Social and Legal Sciences
DEGREE IN PRIMARY SPECIALITY
Face-to-face
Faculty of Education
Solo se imparte en esta universidad
Acceda al listado de fechas de examen para esta titulación.
Leyenda: | No ofertada | Sin docencia |
The fundamental aim of the degree course is to produce Primary School teachers capable of working in a range of contexts (rural, urban, multicultural, monocultural, regional, national, international, etc.); capable of adapting to social, cultural, scientific, technological and educational changes; with a thorough command of the subjects involved and their interdisciplinary nature; critical; with initiative; capable of reflecting on their work; committed to the profession.
University of Alicante graduates in Primary Education will be qualified to work as Primary School Teachers, and are also equipped to work in related professions, whether on a formal or informal basis.
More specifically, the aims of this Degree are that graduates should:
Subjects in the Degree in Primary Education, each worth 6 and 9 European ECTS credits, are organised into semesters. Specifically, students are required to take 5 subjects each semester, to complete 30 credits per semester and 60 credits per year, for a total of 240 credits over four years.
In order to make the course compatible with other activities, students are allowed to take a part-time course consisting of 30 credits per academic year.
Subject type |
Credits |
Core |
60 |
Compulsory |
102 |
Optional |
24 |
Work Experience |
48 |
Final Project |
6 |
Total credits |
240 |
Subjects are interdisciplinary and are defined in this course programme on the basis of the large thematic blocks which constitute the generalist profile of the degree. They are classified and distributed in accordance with the proposal for organisation by Modules detailed in Order ECI/3857/2007 (BOE 312/2007):
Core subjects (10 subjects, 60 credits), 3 blocks:
1. Learning and personality development
• Understanding learning processes at 6-12 years, within the family, social and school context.
• Understanding the characteristics of pupils at this age, and their motivational and social context.
• Acquiring the knowledge necessary to understand personality development in pupils at this age and to identify dysfunctions.
• Identifying learning difficulties, reporting them and contributing to their treatment.
• Understanding current theories and developments based on skills acquisition.
• Identifying and planning solutions for educational situations which affect pupils with different abilities and rates of learning.
2. Educational processes and contexts.
• Analysing and understanding educational processes in and out of the classroom at ages 6-12.
• Understanding the fundaments of primary education.
• Analysing teaching practice and its institutional framework.
• Understanding the historical evolution of the educational system in Spain and the political and legislative aspects conditioning the provision of education.
• Understanding interaction and communication processes in the classroom.
• Tackling and solving discipline problems.
• Encouraging teamwork and individual effort.
• Promoting an education in values, aimed at producing active, democratic citizens.
• Understanding and tackling school situations in multicultural contexts.
• Designing, planning and evaluating classroom teaching and learning processes.
• Understanding and applying innovative experiences in primary education.
• Participating in defining the educational project and general activities of the centre, on the basis of quality management criteria.
• Understanding and applying basic educational research methods and techniques and being capable of designing innovative projects, identifying assessment indicators.
3. Society, family, school.
• Commanding the social skills in order to understand and be understood by families.
• Understanding and performing the functions of tutor and advisor with regard to family education at ages 6-12.
• Relating education to the surrounding context, cooperating with families and the community.
• Analysing and critically incorporating important contemporary social issues that affecting family and school education: the social and educational impact of audiovisual and IT communication; changes in gender and intergenerational relations; multiculturalism and interculturalism; social discrimination and integration, and sustainable development.
• Understanding the historical evolution of the family, and the different types of families, lifestyles and educational styles in the family context.
Compulsory subjects (Disciplinary subjects) (18 subjects, 102 credits), 6 blocks:
1. Teaching and learning: Experimental Sciences.
• Understanding the basic principles and laws of the experimental sciences (Physics, Chemistry, Biology and Geology).
• Understanding the school experimental sciences curriculum. Raising and solving problems associated with these sciences in the context of daily life.
• Appreciating the sciences as a cultural achievement.
• Recognising the reciprocal influence of science, society, technological development and appropriate civic conduct, in order to work towards a sustainable future.
• Understanding and evaluating curricular content by means of the appropriate didactic resources, and promoting the acquisition of basic skills by students.
2. Teaching and learning: Social Sciences.
• Understanding the basic principles of the social sciences.
• Understanding the school social science curriculum.
• Integrating the study of history and geography using an instructive and cultural approach.
• Promoting democratic citizenship and critical social thought.
• Appreciating the importance of public and private institutions, for peaceful coexistence between different peoples.
• Understanding religion and its relationship with culture throughout history.
• Understanding and evaluating curricular content by means of the appropriate didactic resources, and promoting the acquisition of the corresponding skills.
3. Teaching and learning: Mathematics.
• Acquiring basic mathematical skills (numerical, calculating, geometry, spatial representation, estimating and measuring, organising and interpreting information, etc.).
• Understanding the school mathematics curriculum.
• Analysing, reasoning and communicating mathematical theories.
• Raising and solving problems related to daily life.
• Understanding the relation between mathematics and the sciences as one of the pillars of scientific thought.
• Understanding and evaluating curricular content by means of the appropriate didactic resources, and promoting the acquisition of the corresponding skills.
4. Teaching and learning: Language.
• Understanding the basic principles of language and communication sciences.
• Acquiring a literary training and having a good knowledge of literature.
• Understanding the school language and literature curriculum.
• Speaking, reading and writing correctly in the official languages of the Autonomous Community in question.
• Understanding the teaching and learning processes involved in written language acquisition.
• Encouraging reading and writing.
• Understanding the difficulties involved in learning official languages for students who speak other languages.
• Dealing with language acquisition situations in a multilingual context.
• Oral and written expression in a foreign language.
• Understanding and evaluating curricular content by means of the appropriate didactic resources, and promoting the acquisition of the corresponding skills.
