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Spanish Educational System: Curricular Design
 

Spanish Educational System: Curricular Design

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Within the Comenius project we are working in, we must get familiar with the other countries' educational system; so we want to show our partners ours.

Within the Comenius project we are working in, we must get familiar with the other countries' educational system; so we want to show our partners ours.

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    Spanish Educational System: Curricular Design Spanish Educational System: Curricular Design Presentation Transcript

    • SPANISH EDUCATIONAL SYSTEM: CURRICULAR DESIGN
    • EUROPEAN YOUTH –THE CITIZENS OF TOMORROW
    • 1. Inclusion of basic skills in the basic education curriculum.2. Establishment of a diagnosic assessment.3. Core curricula.4. General Organization of vocational training.5. Organization: Specialized Language Education and Professional Music and Dance Education.
    • 1. Quality education and equal opportunities.2. Cooperation.3. Educational aims of the European Union.
    • The ability to integrate knowledge, skills and attitudes in a practical way to solve problems and react appropriately in a variety of contexts and situations.In other words, it is the integration and application of theoretical and practical knowledge in settings outside the academic context.
    • The key competences (Competencias Básicas) in the Spanish Education System have their origin in the key competences, established by the European Union at the end of the 1990s. They are also referred to in the Delors Report(“Learning, the treasure within”, UNESCO, 1996) and in the DeSeCo Project (“Defining and Selecting Key Competences”, OCDE, 1999).
    •  Communication in the mother tongue Communication in foreign languages Mathematical competence and basic competences in science and technology Digital competence Learning to learn Interpersonal, intercultural and social competences and civic competence Entrepreneurship Cultural expression
    • The Ley Orgánica de Calidad de la Educación (LOCE, 2002) mentioned the competences, without defining them or establishing which competences were relevant.They appear in the Spanish education system with the Ley Orgánica de Educación (LOE, 2006) and in the curricula described in this law.
    • In article 6 of the LOE the curriculum is defined as a series of objectives, key competences, contents, methodology and evaluation criteria.
    •  Because they are within the capabilities of the majority of students Because they are common to many areas of everyday life Because they contribute to continuing learning Because not attaining them would have a negative effect on personal, social and professional development.
    • The competences are useful in: achieving self-fulfilment. smoothing the path to adulthood. helping them to become active citizens. developing life-long learning.
    • The introduction of the key competences implies changes in teaching methods, which should now focus on: Essential learning (from knowing to being competent). Constructive learning (understanding and applying) rather than reproductive learning (repetition). Research and use if ITC. Student autonomy. Group work. Transfer of learning. A transversal subject and content curriculum (horizontal and vertical). Integration of formal and informal learning. Coordination between departments.
    • Literacy is fundamental for the development of the key competences.When schools organise their teaching they should guarantee a daily reading period of at least 30 minutes throughout the different stages of primary education..
    • Literacy is also absolutely essential for the development of the key competences at secondary level.Schools should guarantee that throughout secondary education, and in all subject areas, some time is devoted to reading.
    • The organization of the school, its teaching, the relationship between members of the school community and complementary and extra- curricular activities can also help the attainment and development of the key competences.
    • Diversificación curricular programmes(3rd and 4th year secondary) should specifymethodology, contents and evaluation criteria which guarantee the attainment of the key competences.
    • Vocational training courses in secondary schools should make the development of key competences possible and so make the transition from the education system into the workplace smoother.
    • The evaluation criteria of the different subject areas will be an essential reference point for evaluation of the level of acquisition of the key competences, and the achievement of objectives. Assessment of students taking part in thediversificación curricular programme will have anessential reference in the key competences, the secondary objectives and in the specific evaluation criteria of the programme.
    • Students will pass on to secondary level if they have attained the appropriate development in the key competences and a sufficient level of maturity.They can follow the new course of studies as long as their level of attainment does not impede this, in which case they will receive the necessary support to achieve the level required.
    • The student who, on finishing secondary education, has attained the key competences and completed the objectives of this educational stage will receive the secondary certificate of graduation.Students can also obtain this certificate if they fail one or two subjects at the end of secondary, and in special cases even having failed three subjects, as long as the teaching staff of the school feel that the type and weight of these subjects in the overall objectives of the stage do not preclude the attainment of the key competences and the general secondary objectives.
    •  Tutorial Action Plan Welcome Plan Attention to Diversity (refers to considering the differences of the students when designing programmes for them and to implementing actions to satisfy their specific needs.) Bilingualism Co-education Co-existence Literacy Plan Out-of-school activities and “jornada continua”
    •  The aim of this service is the resolution of conflicts within the school community. Mediator’s functions : To assist participants to express their position To build trust among participants To facilitate the search for peaceful solutions.
    •  Doman Method - our school introduced it in the early education stages last school year, and it is been used together with other methods, so following a holistic approach and grasping the best things of different methods , in an attempt of improving literacy and reducing school failure and drop out.
    •  Comenius Multilateral Partnership ( Italy, Germany, United Kingdom and Spain). Bilateral Exchange with France, Caen Bilateral Exchange with Germany, Hamburg Future Multilateral Comenius Partnership ( Austria, Bulgaria, Italy, Portugal, Romania,Sloveni a, Spain and United Kingdom)
    • TEACHER EXCHANGEVALLADOLID – Jan. 2012