Order Ecd/1361/2015, Of 3 July, Which Establishes The Curriculum Of Compulsory Secondary Education And Bachillerato For Management Of The Ministry Of Education, Culture And Sport, And Regulates Its Implementation, As Well As The Evaluat...

Original Language Title: Orden ECD/1361/2015, de 3 de julio, por la que se establece el currículo de Educación Secundaria Obligatoria y Bachillerato para el ámbito de gestión del Ministerio de Educación, Cultura y Deporte, y se regula su implantación, así como la evalu...

Read the untranslated law here: http://www.boe.es/buscar/doc.php?id=BOE-A-2015-7662

The modification made by the organic law 8/2013, December 9, for the improvement of the educational quality in the organic law 2/2006 of 3 may, education, establishes a new organization of compulsory secondary education and secondary education that develops in articles 22 to 31 and 32 to 38 of organic law 2/2006 , may 3, respectively.

In accordance with this, the Royal Decree 1105 / 2014, of 26 December, which establishes the basic compulsory secondary education and secondary education curriculum, determines the basics from which educational administrations shall be fixed for its scope of management curriculum setup and management of the teachings in these stages.

The organic law 2/2006 of 3 may, in its article 4.3 defines the attention to diversity as a fundamental principle in basic education, which should be adopted without prejudice to that ensure a common education for boys and girls, and that may entail, when required by this diversity, specific curricular and organizational measures. Accordingly, the Royal Decree 1105 / 2014, on December 26, in its article 16(1), attributed to educational authorities the responsibility for regulating the attention to diversity, organizational and curricular measures, including measures of attention to students with specific needs of educational support, allowing the centers, in the exercise of their autonomy , flexible teaching arrangements. To this effect, paragraph 2 of that article also indicated that centers can organize groups and materials in a flexible way, and measures of attention to diversity more adapted to the characteristics of their students, enabling the best use of the resources available.

This suggests the importance given in the educational process to the individualized attention of students, which also contribute decisively the tutorial action and the educational and professional orientation of students. The latter, in particular, is included among the inspiring principles of our educational system collecting the organic law 2/2006, of 3 may, in its article 1, and figure regarded as the means necessary for the achievement of a customized training, enabling a comprehensive education in knowledge, skills and values. According to this, the Royal Decree 1105 / 2014, on December 26, in its article 15.2, attributed to the educational administrations responsible for promoting appropriate measures for personal tutoring of students and educational, psycho-pedagogical and professional orientation constitute an essential element in the management of compulsory secondary education. Both these measures and those set out in the previous section were incorporated into the educational project of the centres to which refers article 121 of the Basic Law 2/2006 of 3 May. That article also States in its paragraph 4 that corresponds to the educational administrations encourage coordination between education projects in primary schools and secondary schools, so that the incorporation of the pupils at this late stage is gradual and positive.

Finally, evaluation, insofar as that factor which promotes the quality of teaching, is one of the aspects that, in accordance with article 2(2) of the organic law 2/2006 of 3 may, has to be the subject of priority attention by public authorities. Specifically, in relation to the learning process of the students, the organic law establishes articles 28 and 36, for the stages of compulsory secondary education respectively, evaluation will be continuous and differentiated according to the different materials, shall have a formative character, and will be an instrument for the improvement of the processes of teaching and learning processes. According to this, the Royal Decree 1105 / 2014, on December 26, establishes, in articles 20 and 30, the basic rules as the evaluation of students will be which held in each of the stages, indicating that it corresponds to the educational administrations establish the framework within which teaching teams must adopt the resulting decisions of the process as well as determining the appropriate procedures to ensure the right of the students to an objective assessment and to their dedication, effort and performance be measured and recognized with objectivity. Finally, in its additional provision relating to official assessment documents, sixth, own Royal Decree entrusted also to educational administrations responsible for arbitration procedures that guarantee the authenticity of official documents of evaluation, the integrity of the data collected on them and their supervision and custody.

Therefore appropriate now that the Ministry of education, culture and Sport set the curriculum of compulsory secondary education and secondary education and formative offer provided to the centres belonging to the scope of management, adjust their implementation in accordance with the timetable that determines fifth final disposition of the organic law 8/2013, December 9, and develop, in accordance with the competences that correspond certain aspects relating to the attention to diversity, guidance, the Organization of the centres in teaching coordination and assessment process.

In the processing of the order he has delivered an opinion of the State School Board.

By virtue, I have: chapter I General provisions article 1. Object and scope of application.

1. the present order aims to establish the curriculum of compulsory secondary education in the field of management of the Ministry of education, culture and sport, and regulate its implementation, as well as the continuous assessment and certain organizational aspects of the stages.

2. this order shall apply to educational institutions corresponding to the field of management of the Ministry of education, culture and sport, both in the country and abroad, in which impart is teachings of compulsory secondary education and Bachillerato, face-to-face or remotely, with the exception of the centers of adult education which shall be governed by its specific regulations , although this order in the absence of such specific legislation will apply to them.

Article 2. Methodological principles.

1 along the two stages is to promote both the interaction of students as personal initiative, autonomy, creativity, critical thinking and the ability to communicate what they learned.

2. the adopted teaching methodology will be fundamentally communicative, active and participative, aimed at the achievement of the objectives and the acquisition and development of key competences. So the integration of learning will be emphasising the relationship between materials and its relationship to reality.

3. educational activities will prioritize learning situations that require solving problems or performing tasks of increasing complexity associated with situations real or as contextualized as possible. The use of various information sources will be promoted in all times. In high school, will be scheduled activities that develop the methods of analysis, investigation and research of the chosen mode.

4. in all matters will be planned activities that foster reading comprehension, oral and written expression and the development of the ability to talk and express themselves in public, without prejudice to its specific treatment in the linguistic field matters. Centers shall ensure a time dedicated to reading in all courses in the teaching practice of all the materials.

5. the media and information and communication technologies will be equally in all matters of both stages. It must be provided opportunities to students to improve their ability to use the technologies of information and communication, both in its more general applications and those linked to the modalities or choices.

6. the education in values shall be part of the teaching and learning processes, in order to develop in the pupil and student personal and social maturity that allows you to act in a responsible and autonomous manner.

7. at the stage of compulsory secondary education will be placed special emphasis on attention to the diversity of the students in the individualized attention geared to each student and student develop to maximize their potential, and the prompt response to the difficulties already identified or that may arise throughout the stage.

8 centres be established curricular and organizational measures and appropriate procedures to make significant adjustments to the elements of the curriculum, in order to cater to students with special educational needs requiring them. These adaptations will be looking for the maximum possible development of competences and of the achievement of the objectives of the stage.

Chapter II curricular Setup and management of article 3 teachings. Block of stem subjects.
Content, evaluation criteria and measurable learning standards of the materials of the core subjects of compulsory secondary education and secondary education block are reflected in annex I of this order.

Article 4. Block specific subjects.

Content, evaluation criteria and measurable learning standards of materials of specific subjects of secondary education and the high school block set out in annex II of this order.

Article 5. Block of autonomous free-elective subjects.

1 content, evaluation criteria and standards of learning evaluable matter second foreign language, when this is provided within the block of autonomous free-elective subjects, will be collected for that matter in the annex II of this order.

2. the centres propose content, evaluation criteria and measurable learning standards of other materials which, in the framework of the provisions of this order, shall be authorized and included in its formative offer within this block.

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

1. the students will study in each of the courses materials and General option to block stem subjects established in article 13 of the Royal Decree 1105 / 2014, on December 26.