5. Teaching and learning: Musical and Artistic Education
• Understanding the principles behind these disciplines which contribute to cultural, personal and social growth.
• Understanding the school artistic education curriculum, including the visual, audiovisual and musical aspects.
• Acquiring resources to promote life-long participation in musical and artistic activities, in and out of school.
• Understanding and evaluating curricular content by means of the appropriate didactic resources, and promoting the acquisition of the corresponding skills.
6. Teaching and learning: Physical Education.
• Understanding the principles of physical education which contribute to cultural, personal and social growth.
• Understanding the school physical education curriculum.
• Acquiring resources to promote life-long participation in sporting activities, in and out of school.
• Understanding and evaluating curricular content by means of the appropriate didactic resources, and promoting the acquisition of the corresponding skills.
Work experience and Final project. (2 subjects, 54 credits):
Work experience in schools, including the Final Project.
• Acquiring practical knowledge of classrooms and their management.
• Understanding and applying interaction and communication processes in the classroom, and acquiring the social skills and proficiencies necessary to promote a climate of learning and co-existence.
• Directing and monitoring the educational process, particularly with regard to teaching and learning through a thorough understanding of the appropriate techniques and strategies.
• Relating theory and practice to the reality of the classroom and the centre.
• Participating in teaching activity and learning through doing, using practice as a basis for action and analysis.
• Participating in proposals to improve the various spheres of action which may exist within a centre.
• Regulating interaction and communication processes in pupil groups of 6-12 years old.
• Understanding way of collaborating with other sectors within the educational community and the social environment.
Optional Subjects (24 credits): with possibility of option to the Quotations in Foreign Tongue: English, Physical Education, Music or Special Education/Therapeutic Pedagogy, if cursan the 24 credits in the optativas linked to said quotations.
Work Experience And Work end of Degree (54 credits):The Practicum 3 and Work End of Degree can link to one of the quotations contemplated in the present plan of studies, realising practical in an educational centre under the tutorización of a professional of the corresponding speciality.
Once that the ORDER ECI/3857/2007, of 27 December, by which establish the requirements for the verification of the official university titles that enable for the exercise of the profession of Teacher in Primary Education, contemplates the possibility to propose quotations cualificadoras, adapted to the aims, cycles and areas of the Primary Education that establish in the articles 13 and 14 of the Organic Law 2/2006, of 3 May, of Education; in the present Plan of Studies of Degree of Teacher in Primary Education propose the following quotations:
1. Quotation in Foreign Tongue: English
2. Quotation in Physical Education
3. Quotation in Music
4. Quotation in Special Education/Therapeutic Pedagogy
To achieve any one of the quotations cualificadoras is precise that the student curse 24 credits of asignaturas of the Module of Optatividad corresponding to the quotation and the credits of the Practicum 3 and Work End of Degree.
The asignaturas optativas that conform the quotations cursarán from the third year.
Work Experience
The Work Experience of this degree will develop in centres of Primary Education recognised like centres of training in practices by means of the Agreement Mark of cooperation between the University of Alicante and the Ministry of Education of the Generalitat Valencian. Will have face-to-face character and will be tutelado by university professors and teachers of primary education accredited like tutors of practices by the Conselleria of Education.
The Conselleria of Education will regulate by means of an Order the development of the practices of the students of the title of degree in the educational centres sustained with public funds of the Valencian Community. To part of this Agreement Mark the Faculty will be able to establish agreements with different companies, institutions or private schools, subscribed to individual title.
The Work Experience organises in three periods whose main characteristic are:
Work Experience 1.
The context of the Work Experience will be an entity of primary education. It would include especially the part of the Work Experience corresponding to the basic training.
Work Experience 2.
The context of the Work Experience will be an entity in primary education. It would include especially the part of theWork Experience corresponding to the didactic training-discipline.
Work Experience 3.
The context of the practical will be an entity in primary education. The Practicum 3 will be able to link to a quotation. To obtain a quotation will have to cursar the corresponding credits to the Practicum 3 linked to the corresponding quotation, realising practical in an educational centre under the tutorización of a professional of the corresponding speciality.
Work experience
Work Experience will be undertaken in primary schools which are officially recognised as work experience centres under the Framework Collaboration Agreement between University of Alicante and the Education Board of the Valencian Government. Teaching experience is classroom based, tutored by university lecturers and primary teachers who have received official recognition as work experience tutors by the Board of Education.
Degree student work experience undertaken at teaching centres funded by the Community of Valencia will be regulated by a Board of Education directive. On the basis of this Framework Agreement, the Faculty may establish agreements with other businesses, institutions or private schools.
Teaching Experience is organised into three main periods, characterised as follows:
Work Experience 1.
Teaching experience will be undertaken in a primary school. It will primarily comprise those aspects of work experience corresponding to the core subjects.
Work Experience 2.
Teaching experience will be undertaken in a primary school. It will primarily comprise those aspects of work experience corresponding to didactic-disciplinary subjects.
Work Experience 3.
Teaching experience will be undertaken in a primary school.
Final Project.
The Final Project is compulsory and is worth 6 credits. The aim of the Final Project is to enable students to demonstrate that they have acquired the skills and proficiencies necessary to graduate as Primary School Teachers from the University of Alicante.
The Final project of Degree will be able to link to a quotation. To obtain a quotation will have to cursar the corresponding credits to the Work End of Degree linked to the corresponding quotation.
Prior to evaluation for the final project, the student must provide evidence of ability in a foreign language. Among other forms of accreditation, the minimum necessary requirement at the University of Alicante is to have attained level B1 of the European Framework of Reference for Languages, and this requirement may be raised in the future.
Optional subjects. These are chosen by the student from among the subjects offered, and account for the remaining 24 credits necessary to complete the 240 credits corresponding to the Degree.
The student or student will have to cursar 24 credits of optatividad that will have to choose between the asignaturas that offer like optativas. To obtain a Quotation will have to cursar the 24 credits of the asignaturas optativas linked to the corresponding Quotation.
