NATIONAL AND INTERNATIONAL PERSPECTIVE
NATIONAL
PERSPECTIVE • LOMCE
INTERNACIONAL PERSPECTIVE
Mission and Vision
LOMCE
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IB
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Learning
in school must be directed to develop autonomous or independent people as
critical and capable to have own thinking.
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The
international baccalaureate aims to develop inquiring, knowledgeable, and
caring young people who help to create a better and more peaceful world
through intercultural understanding and respect.
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Learner Profile
LOMCE
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IB
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According
to the LOMPCE Students must acquire since early years skills as critical
thinking, creativity and the capacity of communication an key attitudes as
individual confident, enthusiastic, the constancy and the adaptation to
change.
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According
to the IB students must have some attributes to become global citizens and
good members of the society:
Inquirers,
Knowledgeable, Thinkers
Communicators,
Principled
Open-
Minded, Caring
Risk-
Takers, Balanced
Reflective.
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Written Curriculum
LOMCE
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IB
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This
written curriculum is integrated by the following elements:
a)
The objectives of each subject and each level of education.
b)
The skills or abilities to apply the contents in each subject and phase of
education with the porpoise of develop activities and solve complex problems.
c)
The contents, knowledge, skills or attitudes that contributes to reach each
education levels objectives.
d)
The methodology for the teacher’s classes.
e)
The assessment criteria.
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The
written curriculum for the IB is integrated for essential elements as:
a) Knowledge: It’s the different
content for the students to know and explore about.
b) Concepts: the concepts are the
relevant ideas for the different subject areas but also more than that, letting
the students explore and re-explore them in order to develop a deep understanding.
c) Transdisciplinary skills: this
are those skills the students need to show to succeed in a global and
challenging world.
d) Attitudes: The Attitudes that a students need to have
according to the IB are:
Appreciation, Commitment, Confidence, Cooperation, Creativity,
Curiosity, Empathy, Enthusiasm, Independence, Integrity, Respect, Tolerance.
e) Action: Is the result of the learning process, taking action
or not will be reflect in the students’ values.
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Subjects / Areas
ED.PRIMARIA
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PYP
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This
education phase is formed by six levels and the students have to study this
general subjects: Science, Social Science, Spanish grammar and literature,
Mathematics, and Foreign language.
Also
they have to study some specific subjects as: Physical Education, Religion,
Arts and a Second Foreign Language.
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The subject areas in PYP programme are: Language, Mathematics, Social
Studies, Science, Arts, Personal Social and Physical Education.
Personal Social is responsibility of all the teachers in PYP.
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Subjects / Areas
ESO
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MYP
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In
the 1st and the 2nd year the students have to study
this general subjects: biology
and geology (1st), Physics and Chemistry (2nd),
Geography and History (1st and
2nd), Spanish Language and Literature (1st and 2nd), Mathematics (1st and 2nd) and First
Foreign Language (1st and
2nd )
In the 3rd year the subjects are:
Biology and Geology, Physics and Chemistry, Geography and History, Spanish
Language and Literature and First Foreign Language.
As
optional subject the students have to choose between Mathematics oriented to academic teaching or Mathematics
oriented to applied teaching.
The
students have also specific subjects as:
Physical Education, Religion or Ethical
values.
Depending
of the school offer and also the law they need to offer at least one and
maximum four of this specific subjects:
Classical Culture, Plastic and Visual
Education, Initiation to the Enterprising and Business Activity, Music,
Second Foreign Language, Technology, Religion or Ethical Values.
The students have to study also the
co-official language in those communities that have it.
For the 4th
year of ESO the
subjects are: Geography and History, Spanish Language and Literature,
Mathematics oriented to academic teaching and First Foreign Language.
Depending on the educational offer of the school, they have to offer
at least two of the following subjects: Biology and Geology, Economics,
Physics and Chemistry and Latin.
For those who have chosen the applied teaching, they have to take the
following subjects: Geography and History, Spanish Language and Literature,
Mathematics oriented to the Applied teaching and First Foreign Language.
Depending on the educational offer of the school, they have to offer
at least two of the following subjects: Applied Sciences to the Professional
Activity, Initiation to the Enterprising and Business Activity and
Technology.
As specific subjects they have: Performing Arts and Dancing,
Scientific Culture, Classical Culture, Plastic, Visual and Audiovisual
Education, Philosophy, Music, Second Foreign Language, Information and
Communication Technologies, Religion or Ethical Values.
The students have to study also the
co-official language in those communities that have it.
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The areas of Interaction are: Arts, Humanities, Language A, Language
B, Mathematics, Personal Project, Physical Education, Sciences and
Technology.
With the implementation of the new chapter in September 2014, these
areas will vary a little bit: Language and Literature, Language acquisition,
Individuals and Societies, Design, Physical and Health Education,
Mathematics, Arts, Sciences, MPY projects and Inter-disciplinary.
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Subjects / Areas
BACHILLERATO
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DIPLOMA
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The subjects in the 1st year of
Bachillerato are: Philosophy, Spanish Language and Literature, Mathematics
and First Foreign Language.
