Curriculum Development for Teaching Biology/Geology-2026 | Universitat Internacional de Catalunya

Universitat Internacional de Catalunya

Curriculum Development for Teaching Biology/Geology

Credits: 4

Code: 14567

Course: 1

Term: First semester

Type: op

Module:

Matter:

Main language of instruction: Catalan

Other languages of instruction: English, Spanish,

Teaching staff

Head instructor:
Ms. MARTÍNEZ GONZÁLEZ, Jose Antonio - jamartinez@uic.es

Office hours:

By e-mail: jamartinez@uic.es

Introduction

The subject Curriculum Development in Biology and Geology Education aims to enable students to understand the educational purpose of science teaching and to develop the professional judgement required to interpret, analyse, organise and translate the Biology and Geology curriculum into educational practice in compulsory secondary education and upper secondary education.

The subject lies at the intersection of scientific knowledge, school science and curriculum development. It is based on an understanding of science as a human, historical and social activity involving a range of practices—asking questions, constructing and using models, designing investigations, analysing data, developing evidence-based arguments and communicating results—rather than as the mechanical application of a single “scientific method”.

Curriculum work is grounded in Organic Law 2/2006, as amended by Organic Law 3/2020 (LOMLOE); Law 12/2009 on Education in Catalonia; the royal decrees establishing the core curricula for compulsory and upper secondary education; and, in particular, the relevant Catalan regulations: Decree 175/2022, as amended by Decree 480/2024, and Decree 171/2022, as amended by Decree 103/2026.

Within this framework, the subject analyses the relationships between key competences, subject-specific competences, assessment criteria, disciplinary knowledge and learning situations. It also examines the progression of learning across year groups and educational stages and considers the degree of autonomy available to schools and teaching teams when making coherent, contextualised and educationally justified curriculum decisions.

The main perspective is that of the Catalan education system, while also considering the Spanish national core curriculum and other curriculum frameworks. Comparisons with other Spanish autonomous communities and international curricula—particularly the International Baccalaureate Middle Years Programme and Diploma Programme—are used as a critical analytical tool to identify different ways of organising educational aims, competences, concepts, criteria and content.

Since the master’s degree also qualifies graduates to teach in vocational education and training, the subject includes a comparative introduction to curriculum development in vocational programmes related to the specialisation. It examines professional profiles, modular organisation, learning outcomes, assessment criteria, indicative content and workplace training.

The integrative final product is an evidence-based proposal for the curriculum specification of Biology and Geology for a particular year group or educational stage. The proposal organises the curriculum elements, establishes a learning progression and justifies the decisions made in accordance with the applicable regulations and the educational context.

Pre-course requirements

No pre-course requirements are necessary.

Objectives

By the end of the course, students should be able to:

Understand the nature of scientific knowledge and distinguish expert science, curriculum science, school science and science as actually taught.
Analyse the aims of science education in ESO and Bachillerato from the perspective of scientific literacy and scientific competence.
Interpret the regulatory architecture and the different levels of curriculum specification: the Spanish State, Catalonia, the school and classroom-level adaptation.
Identify, relate and systematise the elements of a competence-based curriculum: exit profile, key competences, subject-specific competences, assessment criteria, knowledge and learning situations.
Analyse the Biology and Geology curriculum for ESO and establish coherent progressions across year groups, identifying gaps, redundancies and imbalances.
Analyse the Biology curriculum in Bachillerato and assess its continuity with ESO and its educational and preparatory roles.
Analyse the Geology and Environmental Sciences curriculum in Bachillerato, with particular attention to sustainability, natural hazards and a systemic understanding of the planet.
Critically compare the Catalan curriculum with Spain’s core curriculum, other regional developments and international frameworks such as the IB.
Recognise the basic curriculum structure of Vocational Education and Training and compare it with ESO and Bachillerato: occupational profile, professional modules, learning outcomes, assessment criteria, content and in-company training.
Make evidence-based curriculum decisions, support them with regulatory and academic evidence, and communicate them clearly in digital environments.
Incorporate ethical, inclusive, non-sexist and sustainability-oriented criteria into curriculum analysis and adaptation.

Competences/Learning outcomes of the degree programme

CB10 - That students know how to apply the learning skills that allow them to continue studying in a largely self-directed or autonomous way
CE12 - Identify the curricular contents of the subjects related to the corresponding teaching specialization, as well as the body of didactic knowledge around the respective teaching and learning processes
CG03 - Integrate and collaborate actively in the achievement of common objectives with other people, areas and organizations
CG06 - Integrate and use Information and Communication Technologies in various fields in an efficient and responsible way
CT03 - Show ethical and responsible behaviors as a citizen and as a professional
CT06 - Promote inclusive situations and environments for Sustainable Development, creating effective, responsible and inclusive contexts at all levels

Learning outcomes of the subject

RA1. Organise and systematise curriculum content.

