The new organization of Primary Education is developed in Articles 16 to 21 of the Organic Law 2/2006, of 3 May, of Education, after its modification made by the Organic Law 8/2013, of December 9, for the Improvement of the of the Educational Quality. Article 6.bis attributes to the educational administrations the regulation of the curriculum and the organization of the teachings in the framework and with the limits established by the Organic Law 2/2006, of May 3, and by the Government.

Royal Decree 126/2014, of 28 February, establishing the basic curriculum of primary education, sets the basic curriculum for the whole territory according to the changes introduced in the Organic Law. 2/2006, of 3 May, of Education, by the Organic Law 8/2013, of 9 December, for the Improvement of Educational Quality.

The new curriculum will be integrated by the objectives of each teaching and educational stage; the competencies, or abilities to activate and implement in an integrated way the contents of each teaching and educational stage, for to achieve the right implementation of activities and the effective resolution of complex problems, the contents, or sets of knowledge, skills, skills and attitudes that contribute to the achievement of the objectives of each teaching and educational stage; and the acquisition of competences; the didactic methodology, which includes both the description teaching practices such as the organisation of teachers ' work; evaluable standards and learning outcomes; and the criteria for assessing the degree of competence acquisition and achievement of the objectives of each teaching and educational stage. The contents are sorted in subjects, which are classified in subjects, areas, areas and modules according to the teachings, educational stages or programs in which the students participate.

One of the central pillars of the educational reform operated by the Organic Law 8/2013, of December 9, rests on a new configuration of the curriculum of Primary Education, Compulsory Secondary Education and Baccalaureate. In the block of subjects, knowledge and skills are guaranteed to acquire a solid formation and to continue to use the later stages in those subjects that must be common to all students, and that In any case, they should be evaluated in the final stage evaluations. The block of specific subjects allows for greater autonomy in the setting of schedules and contents of the subjects, as well as for shaping their offer. The autonomy-free-configuration subject block assumes the highest level of autonomy, in which educational administrations and in their case the centres can offer their own design subjects, including the the stem or specific materials. This distribution is not due to the importance or instrumental or fundamental character of the subjects, but to the distribution of competences between the State and the Autonomous Communities, according to the Spanish Constitution.

In line with Recommendation 2006 /962/EC of the European Parliament and of the Council of 18 December 2006 on the key competences for lifelong learning, this order is based on the empowerment of learning by competences, integrated in the curriculum elements to promote a renewal in the teaching practice and in the process of teaching and learning. New approaches to learning and evaluation are proposed, which have to be a major change in the tasks to be solved by students and students and innovative methodological approaches. Competition involves a combination of practical skills, knowledge, motivation, ethical values, attitudes, emotions, and other social and behavioral components that are mobilized together to achieve effective action. It is therefore considered, as knowledge in practice, a knowledge acquired through active participation in social practices which, as such, can be developed both in the formal educational context, through the curriculum, and in the non-formal and informal educational contexts.

Competencies, therefore, are conceptualized as a "know-how" that applies to a diversity of academic, social, and professional contexts. In order for the transfer to different contexts to be possible, an understanding of the knowledge present in the competencies is indispensable, and the linkage of this with the practical skills or skills that integrate them.

Learning by competencies favors the learning processes themselves and the motivation to learn, due to the strong interrelationship between their components: knowledge of conceptual basis ("knowledge") is not learned outside of its use, of "know-how"; nor is it acquired a procedural knowledge ("skills") in the absence of a conceptual knowledge base that makes it possible to make sense of the action taken.

The name of the key competences defined by the European Union is adopted. It is considered that "the key competences are those that all people need for their personal development and development, as well as for active citizenship, social inclusion and employment". Seven key competences essential for the well-being of European societies, economic growth and innovation are identified, and the knowledge, skills and essential attitudes attached to each of them are described.

The role of the teacher is fundamental, because it must be able to design tasks or learning situations that enable problem solving, the application of knowledge learned and the promotion of the activity of the students.

The curriculum review takes into account new learning needs. Skills-based learning is characterised by its mainstreaming, its dynamism and its integral character. The process of teaching-learning competence must be addressed from all areas of knowledge, and by the various bodies that make up the educational community, both in formal and non-formal and informal fields; The dynamism is reflected in that the competencies are not acquired at a certain moment and remain unalterable, but they involve a process of development by which the individuals acquire greater levels of performance in the use of the same.

In order to achieve this process of curricular change, it is necessary to foster an interdisciplinary vision and, in a special way, to allow greater autonomy for the teaching function, in order to satisfy the demands of a greater personalization of education, taking into account the principle of teacher specialization.

Organic Law 2/2006 of 3 May, as amended by Organic Law 8/2013 of 9 December, sets out in paragraphs 2, 3 and 4 of Article 120 that the educational institutions will have autonomy to prepare, approve and execute a educational project and a management project, as well as the rules for the organisation and operation of the centre. Educational administrations will enhance and promote the autonomy of the centers, so that their economic, material and human resources can be adapted to the work and organization plans they produce. The centres, in the exercise of their autonomy, may adopt experiments, plans of work, forms of organization, norms of coexistence and extension of the school calendar or of the teaching schedule of areas or subjects, all within the the possibilities for the applicable rules.

Teachers, from daily teaching practice, become the real driver of change in their educational community. The educational centers and their management teams are the unit of management for this change, which must pursue the improvement of the quality of the educational system.

Students and students, at the end of the stage, must have the knowledge, skills and basic skills, individual and team work habits, effort and responsibility in the study, as well as attitudes of self-confidence, critical sense, personal initiative, curiosity, interest and creativity in learning and entrepreneurship, enabling them to be incorporated into the later stage.

