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AUTONOMOUS COMMUNITY OF
MADRID
Ismael Sanz Labrador
Luis Pires Jiménez
General Direction of Innovation, Grants, and Scholarships for Education
Regional Ministry of Education, Youth and Sports, Community of Madrid
Language and Literacy
Madrid, the capital of Spain, was born as an autonomous community in 1983 with the Statute of
Autonomy of the Autonomous Community of Madrid and with approval of the Spanish Constitution
of 1978.1,2 The third most populated community in Spain, Madrid is considered the main national
center of the tertiary sector and one of the most prominent and developed regions in Spain and Europe.
It stands as the first autonomous community in most principal social and economic indicators.
The official language in Madrid is Spanish, and an enormous effort is being made by the Madrid
Educational Department to make Madrid’s future generations bilingual in English and Spanish. It is a
belief of the Autonomous Community of Madrid that proficiency in English is fundamental to the
future of its youth, and that belief was behind the implementation of a model of bilingual education.3
All of Spain’s autonomous communities, with the help of central authorities, are introducing
Content and Language Integrated Learning (CLIL) programs in schools.4 The CLIL curriculum, in
which some subjects are taught in English, was established in Madrid in 2004 with the bilingual
program implementation. A virtual community of primary and secondary schools named Aprendizaje
Integrado de Contenido y Lengua (Content and Language Integrated Learning), or AICOLE, has digital
education content. Created by the Department of Education of the Autonomous Community of
Madrid, this community was created to connect teachers and their resources and to improve the CLIL
methodology by exchanging resources and best practices.5
It is important to describe the bilingual program as a special initiative to promote reading in
English and Spanish: Since 2004, the Autonomous Community of Madrid has implemented a model
of bilingual state education in which students not only study English as a foreign language but also
receive curricular instruction for other subjects in English. English therefore becomes a working
language that is used in a cross-curricular way in schools, allowing students to acquire it more quickly,
naturally, and effortlessly. All bilingual state schools comply with the official curriculum set out by the
Community of Madrid. The program began with 26 state primary schools, and there are currently 360
state primary schools and 134 state secondary schools in the Madrid bilingual school network in
addition to 193 state funded primary schools, of which 47 offer bilingual studies in secondary
PIRLS 2016 ENCYCLOPEDIA
AUTONOMOUS COMMUNITY OF MADRID 1education. From its inception, the Madrid bilingual program has made a solid commitment to the
professional development of its teachers, offering courses in leadership, CLIL methodology, language
improvement, language immersion, and teaching practice in Madrid and in countries such as Canada,
the United States, Ireland, and the United Kingdom.
Overview of the Education System
The Spanish Constitution of 1978 created a highly decentralized education system. The Spanish
government oversees legislation, basic structure, and cooperative initiatives among all autonomous
communities and with other nations. Madrid, like all autonomous communities, is responsible for all
other aspects of education, including schools, curricula, and financial and personnel management.
Current educational regulations, including the 2013 Organic Law for Improvement of Educational
Quality (known by its Spanish acronym, LOMCE), guarantee the uniformity and unity of the education
system while also allowing autonomous communities to make individual decisions.6 This law includes
an additional provision for state and regional cooperation to promote an adequate description of the
relationships among competencies, content, and assessment criteria of the different stages of education.
Thus, the curriculum has a centralized common framework that is developed and implemented by the
autonomous communities and schools.7,8
In Madrid, schools are classified according to whether they are state or private, although the vast
majority of private schools also are publicly funded. Out of 3,620 schools in Madrid that offer
elementary and secondary education, 1,880 are public, 1,180 private, and 560 private but publicly
funded. Public expenditure on education in Madrid totaled €4.85 million in 2015. Of that amount,
€3.31 million was used for nonuniversity education, €1.49 million for university education, and
€51,000 for training for employment.9
Structure of the Education System
The current basic structure of the Spanish education system was validated in 2013 by LOMCE, which
did not modify the organization established in 2006 and previously in 1990. This structure is the same
for the Autonomous Community of Madrid. The levels of education comprise preprimary education
(ages 0 to 6), primary education (ages 6 to 12), and secondary education (ages 12 to 18).
Preprimary education is not compulsory. It is organized into two cycles, one for children ages 0 to
3 (87,922 students in Madrid were enrolled in the 2015–2016 school year) and the other for children
ages 3 to 6 (202,206 students in Madrid were enrolled in 2015–2016). The second cycle is free of charge.
Primary education and compulsory secondary education comprise Spain’s basic education—10
years of schooling (generally for students ages 6 to 16) that are compulsory and free of charge. Primary
education consists of Grades 1 to 6 (416,138 students were enrolled in primary education in Madrid in
2015–2016).
