A booklet with information about the educational system in Spain – Galicia.

Secondary School: Compulsory Education

Table of ContentsTimetable:.............................................................................................................................................2Subjects in each level...........................................................................................................................2

Subjects in each level: First Level – 1º ESO...................................................................................3Subjects in each level: Second Level – 2º ESO...............................................................................4Subjects in each level: Third Level – 3º ESO..................................................................................5Subjects in each level: Fourth Level – 4º ESO................................................................................6

Cross-curricular issues. Ex: sexual education, drug addition, domestic/gender violence,...................7Discipline, classroom management and school rules...........................................................................8Paying attention to diversity (new arrivals to the school, blind, dead and handicapped students, social background)................................................................................................................................9Schools organization...........................................................................................................................10Extra-curricular activities...................................................................................................................11Bilingualism.......................................................................................................................................12Assessment.........................................................................................................................................13Teaching methods...............................................................................................................................14

Booklet about the educational system in Spain – Galicia. IES de MOS

Timetable:

First class 8.30 - 9.20

Second class 9.20 – 10.10

First break time 10.10 – 10.25

Third class 10.25 – 11.15

Fourth class 11.15 – 12.05

Second break time 12.05 – 12.30

Fifth class 12.30 – 13.20

Sixth class 13.20 – 14.10

There are classes only Monday in the afternoon

Seventh class 16.15 – 17.05

Eighth class 17.05 – 17.55

Subjects in each level.

E.S.O.(Enseñanza Secundaria Obligatoria – Compulsory Secondary Education)In Spain – Region: Galicia.

Level Age

1º ESO 12 – 13 years old

2º ESO 13 – 14 years old

3º ESO 14 – 15 years old

4º ESO 15 – 16 years old

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Booklet about the educational system in Spain – Galicia. IES de MOS

Subjects in each level: First Level – 1º ESO

Subject Compulsory / Optional

Number of classes per

week

Spanish Language and Literature Compulsory 4

The Co-Official Language and Literature: Galician Compulsory 3

Physical Education Compulsory 2

Social Studies Compulsory 3

Citizenship and Human Rights Education Compulsory 2

Mathematics Compulsory 4

A first Foreign Language: English or French Compulsory 3

Natural Science Compulsory 4

Plastic and Visual Education Compulsory 2

A second Foreign Language: English or French Compulsory 2

Integrate Project Compulsory 1

Religion* Compulsory 2

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* Religion is compulsorily offered by schools in both Primary and Lower Secondary Education, but it is optional for pupils. The students have to choose between Religion (Catholic or another, but the most common is Catholic) or Activities of Study.

Booklet about the educational system in Spain – Galicia. IES de MOS

Subjects in each level: Second Level – 2º ESO

Subject Compulsory / Optional

Number of classes per

week

Spanish Language and Literature Compulsory 3

The Co-Official Language and Literature: Galician Compulsory 4

Physical Education Compulsory 2

Social Studies Compulsory 3

Mathematics Compulsory 3

A first Foreign Language: English or French Compulsory 3

Natural Science Compulsory 3

Music Compulsory 2

A second Foreign Language: English or French Compulsory 2

Technology Compulsory 3

Religion* Compulsory 2

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* Religion is compulsorily offered by schools in both Primary and Lower Secondary Education, but it is optional for pupils. The students have to choose between Religion (Catholic or another, but the most common is Catholic) or Activities of Study.

Booklet about the educational system in Spain – Galicia. IES de MOS

Subjects in each level: Third Level – 3º ESO

Subject Compulsory / Optional

Number of classes per

week

Spanish Language and Literature Compulsory 4

The Co-Official Language and Literature: Galician Compulsory 4

Physical Education Compulsory 2

Social Studies Compulsory 3

Mathematics Compulsory 3

Natural Science Compulsory 3

A first Foreign Language: English or French Compulsory 3

Music Compulsory 2

Plastic and Visual Educational Compulsory 2

Technology Compulsory 2

Religion* Compulsory 1

Classical Culture Optional 3

A second Foreign Language: English or French Optional 3

Initiative Enterprising Optional3

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* Religion is compulsorily offered by schools in both Primary and Lower Secondary Education, but it is optional for pupils. The students have to choose between Religion (Catholic or another, but the most common is Catholic) or Activities of Study.

