Order Ecd / 1961 / 2015, Of 24 Of September, By Which Is Modifies The Order Edu / 2157 / 2010, Of 30 Of July, By Which Is Regulates The Curriculum Mixed Of The Teachings Received To The Agreement Between The Government Of Spain And The Government Of Fr...

Original Language Title: Orden ECD/1961/2015, de 24 de septiembre, por la que se modifica la Orden EDU/2157/2010, de 30 de julio, por la que se regula el currículo mixto de las enseñanzas acogidas al Acuerdo entre el Gobierno de España y el Gobierno de Francia relativo a l...

Read the untranslated law here: http://www.boe.es/buscar/doc.php?id=BOE-A-2015-10392

Already, the framework agreement signed by the Government of the Kingdom of Spain and the Government of the French Republic of concerning educational, linguistic and cultural programs in schools in two States, May 16, 2005, envisaged 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 high school.

To the amparo of this agreement, is would seal subsequently the agreement between the Government of the United of Spain and the Government of the Republic French relative to the double degree of Bachelor and of baccalauréat, made «ad referendum» in Paris the 10 of January of 2008, with the objective of establish a framework of cooperation educational that allowed grant simultaneously them titles of Bachelor and of Baccalauréat.

In the context of this framework was issued the Royal Decree 102/2010, of 5 February, which regulates the management of teaching under the agreement between the Government of Spain and the Government of France concerning the double degree of Bachelor and baccalaureate in Spanish schools. The Royal Decree has in its article 2 that Spanish schools wishing to offer teachings leading to the double degree of Bachelor and Baccalaureate should implement a joint curriculum that integrates content essential to the knowledge of the language and the historical, social and political reality of France, as well as the teaching methods and evaluation criteria agreed by the signatory parties of the double degree agreement for 2008.

Finally, in preparation for the regular curriculum mixed, and pursuant to the Commission provided follow-up on article 7 of the aforementioned double degree agreement is issued the order EDU/2157/2010, of 30 July, which regulates mixed curriculum teachings under the agreement between the Government of Spain and the Government of France concerning the double degree of Bachelor and baccalaureate in Spanish schools as well as the requirements to obtain. The aforementioned order establishes in its article 2.2 shall comply with the specific subjects of this joint curriculum the basic aspects of the Spanish bachillerato curriculum settings, integrating these with the contents and teaching methods of the French educational system.

The reform educational operated by the law organic 8 / 2013, of 9 of December, for it improves of the quality educational, entails, between others aspects important, the introduction of a new definition of the curriculum, understanding this as the regulation of them elements that determine them processes of teaching and learning for each an of them teachings. In accordance with the new wording to article 6 of the law 2/2006 of 3 may, the curriculum is integrated by the objectives of each teaching and educational stage; them skills, or capabilities for activate and apply of form integrated them contained own of each teaching and stage educational, to achieve the realization proper of activities and the resolution effective of problems complex; them content, or joint of knowledge, skills, skills and attitudes that contribute to the achievement of the objectives of each teaching and stage educational and to the acquisition of skills; the teaching methodology, which includes both a description of teaching practices such as the Organization of the work of teachers; standards and assessable learning outcomes; and the criteria for evaluation of the level of acquisition of skills and the achievement of the objectives of each teaching and educational stage.

According to the new article 6 bis of the organic law 2/2006 of 3 may, corresponds to the Government the design of the core curriculum, in relation to the objectives, competences, contents, standards and assessable learning outcomes and evaluation criteria, which guarantees the official status and validity throughout the national qualifications to that referred to in this law.

Published the Royal Decree 1105 / 2014, of 26 December, which establishes the basic curriculum of compulsory secondary education and secondary education, must be changed now to order EDU/2157/2010 of 30 July, in order to secure an adequate correlation between provisions of the specific regulations applicable to the Spanish centers that offer the Bachibac program with respect to curricular management of materials that integrate the curriculum mixed, and what determines the regulatory framework of the Spanish education system with respect to the core subjects in which they are integrated.

In this order processing has delivered the opinion of the State School Board and the autonomous communities at the heart of the Commission General of the Conference of education have been consulted.

By virtue of the above, I have: single article. Modification order EDU/2157/2010 of 30 July, which regulates the joint curriculum teachings under the agreement between the Government of Spain and the Government of France concerning the double degree of Bachelor and baccalaureate in Spanish schools, as well as the requirements to obtain.

One. Article 3 is worded as follows: «article 3. Time allocation.

The joint curriculum will respect in any case structure and time burden of the educational system Spanish, taking into account the proportion of 50% of the ordinary schedule that corresponds to the core subjects. «Only the schedule assigned to the language and literature French and to the history of Spain and of France is will increase, at least, a time teaching to the week to reach them objectives of this curriculum mixed.»

Two. The article 8 is worded in the following terms: «article 8.» Qualification final for the obtaining of the title of Baccalauréat.

1. the qualification end of the title of Baccalauréat is get through the procedure that determine the Ministry of education, culture and sport, depending on what had previously agreed the two parts.

«2. in them records of evaluation of high school is will make consist, in his case, the reference express to the Real Decree 102 / 2010, of 5 of February, that regulates the teachings of the curriculum integrated.»

Three. The article 10 is worded in the following terms: «article 10.» Documents for evaluation.

1. for students who obtain the double degree, both the academic record and high school academic record, established in the Royal Decree 1105 / 2014, of 26 December, which establishes the basic curriculum of compulsory secondary education and secondary education, will be collected by diligence included in annex II that the student has passed the teachings of the joint curriculum and who has reached level B2 of the common European framework of reference for languages in the French language.

2 the proceedings of Bachelor's degree assessment shall contain, where appropriate, the express reference to the Royal Decree 102/2010, of 5 February, which regulates the teachings of the integrated curriculum."

Four. The only additional provision is worded in the following terms.

«Sole additional provision. Access to Spanish universities.

Students who have obtained the title of Baccalauréat pursuant to the Royal Decree 102/2010, of 5 February, which regulates the management of teaching under the agreement between the Government of Spain and the Government of France concerning the double degree of Bachelor and baccalaureate in Spanish schools, may avail himself of the provisions of paragraph 1 (c)) of the thirty-third of the organic law 2/2006 additional provision «, for May 3 to enter Spanish universities.»

