REPORT ON CURRICULUM FOR THE MANDATORY SECONDARY EDUCATION IN SPAIN

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1 REPORT ON CURRICULUM FOR THE MANDATORY SECONDARY EDUCATION IN SPAIN First of all, regarding the analysis of curriculum development in Spain for the cycle of secondary education must be considered that a new education law recently approved in the country, and after generating much discussion that still continues pending his development and implementation. The analysis has another great limitation in Spain: the diversity of approaches, designs and content that the education takes place in the field of autonomous communities, given the powers they have on the subject. Moreover, local authorities have also been reformulated their powers during the recent adoption of a Law on Rationality and Sustainability of Local Government. Therefore, the difficulty of decentralization of powers is added that in Spain, in recent years, are being carried out important reforms involving renewal legislation. Finally, in the framework of the Law for the Improvement of Educational Quality (LOMCE, acronym in Spanish), approved on last December, is foreseen the publication of curriculum development in secondary education, as has already happened with the primary cycle, so it is expected to produce significant changes to the current model, and it will cause an implementation that will extend at least over the next school year. Consequently, to approach today an analysis of these features requires that this be considered only as a preliminary approach, especially considering that the next year will be held general elections in Spain and in the regions, and considering the reply that the new Organic Law has had among the school community, and also the unpredictable Spanish political situation because the trend is not clear, suggest that -once again- the Act is replaced by a new one has just come into force. Therefore, it is considered that the analysis of curriculum development of secondary education in Spain must adhere to the study of the current Organic Law, and from here, given that you have not developed this curriculum, to refer to a design autonomic likely to be representative of the regional average. A study -at last definitive- should substitute the state standards on curriculum once published, instead the representative regional reference; and also those other changes that can occur after in the regional level. But at this time cannot be determined when this will be possible.

2 Organic Law 8/2013 of 9 December, to improve educational quality Curriculum and division of powers For the purposes of this Law, the term curriculum is the regulation of the elements that determine the processes of teaching and learning for each of the lessons. The curriculum shall consist of the following elements: a) The objectives of each stage of education and teaching. b ) The powers, or capacities to implement in an integrated way own content of each stage of education and teaching, in order to achieve proper implementation of activities and the efficient resolution of complex problems. c) The contents, or sets of knowledge, skills and attitudes that contribute to achieving the objectives of each stage of education and teaching and the acquisition of skills. The contents are arranged in subjects, which are classified as materials, areas, scopes and modules based on the teachings, educational levels or programs involving pupils. d) The teaching methodology, which includes both a description of the teaching practices and the organization of work of teachers. e) The standards and measurable learning outcomes. f) The criteria for assessing the degree of acquisition of skills and the achievement of the objectives of each stage of education and teaching. The stage of Secondary Education is organized into subjects and comprises two cycles, the first of three school years and the second one. The second cycle or fourth year of compulsory secondary education will fundamentally propaedeutic. In Secondary Education subjects are grouped into three blocks of core subjects, specific subjects and free choice subjects at regional level.

3 1º cycle of Secondary Education The students must take the following general subjects block core subjects in the first and second courses: a) Biology and Geology in the first year. b) Physics and Chemistry in second year. c) Geography and History at both courses. d) Spanish Language and Literature in both courses. e) Mathematics in both courses. f) First Foreign Language in both courses. The students must take the following general subjects block core subjects in the third year: a) Biology and Geology. b) Physics and Chemistry. c) Geography and History. d) Spanish Language and Literature. e) First Foreign Language. As a matter of choice, in the block of core subjects must take either Mathematics Oriented Academic Degree or Math Oriented Applied Lessons at the discretion of the parents or legal guardian or, where appropriate, students and students. The students must take the following subjects specific block in each course exams: a) Physical Education. b) Religious or Ethical Values at the discretion of the parents or legal or, where appropriate, the pupil tutors. c) Depending on the regulation and programming of educational provision established by each education authority and, where applicable, the supply of schools, a minimum of one and maximum of four of the following subjects the block specific subjects, which may be different in each of the courses: 1º Classical Culture. 2º Plastic Education, Visual and Audiovisual.

