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.
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.
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.
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 ability to adapt the educational and teaching-learning processes to pyschoevolutive features, both general in the educational and personal stage, and the individual and socio-cultural diversity of its students, pursuing the achievement of the basic objectives for all.
Ethical commitment to education inspired by democratic values and inclusion, in the defence of human rights, justice, equity, gender equality, cooperation and sustainable global development.
Provide evidence of communicative competence in the area of comprehension and oral, written and visual expression and body language. Possess communication skills which are essential for the exercise of the task.

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 of the curricular areas of Primary Education, the interdisciplinary relationship between them, assessment criteria and the body of teaching knowledge concerning the respective teaching and learning procedures.
Designing, planning and evaluating teaching and learning processes, both individually and in collaboration with other teachers and professionals of the centre.
Approaching effectively language-learning situations in multicultural and plurilingual contexts. Encouraging the reading and critical commentary of texts from the diverse scientific and cultural domains contained in the school curriculum.
Designing and regulating in contexts involving diversity learning spaces that take into account gender equality, equity, and respect for the human rights that constitute the values of citizenship training.
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
Knowledge of the organisation of Primary Education schools and the diversity of the actions involved in their functioning. Carrying out the tutorial and guidance functions with pupils and their families, attending to the specific educational needs of the students. Accepting that exercising the teaching profession involves self-improvement and adaptation to scientific, pedagogical and social changes throughout life.
Collaborating with the different sectors of the educational community and the social environment. Assuming the educational dimension of the teaching function, and promoting democratic education for active citizenship.
Maintaining an autonomous and critical relationship with knowledge, values and public and private social institutions.
Assessing individual and collective responsibility in achieving a sustainable future.
Reflection on classroom practice to innovate and improve teaching. Acquisition of habits and skills for autonomous and cooperative learning and promoting it among students.
Knowing and applying in the classroom information and communications technologies. Discerning selectively audiovisual information that contributes to learning, to civic training and to cultural wealth.
Understanding the function, the possibilities and the limits of education in current society and the fundamental competences affecting Primary Education schools and their professionals. Knowing models for quality improvement for application to educational centres. Acquisition of level C1 in the Spanish language.
Understanding the learning processes of the age range 6-12 years in the family, social and school setting.
Understanding the characteristics of these students and the characteristics of their motivational and social contexts.
Command of the knowledge required to understand the development of the personality of these students and to identify dysfunctions.
Identifying learning difficulties, reporting them and collaborating in their treatment.
Knowledge of current proposals and developments based on competence learning.
Identifying and planning solutions for educational situations affecting students with different learning capacity and different learning speeds.
Analysis and understanding of educational processes inside and outside the classroom in the age range 6-12 years.
Knowledge of the fundamentals of primary education.
Analysis of teaching and the institutional conditions framing it.
Knowledge of the historical evolution of the educational system in our country and the political and legislative factors conditioning educational activity.
Knowledge of the processes of interaction and communication in the classroom.
Facing and solving problems of discipline.
Promoting cooperative work and individual work and effort.
Promoting actions in education in values aimed at preparing students for active and democratic citizenship.
Knowing and facing school situations in multicultural contexts.
Designing, planning and evaluating teaching activity and learning in the classroom.
Knowing and applying innovative experiences in primary education.
Participation in defining the education project and in the centre's general activity in accordance with criteria of quality management.
Knowledge and application of basic methodologies and techniques of educational research and a capacity for designing innovation projects by identifying indicators of evaluation.
Demonstration of social skills in order to understand families and make oneself understood by them.
Knowing how to carry out the functions of tutor and guidance in relation to family education in the age range 6-12 years.
Relating education with the setting and cooperating with families and the community.
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.
Understanding the basic principles and the fundamental laws of the experimental sciences (Physics, Chemistry, Biology and Geology).
Knowledge of the school curriculum for these sciences.
Posing and solving problems of science related to daily life.
Valuing the sciences as a cultural fact.
Recognition of the mutual influence between science, society and technological development, and of relevant citizen behaviours in order to achieve a sustainable future.
Developing and evaluating curricular contents with appropriate teaching resources and promoting the acquisition of basic competences in students.
Understanding the basic principles of the social sciences.
Knowledge of the school curriculum for the social sciences.
