If you are preparing for secondary school teacher competitive examinationsWhether you're in high school, vocational training, or an official language school, sooner or later you'll have to face the didactic programming and the defense of the didactic unitAnd that's where many applicants take a risk, because it's not enough to master your subject: you have to know how to translate it into the curricular, methodological and evaluative language required by the tribunals.
That's why more and more teachers are opting for a approved course of teaching units for secondary educationThis will help them understand the regulations (LOMLOE, regional decrees, curriculum orders, etc.), structure their documentation effectively, and, above all, practice their oral presentation skills under conditions similar to the competitive examination. Below you'll find a comprehensive guide, based on the best courses currently offered (by unions, universities, UNED, accredited organizations, etc.), so you know what to look for and what to consider before enrolling.
What is an accredited course of teaching units for secondary school and what is it for?
When we talk about an accredited course, we are referring to training that is officially recognized as continuing professional development for teachers by an educational authority or a university (public or private) with the capacity to do so. This means that the certificate is usually valid as a merit in competitive examinations, transfer competitions, and substitute teacher pools, always within the requirements of each call for applications.
In the specific case of didactic unitsThese courses focus on teaching teachers how to plan, develop, justify and defend Both lesson plans and classroom teaching units, aligned with the LOMLOE (Organic Law for the Modification of the Organic Law on Education) and the secondary, baccalaureate, or vocational training curriculum. It's not just pedagogical theory: it combines regulations, formal document structure, methodology, assessment, attention to diversity, and practical simulations.
A good course of this type helps you clarify what programming means in daily classroom practice, how the different elements are linked levels of curriculum specification (from the official curriculum to your specific teaching unit) and how to fit all of this into the structure required by the tribunal when the program and the unit are presented and defended during the competitive examination phase.
Furthermore, since these courses are accredited, they earn points in the section on permanent education of the usual scales, provided that they meet the conditions: that the entity has an agreement with an Administration, that the course is registered or approved and that the content is related to didactics, school organization, psychopedagogy, educational ICT or the area of āāspecialization.
ANPE AragĆ³n Model: a blended learning course focused on defending the teaching unit
One of the clearest examples of a course specifically focused on the defense of teaching units is the one offered by ANPE AragĆ³n training areaThis is a 100-hour blended learning course, recognized as continuing education by the Government of Aragon, designed at the request of its members and directly aimed at candidates for secondary education positions.
This course combines three telepresence sessions via video call (usually from 9:00 to 13:00) with an 80-hour block of online work. During this time, the goal is for the participant to refine their teaching unit proposal, adapt it to the regional regulations, and practice in a defense simulation identical to that of the competitive examination.
In specific editions, a precise schedule is set, for example: an initial theoretical session in April, another in May, a third also in May, and a practical defense simulation at the beginning of June. In this way, participants can plan ahead and arrive at the simulation with the material worked on and reviewed by the tutor.
The great added value is that the course is Taught and tutored by teachers with real experience both in preparing candidates and in participating in tribunals, which allows us to adjust the advice to what is actually required in each call for applications in Aragon for secondary and high school.
Main contents: from regulations to oral defense
The content of these ANPE AragĆ³n courses is structured around the entire process a candidate goes through when preparing their teaching unit. First, the analysis of the regulatory and curricular framework Applicable: Organic laws (LOMLOE and previous ones), Royal Decrees on minimum education standards, regional decrees and orders, as well as internal center documents that condition the programming.
From there, it is clearly determined which subject the unit belongs to, its level (ESO or Bachillerato) and what they are the evaluation benchmarks Associated elements (specific competencies, basic knowledge, assessment criteria, achievement indicators, operational descriptors, or the so-called student exit profile). This helps to build units aligned with the curriculum and not simply lists of activities.
Another important block revolves around the formal structure of the teaching unit in secondary educationIt reviews how the introduction and contextualization, the regulatory justification, the specification of learning objectives and content, the general and specific methodology, the sequencing of sessions, the resources, the instruments and evaluation procedures and, of course, the measures for addressing diversity should be presented.
