Introduction
Primer Ciclo (First Cycle)
Segundo Ciclo (Second Cycle)
Tercer Ciclo (Third Cycle)
Introduction
Primary Contents
Support for foreign languages
Introduction
TICs  integral and accepted
part in everyday life
First Cycle
Functional requirement
Second Cycle
Work
Social (increase of international relationships)
Personal
Third Cycle
Success depends on speaking a variety of languages
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Support for foreign languages
Introduction
First Cycle
Council of Europe
children  learn 1 FL
Second Cycle
Multilingualism:
presence in a geographical area, large or small, of more than
one variety of language
Third Cycle
Plurilingualism:
repertoire of varieties of language which many individuals use
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Support for foreign languages
Introduction
First Cycle
Common European
Framework of Reference
- Monitoring and recording pupil progress
- Planning for language learning across the Curriculum
Second Cycle
Third Cycle
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Support for foreign languages
Introduction
First Cycle
Second Cycle
Third Cycle
Modern Foreign Language Area
The benchmarks in the first three levels reflect the
minimum proficiency required for full participation in
mainstream classrooms. The benchmarks are specified
at levels A1, A2 and B1. Level A1 is the lowest and it
automatically becomes the first target for pupils who
enter school with little or no existing English. Newly
arrived pupils may be overwhelmed in the first few
weeks and may not display their full linguistic
competence for some time.
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Support for foreign languages
Introduction
First Cycle
Second Cycle
Third Cycle
Modern Foreign Language Area
The main objective of teaching a modern foreign
language in primary school is to promote the early
development of a child's linguistic competence. It is
generally agreed that children learning MFL should
progress from listening to speaking to reading to writing,
in that order. Their natural curiosity will then often lead
to questions
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Support for foreign languages
Introduction
First Cycle
Second Cycle
Third Cycle
Modern Foreign Language Area
YET, school is probably their only contact with
ENGLISH. That is the reason why a variety of
techniques need to be used to encourage the children
to engage actively in the modern foreign language:
these include games, role-play and songs (particularly
action songs).
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Support for foreign languages
Introduction
First Cycle
Second Cycle
Third Cycle
What is the CEFR?
The Common European Framework provides a
common basis for the elaboration of language
syllabuses, curriculum guidelines, examinations,
textbooks, etc. across Europe.
- It describes in a comprehensive way what
language learners have to learn (knowledge and
skills).
- It covers the cultural context.
- It defines levels of proficiency.
- Description of partial qualifications.
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DOMAINS
Introduction
First Cycle
Second Cycle
Third Cycle
The domains in which learners are being prepared to
operate has far-reaching implications for the selection
of situations, purposes, tasks, themes and texts for
teaching and testing materials and activities. Teachers
may have to bear in mind the motivational effects of
choosing domains of present relevance in relation to
their students’ utility. Therefore, children may be better
motivated by a concentration on their present centres of
interest. That is the reason why, the focus on primary
English teaching shall be on the PERSONAL domain.
Primary Contents
Contents
Introduction
Contents have been grouped in four blocks:
- Oral language
- Written language
First Cycle
- Constituents of the linguistic system, their
functioning and relationships
Second Cycle
Third Cycle
- Social and cultural dimension of the foreign
language
Primary Contents
Contents
Introduction
First Cycle
BLOCK 1: Listen, speak and converse
The discourse employed in the classroom is both
the vehicle for and the object of learning
 Number of different speakers (variation and nuances)
Second Cycle
Use of audiovisual media
Third Cycle
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Contents
Introduction
First Cycle
Second Cycle
Third Cycle
BLOCK 2: Read and Write
Competence in writing
Use of written language  knowledge of the code
Use of dictionaries and means of consultation
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Contents
Introduction
BLOCK 3: Knowledge of the language
Linguistic knowledge
First Cycle
Second Cycle
Third Cycle
Reflection upon learning
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Contents
Introduction
BLOCK 4: Socio-cultural features and
intercultural awareness
Discover: customs, forms of socialising, particularities
First Cycle
TOLERANCE, ACCEPTANCE, INTEREST
Second Cycle
Third Cycle
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Contents
Introduction
First Cycle
Second Cycle
Third Cycle
N.B.: In those cases where education authorities mandate the
inclusion of a second foreign modern language, minimal
contents shall be the ones established for Modern Foreign
Languages at a primary level. Necessary adaptations shall be
made as requested by students’ characteristics and linguistic
competence.
