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KEY COMPETENCES AND OUTPUT PROFILE DESCRIPTORS IN THE DIDACTIC

COURSE PLAN

Every person needs skills that allows them to be part of society in a variety of ways. These abilities
may vary depending on the occasion, but more than one is usually put into practice at the same time.
In education, competences have been trained since its origins, however, attention nowadays focuses
on how these competences interact and how they can be applied in order to make students future
citizens.

It was The Council of Europe the institution that adopted a Recommendation on key
competences for lifelong learning in May 2018. This means setting, on a European basis, key
competences that everyone would need in order to be part of society, and are a combination of
knowledge, skills and attitudes.
Knowledge is composed of the concepts, facts and figures, ideas and theories which are already
established, and support the understanding of a certain area or subject.
Skills are defined as the ability to carry out processes and use the existing knowledge to achieve
results.
Attitudes describe the disposition and mindset to act or react to ideas, persons or situations.

These competences do not only affect the individual but are also part of that individual’s behaviour
in a range of social areas. The Recommendation identifies eight key competences essential to citizens
for personal fulfilment, a healthy and sustainable lifestyle, employability, active citizenship and social
inclusion.

On a regional basis, it is the Decree ____________, the one in which the interaction between
competences in Compulsory Secondary Education appears, doing the LOMLOE the same, on a
national basis.

These documents define the Output Profile Descriptors of the Key Competences, based on
European educational legislation, which are the core elements to establish the specific competences in
each area.

English as a Second Language contributes to the acquisition of Key Competences in the following
way:
Literacy competence (LC)
Competence in linguistic communication supposes interact orally, written, or multimodal in a
coherent and appropriate way in different settings and contexts and with different communicative
purposes. It implies consciously mobilizing the set of knowledge, skills and attitudes that allow us
to understand, interpret and critically assess oral, written, signed or multimodal messages, avoiding
the risks of manipulation and misinformation, as well as communicating effectively with other
people in a cooperative manner, creative, ethical and respectful.
Competence in linguistic communication constitutes the basis for one's own thinking and for the
construction of knowledge in all areas of knowledge. For this reason, its development is linked to
the explicit reflection on the functioning of the language in the specific discursive genres of each
area of knowledge, as well as to the uses of orality, writing or signing to think and to learn. Finally,
it makes it possible to appreciate the aesthetic dimension of language and enjoy literary culture.

Output Profile Descriptors:

CLC1. Express himself/herself orally, written, signed or multimodal with coherence, correctness,
and adaptation to the different social contexts, and participates in communicative interactions with
a cooperative and respectful attitude both to exchange information, create knowledge and transmit
opinions, as well as to build personal bonds.

CLC2. Understand, interpret and assess critically oral, written, signed or multimodal texts from
the personal, social, educational and professional fields to participate in different contexts in an
active and informed manner and to build knowledge.

CLC3. Locate, select and contrast information from different sources, evaluating its reliability
and relevance based on the reading objectives and avoiding the risks of manipulation and
misinformation, and integrates and transforms it into knowledge to communicate it adopting a point
of view creative, critical and personal as well as respectful of intellectual property.

CLC4. Read autonomously diverse works appropriate to his/her age, selecting the ones that best
suit his/her tastes and interests; appreciates literary heritage as a privileged channel for individual
and collective experience; and mobilizes his/her own biographical experience and his/her literary
and cultural knowledge to build and share his interpretation of the works and to create texts of
progressively complex literary intent.

CLC5. Put communicative practices at the service of democratic coexistence, the dialogue
resolution of conflicts and the equal rights of all people, avoiding discriminatory uses, as well as
abuses of power, to favor the not only effective but also ethical use of the different communication
systems.

Multilingual Competence (MC)

Multilingual competence implies using different languages, spoken or written, appropriately and
effectively for learning and communication. This competence implies recognizing and respecting
individual linguistic profiles and taking advantage of one's own experiences to develop strategies
that allow mediating and transferring between languages, including the classical ones, and, where
appropriate, maintaining and acquiring skills in the familiar language(s) and in the official
languages. It also integrates historical and intercultural dimensions aimed at knowing, valuing and
respecting the linguistic and cultural diversity of society with the aim of promoting democratic
coexistence.

Output Profile Descriptors:

MC1. Use effectively one or more languages, in addition to the family language or languages, to
respond to their communication needs, appropriately and appropriately both to their development
and interests and to different situations and contexts in the personal, social, educational and
professional fields.

MC2. Make transfers between different languages as a strategy to communicate and expand his
individual linguistic repertoire, based on his/her experiences,

MC3. Know, value and respect the linguistic and cultural diversity present in society, integrating
it into their personal development as a factor of dialogue, to promote social cohesion.

