Booklet education system of Spain

A booklet with information about the
educational system in Spain – Galicia.

Secondary School: Compulsory Education

Table of Contents
Timetable:.............................................................................................................................................2
Subjects 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................................................................................6
Cross-curricular issues. Ex: sexual education, drug addition, domestic/gender violence,...................7
Discipline, classroom management and school rules...........................................................................8
Paying attention to diversity (new arrivals to the school, blind, dead and handicapped students,
social background)................................................................................................................................9
Schools organization...........................................................................................................................10
Extra-curricular activities...................................................................................................................11
Bilingualism.......................................................................................................................................12
Assessment.........................................................................................................................................13
Teaching methods...............................................................................................................................14

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

2


Subjects in each level: First Level – 1º ESO

Number of
Compulsory /
Subject Optional
classes per
week
Spanish Language and Literature Compulsory 4
The Co-Official Language and Literature: Galician Compulsory 3
Physical Education Compulsory 2
Social Studies Compulsory 3
Citizenship and Human Rights Education Compulsory 2
Mathematics Compulsory 4
A first Foreign Language: English or French Compulsory 3
Natural Science Compulsory 4
Plastic and Visual Education Compulsory 2
A second Foreign Language: English or French Compulsory 2
Integrate Project Compulsory 1
Religion* Compulsory 2

* 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.

3


Subjects in each level: Second Level – 2º ESO

Number of
Compulsory /
Subject Optional
classes per
week
Music Compulsory 2
A second Foreign Language: English or French Compulsory 2
Technology Compulsory 3


4


Subjects in each level: Third Level – 3º ESO

Number of
Compulsory /
Subject Optional
classes per
week
Music Compulsory 2
Plastic and Visual Educational Compulsory 2
Technology Compulsory 2
Classical Culture Optional 3
A second Foreign Language: English or French Optional 3
Initiative Enterprising Optional
3

The students must choose one from the optional subjects.


5


Subjects in each level: Fourth Level – 4º ESO

Number of
Compulsory /
Subject classes per
Optional
week
Geography and History Compulsory 3
Ethic and Civic Education Compulsory 1
Biology and Geology Optional 3
Plastic and Visual Education Optional 3
Physics and Chemistry Optional 3
Computer Science Optional 3
Latin Optional 3
Music Optional 3
A second Foreign Language: English or French Optional 3
Technology Optional 3
Classical Culture Optional 3

The students must choose three from the optional subjects.


6


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


Discipline, classroom management and school
rules

SCHOOL RULES
Every school has its own school rules, according to the Law of Education (LOE). The school rules
are like a list of rights and duties concerning students, teachers and parents. The most important could be
the 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 misbehaviour
must be reported to the form teacher or to the Deputy or to the Head of Studies. The student is sent to a
special classroom (detention room) where he/she continues the classroom activity with the help of a
teacher.

Some cases of misbehaviour (fighting, provoking fights, bullying, smoking, drugs,...) may result in
suspension or transfer to another school. In these cases the Head (or the School Council) says the last
word.

8


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, the
who need, at a certain point development of
in their education or psychopedagogical
permanently, special assessments and the
support and specific drawing up of the
educational attention as a schooling report for the
result of disabilities or pupils who so require.
severe behavioural In third and fourth
disorders. The specific level, there are
criteria to be recognised as a pupil with special Curricular diversification programmes, in
educational needs and the professionals in charge mainstream educational institutions are
of this appraisal are determined by each addressed to students over the age of 16 who
Autonomous Community. It is a widespread need specific methodology and organisation of
policy to educate these pupils alongside their content, practical activities and subjects of the
peers in mainstream schools. Only when their curriculum other than the general organisation in
needs cannot be reasonably met in mainstream order to achieve the general objectives and the
schools they do attend special education schools basic competences of ESO and therefore obtain
or classes. the relevant certificate. The implementation of
such measures is subject to the relevant
For pupils with educational needs that
psychopedagogical assessment, the students' and
require significant adaptations of the curriculum
parents' opinions and a favourable report issued
in some or all areas, educational institutions have
by the educational inspectorate. On completion
at their disposal support staff, like teachers
of diversification programmes, students who
specialised in Hearing and Speech, or social
hold the certificate may continue their
workers.
education, either in the Bachillerator vocational
In order to facilitate the integration of
training, in mainstream educational institutions
disabled students,the schools carry out ordinary
with the human and material resources necessary
adaptations to access the curriculum, instruction
to accommodate the relevant curricular changes.
or facilities. These actions are implemented with
The Spanish education system provides
the collaboration of different organisations, such
different types of assistance to compensate for
as the ONCE (National Organisation of Spanish
educational inequalities. This is mainly through
Blind People), which are involved in the
grants and study aids, intended to guarantee the
implementation of measures that grant access to
right to education for pupils in disadvantaged
people with disabilities. However, extraordinary
socio-economic situations. study aids will be
adaptation measures, that is, measures which
given to these students with the following aims:
modify the basic elements of the curriculum, are
• educational provision
not taken into account.
• travelling expenses
Counselling Departments are the most
• school canteen
widespread counselling services in secondary
• boarding school
education, As regards attention to diversity they
• books and teaching materials
are mainly responsible for the prevention,
• subsidies for school transport and canteen.
diagnosis, treatment and monitoring of specific