Depending on the educational offer of the school, they have to offer
at least two of this subjects: Biology and Geology, Technical Drawing and
Physics and Chemistry.
If the students choose the Humanitarian and Social Sciences orientation, they have to study
the following subjects: Philosophy, Spanish Language and Literature, First
Foreign Language and for the Social Sciences orientation: Mathematics
oriented to the Social Sciences and for the Humanitarian orientation: Latin.
Depending on the educational offer of the school, they have to offer
at least two of this subjects: Economics, Greek I, History of the
Contemporary World and Universal Literature.
In the Modality of Arts, the subjects are: Philosophy, Basics of Art
I, Spanish Language and Literature I, First Foreign Language I.
Depending on the educational offer of the school, they have to offer
at least two of this subjects: Audiovisual Culture I, History of the
Contemporary World and Universal Literature.
As specific subjects they have: Physical Education and depending on
the educational offer of the school, they have to offer, at least, one
subject and a maximum of three of the following subjects: Musical Analysis,
Applied Anatomy, Scientific Culture, Artistic Drawing, Technical Drawing I,
Musical Language and Practice, Religion, Second Foreign Language I,
Industrial Technology I, Information and Communication Technologies, Volume
and a subject not taken from the core.
The general subjects for the 2nd year are: Spanish History, Spanish
Language and Literature, Mathematics II and First Foreign Language II.
Depending on the educational offer of the school, they have to offer
at least two of this subjects: Biology, Technical Drawing II, Physics,
Geology and Chemistry.
In the Humanitarian and
Social Sciences orientation, students have the following subjects:
Spanish History, Spanish Language and Literature II, First Foreign Language
II, for the Social Sciences orientation: Mathematics applied to Social
Sciences and for the Humanitarian orientation: Latin II.
Depending on the educational offer of the school, they have to offer
at least two of this subjects: Business Economy, Geography, Greek II, Arts
History and Philosophy History.
Depending on the educational offer of the school, they have to offer
at least two of this subjects: Economics, Greek I, History of the
Contemporary World and Universal Literature.
In the Modality of Arts, the subjects will be: Philosophy, Basics of
Art I, Spanish Language and Literature I, First Foreign Language I.
Depending on the educational offer of the school, they have to offer
at least two of the following subjects: Audiovisual Culture II, Performing
Arts and Design.
As specific subjects and depending on the educational offer of the
school, they have to choose, at least two and a maximum three of the
following subjects: Musical Analysis II, Earth Sciences and Environmental
Sciences, Artistic Drawing II, Technical Drawing II, Administration and
Management Foundations, Music and Dancing History, Psychology, Religion,
Second Foreign Language II, Plastic and Graphic Techniques of Expression,
Industrial Technology II, Information and Communication Technologies II.
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CAS, Extended Essay, Theory of Knowledge and World Studies Extended
Essay.
For Language and Literature they have the
following options:
English A: Language and Literature or Literature.
French A: Language and Literature or Literature.
Spanish A: Language and Literature or Literature.
Other language A: Language and Literature or Literature.
Literature and Performance SL and School Supported self-taught and
special request languages A.
Languages acquisition: Classical languages: Language B: English B,
French B, Spanish B, Other Languages B; Language ab initio: French ab initio,
Spanish ab initio and Other Languages ab initio.
Individuals and Society: Business and Management, Economics,
Geography, Global Politics, History, ITGS, Islamic History, Philosophy,
Psychology and Social and Cultural Anthropology.
Experimental Sciences: Biology, Chemistry, Computer Science, Design
Technology, Physics, Sports, Exercise and Health Science and Environmental
Systems and Societies.
Mathematics and Computer Science: Calculators, Computer Science,
Further Mathematics, Mathematical Studies SL, Mathematics HL and Mathematics
SL.
The Arts: Dance, Film, Music, Theatre, Visual Arts and Literature and
Performance SL.
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Main Features of
Assessment
LOMCE
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IB
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The
assessment of the progress in the students will be continuous and global and
it take into account the progress in all the areas as a group.
Also
it will established the best ways to assess the students with special needs.
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Assessment
involves the gathering and analysis of information about student performance
and is designed to inform practice. It identifies what students know,
understand, can do, and feel at different stages in the learning process.
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Main Features of Assessment
LOMCE
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PYP
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The
assessment of the progress in the students will be continuous and global and
it take into account the progress in all the areas as a group.
Also
it will established the best ways to assess the students with special needs.
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The main objective of the assessment is to provide feedback to the
learning process.
Teachers select assessment strategies.
Teachers design assessment instruments.
Students and Teachers are actively involved in the assessment process.
For the PYP the
Culminating Experience is the EXHIBITION, in that Exhibition the student
needs to present the process of the
inquiry and the students learning, could be done using many formats as for
example drama, debates, interactive displays, among others.
This exhibition is presented
to other students, teachers, parents and members of the community, and is the
first step to the MYP.
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Main Features of
Assessment
LOMCE
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MYP
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The
assessment of the progress in the students will be continuous and global and
it take into account the progress in all the areas as a group.