4 3º Introduction to Entrepreneurship and Entrepreneurial Activity. 4º Music. 5º Second Foreign Language. 6º Technology. 7º Religion, only if the parents or legal guardian or, if the pupil does not have the choice in the election referred to in paragraph b). 8º Ethical Values, only if the parents or legal guardian or, if the pupil does not have the choice in the election referred to in paragraph b). The students must take the subject co-official Language and Literature block free choice subjects in those Autonomous Communities autonomic having such official language, although they may be free of studying or being evaluated that substance in the conditions laid down in appropriate regional regulations. Matter co-official Language and Literature receive a material analogous to the treatment Spanish Language and Literature. In addition, depending on regulatory and programming of educational provision established by each education authority and, where applicable, the supply of schools, pupils may study some more stuff on the block free subjects regional settings, which may be material block specific subjects not submitted or materials to be determined. These subjects of the block of free choice at autonomic configuration may be different in each of the courses. Whatever their specific treatment in some of the subjects of the cycle, reading comprehension, oral and written expression, audiovisual communication, Information Technology and Communication, entrepreneurship and civics and constitutional education are worked in all subjects. Organization of the fourth year of compulsory secondary education. The parents or legal guardian or, where appropriate, the students may choose to attend the fourth year of secondary education by one of the following two options: a) Option academic lessons for beginners to bachelor level. b) Option for initiation teachings applied to job training. For these purposes, shall not be binding options studied in the third year of secondary education. In the option academic lessons, the students must take the following general block core subjects: a) Geography and History. b) Spanish Language and Literature.

5 c) Mathematics oriented to the academic teachings. d) First Foreign Language. Depending on the control and programming of educational provision established by each education authority and, where applicable, the supply of schools, the students must complete at least two courses from the following option block core subjects: 1º Biology and Geology. 2º Economics. 3º Physics and Chemistry. 4º Latin. At the option of applied teachings, the students must take the following general block core subjects: a) Geography and History. b) Spanish Language and Literature. c) Oriented Applied Mathematics Lessons. d) First Foreign Language. Depending on the control and programming of educational provision established by each education authority and, where applicable, the supply of schools, the students must complete at least two courses from the following option block core subjects: 1º Applied Science in Professional Practice. 2º Introduction to Entrepreneurship and Entrepreneurial Activity. 3º Technology. The students must take the following block specific subjects: a) Physical Education. b) Religious or Ethical Values at the discretion of the parents or legal or if the pupil tutors. c) Depending on the regulation and programming of educational provision established by each education authority and if the supply of schools, a minimum

6 of one and maximum of four subjects from the following block specific subjects: 1º Performing Arts and Dance. 2º Scientific Culture. 3º Classical Culture. 4º Plastic Education, Visual and Audiovisual. 5º Philosophy. 6º Music. 7º Second Foreign Language. 8º Information Technology and Communication. 9º Religion, only if parents or guardians, or if the pupil not have chosen in the election referred to in paragraph b). 10º Ethical Values, only if the parents or legal guardian or, if the pupil not have chosen in the election referred to in paragraph b). 11º A matter block core subjects not issued by the pupil. The students must take the subject co-official Language and Literature block free choice subjects in those Autonomous Communities autonomic having such official language, although they may take or be exempt from being assessed in this matter the conditions appropriate regional regulations. Matter co-official Language and Literature receive a material analogous to the treatment Spanish Language and Literature. In addition, depending on regulatory and programming of educational provision established by each education authority and if the supply of schools, pupils may study some more matters in the block of free choice subjects autonomic, which may be matters of the block specific subjects not studied, extension matters for the contents of any of the matters of the core blocks or specific subjects, or subjects to be determined. Whatever their specific treatment in some of the subjects of this course, reading comprehension, oral and written expression, audiovisual communication, Information Technology and Communication, entrepreneurship and civics and constitutional education are worked in all subjects. The educational authorities and, where appropriate, schools may develop pathways to guide students in the choice of the core subjects of option.

7 Evaluation and promotion The evaluation of the learning process of students in secondary education will be ongoing, formative and integrative. The most appropriate conditions for conducting evaluations to adapt to the needs of pupils with special educational needs will be established measures. The decisions on the promotion of students from one course to another, within the stage will be taken collegially by all teachers of the student or student concerned, considering the achievement of the objectives and the degree of acquisition of the relevant skills. Pupils promote course when have passed all the subjects or have negative evaluation in two subjects, and they have repeated course fails three or more subjects or two subjects that are Spanish Language and Literature and Mathematics simultaneously. Exceptionally, may authorize promotion of pupil negatively assessed in three subjects when the following conditions are satisfied: a) That two of the subjects with negative evaluation are not simultaneously Spanish Language and Literature, and Mathematics b) That the teaching team considers that the nature of the materials with negative evaluation does not prevent the pupil successfully pursue the following course, which has favorable prospects for recovery and the promotion will benefit their academic progress, c) And the educative attention measures, proposed by the advisory council, are applied to the pupil. May also authorize exceptionally promoting the pupil with negative evaluation in two subjects that are Spanish Language and Literature and Mathematics simultaneously when the teaching team believes that the pupil can follow successfully the following year, having favorable prospects for recovery and the promotion will benefit their academic progress, if they are provided to the pupil the educational assistance measures proposed in the guiding advice. For the purposes of this section, only will be computed the matters that at least the pupil must study in each of the blocks are computed. Furthermore, in relation to those students who attend co-official Language and Literature, only one subject shall be computed on the subjects of free block autonomic configuration, regardless of whether these students can pursue more subjects of this block. The subjects with the same name in different courses of Secondary Education is considered as separate subjects. Matter co-official Language and Literature shall be treated that matter Spanish Language and Literature in those autonomous communities that have co-official language. In order to provide the students the recovery of materials with negative evaluation, the educational authorities govern the conditions for schools to organize appropriate extraordinary evidence in the manner prescribed.

