The modification made by the Organic Law 8/2013 of 9 December for the Improvement of Educational Quality in Organic Law 2/2006 of 3 May of Education establishes a new organization of secondary education Compulsory and the Baccalaureate which is developed in Articles 22 to 31 and 32 to 38 of the Organic Law 2/2006, of 3 May, respectively.

In accordance with this, Royal Decree 1105/2014 of 26 December, establishing the basic curriculum for compulsory secondary education and secondary education, determines the basic aspects from which the Different educational administrations should set up the curricular configuration and management of the teaching in these stages for their management.

Organic Law 2/2006, of 3 May, in article 4.3 defines attention to diversity as a fundamental principle in basic education, which must be adopted without prejudice to the guarantee of a common education for students and which may, where such diversity so requires, entail the application of specific organisational and curricular measures. According to the above, the Royal Decree 1105/2014 of 26 December, in its article 16.1, attributes to the educational administrations the responsibility to regulate the measures of attention to diversity, organizational and curricular, including the measures for the attention of students with specific needs for educational support, enabling the centres, in the exercise of their autonomy, a flexible organisation of the teaching. To this end, paragraph 2 of the aforementioned article also states that the centres may be able to organise groups and subjects in a flexible manner, and to take the measures of attention to diversity which are more suited to the characteristics of their pupils and to allow the best use of the resources available to you.

From the above, it follows the importance that is given within the educational process to the individualized attention of the students, to which the tutorial action and the educational and professional orientation also contribute in a decisive way. of the students. The latter, in particular, is included among the inspiring principles of our education system, which includes the Organic Law 2/2006 of 3 May, in Article 1, and is considered as a necessary means for the achievement of a personalised training, to foster a comprehensive education in knowledge, skills and values. According to this, Royal Decree 1105/2014, of 26 December, in its article 15.2, attributes to the educational administrations the responsibility to promote the necessary measures so that the personal tutoring of the students and the orientation educational, psychopedagogical and professional, are a fundamental element in the ordination of compulsory secondary education. Both these measures and those referred to in the previous paragraph shall be incorporated into the educational project of the centres referred to in Article 121 of the Organic Law 2/2006 of 3 May. This article also states in paragraph 4 that it is for the educational authorities to promote coordination between the educational projects of the primary education institutions and those of compulsory secondary education, in order to incorporation of students and students to this last stage is gradual and positive.

Finally, the evaluation, as a factor that favors the quality of the teaching, is one of the aspects that, according to article 2.2 of the Organic Law 2/2006, of May 3, has to be the object of priority on the part of the public authorities. In particular, in relation to the learning process of the students, the organic law itself establishes in its articles 28 and 36, for the stages of compulsory secondary education and Baccalaureate respectively, that the evaluation will be continuous and It will be a tool for the improvement of both the teaching processes and the learning processes, according to the different subjects. According to this, Royal Decree 1105/2014 of 26 December 2014 establishes, in Articles 20 and 30, the basic standards according to which the assessment of the students will be carried out in each of the stages, indicating that it corresponds to the Educational administrations to establish the framework within which the teaching teams will have to take the decisions resulting from the process, as well as to determine the appropriate procedures to guarantee the right of the students and the students objective assessment and to ensure that their dedication, effort and performance are valued and recognised with objectivity. Finally, in its sixth supplementary provision concerning official evaluation documents, the royal decree itself also entrusts to the educational authorities the responsibility for arbitrating the procedures to guarantee the the authenticity of the official assessment documents, the integrity of the data collected on them and their supervision and custody.

Consequently, it is now appropriate for the Ministry of Education, Culture and Sport to establish the curriculum for compulsory secondary education and the secondary education and training provision for centres belonging to the Ministry of Education, Culture and Sport. management, regulate its implementation in accordance with the timetable determined by the fifth final provision of the Organic Law 8/2013 of 9 December, and develop, in accordance with the relevant powers, certain aspects relating to the attention to diversity, the orientation, the organization of the centers in the field of teacher coordination and evaluation process.

The School Board of the State has delivered an opinion on the order's processing.

In its virtue, I have:

CHAPTER I

General provisions

Article 1. Object and scope of application.

1. The purpose of this order is to establish the compulsory secondary education curriculum for the Ministry of Education, Culture and Sport, and to regulate its implementation, as well as the continuous evaluation and certain organizational aspects of the stages.

2. This order shall apply to the educational institutions in the field of management of the Ministry of Education, Culture and Sport, both in the national territory and abroad, in which the teaching of secondary education is taught. Compulsory and Baccalaureate, in person or at a distance, with the exception of adult education centres which shall be governed by their specific rules, although this default order of such specific rules shall apply to them.

Article 2. Methodological principles.

1. Throughout the two stages, the interaction of students and students, as well as personal initiative, autonomy, creativity, critical spirit and the ability to communicate what has been learned will be favored.

2. The didactic methodology adopted will be fundamentally communicative, active and participatory, aimed at achieving the objectives and the acquisition and development of the key competences. To this end, the integration of the learning will be sought, highlighting the relations between the subjects and their connection with reality.

3. Educational activities will prioritize learning situations that require problem solving or the realization of tasks of increasing complexity associated with real or as contextualized situations as possible. At all times, the use of a variety of information sources will be promoted. In Baccalaureate, activities will be programmed to develop the methods of analysis, inquiry and investigation of the chosen modality.

4. In all subjects, activities will be planned to promote reading comprehension, oral and written expression and the development of the capacity for dialogue and expression in public, without prejudice to their specific treatment in the fields of linguistic field. The centres must ensure in the teaching practice of all subjects a time devoted to reading in all the courses.

5. Audiovisual communication and information and communication technologies will also be the subject of treatment in all areas of both stages. Students should be given opportunities to improve their ability to use Information and Communication Technologies, both in their more general applications and in those linked to the modalities or options chosen.

6. Education in values must be part of the teaching and learning processes, in order to develop in the student a personal and social maturity that allows him to act in a responsible and autonomous way.

7. In the stage of compulsory secondary education, special emphasis will be placed on the attention to the diversity of students, in the individualized attention oriented to each student and pupil developing their potential, and in the prompt response to the difficulties that have already been identified or may arise during the stage.

8. The centres will establish the curricular and organizational measures and the appropriate procedures for making significant adaptations of the elements of the curriculum, in order to attend to the students with special educational needs that need them. These adaptations shall be carried out in search of the maximum possible development of the competences and the achievement of the objectives of the stage.

CHAPTER II

Curriculum configuration and teaching of the teachings

Article 3. Block of trunk subjects.

The contents, evaluation criteria and evaluable learning standards of the subjects of the block of secondary education subjects of compulsory secondary education and of the Baccalaureate are set out in Annex I of the present order.

Article 4. Specific subject block.

The content, assessment criteria and evaluable learning standards of the subjects in the specific subjects of secondary education and the Baccalaureate are set out in Annex II to this Regulation. order.

Article 5. Autonomic free-configuration subject block.

1. The contents, evaluation criteria and evaluable learning standards of the subject of the Second Foreign Language, when it is delivered within the free-configuration subject block autonomic, will be the same as for that matter in Annex II to this order.

2. The centres shall propose the contents, assessment criteria and evaluable standards of learning of the other subjects which, as provided for in this order, will be authorised and included in their training offer within this framework. block.

Article 6. Organization of the first cycle of compulsory secondary education.

1. In each of the courses, the students and students will attend the general subjects and the option of the block of subjects established in Article 13 of Royal Decree 1105/2014, of December 26.

2. They will also take the following subjects from the specific subject block:

a) Physical Education.

b) Religion, or Ethical Values, at the choice of parents, mothers or legal guardians or, where appropriate, of the pupil or pupil.

