If you are a teacher in Spain, you have probably already heard that the LOMLOE introduces programming and computational thinking as part of the curriculum. But between the BOE and regional decrees, knowing exactly what you have to do —and how— is not so simple.
In this article, we clearly explain what the law requires, what content corresponds to each stage, and how you can integrate programming into your classroom without needing to be a computer scientist.
What does LOMLOE say about programming and computational thinking
Organic Law 3/2020 (LOMLOE) introduces computational thinking as a transversal competence. It is not about creating a new programming subject, but about integrating these skills into existing areas.
Specifically, the law mentions:
- Digital competence as one of the 8 key competences.
- Computational thinking within the area of Mathematics (primary) and Technology and Digitalization (secondary).
- Problem-solving using algorithms as specific content in both stages.
Primary vs. secondary: what is required at each stage
The content varies significantly between the two stages. This table summarizes the essentials:
| Aspect | Primary (6-12 years) | Secondary (12-16 years) |
|---|---|---|
| Main area | Mathematics / Environmental Science | Technology and Digitalization |
| Focus | Basic computational thinking | Programming, robotics, AI |
| Key content | Sequences, patterns, simple algorithms | Variables, conditionals, loops, functions |
| Typical tools | Unplugged activities, Scratch, visual environments | Python, MakeCode, robotics, simulators |
| Evaluation | Observation and problem-solving rubrics | Projects, functional code, presentations |
Digital competence: more than using a computer
Many centers confuse «digital competence» with «using a computer». LOMLOE goes much further. Digital competence according to the DigComp framework includes:
- Information and information literacy: searching, filtering, and evaluating information.
- Communication and collaboration: interacting with digital tools responsibly.
- Digital content creation: programming falls here.
- Security: data protection, digital identity.
- Problem-solving: computational thinking, automation, algorithmic thinking.
When you integrate programming into your classroom, you are covering at least three of these five areas at once.
✅ Advantage for the teacher: If you use programming projects that include teamwork and presentation of results, you can justify the evaluation of several key competences in the same activity.
How to fit programming into your annual plan
You don't need to dedicate a weekly session exclusively to programming. The most effective and realistic way is to integrate it into the subjects you already teach:
Mathematics + computational thinking
Use sequences of instructions to solve mathematical problems. For example: an algorithm that calculates the perimeter of geometric shapes or sorts a series of numbers.
Stage: Primary and SecondaryNatural Sciences + simulation
Create simple simulations with Python or Scratch to model natural phenomena: the water cycle, plant growth, or how a disease spreads in a population.
Stage: SecondaryLanguage + story generation
Students program a random story generator by combining characters, places, and actions. They work on creativity, narrative structure, and programming logic at the same time.
Stage: Primary (3rd cycle) and SecondaryTechnology + robotics and automation
Design and program a simple automated system with micro:bit or Arduino. From a functional traffic light to an irrigation system that responds to humidity sensors.
Stage: SecondaryTutoring + digital citizenship
Use tutoring sessions to work on digital identity, online safety, and responsible AI use. It complements digital competence without needing computers.
Stage: Primary and SecondaryTools and resources that align with LOMLOE
These tools cover the content required by the law and are designed for the classroom:
- Scratch — Ideal for primary. Free, visual, with a huge community and shared projects.
- Microsoft MakeCode — Combines blocks and text. Perfect for the transition between stages. Compatible with micro:bit.
- Python (with guided environments) — The reference language in secondary. Tools like Thonny or Replit facilitate the first steps.
- CodeAdventure — Gamified platform with a curriculum aligned to LOMLOE. Teaches Python with progressive challenges, a teacher panel for tracking, and ready-to-use content for class.
- CS Unplugged — Computational thinking activities without a computer. Very useful when a computer lab is not available.
Practical example: a teaching unit with programming
This example shows how to integrate programming into a 5th-grade Primary Mathematics unit on «Statistics and graphs»:
| Session | Content | LOMLOE Competency |
|---|---|---|
| 1-2 | Data collection in class (survey on habits) | Mathematical, Social and Civic |
| 3 | Introduction to sequences: «instructions for organizing data» | Computational thinking |
| 4-5 | Create graphs with Scratch or Python (bar, pie) | Digital, Mathematical |
| 6 | Team presentation: explain what the data says | Linguistic, Learning to learn |
With 6 sessions, you have covered Mathematics content, computational thinking, and digital competence. And most importantly: students have done something tangible they can show off.
Frequently asked questions
Does LOMLOE require teaching programming in primary school?
Not as a separate subject, but it does include computational thinking and algorithmic problem-solving within the key competencies and the Mathematics area. In practice, this means you must work on these topics in some way.
What is the difference between computational thinking and programming?
Computational thinking is a broader skill: breaking down problems, finding patterns, designing step-by-step solutions. Programming is a practical way to apply that thinking. LOMLOE requires both, but starts with computational thinking in primary school.
Do I need to know how to program to teach these topics?
Not necessarily. Many computational thinking activities can be done without a computer (unplugged activities). And platforms like CodeAdventure provide all the content ready-made, with step-by-step guidance for the teacher.
What is the best tool to start with in primary school?
For the early cycles, unplugged activities and Scratch. For the third cycle (10-12 years old), you can start with environments that combine blocks and text like MakeCode, or directly with guided Python like CodeAdventure.
How do I justify the use of an external platform in the school?
Look for platforms that offer curriculum alignment documentation with LOMLOE, GDPR compliance, and a teacher tracking panel. CodeAdventure provides all of this and facilitates justification to the school administration and families.
Want a tool that already complies with LOMLOE?
CodeAdventure has a Python curriculum aligned with LOMLOE, a teacher panel for student tracking, and ready-to-use content for primary and secondary school.
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