2 also will study the following subjects of the block of specific subjects: to) physical education.

(b) religion or ethical values, at the choice of the parents, mothers or guardians or, where appropriate, of the student.

(c) depending on what is determined in the training offer from its Centre, one or two of the following materials, which may be different for each of the courses: 1 education plastic, Visual and Audiovisual.

2nd music.

3rd technology.

4th introduction to entrepreneurship and business activity.

3 in addition, depending on the offer of educational institutions, the students will study, in the block of autonomous free-elective subjects, one of the following subjects in each of the courses: to) second foreign language.

(b) extension of Spanish language and literature.

(c) extension of math.

The expansion of Spanish language and literature and extension of mathematics curriculum will be designed by the relevant educational departments. Materials will be aimed to complement the contents of the corresponding core subjects, well developing those who help reinforce learning in which students have difficulties, well to expand which will allow the deepening in the subject, in which case can incorporate workshops or activities of creation, interdisciplinary applications and projects. Such materials will be preferably taught by teachers who have assigned the corresponding core subjects.

Matters falling within this block can be different for each of the courses.

Exceptionally, students may pursue expansion of Spanish language and literature and mathematics expansion in a same course, in which case the centers be distributed to both the schedule assigned to this block.

4. the distribution of materials in each of the courses and the corresponding lesson time are those who are established in annex III of this order.

Article 7. Organization of the fourth year of compulsory secondary education.

1. the students will study the general matters block stem subjects provided for in article 14 of the Royal Decree 1105 / 2014, on December 26.

2. in the choice of academic studies, depending on the educational offer that establishes each school, students will study, within the block of stem subjects, one of the two following routes of substances of choice: 1 biology and geology, and physics and chemistry.

2. economy and Latin.

3. in the choice of teaching applied, depending on the educational offer that establishes each school, students will study, within the block of stem subjects, one of the following routes of substances of choice: 1 applied science technology and the professional activity.

2. Introduction to entrepreneurship and business activity and technology.

4 students will attend the following block of specific subjects areas: to) physical education.

(b) religion or ethical values, at the choice of the parents, mothers or guardians or in its case for the student.

(c) depending on the educational offer that establishes each school, one of the following subjects: 1 scientific culture.

2. classical culture.

3rd plastic, Visual and Audiovisual education.

4th philosophy.

5 music.

6 second foreign language.

7th information technologies and communication.

5 depending on the centres offer teachers, pupils and students will study within the block of free regional configuration, one of the following subjects: to) enlargement of Spanish language and literature.

(b) extension of mathematics).

The curriculum of these subjects will be designed by the relevant educational departments. They will be directed to complement the contents of the corresponding core subjects, well developing those who help reinforce learning in which students have difficulties, well to expand which will allow the deepening in the subject, in which case, can incorporate workshops or activities of creation, interdisciplinary applications and projects. Such materials will be preferably taught by teachers who have assigned the corresponding core subjects.

Matters falling within this block can be different for each of the courses. Exceptionally students can study both subjects in a same course, in which case the centres be distributed to these schedule assigned to this block.

Also, centres may devote the timetable laid down for substances of this block to enlargement, for one or two subjects of the blocks of stem or specific subjects of time allocation established in General.

6. the distribution of materials and corresponding lesson time are those who are established in annex IV of this order.

Article 8. Forms of secondary education.

The Ministry of education, culture and Sport shall authorize modalities of high school that can offer of the following educational institutions: to) science.

(b) Humanities and social sciences.

(c) arts.

Article 9. Organization of the first year of high school.

1. boys and girls, depending on the chosen mode, will attend all general subjects and two subjects of choice of the block of core subjects within those set out in article 27 of the Royal Decree 1105 / 2014, on December 26 for each mode.

2 in addition, students will study the following block of specific subjects areas: to) physical education, in all modalities.

(b) in the form of science and in function of the educational offer that set each teaching Center, two of the following areas: 1 scientific culture.

2. Religion.

3rd second foreign language I.

4th I Industrial Technology.

5 information technologies and the communication I.

6 a block of stem subjects matter not issued by the pupil or student, that will be considered specific for all purposes.

(c) in the category of Humanities and social sciences and in function of the educational offer that set each teaching Center, two of the following areas: 1 scientific culture.

2. Religion.

3rd second foreign language I.

4th information technologies and the communication I.

5 a matter of stem subjects block not issued by the pupil or student, that will be considered specific for all purposes.

(d) in the form of Arts and in function of the educational offer that set each teaching Center, two of the following areas: 1 musical analysis I.

2. applied anatomy.

3rd scientific culture.

4th drawing art I.

5th drawing I technician.

5th language and Musical practice.

6 Religion.

7th second foreign language I.

8th information technologies and the communication I.

9th volume.

10 a matter of stem subjects block not issued by the pupil or student, that will be considered specific for all purposes.

3 in addition, depending on the offer of educational institutions, the students will study within the block of free regional configuration, one of the following subjects: to) enlargement of Spanish language and literature.

(b) extension of mathematics).

The curriculum of these subjects will be designed by the relevant educational departments. They will be directed to complement the contents of the corresponding core subjects, well developing those who help reinforce learning in which students have difficulties, well to expand which will allow the deepening in the subject, in which case, can incorporate workshops or activities of creation, interdisciplinary applications and projects. Such materials will be preferably taught by teachers who have assigned the corresponding core subjects.
Matters falling within this block can be different for each of the courses. Exceptionally students can study both subjects in a same course, in which case the centres be distributed to these schedule assigned to this block.

Also, centers may devote the timetable laid down for substances of this block to the extension of time allocation established a general rule for one or two subjects of the blocks of stem or specific subjects.

4. the distribution of materials and corresponding lesson time are those who are established in annex V of this order.

5. the centres may elaborate itineraries to guide students in the choice of the core subjects of choice.

Article 10. Organization of the second year of high school.

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

2 likewise, in educational opportunities that set each teaching centre and function of the chosen mode, the students will study two subjects from the following block of specific subjects: to) in the form of Science: 1 Earth Sciences and the environment.

2. history of philosophy.

3rd psychology.

4th Religion.

5 second foreign language II.

6 Industrial Technology II.

7th ICT and communication II.

8 a block of stem subjects matter not issued by the pupil or student, that will be considered specific for all purposes.

(b) in the form of Humanities and Social Sciences: history of philosophy 1.

2. psychology.

3rd Religion.

4th second foreign language II.

5 information technology and communication II.

6 basics of administration and management, only for the route of social sciences.

7th a matter of stem subjects block not issued by the pupil or student, that will be considered specific for all purposes.

(c) in the form of Arts, two of the following areas: 1 Musical analysis II.

2. artistic drawing II.

3rd technical drawing II.

4th history of philosophy.

5 history of music and dance.

6 image and sound.

7th Religion.

8th second foreign language II.

9th plastic graphic expression techniques.

10 information technology and communication II.

11. º a matter of stem subjects block not issued by the pupil or student, that will be considered specific for all purposes.

3 in addition, depending on the offer of educational institutions, the students will study within the block of free regional configuration, one of the following subjects: to) enlargement of Spanish language and literature.

(b) extension of mathematics).

(c) physical education.

The expansion of Spanish language and literature and extension of mathematics curriculum will be designed by the relevant educational departments. They will be directed to complement the contents of the corresponding core subjects, well developing those who help reinforce learning in which students have difficulties, well to expand which will allow the deepening in the subject, in which case can incorporate workshops or activities of creation, interdisciplinary applications and projects. Such materials will be preferably taught by teachers who have assigned the corresponding core subjects.

