Pilar Pérez Esteve Strasbourg, 8-10 June 2009

1. Languages of schooling and the right to plurilingual and intercultural education Pilar Pérez EsteveStrasbourg, 8-10 June 2009 The Spanish Curriculum: competence descriptors in linguistic and non-linguistic subjects

2. Background The Ministry of Education is responsible for: Common (core) curriculum (at least 55% of each Autonomous Community Curriculum)

3. Spanish core curriculum.Structure Primary / Secondary Compulsory Education • Basic competences • Linguistic competence • Mathematical competence • Knowledge and interaction with the physical world • Data processing and digital competence • Interpersonal and civic competence • Cultural expression • Learning-to-learn • Autonomy and entrepreneurship 2. Subjects • Contribution of that specific subject to the most relevant basic competences related with this subject. • General objectives • Contents • Assessment criteria Shows the level of the content acquisition. By cycles in Primary By school years in Secondary

4. LANGUAGE OF SCHOOLING Language as subject Language in other subjects Coordination of Linguistic Subjects: • The language of instruction (Spanish in this case) • Foreign language • Descriptors Coordination of Linguistic Subjects: • The language of instruction (Spanish in this case) • Foreign language • Descriptors Coordination of Linguistic Subjects: Descriptors in Primary and Secondary education, in different subjects

5. LANGUAGE OF SCHOOLING Language as subject Language in other subjects Coordination of Linguistic Subjects: • The language of instruction (Spanish in that case) • Foreign language

6. LANGUAGE OF SCHOOLING Language as subject Objective To develop communicative competence The knowledge about the language and procedures of use which are necessary to interact satisfactorily in the different areas of social activity.

7. 1. Personal relationships and institutional life Contexts of language use 2. Media 3. Academic field 4. Literature It is in these social areas where students interpret and produce texts and where linguistic habilities should be developed. GRAMMAR (Kowledge of the language) is always related with USE

13. Assessment criteria End of Primary Education (example) Narrate, explain, describe, summarise, and present opinions and information in written texts related to everyday and school situations in an ordered and satisfactory way, relating the sentences, making a habit of planning and revising the texts, and of taking care with grammar and spelling rules and formal aspects, whether on paper or in digital format.

14. Assessment criteria End of Secondary Compulsory Education (example) Present, explain, argument, summarise and comment, on paper or in a digital format, using the appropriate register, organising ideas with clarity, linking the headings in coherent lineal sequences, respecting the rules of grammar and spelling and valuing the importance of planning and revising texts.

15. LANGUAGE OF SCHOOLING Language as subject Language in other subjects All the subjects: • Contribution of the subject to the development of the basic competences • Contents related to specific language • Assessment criteria

16. Language in other subjects End of Primary Education (examples) Arts ►Search, select and organize information on artistic expressions from the students’ own cultural heritage and from other cultures, on events, creators and professionals related to the plastic arts and music.

17. Language in other subjects End of Primary Education (examples) Mathematics ► Anticipate a reasonable solution in a context of simple problem solving and look for the most suitable mathematical procedure to approach the solution process. Evaluate different strategies and persevere in the search for data and accurate solutions, both in the formula and in the solution to the problem. Express the process followed, both orally and using written methods, in a clear and organised way.

18. Language in other subjects End of Primary Education (examples) Environmental, social and cultural studies ►Present reports (on paper or in digital format) about problems or simple situations. Collect information from different sources (directly, books, the Internet). Establish a work plan and express conclusions.

19. Language in other subjects End of Secondary Compulsory Education (examples) Social Sciences: Geography and History ► Use diverse sources (graphs, sketches, thematic maps, data bases, images, written sources) to obtain, link and process information about social facts and communicate the conclusions in an organised and intelligible way using ICT as a resource.

20. Language in other subjects End of Secondary Compulsory Education (examples) Mathematics ►Plan and use reasoning processes and problem-solving strategies such as the emission and justification of hypothesis or generalisation, and express verbally, in a precise and rigorous manner, reasoning, quantitative relationships and information which incorporates mathematical elements, evaluating the usefulness and simplicity of the mathematical language for this process.

21. Language in other subjects End of Secondary Compulsory Education (examples) Music ► Critically present a personal opinion about a range of music and musical events taking support from information obtained from different sources: books, advertisements, concert programmes, criticism, etc.

22. Languages of schooling and the right to plurilingual and intercultural education Some challenges ► Methodology ► Teachers training: it implies all the teachers in a school ► Resources and materials for teachers (www.leer.es)

23. Languages of schooling and the right to plurilingual and intercultural education Pilar Pérez EsteveStrasbourg, 8-10 June 2009 The Spanish Curriculum: competence descriptors in linguistic and non-linguistic subjects