[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-419388-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-419388-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","progression-of-learning-in-secondary-school-spanish-as-a-third-language","Progression of Learning in Secondary School - Spanish as a Third Language","","Progression of Learning in Secondary School - Spanish as a Third Language outlines how knowledge and competencies should develop across Secondary Cycle Two. It explains the school’s role in progressively structuring learners’ expanding knowledge, and how competencies consolidate knowledge through varied, contextual use. The teacher’s intervention is framed through selected instructional methods, targeted support for learning difficulties, and evaluation focused on acquisition and effective application in competency-based contexts. Learning elements are organized in tables with a uniform legend using an arrow, star, and shaded box.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/progression-of-learning-in-secondary-school-spanish-as-a-third-language/419388/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/progression-of-learning-in-secondary-school-spanish-as-a-third-language/419388.png","ImageObject",300,407,{"name":42,"@type":43},"Levi","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-20","2026-09-28",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the purpose of the progression of learning framework in secondary school?","Question",{"text":63,"@type":64},"It complements each school subject by specifying the knowledge students must acquire and use each year, helping teachers plan both teaching and student learning.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How do knowledge and competencies reinforce each other?",{"text":68,"@type":64},"Knowledge becomes consolidated when it is used, and exercising competencies requires acquiring new knowledge; applying a grammar rule in varied texts and contexts is the key example.",{"name":70,"@type":61,"acceptedAnswer":71},"What role does the teacher play in learning and competency development?",{"text":72,"@type":64},"The teacher must intervene throughout the learning process, select appropriate teaching methods, provide targeted support when needed, and evaluate learning to guide students and confirm expected acquisition.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},419388,1790899970,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},7971461740909,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Progression of Learning in Secondary School  \nSpanish as a Third Language  \nJune 21, 2011  \nTable of Contents  \nProgression of Learning in Secondary School  3  \nIntroduction  5  \nElements of the communication situation  6  \nLexicon  8  \nPhonetics  10  \nKnowledge related to grammar  12  \nCultural references  21  \nStrategies  24  \nInteraction, comprehension and production process  27  \nReproduction rights  \nEducational institutions are authorized to reproduce this document in whole or in part. If copies are sold, the price must not exceed the cost of reproduction. This document is available at:  \n[ [www.mels.gouv.qc.ca/progression/secondaire/index_en.asp](www.mels.gouv.qc.ca/progression/secondaire/index_en.asp) ]  \nProgression of Learning in Secondary School  \nThe progression of learning in secondary school constitutes a complement to each school subject, providing further information on the knowledge that the students must acquire and be able to use in each year of secondary school. This tool is intended to assist teachers in planning both their teaching and the learning that their students are to acquire.  \nThe role of knowledge in learning  \nThe knowledge that young people acquire enables them to better understand the world in which they live. From a very early age, within their families and through contact with the media and with friends, they accumulate and learn to use an increasingly greater body of knowledge. The role of the school should be to progressively broaden, deepen and structure this knowledge.  \nKnowledge and competencies must mutually reinforce each other. On the one hand, knowledge becomes consolidated when it is used and, on the other hand, the exercise of competencies entails the acquisition of new knowledge. Helping young people acquire knowledge raises the challenging question of how to make this knowledge useful and durable, and thus evokes the notion of competency. For example, we can never be really assured that a grammar rule has been assimilated until it is used appropriately in a variety of texts and contexts that go beyond the confines of a repetitive, targeted exercise.  \nIntervention by the teacher  \nThe role of the teacher in knowledge acquisition and competency development is essential, and he or she must intervene throughout the learning process. In effect, the Education Act confers on the teacher the right to “select methods of instruction corresponding to the requirements and objectives fixed for each group or for each student entrusted to his care.” It is therefore the teacher’s responsibility to adapt his or her instruction and to base it on a variety of strategies, whether this involves lecture-based teaching for the entire class, individualized instruction for a student or a small group of students, a series of exercises to be done, a team activity or a particular project to be carried out.  \nIn order to meet the needs of students with learning difficulties, teachers should encourage their participation in the activities designed for the whole class, although support measures should also be provided, when necessary. These might involve more targeted teaching of certain key elements of knowledge, or they might take the form of other specialized interventions.  \nAs for the evaluation of learning, it serves two essential functions. Firstly, it enables us to look at the students’ learning in order to guide and support them effectively. Secondly, it enables us to verify the extent to which the students have acquired the expected learning. Whatever its function, in accordance with the Policy on the Evaluation of Learning, evaluation should focus on the acquisition of knowledge and the students’ ability to use this knowledge effectively in contexts that draw upon their competencies.  \nStructure  \nThe progression of learning is presented in the form of tables that organize the elements of knowledge similarly to the way they are organized in the subject-specific programs. In mathematics, for exam","cbCaij5kG96wF5N5","https://ap.wps.com/l/cbCaij5kG96wF5N5","pdf",737418,28,"English","# Introduction\n## Elements of the communication situation\n## Lexicon\n## Phonetics\n## Knowledge related to grammar\n## Cultural references\n## Strategies\n## Interaction, comprehension and production process","[{\"question\":\"What is the purpose of the progression of learning framework in secondary school?\",\"answer\":\"It complements each school subject by specifying the knowledge students must acquire and use each year, helping teachers plan both teaching and student learning.\"},{\"question\":\"How do knowledge and competencies reinforce each other?\",\"answer\":\"Knowledge becomes consolidated when it is used, and exercising competencies requires acquiring new knowledge; applying a grammar rule in varied texts and contexts is the key example.\"},{\"question\":\"What role does the teacher play in learning and competency development?\",\"answer\":\"The teacher must intervene throughout the learning process, select appropriate teaching methods, provide targeted support when needed, and evaluate learning to guide students and confirm expected acquisition.\"}]","Progression of Learning in Secondary School - Spanish as a Third Language | PDF",1790616835,71]