Besides, the student will have to have guaranteeed the possibility to obtain academic recognition of until a maximum of six credits optativos of the total of the plan of studies cursado, by the participation in cultural university activities, sportive, of representation estudiantil, solidarias and of cooperation. Before the beginning of each academic course, the Council of Government will define the nature of the activities that will have this academic recognition.
SUBJECT |
TYPE |
ECTS |
TEACHING THE FRENCH LANGUAGE |
OP |
6 |
TEACHING SOCIAL SCIENCES: GENDER EQUALITY |
OP |
6 |
CHILDISH SPANISH LITERATURE And JUVENILE And ANIMATION To THE READING |
OP |
6 |
DRAMATISATION And THEATRE IN THE CLASSROOM (SPANISH) |
||
TALLER DE CREACIÓ VERBAL EN CATALÁ |
OP |
6 |
CHILDISH CATALAN LITERATURE |
||
SCIENTIFIC EDUCATION FOR TEACHERS |
OP |
6 |
WORKSHOP OF MATHEMATICS |
OP |
6 |
PEDAGOGY And DIDACTIC OF THE RELIGION IN THE SCHOOL |
OP |
6 |
LINKED SUBJECT To THE QUOTATION IN ENGLISH FOREIGN |
||
ENGLISH: LECTO-WRITING And METHODOLOGY OF THE EDUCATION BASED IN THE TEXT |
OP |
6 |
INTEGRATION OF THE COMMUNICATIVE SKILLS (INTEGRATING SKILLS) |
OP |
6 |
CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) |
OP |
6 |
INDEPENDENT ENGLISH USER |
OP |
6 |
LINKED SUBJECT To THE QUOTATION IN PHYSICAL EDUCATION | ||
PHYSICAL ACTIVITY IN THE HALF NATURAL |
OP |
6 |
GAME And SCHOOL SPORT |
OP |
6 |
KINESIOLOGICS BASES OF THE PHYSICAL ACTIVITY |
OP |
6 |
THEORY And PRACTICE OF THE PHYSICAL CONDITIONING WITH YOUNGSTERS |
OP |
6 |
LINKED SUBJECT To THE QUOTATION IN MUSIC |
||
VOCAL And AUDITORY EDUCATION |
OP |
6 |
RHYTHMICAL EDUCATION And MOVEMENT |
OP |
6 |
THE AUDITION LIKE EDUCATIONAL ELEMENT. HISTORY OF THE MUSIC, MUSICAL HERITAGE And FOLKLORE |
OP |
6 |
MUSICAL EDUCATION And HIS DIDACTIC |
OP |
6 |
LINKED SUBJECT To THE QUOTATION IN SPECIAL EDUCATION/THERAPEUTIC PEDAGOGY |
||
INTELLECTUAL DISABILITY, DISORDERS OF THE AUTISTIC SPECTRUM And HIGH CAPACITIES |
OP |
6 |
SENSORY DISABILITIES And MOTRICES: DEVELOPMENT, COMMUNICATION And INTERVENTION |
OP |
6 |
DIFFICULTIES OF LEARNING And COMPENSATORY EDUCATION |
OP |
6 |
PROBLEMS And DISORDERS OF BEHAVIOUR |
OP |
6 |
Students who study an undergraduate degree at the University of Alicante must confirm a minimum level of B1 in a foreign language (a B2 is recommended) in order to obtain the diploma.
The required language level is in accordance with the Common European Framework of Reference for Languages.
The language accreditation requirement can be obtained previously or at any time during university studies. However, the language requirement will be necessary in order to be able to assess the final year project.
The different forms of obtaining such language requirement can be consulted in the additional information in this section.
Students who want to have a career in non-university teaching when they finish their studies are recommended to obtain the teaching competence certificate (Valencian and/or foreign languages).
This certificate can be obtained by taking specific itineraries in your university studies or by taking the UA teaching competence course in Valencian, German, French and English.
All the official undergraduate degrees must be completed by preparing and defending a final year project, which must be done in the final phase of the studies and be aimed at the assessment of competences associated to the degree.
The final year project must be an original, independent and personal work. The elaboration of it may by individual or coordinated. Each student will prepare this project under the supervision of a tutor, allowing students to show the received training content in an integrated many, as well as the acquired competences associated to the undergraduate degree.
In order to register in the final year project, students must comply with the requirements established in the “Regulations for continuation studies for students registered in undergraduate degrees at the University of Alicante”. Among the requirements established to be able to register in the final year project, a minimum of 168 credits must be passed in undergraduate degrees with a total of 240 credits, and a minimum of 228 credits in undergraduate degrees with a total of 300 credits or more.
In order for the final year project to be assessed, a B1 level of a foreign language (B2 is recommended) must be confirmed.
Admission to this degree course is open to any applicant who meets one of the following entrance requirements:
1. SPANISH BACCALAUREATE (LOMCE) UNIVERSITY ENTRANCE EXAM (PAU): Students can access this Degree by means of any Baccalaureate specialization.
TABLE 1
2. PREVIOUS BACCALAUREATES WITH OR WITHOUT A PASS IN THE UNIVERSITY ENTRANCE EXAM (PAU): Students who have completed their Baccalaureate under previous education systems and have passed the PAU will be able to use the mark obtained in their application.
3. VOCATIONAL EDUCATION: Vocational educational qualifications such as senior technician, senior technician of plastic arts and design, or senior technician in sports is the preferred professional area although access to this degree may be through any professional field.
4. STUDENTS FROM EDUCATION SYSTEMS IN COUNTRIES OF THE EUROPEAN UNION OR OTHER STATES WITH WHICH SPAIN HAS AN INTERNATIONAL AGREEMENT: Accreditation is required and issued by Universidad Nacional de Educación a Distancia (UNED).
