Spain — LOMLOE minimum curriculum (Primaria and ESO)
Map projections and the Spanish curriculum (Primaria and ESO)
How well this site fits
A partial fit, and we would rather say so. Neither Real Decreto 157/2022 (Primaria) nor Real Decreto 217/2022 (ESO) mentions a projection or Mercator by name. They ask pupils to understand how the Earth is represented on globes and maps, to interpret maps and to choose representations suited to the job, and the labs here help with that. The sharpest link is the Primaria strand on representing the Earth through the globe and maps. Scale, orientation techniques, plans and map-making are named in the decrees but not taught here.
Objectives and how the site meets them
Strong fit: a pupil can meet the objective on this site alone. Partial fit: the site covers part of it. Context: related background only.
| Where in the curriculum | What it says | What pupils do here |
|---|---|---|
RD 157/2022, Anexo II, Conocimiento del Medio Natural, Social y Cultural, segundo ciclo (3.º–4.º), saberes básicos, bloque C.1 « Conocimiento del espacio », BOE núm. 52, p. 24424 Fit: Partial fit | What it saysRepresentación de la Tierra a través del globo terráqueo, los mapas y otros recursos digitales.Unofficial translation and summary In the second cycle of Primaria (ages 8–10), the basic knowledge on space includes representing the Earth through the globe, maps and other digital resources, maps and plans at different scales, and orientation. The site covers the globe-and-maps strand, not plans, scales or orientation. | What pupils do here Pupils: Cuts the globe into strips and lays them flat, folds a paper globe, drags a country to see its size change and finds a country from real distance and direction. Use on this site |
RD 157/2022, Anexo II, Conocimiento del Medio Natural, Social y Cultural, tercer ciclo (5.º–6.º), saberes básicos, bloque C.1 « El entorno natural », BOE núm. 52, p. 24429 Fit: Partial fit | What it saysRepresentación gráfica, visual y cartográfica a través de medios y recursos analógicos y digitales usando las Tecnologías de la Información Geográfica (TIG).Unofficial translation and summary In the third cycle of Primaria (ages 10–12), pupils work with graphic, visual and cartographic representation using analogue and digital resources and geographic information technologies. The site is an example of digital cartography; it does not teach GIS tools or the geography of Spain and Europe. | What pupils do here Pupils: Examines the web map behind everyday map apps, reads a heatmap of where a projection stretches the world, and morphs between projections. Use on this site |
Criterio 3.3RD 217/2022, Anexo II, Geografía e Historia, cursos primero y segundo, competencia específica 3, criterio de evaluación 3.3, BOE núm. 76, p. 41682 Fit: Partial fit | What it saysRepresentar adecuadamente información geográfica e histórica a través de diversas formas de representación gráfica, cartográfica y visual.Unofficial translation and summary A criterion for the first two years of ESO asks pupils to represent geographic and historical information appropriately through graphic, cartographic and visual forms. Pupils here do not draw maps; the site supports the “appropriately” half, which is choosing and reading a representation that fits the job. | What pupils do here Pupils: Compares which map suits which purpose, for example Mercator against Equal Earth, and tests their judgement in the quiz. Use on this site |
RD 217/2022, Anexo II, Geografía e Historia, cursos primero y segundo, saberes básicos, bloque A « Retos del mundo actual », ubicación espacial, BOE núm. 76, p. 41683 Fit: Partial fit | What it saysUbicación espacial: representación del espacio, orientación y escalas. Utilización de recursos digitales e interpretación y elaboración de mapas, esquemas, imágenes y representaciones gráficas.Unofficial translation and summary The basic knowledge on spatial location for the first two years of ESO covers representing space, orientation and scales, using digital resources, and interpreting and making maps. The site supports representation of space and interpreting maps; it does not cover orientation, scales or making maps. | What pupils do here Pupils: Morphs the world between seven projections, reads where each stretches area, shape and distance, and reads the guides to each projection. Use on this site |
RD 217/2022, Anexo II, Geografía e Historia, cursos tercero y cuarto, saberes básicos, bloque A « Lo global y lo local », BOE núm. 76, p. 41688 Fit: Partial fit | What it saysAnálisis e interpretación de conceptos espaciales: localización, escala, conexión y proximidad espacial.Unofficial translation and summary In the last two years of ESO, the basic knowledge on the global and the local asks for the analysis and interpretation of spatial concepts: location, scale, connection and spatial proximity. The site touches location and proximity by showing that distance and size on screen differ from real ones; it does not cover scale or map-making. | What pupils do here Pupils: Draws the shortest route between two countries, watches it bend and measures how much longer the straight-looking line is. Use on this site |