PIRLS 2016 ENCYCLOPEDIA
AUTONOMOUS COMMUNITY OF MADRID 2Secondary education is divided into two stages: compulsory secondary and post-compulsory
secondary. Compulsory secondary education comprises Grades 7 to 10, which generally correspond to
ages 12 to 16 (258,891 students were enrolled in Madrid in 2015–2016).
Post-compulsory secondary education (Grades 11 to 12) includes the baccalaureate and vocational
education intermediate level (in 2015–2016 in Madrid, 105,921 students were enrolled at the
baccalaureate level and 34,169 at the vocational intermediate level).
Last, higher education includes university (UNESCO’s ISCED Level 6 and above) and higher level
vocational education, higher level arts and design, and higher level sports education (ISCED Level 5)
(38,761 students were enrolled in higher level vocational education in Madrid in 2015–2016).10,11
Language/Reading Curriculum in the Fourth Grade
Reading Policy
In general, reading instruction begins at the preprimary level of education. In Madrid, as in Spain, the
main goal of instruction in the area of Spanish language and literature is for students to achieve
competence in the linguistic skills of listening, speaking, reading, and writing in an integrated manner.
Summary of Autonomous Curriculum
The education law defines “curriculum” as “the regulation of the elements that determine the teaching
and learning processes for each level.” The National Core Curriculum for Primary Education was
published in March 2014 and implemented at the fourth grade in the 2015–2016 school year.12
Madrid’s curriculum of Spanish language and literature in primary education follows the content,
assessment criteria, and learning standards suggested by the Ministry of Education, Culture, and Sport
in the National Core Curriculum. These blocks, or sections, are developed over the six years of primary
education. The blocks include:
• Oral Communication: Speaking and Listening
• Written Communication: Reading
• Written Communication: Writing
• Knowledge of the Language
• Literary Education
Reading Curriculum for Primary Education13
Madrid complements the aforementioned blocks by detailing their contents. Those related to reading
are included in the Written Communication: Reading block and are organized by grade:
• First grade
o The alphabet, relationships between sounds, and writing
o Reading comprehension of short texts
PIRLS 2016 ENCYCLOPEDIA
AUTONOMOUS COMMUNITY OF MADRID 3• Second grade
o Understanding texts; reading aloud and silently
o Reading comprehension of different types of texts; relevant information, vocabulary, main
ideas, illustrations
• Third grade
o Reading aloud short texts with rhythm, fluency, and appropriate intonation; respecting
punctuation marks
o Reading with comprehension aloud and silently of narrative texts, poems, etc.
• Fourth grade
o Reading comprehension of different types of texts read aloud and silently
o Use of reference books and other sources of information
• Fifth grade
o Reading comprehension of different types of texts
o Use of different strategies for reading comprehension
o Use of the library to search for information and as a learning source; responsible and efficient
use of Information and Communications Technology (ICT)
• Sixth grade
o Reading comprehension of different types of texts read aloud and silently
o Efficient and responsible use of ICT to search for information and present projects
The Autonomous Community of Madrid places a special emphasis on literature education from
third to sixth grade with specific content and requirements defined in the autonomous curriculum.
Some of the content includes:
• Third to fourth grade
o Read and comprehend at least one literary piece each trimester
o Read aloud poems
• Fifth to sixth grade
o Read and comprehend at least six literary pieces during the school year
o Guided reading of oral-traditional narrative texts, classic pieces, and actual literature
o Read aloud poems, following the rhythm
o Read aloud a theater play
PIRLS 2016 ENCYCLOPEDIA
AUTONOMOUS COMMUNITY OF MADRID 4Teachers, Teacher Education, and Professional Development
Teacher Education Specific to Reading
The procedures established throughout Spain for becoming a primary education teacher apply in
Madrid. In primary education, generalist teachers instruct in language and literature subjects.
Beginning in 2010, the primary school teacher university degree was extended from three to four
academic years of study, following the European process of convergence. The curriculum includes
language and literature fundamentals and their pedagogy among the core subjects, as well as other
optional courses related to these disciplines and a compulsory practicum.14,15,16,17 Teachers obtain a
teaching position through open competition at primary and secondary public schools or a contract at
private schools.
There are key elements of the bilingual program in Madrid that apply to state primary school
teachers and state secondary teachers.18,19 In order for state primary school teachers to teach subject
areas in English, teachers who are foreign language specialists must have obtained the Linguistic
Certificate required for bilingual teaching positions. This certificate can be obtained through the
procedures established by the official call issued by the General Directorate of Human Resources. Two
procedures must be followed to obtain the certificate: 1) Obtain university degrees or official language
certifications deemed equivalent to a Common European Framework of Reference for Languages
(CEFRL) level C1 or above (these degrees and certifications are listed in the aforementioned official
call), and 2) Pass an examination that recognizes—exclusively for teaching positions in the Community
of Madrid—a CEFRL C1 level of linguistic proficiency that denotes effective operational proficiency.20
The certificate has a limited validity period. If, during the established length of time, teachers who have
obtained the certificate do not carry out any teaching in English, their certificate will expire and they
will have to renew it through future official calls.
