Developing Key Competences at School in Europe: Challenges and Opportunities for Policy National overview 2011/12

Spain

SPAIN
For better understanding the information in the tables about the skills or competences below, it is necessary to include a small introduction explaining the curricular context for the basic competences (competencias bsicas) in the Spanish Education System and the regulations in force. The Organic Act on Education 2/2006 (LOE), May 3 , includes for the first time the term basic competence (competencia bsica) in the education regulations establishing that curriculum is understood as the set of objectives, basic competences, contents, pedagogic methods and assessment criteria for each study regulated by the present act. The State regulations developed by the LOE establish the curriculum for every education stages, Primary Education (ISCED 1), Lower Compulsory Secondary Education ESO- (ISCED 2), General Upper Secondary Education - Bachillerato - and Intermediate Vocational Training (ISCED 3), setting the common core curriculum for the whole State, and being a part of the curriculum established by each Autonomous Community for their management scope (the core curriculum established by the central government is 55% of the total curricular contents). The core curriculum for the compulsory stages of the Spanish Education System (ISCED 1 and ISCED 2) establishes the objectives for every area or subject (expressed in terms of abilities), basic competences, contents and assessment criteria. The core curriculum for General Upper Secondary Education and Intermediate Vocational Training (ISCED 3) establish the objectives (expressed in terms of abilities), the contents and the assessment criteria for every subject (or module in the case of Training Cycles of Intermediate Vocational Training). In Spain the State regulations have defined eight basic competences or essential learning which must have been developed by students at the end of compulsory education. The basic competences, integrating both formal studies incorporated to the different curricular areas or subjects, and the informal and non-formal studies, are the following ones: Competence on Linguistic communication (Competencia en comunicacin lingstica); Mathematical competence (Competencia matemtica); Competence on knowledge and interaction with the physical world (Competencia en el conocimiento y la interaccin con el mundo fsico); Information and digital processing competence (Tratamiento de la informacin y competencia digital); Social and civic competences (Competencia social y ciudadana); Competence on Cultural awareness and expression (Competencia cultural y artstica); Competence on Learning to learn (Competencia para aprender a aprender); and Competence on Autonomy and personal initiative (Competencia en autonoma e iniciativa personal). Through the areas or subjects of the curriculum of compulsory education, all the students are expected to acquire the basic competences previously indicated. However, there is not a univocal connection between the teaching of some areas or subjects and the development of some competences. Each area or subject contributes to the development of different competences and, at the same time, each of the basic competences is achieved as a consequence of the work done by teaching several areas or subjects. The core curriculum for Primary Education (ISCED 1) and Lower Compulsory Secondary Education (ISCED 2) describe for every area or subject how they contribute to develop the basic competences, being the assessment criteria established for every subject the main reference for evaluating the degree of competences acquisition. For this reason it is necessary taking into account that: the skills or competences analysed in the following tables (reading, mathematics, science, foreign languages, digital, social and civic and initiative and entrepreneurship competences) do not have an exact connection with the basic competences established in the curriculum of the compulsory stages of the Spanish Education System.
rd

Key Competences in Spain National overview 2011/12

there is not any exclusive area or subject for developing each basic competence. basic competences, as they are basic, are included in the curriculum for compulsory education stages (ISCED 1 and 2), which also consider the objectives explained in terms of abilities. In their turn, in post-compulsory stages (General Upper Secondary Education and Intermediate Vocational Training- ISCED 3), differenced by modalities and branches, the curriculum of subjects or vocational modules is aimed at achieving some objectives expressed in terms of abilities to be developed by the students, depending on the studies for which he/she they are qualified, and on the vocational competences as for Vocational Training.

Key Competences in Spain National overview 2011/12

Key Competence Mother tongue (Reading)

National strategy / action plan There is a national Plan for the Promotion of Reading (Plan de fomento de la lectura), dependent upon the Ministry of Education, Culture and Sport. The Act on Reading, Books and Libraries (2007) states that the plans for promoting reading will consider reading as a basic tool for exercising the right to education and culture, within the framework of the information society, and they will stress the general interest of reading in society's everyday life by promoting the habit of reading. Some competences regarding the legal regime for books and reading, as well as for the promotion of books, reading and liberal arts, are assigned to the Autonomous Communities, generally by means of subventions, within their territory. Thus, apart from the actions performed nation-wide, there are other acts and plans or specific initiatives for promoting reading both inside and outside the schools at a regional level. In addition, from the Ministry of Education, Culture and Sport, in collaboration with the Autonomous Communities, some actions have been developed for years aimed at, on the one hand, improving the school libraries and, on the other one, at fostering Reading. Among them there is the Programme Reading for learning. Reading in the digital age (2011) (Programa leer para aprender. La lectura en la era digital) and the portal Leer.es. Apart from that, the Ministry of Education, Culture and Sport, within the framework of the agreement signed with the Association of Spanish Newspaper Editors (AEDE), has implemented the Project to Promote Newspapers in the classroom (Mediascopio), which aims to offer the educational community more resources to develop these skills. The objective is to promote general reading of newspapers in particular, both in the classroom and at home; as well as to make newspapers an educational resource. On one hand, the objective consists of helping teachers promote reading habits amongst the student body and to teach basic strategies for searching and treating information that students will use in their daily lives, both academically and professionally. On the other hand, the objective is to disseminate actions, materials and resources that promote the critical and selective analysis of mass media messages. Furthermore, from the Ministry of Education, Culture and Sport, in collaboration with the Autonomous Communities, a Programme for consolidating Basic Competences as the essential element of the curriculum (2011) (Programa para la consolidacin de las Competencias Bsicas como elemento esencial del currculo) is being carried out. The programme targets all the members of the education community of the different stages of compulsory education (students, teachers, leadership teams, families, etc.) with the purposes of: 1. Supporting the curriculum development in competence-based education for increasing in the near future the students level of competences, favouring the development of their creativity, preventing and reducing the school failure and promoting the development of a continuing lifelong learning (Proyecto COMBAS). 2. Supporting the development of projects seeking to consolidate the key competences in the curriculum through the publication of economic subsidies. 3. Knowing the initial situation and the development of a competence-based education in order to evaluate the level and quality of its implementation. 4. Improving Initial Teacher Training in Primary and Secondary Education: Learning to teach key competences. 5. Establishing effective channels of information and communication.

