CURRICULUM Flashcards
PLANS (EDUCATIONAL PROJECT OF THE CENTRE) PEC
Includes educational principles and promotes the value of women in each area. All these measures are specified in the PEC
PADIE
- we need to mention our school provides in its Educational Project of the Centre (PEC) the specific Diversity Care Plan (PADIE) which includes the organizational and methodological measures to serve all students without discrimination. (cooperative, multilevel acts)
- we are going to introduce the organizational measures regulated in Order 20/19 and embodied in the PADIE
- the Padie includes the celebration of the day of….to raise awareness about
COEXISTENCE PLAN (regulated by O 62/14) - its primary objective is the promotion of equality, coeducation, sexual and family diversity, the peaceful resolution of conflicts ...
O.62: measures and protocol about Bullying.
Law 8/17 right to gender expression in the CV
Law 23/ 18of equality of LGBTQI people
- Demands the successful implementation of any Year Plan will depend on control & discipline in classroom (Coop.L.)
PREVI includes recommendations and measures. Tools and resources for teachers.
LOMLOE (Immigrants, disruptive behaviour, bullying)
Art 1: PRINCIPLES OF ED: Provide equal opportunity to all our STs and make them conscious and respectful to the diversity.
Art 2: AIMS OF ED: education in respect of rights and freedoms, equality and non-discrimination.
LINGUISTIC CENTRE PROJECT (PEPLI) Law 4/18
- regulate the coordination between the school’s language teachers (Valencian, Spanish and English)
- Schools should teach Eng. in at least one non-ling subject.
- We have a Native Assistant as it is reflected in the Linguistic Center Project (PEPLI) which follows Law 4/2018 about plurilingualism.
BOOK BANK program
Thanks to the Book BAnks (Xarxa de libres) included in the PEC, all students have access to the reuse of books.
In addition, this program offers materials in an accessible format for students with needs. EG. tablets for the blind
ENCOURAGING READING PLAN
- Write and read in different types of texts and supports.
- Include storytelling sessions and use of libraries.
- This plan also contemplates that the texts used must be adapted. eg. For my student with ADHD, I divide the reading into short paragraphs.
TEACHER TRAINING
we work with tablets xk the centre included in the teacher training plan a course about ICT through CEFIRE.
ERASMUS +/ E-TWINNING PROJECTS/ EUROPEAN PORTFOLIO OF THE LANGUAGES
TRANSITION PLAN
1st: I coordinate with Infant teacher to guarantee educational continuity between the stages:
We carry out routines to work in the same way as in Infant stage to facilitate the transition between the two stages specified in the transition plan
playful approaches, the possibility of organizing various groupings (team / individual), use of spaces in a dynamic way ( playground, library, corridor) and greater flexibility in time organization (difficult to adjust time) (NO TIENE LEY)
(O 46/11) Regulates the transition from the stage of P.E. to Obligatory Secondary Education in the Valencian Community.
• 6th: in order to guarantee educational continuity between the stage of P.E. and (ESO): Enable coordination, exchange of information on Student Needs, continuity of educational measures, development of competences (ICT because it has been decided in the transition plan)
WELCOME PLAN
Cicerone Project: A group of voluntary students, called the “Cicerone” group, carries out various welcoming and accompaniment actions with students who have just arrived at the centres. For example, they teach him how the school works, what activities we do at school, the schedule, activities in the neighbourhood.
It is a project that promotes solidarity, respect, dialogue t in a framework of coexistence between various countries and cultures.
ANNUAL GENERAL PROGRAM (PAG)
It is the specification of the general criteria and guidelines for each school year.
We will do a complementary activity collected in the PGA
in the PGA is included that the complementary activities must guarantee that no student is excluded from their participation for economic reasons. Therefore, the school will pay for those students who cannot afford it.
Improvement Plan (PAM)
- It is the pedagogical part of the PGA (series of objectives that you want to improve during the course) for example to reinforce the importance of the FL, improvement of coexistence, active playgrounds (organize the spaces with different proposals, some of these proposals could be in English); family involvement.
CURRICULUM
regulation of the elements that determine the teaching and learning processes for each educational stage.
STAGE GENERAL OBJECTIVES
RD art 7/ LOMLOE Art 17
STs have to achieve several goals at the end of P.E. to complete their development.
a’: to appreciate the values and coexistence rules, respect pluralism SCC
‘b’: to develops habits of individual and cooperative work as well as self-confidence, critical sense, personal initiative, curiosity, creativity, interest in learning , entrepreneurship. SIE PBL FINAL TASKS
‘c’: respectful attitude towards others.( COOP.L)
‘d’: respect diff cultures, equal rights for men and women & non-discrimination of people with disabilities. E-TWINNING, COEDUCATION, IMMIGRANTS
‘a’ to ‘d’ : make reference to the respect of other opinions, cooperation and tolerance amongst students.
‘e’: develop Reading habits.