5. Section A-1, contents, section V, program, annex I-A, language and French literature, is worded as follows: «A-1 Language and French literature curriculum block 1. Oral comprehension content criteria of evaluation • comprehension strategies assessed learning standards:-mobilization of prior information on the type of task and topic.

-Identification of the type of text, adapting the understanding to it.

-Distinction of types of understanding (general sense, essential information, main points, relevant details, implications).

-Formulation of hypothesis about content and context.

• Inference and formulation of hypothesis about meanings from the understanding of elements significant, linguistic and paralinguisticos.

• Reformulation of hypotheses from the understanding of new elements.

• Aspects socio-cultural and sociolinguistic: conventions social, standards of courtesy and records; Customs, values, beliefs and attitudes; language not verbal.

• Functions communication:-management of relations social in the field staff, public, academic and professional.

-Description and appreciation of qualities physical and abstract of people, objects, places, activities, procedures and processes.

-Narration of events past punctual and regular, description of States and situations present, and expression of predictions and of events future to short, medium and long term.

-Exchange of information, notes, opinions, beliefs and views, tips, warnings and notices.


-Expression of the curiosity, the knowledge, the certainty, the confirmation, the doubt, it guesses, the skepticism and the disbelief.

-An expression of the will, intent, decision, promise, order, authorization and ban, 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 of communication and organization of speech.

• Grammatical structures, lexical and sintactico-discursivas, sound, acentuales, rhythm and intonation (1) patterns.





Identify them ideas main, information detailed e implications General of texts of some length, well organized and linguistically complex, in a variety of language French standard and articulated to speed normal, that try of themes both concrete as abstract, even if are of character technical when are within the own field of specialization or of interest in those areas personal, public , academic and labour / professional, provided that the conditions acoustic are good and are can confirm certain details.

Know and know apply the strategies appropriate to understand the direction general; essential information; the points major; the relevant details; information, ideas and opinions both implied as explicit in the text, made of way clear; and nuances as irony or humor, or aesthetic or poetic use of the French language when the image facilitates understanding.

Meet with the proper depth and effectively applied to the understanding of the text the sociolinguistic knowledge relating to the social structuring, interpersonal relations in various contexts (from informal to institutional) and social conventions (including beliefs and stereotypes) predominant in cultures where the French language is used, as well as the most relevant cultural knowledge (e. g. historical or artistic) allowing you to capture more direct allusions on these aspects that may contain the text.

Differentiate the function or communicative both main and secondary functions of the text and appreciate the significance of different exponents of these differences, as well as 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, topicalizacion (e. g. use of passive or emphatic structures) (, contrast, digression, or recapitulation).

Differentiate and apply to the understanding of the oral text specific meanings and functions generally associated with different syntactic structures in common use according to the context of communication (e.g. build interrogative to express admiration).

Recognize lexicon oral common and more specialized, related with them own interests and needs in the field personal, public, academic and labour / professional, and expressions and idioms of use regular, as well as the connotations more discernible in the use humorous or poetic of the language when the context or the support visual facilitate its understanding.

Discriminate patterns sound, acentuales, rhythmic and of intonation of use common and more specific, and recognize their meanings and intentions communicative Express, as well as some of character implicit (including the irony and the humor) when the joint is clear.





1 includes instructions, announcements, statements and messages detailed, 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 understand the details of what is told in transactions and formalities that arise while traveling, organizes the trip or trafficking with authorities, as well as in less common situations in hotels, stores, travel agencies, centers of health, work or studies (e.g. to receive healthcare as a tourist or as a resident, change a hotel reservation, cancel tickets (, or Exchange a defective item), provided that you can order confirmation.

3 identify main ideas, relevant details, and the General implications of talks and discussion relatively extensive and animated between several partners that take place in his presence, General, news and interesting topics, provided that the discourse is structured and do not very idiomatic use of the French language.

4 you understand, in debates and informal discussions on common topics or of interest, position or point of view of their partners, as well as some implicit meaning and nuances such as irony or humor.

5 includes, in a formal conversation in which it participates, in academic or occupational level, detailed information and points of view and opinions on subjects of his specialty and courses of action and other abstract, provided that it can confirm what the caller wanted to tell and get clarifications on ambiguous aspects.

6. It includes the storyline, main ideas, relevant details and the implications of General presentations, conferences or seminars of some length and complexity on academic or professional topics in your area of interest, both concrete and abstract, whenever there are markers which structured discourse and guide the understanding.

7. It includes the information content of the majority of recorded or broadcast material in the media, on topics of personal interest, identifying the mood, tone and even the mood of the speaker, whenever speech is articulated with clarity, in a variety of standard French language and at normal speed.





Block 2. Production of oral texts: expression and interaction content criteria of evaluation • production strategies assessed learning standards:-planning.

Conceive the message clearly distinguishing your idea or main ideas and its basic structure.

Adapt the text to the recipient, context and canal, applying the registration and the structure of discourse appropriate to each case.

-Execution.

Express message with clarity and coherence, structuring it properly and adjusting, if necessary, to models and formulas for each type of text.

Reset the task (taking a more modest version of the task) or message (make concessions in what would really like to express), after assessing the difficulties and the resources available.

Leaning on and make the most of prior knowledge (use 'prefabricated' language, etc.).

(Compensate them lacks linguistic through procedures language, paralinguisticos or paratextual: to) language.

to. modify words of meaning similar.

b. define or paraphrase a term or expression.

(b) Paralinguisticos and paucity.

to ask for help.

b. pointing objects, use deictic or perform actions which clarify the meaning.

c. use culturally relevant body language (gestures, facial expressions, postures, visual or body contact, prosemica).

d. use extralinguistic sounds and conventional prosodic qualities.

• Aspects socio-cultural and sociolinguistic: conventions social, standards of courtesy and records; Customs, values, beliefs and attitudes; language not verbal.

• Functions communication:-management of relations social in the field staff, public, academic and professional.

-Description and appreciation of qualities physical and abstract of people, objects, places, activities, procedures and processes.