Key Competences in Spain National overview 2011/12

Status in the curriculum

Reading, considered as a basic skill to be considered and worked on in every area or subject, is a key factor for developing basic competences (competencias bsicas) and an essential part of the competence on Linguistic communication (Competencia en comunicacin lingstica) to be reached by the students at the end of compulsory education. ISCED 1 and 2: The educational subject of Primary and Lower Compulsory Secondary Education 'Spanish Language and Literature (Lengua Castellana y Literatura) and, if any, Co-official Language and Literature (Lengua Cooficial y Literatura), which is compulsorily studied in all the grades, focuses on listening, speaking and conversation, reading and writing, literature education, as well as knowledge of the language. The new Organic Act on Education (LOE, 2006) has put more emphasis on reading. In particular, the regulations establish that, at primary level, at least 30 minutes should be devoted to reading every day. In the level of Lower Compulsory Secondary Education it is specified that schools must assure a specific time to reading when teaching all the subjects in every grade of the said stage. Furthermore, during compulsory education, all curriculum subjects should be taught in such a way that they all encourage reading comprehension and interest in reading as well as good reading habits. General Upper Secondary Education (ISCED 3): The Organic Act on Education indicates among the objectives of General Upper Secondary Education strengthening reading habits as a necessary condition for effective learning and as a mean of personal development. The Education Authorities of the Autonomous Communities are in charge of promoting the necessary measures for developing activities stimulating the interest of reading and reading habits in the subjects provided in General Upper Secondary Education. All the students of General Upper Secondary Education must take the subject of Spanish Language and Literature and, if any, Co-official Language and Literature. The curriculum of this subject is organised in three contents blocks: The variety of discourses and the information processing; The literary discourse; and Language knowledge. The contents in this last block are directly related to the contents in the previous blocks and especially to the understanding, expression and analyse activities and textual analysis. The core curriculum gathers the description of the eight basic competences and the basic level to be reached by all the students at the end of Lower Compulsory Secondary Education. In every area (ISCED 1) or subject (ISCED 2) the objectives and contents are to guarantee their development, and the assessment criteria are a reference to evaluate the acquisition level. The objectives are expressed in terms of abilities to be reached at the end of every stage, while the contents and assessment criteria are defined for each education cycles (1-2; 3-4; 5-6 grades) at ISCED level 1, at ISCED level 2 are defined for each grade, and in the level ISCED 3 for every subject making up the curriculum of General Upper Secondary Education or of the modules or theoretical-practical areas of knowledge (Intermediate Vocational Training). As it is the case in most countries, central Education Authorities do not issue achievement scales. Among the assessment criteria expressed for the area or subject of Spanish Language and Literature related to the reading skill, we can highlight some examples in every level: ISCED 1: First cycle (6-8 years old): To find specific information and to make direct inferences in texts reading. ISCED 2: First grade: To extract specific information and to identify the goal of written texts from social spheres near the students experience; to follow simple instructions; to identify the statements where the general theme is explicit and; to distinguish the parts of the text. General Upper Secondary Education (ISCED 3): To characterise different kinds of oral and written texts, belonging to spheres of diverse uses, regarding the factors of the communicative situation, highlighting the most meaningful features of the genre to which they belong, analysing the features of their register and assessing their suitability to the context.

Learning outcomes / objectives

Key Competences in Spain National overview 2011/12

Nationally standardised tests and examinations

National tests (General Diagnosis Evaluation Evaluacin General de Diagnstico) in ISCED 1 and 2 conducted to samples of pupils in fourth year of Primary Education and second year of Lower Compulsory Secondary Education for monitoring purposes. The aim is to evaluate the basic competences and to contribute to improve the education quality and equity; to direct the education policies; to increase the transparency and effectiveness of the Spanish Education System and; to provide information on the acquisition degree of the basic competences. In the two national evaluations carried out up to the moment (in 2009 with the students of fourth grade of Primary Education and in 2010 with those ones of second grade of Lower Compulsory Secondary Education), the competence on Linguistic communication, Mathematical competence, the competence on Knowledge and interaction with the physical world and Social and civic competences have been the evaluated competences. In their turn, the Autonomous Communities also evaluate (Diagnosis Evaluation Evaluacin de Diagnstico), yearly and with a census nature, the level of acquisition of basic competences by students within their territory. They are formative and internal for schools and informative for families, and their aim is to get to know the achievement level of schools and pupils, and to propose improvement plans if necessary. For attending students learning difficulties, the Spanish Education System takes into account a series of measures and processes to be applied regardless the sphere or competence where the students have difficulties or education needs. For this reason, the measures bellow are the same ones applied if the students have a low level in the competence on Mathematics, Science, Foreign languages, etc. I. Planning and organisation of attention to pupils' diversity within the school On the basis of guidelines given by the Ministry of Education, the Autonomous Communities make reference to pupils diversity in their decrees developing the curriculum and have drawn up their own Attention to Diversity Plans, with the aim of putting into practice educational measures and actions allowing the maximum adaptation of teaching-learning processes to the characteristics of pupils. II. Prevention and identification of learning problems and, when applicable, pupil intervention: educational guidance services A guidance system intervenes at three levels: classroom level (pupils form teacher), level of direct intervention in schools (Guidance Teams or Departments), and level of indirect or specific intervention with schools (Specific Teams). III. Procedure to follow to obtain official and individual recognition leading to support measures The decision-making process from the moment when a pupil presents learning difficulties (for example, reading difficulties) consists of several PHASES, and different professionals are involved in it. 1. The pupil presents learning difficulties at a given moment. 2. The teacher puts into practice ordinary measures to compensate such difficulties. 3. If the difficulties are not solved, a series of specific attention to diversity measures (either ordinary or extraordinary) are taken. If they identify that the pupil presents specific needs for educational support (alumnado con necesidad especfica de apoyo educativo), the counsellor sends the psycho-pedagogical assessment report and a schooling report to the relevant Education Authority, for them to be informed and to be able to officially consider the pupil to have such needs. From that moment on, all the necessary ordinary or extraordinary measures and support are applied. The following measures are included among the measures to deal with pupils with learning difficulties, either in primary or secondary education (the main measures that may be taken to tackle the learning difficulties related to reading will be

