| 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. |
| A5 |
Students have developed the necessary learning skills to undertake further studies with a high degree of autonomy. |
| 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. |
| B3 |
Design and regulate learning spaces within diversity contexts to meet students´singular educational needs, gender equality, equity and respect for human rights. |
| 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. |
| B5 |
Group reflection on acceptance of rules and respect for others. Boost autonomy and singularity of each student via the management of emotions, feelings and values in early childhood. |
| 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. |
| B8 |
Know the basics of dietetics and hygiene for children. Knowledge of the fundamentals of early attention and the • Knowledge- bases and developments that allow us to understand the psychological, learning and personality building processes based in early childhood.
|
| B9 |
Knowledge of how primary schools are organised and the different actions that comprise their operation. Assume that the practice of teaching has to be improved and adapted to the scientific, pedagogical and social changes throughout life. |
| B10 |
Act as a counsellor to parents on the subject of family education in the 0 to 6-year-old age bracket and master social skills for managing and relating to each student's family and to all families. |
| 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. |
| B12 |
Understand the role, possibilities and limits of education in today's society and the core competencies affecting higher education schools and their professionals. Know the quality improvement models that can be applied to educational centres. |
| C1 |
Understand the educational and learning processes in the 0 to 6-year-old age bracket, within the family, social and school contexts. |
| C3 |
Know the fundaments of early attention. |
| C4 |
Know how to identify stages and their cognitive, psychomotor, communicative, social and affective characteristics. |
| C5 |
Know how to boost acquisition of habits related to autonomy, freedom, curiosity, observation, experimentation, imitation, acceptance of rules and limits, symbolic and heuristics games. |
| C6 |
Know the pedagogical dimension of interaction with peers and adults and learn how to promote
participation in group activities, cooperative work and individual effort.
|
| C8 |
Know how to inform other professional specialists regarding centre and teacher collaboration in catering to the special educational needs that may arise. |
| C9 |
Acquire resources to promote educational integration of students with difficulties. |
| C10 |
Create and maintain communication ties with families to effectively influence the educational process. |
| C11 |
Understand and learn to play the role of guardian and counsellor in relation to family education. |
| C12 |
Promote and collaborate within and outside the school, in actions organized by families, town councils and other institutions that impact on citizenship education. |
| C13 |
Critically analyse and incorporate the most relevant issues of today's society that affect education in the family and at school: social and educational impact of audio-visual languages and of screens; changes in gender and inter-generational relations; multiculturalism and interculturalism; discrimination and social inclusion, as well as sustainable development. |
| C19 |
Understand that the daily dynamics in primary education is changeable depending on each student, group and situation and learn to be flexible in the teaching practice. |
| C20 |
Value the importance of stability and regularity in the school environment, schedules and moods of the faculty, as factors that contribute to the harmonious and comprehensive progress of students. |
| 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.
|
| C22 |
Cater to students' needs and transmit safety, peace of mind and affection. |
| C23 |
Understand that systematic observation is a basic instrument for reflecting on practice and reality, as well as for contributing to innovation and improving primary education. |
| C24 |
Master the observation and recording techniques. |
| C25 |
Undertake field analysis via observational methodology using information technology, documentation and audio-visual media. |
| C26 |
Learn how to analyse data obtained, critically understand reality and draft a report on the findings. |
| C27 |
Position the primary school within the Spanish educational system, the European and international contexts. |
| C28 |
Learn about international experiences and of innovative practices in primary education. |
| C29 |
Value the importance of teamwork. |
| C30 |
Participate in the preparation and follow-up of primary education projects within the school's framework of projects, and through collaboration with the region and with other professionals and social agents. |
| C31 |
Know the legislation governing primary schools and their organisation. |
| C32 |
Value the personal relationship with each student and his/her family as a factor of educational quality. |
| C33 |
Know the underlying curricular principles of science, maths and technology in this stage, as well as the theories on the acquisition and development of the corresponding know-how. |
| C55 |
Know how to use games as a teaching resource and design learning activities based on principles. |
| C59 |
Acquire practical knowledge about the classroom and its management. |
| C60 |
Know and apply the interaction and communication processes in the classroom and master the capabilities and social skills needed to foster a climate conducive to coexistence and learning. |
| C61 |
Control and follow-up the educational process and, especially teaching and learning by mastering the techniques• Procedure-based
and the strategies needed.
|
| C62 |
Relate theory and practice with the reality in the classroom and the centre. |
| C63 |
Participate in teaching activity and learn to perform by acting and reflecting through practice. |
| C64 |
Participate in improvement proposals in the different fields of action that can be set up in a centre. |
| C65 |
Regulate the interaction and communication processes in students from the 0 to 3 and 3 to 6-year-old groups. |
| C66 |
Learn ways to collaborate with the different sectors of the educational community and the social environment. |
| C67 |
These competences, and those from the remaining subjects, will be reflected in the final year dissertation, to reflect the training acquired in all subjects described herein. |
| D1 |
Capacity for analysis and synthesis |
| D2 |
Capacity for organisation and planning |
| D3 |
Oral and written communication |
| D4 |
Knowledge of foreign language |
| D5 |
Knowledge of informatics |
| D6 |
Information management capacity |
| D7 |
Troubleshooting |
| D8 |
Decision-making |
| D9 |
Team Work |
| D10 |
Work in an international context |
| D11 |
Skills in interpersonal relations |
| D12 |
Critical reasoning |
| D13 |
Critical reasoning |
| D14 |
Ethical commitment |
| D15 |
Autonomous learning |
| D16 |
Adaptation to new situations |
| D17 |
Creativity |
| D18 |
Leadership |
| D19 |
Knowledge of other cultures and customs |
| D20 |
Initiative and an entrepreneurial spirit |
| D21 |
Motivation for quality |
| D22 |
Awareness of environmental issues |
