The draft of the new curriculum of that is “more ambiguous”, “more abstract” and “more generalist” than the previous PSOE and PP.
The teachers consulted maintain that “details less content”.
They say that in mathematics, the logarithms are no longer mentioned, for example, nor is it urged to the management of radical expressions, while in the Spanish language and literature, the scope of literary history is reduced by promoting reading with a gender perspective.
The state curriculum establishes the minimums that all students must learn mandatory throughout Spain.
That do not appear certain content does not mean that they are not going to be taught in the classroom, because the text still has to be completed by the CCAA, by the centers and by the teachers, but it will remain, yes, to the Albur of what they decide each
one of them.
José Ignacio Wert listed “too exhaustively” what the students had to learn, according to teachers.
He now goes to the opposite side and tries to close moreness to the daily life of the students, in addition to promoting methodologies such as project-based learning.
In primary school, the rules of three, the Roman numbers or the dictation, have disappeared, among other things, according to the text that the Minister Pilar Joy inherited from Isabel Celaá.
«The drafting of the new curriculum is so vaporous that almost anything can be understood,” says Carlos Madrid, professor of mathematics of the Diego Velázquez public institute, who believes that “there has been a thinning of content and also
A slowdown thereof, as issues that were previously seen in a course will leave for later ».
It as an example, the resolution of equation systems, which were previously taught in 3rd and now are postponed at 4, or the equations of grade greater than two: “Before they were seen in 3rd, but now there is only talk of equations of grade one or
two.
It could be understood that they are included in a resolution heading of equations through the use of technology, but is not specified as before. ”
“Another ambiguity sample is when he talks about equation systems in 4th of ESO, since it is not said if they are two or three linear or non-linear equations”.
What more things have been removed?
“Logs have disappeared, they were before.
Many colleagues see them as a relic of the past, but they allow simplify expressions, facilitating their management, either to calculate an amount or to solve an equation, and are very useful in different contexts. ”
Madrid also does not find in the draft the “radical expressions management”, which until now had been studied in 3rd and, above all, in 4th of the ESO.
«It is said that you have to know the square root as an operation, but not that students must handle roots in general.
In 4th it could be interpreted that it is included within the real numbers, but it is not emphasized in this topic, which is, with the logarithms, which costs the students most.
It is a sign that the curriculum acts as an elastic gum: it can be stretched or not to convenience. ”
The teacher observes that, in return, “there is more definition in statistics issues.”
“It is curious that they have entered to list the types of regressions, because they are generally not seen up to college.
Of course, they specify that it will be supported by computer media, “he says.
Miguel González Dengra, Professor of Castilian Language and Literature and Director of the Public Institute Mariana Pineda de Granada, also appreciates a “content reduction”.
He denounces that in the subject of him “practically disappears the literary history in favor of reading of texts, both autonomously and guided”.
That is, less history of literary movements and, in return, students directly read.
“Reading the lazarillo without more does not guarantee that the student understands why the rogue emerged or what was happening in Spain to give himself that literature.
Students have to give information about times, literary movements, their relationship with other artistic manifestations, authors … do not learn by science infused, “he reflects.
In Lomce an “introduction to literature through texts” was made, with a “approach to literary genres and the most representative works” of the Middle Ages to the Golden Century (between 1st and 3rd) and the 18th century
to this day (in 4th) “through reading and explanation of significant fragments and, where appropriate, complete works».
With the Lomloe is committed to the “Relevant Works Reading” of “Contemporary Youth Literature” and the “National Literary, Universal and Current Heritage” “enrolled in thematic or gender itineraries, which include the presence of authors and authors.”
What are the itineraries?
“The thematic itineraries try to group texts from different eras and authors about the same subject (the power of money, love, war, retired life …).
As for gender itineraries, I imagine that they refer to texts that incorporate this perspective as well throughout history, “Answer Dengra.
The professor adds that “the block of languages and his speakers acquires more importance than he had in Lomce, where he was part of the content included in the ‘knowledge of the language’, because now the multilingual reality of our country is discharged
».
“All the communicative and pragmatic aspect also acquires relevance.
Of the 10 specific competences, seven are related to the understanding, interpretation and production of texts in their various modalities: oral, written and multimodal “.
“Gratifying”.
“Solving mathematical problems should be a rewarding task.
Emotional skills within the learning of mathematics encourage the welfare of students, emotional regulation and interest in their learning ».
«Sustainability».
“The analysis of the solutions obtained in the resolution of a problem enhances critical reflection on its validity, both from a strictly mathematical point of view and from a global perspective, assessing aspects related to sustainability, responsible consumption, equity or the
Non-discrimination among others ».
«Ethical use of language».
“Favor an ethical use of the language that puts the words at the service of democratic coexistence”.