Main initiatives / Measures to tackle low achievement

Key Competences in Spain National overview 2011/12

mentioned): these are the actions and programmes addressed at preventing and facilitating overcoming mild difficulties (such as some difficulties related to reading) by means of adapting the ordinary curriculum but not altering any of its essential elements, with the aim of enabling all pupils to achieve the skills established in the general objectives of the cycle, grade and/or level. The pupils form teacher and other teachers are responsible for all actions requiring this type of adaptations, although the Guidance Team or Guidance Department participate in the process, as well as the Didactic Departments (in Secondary Education), depending on the pupils needs. Among these measures it is possible to distinguish three kinds: organisational (related to the organization and planning of the school); curricular (non-significant individual or group curricular adaptations that affect only those elements which do not constitute the essential core of the curriculum, but not its basic elements (objectives, contents and assessment criteria); and coordination (these are adopted in order to contribute to and to systematize coordination between the different professionals working with the same group of students or with a specific student). Ordinary measures are enough for many pupils to progress in their learning. However, other pupils find difficulties to achieve the objectives and to accede to the contents established in the common curriculum, so they need more specific adaptations. The Spanish Education System has a series of extraordinary measures for these pupils, involving changes in the curriculums essential elements, as well as in the organisational sphere and in the schooling modality. There are not national numerical targets for tackling low achievement. Main initiatives / Measures to improve motivation Among the actions developed at national level it is worth mentioning the Campaign Mara Moliner; the Actions for fostering the reading habits at schools; the Awareness actions and collaboration with other institutions; the Campaign Books in the Streets (Libros a la Calle); the yearly exhibitions on childrens and young peoples literature; the celebration of the Book Day and the International Day of the childrens and young peoples literature; the support to libraries as centres for promoting reading; the Service for reading orientation (Servicio de Orientacin de Lectura SOL); the Prize for reading promotion; the helps for fostering reading; and the participation in book fairs and festivals.

Key Competences in Spain National overview 2011/12

Mathematics
National strategy / action plan General initiatives are forested in order to promote the development of mathematical basic skill. Among the last ones, there are two programmes developed by the Ministry of Education, Culture and Sport in cooperation with the Autonomous Communities: the Programme for consolidating the basic competences as the central element in the curriculum (Programa para la consolidacin de las Competencias Bsicas como elemento esencial del currculo, 2010-2011), briefly commented in the previous table, and the Programme for deepening knowledge (Programa de Profundizacin de Conocimientos (Profundiza, 2010-2011), aimed at the most talented students between ISCED 1 and ISCED 3 with the greatest motivation for learning, promoting the interest in research, technology and innovation. Mathematical competence is one of the basic competences to be developed during all the Compulsory Education (ISCED 1 and 2). This competence is defined as the skill to use and connect numbers, their basic operations, symbols and forms for expression and mathematical reasoning, both to produce and interpret different types of information and to increase knowledge on quantitative and spatial aspects of reality, and to solve problems linked to everyday life and to the working world. The subject of Mathematics (Matemticas) constitutes a compulsory subject until end of ISCED 2 (age 16) and afterwards (ISCED 3) it is optional depending on the branch. It is the one with the greatest contribution to acquire the Mathematical competence, even if the rest of the areas or subjects also contribute to develop it. In the core curriculum official documents the specific contribution of each subject to the development of the different basic competences is made explicit. Assessment criteria focus on describing competence levels. In the current legislation the last assessment criteria of each cycle (ISCED 1), grade (ISCED 2) or subject (ISCED 3), refers to the ability in problem solving using all the mathematical tools learned within the cycle, grade or subject, connecting knowledge. As it is the case in most countries, central Education Authorities do not issue achievement scales. In order to illustrate the above-mentioned, one of the assessment criteria expressed for the Mathematics area or subject is presented for every level: ISCED 1: First cycle: in everyday situations, to perform simple numerical calculations with the operations of addition, subtraction and multiplication, using diverse procedures and personal strategies. ISCED 2: First grade: to identify and describe regularities, guidelines and relations in sets of numbers, using letters for representing different quantities and obtaining algebraic expressions as a synthesis in numerical series, as well as the numerical value of simple formula. General Upper Secondary Education (ISCED 3): Mathematics I (Matemticas I): to use correctly real numbers and their operations for providing and exchanging information; to estimate the effects of the operations on real numbers and their graphic and algebraic representations, and to solve problems from the social reality and the nature implying the use of equations and inequalities, as well as interpreting the results got. Mathematics applied to Social Sciences I (Matemticas aplicadas a las Ciencias sociales I): to use the real numbers for presenting and exchanging information, to monitor and adapt the necessary margin of error for every situation, in a context of problems solving.

Status in the curriculum

Learning outcomes / objectives

Key Competences in Spain National overview 2011/12

Nationally standardised tests and examinations Main initiatives / Measures to tackle low achievement

See the information concerning Nationally standardised tests and examinations in the table about Key Competence Mother tongue (Reading). The general measures and procedures considered by the Spanish Education System for attending the students difficulties related to the mathematical basic skill are the same ones than those applied for other difficulties and described in the previous table about Key Competence Mother tongue (Reading). In the level ISCED 2 two specific measures for this competence are considered: in all grades of Lower Compulsory Secondary Education (ESO) students can choose one or more optional subjects according to the offer of this subjects designed by the Autonomous Communities and by the schools. Among these subjects, an optional subject for reinforcing Mathematics is offered in most Autonomous Communities.

the subject of Mathematics can be offered in two different options, A and B, in the last year of Lower Compulsory Secondary Education (15-16 years old). The two options stress contents partially differentiated depending on the bigger or smaller emphasis placed on the terminal or preparatory nature of the stage, the bigger or smaller use of abstract symbolism, the bigger or smaller demand for mathematical precision or rigor, etc. In all cases, Mathematics must be introduced to students as a set of knowledge and procedures close to their experience which have evolved during the course of time and will certainly continue doing so in the future. No national numerical targets for tackling low achievement. Main initiatives / Measures to improve motivation Apart from the general measures, aimed both at students and teachers and established at national level, consisting of providing resources and training related to mathematical skill carried out by the Ministry of Education, Culture and Sport through the National Institute of Education Technologies and Teacher Training (Instituto Nacional de Tecnologas Educativas y de Formacin de Profesorado INTEF) it is worth mentioning Mathematical Olympiads (Olimpiadas Matemticas) because of its national nature for students of the level ISCED 3.

