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  • 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 approach to knowledge, promoting scientific thinking 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.
  • Know the musical principles of the curriculum of this stage as well as the theories on the acquisition and development of the corresponding learning.
  • Know and use songs to promote auditory, rhythmic and vocal education.
  • Know and use music audition to develop music education.
  • Know how to use play as a teaching resource, as well as to design learning activities based on the principles of play.
  • Promote sensitivity regarding artistic creation.
  • Understand the principles that contribute to cultural, personal and social education from music.
  • Create teaching proposals that promote musical perception and expression, motor skills and creativity.
  • Create comprehensive proposals that address diversity. Acquire resources to favour the educational integration of students with difficulties.
  • Promote the interdisciplinary relation of the contents to be taught.
  • Select and use the information and communication technologies that are most appropriate to the personal and professional objectives being pursued.
  • Gain practical knowledge of the classroom and its management.
  • Relate theory and practice to the reality of the classroom and school.
  • Use different verbal and non-verbal languages to express oneself, interact and communicate.
  • Know and understand the fundamentals of motor education in pre-primary education.
  • Know and understand the theories on the acquisition and development of motor learning.
  • Know and analyse the elements of motor education in the pre-primary education curriculum. Know how to apply them to the design, implementation and evaluation of teaching proposals.
  • Create teaching proposals to develop perceptive-motor and motor skills.
  • Create teaching proposals to promote body language through expression, by relating them to the different languages of pre-primary education.
  • Be able to use games as a teaching resource and implement them from a global perspective.
  • Know how to design and regulate learning spaces in contexts of diversity and co-education.
  • Acquire resources to promote a taste for movement, satisfactory body image and well-being derived from participation in motor activities in childhood.
  • Appreciate the educational value of art.
  • Develop perceptive and sensory skills using resources inside and outside the classroom.
  • Know how to plan plastic activities and relate them to the theoretical contents.
  • Use and integrate all types of materials in plastic proposals.
  • Develop the necessary skills so that plastic materials and techniques become a means of expression.
  • Be able to analyse the drawings of children from 0 to 6 years of age.
  • Show interest in participating in the socio-cultural environment (museums, conferences, exhibitions, etc.)
  • Be able to reflect and argue in an understandable and organised manner.
  • Be able to work globally with the other subjects.
  • Be able to work in a group and solve conflicts collectively.
  • Promote and facilitate learning in pre-primary education, from a globalising perspective that integrates the different cognitive, emotional and motor dimensions through music, art, body and movement.
  • Acquire habits and skills for independent and cooperative learning.
  • Design, implement and evaluate classroom practices focused on project-based teaching/learning in order to innovate and improve teaching.
  • Experiment with possibilities of joint action to promote socio-affective development and co-education.
  • Develop a critical capacity to assess curricular materials and different artistic and cultural manifestations.
  • Consider research as the basis for educational innovation.
  • Promote educational projects in other socio-cultural contexts.
  • Know how to adapt the curriculum to the diversity of students when implementing educational projects.
  • Understand the different dimensions of the social fact and analyse them in a complex and comprehensive manner. Gain knowledge about the evolution of thought, customs, beliefs and social and political movements throughout history.
  • Acquire the ability to recognise discriminatory interpretation biases based on gender, race, religion, etc. in student thinking, curriculum materials, the media, etc.
  • Understand the processes of construction of knowledge of the social world of children in pre-primary education and be aware of the comprehension issues found at this level by educational research.
  • Know the scientific principles of the social sciences curriculum of this stage, as well as the theories on the acquisition and development of the corresponding learning.
  • Know the main teaching-learning models in social sciences and their usefulness to achieve the objectives of pre-primary education.
  • Acquire strategies to teach spatial-temporal notions and representations, as well as resources to expand the capacity of students in pre-primary education to actively observe and explore their social environment.
  • Acquire resources to encourage children in pre-primary education to generate interpretative frameworks and social theories about the reality that surrounds them.
  • Promote and facilitate satisfactory social and affective relationships among children in pre-primary education in and out of the classroom.
  • Develop the ability to critically analyse curricular materials and to create teaching units that are specific to the stage.
  • Develop the capacity to handle different sources of information on a topic and to produce well-structured syntheses.
  • Acquire attitudes and behaviours committed to sustainable development by understanding the responses that societies give to certain situations and the transformations that these generate. Promote interest in and respect for the natural, social and cultural heritage through appropriate educational projects.
  • Promote experiences of initiation into information and communication technologies.
  • Know the scientific and technological principles of the curriculum of this stage as well as the theories on the acquisition and development of the corresponding learning. Know the scientific and technological principles of the curriculum of this stage as well as the theories on the acquisition and development of the corresponding learning.
  • Know the scientific methodology and promote scientific thinking and experimentation.
  • Know the most outstanding moments in the history of science and technology and their significance.
  • 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.
  • Promote experiences of initiation into information and communication technologies, value their contribution to improving learning and understand their implications for children's education.
  • Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers.
  • Stimulate sensory perception through multiple experiences with one's own body and in the natural environment as a basis for learning.
  • Awaken interest in and curiosity for one's own body and for others' bodies, respecting differences. Develop autonomy, body care and awareness of gender differences.
  • Know the mathematics curriculum in pre-primary education.
  • Analyse mathematics didactically in the pre-primary mathematics curriculum.
  • Be familiar with theories on the acquisition and development of mathematical learnings in pre-primary education.
  • Know teaching strategies to develop competences in numerical representations and in spatial and geometric notions.
  • Know teaching strategies to favour logical thinking in students in pre-primary education.
  • Develop and evaluate mathematical contents in the pre-primary education curriculum by using appropriate teaching resources and promote the corresponding competences in 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 pre-primary education and the cognitive processes involved.
  • Know teaching interventions that take into account the difficulties and errors in learning mathematics in pre-primary education.
  • Analyse ICT as a teaching resource for mathematics in pre-primary education.
  • Know and implement innovative experiences for teaching mathematics in pre-primary education.
  • Know and be able to use cooperative working strategies.
  • Create appropriate teaching proposals (projects) and teaching materials for pre-primary education using the natural and social sciences and mathematics together, so that work projects make sense to children and respond to their concerns and interests.
  • Promote interest in and respect for the natural environment through educational projects that highlight some of the relations between science, technology, society and sustainable development.
  • Promote experiences of initiation into information and communication technologies.
  • Know, manage and develop evaluation strategies that are appropriate to the educational proposals and interests.
  • Design, implement and evaluate classroom practices focused on project-based teaching/learning in order to innovate and improve teaching.
  • Promote educational projects in other socio-cultural contexts.
  • 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.
  • 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.
  • Recognise the identity of this educational stage and its cognitive, psychomotor, communicative, social and affective characteristics.
  • Know how to promote the acquisition of habits as regards autonomy, co-education, freedom, curiosity, observation, experimentation, imitation, acceptance of rules and limits, symbolic and heuristic play.
  • 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 pre-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 0 to 3 and from 3 to 6 years of age.
  • 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.
  • Promote and facilitate learning in pre-primary education from a globalising perspective that integrates the different cognitive, emotional and motor dimensions, by designing, developing and evaluating experiences that enable the progressive development of autonomy in the child.
  • Acquire habits and skills for independent and cooperative learning.
  • Design, implement and evaluate classroom practices focused on project-based teaching and learning in order to innovate and improve teaching.
  • Experiment with possibilities of joint action to promote socio-affective development and co-education.
  • Develop critical capacity to evaluate curriculum resources and materials.
  • Consider research as the basis for educational innovation and career advancement.
  • Promote educational projects in other contexts.
  • Know how to adapt the curriculum to the diversity of students when implementing educational projects.
  • 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.
  • Be familiar with the objectives, curriculum content and assessment criteria of pre-primary education.
  • Promote and facilitate learning in early childhood from a global perspective that integrates the cognitive, emotional, psychomotor and volitional dimensions.
  • Design and regulate learning spaces in contexts of diversity taking account of the unique educational needs of students, gender equality, equity and respect for human rights.
  • Promote coexistence in and out of the classroom and the peaceful resolution of conflicts. Be able to observe learning and coexistence contexts consistently and to reflect on them.
  • 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.
  • Understand the evolution of language in early childhood and be able to identify possible dysfunctions and to watch over its proper development. Deal effectively with situations of language learning in multicultural and multilingual contexts. Express oneself orally and in writing and master the use of different expression techniques.
  • Understand the educational implications of information and communication technologies and, in particular, of television in early childhood.
  • Know the basics of children's diet and hygiene. Know the fundamentals of early care and the bases and developments that allow us to understand the psychological, learning and personality-building processes in early childhood.
  • Be familiar with the organisation of pre-primary schools and the diversity of actions involved in their management. Assume that teaching must be perfected and adapted to scientific, pedagogical and social changes throughout life.
  • Act as a parent's counsellor in relation to family education in the period 0-6 and master the social skills to deal with and relate to each student's family and to families as a whole.
  • Reflect on classroom practices in order to innovate and improve teaching. Acquire habits and skills for independent and cooperative learning and promote it in students.
  • Understand the role, possibilities and limits of education in today's society and the fundamental competences that affect pre-primary schools and their professionals. Be aware of quality improvement models that can be applied to schools.
  • 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; multiculturalism and interculturalism; 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 period 0-6, in the family, social and school contexts. Know the advances in childhood developmental psychology in the periods 0-3 and 3-6. Know the basics of early care. Recognise the identity of this educational stage and its cognitive, psychomotor, communicative, social and affective characteristics (continued in Order ECI/3854/2007).
  • Identify learning difficulties, cognitive dysfunctions and those relating to attention. 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.
  • 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. Promote and collaborate in actions inside and outside the school, organised by families, town halls and other institutions with an impact on citizen education (continued in Order ECI/3854/2007).
  • Know the basic principles of healthy development and behaviour. Identify disorders in sleep, eating, psychomotor development, attention, and auditory and visual perception. Collaborate with specialists to treat these disorders. Detect affective, nutritional and welfare deficiencies that disrupt the proper physical and psychological development of students.
  • Understand that the daily dynamics of pre-primary 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 (continued in Order ECI/3854/2007).
  • 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 pre-primary education. Master observation and recording techniques. Address field analysis through an observational methodology using information, documentation and audiovisual technologies. Know how to analyse the data obtained, gain a critical understanding of the reality and prepare a report of conclusions.
  • Situate the pre-primary school in the Spanish educational system and in the European and international context. Know international experiences and examples of innovative practices in pre-primary education. Value the importance of teamwork. Participate in the creation and monitoring of educational projects for pre-primary education within the framework of school projects and in collaboration with the territory and other professionals and social agents (continued in Order ECI/3854/2007).
  • Know the scientific, mathematical and technological foundations of the curriculum of this stage as well as the theories on the acquisition and development of the corresponding learning. Know teaching strategies to develop numerical representations and teach spatial, geometric and logical development notions. Understand mathematics as socio-cultural knowledge (continued in Order ECI/3854/2007).
  • Know the language and literacy curriculum of this stage as well as the theories on the acquisition and development of the corresponding learning. Promote speaking and writing skills. Know and master oral and written expression techniques. Know the oral tradition and folklore. Understand the transition from oral to written language and know the different registers and uses of the language (continued in Order ECI/3854/2007).
  • Acquire basic mathematical skills (numeracy, calculation, geometry, spatial representations, estimation and measurement, organisation and interpretation of information, etc.). Know the school math curriculum. Analyse, reason and communicate mathematical proposals. Raise and solve problems related to daily life. Value the relationship between mathematics and science as one of the pillars of scientific thinking (continued in Order ECI/3854/2007).
  • Know the musical, plastic and bodily expression foundations of the curriculum of this stage as well as the theories on the acquisition and development of the corresponding learning. Know and use songs to promote auditory, rhythmic and vocal education. Know how to use play as a teaching resource and to design learning activities based on the principles of play (continued in Order ECI/3854/2007).
  • Understand the principles that contribute to cultural, personal and social education from the arts. Know the school curriculum of artistic education, in its plastic, audiovisual and musical aspects. Acquire resources to encourage lifelong participation in musical and artistic activities in and out of school. Develop and evaluate curriculum content through appropriate teaching resources and promote the corresponding competences in students.
  • 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. Monitor and follow up the educational process and, in particular, the teaching and learning process, by mastering the necessary techniques and strategies (continued in Order ECI/3854/2007).
  • 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 in 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.
  • Analyse, create and use educational materials and resources related to health and food.
  • Create healthy environments at school that facilitate the adoption of health-promoting behaviours.
  • Work with families to achieve harmonious child development and healthy behavioural patterns.
  • Detect affective, hygienic, nutritional and welfare deficiencies that disrupt the proper physical and psychological development of students.
  • Collaborate with specialists to treat health problems.
  • Identify risk factors for the health of school children and seek solutions.
  • Know the basic principles of healthy development and behaviour.
  • Identify disorders in sleep, eating, psychomotor development, attention, and auditory and visual perception.
  • Understand the processes of oral language acquisition in the family, social and school context.
  • Know the characteristics and stages of development of communication and oral language and have resources to contribute to learning them.
  • Know how to promote the acquisition of habits as regards communication, school and speaking.
  • Understand the need to interact with peers and adults for the acquisition and development of oral language.
