Educational guide 2023_24 Facultade de Educación e Traballo Social

Training and Learning Results

Choose A	Code	Training and Learning Results
	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.

Choose B	Code	Knowledge
	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.

Choose C	Code	Skill
	C1	Understand the educational and learning processes in the 0 to 6-year-old age bracket, within the family, social and school contexts.
	C2	To know the developments of children’s developmental psychology in the 0-3 and 3-6 age range.
	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.
	C7	To identify learning difficulties, cognitive and attention-related malfunctions.
	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.
	C14	To know the historical evolution of the family, the different types of families, lifestyles and education in the family context.
	C15	To know the basic principles of healthy development and behavior.
	C16	To identify sleeping, eating, psychomotor, attention-related and visual and auditory disorders.
	C17	To cooperate with professional specialists to solve these disorders.
	C18	To detect affective, eating and welfare deficiencies that could perturb students’ physical and psychological optimal 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.
	C34	To know teaching strategies to develop numerical representations and spatial, geometrical and logical development notions.
	C35	To understand mathematics as a kind of socio-cultural knowledge.
	C36	To know the scientific method and to promote scientific thinking and experimentation.
	C37	To become familiar with the evolution of thinking, customs, beliefs and social and political movements throughout history.
	C38	To know the most outstanding moments in the history of sciences and technology and to be aware of their importance.
	C39	To develop teaching activities involving interaction between science, technology, society and sustainable development.
	C40	To promote interest in and respect for the natural, social and cultural environments through appropriate teaching projects.
	C41	To promote experiences of introduction into information and communication technologies.
	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.
	C45	To know the oral and folk traditions.
	C46	To understand the transition from speech to writing and to learn the different registers and uses of language.
	C47	To know the process of learning/teaching to read and write.
	C48	To approach situations of language learning in multilingual contexts.
	C49	To recognize and appreciate the appropriate use of verbal and non-verbal language.
	C50	To know and use appropriate resources for promotion of reading and writing habits.
	C51	To acquire literary training and knowledge of children’s literature in particular.
	C52	To be able to promote a first approach to a foreign language.
	C53	To know the fundamentals of music, plastic art and self-expression through movement of the syllabus of this stage, as well as the theories about the acquisition and development of the relevant learning contents.
	C54	To be familiar with and use songs to foster auditory, rhythmic and vocal education.
	C55	Know how to use games as a teaching resource and design learning activities based on principles.
	C56	To develop teaching activities that foster musical perception and expression, motor skills, drawing and creativity.
	C57	To analyze audiovisual languages and their implications for teaching.
	C58	To promote sensitivity towards plastic expression and artistic creation.
	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.

Choose D	Code	Competences
	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