Key Competences
CCL: Competence in linguistic communication
It is the ability to express and interpret concepts, facts and opinions orally and in writing, interacting linguistically in an appropriate and creative way in all social and cultural contexts.
CP: Multilingual competence
It involves using different languages appropriately and effectively for learning and communication, taking advantage of one's own experiences to make transfers between them and acting as a cultural mediator.
STEM: Mathematical competence and in science, technology and engineering
It is the ability to apply mathematical reasoning and the methods of science and technology to understand, describe and solve problems in diverse real-life contexts.
CD: Digital competence
It involves the safe, critical and creative use of information and communication technologies to achieve goals related to work, learning, leisure and participation in society.
CPSAA: Personal, social and learning to learn competence
It is the ability to reflect on oneself, manage one's own learning, collaborate with others constructively and deal with uncertainty in order to thrive in personal and professional life.
CC: Citizen competence
It is the ability to act as responsible citizens and participate fully in civic and social life, based on an understanding of human rights and democratic values.
CE: Entrepreneurial competence
It is the ability to transform ideas into action. It includes creativity, innovation and risk-taking, as well as the ability to plan and manage projects to achieve goals.
CCEC: Competence in cultural awareness and expression
It involves appreciating the importance of the creative expression of ideas, experiences and emotions through a variety of media, including music, the performing arts, literature and the visual arts.
Operational Descriptors
CC3: Democratic coexistence
He reflects on ethical issues and human rights and participates in community activities, while becoming aware of the importance of citizen participation, cooperation, social cohesion and respect for diversity for democratic coexistence.
CCL1: Comprehension and analysis of texts
Comprehends, interprets and critically analyzes oral, signed and written texts of different types, form and support, evaluating their reliability, form and content, in order to build knowledge, form their own opinion and participate in social and cultural life.
CCEC4-1: Creation of artistic projects
Creatively selects and integrates various media and supports, as well as plastic, visual, audiovisual, sound or body techniques, to design and produce sustainable artistic and cultural projects.
Justification for Inclusion
This descriptor is key with the advent of generative AI. It is included to assess the ability to create a range of content (documentation, concept maps, icons, manuals) using these new tools effectively and creatively.
CD1: Information search and management
Performs efficient and secure information searches in different digital environments, selecting, evaluating, organizing and storing information and data in a critical and responsible manner to transform them into knowledge.
CD2: Communication and digital collaboration
Communicates, relates and collaborates effectively, safely and responsibly in environments and with digital tools, participating in collective activities and projects and contributing to the achievement of shared objectives.
CD3: Creation of digital content
It creates, edits, integrates and reworks complex digital content in different formats to express ideas, knowledge and opinions, and to disseminate its artistic and cultural production, respecting intellectual property and copyright.
CD4: Safe and responsible use
Identifies risks and takes preventive measures in using digital technologies to protect devices, personal data, health and the environment, and to become aware of the importance and need to make critical, legal, safe, healthy and sustainable use of these technologies.
CD5: Solving technical problems
Set up and use digital devices and tools, and solve simple technical problems, to take advantage of the opportunities offered by digital technology in lifelong learning and everyday life.
CE1: Analysis of challenges and opportunities
Analyzes and assesses challenges and opportunities in the immediate and global environment, and presents innovative and sustainable ideas and solutions, applying the principles of project management and design thinking, to create value for others.
CE2: Mobilization of resources
It mobilizes personal, social and cultural resources, including financial ones, to carry out ideas and projects, and to make ethical and responsible economic and financial decisions, considering the social and environmental impact.
CE3: Development of projects
Develops social and sustainable entrepreneurship projects, individual or collective, planning and executing the necessary actions, and evaluating the results, to generate a positive impact on the environment.
CP2: Communication in a foreign language
Uses fluently, appropriately and with acceptable correction one or more languages, in addition to the family language or languages, to respond to their communicative needs with spontaneity and autonomy in different situations and contexts in the personal, social, educational and professional spheres.
Justification for Inclusion
Although the curriculum does not explicitly link this descriptor to a specific competence in this subject, its inclusion is considered fundamental. The vast majority of technical documentation, forums, and programming learning resources are in English. Developing autonomy in the use of a foreign language is a key factor for the real progress of students.
CPSAA1: Self-awareness and personal growth
Self-aware and promotes ongoing personal growth, managing time and information effectively, and adapting to change to deal with uncertainty and complexity.
CPSAA3: Collaboration and teamwork
Collaborates with others constructively, maintaining resilience, and manages lifelong learning, contributing to self and others' physical, mental and emotional well-being.
