UNIT 1.1.

OFFICIAL REGULATIONS IN
THE E.S.O.
LOMLOE Legal background
¨ With the entry into force of the new educational Organic
Law 3/2020, which modifies Organic Law 2/2006, on
Education (LOMLOE),
¨ Organic Law 8/2013, of December 9 for the improvement
of educational quality(LOMCE) was repealed,
¨ These laws, both the LOMLOE and the LOMCE are
meaningless without Organic Law 2/2006, of Education
(LOE). Both are modifications of a single article of the LOE.
¨ The correct regulatory framework LOE / LOMLOE, since the
LOMLOE is a modification of the LOE.
¨ The application calendar will take some years
Legal background. Changes

¨ Organic Law 3/2020 for the improvement of LOE (LOMLOE)

¨ Royal Decree 217/2022, of March 29, which establishes the
organization and minimum teachings of Compulsory Secondary
Education
¨ Decree 82/2022, of July 12, which establishes the curriculum of
Secondary Education Compulsory in the autonomous community of
Castilla-La Mancha.
¨ Organic Law 8/2013 for Quality Improvement of Education (LOMCE) Repealed
¨ Royal Decree 1105/2014, which establishes the basic curriculum of Compulsory
Secondary Education and the Baccalaureate. (partially in force)
¨ Decree 40/2015, by which the curriculum of Compulsory Secondary Education
and Baccalaureate in the Autonomous Community of Castilla-La Mancha is
established. (partially in force)
Organization
¨ Early Chilhood Education
¨ Primary Education
¨ Compulsory Secondary Education (Educación Secundaria
Obligatoria or "ESO”), between the ages of twelve and sixteen
years, and comprises four academic courses. The ESO stage is
organized into subjects and comprises two cycles, the first of which
lasts for three school years and the second for just one.
¨ Students choose either the academic subjects pathway, geared
towards the bachillerato, or the applied learning pathway, in
preparation for intermediate-level vocational training.
¨ At the end of the fourth course, a personal assessment is made for
either the academic subjects or applied learning option.
Castilla La Mancha Decree 82/2022

¨ Article 1. The purpose of this decree is to establish

and organize the curriculum for the Compulsory
Secondary Education stag in accordance with the
provisions of
¨ LOE 2/2006,
¨ and article 13.3 of the Royal Decree 217/2022,
which establishes the organization and minimum
teachings of Education Compulsory Secondary.
¨ This decree is applicable in all secondary schools of
Castilla-La Mancha.
CLM Decree 82/2022
¨ Article 2. Definitions.
¨ a) Objectives: achievements that the students are expected to have
achieved at the end of the stage and whose achievement is linked to
the acquisition of key skills and specific skills.
¨ b) Key competences: performances that are considered essential for
students to progress and face the main challenges. Adaptation to
the Spanish educational system of the KC established in the Council
Recommendation of the EU of May 22, 2018 on key competences
for lifelong learning.
¨ c) Specific competences: performances that students must be able to
display in activities or in situations whose approach requires the
basic knowledge of each subject or field. They constitute an element
of connection between, the student exit profile, and the basic
knowledge of the subjects or fields and evaluation criteria.
¨ Article 3. The stage of Compulsory Secondary
Education within the framework of the educational
system.
¨ 1. Compulsory Secondary Education is an educational
stage that constitutes, together with Primary Education
and Basic Grade Vocational Cycles, Basic Education.
¨ 2. This stage comprises four courses and is organized
into subjects and areas.
¨ 3. The fourth year has a orientation nature, for post-
compulsory studies and for incorporation into the Labor
market.
D 82/2022
¨ Article 4. Purposes.
¨ The purpose of Compulsory Secondary Education is to
ensure that students:
¨ acquire the basic elements of culture, especially in its
humanistic, artistic, scientific-technological and motor
aspects
¨ develop and consolidate study and work habits, and
healthy life habits
¨ preparing them for their incorporation to later studies
and for their labor insertion
¨ train them to exercise their rights and obligations as
citizens.
Article 5. General principles.

¨ 1. Compulsory Secondary Education is compulsory and free and in the

ordinary regime it will be studied between the ages of twelve and sixteen,
although male and female students will have the right to remain in the stage
until they are eighteen years old.
¨ 2. At this stage, special attention will be paid to the educational and
professional orientation of students, the gender perspective. Also, and the
specific educational needs of students
¨ 3. Compulsory Secondary Education will be organized in accordance with the
principles of common education and attention to student diversity.
Responsibilities of competent counseling and centers
¨ 4. Among the measures, the adaptations of the curriculum, the integration of
subjects in fields, flexible groupings, the splitting of groups, the offer of
optional subjects, reinforcement programs and personalized support
measures. Principles of Universal Design for Learning.
¨ 5. Special attention to promoting meaningful learning for the development of
skills, promoting autonomy and reflection.
 Article 6. Pedagogical principles.
¨ 1. The schools will elaborate their pedagogical proposals for all the students of this stage according to their
diversity. student learning rhythms, ability to learn by themselves and promote teamwork.
¨ 2. Schools will set up an offer organized by areas and aimed at all students. The grouping of subjects will
maintain the competency focus and their organization will form part of the Educational Project.
¨ 3. Special attention to the acquisition and development of the skills established in the Exit Profile of students at
the end of basic education and the correct oral and written expression and the use of mathematics, the habit of
reading, will be encouraged.
¨ 4. Promote the integration of the skills: they will dedicate some time during the school day to carrying out
projects
¨ 5. Reading comprehension, oral and written expression, audiovisual communication, digital competence, social
and business entrepreneurship, the promotion of a critical and scientific spirit, emotional and values education,
gender equality and creativity will be worked on in all subjects
¨ 6. During the learning of the foreign language, priority will be given to its use in the classroom and specifically
the development of comprehension, expression and oral interaction, using the Spanish language only as support
in the Teaching and learning process.
¨ 7. The CLM Department will establish the conditions and guidelines that allow teachers with the proper
qualifications to teach more than one subject to the same group.
¨ 8. Educational centers: specific solutions for the care of those students who show special learning or integration
difficulties in the activity of the centers, of the students of high intellectual capacity, as well as of the students
disabled.
The CURRICULUM ACCORDING TO LOMLOE (D. 82/2022)

