Languages of schooling and the right to
plurilingual and intercultural education
The Spanish Curriculum:
competence descriptors in
linguistic and non-linguistic
subjects
Pilar Pérez Esteve
Strasbourg, 8-10 June 2009
Background
The Ministry of Education is
responsible for:
Common (core) curriculum
(at least 55% of each Autonomous
Community Curriculum)
Spanish core curriculum. Structure
Primary / Secondary Compulsory Education
1. Basic competences
1. Linguistic competence
2. Mathematical competence
3. Knowledge and interaction with the physical world
4. Data processing and digital competence
5. Interpersonal and civic competence
6. Cultural expression
7. Learning-to-learn
8. Autonomy and entrepreneurship
2. Subjects
1. Contribution of that specific subject to the most relevant basic
competences related with this subject.
2. General objectives
3. Contents
By cycles in Primary
4. Assessment criteria
Shows the level of the content acquisition.
By school years in Secondary
LANGUAGE
OF
SCHOOLING
Language as subject
Language in other
subjects
Coordination of Linguistic Subjects:
Coordination of Linguistic Subjects:
- The language of instruction
Descriptors in Primary and Secondary
education, in different subjects
(Spanish in this case)
- Foreign language
- Descriptors
LANGUAGE
OF
SCHOOLING
Language as subject
Language in other
subjects
Coordination of Linguistic Subjects:
- The language of instruction
(Spanish in that case)
- Foreign language
LANGUAGE
OF
SCHOOLING
Language as subject
Objective
To develop communicative competence
The knowledge about the language and
procedures of use which are necessary to
interact satisfactorily in the different areas of
social activity.
1. Personal relationships and institutional life
2. Media
Contexts
of
language
use
3. Academic field
4. Literature
It is in these social areas where students interpret and produce
texts and where linguistic habilities should be developed.
GRAMMAR (Kowledge of the language) is always related with USE
Context 1. Personal relationships and institutional life
Composition of written texts
End of Primary Education
End of Secondary Compulsory
Education
Compose texts relevant to
Compose texts appropriate to
everyday social situations
everyday life and social
(correspondence, rules,
relations such as forums,
programmes,
application forms,
announcements, work plans,
reclamations, CV’s and
etc.), using the usual
leaflets.
characteristics of these
genres.
Context 2. Media
Composition of written texts
End of Primary Education
End of Secondary Compulsory
Education
Compose information and
Compose texts appropriate to
opinion texts found in the
the media such as letters to
social media about important
the editor and articles of
events with special reference
opinion (editorials and opinion
to news, interviews, book
columns), written for paper or
and music reviews …, in
digital format.
simulated or real situations.
Context 3. Academic field. Text for learning
Composition of written texts
End of Primary Education
Compose texts related to
academic life to obtain,
organise and communicate
information (questionnaires,
polls, summaries, plans,
reports, descriptions,
explanations, etc.).
End of Secondary Compulsory
Education
Compose, on paper or in a
digital format, academic
texts, especially essays, texts
which explain and argue
based on information from
different sources and
produced using mind maps
and summaries, and the
preparation of plans and
reports on tasks and learning.
Context 4. Literature
End of Primary Education
End of Secondary Compulsory
Education
Guided reading of narrative texts from Guided reading and recitation of
the oral tradition, children’s
contemporary poems, with special
literature, adaptations of classic
attention to the contribution of
works and contemporary literature.
symbolism and innovators to poetic
language, appreciating the value of
Guided reading of poems, stories and
the function of symbolic elements
theatre plays bearing in mind the
and of rhetoric and metric devices in
literary conventions (genres,
the poem.
figures...), and the presence of
certain recurring themes and
Guided reading of different kinds of
motifs.
contemporary stories which show
different structures and narrative
Understand, memorise and recite
voices.
poems with the appropriate
rhythm, pronunciation and
Guided reading and dramatisation of
expression. Participate in
brief contemporary theatre pieces,
dramatised reading of literary texts.
or of different kinds of fragments
which display innovations in themes
and forms.
Context 4. Literature
End of Primary Education
End of Secondary Compulsory
Education
Recreate and compose poems and
stories to communicate feelings,
emotions, mood or memories,
recognising the characteristics of
certain models.
Compose texts with a literary intent,
and preparation of essays about
works read.
Value and appreciate the literary text
as a means of communication, a
source of knowledge about other
worlds, times and cultures, as a
cultural object and as a vehicle of
personal enjoyment.
.
Develop autonomy in reading and in
appreciation of literature as a source
of pleasure and a source of
knowledge of other worlds, times
and cultures.
Assessment criteria
End of Primary Education (example)
Narrate, explain, describe, summarise, and present
opinions and information in written texts related to
everyday and school situations in an ordered and
satisfactory way, relating the sentences, making a
habit of planning and revising the texts, and of taking
care with grammar and spelling rules and formal
aspects, whether on paper or in digital format.
Assessment criteria
End of Secondary Compulsory Education (example)
Present, explain, argument, summarise and
comment, on paper or in a digital format, using
the appropriate register, organising ideas with
clarity, linking the headings in coherent lineal
sequences, respecting the rules of grammar
and spelling and valuing the importance of
planning and revising texts.
LANGUAGE
OF
SCHOOLING
Language as subject
Language in
other subjects
All the subjects:
- Contribution of the subject to the development of the basic competences
- Contents related to specific language
- Assessment criteria
Language in other subjects
End of Primary Education (examples)
Arts
► Search,
select and organize information on
artistic expressions from the students’ own
cultural heritage and from other cultures, on
events, creators and professionals related to the
plastic arts and music.
Language in other subjects
End of Primary Education (examples)
Mathematics
► Anticipate a reasonable solution in a context of
simple problem solving and look for the most
suitable mathematical procedure to approach the
solution process. Evaluate different strategies and
persevere in the search for data and accurate
solutions, both in the formula and in the solution to
the problem. Express the process followed, both
orally and using written methods, in a clear and
organised way.
Language in other subjects
End of Primary Education (examples)
Environmental, social and cultural studies
► Present reports (on paper or in digital format) about
problems or simple situations. Collect information
from different sources (directly, books, the Internet).
Establish a work plan and express conclusions.
Language in other subjects
End of Secondary Compulsory Education (examples)
Social Sciences: Geography and History
► Use diverse sources (graphs, sketches, thematic
maps, data bases, images, written sources) to obtain,
link and process information about social facts and
communicate the conclusions in an organised and
intelligible way using ICT as a resource.
Language in other subjects
End of Secondary Compulsory Education (examples)
Mathematics
►Plan
and use reasoning processes and problemsolving strategies such as the emission and
justification of hypothesis or generalisation, and
express verbally, in a precise and rigorous manner,
reasoning, quantitative relationships and information
which incorporates mathematical elements, evaluating
the usefulness and simplicity of the mathematical
language for this process.
Language in other subjects
End of Secondary Compulsory Education (examples)
Music
► Critically present a personal opinion about a range of
music and musical events taking support from
information obtained from different sources: books,
advertisements, concert programmes, criticism, etc.
Languages of schooling and the right to plurilingual and
intercultural education
Some challenges
► Methodology
► Teachers training: it implies all the teachers in
a school
► Resources and materials for teachers
(www.leer.es)
Languages of schooling and the right to
plurilingual and intercultural education
The Spanish Curriculum:
competence descriptors in
linguistic and non-linguistic
subjects
Pilar Pérez Esteve
Strasbourg, 8-10 June 2009
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