(c) Depending on what is determined in the training offer of its centre, one or two of the following subjects, which may be different in each of the courses:

1. Plastic, Visual and Audiovisual Education.

2. Music.

3. Technology.

4. Getting Started with Business and Business Activity.

3. In addition, according to the offer of the teaching centers, students and students will be in the subject of the subject of autonomous autonomy, one of the following subjects in each of the courses:

a) Second Foreign Language.

b) Extension of Spanish Language and Literature.

c) Extension of Mathematics.

The Spanish Language and Literature Extension curriculum and the Mathematics Extension curriculum will be designed by the relevant teaching departments. The subjects will be aimed at complementing the contents of the relevant core subjects, either by developing those that will help to strengthen the learning in which pupils and students have difficulties, or by extending the allow for the deepening of the respective areas, in which case they will be able to incorporate workshops or activities of creation, interdisciplinary applications and elaboration of projects. Such materials shall, preferably, be given by the teaching staff assigned the corresponding trunk materials.

The subjects within this block may be different in each of the courses.

Exceptionally, students and students will be able to extend the extension of the Spanish Language and Literature and the Extension of Mathematics in the same course, in which case the centers will distribute between both the time allocated to this block.

4. The distribution of materials in each of the courses and the corresponding teaching schedule are those set out in Annex III of this order.

Article 7. Organisation of the fourth compulsory secondary education course.

1. The students and students will pursue the general subjects of the block of trunk subjects set out in Article 14 of Royal Decree 1105/2014, of December 26.

2. In the academic teaching option, depending on the educational offer established by each teaching center, students and students will be one of the following two paths of choice subjects within the block of subjects:

1. Biology and Geology, and Physics and Chemistry.

2. Economics and Latin.

3. In the option of applied teaching, depending on the educational offer established by each teaching center, students and students will be one of the following courses of option subjects, within the block of trunk subjects:

1. Science Applied to Professional Activity and Technology.

2. Getting Started with Business and Business and Technology Activity.

4. Pupils and pupils will be subject to the following subjects in the specific subject block:

a) Physical Education.

b) Religion, or Ethical Values, at the choice of parents, mothers or legal guardians or in their case of the pupil or pupil.

c) Depending on the educational offer established by each teaching center, one of the following subjects:

1. Scientific Culture.

2. Classical Culture.

3. Plastic, Visual and Audiovisual Education.

4. Philosophy.

5. Music.

6. Second Foreign Language.

7. Information and Communication Technologies.

5. Depending on the offer of the educational institutions, the students and students will take part in the free-to-configuration subject block, one of the following subjects:

a) Extension of Spanish Language and Literature.

b) Extension of Mathematics.

The curriculum of these subjects will be designed by the relevant teaching departments. They will be aimed at complementing the contents of the relevant core subjects, either by developing those that will help to strengthen the learning in which pupils and students have difficulties, or by extending those that enable them to deepening of the respective areas, in which case they will be able to incorporate workshops or activities of creation, interdisciplinary applications and project development. Such materials shall, preferably, be given by the teaching staff assigned the corresponding trunk materials.

The subjects within this block may be different in each of the courses. Exceptionally, students and students will be able to study both subjects in the same course, in which case the centers will distribute the time allocated to this block.

In addition, the centres may dedicate the planned time for the subjects of this block to the extension, for one or two subjects of the blocks of subjects or specific subjects, of the time allocation established with character general.

6. The distribution of materials and the corresponding teaching schedule are those set out in Annex IV of this order.

Article 8. Forms of Baccalaureate.

The Ministry of Education, Culture and Sport will authorize the modalities of the Baccalaureate that the schools will be able to offer among the following:

a) Sciences.

b) Humanities and Social Sciences.

c) Arts.

Article 9. Organization of the first course of Baccalaureate.

1. The students and students, depending on the modality chosen, will pursue all the general subjects and two subjects of choice of the block of subjects within those established in article 27 of the Royal Decree 1105/2014, of December 26 for each mode.

2. Students and students will also be subject to the following subjects in the specific subject block:

a) Physical Education, in all modes.

b) In the form of science and according to the educational offer established by each teaching center, two of the following subjects:

1. Scientific Culture.

2. Religion.

3. Second Foreign Language I.

4. Industrial Technology I.

5. Information and Communication Technologies I.

6. A subject of the block of subjects not attended by the student or student, which will be considered specific to all the effects.

c) In the form of Humanities and Social Sciences and according to the educational offer established by each teaching center, two of the following subjects:

1. Scientific Culture.

2. Religion.

3. Second Foreign Language I.

4. Information and Communication Technologies I.

5. A subject of the block of subjects not attended by the student or student, which will be considered specific to all the effects.

d) In the form of Arts and according to the educational offer established by each teaching center, two of the following subjects:

1. Music Analysis I.

2. Anatomy applied.

3. Scientific Culture.

4. Art Drawing I.

5. Technical Drawing I.

5. Language and Musical Practice.

6. Religion.

7. Second Foreign Language I.

8. Information and Communication Technologies I.

9. Volume.

10. A subject of the block of subjects not attended by the student or student, which will be considered specific to all the effects.

3. In addition, according to the offer of the teaching centers, students and students will be enrolled in the subject block of autonomic configuration, one of the following subjects:

a) Extension of Spanish Language and Literature.

b) Extension of Mathematics.

The curriculum of these subjects will be designed by the relevant teaching departments. They will be aimed at complementing the contents of the relevant core subjects, either by developing those that will help to strengthen the learning in which pupils and students have difficulties, or by extending those that enable them to deepening of the respective areas, in which case they will be able to incorporate workshops or activities of creation, interdisciplinary applications and project development. Such materials shall, preferably, be given by the teaching staff assigned the corresponding trunk materials.

The subjects within this block may be different in each of the courses. Exceptionally, students and students will be able to study both subjects in the same course, in which case the centers will distribute the time allocated to this block.

In addition, the centres may dedicate the planned time for the subjects of this block to the extension of the time allocation established in general for one or two subjects of the blocks of subjects specific.

4. The distribution of materials and the corresponding teaching schedule are those set out in Annex V of this order.

5. The centres will be able to draw up itineraries to guide pupils in the choice of option subjects.

Article 10. Organization of the second course of Baccalaureate.

1. The students and students, depending on the modality chosen, will pursue all the general subjects and two subjects of choice of the block of subjects within those established in article 28 of the Royal Decree 1105/2014, of December 26 for each mode.

2. Also, depending on the educational offer established by each teacher and the chosen modality, the students and students will take two subjects from the following of the block of specific subjects:

a) In Science mode:

1. Earth and Environment Sciences.

2. History of Philosophy.

3. Psychology.

4. Religion.

5. Second Foreign Language II.

6. Industrial Technology II.

7. Information and Communication Technologies II.

8. A subject of the block of subjects not attended by the student or student, which will be considered specific to all the effects.

b) In the mode of Humanities and Social Sciences:

1. History of Philosophy.

2. Psychology.

3. Religion.

4. Second Foreign Language II.

5. Information and Communication Technologies II.

6. Foundations of Management and Management, only for the Social Sciences itinerary.

7. A subject of the block of subjects not attended by the student or student, which will be considered specific to all the effects.

c) In the Arts mode, two of the following subjects:

1. No Musical Analysis II.

2. Art Drawing II.

3. Technical Drawing II.

4. History of Philosophy.

5. History of Music and Dance.

6. Image and Sound.

7. Religion.

8. Second Foreign Language II.

9. Technical Graphic Expression Techniques.

10. Information and Communication Technologies II.

11. A subject of the block of subjects not attended by the student or student, which will be considered specific to all the effects.

3. In addition, according to the offer of the teaching centers, students and students will be enrolled in the subject block of autonomic configuration, one of the following subjects:

a) Extension of Spanish Language and Literature.

b) Extension of Mathematics.

c) Physical Education.