Matters falling within this block can be different for each of the courses. Exceptionally students may pursue expansion of Spanish language and literature and mathematics expansion in a same course, in which case the centers be distributed to both the schedule assigned to this block.

Also, centers may devote the timetable laid down for substances of this block to the extension of time allocation established a general rule for one or two subjects of the blocks of stem or specific subjects.

4. the centres may develop itineraries to guide students in the choice of the core subjects of choice.

5. the distribution of materials and the corresponding lesson time are those who are established in annex VI of this order.

6. when any core subject option can not be taught in the Centre, the student can course through the provision of education in another school or distance, when circumstances permit.

The Secretary of State for education, vocational training and universities, shall state the conditions for the delivery of these and establish the administrative procedures and coordination between centres involved in the educational process of the students.

Article 11. Coordination with other stages.

1 that the incorporation of compulsory secondary education students to be gradual and positive, mechanisms that promote coordination between the educational projects of the centers of primary education and secondary education who share students will be established.

2. by the beginning of the school year will be analysed resulting from individual reports of the final evaluation of primary education of students from this stage, in order to ensure the continuity of the process of formation and the necessary measures from the outset.

Article 12. Weekly schedule and school calendar.

1. the General Directorate of Territorial cooperation and evaluation will establish the school calendar for educational institutions of Ceuta and Melilla.

2. the centres shall determine the general schedule and the distribution of the school day according to the particularities arising from their context and the best use of the teaching activities, in the terms provided for in annexes III, IV, V and VI of this order and within the possibilities enabling legislation. Schedule Center general will reflect the allocation of all the periods that will impart and other activities that can develop, the pedagogical criteria previously established by the teaching staff.

Hours for students will be distributed from Monday to Friday, with a minimum of 30 periods per week in each of the courses. In addition, a recess of 15 minutes minimum period shall be established after each two or three periods.

In General, the periods are 55 minutes minimum, including change of class.

The schedule of the Center, which will be informed by the education inspectorate, be authorized by the owner of the address Provincial or Ministry of education.

3. the centres, in the exercise of their autonomy, may be extensions of the school calendar or lesson time for some matters or fields in accordance with their educational project, unless, in any case, imposing obligations or contributions to families.

Any extension of the calendar or school hours in centres sustained with public funds must be authorised by the relevant provincial directorates or departments of education, and will be collected in the educational project of the Center.

Chapter III measures organisational and curricular for attention to diversity article 13. Attention to diversity.

1. both in compulsory secondary education as high school will encourage methodological quality, equity and inclusive education of persons with disabilities, equality of opportunities and non-discrimination on grounds of disability, alternative and more flexible measures, curriculum adaptations, universal accessibility, universal design, attention to diversity and all the measures that are necessary to achieve that students with disabilities can access a quality education in equal opportunities.

2. measures of attention to diversity established centers for the stage of compulsory secondary education must be directed to respond to the specific educational needs of the students and to the achievement of key competences and the objectives of the stage, not may, in any case, assume a discrimination that prevents them from achieving these objectives and the corresponding degree. Such measures will be included in the Plan of care which in turn will form part of its educational project and diversity that will be reviewed annually.

3. measures of attention to diversity will have fundamental purpose adequate achievement, personalized attention, and the overcoming of learning disabilities.

4. the ordinary measures of attention to diversity shall be established by the centers in function of its students and of available resources, while respecting the General principles set out in the preceding paragraphs. These measures may provide flexible groupings, the integration of materials in areas, the Group splits, props in ordinary groups, reinforcement measures and adaptations of the curriculum, the supply of specific materials, learning and performance improvement programs and other treatment programs customized for students with specific needs of educational support.

5 educational institutions shall provide follow-up and support of the students who promote without having passed all the subjects.
6. in the first year of stage schools will benefit from a specific plan of care for those students and students whose report to the levels reached in the final evaluation of primary education put revealed serious shortcomings at the time of its incorporation to compulsory secondary education, as well as for those others who require it in order to ensure basic learning enabling them to continue leveraging the teachings of this stage.

7. with the aim of facilitating the movement of students between primary education and the first year of compulsory secondary education, the centres may group together this course materials in areas of knowledge; This kind of grouping must respect the contents, criteria of evaluation and assessable learning standards in all matters that are grouped as well as the schedule assigned to all of them. This grouping will have effects on the Organization's teachings but not in the decisions related to the evaluation and promotion.

The adoption of this measure conditions all groups the level or not obliges to group all matters in areas.

The Constitution of these groupings will require a favourable report from the inspection service education, and must record the adoption of such a measure and its justification in the Plan of attention to diversity.

Article 14. Programs to improve the learning and performance of compulsory secondary education in the autonomous cities of Ceuta and Melilla.

1. the educational institutions of the autonomous cities of Ceuta and Melilla will be organized, prior authorization from the Provincial Directorate, programs to improve the learning and performance for students to submit relevant learning difficulties not attributable to lack of study or effort and that, according to these required an organization of content, hands-on activities and matters of curriculum different in General and a specific methodology enabling them to pursue the fourth course by ordinary means and obtain the title of graduated in obligatory secondary education.

2. may participate in these programs: to) students who have repeated at least one course at any stage, and once completed the first year of compulsory secondary education is unable to promote to the second course. This student will be incorporated into the first year of the program.

(b) students who have repeated at least one course at any stage, and that once completed second year of compulsory secondary education is not in a position to promote the third course. This student will be incorporated into the second year of the program.

(c) exceptionally, students and pupils that, having completed the third year of compulsory secondary education, are not in a position to promote the fourth course. This student will be incorporated into the second year of the program.

3 it shall be for the teaching team propose the incorporation of a student of learning and performance improvement program to parents, mothers or guardians. Such incorporation will require, in any case, both academic and psycho-pedagogical assessment of students as well as the approval of the education inspectorate, and will be made with the consent of parents, mothers or guardians, heard the student.

4 these programs include three specific areas, composed of the following training: to) linguistic and social environment that integrates the core subjects in Spanish language and literature, geography and history curriculum.

(b) field scientist and mathematician, which integrates the curriculum in the core subjects biology, geology, physics and chemistry, and mathematics.

(c) scope of foreign languages.

Content, evaluation criteria and measurable learning standards for each of these areas are indicated in annex VII. Schedule corresponding to the fields of such programs is collected in annex VIII.

Students enrolled in this program will be, in addition, along with his group of reference, materials of blocks of specific subjects corresponding to each course according to the provisions in this order and training centre offer.

In addition, to enhance the tutorial action, as an educational resource that can contribute in a special way to remedy the difficulties of learning and to meet the educational needs of the students, will be spent two periods of the schedule of the group for tutoring activities.

5. the evaluation of the students who curse a learning and performance improvement program will have as regards fundamental competencies and objectives of compulsory secondary education, as well as the evaluation criteria and assessable learning standards shown in annex VII.

Without limiting the foregoing, pursuant to the provisions of the article 28.4 of the organic law 2/2006 of 3 may, and given the specific character of this type of program, it shall be deemed that students or students who, at the end of the course, have passed any of the fields, shall be exempt from recovered materials from previous courses corresponding to the area which had not passed. These materials not be counted in the calculation of the GPA of the stage. Evaluation documents will be used the term ' Free/a', and the 'EX' code in the box referring to its rating.

