Courses for Children and Youth

Contents and Objectives

LEVEL A1

Organization of the Content

The content of this sublevel is organized with reference to the inventories of the Curricular Plan of the Instituto Cervantes (PCIC) and the descriptors of the Common European Framework of Reference for Languages (CEFR), adapted to the developmental, cognitive, communicative, and socio-emotional characteristics of young learners.

The program prioritizes meaningful learning through experiences that are close to children’s reality, promoting the progressive development of communicative competence through play, interaction, exploration, and active participation.

The content is organized around the different components of communicative competence and integrates language development with intercultural competence, learner autonomy, and the ability of the student to act as an active member of the group.

Grammatical Component (PCIC)

During this sublevel, students will begin to use basic language structures to meet their first communicative needs.

Among others, the following will be covered:

• Personal pronouns.

• Verbs ser, llamarse, tener, estar, gustar, hay, and other high-frequency verbs.

• Present indicative of the most frequent regular verbs.

• First irregular verbs used in everyday situations.

• Gender and number.

• Definite and indefinite articles.

• Basic demonstratives.

• Common descriptive adjectives.

• Basic interrogative words.

• Expressing possession.

• Expressing existence and location.

• Basic agreement between noun, article, and adjective.

Pragmatic-Discursive Component (PCIC)

Students will develop the first communicative functions necessary to interact in the classroom and in everyday situations appropriate to their age.

They will be able to:

Informative Functions

• Introduce themselves.

• Say their name, age, and nationality.

• Talk about their family.

• Identify objects.

• Describe people, animals, and objects in a very simple way.

• Express very basic likes and dislikes.

• Talk about colors, numbers, and sizes.

• Say where things are.

Social Functions

• Greet and say goodbye.

• Say thank you.

• Ask for help.

• Ask for permission.

• Ask for objects.

• Follow simple instructions.

• Participate in classroom games and activities.

• Respect turn-taking.

Expressive Functions

• Express happiness, sadness, surprise, or fear using simple expressions.

• Say what they like or dislike.

• Express basic preferences.

Discourse Organization

• Understand and produce very short messages.

• Respond using simple sentences.

• Use basic connectors such as and, also, or but.

Notional Content (PCIC)

The content will focus on areas that are close to children’s reality.

These include:

• Family.

• Friends.

• School.

• Classroom.

• Toys.

• Animals.

• Parts of the body.

• Clothes.

• Colors.

• Numbers.

• Food.

• Home.

• Daily routines.

• Games.

• Weather.

• Seasons.

• Children’s celebrations.

Intercultural Competence (PCIC)

Cultural References

Students will begin to learn about simple aspects of Spanish and Latin American culture related to childhood.

The following will be covered, among others:

• Greetings and expressions of politeness.

• Children’s celebrations.

• Birthdays.

• Traditional games.

• Children’s songs.

• Folk tales.

• Celebrations such as Christmas, Carnival, or Halloween, together with celebrations specific to the Spanish-speaking world.

Sociocultural Knowledge and Behaviors

Students will learn to:

• respect basic rules of coexistence;

• accept different ways of living and celebrating;

• value linguistic and cultural diversity;

• show curiosity about other cultures.

Intercultural Skills and Attitudes

Students will progressively develop the ability to:

• work with classmates of different nationalities;

• respect different customs;

• show interest in learning about other ways of life;

• participate positively in intercultural activities.

The Student as a Social Agent (PCIC)

By the end of sublevel A1.1, the student will be able to:

• participate in simple cooperative activities;

• introduce themselves and get to know other classmates;

• ask for help when needed;

• share materials;

• respect basic rules of coexistence;

• wait for their turn;

• collaborate on small group tasks;

• express basic needs appropriately.

The Student as an Autonomous Learner (PCIC)

During this sublevel, students will begin to develop basic strategies for learning a foreign language.

Planning

• Identify the objectives of each activity.

• Understand what they are learning.

Learning Strategies

• Use pictures to understand vocabulary.

• Associate words with pictures.