5. STUDENTS FROM FOREIGN EDUCATION SYSTEMS: Prior to applying for the validation of their foreign Baccalaureate, students may sit for up to 4 exams in subjects offered by the Pruebas de Competencias Específicas (PCE) organised by UNED (at least one subject from the core subjects).
6. OTHER: University degrees and other similar qualifications. University entrance exam for students over 25 (preferential option: Social and Legal Sciences). Access on the basis of professional experience (applicants over 40 years of age). Access to applicants aged 45 years or more by means of an exam.
High School Diploma Subjects |
||||||||||||||||||||||
Academic Years 2010-11 2011-12 |
0.1 | |||||||||||||||||||||
0.2 | x | x |
x |
x | x | x | x | x |
x | x | x | x | x | x | x | x | x |
x |
x |
x | x |
|
Academic Years 2012-13 2013-14 2014-15 2015-16 2016-17 |
0.1 | |||||||||||||||||||||
0.2 | x | x |
x | x |
x | x | x | x | x |
x | x | x | x | x | x | x |
x | x | x |
The ideal student of Primary Education would be interested in educational issues, able to think critically about his/her environment, with a capacity for analysing educational contexts and capable of initiating effective educational proposals.
COURSES |
NUMBER OF PLACES |
PASS MARKS |
||||||
GENERAL |
OVER 25 |
OVER 40 |
OVER 45 |
GRADUATES |
SPORTSPEOPLE |
DISABLED |
||
2010-11 |
440 |
8,866 |
8,140 |
--- |
--- |
7,000 |
8,709 |
8,540 |
2011-12 |
440 |
8,434 |
7,923 |
5,000 |
5,000 |
7,750 |
5,000 |
5,000 |
2012-13 |
440 |
8,120 |
7,505 |
5,000 |
5,000 |
7,620 |
5,000 |
5,728 |
2013-14 |
440 |
7,364 |
6,705 |
--- |
--- |
7,460 |
--- |
5,000 |
2014-15 |
440 |
7,598 |
5,950 |
--- |
5,000 |
7,240 |
5,000 |
5,000 |
2015-16 |
440 |
7,444 |
6,315 |
--- |
7,510 |
7,070 |
6,596 |
6,478 |
2016-17 |
440 |
7,904 |
6,350 |
--- |
--- |
7,030 |
5,000 |
5,000 |
Professions for which the Degree qualifies its holder:
As established in Order ECI/3857/2007 of 27 December, this Degree qualifies its holders to work as Primary School Teachers.
Regulated professions:
The profession is regulated by Statute 2/2006 of 3 May. Given the legislation governing the practice of this profession, the guidelines set down in Order ECI/3857/2007 of 27 December have also been taken into account during the preparation of this course programme.
Teaching on the new Degree (Grado) course will begin in the academic year 2010, and will.be implemented year by year.
Timescale for phasing out the former Diploma (Maestro) / implementation of the new Degree (Grado)
|
2009-10 |
2010-11 |
2011-12 |
2012-13 |
2013-14 |
FORMER DIPLOMA |
Full course |
Only 2nd and 3rd year subjects will be taught |
Only 3rd year subjects will be taught |
Exams only |
Exams only |
NEW DEGREE |
|
1st Year |
1st and 2nd Years |
1st, 2nd, and 3rd Years |
Full course |
ACADEMIC YEAR |
DEGREE IN PRIMARY EDUCATION |
SUBJECT TYPE |
ECTS |
DIPLOMA IN TEACHING INFANT, SPECIALISING IN INFANT EDUCATION |
SUBJECT TYPE |
CREDITS |
1ST |
DEVELOPMENTAL PSYCHOLOGY |
CORE |
6 |
EDUCATIONAL AND DEVELOPMENTAL PSYCHOLOGY OF SCHOOL AGE CHILDREN |
CORE |
9 |
MANAGEMENT AND INNOVATION IN EDUCATIONAL CONTEXTS |
CORE |
6 |
CONTEMPORARY EDUCATIONAL THEORIES AND INSTITUTIONS |
CORE |
4.5 |
|
THEORY AND HISTORY OF EDUCATION |
CORE |
6 |
CONTEMPORARY EDUCATIONAL THEORIES AND INSTITUTIONS |
CORE |
4.5 |
|
CATALAN LANGUAGE FOR PRIMARY EDUCATION |
COMPULSORY |
6 |
CATALAN LANGUAGE |
COMPULSORY |