-Narration of events past punctual and regular, description of States and situations present, and expression of predictions and of events future to short, medium and long term.





Build clear, text with sufficient detail, well-organized and adequate to the interlocutor and communicative purpose, issues various, General and more specific within the field of specialty or interest, and defend a point of view on issues related to the own specialty or General, indicating the pros and cons of the various options, as well as taking part active in formal or informal conversation of some length coping with a degree of fluency and correction allowing to maintain communication.

Know, choose carefully, and know apply effectively and with some naturalness, appropriate strategies to produce oral texts of various types and certain length, planning the speech according to the purpose, situation, partners and the channel of communication; resorting to paraphrase or circumlocutions when the precise expression, is and identifying and correcting errors that may cause an interruption of communication.


Integrate in it own competition intercultural, for produce texts oral well adjusted to the context specific, them aspects socio-cultural and sociolinguistic more relevant of the language and cultures French relating to customs, uses, attitudes, values and beliefs, and overcome the differences with regard to them languages and cultures own and them stereotypes, showing confidence in the use of different records u others mechanisms of adaptation contextual , and avoiding serious errors of formulation or behavior that may lead to potential conflict situations.

Plan and articulate the text oral according to the function or functions communicative main and secondary in each case, selecting them different exponents of these functions according to their different nuances of significance, and them different patterns discursive of which is has for present and organize the information, leaving clear what is considered important (p. e. through structures emphatic), or them contrasts or digressions with regard to the theme main.

Used properly, without errors that lead to misunderstandings, morphosyntactic structures, discursive patterns and elements of coherence and cohesion of common and specific use, selecting them according to the communicative purpose concrete examples (p. e. the use of the passive voice in presentations of academic character, or phrases relative to make a detailed description).

Know, and select and use common oral vocabulary and expressions and idioms of usual, and use more specialized according to the interests and needs in the personal, public, academic, and employment/professional field, as well as a small repertoire of words and expressions that allow a simple aesthetic, poetic or humorous use of language.

Play, adjusting properly to any standard variety of the French language, sound, acentuales, rhythm and intonation in common use and more specific patterns by selecting them on the basis of the own communicative intentions, including the simple expression of irony and humor.





1. makes presentations of certain duration on themes of your interest academic or related with your specialty (p. e. the development of an experiment scientific, or an analysis of aspects historical, social or economic), with a structure clear that helps to them listeners to set is in them aspects more important, and demonstrating safety at the time of reply questions of the Auditorium made with clarity and to speed normal.

2 it unfolds with security in transactions and actions everyday and less common, either face to face, by telephone or other technical means, requesting detailed information, offering clear, detailed explanations, and developing his argument in a satisfactory way in the resolution of the problems that have arisen.

3. participates with ease in talks informal face to face or by phone or others means technical, in which describes with detail made, experiences, feelings and reactions, dreams, hopes and ambitions, and responds properly to them feelings that express their partners; Describes with detail experiences personal and their reactions to the same; It expresses with conviction beliefs, agreements and disagreements, and explains and justifies in a persuasive manner their views and projects.

4 take part adequately in talks formal, interviews, meetings and discussions of academic or occupational nature, providing and requesting relevant and detailed information on concrete and abstract aspects of subjects everyday and less common in these contexts; explaining the reasons for a complex problem and asking, and giving instructions or suggestions to solve it; developing arguments of form understandable and convincing and commenting on the contributions of the partners; reviewing, and making proposals justified on future actions.






-Exchange of information, indications, opinions, beliefs and views, tips, warnings and notices.

-An expression of curiosity, knowledge, certainty, confirmation, doubt, conjecture, skepticism and unbelief.

-An expression of the will, intent, decision, promise, order, authorization and ban, 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 of the communication and organization of the speech.

• Structures grammatical, lexical and sintactico-discursivas, patterns sound, acentuales, rhythmic and of intonation (1).





Express yourself with relative ease and naturalness, and with a degree of fluency that allows to develop speech without much help from the partner, although they may occur some problems of formulation that slow down some speech or requiring raised differently which is meant.

Manage the interaction effectively in common situations, respecting and taking the turn of Word with kindness and when you want to, and adjusting the own contribution of the partners receiving your reactions, as well as defend themselves in less routine, and even difficult situations, e. g. when the caller captures the word shift, or when their contribution is low and have to fill communicative gaps or encourage you to participate.





 





Block 3. Understanding of written texts contents criteria of evaluation • comprehension strategies assessed learning standards:-mobilization of prior information on the type of task and topic.

-Identification of the type text, adapting the understanding to the same.

-Distinction of types of understanding (meaning general, information essential, points major, details relevant, implications).

-Formulation of hypotheses about content and context.

-Inference and formulation of hypothesis about meanings from the understanding of elements significant, linguistic and paralinguisticos.

-Reformulation of hypotheses from the understanding of new elements.

• Socio-cultural 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 and professional field.

-Description and appreciation of qualities physical and abstract of people, objects, places, activities, procedures and processes.

-Narration of common and specific past events, description of States and present situations, and expression of predictions and future events in the short, medium and long term.

-Exchange of information, indications, opinions, beliefs and views, tips, warnings and notices.

-An expression of curiosity, knowledge, certainty, confirmation, doubt, conjecture, skepticism and unbelief.

-An expression of the will, intent, decision, promise, order, authorization and ban, 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 of communication and organization of speech.

• Grammatical structures, lexical, and sintactico-discursivas (1).

• Common and more specialized written lexicon (reception), within the own areas of interest in the areas of personal, public, academic and occupational, relative to the description of people and objects, time and space, States, events and events, activities, procedures and processes; relations of personal, social, academic and professional; education and study; work and entrepreneurship; goods and services; language and communication intercultural; Science and technology; history and culture.

• Patterns graphics and conventions spelling (1).





Identify them ideas main, information detailed e implications General of texts of some length, well organized and linguistically complex, in a variety of language French standard and that try of themes both concrete as abstract, even if are of character technical when are within the own field of specialization or of interest, in those areas personal, public, academic and labor / professional , whenever you can reread them sections difficult.

Know and know apply the strategies appropriate to understand the direction general; the information essential; the points major; the relevant details; information, ideas and opinions both implicit and explicit in the text if they are clearly marked; and nuances as irony or humor, or aesthetic or poetic use of the French language, formulated in a clear way.


