Organic Law 8/2013, of 9 December, for the Improvement of Educational Quality, amended Article 6 of the Organic Law 2/2006, of 3 May, of Education, to define the curriculum as the regulation of the elements that determine the teaching and learning processes for each of the teachings. The curriculum will be integrated by the objectives of each teaching and educational stage; the competencies, or abilities to activate and apply in an integrated way the contents of each teaching and educational stage, in order to achieve the appropriate realization activities and the effective resolution of complex problems; the contents, or sets of knowledge, skills, skills and attitudes that contribute to the achievement of the objectives of each teaching and educational stage and the acquisition of competences; the didactic methodology, which includes both the description of the teaching practices as the organisation of teachers ' work; evaluable standards and learning outcomes; and the criteria for assessing the degree of competence acquisition and achievement of the objectives of each teaching and educational stage. The contents are sorted in subjects, which are classified in subjects, areas, areas and modules according to the teachings, educational stages or programs in which the students participate.

According to the new Article 6a of the Organic Law 2/2006 of 3 May, the Government is responsible for the design of the basic curriculum, in relation to the objectives, competences, contents, standards and learning outcomes evaluable and assessment criteria, which ensures the official character and validity throughout the national territory of the qualifications referred to in this organic law.

One of the central pillars of the educational reform operated by the Organic Law 8/2013, of December 9, rests on a new configuration of the curriculum of compulsory secondary education and Baccalaureate. In the block of subjects, knowledge and skills are guaranteed to acquire a solid formation and to continue to use the later stages in those subjects that must be common to all students, and that In any case, they should be evaluated in the final stage evaluations. The block of specific subjects allows for greater autonomy in the setting of schedules and contents of the subjects, as well as for shaping their offer. The autonomy-free-configuration subject block assumes the highest level of autonomy, in which educational administrations and in their case the centres can offer their own design subjects, including the the stem or specific materials. This distribution is not due to the importance or instrumental or fundamental character of the subjects, but to the distribution of competences between the State and the autonomous communities, according to the Spanish Constitution.

This new curricular configuration represents an important increase in the autonomy of educational administrations and centers, which can decide the options and ways in which they specialize and fix the supply of subjects. of the blocks of specific subjects and autonomic free configuration, in the framework of the programming of the teachings established by each educational administration. The system is more flexible because it allows to adjust the training offer and its itineraries to the demand of the families and to the proximity of faculties or university schools and other schools, and favors the specialization of the centers in the role of the offered itineraries, while at the same time the educational offer to respond to the needs of all students, guaranteeing equity and equal opportunities and educational inclusion.

The new organization of the compulsory secondary education and the Baccalaureate is developed in Articles 22 to 31 and 32 to 38, respectively, of the Organic Law 2/2006, of 3 May, after its modification made by the Law Organic 8/2013, dated December 9. The basic curriculum of the subjects corresponding to these teachings has been designed in accordance with the provisions of these articles, in an attempt to simplify their regulation, which has focused on the indispensable curriculum elements.

For their part, Article 27 of the Organic Law 2/2006, of 3 May, entrusts the Government to define the basic conditions for establishing the requirements of the programs for improvement of learning and performance from the second course Compulsory secondary education, in which a specific methodology will be used through the organisation of content, practical activities and, where appropriate, subjects, different from the one established in general, with the aim of the student can take the fourth course through the ordinary course and obtain the degree of Graduation in Compulsory Secondary Education.

Finally, Article 36.4 of the Organic Law 2/2006, of 3 May, indicates that the overcoming of the second-course subjects that involve continuity will be conditioned to the overcoming of the corresponding first subjects course, and that such correspondence shall be established by regulatory means.

In line with Recommendation 2006 /962/EC of the European Parliament and of the Council of 18 December 2006 on the key competences for lifelong learning, this royal decree is based on the enhancement of learning by competences, integrated in the curriculum elements to promote a renewal in the teaching practice and in the process of teaching and learning. New approaches to learning and evaluation are proposed, which have to be a major change in the tasks to be solved by students and innovative methodological approaches. Competition involves a combination of practical skills, knowledge, motivation, ethical values, attitudes, emotions, and other social and behavioral components that are mobilized together to achieve effective action. It is therefore considered, as knowledge in practice, a knowledge acquired through active participation in social practices which, as such, can be developed both in the formal educational context, through the curriculum, and in the non-formal and informal educational contexts.

Competencies, therefore, are conceptualized as a "know-how" that applies to a diversity of academic, social, and professional contexts. In order for the transfer to different contexts to be possible, an understanding of the knowledge present in the competencies is indispensable, and the linkage of this with the practical skills or skills that integrate them.

Competence learning favors the learning processes themselves and the motivation to learn, due to the strong interrelationship between their components: the concept is learned in a joint way to the learning process. that concept.

The name of the key competences defined by the European Union is adopted. It is considered that "the key competences are those that all people need for their personal development and development, as well as for active citizenship, social inclusion and employment". Seven key competences essential for the well-being of European societies, economic growth and innovation are identified, and the knowledge, skills and essential attitudes attached to each of them are described.

The role of the teacher is fundamental, because it must be able to design tasks or learning situations that enable problem solving, the application of knowledge learned and the promotion of the activity of the students.

The curriculum review takes into account new learning needs. Skills-based learning is characterised by its mainstreaming, its dynamism and its integral character. The process of teaching-learning competence must be addressed from all areas of knowledge, and by the various bodies that make up the educational community, both in formal and non-formal and informal fields; The dynamism is reflected in that the competencies are not acquired at a certain moment and remain unalterable, but they involve a process of development by which the individuals acquire greater levels of performance in the use of the same.

In order to achieve this process of curricular change, it is necessary to foster an interdisciplinary vision and, in a special way, to allow greater autonomy for the teaching function, in order to satisfy the demands of a greater personalization of education, taking into account the principle of teacher specialization.

The basic curriculum of the subjects for compulsory secondary education and the Baccalaureate has been designed on the basis of the objectives of the stage and the competences to be developed over the course of the year. the same, through the establishment of content blocks in the trunk subjects, and evaluation criteria and evaluable learning standards in all subjects, which will be related in the planning of the curricular concretion and in the didactic programming. In some subjects these elements have been grouped around blocks that make it possible to identify the main areas that comprise the subject; this grouping does not involve a closed organization, on the contrary, it will allow to organize different ways of curricular elements and adopt the most appropriate methodology to the characteristics of the same and the group of students.

The content of this standard will be completed with the integration of the competencies in the curriculum to be promoted by the Ministry of Education, Culture and Sport, according to the additional thirty-fifth provision of the Organic Law 2/2006, of 3 May, introduced by the Organic Law 8/2013, of 9 December, through the appropriate description of the relations between the competences and the contents and criteria of evaluation of the different teachings, with priority attention the curriculum of basic education.

This royal decree is issued under Article 149.1.30a of the Constitution, which attributes to the State the powers to regulate basic norms for the development of Article 27 of the Constitution, in order to guarantee the compliance with the obligations of the public authorities in this field. In accordance with the case-law of the Constitutional Court, exceptional intervention of the regulation is possible in the delimitation of the basic, inter alia, where the use of the regulation is justified by the nature of the markedly technical of the matter.

In the processing of this royal decree the School Council of the State has issued an opinion, the report of the Superior Council of Artistic Teachings and the Ministry of Finance and Public Administrations has been requested, and has been consulted the autonomous communities within the Education Conference, as well as the most representative organizations and organizations and in general the entire educational community through a process of public information.

In its virtue, on the proposal of the Minister of Education, Culture and Sport, in agreement with the Council of State, and after deliberation by the Council of Ministers at its meeting on December 26, 2014,

DISPONGO:

CHAPTER I

General provisions

Article 1. Object.

This royal decree aims to establish the basic curriculum for compulsory secondary education and secondary education.

Article 2. Definitions.

1. For the purposes of this royal decree,

following definitions shall apply:

a) Curriculum: regulation of the elements that determine the teaching and learning processes for each of the teaching and educational stages.

b) Objectives: relative to the achievements that the student must achieve at the end of each stage, as a result of the intentionally planned teaching-learning experiences to that end.

c) Skills: capabilities to implement in an integrated way the contents of each teaching and educational stage, in order to achieve the right implementation of activities and the effective resolution of complex problems.

d) Contents: a set of knowledge, skills, skills and attitudes that contribute to the achievement of the objectives of each teaching and educational stage and the acquisition of competences. The contents are sorted in subjects, which are classified in subjects and areas, depending on the educational stages or the programs in which the students participate.

e) evaluable learning standards: specifications of the evaluation criteria that allow the definition of learning outcomes, and how the student should know, understand and know how to do in each subject; They must be observable, measurable and evaluable and allow to graduate the performance or achievement achieved. Their design should contribute to and facilitate the design of standardized and comparable tests.

f) Evaluation criteria: they are the specific reference for evaluating students ' learning. They describe what they want to value and what students must achieve, both in knowledge and in skills; they respond to what is intended to be achieved in each subject.

g) Teaching methodology: set of strategies, procedures and actions organized and planned by the faculty, in a conscious and reflective way, with the aim of enabling the learning of the students and the achievement of the objectives raised.

2. For the purposes of this royal decree, the competencies of the curriculum shall be as follows:

a) Language communication.

b) Mathematical competence and core competencies in science and technology.

c) Digital competition.

d) Learn how to learn.

e) Social and civic skills.

f) Sense of initiative and entrepreneurial spirit.

g) Awareness and cultural expressions.

For an effective acquisition of competencies and their effective integration into the curriculum, integrated learning activities should be designed to allow students to move towards learning outcomes from more than one at the same time.

The development of language communication skills, mathematical competence and basic skills in science and technology will be enhanced.

Article 3. Distribution of competencies.

