1. SCHOOL GUIDANCE PLAN
GROUP 3
- Belén Amilibia
- Daniel Muñoz
- Andrea González
- Ana Rodríguez

2. INTRODUCTION
 FRAMEWORK
 TO DEFINE THE PRINCIPLES OF THE
TUTORING AND GUIDANCE EDUCATIONAL
PROJECT.
 FOR THE DEVELOPMENT OF THE
CURRICULUM PROJECT OF DIFFERENT
STAGES OF EDUCATION

3.  STAGES ORGANIZED IN RELATION TO:
 ORGANIZATION OF THE ACTION TUTORIAL
AND EDUCATIONAL GUIDANCE PLAN
 ESTABLISH STRATEGIES FOR ORIENTATION
AND TUTORIAL ACTION
 TIMES AND SPECIFIC INSTRUMENTS

4.  TYPE OF INFORMATION TO PARENTS,
TEACHERS AND STUDENTS
 COORDINATION OF THOSE INVOLVED IN THE
GUIDANCE
 INCORPORATION OF MODELS TO FACILITATE
THE TASKS OF GUIDANCE AND TUTORING

5.  ANNUAL GENERAL PROGRAMME (P.G.A.)
 DETERMINE
 OBJETIVES
 ACTIONS
 TIMES
 EACH ACADEMIC YEAR
 ACCORDING TO THE PRIORITIES ESBLISHED
BY THE TEACHING TEAM

6. OBJECTIVES
 DEVELOPMENTAL TRANSITIONS
 TO FACILITATE POSITIVE TRANSITIONS FOR
STUDENTS ENTERING AND LEAVING THE
SCHOOL
 TO PROVIDE A BROADER VISION OF
OPPORTUNITIES FOR STUDENTS

7.  TO DEVELOP AND MAINTAIN STUDENTS
RECORD WHICH REFLECT AN ACCURATE
AND COMPLETE PICTURE OF EACH STUDENT
 TO CREATE APPROPRIATE EDUCATIONAL
ALTERNATIVES FOR STUDENTS AND HELP
STUDENTS ACCESS NECESSARY SERVICES
 TO HELP NEW STUDENTS ADAPT TO THE
SCHOOL

8.  COMMUNICATION AND COMMUNITY
SUPPORT
 TO FACILITATE EFFECTIVE COMMUNICATION
BETWEEN HOME AND SCHOOL TO MONITOR
STUDENT PROGRESS AND SUPPORT
STUDENT SUCCESS
 TO ESTABLISH EFFECTIVE COMMUNITY
RELATIONSHIPS TO HELP SUPPORT
STUDENTS AND FAMILIES

9.  ACADEMIC, SOCIAL AND EMOTIONAL
DEVELOPMENT
 TO PROVIDE CRISIS INTERVENTION AS NEEDED
 TO HELP STUDENTS PLAN FOR THEIR FUTURES
AND OBTAIN GOALS
 TO PROVIDE FOR THE SOCIAL, EMOTIONAL AND
ACADEMIC NEEDS OF STUDENTS
 TO HELP STUDENTS COPE WITH STRESSFUL
SITUATIONS AND COLLABORATE ON PROBLEM
SOLVING WITH STAFF, STUDENTS AND PARENTS

10. MONITORING AND REVIEW
 SPECIFIC OBJECTIVES TO EACH CYCLE
OF PRIMARY

15. MATERIALS
 HUMAN RESOURCES
 A COUNSELOR
 A FULL-TIME PT TEACHER
 ALL THE TUTORIALS
 MATERIAL RESOURCES
 SPECIAL EDUCATION CLASSROOM
 FIVE COMPUTERS IN THIS CLASSROOM,
FOUR WITH INTERNET CONNECTION
 SPECIFIC SOFTWARE
 BIBLIOGRAPHY

16. ATTENTION TO DIVERSITY
 ACTIONS TO RESPOND TO SEVERAL
SITUATIONS THAT MIGHT PRESENT
STUDENTS
 CONSIDER:
 ASPECTS OF PERSONAL DIFFICULTIES
 POSSIBILITY OF PROVIDING OPPORTUNITIES
ENLARGEMENT OF KNOWLEDGE

17.  OBJECTIVES:
 GETTING A QUALITY EDUCATIONAL
ATTENTION ABOUT THE STUDENTS NEEDS
 MEET IN A PERSONALIZED WAY THE
STUDENTS WITH SPECIFIC EDUCATIONAL
NEEDS ACCORDING TO THEIR
CIRCUMSTANCES AND NEEDS
 ADVISE THE EDUCATIONAL EQUIPMENT TO
ADAPT THE CURRICULUM

18.  GUIDE TEACHERS TO ASSES AND RECOVER
ACTIVITIES  COLLABORATE WITH THEM IN
THE PREVENTION AND DETECTION OF
EDUCATIONAL DIFFICULTIES
 ADVICE TO INDIVIDUAL TEACHERS, TEAMS
AND DEPARTMENTS DIDACTIC EDUCATION
 FACILITATE THE INTEGRATION OF
STUDENTS WITH SPECIAL EDUCATION
NEEDS
 PROMOTE THE USE OF COMPUTERS

