Project INTERFACE 2
INTERFACE 2 English language Project: English Compulsory Secondary Education stage: Year 2
INDEX1 1. Introduction a) Theoretical justifcation b) 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 d) 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 %ssessmen mentt o& o& the the $e com etence etences s ) %ssess '. Contents( eva)uation criteria( )earning outco%es and &eror%ance indicators a) Cont Conten entts- E(a E(aluat luatiion Cri Criteri teria a- .ear earnin ning /utc /utco omes mes and Per& er&orm ormance ance 0ndic ndica ators tors &or &or ES/ st st cycl cycle e b) Syntactic structures and high &re1uency (ocabulary areas *. +et!odo) +et! odo)og$ og$ a) eneral methodology and methodology specifc to subject area b) Teaching and learning acti(ities and strategies ,. Assess%ent a) %ssessment criteria and learning outcomes b) %ssessment tools c) 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(eme achie(ement)6 nt)6 &) Teaching+learning assessment -. +easur +easures es or student students s it! s&eci s&ecia) a) needs /. Fostering reading 0. Interdisci&)inar$ contents 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 :78TIFICATIO :78TIFICATION N .anguage is the $ey to learning and communication6 *other tongue languages and &oreign languages are no7 (itally important in a global and interconnected economy6 The 7orld today is characteri8ed by an e(er increasing contact bet7een indi(idualsindi(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 plurilingual profle 7ill not only re1uire $no7ledge o& the languages but also cross+cultural $no7ledge $no7ledge to guarantee integration and participation in a (ariety o& contets and situations &or personal &ulflment and de(elopmentsocial inclusion- acti(e citi8enship and employment6 0n real communicati(e contets and situations- language use comprises the actions per&ormed by an indi(idual in that particula particularr communic communicati(e ati(e contet6 contet6 The basic curricu curriculumlum- there&or there&ore e incorpora incorporates tes and uses this action+orie action+oriented nted approach approach recogni8ed by the 9 Co%%on Euro&ean Fra%eor; o Reerence or anguage earning as its basis6 0t describes 7hat the student should be able to do in a &oreign language in di(erse real communicati(e contets 7hich ta$e into account the student;s age and characteristics according to the educational stage6 The interaction- oral and 7ritten recepti(e and producti(e acti(i acti(itie ties s 7hich 7hich consti constitut tute e the .earn .earning ing Standa Standards rds to be assess assessed ed in the basic basic curric curriculu ulum m inclu include de not only only spec specifc ifc communicati(e communicati(e competences 7hich enable a student to per&orm these acti(ities but also include the general $ey competences 7hich correspond correspond to each educational stage6 The basic curriculum &or Secondary education is structured around language acti(ities as described by the Common European
Organic a /<241"( 0 Dece%ber( or La Mejora de l a Calidad Educativa (LOMCE) Ro$a)) Decree 114*<241'( Ro$a 114*<241'( 2, Dece% Dece%ber ber in !ic! t!e =asic Co%&u)sor$ Co%&u)sor$ 8econdar$ 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 stage in order to carry out acti(ities and sol(e comple problems success&ully and achie(e the contents or $no7ledge base- abilitiess$ills and attitudes 7hich contribute to the learning objecti(es o& each subject area and educational stage= the methodology 7hich 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 subject area and educational stage6 The contents are organi8ed into subjects- 7hich in turn are organised into learning areas- felds and modules 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 educational stage6 b) Objectives: re&er to the outcomes that the student 7ill be able to do 7hen fnishing the educational process as a result 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 out acti(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 subjectslearning 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 assessable and they should allo7 &or progress in attainment6 Their design should contribute and &acilitate the standardisation and comparison o& tests6 &) Assess%ent criteria: specifc guidelines to assess the student;s learning6 They describe 7hat is to be assessed and 7hat the student should achie(e in both $no7ledge and competences= they defne 7hat is to be achie(ed in each subject area6 g) +et!odo)og$: the range o& organised and planned strategies- s$ills and actions that the teacher carries out in a conscious and re>ei(e manner to enable learning to ta$e place and to achie(e the stated objecti(es6
The >enera) Princi&)es o& this stage- in 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$place related study6 36 Compulsory Secondary Education is organi8ed according to the principles o& the common educational &rame7or$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$en should not- in any 7aydiscriminate against and hinder the student &rom achie(ing the objecti(es and passing this le(el o& education6 The Compulsory Secondary Education stage is organised into subject areas and consists o& t7o cycles: the frst cycle lasts three years and the second cycle lasts one year6 These &our years in total 7ill usually be &ollo7ed &rom the age o& t7el(e to siteen years6 The second cycle or &ourth year o& Compulsory Secondary Education 7ill essentially be preparatory in nature6
1.=3 CONTEXT (To be completed by the teacher according to the social, historical, geographical setting in which the teacher works)
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2. O=:ECTI6E8 OF T9E 8TA>E Compulsory Secondary Education 7ill contribute to the de(elopment o& the abilities and s$ills 7hich 7ill enable students to: a) %c1uire a responsible ci(ic attitude- $no7 and carry out their rights 7ith respect to others- sho7 tolerance and engage in cooperation and solidarity 7ith indi(iduals and groups- promote dialogue based on human rights- e1ual opportunities and treatment bet7een men and 7omen and the common (alues o& a plural society in order to prepare students &or democratic citi8enship6 b) Establish the habits o& sel&+discipline- study and indi(idual 7or$ as 7ell as team7or$ as a pre+re1uisite &or the success&ul completion o& learning tas$s and as a means to personal de(elopment6 c) Sho7 (alue and respect &or the diBerences bet7een men and 7omen and e1ual rights and opportunities bet7een them6 4e&use gender discrimination and engage in non+discrimination o& people o& 7hate(er condition or personal or social circumstance6 4eject stereotypes that gi(e rise to a discrimination bet7een men and 7omen and any mani&estation o& (iolence against 7omen6 d) Strengthen their aBecti(e capacities in all realms o& their personality and in their relationships 7ith others and to reject (iolence- all types o& prejudice- seist beha(iour and to resol(e con>icts peace&ully6 e) Ae(elop basic s$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& $no7ledge and eperience6 g) Consolidate entrepreneurship and sel&+esteem- participation- critical thin$ing- personal initiati(e and learning to learnplanning- decision+ma$ing and ta$ing on responsibility6 h) 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 literature6 i) 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 about social habits related to health- consumption- loo$ing a&ter li&e and nature- contributing to its conser(ation and progress6 l) %ppreciate 7or$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& $ey competences as a prere1uisite to an indi(idual;s personal- social and pro&essional &ulflment in order to adapt to a global 7orld in 7hich economic progress- lin$ed to $no7ledge- is achie(able6 % competence is a combination o& practical s$ills- $no7ledge- moti(ation- (alues- attitudes- emotions and other social and beha(ioural components 7hich enables the indi(idual to per&orm a success&ul action6 This practical $no7ledge is ac1uired through acti(e participation in social practices- 7hich can be de(eloped both in a &ormal educational contet- 5ie through the curriculum)- and in in&ormal or non+&ormal educational contets6 The competences are conceptuali8ed as F$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 $no7ledge in(ol(ed in the competence and &or this to be lin$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 action 5procedural $no7ledge H know how to do )= and a third component 7hich has a great social and cultural in>uence- and 7hich in(ol(es a set o& attitudes and (alues 5 know how to be )6 .earning through competences also &a(ours the studentsI o7n learning process and their moti(ation &or learning- due to the strong relation bet7een the diBerent components: the concept+based $no7ledge 59$no7) cannot be learnt in isolation &rom its use- 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 include all areas o& $no7ledge and all le(els o& the educational community- both in &ormal and in non+&ormal or in&ormal spheres6 0ts dynamism is e(idenced by the &act that competences are not ac1uired at a certain moment and remain unaltered- but- on the contrary- they are part o& an ongoing process in 7hich indi(iduals achie(e higher and higher le(els o& per&ormance6
