Online Mentions for the Bachelor's Degree in Primary Education

Objectives

• To define the concept of teaching leadership within the educational context.

• To examine the concept of persuasiveness in the educational context.

• To define the concept and application of ethics in the educational context.

• To enhance the pedagogical competence of Physical Education teachers through the understanding and effective application of storytelling as an educational tool, with the aim of promoting the holistic development of pupils, strengthening their oral communication skills, active listening, motor skills, creativity and intercultural understanding.

• To recognise the role of the teacher as an effective communicator and their impact on pupils’ learning.

• To develop skills in preparing and selecting appropriate stories.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Primary Education.

Learning outcomes

RS3 – Foster a sense of community within and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences

RS5 – Carry out mentoring and guidance roles with pupils and their families, addressing pupils’ individual educational needs (CG06B) TYPE: Skills or competences

RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS7 – Collaborate with the various sectors of the educational community and the wider society (CG07A) TYPE: Skills or competences

RS10 – Value individual and collective responsibility in achieving a sustainable future (CG09) TYPE: Skills or competences

RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences

Description of the content

Leadership as a teaching skill. Leadership styles.

Developing the ability to persuade. Applications in the Physical Education classroom.

Ethics for teachers.

Storytelling as a classroom tool. Its usefulness for physical education teachers.

Presentations and public speaking skills.

Influencing children through storytelling in the Physical Education classroom

Training activities

V1. Online classes

V2. Guided work on the virtual platform

V3. Practical sessions

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To have your marks averaged according to the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the course’s supplementary final exam.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Bibliography

Core:

1. Elizondo, A., & Rodríguez, L.

Teachers and Civic and Ethical Education.

REICE: Ibero-American Journal on Quality, Effectiveness and Change in Education. 2009.

ISBN: 1696-4713

2.- Grugeon, E., & Garder, P.

The Art of Storytelling for Teachers and Pupils: Using Stories to Develop Literacy in Primary Classrooms

Routledge. 2013.

ISBN: 1-85346-617-4

Objectives

• To recognise the role of the Physical Education teacher in schools.

• To promote and facilitate learning in early childhood, from a holistic and integrative perspective that encompasses the various cognitive, emotional, psychomotor and developmental dimensions, in order to foster the development of effective communication from an early age.

• To encourage the use of agile methodologies in primary education to improve collaboration, adaptability and efficiency in the educational process, preparing pupils to face the challenges of the future with strong teamwork and critical thinking skills.

• To recognise the importance of values in teaching practice.

• To promote cooperative learning in educational settings, encouraging collaboration amongst pupils to improve their social, academic and personal skills, and to strengthen the inclusion of pupils with special needs.

• Assess how the team contributes to the implementation of organisational strategies.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Primary Education.

Learning outcomes

RK5 – Understand quality improvement models applicable to educational institutions (CG12B) TYPE: Knowledge or content

RS3 – Foster a positive learning environment both inside and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences

RS6 – Recognise that the teaching profession must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS7 – Collaborate with the various sectors of the educational community and the wider society (CG07A) TYPE: Skills or competences

RS10 – Value individual and collective responsibility in achieving a sustainable future (CG09) TYPE: Skills or competences

RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences

Description of the content

Teamwork skills. The Physical Education teacher within the teaching staff.

Effective communication within work teams.

Agile teamwork.

Diversity and inclusion as core values for the Physical Education teacher.

Continuous improvement as a result of collaborative work.

Evaluation of work teams’ results.

Training activities

V1. Online classes

V2. Guided work on the online platform

V3. Practical classes

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To have your marks averaged according to the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Bibliography

Essential:

1. McCarthy, R.

The Agile Method: What You Need to Know About Agile Project Management, the Kanban Process, Lean Thinking and Scrum.

Primasta. 2020.

ISBN: 9781954029569

2. Pérez Vilar, P. S., and Azzollini, S.

Leadership, Teams and Work Groups: Their Relationship with Job Satisfaction.