1. In Compulsory Secondary Education, and in Baccalaureate, the subjects will be grouped into three blocks, of subjects, of specific subjects, and of subjects of free autonomic configuration, on which the Government, the Ministry of Education, Culture and Sport, the rest of the educational administrations and the schools will perform their functions as follows:

a) Corresponding to Government:

1.) Determine the common contents, evaluable learning standards, and the minimum teaching time of the trunk block.

2. º) Determine the evaluable learning standards relative to the contents of the specific subject block.

3. °) Determine the criteria for evaluating the achievement of the objectives of the educational teaching and stages and the degree of acquisition of the corresponding competences.

(b) Corresponding to the Ministry of Education, Culture and Sport, in relation to the final assessments of compulsory secondary and secondary education:

1.) To determine the criteria for the assessment of the achievement of the objectives of the teaching and educational stages and the degree of acquisition of the corresponding competences, in relation to the contents of the Trunk and specific subjects.

2. º) Determine the characteristics of the tests.

3.) Design the tests and set their content for each call.

(c) Within the regulation and limits established by the Government, through the Ministry of Education, Culture and Sport, in accordance with the above paragraphs, educational administrations may:

1. º) Complement the contents of the trunk subject block.

2. º) Set the contents of specific subject blocks and autonomic free configuration.

3.) Make recommendations for teaching methodology for the teaching centers of their competence.

4. º) Set the maximum reading time corresponding to the contents of the subjects in the block of subjects.

5. º) Set the schedule corresponding to the contents of the subjects of the specific subject blocks and of the autonomic configuration.

6. º) In relation to the evaluation during the stage, complement the evaluation criteria for the blocks of subjects and specific subjects, and establish the criteria for the evaluation of the block of free subjects autonomic configuration.

7. º) Set evaluable learning standards relative to the contents of the autonomic free-configuration subject block.

d) Within the regulation and limits established by the educational administrations in accordance with the previous paragraphs, and according to the programming of the educational offer established by each educational administration, the Teachers ' centres may:

1. º) Complement the contents of the trunk, specific and free autonomic configuration blocks and configure their training offer.

2.) Design and implement own teaching and teaching methods.

3. º) Determine the time load corresponding to the different subjects.

2. Educational administrations shall promote and enhance the autonomy of the institutions, evaluate their results and implement appropriate action plans.

The teaching centers will develop and complement, where appropriate, the curriculum of the different stages and cycles in use of their autonomy.

Article 4. Basic curriculum of subjects in the block of subjects.

Common content, assessment criteria and evaluable learning standards for the subjects of the core subject block are set out in Annex I.

Article 5. Basic curriculum of subjects in the specific subject block.

The evaluation criteria and evaluable learning standards of the subjects in the specific subject block are set out in Annex II.

Article 6. Transverse elements.

1. In Compulsory Secondary Education, without prejudice to its specific treatment in some of the subjects of each stage, reading comprehension, oral and written expression, audiovisual communication, Information Technologies and Communication, entrepreneurship and civic and constitutional education will be worked on all subjects.

2. Educational administrations shall encourage the development of effective equality between men and women, the prevention of gender-based violence or against persons with disabilities and the values inherent in the principle of equal treatment and not discrimination against any personal or social condition or circumstance.

Educational Administrations will encourage learning about the peaceful prevention and resolution of conflicts in all areas of personal, family and social life, as well as the values that underpin freedom, justice, equality, political pluralism, peace, democracy, respect for human rights, respect for men and women alike, persons with disabilities and rejection of terrorist violence, plurality, respect for the State of the right, respect and consideration for the victims of terrorism and the prevention of terrorism and any type of violence.

Teaching programming must in any case include the prevention of gender-based violence, violence against persons with disabilities, terrorist violence and any form of violence, racism or xenophobia, including the study of the Jewish Holocaust as a historical fact.

sexist behaviors and content and stereotypes that involve discrimination will be avoided.

Compulsory and Baccalaureate Secondary Education curricula will incorporate curriculum elements related to sustainable development and the environment, risks of sexual exploitation and abuse, abuse and abuse of the environment. persons with disabilities, risk situations arising from the inappropriate use of Information and Communication Technologies, as well as emergency and disaster protection.

3. The curricula of compulsory secondary education and Baccalaureate will incorporate curricular elements aimed at the development and strengthening of the entrepreneurial spirit, the acquisition of competences for the creation and development of the various business models and the promotion of equal opportunities and respect for the entrepreneur and the entrepreneur, as well as for business ethics. The educational administrations will encourage measures for students to participate in activities that will enable them to strengthen entrepreneurship and entrepreneurship based on skills such as creativity, autonomy, initiative, team work, self-confidence and critical sense.

4. Educational administrations will take measures to ensure that physical activity and a balanced diet are part of youth behaviour. For these purposes, these administrations will promote the daily practice of sport and physical exercise by students and students during the school day, in terms and conditions which, following the recommendations of the agencies They must ensure adequate development to promote an active, healthy and autonomous life. The design, coordination and supervision of measures to be taken in the educational centre will be undertaken by teachers with appropriate qualifications or expertise in these areas.

5. In the field of education and road safety, educational administrations will incorporate curricular elements and promote actions for the improvement of the coexistence and prevention of road accidents, in order for the students to know their rights and duties as a user of the roads, as a pedestrian, traveller and driver of bicycles or motor vehicles, respect standards and signs, and promote coexistence, tolerance, prudence, self-control, dialogue and empathy with appropriate action to prevent road accidents and their aftermath.

Article 7. Autonomy of the educational institutions.

1. Educational administrations will promote the pedagogical and organizational autonomy of the centers, favor the work in the team of teachers and stimulate the research activity based on their teaching practice.

2. The educational institutions will develop and complement, where appropriate, the curriculum and the measures of attention to the diversity established by the educational administrations, adapting them to the characteristics of the students and their educational reality to the end to attend to all the students. They will also be able to use methods that take into account the different learning rhythms of the student, favor the ability to learn for themselves and promote teamwork.

3. The centres will also promote commitments to families and to students themselves and students who specify the activities that they and others undertake to develop in order to facilitate educational progress.

Article 8. Participation of parents, mothers and legal guardians in the educational process.

In accordance with Article 4.2.e of the Organic Law 8/1985 of 3 July, regulating the right to education, parents, mothers or legal guardians must participate and support the evolution of the process. education of their children or tutelated, as well as knowledge of decisions on evaluation and promotion, and to collaborate on support or reinforcement measures adopted by the centres to facilitate their educational progress, and access to documents assessment officers and the examinations and documents of the evaluations carried out on their children or tutelated, without prejudice to the guarantees provided for in the Organic Law 15/1999 of 13 December on the Protection of Personal Data, and other applicable rules on the protection of personal data.

Article 9. Students with specific need for educational support.

1. It shall apply as set out in Chapter I of Title II of Law No 2/2006 of 3 May, in Articles 71 to 79a, to students who require educational attention other than ordinary care, for the purpose of presenting special educational needs, specific learning difficulties, Attention Deficit and Hyperactivity Disorder (ADHD), due to their high intellectual abilities, because they have been late in the education system, or because of personal or school history conditions, so that it can achieve the maximum possible development of its personal capacities and, in any case, the established objectives for all pupils in general.

For students with specific need for educational support referred to in Article 71 of the Organic Law 2/2006, of May 3, can achieve the maximum development of their personal abilities and the objectives and competencies of each stage, appropriate curricular and organisational measures shall be established to ensure their proper progress.

2. Educational administrations shall promote the quality, equity and educational inclusion of persons with disabilities, equal opportunities and non-discrimination on the basis of disability, relaxation measures and methodological alternatives, curricular adaptations, universal accessibility, universal design, attention to diversity and all those measures that are necessary to ensure that students with disabilities can access quality education on an equal basis opportunities.

3. It is up to the educational authorities to take the necessary steps to identify pupils with specific learning difficulties and to assess their needs early.

Schooling for students with specific learning difficulties will be governed by the principles of standardisation and inclusion and will ensure their non-discrimination and effective equality in access and stay in the educational system.

The identification, assessment and intervention of the educational needs of this student will be carried out as early as possible, in terms of the educational administrations.

4. Educational administrations will establish the conditions of universal accessibility and design and the human and material support resources that will facilitate access to the curriculum for students with special educational needs and adapt them. instruments, and in their case, the times and supports that ensure a correct evaluation of this student.

The educational administrations, in order to facilitate the accessibility of the curriculum, will establish appropriate procedures where significant adaptations of the elements of the curriculum are necessary, in order to attend to the students with special educational needs that need them. Such adaptations shall be carried out in search of the maximum possible development of the powers; the continuous evaluation and promotion shall take as a reference the elements set out in those adaptations. In any case, students with significant curricular adaptations must pass the final evaluation in order to obtain the corresponding title.

5. It is up to the educational administrations to take the necessary steps to identify the students with high intellectual abilities and to assess their needs early.

It is also up to them to adopt action plans, as well as curriculum enrichment programmes appropriate to these needs, which allow students to develop their skills to the full.

The schooling of the students with high intellectual abilities, identified as such according to the procedure and in the terms determined by the educational administrations, will be able to be more flexible in terms that determine the This flexibility may include both the provision of content and the acquisition of the own skills of higher courses, as well as the extension of content and competences of the current course, as well as other measures.

The pace and learning style of students with high intellectual and student skills especially motivated by learning will be taken into consideration.

CHAPTER II

Compulsory Secondary Education

Article 10. General principles.

1. The purpose of compulsory secondary education is to ensure that students acquire the basic elements of culture, especially in their humanistic, artistic, scientific and technological aspects; to develop and consolidate study and work habits; prepare them for incorporation into later studies and for their job insertion and train them for the exercise of their rights and obligations in life as citizens.

