Courses detail

Students should be able to show they possess knowledge in their area of study that, while departing from secondary education, is situated at a higher level, which includes updated sources and knowledge from the vanguard of their professional field.
Students should know how to apply their knowledge to their work in a professional manner and possess the competences that are usually demonstrated through the elaboration and defence of arguments and problem-solving in their area of study.
Students should be able to gather and interpret fundamental data (normally in their area of study) to make judgements that include a reflection on relevant issues of a social, scientific or ethical nature.
Students should be able to transmit information, ideas, problems and solutions to a specialised and non-specialised audience.
Students should have developed the learning skills required to undertake further studies with a high degree of autonomy.

Attitude and capacity to develop an educational approach and professional practice founded on a profound understanding of the nature, organisation and functioning of education and educational centres, and of processes of reflection, analysis and criticism of their multiple and dynamic conditioning factors.
Scientific and teaching knowledge of school materials, and knowledge and analysis of the processes of curriculum design, development and evaluation to devise, carry out and evaluate training proposals based on multiple resources and contributing to the integrated development of pupils.
Understanding of the social functions of the educational system and of the factors contributing to social and school inclusion/exclusion, and a capacity to participate in the public debate on schools and the curriculum.
Attitude and capacity to support, in the role of teacher, the construction of integrated development on the part of pupils so that they grow up as responsible, respectful and ethically committed citizens.
Attitude and capacity of students to carry out with their pupils tutorial functions, and those of guidance in the setting of the classroom, school, and social and family environment within the framework of inclusive and integrated education.
Attitude and capacity of students to understand the nature and uses of images and information and communications technologies in order to include them in the curriculum within an innovative framework that also helps pupils to construct an approach to themselves.
A communicative and socio-emotional attitude and capacity for argument, debate and cooperative work with colleagues, family and other educational agents and community services to generate a positive school climate and to develop these capacities in their pupils.
Attitude and capacity of students to carry out creative proposals in the setting of their professional activity and to help their pupils to develop divergent thinking.
Commitment and capacity of students to participate in processes of evaluation and/or self-assessment of their classroom, centre and autonomous and national educational system.
Attitude and capacity of students to adapt educational and teaching-learning processes to the psychodevelopmental characteristics, both personal and of the educational stage in general, and to the individual and sociocultural diversity of their pupils in the pursuit of basic goals for all.
Ethical commitment to an education inspired in the values of democracy and inclusion, in defence of human rights, justice, equity, equality of gender, cooperation and global sustainable development.
Demonstration of communicative competence in the area of comprehension and expression of oral, written, visual and body language. Possession of the communicative skills required for the exercise of teaching tasks. Acquisition of level C1 in the Spanish language.

Students should acquire and develop an ethical commitment and should promote Human Rights, the principles of justice, equality of gender, equality of opportunities and non-discrimination, and the values typical of a civic culture concerned about strengthening democracy, solidarity, social inclusion, interculturality, peaceful solutions to conflicts, cooperation, and sustainable world growth, both in public spaces and in their future professional environment.
Students should enrich their capacity for oral and written communication in the Spanish language.
Students should perfect their digital competence and, in general, their skills to search, obtain, select, treat, analyse and communicate diverse information, and to transform this into knowledge and offer it for consideration by others.
Students should cultivate their capacity for autonomous learning, and the interpersonal competences related to teamwork, group collaboration in socially and culturally diverse contexts, a capacity for criticism and self-criticism, and emotional self-control.
Students should acquire the communicative competence to understand, interact, and express themselves orally and in writing in English so that they can finish their studies with level B2 of the European Common Framework of Reference for English.

Understanding the aims, curricular contents and evaluation criteria for Nursery School Education.
Promoting and facilitating learning in early childhood, from a globalising and integrating perspective of the different cognitive, emotional, psychomotor and volitional dimensions.
Designing and regulating in contexts of diversity learning spaces that take into account the particular educational needs of pupils, gender equality, and respect for human rights.
