Universitat Internacional de Catalunya
Curriculum Development for Teaching Biology/Geology
Other languages of instruction: English, Spanish,
Teaching staff
By e-mail: jamartinez@uic.es
Introduction
The course Curriculum Development in Biology/Geology Education aims to prepare prospective teachers to interpret, develop and implement the Biology and Geology curriculum in secondary education.
It addresses the foundations of scientific knowledge and science education, the development of scientific competence, and the curriculum structure of Biology, Geology and Environmental Sciences in compulsory and upper secondary education.
Particular emphasis is placed on the relationship between subject-specific competences, assessment criteria, disciplinary knowledge and learning activities, as well as on teachers’ ability to transform the prescribed curriculum into coherent, contextualised and assessable educational proposals.
Curriculum development is approached from a professional, inclusive and responsible perspective, incorporating formative assessment, learning situations, the critical use of digital resources and artificial intelligence, sustainability and equal opportunities.
Pre-course requirements
There are no specific prerequisites.
Objectives
- Understand the educational value of Biology, Geology and Environmental Sciences.
- Interpret the structure of the current compulsory and upper secondary curriculum.
- Organise and systematise curricular content.
- Select, sequence and contextualise learning.
- Design coherent curriculum proposals linking objectives, activities and assessment.
- Use assessment criteria to define evidence of learning.
- Use digital resources and artificial intelligence critically and responsibly.
- Incorporate inclusion, sustainability and equal opportunities.
- Review and justify curricular decisions.
- Participate actively in planning and collaborative work.
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. Organises and systematises curricular content.
RA2. Develops principles and techniques for planning, implementing and assessing the teaching and learning process.
RA9. Uses non-sexist resources and alternatives to stimulate thinking and organise learning and shared spaces.
RA10. Promotes equal rights and opportunities for students.
Syllabus
Block 1. Scientific knowledge and science education
- Nature of scientific knowledge.
- School science and scientific literacy.
- Critical thinking, argumentation and use of evidence.
- Learning difficulties, bias and the ethical dimension of science.
Block 2. Scientific and professional teaching competence
- Dimensions of scientific competence.
- Inquiry, experimentation and data interpretation.
- Argumentation and problem-solving.
- Professional competence of science teachers.
- Digital resources and artificial intelligence.
Block 3. Biology and Geology curriculum in compulsory secondary education
- Regulatory framework and curriculum structure.
- Subject-specific competences, assessment criteria and disciplinary knowledge.
- Progression and sequencing of learning.
- Learning situations and formative assessment.
- Inclusion and equal opportunities.
Block 4. Biology, Geology and Environmental Sciences curriculum in upper secondary education
- Curriculum structure and science-related subjects.
- Competences, assessment criteria and disciplinary knowledge.
- Continuity between compulsory and upper secondary education.
- Progression of scientific knowledge.
- School inquiry and research projects.
Block 5. Curriculum development, planning and assessment
- Levels of curriculum development.
- Design and sequencing of learning.
- Coherence between objectives, activities and assessment.
- Diagnostic, formative and summative assessment.
- Universal Design for Learning, inclusion and support measures.
- Sustainability, equality and a non-sexist perspective.
- Design of a curriculum development proposal.
Teaching and learning activities
Online
The course is delivered entirely online and combines synchronous and asynchronous activities.
Synchronous sessions combine conceptual input with the analysis of curriculum documents, case-solving, application activities and review of student proposals.
Asynchronous work enables students to explore the content in greater depth, analyse documentation, complete activities and progressively develop their curriculum proposal.
The methodology includes discussion-based classes, analysis of regulations, case-solving, individual and collaborative activities, peer review, critical use of digital resources and artificial intelligence, development of a curriculum proposal, and reflection on the learning process.
Evaluation systems and criteria
Online
Assessment combines continuous assessment of the learning process with an individual final assessment.
1. Continuous assessment: 60%
Evidence-informed curriculum proposal: 40%
Students will develop in groups a Biology, Geology or Environmental Sciences curriculum proposal for a specific year group in compulsory or upper secondary education, including a sequence of 3 to 5 sessions.
The proposal must demonstrate coherence between context, subject-specific competences, assessment criteria, disciplinary knowledge, objectives, activities, methodology, evidence of learning, assessment tools and inclusion measures.
- Final product: 25%
- Development and revision process: 5%
- Presentation and defence: 10%
Learning, participation and application activities: 20%
This includes analysis of curriculum documents, case-solving, application activities, discussions, resource review, peer assessment and participation in sessions.
2. Final assessment: 40%
- Objective or multiple-choice test: 10%
- Open-ended questions and/or case-solving: 30%
To pass the course, students must obtain an overall grade of at least 5.0 out of 10 across final assessment and meet the requirements established for compulsory assessment activities.
Use of Artificial Intelligence
Artificial intelligence tools may be used, when permitted by the activity, to explore alternatives, compare proposals, improve processes or analyse resources.
Their use does not replace the student’s intellectual work or responsibility for the submitted content. Students must be able to justify the decisions made, identify the sources used and explain the process followed.
When necessary to verify authorship or understanding, teaching staff may require an oral explanation or defence of the work.
Bibliography and resources
Cañal, P. (Coord.). (2011a). Biología y geología: Complementos de formación disciplinar. Graó; Ministerio de Educación.
Cañal, P. (Coord.). (2011b). Didáctica de la biología y la geología. Graó; Ministerio de Educación.
Couso, D., Jiménez-Liso, M. R., Refojo, C., & Sacristán, J. A. (Coords.). (2020). Enseñando ciencia con ciencia. Fundación Lilly; Fundación Española para la Ciencia y la Tecnología. https://ddd.uab.cat/record/220343
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.