2. Special attention will be paid to the educational and professional orientation of students in compulsory secondary education.

3. Compulsory Secondary Education is organized in accordance with the principles of common education and attention to the diversity of students. The measures of attention to diversity at this stage will be geared to respond to the concrete educational needs of the students and to the achievement of the objectives of the compulsory secondary education and the acquisition of the competences They may not, under any circumstances, constitute discrimination which prevents them from achieving those objectives and competences and the corresponding qualification.

Article 11. Objectives of Compulsory Secondary Education.

Compulsory Secondary Education will contribute to the development of skills that enable them to:

(a) responsibly assume their duties, know and exercise their rights in respect of others, practice tolerance, cooperation and solidarity between people and groups, exercise in dialogue entrenching rights human and equal treatment and opportunities between women and men, as common values of a plural society and to 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 the effective realization of the tasks of learning and as a means of personal development.

c) To value and respect the gender gap and equal rights and opportunities between them. To reject discrimination against persons on grounds of sex or for any other personal or social condition or circumstance. Reject stereotypes that involve discrimination between men and women, as well as any manifestation of violence against women.

d) Strengthen their affective abilities in all areas of personality and in their relationships with others, as well as reject violence, prejudice of any kind, sexist behaviors and peacefully resolve conflicts.

e) Develop basic skills in the use of information sources for, with critical sense, acquiring new knowledge. To acquire a basic preparation in the field of technologies, especially information and communication.

f) To conceive scientific knowledge as an integrated knowledge, which is structured in different disciplines, as well as to know and apply methods to identify problems in the various fields of knowledge and experience.

g) Develop entrepreneurship and self-confidence, participation, critical sense, personal initiative, and ability to learn to learn, plan, make decisions, and take responsibility.

h) Understand and express with correction, orally and in writing, in the Spanish language and, if any, in the co-official language of the Autonomous Community, complex texts and messages, and start in knowledge, reading and study of the literature.

i) Understand and express yourself in one or more foreign languages in an appropriate manner.

j) Know, value and respect the basic aspects of the culture and history of each other, as well as the artistic and cultural heritage.

k) Know and accept the functioning of one's own body and that of others, respect differences, entrench the habits of body care and health and incorporate physical education and the practice of sport in order to promote personal and social development. To know and value the human dimension of sexuality in all its diversity. Critically assess social habits related to health, consumption, care for living beings and the environment, contributing to their conservation and improvement.

l) To appreciate artistic creation and to understand the language of different artistic manifestations, using various means of expression and representation.

Article 12. General organization.

The stage of compulsory secondary education is organized in subjects and comprises two cycles, the first of three school courses and the second of one. These four courses will be held ordinarily between the twelve and the sixteen years of age.

The second cycle or fourth course of compulsory secondary education will have a fundamentally propedeutic character.

Article 13. Organization of the first cycle of compulsory secondary education.

1. Students and students must take the following general subjects of the block of subjects in the first and second courses:

a) Biology and Geology in the first class.

b) Physical and Chemistry in the second course.

c) Geography and History in both courses.

d) Spanish Language and Literature in both courses.

e) Mathematics in both courses.

f) First Foreign Language in both courses.

2. Students and students must take the following general subjects of the block of 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 trunk subjects, either Mathematics Oriented to Academic Teachings, or Mathematics Oriented to Applied Teachings, at the choice of parents, mothers or legal guardians or, where appropriate, students and students.

3. Students and students must take the following subjects from the block of specific subjects in each of the courses:

a) Physical Education.

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

c) Depending on the regulation and programming of the educational offer established by each educational administration and, where appropriate, the offer of the educational establishments, a minimum of one and a maximum of four of the following subjects of the block of specific subjects, which may be different in each of the courses:

1. º) Classical Culture.

2. º) Plastic, Visual and Audiovisual Education.

3.) Getting Started with the Business and Entrepreneurship Activity.

4. º) Music.

5. º) Second Foreign Language.

6. º) Technology.

7. º) Religion, only if the parents, mothers or legal guardians or, where appropriate, the pupil or pupil have not chosen it in the choice specified in paragraph 4.b).

8. (º) Ethical Values, only if the parents, mothers or legal guardians or, where appropriate, the pupil or pupil have not chosen it in the choice referred to in paragraph 4.b).

4. Pupils and students must take the subject of the official language and literature of the free-to-self-configuration subject block in those Autonomous Communities which hold such a co-official language, but may be exempt from cursing or being (i) the assessment of the matter under the conditions laid down in the relevant autonomous rules. The subject of the official language and literature will receive an analogous treatment to the language of the Spanish language and literature.

In addition, depending on the regulation and the programming of the educational offer established by each educational administration and, where appropriate, the offer of the educational institutions, the students and students will be able to study some material more in the block of subjects of free autonomic configuration, which may be subjects of the block of specific subjects not submitted, subjects of extension of the contents of some of the subjects of the blocks of subjects specific, or other matters to be determined. These subjects in the subject block of free autonomic configuration may be different in each of the courses.

Among the subjects to be determined, the educational administrations and in their case the centers will be able to offer, among others, subjects related to the learning of the braille system, the technology, the personal autonomy, the Increased and alternative communication systems, including products supporting oral communication and sign languages.

5. The minimum reading time for the subjects of the block of subjects, which is taken on a global basis for the first cycle of compulsory secondary education, shall not be less than 50% of the total of the school hours laid down by each Educational administration as a general for that first cycle.

Article 14. Fourth course of compulsory secondary education.

1. Parents, mothers or legal guardians or, where appropriate, students and students may choose to take the fourth course of compulsory secondary education by one of the following two options:

a) A choice of academic teachings for Baccalaureate initiation.

b) Option of teaching applied for the initiation of vocational training.

For these purposes, the options for the third course of compulsory secondary education will not be binding.

The students must be able to achieve the objectives of the stage and achieve the degree of acquisition of the corresponding competences both by the option of academic teaching and by the one of applied teachings.

2. In the academic teaching option, students and students must take the following general subjects of the block of subjects:

a) Geography and History.

b) Spanish Language and Literature.

c) Mathematics Oriented to Academic Teachings.

d) First Foreign Language.

(e) Depending on the regulation and the programming of the educational offer established by each educational administration and, where appropriate, the offer of the educational establishments, the students and students must take up at least two subjects of between the following trunk subject block option subjects:

1. º) Biology and Geology.

2. º) Economics.

3. º) Physics and Chemistry.

4. º) Latin.

3. In the option of applied teaching, students and students must take the following general subjects of the block of subjects:

a) Geography and History.

b) Spanish Language and Literature.

c) Mathematics Oriented to Applied Teachings.

d) First Foreign Language.

(e) Depending on the regulation and the programming of the educational offer established by each educational administration and, where appropriate, the offer of the educational establishments, the students and students must take up at least two subjects of between the following trunk subject block option subjects:

1. º) Sciences Applied to Professional Activity.

2. º) Initiation to Business and Business Activity.

3. º) Technology.

4. Pupils and pupils must take the following subjects from the specific subject block:

a) Physical Education.

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

c) Depending on the regulation and programming of the educational offer established by each educational administration and in its case of the offer of the educational institutions, a minimum of one and maximum of four subjects of the following of the specific subject block:

1.) Performing Arts and Dance.

2. º) Scientific Culture.

3. º) Classical Culture.

4. º) Plastic, Visual and Audiovisual Education.

5. º) Philosophy.

6. º) Music.

7. º) Second Foreign Language.

8.) Information and Communication Technologies.

9. º) Religion, only if the parents, mothers or legal guardians or in their case the pupil or pupil have not chosen it in the choice specified in paragraph 4.b).

10. º) Ethical values, only if the parents, mothers or legal guardians or in their case the pupil or pupil have not chosen it in the choice specified in paragraph 4.b).

11. º) A subject of the block of subjects not attended by the student or student.

5. Pupils and pupils must take the subject of the official language and literature in the subject-matter of the autonomous community in those Autonomous Communities which hold such a co-official language, but may be exempt from cursing or being (i) the assessment of the matter under the conditions laid down in the relevant autonomous rules. The subject of the official language and literature will receive an analogous treatment to the language of the Spanish language and literature.

In addition, depending on the regulation and the programming of the educational offer established by each educational administration and, where appropriate, the offer of the educational institutions, the students and students will be able to study some material more in the block of subjects of free autonomic configuration, which may be subjects of the block of specific subjects not submitted, subjects of extension of the contents of some of the subjects of the blocks of subjects specific, or other matters to be determined.

Among the subjects to be determined, the educational administrations and in their case the centers will be able to offer, among others, subjects related to the learning of the braille system, the technology, the personal autonomy, the Increased and alternative communication systems, including products supporting oral communication and sign languages.

The minimum teaching time corresponding to the subjects of the block of subjects, computed in a comprehensive way for the fourth course of compulsory secondary education, shall not be less than 50% of the total of the school hours to establish each educational administration as a general for that course.

6. The educational administrations and, where appropriate, the centres will be able to draw up itineraries to guide the students in the choice of the choice of choice.

Article 15. Process of individualized learning and attention.

1. The centres will develop their pedagogical proposals for this stage from the consideration of the attention to diversity and the access of all students to the common education. They will also arbitrate methods that take into account different learning rhythms, favor the ability to learn for themselves, and promote team learning.

2. At this stage special attention will be given to the acquisition and development of the competencies and the correct oral and written expression and the use of mathematics will be encouraged. In order to promote the habit of reading, a time will be devoted to it in the teaching practice of all subjects.

3. It is up to the educational authorities to promote the necessary measures so that the personal tutoring of the students and the educational, psychopedagogical and professional orientation, constitute a fundamental element in the ordination of this stage.