  • Have resources for the systematic observation of the evolution of the oral language and know how to interact so as to enrich and correct language productions.
  • Know how to design games, situations and activities to consolidate oral language.
  • Know the different uses of the oral and written language that are appropriate to the age of students.
  • Promote speaking skills.
  • Recognise and value an appropriate use of verbal and non-verbal language.
  • Deal with language learning situations in multilingual contexts.
  • Understand that the daily dynamics of pre-primary 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.
  • Know the factors that affect the pedagogical and organisational dimension from the interaction with the professionals at a school and know how to promote participation in collective activities and cooperative work in order to improve and innovate in the school.
  • Reflect on the need to eliminate and reject sexist behaviour and contents and stereotypes that discriminate between women and men, particularly in textbooks and educational materials.
  • Design and conduct activities that promote the values of non-violence, tolerance, democracy, solidarity and justice and reflect on their presence in the contents of textbooks, teaching and educational materials, toys and audiovisual programmes in different technological media aimed at students.
  • Know and value innovative experiences in the field of pre-primary education.
  • Know and analyse educational policies, their legislative development and their impact on educational reforms and innovations.
  • Be able to collect and interpret relevant data to make pedagogical judgments that include a reflection on relevant issues of a social, scientific or technical and ethical nature.
  • Diagnose needs, complex situations and possibilities of people as a basis for educational actions.
  • Plan sequences of learning and work in the classroom and in the play space taking account of the peculiarities of the periods 0-3 and 3-6 years.
  • Design research processes and instruments as regards teaching and organisational practice in pre-primary education.
  • Acquire the ability to lead, coordinate and collaborate in the resolution of educational problems.
  • Understand that the daily dynamics of pre-primary education change according to each student, group and situation and know how to be flexible when teaching.
  • Know the factors that affect the pedagogical and organisational dimension from the interaction with the professionals at a school and know how to promote participation in collective activities and cooperative work in order to improve and innovate in the school.
  • Know and value innovative experiences in the field of pre-primary education.
  • Know and analyse educational policies, their legislative development and their impact on educational reforms and innovations.
  • Be able to collect and interpret relevant data to make pedagogical judgments that include a reflection on relevant issues of a social, scientific or technical and ethical nature.
  • Diagnose needs, complex situations and possibilities of people as a basis for educational actions.
  • Master observation and recording techniques.
  • Know the main variables that affect the behaviour of different types of consumers.
  • Know the main models of purchasing behaviour and how to influence them.
  • Be able to develop the processes and tools for information gathering used in marketing and know the main methodologies for information analysis.
  • Be able to design products and services from the perspective of consumer needs.
  • Be able to analyse and make decisions on the product or service portfolio and its impact on value creation.
  • Know price information management processes and be able to set prices.
  • Know the functions, relations, agents and problems of commercial distribution and the main aspects of channel design and point of sale.
  • Be able to draw up a marketing plan at both a strategic and operational level.
  • Be able to solve complex marketing problems such as market segmentation, positioning and perception.
  • Understand the function of marketing communication, as well as its main instruments.
  • Be able to lead, train and motivate a sales team.
  • Be able to take relationships with customers beyond the interchange situations.
  • Understand the historical role of agents and institutions in economic, social and environmental activity.
  • Develop critical capacity on Spanish and international economic current affairs.
  • Be able to analyse the economic situation and understand its implications.
  • Know the main international economic institutions, with special emphasis on those of the European Union.
  • Be able to analyse basic forms of economic integration.
  • Know the impact of European Union policies on the business environment.
  • Know the Spanish tax framework, with special reference to the business environment.
  • Be able to understand and anticipate the tax situations to be faced by the company.
  • Understand the relationship between taxation and business decisions.
  • Understand the international dimension of taxation and its effect on business.
  • Be able to analyse formal and informal contracts and risk sharing.
  • Know the origin of the main economic problems, the mechanisms of long-term growth and how economic and non-economic factors have interacted throughout history.
  • Understand the main characteristics of Spanish and Valencian growth, growth factors, imbalances and micro and macroeconomic policies.
  • Understand the characteristics of the Valencian economy in the Spanish context.
  • Know the basic determinants of the distribution of activity in space and the explanatory models of regional and urban development.
  • Know the classical and contemporary theoretical perspectives for the study of organisations.
  • Be able to design a framework for the systematic analysis of the dimensions of organisations and, above all, of companies.
  • Be able to apply the knowledge acquired throughout the bachelor's degree to business practice.
  • Be able to write and defend a paper on one or more of the functional areas of the company.
  • Be able to assess occupational risks and manage prevention plans.
  • Students should be able to integrate knowledge and address the complexity of making informed judgments based on incomplete or limited information, including reflections on the social and ethical responsibilities associated with the application of their knowledge and judgments.
  • Students should demonstrate self-directed learning skills for continued academic growth.
  • Have capacity for analysis and synthesis.
  • Have skills for organisation, planning, management and assessment.
  • Have oral and written communication skills in one's own language and in a foreign language.
  • Have computer skills related to the field of study.
  • Have problem-solving skills and decision-making capacity. Be able to design and manage projects.
  • Be able to work independently.
  • Be able to work in interdisciplinary teams.
  • Have skills for interpersonal relations and ability to adapt to complex situation.
  • Show commitment to the values of gender equality, interculturality, equal opportunities, universal access for people with disabilities, the culture of peace, democratic values and solidarity.
  • Be able to learn independently and show creativity, initiative and entrepreneurship. Be able to resolve unforeseen situations.
  • Show motivation for quality, responsibility and intellectual honesty.
  • Be able to produce statistical information. Know how to use statistical software.
  • Have research skills.
  • Be able to communicate effectively with non-experts.
  • Be able to detect needs and situations that require the professional's intervention.
  • Be able to identify useful resources that allow the intervention to be carried out.
  • Know how to apply and implement the intervention.
  • Acquire suitable professional skills.
  • Know how to manage the different relationships with the client.
  • Develop skills to cooperate with other professionals.
  • Experience the routine and less attractive aspects of the profession.
  • Become aware of the ethical component and deontological principles of professional practice.
  • Learn about geographical history and thinking.
  • Learn about regional geographical spaces.
  • Learn about human, economic and social geography.
  • Learn about physical geography.
  • Learn about land-use planning.
  • Learn about geographic information systems.
  • Learn about methodology and fieldwork.
  • Get acquainted with geographic information systems as a tool for learning about and interpreting the territory and the environment.
  • Learn about the time and space dimensions in the explanation of social, territorial and environmental processes.
  • Be able to relate and synthesise cross-disciplinary territorial information.
  • Learn about territorial and environmental management. Be able to integrate the social, economic and environmental components under the sustainable development approach.
  • Participate in the design and implementation of environmental policies, as well as in the evaluation of the environmental impact of projects, plans and programmes.
  • Acquire basic knowledge for analysing and interpreting environmental risks and for participating in risk prevention plans.
  • Learn about rural and urban development programmes based on environmental sustainability.
  • Acquire basic knowledge for analysing and diagnosing public policies related to the geographical aspects of the environment.
  • Be able to use cartography and geographic information systems.
  • Be able to relate the natural environment and the social and human spheres.
  • Learn about the diversity of places, regions and locations and their relationships.
  • Analyse and value landscapes from a spatial-temporal perspective.
  • Learn basic techniques for fieldwork in geography and particularly for reading and interpreting the landscape in geographic terms.
  • Be acquainted with the legal framework applied to the environment and land-use planning.
  • Be acquainted with basic economic principles applied to the environment.
  • Show motivation for quality.
  • Demonstrate organisational and planning skills.
  • Have critical and self-critical capacity.
  • Be able to make abstractions, to analyse and to synthesise.
  • Value and respect diversity and multiculturalism.
  • Be able to learn independently.
  • Show critical awareness of the relationship between current events and processes and the past.
  • Have critical knowledge of the different historiographic perspectives in the different periods and contexts.
  • Have detailed knowledge of one or more specific periods of humanity's past.
  • Be able to communicate and argue orally and in writing in one's own language using the terminology and techniques of the profession.
  • Know national history.
  • Know European history.
  • Know universal or world history.
  • Be familiar with and be able to use methods and techniques from other social and human sciences.
  • Be familiar with the methods and issues of the different branches of historical research: economic, social, political, cultural, gender-related, etc.
  • Develop an analytical and critical spirit to understand the work of art, interpret the language of its forms, appreciate its aesthetic values, identify its physical and technical components, and extract information about the culture that has generated it.
  • Know the formal, technical and cultural components of different artistic languages, over time and in different spaces, in order to appreciate the conditions that affect the final result of the work and the way it is received.
  • Understand the basic concepts of art history theory.
  • Be able to interpret floor plans and elevations of buildings.
  • Be able to interpret artistic works based on iconographic analysis.
  • Be able to design a teaching project for secondary education.
  • Be able to apply the theoretical knowledge acquired to teaching in secondary education.
  • Know how to analyse the patient's needs and demands in different contexts.
  • Be able set goals for psychological treatment in different contexts and in collaboration and agreement with those involved.
  • Be able to plan and conduct an interview.
  • Be able to describe and measure variables (personality, intelligence, attitudes, aptitudes, etc.) and cognitive, emotional, psychobiological and behavioural processes.
  • Be able to identify differences, problems and needs.
  • Be able to make a diagnosis according to professional criteria
  • Know how to describe and measure interaction processes, group dynamics and group and intergroup structures.
  • Be able to identify group and intergroup problems and needs.
  • Know how to describe and measure interaction processes, organizational and inter-organizational dynamics and structures.
  • Know how to analyse the context where individual behaviour and group and intergroup processes are developed.
  • Know how to select and manage tools, products and services, and identify stakeholders.
  • Be able to establish the goals of intervention and develop a basic work plan according to its purpose (prevention, therapy, rehabilitation, insertion, guidance, etc.).
  • Know how to choose the appropriate psychological intervention techniques to achieve the intended goals.
  • Be able to use strategies and techniques to involve patients in the intervention.
  • Know how to apply direct intervention strategies and methods: psychological counselling, therapy, negotiation, mediation, etc.
  • Be able to plan the assessment of programmes and interventions.
  • Be able to measure and obtain relevant data for the assessment of interventions.
  • Know how to analyse and interpret the results of assessment.
  • Know how to provide appropriate feedback to patients.
  • Be able to prepare oral and written reports.
  • Know and comply with professional ethics of Psychology.
  • Value the contributions made by scientific research to knowledge and professional practice.
  • Promote and contribute to the health, quality of life and well-being of individuals, groups, communities and organisations.
  • Have analysis and synthesis skills.
  • Have organization and planning skills.
  • Be able to communicate in the native language both orally and in writing.
  • Have knowledge of a foreign language.
  • Have ICT skills in the field of study.
  • Be able to manage information.
  • Have problem-solving skills.
  • Have decision-making skills.
  • Be able to work in a team and collaborate effectively with others.
  • Be able to work in interdisciplinary teams.
  • Be able to work in an international context.
  • Have interpersonal skills.
  • Recognise diversity and multiculturalism.
  • Show critical reasoning.
  • Show ethical commitment.
  • Be able to develop and keep up to date one's own competences, skills and knowledge according to the profession's standards.
  • Be able to adapt to new situations.
  • Be able to think creatively and develop new ideas and concepts.
  • Have leadership skills.
  • Pursue quality in one's own professional practice and be able to set up systems to guarantee the quality of services.
  • Show environmental awareness.
  • Have the capacity to assume responsibility.
  • Have the capacity for self-criticism: be able to self-assess professional practice.
  • Be able to self-assess professional practice, competences and limitations.
  • Be able to express one's feelings.
  • Be able to put potential frustration into perspective
  • Be able to interpret other people's intentions.
  • Show social commitment.
  • Show sensitivity to the problems of humanity.
  • Show sensitivity to personal, environmental and institutional injustice.
  • Show awareness towards personal and community development.
  • Professional relationships: be able to establish and keep relationships with other relevant professionals and institutions.
  • Know how to prepare media presentations.
  • Be able to gather information effectively, both from specialised books and magazines and from other sources.
  • Be able to gather information from other people effectively.
  • Know about other cultures and cultural practices.
  • Show initiative and entrepreneurial spirit.
  • Know the functions, characteristics and limitations of the different theoretical models of Psychology of Learning and of Perception and Attention.
  • Know the basic laws of learning, perceptual and attentional processes.
  • Know different research designs, the procedures for the formulation and testing of hypotheses and the interpretation of results.
  • Understand the biological foundations of human behaviour and psychological functions.
  • Know the principles of the scientific method and the characteristics of the different methods used in psychology and its analytical techniques.
  • Be able to apply methodological knowledge to solve the problems arising in professional practice.
  • Be able to describe psychological data through statistical software and other information technologies.
  • Know the fundamentals of inferential statistics, as well as their conditions of use and application to psychology.
  • Be able to apply inferential techniques to analyse psychological data through statistical software and other information technologies.
  • Know the functions, characteristics and limitations of the theoretical models of Psychology of the Life Cycle .
  • Know the processes and stages of psychological development throughout the life cycle.
  • Analyse and compare individual and group developmental contexts based on historical and cultural dimensions.
