Theory of Education

11-21-2011

How is the School Curriculum Developed? There is no easy-to-follow set of procedures for developing curriculum. The Tyler Rationale Four fundamental questions that Ralph Tyler developed to bring order and focus to the curriculum development process: What purposes should the school seek to attain? What educational experiences can be provided that are likely to attain these purposes? How can these educational experiences be effectively organised? How can we determine whether these purposes are being attained?

The focus of Curriculum Planning MACRO-LEVEL Macro-Curriculum content decisions apply to large group of students. MICRO-LEVEL Micro-Curriculum content decisions apply to school or class. Student-Centered Curriculum Growth and development of students emphasized with content, more typical in elementary schools. Subject-Centered Curriculum Logical order of curriculum emphasized, more typical of high school. Integrated curriculum. Curriculum drawn from several different subject areas focused around a theme. Primary Education: Curriculum Design (LOE) Several royal decrees developing the 206 Act and establishing the core curricula for: The second stage of pre-primary education. Primary Education. Compulsory secondary education. Bachillerato.

The December 7 Royal Decree 1513/2006 establishes the minimum core curricula for primary education state-wide.

In order to guarantee a common education for all students, the central Government is responsible for establishing the minimum core curricula in terms of: 1. 2. 3. 4. Objectives. Basic skills / competences. Contents. Assessment criteria.

The minimum core curricula represent 55% of the schedule in the Autonomous Communities with a second official language. 65% in the rest.

The Autonomous Communities Set their own curricula. Add the appropriate methodological guidance. Schools must adapt the curriculum to their own socio-economic and cultural contexts. Primary Education: Areas of Knowledge (LOE). Teaching is organised around six compulsory areas of knowledge. Knowledge of the Natural, Social and Cultural Environment. 175h for first and second cycle. Third cycle is 140h.

Arts Education. 105h for first, second and third cycle.

Physical Education. 105h for first, second and third cycle.

Spanish Language and Literature. 315h for first cycle, 280 for second and third cycle.

The co-official Language and the Literature of the corresponding Autonomous Community. Foreign Language. 105h for first cycle, 140 for second and third cycle.

Mathematics. 175h for first and third cycle, 210 for second cycle.

All six areas work on

1. 2. 3. 4. 5.

Reading comprehension. Speaking and writing skills. Audiovisual communication. Information and communication technologies. Education in values.

In order to promote the habit of reading, some daily time must be devoted to reading in every school. Primary Education: Foreign Language (LOE) Only compulsory from the second cycle of Primary Education onwords. The voluntary study of a second language is also being implemented from the third cycle onwards in some Autonomous Communities. Some Autonomous Communities have implemented specialised linguistic sections or bilingual sections. Some non-linguistic areas are provided in the chosen language. 1996. Bilingual Program. Agreement signed between the MEC and the British Council. The teaching of a Spanish-British integrated curriculum. Primary Education: Religious Education This act acknowledges the right of parents to educate their children according to their religious and moral beliefs. In accordance with legislation, Religion is optional for students but should be compulsorily offered by educational institutions. The primary education curriculum for Religious education was established in 2007. Public authorities co-operate with the Catholic Church and other religious institutions. In such agreements, the State Acknowledges the fundamental right to a religious education. Accepts the obligation of guaranteeing the exercise of this right. Primary Education Religion / Social-Cultural Activities 105h for the three cycles.

Citizenship Education Not required until third cycle: 50h. THE TEACHING-LEARNING PROCESS Methodological principles The 2006 Act on Education, LOE sets the methodological principles which must guide the teaching practice. The teaching-learning processes must: Aim at students development through the integration of their experiences and learning. Adapt to the different learning paces.

Methodological and/or pedagogical aspects Attention to diversity, prevention of learning difficulties and development of adequate reinforcement tools to tackle such difficulties. Development of reading comprehension, speaking and writing skills, audiovisual communication, information and communication technologies and education on values. Devoting daily time to reading in the classroom as a means of encouraging students to develop this habit. Methodological Principles The educational authorities in the Autonomous Communities: AIM Regulate the practice of their Communitys primary education teachers. Methodological Principles promote... A comprehensive perspective of teaching-learning processes. An active role for students when carrying out school learning. A mediating role for teachers in teaching-learning activities. Establishing relationships among an areas contents, as well as among the contents of different areas. Contributing to the development of students processes of self-regulating thoughts. Expand and specifically set these principles. Establish the general methodological principles.

Using Information and Communication Technology (ICT) as an everyday tool in classroom activities. Using group activities. Using different learning procedures. Primary Education: ICTs One of the aims is the development of students abilities to use the new technologies both inand-out of the classroom. Education authorities are responsible for providing schools with the necessary ICT infrastructure.