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Booklet education system of Spain

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  • 1. A booklet with information about the educational system in Spain – Galicia. Secondary School: Compulsory Education Table of ContentsTimetable:.............................................................................................................................................2Subjects in each level...........................................................................................................................2 Subjects in each level: First Level – 1º ESO...................................................................................3 Subjects in each level: Second Level – 2º ESO...............................................................................4 Subjects in each level: Third Level – 3º ESO..................................................................................5 Subjects in each level: Fourth Level – 4º ESO................................................................................6Cross-curricular issues. Ex: sexual education, drug addition, domestic/gender violence,...................7Discipline, classroom management and school rules...........................................................................8Paying attention to diversity (new arrivals to the school, blind, dead and handicapped students,social background)................................................................................................................................9Schools organization...........................................................................................................................10Extra-curricular activities...................................................................................................................11Bilingualism.......................................................................................................................................12Assessment.........................................................................................................................................13Teaching methods...............................................................................................................................14
  • 2. Booklet about the educational system in Spain – Galicia. IES de MOS Timetable: First class 8.30 - 9.20 Second class 9.20 – 10.10 First break time 10.10 – 10.25 Third class 10.25 – 11.15 Fourth class 11.15 – 12.05 Second break time 12.05 – 12.30 Fifth class 12.30 – 13.20 Sixth class 13.20 – 14.10 There are classes only Monday in the afternoon Seventh class 16.15 – 17.05 Eighth class 17.05 – 17.55 Subjects in each level. E.S.O.(Enseñanza Secundaria Obligatoria – Compulsory Secondary Education)In Spain – Region: Galicia. Level Age 1º ESO 12 – 13 years old 2º ESO 13 – 14 years old 3º ESO 14 – 15 years old 4º ESO 15 – 16 years old 2
  • 3. Booklet about the educational system in Spain – Galicia. IES de MOS Subjects in each level: First Level – 1º ESO Number of Compulsory / Subject Optional classes per weekSpanish Language and Literature Compulsory 4The Co-Official Language and Literature: Galician Compulsory 3Physical Education Compulsory 2Social Studies Compulsory 3Citizenship and Human Rights Education Compulsory 2Mathematics Compulsory 4A first Foreign Language: English or French Compulsory 3Natural Science Compulsory 4Plastic and Visual Education Compulsory 2A second Foreign Language: English or French Compulsory 2Integrate Project Compulsory 1Religion* Compulsory 2* Religion is compulsorily offered by schools in both Primary and Lower Secondary Education, but it isoptional for pupils.The students have to choose between Religion (Catholic or another, but the most common is Catholic) orActivities of Study. 3
  • 4. Booklet about the educational system in Spain – Galicia. IES de MOS Subjects in each level: Second Level – 2º ESO Number of Compulsory / Subject Optional classes per weekSpanish Language and Literature Compulsory 3The Co-Official Language and Literature: Galician Compulsory 4Physical Education Compulsory 2Social Studies Compulsory 3Mathematics Compulsory 3A first Foreign Language: English or French Compulsory 3Natural Science Compulsory 3Music Compulsory 2A second Foreign Language: English or French Compulsory 2Technology Compulsory 3Religion* Compulsory 2* Religion is compulsorily offered by schools in both Primary and Lower Secondary Education, but it isoptional for pupils.The students have to choose between Religion (Catholic or another, but the most common is Catholic) orActivities of Study. 4