4.5 |
|
TEACHING SPANISH LANGUAGE AND LITERATURE IN PRIMARY EDUCATION |
COMPULSORY |
6 |
SPEAKING, WRITING AND COMMUNICATION |
COMPULSORY |
6 |
|
EDUCATIONAL PSYCHOLOGY |
CORE |
6 |
EDUCATIONAL AND DEVELOPMENTAL PSYCHOLOGY OF SCHOOL AGE CHILDREN |
CORE |
9 |
|
EDUCATIONAL PROCESS DESIGN IN PRIMARY EDUCATION |
CORE |
6 |
GENERAL TEACHING |
CORE |
9 |
|
SOCIAL, CULTURAL AND EDUCATIONAL CHANGES |
CORE |
6 |
SOCIOLOGY OF EDUCATION |
CORE |
4.5 |
|
TEACHING MATHEMATICS: NUMBER SENSE |
CORE |
6 |
|
|
|
|
ENGLISH LANGUAGE TEACHING |
COMPULSORY (TO CHOOSE) |
6 |
TEACHING ENGLISH AS A FOREIGN LANGUAGE |
CORE |
4.5 |
|
FOREIGN LANGUAGE FOR PRIMARY SCHOOL TEACHERS: FRENCH |
TEACHING FRENCH AS A FOREIGN LANGUAGE |
|||||
2ND |
LEARNING DIFFICULTIES AND DEVELOPMENTAL DISORDERS |
CORE |
6 |
TEACHING SPECIAL NEEDS |
CORE |
4.5 |
MEETING SPECIFIC EDUCATIONAL NEEDS |
CORE |
6 |
TEACHING SPECIAL NEEDS |
CORE |
4.5 |
|
TEACHING AND LEARNING EXPERIMENTAL SCIENCES I |
COMPULSORY |
6 |
TEACHING NATURAL SCIENCES |
CORE |
9 |
|
TEACHING SOCIAL SCIENCES: GEOGRAPHY |
COMPULSORY |
6 |
TEACHING SOCIAL SCIENCES |
CORE |
9 |
|
TEACHING CATALAN IN PRIMARY EDUCATION |
COMPULSORY |
6 |
TEACHING CATALAN LANGUAGE AND LITERATURE |
CORE/OPTIONAL |
6 |
|
EDUCATIONAL PSYCHOLOGY |
CORE |
6 |
|
|
|
|
CURRICULUM DEVELOPMENT AND DIGITAL CLASSROOMS IN PRIMARY EDUCATION |
CORE |
6 |
NEW TECHNOLOGIES APPLIED TO EDUCATION |
CORE |
4.5 |
|
TEACHING MATHEMATICS: GEOMETRIC SENSE |
COMPULSORY |
6 |
TEACHING GEOMETRY |
COMPULSORY |
6 |
|
TEACHING PHYSICAL EDUCATION AND SPORT |
COMPULSORY |
6 |
TEACHING PHYSICAL EDUCATION |
CORE |
4.5 |
|
MUSIC IN PRIMARY EDUCATION |
COMPULSORY |
6 |
TEACHING ART |
CORE |
4.5 |
|
3RD |
TEACHING READING AND WRITING |
COMPULSORY |
6 |
TEACHING SPANISH LANGUAGE AND LITERATURE |
CORE/OPTIONAL |
6 |
CATALAN LANGUAGE AND LANGUAGE PLANNING IN SCHOOLS |
COMPULSORY |
6 |
TEACHING CATALAN LANGUAGE AND LITERATURE |
TRONCAL/OPT |
6 |
|
TEACHING AND LEARNING MATHEMATICS IN PRIMARY EDUCATION |
COMPULSORY |
6 |
TEACHING MATHEMATICS |
CORE |
9 |
|
ETEACHING AND LEARNING EXPERIMENTAL SCIENCES II |
COMPULSORY |
6 |
OUR PLANET |
COMPULSORY |
6 |
|
TEACHING SOCIAL SCIENCES: HISTORY |
COMPULSORY |
6 |
HISTORY METHODOLOGY |
COMPULSORY |
6 |
|
WORK EXPERIENCE 1 |
WORK EXPERIENCE |
18 |
WORK EXPERIENCE |
|
32 |
|
4TH |
TEACHING ARTISTIC EXPRESSION |
COMPULSORY |
6 |
ARTISTIC EXPRESSION |
COMPULSORY |
|
TEACHING SPANISH LANGUAGE AND LITERATURE IN PRIMARY EDUCATION |
COMPULSORY |
6 |
TEACHING SPANISH LANGUAGE AND LITERATURE |
CORE/OPTIONAL |
6 |
|
WORK EXPERIENCE 2 |
WORK EXPERIENCE |
18 |
WORK EXPERIENCE |
WORK EXPERIENCE |
32 |
|
WORK EXPERIENCE 3 |
WORK EXPERIENCE |
12 |
|
|
|
|
FINAL PROJECT |
|
6 |
|
|
|
|
OPTIONAL 24 ECTS |
DEVELOPMENTAL PSYCHOLOGY TRAITS IN SPECIAL NEEDS EDUCATION |
OPTIONAL |
6 |
|
|
|
TEACHING CITIZENSHIP |
OPTIONAL |
6 |
|
|
|
|
FRENCH LANGUAGE AND LITERATURE FOR TEACHERS |
OPTIONAL |
6 |
|
|
|
|
ENGLISH: LITERACY AND TEACHING METHODOLOGY BASED ON TEXTS |
OPTIONAL |
6 |
|
|
|
|
DRAMA AND THEATRE IN THE CLASSROOM (SPANISH) |
OPTIONAL |
6 |
|
|
|
|
CHILDREN’S LITERATURE IN SPANISH AND READING PROMOTION |
OPTIONAL |
6 |
|
|
|
|
SCIENCE EDUCATION FOR PRIMARY SCHOOL TEACHERS |
OPTIONAL |
6 |
|
|
|
|
CHILDREN’S LITERATURE IN CATALAN AND READING PROMOTION |
OPTIONAL |
6 |
|
|
|
|
SCIENTIFIC EDUCATION FOR TEACHERS OF PRIMARY EDUCATION |
OPTIONAL |
6 |
|
|
|
|