The permanence in the programme will be limited to a maximum of three courses, subject to age requirements in General. The promotion decision shall be taken by the teaching team, which may determine the suitability 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 in the next course.

6. those centres where there is a pupils with disabilities who participate in these programs will benefit from the support resources that, in General, provide for this student.

Article 15. Students with specific needs of educational support.

1 educational institutions shall establish appropriate curricular and organizational measures so the students with specific needs of educational support him concerning the organic law 2/2006 of 3 may in the articles 71 to 79 bis, can reach the maximum development of their personal skills and the objectives and competences of the stage that will ensure their adequate progress in accordance with the regulations in force.

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

3 in order meet the pupils with special educational needs, the centres may provide, when necessary, procedures appropriate to make significant adjustments to the elements of the curriculum which, in any case, require the psycho-pedagogical assessment of the student. These adaptations will be looking for the maximum possible development of key competences.

Centres will establish the most appropriate measures so that conditions of the assessments are adapted to the needs of this student, adapting, whenever necessary, evaluation tools, time and support in accordance with the curricular adaptations that, where appropriate, have been established.

4 corresponds to the services of educational guidance in the field of management of the Ministry of education, culture and sport to take appropriate measures to identify students with high intellectual abilities and assess your needs early.

Take into consideration the pace and style of learning of students presenting high intellectual abilities and students especially motivated by the learning. To this end, schools may adopt specific organisational measures as well as curricular enrichment programs suited to those needs enabling the students to develop their abilities to the maximum.

In the case that the measures referred to in the preceding paragraph are insufficient, the schooling of students with high intellectual abilities, identified as such according to the procedure and the terms established by the order EDU/849/2010, from March 18, which regulates the management of the education of the students in need of educational support and regulate the services of educational guidance in the field of management of the Ministry of education in the cities of Ceuta and Melilla, you can relax in terms which determines laws, in a way that can anticipate a course the beginning of schooling in stage or reduce the duration of the same, provided that to promote the development of their personal balance and their socialization. Such flexibility may include the delivery of content and skills of advanced courses both expanding content and competences of the course in which they are enrolled.

5. the schooling of students who joined the education system late refers to which article 78 of law 2/2006, of 3 may, will be made according to your circumstances, knowledge, age and academic record.
Who have a gap in your proficiency level curriculum of more than two years may be enrolled in the course below that correspond them by age, provided that such schooling allows them to complete the stage in the age limits in General. In any case, schools shall take, for each pupil or student, the necessary reinforcement measures that facilitate their school integration and the recovery of its gap and allow them to continue their studies with use. In the event that the teaching staff consider that the student has passed the gap, you may decide its incorporation to the course corresponding to their age.

Students and students who have serious shortcomings in Spanish or those presenting their personal conditions or school history a large gap of curricular competition that requires educational attention may receive, by way of exception and for a limited time, specific attention which will, in any case, simultaneous to their schooling in ordinary groups, which share much as possible of the weekly schedule.

6 corresponds to the centres adopt the necessary measures to identify students with specific learning difficulties and assess their needs, in the terms determined in the regulations early. The schooling of such students shall be governed by the principles of standardization and inclusion and ensure non-discrimination and effective equality in access and retention in the education system.

Article 16. Tutoring and guidance.

1. the action tutorial and educational and vocational guidance must have intended to contribute to the development of comprehensive and balanced of all students, to facilitate their insertion in society as full citizens and, where appropriate, in the world of work. Both are fundamental elements in the management of both educational stages.

2. the direction and guidance of learning of students and its educational process support are part of the teaching function and are task of all teachers, within a framework of collaboration with the teacher tutor or private tutor, guidance Department and families.

3 corresponds to the direction of the Centre perform, on a proposal from the head of studies, the tutoring assignment.

Each group its corresponding teacher will have guardian or tutor, designated among the teaching staff that imparts to the whole of the group class. Insofar as possible, the centres will facilitate the continuity in the process of mentoring, especially in the first two years of compulsory secondary education.

The teacher tutor or private tutor will dedicate a weekly time to care for their students, which will be considered teaching for teachers.

4. the teacher tutor or private tutor, with the support of the Department's guidance, is responsible for attention and tracking individual students, as well as its academic and professional orientation. It shall be responsible also the coordination of the teaching staff in the development and evaluation of the processes of teaching and learning and the mediation between teachers, students and parents, mothers or guardians.

You must also keep informed to the students in your group, parents, mothers or guardians of these and the Faculty of all what concerns them regarding educational and complementary activities and with regard to the decisions taken in the field of evaluation and promotion, requiring their collaboration on the measures taken by the Centre to assist in the educational process.

Centres will give special attention to the orientation of students and parents, mothers or guardians in those moments when it is necessary to choose between different training options.

Chapter IV organization of the centres and pedagogical proposal article 17. Pedagogical and organisational autonomy of the centres.

1. educational institutions, in the field of pedagogical and organisational autonomy, will realized the curriculum in its pedagogical proposal.

2. the pedagogical centres proposal will include the proposed curriculum of compulsory secondary education and secondary education stages, teaching schedules and training offered in each of the courses.

Article 18. Proposed curriculum.

1 educational institutions develop and complete the curriculum established in this order through the development of a curriculum proposal, which will be part of the educational project of the Center.

2 the proposed curriculum and its annual modifications will be elaborated by the Commission on pedagogical coordination in collaboration with the educational departments and will consist of the following elements: a) adaptation of the objectives of stages to the context of the Centre and the characteristics of their students, taking into account provisions of the educational project.

(b) integration of the curricular elements. Profiles of key competences.

(c) methodological and didactic principles.

(d) general procedures of evaluation of the learning of students.

(e) curriculum and organizational measures of individual attention.

(f) promotion criteria.

(g) plan of attention to diversity.

(h) action tutorial plan.

(i) reading plan.

j) Plan of information technologies and communication.

(k) criteria for the elaboration of didactic settings.

(l) actions for the improvement of academic results.

(m) procedures and indicators of evaluation of the proposed curriculum.

The proposed curriculum and its annual modifications will be approved by the faculty.

Article 19. Educational programming.

The teaching of each of the subjects or areas of programming will be prepared under the coordination of the head of the educational Department in charge of their teaching.

Teaching schedules shall contain at least the following elements: a) sequence and temporal distribution of content, evaluation criteria and measurable learning standards.

(b) relationship between the assessable learning standards of different materials and each of the competencies.

(c) treatment of cross-cutting themes.

(d) measures of attention to diversity. Procedure and evaluation of curriculum adaptations.

(e) procedures and instruments of evaluation of the learning of students.

(f) qualifying criteria.

(g) methodological and didactic decisions.

(h) procedures, assessment instruments and indicators of achievement of the teaching process.

(i) resources and teaching materials.

j) programme of extra-curricular and complementary activities.

(k) procedures and indicators of evaluation of educational programming.

Article 20. Educational offer of the centers in the autonomous cities of Ceuta and Melilla.

1 educational institutions will, within the limits laid down by the present order, configured its own formative offer, which will collect the materials that will be taught in each of the courses of the stages of compulsory secondary education and Bachillerato, hourly load corresponding to the different topics and the pedagogical Foundation of the time distribution.

2 educational institutions may propose a training offer different generally in this order, in accordance with its educational project.

3. the training offered must have the prior authorization of the General Directorate of Territorial cooperation and evaluation.

4. once it has been informed by the School Board and approved by the faculty, the directors of educational institutions of the autonomous cities of Ceuta and Melilla shall send their proposals for training Provincial Directorate before February 15 of each year for the following school year.