They also work on the active methodologies applicable to secondary education (cooperative learning, project-based learning, learning situations, inclusive methodologies, competency-based approach, UDL, use of ICT, etc.), along with the design, classification, selection, and evaluation of activities. It's not just about "making worksheets," but about building proposals that are consistent with the assessment criteria and competencies.
Finally, a very practical section is dedicated to the Guidelines for oral presentation and defense of the unit. Here, students work on structuring their speech, managing their time, selecting visual aids, using a script that is then submitted to the panel, rehearsing their tone and pedagogical vocabulary, and preparing for potential follow-up questions. The culmination is a mock defense under conditions very similar to those of the actual exam, with detailed technical feedback.
Specializations and limitations of ANPE courses
These courses are primarily aimed at those preparing Secondary Education competitive examinations in Aragonwith units aimed at secondary and high school students. However, the organization also offers specific courses for Dual Vocational Training (basic, intermediate and advanced levels in vocational training specializations) and for Fine Arts studies taught in art schools and higher schools of design.
It's important to know that They are not suitable for all specialties.Specifically, ANPE AragĆ³n warns that its teaching unit courses are not suitable for preparing Educational Guidance programs or for specializations within Vocational Training when they do not fit the proposed structure. In the case of secondary education, the content has been designed for subjects with clear teaching assignments in ESO (Compulsory Secondary Education) and Bachillerato (Upper Secondary Education).
Another relevant point: some courses are limited to competitive examinations announced in the Autonomous Community of AragonThis is precisely because the regulatory and regional curriculum aspects are addressed in great detail. Although the conceptual foundations are applicable, some elements (regional orders, specific references to curriculum decrees, examples of school programs) are highly contextualized.
Courses on teaching units are offered alongside courses on curriculum planning and educational regulations. ANPE also offers more general training on curriculum development, and those who have completed a curriculum planning course in the same year can benefit from it. special discounts on tuition of teaching units.
For further information or issues with registration, direct support is usually available by phone and email, in addition to a Telegram channel from which training updates and course announcements for public school teachers are instantly disseminated.
Price, registration and formal requirements
The courses organized by ANPE AragĆ³n typically have a tiered pricing policy depending on membership. In the case of the 100-hour blended learning course on teaching units for secondary school teachers, the registration fee is... 100 euros for members and 160 euros for non-membersThose who have already completed any of the union's educational programming programs during the year can access an additional discount of 20 euros.
Registration is processed through an online form where you are asked to upload proof of payment. This is usually done by bank deposit or transfer to a union account, specifying the payment details in the description. the participant's last name and the course reference (for example, āSECONDARY UNITSā). The organization verifies the payment and confirms the place.
As this course is approved by the Government of Aragon as continuing professional development for teachers, the final certificate serves as accreditation of training hours and can be presented in the procedures of competitive examinations, such as in transfer competitionsin accordance with the current evaluation criteria. In any case, it is always advisable to review the terms and conditions of each call for applications to ensure the maximum number of creditable hours and the relevance of the content to the specialization.
It is common for these courses to have limited places and are primarily aimed at active teachers or candidates in the competitive examination process. In many cases, opening and closing dates for registration are indicated, as well as confirmation that places are still available when the application period is open.
In addition, ANPE encourages membership by offering advisory services, legal defense, and union coverage, with a reduced annual fee specifically designed for public school teachers who want support in their professional career, both in the work and training aspects.
University courses on programming and teaching units in secondary education
In addition to the unions' offerings, several Spanish universities have incorporated online courses focused on [the topic] into their continuing education plans. teaching program and classroom units in Secondary Education, normally valid for competitive examinations and general transfer competitions because they are accredited with ECTS credits.
A representative example is the course āDesign, development and innovation in the didactic programming of the classroom of Secondary Educationā, included in the Camilo JosĆ© Cela University's Continuing Education PlanIt has a workload of 110 hours and 4 ECTS credits. It is aimed at Secondary Education teachers and is recognized as a merit in selection processes, as it covers both the theoretical basis and the practical application in the classroom.