4. It is also up to the educational authorities to take appropriate measures to ensure that pupils and pupils who have specific difficulties in learning or integrating into the ordinary activities of the institutions are concerned. students with high intellectual capacity and students with disabilities.

Article 16. Organizational and curricular measures for attention to diversity and the flexible organization of teaching.

1. It is up to the educational administrations to regulate the measures of attention to diversity, organizational and curricular, including measures of attention to students with specific needs of educational support, that allow the centers, in the exercise of their autonomy, a flexible organization of the teachings.

2. The measures referred to in the previous paragraph include the adjustments to the curriculum, the integration of subjects in areas, the flexible groupings, support in ordinary groups, the development of groups, the supply of raw materials, and specific, the Learning and Performance Improvement Programs and other personalized treatment programs for students with specific need for educational support.

To these effects, the centers will have autonomy to organize the groups and the subjects in a flexible way and to adopt the measures of attention to the diversity more suited to the characteristics of their students and that allow the better use of the resources available to you. The measures of attention to the diversity adopted by each center will be part of their educational project, in accordance with what is established in article 121.2 of the Organic Law 2/2006, of May 3, of Education.

3. The schooling of pupils with special educational needs in ordinary centres may be extended for a further year, without prejudice to the provisions of Article 28.5 of the Organic Law, according to which the pupil or pupil may repeat the same course once and twice at most within the stage. Where this second repetition is to occur in the third or fourth year, the age limit referred to in Article 4 (2) of the Organic Law No 2/2006 of 3 May shall be extended by one year. Exceptionally, a pupil or pupil may repeat a second time in the fourth course if he has not repeated in previous courses of the stage.

Article 17. Integration of subjects in areas of knowledge.

In order to facilitate the transit of students between primary education and the first course of compulsory secondary education, educational administrations and, where appropriate, educational institutions, may group the subjects of the first course in fields of knowledge.

This type of grouping must respect the contents, evaluable learning standards and evaluation criteria of all the subjects that are grouped together, as well as the time allocated to the set of them. This grouping will have effects on the organization of the teachings but not on the decisions associated with the evaluation and promotion.

Article 18. Students who are late in the education system.

The schooling of students who are late in the education system referred to in Article 78 of the Organic Law 2/2006, of May 3, will be carried out according to their circumstances, knowledge, age and academic history; when present serious deficiencies in Spanish or in the corresponding co-official language will receive a specific attention that will be, in any case, simultaneous to their schooling in the ordinary groups, with which he will share the greatest possible time of the weekly schedule.

Those who present a gap in their level of curricular competence of more than two years may be escorted in the lower course than they would be for age. For this student, the necessary reinforcement measures will be adopted to facilitate their school integration and the recovery of their phase and allow them to continue with their studies. In the case of overcoming this gap, they will be incorporated in the course corresponding to their age.

Article 19. Programs to improve learning and performance.

1. The Learning and Performance Improvement Programmes will be developed from 2. the course of compulsory secondary education.

In these programmes, a specific methodology will be used through the organisation of content, practical activities and, where appropriate, of subjects other than the one established in general, with the aim of students and students can take the fourth course through the ordinary course and obtain the degree of Undergraduate in Compulsory Secondary Education.

2. These programmes will preferably target those students and students who have significant learning difficulties that are not attributable to a lack of study or effort.

The teaching team will be able to propose to parents or legal guardians the incorporation into a program of improvement of the learning and performance of those students and students who have repeated at least one course at any stage, and that a The first course of compulsory secondary education is not in a position to promote the second course, or if the second course is not in a position to promote the third course. The program will be developed along the second and third courses in the first scenario, or only in the third course in the second scenario.

Those pupils and students who, having completed a third course of compulsory secondary education, are not in a position to promote the fourth course, may exceptionally be included in a programme to improve learning and of the performance to repeat the third course.

In any case, their incorporation will require both academic and psychopedagogical evaluation and the intervention of the educational administration in the terms that it establishes, and the students themselves will be heard students and their parents, mothers or legal guardians.

3. Educational administrations may choose to organise these programmes in an integrated manner, or by subjects other than those established in general:

(a) In the case of an integrated organisation, the students of the programme will be in ordinary groups for all the subjects of the second and third courses, although they will be the subject of a specific curricular proposal, in which the contents may be grouped by fields of knowledge, by interdisciplinary projects or by areas of knowledge, and which will in any case require adapted methodological guidance.

(b) In the case of a programme organised by subjects other than those established in general, at least three specific areas may be established, consisting of the following training elements:

1.) The language and the social field, which will include at least the subjects of the Spanish Language and Literature and Geography and History, and the Coofficial language and literature.

2. °) Scope of scientific and mathematical character, which will include at least the stem subjects Biology and Geology, Physics and Chemistry, and Mathematics.

3. º) Scope of foreign languages.

In this mode, specific groups will be created for the students to follow these programs, which will also have a reference group with which to study the non-core subjects.

4. Each programme shall specify the methodology, the organisation of the content and the subjects and the practical activities to ensure the achievement of the objectives of the stage and the acquisition of the skills to enable the students promote the fourth course at the end of the program and obtain the Graduate Degree in Compulsory Secondary Education.

In addition, the tutorial action will be enhanced as an educational resource that can contribute in a special way to addressing learning difficulties and addressing the educational needs of students.

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

6. Educational administrations will ensure that students with disabilities participate in these programs with the provision of support resources that, in general, are provided for this student in the Spanish Educational System.

Article 20. Evaluations.

1. The criteria for determining the degree of acquisition of competencies and the achievement of the objectives of the stage in the continuous and final evaluation of the subjects of the blocks of subjects and specific subjects, will be the criteria of assessment and evaluable learning standards set out in Annexes I and II to this royal decree.

2. The evaluation of the learning process of the compulsory secondary education will be continuous, formative and inclusive.

In the process of continuous evaluation, when the progress of a student or student is not adequate, educational reinforcement measures will be established. These measures will be taken at any time in the course, as soon as the difficulties are detected and will be aimed at ensuring the acquisition of the necessary skills to continue the educational process

The assessment of pupils 'and pupils' learning will be of a formative nature and will be an instrument for the improvement of both teaching processes and learning processes.

The evaluation of the learning process of the students must be inclusive, taking into account from each and every subject the achievement of the objectives set for the stage and the development of the corresponding powers. The integrative nature of the assessment shall not prevent teachers from making a differentiated assessment of each subject taking into account the assessment criteria and the evaluable learning standards of each subject.

3. The most appropriate measures will be put in place to ensure that the conditions for carrying out the assessments, including the final stage assessment, are adapted to the needs of students with special educational needs. These adaptations shall in no case be taken into account in order to undermine the qualifications obtained.

4. The teachers will evaluate both the students ' learning as well as the teaching processes and their own teaching practice, which will establish indicators of achievement in the didactic programs.

5. Educational administrations shall ensure the right of pupils to an objective assessment and that their dedication, effort and performance are assessed and recognised objectively, in order to establish appropriate procedures.

6. In those Autonomous Communities which, together with Spanish, have another official language according to their Statutes, students and students may be exempt from carrying out the evaluation of the Coofficial Language and Literature according to the regulations. corresponding autonomic.

7. The teaching team, made up in each case by the teachers and teachers of the student, coordinated by the tutor or tutor, will act in a collegiate manner throughout the evaluation process and in the adoption of the decisions resulting from it, in the framework of what the educational administrations set up.

8. In order to make it easier for pupils and pupils to recover subjects with negative evaluation, the educational administrations will regulate the conditions for the centres to organise the appropriate extraordinary tests and programmes. individualised under conditions to be determined.

Article 21. Final Evaluation of Compulsory Secondary Education.

1. At the end of the fourth year, students and students will carry out an individual assessment of the choice of academic teaching or of the teaching applied, in which the achievement of the objectives of the stage and the degree of acquisition will be verified. of the relevant powers in relation to the following matters:

(a) All the general subjects in the block of subjects, except Biology and Geology and Physics and Chemistry, of which the student or student will be evaluated if he chooses them among the subjects of choice, as indicated in the following paragraph.

b) Two of the subjects of choice in the block of subjects, in the fourth course.

c) A subject matter of the specific subject block in any of the courses, other than Physical Education, Religion, or Ethical Values.

2. Students and students who have obtained either a positive evaluation in all subjects, or a negative one in a maximum of two subjects, may be presented for this evaluation, provided that they are not simultaneously Spanish Language and Literature, and Mathematics. For these purposes:

1.) The subject of the official language and literature will have the same consideration as the language of the Spanish language and literature in those Autonomous Communities that have an official language.

2. °) Only the subjects that at least the student or student must take in each of the blocks will be computed.

3.) In relation to those students and students who are cured Language and Literature, only one subject will be computed in the block of subjects of free autonomic configuration, regardless of which students and students can be cured more than one block.

4.) The subjects with the same denomination in different courses of compulsory secondary education will be considered as different subjects.

3. The Ministry of Education, Culture and Sport shall establish the characteristics of the tests for the entire Spanish Educational System, and design and establish its content for each call.

4. Exceeding this assessment will require a rating equal to or greater than 5 points on 10.

5. Pupils and pupils may carry out the assessment by either of the two academic teaching or teaching options applied, regardless of the choice of the fourth compulsory secondary education course, or both of the options in question. the same call. In the case of an evaluation by a non-completed option, they will be evaluated for the subjects required to overcome the final evaluation by such an option that they do not have overlapping, chosen by the student within the subject block. troncals.

6. Students who have not passed the evaluation by the chosen option, or who wish to raise their final qualification for compulsory secondary education, may repeat the evaluation in successive calls, upon request. Pupils and pupils who have passed this assessment by one option may be submitted to the evaluation again for the other option if they so wish, and if they do not do so on first call, they may repeat it in successive calls upon request. Consideration shall be given to the highest rating of those obtained in the calls which the pupil or pupil has exceeded. At least two annual calls, one ordinary and one extraordinary, shall be held.

