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Teaching and Learning in Primary Education

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Teaching and Learning in Primary Education Published on Eurydice (https://eacea.ec.europa.eu/national-policies/eurydice) Curriculum, subjects, number of hours Curriculum refers to the regulation of the elements that determine the teaching and learning processes for each type of provision. It comprises the following elements: objectives of each type of provision and educational stage competences or skills to implement the contents of each type of provision and educational stage in an integrated manner, in order to achieve the correct execution of activities and carry out effective and complex problem solving contents, that is, the set of knowledge, abilities, skills and attitudes which contribute to the achievement of the objectives of each type of provision and educational stage as well as to the acquisition of competences teaching methodology, which comprises the description of teaching practices as well as the organisation of work by the teaching staff assessable learning standards and outcomes criteria to assess the degree of acquisition of the competences and the achievement of the objectives of each type of provision and educational stage. The European Union's guidelines stress the need for citizens to acquire key competences as an essential condition for ensuring that each individual achieves full personal, social and professional development in line with the demands of a globalised world and makes knowledge-linked economic development possible. Following these recommendations, in Spain these key competences were incorporated into the non- university education system under the name of basic competences. The Organic Law on Education (LOE) [1], in 2006, already referred, in its explanatory memorandum, among other things, to the need for social cohesion, lifelong learning and the knowledge society, and introduced the term basic competences for the first time into educational regulations. Similarly, Recommendation 2006/962/EC of the European Parliament and of the Council of 18 December 2006 [2] called on Member States to develop the provision of key competences. The Organic Law for the Improvement of Educational Quality (LOMCE) [3], in 2013, goes further by emphasising a curriculum model based on seven key competences: linguistic communication mathematical and basic competences in science and technology digital competence learning to learn social and civic competences sense of initiative and entrepreneurship cultural awareness and expression. Its incorporation into the school curriculum entails a number of consequences: their effective acquisition and integration into the curriculum is achieved through the design of integrated learning activities that enable learners to progress towards the learning outcomes in several competences at the same time, as many of them overlap and are interlinked there is no universal relationship between the teaching of certain areas or subjects and the development of certain competences; each teaching area contributes to the development of different competences and, in turn, each of the them is achieved as a result of working in various areas or subjects. Primary education is organised into three sets of subjects: core subjects: they guarantee the knowledge and skills which allow the acquisition of a solid education as well as to continue successfully through the following stages in those subjects that must be common for all students specific subjects: they allow greater autonomy when establishing the subjects being offered, as well as the number of hours and the contents of the subjects subjects that are freely structured by the Autonomous Communities: the education authorities and educational institutions offer subjects of their own design or broaden the core or specific subjects. The Government, through the Ministry of Education and Vocational Training [4] sets the basic curriculum with the purpose of assuring a common training for all the pupils. It also determines the minimum number of teaching hours corresponding to the contents of the set of core subjects, which, calculated globally for the whole stage of primary education, shall not be less than 50% of the total number of teaching hours generally established by each education authority for the stage. Possible extensions of school hours which might be established are not taken into account. The annual average of teaching hours in primary education in 2019 was 792 hours (Education at a Glance 2020: OECD Indicators. Spanish report [5]). The education authorities of the Autonomous Communities completed the basic curriculum of the new primary education provision in their respective management territories. They are also responsible for: setting the maximum number of teaching hours, as well as the number of hours corresponding to the contents of specific subjects and the subjects that are freely structured by the Autonomous Communities complementing the contents of core subjects, establishing the contents of specific subjects and the subjects that are freely structured by the Autonomous Communities recommending teaching methodologies to schools complementing the evaluation criteria for core and specific subjects, as well as establishing the evaluation criteria and learning standards for the subjects that are freely structured by the Autonomous Communities. The curriculum of primary education is organised into successive levels of concretion, which progressively adapt to the specificities of the school environment and the pupils being attended. More information on Administration and governance at local and/or institutional level [6]. Accordingly, schools also play an active role, developing and adapting the curriculum to the pupils' needs and to their environment. To this end, they prepare a series of tools for formulating their pedagogic and curricular organisation: school development plan, which includes the curricular application of the education authority yearly general programme didactic programmes written report at the end of the school year, which reflects and evaluates the school activities and the running of the school. The educational community takes part in the elaboration of these documents through the respective government and coordination teaching bodies of the school. The preparation of the school development plan and of the yearly general programme correspond to the management team, according to the criteria and proposals of the school mixed-membership governing bodies. More information on Administration and governance at local and/or institutional level [7]. Educational provision in primary education In primary education, the following subjects are offered during the 6 years into which it is organised: Core subjects (studied every year): Natural Sciences Social Sciences Spanish Language and Literature Mathematics First Foreign Language Specific subjects (studied every year): Physical Education Religion or Social and Civic Values (to be chosen by the student’s family or legal guardian) According to the regulation and the programming of the educational provision established by each educational authority and, where appropriate, to the provision of schools, at least one subject to be chosen amongst: Arts Education Second Foreign Language Religion or Social and Civic Values, whichever has not been chosen previously Subjects that are freely structured by the Autonomous Communities (according to the regulation established by each education authority and, where appropriate, to the provision of schools): Co-Official Language and Literature, which has the same status as the area of Spanish Language and Literature areas from the set of specific subjects that have not been taken by the student , further development or reinforcement of the core areas, or areas to be determined. Thus, students take: core and specific subjects: they are compulsory for students, who must choose at least one of the specific subjects that are optional and which are established and regulated by the corresponding educational authorities and, in compliance with those regulations, by the school in which the student is enrolled Co-Official Language and Literature, in the Autonomous Communities where there is one: they study it within the set of subjects that are freely structured by the Autonomous Communities, although they may be exempt from studying it or being evaluated on it provided the conditions specified by the relevant regional regulations are met subjects that are freely structured by the Autonomous Communities: they may study one or several subjects from the set, depending on the programme and regulations established by each education authority and, in compliance with those regulations, by each educational institution. Percentage of teaching hours per subject in Primary Education (2019) Language, Writing and Literature 22,9 Mathematics 18,1 Natural Sciences 7,4 Social Studies 7,4 Second Language 10,7 Physical Education and Health 8,5 Religion/Ethics/Ethical Values 5,4 Optional subjects chosen by educational institutions 19,6 Source: Drawn up by Eurydice Spain-Spanish Network for Information on Education [8] (National Institute for Educational Evaluation [9], Ministry of Education and Vocational Training) on the basis of Education at a glance 2020 [10]. The education authorities establish the linguistic models regarding the teaching of the official languages in their management sphere. For more information, see Population: Demographic situation, languages and religions [11]. In addition, they may establish that part of the subjects of the curriculum might be taught in a foreign language, without altering the basic aspects
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