Plurilingual Education, Coexistence, and Emotional Wellbeing

Rationale

LOMLOE establishes the Competencia Plurilingüe (CP) and Competencia Ciudadana (CC) as two of the eight key competencies, while LOPIVI and LOMLOE together foreground convivencia and emotional wellbeing as legal duties. Teachers in bilingual, CLIL, and co-official-language contexts must operationalise plurilingual pedagogy, and all teachers must implement coexistence plans and support pupil emotional regulation. This course integrates these three strands into a coherent professional-learning programme that maps directly to RD 217/2022 (CP, CC, CPSAA descriptors) and LOPIVI (convivencia and wellbeing provisions). It is designed to be recognisable under Order EDU/2886/2011 and to count, subject to each autonomous community's convocatoria, toward the sexenio training requirement.

Part I: Foundations (Lessons 1-4)

Lesson 1. The Competencia Plurilingüe under LOMLOE

This lesson establishes the legal and pedagogical basis for plurilingual education in Spain. Participants examine the CP descriptors in RD 217/2022 and distinguish the plurilingual competence from traditional language-as-subject teaching. The lesson traces the shift from a monolingual to a plurilingual model, where pupils draw on their full linguistic repertoire across languages. Participants analyse the CP operative descriptors and their progression across stages. The session includes a guided reading of the relevant annex of RD 217/2022 and a comparative exercise mapping CP against the Common European Framework of Reference for Languages (CEFR). By the end of the lesson, participants can articulate what CP demands in their own teaching context and identify the implications for their subject area or stage.

Lesson 2. Plurilingual Repertoires and the Value of Home Languages

This lesson explores the concept of plurilingual repertoires as a resource rather than a deficit. Participants study how LOMLOE's CP competence requires teachers to build on pupils' full linguistic resources, including home languages and varieties. The lesson presents research-based strategies for valuing linguistic diversity in the classroom, including translanguaging pedagogies and language-awareness activities. Participants engage in a case-study analysis of a multilingual classroom and design a short activity that activates pupils' home languages within a learning situation. The session also addresses the tension between the co-official language regime and the presence of migrant languages. By the end of the lesson, participants can plan inclusive plurilingual activities that recognise and leverage pupils' linguistic backgrounds.

Lesson 3. CLIL and Content-and-Language Integrated Teaching

This lesson provides the methodological foundation for bilingual and CLIL programmes under LOMLOE. Participants examine the four Cs framework (content, communication, cognition, culture) and its application to Spanish bilingual contexts. The lesson covers lesson planning for CLIL, including scaffolding language alongside content, selecting appropriate materials, and designing tasks that develop both subject knowledge and language competence. Participants analyse a sample CLIL learning situation and identify the language demands embedded in the content objectives. The session includes a workshop on adapting existing materials for CLIL delivery. By the end of the lesson, participants can design a CLIL lesson that integrates language and content objectives and aligns with the LOMLOE competency framework.

Lesson 4. Teaching in Co-Official-Language Contexts

This lesson addresses the specific duties and models for teaching in autonomous communities with co-official languages. Participants examine the language-of-instruction models in Catalonia, the Valencian Community, Galicia, the Basque Country, Navarra, and the Balearic Islands, as set by each community's language decrees. The lesson covers the legal framework for linguistic immersion, language-projection programmes, and the rights of pupils and families. Participants analyse a sample linguistic project (projecte lingüístic) from a centre and identify how it operationalises the community's language policy. The session includes a comparative exercise across communities. By the end of the lesson, participants can interpret their community's language-of-instruction requirements and align their teaching practice with the centre's linguistic project.

Part II: Core Practice (Lessons 5-10)

Lesson 5. Assessment of Plurilingual Competence

This lesson focuses on fair, CEFR-referenced assessment of the Competencia Plurilingüe. Participants examine the evaluation criteria for CP in RD 217/2022 and learn to design assessment tasks that measure communicative competence across languages. The lesson covers the use of portfolios, self-assessment, and peer assessment in plurilingual contexts, as well as the alignment of assessment with the CEFR descriptors. Participants practise writing assessment criteria for a plurilingual task and discuss how to avoid penalising pupils for using their full linguistic repertoire. The session includes a critique of sample assessment instruments from bilingual programmes. By the end of the lesson, participants can design and implement competency-based assessment for plurilingual learning that is fair, valid, and referenced to the exit profile.

Lesson 6. Language and Inclusion: Multilingual Learners with Support Needs

This lesson addresses the intersection of plurilingual education and inclusive practice. Participants examine how language barriers can become barriers to learning and how Universal Design for Learning (DUA) principles can be applied to support multilingual learners, including those with specific educational support needs (ACNEAE). The lesson covers strategies for differentiating language instruction, using visual supports, and providing scaffolded access to content. Participants analyse a case study of a multilingual pupil with learning difficulties and design a support plan that integrates language and inclusion measures. The session also addresses the role of the orientador and the language-support teacher (AL) in multilingual contexts. By the end of the lesson, participants can identify and remove language-based barriers to participation and learning for all pupils.

Lesson 7. Coexistence (Convivencia) as a Legal and Pedagogical Duty

This lesson establishes the legal and pedagogical foundations for coexistence work in Spanish schools. Participants examine the LOMLOE provisions on convivencia and the LOPIVI framework for prevention of violence. The lesson covers the centre coexistence plan (plan de convivencia) as a required document and its relationship to the Proyecto Educativo de Centro. Participants analyse a sample coexistence plan and identify its key components: diagnosis, objectives, prevention measures, conflict-resolution protocols, and evaluation. The session includes a discussion of the legal duties of teachers and the centre regarding coexistence. By the end of the lesson, participants can articulate the legal basis for coexistence work and identify the components of an effective coexistence plan.