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Emphasis 7ill be placed on the de(elopment o& ;e$ or disci&)inar$ co%&etences 5C.C- C*ST)- although students 7ill also co(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- either indi(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- orthographic and 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 and reception o& messages in diBerent social contets)= pragmatics 5including the communicati(e micro&unctions and social interaction 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 $no7ledge o& the 7orld and one related to the intercultural dimension6 + The strategic co%&onent allo7s the indi(idual to o(ercome diDculties and to sol(e problems that arise in the communicati(e echange6 0t includes both s$ills and communicati(e strategies &or reading- 7riting- spea$ing- listening and con(ersing- and also s$ills related to in&ormation processing- multimodal reading and production o& electronic tets in diBerent &ormats= moreo(er- this component also includes the general cogniti(e- metacogniti(e- and socio+aBecti(e strategies- that indi(iduals use to communicate eDciently- 7hich is essential in the &oreign language learning process6 +
The CO+PETENCE IN +AT9E+ATIC8( 8CIENCE AND TEC9NOO>? C+8T3 - leads and rein&orces essential elements in the studentsI training and education and 7hich are important to daily li&e6 0n a society in 7hich mathematics- science and technology has a signifcant impact- the achie(ement and sustainability o& social 7ell+being demands beha(iours and personal decision+ma$ing closely lin$ed to critical abilities and a &air and reasonable (ision o& others6 The competence in mathematics- science and technology contributes to all o& the &ollo7ing:
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a) The %at!e%atica) co%&etence in(ol(es the ability to apply mathematical thin$ing and mathematical tools to describe- interpret and predict diBerent phenomena in contet6
The DI>ITA CO+PETENCE DC3 in(ol(es a creati(e- critical and sa&e use o& in&ormation and communication technologies- in order to achie(e objecti(es related to 7or$- employability- learning- use o& &ree time- and inclusion and participation in society6 This competence includes being able to adapt to changes introduced by ne7 technologies in terms o& literacy- reading and 7riting- 7hile also de(eloping a ne7 set o& $no7ledge- s$ills and attitudes 7hich are necessary no7adays to be competent in a digital en(ironment6
The competence &or EARNIN> TO EARN 23 is (ital &or li&elong learning to ta$e place in &ormal- non+&ormal or in&ormal contets6 This competence is characterised by the ability to start- organi8e and continue 7ith learning6 This re1uires- frst o& all- the ability to &eel moti(ated to learn- and also the need to impro(e organi8ation and learning management6
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ect on the mental processes people use 7hen learning- to $no7 ho7 the learning process 7or$s- as 7ell as to de(elop the s$ills to regulate and control oneIs o7n learning6
The 8OCIA AND CI6IC CO+PETENCE8 8CC3 in(ol(e the s$ill and ability to use their $no7ledge and attitudes in society- &rom diBerent perspecti(es- in a dynamic- changing and comple climate- in order to interpret phenomena and social problems in increasingly di(erse contets6 The competences also in(ol(e communicating constructi(ely- ma$ing decisions and resol(ing con>icts- as 7ell as the ability to interact 7ith other people and groups according to norms based on mutual respect and democratic con(ictions6 icts and problems in democratic society6
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 $no7ledge- and &or them to choose the necessary s$ills or abilities and attitudes in order to achie(e the desired objecti(e6
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
The C7T7RA ABARENE88 AND EXPRE88ION competence CAE3 - in(ol(es $no7ing- understanding- appreciating and (aluing diBerent cultural and artistic mani&estations- using a critical eye and sho7ing an open and respect&ul attitude6 Culture and art should be used as a source o& personal enrichment and enjoyment and should be considered a part o& a people;s 7ealth and heritage6
no7ing- studying and understanding the diBerent artistic genres and styles- as 7ell as the main artistic 7or$s and productions o& one;s cultural and artistic heritage6 .earning the techni1ues and resources o& the diBerent artistic languages6 Keing a7are o&- understanding and being enriched by the productions &rom the 7orld o& art and culture6
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". C3 CONTRI=7TION OF INTERFACE 2 TO T9E DE6EOP+ENT OF T9E #E? CO+PETENCE8
The study o& a ection and systematic de(elopment o& (arious competences that occur 7hen learning second languages- can be applied to the mother tongue in order to impro(e the competences in their o7n language to understand- epress- interact and articulate thoughts and &eelings about onesel&- others and the mental and physical en(ironment in 7hich social relationships are built6 Interace helps students to impro(e their &ormal $no7ledge o& grammar- morphology- synta and pronunciation6 0t also helps them to learn the sociocultural &actors in(ol(ed in communication- raising a7areness o& diBerent registers and correct usage in gi(en situations and contets6
This competence is de(eloped throughout the course as all o& the acti(ities use language as the main (ehicle &or communication6
The dynamic nature o& language is also present in the Co%&etence in %at!e%atics( science and tec!no)og$ C+8T3 and in other areas o& $no7ledge- to 7hich &oreign languages can contribute- &acilitating and epanding access to data- procedures and research techni1ues= &a(ouring a more direct and success&ul echange bet7een scientifc communities and &ostering the joint construction o& human $no7ledge6 Interace 2 contains eamples o& the %at!e%atica) co%&etence in nit !- 7here students learn about buying and selling and they need to use prices- or in nit # 7here they analyse a chart6
There are also eamples o& science and tec!no)og$ 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 conse1uentlythe 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 &oreign languages 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 digital materials 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 The contents 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 $no7 ho7 to integrate in their competence profle6 The le(el o& ac1uisition o& the learning outcomes is there&ore measured by applying the e(aluation criteria described as actions6 The curriculum helps students de(elop learning to learn strategies- starting 7ith clear and coherent aims or outcomes7hat students should be able to do 7ith the language as spea$ers o& a &oreign language- deciding on 7hat they need to learn and the strategies they may use in order to achie(e these objecti(es6 Setting diBerent goals- according to indi(idual personal needs is the frst step to7ards success&ul autonomous learning not only 7hile studying but throughout their li&e6 Interace pro(ides tools &or the de(elopment o& re>ection and learning strategies in the Progress checks and the section dedicated to learning s$ills in the Teachers !esource "ile 6
The eBecti(e use o& &oreign languages necessarily in(ol(es an open and positi(e attitude in one;s relationship 7ith others- sho7n through- &or eample- (alue and respect &or all languages and cultures and &or people 7hose (alues and belie&s diBer &rom one;s o7n- as 7ell as an appreciation &or diBerent customs- practices and ideas- all o& 7hich should be considered a uni1ue opportunity &or mutual enrichment- and &or con>ict pre(ention or satis&actory resolution6 The 8ocia) and civic co%&etences 8CC3- and the Cultural a7areness and epression 5C%E)- both related to personal and e(er increasing 7ider spheres o& action- are conse1uently part o& the s$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& social structures in society today6 This competence is clearly sho7n in the L Cross-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 $no7ing- understanding- appreciating and eamining critically diBerent cultural and artistic mani&estations- using them as a source o& enrichment and enjoyment 7hile sho7ing respect &or them as part o& peoplesI heritage6 Interace includes se(eral tets related to cultural and artistic themes such as tal$ing about flm a7ards in nit or about beaches in the in nit '6
The action+oriented approach adopted in the curriculum is learner+centred- the students are the ones 7ho learn- build their 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&
