3.
3 RELATIONSHIP BETWEEN BASIC KNOWLEDGE, SPECIFIC COMPETENCIES, OPERATIONAL DESCRIPTIOS AND
EVALUATION CRITERIA
In this section of the paper, I will attach a table defining and relating the different concepts mentioned in the title.
Basic Knowledge Specific Competences Operational
descriptors
a. Plurilingualism 1. Understand and interpret the general 1.
- Reflection on strategies and techniques for responding effectively and with increasing meaning and most relevant details of texts
levels of fluency, appropriateness and correctness to a specific communicative need expressed clearly and in standard language,
looking for reliable sources and making use
despite the limitations arising from the level of competence in the foreign language and
of strategies such as inference of meaning,
in the other languages of one's own linguistic repertoire.
in order to respond to specific
o Use of linguistic and extra-linguistic resources which enable him/her to satisfy communicative needs.
more complex communicative needs, choosing the most appropriate strategies 2. Produce original, medium-length, simple
in a progressively autonomous manner according to the context and situation and clearly organized texts, using strategies
in each case. such as planning, compensation or self-
o Approach to commonly used strategies for identifying, organizing, retaining, repair, to express relevant messages
creatively, appropriately and coherently
retrieving and creatively using linguistic units (lexis, morphosyntax, sound
and to respond to specific communicative
patterns, etc.) on the basis of a comparison of the languages and varieties which purposes.
make up one's personal linguistic repertoire. 2.
3. Interact with others with increasing
o Classification of linguistic units using prior knowledge of the mother tongue autonomy, using cooperative strategies and
and other languages, where appropriate, in order to facilitate communication in employing analogue and digital resources,
the foreign language. to respond to specific communicative
- Commonly used strategies and tools for self-assessment, co-assessment and self-repair, purposes in exchanges respectful of the
rules of politeness.
analogue and digital, individual and cooperative.
4. Mediating in everyday situations between
o Participation in joint assessment tasks to gain an overview of the evolution of different languages, using simple strategies
the learning process of their peers, beyond their own. and knowledge aimed at explaining
o Revision of the message, reworking it on the basis of feedback received or own concepts or simplifying messages, in order
critical reading of it and formulation of corrective hypotheses for subsequent to transmit information effectively, clearly
communicative productions. and responsibly.
3.
5. Expand and use personal linguistic
- Specific expressions and lexis commonly used to exchange ideas about communication,
repertoires between different languages,
language, learning and communication and learning tools (metalanguage). reflecting critically on how they work and
becoming aware of one's own strategies and
Evaluation Criteria
CCL2, 1.1 Extract and analyze the overall meaning and main
ideas, and select relevant information from oral,
CCL3, CP1,
written and multimodal texts on everyday topics, of
CP2, personal relevance or of public interest close to the
learner's experience, expressed clearly and in the
STEM1,
standard language through a variety of media.
CD1, 1.2 Interpret and evaluate the content and discursive
features of progressively more complex texts from
CPSAA5,
the fields of interpersonal relations, social media
CCEC2 and learning, as well as literary texts appropriate to
the level of maturity of the learners.
1.3 Select, organize and apply the most appropriate
strategies and knowledge in each communicative
situation to understand the general meaning, the
CCL1, CP1,
essential information and the most relevant details
CP2, of texts; infer meanings and interpret non-verbal
elements; and search for, select and manage truthful
STEM1,
information.
CD2, 2.1 Orally express simple, structured, comprehensible,
coherent and coherent texts appropriate to the
CPSAA5,
communicative situation on everyday matters, of
CE1, personal relevance or of public interest close to the
student's experience, in order to describe, narrate,
CCEC3.
argue and inform, in different media, using verbal
and non-verbal resources, as well as planning,
control, compensation and cooperation strategies.