  • Be able to identify, analyse and evaluate the developmental characteristics, needs and demands, problems and differences of the human being in the different stages of the life cycle.
  • Know the grounding and principles of developmental intervention and its preventive, optimizing and therapeutic nature.
  • Be able to provide developmental counselling to the agents involved in different contexts.
  • Know how to prepare oral and written reports about the development in the different stages of the life cycle.
  • Adopt a self-reflexive attitude towards one's own development and a developmental sensitivity towards the development of others.
  • Know the functions and characteristics of the theoretical models of social psychology and the psychology of groups.
  • Understand the psychosocial principles of the functioning of groups and organizations, as well as the basic laws of psychosocial processes.
  • Know the different fields of application of social psychology.
  • Understand the social dimension of human beings taking historical and sociocultural factors into account.
  • Know the functions, characteristics and limitations of the different theoretical models of Psychology of Motivation and Emotion and Psychology of Memory. Be able to critically assess their contributions and limitations.
  • Know the laws and principles of the psychological processes involved in Psychology of Motivation and Emotion and Psychology of Memory.
  • Be able to describe and measure affective-motivational and memory processes and variables.
  • Analyse and interpret the quantitative and qualitative results from research, reports and works in Psychology of Motivation and Emotion.
  • Know how to use the relevant documentary sources in Psychology of Motivation and Emotion and Psychology of Memory.
  • Obtain an in-depth knowledge of the psychological nature of human behavioural disorders..
  • Obtain an in-depth knowledge of the psychological nature of human behaviour and of the social and biological factors that can affect it.
  • Know how to inform and to communicate with other professionals, and master the skills needed for working in teams and in multidisciplinary groups.
  • Critically analyse and use sources of clinical information.
  • Use information and communication technology in professional practice.
  • Formulate working hypotheses in research and collect and critically evaluate information to solve problems applying the scientific method.
  • Show skills in interpersonal communication and in controlling emotions, which are suitable for the effective interaction with patients, families and caregivers in the process of problem identification, evaluation, communication of the diagnosis and psychological intervention and monitoring.
  • Perform activities aimed at the promotion of and education on psychological health of individuals and communities.
  • Capacidad para diseñar, obtener financiación, gestionar y evaluar proyectos de investigación.
  • : Design, develop and, where appropriate, monitor and evaluate plans and programmes of psychological intervention, according to the psychological assessment and the individual and social variables occurring in each case.
  • Capacidad para comprender la relación entre sistematización, evaluación e investigación en Trabajo Social.
  • Capacidad para aplicar los mecanismos de identificación y análisis de los problemas y necesidades sociales en los que interviene el/la Trabajador/a Social.
  • Capacidad para iniciar procesos de difusión científica y transferencia de resultados.
  • Plan, conduct and, where appropriate, monitor the process of psychological evaluation of human behaviour and the psychological factors associated with health problems.
  • Learn more about the different models of assessment and intervention in the field of general health psychology, as well as the techniques and procedures deriving from them for addressing behaviour disorders and the psychological factors associated with health problems.
  • Know how to spread knowledge among professionals in the same discipline or related disciplines.
  • Have a concern for achieving quality work.
  • Know how to use information and communication technology with different objectives for improving professional skills (relationships with other professionals, gathering of information, dissemination of knowledge, etc.)
  • Have a good command of effective oral communication skills in multiple formats (e.g., group discussion, debate, conference, etc.) and for multiple purposes (e.g., inform, defend, explain, persuade, argue, teach, etc.).
  • Be familiar with current regulations in the Spanish healthcare system.
  • Be familiar with the actions required for the establishment, implementation and management of a company, its different legal forms and legal, accounting and tax obligations.
  • Know the policy framework of a general health psychologist and be able to refer patients to the appropriate specialist.
  • Know the duties and responsibilities of health professionals as regards confidentiality of information and protection of personal data of patients.
  • Work from the perspective of quality and continuous improvement, with a self-critical capacity, necessary for a responsible professional performance.
  • Apply the fundamentals of bioethics and the deliberative method to professional practice, and practise as health professionals according to the provisions of Law 44/2003, of 21 November, regulating health professions.
  • Students should communicate conclusions and underlying knowledge clearly and unambiguously to both specialized and non-specialized audiences.
  • Students should apply acquired knowledge to solve problems in unfamiliar contexts within their field of study, including multidisciplinary scenarios.
  • Students should possess and understand foundational knowledge that enables original thinking and research in the field.
  • Conocer y valorar de forma crítica la terminología y la metodología propias de la investigación logopédica.
  • Valorar de forma crítica las técnicas y los instrumentos de evaluación y diagnóstico en Logopedia, así como los procedimientos dela intervención logopédica.
  • Poder elaborar noves qüestions i hipòtesi a partir dels resultats obtinguts.
  • Contrastar y discutir los resultados propios con los obtenidos por otros estudios del mismo campo de investigación.
  • Ser capaz de comunicar y transmitir con claridad el método utilizado y los resultados obtenidos.
  • Ser capaz de sintetizar y destca lo aspectos má importantes del trabajo realizado.
  • Descripción de la estructura y funconamieto del centro donde se desarrolla las prácticas y las funciones de cada uno de los agentes y servicios implicados en el proeso terapútico.
  • Emitir juicio en fnción de criterios, de normas externas o de reflexiones personales. Dichos juicios puden apoyarse en información incompleta o limitada que incluya reflexiones sobre las resposablidades sociales y éticas vinculadas a la apliación de sus conocimientos y juicios.
  • Presentar públicamente ideas, procedimientos e informes logopédicos y de asesorar a personas y organizaciones.
  • Diseñar e implementar programas de rehabilitación adaptados a las características del paciente.
  • Adquirir conocimientos metodológicos científicos suficientes como para probar hipótesis que supongan un avance en el conocimiento en Logopedia tanto con grupos como en el ámbito clínico del caso único.
  • Relacionar los estudios cursados con las actividads profesionales.
  • Manejar nuevos instrumentos, técnicas y bases bibliográficas necesarios para obtener nueva información y la continua actualización de acuerdo con criterios internacionales de excelencia en el campo de la Logopedia.
  • Ser capaz de seleccionar la información de manera eficar para alcanzan un avance en el conocimiento logopédico.
  • Manejar los instrumentos administrativos asociados a la gestión de centros sanitarios con competencias en el ámbito de la Logopedia.
  • Participar activamente en asociaciones profesionales con implicaciones en el ámbito profesional del logopeda, aportando iniciativa, valoraciones y competencias de trabajo autónomo en cuanto a la continua actualización profesional y científica del logopeda.
  • Conocer los aspectos éticos y deontológicos de la información clínica entre los distintos profesionales de un equipo multidisciplinar en centros con puestos de logopedias y las implicaciones de su uso para el logopeda.
  • Conocer los recursos humanos con los que se cuenta en los centros sanitarios y el procedimiento de intercambio de información entre sus componentes respetando los aspectos organizativos.
  • Conocer los diferentes servicios, el funcionamiento y los aspectos administrativos existentes en centros de actuación logopédica con equipos multidisciplinares.
  • Identificar pautas de detección temprana de trastornos de la comunicación en poblaciones de niños y adultos.
  • Planificar y difundir estrategias y programas de prevención en poblaciones de alto riesgo.
  • Diseñar y llevar a cabo los tratamientos logopédicos individuales y colectivos, estableciendo objetivos, etapas, actividades y procedimientos de mejora con los métodos, técnicas y recursos avanzados en pacientes aquejados de trastornos degenerativos y otros trastornos de etiología central.
  • Diseñar y llevar a cabo los tratamientos logopédicos individuales y colectivos en poblaciones con trastornos del neurodesarrollo, estableciendo objetivos, etapas, actividades y procedimientos específicos para esta población valorando críticamente los métodos, técnicas y recursos, implementando nuevas metodologías avanzadas y adaptadas a esta población.
  • Implementar los últimos avances en tratamientos logopédicos individuales y colectivos en poblaciones de pacientes con alteracionesacústicas y de la voz en niños y adultos, estableciendo una valoración crítica y autónoma de objetivos, etapas, actividades y procedimientos de mejora con los métodos, técnicas y recursos avanzados para esta población.
  • Formular pronósticos de evolución en función de los datos procedentes de los diferentes especialistas que integran el equipo multidisciplinar.
  • Integrar la información procedente de diferentes especialistas para poder ofrecer un diagnóstico coherente del paciente.
  • Registrar, sintetizar e interpretar los datos recogidos a partir de los avances tecnológicos, integrándolos en el conjunto de la información del paciente y comunicarlos de manera comprensible a los diferentes agentes implicados en el enfoque terapéutico.
  • Aplicar estrategias de evaluación y rehabilitación desde principios de igualdad.
  • Use strategies of cooperation with other professionals: respect, negotiation, collaboration, etc.
  • Develop measures to prevent, identify and overcome situations of gender-based discrimination in the field of speech therapy.
  • Adoptar un compromiso ético con los derechos humanos, la igualdad de oportunidades y la no discriminación por razones de género, edad, creencias, discapacidad o por otras razones.
  • Promote the culture of peace, democratic values and sustainability.
  • Ser capaz de escribir con claridad los objetivos propuestos y alcanzados en el trabajo.
  • Argumentar con coherencia y de manera crítica.
  • Aplicar el método científico.
  • Asumir las tareas implícitas en la evaluación y rehabilitación clínica teniendo en cuenta los límites de su actuación y los derechos y deberes de terapeutas y pacientes.
  • Desarrollar una planificación completa de la rehabilitación de casos prácticos en Logopedia, considerando el componente ético y los principios deontológicos del ejercicio de la profesión.
  • Detectar y aplicar las técnicas de evaluación e intervención logopédicas apropiadas en diferentes patologías.
  • Adaptar los programas de intervención al contexto más cercano del paciente respetando la diversidad cultural y lingüística.
  • Regular su propio aprendizaje, resolver problemas, razonar críticamente y adaptarse a situaciones nuevas.
  • Sepan comunicar sus conclusiones (y los conocimientos y razones últimas que las sustentan) a públicos especializados y no especializados de un modo claro y sin ambigüedades.
  • Saber elaborar normas de funcionamiento interno y definir objetivos para la organización de miembros de servicios, secciones, equipos y/o unidades asistenciales.
  • Diseñar y asumir la unificación de los criterios de actuación, que estarán basados en la evidencia científica y en los medios disponibles y soportados en guías y protocolos de práctica clínica y asistencial.
  • Participar activamente en proyectos que puedan beneficiar la salud y el bienestar de las personas en situaciones de salud y enfermedad, especialmente en el campo de la prevención de enfermedades, de la educación sanitaria, de la investigación y del intercambio de información con otros profesionales y con las autoridades sanitarias.
  • Prevenir, detectar y desarrollar medidas para superar las situaciones de discriminación por razones de género en el ámbito de la actuación logopédica.
  • Analizar, decidir, comunicar y ejecutar acciones terapeúticas en equipos de trabajo interdisciplinares.
  • Elaborar informes justificados que supongan un avance en el conocimiento logopédico.
  • Conocer y valorar de forma crítica diferentes aspectos de la investigación en el ámbito de la Logopedia.
  • Aplicar la metodología científica a la hora de observar, registrar, y comprobar la efectividad y consecuencias de los planes de intervención para fomentar el avance científico de la disciplina.
  • Asesorar en la elaboración, ejecución de políticas de atención y formación sobre temas relacionados con la Logopedia en los ámbitos de aplicación (escolar, asistencial y sanitario).
  • Comprender y valorar las producciones científicas que sustentan el desarrollo profesional de la Logopedia.
  • Establecer pronósticos de evolución de acuerdo con las características específicas del paciente.
  • Seleccionar criterios adecuados para evaluar la efectividad del tratamiento y las posibles modificaciones.
  • Conocer, seleccionar y complementar programas de rehabilitación.
  • Diseñar y llevar a cabo los tratamientos logopédicos individuales y colectivos, estableciendo objetivos, etapas, actividades y procedimientos de mejora con los métodos, técnicas y recursos avanzados.
  • Utilizar las diferentes herramientas de la química sostenibles: - Utilización de materias de partida renovables - Economía atómica - Utilización de disolventes más limpios (disolventes en condiciones supercríticas, química en agua, reacciones sin disolvente, etc.) - Condiciones de reacción alternativas (microondas, electroquímica...) - Catálisis: catálisis homogénea y heterogénea, catalizadores ácidobase, catalizadores xarxa-ox, imprinting de catalizadores sólidos, catálisis enantioselectiva... - Biocatálisis: procesos catalizados por enzimas o células enteras, utilización de organismos modificados genéticamente - Fotoquímica y fotocatálisis - Polímeros y materiales biodegradables y su uso en procesos químicos. - Fuentes energéticas alternativas - Valoración de residuos.
  • Participar en proyectos encaminados a la mejora de procesos productivos o de manipulación de productos químicos.
  • Definir las herramientas de la química sostenible.
  • Integrar los principios teóricos de la sostenibilidad en un caso experimental concreto.
  • Buscar, selecionar y valorar la información.
  • Conocer los principios de la química e ingenieria sostenible y tener una visión general de los avances históricos que han dado lugar al desarrollo de la materia y otros principios asociados.