The Spanish Language and Literature Extension curriculum and the Mathematics Extension curriculum will be designed by the relevant teaching departments. They will be aimed at complementing the contents of the relevant core subjects, either by developing those that will help to strengthen the learning in which pupils and students have difficulties, or by extending those that enable them to deepening of the respective areas, in which case they will be able to incorporate workshops or activities of creation, interdisciplinary applications and elaboration of projects. Such materials shall, preferably, be given by the teaching staff assigned the corresponding trunk materials.

The subjects within this block may be different in each of the courses. Exceptionally, students and students will be able to extend the extension of the Spanish Language and Literature and the Extension of Mathematics in the same course, in which case the centers will distribute between both the time allocated to this block.

In addition, the centres may dedicate the planned time for the subjects of this block to the extension of the time allocation established in general for one or two subjects of the blocks of subjects specific.

4. The centres will be able to draw up itineraries to guide pupils in the choice of option subjects.

5. The distribution of materials and the corresponding teaching schedule are those set out in Annex VI of this order.

6. Where there is no choice of option trunk in the centre, the pupil or pupil may take it through the distance education offer or in another school, where circumstances permit.

The Secretary of State for Education, Vocational Training and Universities will specify the conditions for the delivery of these and establish the administrative and coordination procedures between the institutions involved. in the educational process of students.

Article 11. Coordination with other stages.

1. In order to make the incorporation of students into compulsory secondary education gradual and positive, mechanisms will be established to promote coordination between the educational projects of the schools of primary education and education. Secondary students who share students.

2. Before the beginning of the school year, the individual reports resulting from the final evaluation of Primary Education of the students from this stage will be analyzed in order to ensure the continuity of their training process and to adopt from the beginning the necessary measures.

Article 12. School calendar and weekly schedule.

1. The Directorate-General for Evaluation and Territorial Cooperation will establish the school calendar for the schools of Ceuta and Melilla.

2. The centres shall set their general schedule and the distribution of the school day, taking into account the particularities arising from their context and the best use of the teaching activities, in accordance with the terms set out in Annexes III, IV, V and VI of the present order and within the possibilities permitted by the applicable rules. The general timetable of the centre shall reflect the allocation of all the teaching periods to be carried out and other activities which may be carried out according to the pedagogical criteria previously established by the Faculty of Teachers.

The schedule for the students will be distributed from Monday to Friday, with a minimum of 30 weekly periods in each of the courses. In addition, a period of recreation of at least 15 minutes shall be established after every two or three reading periods.

In general, the reading periods will be at least 55 minutes, including the class change.

The schedule of the center, which will be reported by the Educational Inspection, must be authorized by the head of the Provincial Directorate or Education Department.

3. The institutions may, in the exercise of their autonomy, carry out extensions of the school calendar or of the teaching schedule for certain subjects or areas in accordance with their educational project, without, in any event, imposing any obligations or contributions to families.

Any extension of the school timetable or timetable in the centres supported by public funds must be authorised by the relevant Provincial Directorates or Education Councils, and will be collected in the educational project in the centre.

CHAPTER III

Organizational and curricular measures for attention to diversity

Article 13. Attention to diversity.

1. The quality, equity and educational inclusion of persons with disabilities, equal opportunities and non-discrimination on the basis of disability, measures of flexibility will be promoted in both compulsory and secondary education. and methodological alternatives, curricular adaptations, universal accessibility, universal design, attention to diversity and all those measures that are necessary to ensure that students with disabilities can access quality on equal opportunities.

2. The attention to the diversity of the institutions for the stage of compulsory secondary education will be geared to respond to the specific educational needs of the students and to the achievement of the key competences and the objectives of the stage, and may not, in any event, lead to discrimination preventing them from achieving those objectives and the corresponding qualification. These measures will be included in the Diversity Care Plan which will in turn be part of their educational project and will be reviewed annually.

3. Measures of attention to diversity will have as a fundamental objective the appropriate use of school, personalized attention and the overcoming of learning difficulties.

4. The ordinary measures of attention to diversity will be established by the centres according to their students and the resources available, respecting the general principles set out in the previous paragraphs. These measures may include flexible groupings, the integration of subjects in areas, group developments, support in ordinary groups, measures to strengthen and adjust the curriculum, the supply of materials, and the provision of services. Specific programmes for the improvement of learning and performance and other programmes of personalised treatment for pupils with a specific need for educational support.

5. The educational institutions shall establish the monitoring and support of the students who promote without having exceeded all the subjects.

6. In the first stage of the stage, the educational institutions will have a specific care plan for those students whose report on the levels achieved in the final evaluation of Primary Education shows serious shortcomings at the time of their incorporation into compulsory secondary education, as well as for those who require it, in order to ensure the basic learning that will enable them to continue to use the lessons of this stage.

7. In order to facilitate the transit of pupils between primary education and the first compulsory secondary education course, the centres may group the subjects of this course in fields of knowledge; this type of group must respect the content, evaluation criteria and evaluable standards of learning of all the subjects that are grouped together, as well as the time allocated to them as a whole. This grouping will have effects on the organization of the teachings but not on the decisions associated with the evaluation and promotion.

The adoption of this measure does not condition all groups of the level, nor does it require the grouping of all the subjects in scopes.

The formation of these groupings will require a favorable report of the educational inspection service, with the adoption of this measure and its justification in the Plan of Attention to Diversity.

Article 14. Programmes to improve the learning and performance of compulsory secondary education in the Autonomous Cities of Ceuta and Melilla.

1. The schools of the Autonomous Cities of Ceuta and Melilla will organize, after authorization from the Provincial Directorate, Programs to improve learning and performance for students who present relevant learning difficulties attributable to a lack of study or effort, and which, depending on the need for an organisation of the content, practical activities and subjects of the curriculum other than that established in general and of a specific methodology, allow the fourth course to be cured by the ordinary course and obtain the degree of Graduation in Education Mandatory Secondary.

2. You can participate in these programs:

(a) The students who have repeated at least one course at any stage, and who once completed the first course of compulsory secondary education, are not in a position to promote the second course. This student will join the first course of the program.

(b) The students who have repeated at least one course at any stage, and who once completed a second course of compulsory secondary education, are not in a position to promote the third course. This student will join the second course of the program.

c) Exceptionally, those students and students who, having completed the third course of compulsory secondary education, are not in a position to promote the fourth course. This student will join the second course of the program.

3. It will be up to the teaching team to propose to parents, mothers or legal guardians the incorporation of a student or student to a program to improve learning and performance. Such incorporation will, in any case, require both academic and psycho-pedagogical evaluation of the students, as well as the approval of the educational inspection, and will be carried out with the consent of parents, mothers or legal guardians, hearing the student or pupil.

4. These programmes include three specific areas, consisting of the following training elements:

(a) Language and social fields, which integrates the curriculum of the trunk subjects Language and Literature and Geography and History.

b) Scientific and mathematical scope, which integrates the curriculum of the core subjects Biology and Geology, Physics and Chemistry, and Mathematics.

c) Scope of foreign languages.

The content, assessment criteria and evaluable learning standards for each of these areas are set out in Annex VII. The timetable for the areas of these programmes is set out in Annex VIII.

The students enrolled in this program will also, together with their reference group, study the subjects of specific subject blocks corresponding to each course according to the provisions of the present order and the offer. training of your centre.

In addition, to enhance the tutorial action, as an educational resource that can contribute in a special way to overcome learning difficulties and to address the educational needs of this student, two will be used Group schedule reading periods for performing tutoring activities.

5. The assessment of the students to be a programme of improvement of learning and performance will have as a fundamental reference the competences and objectives of the compulsory secondary education, as well as the evaluation criteria and standards. of evaluable learning as set out in Annex VII.

