| 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. |
| A5 |
Students will acquire the learning skills that are required to pursue further studies with a high degree of independence. |
| 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. |
| B2 |
To design, plan and assess learning and teaching processes, both individually and working with other teachers and professionals from the school. |
| 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. |
| 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. |
| 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. |
| B12 |
To understand the function, possibilities and limits of education in present-day society and the fundamental competences impinging on primary education schools and their professionals. To know models of quality improvement that can be applied in schools. |
| C57 |
To understand the principles contributing to people’s cultural, personal and social training from the perspective of physical education. |
| C58 |
To know the school curriculum of physical education. |
| C59 |
To acquire resources to promote participation throughout people’s lives in sport activities inside and outside the school. |
| C60 |
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. |
| D1 |
Analysis and synthesis skills. |
| D2 |
Organization and planning skills. |
| D6 |
Information-management skills. |
| D7 |
Problem resolution. |
| D8 |
Decision-making skills. |
| D9 |
Teamwork skills. |
| D10 |
Interdisciplinary teamwork skills. |
| D12 |
Interpersonal relations skills. |
| D14 |
Critical-thinking skills. |
| D15 |
Ethical commitment. |
| D16 |
Independent-learning skills. |
| D17 |
Ability to adapt to new situations. |
| D18 |
Creativity. |
| D19 |
Leadership skills. |
| D21 |
Entrepreneurship skills. |
| D22 |
Striving for quality. |