The educational process needs to lead to the acquisition and development of key competences and be characterised by their ability to adapt, but by responding to common principles, in a coordinated manner, to ensure their effectiveness.

Article 122.bis of the Organic Law 2/2006 of 3 May, incorporated by the Organic Law of 9 December 2013, promotes the development of actions aimed at promoting the quality of educational institutions through reinforcement of their autonomy and the empowerment of the directive. Such actions shall include measures for the recognition of institutions which achieve an increase in their educational quality.

The development of quality education projects will involve the specialization of the teaching centers, which will be able to understand, among others, actions aimed at curricular specialization, excellence, teacher training, to improve school performance, to the attention of students with specific need for educational support, or to the contribution of didactic resources to shared digital platforms.

The educational action must be adapted to the specific circumstances in which the teaching center is developed so that all students can achieve the maximum possible development of their abilities, individual and social, intellectual, cultural and emotional, as well as the efforts and general approaches that the center has approached to progressively raise the level of academic results of all students and students and the degree of integration of the and for the reduction of school failure.

The school and educational model capable of carrying out this mission assumes the task of synchronised, autonomous and contextualized performance of professional teaching teams, which are tailored to the needs of the needs of each and every pupil and pupil and implement a wide and diverse repertoire of pedagogical and methodological strategies capable of creating enriched learning environments which, in addition to stimulating motivation, curiosity and involvement, provide diversity of paths and resources so that, regardless of the style of learning, all pupils and students develop their skills and potential.

In Organic Law 8/2013 of 9 December, the evaluation takes on a renewed role. The evaluation of learning processes is particularly relevant during Primary Education, as it allows us to know the achievement of the objectives and the acquisition of the competences, and helps to carry out early diagnoses and the establishment of the strengthening mechanisms to achieve school success through its implementation through curricular development.

Depending on the results obtained in the different evaluation processes, and the accountability, the centers will establish specific improvement plans, for which they will determine the objectives and strategies that will be part of their annual general programming and will be contrasted in the final memory.

The final provision of Royal Decree 126/2014, of 28 February 2014, empowers the person holding the Ministry of Education, Culture and Sport to dictate how many provisions would require the application of the provisions of this Directive. royal decree, without prejudice to the powers of the Autonomous Communities.

It is now necessary to establish the primary education curriculum for the territory corresponding to the management of the Ministry of Education, Culture and Sport, which includes the cities of Ceuta and Melilla and the outside.

In the handling of the order, the State School Council has issued its opinion, and the report of the Technical General Secretariat of the Ministry of Education, Culture and Sport has been obtained.

In its virtue, I have:

Article 1. Object and scope of application.

1. This order is intended to:

(a) It establishes the curriculum of primary education, in accordance with the provisions of articles 6.bis.2.c) of the Organic Law 2/2006, of 3 May, of Education, as amended by the Organic Law 8/2013, of 9 December, for the Improvement of Educational Quality, and 3.1.b) of Royal Decree 126/2014 of 28 February, establishing the basic curriculum for primary education.

b) to regulate the implementation of the curriculum of primary education, in accordance with the provisions of article 6.a of the Organic Law 2/2006, of May 3, and with the provisions of Royal Decree 126/2014, of 28 of February.

2. This order shall be applied in the educational establishments corresponding to the management of the Ministry of Education, Culture and Sport, both in the national territory and abroad, in which the teaching of primary education is taught, remote or in-person.

Article 2. Definitions.

1. For the purposes of this order,

following definitions shall apply:

a) Curriculum: regulation of the elements that determine the teaching and learning processes for each of the teaching and educational stages.

b) Objectives: relative to the achievements that the student must achieve at the end of the educational process, as a result of the intentionally planned teaching-learning experiences.

c) Skills: capabilities to implement in an integrated way the contents of each teaching and educational stage, in order to achieve the right implementation of activities and the effective resolution of complex problems.

d) Contents: a set of knowledge, skills, skills and attitudes that contribute to the achievement of the objectives of each teaching and educational stage and the acquisition of competences. The contents are sorted in subjects, which are classified in subjects, areas, areas and modules according to the teachings, educational stages or programs in which the students participate.

e) evaluable learning standards: specifications of the evaluation criteria that allow the definition of learning outcomes, and how the student should know, understand and know how to do in each subject; They must be observable, measurable and evaluable and allow to graduate the performance or achievement achieved. Their design should contribute to and facilitate the design of standardized and comparable tests.

f) Evaluation criteria: they are the specific reference for evaluating students ' learning. They describe what they want to value and what students must achieve, both in knowledge and in skills; they respond to what is intended to be achieved in each subject.

g) Teaching methodology: set of strategies, procedures and actions organized and planned by the faculty, in a conscious and reflective way, with the aim of enabling the learning of the students and the achievement of the objectives raised.

2. For the purposes of this order, the competence of the curriculum shall be as follows, in accordance with Recommendation 2006 /962/EC of the European Parliament and of the Council of 18 December 2006 on key competences for learning permanent:

1. º) Language communication.

2.) Mathematical competence and core competencies in science and technology.

3. º) Digital competition.

4. º) Learn to learn.

5.) Social and civic skills.

6.) Sense of initiative and entrepreneurial spirit.

7. º) Awareness and cultural expressions.

For an effective acquisition of skills and effective integration of skills, integrated learning activities should be designed to enable pupils to move towards learning outcomes from more than one year. a competition at the same time.

The development of language communication skills will be enhanced, and in particular, reading competence, mathematical competence and basic skills in science and technology.

