Alian Romero Guadix

CURRICULAR ELEMENTS

According to RD 157/2022, Order 30TH may 2023 & Decree 101/2023.

INDEX

SPECIFIC COMPETENCES PAGE 2

EVALUATION CRITERIA PAGE 3

BASIC KNOWLEDGES PAGE 8

KEY COMPETENCES PAGE 11

OUTPUT PROFILE PAGE 11

1
Alian Romero Guadix
SPECIFIC COMPETENCES Order 30th may 2023
SC 1. To comprehend the general sense and specific and predictable information of brief and simple texts, expressed clearly and in the standard language, making
use of different strategies and drawing on, when it is necessary, the use of different types of support, to develop the linguistic repertoire and to answer to daily
communicative needs.
SC 2. To produce simple texts in a comprehensive and structured way, through the use of strategies such as planning or compensation, to express brief messages
related to immediate needs and respond to daily communicative proposals.
SC 3. To interact with other people using familiar expressions, drawing on cooperative techniques and applying analogical and digital resources, to respond to
immediate needs of his/her interest in communicative exchanges respectful with the rules of courtesy.
SC 4. To mediate in predictable situations, using strategies and knowledge to process and transmit basic and simple information with the aim of facilitating
communication.
SC 5. To recognise and use personal linguistic repertoires between different languages, reflecting on their functioning and identifying the own strategies and
knowledges, to improve the response to concrete communicative needs in well-known situations.
SC 6. To appreciate and respect the linguistic, cultural and artistic diversity of the foreign language, identifying and valuing the differences and similarities between
languages and cultures, to learn to manage intercultural situations.

2
Alian Romero Guadix
EVALUATION CRITERIA Order 30th may 2023
FIRST YEAR THIRD YEAR FIFTH YEAR
1.1.a. To recognize common words and 1.1.a. To recognize the global meaning, as well as 1.1.a. To recognize and interpret the global meaning, as well
expressions in short and simple oral, previously indicated words, in brief and simple oral, as specific words and phrases of short and simple oral,
written and multimodal texts on frequent written and multimodal texts, about frequent and daily written and multimodal texts on frequent and everyday
and everyday topics. topics of personal relevance and close to their topics of personal relevance and areas close to their
1.2.a. To select, in a guided way, elementary experience through different supports. experience, as well as literary texts appropriate to the level
strategies in daily communicative 1.2.a. To select, in a guided way, appropriate strategies in of development of the students , expressing in an
situations and relevant to the students, in daily communicative situations and relevant to the understandable and clear way and in standard language
order to capture the overall idea and students, in order to capture the global meaning and to through different supports.
identify specific elements with the help of process explicit information in short and simple texts 1.2.a. To select and apply, in a guided way, appropriate
linguistic and non-linguistic elements of the about familiar topics. strategies and knowledge in daily communicative situations
context and cotext. 2.1.a. To participate orally in a simple and brief and relevant to students, in order to capture the overall
2.1.a. To identify orally short and simple conversation of daily use, using, in a guided way, basic meaning and process explicit information in various texts.
words with basic information on daily resources of verbal and non-verbal language, paying 2.1.a. To participate orally in simple and brief conversations,
issues and relevant to students, using special attention to basic intonation and rhythm. previously prepared, using, in a guided way, basic resources
verbal and non-verbal resources in a 2.2.a. To write short sentences, appropriate to the of verbal and non-verbal language, as well as simple
guided way, drawing on models and proposed communicative situation, based on models structures related to the foreign language.
structures previously presented. and through analogical and digital tools, using 2.2.a. To get started, with help, in the writing of short and
2.2.a. To identify words, well-known structures and elementary vocabulary about daily simple texts, trying to adjust to the communicative situation,
expressions and phrases based on models issues with personal relevance for students. through the use of simple tools, both analogical and digital,
and with a specific purpose, through 2.3.a. To select, in a guided way, strategies to produce as well as the help of structures and basic vocabulary about
analogical and digital tools, using vocabulary short and simple messages appropriate to the daily topics adapted to their close experience.
and elementary structures about daily communicative intentions, using, with help, physical or 2.3.a. To select and apply, in a guided way, knowledge and
issues with personal relevance for digital resources and supports depending on the needs strategies to prepare and produce texts appropriate to the
students. of each moment. communicative intentions, the contextual characteristics
2.3.a. To select in a guided way basic 3.1.a. To participate in dialogues and simple and the textual typology, using, with help, physical or digital
strategies to produce brief and simple conversations about topics close to their experience, resources depending on the task and the needs of each
messages appropriate to the through various supports, reproducing sound patterns moment.
communicative intentions using, with help, of repetition, with basic intonation and rhythm and using 3.1.a. To participate in brief and simple dialogues and
resources and physical or digital supports some non-verbal language resources, favouring the conversations about topics close to their experience,
depending on the needs of each moment. ability to show empathy and respect for linguistic through various supports, reproducing sound patterns of
3.1.a. To participate, in a guided way, in courtesy and digital label. repetition, with basic intonation and rhythm and using their
dialogues and simple conversations about 3.2.a. To begin to use, in a guided way, basic oral own non-verbal language resources, favouring the ability to
close topics, using some repetition expression strategies to start or maintain a brief and show empathy and respect for the Linguistic courtesy and
supports, reproducing sound patterns, simple conversation such as greeting, saying goodbye,

