| Code |
Description |
| A1 |
Students have shown to have and understand knowledge in an area of study based on general secondary education, and are at a level in which they can have recourse to advanced textbooks and also to have updated knowledge on the progress made in their field of study. |
| A2 |
Students know how to apply knowledge in their work or vocation in a professional manner and have competences that are usually proven through preparation and defence of arguments and problem-solving in their area of study. |
| A3 |
Students have the ability to gather and interpret relevant data (usually within their study area) to make judgements that include a reflection on the relevant social, scientific or ethical issues. |
| A4 |
Students can transmit information, ideas, problems and solutions to both specialised and non-specialised public. |
| B1 |
Know the objectives, curricular content, and the evaluation criteria in Primary Education. |
| B2 |
Promote and facilitate early childhood learning from a global and integrating perspective, in the different psychomotor, cognitive, emotional and volitional dimensions. |
| B4 |
Promote coexistence in and out of the classroom and address peaceful resolution of conflicts. Know how to systematically follow learning and coexistence contexts and reflect on them. |
| B6 |
Know how language evolves in early childhood, learn to identify possible problems and assure adequate evolution. Effectively address language learning situations in multicultural and multilingual contexts. Oral and written expression, as well as mastery in the use of the different expression techniques. |
| B7 |
Know the educational implications of information and communication technologies and, in particular, of television in early childhood. |
| B11 |
Reflect on classroom practices to innovate and improve educational tasks, acquire habits and skills for autonomous and cooperative learning, and promote them among students. |
| C4 |
Know how to identify stages and their cognitive, psychomotor, communicative, social and affective characteristics. |
| C21 |
Ability to work in a team with other professionals from both inside and outside the centre, to provide attention •Procedure-based
to every student, and to plan learning sequences and organise work situations in the classroom and playground,
by identifying the specific characteristics of the 0 to 3-year-old and the 3 to 6-year-old age brackets.
|
| C28 |
Learn about international experiences and of innovative practices in primary education. |
| C29 |
Value the importance of teamwork. |
| C42 |
To know the syllabus of language and reading and writing for this stage as well as the theories of acquisition and development of the relevant learning contents. |
| C43 |
To develop speaking and writing skills. |
| C44 |
To know and master techniques of oral and written expression. |
| C46 |
To understand the transition from speech to writing and to learn the different registers and uses of language. |
| C48 |
To approach situations of language learning in multilingual contexts. |
| C49 |
To recognize and appreciate the appropriate use of verbal and non-verbal language. |
| C51 |
To acquire literary training and knowledge of children’s literature in particular. |
| D1 |
Capacity for analysis and synthesis |
| D3 |
Oral and written communication |
| D5 |
Knowledge of informatics |
| D7 |
Troubleshooting |
| D9 |
Team Work |
| D12 |
Critical reasoning |
| D13 |
Critical reasoning |
| D15 |
Autonomous learning |
| D16 |
Adaptation to new situations |