Integrating the study of history and geography oriented from an instructive and cultural viewpoint.
Promoting democratic education for citizenship and the practice of critical social thought.
Evaluation of the relevance of public and private institutions for peaceful co-existence among peoples.
Understanding religion throughout history and its relation with culture.
Developing and evaluating curricular contents with appropriate teaching resources and promoting the acquisition of basic competences in students.
Acquisition of basic mathematical competences (numeracy, calculation, geometry, spatial representation, estimation and measurement, organisation and interpretation of information, etc.)
Knowledge of the school curriculum for mathematics.
Capacity to analyse, reason and communicate proposals in mathematics.
Posing and solving problems related to daily life.
Evaluation of the relation between mathematics and the sciences as one of the cornerstones of scientific thought.
Understanding the basic principles of the science of language and communication.
Acquisition of literary training and knowledge of children's literature.
Knowledge of the school curriculum for languages and literature.
Speaking, reading and writing correctly and appropriately the official languages of the corresponding Autonomous Community.
Knowledge of the process of learning and teaching written language.
Promoting reading and encouraging writing.
Knowledge of the difficulties of learning official languages for students with other mother tongues.
Approaching language learning situations in multilingual contexts.
Capacity for oral and written expression in a foreign language.
Developing and evaluating curricular contents with appropriate teaching resources and promoting the acquisition of basic competences in students.
Understanding the principles that contribute to cultural, personal and social training through the arts.
Knowledge of the school curriculum for artistic education in its plastic, audiovisual and musical aspects.
Acquisition of resources to encourage life-long participation in musical and artistic activities inside and outside school.
Developing and evaluating curricular contents with appropriate teaching resources and promoting the acquisition of basic competences in students.
Understanding the principles that contribute to cultural, personal and social training through physical education.
Knowledge of the school curriculum for physical education.
Acquisition of resources to encourage life-long participation in sporting activities inside and outside school.
Developing and evaluating curricular contents with appropriate teaching resources and promoting the acquisition of basic competences in students.
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 6-12 years.
Knowledge of ways to collaborate with different sectors in the educational community and social setting.
Regulate the processes of interaction and communication in groups of children from 0 to 6 years.
Understand the basic principles of the language and communication sciences.
Learn about the school curriculum of languages and literature.
Speak, read and write correctly in Spanish.
Learn about the learning process of the written language and its teaching.
Promote reading and encourage writing
Learn about the difficulties in learning Spanish for students of other languages
Dealing with situations in learning languages in multilingual contexts.
Acquire literary training and learn about children's literature.
Knowledge of the centrality of the figure of Jesus Christ in the message and Christian morality.
Express oneself orally and in writing in a foreign language.
Develop 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 students' skills in the areas of oral, written, body, visual, plastic and musical comprehension and expression, defined by different artistic disciplines shaping the present Mention.
Complete the purpose of perfecting and adaptating to the pedagogical and social changes through a deepening in these fields from a changing present cultural and artistic approach, from the viewpoint of the artistic avant-garde.
Raise awareness in transversal values such as multiculturalism, intertextuality, intermediation, multisensoriality and versatility.
Highlight the relevance of artistic languages for the reading and interpretation of articulated media products through image and sound, educating students in these languages.
Evaluate the importance of education in Art Education as a basis for one's personal education.
Evaluate the importance of teamwork, encouraging cooperative learning as a tool for the development of creativity through the development of joint projects.
Learn about and apply different theoretical trends on acquiring foreign languages.
Recognize the differences between the linguistic development of the mother tongue and a foreign language.
Evaluate the effect of the age factor on the acquisition of 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 education contexts.
Anticipate or diagnose possible interlinguistic interference between the mother tongue and the English language and propose methodological solutions.
Learn about the basic principles, theories and techniques involved in the teaching and learning of English as a foreign language.
Adapt different methodological approaches to the teaching of oral and written comprehension and production skills in English-language teaching.
Elaborate methodological proposals involving the use of audio-visual resources to encourage oral and written perception and expression the English language.
Evaluate and develop contents of the curriculum through appropriate teaching resources and encourage the corresponding competences in students.
Learn the mechanisms in the formation of English words.
Describe and analyse the syntax and semantics of the different types of sentences in the English sentence.