The Provincial Directorate, prior educational inspection report, rise proposal for authorization to the Directorate-General of evaluation and Territorial cooperation.

5. the authorization for the creation of a grupo-materia for substances of the block option, specific core subjects and elective autonomic will require, in General, a minimum number of 15 students or students enrolled, while, by way of exception, the General Directorate of Territorial cooperation and evaluation may authorize it with a lower number, upon justified request and favourable educational inspection report.

Article 21. Evaluation of the proposed curriculum.

1. at the end of each course, the teaching staff, following the guidelines proposed by the Commission for pedagogical coordination, carry out the evaluation of the proposed curriculum of the Centre. Such evaluation shall include at least the following aspects: to) adequacy of the proposed curriculum to the context of the Centre and the characteristics of the student body, and assessment of their effectiveness in relation to the achievement of the objectives of the stage and degree of integration of the competencies key in the curriculum.

(b) adaptation of the methodological and didactic principles established.

(c) adequacy of procedures and instruments of evaluation adopted.

(d) relevance of curricular and organizational measures in the plan of attention to diversity.

(e) validity of the promotion criteria.

(f) evaluation of the plan of attention to diversity.

(g) evaluation of the tutorial action plan.

(h) evaluation of the reading plan.

(i) evaluation of the plan of information technologies and communication.

(j) elaboration of didactic settings criteria relevance.
(k) the validity of the actions established to improve educational outcomes.

(l) detection of the areas for improvement and indication of the adjustments that will be made accordingly.

Article 22. Evaluation of educational programs and the processes of teaching and teaching practice.

1 at the end of each course, the educational departments carry out the evaluation of their respective teaching schedules, which shall take into account, at least, the following aspects: to) adequacy of the sequence and timing of content, evaluation criteria and measurable learning standards.

(b) validity of the competence profiles.

(c) evaluation of the treatment of cross-cutting themes.

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

(e) assessment of strategies and instruments of evaluation of the learning of students.

(f) relevance of the qualifying criteria.

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

(h) the suitability of materials and educational resources used.

(i) adequacy of the extracurricular and complementary activities.

(j) detection of the areas for improvement and indication of the adjustments that will be made accordingly.

2 also teaching departments will be the evaluation of the processes of learning and teaching practice, which shall include, at least, the following aspects: to) analysis of academic results.

(b) assessment of the functioning of the educational coordinating bodies.

(c) assessment of the relationship between teachers and students.

(d) relevance of the teaching methodology and curriculum materials.

(e) valuation of the environment and climate of work in the classroom.

(f) adaptation of the Organization of the classroom and exploitation of the resources of the Center.

(g) collaboration with the parents, mothers or guardians and educational support services.

(h) proposals for improvements.

Chapter V assessment of section 1 development of the process of evaluation article 23 students. Character and educational assessment.

1. the evaluation of the learning process of the students of compulsory secondary education must be inclusive. With this object, since each of the subjects should be taken into account the achievement of the objectives set out for the stage and the corresponding development of competencies. The integrative evaluation of character should not be inconsistent with the fact that the evaluation of each subject is made in different ways by the teacher or professor that provided it, taking into account the evaluation criteria and evaluable for each one of them, learning standards as well as the actions departments established in the didactic programming agreements.

In the stage of secondary education, assessment of student learning will be differentiated according to the different materials. The teacher or teacher of each subject will decide if the student has achieved the objectives and it has reached the proper degree of the corresponding skills.

2. at both stages assessment shall be continuous in that it will be immersed in the process of teaching and learning of students, in order to detect the difficulties at the moment in which they arise, analyze the causes and, in this way, the necessary measures that help students improve their learning process and to ensure the acquisition of key competences to continue the educational process.

3. the assessment shall be, in addition, a training and guidance, and should serve as a instrument for the improvement of the processes of teaching as the learning. To this end, teachers will evaluate student learning, teaching processes, and their own teaching practice, to establish indicators of achievement in educational settings.

4. those relating to the verification of the degree of skills acquisition and the achievement of the objectives of the continuous phase in assessments and end of the blocks of specific, core subjects and elective subjects, will be the evaluation criteria and measurable learning standards of the same.

Evaluation and promotion of students with special educational needs will have as a reference evaluation criteria and measurable learning standards laid down in the own significant curricular adaptations.

Article 24. Initial assessment.

1. at the beginning of each course of compulsory secondary education, teachers and professors will make an initial assessment of students to detect the degree of development achieved in basic learning and mastery of content and skills acquired in different subjects. To carry out this evaluation in the first course of the stage end of primary education stage report and the report on the levels reached by the student in the final evaluation of primary education shall be taken into account. In other courses, guiding Council issued the previous year will be taken as reference.

Also, there will be an initial assessment of those students, from foreign education systems, incorporated in any course of compulsory secondary education.

2. the initial assessment will allow teaching staff to take decisions in relation to the development, review and modification of educational settings, to its adaptation to the characteristics and skills of the students.

3. the teaching staff will also adopt reinforcement and recovery measures for students and students requiring it, once analyzed the results of the initial evaluation.

4. the main decisions taken will be collected in the minutes of the sitting of the initial assessment of the course.

Article 25. Evaluation sessions.

1. the evaluation sessions are the meetings of the Assembly of the teaching staff of each group of students, coordinated by his guardian or tutor, and with advice, where appropriate, the guidance counselor or counselor of the Center, to both assess the learning of students in relation to the achievement of key competences and the objectives of the stage as the information from the families and the development of their own teaching practice , and take appropriate measures.

Students or students evaluated group representatives may be present at some point during these sessions to discuss general issues concerning the teaching and learning process, in accordance with provisions in the educational project of the Center.

2. each group shall, over the course of three sessions of evaluation, in addition to the initial, without prejudice to others that establish educational projects of the centers. Match the end of course ordinary session the last session can be done.

3. in both stages, the evaluation of each subject or field will be performed in each course by teachers who have taught it. Notwithstanding this, in the stage of compulsory secondary education teaching staff shall act in collegiate in the resulting general decision-making of the evaluation process which, within the limits established by current legislation, may have to be taken. Decisions shall be taken by consensus or, in the case do not occur, shall comply with the criteria established in General in the proposed curriculum of the Centre.

4 in evaluation sessions evaluation proceedings shall be completed with the qualifications granted to each pupil or student in the different subjects and areas, and the information which must be transmitted to each student and their family on the outcome of the process of learning followed and the activities undertaken, as well as on measures of educational reinforcement or support received will remember.

Likewise, the monitoring of organizational and curricular measures taken in previous session or the session will be held, and new measures that are considered relevant will decide.

5. in each of these sessions shall be an Act, in which shall be recorded the assessments and conclusions on the level of performance of the Group and its students, as well as the agreements and decisions adopted. That document shall be drawn up by the guardian or tutor of the group.

6. in secondary education, the teaching team will assess and expressly reflected in the minutes of the sitting of final evaluation the development of each student in the set of materials and academic maturity in relation to the objectives of secondary education and the powers concerned, for the purpose of pursuing higher studies or enter the labour market 7. A special meeting of evaluation for students who had not completed all subjects at the end of course ordinary session will be held. At the stage of compulsory secondary education, in the session will be adopted also the decision on the promotion to the next course for the students, with indication, where appropriate, of the measures that should be taken into account by the Faculty in the next course so that you can continue their learning process.
8 before the final session of ordinary and extraordinary course evaluation will be held a session of evaluation of students with pending subjects, which will be coordinated by the head of studies. The outcome of this assessment will rise Act and its results will be transferred to evaluation documents. Also will be information in writing to the students and their parents, mothers or guardians.

