Miguel Ángel Villaverde Secundaria 2023

5. KEY COMPETENCES

5.1. Introduction
One of the key elements that the LOMLOE highlights is the treatment of key competences in
all areas of the curriculum. Its inclusion responds to the directions established by the Council
of Europe in its recommendations on key competences for lifelong learning in 2006 and 2018.
The UE identified eight key competences and encouraged its Member States to direct their
educational policies in this direction. The LOMLOE and the subsequent documents for
curricular concretion have followed these recommendations and have also linked key
st
competences with the main challenges of the 21 century, the UNESCO Key Drivers of
Curricular Change and the Sustainable Development Goals adopted by the United Nations in
2015, in order to make learning real, meaningful and relevant.

The course planning at hand is oriented towards the development of these eight key
competences. An emphasis is put on the development of the knowledge, skills and
attitudes which are cardinal in the learning process, and which are bound together in an
integrated approach oriented towards the application of the acquired knowledge. A fourth
dimension, the ability to learn, inextricably linked to the plurilingual competence and the
Learning to learn competence, is also crucial in the competency-based approach and its
relevance needs to be highlighted here. The concept of key competence refers, therefore,
to the way in which the students apply the acquired knowledge, skills and attitudes in order
to confront different situations. Consequently, the use of meaningful projects or tasks
seems to best accommodate to these principles since it is in the confrontation of
challenges in real situations that students need to put into practice all the resources at their
disposal (know, know-how, know-how to be and know how to learn).

EDUCATIONAL FIELD REAL WORLD

Application of the acquired knowledge, attitudes, and skills

-Competency-Based Approach –

Three fundamental ideas underpin this competency-based approach:

1. Transversality: since key competences are addressed in all subjects. Transversality
is an inherent condition to the Exit Profile since the acquisition of one key competence
contributes to the acquisition of the rest of competences.

2. Transference: since key competences are to be transferred and applied

3. Development: since key competences are not acquired at a fixed point in time
but developed progressively in a lifelong learning process. That´s why operative
descriptors in the Exit Profile have been included in the official curriculum with a
reference both to the end of the Primary education and to the end of Basic education, in
order to offer an account of the development of key competences with continuity,
coherence and cohesion.
Miguel Ángel Villaverde Secundaria 2023

Modern Foreign Languages, English / 3rd of ESO

5.2. Key competences in the official Spanish curriculum

Key competences are defined in RD217/2022 as the performance that is considered
essential for students to progress in their learning routes and to be able to deal with the
main global and local challenges.

Key Competences
✓ Eight key competences, which are further
EXIT PROFILE

specified in operative descriptors, give shape to what

For all subjects

is known as the Exit Profile - a tool that sets what

students are expected to know at the end of their
basic education and which represents the curriculum
Operative Descriptors cornerstone.
The operative descriptors of Key Competences
laid down in the Exit Profile are further specified in
For each Subject

the so-called Specific Competences, which are the

specifications now for each subject, which for the
(ENGLISH)

6 Specific Competences subject of English amount to 6, and which

represent the basis for the students ‘Competency-
Based Assessment. Therefore, they will be dealt
with in the Assessment section of this syllabus.

5.2.1 The Exit Profile

The eight key competences and their descriptors that form the end-of-basic education Exit
Profile are the following:
1. Competence in Linguistic Communication (CLC): it refers to the ability to interact in
oral, written, or multimodal contexts in a coherent and proper manner to achieve different
goals. It implies to deliberately activate knowledge, skills and attitudes to understand,
interpret and critically value oral, written and multimodal texts avoiding manipulation and
misunderstanding risks, as well as to efficiently communicate with others in a cooperative,
creative, ethical and respectful way. It is closely linked to the reflection on the functioning
of language, and it makes students able to appreciate languages and enjoy literary culture.
The strategies that will be used in order to promote the development of this competence
are: to work on the four language activities outlined in the curriculum and the CEFR
(production, reception, interaction and mediation) and develop their communicative
language competence by means of meaningful and relevant activities and situations, to
use audio-visual means and ICTs in an attempt to broaden their interaction with the
language and language users, to encourage reading habits through the “reading journal”
scheme and the use of research tools, to offer contact with the English language through
complementary and extracurricular activities, to promote the elaboration of public display of
students ‘work and to contribute to the ethic and democratic use of language for an equal
and tolerant coexistence.
The competence descriptors to which the subject of English contributes are five and are
summarized as follows:

CLC 1. Produces oral, written or multimodal texts and interacts cooperatively

CLC 2. Understands, interprets and values oral, written or multimodal texts
CLC 3. Finds, selects, and contrasts information from different sources with autonomy
and respect for intellectual property
CLC 4. Reads, appreciates, and produces literary works with autonomy
CLC 5. Uses communication in an ethical, democratic and tolerant way
Miguel Ángel Villaverde Secundaria 2023

2. Plurilingual competence (PC): it implies using different languages in an efficient and

correct manner for learning and communication. It shares the main objectives of the
competence in linguistic communication, that is, to be able to understand and express
themselves in a foreign language to meet specific communication needs. Besides, this
competence involves recognizing and respecting individual linguistic repertoires and take
advantage of one´s own experiences to develop strategies that allow to measure and
acquire skills in familiar and official languages.
Plurilingual competence also covers the pluricultural dimension since as social agents or
users of the language (CEFR) students are meant to take part in encounters with people
from other countries, overcoming the barriers that may arise from the differences between
them. Therefore, Plurilingual competence integrates the historical and intercultural
dimension oriented to know, value and respect the linguistic and cultural diversity in
society with the aim of fostering democratic coexistence and intercultural understanding.
The subject of English contributes directly to the Plurilingual competence since the
students are not learning a first language but adding another one to their already existing
linguistic repertoire (in common rather than separate linguistic compartments), strategically
developing their communicative competence and resorting to the bridges established
between the different linguistic systems to be able to communicate.
Plurilingual competence also covers the pluricultural dimension since as social agents or
users of the language (CEFR) students are meant to take part in encounters with people
from other countries, overcoming the barriers that may arise from the differences between
them. Therefore, Plurilingual competence integrates the historical and intercultural
dimension oriented to know, value and respect the linguistic and cultural diversity in
society with the aim of fostering democratic coexistence and intercultural understanding.
The strategies that will be used in order to promote the development of this competence
are: to use the linguistic repertoires in all written, spoken and multimedia forms with
efficiency and increasingly autonomy and self-reflection, exploit similarities between
languages, recognizing “false friends”, resorting to bilingual speech, to recognize signs and
words common to different languages, to promote the use of their plurilingual repertoire to
understand or convey messages, to reflect on the functioning on language using inductive
and deducting strategies and establishing differences and similarities between them, to
use strategies and tools such as self-assessment or peer-assessment individually or in a
team, to foster the use of metalanguage about the language, communication and learning,
to encourage reflection on their learning process through ELP or Learning Diary, and to
encourage respect for the linguistic and cultural diversity of societies through CLIL
activities and tasks.
The competence descriptors to which the subject of English contributes are three and
can be summarized as follows:

PC 1. Uses one or more languages, apart from the familiar one/s with efficiency

PC 2. Makes transferences between languages to communicate and broaden his/her

linguistic repertoire
PC 3. Knows, values and respects linguistic and cultural diversity
Miguel Ángel Villaverde Secundaria 2023

3. Mathematical Competence and Competence in Science, Technology and Engineering

(STEM): it refers to the ability to use numbers and mathematical reasoning in order to produce
and interpret information, know more about quantitative and spatial aspects of reality, solve
problems related to daily life and use logical thinking.
This competence refers to the ability to interact with the physical world for the improvement
and protection of the conditions of life itself, as well as the lives of men, women, and the
rest of living beings. It refers to the skills, and attitudes needed to value science, scientific
research, and the application of scientific knowledge to technological systems, that is, the
common uses of machines, tools and the development of new technologies associated to
industrial revolutions that have improved people's quality of life.
The strategies that will be used in order to promote the development of this competence
are: to use mind maps, graphs and diagrams to encourage logical thinking and reasoning,
activities for the development of an interest in science and technology as part of the
integrated content learning, use of currency and measures conversions, interpretation of
maps and statistics, or the methods used in scientific research (problem-solving,
experiments), rule induction, development of spatial intelligence.
The competence descriptor to which the subject of English contributes is one and can be
summarized as follows:
STEM 1. Uses inductive and deductive reasoning to solve problems