Contrast the morphosyntactic and semantic aspects of the English language and the Spanish language.
Identify problematic morphosyntactic and semantic aspects of the English language 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 approriate methodology for the development of different language skills (oral and written comprehension, oral and written expression) as well as written and oral interaction.
Ability to relate functions of the language with grammatical, lexical and phonetic content.
Communicate orally and in writing in the language, using the terminology and uses which are appropiate for the profession of French teacher.
Reflect on one's own learning processes and know how to transfer knowledge and communication strategies.
Develop linguistic and communicative competences and their implications in the didactics and learning of the French language.
Ability to develop units and didactic sequences.
Ability to elaborate didactic cards.
Analyze and select didactic material. Ability to adapt and use this material.
Elaborate methodological proposals which include the use of appropriate materials and resources to encourage language skills in French.
Describe and analyze the syntax and semantics of the different types of sentences in the French language.
Compare morphosyntactic and semantic aspects of the French language and the Spanish language and use the pedagogical error.
Elaborate innovative proposals (material, strategies, approaches) for the teaching of French based on an analytical view of the process of learning French as a foreign language.
Elaborate teaching strategies, select and create teaching material which is appropriate for the teaching of the culture of the foreign language.
Elaborate 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, the development and evolutionary characteristics of the child. Based on these principles, design and plan healthy physical activity programmes adapted to the age and characteristics of Pre-school and Primary Education students.
Learn about the skills and basic motor skills and methodological tools to develop them.
Learn about about general principles of fitness and its application to schoolchildren.
Organize and develop physical activities in the natural environment, respecting the environment.
Learn about the physiological changes produced by the practice of physical activity.
Recognize the Specific Needs of Educational Support that can affect physical activity with the objective of effectively intervening in their integration.
Learn about the specificity of Physical Education in Pre-school and Primary Education.
Through Physical Education contribute to the achievement of basic competencies of students in Pre-school and Primary Education.
Through practices deriving from physical exercise and movement encourage healthy habits and lifestyles, establishing transversal relations with other areas in the curriculum.
Learn about the objectives in the area of Physical Education and their relationship with the general objectives of each stage.
Apply effective methodological approaches that facilitate the achievement of the programmed objectives and increase students' motivation.
Learn about and know how to apply evaluation criteria to detect the degree of assimilation of the different motor competences which are required.
Desig efficient observation tools for the evaluation and diagnosis of students.
Learn about and understand the various problems concerning hearing and the oral and written language in childhood (3-12 years) and its effect on psychological development and school learning.
Build and design scientifically different types of interventions targeting the problems of hearing and oral and written language and learn to apply strategies, procedures and resources with flexibility and in a manner tailored to each educational situation.
Learn about the possibilities and limits of different instruments of evaluations about the problems of hearing and oral and written language, as well as the ethical norms of their use and application.
Learn about and know how to carry out the role of Hearing and Language teaching in educational centres; also, to see it as a member of a team, with a special commitment in the linguistic competence of all children an, specifically in the psychological well-being and school performance of children with particular problems in hearing and language.
Understand the impact of this problem in families and learn to interact with them.
Analyze in depth and understand the mechanisms and processes that hold and hinder the development of inclusive and democratic schools.
Encourage an attitude of permanent inquiry into the educational practice itself in order to prevent potential communication difficulties in the classroom and provide an answer to them when they appear.
Design, develop and evaluate programs, resources and educational actions that respond to the communicative needs which appear in workplaces and classrooms.
Promote collaborative work between educational agents involved in the response to students who have difficulties in oral and/or written communication.
Understand the potential responses of families when difficulties appear in their children and provide support or resources.
Improve oral language development as well as reading and writing competences.
Learn about and be able to play the role of specialist in Attention to Diversity in an educational centre.
Master the knowledge necessary for understanding the psychological development of students and for identifying dysfunctions.
Identify and plan to solve educational situations which affect students with different abilities and different paces of learning.
Be able to collaborate with others in the detection, assessment, design and implementation of interventions to favour or improve competences in students.
Further examines the psychological knowledge of intelligence, self-regulation, emotional and social skills, and basic instrumental skills (literacy and maths), be able to identify difficulties in these areas and be able to design interventions to favour or improve the performance of students in them.
