Working methods

The Education Authorities are responsible for the promotion of

pedagogy, organization and managerial autonomy of the schools
and schools follow the principle of autonomy to decide on
methodology. To be more precise, schools departments are in
charge of teaching of their respective areas of knowledge. They are
responsible for the planning and coordination of the curriculum. In
practice, teachers are free to make use of the teaching methods and
pedagogical resources they consider more appropriate.

The contents are divided into conceptual, processing and attitudinal

and aim to work not only in how to process the information or the
contents as they are, but to take into account other factors as the
attitudes that the subject has to generate in the students and the
concepts that are implicit to work during the subject. So, the spanish
curriculum is not only focused on the transmission of contents and
processes but focuses also on how these contents may change the
attitudes, and provide with more conceptual skills to the students. In
this way, all the subjects have to follow the same structure:
- introduction
- general objectives
- contents: conceptual processing attitudinal
- methodology: activities schedule

This structure has more importance when working in a crosscurricular subject or in a free-election subject, where the contents
are more directed to provide with social skills and to combine the
subjects with social abilities. The objective is not to reach a
predefined level of these abilities but to guide learners on their path
of lifelong learning. The abilities to be developed during compulsory
education must, therefore, be of relevance for life after school when
individuals take charge of their own further learning.

In general, teachers employ different teaching methods at school,

being lectures the most common practice, although it is becoming
more and more common to resort to other types of activities, such
as cooperative work, learning based on problem-solving activities,
project-based learning, etc. Practical classes, for example,
laboratory or computer practices, are very frequent in all the studies
and specially in experimental science studies.

The use of information and

communication
technologies
(ICT) in the classroom is quite
frequent. Our school has
technology support services for
teachers, so as to help them
devise multimedia materials and
to encourage their use of ICTs.
Presentations by means of
computers
or
overhead
projectors are also common
practice, as well as the use of
videos, computer-assisted learning, etc. In addition, teacher/student
communication through the Internet or through virtual classrooms,
online platforms, virtual spaces for specific subjects, websites, and
so on.

As far as Vocational Training is concerned, the teaching

methodology of it must integrate the scientific, technological and
operational features relevant in each case, so as to provide students
with a global vision of the production processes involved in the
professional field concerned. In compliance with the curriculum
planned by Education Authorities, our educational institution must
bear in mind the specific characteristics of our student population, as
well as their expectations and the training possibilities available in
the area, especially regarding work placement module, in order to
provide them with adequate opportunities to acquire the
competences of the relevant qualification. They must also
encourage teacher teamwork and development of training, research
and innovation plans, as well as development of any other actions
which may contribute to ongoing improvement of training processes.

Regarding foreing languages, since 2009 our school has a bilingual

programme in french and since last year we are also implementing
an english bilingual programme. Teachers see bilingualism as the
future in Spain and a way to better prepare children for a global
world but they consider the recent cuts in education are seriously
affecting the implementation of the program at school. Students and
teachers believe the language assistants are very important and
extremely helpful. We hink they are absolutely responsible for their
linguistic and cultural advancements and so, language assistants
are regarded as having an extremely important role to play in the
bilingual program implementation.

In addition, all the programmes must be adapted to cater fo students

with specific educational needs, so as to guarantee their access,
permanence and progress within the programmes.

Teaching techniques and strategies continue to evolve. The role of

the teacher has changed as well, from someone who conveys
information to someone who facilitates student learning in a variety
of ways. New technologies have also impacted teaching and
learning approaches. Engaging students in their own learning can
take many different forms and some of the most effective teachers
employ a variety of techniques and strategies. Our challenge for the
coming years is to improve and undertake even greater changes in
our way of working and teaching conception.