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OBJETIVOS, CONTENIDOS Y CRITERIOS DE EVALUACldN

Objectives

LEGISLATIVE ANNEX FOR THE AUTONOMOUS COMMUNITY OF ANDALUCIA According to Organic Law 2/2006, of May 3rd, about Primary Education, (LOE), these are the general objectives for Primary Education: a) To know, assess and apply values and norms in society, learn to act according to them, be ready to act like a citizen, respecting human rights and accepting pluralism in a democratic society. b) To develop individual and collective work habits, to able to make efforts and take responsibility for studying as well as to develop self-confidence, critical sense, personal initiative, curiosity, interest and creativity in learning. c) To acquire abilities to prevent and peacefully solve problems, which allow them to act with autonomy within the family context as well as with other social groups which relate to them. d) To know, understand and respect the different cultures and personal differences, equal rights and opportunities between men and women, and reject discrimination against people with disabilities. e) To know and use the Spanish language in a proper way, and, in case there is one, the language specific to the Autonomous Community, and develop reading habits. f) To acquire in at least one foreign language the basic communicative competence which allows them to express and understand basic messages and cope with every day situations. g) To develop the basic mathematics competences, initiate students in the solution of problems which require elemen­ tary operations in calculus, geometric knowledge and estimations, and to be able to apply them in everyday life. h) To know and value the social, natural and cultural environment, as well as opportunities to protect it. i) To initiate students in the use of information and communication technologies, developing critical sense regarding obtained messages and those produced by them. j) To use different artistic presentations and expressions, developing sensitivity for aesthetics and creativity, and to initiate students in the production of visual activities. k) To value the importance of hygiene and health, to accept one's own body and the body of others, respect the differences and use physical education and sports to favour the personal and social development. I) To know and value animals related to the human being and adopt behaviours which favour taking care of those. m) To develop emotional abilities in all aspects of their personality and in social relations as well as an attitude against violence and all kinds of prejudices and sexist stereotypes. n) To foster vial education and respect traffic regulations to prevent traffic accidents. Additionally and according to Decree 230/2007, of July 31st, the following general objectives specific tothe Auto­ nomous Community of Andalucia should be added to the previously referred objectives: a) To develop self-confidence, critical sense, personal initiative, entrepreneurial spirit and the ability to learn, plan, assess risks, make decisions and take responsibilities. b) To know and value the natural and cultural heritage of Andalucia, actively contribute to its preservation and improvement, and to respect its linguistic and cultural diversity as a feature of communities and individuals, developing interest and respect for it. c) To know and appreciate peculiarities of the Andalusian language modality considering its diversity. d) To know and respect the cultural reality of Andalucia, considering it as a meeting point for cultures. GENERAL OBJECTIVES FOR LANGUAGES IN PRIMARY EDUCATION General objectives are based on Decree 230/2007, and they are formulated in terms of capacities, which will have to be acquired by students at the end of Primary Education. The teaching of the foreign language at this stage will aim to develop the following skills: 1.To listen and understand messages in a variety of verbal interactions, using the information transmitted to the performance of specific tasks related to their diverse experience. 2. To express and interact verbally in simple and routine situations that have a familiar content and development, using verbal and non-verbal procedures and adopting an attitude of respect and cooperation. 3. To write texts with different purposes on topics previously treated in the classroom and with the help of models. 4. To read and understand a variety of texts, related to their experiences and interests, drawing general and specific information according to a previous purpose. 5. To learn to use with progressive autonomy all means at their disposal, including new technologies, to obtain in­ formation and to communicate in a foreign language.

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6. To value the foreign language and languages in general as means of communication and understanding between people of different backgrounds and cultures and as a learning tool for different contents. 7. To show a receptive attitude and confidence in the ability of learning and using a foreign language. 8. To use the knowledge and experience with other languages for a quicker, more efficient and independent acqui­ sition of the foreign language. 9. To identify phonetic aspects of rhythm, intonation and accentuation, as well as linguistic structures and lexical aspects of foreign language and use them as basic elements of communication.

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OBJETIVOS, CONTENIDOS Y CRITERIOS DE EVALUACldN

CONTENTS AND EVALUATION CRITERIA

According to Decree 230/2007 of July 31st, these are Contents and Evaluation Criteria for the First, Second and Third Cycle of Primary Education for English as a foreign language in the Autonomous Community of Andalucia.

