!e =asic Co%&u)sor$ 8econdar$ Curricu)u% and 7&&er5

secondar$ Curricu)u% is stated.

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%ccording to the ./*CE- the curriculum is di(ided into the learning objecti(es &or each subject area and educational stage=the co%&etences or abilities to be ac1uired and the contents to be &ully integrated in each subject area and educational stagein order to carry out acti(ities and sol(e comple problems success&ully and achie(e the contents or $no7ledge base- abilities-s$ills and attitudes 7hich contribute to the learning objecti(es o& each subject area and educational stage= the methodology7hich includes a description o& the teaching+learning process as 7ell as its organi8ation= the learning standards and outcomes=

the assessment criteria sho7ing the criteria &or the attainment o& the competences and the learning objecti(es o& each subjectarea and educational stage6 The contents are organi8ed into subjects- 7hich in turn are organised into learning areas- felds andmodules dependent on the type o& learning+teaching- educational stages or programmes6

a) Curricu)u%: all o& the elements that determine the teaching+learning process &or each subject area and educationalstage6

b) Objectives: re&er to the outcomes that the student 7ill be able to do 7hen fnishing the educational process as aresult o& the planned teaching+learning eperiences6

c) Co%&etences: the $no7ledge and s$ills base o& a subject area 7hich allo7 a person to success&ully carry outacti(ities and sol(e comple problems6

d) Contents: the $no7ledge base- abilities- s$ills and attitudes that contribute to achie(ing the objecti(es o& a subject

area and educational stage and the ac1uisition o& competences6 The contents are organi8ed according to subjects-learning areas- felds and modules dependent on the courses- educational stages or programmes o& study6

e) earning standards: the assessment criteria 7hich result in learning outcomes and defne 7hat the student should$no7- understand and be able to do in each subject area= the criteria should be obser(able- measurable and assessableand they should allo7 &or progress in attainment6 Their design should contribute and &acilitate the standardisation andcomparison o& tests6

&) Assess%ent criteria: specifc guidelines to assess the student;s learning6 They describe 7hat is to be assessed and7hat the student should achie(e in both $no7ledge and competences= they defne 7hat is to be achie(ed in each subjectarea6

g) +et!odo)og$: the range o& organised and planned strategies- s$ills and actions that the teacher carries out in aconscious and re>ei(e manner to enable learning to ta$e place and to achie(e the stated objecti(es6



The >enera) Princi&)es o& this stagein accordance 7ith ?!@2? o& 2" Aecember- are the &ollo7ing:

6 Compulsory Secondary Education aims to pro(ide students 7ith basic cultural a7areness- especially in the areas o&

humanities- art- science and technology= to de(elop and consolidate study and 7or$ s$ills= to prepare students &or higher

le(els o& education and incorporation into the 7or$place and to become responsible- acti(e citi8ens6

26 Compulsory Secondary Education 7ill place special emphasis on preparing students &or &urther academic and 7or$placerelated study6

36 Compulsory Secondary Education is organi8ed according to the principles o& the common educational &rame7or$-

catering &or di(ersity among the student population6 %t this educational stage- the measures adopted to cater &or

di(ersity 7ill respond to specifc educational needs o& indi(idual students in order to meet the objecti(es o& Compulsory

Secondary Education and the ac1uisition o& the corresponding competences6 The measures ta$en should not- in any 7ay-

discriminate against and hinder the student &rom achie(ing the objecti(es and passing this le(el o& education6

The Compulsory Secondary Education stage is organised into subject areas and consists o& t7o cycles: the frst cycle lasts three

years and the second cycle lasts one year6 These &our years in total 7ill usually be &ollo7ed &rom the age o& t7el(e to siteen

years6

The second cycle or &ourth year o& Compulsory Secondary Education 7ill essentially be preparatory in nature6

1.=3 CONTEXT

(To be completed by the teacher according to the social, historical, geographical setting in which the teacher works)

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2. O=:ECTI6E8 OF T9E 8TA>E

Compulsory Secondary Education 7ill contribute to the de(elopment o& the abilities and s$ills 7hich 7ill enable students to:

a) %c1uire a responsible ci(ic attitude- $no7 and carry out their rights 7ith respect to others- sho7 tolerance and engage in

cooperation and solidarity 7ith indi(iduals and groups- promote dialogue based on human rights- e1ual opportunities andtreatment bet7een men and 7omen and the common (alues o& a plural society in order to prepare students &ordemocratic citi8enship6

b) Establish the habits o& sel&+discipline- study and indi(idual 7or$ as 7ell as team7or$ as a pre+re1uisite &or the success&ulcompletion o& learning tas$s and as a means to personal de(elopment6

c) Sho7 (alue and respect &or the diBerences bet7een men and 7omen and e1ual rights and opportunities bet7een them64e&use gender discrimination and engage in non+discrimination o& people o& 7hate(er condition or personal or socialcircumstance6 4eject stereotypes that gi(e rise to a discrimination bet7een men and 7omen and any mani&estation o&(iolence against 7omen6

d) Strengthen their aBecti(e capacities in all realms o& their personality and in their relationships 7ith others and to reject(iolence- all types o& prejudice- seist beha(iour and to resol(e con>icts peace&ully6

e) Ae(elop basic s$ills in using in&ormation sources critically to ac1uire ne7 $no7ledge6 %c1uire a basic preparation in the

area o& technologies- particularly in 0n&ormation and Communication technology6&) See scientifc $no7ledge as integrated $no7ledge 7hich is included in diBerent disciplines and to $no7 and apply

methods to identi&y problems in a range o& felds o& $no7ledge and eperience6g) Consolidate entrepreneurship and sel&+esteem- participation- critical thin$ing- personal initiati(e and learning to learn-

planning- decision+ma$ing and ta$ing on responsibility6h) nderstand and epress oral and 7ritten tets and comple messages correctly in Castilian- and 7here rele(ant- the

cooDcial language o& the %utonomous Community6 Start reading- studying and $no7ing literature6i) nderstand and epress onesel& correctly in one or more &oreign languages6

j) no7- (alue and sho7 respect &or basic cultural aspects and history- as 7ell as one;s artistic and cultural heritage6$) no7 and accept the &unctioning o& one;s o7n body and that o& others- sho7 respect &or diBerences and consolidate

healthy habits in order to loo$ a&ter themsel(es and their bodies6 To use physical education and sport to de(elop both

personally and socially6 To $no7 and (alue the human dimension o& seuality in all its di(ersity6 To thin$ critically aboutsocial habits related to health- consumption- loo$ing a&ter li&e and nature- contributing to its conser(ation and progress6l) %ppreciate 7or$s o& art and understand the language o& diBerent artistic mani&estations- using diBerent means o&

epression and representation6

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". #E? CO+PETENCE8

". A3 T9E #E? CO+PETENCE8 IN T9E 8PANI89 ED7CATION 8?8TE+

The Euro&ean 7nion@s guidelines set do7n the need &or the ac1uisition o& $ey competences as a prere1uisite to anindi(idual;s personal- social and pro&essional &ulflment in order to adapt to a global 7orld in 7hich economic progress- lin$ed to$no7ledge- is achie(able6

% competence is a combination o& practical s$ills- $no7ledge- moti(ation- (alues- attitudes- emotions and other social andbeha(ioural components 7hich enables the indi(idual to per&orm a success&ul action6 This practical $no7ledge is ac1uiredthrough acti(e participation in social practices- 7hich can be de(eloped both in a &ormal educational contet- 5ie through thecurriculum)- and in in&ormal or non+&ormal educational contets6

The competences are conceptuali8ed as F$no7 ho7 toG- applied to a (ariety o& academic- social and pro&essional contets6 %trans&er o& competences to a (ariety o& contets can only come about through a thorough understanding o& the $no7ledgein(ol(ed in the competence and &or this to be lin$ed to the practical abilities and s$ills that the competence encompasses6

The competence $no7ledge integrates conceptual $no7ledge: concepts- principles- theories- data and &acts 5declarati(e$no7ledge+ know how to say )= s$ills $no7ledge- related both to an obser(able physical action and to a mental action5procedural $no7ledge Hknow how to do)= and a third component 7hich has a great social and cultural in>uence- and 7hichin(ol(es a set o& attitudes and (alues 5know how to be)6

.earning through competences also &a(ours the studentsI o7n learning process and their moti(ation &or learning- due to thestrong relation bet7een the diBerent components: the concept+based $no7ledge 59$no7) cannot be learnt in isolation &rom itsuse- 9$no7 ho7 to do= neither can procedural $no7ledge be ac1uired 59s$ills) 7ithout a concept+based $no7ledge- 7hich

gi(es sense to the action6

%s competence+based learning in(ol(es trans(ersality- dynamism and integration- the teaching+learning process should includeall areas o& $no7ledge and all le(els o& the educational community- both in &ormal and in non+&ormal or in&ormal spheres6 0tsdynamism is e(idenced by the &act that competences are not ac1uired at a certain moment and remain unaltered- but- on thecontrary- they are part o& an ongoing process in 7hich indi(iduals achie(e higher and higher le(els o& per&ormance6

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<urthermore- this type o& learning in(ol(es the o(erall education o& the person 7ho- a&ter completing their studies- 7ill be ableto trans&er the ac1uired $no7ledge to ne7 circumstances they meet in their chosen path in li&e6 Jence- they 7ill be able toreorganise their 7ay o& thin$ing and ac1uire ne7 $no7ledge- impro(e their per&ormance and disco(er ne7 7ays o& action andne7 s$ills that 7ill allo7 them to per&orm tas$s eDciently- &a(ouring a li&elong learning process6

The #e$ Co%&etences o t!e curricu)u% are as &ollo7s:

1. Co%&etence in )inguistic co%%unication. CC32. Co%&etence in %at!e%atics( science and tec!no)og$. C+8T3". Digita) co%&etence. DC3'. earning to )earn. 23*. 8ocia) and civic co%&etences. 8CC3,. 8ense o initiative and entre&reneurs!i&. 8IE3-. Cu)tura) aareness and e&ression. CAE3

Emphasis 7ill be placed on the de(elopment o& ;e$ or disci&)inar$ co%&etences 5C.C- C*ST)- although students 7ill alsoco(er the rest o& the cross5cutting ;e$ co%&etences.