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Key competences (MFL)
Introduction
COMPETENCE IN LINGUISTIC COMMUNICATION
 Direct contribution
competence
to
the
development
of
this
First Cycle
Second Cycle
Third Cycle
completes
enriches
adds
General communicative competence
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Key competences (MFL)
Introduction
LEARNING TO LEARN
 Use aids appropriately
First Cycle
Second Cycle
Third Cycle
 Learn languages also informally as part of lifelong
learning.
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Key competences (MFL)
Introduction
DATA PROCESSING AND DIGITAL COMPETENCE
 Communicate in real time with any part of the world
First Cycle
 Immediate access to a constant flow of information
 Functional contexts of communication
Second Cycle
Third Cycle
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Key competences (MFL)
Introduction
SOCIAL AND CIVIC COMPETENCE
LANGUAGES
communication
First Cycle

social
communication
+
cultural
 Appreciation of cultural diversity
 Interest in languages / intercultural communication
Second Cycle
Third Cycle
 Tolerance + integration
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Key competences (MFL)
Introduction
CULTURAL AND ARTISTIC COMPETENCE
- Cultural information
First Cycle
Second Cycle
Third Cycle
- Understand different realities and products of the artistic
and cultural world
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Objectives (MFL)
Introduction
First Cycle
Second Cycle
Third Cycle
The axis of the area of foreign language is the achievement
of an effective oral and written communicative competence
in meaningful social contexts which will enable students to
express themselves more and more efficiently and correctly
encompassing all possible uses and registers as well as
the use of communication strategies both verbal and non
verbal.
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Objectives (MFL)
Introduction
1) Listening to and understanding verbal messages in various
kinds of interactions, using the information provided for the
execution of diverse specific tasks related to students’
experience.
First Cycle
2) Expressing themselves orally and interacting in simple and
routine within a given content and development, using
procedures and verbal and non verbal language and adopting
a respectful and co-operative attitude.
Second Cycle
3) Producing short simple texts with various purposes on
topics covered in class with the aid of patterns.
Third Cycle
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Objectives (MFL)
Introduction 4) Reading and understanding various texts, related to their
experience and hobbies, texts to extract general and specific
information in accordance with a specific purpose.
First Cycle
5) Learning to use with increasing autonomy all the means at
their disposal, including new technology, to obtain information
and to communicate in the foreign language.
Second Cycle
6) Valuing the foreign language, and languages in general, as a
means of communication and understanding between people
of diverse origins and cultures and as a tool for learning
different contents
Third Cycle
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Objectives (MFL)
Introduction 7) Expressing a receptive and confident attitude vis-à-vis their
own ability to learn and use the foreign language.
First Cycle
8) Using knowledge and prior experience of other languages for a
faster, more efficient and independent acquisition of the target
language.
Second Cycle
9) Identifying the phonetic aspects of rhythm, intonation and
pronunciation, as well as linguistic structures and lexical
aspects of the target language, using them as basic elements
of communication.
Third Cycle
Contents: First Cycle
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Block 1: Listen, speak and
converse
Introduction
-
Understand simple oral messages
-
Listen to and understand simple recordings on audiovisual or
IT sources
-
Oral exchange in real or simulated situations
-
Production of previously seen oral texts
-
Development of basic strategies to improve comprehension
and oral expression
-
Assessment of the foreign language as an instrument of
communication
First Cycle
Second Cycle
Third Cycle
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Block 2: Read and Write
Introduction
First Cycle
Second Cycle
- Reading of words and simple sentences previously seen in real
or simulated oral exchanges.
- Initiation into the use of reading strategies (use of elements of
visual context and of prior knowledge of the subject or situation
transferred from the languages they know).
- Writing of words and sentences previously seen in oral
exchanges their own texts and reading of these words and
sentences to transmit and share information or with a playful
intention.
- Initiation into the use of IT and communication technology to
read, write and transmit basic messages.
Third Cycle
- Interest in the presentation of written texts.
