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Plan de estudios: DEGREE IN PRIMARY SPECIALITY
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DEGREE IN PRIMARY SPECIALITY

Code:
 C254

Credits:
 240
 
Publication date:
 22/03/2012

Title:
 Undergraduate 3-5 years (ECTS)
 
Fee:
 17,60
 Créditos en 1ª matrícula
 

FIELD OF STUDY

Social and Legal Sciences

SYLLABUS

DEGREE IN PRIMARY SPECIALITY

TYPE OF EDUCATION

Face-to-face

LANGUAGE / S THAT IS OFFERED

Valencian
Spanish

CENTRES WHERE IT IS TAUGHT

Faculty of Education

PROGRAMME JOINTLY SHARED WITH

Only taught at this university

EXAMINATION DATES

Enter the list of examination dates for this graduate programme.

SYLLABUS OFFERED

 

Legend: Not offeredNo teaching
FIRST YEAR
SECOND YEAR
THIRD YEAR
48 credits
 
12 credits
 
Year
Title
Credits
Subject
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
 
 
FOURTH YEAR
30 credits
 
Year
Title
Credits
Subject
12 credits
 
Year
Title
Credits
Subject
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
3
OPTIONAL
6
 
 
 
 
12 credits
 
6 credits
 
Year
Title
Credits
Subject
 
Once this block is approved, you get
DEGREE IN PRIMARY EDUCATION
MENTION 1. FOREIGN LANGUAGE. ENGLISH
12 credits
 
Year
Title
Credits
Subject
6 credits
 
Year
Title
Credits
Subject
4
END OF DEGREE WORK
6
 
 
24 credits
 
 
Once this block is approved, you get
MENTION 1. FOREIGN LANGUAGE. ENGLISH
MENTION 2. PHYSICAL EDUCATION
12 credits
 
Year
Title
Credits
Subject
6 credits
 
Year
Title
Credits
Subject
24 credits
 
 
Once this block is approved, you get
MENTION 2. PHYSICAL EDUCATION
MENTION 3. MUSIC
12 credits
 
Year
Title
Credits
Subject
6 credits
 
Year
Title
Credits
Subject
4
END OF DEGREE WORK
6
 
 
24 credits
 
 
Once this block is approved, you get
MENTION 3. MUSIC
MENTION 4. SPECIAL EDUCATION / THERAPEUTIC PEDAGOGY
12 credits
 
Year
Title
Credits
Subject
6 credits
 
Year
Title
Credits
Subject
24 credits
 
 
Once this block is approved, you get
MENTION 4. SPECIAL EDUCATION / THERAPEUTIC PEDAGOGY


GENERAL AIMS OF THE DEGREE COURSE


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:

  • Acquire and understand the knowledge contained in each area of the course, equipping them to work as Primary School teachers.
  • Know how to apply such knowledge to their professional practice, demonstrating their command of these skills through the preparation and defence of postulates, and problem solving in each area of study.
  • Know how to collect and interpret data concerning the different areas of study, giving opinions based on an analysis of relevant social-educational, scientific and ethical issues.
  • Know how to transmit information, ideas, problems and solutions to specialised personnel, whether directly and indirectly associated with this area of education.
  • Acquire the necessary learning skills to further their studies through independent learning.
  • Promote respect for basic rights and equality between men and women.
  • Respect and promote Human Rights and the principles of free accessibility and design for all, in accordance with the terms of Final Provision Ten of Act 51/2003 of 2 December, on equal opportunities, non-discrimination and universal accessibility for persons with disabilities.
  • Promote the values of a peaceful, democratic culture.

