COMPETENCES.

The Foreign language area, in its different modalities,

contributes essentially to the development of the Competence
in Linguistic Communication (CLC), not only in terms of
second languages, but also regarding the mother tongue. This
teaching planning aims to develop the pupils linguistic skills in
a systematic and integrative manner. The pupils learn to
identify the meaning, sounds and rhythms of words and phrases
through songs, chants and stories. The use of short listening
texts helps them develop the ability to understand simple
communicative messages in everyday contexts.
There is systematic practice of long vowel sounds which helps
the pupils develop clear and natural pronunciation. In addition,
the structured use of games, personalisation activities and
simple dialogues provide the pupils with the opportunity to
practise real-world exchanges in the classroom and express
their feelings and opinions in English. A cooperative project
each term also helps the pupils develop social competences and
introduces language and strategies for working successfully in
small groups. (Digital story telling). Reading strategies
writing skills, alternative spellings phonics section.
The dynamic nature of language, is also present in the
Competence in mathematics, science and technology
(CMST). In this teaching planning, mathematical competence is
developed in a number of ways. The pupils understanding of
numbers, space, measures and time is reinforced and
language patterns are highlighted. The pupils also have the
opportunity to work with number codes, charts and
diagrams, and to do activities which require them to recognise
and solve problems. Each unit is also linked to an area of
learning in the Science curriculum, reinforcing key concepts
and language across the curriculum.
The Digital competence (DC) is considered as a substantial
part of the communicative competence. In this teaching
planning, digital resources as tools to support learning,
familiarising the pupils with computer technology and showing
them how technology can be used for learning purposes. The
Digital Resources serve to consolidate class work and provide
a home-school link by allowing the pupils to work
independently outside the classroom. Within the classroom, we
will provide enhanced digital resources for presentation and
practice, integrated audio and interactive activities.
the competence for Learning to learn (L2L. learning
strategies to help the pupils become more independent and
reflective learners.
Learning objectives are set at the beginning and reviewed at
the end of each lesson to check that the objectives have been

met. The pupils are also encouraged to reflect on their learning

and progress at the end of each unit through the use of a selfevaluation task. A dedicated learning-to-learn section in each
unit encourages the pupils to think about how they like to learn
and introduces simple strategies which can be used
independently, outside the classroom.
Finally, there is an emphasis on good learning habits and the
importance of making an effort and being responsible for your
work. Personal qualities such as self-confidence, initiative,
curiosity, interest and creativity are also explicitly promoted,
preparing the pupils for life-long learning.
Social and civic competences (SCC). An emphasis is placed
on positive classroom behaviour. Cooperative projects
provide the pupils with the language needed to engage
effectively with others and solve problems, whilst the
integration of collaborative activities and strategies
reinforces the importance of active participation, cooperation
and respect and support for others.
A values section in each unit encourages the pupils to reflect
on their natural, social and cultural environment, integrating
real-world topics such as protecting living things in their natural
environments, paying attention and trying new things when
visiting a new country.
The Cultural awareness and expression (CAE) also involves
knowing, understanding, appreciating and showing criticism
towards different cultural and artistic performances, using them
as a source of enrichment and enjoyment and considering them
as part of peoples' heritage. the pupils are introduced to the
real-world culture of different English-speaking countries
around the world. The content of these lessons has been
selected to be of i interest to the pupils and to help them
understand and respect different customs. A Think about your
culture section encourages the pupils to reflect on their own
culture and have a clearer idea of their own cultural identity.
We will also provide the opportunity to experience and
appreciate a range of art forms such as poems, songs,
literature, drawing, mime and performance, and encourages the
pupils to express their ideas, experiences and emotions through
these mediums.
The action-oriented approach adopted in the curriculum
focuses on the students, who are the ones who learn, build their
competences and use them, both to deal with learning tasks in
the classroom and in real communication. Hence, the area of
Foreign Language decisively contributes to the development of
the Sense of initiative (SIE), specially regarding oral and