Key Competences in Spain National overview 2011/12

Science
National strategy / action plan There are two specific initiatives linked to the promotion and development of Science in Spain: The Act on Science, Technology and Innovation. This law expresses among its general objectives promoting scientific, technological and innovative culture through education, training and spreading in all the sectors and in the population as a whole. For this purpose it is regulated that the National Plans for Scientific Research and Technological Innovation (Plan Nacional I+D+i) must gather measures aimed at including scientific, technological and innovation culture, as a transversal axis in the whole Spanish Education System. The National Strategy for Science and Technology (Estrategia Nacional de Ciencia y Tecnologa ENCYT 20072015) has been prepared by the central Authority and the Autonomous Communities, and it constitutes a framework for territorial cooperation in this matter. Regarding Education, the promotion of creativity, the interest in science and technology, the founding for better knowing the world, detecting problems and identifying solutions are established from an early age. Also, there are national overarching strategies from the Ministry of Education, Culture and Sport, in collaboration with the Autonomous Communities, the Programme for consolidating the basic competences as the essential element in the curriculum (2010-2011) and the Programme for deepening knowledge (Profundiza, 2010-2011), briefly commented in previous tables, are being developed. The competence on Knowledge and interaction with the physical world is one out of the eight basic competences of the core curriculum, both for Primary (ISCED 1) and Lower Compulsory Secondary Education (ISCED 2). This competence is defined as the ability to interact with the physical world, not only in their natural aspects, but also in those created by human action, making possible on this manner the understanding of facts, the prediction of consequences and the action aimed at improving and preserving the conditions of the own, the others and the rest of human beings life. ISCED 1: In the two grades making up each of the three cycles of Primary Education, one of the compulsory knowledge areas is Natural, Social and Cultural Environment (Conocimiento del medio natural, social y cultural). This area substantially contributes to the competence on Knowledge and interaction with physical world, since many of the integrating learning completely focus on the interaction of the human being with the surrounding world. In addition, in this stage there are other areas, also compulsory, contributing to the competence on Knowledge and interaction with the physical world: Art Education (Educacin artstica); Physical Education (Educacin Fsica) or Mathematics (Matemticas). ISCED 2: In this stage, the basic competence on Knowledge and interaction with the physical world is defined as the ability to interact with the physical world, not only in their natural aspects, but also in those created by human action, making possible on this manner to understand facts, the prediction of consequences and the action aimed at improving and preserving the conditions of the own, the others and the rest of human beings life. Science at Lower Compulsory Secondary Education is intended to be closer to students in order to promote progressive familiarization with scientific culture and scientific literacy. The Natural Sciences (Ciencias Naturales) subject comprises contents and procedures of the different scientific disciplines. Its basic concepts draw from Physics (Fsica), Chemistry (Qumica), Biology and Geology (Biologa y Geologa). It also incorporates, in connection with them, other sciences such as Astronomy (Astronoma), Meteorology (Meteorologa) or Ecology (Ecologa). The subject of Natural Sciences specially

Status in the curriculum

Key Competences in Spain National overview 2011/12

contributes to the basic competence on Knowledge and interaction with the physical world. In the fourth year, science subjects are optional and they are taught in two subjects, Physics & Chemistry (Fsica y Qumica) and Sciences applied to the professional activity (Ciencias aplicadas a la actividad profesional). These subjects contribute to the acquisition of the basic competence on Knowledge of the environment because it favors the knowledge and the experimentation of physic-chemical processes explaining many of the phenomena happening in a natural manner, and many other created by human action. There are other subjects contributing to the acquisition of the competence: Physical Education (Educacin Fsica); Plastic Education (Educacin Plstica); and Mathematics (Matemticas). General Upper Secondary Education (ISCED 3): The subject Sciences for contemporary world (Ciencias para el mundo contemporneo) is compulsory for all the students. Also, within this stage, students can choice study the following subjects depending on the branch: Biology (Biologa), Biology and Geology (Biologa y Geologa), Earth and environment sciences (Ciencias de la tierra y medioambientales), Physics (Fsica), Physics and Chemistry (Fsica y Qumica), Chemistry and Industrial Technology (Qumica y tecnologa industrial). Learning outcomes / objectives In every area (ISCED 1) or subject (ISCED 2) the objectives and contents are to guarantee their development, and the assessment criteria are a reference to evaluate the acquisition level. For further information see the section Learning outcomes/objectives in the table about Key competence Mother Tongue (Reading). As it is the case in most countries, central Education Authorities do not issue achievement scales. In order to illustrate the mentioned, one of the assessment criteria expressed for the area or subject of Natural Sciences (Ciencias Naturales) for every stage is described below: ISCED 1: Second cycle: To recognise and explain, collecting data and using measuring equipment, the relations between some factors of the physical environment (relief, soil, climate, vegetation) and people actions and lifestyle, appreciating the adoption of respect attitudes for the ecological balance ISCED 2: Fourth grade: To identify correctly and to handle the materials and products used in the laboratory, respecting and complying with the learned safety and hygiene standards. General Upper Secondary Education (ISCED 3): To analyse the open nature of biology by studying interpretations and hypotheses on some basic concepts as the cellular composition of the organisms, the nature of the gen, the origin of life, etc., valuing the changes having took place over time and the influence of the historical background in its development as a science. See the information concerning Nationally standardised tests and examinations in the table about Key competence on Mother tongue (Reading). There are not specific measures for giving answer to low-performance in natural science and neither are there in the basic competence on Knowledge and interaction with the physical world. The general measures and processes considered by the Spanish Education System for attending the students difficulties related to the said competence are the same ones applied for other ones and they are described in this same section of the table regarding Mother tongue (Reading). No national numerical targets for tackling low achievement. Among the actions developed at State level it is worth mentioning:

Nationally standardised tests and examinations Main initiatives / Measures to tackle low achievement

Main initiatives /

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Measures to improve motivation

The High Scientific Research Council in Schools (El CSIC en la Escuela): run by the High Scientific Research Council, from now on HSRC in schools. The CSIC (Consejo Superior de Investigaciones Cientficas), depends on the Ministry of Economy and Competitiveness, through agreements with each Autonomous Community.

