Annex I SHEETS-EXAMPLE OF CRITERIA FOR EVIDENCE - AREA SOCIETY, SCIENCE AND TECHNOLOGY Annex II SHEETS-EXAMPLE OF CRITERIA

FOR EVIDENCE Area Culture, Language, Communication 1. The sitema credits 1.1. The equivalent credit? 1.2. Under what conditions sho uld a jury give a credit? 1.3. How many credits are needed for certification? 2. The use of tokens, such as support material 2.1. Functional equivalence 2.2. Li fe situations 2.3. Clues to the work 3. The key skills that match a profile of t he secondary level? Appendix II SHEETS-EXAMPLE OF CRITERIA FOR EVIDENCE - AREA CULTURE, LANGUAGE, COMMUNICATION Unit of Competency 1: Identify and explore the various features of the equipment and technical systems, involving language and cultural skills, with a view to m aximum utilization and achieving more effective and participatory performances. Core Generator: Equipment and Systems Technicians (EST) Suggested Activities Field Reference Private context Themes Home Appliances Skills Dealing with equipment and technical systems in context by accessing the multitu de of private functions that behave and recognizing their creative dimension Example Appliances Sheet-Sample Evidence Criteria Sheet-Sample Evidence Criteria CLC 1 DR1 Professional context Professional Equipment DR2 Act upon equipment and technical systems in a professional context combining spe cialized knowledge and maximizing their varied resources in establishing and dev eloping contacts Engines Sheet-Sample Evidence Criteria CLC 2 Institutional context DR3 Users, Consumers and Complaints Use knowledge of equipment and technical systems to facilitate integration, comm unication and action in institutional contexts

Technical assistance Sheet-Sample Evidence Criteria CLC 3 Macro-structural Technical Changes and Developments DR4 Relate changes and technical developments with new forms of access to informatio n, culture and knowledge also provided by new technological media of communicati on Photography Sheet-Sample Evidence Criteria CLC 4 127 Annex II SHEETS-EXAMPLE OF CRITERIA FOR EVIDENCE - AREA CULTURE, LANGUAGE, COMMUNICATION Sheet-Example 1: Appliances Core Generator: Equipment and Systems Technicians (EST) Field Reference: Culture , Language, Communication in the private context (1) Topic: Home Appliances (ED) Culture Type I - Identify the wide range of appliances available in private cont ext, the equipment they are also mobilized in the production of cultural and art istic (eg camcorders). Type II - Understanding of the various technical equipmen t - and its possible use in combination - are related to cultural and artistic e xpressions made up of different levels of complexity. Type III - Explore the dev elopment of creative interests and arrangements in the framework of initiatives to raise awareness of the arts and culture, as is the case, in particular, the a ctivities undertaken by educational services for cultural and artistic entities (museums, art centers, film theaters, among others). Language Type I - Identifyi ng the meaning units necessary for the understanding of texts, of the private do main, related to the resolution of problems of personal life, especially when ha ndling household appliances. Type II - Understanding the meanings of texts, taki ng into account the accomplishments language used to express instructions, inclu ding use of drawings and diagrams. Type III - engaging, interacting orally and i n writing, in order to resolve problems concerning the installation and use of h ousehold equipment. Communication Type I - Identify precisely the characteristic s of communications equipment for home use. Type II - Understand and make the an alysis of information in various media, related to the benefits of the acquisiti on and use of various household appliances in the area of communication. III typ e - Interact, using appropriate information to the intended effects in terms of equipment for home use. Sheet-Example 2: Engines Core Generator: Equipment and Systems Technicians (EST) Field Reference: Culture , Language, Communication in a professional context (2) Topic: Professional Equi pment (PE) Culture Type I - Identify the set of technical equipment belonging to the mechan ics of the scene in theaters. Type II - Understanding the specific features of v arious types of engines relating them to different possibilities of designing sc enarios.€III type - to relate the mechanics of the scene with the other dimensi ons of the operation of theaters, including lighting and sound trips. Language T ype I-Identify content related to the topic, from various clues, performing oper ations, pre-reading / listening / viewing. Type II - Understanding the meanings

of texts (oral and written), recognizing the effectiveness of the linguistic mea ns used in the expression of instructions for assembly and use of equipment in a professional context. Type III - Interact linking from the topic, informative t exts with texts expressive and creative, reflecting on the functioning of langua ge in these kinds of texts, such as lexical meaning. Communication Type I - Iden tify the content in virtual support, necessary for obtaining information on topi cs of study (or interest) related to the theme. Type II - Understanding the info rmation collected in various media / media, organizing it to study issues / curr ent events of interest, individually or collectively, to further use of it. Type III - Interact, using the correct information from various media and using vari ous media / media in order to purchase and / or use of technical equipment in a professional context. 128 Annex II SHEETS-EXAMPLE OF CRITERIA FOR EVIDENCE - AREA CULTURE, LANGUAGE, COMMUNICATION Example sheet 3: Technical assistance Core Generator: Equipment and Systems Technicians (EST) Field Reference: Knowled ge, Power and Institutions in Culture, Language, Communication (3) Topic: Users, Consumers and Complaints (UCR) Culture Type I - Identify various forms of technical assistance and agents, in c ontexts / cultural consumption. Type II - Mastering forms of technical assistanc e provided by their equipment and technical systems, exploring, namely interacti vity in contexts of cultural practices. Type III - Understanding the diversity o f forms of technical assistance taking into account the institutional contexts o f the cultural field. Language Type I - Identify information related to the them e in texts / documents using multiple clues: plan, layout, titles, connectors, p aragraphs, diagrams, pictures, still or animated images and maps. Type II - Unde rstand and analyze the forms of treatment, language registers, register formal a nd informal, oral and written, according to the positioning of the subject again st the other in the communication situation (purchase, complaint). III type - In teract orally and in writing situations, for example, complaints, applying rules correctly functioning of language, emphasizing ideas, eliminating ambiguities a nd modalized speech communication established case requires. Communication Type I - Identify the type (or types) of communication equipment recommended for diff erent interactions, taking into account the characteristics and functions of equ ipment. Type II - Understanding the procedures of the adequacy of means to ends in view, namely, communication with public or private. Type III-Interact, using various media / media, and awareness of social conventions, attitudes singular o r collective rituals of the community it belongs to and the adequacy of the spee ch to the communicative situation. Example sheet 4: The Photography Core Generator: Equipment and Systems Technicians (EST) Field Reference: Stabili ty and Change: the Society to the Universe (4) Topic: Trends and Transformations Techniques (TET) Culture Type I - Identify the key moments in the evolution of photographic techn ique. Type II - To distinguish the various uses of photography in relation to co ntexts and purposes (artistic or not). Understand the place of photography in mu ltidisciplinary artistic projects. Type III - Exploring access to works of art b y means of photographic reproduction and contrast this experience with direct co ntact with the works themselves (through visits to museums). Language Type I - I dentify, in texts / documents (abstract, chapters, titles, icons, hypertext link s ,...) information on the evolution of equipment. Type II - Understanding and o rganizing the information collected on resumes, diagrams and semantic maps of te xts from different periods, with a view to its further use. Type III - Interact orally and in writing, showing a view of the role and consequences of changes an d technical developments in their personal and social conditions and changes in