In recognition of their efforts to teach in a foreign language, teachers receive a financial bonus in
accordance with the number of hours taught in English. Teachers who have obtained the Linguistic
Certificate must teach the maximum number of hours possible in English within the bilingual
program, thereby ensuring its implementation and optimal results. English foreign language specialists
in state primary schools who have not obtained the Linguistic Certificate required for bilingual
teaching positions can only teach English as foreign language.
State secondary school teachers also must first have obtained the Linguistic Certificate to teach
their subject areas in English. In recognition of their efforts to teach in a foreign language, state
secondary teachers also receive a financial bonus in accordance with the number of hours taught in
English. State secondary school English foreign language specialists who wish to teach the advanced
English curriculum in a bilingual section must have obtained the required certificate to ensure its
implementation and optimum results.
The certificate to teach the advanced English curriculum in the bilingual sections of state secondary
schools in Madrid can be obtained in two ways: 1) Pass an aptitude test that consists of the presentation
and defense before an examining board of a didactic unit for one of the grades of compulsory secondary
PIRLS 2016 ENCYCLOPEDIA
AUTONOMOUS COMMUNITY OF MADRID 5education or Baccalaureate (it must be based on the advanced English curriculum and be written and
presented in English), or 2) Obtain official secondary and tertiary cycle university degrees related to
cultural, linguistic, literary, or translation studies from English speaking countries.
Requirements for Ongoing Professional Development in Reading for Teachers
In Madrid, there is an effort to implement quality professional development among teachers. One of
the main goals is teacher training to maintain the high caliber of the Madrid bilingual program. The
Regional Ministry of Education has made a firm commitment and a strong investment to provide
Madridʼ s teachers with the best possible teacher training adapted to the specific needs of the bilingual
program.
One of the best ways to promote effective language learning is to facilitate cultural and linguistic
immersion abroad. The English language teacher training program, which the Regional Ministry of
Education has offered yearly since 2008, allows teachers to choose the type of immersion experience
best suited to their personal availability and professional needs, whether in intensive courses in Madrid
or in English speaking countries abroad. During the 2016–2017 school year, this training program
offered 699 state primary school teachers, 665 state secondary school teachers, and 183 state vocational
education teachers the opportunity to improve their linguistic competencies in English. Designed and
delivered in collaboration with prestigious universities and institutions in the United Kingdom, the
United States, and Canada, these courses are complemented with courses in Madrid and online courses
organized by foreign institutions.
Since 2007, Madrid’s state universities have offered state secondary school teachers English
language improvement courses throughout the year and intensive courses during the month of July.
The variety of in-service training offered allows every teacher in the Community of Madrid to find the
type of training course that best fits his or her availability and professional needs. A special program
for the Professional Development of Teaching Competencies was first offered to primary and
secondary teachers in 2013 and has been offered during the first term of the 2015–2016 academic year.
It consisted of a four week program that took place at the University of Chichester in the United
Kingdom, where classes in teaching methodology were complemented by direct observation and
assistant teachership, with a range of tasks to fulfill so as to maximize the benefit of their time in school,
supervised by mentor teachers in British schools. Another Professional Development of Teaching
Competencies program was offered in 2016–2017 and 2017–2018 to primary and secondary teachers
in Norwich through the Norwich Institute for Language Education, with a focus on agreed teacher
competencies, and to include placement in Norwich and Norfolk schools for focused observation,
materials gathering, and teacher support roles. Last, teacher training courses are made available
through Madrid’s local teacher training network for teachers who have obtained their Linguistic
Certificate and wish to further their professional development.
PIRLS 2016 ENCYCLOPEDIA
AUTONOMOUS COMMUNITY OF MADRID 6Reading Instruction in the Primary Grades
Instructional Materials
Teacher teams in individual schools can choose textbooks and other teaching resources according to
their school programs. Article 113 of the Organic Law for Improvement of Educational Quality
(known by its acronym in Spanish, LOMCE) in 2013 states that every school must have a school library.
In addition, bilingual primary schools in Madrid have a special reference to resources in the legal order
that governs state bilingual primary schools:21
• Besides textbooks and other teacher resources, teachers are considered the main resource for the
students. Teachers and conversation assistants are available to meet the needs of the classroom.