8 About progress without having passed all the matters must enroll the unsurpassed matters; enrichment programs will be established by the authority and must pass the assessment programs such reinforcement. The pupil may repeat the same course only once and at most twice within the stage. When this second repetition should occur in the third or fourth year, will last one year the age limit referred. Exceptionally, a pupil may repeat a second time in the fourth grade if it is not repeated in the previous years of the stage. In any case, the repetitions will be established so that curricular conditions suit the needs of the pupil and are aimed at overcoming the difficulties encountered. In order to enable all students to achieve the objectives and achieve the appropriate level of acquisition of the relevant skills, the educational authorities shall maintain educational support, with special attention to the specific needs of educational support. The custom implementation of the measures will be reviewed periodically and, in any case, at the end of the academic year. At the end of each Secondary Education courses to parents or guardians of each student will be given a guiding council, which will include a report on the degree of achievement of objectives and acquisition of relevant skills and a proposal to parents or guardians or, where appropriate, the pupil of the right one to follow, which may include the incorporation of a program to improve learning and performance, or level cycle route basic. Final evaluation of Secondary Education. At the end of the fourth year, the students perform an individualized assessment by the choice of academic teachings or the teachings of applied, in which the achievement of the objectives of the stage and the degree of acquisition of the relevant skills are assessed during relation to the following matters: a) All general courses taken in the core block, except Biology and Geology and Physics and Chemistry subjects, of which the pupil will be assessed if chosen from the materials of choice, as indicated in the following paragraph. b) Two of the subjects studied in the option block core subjects in fourth grade. c) A matter block specific subjects studied in any courses other than Physical Education, Religion, Ethics and Values. The students may evaluate for either options or academic teaching applied lessons, regardless of that submitted in the fourth grade of secondary school option, or both options on the same occasion. May be made to this assessment those students who have obtained positive evaluation well in all subjects, or negative in up to two subjects simultaneously provided they are not Spanish Language and Literature and Mathematics. For these purposes, the co-official Language and Literature matter shall be treated that matter Spanish Language and Literature in those autonomous communities that have co-official language.

9 For the purposes of this section, only matters that at least the pupil must study in each of the blocks are computed. Furthermore, in relation to those students who attend co-official Language and Literature, only one subject shall be computed on the subjects of free block autonomic configuration, regardless of whether these students can pursue more subjects of this block. The subjects with the same name in different courses of Secondary Education is considered as separate subjects. The Ministry of Education, Culture and Sports set to all Spanish Educational System evaluation criteria and characteristics of the tests, and establish its design and content for each call. Passing this assessment require a rating equal to or greater than 5 out of 10. The students who have not passed the assessment by the option chosen, or who wish to raise their final grade of Secondary Education, the assessment may be repeated in successive calls can be requested. The students who have passed the evaluation for an option may be resubmitted for evaluation by the other option if they wish, and not be overcome at first call repeated in successive calls can be requested. The highest rating of those obtained in the calls that the pupil has passed will be taken into consideration. Will be held at least two annual calls, ordinary and extraordinary. Curriculum of compulsory secondary education implementation in schools of Castilla-La Mancha that impart these teachings General principles 1. The stage of compulsory secondary education is compulsory and free and is, together with primary education, basic education. 2. The stage of compulsory secondary education includes four academic years that are taught, usually between twelve and sixteen years of age. In general, the students have the right to remain in ordinary regime to eighteen years old in the year of completion of the course. 3. The curriculum of compulsory secondary education is organized around subjects, according to the principles of common education and attention to student diversity. They all contribute, under its own characteristics, the development of skills related to language communication skills, values education, the use of information technology and communication and the knowledge of the reality of Castilla -La Mancha. To promote the teaching and learning of these skills,