language and culture. Communication Type I - Identify the communicative intent o f information related to the topic,€conveyed through different types of media. Type II - Understanding the different codes used by different media in the devel opment and promotion of different equipment and technical systems in the field o f communication. Type III - Interact, debating changes in the various media and the consequences arising therefrom in the circulation of information. 129 Competency Unit 2: Intervene in matters related to environment and sustainabilit y, decoding symbols, producing clear indication in favor of practices for the pr otection of natural resources and arguing in the debate, taking into account the role of mass media on public opinion. Core Generator: Environment and Sustainability (AS) Suggested Activities Field Reference Private context Themes Consumption and Energy Efficiency Skills Regulate energy consumption by applying technical expertise and interpretive Example Energy expenditures Sheet-Sample Evidence Criteria Sheet-Sample Evidence Criteria CLC 5 DR1 Professional context Waste and Recycling DR2 Act according to the perceptions of the implications of recycling processes in a professional context, recognizing the added value of its use, using the effecti ve communication of messages act before the natural resources, recognizing the i mportance of safeguarding and participating in activities aimed at their protect ion The materials used Sheet-Sample Evidence Criteria CLC 6 Institutional context Natural resources Natural resources DR3 Sheet-Sample Evidence Criteria CLC 7 Macro-structural

Climate DR4 Act according to the understanding of the various impacts of climate change on h uman activity The landscape Sheet-Sample Evidence Criteria CLC 8 130 Annex II SHEETS-EXAMPLE OF CRITERIA FOR EVIDENCE - AREA CULTURE, LANGUAGE, COMMUNICATION Sheet-Example 5: The energy expenditure Core Generator: Environment and Sustainability (AS) Field Reference: Culture, La nguage, Communication in the private context (1) Background: Consumption and Ene rgy Efficiency (EEC) Culture Type I - Identify the energy expenditure associated with different equip ment (TV, CD player, VCR, computer, etc.) operated in cultural consumption. Type II - Compare and discuss different situations and options in terms of cultural consumption and their energy expenditure. Type III - Relate energy expenditure, cultural practices and lifestyles. Language Type I - Identify illocutionary acts that allow the awareness in private context, the containment of energy expendit ure (for example, with energy use and appliances). Type II - Understand, through reading, listening and viewing of information, symbols and other elements that lead to significant fuel savings in private context. Type III - Acting, using li nguistic traces of argument to convince the other elements of energy saving prac tices. Communication Type I - Identify the communicative intent associated with the need for the transmission of information about efficient energy consumption. Type II - Understand the importance and ways of transmitting information of thi s kind, through technological means available. Type III - Interact with linguist ic adaptation to various types of receptors for the creation of good practice in everyday life, in terms of energy savings. Sheet-Example 6: The materials used Core Generator: Environment and Sustainability (AS) Field Reference: Culture, La nguage, Communication in a professional context (2) Theme: Waste and Recycling ( RR) Culture Type I - Identify various recycling processes used by artists, designers , technical education, among others. Type II - Learn to adapt the use of materia ls used at different artistic forms and outcomes. Type III - Exploring the socia l and political concerns that may be associated in some universes and artistic m ovements, integration of materials used in the production of artworks. Language Type I - Identify verb forms, such as those of "plan", "respect", "separate" (ru bbish) and "recycle." Type II - Interpret readings on long practice of recycling of materials. Type III - Interact professionally, using semantic fields in the area of waste and recycling, other motivating factors to act appropriately to pr eserve the environment. Communication Type I - Identify the intonation, pauses, the logical organization of ideas in institutional advertising messages sent on recycling practices.€Type II - Understanding the importance of individual oral discourse in a professional context (eg in meetings of associations and trade un ions) to global sustainable development. Type III - Relating to environmental re sponsibility of companies with their daily practices, the level of environmental protection with the influence of advertising campaigns. 131