• Memorize through songs, stories, and games.

• Repeat simple structures.

• Use gestures to support communication.

Self-Regulation

• Check whether they understand an activity.

• Ask for help when needed.

• Assess in a simple way what they are already able to do.

Cooperative Learning

• Participate in pair games.

• Collaborate in small groups.

• Share materials.

• Help other classmates whenever possible.

Contexts of Application

The content will be taught through communicative situations drawn from children’s everyday lives, such as:

• introducing themselves and getting to know classmates;

• participating in cooperative games;

• following classroom routines;

• singing songs and reciting rhymes;

• listening to and acting out stories;

• carrying out arts and crafts activities related to the content being studied;

• describing people, animals, and objects using pictures;

• participating in movement games and Total Physical Response (TPR) activities;

• completing small missions and challenges adapted to their age;

• carrying out simple projects related to family, school, seasons, animals, or celebrations.

Recommended Methodologies

Teaching at this sublevel is based on active and participatory methodologies adapted to children’s development. Priority is given to approaches that promote motivation, interaction, and meaningful learning, including:

• Game-based learning.

• Total Physical Response (TPR).

• Songs, rhymes, and repetition games.

• Storytelling and dramatization.

• Cooperative learning.

• Gamification.

• Learning based on simple projects.

• Classroom routines as a learning context.

• Hands-on and creative activities.

• Use of visual resources, realia, and digital tools adapted to the students’ age.

LEVEL A1.2

Grammatical Component (PCIC)

During this sublevel, students will expand their use of basic language structures in order to function with greater autonomy in everyday situations.

Among others, the following will be covered:

• Consolidation of the verbs ser, estar, tener, llamarse, ir, venir, hacer, querer, poder, and gustar.

• Present indicative of frequently used regular and irregular verbs.

• Reflexive verbs related to daily routines.

• The ir a + infinitive construction to express future actions.

• Agreement between noun, article, adjective, and verb.

• Personal and possessive pronouns.

• Demonstratives and basic quantifiers.

• Common adverbs of place, time, and quantity.

• Simple comparatives.

• Interrogative and exclamatory words commonly used in everyday situations.

• Most frequent prepositions.

• Basic connectors: and, but, because, also, afterwards, first, then.

Pragmatic-Discursive Component (PCIC)

Students will expand the communicative functions necessary to interact more confidently both in the classroom and in everyday situations appropriate to their age.

They will be able to:

Informative Functions

• Introduce themselves and introduce other people.

• Talk about their family, friends, and pets.

• Describe people, animals, objects, and places.

• Explain their daily routines.

• Talk about their hobbies and free time.

• Express likes, preferences, and interests.

• Talk about the weather and the seasons.

• Explain what they are going to do using simple future structures.

Social Functions

• Initiate, maintain, and end short conversations.

• Invite others and respond to invitations.

• Ask for and offer help.

• Give simple instructions.

• Express basic agreement or disagreement.

• Actively participate in games and cooperative activities.

• Resolve small communicative situations in the classroom.

Expressive Functions

• Express simple emotions and feelings.

• Express surprise, excitement, fear, or anger using common expressions.

• Express preferences and give very simple reasons for their opinions.

Discourse Organization

• Understand and produce short spoken and written texts.

• Relate everyday events using connected sentences.

• Use basic connectors to organize information.

• Maintain short communicative exchanges with a certain degree of fluency.

Notional Content (PCIC)

The content will be organized around areas that are close to the students’ experiences.

These include:

• Family and friends.

• School and school activities.

• School subjects.

• Home and rooms.

• The city and public places.

• Means of transportation.

• Food and healthy habits.

• Daily routines.

• Sports.

• Games.

• Free time.

• Professions.

• Holidays.

• Weather.

• Seasons.

• Celebrations and festivals.

• Environmental care.

Intercultural Competence (PCIC)

Cultural References

Students will expand their knowledge of everyday aspects of Spanish and Latin American culture related to childhood.

The following will be covered, among others:

• School customs.

• Traditional games.