Meet with the proper depth and effectively applied to the understanding of the text the sociolinguistic knowledge relating to the social structuring, interpersonal relations in various contexts (from informal to institutional) and social conventions (including beliefs and stereotypes) predominant in cultures where the French language is used, as well as the most relevant cultural knowledge (e. g. historical or artistic) allowing you to capture more direct allusions on these aspects that may contain the text.

Differentiate the function or both main and secondary communicative function of the text and appreciate the significance of different exponents of these differences, as well as 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 (e. g. use of passive or emphatic structures contrast, digression or recapitulation).

Distinguish and apply to the understanding of the text written them meanings and functions specific usually associated to different structures syntax of use common according to the context of communication (p. e. structure interrogative to express admiration).

Recognize common and more specialized written lexicon related to own interests and needs in the personal, public, academic and occupational/professional, and expressions and idioms of habitual use, as well as the most discernible connotations in the humorous, aesthetic or poetic use of language when the context or the visual support to facilitate its understanding.

Recognize the values associated with formatting conventions, typographical, spelling, and punctuation common and less common, as well as abbreviations and symbols of common and more specific use (e.g. §, ≤).





1. includes instructions extensive and complex within your area of interest or his specialty, including details on conditions and warnings, provided that can return to read them sections difficult (p. e. about instruments of measurement or of procedures scientific).

2 understand relevant details and implications of advertisements and material of a promotional nature on matters of personal interest (e.g. posters, flyers, banners, graffiti), academician (p. e. scientific poster) or professional (e.g. newsletters, official documents).

3 it includes information, intent and implications of notes and personal correspondence in any format, including forums and blogs, which are transmitted and justify in detail information, ideas and opinions on concrete and abstract topics within their area of interest and personal.

4. includes them details relevant and the implications of correspondence formal of institutions public or entities private as universities, companies or companies of services, on themes concrete and abstract of character personal and academic within your area of interest or your specialty.

5. includes the information, e ideas and opinions implied, in news and articles journalistic and of opinion well structured and of some length that try of a variety of themes of today or more specialized, both concrete as abstract, within its area of interest, and locates with ease details relevant in those texts.

6. understands, in texts of reference and consultation, both in support role as digital, information detailed on themes of its specialty in them areas academic or occupational, as well as information concrete related with issues practices in texts informational official, institutional, or corporate.

7 includes the main aspects, relevant details, some implicit ideas and poetic use of the French language in literary texts presenting an accessible structure and a not very idiomatic language, and in which the development topic or story, the central characters and their relationships, or the poetic reason, are clearly marked with easily recognizable linguistic markers.





Block 4. Production of written texts: expression and interaction content criteria of evaluation • production strategies assessed learning standards:-planning: mobilizing and coordinating the General and communicative skills in order to effectively perform the task (review what is known on the subject, what is or is meant, etc.)

Locate and use properly resources language or theme (use of a dictionary or grammar, obtaining of support, etc.)

-Implementation: Express the message clearly adjusting to models and formulas for each type of text.

Reset the task (taking a more modest version of the task) or message (make concessions in what would really like to express), after assessing the difficulties and the resources available.

Leaning on and make the most of prior knowledge (use 'prefabricated' language, etc.)

• Aspects socio-cultural and sociolinguistic: conventions social, standards of courtesy and records; Customs, values, beliefs and attitudes; language not verbal.

• Functions communication:-management of relations social in the field staff, public, academic and professional.

-Description and assessment of physical and abstract qualities of people, objects, places, activities, procedures and processes.

-Narration of common and specific past events, description of States and present situations, and expression of predictions and future events in the short, medium and long term.

-Exchange of information, notes, opinions, beliefs and views, tips, warnings and notices.

-An expression of curiosity, knowledge, certainty, confirmation, doubt, conjecture, skepticism and unbelief.

-An expression of the will, intent, decision, promise, order, authorization and ban, 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 of communication and organization of speech.

• Grammatical structures, lexical and sintactico-discursivas, sound, acentuales, rhythm and intonation (1) patterns.





Writing, on any support, well-structured texts on a wide range of issues related to the interests or specialty, making descriptions clear and detailed; synthesizing information and arguments drawn from various sources and organize them logically; and defending a point of view on general topics, or more specific, indicating the pros and cons of the various options, using the appropriate linguistic elements to provide the text cohesion and coherence and driving a vocabulary adapted to the context and the communicative purpose pursued.

Know, select and apply the most appropriate strategies to produce written texts well structured and of certain length, e. g. by integrating relevant information from different sources properly, or resetting the registry or the style (including lexical, syntactic structures and discursive patterns) to adapt the text to the recipient and context specific.

Integrate into own intercultural competence, to produce written texts properly adjusted to the specific context, the most relevant socio-cultural and sociolinguistic aspects of the language and customs, uses, attitudes, values and beliefs concerning French culture, and overcome the differences with respect to languages and cultures and stereotypes, showing confidence in the use of different registers or other contextual adaptation mechanisms , and avoiding serious errors of formulation or textual presentation that may lead to misunderstandings or potentially conflictual situations.

Plan and articulate the text written according to function or communicative functions and sub-activities in each case, by selecting the different exponents of these functions according to their different nuances of meaning, and different discursive patterns which are available to present and organize information, making it clear what is considered important (e.g. through emphatic structures), or contrasts or digressions on the main issue.

Use properly, without errors that lead to misunderstandings, them structures morphosyntactic, them patterns discursive and them elements of coherence and of cohesion of use common and more specific, by selecting them depending on the purpose communicative in the context concrete (p. e. the use of the voice passive in presentations of character academic, or of phrases of relative to make a description detailed).





1. complete a questionnaire detailed with information personal, academic or labor (p. e. for register is in a University, apply for a work, open a has Bank, or process a visa).

2. writes, in any support or format, a curriculum vitae detailed, along with a letter of motivation (p. e. to enter in a University foreign, or present is as candidate to a put of work).


3. takes notes, with the sufficient detail, during a Conference, talk or seminar, and produces a summary with information relevant and them conclusions appropriate, whenever the topic is related with your specialty and the speech is well structured.