This type of course usually structures its material around several thematic teaching unitsThis section covers the foundations of the curriculum, the organic laws (LOMLOE, LOMCE at the time), the royal decrees and regional regulations, as well as the school's documents (Educational Project, Annual General Plan, reports, etc.). From there, it is gradually refined until reaching the classroom planning and the specific teaching unit.
The main purpose is for the teacher to acquire a global vision of Spanish educational systemLearn about the levels of curriculum development, identify the elements of a program for a stage, area, or subject, and design your own indexes and structures for your programs. All of this is accompanied by examples and practical proposals to apply with your secondary and vocational training students.
These university courses are usually developed using an asynchronous online methodology, through a virtual learning platform This platform houses the content, explanatory videos, supplementary resources, and discussion forums. Assessment combines quizzes, short application tasks, and, occasionally, a final project that may involve designing a lesson plan or a complete teaching unit.
Breakdown of contents: from the legislative framework to the classroom
The materials for accredited courses on programming and teaching units for secondary school are usually organized into blocks that follow a fairly logical sequence. The first module is dedicated to legislative framework of educational programming, where the structure of the education system, the organization of teaching and the key regulatory texts (organic laws, royal decrees of basic curriculum, regional decrees, evaluation orders, etc.) are reviewed.
Then it moves on to the curricular aspects and the autonomy of the centersThis is where the definition of curriculum comes into play, the explanation of the different levels of specification (from the official curriculum to the classroom curriculum), the pedagogical, organizational and management autonomy of the centers, and how all of this translates into documents such as the Educational Project, the Annual General Programming or the departmental programs.
Another section addresses the school organization and the center's programmatic documentsThis section explains who comprises the governing bodies (both collective and individual), the roles of the teaching staff, the function of the teaching coordination bodies, and how pedagogical decisions are made. It helps explain why your program is not an isolated document, but rather an integral part of the school's overall structure. For additional resources and institutional support, there are... Resources for teachers in training centers practical and up-to-date.
The importance of context is also specifically emphasized. Courses typically dedicate a unit to analyzing the school's environment, the students' sociocultural characteristics, the diversity present in the classroom, and how all of this affects the structure and adaptation of the programmingPlanning by stage, area or subject requires starting with a good understanding of the context and available resources.
Subsequently, the discussion turns to what and why to teach: learning objectives, content and key competencesThe LOMLOE organizes the curriculum around specific skills, basic knowledge and evaluation criteria, and the courses teach you how to relate these elements to build units that truly develop the skills expected of students at the end of the stage.
Methodology, evaluation and attention to diversity
Once the curricular foundations are established, the training focuses on "how to teach." This is where the principles and methodological strategies that promote competency-based learning: active methodologies, cooperative work, project-based or problem-based learning, learning situations, use of ICT, gamification, etc. Advantages and disadvantages are analyzed and ways of applying them realistically in secondary education are suggested.
In parallel, the design of activities and tasks that connect with students' interests and allow them to demonstrate the achievement of the assessment criteria. It is not uncommon for courses to include examples of teaching sequences, templates for planning units, or proposals for graduated activities (introduction, development, consolidation, reinforcement, extension, etc.).
Assessment is treated as a separate section. It explains the types of assessment (diagnostic, formative, summative), the assessment regulations in ESO (Compulsory Secondary Education), Bachillerato (Upper Secondary Education), and Vocational Training, as well as the instruments and indicators Tools that can be used include: rubrics, checklists, rating scales, written tests, systematic observation, portfolios, etc. The importance of evaluating not only student learning but also the teaching process itself is also emphasized.
Another key issue is the attention to diversityThe courses typically review the evolution from deficit-based models to a special educational needs approach and universal design for learning (UDL). They explain criteria and principles for addressing diversity, standard and specific measures, individualized work plans, and inclusive methodologies that facilitate the participation of all students.
Some courses, especially those promoted by unions in collaboration with universities, include a specific block of ICT resources applied to the classroomTools such as Canva, Prezi, are used. kubbu, forms in Google or Microsoft Forms, Kahoot or interactive platforms such as Lumio, aimed at designing materials for teaching units and digital assessment activities.