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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 strategies in 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 to7ards learning 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 subject or 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& $ey competences6
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". F3 +ET9ODOO>? FOR CO+PETENC?5=A8ED EARNIN> AND TEAC9IN> IN T9E CA88ROO+ %ny teaching+learning process should al7ays start 7ith the care&ul planning o& 7hat it designs to achie(e- 7ith clear aims and objecti(es- the resources needed- the appropriate methodology- ho7 it 7ill be assessed and ho7 &eedbac$ 7ill be integrated6 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
%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 sharing and 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 This type o& acti(ity encourages the students to become responsible &or their o7n learning and apply $no7ledge and s$ills to real+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 the student 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 and co%%unication tec!no)ogies and the access to (irtual resources are o& particular interest in helping to diBerentiate acti(ities6
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". >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 and attitudes6
0t is necessary to establish relationships bet7een the )earning outco%es and the rele(ant competences to 7hich they contribute- 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 $no7ledge and attitudes to respond to a gi(en situationma$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 recording or 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 into account6
,
'. CONTENT8( INDICATOR8
E6A7ATION
CRITERIA(
EARNIN>
O7TCO+E8
AND
PERFOR+ANCE
'. A3 CONTENT8( E6A7ATION CRITERIA( EARNIN> O7TCO+E8 AND PERFOR+ANCE INDICATOR8 FOR 8econdar$( 1st c$c)e
=OC# 1 ORA CO+PRE9EN8ION CONTENT8 Co%&re!ension strategies
+ *obili8ation o& pre(ious in&ormation on type o& tas$ and topic6 + 0dentifcation o& type o& tetadapting the comprehension to the same6 + Aistinguishing bet7een types o& comprehension 5general meaning- essential in&ormationprincipal points- rele(ant details)6 +
E6A7ATION CRITERIA EC66 0dentifcation o& the essential in&ormation- the principal points and the most rele(ant details in short and 7ell structured oral tets- spo$en out loud or transmitted by technical de(ices and enounced at slo7 or medium speed- in a &ormalin&ormal or neutral register and 7hich deal 7ith day+to+day matters in habitual situations or about general topics or oneMs indi(idual feld o& interest in personal- public- educational or 7or$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
EARNIN> O7TCO+E8
PERFOR+ANCE INDICATOR8 AND #E? CO+PETENCE8
./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 in an 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
P0666 .istens to directionsinstructions and ad(erts and understands the essential in&ormation6 C.C- S0E P06626 ses digital resources to rein&orce $no7ledge ac1uired in the unit6 C.C- AC
./626 nderstands the general dri&t o& 7hat is said to him @ her in day+to+day structured transactions and operations 5e6g6 in hotels- shops- hostelsrestaurants- centres o& leisurestudy or 7or$)6
P06266 .istens to dialogues about day+to+day routines and etracts the essential in&ormation6 C.C- S0E P062626 .istens to and understands the teacher;s 1uestions about &amiliar and day+ to+day topics6 C.C P062636 4especting social con(entions- listens to and acts out dialogues about e(eryday situations6 C.C- SCC- S0E
'
=OC# 1 ORA CO+PRE9EN8ION CONTENT8
linguistic and paralinguistic6
E6A7ATION CRITERIA
and ideas or the rele(ant details o& the tet6
+ 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- (aluesbelie&s and attitudes= non+(erbal language6 Co%%unicative unctions
+ 0nitiation and up$eep o& personal and social relations6 + Aescription o& physical and abstract 1ualities o& peopleobjects- places and acti(ities6 + Narration o& past e(ents- both once+oB and habitualdescription o& present states and situations- and epression o& &uture happenings6 + 4e1uesting and oBering
EARNIN> O7TCO+E8
EC636 Keing &amiliar 7ith and employing &or the comprehension o& the tet the sociocultural and sociolinguistic aspects related to daily li&e 5study and 7or$ habitsleisure acti(ities)- li(ing conditions 5en(ironment- social structure)interpersonal relations 5bet7een men and 7omen- at 7or$- in the educational centre- in organi8ations)- beha(iour 5gestures- &acial epressions- use o& (oice- (isual contact) and social con(entions 5customs- traditions)6 EC66 Aistinguishing the most rele(ant communicati(e &unction or &unctions in the tet and a repertory o& its most common eponents- as 7ell as &re1uently used discursi(e patterns related to tetual organi8ation 5introduction o& topic- thematic de(elopment and change- and
./636 0dentifes the general meaning and the principal points o& a &ormal or in&ormal con(ersation bet7een t7o or more interlocutors 7hich ta$es place in his presence- 7hen the topic is &amiliar to him @ her and the discourse is articulated 7ith clarity- at medium speed and in a 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 clarityslo7ly 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
PERFOR+ANCE INDICATOR8 AND #E? CO+PETENCE8 P06366 .istens to con(ersations about the unit topic and etracts the essential in&ormation6 C.C P063626 .istens to con(ersations about ethical (alues and sho7s respect to7ards the opinion o& others6 C.C- SCC
P0666 .istens to in&ormal con(ersations related to the unit topic- and understands basic in&ormation6 C.C- C*ST P06626 .istens to &ormal con(ersations related to sociocultural and intercurricular topics6 C.C- SCC
P06!66 .istens to &ormal con(ersations related to the unit topic and understands specifc in&ormation6 C.C- C*ST P06!626 .istens to &ormal con(ersations related to sociocultural and intercurricular 2?
=OC# 1 ORA CO+PRE9EN8ION CONTENT8
in&ormation- instructionsopinions and points o& (ie7ad(ice- recommendations and 7arnings6 + Epression o& $no7ledgecertainty- doubt and conjecture6 +Epression o& 7ill- intentiondecision- promises- ordersauthori8ation and prohibition6 +Epression o& interestappro(al- appreciationsympathy- satis&action- hopeconfdence- surprise- and their opposites6 +
E6A7ATION CRITERIA
tetual closure)6 EC6!6 %pplying to the comprehension o& the tet $no7ledge o& the constituents and organi8ation o& syntactic and discursi(e patterns &re1uently used in oral communication- as 7ell as their associated meanings 5&or eample interrogati(e structure to ma$e a suggestion)6 EC6"6 4ecogni8ing oral leicon o& common usage related 7ith daily aBairs and general subjects or related 7ith personal interestsstudies and occupations- and in&erring &rom the contet and the surrounding tet- 7ith (isual aidthe meanings o& more unusual or more specifc 7ords and epressions6
EC6#6 Aistinguishing commonly+ used and more specifc soundaccent- rhythm and intonation patterns and recogni8ing their
EARNIN> O7TCO+E8
in centres o& study or 7or$) in 7hich he or she participatesthat 7hich is as$ed o& him @ her 7ith regard to personaleducational- occupational matters or aBairs o& personal interest- as 7ell as simple and predictable commentaries related to the abo(e- pro(iding that he or she may re1uest that 7hat has been said be repeatedclarifed or elaborated upon6 ./6"6 Aistinguishes- 7ith the aid o& an image- the principal ideas and rele(ant in&ormation in presentations on educationaloccupational or personal interest topics 5e6g6 about a curricular topic or a tal$ to organi8e team7or$)6
./6#6 0dentifes the essential in&ormation in tele(ision
PERFOR+ANCE INDICATOR8 AND #E? CO+PETENCE8 topics6 C.C- SCC P0.6!636 .istens to inter(ie7s and etracts the basic in&ormation6 C.C- S0E
P06"66 .istens to recordings related to the unit topic and interprets the in&ormation6 C.CC*ST P06"626 .istens to recordings about sociocultural topics and analyses the diBerences &rom his@her o7n culture6 C.C- C%ESCC P06"636 .istens to recordings about intercurricular subjects and completes related acti(ities6 C.CC%E- C*ST P06"66 ses audio(isual resources to rein&orce $no7ledge ac1uired in the unit6 C.C- C%E P06#66 .istens to etracts &rom radio or tele(ision programmes and etracts specifc in&ormation6 C.C- C%E- S0E P06#626 ses digital resources to rein&orce $no7ledge ac1uired in the unit6 C.C- AC 2
=OC# 1 ORA CO+PRE9EN8ION CONTENT8
9ig! reuenc$ 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 timeleisure 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(ironmentclimate and natural en(ironment= 0n&ormation Technology and Communication6
E6A7ATION CRITERIA
stated meanings and communicati(e intentions as 7ell as some implicit ones 5including interest or indiBerence) 7hen the articulation is clear6
EARNIN> O7TCO+E8 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
PERFOR+ANCE INDICATOR8 AND #E? CO+PETENCE8 P06#636 ses audio(isual resources to rein&orce $no7ledge ac1uired in the unit6 C.C- C%E
8ound( stress( r!$t!% and intonation &atterns.