  • Utilizar las tendencias actuales de la Química Verde para poder realizar una análisis crítico sobre el grado de cumplimiento de los postulados de la Química Sostenible en un determinado proceso industrial.
  • Valorar adecuadamente ejemplos de procesos industriales donde se cumplen los principios de la química sostenible.
  • Relacionar la toxicidad / peligro como una propiedad física / estructural que puede ser diseñada y manipulada.
  • Demostrar las ventajas y desventajas de cada una de las denominadas tecnologías sostenibles en el campo de la Química.
  • Aplicar los principios de la química sostenible a la implementación en la práctica de los procesos químicos industriales.
  • Apply the skills acquired to professional practice.
  • Know and apply the basic regulatory framework of private contracting and company law to the business field.
  • Know and apply the general principles of taxation and accounting to the business field.
  • Have skills to design, implement and evaluate occupational training and labour insertion plans.
  • Be able to apply the different techniques of social and occupational evaluation and audit.
  • Have skills to design, implement and evaluate territorial strategies for social and economic promotion.
  • Be able to apply social investigation techniques to the work environment.
  • Be able to design and run basic social and occupational research projects.
  • Be able to locate, identify and interpret socio-economic data and indicators relating to the labour market.
  • Be able to apply motivational techniques and to improve the work environment.
  • Have skills for mediation in and management of organisational conflict.
  • Be able to lead working groups in the area of labour relations and human resources.
  • Be able to advise and make decisions on human resource management concerning remuneration policy, personnel selection policy and staff design.
  • Be able to participate in the creation and design of organisational strategies, and to develop the human resources strategy of the organisation.
  • Be able to perform analyses and make decisions regarding organisational structure and work organisation.
  • Have capacity for representation in the administrative and procedural fields and for defence before the courts in labour matters.
  • Be able to carry out advisory, representation and negotiation functions in the different areas of the labour relations at individual, trade union and company level.
  • Be able to plan and design occupational health and safety systems.
  • Be able to advise on and deal with occupational health and safety matters.
  • Be able to advise on and deal with social security and complementary social protection matters.
  • Be able to advise on and deal with employment and hiring matters.
  • Be able to select and manage social and labour information and documentation.
  • Analyse and evaluate the decisions of the agents that participate in labour relations.
  • Analyse and evaluate the factors that determine inequalities in the world of work.
  • Be able to interrelate the knowledge from the different academic disciplines that analyse the work environment.
  • Know and be able to analyse the psychological factors that determine work behaviour.
  • Know and understand the social processes that structure work and production relations.
  • Know the techniques of social investigation and labour audit.
  • Know the basics of occupational health and risk prevention.
  • Know and apply human resources management policies and instruments.
  • Know the social and political history of labour relations.
  • Understand the fundamentals of business organisation.
  • Know and understand the economic framework of labour relations and the dynamics of labour markets.
  • Know and be able to analyse the structure and dynamics of national and community industrial relations systems.
  • Know and be able to analyse the principles, spheres and procedures of action of social and labour-related political institutions.
  • Know and apply the regulatory framework of social security and complementary social protection.
  • Know and apply the regulatory framework of labour relations.
  • Be able to work in a team.
  • Be able to use new information and communication technologies.
  • Be able to communicate orally and in writing.
  • Be able to solve problems, apply knowledge to practice and develop motivation for quality.
  • Be able to analyse, synthesise and reason critically.
  • Be able to manage information and to write and formalise reports and documents.
  • Be able to organise and plan.
  • Be able to learn independently and develop initiative and entrepreneurship.
  • Know and apply the principles of the professional code of ethics.
  • Respect and promote the principles of fundamental rights, gender equality, equal opportunities and non-discrimination, democratic values and sustainability.
  • Apply techniques for the analysis and resolution of regional planning problems.
  • Ser capaz de elaborar, presentar y defender un trabajo individual original relacionado con cualquier aspecto del área de las tecnologías Web y que sintetice el conjunto de competencias adquiridas en el Máster.
  • Formular las hipótesis adecuadas y seleccionar los métodos teóricos y experimentales adecuados para su verificación.
  • Realizar búsquedas selectivas de información y utilizar herramientas para su gestión.
  • IIdentificar y usar herramientas de desarrollo de sotware multimedia interactivo para su integracion en aplicaciones Web.
  • Analizar y planificar el desarrollo de entornos virtuales distribuidos y su aplicación a juegos en red.
  • Comparar y seleccionar formatos gráficos para editar y transmitir contenido digital a través de la red.
  • Desarrollar aplicaciones web que incluyan contenidos gráficos interactivos.
  • Analizar las diferentes tecnologías que dan soporte a la información multimedia en la Web.
  • Seleccionar y aplicar diferentes soluciones de gestión de bases de datos para el acceso eficiente y seguro en entornos de alta concurrencia.
  • Seleccionar y usar frameworks en el cliente para conseguir la funcionalidad solicitada.
  • Diseñar e implementar la capa de persistencia de datos en entornos empresariales.
  • Diseñar y desarrollar aplicaciones que integren componentes distribuidos heterogéneos.
  • Seleccionar y usar tecnologías que permitan la comunicación asíncrona entre el cliente y el servidor.
  • Seleccionar y usar la representación adecuada para el intercambio de información entre el servidor y el cliente.
  • Identificar e implementar los componentes necesarios para el desarrollo de una aplicación web.
  • Configurar y usar recursos en servidores de aplicaciones Web.
  • Aplicar patrones de diseño para el desarrollo web.
  • Conocer las técnicas avanzadas de modulación de señales digitales y el diseño de los sistemas electrónicos de comunicaciones.
  • Capacidad de analizar, especificar y diseñar sistemas de tratamiento digital de señales desde su concepción hasta su implementación en sistemas hardware de tiempo real..
  • Conocer las técnicas avanzadas de análisis de datos.
  • Identificar, formular y resolver problemas de los sistemas electrónicos industriales.
  • Ability to specify, implement, document and set-up electronics, instrumentation and control equipment and systems, considering both technical aspects and the relevant regulatory requirements.
  • Capacidad para la dirección general, dirección técnica y dirección de proyectos de investigación, desarrollo e innovación, en empresas y centros tecnológicos relacionados con la Ingeniería Electrónica.
  • Capacidad para el modelado matemático, cálculo y simulación en todos los ámbitos relacionados con la Ingeniería Electrónica y campos multidisciplinares afines. En especial los de tratamiento de la señal, sistemas digitales y de comunicaciones y electrónica industrial.
  • Capacidad para dirigir, planificar y supervisar equipos multidisciplinares.
  • Capacidad para proyectar, calcular y diseñar productos, procesos e instalaciones en todos los ámbitos de la Ingeniería Electrónica y en particular los de tratamiento de la señal, sistemas digitales y de comunicaciones y electrónica industrial.
  • Realizar un análisis crítico, evaluación y síntesis de ideas nuevas y complejas.
  • Ser capaz de fomentar, en contextos académicos y profesionales, el avance tecnológico, social o cultural dentro de una sociedad basada en el conocimiento.
  • Take into account the economic and social context in engineering solutions, be aware of diversity and multiculturalism and ensure sustainability and respect for human rights and equality between men and women.
  • Demostrar una comprensión sistemática de un campo de estudio y el dominio de las habilidades.
  • Plan, carry out and present in oral and written form a research-based contribution to historiographical knowledge, according to the statute of the discipline.
  • Organise complex historical information in coherent form.
  • Use the most relevant methods and technics for problem resolution in the different fields of early modern historical research.
  • Define research topics on early modern history.
  • Comment, anotate and edit texts and documents correctly.
  • Understand that historical knowledge is always under construction and compare and evaluate different historiographical perspectives.
  • Analyse local and regional early modern history of the western Mediterranean.
  • Use information and communication technology (ICT).
  • Analyze with a critical perspective works and research on the western Mediterranean in the early modern age.
  • Elaborate and handle written reports and research procedures for questions concerning the early modern history of the Western Mediterranean.
  • Identify and use information retrieval tools, such as bibliographical repertoires, archival inventories and e-references, to solve research questions concerning the Western Mediterranean in early modern age.
  • Idear propuestas expositivas en el terreno de la divulgación científica.
  • Planear, componer y redactar textos de divulgación científica.
  • Conocer las tendencias museológicas actuales y los problemas relacionados con la elaboración de exposiciones relacionadas con la medicina, la ciencia y la tecnología.
  • Conocer las principales tendencias en filosofía y sociología de la ciencia, así como en los estudios de ciencia, tecnología y sociedad.
  • Conocer y utilizar con destreza las principales fuentes de información relacionadas con la comunicación científica, así como otras herramientas de recuperación de información (principales repertorios bibliográficos y bases de datos).
  • Conocer y utilizar con destreza las principales fuentes de información relacionadas con la historia de la ciencia, la medicina y la tecnología así como las herramientas de recuperación de esta información (repertorios bibliográficos y bases de datos).
  • Discutir y valorar las perspectivas, los debates historiográficos y los métodos de trabajo de las principales líneas de investigación histórica en torno a la ciencia, de la tecnología y de la medicina.
  • Diferenciar las principales tendencias en los estudios sobre ciencia, medicina y género.
  • Discutir y valorar las perspectivas, las controversias y los métodos de trabajo de las principales líneas de la investigación en el área de la información y la comunicación social de la ciencia.
  • Identificar los principales espacios en los que se desarrolla la actividad científica, tecnológica y médica (laboratorios, aulas, academias, observatorios, entornos naturales, museos, hospitales, fábricas, etc.).
  • Conocer las biografías de protagonistas de la ciencia, la medicina y la tecnología en determinados momentos históricos y contextos sociales y culturales.
  • Identificar los principales rasgos de la cultura material de la ciencia, la medicina y la tecnología.
  • Identificar y analizar críticamente textos de divulgación de la ciencia en sus diversas modalidades.
  • Diseñar un sistema, componente o proceso que cumpla unas especificaciones desde diferentes puntos de vista: electrónico, económico, social, ético y medioambiental.
  • Recopilar, seleccionar y organizar la información científica especializada.
  • Identificar y analizar críticamente textos clásicos de la medicina y de la ciencia en sus diversas modalidades.
  • Conocer y analizar críticamente los procesos de divulgación de la ciencia considerando sus diversos protagonistas, contextos, medios, prácticas, finalidades y resultados.
  • Comprender las diversas tareas comunicativas e informativas destinadas a concebir, articular y dirigir todo tipo de productos en cualquier soporte técnico, medio, sistema o ámbito en el área de la comunicación científica.
  • Conocer y analizar críticamente los procesos de circulación de saberes y prácticas científicas, así como sus principales protagonistas, escenarios, medios, mecanismos y consecuencias.
  • Presentar en público un trabajo de investigación y debatir sus resultados con otros investigadores.
  • Comprender las relaciones entre la ciencia, la medicina y la tecnología con las sociedades y las culturas en las que se desarrollan a lo largo de los diversos períodos históricos.
  • Aplicar técnicas de búsqueda, identificación, selección y recogida de información especializada.
  • Idear, planificar, organizar y redactar un trabajo de investigación.
  • Identificar las principales fuentes de información relacionadas con la comunicación científica, así como otras herramientas de recuperación de información (principales repertorios bibliográficos y bases de datos).
  • Identificar las principales fuentes de información relacionadas con la historia de la ciencia, la medicina y la tecnología así como las herramientas de recuperación de esta información (principales repertorios bibliográficos y bases de datos).
  • Conocer las características generales de la terminología médica y científica a través del estudio de su historia y su papel en la comunicación científica actual.
  • Identificar e interpretar textos de carácter divulgativo, periodístico o ensayístico relacionados con la ciencia, la medicina y la tecnología.
  • Conocer las diversas formas de popularización de la ciencia.
  • Identificar los principales períodos y contextos geográficos del desarrollo histórico de la ciencia, la medicina y la tecnología.
  • Conocer las técnicas avanzadas para la propagación de señales y datos mediante soporte físico, haciendo especial hincapié en el estudio de casos prácticos y el diseño de circuitos de microondas mediante líneas de transmisión.
  • Analizar e interpretar textos clásicos de la medicina y de la ciencia.
  • Conocer las biografías de los principales protagonistas del desarrollo de la historia de la ciencia, la medicina y la tecnología.
  • Conocer el desarrollo general de la historia de la ciencia, la medicina y la tecnología en su contexto social y cultural a lo largo del tiempo.
  • Describir los procesos de producción y consumo del conocimiento científico, así como los mecanismos de comunicación social de la ciencia, con sus diversos medios, espacios y protagonistas.
  • Ability to develop autonomy in learning, including resource and information search, and to access bibliographic and documentary sources in different areas of English Studies.
  • Ability to organize, structure, and develop ideas in various academic documents, such as essays, technical reports, and advanced research projects masters theses within the field of English Studies.
  • Capacidad para interpretar y analizar textos representativos de la pluralidad lingüística y cultural de las sociedades anglófonas contemporáneas con el fin de reflexionar sobre su relevancia, no sólo en referencia a los contextos socio-lingüísticos, históricos, políticos y culturales en los que se inscriben, sino también en relación con la globalización de la cultura, dentro de los Estudios Ingleses.
  • Ability to apply theoretical knowledge and skills to conduct critical, rigorous analysis using various tools, including printed and digital formats (ICT), within English Studies.