10 teaching departments may schedule coordination and develop interdisciplinary projects. 4. The fourth year of compulsory secondary education will mentor character for both further education and for incorporation into working life. 5. The response to students with specific educational support needs will be developed according to the principles of inclusion and diversity as standardization and cover, to all people within the educational community. Purposes The purpose of compulsory secondary education is to ensure that students acquire the basic elements of culture, especially in its humanistic, artistic, scientific and technological aspects, develop and consolidate them study habits and work, prepare them for incorporation into and subsequent job placement and training them to exercise their rights and obligations as citizens in life studies. Overall objectives Compulsory secondary education will help students develop skills to enable them to: a. Assume their duties, know and exercise their rights in respect for others, to practice tolerance, cooperation and solidarity among people and groups, practice dialogue, strengthening human rights as common values in a pluralistic and multicultural society; and prepare for the exercise of democratic citizenship. b. Develop and consolidate habits of discipline, study and individual and team work as a necessary condition for effective tasks as a means of learning and personal development. c. Value and respect the difference of sexes and equal rights and opportunities for them. Reject stereotypes involving discrimination between men and women. d. Strengthen emotional skills in all areas of personality and relationships with others, and reject violence, prejudice of any kind, sexist behavior and resolve conflicts peacefully. e. Develop basic skills in the use of sources of information, critically, acquire new knowledge. Acquire basic training in the field of technologies, especially information and communication.

11 f. Consider scientific knowledge as a knowledge integrator, which is divided into different disciplines, as well as understand and apply the methods to identify problems in the various fields of knowledge and experience. g. Develop an entrepreneurial spirit and self-confidence, participation, critical sense, personal initiative and the ability to learn to learn, plan, make decisions and take responsibility. h. Understand and correctly express, orally and in writing in the Spanish language, complex texts and messages, and start learning, reading and studying literature and develop the habit and love of reading. i. Understand and express themselves in one or more foreign languages appropriately in communicative situations and develop attitudes of interest and respect for diversity of languages. j. Understand, value and respect the basic aspects of culture and their own and other history as well as the artistic and cultural heritage. k. Knowing and accepting the functioning of the body and that of others, respect differences, reinforce habits and personal health care and incorporate physical education and the sport to encourage both personal and social development as well as knowing the size and value human sexuality in all its diversity. Critically evaluate the social habits and health related with the personal quality of life as well as the responsible and sustainable consumption. I. Know and adhere to the principles of sustainable development and its implications for society, critically evaluate the use of the natural environment, and develop habits of caring for living things and the environment, contributing to its preservation and improvement. m. Appreciate artistic creation and understand the language of the various art forms, using various means of expression and representation. n. Acquire a basic preparation for professional incorporation and apply the knowledge gained as guidance for future integration into the academic and professional world. Elements of the curriculum 1. The curriculum is the set of objectives, core competencies, content, teaching methods and evaluation criteria for each teachings. 2. The curriculum of compulsory secondary education is organized around subjects. The objectives, content and criteria related to the materials and reading assessment plan are given at the end of this document. 3. Students entering in the first two courses at the secondary school compulsory up to ten subjects.

12 4. The educational institutions in the exercise of their autonomy develop and complete the curriculum. 5. The educational content will incorporate settings oriented development of values and attitudes that promote coexistence, equality between people and non-discrimination, health, responsible consumption, sustainable development and knowledge, appreciation and preservation of historical artistic, cultural heritage and is natural that the identity of the Castilla -La Mancha integrating it into the national and international context. 6. The schools promote coordination of teaching programs with primary education to ensure the continuity of the educational process and facilitate the involvement of families in the process of teaching and learning. 7. The working methods promote the active participation of students in the construction of learning and interacting with adults and with peers to enhance their self-esteem and social integration. Basic skills 1. Competencies are defined as a set of knowledge, skills and attitudes that are necessary for the completion and staff, school and social development and to be developed across the curriculum. 2. The organization and operation of schools, teaching activities, forms of participation and relationship established between the members of the educational community and the additional and extra curricular activities facilitate the development of basic skills. Organisation and structure of the first three courses. 1. The subjects of the first, second and third compulsory secondary education courses are as follows: Natural sciences Social sciences, geography and history Physical Education Education for citizenship and human rights Plastic and Visual Education Spanish language and literature Foreign Language