CPSAA4: Learning Management
Manage your own learning, identifying your strengths and weaknesses, setting goals and planning the actions needed to achieve them, and evaluating your progress and results.
CPSAA5: Future Oriented Living
Design and manage a future-oriented life project, considering your aspirations, values and interests, and making informed and responsible decisions for your personal, social and professional development.
STEM1: Reasoning and mathematical representation
Uses inductive and deductive methods of mathematical reasoning in known situations, and selects and uses different strategies to solve problems by critically analyzing the solutions and reformulating the procedure, if necessary.
STEM2: Use of scientific models
It develops and uses models based on scientific knowledge to analyze natural and social phenomena, and to predict their evolution, while considering their limitations and uncertainty.
STEM3: Design and conduct research
Design and carry out research, individually or in teams, applying the scientific method and computational thinking, to pose questions and hypotheses, and to test them through experimentation or observation.
STEM4: Data analysis and conclusions
Analyzes and interprets data, using mathematical and technological tools, to draw relevant conclusions, assess the reliability of sources, and communicate results clearly and rigorously.
STEM5: Health, sustainability and action
Puts healthy lifestyle habits into practice, becoming aware of the importance of health and sustainability for the preservation of the environment.
Specific Competences
CEsp1: Algorithms and computational thinking
Develop algorithms and computer applications in different environments, applying the principles of computational thinking and incorporating emerging technologies, to create solutions to problems concrete
CEsp3: Databases and repositories
Use databases and different repositories as data sources and performing basic operations on them. Design and use the different data repositories by performing queries and modifications according to project requirements.
CEsp4: Documentation and User
Publish and document the programs in different formats developed and the data generated in a clear and precise way because users can use them.
CEsp5: Simulation of real environments and emerging technologies
Carry out simulations of real environments to learn about the different branches of computing.
Assessment Criteria
AC 1.1
Design solutions to computer problems through algorithms, applying programming elements and techniques creatively.
- Identify the sequential structure and blocks that make up a computer program.
- Know the different types of variables and make good use of them to save the necessary data in order to solve the problems posed.
- Use different types of operators within the algorithms to respond to the situations raised.
- Develop flowcharts and pseudocodes to represent algorithms that respond to specific problems of basic difficulty.
AC 1.2
Program more complex applications for diverse environments, using programming principles and adapting algorithms to a specific programming language.
- Develop programs of some complexity by writing the corresponding code in a high-level programming language.
- Nesting loops to solve problems in a high-level programming language.
- Use custom functions to improve code readability and reusability.
- Develop programs by analyzing and applying the principles of object-oriented programming.
AC 3.1
Design databases that ensure the integrity and consistency of the data to respond to a given problem, complying with the normal forms in the case of structured databases.
- Describe the foundations, objectives and basic elements (tables, attributes, keys, relationships, etc.) of the relational model to model different situations.
- Identify tables, attributes and relationships between tables to create simple entity-relationship diagrams that model databases.
- Identify consistency and integrity problems in database design.
- Know, evaluate and classify database management systems.
- Recognize the degree of normalization of the database tables and justify the possible denormalization of the model.
- Identify consistency and integrity problems in the design of complex databases and indicate the integrity constraints associated with each of the keys to solve them.
CA 3.2
Perform database manipulation operations (creation, query, update and deletion).
- Create the tables that make up the structure of a database using graphical tools and the data definition language.
- Perform simple queries on a table.
- Insert, delete and update data in tables using the data manipulation language.
- Perform combined data queries that belong to one or more tables.
- Manage the information stored in relational databases maintaining the integrity and consistency of the data.
AC 3.3
Work with different data repositories performing appropriate operations to meet project requirements.
- Perform input and output operations on files using the libraries or classes offered by each programming language.
- Make use of the different information display formats (CSV, JSON, etc.) to store data in a structured way.
- Create programs that use files to store and retrieve information.
- Identify the characteristics and methods of access to relational database management systems.
AC 4.1
Facilitate code maintenance and the implementation of improvements by professionals.
- Assess the importance of code readability and structure programs in a logical, orderly, modular and consistent manner.
- Comment in a structured and systematic way on the code to document the usefulness and operation of the different parts.
AC 5.1
Incorporate concepts from certain branches of computer science in the creation of programs and applications.
- Know the different current fields of application of programming.
- Provide examples of programs developed by third parties related to various topics.
- Plan an original code development project based on a current topic in the IT field.
CA 5.2
Incorporate functionalities of other researched IT products into the projects to be developed, to learn about current trends, obtaining higher quality products.
- Locate on the network libraries and applications that contain useful functions in the development of own programs.
