LOGSE and LOE Primary Education Curricula

1996-1997 Course (Entry into force of the ESO)

Order of August 10, 2007

• Progression of students from the subjective and lived to socially shared.
• Starts with the most global to the components that make it up.
• The experience of the pupil is the reference point.

• Study of real problems of the natural, social, and cultural environment.
• Connects the interests of students with the contents provided by natural and social sciences.

Counselor, flexible, open, and prescriptive.

Gives schools more autonomy (the curriculum is tailored to the characteristics and needs of students).

• Introduction
• General Objectives (skills)
• Contents (conceptual, procedural, attitudinal)
• Evaluation criteria

• Introduction
• Objectives
• Core Competencies
• Contents
• Evaluation criteria

• Participate in group activities.
• Appreciate membership in social groups, valuing differences and rejecting any form of discrimination.
• Interpret facts, concepts, and processes.

• Know and appreciate the values and standards of living, prepare as citizens, and respect human rights.
• Develop discipline and study habits, effort, and responsibility in individual and team work.
• Acquire skills to function in the family, domestic, and social groups.
• Reject violence, prejudice, and sexist behavior.
• Develop self-confidence, critical thinking, and personal initiative.

• Linguistic Communication
• Mathematical Reasoning
• Knowledge and Interaction with the Physical World
• Data Processing and Digital Competence
• Social and Civic Competence
• Artistic and Cultural Competence
• Learning to Learn Independently
• Autonomy and Initiative

• Ordered in thematic blocks (the sequence in cycles is determined by the teacher).
• Includes minimum curriculum contents for each autonomous community.
• Flexibility and guidance on the contents of each autonomous community (adapted to students and the social and cultural environment).

• Assesses not only the content but also the capabilities developed by students.
• Continuous and comprehensive, taking into account the different elements of the curriculum.
• Focuses on the acquisition of basic skills.
• Aims for the detection of learning difficulties.

• Strengthening research and educational innovation.
• Continuing Education.
• Offering training activities.

• Commitment to education tracking.