3
Alian Romero Guadix
with basic intonation and rhythm and using introducing yourself and transmitting short and simple digital etiquette and valuing the needs, ideas and motivations
some non-verbal techniques, favouring the messages. of the interlocutors.
ability to show empathy. 4.1.a. To understand and transmit, in a guided way, and 3.2.a. To select, organize and use, in a guided way and in daily
3.2.a. To identify and begin to use, in a guided with the help of various supports, essential information situations, elementary strategies to greet, say goodbye and
way, some basic oral expression strategies from short and simple oral texts, in different contexts in introduce oneself; to formulate and answer simple
to start or maintain a brief and simple which it is necessary to attend to diversity, assessing questions and express simple and contextualized
conversation related to their interest and with empathy and interest the problems of messages.
most immediate needs. understanding in their closest environment. 4.1.a. To understand and transmit, in a guided way, and with
4.1.a. To recognize and understand, in a 4.2.a. To identify and distinguish, in a guided way, basic the help of various resources and supports, essential
guided way, with the help of diverse and simple strategies in order to facilitate the information from short and simple oral texts, in different
supports, essential information from short understanding of information, using, with help, some contexts in which it is necessary to attend to diversity,
and simple oral texts, in different contexts in physical or digital resources appropriate to their own valuing with empathy and respect the interlocutors and
which it is necessary to attend to diversity, needs in each moment. languages used and taking an interest in understanding
assessing with empathy and interest the 5.1.a. To identify and begin to distinguish the similarities problems in their closest environment.
problems of understanding in their near and differences between different languages, becoming 4.2.a. To identify and distinguish, in a guided way, basic and
environment. aware of very basic aspects of their functioning. simple strategies in order to facilitate the comprehension
5.1.a. To compare obvious similarities and 5.2.a. To use with guidance the knowledge and ability and production of information and its communicative
differences between different languages, improvement strategies to communicate and learn the intention, using, with help, some physical or digital resources
reflecting, in a guided way, about very basic foreign language, with the support of other participants appropriated to their own needs in each moment.
aspects of their functioning. and analogical and digital supports. 5.1.a. To compare and contrast the similarities and
5.2.a. To identify, in a guided way, knowledge 5.3.a. To register and apply, in a guided way, the differences between different languages, reflecting in a
and strategies to improve their ability to progress and elementary difficulties in the foreign progressively autonomous way about very basic aspects of
communicate and learn the foreign language learning process, recognizing the aspects that their functioning.
language, with the support of other help to improve the self-evaluation and co-evaluation. 5.2.a. To use in a progressively autonomous way the
participants and analogical and digital 6.1.a. To act with respect in intercultural situations, knowledge and strategies to improve their ability to
supports. identifying elementary similarities and differences communicate and learn the foreign language, with the help
5.3.a. To identify in a guided way, progress between languages and cultures, and showing rejection of other participants and analogical and digital supports.
and elementary difficulties in the foreign of discrimination, prejudices and stereotypes of any kind 5.3.a. To register and use, in a guided way, the progress and
language learning process. in daily and habitual communicative contexts. basic difficulties in the foreign language learning process,
6.1.a. To show interest in intercultural 6.2.a. To recognize and appreciate the linguistic, cultural recognizing the aspects that help to improve and carrying
communication, identifying, in a guided way, and artistic diversity typical of countries where the out self-evaluation and co-evaluation activities, such as
the most common discriminations, foreign language is spoken as a source of personal those proposed in the European Language Portfolio (ELP) or
prejudices and stereotypes, in daily and enrichment, showing interest in knowing basic and in a learning journal.
common situations. habitual cultural elements that promote peaceful 6.1.a. To act with respect in intercultural situations, building
6.2.a. Recognize the linguistic and cultural coexistence and respect for others. links between different languages and cultures, and
diversity related to the foreign language, showing rejection of any type of discrimination, prejudice

