| 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. |
| B6 |
Know how primary education schools are organised and the diversity of actions in their operation. Perform functions of mentoring and guidance to students and their families, addressing the singular learning needs of students. Assume that the performance of teaching needs to be refined and adapted to scientific, pedagogical and social changes throughout life. |
| 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. |
| B8 |
Maintain a critical and autonomous relationship with regard to knowledge, values and public and private social institutions |
| 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. |
| B11 |
Know and apply the information and communication technologies in classrooms. Selectively discern audio-visual information that contributes to learning, civic training and cultural wealth. |
| 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.
|
| C11 |
To know the processes of interaction and communication in the classroom. |
| C13 |
To promote cooperative work and individual work and effort. |
| C15 |
To know and deal with school situations in multicultural contexts. |
| C16 |
To design, plan and evaluate teaching and learning activities in the classroom. |
| C23 |
To critically analyze and incorporate the most relevant developments of present-day society that have a bearing on family and school education: the impact of audiovisual languages and screens on society and education; changes in gender and intergenerational relationships; multiculturalism and interculturalism; social inclusion and discrimination and sustainable development. |
| C43 |
To understand the basic principles of the sciences of language and communication. |
| C50 |
To deal with situations of language learning in multilingual contexts. |
| C51 |
To be able to communicate, both orally and in writing, in a foreign language. |
| C52 |
To develop and evaluate curricular contents through use of appropriate teaching resources to promote the acquisition of the relevant competencies by students. |
| C61 |
To acquire practical knowledge about the classroom and its management. |
| C62 |
To know and apply the processes of interaction and communication in the classroom and master the social skills and abilities required to create an atmosphere in the classroom conducive to facilitating learning and respectful coexistence. |
| C63 |
To control and monitor the education process, in particular the teaching-learning process, through the mastery of the required techniques and strategies. |
| C64 |
To establish links between theory and practice and the classroom and school contexts. |
| C67 |
To control the processes of interaction and communication in the groups of students aged between 6-12. |
| D1 |
Capacity for analysis and synthesis |
| D2 |
Capacity for organisation and planning |
| D4 |
Knowledge of foreign language |
| D5 |
Knowledge of computing related to the field of study |
| D6 |
Capacity for information management |
| D7 |
Troubleshooting |
| D8 |
Decision-making |
| D9 |
Team work |
| D10 |
Work in an interdisciplinary team |
| D11 |
Work in an international context |
| D12 |
Skills in interpersonal relationships |
| D13 |
Recognition of diversity and multiculturalism |
| D14 |
Critical reasoning |
| D15 |
Ethical commitment
|
| D16 |
Autonomous learning |
| D17 |
Adaptation to new situations |
| D18 |
Creativity |
| D19 |
Leadership |
| D20 |
Knowledge of other cultures and customs |
| D21 |
Initiative and an entrepreneurial spirit |