Article 3. Stage areas.

1. The teaching centers will configure the training offer of the areas taught throughout the entire stage.

2. The students and students of the Spanish centers abroad will be in all the courses of the Primary Education the area of the own language of the country in the block of subjects of free autonomous configuration, that will attend to the diversity language of the student and will have, where appropriate, the dual perspective of foreign language and mother tongue.

Article 4. Block of trunk subjects.

The content, assessment criteria and evaluable learning standards of the trunk areas of Primary Education are listed in Annex I.

Article 5. Specific subject block.

The content, assessment criteria and evaluable learning standards of the specific areas of Primary Education are set out in Annex II.

Article 6. Curriculum proposals of the educational institutions.

The teaching centers will develop and complete the curriculum established in this order, through the elaboration of a curriculum proposal, that will be part of the educational project of the center, according to the articles 6.bis.2.d) of Organic Law 2/2006, of 3 May, and 3.1.c) of Royal Decree 126/2014, of 28 February.

Article 7. Methodological principles.

1. At this stage, emphasis will be placed on the attention to the diversity of students, on individualized care, on the prevention of learning difficulties and on the implementation of reinforcement mechanisms as soon as they are detected. these difficulties, with particular attention to the specific needs of educational support.

2. In order to facilitate the accessibility of the curriculum, the curricular and organisational measures and appropriate procedures will be established where significant adaptations of the elements of the curriculum are necessary in order to address the pupils with special educational needs who need them. These adaptations shall be carried out in search of the maximum possible development of competences.

Special attention will be given to accessibility to Information and Communication Technologies, to navigation and access to content.

3. The didactic methodology will be fundamentally communicative, active and participatory, and aimed at achieving the objectives, especially in those aspects most directly related to the key competences.

4. The educational action will seek to integrate the different experiences and learning of the students and take into account their different learning rhythms, favoring the ability to learn for themselves and promoting teamwork.

5. Reading is a key factor in the development of key competences. The centres, in organising their teaching practice, must ensure the incorporation of a daily reading time, not less than thirty minutes, in the different areas and in all the courses of the stage.

Article 8. Pedagogical and organizational autonomy of the centers.

1. The teaching centers, in the field of their pedagogical and organizational autonomy, will concretize the curriculum in their pedagogical proposal. The pedagogical proposal will be part of its educational project as established in article 121 of the Organic Law 2/2006, of May 3.

2. The pedagogical proposal of the centers will include the formative offer of the center, the curriculum proposal of the stage of Primary Education and the didactic programs of each of the courses of the stage.

Article 9. Training offer from the centres of Ceuta and Melilla.

1. The educational offer of the center will collect the areas that will be taught in each and every course of the stage, the time load corresponding to the different subjects and the pedagogical basis of said time distribution.

2. The centre shall take into account the distribution of the areas as well as the established timetable corresponding to each of them, as provided for in the Annex to this order.

3. The centres shall complete the timetable set out in that Annex.

4. Within the time allocated to the areas of free autonomic configuration, the teaching centers must:

a) Determine the time load for the different subjects.

b) Establish the offer of reinforcement or deepening in the trunk subjects.

c) Set the offer of non-submitted specific areas in the specific block

d) Set up the partition of the areas determined by the center and authorized by the Ministry of Education, Culture and Sport in each of the courses.

5. The training offer and the delivery of areas established by the centres, where appropriate, shall be subject to prior authorisation from the competent authority of the Ministry of Education, Culture and Sport.

6. The request for the authorization of an area established by the centers must be accompanied by the corresponding content proposal, didactic methodology, evaluation criteria and evaluable learning standards of the area, as well as the strategies for the integration of key competences in the area. The application must specify the courses of the stage in which it is proposed to be taught, as well as the faculty of the staff of the center responsible for their teaching.

7. In order to comply with the provisions of the above paragraphs, the director or director of the centre, once the pedagogical proposal has been informed by the School Board and approved by the Faculty of Teachers, will forward it to the Directorate Provincial that, after the report of the Educational Inspection Service, it will raise a proposal of resolution to the competent authority of the Ministry of Education, Culture and Sport. The pedagogical proposal must be submitted by 15 February each year for the following school year.

Article 10. Educational provision of teaching centers abroad.

The Secretariat of State for Education, Vocational Training and Universities will establish the criteria and procedures for the elaboration and approval of the Training Offer of the Spanish State and the private centers abroad.

Article 11. Training offer of the Center for Innovation and Development of Distance Education.

The Secretariat of State for Education, Vocational Training and Universities will establish the training offer of the Centre for Innovation and Development of Distance Education (CIDEAD) in the field of its competences

Article 12. Curriculum proposal.

The curriculum proposal will be developed by the teaching team of the stage, and will have the following elements:

a) Contextualization of the objectives of the stage and the integration of the key competences into the curriculum elements.

b) General methodological and didactic principles.

c) Strategies and instruments for the assessment of students ' learning.

d) Curriculum and organizational measures for individualized care.

e) Promotion criteria.

f) The read plan.

g) Information and Communication Technologies Plan.

h) Integrating cross-elements

i) Agreements for the improvement of academic results

Article 13. Didactic programming.

1. The didactic programmes of each of the areas will be elaborated by the team that teaches in the same course.

2. The didactic programmes shall contain at least the following elements:

a) Sequence and timing of content.

b) Profile of each of the key competencies or relationship between the evaluable learning standards of the different areas and each of the competencies. The development of these key skills profiles will facilitate their assessment.

c) Strategies and instruments for the assessment of students ' learning.

d) Qualification criteria.

e) methodological and didactic decisions.

f) Procedure for the elaboration and evaluation of curricular adaptations

g) Teaching resources.

h) Materials for students, including textbooks.

i) Program of extra-school and complementary activities.

j) Procedure for evaluating didactic programming and its indicators.