4. Digital competence (DC): it refers to the ability to search, collect, process, and
communicate information in different formats in a critical and systematic way. They should
also know the main computer applications and computer elements, and an understanding
of its unprecedented potential for communication. It implies the creative, critical and safe
use of information and communication technologies (ICTs) to become competent in a
digital environment and research information to find a solution to different questions, being
able to choose information sources critically and safely. Digital competent students can
participate and work in teams, contribute to knowledge development through the creation
of digital content, increasing their motivation and curiosity towards the learning process.

The strategies that will be used are: to use computer-based activities and encourage its
use as a research tool, to create digital content individually or cooperatively in different
platforms such as Padlet, Flipgrid, Teams or Vocaroo to produce content, or use ICTs to
find and analyze information with a critical sense.
The competence descriptors to which the subject of English contributes are two and can
be summarized as follows:
DC 1. Searches the Internet, selecting and storing information with a critical sense DC

DC2. Uses the digital PLE to learn and produce content through varied digital tools

5. Personal, social and learning to learn competence (PSLLC): It involves the ability to
reflect on oneself in order to know oneself, accept oneself and promote ongoing personal
growth; manage time and information effectively; collaborate with others constructively;
maintain resilience; and manage lifelong learning. It also includes the ability to cope with
uncertainty and complexity; adapt to change; learn to manage metacognitive processes;
identify behaviours that are contrary to coexistence and develop strategies to address
them; contribute to one's own and others' physical, mental and emotional well-being,
developing skills to care for oneself and those around one through co-responsibility; be
able to lead a future-oriented life; and express empathy and deal with conflict in an
inclusive and supportive context.
Miguel Ángel Villaverde Secundaria 2023

The strategies used are: to establish learning objectives for each lesson and review what
has been done, to model aloud thinking and verbal reasoning processes for students to
follow, to work on the use of reference materials (dictionaries, magazines, The Internet),
outlines, drafts, mind maps, to work cooperatively, and to make students aware of their
own learning process through error treatment, self and peer-evaluation, and the use of a
language portfolio and the elaboration of a grammar handbook and vocabulary mini-
dictionary.
The competence descriptors to which the subject of English contributes are three and
can be summarized as follows:

PSLLC 1. Manages emotions when confronting challenges

PSLLC 3. Knows how to learn from and work cooperatively with others in a group

PSLLC 5. Plans medium-term objectives and develops metacognitive feedback

processes to learn from mistakes

6. Citizenship competence (CC): it refers to the ability to understand the world we live in,
and participate in a responsible way in social and civic life, based on the comprehension of
social, economic, legal and political concepts and structures. It implies adopting the values of
democratic culture based on the respect for human rights, the reflection on the current ethical
problems of our time and the pursuit of a sustainable lifestyle, according to the sustainable
development goals which constitute the core of the 2030 Agenda.

The strategies used are: to foster respectful and democratic attitudes in oral
communication (presentations, debates, etc), to celebrate key days for the understanding
of crucial current issues, to favour the development of tolerant judgements through
different activities according to the SDG goals in the classroom, as in unit 6 “Rules of
justice”.
The competence descriptor to which the subject of English contributes is one and can be
summarized as follows:
CC 3. Understands current ethical issues and develops tolerant judgements