2
See list o& structures in section 6K) 22
=OC# 2 CONTENT8
ORA PROD7CTION EXPRE88ION AND INTERACTION E6A7ATION CRITERIA
EC266 Producing brie& and understandable tets- 7hether in P)anning &ace+to+&ace con(ersation- by + Ae(ising the message 7ith telephone or by other technical clarity- distinguishing its means- in a neutral or in&ormal principal idea or ideas and its register- in simple language- in basic structure6 7hich in&ormation is gi(en+ %djusting the tet to the target re1uested and echanged about topics o& importance in daily li&e audience- contet and channeland matters that are &amiliar or o& applying the suitable register personal- educational or and structure o& discourse &or each case6 occupational interest- 7ith brie& justifcation o& the reasons &or Eecution specifc actions and plans+ Epressing the message 7ith although 7ith occasional clarity and coherenceinterruptions or hesitationstructuring it suitably and adjusting it- 7here necessary- to e(ident pauses and re&ormulation to organi8e the discourse and the models and &ormulae o& selecting epressions and each type o& tet6 structures- and the interlocutor +4eadjusting the tas$ sometimes needs to re1uest 5underta$ing a more modest (ersion o& the tas$) or repetition6 readjusting the message 5ma$ing concessions to 7hat EC2626 Keing &amiliar 7ith and he@she really intends to $no7ing ho7 to apply the most epress)- a&ter e(aluating the suitable strategies &or producing diDculties and the a(ailable oral tets in brie& monologue or resources6 dialogue &ormat and 7ith a simple + Kuilding on and ta$ing and clear structure- utili8ingmaimum ad(antage o& Production strategies
EARNIN> O7TCO+E8 ./266 Je@she ma$es brie& rehearsed presentations- 7ell structured and 7ith (isual aids 5e6g6 slides or Po7erPoint)- on concrete aspects o& topics o& interest to him@her or related to his@her studies or occupationand responds to brie& simple 1uestions &rom the audience on the content o& the abo(e6
./2626 Je@she copes 7ell 7ith day+to+day procedures and transactions- including tra(ellodging- transport- shopping and leisure- &ollo7ing basic norms o& courtesy 5greetings and treatment)6
./2636 Participates in in&ormal con(ersations 7hether &ace+to+
PERFOR+ANCE INDICATOR8 AND #E? CO+PETENCE8 P02666
=OC# 2 CONTENT8 pre(ious $no7ledge 5utili8ing 9pre&abricated language- etc)6 +Compensating &or linguistic shortcomings through linguisticparalinguistic or paratetual procedures: inguistic + *odi&ying 7ords 7ith a similar meaning6
+Aefning or paraphrasing a term or epression6 Para)inguistic and &aratetua) + 4e1uesting help6
+ Pointing out objects- using deictics or per&orming actions 7hich clari&y the meaning6 + sing culturally pertinent body language 5gestures- &acial epressions- postures- (isual or corporal contact- proemics)6 + sing etra linguistic sounds and con(entional prosodic 1ualities6 8ociocu)tura) and
ORA PROD7CTION EXPRE88ION AND INTERACTION E6A7ATION CRITERIA
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 the sociocultural and sociolinguistic $no7ledge ac1uired related to social structures- interpersonal relations- patterns o& beha(iourconduct and social con(entionsacting 7ith due propriety and respecting the most important norms o& courtesy in the respecti(e contets6 EC266 Per&orming the &unctions re1uired by the communicati(e objecti(e- utili8ing the most common eponents o& the a&orementioned &unctions and the most &re1uent discursi(e patterns to organi8e the tet in a simple 7ay 7ith suDcient internal
EARNIN> O7TCO+E8 &ace- by telephone or by other technical means- in 7hich social contact is establishedin&ormation is echangedopinions and points o& (ie7 are epressed- in(itations and oBers are made- things are re1uested and oBered- instructions are as$ed &or and gi(en- or steps are discussed 7hich must be &ollo7ed to per&orm a group acti(ity6
./266 Ta$es part in a &ormal con(ersation- meeting or inter(ie7 o& academic or occupational character 5e6g6 to underta$e a Summer course or to participate in a (olunteer group)- echanging suDcient in&ormation- epressing his@her ideas on habitual topics- gi(ing his@her opinion on practical problems 7hen as$ed directlyand reacting in a simple 7ay to comments- pro(ided he@she may re1uest repetition o& $ey points i& necessary6
PERFOR+ANCE INDICATOR8 AND #E? CO+PETENCE8 P026366 4especting social standards and con(entions- acts out in&ormal con(ersations in pairs6 C.C- S0E- SCC P0263626 Practises and repeats the correct pronunciation &or daily communicati(e situations6 C.CS0E P0263636 Aiscusses ethical (aluessho7ing respect to7ards other opinions6 C.C- SCC- S0E P026366 Participates in gamesputting into practice the (ocabulary and grammatical eplanations &rom the unit6 C.CS0E- .2. P02636!6 %s$s 1uestions to their partners- respecting social con(entions6 C.C- S0E- SCC P02666
=OC# 2 CONTENT8 socio)inguistic as&ects Social con(entions- norms o& courtesy and registers= customs(alues- belie&s and attitudes= non+(erbal language6
ORA PROD7CTION EXPRE88ION AND INTERACTION E6A7ATION CRITERIA
EARNIN> O7TCO+E8
PERFOR+ANCE INDICATOR8 AND #E? CO+PETENCE8
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 + Aescription o& physical and purpose o& communication simple abstract 1ualities o& peoplemechanisms suDciently adjusted objects- places and acti(ities6 to the contet and the communicati(e objecti(e 5leical + Narration o& sporadic and repetition- ellipsis- personal habitual past e(ents- description deiis- spatial and temporalo& present states and situations jutaposition and &re1uent and epression o& &uture con(ersational mar$ers and happenings6 connectors)6 + 4e1uest and oBer o& in&ormation- instructionsEC26"6 no7ing and using a opinions and points o& (ie7suDcient oral leical repertory &or ad(ice- recommendations and communicating brie&- simple and 7arnings6 direct in&ormation- opinions and points o& (ie7 in habitual + Epression o& $no7ledgecertainty- doubt and conjecture6 situations o& daily li&e- although in less usual situations it may be necessary to adapt the message6 + Epression o& 7ill- intentiondecision- promise- ordersauthori8ation and prohibition6 EC26#6 Pronouncing and intoning in a clear and intelligible mannerCo%%unicative unctions + 0nitiation and maintenance o& personal and social relations6
2!
=OC# 2 CONTENT8 + Epression o& interestappro(al- esteem- &riendlinesssatis&action- hope- confdencesurprise and their opposites6 + Phrasing o& suggestionsdesires- conditions and hypothesis6 + Establishing and maintaining communication and the organi8ation o& the discourse6 8$ntactic structures.
1
9ig! reuenc$ ora) vocabu)ar$ 5production) related to personal identifcation= d7elling- home and en(ironment= daily acti(ities= &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 en(ironment= 0n&ormation and Communication Technology6
ORA PROD7CTION EXPRE88ION AND INTERACTION E6A7ATION CRITERIA
EARNIN> O7TCO+E8
PERFOR+ANCE INDICATOR8 AND #E? CO+PETENCE8
although sometimes the &oreign accent is e(ident- or sporadic errors o& pronunciation are committed pro(ided that they do not interrupt the communicationand although the interlocutors must occasionally re1uest repetition6 EC26,6 *anaging short sentencesgroups o& 7ords and &ormulae in order to &unction ade1uately in brie& echanges in habitual day+ to+day situations- occasionally interrupting the discourse in order to search &or epressionsarticulate 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"
=OC# 2 CONTENT8
ORA PROD7CTION EXPRE88ION AND INTERACTION E6A7ATION CRITERIA
EARNIN> O7TCO+E8
PERFOR+ANCE INDICATOR8 AND #E? CO+PETENCE8
8ound( stress( r!$t!% and intonation &atterns.
2#
=OC# " 7NDER8TANDIN> BRITTEN TEXT8 CONTENT8 Co%&re!ension strategies
+ *obili8ation o& pre(ious in&ormation on type o& tas$ and topic6 + 0dentifcation o& type o& tetadapting the comprehension to the same6 + Aistinction bet7een types o& comprehension 5general meaning- essential in&ormationprincipal points)6 +
PERFOR+ANCE INDICATOR8 AND #E? CO+PETENCE8
E6A7ATION CRITERIA
EARNIN> O7TCO+E8
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 or topics 7hich are rele(ant to oneMs studies and occupations- and 7hich contain simple structures and a leicon o& common usage6
./366 0dentifes- 7ith the aid o& an image- instructions on the 7or$ing and operation o& Electronic apparatus or machines- as 7ell as instructions &or per&ormance o& acti(ities and sa&ety regulations 5e6g6 in an educational establishment- a public place or a leisure area6
P03666 4eads instructionsposters- in&ormati(e sheets etc6 and understands specifc in&ormation6 C.C- C%E P036626 4eads and identifes basic in&ormation and instructions in the 7ording o& the eercises6 C.C P036636 4eads and puts into practice instructions and ad(ice to impro(e his@her learning techni1ues6 C.C- .2.