13 Mathematics Music Technologies 2. In each of the first three years, the minimum educational compulsory secondary education are established, all students will send the following subjects Natural sciences Social sciences, geography and history Physical Education Spanish language and literature Foreign Language Mathematics 3. In general, and for all other matters shall be taken into account: a. Education for citizenship and human rights are taught in the second year. b. The schools may offer the materials of Visual Arts Education and Music at first and second but students may be studied only one of the two courses. 4. The schools will bid, in general, of the following electives: a. A second foreign language, you will have a preferential basis for students compulsorily in each of the three courses. b. Classical Culture, necessarily, in the third year. c. Electives technological and professional workshop materials, workshop arts and design, and art and music in each of the first three workshop courses. Students may take each of these subjects only once during the three courses. Organisation and structure of the fourth year 1. The subjects all students entering in the fourth year are: Physical Education Ethical and civic education

14 Social sciences Geography and history Spanish language and literature Mathematics First foreign language 2. In addition, students must take upon choice of three subjects from the following: Biology and geology Plastic and Visual Education Physics and chemistry Computing Latin Music Second foreign language Technology 3. In the field of civic education ethical focus on equality between men and women will be provided. 4. The schools should provide all the matters referred. In order to guide the choice of students may establish groupings of these materials in different options. To make the teaching of each of the options will be necessary to have a minimum of ten students and enrolled students. The Ministry responsible for education may, in extraordinary session, less than the number set here. 5. The educational institutions in the exercise of their autonomy, will decide whether the subject matter of mathematics is organized in two options depending on the terminal or preparatory character that the substance has for students. Schedule 1. The schedule of the Centers shall be thirty hours per week, including class changes and recess time. The Ministry responsible for education approved by order of the time distribution between different materials for each course.

15 2. The schools materialize school hours in accordance with the criteria that the Ministry responsible for education purpose set for the development of autonomy. In any case, schools take into account that: a. The offer of optional subjects will take courses in each of first to third. b. They may be included in each of the courses one through three one-hour reading, without it a subject for the purposes of evaluation and promotion of students and determining the total number of subjects to be taught, is considered to promote the habit and love of reading, besides the priority of the same in different subjects. c. Also included in the schedule of courses each hour to the development of mentoring and to promote the necessary measures to ensure that the personal tutoring of students and their education, psychology and counseling, constitute a key element in the management of this stage. Responding to student diversity 1. The educational response to diversity is a set of educational activities aimed at pupils and their environment in order to promote personal attention to help achieve the core competencies and objectives of compulsory secondary education. 2. This response is specified in the curriculum and organizational measures included in the educational project and, in any case, may constitute discrimination preventing the students achieve the objectives and competencies listed. 3. Having identified and analyzed the specific needs of educational support and school and family background of students, the response to diversity is specified in an individualized plan of work coordinated by the mentor, develops teachers in collaboration with families and those professionals involved in the response. The individualized plan works contemplate the skills that the student and the student must achieve in the area or areas of knowledge, content, organization of teaching and learning and assessment procedures. In the organization of the teaching and learning activities and individual cooperative groupings, materials needed, officials and sequenced distribution of time and space are included. 4. Students incorporated late into the educational system is in accordance with the provisions of the Organic Law on Education will schooling response to your circumstances, knowledge, age and academic record prior annual accountability report teacher guidance center, which is best suited to their characteristics and prior knowledge and ongoing standardization necessary to facilitate individualized program indicated.

16 5. Specific programs referred to the Organic Law on Education for students from abroad, which is incorporated into the educational system with the ignorance of the Spanish language shall, from the respect for the culture and language of origin, to facilitate their rapid social and educational integration on respect for the principle of inclusion educational attention. 6. The Ministry responsible for education programs will start school accompaniment, outside school hours, on its own initiative and in collaboration with other institutions to facilitate and generalize the learning of the Spanish language. 7. The schooling of students with high intellectual capabilities, identified as such by the staff with adequate qualifications and terms determined by the Ministry responsible for education, are more flexible so that it can anticipate the beginning of a course enrollment in step or decreasing the length of it, when it is expected that these are the most suitable for the development of their personal balance and socialization measures. 8. The Ministry responsible for education shall take steps to ensure responsiveness and quality adapted to the students of the rural school to ensure the constitutional right of equal opportunity measures in accordance with the provisions of the Organic Law on Education. Curricular diversity 1. The school s curriculum diversification be offered for students who, after appropriate evaluation, and meet the conditions required for an organization of content and different materials of the established curriculum in general and a specific methodology to achieve the objectives and core competencies of the stage and Graduate in compulsory Secondary Education, in accordance with the provisions of the Organic Law on Education, the minimum educational compulsory secondary education are established. 2. The curriculum of these programs include a linguistic and social environment and other scientific-technological character, and three subjects from the set for the stage not included in the above areas that students entering in a group of standardized curriculum. 3. Educational institutions, to ensure the achievement of basic skills, develop curricular diversification program including the objectives, content, evaluation criteria and methodology. 4. The above program integrates teaching programming to the areas referred and will be developed jointly by the departments of didactics coordination of each of the subjects they cover. Also incorporate the teaching of other subject s settings coursing students.

