Stage objectives

a. Exercise democratic citizenship from a global perspective and develop a responsible civic conscience inspired by the values of the Spanish Constitution and human rights, fostering a sense of shared responsibility in building a just and equitable society. Develop and consolidate habits of discipline, study and individual and team work as a necessary condition for effective learning and as a means of personal development.

b. Develop personal, affective-sexual and social maturity in order to act respectfully, responsibly and independently, and to cultivate critical thinking. Anticipate, detect and peacefully resolve personal, family and social conflicts, including potentially violent situations.

c. Promote effective equality of rights and opportunities for women and men, critically analyse and assess existing inequalities, recognise and teach the role of women in history and foster real equality and non-discrimination based on birth, sex, racial or ethnic origin, disability, age, illness, religion or beliefs, sexual orientation, gender identity or any other personal or social condition or circumstance.

d. Strengthen the habits of reading, studying and self-discipline, as necessary conditions for effective learning and as a means of personal development.

e. Master both oral and written expression in Spanish and, where appropriate, in the co-official language of their autonomous community.

f. Express themselves fluently and accurately in one or more foreign languages.

g. Use information and communication technologies competently and responsibly.

h. Know about and critically assess contemporary world issues and their historical background, as well as the key factors of their evolution.

i. Access important scientific and technological knowledge and develop essential skills in their chosen field.

j. Understand the key elements and processes of scientific research and methods. Learn about and critically assess the impact of science and technology on living conditions, as well as developing sensitivity and respect for the environment.

k. Foster an entrepreneurial spirit by encouraging creativity, flexibility, initiative, teamwork, self-confidence and critical thinking.

l. Cultivate artistic and literary sensibilities, as well as aesthetic judgement, to develop cultural expertise and enrichment..

m. Use physical education and sport to promote personal and social development. Encourage taking up sport and physical activity to promote physical and mental wellbeing, and as a means of personal and social development.

n. Promote attitudes of respect and prevention in the context of safe and healthy mobility.

o. Promote a responsible and committed approach to fighting climate change and safeguarding sustainable development.

Performance descriptors

CCL1, CCL2, CCL3, CCL5, CP1, CP2, CP3, STEM1, CD1, CD3, CPSAA1.1, CPSAA3.1, CPSAA4, CC1, CC3, CCEC1, CCEC2 and CCEC3.2.

Specific competences

1. Understand and interpret both the overall meaning and key details of texts expressed clearly in standard language, drawing on reliable sources and applying strategies such as inferring meaning to meet specific communication needs.

 2. Produce original texts of increasing length that are coherent and well-organised, utilising strategies like planning, synthesis, compensating or self-correcting to express ideas and arguments creatively, appropriately and coherently in response to specific communicative objectives.

3. Engage in active interaction with others by demonstrating sufficient fluency, accuracy and spontaneity, employing cooperation strategies and utilising both analogue and digital resources to meet specific communicative needs while adhering to rules of courtesy.

4. Mediate between different languages or varieties, or between different modes or registers of the same language, using effective strategies and knowledge to explain concepts and opinions or simplify messages, in order to convey information clearly, accurately and responsibly, while fostering a positive environment that facilitates communication.

5. Expand and apply personal linguistic knowledge across different languages and varieties, reflecting critically on their function and becoming more aware of and sharing personal strategies and knowledge in order to better respond to specific communicative needs.

6. Critically evaluate and adapt to linguistic, cultural and artistic diversity in the foreign language, reflecting on and sharing similarities and differences between languages and cultures, in order to act empathetically, respectfully and effectively, and to promote mutual understanding in intercultural situations.

Assessment criteria

1.1. Extract and analyse the main ideas, relevant information and general implications of long, well-organised, moderately complex texts expressed clearly in standard language, whether oral, written or multimodal, on topics of personal relevance or public interest, both concrete and abstract, even in moderately noisy environments, by using a range of media.

1.2. Interpret and critically evaluate the content, purpose and discursive features of texts of determined lengths and complexity, especially academic texts, media texts and works of fiction, on general or specific topics of personal relevance or public interest.

1.3. Select, organise and apply the correct strategies and knowledge in order to understand both global and specific information, as well as distinguishing between implicit and explicit intentions and opinions (when clearly indicated) within a text. Infer meaning and interpret non-verbal elements and search for, select and compare information.

2.1. Orally express clear, coherent, and well-structured texts with sufficient fluency and accuracy on topics of personal relevance or public interest that are familiar to the student, adapting to the communicative situation and register, in order to describe, narrate, argue and inform. This should be done using verbal and non-verbal resources across different media, as well as planning, control, compensation and cooperation strategies.

2.2. Write and share detailed texts of determined lengths and complexity, with a clear structure, suited to the communicative context, text type and analogue and digital tools used. Avoid errors that could impede comprehension, organise and reformulate information from multiple sources coherently and justify their opinions on topics of personal relevance or public interest that are familiar to the student, making ethical use of language while respecting intellectual property and avoiding plagiarism.

2.3. Select, organise, and apply knowledge and strategies for planning, producing, revising and collaborating, to create clear, structured texts that match communicative intentions, context, socio-cultural aspects and text type, using the most suitable physical or digital resources depending on the task and real or potential audience.

3.1. Actively and assertively plan, participate in and collaborate on interactive tasks across different media related to matters of personal relevance or public interest that are familiar to the student, showing initiative, empathy and respect for linguistic courtesy and digital etiquette, as well as consideration for the diverse needs, ideas, concerns, initiatives and motivations of other speakers, and providing explanations, arguments and feedback.