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Block 3: Knowledge of the
language
Introduction
Linguistic knowledge:
First Cycle
- Introduction to some aspects of phonetics, rhythm, stress and
intonation of the target language and their use as fundamental
aspects of comprehension and production of brief oral texts.
- Recognition and use of previously employed vocabulary and
basic forms and structures particular to the target language.
Second Cycle
Third Cycle
- Association of spelling, pronunciation and meaning via written
model of familiar oral expressions.
- Familiarization with the use of basic strategies of production of
texts (choice of addressee, purpose and content).
- Interest in using the target language in different situations.
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Block 3: Knowledge of the
language
Introduction
Reflection upon learning:
First Cycle
Second Cycle
- Use of skills and procedures such as memorisation, word
association and expressions with gestures and visual
elements and observation of models for the acquisition of
vocabulary and basic forms and structures of the language.
- Progressive use of graphic sources of consultation and
information and of the possibilities afforded by this
technology.
- Confidence in their own ability to learn a foreign language
and appreciation of teamwork.
Third Cycle
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ASSESSMENT
Introduction
 Participate in very controlled oral exchanges referring to
familiar topics in predictable communication situations.
This criterion assesses:
First Cycle
Second Cycle
Third Cycle
- the ability to respond to basic requests, instructions
and to provide information.
- the ability to participate actively in the classroom.
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ASSESSMENT
Introduction
First Cycle
 Grasp general meaning, and identify specific information in
oral texts with the help of linguistic and non-linguistic elements
present in the communication situation.
This criterion assesses:
- the ability to grasp the general meaning of an oral
message.
- the ability to recognise and understand key words.
Second Cycle
Third Cycle
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ASSESSMENT
Introduction
 Read and identify simple words and sentences, which have
been previously presented orally about familiar topics.
This criterion assesses:
First Cycle
- the ability to read words and sentences.
Second Cycle
Third Cycle
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ASSESSMENT
Introduction
 Write sentences, known expressions and sentences from
models with a specific purpose.
This criterion assesses:
First Cycle
- the ability to write simple words and sentences used
orally and frequently in various activities.
Second Cycle
Third Cycle
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ASSESSMENT
Introduction
First Cycle
 Recognize and reproduce aspects of sound, rhythm, stress
and intonation in expressions which appear in common
communicative contexts.
This criterion assesses:
- the ability to recognise and reproduce sounds,
rhythm, stress and intonation.
Second Cycle
Third Cycle
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ASSESSMENT
Introduction
 Use basic learning-to-learn strategies, such as requesting
help, accompanying communication with gestures, using visual
dictionaries and identifying certain personal features which
help them to learn better.
First Cycle
This criterion assesses:
- the use of basic strategies which favour the learning
process.
Second Cycle
Third Cycle
- basic ability to evaluate their own progress.
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ASSESSMENT
Introduction
First Cycle
Second Cycle
Third Cycle
 Appreciate the target language as an instrument of
communication with other people and show curiosity and
interest towards people who speak the target language.
This criterion assesses:
- whether pupils make an effort to speak the target
language.
- awareness of the importance to know foreign
languages.
Contents: Second Cycle
Primary Contents
Block 1: Listen, speak and
converse
Introduction
 Listen to and understand progressively more complex oral
messages.
Oral exchange in real or simulated situations in progressively
less controlled contexts.
First Cycle
Production of previously seen oral texts via active participation
or prepared by means of prior work with assistance and
models, showing interest in expressing themselves orally in
individual and group activities.
Second Cycle
Development of basic strategies to improve comprehension
and oral expression.
Third Cycle
Assessment of the foreign language as an instrument of
communication.
Primary Contents
Block 2: Read and Write
Introduction
First Cycle
Reading and understanding different texts adapted to the
pupils’ linguistic competence, to use global and specific
information, in the execution of a task or to enjoy reading.
Guided use of reading strategies, identifying the most
important information, deducing the meaning of unknown
words and expressions.
Reading and writing their own texts about everyday situations
and their own experience.
Second Cycle
Third Cycle
Composition, using models, of different simple texts, using
familiar expressions and sentences, to transmit information, or
with diverse communicative aims.
Use of IT and communication technology to read, write and
transmit information.