RHYTHMIC TRAINING |
OPTIONAL |
6 |
|
|
|
|
SCHOOL GAMES AND SPORTS |
OPTIONAL |
6 |
|
|
|
|
MATHEMATICS WORKSHOP |
OPTIONAL |
6 |
|
|
|
|
PHYSICAL ACTIVITIES IN THE NATURAL ENVIRONMENT |
OPTIONAL |
6 |
|
|
|
|
EDUCATING FOR GENDER EQUALITY |
OPTIONAL |
6 |
|
|
|
|
INTEGRATING COMMUNICATION SKILLS |
OPTIONAL |
6 |
|
|
|
|
TEACHING FRENCH LANGUAGE |
OPTIONAL |
6 |
|
|
|
|
TEACHING MUSICAL INSTRUMENTS AND SINGING |
OPTIONAL |
6 |
|
|
|
|
METHODOLOGIES, RESOURCES AND SUPPORT FOR SPECIAL EDUCATIONAL NEEDS |
OPTIONAL |
6 |
|
|
|
|
TEACHING RELIGION IN SCHOOLS |
OPTIONAL |
6 |
|
|
|
|
RELIGION, CULTURE AND VALUES |
OPTIONAL |
6 |
FUNDAMENTALS OF CATHOLIC THEOLOGY |
OPTIONAL |
4.5 |
ACADEMIC YEAR |
DEGREE IN PRIMARY EDUCATION |
SUBJECT TYPE |
ECTS |
DIPLOMA IN TEACHING, SPECIALISING IN MODERN LANGUAGES |
SUBJECT TYPE |
CREDITS |
1ST |
PSYCHOLOGY OF THE DEVELOPMENT |
CORE |
6 |
EDUCATIONAL AND DEVELOPMENTAL PSYCHOLOGY OF SCHOOL AGE CHILDREN |
CORE |
9 |
MANAGEMENT AND INNOVATION IN EDUCATIONAL CONTEXTS |
CORE |
6 |
SCHOOL ORGANISATION |
CORE |
|
|
THEORY AND HISTORY OF EDUCATION |
CORE |
6 |
CONTEMPORARY EDUCATIONAL THEORIES AND INSTITUTIONS |
CORE |
4.5 |
|
CATALAN LANGUAGE FOR PRIMARY EDUCATION |
COMPULSORY |
6 |
CATALAN LANGUAGE |
COMPULSORY |
4.5 |
|
TEACHING SPANISH LANGUAGE AND LITERATURE IN PRIMARY EDUCATION |
COMPULSORY |
6 |
TEACHING SPANISH LANGUAGE AND LITERATURE |
CORE/OPTIONAL |
6 |
|
EDUCATIONAL PSYCHOLOGY |
CORE |
6 |
PSYCHOLOGY OF THE EDUCATION And OF THE DEVELOPMENT IN THE SCHOOL AGE |
CORE |
9 |
|
EDUCATIONAL PROCESS DESIGN IN PRIMARY EDUCATION |
CORE |
6 |
GENERAL TEACHING |
CORE |
9 |
|
SOCIAL, CULTURAL AND EDUCATIONAL CHANGES |
CORE |
6 |
SOCIOLOGY OF EDUCATION |
CORE |
4.5 |
|
TEACHING MATHEMATICS: NUMBER SENSE |
CORE |
6 |
|
|
|
|
ENGLISH LANGUAGE TEACHING |
COMPULSORY (TO CHOOSE) |
6 |
COMMUNICATION SKILLS IN ENGLISH I |
COMPULSORY/OPTIONAL |
4.5 |
|
FOREIGN LANGUAGE FOR PRIMARY SCHOOL TEACHERS: FRENCH |
COMMUNICATION SKILLS IN FRENCH |
|||||
2ND |
LEARNING DIFFICULTIES AND DEVELOPMENTAL DISORDERS |
CORE |
6 |
TEACHING SPECIAL NEEDS |
CORE |
4.5 |
MEETING SPECIFIC EDUCATIONAL NEEDS |
CORE |
6 |
TEACHING SPECIAL NEEDS |
CORE |
4.5 |
|
TEACHING AND LEARNING EXPERIMENTAL SCIENCES I |
COMPULSORY |
6 |
|
|
|
|
TEACHING SOCIAL SCIENCES: GEOGRAPHY |
COMPULSORY |
6 |
UNDERSTANDING THE NATURAL, SOCIAL AND CULTURAL ENVIRONMENT + ECONOMIC GEOGRAPHY |
CORE + OPTIONAL |
4.5 + 4.5 |
|
TEACHING CATALAN IN PRIMARY EDUCATION |
COMPULSORY |
6 |
TEACHING CATALAN LANGUAGE AND LITERATURE |
CORE/OPTIONAL |
6 |
|
EDUCATIONAL PSYCHOLOGY |
CORE |
6 |
|
|
|
|
CURRICULUM DEVELOPMENT AND DIGITAL CLASSROOMS IN PRIMARY EDUCATION |
CORE |
6 |
NEW TECHNOLOGIES APPLIED TO EDUCATION |
CORE |
4.5 |
|
TEACHING MATHEMATICS: GEOMETRIC SENSE |
COMPULSORY |
6 |
|
|
|
|
TEACHING PHYSICAL EDUCATION AND SPORT |
COMPULSORY |
6 |
TEACHING PHYSICAL EDUCATION |
CORE |
4.5 |
|
MUSIC IN THE PRIMARY EDUCATION |
COMPULSORY |
6 |
TEACHING ART |
CORE |
4.5 |
|
3TH |
TEACHING READING AND WRITING |
COMPULSORY |
6 |
|
|
|
CATALAN LANGUAGE AND LANGUAGE PLANNING IN SCHOOLS |
COMPULSORY |
6 |
|
|
|
|
TEACHING AND LEARNING MATHEMATICS IN PRIMARY EDUCATION |
COMPULSORY |
6 |
TEACHING MATHEMATICS |
CORE |
4.5 |
|
TEACHING AND LEARNING EXPERIMENTAL SCIENCES II |
COMPULSORY |
6 |
|
|
|
|
TEACHING SOCIAL SCIENCES: HISTORY |
COMPULSORY |
6 |