17 5. Student assessment of this program will be related core competencies and objectives of compulsory secondary education, and be conducted in accordance with the evaluation criteria of the program itself. 6. If after the first year of the program for students of 15 years, the faculty considered to have been sufficiently achieved the objectives and core competencies, and always conducive to their development, the decision to perform the fourth course may be taken in standardized curriculum groups. 7. Students who at the end of the program is unable to obtain the title of Graduate in compulsory secondary education and meet the age requirements set out about this, may stay another year in the program. 8. The implementation of the program will be determined by the existence of the number of students determined by the Ministry responsible for education. Tutoring 1. The tutorial and specific advice on personnel, academic and professional guidance will play an important role in each of the courses to guide the choice, if any, of the optional subjects, the different options in the fourth grade materials, and host processes the center and transition to employment or academic period at the end of compulsory schooling world. 2. The person responsible for coordinating educational tutoring intervention teachers set and maintains an ongoing relationship with the family, in order to facilitate the exercise of the rights recognized in the Organic Law on the Right to Education. 3. The management team will ensure that the tutor teaching imparted to all students who provide tutoring group. 4. The center could offer alternative models of individualized tutoring to ensure continuous action with students and their families. Evaluation 1. The evaluation of the learning process of students in compulsory secondary education will be continuous and separate the different subjects of the curriculum in accordance with the provisions of the Organic Law on Education. 2. The teacher will assess the students taking into account the different elements of the curriculum. The evaluation criteria will be essential reference materials to assess both the degree of acquisition of basic skills such as the achievement of the objectives.

18 3. As part of the continuous assessment and to provide students with the recovery of subject s negative assessment, schools will organize and conduct special examinations in the month of September in the calendar established by the Ministry responsible for education. 4. Didactic schedules include measures to ensure the collection and exchange of regular and systematic information with families and the students themselves and set the model to provide a quarterly report the same forecasts. These reports describe the level of competency achieved by students in developing skills through the procedure determined by the Ministry responsible for education. 5. Official documents of evaluation shall be as established by the basic rules. 6. Teachers assess, together with the skills attained by students, the teaching process and their own teaching practice as laid down in the regulations. Promotion 1. At the end of each of the courses and as a result of the evaluation process, the teaching staff will take appropriate decisions on the promotion of students. The promotion decision will be taken collegially by all teachers who taught their teaching to the student and the respective student with the advice of or responsible for orientation. 2. The students promoted to the next grade when they have exceeded the objectives of courses taken or have negative evaluation in two subjects and repeated course when you they fail three or more subjects. May exceptionally be authorized promotion negatively assessed in three subjects when the teaching team considers that the nature of them does not stop him successfully the following year, which has favorable prospects for recovery and that promotion will benefit their academic progress. 3. About progress without having passed all the materials will work plans for individual referred, and shall pass the assessment. 4. The student may repeat the same course only once and at most twice within the stage. When this second repetition should occur in the course of the last stage, will last one year the age limit laid down in the standard. Exceptionally, it may be repeated a second time in the fourth grade if he has not repeated in previous years of the stage, as required by the Organic Law on Education. 5. In accordance with the provisions of the Organic Law on the Right to Education, parents or guardians should be aware of decisions regarding the evaluation and promotion of their children schools and collaborate on

19 strengthening support measures or adopted by the schools to facilitate their educational progress. Initial vocational training programs 1. The initial vocational qualification programs referred to the Organic Law on Education which are set corresponding to compulsory secondary education core curriculum taught skills related professional profile determined in accordance with the National Catalogue of Professional Qualifications. 2. The organization of tenders include different modalities in order to meet the personal, social and educational needs of students and will be held directly or through agreements with other institutions and local government form. Graduate in Compulsory Secondary Education 1. Students will obtain the Diploma in Education compulsory second it whenever you get the basic skills and stage objectives and exceed all subjects. They can also obtain the diploma students who complete the course with a negative assessment in one or two subjects, and exceptionally three, provided that the faculty considers the nature and weight of the same in the whole of the stage does not prevent it from reaching core competencies and objectives of the stage. 2. Students who attend curriculum diversification will be awarded the Diploma in Secondary Education if they exceed all areas and materials that make up the program. May obtain this title also those who, having passed the two areas have a negative assessment in one or two subjects, and exceptionally three, provided that in the opinion of the faculty have achieved the core competencies and objectives of the stage. 3. In the case of students who have completed a program of initial professional qualification will be necessary for obtaining title graduate in secondary education, have outscored the modules referenced of the Organic Law on Education, 4. Students who pursue compulsory secondary education and not for the title will receive a certificate of authority stating the school year and subjects they have completed. 5. Students who at the end of the stage have not obtained the Diploma in Secondary Education and reach a maximum age at which referred shall have, for the next two years, an annual contest of evidence to overcome those