Scientific Routes Program (Rutas Cientficas): run by the Ministry of Education, Culture and Sport, in cooperation with the Education Departments in the Autonomous Communities. In 2011 the Ministry of Education, Culture and Sport approved some helps for keeping on funding this programme, targeting students of General Upper Secondary Education and Intermediate Vocational Training, aimed at fostering the discovery and the widening of working fields and of interest for students, highlighting the great reach, the devotion and importance of its development for current society. On the other hand, the Spanish Foundation for Science and Technology (Fundacin Espaola para la Ciencia y la TecnologaFECYT) (foundation of the State public sector, attached to the Ministry of Economy and Competitiveness whose mission is fostering science and innovation promoting its rapprochement to society) with the purpose of reaching one of the goals defined in its Strategic Plan 2010-2012, carries out the following initiatives for reaching the following objectives: Promoting scientific vocations: in collaboration with the Ministry of Education, Culture and Sport and the support from La Caixa Foundation (Obra nd Social la Caixa), it organised in 2011 the 2 edition of the programme Summer Scientific Campus (Campus Cientficos de Verano); Promoting scientific culture and innovation, through the Science week (Semana de la Ciencia), the Scientific Cinema (Cine Cientfico); and la Fotociencia (Spanish National Contest of Scientific Photography); and Spreading, communication and scientific information therefore different networks have been created, at State, autonomous and local level with the goal of spreading scientific information; and a Network of museums of science, technology and innovation, currently made up by 24 centres of diverse typologies. Furthermore, the Autonomous Communities in their management scope develop other programmes and activities aiming at promoting scientific culture of students from different education levels.

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Foreign languages
National strategy / action plan Among the national specific strategies implemented at State level by the Ministry of Education, Culture and Sport, in collaboration with the Autonomous Communities, regarding the competence in Foreign languages, it is worth mentioning the following ones: The Comprehensive Programme for learning foreign languages (Programa integral de aprendizaje de lenguas extranjeras (2010-2020)). The Plan for boosting the learning of foreign languages (Plan de impulso al aprendizaje de lenguas extranjeras): it is a programme targeted at fostering improvements in foreign languages learning. In turn, the following programmes are included within its framework: the Programme PALE - Programme for Supporting the Teaching and Learning of Foreign Languages (Programa de Apoyo a la Enseanza y Aprendizaje de Lenguas Extranjeras), targeted at improving teachers linguistic competences; the Linguistic Immersion Programmes (Programas de Inmersin Lingstica) aimed at students groups from different Autonomous Communities and outside the school environment, for them to develop a programme for learning English with teachers specialised in this area; the Exchange of language assistants, different teachers of foreign languages supported by the language assistants from other countries; the European Classrooms (Aulas Europeas), intensive language training courses aimed at career civil servants belonging to some teaching bodies; the Grants, helps and participation in mobility programmes, usually related to foreign language courses abroad and in most of cases during school holidays; the additional contribution for the beneficiaries taking part in the programme Erasmus;

and, lastly, different European initiatives and programmes as the Continuing Learning Programme, initiative from the European Parliament and Council. In addition, the Programme for consolidating Basic Competences as an essential element in the curriculum is a national overarching strategy at State level for developing the competence on Foreign languages since it supports the curricular development of competence-based education. Status in the curriculum The competence on Foreign languages, included within the more general basic competence Linguistic Communication Competence, is one of the basic competences to be acquired by students at the end of compulsory education. This competence is mainly developed through the areas (ISCED 1) or subjects (ISCED 2 y 3) of Foreign Language (Lengua Extranjera) and it is a compulsory subject in every grade of compulsory education (ISCED 1 and 2), and also during the postcompulsory secondary stage (ISCED 3). The Second Foreign Language (Segunda Lengua Extranjera) is not compulsory. In Primary Education (ISCED 1) from the third cycle of the stage (10-12 years old), the Education Authorities can include the teaching of a Second Foreign Language. In Secondary Education (ISCED 2 and 3), students can choice a Second Foreign Language as an elective subject in line with the framework established by the Education Authorities. The provision of the said subject is compulsory for all the schools and

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elective for the students. Learning outcomes / objectives Spain promotes the learning of at least a foreign language in all the levels of the Spanish Education System, so in Primary Education the basic communicative competence will be acquired, in Lower Compulsory Secondary Education, the understanding and expression on one foreign language or more, and in General Upper Secondary Education, the fluent and correct expression in one or more foreign languages. As an example, one of the assessment criteria expressed for the area or subject of Foreign Language is indicated below for some cycles, grades and subjects. ISCED 1: Third cycle: To hold daily and familiar discussions on known topics in predictable communication situations, respecting the basic regulations of the exchange, as listening and looking at the speaker. ISCED 2: First grade: To understand the general idea and the most meaningful specific information of oral texts, issued face to face or by audiovisual means about everyday topics, if the speaker speaks slowly and clearly. General Upper Secondary Education (ISCED 3): To understand the main idea and to identify meaningful details of oral messages, issued in face-to-face communicative situations or by the mass media on known topics, current or general, related to their studies and interests or to sociocultural aspects regarding foreign language, whenever they are clearly formulated, in standard language and explicit markers make easier the development of the discourse. Although there are not regulations establishing minimum levels of attainment for foreign languages corresponding to the six proficiency levels in foreign languages as defined and described in the Common European Framework of Reference for Languages (Council of Europe), the Common Framework of Reference for Languages is taken into account for evaluating this competence. As it is the case in most countries, central Education Authorities do not issue achievement scales. The competence on Foreign Languages has not been subjected to evaluation in national evaluations carried out up to the moment. See the information regarding a Nationally standardised tests and examinations included in the table about Key Competence Mother tongue (Reading). However, some Autonomous Communities have considered foreign language in the evaluations carried out in their territory (ISCED 1 and 2). There are not specific measures for answering the low performance of students in foreign languages. The general measures and procedures considered by the Spanish Education System for attending students difficulties related to this competence are similar to the ones applied for other ones and described, in this same section, in the table regarding Key Competence Mother tongue (Reading). No national numerical targets for tackling low achievement. The Ministry of Education, Culture and Sport awards grants, helps and subsidies for studying different languages, aimed at students of the different levels of the Spanish Education System, as the helps for taking part in the Linguistic Immersion Programme in summer camps in English, grants for studying French in France and grants for English Linguistic Immersion. Also, the programme Students Prize (Alumnos Premio): Programme for students of German of Secondary Education is developed, aimed at students between 16 and 18 years old having studied German as a foreign language.