Annex II SHEETS-EXAMPLE OF CRITERIA FOR EVIDENCE - AREA CULTURE, LANGUAGE, COMMUNICATION Sheet-Example 7: The natural heritage Core Generator: Environment and Sustainability (AS) Field Reference: Knowledge, Power and Institutions in Culture, Language, Communication (3) Theme: Natural Re sources (NR) Culture Type I - Identify different forms of natural heritage. Type II - Underst and the place - has a greater or lesser centrality - of natural heritage in town planning, architectural, tourism, among others. Type III - Explore the importan ce of preserving the natural heritage for the continued development of cultural practices and the affirmation of the socio-cultural identity of the localities. Language Type I - Identifying marks a callout that is based on and reinforces an idea for or against the intervention in environmental terms (eg, title and subt itle, underlined, photographs, appropriate vocabulary, etc.).. Type II - Underst and the use of forms of treatment within the institutions for proper interventio n in the oral and written (eg, an intervention process and public debate about t he construction of a dam or an incinerator). Type III - Interact individually or together with other elements, sending letters of praise or protest to various i nstitutions on matters related to the intervention in natural resources. Communi cation Type I - Identify individual and collective rights from the reading of pa rts of the Portuguese Constitution that are related to the preservation of natur al heritage. Type II - Understand different types of texts to intervene in order to protect natural resources, from other individuals or social institutions. Ty pe III - Interact with the production of texts in local or regional newspapers, encouraging the preservation of natural spaces that encourage jobs to support a more balanced distribution in human territory. Sheet-Example 8: The landscape Core Generator: Equipment and Systems Technicians (EST) Field Reference: Stabili ty and Change: the Society to the Universe (4) Topic: Climate (C) Culture Type I - Identify different types of landscapes as well as the elements that refer to them, namely, urban, rural, population concentration, desertificat ion, climate change. Type II - Understanding the evolution of the landscape of a place - a neighborhood, a place - taking into account changing environmental an d urban planning, among others, using, for example, the materials of the iconogr aphic memory of this place. Type III - Explore how the landscape was presented f or visual arts in different times in its history, linking changes in the level o f artistic expression with changes and input from other spheres of knowledge of reality (as science). Language Type I - Identifying language resources permittin g the expression of views and critical thinking, defending its position against any intervention in natural resources. Type II - Interpreting the semantic evolu tion of the concept of landscape, so diachronic, through literary texts. Type II I - interact to produce narrative and descriptive texts, focusing on the climate and quality of life. Communication Type I - Identify, through textual decoding, the effects on citizens' views, current affairs programs and public debate issu ed by the media on climate change. Type II - Understanding, interpreting the com municative intentions of radio, television, journalism and others. Type III - In teract through various technological aids, producing informative texts, oral and / or writing about climate change worldwide. 132 Annex II SHEETS-EXAMPLE OF CRITERIA FOR EVIDENCE - AREA CULTURE, LANGUAGE, COMMUNICATION Competency Unit 3: Intervene in situations related to health, applying skills of expression, decoding and communication in developing a culture of prevention, c ompliance with rules and security means and being responsive to the diversity of therapeutic resolution of disorders.

Core Generator: Health (S) Suggested Activities Field Reference Private context Themes Basic Care Skills Interpret and report content for purposes of preventing the adoption of basic he alth care in the domestic context Example Leisure Sheet-Sample Evidence Criteria Sheet-Sample Evidence Criteria CLC 9 DR1 Professional context DR2 Risk Behaviors and Healthy Intervene in a professional context apprehending and communicating rules and saf ety facilities and developing a culture of prevention Prevention and safety Sheet-Sample Evidence Criteria CLC 10 Institutional context Medicines and Medication DR3 Relate the multitude of therapies with cultural diversity, respecting different options Therapies Sheet-Sample Evidence Criteria CLC 11 Macro-structural Pathology and Prevention DR4 Mobilize their own cultural, linguistic and communication to deal with diseases and preventive care associated with aging and increased life expectancy Pathology and Prevention Sheet-Sample Evidence Criteria CLC 12 133

Annex II SHEETS-EXAMPLE OF CRITERIA FOR EVIDENCE - AREA CULTURE, LANGUAGE, COMMUNICATION Sheet-Example 9: Leisure Core Generator: Health (S) Field Reference: Culture, Language, Communication in the private context (1) Theme: Basic Care (BC) Culture Type I - Identify different types of leisure activities (sociability, in formation outlets, amateur). Type II - List of leisure activities and characteri stics of individuals who practice them, such as age, sex, occupation, social ori gin. Type III - Addressing the theme of lifestyles by examining the ways in diff erent social groups leisure is linked (or not) with other dimensions of health exercise and nutrition. Language Type I - Identify opportunities for leisure ti me, by selecting and organizing information on leisure activities. Type II - Und erstanding, through texts of diverse nature, the wealth of training equipment an d a range of leisure activities, adjectival them and comparing them. Type III Interact orally and in writing, properly and correctly, for the practice of leis ure activities, developing argumentative strategies. Communication Type I - Iden tify information in various media, related to leisure activities. Type II - Unde rstanding the intentions of the interlocutors in different situations and media, Type III - Interact and take the forms of action appropriate to the communicati ve situation and the intended effects, according to the media and media used. Sheet Example 10: Prevention and Safety Core Generator: Health (S) Field Reference: Culture, Language, Communication in a professional context (2) Topic: Risk Behaviors and Healthy (RCS) Culture Type I - Identify the cultural sector professional groups that may requi re particular attention to issues of working conditions, mechanisms for professi onal certification and social security (dancers and actors, for example). Type I I - Understanding the relevance of the existence of social security schemes spec ific to certain professions (eg, the scheme which provides for the dancers to th e advanced age of retirement, given that this is a profession of physical wear f aster). Type III - Review the status of these issues in different European count ries. Language Type I - Identify, in oral and written texts, messages, Exemplary practices for preventing and / or safety under occupation. Type II - Understand ing messages, oral and written, including the advertising text, related to the t opic of prevention in the business context. Type III - Interact, to prevent the breaches of safety standards and prevent harmful situations of physical and ment al, individual and collective, in the context of professional practices. Communi cation Type I - Identify messages in various media relating to the prevention an d safety in professional contexts. Type II - Understanding the effectiveness of messages, sent to various media, in the professional security. Type III - Going through messages in various media, and according to the party, for the observanc e of safety rules in performing the professional tasks. 134 Annex II SHEETS-EXAMPLE OF CRITERIA FOR EVIDENCE - AREA CULTURE, LANGUAGE, COMMUNICATION Sheet Example 11: Therapeutic Core Generator: Health (S) Field Reference: Knowledge, Power and Institutions in Culture, Language, Communication (3) Topic: Medicines and Medication (MM) Culture Type I - Identify different types of medical treatment,€taking into acc ount variables such as cultural background. Type II - Understanding the distinct ive features of therapies of modern medicines and traditional medicines (also ca lled 'natural'). Type III - Explore the reasons for the expansion of demand for medical treatment 'alternative' in Western societies. Language Type I - Identify , in oral and written texts, references to various therapies. Type II - Understa nd different types of texts, including the literary canon, with the theme of the