- Interpret the documentation associated with libraries and shared applications.
- Extract the parts of the code that perform the required function and integrate them into another application.
CA 5.3
Draw objective conclusions from evidence detected in the execution of computer programs.
Timing and Programming Units
126 total sessions (4/week)
⚠ Notice of Programming
There are more sessions scheduled than time available on the calendar.
This decompensation is intentional for two fundamental reasons:
- Pedagogical flexibility: It allows you to delve deeper into the topics that generate more interest and have extra activities.
- Adaptation to AI: The programming is designed to be modified and accommodate the current paradigm shift.
UP1: How do we organize our learning?
(15 sessions) - 1, 2 and 3Av
Creation of the portfolio of the past year, of the present year and operation of the course.
- What is the institute portfolio?
- Create the portfolio with the outstanding contents of the past year.
- How are assignments delivered?
- Maturing the self-evaluation of the results.
- Measuring the effects of classroom tactics (Hattie).
UP2: How do we take advantage of programming with objects?
(15 sessions) - 1Av
Let's recover last year's knowledge: Algorithm development and computational thinking. Use of variables, control structures, functions, and lists for troubleshooting and automating data processes. And we move forward with programming with objects and TDD.
- Review of the fundamentals of Programming (Python).
- Review of algorithms and data structures.
- Own functions
- Application menu.
- Libraries for math, OS, TDD.
- Code reuse. bookstores
- Objects: constructors, attributes, methods.
- Class diagram.
- Inheritance
UP3: How do we organize the chaos? The information map
(8 sessions) - 1Av
Students will learn to analyze the requirements of a problem and design their data model by creating an Entity-Relationship diagram and applying normalization rules for an efficient database.
- Entities - tables.
- Attributes - fields.
- Relationships and cardinalities.
UP4: How does personalized learning work? + Normal forms
(8 sessions) - 1Av
Review of the normal forms seen last year.
- Review of database engines.
- We will use AI to learn/revise/assess ourselves.
- The normal forms (1FN, 2FN, 3FN).
- Reflection: Too strict?
UP5: JSON: Data and descriptor exchange for AI
(8 sessions) - 2Av
We will review CSV, JSON, XML and how JSON is used with AIs. We will also mention:
- Data files to feed a database.
- JSON and structured prompts.
- JSON files to define an image and change a detail with a prompt.
UP6: How do we deploy a Server on the internet? - LAMP
(6 sessions) - 2Av [INTRODUCTION / ADVANCED LEVEL]
Configuration and management of Backend LAMP server environments (Linux, Apache, MySQL, PHP).
- Linux installation + basic configurations.
- Apache web server installation.
- Installing MariaDB as a database engine.
- PHP and phpMyAdmin installation.
- Remote SSH connection.
UP7: How do we interact with a database on a LAMP server?
(6 sessions) - 2 and 3Av
Dynamic interaction between client and server. Students will use the Linux terminal (Shell) and graphical clients to issue commands to a database engine.
- Interact with phpMyAdmin and MariaDB.
- Basic and Advanced SQL.
- SQL with SSH.
- DDL: CREATE, DELETE.
- DML: UPDATE, INSERT.
- SELECT Queries: Filtering, Sorting, Operators.
UP8: Physical Computing and IoT
(6 sessions) - 3Av
Integration of physical systems with software using microcontrollers and sensors. Capture data from the environment, actuators and introduction to communication between objects connected to the network. Here we learn and practice with welders and harware.
UP9: Local AI
(6 sessions) - 3Av [INTRODUCTION / ADVANCED LEVEL]
Introduction to the installation and use of Artificial Intelligence "OpenSource" in Linux to guarantee privacy and control.
- Terminology and fundamental concepts.
- Installation and configuration of free operating systems.
- Introduction to Ollama and LMstudio.
- Download LLMs.
- Introduction to image generative AIs.
UP10: Fundamentals of Agents and Autonomous Navigation
(6 sessions) - 3Av [INTRODUCTION / ADVANCED LEVEL]
We will understand what distinguishes an "Agent" from a simple Chatbot: the ability to use tools (Tool Use) and act in the environment. We will use a web browser as our primary tool in a secure environment.
- Theory: The loop "Think-Act-Observe" (ReAct).
- Sandbox: Why do we need to isolate an autonomous AI?
- Installation and configuration within Podman.
- Practice: Browser-use as a navigation agent with Ollama locally.
UP11: What are the latest cyber threats?
(8 sessions) - 3Av
Students will conduct research and prepare a presentation on the current state of cybersecurity, covering common threats and an in-depth section on what ethical hacking is.