RD 157/2022, Anexo II, Conocimiento del Medio Natural, Social y Cultural, primer ciclo (1.º–2.º), saberes básicos, bloque C.1 « La Tierra en el universo », BOE núm. 52, p. 24420 Fit: Context | What it saysLa Tierra en el universo. Elementos, movimientos y dinámicas relacionados con la Tierra y el universo y sus consecuencias en la vida diaria y en el entorno.Unofficial translation and summary In the first cycle of Primaria (ages 6–8), the basic knowledge on the Earth in the universe covers movements of the Earth and their consequences in daily life, including seasonal changes. Context only: the site’s only link is day and night. | What pupils do here Pupils: Taps a place to see the point opposite on the Earth and watches the day–night line sweep the map. Use on this site |
RD 157/2022, Anexo II, Conocimiento del Medio Natural, Social y Cultural, segundo ciclo (3.º–4.º), saberes básicos, bloque C.1 « Retos demográficos », BOE núm. 52, p. 24424 Fit: Context | What it saysRetos demográficos. Ocupación y distribución de la población en el espacio y análisis de los principales problemas y retos demográficos. Representación gráfica y cartográfica de la población.Unofficial translation and summary The second cycle of Primaria includes the graphic and cartographic representation of population. Context only: the site does not map population, but it makes the point that a map used to compare a statistic should be equal-area. | What pupils do here Pupils: Reads which map suits a map of a statistic and why Equal Earth keeps areas fair. Use on this site |
A lesson sequence
1. Opening question (5 min)
Pupils drag Greenland, or any country, toward the Equator and say what changes and why.
2. From globe to flat map (10 min)
Cut the globe into strips, lay them flat and close the gaps. For younger pupils, add the printable paper globe.
3. Compare maps (10 min)
Morph Mercator into Equal Earth and note what happens to size, shape and direction, linking it to “representación del espacio”.
4. Distance that misleads (10 min)
Draw a route between two countries; compare the straight line on screen with the true route and discuss scale and spatial proximity.
5. Close (5 min)
Quiz or worksheet, with the exit question: which map would you choose to compare the size of countries? Answer: an equal-area map.
What this site does not cover
- Neither decree mentions map projections or Mercator by name; the alignment is through “representación del espacio” and “mapas”, which is broader.
- Latitude, longitude, coordinates, hemispheres and time zones do not appear in the Primaria or ESO texts we searched; do not present the site as meeting a latitude and longitude requirement of the national minimum.
- Scale as a ratio, plans and orientation techniques are named in the decrees but not taught here.
- Day and night and time zones: only a weak link in the first cycle of Primaria; no ESO text of these decrees covers time zones.
- The two map-related ESO criteria (3.3 and 3.1) are about representing information and the Sustainable Development Goals, so the site fits only in part.
- Community curricula (Andalucía, Cataluña, Madrid and so on) were not checked.
- The correction of errors published on 9 April 2022 for Real Decreto 217/2022 was not read.
Status notes
- These Reales Decretos set national minimum teaching (enseñanzas mínimas). Each autonomous community publishes its own decree that complements them, and the wording and numbering of the basic knowledge may differ there. Check your community’s decree.
- Saberes básicos are not numbered in the BOE, so they are located here by cycle or course, block and BOE page. Only evaluation criteria carry the BOE’s own numbers.
Sources and attribution
Official document: Enseñanzas mínimas de la LOMLOE: Real Decreto 157/2022 (Educación Primaria) y Real Decreto 217/2022 (Educación Secundaria Obligatoria) (Ministerio de Educación y Formación Profesional)
- Fuente de los datos: Agencia Estatal Boletín Oficial del Estado. https://www.boe.es
- (Data source: Agencia Estatal Boletín Oficial del Estado, the Spanish state official gazette.) The quotations are copied from the Real Decreto texts as published; the glosses and summaries are our own, are unofficial and were not produced or endorsed by the BOE.
- This page is not an official publication and has no official status. For the legal text, read the decrees at boe.es.
Checked on October 9, 2026