7. Entrepreneurship competence (EC): It involves developing a vital approach to acting

on opportunities and ideas, using the specific skills needed to generate outcomes of value
to others. It provides strategies to adapt one's outlook to detect needs and opportunities; to
train thinking to analyse and evaluate the environment, and to create and rethink ideas
using imagination, creativity, strategic thinking and ethical, critical and constructive
reflection within creative and innovation processes; and to awaken a willingness to learn,
to take risks and to face uncertainty. It also involves making decisions based on
information and knowledge and collaborating in an agile way with other people, with
motivation, empathy and communication and negotiation skills, to put ideas into action by
planning and managing sustainable projects with social, cultural and economic-financial
value.
The strategies that will be used are: to give them the possibility to choose on a regular
basis, foster creativity, imagination and initiative, praise good work, allow them to assume
responsibilities in the classroom and carry out sustainable tasks.
The competence descriptor to which the subject of English contributes is one and can be
summarized as follows:

EC 1. Analyzes needs and opportunities to present innovative and valuable ideas

Miguel Ángel Villaverde Secundaria 2023

Modern Foreign Languages, English / Verónica Opoteacher 3rd of ESO

8. Cultural awareness and expression competence (CAEC): involves understanding and

respecting how ideas, opinions, feelings and emotions are expressed and communicated
creatively in different cultures and through a wide range of artistic and cultural
manifestations. It also involves a commitment to understanding, developing and
expressing one's own ideas and sense of place or role in society. It also requires an
understanding of one's own evolving identity and cultural heritage in a world of diversity,
and an awareness that art and other cultural manifestations can be a way of looking at and
shaping the world.

The strategies that will be used are: to access literary works, display the artistic work of
the students in the classroom related to the English-speaking world, to attend a play, listen
to music, watch short films, access different artistic and cultural expressions and compare
them with their own, and to promote cultural exchanges.
The competence descriptors to which the subject of English contributes are three and
can be summarized as follows:

CAEC1.1.Values and respects cultural and artistic heritage and diversity

CAEC 2. Recognizes the main features of artistic and cultural heritage

CAEC 3. Expresses ideas or emotions through cultural and artistic productions,

developing self-esteem and creativity, with an open and collaborative attitude

5.2.2. Degree of contribution of the English subject to Key competences

The subject of English as a foreign language, as it is reflected in the operative descriptors

of the subject, contributes to a greater or lesser extent to all key competences in different
degrees as it can be seen in the chart below.

Degree of contribution
Competence in Linguistic Communication (CLC):
Plurilingual competence (PC):

Mathematical Competence and Competence in Science,

Technology and Engineering (STEM):
Digital competence (DC):

Personal, social and learning to learn competence

(PSLLC)
Citizenship competence (CC

Entrepreneurship competence (EC

Cultural awareness and expression competence (CAEC):

If we analyze the number of times the descriptors of each assessment criteria are mentioned (RD
217/2022) we will obtain the following information: CLC descriptors are mentioned 10 times, PC
descriptors are mentioned 15 times, DC and PSLLC descriptors are mentioned 5 and 8 times
respectively, STEM is mentioned 4 times, CC is mentioned 3 times, EC is mentioned 2 times and CAEC
is mentioned 3 times. I have given four dots for over ten descriptors of a specific competence mentioned
in all the assessment criteria, three dots for ten descriptors, two dots for between five and ten and one
dot for less than five descriptors.
Miguel Ángel Villaverde Secundaria 2023

6. SPECIFIC COMPETENCES for the subject of English

The specific competences constitute a link between, on the one hand, the learner's exit
profile and, on the other hand, the English contents and assessment criteria. They
represent a progression with respect to those acquired during Primary Education, which
will be the starting point for this new stage and will be developed on the basis of the pupils'
repertoires and experiences. This implies a broadening and deepening of the
communicative activities and strategies of comprehension, production, interaction, and
mediation, understood at this stage as language activities aimed at explaining concepts
and simplifying messages in order to facilitate mutual understanding and transmit
information. Progression also entails giving a more relevant role to reflection on the
functioning of languages and the relationships between the different languages in pupils'
individual repertoires. The specific competences of the Foreign Language subject also
include valuing and adapting to linguistic, artistic and cultural diversity among pupils so that
they learn to act empathetically and respectfully in intercultural communicative situations.
The specific competences for the subject and their contribution to key competences can be
seen below (Regional decree 82/2022 ANEX I).

