Comparative table of levels
- Stage: 1
- MCER: A1.1
Students begin to learn the Spanish language from the simplest sentences. Teachers introduce and practice the basic structure of the Latin phrase, including gender, adjective agreement, and subject pronouns omitted. Negative and interrogative sentences are studied. The verbs “ser” and “estar” are incorporated and practiced. The three verb conjugations are also introduced. The vocabulary includes numbers, colors, the time, nationalities, possessive adjectives, and days of the week.
Outcome. Students can describe objects in their usual environment.
- Stage: 2
- MCER: A1.2
Students are taught multiple verb tenses to learn to distinguish between el ‘presente de indicativo’ (Present Simple) “I do it” and ‘estar + gerundio’ (Present Continuous) “I am doing it”. They are also taught the verb “to have.” Indirect object pronouns and personal pronouns are introduced. The imperative form of the verb is learned. They also learn the days of the week, family members, ordinal numbers, cardinal points, and times of the day.
Outcome. Students can describe and comment on everyday events and actions.
It accredits the linguistic competence of Spanish that is equivalent to the Access (A1) level, the first of the six proposed in the scale of the Common European Framework of Reference for Languages: learning, teaching, assessment.
This diploma certifies that the person can function in simple communication situations, related to areas of immediate need or to very everyday issues.
- Stage: 3
- MCER: A2.1
Students learn possessive pronouns and more indirect object pronouns. They learn pronominal / reflexive verbs, more imperatives, the use of the Present Simple to communicate the duration and the use of pronouns after prepositions. They also learn about more family members, adverbs, and direct object pronouns.
Outcome. Students can understand a wide variety of everyday words and expressions.
- Stage: 4
- MCER: A2.2
Students learn the Past Simple of the first, second, and third conjugations. They also learn ‘el Pretérito Indefinido’ (Past Simple) of the most common irregular verbs. The reduplication of pronouns is introduced. Students learn the Present Perfect and its three uses, the Participles of the most important irregular verbs, the construction “go to” ‘ir a’ + Infinitive to refer to the future, the imperfect tense of the past and the difference in use and meaning between the Past Simple and the Past Imperfect.
Outcome. Students can talk about the past, the future, and the actions that have happened so far.
It accredits the linguistic competence of Spanish, which is equivalent to the Platform (A2) level, second of the six proposed in the scale of the Common European Framework of Reference for Languages: learning, teaching, assessment.
This diploma certifies that the candidate is able to understand frequently used everyday phrases and expressions related to areas of expertise that are especially relevant to him (basic information about himself and his family, shopping, places of interest, etc.).
- Stage: 5.1 y 5.2
- MCER: B1.1 / B1.2
Students learn the conjugation of the Present Subjunctive of the first, second and third conjugations and put it into practice using it to express wishes, opinions, probabilities and doubts. More prepositions than the commonly used “for” and “by” and the difference between them are added. The pluperfect tense is introduced and practiced so that students can talk about an action that occurred in a more distant time before another action in the past. Important suffixes such as “-íon”, “-ísimo” and “-ría” are also introduced.
Outcome. Students can express statements and opinions about unreal and hypothetical states.
- Stage: 6.1 y 6.2
- MCER: B1.3/ B1.4
Students are taught the Conditional mood, verbs that have different meanings in ‘el Pretérito Indefinido’ (the Past Simple) and the ‘Pretérito Imperfecto’ (Past Imperfect), and important expressions such as “therefore” and “despite.” The Imperfect Subjunctive is introduced so that they learn to use the indirect speech and the passive voice.
Outcome. Students can discuss assumptions in the present and near future, report what another person has said, and formulate sentences that focus on the recipient of an action rather than the issuer.
It accredits the linguistic competence of Spanish that is equivalent to the Threshold (B1) level, third of the six proposed in the scale of the Common European Framework of Reference for Languages: learning, teaching, assessment.
This diploma certifies sufficient linguistic competence to function in ordinary situations of daily life, in normal communication circumstances that do not require specialized use of the language.