3. The curriculum proposal of the stage and the didactic programmes will be approved by the Faculty of Teachers, in accordance with the provisions of Article 129 of the Organic Law 2/2006, of May 3.

Article 14. Students with specific needs for educational support.

1. It shall apply as set out in Chapter II of Title I of Law No 2/2006 of 3 May, in Articles 71 to 79a, to students who require educational attention other than ordinary care, for the purpose of presenting special educational needs, specific learning difficulties, Attention Deficit and Hyperactivity Disorder (ADHD), due to their high intellectual abilities, because they have been late in the education system, or because of personal or school history conditions, so that it can achieve the maximum possible development of its personal capacities and, in any case, the targets set out in general for all students.

For students with specific need for educational support referred to in Article 71 of the Organic Law 2/2006, of May 3, can achieve the maximum development of their personal abilities and the objectives and competencies of the stage, appropriate curricular and organisational measures will be established to ensure their proper progress.

The most appropriate measures will be put in place to ensure that the conditions for carrying out the assessments are adapted to the needs of students with special educational needs.

2. It is up to the Ministry of Education, Culture and Sport to take the necessary steps to identify pupils with specific learning difficulties and to assess their needs early.

Schooling for students with learning difficulties will be governed by the principles of standardisation and inclusion and will ensure their non-discrimination and effective equality in access and permanence in the system. education.

The identification, assessment and intervention of the educational needs of this student will be carried out as early as possible, in the terms that are determined in Order EDU/849/2010, of March 18, for which it is regulated the education of students with the need for educational support and the provision of educational guidance services in the field of management of the Ministry of Education, in the cities of Ceuta and Melilla.

3. The centres, in order to facilitate the accessibility of the curriculum, will establish the appropriate procedures where significant adaptations of the elements of the curriculum are necessary in order to attend to the students with needs special educational needs. Such adaptations shall be carried out in search of the maximum possible development of the key competences; continuous evaluation and promotion shall take as a reference the elements set out in those adaptations.

Without prejudice to the permanence during a further course in the stage, as provided for in Article 20.2 of the Organic Law 2/2006, of 3 May, the schooling of this student at the stage of Primary Education in ordinary centers may be extend for another year, provided that this favours their socio-educational integration.

4. It is up to the Ministry of Education, Culture and Sport to take the necessary steps to identify pupils with high intellectual skills and to assess their needs early.

It is also up to you to adopt action plans, as well as curriculum enrichment programs that are appropriate to those needs, that allow students to develop their skills to the fullest extent.

The schooling of students with high intellectual abilities, identified as such according to the procedure and the terms established by Order 849/2010, will be made more flexible. Such flexibility may include both the provision of content and the acquisition of the skills of higher courses, as well as the extension of the content and skills of the course in which it is registered.

The pace and learning style of students with high intellectual and student skills especially motivated by learning will be taken into consideration.

5. The schooling of students who are late in the education system referred to in Article 78 of the Organic Law 2/2006, of May 3, will be performed according to their circumstances, knowledge, age and academic history.

Those who present a gap in their level of curricular competence of more than two years may be escorted in the lower course than they would be for age. For this student, the necessary reinforcement measures will be adopted to facilitate their school integration and the recovery of their phase and allow them to continue with their studies. In the case of overcoming this gap, they will be incorporated in the course corresponding to their age.

Article 15. Educational coordination bodies.

1. In accordance with Article 91.2 of the Organic Law of 3 May, teachers and teachers will perform their duties and under the principle of collaboration and teamwork.

2. The following teaching coordination bodies will be available in the teachers ' schools of Early Childhood and Primary Education:

a) Teaching teams.

b) Commission on pedagogical coordination.

c) Tutors.

3. In schools with fewer than 12 units, the tasks of the Commission for Pedagogical Coordination shall be undertaken by the Faculty of Teachers.

Article 16. Teaching teams.

1. The teaching teams will be integrated by the teaching staff in the same course of primary education.

2. The functions of the teaching team shall be at least the following:

a) Develop, monitor and evaluate the didactic programmes of each of the courses, taking into account the criteria established by the Pedagogical Coordination Commission.

b) Make assessments of the students ' learning of the group in which class is taught.

(c) Make proposals to the Director or Director of the Centre and the Faculty of Teachers, relating to the preparation of the educational project and the annual general programming.

d) Design and implement organizational and curricular measures to address the diversity of students

e) Making proposals on the selection of curriculum materials

f) Formulate proposals to the Pedagogical Coordination Commission on the elaboration of the curriculum and didactic programmes.

g) Keep the didactic methodology up to date.

h) Organize and perform complementary and extra-school activities.

i) Collaborate on the evaluations determined by the Ministry of Education, Culture and Sport.

j) Analyze the academic results achieved by the students in the internal evaluation processes and in the evaluations determined by the Ministry of Education, Culture and Sport, to improve them.

3. The meetings of the teaching teams and their timing will be set out in the Rules of organization and operation of the center. They shall, at least, maintain a bi-weekly meeting and whenever evaluation sessions are called.

Article 17. Designation of the teachers ' team coordinators.

1. Each of the teaching teams shall be led by a coordinator.

2. The coordinators of the teaching teams shall be appointed by the Director or Director, heard by the teaching team.

3. The coordinators must be teachers or teachers who provide teaching on the course and, preferably, with final destination and full time at the centre.

