Coll Taxonomy and Curriculum Adjustment Standards

Coll Taxonomy for Basic and Secondary Education

The Coll Taxonomy applies to Basic Secondary Education (BSE) and is recommended for Middle School (MS).

First Category: Facts, Concepts, and Principles

• Facts: This involves memorizing historical events that may occur.
• Concepts: This refers to the ability to identify, recognize, classify, describe, and verify objects, events, and ideas.
• Principles: This refers to the ability to identify, recognize, classify, describe, and compare the relationships between concepts or facts mentioned previously.

Second Category: Procedures

Procedures are an ordered set of actions geared toward achieving a goal. This signifies being capable of using different situations and ways to solve problems and pursue fixed goals. It consists of a series of steps to achieve an end.

Third Category: Values, Norms, and Attitudes

• Values: The ability to regulate one's own behavior in accordance with the normative principles that define that value.
• Norms: The ability to behave according to a specific value.
• Attitudes: Showing a consistent and persistent trend that involves a certain way of acting in specific situations, or toward objects, events, or people.

Curriculum Adjustment Process

The process of adjusting the curriculum is organized into two main stages that span the entire curriculum of basic and secondary education.

First Stage: Five Sectors of Learning

This stage establishes five sectors of learning: Language and Communication, English, Mathematics, Sciences, and Social Sciences.

Second Stage: Six Areas of Learning

This stage establishes six areas of learning: Visual Arts, Music, Physical Education, Technology Education, Philosophy, and Orientation.

Adjustment of Learning Sectors

The sector adjustment concerns the development of learning progress maps. These maps describe the typical sequence of learning in a domain or curricular axis, moving from the simple to the complex. The proposed adjustment improves the curriculum and sequences it more clearly regarding:

• Knowledge, skills, and attitudes that students must develop at each level.
• The level of demand that is expected.

The new version of OF-CMO is more detailed to better communicate the breadth and depth with which each content must be worked by teachers so their students achieve the learning offered. At the same time, it seeks to reduce the length of the curriculum, especially in natural and social sciences, avoiding overlaps between primary and secondary education.