Promoting harmonious living inside and outside the classroom, resolving disciplinary problems and contributing to peaceful solutions to conflicts. Stimulating and valuing effort, constancy and personal discipline in students
Group reflection on the acceptance of norms and respect for others. Promoting the autonomy and singularity of each pupil as factors of education in emotions, feelings and values in early childhood.
Knowing the evolution of language in early childhood, knowing how to identify possible dysfunctions and monitor their correct evolution. Approaching effectively language learning situations in multicultural and multilingual contexts. Oral and written expression and command of the use of different techniques of expression.
Knowing the educational implications of information and communications technologies and, in particular, of television in early childhood.
Knowledge of the fundamentals of children's diet and hygiene. Knowledge of the fundamentals of early care and the bases and developments leading to an understanding of psychological processes, and processes of learning and personality construction in early childhood.
Knowledge of the organisation of Nursery Education schools and the diversity of the actions involved in their functioning. Accepting that exercising the teaching profession involves self-improvement and adaptation to scientific, pedagogical and social changes throughout life.
Giving guidance to parents in relation to family education in the age range 0-6 years, and command of social skills in this stage and in relating to each pupil's family and to all the families together.
Reflection on classroom practice to innovate and improve teaching. Acquisition of habits and skills for autonomous and cooperative learning and promoting it among students.
Understanding the function, the possibilities and the limits of education in current society and the fundamental competences affecting Nursery Education schools and their professionals. Knowing models for quality improvement for application to educational centres.
Understanding the educational and learning processes in the age range 0-6 years in the family, social and school setting.
Knowledge of the developments in developmental psychology in children in the 0-3 and 3-6 year age range.
Understanding of the fundamentals of early attention.
Recognising the identity of the stage of development and its cognitive, psychomotor, communicative, social and affective characteristics.
Knowing how to promote the acquisition of habits concerning autonomy, freedom, curiosity, observation, experimenting, imitation, acceptance of norms and limits, and symbolic an heuristic play.
Understanding the pedagogical dimension of interaction with peers and adults and knowing how to promote participation in group activities, cooperative work and individual effort.
Identifying learning difficulties, cognitive dysfunctions and attention-related disorders.
Knowing how to inform other specialist professionals in order to approach collaboration with the centre and teacher in attending any special educational needs that may arise.
Acquisition of resources to favour educational integration of students with special needs.
Creating and maintaining communication links with families that exert an effective influence on the educational process.
Knowing how to carry out the functions of tutor and guidance in relation to family education.
Promoting and collaborating in actions inside and outside school organised by families, local authorities and other institutions that have an influence on citizen training.
Critical analysis and incorporation of the most important questions of current society affecting family and school education: social and educational impact of audiovisual and screen languages; changes in gender relations and relations between generations; multiculturality and interculturality: discrimination and social inclusion and sustainable development.
Knowledge of the historical evolution of the family, different types of family, lifestyles and education in the family setting.
Knowledge of the basic principles for healthy development and behaviour.
Identifying disorders of sleep, eating, psychomotor development, attention and auditory and visual perception.
Collaboration with specialist professionals to solve such disorders.
Detecting deficiencies in affect, eating and wellbeing that disrupt adequate physical and psychic development in students.
Understanding that the day-to-day dynamics of nursery education changes with regard to each student, group and situation and knowing how to be flexible in exercising the teaching function.
Valuing the importance of stability and regularity in the school setting, timetables and teachers' state of mind as contributing factors to the integrated and harmonious progress of students.
Knowing how to work in a team with other professionals from inside and outside the centre both in attending to each student and in the planning of learning sequences and organisation of work situations in the classroom and playspace by identifying the peculiarities of the age-range 0-3 years and 3-6 years.
Attending students' needs and transmitting confidence, tranquillity and affect.
Understanding that systematic observation is a basic instrument allowing reflection on practice and reality, and contributing to innovation and improvement in nursery education.
Command of observation and recording techniques.
Approaching field analysis through observational methodology using information techniques, documentation and audiovisual means.
Capacity to analyse the data obtained, for a critical understanding of reality and to elaborate a report of the conclusions.
Situate the nursery school within the Spanish education system, and in its European and international context
Knowledge of international experiences and examples of innovative practice in nursery education.
