Complements- Anex .pdf

Curriculum and syllabus: ❖ Curriculum- Educational institutions ➢ Curriculum is the central guide for all educators as to what is essential for teaching and learning, so that every student has access to rigorous academic experiences. The structure, organization, and considerations in a curriculum ar...

Curriculum and syllabus: ❖ Curriculum- Educational institutions ➢ Curriculum is the central guide for all educators as to what is essential for teaching and learning, so that every student has access to rigorous academic experiences. The structure, organization, and considerations in a curriculum are created in order to enhance student learning and facilitate instruction. Curriculum must include the necessary goals, methods, materials and assessments to effectively support instruction and learning. ❖ Syllabus- Teachers ➢ A document for teaching that serves to outline the basic elements of a course including what topics will be covered, a weekly schedule, and a list of tests, assignments, and their associated weightings together with a comprehensive overview of the course's aims and objectives, learning outcomes, methods and assessment strategies. ■ Are the adaptations made with the reality of the classroom ■ They are only valid to one specific group Levels of legislation: ● European: ○ European laws should be taken into account since, at least, part of national legislation is based on EU regulations. ■ Common European Framework of References for Languages (CEFRL) (2001). ● Standardization of Language Proficiency Levels (A1-C2). ● Guidelines for Language Learning and Teaching. ● Framework for Assessment and Certification. ● Advocates for multilingualism ■ Companion Volume (CEFRL) (2020). ■ Recommendations of the Council on Key Competences (KC) for Lifelong Learning (2018). ● KC appear in RD 217/2022 (very strong connections to the national legislation) ■ UNESCO - Key Drivers of Curricula Change in the 21st Century (2014). • UNESCO – Sustainable Development Goals (SDG) (2015). ● Mentioned in output profile (perfil de salida) RD 217/2022 ● National: ○ Different laws Organic Laws; Royal Decrees) depending on the education stage ((Post-) Secondary Education, Vocational Training, etc. ■ (Post-) Secondary Education ● Organic Law of Education (LOE, 2006) – Organic Law Modifying LOE (LOMLOE, 2020) • RD 217/2022 (ESO) • RD 243/2022 (Bach.) ■ Vocational Training ● Organic Law 3/2022 • RD 659/2023 ■ Language Teaching- escuela de idiomas ● • Organic Law of Education (LOE, 2006) – Organic Law Modifying LOE (LOMLOE, 2020) • RD 1041/2017 (Curric.) • RD 1/2019 (Assess.) ● Regional: ○ Different regions (Comunidades Autónomas) will have their own Decrees to adapt the national curriculum to the reality of their territories. ■ Local Internal documents, regulations and norms of each educational center. (PEC – Centre´s Educational Project) ■ Each Regional Education Institution (EI) may develop one or more Decrees. LOMLOE- Organic Law Modifying Organic Law of Education (LOE, 2006) ● To modernize the education system in Spain by promoting inclusivity, flexibility, and quality across all levels of education, while adapting to the changing needs of students and society. ● Learning must be: ○ Competency-based ○ Autonomous ○ Meaningful ○ Reflexive ● Lomloe consists basically of: ○ Flexibility and Diversification ○ Curriculum Changes ○ Educational Equity and Inclusion ○ Integration of Technology ○ Promotion of Values and Civic Education ○ Language Policy Evaluation and Quality Assurance ○ Teacher Training and Professional Development ● Development of the curriculum is a shared responsibility between the National & Regional Education Institutions (EI). ○ Regional EI establish 50% of the Curriculum (60% if co-official language) ○ ALWAYS When developing your syllabi, extract curricular elements from Regional Decrees. ■ And what if they are missing from Regional Decrees???!!! ■ It means that the Regional EI accept those elements as they appear in the National Royal Decree. Curricular elements (RD and decrees) ● Basic/Core Knowledges ○ Knowledge, skills and attitudes that constitute the contents of one area of knowledge. Learning them is necessary to acquire specific competences. ○ For example, in this case EFL ○ Example (EFL): Knowledge of grammar, vocabulary, listening, and speaking skills in English as a foreign language. ● Assessment criteria ○ They indicate the different levels of attainment students can reach when performig learning situations referred to in the specific competences of each area of knowledge. ○ Example: For the specific competence of engaging in a fluent conversation, assessment criteria could include the ability to use diverse vocabulary, apply correct grammar, and maintain coherence in speech. These criteria indicate the different levels of attainment students can reach when performing learning situations related to the specific competence. ● Objectives ○ Achievements students are expected to reach when finishing the stage (Sec. Education). Their attainment is linked to acquiring key competences ○ Objectives focus on the whole stage ○ Example (Secondary Education): Upon completing secondary education, students should be able to communicate effectively in various contexts, demonstrate critical thinking skills, and apply knowledge across different disciplines. ● Outbound/Output Profile (perfil de salida) ○ It makes reference to the competences (SC & KC) that the students must have developed and acquired through each educational stage. It helps to devise what skills and abilities we as teachers have to foster in class for students to develop. ○ Example: The output profile might include specific competences such as the ability to work in a team, critical thinking, problem-solving, and a deep understanding of key concepts in the field of study. ○ What students should be able to do when finishing a given stage ● Key Competences ○ Essential competencies for students to progress successfully in their education and training, and to be able to face the main global and local challenges. ○ Descriptors of KC help, together with objectives, to specify Specific Competences of each area. This connection between descriptors and specific competences implies that, from the assessment of the latter (SC), we could evaluate the degree of acquisition of KC as defined in the outbound/output profile, and therefore, the attainment of objectives and competences at a given educational stage. ○ Example: A Key Competence could be the ability to learn how to learn, implying the capability to continuously acquire, process, and apply new knowledge throughout one's life. ● Descriptors ○ Specification of the key competences ● Specific Competences ○ Competences that students should be able to deploy in activities or situations where students need to make use of basic/core knowledge of each area of knowledge. Specific competences are drawn from KC and are connected to basic/core knowledge and assessment criteria. ○ Example: In the context of EFL, a specific competence could be the ability to engage in a fluent conversation on a specific topic, demonstrating not only a grasp of basic language structures but also effective communication skills. This specific competence is drawn from the Key Competence of communication and is connected to the basic/core knowledge and assessment criteria. TO SUM UP ❖ Objectives are connected to KC (+descriptors). ❖ Basic/Core knowledges are connected to Specific Competences. ❖ Specific Competences are connected to Descriptors of Key Competences. ❖ Assessment criteria are connected to Specific Competences. ❖ Outbound/Output profile is connected to SC, KC (Objectives, C/B K, AC)