Understand and know how to manage the bi-directional relationship between the social conditions of students and their performance in skills such as intelligence, self-regulation, social and emotional skills and/or basic instrumental abilities.
Identify learning difficulties, inform about them and collaborate in their intervention.
Analyze in depth and understand the mechanisms and processes that support and hinder the development of inclusive and democratic schools.
Design, develop and evaluate programs, resources and educational actions that respond to the communicative needs which appear in workplaces and classrooms.
Promote collaborative work between educational agents involved in the response to students who have learning difficulties.
Understand the potential responses of families when difficulties appear in their children and provide support or resources.
Know the characteristics of the students, as well as the characteristics of their motivational and social contexts.
Encourage an attitude of permanent inquiry into educational practice to prevent possible learning difficulties in the classroom and provide an answer to them when they appear.
Learn about the current situation of education in the autonomous community of Cantabria in relation to coexistence, the coexistence programme of the autonomous community, as well as legislation relating to coexistence.
Recognize the factors that explain coexistence or the lack of it, as well as those factors that can facilitate or hinder it.
Know about existing educational measures to promote 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 future teachers with the aim of 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 family microsystems.
Design plans of coexistence for educational centres.
Understand and assess the existing resources, politics and services of the community towards children 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 and resources, and educational activities that favour the development of democratic and inclusive schools.
Develop the professional skills of collaboration between teachers and educational centres as the basis for inclusive education projects.
Encourage a professional attitude of permanent inquiry into educational practice.
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 teacher, the impact of these elements from the curriculum.
Be able to approach families regarding psycho-educational guidelines on this subject.
Learn about the Educantabria ICT Plan and its educational portal.
Coordinate and lead work groups focusing on ICT in the school.
Recognize the indicators for the diagnostic elaboration of the digital divide and e-exclusion situations.
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, programmes etc. about the inclusion of ICT in the school environment (formal and non-formal area).
Ability to select and use research methods properly.
Ability to design innovative projects in a reasoned and plausible way using ICT.
Learn about the appropriate resources to form competent readers.
Be able to recognize different textual types and their features: coherence, cohesion and adaptation.
Learn about the relationship between strategies in reading comprehension and types of text.
Know how to formulate hypothesis prior to reading and be able to generate them in the student.
Know how to reflect on the results of reading and be able to guide the process in the student.
identify different textual strategies to articulate different communicative objectives.
Learn the psycho-linguistic foundations involved in the reading process.
Describe problems that might arise in the process of reading comprehension.
Understand the main explanatory models of difficulties in the written language and assess their contributions as well as their limitations with respect to educational practice.
Learn about and apply the basic principles of Physics, Geology and Biology and Chemistry.
Learn about and apply the basic concepts of strength, work and power: machines and energy.
Learn about and apply the basic concepts of light and sound.
Learn about and apply the basic concepts of the chemical elements and the periodic table.
Learn about and apply the basic concepts of chemical reactions.
Learn about about the structure of our planet (solid Earth and edafosfera) and their dynamics.
Learn about the structure and composition of the atmosphere and its dynamics.
Learn about the structure and composition of the hydrosphere and its dynamics.
Learn about the main engines of external and internal geological processes.
Learn about the most outstanding moments inhistory of Geology and its significance.
Learn about geologic time and its main divisions.
Learn about the principles of protection against natural hazards in a school environment.
Learn about the main natural resources.
Learn the basics about the climate problem and evolution of the climate in the past.
Learn about the workings of the human body.
Learn about the anatomy and physiology of the systems involved in the function of nutrition (digestive, respiratory, circulatory and excretory system).
Learn about the anatomy and physiology of the systems involved in relationship and reproduction functions.
Learn about the classification and characteristics of different groups in the animal and plant kingdom.
Learn about the relationships between human beings and the environment.
Acquire listening habits and tools for auditory discrimination.
Expand the concept of hearing encompassing sound environment.
Develop active listening for the correct interpretation and comprehension of soundscapes and musical works.
Appreciate works of musical heritage formally and stylistically.
Approach elements of musical language through hearing.
Learn about and apply teaching strategies of listening to music for students in primary education.
Develop reading and writing skills in elements of conventional musical language, also attending other forms of representation.
Explore the possibilities of the voice in its multiple facets and functions.