Interest in the presentation of written texts.
Primary Contents
Block 3: Knowledge of the
language
Introduction
First Cycle
Second Cycle
Third Cycle
Linguistic knowledge.
Identification of aspects of phonetics, rhythm, stress and
intonation of the target language and their use as fundamental
aspects of comprehension and production of brief oral texts.
Recognition and use of previously employed vocabulary and
basic forms and structures particular to the target language. .
Association of spelling, pronunciation and meaning via written
models, familiar oral expressions and establishment of
analytical relation between spelling and sound.
Initiation into knowledge and use of basic strategies of
production of texts (choice of addressee, purpose, planning,
preparation of draft, revision of text and final version) using
highly structured models.
Interest in using the target language correctly in different
situations.
Primary Contents
Block 3: Knowledge of the
language
Introduction
First Cycle
Second Cycle
Third Cycle
Reflection upon learning.
Use of skills and procedures such as memorisation, word
association and expressions with gestures and visual
elements, observation of models, reading of texts, use of
multimedia resources, for the acquisition of new
vocabulary, forms and structures of the language.
Reflection upon their own learning and acceptance of
error as part of the process.
Progressive use of graphic sources of consultation and
information and of the possibilities afforded by this
technology.
Confidence in their own ability to learn a foreign language
and appreciation of teamwork.
Primary Contents
Block 4: Socio-cultural features
and intercultural awareness
Introduction
Interest in acquiring information about the people and culture
of countries where the target language is spoken.
First Cycle
Second Cycle
Third Cycle
Knowledge of some similarities and differences in everyday
customs and use of basic forms of socialising between
countries where the target language is spoken and our own.
Receptive attitude towards people who speak another
language and have a different culture to one’s own
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ASSESSMENT
Introduction
First Cycle
Second Cycle
Third Cycle
Participate in controlled oral exchanges referring to familiar
topics in predictable communication situations, respecting the
basic rules of exchange, such as listening to and looking at the
person who is speaking.
Ability to express immediate needs such as asking
permission, borrowing everyday objects, finding objects or
people, talking about the weather or about likes and abilities.
This criterion will also assess pupils’ attitude when participating
in exchanges and their degree of interest in the contributions
of others.
Grasp general meaning, and identify specific
information in oral texts which are familiar and of interest to
pupils.
This criterion seeks to assess whether pupils are able
to grasp the general meeting of an oral message, employing
linguistic and non-linguistic elements present in the
communication situation. It also refers to the ability to
recognise and extract familiar words and expressions which
appear in longer expressions although the text is not
understood in its entirety.
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ASSESSMENT
Introduction
First Cycle
Second Cycle
Third Cycle
Read and grasp global meaning and some specific information
in simple texts about familiar topics and with a specific
purpose.
Capable of reading, aloud too, different texts,
appropriate to their communicative skills, such as notes,
classroom rules, letters, posters or stories, containing familiar
vocabulary and expressions, to extract general and specific
information, and transferring knowledge of known languages.
Write sentences and short texts in everyday and
school situations and from models with a specific purpose and
an established format, both on paper and in digital form.
Ability to write diverse texts such as notes,
Instructions or rules, letters, posters, brochures, comics or
simple descriptions. Ability to use a model to produce a text
with a certain degree of autonomy, as well as correct spelling
as a result of the observation of models and the knowledge of
the relationship between sound and spelling.
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ASSESSMENT
Introduction
First Cycle
Second Cycle
Third Cycle
Use in a meaningful way forms and structures particular to the
target language, including aspects of sound, rhythm, stress
and intonation in different communicative contexts.
Ability to recognise and reproduce sounds, rhythm,
stress and intonation when participating actively by listening to
repeating and anticipating expressions in reading aloud
activities and with the use of models.
Use some learning-to-learn strategies, such as
requesting clarification, accompanying communication with
gestures, using visual and bilingual dictionaries, recovering,
seeking and compiling information about familiar topics in
different sources and identifying certain personal features
which help them to learn better.
Use of basic strategies which favour the learning
process such as the use of visual resources and gestures,
requesting help and clarification, gradually more autonomous
use of bilingual dictionaries and some basic technology. Ability
to evaluate their own progress.