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". =3 DE8CRIPTION OF T9E #E? CO+PETENCE8

The CO+PETENCE IN IN>7I8TIC CO++7NICATION CC3- is the result o& the communicati(e action 7ithin

particular social practices- in 7hich the indi(idual interacts 7ith other interlocutors through tets in multiple modalities

and &ormats6 These situations and practices may in(ol(e the use o& one or se(eral languages- in diBerent spheres- eitherindi(idually or collecti(ely6

0n order to de(elop this competence success&ully- it is ad(isable to ta$e into account the &ollo7ing f(e main areas:

+ The )inguistic co%&onent co(ers diBerent dimensions: leical- grammatical- semantic- phonological- orthographicand orthoepic- understood as the correct articulation o& sound &rom a graphical representation o& language6

+ The discourse &rag%atic co%&onent co(ers three dimensions: sociolinguistic 5related to the correct production andreception o& messages in diBerent social contets)= pragmatics 5including the communicati(e micro&unctions and socialinteraction schemas)= and discursi(e 5including tetual macro&unctions and 1uestions related to discursi(e genres)6

+ The sociocu)tura) co%&onent includes t7o dimensions: one related to the $no7ledge o& the 7orld and one related tothe intercultural dimension6

+ The strategic co%&onent allo7s the indi(idual to o(ercome diDculties and to sol(e problems that arise in thecommunicati(e echange6 0t includes both s$ills and communicati(e strategies &or reading- 7riting- spea$ing- listeningand con(ersing- and also s$ills related to in&ormation processing- multimodal reading and production o& electronic tets indiBerent &ormats= moreo(er- this component also includes the general cogniti(e- metacogniti(e- and socio+aBecti(estrategies- that indi(iduals use to communicate eDciently- 7hich is essential in the &oreign language learning process6

+ <inally- the competence in linguistic communication includes a &ersona) co%&onent 7hich can be seen incommunicati(e interaction in three dimensions: attitude- moti(ation and personality traits6

The CO+PETENCE IN +AT9E+ATIC8( 8CIENCE AND TEC9NOO>? C+8T3- leads and rein&orces essential elementsin the studentsI training and education and 7hich are important to daily li&e6 0n a society in 7hich mathematics- scienceand technology has a signifcant impact- the achie(ement and sustainability o& social 7ell+being demands beha(ioursand personal decision+ma$ing closely lin$ed to critical abilities and a &air and reasonable (ision o& others6 Thecompetence in mathematics- science and technology contributes to all o& the &ollo7ing:

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<or a correct de(elopment o& the competence &or learning to learn- it is necessary to re>ect on the mental processespeople use 7hen learning- to $no7 ho7 the learning process 7or$s- as 7ell as to de(elop the s$ills to regulate andcontrol oneIs o7n learning6

The 8OCIA AND CI6IC CO+PETENCE8 8CC3 in(ol(e the s$ill and ability to use their $no7ledge and attitudes in

society- &rom diBerent perspecti(es- in a dynamic- changing and comple climate- in order to interpret phenomena andsocial problems in increasingly di(erse contets6 The competences also in(ol(e communicating constructi(ely- ma$ingdecisions and resol(ing con>icts- as 7ell as the ability to interact 7ith other people and groups according to norms basedon mutual respect and democratic con(ictions6 <urthermore- it also includes actions at a closer le(el to indi(iduals aspart o& ci(ic and social in(ol(ement6

a) The social competence is related to personal and social 7ell+being6b) The ci(ic competence is based on the critical $no7ledge o& concepts such as democracy- justice- e1uality- citi8enshipand ci(il rights- and it is &ormulated according to the Spanish Constitution- the Charter o& <undamental 4ights o& theEuropean nion- and international declarations- and its application by diBerent institutions at local- regional- national-European and international le(els6

%c1uiring these competences means being able to put onesel& in the place o& the other- accepting diBerences- beingtolerant and respecting other peopleIs (alues- belie&s- cultures and their personal and collecti(e history= namely- to uniteindi(idual and social- pri(ate and public- to fnd constructi(e solutions to the con>icts and problems in democraticsociety6

The 8EN8E OF INITIATI6E AND ENTREPRENE7R89IP 8IE3- is the ability to trans&orm ideas into actions6 This implies

being a7are o& the situation to be resol(ed- $no7ing ho7 to choose- plan and manage their $no7ledge- and &or them tochoose the necessary s$ills or abilities and attitudes in order to achie(e the desired objecti(e6

<or a correct de(elopment o& the sense o& initiati(e and entrepreneurship students need to &oster:

+ Creati(ity and inno(ation s$ills6+ % pro+acti(e ability to deal 7ith projects6+ 4is$ assumption- ris$ management and handling o& uncertainty6+ .eadership 1ualities and indi(idual and team 7or$6+ Critical thin$ing and a sense o& responsibility6



". C3 CONTRI=7TION OF INTERFACE 2 TO T9E DE6EOP+ENT OF T9E #E? CO+PETENCE8

The study o& a <oreign .anguage- in its diBerent modalities- contributes mainly to the de(elopment o& the Co%&etence

in inguistic Co%%unication CC3- not only in terms o& second languages- but also to the mother tongue6 /n the one

hand- the process o& second language learning should resemble the process o& ac1uisition o& the mother tongue- in orderto produce results 7hich are natural and directly applicable to the use o& language in the real 7orld6 /n the other hand-the conscious re>ection and systematic de(elopment o& (arious competences that occur 7hen learning secondlanguages- can be applied to the mother tongue in order to impro(e the competences in their o7n language tounderstand- epress- interact and articulate thoughts and &eelings about onesel&- others and the mental and physicalen(ironment in 7hich social relationships are built6

Interace helps students to impro(e their &ormal $no7ledge o& grammar- morphology- synta and pronunciation6 0t alsohelps them to learn the sociocultural &actors in(ol(ed in communication- raising a7areness o& diBerent registers andcorrect usage in gi(en situations and contets6

This competence is de(eloped throughout the course as all o& the acti(ities use language as the main (ehicle &orcommunication6

The dynamic nature o& language is also present in the Co%&etence in %at!e%atics( science and tec!no)og$

C+8T3 and in other areas o& $no7ledge- to 7hich &oreign languages can contribute- &acilitating and epanding access todata- procedures and research techni1ues= &a(ouring a more direct and success&ul echange bet7een scientifccommunities and &ostering the joint construction o& human $no7ledge6

Interace 2 contains eamples o& the %at!e%atica) co%&etence in nit !- 7here students learn about buying andselling and they need to use prices- or in nit # 7here they analyse a chart6

There are also eamples o& science and tec!no)og$ in Interace 2 &or eample in nit " 7here students learn about

natural disasters- or in nit , 7here they study endangered animals6

0n this and in many other felds- language is &re1uently used through technology6 Technology is included as part o& the

curriculum in natural oral and 7ritten tets 7hich the student produces- understands and processes- and conse1uently-the Digita) Co%&etence &orms an important part o& the communicati(e competence6

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The use o& in&ormation and communication technologies should ha(e an important in>uence on the 7ay in 7hich &oreignlanguages are taught and learnt- and the necessary inno(ations in this feld must be based on a ne7 concept o&language- 7hich is not just something that people $no7- but- abo(e all- something that people do6

Than$s to the digital and multimedia resources- the students 7ill become accustomed to using in&ormation and

communication technologies as essential tools &or learning and communicating and they 7ill o&ten use the digitalmaterials and search &or and communicate in&ormation autonomously6 They 7ill also become &amiliar 7ith the basic(ocabulary to tal$ about computing in English6

Interace &osters the digital competence in diBerent 7ays6 0t includes research tas$s using both print and digital media-&or eample- 0nternet search and to present fndings in class6 There is also a 7eb page related to the course6

%part &rom that- Interace 2 includes re&erences to computer technology in nit !6

%nother $ey competence is de(eloped in the learning process itsel&: the competence &or earning to )earn 23 and

the curriculum there&ore highlights the procedural nature o& all its constituent elements and their relationships6 Thecontents needed to achie(e the learning outcomes are considered as competence contents- that is- e(erything that

students should $no7- $no7 ho7 to use and $no7 ho7 to integrate in their competence profle6 The le(el o& ac1uisitiono& the learning outcomes is there&ore measured by applying the e(aluation criteria described as actions6

The curriculum helps students de(elop learning to learn strategies- starting 7ith clear and coherent aims or outcomes-7hat students should be able to do 7ith the language as spea$ers o& a &oreign language- deciding on 7hat they need tolearn and the strategies they may use in order to achie(e these objecti(es6 Setting diBerent goals- according toindi(idual personal needs is the frst step to7ards success&ul autonomous learning not only 7hile studying butthroughout their li&e6

Interace pro(ides tools &or the de(elopment o& re>ection and learning strategies in the Progress checks and the sectiondedicated to learning s$ills in the Teachers !esource "ile6

The eBecti(e use o& &oreign languages necessarily in(ol(es an open and positi(e attitude in one;s relationship 7ith

others- sho7n through- &or eample- (alue and respect &or all languages and cultures and &or people 7hose (alues andbelie&s diBer &rom one;s o7n- as 7ell as an appreciation &or diBerent customs- practices and ideas- all o& 7hich should beconsidered a uni1ue opportunity &or mutual enrichment- and &or con>ict pre(ention or satis&actory resolution6 The 8ocia)and civic co%&etences 8CC3- and the Cultural a7areness and epression 5C%E)- both related to personal and e(erincreasing 7ider spheres o& action- are conse1uently part o& the s$ills included in intercultural competence integrated in&oreign language learning6



Interace encourages the student to 7or$ collaborati(ely in class6 The Culture pages &oster the eploration o& socialstructures in society today6

This competence is clearly sho7n in the LCross-cutting contentsL section o& this document- 7ith eamples such as the

importance o& charity organisations in nit !- or the importance o& ecology in nit ,6

The competence &or Cu)tura) aareness and e&ression CAE3 also in(ol(es $no7ing- understanding- appreciating

and eamining critically diBerent cultural and artistic mani&estations- using them as a source o& enrichment andenjoyment 7hile sho7ing respect &or them as part o& peoplesI heritage6

Interace includes se(eral tets related to cultural and artistic themes such as tal$ing about flm a7ards in nit orabout beaches in the in nit '6