4. writes notes, ads, messages and reviews, in any support, in which transmits and requests information detailed, explanations, reactions and opinions on themes personal, academic or occupational, respecting them conventions and standards of courtesy and of the Netiquette.

5 write in conventional format and clear structure reports related to their specialty (p. e. development and conclusions of an experiment, on a linguistic exchange, internship or research), or less common (e. g. a problem emerged during a stay abroad), developing an argument; reasoning to favor or against a point of view concrete; explaining the advantages and disadvantages of various options, and providing justifiable conclusions.

6. writes correspondence personal, in any support, and is communicates with security in forums and blogs, transmitting emotion, highlighting the importance personal of made and experiences, and commenting on of way personal and detailed them news and them views of the people to which is directed. Writes, in any medium, formal letters of academic or professional nature, aimed at public or private institutions and companies, which gives and requested information; describe your academic or professional career and competencies; and it explains and justifies in sufficient detail the reasons for their actions and plans (e.g. letter of motivation to enroll at a foreign University, or to apply for a job), respecting the formal conventions and courtesy of this kind of text.






 





Know, and know select and use lexicon written common and expressions and idioms of use regular, and more specialized according to the own interests and needs in the field personal, public, academic and labour / professional, as well as a reduced repertoire of words and expressions that allow a use humorous and aesthetic simple of the language.

Adjust consistency to spelling, punctuation and common format, and some more specific patterns (p. e. abbreviations or asterisks); know manage processors of texts for resolve, p. e., doubts about variants spelling in different standards of the language French, and use with ease them conventions written that govern in the communication by Internet.





 





Block 5. Literary study (2) content criteria of evaluation standards of measurable learning study of the most representative works of French literature from the 16TH century to the 21ST century through the reading and analysis of the complete works and 'sets' most significant texts.

«Text sets» analysis and major complete works of French literature from the 16TH century to the 21ST century, by identifying its main features thematic and formal, in relation to its historical context - sociological.

Critical interpretation of «sets» texts and significant works of French literature from the 16TH century to the 21ST century, by detecting the ideas manifesting the work relationship with its historical context - sociological.

Development of the interest by the reading and the knowledge of works literary, philosophical, press, etc. of the world francophone.





The study of the most representative works of French literature from the 16TH century until the 21ST century through reading and analysis of «joint» texts and significant works.

Read and analyze «sets» texts or significant works from the 16TH to the 21ST century, by identifying its main features thematic and formal related to its historical-sociological context.

Interpret critically «joint» of texts u works significant of the literature francophone from the century XVI to the century XXI, detecting them ideas that manifest the relationship of the work with its context historical-sociological.

Comment and interpret reasonably and with a solvent be sure that competition, texts of French literature of the 19TH, 20TH and 21ST centuries.

Develop a trial related to the topic of study previously set and with a solvent be sure that competition, from the programme of literature works and authors of the 19TH, 20TH and 21ST centuries.





1. lee and analyzes «joint» of texts and works significant from the literature francophone from the century XVI until the century XXI.

2 identifies the main thematic and formal features related to its historical-sociological context.

3 critically interpreted «sets» texts and significant works from the 16TH century to the 21ST century.

4 detects the ideas that express the relationship of texts or site with historical-sociological context.

5 he says and interprets in a reasoned way fragments of texts of French literature of the 19TH, 20TH and 21ST centuries.

6 you write an essay of form organized on a topic closely related to the proposed text, expressing his point of view in a justified manner.

7 it is made and properly plan an argumentative character text, based on the study of the works previously fixed.





(1) referred to the content of A-2. List of concepts for the study of the language.

(2) Referidas to genres and authors of B-1 relationship. «Text literary.»

6. The relationship of genres and authors of paragraph B-1, literary texts, section V, program, in annex I-A, language and French literature, is worded as follows: ' 1. narrative: the novel, the short story and the story.»

16TH and 17TH centuries: − Rabelais: Gargantua, Pantagruel (fragments).

− Perrault: Les Contes.

18TH century: − Montesquieu: Les Lettres persanes (fragments).

− Voltaire: Contes.

− Rousseau: the Nouvelle Héloïse (fragments).

− Bernardin de St. Pierre: Paul et Virginie.

− Prévost: Histoire du Chevalier des Grieux et de Manon Lescaut.

− Lesage: Histoire de Gil Blas de Santillane (fragments).

− Diderot: Contes.

Century XIX: − Hugo: Les Misérables (fragments).

− Stendhal: Le Rouge et le Noir, the Chartreuse de Parme.

− Balzac: Eugénie Grandet, Le Père Goriot, the Cousine Bette.

− Dumas: Les Trois mousquetaires.

− Merimee: the Venus d ' Ille, Carmen.

− Théophile Gautier: Contes et Récits fantastiques.

− Flaubert: Madame Bovary.

− Zola: L'Assommoir, Germinal, Thérèse Raquin, Nana.

− Jules Verne: Le Tour du monde in 80 jours.

− Guy de Maupassant: Les bijoux, the parure.

20TH and 21ST centuries: − Proust: Un Amour de Swann (fragments); A la recherche du temps perdu.

− Saint - Exupéry: Le petit prince, Vol de nuit, Terre des hommes.

− Camus: L' étranger, the plague.

− Gide: La symphonie pastorale.

− Simenon: Le Chien Jaune, Le Bourgmestre de Furnes.

− Albert Cohen: Les valeureux, Le livre de ma Mère (fragments).

− Tournier: Vendredi ou les limbes du Pacifique.

− Le Clézio: Mondo et autres histoires, La Ronde et autres faits divers, Le chercheur d'Or...

− Hard: Un Barrage contre le Pacifique.

− Yourcenar: Mémoires d'Hadrien, Nouvelles orientales.

− Raymond Queneau: Zazie dans le metro.

− Boris Vian: L' Écume des jours.

− Modiano: La ronde de nuit, sad Villa.

− Pennac: La petite marchande de prose, Chagrin d' École.

− Ben Jelloun: L'Enfant de sable, La Nuit sacrée.

− Maalouf: Leon L'africain.

− Nothomb: fear and trembling.