./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
P036266 4eads ad(erts- tourist lea>ets- tra(el guides etc6 and analyses the in&ormation6 C.CC%E P0362626 ses the digital resources &rom the course to increase $no7ledge ac1uired in the unit6 C.C- AC
./3636 nderstands personal correspondence in any &ormat in 7hich he@she spea$s about himsel& @ hersel&= people- things and places are described= pastpresent and &uture deeds are
P036366 4eads letters- emailsblogs- postcards- etc6 o& a personal nature and uses them as a model6 C.C- SCC- S0E P0363626 4eads personal descriptions and analyses their social dimension6 C.C- SCC
EC3626 Keing &amiliar 7ith and $no7ing ho7 to apply the most suitable strategies &or understanding the general meaning- the essential in&ormation- the principal points and ideas or the rele(ant details o& the tet6 EC3636 Keing &amiliar 7ith and using &or the comprehension o& the tet- the sociocultural and sociolinguistic aspects related to
2,
=OC# " 7NDER8TANDIN> BRITTEN TEXT8 CONTENT8
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& peopleobjects- places and acti(ities6 + 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- instructionsopinions and points o& (ie7ad(ice- cautions and 7arnings6 + Epression o& $no7ledge-
E6A7ATION CRITERIA
day+to+day li&e 5study and 7or$ 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$- in the educational centre- in institutions)- and social con(entions 5customs- traditions)6 EC366 Aistinguishing the most rele(ant communicati(e &unction or &unctions in the tet and a repertory o& its most common eponents- as 7ell as &re1uently used discursi(e patterns related 7ith tetual organi8ation 5introduction o& the topicde(elopment and change o& theme- and tetual closure)6 EC36!6 4ecogni8ing and applying to the comprehension o& the tetthe components and the organi8ation o& &re1uently used syntactic structures in 7ritten communication- as 7ell as associated meanings 5e6g6
EARNIN> O7TCO+E8
described- 7hether real or imaginary- and &eelings- desires and opinions are epressed related 7ith general aBairs$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 a personal- 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
PERFOR+ANCE INDICATOR8 AND #E? CO+PETENCE8 P0363636 4eads personal opinionsepression o& &eelings- 7ishes etc6 and compares them to their o7n6 C.C- SCC
P03666 4eads letters- emails&aes etc6 o& a &ormal nature and etracts specifc in&ormation6 C.CC%E P036626 ses the digital resources &rom the course to increase $no7ledge ac1uired in the unit6 C.C- AC P036!66 4eads ne7spaper articlesmaga8ines- 7eb pages etc6 and analyses the in&ormation6 C.CC*ST- C%E P036!626 4eads ne7s related to ethical (alues and epresses his@her o7n opinion6 C.C- SCC
P036"66 0dentifes the (ocabulary related to the unit topic and puts it into practice6 C.C- S0E P036"626 4eads in&ormati(e tets about the main topic in the unit and etracts rele(ant in&ormation6 2'
=OC# " 7NDER8TANDIN> BRITTEN TEXT8 CONTENT8
certainty- doubt and conjecture6 + Epression o& 7ill- intentiondecision- promise- ordersauthori8ation and prohibition6 + Epression o& interestappro(al- esteem- sympathysatis&action- hope- confdencesurprise and their opposites6 +
E6A7ATION CRITERIA
interrogati(e structure to ma$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
EARNIN> O7TCO+E8
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
EC36#6 4ecogni8ing the principal orthographic- typographic and punctuation con(entions- as 7ell as commonly used abbre(iations and symbols6
8$ntactica) structures . 1 9ig! reuenc$ ritten 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 timeleisure and sport= tra(el and holidays= health and physical
./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-
PERFOR+ANCE INDICATOR8 AND #E? CO+PETENCE8 C.C- C*ST- C%E P036"636 4eads in&ormati(e tets about sociocultural topics and etracts basic in&ormation6 C.CSCC- C%E P036"66 4eads in&ormati(e tets about intercurricular subjects and analyses them6 C.C- C*ST- C%E P036"6!6 4eads re(ie7sbiographies- essays1uestionnaires- summaries etc6 and etracts specifc in&ormation6 C.C- C%E P036"6"6 4eads and understands (ocabulary and grammatical eplanations &rom the unit6 C.C.2. P036"6#6 4eads and understands re(ision sections &rom the unitencouraging autonomous learning6 C.C- .2. P036#66 4eads stories- talesetracts &rom no(els- essaysnarrati(es etc and understands detailed in&ormation6 C.C- C%E P036#626 0dentifes the (ocabulary related to the unit topic and puts it into practice6 C.C- S0E
3?
=OC# " 7NDER8TANDIN> BRITTEN TEXT8 CONTENT8 care= education and study= shopping and commercial acti(ities= &ood and catering= transport= language and communication= en(ironmentclimate and natural surroundings= 0n&ormation and Communication Technologies6
E6A7ATION CRITERIA
EARNIN> O7TCO+E8
PERFOR+ANCE INDICATOR8 AND #E? CO+PETENCE8
their relations and the plot6
>ra&!ic &atterns and s&e))ing conventions.
3
=OC# ' PROD7CTION OF BRITTEN TEXT8 EXPRE88ION8 AND INTERACTION8 CONTENT8
Production strategies P)anning + *obili8ing and coordinating the general and communicati(e competencies o& the indi(idual student in order to per&orm the tas$ eDciently 5re(ising 7hat is $no7n about the topic- 7hat can be or intended to be said- etc)6
+ .ocating and ade1uately using linguistic or thematic resources 5use o& a dictionary or grammar guide- obtaining help- etc)6 Eecution + Epressing the message 7ith clarity adjusting it to the models and &ormulae o& each type o& tet6
+ 4eadjusting the tas$ 5underta$ing a more modest (ersion o& the tas$) or the message 5ma$ing concessions to 7hat he@she really 7ants to say)- a&ter e(aluating the diDculties and the a(ailable resources6 + sing pre(ious $no7ledge as a
PERFOR+ANCE INDICATOR8 AND #E? CO+PETENCE8
E6A7ATION CRITERIA
EARNIN> O7TCO+E8
EC66 Oriting- on paper or in an electronic &ormat- brie& and simple tets 7ith a clear structure about day+to+day themes or themes o& personal interest- in a &ormalneutral or in&ormal registerma$ing ade1uate use o& the basic resources o& cohesion- the basic orthographic con(entions and the most common punctuation signs7ith a reasonable control o& simple epressions and structures and a leicon o& &re1uent usage6
./66 Completes a simple 1uestionnaire 7ith personal in&ormation relating to his@her education- occupation- interests or hobbies 5e6g6 in order to subscribe to a digital publication- enrol in a 7or$shopor become a member o& a sports club)6
P0666 Orites &orms1uestionnaires- records etc6 7ith specifc in&ormation6 C.C- SCCS0E P06626 Completes 7ritten acti(ities 7ith personal in&ormation or relating to personal interests6 C.C- S0E P06636 Completes re(ision and sel&+e(aluation acti(ities 7ith in&ormation related to his@her interests6 C.C- .2.