The action+oriented approach adopted in the curriculum is learner+centred- the students are the ones 7ho learn- buildtheir competences and use them- both to complete learning tas$s in the classroom and to participate in real

communicati(e situations6 Jence- the area o& <oreign .anguage clearly contributes to the de(elopment o& the 8ense o initiative 8IE3- particularly through acti(ities that &ocus on oral and 7ritten epression and interaction- in 7hich- &romthe (ery beginning- students ma$e decisions about 7hat they 7ant to say and ho7 to say it- 7hich channel and by 7hatmeans- in 7hich circumstances and ta$ing into account the epectations and reactions o& their interlocutor orcorrespondent- 7ith the aim o& achie(ing the intended communicati(e purpose as success&ully as possible6 The consciouschoice and application o& communication strategies- discourse organi8ation- eecution and reparation- prepare students&or their responsibilities- &eel confdent in their o7n abilities- rein&orce identity and regulate their beha(iour6

The clear and con(incing epression o& ideas and thoughts and the ability to assume ris$s- together 7ith the appropriatemanagement o& the interaction and moti(ation deri(ed &rom communicating in other languages are essential in thede(elopment o& entre&reneurs!i&6 Keing able to &ace ne7 challenges or to sol(e problems in comple scenarios is also$ey6 <oreign languages are the door7ay to a 7orld o& endless possibilities in the pro&essional feld- and the curriculum

intends to promote entrepreneurship as an attitude to li&e- including specifc acti(ities in 7hich the students learn to becritical- creati(e and engaged6

Interace &osters student initiati(e and autonomy- &or eample- through the #anguage $uide , the #earning tip tablesand the %ocabulary Plus, $rammar !e&erence and 'ordlist sections6

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". D3 T9E #E? CO+PETENCE8 AND T9E O=:ECTI6E8 OF T9E ED7CATIONA 8TA>E

The $ey competences must be closely lin$ed to the established objecti(es &or Compulsory Secondary Education6

The relationship bet7een the $ey competences and the objecti(es o& the stage- ma$es it necessary to design strategiesin order to &a(our the inclusion o& students in adult li&e- and act as the base &or li&elong learning6

The eDcient ac1uisition o& the $ey competences and their contribution to the o(erall achie(ement o& the objecti(es o&

the educational stages- re1uires the design o& integrated learning acti(ities- 7hich ma$e it possible to progress to7ardslearning more than one competence at a time6

". E3 T9E #E? CO+PETENCE8 IN T9E C7RRIC77+

The $ey competences should be integrated in the diBerent areas o& the curriculum and- the learning outcomes- that the

students 7ill achie(e- should be defned- specifed and de(eloped in detail6

The competences should be de(eloped in &ormal- non+&ormal and in&ormal education- throughout one;s 7hole li&e6

%ll areas o& the curriculum should contribute to the de(elopment o& a range o& competences in the student6 The choice o& contents and methodologies should ensure the de(elopment o& $ey competences6

The assessment criteria should act as a re&erence to assess 7hat the student $no7s and $no7 ho7 to do in each subjector area6 These criteria are epressed as assessable learning outcomes6

The set o& learning outcomes o& a certain area 7ill result in the area profle6

%ll o& the areas must contribute to the de(elopment o& $ey competences6

"



". F3 +ET9ODOO>? FOR CO+PETENC?5=A8ED EARNIN> AND TEAC9IN> IN T9E CA88ROO+

%ny teaching+learning process should al7ays start 7ith the care&ul planning o& 7hat it designs to achie(e- 7ith clear aimsand objecti(es- the resources needed- the appropriate methodology- ho7 it 7ill be assessed and ho7 &eedbac$ 7ill beintegrated6 The methodology should be chosen according to one;s aims and setting6

% $ey &eature o& competence+based learning is to a7a$en and maintain the student;s %otivation &or learning 7hich

implies a ne7 understanding o& the role o& the learner: acti(e- autonomous and responsible &or their o7n learning6

%cti(e and contetuali8ed methodologies are essential to increase moti(ation &or competence+based learning6 <or

learning to be trans&erable and lasting- the methodology should in(ol(e acti(e &artici&ation and engage%ent- 7hilelearning and the use o& $no7ledge should occur in real+li&e situations6

%cti(e methodologies should be based on coo&erative )earning so that- in the completion o& tas$s- the members o& a

group should be made a7are o& the strategies used by their peers and be able to apply them in similar situations6

Interactive strategies are the most appropriate in competence+based learning as they allo7 &or $no7ledge sharingand building6 Classes are more acti(e as students echange ideas as a group and orally6

Project or; helps the students to organise their ideas- &a(ouring re>ection- analysis- hypothesising and research6 Thistype o& acti(ity encourages the students to become responsible &or their o7n learning and apply $no7ledge and s$ills toreal+li&e projects6

The use o& &orto)ios is also recommended- pro(iding detailed in&ormation about the student;s learning6 They support

continuous assessment and allo7 &or sharing o& the learning outcomes6 The port&olio is a highly moti(ating tool &or thestudent and aids the de(elopment o& autonomy and critical and re>ecti(e thin$ing6

The teacher should become in(ol(ed in the creation and design o& diBerent types o& acti(ities- adapted to diBerent

le(els- diBerent learning styles and pace o& learning in order to cater &or diversit$ in the classroom6 Inor%ation andco%%unication tec!no)ogies and the access to (irtual resources are o& particular interest in helping to diBerentiate

acti(ities6

<inally- teachers should coordinate and reach an agree%ent on the methodology and strategies to be used6

#



". >3 A88E88+ENT OF T9E #E? CO+PETENCE8

Koth continuous assessment o& diBerent year groups and fnal e(aluations o& the diBerent educational stages are

necessary to assess the $ey competences6 0t is important to choose the appropriate assessment strategies and too)s to

assess problem sol(ing in simulated real+li&e contets in 7hich students 7ill need to apply $no7ledge- s$ills andattitudes6

0t is necessary to establish relationships bet7een the )earning outco%es and the rele(ant competences to 7hich theycontribute- in order to assess the per&ormance le(els attained by each student6

The assessment o& the le(el o& ac1uisition o& the competences should be included in the e(aluation o& contents. Ky

competent- it is understood that the student is able to apply $no7ledge and attitudes to respond to a gi(en situation-ma$ing the learning meaning&ul and integrated6

Per&ormance le(els can be measured against criteria- such as rubrics or rating scales6 The learning outcomes should

include re&erents aimed at assessing le(els o& per&ormance 7hich ta$e into account the principle o& catering &or di(ersity6

Teachers must use a (ariety o& assessment procedures and include strategies that enable students to participate in the

e(aluation process- such as sel&+e(aluation- peer e(aluation or co e(aluation6 %ll o& the diBerent assess%ent&rocedures- such as systematic obser(ation o& the studentsI 7or$- oral and 7ritten tests- the port&olio- data recordingor class 7or$ 7ill enable the integration o& all o& the competences in a coherent assessment &rame7or$6

The design and implementation o& the eterna) end+o&+stage assess%ents 7ill ta$e the learning outcomes intoaccount6

,



'. CONTENT8( E6A7ATION CRITERIA( EARNIN> O7TCO+E8 AND PERFOR+ANCEINDICATOR8

'. A3 CONTENT8( E6A7ATION CRITERIA( EARNIN> O7TCO+E8 AND PERFOR+ANCE INDICATOR8 FOR8econdar$( 1st c$c)e

=OC# 1 ORA CO+PRE9EN8ION

CONTENT8 E6A7ATION CRITERIA EARNIN> O7TCO+E8PERFOR+ANCE

INDICATOR8 AND #E? CO+PETENCE8

Co%&re!ension strategies

+ *obili8ation o& pre(ious

in&ormation on type o& tas$ and

topic6

+ 0dentifcation o& type o& tet-

adapting the comprehension to

the same6

+ Aistinguishing bet7een types

o& comprehension 5general

meaning- essential in&ormation-

principal points- rele(ant

details)6

+ <ormulation o& hypothesis on

content and contet6

+ 0n&erence and &ormulation o&

hypothesis on meanings based

on the comprehension o&

signifcant elements- both

EC66 0dentifcation o& the

essential in&ormation- the

principal points and the most

rele(ant details in short and 7ell

structured oral tets- spo$en out

loud or transmitted by technicalde(ices and enounced at slo7 or

medium speed- in a &ormal-

in&ormal or neutral register and

7hich deal 7ith day+to+day

matters in habitual situations or

about general topics or oneMs

indi(idual feld o& interest in

personal- public- educational or

7or$ing areas pro(iding that

acoustic conditions do not distort

the message and that it may be

listened to again6

EC626 Keing &amiliar 7ith and

$no7ing ho7 to apply the most

ade1uate strategies &or the

comprehension o& the general

meaning- the essential

in&ormation- the principal points

./66 Captures the main points

and rele(ant details o&

directions- messages and brie&

communications 7hich are

enounced slo7ly and clearly

5e6g6 change o& boarding gate inan airport- in&ormation on

acti(ities in a summer camp- or

on the ans7ering machine o& a

cinema)- pro(iding that the

acoustic conditions are good and

that the sound is not distorted6

./626 nderstands the general

dri&t o& 7hat is said to him @ her

in day+to+day structured

transactions and operations 5e6g6

in hotels- shops- hostels-restaurants- centres o& leisure-

study or 7or$)6

P0666 .istens to directions-instructions and ad(erts andunderstands the essentialin&ormation6 C.C- S0EP06626 ses digital resources torein&orce $no7ledge ac1uired in

the unit6 C.C- AC

P06266 .istens to dialoguesabout day+to+day routines andetracts the essential in&ormation6C.C- S0E

P062626 .istens to andunderstands the teacher;s1uestions about &amiliar and day+to+day topics6 C.CP062636 4especting socialcon(entions- listens to and actsout dialogues about e(erydaysituations6 C.C- SCC- S0E