4
Alian Romero Guadix
showing interest in knowing its cultural 6.3.a. To select with guidance elementary strategies to and stereotype in daily and habitual communicative
elements. understand the most relevant aspects of cultural and contexts.
artistic diversity. 6.2.a. To accept and respect the linguistic, cultural and
artistic diversity typical of countries where the foreign
language is spoken as a source of personal enrichment,
showing interest in understanding basic cultural and
linguistic elements that promote sustainability and
democracy.
6.3.a. To select and apply, in a guided way, basic strategies to
understand and appreciate the significant aspects of
linguistic, cultural and artistic diversity.
SECOND YEAR FOURTH YEAR SIXTH YEAR
1.1.b. To recognize and interpret common 1.1.b. To recognize and interpret the global meaning, as 1.1.b. To recognize, interpret and analyze the global meaning,
words and expressions in short and simple well as previously indicated words and phrases, in short as well as specific words and phrases of short and simple
oral, written and multimodal texts on and simple oral, written and multimodal texts, on oral, written and multimodal texts on frequent and everyday
frequent and everyday topics of personal frequent and everyday topics of personal relevance and topics of personal relevance and areas close to their
relevance and close to their experience, close to their experience, as well as fictional texts experience, as well as literary texts appropriate to the level
expressed in an understandable, clear, appropriate to the level of student development, of development of the students, expressed in an
simple and direct way, and in standard expressed in an understandable, clear way and in understandable, clear way and in standard language
language. standard language through different media. through different media.
1.2.b. To select and apply elementary 1.2.b. To select and apply, in a guided manner, 1.2.b. To select, organize and apply, in a guided manner,
strategies in a guided manner in everyday appropriate strategies in everyday communicative appropriate strategies and knowledge in everyday
communicative situations that are relevant situations that are relevant to students, in order to communicative situations of relevance to students, in order
to students, in order to capture the global capture the global meaning and process explicit to capture the global meaning and process explicit
idea and identify specific elements with the information in short and simple texts on familiar topics. information in diverse texts.
help of linguistic and non-linguistic elements 2.1.b. To orally express short sentences with basic 2.1.b. To orally express short and simple texts, previously
of the context and co-text. information about everyday matters relevant to prepared, on everyday matters relevant to students, using,
2.1.b. To orally express short, simple students, using, in a guided manner, verbal and non- in a guided manner, verbal and non-verbal resources, and
phrases with basic information about verbal resources, paying attention to rhythm, using basic and frequently used forms and structures,
everyday matters relevant to students, accentuation and intonation. typical of the foreign language.
using verbal and non-verbal resources in a 2.2.b. To write very short and simple texts, adapted to 2.2.b. To organize and write short and simple texts,
guided manner, resorting to models and the proposed communicative situation, based on previously prepared, adapted to the proposed
structures previously presented and models and through analog and digital tools, using communicative situation, through analog and digital tools,
paying attention to rhythm, accentuation structures and elementary lexicon on everyday and using structures and basic lexicon of common use on
and intonation. matters of personal relevance to the students. everyday and frequent topics, of personal relevance for the
students and those close to them. to your experience.

5
Alian Romero Guadix
2.2.b. To write words, known expressions 2.3.b. To select and apply, in a guided manner, strategies 2.3.b. To select, organize and apply, in a guided manner,
and phrases based on models and with a to produce short and simple messages appropriate to knowledge and strategies to prepare and produce texts
specific purpose, through analog and digital the communicative intentions, using, with help, physical appropriate to the communicative intentions, contextual
tools, using lexicon and elementary or digital resources and supports depending on the characteristics and textual typology, using, with help,
structures on everyday matters and of needs of each moment. physical or digital resources depending on the task and the
personal relevance to the students. 3.1.b. To participate in brief and simple interactive needs of the text. every moment.
2.3.b. To select and apply, in a guided situations on everyday topics, of personal relevance and 3.1.b. To plan and participate in short and simple interactive
manner, basic strategies to produce short close to their experience, previously prepared, through situations on everyday topics, of personal relevance and
and simple messages appropriate to the various supports, relying on resources such as close to your experience, through various media, relying on
communicative intentions using, with help, repetition, slow pace or non-verbal language, and resources such as repetition, slow pace or non-verbal
physical or digital resources and supports showing empathy and respect for linguistic courtesy language, and showing empathy and respect by linguistic
depending on the needs of each moment. and digital etiquette. courtesy and digital etiquette, as well as by the different
3.1.b. To participate, in a guided manner, in 3.2.b. To select and use, in a guided manner and in needs, ideas and motivations of the interlocutors.
elementary interactive situations on everyday situations, basic strategies to greet, say 3.2.b. To select, organize and use, in a guided manner and in
everyday topics, previously prepared, goodbye and introduce yourself; express short everyday situations, basic strategies to greet, say goodbye
through various supports, relying on messages; and ask and answer simple questions. and introduce yourself; ask and answer simple questions;
resources such as repetition, slow rhythm 4.1.b. To interpret and explain short and simple texts, express messages, and initiate and end communication.
or non-verbal language, and showing concepts and communications, in a guided manner, in 4.1.b. To infer and explain short and simple texts, concepts
empathy. situations in which diversity must be addressed, and communications, in a guided manner, in situations in
3.2.b. To select and use, in a guided manner showing empathy and interest in the interlocutors and which diversity must be addressed, showing respect and
and in close environments, basic strategies in the problems of understanding in their immediate empathy for the interlocutors and the languages used, and
to greet, say goodbye and introduce environment, supporting in various resources and interest in participating in the solution of problems of
yourself; express simple and brief supports. intercomprehension and understanding in their immediate
messages; and ask and answer basic 4.2.b. To select and apply, in a guided manner, environment, relying on various resources and supports.
questions for communication. elementary strategies that help create bridges and 4.2.b. To select and apply, in a guided manner, basic
4.1.b. To interpret and explain, in a guided facilitate the understanding and production of strategies that help create bridges and facilitate the
manner, basic information on concepts, information and communication, using, with help, understanding and production of information and
communications and short and simple physical or digital resources and supports depending on communication, appropriate to the communicative
texts, in a guided manner, in situations in the needs of each moment. intentions, using, with help, physical or digital resources and
which diversity must be addressed, 5.1.b. To compare and contrast the similarities and supports depending on the needs. of every moment.
showing empathy and interest in the differences between different languages, reflecting, in a 5.1.b. To compare and contrast the similarities and
interlocutors and in the problems of guided manner, on basic aspects of their functioning. differences between different languages, reflecting in a
understanding in their immediate 5.2.b. To use and differentiate, in a guided manner, the progressively autonomous way on basic aspects of their
environment, relying on various resources knowledge and strategies to improve your ability to functioning.
and supports. communicate and learn the foreign language, with the 5.2.b. To use and differentiate in a progressively
autonomous way the knowledge and strategies to improve