  • 5. Booklet about the educational system in Spain – Galicia. IES de MOS Subjects in each level: Third Level – 3º ESO Number of Compulsory / Subject Optional classes per weekSpanish Language and Literature Compulsory 4The Co-Official Language and Literature: Galician Compulsory 4Physical Education Compulsory 2Social Studies Compulsory 3Mathematics Compulsory 3Natural Science Compulsory 3A first Foreign Language: English or French Compulsory 3Music Compulsory 2Plastic and Visual Educational Compulsory 2Technology Compulsory 2Religion* Compulsory 1Classical Culture Optional 3A second Foreign Language: English or French Optional 3Initiative Enterprising Optional 3 The students must choose one from the optional subjects.* Religion is compulsorily offered by schools in both Primary and Lower Secondary Education, but it isoptional for pupils.The students have to choose between Religion (Catholic or another, but the most common is Catholic) orActivities of Study. 5
  • 6. Booklet about the educational system in Spain – Galicia. IES de MOS Subjects in each level: Fourth Level – 4º ESO Number of Compulsory / Subject classes per Optional weekSpanish Language and Literature Compulsory 4The Co-Official Language and Literature: Galician Compulsory 4Physical Education Compulsory 2Geography and History Compulsory 3Mathematics Compulsory 4Ethic and Civic Education Compulsory 1Religion* Compulsory 1A first Foreign Language: English or French Compulsory 3Biology and Geology Optional 3Plastic and Visual Education Optional 3Physics and Chemistry Optional 3Computer Science Optional 3Latin Optional 3Music Optional 3A second Foreign Language: English or French Optional 3Technology Optional 3Classical Culture Optional 3 The students must choose three from the optional subjects. * Religion is compulsorily offered by schools in both Primary and Lower Secondary Education, but it is optional for pupils. The students have to choose between Religion (Catholic or another, but the most common is Catholic) or Activities of Study. 6
  • 7. Booklet about the educational system in Spain – Galicia. IES de MOS Cross-curricular issues. Ex: sexual education, drug addition, domestic/gender violence,.... ISSUE LEVEL WHO STAGES COLABORATE Living 2nd The Council and the Organized by the Council: together Secondary Red Cross. 1st stage:Talks given by battered women association in education small groups. Organized by the Red Cross: 2nd stage: Talks and workshops during two days, all the morning(6 hours). These workshops are about living together,gender equality and violence. Sexual 3rd The Department of 1st stage: Education Secondary Health with the family The knowledge of their own body. Education planning department 2nd stage.: a) Two experts from family planning( a doctor and a social assistant) talk to each group about emotional aspects of a person. b) These experts explain pupils the different contraceptive methods. These chats are carried out in small groups during two sessions 3rd stage: The tutor ,in tutorial hour can clarify the doubts that students set out. Drug 4th Department of 1st stage: addition Secondary Education, Department Department of Education, Department of Health give a Education of Health and the workbook for each pupil from 1st to 4th level, in tutorial Alborada group. hours they work about knowledge about themselves and Alborada is a group self-esteem. These workbooks are analyzed by the that Works with orientation department. addicted people, they 2nd stage: try to rehabilitate and Alborada group makes workshops with pupils from 4th reintegrate these level, 5 sessions once a week during 50 minutes. people into the society. 7
  • 8. Booklet about the educational system in Spain – Galicia. IES de MOS Discipline, classroom management and school rules SCHOOL RULES Every school has its own school rules, according to the Law of Education (LOE). The school rulesare like a list of rights and duties concerning students, teachers and parents. The most important could bethe following: – One of the aims of education is to avoid any kind of discrimination – Every student has the right to assessment – The School Council is made up by teachers, students and parents – Students must follow the teachers instructions – Students must attend all the lessons and school activities. Truancy will be punished – Students must make a responsible use of the school material – Students must follow the assigned timetable. – Tobacco, drugs, alcohol are not allowed in any Spanish school (Not even for teachers) – Education must avoid violence and promote the ideas of peace and tolerance DISCIPLINE....CLASS MANAGEMENT The classroom is managed by the teacher in charge of the students. Every case of misbehaviourmust be reported to the form teacher or to the Deputy or to the Head of Studies. The student is sent to aspecial classroom (detention room) where he/she continues the classroom activity with the help of ateacher.Some cases of misbehaviour (fighting, provoking fights, bullying, smoking, drugs,...) may result insuspension or transfer to another school. In these cases the Head (or the School Council) says the lastword. 8