It will not be necessary for students to be evaluated again to be present in second or successive calls for the subjects that they have already overcome, unless they wish to raise their final qualification.

7. The educational administrations may establish personalized attention measures aimed at those students and students who, having submitted to the final evaluation of compulsory secondary education, have not exceeded it.

The teaching centers, according to the results obtained by their students and according to the diagnosis and information provided by these results, will establish ordinary or extraordinary measures in relation to their curricular proposals and teaching practice. These measures will be set out in plans for the improvement of collective or individual results which will enable, in collaboration with families and using the educational support resources provided by the educational authorities, to encourage motivation and effort by the students to overcome the difficulties.

Article 22. Promotion.

1. The decisions on the promotion of students from one course to another, within the stage, will be taken in a collegial way by the set of teachers of the respective student or student, taking care of the achievement of the objectives of the stage and the degree of acquisition of the relevant competences.

The repetition will be considered an exceptional measure and will be taken after the ordinary measures of reinforcement and support have been exhausted to solve the learning difficulties of the student or student.

2. Pupils and pupils shall promote course when they have completed all subjects or have a negative evaluation in two subjects at most, and shall repeat course when they have a negative evaluation in three or more subjects, or in two subjects which be Spanish Language and Literature and Mathematics simultaneously.

By way of exception, the promotion of a pupil or pupil with negative evaluation may be authorised in three subjects when the following conditions are met:

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 subjects with negative evaluation does not prevent the student or students from successfully following the next course, which has favorable expectations of recovery and that the promotion benefit from their academic evolution,

c) and that the educational care measures proposed in the guidance council referred to in paragraph 7 of this article be applied to the student or pupil.

The promotion of a student or student with a negative evaluation in two subjects that are Spanish Language and Literature and Mathematics simultaneously may also be permitted in an exceptional way when the teaching team considers that the student or student can successfully follow the next course, that he has favorable expectations of recovery and that the promotion will benefit his academic evolution, and provided that the educational care measures are applied to the student proposals in the guidance council referred to in paragraph 7 of this Article.

For the purposes of this paragraph, only the subjects that at least the student or student must take in each of the blocks shall be computed. In addition, in relation to those students and students who are studying Coofficial Language and Literature, only one subject will be computed in the subject block of autonomous configuration, regardless of whether these students and students may be more materials of that block. Subjects with the same name in different courses of compulsory secondary education shall be regarded as different subjects. The subject of the official language and literature will be the same as the language of the Spanish language and literature in those Autonomous Communities which hold an official language.

3. Those who promote without having exceeded all the subjects must be enrolled in the unsurpassed subjects, the reinforcement programmes established by the teaching team will follow and they must exceed the evaluations corresponding to those programmes of reinforcement.

4. The student or student who does not promote should stay for another year in the same course. This measure may be applied on the same course only once and twice as maximum within the stage. If this second repetition is to occur in the third or fourth course, it shall have the right to remain in an ordinary course of compulsory secondary education up to the age of nineteen, completed in the year in which the course ends. Exceptionally, you will be able to repeat a second time in the fourth course if you have not repeated in previous courses of the stage.

5. In any case, the repetitions shall be established in such a way that the curricular conditions are adapted to the needs of the student and are oriented to overcoming the difficulties identified.

6. This measure must be accompanied by a specific personalised plan aimed at overcoming the difficulties identified in the previous course. The centers will organize this plan according to what the educational administrations will establish.

7. In order to make it easier for all pupils and pupils to achieve the objectives and to achieve the appropriate degree of acquisition of the relevant competences, educational authorities will establish educational reinforcement measures, with special emphasis on attention to the specific needs of educational support. The personalised implementation of the measures will be reviewed regularly and, in any case, at the end of the academic year.

At the end of each of the compulsory secondary education courses will be given to the parents, mothers or legal guardians of each student or student a guiding council, which will include a proposal to parents, mothers or legal guardians or, where appropriate, to the student or student of the most appropriate route to be followed, as well as the identification, by means of a reasoned report, of the degree of achievement of the objectives of the stage and of the acquisition of the corresponding powers justifying the proposal. If deemed necessary, the guidance board may include a recommendation to parents, mothers or legal guardians and, where appropriate, to students on the incorporation of a learning and performance improvement programme or a training cycle. Basic Professional.

The guiding council shall be included in the student's or pupil's file.

Article 23. Graduate degree in Compulsory Secondary Education and certifications.

1. In order to obtain the degree of Undergraduate in compulsory secondary education, the final evaluation must be exceeded, as well as a final qualification of this stage equal to or greater than 5 points out of 10. The final qualification of compulsory secondary education shall be deducted from the following weighting:

(a) with a weight of 70%, the average of the numerical qualifications obtained in each of the subjects in compulsory secondary education;

b) with a weight of 30%, the note obtained in the final assessment of compulsory secondary education. If the student or pupil has passed the assessment by the two final assessment options referred to in Article 21.1, the final rating shall be the highest of those obtained in the light of the note obtained from the both options.

In the event that the degree of Undergraduate in Secondary Education is obtained by overcoming the test for persons over the age of eighteen, the final qualification of the compulsory secondary education will be the one obtained in the such test.

2. The degree of Undergraduate in Compulsory Secondary Education will allow access to the post-compulsory teachings set out in Article 3.4 of the Organic Law 2/2006 of 3 May, in accordance with the requirements laid down for each teaching.

The title must include the option or options for which the final evaluation was performed, as well as the final qualification of the Mandatory Secondary Education.

The new final qualification for compulsory secondary education shall be recorded in the title, due diligence or annex thereto, when the pupil or pupil has again been submitted for evaluation by the same option to raise his or her final rating.

It shall also be stated, by diligence or annex, that the student or pupil of the final evaluation is exceeded by a different option than the one already mentioned in the title, in which case the final qualification will be the highest of those that are The results of both options are taken into account.

3. Students and students who cure the compulsory secondary education and do not obtain the title referred to in this article will receive an official certification and validity throughout Spain.

This certification shall be issued by the teaching centre in which the student is enrolled in the last school year, and the following elements shall be included in it:

a) Official identification data of the teaching center.

b) The name and document of the student's identity.

c) Date of commencement and completion of your schooling.

d) The subjects or fields with the qualifications obtained in the years that have remained in school in the compulsory secondary education.

e) Report of the evaluation board of the last school year in which it has been registered, indicating the degree of achievement of the objectives of the stage and the acquisition of the corresponding competences, as well as the supplementary training which should be provided for the degree of Undergraduate in compulsory secondary education. For these purposes, educational administrations will make available to the centres the tools necessary to carry out this report.

The educational authorities shall determine, in accordance with the content of paragraphs (d) and (e), the parts which are considered to be exceeded by the tests which they organise for access to the medium-grade training cycles or, in the terms provided for in Article 68.2 of the Organic Law 2/2006 of 3 May for obtaining the degree of Undergraduate in Compulsory Secondary Education.

4. After the first cycle of compulsory secondary education, as well as after a second course, when the student or pupil is to be introduced in an exceptional way to a cycle of basic vocational training, students and students will be given the opportunity to attend the course. a certificate of study, with the content referred to in paragraphs (a) to (d) of the previous paragraph and a report on the degree of achievement of the objectives of the stage and the acquisition of the relevant competences.

CHAPTER III

Baccalaureate

Article 24. General principles.

The Baccalaureate is intended to provide students with training, intellectual and human maturity, knowledge and skills that enable them to develop social functions and to enter into active life with responsibility and competence. It will also train students to access higher education.

Article 25. Objectives.

The Baccalaureate will contribute to the development of the students and students the skills that enable them:

a) To exercise democratic citizenship, from a global perspective, and to acquire a responsible civic conscience, inspired by the values of the Spanish Constitution as well as human rights, which encourages the co-responsibility in building a fair and equitable society.

b) Consolidate a personal and social maturity that enables them to act responsibly and autonomously and to develop their critical spirit. Provide for and peacefully resolve personal, family and social conflicts.

c) Promoting effective equality of rights and opportunities between men and women, critically analysing and assessing existing inequalities and discriminations, and in particular violence against women and promoting equality real and non-discrimination of people by any condition or personal or social circumstance, with special attention to persons with disabilities.

d) To strengthen the habits of reading, study and discipline, as necessary conditions for the effective use of learning, and as a means of personal development.

e) Dominar, both in its oral and written expression, the Spanish language and, if necessary, the official language of its Autonomous Community.

f) Express fluency and correction in one or more foreign languages.

g) Using the information and communication technologies with solvency and responsibility.

h) To know and critically assess the realities of the contemporary world, its historical background and the main factors of its evolution. Participate in solidarity in the development and improvement of their social environment.

i) Access fundamental scientific and technological knowledge and master the basic skills of the chosen modality.

j) Understanding the fundamental elements and procedures of scientific research and methods. To know and critically assess the contribution of science and technology in changing living conditions, as well as to strengthen sensitivity and respect for the environment.

k) entrenching the entrepreneurial spirit with attitudes of creativity, flexibility, initiative, teamwork, self-confidence and critical sense.

l) Develop artistic and literary sensitivity, as well as aesthetic criteria, as sources of cultural formation and enrichment.

m) Use physical education and sport to foster personal and social development.

n) Strengthen attitudes of respect and prevention in the field of road safety.

Article 26. General organization.

1. Pupils and students who are in possession of the degree of Undergraduate in compulsory secondary education and have passed the final assessment of compulsory secondary education by the option of teaching may have access to the Baccalaureate studies. academic.

According to article 53.2 of the Organic Law 2/2006, of May 3, the title of Technical Arts and Design will allow direct access to any of the modalities of Baccalaureate.