rapies as a thread enters the discourse. Type III - Producing various statements , oral or written, intended to provoke the desired rhetorical effect, within the limitation and / or practice of activities of therapeutic nature. Communication Type I - Identify different interactions, including with companies and institut ions related to different therapies. Type II - Understanding messages in various media-related activities in nature and its therapeutic efficacy. Type III - Int eract with various interlocutors individual and collective, for the production o f promotional materials (in various media) relating to various therapies. Sheet Example 12: Aging Core Generator: Health (S) Field Reference: Stability and Change: the Society to the Universe (4) Topic: Pathology and Prevention (PP) Culture Type I - Identify different situations of aging, taking into account dim ensions such as autonomy, access to quality services, opportunities for particip ation in social life, among others. Type II - Understanding the importance of pr eventive care in the aging process. Type III - Analyze how the increase in life expectancy in modern societies introduced new expectations, values and ways of e xperiencing the various stages of life. Language Type I - Identify, in oral and written texts, linguistic traces of the semantic field of aging. Type II - Under stand different types of texts, including the literary canon, and the aging them e. Type III - Produce texts of various kinds and with different purposes, relate d to the topic of aging. Communication Type I - Identifying communicative intent ions related to the topic of aging in various media, in particular, the technolo gy like the Internet or specialized support lines. Type II - Understanding messa ges in various media on the problems of aging. Type III - Interact, using differ ent materials and media, including the media, with a view to changing approaches to aging and the elderly in individual and social behavior. 135 Competency Unit 4: Intervening in situations related to the management and econo mics decoding terminology, learn to speak on various financial matters, and appl ying skills in different cultural contexts and procedures that help to streamlin e the organization of work and time management. Core Generator: Management and Economics (GE) Suggested Activities Field Reference Private context Themes Budgets and Taxes Skills Set family budgets and fill tax forms dominating terminology and applying techno logies that facilitate calculations, fills and shipping Example The family budget Sheet-Sample Evidence Criteria Sheet-Sample Evidence Criteria CLC 13 DR1 Professional context DR2 Companies, Organisations and Management Models

Knowing how to fit the models of organization and management that values team wo rk in conjunction with other specialized knowledge The project team Sheet-Sample Evidence Criteria CLC 14 Institutional context DR3 Monetary and Financial Systems Abide by understanding the operation of monetary and financial systems (as an el ement of cultural setting and communication of contemporary societies) Money Sheet-Sample Evidence Criteria CLC 15 Macro-structural Habits and Time Management DR4 Identify the impacts of technical developments in managing time even recognizing its effects on ways of processing and transmitting information Weather Sheet-Sample Evidence Criteria CLC 16 136 Annex II SHEETS-EXAMPLE OF CRITERIA FOR EVIDENCE - AREA CULTURE, LANGUAGE, COMMUNICATION Sheet Example 13 The family budget Core Generator: Management and Economics (GE) Field Reference: Culture, Language , Communication in the private context (1) Topic: Budget and Taxation (HI) Culture Type I - Identify the family budget items that relate to leisure and cul tural consumption.€Type II - Understanding the relationship between different c ultural interests of the component households, to incur expenses of more than mo mentary or continuous nature and the intended effects (short, medium and long te rm). Type III - Relate cultural consumption and access modes, searching monetize the cultural offer of free access (or made available at reduced prices, as most ly happens in the local cultural initiatives), linking it with the cultural cons umptions paid. Language Type I - Identify and lexical semantic fields related to budgets and taxes, identifying the lexical and grammatical elements which appea r in technical documents on expenditure, revenue and balance the family finances . Type II - Understand and produce statements relating to taxes and budgets, sel ecting the vocabulary clear and appropriate expression of their will or opinion, but also the documents of expressive, creative and autobiographical who speak t he same theme. Type III - Interact orally and in writing, seeking the necessary information about budgets and taxes, selecting the grammatical features of langu age that will have the desired effect in oral arguments and / or writing. Commun ication Type I - Identify, in a virtual support, the necessary information for f illing out tax returns or budgeting private. Type II - Understanding the informa tion collected through new information and communication technologies to fill th