  • Ability to identify fundamental methodologies, theories, topics, and terminological, theoretical, formal, and ideological principles necessary for initiating linguistic or literary research in English Studies.
  • PFG1 - Be able to prepare an original project individually in the field of specific technologies of multimedia engineering in which the skills acquired during the learning process are synthesised and integrated. Also, be able to present and defend it properly in front of a university panel.
  • MM31 - Know and apply the basic elements of economics and of human resources management, project organisation and planning, and legislation, regulations and norms in multimedia projects, according to the knowledge acquired as described in the specific competences.
  • Aplicar métodos de análisis crítico para estudiar fuentes textuales, iconográficas y materiales relacionadas con la medicina, la ciencia y la tecnología.
  • MM30 - Be able to analyse and assess the social and environmental impact of technical solutions and understand the ethical and professional responsibility of multimedia engineering.
  • MM29 - Know how to carry out measurements, calculations, assessments, appraisals, surveys, studies, reports, task planning, and other analogous work in the field of multimedia applications, according to the knowledge acquired as described in the specific competences.
  • MM28 - Be able to solve problems with initiative, decision-making and creativity and to communicate and transmit the knowledge, abilities and skills of a multimedia engineer.
  • MM26 - Be able to conceive, develop and maintain multimedia systems, services and applications using the methods of software engineering as a tool for quality assurance, according to the knowledge acquired as described in the specific competences.
  • MM27 - Know, understand and be able to apply the legislation required for the professional practice of multimedia engineering and be able to deal with compulsory specifications, regulations and norms.
  • MM25 - Be able to define, evaluate and select hardware and software platforms for the development and implementation of multimedia systems, services and applications, according to the knowledge acquired as described in the specific competences.
  • MM24 - Be able to design, develop, evaluate and ensure the accessibility, ergonomics, usability and security of multimedia systems, services and applications and of the information that these manage.
  • Approach European early modern history from a comparative perspective.
  • Know, judge and know how to use and apply the sources of information related to nutrition, food, lifestyles and health.
  • Be able to assume social and ethical commitments.
  • Participate in business teams of social marketing, advertising and health claims.
  • Collaborate in the planning and development of policies on food, nutrition and food safety based on the needs of the population and health protection.
  • Recognise plurality and respect differences.
  • Know the historical, anthropological and sociological evolution of food, nutrition and dietetics in the context of health and disease.
  • Know the social, cultural and psychological factors that may affect the origin, development and treatment of eating disorders, and of food risks and crises.
  • Know the origin of the different attitudes towards food and understand basic theoretical and methodological principles for the social and anthropological analysis of the food system and, in particular, food consumption, food preparation and eating habits.
  • Know about planning and prevention of occupational risks.
  • Know about health care planning and organisation.
  • Know health promotion and disease prevention strategies.
  • Know the techniques and applications of environmental health and industrial hygiene in the field of food industry.
  • Know the relationship between environment and health.
  • Know the methods and means of health education.
  • Acquire knowledge on epidemiology and prevention of communicable and non-communicable diseases.
  • Acquire knowledge of the epidemiological method and its application to the field of food.
  • Know and assess the determinants of health.
  • Acquire the ability to perform basic calculations.
  • Know about the changes in toxic substances taking place during the technological processing of foodstuffs.
  • Know the basic concepts of health and public health.
  • Know the hygiene and preventive measures applicable to the major alterations in food products caused by toxic substances and chemicals originated during food processing.
  • Understand the use of guides to good hygiene practice as a tool to ensure the proper handling of food.
  • Prevent food poisoning by establishing toxicity safety limits in order to ensure safe food to the population.
  • Recognise one's own limitations and the need to maintain and update professional competence, with particular emphasis on independent and lifelong learning of new facts, products and techniques in the field of nutrition and food, and on motivation for quality.
  • Know the methods most commonly used for the analysis of toxics in food.
  • Be familiar with aspects related to the economics and management of food companies.
  • Know the legal and ethical limits of professional practice.
  • Know the basics of hygiene in food, processes and products.
  • Assist in the development, labelling, communication and marketing of foodstuffs according to social needs, scientific knowledge and legislation in force.
  • Develop the capacity to convey information, ideas, problems and solutions in the field of ethics and professional ethics, both to a specialist and non-specialist audience.
  • Acquire the ability to formulate and solve problems, as well as to make decisions within a limited time frame.
  • Know and understand the fundamental concepts associated with environmental management.
  • Know and understand the fundamentals and the components of quality systems.
  • Apply tools and indicators for quality control.
  • Be able to document and implement a quality management system according to UNE-EN-ISO standards.
  • Be able to document and implement an environmental management system according to UNE-EN-ISO standards.
  • Know the procedures for planning and conducting quality audits.
  • Be able to prepare a written report in a correct, understandable and organised manner.
  • Be familiar with the marketing of food products.
  • Design and interpret food surveys.
  • Recognise the plurality of points of view that make up the reality of food and nutrition through different social agents and discourses.
  • Be able to present and defend a degree final project before an examination panel demonstrating an ability to integrate the contents learnt and the skills acquired.
  • Que los estudiantes sepan planear y desarrollar investigación científica sobre el evento de la migración que permita un adecuado ejercicio profesional docente e investigador.
  • Acquire skills for presenting a project orally or in writing.
  • Understand, evaluate and apply gender perspective in the scientific and professional fields.
  • Contribute to the development of human rights, the principles of democracy, the principles of equality between women and men, solidarity, protection of the environment and promotion of the culture of peace, from a gender perspective.
  • Have the ability to make decisions, assuming leadership when appropriate.
  • Develop the capacity for organisation and planning.
  • Acquire the capacity to convey ideas, analyse problems critically and propose solutions.
  • Be able to apply the knowledge gained throughout the course of study to the professional world.
  • Practice the profession with respect to other professionals and acquire skills to work in teams.
  • Keep a receptive attitude and understand the meaning of the knowledge transmitted.
  • Recognise the essential elements of the profession including ethical principles, legal responsibilities and the practice of the profession, apply the principle of social justice to professional practice, and work with respect to people, their habits, beliefs and cultures.
  • Be familiar with discipline-specific terminology.
  • Master the techniques for diagnosing and identifying microorganisms in food.
  • Capacidad para trabajar y valorar de manera conjunta con personas, familias, grupos, organizaciones y comunidades sus necesidades
  • Capacidad para planificar, implementar, revisar y evaluar la práctica del Trabajo Social con personas, familias, grupos, organizaciones, comunidades y con otros profesionales. y circunstancias.
  • Capacidad para apoyar a las personas para que sean capaces de manifestar las necesidades, puntos de vista y circunstancias.
  • Capacidad para actuar en la resolución de las situaciones de riesgo con las personas así como para las propias y las de los colegas de la profesión.
  • Capacidad para administrar y ser responsable, con supervisión y apoyo, de la propia práctica dentro de la organización.
  • Capacidad para demostrar competencia profesional en el ejercicio deñ trabajo social.
  • Capacidad para establecer relaciones profesionales al objeto de identificar la forma más adecuada de intervención.
  • Capacidad para intervenir con personas, familias, grupos, organizaciones y comunidades para ayudarles a tomar decisiones bien fundamentadas acerca de sus necesidades, circunstancias, riesgos, opciones preferentes y recursos
  • Capacidad para valorar las necesidades y opciones posibles para orientar una estrategia de intervención.
  • Capacidad para responder a situaciones de crisis valorando la urgencia de las situaciones, planificando y desarrollando acciones para hacer frente a las mismas y revisando sus resultados.
  • Capacidad para interactuar con personas, familias, grupos, organizaciones y comunidades para conseguir cambios, para promocionar el desarrollo de los mismos y para mejorar sus condiciones de vida por medio de la utilización de los métodos y modelos deTrabajo Social, haciendo un seguimiento con regularidad de los cambios que se producen al objeto de preparar la finalización de la intervención.
  • Capacidad para preparar, producir, implementar y evaluar los planes de intervención con personas y con profesionales negociando el suministro de servicios que deben ser empleados y revisando la eficacia de los planes de intervención con las personas implicadas al objeto de adaptarlos a las necesidades y circunstancias cambiantes.
  • Capacidad para apoyar el desarrollo de redes para hacer frente a las necesidades y trabajar a favor de los resultados planificados examinando con las personas las redes de apoyo a las que pueden acceder y desarrollar.
  • Capacidad para promover el crecimiento, desarrollo e independencia de las personas identificando las oportunidades para formar y crear grupos, utilizando la programación y las dinámicas de grupos para el crecimiento personal y el fortalecimiento de las habilidades de relación interpersonal.
  • Capacidad para trabajar con los comportamientos que representan un riesgo para las personas, grupos y comunidades, identificando y evaluando las situaciones y circunstancias que configuran dicho comportamiento y elaborando estrategias de modificación de los mismos.
  • Capacidad para analizar y sistematizar la información que proporciona el trabajo cotidiano como soporte para revisar y mejorar las estrategias profesionales que deben dar respuesta a las situaciones sociales emergentes.
  • Capacidad para utilizar la mediación como estrategia de intervención destinada a la resolución alternativa de conflictos, en las circunstancias que así lo requieran.
  • Capacidad para diseñar, implantar y evaluar proyectos de intervención social.
  • Capacidad para preparar y participar en las reuniones de toma de decisiones al objeto de defender mejor los intereses de las personas, familias, grupos, organizaciones y comunidades.
  • Capacidad para potenciar a las personas, familias, grupos y comunidades a fin de que sean capaces de resolver las situaciones en las que se encuentren.
  • Capacidad para desarrollar e incorporar a las prácticas profesionales las actitudes y habilidades necesarias para incorporar la perspectiva de género.
  • Capacidad para establecer y actuar para la resolución de situaciones de riesgo previa identificación y definición de la naturaleza del mismo.
  • Capacidad para establecer, minimizar y gestionar el riesgo hacia uno mismo y los colegas a través de la planificación, revisión y seguimiento de acciones para limitar el estrés y el riesgo.
  • Capacidad para administrar y ser responsable de su propio trabajo asignando prioridades, cumpliendo con las obligaciones profesionales y evaluando la eficacia del propio programa de trabajo.
  • Capacidad para contribuir a la administración de recursos y servicios colaborando con los procedimientos implicados en la obtención, supervisando su eficacia y asegurando su calidad.
  • Capacidad para gestionar, presentar y compartir historias e informes sociales manteniéndolos completos, fieles, accesibles y actualizados como ayuda en la toma de decisiones y valoraciones profesionales.
  • Capacidad para trabajar de manera eficaz dentro de los sistemas, redes y equipos interdisciplinares y multiorganizacionales con el propósito de colaborar en el establecimiento de los fines, objetivos y tiempo de duración de los mismos contribuyendo igualmente a abordar de manera constructiva los posibles desacuerdos existentes.
  • Capacidad para participar en la gestión y dirección de entidades de bienestar social.
  • Capacidad para investigar, analizar, evaluar y utilizar el conocimiento actual de las mejores prácticas del Trabajo Social para revisar y actualizar los propios conocimientos sobre los marcos de trabajo.
  • Capacidad para adquirir y dominar los conocimientos disciplinares necesarios para el análisis de la sociedad contemporánea, su estructura y su dinámica, entre los que se incluye analizar la complejidad de los fenómenos sociales adoptando una perspectiva multidisciplinar (Economía, Derecho, Sociología, Antropología, Historia, Psicología y Salud).
  • Capacidad para identificar, organizar y usar la información de manera ética y eficaz en el aprendizaje autónomo que contribuya a la producción de nuevos conocimientos disciplinares y a sus aplicaciones profesionales.
  • Demonstrate capacity for analysis and synthesis.
  • Have organisation and planning skills.
  • Demonstrate oral and written communication skills in the native language.
  • Be able to use English in a professional environment.
  • Be able to use ICTs in the field of study.
  • Be able to analyse and search for information from different sources.
  • Be able to solve problems.
  • Be able to make decisions.
  • Be able to negotiate and reconcile interests effectively.
  • Be able to transmit and communicate complex ideas and approaches to both specialised and lay audiences.
  • Be able to apply economic principles for the diagnosis and resolution of social problems such as immigration, discrimination and others that affect society and the market.
  • Be able to work in a team.
  • Have interpersonal skills.
  • Have critical and self-critical capacity.
  • Show commitment to ethics and social responsibility.
  • Manage time effectively.
  • Be able to learn autonomously.
  • Be able to adapt to new situations.
  • Show creativity.
  • Show leadership and skills for mobilising the capacities of others.
  • Have initiative and entrepreneurial spirit.
  • Show motivation for quality.
  • Be able to contribute positively to raising awareness of environmental and social issues and to overcoming all forms of discrimination, as essential factors for economic development and poverty alleviation.
  • Be able to coordinate activities.
  • Acquire interdisciplinary knowledge of the company and its social, economic, institutional and legal environment, and of the basic elements of the management process, such as organisation and administration, accounting, taxation, operations, human resources, marketing, financing and investment.
  • Be able to prepare and interpret accounting information, both financial, for external users, and internal, for management control and decision making.
