| Code |
Description |
| 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. |
| 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. |
| 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. |
| 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. |
| 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. |
| 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. |
| 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. |
| 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. |
| 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 |