6
Alian Romero Guadix
5.1.b. To compare and contrast obvious support of other participants and analogue and digital their ability to communicate and learn the foreign language,
similarities and differences between media. with the support of other participants and analogue and
different languages, reflecting, in a guided 5.3.b. To record and apply, in a guided manner, the basic digital media.
manner, on elementary aspects of their progress and difficulties in the foreign language learning 5.3.b. To record and use, in a guided manner, the progress
functioning. process, recognizing the aspects that help to improve and difficulties in the foreign language learning process,
5.2.b. To identify and apply, in a guided and participating in self-assessment and co- recognizing the aspects that help to improve and carrying
manner, knowledge and strategies to assessment activities, such as those proposed in the out self-assessment and co-assessment activities, such as
improve their ability to communicate and European Language Portfolio ( PEL). those proposed in the European Language Portfolio (PEL).
learn the foreign language, with the support 6.1.b. To act with respect in intercultural situations, or in a learning journal.
of other participants and analogue and identifying and comparing elementary similarities and 6.1.b. To act with appreciation and respect in intercultural
digital media. differences between languages and cultures, and situations, building links between different languages and
5.3.b. To identify and explain, in a guided showing rejection of discrimination, prejudices and cultures, and showing rejection of any type of discrimination,
manner, basic progress and difficulties in stereotypes of any kind in everyday and habitual prejudice and stereotype in everyday and habitual
the foreign language learning process. communicative contexts. communicative contexts.
6.1.b. To show interest in intercultural 6.2.b. To recognize and appreciate the linguistic, cultural 6.2.b. To accept and respect the linguistic, cultural and
communication, identifying and analyzing, in and artistic diversity of countries where the foreign artistic diversity of countries where the foreign language is
a guided manner, the most common language is spoken as a source of personal enrichment, spoken as a source of personal enrichment, showing
discriminations, prejudices and showing interest in understanding elementary and interest in understanding basic cultural and linguistic
stereotypes, in everyday and habitual habitual cultural and linguistic elements that promote elements that promote sustainability and democracy.
situations. peaceful coexistence and respect for others. 6.3.b. To select and apply, in a guided manner, basic
6.2.b. To recognize and appreciate the 6.3.b. To select and apply, in a guided manner, basic strategies to understand and appreciate linguistic, cultural
linguistic and cultural diversity related to strategies to understand and appreciate the most and artistic diversity.
the foreign language, showing interest in relevant aspects of linguistic, cultural and artistic
knowing its basic cultural and linguistic diversity.
elements.

7
Alian Romero Guadix
BASIC KNOWLEDGES Order 30th may 2023
FIRST CYCLE SECOND CYCLE THIRD CYCLE
A. COMMUNICATION A. COMMUNICATION A. COMMUNICATION
FL.01.A.1. Self-confidence on the use FL.02.A.1. Self-confidence and reflection over learning. FL.03.A.1. Self-confidence. The error as an instrument for
of the foreign language. The error as an integral part of the process. improvement.
FL.01.A.2. Initiation on basic strategies FL.02.A.2. Basic strategies of common use for the FL.03.A.2. Basic strategies for the comprehension, planning and
for the comprehension and comprehension and production of brief, simple and production of brief, simple and contextualised oral, written and
production of brief, simple and contextualised oral, written and multimodal texts. multimodal texts.
contextualized oral, written and FL.02.A.3. Elemental knowledge, skills and attitudes that FL.03.A.3. Knowledge, skills and attitudes that allow initiating in
multimodal texts. allow initiating in mediation activities in simple everyday mediation activities in simple everyday situations.
FL.01.A.3. Basic communicative situations. FL.03.A.4. Basic communicative functions appropriate to the
functions appropriate to the FL.02.A.4. Basic communicative functions of common environment and the communicative context: greeting, saying
environment and the communicative use appropriate to the environment and the goodbye, introducing and introducing oneself; describe people,
context: greeting, saying goodbye, communicative context: greeting, saying goodbye, objects,
introducing and introducing oneself; introducing and introducing oneself; describe people, and places; situate events in time; locate objects, people and places
identify features on people, objects objects, and places; describe routines, give and ask for in space; request and exchange information on everyday issues;
and places, answer to concrete instructions and express time, quantity and space. describe routines, give and ask for instructions and express
questions of daily situations, time, FL.02.A.5. Contextual models and basic discursive belonging and quantity.
quantity and space. genres of common use in the comprehension, FL.03.A.5. Contextual models and basic discursive genres in the
FL.01.A.4. Basic contextual models in production and co-production of oral, written and comprehension, production and co-production of oral, written and
the comprehension and production multimodal, short and simple, literary and non-literary multimodal, short and simple, literary and non-literary texts:
of oral, written and multimodal, short texts such as: leaflets, instructions, rules, warnings or characteristics and recognition of the context ; organization and
and simple such as: congratulations, regulatory dialogues of coexistence. structuring according to the internal structure.
notes, lists or warnings FL.02.A.6. Basic linguistic units of common use and FL.03.A.6. Basic linguistic units and meanings associated with such
FL.01.A.5. Basic linguistic units of meanings associated with such units such as the units such as the expression of the entity and its properties,
common use and meanings expression of the entity and its properties, quantity and quantity and quality, space and spatial relations, time , affirmation,
associated with such units such as number, space and spatial relations , affirmation, negation, interrogation and exclamation, basic logical relationships.
the expression of the entity and its negation, interrogation and exclamation. FL.03.A.7. Basic vocabulary and interesting for students related to
properties, quantity and number, FL.02.A.7. Basic vocabulary and interesting for students personal identification, interpersonal relationships, nearby places
affirmation, negation, interrogation related to closed interpersonal relationships, house, and environments, leisure and free time, daily life,
and exclamation. nearby places and environments. FL.03.A.8. Basic sound, stress, rhythmic and intonation patterns,
FL.01.A.6. Basic vocabulary and FL.02.A.8. Basic sound, accentuation and intonation and general communicative functions associated with these
interesting for students related to patterns of common use, and general communicative patterns.
basic closed interpersonal functions associated with these patterns. FL.03.A.9. Basic spelling conventions and meanings associated
relationships, house, nearby places with formats and graphic elements.
and environments.