20 pending matters positive rating, provided that their number does not exceed five. These tests will be organized by the respective centers. Diagnostic evaluation 1. At the end of the second year of compulsory secondary education all centers will perform the diagnostic assessment of basic skills achieved by students, governed by the Organic Law on Education. 2. This diagnostic evaluation of census information has no academic for students or comparison by classification of schools effects. 3. The diagnostic evaluation has a formative and guidance for schools and to the competent Ministry itself in education because it allows adopt curricular and organizational measures to improve the educational process and student competition. From its initiation, process and outcomes to inform families and the wider educational community. 4. The Ministry responsible for education set the timing and conditions under which it must perform this evaluation.../.. *The core competencies from the teaching process are those knowledge, skills and attitudes necessary for a person to achieve their personal, educational and skills social development. These competencies are reached by the students through the formal curriculum, the learning activities and the various situations they face on a day to day, in school, at home or in social life. Competition is showed by pupils when students are able to act, to resolve, to produce or transform reality through tasks that are proposed. Competition from the twin processes of teaching and learning is acquired and improved across the long of life in a process that can be sequenced and assessed at different stages of the sequence. The European Union set in eight "key" competencies at the end of compulsory education and the Ministry of Education and Science, by which the core curriculum of Education established compulsory secondary, contains eight competencies as core to the end of compulsory education. These are: a. Communication skills b. Mathematical competence c. Competence in knowledge and interaction with the physical world

21 d. Data processing and digital competence e. Social and civic competence f. Cultural and artistic competence g. Learning to learn h. Autonomy and personal initiative i. Emotional competence a. Communication skills, communicative competence is the ability to understand, express and interpret thoughts, feelings and facts in both oral and written in different languages in the wide range of social and cultural contexts - work, home and leisure. The competent person for communication using language skills listening, speaking, talk, read and write to build thinking, express and interpret thoughts, feelings or facts so adapted to the communication situation. It also uses the power to regulate their own behavior and to influence the behavior of others through dialogue. With different levels of domain and formalization, especially in written language this competition, in the case of foreign languages, means being able to communicate in some of them and thereby enrich the social and cultural relations to function in contexts other than their own. Furthermore, access to more and different sources of information, communication and learning is enhanced. In short, the development of language proficiency at the end of compulsory education involves the mastery of oral and written language in multiple contexts and the functional use of at least one foreign language. b. Mathematical competence. This competence is the ability to use and relate numbers, basic operations, symbols and forms of mathematical expression and reasoning, in order to produce, interpret and express different kinds of information about quantitative and spatial aspects of reality, and solve problems of everyday life. Mathematical competence involves the ability to follow certain thought processes (such as induction and deduction, etc.) and apply some calculation algorithms or logic elements, which leads to identify the validity of the reasoning. This competence is achieved in compulsory education to the extent that the elements and mathematical reasoning are used to meet spontaneously to a wide variety of situations, from other fields of knowledge and everyday life.

22 c. Competence in knowledge and interaction with the physical world. This competence refers to the ability to interact with the physical world, both in its natural aspects and those generated by human action, by understanding events, prediction of consequences and activity directed to the improvement and preservation of the conditions of life, from other people and other living beings. Thus, the students will be competent in the accurate perception of the physical space, a large scale and in the immediate environment, will become aware of the influence that the presence of people in space, the modifications introduced and the resulting landscapes and the importance of conserving natural resources and diversity, global and intergenerational solidarity. This competence involves a willingness to adopt a healthy physical and mental life from dual dimension-individual and collective health, attitudes and show personal initiative, autonomy, responsibility and respect for others and oneself. It also incorporates the progressive ability to research and systematic analysis and scientific inquiry: identify and raise relevant issues, make comments, ask questions, locate, gather, analyze and represent qualitative and quantitative information; pose and test hypotheses, make predictions and inferences with different levels of complexity, and identify the available theoretical and empirical knowledge to answer scientific questions and to obtain, interpret, evaluate, and communicate conclusions in different contexts (academic, personal and social). d. Data processing and digital competence. This competence consists of having the ability to seek, obtain, process and communicate information and to transform it into knowledge. It is associated with the search, selection, recording and processing or analysis of information using various techniques and strategies and requires mastery of specific languages and their basic decoding and transfer patterns in different situations and contexts. It also means communicating information with different languages and specific techniques that enable process and properly manage extensive and complex information, solve real problems, make decisions, work in collaborative environments expand communication environments for learning communities to participate in formal and informal and attract responsible and creative productions. Digital competence involves identifying and solving routine hardware and software problems as well as make regular use of the technological resources available to solve real problems so efficient, autonomous, responsible and critical. e. Social and civic competence, this competence refers to understanding social reality, participate, live and being a democratic citizen in a plural society. The student is responsible for the multi-causal and systemic analysis to