The students must choose one from the optional subjects.

Booklet about the educational system in Spain – Galicia. IES de MOS

Subjects in each level: Fourth Level – 4º ESO

SubjectCompulsory /

Optional

Number of classes per

week

Spanish Language and Literature Compulsory 4

The Co-Official Language and Literature: Galician Compulsory 4

Physical Education Compulsory 2

Geography and History Compulsory 3

Mathematics Compulsory 4

Ethic and Civic Education Compulsory 1

Religion* Compulsory 1

A first Foreign Language: English or French Compulsory 3

Biology and Geology Optional 3

Plastic and Visual Education Optional 3

Physics and Chemistry Optional 3

Computer Science Optional 3

Latin Optional 3

Music Optional 3

A second Foreign Language: English or French Optional 3

Technology Optional 3

Classical Culture Optional 3

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The students must choose three from the optional subjects.

* Religion is compulsorily offered by schools in both Primary and Lower Secondary Education, but it is optional for pupils. The students have to choose between Religion (Catholic or another, but the most common is Catholic) or Activities of Study.

Booklet about the educational system in Spain – Galicia. IES de MOS

Cross-curricular issues. Ex: sexual education, drug addition, domestic/gender violence,....

ISSUE LEVEL WHO COLABORATE

STAGES

Living together

2nd

Secondary education

The Council and the Red Cross.

Organized by the Council:1st stage:Talks given by battered women association in small groups.Organized by the Red Cross:2nd stage: Talks and workshops during two days, all the morning(6 hours). These workshops are about living together,gender equality and violence.

Sexual Education

3rd

Secondary Education

The Department of Health with the family planning department

1st stage:The knowledge of their own body.2nd stage.:a) Two experts from family planning( a doctor and a social assistant) talk to each group about emotional aspects of a person.b) These experts explain pupils the different contraceptive methods. These chats are carried out in small groups during two sessions3rd stage:The tutor ,in tutorial hour can clarify the doubts that students set out.

Drug addition

4th

Secondary Education

Department of Education, Department of Health and the Alborada group. Alborada is a group that Works with addicted people, they try to rehabilitate and reintegrate these people into the society.

1st stage:Department of Education, Department of Health give a workbook for each pupil from 1st to 4th level, in tutorial hours they work about knowledge about themselves and self-esteem. These workbooks are analyzed by the orientation department.2nd stage:Alborada group makes workshops with pupils from 4th

level, 5 sessions once a week during 50 minutes.

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Booklet about the educational system in Spain – Galicia. IES de MOS

Discipline, classroom management and school rules

SCHOOL RULES

Every school has its own school rules, according to the Law of Education (LOE). The school rules are like a list of rights and duties concerning students, teachers and parents. The most important could be the following:

– One of the aims of education is to avoid any kind of discrimination– Every student has the right to assessment– The School Council is made up by teachers, students and parents– Students must follow the teachers instructions– Students must attend all the lessons and school activities. Truancy will be punished– Students must make a responsible use of the school material– Students must follow the assigned timetable. – Tobacco, drugs, alcohol are not allowed in any Spanish school (Not even for teachers)– Education must avoid violence and promote the ideas of peace and tolerance

DISCIPLINE....CLASS MANAGEMENT

The classroom is managed by the teacher in charge of the students. Every case of misbehaviour must be reported to the form teacher or to the Deputy or to the Head of Studies. The student is sent to a special classroom (detention room) where he/she continues the classroom activity with the help of a teacher.

Some cases of misbehaviour (fighting, provoking fights, bullying, smoking, drugs,...) may result in suspension or transfer to another school. In these cases the Head (or the School Council) says the last word.