  • 9. Booklet about the educational system in Spain – Galicia. IES de MOS Paying attention to diversity (new arrivals to the school, blind, dead and handicapped students, social background) Pupils with special educational needs,educational needs are those teacher counselling, thewho need, at a certain point development ofin their education or psychopedagogicalpermanently, special assessments and thesupport and specific drawing up of theeducational attention as a schooling report for theresult of disabilities or pupils who so require.severe behavioural In third and fourthdisorders. The specific level, there arecriteria to be recognised as a pupil with special Curricular diversification programmes, ineducational needs and the professionals in charge mainstream educational institutions areof this appraisal are determined by each addressed to students over the age of 16 whoAutonomous Community. It is a widespread need specific methodology and organisation ofpolicy to educate these pupils alongside their content, practical activities and subjects of thepeers in mainstream schools. Only when their curriculum other than the general organisation inneeds cannot be reasonably met in mainstream order to achieve the general objectives and theschools they do attend special education schools basic competences of ESO and therefore obtainor classes. the relevant certificate. The implementation of such measures is subject to the relevant For pupils with educational needs that psychopedagogical assessment, the students andrequire significant adaptations of the curriculum parents opinions and a favourable report issuedin some or all areas, educational institutions have by the educational inspectorate. On completionat their disposal support staff, like teachers of diversification programmes, students whospecialised in Hearing and Speech, or social hold the certificate may continue theirworkers. education, either in the Bachillerator vocational In order to facilitate the integration of training, in mainstream educational institutionsdisabled students,the schools carry out ordinary with the human and material resources necessaryadaptations to access the curriculum, instruction to accommodate the relevant curricular changes.or facilities. These actions are implemented with The Spanish education system providesthe collaboration of different organisations, such different types of assistance to compensate foras the ONCE (National Organisation of Spanish educational inequalities. This is mainly throughBlind People), which are involved in the grants and study aids, intended to guarantee theimplementation of measures that grant access to right to education for pupils in disadvantagedpeople with disabilities. However, extraordinary socio-economic situations. study aids will beadaptation measures, that is, measures which given to these students with the following aims:modify the basic elements of the curriculum, are • educational provisionnot taken into account. • travelling expenses Counselling Departments are the most • school canteenwidespread counselling services in secondary • boarding schooleducation, As regards attention to diversity they • books and teaching materialsare mainly responsible for the prevention, • subsidies for school transport and canteen.diagnosis, treatment and monitoring of specific 9
  • 10. Booklet about the educational system in Spain – Galicia. IES de MOS Schools organization. 10
  • 11. Booklet about the educational system in Spain – Galicia. IES de MOS Extra-curricular activities The organization of extra-curricular activities is voluntary. Eachschool department suggests different activities considered useful to thestudents. Some of the extra-curricular activities are not part of the planning of aspecific department, they are celebrations like the Day of Galicia, Carnival,Samaín (its similar to Halloween), the Day of Peace, … There is a group ofteachers in charge of the Extra-curricular Activities, mainly the AssistantManager and the Teachers in charge of the school library. Some examples of the activities organized in our school:Excursion at the end of the fourth course of Place: Roma.ESO: Excursion for the students who are studyingDuration: 1 week Economics in high school (Bachillerato):Place: Barcelona and surroundings Duration: 3 daysExcursion at the end of the fourth course of Place: Madrid (visit to the Stock Market).ESO for the students of Bilingual Section:Duration: 1 week One day activities:Place: London • Theatre in English, Spanish and Galician.Excursion for the students of ESO, about thesea (its like a camp): • Visit to Wind Power Central.Duration: four days • Visit to Santiago (Cathedral and old town) and Studio of Galicias TV.Place: Vilagarcia, on the coast, near the sea. • Visit to the old town of Lugo.Excursion to the snow:Duration: 1 week • Visit to the Factory of Citroen.Place: San Isidro (León) to the students of ESO • Plant a tree. Visit a forest.and Andorra to the students of Bachelor. • Activities organized into the school:Excursion for the students who are studying • Sanmaín (its similar to Halloween).French in high school (Bachillerato): • Magosto (its a traditional festival aboutDuration: 1 week the chestnut).Place: Paris • Carnival.Excursion for the students whor are studying • Day of Galicia.Art History and Classic Languages in highschool (Bachillerato): • Day of the Rose (Symbol of Mos).Duration: 1 week Charity race and other activities. And many more activities ….!!! 11