8
Alian Romero Guadix
FL.01.A.7. Initiation on basic sound and FL.02.A.9. Basic spelling conventions of common use FL.03.A.10. Basic conversational conventions and strategies, in
accentuation patterns of common and meanings associated with formats and graphic synchronous or asynchronous format, to start, maintain and end
use. elements. communication, take and give the floor, ask for and give
FL.01.A.8. Initiation on basic spelling FL.02.A.10. Basic conversational conventions and clarifications and explanations, compare and contrast, collaborate,
conventions. strategies of common use, in synchronous or etc.
FL.01.A.9. Basic conversational asynchronous format, to start, maintain and end FL.03.A.11. Resources for learning and basic guided information
conventions and strategies , in communication, take and give the floor, ask for and give searching strategies in analogical and digital supports.
synchronous or asynchronous indications etc. FL.03.A.12. Authorship of the sources consulted and the contents
format, to start, maintain and end FL.02.A.11. Resources for learning and elemental guided used.
communication, take and give the information searching strategies in analogical and digital FL.03.A.13. Basic analogue and digital tools for oral, written and
floor, ask and answer etc. supports. multimodal comprehension, production and co-production; and
FL.01.A.10. Basic analogue and digital FL.02.A.12. Basic analogue and digital tools for oral, virtual platforms for educational interaction, cooperation and
tools for oral, written and multimodal written and multimodal comprehension, production and collaboration (virtual classrooms, videoconferences, collaborative
comprehension and production. co-production; and virtual platforms for educational digital tools, etc.) for learning, communication and the development
B. PLURILINGUALISM interaction, cooperation and collaboration. of projects with speakers or students of the foreign language.
FL.01.B.1. Strategies and techniques of B. PLURILINGUALISM B. PLURILINGUALISM
detection of communicative need FL.02.B.1. Strategies and techniques to respond FL.03.B.1. Strategies and techniques to respond effectively to a
and the limitations derived from the effectively to a basic and specific communicative need in basic and specific communicative need in an understandable way,
level of competence in the foreign an understandable way, despite the limitations derived despite the limitations derived from the level of competence in the
language and in the other languages from the level of competence in the foreign language foreign language and in the other languages of the own linguistic
of the own linguistic repertoire. and in the other languages of the own linguistic repertoire.
FL.01.B.2. Initiation on basic strategies repertoire. FL.03.B.2. Basic strategies to identify, organize, retain, recover and
to identify and use linguistic units FL.02.B.2. Basic strategies of common use to identify, use linguistic units (lexicon, morphosyntax, sound patterns, etc.)
(lexicon, morphosyntax, sound retain, recover and use linguistic units (lexicon, from the comparison of the languages and varieties that make up
patterns, etc.) from the comparison morphosyntax, sound patterns, etc.) from the the personal linguistic repertoire.
of the languages and varieties that comparison of the languages and varieties that make up FL.03.B.3. Basic strategies and tools for self-assessment and peer-
make up the personal linguistic the personal linguistic repertoire. assessment, analogue and digital, individual and cooperative.
repertoire. FL.02.B.3. Initiation on basic strategies and tools for self- FL.03.B.4. Commonly used vocabulary and expressions to
C. INTERCULTURALITY assessment and peer-assessment, analogue and digital, understand statements about communication, language, learning
FL.01.C.1. The foreign language as a individual and cooperative. and communication and learning tools (metalanguage).
means of communication, and FL.02.B.4. Commonly used vocabulary and expressions FL.03.B.5. Basic comparison between languages based on
relation with people from other to understand statements about communication, elements of the foreign language and other languages: origin and
countries. language and learning (metalanguage). relationships.
FL.01.C.2. Sociocultural and C. INTERCULTURALITY C. INTERCULTURALITY.
sociolinguistic aspects related to FL.02.C.1. The foreign language as a means of
customs and daily life of countries communication, and relation with people from other