COMPETENCES


General Competences (CG)

  • CG1:Identify information needs and then find, analyse, process, evaluate and communicate it effectively, critically and creatively.
  • CG2:Plan, organise and manage processes, information, problem-solving and projects. Possess initiative, entrepreneurial spirit and the ability to generate new ideas and actions.
  • CG3:Show oral and written language skills for teaching (official languages of the Region of Valencia and foreign languages) and the ability to communicate on different levels in different registers.
  • CG4:Use the new information and communication technologies to learn, communicate and share knowledge.
  • CG5:Work in a team, collaborating and leading when necessary.
  • CG6:Value diversity as a matter of fact and integrate it positively.
  • CG7:Capacity for criticism and self-criticism, giving reasoned judgements and ethical, professional and personal commitment. Motivated to improve quality.
  • CG8:Understand learning as a global, complex and transcendent fact, control one's own learning and mobilise all kinds of knowledge, adapting to new situations and connecting knowledge as a means of creating new knowledge.
  • CG9:Assess the social and environmental impact of actions taken in one's field.

General Competences acquired at University of Alicante (CGUA)

  • CGUA1:Foreign language skills.
  • CGUA2:Computer and information skills.
  • CGUA3:Oral and written communication skills.

Specific Competences (CE)

  • CE1:Understand the organisation of primary education schools and, where appropriate, adult education centres and training classes, and the diversity of actors and actions involved in their operation. Collaborate with the different sectors of the educational community and the context and work in a team with your co-workers as a precondition for improving one's professional activity, sharing knowledge and valuing experiences.
  • CE2:Understand the characteristics and conditions in which school learning takes place and indentify how this could affect the development of the students and act as a tutor, focusing on the students and parents of your group. All seeking understanding and cooperation with the families, bearing in mind different family contexts and lifestyles.
  • CE3:Organise teaching in the framework of the epistemological paradigms of the subjects of the degree course, combining one's knowledge of the discipline with the transversal and multidisciplinary knowledge needed for the respective levels of education, showing one's understanding of the learning aims of the areas of knowledge laid down in the primary education curriculum.
  • CE4:Motivate and promote the progress of students in school in the framework of comprehensive education and promote their self-learning skills, starting with the targets and content of each educational level, with positive expectations of student progress. All of this while renouncing traditional stereotypes that are external to learning, and developing strategies to avoid discrimination and exclusion.
  • CE5:Identify and support those students who do not achieve their learning potential or have behavioural, emotional or social problems. Also know how to request advice from different services and specialists to attend diverse special education needs.
  • CE6:Encourage students to act as responsible and critical citizens to promote the shared construction of democratic standards of coexistence and work together to resolve problematic situations and conflicts. Be able to analyse social inequalities in the framework of the complex education-school relationship and the role of teachers in reproducing and/or transforming them.
  • CE7:Design and develop educational projects, programming units, contexts, activities and materials, including digital material, to allow the curriculum to be adapted to the diverse nature of the students and promote the quality of the contexts in which the educational process takes place, thus guaranteeing their well-being.
  • CE8:Assume the ethical dimension of teaching, acting responsibly, making decisions and critically analysing educational concepts and proposals proceeding from both research and innovation and from educational administration.
  • CE9:Integrate information and communication technologies into guided and autonomous teaching and learning activities.
  • CE10:Use assessment in its pedagogical function, and not only for accreditation, as an element that regulates and promotes improved teaching, learning and the training process itself, assuming the need for continuous professional development through reflection, self-assessment and research into one's own practice.
  • CE11:Understand that education in general and teaching and learning processes in particular are complex. Assume that working as a teacher means improving, updating and adapting to scientific, pedagogic, social and cultural change. Understand the importance of taking part in innovation and research projects related to teaching and learning, and of introducing innovative proposals into the classroom.
  • CE12:Express oneself orally and in writing with the necessary fluency and precision in Catalan and Spanish to be able to teach at primary level and also use a foreign language as a vehicle in certain classroom situations.
  • CE13:Promote and head the development and implementation, in the school you belong to, of curriculum proposals in an area where are best qualified and take responsibility for promoting quality improvement processes in said area.

Competencias Módulo optatividad:

    Mención en Lengua extranjera: Inglés

    • M-ING-01:Conocer los principios y procesos básicos del aprendizaje del inglés en los distintos niveles del currículo.
    • M-ING-02:Conocer el currículo escolar de inglés, desarrollar y evaluar sus contenidos mediante recursos didácticos apropiados y promover las competencias correspondientes entre los alumnos.
    • M-ING-03:Reflexionar sobre la enseñanza del inglés en el aula para innovar y mejorar la práctica docente.
    • M-ING-04:Conocer y valorar la cultura inglesa y las formas de vida de los principales países de habla inglesa.
    • M-ING-05:Ser capaz de ofrecer al alumnado modelos correctos de pronunciación, ritmo y entonación en inglés.

