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Programming is an essential factor as, knowing the specific characteristics of a school and group of
children, it helps to: contemplate the goals we would like to achieve; to work on the specific
knowledge, abilities and behaviour; to create achievable strategies, methods, activities and means;
to check if we can achieve our objectives through the process.

It enables the teacher to focus on the students to develop their learning through competences.

Regarding the Spanish current law (legislation): The Organic Law 8/2013, of 9th of December, for the
Improvement of Quality in Education (LOMCE) modifies article 6 of Organic Law 2/2006, of 3rd of
May, of Education (LOE). Primary Education is part of the basic education and being so, it is free and
compulsory. It includes six school years, which will be ordinarily taken between six to twelve years of
age. It will be organised in different areas, which will be of a global and unifying nature.

The LOMCE defines curriculum as: “regulation of the elements that determine the teaching-learning
processes for each of the teaching areas and stages in Education”.

The curriculum includes: objectives, key competences, content, learning outcomes, evaluation
criteria and didactic methodology. The contents of the curriculum are organised in three different
types of subjects according to the layout of the competences between the state, the autonomous
regions and the schools. They are grouped in three blocks:

- Core subjects: They guarantee the acquisition of the content, knowledge and competences
that allow students to acquire a strong academic formation. They will be evaluated at the
end of each stage.
- Specific subjects: They allow a greater autonomy when designing and fixing the timetables
and contents of the subjects, as well as when creating and adapting the academic options.
- Elective subjects of the Autonomous Region: They represent the greatest level of autonomy,
in which the local educational administrations and their schools can offer their own subjects,
including extensions of the topics.

The Royal Decree 126/2014, of February 28th, specifies the basic curriculum of Primary Education
and the aims of this educational stage: The aim of Primary Education is to facilitate students the
learning of oral expression and comprehension, reading, writing, calculation, the acquisition of basic
notions of culture and coexistence, as well as work and study habits, artistic feeling, creativity and
affection, with the aim of providing a comprehensive formation that helps to fully develop the
personality of the pupils and that prepares them to satisfactorily take and attend the Secondary
Education stage. (¿Esto lo incluyo?) está muy bien, pero si ves que te falta espacio es una cosa que
puedes omitir.

Schools are in charge of developing and completing the curriculum establishes by the LOE and
currently modified by the LOMCE.

It is essential that teachers know the legal framework in order to create the basic planning
documents and the school syllabus.

First of all, there is the first level of curricular concision which is the administration where we can
find the: Organic Law 2/2006, of May 3rd, of Education (LOE) and Organic Law 8/2013, of December
9th, for the Improvement of Quality in Education (LOMCE), the Royal Decree 126/2014, of February
28th, by which the basic curriculum of Primary Education is established and the Order ECD/65/2015,
which describes the relationships between the competences, content and evaluation criteria of
Primary Education, Compulsory Secondary Education and Baccalaureate.

Then, there is the Autonomous region decrees. In Madrid, for example, we find: Decree 89/2014,
through which the Autonomous regions of Madrid establishes the curriculum of the Primary
Education and Decree 15/2007 which establishes the regulatory framework for coexistence in
schools in the Community of Madrid.

After that, we find the school personal documents where we find: Educative School project and the
General Annual programming (PGA) ya no se dice PEC solo PE Educational Project

Inside the classroom, as teachers we must develop our own: programming and didactic units.

The school

Our school is a Kindergarten and Primary school (CEIP in Spanish: Centro de Educación Infantil y
Primaria) located in the autonomous region of Madrid cuidado no puedes ir vacilando entre
mayúsculas y minisculas Autonomous Region siempre en mayúsculas. It is a línea 2 school which has
two classes per level so that means that are two groups per scholar year. There are approximately
460 students.

Following the Education School Project cuidadowe can find all the characteristics of the school and
the place where is located.

The school installations are: a canteen; a library where you can find a range variety of books that
students, parents and teachers can borrow any time they need it; a garden where there are
vegetable patches; a tatami to work on the psychomotricity with the Kindergarten pupils; a
laboratory to work on Science experiments, the room also has a clay oven to do workshops; a
kitchen where is elaborated the food menus that children have from fresh products every day; two
audiovisual rooms use as didactic resource; a radio station; a music room; a multipurpose room, it is
called like that because is used for many reasons including drama shows, dances, psychomotricity
sessions or Christmas and Carnival parties; cooking workshop.

It is located in an urban place in the South of Madrid. Our neighbourhood is in a bedroom
community where Industry takes a big presence. Its population is around 172,000 inhabitants with a
high density rate. It grew especially in the 60’s and 70’s regarding other regions’ migration. That is
why the housing are relatively modern and with a sufficient equipment but not luxury.

The resident in this area present a medium age profile with high family establishment (strong
proportion of marriages with children at home) and middle-low socioeconomic status. The area
presented an intense economic activity in both industry and construction and services, with minimal
agrarian presence. However, after the beginning of decade crisis both sectors have had a big
recession increasing the unemployment rate.

Regarding infrastructures, the supply of spaces in Secondary schools is enough. The collaboration,
coordination and follow-up with the centres that receive our students, is annually planned and there
is an adequate collaboration degree.

The cultural centres offer many options and cultural initiatives of library services and educational

The sports centre gives you the opportunity to do extracurricular and supplement activities with a
relative ease. However, the existing demand is not always easy to cover.

En general tienes buenas ideas pero tienes que organizarte

-Siempre ir de mayor a menor

Contexto ciudad o pueblo a colegio y no al reves

Legislación de la más general o estatal a la más concreta o regional

-No hablar de una cosa luego pasas a otras y luego vuelves a la primera, me refiero que en la
introducción hablas mucho de la legislación y luego tienes un apartado de legislación que queda
oscurecido porque hablas menos de legislación que en la introducción. Te falta legislación.

- Intenta hacer una introducción más atrayente, date cuenta que es lo primero que lee el tribunal y
los tienes que cautivar