  • Be able to understand the mechanisms of the market, of competition and of consumers and buyers by means of analysing the information available and that obtained from any possible source, and be able to organise, control and manage the resources and commercial capacities to adapt the company's offer and messages to the needs of its clients.
  • Be able to solve financial valuation problems, both for financing decisions and for business investment, in the national and international environment.
  • Know the general characteristics and fundamentals of business management and organisation, and be able to use the instruments and tools available to analyse and design business policies and strategies, taking account of the international business environment and knowing how to assess the effects of these strategies on business activity and outcomes and on the socio-economic environment in the short and long term.
  • Be able to identify the sources of relevant economic information and their contents, and to understand economic institutions as the result and implementation of theoretical or formal approaches to how the economy works.
  • Be able to understand and use the different quantitative and qualitative methods to reason analytically, evaluate results and predict economic and financial parameters.
  • Be able to understand and analyse financial markets, as well as financial operations related to business.
  • Know the principles of economic analysis and its application to the diagnosis and resolution of problems.
  • Understand the keys to the functioning of the market and the effects of its different structures.
  • Be able to understand the functioning of the economy at an aggregate level, the determinants of growth and the causes of economic cycles.
  • Be able to carry out strategic diagnoses in complex and uncertain environments using the appropriate methodologies to resolve them.
  • Be able to make decisions under certainty and uncertainty environments.
  • Be able to apply analytical and mathematical methods for the analysis of economic and business problems.
  • Know the basic techniques, methods and instruments linked to behaviour analysis.
  • Be able to define, solve and present complex problems systemically.
  • Be able to relate the different elements that interact in the decisions of individuals.
  • Be able to express oneself in formal, graphic and symbolic languages.
  • Be able to elaborate, interpret and analyse the financial statements of organisations, and to understand their implications for other business decisions and areas.
  • Be able to identify, measure and value business costs in order to design and implement cost allocation models and methods.
  • Be able to evaluate the economic and financial consequences of the application of Spanish accounting standards.
  • Be able to compare and establish analogies between Spanish and international accounting regulations.
  • Know the appropriate accounting methods for the consolidation of financial statements and business combinations.
  • Be able to apply and introduce continuous improvement procedures in all areas of the organisation.
  • Know the methodology to plan and conduct a financial audit.
  • Be able to establish a system of business management indicators.
  • Be able to design the accounting policy of a company or business group.
  • Know the legal regime and the functioning of the bodies of mercantile companies.
  • Be able to prepare the company's corporate documents and commercial registration.
  • Know the subjects and institutions of the legal system with the greatest impact on economic life.
  • Know the basic concepts and legal regulations of marketing, advertising, sales, sponsorship and patronage.
  • Know basic regulations on trade marks, distinctive signs and industrial and intellectual property.
  • Know the regulatory authorities and the basic aspects of the transport contract.
  • Understand the impact of economic, political, legal, socio-cultural, technological and environmental variables on business activity.
  • Know the fundamental elements of labour law.
  • Be able to apply labour standards to solve specific problems.
  • Know how to set objectives and strategies at the different levels of the organisation, and how to assess the implications and needs for achieving them.
  • Be able to plan, organise, control and evaluate the implementation of business strategies.
  • Understand and assess the characteristics and usefulness of different business strategies, both at the competitive and corporate levels.
  • Understand the raison d'être and functioning of companies, as well as their systemic nature and the processes and implications linked to their development and growth.
  • Be able to contextualise the principles of business management and of strategy design and implementation within international business.
  • Know the characteristics of entrepreneurs and know how to elaborate effective business plans and set the conditions required to put them into practice.
  • Recognise the key factors of business competitiveness and of sustainability of economic activities.
  • Be able to design innovation management policies and strategies by applying the appropriate techniques, models and tools.
  • Be able to design human resources strategies according to the needs of the company and the surrounding conditions, and to implement them effectively.
  • Know how to apply the techniques, models and tools of quality and environmental management, applying continuous improvement techniques, and knowing how to design effective policies and strategies in this field.
  • Know the functions, techniques, models and tools of human resources management and know how to apply them properly.
  • Know the characteristics of the different production or service provision systems and know how to manage them under criteria of efficiency and effectiveness in close interrelation with the other areas of the company and with its environment.
  • Know the fundamentals that govern financial operations and markets.
  • Be able to correctly apply a common valuation model for the analysis of investment and financing operations.
  • Be able to estimate the parameters that define productive investments and know the different investment valuation methods.
  • Be able to measure and value the risk of financial assets and its applications for productive investments.
  • Understand the relationship between the concept of opportunity cost of capital and the valuation of financial assets.
  • Understand the concept of market efficiency and its implications for company financing.
  • Know the different shareholder remuneration policies and their effects on the value of the company.
  • Know the different financing instruments and be able to determine the company's indebtedness policy.
  • Be able to establish the company's financial planning.
  • Be familiar with financial problems in specific contexts (SMEs, family businesses, etc.).
  • Know the national and international financial environment and the risks associated.
  • Be able to analyse the asset and liability operations of credit institutions, as well as those derived from the implementation of monetary policy, interbank operations and off-balance-sheet transactions.
  • Know the fixed-income and equity markets and their derivatives, as well as the different securities traded on them.
  • Be able to value financial assets and derivatives, and to manage fixed-income and equity portfolios.
  • Know complementary social welfare systems and be able to assess the effects of their implementation on the organisation.
  • Understand and describe the function of marketing within the organisation.
  • Be able to identify the external client to whom the organisation is addressed.
  • Be able to identify the needs of different types of customers.
  • Address field analysis through an observational methodology using information, documentation and audiovisual technologies.
  • Know how to analyse the data obtained, gain a critical understanding of the reality and prepare a report of conclusions.
  • Situate the pre-primary school in the Spanish educational system and in the European and international context.
  • Know international experiences and examples of innovative practices in pre-primary education.
  • Value the importance of teamwork, especially with regard to the different professionals working in pre-primary education.
  • Participate in the creation and monitoring of educational projects for pre-primary education within the framework of school projects and in collaboration with the territory and other professionals and social agents.
  • Know the legislation that regulates pre-primary schools and their organisation.
  • Know the principles and strategies for designing a pre-primary school for ages 0-3.
  • Be able to lead and coordinate the team of professionals and specialists that make up the staff in a school for ages 0-3.
  • Analyse and assess the proper coordination between the principles established in the pre-primary education curricular project and the first cycle of primary education.
  • Value the personal relationship with each student and his or her family as a factor of educational quality.
  • Value and understand the period of pre-primary education as a set of experiences that are designed so that each child feels that he or she is the main actor in his or her own life.
  • Know the theoretical and practical principles of play and its evolution in the child's psychomotor development.
  • Understand and identify play as a natural learning experience and a socio-cultural manifestation in pre-primary education. Know, value and respect motor games from a multicultural perspective: popular and traditional games.
  • Know how to use play as a dynamic element in the development of children's perceptive, motor, cognitive, socio-affective, communicative and creative abilities, helping to improve their self-esteem and effectiveness.
  • Know how to design, conduct and assess playful-motor activities for increasing self-awareness and for discovering the environment and the objects.
  • Know how to encourage habits and attitudes of collaboration and dialogic conflict resolution through motor play.
  • Master strategies for observing the child through play to evaluate and develop his or her abilities.
  • Be able to select and inform others about toys and play materials that respond to children's needs, interests, knowledge and skill levels, and rates of development.
  • Intervene appropriately in the development of children in the periods 0-3 and 3-6 years.
  • Know the fundamentals of early care.
  • Favour the cognitive, psychomotor, communicative, social and affective development of children paying special attention to music, graphic expression and movement as means of playful intervention.
  • Know how to promote the acquisition of habits.
  • Optimise the development of children who are at personal and/or social risk.
  • Know the theoretical and practical principles of music, body and movement and of expressive, bodily, graphic, auditory and rhythmic education in pre-primary education.
  • Design, implement and evaluate teaching proposals to stimulate and develop perceptive-motor skills through music, graphic expression and physical activity.
  • Be able to critically analyse the publications and materials that can be found on the market to stimulate babies.
  • Promote collaboration with families to favour joint implementation of intervention strategies.
  • Be able to observe and identify delays and difficulties in learning oral and written language in the mainstream classroom.
  • Have resources to prevent difficulties in oral language acquisition and to address them if necessary.
  • Know how to communicate and interact with children with hearing and other language difficulties.
  • Know how to inform specialists to jointly address the needs affecting hearing and language.
  • Acquire resources to favour the educational integration of students with language difficulties.
  • Have the means to prevent problems in reading, writing and spelling.
  • Create and maintain communication links with families to effectively influence the language learning process.
  • Know the different uses of the oral and written language that are appropriate to the age of students.
  • Promote speaking skills.
  • Recognise and value the appropriate use of verbal and non-verbal languages that are particularly respectful of the principle of equality.
  • Deal with language learning situations in multilingual contexts.
  • Know the school curriculum for this stage as regards language learning, reading and writing.
  • Know the theories on the acquisition and development of oral and written language.
  • Deal with language learning situations in multilingual contexts.
  • Recognise and value an appropriate use of verbal and non-verbal language.
  • Understand the transition from oral to written language and know the different registers and uses of the language.
  • Know the processes of learning and teaching the written language.
  • Promote speaking and writing skills.
  • Know and master oral and written expression techniques.
  • Know the processes of learning and teaching reading and writing.
  • Know and properly use resources to stimulate reading and writing.
  • Know oral tradition and folklore.
  • Have literary education and, especially, know children's literature.
  • Develop and evaluate curriculum content in a comprehensive manner by using 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.
  • 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.
  • Know the history of Psychology of Personality so that students can distinguish between the scientific and non-scientific approaches to its study.
  • Understand the basic conceptual language of Psychology of Personality so that students learn the meaning of individual differences.
  • Know how to apply and differentiate between the main sources of data for Psychology of Personality.
  • Learn to interpret and use the different research methods in personality and individual differences.
  • Know how to recognize, differentiate and relate the main theoretical perspectives and research programs of Psychology of Personality.
  • Know the methodological difficulties involved in the assessment of personality so that the students learn to deal with the problems of stability and change of personality.
  • Know how to apply comparative designs and multivariate techniques to research in personality and individual differences.
  • Know, describe and identify the main structural and/or procedural variables of personality.
  • Distinguish between the different theoretical and methodological perspectives in the differential study of intelligence.
  • Be able to identify the different cognitive abilities (aptitudes) and the underlying cognitive processes.
  • Identify the main temperamental, socio-attitudinal and motivational dimensions of personality: know their field of reference, understand their dynamics and know how to handle the main research outcomes.
  • Understand the role of culture and gender relations in the explanation of individual and group performance.
  • Understand the dialectical tension that is built between the sociocultural and the sociobiological explanations when it comes to studying the differences between men and women.
  • Understand how the differences between men and women are built throughout the life cycle and how culture influences gender identity.
  • Understand that the psychological differences between men and women must not be confused with social inequality.
  • Develop a critical view from the socio-cultural perspective as regards the current state of research in the area of gender-based psychological differences.
  • Know how abnormal behaviour is understood from the perspective of individual differences.
  • Know the main theories about work and the basic psychological processes of the work activity.
  • Know the personal, gender, group and context factors that influence the work activity.
  • Be able to describe and measure the psychosocial variables involved in work and the processes of group interaction.
  • Understand the biological foundations of human behaviour and of psychological functions.
  • Be able to apply, interpret, critically evaluate and communicate the results of the psychometric evaluation.
  • Understand the different problems - characteristics and causal factors - that schoolchildren may have linked to their evolutionary development.
  • Use relevant assessment approaches to identify specific difficulties in development and learning.
  • Know the main models to design and implement a psychoeducational intervention.
  • Integrate the information obtained in the assessment process to design a specific intervention plan for developmental disorders and learning difficulties.
  • Know how to provide technical advice to both teachers and families as to how to manage educational diversity.
  • Take responsibility for one's own duties and be able to work with teammates.
  • Apply the principles of equal opportunities and respect for the rights of individuals to professional practice.
  • Prevent, detect and develop measures to overcome situations of gender discrimination.
  • Incorporate the principles of equality into interventions, as well as measures to reduce the obstacles to equality and eliminate gender-based or other types of discrimination.
  • Know the functions, characteristics and limitations of the different theoretical models of Psychology of Thinking and Language.
  • Know the basic laws of the different psychological processes related to the processes of mental representation, reasoning and problem solving.
  • Know the basic laws of the different psychological processes related to the processes of perception, comprehension and production of spoken and written language.
  • Know the main processes and stages of development throughout the life cycle within contexts of normality and abnormality.
  • Understand the biological foundations of human behaviour and of the psychological functions related to the processes of thinking and language.
  • Know the different fields of application of Psychology of Thinking and Language and have the necessary knowledge to influence and promote the quality of life of individuals in different contexts: educational, clinical, etc.
  • Know the different research designs in Psychology of Thinking and Language, the procedures of formulation and testing of hypotheses and the interpretation of the results.
  • Be able to describe and measure variables related to the processes of thinking and language.
  • Carry out specific interventions for attention to diversity, for the promotion of coeducation and for the eradication of gender inequality.
  • Know the main theories about the functioning of organizations and organizational behaviour.
  • Know different methods of assessment and intervention in the field of organizations.