Journal of Psychology (PUCP). 2013.

ISBN: 0254-9247

3. Pons, M.

Multidisciplinary educational resources.

Narcea. 2020.

ISBN: 9788427727700

Objectives

• To define the concept of teaching leadership in the educational context and its application in addressing diversity.

• To examine the concept of persuasiveness in the educational context, analysing its importance in addressing diversity and establishing strategies for developing it in the therapeutic pedagogy classroom.

• To deepen understanding of the concept and application of ethics in the educational context, with the aim of establishing a meaningful framework to guide teaching practice and promote school environments grounded in sound ethical principles.

• To enhance the pedagogical competence of therapeutic pedagogy teachers through the understanding and effective application of storytelling as an educational tool for the holistic development of pupils.

• To develop advanced presentation and public speaking skills, focused on effective oral communication and adapted to the educational and therapeutic context of therapeutic pedagogy, in order to enhance students’ learning and interaction.

• To carry out a comprehensive analysis to determine the influence of storytelling in the classroom context and how it impacts students’ educational experience.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Primary Education.

Learning outcomes

RS3 – Foster a sense of community within and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences

RS5 – Carry out tutoring and guidance roles with students and their families, addressing students’ unique educational needs (CG06B) TYPE: Skills or competences

RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS7 – Collaborate with the various sectors of the educational community and the wider society (CG07A) TYPE: Skills or competences

RS10 – Value individual and collective responsibility in achieving a sustainable future (CG09) TYPE: Skills or competences

RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences

Description of the content

Leadership as a teaching skill. Leadership styles.

Developing the ability to persuade. Applications in the therapeutic pedagogy classroom.

Ethics for teachers.

Storytelling as a classroom tool. Its usefulness for teachers of Remedial Education.

Presentations and public speaking skills.

Influencing children through storytelling in the Therapeutic Pedagogy

.

Training activities

V1. Online classes

V2. Guided work on the virtual platform

V3. Practical classes

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Bibliography

Core:

1. Ibarrola, B.

Exciting Learning.

Ediciones SM. 2013.

ISBN: 978-846756293

2. Villalustre Martínez, L., & Pérez, M. E. D.

Digital storytelling: a new strategy for future teachers to tell stories and develop skills.

Complutense Journal of Education. 2014.

ISBN: 1130-2496

https://revistas.ucm.es/index.php/RCED/article/view/41237/41701

Objectives

• To recognise the role of the special educational needs teacher in schools, identifying the benefits of teamwork for the educational community.

• To understand the definition of effective communication and its essential characteristics, recognise its importance, and identify different types of conflict and their causes, whilst seeking effective solutions to resolve them.

• To promote the use of agile methodologies to improve collaboration, adaptability and efficiency in the educational process, preparing students to face the challenges of the future with teamwork and critical thinking skills.

• To recognise the importance of values in teaching practice, identify which values should be emphasised in the educational context, develop teaching strategies that incorporate them, and assess their impact on the school environment.

• To achieve the full integration and inclusion of pupils through collaborative processes, helping professionals to identify difficulties and develop cooperative learning methodologies.

• To evaluate the outcomes of multidisciplinary teams in the educational context, identifying areas for improvement, process efficiency, roles, satisfaction and the impact of collaborative work on teaching and organisational outcomes.

Prerequisites

None, apart from those required for admission to the Bachelor’s Degree in Primary Education.

Learning outcomes

RK5 – Understand quality improvement models applicable to educational institutions (CG12B) TYPE: Knowledge or content

RS3 – Foster a sense of community in and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences

RS6 – Recognise that the teaching profession must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS7 – Collaborate with the various sectors of the educational community and the wider society (CG07A) TYPE: Skills or competences

RS10 – Value individual and collective responsibility in achieving a sustainable future (CG09) TYPE: Skills or competences

RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences

Description of the content

Teamwork skills. The teacher of Therapeutic Pedagogy within the

teaching staff.

Effective communication within work teams.