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Booklet about the educational system in Spain – Galicia. IES de MOS

Paying attention to diversity (new arrivals to the school, blind, dead and handicapped students,

social background)Pupils with special

educational needs are those who need, at a certain point in their education or permanently, special support and specific educational attention as a result of disabilities or severe behavioural disorders. The specific criteria to be recognised as a pupil with special educational needs and the professionals in charge of this appraisal are determined by each Autonomous Community. It is a widespread policy to educate these pupils alongside their peers in mainstream schools. Only when their needs cannot be reasonably met in mainstream schools they do attend special education schools or classes.

For pupils with educational needs that require significant adaptations of the curriculum in some or all areas, educational institutions have at their disposal support staff, like teachers specialised in Hearing and Speech, or social workers.

In order to facilitate the integration of disabled students,the schools carry out ordinary adaptations to access the curriculum, instruction or facilities. These actions are implemented with the collaboration of different organisations, such as the ONCE (National Organisation of Spanish Blind People), which are involved in the implementation of measures that grant access to people with disabilities. However, extraordinary adaptation measures, that is, measures which modify the basic elements of the curriculum, are not taken into account.

Counselling Departments are the most widespread counselling services in secondary education, As regards attention to diversity they are mainly responsible for the prevention, diagnosis, treatment and monitoring of specific

educational needs, teacher counselling, the development of psychopedagogical assessments and the drawing up of the schooling report for the pupils who so require.

In third and fourth level, there are

Curricular diversification programmes, in mainstream educational institutions are addressed to students over the age of 16 who need specific methodology and organisation of content, practical activities and subjects of the curriculum other than the general organisation in order to achieve the general objectives and the basic competences of ESO and therefore obtain the relevant certificate. The implementation of such measures is subject to the relevant psychopedagogical assessment, the students' and parents' opinions and a favourable report issued by the educational inspectorate. On completion of diversification programmes, students who hold the certificate may continue their education, either in the Bachillerator vocational training, in mainstream educational institutions with the human and material resources necessary to accommodate the relevant curricular changes.

The Spanish education system provides different types of assistance to compensate for educational inequalities. This is mainly through grants and study aids, intended to guarantee the right to education for pupils in disadvantaged socio-economic situations. study aids will be given to these students with the following aims:• educational provision• travelling expenses• school canteen• boarding school• books and teaching materials • subsidies for school transport and canteen.

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Booklet about the educational system in Spain – Galicia. IES de MOS

Schools organization.

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Booklet about the educational system in Spain – Galicia. IES de MOS

Extra-curricular activities

The organization of extra-curricular activities is voluntary. Each school department suggests different activities considered useful to the students.

Some of the extra-curricular activities are not part of the planning of a specific department, they are celebrations like the Day of Galicia, Carnival, Samaín (it's similar to Halloween), the Day of Peace, … There is a group of teachers in charge of the Extra-curricular Activities, mainly the Assistant Manager and the Teachers in charge of the school library.

Some examples of the activities organized in our school:

Excursion at the end of the fourth course of ESO:

Duration: 1 week

Place: Barcelona and surroundings

Excursion at the end of the fourth course of ESO for the students of Bilingual Section:

Duration: 1 week

Place: London

Excursion for the students of ESO, about the sea (it's like a camp):

Duration: four days

Place: Vilagarcia, on the coast, near the sea.

Excursion to the snow:

Duration: 1 week

Place: San Isidro (León) to the students of ESO and Andorra to the students of Bachelor.

Excursion for the students who are studying French in high school (Bachillerato):

Duration: 1 week

Place: Paris

Excursion for the students whor are studying Art History and Classic Languages in high school (Bachillerato):

Duration: 1 week

Place: Roma.

Excursion for the students who are studying Economics in high school (Bachillerato):

Duration: 3 days

Place: Madrid (visit to the Stock Market).

One day activities:

• Theatre in English, Spanish and Galician.

• Visit to Wind Power Central.

• Visit to Santiago (Cathedral and old town) and Studio of Galicia's TV.

• Visit to the old town of Lugo.

• Visit to the Factory of Citroen.

• Plant a tree. Visit a forest.

• Activities organized into the school:

• Sanmaín (it's similar to Halloween).