Assessment

Main initiatives / measures to tackle low achievement

Main initiatives / measures to improve motivation

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Digital competence
National strategy / action plan There are national overarching strategies for developing this basic competence: Programme for consolidating Basic Competences as a essential element of the curriculum (2010-2011) and Programme for Deepening Knowledge (Profundiza) (2010-2011) (for further information see the section National strategy in the table about Key Competence Mother tongue (Reading)). On the other hand, there are specific initiatives and programmes for the Digital competence, among which the School 2.0 Programme (Escuela 2.0) must be pointed out. It is directed and sponsored by the Ministry of Education, Culture and Sport and th developed in collaboration with the Autonomous Communities. It is developed for all the students of publicy-funded schools of 5 th st nd and 6 grade of Primary Education and of 1 and 2 grades of Lower Compulsory Secondary Education (from 12 to 14 years old). The programme Escuela 2.0 is based on the following intervention axis: providing the students and schools with ICT resources (Digital classrooms (Aulas digitales)); Assuring the connectivity to Internet and the interconnectivity within the classroom for all the equipments; Promoting teachers training not only in the technological aspects, but also in the methodological and social ones of the inclusion of these resources in their daily teaching practice; Creating and making easier the access to education digital materials, adapted to the curricular designs, not only for teachers, but also for the students and their families; and Involving students and families in the acquisition, custody and use of these resources. Within the programme Escuela 2.0 it is worth mentioning two projects: Agrega2: born with the purpose of supporting the inclusion of Information Technologies in the Spanish Education System; and educ@conTIC: is a web born during the I National Congress Internet in the Classroom (2008). Among the actions within the Programme educ@conTIC are those for installing the infrastructure in the schools, those for developing quality digital education contents, those restocking education digital objects, the production of training materials for teachers training, etc. Another specific strategy is The Avanza Plan (Plan Avanza). It is the first initiative of the Spanish Government for developing the Information Society Headed by the Ministry of Industry, Energy and Tourism. It is become into a new programme called Avanza2 Plan (Plan Avanza2), formed by 5 new measures which lead to the reinforcement of existing measures or the definition of new ones: Development and evolution of the ICT sector; training in and fomenting the use of ICT among the population; Digital Public Services; infrastructures; and confidence, security and accessibility. The Information and digital processing competence (Tratamiento de la informacin y competencia digital) is one of the basic competences to be developed during all the compulsory education. This competence consists of being able to search, obtain process and communicate information, and turn it into knowledge. It includes different abilities, from the access to information until its transfer in different media once processed, including the use of the Information and Communication Technologies as an essential element to keep informed, learn and communicate. It must be worked on and developed through all the areas and subjects of the curriculum. ISCED 1: there is not a specific area specially developing this competence. The contribution of some of the areas of this level to the development of the digital competence is indicated as an example: Natural, Social and Cultural Environment (Conocimiento del medio natural, social y cultural): includes the contents leading to digital literacy, the management of a Word processor and guided search on the Internet; or in Spanish Language and Literature (Lengua espaola y Literatura): it provides knowledge and skills for searching and processing information and communication, specially, for understanding this information, its structure and textual organisation, and for its use in oral and written production. The curriculum of the area includes the use of digital media for

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texts composition, etc. ISCED 2: The core curriculum of Lower Compulsory Secondary Education curriculum includes two subjects that can specially contribute to develop this competence. One of them is Technology (Tecnologa), subject to be compulsorily studied by students th in the three first grades of the stage and that can be chosen as elective subject in 4 grade. The other subject nearly related to th Digital competence is Computing Science (Informtica), which must be provided as elective subject in 4 grade. In General Upper Secondary Education (ISCED 3): there are several subjects related to this competence, subjects that students can choose as elective or as modality subjects depending on the branch, among which Information and Communication technologies (Tecnologas de la informacin y la comunicacin) and Industrial technology (Tecnologa industrial). In addition, in all the education stages, the use of ICT is recommended for teachers and students in class, and in addition it is recommended for students' use for complementary activities, e.g. homework or project work. Learning outcomes / objectives As in the rest of the competences, the Digital competence is evaluated by cycles, taking into account the assessment criteria of each area of Primary Education, by grades in ISCED 2 and by subjects in ISCED 3. Bellow you can find some assessment criteria expressed for those subjects contribute more to develop digital competence in Lower Compulsory Secondary Education. First to Third grades: Technology (compulsory in the three grades) To assess the needs of the technological process, using the technical problem-solving, by analysing its context, proposing alternative solutions and developing the most suitable one. To prepare technical documents by using verbal and graphic resources. Fourth grade: Computing (elective subject in fourth grade) To install and set up applications and developing techniques enabling interconnected computer systems. To obtain photographic images, applying techniques for digital image processing to them and difference them from the computer generated images. Digital competence has not been subjected to evaluation in national evaluations up to the moment. See the information regarding a Nationally standardised tests and examinations in the table of Key Competence Mother tongue (Reading). However, some Autonomous Communities have considered this competence in the evaluations carried out in their territory (ISCED 1 and 2) in the last years. There are not specific measures for answering the low performance of the students in the subjects related to Digital Competence. The general measures and procedures considered by the Spanish Education System for attending students difficulties related to this competence are the same ones than those applied for other competences, and they are described in this same section in the table on Key Competence Mother tongue (Reading). No national numerical targets for tackling low achievement. Apart from the mentioned platform Agrega, there are other initiatives and projects for exchanging experiences and resources for the use of ITC in class and the Digital competence sponsored by the Ministry of Education, Culture and Sport through the INTEF. Among them we can highlight the following ones: Gauss project, Good practices network 2.0 (Red de buenas prcticas 2.0), National Centre of Curricular Development in non-Proprietary Systems (Centro Nacional de Desarrollo Curricular en Sistemas no Propietarios- CDEC).