− Dai Sijie: Balzac et petite tailleuse chinoise.

− Assia Djebar: Nulle part dans maison de mon Père.

− Eric-Emmanuel Schmitt: Monsieur Ibrahim et les fleurs du Coran.

− Irene Némirovsky: 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 the medecine.

− François Mauriac: N ud viperes, Thérèse Desqueyroux.

− Vercors: Le silence of the mer.

− Romain Gary: La vie devant soi.

− Françoise Sagan: Bonjour tristesse.

− Louis Ferdinand Céline: Voyage au bout de la.

− Erik Orsenna: Madame Ba.

− Laurent Gaudé: Le Soleil des Scorta.

− Pierre Rabbi: Du Sahara aux Cévennes. Route d' d'un homme au service de la Terre-Mer.

− Yasmina Khadra: Les hirondelles de Kaboul, L'attentat, Les sirènes de Bagdad.

− Marc Lévy: Toutes ces choses qu 'on ne s' est pas dites, Le voleur d´ombres.

2. Theatre: 17TH century: − Corneille: Le Cid.

− Molière: Le Malade imaginaire, L'Avare, Dom Juan, Tartuffe.

− Racine: Phèdre, Andromaque, Berenice.

18TH century: − Beaumarchais: Le Barbier de Séville, Le Mariage de Figaro.

19TH century: − Hugo: Ruy Blas, Hernani.

− Rostand: Cyrano de Bergerac.

20TH 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 is dies.

− Sartre: Les Mouches, Huis clos, Les Mains sales.

− Beckett: in attendant Godot.

− Yasmina Reza: art.

− Nathalie Sarraute: Pour an oui ou pour a non.

3. poetry: − centuries XVI and XVII: Du Bellay; Ronsard; The Fontaine.


− 19TH century: Hugo; Musset; Lamartine; Baudelaire; Verlaine; Rimbaud.

− 20TH and 21ST centuries: Apollinaire; Valery; Eluard; Aragon; Breton; DESNOS; Prévert; Michaux; Ponge; Bonnefoy; S. Senghor; To. Cesaire...

4. autobiography: − Rousseau: Les Confessions (fragments), Les Rêveries du promeneur solitaire.

− Chateaubriand: Mémoires d ' Outre-tombe (fragments).

− Sartre: Les Mots (fragments).

− Perec: W ou le souvenir d ' enfance (fragments).

− Andrei Makine: Le Testament Français.

− Sarraute: Enfance (fragments).

− Patrick Chamoiseau: Une enfance créole.

5. test literary or philosophical, texts argumentative or of civilization: − Voltaire: Lettres philosophiques, Dictionnaire philosophique (fragments).

− L' Encyclopédie (articles).

− Rousseau: Discours sur l' originate et le fondement de l' inégalité parmi les hommes (fragments).

− Valery: Regards sur le monde actuel (fragments).

− Sartre: L'existentialisme est a humanisme (fragments).

− Camus: Le Mythe de Sisyphe (fragments).

− Antonin Artaud: Le Théâtre et are double.

− Lévi-Strauss: Tristes Tropiques.

«− Tzvetan Todorov: Nous et les autres.»

7. He first paragraph of the paragraph C, criteria of evaluation, of the section V, program, of the annex I-A, language and literature French, is drafted in the following terms: «them criteria of evaluation and them standards of learning assessable of it matter specific language and literature French, that listed in the paragraph to-1.» «of the annex I-A, language and literature French, must apply is taking in has that to the end this stage the students must reach the level of user advanced or independent (B2), established in the frame of reference European and required in the test specific for achieve the degree French of Baccalauréat.»

8. The fourth paragraph of section I, introduction, of Annex I-b. History of Spain and France, is drawn up in the following terms: «the complexity in the preparation of an integrated curriculum of history of Spain and France is necessary to make a great effort realization and adjustment of programmes in both countries to reach a synthesis that integrates the objectives, content, methodology, evaluation criteria and measurable learning standards of history curricula corresponding to this stage in both countries.»

9. Section IV, contents, annex I-b, history of Spain and France, is worded in the following terms: «the common programme agreed for the joint curriculum of history in order to obtain the dual Spanish-French degree, Bachelor-Baccaulaureat, aims to build a historical culture common to the two countries and provide the keys for the explanation of the contemporary world.

This common programme recommends the study of some issues of geography Europe, Spain and France. These themes will have character optional and not be included in the test external. When is possible to impart them, is distributed according to the organization established in each country.

This curriculum is taught, at least, in 2nd of high school to prepare the test external that only can pour on them contained specific of them programs of history corresponding to the curriculum integrated of second course of high school.

This program French is structured in four blocks of which the three first are mandatory: block 1: history of Spain of 2nd of high school until late of the century XVIII; curriculum established by them administrations educational in its scope of management, as development of the Real Decree 1105 / 2014, of 26 of December, by which is sets the curriculum basic of it education secondary compulsory and of the high school.

Block 2: history of the world contemporary starting from the first half of the century XIX to the news.

2.1. the era of industrialization and capitalism since the 19TH century to 1939: 2.1.1 the political, economic, social, and cultural transformations of the industrial age in Europe, since the 19TH century to 1939.

2.1.2 Europe and its presence in the world: interrelations, colonisations, confrontations.

2.1.3. the Liberal revolutions and nationalism in Europe during the 19TH century.

2.2. the first half of the 20TH century: wars, totalitarianism, democracies and international relations (until 1945): 2.2.1 the first world war and its consequences.

2.2.2. the 1930: democracies and crises.

2.2.3 totalitarianism.

2.2.4. the second World War: the major phases and the nazi extermination policy.

2.3. the world from 1945 to the present day: 2.3.1 of the industrial society to the society of communication.

2.3.2. the international relations since 1945.

2.3.3 Europe from 1947 to the present day.

2.3.4 the decolonization and their consequences.

2.3.5 Ibero-America.

Block 3: history of Spain and of France from the century XIX until our days.

3.1 the evolution political of Spain since mid of the century XIX to the years 1930.