CCL5, CP1,
2.2 Write and disseminate medium-length texts with
CP2, acceptable clarity, coherence, cohesion, correctness
and appropriateness to the proposed
STEM1,
communicative situation, to the textual typology
- Basic comparison between languages on the basis of grammatical elements of the foreign knowledge, in order to improve the CPSAA3, and to the analogue and digital tools used on
language and other languages: origin and kinship response to specific communicative needs. everyday matters, of personal relevance or of public
CC3.
o Awareness of the interconnection between languages in the learner's personal 6. Critically assess and adapt to linguistic, interest close to the student's experience, respecting
cultural and artistic diversity from the intellectual property and avoiding plagiarism.
linguistic repertoire, and making comparisons after analysis of syntactic and
foreign language, identifying and sharing 2.3 Select, organize and apply knowledge and simple
semantic elements appropriate to the learner's level of proficiency. similarities and differences between strategies to plan, produce, revise and cooperate in
languages and cultures, in order to act the production of coherent, cohesive texts,
4. CCL5, CP1,
b. Interculturality empathetically and respectfully in appropriate to the communicative intentions,
intercultural situations. CP2, CP3, contextual characteristics, socio-cultural aspects
and textual typology, using the most appropriate
- The foreign language as a means of interpersonal and international communication, as a STEM1,
physical or digital resources depending on the task
source of information and as a tool for social participation and personal enrichment. CPSAA1, and the needs of the potential interlocutor to whom
o Recognition of the importance and therefore the need to master the foreign the text is addressed.
CPSAA3,
language in today's global world, as a basic tool for information, training and 3.1 Plan, participate and collaborate actively, through
communication and the establishment of school, personal and professional CCEC1. different media, in interactive situations on
relationships beyond their immediate environment and the borders of their own everyday topics of personal relevance or public
interest close to the students' experience, showing
country.
5. CP2, initiative, empathy and respect for linguistic
- Interest and initiative in carrying out communicative exchanges through different media politeness and digital etiquette, as well as for the
with speakers or learners of the foreign language: projects, language immersions, STEM1,
different needs, ideas, concerns, initiatives and
exchanges, among others. CPSAA1, motivations of the interlocutors.
- Sociocultural and sociolinguistic aspects of everyday life, living conditions and 3.2 Select, organize and use simple appropriate
CPSAA5,
interpersonal relationships; commonly used social conventions; non-verbal language, strategies for initiating, maintaining and
linguistic politeness and digital etiquette; culture, norms, attitudes, customs and values CD2. terminating communication, taking and giving the
floor, requesting and formulating clarifications and
specific to the countries where the foreign language is spoken. explanations, rephrasing, comparing and
- Extending the appropriate use of appropriate politeness in social exchanges. contrasting, summarising, collaborating, debating,
o Increased knowledge of the customs, social conventions, features of everyday problem solving and managing challenging
life, festivities and celebrations typical of the countries and cultures where the situations.
6. CCL5, CP3,
foreign language is spoken. 4.2 Infer and explain texts, concepts and short, simple
- Commonly used strategies for understanding and appreciating linguistic, cultural and CPSAA1, communications in situations in which diversity is
catered for, showing respect and empathy for the
artistic diversity, taking into account democratic values. CPSAA3,
interlocutors and for the languages used, and
o Increased knowledge of the historical, geopolitical and cultural features of the CC3, participating in the solution of problems of
countries where the foreign language is spoken, obtaining information from intercomprehension and understanding in the
different sources in traditional and digital media and making short explanatory CCEC1.
environment, using a variety of resources and
presentations on the data obtained. media.
4.2 Apply simple strategies that help to build bridges,
facilitate communication and serve to explain and

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- Commonly used strategies for detecting and acting against discriminatory uses of verbal
and non-verbal language: inappropriate politeness, the use of the feminine gender to
disqualify and make pejorative allusions, etc.
o Use of alternative expressions to name all persons equally without
discrimination.
c. Communication
- Self-confidence and initiative. Error as an integral part of the learning process.
o Analysis of errors in spoken and written messages produced and development
of simple self-correcting hypotheses based on the conclusions drawn from such
analysis.
- Progressively autonomous use of commonly used strategies for planning, executing,
monitoring and repairing comprehension, production and co-production of oral, written
and multimodal texts.
o Distinguishing types of comprehension (general meaning, essential
information, main points) and using strategies for understanding messages:
anticipating content through verbal and non-verbal context and situational
knowledge, identifying key words, anticipating ideas, identifying the speaker's
intention.
