1. THE SPANISH EDUCATIONAL SYSTEM COMENIUSNE.M.O

2. OUTLINE 1.General Framework a. Recruitment of teachers 2.Department of maths (C.S.E.)

3. Education in Spain runs on a period from 3 to 18 years old. It is divided into these stages: –A Educación Infantil ( Play School ): 3 – 6. –B Educación Primaria ( Primary School): 6 – 11. –C Educación Secundaria Obligatoria E.S.O. ( Compulsory Secondary Education ): 12 – 16. 1.GENERAL FRAMEWORK

4. After E.S.O., students have 2 options: –D Bachillerato ( Non-Compulsory Secondary Education ): 17 – 18. –E Ciclos Formativos de Grado Medio ( Vocational Studies Middle Grade): 17–18. They can move from here to Vocational Studies Upper Grade after sitting for an entrance exam.

5. After the Bachillerato studies the pupils can have 2 options: 1.Access to the upper studies at University after taking an State Exam, called Selectividad 2. Follow the upper vocational career ( Vocational Studies upper Grade) without any previous exam of Selectividad, but related to one of the choices they had in Bachillerato (Non-Compulsory Secondary School). The choices in Bachillerato are as follows:

6. 1. Bachillerato Tecnologico ( Studies on Technology ). 2. Bachillerato de Ciencias de la Salud (Studies related to Healthcare). 3. Bachillerato de Ciencias Sociales y Humanidades ( Studies related to Geography, and History). 4. Bachillerato Artístico ( Art Studies ).

7. Students are distributed into the different classes according to age. We promote mixed-ability groupings since we consider that the interaction among the students constitutes a very important factor, since it favours the development of socializing, has positive effects in the intellectual development and increases the motivation of the students.

8. PROMOTION Those students who have failed more than 2 subjects will not be promoted to the next level. However, if they fail more than two subjects twice (2 years in a row) they will pass to the next level automatically

9. There will be at least 3 evaluation test in a year (1 per term). However, it is a commonplace practice to carry out 2 or more tests per term. Homework, daily work (notebook revision, observation…) are relevant.

10. Contents are relevant in the design of tests but our basic criteria is the learning-process within which errors are considered an inherent component of that process

11. At the end of the 2nd year, students undergo an external test on 3 basic subjects, namely, Spanish (communicative competence), Mathematics, and Natural and Social Sciences.

12. Text books are a basic tool during the lesson and at home since they cater for most of our students’ necessities. However, some extra material is sometimes used coming from a diversity of sources including the Internet.

13. a. Recruitment of teachers Secondary Education teachers need a University degree: –A “Licenciatura” (5 years) –A “Diplomatura” (3 years) for Primary Education and 1st and 2nd year of C.S.E. –Nowadays, students of a “Diplomatura” (3 years University degree have no access to C.S.E.)

14. –There are 3 main kinds of teachers: 1.Teachers who have passed a selection through the system of “Oposiciones” (public contest). After the “oposicion”, for the functionary status to be recognized it is necessary to pass a period of practice.These are majority of teachers at public/government dependent schools.

15. 2. “Profesor interino” (Substitute teacher) 3. Appointed teachers, namely, those teaching Religion who are appointed by the eclesiastical authorities. Religion is not a compulsory subject.

16. 2. DEPARTMENT OF MATHS (I.E.S. ARABULEILA, C.S.E.) Four members 15 hours along the whole stage: –1st year: 4 hours –2nd year:3 hours –3rd year: 4 hours –4th year: 4 hours

17. It is advisable to establish connections among the different parts of the curriculum of mathematics and the curricula of the other areas of knowledge and even those aspects of the social reality close to our student’s everyday life.

18. Problem solving is conceived within this context as a element of paramount relevance so as to develop the basic mathematical competences.

19. However, attention is also paid to problem posing taking into account that problems are related to students’ interests and to their immediate environment.