The Spanish education system is characterized by a decentralized State model that distributes educational competences between the Government and the Autonomous Communities. Even so, the state education law establishes the minimum teaching for each school stage, which is specified in the basic curriculum. This curriculum stablishes the specific competences, evaluation criteria and basic knowledge for each subject and school year. In Castilla y Leon Autonomous Community, the contents related to Geography are divided, in primary education, between the subjects of Natural Sciences and Social Sciences. Meanwhile, in secondary school these contents are studied in Geography and Biology and Geology. The bulk contents of geography, especially physical Geography, are studied in other subjects such as Biology and Geology. Moreover, Geography appears linked to History, being the same school subject: History and Geography. _x000D_
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In this work the Geography curriculum and contents are deeply analyzed, exposing the consequences that this education system has in students’ opinion about Geography. Human Geography is completely separate from physical geography, losing the multidisciplinary approach of our science. Pupils are usually confused about what Geography is, not knowing what contents our discipline really addresses, and not being able to find it as an interesting and useful subject. _x000D_
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Rosa María Ruiz Pedrosa
Universidad de Valladolid
ID Abstract: 209