Agile teamwork.

Diversity and inclusion as core values for the Special Educational Needs teacher.

Continuous improvement as a result of collaborative work.

Evaluation of work teams’ results.

Training activities

V1. Online classes

V2. Guided work on the online platform

V3. Practical classes

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Bibliography

Essential:

1. McCarthy, R.

The Agile Method: What You Need to Know About Agile Project Management, the Kanban Process, Lean Thinking and Scrum.

Primasta. 2020.

ISBN: 9781954029569

2. Pérez Vilar, P. S., and Azzollini, S.

Leadership, Teams and Work Groups: Their Relationship with Job Satisfaction.

Journal of Psychology (PUCP). 2013.

ISBN: 0254-9247

3. Pons, M.

Multidisciplinary educational resources.

Narcea. 2020.

ISBN: 9788427727700

Objectives

• To identify different styles of teaching leadership in the context of English language teaching, understanding their impact on learning and group dynamics.

• To develop skills to recognise and employ persuasion strategies in the classroom, facilitating communication, motivation and positive influence on students.

• To understand the fundamental principles of teaching ethics in English language teaching, analysing ethical dilemmas and making informed decisions to create a respectful and inclusive learning environment.

• Use storytelling as a methodological tool in English language teaching to encourage active participation, creativity and cultural diversity in the classroom, integrating and adapting stories to the context and educational objectives.

• Acquire the skills to plan, structure and deliver effective oral presentations in English, managing nervousness and encouraging student participation and interaction.

• Apply specific storytelling techniques to influence students’ motivation, comprehension and oral expression, facilitating language acquisition and consolidation through meaningful narratives and dynamic activities.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Primary Education.

Learning outcomes

RS3 – Foster a sense of community within and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences

RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS7 – Collaborate with the various sectors of the educational community and the wider society (CG07A) TYPE: Skills or competences

RS10 – Value individual and collective responsibility in achieving a sustainable future (CG09) TYPE: Skills or competences

RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences

Description of the content

Leadership as a teaching skill. Leadership styles.

Developing the ability to persuade. Applications in the English classroom.

Ethics for teachers.

Storytelling as a classroom tool. Its usefulness for foreign language teachers.

Presentations and public speaking skills.

Influencing children through storytelling in the English classroom

Training activities

V1. Online lessons

V2. Guided work on the online platform

V3. Practical lessons

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, this will be checked both by the tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Bibliography

Essential:

1. HORWITZ, Elaine Kolker. 2020.

Becoming a language teacher: A practical guide to second language learning and teaching

Castledown Publishers. 2020.

ISBN: 978-0-6481844

2. Sayyed Rashid Shah

Teachers as Leaders: Equipping English Language Teachers with Leadership Knowledge and Skills in TESOL

Journal of Education in the Black Sea Region. 2019.

ISBN: 2346 8246

Objectives

• To recognise the role of the foreign language teacher in schools, and to identify and develop the skills required for teamwork, whilst understanding the importance of teacher collaboration for inclusive and effective schooling.

• To analyse the principles, characteristics and key strategies of effective communication within educational teams, developing the ability to resolve conflicts and apply cooperative techniques in the primary school classroom.

• To promote the use of agile and collaborative methodologies in primary education, in order to enhance adaptability, efficiency and critical thinking within teamwork, whilst integrating technological tools and innovative strategies.

• To recognise the importance of values in teaching practice and to develop pedagogical strategies to incorporate them into teamwork and the teaching of values to pupils, promoting inclusion, equity and creativity.

• To promote cooperative learning and continuous improvement in educational settings through innovative and diverse methodologies, fair assessment, inclusion, participation and strategies for conflict prevention in the classroom.

• To evaluate the outcomes and performance of multidisciplinary teaching teams, analysing the fulfilment of objectives, roles, communication and opportunities for improvement, and integrating feedback and professional development tools to achieve high-quality, collaborative teaching.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Primary Education.

