Professional Documents
Culture Documents
CRITERIA TO BE
INCLUDED IN THE SCHOOL EDUCATIONAL PROJECT AND THE SCHOOL
CURRICULAR PROJECT.
INTRODUCTION:
The Spanish education system is currently governed by two basic rules: the Organic Law
2/2006, of 3rd May, on Education (LOE) and the recently published Organic Law 8/2013 of
9th December, to improve the educational quality (LOMCE) amending LOE and six articles
and an additional provision of the Organic Law 8/1985, of 3 July, regulating the Right to
Education (LODE). The next school year is especially complex in Elementary Education to
live two educational systems that have two different structures, and for the little time that is
available for curriculum development and educational planning, given the urgency of the
implementation. Therefore, you should consider it as a transition course to go settling down
the new structure and the organization of schools.
In Title I of both LOE and LOMCE the organisation and stages of education are
established. Infant education is conceived as a separate stage divided into two cycles
which both respond to an educational purpose, requiring schools to have specific
pedagogic objectives from the first cycle. In the second cycle there will be initial contact with
reading and writing skills, reasoning and mathematical skills, a foreign language, the use of
information and communication technologies and knowledge of different artistic forms.
Public Authorities are urged to gradually supply sufficient places in the first cycle and there
is provision for the establishment of agreements with private centres which guarantee the
cost-free status of the second cycle.
This unit deals with the role of foreign languages in the Spanish educational system. First,
we will focus on the reasons there are for including foreign languages in the curriculum to
later on analyse the aspects that must be included when designing the School Educational
Project and the School Curricular Project.
There are differences between syllabus and curriculum that sometimes are not taken into
account: Curriculum, Nunan (1980), is concerned with the planning, the implementation, the
evaluation, the management and the administration of education, while syllabus is
concerned with the selection and grading of content.
e) To know and use on an appropiate way the Spanish language and, if required, the
Asturian language and develop reading habits.
f) To acquire the basic communicative competence in a foreign language which allows
them create and understand easy messages and if required in everyday situations.
g) To develop the basic mathematical competence and start the problems resolutions
which involve the making of basic calculating operating, geometrical knowledge and
stimations.
h) To know the fundamental aspects of Natural Science, Social Science, Geography,
History and Culture, including, if recuired, the Asturian Culture.
i) To start using, for learning, the ICTS developing a critic spirit facing the messages
received and sent.
j) To use different representations and artistic expressions and start constructing visual
and audio-visual proposals.
k) To value the hygine and health, accepting own body and others body, respect the
differences and use the physical education and the sport as ways to favour the
personal and social development.
l) To know and value the animals (closest to humans) and follow the ways of behaviour
which favour taking care of them.
m) To develop affective capacity in every aspect of personality and in relation with
others, as well as a contrary attitude to violence, to any type prejudices and sexist
stereotype.
n) To foster vial education and respect traffic regulations to prevent traffic accidents.
B. CAPACITIES.
1. To listen to and understand verbal messages in various kinds of interactions, using the
information provided for the execution of diverse specific tasks related to students
experience.
2. To express themselves orally and interacting in simple and routine within a given content
and development, using procedures and verbal and non-verbal language and adopting a
respectful and co-operative attitude.
3. To read and understand various texts, related to their experience and hobbies, to extract
general and specific information in accordance with a specific purpose.
4. To produce short simple texts with various purposes on topics covered in class with the
aid of patterns.
Linguistic
communication
competence
by
LOE,
is
called
Linguistic
Communication by LOMCE.
D. CONTENTS.
Block 1, Understanding oral texts and Block 2 Production of oral texts: Expression
and interaction, acquire, at this stage, particular relevance. The limited presence of foreign
language in the social context, makes the language model provided by the school is the first
source of knowledge and learning of language. Oral texts used in the classroom are both
vehicle and an object of learning, so the curriculum has attended both the knowledge of
linguistic elements and the ability to use them to perform communicative tasks. Moreover,
the linguistic model provided should come from a number of speakers to collect as much as
possible, changes and nuances that an environmental linguistic model offers speakers both
in phonetic and rhythmic aspect and the choice of expressions specific communication in
familiar situations. Block 3, Understanding written texts and Block 4, production of
written texts: Expression and interaction, consistent with the above, develop written
discourse competence. In foreign language written texts are also models of textual
composition and practice and acquisition of linguistic elements. The obvious differences in
the graphical representation of the languages that are known and the foreign language,
suggest using prior learning and oral forms. The progressive use of written language will
depend on the degree of knowledge of the code, which is directly related to the degree of
security that the code provides in the graphic representation of the sounds of language. To
overcome this lack of security, the curriculum includes strategies and resources such as the
use of dictionaries and other means of consultation, conventional and digital, for the
understanding and composition, with progressive degree of correctness and complexity, all
kinds of texts.
2. This project, which must take into account the characteristics of the social and cultural
environment of the school, will include ways of meeting student diversity and tutorial
procedures, as well as the school community plan. It must respect the principle of nondiscrimination and educational inclusion as fundamental values, as well as the principles
and objectives of this Law and the Organic Law 8/1985 of July 3rd, Regulator of the Right to
Education.