3.2 Spain since the end of the Guerra Civil (1939) to our days.

Them blocks 3.1 and 3.2 is taught having as reference them contained agreed by the parts, as well as them elements curriculum corresponding to it matter history of Spain, according to it established in the Real Decree 1105 / 2014, of 26 of December, in accordance with the following table: block 3. History of Spain and France from the first half of the century 19TH until the news block 3.1 it evolution political of Spain from mid of the century 19TH to them years 1930 contained criteria of evaluation standards of learning evaluable it construction of the State liberal and the restoration (1833-1923).





1. describe the phenomenon of carlism as absolutist resistance against the liberal revolution, analyzing its ideological components, their social bases, their evolution over time and its consequences.

2. analyze the final transition from the old regime to the bourgeois liberal regime during the reign of Isabel II, explaining the role of the military and by specifying the political, economic and social changes.

3. explain the constitutional process during the reign of Isabel II, relating it to the various ideological currents within the liberalism and its struggle for power.

4. explain the democratic administration as a period of democratic alternatives to the Elizabethan monarchy, specifying the major internal and external conflicts that destabilized the country.

5 describe the living conditions of the working classes and the beginnings of the labor movement in Spain, relating it to the development of international labor movement.

6 locate and/or use primary and secondary sources (library, Internet, etc.), extract useful information, critically assessing its reliability, use the historical vocabulary accurately.

7. explain the system political of the restoration, distinguishing his theory and its running real.

8 analyze political and social movements excluded from the system, specifying its evolution during the period studied.

9. describe the main achievements of the reign of Alfonso XII and Regency of María Cristina, inferring their impact 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 regenerationism emerged from the crisis of 98 with political revisionism of the first Governments, specifying their most important performances.

12. analyze the causes that led to the collapse of the political system of the restoration, identifying the external and internal factors.

13 locate and/or use primary and secondary sources (library, Internet, etc.), extract useful information, critically assessing its reliability, use the historical vocabulary accurately.





1.1 identifies the geographic scope of carlism and explains its ideology and social supports.

1.2 specifies the causes and consequences of the first two Carlist Wars.

1.3 represents a timeline from 1833 until 1874, placing in it the main historical events.

2.1 describes the features of the political parties that emerged during the reign of Isabel II.

2.2 summarizes the stages of political evolution of the reign of Isabel II from its minority of age, and explains the role of the military.

2.3 explain the land market liberalization measures carried out during the reign of Isabel II.

2.4 compare the disentailment of Mendizábal and Madoz, and specifies the objectives of one and another.

2.5 specifies the characteristics of the new class society and compare it with the estates society of the ancien régime.

3.1 compares the actual statute of 1834 and the constitutions of 1837 and 1845.

4.1 explains the political stages of the democratic administration.

4.2 describes the essential features of the democratic Constitution of 1869.

4.3 identifies the major conflicts of the sexennium and explains its political consequences.

5.1 relates the evolution of the movement worker Spanish during the six years democratic with it of the movement workers international.

6.1 takes to out a reflection coherent based in documents, contrasting them ideas and data of them documents between itself and with the knowledge acquired in this block.


7.1 explains the elements fundamental of the system political devised by Cánovas.

7.2 specifies the essential features of the Constitution of 1876.

7.3 describes the actual functioning of the political system of the restoration.

7.4 represents a timeline from 1874 until 1902, placing in it the main historical events.

8.1 summarizes the origin and evolution of the catalanism, the nationalism Basque and the regionalism gallego.

8.2 parses the various ideological currents of the labor movement and Spanish peasants, as well as its evolution during the last quarter of the 19TH century.

9.1 compares the political role of the military in the reign of Alfonso XII with the of the preceding stages of the 19TH century.

9.2 describes the origin, development and impact of the third war Carlist.

10.1 explain the Spanish policy on the issue of Cuba.

10.2 points out the main facts of the colonial disaster in 1898 and the territorial consequences of the Treaty of Paris.

10.3 specifies consequences for Spain of 98 in the areas economic, political and ideological crisis.

11.1 defines in what was the «revisionism political» initial of the reign of Alfonso XIII, and the main measures taken.

11.2 represents a line of the time from 1902 to 1931, placing in it the main events historical.

11.3 elaborates a scheme with the internal and external factors of the failure of the political system of the restoration.

12.1 Specifies the evolution of them forces policy of opposition to the system: Republican and nationalist.

12.2 you explains the impact of the first world war and the Russian revolution in Spain.

12.3 analyzes the causes, major events and consequences of the involvement of Spain in Morocco between 1904 and 1927.

12.4 analyze the general crisis of 1917: its causes, manifestations and consequences.

13.1 you carry out a coherent reflection based on documents, contrasting ideas and data of documents to each other and with the knowledge acquired in this block.






The political tensions of the period between the wars: the dictatorship of Primo de Rivera to the second Republic (1923-1936).





1. explain the dictatorship of Primo de Rivera as authoritative solution to the crisis in the system, describing its features, stages and performances.

2. explain economic and demographic trends in the first third of the 20TH century, linking it with the situation inherited from the 19TH 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 unrest.

4. differentiate the different stages of the Republic until the start of the Guerra Civil, specifying them main made and actions in each an of them.

5. Locate and/or use sources primary and secondary (libraries, Internet, etc.), extract information of interest, assessing critically its reliability, use the vocabulary historical with precision.





1.1 Specifies the causes of the coup of State of cousin of Rivera and the supports with that told initially.

1.2 describes the evolution of the dictatorship's cousin of Rivera, from the directory military to the directory civil and its end.

1.3 explains the causes of the fall of the monarchy.

2.1 analyzes the effects of the first war world on the economics Spanish.

2.2 describes the political economic of the dictatorship of Primo de Rivera.

2.3 explains those factors of the evolution demographic of Spain in the first third of the century XX.

3.1 explains the causes that led to the proclamation of the second Republic and relates their difficulties with the crisis economic world of them years 30.

3.2 difference forces support and opposition to the Republic in its early days, and describes his reasons and main actions.

4.1 summarizes the reforms boosted the reformist biennium of the Republic.

4.2 specified the essential features of the Constitution of 1931.

4.3 examines the project of agrarian reform: its reasons, its development and its effects.

4.4 compares the performances of the biennium radical-cedista with the previous biennium.