Assessment

Main initiatives / measures to tackle low achievement

Main initiatives / measures to improve motivation

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Social and civic competence

National strategy / action plan Status in the curriculum Currently any national competency is being carried out with the purpose of exclusively proposing the development of Social and civil competence, although it is promoted through generic initiatives (Programme for consolidating the Basic Competences as the essential element of the curriculum). For further information see the section National strategy/ action plan in the table Key Competence Mother tongue (Reading). Among the eight basic competences for lifelong learning it is included the Social and civic competence and it should be developed through the entire curriculum of compulsory education. Both ISCED1 and ISCED 2, the Social and civic competence is defined by the following text, which appears in the Royal Decrees of national core curriculum of Primary Education and of Lower Compulsory Secondary Education: This competence makes it possible to understand the social reality in which we live, to cooperate, to live together and to exercise democratic citizenship in a plural society, as well as to commit oneself to contribute to its improvement. Diverse knowledge and complex skills that enable to participate, to make decisions, to choose how to behave in certain situations and to be responsible for the different choices and decisions are included in this competence. Citizenship education is taught as a separate compulsory subject entitled 'Education for Citizenship and Human Rights' (Educacin para la Ciudadana y Derechos Humanos) in one of the two grades of the last cycle (10-12 years old) of ISCED 1 and in one of the last three years of ISCED 2 (13-16 years old); 'Ethical and civic education' (Educacin tico-cvica) in school year 10 (15-16 years old) in compulsory education, and 'Philosophy and Citizenship' (Filosofa y Ciudadana) at General Upper Secondary level). The national core curriculum for Primary and Lower Compulsory Secondary Education also both state that the promotion of social and civic competences need to be supported by school culture: 'The organization and operation of schools and classrooms, the students participation, the internal operating rules, the use of certain methodologies and teaching resources, or the development, organization and operation of the school library, among other things, can help or hinder the development of skills associated with [among others] the Social and civic competence'. As it is a transversal competence of the curriculum, all the areas and subjects of the curriculum of compulsory education, apart from 'Education for Citizenship and Human Rights and the subject 'Ethical and civic education', contribute to develop this competence. As an example, the contribution of some areas and subjects to develop the Social and civic competence is specified bellow: ISCED 1: Art Education (Educacin artstica): the interpretation and creation imply, in many cases, teamwork. This circumstance requires cooperation, responsibilities assumption, follow-up of instructions and rules, care and preservation of materials and instruments, application of specific techniques and appropriate use of spaces. ISCED 2: Social Sciences, Geography and History (Ciencias Sociales, Geografa e Historia): The entire curriculum contributes to acquire this competence, since the comprehension of the social, current and historical reality is the goal to be learned. However, it will really contribute if it has the perspective that the knowledge about societies evolution and organisation, their achievements and problems, can be used by students for cope with societies. rd Currently, it has been approved the Royal Decree 1190/2012, August 3 2012, modifying the Royal Decree 1513/2006, th December 7 2006, establishing the Core Curriculum for Primary Education and the Royal Decree 1631/2006, December 29th 2006, establishing the Core Curriculum for Lower Compulsory Secondary Education. This regulation modifies the Core Curriculum in those aspects related to the Social and civil competence in the levels ISCED 1 and ISCED 2.

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Learning outcomes / objectives

As in the rest of competences, Social and civil competence is evaluated by cycles taking into account the assessment criteria of every area of Primary Education, by grades in ISCED 2 and by subjects in ISCED 3. For each compulsory separate subject dedicated to citizenship education, the national curricula provide between 7 and 10 different learning outcomes (named assessment criteria). Some examples are listed below. Education for citizenship and human rights-Educacin para la ciudadana y los Derechos Humanos- (Primary Education): Accept and put into practice the rules of coexistence. Participate in group decision making using dialogue to facilitate agreements and assuming their obligations. Education for citizenship and human rights -Educacin para la ciudadana y los Derechos Humanos- (one of the last three years of Lower Compulsory Secondary Education): Participate in school and environment life, and use dialogue to overcome conflict in school and family relationships. Ethic and Civic Education Educacin tic-cvica- (fourth year of Lower Compulsory Secondary Education): Recognize the human rights as the main ethical reference of human behaviour and identify the evolution of civil, political, economic, social and cultural rights, showing attitudes in favor of the active exercise and enforcement of them. Philosophy and Citizenship (compulsory subject of General Upper Secondary Education - Bachillerato): Exposing own arguments and compose texts in which different perspectives are integrated and progress is made in building up an autonomous thinking. As it is the case in most countries, central Education Authorities do not issue achievement scales. See the information regarding Nationally standardised tests and examinations in the table Key Competence Mother tongue (Reading). There are not specific measures for responding the low performance of students in the subjects related to Social and civic competence. The general measures and procedures considered by the Spanish Education System for attending the students difficulties related to the said competence are the same ones than those applied for others and described in this section, in the table concerning Key Competence Mother tongue (Reading). No national numerical targets for tackling low achievement. There are programmes aiming to promote school-based participation of pupils and students in activities in the local community and society at large, which promote citizenship education. Among them it is worth mentioning, apart from the Global Action Plan Agenda 21, developed by Local corporations, because of their national implementation, those below: Programme for the recovery and educational use of abandoned villages: It is an education project national-wide that seeks rd rd to get young people closer to rural life. It is aimed at students in 3 and 4 years of Lower Compulsory Secondary Education, General Upper Secondary Education, Vocational Training, initial vocational qualification programmes and students of higher education, or students under 18 of Spanish sections in schools in other Member States of the European. Programme Model of European Parliament: This initiative nation-wide enables students, between 16 and 17 years old, to start in the functioning of the parliamentary protocol and develop skills and attitudes essential for their integral education, such as teamwork, speaking in public, respect for others' ideas or negotiation to achieve consensus. National Awards for Education for Development: Vicente Ferrer: The purpose of this initiative, nation-wide, is to reward educational experiences, educational projects or proposals aimed to raise awareness, develop critical thinking and encourage active participation of students in the pursuit of global citizenship, solidarity, committed to the eradication of poverty and its causes and with the sustainable human development.

Assessment Main initiatives / measures to tackle low achievement Main initiatives / measures to improve motivation

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Sense of initiative and entrepreneurship