./626 Orites notes and messages 5S*S- Ohats%ppchats)- in 7hich brie& commentaries are made or instructions and directions are gi(en in relation 7ith acti(ities and situations o& daily li&e and o& interest to him@her6
P06266 Orites notes- messages etc6 about e(eryday matters6 C.CS0E P062626 Completes acti(ities related to e(eryday li&erespecting social con(entions6 C.C- SCC- S0E
EC626 no7ing and applying suitable strategies in order to elaborate brie& 7ritten tets 7ith a simple structure- e6g6 copying the corresponding con(entional &ormats- &ormulas and models &or each type o& tet6 EC636 0ncorporating to the production o& 7ritten tet the sociocultural and sociolinguistic $no7ledge ac1uired in relation 7ith social structuresinterpersonal relations- patterns o& action- beha(iour and social con(entions- respecting the most
./636 Orites notesad(ertisements and short messages 5e6 g6 in T7itter or
P06366 Orites notes- messages etc6 about e(eryday matters6 C.CS0E P063626 Orites an ad(ert- a tourist lea>et- a tra(el guide etc6 &ollo7ing a model6 C.C- C%E- S0E P063636 Completes acti(ities related to e(eryday li&erespecting social con(entions6 32
=OC# ' PROD7CTION OF BRITTEN TEXT8 EXPRE88ION8 AND INTERACTION8 CONTENT8 grounding and ta$ing maimum ad(antage o& it 5using 9chun$s o& language- etc)6 8ociocu)tura) and socio)inguistic as&ects Social 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 and abstract 1ualities o& peopleobjects- places and acti(ities6 + Narration o& sporadic and habitual past e(ents- description o& present states and situationsand epression o& &uture happenings6 + 4e1uest and oBer o& in&ormation- instructionsopinions and points o& (ie7ad(ice- recommendations and 7arnings6 + Epression o& $no7ledge-
E6A7ATION CRITERIA
important norms o& courtesy in the respecti(e contets6 EC66 Per&orming the &unctions re1uired &or the communicati(e objecti(e- employing the most common eponents o& the a&orementioned &unctions and the most &re1uently used discursi(e patterns to organi8e the 7ritten test in a simple manner 7ith suDcient internal cohesion and coherence 7ith respect to the contet o& the communication6 EC6!6 Sho7ing control o(er a limited repertory &re1uently used syntactic structures- and using &or communication simple mechanisms 7ell adjusted to the contet and to the communicati(e objecti(e 5leical repetitionellipsis- personal deiis- spatial and temporal- jutaposition and &re1uent discursi(e connectors and mar$ers)6 EC6"6 no7ing and using a 7ritten leicon suDcient &or
EARNIN> O7TCO+E8
./66 Orites (ery brie& reports in con(entional &ormat 7ith simple and rele(ant in&ormation about habitual e(ents and the moti(es &or certain actions- in the academic and occupational felds- describing in a simple manner situations- peopleobjects and places and signalling the principal happenings in a schematic manner6
PERFOR+ANCE INDICATOR8 AND #E? CO+PETENCE8 C.C- SCC- S0E P06366 Orites instructions &ollo7ing a model6 C.C- S0E P0666 Orites a re(ie7biography- essay- summary etc6 using specifc in&ormation6 C.CC%E- S0E P06626 Orites descriptions o& people- places- &eelings etc6 in a &ormal manner6 C.C- SCC- S0E P06636
=OC# ' PROD7CTION OF BRITTEN TEXT8 EXPRE88ION8 AND INTERACTION8 CONTENT8
E6A7ATION CRITERIA
certainty- doubt and conjecture6 + Epression o& 7ill- intentiondecision- promise- orderauthori8ation and prohibition6 + Epression o& interestappro(al- esteem- &riendlinesssatis&action- hope- confdencesurprise and their opposites6 +
communicating brie&- simple and direct in&ormation- opinions and points o& (ie7 in habitual day+to+ day situations- 7hereas in less common situations and 7hen dealing 7ith less 7ell+$no7n subjects the message must be adapted6 EC6#6 no7ing and applying- in a manner suDcient to ma$e onesel& understood almost al7ays- the elementary punctuation mar$s 5e6g6 &ull stop- comma) and the basic orthographic rules 5e6g6 use o& capital and small letters- or the separation o& 7ords at the end o& a line)- as 7ell as the most habitual orthographic con(entions in the dra&ting o& tets in electronic &ormat 5e6g6 S*SOhats%pp)6
EARNIN> O7TCO+E8 ./6!6 Orites personal correspondence in 7hich social contact is established and maintained 5e6g6 7ith &riends in other countries)- in&ormation is echanged- important e(ents and personal eperiences are described in simple terms 5e6g6 (ictory in a competition)= instructions are gi(en- oBers and suggestions are made and accepted 5e6g6 an in(itation or other plans are cancelledconfrmed or modifed)- and opinions are epressed in a simple manner6 ./6"6 Orites basic short &ormal correspondence- directed to public or pri(ate institutions or commercial entities- as$ing &or or gi(ing the re1uested in&ormation in a simple manner and obser(ing the &ormal con(entions and norms o& courtesy basic in this type o& tets6
PERFOR+ANCE INDICATOR8 AND #E? CO+PETENCE8 language6 C.C- C%E- S0E
P06!66
P06"66
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=OC# ' PROD7CTION OF BRITTEN TEXT8 EXPRE88ION8 AND INTERACTION8 CONTENT8
E6A7ATION CRITERIA
EARNIN> O7TCO+E8
PERFOR+ANCE INDICATOR8 AND #E? CO+PETENCE8
transport= language and communication= en(ironmentclimate and natural surroundings= 0n&ormation and Communication Technologies6 >ra&!ic &atterns and s&e))ing conventions.
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' =3 8?NTACTIC 8TR7CT7RE8 AND 9I>9 FRE7ENC? 6OCA=7AR? 8?NTACTIC 8TR7CT7RE8 + Epression o& logical relations: conjunction 5 and, too, also)= disjunction 5or )= opposition 5 but )= 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 $reat2)6 + Negation 5negati*e sentences with not, ne*er, no (5oun, e. g. no problem), nobody, nothing = negati*e tags)6 + 0nterrogation 5'h- uestions= u4. 6uestions 'hat is this &or7 tags)6 + Epression o& time: past 5 past simple and continuous= present per&ect past per&ect )= present 5simple and continuous present )= &uture 5going to= will present simple and continuous + d*.)6 + Epression o& aspect: punctual 5 simple tenses)= durati(e 5 present and past simpleper&ect and &uture continuous)= habitual 5simple tenses ( d*., e. g. usually) = used to)= inchoati(e 5start 8ing)= terminati(e 5stop 8ing)6 + Epression o& modality: &actuality 5 declarati*e sentences)= capability 5can be able)= possibility@probability 5may = might = perhaps)= necessity 5must = need ha*e (got) to)= obligation 5ha*e 5got ) to= must imperati*e)= permission 5could allow)= intention 5 present continuous)6 + Epression o& eistence 5 e. g. there will behas been)= entity 5countableuncountablecollecti*ecompound nouns pronouns (relati*e, re9e4i*eemphatic) determiners)= 1uality 5e. g. good at maths rather tired )6 + Epression o& 1uantity 5 singularplural= cardinal and ordinal numerals6 6uantity: e. g. all (the), most, both, none 6 Degree: e. g. really uite so a little )6 + Epression o& space 5 prepositions and ad*erbs o& location, position, distance, motion, direction, origin and arrangement )6 + Epression o& time 5 points 5e. g. *e to (ten) )= di*isions 5e. g. century season )- and indications 5ago early late) o& time= duration 5&rom/to during until since)= anteriority 5already (not) yet )= posteriority 5a&terwards later )= seuence 5rst, ne4t, last )= simultaneousness 5while, as) &reuency 5e. g. o&ten, usually )6 + Epression o& mode 5 d*. and phrases o& manner, e. g. easily by post )6
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9I>9 FRE7ENC? 6OCA=7AR? 9ig! reuenc$ 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
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*. +ET9ODOO>? 0n general- it can be said that the co%%unicative &ocus must pre(ail in the treatment o& the
*.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 $ey characteristic o& today;s increasingly international- multicultural and multilingual 7orld- and our classrooms are e1ually as di(erse6 ;nter&ace re>ects the 7ide range o& diBerent linguistic capabilities o& students starting their secondary education- as 7ell as their (aried le(els o& eperience and cultural a7areness6
INTERFACE oers a &rogressive a&&roac! to t!e )anguage ;nter&ace aims to teach students ho7 to communicate eBecti(ely in English and 7e ensure that the presentation o& language is al7ays clear and is practised thoroughly6
The units are clearly structured and easy to &ollo76 The introduction o& ne7 grammar and (ocabulary is care&ully graded and all &our s$ills are e1ually co(ered6
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*.=3 TEAC9IN> AND EARNIN> ACTI6ITIE8 AND 8TRATE>IE8. PRO:ECT INTERFACE 2 CO+PONENT8 OF INTERFACE 2
8tudent@s =oo;