Article 26. Not exceeded previous courses materials, registration of Honor and honorable mention.

1. materials from previous courses not exceeded shall be entered as earrings (PT). Equally, until after overcoming first course matter, shall be entered as earrings by priority substances of second-year high school that, as set out in annex III of the Royal Decree 1105 / 2014, on December 26, imply continuity with others first.

2. for qualification of materials or subjects subject to validation will be used the term Convalidada (CV). Also where is granted exemption from any material, will be used the term exempt/a (former) in the box concerning the qualification of the same.

3. at the end of each stage may be granted honorable mention (ME) in a particular matter to the students that in the whole of the stage courses have obtained an average grade of 9 or higher in this matter and has shown an interest by the particularly notable. Such mention is recorded in assessment together with the numerical score obtained documents and does not imply the alteration of such qualification.

The number of citations issued for each subject may not exceed one for every five students or fraction higher than two of the set of students enrolled in this area during the last stage.

4. students or students who, after the regular valuation from end of second quarter of compulsory secondary education or high school course, has received an average equal to or greater than 9 in numerical scores obtained on each of the subjects in the stage, may obtain the distinction of registration of honour (MH). This distinction is granted to a number not more than one for every 20 students, or resulting fraction more than fifteen of the whole of the pupils enrolled in the school in the corresponding courses.

The obtaining of the «distinction» is recorded in documents evaluation of the student through a specific procedure.

5. in any case, the distinctions referred to in this article shall be adopted in accordance with the criteria previously agreed and established in the educational project of the Center.

Article 27. Change mode or materials within the same modality in high school.

1 students who has been promoted from first to second year of high school may, at the time of registration, request the change to another mode, or within the modality of Humanities and social sciences to another route, different from those they had been studying. For these purposes, materials and General option to block already exceeded core subjects that are coincident with those of the new method or route will form part of the required materials, and the mismatched may compute within the block of specific subjects as other materials of the block of stem subjects.

Materials in the first year of the new method or route that should take the student will be considered pending matters, although they will not be Computable for purposes of changing the conditions in which he has promoted to second.

2. equally, the students may apply for change of any of the materials of the stem subjects not overcome block option. Both in this case and which collects the preceding paragraph, if the requested change is registration of a matter that, according to the provisions of annex III of the Royal Decree 1105 / 2014, on December 26, requires previous knowledge, it will be of application set out in article 33 of the aforementioned Royal Decree.

3. in any case, these changes will be only authorized by the direction of the center when this be given modalities or requested routes.

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

The Ministry of education, culture and sport, through the provincial directorates and according to the identified needs, promote educational institutions, with the resources available, to establish measures of personalized attention to those students who, not being able to repeat a year and having been presented to the final evaluation of compulsory secondary education, not exceeded it. With this object, you can promote specific programmes aimed at the students, support and reinforcement to be co-ordinated guidance Department assisted by head of studies in the centers where they are taken.

Article 29. Information and participation of families.

1. with subsequent to each testing session, and when that advice so it is circumstances, guardian or tutor shall report in writing to parents and legal guardians of students on the academic achievement of these and their educational process. For this purpose, the information collected in the process of continuous assessment, in accordance with the models established by the Center will be used.

2. after the final evaluation of course or stage shall be informed in writing of their results to parents and legal guardians of pupils, with the indication, at least of the following: qualifications obtained in various materials, promotion or not to the course or next stage and support measures, if any, for the achievement of the planned objectives.

3 guardians and tutors keep fluid communications with students and their families in all matters related to the learning process, in order to facilitate precise clarifications for a greater efficiency of the same. Parents and legal guardians shall have access in any case to official documents for evaluation and tests and documents of the assessments that are made to their children or protected, according to the procedure established by the Center.

4. in addition, at any time throughout the year, when advised it the situation or the families demand it, and especially when learning difficulties or improvement needs are detected in a student, tutors and tutors will offer more specific information that serves to provide guidelines that facilitate recovery and progress in learning.

Article 30. Mobility of students.

1. when a student moves to another school to continue their studies, the Centre of origin shall be sent, with the maximum possible agility, to the target, and upon request, the academic record of the stage concerned, certifying that the data it contains are consistent with the academic record that is saved in the Centre. In compulsory secondary education, also the guiding end-of course Council is sent next to the history academic.

All centres will facilitate the mobility of students to the maximum and shall issue a certification, at the request of stakeholders, for presentation at the Centre which they want to merge with greater diligence. This certification, in order to allow the appropriate provisional registration in the Centre of destination, should provide a more accurate reflection of the academic standing of the student.

2 If the student moves to another school before completing the course, the center of origin issue the personal report for transfer, which shall be drawn up by the guardian or tutor, from the data provided by the Faculty and will have the approval of the director or the Director of the Center.

3. the registration will acquire definitively from the receipt of the duly completed academic record and, where appropriate, the personal report for transfer. The receiver Center will take care of the custody of the academic record and, where appropriate, the personal report for removal, and it will open the corresponding academic record of the student or student, to which transfer all relevant information, making it available to the guardian or tutor of the group that incorporated student.

4. when the student is incorporated to a foreign team in Spain or abroad that do not impart teachings of the Spanish educational system, will not move to this academic history. To facilitate incorporation into equivalent teachings of the foreign education system concerned, the center of origin will issue a full academic certification.

The academic record will continue guarded by the Center in which the student was enrolled until its possible return to the teachings of the Spanish educational system in the same or another Center, which moved then, either up to their delivery student after the conclusion of foreign studies equivalent to the corresponding stage.



Section 2 academic documentation article 31. Records of assessment.
1. the proceedings of evaluation be extended for each of the courses and will be closed at the end of the ordinary teaching period and the convocation of the extraordinary evidence. You will understand the list of students who made up the group along with the results of the evaluation of materials and promotion and tenure decisions.

2 evaluation proceedings shall be signed by all teachers in compulsory secondary education group, and will carry the approval of the management of the Centre.

3. in the second year and subsequent compulsory secondary education and second Bachelor's degree course will extend proceedings of evaluation of pending matters at the end of the ordinary teaching period and the convocation of the extraordinary test.

4. in the records of assessment corresponding to the fourth year of compulsory secondary education and second baccalaureate course, shall be recorded if the student meets the conditions necessary to be able to present to the final evaluation of the corresponding stage.

5. the results entered in the evaluation record will be reflected in the academic records and in the academic records of students; also a report on the results of the ordinary and extraordinary sessions of end of course evaluation will be developed from these. A copy of the report will be forwarded to the corresponding educational inspection, within the period of ten days following the completion of the process of extraordinary assessment of students.

6. the custody and file the minutes of evaluation corresponds to educational institutions and, where appropriate, electronic centralization of these will take place in accordance with the procedure determined, unless you suppose a subrogation of the faculties inherent to these centres.

Article 32. Academic record.

1. the academic record is the official document that includes information on the process of evaluation of each student. It opens at the time of its incorporation to the Center.

2 academic record shall contain, along with identification of the Center data and the personal data of the student, the number and date of registration, the results of the evaluation with the obtained qualifications, promotion of stage, and, in their case decisions, measures of attention to diversity and significant curricular adaptations taken. Also, will be evidence of notices of final evaluations of stage to which the student has been filed and the option or modality chosen.