9
Alian Romero Guadix
where the foreign language is countries and as a means of knowing new cultures and FL.03.C.1. The foreign language as a means of interpersonal and
spoken. different lifestyles. international communication, as a source of new information and
FL.01.C.3. Initiation on basic strategies FL.02.C.2. Interest in participation on planned as a means of knowing new cultures and different lifestyles.
to understand and appreciate communicative exchanges through different media with FL.03.C.2. Positive assessment and interest in establishing
linguistic, cultural and artistic students of the foreign language. contacts and communicating through different media with
diversity, taking into account eco FL.02.C.3 Initiation to elementary cultural patterns speakers or students of the foreign language.
social and democratic values. typical of the foreign language. FL.03.C.3. Basic cultural patterns frequently used of the foreign
FL.01.C.4. Initiation on basic strategies FL.02.C.4. Most significant sociocultural and language.
for detection against discriminatory sociolinguistic aspects related to customs, daily life and FL.03.C.4. Basic sociocultural and sociolinguistic aspects related to
uses of verbal and non-verbal interpersonal relationships of countries where the customs, daily life and interpersonal relationships; basic social
language. foreign language is spoken. conventions; non-verbal language, linguistic courtesy and digital
FL.02.C.5. Basic strategies to understand and etiquette of countries where the foreign language is spoken.
appreciate linguistic, cultural and artistic diversity, taking FL.03.C.5. Basic strategies to understand and appreciate linguistic,
into account eco social and democratic values. cultural and artistic diversity, taking into account eco social and
FL.02.C.6. Basic strategies for detection against democratic values.
discriminatory uses of verbal and non-verbal language. FL.03.C.6. Basic strategies for detection against discriminatory
uses of verbal and non-verbal language.

10
Alian Romero Guadix
KEY COMPETENCES Decree 101/2023
1. Competence in Linguistic Communication (CLC)
2. Plurilingual Competence (PC)
3. Science, Technology and Engineering Competence and Mathematical Competence (STEM)
4. Digital Competence (DC)
5. Personal, Social and Learning to Learn Competence (CSLLC)
6. Citizenship Competence (CC)
7. Entrepreneurial Competence (EC)
8. Cultural Awareness and Expression Competence (CAEC)

OUTPUT PROFILE. Operative descriptors Decree 101/2023

AT THE END OF THE FIRST CYCLE, PUPIL… AT THE END OF THE SECOND CYCLE, PUPIL… AT THE END OF THE THIRD CYCLE, PUPIL…
COMPETENCE IN LINGUISTIC COMMUNICATION
CLC1. Expresses in oral, written or multimodal way in CLC1. Expresses in oral, written or multimodal way in CLC1. Expresses facts, concepts, thoughts, opinions
an orderly and organised way following indications, a clear and accurate way, with certain autonomy, or feelings in oral, written or multimodal way with
ideas, experiences, emotions or feelings in different ideas, facts, concepts, feelings and opinions clarity and adequacy to different daily contexts of his
socio communicative situations and participates generated by different communicative situations and or her personal, social or educative context and
regularly in simple, daily and habitual interactions of participates in a comprehensible way in participates in communicative interactions with
communication with respectful attitude to exchange conversations, group social dynamics and brief cooperative and respectful attitude to exchange
information and initiate in building personal ties. dialogues among peers that help him/her to establish information and create knowledge to build personal
CLC 2. Comprehends and identifies, in a guided way, interactions based on respect, tolerance, cooperation ties.
the main idea and global sense of simple and brief oral, and acceptation in the group to which he or she CLC 2. Comprehends, interprets and values simple
written, signed or multimodal texts of personal, social belongs. oral, written, signed or multimodal texts from
and educative contexts, initiating in their assessment CLC 2. Comprehends, identifies and interprets the personal, social and educative contexts to participate
to participate actively in the social dynamics to which main sense of simple oral, written, signed or actively in daily contexts and build knowledge.
he or she belongs. multimodal texts and information about concrete and CLC 3. Locates, selects and contrasts, with some help,
CLC 3. Begins in guided searching and locating of familiar topics from personal, social and educative simple information from two or more sources,
simple information of different types of texts from a contexts, progressing in their assessment to evaluating its accuracy and utility according to the
documentary source according to the age, participate actively in cooperative activities and build aims of reading, and integrates and transforms this
discovering the use in the process together with knowledge. information into knowledge to communicate from a
reading and comprehension of basic syntactic CLC 3. Searches, locates and selects, in a guided way, creative, critical and personal point of view and with
structures of common use to spread knowledge and information from different types of texts, from up to respect towards the intellectual property
apply it to simple personal works identifying their two documentary sources, and interprets and values CLC 5. Places his/her communicative practises to
authorship. the utility of the information focusing on the the service of the coexistence democracy, the
CLC 5. Participates regularly in varied development of reading to spread knowledge and dialogued management of conflicts and equality of
communicative situations about current topics or apply it to personal works giving a personal and rights of all the people, detecting the discriminatory