Without prejudice to the foregoing, in accordance with the provisions of Article 28.4 of the Organic Law 2/2006 of 3 May, and given the specific nature of this type of program, students or students who, at the end of the (a) they have exceeded any of the areas, they will be exempt from recovering the subjects of previous courses corresponding to that area which they would not have exceeded. These materials shall not compute in the calculation of the average note of the stage. The term "Exent/a" shall be used in the assessment documents and the code "EX" shall be used in the box referred to.

The stay in the program will be limited to a maximum of three courses, provided that the age requirements are met in general. The promotion decision will be adopted by the teaching team, which will be able to determine the appropriateness of the repetition of one of the two courses that integrate it, taking into account both the learning outcomes and the possibilities of the use of the student or pupil in the following course.

6. Those centres where there are students with disabilities participating in these programmes will have the support resources which, in general terms, will be provided for this student.

Article 15. Students with specific need for educational support.

1. The teaching centres shall establish appropriate curricular and organisational measures so that pupils with a specific need for educational support referred to in the Organic Law 2/2006 of 3 May, in Articles 71 to 79a, may reach the maximum development of their personal capacities and the objectives and competencies of the stage to ensure their proper progress in accordance with the provisions of the current legislation.

2. The centres shall ensure the participation of parents, mothers or guardians in decisions affecting schooling and the educational processes of this student.

3. In order to cater for pupils with special educational needs, the centres may, where necessary, establish appropriate procedures for making significant adaptations of the elements of the curriculum which, in any case, will require the prior psychopedagogical evaluation of the student. Such adaptations shall be carried out in search of the maximum possible development of key competences.

The centres will provide the most appropriate measures to ensure that the conditions for carrying out the evaluations are adapted to the needs of this student, adapting, whenever necessary, the assessment instruments, the times and supports in accordance with the curricular adaptations that have been established, if any.

4. It is up to the educational guidance services in the Ministry of Education, Culture and Sport to take the necessary measures to identify the students with high intellectual abilities and to assess their needs.

The rhythm and style of learning of the students will be taken into consideration, which presents high intellectual and student capacities, especially motivated by learning. To this end, the educational institutions may adopt specific organisational measures as well as curriculum enrichment programmes appropriate to those needs that enable such pupils to develop their capacities to the full.

In the event that the measures referred to in the previous paragraph are insufficient, the schooling of the students with high intellectual abilities, identified as such according to the procedure and the established terms by Order EDU/849/2010 of 18 March, which regulates the organisation of education of pupils with the need for educational support and the provision of educational guidance services in the field of management of the Ministry of Education, cities of Ceuta and Melilla, it will be able to be more flexible in the terms that determines the regulations in order to anticipate a course in the beginning of schooling at the stage or to reduce the duration of the stage, provided that it promotes the development of its personal balance and socialization. Such flexibility may include both the delivery of content and the acquisition of skills of higher education, as well as the extension of content and skills in the course in which it is registered.

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

Those who present a gap in their level of curricular competence of more than two years may be escorted in the lower course than they would be of age, provided that such schooling allows them to complete the stage in the age limits laid down in general. In any case, the schools will adopt, for each student or student, the necessary reinforcement measures that facilitate their school integration and the recovery of their phase and allow them to continue with their studies. In the event that the teaching team considers that the student or pupil has overcome this gap, he/she may decide to join the course corresponding to his/her age.

Students and students who have serious deficiencies in the Spanish language or those who have a high degree of curricular competence for their personal or school history conditions that require attention In exceptional and limited time, education may receive specific attention, which will be, in any case, simultaneous to their schooling in the ordinary groups, with whom they will share the greatest possible time of the weekly schedule.

6. It is up to the centres to take the necessary measures to identify pupils with specific learning difficulties and to assess their needs in an early age, in terms of the rules in force. The schooling of such pupils shall be governed by the principles of standardisation and inclusion and shall ensure their non-discrimination and effective equality in access and permanence in the education system.

Article 16. Mentoring and guidance.

1. The tutorial action and the educational and professional orientation must aim to contribute to the integral and balanced development of all students, in order to facilitate their integration into society as citizens of full rights and, where appropriate, in the working world. Both are key elements in the management of both educational stages.

2. The direction and orientation of student learning and support for their educational process are part of the teaching function and are the task of all teachers, in a framework of collaboration with the tutor or tutor, the Department of Guidance and families.

3. It is for the Management of the Centre to carry out, on a proposal from the Head of Studies, the allocation of tutoring.

Each group will have its corresponding tutor or tutor teacher, designated among the faculty who gives class to the group as a whole. As far as possible, the centres will facilitate continuity in the mentoring process, especially in the first two compulsory secondary education courses.

The tutor or tutor will devote one hour a week to the attention of his students, which for the faculty will have the consideration of reading.

4. The tutor or tutor, with the support of the Department of Guidance, will be responsible for the individualized attention and follow-up of his students, as well as their academic and professional orientation. It will also be for the coordination of the teaching team in the development and evaluation of teaching and learning processes and mediation between teachers, students and parents, mothers or legal guardians.

You should also keep the students and students of your group informed, the parents, mothers or legal guardians of these students and the teaching team of all that they are aware of in relation to the teaching and complementary activities. and with regard to the decisions taken in the field of evaluation and promotion, requiring their collaboration in the measures adopted by the centre to promote the educational process.

The centers will pay special attention to the orientation of students and parents, mothers or legal guardians at those times when they need to choose between different training options.

CHAPTER IV

Organization of the centers and pedagogical proposal

Article 17. Pedagogical and organizational autonomy of the centers.

1. The teaching centers, in the field of their pedagogical and organizational autonomy, will concretize the curriculum in their pedagogical proposal.

2. The educational proposal of the centres will include the curriculum proposal of the stages of compulsory secondary education and of high school, the didactic programmes and the training offer in each of the courses.

Article 18. Curriculum proposal.

1. The teaching centers will develop and complete the curriculum established in this order through the elaboration of a curriculum proposal, which will be part of the educational project of the center.

2. The curriculum proposal and its annual amendments will be drawn up by the Commission for Pedagogical Coordination in collaboration with the teaching departments and will consist of the following elements:

a) Adequation of the objectives of the stages to the context of the center and the characteristics of its students, taking into account what is established in the educational project.

b) Integration of the curriculum elements. Profiles of key competencies.

c) General methodological and didactic principles.

d) General procedures for evaluating students ' learning.

e) Curriculum and organizational measures of individualized care.

f) Promotion criteria.

g) Plan of attention to diversity.

h) Tutorial Action Plan.

i) Read plan.

j) Information and Communication Technologies Plan.

k) Criteria for the elaboration of didactic programming.

l) Actions for the improvement of academic results.

m) Procedures and indicators for evaluating the curriculum proposal.

The curriculum proposal and its annual modifications will be approved by the Faculty of Teachers.

Article 19. Didactic programming.

The didactic programming of each of the subjects or areas will be elaborated under the coordination of the leadership of the didactic department responsible for its teaching.

Didactic schedules must contain at least the following elements:

a) Sequence and temporal distribution of content, evaluation criteria, and evaluable learning standards.

b) Relationship between the evaluable learning standards of the different subjects and each of the competencies.

c) Treatment of cross-cutting themes.

d) Measures of attention to diversity. Procedure for the elaboration and evaluation of curricular adaptations.

e) Procedures and instruments for evaluating students ' learning.

f) Qualification criteria.

g) methodological and didactic decisions.

h) Procedures, assessment tools and indicators of achievement of the teaching process.

i) Material and teaching resources.

j) Program of extra-school and complementary activities.

k) Procedures and indicators for evaluation of didactic programming.

Article 20. Training of centres in the Autonomous Cities of Ceuta and Melilla.