• CDs, cartoons, movies, books, rhymes, songs, and puppets are used to expose children to
different accents and voices.
• A variety of books (fiction and nonfiction with illustrations) adapted to studentsʼ age and
interests should be chosen.
• Items such as images, posters, toys, physical objects, games, crossword puzzles, and word
searches will be used to practice vocabulary.
• Dictionaries and reference books should be available in each class.
Use of Technology
In primary education, the importance of integrating technologies in the area of language and literature
is specified in order to achieve the development of the four basic skills: listening, speaking, reading,
and writing. The curriculum for primary education in the Community of Madrid explains the content,
assessment criteria, and standards related to technology and digital resources that will be evaluated
throughout the six years of primary education. The main content includes:
• Searching for information on the Internet
• Learning environments based on Information and Communications Technology (ICT)
• Collection and storage of information
• Project presentations
• Email
• Planning and management of assigned projects
• Programming foundation (e.g., creation of small computer programs)
• Practices in the use of ICT
• Use of equipment
It is important to mention that all bilingual schools in the Community of Madrid are provided with
interactive digital whiteboards that teachers learn to use effectively through training courses that focus
on how to make the most of this valuable resource.
PIRLS 2016 ENCYCLOPEDIA
AUTONOMOUS COMMUNITY OF MADRID 7Role of Reading Specialists
There are no reading specialists in primary education in Madrid. The language and literature teacher
(normally the classroom teacher) is responsible for reading instruction, even though other subject
teachers also cover reading comprehension.
Second Language Instruction
The Community of Madrid has launched a program named Programa Escuelas de Bienvenida
(Welcoming Schools Program) to help immigrant students integrate into schools. The main resource
in this program is the linkage classes. These classes are designed to help up to 12 students acquire
language and communication skills in Spanish. The provision of linkage classes in public and private
schools for the 2016–2017 school year is 73.22
Accommodation Policies for Instruction
Madrid follows the same procedures established by LOMCE (2013). The law states that measures will
be put in place to adapt conditions for the instruction and testing of students with special needs.
Individual intervention developed by the teacher can be provided for students and implemented in
class. This intervention aims to implement the reading abilities by individually adapting the reading
content to a studentʼ s specific needs using Individual Curriculum Adaptation.
If the difficulties are more challenging, the student may receive support outside the classroom for
certain periods of time. During that time, the support room will be provided with a special education
teacher who will work one on one with the student to overcome reading difficulties.
Students with Reading Difficulties
Diagnostic Testing
Initial diagnoses of reading difficulties are made by the teacher based on observations and specific tests.
An educational psychologist intervenes when reading disabilities based on these diagnoses and
observations are considered serious.
Instruction for Children with Reading Difficulties
Madrid has a program of accompanying support (Programa de acompañamiento y apoyo escolar) for
students in Grades 4 to 6 with social disadvantages and learning difficulties in language and
mathematics. The program aims to provide support for students to acquire and reinforce learning. For
the 2016−2017 academic year, it is estimated that 4,905 students will benefit from this program.23,24
This program follows stipulations by LOMCE (2013) that support be provided for students who
require specialized education due to specific learning disabilities, attention deficit hyperactivity
disorder, high intellectual abilities, delayed integration into the education system, personal problems,
and weak academic records.
PIRLS 2016 ENCYCLOPEDIA
AUTONOMOUS COMMUNITY OF MADRID 8Monitoring Student Progress in Reading
External evaluations at the end of educational stages are some of the latest developments introduced
by the Organic Law for Improvement of Educational Quality (2013), or LOMCE, as a measure to
improve the quality of the educational system.25 Originally, LOMCE (2013) previewed four nationwide
evaluations in Grades 3, 6, 10, and 12. Further normative developments have introduced the following
changes in these evaluations until a National Pact on Education is in force:
• Grade 3—Remains without changes.
• Grade 6—Evaluation becomes sample based, although the regions may increase the number of
participants above the sample requirements or make the evaluations census based.
• Grade 10—Evaluation becomes sample based, although the regions may increase the number of
participants above the sample requirements or make the evaluations census based. Evaluation has
no academic effects.
• Grade 12—Evaluation serves only the purpose of university admission.
The Madrid Community has decided to make all such evaluations census based. At the time PIRLS
was administered in 2016, the evaluations were census based for Grades 3 and 6. In Grade 3, the results
were used to adopt ordinary and extraordinary measures if necessary (e.g., in the case of unfavorable
results). Evaluations had no academic consequences for students. In Grade 6, the results were offered
in an individual report to the families and had an informative and guiding purpose for families and for
the schools and teachers where the student would attend secondary education.26,27
These evaluations have had a formative and a diagnostic purpose. On the one hand, they assessed
whether students achieved the expected competencies and learning level for their normal personal and
professional development. On the other hand, the evaluations aimed to guide students in their school
decisions based on their acquired knowledge and competencies. Furthermore, they regulated the
standards required throughout Spain to obtain certificates at every stage. They also provided families,
schools, and administrations with valuable information for future educational decisions.
