CRITERIA AND PROCEDURES TO ORGANISE THE ATTENTION TO THE DIVERSITY OF THE PUPILS.

IES Bajo Cinca. Fraga.

INTRODUCTION

CRITERIA AND PROCEDURES TO ORGANISE THE ATTENTION TO THE DIVERSITY OF THE PUPILS.

One of the main principles presented by the Spanish Law LOE 2/2006 3rd of May is to provide a quality education to all the pupils at every level in the educative system. Our main aim is for most citizens to achieve the maximum development possible in their individual ,social, cultural and emotional capacities. They have the right to receive a qualified education adapted to their own needs.

It is understood that the suitable educative response to all the pupils is achieved with an “inclusion principle” in order to guarantee their personal growth and to favour equality.

The focus on diversity is a need in all the educative stages and a need for everybody; on that principle it is a right and it is not just a measure to cover the needs of a few.

The measures to treat the attention to the diversity will be guided to give a specific answer to all the pupils´ educative needs and to achieve the key competences and the stage objectives in their learning process.

MEASURES TO TAKE CARE OF THE DIVERSITY IN THE BAJO CINCA HIGHSCHOOL

1. Knowing the initial situation of the students before beginning a didactic sequence: their teachers, tutors, previous knowledge and their different learning styles. Different resources are used in order to work out this criterion.

- Information about the academic history of the pupil (basic education grade book, and the information from the primary school they come from in case they start the 1st of ESO)

- Data report “ Student´s progress report”.

- Attention to the workbooks and works of the student in each classroom

- Data obtained during the teaching team (Faculty)'s meetings

- Pupil´s systematic observation by the teaching team.

2.- The Orientation Department will work in conjunction with the didactic Departments

in order to establish strategies and develop activities that will allow taking care of the

diverse rhythms, levels of knowledge and motivation of pupils.

In order to achieve this, the following measures for diversity focus will be taken :

- 2.1 Possibility of creating flexible groups within the classroom, as well as being

flexible with groups of the same level within a specific area. From the 80 pupils

registered in the 4th year of ESO, 7 are taking part in a flexible group where they

work Spanish Language and Literature, Maths, Natural Science and/or Social

Science.

- 2.2 There are split classrooms in certain subjects, one hour a week: Language,

Maths, Social Science, Natural Science and English in groups with more than 22

pupils. There are classrooms split in two ESO 2nd year groups, in two 3rd year

groups and in the 4th ESO year.

- 2.3 Reinforcement groups and failed subjects groups, bearing in mind the

availability of the teachers and premises in the high school. On Tuesdays at the

end of the day, our Maths teacher goes through the failed subjects with pupils

who did not pass that class the previous year. There is also a Maths workshop,to

improve the pupils´ level: it is voluntary and at the moment there are two pupils

who are attending.

- 2.4 Minor adaptations of the curriculum

- 2.5 Individualised curriculum adaptations that are significantly detached

from the curriculum. From the 269 registered pupils in ESO, 17 are special

needs pupils (8 in the 1st ESO year, 6 in the 2nd year and 3 in the 3rd one). 17

pupils are in need of specific educational compensation needs, 11 of which are

attending Spanish lessons with different levels of Spanish (they are from

Bulgaria, Morocco, Gambia and Romania).

- 2.6 Basic Learning Programme (PAB). From the 79 registered pupils from

ESO, 10 are attending PAB's 1st year, and from the 80 2nd year pupils, 8 are

attending the PAB 2nd year class. See ANEX I

- 2.7 Curricular diversification programme. From the 68 pupils registered in

the ESO 3rd year, 12 are part 1st year of the Curricular Diversification

Programme, and from the 42 pupils currently in the 4th ESO year, 11 are

attending the 2nd year of Diversification. See ANEX II

- 2.8 PROA. PROA stands for the equivalent Support,Guidance,Reinforment

Programme in Spanish. There are 269 registered pupils in ESO, of which 28

pupils (15 ESO 1st year pupils and 11 of 2nd and 3rd year) are attending the PROA

two afternoons a week from 5pm until 7pm.

- 2.9 Monitoring/Orientation. Each group has one individual orientation hour

during the week and another one as a group. The form teacher (tutor) has, in

turn, one hour a week to deal with parents in order to gather information and to

give information about the pupils.