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

3. the custody and the academic records file corresponds to the schools that made studies of the relevant teachings and its fulfillment and custody will be supervised by the education inspectorate. Electronic centralizing them will take place, where necessary, in accordance with the procedure determined, unless you suppose a subrogation of the faculties inherent to these centres.

4. the provincial directorates and the ministries of education, where appropriate, shall take appropriate measures for the conservation and transfer of academic history in case of suppression or extinction of the Center.

Article 33. Academic record.

1. the history scholar of compulsory secondary education and the history scholar of high school are official documents to be opened at the time that the student be incorporated into the different stages, and reflecting the results of the assessment and decisions relating to the academic progress of the students in the corresponding stage; These documents will spread in official printed, will carry the approval of the management of the Centre and have certifying value of studies.

2. in the academic history of each stage shall contain the reference to the rule which establishes the corresponding curriculum, and collected the identifying data of the student, mode or option you choose and the subjects in each of the years of schooling along with the results of the evaluation obtained for each of them and the expression of the call concrete (ordinary or extraordinary) promotion and tenure decisions, the media stage, information relating to changes in Center, curricular and organizational measures applied, and dates when different milestones occurred. In addition, with respect to the final assessment stage they shall be shown, for each mode or option by the student, numerical rating obtained in each subject, as well as the obtained note in the final evaluation and the final grade of the resulting stage for this mode. In the case of the academic record of compulsory secondary education, also the conclusions of the guiding tips are included.

Also, will be reflected, where appropriate, matters which have been the subject of recognition or exemption.

3. the academic record corresponding to each stage be delivered to students at the end of it and, in any case, at the end of their schooling in education in ordinary regime. This fact will be reflected in the corresponding academic record.

Article 34. Guiding Board of secondary education.

1. at the end of each of the courses of compulsory secondary education, on the basis of the agreements adopted in the ordinary and extraordinary of end of course evaluation sessions, teaching staff shall draw up, for each pupil or student, a guiding Council on the degree of achievement of the objectives and the corresponding skills, as well as a proposal to parents mothers or guardians legal or, where appropriate, to the student, the itinerary best suited to follow, which may include incorporating a program of learning and performance improvement or a cycle of basic vocational training.

2. the guidance Council will be drafted by the guardian or tutor of the group, which will act in conjunction with the rest of the teaching staff and the counseling Department, under the supervision and coordination of the head of studies.

The development of the guidance Council will be with all the relevant information provided by the teaching staff in relation to the educational process of the student. The actions carried out by the Department of orientation and all those carried out within the framework of the plan of action tutorial will be considered, in addition.

Formulated route proposal must take into account not only the academic history of the student but interests, expectations and capabilities, to which the guardian or tutor must gather the opinion of the own student and, where appropriate, of the parents or legal guardians. In any case, this proposal will not be prescriptive and will only be issued by way of indication.

The final document ratified by the head of studies and with the approval of the management of the Centre, will be delivered to parents, mothers or guardians of each student at the end of the course academic and always within the deadlines required to enable, where appropriate, participation in the process of applying for basic professional training cycles.

Article 35. Personal report for transfer.

1. the personal report for transfer will serve to secure the continuity of the learning process for people who move to another Center without completing the course in the compulsory secondary education or high school. It will contain the results of the partial evaluations that had been made, the application, where appropriate, of curricular and organisational measures, and all those observations deemed appropriate about the overall progress of the student or the student.

2. the personal report for transfer will be prepared and signed by the tutor or guardian, with the approval of the direction of the Centre, from the data provided by professors and teachers of the subjects or areas.

Article 36. Supervision of the educational inspection.

It corresponds to the educational inspection advise and supervise filling and custody of the academic documentation and the development of the evaluation process and propose the adoption of measures that contribute to improve it. To this end, in their visits to the centres, inspectors will meet with management team, with teachers and others responsible for the evaluation, with particular attention to the assessment and analysis of the results of the evaluation of the students and to comply with the provisions of this order. This will be the report of the results of the final evaluation of the student body.



3rd objectivity of the continuous assessment article 37 section. Evaluation according to objective criteria.

1. with the aim of ensuring the right of students to an evaluation objective and their dedication, effort and performance are valued and recognized with objectivity, centres must make public general evaluation procedures and criteria for promotion which the pedagogical Coordination Committee and educational departments have established, respectively, in the proposed curriculum of the stage and its educational programming.
Each teaching Department or responsible for private centres at the beginning of the corresponding course shall to students and their families about the contents, procedures, instruments and criteria of evaluation and qualification as well as measurable standards of learning of different materials and the procedures of recovery and support.

2 proofreading may not be limited to the expression of a qualitative or quantitative rating, but it must contain the indication of faults or mistakes or the reasoned explanation of the qualification.

3. the guardian or tutor and teachers of different subjects and areas remain a fluid communication, in relation to the learning process, with pupils and students and their parents and mothers or guardians. In addition, centres must point out the procedure by which students and their fathers and mothers or guardians may request clarification to teachers and the guardian or tutor about information that receive about their learning process, and provide information on the procedures for review of qualifications and decisions about promotion.

Article 38. Procedure of revision in the Center.

1. students and students or their parents, mothers or guardians may request to teachers and the guardian or tutor many clarifications considered accurate about the evaluations carried out on their learning process and qualifications or decisions taken as a result of this process.

2. on the assumption that, after the necessary clarifications, there is disagreement with the final grade obtained in a subject or area or adopted for a student promotion decision, this or their fathers and mothers or guardians may request written review of such qualifications or decision within two school days from that communication occurred.

3. the request for review, which will contain many allegations justified dissatisfaction with the final score or the decision, will be processed through the head of studies, who moved it to the didactic Department responsible for the subject or with whose qualification ambito manifests the disagreement, and shall communicate such circumstance to your teacher or tutor. When the object of the review is the promotion decision, the request will be moved to Professor guardian or tutor of the student, as responsible for the coordination of the final testing session in which it has been adopted.

4. on the first school day following the one in which end of the period of application for review, each educational Department will proceed to the study of requests for review received and develop reports that collect the description of facts and previous actions that have taken place and the decision of modification or ratification of the final rating under review.

In the process of revision of the final qualification awarded in a subject or area, members of the Department contrast performances followed in the process of evaluation of the student and student with the educational programming of the respective Department, with special reference to the following aspects, which must be collected in the report: to) adequacy of the content, evaluation criteria and measurable learning standards that the evaluation process is carried out learning of the student with those included in the corresponding educational programming.

(b) adequacy of procedures and instruments of evaluation applied with educational programming.

(c) correct application of qualification criteria in teaching programming for the overcoming of the field or subject.

Department move the report to the head of studies, who will inform in writing to the student and his parents, mothers or guardians ratification or modification of the revised qualification reasoned decision and shall inform the same professor tutor or guardian making it a copy of the completed written.

5. in compulsory secondary education, to the view of the report prepared by the educational Department and on the basis of the promotion criteria set out generally in the Center and applied to the student, head of studies and Professor guardian or tutor, as coordinator of the assessment process, considered to be the origin in special teaching team session to East based on the new data, assess the need to revise the decisions taken.

6. when the request for review is intended decision to promotion adopted to a pupil or student of compulsory secondary education by teaching staff, held an extraordinary meeting within a maximum of two school days from the completion of the application review period. The meeting will review the process of the adoption of such a measure in the light of the allegations made.