Schools use assessment results in Grade 3 to plan interventions to guarantee student achievement
in key competencies during Grades 4 to 6 of primary education. These results allow schools to evaluate
instruction and teacher performance and, when appropriate, to analyze, evaluate, and redirect the
actions they developed for Grades 1 to 3.
From the 2004–2005 school year until 2015, the Education Department developed an assessment
to measure the improvement of knowledge and skills in mathematics and Spanish language among
students in Madrid. This assessment was named Prueba de Conocimientos y Destrezas Indispensables
(Knowledge and Basic Skills Test), also known by its Spanish acronym CDI. This test for sixth grade
students was divided into two parts: 40 minutes of mathematics and 60 minutes of Spanish language.
Because it was census based, all students in the Madrid Community were assessed. The CDI assessment
also was conducted in the third year of secondary education.28,29
PIRLS 2016 ENCYCLOPEDIA
AUTONOMOUS COMMUNITY OF MADRID 9Special Reading Initiatives
Since 2008, Madrid has had a regional initiative that includes school competitions and contests.
Concurso de Narración y Recitado de Poesía (Narration and Poetry Reciting Contest) fosters reading
skills and develops linguistic communication competency.30 This contest targets fifth grade students
and aims to promote the practice of methodological innovation activities and deepen the learning of
the linguistic communicative competency through oral and written expression. During the 2015−2016
school year, 269 students participated, and it is estimated that 280 students will participate in
2016−2017.
In the 2013–2014 school year, the Madrid community started an English oratory contest (Concurso
de Oratoria en Inglés) with 345 students.31 The objective is to stimulate the improvement of oral
communication and English language competence for students in fifth and sixth grade. The second
English oratory contest was in 2014–2015 with 429 students.
In the 2015–2016 school year, 232 students started a Spanish oratory contest (I Concurso de
Oratoria en Primaria), and it is estimated that 324 students will participate in 2016–2017.
Madrid has a program of educational enrichment for high achieving primary and secondary
students (Programa de Enriquecimiento Educativo para Alumnos con Altas Capacidades), and for
2016–2017 it is estimated 950 primary education students will benefit from it.32 Voluntary and free of
charge, the program is conducted outside school every other Saturday throughout the year. Students
are offered activities and learning contexts that complement the activities done in school.
For Baccalaureate high achieving students, there is an option called Baccalaureate of Excellence
(Bachillerato de Excelencia) focused on students who have special motivation in scientific knowledge,
arts, technologies, and their own methodologies. For low achievers at the secondary level, an option
called Programa Refuerza (Reinforcement and Support Program) aims to improve academic results by
reinforcing and complementing learning.
Use and Impact of PIRLS
Madrid has used its participation in PIRLS to promote reading across the curriculum and to collect the
resources and documents used in PIRLS 2001, 2006, and 2011. The community has made all these
resources available for download and use in the classroom. All the released items are accompanied by
the coding guides in order to make these resources more useful.33
Madrid amplified its PIRLS sample in 2016 and will use this opportunity to conduct a deeper
analysis of its bilingual program since the students in participating schools took the assessment in
English. Community officials gave a presentation to communicate these changes.34
Actions taken at the national and regional levels to disseminate and use the PIRLS results include:
• Publishing an official educational newsletter publication on the webpage of the National Institute
for Educational Evaluation35
PIRLS 2016 ENCYCLOPEDIA
AUTONOMOUS COMMUNITY OF MADRID 10• Holding seminars to disseminate results within the educational community and with teachers
and principals, including:
o The PIRLS-TIMSS Congress in 201336
o A 2013 seminar for released items of TIMSS, PIRLS, and the Programme for International
Student Assessment (PISA)37
o Second Forum: International External Evaluations: PIRLS and TIMSS in 201338
o Current Prospects for National and International Educational Evaluations in 201639
Suggested Readings
Ballester Roca, J. (2015). La formación lectora y literaria [Reading and Literary Education]. Barcelona: Graó
Calero Guisado, A. (2011). Cómo mejorar la comprensión lectora: Estrategias para lograr lectores competentes [How to
improve reading comprehension: Strategies to reach competent readers]. Madrid: Wolters Kluwer Educación.
Cassany, D. (2012). En línea: leer y escribir en la red [Online: Read and write on the web]. Barcelona: Anagrama.
