LOMLOE

encompasses the ability to engage effectively and coherently in oral and written communication, using signs in a variety of contexts and for a variety of communicative purposes. This involves deliberately employing a combination of knowledge, skills, and attitudes to understand, interpret, and critically evaluate messag-es, whether oral, signed, written, audiovisual, or multimodal in nature. Competence in Linguistic Communication. Multilingual Competence. STEM.

collectively involve the application of scientific methods, mathematical reasoning, and technological and engineering principles to transform the environment responsibly and sustainably. Mathematical competence focuses on solving problems in a variety of contexts using mathematical reasoning.

encompasses conscious, confident, and ethical engagement with digital technologies for education, work, and social participation. It includes skills in information and data management, effective communica-tion, and collaboration through digital media, understanding media contexts, and digital content creation, which also involves programming. It covers security aspects, focusing on digital well-being and cybersecurity, and understanding digital citizenship, privacy issues, and intellectual property rights. In addition, it involves problem-solving skills, along with computational and critical thinking abilities.

involves self-reflection and awareness, leading to continuous personal development, effective time and information management, constructive collaboration with others, resilience, and commitment to lifelong learning.

equips students with the skills necessary for active and responsible participation in civic and social life.

focuses on a proactive approach to recognizing and acting on opportunities and ideas, utilizing specific knowledge to create value for others. This involves strategies for identifying needs and opportunities, analyti-cal and evaluative thinking about the environment, and fostering imagination, creativity, strategic, ethical, critical, and constructive thinking in creative and innovation processes.

entails recognizing and respecting the diverse ways in which ideas, opinions, feelings, and emotions are creatively expressed and communicated across different cultures through various artistic and cultural forms.

includes the skillful and effective use of multiple languages, whether spoken or signed, for learning and communication purposes. It involves recognizing and valuing unique linguistic profiles and drawing on per-sonal experiences to devise methods of language mediation and transfer, including classical languages.

Oral and Written Comprehension (say the number).

Oral and Written Production (say the number).

Oral Interaction /cooperation.

Oral and Written Mediation.

Language Reflection.

Cultural and Linguistic Diversity.

3.

1.

6.

emphasizes building self-confidence, viewing mistakes as growth opportunities, and applying strategies for planning, executing, and managing oral, written, and multimodal communication. It focuses on developing essential mediation skills, mastering basic communicative functions for various contexts, and producing sim-ple, contextually relevant texts. The content integrates fundamental linguistic elements, spelling conventions, and conversational strategies, highlighting digital tools for effective communication and collaborative learn-ing.

centers on strategies and techniques for meeting communicative needs in a foreign language, emphasizing lexis, morphosyntax, and language comparison within one’s linguistic repertoire.

highlights the foreign language as a means of interpersonal and international communication, encouraging engagement with native speakers or learners across various media. It addresses sociocultural and sociolin-guistic aspects related to daily life, social conventions, non-verbal cues, courtesy, digital etiquette, and cul-tural values. It also fosters appreciation of diversity through eco-social and democratic principles, and offers strategies to identify and combat discriminatory uses of language.

Extract and analyse the overall meaning and main ideas, and select relevant information from oral and multimodal texts on everyday topics, of personal relevance or public interest, which are close to the students’ experience and expressed clearly and in standard language through various media.

Extract and analyse the overall meaning and main ideas, and select relevant information from written texts on everyday topics, of personal relevance or public interest, which are close to students’ experience and expressed clearly and in standard language through various media.

Interpret and evaluate the content and discursive features of progressively more complex texts related to interpersonal relationships, social media and communication, and learning contexts, as well as literary texts appropriate to the students’ level of maturity.

Select, organize, and apply the most appropriate strategies and knowledge in each communicative situation to understand the general meaning, essential information, and most relevant details of texts; infer meanings and interpret nonverbal elements; and search for, select, and manage accurate information.

Orally express structured, understandable, coherent texts appropriate to the communicative situation on everyday issues of personal relevance or public interest close to the student's experience, in order to describe, narrate, argue, and inform, in different media, using verbal and nonverbal resources, as well as planning, control, compensation, and cooperation strategies.

Write and distribute texts of medium length with clarity, coherence, cohesion, accuracy, and appropriateness to the proposed communicative situation, the text typology, and the analog and digital tools used on everyday topics of personal relevance or public interest relevant to the students' experience, while respecting intellectual property and avoiding plagiarism.