‘f’: Related to the acquisition of a basic CC in a FL
‘h’: know essential aspects of Natural Science, Social Science, Geography, History and Culture. CLIL PBL E-TWINNING
‘i’: Use of the ICT E-TWINNING, CANVA, PODCAST, HEADLINES,
‘j’: Use representation and artistic expression. CAE, E-TWINNING
‘k’: Rate hygiene and health, accept their own body. HEALTHY FOOD, BODY
‘l’: appreciate animals and their care. ANIMALS, CARE, ADOPTED PET, ENDANGERED AN.
‘m’ : Develop emotional skills, attitude opposed to violence and sexist stereotypes. EMOTIONAL INTELLIGENCE, COEDUCATION
‘n’: Promotes road safety education. DIRECTIONS
KEY COMPETENCES
Abilities to apply in an integrated way the contents of each teaching in order to achieve the proper performance of activities and the effective resolution of complex problems.
Apply what they’ve learned in the classroom into real life.
Fast progress world implies that lifelong learning has become a necessity for all citizens.
- Competence in Linguistic communication.: 4 skills integrated ( e: Reading habits, f)
- Mathematical competence and basic competences in science and technology: Taking directions, time, date (g: , h: Sciences, k: rate hygiene and health, l: animals & care)
- Digital competence: Safe and Critical use (i)
- Learn to learn: Reflection on their learning progress (b: individual work, critical sense, curiosity, creativity and interest)
- Social and civic competences. (RD10: Civic Education & Constitutional) Tolerance ( a: coexistence rules, c: respect towards others, d: equal rights, h: Sciences/Cª, k: accept own body, m: emotional skills, opposed to sexist stereotypes, n: road safety education)
- Sense of initiative and entrepreneurship (RD 10) Leadership, teamwork (b: cooperative work, initiative, creativity, c: respect towards others, k: accept own body, m: emotional skills)
- Awareness and cultural expressions: (d: respect Cª, h: Sciences/ Cª, j: artistic expression)
CONTENTS
set of knowledge, abilities, skills and attitudes that contribute to the achievement of the objectives and to the acquisition of KC.
BL1. ORAL COMPREHENSION: able to UNDERSTAND Verbal & Non-Verval sms.
BL2. ORAL PRODUCTION: able to PRODUCE Verbal & Non-Verval sms.
BL3. WRITTEN COMPREHENSION:
BL4. WRITTEN PRODUCTION:
ACHIEVEMENT INDICATORS
specifications of the evaluation criteria that allow to measure the learning results.
Allow us to further measure the degree of acquisition of each Ev.C.
EVALUATION CRITERIA
they are the specific reference to evaluate student learning.
METHODOLOGY
Didactic methodology: set of strategies, procedures and actions organized and planned by the teaching staff in order to enable student learning and the achievement of the objectives set.
TRANSVERSAL ELEMENTS
Topics must be necessarily included in all subjects.
Help our Sts to develop themselves, both, intelectual and in society.
To promote values such as equality, respect and tolerance towards people who have… under the principle of an inclusive school for all people.
We boost values and transversal elements: social and emotional health, inclusion and coeducation as collected
To involve students in the proper use of materials with values such as solidarity and co-responsibility.
- Reading Promotion: awaken the pleasure.
- Oral and Written exp:
- ICT:
- Entrepreneurship: Creativity , innovation, risk-taking, manage projects. (b: critical sense)
Acts: FT (decide how they develop the task) suggestion box; Portfolio (responsible for their progress) - Civic Constitutional Education: we all live together in society; respect other opinions and Cª; learn values such friendship, helping others.
Actvs: healthy life style (solidarity run), friendship mailbox, peace day, weekly assembly, debates.
S&C: by working as a heterogeneous team, learn to value within diversity// Encourages dialogue while L to each other actively.
Animal Welfare, ‘Endangered species’( l: appreciate animals and their care) ;
‘Environmental education’, Recycling, (h: know essential aspects of Natural Science, Geography)
Healthy Food (k: rate hygiene and health, accept own body)
ESQUEMA LOMLOE
Art 1 y 2. PRINCIPLES AND AIMS OF EDUCATION
Artículo 5. El aprendizaje a lo largo de la vida.
LIFE-LONG LEARNING.
Art 17. Objetivos de la educación primaria.
Art 19.PEDAGOGIC PRINCIPLES.
Art 20. ASSESSMENT.
Artículo 21. Evaluación final de Educación Primaria.
SEN
Art 71 y 72. STUDENTS WITH SPECIFIC EDUCATIONAL SUPPORT NEEDS (Alumnado con necesidad específica de apoyo educativo:)
Art 73, 74 y 75. STUDENTS WITH SPECIAL EDUCATIONAL NEEDS (Alumnado que presenta necesidades educativas especiales )
Art 76 y 77. HIGH ABILITY STUDENTS – OVER GIFTED ST.
Art 78. LATE ENTRIES INTO THE EDUCATION SYSTEM
Art 79 STUDENTS WITH SPECIFIC LEARNING DIFFICULTIES (Alumnado con dificultades específicas de aprendizaje)
Compensación de las desigualdades en educación: Artículos 80, 81 y 82. COMPENSATORY MEASURES FOR INEQUALITIES IN EDUCATION
Artículo 91. DUTIES OF THE TEACHING STAFF
Artículo 102. TEACHER TRAINING.