4.5 describes the causes, development and consequences of the revolution of Asturias of 1934.

4.6 explain the causes of the formation of the Popular Front and the performances after his electoral triumph, until the beginning of the war.

4.7 represents a timeline from 1931 until 1939, by placing in it the main historical events.

5.1 performs a coherent reflection based on documents, contrasting ideas and data of documents to each other and with the knowledge acquired in this block.






The civil war 1936-1939 1. Analyzing the Civil War, identifying its causes and consequences, the international intervention, and the course of events in the two areas.

2. rating the importance of the age of silver of the culture Spanish, exposing the contributions of the generations and figures more representative.

3. Locate and/or use sources primary and secondary (libraries, Internet, etc.), extract information of interest, assessing critically its reliability, use the vocabulary historical with precision.





1.1 Specifies the background of the Guerra Civil.

1.2 relates the Guerra Civil Spanish with the context international.

1.3 compares the evolution political and the situation economic of the two sides during the war.

1.4 specifies them costs human and the impact economic and social of the war.

1.5 summarizes in a scheme the large phases of the war, from the point of view military.

2.1 are you searching information of interest (in books or the Internet) and made a brief presentation on the silver age of Spanish culture 3.1 carry out a coherent reflection based on documents, contrasting ideas and data of documents to each other and with the knowledge acquired in this block.





Block 3.2 Spain since the end of the Civil War (1939) to content criteria of evaluation standards of learning assessed political developments today: Franco, political transition and the consolidation of democracy.





1 analyze the characteristics of the Franco regime and its evolution in 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 Franco in a context of economic crisis, explaining the measures which allowed the holding of the first democratic elections.

4. characterize the new model of democratic State established by the Constitution of 1978, specifying the previous actions to achieve the broader social and political agreement.

5. Locate and/or use sources primary and secondary (libraries, Internet, etc.), extract information of interest, assessing critically its reliability, use the vocabulary historical with precision.





1.1 elaborates a scheme with those groups ideological and them supports social of the Francoism in his stage initial.

1.2 difference stages in the evolution of Spain during the Franco regime, and summarizes them traits essential of each an of them.

1.3 explains the organization policy of the State Franco.

1.4 explains the relations foreign, the evolution political and the situation economic of Spain from the end of the Guerra Civil until 1959.

1.5 explains the relations foreign, the evolution political and the transformations economic and social of Spain from 1959 until 1973.

1.6 specifies the causes of the crisis end of the Franco regime from 1973.

1.7 relates the evolution political of the regime with the changes that will produce the context international.

1.8 explains the political economic of the Franco regime in its different stages and the evolution economic of the country.

1.9 describes the transformations that experiences the society Spanish during the years of the Francoism, as well as their causes.

1.10 specifies the different groups of opposition political to the regime Franco and says their evolution at the time.

1.11 represents a timeline from 1939 until 1975, placing in it the main historical events.

2.1 are you searching information of interest (in books or the Internet) and made a brief statement about the culture of exile during the Franco regime 3.1 explains the policy options proposed after the death of Franco, and who defended them.

3.2 describes the role played by the King during the transition.

3.3 describes the actions driven by the Gobierno President Adolfo Suárez for political reform of the Franco regime: law for political reform in 1976, 1977 amnesty law, etc.

3.4 explains the causes and objectives of the Moncloa pacts.

3.5 describes how they established the preautonomias of Catalonia and the country Basque.


4.1 explains the process of elaboration and adoption of the Constitution of 1978, and their features essential.

5.1 performs a coherent reflection based on documents, contrasting ideas and data of documents to each other and with the knowledge acquired in this block.






Economy, society and culture.

Spain in Europe and in the world 1. Analyze the evolution economic, social and political of Spain from the first Government constitutional of 1979 until the acute crisis economic initiated in 2008, pointing them threats more relevant to which are faces and them effects of the full integration in Europe.

2. summarize the role of Spain in the world today, by specifying its position in the European Union and its relations with other geopolitical areas) 3. Locate or use primary and secondary sources (library, Internet, etc.), extract useful information, critically assessing its reliability, use the historical vocabulary accurately.





1.1 elaborates a scheme with the political stages from 1979 until today, according to the ruling party, and points out the main events of each one of them.

1.2 says them made more relevant in the process of integration in Europe and the consequences for Spain of this integration.

1.3 analyzes the economic and social evolution of Spain since the second oil crisis in 1979 until the beginning of the global financial crisis of 2008.

1.4 analyzes the impact of the terrorist threat on the democratic normalization of Spain, described the genesis and evolution of different terrorist organizations that have acted since the democratic transition until our days (ETA, SHELL, etc.) and reflects on other related topics: endangered citizens, associative movements of victims, mediation in conflicts, etc.

1.5 represents a line of the time since 1975 until our days, placing in it the main events historical.

2.1 explain the position and the role of the current Spain in the European Union and the world.

3.1 carries out a coherent reflection based on documents, contrasting ideas and data of documents to each other and with the knowledge acquired in this block.





3.3 it evolution political of France, of the search of a regime political to it III Republic (1848 to 1944): 3.3.1 of the second Republic (1848) to 1879: in search of a regime political.

3.3.2 the consolidation of the Republic (1879-1914).

3.3.3 the crisis multiforme of the France of the years 1930.

3.3.4. France in the second world war.

3.4 France from 1945 to our days: 3.4.1 the evolution policy.

3.4.2 economy, society and culture.

3.4.3 France in Europe and in 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. the regional fact: a region in France or in Spain.

4.2 Spain and its territory: 4.2.1 natural environment and social.

4.2.2 economic space.

4.2.3 spatial inequalities and regional planning.

4.3 France and its territory: 4.3.1 the natural environment and social.

4.3.2. the economic area.

4.3.3 spatial inequalities and regional planning."

Available end first. Implementation.

The implementation of the modifications included by this order will take place according to the implementation schedule in the final disposition fifth of the organic law 8/2013, December 9, for the improvement of the quality of education.

Available to finish second. Entry into force.

This order shall enter into force the day following its publication in the «official State Bulletin».

Madrid, 24 September 2015.-the Minister of education, culture and sport, Íñigo Méndez de Vigo and Montojo.