'






linguistic and paralinguistic6

+ 4e&ormulation o& hypothesis

based on the comprehension o&

ne7 elements6

8ociocu)tura) and

socio)inguistic as&ects social

con(entions- norms o& courtesy

and registers- customs- (alues-

belie&s and attitudes= non+(erballanguage6

Co%%unicative unctions

+ 0nitiation and up$eep o&

personal and social relations6

+ Aescription o& physical and

abstract 1ualities o& people-

objects- places and acti(ities6

+ Narration o& past e(ents- both

once+oB and habitual-

description o& present states

and situations- and epression

o& &uture happenings6

+ 4e1uesting and oBering

and ideas or the rele(ant details

o& the tet6


employing &or the comprehension

o& the tet the sociocultural and

sociolinguistic aspects related to

daily li&e 5study and 7or$ habits-

leisure acti(ities)- li(ing conditions5en(ironment- social structure)-

interpersonal relations 5bet7een

men and 7omen- at 7or$- in the

educational centre- in

organi8ations)- beha(iour

5gestures- &acial epressions- use

o& (oice- (isual contact) and social

con(entions 5customs- traditions)6

EC66 Aistinguishing the most

rele(ant communicati(e &unctionor &unctions in the tet and a

repertory o& its most common

eponents- as 7ell as &re1uently

used discursi(e patterns related

to tetual organi8ation

5introduction o& topic- thematic

de(elopment and change- and

./636 0dentifes the general

meaning and the principal points

o& a &ormal or in&ormal

con(ersation bet7een t7o or

more interlocutors 7hich ta$es

place in his presence- 7hen the

topic is &amiliar to him @ her and

the discourse is articulated 7ith

clarity- at medium speed and ina standard (ariety o& the

language6

./66 nderstands- in an

in&ormal con(ersation in 7hich

he @ she participates:+

descriptions- narrations- points

o& (ie7 and opinions regarding

practical matters o& daily li&e and

topics o& his @ her interest- 7hen

he @ she is spo$en to 7ith clarity-

slo7ly and directly and i& the

interlocutor is prepared to

repeat or re&ormulate 7hat they

ha(e said6

./6!6 nderstands- in a &ormal

con(ersation- or inter(ie7 5e6g6

P06366 .istens to con(ersationsabout the unit topic and etractsthe essential in&ormation6 C.CP063626 .istens to con(ersationsabout ethical (alues and sho7srespect to7ards the opinion o&others6 C.C- SCC

P0666 .istens to in&ormalcon(ersations related to the unittopic- and understands basicin&ormation6 C.C- C*STP06626 .istens to &ormalcon(ersations related tosociocultural and intercurriculartopics6 C.C- SCC

P06!66 .istens to &ormalcon(ersations related to the unittopic and understands specifcin&ormation6 C.C- C*STP06!626 .istens to &ormalcon(ersations related tosociocultural and intercurricular

2?






9ig! reuenc$ ora)

vocabu)ar$ 5reception) related

7ith personal identifcation=

d7elling- home and

en(ironment= acti(ities o& daily

li&e= &amily and &riends= 7or$

and occupations= &ree time-

leisure and sport= tra(el and

holidays= health and physical

care= education and studies=

shopping and commercialacti(ities= &ood and catering=

transport= language and

communication= en(ironment-

climate and natural

en(ironment= 0n&ormation

Technology and Communication6

8ound( stress( r!$t!% andintonation &atterns.

stated meanings and

communicati(e intentions as 7ell

as some implicit ones 5including

interest or indiBerence) 7hen the

articulation is clear6

programmes on daily matters or

aBairs o& personal interest

articulated slo7ly and clearly

5e6g6 ne7s- documentaries or

inter(ie7s)- 7hen the images aid

in comprehension6

P06#636 ses audio(isualresources to rein&orce $no7ledgeac1uired in the unit6 C.C- C%E

2 See list o& structures in section 6K)

22



=OC# 2 ORA PROD7CTION EXPRE88ION AND INTERACTION


INDICATOR8 AND #E?

CO+PETENCE8

Production strategies

P)anning+ Ae(ising the message 7ithclarity- distinguishing itsprincipal idea or ideas and itsbasic structure6

+ %djusting the tet to the targetaudience- contet and channel-applying the suitable register

and structure o& discourse &oreach case6

Eecution+ Epressing the message 7ithclarity and coherence-structuring it suitably andadjusting it- 7here necessary- tothe models and &ormulae o&each type o& tet6+4eadjusting the tas$5underta$ing a more modest(ersion o& the tas$) orreadjusting the message5ma$ing concessions to 7hathe@she really intends toepress)- a&ter e(aluating thediDculties and the a(ailableresources6+ Kuilding on and ta$ingmaimum ad(antage o&

EC266 Producing brie& and

understandable tets- 7hether in

&ace+to+&ace con(ersation- by

telephone or by other technical

means- in a neutral or in&ormal

register- in simple language- in

7hich in&ormation is gi(en-

re1uested and echanged about

topics o& importance in daily li&e

and matters that are &amiliar or o&

personal- educational oroccupational interest- 7ith brie&

justifcation o& the reasons &or

specifc actions and plans-

although 7ith occasional

interruptions or hesitation-

e(ident pauses and re&ormulation

to organi8e the discourse and

selecting epressions and

structures- and the interlocutor

sometimes needs to re1uest

repetition6



suitable strategies &or producing

oral tets in brie& monologue or

dialogue &ormat and 7ith a simple

and clear structure- utili8ing-

./266 Je@she ma$es brie&rehearsed presentations- 7ellstructured and 7ith (isual aids5e6g6 slides or Po7erPoint)- onconcrete aspects o& topics o&interest to him@her or related tohis@her studies or occupation-and responds to brie& simple1uestions &rom the audience onthe content o& the abo(e6

./2626 Je@she copes 7ell 7ithday+to+day procedures andtransactions- including tra(el-lodging- transport- shopping andleisure- &ollo7ing basic norms o&courtesy 5greetings andtreatment)6

./2636 Participates in in&ormalcon(ersations 7hether &ace+to+

P02666 <ollo7ing an eample-gi(es simple presentationsrelating to the unit topic6 C.C- S0EP026626 Tal$s about socioculturaltopics- sho7ing respect to7ardsother cultures6 C.C- S0E- SCCP026636 Spea$s aboutintercurricular subjects- sho7ing$no7ledge about them6 C.C- S0E-C*STP02666 Correctly responds to the

teacher;s 1uestions about &amiliarand day+to+day topics6 C.C- S0EP0266!6 Participates incooperati(e tas$s 5projects-presentations etc6) and presentsthem to the class6 C.C- S0E- C%E

P026266 <ollo7ing a model-practises dialogues aboute(eryday situations6 C.C- S0EP0262626 Practises greetings-presentations etc6 in a polite 7ay6C.C- SCC- S0EP0262636 Practises and repeats thecorrect pronunciation &or dailycommunicati(e situations6 C.C-S0EP026266 ses body language tocomplement communication inday+to+do situations6 C.C- .2.

23






pre(ious $no7ledge 5utili8ing9pre&abricated language- etc)6

+Compensating &or linguisticshortcomings through linguistic-paralinguistic or paratetualprocedures:

inguistic+ *odi&ying 7ords 7ith a similarmeaning6

+Aefning or paraphrasing a termor epression6

Para)inguistic and&aratetua)+ 4e1uesting help6

+ Pointing out objects- usingdeictics or per&orming actions7hich clari&y the meaning6

+ sing culturally pertinent bodylanguage 5gestures- &acial

epressions- postures- (isual orcorporal contact- proemics)6

+ sing etra linguistic soundsand con(entional prosodic1ualities6

8ociocu)tura) and

among others- procedures such as

the adaptation o& the message to

patterns o& the primary or other

language- or the use o&

approimate leical elements i&

other more precise ones are not

a(ailable6

EC2636 0ncorporating to the

production o& oral tet in

monologue or dialogue &ormat thesociocultural and sociolinguistic

$no7ledge ac1uired related to

social structures- interpersonal

relations- patterns o& beha(iour-

conduct and social con(entions-

acting 7ith due propriety and

respecting the most important

norms o& courtesy in the

respecti(e contets6

EC266 Per&orming the &unctions

re1uired by the communicati(e

objecti(e- utili8ing the most

common eponents o& the

a&orementioned &unctions and the

most &re1uent discursi(e patterns

to organi8e the tet in a simple

7ay 7ith suDcient internal

&ace- by telephone or by othertechnical means- in 7hich socialcontact is established-in&ormation is echanged-opinions and points o& (ie7 areepressed- in(itations and oBersare made- things are re1uestedand oBered- instructions areas$ed &or and gi(en- or steps arediscussed 7hich must be&ollo7ed to per&orm a groupacti(ity6

./266 Ta$es part in a &ormalcon(ersation- meeting orinter(ie7 o& academic oroccupational character 5e6g6 tounderta$e a Summer course orto participate in a (olunteergroup)- echanging suDcient

in&ormation- epressing his@herideas on habitual topics- gi(inghis@her opinion on practicalproblems 7hen as$ed directly-and reacting in a simple 7ay tocomments- pro(ided he@she mayre1uest repetition o& $ey pointsi& necessary6

P026366 4especting socialstandards and con(entions- actsout in&ormal con(ersations inpairs6 C.C- S0E- SCCP0263626 Practises and repeats thecorrect pronunciation &or dailycommunicati(e situations6 C.C-S0EP0263636 Aiscusses ethical (alues-sho7ing respect to7ards otheropinions6 C.C- SCC- S0EP026366 Participates in games-

putting into practice the(ocabulary and grammaticaleplanations &rom the unit6 C.C-S0E- .2.P02636!6 %s$s 1uestions to theirpartners- respecting socialcon(entions6 C.C- S0E- SCC

P02666 <ollo7ing a model- actsout &ormal con(ersations in pairs6C.C- S0E- SCCP026626 Practises and repeats thecorrect pronunciation &or &ormal

con(ersations6 C.C- S0EP026636 Epresses opinions about&ormal issues- respecting theopinions o& others6 C.C- SCC- S0EP02666 Sho7s agreement ordisagreement 7ith diBerentopinions- in a respect&ul manner6C.C- S0E- SCC

2






socio)inguistic as&ects Social con(entions- norms o&courtesy and registers= customs-(alues- belie&s and attitudes=non+(erbal language6

Co%%unicative unctions+ 0nitiation and maintenance o&personal and social relations6

+ Aescription o& physical andabstract 1ualities o& people-


+ Narration o& sporadic andhabitual past e(ents- descriptiono& present states and situations-and epression o& &uturehappenings6

+ 4e1uest and oBer o&in&ormation- instructions-opinions and points o& (ie7-ad(ice- recommendations and7arnings6

+ Epression o& $no7ledge-certainty- doubt and conjecture6

+ Epression o& 7ill- intention-decision- promise- orders-authori8ation and prohibition6

cohesion and coherence 7ith

respect to the contet o& the

communication6

EC26!6 Aemonstrating control

o(er a limited repertory o&

commonly used syntactic

structures- and employing &or the

purpose o& communication simple

mechanisms suDciently adjusted

to the contet and thecommunicati(e objecti(e 5leical

repetition- ellipsis- personal

deiis- spatial and temporal-

jutaposition and &re1uent

con(ersational mar$ers and

connectors)6

EC26"6 no7ing and using a

suDcient oral leical repertory &or

communicating brie&- simple and

direct in&ormation- opinions and

points o& (ie7 in habitual

situations o& daily li&e- although in

less usual situations it may be

necessary to adapt the message6

EC26#6 Pronouncing and intoning

in a clear and intelligible manner-

2!






