The new educational law has been configured with the main objective of adapting the educational system to the challenges of the 21st century, in accordance with the objectives set by the European Union and UNESCO for the 2020-2030 decade.

The LOMLOE at a glance

Below you will find a summary designed by Cambridge University Press which can help to get familiar with the new Spanish regulation in a general manner, its principles, goals and the main pillars of education through competencies.

<< click on the video and website to discover the key points of the new law.

But, what aspects of the curriculum will we have to take into account to bring what is stated in the new law to the reality of the classroom?

First of all, the basic concepts to create an editorial proposal fully adapted to the actual regulation.

(Artículo 2. Definiciones. Real Decreto 157/2022, de 1 de marzo, por el que se establecen la ordenación y las enseñanzas mínimas de la Educación Primaria.)

OBJETIVES

Objectives the students are expected to achieve by the end of a certain stage and closely related with the acquisition of key skills.

KEY COMPETENCES

Essential competencies for the students to advance in their learning path successfully so that they can face main, global and local challenges.

SPECIFIC SKILLS

Skills the students should be able to apply in activities or situations in which basic knowledge of the specific areas is required.

OBJETIVES, KEY COMPETENCES and SPECIFIC SKILLS are implicit in the other 3 concepts. Actually, the approach has already been successfully applied in current projects developed by Cambridge University Press in Social and Natural Sciences areas.

BASIC KNOWLEDGE, LEARNING SITUATIONS and EVALUATION CRITERIA will be the aspects outlining the materials to work with students and teachers. They will also be the main focus of the student's daily learning path.

<< click on the bottom to know more about these curriculum aspects

BASIC KNOWLEDGE

Models to score the expected levels of performance of the students in activities or situations the specific competencies of each area refer in a certain point of their learning path.

LEARNING SITUATIONS

Knowledge, skills and attitudes constituting an area or field contents, required to acquire the specific skills.

EVALUATION CRITERIA

Situations and activities that imply the students to deploy certain actions associated with key skills and competencies.

The previous concepts show us those aspects that a publisher must take into account when preparing its educational proposal, adapted in each case, to national or regional regulations. However, for bilingual areas, in addition to the law, we have to take into account the recommendations of each region.

tHE AUTONOMOUS COMMUNITY OF ANDALUCIA

Since the approval of the Plan for the Promotion of Plurilingualism in Andalusia in 2005 (Agreement of the Government Council of March 22), some documents and guides have been published in Andalusia with the aim of helping schools and teachers in the implementation of the bilingualism. These are the current documents existing in Andalucía for the 21/22 academic year.

Guia Informativa para Centros Bilingues.pdf

GUÍA INFORMATIVA CENTROS BILINGÜES | ANDALUCÍA

2021_22 Instrucción 12_2021 enseñanza bilingüe(F).pdf

INSTRUCCIONES 15 DE JULIO DIRECCIÓN GENERAL DE ORDENACIÓNY EVALUACIÓN EDUCATIVA CURSO 21/22

ENSEÑANZA BILINGÜE (Escuelas Católicas).pdf

DIRECTRICES ESCUELAS CATÓLICAS

MARCO COMÚN EUROPEO DE REFERENCIA.pdf

MARCO COMÚN EUROPEO DE REFERENCIA PARA LAS LENGUAS

Some fundamental ideas that are extracted from these documents:

USE OF SPANISH IN BILINGUAL SUBJECTS

a) The learning of subjects must be developed, at least, in a 50% in a foreign language.

b) The value of 50% is the minimum to be met (in communities such as Andalusia), this exposure value may be increased, even up to 100%.

c) This 50% use may be determined in various ways:

Complete units in Spanish and complete units in English. Example: unit 1, 3 and 5 in Spanish; unit 2, 4 and 6 in English.
All units will be addressed in both languages, with the teacher choosing which part of the unit to teach in each language. Example: session 1 and 2 in english; session 3 and 4 in spanish.
Establishment of learning situations where students can access resources in both languages depending on the task or challenge posed. It is not doing the same thing with translation in both languages, it is having different activities to develop in one language or another. This way of working must be very well structured to have good results. From my experience, I think it is the most effective for learning the bilingual area.

<< go to USE OF SPANISH to know more about this aspect.

EVALUATION OF ENGLISH IN SUBJECTS

a) In the evaluation of the non-linguistic bilingual areas, the content of the area will prevail over the use of English, although the linguistic competences in L2 are taken into account to improve the results of the evaluation of said students.

b) The evaluation criteria that will be applied will be those established in general for the corresponding teachings according to current regulations.

c) A student cannot fail the bilingual area due to difficulty with the English language. If the student is able to express their learning in Spanish, she will pass the subject.

<< go to EVALUATION CRITERIA to know more about this aspect.

Page updated

Report abuse