The methodology should be communicative, active, participative and
collaborative.
- LOMCE-LOE
LOMCE is not a law itself, but a modification of the
previous one, so the basic document is the LOE, so it introduces new aspects
and some others have been removed.
LOMCE do change what LOE states.
The curriculum is Ceuta doesn’t introduce objectives,
but for instance in Andalucía does introduce them.
- OBJECTIVES
a.
To reduce
variations in requirements and demands within education systems throughout the
country.
b.
To lower
the drop-out rates in compulsory educational levels (pupils under the age of
16).
c.
To improve
levels of achievements in Compulsory Secondary Education.
d.
To
establish a clear system of profess indicators according to education
objectives.
e.
To increase
the autonomy of schools.
f.
To
generalize and spread the use of ICT within education.
g.
To improve foreign
languages learning.
h.
To promote
and update vocation training studies.
- KEY COMPETENCES
The nomenclature and definition of Key competences in
the LOMCE is based on a European Commission document on 21st century
competences. There are seven competences defined by the LOMCE. These focus on preparing
children for the future, developing skills and attitudes that will help them to
enjoy a good quality of life and to successfully interact with others in the
contexts they are likely to encounter in their daily lives.
1.
Linguistic
competence
2.
Mathematical
competence and basic competences in science and technology
3.
Digital
competence
4.
Learning to
learn
5.
Social and
civic competences
6.
Initiative
and entrepreneurship
7.
Cultural
awareness and expression
- SUBJECTS
Within the LOMCE subjects are
classified in three ways:
1. Obligatory
core subjects
a.
These are
the same for pupils throughout the country, so they should take up at least 50%
of the school timetable.
i.
Natural
Sciences
ii.
Social
Sciences
iii.
Spanish
Language and literature
iv.
Mathematics
v.
First
Foreign Language
2. Obligatory
specific subjects:
a.
Physical
education and (religion or social and civic values).
b.
At least
one of the following.
i.
Artistic
Education
ii.
Second
Foreign Language
iii.
Religion
iv.
Social and
Civic values
Elective subjects dependent on
the Autonomous Community or School: these subjects are designed by each of the
Autonomous Community.
- ASSESSMENTS
3rd
Primary, this is a diagnostic
evaluation to detect difficulties and implement improvement measures. Each
Autonomous Community carries these out and there are no academic repercussions.
6th
Primary, this is an external exam, the
same for all students across the country. The Government will develop and
design the evaluation criteria and characteristics for these tests. Competences
are measured: what the students knows and what the student knows how to do. The
result will be informative and orientative for Secondary Education.
- ICT
The LOMCE emphasizes the importance of digital
literacy and the appropriate use of technology to assist learning and build
children’s confidence with technology and a to allow teachers to create a
tailored digital solution to suit their pupils’ needs and their teaching
context.
- FOREIGN LANGUAGES
Command of a second language, or even a third foreign
language is a priority in Education as a consequence of the process of
globalization. Nevertheless, there are still shortcomings in our educational
system.
The promotion of plurilingualism is an objective that
cannot be given up in the construction of a European Project.
The law definitely supports plurilingualism, so that
students can express themselves fluently at least in one foreign language.
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