Learn about the basic aspects of vocal singing techniques.
Learn about the basic technique for the use of school musical instruments (small percussion, wind, plates...).
Be able to make music in a group, enjoying the experience.
Be aware of the value of emotions and their presence in the arts.
Use music as a communicative tool.
Be able to express ideas, emotions and feelings through musical creations.
Develop attitudes of empathy and dialogue through improvisation.
Know how to develop projects that integrate different artistic languages and which have the development of emotional intelligence as their objective.
Understand the complexity of the psychological processes of comprehension and the production of texts in the digital age.
Learn about and know how to derive psycho-educational and didactic implications from knowledge of these psychological foundations.
Learn about, 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 the implications on people's lives.
Know how to support families in the reading/writing success of their children.
Improving reading and writing competences.
Improve digital competence, knowing how to use ICT in the current educational context in a practical and reflexive way.
Reflect on the social uses of images in the current society of the spectacle, and about its role in the construction of 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.
Encourage democratic education and the practice of critical 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.
Assess science as a cultural fact.
Recognize the mutual influence between science, society and technological development, as well as relevant civic behaviour, to ensure a sustainable future.
Learn about the basic principles about the Environment and Environmental Eeducation.
Learn about the role of this science in society.
Learn how environmental problems are solved.
Create and solve problems associated with environmental education.
Develop educational proposals in Environmental Education.
Learn about and understand the following disciplinary contents: characteristics of the Environment; Man-Environment relationships throughout history; Environmental performance; global environmental problems; local environmental problems; the concept of sustainable development; sustainable management of natural resources, waste and pollution.
Learn about the curricular evolution of Environmental Education in 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.
Learn about, analyze and assess experiences, plans and programmes for intercultural education in Primary Education at a regional, national and international level, from a comparative analysis and establishing the advantages and disadvantages of each of the models underlying 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 every human group is culturally diverse.
Analyze, understand and discuss the role of families in intercultural education, as well as identify and develop 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 educational centre, which leads to assessment, design, development and the evaluation of educational strategies in the center and classroom for intercultural strategies.
Establish relationships between different models of intercultural education and other pedagogical theories such as the democratic school or coeducation, with the understanding that they all have a common objective which is 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 in specialists nor specialized services in school, but strengthening of existing resources and 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 teaching in French in the dynamics of the class, developing the participative potencialities of students.
Encourage active participation of students with respect 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.
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.
Deal with language-learning situation in multi-lingual contexts.
Knowledge about biblical Theology in the Old Testament.
Be able to encourage a first approximation to a foreign language.
Learn about and master techniques of oral and written expression.
Understand the transition from the oral language to the written one and know the different registers and uses of language.
Learn about tradition and folklore.
Become aware of the different methodologies of teaching foreign languages and a second language.
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 the metalingual reflection in Spanish L2 in the different cycles of primary 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 the most relevant aspects of the lexicon and grammar of Spanish as L2 and its incorporation in the Primary curriculum.
Create and solve problems associated with everyday life.
Analyze, model, reason and communicate mathematical proposals.
Develop and evaluate contents of the curriculum through appropriate teaching 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 parameters (political, social, economic and cultural).
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 competences of analysis, synthesis and critical judgement. Know how to objectify tasks and link 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, select and prioritize any source or document (written, visual, oral, sound).
Acquire the ability to read and analyze historical texts and documents on any relevant topic and know how to summarize them or adapt them using comprehensible language.
Capacity and ability to reasonably explain ideas.
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.
Specifically know the data and psycho-educational, psychological and didactic research that underlie Project Methodology and the approach to Reading and Writing across the Curriculum.
Know how to formulate theoretically and elaborate interventions and reading and writing projects which are integrated or globalized with other areas of knowledge, as well as being adapted to the curricular and evolutionary characteristics of each cycle of Primary Education, as well as to the discursive characteristics of these different areas of knowledge.
Know how to integrate the use of new technologies in these projects.
Know how to work with families to encourage them to participate in literacy practices of different types.
Learn about the emerging uses of reading and writing in an information society and accordingly, know how to design situations of learning and those used in the teaching of reading and writing for different primary cycles.
Know how to design and evaluate educational activities aimed at Media Literacy and Education for Primary Education.
Perfect their own reading comprehension and written expression.