e tax return or for the preparation of household budgets. Type III - Act with ne w technologies of information and communication comparing, selecting and applyin g the information on taxes and budgeting that are best suited to the household. Example 14-Sheet Organization charts Core Generator: Management and Economics (GE) Field Reference: Culture, Language , Communication in a professional context (2) theme: Companies, Organisations an d Management Models (EOMG) Culture Type I - Identify different types of organizational structure, making a survey of functional departments. Type II - Relate different charts with differe nt management models applied by the institutions to which they relate. Type III - Exploring the functions that can cover the charts, putting hypotheses about th e profile of the institutions (the intervention area, size of teams, etc..) Lang uage Type I - Identify different types of text that can be used for organization al communication. Type I - Understanding the differences of registration in vari ous measures of organizational communication, dispelling misconceptions, stating and reflecting on the linguistic markers of social relations. Type III - Acting , producing different types of text as letters, circulars, memoranda. Communicat ion Type I - Identify, through information and communication technologies, vario us types of support for the establishment of organizational communication. Type I - Understanding spelling conventions and the kind of language that is used in the establishment of organizational communication. Type III - Act appropriately, using, according to the characteristics of professional contexts, information t echnology and communication in the establishment of organizational communication . 137 Annex II SHEETS-EXAMPLE OF CRITERIA FOR EVIDENCE - AREA CULTURE, LANGUAGE, COMMUNICATION Sheet Example 15: The coin Core Generator: Management and Economics (GE) Field Reference: Knowledge, Power and Institutions in Culture, Language, Communication (3) Theme: Monetary and Fin ancial Systems (MFS) Culture Type I - Identify the functioning of different arts to its economic dime nsion, ie one that treats the cultural and artistic goods. Type II - Understandi ng the economic rationale for investing in art and culture. Type III - Explore h ow the production and circulation of cultural and artistic can be affected by th e dynamics of monetary and financial systems. Language Type I - identify the con cepts of the Portuguese language in accordance with the contexts and interests ( English, foreign language, second language, language is not Portuguese ...) Type II - Understand the importance of dissemination of the Portuguese language, com paring it in various contexts where it is spoken. Type III - Act discourses prod ucing cohesive and coherent, the various factors relating to disclosure of a lan guage, such as cultural and economic. Communication Type I - Identify the face t o the media representative elements of economic development in the context of na tional financial systems.€Type II - Understanding the face to the media the rel ationship between economic objectives versus public service objectives. Type III - Act against the media being aware of the difference between economic goals an d objectives of public service in the context of national financial systems. The time sheet example -16 Core Generator: Management and Economics (GE) Field Reference: Stability and Cha nge: the Society to the Universe (4) Topic: Habits and Time Management (UGT) Culture Type I - Identify different activities and operations which indicate the use of real time (eg, conversations and games via the Internet, videoconferenci ng, some performing arts performances and exhibitions of visual arts). Type II Understand the purpose of the use of real time on the artwork in several areas. Type III - Analyze how the real time changes the concepts of transmission, comm

unication and interaction, among others. Explore the gains and drawbacks of the activities and operations carried out in real time. Language Type I - Identify t he characteristics of the language register depending on the time factor. Type I I - Understanding the evolution of several variations of language in time Type I II - Act taking into account the influence of time variations of geographical sp ace, the types of expressive modality and between socio-cultural layers. Communi cation Type I - Identifying, listing over time, the adequacy of the speech to th e media used. Type II - Understanding, in relation to different media, the role of time in the records written and oral. Type III - Act, in relation to differen t media by modifying the communication strategy depending on the time factor. 138 Annex II SHEETS-EXAMPLE OF CRITERIA FOR EVIDENCE - AREA CULTURE, LANGUAGE, COMMUNICATION Competency Unit 5: Intervening in the face of information technology and communi cation in various contexts, involving language and cultural skills to enhance th eir features, identifying the relationship between these technologies, the media power and its effects on processes of institutional regulation. Core Generator: Information and Communication Technologies (ICT) Suggested Activities Field Reference Private context Themes Radio Communications Skills Operate with the radio communications in the domestic context suitable to the ne eds of the organization of everyday life and understanding how they incorporate and raise different uses of language Dealing with electronic micro and macro soc io-professional contexts in identifying its gains in the systematization of info rmation, resulting also the specific programming language used to relate to the media recognizing its impact on the formation of media power and having the perc eption of the effects of the institutional regulation Example Mobile phones Sheet-Sample Evidence Criteria Sheet-Sample Evidence Criteria CLC 17 DR1 Professional context Micro and Macroelectrónica The computer DR2 Sheet-Sample Evidence Criteria CLC 18 Institutional context Media and Information The media

DR3 Sheet-Sample Evidence Criteria CLC 19 Macro-structural Networks and Technologies DR4 Understand the impact of internet networks in perceptual habits, developing a cr itical attitude towards the content available there The Internet Sheet-Sample Evidence Criteria CLC 20 139 Annex II SHEETS-EXAMPLE OF CRITERIA FOR EVIDENCE - AREA CULTURE, LANGUAGE, COMMUNICATION Sheet Example 17: Cellphones Core Generator: Information and Communication Technology (ICT) Field Reference: Culture, Language, Communication in the private context (1) Topic: Communication s Radio (CR) Culture Type I - Identify various features of mobile phones suitable for leisure -time activities and / or cultural enjoyment. Type II - Understanding the integr ation of mobile phones in leisure activities (games, capture, compose and send f iles, for example) and related uses preferred social attributes of users - age, sex, profession. Type III - Analyze advantages of mobile phones in the private c ontext (eg, saving time and costs by avoiding physical displacement) and less fa vorable aspects (eg, less any management capacity of interaction with others) ex ploring future applications of mobile phones and possible effects in the ways of organizing everyday life. Language type I - Identify the different forms of lan guage use and their symbols and codes in information technology and communicatio n, recognizing aspects verbal and nonverbal that differentiate them in English a nd / or foreign language.€Type II - Understanding the linguistic markers (eg, v ocabulary, grammar, phonology) in an oral text (phone conversation) and a text w ritten in Portuguese and / or foreign language. Type III - Act orally and in wri ting, via radio communications (mobile, landline, radio, television) in differen t contexts, including the linguistic forms involved in the interaction and deter mining the relation between text / image / sound in English and / or language fo reign. Communication Type I - Identify the functions of the image on the languag es used by technological means in the private domain. Type II - Understanding th e communicative intent of the texts transmitted by technological means in privat e context. Type III - Act using the various languages of technological means in context for private enjoyment or problem solving, linking text type, support and function, such as, for example, with mobile phones. Sheet Example 18: The computer Core Generator: Information and Communication Technology (ICT) Field Reference: Culture, Language, Communication in a professional context (2) Topic: Micro and Macro Electronics (ME) Culture Type I - Identify the potentialities of computer use in the processes of communication, organization and information processing. Type II - Understand th e advantages of organizing information in databases for assessing the results of their work - among other things, permit the construction of various indicators of activity. Type III - Exploring the relationship between new information and c