FIRST CYCLE CONTENTS Block I.T o listen, speak and interact -

Understanding simple oral messages to participate in classroom activities.

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Listening and understanding simple messages from a variety of multimedia and ICT resources.

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Interacting in authentic or simulated situations using verbal and non-verbal communication with the help of routines.

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Speaking using previously known language and actively participating in classroom routines, role-plays, songs, chants and dramatizations.

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Developing basic strategies to improve oral comprehension and expression: using visual and non-verbal clues, as well as previous knowledge about the topic or the communicative situation drawing from languages they already know.

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Valuing the foreign language as a communicative tool to communicate with other people.

Block 2. To read and write -

Reading and understanding words and simple phrases, which have previously been seen in real or simulated interactions.

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Using basic reading strategies, such as: using the visual and verbal context and previous knowledge about the subject or the situation drawing from languages they already know.

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Writing words or phrases, which have previously been seen in real or simulated interactions and reading them later to transmit and share information or for enjoying the text.

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Initiating students in the use of educational computer applications to read and write simple messages.

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Showing interest and care in the presentation of texts

Block 3. Knowledge of language Linguistic knowledge

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Introducing some phonetic features, rhythm, tone and intonation patterns of the foreign language and using them in oral communication.

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Identifying and using new words and structures in the foreign language that have already been used inclass.

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Relating written form, pronunciation and meaning of new words following written models that represent known oral expressions.

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Getting familiar with the use of basic communicative strategies using a model: selecting audience, purpose and content of text.

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Showing interest in using the foreign language in a variety of situations.

Reflecting on learning

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Using different skills and procedures, for example, repetition, memorization, association of words and expressions, gestures and visual prompts, as well as observation of models to learn new words and structures.

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Using reading sources in a progressive way to find information and being aware of the possibilities offered by information and communication technologies.

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Developing student confidence in their own abilities to learn another language and appreciating collaborative learning.

Block 4. Sociocultural aspects and intercultural aw areness -

Recognizing and learning basic social exchanges in the foreign language.

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Developing a receptive attitude towards people who speak a foreign language and belong to a different culture.

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EVALUATION CRITERIA 1. To be able to participate in highly guided oral exchanges about well-known topics in easily predictable situations. What is assessed here is the students'ability to give simple answers following requests, instructions or information received. Oral interactions will be based on well-known topics, that have already been seen in class or things related to their immediate communicative needs, such as greetings and saying goodbye, introducing themselves, talking about likes and dislikes, in familiar communicative situations such as routines, habits, classroom language, role-plays, chants or songs. Active participation in class will also be valued. 2. To be able to understand the global meaning and to identify specific information in oral texts, with the support of verbal and non-verbal clues. What is assessed here is the students'capacity to progressively understand the general meaning of an oral mes­ sage in face to face situations, with the help of gestures and miming and the necessary repetition, identifying and understanding basic words and expressions, related to the classroom activity or the school. 3. To be able to read and understand words and simple phrases previously presented in oral form, related to familiar and interesting topics. What is assessed here is the ability to read, also reading aloud, and to be able to understand words and short phrases, previously practised orally, in any type of activity. Reading will be supported through visual and verbal clues related to the context and will be part of enjoyable and communicative activities. 4. To be able to write words and expressions already practised, using models and with a specific communicative aim. What is assessed here is whether students are able to produce simple words and phrases already used orally and frequently and repeatedly used in class. Students write following a model and they should write as part of a specific and communicative task, for example, writing a note, producing a poster, a birthday card or completing a song or poem. 5. To be able to identify and reproduce sounds, rhythm, tone and intonation patterns of items used within specific communicative contexts. What is assessed here is the students'ability to recognize and reproduce sounds, rhythm, tone and intonation when they are actively listening, repeating and anticipating expressions while reading aloud, always following models. 6 . To be able to use basic learning to learn strategies such as: asking for help, using body language to communicate,

using picture dictionaries and identifying personal strategies to help them learn. What is assessed here is the use of basic strategies that assist students in their learning process, such as the use of visuals or gestures, asking for help, clarifications and the use of picture dictionaries, as well as assessing their own progress in a very simple way. 7. To show interest and curiosity in learning the new language and to be aware of the importance of linguistic diversity as an enriching experience. What is assessed here is if students participate, work and show interest in learning the foreign language, as well as raising their awareness of the importance of learning new languages to communicate to foreign people and appreciate linguistic diversity as an enriching element for the community.