National strategy / action plan From the Ministry of Education, Culture and Sport (national level) with the different Autonomous Communities (regional level), apart from the generic initiatives for developing competences: Programme for consolidating Basic Competences as the essential element of the curriculum (2010-2011) and Programme for deepening knowledge (Profundiza) (2010-2011) (for further information see the section National strategy in the table Key Competence Mother tongue (Reading)), the Entrepreneurship education is developed by establishing regulations on education including such aspect and designing and implementing educational initiatives to promote it. On the other hand, the 2011 Plan for Entrepreneurial support by the Ministry of Industry, Energy and Tourism, fosters actions to boost and promote the entrepreneurship initiative in general. Among its action lines there one specifically aimed to promote entrepreneurship education and enhance entrepreneurship sprit among young people: Lets become entrepreneurs together (Emprendemos juntos). Recently, in 2011, a series of acts has been enacted, including some legislative changes so as to encourage and speed up the development of a more competitive economy. The changes established in these regulations try to favour the adaptation of the Spanish Education System, implementing reforms having an impact on the curriculum, with the goal of improving the students competences so as to make their integration into the labour market easier. http://www.boe.es/boe/dias/2011/03/05/pdfs/BOE-A-2011-4117.pdf (only ES) http://www.boe.es/diario_boe/txt.php?id=BOE-A-2011-4551 (only ES) The Organic Act on Education (2006) establishes goals related to Entrepreneurship Education in every educational level (ISCED 1, 2 and 3). The core curriculum established since then includes basic competences for the first time. For ISCED 1 and 2, the competence on Sense of initiative and entrepreneurship is in line with the basic competence Autonomy and personal initiative. The contribution of some areas (ISCED 1) or subjects (ISCED 2) to the development of the basic competence Autonomy and personal initiative, where included Entrepreneurship Education, is indicated bellow as an example: ISCED 1: Art Education (Educacin artstica): promoting in a meaningful manner the personal autonomy and initiative by examining and investigating suitable mechanisms for defining possibilities, solutions search and knowledge acquisition, through creativity, contributing nor only to creativity, but also to innovation and flexibility; or Mathematics (Matemticas): through the planning, resources management and planning of results of the area of mathematics, personal autonomy and initiative are promoted, developing at the same time entrepreneurship initiative. ISCED 2: Technology (Tecnologa): through the learning for addressing technological problems, it develops the competence for personal autonomy and initiative and, at the same time, entrepreneurship sprit, for example, through the expression and communication of ideas and technical solutions, as well as investigating its viability and approach using all the appropriate technological means, graphic resources, symbols and vocabulary. Entrepreneurship education is being systematically included in the curricula of all the Autonomous Communities. rd th In ISCED 2 (3 or 4 year), and given that the regulations of the elective subjects depend on the Autonomous Communities, some Communities have also included an elective subject which specifically covers the entrepreneurship education. The subject has different names in the different Autonomous Communities. In the core curriculum of General Upper Secondary Education (ISCED 3), there is a specific subject of the branch Humanities and Social Science, named Business economics (Economa de la empresa), which can be chosen by the students of this modality and

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by students of other branches. In some Autonomous Communities, there are also elective subjects which specifically cover the entrepreneurship education in ISCED 3. Several programmes of the Autonomous Communities include concrete implementation guidelines and practical tools. The goals and contents developed by these programmes are included in the contents of the different subjects of the curriculum. Learning outcomes / objectives Learning outcomes belong to the categories of entrepreneurial attitudes, knowledge and skills. Some objectives directly related to Entrepreneurship education are defined for ISCED 1-3. ISCED 1: to develop individual initiative and teamwork, effort and responsibility in study, as well as self-confidence, critical sense, personal initiative, curiosity, interest and creativity in learning. ISCED 2: to develop an entrepreneurial spirit and self-confidence, participation, critical sense, personal initiative and the ability of learning to learn, plan, make decisions and take on responsibilities. ISCED 3: to consolidate the entrepreneurial spirit with attitudes based on creativity, flexibility, initiative, teamwork, self-confidence and critical sense. In ISCED 1 and 2, the basic competence Autonomy and personal initiative(transversal approach) refers to the following learning outcomes, for example: To use ones own judgment when choosing, imagining projects and taking the necessary actions to develop personal options and plans in the framework of individual or collective projects admitting responsibility for them, in the personal, social and work-related areas.

Assessment Main initiatives / measures to tackle low achievement Main initiatives / measures to improve motivation

See the information regarding Nationally standardised tests and examinations in the table on Key Competence Mother tongue (Reading). There are not specific measures for responding the low performance of students in the subjects related to competence on Sense of initiative and entrepreneurship. The general measures and procedures considered by the Spanish Education System for attending the students difficulties related to the said competence are the same ones than those applied for others and described in this section, in the table concerning Key Competence Mother tongue (Reading). No national numerical targets for tackling low achievement. Local and regional strategies for the promotion of Entrepreneurial culture encourage a wide range of initiatives carried out by the regional Education Authorities. The general Directorate of Industry and Small and Medium-sized Enterprises (DGPYME) of the Ministry of Industry, Energy and Tourism has prepared a series of didactic materials at the disposal of the schools so as to support training action. These materials have been spread by the web site of the DGPYME and in public events, meetings, etc. In the framework of the collaboration agreement between the Ministry of Education, Culture and Sport and the High Council of Chambers of Commerce, and specifically the programme Entrepreneurial round, the Chambers of commerce have developed some didactic material for promoting the young students entrepreneurial spirit: Dare to be entrepreneurial: http://todofp.es/dctm/todofp/emprendedores/atrevete-a-emprender.pdf?documentId=0901e72b8046daf5 (only ES) Workbook: http://todofp.es/dctm/todofp/emprendedores/cuaderno-de actividades.pdf?documentId=0901e72b8046daf6 (only ES) Didactic guide: http://todofp.es/dctm/todofp/emprendedores/guia-didactica.pdf?documentId=0901e72b8046daf7 (only ES)

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Planned reforms regarding Key competences

Nowadays, the main planned reform is the one affecting the organisation of the fourth grade of Lower Compulsory Secondary Education. The reform will be implemented in the 2014-2015 by the Royal Decree 881/2012, nevertheless, Education Authorities are free to implement already in 2011-2012. The measures established are aimed at: favouring that the students can continue their training once they have ended Lower Compulsory Secondary Education; establishing options in the 4 year of Lower Compulsory Secondary Education targeted to the different modalities of General Upper Secondary Education and to the different cycles of intermediate Vocational Training, with the end of guiding the students choice;
th

establishing an official certificate with the acquisition level of the basic competences of students completing Lower Compulsory Secondary Education without obtaining the certificate (Graduado en Educacin Secundaria Obligatoria). th This reform of the core curriculum for ISCED 2 includes three new electives subjects in the 4 year of Lower Compulsory Secondary Education, named: Food, Nutrition and Health (Alimentacin, Nutricin y Salud), Sciences Applied to the Professional Activity (Ciencias Aplicadas a la Actividad Profesional) and Professional Guidance and Entrepreneurial Initiative (Orientacin Profesional e Iniciativa Emprendedora). REGULATIONS: Royal Decree 1146/2011 July 29th modifying the Royal Decree 1631/2006 establishing the core curriculum corresponding Lower Compulsory Secondary Education, December 29th, as well as the Royal Decrees 1834/2008, November 8th, and 860/2010, July 2nd, affected by these changes. Royal Decree 1190/2012, August 3rd 2012, modifying the Royal Decree 1513/2006, December 7th 2006, establishing the Core Curriculum for Primary Education and the Royal Decree 1631/2006, December 29th 2006, establishing the Core Curriculum for Lower Compulsory Secondary Education. Royal Decree 881/2012, June 1 2012, modifying the first additional provision of the Royal Decree 1146/2011, July 29 2011, on the timetable for implementing Lower Compulsory Secondary Education
st th

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