Key Benefits:
The Framework Agreement signed by the Government of the Kingdom of Spain and the Government of the French Republic on educational, linguistic and cultural programmes in schools in the two States of 16 May 2005 already provided for, in Article 7, a possible integration of the respective curricula of secondary education, in order to obtain the double degree through an external test at the end of the baccalaureate.
Under this agreement, the Agreement between the Government of the Kingdom of Spain and the Government of the French Republic on the double titling of Bachiller and Baccalaureat, made "ad referendum" in Paris, would be subsequently sealed. on 10 January 2008, with the aim of establishing a framework for educational cooperation which would allow the titles of Bachiller and Baccalaureat to be awarded at the same time.
In the context of that framework, Royal Decree 102/2010 of 5 February 2010, which regulates the organisation of the lessons learned from the Agreement between the Government of Spain and the Government of France concerning double taxation, was issued. Bachiller and Baccalaureat degree in Spanish teaching centres. Article 2 of the Royal Decree provides that Spanish schools wishing to offer the teaching of Bachiller and Baccalauréat double qualifications must implement a mixed curriculum which integrates the essential content for the knowledge of the language and the historical, social and political reality of France, as well as the pedagogical methods and evaluation criteria agreed by the Parties to the 2008 Double-Titling Agreement.
Finally, in order to regulate this mixed curriculum, and as established by the monitoring committee provided for in Article 7 of the said Double Titulation Agreement, Order EDU/2157/2010 of 30 July 2010 was published. regulating the mixed curriculum of the lessons learned from the Agreement between the Government of Spain and the Government of France concerning the double certification of Bachiller and Baccalaureat in Spanish educational establishments, as well as the requirements for their procurement. Article 2.2 of the aforementioned order provides that the specific subjects of this mixed curriculum must respect the basic aspects of the Spanish baccalaureate in its curricular configuration, integrating these with the pedagogical contents and methods of the French education system.
The educational reform operated by the Organic Law 8/2013 of 9 December, for the improvement of educational quality, involves, among other important aspects, the introduction of a new definition of the curriculum, understanding this as the regulation of the elements that determine the teaching and learning processes for each of the teachings. According to the new wording given to Article 6 of the Organic Law 2/2006, of 3 May, the curriculum is integrated by the objectives of each teaching and educational stage; the competencies, or capabilities to activate and implement in an integrated way the content of each teaching and educational stage, in order to achieve the proper performance 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 education and educational stage and the acquisition of skills; teaching methodology, which includes both the description of teaching practices and the organisation of teachers ' work; evaluable standards and learning outcomes; and the criteria for assessing the degree of acquisition of competence and achievement of the objectives of each education and educational stage.
According to the new Article 6a of the Organic Law 2/2006 of 3 May, the Government is responsible for the design of the basic curriculum, in relation to the objectives, competences, contents, standards and learning outcomes evaluable and assessment criteria, which ensures the official character and validity throughout the national territory of the qualifications referred to in this organic law.
Published by Royal Decree 1105/2014 of 26 December, establishing the basic curriculum for compulsory secondary education and baccalaureate, it is now necessary to amend the provisions of the order of 30 June 2010, In July, in order to ensure a proper correlation between the provisions laid down in the specific rules applicable to the Spanish centres providing the Bachibac programme with regard to the curricular management of the materials of the joint curriculum, and what determines the regulatory framework of the Spanish education system with respect to the trunk materials in which they are integrated.
In the processing of this order the School Council of the State has issued an opinion and the Autonomous Communities have been consulted within the General Education Commission of the Education Conference.
By virtue of the above, I have:
Single item. Amendment of Order EDU/2157/2010 of 30 July 2010 regulating the mixed curriculum of the lessons learned from the Agreement between the Government of Spain and the Government of France concerning the double certification of Bachiller and Baccalaureat Spanish educational institutions, as well as the requirements for obtaining them.
One. Article 3 is worded as follows:
" Article 3. Time allocation.
The mixed curriculum will in any case respect the structure and time load of the Spanish education system, taking into account the proportion of 50% of the regular schedule corresponding to the subjects. Only the time allocated to French Language and Literature and the History of Spain and France will be increased, at least, one hour a week in order to achieve the objectives of this mixed curriculum. "
Two. Article 8 is worded as follows:
" Article 8. Final qualification for obtaining the title of Baccalaureat.
1. The final qualification of the title of Baccalaureat shall be obtained by means of the procedure determined by the Ministry of Education, Culture and Sport, depending on what the two Parties have previously agreed.
2. The minutes of the baccalaureate evaluation shall include, where appropriate, the express reference to Royal Decree 102/2010 of 5 February, which regulates the teaching of the integrated curriculum. "
Three. Article 10 is worded as follows:
" Article 10. Assessment documents.
1. For students who obtain the double degree, both the academic record and the academic record of Baccalaureate, established in Royal Decree 1105/2014 of 26 December, establishing the basic curriculum of education Compulsory Secondary and Baccalaureate, they shall collect by means of diligence included in Annex II that the pupil has passed the lessons of the mixed curriculum and has reached level B2 of the Common European Framework of Reference for Language Languages
2. The minutes of the assessment of Baccalaureate shall include, where appropriate, the express reference to Royal Decree 102/2010 of 5 February, which regulates the teaching of the integrated curriculum. "
Four. The single additional provision is worded in the following terms.
" Single additional disposition. Access to the Spanish university.
