LAWS

● Organic Law 3/2020, of December 29th, which modified Organic Law 2/2006, of May 3rd, on
Education (LOMLOE)
- Preambulo- general objectives of this law
- Improve opportunities for education, training, early detection of learning difficulties, reinforce
school autonomy
- Avoid segregation, reinforce inclusivity in the educational system
- Particular interest in inclusivity in rural schools
- It guarantees inclusive education, prevention of learning difficulties
- Quality and equity
- Strength the digital competence
- TAC- tecnologías de aprendizaje y comunicacion- PLE- personal learning environments
- Develop competences
- Sustainable- development, sustainable lifestyles
- Emotional intelligence
- “Our society demands a modern educational system which is more open, less rigid, and
multilingual which develops the full talent and potential of our youth.”
- Adapts educational law to society’s current needs: children’s rights, people with disabilities,
gender equality and gender identity, peace, sustainability, human rights, intercultural
education, right to inclusive education, ecological transition
- All of this is necessary to provide an integral formation which centers on developing students’
competences.
- Title 1
- Chapter 2- 5 pages
- Title II
- Chapter 1- NEAE/SESN
- Chapter 2- equity and compensation of inequality in education
- Article 2- fines
- Education for the respect for fundamental rights and freedoms, equal rights and opportunities
between men and women, equal treatment and no discrimination against others for their origin,
race, ethnicity, religion, convictions, age, disabilities, sexual orientation or sexual identity, illness
or any other circumstances
- Education for peace, respect for human rights, social cohesion, cooperation, solidarity, values
which promote respect for others, animals, the environment and sustainability
- Education for the respect and recognition of the linguistic and cultural diversity in Spain and
the interculturality as an enriching aspect of society
- Article 4- Basic Education
- Inclusive education, tend to all diverse needs and learning difficulties,
- Universal Design for Learning- guaranteeing children’s rights and offering support measures
for those students who require them
- Personal and social education for their personal development, problem solving, active member of
society
- Article 16- General Principles
 - Equity, Inclusive education, Quality education, Global and integrated perspective,
Personalized education & individualized attention, Coordination among professors, Reading
habits as part of the integral formation of students, Learning through competences, Attention to
diversity & attention to difficulties, Tutorial action, Transversality
- Article 19- Pedagogical Principles
- Inclusive education, personalized attention to all students and SESN students, preventing
learning difficulties and establishing and using support measures and flexibility, alternative
methodologies
- 19.6- establish flexibility measures and alternative methodologies for teaching and evaluating
the foreign language for SESN students, especially those with difficulties with comprehension
and expression. Official languages will be used only as a support for teaching and learning the
foreign language
- Emotional intelligence, Values, Personalized attention, Participation, Flexibility and support,
alternative methodologies, and other necessary measures to meet the needs as soon as difficulties
are detected
- Transversality: reading comprehension, oral and written expression, audiovisual
communication, digital competence, creativity, scientific spirit, gender equality, education for
peace, education for responsible consumerism, sustainability, health education, emotional
intelligence, values, meaningful learning to promote autonomy and reflection
- Daily time spent for reading in all centers
- Competences integrated into meaningful learning projects and tasks to improve self-esteem
and learner autonomy
- Article 20- Evaluation
- Continuous and global, improve competence level
- Learning process
- Article 20 bis- attention to individual differences
- Individualized attention, support and reinforcement measures to avoid repeating grades
- Article 21- Diagnostic evaluation
- 4th grade
- Article 71- Principles
- Education authorities will provide the necessary means so all Ss can reach their full personal,
intellectual, social and emotional development.