  • Identify recipients' needs and demands in the organizational field.
  • Know how to select and implement the appropriate tools, products and services in organizational contexts.
  • Know the different approaches that have contributed to the historical development of psychopathology and their influence on the production of knowledge and on the professional practice in psychology in the field of mental health.
  • Know the factors (psychological, biological and social) that interrelate and affect human behaviour and experience, both in normal and pathological contexts.
  • Know the characteristic symptomatology of the different mental and behavioural disorders, their causes, factors that influence their prevalence, and the international systems of classification and diagnosis.
  • Know how to access and use the different documentary sources of psychopathology, show a mastery of the strategies necessary to access the information and assess the need for documentary update.
  • Know the different fields of application of psychopathology, its possibilities and limits, and the need for interdisciplinary collaboration with other areas and professionals in mental health.
  • Understand the history and the main concepts of intervention techniques and psychological treatment, so that the field is considered an area fully integrated into scientific psychology and that subsequent contents (for this and other subjects) can be placed within an appropriate framework of reference.
  • Be able to master the discipline-specific concepts and basic terminology, so that specialised bibliography can be appropriately dealt with.
  • Know the quality criteria most frequently demanded from the information used in psychological treatments.
  • Understand the legal, ethical and deontological limits of psychological treatments.
  • Know the different techniques and procedures of psychological interventions and treatments and their main applications.
  • Adopt a scientific spirit and a critical judgment to evaluate the goodness and quality of theoretical models and derived therapeutic procedures.
  • Be able to use the information resources needed to guide the search of materials or documents on psychological treatments.
  • Become familiar with the professional role of the psychotherapist (basic competences and skills).
  • Know the different experimental and non-experimental research designs, the procedures for the formulation and testing of hypotheses and the interpretation of the results.
  • Know the methodology used for developing psycho-drugs and the methods to verify their therapeutic effectiveness.
  • Be able to recognise the type of psycho-drug that a specific substance belongs to.
  • Be able to guide the pharmacological treatment of specific clinical cases.
  • Know the different groups of psycho-drugs and their use in different mental disorders.
  • Know the different neuropsychological disorders, the techniques for their diagnosis and their main etiologies.
  • Be able to conduct an abbreviated neuropsychological assessment on a real volunteer.
  • Be able to write a neuropsychological report of a real clinical case.
  • Know the mechanics for administering neuropsychological tests.
  • Be able to work in interdisciplinary teams.
  • Know how to assess personal performance and be aware of one's own competences and limitations.
  • Know the different approaches that have contributed to the historical development of Child Clinical Psychology and their influence on the production of knowledge and on professional practice in psychology in the field of mental health.
  • Know the characteristic symptomatology of the different mental and behavioural disorders, their causes, factors that influence their prevalence, and the international systems of classification, assessment and diagnosis.
  • Know how to access and use the different documentary sources of Child Psychopathology, show a mastery of the strategies necessary to access the information and assess the need for documentary update.
  • Know the different fields of application of Child Clinical Psychology, its possibilities and limits, and the need for interdisciplinary collaboration with other areas and professionals in mental health.
  • Ability to apply comparative designs and to use scientific terminology in research on Health Psychology.
  • Know the different models that relate personality and health.
  • Be able to identify health risk behaviours.
  • Be able to design an intervention programme in Health Psychology.
  • Be able to assess an intervention programme in Health Psychology.
  • Be able to identify health problems in the general population that require psychological attention.
  • Understand the general health-disease models throughout history in order to understand the interdisciplinarity of Health Psychology.
  • Know the different fields of application of Psychology and have the necessary knowledge to influence and promote the quality of life of the individuals, groups, communities and organisations involved in any addictive behaviour.
  • Be able to describe and measure cognitive, emotional and behavioural variables (attitudes, readiness for change, etc.) and processes related to addictive behaviour.
  • Know how to listen.
  • Know how to ask.
  • Be able to record information and differentiate relevant from irrelevant details for the purpose of assessment or intervention.
  • Know the basics of the application of psychobiological knowledge to social intervention.
  • Be able to describe and identify the psychobiological processes underlying violent behaviour and their applications in social intervention.
  • Be able to describe and identify the psychobiological processes underlying aging processes and their applications in social intervention.
  • Be able to describe and identify the psychobiological processes underlying addictive processes and their applications in social intervention.
  • Understand the basic aspects of ICT, the logic of programming and questioning languages, as well as fundamental data structures, mark systems and database principles.
  • Be able to understand the operation of the main computer and Internet applications, and to critically evaluate their applicability and effectiveness for the professional practice of psychology.
  • Be able to apply and adapt information and data management tools and systems to various fields of the professional practice of psychology.
  • Distinguish those models that support a sociocultural conception of personality from those that support a biological conception.
  • Identify the types and subtypes of sociopersonal intelligence from the perspective of multiple intelligence models.
  • Understand the social processes involved in social interaction between genders.
  • Know the different perspectives that approach the topic of love from personality and social psychology.
  • Understand the relevance of individual differences in personality in the work context.
  • Understand the basic personality factors and processes involved in the acquisition, development and maintenance of "normal" and antisocial and criminal behaviour.
  • Be able to conduct an analysis of the phenomenon of criminal behaviour at different levels, its triggers and resistance factors, at the individual, interpersonal and situational level.
  • Handle models that explain the relationships between personality, stress and health.
  • Know the field of application of psychology in the field of crime and antisocial behaviour and have the necessary knowledge to influence and promote the quality of life in individuals, groups, communities and organisations related to this field.
  • Be able to describe and measure the processes of interaction and the dynamics where anti-social and criminal behaviours take place.
  • Know the functions, characteristics and limitations of the different theoretical models of Social Psychology of Sport.
  • Understand the psychosocial principles of the functioning of sports groups and organisations.
  • Know how to interpret family reality according to the theoretical models of family psychology.
  • Understand the social and anthropological dimension of the family, considering the historical and sociocultural factors involved in its configuration.
  • Observe families that are different from one's own and analyse their functioning from their own cultural context.
  • Be able to perform synchronous and diachronic analyses of the family. Describe and assess relevant dimensions.
  • Be able to analyse and assess family functionality and the situations of risk for personal development.
  • Know how to analyse the needs and demands of family members in different family models.
  • Be able to select and apply psychological assessment tools: genograms, interviews, scales and questionnaires.
  • Establish the goals of psychological intervention in the family context in collaboration and agreement with those involved. Plan.
  • Know the methodology for designing performance tests.
  • Be able to design and apply performance tests to solve the problems arising in professional practice.
  • Be able to analyse data through statistical software and other information technologies.
  • Know how to apply intervention strategies and methods on the recipients, on the contexts and indirectly through other people.
  • Know the postulates and limitations of the theoretical approaches that have contributed most to the understanding of emotional bonds.
  • Know emotional, behavioural and cognitive processes involved in attachment and in other emotional relationships.
  • Know the main stages of development of the different emotional bonds throughout the life cycle.
  • Understand the biological foundations of emotional and sexual behaviour.
  • Understand the impact of context on emotional bonds.
  • Know the fundamental emotional needs and understand adaptive and maladaptive behaviour in the context of emotional relationships.
  • Know the methods for the assessment and diagnosis of the quality of emotional relationships.
  • Know guidance, counselling and intervention procedures for dysfunctional affective and sexual relationships.
  • Be aware of the usefulness of research surveys in different areas of psychology and related disciplines.
  • Be able to design and conduct a survey and an opinion study.
  • Know the biological foundations of stress processes.
  • Be able to describe and measure cognitive, emotional, psychobiological and behavioural variables and processes related to stress.
  • Be able to identify the different types of stress, as well as the main strategies for dealing with stressful situations. Identify the effects of stress on health and offer some tools to control them.
  • Know how to identify organisational and inter-organisational problems and needs.
  • Know the historical evolution of economic and consumer psychology and the theories and models that explain economic and consumer behaviour.
  • Have skills related to research on economic and consumer behaviour.
  • Know how to assess social behaviours related to consumption.
  • Manage the techniques and tools to assess the cultural trends related to economic and consumer behaviours.
  • Be able to properly manage information, techniques and procedures for the implementation of programmes related to the intervention on economic and consumer behaviour, consumer satisfaction and social marketing planning.
  • Process information in a systematic and organised manner. Review and handle scientific and evidence-based literature. Integrate theories and formulate models.
  • Organise, process and gather data from interviews related to consumer situations. Manage groups for qualitative research.
  • Know the main theoretical approaches to organisational change.
  • Know the personal, group and context factors that influence the management of organisational change.
  • Know the different fields of application of Psychology to road safety and acquire the knowledge needed to contribute to improving road safety and especially to preventing traffic accidents.
  • Get to know all the variables that affect (especially from the human factor) road safety and traffic risk.
  • Be able to identify the social, group and individual problems and needs in the field of traffic and road safety.
  • Be able to define objectives and draw up plans that, from a human factor perspective, help to improve road safety and to prevent accidents.
  • Be able to use strategies and techniques that can involve road users in the creation of a better and safer road system.
  • Know and analyse the needs of the different sectors and groups in the field of road safety.
  • Capacidad para formar una posición crítica en los grandes debates planteados a escala mundial sobre las causas del hambre, el papel de los mercados agrarios o el impacto medioambiental de la agricultura.
  • Capacidad para entender la lógica interna de las sociedades rurales, y la intervención en el diseño de programas de ayuda contra la pobreza rural y la subnutrición.
  • Identificar, sobre el terreno, las implicaciones de una determinada orientación de la producción agraria, sus beneficios y costes.
  • Familiarización con los procedimientos para conseguir ayudas para proyectos de cooperación.
  • Analizar la situación de la ayuda al desarrollo, conocimiento de la actuación de las instituciones financiadoras de proyectos y capacidad para desarrollar un enfoque crítico ante las insuficiencias del actual sistema de ayuda.
  • Capacidad para planificar estrategias de desarrollo.
  • Conocer la evolución histórica reciente de los países menos desarrollados
  • Manejar diferentes indicadores económicos con los que analizar el desarrollo desde una perspectiva comparada.
  • Identificar las causas del crecimiento y del atraso.
  • Tener la capacidad de realizar recomendaciones de política económica para paliar los efectos del atraso económico.
  • Conocer la evolución histórica reciente de los procesos de globalización y comparar las principales semejanzas y diferencias entre el proceso de globalización actual y el del pasado.
  • Manejar diferentes indicadores económicos con los que analizar la magnitud y el impacto de la globalización.
  • Construir indicadores macroeconómicos y demográficos.
  • Manejar las bases de datos disponibles para la medición de la pobreza y la desigualdad (Pennsylvania World Tables, World Bank Living Standards Survey, Índice de Desarrollo Humano...).
  • Analizar y explotar la información estadística.
  • Localizar informes sobre el desarrollo a partir de diversas fuentes.
  • Conocer la influencia del comercio internacional en el desarrollo económico y ser capaz de distinguir los efectos positivos de los negativos.
  • Ser capaz de analizar las consecuencias de las políticas comerciales seguidas por un país, así como tener la destreza para proponer políticas alternativas.
  • Poder analizar los problemas de ajuste de una economía y ser capaz de proponer las políticas adecuadas para su corrección.
  • Aplicar los conocimientos adquiridos al estudio de casos prácticos, capacitando para informar sobre las condiciones del comercio internacional de cualquier país o región y diseñar las políticas necesarias para la adquisición de unos objetivos prefijados.
  • Conocer la evolución histórica reciente de los procesos de globalización y comparar las principales semejanzas y diferencias entre el proceso de globalización actual y el del pasado.
  • Manejar diferentes indicadores económicos con los que analizar la magnitud y el impacto de la globalización.
  • Saber aplicar los conocimientos adquiridos y su capacidad de resolución de problemas en entornos nuevos o poco conocidos dentro de contextos más amplios (o multidisciplinares) relacionados con el área de estudio de la intervención psicosocial.
  • Ser capaz de integrar conocimientos y enfrentarse a la complejidad de formular juicios a partir de una información que, siendo incompleta o limitada, incluya reflexiones sobre las responsabilidades sociales y éticas vinculadas a la aplicación de sus conocimientos y juicios en el ámbito de la intervención psicosocial.
  • Saber comunicar en el contexto de la intervención psicológica en ámbitos sociales, las conclusiones (y los conocimientos y razones últimas que las sustentan) a públicos especializados y no especializados de un modo claro y sin ambigüedades.
  • Poseer las habilidades de aprendizaje que permitan continuar estudiando de un modo que deberá ser en gran medida autodirigido y autónomo en el área de estudio de la psicología de la intervención social y comunitaria.
  • Diseñar y gestionar los canales de marketing y las actividades logísticas
  • Capacidad de búsqueda y de gestión de la información a través de diferentes fuentes documentales especializadas.
  • Capacidad para trabajar en equipo sobre la base de la colaboración, respeto por las diferencias y resolución negociada de conflictos.
  • Capacidad para plantear y elaborar un trabajo escrito comprensible, organizado y coherente.
  • Capacidad para exponer en público con rigor conceptual y con el uso adecuado del vocabulario específico de la disciplina.
  • Entender las bases biológicas de los procesos psíquicos y comportamientos tanto en su funcionamiento normal como patológico así como los principios y elementos básicos para la aplicación de técnicas de intervención aplicadas a la salud física y mental.