The students who have obtained the title of Baccalaureat pursuant to Royal Decree 102/2010 of 5 February, which regulates the ordination of the teachings accepted to the Agreement between the Government of Spain and the Government of France concerning the double degree of Bachiller and Baccalaureat in Spanish educational establishments, may be subject to the provisions of paragraph 1 (c) of the 33rd additional provision of the Organic Law 2/2006 of 3 May, to access the Spanish universities. "
Five. Section A-1, Contents, of Section V, Programme, of Annex I-A, French Language and Literature, is worded as follows:
" A-1. French Language and Literature curriculum
Block 1. Understanding oral texts
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| Assessment Criteria | Learning Standards evaluable |
|---|---|---|
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Strategies: -Mobilizing previous information about task type and topic. -Identification of the textual type, adapting the understanding to it. -Distinction of understanding types (general sense, essential information, main points, relevant details, implications). -Formulation of hypotheses about content and context. • Inference and formulation of hypotheses on meanings based on the understanding of significant, linguistic and paralinguistic elements. • Reformulation of hypotheses from the understanding of new elements. • Sociocultural and Sociolinguistic Aspects: social conventions, rules of courtesy and records; customs, values, beliefs and attitudes; non-verbal language. • Communication functions: -Management of social relations in the personal, public, academic and professional scope. -Description and appreciation of physical and abstract qualities of persons, objects, places, activities, procedures and processes. - Narration of past and specific past events, description of states and situations present, and expression of predictions and future events in the short, medium and long term. -Exchange of information, indications, opinions, beliefs and views, advice, warnings and warnings. -Expression of curiosity, knowledge, certainty, confirmation, doubt, conjecture, skepticism and disbelief. -Expression of will, the the intention, the decision, the promise, the order, the authorization and the prohibition, the exemption and the objection. -Expression of interest, approval, appreciation, praise, admiration, satisfaction, hope, confidence, surprise, and their opposites. -Formulation of suggestions, wishes, conditions and hypotheses. -Establishment and management of communication and discourse organization. • grammatical, lexical and synthactic-discursive structures, sound, acentual, rhythmic, and intonation patterns (1). | Identify the main ideas, detailed information and general implications of texts of a certain length, well organized and linguistically complex, in a variety of standard French language and articulated at speed (a) normal, dealing with both concrete and abstract subjects, even if they are of a technical nature when they are within the field of specialisation or of interest in the personal, public, academic and labour/professional fields, provided that the acoustic conditions are good and certain details can be confirmed. < The_table_table_izq"> Know and know how to apply the appropriate strategies to understand the general sense; the essential information; the main points; the relevant details; information, ideas and opinions both implicit and explicit of the text, formulated in a clear way; and nuances such as irony or humor, or the poetic or aesthetic use of the French language when the image facilitates understanding.Know with due depth and apply effectively to understanding of the text the sociolinguistic knowledge relating to the social structuring, interpersonal relationships in different contexts (from informal to institutional) and social conventions (including beliefs and stereotypes) predominate in the cultures in which the French language is used, thus as the most relevant cultural knowledge (p. e. historical or artistic) to capture the most direct allusions on these aspects that can contain the text. To distinguish the function or communicative functions both principal and secondary of the text and appreciate the differences of significance of different exponents of the same, as well as to distinguish the general meanings associated with the use of different typical discursive patterns with regard to the presentation and organization of the information (among others, topicalization (p. e. use of passive or emphatic structures, contrast, digression, or recapitulation. Distinguished and apply to the understanding of the oral text the specific meanings and functions usually associated with different Common usage syntactic structures according to the communication context (p. e. Acknowledge common and more specialized oral lexicon, related to the interests and needs in the personal, public, academic and work/professional fields, and expressions and modisms of habitual use, as well as the most discernible connotations in the humorous or poetic use of the language when the context or visual support facilitates their understanding. Discriminating sound patterns, More specific, rhythmic and intonation of common and more specific intonation, and recognizing their meanings and express communicative intentions, as well as some of implicit character (including irony and humor) when the articulation is clear. | 1. It includes instructions, announcements, statements and detailed messages, given face to face or by other means, on specific topics, in standard language and at normal speed (p. e. statements or institutional messages). 2. He understands the details of what he is told in transactions and demarches that arise as he travels, organizes the trip or deals with the authorities, as well as in less usual situations in hotels, shops, travel agencies, health centers, work or studies (p. e. to receive healthcare as a tourist or resident, change a hotel reservation, cancel tickets, or change a defective item), provided you can ask for confirmation. 3. Identifies the main ideas, the relevant details and the overall implications of relatively extensive and lively discussions and discussions among several partners that take place in their presence, on general, topical or your interest, provided that the speech is structured and does not make a very idiomatic use of the French language. 4. He understands, in discussions and informal conversations about common topics or his interest, the position or point of view of his interlocutors, as well as some implicit senses and nuances such as irony or humor. 5. Understands, in a formal conversation in which he participates, in the academic or occupational field, detailed information and points of view and opinions on topics of his specialty and relating to lines of action and other abstract procedures, provided that you can confirm what the interlocutor has wanted to say and obtain clarifications on the ambiguous aspects. 6. It includes the argummental line, the main ideas, the relevant details and the general implications in presentations, conferences or seminars of a certain extent and complexity on academic or professional subjects of their area of interest, both concrete as abstracts, provided there are markers that structure discourse and guide understanding. 7. It comprises the content of the information of most of the recorded material or retransmitted in the media, relating to subjects of personal interest, identifying the mood, the tone and even the mood of the speaker, provided that the speech is clearly articulated, in a standard French language variety and at normal speed |
Block 2. Production of oral texts: Expression and interaction
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| Assessment Criteria | Learning Standards evaluable |
|---|---|---|
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• Production strategies: -Planning. Conceiving the message clearly, distinguishing your idea or ideas main and its basic structure. Attach the text to the recipient, context and channel, applying the appropriate record and speech structure to each case. -Execution. Express the message with clarity and consistency, structuring it appropriately and adjusting, if any, to the models and formulas of each type of text. Readjust the task (undertake a more modest version of the task) or the message (make concessions on what you would really like to express), after assess the difficulties and resources available. Support in and take the most out of previous knowledge (use "prefabricated" language, etc.). Comer language gaps by language procedures, Linguistic or paratexuals: a) Language. a. Modify words of similar meaning. b. Define or paraphrase a term or expression. b) Paralinguistic and paratextual. a. Ask for help. b. Flag objects, use deictics, or perform actions that clarify meaning. c. Use culturally relevant body language (gestures, facial expressions, postures, visual or body contact, prosemica). d. Use extralinguistic sounds and conventional prosodic qualities. • Sociocultural and sociolinguistic aspects: social conventions, norms of courtesy and records; customs, values, beliefs and attitudes; non-verbal language. • communicative functions: -Management of social relationships in the personal, public, academic and professional fields. -Description and appreciation of physical and abstract qualities of persons, objects, places, activities, procedures and processes. -Narrative of past and regular events, description of states and situations present, and expression of predictions and future events in the short term, medium and long term. | Building clear and sufficiently detailed texts, well organized and appropriate to the interlocutor and communicative purpose, on diverse, general and more specific topics within the own field of expertise or interest, and to defend a point of view on topics general or related to the specialty itself, indicating the pros and cons of the different options, as well as taking an active part in formal or informal conversations of a certain length, developing with a degree of correction and fluidity to maintain communication. To know, to select carefully, and to know how to apply effectively and with some naturalness, the appropriate strategies to produce oral texts of various types and of certain length, planning the discourse according to the purpose, the situation, the interlocutors and the communication channel; resorting to parafrasis or bypass when the precise expression is not found, and identifying and correcting any errors that may cause a communication interruption.
