Degree in Primary School Education

Students must have acquired knowledge and understanding in a specific field of study, on the basis of general secondary education and at a level that includes mainly knowledge drawn from advanced textbooks, but also some cutting-edge knowledge in their field of study.
Students must be able to apply their knowledge to their work or vocation in a professional manner and have acquired the competences required for the preparation and defence of arguments and for problem solving in their field of study.
Students must have the ability to gather and interpret relevant data (usually in their field of study) to make judgements that take relevant social, scientific or ethical issues into consideration.
Students must be able to communicate information, ideas, problems and solutions to both expert and lay audiences.
Students must have developed the learning skills needed to undertake further study with a high degree of autonomy.
Talk well in public.
Express oneself orally and in writing correctly and appropriately in the official languages of the autonomous region.
Use information and communication technologies effectively as usual working tools.
Analyse critically the most relevant issues in today's society that affect family and school education: social and educational impact of audiovisual languages and of screens; changes in gender and inter-gender relations; multicultural and intercultural issues; discrimination and social inclusion, and sustainable development; Also, carry out educational actions aimed at preparing active and democratic citizens, committed to equality, especially between men and women.
Promote cooperative work and individual work and effort.
Assume that teaching must be perfected and adapted to scientific, pedagogical and social changes throughout life.
Know the processes of interaction and communication in the classroom.
Recognise the identity of each educational stage and their cognitive, psychomotor, communicative, social and affective characteristics.
Design, plan and evaluate teaching and learning classroom activities in multicultural and co-educational contexts.
Know how to work as a team with other professionals within and outside the school to attend to each student, to plan the learning sequences and to organise work in the classroom and in the play space.
Know and apply basic educational research methodologies and techniques and be able to design innovation projects identifying evaluation indicators.
Understand that systematic observation is a basic tool that can be used to reflect on practice and reality, and to contribute to innovation and improvement in education.
Identify and plan the resolution of educational situations that affect students with different abilities and different learning rates, and acquire resources to favour their integration.
Understand the educational and learning processes in the periods 0-6 and 6-12 years in the family, social and school context.
Know the characteristics of the students, as well as the characteristics of their motivational and social contexts.
Master the knowledge needed to understand the development of the personality of children in the period 0-12 years.
Know the main developmental milestones to detect risks in development.
Know the current proposals and developments based on skill learning.
Know how to promote the acquisition of habits as regards autonomy, freedom, curiosity, observation, experimentation, imitation, play and acceptance of rules and limits.
Know the pedagogical dimension of interaction with peers and adults and that related to co-education, and know how to promote participation in collective activities, cooperative work and individual effort.
Identify cognitive dysfunctions, learning difficulties and those related to attention.
Know the impact of physical difficulties on child development and be able to design an appropriate educational response.
Know the impact of exceptional cognitive abilities on child development and be able to design an appropriate educational response.
Know how to inform other specialist professionals to work in collaboration with the school and the teacher to address any special educational needs that may arise.
Acquire resources to favour the educational integration of students with difficulties.
Analyse and understand the educational processes within and outside the classroom at each stage.
Know the fundamentals of pre-primary and primary education.
Analyse teaching practice and the institutional conditions that frame it.
Know the historical evolution of the educational system in Spain and the political and legislative determinants of educational activity.
Address and solve discipline issues.
Know and deal with school situations in multicultural and co-educational contexts.
Know and apply innovative experiences in pre-primary and primary education.
Participate in the definition of the school's educational project and in its general activity in accordance with quality management criteria.
Understand that the daily dynamics of education change according to each student, group and situation and know how to be flexible when teaching.
Value the importance of stability and regularity in the school environment, schedules and teachers' moods as factors contributing to the harmonious and comprehensive progress of students.
Show social skills to understand families and to make oneself understood by them.
Create and maintain communication links with families to effectively influence the educational process.
Know and be able to exercise the functions of tutor and adviser in relation to family education.
Relate education to the environment and cooperate with families and the community.
Promote and collaborate in actions inside and outside the school, organised by families, town halls and other institutions, with an impact on citizen education.