UNDERSTANDING THE NATURAL, SOCIAL AND CULTURAL ENVIRONMENT + HISTORY AND CULTURE OF THE ENGLISH-SPEAKING WORLD OR HISTORY AND CULTURE OF THE FRENCH-SPEAKING WORLD
|
CORE + COMPULSORY |
4.5 + 4.5 |
|
WORK EXPERIENCE 1 |
WORK EXPERIENCE |
18 |
WORK EXPERIENCE |
|
32 |
|
4TH |
TEACHING ARTISTIC EXPRESSION |
COMPULSORY |
6 |
TEACHING ARTISTIC AND VISUAL EXPRESSION |
COMPULSORY |
6 |
TEACHING SPANISH LANGUAGE AND LITERATURE IN PRIMARY EDUCATION |
COMPULSORY |
6 |
|
|
|
|
WORK EXPERIENCE 2 |
WORK EXPERIENCE |
18 |
WORK EXPERIENCE |
WORK EXPERIENCE |
32 |
|
WORK EXPERIENCE 3 |
WORK EXPERIENCE |
12 |
|
|
|
|
FINAL PROJECT |
|
6 |
|
|
|
|
OPT 24 ECTS |
DEVELOPMENTAL PSYCHOLOGY TRAITS IN SPECIAL NEEDS EDUCATION |
OPTIONAL |
6 |
|
|
|
TEACHING CITIZENSHIP |
OPTIONAL |
6 |
|
|
|
|
FRENCH LANGUAGE AND LITERATURE FOR TEACHERS |
OPTIONAL |
6 |
TEACHING MODERN LANGUAGES II: FRENCH OR CHILDREN’S LITERATURE IN FRENCH |
CORE/OPTIONAL OR COMPULSORY |
9
6 |
|
ENGLISH: LITERACY AND TEACHING METHODOLOGY BASED ON TEXTS |
OPTIONAL |
6 |
TEACHING MODERN LANGUAGES II: ENGLISH OR CHILDREN’S LITERATURE IN ENGLISH |
TRONCAL/OPTIONAL OR COMPULSORY |
9
6 |
|
DRAMA AND THEATRE IN THE CLASSROOM (SPANISH) |
OPTIONAL |
6 |
|
|
|
|
CHILDREN’S LITERATURE IN SPANISH AND READING PROMOTION |
OPTIONAL |
6 |
|
|
|
|
CATALAN FOLK LITERATURE WORKSHOP |
OPTIONAL |
6 |
|
|
|
|
CHILDREN’S LITERATURE IN CATALAN AND READING PROMOTION |
OPTIONAL |
6 |
|
|
|
|
SCIENCE EDUCATION FOR TEACHERS OF PRIMARY EDUCATION |
OPTIONAL |
6 |
|
|
|
|
RHYTHMIC TRAINING |
OPTIONAL |
6 |
|
|
|
|
SCHOOL GAMES AND SPORTS |
OPTIONAL |
6 |
|
|
|
|
MATHEMATICS WORKSHOP |
OPTIONAL |
6 |
|
|
|
|
PHYSICAL ACTIVITIES IN THE NATURAL ENVIRONMENT |
OPTIONAL |
6 |
|
|
|
|
EDUCATING FOR GENDER EQUALITY |
OPTIONAL |
6 |
|
|
|
|
INTEGRATING COMMUNICATION SKILLS |
OPTIONAL |
6 |
TEACHING MODERN LANGUAGES I: ENGLISH |
CORE/OPTIONAL |
9 |
|
TEACHING FRENCH LANGUAGE |
OPTIONAL |
6 |
TEACHING MODERN LANGUAGES I: FRENCH |
CORE/OPTIONAL |
9 |
|
TEACHING MUSICAL INSTRUMENTS AND SINGING |
OPTIONAL |
6 |
|
|
|
|
METHODOLOGIES, RESOURCES AND SUPPORT FOR SPECIAL EDUCATIONAL NEEDS |
OPTIONAL |
6 |
|
|
|
|
TEACHING RELIGION IN SCHOOLS |
OPTIONAL |
6 |
|
|
|
|
RELIGION CULTURE And VALUES |
OPTIONAL |
6 |
FUNDAMENTALS OF CATHOLIC THEOLOGY |
OPTIONAL |
4.5 |
ACADEMIC YEAR |
DEGREE IN PRIMARY EDUCATION |
SUBJECT TYPE |
ECTS |
DIPLOMA IN TEACHING INFANT, SPECIALISING IN INFANT EDUCATION |
SUBJECT TYPE |
CREDITS |
1º |
DEVELOPMENTAL PSYCHOLOGY |
CORE |
6 |
PSYCHOLOGY OF THE EDUCATION And OF THE DEVELOPMENT IN THE SCHOOL AGE |
TRONCAL |
9 |
MANAGEMENT And INNOVATION IN EDUCATIONAL CONTEXTS |
BASIC |
6 |
ORGANISATION OF THE SCHOOL CENTRE |
TRONCAL |
4.5 |
|
THEORY And HISTORY OF THE EDUCATION |
BASIC |
6 |
THEORIES And CONTEMPORARY INSTITUTIONS OF EDUCATION |
TRONCAL |
4.5 |
|
CATALAN TONGUE FOR THE PRIMARY EDUCATION |
COMPULSORY |
6 |
LLENGUA CATALAN |
COMPULSORY |
6 |
|
TONGUE And SPANISH LITERATURE FOR THE PRIMARY EDUCATION |
COMPULSORY |
6 |
DICTION EDITORIAL And COMMUNICATION |
COMPULSORY |
4.5 |
|
PSYCHOLOGY OF THE EDUCATION |
BASIC |
6 |
PSYCHOLOGY OF THE EDUCATION And OF THE DEVELOPMENT IN THE SCHOOL AGE |
TRONCAL |
9 |
|
DESIGN OF THE EDUCATIONAL PROCESSES IN THE PRIMARY EDUCATION |
BASIC |
6 |
DIDACTIC GENERAL |
TRONCAL |
9 |
|
CULTURAL SOCIAL CHANGES And EDUCATION |
BASIC |
6 |
SOCIOLOGY OF THE EDUCATION |
TRONCAL |
4.5 |
|
DIDACTIC OF THE MATHEMATICS: NUMERICAL SENSE |
BASIC |
6 |
|
|
|