Plan and articulate the oral text according to the main and secondary functions or functions in each case, selecting the different exponents of these functions according to their different nuances of significance, and the different discursive patterns that are available to present and organize the information, making it clear what is considered important (p. e. through emphatic structures), or the contrasts or digressions with respect to the main theme. Use correctly, without errors leading to misunderstandings, the morphosyntactic structures, the patterns discursive and the elements of coherence and cohesion of common and more specific use, selecting them according to the communicative purpose in the concrete context (p. e. the use of passive voice in presentations of an academic character, or of relative phrases to give a detailed description. Know, and know how to select and use common oral lexicon and expressions and modisms of use and more specialized according to their own interests and needs in the personal, public, academic and professional/professional fields, as well as a small repertoire of words and expressions that allows for a humorous, poetic or aesthetic use. language. Play, properly adjusting to some standard variety of the French language, sound, acentual, rhythmic and intonation patterns of common use and more specific, selecting them according to their own communicative intentions, including the simple expression of irony and of humor. | 1. Makes presentations of a certain duration on topics of your academic interest or related to your specialty (p. e. the development of a scientific experiment, or an analysis of historical, social or economic aspects, with a clear structure that helps listeners to look at the most important aspects, and demonstrating security when answering questions of the auditorium formulated clearly and at normal speed. 2. It is safe in everyday transactions and procedures, and less usual, be it face to face, by telephone or other technical means, requesting detailed information, offering clear and detailed explanations and developing its Successfully argumentation in the resolution of the problems that have arisen. 3. She participates in informal conversations face to face or by telephone or other technical means, in which she describes in detail facts, experiences, feelings and reactions, dreams, hopes and ambitions, and responds adequately to the feelings expressed by his interlocutors; he describes in detail personal experiences and their reactions to them; he expresses with conviction beliefs, agreements and disagreements, and explains and justifies in a persuasive manner his opinions and projects. 4. Takes part properly in formal conversations, interviews, meetings and debates of an academic or occupational nature, contributing and asking for relevant and detailed information on specific and abstract aspects of everyday and less common subjects in these contexts; explaining the reasons for a complex problem and asking for and giving instructions or suggestions for resolving it; developing arguments in an understandable and convincing way and commenting on the contributions of the partners; opine, and making justified proposals on future actions. |
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-Exchange of information, indications, opinions, beliefs and views, tips, warnings and warnings. -Expression of curiosity, knowledge, certainty, confirmation, doubt, conjecture, skepticism and disbelief. -Expression of will, intention, decision, promise, order, authorization and prohibition, exemption and objection. -Expression of interest, approval, appreciation, praise, admiration, satisfaction, hope, confidence, surprise, and their opposites. -Formulating suggestions, desires, conditions and hypotheses. -Establishment and Speech management and communication management. • grammatical, lexical and synthactic-discursive structures, sound, acentual, rhythmic and intonation patterns (1). | Express with relative ease and naturalness, and with a degree of fluidity that allow the speech to be developed without much help from the interlocutor, even if some formulation problems may be given that slow down the speech or require a different approach to what is to be said. < The_table_table_izq"> Manage the interaction effectively in common situations, respecting and taking the word shift with kindness and when desired, and adjusting the contribution itself to that of the interlocutors perceiving their reactions, as well as defending themselves in less routine, and even difficult, situations, p. e. when the caller takes the turn of the word, or when his or her contribution is scarce and the communication gaps need to be filled or encouraged to participate. |
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Block 3. Understanding written texts
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| Assessment Criteria | Learning Standards evaluable |
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Strategies: -Mobilizing previous information about task type and topic. -Identification of the textual type, adapting the understanding to it. -Distinction of understanding types (general sense, essential information, main points, relevant details, implications). -Formulation of hypotheses about content and context. -Inference and formulation of hypotheses on meanings based on the understanding of significant, linguistic and paralinguistic elements. -Reformulation of hypotheses from the understanding of new elements. • Sociocultural Aspects and sociolinguistic: social conventions, rules of courtesy and records; customs, values, beliefs and attitudes; non-verbal language. • Communication functions: -Management of social relationships in the personal, public, academic and professional fields. -Description and appreciation of physical and abstract qualities of persons, objects, places, activities, procedures and processes. -Point-in-Time Events Narration usual, description of states and situations present, and expression of predictions and future events in the short, medium and long term. -Exchange of information, indications, opinions, beliefs and points view, advice, warnings and warnings. -Expression of curiosity, knowledge, certainty, confirmation, doubt, conjecture, skepticism and disbelief. -Expression of the will, the intention, the decision, the promise, the order, the authorization and the prohibition, exemption and objection. -Expression of interest, approval, appreciation, praise, admiration, satisfaction, hope, confidence, surprise, and their opposites. -Formulation of suggestions, desires, conditions, and hypotheses. -Establishment and management of speech and organization of speech. • Structures grammatical, lexical, and synthactic-discursive (1). • Written lexical common and more specialized (reception), within the areas of interest in the personal, public, academic and occupational areas, concerning the description of persons and objects, time and space, states, events and events, activities, procedures and processes; personal, social, academic and professional relationships; education and study; work and entrepreneurship; goods and services; language and intercultural communication; science and technology; history and culture Table_table_izq"> • Graphic patterns and spelling conventions (1). |