The assessment of these courses usually consists of multiple-choice questionnaires for each unit, one satisfaction survey and final practical activities, which can include comprehensive questionnaires or ICT application tasks where the participant designs resources for a specific unit. Follow-up is supported by discussion forums and online tutorials.
Specific seminars on programming and teaching units (UNED and teacher training master's degree)
Another format that has gained traction is the short virtual seminars aimed at students of the Master's Degree in Teacher Training and active teachers. The UNED, for example, organizes activities focused on teaching "how to develop a program and a teaching unit" for secondary school, high school, vocational training and official language schools.
These seminars assume that the participant already has a foundation in the relevant regulations and, from that point, the legislation is broken down, moving through center documents, until reaching the annual programming of a subject and the specific implementation of a operational teaching unitBasic concepts are explained (what a program is, what a teaching unit is, elements that should be included, etc.).
The structure typically includes several web conferences of between one and two hours, held on different days, which participants can follow live or choose to watch later through the platform. The sessions are supplemented with downloadable materials and, in many cases, with forums where questions can be asked of the teaching team.
The evaluation system in these seminars tends to be simple but very focused: for example, the preparation of a Conceptual map with the elements of a teaching program and a specific comment on the methodology section, demonstrating that the student has assimilated the structure and the necessary pedagogical keys.
These seminars typically offer free registration for certain groups (e.g., students enrolled in the master's program) and a reduced cost for other interested professionals, including the possibility of professional recognition. teacher training activity according to state regulations on continuing education, which makes them attractive for accumulating merits without an excessive investment of time.
Validity in competitive examinations, competitions and stabilization processes
One of the main reasons for enrolling in accredited courses on teaching units is their validity as a merit in selection processesAccording to the regulations on entry and access to teaching bodies (Royal Decree 276/2007 and its subsequent modifications, especially RD 270/2022), continuing education is valued in the competitive phase within a specific section of the scale.
In traditional competitive examination procedures, the final grade is calculated by weighting the competitive examination phase (usually two-thirds) and the merit-based assessment phase (one-third), where academic qualifications and continuing professional development contribute points. Accredited courses related to the teaching methods, school organization, educational ICT, or the specialty They add up in that section, with a maximum that is set in the scale.
Recent regulatory changes have also introduced stabilization processes with non-eliminatory competitive examination systems and merit-based competitions without exams. In all of them, prior teaching experience is highly valued, but academic training and continuing professional development continue to carry weight, especially in the case of the exceptional merit-based competition, where the maximum score for training can be higher.
However, for continuing education courses to be valid, they must meet certain conditions: they must be convened and delivered by educational administrations, universities, teacher training centers or non-profit entities with agreements with an administration. In the case of universities, only courses taught or certified directly by the universities themselves are considered valid, not those that depend on third parties without formal recognition.
Furthermore, the courses must be related to the applicant's specialization or to areas such as school organization, educational psychology, or the sociology of education. Many calls for applications also explicitly mention training in new technologies applied to education as a recognized field. Therefore, courses in teaching units with LOMLOE approach They usually fit together perfectly.
In practice, each specific competitive examination establishes in its rules how course hours are counted, the correspondence between ECTS credits and hours, the maximum number of hours that can be counted, and the documentation that must be submitted (course certificate, accreditation resolution if applicable, etc.). It is always advisable to review these details before registering to avoid surprises.
Ultimately, training in programming and teaching units has a double advantage: on the one hand, Directly improve your performance in the competitive exam (especially in the second test, where the programming and the unit are presented and defended) and, on the other hand, it helps you to add points in the merit scale of the competitive phase, both in ordinary processes and in those of stabilization.
The combination of courses taught by unions or entities with experience in competitive examinations, specialized university seminars and accredited training in LOMLOE, ICT and attention to diversity offers a very complete itinerary for any teacher who wants to take the preparation of their secondary school teaching units and, at the same time, strengthen their position in the complicated landscape of competitive examinations, transfer competitions, and teacher stabilization processes.