In addition, pursuant to Article 65.3 of the Organic Law 2/2006, of May 3, the title of Sports Technician will allow access to any of the forms of Baccalaureate.

2. The Baccalaureate comprises two courses, will be developed in different modalities, and will be organized in a flexible way, so that it can offer a specialized preparation to the students according to their perspectives and training interests or allow the incorporation into the active life after the end of the active life.

3. Pupils and pupils will be able to stay in ordinary Baccalaureate for four years.

4. The modalities of the Baccalaureate that the educational administrations will be able to offer and, where appropriate, the teaching centers will be the following:

a) Sciences.

b) Humanities and Social Sciences.

c) Arts.

Article 27. Organization of the first course of Baccalaureate.

1. In the form of science, students and students must study the following general subjects of the block of subjects:

a) Philosophy.

b) Spanish Language and Literature I.

c) Mathematics I.

d) First Foreign Language I.

e) Depending on the regulation and the programming of the educational offer established by each educational administration and, where appropriate, the offer of the educational institutions, at least two more subjects from among the following subjects: Trunk subject block option:

1. º) Biology and Geology.

2. º) Technical Drawing I.

3. º) Physics and Chemistry.

2. In the form of Humanities and Social Sciences, students and students must take the following general subjects of the block of subjects:

a) Philosophy.

b) Spanish Language and Literature I.

c) First Foreign Language I.

d) For the Itinerary of Humanities, Latin I. For the itinerary of Social Sciences, Mathematics Applied to Social Sciences I.

e) Depending on the regulation and programming of the educational offer established by each educational administration and, where appropriate, the offer of the educational institutions, at least two subjects from among the following subjects: Option of the block of trunk subjects, organized, if any, in blocks that facilitate the transition to higher education.

1. º) Economics.

2. º) Greek I.

3.) History of the Contemporary World.

4. º) Universal Literature.

3. In the form of Arts, students and students must take the following general subjects of the block of subjects:

a) Philosophy.

b) Foundations of Art I.

c) Spanish Language and Literature I.

d) First Foreign Language I.

e) Depending on the regulation and programming of the educational offer established by each educational administration and, where appropriate, the offer of the educational institutions, at least two subjects from among the following subjects: Trunk subject block option:

1.) Audiovisual Culture I.

2. º) History of the Contemporary World.

3. º) Universal Literature.

4. Pupils and pupils must take the following subjects from the specific subject block:

a) Physical Education.

b) Depending on the regulation and programming of the educational offer established by each educational administration and, where appropriate, the offer of the educational establishments, a minimum of two and a maximum of three subjects from among the following:

1. º) Musical Analysis I.

2. º) Anatomy Applied.

3. º) Scientific Culture.

4. º) Artistic Drawing I.

5.) Technical Drawing I, except that the parents, mothers or legal guardians or the pupil or pupil have already chosen Technical Drawing I in paragraph 1.e. (2)

6.) Language and Musical Practice.

7. º) Religion.

8. º) Second Foreign Language I.

9. º) Industrial Technology I.

10. º) Information and Communication Technologies I.

11. º) Volume.

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

5. Pupils and pupils must take the subject of the official language and literature in the subject-matter of the autonomous community in those autonomous communities which hold such a co-official language, but may be exempt from cursing or otherwise. (i) the assessment of the matter under the conditions laid down in the relevant autonomous rules. The subject of the official language and literature will receive an analogous treatment to the language of the Spanish language and literature.

In addition, depending on the regulation and the programming of the educational offer established by each educational administration and, where appropriate, the offer of the educational institutions, the students and students will be able to study some material more in the block of subjects of free autonomic configuration, which may be subjects of the block of specific subjects not submitted, subjects of extension of the contents of some of the subjects of the blocks of subjects specific, or other matters to be determined. These subjects in the subject block of free autonomic configuration may be different in each of the courses.

Among the subjects to be determined, the educational administrations and in their case the centers will be able to offer, among others, subjects related to the learning of the braille system, the technology, the personal autonomy, the Increased and alternative communication systems, including products supporting oral communication, and sign languages.

6. The minimum reading time for the subjects of the block of subjects, which is taken as a whole for 1. of the Baccalaureate, shall not be less than 50% of the total of the teaching time established by each educational administration as general for this course.

The educational administrations and, where appropriate, the centres will be able to develop itineraries to guide the students in the choice of the backbone of choice.

Article 28. Organization of the second course of Baccalaureate.

1. In the form of science, students and students must study the following general subjects of the block of subjects:

a) History of Spain.

b) Spanish Language and Literature II.

c) Mathematics II.

d) First Foreign Language II.

e) Depending on the regulation and the programming of the educational offer established by each educational administration and, where appropriate, the offer of the educational institutions, at least two more subjects from among the following subjects: Trunk subject block option:

1. º) Biology.

2. º) Technical Drawing II.

3. º) Physics.

4. º) Geology.

5. º) Chemistry.

2. In the form of Humanities and Social Sciences, students and students must take the following general subjects of the block of subjects:

a) History of Spain.

b) Spanish Language and Literature II.

c) First Foreign Language II.

d) For the Humanities itinerary, Latin II. For the itinerary of Social Sciences, Mathematics Applied to Social Sciences II.

e) Depending on the regulation and programming of the educational offer established by each educational administration and, where appropriate, the offer of the educational institutions, at least two subjects from among the following subjects: Option of the block of trunk subjects, organized, if any, in blocks that facilitate the transition to higher education:

1.) Company Economics.

2. º) Geography.

3. º) Greek II.

4.) History of Art.

5.) History of Philosophy.

3. In the form of Arts, students and students must take the following general subjects of the block of subjects:

a) Foundations of Art II.

b) History of Spain.

c) Spanish Language and Literature II.

d) First Foreign Language II.

e) Depending on the regulation and programming of the educational offer established by each educational administration and, where appropriate, the offer of the educational institutions, at least two subjects from among the following subjects: Trunk subject block option:

1. º) Performing Arts.

2. º) Audiovisual Culture II.

3. º) Design.

4. Depending on the regulation and the programming of the educational offer established by each educational administration and, where appropriate, the offer of the educational institutions, the students and students will have a minimum of two and a maximum of three subjects of the following from the specific subject block:

a) Musical Analysis II.

b) Earth and environmental sciences.

c) Artistic Drawing II.

(d) Technical Drawing II, unless the parents, mothers or legal guardians or the pupil or pupil have already chosen Technical Drawing II in paragraph 1 (e) .2.).

e) Management and Management Foundations.

f) History of Philosophy, except that parents, mothers or legal guardians or students have already chosen the History of Philosophy in paragraph 2.e.)

g) History of Music and Dance.

h) Image and Sound.

i) Psychology.

j) Religion.

k) Second Foreign Language II.

l) Graphic-Plastic Expression Techniques.

m) Industrial Technology II.

n) Information and Communication Technologies II.

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

5. Pupils and pupils must take the subject of the official language and literature in the subject-matter of the autonomous community in those autonomous communities which hold such a co-official language, but may be exempt from cursing or otherwise. (i) the assessment of the matter under the conditions laid down in the relevant autonomous rules. The subject of the official language and literature will receive an analogous treatment to the language of the Spanish language and literature.

In addition, depending on the regulation and the programming of the educational offer established by each educational administration and, where appropriate, the offer of the educational institutions, the students and students will be able to study some material more in the block of subjects of free autonomic configuration, which may be subjects of the block of specific subjects not submitted, subjects of extension of the contents of some of the subjects of the blocks of subjects specific, or other matters to be determined. These subjects in the subject block of free autonomic configuration may be different in each of the courses.

Among the subjects to be determined, the educational administrations and in their case the centers will be able to offer, among others, subjects related to the learning of the braille system, the technology, the personal autonomy, the Increased and alternative communication systems, including products supporting oral communication, and sign languages.

6. The minimum reading time for the subjects of the block of subjects, which is taken on a global basis for 2. of the Baccalaureate, shall not be less than 50% of the total of the teaching time established by each educational administration as general for this course.

The educational administrations and, where appropriate, the centres will be able to develop itineraries to guide the students in the choice of the backbone of choice.

Article 29. Learning process.

1. Educational activities in the Baccalaureate will foster the ability of students to learn for themselves, to work as a team and to apply appropriate research methods.

2. Educational administrations will promote the necessary measures to develop activities in the different areas that stimulate the interest and habit of reading and the ability to express themselves correctly in public.

3. In the organisation of the Baccalaureate studies, special attention will be given to students and students with specific need for educational support.

In this sense, it is up to the educational administrations to establish the conditions of accessibility and universal design and the support resources that favor access to the students ' curriculum with educational needs. special, and adapt the instruments and in your case the times and supports that ensure a correct evaluation of this student.

The schooling of the students with high intellectual abilities, identified as such according to the procedure and in the terms determined by the educational administrations, can be made more flexible, in the terms determined by the rules in force.

Article 30. Evaluations.

1. The criteria for determining the degree of acquisition of competencies and the achievement of the objectives of the stage in the continuous and final evaluation of the subjects of the blocks of subjects and specific subjects, will be the criteria of assessment and evaluable learning standards set out in Annexes I and II to this royal decree.

The evaluation of student learning will be continuous and differentiated according to the different subjects, will be of a formative nature and will be an instrument for the improvement of both the teaching processes and the processes of learning.

The most appropriate measures will be put in place to ensure that the conditions for carrying out the assessments, including the final stage assessment, are adapted to the needs of students with specific need for educational support. In no case will any adjustments be taken into account in order to undermine the qualifications obtained.

The teachers will evaluate both the students ' learning and the teaching processes and their own teaching practice, which will establish indicators of achievement in the didactic programs.