Identify the main ideas, detailed information and general implications of texts of a certain length, well organized and linguistically complex, in a variety of standard French language and that try to specific and abstract themes, even if they are of a technical nature when they are within the field of specialisation or of interest, in the personal, public, academic and occupational/professional fields, provided that the sections can be reread difficult. Knowing and knowing how to apply strategies appropriate to understand the general sense; the essential information; the main points; the relevant details; information, ideas and opinions both implicit and explicit of the text if they are clearly signposted; and nuances such as irony or the humour, or the poetic or aesthetic use of the French language, formulated in a clear way. Knowing with due depth and effectively applying to the understanding of the text the sociolinguistic knowledge relating to social structuring, interpersonal relationships in different contexts (from informal to institutional) and social conventions (including beliefs and stereotypes) predominate in the cultures in which the French language is used, as well as the most relevant cultural knowledge (p. e. historical or artistic) to capture the most direct allusions on these aspects that can contain the text. To distinguish the function or communicative functions both principal and secondary of the text and appreciate the differences of significance of different exponents of the same, as well as to distinguish the general meanings associated with the use of different typical discursive patterns with regard to the presentation and organization of the information and ideas (p. e. use of passive or emphatic structures, contrast, digression or recapitulation. Distinguished and apply to the understanding of the written text the specific meanings and functions usually associated with different Common usage syntactic structures according to the communication context (p. e. interrogative structure to express admiration. Recognize common and more specialized written lexicon related to the own interests and needs in the personal, public, academic and work/professional fields, and expressions and idioms of habitual use, as well as the most discernible connotations in the humorous, poetic or aesthetic use of the language when the context or the visual support facilitate their understanding. values associated with formatting, typographical, spelling, and common and less common punctuation, as well as abbreviations and symbols of common and more specific use (p. e. §, ≤). | 1. You understand extensive and complex instructions within your area of interest or your specialty, including details about conditions and warnings, provided you can read the hard sections again (p. e. about measuring instruments or scientific procedures). 2. Understands relevant details and advertising implications and publicity material on matters of your personal interest (p. e. posters, flyers, banners, graffiti), academic (p. e. Scientists) or professional (p. e. newsletters, official documents). 3. Understands the information, intent and implications of personal notes and correspondence in any support, including forums and blogs, in which information, ideas and opinions on specific topics are transmitted and justified. abstracts of a personal nature and within your area of interest. 4. It includes the relevant details and the implications of formal correspondence from public institutions or private entities such as universities, companies or service companies, on specific and abstract subjects of a personal and academic nature. within your area of interest or your craft. 5. Understands the information, ideas and implicit opinions, in news articles and articles of opinion, well structured and of a certain length that deal with a variety of current or more specialized topics, both concrete and abstract, within its area of interest, and easily locates relevant details in those texts. 6. It understands, in reference and consultation texts, both paper and digital support, detailed information on topics of its specialty in the academic or occupational fields, as well as concrete information related to practical issues in texts official, institutional, or corporate information. 7. It includes the main aspects, relevant details, some implicit ideas and the poetic use of the French language in literary texts that present an accessible structure and a language not very idiomatic, and in which the development of the theme or the history, the central characters and their relationships, or the poetic motive, are clearly signposted with easily recognizable linguistic markers |
Block 4. Production of written texts: Expression and interaction
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| Assessment Criteria | Learning Standards evaluable |
|---|---|---|
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Strategies: -Planning: Mobilizing and coordinating your own general competencies and communication in order to effectively perform the task (to review what is known about the subject, which can be or is tell, etc.) Localize and properly use language or topic resources (use of a dictionary or grammar, get help, etc.) -Execution: Express the message clearly by adjusting to the models and formulas of each text type. Refine the task (undertake a more modest version of the task) or the message (make concessions in what you would really like to express), after assessing the difficulties and resources available. Support in and take the most out of previous knowledge (use "prefabricated" language, etc.) • Sociocultural and sociolinguistic aspects: social conventions, rules of courtesy and records; customs, values, beliefs and attitudes; non-verbal language. • communicative functions: -Management of social relations in the personal, public, academic field and professional. -Description and appreciation of physical and abstract qualities of persons, objects, places, activities, procedures and processes. -Narrative of past and specific past events, description of states and situations present, and Short, medium, and long-term future event and prediction expression. -Exchange of information, indications, opinions, beliefs and views, tips, warnings, and warnings. -Expression of curiosity, knowledge, certainty, confirmation, doubt, conjecture, skepticism and disbelief. -Expression of will, intent, decision, promise, order, authorization and prohibition, exemption and objection. -Expression of interest, approval, appreciation, praise, admiration, satisfaction, hope, confidence, surprise, and their opposites. -Formulation of suggestions, wishes, conditions and assumptions. -Establishment and management communication and organization of speech. • grammatical, lexical and synthactic-discursive structures, sound, acentual, rhythmic and intonation patterns (1). | Write, in any medium, well-structured texts on a wide range of topics related to their own interests or specialty, making clear and detailed descriptions; synthesizing information and arguments taken from various sources and organizing them in a logical way; and defending a point of view on issues general, or more specific, indicating the pros and cons of the different options, using the appropriate linguistic elements to give the text of cohesion and coherence and managing a lexicon adapted to the context and the purpose Know, select and apply the most appropriate strategies to elaborate well-structured and well-structured written texts, p. e. by properly integrating relevant information from diverse sources, or by readjusting the record or style (including lexicon, syntactic structures, and discursive patterns) to adapt the text to the recipient and context To integrate into one's own intercultural competence, to produce written texts well suited to the specific context, the most relevant sociocultural and sociolinguistic aspects of the language and cultures (i) France (s) relating to customs, uses, attitudes, values and beliefs, and to exceed differences with respect to their own languages and cultures and stereotypes, demonstrating confidence in the use of different registers or other mechanisms of contextual adaptation, and avoiding serious errors of formulation or textual presentation that may lead to misunderstandings or potentially conflicting situations. Plan and articulate the text written according to the main and secondary function or communicative functions in each case, selecting the different exponents of these functions according to their different nuances of significance, and different discursive patterns that are available to present and organize information, making it clear what is considered important (p. e. through emphatic structures), or the contrasts or digressions with respect to the main theme. Use correctly, without errors leading to misunderstandings, the morphosyntactic structures, the patterns discursive and the elements of coherence and cohesion of common and more specific use, selecting them according to the communicative purpose in the concrete context (p. e. the use of the passive voice in presentations of an academic character, or of relative phrases to make a detailed description. | 1. Complete a detailed questionnaire with personal, academic or work information (p. e. to enroll in a university, apply for a job, open a bank account, or apply for a visa. 2. Write, in any medium or format, a detailed resume, along with a letter of motivation (p. e. to enter a foreign university, or to stand as a candidate for a job). 