1. Comprehension
To understand and interpret the general meaning and the most relevant details
of texts expressed clearly and in standard language, seeking reliable sources
and making use of strategies such as inference of meaning, in order to respond
to specific communicative needs.
Comprehension involves receiving and processing information. At the Compulsory Secondary
Education stage, comprehension is a communicative skill to be developed from oral, written
and multimodal texts on everyday topics, of personal relevance or of public interest close to
the students' experience, expressed clearly and using standard language. Comprehension, at
this level, involves understanding and interpreting texts and extracting their general meaning
and the most relevant details to meet their communicative needs. For this purpose, the
strategies most appropriate to the psycho-evolutionary development and needs of the learner
must be activated in order to reconstruct the representation of the meaning and sense of the
text and to formulate hypotheses about the communicative intention underlying such texts.
Among the most useful comprehension strategies for learners are inferring and extrapolating
meaning to new communicative contexts, as well as transferring and integrating the
knowledge, skills and attitudes of the languages which make up their linguistic repertoire. It
includes the interpretation of different forms of representation (writing, image, graphs, charts,
diagrams, sound, gestures, etc.), as well as contextual information (extra-linguistic elements)
and co-textual information (linguistic elements), which enable the initial hypothesis about the
intention and meaning of the text to be checked and alternative hypotheses to be put forward
if necessary. In addition to these strategies, the search for reliable sources, in both analogue
and digital media, is a very useful method for comprehension, as it allows information to be
contrasted, validated and supported, and relevant conclusions to be drawn from the texts. The
processes of comprehension and interpretation require dialogic communication contexts that
stimulate collaboration, the critical identification of prejudices and stereotypes of any kind, as
well as a genuine interest in ethnocultural differences and similarities

This specific competence is connected to the following Key competences´descriptors:

CLC 2. Understands, interprets and values oral, written or multimodal texts

CLC 3. Finds, selects, and contrasts information from different sources with autonomy
and respect for intellectual property
Miguel Ángel Villaverde Secundaria 2023

PC 1. Uses one or more languages, apart from the familiar one/s with efficiency

PC 2. Makes transferences between languages to communicate and broaden his/her

linguistic repertoire
STEM 1. Uses inductive and deductive reasoning to solve problems
DC 1. Searches the Internet, selecting and storing information with a critical sense

2. Production
To produce original, medium-length, simple and clearly organised texts, using
strategies such as planning, compensation or self-repair, to express relevant
messages creatively, appropriately and coherently and to respond to specific
communicative purposes.
Production encompasses oral, written and multimodal expression. At this stage, production should
lead to the writing and presentation of texts on everyday topics, of personal relevance or of public
interest close to the learner's experience, with creativity, coherence and appropriateness.
Production, in various formats and media, may include at this stage the presentation of a short
description or anecdote, a formal presentation of greater length, a simple argument or the writing
of texts expressing facts, concepts, thoughts, opinions and feelings, using digital and analogue
tools, as well as the advanced search for information on the Internet as a source of
documentation. In its multimodal format, production includes the joint use of different resources to
produce meaning (writing, image, graphics, charts, tables, diagrams, sound, gestures, etc.) and
the selection and application of the most appropriate one according to the task and its needs.
Activities linked to the production of texts fulfil important functions in the personal, social,
educational and professional spheres, and there is a specific civic value associated with them.
Skill in more formal productions in different media is not acquired naturally, but is a product of
learning. At this stage, productions are based on the learning of basic formal aspects of a more
linguistic, sociolinguistic and pragmatic nature; of the common expectations and conventions
associated with the genre used; of production tools; and of the medium used. Strategies for
improving production, both formal and informal, include planning, self- and co-assessment,
feedback, as well as monitoring, validation and compensation.

This specific competence is connected to the following Key competences´descriptors:

CLC 1. Produces oral, written or multimodal texts and interacts cooperatively PC 1.