Collaborate with the different sectors of the educational community and of the social environment.
Know the historical evolution of the family and the different types of families, lifestyles and educational styles in the family context.
Observe and explore the family, natural and social environment.
Acquire skills for the prevention and peaceful resolution of conflicts which allow students to cope autonomously in the family and domestic environment, as well as in the social groups with which they relate.
Promote coexistence in and outside the classroom, solve discipline problems, address conflicts and contribute to their peaceful resolution.
Know, understand and respect the different cultures and the differences between people, the equality of rights and opportunities for men and women and the non-discrimination of people with disabilities.
Learn how to act as a counsellor for parents or tutors in relation to family education in each educational period and master social skills for dealing with and relating to each student's family and to families as a whole.
Understand the role, possibilities and limits of education in today's society and the fundamental competences that affect pre-primary and primary schools and their professionals. Be aware of quality improvement models that can be applied to schools.
Reflect as a group on the acceptance of rules and respect for others. Promote the autonomy and uniqueness of each student as factors in the education of emotions, feelings and values in early childhood.
Carry out the functions of tutoring and guidance with students and their families, attending to the unique educational needs of the students.
Know and master oral and written expression techniques and use them properly in professional practice.
Recognise and value an appropriate use of verbal and non-verbal language.
Encourage creative reading and writing.
Know and properly use resources to stimulate reading and writing.
Reflect metalinguistically to correct one's own and someone else's oral and written speeches.
Use the language richly and expressively, seeking an aesthetic attitude to the discourse. Use the language correctly and promote that it be respectful with cultural, gender, linguistic and any other differences, in keeping with the principle of equality.
Use linguistic and metalinguistic concepts in the academic discourse.
Acquire basic skills in mathematics: numeracy, calculation, geometry, spatial representation, estimation and measurement, organisation and interpretation of information and probability.
Know the mathematical principles in the pre-primary and primary education curricula.
Analyse, reason and communicate mathematical proposals.
Value the relationship between mathematics and science as one of the pillars of scientific thinking and knowledge.
Understand mathematics as socio-cultural knowledge.
Raise and solve mathematical problems related to daily life.
Use information and communication technologies effectively as usual working tools in mathematics.
Be familiar with ICT as a classroom teaching resource for mathematics and science.
Reflect on classroom practicals to innovate and improve teaching. Acquire habits and skills for independent and cooperative learning and promote it in students.
Maintain a critical and independent approach to knowledge, values and public and private social institutions.
Know the scientific, mathematical and technological principles of the math curriculum in the stage 3-12 years.
Know the scientific methodology and promote scientific thinking and experimentation.
Understand the basic principles and fundamental theories of the natural sciences: physics, chemistry, biology and geology.
Know how to raise and resolve issues of everyday life related to science and from a scientific point of view.
Value science as a basic element of Europe's cultural heritage, its contribution to improving the quality of life, and its ability to provide the best explanations of the material world.
Recognise the mutual influence of science, society and technological development, reflect on scientific aspects of social interest and assume responsibility for one's own learning and for individual and collective actions that may result from this learning.
Have a solid cultural, scientific and technological background, especially the basic knowledge needed to practise professionally as a teacher. Know the evolution and the historical process of construction of some basic scientific concepts, with special reference to the contexts and obstacles that had to be overcome to introduce them.
Encourage a critical and independent attitude towards knowledge, promoting scientific thought for its evaluation; encourage the reading of scientific and non-scientific texts dealing with issues of personal and social interest, and promote strategies to interpret and evaluate them to make informed personal decisions based on them.
Acquire the ability to understand how scientific knowledge is constructed, what its nature is, and to keep a critical engagement with scientific ways of knowing and understanding.
Promote intellectual independence and critical engagement with evidence through scientific understanding; assess the reliability of information, as well as the sources that provide it, on issues of scientific and social relevance.
Collect and apply relevant data for a hypothesis, and represent these data in formats that include tables and graphs. Analyse data qualitatively and quantitatively.
Appreciate the educational value of music.
Recognise the constituent elements of music.