ommunication technologies and latest trends in the organization of work in vario us sectors - the flexibility and versatility, among others. Language Type I - Id entify ways of using language specific programming languages, based on the needs of socio-professional context in English and / or foreign language. Type II - U nderstanding the linguistic means of technological devices in computer socio-pro fessional contexts in English and / or foreign language. Type III - Act in relat ion to information technology and communication, manipulating the linguistic mea ns of computer technology devices necessary for their socio-professional context , in English and / or foreign language. Communication Type I - Identify technica l and formal features (scripto and audiovisual) and in the light of technologica l developments in information technology in a professional context. Type II - Un derstanding content originating from different information technologies and comm unication, linking them together. Type III - Acting, appropriately using the var ious information technologies and communication in occupational context by discu ssing and arguing the advantages, disadvantages of them. 140 Annex II SHEETS-EXAMPLE OF CRITERIA FOR EVIDENCE - AREA CULTURE, LANGUAGE, COMMUNICATION Sheet Example 19: The mass media Core Generator: Information and Communication Technology (ICT) Field Reference: Knowledge, Power and Institutions in Culture, Language, Communication (3) Topic: Media and Information (MI) Culture Type I - Identify different methods of dissemination (advertising, journ alistic treatment, among others) of cultural property by the mass media. Type II - Understanding the relationship between various media (television, radio, news papers) and varying degrees of visibility that authors and cultural and art can get. Type III - Exploring the impact of the dissemination of cultural and artist ic demand and membership of public, considering, for example, an advertising cam paign around the release of a book or a movie on it and the interventions that h ave cultural intermediaries, such as technical marketers, critics and journalist s. Language Type I - Identify different text types used in the media in English and / or foreign language. Type II - Understand the purpose and knowledge of the conventions of organizing different types of texts disseminated by the media in English and / or foreign language. Type III - Act with respect to different med ia and is of the view text files on the same topic published in different media, aware of the power of language use in the media and therefore acted responsibly in society in English and / or foreign language. Communication Type I - Identif y the power and function of images in different media type II - Understanding th e media power in the forms of argument, persuasion and manipulation in the speec hes of occupational interest and political€debates and advertising disseminated by different media. Type III - act critically in all contexts to the different languages used in the media. Sheet Example 20: The Internet Core Generator: Information and Communication Technology (ICT) Field Reference: Stability and Change: the Society to the Universe (4) Topic: Networks & Technolo gy Culture Type I - Identifying different applications of the Internet in the artwo rk. Type II - Understanding the relationship between the Internet and media art (also called 'digital art' and 'interactive art'). Type III - Explore the walkin g movement and the virtual space - cyberspace - the notion of 'visits', taking i nto account the form of transit between sites, images, animations, multimedia an d comparing the experience with the movement in space is not virtual. Language T ype I - Identify the different structures of content available on the Internet n etwork in the occupational context in English and / or foreign language. Type II - Understanding the nature and structure of texts (such as expository and argum entative) conveyed via the Internet, connecting this information with other type

s of support in English or foreign language. Type III - Act in relation to conte nt available on the Internet network, outlining ideas, arguing, using critically selected information from different sources on the Internet in English and / or foreign language. Communication Type I - Identify compare the effect produced b y typographical signs and codes in different image content available online. Typ e II - Understanding the processes of receipt (electronic interaction / interact ion in real time) of texts / documents on the Internet. Type III - Act criticall y with different strategies for viewing and reading of texts available on the In ternet, becoming aware of the differences between them. 141 Competency Unit 6: Intervene on issues related to mobility and urban planning, m obilizing resources and linguistic communication in the recognition of functiona lity of various systems of planning, the existence of urban planning, employment opportunities in rural and urban contexts and cultural enrichment that flows ge nerated by interpreting them as factors that enhance the quality of life. Core G enerator: Urbanisation and Mobility (UM) Suggested Activities Field Reference Private context Themes Construction and Architecture Skills Participate in the planning and construction of buildings using their own termin ology and seeking to ensure conditions for the practice of leisure Example The works Sheet-Sample Evidence Criteria Sheet-Sample Evidence Criteria CLC 21 DR1 Professional context Urbanity and Rural Affairs DR2 Intervene in professional contexts considering rurality or urbanity that surroun d them and trying to derive benefits for the socio-professional integration The rural and urban heritage Sheet-Sample Evidence Criteria CLC 22 Institutional context DR3 Administration, Security and Territorial Identify systems of territorial administration and its integrated operation The networking equipment Sheet-Sample Evidence Criteria CLC 23