Cassany, D. (2009). Para ser letrados: voces y miradas sobre la lectura [To be literate: Voices and looks about reading].
Barcelona: Paidós.
EURYDICE. (2013). La enseñanza de la lectura en Europa: Contextos, políticas y prácticas [Teaching reading in Europe:
Contexts, policies, and practices]. Madrid: Ministerio de Educación, Cultura y Deporte.
González Fernández, A. (2014). Estrategias de comprensión lectora [Reading Comprehension Strategies]. Madrid:
Síntesis.
Martín Vegas, R. (2014). Manual de Didáctica de la Lengua y la Literatura [Manual of teaching of language and
literature]. Madrid: Síntesis.
Álabe: Revista de la Red de Universidades Lectoras. (2016). Lectura sin fin… [Neverending Reading…]. Retrieved from
http://revistaalabe.com/index/alabe/article/view/382/242
Solé, I. (2012). Competencia lectora y aprendizaje [Reading competence and learning ]. Retrieved from
http://diposit.ub.edu/dspace/handle/2445/59387
References
1
Ley Orgánica 3/1983, de 25 de febrero, de Estatuto de Autonomía de la Comunidad de Madrid [Organic Law for
the Statute of Autonomy of the Autonomous Community of Madrid]. Retrieved from
http://www.madrid.org/wleg_pub/servlet/Servidor?opcion=VerHtml&nmnorma=1
2
Constitución Española [Spanish Constitution] (1978). Retrieved from
http://www.boe.es/aeboe/consultas/bases_datos/doc.php?id=BOE-A-1978-31229
3
Comunidad de Madrid Dirección General de Innovación, Becas y Ayudas a la Education. La Educación bilingüe
en la comunidad de Madrid: Curso 2015–2016 [Madrid, a bilingual community 2015–2016]. Retrieved from
http://www.educa2.madrid.org/web/educamadrid/principal/files/8c5dec3a-4665-4b9d-a373-
46ab12fbef6b/Imagenes/curso%202015_2016/Bilingues15-16_transparente_escalado.png?t=1444216714269
4
Eurydice (2006). Aprendizaje integrado de contenidos y lenguas (AICLE) en el contexto escolar europeo. [CLIL
in the European School context]. Retrieved from
https://sede.educacion.gob.es/publiventa/detalle.action?cod=12139
PIRLS 2016 ENCYCLOPEDIA
AUTONOMOUS COMMUNITY OF MADRID 115
Aprendizaje Integrado de Contenido y Lengua, AICOLE. [Content and Language Integrated Learning, CLIL].
Retrieved from http://www.educa2.madrid.org/web/aicole
6
Ley Orgánica 8/2013, de 9 de diciembre [Organic Law for Improvement of Educational Quality]. (2013)
Retrieved from http://www.boe.es/diario_boe/txt.php?id=BOE-A-2013-12886
7
Ministerio de Educación, Cultura y Deporte. (2014). Real Decreto 126/2014, de 28 de febrero, por el que se
establece el currículo básico de la Educación Primaria. (BOE de 1 de marzo de 2014) [RD126/2014 establishing
the curriculum for Primary Education]. Retrieved from http://www.boe.es/boe/dias/2014/03/01/pdfs/BOE-A-
2014-2222.pdf
8
Ministerio de Educación, Cultura y Deporte. (2015).Real Decreto 1105/2014, de 26 de diciembre, por el que se
establece el currículo básico de la Educación Secundaria Obligatoria y del Bachillerato. (BOE de 3 de enero de
2015) [RD 1105/2014 establishing the curriculum for secondary compulsory education and baccalaureate].
Retrieved from https://www.boe.es/boe/dias/2015/01/03/pdfs/BOE-A-2015-37.pdf
9
Comunidad de Madrid. (2017). Datos y cifras de la educación, 2016-2017. [Facts and figures of education, 2016-
2017]. Retrieved from http://www.madrid.org/bvirtual/BVCM016322.pdf
10
Comunidad de Madrid. (2017). Datos y cifras de la educación, 2016-2017. [Facts and figures of education, 2016-
2017]. Retrieved from http://www.madrid.org/bvirtual/BVCM016322.pdf
11
UNESCO Institute for Statistics. (2012). International Standard Classification of Education ISCED 2011.