Uses one or more languages, apart from the familiar one/s with efficiency

PC 2. Makes transferences between languages to communicate and broaden his/her

linguistic repertoire

STEM 1. Uses inductive and deductive reasoning to solve problems

DC 2. Uses the digital PLE to learn and produce content through varied digital tools
PSLLC 5. Plans medium-term objectives and develops metacognitive feedback
processes to learn from mistakes
EC 1. Analyzes needs and opportunities to present innovative and valuable ideas

CAEC 3. Expresses ideas or emotions through cultural and artistic productions,

developing self-esteem and creativity, with an open and collaborative attitude
Miguel Ángel Villaverde Secundaria 2023

3. Interaction
Interact with others with increasing autonomy, using cooperative strategies
and employing analogue and digital resources, to respond to specific
communicative purposes in exchanges respectful of the rules of politeness .
Interaction involves two or more participants in the construction of discourse. It is considered
the origin of language and comprises interpersonal, cooperative and transactional functions.
Interaction involves linguistic politeness and digital etiquette, verbal and non-verbal
elements of communication, as well as appropriateness to different registers and dialogic
genres, oral, written and multimodal, in synchronous or asynchronous environments. At this
stage of education, interactions are expected to deal with everyday topics of personal
relevance or public interest close to the learner's experience.This specific competence is
central to learning as it includes strategies for cooperation, initiating, maintaining or
concluding conversations, giving and taking turns, as well as strategies for asking questions
with the aim of seeking clarification or repetition. Furthermore, learning and applying the
rules and principles governing linguistic politeness and digital etiquette prepare students for
democratic, responsible, respectful, inclusive, safe and active citizenship.

This specific competence is connected to the following Key competences´descriptors:

CLC 5. Uses communication in an ethical, democratic and tolerant way

PC 1. Uses one or more languages, apart from the familiar one/s with efficiency

PC 2. Makes transferences between languages to communicate and broaden his/her

linguistic repertoire
STEM 1.Uses inductive and deductive reasoning to solve problems
PSLLC 5. Plans medium-term objectives and develops metacognitive feedback processes to
learn from mistakes

CC 3. Understands current ethical issues and develops tolerant judgements

4. Mediation
To mediate in everyday situations between different languages, using simple
strategies and knowledge aimed at explaining concepts or simplifying
messages, to convey information effectively, clearly and responsibly.
Mediation is the language activity of explaining and facilitating the understanding of messages or
texts through strategies such as rephrasing, either orally or in writing. In mediation, learners must
act as social agents responsible for building bridges and helping to construct or express
messages in a dialogical way, not only between different languages, but also between different
modalities or registers within the same language. In Compulsory Secondary Education,
mediation focuses mainly on the role of language as a tool for resolving challenges arising from
the communicative context, creating spaces and conditions conducive to communication and
learning; on cooperation and encouraging the participation of others in constructing and
understanding new meanings; and in the transmission of new information in an appropriate,
responsible and constructive way, being able to use both conventional media and virtual
applications or platforms to translate, analyse, interpret and share content which, at this stage,
will deal with everyday matters, of personal relevance or of public interest close to the students'
experience. Mediation facilitates the development of learners' strategic thinking, in that it involves
them choosing the most appropriate skills and strategies from their repertoire to achieve effective
communication, but also to encourage their own and other people's participation in cooperative
environments of information exchange. It also involves
Miguel Ángel Villaverde Secundaria 2023

recognising the resources available and promoting the motivation of others and empathy,
understanding and respecting the different motivations, ideas and personal circumstances of
the interlocutors and harmonising them with one's own. Therefore, students are expected to
show empathy, respect, critical spirit and ethical sense, as key elements for adequate
mediation at this level.

This specific competence is connected to the following Key competences´descriptors:

CLC 5. Uses communication in an ethical, democratic and tolerant way

PC 1. Uses one or more languages, apart from the familiar one/s with efficiency

PC 2. Makes transferences between languages to communicate and broaden his/her

linguistic repertoire
PC 3. Knows, values and respects linguistic and cultural diversity

STEM 1. Uses inductive and deductive reasoning to solve problems

PSLLC 1. Manages emotions when confronting challenges

PSLLC 3. Knows how to learn from and work cooperatively with others in a group
CAEC 1. Values and respects cultural and artistic heritage and diversity