Justification for Inclusion
It is added to collaborate with colleagues who will take the Technology and Engineering exam, where cyber security concepts are key.
UP12: What is the current state of Artificial Intelligence?
(8 sessions) - 1, 2 and 3Av
This SA delves into AI through an on-site LLM installation, using AI for personalized learning, and discussing how to do AI work without losing critical skills.
Justification for Inclusion
It is added to collaborate with colleagues who will take the Technology and Engineering exam, bringing them closer to practice and reflection on the most current AI technologies.
UP13: From Agents to Swarms: Multi-Agent Systems
(6 sessions) - 3Av [FLEXIBLE LEVEL]
If an agent is powerful, a team is unstoppable. Introduction to orchestrating AIs with specialized roles (Researcher, Editor, Critic) that collaborate to solve complex tasks.
- Concept of "Eixam" (Swarm) and collaboration between AIs.
- Specific Roles and System Prompts.
- Orchestration: Who's in charge? (Managers vs. Freelancers).
- Current frameworks: CrewAI, AutoGen or Swarm.
Level Adaptation
Basic Level: Analyze examples of pre-configured "hives", understand workflow and specialization.
Advanced Level: Set up a small team of agents in Python or YAML to automate a task (ex: news digest or code analysis).
UP14: Your judgment in the age of AI
(7 sessions) - 3Av
Interactive concept map on the eight distortions that skew our judgment in the age of AI (authority, urgency, misleading numbers, repetition, fluency, cognitive offloading, motivated reasoning and overconfidence) and a four-step protocol to defend ourselves against them. It includes real cases, the key studies, prompts for checking AI answers and a test.
Basic Knowledge
A. ALGORITHM AND PROGRAMMING
- Problem solving strategies (divide and conquer, recursion).
- Nested loops
- Implementation of own functions.
- Code reuse. bookstores
- Object Oriented Programming (OOP).
- Analysis and design of objects. Class diagrams.
- Implementation of classes: constructors, attributes and methods.
- Interaction between objects.
- Inheritance Superclasses and subclasses.
- polymorphism Overriding methods.
B. DATA PROCESSING
- Entity-relationship model.
- Terminology of the relational model. Relationships, attributes and keys.
- Entity-relationship diagrams.
- Integrity of databases.
- Normalization theory. normal forms
- Database management systems (DBMS).
- Data Definition Language (DDL): CREATE, DELETE.
- Data Manipulation Language (DML): UPDATE, INSERT.
- Making queries (SELECT): filtering, order and operators.
- Data files and records. Formats (CSV, JSON, etc.).
- Opening, closing and file access methods.
- Execution of queries and connections from programming languages.
- Access to databases via API.
C. APPLICATION IN SIMULATED ENVIRONMENTS
- Programming applications: robotics, video games, artificial intelligence.
- Home automation, cryptography, massive data processing (Big Data).
- Simulations, IoT (Internet of Things), etc.
D. MANAGEMENT, ETHICS AND SECURITY
- Portfolio as learning and self-assessment.
- Computer security, ethical hacking and cyber threats.
- Artificial intelligence, personalized learning, ethics-alignment and local AIs.
Justification for Inclusion
This block of knowledge does not explicitly appear independently in the official curriculum, but is included due to the need to update the contents in the age of AI that has just broken out. Its incorporation makes it possible to implement the PROA+ lever activities of the center's project and responds to the strategic coordination with the Technology department, which requests that this subject assume the treatment of security and artificial intelligence.
References and extras
Bloom's Taxonomy Table
A visual guide to learn how to study better. Instead of just memorising, discover how to start by analysing and prioritising information to make your study more effective.
Useful for students and families to understand how we learn and how we are assessed.
FP and Secondary Education Terminology
An interactive conceptual hypermap that clarifies and relates the terminology used in Vocational Training (VET) to that of Secondary Education.
Legal and Curricular Foundations
Legal foundations arranged chronologically (Official Pages):
- UNESCO (1996) - "Learning: The Treasure Within" report.
- OECD (1999) - Official portal of the DeSeCo Project.
- European Framework (2006) - Summary of the Key Competencies regulations.
- LOE (2006) - Consolidated text in the BOE.
- LOMCE (2013) - Consolidated text in the BOE.
- LOMLOE (2020) - Consolidated text in the BOE.
- RD 243/2022 - Exit Profile and Descriptors (Bachillerato).
- Balearic Islands - Decree 33/2022 - Curriculum reference page (CAIB).
- Balearic Islands - Decree 4/2023 - Page of the Organic Regulations (ROC).
- Balearic Islands - Decree 43/2025 - Visualization of the summary of BOIB 103/2025.