Introduce students to individual and group singing.
Achieve autonomy in reading simple tunes.
Develop the sense of rhythm and coordination.
Develop vocal and movement expression.
Strengthen interpretative, improvisational and creative skills.
Synchronise voice, movement and instruments.
Know and play the school instruments.
Discover the elements of musical language from active music listening.
Know the theoretical and practical foundations of physical education and understand how its principles contribute to cultural, personal and social education.
Know and critically evaluate the official curriculum of physical education in primary education.
Design, develop and evaluate the contents of the physical education curriculum in primary education.
Design and regulate learning scenarios in contexts of diversity typical of physical education, with special attention to gender differences.
Acquire resources to encourage lifelong participation in physical and sport activities in and out of school.
Acquire habits and skills for independent and cooperative learning, as well as for the use of ICT in physical education.
Reflect critically on physical education classroom practices in order to innovate and improve teaching practice.
Appreciate the aesthetic, significant and communicative values of works of art.
Acquire the basics of plastic language.
Develop perceptive and sensory skills.
Know the techniques of plastic expression in two and three dimensions.
Use and integrate different types of artistic materials to carry out different plastic proposals.
Know how to plan plastic activities and relate them to the theoretical contents.
Be able to analyse the drawings of children aged 6 to 12.
Be able to reflect, review and a give a well-argued presentation on the subjects dealt with in the classroom, both orally and in writing.
Be able to interrelate subjects so as to practise teaching in the future from a comprehensive perspective.
Be able to provide plastic education involving the student's socio-cultural environment (museums, conferences, exhibitions, nearby architecture, road sculptures, etc.).
Understand and produce oral and written messages in the foreign language in everyday situations.
Recognise and value the correct and appropriate use of language.
Adopt an open and respectful attitude towards foreign languages and cultures.
Schedule activities and select materials for teaching and learning a foreign language.
Be able to encourage a first approach to a foreign language in pre-primary education.
Design and implement content and language integrated learning projects.
Create a classroom climate that facilitates student learning and participation.
Know assessment strategies and techniques and understand assessment as an instrument for regulating and stimulating effort.
Self-regulate one's own learning process by developing appropriate strategies in and out of the classroom.
Be able to learn independently and to integrate the use of ICT into the teaching-learning process.
Value the importance of learning a foreign language as a factor for intellectual and social development.
Deal effectively with situations of language learning in multicultural and multilingual contexts.
Understand the basic principles of the social sciences. Know the main disciplines in the area of social sciences and their epistemological and historiographical principles.
Become aware of the educational potential of the social sciences and of the relationship between the different approaches and the shaping of different conceptions of reality.
Understand the different dimensions of the social fact and analyse them in a comprehensive manner. Know the religious fact throughout history and its relation with culture.
Know and use the language, concepts, explanatory procedures and research-verification procedures of the social sciences as a form of critical approach to the social world.
Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers.
Promote the democratic education of citizens, the practice of critical social thinking and the defence of human rights by developing skills to understand society without discriminations on the basis of sex, culture, religion, etc.
Evaluate the relevance of public and private institutions for the peaceful coexistence of peoples.
Acquire attitudes and behaviours committed to sustainable development by understanding the responses that societies give to certain situations and the transformations that these generate.
Know and apply basic methodologies and techniques of educational research to teaching social sciences and be able to design innovation projects identifying evaluation indicators.
Review the student's thinking, the curricular materials and the media in search of the main strategies of distortion that provide an excessively simple and prejudiced view of the social world.
Understand the processes of construction of knowledge of the social world and the main problems and biases detected by educational research in primary school students.
Know the social sciences school curriculum and its weight in the area of knowledge of the natural, social and cultural environment in primary education.
Know the different models of teaching-learning the social sciences and their usefulness according to the objectives pursued.
Integrate the historical-geographical-social study from an instructive and cultural perspective and acquire resources to work on it.
Develop and evaluate curriculum content through appropriate teaching resources and promote the corresponding competences in students.
Design and create teaching units that promote the competences corresponding to this educational level.
