WEEK 4 - LAW & LEARNING

 

Although this week felt slightly overwhelming due to the amount of theory and legal detail, it also allowed us to better understand the foundation of our educational system. This post, as always, includes two sessions — the first one dense and theoretical, the second more practical — and my reflections as a student teacher who keeps finding meaning between laws, classrooms, and real learning.

SESSION 1 

This session revolved around the Real Decreto 157/2022, which defines the structure of the Spanish education system and the minimum teachings of Primary Education. We analyzed how this decree coordinates with the regional authorities —in our case, Decreto 81/2022 de Castilla-La Mancha, which covers approximately 55% of our curriculum.

We discussed the organization of compulsory education into three cycles and the emphasis on inquiry-based learning. The professor highlighted that the goal is not for students to memorize capitals but to understand history, think critically, and know how to research. That approach, however, can be demanding, especially when applied to younger learners who are still developing autonomy.

We also examined the importance of foreign languages, which appear throughout the decree as a transversal competence aimed at fostering intercultural understanding. Later, we reflected on how complex it can be to make all students achieve the expected learning outcomes (descriptores operativos) by the end of the stage, particularly when we deal with ACNEAE students.

At this point, I couldn’t help but think of Daniel, one of my private tutoring students, who has TDAH and finds it hard to focus. He receives support from a PT and several teachers, but I believe that the overload of mechanical tasks does not help him progress. In my opinion, education should not rely only on repetition and worksheets—it should help students develop self-regulation and curiosity through more meaningful and adapted tasks.

The session also touched on the idea that “we are all responsible for ensuring that every child learns, even when we are not physically present.” That resonated with me deeply. It reminded me of José Francisco Durán (Kiko), one of my former teachers, who used to spend recess time with us to mediate conflicts and build trust. That kind of informal learning environment often teaches more about coexistence than many theoretical lessons.

Finally, we reviewed the new competency-based curriculum, the connection between objectives and key competences, and the importance of designing meaningful learning situations. I agree with our professor that there must be coherence between objectives, competences, and evaluation criteria. However, I also think that the constant legal and bureaucratic emphasis sometimes overshadows creativity in the classroom.

What I take from this session is that laws and decrees are essential, but they should always translate into practical, inclusive, and motivating actions. As future teachers, we must find a balance between the legal framework and the human side of education. I understand why the curriculum is structured as it is—perhaps that’s because I studied Law for one year after witnessing the imprudence of a teacher back in my second year of Bachillerato. That experience sparked my interest in understanding the system and the laws that shape it.

Still, I believe that being a good teacher is not only about knowing the law, but about combining knowledge, empathy, and adaptability—unlike those who simply follow rules mechanically without reflecting on their students’ needs. Overall, I found the session interesting but quite dense. While I appreciate the depth of legal analysis, I think including more dynamic activities or visual aids—such as comparative charts between decrees—would help make the content more engaging. The theoretical framework is essential, but applying it through real or simulated teaching contexts would make learning more meaningful.

SESSION 2 

The second session was devoted to the CEFR (Common Framework of Reference), the importance of language as a learning vehicle, and tools like the European Language Portfolio (ELP) and Universal Design for Learning (DUA).

One of the central debates was about the use of regional languages in the Spanish Parliament. Our professor expressed strong support for this initiative, emphasizing linguistic diversity as a democratic value. Personally, I respect that perspective, but I believe that before introducing such measures in political institutions, we should begin at the roots—in schools.

Children should have opportunities to learn and appreciate regional languages (Catalan, Galician, Basque…) just as they study French or English. That is why, in my previous post, Desafíos del sistema educativo, I argued that multilingualism must be cultivated early and inclusively, rather than imposed later as a political statement.

We also explored the four pillars of education and the role of the DUA in fostering inclusion. The rationale behind the many tasks we are assigned is to reflect this approach, ensuring that every student can access and demonstrate learning in different ways. While I fully agree with the purpose, I think the current workload could be streamlined—perhaps by integrating several DUA principles into a single project. That would be more efficient for both teachers and students.

This session reinforced a crucial idea: language shapes access to knowledge. It reminded me that inclusion is not only about physical or cognitive accessibility but also about linguistic and cultural openness. Education should open doors, not create barriers. However, we must also be realistic—if we overload teachers and students with too many frameworks, the original purpose of inclusion gets lost. True accessibility means simplifying without oversimplifying, and adapting without losing coherence.

I found the content valuable, though slightly repetitive compared to previous years. The concepts of DUA, the ELP, and linguistic diversity are key, but the methodology could be more interactive. Debates, simulations, or case studies would make these ideas come alive in class. Even so, this session reminded me that education is a living system—always changing, always questioning itself. As educators, our task is to keep reflecting, adapting, and never stop learning.

REFERENCES

Azanon Cabeza, M. (2022, octubre). Desafíos del sistema educativo en España. Portafolio Digital María Azañón Cabeza. https://portafoliodigitalmariaazanoncabeza.blogspot.com/2022/10/desafios-del-sistema-educativo-en.html

Boletín Oficial del Estado. (2020). Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación (LOMLOE). BOE, nº 340.

CEIP José Ramón Villa. (s.f.). CEIP José Ramón Villa, Mora (Toledo): Inicio. https://ceip-joseramonvilla.centros.castillalamancha.es/

Durán, J. F. (2023). Comunicación personal en la asignatura Educación y Sociedad (Universidad de Castilla-La Mancha, Toledo).

Facultad de Educación, Universidad de Castilla-La Mancha. (s.f.). Facultad de Educación. Toledo: Universidad de Castilla-La Mancha. https://www.uclm.es/toledo/educacion

Gobierno de Castilla-La Mancha. (2022). Decreto 81/2022, de 26 de julio, por el que se establece el currículo de Educación Primaria en Castilla-La Mancha. https://docm.castillalamancha.es/

Junta de Castilla la Mancha. (2022). Decreto 81/2022, de 17 de mayo, por el que se establece la ordenación y el currículo de la Educación Primaria en la Comunidad Autónoma de Castilla-La Mancha. DOCM, nº 134.

Material provided by the professor.

Ministerio de Educación y Formación Profesional. (1970). Vídeo promocional de la Ley General de Educación [Video]. YouTube. https://youtu.be/zl6iSEC0zeE

Ministerio de Educación, Formación Profesional y Deportes. (s.f.). Ministerio de Educación, Formación Profesional y Deportes. https://www.educacionfpydeportes.gob.es/portada.html

Microsoft. (s.f.). Bing. Microsoft. https://www.bing.com

Pixabay. (s.f.). Pixabay – Free images & royalty-free stock. https://pixabay.com

Universidad de Castilla-La Mancha. (n.d.). Campus Virtual. https://www.uclm.es/campusvirtual

Note on images: Some images included in this post are my own (Images by the author), and some photos from the school where I did my practicum, used with permission at the time of my placement.