19.  CRITERIA
 STUDENTS WITH SPECIF EDUCATIONAL
NEEDS WILL ASSIST TO THE SPECIAL
EDUCATION CLASSROOM
 THOSE WHO DO NOT ASSIST TO THIS CLASS
WILL BE IN THEIR ORDINARY GROUP WITH
CURRICULAR ADAPTAATIONS
 THERAPEUTIC PEDAGOGY’S TEACHERS WILL
HELP THESE STUDENTS TO ATTEND THEIR
REINFORCEMENT

20.  ACTIONS
 HELP EDUCATIONAL TEAMS TO IDENTIFY
STUDENTS WITH SPECIFIC EDUCATIONAL
NEEDS
 MAKE PSYCHOEDUCATIONAL EVALUATION
TO MEASURE CURRICULAR COMPETENCES
 ADVISE ON THE DESIGN OF ELEMENTS OF
THE CENTER PROJECT, SPECIALLY IN THE
CURRICULUM PROJECT, IN RELATION TO
MEASURES

21.  DEVELOP GENERAL ASPECTS OF THE BASE
PROGRAMME OF CURRICULUM
DIVERSIFICATION. ISSUE WITH SPECIFIC
TUTORIALS
 ADVISE EDUCATIONAL TEAMS IN THE
PREPARATION OF CURRICULUM ADAPTATIONS
 DEVELOP, APPLY AND EVALUATE SPECIFIC
SUPPORT PROGRAMMES AND SPECIALIZED
EDUCATIONAL ATTENTION

22.  PARTICIPATE IN THE EVALUATION PROCESS
AND THE PROMOTION DECISION. ASSIST IN
FILLING ACADEMIC DOSSIER AND THE
EVALUATION REPORT
 PARTICIPATE IN THE ADVICE AND GUIDANCE
TO THE FAMILIES OF STUDENTS WITH
SPECIFIC EDUCATIONAL NEEDS
 DEVELOP AND ADAPT MATERIAL TO
EDUCATIONAL ATTENTION IN SPECIAL
EDUCATION CLASSROOM. PROVIDE
TEACHERS GUIDANCE FOR THE ADAPTATION
OF CURRICULUM MATERIAL AND IT SUPPORT

23. TUTORIAL WORK AND RESPONSE
TO CONFLICT RESOLUTION
 MAIN OBJECTIVE: TO PREPARE FOR LIFE
 CONSIDERATIONS:
 OPERATION OF A GROUP RESPONDS TO
INTERRELATIONSHIP  GOOD CLIMATE
 RISK FACTORS ASSOCIATED WITH FAMILY AND
PERSONAL CHARACTERISTICS
 EMOTIONAL PRESSURE  DEVELOPMENT OF
RESILIENCE

24.  OBJECTIVES:
 IMPROVE UNDERSTANDING OF EMOTIONS
 IDENTIFY EMOTIONS
 PREVENT ADVERSE EFFECTS OF NEGATIVE
EMOTIONS
 GENERATE EMOTIONAL STRENGTH IN
CHILDREN SINCE THEY ARE SMALL 
CREATE RESILIENCE STEP BY STEP

25.  CRITERIA FOR DISTRIBUTING STUDENTS
 PUT STUDENTS INTO SMALL GROUPS 
FACILITATE COMMUNICATION
 TAKE INTO ACCOUNT PERSONAL
CHARACTERISTICS
 ESTABLISH KEY PERFORMANCE
STANDARDS
 DETERMINE COLLECTIVE EXPLANATIONS
TIMES, JOB SHARING AND WORK FOR
INDIVIDUAL REFLECTION

26.  RELATED TO METHODOLOGY:
 CHILD STAR OF THEIS OWN LEARNING
 KNOW WHAT LEVEL THE STUDENT HAS
CURRICULUM DEVELOPMENT
 NEVER USE THE TEXTBOOK AS THE MAIN
TEACHING RESOURCE
 SOCIALIZATION AND TRAINING IN LIVING-ALL
METHOD

27.  FACTORS MAY FAVOUR A GOOD LIVING
 THE PLANNING OF A SERIES OF STRATEGIES
AND ACTIVITIES TO EDUCATE AND DEVELOP
EMPATHY
 PLANNING STRATEGIES AND ACTIVITIES TO
IMPROVE SELF-ESTEEM  SELF
CONFIDENCE
 THE UTILIZATION OF RESOURCES FOR A
SUITABLE RESOLUTION OF CONFLICTS

28.  CONCLUSION
 RELATIONS BETWEEN THE TEACHERS
AFFECTS THE EDUCATIONAL AIMS OF THE
SCHOOL
 THE TEACHERS ARE THE MIRROR IN WHICH
THE PUPIL LOOK
 GREAT PART OF THE CLIMATE OF
INTERPERSONAL RELATIONS OF THE
SCHOOL COMES FROM PROFESSIONAL
RELATIONS BETWEEN ADULTS