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ASSESSMENT
Introduction
First Cycle
Second Cycle
Third Cycle
Appreciate the target language as an instrument of
communication with other people and show curiosity and
interest towards people who speak the target language.
This criterion assesses whether pupils have an
attitude of curiosity towards those who speak the target
language or other languages different to their own, and also
the capacity to appreciate linguistic diversity as an enriching
element of society and value sociocultural particularities of
speakers of other languages.
Identify aspects of everyday life in countries where
the target language is spoken and compare them with their
own.
Capacity to observe and identify differences and
similarities in aspects of everyday life in countries where the
target language is spoken with regard to timetables, meals,
traditions, festivals and ways of socialising with people.
Contents: Third Cycle
Primary Contents
Block 1: Listen, speak and
converse
Introduction
First Cycle
Second Cycle
Second Cycle
Listen to and understand progressively more complex
oral messages, such as instructions or explanations, controlled
oral exchanges or recordings on audiovisual or IT sources to
extract global or specific information.
Progressively autonomous and efficient oral
exchanges in real or simulated complex situations.
Production of previously seen oral texts progressively
autonomous and efficient prepared by means of prior work
with assistance and models, showing interest in expressing
themselves orally in individual and group activities.
Development of basic strategies to improve
comprehension and oral expression: use of visual and nonverbal context and of previous knowledge of the subject or the
situation transferred from the languages they know to the
target language.
Willingness to overcome communication problems by
using communication strategies. Assessment of the foreign
language as an instrument of communication.
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Block 2: Read and Write
Introduction
First Cycle
Second Cycle
Second Cycle
Reading and understanding different texts to use
global and specific information, in the execution of a task or to
enjoy reading.
Progressively autonomous use of reading strategies,
identifying the most important information, deducing the
meaning of unknown words and expressions by using
dictionaries.
Reading and writing their own texts about everyday
social situations, the media and learning and informative texts.
Composition of their own texts in different
communicative situations, which shall be progressively larger
and more varied, and writing of structures, to convey
information with different purposes.
Use of IT and communication technology to read,
write and transmit information.
Interest in the presentation of written texts and
assessment of their role in satisfying communicative needs.
Assessment of the foreign language as a tool to communicate
and learn.language as an instrument of communication.
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Block 3: Knowledge of the
language
Introduction
First Cycle
Second Cycle
Second Cycle
Linguistic knowledge.
Careful pronunciation, rhythm, stress and intonation of the
target language both in oral exchanges and expression as well
as in reciting, dramatization and reading.
Recognition and use of previously employed vocabulary and
basic forms and structures particular to the target language. .
Association of spelling, pronunciation and meaning via written
models, familiar oral expressions and establishment of
analytical relation between spelling and sound concerning the
most outstanding irregular forms.
Use of basic strategies of production of texts (choice of
addressee, purpose, planning, preparation of draft, revision of
text and final version) using structured models.
Interest in using the target language correctly in different
situations and in gradually more extended situations
Comparison and reflection of the foreign language on the basis
of known languages.
Primary Contents
Block 3: Knowledge of the
language
Introduction
First Cycle
Second Cycle
Second Cycle
Reflection upon learning.
Use of skills and procedures such as memorisation, word
association and expressions with gestures and visual
elements, observation of models, reading of texts, use
of multimedia resources, for the acquisition of new
vocabulary, forms and structures of the language.
Reflection upon their own learning, work planning,
acceptance of error as part of the process and selfcorrection and self-assessment.
Progressive use of graphic sources of consultation and
information and of the possibilities afforded by this
technology.
Confidence in their own ability to learn a foreign language
and appreciation of teamwork.
Primary Contents
Block 4: Socio-cultural feature
and intercultural awareness
Introduction
First Cycle
Second Cycle
Second Cycle
Assessment of foreign languages as a means to
communicate and socialize with students from other countries
as a means of accessing new information and as an enriching
tool to know other cultures and ways of living.
Knowledge of some everyday customs and use of the forms of
socialising between countries where the target language is
spoken and our own.
Receptive attitude towards and positive assessment of people
who speak another language and have a different culture to
one’s own.
Interest in establishing contact and communicating with foreign
language speakers through the means provided by the new
technologies.