Retrieved from http://uis.unesco.org/sites/default/files/documents/international-standard-classification-of-
education-isced-2011-en.pdf
12
Ministerio de Educación, Cultura y Deporte. (2014). Real Decreto 126/2014, de 28 de febrero, por el que se
establece el currículo básico de la Educación Primaria. (BOE de 1 de marzo de 2014) [RD126/2014 establishing
the curriculum for Primary Education]. Retrieved from http://www.boe.es/boe/dias/2014/03/01/pdfs/BOE-A-
2014-2222.pdf
13
Comunidad de Madrid. (2014). Decreto 89/2014, de 24 de julio, del Consejo de Gobierno, por el que se establece
para la Comunidad de Madrid el Currículo de la Educación Primaria [Decree 89/2014 establishing the
curriculum for Primary Education in the Madrid Community]. Retrieved from
https://www.bocm.es/boletin/CM_Orden_BOCM/2014/07/25/BOCM-20140725-1.PDF
14
Jefatura del Estado. (2007). Ley Orgánica 2/2007, de 12 de abril, por la que se modifica la Ley Orgánica 6/2001,
de 21 de diciembre, de Universidades [Organic Law 2/2007 that modifies the Organic Law 6/2001 about
Universities]. Retrieved from https://www.boe.es/buscar/doc.php?id=BOE-A-2007-7786
15
Ministerio de Educación y Ciencia. (2007). Real Decreto 1393/2007, de 29 de octubre, por el que se establece la
ordenación de las enseñanzas universitaria oficiales [Royal Decree 1393/2007 that orders University studies].
Retrieved from https://www.boe.es/buscar/act.php?id=BOE-A-2007-18770
16
ORDEN ECI/3858/2007, de 27 de diciembre, por la que se establecen los requisitos para la verificación de los
títulos universitarios oficiales que habiliten para el ejercicio de las profesiones de profesor de educación
ecundaria obligatoria y bachillerato, formación profesional y enseñanzas de Idiomas [Order ECI/3857/2007 that
states the curriculum and organization of the university grade for primary teacher]. (2007). Retrieved from
http://www.boe.es/boe/dias/2007/12/29/pdfs/A53747-53750.pdf
17
ORDEN ECI/3858/2007, de 27 de diciembre, por la que se establecen los requisitos para la verificación de los
títulos universitarios oficiales que habiliten para el ejercicio de las profesiones de profesor de educación
ecundaria obligatoria y bachillerato, formación profesional y enseñanzas de Idiomas [Order ECI/3857/2007 that
states the curriculum and organization of the university grade for primary teacher]. (2007). Retrieved from
http://www.boe.es/boe/dias/2007/12/29/pdfs/A53747-53750.pdf
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ORDEN 1275/2014, de 11 de abril, de la Consejería de Educación, Juventud y Deporte, por la que se regula el
procedimiento de obtención de la habilitación lingüística en lengua extranjera para el desempeño de puestos
bilingües en centros docentes públicos y en centros privados sostenidos con fondos públicos, de educación
infantil, educación primaria y educación secundaria, de la Comunidad de Madrid [ORDER 1275/2014, dated 11
April, issued by the Regional Ministry of Education, Youth and Sport to establish the procedure to obtain the
certificate to teach in a foreign language in bilingual posts in state and state-funded primary and secondary
schools in the Community of Madrid]. Retrieved from
http://w3.bocm.es/boletin/CM_Orden_BOCM/2015/04/21/BOCM-20150421-8.PDF
19
ORDEN 1317/2015, de 7 de mayo, de la Consejería de Educación, Juventud y Deporte, por la que se regula el
procedimiento de acreditación para impartir el currículo de Inglés Avanzado en los institutos bilingües y en los
centros privados concertados autorizados para impartir el programa bilingüe en educación secundaria de la
Comunidad de Madrid [ORDER 1317/2015, dated 7 May, issued by the Regional Ministry of Education, Youth
and Sport, which regulates the procedure to obtain the certificate to teach the “Advanced English Curriculum” in
Bilingual state and state-funded schools authorized to impart the bilingual program in secondary education in
the Community of Madrid]. Retrieved from
https://www.bocm.es/boletin/CM_Orden_BOCM/2015/05/14/BOCM-20150514-10.PDF
20
Council of Europe. (n.d.). Common European framework of reference for languages (CEFR). Global scale—Table
1 CEFR 3.3): Common reference levels. Retrieved from https://www.coe.int/en/web/common-european-
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21
ORDEN 5958/2010, de 7 de diciembre, por la que se regulan los colegios públicos bilingües de la Comunidad de
Madrid. [ORDER 5958-2010, dated 7 December governing State Bilingual Primary Schools in the Community of
Madrid]. (2011). Retrieved from
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[Welcome Schools Programme]. Retrieved from:
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general de educación Infantiol, primaria y secundaria sobre el desarrollo del programa de acompañamiento y
apoyo escolar en centros publicos de educación Infantil y primaria durante el curso escolar 2016/2017