  • 12. Booklet about the educational system in Spain – Galicia. IES de MOS Bilingualism Galicia has two official languages: Spanish and Galician. So, both languages share our educationalsystem. PRIMARY EDUCATION (6-12)Spanish and Galician languages are compulsory. Some subjects are taught in Galician (Science,, SocialSciences, Maths,...). Music, PE and Arts are taught in Spanish. SECONDARY EDUCATION (12-16)Spanish and Galician languages are compulsory.Subjects taught in Galician: Maths, Science, Social Sciences, CitizenshipSubjects taught in Spanish: PE, Music,...According to the law, at least 50% of the timetable must be taught in Galician HIGHER SECONDARY (16-18)Spanish and Galician languages are compulsory.Half of the subjects are taught in Galician. The other half in Spanish.Every school decides which subjects are taught in Galician / Spanish. 12
  • 13. Booklet about the educational system in Spain – Galicia. IES de MOS Assessmenta).-Every year, in October, we start with an initial assessment. All the teachers that give lessons in eachgroup have a meeting to speak about the problems and difficulties that they observe in order to solvethem.b).-There is also an assessment at the end of each term (December, March and June).in these meeting wespeak about the marks, individual problems that each pupil has and we try to find the most acceptablesolution.The final evaluation, in June, is very important because with the orientation department, teachers decide ifa pupil pass or fail and if they have to repeat that course. In third and fourth level pupils have thepossibility to attend some special groups and it is in this final evaluation where teachers decide it.c).-Furthermore, there are meetings every 15 days with the tutors of each level to solve problems or toimprove knowledge. 13
  • 14. Booklet about the educational system in Spain – Galicia. IES de MOS Teaching methods or our particular way of teaching. When starting the research on what audience. It does not matter if the prospect of sixteaching methods are used in our school we hours a day on a chair is not appealing, we knowrealized how isolated we are while we work day we will always have an audience. The play canafter day. change: at 8.30, World War II; at 11.00, the Cell; Thanks to social networks, we know at 12.05, the past continuous form. The play canabout methods that are being used hundreds of change and it does not matter how good it is, wekilometres away, however most of the time we will have an audience.do not know what is happening next door- or we Human beings are naturally curious. Theydo not want to know. thirst for new information. So, what are we We are aware of the very different missing in the equation?methods that can be used: deductive, inductive, Maybe our audience does not want to becomparative, dogmatic, heuristic, active...and, of filled with facts. Maybe we should use ourcourse, we cannot leave the passive method knowledge to answer the questions they want tobehind. explore. Maybe it is not a good idea to have a It is an informed guess that some of us pre-defined curriculum. And then the questionstill give a lecture instead of a lesson. The arises: would my audience ever be curious aboutclearest evidence is the arrangement of desks and World War II?chairs in most of our classrooms: straight rows, And we hear the voice of one of ourone pupil wide; but that is just to be sure where pupils: Can it be fun?the enemies lines are, because we all know that Can a war be fun? Can learning about awhat is needed in our messy world is a firm war be fun? Can the way one learns about a warhand. be fun? This may be seen as too harsh a comment And our pupil again: Can I rememberon our already reviled profession. However the something if it is NOT important for me, NOTtruth is that we stay at the front clinging to the significant for me and moreover NOT fun?big desk from which we teach- or should we sayfrom which we preach? And here we are. From time to time -and to silence the It would be unfair not to mention thatvoice of our conscience- we prepare a hands-on some of us use creative methods, creativeproject, a group thinking techniques and problem-solvingactivity or a school trip activities. So, to sum up,but we quickly go back we should say that in ourto our well-planned school- regarding teachingunit in our well- methods- we are with onestructured classroom. foot on the pulpit and theWe do not want to lose other on an empty spacecontrol. that could be creativity, stepping stronger or In our particular putting more weight onway of teaching WE one foot or anotherhave the leading role depending on a wide rangeand we expect the same of circumstances.reaction from all of our 14