Evaluation of the importance of teamwork.
Participation in the elaboration and follow-up of educational projects in nursery education within the framework of the centre's projects and in collaboration with the territory and with other professionals and social agents.
Knowledge of the legislation regulating nursery schools and their organisation.
Assessment of a personal relation with each student and their family as a factor in quality of education.
Familiarity with the scientific, mathematical and technological fundamentals of the curriculum for this age group and the theories on acquisition and development of the corresponding learning.
Knowledge of teaching strategies to develop numerical representations and spatial, geometric notions and logical development concepts.
Understanding of mathematics as sociocultural knowledge.
Knowledge of scientific methodology and fostering of scientific thought and experimentation.
Acquisition of knowledge on the evolution of thought, customs, beliefs and social and political movements throughout history.
Knowledge of the outstanding moments in the history of science and technology and their transcendence.
Elaboration of teaching proposals related to the interaction between science, techniques, society and sustainable development.
Promoting interest in and respect for the natural, social and cultural environment through appropriate teaching projects.
Promotion of experiences for initiation in information and communication technologies.
Knowledge of the curriculum for language and reading & writing in this age group and the theories on acquisition and development of the corresponding learning.
Promotion of the capacity for speaking and writing.
Knowledge and command of techniques of oral and written expression.
Knowledge of the oral tradition and folklore.
Understanding the passage from orality to writing and knowledge of different registers and uses of language.
Knowledge of the process of learning and teaching reading and writing.
Approaching language learning situations in multilingual contexts.
Recognising and evaluating the appropriate use of verbal and non-verbal language.
Knowledge and appropriate use of resources for encouragement of reading and writing.
Acquisition of a literary training and especially knowledge of children's literature.
Ability to provide a first approach to a foreign language.
Understanding the fundamentals of music, plastic art and corporal expression of the curriculum in this age range and the theories on acquisition and development of the corresponding learning.
Knowing and using songs to promote auditory, rhythmic and vocal education.
Knowing how to use play as a teaching resource, and designing learning activities based on ludic principles.
Elaboration of teaching proposals promoting musical perception and expression, motor skills, drawing and creativity.
Analysis of audiovisual languages and their educational implications.
Fostering sensitivity towards plastic expression and artistic creation.
Acquisition of practical knowledge of the classroom and of classroom management.
Knowledge and application of the processes of interaction and communication in the classroom and command of the social skills required to promote a classroom climate that favours learning and harmony.
Monitoring and following up the process of education and, in particular, of teaching and learning through the command of the techniques and strategies required.
Relating theory and practice with the reality of the classroom and education centre.
Participation in the teaching activity and learning the know-how by acting on and reflecting on practice.
Participation in proposals for improvement in different spheres of action that may be established in an educational centre.
Regulating the processes of interaction and communication in groups of students aged 0-3 years and 3-6 years.
Knowledge of ways to collaborate with different sectors in the educational community and social setting.
Develop the personal creative potential of the student for heuristic purposes, through education in languages, skills and artistic abilities.
Be able to interpret reality in different ways, and act on it by developing creative behavior.
Promote and implement student competences in the areas of oral, written, corporal, visual, musical and plastic comprehension and expression, defined by different artistic disciplines shaping the present mention.
Complete the intention of perfection and adaptation to pedagogical and social changes through a deepening in these fields, from the changing cultural and artistic approach nowadays, from the viewpoint of the artistic avant-garde.
Raise awareness in transversal values such as multi-culturalism, Intertextuality, intermediation, multi-sensoriality and versatility.
Highlight the relevance of artistic languages for the interpretation and reading of articulated mediatic products through image and sound, educating students in these languages.
Value the importance of education in artistic education as a basis of personal education.
Learn about and apply different theoretical trends to acquiring foreign languages.
Recognise the differences between the linguistic development of the mother tongue and a foreign language.
Evaluate the age factor on studying English as a foreign language.
Recognize the different stages of phonological, morphosyntactic and pragmatic development in the English language when the learning of English takes place in formal educational contexts.
Anticipate or diagnose possible interlinguistic interferences between the mother tongue and the English language and propose methodological solutions.
