Spain 4º de Primaria School Syllabus - Spanish Language and Literature (Lengua)

This syllabus for Spanish Language and Literature (Lengua) in 4º de Primaria in Spain is designed to develop students' communication skills and foster ethical language use. It focuses on speaking, listening, reading, and writing in Spanish, equipping students to navigate the challenges of the 21st century. The curriculum emphasizes critical thinking, effective communication, respect for diversity, and the ability to transform information into knowledge.

Specific Competencies:

1. Recognizing Linguistic Diversity: Students will identify different languages and dialects within their environment and Spain, fostering appreciation for cultural diversity and combating linguistic stereotypes. This includes an introduction to sign languages and promotes an understanding of Spanish as a global language.

2. Comprehending Oral and Multimodal Texts: Students will learn to understand and interpret oral and multimodal texts, identifying the main idea and relevant information. They will also evaluate basic formal and content aspects to build knowledge and respond to different communication needs.

3. Producing Oral and Multimodal Texts: Students will create oral and multimodal texts with coherence, clarity, and appropriate register. This will enable them to express ideas, feelings, and concepts, build knowledge, establish personal connections, and participate autonomously and cooperatively in various oral interactions.

4. Comprehending Written and Multimodal Texts: Students will learn to understand and interpret written and multimodal texts, recognizing the overall meaning, main ideas, and explicit and implicit information. They will also make basic reflections on formal and content aspects to acquire and build knowledge and respond to diverse communication needs and interests.

5. Producing Written and Multimodal Texts: Students will create written and multimodal texts with basic grammatical and orthographical correctness, sequencing content effectively, and applying elementary planning, textualization, revision, and editing strategies. This will enable them to build knowledge and respond to specific communication demands.

6. Researching and Evaluating Information: Students will learn to search, select, and compare information from multiple sources, evaluating its reliability and recognizing potential manipulation and misinformation. They will transform this information into knowledge and communicate it creatively, adopting a personal perspective while respecting intellectual property.

7. Autonomous Reading: Students will engage in independent reading based on their interests, sharing their reading experiences to develop their reading identity and foster a love of reading for pleasure and social interaction.

8. Literary Analysis: Students will read, interpret, and analyze literary works or fragments, establishing connections between them and identifying literary genres and conventions. This will introduce them to literature as an art form and a source of pleasure, knowledge, and inspiration for creating literary texts.

9. Reflecting on Language: Students will reflect on language through text production and comprehension processes, using appropriate elementary terminology. This will initiate the development of linguistic awareness and improve oral and written communication skills.

10. Ethical Communication: Students will learn to use language ethically for democratic coexistence, employing non-discriminatory language and identifying and rejecting abuses of power through words. This promotes not only effective but also ethical language use.

Knowledge Areas:

The curriculum covers the following knowledge areas:

• Languages and their speakers
• Communication (context, discursive genres, and processes)
• Literary education
• Reflection on language and its uses

The curriculum promotes interdisciplinary work, connecting language learning with other subjects and real-world situations. It also encourages the integrated treatment of languages to stimulate interlinguistic reflection and address the multilingual reality of many school contexts.