  • Conocer y saber aplicar los modelos y conceptos teóricos de la psicología de la intervención social y comunitaria, para evaluar las realidades sociales con múltiples criterios de valor.
  • Conocer y saber identificar los factores psicosociales relacionados con la promoción del bienestar psicológico y social de las personas, grupos, comunidades y poblaciones en general.
  • Ser capaz de identificar, analizar y evaluar de una manera crítica y reflexiva las necesidades, problemas y demandas sociales de poblaciones de riesgo e interés, propios de la intervención psicosocial
  • Conocer y saber aplicar métodos y técnicas de análisis cualitativo y cuantitativo para obtener, integrar y valorar información individual, grupal y/o comunitaria.
  • Saber seleccionar, diseñar, adaptar y validar instrumentos de diagnóstico psicológico y social adaptados a los sectores propios de la intervención psicosocial.
  • Conocer y ser capaz de identificar recursos, estrategias y técnicas individuales, microsociales y/o macrosociales, aplicadas a la intervención psicológica en ámbitos sociales.
  • Ser capaz de definir objetivos y de aplicar metas de intervención atendiendo a los grupos, poblaciones y contextos donde se desarrolla la intervención psicosocial.
  • Saber justificar, diseñar, planificar, implementar, evaluar y divulgar planes y programas de intervención psicosocial con diferentes objetivos, niveles de acción y destinatarios.
  • Ser capaz de implementar y coordinar planes y programas inter-disciplinares y/o inter-institucionales de intervención psicosocial.
  • Ser capaz de utilizar recursos, estrategias y técnicas de intervención individual, microsocial y/o macrosocial para promover el desarrollo positivo de las personas, grupos y comunidades y/o para prevenir conductas de riesgo en los sectores propios de la intervención psicosocial.
  • Conocer y saber organizar, desarrollar, adaptar y valorar servicios y programas de asesoramiento e intervención psicosocial de acuerdo con las demandas y el contexto en el que se aplican.
  • Saber realizar el seguimiento de la dirección y gestión de los centros, servicios y/o programas relacionados con la intervención psicológica en ámbitos sociales.
  • Ser capaz de trabajar y de reconocer el carácter interdisciplinario que tiene la psicología de la intervención social con otras dimensiones y servicios del sistema social (educativa, sanitaria, política, etc.)
  • Conocer y saber utilizar las tecnologías de la Información y la Comunicación (TICs) con distintos objetivos para la mejora de la competencia profesional en intervención psicosocial (obtención de información, difusión de conocimiento, relaciones con otros profesionales, etc.)
  • Saber informar y formar en materia de campañas de marketing social sobre temas sociales dirigidos a sectores propios de la intervención psicológica en ámbitos sociales, ciudadanos en general e instituciones en especial.
  • Ser capaz de analizar, planificar, ejecutar y difundir trabajos teóricos y empíricos, básicos y aplicados, manejando las fuentes documentales y de información actualizadas, con fines de investigación, desarrollo e innovación, en las diferentes áreas de la intervención psicosocial.
  • Adquiere habilidades de investigación, siendo capaz de concebir, diseñar, llevar a la práctica y adoptar un proceso sustancial de investigación con seriedad académica.
  • Desarrolla inquietud por la excelencia.
  • 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.
  • Have capacity for analysis and synthesis.
  • Demonstrate organisational and planning skills.
  • Be able to communicate professionally, both orally and in writing, in the Universitat de València's native languages.
  • Be able to communicate in a foreign language.
  • Be able to use ICT in the field of study and in the professional context.
  • Have skills for information management.
  • Have problem-solving skills and decision-making capacity.
  • Have critical and self-critical capacity.
  • Be able to work in multi- and inter-disciplinary teams.
  • Be able to integrate and communicate with experts in other areas and in different contexts.
  • Acknowledge and respect diversity and promote interculturality.
  • Be able to develop, promote and revitalise interpersonal communication skills.
  • Show active ethical commitment to human rights, gender equality and sustainability.
  • Be prepared for independent lifelong learning.
  • Be able to adapt to new situations.
  • Develop innovation and creativity in professional practice.
  • Demonstrate initiative and entrepreneurship.
  • Show commitment to professional identity, development and ethics.
  • Be able to conduct educational research in different contexts.
  • Be able to recognise and value affective processes.
  • Have abilities for quality management.
  • All the competences of the curriculum are applied in this subject area.
  • Understand the theoretical references that constitute the human being as an active player in education.
  • Know and understand the current educational and training systems in the international context.
  • Know and interpret the historical processes of education and training systems, institutions and organisations.
  • Know and analyse educational policies, their legislative development and their impact on socio-educational reforms.
  • Know and understand the processes of teaching and learning and their impact on the comprehensive education and development of people and communities.
  • Know the principles and fundamentals of attention to diversity.
  • Diagnose needs, complex situations and possibilities of people as a basis for educational actions.
  • Be able to identify the degree of development of individuals in all their dimensions.
  • Conduct prospective and evaluative studies on educational characteristics, needs and demands.
  • Develop tools for gathering and analysing educational information.
  • Design educational plans, programmes, projects, actions and resources in different contexts.
  • Apply and coordinate educational programmes and methodologies for personal, social and professional development.
  • Desarrollar y coordinar intervenciones educativas con personas o grupos, con necesidades educativas especiales, en situaciones de riesgo, de desigualdad o discriminación por razón de género, clase, etnia, edad, discapacidad y/o religión.
  • Design and implement processes of social participation and community development.
  • Intervene in socio-educational and community projects and services.
  • Lead and coordinate socio-educational plans, programmes and projects.
  • Design and manage means and resources for socio-educational intervention.
  • Promote processes of cultural and social revitalisation.
  • Mediate in situations of risk and conflict.
  • Train agents and educators in socio-educational and community intervention.
  • Teach in different socio-educational contexts.
  • Facilitate and manage cooperation in educational and professional processes.
  • Advise on the design and implementation of socio-educational plans, programmes, teaching projects, media and activities.
  • Advise and accompany individuals and groups in socio-educational development processes.
  • Manage and coordinate entities, equipment and groups, according to different contexts and needs.
  • Identify and make reasoned judgments about socio-educational problems in order to improve professional practice in non-formal contexts.
  • Design and implement processes for the evaluation of socio-educational intervention programmes and strategies in various contexts.
  • Supervise and evaluate plans, programmes, projects and schools.
  • Prepare and interpret technical, research and evaluation reports on educational actions, processes and results.
  • Organise and manage schools and educational institutions, services and resources.
  • All the competences of the curriculum are applied in this subject area.
  • MM23 - Make proper use of theories, procedures and tools in the professional development of multimedia engineering in a real context (specification, design, implementation, deployment and evaluation of multimedia systems solutions).
  • MM21 - Communicate effectively, both in writing and verbally, knowledge, procedures, results and ideas related to ICT and specifically to multimedia, and know their socioeconomic impact.
  • MM22 - Have knowledge and ability to understand essential facts, concepts, principles and theories related to multimedia and to the spectrum of reference disciplines.
  • MM18 - Know the basic tools available for creating multimedia contents including high-definition video and audio.
  • MM20 - Be able to assess the risks and development times for the production of multimedia software and hardware.
  • MM17 - Know the animation systems most commonly used in multimedia applications, both in local and in remote environments.
  • MM15 - Be able to respond professionally to the requirements at each step of a multimedia production process: show skills for preparing and understanding scripts and communication, graphic design for communication, management of streaming technology, web design and production and post-production processes.
  • MM16 - Have theoretical and practical knowledge of the technologies applied to audiovisual media (photography, radio, sound, television, video, film and multimedia).
  • MM14 - Be able to create multimedia contents for production environments in broadcasting and digital edition.
  • MM13 - Know and be able to use the techniques of digital audio and directional audio systems that can be integrated into multimedia applications.
  • MM11 - Have knowledge and ability to apply the different mechanisms and elements to create both linear and non-linear audiovisual stories according to different production formats, technologies and media.
  • MM12 - Know current 2D and 3D graphic systems and their application to multimedia developments.
  • MM10 - Be able to analyse and integrate software components to develop multimedia applications.
  • MM8 - Integrate knowledge of different multimedia technologies to create products that offer global solutions that are appropriate to each context.
  • MM9 - Program correctly in the different specific languages of multimedia systems taking into account time and cost restrictions.
  • MM7 - Be able to apply the principles of audiovisual graphic design and communication to multimedia products.
  • MM6 - Conceive, design, and implement projects related to multimedia products by using engineering methodologies, applying the principles of human resources management and applying economic principles.
  • MM4 - Know communication theories and their application to multimedia systems.
  • MM19 - Be able to perform animation of virtual characters through various techniques, including motion capture, for its integration into multimedia applications.
  • MM5 - Know how to apply the theoretical and practical resources to deal with a multimedia application as a whole.
  • MM3 - Be able to implement methodologies, technologies, processes and tools for the professional development of multimedia products in a real context of use by applying the appropriate solutions for each environment.
  • MM2 - Be able to understand and manage the different technologies involved in multimedia systems, both from the point of view of hardware and electronics and of software.
  • MM1 - Have knowledge and ability to understand essential facts, concepts, principles and theories related to multimedia systems including all the disciplines covered by these systems.
  • I11 - Know the standards and regulations of information technology at Spanish, European and international level.
  • Students must be able to design both formal and aesthetic aspects in written, graphic, audiovisual and digital media, as well as the use of computer techniques for the representation of facts and data through infographic systems.
  • Students must have an understanding of the data and mathematical operations performed, with some of them commonly used in the media. Students must know how to use data and statistics in a correct and understandable way for global dissemination.
  • Students must be able to conceive, plan and execute informative and creative projects in different environments (mass media, digital environments, communication offices, etc.).
  • Students should be able to search for, select, read, interpret and analyse both written and audiovisual texts and documents (analytically, synthetically and critically).
  • Students must be able to perform the main journalistic tasks, develop them within thematic areas, and apply them to journalistic procedures.
  • Students must be able to use the communicative and informative technologies and techniques in different medias and combined/interactive systems (multimedia).
  • Students must be able to reasonably propose ideas from the basics of rhetoric, as well as to communicate through the techniques of persuasion.
  • Students must be able to communicate in their own language through traditional forms of media (the press, photography, radio, television), through new combined forms (multimedia), through new digital forms (the internet), or through hypertextuality.
  • Students must be able to search, select, contextualise and order any type of source or document (written, audio, visual etc.) useful for the elaboration and processing of information, as well as for persuasive communicative or fictional and entertainment uses.
  • Students should be able to recover, organize, analyse and process information and communication with the purpose of private or collective uses through various media and supports or in the creation of productions of any kind.
  • Students should be able to experiment and innovate through the understanding and use of the applied methods and technologies.
  • Students should be able to defend a culture of peace and respect for the fundamental human rights within the processes of communication, specifically in regards to equality between women and men in all types of communication (informative, interpretative, semiotic, dialogic and opinion).
  • Students should have an understanding of own and other social, historical, economic and cultural aspects within their relevant contexts.
  • Students should have initiative, creativity, credibility, honesty, leadership spirit and responsibility, both personally and professionally.
  • Students should be able to express themselves fluently and effectively in their own languages, as well as in a third language (preferably English), taking advantage of the linguistic and literary resources that are most appropriate for the different forms of media.
  • Students should show solidarity with people across the planet, as well as knowledge of the main cultural currents in relation to individual and collective values and respect for human life.
  • Students should possess the ability to organise and plan their tasks, performing them in an orderly manner and prioritising the journalistic processes in a logical manner.
  • Students should be able to obtain and select relevant information and sources in order to solve problems and elaborate on strategies.
  • Students should be able to adapt to technological and socio-occupational changes.
  • Que los estudiantes tengan la capacidad y la creatividad necesarias para asumir riesgos expresivos y temáticos en el marco de las disponibilidades y plazos de la producción comunicativa, aplicando soluciones y puntos de vista fundados en el desarrollo de los proyectos.
  • Students should be able to work as a team, communicate their own ideas and integrate themselves into group projects aimed at achieving results.
  • Students must be able to deepen their acquired knowledge and to develop and apply these skills in the various fields of audiovisual communication.
  • Students must be able to develop their own work, both in terms of creation and research, whilst putting into practice the skills that they have acquired. They must know how to take responsibility for their own projects (although this would be under the guidance of a tutor).
  • Capacidad para diseñar y elaborar proyectos de investigación evaluativa en Trabajo Social.
  • Capacidad para diseñar y elaborar proyectos de investigación adaptados a las necesidades de conocimiento para la acción y transformación propios de la intervención en Trabajo Social.
  • Capacidad para investigar y producir conocimiento sobre la realidad social, los problemas sociales y la disciplina de Trabajo Social.
  • Capacidad de comunicación, de diálogo, de apoyo, de trabajo en grupo y de respeto a los principios de igualdad entre hombres y mujeres.
  • Write psychological reports that are adequate for their addressees.
  • Obtain an in-depth knowledge of the psychosocial factors associated with health problems and disease.
  • Obtain an in-depth knowledge of the biological and psychosocial factors associated with health problems and disease, especially those related to mental health.