11
Alian Romero Guadix
closed to his/her interests, led to favour coexistence, creative point of view, identifying property rights. uses as well as power abuse to favour the use not
making an adequate and non-discriminatory use of CLC 5. Participates actively in communicative only useful but also ethic of the different means of
the language, initiating in the dialogued management situations and cooperative activities with attitude of communication.
of conflicts, respecting and accepting individual listening and respect progressing in the dialogued
differences and valuing qualities and opinions from management of conflicts, that favours coexistence,
others. avoiding discrimination for genre, cultural and social
reason, that help to make moral judgements and
favour and adequate and ethic use of the different
means of communication.
PLURILINGUAL COMPETENCE
PC 1. Recognises and identifies words or expressions PC 1. Recognises and uses, in a guided way, brief and PC 1. Uses, at least, one language, apart from the
to answer to simple communicative needs closed to simple expressions of daily use and personal language o familiar languages to answer to simple
his/her experience of, at least, one language, apart relevance that answer to simple educative needs, and predictable communicative needs, in an
from the language o familiar languages and shows closed to his/her experience and adequate to his/her adequate way for his/her development and interests
interest and respect for the different languages of cognitive development of, at least, one language apart as well as daily situations and contexts of personal,
his/her personal, social and educative context. from the language o familiar languages and shows social and educative environment.
PC 2. Begins in the knowledge and shows interest to interest and respect for the different languages of PC 3. From his/her experiences, recognises the
know the linguistic diversity of his/her context and in his/her personal, social and educative context. diversity of linguistic profiles and undergoes
a guided way, participates in daily intercultural PC 2. Identifies and appreciates the linguistic diversity strategies that, in a guided way, let him/her make
situations through basic strategies to improve of his/her surroundings, and in a guided way, uses simple transferences between languages to
his/her ability to interact with other people in a foreign elemental strategies that make easier communicate in daily contexts and spread his/her
language, spreading progressively his/her comprehension and communication in a foreign individual linguistic repertoire.
vocabulary. language in daily communicative contexts, spreading PC 3. Knows and respects the linguistic and cultural
PC 3. Shows interest for knowing and respecting the his/her vocabulary. diversity from his/her surroundings, recognising and
linguistic and cultural diversity from his/her PC 3. Knows and appreciate linguistic and cultural comprehending its value as a factor of dialogue to
surroundings, facilitating foreign language diversity from his/her surroundings, facilitating the enhance coexistence.
communication and learning, promoting dialogue, development of communicative strategies, personal
pacific coexistence and respect for others. enrichment, improvement of dialogue pacific
coexistence and respect for others.
SCIENCE, TECHNOLOGY AND ENGINEERING COMPETENCE AND MATHEMATICAL COMPETENCE (STEM)
STEM 1. Begins, in a guided way, in the resolution of STEM 1. Identifies and solves problems, with STEM 1. Uses, in a guided way, some inductive and
problems from the immediate surroundings to solve guidelines, closed to his/her surroundings to do deductive methods, related to mathematical
little mathematical investigations, using some activities about calculation, measures, geometry, reasoning in familiar situations and selects and
reasoning and simple strategies in daily situations reflecting on the decisions made, using different applies some strategies to solve problems reflecting
and reflecting about the procedure and conclusions strategies and resolution procedures, expressing in a about the solutions obtained.
obtained. reasoning way, the process.

12
Alian Romero Guadix
DIGITAL COMPETENCE
DC 1. Makes use of certain digital tools for very simple DC 1. Does simple and guided searches on the DC 1. Does guided searches on the internet, using
and guided searches of information (key words, internet, using different sources and simple different simple strategies for the digital treatment of
selection of basic information...) about routine matters strategies that facilitates the treatment of relevant the information (key words, selection of relevant
and of personal relevance, showing a respectful information (key words, selection and organization of information, organization of data…) with a critical
attitude with the contents obtained. data…) and begins to reflect in a critical way about the attitude about the contents obtained.
DC 2. Begins in the creation of small tasks of digital contents obtained. DC 2. Creates, integrates and re elaborates digital
content (text, image, audio, video…) according to the DC 2. Creates simple digital contents according to the contents in different formats (text, table, image, audio,
educative needs, comprehending the questions educative context needs, through the use of diverse video, computer program…) through the use of
posed and using the help of the teacher, different digital tools using different formats (text, table, image, different digital tools to express ideas, feelings and
resources and tools to express ideas, feelings and audio, video...)to express ideas, feelings and concepts knowledge, respecting the intellectual property and
concepts being aware of the authorship of the works. being aware of the authorship of the works. copyright of the contents used.
PERSONAL, SOCIAL AND LEARNING TO LEARN COMPETENCE
PSLLC 1.Is aware of the own personal emotions, ideas PSLLC 1. Is aware of the own personal emotions, PSLLC 1. Is aware of the own personal emotions, ideas
and behaviours and distinguishes between actions ideas and behaviours and is able to put him/herself in and behaviours and uses simple strategies to
that favour the emotional and social welfare, and someone else's position and comprehend his/her manage them in conflict situations, adapting to the
initiates in the use of some simple strategies such as points of view even being different to their own, and changes and harmonising them to achieve his/her
dialogue to negotiate and come to an agreement as a uses simple strategies that help to make decisions to own goals.
way to solve conflict situations to achieve his/her manage conflict situations to achieve his/her own PSLLC 3. Recognises and respects emotions and
own goals. goals. experiences from other people, participates actively
PSLLC 3. Recognises emotions in other people and PSLLC 3. Identifies and respects emotions and feeling in team work, assumes assigned individual
shows initiative for participating in team work from others and shows initiative for participating responsibilities and uses cooperative strategies led to
assuming his/her own responsibility, motivation and actively in team work, using responsible and helpful the achievement of the shared goals.
personal trust, and apply simple strategies that help strategies for others, positive interaction techniques PSLLC 4. Recognises the value of effort and personal
him/her to improve social interaction and the and cooperative attitudes that help to improve the commitment to improve his /her own learning
achievement of the posed goals. classroom atmosphere and welfare and the process and adopt critical positions in guided
PSLLC 4. Shows responsible attitude towards achievement of the posed goals. reflection processes.
different work proposals posed and develops an PSLLC 4.Values and recognises the effort towards PSLLC 5. Plans short- term goals, uses self- regulated
attitude of effort, motivation and constancy to new difficulties in the realization of small works posed and learning strategies and participates in self and co-
challenges, being able to implement critical positions develops perseverance and constancy attitudes and evaluation processes, recognising his/her limitations
when she/he is helped to reflect. critical positions towards challenges that led him/her and knowing to find help in the process of building
PSLLC 5. Begins in the use of simple learning to a guided reflection. knowledge.
strategies and shows initiative to participate in PSLLC 5.Develops simple learning strategies of
activities that help him/her to spread his/her his/her self-regulation and participates in the
knowledge and assess the worked done, in a guided evaluation of the process carried out, accepting
his/her responsibilities and limitations to be helped to

