ESO/Bachillerato Curriculum: LOMLOE & Key Concepts

Curriculum in ESO and Bachillerato

• The implementation of LOMLOE and the new royal decrees in education have brought a substantial change in teaching, starting with the elements that make up the curriculum
• Article 2 of Royal Decree 217/2022 and Royal Decree 243/2022 includes definitions of elements related to ESO and Bachillerato respectively

Key Competencies

• Key competencies are performances considered essential for students to progress successfully in their education and face global challenges
• These are adapted from the key competencies proposed in the "Recommendation of the Council of the European Union" of May 22, 2018
• Key competencies are developed through operational descriptors in both ESO and Baccalaureate stages
• In ESO, operational descriptors make up the profile of students at the end of basic education.
• In Bachillerato stage the descriptors build on basic education, adapting them to the needs of the stage

Basic Knowledge

• Basic knowledge consists of the knowledge, skills, and attitudes that make up the contents of a subject or area
• This basic knowledge is in in Annex II of both royal decrees
• In ESO, basic knowledge appear defined for the first cycle (1st to 3rd) and for the second cycle (4th) in each of the subjects
• The information can also be found in Bachillerato
• A breakdown of the concepts, skills, and attitudes that students should acquire in each subject is provided.

Specific Skills

• Descriptors that indicate the levels of expected performance in students
• Specific skills are performances that the students will be able to display in certain and require the knowledge of the basics of each area
• Annex II of Royal Decrees also specifies this concept
• The specific competencies for each subject each are defined for each cycle in the ESO and the stage of Bachillerato

Evaluation Criteria

• Evaluation is directed at valuing the degree of acquisition of the specific competitions
• These can be found in Annex II of both royal decrees

Learning Situations

• These implies the deployment by the student of actions associated with key competencies and specific competencies and which contribute to the acquisition and development of the same
• These are the facilitating elements for the acquisition of the competences
• To do this, they must have a clear objective, start from facts, and must be planned
• Interdisciplinary approaches are key, and planned around basic knowledge and are assessed according to the evaluation criteria
• Learning situations have specific objectives that start from the stage objectives

Stage Objectives

• Achievements that it is expected which the student has achieved to the end of of a stage, and who´s completion is linked to the acquisition of the key competences
• Elements related to the course content are closely related to the key skills and competencies of the subject

Geography and History Curriculum in ESO and Bachillerato

• Geography and History is compulsory in all ESO courses
• In Bachillerato, one of its four subjects has a compulsory in the second year: History of Spain
• The other three have a core character in the field of Humanities and Social Sciences
• The basic knowledge (contents) of Geography and History in ESO is grouped in three blocks, designed as elements that the student must give meaning to a through which to understand the world

The three blocks are:

• Challenges of today's world.
• Societies and territories.
• Civic commitment.

The basic knowledge of History of the Contemporary World and History of Spain is grouped in:

• Societies over time
• Challenges of today's world.
• Civic commitment.

The blocks of basic knowledge of art history are:

• An approach to the history of art.
• Art and its functions throughout history.
• Individual and social dimension of art.
• Reality, space and territory in art.

The basic knowledge of geography is:

• Spain, Europe and globalization.
• The sustainability of Spain's physical environment.
• Spatial planning in the ecosocial approach.

Professional Training Curriculum

• The curriculum in vocational training is organised differently from that of ESO (Obligatory Secondary Education) and Bachillerato (Post-compulsory Secondary Education)
• The FP qualifications are made up of professional modules, and non by subjects or areas

Two Types of professional modules (RD 659/2023, art. 11):

• Linked to one or more competence standards from the National Catalogue of Professional Competence Standards
• Incorporated in the Modular Catalogue Professional Training
• Those not associated with competence standards

General curriculum elements within the cycle of training:

• Professional competencies, earlier professional, personal and social skills

Specific curriculum elements within the cycle of training:

• Learning outcomes
• Evaluation Criteria
• Basic contents

Curriculum in Language Teaching

• Language teaching also has a basic curriculum, which is defined by levels under Royal Decree 1041/2017
• Its basic principles of evaluation and certification are established in Royal Decree 1/2019

Levels in Language Teaching Curriculum:

• General Objective: Each level has a general objective
• Learning outcomes: Each level has a list of capacities, expressed in terms of objectives
• Objectives of the activities: Each level is divided into five blocks of activities
• Competencies and contents of the activities: Each block of activities has a list of skills and contents