● Royal Decree 126/2014, of February 28th, which establishes the Primary education curriculum
- Article 2.2- list of competences
- Article 6- General Principles
- oral expression and comprehension, reading, writing, calculation, acquisition of basic notions of
culture, and the habit of coexistence, study and work, the artistic sense, creativity and
affectivity, contributes to the full development of the personality of the students
- Article 7- General Objectives for Primary Education
- A: coexistence, respect human rights, democratic society
- B: individual & team work, self-confidence, critical analysis, initiative & creativity
- C: peaceful resolution of conflicts
- D: Culture, diversity, differences, equal rights, gender equality
- E: Spanish, reading habits
 - F: foreign language
- G: Math, problem solving
- H: natural science, social studies & culture
- I: ICTs
- J: art & creativitytrans
- K: Hygiene & health
- L: animals
- M: personal relationships, attitudes against violence, sexist stereotypes and discrimination
- N: street safety

● Law 17/2007, of December 10th, of Education in Andalusia (LEA)

- Article 39- education in values- transversal contents
- Human rights and preparation for a free and democratic society
- Equal rights between men and women, appreciating women’s contributions to society
- Equality, healthy habits, street safety, consumerism, occupational health, respect for
interculturality, diversity, natural environment,
- Article 40- Andalusian Culture

● Decree 97/2015, of March 3rd, which is modified by Decree 181/2020, of November 10th, which
establishes the organization and curriculum of Primary education in Andalusia
- Introduction
- Universal Design for Learning
- Article 4- Objectives specific for Andalusia A-F
- Article 6- Key Competences
- Article 8- Methodological Recommendations
- Oral skills are important in early stages of primary education
- active, motivating and participatory, start from the interests of the students, individual,
cooperative work and learning, approaches from a gender equality perspective, integrate in all
areas references to everyday life, develop key competences, meaningful learning with social and
cultural elements of the community, activities, tasks, diverse didactic resources and materials,
promote teaching teams to provide interdisciplinary, integrated and holistic approach
- Article 9- School autonomy
- Article 12- Evaluation
- continuous and global, focus on their progress in all areas, evaluation in Andalusia formative,
in PE degree of acquisition of the key competences and achievement of the stage objectives,
different techniques and tools, especially continuous observation of the learning process and
personal maturation following evaluation criteria of each area, offer reinforcement measures
when necessary, evaluate both students’ learning and teaching process of own teaching
practice
- Article 16- Definition of attention to diversity