Select, organise, and apply knowledge and strategies to plan, produce, revise, and collaborate in the creation of coherent, cohesive, and appropriate texts, according to communicative intentions, contextual features, sociocultural aspects, and text type, using the most suitable physical or digital resources depending on the task and the needs of the intended audience.

Plan, participate in, and actively collaborate through various media in interactive situations on everyday topics, of personal relevance or public interest, which are close to students’ experience, demonstrating initiative, empathy, and respect for linguistic politeness and digital etiquette, as well as for the different needs, ideas, concerns, initiatives, and motivations of interlocutors. Select, organise, and use appropriate strategies to initiate, maintain, and end communication; take and yield the floor; request and provide clarification and explanations; rephrase; compare and contrast; summarise; collaborate; debate; solve problems; and manage sensitive situations.

Infer and explain short, simple texts, concepts, and communications in situations that require attention to diversity, showing respect and empathy for interlocutors and for the languages used, and participating in the resolution of problems related to mutual understanding and comprehension in the environment, using various resources and media.

Apply strategies that help build bridges, facilitate communication, and serve to explain and simplify texts, concepts, and messages, using approaches appropriate to the communicative intentions, contextual characteristics, and text type, and employing physical or digital resources and supports according to the needs of each moment.

Record and analyse progress and difficulties in learning the foreign language, selecting the most effective strategies to overcome those difficulties and consolidate learning. This includes engaging in activities such as learning planning, self-assessment, and peer assessment, as proposed in the European Language Portfolio (ELP) or in a learning journal, making such progress and difficulties explicit and shared.

Use strategies and knowledge creatively to enhance the ability to communicate and learn the foreign language, with support from other participants and through analogue and digital resources.

Compare and argue the similarities and differences between different languages, reflecting independently on how they function.

Apply strategies to defend and value linguistic, cultural, and artistic diversity, taking into account ecosocial and democratic values, and respecting the principles of justice, equity, and equality.

Critically assess, in relation to human rights, and adapt to the linguistic, cultural, and artistic diversity of countries where the foreign language is spoken, promoting the development of a shared culture and a citizenship committed to sustainability and democratic values.

Act appropriately, empathetically, and respectfully in intercultural situations, building connections between different languages and cultures, rejecting all forms of discrimination, prejudice, and stereotyping in everyday communicative contexts, and proposing solutions to sociocultural factors that hinder communication.

To which block does this point belong (say the name of the block)?: Self-confidence. Errors as a tool for improvement and a proposal for repair. Strengthening and introducing independent use of error analysis tools such as rubrics and correction labels.

To which block does this point belong (say the name of the block)? Contextual models and basic discursive genres in the understanding, production and co-production of oral, written and multimodal texts, brief and simple, literary and non-literary, etc.

To which block does this point belong (say the name of the block)? Basic spelling conventions and the meanings and communicative intentions associated with formats, patterns and graphic elements. Alphabet, use of capital letters, contractions of auxiliary verbs, spelling rules.

To which block does this point belong (say the name of the block)? Basic conversational conventions and strategies for starting, maintaining and ending communication, taking and giving the floor, asking for and giving clarifications and explanations, reformulating, comparing and contrasting, summarizing, collaborating, debating.

To which block does this point belong (say the name of the block)? Basic strategies to identify, organize, retain, recover and creatively use linguistic units (vocabulary, morphosyntax, sound patterns, etc.) based on the comparison of languages.

To which block does this point belong (say the name of the block)? Basic sociocultural and sociolinguistic aspects related to daily life, living conditions and interpersonal relationships; basic social conventions; non-verbal language, linguistic courtesy and digital etiquette; culture, customs.

To which block does this point belong (say the name of the block)? Basic sound, accent, rhythm and intonation patterns, and general communicative meanings and intentions associated with these patterns.

The ? competences are essential skills for students to progress successfully in their learning itinerary and to face global and local challenges.

“knowledge, skills, and attitudes that constitute the contents of a subject and whose learning is necessary for the acquisition of specific competences".

The ? define and develop the key competences in the output profile and are present in this teaching plan's teaching units.

Assessment is regulated by the Order EFP/?/2022, April the 4th.

In Murcia, we have followed Decree 3?/2009 for the educational response to mixed-ability students, the Resolution of June 30th, 2019.