3. Takes notes, in sufficient detail, during a lecture, talk or seminar, and draws up a summary with relevant information and the appropriate conclusions, provided the topic is related to your specialty and speech is well structured. 4. Write notes, announcements, messages and comments, in any medium, in which you transmit and request detailed information, explanations, reactions and opinions on personal, academic or occupational topics, respecting conventions and standards courtesy and the netiqueta. 5. Write reports in conventional format and clear structure related to your specialty (p. e. the development and conclusions of an experiment, on a linguistic exchange, practices or research work), or less common (p. e. a problem arising during a stay abroad), developing an argument; reasoning for or against a particular point of view; explaining the advantages and disadvantages of various options, and providing justified conclusions. 6. Writes personal correspondence, in any support, and communicates with security on forums and blogs, conveying emotion, highlighting the personal importance of facts and experiences, and commenting in a personal and detailed manner the news and the points of view of the people he is addressing. Write, on any medium, formal letters of an academic or professional nature, aimed at public or private institutions and companies, in which it gives and requests information; describes its academic or professional career and its competences; and explains and justifies in sufficient detail the reasons for its actions and plans (p. e. letter of motivation to enrol in a foreign university, or to apply for a job), respecting the formal and complimentary conventions of this type of text |
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| Know, and know how to select and use common written lexicon and regular use expressions and idioms, and more specialized according to your own interests and needs personal, public, academic and work/professional, as well as a small repertoire of words and expressions that allows a simple, humorous and humorous use of the language. Adjusting with consistency to the spelling, punctuation, and common usage format patterns, and some more specific character (p. e. abbreviations or asterisks); know how to handle word processors to solve, p. e., doubts about orthographic variants in various French language standards, and use with release the written conventions that govern communication over the Internet. |
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Block 5. Literary study (2)
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| Assessment Criteria | Evaluable Learning Standards |
|---|---|---|
| Study of the most representative works of French-speaking literature from the 16th century to the 21st century through the reading and analysis of complete works and "sets" of texts more significant. Analysis of "text sets" and more complete works significant of the French-speaking literature from the 16th century to the 21st century, identifying its main thematic and formal characteristics, in relation to its historical-sociological context. Interpretation criticism of "sets" of texts and significant works of French-speaking literature from the 16th century to the 21st century, detecting the ideas that manifest the relationship of the work with its historical-sociological context. Development of interest in reading and knowledge of literary works, philosophical, press, etc. of the French-speaking world. | Conduct the study of the most representative works of French-speaking literature from the 16th century to the 21st century through reading and analysis of "sets" of texts and significant works. Read and analyze "sets" of texts or meaningful complete works from the 16th century to the 21st century, identifying their main thematic and formal characteristics relating them to their historical-sociological context.
Commit and interpret, in a reasoned manner, with a solvent written competence, texts of the French-speaking literature of the 19th, 20th and 21st centuries. Develop a related essay with the subject of study previously set and with a solvent written competence, from the program of literature concerning the works and authors of the nineteenth, twentieth and twenty-first centuries. | 1. Reads and analyzes "sets" of texts and significant works of French-speaking literature from the 16th century to the 21st century. 2. It identifies the main thematic and formal characteristics related to its historical-sociological context. 3. He critically interprets "sets" of texts and significant works from the 16th century to the 21st century. 4. It detects ideas that manifest the relation of texts or works with their historical-sociological context. 5. He comments and interprets in a reasoned form fragments of texts from the French-speaking literature of the 19th, 20th and 21st centuries. 6. He writes an organized form on a topic closely related to the proposed text, expressing his point of view in a justified manner. 7. Elaborates and schedules an argumentative text appropriately, based on the study of the previously set works |
(1) Referred to the contents of A-2. List of notions for language study.
(2) Referred to the relation of genders and authors of B-1. Literary texts. "
Six. The list of genera and authors of paragraph B-1, Literary Texts, Section V, Programme, in Annex I-A, French Language and Literature, is worded as follows:
" 1. Narrative: the novel, the short story and the story.
Centuries XVI and XVII:
− Rabelais: Gargantua, Pantgroup (fragments).
− Perrault: Les Contes.
18th century:
− Montesquieu: Les Lettres persanes (fragments).
− Voltaire: Contes.
− Rousseau: La Nouvelle Heloise (fragments).
− Bernardin of St Pierre: Paul et Virginie.
− Prevost: Histoire du Chevalier des Grieux et de Manon Lescaut.
− Lesage: Histoire de Gil Blas de Santillane (fragments).
− Diderot: Contes.
19th century:
− Hugo: Les Miserables (shards).
− Stendhal: Le Rouge et le Noir, La Chartreuse de Parme.
− Balzac: Eugenie Grandet, le Pere Goriot, La Cousine Bette.
− Dumas: Les Trois mousquetaires.
− Merimee: The Venus d' Ille, Carmen.
− Theophile Gautier: Contes et recits fantastiques.
− Flaubert: Madame Bovary.
− Zola: L' Assommoir, Germinal, Therese Raquin, Nana.
− Jules Verne: Le Tour du monde en 80 jours.
− Guy from Maupassant: Les bijoux, The Parure.
Twentieth and 21st centuries:
− Proust: An Amour of Swann (fragments); A la recherche du temps perdu.
− Saint-Exupery: Le petit prince, Vol de nuit, Terre des hommes.
− Camus: L' Etranger, The Peste.
− Gide: The symphonie pastorale.
− Simenon: Le Chien Jaune, Le Bourgmestre de Furnes.
− Albert Cohen: Les valeureux, Le livre de ma mere (fragments).
− Tournier: Vendredi ou les limbes du Pacifique.
− Le Clezio: Mondo et autres histoires, La Ronde et autres faits divers, Le chercheur d' or...
− Duras: A Barrage contre le Pacifique.
− Yourdine: Memoires d' Hadrien, Eastern Nouvelles.
− Raymond Queneau: Zazie dans le metro.
− Boris Vian: L' ecume des jours.
− Modiano: The ronde of nuit, Sad Villa.
− Pennac: The petite marchande de prose, Chagrin d' école.
− Ben Jelloun: L' Enfant de sable, The Nuit sacree.
− Maalouf: Leon l' Africain.
− Nothomb: Stupeur et tremblements.
− Dai Sijie: Balzac et la petite tailleuse chinoise.
− Assia Djébar: Nulle part dans la maison de mon père.
− Eric-Emmanuel Schmitt: Monsieur Ibrahim et les fleurs du Quran.
− Irene Nemirovsky: Suite française.
− Anna Gavalda: Ensemble, c' est tout.
− Pascal Quignard: Tous les matins du monde.
− Sylvie Germain: Magnus, Le Livre des nuits.
− Jean Giono: L' homme qui plantait des arbres.
− Jules Romain: Knock ou le triomphe de la médecine.