- Knowledge, skills and attitudes enabling mediation activities to be carried out in everyday
situations.
o Use of basic expressions to rephrase, summarize and clarify ideas to the
interlocutor.
- Application of commonly used contextual models and discourse genres in the
comprehension, production and co-production of oral, written and multimodal texts, short
and simple, literary and non-literary: characteristics and recognition of the context
(participants and situation), expectations generated by the context; organization and
structuring according to genre and textual function.
o Comprehension, individually or collectively, of oral, written and multimodal
texts of discursive genres.
o Commented reading and recitation of poems, recognizing the symbolic value
of poetic language and the meaning of the most important rhetorical devices.
simplify texts, concepts and messages, and that are
appropriate to the communicative intentions,
contextual characteristics and textual typology,
using physical or digital resources and supports
according to the needs of each moment.
5.1 Compare and argue the similarities and differences
between different languages, reflecting in a guided
way on how they work.
5.2 Use, in a creative and guided way, strategies and
knowledge to improve the ability to communicate
and learn the foreign language with the support of
other participants and analogue and digital media.
5.3 Record and reflect on progress and difficulties in
learning the foreign language, selecting the most
effective strategies to overcome these difficulties
and consolidate learning, carrying out activities for
planning one's own learning, self-assessment and
co-assessment, such as those proposed in the
European Language Portfolio (ELP) or in a learning
diary, making these progresses and difficulties
explicit and sharing them.
6.1 Act appropriately, empathetically and respectfully
in intercultural situations, building links between
different languages and cultures, rejecting any kind
of discrimination, prejudice and stereotyping in
everyday communicative contexts and proposing
simple solutions to those socio-cultural factors that
hinder communication.
6.2 Critically evaluate in relation to human rights and
adapt to the linguistic, cultural and artistic diversity
of the countries where the foreign language is
spoken, favoring, within their possibilities, the
development of a shared culture and a citizenship
committed to sustainability and democratic values.
6.3 Apply in a guided way strategies to defend and
appreciate linguistic, cultural and artistic diversity
in accordance with democratic values and
respecting the principles of justice, equity and
equality.
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 o Production of short texts of simple discursive genres, on paper or in digital
format, integrating different types of content.
- Effective use of commonly used linguistic units and meanings associated with these units
such as expression of entity and its properties, quantity and quality, space and spatial
relations, time and temporal relations, affirmation, negation, interrogation and
exclamation, usual logical relations.
- Expansion of lexis of common use and interest to pupils relating to personal
identification, interpersonal relationships, places and environments, leisure and free time,
health and physical activity, daily life, housing and home, climate and natural
environment, information and communication technologies, school system and training.
o Identification of synonyms, antonyms, "false friends" and words with common
prefixes and suffixes.
o Formulas and expressions.
- Commonly used spelling conventions and communicative meanings and intentions
associated with formats, patterns and graphic elements.
o Use of more complex rules of spelling and punctuation and recognition of their
importance in written communication as a characteristic element of the written
message in each language.
o Differentiation and use of spelling patterns according to different analogue or
digital formats.
- Application of commonly used conversational conventions and strategies, in synchronous
or asynchronous format, to initiate, maintain and terminate communication, take and give
the floor, ask for and give clarifications and explanations in short, coherent oral texts, in
a progressively autonomous manner, with appropriate pronunciation and intonation.
- Knowledge and the autonomous use of learning resources and strategies of common use
to search and select the information: dictionaries, consult books, libraries, digital and
informatically resources, etc.
- Respect to the intellectual property and author rights on the consulted sources and used
contents.
- Efficient use of the analogical and digital tools of common use for the oral, written and
multimodal comprehension, the production and the coproduction; and the visual
platforms of interaction, cooperation and educational collaboration (virtual classrooms,
videoconferences, digital collaborative tools…) for the learning, the communication and
the development of projects with speakers of students of the foreign language

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o Adequate use and independent of the virtual classrooms, forums and the
different social networks as a tool to obtain and to interchange of information
and the communication in the process of teaching-learning.

All the information from the table above was extracted from the Decree of the Comunidad de Madrid.

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