4. The coordinators of the teaching teams shall normally perform their duties during the term of the director or director who has proposed them.

Article 18. Competencies of the coordinators of the teaching teams.

The roles of the teacher team coordinators will be as follows:

a) Convening and chairing the meetings of the teaching staff, establishing the agenda and drawing up the minutes of the agreements reached

b) Participate in the elaboration of the Stage Curriculum Proposal and raise the proposals formulated in this respect by the teaching team to the Pedagogical Coordination Commission.

b) Coordinate the tutoring functions of course students.

c) Coordinate the teaching in the relevant course according to the curriculum proposal of the stage and the didactic programmes.

d) Those other functions entrusted to him by the head of studies in the area of his competence, especially those related to educational reinforcement, curricular adaptation, complementary activities and school coexistence.

Article 19. Cessation of the coordinators of the teaching teams.

The coordinators of the teaching teams shall cease their duties at the end of their term of office or at any of the following:

a) Motivated resignation accepted by the director or director.

b) Revocation by the director or director, on a proposal from the teaching team by reasoned report, after hearing the person concerned.

Article 20. Pedagogical Coordination Commission.

1. A Pedagogical Coordination Commission shall be established in the teaching centres of Child and Primary Education, which shall be composed of the director or director of the centre, who shall chair the Commission, the head or the head of studies, the coordinators of the teams teachers, the coordinator or coordinator of the second cycle of child education and, where appropriate, the counselor or counselor of the centre or a member of the guidance services that corresponds to the centre. He will act as the secretary or teacher of lower age.

2. The functions of the Pedagogical Coordination Commission are:

a) Establish the general guidelines for the elaboration, monitoring, review and evaluation of the stage curriculum and didactic programmes.

b) Monitor the elaboration and review, as well as coordinate and take responsibility for the drafting of the stage curriculum proposal and its possible modification, and ensure its coherence with the educational project.

c) Vellar for the compliance and subsequent evaluation of the stage curriculum and didactic programmes.

d) Vellar for the coherence and continuity of educational actions along the stage.

e) Approve the proposal for the organization of the educational orientation, and the tutorial action plan.

f) Develop the proposal of criteria and procedures intended to make appropriate curricular adaptations to students with specific needs for educational support.

g) Propose to the Faculty of Teachers the overall planning of the evaluation sessions, according to the Head of Studies.

h) Propose to the Faculty of Teachers the plan to evaluate the curriculum proposal of the stage, the didactic programs and the educational aspects of the educational project and the Annual General Programming.

i) Collaborate on the evaluations determined by the Ministry of Education, Culture and Sport.

j) Coordinate reinforcement and support plans for students with learning difficulties.

k) Coordinate the development, implementation and monitoring of improvement plans leading to the achievement of better results after the analysis of the improvement plans.

Article 21. Tutors.

1. Mentoring and guidance from pupils will be part of the teaching function.

2. The tutorial action will guide the individual and collective educational process in the stage as a whole. The tutor teacher shall coordinate the educational intervention of the group of the students to whom he tutoring, and maintain a permanent relationship with the family, in order to facilitate the exercise of the rights recognized in Article 4.1 (d) and (g) of the Organic Law 8/1985 of 3 July, regulating the law of education.

3. Each group of students and students will have a tutor who will be appointed by the director or director, on a proposal from the head or head of studies. The tutoring will preferably be on the teacher who has the highest weekly schedule with that group.

4. The guardian or guardian shall, in general, give all areas except those of Physical Education, First or Second Foreign Language or Foreign Language of the country corresponding to the centres abroad, and the contents of Music Education which are part of the area of Artistic Education, in the event that the tutor or guardian does not have such specialties. These areas will be taught by teachers with the corresponding specialty, or by duly authorized faculty.

5. The guardian or guardian assigned to a group must remain with the same group a minimum of two school courses. In exceptional cases, the Director or Director may disregard this criterion if there are sufficient reasons.

6. The centres will also promote commitments to families and to students themselves and students who specify the activities that they and others undertake to develop in order to facilitate educational progress.

7. The tutors will perform the following functions:

a) Develop the tutorial action plan and orientation activities, under the coordination of the head of studies, that will be concretized for each course in the Annual General Programming.

b) Coordinate the evaluation process of the students in their group, sign the evaluation minutes and set their criteria for the promotion of the students.

c) Understanding the learning difficulties of students, in order to proceed with the personal adequacy of the curriculum.

d) Facilitate the integration of the students in the group and encourage their participation in the activities of the center.

e) Orienting and advising students on their educational possibilities.

f) Collaborate with the orientation of the center in terms that the head of studies establishes.

g) Ensuring students ' problems and concerns.

h) Inform parents, legal guardians, teachers and students of the group of all that they are aware of in relation to teaching activities and academic performance.

i) Facilitate educational cooperation between teachers and parents, mothers and legal guardians of students.

j) Understand and care, along with the rest of the faculty in the center, to the students in the recreational periods and in other non-school activities.

k) The head or head of studies will coordinate the work of the tutors and maintain the periodic meetings necessary for the smooth operation of the tutorial action.

Article 22. Nature of the educational assessment.

1. In accordance with the provisions of Royal Decree 126/2014, of February 28, the evaluation of the learning process of students at this educational stage will be continuous and comprehensive, and will take into account their progress in all areas.

2. The evaluation will be continuous as soon as it is immersed in the process of teaching and learning of the students, in order to detect the difficulties at the moment in which they are produced, to analyze the causes and in this way, to adopt the measures They need to enable students to improve their learning process and ensure the acquisition of key competences to continue the educational process.