¨ Article 8. Definition.
¨ 1. The curriculum is the set of objectives, skills,
contents, teaching methods, and evaluation criteria
of each one of the teachings foreseen in the LOE
¨ The Education Curriculum Compulsory Secondary
Education is also configured, as established in
article 13 of Royal Decree 217/2022, of March
29, for the set of objectives, competencies,
contents stated in the form of basic knowledge,
pedagogical methods and evaluation criteria.
Article 8
¨ 2. The curriculum is aimed at facilitating the educational
development of students, contributing to the full development of their
personality and preparing them for the exercise of their active
citizenship. In no case, may it be a barrier that generates school
dropout or prevents access to education.
¨ 3. This decree establishes for CLM the curriculum developed from of
the minimum teachings of Compulsory Secondary Education referred
to in article 6.3 of the LOE. Its development includes 40% of school
hours
¨ 4. The schools will develop and complete the CSE curriculum,
specifying its development by courses. Said concretion will be part
of the educational project
¨ 5. Subject groupings may be established in areas
Article 9. Structure of the first three courses of ESO.

¨ 1. The subjects of the first three courses will be the following:

¨ a) Biology and Geology.
¨ b) Physical Education.
¨ c) Plastic, Visual and Audiovisual Education.
¨ d) Physics and Chemistry.
¨ e) Geography and History.
¨ f) Spanish Language and Literature.
¨ g) Foreign Language.
¨ h) Mathematics.
¨ i) Music.
¨ j) Technology and Digitization.
¨ (Bold in every course)
Article 10. Organization of the fourth year of ESO.

¨ 1. The subjects that all fourth-year students will

study will be the following:
¨ a) Physical Education.
¨ b) Geography and History.
¨ c) Spanish Language and Literature.
¨ d) Foreign Language.
¨ e) Mathematics A or Mathematics B, depending on
the choice of each student.
¨ 2. In addition to the subjects listed in the previous section, students will take
three subjects from among the following:
¨ a) Biology and Geology
¨ b) Digitization
¨ c) Economy and Entrepreneurship
¨ d) Artistic Expression
¨ e) Physics and Chemistry
¨ f) Training and Personal and Professional Guidance
¨ g) Latin
¨ h) Music
¨ i) Second Foreign Language
¨ j) Technology
¨ Plus one additional subject (philosophy, classical culture, scientific culture,
robotics, performing arts, dance and folklore)
¨ Article 28. Attention to individual differences.
¨ To reinforce inclusion and ensure quality education
¨ Measures of inclusion all those necessary actions that
allow offering a common quality education to all
students of Compulsory Secondary Education
¨ Access, permanence, promotion and qualification in
equal opportunities, taking into account their
circumstances
¨ To give response to the different rhythms, learning styles
and motivations of the students.
¨ Decree 85/2018
Foreign Languages in the Decree 40/2015

¨ First foreign language: German, French, English and Italian. (1st, 2nd,
3rd and 4th ESO)
¨ Introduction.
¨ (LOMCE) points out in point XII of that the mastery of a second
language,/third foreign language has become a priority in
education as a consequence of the globalization, and it is one of
the main challenges of our educational system.
¨ The European Union sets the promotion of multilingualism as an
inalienable objective for the construction of a European project.
¨ The Law strongly supports multilingualism to ensure that students are
fluent in at least one foreign language, whose level of oral and
written comprehension and oral and written expression is decisive in
favor of employability and personal development.
¨ Interdisciplinary work and coordination with the
team is basic
¨ Teacher are due to carry out the joint
programming of projects that include objectives of
the different areas of learning, and carry out the
competence assessment.
¨ There is also the possibility of working in
collaboration with other schools and foreign
educational and cultural institutions thanks to
European platforms and programs
 Social Guarantee Programs
(Programas de Garantía Social)

¨ The LOGSE establishes, in its article 23, social

guarantee programs
¨ for those students who do not reach the objectives
of Compulsory Secondary Education
¨ to provide them with a basic and professional
training that allows them to join active life or
continue ther studies.
¨ Each Administration regulates its offer of Social
Guarantee Programs (training components, duration,
etc.)
Characteristics of Social Guarantee Programs

¨ Training programs for young people without professional

qualification
¨ Aimed at young people (16-21years, who have not
achieved the objectives of CSE or have a degree in
Vocational Training
¨ Aimed at improving their general training and training them
to perform certain jobs and professional profiles.
¨ Its duration varies between 990 and 1,800 hours of
training (between 26 and 30 hours per week).
¨ These programs are free.
¨ Different modalities are developed adapted to the
characteristics and expectations of the students.