• Magosto (it's a traditional festival about the chestnut).

• Carnival.

• Day of Galicia.

• Day of the Rose (Symbol of Mos). Charity race and other activities.

And many more activities ….!!!

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Booklet about the educational system in Spain – Galicia. IES de MOS

Bilingualism

Galicia has two official languages: Spanish and Galician. So, both languages share our educational system.

PRIMARY EDUCATION (6-12)

Spanish and Galician languages are compulsory. Some subjects are taught in Galician (Science,, Social Sciences, Maths,...). Music, PE and Arts are taught in Spanish.

SECONDARY EDUCATION (12-16)

Spanish and Galician languages are compulsory.Subjects taught in Galician: Maths, Science, Social Sciences, CitizenshipSubjects taught in Spanish: PE, Music,...According to the law, at least 50% of the timetable must be taught in Galician

HIGHER SECONDARY (16-18)

Spanish and Galician languages are compulsory.Half of the subjects are taught in Galician. The other half in Spanish.Every school decides which subjects are taught in Galician / Spanish.

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Booklet about the educational system in Spain – Galicia. IES de MOS

Assessment

a).-Every year, in October, we start with an initial assessment. All the teachers that give lessons in each group have a meeting to speak about the problems and difficulties that they observe in order to solve them.

b).-There is also an assessment at the end of each term (December, March and June).in these meeting we speak about the marks, individual problems that each pupil has and we try to find the most acceptable solution.

The final evaluation, in June, is very important because with the orientation department, teachers decide if a pupil pass or fail and if they have to repeat that course. In third and fourth level pupils have the possibility to attend some special groups and it is in this final evaluation where teachers decide it.

c).-Furthermore, there are meetings every 15 days with the tutors of each level to solve problems or to improve knowledge.

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Booklet about the educational system in Spain – Galicia. IES de MOS

Teaching methodsor

our particular way of teaching.

When starting the research on what teaching methods are used in our school we realized how isolated we are while we work day after day.

Thanks to social networks, we know about methods that are being used hundreds of kilometres away, however most of the time we do not know what is happening next door- or we do not want to know.

We are aware of the very different methods that can be used: deductive, inductive, comparative, dogmatic, heuristic, active...and, of course, we cannot leave the passive method behind.

It is an informed guess that some of us still give a lecture instead of a lesson. The clearest evidence is the arrangement of desks and chairs in most of our classrooms: straight rows, one pupil wide; but that is just to be sure where the enemies lines are, because we all know that what is needed in our messy world is a firm hand.

This may be seen as too harsh a comment on our already reviled profession. However the truth is that we stay at the front clinging to the big desk from which we teach- or should we say from which we preach?

From time to time -and to silence the voice of our conscience- we prepare a hands-on project, a group activity or a school trip but we quickly go back to our well-planned unit in our well-structured classroom. We do not want to lose control.

In our particular way of teaching WE have the leading role and we expect the same reaction from all of our

audience. It does not matter if the prospect of six hours a day on a chair is not appealing, we know we will always have an audience. The play can change: at 8.30, World War II; at 11.00, the Cell; at 12.05, the past continuous form. The play can change and it does not matter how good it is, we will have an audience.

Human beings are naturally curious. They thirst for new information. So, what are we missing in the equation?

Maybe our audience does not want to be filled with facts. Maybe we should use our knowledge to answer the questions they want to explore. Maybe it is not a good idea to have a pre-defined curriculum. And then the question arises: would my audience ever be curious about World War II?

And we hear the voice of one of our pupils: Can it be fun?

Can a war be fun? Can learning about a war be fun? Can the way one learns about a war be fun?

And our pupil again: Can I remember something if it is NOT important for me, NOT significant for me and moreover NOT fun?

And here we are.

It would be unfair not to mention that some of us use creative methods, creative thinking techniques and problem-solving

activities. So, to sum up, we should say that in our school- regarding teaching methods- we are with one foot on the pulpit and the other on an empty space that could be creativity, stepping stronger or putting more weight on one foot or another depending on a wide range of circumstances.

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