3. The evaluation will be comprehensive as soon as it refers to the key competences and the objectives of the stage and the learning of the students in the whole area of the stage.

4. The continuous evaluation will have a formative and guiding nature of the educational process, and the final evaluation will be a summative character. Continuous evaluation should provide constant information to improve both the teaching and learning processes and the results of the educational intervention, and the final evaluation should make it possible to determine to what extent they have been achieved the proposed objectives and the relevant key competences.

5. The evaluation will be carried out by the teaching team of each group of students, coordinated by the master tutor and can count on the advice of the center's counselor.

6. The teachers will evaluate both the students ' learning and the teaching processes and their own teaching practice, such as the curriculum proposal and the didactic programs.

Article 23. References to the assessment.

1. The continuous assessment of the students ' learning will have as their reference the evaluation criteria and the evaluable learning standards established for each of the courses and for all areas.

2. The assessment of students with special educational needs will have as their reference the evaluation criteria established in their own significant curricular adaptations.

Article 24. Evaluation sessions.

1. The evaluation sessions are the meetings of the group of teachers of each group of students, coordinated by their tutor and with the advice, if any, of the counselor or counselor of the center, to assess both the learning of the students in relation to the achievement of the key competences and the objectives of the stage, such as information from the families and the development of their own teaching practice, and to adopt the appropriate measures for their improvement.

2. Each group of students and students will be the subject of a session of the initial evaluation, of three evaluation sessions throughout the course and of a final evaluation session. The last session can be matched with that of the regular final evaluation of the course.

3. In each evaluation session, the qualification of each area is a competence of the faculty that has taught it. In other decisions, the teaching team shall act in a collegial manner in the adoption of the general decisions resulting from such a process. Decisions to be taken shall be taken by consensus and, in the event of no such consensus, shall be adopted in accordance with the criteria of the master tutor.

4. A report shall be drawn up for each of the evaluation sessions. It shall include assessments and conclusions on the level of performance of the group and its students and the arrangements adopted in relation to the group or in relation to pupils and students.

5. The organisational and curricular measures adopted at the previous session or sessions should be monitored and the new measures considered relevant will be decided.

6. The outcome of the assessment and any measures taken to strengthen and support, where appropriate, the outcome of the assessment should be communicated to parents, mothers and legal guardians.

Article 25. Initial assessment.

1. At the beginning of each of the courses of the Primary Education stage, the teaching teams will carry out an initial assessment of the students.

2. This evaluation will be supplemented by the analysis of the data and information received from the tutor or tutor of the previous course.

3. The initial assessment will allow the teaching team to take decisions regarding the elaboration, revision and modification of the didactic programmes, in order to adapt them to the characteristics and knowledge of the students.

4. The teaching team, analysed the results of the initial assessment, will also take the appropriate reinforcement and recovery measures for those pupils and students who need it.

5. The main decisions taken will be taken in the minutes of the initial evaluation session of the course.

Article 26. Continuous assessment.

The continuous evaluation, inserted in the teaching processes, will be carried out by the teaching team coordinated by the tutor or tutor of the group and will have a formative character. It will aim to guide teachers and help students in teaching and learning processes, and to take decisions to help overcome the potential difficulties encountered.

Article 27. Final evaluation of course.

1. At the end of each course the teaching team will carry out the final evaluation of the results achieved by the students and students of the group. The assessment of the results shall be recorded in the assessment documents with both positive and negative ratings.

2. The teaching team must take the measures to ensure that the change of course takes place with the necessary guarantees of continuity.

3. The main decisions and agreements adopted will be taken up in the minutes of the final evaluation session.

4. Where the areas not approved in one of the courses have been exceeded in subsequent courses, they shall be considered as recovered and this information shall be recorded in the different official evaluation documents.

5. In the centres located abroad, criteria for the permanence of students will be established according to the academic performance.

Article 28. Promotion.

1. According to Article 11 of Royal Decree 126/2014, of February 28, the student or student will access the next course or stage whenever it is considered that he has achieved the objectives of the stage or those that correspond to the course realized, and that he has achieved the degree of acquisition of the relevant competences. If not, you will be able to repeat once during the stage, with a specific reinforcement or recovery plan.

2. Particular attention will be given to the results of the individual third-course evaluations of Primary Education and the end of Primary Education.

3. The repetition shall be considered as an exceptional measure and shall be taken after the remainder of the ordinary reinforcement and support measures have been exhausted in order to overcome the student's learning difficulties. The guardian or guardian must demonstrate the adoption and implementation of these measures.

4. The teaching team shall take the relevant decisions on the promotion of pupils, taking particular account of the information and the criterion of the tutor, as well as the outcome of the final evaluation of each course and the individualized assessments.

5. Before adopting the non-promotional decision, the guardian or guardian shall hear the parents, mothers or legal guardians of the pupil or pupil.

Article 29. Individualized evaluation of the third course of Primary Education.

1. The teachers ' centres will carry out an individual assessment of all pupils and pupils at the end of the third year of primary education, as the Ministry of Education and Culture, in which the degree of mastery of education, will be checked. skills, skills and abilities in expression and oral and written understanding, calculation and resolution of problems in relation to the degree of acquisition of competence in linguistic communication and mathematical competence.

2. If this assessment is unfavourable, the teaching team must take the most appropriate ordinary or extraordinary measures.

3. The guardian or guardian, at the end of the course, taking into account the results of the internal evaluation processes and the results of the individual assessment, must provide the families with a guiding council in which they are informed of the degree of achievement of the objectives and the acquisition of the relevant competences, the possible measures to be taken and the ways in which they can be used to alleviate the potential learning difficulties encountered.

