| Code |
Description |
| 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. |
| 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. |
| 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. |
| 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. |
| C36 |
To know the scientific method and to promote scientific thinking and experimentation. |
| 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. |
| 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 |
