LOMCE The basic document is the LOE. New aspects have been introduced and some others have been removed.
1. – OBJECTIVES - To reduce variations in requirements and demands within education systems throughout the country. - To lower the drop-out rates in compulsory educational levels (pupils under the age of 16). - To improve levels of achievement in Compulsory Secondary Education. - To improve students’ level of knowledge in basic subjects. - To establish a clear system of progress indicators according to educational objectives. - To increase the autonomy of schools. - To generalise and spread the use of ICT within education. - To improve foreign languages learning. - To promote and update vocational training studies. - To streamline the educational offer.
2. – KEY COMPETENCES The nomenclature and definition of key competences in the LOMCE is based on a European Commission document on 21st century competences. The LOMCE defines 7 competences: - Linguistic competence - Mathematical competence and basic competences in science and technology - Digital competence - Learning to learn - Social and civic competences - Initiative and entrepreneurship - Cultural awareness and expression
The key competences focus on preparing children for the future, developing skills and attitudes that will help them to enjoy a good quality of life and to successfully interact with others in the context they are likely to encounter in their daily lives.
2. – SUBJECTS Within the LOMCE subjects are classified in three ways: 1. Obligatory core subjects: these are the same for pupils throughout the country and they should take up at least 50% of the school timetable. These are 5: Natural Sciences, Social Sciences, Spanish Language and Literature, Mathematics and First Foreign Language. 2. Obligatory specific subjects: Physical Education and a choice between Religion and Social and Civic Values. At least one of the following: Artistic Education, Foreign Language, Religion and Social and Civic Values. 3. Elective subjects: it depends on the Autonomy Community or School. These subjects are designed by each of the AC. According to the stage, the offer of this type of subjects is more or less wide-ranging. The only obligatory subject offered and programmed each year at all stages is the Co-official Language in communities where this applies.
3. – EXAMS - 3rd Primary: This is a diagnostic evaluation to detect difficulties and implement improvement measures. Each Autonomous Community carries these out and there are no academic repercussions. - 6th Primary: This is an external exam, the same for all students across the country. The Government will develop and design the evaluation criteria and characteristics for these tests. Competences are measured: what the student knows and what the students knows how to do. The results will be informative and orientative for Secondary Education.
4. – ICT The LOMCE emphasises the importance of digital literacy and the appropriate use of technology
- to assist learning, - to build children’s confidence with technology and - to allow teachers to create a tailored digital solution to suit their pupils’ needs and their teaching context.
5. – FOREIGN LANGUAGE Command of a second language, or even a third foreign language is a priority in Education as a consequence of the process of globalization. Nevertheless, there are still shortcomings in our educational system. The promotion of plurilingualism is and objective that cannot be given up in the construction of and European Project. The law definitely supports plurilingualism, so that students can express themselves fluently at least in one foreign language.
6. – CURRICULUM The LOMCE defines the curriculum as the regulation of the elements that manage the teaching and learning processes for each of the educational stages. The new curriculum will be integrated by: a) The objectives of the foreign language area; they’re the reference models related to the outcomes that the students must achieve at the end of the educational process. b) The competences of capacities to activate and apply the contents in an integrated way, with the aim of achieving the appropriate fulfilment of activities and the effective solving of complex problems. c) The contents, or set of knowledge, abilities, skills and attitudes that contribute to the achievement of the objectives and the acquisition of the competences. d) Evaluation criteria: they’re the specific referent models to evaluate students’ learning. They describe what must be assessed and students must achieve. e) The didactic methodology that includes a description of teaching practices, as well as the organisation of teachers’ work. It is a set of strategies, procedures and organized actions. f) Evaluative learning standards: They are the specification of the evaluation criteria that allow to define the learning results and that specify what the students must know,
understand and know how to do in English. They must be observable, measurable and gradable. Schools will have autonomy to elaborate, approve and carry out and Educational Project and a management project, as well as the organization and functioning rules.