The curricular contents refer to what to teach, since it can not be said that the objectives in the strict sense are "learned", but that they are developed and achieved through work on specific topics. Therefore, also, these contents are only given within the areas or topics, since they respond to the organization of knowledge in the different disciplines.
In a coherent Curricular Project (from the psychological and pedagogical point of view), the contents are selected from the proposed objectives and are sequenced according to the students' evolutive characteristics. In turn, the requirement of meaningful learning requires to prefer, as far as possible, motivating content for school children and that are functional personally and socially.
Therefore, we must flee from imposing the learning of superfluous details, decontextualized elements or unimportant issues at these ages, to focus on basic aspects that allow them to go on to shape their personality in a balanced way. This also demonstrates the need for the teaching team to work in permanent contact and program together, which will avoid useless and boring repetitions and will enrich the concrete proposals of each area.
These considerations justify the organization of the contents in large blocks evidently interrelated with each other. The blocks are groups of contents that provide the teacher with information about what should be worked during the stage. They indicate the contents that are considered most appropriate to develop the capacities expressed in the general objectives of the area.
In addition, in each block, three types of content appear, because in this proposal is understood not only those traditionally considered as such (concepts, facts and principles), but also those related to procedures and norms, attitudes and values. This is so because the students learn them and it is part of the conception that what can be learned is susceptible to being taught.
Principles, facts and concepts have always been the school curriculum, but not all the procedures, that is, the set of actions aimed at achieving an end. These three components, sometimes, are only different approaches to deal with the same educational issues, so it may seem that they are repeated (but it is not the same to handle the concept of verb as to know how to use the conjugation or to value the importance of its use suitable). The teacher has to work them in an integrated way knowing that each one has its specific importance.
In these cases it is essential that the teaching team is free to sequence and contextualize the general objectives of the stage (what to teach) in the corresponding cycles and courses, as well as the general area and subject areas. and then, starting from these concretions, selecting, sequencing and temporalizing the contents (which implies deciding what to teach and what to learn and when to do it), in the same way that the methodology will show how to teach and the evaluating model how to assess the degree of achievement of the learnings and the effectiveness of the teaching practice.
"To acquire a concept you have to establish relationships with others already known, so the teaching of the concepts can not be separated from the other contents".
"Through the procedural contents are intended that students are able to perform correctly the necessary actions to achieve the programmed goals."
Attitudes and values entail emotional experiences and usually condition certain behaviors (even verbal), so these would be the "socializing" content par excellence. And in addition, in many cases, they will coincide in the different areas. In this sense, we must not forget that the specific contents provided by the curricular disciplines matter more as a means than as an end in itself, since what is intended with them is to achieve the full development of the capacities of the student house.
The attitudinal contents constitute the raw material on which the didactic activities must be carried out that facilitate to the students the meaningful construction and the attribution of meaning to what they learn. Regarding attitudes and norms, it is worth considering that they offer guidelines or rules of behavior and thus facilitate the development of values and behaviors shared by the group.
In this sense, the following scheme is a classifier in which each type
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