23 prosecute social and historical facts and problems, to: perform critical reasoning and dialogue to improve, understand the plurality as enrichment and learning about different cultures resolve conflict with autonomy, critical reflection and dialogue, respect of universal values and progressively create a system of own values, to develop empathy, think critically about the concepts of democracy, freedom, solidarity, responsibility, participation and citizenship, with particular attention to the rights and obligations recognized in international declarations, the Spanish Constitution and regional legislation, showing behavior consistent with the values. In short, students participate actively and fully in civic life, exercising citizenship, based on the construction of peace and democracy. f. Cultural and artistic competence. This competence involves knowing, understanding, appreciating and evaluating a variety of cultural and artistic statements use them as a source of enrichment and enjoyment and to consider it as part of the heritage of peoples. Students at the end of compulsory secondary skills will be competent in divergent and convergent thinking, to express and communicate, and to perceive, understand and enrich the world of art and culture. Develop their initiative, imagination and creativity, using artistic codes, to recognize and respect the cultural heritage, to contextualize the social mentality and artistic, literary, musical styles, and contemporaneous aesthetic, to value freedom of speech, the right to diversity cultural and learning involving intercultural dialogue. g. Learning to learn. This competence is the ability to "learn" enjoys and do it effectively and independently according to the requirements of each situation. Students at the end of compulsory secondary recognize their own abilities (intellectual, emotional, physical), strategies to develop, develops a sense of personal competence and self-confidence, which leads to curiosity and motivation to learn, develop different strategies and techniques: study, observation and systematic recording of facts and relationships, cooperative work and projects, problem solving, planning and organization of activities and times, as well as search and information processing. This competence includes being able to self-assess and self-regulation, personal responsibility and commitment, knowing how to manage the effort, accept mistakes and learn from and with others. h. Autonomy and personal initiative. This competition is constructed from the knowledge of itself and is manifested in the increase of personal initiatives and alternatives; security is acquired by conducting activities in the calculation of risks and the responsibility for concluding them in a right way and the ability to prosecute them critically.

24 The pupils of compulsory school is competent to transform ideas into action, set goals and plan and carry out projects, revise previous approaches or elaborate new ideas, look for solutions and put them into practice and selfassess, draw conclusions positive attitude towards innovation. Also develop social skills to interact, cooperate and work together, evaluating the ideas of others, dialogue and negotiation, as well as to lead individual or group projects with creativity, confidence, responsibility and critical sense. i. Emotional competence. Emotional competence is defined by the "maturity" that person shows in their performances both with himself and with others, especially when it comes to resolving conflicts ("annoyances") that offers daily. Students of compulsory secondary education are responsible for, from the knowledge he has of himself and of his possibilities, addressing any activity taking its challenges responsibly and to establish relationships with others in a positive way. Teenager builds and develops self -esteem in the development of each of the actions in an ever expanding horizon hits. Self-concept integrates all the keys that will always be used to interpret the reality around him and relationships with others. The development of emotional competence is always associated with a positive and committed relationship with others, most notably, at this stage, the peer group. The agreement or not determines the comrades or inhibits desirable behaviors. Also, at this stage, the body image is especially important in the construction of the self which may result in significant emotional disorders. Knowledge of the potential, the use of language and a positive self- attribution style realistically help promote natural and uninhibited performances in different situations they will live is the clearest manifestation of that emotional competence. Emotional balance facilitates or hinders educational performance to the extent that enhances or reduces interference in learning. Education for citizenship and human rights Education for citizenship is incorporated into the curriculum at this stage in order to provide students with knowledge and practice that requires the construction of a democratic society. With joining the Spanish educational system complies with one of the principles of the 1978 Constitution and the Statute of Autonomy of Castilla -La Mancha and to the objectives set by the European Union.

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