The Chilean curricular framework defines three main areas for teaching language and communication: writing, reading, and oral performance, which are supported by the communicative approach. The lack of literature review carried out on this topic reveals a lack of research relating to the coherence between the curriculum and the theoretical frameworks that support the teaching of this competence. This study reviews the study programmes that guide the teaching of oral communication in level two of elementary schools in Chile. To do so, each of the learning outcomes of these programmes was analysed and compared with theoretical categories from the communicative competence model. The results show that, while the design considers the different competences, there is still a lack of attention to the criteria of progression criteria and increasing complexity. This is reflected in the absence of systematic and well defined teaching strategies as well as the over representation of the expositive genre in the proposed strategies.