1. The educational institutions shall, within the limits laid down by this order, set up their own training offer, which shall contain the subjects to be taught in each of the courses of the stages of compulsory secondary education and Baccalaureate, the time load corresponding to the different subjects and the pedagogical basis of said time distribution.

2. The educational institutions may propose a different educational offer than the one established in this order, according to their educational project.

3. The training offer must have the prior authorisation of the Directorate-General for Territorial Evaluation and Cooperation.

4. Once it has been informed by the School Board and approved by the Faculty of Teachers, the directors of the teaching centers of the Autonomous Cities of Ceuta and Melilla will forward their proposals for training to the Provincial Directorate before 15 February each year for the following school year.

The Provincial Directorate, prior to the report of the Educational Inspectorate, will submit a proposal for authorization to the Directorate-General for Evaluation and Territorial Cooperation.

5. The authorization for the creation of a group of subjects for the subjects of the block of choice, specific and free autonomous configuration subjects will require, in general, a minimum number of 15 students or students enrolled, (i) exceptionally, the Directorate-General for Territorial Cooperation and Evaluation may authorise it with a lower number, on the basis of a justified request and a favourable report from the Education Inspectorate.

Article 21. Evaluation of the curriculum proposal.

1. At the end of each course, the Faculty of Teachers, following the guidelines proposed by the Commission for Pedagogical Coordination, will carry out the evaluation of the curriculum proposal of the Centre. Such assessment shall include at least the following aspects:

a) Adequation of the curricular proposal to the context of the center and the characteristics of the students, and assessment of their effectiveness in relation to the achievement of the objectives of the stage and degree of integration of the competences key in the curriculum.

b) Adequation of established methodological and didactic principles.

c) Adequation of the adopted assessment procedures and instruments.

d) Relevance of the curriculum and organizational measures of the diversity plan.

e) Validity of the promotion criteria.

f) Assessment of the diversity care plan.

g) Evaluation of the tutorial action plan.

h) Evaluation of the read plan.

i) Evaluation of the Information and Communication Technologies plan.

j) Relevance of the criteria for the elaboration of didactic programming.

k) Validity of the actions established for the improvement of academic results.

l) Detection of the improvable aspects and indication of the adjustments that will be made accordingly.

Article 22. Evaluation of didactic programming and teaching and teaching practice processes.

1. At the end of each course, the teaching departments shall carry out the evaluation of their respective teaching programmes, in which the following aspects shall be taken into account:

a) Adequation of the sequence and temporal distribution of the content, evaluation criteria, and evaluable learning standards.

b) Validity of the competitive profiles.

c) Evaluation of the treatment of cross-cutting themes.

d) The relevance of the measures of attention to diversity and the curricular adaptations applied.

e) Assessment of the strategies and instruments for evaluating the learning of students.

f) Relevance of the qualification criteria.

g) Evaluation of procedures, assessment instruments and indicators of achievement of the teaching process.

h) The suitability of the materials and teaching resources used.

i) Adequation of scheduled extra-school and complementary activities.

j) Detection of the improvable aspects and indication of the adjustments that will be made accordingly.

2. In addition, the teaching departments will carry out the evaluation of teaching processes and teaching practice, which should include at least the following aspects:

a) Analysis of academic results.

b) Valuation of the functioning of the teaching coordination bodies.

c) Valuation of relationships between teachers and students.

d) Relevance of teaching methodology and curriculum materials.

e) Environmental assessment and working climate in classrooms.

f) Adequation of the organization of the classroom and use of the resources of the center.

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

h) Proposals for improvement.

CHAPTER V

Student assessment

Section 1. Evaluation Process Development

Article 23. Character and referents of the educational assessment.

1. The evaluation of the learning process of the compulsory secondary education student must be inclusive. For this purpose, the achievement of the objectives set for the stage and the corresponding development of the competences must be taken into account from each and every subject. The integrative nature of the assessment must not be incompatible with the fact that the assessment of each subject is carried out in a differentiated manner by the teacher or teacher who gives it, taking into account the evaluation criteria and the evaluable learning standards for each of them, as well as the actions of the agreements of the departments established in the didactic programmes.

In the Baccalaureate stage, the evaluation of the student's learning will be differentiated according to the different subjects. The teacher or teacher of each subject shall decide whether the student or pupil has achieved the objectives and has achieved the appropriate degree of acquisition of the relevant skills.

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

3. The evaluation will also have a formative and guiding character, and should serve as an instrument for the improvement of both teaching and learning processes. To this end, the teachers will evaluate the students ' learning, the teaching processes, and their own teaching practice, for which they will establish indicators of achievement in the didactic programs.

4. The references for the verification of the degree of acquisition of the competences and the achievement of the objectives of the stage in the continuous and final evaluations of the subjects of the blocks of subjects, specific and of free configuration, be the evaluation criteria and evaluable learning standards of the same.

The evaluation and promotion of students with special educational needs will have as their reference the evaluation criteria and evaluable learning standards established in the curriculum adaptations themselves. significant.

Article 24. Initial assessment.

1. At the beginning of each compulsory secondary education course, teachers and teachers will carry out an initial assessment of the students to identify the degree of development achieved in basic learning and the mastery of content and content. skills acquired in the various subjects. To carry out this assessment in the first stage of the stage, the final stage report of Primary Education and the report on the levels achieved by the student in the final evaluation of Primary Education will be taken into account. In the other courses, the guidance board issued the previous course will be taken as a reference.

Also, an initial evaluation will be carried out of those students and students from foreign education systems who will be enrolled in any compulsory secondary education course and Baccalaureate.

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

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

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

Article 25. Evaluation sessions.

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

Pupils or students representing the group assessed may be present at some point in these sessions to discuss general issues relating to the teaching and learning process, as set out in the Educational project of the center.

2. Each group will be subject, along the course, to three evaluation sessions, in addition to the initial one, without prejudice to others that establish the educational projects of the centers. The last session can be matched with the ordinary course end session.

3. In both stages, the evaluation of each subject or field will be carried out in each course by the faculty that has taught it. Without prejudice to this, in the stage of compulsory secondary education, the teaching team must act in a collegial manner in the taking of the general decisions resulting from the evaluator process which, within the limits established by the regulations in force, you may have to adopt. Decisions shall be taken by consensus or, in the event of failure to take place, in accordance with the criteria laid down in general in the curricular proposal of the Centre.

4. The evaluation sessions shall complete the assessment reports with the qualifications awarded to each student or pupil in the different subjects and areas and the information to be transmitted to each student and his/her family shall be agreed. on the outcome of the learning process followed and on the activities carried out, as well as on the educational reinforcement or support measures received.

The follow-up of the organizational and curricular measures adopted in the previous session or sessions will also be carried out, and the new measures considered relevant will be decided.

5. A record shall be drawn up for each of these sessions, which shall include assessments and conclusions on the level of performance of the group and its students, as well as the agreements and decisions taken. This document shall be drawn up by the group's guardian or guardian.

6. In Baccalaureate, the teaching team shall assess and expressly reflect in the minutes of the final evaluation session the evolution of each student or pupil in all the subjects and their academic maturity in relation to the objectives of the Baccalaureate and the relevant competences, for the purpose of pursuing higher education or entering the labour market

7. An extraordinary session of evaluation will be held for the student who would not have passed all the subjects in the ordinary session of the final. At the level of compulsory secondary education, the decision on the promotion to the following course of this student shall also be taken, with the indication, where appropriate, of the reinforcement measures to be taken into account by the teachers in the following course so that you can continue your learning process.

8. Before the final sessions of the regular and extraordinary evaluation of the course, a session of evaluation of the students with pending subjects will be held, which will be coordinated by the Head of Studies. The results of the evaluation shall be drawn up and the results of the evaluation shall be forwarded to the evaluation documents. Written information will also be given to students and their parents, mothers or legal guardians.