+ Epression o& interest-appro(al- esteem- &riendliness-satis&action- hope- confdence-surprise and their opposites6

+ Phrasing o& suggestions-desires- conditions andhypothesis6

+ Establishing and maintainingcommunication and theorgani8ation o& the discourse6

8$ntactic structures.1

9ig! reuenc$ ora)vocabu)ar$ 5production)related to personalidentifcation= d7elling- homeand en(ironment= dailyacti(ities= &amily and &riends=7or$ and occupations= &reetime- leisure and sport= tra(eland holidays= health andphysical care= education and

studies= shopping andcommercial acti(ities= &ood andcatering= transport= languageand communication=en(ironment- climate andnatural en(ironment=0n&ormation and Communication

Technology6

although sometimes the &oreign

accent is e(ident- or sporadic

errors o& pronunciation are

committed pro(ided that they do

not interrupt the communication-

and although the interlocutors

must occasionally re1uest

repetition6

EC26,6 *anaging short sentences-

groups o& 7ords and &ormulae inorder to &unction ade1uately in

brie& echanges in habitual day+

to+day situations- occasionally

interrupting the discourse in order

to search &or epressions-

articulate less &re1uent 7ords and

mending communication in less

&re1uent situations6

EC26'6 0nteracting in a simple

manner in clearly structured

echanges- employing &ormulae

or simple gestures in order to ta$e

or cede the turn to spea$-

although depending to a large

etent on the action o& the

interlocutor6

2"






8ound( stress( r!$t!% andintonation &atterns.

2#



=OC# " 7NDER8TANDIN> BRITTEN TEXT8

CONTENT8 E6A7ATION CRITERIA EARNIN> O7TCO+E8 PERFOR+ANCEINDICATOR8 AND #E? CO+PETENCE8

Co%&re!ension strategies

+ *obili8ation o& pre(ious

in&ormation on type o& tas$ and

topic6

+ 0dentifcation o& type o& tet-

adapting the comprehension to

the same6

+ Aistinction bet7een types o&

comprehension 5general

meaning- essential in&ormation-

principal points)6

+ <ormulation o& hypothesis on

content and contet6

+ 0n&erence and &ormulation o&

hypothesis on meanings basedon the understanding o&

signifcant elements- both

linguistic and paralinguistic6

+ 4e&ormulation o& hypothesis

based on the comprehension o&

ne7 elements6

EC366 0denti&ying the essential

in&ormation- the most rele(ant

points and important details in

tets- both in printed &ormat and

on digital media- 7hich are brie&

and 7ell+structured- 7ritten in a

&ormal- in&ormal or neutral

register- dealing 7ith day+to+day

matters- topics o& interest ortopics 7hich are rele(ant to oneMs

studies and occupations- and

7hich contain simple structures

and a leicon o& common usage6



suitable strategies &or

understanding the general

meaning- the essential

in&ormation- the principal points

and ideas or the rele(ant detailso& the tet6


using &or the comprehension o&

the tet- the sociocultural and

sociolinguistic aspects related to

./366 0dentifes- 7ith the aid o&an image- instructions on the7or$ing and operation o&Electronic apparatus ormachines- as 7ell as instructions&or per&ormance o& acti(ities andsa&ety regulations 5e6g6 in aneducational establishment- apublic place or a leisure area6

./3626 nderstands the principal

points o& ad(ertisements and

publicity material &rom

maga8ines or internet

&ormulated in a simple and clear

manner- and related 7ith

matters o& personal interest- in

personal- academic and

occupational areas6

./3636 nderstands personal

correspondence in any &ormat in

7hich he@she spea$s about

himsel& @ hersel&= people- things

and places are described= past-

present and &uture deeds are

P03666 4eads instructions-posters- in&ormati(e sheets etc6and understands specifcin&ormation6 C.C- C%EP036626 4eads and identifes basicin&ormation and instructions inthe 7ording o& the eercises6 C.CP036636 4eads and puts intopractice instructions and ad(ice

to impro(e his@her learningtechni1ues6 C.C- .2.

P036266 4eads ad(erts- touristlea>ets- tra(el guides etc6 andanalyses the in&ormation6 C.C-C%EP0362626 ses the digital resources&rom the course to increase$no7ledge ac1uired in the unit6C.C- AC

P036366 4eads letters- emails-blogs- postcards- etc6 o& apersonal nature and uses them asa model6 C.C- SCC- S0EP0363626 4eads personaldescriptions and analyses theirsocial dimension6 C.C- SCC

2,






8ociocu)tura) and

socio)inguistic as&ects

social con(entions- norms o&

courtesy and registers= customs-

(alues- belie&s and attitudes=

non+(erbal language6

Co%%unicative unctions

+ 0nitiation and maintenance o&personal and social

relationships6

+ Aescription o& physical and

abstract 1ualities o& people-


+ Narration o& sporadic and

habitual past e(ents- description

o& present states and situations

and epression o& &uture e(ents6

+ 4e1uesting and oBering

in&ormation- instructions-

opinions and points o& (ie7-

ad(ice- cautions and 7arnings6

+ Epression o& $no7ledge-

day+to+day li&e 5study and 7or$

habits- leisure acti(ities- including

artistic mani&estations such as

music and cinema)- li(ing

conditions 5en(ironment- social

structure)- interpersonal relations

5bet7een men and 7omen- at

7or$- in the educational centre- in

institutions)- and social

con(entions 5customs- traditions)6

EC366 Aistinguishing the most

rele(ant communicati(e &unction

or &unctions in the tet and a

repertory o& its most common

eponents- as 7ell as &re1uently

used discursi(e patterns related

7ith tetual organi8ation

5introduction o& the topic-

de(elopment and change o&

theme- and tetual closure)6

EC36!6 4ecogni8ing and applying

to the comprehension o& the tet-

the components and the

organi8ation o& &re1uently used

syntactic structures in 7ritten

communication- as 7ell as

associated meanings 5e6g6

described- 7hether real or

imaginary- and &eelings- desires

and opinions are epressed

related 7ith general aBairs-

$no7n to them or o& interest to

them6

./366 nderstands the essential

points in &ormal correspondence

in 7hich he@she is in&ormed o&

aBairs o& interest to him@her in apersonal- educational or

occupational contet 5e6g6 about

a language course or an internet

purchase)6

./36!6 Captures the principal

ideas in brie& journalistic tets in

any &ormat i& the numbers- the

names- the illustrations and the

titles con(ey a large part o& the

message6

./36"6 nderstands specifc

in&ormation in Oeb pages and

other clearly structured

re&erence or consultation

P0363636 4eads personal opinions-epression o& &eelings- 7ishes etc6and compares them to their o7n6C.C- SCC

P03666 4eads letters- emails-&aes etc6 o& a &ormal nature andetracts specifc in&ormation6 C.C-C%EP036626 ses the digital resources

&rom the course to increase$no7ledge ac1uired in the unit6C.C- AC

P036!66 4eads ne7spaper articles-maga8ines- 7eb pages etc6 andanalyses the in&ormation6 C.C-C*ST- C%EP036!626 4eads ne7s related toethical (alues and epresseshis@her o7n opinion6 C.C- SCC

P036"66 0dentifes the (ocabularyrelated to the unit topic and putsit into practice6 C.C- S0EP036"626 4eads in&ormati(e tetsabout the main topic in the unitand etracts rele(ant in&ormation6

2'






certainty- doubt and conjecture6

+ Epression o& 7ill- intention-

decision- promise- orders-

authori8ation and prohibition6

+ Epression o& interest-

appro(al- esteem- sympathy-

satis&action- hope- confdence-

surprise and their opposites6

+ <ormulation o& suggestions-

desires- conditions and

hypothesis6

+ Establishing and maintaining

communication and speech

organi8ation6

8$ntactica) structures .1

9ig! reuenc$ rittenvocabu)ar$ 5reception) related7ith personal identifcation=d7elling- home anden(ironment= acti(ities o& dailyli&e= &amily and &riends= 7or$and occupations= &ree time-leisure and sport= tra(el andholidays= health and physical

interrogati(e structure to ma$e a

suggestion)6

EC36"6 4ecogni8ing commonly+

used 7ritten leicon related 7ith

day+to+day aBairs and general

matters or themes related 7ith

personal interests- studies and

occupations - and in&erring &rom

the contet or contet- 7ith (isual

aid- the meanings o& less&re1uently used or more specifc

7ords and epressions6

EC36#6 4ecogni8ing the principal

orthographic- typographic and

punctuation con(entions- as 7ell

as commonly used abbre(iations

and symbols6

materials on themes related to

academic subjects- occupational

matters- or o& personal interest

5e6g6 about a curricular topic- a

computer program- a city- a

sport or the en(ironment)-

al7ays pro(iding that he@she

may re+read the diDcult

sections6

./36#6 nderstands the basic

in&ormation 5e6g6 in reading

material &or young people) in

short and 7ell+structured

fctional stories and obtains an

impression about the character

o& the diBerent personalities-

C.C- C*ST- C%EP036"636 4eads in&ormati(e tetsabout sociocultural topics andetracts basic in&ormation6 C.C-SCC- C%EP036"66 4eads in&ormati(e tetsabout intercurricular subjects andanalyses them6 C.C- C*ST- C%EP036"6!6 4eads re(ie7s-biographies- essays-1uestionnaires- summaries etc6and etracts specifc in&ormation6

C.C- C%EP036"6"6 4eads and understands(ocabulary and grammaticaleplanations &rom the unit6 C.C-.2.P036"6#6 4eads and understandsre(ision sections &rom the unit-encouraging autonomouslearning6 C.C- .2.

P036#66 4eads stories- tales-etracts &rom no(els- essays-narrati(es etc and understands

detailed in&ormation6 C.C- C%EP036#626 0dentifes the (ocabularyrelated to the unit topic and putsit into practice6 C.C- S0E

3?