Understand the basic principles and fundamental theories of sciences: physics, chemistry, biology and geology.
Know the natural science school curriculum.
Develop and evaluate curriculum content through appropriate teaching resources and promote the corresponding basic competences in students.
Raise and resolve issues of everyday life related to science by applying scientific reasoning.
Promote the competences proposed in the curriculum among students.
Create teaching proposals in relation to the interaction between science, technology, society and sustainable development.
Promote interest in and respect for the natural environment through appropriate educational projects.
Develop the ability to use scientific language, symbols, concepts and texts to maintain a dialogue with the natural world.
Develop the ability to identify, locate and evaluate sources of information, assess their quality and value and organise information and knowledge based on these sources.
Know the scientific methodology and promote scientific thinking and experimentation.
Encourage respectful attitudes towards the preservation of the environment and health.
Know the school math curriculum.
Analyse didactically the mathematics of the school curriculum.
Raise and solve mathematical problems.
Develop and evaluate mathematical contents in the curriculum through appropriate teaching resources.
Evaluate mathematical contents in the curriculum through appropriate teaching resources.
Promote the basic mathematical competences proposed in the curriculum among students.
Know and apply basic methodologies and techniques of educational research to teaching mathematics and be able to design innovation projects identifying evaluation indicators.
Know the difficulties and errors in the process of teaching and learning mathematics in primary education and the cognitive processes.
Know teaching interventions that take into account the difficulties and errors in learning mathematics in primary education.
Analyse ICT as a teaching resource for mathematics.
Know and implement innovative experiences for teaching mathematics in primary education.
Design, plan and evaluate the teaching and learning of mathematics in the classroom.
Know the languages and literature school curriculum.
Know the basics of bilingual and multilingual education.
Deal with language learning situations in multilingual contexts.
Know the difficulties of non-native students for learning the official languages.
Know the theories about language acquisition and development.
Know the processes of learning and teaching the written language.
Develop language and communication skills by means of appropriate teaching resources.
Promote reading and encourage writing.
Understand the basic principles of language and communication sciences.
Have literary education and know children's literature.
Develop curriculum content through the media and ICT resources.
Develop and evaluate curriculum content through appropriate teaching resources and promote the corresponding competences in students.
Know the basic sources of research in the field of language and literature teaching and identify the object and methodology used.
Teach a foreign language in primary education.
Design, assess and implement content and language integrated learning (CLIL) projects.
Support pre-primary school teachers in the task of encouraging a first approach to a foreign language.
Be able to understand and produce both formal and non-formal oral and written messages in a foreign language.
Consolidate and learn basic concepts and terminology for describing the foreign language system in terms of phonology, morphology, syntax, semantics, pragmatics and discourse.
Self-regulate the learning process and develop learning strategies within and outside the academic context.
Get to know the most relevant aspects of the foreign culture: geography, history, literature, social institutions, lifestyles and traditions.
Know how to act as a mediator between mother and foreign languages and cultures.
Be able to properly interpret the cultural implications of the various uses of the foreign language.
Know the official foreign language curriculum.
Analyse the relationship between linguistics and foreign language teaching.
Know and analyse the theories of acquisition, teaching methods and learning strategies of foreign languages.
Know the specificity of learning a foreign language in a school setting.
Develop skills for teaching and learning communicative competence in a foreign language.
Apply weighted criteria for evaluating communicative competence, student attitudes and teaching and learning processes.
Introduce students to musical language by means of rhythm and movement.
Develop creativity, improvisation and aesthetic sense from rhythm and movement.
Identify the elements of musical language through hearing by means of the analysis of works from the history of Western music, musical folklore and popular urban music.
Progressively develop an auditory analysis model applicable to any type of music.
Master the technique of playing instrumental pieces and improvisation for musical creation.
Know and know how to use the technique of instrumental direction to organise and conduct instrumental groups.
Integrate information and communication technologies into guided and independent teaching and learning activities.
Develop the harmonic and compositional concept through programs to support creation and improvisation.
Design and develop educational projects, programming units, environments, activities and materials, including digital materials, to ensure the adaptation of the curriculum to the diversity of students and to promote the quality of the contexts in which the educational process takes place.