|
DIDACTIC OF THE ENGLISH TONGUE |
COMPULSORY (To CHOOSE) |
6 |
|
|
|
|
FOREIGN TONGUE FOR TEACHERS OF PRIMARY EDUCATION: FRENCH |
||||||
2º |
DIFFICULTIES OF LEARNING And DISORDERS OF THE DEVELOPMENT |
BASIC |
6 |
PSYCHOLOGICAL BASES OF THE SPECIAL EDUCATION |
TRONCAL |
4.5 |
ATTENTION To THE SPECIFIC EDUCATIONAL NEEDS |
BASIC |
6 |
PEDAGOGICAL BASES OF THE SPECIAL EDUCATION |
TRONCAL |
4.5 |
|
EDUCATION And LEARNING OF THE EXPERIMENTAL SCIENCES I |
COMPULSORY |
6 |
|
|
|
|
DIDACTIC OF THE SOCIAL SCIENCES: GEOGRAPHY |
COMPULSORY |
6 |
|
|
|
|
DIDACTIC OF THE CATALAN TONGUE FOR THE PRIMARY EDUCATION |
COMPULSORY |
6 |
|
|
|
|
PSYCHOLOGY OF THE INSTRUCTION |
BASIC |
6 |
|
|
|
|
DEVELOPMENT CURRICULAR And DIGITAL CLASSROOMS IN THE PRIMARY EDUCATION |
BASIC |
6 |
NEW TECNOLÓGIAS APPLIED To THE EDUCATION |
TRONCAL |
4.5 |
|
DIDACTIC OF THE MATHEMATICS: GEOMETRICAL SENSE |
COMPULSORY |
6 |
|
|
|
|
DIDACTIC OF THE PHYSICAL EDUCATION And THE SPORT |
COMPULSORY |
6 |
|
|
|
|
MUSIC IN THE PRIMARY EDUCATION |
COMPULSORY |
6 |
|
|
|
|
3º |
DIDACTIC OF THE READING And THE WRITING |
COMPULSORY |
6 |
|
|
|
CATALAN TONGUE And LINGUISTIC PLANNING IN THE SCHOOL |
COMPULSORY |
6 |
|
|
|
|
EDUCATION And LEARNING OF THE MATHEMATICS IN And. PRIMARY |
COMPULSORY |
6 |
|
|
|
|
EDUCATION And LEARNING OF THE EXPERIMENTAL SCIENCES II |
COMPULSORY |
6 |
|
|
|
|
DIDACTIC OF THE SOCIAL SCIENCES: HISTORY |
COMPULSORY |
6 |
|
|
|
|
PRACTICES 1 |
EXTERNAL PRACTICES |
18 |
|
|
|
|
4º |
DIDACTIC OF THE PLASTIC EXPRESSION |
COMPULSORY |
6 |
|
|
|
DIDACTIC OF THE TONGUE And THE SPANISH LITERATURE FOR THE PRIMARY EDUCATION |
COMPULSORY |
6 |
|
|
|
|
PRACTICES 2 |
EXTERNAL PRACTICES |
18 |
|
|
|
|
PRACTICES 3 |
EXTERNAL PRACTICES |
12 |
|
|
|
|
I WORK END OF DEGREE |
|
6 |
|
|
|
|
OPT 24 ECTS |
CHARACTERISTICS PSICOEVOLUTIVAS OF THE SPECIFIC EDUCATIONAL NEEDS |
OPTATIVA |
6 |
|
|
|
DIDACTIC OF THE EDUCATION FOR THE CITIZENSHIP |
OPTATIVA |
6 |
|
|
|
|
TONGUE And FRENCH LITERATURE FOR TEACHERS |
OPTATIVA |
6 |
|
|
|
|
ENGLISH: LECTO-WRITING And METHODOLOGY OF THE EDUCATION BASED IN THE TEXT |
OPTATIVA |
6 |
|
|
|
|
DRAMATIZACIÓN And THEATRE IN THE CLASSROOM (SPANISH) |
OPTATIVA |
6 |
|
|
|
|
LITERAURA SPANISH CHILDISH And JUVENILE And ANIMATION To THE READING |
OPTATIVA |
6 |
|
|
|
|
WORKSHOP OF POPULAR CATALAN LITERATURE |
OPTATIVA |
6 |
|
|
|
|
WORKSHOP OF CHILDISH And JUVENILE LITERATURE CATALAN And ANIMATION READER |
OPTATIVA |
6 |
|
|
|
|
SCIENTIFIC EDUCATION FOR TEACHERS OF PRIMARY EDUCATION |
OPTATIVA |
6 |
|
|
|
|
RHYTHMICAL TRAINING |
OPTATIVA |
6 |
|
|
|
|
GAME And SCHOOL SPORT |
OPTATIVA |
6 |
|
|
|
|
WORKSHOP OF MATHEMATICS |
OPTATIVA |
6 |
|
|
|
|
PHYSICAL ACTIVITY IN THE NATURAL MEANS |
OPTATIVA |
6 |
|
|
|
|
EDUCATE IN THE EQUALITY OF GENERO |
OPTATIVA |
6 |
|
|
|
|
INTEGRATION OF THE COMMUNICATIVE SKILLS (INTEGRATIG SKILLS) |
OPTATIVA |
6 |
|
|
|
|
FRENCH TONGUE And HIS DIDACTIC |
OPTATIVA |
6 |
|
|
|
|
INSTRUMENTAL TRAINING And VOCAL TRAINING |
OPTATIVA |
6 |
|
|
|
|
METHODOLOGIES RESOURCES And SUPPORTS To THE SPECIAL EDUCATIONAL NEEDS |
OPTATIVA |
6 |
|
|
|
|
PEDAGOGY And DIDACTIC OF THE RELIGION IN THE SCHOOL |
OPTATIVA |
6 |
|
|
|
|
RELIGION CULTURE And VALUES |
OPTATIVA |
6 |
FOUNDATIONS OF CATHOLIC MORALS |
OPTATIVA |
4.5 |
Information about the Centre | General information for students |
|
|
UA: General Regulations |
+ Information about qualifications |
|