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Home , Cantabria, Community of Madrid, Madrid

AUTONOMOUS COMMUNITY OF

Ismael Sanz Labrador Luis Pires Jiménez General Direction of Innovation, Grants, and Scholarships for Regional Ministry of Education, Youth and Sports,

Language and Literacy Madrid, the capital of , 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 in Spain and . 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 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 1 education. 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, , and the .

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 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).

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Secondary 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 (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 , 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 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, , 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

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• 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

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Teachers, , 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 5 education 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 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.

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Reading 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) • 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.

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Role 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 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.

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Monitoring 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

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Special 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

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• Holding seminars to disseminate results within the educational community and with teachers and principals, including:

36 o The PIRLS-TIMSS Congress in 2013 o A 2013 seminar for released items of TIMSS, PIRLS, and the Programme for Assessment (PISA)37 38 o Second Forum: International External Evaluations: PIRLS and TIMSS in 2013 39 o Current Prospects for National and International Educational Evaluations in 2016 Suggested Readings Ballester Roca, J. (2015). La formación lectora y literaria [Reading and Literary Education]. : 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, . (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

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5 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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18 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- framework-reference-languages/table-1-cefr-3.3-common-reference-levels-global-scale

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 http://www.bocm.es/bocm/Satellite?blobcol=urlordenpdf&blobheader=application%2Fpdf&blobkey=id&blobtab le=CM_Orden_BOCM&blobwhere=1142628228755&ssbinary=true

22 Comunidad de Madrid Consejería de Educación, Juventud y Deporte. (2006). Programa Escuelas de Bienvenida [Welcome Schools Programme]. Retrieved from: http://www.madrid.org/dat_oeste/a_enlace/recursos_red.htm#normativa

23 Comunidad de Madrid Consejería de Educación, Juventud y Deporte. (2017). Instrucciones de la dirección 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 http://www.madrid.org/cs/Satellite?blobcol=urldata&blobheader=application%2Fpdf&blobheadername1=Conte nt- Disposition&blobheadervalue1=filename%3DORIENTACIONES_PAAE_16_17.pdf&blobkey=id&blobtable=Mu ngoBlobs&blobwhere=1352917086974&ssbinary=true

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

25 Jefatura del Estado. (2013). Ley Orgánica 8/2013, de 9 de diciembre [Organic law for improvement of educational 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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27 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 https://www.bocm.es/boletin/CM_Orden_BOCM/2014/02/26/BOCM-20140226-13.PDF

32 Comunidad de Madrid. (2017). Programa de enriquecimiento educativo para alumnos con altas capacidades [Programme of educational enrichment for high achieving students]. Retrieved from http://www.educa2.madrid.org/web/peac/inicio

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- pirls?p_p_col_pos=2

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

35 Instituto Nacional de Evaluación Educativa. (2012). Boletín de educación PIRLS-TIMSS 2011 [Official educational newsletter PIRLS-TIMSS 2011]. Retrieved from http://www.mecd.gob.es/dctm/inee/boletines/boletin5.pdf?documentId=0901e72b8146fb07

36 Ministerio de Educación, Cultura y Deporte. (2013). Congreso PIRLS-TIMSS: Presentación de Informes de . [PIRLS-TIMSS Congress]. Retrieved from http://www.mecd.gob.es/inee/Informaciones-de- interes/Congreso-PIRLS-TIMSS.html

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37 Ministerio de Educación, Cultura y Deporte. (2013). Síguenos en directo: Información al minuto desde () 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 http://blog.educalab.es/inee/2013/09/06/siguenos-en-directo-informacion-al-minuto-desde-comillas-cantabria- sobre-el-seminario-de-preguntas-liberadas-pisa-timss-y-pirls-aprobarias-un-examen-de-pisa/

38 Fundación Encuentro. (2013). Evaluaciones Externas Internacionales [International External Evaluations]. Retrieved from http://www.fund-encuentro.org/noticias/noticias.php?idnot=192

39 Internacional Menedez Pelayo. (2016) Curso: Perspectivas Actuales Nacionales e Internacionales en Evaluación Educativa [Training: Current prospects for national and international educational evaluations]. Retrieved from http://www.mecd.gob.es/servicios-al-ciudadano-mecd/dms/mecd/servicios-al-ciudadano- mecd/catalogo/general/educacion/050330/ficha/050330-2016/12_programa_evaluacion_v2.pdf

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