Mathematical and Science, Technology, and Engineering competence (STEM)

Mathematical literacy and science, technology, and engineering literacy (STEM literacy)
involves understanding the world using scientific methods, mathematical thinking and
representation, technology, and engineering methods to transform the environment committed,
responsible and sustainable.
Mathematical competence enables the development and application of mathematical perspective

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and reasoning in order to solve various problems in different contexts.
Competence in science entails understanding and explaining the natural and social environment,
using a body of knowledge and methodologies, including observation and experimentation, in order
to pose questions and draw evidence-based conclusions in order to interpret and transform the
natural world and the social context.
The competence in technology and engineering includes the application of the knowledge and
methodologies of the sciences to transform our society according to the needs or desires of people
in a framework of safety, responsibility and sustainability.

Output Profile Descriptors:

STEM1. Use inductive and deductive methods typical of mathematical reasoning in known
situations, and select and use different strategies to solve problems, critically analyzing the solutions
and reformulating the procedure, if necessary.

STEM2. Use scientific thinking to understand and explain the phenomena that occur around him,
relying on knowledge as the engine of development, asking questions and testing hypotheses through
experimentation and inquiry, using appropriate tools and instruments, appreciating the importance
of precision and veracity and showing a critical attitude about the scope and limitations of science.

STEM3. Plan and develop projects by designing, manufacturing and evaluating different
prototypes or models to generate or use products that provide a solution to a need or problem
creatively and as a team, seeking the participation of the entire group, peacefully resolving any
conflicts that may arise, adapting in the face of uncertainty and valuing the importance of
sustainability.

STEM4. Interpret and transmit the most relevant elements of scientific, mathematical and
technological processes, reasoning, demonstrations, methods and results clearly and precisely and
in different formats (graphs, tables, diagrams, formulas, diagrams, symbols...), taking advantage of
critically the digital culture and including the mathematical-formal language with ethics and
responsibility, to share and build new knowledge.

STEM5. Undertake scientifically based actions to promote physical, mental and social health,
and preserve the environment and living beings; and applies principles of ethics and safety in
carrying out projects to transform their immediate environment in a sustainable way, valuing their
global impact and practicing responsible consumption.

Digital Competence (DC)

Digital competence implies the safe, healthy, sustainable, critical and responsible use of digital
technologies for learning, for work and for participation in society, as well as the interaction with
them.
Includes information and data literacy, communication and collaboration, media literacy, digital
content creation (including programming), safety (including digital wellbeing and cybersecurity-
related skills), citizenship issues digital, privacy, intellectual property, problem solving, and
computational and critical thinking.

Output Profile Descriptors:

DC1. Perform internet searches according to criteria of validity, quality, timeliness and reliability,
critically selecting the results and archiving them, to retrieve, reference and reuse them, respecting
intellectual property.

DC2. Manage and use your personal digital learning environment to build knowledge and create
digital content, through information processing strategies and the use of different digital tools,
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selecting and configuring the most appropriate depending on the task and your lifelong learning
needs.

DC3. Communicate, participate, collaborate and interact by sharing content, data and information
through virtual tools or platforms, and responsibly manages their actions, presence and visibility on
the network, to exercise active, civic and reflective digital citizenship.

DC4. Identify risks and adopt preventive measures when using digital technologies to protect
devices, personal data, health and the environment, and to become aware of the importance and need
to make critical, legal, safe, healthy and sustainable use of said technologies. technologies.

DC5. Develop simple computer applications and creative and sustainable technological solutions to
solve specific problems or respond to proposed challenges, showing interest and curiosity about the
evolution of digital technologies and their sustainable development and ethical use.

Personal, Social and Learning to Learn Competence (PSLLC)

Personal, social and learning-to-learn competence implies the ability to reflect on oneself in order
to know oneself, accept oneself and promote constant personal growth; manage time and information
effectively; collaborate with others constructively; maintain resilience; and manage lifelong
learning.
It also includes the ability to deal with uncertainty and complexity; Adapt to changes; learn to
manage metacognitive processes; identify behaviors contrary to coexistence and develop strategies
to address them; contribute to the physical, mental and emotional well-being of oneself and of other
people, developing skills to take care of oneself and those around him through co-responsibility;
being able to lead a future-oriented life; as well as express empathy and address conflicts in an
inclusive and supportive context.

Output Profile Descriptors:

PSLLC1. Regulate and express their emotions, strengthening optimism, resilience, self-efficacy and
the search for purpose and motivation towards learning, to manage challenges and changes and
harmonize them with their own objectives.