• Popular festivals.

• Children’s food and gastronomy.

• Songs and stories.

• Well-known children’s characters.

• Family traditions.

• Cultural expressions adapted to their age.

Sociocultural Knowledge and Behaviors

Students will learn to:

• respect different customs and ways of living together;

• value cultural and linguistic diversity;

• understand similarities and differences between cultures;

• participate respectfully in intercultural activities.

Intercultural Skills and Attitudes

Students will progressively develop the ability to:

• collaborate with classmates of different nationalities;

• show curiosity and interest in other cultures;

• use appropriate expressions of politeness;

• act with respect and empathy in intercultural situations.

The Student as a Social Agent (PCIC)

By the end of sublevel A1.2, the student will be able to:

• actively participate in cooperative activities;

• express simple opinions while respecting those of others;

• collaborate on small classroom projects;

• ask for and offer help;

• resolve minor conflicts through dialogue;

• respect shared rules and responsibilities;

• take an active role within the group.

The Student as an Autonomous Learner (PCIC)

During this sublevel, students will continue developing basic strategies for learning Spanish with progressively greater autonomy.

Planning

• Understand the learning objectives of each unit.

• Relate new content to previous knowledge.

Learning Strategies

• Use pictures, videos, stories, and digital resources to expand vocabulary.

• Organize vocabulary using visual maps and categories.

• Memorize frequently used expressions through games and songs.

• Apply listening and reading comprehension strategies adapted to their age.

Self-Regulation

• Identify the progress they have made.

• Identify difficulties with the teacher’s help.

• Use simple self-assessment tools.

Cooperative Learning

• Work in pairs and small groups.

• Share learning strategies.

• Participate in collaborative projects.

• Help and learn from classmates.

Contexts of Application

The content will be taught through communicative situations drawn from children’s everyday lives, such as:

• participating in classroom routines and activities;

• describing people, animals, objects, and places;

• talking about family, friends, and hobbies;

• planning free-time activities;

• acting out stories, dialogues, and short scenes;

• participating in cooperative and movement games;

• creating simple projects related to school, seasons, animals, sports, or the environment;

• participating in celebrations and cultural activities;

• using digital resources and hands-on materials to solve small communicative challenges.

Recommended Methodologies

Teaching at this sublevel is based on active, participatory, and experiential methodologies adapted to the developmental stage of young learners. Priority is given to approaches that promote motivation, interaction, creativity, and the functional use of Spanish in meaningful situations.

These include:

• Game-based learning.

• Total Physical Response (TPR).

• Cooperative learning.

• Gamification.

• Storytelling and dramatization.

• Learning based on simple projects.

• Solving small challenges.

• Creative workshops and hands-on activities.

• Use of songs, videos, and interactive digital resources.

• Classroom routines as a learning context.

LEVEL A2.1

Grammatical Component (PCIC)

During this sublevel, students will expand and consolidate the grammatical resources necessary to function with greater autonomy in everyday situations.

Among others, the following will be covered:

• Consolidation of the present indicative.

• Introduction and use of the present perfect.

• Introduction to the preterite of the most frequently used verbs.

• Basic contrast between present and past.

• Near future (ir a + infinitive) and initial references to the simple future in frequently used expressions.

• Reflexive verbs.

• Direct and indirect object pronouns in simple structures.

• Basic comparatives and superlatives.

• Quantifiers and adverbs of frequency.

• Expressions of time and place.

• Sequence connectors: first, afterwards, then, finally.

• Simple causal connectors: because, therefore.

Pragmatic-Discursive Component (PCIC)

Students will expand their communicative resources so that they can function with greater autonomy both inside and outside the classroom.

They will be able to:

Informative Functions

• Narrate recent and past experiences.

• Talk about their holidays and leisure activities.

• Describe people, places, and events in greater detail.

• Explain routines, habits, and changes.

• Talk about plans and intentions.

• Express preferences and justify simple opinions.

• Give information about their surroundings.

Social Functions

• Actively participate in short conversations.

• Ask for and give information.