The educational administrations will guarantee the students ' right to an objective evaluation and that their dedication, effort and performance will be valued and recognized with objectivity, for which they will establish the necessary procedures.

2. In those autonomous communities which, together with Spanish, have another official language in accordance with their Statutes, students and students may be exempt from the evaluation of the official language and literature according to the regulations. corresponding autonomic.

3. The teachers of each subject will decide, at the end of the course, whether the student or pupil has achieved the objectives and has achieved the appropriate degree of acquisition of the relevant skills.

The teaching team, constituted in each case by the teachers and teachers of the student, coordinated by the tutor or tutor, will value their evolution in the whole of the subjects and their academic maturity in relation to the objectives of the Baccalaureate and corresponding competencies.

4. In order to make it easier for pupils and pupils to recover subjects with negative evaluation, the educational administrations will regulate the conditions for the centres to organise the appropriate extraordinary tests and programmes. individualised under conditions to be determined.

Article 31. Final assessment of Baccalaureate.

1. Students and students will carry out an individual assessment at the end of the Baccalaureate, which will check the achievement of the objectives of this stage and the degree of acquisition of the corresponding competences in relation to the following: subjects:

a) All the general subjects in the block of subjects. In the case of matters involving continuity, only the subject matter in the second course shall be taken into account.

b) Two subjects of choice in the block of subjects, in any of the courses. The subjects which involve continuity between the first and second courses shall only be taken into account as a matter; in this case only the subject in the second course shall be taken into account.

c) A subject matter of the specific subject block in any of the courses, other than Physical Education or Religion.

2. Only those pupils and pupils who have obtained positive evaluation in all subjects may be presented for this assessment. For these purposes, only the subjects which at least the student or pupil must take in each of the blocks shall be computed. In addition, in relation to those students and students who are studying Coofficial Language and Literature, only one subject will be computed in the subject block of autonomic free configuration, regardless of whether the students and students can take more materials of that block.

3. The Ministry of Education, Culture and Sport, after consulting the Autonomous Communities, will establish for the entire Spanish Educational System the characteristics of the tests, and will design and establish its content for each call.

4. Exceeding this assessment will require a rating equal to or greater than 5 points on 10.

Students who have not passed this assessment, or who wish to raise their final Baccalaureate qualification, may repeat the evaluation in successive calls upon request.

The highest rating of those obtained in the calls to which it has been attended will be taken into consideration.

5. At least two annual calls, one ordinary and one extraordinary, shall be held.

6. In the case of pupils and students who wish to obtain the degree of Baccalaureate for more than one modality, they will be able to ask for an assessment of the general subjects and the choice of their choice of the block of subjects, corresponding to the Selected modes.

Article 32. Promotion.

1. Pupils and pupils shall promote from the first to the second of the Baccalaureate when they have completed the subjects or have a negative evaluation in two subjects, at most. In any case, they must be registered in the second course of the matters pending first. The teaching centres shall organise the subsequent recovery activities and the assessment of the remaining areas.

For the purposes of this paragraph, only the subjects that at least the student or student must take in each of the blocks shall be computed. In addition, in relation to those students and students who are studying Coofficial Language and Literature, only one subject will be computed in the subject block of autonomous configuration, regardless of whether these students and students may be more materials of that block.

Without exceeding the maximum time limit for cursing the Baccalaureate referred to in Article 26.3, pupils and pupils may repeat each of the Baccalaureate courses once at most, although exceptionally may repeat one of the following: the courses a second time, prior to the favorable report of the teaching team.

2. Educational administrations shall establish the conditions under which a pupil or pupil who has completed the first baccalaureate course in a given modality may move to the second in a different mode.

3. Students and students who, at the end of the second course, have a negative evaluation in some subjects, may be enrolled without the need to re-curl the subjects or to choose to repeat the whole course.

Article 33. Continuity between Baccalaureate subjects.

Exceeding the second-course materials listed in Annex III shall be subject to the exceeding of the relevant first-course subjects indicated in that Annex for the purposes of continuity.

However, students may be enrolled in the subject of the second course without having to take the relevant first-course subject, provided that the teaching staff considers that the student or student meets the conditions necessary in order to be able to take advantage of the subject matter of second. Otherwise, you will have to take the first course, which will have the consideration of pending matter, although it will not be computable for the purpose of modifying the conditions in which you have promoted the second.

Article 34. Title of Bachiller.

1. In order to obtain the title of Bachiller the final evaluation of Baccalaureate will be necessary, as well as a final qualification of Baccalaureate equal to or greater than 5 points out of 10. The final rating of this stage will be deducted from the following weight:

(a) with a weight of 60%, the average of the numerical qualifications obtained in each of the subjects in Baccalaureate.

b) with a weight of 40%, the note obtained in the final evaluation of Baccalaureate.

Also, in accordance with the provisions of Articles 44.4 and 50.2 of Law 2/2006, of May 3, respectively, students and students who are in possession of a degree of Technical or Technical Superior or Technical of the Professional teaching of music or dance, may obtain the title of Bachiller for the overcoming of the final evaluation of Baccalaureate in relation to the subjects of the block of subjects that at least have to be cured in the modality and option to choose the pupil or pupil.

In the title of Bachiller, reference must be made to the fact that this title has been obtained in the manner indicated in the previous paragraph, as well as the final qualification of Baccalaureate, which will be the note obtained in the final evaluation of the Baccalaureate.

2. The title of Bachiller will be able to access the different teachings that constitute the higher education established in article 3.5 of the Law of Organic Law 2/2006, of May 3, of Education.

3. In the title of Bachiller, at least the following information shall be provided:

a) Mode submitted. In the case of pupils and students who wish to obtain the Bachelor's degree for more than one modality, the modalities that they have exceeded in the final evaluation shall be recorded.

b) Final Baccalaureate Rating.

4. The positive evaluation in all the subjects of the Baccalaureate without having passed the final evaluation of this stage will entitle the student to obtain a certificate that will take effect at work and the academics provided for in Articles 41.2.b), 41.3.a), and 64.2.d) of Organic Law 2/2006, of 3 May.

Additional disposition first. Adaptation of references.

The references made by the regulations in force to the modalities, routes and subjects of Secondary Education Obligatory and Baccalaureate are to be understood in the modalities, blocks of subjects and related subjects collected in this royal decree.

Additional provision second. Learning foreign languages.

1. Educational administrations will be able to establish that a part of the subjects of the curriculum are taught in foreign languages without any modification of the basic aspects of the curriculum regulated in this royal decree. In this case, they will ensure that during the stage the students acquire the terminology of the subjects in both languages.

2. The centres which provide part of the subjects of the curriculum in foreign languages shall apply the criteria for the admission of pupils established in the Organic Law 2/2006 of 3 May. Such criteria shall not include language requirements.

3. The Spanish language or the official language will only be used as a support in the learning process of the foreign language. Understanding and oral expression will be prioritized.

4. Flexibility and methodological alternatives will be established in the teaching and evaluation of the foreign language for students with disabilities, especially for those who have difficulties in their oral expression. These adaptations shall in no case be taken into account in order to undermine the qualifications obtained.

Additional provision third. Teachings of religion.

1. The teachings of religion shall be included in the compulsory secondary education and the Baccalaureate in accordance with the provisions of Articles 13, 14, 27 and 28 of this royal decree.

2. Educational administrations shall ensure that, at the beginning of the course, the parents, mothers or legal guardians and in their case the students may express their wish that they receive or receive no teaching of religion.

3. The determination of the curriculum of the teaching of Catholic religion and of the different religious denominations with which the Spanish State has concluded Cooperation Agreements in educational matters will be the responsibility of the hierarchy, respectively. Church and the corresponding religious authorities.

4. The assessment of the teaching of religion shall be carried out in accordance with the provisions of Articles 20 and 30 of this royal decree.

Additional provision fourth. Adult education.

1. Specific curricula for the education of adult persons leading to the attainment of graduate degrees in compulsory secondary education and of Bachiller may be established by regulatory means.

2. In the public or private educational institutions authorized to teach distance learning of adults, the final evaluations for obtaining official titles provided for in this royal decree will be carried out in the form that determines by the educational administrations that they have approved or are assigned to them.

3. If the student or pupil resides outside the locality in which the approved centre is located, the external evaluations may be carried out outside that locality, in accordance with the terms of the collaboration agreement between the centres of distance learning from adults, or through other ways to ensure the correct development of the tests.

Additional provision fifth. Textbook loan system.

The Ministry of Education, Culture and Sport will promote the free loan of textbooks and other curriculum materials for basic education in the publicly funded centers within the Conference. Education Sector.

Additional provision sixth. Official evaluation documents.

1. The official evaluation documents are: the academic record, the evaluation minutes, the personal transfer report, the guiding council for each of the compulsory secondary education courses, and the academic records of the education Secondary Compulsory and Baccalaureate. They shall also have the consideration of official documents relating to the final assessment of compulsory secondary education and to the final assessment of the Baccalaureate referred to in Articles 21 and 31 of this Royal decree.

The educational administrations shall establish the appropriate procedures to ensure the authenticity of the official evaluation documents, the integrity of the data collected and their supervision and custody.

The official evaluation documents will be endorsed by the director of the center and will carry the signatures of the persons concerned in each case. The name and surname of the signatory, as well as the reference to the post or the teaching assignment, shall be together with them.

The academic history and, where appropriate, the personal transfer report are considered as basic documents to guarantee the mobility of students throughout the national territory.

Official assessment documents shall always be the standard of the educational administration which establishes the relevant curriculum and, where effects have to be found outside the scope of an Autonomous Community whose language has a statutory responsibility, shall be in accordance with Article 36.3 of Law No 30/1992 of 26 November 1992 on the Legal Regime of Public Administrations and the Common Administrative Procedure.