=OC# ' PROD7CTION OF BRITTEN TEXT8 EXPRE88ION8 AND INTERACTION8



grounding and ta$ing maimumad(antage o& it 5using 9chun$so& language- etc)6

8ociocu)tura) andsocio)inguistic as&ectsSocial con(entions- norms o&courtesy and registers= customs-(alues- belie&s and attitudes=non+(erbal communication6

Co%%unicative unctions+ 0nitiation and maintenance o&personal and social relations6

+ Aescription o& physical andabstract 1ualities o& people-objects- places and acti(ities6

+ Narration o& sporadic andhabitual past e(ents- descriptiono& present states and situations-and epression o& &uturehappenings6

+ 4e1uest and oBer o&in&ormation- instructions-opinions and points o& (ie7-ad(ice- recommendations and7arnings6

+ Epression o& $no7ledge-

important norms o& courtesy in

the respecti(e contets6

EC66 Per&orming the &unctions

re1uired &or the communicati(e

objecti(e- employing the most

common eponents o& the

a&orementioned &unctions and the

most &re1uently used discursi(e

patterns to organi8e the 7ritten

test in a simple manner 7ithsuDcient internal cohesion and

coherence 7ith respect to the

contet o& the communication6

EC6!6 Sho7ing control o(er a

limited repertory &re1uently used

syntactic structures- and using &or

communication simple

mechanisms 7ell adjusted to the

contet and to the communicati(e

objecti(e 5leical repetition-

ellipsis- personal deiis- spatial

and temporal- jutaposition and

&re1uent discursi(e connectors

and mar$ers)6

EC6"6 no7ing and using a

7ritten leicon suDcient &or

./66 Orites (ery brie& reportsin con(entional &ormat 7ithsimple and rele(ant in&ormationabout habitual e(ents and themoti(es &or certain actions- inthe academic and occupationalfelds- describing in a simplemanner situations- people-objects and places and signallingthe principal happenings in aschematic manner6

C.C- SCC- S0EP06366 Orites instructions&ollo7ing a model6 C.C- S0E

P0666 Orites a re(ie7-biography- essay- summary etc6using specifc in&ormation6 C.C-C%E- S0EP06626 Orites descriptions o&people- places- &eelings etc6 in a&ormal manner6 C.C- SCC- S0EP06636 <ollo7ing a model- 7ritesne7spaper- maga8ine and 7eb+page articles etc6 C.C- C*ST-C%E- S0EP0666 Orites fctional stories-no(el etracts- essays- narrati(es7ith detailed in&ormation6 C.C-C%E- S0EP066! Completes acti(itiesputting into practice thegrammatical eplanations &romthe unit6 C.C- .2.P066" Completes acti(itiesputting into practice the

(ocabulary eplanations &rom theunit6 C.C- .2.P066# *a$es artistic acti(itiesrelated to the unit topic6 C.C-C%E- S0EP066,6 Orites sentences aboutsociocultural and intercurriculartopics practising the unit

33



=OC# ' PROD7CTION OF BRITTEN TEXT8 EXPRE88ION8 AND INTERACTION8



transport= language andcommunication= en(ironment-climate and naturalsurroundings= 0n&ormation andCommunication Technologies6

>ra&!ic &atterns ands&e))ing conventions.

3!



' =3 8?NTACTIC 8TR7CT7RE8 AND 9I>9 FRE7ENC? 6OCA=7AR?

8?NTACTIC 8TR7CT7RE8

+ Epression o& logical relations: conjunction 5and, too, also)= disjunction 5or )= opposition 5but )= cause 5because (o&) due

to)= fnality 5to- inniti*e &or )= comparison 5asnot so d. as= more com&ortableuickly (than)= the &astest )= result 5so/)=condition 5i& unless) indirect style 5reported in&ormation, o0ers, suggestions and commands).

+ Temporal relations 5as soon as while)6+ %Drmation 5a1rmati*e sentences= tags)

+ Eclamation 5'hat + (d. +) noun- e. g. 'hat a wonder&ul holiday2= 3ow + d.- e. g. 3ow interesting2= e4clamatory

sentences and phrases, e. g. 'ell, that is a surprise2 "ine2 $reat2)6

+ Negation 5negati*e sentences with not, ne*er, no (5oun, e. g. no problem), nobody, nothing= negati*e tags)6+ 0nterrogation 5'h- uestions= u4. 6uestions 'hat is this &or7 tags)6

+ Epression o& time: past 5 past simple and continuous= present per&ect past per&ect )= present 5simple and continuous

present )= &uture 5going to= will present simple and continuous + d*.)6

+ Epression o& aspect: punctual 5simple tenses)= durati(e 5 present and past simpleper&ect and &uture continuous)=habitual 5simple tenses ( d*., e. g. usually)= used to)= inchoati(e 5start 8ing)= terminati(e 5stop 8ing)6

+ Epression o& modality: &actuality 5declarati*e sentences)= capability 5can be able)= possibility@probability 5may = might = perhaps)= necessity 5must = need ha*e (got) to)= obligation 5ha*e 5got ) to= must imperati*e)= permission 5could allow)=

intention 5 present continuous)6+ Epression o& eistence 5e. g. there will behas been)= entity 5countableuncountablecollecti*ecompound nouns

pronouns (relati*e, re9e4i*eemphatic) determiners)= 1uality 5e. g. good at maths rather tired)6

+ Epression o& 1uantity 5singularplural= cardinal and ordinal numerals6 6uantity: e. g. all (the), most, both, none6 Degree:

e. g. really uite so a little)6+ Epression o& space 5 prepositions and ad*erbs o& location, position, distance, motion, direction, origin and arrangement )6

+ Epression o& time 5 points 5e. g. *e to (ten))= di*isions 5e. g. century season)- and indications 5ago early late) o& time=duration 5&rom/to during until since)= anteriority 5already (not) yet )= posteriority 5a&terwards later )= seuence 5rst,

ne4t, last )= simultaneousness 5while, as) &reuency 5e. g. o&ten, usually )6+ Epression o& mode 5 d*. and phrases o& manner, e. g. easily by post )6

3"



9I>9 FRE7ENC? 6OCA=7AR?

9ig! reuenc$ vocabu)ar$ related to:+ personal identifcation=

+ d7elling- home and surroundings=+ acti(ities o& daily li&e=+ &amily and &riends=+ 7or$ and occupations=+ &ree time- leisure and sport=+ tra(el and holidays=+ health and physical care=+ education and studies=+ shopping and commercial acti(ities=+ &ood and catering=

+ transport- language and communication=+ en(ironment- climate and natural surroundings=+ 0n&ormation and Communication Technologies6

3#



*. +ET9ODOO>?

0n general- it can be said that the co%%unicative &ocus must pre(ail in the treatment o& the <oreign .anguage- and hence thecurricular elements should al7ays be defned in terms o& the underlying communication processes- adapting them- in the caseo& pper Secondary education- to the studentsI needs and characteristics6

Oith this in mind- and integrating all these aspects- the curriculum is structured around language acti(ities as described in theEuropean <rame7or$: understanding and &roduction 5epression and interaction) o ora) and ritten tets6

.anguage demands a student+centred methodology &ocused on their learning needs and on the responsibility they should ta$ein the learning process6 Conse1uently- the ideal methodology 7ill consist o& a set o& teaching- learning and assessmentpractices 7hich 7ill help the student ac1uire- on the one hand- the diBerent competences in(ol(ed in the communicationprocess- and- on the other hand- de(elop the ability to integrate all o& these competences and put them into practice- so as toproduce and process oral and 7ritten tets adapted to the rele(ant contets6

Special emphasis should be placed on eploiting digita) resources- percei(ed as an essential tool to initiate the students in

the gradual ac1uisition o& autonomous learning6

*.A3 >ENERA AND 8PECIFIC +ET9ODOO>? OF T9E 87=:ECT AREA. PRO:ECT INTERFACE 2

8tud$ing it! Interace;nter&ace is a &our+le(el ES/ course 7hich contains a 7ealth o& material 7hich is o& genuine interest to teenagers6 Ai(ersity is a $eycharacteristic o& today;s increasingly international- multicultural and multilingual 7orld- and our classrooms are e1ually as di(erse6 ;nter&acere>ects the 7ide range o& diBerent linguistic capabilities o& students starting their secondary education- as 7ell as their (aried le(els o& eperience and cultural a7areness6

INTERFACE oers a &rogressive a&&roac! to t!e )anguage

;nter&ace aims to teach students ho7 to communicate eBecti(ely in English and 7e ensure that the presentation o& language is al7ays clearand is practised thoroughly6

The units are clearly structured and easy to &ollo76 The introduction o& ne7 grammar and (ocabulary is care&ully graded and all &our s$illsare e1ually co(ered6

3,



*.=3 TEAC9IN> AND EARNIN> ACTI6ITIE8 AND 8TRATE>IE8. PRO:ECT INTERFACE 2

CO+PONENT8 OF INTERFACE 2

8tudent@s =oo;

The <tudents =ook o& ;nter&ace includes:- % starter unit o& t7o pages6- Nine units o& 2 pages6- % &our+page re(ision section a&ter e(ery three units6

%n o(er(ie7 o& the <tudents =ook :

- The frst Qocabulary set is presented 7ith photographs and recorded on the Class %udio CA so that students canpractise the pronunciation6

- The 4eading tets are in&ormati(e and interesting and sho7 the language in contet6- %ll the readings are recorded6-

The 5ow say it2 Ko includes a short listening leading into a spea$ing acti(ity to practise the (ocabulary6- The Class *ote is an opportunity &or students to react to the in&ormation in the tet6- The rammar is presented 7ith clear grammar tables at the start o& each section6 raded eercises help students

practise the &orm and meaning o& the grammar6- The pronunciation bo4 appears in e(ery unit6- Each unit includes an etended .istening tet to de(elop listening s$ills6- The <peaking section introduces &unctional language in e(eryday situations6- The care&ully structured spea$ing steps help students to prepare and practise their o7n dialogue6- The Culture section highlights an aspect o& li&e in a (ariety o& English spea$ing countries6- *ore material on Culture and C#;# can be &ound in the 'orkbook 6- The second %ocabulary set is presented and practised6- The second !eading tet again pro(ides a contet &or the unit language in an interesting 7ay6 0t is recorded on the