• Make invitations and respond to them.

• Suggest activities.

• Express agreement and disagreement respectfully.

• Collaborate on projects and group work.

• Resolve minor conflicts through dialogue.

Expressive Functions

• Express everyday emotions, wishes, and feelings.

• Express excitement, surprise, concern, or anger.

• Explain what they like, what they prefer, and why.

Discourse Organization

• Understand and produce short spoken and written texts with a simple structure.

• Narrate events using a logical sequence.

• Use basic connectors to organize information and relate ideas.

Notional Content (PCIC)

The content will be developed around topics that are close to the students’ reality.

These include:

• Family and personal relationships.

• School and everyday life.

• The neighborhood and the city.

• Travel and holidays.

• Sports and leisure activities.

• Animals and nature.

• Environmental care.

• Healthy eating.

• Everyday technologies.

• Professions.

• Traditions and celebrations.

• Health and healthy habits.

Intercultural Competence (PCIC)

Cultural References

Students will expand their knowledge of cultural aspects of Spain and the Spanish-speaking world related to children’s everyday lives.

The following will be covered, among others:

• Family and school customs.

• Traditions and popular festivals.

• Gastronomy.

• Games and sports.

• Children’s music and literature.

• Relevant figures in the cultural and sports fields.

Sociocultural Knowledge and Behaviors

Students will learn to:

• value cultural diversity as an enriching element;

• respect different ways of living and coexisting;

• recognize similarities and differences between cultures;

• participate with an open and respectful attitude in intercultural contexts.

Intercultural Skills and Attitudes

Students will progressively develop the ability to:

• communicate with classmates from different cultures;

• collaborate in intercultural activities;

• show empathy and respect towards other customs;

• act responsibly in multicultural contexts.

The Student as a Social Agent (PCIC)

By the end of sublevel A2.1, the student will be able to:

• actively participate in cooperative projects;

• assume small responsibilities within the group;

• express opinions while respecting those of others;

• collaborate in resolving simple conflicts;

• organize tasks with other classmates;

• participate proactively in collective activities.

The Student as an Autonomous Learner (PCIC)

During this sublevel, students will progressively develop strategies that promote autonomy in learning.

Planning

• Identify personal learning objectives.

• Organize simple tasks with the teacher’s help.

Learning Strategies

• Use graphic organizers and concept maps.

• Expand vocabulary through digital resources and visual dictionaries.

• Apply listening and reading comprehension strategies.

• Relate new content to personal experiences.

Self-Regulation

• Reflect on their own progress.

• Identify common errors and learn from them.

• Use simple self-assessment and peer-assessment tools.

Cooperative Learning

• Participate in collaborative projects.

• Share learning strategies.

• Help classmates.

• Value teamwork as a learning tool.

Contexts of Application

The content will be taught through communicative situations drawn from students’ everyday lives, such as:

• explaining personal experiences and recent events;

• organizing activities with classmates;

• preparing and presenting small classroom projects;

• participating in dramatizations and role-plays;

• creating posters, presentations, and simple digital productions;

• solving cooperative challenges;

• participating in activities related to the environment, health, culture, and traditions;

• carrying out small research projects adapted to their age;

• using digital resources to find, organize, and present information.

Recommended Methodologies

Teaching at this sublevel is based on active, participatory, and cooperative methodologies that promote the progressive development of students’ autonomy and communicative competence.

These include:

• Project-Based Learning (PBL) adapted to the students’ age.

• Structured cooperative learning.

• Gamification.

• Solving challenges and simple problems.

• Dramatizations and role-plays.

• Creative workshops and interdisciplinary projects.

• Use of educational digital tools.

• Shared reading and story creation.

• Guided research activities.

• Thinking routines and reflection on learning.

LEVEL A2.2

Grammatical Component (PCIC)

During this sublevel, students will consolidate the content covered in previous levels and expand the linguistic resources necessary to function with greater confidence in everyday situations.

Among others, the following will be covered:

• Consolidation of the present indicative.

• Consolidation of the present perfect.