SECOND CYCLE CONTENTS Block l.T o listen, speak and interact -

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Listening and understanding spoken messages of progressive complexity, as instructions or explanations, guided oral interactions or recordings in audiovisual and digital format in order to extract any specific and comprehensive information. Verbally communicating in real or simulated situations giving verbal and non-verbal responses that require a choice between a limited repertoire of possibilities, in progressively less targeted contexts. Producing oral texts, previously known through active participation in songs, plays, recitations and interactions either guided or previously prepared with additional aids and models, and showing interest to express themselves orally in individual and group activities.. Developing basic strategies to support basic comprehension and oral expression: use of non-verbal and visual context and background knowledge on the subject or the situation transferred from the languages they know to the foreign language. Valuing the foreign language as a communication tool.

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Block 2. To read and write -

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Reading and understanding different texts, both in digital or in paper format, in order to obtain the global or specific information required to perform a certain task or enjoy reading. Using guided reading strategies (use of visual elements of the context and background on the subject or the situation transferred from the languages they know), identifying the main information, inferring the meaning of new words and expressions. Reading and writing texts in everyday situations close to their experience, such as invitations, congratulations, letters, advertisements, brochures... Composing different simple texts, starting from models, using well-known oral phrases and sentences to transmit information, or to communicate with different purposes. Using information and communication technologies to read, write and transmit information. Showing interest in the presentation and care of written texts.

Block 3. Knowledge of language Linguistic knowledge

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Identifying phonetic, rhythmic, intonation and accentuation aspects of the foreign language and their use as fundamental aspects to understand and produce short oral texts. Recognizing and using vocabulary, shapes and basic structures of the foreign language, previously used. Relating spelling, pronunciation and meaning starting with written models, oral known expressions and establis­ hment of analytical spelling-sound relations. Launching awareness and use of basic strategies to produce texts (choice of addressee, purpose, planning, draft preparation, revised and final version) according to highly structured models. Showing interest in using the foreign language in the right way in varied situations.

Reflecting on language

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Using skills and procedures such as repetition, memorization, association of words and expressions with gestural elements and visual observation of models, text reading, use of multimedia formats to acquire new vocabulary, forms and structures of the language. Reflecting on learning and accepting mistaking as part of the process. Using progressive means of consultation and information graphics and the possibilities offered by technology. Showing confidence in the ability to learn a foreign language and appreciating the cooperative work.

Block 4. Socio-cultural aspects and intercultural aw areness -

Showing interest in learning about people and the culture of the countries where the foreign language is spoken. Learning some of the most characteristic similarities and differences in daily habits and in the use of some basic forms of social relationship between our country and those where the foreign language is officially spoken. Showing a receptive attitude towards people who speak another language and have a different culture from our own. EVALUATION CRITERIA

1. To be able to participate in oral interactions on familiar topics addressed in predictable situations of communi­ cation, respecting the basic rules of exchange, such as listening and looking at the speaker. This approach assesses the ability to express immediate needs such as asking for permission, asking to borrow everyday objects, locating objects or people, talking about the weather, preferences or abilities. Involvement in everyday situations such as routines, habits, interactions in the classroom or in simulation activities, plays, songs and recitations will also be taken into account. The students'attitude while participating in exchanges and their interest in the interventions of others will also be evaluated with this criterion. 2. To be able to capture the global sense, and to identify specific information in oral texts on familiar topics and interests. This approach assesses whether they are able to capture the overall sense of a message by relying on oral language and non-linguistic elements present in the communication context. It also refers to the ability to recognize and extract known words and phrases that appear in more extensive expressions, although the text is not completely understood. 3. To be able to read and grasp the overall sense and some specific information from simple texts on familiar topics with a specific purpose.