− Francois Mauriac: N œud de viperes, Therese Desqueyroux.
− Vercors: Le silence de la mer.
− Romain Gary: La vie devant soi.
− Françoise Sagan: Bonjour tristesse.
− Louis Ferdinand Celine: Voyage au bout de la nuit.
− Erik Orsenna: Madame Ba.
− Laurent Gaude: Le Soleil des Scorta.
− Pierre Rabbi: Du Sahara aux Cevennes. Itineraire d' un homme au service de la Terre-Mer.
− Yasmina Khadra: Les Hirondelles de Kaboul, L' attentat, Les sirenes de Baghdad.
− Marc Levy: Toutes ces choses qu' on ne s' est pas dites, Le voleur d' étres.
2. Theatre:
17th century:
− Corneille: Le Cid.
− Moliere: Le Malade imaginaire, L' Avare, Dom Juan, Tartuffe.
− Racine: Phedre, Andromac, Berenice.
18th century:
− Beaumarais: Le Barbier de Seville, Le Mariage de Figaro.
19th century:
− Hugo: Ruy Blas, Hernani.
− Rostand: Cyrano de Bergerac.
Twentieth and 21st centuries:
− Giraudoux: La Guerre de Troie n' aura pas lieu, Electre.
− Anouilh: Le voyageur sans bagages, Antigone.
− Ionesco: Rhinoceros, La Cantatrice chauve, Le Roi se meurt.
− Sartre: Les Mouches, Huis clos, Les Mains sales.
− Beckett: In attendant Godot.
− Yasmina Reza: Art.
− Nathalie Saarute: Pour un oui ou pour un non.
3. Poetry:
− Siglos XVI and XVII: Du Bellay; Ronsard; La Fontaine.
− 19th century: Hugo; Musset; Lamartine; Baudelaire; Verlaine; Rimbaud.
− Siglos XX y XXI: Apollinaire; Valéry; Eluard; Aragón; Breton; Desnos; Prevert; Michaux; Ponge; Bonnefoy; S. Senghor; A. Cesaire ...
4. Autobiography:
− Rousseau: Les Confessions (fragments), Les Reveries du promeneur solitaire.
− Chateaubriand: Memoires d' Out-tombe (fragments).
− Sartre: Les Mots (fragments).
− Perec: W ou le souvenir d' enfance (shards).
− Andrei Makine: Le Testament français.
− Saarute: Enfance (fragments).
− Patrick Chamoiseau: Une enfance creole.
5. Literary or philosophical essay, argumentative or civilization texts:
− Voltaire: Lettres phillosophiques, Dictionnaire philophique (fragments).
− L' Encyclopedic (articles).
− Rousseau: Discours sur l' origine et le fondement de l' inegalité parmi les hommes (fragments).
− Valery: Southern Regards le monde actuel (shards).
− Sartre: L' existentialisme est un humanisme (fragments).
− Camus: Le Mythe de Sisyphe (fragments).
− Antonin Artaud: Le theatre et son double.
− Levi-Strauss: Sad Stumbles.
− Tzvetan Todorov: Nous et les autres."
Seven. The first subparagraph of paragraph C, Assessment Criteria, of Section V, Programme, of Annex I-A, French Language and Literature, is worded as follows:
" The evaluation criteria and the evaluable learning standards of the specific subject matter French Language and Literature, as set out in paragraph A-1. of Annex I-A, French Language and Literature, must be applied taking into account that at the end of that stage the student must reach the advanced or independent user level (B2), established in the European Framework of Reference and required in the specific test to achieve the French Baccalaureat titration. "
Eight. The fourth paragraph of Section I, Introduction, of Annex I-B. History of Spain and France, it is worded in the following terms:
" The complexity in the preparation of an integrated curriculum in the history of Spain and France makes it necessary to make a great effort to concretize and adjust the programs of both countries in order to reach a synthesis that integrates the objectives, contents, methodology, evaluation criteria and evaluable learning standards of the History curricula corresponding to this stage in both countries. "
Nine. Section IV, Contents, of Annex I-B, History of Spain and France, is worded as follows:
" The common program agreed for the mixed history curriculum in order to obtain the double Spanish-French degree, Bachiller-Baccaulaureat, aims to build a historical culture common to the two countries and provide the keys to the contemporary world's explanation.
This common program recommends the study of some geography issues related to Europe, Spain and France. These topics will be optional and will not be included in the external test. Where possible, they shall be distributed according to the organisation established in each country.
This curriculum will be taught at least in 2. Baccalaureate in order to prepare the external test which can only cover the specific content of the History programmes corresponding to the integrated curriculum second course of Baccalaureate.
This Spanish-French program is structured into four blocks of which the first three are mandatory:
Block 1: History of Spain of 2. º of Baccalaureate until the end of the eighteenth century; curriculum established by the educational administrations in their field of management, as development of Royal Decree 1105/2014, of December 26, establishing the basic curriculum for compulsory secondary education and secondary education.
Block 2: History of the contemporary world from the first half of the 19th century to the present day.
2.1 The era of industrialization and capitalism from the 19th century to 1939:
2.1.1 The political, economic, social, and cultural transformations of the industrial era in Europe, from the 19th century to 1939.
2.1.2 Europe and its presence in the world: interrelations, colonizations, confrontations.
2.1.3 Liberal Revolutions and Nationalisms in Europe during the 19th century.
2.2 The First Half of the Twentieth Century: wars, democracies, totalitarianism, international relations (until 1945):
2.2.1 World War I and its consequences.
2.2.2 The 1930's: democracies and crises.
2.2.3 Totalitarianism.
2.2.4 World War II: the big phases and the Nazi death policy.
2.3 The world since 1945 to our day:
2.3.1 From industrial society to the society of communication.
2.3.2 International relations since 1945.
2.3.3 Europe from 1947 to our day.
2.3.4 Decolonization and its consequences.
2.3.5 Latin America.
Block 3: History of Spain and France from the 19th century to the present day.