• Expanded use of the preterite.

• Introduction to the imperfect for describing past situations and habits.

• Basic contrast between the present perfect, preterite, and imperfect.

• Simple future of the most frequently used verbs.

• Commonly used verbal periphrases.

• Personal direct and indirect object pronouns.

• Comparatives and superlatives.

• Quantifiers and indefinite pronouns.

• Coordinated clauses.

• Introduction to simple causal, temporal, and purpose subordinate clauses.

• Connectors for organizing and relating ideas: because, therefore, although, when, first, afterwards, finally, in addition.

Pragmatic-Discursive Component (PCIC)

Students will develop communicative strategies that enable them to participate more autonomously in conversations and activities within their environment.

They will be able to:

Informative Functions

• Narrate personal experiences and past events.

• Describe people, places, objects, and situations with greater precision.

• Explain habits and changes.

• Talk about projects and intentions.

• Express opinions and justify them in a simple way.

• Give instructions and explain basic procedures.

Social Functions

• Actively participate in everyday conversations.

• Organize activities with other classmates.

• Make suggestions and respond to them.

• Negotiate simple agreements.

• Resolve minor conflicts through dialogue.

• Collaborate on projects and shared tasks.

Expressive Functions

• Express emotions, wishes, concerns, and preferences.

• Explain reasons and justify simple decisions.

• Show agreement or disagreement respectfully.

Discourse Organization

• Understand and produce short spoken and written texts with greater cohesion.

• Relate experiences using different verb tenses.

• Organize information using simple connectors.

• Participate in communicative exchanges with greater fluency.

Notional Content (PCIC)

The content will be organized around areas that are close to the students’ experiences.

These include:

• Family and school life.

• Friendship and personal relationships.

• Leisure and free time.

• Travel and holidays.

• Sports and healthy habits.

• Food.

• Nature and the environment.

• Technology and the media.

• The city and public services.

• Professions.

• Solidarity and coexistence.

• Traditions and celebrations of the Spanish-speaking world.

Intercultural Competence (PCIC)

Cultural References

Students will expand their knowledge of cultural aspects of Spain and Spanish-speaking countries related to everyday life, customs, and traditions.

The following will be covered, among others:

• Popular festivals.

• Gastronomy.

• Children’s music and literature.

• Sports.

• Notable figures in culture, science, and sports.

• Cultural expressions specific to the Spanish-speaking world.

Sociocultural Knowledge and Behaviors

Students will learn to:

• understand different ways of living and coexisting;

• value cultural and linguistic diversity;

• respect different points of view;

• participate responsibly in intercultural contexts.

Intercultural Skills and Attitudes

Students will progressively develop the ability to:

• communicate effectively with classmates from different cultures;

• act with empathy and respect;

• collaborate on intercultural projects;

• value diversity as a source of learning.

The Student as a Social Agent (PCIC)

By the end of sublevel A2.2, the student will be able to:

• actively collaborate on projects and cooperative work;

• express opinions and provide simple arguments;

• assume responsibilities within the group;

• participate in the dialogic resolution of conflicts;

• organize activities with other classmates;

• act with respect and responsibility in different social contexts.

The Student as an Autonomous Learner (PCIC)

During this sublevel, students will consolidate strategies that promote increasingly autonomous learning.

Planning

• Set personal learning objectives.

• Organize tasks and working time with teacher support.

Learning Strategies

• Use different information sources adapted to their age.

• Expand vocabulary through printed and digital resources.

• Apply oral and written comprehension and production strategies.

• Relate new learning to personal experiences.

Self-Regulation

• Reflect on their progress and difficulties.

• Use simple self-assessment and peer-assessment tools.

• Correct common errors with the help of the teacher and classmates.

Cooperative Learning

• Actively participate in group projects.

• Share learning strategies.

• Take on different roles within the team.

• Value cooperative work as a learning tool.

