Specific Competencies
SC1. Comprehension
Evaluation Criteria
1.1. Extract and analyze the main ideas, relevant information, and
general implications of texts of some length, well-organized and
Understand and interpret the
of some complexity, oral, written, and multimodal, on topics of
main ideas and basic arguments personal relevance or public interest, both concrete and abstract,
of texts expressed in standard
expressed clearly and in standard language, even in moderately
language, seeking reliable
noisy environments, through various supports.
sources and using inference and
meaning-checking strategies to
1.2. Interpret and critically assess the content, intention, and
respond to communicative
discursive features of texts of some length and complexity, with
needs.
special emphasis on academic texts and media texts, as well as
Leaver Profile: CCL2, CCL3,
fiction texts, on general or more specific topics of personal
CP1, CP2, STEM1, CD1,
relevance or public interest.
CPSAA4.
1.3. Select, organize, and apply appropriate strategies and
knowledge to understand global and specific information, and
distinguish intention and opinions, both implicit and explicit (as
long as they are clearly expressed), of the texts; infer meanings
and interpret non-verbal elements; and search, select, and
contrast information.
SC2. Production (written and
oral)
Produce original texts of
increasing length, clear, wellorganized, and detailed, using
strategies such as planning,
synthesis, compensation, or
self-repair, to express ideas and
arguments creatively,
appropriately, and coherently,
according to specific
communicative purposes.
Leaver Profile: CCL1, CCL5,
CP1, CP2, STEM1, CD1, CD3,
CPSAA4, CCEC3.
2.1. Express orally with sufficient fluency and accuracy, clear,
coherent, well-organized texts, appropriate to the communicative
situation and in different registers on topics of personal relevance
or public interest known to the students, for the purpose of
describing, narrating, arguing, and informing, using verbal and
non-verbal resources, as well as planning, control, compensation,
and cooperation strategies.
2.2. Write and disseminate detailed texts of some length and
complexity with a clear structure, appropriate to the
communicative situation, textual typology, and analog and digital
tools used, avoiding errors that hinder or prevent comprehension,
reformulating and organizing information and ideas from various
sources coherently, and justifying personal opinions on topics of
personal relevance or public interest known to the students,
making ethical use of language, respecting intellectual property,
and avoiding plagiarism.
2.3. Select, organize, and apply planning, production, revision,
and cooperation strategies to compose texts with clear structure,
appropriate to communicative intentions, contextual
characteristics, sociocultural aspects, and textual typology, using
the most appropriate physical or digital resources according to the
task and real or potential interlocutors.
SC3. Interaction
Actively interact with others with
sufficient fluency and precision
and with spontaneity, using
cooperation strategies and
employing analog and digital
resources to respond to
communicative purposes in
3.1. Plan, participate, and collaborate assertively and actively,
through various supports, in interactive situations on topics of
personal relevance or public interest known to the students,
showing initiative, empathy, and respect for linguistic courtesy
and digital etiquette, as well as for the different needs, ideas,
concerns, initiatives, and motivations of interlocutors, and
providing explanations, arguments, and comments.
exchanges that respect courtesy 3.2. Select, organize, and use, flexibly and in different
norms.
environments, appropriate strategies to initiate, maintain, and end
Leaver Profile: CCL5, CP1,
communication, take and give turns, request and formulate
CP2, STEM1, CPSAA3.1, CC3. clarifications and explanations, reformulate, compare and
contrast, summarize, collaborate, debate, solve problems, and
manage challenging situations.
SC4. Mediation
Mediate between different
languages or varieties, or
between modalities or registers
of the same language, using
effective strategies and
knowledge aimed at explaining
concepts and opinions or
simplifying messages, to
transmit information effectively,
clearly, and responsibly, and
create a positive atmosphere
that facilitates communication.
Leaver Profile: CCL5, CP1,
CP2, CP3, STEM1, CPSAA3.1.
SC5. Reflection over language
Expand and use personal
linguistic repertoires across
different languages and
varieties, critically reflecting on
their functioning, and making
explicit and sharing strategies
and personal knowledge to
better respond to
communicative needs.
Leaver Profile: CP2, STEM1,
CD3, CPSAA1.1.
SC6. Interculturality
Critically evaluate and adapt to
linguistic, cultural, and artistic
diversity through the foreign
language, reflecting on and
sharing the similarities and
differences between languages
and cultures, to act respectfully
and effectively, and to promote
mutual understanding in
intercultural situations.
Leaver Profile: CCL5, CP3,
CPSAA1, CPSAA3, CC3,
CCEC1.
4.1. Interpret and explain texts, concepts, and communications in
situations where addressing diversity is necessary, showing
respect and appreciation for interlocutors and for the languages,
varieties, or registers used, and participating in solving common
intercomprehension and understanding problems, using various
resources and supports.
4.2. Apply strategies that help build bridges, facilitate
communication, and serve to explain and simplify texts, concepts,
and messages, appropriate to communicative intentions,
contextual characteristics, sociocultural aspects, and textual
typology, using physical or digital resources and supports
according to the task and prior knowledge of interlocutors.
5.1. Compare and argue the similarities and differences between
different languages by reflecting on their functioning and
establishing relationships between them.
5.2. Use creatively and with initiative strategies and knowledge to
improve the ability to communicate and learn the foreign
language with the support of other participants and analog and
digital supports.
5.3. Record and reflect on the progress and difficulties in learning
the foreign language, selecting the most appropriate and effective
strategies to overcome these difficulties and consolidate learning,
performing activities of planning one's learning, self-assessment,
and co-assessment, such as those proposed in the European
Language Portfolio (ELP) or in a learning diary, making these
progress and difficulties explicit and sharing them.
6.1. Act appropriately and respectfully in intercultural situations by
building bridges between different languages and cultures,
analyzing and rejecting any form of discrimination, prejudice, and
stereotype, and resolving sociocultural factors that hinder
communication.
6.2. Critically value the linguistic, cultural, and artistic diversity of
countries where the foreign language is spoken, adapting to it and
promoting the development of a shared culture.
6.3. Apply strategies to defend and appreciate linguistic, cultural,
and artistic diversity.
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