Spanish Educational System

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  • Gracias! I go to a school of approx 1000 students in Northern Ireland so the system is slightly different. Thanks again!
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  • In Spain, Plastic Ed is Art Education.
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  • I'm a student in Northern Ireland and was wondering what Plastic Ed. is? Is this meant to be Physical education or technology and design? The presentation was great help for my homework on the Spanish Education System!
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  • 1. SPANISH EDUCATIONAL SYSTEM
  • 2. OUTLINE
    • Spanish educational system
    • Our school
    • Our educational school programme
    • Political & territorial organization
  • 3. SPANISH POLITICAL AND TERRITORIAL ORGANIZATION The Spanish Constitution of 1978 states which competencies are autonomous for each region and which come under the Spanish State. Each region has legislative autonomy and executive competences, and they administer themselves by their own representatives. There are 17 Autonomous Regions, Región de Murcia is one of them, and 2 Autonomous cities.
  • 4. MAP OF SPAIN Alguazas
  • 5. DECENTRALIZED MODEL OF EDUCATION DISTRIBUTION OF RESPONSIBILITIES IN EDUCATION CENTRAL GOVERNMENT General organisation of the system, minimum requirements for schools, international cooperation in education, policies to encourage and coordinate research, general planning of education and regulation of academic and professional qualifications, High inspectorate, policies on financial support for studies, ownership and administration of public institutions abroad, establishment of the legal basis for foreign institutions in Spain, education statistics for state purposes, etc.
  • 6. AUTONOMOUS REGIONS SCHOOLS LOCAL ADMINISTRATIVE Schools are autonomous in organisational, educational and financial matters. The aim of such autonomy is to achieve a better adaptation and better use of allocated resources, as well as to facilitate a model of educational action which best meets the students’ needs and the characteristics of the school environment. Provision of sites for building public institutions, maintenance and refurbishment of pre-primary and primary schools, planning extracurricular and supplementary activities, monitoring compulsory schooling, etc. Administrative responsibility within their territories, creation and authorization of institutions, staff management, curriculum development, student guidance and support, financial support and aids.
  • 7.
    • Colegio for:
    • Infant Education (Educación Infantil)
    • Primary Education (Educación Primaria)
    • Instituto , abbreviated to IES , for:
    • Compulsory Secondary Education (ESO)
    • Higher Secondary Education ≈ Sixth Form (Bachillerato)
    • Specific Vocational Training (Formación Profesional)
    TYPES OF SCHOOLS IN SPAIN In Spain there are public schools, laical and free, and private schools . The schools are named:
  • 8. DESCRIPTION OF SPANISH EDUCATIONAL SYSTEM INFANT EDUCATION PRIMARY EDUCATION COMPULSORY SECUNDARY EDUCATION BASIC, FREE & LAICAL EDUCATION IN STATES SCHOOLS NON COMPULSORY EDUCATION HIGHER SECONDARY EDUCATION ≈ SIXTH FORM MIDDLE LEVEL SPECIFIC VOCATIONAL TRAINING CYCLES HIGHER EDUCATION UNIVERSITY HIGHER LEVEL SPECIFIC VOCATIONAL TRAINING CYCLES LANGUAGE STUDIES ARTISTIC STUDIES SPORT STUDIES SPECIALISED STUDIES COMPULSORY EDUCATION or or in language schools in conservatories in sport schools VOLUNTARY EDUCATION &
  • 9.