3.1 The political evolution of Spain from the mid-19th century to the 1930's.
3.2 Spain since the end of the Civil War (1939) to our day.
Blocks 3.1 and 3.2 will be taught with reference to the contents agreed by the Parties, as well as the curricular elements corresponding to the history of Spain, as established in the Royal Decree 1105/2014, of December 26, according to the following table:
Block 3. History of Spain and France from the first half of the 19th century to the present day
Block 3.1 The political evolution of Spain from the mid-19th century to the 1930's
|
| Assessment Criteria | Learning Standards evaluable |
|---|---|---|
|
The construction of the liberal state and restore (1833-1923). | 1. Describe the phenomenon of carism as absolutist resistance to the liberal revolution, analyzing its ideological components, its social bases, its evolution in time and its consequences. 2. To analyze the definitive transition from the Old Regime to the bourgeois liberal regime during the reign of Isabel II, explaining the role of the military and specifying the political, economic and social . Table_table_izq"> 3. Explain the constitutional process during the reign of Isabel II, relating it to the different ideological currents within liberalism and its struggle for power.4. Explain the Democratic Sexenium as a period of search for democratic alternatives to the Elizabethan monarchy, specifying the great internal and external conflicts that destabilized the country. 5. Describe the living conditions of the working classes and the beginnings of the workers ' movement in Spain, relating it to the development of an international labour movement. 6. Locate and/or use primary and secondary sources (libraries, Internet, etc.), extract information of interest, critically value their reliability, use historical vocabulary accurately. 7. Explain the political system of the Restoration, distinguishing its theory and its real functioning. 8. Analyze the political and social movements excluded from the system, specifying their evolution during the period studied. 9. Describe the main achievements of the reign of Alfonso XII and the regency of Maria Cristina, inferring its repercussions on the consolidation of the new political system. 10. Explain the colonial disaster and the crisis of 98, identifying its causes and consequences. 11. Relate the regeneration of the 98 crisis to the political revisionism of the first governments, specifying their most important actions. 12. Analyze the causes that caused the failure of the political system of the Restoration, identifying internal and external factors. 13. Locate and/or use primary and secondary sources (libraries, Internet, etc.), extract information of interest, critically value their reliability, use historical vocabulary accurately. | 1.1 Identifies the geographical scope of the carlism and explains its ideary and social supports. 1.2 Specifies the causes and consequences of the first two carlist wars. 1.3 Represents a timeline from 1833 to 1874, placing the main historical events. 2.1 Describes the characteristics of the political parties that emerged during the reign of Elizabeth II. 2.2 Resume the stages of the political evolution of the The reign of Elizabeth II from her age minority, and explains the role of the military. 2.3 Explains the measures of land market liberalization carried out during the reign of Elizabeth II. 2.4 Compare the Mendizábal and Madoz deredemptions, and specifies the objectives of one and the other. 2.5 Specifies the characteristics of the new class society and compare it with the Old Regime's stamp society. 3.1 Comfor the Royal Statute of 1834 and the Constitutions of 1837 and 1845. 4.1 Explains the political stages of the Democratic Sexenium. 4.2 Describes the essential characteristics of the democratic Constitution of 1869. 4.3 Identifies the great conflicts of the Sexenium and explains its political consequences. 5.1 Relates to the evolution of the Spanish labour movement during the Democratic Sexenium with that of the international labour movement. 6.1 a coherent reflection based on documents, contrasting the ideas and data of the documents with each other and with the knowledge acquired in this block. 7.1 Explains the fundamental elements of the political system devised by Canovas. 7.2 Specifies the essential characteristics of the 1876 Constitution. 7.3 Describes the real functioning of the political system of the Restoration. 7.4 Represents a timeline from 1874 to 1902, placing in it the main historical events. 8.1 Resume the origin and evolution of Catalonia, Basque nationalism and Galician regionalism. 8.2 different ideological currents of the Spanish worker and peasant movement, thus as its evolution during the last quarter of the nineteenth century. 9.1 Comfor the political role of the military in the reign of Alfonso XII with that of the preceding stages of the nineteenth century. 9.2 It describes the origin, development and repercussions of the third war. 10.1 explains the Spanish policy regarding the problem of Cuba. 10.2 Notes the main facts of the colonial disaster of 1898 and the territorial consequences of the Treaty of Paris. The Committee on Economic and Financial Policy and the Committee on Economic and Financial Policy and the Committee on Economic and Financial Policy the Committeethe European Alfonso XIII, and the main measures taken. 11.2 Represents a timeline from 1902 to 1931, placing the main historical events on it. 11.3 Elemeua scheme with the internal and external factors of the bankruptcy of the political system Restoration. 12.1 Specifies the evolution of the political forces of opposition to the system: Republicans and nationalists. 12.2 Explains the repercussions of the First World War and the Russian Revolution in Spain. 12.3 Analizes the causes, main facts and consequences of the intervention of Spain in Morocco between 1904 and 1927. 12.4 Analizes the general crisis of 1917: its causes, manifestations and consequences. 13.1 Carry out a consistent reflection based on documents, contrasting the ideas and data of the documents with each other and with the knowledge acquired in this block |
|
| 1. Explain the dictatorship of Primo de Rivera as an authoritarian solution to the crisis of the system, describing its characteristics, stages and actions. 2. Explain the economic and demographic evolution in the first third of the twentieth century, relating it to the inherited situation of the nineteenth century. 3. Explain the Second Republic as a democratic solution to the collapse of the political system of the Restoration, framing it in the international context of economic crisis and social conflict. 4. Differentiate the different stages of the Republic until the beginning of the Civil War, specifying the main facts and actions in each one of them. 5. Locate and/or use primary and secondary sources (libraries, Internet, etc.), extract information of interest, critically value their reliability, use historical vocabulary accurately. | 1.1.1 Specifies the causes of the Primo de Rivera coup d' etat and the supports with which it initially counted. 1.2 Describes the evolution of the Primo de Rivera dictatorship, from the Military Directory to the Civil Directory and its end. 1.3 Explains the causes of the fall of the 2.1 Analyzes the effects of the First World War on the Spanish economy. 2.2 Describes the economic policy of the Primo de Rivera Dictatorship.