Master the vocal technique for interpreting songs and improvising in musical creation.
Know and know how to use the technique of choral direction to organise and conduct vocal groups.
Know the theoretical and practical principles of human movement and physical activities.
Understand human movement and physical-sports activities as a socio-cultural phenomenon.
Design, develop and evaluate the curriculum.
Know the official curriculum of physical education in primary education.
Design and develop learning and teaching situations in contexts of diversity typical of physical education, with special attention to gender differences.
Acquire resources to encourage participation in physical-sports activities throughout life.
Value cooperative work and be able to implement it as a condition for improving professional activity.
Learn strategies to promote professional development and lifelong learning as a teacher.
Adopt a self-critical attitude towards the teaching and learning processes, valuing the experiences lived in a reflexive way.
Assume the deontological dimension specific to an expert in physical education and incorporate the ethical principles to guide the teaching intervention.
Know and use strategies and techniques for finding information as a tool for professional development and be able to use ICTs for physical education and for promoting physical activity.
Acquire introductory knowledge of research.
Use information and communication technologies as a teaching resource for science and mathematics in the primary school classroom.
Develop and evaluate teaching proposals mathematics curriculum contents.
Develop and evaluate teaching proposals for sciences curriculum contents.
Develop and evaluate teaching proposals for the curriculum in areas other than science and mathematics in which concepts and tools specific to science and mathematics are used.
Know the historical evolution of some mathematical ideas and their reflection in the contents of school mathematics.
Know the historical evolution of some scientific ideas and their reflection in the contents of school sciences.
Know the joint historical evolution of some scientific and mathematical ideas and their reflection in school contents.
Use information and communication technologies as a teaching resource for arts and humanities in the primary school classroom.
Develop and evaluate teaching proposals for the contents of the art education curriculum.
Develop and evaluate teaching proposals for the contents of the language and literature curriculum.
Develop and evaluate teaching proposals for the contents of the history curriculum.
Know the historical evolution of plastic, visual and musical arts and their reflection in school contents.
Know the historical evolution of literature and its reflection in school contents.
Know the joint historical evolution of some artistic and literary ideas and their reflection in school contents.
Advise the members of the educational community as users of information and communication technologies.
Be able to use the devices that support information and communication technologies, at the user level, in the educational environment.
Understand the influence of information and communication technologies and television on early childhood.
Know the anthropological principles of the information and communication society, based on the interaction with screens.
Develop a critical spirit towards information and communication technologies and towards the discourses that are generated from them.
Programme pedagogical interventions taking advantage of the possibilities offered by information and communication technologies.
Promote positive, yet critical attitudes towards the use of information and communication technologies.
Promote autonomy in the processes of teaching and learning among students and encourage collaboration in educational actions among both teachers and students.
Use technologies as creativity enhancers to generate educational resources.
Achieve the progressive integration of each student into the school community, according to their particular cultural, psychological and sociological characteristics.
Know how to establish cooperation networks with institutions and families.
Articulate and implement effective tutorial action in all areas.
Organise the school's educational activities taking into account student diversity.
Know and use public and private resources properly to address diversity.
Teach students to communicate in an empathetic and assertive manner.
Detect and intervene effectively in cases of self-regulation difficulties and behavioural disorders.
Make curricular adaptations to serve students with special abilities and students with mild learning difficulties.
Prevent and mediate in conflicts using appropriate techniques.
Know and be able to use the instruments that information and communication technologies offer for the educational treatment of diversity.
Know the basic principles of emotional education and know how to design an effective intervention.
Know in depth all the possibilities of educational compensation programmes.
Achieve the progressive integration of each student into the school community, according to their particular physical, psychological and sociological characteristics.
Know how to establish cooperation networks with institutions and families and use public and private resources properly to address special educational needs.
Articulate and implement effective tutorial action in all areas.
Know the physical, psychological and socio-environmental variables that are directly related to difficulties in the teaching and learning processes.
Organise the educational activities of the school taking into account the special educational needs of its students.