PSLLC 2. Understand the health risks related to social factors, consolidates healthy lifestyles at a
physical and mental level, recognize behaviors contrary to coexistence and applY strategies to
address them.

PSLLC3. Understand proactively the perspectives and experiences of other people and incorporate
them into their learning, to participate in group work, distributing and accepting tasks and
responsibilities equitably and using cooperative strategies.

PSLLC 4. Make self-assessments about their learning process, looking for reliable sources to
validate, support and contrast the information and to obtain relevant conclusions.

PSLLC 5. Plan medium-term goals and develop metacognitive feedback processes to learn from
your mistakes in the knowledge construction process.

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 Citizenship Competence (CC)
Citizenship competence helps students to exercise responsible citizenship and fully participate
in social and civic life, based on an understanding of social, economic, legal and political concepts
and structures, as well as knowledge of current events. and active commitment to sustainability and
the achievement of global citizenship. It includes civic literacy, the conscious adoption of the values
of a democratic culture founded on respect for human rights, critical reflection on the great ethical
problems of our time and the development of a sustainable lifestyle in accordance with the Goals.
of Sustainable Development raised in the 2030 Agenda.

Output Profile Descriptors:

CC1. Analyze and understand ideas related to the social and civic dimension of their own identity,
as well as the cultural, historical and normative facts that determine it, demonstrating respect for the
rules, empathy, fairness and constructive spirit in the interaction with others in any context.

CC2. Analyze and assume the principles and value that emanate from the European integration
process, the Spanish Constitution and human and childhood rights, taking part in community
activities, such as decision-making or conflict resolution, with a democratic attitude, respect for
diversity, and commitment to gender equality, social cohesion, sustainable development and the
achievement of global citizenship.

CC3. Understand and analyze fundamental and current ethical problems, critically considering
their own values and those of others, and developing their own judgments to face moral controversy
with a dialogic, argumentative, respectful attitude and opposed to any type of discrimination or
violence.

CC4. Understand the systemic relationships of interdependence, eco-dependence and

interconnection between local and global actions, and adopts, in a conscious and motivated way, a
sustainable and eco-socially responsible lifestyle.

Entrepreneurship Competence (EC)

Entrepreneurial competence implies developing a vital approach aimed at acting on opportunities
and ideas, using the specific knowledge necessary to generate valuable results for other people. It
provides strategies that allow us to adapt our gaze to detect needs and opportunities; train thinking
to analyze and evaluate the environment, and create and rethink ideas using imagination, creativity,
strategic thinking and ethical, critical and constructive reflection within creative and innovation
processes; and awaken the willingness to learn, to take risks and face uncertainty. Likewise, it
implies making decisions based on information and knowledge and collaborating in an agile way
with other people, with motivation, empathy and communication and negotiation skills.

Output Profile Descriptors:

EC1. It analyzes needs and opportunities and faces challenges critically, taking stock of their
sustainability, assessing the impact they may have on the environment, to present innovative, ethical
and sustainable ideas and solutions, aimed at creating value in the personal, social and educational
spheres. and professional.

EC2. Assesses one's own strengths and weaknesses, making use of self-knowledge and self-efficacy
strategies, and understands the fundamental elements of economics and finance, applying economic
and financial knowledge to specific activities and situations, using skills that favor collaborative and
team work, to gather and optimize the necessary resources to put into action an entrepreneurial
experience that generates value.

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 EC3. Develops the process of creating ideas and valuable solutions and makes decisions, in a
reasoned manner, using agile planning and management strategies, and reflects on the process
carried out and the result obtained, to complete the process of creating innovative prototypes and
value, considering the experience as an opportunity to learn.

Cultural Awareness and Expression Competence (CAEC)

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

Output Profile Descriptors:

CCAC1. Know, appreciate critically and respect the cultural and artistic heritage, getting involved
in its conservation and valuing the inherent enrichment of cultural and artistic diversity.

CCAC 2. Enjoy, recognize and analyze autonomously the specificities and intentions of the most
outstanding artistic and cultural manifestations of heritage, distinguishing the media and supports,
as well as the languages and technical elements that characterize them.

CCAC3. Express ideas, opinions, feelings and emotions through cultural and artistic productions,
integrating their own body and developing self-esteem, creativity and a sense of their place in
society, with an empathetic, open and collaborative attitude.

CCAC4. Know, select and use creatively various media and supports, as well as plastic, visual,
audiovisual, sound or corporal techniques, for the creation of artistic and cultural products, both
individually and collaboratively, identifying opportunities for personal, social and work
development. as well as entrepreneurship.

The relation of the different Didactic Units, the Key competences and their output profile descriptors
are indicated in the General Overview of the Units, in section _______.