Article 30. Final Primary Education Assessment.

1. At the end of the sixth year of Primary Education, the Ministry of Education, Culture and Sport will carry out an individualized assessment of all pupils and students, in which the degree of acquisition of the competition in communication will be verified. language, mathematical competence and core competencies in science and technology, as well as the achievement of the objectives of the stage.

2. The outcome of the assessment shall be expressed at levels. The level obtained by each pupil or pupil will be recorded in a report, which will be given to parents, mothers or legal guardians and which will be informative and orienting for the centres in which pupils and students have completed a sixth course. Primary Education and for those in which the following school courses are being cured, as well as for teaching teams.

3. The Ministry of Education, Culture and Sport may lay down specific plans for improvement in those public institutions whose results are lower than the values which have been established for this purpose.

4. The educational institutions must analyze the results obtained in this evaluation and adopt those measures in their pedagogical proposal and in the teaching processes that improve the results obtained.

Article 31. Objectivity of the assessment.

1. The centres shall make public the assessment procedures and instruments and the qualification and promotion criteria that the teaching teams have established in the Stage Curricular Proposal and in their didactic programmes.

2. The correction of tests, exercises or examinations may not be limited to the expression of a qualitative or quantitative qualification, but must contain the expression of the faults or errors committed or the reasoned explanation of the qualification.

Article 32. Academic record.

1. The academic record is the official document which includes information on the evaluation process of each student or pupil. It will open at the time of the student's incorporation into the center.

2. The academic file shall include, together with the identification details of the student's centre and personal data, the number and date of registration, the results of the assessment with the qualifications obtained, the promotion decisions of the student stage with indication, where appropriate, of the date of exceeding the objectives of the course, and, where appropriate, the educational support measures and the curricular adaptations that have been adopted for the student.

3. The academic file shall be accompanied, where appropriate, by the following documentation:

a) The data collected in the final stage evaluation documents and the third course of Primary Education.

b) Psychopedagogical and medical reports.

c) A copy of the delivery diligence to the parent or guardian of the Primary Education academic record, as well as a record of sending a copy to the Secondary Education Centre where the pupil continues to studies.

4. The custody and archiving of the academic records is the responsibility of the educational institutions in which the students have completed their studies of Primary Education. The Secretary in the public centers, or who assumes his or her duties in the private centers, will be responsible for their custody and the certifications that are requested.

5. The provincial addresses and the Ministry of Education, where appropriate, shall take appropriate measures for the conservation and transfer in the event of the removal or extinction of the centre.

Article 33. Assessment minutes.

1. The assessment minutes shall be drawn up for each of the courses and shall be closed at the end of the ordinary course and on the call for extraordinary evidence, if any. They will understand the nominal relationship of the students who make up the group together with the results of the evaluation of the subjects and the decisions on promotion and permanence.

2. The evaluation minutes shall be signed by the tutor or guardian of the group in Primary Education, and shall bear the approval of the Director of the Centre.

3. Additional evaluation minutes will be issued for the different courses to record that the areas not approved in previous courses have been recovered.

4. The results recorded in the evaluation reports will be reflected in the academic records and in the academic records of the students and students.

Article 34. Student mobility.

1. Where a pupil or pupil moves to another teaching centre to pursue his/her studies, the centre of origin shall forward to the destination centre, and at the latter's request, a copy of the academic history of primary education and the personal transfer report.

2. If the pupil or pupil is transferred to another centre before the end of the course, a personal transfer report shall be issued at the centre of origin, which shall be drawn up by the tutor or tutor, on the basis of the data provided by the staff of the areas, and will have the approval of the director or director of the center.

3. The personal transfer report shall contain the following aspects: partial qualifications in the event that they have been issued during that period, application, where appropriate, of supplementary educational measures for reinforcement and support, as well as Curricular adaptations and all observations of an academic nature that are considered relevant to the overall progress of the student.

4. The registration shall be final as from the receipt of the duly completed academic history of primary education and, where appropriate, the personal transfer report.

5. The receiving centre will take over the custody of the academic history of Primary Education and, where appropriate, the personal transfer report, and will open the relevant academic record of the pupil, which he will move from the academic record of Primary education relevant information.

Article 35. Information and participation of families.

1. After each evaluation session, and when circumstances are given, the tutor or tutor will inform parents, mothers and legal guardians of the students in writing about their academic use and their progress. educational process. For this purpose, the information collected in the continuous assessment process shall be used, in accordance with the models established by the centre.

2. After the final evaluation of the course or stage, the result will be reported to parents, mothers and legal guardians of the students in writing, with the indication, at least, of the following extremes: the qualifications obtained in the different areas, the promotion or not to the next course or stage and the support measures taken, where appropriate, for the student to achieve the programmed objectives.

3. The tutors and tutors will maintain a fluid communication with the students and their families regarding the assessments of the learning process, in order to provide the precise clarifications for a better efficiency of the process itself. Parents, mothers and legal guardians shall in any case have access to the official evaluation documents and to the examinations and documents of the evaluations to be carried out on their children or tutored.

4. Similarly, at any time during the course, when the situation advises or families demand it, and especially when learning difficulties in learning or improvement needs, tutors will offer information. more specific to provide guidelines to facilitate recovery and progress in learning.

Article 36. Assessment of teaching processes and teaching practice.

The assessment of teaching processes and teaching practice should include at least the following aspects:

a) Operation of the teaching coordination bodies.

b) Relations between teachers and students.

c) Environment and working climate in classrooms.

d) Organization of the classroom and use of resources.

e) Collaboration with parents, mothers or legal guardians and with educational support services.