Macro-structural Mobilities Local and Global DR4 Relate mobility and migration with the spread of linguistic and cultural heritag e and its impact Migration Sheet-Sample Evidence Criteria CLC 24 142 Annex II SHEETS-EXAMPLE OF CRITERIA FOR EVIDENCE - AREA CULTURE, LANGUAGE, COMMUNICATION Sheet Example 21: The works Core Generator: Information and Communication Technology (ICT) Field Reference: Culture, Language, Communication in the private context (1) Topic: Urban Develop ment and Mobility (UM) Culture Type I - Identify the different needs of living spaces in the developmen t of leisure-time activities (eg, integration of green areas and other areas tha t may promote the development of sociability and conducting recreational activit ies). Type II - Understanding how different life styles correspond to different appropriations of living spaces. Type III - Exploring the relationship between t he history of architecture and projects designed by several architects with rega rd specifically to living spaces - with a focus on modern and contemporary archi tecture. Language Type I - Identify the terminology associated with the construc tion and architecture (eg, covered area, total area, m2, building design, permit s, specifications, etc.).. Type II - Interpreting successful readings of this ar ea,€learning the meanings of texts. Type III - Interact with other elements of the private context with a view to building a harmonious and architecture and ad apted to the demands of life and taste of each. Communication Type I - Identify, in communicative contexts, the reference deÍctica and its functionality. Type II - Find and organize information, aiming at the debate in the context of the p rivate work to be done, given the construction and architecture. Type III - Inte ract with workers and technicians, using appropriate terminology, taking into ac count the situation of communication, in order to meet the specifications. Sheet Example 22: The rural and urban heritage Core Generator: Urbanism and Mobile (a) Field Reference: Culture, Language, Comm unication in a professional context (2) Theme: Rural Policy and Urbanity Culture Type I - Identify employment sectors related to the growing rural herita ge and urban development by local authorities. Type II - Realizing the adequacy of training and professionalism in order to respond, so qualified, the new marke t needs by considering, for example, the range of training projects, with differ ent formats (academic or professional updating), in area of cultural tourism. Ty pe III - Exploring the relationship between the increasing demand for cultural t ourism projects 'cultural quarters' (zones concentrating various services and ev ents, often resulting in regeneration projects) and new employment opportunities . Language Type I - Identify some phonetic variants, lexical semantics and the P ortuguese language, through listening to "speak" of various regions and / or oth er Lusophone countries. Type II - Understanding through the interpretation of se veral readings, which the phenomena of inclusion and multiculturalism are also l inked to mastery of Portuguese and / or foreign. Type III - Interact using diffe rent language levels, according to the interlocutors and valuing differences in language, for a better socio-professional integration. Communication Type I - Id

entify different communication supports oral and written English and / or foreig n language. Type II - Differentiate utilities of literary texts from various tim es, through its characteristics. Type III - Interact in group, for example, thro ugh exposure or discussion, reinforcing the interest in preservation, balance an d dynamics of rural and urban. 143 Annex II SHEETS-EXAMPLE OF CRITERIA FOR EVIDENCE - AREA CULTURE, LANGUAGE, COMMUNICATION Sheet Example 23: The network equipment Core Generator: Urbanism and Mobile (a) Field Reference: Knowledge, Power and In stitutions in Culture, Language, Communication (3) Topic: Administration, Securi ty and Territorial Culture Type I - Identify different networks equipment (theaters, museums, libra ries, cinemas). Type II - Understand the functions of network equipment, includi ng: instruments of cohesion, development and qualification; platforms for cultur al dissemination and training of the public. Type III - Exploring the functions of network equipment by analyzing the operation of a particular network - for ex ample, Network Public Reading or Portuguese Museum Network. Language Type I - Id entifying and selecting terminology, according to the diversity of networks and devices, in English and / or foreign. Type II - Decoding information from differ ent types, such as texts produced at the level of road safety, road signs, formu lation of the highway code, etc.. Type III - Acting individually and / or collec tively, correctly applying the rules of verbal interaction in various situations of transgression road. Communication Type I - Identify and simulate different s ituations of communication for the use of different linguistic expressions in pr ivate context, eg, transport home / school / home, children and adolescents. Typ e II - Understanding the structure and intent of certain types of recommendation s, for example, the "Programme of action for road safety", or safety instruction s, disregard of rest time for professional drivers, alcohol consumption, etc.. T ype III - Interact, for example, through the production of texts in a formal lan guage, seeking to encourage institutions to improve the road infrastructure with a view to eliminating "black spots". Sheet Example 24: Migration Core Generator: Urbanism and Mobile (a) Field Reference: Stability and Change: t he Society to the Universe (4) Topic: Local and Global Mobilities Culture Type I - Identify different immigrant communities in Portugal and the ro ot causes of immigration. Type II - Linking the presence of immigrant communitie s with new trends in cultural and artistic expression (eg, rap and graffiti). Ty pe III - Exploring the extent to which cultural activities of various facilities and events include (or not) multiculturalism. Language Type I - identify differ entiating aspects of the various Portuguese speaking countries. Type II - Unders tanding and admire the linguistic richness of the Portuguese language, stressing centuries of contacts and developing their communicative nature. Type III - eng aging, through a discourse oral or written, showing the expansion and importance of the Portuguese language in the world. Communication Type I - Identify a map the countries where Portuguese is spoken. Type II - Understand the importance of Portuguese as a factor of unity among the people who speak it. Type III - engag ing, through articles for the media, emphasizing the language as essential to th e functioning of societies and relations between citizens. 144 Annex II SHEETS-EXAMPLE OF CRITERIA FOR EVIDENCE - AREA CULTURE, LANGUAGE, COMMUNICATION Competency Unit 7: Taking action in various contexts achieving identify key fact

ors affecting whether social change, and the evolution of individual trajectorie s and being able to mobilize science and knowledge on the institutional dynamics in order to formulate critical opinions towards various issues. Core Generator: Fundamental Knowledge (SF) Suggested Activities Field Reference Private context Themes Element Skills Intervene given that the individual pathways are affected by the possession of v arious resources, including skills in the culture, language and communication Example Individual and Project Sheet-Sample Evidence Criteria Sheet-Sample Evidence Criteria CLC 25 DR1 Professional context Process and Scientific Methods DR2 Act in professional contexts, using the knowledge in culture, language and commu nication Theory and experiment Sheet-Sample Evidence Criteria CLC 26 Institutional context DR3 Science and Public Dispute Formulate critical opinions, mobilizing knowledge and skills several cultural, l inguistic and communicative Intervention in public spaces Sheet-Sample Evidence Criteria CLC 27 Macro-structural Laws and Models Science DR4 Identify the key factors that influence social change, recognizing that change t he role of culture, language and communication Universe: Formation and interaction