Supplementary bibliographyDuschl, R. A., Schweingruber, H. A., & Shouse, A. W. (Eds.). (2007). Taking science to school: Learning and teaching science in grades K–8. National Academies Press.
Hodson, D. (2014). Learning science, learning about science, doing science: Different goals demand different learning methods. International Journal of Science Education, 36(15), 2534–2553. https://doi.org/10.1080/09500693.2014.899722
Lederman, N. G. (2007). Nature of science: Past, present, and future. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 831–879). Lawrence Erlbaum Associates.
Basic regulationsCatalunya. (2009). Llei 12/2009, de 10 de juliol, d’educació. Diari Oficial de la Generalitat de Catalunya. https://portaljuridic.gencat.cat/ca/document-del-pjur/?documentId=480169
Catalunya. (2011). Decret 284/2011, d’1 de març, d’ordenació general de la formació professional inicial. Diari Oficial de la Generalitat de Catalunya. https://portaljuridic.gencat.cat/ca/document-del-pjur/?documentId=574304
Catalunya. (2015). Llei 10/2015, del 19 de juny, de formació i qualificació professionals. Diari Oficial de la Generalitat de Catalunya. https://portaljuridic.gencat.cat/ca/document-del-pjur/?documentId=696840
Catalunya. (2017). Decret 150/2017, de 17 d’octubre, de l’atenció educativa a l’alumnat en el marc d’un sistema educatiu inclusiu. Diari Oficial de la Generalitat de Catalunya. https://portaljuridic.gencat.cat/ca/document-del-pjur/?documentId=799722
Catalunya. (2021). Ordre EDU/186/2021, de 23 de setembre, de modificació de diversos decrets i ordres pels quals s’estableix el currículum dels cicles formatius de formació professional inicial. Diari Oficial de la Generalitat de Catalunya, 8515.
Catalunya. (2022a). Decret 171/2022, de 20 de setembre, d’ordenació dels ensenyaments de batxillerat. Diari Oficial de la Generalitat de Catalunya. https://portaljuridic.gencat.cat/ca/document-del-pjur/?documentId=938056
Catalunya. (2022b). Decret 175/2022, de 27 de setembre, d’ordenació dels ensenyaments de l’educació bàsica. Diari Oficial de la Generalitat de Catalunya. https://portaljuridic.gencat.cat/ca/document-del-pjur/?documentId=938401
Catalunya. (2024). Decret 480/2024, de 17 de desembre, de modificació del Decret 175/2022, de 27 de setembre, d’ordenació dels ensenyaments de l’educació bàsica. Diari Oficial de la Generalitat de Catalunya. https://portaljuridic.gencat.cat/ca/document-del-pjur/?documentId=1002337
Catalunya. (2026). Decret 103/2026, de 7 de juliol, de modificació del Decret 171/2022, de 20 de setembre, d’ordenació dels ensenyaments de batxillerat. Diari Oficial de la Generalitat de Catalunya. https://portaljuridic.gencat.cat/ca/document-del-pjur/?documentId=1049336
Espanya. (2006). Llei orgànica 2/2006, de 3 de maig, d’educació. Boletín Oficial del Estado. https://www.boe.es/buscar/act.php?id=BOE-A-2006-7899
Espanya. (2020). Llei orgànica 3/2020, de 29 de desembre, per la qual es modifica la Llei orgànica 2/2006, de 3 de maig, d’educació. Boletín Oficial del Estado. https://www.boe.es/buscar/act.php?id=BOE-A-2020-17264
Espanya. (2022a). Llei orgànica 3/2022, de 31 de març, d’ordenació i integració de la Formació Professional. Boletín Oficial del Estado. https://www.boe.es/buscar/act.php?id=BOE-A-2022-5139
Espanya. (2022b). Reial decret 217/2022, de 29 de març, pel qual s’estableixen l’ordenació i els ensenyaments mínims de l’educació secundària obligatòria. Boletín Oficial del Estado. https://www.boe.es/buscar/act.php?id=BOE-A-2022-4975
Espanya. (2022c). Reial decret 243/2022, de 5 d’abril, pel qual s’estableixen l’ordenació i els ensenyaments mínims del batxillerat. Boletín Oficial del Estado. https://www.boe.es/buscar/act.php?id=BOE-A-2022-5521
Espanya. (2023). Reial decret 659/2023, de 18 de juliol, pel qual es desenvolupa l’ordenació del Sistema de Formació Professional. Boletín Oficial del Estado. https://www.boe.es/buscar/act.php?id=BOE-A-2023-16889
Institutional documents and resources for curriculum developmentDepartament d’Educació i Formació Professional. (2026a). Cicles de formació professional. Cursos de formació preparatoris per a l’accés a cicles formatius de grau mitjà i superior. Generalitat de Catalunya. https://documents.espai.educacio.gencat.cat/IPCNormativa/DOIGC/CUR_FP.pdf
Departament d’Educació i Formació Professional. (2026b). Concreció i desenvolupament del currículum de l’educació bàsica: Educació secundària obligatòria (ESO). Generalitat de Catalunya. https://documents.espai.educacio.gencat.cat/IPCNormativa/DOIGC/CUR_ESO.pdf
Departament d’Educació i Formació Professional. (2026c). Concreció i desenvolupament del currículum del batxillerat. Generalitat de Catalunya.
Departament d’Educació i Formació Professional. (s. d.). El nou currículum: Educació bàsica. XTEC. https://projectes.xtec.cat/nou-curriculum/educacio-basica/
XTEC. (s. d.). Situacions d’aprenentatge. Generalitat de Catalunya. https://sites.google.com/xtec.cat/situaciodaprenentatge/p%C3%A0gina-principal