Teach students to communicate using the communication system that is most appropriate for them.
Detect and intervene effectively in cases of intellectual disability and high intellectual abilities.
Make curricular adaptations to serve students with special educational needs.
Promote the harmonious development of the child with special educational needs using musical and plastic expression.
Promote the development of children with special educational needs through physical education adapted to their needs.
Know and be able to use the instruments that information and communication technologies offer for educational treatment.
Be able to observe and identify delays and difficulties in learning the oral and written language.
Have resources to intervene in language problems and to promote the integration of children with special educational needs into the regular classroom setting.
Know how to interact with children with hearing impairments and other language difficulties.
Be able to inform other specialists to jointly address the language problems detected.
Know how to guide families to effectively influence the development of language and to respond to the problems detected.
Analyse the school system and the educational reality through a specific school, as an organisational unit, in its different dimensions and functions, and through the educational community that integrates it.
Cooperate with the educational community and participate in the proposals for improvement and innovation in the various fields of action that may be established in the school.
Know forms of collaboration between the different sectors of the educational community and the social environment.
Participate in the teaching activity and reflect on it by linking theory and practice.
Know the sources of information and documentation (informative and research) on the school world and use them in the design of teaching interventions and research projects.
Plan, develop and evaluate curriculum content in primary education through appropriate teaching resources and promote the corresponding competences in students.
Develop curriculum content through the media and ICT resources.
Gain practical knowledge of the classroom and its management.
Know and apply the processes of interaction and communication in the classroom, and master the social skills and abilities needed to foster a climate that facilitates learning and coexistence.
Regulate the processes of interaction in the classroom with students from 6 to 12 years of age and promote co-education.
Monitor the teaching and learning process by mastering the necessary techniques and strategies.
Analyse the results obtained in the teaching and learning process and reflect on them and on one's own knowledge, skills, attitudes and actions in relation to the teaching profession.
Design and carry out educational research projects using the appropriate resources and methodology.
Communicate the knowledge, experiences and reflections on the school intervention to the academic forums established for this purpose.
Be able to defend publicly in the bachelor's thesis both the analysis of the relationship between the subjects studied and the educational reality and the proposals for improvement of the aspects worked on during the degree studies.
Be familiar with the different terms and the essential characteristics of the developmental alterations that may occur in relation to communication, language, speech and voice.
Know the biological and psychological principles needed for understanding communication, language, speech and voice disorders.
Know strategies for the early detection of alterations in communication, language, voice and speech.
Master the basics of assessment in communication, language, speech and voice disorders.
Know and critically evaluate the fundamentals of different techniques for intervention in communication, language, speech and voice disorders.
Communicate observations and conclusions regarding assessment and intervention practices to other professionals and the family, both orally and in writing.
Contribute to improving communication skills through oral language and/or the use of augmentative communication systems.
Know and be able to use the resources that information and communication technologies offer for the treatment of communication, language, speech and voice disorders.
Collaborate in the curricular adaptations to attend students with special educational needs derived from communication, language, speech and voice disorders.
Master the organisational strategies of the school context for the educational care of special educational needs related to communication, language, speech and voice disorders.
Be able to use public and private resources to attend special educational needs derived from communication, language, speech and voice disorders.
Know the biological, psychological and socio-environmental variables related to the schooling of students with special educational needs of diverse origin.
Collaborate in the detection and assessment of special educational needs.
Contribute to the organisation of the school response to meet the special educational needs of students.
Make individual curricular adaptations to serve students with special educational needs.
Teach students and their environment to communicate using the communication system most suited to their characteristics.
Promote the development of children with special educational needs through physical education adapted to their needs and the use of musical and plastic expression.
Know and critically evaluate the fundamentals of different intervention techniques.
Know and be able to use the instruments that information and communication technologies offer for the educational treatment of special educational needs.
Communicate observations and conclusions regarding assessment and intervention practices to other professionals and the family, both orally and in writing.
Favour the integration of students with special educational needs into the school community.
Use public and private resources adequately to address special educational needs.

Matrícula

Degree in Primary School Education