Contexts of Application

The content will be taught through communicative situations that are close to students’ reality, such as:

• explaining personal experiences and past events;

• planning activities and projects with classmates;

• participating in guided debates and conversations about topics of interest;

• preparing oral presentations and short written texts;

• carrying out simple research using different sources;

• participating in projects related to culture, the environment, science, or coexistence;

• representing situations through dramatizations and role-plays;

• solving cooperative challenges and communicative tasks as a team;

• using digital tools to find, organize, and present information.

Recommended Methodologies

Teaching at this sublevel is based on active, cooperative, and inclusive methodologies that promote the progressive development of autonomy, critical thinking, and students’ communicative competence.

These include:

• Project-Based Learning (PBL).

• Structured cooperative learning.

• Challenge-Based Learning (CBL) adapted to the students’ age.

• Problem-based learning.

• Guided debates and dialogic discussions.

• Dramatizations and simulations.

• Guided research.

• Use of educational digital tools.

• Oral and written expression workshops.

• Thinking routines and reflection on learning.

LEVEL B1.1

Grammatical Component (PCIC)

During this sublevel, students will consolidate the content corresponding to level A2 and expand the grammatical resources necessary to communicate with greater accuracy and autonomy.

Among others, the following will be covered:

• Consolidation of the present indicative.

• Consolidation of the present perfect, preterite, and imperfect, as well as their main contrasts.

• Simple future.

• Simple conditional in its most frequent uses.

• Common verbal periphrases (ir a + infinitive, tener que + infinitive, deber + infinitive, poder + infinitive, acabar de + infinitive, estar + gerund).

• Introduction to the present subjunctive in frequently used expressions of desire, recommendation, evaluation, and purpose.

• Personal direct and indirect object pronouns.

• Simple coordinated and subordinate clauses (causal, temporal, purpose, conditional, and relative).

• Comparatives and superlatives.

• Connectors for organizing discourse: in addition, however, therefore, although, while, when, afterwards, finally, then.

Pragmatic-Discursive Component (PCIC)

Students will develop communicative resources that enable them to function autonomously in situations related to their school, family, and social lives.

They will be able to:

Informative Functions

• Narrate personal experiences and past events.

• Explain projects, experiences, and future plans.

• Describe people, places, objects, and situations in detail.

• Express opinions and justify them.

• Give instructions and explain procedures.

• Summarize simple information from spoken and written texts.

Social Functions

• Actively participate in conversations and guided debates.

• Suggest activities and negotiate agreements.

• Ask for and offer help.

• Resolve disagreements through dialogue.

• Collaborate on group projects.

• Participate in oral presentations and talks.

Expressive Functions

• Express feelings, emotions, and moods.

• Express wishes, preferences, and interests.

• Explain simple causes and consequences.

• Give recommendations and advice.

Discourse Organization

• Understand and produce longer spoken and written texts.

• Organize information clearly.

• Relate ideas using a variety of connectors.

• Adapt discourse to different communicative situations.

Notional Content (PCIC)

The content will be developed around topics that are close to the students and appropriate to their developmental stage.

These include:

• Personal identity and social relationships.

• Family and friendship.

• School and education.

• Leisure, sports, and culture.

• Travel and discovering other cultures.

• Health and well-being.

• Nature and sustainability.

• Science and technology.

• The media.

• Solidarity and coexistence.

• Children’s rights and responsibilities.

• Traditions and cultural expressions of the Spanish-speaking world.

Intercultural Competence (PCIC)

Cultural References

Students will expand their knowledge of the cultural diversity of the Spanish-speaking world through cultural expressions adapted to their age.

The following will be covered, among others:

• Festivals and traditions.

• Gastronomy.

• Children’s and young people’s literature.

• Music, film, and art.

• Sports and notable figures.

• School and family customs.

• Geographical and cultural diversity of Spanish-speaking countries.

Sociocultural Knowledge and Behaviors

Students will learn to:

• understand and respect different ways of life;

• value cultural and linguistic diversity;

• interpret behaviors associated with different cultural contexts;

• participate with an open and respectful attitude in intercultural situations.