Article 26. Subjects from previous non-overlapping courses, Matriculation of Honor and Honorific Mention.

1. The subjects of previous non-overlapping courses shall be entered as pending (PT). Likewise, until the first course of the matter has been exceeded, the second course of Baccalaureate, which, as set out in Annex III to Royal Decree 1105/2014 of 26 December 2014, will be entered as a priority pending. involve continuity with others from first.

2. The term 'validated' shall be used for the qualification of the subjects or subjects to be validated. In addition, in the case where the exemption is granted, the term Exento/a (EX) shall be used in the box referred to as the term of the exemption.

3. At the end of each stage, the Honorific Mention (ME) may be awarded in a given matter to the students and students who, in all the courses of the stage, have obtained an average qualification of 9 or higher in this field and have demonstrated a interest for the same especially remarkable. This indication shall be entered in the assessment documents together with the numerical rating obtained and shall not alter that rating.

The number of honorific mentions awarded for each subject may not be higher than one for five students or a fraction higher than two for all students enrolled in that subject in the last course of the stage.

4. Those students who, after the ordinary course of the second of the second of the Baccalaureate or the fourth of the compulsory secondary education, have obtained an average equal to or greater than 9 in the numerical qualifications obtained in each one of the subjects in the stage, they will be able to obtain the distinction of the Matriculation of Honor (MH). Such a distinction shall be granted to a number not exceeding one per twenty students, or a resulting fraction exceeding 15 of the number of students enrolled in the educational institution in the corresponding courses.

Obtaining the "Honor Matriculation" will be entered in the student's assessment papers or alumni through specific diligence.

5. In any event, the distinctions referred to in this Article shall be adopted in accordance with the criteria previously agreed and established in the Centre Educational Project.

Article 27. Change of mode or of subjects within the same mode in Baccalaureate.

1. The student who has promoted from first to second course of Baccalaureate may, when making the tuition, request the change to another modality, or within the modality of Humanities and Social Sciences to another itinerary, different from those that came curating. For these purposes, the general and option subjects of the block of trunk subjects already exceeded that are matched with those of the new modality or itinerary will become part of the required subjects, and the mismatched ones will be compute within the block of specific subjects as other subjects of the trunk block.

The first-course subjects of the new modality or itinerary to be cured by the student or student will have the consideration of pending subjects, although they will not be computable for the purpose of modifying the conditions in which they have promoted to second.

2. Likewise, students and students will be able to request the change of some of the subject matter of the block of non-superimposed trunk subjects. Both in this case and in the above paragraph, if the change requested involves the registration of a material which, according to the provisions of Annex III to Royal Decree 1105/2014 of 26 December 2014, requires prior knowledge, It shall apply the provisions of Article 33 of the said royal decree.

3. In any case, these changes will only be authorized by the Management of the Center when the requested modalities or itineraries are delivered.

Article 28. Attention to students who do not exceed the final assessment of compulsory secondary education.

The Ministry of Education, Culture and Sport, through the provincial directorates and according to the needs identified, will promote that the teaching centers, with the available resources, can establish measures of attention In the case of students who are not in a position to repeat courses and have been submitted to the final evaluation of compulsory secondary education, they have not exceeded it. To this end, specific support and reinforcement plans can be promoted aimed at this student, who will be coordinated from the Department of Guidance with the collaboration of the Head of Studies in the centers where they are adopted.

Article 29. Information and participation of families.

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

2. After the final evaluation of the course or stage, the result shall be reported to parents, mothers and legal guardians of the student, with the indication, at least, of the following: the qualifications obtained in the various subjects, the promotion or not to the next course or stage and the support measures taken, if any, for the achievement of the programmed objectives.

3. The tutors and tutors will maintain a fluid communication with the students and their families in everything related to the learning process, in order to facilitate the precise clarifications for greater efficiency of the same. Parents, mothers and legal guardians shall in any case have access to the official evaluation documents and to the examinations and documents of the evaluations carried out on their children or tutored, in accordance with the procedure laid down by the institution.

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

Article 30. Student mobility.

1. Where a pupil or pupil moves to another teaching centre to pursue his studies, the centre of origin shall, as soon as possible, transmit to the destination, and at the request of the student, the academic history of the relevant stage, certifying that the data it contains is consistent with the academic record that is stored in the center. In Compulsory Secondary Education, the final course of the course will also be referred to the academic record.

All centres will make the most of the mobility of students and will endeavour to issue with the utmost diligence a certification, at the request of the interested parties, for their presentation in the center to which they wish to join. This certification, in order to permit the proper provisional registration of the same in the center of destination, must be the most accurate reflection of the academic situation of the student.

2. If the pupil or pupil moves to another centre before the end of the course, the centre of origin shall issue the personal transfer report, which shall be drawn up by the guardian or guardian, on the basis of the data provided by the staff and shall be The director or director of the centre.

3. The registration shall be final as from the receipt of the duly completed academic record and, where appropriate, the personal transfer report. The receiving centre shall be responsible for the custody of the academic record and, where appropriate, the personal transfer report, and shall open the relevant academic record of the pupil or pupil, to whom it shall transfer all relevant information, Provision of the tutor or tutor of the group to which the student is incorporated.

4. When the student or student joins a foreign center in Spain or abroad that does not teach the Spanish education system, the academic history will not be transferred to this. In order to facilitate the incorporation into the equivalent teachings of the foreign education system concerned, the home centre will issue a full academic certification.

The academic record will continue to be guarded by the last center in which the student or student was enrolled until his possible reinstatement to the teachings of the Spanish education system in the same or other center, to which he then move, or until delivery to the student after the completion of the foreign studies equivalent to the relevant stage.

Section 2. Academic Documentation

Article 31. Assessment minutes.

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

2. The evaluation minutes will be signed by all the teachers of the group in compulsory secondary education and Baccalaureate, and they will carry the approval of the center's management.

3. In the second and subsequent courses of compulsory secondary education and in the second course of the secondary school, there will be an evaluation of the subject of evaluation of subjects pending at the end of the ordinary course and of the call for proof. extraordinary.

4. In the evaluation minutes for the fourth compulsory secondary education course and the second course of secondary education, it shall be recorded whether the student or pupil fulfils the necessary conditions to be able to present the final assessment of the corresponding stage.

5. The results recorded in the evaluation reports will be reflected in the academic records and in the academic records of the students and students; on the basis of these, a report of the results of the regular sessions will also be produced. an extraordinary evaluation of the end of the course. A copy of the report shall be forwarded to the relevant Education Inspectorate within 10 days of the completion of the special assessment process for the pupils.

6. The custody and file of the evaluation minutes corresponds to the educational institutions and, where appropriate, the electronic centralization of the same will be carried out according to the procedure to be determined, without a subrogation of the powers inherent in such centres.

Article 32. Academic record.

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

2. The academic file shall include, together with the identification data of the student's centre and personal data, the number and date of registration, the results of the assessment with the qualifications obtained, the promotion decisions and, where appropriate, the measures of attention to the diversity and the significant curricular adaptations that have been adopted. In addition, the calls for the final stage evaluations to which the student has been presented and the option or mode chosen shall be recorded.

The academic record will also reflect the delivery of the certifications and the academic records of the compulsory secondary education and the secondary school, respectively.

3. The custody and file of the academic records corresponds to the teaching centers in which the corresponding teaching studies have been carried out and their completion and custody will be supervised by the Educational Inspection. The electronic centralization of the same shall be carried out, where appropriate, in accordance with the procedure to be determined, without involving a subrogation of the faculties inherent in such centers.

4. The Provincial Directorates and the Board of Education, where appropriate, shall take appropriate measures for the conservation and transfer of the academic record in the event of the removal or extinction of the centre.

Article 33. Academic history.