3.1 Explains the causes that led to the proclamation of the Second Republic and relates its difficulties with the global economic crisis of the 1930s. 3.2 It differentiates the forces of support and opposition to the Republic in its beginnings, and describes its reasons and main actions. 4.1 Resume the reforms promoted during the reformist biennium of the Republic. 24.2" specifies the essential characteristics of the 1931 Constitution. 4.3 Analyzes the agrarian reform project: its reasons, its development and its effects. 4.4 Comfor the actions of the radical biennium-ceded with those of the previous biennium. 4.5 Describes the causes, development and consequences of the Asturias Revolution of 1934. 4.6 Explains the causes of the formation of the Popular Front and the actions after its triumph until the beginning of the war. 4.7 Represents a timeline from 1931 to 1939, placing the main historical events on it. 5.1 Carry out a coherent reflection based on documents, contrasting the ideas and data of the documents with each other and with the knowledge acquired in this block |
|
War 1936-1939 | 1. Analyze the Civil War, identifying its causes and consequences, the international intervention and the course of events in the two zones. 2. To assess the importance of the Silver Age of Spanish culture, exposing the contributions of the most representative generations and figures. 3. Locate and/or use primary and secondary sources (libraries, Internet, etc.), extract information of interest, critically value their reliability, use historical vocabulary accurately. | 1.1 Specifies the history of the Civil War. 1.2 Relating to the Spanish Civil War with the international context. 1.3 Comfor political evolution and the economic situation of the two sides during the war. 1.4 Specifies the human costs and the economic and social consequences of the war. 1.5 Synthesis in a scheme the great phases of the war, from the military point of view. 2.1 Search information of interest (in books or the Internet) and elaborates a brief exhibition on the Silver Age of Spanish culture 3.1 Carry out a coherent reflection based on documents, contrasting ideas and data from each other and with the knowledge acquired in this block |
Block 3.2 Spain since the end of the Civil War (1939) to our day
|
| Assessment Criteria | Learning Standards evaluable | |
|---|---|---|---|
|
evolution: Francoism, political transition, and consolidation of democracy. | 1. To analyze the characteristics of the Francoism and its evolution over time, specifying the political, economic and social transformations that occurred, and relating them to the changing international situation. 2. Describe the cultural diversity of the period, distinguishing its different manifestations. 3. Describe the difficulties of the transition to democracy from Francoism in a context of economic crisis, explaining the measures that allowed the first democratic elections to be held. 4. Characterize the new democratic state model established in the 1978 Constitution, specifying the previous actions aimed at reaching the broadest social and political agreement. 5. Locate and/or use primary and secondary sources (libraries, Internet, etc.), extract information of interest, critically value their reliability, use historical vocabulary accurately. | 1.1.1 Else a scheme with the ideological groups and the social supports of the Francoism in its initial stage. 1.2 Difference stages in the evolution of Spain during the Francoism, and summarizes the essential traits of each one. 1.3 Explains the political organization of the Franco State. 1.4 Explains the external relations, political evolution and economic situation of Spain since the end of the Civil War until 1959. 1.5 external relations, political evolution and the economic and social transformations of Spain from 1959 to 1973. 1.6 Specifies the causes of the final crisis of the Franco regime since 1973. 1.1.7....................... international context.1.8 Explains the economic policy of Francoism in its different stages and the economic evolution of the country. 1.9 Describes the transformations experienced by the Spanish society during the years of the Franco regime, as well as its causes. 1.10 Specifies the different political opposition groups to the Franco regime and comments on its evolution over time. 1.11 Represents a timeline from 1939 to 1975, placing it in it the main historical events. 2.1 Search for information of interest (in books or the Internet) and elaborates a brief exhibition on the culture of exile during Francoism 3.1 He explains the policy alternatives that were proposed after Franco's death, and who each defended. 3.2 Describes the role played by the king during the transition. 3.3 Describes the actions promoted by the president of the government Adolfo Suarez for the political reform of the Franco regime: Law for the Political Reform of 1976, Amnesty Law of 1977, etc. 3.4 Explains the causes and objectives of the Pacts of the Moncloa. 3.5 describes how the pre-autonomies of Catalonia and the Basque Country were established. 4.1 Explains the process of drafting and approving the 1978 Constitution, and its characteristics essential. 5.1 Conducting a consistent reflection based on documents, contrasting the ideas and data of the documents with each other and with the knowledge acquired in this block | |
| , society and culture. Spain in Europe and in the world | 1. Analyze the economic, social and political evolution of Spain from the first constitutional government of 1979 to the acute economic crisis begun in 2008, pointing out the most relevant threats to which it faces and the effects of full integration in Europe. 2. Summarize the role of Spain in today's world, specifying its position in the European Union and its relations with other geopolitical areas) 3. Locate and/or use primary and secondary sources (libraries, Internet, etc.), extract information of interest, critically value their reliability, use historical vocabulary accurately. | 1.1 Else a schema with the political stages from 1979 to the present day, according to the party in power, and points out the main events of each of them. 1.2 Comments the facts more relevant to the process of integration in Europe and the consequences for Spain of this integration. The European Economic and Social Committee ()---- -------- Terrorism on the democratic normalization of Spain, describes the genesis and evolution of the different terrorist organizations that have acted since the democratic transition to our days (ETA, GRAPO, etc.) and reflects on other topics related: the threatened citizenship, the associative movements of victims, the mediation in conflicts, etc.1.5 Represents a timeline from 1975 to the present day, placing the main historical events on it. 2.1 Explains the position and the role of current Spain in the European Union and in the world. 3.1 It carries out a coherent reflection based on documents, contrasting the ideas and data of the documents with each other and with the knowledge acquired in this block. |
3.3 The political evolution of France, from the search for a political regime to the Third Republic (1848 to 1944):
3.3.1 From the Second Republic (1848) to 1879: in search of a political regime.
3.3.2 Consolidation of the Republic (1879-1914).
3.3.3 The French multiform crisis of the 1930's.
3.3.4 France in World War II.
3.4 France since 1945 to our day:
3.4.1 Political evolution.
3.4.2 Economics, society and culture.
3.4.3 France in Europe and the world.
Block 4. Geography of Europe, Spain and France.
4.1 The Europe of States and Regions:
4.1.1 What is Europe?
4.1.2 The Europe of States and the European Union.
4.1.3 Regional fact: a region in France or Spain.
4.2 Spain and its territory:
4.2.1 Natural and social media.
4.2.2 Economic space.
4.2.3 Spatial development and spatial planning.
4.3 France and its territory:
4.3.1 Natural and social media.
4.3.2 Economic space.
4.3.3 Spatial development and spatial planning. "
Final disposition first. Implementation.
The implementation of the modifications included in this order will be carried out according to the implementation schedule established in the final disposition of the Organic Law 8/2013, of December 9, for the improvement of the quality educational.
Final disposition second. Entry into force.
This order shall enter into force on the day following that of its publication in the "Official State Gazette".
Madrid, September 24, 2015.-The Minister of Education, Culture and Sport, Iñigo Méndez de Vigo and
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