The document evaluates basic competencies in different subjects across three levels. At level 1, students can perform basic tasks like reading instructions, writing about personal problems, and interacting with peers about conflicts. At level 2, tasks become more complex, like reading blog entries, writing about global children's issues, and negotiating solutions to problems. Level 3 indicates advanced skills such as reading news reports critically, evaluating and proposing improvements to projects, and using information and resources for different purposes. Competencies span areas like language, social skills, history, physical education, math, music, learning strategies, personal initiative and digital skills.

1. EVALUATION CRITERIA OF BASIC COMPETENCES IN DIFFERENT SUBJECTS
COMPETENCE LEVEL 1 LEVEL 2 LEVEL 3
READS and understands instructions (how to make READS and understand blog entries related to the READS and understand pieces of news on young
Competencia en comunicación lingüística a paper crane) (L2-L3) topic (L1-L2) people´s conflicts/ problems adapted to their level
(Lengua española (L1)- Inglés (L2) –Francés (L1-L2) and the school “Manifiesto por la paz” (L1-
(L3)) L2-L3)
LISTENS and understand the gist of a song (L2-
LISTENS and understand precise meaning in a
L3)
song (L1-L2-L3) LISTENS and understands native speakers speaking
about his problems (language assistant´s activity)
WRITES about a personal problem/conflict (basic WRITES about children´s conflicts/ problems all (L2-L1)
vocabulary and paragraph structure) (L2) over the world (specific use of vocabulary and WRITES a report describing the different stages of
composition structure) the project, giving opinions and making proposals to
improve it.
SPEAKS about a personal problem/conflict (L1- SPEAKS about young people´s conflicts/ problems
L2)
all over the world (role play interview) SPEAKS about the project, evaluate it and make
proposals to improve it
INTERACTS with peers talking about personal INTERACTS with peers speaking about children´s INTERACTS with peers proposing follow up
conflicts/ problems (L1-L2) problems/conflicts trying to negociate/ agree on activities to the project (spreading the news,
proposals to solve them (L1-L2) contacting charity organizations...)
Competencia social y ciudadana Becomes aware of the destructive effects of war Becomes aware of direct and indirect effects of war Locates in time and place the bombings in Dresde
on population (Sadako Sasaki story) and Hiroshima and their consequences
Historia
Educación para la ciudadanía
To share a task: “working together” To know different Ethic concepts: Peace, dialogue, To defend and debate ideas with arguments
solidarity and use them
Competencia en el conocimiento y la interacción Works his coordination habilities regularly by Performs a sequence of juggling tricks involving
con el mundo físico juggling different tricks Is able to create new juggling tricks cooperating different materials
Educación Física with a partner
Competencia matemática Identifies geometric figures while making origam Calculates surfaces of different geometric figures Calculate simetric axes
cranes
Matemáticas
Competencia cultural y artística Identifies Rap as a musical genre Follows the rythm and lyrics of a song (Fly little Is able to sing the song
bird) Can sing the chorus
Música
Follows rhythm by means of different juggling Performs different juggling tricks with music in a Uses body language to reinforce the “Peace mission”
tricks synchronized way.
Educación Física
Competencia para aprender a aprender I s able to search for resources related to the topic Is able to discriminate and classify information and Is able to use information and resources with
(origami, 2nd World war, QR codes) resources different purposes
Autonomía e iniciativa personal Is able to do a paper crane on his own. He is able to teach someone how to make a crane He is able to advertise the “mission” by different
means (blogs, social nets…)
Tratamiento de la información y competencia Is able to look for information on the web related to Is able to upload a written post on his blog Is able to create and share audiovisual materials on
digital the project his blog and apply new ICTs to learning (QR codes)
Celis, I. (2012). “1000 cranes for peace”, a multidisciplinary bilingual project. IES Néstor Almendros (Tomares, Sevilla)