1. The academic history of compulsory secondary education and the academic record of Baccalaureate are the official documents which will be opened at the time the pupil or pupil is incorporated into the different stages, and which reflect the results of the the assessment and decisions relating to the academic progress of the pupils at the relevant stage; these documents shall be drawn up in official form, shall be approved by the Centre's Directorate and shall have the value of the studies performed.

2. In the academic history of each stage, the reference to the standard established by the corresponding curriculum will be recorded, and the student's identifying data, the chosen modality or option and the subjects in each of the courses will be collected. years of schooling together with the results of the evaluation obtained for each of them and the expression of the concrete call (ordinary or extraordinary), the decisions on promotion and permanence, the average note of the stage, the information on the changes in the centre, the curricular and organisational measures applied, and the dates on which the different milestones have occurred. Also, in respect of the final stage evaluation, the numerical qualification obtained in each of the subjects, as well as the note obtained in the final evaluation and the final evaluation, must be recorded for each modality or option exceeded by the student or pupil. final rating of the resulting stage for that mode. In the case of the academic history of compulsory secondary education, the conclusions of the guiding councils will also be included.

Similarly, the materials that have been the subject of validation or exemption shall be reflected, where appropriate.

3. The academic history corresponding to each stage will be given to the students at the end of the stage and, in any case, at the end of their schooling in the ordinary system. This shall be reflected in the relevant academic record.

Article 34. Compulsory Secondary Education Board of Directors.

1. At the end of each of the courses of compulsory secondary education, depending on the agreements adopted at the regular and extraordinary evaluation sessions of the end of the course, the teaching team will prepare a council for each student or student. guidance on the degree of achievement of the objectives and the acquisition of the relevant skills, as well as a proposal to parents, mothers or legal guardians or, where appropriate, to the student or pupil, the most appropriate route to be followed, which may include the incorporation into a programme of improvement of learning and performance or a training cycle Basic Professional.

2. The guiding council will be drafted by the tutor or tutor of the group, who will act jointly with the rest of the teaching team and the Department of Guidance, under the supervision and coordination of the Head of Studies.

For the elaboration of the guiding council, all the relevant information provided by the teaching team regarding the educational process of the student or student will be provided. The actions carried out by the Department of Guidance and all those carried out in the framework of the tutorial action plan shall be considered.

The proposed itinerary should take into account not only the academic history of the student or student, but their interests, expectations and abilities, for which the tutor or tutor must obtain the opinion of the student. student and, where appropriate, parents or legal guardians. In any event, such a proposal shall not be prescriptive and shall be issued only for guidance.

The final document, ratified by the Head of Studies and with the approval of the Centre Directorate, will be given to the parents, mothers or legal guardians of each student or student at the end of the academic year and always within the time-limits required to enable it, where appropriate, to participate in the process of applying for the cycles of basic vocational training.

Article 35. Personal report by shipment.

1. The personal transfer report will be used to ensure the continuity of the learning process for those who move to another centre without having completed the course in compulsory secondary education or Baccalaureate. It shall contain the results of the partial evaluations carried out, the application, where appropriate, of curricular and organisational measures, and any observations deemed appropriate to the general progress of the student or the pupil.

2. The personal transfer report shall be drawn up and signed by the guardian or guardian, with the approval of the Centre's Directorate, on the basis of the data provided by the teachers and teachers of the subjects or areas.

Article 36. Supervision of the Educational Inspection.

It is up to the Educational Inspectorate to advise and supervise the completion and custody of the academic documentation and the development of the evaluation process and to propose the adoption of the measures that contribute to improve it. To this end, in their visits to the centres, the inspectors will meet with the management team, with the teachers and with the others responsible for the evaluation, paying particular attention to the assessment and analysis of the results of the evaluation of the pupils and the fulfilment of the provisions of this order. This will make use of the report of the results of the final assessment of the students.

Section 3. th Objectivity of continuous assessment

Article 37. Assessment according to objective criteria.

1. In order to ensure the right of students to an objective assessment and to ensure that their dedication, effort and performance are assessed and recognised objectively, the centres must make public the general assessment procedures and the criteria for promotion which the Commission on Pedagogical Coordination and the Teaching Departments have established, respectively, in the curriculum proposal of the stage and in their didactic programmes.

Each didactic department or the decision-makers at the beginning of the relevant course will inform the students and their respective families of the contents, procedures, instruments and criteria of the assessment and qualification, as well as the evaluable learning standards of the different subjects and the expected recovery and support procedures.

2. The test correction may not be limited to the expression of a qualitative or quantitative rating, but must contain an indication of the faults or errors committed or the reasoned explanation of the rating.

3. The tutor and the faculty of the various subjects and areas will maintain a fluid communication, in relation to the learning process, with the students and their parents or legal guardians. In addition, the centres must point out the procedure whereby pupils and their parents or legal guardians may request clarification from the teachers and the tutor or tutor about the information they have about their learning process. receive, and provide information on the review of qualifications and decision-making procedures on promotion.

Article 38. Review procedure in the center.

1. Students or their parents, mothers or guardians may ask the teachers and the guardian or guardian for any clarification they consider to be precise about the assessments carried out on their learning process, as well as on the qualifications or decisions to be taken as a result of such a process.

2. In the event that, following the appropriate clarifications, there is disagreement with the final qualification obtained in a matter or field or with the decision of promotion adopted for a pupil or pupil, this or his parents or legal guardians may be able to to request in writing the review of that qualification or decision, within two days of reading from the time of its communication.

3. The request for review, which shall contain a number of arguments to justify the disagreement with the final qualification or the decision taken, shall be dealt with through the Head of Studies, who shall transfer it to the responsible teaching department. of the subject or field with whose qualification the disagreement is expressed, and shall communicate such circumstance to the tutor or tutor. Where the subject of the review is the promotion decision, the application shall be transferred to the tutor or guardian teacher of the pupil or pupil, as the coordinator of the final evaluation session in which the application has been adopted.

4. On the first reading day following the end of the review application period, each teaching department shall carry out the examination of the review requests received and draw up the corresponding reports to be drawn up by the description. of previous events and actions that have taken place and the decision taken to amend or ratify the final rating subject to review.

In the process of reviewing the final qualification obtained in a subject or field, the members of the Department will contrast the actions followed in the evaluation process of the student and students with the Didactic programming of the respective department, with particular reference to the following aspects, to be collected in the report:

a) Adequation of the content, evaluation criteria and evaluable learning standards on which the evaluation of the learning process of the student or student has been carried out with those collected in the corresponding one didactic programming.

b) Adequation of the evaluation procedures and instruments applied with the indicated in the didactic programming.

c) Correct application of the qualification criteria set out in the didactic programming for overcoming the scope or subject matter.

The corresponding Department will move the report prepared to the Head of Studies, who will communicate in writing to the student or students and their parents, mothers or legal guardians the reasoned decision of ratification or modification of the revised rating and inform the tutor or guardian of the qualification by giving a copy of the written letter.

5. In the case of compulsory secondary education, in the light of the report drawn up by the teaching department and on the basis of the criteria for promotion established in general in the centre and applied to the student, the Head of Studies and the Teacher or tutor, as coordinator of the evaluation process, will consider the provenance of bringing together an extraordinary session of the teaching team so that, depending on the new data provided, it values the need to review the decisions taken.

6. Where the application for review is concerned with the promotion decision adopted for a pupil or pupil of compulsory secondary education by the teaching staff, an extraordinary meeting shall be held within a maximum of two days from the date of the review. completion of the review request period. Such a meeting shall review the process of taking such a measure in the light of the allegations made.

In the minutes of the extraordinary session the description of events and previous actions that have taken place, the main points of the deliberations of the teaching team and the ratification or modification of the decision will be collected. the purpose of the review, reasoned in accordance with the criteria for the promotion of students and students established in general in the curriculum proposal.

