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 cross-curricular 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.