[Instructions of the general direction of infant, primary and secondary education on the development of the
program of accompaniment and support school in public centers of primary and secondary education during the
school year 2016/2017]. Retrieved from
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24
Comunidad de Madrid. (2017). Datos y cifras de la educación, 2016-2017. [Facts and figures of education, 2016-
2017]. Retrieved from http://www.madrid.org/bvirtual/BVCM016322.pdf
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quality]. Retrieved from http://www.boe.es/diario_boe/txt.php?id=BOE-A-2013-12886
26
Instituto Nacional de Evaluación Educativa. (2013) Evaluación de tercer curso de educación primaria [Primary
education: Grade 3 evaluation]. Retrieved from https://www.mecd.gob.es/inee/evaluaciones-
nacionales/Evaluacion_tercero_Primaria.html
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Instituto Nacional de Evaluación Educativa. (2013) Evaluación final de educación primaria (6º de primaria)
[Primary education: Grade 6 evaluation]. Retrieved from https://www.mecd.gob.es/inee/evaluaciones-
nacionales/Evaluacion_sexto_Primaria.html
28
RESOLUCIÓN de 23 de febrero de 2015, de las Viceconsejerías de Educación, Juventud y Deportes y de
Organización Educativa, por la que se dictan instrucciones para la celebración de la prueba de conocimientos y
destrezas indispensables (CDI) de los alumnos de sexto curso de Educación Primaria de la Comunidad de
Madrid, en el año académico 2014-2015 [RESOLUTION, dated 23 February of 2015 issued by the Regional
Ministry of Education which organizes the knowledge and basic skills test in Primary Education for the Madrid
Community in the year 2014-2015]. (2015). Retrieved from
https://www.bocm.es/boletin/CM_Orden_BOCM/2015/03/09/BOCM-20150309-12.PDF
29
RESOLUCIÓN de 16 de febrero de 2015, de las Viceconsejerías de Educación, Juventud y Deporte y de
Organización Educativa, por la que se dictan instrucciones para la celebración de la Prueba de Conocimientos y
Destrezas Indispensables (CDI) de los alumnos del tercer curso de Educación Secundaria Obligatoria y del
primer curso del Programa de Diversificación Curricular de la Comunidad de Madrid, en el curso 2014-2015
[RESOLUTION, dated 16 of February of 2015 issued by the Regional Ministry of Education which organizes the
knowledge and basic skills test in Secondary Education for the Madrid Community in the year 2014-2015].
(2015). Retrieved from https://www.bocm.es/boletin/CM_Orden_BOCM/2015/02/27/BOCM-20150227-16.PDF
30
ORDEN 3995/2016, de 21 de diciembre, de la Consejería de Educación, Juventud y Deporte, por la que se
aprueban las bases reguladoras del Concurso de Narración y de Recitado de Poesía para los alumnos de
Educación Primaria de la Comunidad de Madrid [ORDER 3995/2016, dated 21 of December issued by the
Regional Ministry of Education which approves and states regulations about the Narration and Poetry Reciting
Contest for students in Primary Education in the Madrid Community]. (2016). Retrieved from
https://www.bocm.es/boletin/CM_Orden_BOCM/2017/01/04/BOCM-20170104-19.PDF
31
ORDEN 460/2014, de 13 de febrero, de la Consejería de Educación, Juventud y Deporte, por la que se aprueban
las bases reguladoras y se convoca el Concurso de Oratoria en Inglés de la Comunidad de Madrid [ORDER
460/2014, dated 13 of February issued by the Regional Ministry of Education which approves and states
regulations about the Oratory in English Contest in the Madrid Community]. (2014). Retrieved from
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32
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33
Comunidad de Madrid. (2017). Pruebas PIRLS-recursos para la Comunidad de Madrid [PIRLS resources for the
Madrid Community]. Retrieved from http://comunidadbilingue.educa2.madrid.org/inicio/-/visor/pruebas-
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34
Sanz Labrador, I. (2017). Evaluación del programa bilingüe de la Comunidad de Madrid [Biligual programme
assessment in the Madrid Community presentation]. Retrieved from https://www.slideshare.net/innovacion_edu
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educational newsletter PIRLS-TIMSS 2011]. Retrieved from
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centro. [PIRLS-TIMSS Congress]. Retrieved from http://www.mecd.gob.es/inee/Informaciones-de-
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(Cantabria) sobre el seminario de preguntas liberadas PISA, TIMSS y PIRLS. ¿Aprobarías un examen de PISA?
[Follow us live: Information to the minute from Comillas (Cantabria) on the seminar of questions released PISA,
TIMSS and PIRLS. Would you pass a PISA exam?]. Retrieved from
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PIRLS 2016 ENCYCLOPEDIA
AUTONOMOUS COMMUNITY OF MADRID 15You can also read