3.2. Select, organise, and use appropriate strategies flexibly across different contexts to start, maintain and conclude conversations, to take and give turns, to ask for and provide clarifications and explanations, to rephrase, to compare and contrast, to summarise, collaborate, debate and solve problems and to handle challenging situations.

4.1. Interpret and explain texts, concepts and communication in situations where diversity must be taken into account, showing respect and appreciation for interlocutors and the languages, varieties or registers used. Participate in resolving common issues relating to intercomprehension and understanding, using a range of resources and media.

4.2. Apply strategies to help build bridges and facilitate communication, explaining and simplifying texts, concepts and messages aligned with communicative intentions, context, socio-cultural aspects and text type. Use physical or digital resources according to the task and the prior knowledge of the interlocutors.

5.1. Compare and analyse the similarities and differences between languages, reflecting on how they function and establishing links between them.

5.2. Improve communication skills and learn the foreign language by using strategies and knowledge in a creative and proactive way, with support from peers and analogue and digital resources.

6.1. Behave appropriately, empathetically and respectfully in intercultural situations, creating links between different languages and cultures, recognising and rejecting any form of discrimination, prejudice or stereotyping and proposing solutions to sociocultural factors that may hinder communication.

6.2. Critically evaluate the linguistic, cultural and artistic diversity in countries where the foreign language is spoken and adapt to it while taking human rights into account, encouraging the development of a shared culture and citizenship committed to sustainability and democratic and sustainable values.

6.3. Apply strategies to defend and appreciate linguistic, cultural and artistic diversity, while respecting eco-social and democratic values and upholding justice, equity and equality.

Basic skills

A. Communication

- Self-confidence, initiative and assertiveness. Self-repair and self-assessment strategies as a way of progressing in independent foreign language learning.

- Strategies for planning, executing, controlling and repairing the comprehension, production and coproduction of oral, written and multimodal texts.

- Knowledge, skills and attitudes that enable effective mediation in everyday situations.

- Communicative functions appropriate to the communicative domain and context: describing phenomena and events; giving instructions and advice; narrating past events, both one-time and routine; describing present situations and states and future events and predictions in the short, medium and long term; expressing emotions; giving opinions; presenting arguments; reformulating; presenting others’ opinions; summarising.

- Contextual models and discourse genres commonly used in the comprehension, production and co-production of oral, written, and multimodal texts, whether brief or extended, literary or non-literary. These include characteristics and recognition of context (participants and situation), the expectations set by the context and organisation and structuring according to genre and purpose of the text.

- Linguistic units and their associated meanings, including the expression of entities and their properties, as well as quantity, quality, space, spatial relations, time, temporal relations, affirmation, negation, interrogation, exclamation and logical relationships.

- Common and specialised vocabulary relevant to learners, including topics such as time and space; states, events and happenings; activities, procedures and processes; personal, social, academic and professional relationships; education, work and entrepreneurship; language and intercultural communication; science and technology; history and culture. This also includes strategies for lexical enrichment (derivation, lexical families, polysemy, synonymy, antonymy, etc.).

- Sound, accentual, rhythmic and intonation patterns, and the general communicative meanings and intentions associated with them. Basic phonetic alphabet.

- Spelling conventions and the communicative meanings and intentions associated with graphic formats, patterns and elements.

-Conversational conventions and strategies, in both synchronous and asynchronous formats, for initiating, maintaining and ending communication; taking and giving the floor; asking for and providing clarifications and explanations; reformulating; comparing and contrasting; summarising and paraphrasing; collaborating; negotiating meaning; detecting irony, etc.

- Learning resources and strategies for searching for, selecting and curating information from sources such as: dictionaries, reference books, libraries, media libraries, web tags, digital and computer resources, etc.

- Respect intellectual property and copyright when consulting sources and using content: bibliographic data management tools and resources to avoid plagiarism.

- Analogue and digital tools for the comprehension, production and co-production of oral, written and multimodal texts, virtual platforms for educational interaction, cooperation and collaboration (virtual classrooms, videoconferencing, collaborative digital tools, etc.) for learning, communication and project development with speakers or learners of the foreign language.

B. Multilingualism

- Strategies and techniques for responding effectively and with high levels of independence, appropriateness and accuracy to specific communicative needs, while overcoming limitations arising from one's level of competence in the foreign language and other languages in the student’s personal repertoire.

- Strategies for creatively identifying, organising, retaining, retrieving and using linguistic units (lexis, morphosyntax, sound patterns, etc.) by comparing the languages and varieties that are part of the student’s linguistic repertoire.

- Analogue and digital tools and strategies, both individual and collaborative, for self-assessment, peer assessment and self-correction.

- Specific expressions and vocabulary for discussing and sharing reflections about communication, language, learning and the tools that support them (metalanguage).

- Comparación sistemática entre lenguas a partir de elementos de la lengua extranjera y otras lenguas: origen y parentescos.

C. Interculturality.

- The foreign language as a means of communication and mutual understanding between peoples, as a gateway to other cultures and languages and as a tool for social participation and personal enrichment.

- Interest and initiative in participating in communicative exchanges through different media with speakers or learners of the foreign language, as well as in learning about the cultures of the countries where it is spoken.

- Sociocultural and sociolinguistic aspects related to social conventions, norms of politeness and registers; institutions, customs and rituals; values, norms, beliefs and attitudes; stereotypes and taboos; non-verbal language; history, culture and communities; interpersonal relations and globalization processes in countries where the foreign language is spoken.

- Strategies for recognising and valuing linguistic, cultural and artistic diversity, while keeping eco-social and democratic values in mind.

- Strategies for detecting, rejecting and addressing discriminatory uses of verbal and non-verbal language.