13
Alian Romero Guadix
way, facing the challenges posed, valuing his/her spread his/her knowledge.
work and of others.
CITIZENSHIP COMPETENCE
CC 2. Participates in activities proposed in the CC 2. Participates in the school community, doing CC 2. Participates in community activities, making
classroom, assuming small responsibilities and activities and showing attitudes that promotes decisions, and solution of conflicts in a dialogued and
establishing dialogued and democratic agreements human and children rights, pacific resolution of respectful way with democratic procedures,
in the framework of the European Union and the conflicts, gender equality, non-sexist behaviour, principles and values of the European Union and The
Spanish Constitution, human and children rights, that recognition of positive models in the closed Spanish Constitution, human and children rights,
help him/her to make decisions and solve conflicts environment, valuing the cultural diversity and value of diversity , gender equality, social cohesion
that promotes good coexistence, gender equality, reflecting sustainable positions in the framework of and sustainable development goals.
cultural diversity and sustainable development. the European Union and the Spanish Constitution. CC 3. Reflects and dialogues about values and current
CC 3. Reflects and dialogues following indications CC 3. Uses dialogue and communication to reflect ethic problems comprehending the need to respect
about the responsibility to face problems with about values and problems related to ethic and social different cultures and beliefs, care the environment,
abilities on certain ethic and social matters, putting matters, justifying his/her role on the basis of reject prejudices and stereotypes and be against any
into practice attitudes and values that promote behaviours to appreciate cultural diversity, rejection form of discrimination or violence.
respect to different cultures, rejection to to stereotypes, prejudices, beliefs or ideas and
stereotypes, prejudices and violence or violence or discriminatory roles.
discriminatory roles.
ENTREPENEURIAL COMPETENCE
EC 1. Begins in the identification of problems and EC 1.Identifies, with orientations, problems, needs and EC 1.Recognises needs and challenges to face and
challenges and starts elaborating some original ideas, challenges in the world around him/her, proposing elaborates original ideas, using creative skills and
in a guided way, being aware of the importance of original ideas to be conscious on the effects that they taking conscious of the consequences and effects
them in the environment and the need to carry out can produce on the environment and the possible that these ideas could have as a result in the
possible solutions. solutions generated by them. environment in order to propose useful solutions to
EC 3. Proposes, in a guided way, possible responses EC 3. Poses and asks questions and answers, with respond to the needs detected.
and solutions to the questions raised, with some new creative ideas and do tasks previously planned EC 3. Creates ideas and original solutions, plans tasks,
ideas, through cooperative work and plans simple through cooperative work, valuing the steps cooperates with others and in teams, valuing the
tasks, previously defined, implementing acquired followed on its development as well as the results process made and the results obtained to carry out
knowledge to his/her experiences as an opportunity obtained, that let him/her develop entrepreneur and an entrepreneur initiative, considering the experience
to learn. innovate initiatives taking his/her experiences as an as an opportunity to learn.
opportunity to learn
CULTURAL AWARENESS AND EXPRESSION COMPETENCE
CAEC 1. Begins with some help to recognise of CAEC 1.Recognises and shows interest for the own CAEC 1. Recognises and appreciates main aspects of
important elements of different artistic and cultural main elements of the cultural and artistic heritage the cultural and artistic heritage, comprehending the
manifestations that belong to his/her intercultural from different environments and initiates in the differences between different cultures and the need
to respect them.

14
Alian Romero Guadix
heritage, taking conscious of the need and comprehension of different cultures and the need to CAEC 2. Recognises and shows interest on the
importance of respect them. respect them. particularities of the most important artistic and
CAEC 2. Enjoys taking part in different artistic, music CAEC 2. Identifies and shows interest on some cultural manifestations of the heritage identifying
and body language activities which belong to his/her relevant cultural and artistic manifestations of means and supports, languages and technical
immediate cultural and artistic heritage, recognising his/her heritage, recognising different supports and elements of them.
basic elements of different artistic languages and basic characteristic features of different languages CAEC 4. Experiments in a creative way with different
identifying some supports used. used in different manifestations. support and resources and diverse plastic, visual,
CAEC 4. Knows and initiates in the use of basic CAEC 4. Participates in the creative process of basic audiovisual, audible or corporal to elaborate artistic
elements of different artistic languages, through artistic and cultural productions, initiating on and cultural proposals.
simple techniques (plastic, visual, audiovisual, audible experimenting with different artistic techniques
and corporal) participating cooperatively and in a (plastic, visual, audiovisual, audible and corporal)
guided way in the creative process of different showing joy, empathy and respect in the creative
artistic manifestations, showing respect and joy in process.
the creative process.

15