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The frst Qocabulary Qocabulary set is presented 7ith photographs and recorded on the Class %udio CA so that students can practise the pronunciation6 pronunciation6 The 4eading 4eading tets are are in&ormati(e and and interesting interesting and sho7 the language in contet6 %ll the readings are recorded6 The 5ow say it2 Ko includes includes a short listening leading into a spea$ing acti(ity to practise the (ocabulary6 (ocabulary6 The Class *ote is an opportunity &or students to react to the in&ormation in the tet6 The rammar is presented 7ith clear grammar grammar tables at the start o& each section6 raded eercises eercises help students students practise the &orm and meaning o& the grammar6 The pronunciation appears in e(ery unit6 pronunciation bo4 appears Each unit includes an etended .istening tet to de(elop listening s$ills6 The
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The #anguage $uide is a t7o+page rammar and Qocabulary re&erence re&erence section &or all the language in the unit6 0t also includes tips &or students6 The !e*ision section re(ises (ocabulary and grammar &rom the pre(ious three units6 The sketch is an opportunity &or students to act out an amusing situation 7ith up to f(e characters6 The proect page is a chance &or students to 7or$ in groups and produce a poster together6
Bor;boo;
The Oor$boo$: 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$: -
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%ocabulary > and $rammar > practice eercises correspond to the same sections in the
The "+page colour colour section at the bac$ o& the Oor$boo$ Oor$boo$ includes: includes:
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Qocabulary Qocabulary plus: %ocabulary plus presents a ne7 leical set and is related to the topic o& the unit6 0t is presented 7ith art7or$ and recorded on 'orkbook udio CD? so that students can practise the pronunciation6 pronunciation6 rammar re&erence and rammar eercises: The $rammar re&erence re&erence is a(ailable in three (ersions: EnglishCastilian and Catalan6 $rammar e4ercises are pro(ided directly opposite the rammar re&erence section6 Koth the and @ %ocabulary plus and the $rammar re&erence sections can be used in class to complement the
Each Oor$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$ing .istening acti(ity -
Teac!er@s
Resource Fi)e
The Teacher;s Teacher;s 4esource 4esource
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;nter&ace basics: Interface basics is a "+page Oor$boo$ and is ideal &or lo7+le(el students6 0t includes re(ision o& the $ey (ocabulary and grammar in the Student;s Koo$- as 7ell as reading and 7riting s$ills 7or$ and a language re&erence section6 There is also an ans7er $ey6 Qocabulary and rammar consolidation R etension 7or$sheets: Each unit has t7o Conso)idation or;s!eets and t7o Etension or;s!eets6 These &ocus on the (ocabulary and grammar o& the unit6 There is also a complete ans7er $ey6 ey competences 7or$sheets: The #e$ co%&etences or;s!eets pro(ide &urther 7or$ on s$ills 7ith reading7riting- listening and a spea$ing pair7or$ acti(ity6 There is also a complete ans7er $ey6 Translation and Aictation: Trans)ation eercises are gi(en &or each unit6 Dictation eercises are gi(en &or each unit and are recorded on the Dictations CD6 Culture and C.0. 7or$sheets: % or;s!eet accompanies each Cu)ture section at the bac$ o& the Oor$boo$6 Teac!er@s notes pro(ide ideas &or using the material in class as 7ell as an ans7er $ey6 % or;s!eet accompanies each CI section at the bac$ o& the Oor$boo$6 Teac!er@s notes pro(ide ideas &or using the material in class as 7ell as an ans7er $ey6 The audio &or the Culture and C.0. tets can be &ound on Bor;boo; Audio CD26 Study s$ills 7or$sheets: The 8tud$ s;i))s or;s!eets pro(ide students 7ith tips and acti(ities to help them re>ect on their learning process and de(elop their study s$ills6 0ntegrated *acmillan 4eaders 7or$sheets: Integrated +ac%i))an Readers or;s!eets are pro(ided to accompany a series o& *acmillan graded readers6 There is also an ans7er $ey6
The Dictations CD includes audio recording o& the Aictations &rom the Teacher;s 4esource
Tests and Ea%s Pac;
The Tests and Ea%s +u)ti5RO+ is a(ailable on dis$ in editable &ormat6 The material includes: % diagnostic test 7hich can be used to assess the le(el o& students6 Tests a(ailable at three le(els: basic- standard and etra6 Each le(el has: G nine progress tests G three end+o&+term tests G one end+o&+year test %ns7er $eys- audio and audioscripts &or all the tests and eams6 The Test >enerator +u)ti5RO+ oBers teachers the option to generate their o7n tests and eams6 -
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nit objecti(es are clearly highlighted at the beginning o& each unit6 .arge &acsimile pages o& the Student;s Koo$ 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
Digita) boo;s
Aigital editions o& the Student;s Koo$ and the Oor$boo$ are a(ailable &or use 7ith 0nteracti(e Ohiteboards6 The Oor$boo$s include o(er7ritten ans7ers to help 7ith correction in class6
Bebsite Etra resources &or ;nter&ace are a(ailable at 7776macmillanelt6es
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,. A88E88+ENT , A3 A88E88+ENT CRITERIA AND EARNIN> O7TCO+E8 The Assess%ent criteria are specifc re&erences used to assess the studentsI learning process6 They describe the $ey areas 7hich are (alued and that the student should achie(e- both in terms o& content $no7ledge and competences= they represent 7hat the teacher aims to achie(e in each subject area6 These criteria are clearly defned in paragraph o& this document6 The e(aluation criteria are described through the earning outco%es- 7hich defne the learning results- and speci&y the $no7ledge students should achie(e in each case6
, =3 A88E88+ENT TOO8 For%ative assess%ent Inor%a)3 /bser(ation in class to assess indi(idual and class progress6 Oor$boo$ acti(ities6 /bser(ation o& s$ills 7or$: acti(ities in reading, writing, speaking y listening &rom the Student;s Koo$6 8u%%ative assess%ent For%a)3 ro!re"" C#ec$ o& the Student;s Koo$6 The eercises in the Progress chec$ re(ise the language o& the unit6 0t aims to help the student identi&y areas 7hich need to be re(ised6 The Cumulati(e grammar includes a cumulati(e grammar chec$ 7hich gi(es students a real sense o& progression6 - The Revi"ion sections o& the Student;s Koo$6 The !e*ision section re(ises (ocabulary and grammar &rom the pre(ious three units6 There is also a s$etch and a project6 Te"t" and E%a&" Mult'ROM6 Tests are a(ailable at three le(els: basic- standard and etra6 Each le(el has: diagnostic test nine progress tests G three end+o&+term tests G one end+o&+year test Te"t enerator Multi'ROM oBers teachers the option to generate their o7n tests and eams6 Rubrics
, C3 T?PE8 OF A88E88+ENT
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 in terms o& competences and 7hether the objecti(es- in each educational stage- o& the bloc$s o& core subject and subject specifc ha(e been achie(ed6
%ssessment at Compulsory Secondary Education 7ill be continuous- &ormati(e and integrated6 The assessment o& learning 7ill be &ormati(e and 7ill enable the teacher to impro(e both the teaching and learning processes6
Fina) assess%ent o Co%&u)sor$ 8econdar$ Education %t the end o& Year - the students 7ill sit an indi(idual assessment- either academic or (ocational- to ascertain 7hether the student has achie(ed the objecti(es o& this educational stage and the le(el o& per&ormance o& the corresponding competences6
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, D3 >RADE AND PA88 CRITERIA The departmentteacher will assess the le*el o& achie*ement o& the stated obecti*es, applying the methodology, taking into account 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 take into account and grade the &ollowing aspects: Assess%ent too)s
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Observations
;n accordance with rticle ?? o& the !oyal Decree >>AB?A>, o& ? December, whether students pass &rom one year to another, 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
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, 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 to help the teacher assess indi(idual student needs6 The progress chec$s at the end o& each unit help students identi&y 7hat they $no7 or 7here they need to study more6 The language guides pro(ide a summary o& 7or$ 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*ision and @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$s and etra home7or$ ideas to ensure that students 7ith diBerent needs are catered &or and it is easy &or teachers to tailor this material to mied+ability classes6 The Teachers !esource "ile includes a 7ealth o& etra materials catering &or di(ersity6 These include ;nter&ace basics and the Qocabulary and rammar consolidation R etension 7or$sheets6 ;nter&ace basics can be used as a simplifed 7or$boo$ &or students 7ho need to go at a slo7er pace and the consolidation 7or$sheets gi(e more practice &or students in general 7ith the etension 7or$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-!om and Test $enerator Eulti-!om mean that eams can be adapted specifcally to the needs o& each class6
