SCHOOL EUROPEAN FRAMEWORK

LEVELS OF LINGUISTIC COMPETENCES

Here is shown an adaptation of the European Framework for kids. These goals mark the self-assessment criteria of our pupils. A variation of this School European Framework depending on the Science topic is done to facilitate students the comparison of what they learnt and what is asked. 

*LISTENING

A1	I can understand familiar words and very basic phrases concerning myself, my family, and immediate concrete surroundings when people speak slowly and clearly.
A2	I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance. I can catch the main point in short, clear, simple messages and announcements.
B1	I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. I can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear.

*READING

A1	I can understand familiar names, words  and very simple sentences on: notices, posters or in catalogues.
A2	I can read very short, simple text. I can find specific, predictable information in simple every day material such as advertisements, prospectuses, menus and timetables. Also letters.
B1	I can understand texts that consist mainly of high frequency everyday language. I can understand the description of events, feelings and wishes in personal letters.

*SPEAKING

A1	I can use simple phrases and sentences to describe where I live and people I know
A2	I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or more recent job.
B1	I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes and ambitions. I can briefly give reasons and explanations for opinions and plans. I can narrate a story or relate the plot of a book or film and describe my reactions.

*CONVERSATION – ORAL INTERACTION

A1	I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I’m trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics.
A2	I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can’t usually understand enough to keep the conversation going myself.
B1	I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life: family, hobbies, work, travel and current events.

*WRITING

A1	I can write a short, simple postcard, for example sending holidays greetings. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form.
A2	I can write a short, simple notes and messages. I can write a very simple personal letter, for example talking someone for something.
B1	I can write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions.

European Framework school + module concretion
Example: SOLAR SYSTEM (A2)

LISTENING:	I can understand phrases at the highest frequency vocabulary related to celestial bodies and the solar system. I can catch the main point in videos or documentaries about the space.
READING:	I can read and find specific information about the space in simple texts. I can understand short messages written on the board, internet or in activities.
SPEAKING:	I can use a series of phrases and sentences to describe the celestial bodies, planets of the solar system, how they work and their descriptions.
WRITING:	I can write the vocabulary used and sentences to make a speech about a planet or space mission.
ORAL INTERACTION:	I can communicate in simple and routine tasks related to outer space, exchange information and activities. I can handle short exchanges about my progress even though I can´t usually understand enough to keep the conversation going myself.

This concretion facilitates teachers to create their linguistic objectives and assessment criteria. And it also allows students self-assessment because they are able to identify the goals with they real situation in the classroom and their experiences along the Module.