OPOSICIONS 2009

THE TEACHING PROGRAM & THE DICACTIC UNIT:

introduction

Curs orientació Oposicions 2009- CCOOCarmina Fallada Pouget

LEGISLATION

• LOE (Organic Law of Education) of May 3, 2006. – Specific decrees in Catalonia:

• Compulsory Secondary education: Royal Decree 143/2007 of June 26.

• Post-compulsory s.e. (BAT): Royal Decree 142/2008 of July 15

* At www.xtec.cat, under ‘estudis’, on the left-hand menu.

LOE (chapter III)

The Education Administrations will establish the curricula for the different types of education regulated by this Law, of which the basic aspects highlighted in previous paragraphs will form part. Schools will develop and complete, where relevant, the different stages and cycles, using their autonomy, as stated in Title V, Chapter II of this Law.

Different levels of specification (nivells de concreció)

The LOE

Decree 142/2007PCC

PA

THE CURRICULUM

What is a curriculum?

Your teaching program has to be based on the curriculum for compulsory secondary education. But…

What is a curriculum?

A curriculum is… Chapter III (LOE). Curriculum refers to the objectives, basic

competences, contents, pedagogic methods and assessment criteria of each area of education regulated by the current Law.

Decree 143/2007. • S'entén per currículum de l'educació secundària obligatòria el

conjunt de competències bàsiques, objectius, continguts, mètodes pedagògics i criteris d'avaluació d'aquesta etapa.

• Per a cada matèria, aquest Decret determina els objectius, per a tota l'etapa, així com els continguts i criteris d'avaluació en els diferents cursos.

• Els centres educatius desenvoluparan i completaran el currículum d'educació secundària obligatòria. El currículum elaborat pel centre formarà part del seu projecte educatiu.

LOGSE & LOE: CHANGES IN THE CURRICULUM

THE BASIC COMPETENCES: THE NEW CURRICULUM

The Basic Competences

En la imatge es veu un nen amb una pilota i davant té el seu pare amb el diari vestit de bany, amb una cigarreta, tot fent un cafè, i el nen li diu al pare:

- Prefereixes que estudiï pels exàmens de setembre i memoritzi de forma automàtica coneixements sense importància o que surti a jugar i reculli vivències que m’acompanyaran la resta de la meva vida?

Transcripció de la conferència d’en Joan Mateo (8 de setembre de 2004)

Basic Competences

ContentsConcepts

Procedures

Attitudes,values &

norms

Capacity to use knowledge & abilities in

a transversal and interactive way in different domains

and situations…

..to be a good citizen and solve daily problems in

different situations.

The B.C.s: new challenges

CHANGES IN

OBJECTIVES

METHODOLOGY

ASSESSMENT

Develop the b.c. so as to:

SABER (declarative knowledge; savoir)

SABER FER (skills and know-how; savoir faire)

SABER SER I ESTAR (‘existencial’ competence; savoir-être)

SABER ACTUAR (savoir faire; act autonomously)

•Contextualization of learning

•Active role of learners; we learn with others

•We need to be able to communicate in order to ‘savoir-faire’.

•Self-assessment (self-correction)

How can we assess competences??

Why does the LOE talk about ‘competences’?

The European Reference Framework

OBJECTIVES

1)identify and define the key competences necessary for personal fulfilment, active citizenship, social cohesion and employability in a knowledge society; (DEVELOPMENT OF BASIC COMPETENCES)

2) support Member States’ work in ensuring that by the end of initial education and training young people have developed the key competences to a level that equips them for adult life and which

forms a basis for further learning and working life, and that adults are able to develop and update their key competences throughout their lives; (LONG-LIFE LEARNING)

3) provide a European-level reference tool for policy-makers, education providers, employers, and learners themselves to facilitate national- and European-level efforts towards commonly agreed objectives; (COMMON REFERENCE LEVEL)

THE TEACHING PROGRAM

What is a classroom teaching

program/didactic syllabus?

A classroom teaching program is…

.. an instrument that teachers use to set

up, develop and evaluate the teaching-learning process of a group of students.

- it is the last level of specification of the curriculum.

- it is made up of a set of ordered and sequenced didactic units.

TEACHING PROGRAM REFERENCES (adapted from Roser Canal’s)

LEGISLATION (Decree 142/2007)

EDUCATIONAL AIMS

THE TEACHING PROGRAM

Teachers take the decisions

CONTEXT (highschoo

l, city…)TYPE OF

CONTENTS STUDENTS’ EDUCATIONAL

NEEDS

OPEN AND FLEXIBLE

PC (projecte

de centre)

THE TEACHING PROGRAM: ACTIVITY 1

BRAINSTORMING: What parts should a t.p. have?

PAIR WORK: useful vocabulary for the t.p.

BRAINSTORMING: What parts should a t.p. have?

PAIR WORK: useful vocabulary for the t.p.

PROPOSAL: PARTS OF A TEACHING PROGRAM

0.0 Cover page 0. Table of contents/index1. Introduction2. Basic competences3. Objectives4. Contents 5. Methodology and activity types6. The ICT7. Assessment and recuperation 8. Students with specific educational support needs9. Didactic units10. Material/resources/(bibliography)11. Bibliography12. Annexes