| Code |
Description |
| A1 |
Students will have shown they have sufficient knowledge and understanding of an area of study, starting after completion of general secondary education, and normally reaching a level of proficiency that, being mostly based on advanced textbooks, will also include familiarity with some cutting-edge developments within the relevant field of study. |
| A2 |
Students will be able to apply their knowledge and skills in their professional practice or vocation and they will show they have the required expertise through the construction and discussion of arguments and the resolution of problems within the relevant area of study. |
| A3 |
Students will be able to gather and interpret relevant data (normally within their field of study) that will allow them to have a reflection-based considered opinion on important issues of social, scientific and ethical nature. |
| A4 |
Students will be able to present information, ideas, problems and solutions both to specialist and non-specialist audiences. |
| B1 |
To know the curricular areas of Primary Education, the interdisciplinary relationships between them, the assessment criteria and the body of pedagogical knowledge about their respective teaching and learning procedures. |
| B3 |
To deal effectively with situations of language learning in multicultural and multilingual situations. To promote reading and critical commentary of texts from several scientific and cultural domains that are part of the school curriculum. |
| B4 |
To design and regulate teaching spaces in contexts of diversity, paying attention to gender equality, fairness and respect for human rights as central values in the education of the citizenry. |
| B5 |
To promote respectful coexistence within and outside the classroom, sort out problems of discipline and contribute to the peaceful resolution of conflicts. To stimulate and appreciate students’ perseverance and personal discipline. |
| B6 |
To be familiar with the organizing structure of primary education schools and the diversity of actions that its functioning comprises. To undertake the tutoring and orientation roles with students and their families, paying attention individually to the singular educational needs of students. To be aware that the practice of the teaching profession will be permanently subject to improvement and adaptation to scientific, pedagogical and social changes throughout one’s life. |
| B7 |
To work with the different actors of the education community and the school’s social milieu. To assume the educational dimension of the teaching profession and to promote democratic values in education to shape an active citizenry. |
| B8 |
To uphold a critical, independent attitude with regard to all forms of knowledge and all values and to every public and private social institution. |
| B9 |
To become aware of our individual and collective responsibility in attaining a sustainable future. |
| B10 |
To reflect on classroom practices with the aim of innovating and improving teaching. To acquire habits and skills for independent and cooperative learning and to promote it among students. |
| B11 |
To know and use information and communication technologies in the classroom. To develop the discerning capacity to select the kind of audiovisual information that contributes to learning, civic education and cultural enrichment. |
| C13 |
To promote cooperative work and individual work and effort. |
| C14 |
To promote actions of moral values education geared towards the shaping of an active, democratic citizenry. |
| C23 |
To critically analyze and incorporate the most relevant developments of modern 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. |
| C29 |
To understand the mutual influence between science, society and technological developments, as well as the appropriate behavior on the part of citizens to attain a sustainable future. |
| C31 |
To understand the basic principles of the social sciences. |
| C32 |
To know the school curricula of the social sciences. |
| C33 |
To integrate the study of history and geography from an educational and cultural perspective. |
| C34 |
To promote the democratic education of the citizenry and the practice of critical thinking about society. |
| C35 |
To appreciate the importance of public and private institutions for the peaceful coexistence between peoples. |
| C37 |
To develop and evaluate curricular contents through use of appropriate teaching resources to promote the acquisition of the relevant competencies by students. |
| C48 |
To promote reading and writing habits. |
| D1 |
Analysis and synthesis skills. |
| D2 |
Organization and planning skills. |
| D3 |
Oral and written communication in one’s mother tongue. |
| D5 |
Computing knowledge applied to the relevant area of study. |
| D6 |
Information-management skills. |
| D7 |
Problem resolution. |
| D8 |
Decision-making skills. |
| D9 |
Teamwork skills. |
| D13 |
Appreciation of diversity and multiculturalism. |
| D14 |
Critical-thinking skills. |
| D15 |
Ethical commitment. |
| D16 |
Independent-learning skills. |
| D17 |
Ability to adapt to new situations. |
| D18 |
Creativity. |
| D20 |
Knowledge of other cultures and customs. |
| D23 |
Awareness about environmental issues. |