- 2.10 Coordination of teachers interacting with the same group of pupils. 3rd of

4th year students, during the teaching week the last hour of Wednesday is

dedicated to a faculty meeting. 1st and 2nd year teachers meet at the end of every

Thursday. These meetings are called from the Head Office as needed.

- 2.11 Meetings between tutors and parents. There is an initial meeting with the

parents and during the school year other individual meetings are arranged.

- 2.12 We offer optional subjects that allow the development of the same

capabilities following different approaches in parts of the syllabus, to either get

more interest and motivation or meeting the real educational needs accordingly.

These optional subjects must allow the easy transition to the active life and must

widen the possibilities of orientation within the educational offering.

- 2.13 Extracurricular activities: field trips, cultural days...

- 2.14 Tutorial and professional orientation activities: 4th ESO year and 2nd

High school year pupils, informational chats, visits to Lleida's university campus

and visit to the University of Huesca.

ANEX I DIVERSITY PROGRAMMES :

BASIC LEARNING PROGRAMME

From the academic year 2009/2010, we have implemented the Basic Learning

Programme on ESO's 1st year and also from the academic year 2011/2012 we have also

implemented it on ESO's 2nd year.

Specific Reference Regulation

This programme has been developed according to the standards laid out in the

June 5th 2007 Resolution, General Directorate of Education Policies, which allows the

use of experimental implementation of the Basic Learning Programme in secondary

Education centres as per the May 9th 2007 Act, which approved the compulsory

secondary education syllabus.

Objective of the programme:

The Basic Learning Programme's objective is that pupils, by using the correct

methodology and adapting the contents to their needs and characteristics, will develop

the basic competence needed for their incorporation to the second or third year in their

period.

This programme, which will be taking place during the 1st and 2nd years of the

compulsory secondary education, will allow the continuity of the pupil during this

educational period.

Pupil's profile:

Requirements :

- Under 16 years of age .

- A curricular gap of at least two years

- General learning difficulties, for whatever reason.

- Potential, according to the Teaching team from their current class, or, from

references, to take advantage of the programme.

ANEX II DIVERSITY PROGRAMMES

CURRICULAR DIVERSIFICATION PROGRAMME

Specific Reference Regulation:

This programme has been developed according to the standards laid out in the 4 th June

Resolution 2007 , General Directorate of Education Policies , by which the organization

of the curricular diversification programme is arranged for its implementation in

Secondary Education centers in Aragón. 6th September 2007 Resolution, General

Directorate of Education Policies, by which curricular orientations are proposed to the

Curricular Diversification Programme , as per the May 9 th 2007 Act, which approved

the compulsory secondary education syllabus.

Objective of the programme:

The Curricular Diversification Programme aims at the students who so require,

through a methodology and content tailored to their characteristics and needs, to acquire

the key competences, reach the overall objectives of the stage and, therefore, get the

degree in Compulsory Secondary Education. El programa de diversificación curricular

tiene por finalidad que el alumnado que así lo precise, mediante una metodología y unos

contenidos adaptados a sus características y necesidades, adquiera las competencias

básicas, alcance los objetivos generales de la etapa y, por tanto, obtenga el título de

Graduado en Educación Secundaria Obligatoria.

It is also aimed to pupils who show general learning difficulties, whatever the

reason, to such an extent that they did not achieve the objectives for the course they are

doing and according to their Teachers Team together with the Counseling

Department,are at risk of failing to meet the goals of the stage and not to acquire the key

competences studying the ordinary curriculum. Está dirigido a los alumnos que

presenten dificultades generalizadas de aprendizaje, cualquiera que sea su causa, en tal

grado que les haya impedido alcanzar los objetivos propuestos para el curso

correspondiente y que, a juicio del equipo de profesores que le imparta clase y del

departamento de orientación, se encuentren en una situación de riesgo evidente de no

alcanzar los objetivos de la etapa, ni adquirir las competencias básicas cursando el

currículo ordinario.

Pupil´s profile :

Requirements:

- Pupils must show real possibilities of getting the Compulsory Secondary

Education degree.

- Have to be pupils with a clear interest in work,complying with the tasks ; non

confrontational and no absentee.

- This measure is not recommended for students with special needs of educational

support (special needs and students of belated inclusion in the educational

system), for that purpose other measures more appropriate to meet their needs

have already been outlined.