    • SPANISH
    • EDUCATIONAL
    • SYSTEM
    • CONFIG
  • 10. GENERAL FUNDAMENTS VOLUNTARY CHARACTER CHILDREN BETWEEN 0 & 6 AGE PHISICAL, AFFECTIVE, SOCIAL, INTELLECTUAL & MORAL DEVELOPMENT finality FAMILIES CLOSE COOPERATION TWO CYCLES Divided into 1st cycle: For children between 0-3 2nd cycle: For children up to 6
  • 11. PRIMARY EDUCATION 6 YEARS CHILDREN BETWEEN 6 & 12 AGE AIMS TO PROVIDE AN EDUCATION THAT FOSTERS STUDENTS’ PERSONAL DEVELOPMENT TO GET CULTURAL SKILLS EMPHASIZING SPEAKING, READING, WRITING AND MATHS SKILLS TO DEVELOP HEALTHY AND WORK HABITS, ARTISTIC CREATIVITY AND AFFECTIVITY 3 CYCLES Divided in 2 YEARS EACH ORGANIZED IN AREAS
    • Natural and Social Sciences
    • Plastic Education
    • Physical Education
    • Spanish Language & Literature
    • Foreign Language (English & French)
    • Maths
    TEACHERS QUALIFIED Taught by
  • 12. COMPULSORY SECONDARY EDUCATION (ESO) 4 YEARS CHILDREN BETWEEN 12 & 16 AGE FINALITIES SPECIAL ATTENTION TO EDUCATIONAL AND VOCATIONAL GUIDANCE 2 CYCLES Divided into 2 YEARS EACH ORGANIZED IN SUBJECTS
    • Spanish Language & Literature
    • Foreign Language (English & French)
    • Maths
    • Geography & History
    • Biology & Geology
    • Tecnologies
    • Plastic Education
    • Music
    • Physical Education
    QUALIFIED TEACHERS Taught by FLEXIBLE ORGANIZATION OF TEACHING ATTENTION TO DIVERSITY STUDENTS WITH SPECIAL EDUCATIONAL NEEDS Oriented to PUPILS WHO DON´T OBTAIN THE CERTIFICATE OF SECONDARY EDUCATION MAY ACCESS THE SOCIAL GUARANTEE PROGRAMMES THOSE PUPILS WHO GET GRADUATED IN COMPULSORY SECONDARY WITH SOME CURRICULAR ADAPTATION
  • 13. HIGHER SECONDARY EDUCATION AIMS TO PROVIDE TRAINING, HUMAN AND INTELLECTUAL MATURITY, KNOWLEDGE AND SKILLS TO DEVELOP SOCIAL FUNCTIONS AND JOIN THE WORKFORCE Only for those getting graduated in ESO CHILDREN BETWEEN 16 & 18 AGE TWO YEARS UNIVERSITY HIGHER LEVEL SPECIFIC VOCATIONAL TRAINING CYCLES or Taught by QUALIFIED TEACHERS Pupils who get graduated at secondary education may access to:
    • PUPILS MAY CHOOSE FROM THREE AREAS :
    • TEHNOLOGY & NATURAL SCIENCIES
    • HUMANITIES & SOCIAL SCIENCIES
    • ARTS
  • 14. SPECIFIC VOCATIONAL TRAINING CYCLES TO PROVIDE TRAINING ACTIVITIES THAT ENABLE QUALIFIED STUDENTS FOR THE PERFORMANCE OF VARIOUS PROFESSIONS, ACCESS TO EMPLOYMENT AND ACTIVE PARTICIPATION IN SOCIAL, CULTURAL AND ECONOMIC LIFE TO PREPARE STUDENTS TO WORK AND MAKES THEM ADAPT TO WORKING LIFE TO INCLUDE A MODULAR ORGANIZATION OF VARIABLE DURATION AND THEORETICAL & PRACTICAL CONTENT APPROPRIATE TO THE VARIOUS PROFESSIONAL FIELDS DIVIDED INTO AIMS MIDDLE LEVEL HIGHER LEVEL ORGANIZED IN PROFESSIONAL GROUPS COMPLETION OF COMPULSORY SECONDARY EDUCATION COMPLETION OF HIGHER SECONDARY EDUCATION
  • 15. Our School IES “Villa de Alguazas ”
  • 16. IES Villa de Alguazas
  • 17. WHERE ARE WE LOCATED?
