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Embracing equity within the Spanish LOMLOE education law

Posted on March 8, 2023 by Liz Beer
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The passing of the Organic Law 3/2020, 29 December 2021, which is popularly known as LOMLOE, puts in place a process of reform of the Educational System in Spain. The aim of the law is to ensure the provision of … Continue reading →

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Critical thinking, problem solving and collaboration: How to develop LOMLOE key competencies at primary level

Posted on February 17, 2023 by Harry Waters
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Spain’s education system has come under a lot of scrutiny in recent years. A focus on rote learning, piles of homework and endless copying from the early primary years has led to criticism from parents, students and teachers alike. A … Continue reading →

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Mediation and the LOMLOE part 2: mediating a text

Posted on June 8, 2022 by Michael Brand
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Welcome to our second blog post on mediation, which is one of the six key competences for foreign languages in the new Education Law, the LOMLOE. In part 1 we asked ourselves what mediation is and why it’s important. We delved … Continue reading →

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Mediation and the LOMLOE: read all about it!

Posted on May 20, 2022 by Michael Brand
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We’ve been blogging at some length about the new Education Law and particularly about what it means for teachers of English. In the new curriculum for Foreign Languages the Key Competences to be developed have undergone change. There are now … Continue reading →

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Developing the LOMLOE Key Competence of Citizenship at Primary

Posted on April 8, 2022 by Michael Brand
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The new Education Law outlines eight key competences to be developed across subject areas as part of its ‘perfil de salida’ (leaver profile). These are general competences that school leavers will need to get on in life and be effective … Continue reading →

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Getting future-ready with STEM and the LOMLOE

Posted on March 15, 2022 by Sarah Hillyard
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Spain’s new Education Law (LOMLOE) outlines STEM competences as one of the 8 key areas of the leaver profile (“perfil de salida”) – the core cross-curricular competences that learners should leave school with. This arises from the idea that STEM … Continue reading →

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LOMLOE: Creating Learning Experiences in the Primary Classroom

Posted on January 24, 2022 by Liz Beer
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The new LOMLOE Education Law in Spain encourages our primary students to work towards participating in ‘situaciones de aprendizaje‘ or ‘learning situations‘ as projects at the end of course book chapters or curriculum sections in their language learning. But what … Continue reading →

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LOMLOE: developing the self management competence in English class

Posted on January 13, 2022 by Michael Brand
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Happy New Year one and all! It’s a New year, with New Year’s Resolutions and a New Education Law: the LOMLOE! Back in our first blog post on the new law, we considered how the LOMLOE sets out a ‘leaver … Continue reading →

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Digital Literacy and LOMLOE

Posted on October 27, 2021 by Harry Waters
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picture source: Gerd Altmann pixabay It’s impossible to deny that the future is a digital. In the past we’ve been told that our students are “digital natives” and that they’re the ones who’ll be teaching us. In some respects this … Continue reading →

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LOMLOE: Making our classroom an inclusive place to be

Posted on October 8, 2021 by Michael Brand
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We all like to feel included. To feel that we belong, and that people care about us. To feel that we’re listened to and to feel that we’re represented. To feel that we have the same opportunities open to us … Continue reading →

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