    Mención en Educación Física

    • M-EF-01:Capacidad de diseñar, aplicar y evaluar procesos, programas y proyectos de calidad para evaluar el acondicionamiento físico y prescribir ejercicios correctivos.
    • M-EF-02:Capacidad de gestión y aplicación de los conocimientos sobre el conocimiento y control del cuerpo en el ejercicio físico.
    • M-EF-03:Dominio para evaluar las habilidades motrices básicas de los diferentes juegos y deportes.
    • M-EF-04:Capacidad de gestión y aplicación de los conocimientos sobre el juego y deporte escolar.
    • M-EF-05:Capacidad de diseñar, aplicar y evaluar procesos, programas y proyectos de calidad para la docencia y el aprendizaje de la actividad física en el medio natural.
    • M-EF-06:Capacidad de diseñar, aplicar y evaluar procesos, programas y proyectos para evaluar el acondicionamiento físico con alumnos en los distintos niveles del currículo.
    • M-EF-07:Dominio para utilizar eficientemente los recursos expresivos del cuerpo en los diferentes entornos de prácticas.
    • M-EF-08:Dominio para planificar, evaluar y controlar los aprendizajes motrices y la eficacia de los mismos en los juegos y deportes.
    • M-EF-09:Destreza para diseñar programas de actividades físico-deportivas de carácter recreativo en contextos sociales, culturales y de atención a la diversidad.

    Mención en Música

    • M-MU-01:Introducir a los alumnos en el lenguaje musical comprensivo desarrollando de forma consciente, la capacidad rítmica, melódica, tímbrica y armónica.
    • M-MU-02:Asimilar los conceptos de teoría de la música desde ámbito reflexivo y conocer y practicar los elementos fundamentales de música interiorizando todos sus elementos, potenciando la lectura, la memorización y la interpretación comprensiva.
    • M-MU-03:Aproximar al alumno a los distintos enfoques metodológicos relacionados con el aprendizaje del lenguaje musical.
    • M-MU-04:Desarrollar y evaluar los contenidos de educación musical del currículo de primaria mediante los recursos didácticos apropiados y promover las competencias correspondientes en el alumnado.
    • M-MU-05:Desarrollar y estimular la capacidad auditiva, la capacidad creativa demostrando competencias para trabajar la creatividad y la improvisación musical.
    • M-MU-06:Mostrar capacidad para interpretar con musicalidad las piezas musicales de distintos estilos y épocas.
    • M-MU-07:Realizar programaciones y desarrollo de sus unidades didácticas teniendo en cuenta el lenguaje musical para la en los distintos niveles del currículo.

    Mención en Educación Especial/Pedagogía Terapéutica

    • M-EE-01:Identificación de las necesidades educativas especiales, definición de los ámbitos de actuación prioritarios y elaboración de los programas de apoyo pedagógico.
    • M-EE-02:Intervención directa especializada, de carácter psicopedagógico, a los alumnos con necesidades educativas especiales, en su grupo clase y/o de forma individual o en pequeño grupo, evaluando el proceso de aprendizaje, junto con el tutor o tutora y los demás maestros.
    • M-EE-03:Coordinarse con el orientador y con los tutores para el asesoramiento al profesorado sobre la respuesta educativa, la evaluación y el seguimiento del alumnado con necesidades educativas especiales.
    • M-EE-04:Coordinación con todos los profesionales de apoyo para dar respuesta educativa al alumnado con necesidades educativas especiales.
    • M-EE-05:Colaboración y participación con el profesorado del centro en el desarrollo de estrategias de individualización de la respuesta educativa para la atención a la diversidad y a las dificultades manifiestas de aprendizaje en las áreas instrumentales, tales como agrupamientos flexibles, diversificación curricular, adaptaciones curriculares, planes de trabajo individualizados en el marco de la programación didáctica ordinaria, clases de apoyo, etc.
    • M-EE-06:Atención al alumnado que presenta necesidades educativas específicas derivadas de sobredotación intelectual.
    • M-EE-07:Participación en los órganos de coordinación pedagógica y equipos docentes del centro, contribuyendo asimismo a la creación de un aula de recursos en sus diferentes ámbitos de actuación, los centros específicos de educación especial, los centros de educación infantil y primaria, educación secundaria obligatoria, bachillerato y formación profesional.
    • M-EE-08:Informar y orientar a los padres, madres o tutores legales del alumnado que atiende para conseguir la mayor colaboración e implicación en el proceso de enseñanzaaprendizaje.
    • M-EE-09:Mostrar actitudes de respecto y valoración hacia la diversidad del alumnado y promover dicha actitud en la comunidad educativa.