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ASSESSMENT
Introduction
First Cycle
Second Cycle
Second Cycle
Participate in everyday oral exchanges
referring to familiar topics in predictable communication
situations, respecting the basic rules of exchange, such
as listening to and looking at the person who is speaking.
This criterion assesses the ability to communicate in everyday
situations referring to familiar or previously seen topics to
express immediate needs such as asking permission,
borrowing everyday objects, finding objects or people, talking
about the weather or about likes and abilities. There will be
assessment of the ability to use expressions and sentences to
talk about their family and other people, the weather, clothes,
books, games and the contents of the different areas. This
criterion will also assess pupils’ attitude when participating in
exchanges and their degree of interest in the contributions of
others.
Primary Contents
ASSESSMENT
Introduction
First Cycle
Second Cycle
Second Cycle
Grasp the overall meaning and identify specific
information in oral texts which occur in different
communicative situations.
This criterion seeks to assess whether pupils are able to grasp
the most recurrent expressions and vocabulary concerning
their surrounding reality: family, sports, games, contents of
other areas. It also refers to the ability to understand clear and
simple messages, information and conversation
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ASSESSMENT
Introduction
First Cycle
Second Cycle
Second Cycle
Read and locate explicit and direct information
and make inferences understanding texts on various
topics of interest.
This criterion assesses whether pupils are capable of reading,
aloud too, different texts, containing rich and complex
vocabulary and expressions in poems, recipes, menus,
leaflets, advertisements, rules and letters by using basic
comprehension strategies. It also assesses students’ ability to
extract specific information and their ability to go beyond the
superficial meaning of the texts. It shall also assess the ability
to use reading comprehension strategies, such as using
elements of linguistic and non-linguistic context, autonomously
and to transfer knowledge of known languages.
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ASSESSMENT
Introduction
First Cycle
Second Cycle
Second Cycle
Prepare written texts keeping in mind the
recipient, the text type and purpose, both in paper and
digital formats.
This criterion seeks to assess the ability to write, on the basis
of models, short texts depending on the participants in the
communicative situation. It will assess the ability to produce
with help different texts such as requests, instructions, letters,
diaries, descriptions and short narrations in relation to topics
related to their interests and previous knowledge. Special
attention shall be given to text production phases: planification,
textualization and revision.
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ASSESSMENT
Introduction
First Cycle
Second Cycle
Second Cycle
Use basic forms and structures particular to the
target language, including aspects of sound, rhythm,
stress and intonation in different communicative contexts.
This criterion seeks to assess pupils’ ability to recognise and
reproduce sounds, rhythm, stress and intonation when
participating actively in different such as short oral
presentations, conversations or reading aloud, with the use of
models.
Primary Contents
ASSESSMENT
Introduction
First Cycle
Second Cycle
Second Cycle
Use some strategies for learning to learn such as
asking questions as appropriate to obtain information,
seek clarification, using bilingual and monolingual
dictionaries, accompanying communication with gestures,
to search for, collect and organize information in different
formats, using ICT to check and verify information and
identify some aspects to improve efficiency.
This criterion aims to assess the use of basic strategies which
favour the learning process such as the use of visual
resources and gestures, requesting help and clarification, use
of adapted monolingual dictionaries and looking up for paper
and digital information. It will also assess the ability to evaluate
their own progress, to identify resources and strategies to
learn better and spontaneous use of simple, everyday forms
and structures.
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ASSESSMENT
Introduction
First Cycle
Second Cycle
Second Cycle
Value the foreign language as a communication
tool and show curiosity and interest in its speakers.
This criterion assesses pupils capacity to value the foreign
language as a communication tool, and also the capacity to
appreciate linguistic diversity as an enriching element of
society. It shall also assess the effort to use the foreign
language to establish personal relations using new
technologies both for oral and written skills.
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ASSESSMENT
Introduction
First Cycle
Second Cycle
Second Cycle
Identify some traits, customs and traditions of
countries where the target language is spoken and
compare them with the students’ own.
This criterion assesses the capacity to identify the most wellknown particularity, customs and traditions in countries where
the target language. It shall also assess their ability to
compare these foreign socio-cultural aspects with their own
culture so as to develop their multicultural awareness.