Learn about the principles, theories, and techniques involved in the teaching and learning of English as a foreign language.
Adapt the different methodological approaches for the teaching of oral and written comprehension and production in the teaching of English.
Elaborate methodological proposals which include the use of audio-visual resources to encourage perception and oral and written expression in English.
Assess and develop contents in the curriculum with suitable didactic resources and encourage the corresponding competences in students.
Learn about the mechanisms to form words in English.
Describe and analyze the syntax and semantics of the different types of sentences in the English language.
Contrast the morphosyntactic and semantic aspects of the English language and the Spanish language.
Identify morphosyntactic and semantic aspects of problematic English for Spanish speakers.
Carry out a professional practice of the teaching of French, based on a critical perspective of their own work as a teacher.
Understand the teaching-learning processes of the French language and assess their didactic perspectives.
Ability to use a methodology which is suitable for the development of different language skills (oral and written express, oral and written comprehension), as well as oral and written interaction.
Ability to connect
Communicate orally and in writing in the language, using the terminology and applications suitable for the profession of French teacher.
Reflect upon learning processes and know how to transfer knowledge and communication strategies.
To develop linguistic and communicative skills and their implications in the didactics and learning of the French language.
Ability to develop units and didactic sequences.
Ability to develop didactic cards.
Analyze and select teaching materials. Ability to adapt and use these materials.
Elaborate methodological proposals which include the use of resources and suitable materials to encourage language skills in French.
Describe and analyze the syntax and semantics of the different types of sentences in the French language.
Contrast the morphosyntactic and semantic aspects of the French language and the Spanish language and use the teaching error.
Develop innovative proposals (materials, strategies, approaches) for the teaching of French, based on an analytical view of the process of learning French as a foreign language.
Develop teaching strategies, select and create teaching material suitable for teaching the culture of the foreign language.
Develop teaching strategies, select and create teaching materials to highlight the intrinsic relationship between the use of the language and the socio-cultural context.
Learn about the fundamentals and basic manifestations of human mobility, development and evolutionary characteristics in a child. Based on these principles, design and plan healthy physical activity programmes adapted to the age and characteristics of students in Childhood Education.
Learn about the skills and basic motor skills and methodological tools to develop them.
Learn about the general principles of fitness and its application to schoolchildren.
Organise and develop physical activities in the natural environment, respecting the environment.
Learn about the physiological changes caused by the practice of physical activity.
Recognize the Specific Needs of Educational Support that can affect physical activity in order to intervene effectively in their integration.
Learn about the specificity of Physical Education in Childhood Education.
Contribute through physical education to the achievement of basic competencies for students in Childhood Education.
Promote healthy habits and lifestyles through practices deriving from physical exercise and movement, establishing transversal relations with other areas in the curriculum.
Learn about the objectives in the area of Physical Education and the relationship with the general objectives in that stage.
Apply effective methodological approaches that facilitate the achievement of the planned objectives and increase students' motivation.
Learn about and know how to apply assessment criteria to detect the degree of assimilation of the different driving skills required.
Design efficient observation tools for the evaluation and diagnosis of students.
Learn about the current educational situation in the autonomous community of Cantabria in relation to coexistence, the coexistence plan of the Autonomous Community, as well as legislation concerns regarding coexistence.
Recognize the factors that explain coexistence or lack of it, as well as those factors which may facilitate or hinder it.
Learn about existing educational measures to encourage coexistence in schools.
Develop autonomy and creativity for the design of educational programmes aimed at the promotion of school coexistence and a positive educational climate.
Develop social and emotional skills and values in the future teachers with the aim of them being able to encourage coexistence throughout the educational community, as well as face up to encouraging these skills in their students.
Know how to work with families to generate good practices that facilitate coexistence in the family microsystem.
Design coexistence plans for educational centres.
Learn about and critically evaluate existing resources, policies and services from the community towards childhood that allow you to complete the educational work of the school.
Analyze in depth and understand the mechanisms and processes which sustain and hinder the development of democratic and inclusive schools in their organizational and curricular dimensions.
Design and evaluate programs, materials, resources and educational activities that favour the development of democratic and inclusive schools.