 

CREDIT STRUCTURE OF THE DEGREE COURSE


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.


DISTRIBUTION OF CREDITS PER SUBJECT TYPE


Subject type

Credits

Core

60

Compulsory

102

Optional

24

Work Experience

48

Final Project

6

Total credits

240


GENERAL DESCRIPTION OF THE COURSE PROGRAMME


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.


OPTIONAL SUBJECTS

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

 

LANGUAGE REQUIREMENT (IN A FOREIGN LANGUAGE)

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.  

+info

LANGUAGE TEACHING COMPETENCE CERTIFICATE

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.

+info

FINAL YEAR PROJECT (TFG)

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.

+info

 

Access routes

Procedure for applying for admission

Recommended applicant profile

Number of places and court notes

 

ACCESS ROUTES

 

Admission to this degree course is open to any applicant who meets one of the following entrance requirements:

1. HIGH SCHOOL DIPLOMA AND UNIVERSITY ENTRANCE EXAMINATION (Selection Examination). Although admission will be granted for all high school diploma disciplinary routes, it is recommended that applicants have studied the following disciplinary routes: Humanities and the Social Sciences.

Applicants’ admission grades for this course can be improved by taking the corresponding specific subject paper in the university entrance examination.  Papers for specific subjects with their corresponding weightings can be consulted in the table below.

 

High School Diploma Subjects

Parámetros de ponderación
Análisis Musical II Biología Ciencias de la Tierra y Medioambientales Dibujo Artístico II Dibujo Técnico II Diseño Economía de la Empresa Electrotecnia Física Geografía Griego Historia de la Música y de la Danza  Historia del Arte Latín Lenguaje y Práctica Musical Literatura Universal Matemáticas Aplicadas a las Ciencias Sociales II Matemáticas II Química Técnicas de Expresión Gráfico Plásticas Tecnología Industrial II

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

0.1















         
0.2  x x
 x x
 x  x x   x x
 x  x  x  x  x x x
x  x  x  

 

 2. PREVIOUS HIGH SCHOOL DIPLOMA OR EQUIVALENT QUALIFICATIONS FROM PREVIOUS EDUCATIONAL STRUCTURES WITH OR WITHOUT UNIVERSITY ENTRANCE EXAMINATION: 

Applicants who have passed the previous entrance examination, or applicants who have not passed the previous entrance examination but hold one of the following qualifications: LOGSE high school diploma, COU, Pre-university course certificate, or any other qualification equivalent to the high school diploma, may take the new entrance examination.

Applicants who have passed the previous entrance examination may take a specific subject paper in order to improve their admission grade, but must still take the general examination.  Applicants who have not passed the entrance examination must take the general examination and may, if they wish, take the specific subject paper in order to improve their admission grade.

For specific subjects, the weightings indicated in the previous section must be taken into account.

3. VOCATIONAL TRAINING: Qualifications in Advanced Vocational Training, Advanced Technician in Plastic Arts and Design or Advanced Technician in Sports: admission is granted for any vocational area. 

Applicants’ admission grades for this course can be improved by taking the corresponding specific subject paper in the university entrance examination.  Papers for specific subjects with their corresponding weightings can be consulted in the table 1.