Class udio CD6- The second $rammar section presents the ne7 language through the use o& clear grammar tables and grammar

eercises6- The 'riting page pro(ides a model &or diBerent tet types6 % specifc language point is highlighted in the

#anguage &ocus bo4 6- The 7riting steps guide students through the preparation o& their o7n 7ritten tet6- The eercises in the Progress check re(ise the language o& the unit6

3'



- The #anguage $uide is a t7o+page rammar and Qocabulary re&erence section &or all the language in the unit6- 0t also includes tips &or students6- The !e*ision section re(ises (ocabulary and grammar &rom the pre(ious three units6- The sketch is an opportunity &or students to act out an amusing situation 7ith up to f(e characters6- The proect page is a chance &or students to 7or$ in groups and produce a poster together6

Bor;boo;

The Oor$boo$:- includes practice acti(ities &or all the language in the Student;s Koo$6- has a colour section 7hich includes &urther practice- ne7 material and re&erence material6- is a(ailable in three editions: English- Castilian and Catalan6- is accompanied by t7o audio CAs6- is a(ailable &or 0nteracti(e Ohiteboards6

/(er(ie7 o& the Oor$boo$:

- %ocabulary > and $rammar > practice eercises correspond to the same sections in the <tudents =ook 6- %ocabulary ? practice eercises correspond to Qocabulary 2 in the <tudents =ook 6- $rammar ? practice eercises correspond to rammar 2 in the <tudents =ook 6- The 'riting section &ollo7s the same guided approach to the 7riting presented in the <tudents =ook but as a

double+page spread6- The 'riting guide steps help students 7ith the preparation o& their o7n 7ritten tet6- The !eading in the unit contains in&ormation about an aspect o& Culture &rom an English+spea$ing country related

to the theme o& the unit6 This is recorded6- The !e*ision section re(ises the grammar &rom Student;s Koo$ rammar and 2 and includes dictation- error

correction and translation6- There is also a unit grammar chec$ presented through a short tet6-

The @4tension section is &or students 7ho need more o& a challenge6 0t includes a cumulati(e grammar chec$7hich gi(es students a real sense o& progression6- The unit concludes 7ith a #istening comprehension acti(ity based on the topic o& the unit6

The "+page colour section at the bac$ o& the Oor$boo$ includes:

?



- Qocabulary plus: %ocabulary plus presents a ne7 leical set and is related to the topic o& the unit6 0t is presented7ith art7or$ and recorded on 'orkbook udio CD? so that students can practise the pronunciation6

- rammar re&erence and rammar eercises: The $rammar re&erence is a(ailable in three (ersions: English-Castilian and Catalan6 $rammar e4ercises are pro(ided directly opposite the rammar re&erence section6 Koth the%ocabulary plus and the $rammar re&erence sections can be used in class to complement the <tudents =ook and @or at home to help 7ith home7or$ and sel&+study6

- Culture and C.0.: The Culture and C#;# pages loo$ at diBerent aspects o& English+spea$ing countries6 %ll the tetsare recorded on 'orkbook udio CD?6 Oor$sheets and Teacher;s notes are pro(ided in the Teachers !esource "ileto use 7ith these pages6

- Spea$ing practice: The <peaking practice pages practise the &unctional language and the use&ul epressions &romthe <tudents =ook 6

- The Oordlist: The 'ordlist is an alphabetical list o& the $ey (ocabulary in the Student;s Koo$ and &rom theQocabulary plus and the Culture and C.0. sections in the Oor$boo$6 0t includes the phonetics and- in the Castilianand Catalan (ersions- the translation6

- 0rregular (erbs6

Audio CDs

Each Oor$boo$ is accompanied by t7o %udio CAs 7ith recordings o& the &ollo7ing sections:- 4eading and Oriting tets- Qocabulary plus- Aictation- Culture and C.0. tets- nit grammar chec$- Spea$ing- .istening acti(ity

Teac!er@s Resource Fi)e

The Teacher;s 4esource <ile includes photocopiable material o& the &ollo7ing:



Teac!er@s =oo;

- nit objecti(es are clearly highlighted at the beginning o& each unit6- .arge &acsimile pages o& the Student;s Koo$ are interlea(ed 7ith teaching notes &or each lesson6- There are clear teaching notes 7ith lots o& etra teaching tips and ideas6- Clear lesson aims are included at the beginning o& each lesson6- Oarmer acti(ities- ideas &or &ast fnishers and cultural notes pro(ide teachers 7ith plenty o& lesson ideas6- Oor$boo$ ans7er $ey6

C)ass CDs

The C)ass Audio CDs contain recordings o& the:- (ocabulary sets- pronunciation acti(ities- reading and culture tets- listening acti(ities- spea$ing dialogues

+ac%i))an 8econdar$ 8tudent@s Bebsite- <ind the Student;s 7ebsite at 7776macmillanelt6es- The 8econdar$ 8tudent@s Bebsite oBers hundreds o& acti(ities co(ering grammar- (ocabulary- reading- 7riting

and listening6- Students can 7or$ at home or at school and their results 7ill al7ays be recorded6- The 7ebsite allo7s both students and teachers to monitor online 7or$6

Digita) boo;s

Aigital editions o& the Student;s Koo$ and the Oor$boo$ are a(ailable &or use 7ith 0nteracti(e Ohiteboards6 TheOor$boo$sinclude o(er7ritten ans7ers to help 7ith correction in class6

Bebsite

Etra resources &or ;nter&ace are a(ailable at 7776macmillanelt6es

3

http://www.macmillanelt.es/






Continuous assess%ent or%ative3 The e(aluation criteria and the learning outcomes ser(e as re&erents in order to assess the le(el o& student per&ormance interms o& competences and 7hether the objecti(es- in each educational stage- o& the bloc$s o& core subject and subject specifcha(e been achie(ed6

%ssessment at Compulsory Secondary Education 7ill be continuous- &ormati(e and integrated6

The assessment o& learning 7ill be &ormati(e and 7ill enable the teacher to impro(e both the teaching and learningprocesses6

Fina) assess%ent o Co%&u)sor$ 8econdar$ Education

%t the end o& Year - the students 7ill sit an indi(idual assessment- either academic or (ocational- to ascertain 7hether thestudent has achie(ed the objecti(es o& this educational stage and the le(el o& per&ormance o& the correspondingcompetences6

!



, D3 >RADE AND PA88 CRITERIA

The departmentteacher will assess the le*el o& achie*ement o& the stated obecti*es, applying the methodology, taking intoaccount the le*el o& per&ormance o& the competences, using the assessment criteria and making use o& di0erent assessment tools. The grade will be gi*en based on an analysis o& the students learning and progress. The departmentteacher will takeinto account and grade the &ollowing aspects:

Assess%ent too)s H Observations

;n accordance with rticle ?? o& the !oyal Decree >>AB?A>, o& ? December, whether students pass &rom one year toanother, within an educational stage, will depend on a decision reached by all o& the teachers, taking into account the

obecti*es o& the educational stage and the le*el o& per&ormance o& the corresponding competences.The departmentteacher will take the &ollowing pass criteria into account:

Pass criteria Observations

"



, E3 REINFORCE+ENT AND EXTEN8ION PRO>RA++E8 +IXED5A=IIT? ACTI6ITIE83

The schools 7ill de(elop their pedagogical proposals &or this stage ta$ing into account the issues o& di(ersity and access o&

all students to basic education and 7ill incorporate a methodology that allo7s &or diBerences in pace in learning- learning to

learn and team7or$6

%t this educational stage- special attention 7ill be gi(en to the ac1uisition and de(elopment o& competences- correct oral and

7ritten epression and the use o& mathematics6 0n order to &oster reading- time 7ill be set aside in the syllabus to de(elop

reading in all subject areas6

The Education %uthorities 7ill de(elop the necessary measures to allo7 &or &undamental elements in the legal re1uirements

at this educational stage: teacher+student meetings- educational ad(ice- careers ad(ice and counselling6

The Education %uthorities 7ill also be responsible &or pro(iding the appropriate measures to cater &or those students 7ith

specifc educational or integration needs- &or gi&ted students and students 7ith disabilities6

Progra%%es or acade%ic &rogress and ac!ieve%ent The programmes &or academic progress and achie(ement 7ill be de(eloped &rom Year 2 on7ards o& Compulsory Secondary

Education6

These programmes 7ill be pre&erably aimed at those students 7ho sho7 learning diDculties that are not directly related to

lac$ o& 7or$ or eBort6

The Education %uthorities may choose to implement integrated programmes or establish programmes &or some subject

areas that are diBerent &rom those in general education6

8&ecic reinorce%ent and etension activities in INTERFACE 2

Students begin their studies 7ith diBerent le(els o& language- so 7e pro(ide diagnostic tests to use be&ore the course starts tohelpthe teacher assess indi(idual student needs6

The progress chec$s at the end o& each unit help students identi&y 7hat they $no7 or 7here they need to study more6 Thelanguage guides pro(ide a summary o& 7or$ co(ered6

#



0n the Oor$boo$- the acti(ities are clearly labelled &or mied ability and there is a 7ide range o& practice acti(ities 7ith !e*isionand @4tension acti(ities at diBerent le(els6

0n the Teachers notes &or each lesson- there are many suggestions &or 7arm+ups- etension acti(ities- &ast+fnisher tas$s andetra home7or$ ideas to ensure that students 7ith diBerent needs are catered &or and it is easy &or teachers to tailor thismaterial to mied+ability classes6

The Teachers !esource "ile includes a 7ealth o& etra materials catering &or di(ersity6 These include ;nter&ace basics and theQocabulary and rammar consolidation R etension 7or$sheets6 ;nter&ace basics can be used as a simplifed 7or$boo$ &orstudents 7ho need to go at a slo7er pace and the consolidation 7or$sheets gi(e more practice &or students in general 7ith theetension 7or$sheets &or those 7ho need a slightly higher challenge6

%ssessment also ta$es mied ability into consideration- 7ith tests and eams at three le(els6 The Tests and @4ams Eulti-!omand Test $enerator Eulti-!om mean that eams can be adapted specifcally to the needs o& each class6

, F3 TEAC9IN>5EARNIN> A88E88+ENT

(The departmentteacher will describe and dene here the agreed criteria to assess and change, i& needed, the teaching-learning process)