written expression and interaction activities, in which, from the

very beginning, students must take decisions about what to say
and how to do it
The clear and convincing expression of ideas and thoughts and
the ability to assume risks, together with the appropriate
management of the interaction and stimulus derived from
communicating in other languages to face new challenges or to
solve problems in complex scenarios, are essential in the
development of entrepreneurship. We include specific
activities in which the students learn to be critical, creative and
engaged also in these contexts.
This teaching planning develops a sense of initiative and
entrepreneurship through the inclusion of a cooperative
project in each term.
3. ) METHODOLOGICAL STRATEGIES TO DEAL WITH THE COMPETENCES IN
THE CLASSROOM
The teaching and learning process requires careful planning of the results to
achieve, clearly understanding the goals or objectives, the necessary resources,
the most appropriate methodology and the learning assessment and feedback
processes.
Didactic methods must be chosen according to the best possibilities to achieve the
proposed targets and bearing in mind the factors conditioning the learning process.
One of the key elements in learning through competences is sparking and
maintaining children's motivation for the learning process, what involves a new
approach to the student's role, which must be active and autonomous, conscious of
being responsible of their own learning process.
In order to foster motivation for competence learning it is also necessary to
apply active and contextualized methodologies which enable the implication and
participation of all the students, and the acquisition and use of real life knowledge,
so that learning becomes transferrable and long-lasting.
Active methodologies must be supported by cooperative learning structures, so
that, through the joint resolution of tasks, the members of the group get to know the
strategies used by their colleagues and are able to apply them to similar situations.
The interactive strategies are the most appropriate ones for a competence
teaching-learning process, as they enable sharing and building knowledge as well
as making the classes more dynamic, through verbal and collective exchange of
ideas.
Working through projects helps students organize their thoughts favouring
reflection, criticism, elaborating hypotheses and researching through a process
where each one assumes the responsibility for their own learning, applying their
knowledge and skills to real projects.

 Furthermore, it is advisable to use the portfolio, which offers wide information

about the students' learning process, reinforces continuous evaluation, and allows
sharing the learning results. The portfolio is a motivating tool for students which
fosters their autonomy and develops their critical and reflective thinking.
Teachers must get involved in creating and designing different types of
materials, adapted to the different levels and the different styles and learning pace
of students, with the aim to meet the demands of classroom diversity, paying
special attention to the integration of Information and Communication Technologies
to the teaching-learning process, providing access to virtual resources.
Finally, it is necessary for teachers to get coordinated about the methodological
and didactical strategies to be used.

3. G) ASSESSMENT OF THE KEY COMPETENCES

Both in the continuous evaluation process that takes place in the different
school years, as in the final assessment of the different educational stages, in order
to evaluate the competences it is necessary to choose strategies and instruments
to assess students according to their ability to solve problems simulating real
contexts, mobilising their previous knowledge, skills and attitudes.
It is necessary to establish relationships between the learning outcomes and the
relevant competences to which they contribute, in order to assess the competence
levels attained by each student.
The assessment of the level of acquisition of the competences must be included
in the evaluation of contents, as far as being competent means mobilising
knowledge and attitudes so as to respond to the different proposed situations,
making the learning process operationally effective, and applying the contents
learnt from an integrated approach.
The competences' performance levels will be measurable through indicators of
achievement, such as Rubrics or rating scales. These indicators of achievement
must include ranges addressed to the evaluation of achievements, taking into
account the principle of attention to diversity.
Teachers must use a variety of assessment procedures and include strategies
that enable students to participate in the evaluation of achievements, such as selfevaluation, peer evaluation or co evaluation. In any case, the different usable
assessment procedures, such as systematic observation of the students' work, oral
and written tests, the portfolio, the registration protocols, or the class works, will
promote the integration of all the competences in a coherent evaluation frame.
The end-of-stage external assessments will bear in mind, both in the design and
in the evaluation, the assessable learning outcomes of the curriculum.