4. STUDENTS FROM EUROPEAN UNION EDUCATIONAL SYSTEMS OR OTHER STATES WITH WHICH SPAIN HAS A RELEVANT INTERNATIONAL AGREEMENT.  AN ACCESS CERTIFICATE IS REQUIRED, issued by the UNED (Spanish National University for Distance Education). Applicants may take the specific subject paper in order to improve their admission grade.  They may also take the complete university entrance examination.

5. STUDENTS FROM FOREIGN EDUCATION SYSTEMS, FOLLOWING APPLICATION FOR HOMOLOGATION OF THEIR ORIGINAL HIGH SHCHOOL DIPLOMA WITH THE SPANISH HIGH SCHOOL DIPLOMA, AND SUCCESSFUL COMPLETION OF THE UNIVERSITY ENTRANCE EXAMINATION ORGANISED BY THE UNED.

6. ADMISSION FOR APPLICANTS OVER 25 YEARS OF AGE Specific university entrance examination.  From the total places offered, a minimum of 2% are reserved.  Preference is given to Social and legal Sciencies. + info

7. ADMISSION FOR APPLICANTS OVER 40 YEARS OF AGE who do not hold academic qualifications but have accredited work and professional experience in accordance with accreditation criteria and the work and professional experience concerned.  An interview will be held.  A series of places are reserved for applicants over 40  years of age, of between 1% and 3% of the total places offered.  +info

8. ADMISSION FOR APPLICANTS OVER 45 YEARS OF AGE. Specific university entrance examination.  This access route is open to applicants who do not hold a qualification which would qualify them for admission by another route, and who cannot accredit work and professional experience.  A series of places are reserved for applicants over 45 years of age, of between 1% and 3% of the total places offered. + info

9. UNIVERSITY DEGREES OR EQUIVALENT. 3% of the total places offered are reserved.


PROCEDURE FOR APPLYING FOR ADMISSION: PRE-ENROLMENT AND REGISTRATION

  • Anticipated number of places offered during the first pre-enrolment session: 440
  • In order to apply for a place, the procedure and pre-enrolment periods established each year must be observed.  It is normally necessary to pre-enrol, and two pre-enrolment periods are established for this.  The first period, or phase A is held in mid-June and the second, or phase B, is held in mid-September.  During the second period, places may only be applied for on courses which have not been filled following phase A.  Places are awarded on the basis of the preferences, criteria and reserve quotas established by current legislation. Information concerning the application procedure  (Pre-enrolment).
  • Applicants admitted to a course must formally register within the timescale established annually in the enrolment calendar (usually at the end of July and the end of September). Registration Information.


RECOMMENDED APPLICANT PROFILE

 

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.

 


NUMBER OF PLACES AND COURT NOTES

 

COURSES

NUMBER OF PLACES

COURT NOTES

GENERAL

OVER

25

OVER

40

OVER

45

GRADUATES

SPORTPEOPLE

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

 

  • "Court notes" indicated correspond to the results of the first adjudication of June.
  • The definitive notes can be inferior to the here collected.

 

 

 

PROFESSIONAL PROFILES


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.


IMPLEMENTATION

 

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

 

CREDIT EQUIVALENCE BETWEEN THE DEGREE IN PRIMARY EDUCATION AND THE DIPLOMA IN TEACHING, SPECIALISING IN INFANT EDUCATION


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

 


 

CREDIT EQUIVALENCE BETWEEN THE DEGREE IN PRIMARY EDUCATION AND THE DIPLOMA IN TEACHING, SPECIALISING IN MODERN LANGUAGES

 

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

 

CREDIT EQUIVALENCE BETWEEN THE DEGREE IN PRIMARY EDUCATION AND THE DIPLOMA IN TEACHING, SPECIALISING IN INFANT EDUCATION

 

ACADEMIC YEAR

DEGREE IN PRIMARY EDUCATION

SUBJECT TYPE

ECTS

DIPLOMA IN TEACHING INFANT, SPECIALISING IN INFANT EDUCATION

SUBJECT TYPE

CREDITS

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

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

 

 

 

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

 

 

 

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

DEGREE IN PRIMARY EDUCATION SPECIALITY. SYLLABUS SUMMARY

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