Also
it will established the best ways to assess the students with special needs.
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In the MYP the Assessment is divided in two parts, the INTERNAL
ASSESSMENT: all the subject + four criteria and the EXTERNAL ASSESSMENT: As
well divided into two for YEAR 3 AND 4: Community project.
And for YEAR 5: PERSONAL PROJECT.
In the final year of the
MYP programme the students need to prepare a PERSONAL PROJECT this personal
project is an individual creation of the student and could be presented in a
many and creative ways, with a guitar concert or a live show presentation for
example.
This Personal project
recognize the student the growing independence and provides them with an
opportunity to follow their passions and concerns.
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Main Features of
Assessment
LOMCE
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DIPLOMA
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The
assessment of the progress in the students will be continuous and global and
it take into account the progress in all the areas as a group.
Also
it will established the best ways to assess the students with special needs.
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Assessment can be used for a variety of
purposes, there are a lot of assessment instruments that are used to
contribute to the final qualification for example: essays, research essays,
written assignments, oral interviews, scientific and mathematical
investigations, fieldwork projects and artistic performances.
The teacher can use this instruments for
assess the students in two ways as a FORMATIVE ASSESSMENT during the course
of study or as a SUMMATIVE ASSESSMENT at the end of it.
Also the DP ends with an EXTENDED ESSAY, this essay is
individual and purely academic based on a topic of the six from the list of
“approved DP SUBJECTS”, this essay have the intention to achieve high-level
research and writing skills, intellectual discovery and creativity. According
to the IB the intention of the extended essay in the DP is being a piece of
work where the student has the opportunity to show knowledge, understanding
and enthusiasm about a topic of his or her choice.
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Formative Assessment
ED.PRIMARIA
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PYP
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The
assessment of the progress in the students will be continuous and global and
it take into account the progress in all the areas as a group.
Also
it will established the best ways to assess the students with special needs.
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This kind of assessment provides information for
the teacher to plan the next stage in learning. It gives regular and frequent
feedback, this helps students to improve knowledge and understanding, and
helps also the teacher to know needs and interests of their students.
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Formative Assessment
ED. SECUNDARIA OBLIGATORIA
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MYP
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The
assessment of the progress in the students will be continuous and global and
it take into account the progress in all the areas as a group.
Also
it will established the best ways to assess the students with special needs.
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MYP assessment encourages teachers to monitor
students’ developing understanding and abilities throughout the programme.
Through effective formative assessment, teachers gather, analyse, interpret
and use a variety of evidence to improve student learning and to help
students to achieve their potential. Student peer and self-assessment can be
important elements of formative assessment plans.
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Formative Assessment
BACHILLERATO
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DIPLOMA
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The
assessment of the progress in the students will be continuous and global and
it take into account the progress in all the areas as a group.
Also
it will established the best ways to assess the students with special needs.
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For formative assessment, the main purpose is
to provide detailed feedback to teachers and their students on the nature of
students’ strengths and weaknesses, and to help develop students’
capabilities.
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Summative Assessment
ED. PRIMARIA
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PYP
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The
student will reach the level when he/she achieved the objectives and the
skills for it, this will be noticed by the teacher using the continuous and
global assessment.
If
the student doesn´t reach the level could repeat the level but only one time
in the whole phase.
de
refuerzo o recuperación.
At
the end of 3rd grade the students will pass and individual
evaluation in order to check their skills in Spanish language and
mathematics.
At
the end of Primary school in the 6th grade they students will have
another individual evaluation, in order to check their skills in Spanish
language and mathematics and also the basic competences in science and
technologies.
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The
Summative assessment in PYP informs and improves student learning and the teaching
process; it measures understanding of the central idea, and prompts students
towards action.
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Summative Assessment
ED. SECUNDARIA OBLIGATORIA
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MYP
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At the end of the 4th year, students will have an
individual evaluation and depending on the option they have chosen Academic
or Applied Teaching. The aim of this evaluation is to check if the students
have acquired all the required competences.
Only students who have a positive evaluation in all the subjects or in
all of them except two could do it.
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Internal summative
assessment is part of every MYP unit. Summative assessments are designed to
provide evidence for evaluating student achievement using required MYP
subject-group- specific assessment criteria.
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Summative Assessment
BACHILLERATO
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DIPLOMA
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At the end of year 4th of BACHILLERATO Students will do an
individual evaluation with the purpose of proving the consolidation of the level objectives
and the acquisition of all the skills required in the subjects:
- All the general and compulsory subjects followed in the two years
except Biology, Geology, Physics and Chemistry.
- Two other optative subjects, of the year 4th.
- One specific subject which cannot be Physical Education, Religion or
Ethical Values.
Only students with a positive evaluation in all the subjects or not
more than two negative evaluation could do this final evaluation.
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Summative assessment is used for quite
different purposes, including the provision of information about student
achievement, the certification and selection of students, an accountability
mechanism to evaluate teachers and schools, and a driving force for reform of
curriculum
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