2. The results of the assessment shall be expressed in compulsory secondary education by means of a numerical rating, without the use of decimals, on a scale of one to ten, which shall be accompanied by the following terms: Insufficient (IN), Sufficient (SU), Well (BI), Outstanding (NT), Outstanding (SB), applying the following correspondences:

Insufficient: 1, 2, 3, or 4.

Enough: 5.

OK: 6.

Notable: 7 or 8.

Outstanding: 9 or 10.

In Baccalaureate, the results of the evaluation of the subjects will be expressed by numerical ratings from zero to ten without decimals, and the grades below five will be considered negative.

When the student is not present for the extraordinary tests it will be recorded Unsubmitted (NP).

The average note of each stage will be the arithmetic mean of the numerical scores obtained in each of the subjects, rounded to the nearest hundredth and in case of equidistance to the superior. The Unsubmitted situation (NP) shall be equal to the minimum numerical rating established for each stage, unless there is a numerical rating obtained for the same subject in ordinary evidence, in which case the said numerical rating shall be taken into account qualification.

Educational Administrations will be able to arbitrate procedures to grant an Honorific Mention or Honor Matriculation to students and students who have demonstrated excellent academic performance at the end of each stage for which is granted or in the final evaluation.

3. The evaluation reports shall be drawn up for each of the courses and shall be closed at the end of the ordinary course and in the call for extraordinary tests. They shall comprise the nominal ratio of the students who make up the group together with the results of the evaluation of the subjects, expressed in the terms laid down for each stage in paragraph 2 of this provision, and the decisions on promotion and permanence.

In the minutes of second and subsequent courses of compulsory secondary education and of second course of the Baccalaureate, students with subjects not exceeding the previous course will be included. In each of these courses, an evaluation report shall be drawn up on the subject-matter of the ordinary course and the call for the extraordinary test.

In the minutes of the fourth course of compulsory secondary education and the second course of the Baccalaureate, it will be stated that the student fulfils the necessary conditions to be able to present to the final evaluation of the stage corresponding.

The evaluation minutes will be signed by all the teachers of the group in compulsory secondary education and Baccalaureate, and they will carry the approval of the director of the center. Their custody and file corresponds to the schools. The electronic management of the same shall be carried out, where appropriate, in accordance with the procedure to be determined.

4. The academic record shall include, together with the identification data of the centre, those of the pupil or pupil, as well as the information relating to its evaluation process. It shall be opened at the time of incorporation into the centre and shall include at least the results of the assessment with the qualifications obtained, the stage promotion decisions, the educational support measures and the curricular adaptations which have been made. adopted for the pupil or pupil.

The custody and file of the students ' academic records corresponds to the teaching centers in which the corresponding teaching studies have been conducted and their completion and custody will be supervised by the Educational inspection.

5. Educational administrations shall take appropriate measures for the conservation and transfer in the event of the removal or extinction of the centre.

6. The academic history of Compulsory Secondary Education and the academic history of Baccalaureate are the official documents that reflect the results of the evaluation and the decisions regarding the academic progress of the students at the stage These documents shall be drawn up in official form, shall bear the approval of the Director and shall have the value of the studies carried out; at least they shall collect the student's identifying data, the modality or the option and the subjects in each of the years of schooling together with the results of the the assessment obtained for each of them and the expression of the concrete call (ordinary or extraordinary), the decisions on promotion and permanence, the average note of the stage, the information regarding the changes of the center, the measures curricular and organizational applied, and the dates on which the different milestones have occurred. Also, in respect of the final stage evaluation, the numerical qualification obtained in each of the subjects, as well as the note obtained in the final evaluation and the final evaluation, must be recorded for each modality or option exceeded by the student or pupil. final qualification of the resulting stage for that mode.

In the case of the history of compulsory secondary education, the conclusions of the guiding councils will also be included.

Where the pupil or pupil moves to another centre to pursue his studies, the centre of origin shall forward to the destination centre, and at the latter's request, the academic history of the relevant stage and the personal transfer report, where appropriate. The receiving centre shall open the relevant academic record. The registration will become final once the academic record has been received. The personal transfer report shall contain the results of the partial evaluations carried out, the application, where appropriate, of curricular and organizational measures, and any observations deemed appropriate to the general progress of the student.

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

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

The personal transfer report shall be drawn up and signed by the guardian, with the approval of the director, on the basis of the data provided by the teachers in the areas, subjects or areas.

8. With regard to obtaining the personal data of the students, to the transfer of the same data from some centers to others and to the security and confidentiality of these, will be in accordance with the legislation in force in the field of data protection personal character and, in any case, to the provisions of the twenty-third additional provision of the Organic Law 2/2006 of 3 May.

9. The official evaluation documents and their validation procedures described in the preceding paragraphs may be replaced by their equivalents made by electronic, computer or telematic means, provided that their authenticity, integrity, preservation, and the guarantees and the requirements established by the Organic Law 15/1999, of 13 December, of Protection of Personal Data, by Law 11/2007, of 22 June, of electronic access of the public services, and the regulations that develop them.

The electronic file will be constituted, at least, by the data contained in the official evaluation documents, and will comply with the provisions of the Royal Decree 4/2010 of 8 January, which regulates the National of Interoperability in the field of Electronic Administration.

The Ministry of Education, Culture and Sport, after consulting the Autonomous Communities, shall establish the structure and format of at least the data contained in the official documents for the assessment of the electronic file described in this provision, in accordance with the provisions of Article 111a and paragraph 4 of the supplementary provision twenty-third of the Organic Law 2/2006 of 3 May, which together with others ensure interoperability between the different information systems used in the Spanish Educational System.

Additional provision seventh. Final evaluation of the subject of the official language and literature.

1. The Official Language and Literature subject shall be evaluated in the final evaluations referred to in Articles 21 and 31 and shall be taken into account for the calculation of the note obtained in those final assessments in the same proportion as the Castellana Language and Literature.

2. It is up to the competent educational authorities to specify the evaluation criteria, the evaluable learning standards and the design of the tests to be applied to this subject, which will be carried out simultaneously with the rest of the tests that make up the final evaluations.

3. Students and students who are exempt from cursing or from being evaluated for the subject of the official language and literature, according to the corresponding autonomy regulations, will be exempt from these tests.

Additional disposition octave. School calendar.

1. The school calendar, which shall be fixed annually by the educational administrations, shall comprise a minimum of 175 days for compulsory teaching.

2. In any case, the calculation of the school calendar shall include the days devoted to the evaluations provided for in Articles 21 and 31.

Additional provision ninth. Information and awareness-raising actions.

1. The Ministries of Education, Culture and Sport and the Interior, in collaboration with the educational administrations and with the Foundation of Victims of Terrorism, will promote the dissemination among the students of the testimony of the victims and their account of the facts.

2. The Ministries of Education, Culture and Sport and Justice, in collaboration with the educational administrations and with organizations and interested entities, will promote the dissemination among the students of information on the risks of exploitation and sexual abuse, as well as the means to protect themselves, in compliance with the provisions of Article 6 of the Council of Europe Convention for the Protection of Children from Sexual Exploitation and Abuse.

3. The Ministries of Education, Culture and Sport and of Health, Social Services and Equality, in collaboration with the educational administrations and with organizations and interested entities, will promote among the students activities of information, awareness-raising campaigns, training actions and many others are necessary for the promotion of equal opportunities and non-discrimination, in particular between women and men and people with some kind of disability, as well as for prevention of gender-based violence.

4. These information and awareness-raising actions will be developed through the organisation of the teaching centres, conferences, seminars, workshops and all types of activities, adapted to the evolutionary stage of the students.

Single repeal provision. Regulatory repeal.

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

(a) Royal Decree 1631/2006 of 29 December 2006 laying down the minimum teaching requirements for compulsory secondary education, with the exception of the first provision which will remain in force for the first time that which is applicable in accordance with the Organic Law 2/2006 of 3 May, in its wording given by the Organic Law 8/2013 of 9 December.

(b) Royal Decree 1467/2007 of 2 November 2007 establishing the structure of the Baccalaureate and laying down its minimum teaching, with the exception of the first provision which will remain in force for all that is applicable in accordance with the Organic Law 2/2006 of 3 May, in its wording given by the Organic Law 8/2013 of 9 December.

Final disposition first. Implementation schedule.

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

The final assessment of compulsory secondary education corresponding to the call to be made in the year 2017 will have no academic effects. Only a single call will be made in this school year.

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

The final Baccalaureate assessment for the two calls in the year 2017 will only be taken into account for access to the University, but its improvement will not be necessary to obtain the Bachelor. It shall also be taken into account for the attainment of the title of Bachiller by pupils and students who are in possession of a degree of technical degree of vocational training or of vocational training or of vocational education or training. Dance, in accordance, respectively, with Articles 44.4 and 50.2 of Organic Law 2/2006, of 3 May.

3. The guiding council regulated in Article 28.7 of the Organic Law 2/2006, of May 3, will begin to give to the parents, mothers or legal guardians of each student or student at the end of the 2013-2014 school year.

Final disposition second. Competence title and basic character.

This royal decree has the character of a basic rule under Article 149.1.30. of the Constitution, which attributes to the State the powers to regulate basic norms for the development of Article 27 of the Constitution. Constitution, in order to ensure compliance with the obligations of the public authorities in this field.

Final disposition third. Development.

The head of the Ministry of Education, Culture and Sport is empowered to dictate how many provisions will require the application of the provisions of this royal decree, without prejudice to the powers of the Ministry of Education, Autonomous communities.

Final disposition fourth. Entry into force.

This royal decree will enter into force on the day following its publication in the "Official State Gazette".

Given in Madrid, December 26, 2014.

FELIPE R.

The Minister of Education, Culture and Sport,

JOSE IGNACIO WERT ORTEGA

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