The new curriculum for primary school children: peace, responsible consumption and affective-sexual education
Gender equality, education for peace, education for responsible consumption and sustainable development, and education for health, including affective-sexual health, are some of the pedagogical principles of the new primary education curriculum that the Government of Spain is preparing for the 2022/21 academic year.
(Reposted from: El Espanol. August 9, 2021)
By IP Nova
Education for peace, for responsible consumption, and for affective-sexual health. These are some of the pedagogical principles of the new Primary education curriculum that, according to the draft that the Government of Spain is preparing, will prevail in the elementary training of Spaniards from the 2022/21 academic year.
As stated in the draft of the Royal Decree to which EL ESPAÑOL has had access, the pedagogical principles that will guide the education of students from 6 to 12 years of age will promote “gender equality, education for peace, education for responsible consumption and sustainable development and education for health, including affective-sexual “.
The document, which consolidates many of the educational bases of the Celaá Law (such as repeating a course only once during the entire Primary as an exceptional measure, also develops some subjects such as mathematics where gender equality will play a very important role.
And, according to said document, the subject of Mathematics will go beyond basic knowledge and will become a tool to make technology careers more attractive for women.
In this way, the draft indicates that students will be impregnated with the basic concepts of mathematics through the “contribution of numbers to the different areas of human knowledge from a gender perspective” or the “assessment of the contribution of geometry to the different areas of human knowledge, too, from a gender perspective “.
The same occurs with other areas such as artistic education or physical education that must be taught taking into account “the gender perspective and rejecting antisocial or anti-health behaviors that can occur in these areas.”
Without ‘Education for citizenship’
The draft of the Royal Decree of Primary Education will also recover the subject of Knowledge of the Environment, an area implemented with the LOGSE of 1990 and that disappeared after the last educational law of the PP, known as the Wert Law.
According to article 8, the areas of Primary Education that will be taught in all cycles will be the following: Knowledge of the Natural, Social and Cultural Environment (which can be divided into Natural Sciences and Social Sciences); Artistic Education (which can be divided into Plastic and Visual Education, on the one hand, and Music and Dance, on the other); Physical education; Spanish language and literature and, if any, co-official language and literature; Foreign language; and Mathematics.
Education in Civic and Ethical Values (what until now was Education for Citizenship) will be added to these areas in some of the third cycle courses. In addition, educational administrations may add a second foreign language or another co-official language or a cross-sectional area.
As the first drafts of the Celaá Law had already advanced, the Government continues in its commitment that students can only repeat once in Primary (from 6 to 12 years old). This RD confirms it and is committed to adapting with reinforcement the courses in what the student lacks the most.
In this way, the draft establishes that “if the teaching team considers that staying one more year in the same course is the most appropriate measure to promote their development, a specific reinforcement plan will be organized so that, during that course, they can achieve the degree of acquisition of the corresponding competences. This decision may only be adopted once during the stage and will, in any case, be exceptional “. But, outside of that exceptionality, the idea is that the course should not be repeated.
To estimate how each student is progressing, the Executive’s plan is to make a single assessment at the national level that will not be binding. A kind of knowledge test that will take place in the Primary quarter. This is what the law calls “diagnostic evaluations.”
“This evaluation, the responsibility of the educational administrations, will be informative, formative and guiding for the centers, for the students, for their mothers, fathers and legal guardians and for the educational community as a whole,” he explains.
More autonomic power
In addition to the section on co-official languages and the competencies that Autonomies usually have in the development of training areas, Pilar Alegría reduces from 55% to 50% the power that the State will have when preparing the basic curriculum in the autonomies with a co-official language.
In this way, the document establishes that the educational administrations will establish the curriculum of Primary Education and will require “in general” 60% of the school hours and 50% for the Autonomous Communities that have a co-official language.
As has happened so far, the educational centers, in the use of their autonomy, will develop and complete, where appropriate, the curriculum of Primary Education established by the educational Administrations, a specification that will be part of the educational project
The Royal Decree also refers to areas prior to Primary, such as Early Childhood Education (from 0 to 6 years old). At that point, the Government wants to start a stage of identity construction “and gender” in which there should be no distinction.
In this way, they are committed to favoring “the personal discovery of sexuality and the construction of gender through values of equality and non-stereotyped models”.
The team of the Minister of Education, Pilar Alegría, divides between the first cycle of early childhood education (it is not compulsory) and the second cycle, where there are already more training acquisitions.
Regarding 0 to 3 years , Education speaks of the stage as a place where the individualization of the student begins and relationships with the physical and social environment are built. From 3 to 6, the acquisition of skills that contribute to the “autonomous and responsible” development of the minor is already stipulated.