3. It is the responsibility of the Education Administrations to establish the general framework
which allows public and publicly-funded private schools to draw up their education projects.
These should be made public in order to make them known to the whole education
community. In addition, it is the responsibility of the Education Administrations to contribute
to the development of the curriculum, encouraging the creation of open models of teacher
programmes and teaching materials which meet the different needs of students and
teachers.
4. It is the responsibility of the Education Administrations to promote coordination between
the education projects of primary schools and secondary schools so that the incorporation
of students into secondary education may be gradual and positive.
5. Schools will foster educational commitments between families or legal guardians and
schools which will state the activities which parents, teachers and students commit
themselves to carrying out in order to enhance the academic performance of the students.
6. The education project of publicly-funded private schools, which in all cases must be
made public, will be made available by the respective owning body and will include the
specific nature of the school referred to in Article 115 of this Law.
The foreign languages area cannot possibly be considered as independent from the
educational process carried out in Primary Education. It is an area fully integrated in this
process, as it contributes to the whole educational development of children through the
fulfilment of a number of objectives and the promotion of certain capacities and attitudes
which are vital for the childs adequate socialisation and personal evolution.
To guarantee the coherence of the educational process in a given school in the different
areas and cycles, the whole school community must agree on a series of common
decisions concerning its basic intentions. These decisions belong to three different
processes to be carried out in each school:
School aims through which those signs of identity are to be made explicit.
Revision of the general objectives of the curriculum for the different stages of Primary
Education according to the educational style agreed for the school.
Collaborative work among the staff involved in the achievement of aims proposed. This
must take reference to the parents role in the educational process, as well as the
connection between school and environment.
Specific school organisation to make these aims possible (this is specified in what is
termed Reglamento de Rgimen Interno). This implies a reflection on the specific
structure and procedures to be applied in the school, as well as the people responsible
for different tasks.
To increase the teachers competence through the analysis of their work, making explicit
the different criteria behind the decisions taken in the Curricular Project.
To adjust the school educational response to the specific features of the context so that
all learners have equal opportunities.
individually and offer information about the age of the learners they have been devised for.
4 What, how and when evaluate?
Evaluation is a key element of the teaching/ learning process. It implies careful attention to
the whole process in order to adjust the educational activity if necessary. It must comprise a
revision of the learning and teaching processes with reference to the objectives set in the
curriculum. It will evaluate the SCP, the teaching programme and the way the curriculum is
developed to adjust to the learners and school educational needs.
The official curriculum gives answers to the question What to evaluate? through the
evaluation criteria. It is the school that must answer when? and How? as well.
What to evaluate?
This is the most important decision concerning evaluation in the SCP. Its answer is the
evaluation criteria proposed by the school. These should cover two main aspects: the
adjustment of the general evaluation criteria proposed in the curriculum to the specific
school context, and the elaboration of the evaluation criteria for each cycle.
How to evaluate?
Once we know what we will evaluate, we must analyse the procedures used to obtain the
information necessary. These should fulfil certain conditions:
-
Offer the possibility of evaluating the ability to transfer the competence acquired to other
contexts
When to evaluate?
There are three typical moments for evaluation: initial, formative and summative. The SCP
must register the decisions made on these points. The initial evaluation usually occurs at
the beginning of each cycle, but it may also be used at the beginning of each didactic unit.
The SCP must reflect the moments of the teaching/ learning process when the formative
evaluation will take place. Finally, it will consider the most adequate moments to carry out
the formative evaluation to check the progress made by the students. This may be at the
end of each didactic unit, but especially at the end of each cycle and stage.
5 Attention to diversity
Finally, the last criterion the SCP must include is the decisions the teaching team has made
concerning the attention to diversity in the school. This comprises the Counselling
Programme (Programa de Orientacin) to be carried out in the school- which must cover its
content and organisation, function of tutors and connections with other specific
programmes- as well as the organisation of the human and material resources available to
cope with the specific needs of learners with special educational needs.
CONCLUSION:
The LOMCE in its preamble explains that the current system does not allow progress
towards improving the quality of education, and highlight the results obtained by the
students in international assessment tests such as PISA (Programme for International
Student Assessment), high rates of early drop education and training, and the small number
of students who achieved excellence. The objectivity of international comparative studies,
which reflect at least stagnation system, lead to the conclusion that a reform of the
education system that run from the ideological debates that have impeded progress in
recent years is necessary. A sensible, practical reform, fostering the full potential of each
student is required.
The Curriculum establishes the general objectives and contents for each stage, which
guarantees the coherence among stages. The SCP reflects the decisions concerning the
internal aspects of each stage in a specific context. On the other hand, the educational
intentions established in the SEP will be specified for each stage through didactic proposals
in the SCP. Once the SCP has been designed, the teachers will design the classroom
programming, in which the decisions made for the cycles will be adjusted to each specific
group of learners. In this unit we have analysed the importance of the Area of Foreign
Languages in the official curriculum. We have seen how the proposal made by the
Government in this curriculum must be adjusted to the specific context the school is
immersed in and which are the main aspects to be taken into account when designing both
the School Educational Project and the School Curricular Project.
BIBLIOGRAPHY:
126/2014 Royal Decree of 28th February, the core curriculum of Primary Education
is established.