RA2. Develop principles and techniques for planning, implementing and assessing the teaching and learning process.

RA9. Use non-sexist resources and alternatives to stimulate thinking and to organise classrooms and other spaces for work and coexistence.

RA10. Promote equal rights and opportunities for all students.

Syllabus

Unit 1. Scientific knowledge and science education

The nature and construction of scientific knowledge and its epistemic, practical, social, historical and ethical dimensions. Scientific practices, views of science and the transformation of expert knowledge into curriculum and school science. The purposes of Biology and Geology education at secondary level.

Unit 2. Scientific competence and teachers’ professional competence

Scientific literacy, scientific practices, and the development of critical, systems and model-based thinking. Teachers’ competence to interpret and implement the curriculum from an ethical, sustainable, inclusive and gender-sensitive perspective. A comparative introduction to the curriculum structure of Vocational Education and Training: occupational profiles, professional modules, learning outcomes, assessment criteria, dual training and interdisciplinary projects.

Unit 3. Biology and Geology curriculum in Compulsory Secondary Education

Analysis of the Spanish national and Catalan curricula for Compulsory Secondary Education, in accordance with the LOE-LOMLOE, Royal Decree 217/2022 and Decrees 175/2022 and 480/2024. Relationships between competences, assessment criteria, subject knowledge and learning situations. Selection, organisation and sequencing of learning, curriculum contextualisation and comparison with other curricula, including the IB Middle Years Programme.

Unit 4. Biology curriculum in Upper Secondary Education

Analysis of the Spanish national and Catalan Biology curricula for Upper Secondary Education, in accordance with Royal Decree 243/2022 and Decrees 171/2022 and 103/2026. Relationships between competences, assessment criteria and subject knowledge, and examination of progression from Compulsory Secondary Education to Upper Secondary Education. Comparison with other curriculum frameworks and the IB Diploma Programme.

Unit 5. Geology curriculum in Upper Secondary Education

The presence and educational value of Geology and Environmental Sciences in Upper Secondary Education. Progression of learning related to the Earth system, geological time, natural hazards, resources, sustainability and the climate emergency. Comparative curriculum analysis and synthesis of the principles of curriculum development.

Chapter Available in the virtual classroom once enrolled.

Teaching and learning activities

In blended

Code	Learning activity	Workload
CML	Online lecture	22 h
CPL	Online practical class	6 h
FDV	Online forums and discussions	6 h
ETI	Individual study and work	58 h
TG	Group work	6 h
TL	Online tutorial	2 h
	Total	100 h

Evaluation systems and criteria

In blended

Assessment will be continuous, competency-based and individual. It will evaluate students’ ability to interpret, apply and justify curricular elements in specific educational situations.

Continuous assessment — 60%

Critical review of a curriculum proposal: 20%.
Design and defence of an educational intervention proposal: 40%, including the final product, evidence of the development process and an individual synchronous defence.

Final assessment — 40%

Objective test on conceptual and regulatory application: 10%.
Written resolution of a curriculum-based case: 30%.

To pass the course, students must obtain a minimum grade of 5.0 out of 10 across the final assessment tests taken together.

The critical and declared use of artificial intelligence tools will be permitted in authorised continuous assessment activities. AI tools may not be used during individual defences or final assessment tests unless expressly authorised by the teaching staff. Students must always

Bibliography and resources

Core bibliography

Cañal, P. (Ed.). (2011). Didáctica de la biología y la geología. Graó/Ministerio de Educación.

Cañal, P. (Ed.). (2011). Biología y geología: Complementos de formación disciplinar. Graó/Ministerio de Educación.

Couso, D., Jiménez-Liso, M. R., Refojo, C., & Sacristán, J. A. (Eds.). (2020). Enseñando ciencia con ciencia. Fundación Lilly and FECYT. Access the book

Harlen, W. (Ed.). (2010). Principios y grandes ideas de la educación en ciencias. Association for Science Education.

Jiménez-Aleixandre, M. P. (2010). 10 ideas clave: Competencias en argumentación y uso de pruebas. Graó.

Pedrinaci, E., Caamaño, A., Cañal, P., & de Pro, A. (2012). 11 ideas clave: El desarrollo de la competencia científica. Graó.

Sanmartí, N. (2002). Didáctica de las ciencias en la educación secundaria obligatoria. Síntesis.