This document outlines the objectives and assessment criteria for foreign language learning across three cycles (1st, 2nd, 3rd) in Madrid, Spain. The objectives focus on developing listening, speaking, reading, and writing skills. Assessment criteria evaluate students' abilities to understand oral/written texts, participate in conversations, write texts, and use learning strategies to improve their language skills over the three cycles. The goals emphasize communication and developing an appreciation of other languages and cultures.

1. Decree 22/2007 (Madrid)
Foreign Language
Objectives
1. To listen to and understand messages, using the transmitted information to carry
out tasks related to one’s experiences.
2. To express oneself orally in simple familiar situations, using verbal and non-
verbal procedures of communication, and adopting a respectful and cooperative
attitude.
3. To write texts for a variety of purposes. These texts will be based on topics and
models previously dealt with in the classroom.
4. To read comprehensively, and as a source of pleasure and personal satisfaction,
a variety of texts in order to extract information in accordance with a previously-
stated purpose.
5. To learn to use, in a progressively autonomous fashion, all means within reach,
including the new technologies, so as to obtain information and communicate in
the foreign language.
6. To value the foreign language, and languages in general, as a means of
communication and understanding among people with diverse origins and
cultures.
7. To show a receptive, curious, and confident attitude in one’s capacity to learn
and use the foreign language.
8. To use previous knowledge and experiences in other languages so as to favour a
faster, more efficient and autonomous foreign language acquisition.
9. To identify phonetic aspects, rhythm, stress and intonation, as well as linguistic
structures and lexical aspects of the foreign language, and use them as basic
elements of communication.
Assessment criteria (1st cycle)
1. Understand the global idea and identify some specific elements in oral texts,
with the help of linguistic and non-linguistic elements, and related to both
classroom activities and activities performed within students’ environment.
2. Read and identify words and simple sentences related to familiar and interesting
topics, and previously presented in an oral manner, by means of fun and

2. communicative activities and with the support of visual, gestural, and verbal
elements.
3. Write words and expressions—that were previously known or used by students
in oral interactions—for a specific task and using models.
4. Participate in classroom activities and in very controlled oral interactions about
familiar topics, in easy-to-predict communicative situations, or related to
immediate communicative needs, such as: greeting, expressing likes, expressing
feelings and basic needs.
5. Recognize and reproduce some sound aspects, rhythm, stress and intonation in
expressions that appear in communicative contexts or in loud reading tasks,
always from previously-introduced models.
6. Use some basic strategies to learn how to learn such as: asking for help, using
gestures to facilitate communication, using visual dictionaries and identifying
some personal aspects so as to learn better.
7. Value the acquisition of some autonomy in the spontaneous use of simple and
common forms and structures.
8. Show interest and curiosity in learning the foreign language and recognizing
linguistic diversity as an enriching element.
Assessment criteria (2nd cycle)
1. Understand the global sense and identify specific information in oral texts,
related to classroom activities and to tasks carried out within students’ familiar
environment, with the support of linguistic and non-linguistic communicative
elements.
2. Read and understand the global sense and some specific information of varied
and simple texts about familiar topics, in accordance with their communicative
competence, with the help of basic strategies, and for a specific purpose.
3. Participate in classroom tasks and in controlled oral interactions about familiar
topics in everyday, predictable, or simulated communicative situations, or in
situations related to immediate communication needs (speaking about abilities
and likes, asking for permission…), in accordance with basic norms of oral
exchange, such as listening to and looking at the speaker.
4. Write sentences and diverse short meaningful texts in everyday and school
situations from previously-introduced models, for a specific purpose and in a
specific format, both printed and digital.

3. 5. Use in a meaningful way typical forms and structures of the foreign language as
regards sound aspects, rhythm and intonation, in different communicative
contexts, in loud reading activities, and in tasks in which students participate
actively.
6. Use some learn-to-learn strategies: asking for clarification, observing models,
using gestures to facilitate communication, making associations, using visual
and bilingual dictionaries, recovering, searching for, and compiling information
about familiar topics presented in different formats, and identifying some
personal aspects so as to learn better.
7. Value the foreign language as an instrument to communicate with other people
and show curiosity and interest towards people who speak the foreign language.
8. Identify some everyday aspects, customs and celebrations in the countries where
the foreign language is spoken, and compare them to one’s own.
Assessment criteria (3rd cycle)
1. Understand the global sense and identify specific information in varied oral texts
produced in different communicative situations.
2. Read, both to oneself and aloud, different texts, with increasing vocabulary and
expressions of greater complexity, with the help of basic strategies to obtain
specific information and extract direct inferences.
3. Have everyday and familiar conversations about well-known topics in
predictable communicative situations, in accordance with basic norms of oral
exchange, such as listening to and looking at the speaker.
4. Elaborate different types of written texts from previously-introduced models,
both in printed and digital format, and paying special attention to production
stages: planning, writing and revising.
5. Recognize and reproduce with greater correction sound aspects, rhythm, stress
and intonation, in different communicative contexts and using basic forms and
structures, typical of the foreign language.
6. Use some strategies that favour the learning process: using visual and gestural
resources, asking relevant questions to obtain information, asking for
clarification, using bilingual and monolingual dictionaries, searching for,
compiling, and organizing information in different formats, using information
and communication technologies to contrast and check information, and
identifying some aspects so as to learn better.

4. 7. Value the foreign language as an instrument to communicate with other people
and as a learning tool. Show curiosity towards people who speak the foreign
language and interest in establishing personal relationships with the help of
information and communication technologies.
8. Identify some aspects, customs, and traditions typical of the countries where the
foreign language is spoken, establishing connections and comparing them with
one’s own so as to develop an intercultural awareness.