Investigando el currículum global en la prácticaGrecia en el IES Ítaca

Abstract

In this paper we present a case study on competencies-based teaching from the last course was developed within the Ithaca Institute. This is a new public school was created a few years ago in the Seville town of Tomares. This high school is led by a secondly, the overall development of the curriculum in different areas around what they call "integrated task". In this case is described by a method of investigation based on the observation by immersion in the field, how this center rotated all subjects around an integrated project on the important and invaluable legacy of Greek Culture. Specifically, we analyze data from several observations of the ten workshops that teachers took as the basis for designing integrated task, whose original name was: House of Letters, Debates in the Agora, Library of Alexandria and Aristotle's Lyceum, Art and Mythology, The Olympics, Music and Dance Workshop, Theatre Workshop, Pythagorean School, Journey to the Greek Mythology and the Birth of Science. The results of this research show that it is possible to design and develop an integrated curriculum in secondary education to work all the basic and interrelated competencies holistically. This pioneering experience that breaks the barriers of time and space that traditionally straitjacket the school curriculum shows that through a collaborative work which actively involve teachers, students, families and the council is feasible to construct a more coherent and comprehensive curriculum that promotes deep and relevant learning on the issue in question. Thus, the Ithaca School realize is the old African adage that holds to educate a child the whole tribe is needed. committed management team that has launched a innovative center project based primarily on two main feed lines: on the one hand, curriculum integration of ICT in educational practice of all subjects taught at the stage of secundary education, and