| 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 curricular areas of Primary Education, the interdisciplinary relation between them, the evaluation criteria and the body of didactic knowledge that encompasses the teaching and learning procedures.
|
| B2 |
Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals from the centre. |
| B3 |
Effectively address language learning situations in multicultural and multilingual contexts. Encourage reading and critical appreciation of texts from the various scientific and cultural domains contained in the syllabus. |
| B4 |
Design and regulate learning spaces in diversity contexts, to address gender equality, equity and respect for human rights that constitute the values of citizenship training. |
| B5 |
Promote coexistence in and out of the classroom, solve discipline problems and contribute to peaceful resolution of conflicts. Encourage and appreciate effort, perseverance and personal discipline in students. |
| B7 |
Collaborate with the different sectors of the educational community and of the social environment. Take on the educator dimension of the teaching role and promote democratic education for active citizenship. |
| B9 |
Appreciate individual and group responsibility for achieving a sustainable future |
| B10 |
Reflect on classroom practices to innovate and improve teaching. 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 key competencies that affect the primary education schools and their professionals. Know quality improvement models that can be applied to educational centres.
|
| C38 |
Acquire basic maths skills (numeric, calculus, geometry, spatial representations, estimation and measurement, organisation and interpretation of information, etc.). |
| C39 |
Know the mathematics syllabus |
| C40 |
Analyse, reason and communicate mathematical proposals. Put forward and solve problems related to everyday life. |
| C41 |
Assess the relationship between mathematics and science as one of the pillars of scientific thought. |
| C42 |
Develop and evaluate curriculum contents using appropriate teaching resources and promote the corresponding competencies in students. |
| D1 |
Capacity for analysis and synthesis |
| D2 |
Capacity for organisation and planning |
| D3 |
Oral and written communication in the native language. |
| D6 |
Capacity for information management |
| D7 |
Troubleshooting |
| D8 |
Decision-making |
| D9 |
Team work |
| D12 |
Skills in interpersonal relationships |
| D14 |
Critical reasoning |
| D16 |
Autonomous learning |
| D18 |
Creativity |
| D21 |
Initiative and an entrepreneurial spirit |
| D22 |
Motivation for quality |
