The document compares and contrasts the Royal Decree and the Decree regarding their foreign language curriculums. The Royal Decree provides content, assessment criteria, and learning standards broadly for primary education, while the Decree specifies them for each grade level. The Decree also establishes that students should achieve an A1 level based on the Common European Framework of Reference for Languages. Additionally, the Decree mentions ICT as a learning resource and includes standards and appraisal criteria, while the Royal Decree focuses on measurable learning outcomes and evaluation criteria.

1. Didactics of EnglishLanguage:
Maria Isabel GómezRodríguez
MihaelaBadea
José García Hernández
NataliaChañe Tamayo
Activity1.4: Onceyouhavebeenintroducedin the rules youneedto manageyourfutureworkasateacher, findthe differences between the Royal Decree
and the Decree, andfocuson foreign languagecurriculum.
Royal Decree Decree
The Royal Decree specificscommunicationskillsin an increasingly
multicultural and multilingual context.
The Decree setsthe promotion of multilingualismasan essential objective
for the construction ofa European project.
In the Royal Decree appears Contents,AssessmentCriteriaand Learning
Standards ina global way for the whole Primary stage.
In the Decree appears Contents,AssessmentCriteriaand Learning
standards but specifiedforeachstage level.
The Royal Decree doesn’testablishwhich level ofthe CERF childrenhave
to acquire at the end of the Primary stage.
The Decree specifiesthatpupilsmay getA.1 level ofthe CERF.

2. Didactics of EnglishLanguage:
Maria Isabel GómezRodríguez
MihaelaBadea
José García Hernández
NataliaChañe Tamayo
Contentson Royal Decree are dividedinfour differentblocks:
 Block 1. Understandoral texts.
 Block 2. Productionof oral texts:expressionandinteraction.
 Block 3. Understandingwrittentexts.
 Block 4. Productionof texts: expressionandinteraction.
 Syntactic-discursive contentby language: EnglishFrench German
Italian Portuguese.
Contentson Decree are dividedin just two differentblocks:
 Block 1: Understandingoral and written texts.
 Block 2: Production oforal and written texts.
Comprehensionstrategies:sociocultural andsociolinguisticaspects,
communicative functions,syntactic structures, lexiconhighfrequency
(reception),soundpatterns,accentual, rhythm and intonation,graphic
patterns and basic spellingconventions.
Production strategiesoforal texts:production strategiesof writtentexts,
communicative functions,syntactic structures, lexiconhighfrequency
(production),sound,accentual, rhythm and intonation patterns,graphic
patterns and basic spellingconventions.
In the Royal Decree we have foundother languages(Portuguese,French,
German,Italian or English) as FirstForeignLanguage.
In the Decree we have found onlyEnglish as First ForeignLanguage.
The Royal Decree don’t mentionICT as a learningresource. The Decree mentionsICT as a learningresource.
In the Royal Decree specificallyinthe elementsofthe curriculum we can
findthese elements:Measurable Learningoutcomesand Evaluation
criteria.
In the other hand in the Decree we have foundin the elements ofthe
curriculum the other elements:Standards and Appraisal Criteria.

3. Didactics of EnglishLanguage:
Maria Isabel GómezRodríguez
MihaelaBadea
José García Hernández
NataliaChañe Tamayo
To assess the degree ofacquisitionof each of the learningstandards of a
particular activity, will be appliedeach ofthe evaluationcriteria listedand
describedfor the activity.
Achievingstandards can be undertakenthrough descriptors achievement
and through assessmenttools such as rubrics or assessmentscales.
The Royal Decree don’t mentionthese type ofstrategies.
Include strategiesin the classroom approach to reading from the first
levels,throughthe teachingtechniqueshearread aloud, participate in
shared or guidedreading withgiant books, as well as the use of methods
of teachingreading through learningsounds ofletters,groups of letters
and syllables(Phonics) toreach independentreading.