5. Reflection over language (within plurilingualism)

To expand and use the personal linguistic repertoires across languages,
reflecting critically on how they work and becoming aware of one's own
strategies and knowledge, in order to improve the response to specific
communicative needs.
The use of the linguistic repertoire and reflection on its functioning are linked to the plurilingual
approach to language acquisition. The plurilingual approach is based on the fact that pupils'
experiences with the languages they know serve as a basis for extending and improving their
learning of new languages and help them to develop and enrich their plurilingual linguistic
repertoire and their curiosity and cultural awareness. In Compulsory Secondary Education, pupils
deepen this reflection on languages and establish relationships between the different languages in
their individual repertoires, analysing their similarities and differences in order to broaden their
knowledge and strategies in the languages of which they are composed. In this way, the learning
of new languages is encouraged and communicative competence is improved. Reflection on
languages and how they work implies that learners understand their relationships and also helps
them to identify their own strengths and weaknesses in the linguistic and communicative domain,
becoming aware of their own knowledge and strategies and making them explicit. In this sense, it
also involves the implementation of skills to cope with uncertainty and to develop a sense of
initiative and perseverance in achieving objectives or making decisions.
In addition, knowledge of different languages enables the linguistic diversity of society to be
valued as an enriching and positive aspect. The selection, configuration and application of
both analogue and digital devices and tools for the construction and integration of new
content on one's own linguistic repertoire can facilitate the acquisition and improvement of the
learning of other languages.

This specific competence is connected to the following Key competences´descriptors:

PC 2. Makes transferences between languages to communicate and broaden his/her
linguistic repertoire
STEM 1. Uses inductive and deductive reasoning to solve problems
Miguel Ángel Villaverde Secundaria 2023

PSLLC 1. Manages emotions when confronting challenges

PSLLC 5. Plans medium-term objectives and develops metacognitive feedback processes to
learn from mistakes
DC 2. Uses the digital PLE to learn and produce content through varied digital tools

6. Interculturality
To critically evaluate and adapt to linguistic, cultural and artistic diversity
based on the foreign language, identifying and sharing similarities and
differences between languages and cultures, in order to act in an empathetic
and respectful way in intercultural situations.
Interculturality involves experiencing the linguistic, cultural and artistic diversity of society by
analysing and benefiting from it. In Compulsory Secondary Education, interculturality, which
fosters understanding with others, deserves specific attention in order to make it part of
students' experience and to prevent their perception of this diversity from being distorted by
stereotypes and being the source of certain types of discrimination. Critical appraisal and
accommodation of diversity should enable learners to act empathetically and respectfully in
intercultural situations.
Awareness of diversity provides students with the possibility of relating to different cultures. It
also fosters the development of artistic and cultural sensitivity, and the ability to identify and
use a variety of strategies that enable them to establish relationships with people from other
cultures. The intercultural situations that may arise at this stage during foreign language
teaching allow pupils to open up to new experiences, ideas, societies and cultures, showing
interest in what is different; to relativise their own perspective and their own system of cultural
values; and to distance themselves from and avoid attitudes based on any kind of
discrimination or reinforcement of stereotypes. All of this oriented towards the objective of
developing a shared culture and a citizenship committed to sustainability and democratic
values.

This specific competence is connected to the following Key competences´descriptors:

CLC 5. Uses communication in an ethical, democratic and tolerant way

PC 3. Knows, values and respects linguistic and cultural diversity
PSLLC 1. Manages emotions when confronting challenges
PSLLC 3. Knows how to learn from and work cooperatively with others in a group
CC3. Understands current ethical issues and develops tolerant judgements
CAEC C Values and respects cultural and artistic heritage and diversity
Miguel Ángel Villaverde Secundaria 2023

7. CONTENTS (BASIC KNOWLEDGE)

7.1 Definition and Legal Framework

Basic Knowledge is described in article 2.e. of RD 217/2022 as the

combination of knowledge, skills and attitudes that form the contents which
contribute to the achievement of specific competences. Contents are a
means to reach the objectives and competences and not an end in itself.

The contents for the subject of English as a Foreign Language are described in
Royal Decree 217/2022, and the regional decree_____ which establish the
curriculum