, F3 TEAC9IN>5EARNIN> A88E88+ENT (The departmentteacher will describe and dene here the agreed criteria to assess and change, i& needed, the teachinglearning process) Criteria
Descri&tion
-. +EA87RE8 FOR 8T7DENT8 BIT9 8PECIA NEED8
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*easures 7ill be applied- as indicated in chapter 00 o& title 0 o& t he .a7 2@2??"- o& the 3 rd o& *ay- in articles # to #' bis- to those students 7ho ha(e special educational needs6 Teachers 7ill apply the most appropriate measures so that the assessment conditions are adapted to those students 7ith special educational needs6 (The departmentteacher will dene the criteria and specic procedures to cater &or this type o& student) Criteria
Procedure
/. FO8TERIN> READIN> The contents related to literature education &ollo7s the guidelines established in the pre(ious educational stage- aiming to consolidate reading habits and etend the student;s reading eperience- pro(iding tets that adapt to their ne7 eperiences and to the epression o& &eelings6 .iterary con(entions should be included systematically and an automatic relation should be established bet7een literary tas$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$ing 7hen reading tets6 Ae(elopment o& autonomous reading6
*acmillan oBers a 7ide (ariety o& readers in English- appropriate to the age o& the student6
0. CRO885C7RRIC7AR CONTENT8 CI3 CI stands &or Content and #anguage ;ntegrated #earning 6 /ne o& the aims o& Interface is to relate English to other subjects at Compulsory Secondary Education le(el6 '
0t is important to dra7 on topics or concepts co(ered in other disciplines or subject areas and to contetualise the learning6 Cu)ture and contents CI3 ;nter&ace aims to encourage students to learn about the 7orld around them 7ith all the (ariety o& contets &or communication it oBers and the (ariety o& cultures6
0n order to de(elop the area o& culture &urther- there is additional cultural material at the end o& the Oor$boo$6 There is also a C.0. section on these pages6 This material is optional and again pro(ides a 7ay o& moti(ating students and helping them de(elop other areas o& interest6 This also enables teachers to periodically change the &ocus o& their lessons &rom learning English to learning about the other subject areas through English6 Teachers can choose to do more 7or$ on culture and C.0. 7ith the accompanying 7or$sheets in the Teacher;s 4esource
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7nit
INTERFACE 2 .anguage and literature: con(entions &or 7riting a re(ie7
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.anguage and literature: con(entions &or 7riting a blog entry
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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 games eography: 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 and Communication 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 social circumstance6 Promote the de(elopment and the peace&ul settlement o& con>icts in all areas o& personal- &amily and social li&e- and the underlying (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& using in&ormation and communication technologies- as 7ell as the need o& emergency sa&ety beha(iours and disaster pre(ention6 Promote the de(elopment and consolidation o& entrepreneurship and business initiati(e based on creati(ity- autonomyinitiati(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 $no7ledge; but also Uho7 to beha(e in society;6 Interface integrates cross+cutting elements into the learning process6 Thus in one 7ay or another- either in the topic o& the unit or the specifc tas$s- all units deal 7ith the themes o& social and ci(ic education- en(ironmental education- education &or tolerance- education &or e1uality- health education- consumer education and education &or leisure6
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Interace 2 .eisure Education: The importance o& enjoying &ree time acti(ities such as 7atching flms or TQ programmes6 Consumer Education: The importance o& 7atching TQ 7ith moderation and ha(ing a critical attitude to7ards tele(ision programmes6 Education &or Jealth: The importance o& practising sports and reducing the time they spend 7atching TQ6
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En(ironmental Education: The importance o& protecting the en(ironment 7hen camping6 Education &or Jealth: nderstand the importance o& practising sports such as doing catamaran or ad(enture sports in order to stay healthy6 Education &or Peace: the importance o& respecting other cultures 7hen 7e tra(el6
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Education &or Jealth: The importance o& &ollo7ing a balanced diet in order to stay healthy6 En(ironmental Education: the importance o& loo$ing a&ter the en(ironment in order to a(oid natural disasters6
Education &or .eisure: The importance o& enjoying &ree time acti(ities such as (isiting places6 Education &or Peace: The importance o& respecting traditions &rom other cultures such as pril "ools Day 6
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Consumer Education: The importance o& ha(ing a critical attitude to7ards shopping- money and possessions6 *oral and Ci(ic Education: understand the important 7or$ done by charity organisations6
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Education &or seual e1uality: nderstanding that both men and 7omen can do any type o& job6 Education &or Peace: nderstand the importance o& (oluntary 7or$ and organisations that fght to help dis&a(oured people6 Education &or Jealth: the importance o& ta$ ing care o& health problems and learning about frst aid6 *oral and Ci(ic Education: The importance o& respecting the rules on the beach6
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*oral and ci(ic education: The importance o& ha(ing ambitions &or the &uture and fghting &or ma$ing them true6 Consumer Education: The importance o& ha(ing a critical attitude to7ards shopping6 Education &or .eisure: the importance o& enjoying &ree time acti(ities such as listening to music6
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En(ironmental Education: The importance o& protecting the en(ironment 7ith attitudes such as recycling- reducing- reusingbuilding eco+homes- etc6 *oral and ci(ic education: The importance o& loo$ing a&ter endangered animals6 Education &or health: the importance o& practising sports such as cycling in order to stay healthy6
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Education &or .eisure: The importance o& enjoying leisure acti(ities such as playing games- (isiting places or going to the beach6 Education &or Peace: The importance o& tra(elling in order to broaden one;s mind
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11. 78E OF INFOR+ATION AND CO++7NICATION TEC9NOO>? 0n&ormation and Communication Technology 50CT) 7ill ta$e into account the design principles that 7ill allo7 uni(ersal access and its 7idespread use in the education system 7ill allo7 &or more personalised learning- adapting contents to the needs and pace o& indi(idual students6 0n&ormation and Communication Technology 50CT) 7ill play a critical role in bringing about changes to methodology in order to achie(e the objecti(e o& impro(ing the 1uality o& the education system6 Throughout all le(els o& education- students should also be made a7are o& the responsible use o& these ne7 technologies6 The students o& the 2st century should not be held bac$ &rom the $no7ledge o& these ne7 technologies= conse1uently- they 7ill learn ho7 to use them- in a responsible 7ay and ho7 0n&ormation and Communication technologies can help them &or the ac1uisition o& s$ills in the area o&
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+date technology6 Students li(e in a 7orld 7here in&ormation technology and communication mean that the 7ay in 7hich people communicate is changing rapidly6 Ohile this course is based on traditional print components- 7e ha(e also re>ected this shi&t in the use o& technology by also oBering content through 7ebsites and digital (ersions o& the Student;s Koo$ and Oor$boo$ &or 0nteracti(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 Year 2 Secondary
Nu%ber o students
Nu%ber o c)ass grou&s
NEED8 OF T9E DIFFERENT CA88 >RO7P8 >rou& A >rou& = >rou& C
8PECIFIC INDI6ID7A NEED8 !#
>rou& A
Student Student Student >rou& = Student
Student Student >rou& C Student
Student Student
OR>ANI8ATION OF RE8O7RCE8 Resources avai)ab)e in t!e sc!oo) (delete as appropriate)
TQ R AQA CA Player Qideo camera Computers 0OK 50nteracti(e Ohiteboard) Notes:
Roo%s < s&aces avai)ab)e in t!e sc!oo) (delete as appropriate)
.anguage .aboratory Computer room Playground ymnasium 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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Tuesda$
Bednesda$
T!ursda$
Frida$
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