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This criterion evaluates if they can read, aloud too, different kinds of texts, appropriate to their communicative competence, such as notes, classroom rules, letters, posters or stories, containing known vocabulary and phrases, to extract specific and global information, with the help of key comprehensive written strategies such as using elements of linguistic and non-linguistic context, and transferring knowledge of the languages he/she knows. 4. To be able to write short texts and meaningful phrases in everyday and school situations according to models with a specific purpose and with an established format, both in paper and digital format. This approach attempts to value the ability to write various texts as notes, instructions or rules, letters, posters, brochures, comic books or simple descriptions. The ability to use the model to produce a text with some degree of autonomy as well as the spelling learned from model observation and knowledge of the relationship between sound and spelling will be assessed. 5. To be able to use words and structures of the foreign language containing sound, rhythmic, intonation and ac­ centuation aspects within different communication contexts in a significant manner. This approach is aimed to assess the ability of children to recognize and play back audio aspects of rhythm, into­ nation and accent when actively participating on listening, repeating and anticipating phrases in reading aloud activities and starting always from models. 6. To use some strategies on learning how to learn: inquiring, observing models, accompanying communication with gestures, establishing partnerships, using visual and bilingual dictionaries, retrieving, searching and collecting information on familiar topics in different mediums and identifying some personal aspects that help the student to learn better. This approach aims to assess the use of basic strategies that promote the learning process, such as the use of visual and gestural resources, the request for assistance and clarification, increasingly and autonomously using bilingual dictionaries and some basic technological means. The ability to assess their progress, give examples of strategies that students use to learn better and the acquisition of some autonomy in the spontaneous use of forms and straightforward daily structures will also be evaluated. 7. To assess the foreign language as a tool of communication with other people and to show curiosity and interest in people who speak the foreign language. This approach is evaluated if they have an attitude of curiosity towards those who speak a foreign language or languages other than their own. The capacity to appreciate the rich linguistic diversity as an element of society as well as the socio-cultural peculiarities of the speakers of other languages will also be observed. 8. To identify some aspects of daily life, customs and celebrations of the countries where the foreign language is spoken, and compare them with their own. This approach is evaluated with the ability to observe and identify similarities and differences on some aspects of daily life in countries where people speak the foreign language with regard to timing, food, traditions, holidays and ways of relating to people.

THIRD CYCLE CONTENTS Block 1. To listen, speak and interact -

Listening to and understanding oral messages with progressive complexity, such as instructions or explanations, controlled oral interactions or recorded audiovisual messages in order to extract general or specific information.

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Participating in real or simulated oral interactions with progressive autonomy, efficiency and complexity.

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Producing oral texts with progressive autonomy, efficiency and complexity, following models and using known language, while showing interest in orally expressing themselves individually or in groups.

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Developing basic strategies to improve oral comprehension and expression: using visual and non-verbal clues, as well as previous knowledge about the topic or the communicative situation drawing from languages they already know.

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Being able to overcome the difficulties of communication, using communicative strategies they use in the lan­ guages they already speak.

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Valuing the foreign language as a communicative tool to communicate with other people.

Block 2. To read and write -

Reading and understanding different types of texts, in paper and digital form, adapted to their level, identifying general and specific information while carrying out a task or project or to enjoy what they are reading.

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OBJETIVOS, CONTENIDOS Y CRITERIOS DE EVALUACldN

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Using reading strategies in a progressive autonomous way (using visual clues, previous knowledge about a topic or situation, transferring them from the languages they already know), identifying the main information, learning the meaning of words and expressions from dictionaries.

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Reading and writing texts related to their day-to-day world and basic communicative situations, as well as infor­ mative and pedagogical texts.

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Producing progressively more complex and extensive texts, with different communicative aims, in order to transmit information and with different communicative purposes.

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Using information technology resources to produce texts and presentations in order to transmit information.

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Showing interest and care in the presentation of texts, valuing the role they play to achieve communicative pur­ poses.

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Valuing the foreign language as a means of communication and learning about the world.

Block 3. Knowledge of language Linguistic knowledge

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Showing care in using the correct pronunciation, rhythm, intonation and tone, in the oral use of the language, as well as in reciting, dramatizations or reading aloud.

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Identifying and using basic vocabulary and structures already used in class in the foreign language.

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Being able to relate the form, pronunciation and meaning of new words in written form of expressions already seen in oral form, establishing analytic relations between spelling and sound and learning certain relevant irregularities. Using simple strategies to produce texts (identifying the audience, text purpose, planning, drafting, revising and producing the final version) following a model.

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Showing interest in using the foreign language in a wide range of situations extending their language use as well as their accuracy in language choice.

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Comparing and reflecting on how the foreign language works, drawing from the use of their first language or languages.

Reflecting on learning

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Using learning strategies and techniques such as repetition, memorization, associating words and expressions with non-verbal or visual clues and the observation of models, reading of texts, using multimedia resources and information technologies in order to learn new vocabulary, expressions and structures. Reflecting on their own language learning process, how they organize their learning, accepting errors as part of the learning process, self-correction and self-evaluation.