● Order of the 15th of January 2021, which develops the Primary education curriculum, and
determines certain aspects of attention to diversity, evaluation and promotion in Andalusia
- Curriculum, Attention to diversity, Evaluation universal
- Chapter 1: General characteristics
- Article 2: Curricular elements- definitions
- Article 3: Transversal elements
- Sustainability, recycling, human impact on the natural environment & resources,
global warming, natural resources, overpopulation, pollution, defend, conserve and
improve our natural environment
- Article 4: Methodological recommendations
- Stimulate motivation, Problem solving, ICTs, Andalusian culture, Oral
communication in FL, Healthy habits ,Reading
- 4.3: Coordination among teachers- interdisciplinary
- 4.4: reading is fundamental, all areas will include tasks and activities to develop
linguistic communicative competence , dedicate time every day to reading
- 4.5: Universal Design for Learning for inclusivity- allowing access to the curriculum
for SESN different ways of presenting the curriculum, varied methodologies and
resources that respond to the different learning styles and rhythms
- Emotional intelligence, empathy, conflict resolution
- Article 5: school autonomy (supuestos practicos)
- Keeping in mind our school’s context and student profile, the school has the pedagogical
autonomy to design and carry out its learning environment, always following the current
national and regional educational legislations.
- Chapter 2: Curricular organization & educational offer
- Article 9: timetables
- Chapter 3: Attention to diversity
- Article 11: General principles for dealing with attention to diversity
- Respect differences, organizational and curricular measures at the school level,
personalization and individualization of teaching, early detection and identification of
special educational support needs, equal opportunities, equity, school autonomy
- Article 12: General measures for attention to diversity for SESN
- a) grouping content/knowledge areas
- b) support in ordinary groups by a second teacher
- c) dividing groups
- d) flexible groupings in a specific group
- e) tutorial action
- f) methodologies based on collaborative work in heterogeneous groups-
project-based learning & peer teaching
- g) transition
- h) prevention of absenteeism
- i) timetables
- Chapter 4: Evaluation and promotion
- Article 23: Evaluation characteristics
- Continuous of the learning process, formative, integrated, differentiated and
objective, formative
- Evaluation is an instrument to improve the learning and teaching process
- Global & continuous & keep in mind Ss progress & school & Ss context and
characteristics
- Article 25: Procedures and tools for evaluation
- Continuous observation of the learning process with regards to the stage objectives and
key competences
- Different tools: questionnaires, forms, presentations, oral presentations, correcting
documents, tests, observation scales, rubrics, portfolios, & others meeting the evaluation
criteria and the Ss characteristics
- Annex II: development of each subject area
- First Foreign Language- pg 104-126
- Introduction
- Plurilingual & intercultural society, knowing a FL fundamental for personal,
social & professional development, Andalusian follows CEFR policy for
languages- to guide FL curriculum in Andalusia
- Develop communicative competence in meaningful interactive social situations,
use familiar contexts, contextualized language and motivating learning,
- importance of English- phonics, travel, economics, social, leisure
- Contribution to Key Competences
- Foreign Language Objectives 1-9
- 1. Listening
- 2. Speaking
- 3. Writing
- 4. Reading
- 5. ICTs
- 6. Use other languages to help with FL acquisition
- 7. FL to communicate with people of different cultures, positive attitude toward
linguistic and cultural diversity in Andalusia
- 8. Positive attitude and self-confidence when using FL
- Phonetic, linguistic and lexical aspects as basic building blocks of language
- Methodological recommendations
- Develop communicative competence, prioritizing oral skills in the first stages
then integrating other progressively, oral & written communicative competence in
meaningful social contexts,
- learner -centered, communicative approach through games, tasks and
projects
- Authentic use of the language, authentic materials, interact with native speakers,
ICTs to interact with native or other speakers of English,
- Reading habits and writing skills through L1 and L2 simultaneously, introduction
to literature
- Introduce new language orally before in writing, use flashcards, receptive
skills before productive skills, oral skills before written skills
- Phonics with younger learners, use of poems, music and tongue twisters for
pronunciation
- All written language presented orally first
- Resources: oral presentations, debates, dramatizations, radio & TV programs,
songs, dialogues, presentations, active listening in different contexts, reading
different types of texts, writing for different reasons, task and project
 presentations, integrated units with other subject areas, local and international
celebrations,
- Active learning methods: task and project based learning, solving daily
problems challenges
- Examples of projects and tasks
- School’s Linguistic Project
- Integrated Language Curriculum
- European Portfolio of Languages- allows for self-evaluation and helps Ss take
responsibility for their language learning
- Attention to diversity- adapting exercises, activities and tasks , ICTs and PLEs
- Importance of group work, collaboration and cooperation on shared goals and
final tasks
- Contents by stages
- Evaluation criteria by stages- 3rd stage
- 3 listening
- 1. Understand general meanings, simple structures and common
vocabulary
- 2. Understand & recognize syntactic structures, frequent vocabulary,
inferring meanings of new vocabulary in context
- 3. Understand main idea of oral messages, identify basic sounds, accents,
rhythmic and intonation patterns & use of audiovisual materials
- 2 speaking
- 1. Carry out brief and simple monologues/dialogues w/ memorized and
pre-worked expressions and formulae
- Have face-to-face or online conversations with fluency in different
contexts
- 2 reading
- 1. Identify general meaning and main ideas of brief, simple, graded &
contextualized texts in familiar contexts with support material
- Apply strategies & knowledge about cultural & linguistic aspects to have
general understanding of different text types, use limited repertoire of
written vocab & identify basic orthographic marks
- 2 writing
- 1. Produce, following basic sociocultural and sociolinguistic aspects,
syntactic structures brief and simple texts (emails, letters), with basic
orthographic conventions & punctuation to talk about familiar contexts of
daily life
- 2. Create personal texts using frequent communicative functions, adequate
syntactic structures, applying knowledge, vocabulary related to school &
family context

● Order ECD 65/2015 which describes the relationships between they key competences, contents
and evaluation criteria in Primary, Secondary and Upper Secondary education
● Royal Decree 984/2021, of November 16th, which regulates evaluation and promotion in Primary
education in Andalusia

● Instructions from March 8th, 2017 for detection of students with Specific Educational Support
Needs

● Instructions from May 12th, 2020, for gifted students

● Instructions from January 11, 2017, for cyberbullying

● Law 9/2018, of October 8th which modifies Law 12/2007, of November 26th, for promoting gender
equality in Andalusia