Criteria Descri&tion

-. +EA87RE8 FOR 8T7DENT8 BIT9 8PECIA NEED8

,



*easures 7ill be applied- as indicated in chapter 00 o& title 0 o& the .a7 2@2??"- o& the 3 rd o& *ay- in articles # to #' bis- to thosestudents 7ho ha(e special educational needs6 Teachers 7ill apply the most appropriate measures so that the assessmentconditions are adapted to those students 7ith special educational needs6

(The departmentteacher will dene the criteria and specic procedures to cater &or this type o& student)

Criteria Procedure

/. FO8TERIN> READIN>

The contents related to literature education &ollo7s the guidelines established in the pre(ious educational stage- aimingto consolidate reading habits and etend the student;s reading eperience- pro(iding tets that adapt to their ne7 eperiences

and to the epression o& &eelings6 .iterary con(entions should be included systematically and an automatic relation should beestablished bet7een literary tas$s and the contets o& production and reception6

To (alue and participate acti(ely in literary acti(ities in class6

To (alue literature as a source o& pleasure 7hile also being able to apply critical thin$ing 7hen reading tets6

Ae(elopment o& autonomous reading6

*acmillan oBers a 7ide (ariety o& readers in English- appropriate to the age o& the student6 <or more in&ormation- (isit the7ebsite- +ac%i))an Readers: http:@@7776macmillanreaders6com@

0. CRO885C7RRIC7AR CONTENT8 CI3

CI stands &or Content and #anguage ;ntegrated #earning6 /ne o& the aims o& Interface is to relate English to othersubjects at Compulsory Secondary Education le(el6

'

http://www.macmillanreaders.com/

http://www.macmillanreaders.com/



0t is important to dra7 on topics or concepts co(ered in other disciplines or subject areas and to contetualise the learning6

Cu)ture and contents CI3

;nter&ace aims to encourage students to learn about the 7orld around them 7ith all the (ariety o& contets &or communication it

oBers and the (ariety o& cultures6 <or this reason- 7e ha(e de(eloped tets and situations based on real contets 7ith specifccultural re&erences6

0n order to de(elop the area o& culture &urther- there is additional cultural material at the end o& the Oor$boo$6 There is also aC.0. section on these pages6 This material is optional and again pro(ides a 7ay o& moti(ating students and helping themde(elop other areas o& interest6 This also enables teachers to periodically change the &ocus o& their lessons &rom learningEnglish to learning about the other subject areas through English6 Teachers can choose to do more 7or$ on culture and C.0.7ith the accompanying 7or$sheets in the Teacher;s 4esource <ile6

0n INTERFACE 2 7e can fnd the &ollo7ing C.0. topics:

!?



7nit INTERFACE 2 .anguage and literature: con(entions &or 7riting a re(ie7

2 .anguage and literature: con(entions &or 7riting a blog entry

3 Jistory: disco(erers and eplorers- the origins o& types o& &ood- .eonardo da Qinci

eography: natural disasters.anguage and literature: round the 'orld in @ighty Days- con(entions &or 7riting a biography Jistory: ueen Koudicca- high7aymen

.anguage and literature: con(entions &or 7riting a narrati(e! 0T: 0nternet Technology

.anguage and literature: con(entions &or 7riting a description" eography: Oorld Oater Aay

.anguage and literature: con(entions &or 7riting a letter to a maga8ine# eography: demographics

*usic: music in schools.anguage and literature: con(entions &or 7riting a class sur(ey*athematics: epressing the results o& a sur(ey

, Science: endangered animals.anguage and literature: con(entions &or 7riting a competition entry

' Jistory: the origins o& popular gameseography: Kritish beaches.anguage and literature: con(entions &or 7riting an email

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14. CRO885C7TTIN> CONTENT8

%ccording to ?!@2?- o& 2" Aecember- education 7ill:

0nclude reading comprehension- oral and 7ritten epression- audio(isual communication- 0n&ormation andCommunication Technologies- entrepreneurship and ci(ic and constitutional education in all subjects at Compulsory

Secondary Education6 Promote e1ual opportunities- the pre(ention o& gender+based (iolence- the non+discrimination &or disability and the

de(elopment o& (alues that &oster eBecti(e e1uality and non+discrimination &or any condition or personal or socialcircumstance6

Promote the de(elopment and the peace&ul settlement o& con>icts in all areas o& personal- &amily and social li&e- and theunderlying (alues o& &reedom- justice- e1uality- political pluralism- peace- democracy- respect &or human rights- respect&or males and &emales ali$e- people 7ith disability and the rejection o& terrorist (iolence- plurality- respect &or the rule o& la7- respect and consideration o& terrorist (ictims and the pre(ention o& terrorism and any $ind o& (iolence6

Promote the pre(ention o& any $ind o& (iolence- racism- or enophobia6

%(oid seist beha(iour or contents or stereotypes 7hich lead to discrimination6

Promote elements related to the sustainable de(elopment and protection o& the en(ironment- a7areness o& the ris$ o&

eploitation and seual abuse- abuse and abuse o& people 7ith disabilities- a7areness o& the dangers o& usingin&ormation and communication technologies- as 7ell as the need o& emergency sa&ety beha(iours and disasterpre(ention6

Promote the de(elopment and consolidation o& entrepreneurship and business initiati(e based on creati(ity- autonomy-

initiati(e- team7or$- sel&+esteem and critical thin$ing6 Ta$e measures to increase physical acti(ity and a healthy and balanced diet amongst students6

0mpro(e 4oad sa&ety education6

6A7E8 ? ATTIT7DE8

Sho7 respect and politeness &or the &oreign language6

Eert onesel& 7ith the ne7 (ocabulary and structures6 Sho7 interest and respect &or the opinions o& classmates- their mother tongue- accent- origin- etc6

/(ercome mental bloc$ 7hen meeting ne7 people in the target language6

%ttenti(e+asserti(e listening6

se o& the &oreign language in class6

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CRO885C7TTIN> T9E+E8 IN T9E PRO:ECT INTERFACE 2

Cross+cutting themes are abundant throughout the curriculum and they are not only important in Ucontent $no7ledge; but alsoUho7 to beha(e in society;6

Interface integrates cross+cutting elements into the learning process6 Thus in one 7ay or another- either in the topic o& the

unit or the specifc tas$s- all units deal 7ith the themes o& social and ci(ic education- en(ironmental education- education &ortolerance- education &or e1uality- health education- consumer education and education &or leisure6

7nit Interace 2 .eisure Education: The importance o& enjoying &ree time acti(ities such as 7atching flms or TQ

programmes6Consumer Education: The importance o& 7atching TQ 7ith moderation and ha(ing a critical attitudeto7ards tele(ision programmes6Education &or Jealth: The importance o& practising sports and reducing the time they spend 7atching

TQ6

2 En(ironmental Education: The importance o& protecting the en(ironment 7hen camping6Education &or Jealth: nderstand the importance o& practising sports such as doing catamaran orad(enture sports in order to stay healthy6Education &or Peace: the importance o& respecting other cultures 7hen 7e tra(el6

3 Education &or Jealth: The importance o& &ollo7ing a balanced diet in order to stay healthy6En(ironmental Education: the importance o& loo$ing a&ter the en(ironment in order to a(oid naturaldisasters6

Education &or .eisure: The importance o& enjoying &ree time acti(ities such as (isiting places6

Education &or Peace: The importance o& respecting traditions &rom other cultures such as pril "oolsDay 6

! Consumer Education: The importance o& ha(ing a critical attitude to7ards shopping- money andpossessions6*oral and Ci(ic Education: understand the important 7or$ done by charity organisations6

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11. 78E OF INFOR+ATION AND CO++7NICATION TEC9NOO>?

0n&ormation and Communication Technology 50CT) 7ill ta$e into account the design principles that 7ill allo7 uni(ersalaccess and its 7idespread use in the education system 7ill allo7 &or more personalised learning- adapting contents to theneeds and pace o& indi(idual students6

0n&ormation and Communication Technology 50CT) 7ill play a critical role in bringing about changes to methodology in order toachie(e the objecti(e o& impro(ing the 1uality o& the education system6 Throughout all le(els o& education- students should alsobe made a7are o& the responsible use o& these ne7 technologies6

The students o& the 2st century should not be held bac$ &rom the $no7ledge o& these ne7 technologies= conse1uently- they 7illlearn ho7 to use them- in a responsible 7ay and ho7 0n&ormation and Communication technologies can help them &or theac1uisition o& s$ills in the area o& <oreign .anguage6

78E OF ICT IN T9E PRO:ECT INTERFACE

0nter&ace oBers >eible learning by pro(iding language and content 7ith a complete range o& components and use o& up+to+datetechnology6 Students li(e in a 7orld 7here in&ormation technology and communication mean that the 7ay in 7hich peoplecommunicate is changing rapidly6 Ohile this course is based on traditional print components- 7e ha(e also re>ected this shi&t inthe use o& technology by also oBering content through 7ebsites and digital (ersions o& the Student;s Koo$ and Oor$boo$ &or0nteracti(e Ohiteboards 50OK)6

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12. TEAC9IN> AND OR>ANI8ATIONA RE8O7RCE8

8c!oo)

Address

Ton Province Postcode

FOREI>N AN>7A>E DEPART+ENT

1.2.".'.

8T7DENT DI8TRI=7TION

?ear Nu%ber o students Nu%ber o c)ass grou&s

Year 2 Secondary

NEED8 OF T9E DIFFERENT CA88 >RO7P8

>rou& A

>rou& =

>rou& C

8PECIFIC INDI6ID7A NEED8

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.anguage .aboratoryComputer roomPlaygroundymnasium

Theatre.ibrary

Notes:

OrganiJation it!in t!e c)assroo% (delete as appropriate)

%rrangement o& des$s in ro7s%rrangement o& des$s in groups%rrangement o& des$s in a 9 shape

Specifc corners: class library- cross+curricular topics- games- handi7or$- computer- etc6

/ther:

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CA88 TI+ETA=E8

Teac!er

+onda$ Tuesda$ Bednesda$ T!ursda$ Frida$

Teac!er

+onda$ Tuesda$ Bednesda$ T!ursda$ Frida$

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1". 87PPE+ENTAR? ACTI6ITIE8

The supplementary acti(ities are those acti(ities organised by the school during the school timetable- according to theircurricular project- and that diBer &rom the actual teaching acti(ities- in terms o& time- place or the resources used6

(The teacherdepartment will describe the supplementary acti*ities organised by the department here)

Course Activit$ Date Teac!ers

interface 2 lomce

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