Encourage a professional attitude of permanent inquiry into the educational practice.
Develop professional skills of collaboration between teachers and educational centres as the basis for inclusive education projects.
Build a complex vision about the impact of various screens on children's psyche, and specifically about television programs viewed by children.
Be able to critically analyze video games, the cinema, advertising and television programs aimed at children.
Be able to work as a tutor and a teacher on the impact of these elements from the curriculum.
Be able to approach families regarding psycho-educational guidelines on this subject.
Know the Tic Educantabria plan and its educational portal.
Coordinate and lead work groups focusing on ICT in the educational centre.
Recognize the indicators for the elaboration of diagnosis of situations in the digital divide and e-exclusion.
Learn about the didactic and organizational strategies in the school environment for the integration of ICT.
Encourage positive and responsible attitudes as coordinators of work groups towards the use of ICT in infant and primary stages.
Develop the skills needed to deal with ease and familiarity with ICTs in the educational center.
Know how to design projects, schedules, etc. on the inclusion of ICT in the school environment (formal and non-formal environment).
Ability to properly select and use research methods.
Ability to develop projects using ICT in a reasoned and plausible way.
Reflect on the social uses of images in the current society of the spectacle, and about their role in the construction of the representations of reality, values and identities.
Contribute to visual education which allows children to gradually overcome the condition of being mere spectators to becoming interpreters.
Enccourage democratic education and the development of autonomous social thought.
Know how to integrate information and communication technologies, particularly the cinema, in proposals to teach social science aimed at Primary Education.
Understand the basic principles and fundamental laws of experimental sciences.
Create and solve problems associated with science in everyday life.
Assess through this subject the mutual influence between science, society and technological development to ensure a sustainable future.
Learn about scientific methodology and encourage scientific thought and experimentation.
Encourage interest and respect for the cultural, social and natural environment through appropriate didactic projects.
Encourage experiences of initiation in information and communication technologies.
Learn about and understand the following disciplinary contents: features of the environment; the Man-Environment relationship throughout history; Environmental performance; global environmental problems; local environmental problems; the concept of sustainable development; the sustainable management of natural resources, waste and pollution.
Learn about the curriculum evolution of environmental education in the school.
Learn about the state of Environmental Education in Cantabria.
Learn about the most commonly used teaching methods in environmental education.
Manage the most common pedagogical tools in Environmental Education such as: carrying out natural itineraries, informative-didactic guides; the map as an expression of the natural environment; design of environmental awareness campaigns in school.
Discover, analyze, assess experiences, plans and programmes for intercultural education in early childhood education at a regional, national and international level and from a comparative analysis establish the advantages and disadvantages of each of the models that underlie the analyzed proposals.
Look for, assess and develop educational material for intercultural education at primary level which respects the peculiarities of the immigrant population that we are going to work with and propose a suitable and relevant reflection of coexistence and the necessary understanding between different cultural groups.
Understand that cultural diversity does not come exclusively from coexistence with other cultural groups and thereby understand that all human groups are culturally diverse.
Analyze, understand and discuss the role of families in intercultural education, as well as identify and elaborate plans, programs and resources to do so.
Assess and analyze community resources where the Center for intercultural education is to be placed, as well as establish a complementarity relationship with resources that exist within the Centre.
Understand that the development of intercultural education is a task of the whole educational centre, which leads to the assessment, design, development and evaluation of educational strategies of the center and classroom for intercultural education.
Establish relationships between different models of intercultural education and other pedagogical theories such as the democratic school or coeducation, meaning that they all have a common goal, the creation of good schools for all students, and that is why they have developed strategies, plans and joint programmes which should be known, applied, analyzed, and understood as complementary resources. Understand that educational work from multiculturalism should not generate exclusion, an increase of specialists or specialized services in school, but the strenghtening of existing resources and a deepening in the philosophy of the comprehensive and inclusive school.
Extract from the analysis of different models, plans, programs, resources, etc. in intercultural education at primary stage the appropriate reflections allowing you to understand how intercultural education is capable of generating innovation and a better school performance.
Ability to incorporate education in French in the dynamics of the class developed the participatory potential of students.