Didactic Programming

• The Didactic Programming (PD) unifies the teachings of each subject/module, to provide continuity between courses
• To help avoid content repetition and to promote progressive process of teaching and learning.
• A good scheduling is key to the teaching-learning process.
• The teacher must know and take into consideration current legislation and the socio-cultural context of the students to create it

The PD is responsible for:

• Sequencing curriculum elements to distribute in a balanced and coherent way
• Agreeing on the methodological aspects and evaluation of learning
• Selecting different general measures for attention to diversity;
• Including cross-curricular aspects that appear in the curriculum
• Designing the teachers performance evaluation, including measures for improvement

General Structure of a Didactic Programming

• The didactic programmes are prepared by every didactic coordination department
• Administrations provide educational centers with programming in accordance with their guidelines

In any case, the didactic programmes explain aspects that are very similar for the distinct educational stages

• Introduction and presentation of the subject/module
• Initial evaluation (ESO)
• Composition of the department

General course content:

• The key competences
• Cross-curricular topics
• Objectives of the cycle
• Vocational, professional, and social skills

Organization of the curriculum elements in each subject/module

• competences
• Basic knowledge
• evaluation criteria
• results of learning

Methodology in the program should indicate:

• The principle methods or methodological lines
• Methodologies and techniques
• Organizational and grouping aspects that are more suitable in the methodology selected
• Resources and materials used in the subject

Other aspects that PD should include:

• Center plans and programs including Conviviality Plan, Tutoring Action Plan, Equality Plan, Academic and Professional Guidance Plan, Digitalization Plan, Prevention and Control Plan for School Absenteeism, connecting the subject/module with the above plans.
• Concrete measures for students who repeat/ have not achieved the objectives/ need specific support
• Complementary activities that are carried out during school hours (visits from experts in a service) or out of school

Evaluation

• The PD must establish issues related to the students, indicating what kind of evaluation will be carried out, the resources, and evaluation instruments

Classroom Programming in ESO and Bachillerato

• Plan the subject/module according to the reality of the classroom, and prepare the classroom programme (PA)
• PA is a planning tool for the teacher, which enables it to systematise and organize the work.

The PA includes an orderly sequence of the programming units that are going to be used with their corresponding characterisation

• Duration
• Lessons
• Objectives
• Curricular elements
• Organization and resources
• PA includes active methodologies, indicating the forms of delivery and their relation to curricular elements

Elements of the PA

• Characteristics of the class group
• Results of start evaluation
• Communication skills
• Examination of PA

SA (Learning Situations)

• The core element of PAs are the programming units or temporary programming units.
• These are the schemes that the teacher uses to organize the teaching in the classroom with the greatest level of detail possible

Distinctions between SA and UD

• a UD refers more to the period of time and to the reality of the classroom to which it is directed, whereas a SA refers more to the way in which the teaching-learning process is implemented

Programming Through SA

• Focus the attention on the learning process and on the role of the student as an active part of that process
• An SA can be composed of one or more lessons, with the same or distinct duration, with a series of resources and materials, a proper development, activities, exercises, tasks, etc

Key aspects of a SA unit:

• What is it? (Introduction)
• Why is it relevant? (Justification)
• Who is it aimed at? (Technical information)
• What is its timetable? (Timing)
• What is its purpose? (Objectives)
• Which curricular elements does its work on? (Curricular foundation)
• organizational aspects
• The DUA (Universal Design for Learning) principles and guidelines, and ACI and ACIS
• How is learning assessed? (Evaluation)

Key things this must include:

• Connecting to PE, PD and AP (Introduction/Justification)
• Student abilities (Justification)
• Key stage (Technical Information)
• Number of sessions (Timing)
• Curricular details (Curricular Foundations)
• Specifics of teaching and resources to be used (Methodology section)

Programming in FP

• The programming units when referring to PA will be referred to as Units of Work instead of learning situations. The content will basically be the same in both learning situations and units of work.

Aims of learning

• This aims to be the compass that guides the process of teaching-learning
• Taxonomies such as Blooms exist to aid in identifying which level of objective falls into a specific category
• They help to identify the three learning domains in students activities
• Cognitive, affective and psychomotor

They help separate goals into a hierarchy of objectives

• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

Key points for the creation of aims

• Overall aim: indicates the overall goal
• Specific aim: indicates the specifics required to meet that goal.
• aims must be in the infinitive form/ be achievable/ and realistic in their creation