Lesson 8. Preventing Bullying and Cyberbullying through Coexistence Work

This lesson focuses on whole-centre prevention of bullying and cyberbullying as part of the coexistence duty. Participants examine the LOPIVI typology of violence, including bullying and cyberbullying, and learn to distinguish between conflict, bullying, and violence. The lesson covers evidence-based prevention programmes, including peer-support schemes, restorative practices, and digital citizenship education. Participants analyse a case study of a bullying situation and design a prevention response that includes classroom-level and centre-level measures. The session also addresses the role of the Coordinador de bienestar y protección in coordinating anti-bullying work. By the end of the lesson, participants can implement prevention strategies that reduce bullying and cyberbullying in their classroom and contribute to the centre's prevention plan.

Lesson 9. The Competencia Ciudadana and Democratic Coexistence

This lesson explores the Competencia Ciudadana (CC) as the competency that underpins democratic coexistence. Participants examine the CC descriptors in RD 217/2022 and learn to design learning situations that develop pupils' understanding of rights, responsibilities, participation, and democratic values. The lesson covers teaching strategies for controversial issues, pupil voice, and school democracy (e.g., class assemblies, school councils). Participants analyse a sample learning situation that develops CC and identify how it builds skills for coexistence. The session includes a workshop on facilitating dialogue on sensitive topics. By the end of the lesson, participants can design learning activities that develop pupils' civic competence and contribute to a democratic classroom climate.

Lesson 10. Emotional Wellbeing and the CPSAA Competency

This lesson addresses the Competencia Personal, Social y de Aprender a Aprender (CPSAA) as the framework for emotional wellbeing. Participants examine the CPSAA descriptors in RD 217/2022, including self-awareness, self-regulation, empathy, and resilience. The lesson covers practical strategies for building emotional literacy in the classroom, including mindfulness, emotional check-ins, and regulation tools. Participants practise designing a learning situation that develops CPSAA alongside subject content. The session also addresses teacher wellbeing and the importance of modelling emotional regulation. By the end of the lesson, participants can integrate emotional wellbeing into their teaching practice and support pupils in developing self-regulation and social skills.

Part III: Application and Mastery (Lessons 11-15)

Lesson 11. The Culture of Good Treatment (Buen Trato) in the Classroom

This lesson operationalises the LOPIVI concept of buen trato as a daily classroom practice. Participants examine the legal and pedagogical basis for promoting positive relationships and preventing violence through everyday interactions. The lesson covers strategies for establishing classroom norms, using positive language, and building a community of care. Participants analyse their own classroom practices and identify opportunities to strengthen buen trato. The session includes a workshop on restorative language and non-violent communication techniques. By the end of the lesson, participants can implement daily practices that build a culture of buen trato and reduce the risk of violence and conflict.

Lesson 12. Restorative and Dialogic Approaches to Conflict

This lesson provides training in restorative practices as an alternative to exclusionary discipline. Participants examine the principles of restorative justice and dialogue as applied to school conflict. The lesson covers restorative circles, restorative conversations, and conferencing as tools for repairing harm and rebuilding relationships. Participants practise facilitating a restorative conversation using a case study. The session also addresses the legal limits of restorative approaches and the relationship to the centre's coexistence protocol. By the end of the lesson, participants can use restorative and dialogic approaches to manage conflict in their classroom and contribute to a restorative culture in the centre.

Lesson 13. The Tutor Role in Wellbeing and Coexistence

This lesson focuses on the tutor (tutor/a) as the key figure in supporting pupil wellbeing and coexistence. Participants examine the legal functions of the tutor under LOE Article 91, including individualised attention, family communication, and coordination with the orientation team. The lesson covers practical strategies for tutoría sessions that build social and emotional skills, including group dynamics, conflict resolution, and personal development activities. Participants analyse a sample tutoría plan and design a session that addresses a specific coexistence or wellbeing need. By the end of the lesson, participants can fulfil the tutor role in promoting wellbeing and coexistence, including early identification of pupils at risk.

Lesson 14. Coordinating Wellbeing with the LOPIVI Coordinator

This lesson addresses the relationship between coexistence work and the LOPIVI-mandated Coordinador de bienestar y protección. Participants examine the Coordinator's functions under LOPIVI Article 35 and learn how classroom-level coexistence work feeds into the centre's protection system. The lesson covers referral pathways from the tutor to the Coordinator, information-sharing protocols, and the limits of confidentiality. Participants analyse a scenario where a tutor identifies indicators of violence and practise the correct referral procedure. The session also addresses the role of the tutor in supporting the Coordinator's prevention and detection work. By the end of the lesson, participants can collaborate effectively with the Coordinador de bienestar y protección and understand their own role in the centre's safeguarding system.

Lesson 15. Evaluating Coexistence and Wellbeing at the Centre

This lesson provides the tools for evaluating the effectiveness of coexistence and wellbeing work at the centre level. Participants examine the legal requirement for evaluation of the plan de convivencia and the indicators used to measure school climate, pupil wellbeing, and the effectiveness of prevention measures. The lesson covers quantitative and qualitative methods, including climate surveys, incident data analysis, and pupil voice. Participants analyse a sample evaluation report and identify areas for improvement. The session includes a workshop on designing a simple evaluation cycle for their own classroom or tutor group. By the end of the lesson, participants can contribute to the evaluation of the centre's coexistence and wellbeing provision and use data to inform their own practice.

This syllabus was designed from primary-source research of this nation's official teacher requirements and passed independent verification. The full course, its lessons, assistant, and materials are live for enrolled educators.