Encourage active participation of the students according to their age and level.
Create communicative activities adapted to the level of students who develop their aural and oral skills as an interlocutor.
Create contextualized activities adapted to the level of the students.
Encourage and develop a positive attitude in students with regards to the language in which they are taught, so that the language is not considered an obstacle.
Be aware of different methodologies for teaching foreign languages.
Reflect on the aspects which determine the learning process of Spanish as L2 in a school context.
Learn about and evaluate different institutional educational actions aimed at the inclusion of immigrant students in an intercultural context (for example, the Dept. of Education Interculturality Plan in the Community of Cantabria).
Know how to organize integrated proceedings in a centre, aimed at improving the possibilities for teaching and learning Spanish as L2 in a school context.
Ability to encourage communicative skills as well as linguistic awareness in Spanish L2 in the stage of early Childhood Education.
Ability to develop strategies to communicate with people of other languages and cultures in the school context which allow the role of the teacher of Spanish as L2 to be shown as an interlingual mediator.
Learn about and encourage child language development in a bilingual school situation.
Create and solve problems associated with everyday life.
Analyze, model, reason and communicate mathematical proposals.
Develop and evaluate contents of the curriculum through appropriate didactic resources and encourage the corresponding competencies in students.
Express themselves orally and in writing in a foreign language.
Deal with situations which involve learning languages in multilingual contexts.
Develop and evaluate contents of the curriculum through appropriate didactic resources and encourage the corresponding competences in students.
Learn about the state of the world and its recent historical evolution, as well as the understanding of its basic (political, social, economic and cultural) parameters.
Analyze the evolution, interrelationship and meaning of current historical phenomena as basic elements to educate primary education students in a rational and critical sense.
Present a global, comprehensive vision of Current World History for understanding and interpreting the historical process in its entirety.
Carry out a detailed and specialized analysis of aspects, questions and specific historical moments which are particularly significant.
Acquire skills of analysis, synthesis and critical judgement. Know how to objectify tasks and to relate cause and effect.
Recognize multiple causality involved in historical facts, processes or conflicts and assess the importance and weight of each cause.
Acquire skills to search for, select and prioritize any source or document (written, visual, oral, sound).
Acquire the ability to read and analyze texts and historical documents on any relevant topic and know how to summarize them or adapt them using comprehensible language.
Capacity and ability to explain ideas in a reasonable way.
Acquire a humanistic education which is genuinely necessary for professionals in education and which will have an influence on the mind and trends of students.
Develop a critical and participatory awareness in future teachers of Primary Education in the face of current world problems, and a responsible feeling of solidarity in the defence of Human Rights, democratic values and the road towards peace.
Critical awareness of the existence of transcendence and its experience in the religious fact.
Ability to pose questions about the ultimate meaning of life.
Systematic knowledge of religious facts in different cultures, as well as its social, ethical and cultural influence.
Awareness and respect for the religions of other cultures.
Ability to read and understand the different books of the Bible, especially those in the Old Testament.
Knowledge of the Biblical Theology in the Old Testament.
Ability to identify and understand the meaning of religious language as a way of expressing the ineffable.
Critical awareness of the relationship between a belief and its praxis.
Knowledge of the centrality of the figure of Jesus Christ in the message and Christian morality.
Detailed knowledge of the contents of the Christian faith.
Ability to understand and use technical theological language.
Understand the complexity of the psychological processes of comprehension and production of texts in the digital age.
Learn about and know how to follow psycho-educational and teaching implications based on the knowledge of these psychological foundations.
Learn, apply and reflect on the possibilities and limitations of ICT as support to the processes of reading and writing in digital formats.
Learn about and reflect on regional, national and international assessments of reading and digital competencies.
Learn about the responsibility of all teachers in the reading/writing success of each child and its implications on people's lives.
Know how to support families in the reading/writing success of their children.
Improve reading and writing competence.
Improve digital competence, knowing how to use ICT in the current educational context, in a practical and reflexive way.
Evaluate the importance of teamwork, encouraging cooperative learning as a tool for the development of creativity through the elaboration of joint projects.