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Increasing use and awareness of information resources as well as multimedia resources and the possibilities they offer.

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Developing their confidence in learning the foreign language and being aware of the benefits of collaborative learning.

Block 4. Sociocultural aspects and intercultural aw areness -

Valuing the new language or other languages as a way of communicating with students in other countries, as well as the opportunity to gain access to new information and to get to know other cultures and different ways of living, and enrich from the experience.

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Learning about the customs and social conventions of the people speaking in the foreign countries where the language is spoken.

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Receptive and positive attitude towards the people who speak the foreign language and have a different culture.

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Showing interest to contact and communicate with speakers of the foreign language or other languages through communication technologies. EVALUATION CRITERIA

1. To be able to participate in day-to-day and familiar oral exchanges about well-known topics in easily predictable situations, respecting rules in oral exchanges, how to listen to and look at the person speaking. What is assessed here is the students' ability to communicate in day to day situations about known or previously practised topics in order to make requests, organize the activity, work in groups and ask for clarifications. What is also assessed is the use of simple expressions to talk about the family and other people, about the weather, clothes, books, games and other areas. Attitude towards oral activities as well as respect for and interest in the participation of others is also valued.

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2. To be able to understand the global meaning and to identify specific information in a wide range of oral texts in different communicative situations. What is assessed here is the students'capacity to understand words and expressions frequently used around them, for example, basic information about people and family, games, sports, content related to other areas of their interest, as well as whether they can understand simple and clear messages, information or conversations. 3. To be able to read and identify specific information, making direct inferences to understand a wide range of texts of their area of interest. What is assessed here is the ability to read a wider range of texts, also reading aloud, with progressively more extensive vocabulary and more complex language, in stories, graded or authentic poems, recipes, menus, leaflets, brochures, instructions, etc. with the help of basic reading strategies. What is valued here is whether students are able to identify and understand information embedded in the text, as well as if they can go beyond superficial meanings and make direct inferences based on the text. It is also valued for the student to use basic strategies with some autonomy, for example using the textual or non-textual context to understand a text, or transferring their reading strategies from their first language or languages. 4. To be able to write texts taking into account the audience, the type of text and the purpose of the text, both in paper and digital form. What is assessed here is the students' ability to produce short texts following a model and taking into account the different participants in the communicative situation. What is evaluated is whether they are able to produce a text with some support, for example, requests, instructions, letters, diaries, descriptions and short stories about topics related to their interest and their previous knowledge, and also especially drawing from their first or first languages. What is especially valued is their capacity to follow the different stages of producing a piece of writing: planning, composition and reviewing. 5. To be able to use basic language and structures in the foreign language in a meaningful way, including rhythm, tone and intonation patterns in a wide range of communicative contexts. What is assessed here is the ability of the children to accurately recognize and reproduce different sounds, rhythm, tone and intonation when they are actively participating in a wide range of activities in class, for example, short presentations, conversations with peers or reading aloud, always following models. 6

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To be able to use some learning strategies such as: making the relevant questions to obtain specific information they need, asking for clarifications, using bilingual and monolingual dictionaries, using visual clues or gestures, finding, listing and organizing information using different resources, using information and communication technologies to contrast and verify information, as well as identifying aspects to help them learn better. What is assessed here is the students'capacity to use basic strategies to help them in the language learning pro­ cess, for example the use of visual clues and gestures, asking for help and clarification, using graded monolingual dictionaries, finding information using paper or digital resources. What is also assessed is their capacity to monitor their own progress, if they identify the resources and strategies that help them learn better and the spontaneous use of simple and familiar language.

7. To value the foreign language as a way of communicating with other people, as a tool for learning things and to show curiosity and interest towards the speakers of the language. What is assessed here is the capacity of the students to value the foreign language as a tool for learning and communicating with people. What is also assessed is whether they value linguistic diversity as a way of enriching society, also if they make an effort to use the language to communicate with other people in school correspon­ dence through communication technologies, both in oral and written form. 8 . Identify some features, customs and traditions of the countries where the foreign language is spoken.

What is assessed here is the students' ability to identify the particular and most well-known characteristics, cus­ toms and traditions of the countries where the foreign language is spoken and relate this information with that of their own culture in order to raise their intercultural awareness.

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