Intercultural Skills and Attitudes

Students will progressively develop the ability to:

• communicate effectively in multicultural contexts;

• show empathy towards different perspectives;

• collaborate on intercultural projects;

• reflect on similarities and differences between cultures.

The Student as a Social Agent (PCIC)

By the end of sublevel B1.1, the student will be able to:

• participate responsibly in cooperative projects;

• assume different roles within the group;

• express reasoned opinions while respecting those of others;

• collaborate in the dialogic resolution of conflicts;

• actively participate in the organization of classroom activities;

• act with responsibility, initiative, and respect in different social contexts.

The Student as an Autonomous Learner (PCIC)

During this sublevel, students will consolidate strategies that promote increasingly autonomous and reflective learning.

Planning

• Set personal learning objectives.

• Organize individual and cooperative work.

Learning Strategies

• Use different printed and digital information sources.

• Expand vocabulary through classification and contextualization strategies.

• Apply oral and written comprehension and production strategies.

• Relate new learning to prior knowledge.

Self-Regulation

• Assess their own progress using self-assessment tools.

• Identify strengths and areas for improvement.

• Apply strategies for reviewing and correcting errors.

Cooperative Learning

• Actively participate in collaborative projects.

• Share strategies and resources.

• Assume responsibilities within the group.

• Value cooperative work as a learning tool.

Contexts of Application

The content will be taught through authentic and meaningful communicative situations, such as:

• participating in cooperative and interdisciplinary projects;

• preparing and giving oral presentations;

• discussing topics related to their interests;

• writing stories, diaries, interviews, and short articles;

• developing projects related to science, culture, the environment, or coexistence;

• participating in dramatizations and simulations of real-life situations;

• searching for, selecting, and presenting information using digital tools;

• collaborating in intercultural activities with students from different backgrounds;

• solving communicative challenges through teamwork.

Recommended Methodologies

Teaching at this sublevel is based on active, inclusive, and participatory methodologies that promote autonomy, communicative competence, and critical thinking.

These include:

• Project-Based Learning (PBL).

• Challenge-Based Learning (CBL).

• Structured cooperative learning.

• Problem-based learning.

• Guided debates and dialogic discussions.

• Dramatizations and simulations.

• Guided research.

• Use of digital tools for content creation.

• Learning portfolio and self-assessment.

• Thinking routines and thinking skills.

LEVEL B1.2

Grammatical Component (PCIC)

During this sublevel, students will consolidate the content corresponding to level B1 and expand the linguistic resources necessary to communicate with greater accuracy, fluency, and flexibility.

Among others, the following will be covered:

• Consolidation of the present indicative.

• Consolidation of past tenses: present perfect, preterite, imperfect, and pluperfect.

• Consolidation of the simple future and simple conditional.

• Consolidation of commonly used verbal periphrases.

• Expanded use of the present subjunctive in expressions of desire, evaluation, recommendation, purpose, influence, and emotion.

• Introduction to the contrast between indicative and subjunctive in common contexts.

• Personal direct and indirect object pronouns.

• Reported speech in simple situations.

• Frequently used causal, temporal, purpose, concessive, conditional, and relative subordinate clauses.

• Connectors for organizing and developing arguments: in addition, however, although, therefore, consequently, while, when, firstly, finally, for example.

Pragmatic-Discursive Component (PCIC)

Students will expand the resources necessary to function autonomously in situations related to school, social, and cultural life.

They will be able to:

Informative Functions

• Narrate experiences and events with greater precision.

• Describe people, places, objects, and situations using a broader vocabulary.

• Explain projects, processes, and experiences.

• Express opinions and justify them using simple arguments.

• Summarize information from different texts.

• Compare situations and establish relationships between events.

Social Functions

• Actively participate in conversations and guided debates.

• Negotiate simple agreements and make group decisions.

• Make proposals and respond to them.

• Cooperate on classroom projects.

• Resolve disagreements through dialogue and mediation.

• Adapt their communication to different interlocutors and situations.

Expressive Functions

• Express feelings, emotions, and moods with greater precision.