Artículo 111. ICT
Artículo 113. SCHOOL LIBRARIES.
Artículo 121. Proyecto educativo.
EDUCATION PROJECT.
Artículo 125. Programación general anual.
ANNUAL GENERAL PROGRAMME.
ESQUEMA RD 124/14
The BASIC CURRICULUM has been organized based on the objectives of the stage and the KC classified by content blocks, evaluation. This grouping does not imply a closed organization; on the contrary, it allows adopting the most appropriate methodology to the characteristics of the group of students.
Art. 2. DEFINITIONS
Art. 6. GENERAL PRINCIPLES
The purpose of Primary Education is to guarantee an integral formation that contributes to the full development of the students’ personality and will adapt to their learning rhythms (= design activities of different levels)
Art7. STAGE GENERAL OBJECTIVES = Art.17 LOMLOE
Art.8 ORGANIZATION
In order to facilitate the transition from Primary Education to Compulsory Secondary Education, special attention will be given to the coordination between both stages. (=1º o 6º)
Art. 9. LEARNING PROCCESS AND INDIVIDUALISED ATTENTION
o special emphasis will be placed on attention to student diversity, individualized attention, prevention of learning difficulties and the implementation of reinforcement mechanisms as soon as these difficulties are detected.
o In order to promote the habit of reading, daily time will be devoted to it (order 44/2011 (reading plans))
o Tutorial Action: The teacher-tutor will coordinate the educational intervention of the teaching staff and maintain a permanent relationship with the family.
Art. 10 TRANSVERSAL ELEMENTS
o Promote equity and inclusion of people with disabilities, equal opportunities and non-discrimination.
o Foster equality between men and women and the prevention of gender violence.
o Encourage the prevention and peaceful resolution of conflicts as well as freedom, justice, peace, respect for human rights.
o Incorporate curricular elements related to sustainable development and the environment; the risk situations derived from the use of the Technologies; disaster protection.
o Promote actions for the improvement of coexistence, road safety and the prevention of traffic accidents.
Art.13 LEARNING OF FOREIGN LANGUAGES
The Spanish language will only be used as a support in the process of learning the FL. Comprehension and written expression will be prioritized.
Methodological alternatives will be established in the teaching and evaluation of the FL for students with disabilities.
Art.14 STUDENTS WITH SPECIFIC NEEDS OF EDUCATIONAL SUPPORT (ACNEAE: alumnado con necesidades específicas de apoyo educativo)
The appropriate curricular and organizational measures will be established to ensure their adequate progress.
principles of normalization and inclusion and will ensure their non-discrimination and equality.
Favour access to the curriculum of students with special educational needs (SEN) and adapt the instruments, the time and the supports that ensure a correct evaluation of this student.
Significant adaptations of the curriculum elements (ACIS) will be established when necessary. It may be extended for one more year of course provided that this favours socio-educational integration.
Students with high intellectual abilities: curricular enrichment programs will be adopted that allow them to develop their abilities to the maximum. Flexibility measures: contents and KC of higher levels or the extension of them at the current course.
Late entries into the education system. Those who present a curricular gap of more than two years may be enrolled in the lower grade than that corresponding to age.
Art 16. PARTICIPATION OF FAMILIES
Families must collaborate in support measures to facilitate their educational progress and will have access to official assessment documents and exams.
FOREIGN LANGUAGE
the ability to communicate is the first requirement that the individual must fulfil in order to develop in an increasingly multicultural and multilingual context.
The mastery of a second language positively affects the personal development of students by allowing them to significantly expand their possibilities when pursuing studies or joining the labour market.
In addition, it favours the development of auditory memory and the ability to listen.
Also, learning other languages develops awareness of the diversity of our society and tolerance and appreciation of other cultural identities.
Students start from a basic level of competence, so it will be essential to refer to familiar contexts for communicative interaction and the comprehension and production of texts, taking into account the previously acquired knowledge and the capacities and experiences that they possess.
Common European Framework of Reference for Languages (CEFRL 2001)
According to the guidelines defined in (CEFRL 2001) students should be able to develop the ability of speaking, listening, reading and writing in order to learn a language adequately, in other words, they should master the four skills.
ESQUEMA D 108/2014
EVALUATION
Article 6. Nature of the evaluation
Article 7. Promotion
Article 8. Referents in evaluation and promotion
Article 9. Individualized evaluations
Article 10. Official evaluation documents and results of
the evaluation
Article 14. Participation of the legal representatives of the students
ATTENTION TO DIVERSITY
Article 15. General aspects of attention to diversity
Article 16. Plan for attention to educational diversity and inclusion Article 17. Support and reinforcement measures
Article 18. Identification, assessment and intervention of needs-
specific educational support services
Article 19. Students with special educational needs
Article 20. Curricular adaptations
Article 21. Extension of schooling for one more year in the stage Article 22. High capacities
Article 23. Late incorporation
Article 24. Learning difficulties
Article 25. Tutorial action
Article 26. Transition to compulsory secondary education