  • 18. OUR CALENDAR
  • 19. A normal school day in Secondary School (IES) starts from 8:30 a.m. to 2:30 p.m. throughout the school year. This is an example of their weekly timetable: WEEKLY TIMETABLE OF STUDENTS Monday Tuesday Wednesday Thursday Friday 8’30-9’25 h Technologies French Geography & History Physical & Chemical Maths 9’25-10’20 h Plastic Ed. Spanish Language Spanish Language Spanish Language Geography & History 10’20-11’15 h Physical Ed. Technologies Biology & Geology Tutorial lesson Spanish Language 11’15-11’45 h BREAK 11’45-12’40 h Biology & Geology Maths Plastic Ed. French English 12’40-13’35 h Maths Geography & History Religion Physical Ed. Physical & Chemical 13’35-14’30 h English Music Technologies English Music
  • 20. EDUCATIONAL PROGRAMME AT IES VILLA DE ALGUAZAS In our school we only teach ESO and Higher Secondary Education
  • 21. STAFF & BUILDING
    • 22 classrooms
    • 2 ICT classrooms
    • 2 Labs
    • 1 Gym
    • 1 Library
    • 1 Multimedia classroom
    • 2 Plastic Ed. Classrooms
    • 1 Technology Workroom
    • 1 Music classroom
    • 1 Canteen
    IES Villa de Alguazas has 417 students, 52 teachers and 4 administrative staff. The building has:
  • 22. OUR PROJECTS PROAR Project aimed at solving conflicts School magazine A specific classroom for immigrants and Compensatory Education Curricular Reinforcement Project Students with special educational needs
  • 23. PROJECT AIMED AT SOLVING CONFLICTS Resolutions of conflicts with neutral intervention Aims To strengthen dialogue Mediator’s functions Features voluntary confidentiality impartiality communication collaboration To promote respect & cooperation To make decisions oneself To promote justice, not authority To search pacific solutions of conflicts To assist participants to express their position To build trust among participants To facilitate the searching for solutions Presentation Explanation of conflict Clarification Search for solutions Agreement Steps Not to impose, but to assume
  • 24. STUDENTS WITH SPECIAL EDUCATIONAL NEEDS Aims Directed to students with intellectual, physical or sensory disabilities and gifted students. Special attention To control Spanish language To participate in group work activities To follow the insertion process To keep contact with families To consider the environment It is intended that the students accept the diversity throught transversal topics referring to the peace education, coexistence and solidarity Monitoring
    • Tutor
    • Psychologist
    • Special Needs Teacher
  • 25. PROAR STRENGTHENING, GUIDANCE AND SUPPORT PROGRAMME To improve educational results for our students There are two lines of action Academic Accompaniment Improving To help pupils to organizate their daily tasks Twice a week in small groups Aimed to Pupils with poor school performance Pupils quite likely not to promote Pupils with interest Pupils with difficulty in their family environment Twice a week in small groups For pupils with difficulties in Languages & Maths Aimed to Absenteeism is very controlled Pupils with lack of motivation Pupils with little or no Spanish Language knowledge
  • 26. CURRICULAR REINFORCEMENT PROJECT An action to recover students who have difficulties in the first cycle of CSE The dedication of teachers who teach this project is more intense with these students performing a tutorial action Students ratio is low (12-15 pupils) The main aim is to increase the number of students making adequate progess throughtout schooling Educational outcomes are enhanced by the decrease in the number of teachers responsible for the pupils learning process
  • 27. RECEPTION CLASSROOM & COMPENSATORY EDUCATION COMPENSATORY EDUCATION Destined to Immigrants, ethnic minorities, pupils with school lag, pupils with socio-economic difficulties, pupils hospitalized large time & students at judicial process AIMS
    • To promote equality of opportunities
    • To facilitate social integration
    • To promote interculturalism
    Attended by Global and interdisciplinarysubjects Specialist teachers in small & flexible groups Foreign pupils with ignorance of Spanish Language Organized in 3 levels Pupils assigned to a group with a flexible schedule Progressive incorporation to the group of reference
  • 28.
    • Pedro Bernal
    • Maite Blasco
    • Mª Jesús Cano
    • Almudena Cantero
    • Ana Helena Martínez
    • Pedro José Mateo
    • Mariem Othman-Bentría
    • Antonio Ramal
    • Pablo Tornel
    • and children who have taken part in this presentation
    THANK YOU TO :