Article 37. Evaluation of the curriculum and didactic programmes.

1. The evaluation of the curriculum proposal should include at least the following aspects:

a) Adequation to the characteristics of the students.

b) Adequation to the achievement of the stage objectives.

c) Degree of development of key competencies, integrated in curriculum elements.

d) Adequation of the methodological principles on which the teaching action is based.

e) Adequation of the evaluation procedures and instruments adopted at the stage level.

f) Relevance of the curriculum and organizational measures of the Diversity Plan.

g) Validity of the promotion criteria.

h) Efficiency of the Reading Plan.

i) Efficiency of the Information and Communication Technologies Plan.

j) Suitability of materials and teaching resources used in the stage

2. The assessment of the didactic programmes shall include at least the following:

a) Sequence and timing of content.

b) Profiles of key competencies.

c) Strategies and assessment tools.

d) Resources and teaching materials.

Article 38. School calendar and weekly schedule.

1. The school calendar shall comprise a minimum of 175 teaching days for compulsory teaching.

2. In any case, the school calendar computation will include the days dedicated to the third-course and final evaluations of Primary Education.

3. The Directorate-General for Evaluation and Territorial Cooperation, on a proposal from the Provincial Directorates, will establish the timetable for the schools of Ceuta and Melilla.

4. The school calendar of the centres of ownership of the Spanish State, in accordance with what is determined in the article of Royal Decree 1027/1993, of 25 June, for which the educational action is regulated abroad, will be accommodated to that of the country in the centre is situated and will be approved by the respective Board of Education.

5. The time for the students will be distributed from Monday to Friday, with a minimum of 25 hours per week in each of the courses, including the leisure time of 30 minutes maximum daily distributed throughout the school day.

6. The general timetable of the Centre shall reflect the allocation of all the teaching periods which are provided, in accordance with the pedagogical criteria previously established by the Faculty of Teachers and taking into account the overall and inclusive nature of the have this educational stage.

7. The teaching schedule will include in all the courses of the stage a daily session, at least, of the areas of Spanish Language and Literature and Mathematics.

8. The periods of reading shall be 45 minutes on an ordinary basis, although the centres may, in the exercise of their autonomy, establish periods of different duration, provided that they are between 30 and 60 minutes and do not change the the minimum total time set out in the Annex to this order.

Additional disposition first. Adaptation for educational action abroad.

The Secretariat of State for Education, Vocational Training and Universities may adapt the curriculum set out in this order to the special needs and characteristics of the schools in which education is taught. Primary abroad, under Article 107.4 of the Organic Law 2/2006, of 3 May, and of Royal Decree 1027/1993, of 25 June, for which the educational action is regulated abroad.

Additional provision second. Adaptation for distance learning and adult learning.

The Secretary of State for Education, Vocational Training and Universities will regulate the organisation of teaching at this level to adapt them to the characteristics of distance learning and the teaching of education. adult persons.

Additional provision third. Textbooks and other curricular materials.

1. According to the fourth additional provision of the Organic Law 2/2006, of 3 May, of Education, in the exercise of pedagogical autonomy, it is up to the didactic coordination bodies of the public institutions to adopt the textbooks and other materials to be used in the development of the various teachings.

2. The editing and adoption of textbooks and other materials will not require prior authorisation from the Ministry of Education, Culture and Sport. In any case, they must be adapted to the scientific rigour appropriate to the ages of the students and students and to the curriculum regulated in this order. They must also reflect and promote respect for the principles, values, freedoms, rights and constitutional duties, as well as the principles and values contained in Organic Law 2/2006, of May 3, of Education and of the Law of the Organization of the European December 9, for the Improvement of Educational Quality.

3. Once textbooks and curricular materials have been adopted, they must be maintained for at least four years. By way of derogation, the educational inspectorate may authorise his/her change before such time limit upon reasoned request from the centre.

First transient disposition. Process of elaboration of the pedagogical proposal.

1. For the beginning of the course 2014-2015 the centers will draw up, in accordance with the provisions of this order, the pedagogical proposal corresponding to the first, third and fifth courses of the stage of Primary Education.

2. For the beginning of the course 2015-2016 the centers will develop, in accordance with the provisions of this order, the pedagogical proposal of the second, fourth and sixth courses of the stage of Primary Education.

3. By way of exception, the deadline for the submission of the pedagogical proposal for the 2014-2015 course will be 15 June 2014.

Second transient disposition. Educational care measures.

For the 2014-2015 course, the proposal for educational care measures for students who do not teach the teaching of Religion enrolled in the second, fourth or sixth course of Primary Education, will be part of the educational project of the center.

Single repeal provision. Regulatory repeal.

From the total implementation of the modifications indicated in the final disposition, the Order ECI/2211/2007, of July 12, for which the curriculum is established and the ordination of the Education, will be repealed. Primary.

Final disposition first. Implementation schedule.

The changes to the curriculum, organization, promotion and evaluations of Primary Education will be implemented for the first, third and fifth courses in the 2014-2015 school year, and for the second, fourth, and sixth in the school year 2015 -2016.

Final disposition second. Development.

The head of the Secretary of State for Education, Vocational Training and Universities is empowered to dictate how many provisions will require the application of the provisions of this order.

Final disposition third. Entry into force.

This order shall enter into force on the day following that of its publication in the "Official State Gazette".

Madrid, April 23, 2014. -Minister of Education, Culture and Sport, José Ignacio Wert Ortega.

ANNEX I

trunk areas

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ANNEX II

Specific subjects

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