9


Schools organization.

10


Extra-curricular activities
The organization of extra-curricular activities is voluntary. Each
school department suggests different activities considered useful to the
students.
Some of the extra-curricular activities are not part of the planning of a
specific department, they are celebrations like the Day of Galicia, Carnival,
Samaín (it's similar to Halloween), the Day of Peace, … There is a group of
teachers in charge of the Extra-curricular Activities, mainly the Assistant
Manager 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 studying
Duration: 1 week Economics in high school (Bachillerato):
Place: Barcelona and surroundings Duration: 3 days
Excursion 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 the
sea (it's like a camp): • Visit to Wind Power Central.
Duration: four days • Visit to Santiago (Cathedral and old
town) and Studio of Galicia's 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 (it's similar to Halloween).
French in high school (Bachillerato):
• Magosto (it's a traditional festival about
Duration: 1 week the chestnut).
Place: Paris • Carnival.
Excursion for the students whor are studying
• Day of Galicia.
Art History and Classic Languages in high
school (Bachillerato): • Day of the Rose (Symbol of Mos).
Duration: 1 week Charity race and other activities.
And many more activities ….!!!

11


Bilingualism

Galicia has two official languages: Spanish and Galician. So, both languages share our educational
system.

PRIMARY EDUCATION (6-12)

Spanish and Galician languages are compulsory. Some subjects are taught in Galician (Science,, Social
Sciences, 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, Citizenship
Subjects 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


Assessment

a).-Every year, in October, we start with an initial assessment. All the teachers that give lessons in each
group have a meeting to speak about the problems and difficulties that they observe in order to solve
them.

b).-There is also an assessment at the end of each term (December, March and June).in these meeting we
speak about the marks, individual problems that each pupil has and we try to find the most acceptable
solution.

The final evaluation, in June, is very important because with the orientation department, teachers decide if
a pupil pass or fail and if they have to repeat that course. In third and fourth level pupils have the
possibility 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 to
improve knowledge.

13


Teaching methods
or
our particular way of teaching.
When starting the research on what audience. It does not matter if the prospect of six
teaching methods are used in our school we hours a day on a chair is not appealing, we know
realized how isolated we are while we work day we will always have an audience. The play can
after 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 can
about methods that are being used hundreds of change and it does not matter how good it is, we
kilometres 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. They
do 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 be
comparative, dogmatic, heuristic, active...and, of filled with facts. Maybe we should use our
course, we cannot leave the passive method knowledge to answer the questions they want to
behind. 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 question
still give a lecture instead of a lesson. The arises: would my audience ever be curious about
clearest 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 our
one 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 a
what is needed in our messy world is a firm war be fun? Can the way one learns about a war
hand. be fun?
This may be seen as too harsh a comment And our pupil again: Can I remember
on our already reviled profession. However the something if it is NOT important for me, NOT
truth 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 say
from which we preach? And here we are.
From time to time -and to silence the It would be unfair not to mention that
voice of our conscience- we prepare a hands-on some of us use creative methods, creative
project, a group thinking techniques and problem-solving
activity or a school trip activities. So, to sum up,
but we quickly go back we should say that in our
to our well-planned school- regarding teaching
unit in our well- methods- we are with one
structured classroom. foot on the pulpit and the
We do not want to lose other on an empty space
control. that could be creativity,
stepping stronger or
In our particular putting more weight on
way of teaching WE one foot or another
have the leading role depending on a wide range
and we expect the same of circumstances.
reaction from all of our

14

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