The Spanish educational system emphasizes the integration of key competences into its curriculum, aligning with European Union standards since the late 1990s. It focuses on essential learning, promoting literacy, cooperation, and the development of skills necessary for personal and professional success. The curriculum encourages innovative teaching methods and provides pathways for students to transition smoothly from education to the workplace.

1. SPANISH EDUCATIONAL SYSTEM:
CURRICULAR DESIGN

2. EUROPEAN YOUTH –
THE CITIZENS OF TOMORROW

3. 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.

4. 1. Quality education and equal opportunities.
2. Cooperation.
3. Educational aims of the European Union.

5. 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.

6. 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).

7.  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

8. 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.

9. In article 6 of the LOE the curriculum is defined as a
series of objectives, key
competences, contents, methodology and
evaluation criteria.

10.  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.

11. The competences are useful in:
 achieving self-fulfilment.
 smoothing the path to adulthood.
 helping them to become active citizens.
 developing life-long learning.

12. 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.

13. 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..

14. 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.

15. 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.

16. Diversificación curricular programmes
(3rd and 4th year secondary) should specify
methodology, contents and evaluation criteria
which guarantee the attainment of the key
competences.

17. 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.

18. 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 the
diversificación curricular programme will have an
essential reference in the key competences, the
secondary objectives and in the specific
evaluation criteria of the programme.

19. 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.

20. 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.

21.  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”

22.  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.

23.  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.

24.  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)

25. TEACHER EXCHANGE
VALLADOLID – Jan. 2012