The Head of Studies shall communicate in writing to the pupil or students and their parents, mothers or legal guardians the ratification or reasoned modification of the promotion or certification decision, which shall terminate the procedure of review

If, after the review process, the modification of some final qualification was carried out, or, in the case of the compulsory secondary education, of the adopted promotion decision, the evaluation minutes will be recorded and, in its case, in the case file and in the academic record, the timely diligence to be visada by the director or director of the center.

7. In the case of private centres, requests for review shall be dealt with in the form and by the bodies which determine their operating rules, with the application of this order in any case not covered by those rules. In any case, the students, or their parents, mothers or legal guardians, may complain to the Provincial Directorate or the corresponding Education Department against the decisions taken in the form set out in the following article.

Article 39. Procedure for complaint to the Provincial Directorates or the Ministry of Education.

1. If, following the review procedure at the centre, the disagreement with the final qualification of course obtained in a subject or field or with the decision on the promotion adopted by the teaching team, the pupil or students, or their students, persists, parents, mothers or legal guardians, may submit in writing to the Management of the teaching center, within two working days from the last communication, a complaint to the Provincial Directorates or the Ministry of Education, which is shall be processed by the following procedure.

The management of the teaching center, as soon as possible and in any case not more than three working days, will forward the file to the Provincial Directorate or the Department of Education. It shall incorporate the reports drawn up at the centre, the assessment instruments to justify the information on the assessment process of the pupil or pupil, and, where appropriate, the new claims made by the claimant and the report, if appropriate, of the director or director about them.

Within 15 days of receipt of the file, taking into account the proposal included in the report to be drawn up by the Educational Inspectorate in accordance with the following paragraph, the Provincial Directorate The Board of Education shall adopt the relevant decision, which shall be reasoned in any case, and shall immediately communicate to the Management of the Centre for application and transfer to the person concerned. The decision of the Provincial Directorate or Education Department shall end the administrative route.

2. The Educational Inspectorate shall analyse the case and the allegations contained in it in the light of the didactic programming of the respective Department and the curriculum proposal and issue its report on the basis of the following criteria:

a) Adequation of content, evaluation criteria and evaluable learning standards on which the evaluation of the learning process of the student or student has been carried out with those collected in the corresponding one didactic programming.

b) Adequation of the evaluation procedures and instruments applied with the indicated in the didactic programming.

c) Correct application of the criteria of qualification established in the didactic programming for the overcoming of the matter.

d) Compliance by the center of the provisions in this order.

The Educational Inspectorate may request the collaboration of specialists in the subjects referred to in the complaint for the preparation of its report, as well as request those documents it deems relevant. for the resolution of the case.

3. In the case where the complaint is estimated, the appropriate correction of the assessment documents shall be carried out. In Compulsory Secondary Education, and in the light of the resolution adopted by the Provincial Directorate or Education Department, the teaching team will be convened in an extraordinary session to modify the previous decisions taken.

Additional disposition first. Adaptation for educational action abroad.

1. The Secretariat of State for Education, Vocational Training and Universities may adapt the provisions of this order to the special needs and characteristics of the institutions in which the teaching of compulsory and compulsory secondary education is provided. Baccalaureate abroad, under the cover of article 107.4 of the Organic Law 2/2006, of May 3, and of Royal Decree 1027/1993, of 25 June, for which the educational action is regulated abroad.

2. The Secretariat of State for Education, Vocational Training and Universities shall establish the criteria and procedures for the elaboration and approval of the training offer of the Spanish State-owned centres abroad.

The students and students of these schools will be in all the courses of compulsory secondary education and Baccalaureate the language of the country as a subject of the subject block of autonomous configuration, which will attend to the linguistic diversity of pupils and will have, where appropriate, the dual perspective of foreign language and mother tongue.

3. The school calendar for the centres of ownership of the Spanish State shall be accommodated in the country in which the centre is situated and shall be approved by the relevant Department of Education.

4. In the centres of ownership of the Spanish State abroad, criteria for the admission of students will be established, and criteria of permanence will also be established according to academic performance.

5. References in this order to the Educational Inspection shall be construed as references to the Department's Educational Inspection, integrated in the General Inspection Subdirectorate.

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

1. The Secretariat of State for Education, Vocational Training and Universities may adapt the content of this order to the characteristics of distance learning.

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

Additional provision third. Textbooks and other curricular materials.

Once textbooks and curricular materials have been adopted, they must be maintained for at least four years. Exceptionally, the educational inspection may report favourably on its change before such time limit upon reasoned request from the centre.

Additional provision fourth. Teaching of the Spanish education system taught in foreign languages.

The Secretary of State for Education, Vocational Training and Universities may establish that a part of the curriculum subjects are taught in foreign languages, without changing the basic aspects of the curriculum. The curriculum is regulated in this order. In this case, the centres will ensure that during the stage the students acquire the terminology of the subjects in both languages.

Additional provision fifth. Official evaluation documents.

The models to which the official evaluation documents referred to in this order are to be adjusted shall be published by means of a decision given by the Secretary of State for Education, Vocational Training and Universities.

Additional provision sixth. Single and collegiate bodies.

In private centres, the nominative references of this order to unipersonal and collegiate organs of the educational institutions shall be construed as references to those bodies assigned to them by the respective powers.

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

1. For the beginning of the course 2015-2016 the centers will draw up, in accordance with the provisions of this order, the pedagogical proposal corresponding to the first courses, and third of the compulsory secondary education and first of the Baccalaureate.

2. For the beginning of the course 2016-2017 the centers will develop, in accordance with the provisions of this order, the pedagogical proposal of the second and fourth courses of Secondary Education Mandatory and second of Baccalaureate.

3. By way of exception, for the course 2015-2016 the presentation of the training offer will be made before 1 September 2015.

Second transient disposition. Educational care measures.

For the course 2015 -2016, the proposal for educational care measures for students and students who do not teach teaching of religion enrolled in the second or fourth courses of compulsory secondary education, will be part of the Educational project of the center.

Single repeal provision. Regulatory repeal.

From the total implementation of the modifications indicated in the final disposition, the following rules will be repealed:

(a) Order of 28 August 1995 regulating the procedure to ensure the right of pupils in compulsory secondary education and of secondary education to be assessed in accordance with criteria objectives.

(b) Order ECI/2220/2007 of 12 July establishing the curriculum and regulating the ordination of compulsory secondary education.

c) Order ESD/1729/2008, of June 11, which regulates the ordination and establishes the curriculum of the baccalaureate.

(d) Order ECI2572/2007 of 4 September 2007 on assessment in compulsory secondary education.

e) Order ESD/3725/2008, of 12 December, on assessment in Baccalaureate in the field of management of the Ministry of Education, Social Policy and Sport.

Final disposition first. Implementation schedule.

1. Changes to the curriculum, organisation, objectives, requirements for obtaining certificates and certificates, programmes, promotion and evaluations of compulsory secondary education will be implemented for the first and third courses. in the school year 2015 -2016, and for the second and fourth courses in the 2016-2017 school year.

2. Changes to the curriculum, organisation, objectives, requirements for obtaining certificates and certificates, programmes, promotion and evaluation of Baccalaureate will be implemented for the first course in the school year 2015 -2016, and for the second course in the 2016-2017 school year.

Final disposition second. Application of the order.

The head of the Ministry of Education, Vocational Training and Universities of the Ministry of Education, Culture and Sport is enabled to dictate how many resolutions and instructions are necessary for the application of the provisions of this order. The head of the Secretariat of State for Education, Vocational Training and Universities is empowered to dictate how many provisions will require the application of the provisions of this order.

Final disposition third. Entry into force.

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

Madrid, 3 July 2015.-The Minister of Education, Culture and Sport, Iñigo Méndez de Vigo and

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