Increases the offer of electives with thematic proposals such as Scientific Challenges, Literary Creation or Robotics
The competency educational model the next course will come baccalaureatespecifically to the first of the two courses of this stage, in application of the new education law, the lomloe. The Department of Education is finalizing the resume draft which will be embodied in a decree of organization of the Baccalaureate and plans to send it to the centers these next few days so that they can introduce contributions. The main novelty is that the competency-based learning, already introduced in infant, primary and ESO, will also reach this post-compulsory stage. The draft to which EL PERIÓDICO has had access contemplates an “open, flexible, competent, guiding and facilitating” high school.
To begin with, one of the novelties -although this is marked by the Ministry of Education- is the general baccalaureate, which seeks to give an outlet to those students who are not clear about what they want to do and whom the current model forced to choose a modality and meet with the pressure of Selectivity. Or to those who are already thinking of taking a Higher Level Training Cycle. The modalities of Science and Technology and Humanities and Social Sciences are maintained. The art school is divided (another novelty) into two way: Plastic Arts, Image and Design, on the one hand, and Music and Performing Arts, on the other.
When the draft states that it will be an “open” baccalaureate, it means that the student will be able to take, for example, a unit of a training cycle –whether inside or outside your educational center– which will be computed in the whole of the baccalaureate. Or study a language at the Official School of Languages with which you can validate part of the curriculum. Educació also wants to include here training related to music, sports or volunteering that young people can do outside the center and that counts them.
By saying “flexible”, we seek to increase the student’s options to choose and build your academic itinerary. Thus, and this is another novelty, the offer of electives will increase.
As for the contentsthe team that is working on the curricular design, which is not closed, contemplates for 1st year of Baccalaureate 12 hours of common subjects which are Philosophy, Catalan Language and Literature, Spanish Language and Literature, English, Physical Education and Tutoring. The subject disappears from here Contemporary world science, which can be taken as a modality subject. The competency model foresees that the centers can unite all these subjects in areas to teach them transversally.
There will be 9 hours (now it was 12) of modality subjects. There will be three: one of them will be compulsory and the other two to choose from. The common subjects and those of modality are marked by the Ministry of Education.
Thematic proposals and SDGs
As for the subjects optional, a time slot in which the Generalitat has more margin, will occupy 9 hours of the schedule. There will be an annual one that is not linked to the modality, and the other two, quarterly. Among the annual ones, which can be chosen regardless of the Baccalaureate chosen, are Biomedicine, Psychology, Programming, Classical World or Business Operation.
The trimesters will not be subjects as we know them now, but “theme proposals”. For example, Scientific Challenges (to be determined according to the project of each center), Literary Creation, Robotics, Social Problems, Audiovisual Communication, Applied Mathematics or Citizenship, Politics and Law. Here the option of the student who wants to take a training cycle will also be framed. This training will be considered as an elective.
For the 2nd year of Baccalaureate, which will not begin to be applied until the 2023/24 academic year, the curriculum incorporates as a novelty in the optional chapter the so-called Sustainable Development Goals (SDG). They will occupy 4 hours of the schedule and one will have to be chosen per quarter. The SDGs will have three categories: Planet, Population and Prosperity and Peace, Justice and Co-responsibility. Students will have to face challenges related to these topics. It remains unchanged Research work.
“It is a very realistic curriculum with these times. It can be applied, it is not technically complicated and it is flexible,” he reflects Oscar Altidedirector of the Quatre Cantons Institute of Barcelona, which has been on this path since 2011. “Today’s world is not like the one it was when the Baccalaureate was designed. The ways of learning have changed. We cannot stay with the same system”, Add.
The greater choice and the SDGs are good news for him, “windows to the current world”. “It is not just about transmitting, but about promoting activities in which the student is at the center and is an active agent. They are invited to reflect and take on challenges. They are ‘learning by doing’ classes, he explains. Among his electives , this center already includes proposals such as Psychology, Robotics, Communication or Physiological Anatomy. Until now, they have been taught after an hour of elective modality. This extra subject does not have an official grade. “The student chooses it because he is interested,” says Altide .
When evaluating, they not only have exams, but also oral presentations. And that evaluation is formative, “to improve, not just a note.” “The new curriculum comes in handy, it legitimizes what we do,” she adds. The results of the Quatre Cantons in the Selectividad are also an endorsement: “Our students get good results,” says Altide.
The selectivity handicap
The main handicap for the effective application of this model are the University Entrance Exams (PAU). “The problem is the selectivity, As long as it is not addressed, progress cannot be made”, warns Cesar Coll, Professor of Educational Psychology at the University of Barcelona and one of the experts who has participated in the preparation of the Lomloe. “It is the great barrier. It conditions the baccalaureate and we forget that there are many students who will not go to university,” he says. Maribel Tarresmember of the Canviem el Batxillerat platform and director of the Jaume Cabré Institute in Terrassa.
The deputy director general of Curriculum Organization, Ramon Graudefended in a recent meeting that the Baccalaureate must be “a stage in itself”, not at the service of Selectivity because “not all high school students go to selectivity nor can the high school spend two years at the service of an exam “.
The PAUs depend on Universitats but Educació will try to have an impact by proposing more competitive exams. In this sense. Tarrés admits that there are already PAU exams that have a very competitive nature, such as languages or Biology.
Coll is moderately optimistic. “We must seek an alignment between the high school and the PAU. We will have to see how the curriculum is and what the centers will do,” he points out, alluding to the fact that the decree marks the path but also gives autonomy to the centers. And he points out: “If the Baccalaureate effectively adopts the competency model, that will force the revision of the PAU. There are many people aware of the problem”, he adds.