Sheet-Sample Evidence Criteria CLC 28 145 Annex II SHEETS-EXAMPLE OF CRITERIA FOR EVIDENCE - AREA CULTURE, LANGUAGE, COMMUNICATION Sheet Example 25: Individual and project Core Generator: Fundamental Knowledge (SF) Field Reference: Culture, Language, C ommunication in the private context (1) Topic: Element (E) Culture Type I - Identify the various contexts that may affect the configuration of individual trajectories (families, schools, workplaces, networks of sociabil ity). Type II - Understand how the opportunities / non-formal contexts (those th at do not confer academic degrees) are one source of learning throughout life an d may contribute to the enhancement of cultural resources. Type III - Explore, f rom the very history of life and / or the other, to what extent the change in ow nership of one (or more) types of resources - economic, cultural, social - has a ffected the evolution of personal trajectory. Language Type I - Identify in memo irs, diaries, letters, pictures, items of an informative nature to express indiv idual and collective trajectories. Type II - Understanding in oral and written t exts, the individual or regional linguistic varieties. Type III - Act appropriat ely address the texts of oral or written, by developing the capacity for self-an alysis, understanding and acceptance of others. Communication Type I - Identify aspects of a given communication situation conveyed by the media, examples of in terpersonal relationships. Type II - Understanding through the viewing / reading of various media, the different intentions of the sender and the effects on the receiver, depending on the distinctive aspects of individual or contextual. Typ e III - Acting, using the information provided by the media, reporting on experi ences and learning for knowledge (s) of company (s) where Portuguese is spoken. Sheet Example 26: Theory and experiment Core Generator: Fundamental Knowledge (SF) Field Reference: Culture, Language,€ Communication in a professional context (2) Topic: Process and Scientific Method s (PMC) Culture Type I - Identify the methods and techniques to be employed in studies o f cultural issues - document analysis, surveys, interviews, participant observat ion, among others. Type II - Understanding the distinction between strategies of intensive and extensive research and how the objectives underlying the studies explain the choice of a and / or otherwise. Type III - Explore the benefits of s tudies of diagnostic components and prospecting for more effective functioning o f organizations, particularly in the area of intervention and cultural productio n. Language Type I - identify, in documents of narrative and / or description, i ncluding the literary canon, life stories illustrative of the value of professio nal experience. Type II - Understanding the roles of various elements integral t o the structure of narratives or other professional experiences. Type III - Prod uce oral and written statements, reporting their experiences and their complemen tarity with the theoretical knowledge acquired in formal education contexts. Com munication Type I - Identify communication situations conveyed by the media, ill ustrative of the theory - experience in a professional context. Type II - Unders tanding through the viewing / reading of various media, the complementarity of t heoretical knowledge and professional experience. Type III - Interact with the a id of information provided by the media, in order to demonstrate the complementa rity of theoretical knowledge and professional practices. 146 Annex II SHEETS-EXAMPLE OF CRITERIA FOR EVIDENCE - AREA CULTURE, LANGUAGE, COMMUNICATION Sheet Example 27: Interventions in public spaces

Core Generator: Fundamental Knowledge (SF) Field Reference: Knowledge, Power and Institutions in Culture, Language, Communication (3) Topic: Science and Public Dispute Culture Type I - Identify the controversies about artistic interventions in publ ic spaces the diversity of conceptions of what is art, urban design and heritage . Type II - Understanding, in several cases of artistic interventions in public spaces (parks, gardens, transport), the objectives and methods of ownership of i nterventions by different segments of the population. Type III - Explore the rel ationship between urban and cultural policies and the greater or lesser use of a rtistic interventions in public spaces, using inter alia the approach of an urba n design and cultural large. Language Type I - Identifying, selecting and organi zing information on the topic / topics for discussion, linguistic elements and n on-linguistic oral communication. Type II - Understand oral and written statemen ts, contending views on the topics discussed, taking into account functions, reg ulatory standards and codes used (linguistic, paralinguistic, and quinésicos pr oxemic). Type III - engaging publicly in order to defend views on topical issues in order to obtain the desired rhetorical effect, according to the specific cha racteristics of exposure of a subject and debate (organization and participation ). Communication Type I - Identifying information provided with means of mass co mmunication, related to current topics. Type II - Understanding the communicativ e intentions of the interlocutors and suitability to the situations and contexts , in debates on issues of cultural, scientific, socio-political and philosophica l. Type III - engaging publicly expressing their own viewpoints and evaluating t hose of others, using diverse materials and media. Sheet Example 28: Universe: Formation and interaction Core Generator: Fundamental Knowledge (SF) Field Reference: Stability and Change : the Society to the Universe (4) Topic: Laws and Models Science (CML) Culture Type I - Identify the key factors that influence social change throughou t history (physical environment, political, cultural factors). Type II - Underst and how cultural factors - including the systems of communication - influencing change, using the approach, for example, the invention of writing and the effect s of this communication system in the organization of societies. Type III - Expl ore the causes of accelerated social change in the modern period (expansion of i ndustrial capitalism, the development of science and rationalism, among others). Language Type I - Identify, in various texts of the field of education (entries of dictionaries and encyclopedias, scientific and technical papers), informatio n related to the theme.€Type II - Understanding, in texts of various kinds (sci entific, literary and others) views on the constitution of the universe and the interaction that governs. Type III - Produce oral and written texts, for the dis cussion of ideas about the universe and / or aesthetic enjoyment. Communication Type I - Identify communication situations related to the subject. Type II - Und erstand the views of stakeholders in communication situations conveyed by the me dia, on the issue of constitution of the universe and the interaction that chara cterizes it. Type III - Interact, using various media, in debates on the subject . 147