COMPETENCES OF THE CURRICULUM

In the LOMCE, Organic Law 8/2013, dated 9th of December, on the

improvement of educational quality, more specifically in chapter III named
“Curriculum and allocation of Competences”, article 6 marks the elements the
curriculum is made of. Among these elements you can find the key
competences, the learning standards and the evaluable learning results.
According to article 6 of the LOMCE, “it is the Government´s responsibility,
among others, to carry out the basic curriculum design, relating to objectives,
competenes, contents, standards and evaluable learning results and
assessment criteria, which guarantees the official nature and validity of the
qualifications meand on this Organic Law all around the national territory”. I
consider it relevant to point out that with the entry by the LOE 2/2006, of 3rd
May is renamed “Key Competences” according to the LOMCE 8/2013 of 9th of
December.

Key competences are defined in the Royal Decree 126/2014, in particular in

article 2 as “the abilities to apply on an integrated basis the specific contents of
each piece of teaching and phase of education, in order to achieve the proper
performance of activities and the resolution of complex problems.”

Besides, ARTICLE 5 of our regional curriculum Decree Law 198/2014, specifies

seven competences to be developed in Primary Education. These are:

a. Linguistic competence

b. Mathematical competence and basic competence in science and technology.

c. Digital competence.

d. Learning to learn.

e. Social and civic competences.

f. Sense of initiative and entrepreneurship.

g. Cultual awareness and expression competence.

In the aforementioned article, it is also specified that Primary Education should

contribute to the achievement of competences through the different areas.
HOW THE FIRST FOREIGN LANGUAGE AREA CONTRIBUTES TO THE
DEVELOPMENT OF COMPETENCES?

a. Linguistic competence

It is related to the use of oral and written communicative skills of a language in

an appropriate and effective way in multiple contexts and the use at least one
foreign language in a functional way. Contribution to this competence is the
main aim of the subject. This competence is structured in four skills: oral
comprehension and expression (listening and speaking) and written
comprehension and expression (reading and writing). By teaching English in a
communicative way, we contribute greatly to its acquisition. Our activities are
intended to help students use their linguistic knowledge to transmit their ideas,
thoughts and feelings.

b. Mathematical competence and basic competence in science and

technology.

Mathematical competence is the ability to develop and apply mathematical

thinking in order to solve a range of problems in everyday situations. The first
foreign language area contributes to the development of this competence by
providing students with activities and tasks that require to draw logical
conclusions of all kinds in certain situations. The quality of the solutions is then
to be seen within the area of everyday practice and not within the formal “logic”
context.

c. Digital competence.

New information and communication technologies allow us to communicate in

real time with anyone anywhere. They also provide easy and immediate access
to information which increases every day. Being proficient in a foreign language
like English facilitates access to information that can be found in that language
and also offers opportunities to communicate using these technologies. Our
activities are intended to motivate students by making use of ICT

d. Learning to learn.

Learning to learn means having the skills to start learning and being able to
continue learning more autonomously and efficiently according to own´s
objectives and needs.
It requires knowing your own potentials and shortcomings, taking advantage of
the first and having motivation and will to overcome the second from an
expectation of success, progressively increasing security to face new learning
challenges.
English contributes greatly to this competence because learning a second
language provides the opportunity to develop skills which are essential for the
acquisition of this competence: attention, concentration, memory,
comprehension, observation, perseverance and effort, responsibility and
acceptance of other´s contributions.
Didactic acitivities are:
a. How I learn English
b. My favourite style
c. Learning diaries
(See topic 25)

e. Social and civic competences.

Learning a second language like English is a good way to develop this

competence. It is through languages that people socialise, exchange
information and culture. Speaking languages fosters respect and tolerance
towards other people and cultures. The activities included in our formative units
provide perfect situations for pair or group work. Students learn how to
participate, express themselves and listen to other people by interacting with
each other.

f. Sense of initiative and entrepreneurship.

English promotes responsibility, perseverance, self-esteem, creativity and the

acceptance of errors as a source of learning, together with the encouragement
of positive attitudes to taking risks. Learning a second language implies a lot of
cooperative work which allow the development of self-sufficiency and personal
initiative by learning how to make decisions about the planning, organization,
management and development of collaborative work.

g. Cultual awareness and expression competence.

Learning a foreign language also means learning about the countries where it is
spoken. That includes both the formal culture and the deep culture immersed
within that language. By formal culture, we mean everything connected with the
geography, history, literature, food, art, and achievements of a country and its
people. By deep culture, we refer to its people, their attitudes, customs,
traditions, ideas, etc. our formative units are intended to familiarize our students
with the culture and traditions of English by means of songs, role-plays, stories,
etc.