1. LEGAL FRAMEWORK.

CURRICULUM DEFINITION AND ITS ELEMENTS

According to the LOMCE, the curriculum is divided into the learning

objectives for each subject area and educational stage; the competences or
abilities to be acquired and the contents to be fully integrated in each subject
area and educational stage in order to carry out activities and solve complex
problems successfully and achieve the contents or knowledge base, abilities,
skills and attitudes which contribute to the learning objectives of each subject
area and educational stage; the methodology which includes a description of
the teaching-learning process as well as its organization; the learning standards
and outcomes; the assessment criteria showing the criteria for the attainment of
the competences and the learning objectives of each subject area and
educational stage. The contents are organized into subjects, which in turn are
organised into learning areas, fields and modules dependent on the type of
learning-teaching, educational stages or programmes.

a) Curriculum: all of the elements that determine the teaching-learning process

for each subject area and educational stage.
b) Objectives: refer to the outcomes that the student will be able to do when
finishing the educational process as a result of the planned teaching-learning
experiences.
c) Competences: the knowledge and skills base of a subject area which allow a
person to successfully carry out activities and solve complex problems.
d) Contents: the knowledge base, abilities, skills and attitudes that contribute to
achieving the objectives of a subject area and educational stage and the
acquisition of competences. The contents are organized according to subjects,
learning areas, fields and modules dependent on the courses, educational
stages or programmes of study.
e) Learning standards: the assessment criteria which result in learning outcomes
and define what the student should know, understand and be able to do in each
subject area; the criteria should be observable, measurable and assessable and
they should allow for progress in attainment. Their design should contribute and
facilitate the standardisation and comparison of tests.
f) Assessment criteria: specific guidelines to assess the student’s learning. They
describe what is to be assessed and what the student should achieve in both
knowledge and competences; they define what is to be achieved in each
subject area.
g) Methodology: the range of organised and planned strategies, skills and
actions that the teacher carries out in a conscious and reflexive manner to
enable learning to take place and to achieve the stated objectives.
 2. KEY COMPETENCES

CONTRIBUTION OF THE SUBJECT

KEY COMPETENCE DEFINITION TO THE DEVELOPMENT OF THE
KC

It is the result of a
LINGUISTIC COMPETENCE communicative action in a social
enviroment where the
individual interact with other
interlocutors
It is the achievement and
MATH. COMP. AND BASIC sustainability of social well-
COMPETENCE IN SCIENCE AND being through maths, science
TECHNOLOGY and technology for the daily life.

It is the creative, critical and

DIGITAL COMPETENCE safe use of communication
technologies to achieve
objectives connected with work,
employability and learning in
the daily society.
It takes place informal, non-
LEARNING TO LEARN formal and informal learning in
a longlife learning process. It is
the ability to manage, organize
and continue the learning
process by your own
It is the ability to use your
SOCIAL AND CIVIC knowledge and attitude in
COMPETENCE society in different
perspectives. In order to analyse
social problems to achieve a
common respect among peers.
It is the ability of put ideas into
SENSE OF INITIATIVE AND practice. It is the procedure to
ENTREPENEURSHIP choose, plan and manage your
knowledge to reach your
objective.

It is the understanding and

CULTURAL AWARENESS AND appreciation of different
EXPRESSION cultures or art with critical eye
and respectful attitude. Its
objetive is to consider the
culture part of the heritage of
society.
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