• Express wishes, expectations, agreement, and disagreement.

• Give recommendations and advice.

• Express simple causes, consequences, and hypotheses.

Discourse Organization

• Understand and produce cohesive spoken and written texts.

• Organize information clearly and coherently.

• Use a wider range of connectors.

• Adapt discourse to the communicative purpose and intended audience.

Notional Content (PCIC)

The content will be developed around areas that are close to students’ reality and interests.

These include:

• Personal identity and growing up.

• Family and social relationships.

• School and academic life.

• Leisure, sports, and culture.

• Travel and cultural exchange.

• Science and technology.

• The environment and sustainability.

• Health and well-being.

• Solidarity, participation, and coexistence.

• The media and digital networks.

• Children’s rights.

• The cultural heritage of the Spanish-speaking world.

Intercultural Competence (PCIC)

Cultural References

Students will deepen their knowledge of the cultural diversity of the Spanish-speaking world through cultural expressions adapted to their age.

The following will be covered, among others:

• Traditions and celebrations.

• Children’s and young people’s literature.

• Music, film, and artistic expressions.

• Notable figures in culture, science, and sports.

• Geographical, linguistic, and cultural diversity of Spanish-speaking countries.

• Customs related to everyday and school life.

Sociocultural Knowledge and Behaviors

Students will learn to:

• understand different cultural perspectives;

• respect linguistic and cultural diversity;

• value dialogue as a tool for coexistence;

• act responsibly in multicultural contexts.

Intercultural Skills and Attitudes

Students will progressively develop the ability to:

• communicate naturally in multicultural contexts;

• collaborate on intercultural projects;

• show empathy and respect towards different ways of life;

• reflect on their own culture and that of others.

The Student as a Social Agent (PCIC)

By the end of sublevel B1.2, the student will be able to:

• actively and responsibly participate in cooperative projects;

• assume different roles within a team;

• express and defend opinions using simple arguments;

• collaborate in the dialogic resolution of conflicts;

• participate in representation, mediation, and collaborative activities;

• act with initiative, respect, and responsibility in different social contexts.

The Student as an Autonomous Learner (PCIC)

During this sublevel, students will consolidate strategies that promote autonomous, reflective, and increasingly effective learning.

Planning

• Set personal learning objectives.

• Responsibly organize individual and cooperative work.

Learning Strategies

• Use a variety of printed and digital information sources.

• Select and organize relevant information.

• Expand their lexical repertoire through contextualization strategies.

• Apply oral and written comprehension and production strategies.

Self-Regulation

• Reflect on their own learning process.

• Use self-assessment and peer-assessment tools.

• Review and improve oral and written productions.

• Develop strategies for overcoming learning difficulties.

Cooperative Learning

• Participate in more complex collaborative projects.

• Share strategies and resources with classmates.

• Assume responsibilities within the group.

• Value cooperative learning as a tool for improving communication.

Contexts of Application

The content will be taught through authentic and meaningful communicative situations, such as:

• participating in cooperative and interdisciplinary projects;

• preparing and giving oral presentations and digital presentations;

• debating topics related to current affairs, coexistence, culture, or the environment;

• writing stories, interviews, news reports, diaries, and age-appropriate opinion texts;

• developing guided research projects;

• participating in dramatizations, simulations, and mediation activities;

• using digital tools to search for, select, organize, and present information;

• collaborating on intercultural projects with students from different backgrounds;

• solving communicative challenges through cooperative work.

Recommended Methodologies

Teaching at this sublevel is based on active, cooperative, and inclusive methodologies that promote the consolidation of autonomy, communicative competence, and critical thinking.

These include:

• Project-Based Learning (PBL).

• Challenge-Based Learning (CBL).

• Structured cooperative learning.

• Problem-based learning.

• Guided debates and dialogic discussions.

• Dramatizations, simulations, and mediation activities.

• Guided research and discovery-based learning.

• Creation of digital products (presentations, videos, podcasts, or digital posters).

• Learning portfolio.

• Thinking routines and thinking skills.