Challenges in the implementation of a competency-based curriculum in Spain

• Competency approaches are aimed towards knowledge transfer and high order thinking.
• Curriculum shifts require a strategic approach containing clearly defined policies and goals.
• Assessment criteria in the new Spanish science curriculum are coherent with the competency approach.
• Competencies and high order thinking are developed through practice.

This paper addresses some of the challenges involved in implementing the new approach established in the Spanish National Curriculum in 2006, which brought as a major change a focus on the development of key competencies. The paper focuses on scientific competency and the challenges involved in the itinerary from policy documents to classrooms are addressed in three sections: (i) an analysis is made of the changes in the science curriculum as a consequence of the emphasis on scientific competency, comparing the assessment criteria in the previous and current steering documents; (ii) trends in teacher education are discussed; (iii) the findings of the diagnostic evaluation are analyzed. The paper is framed in a theoretical approach, viewing students’ participation in scientific practices, and the development of higher-order thinking as necessary goals of science education. We argue that the focus on competencies, characterized as the ability to apply knowledge and skills in new contexts, involves a major change towards knowledge transfer and higher-order thinking skills. Some issues emerging from the analysis relate to the implications of assessment criteria and the challenges involved in its implementation, to the trends in teacher professional development and the difficulties related to the current economic crisis and to the results of the diagnostic evaluation and time frame needed for reforms to have an impact. It is argued that the development of both competencies and higher-order thinking requires students’ prolonged engagement.