In the minutes of the special meeting will be the description of facts and previous actions that have taken place, the main points of the deliberations of the teaching team and ratification or modification of the decision of the review, reasoned in accordance with the established criteria for the promotion of pupils as a general rule in the proposed curriculum.

Head of studies will in writing to the student and his parents, mothers or guardians ratification or promotion or certification decision reasoned amendment, which will put end to the review procedure if, after the review process, the modification of any final grade, or in the case of compulsory secondary education adopted promotion decision, you score assessment proceedings and, where appropriate, on record and in the academic history, the timely diligence that will be endorsed by the director or the Director of the Center.

7. in private centres, review requests will be processed in the manner and by the bodies which determine its rules of operation, be of supplementary application this order on not regulated in these rules. In any case, students or students, or their parents, mothers or guardians, may claim to address Provincial or Ministry of education corresponding against decisions made in the form established in the following article.

Article 39. Complaints procedure before the provincial directorates or departments of education.

1 in the event that, following the procedure of revision in the Center, persists the disagreement with the final course grade obtained in a subject or field or the decision on the promotion adopted by the teaching staff, student or alumna, or their parents, mothers or guardians, may be lodged in writing at the address of the school within the period of two working days from the last communication, complaint to provincial or regional ministries of education, which will be processed by the procedure indicated below.

The address of the school in the shortest possible time, and in any case not more than three working days, send record Provincial Directorate or the Ministry of education. The file will incorporate the reports in the Center instruments evaluation justifying the information about the process of evaluation of the student, as well as, where appropriate, the new allegations of the complainant and the report, if applicable, the director or Director about the same.

Within fifteen days from the receipt of the record, taking into account the proposal included in the report which develop the educational inspection pursuant to the following paragraph, the Provincial Directorate or Department of education will adopt the relevant resolution, which will be motivated in any case, and which will be immediately communicated to the direction of the Centre for their application and transfer to the person concerned. Resolution Provincial Directorate or Department of education will put an end to the administrative procedure.

2 educational inspection will analyze the record and arguments containing in view of the educational programming of the respective Department and the proposed curriculum and will issue its report on the basis of the following criteria: a) appropriateness of content, evaluation criteria and measurable learning standards on which the evaluation of the learning process of the student has been conducted with the collected corresponding didactic programming.

(b) adequacy of procedures and instruments of evaluation applied with educational programming.

(c) correct application of qualification criteria in teaching programming for the overcoming of the matter.

(d) compliance by the Center pursuant to this order.

The educational inspection may request the collaboration of specialists in matters reference made that claim for the elaboration of his report, as well as ask for those documents deemed relevant for the resolution of the file.
3. in the event that the claim is estimated will proceed to the corresponding correction of assessment documents. In compulsory secondary education, and in the light of the resolution adopted by the Provincial Directorate or Department of education, you meet the teaching team in extraordinary session to modify the previous decisions taken.

First additional provision. Adaptation for educational action abroad.

1. the Secretary of State for education, vocational training and universities may adapt the provisions of this order to the special needs and characteristics of schools that taught teachings of compulsory secondary education and secondary education abroad, under cover of the article 107.4 of the organic law 2/2006, may 3, and the Royal Decree 1027 / 1993 , 25 June, which regulates the educational action abroad.

2. the Secretary of State for education, vocational training and universities will establish the criteria and procedures for the preparation and approval of the training offer of the centres belonging to the Spanish State abroad.

Students of these centers will study all courses from compulsory secondary education the language of the country as a block of free-elective subjects autonomic, who will attend to the linguistic diversity of the student body and, where appropriate, will have the double perspective of foreign language and mother tongue.

3. the school calendar of the Spanish State-owned centers be accommodated to the country in which is situated the Centre and will be approved by the corresponding Ministry of education.

4 centers owned by the Spanish State abroad students admission criteria will establish, and shall also be continuance on the basis of academic criteria.

5. references that are made to the educational inspection in this order is construed as references to educational Department inspection, integrated in the General Inspection Department.

Second additional provision. Adaptation for distance education and the teaching of adults.

1. the Secretary of State for education, vocational training and universities may adapt the content of this order to the characteristics of distance education.

2. the Secretary of State for education, vocational training and universities will establish the training offer of the Center for innovation and development of education (CIDEAD) in the field of its competences.

Third additional provision. Textbooks and other curriculum materials.

Once adopted textbooks and curriculum materials, must be kept for at least four years. Exceptionally the educational inspection may report favorably his change before this period on request reasoned from the Center.

Fourth additional provision. Teachings of the Spanish educational system taught in foreign languages.

The Secretary of State for education, vocational training and universities may establish that a part of the curriculum materials are provided in foreign languages, without involving modification of the basic aspects of the curriculum regulated by this order. In this case, the centres shall endeavour to students to acquire the terminology of the subjects in both languages along the stage.

Fifth additional provision. Official records of assessment.

Models which shall conform the official assessment documents referred to in this order will be published by a resolution issued by the Ministry of education, vocational training and universities.

Sixth additional provision. Sole proprietorships and collegiate bodies.

In centres private nominative references in this order to individual organs and collegiate educational institutions be construed as references to those bodies that have assigned the respective competencies.

First transitional provision. The pedagogical proposal process.

1 for the start of the course 2015-2016 centers shall draw up, in accordance with the provisions of this order, pedagogical proposal corresponding to the courses first, and third of compulsory secondary education and the first high school.

2 for the start of the course 2016-2017 centers will elaborate, in accordance with the provisions of this order, the educational proposal of the second and fourth of compulsory secondary education, and second Bachelor's degree courses.

3. by way of exception, for the academic year 2015-2016 the presentation of training will take place before the 1 September 2015.

Second transitional provision. Measures educational attention.

For the year 2015-2016, the proposal of educational care for the students that enrolled in the second or fourth courses of compulsory secondary education, not pursue teachings of religion will be part of the educational project of the Center.

Sole repeal provision. Repeal legislation.

A_partir_de the total implementation of the modifications indicated in the first final provision, the following regulations shall be repealed: a) order of 28 August 1995, which regulates the procedure to guarantee the right of compulsory secondary education and Bachillerato students to their school performance is evaluated according to objective criteria.

(b) order ECI/2220/2007, of 12 July, which establishes the curriculum and regulates the management of compulsory secondary education.

(c) order ESD/1729/2008 of 11 June, which regulates the management and establishes the curriculum of secondary education.

(d) order ECI/2572/2007, on 4 September, on evaluation in compulsory secondary education.

e) order ESD/3725/2008 of 12 December on high school assessment in the field of management of the Ministry of education, Social policy and sport.

First final provision. Calendar of implantation.

1. the changes made in the curriculum, organization, objectives, requirements for obtaining certificates and diplomas, programs, promotion and compulsory secondary education assessments shall be implemented for the first and third courses in the academic year 2015-2016, and the second and fourth courses in the school year 2016-2017.

2. the changes made in the curriculum, organization, objectives, requirements for obtaining certificates and diplomas, programs, promotion and high school assessments shall be implemented for the first course in the academic year 2015-2016, and the second course in the school year 2016-2017.

Second final provision. Application of the order.

Enable the titular person of the Secretary of State for education, vocational training and universities of the Ministry of education, culture and sport, to dictate how many resolutions and instructions necessary for the application of the provisions of this order. It empowers the titular person of the Secretary of State for education, vocational training and universities to dictate how many provisions require the application of the provisions of this order.

Third final provision. Entry into force.

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

Madrid, 3 July 2015.-the Minister of education, culture and sport, Íñigo Méndez de Vigo and Montojo.