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PRIMARY 
EDUCATION 
GENERAL GOAL 
NATURAL AND SOCIAL 
SCIENCE DEPARTMENT 
GOAL
DIDACTIC GOALS

To appreciate hygienic 
conditions and to accept 
our own bodies as well as 
others’. 
To 
respect 
differences and to use sport 
as a mean to foster 
personal 
and 
social 
development. 

To behave according to health habits 
and personal care that comes from 
knowledge of the human body, 
showing a respectful attitude towards 
individual differences such as age, 
sex, 
physical 
features 
and 
personality.

To know and learn about the 
main organs of the human body 
as well as their function and 
location. 

To recognize the factors that are 
harmful and helpful for the 
human body. 

To 
solve 
problems 
upon 
observation. 

To adopt positive attitudes that 
favor hygiene and health. 
Table VIII. 1. Example of goals correction 
 
Once the general stage goals, department goals and educational or didactic goals 
have been chosen, they must be sequenced regarding the context and personal characteristics 
of a certain group of students. 
3.3
 
Basic skills. 
 
The Organic Law of Education 2/2006 May 3
rd
, in its preliminary title, grants special 
importance to the incorporation of basic skills as a curricular component. Basic skills are 
incorporated into the minimal teachings for the first time. These skills enable students to 
identify the learning that is considered indispensable in order to use the acquired knowledge. 
When teenagers complete the mandatory learning period, they must have developed these 

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skills and competences in order to achieve their personal fulfillment, to carry out active 
citizenship, satisfactorily adapt to adult life, and to be able to develop ongoing learning 
throughout their lives. 
The incorporation of such skills and competences in the curriculum is a matter of 
discussion for mandatory Primary and Secondary Education and it does not present a univocal 
relationship between certain departments and subjects and the development of certain skills 
and competences. Each department must contribute to the development of different 
competences and, at the same time, each of the basic competences can be achieved by 
working on different departments or subjects. 
The key point to implement the basic skills and competences as a curricular 
component is to allow teachers and students to become part of the formal, informal, and non 
formal learning; to complete the acquired learning with the different types of contents and to 
know how to use them in different situations and contexts, as well as to inspire the relative 
decisions of the teaching/learning process. 
The Organic Law of Education identifies eight basic competences according to the 
proposal carried out by the European Union, that are gathered in the Royal Decree 1513/2006, 
December 7th and the Royal Decree 1631/2006, December 29th: 
a)