Learning outcomes

RK5 – Understand quality improvement models applicable to educational institutions (CG12B) TYPE: Knowledge or content

RS3 – To foster a positive learning environment both inside and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences

RS6 – Recognise that the teaching profession must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS7 – Collaborate with the various sectors of the educational community and the wider society (CG07A) TYPE: Skills or competences

RS10 – Value individual and collective responsibility in achieving a sustainable future (CG09) TYPE: Skills or competences

RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences

Description of the content

Teamwork skills. The Foreign Language teacher within the teaching staff.

Effective communication within work teams.

Agile teamwork.

Diversity and inclusion as core values for English teachers.

Continuous improvement as a result of collaborative work.

Evaluation of work teams’ results.

Training activities

V1. Online classes

V2. Guided work on the online platform

V3. Practical classes

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, this will be checked both by the tool and qualitatively by the lecturer, and will be subject to the university’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Bibliography

Core:

1.- CHACÓN CORZO, María Auxiliadora; CHACÓN, Carmen Teresa; ALCEDO, Yesser Antonio

Interdisciplinary learning projects in teacher training

Mexican Journal of Educational Research, 2012, vol. 17, no. 54, pp. 877–902. 2012.

ISBN: 1405-6666

2.- McCarthy, R.

The Agile Method: What You Need to Know About Agile Project Management, the Kanban Process, Lean Thinking and Scrum.

Primasta. 2020.

ISBN: 9781954029569

3. Pérez Vilar, P. S., and Azzollini, S.

Leadership, Teams and Work Groups: Their Relationship with Job Satisfaction.

Journal of Psychology (PUCP). 2013.

ISBN: 0254-9247

4. Pons, M.

Multidisciplinary educational resources.

Narcea. 2020.

ISBN: 9788427727700

5.- VILLACAÑAS DE CASTRO, Luis Sebastián. An interdisciplinary approach to teaching children’s literature in English. Didáctica (Language and Literature), 2013.

An interdisciplinary approach to teaching children’s literature in English

Teaching (Language and Literature). 2013.

ISBN: 1130-0531

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Primary Education.

Learning outcomes

RK3 – To understand and apply information and communication technologies in the classroom (CG11A) TYPE: Knowledge or content

RK4 – To understand the role, potential and limitations of education in today’s society, and the key competencies relevant to primary schools and their staff (CG12A) TYPE: Knowledge or content

RK5 – To be familiar with quality improvement models applicable to educational institutions (CG12B) TYPE: Knowledge or content

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences

RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences

RS3 – Foster a positive learning environment both inside and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences

RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competences

RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school (CG02) TYPE: Competences

Description of the content

• Leadership as a teaching skill. Leadership styles. The impact of ICT on leadership

• Developing the ability to persuade.

• Ethics for teachers. Ethical implications of using ICT.

• Storytelling as a classroom tool. Digital storytelling.

• Presentations and public speaking skills.

• Influencing children through storytelling.

Training activities

V1. Online classes

V2. Guided work on the virtual platform

V3. Practical sessions

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Primary Education.

Learning outcomes

RK3 – To understand and apply information and communication technologies in the classroom (CG11A) TYPE: Knowledge or content

RK4 – To understand the role, potential and limitations of education in today’s society, and the key competencies relevant to primary schools and their staff (CG12A) TYPE: Knowledge or content

RK5 – Understand models for quality improvement applicable to educational institutions (CG12B) TYPE: Knowledge or content

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences

RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences

RS3 – Foster a positive learning environment both inside and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences

RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competences

RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school (CG02) TYPE: Competences

Description of the content

• Teamwork skills. Peer support when working with ICT.

• Effective communication within work teams.

• Agile teamwork.

• Diversity and inclusion in the use of ICT in the classroom.

• Continuous improvement as a result of collaborative work.

• Evaluation of team performance.

Training activities

V1. Virtual classes

V2. Guided work on the virtual platform

V3. Practical classes

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Objectives

• To explore and understand the role of leadership in the educational setting, analysing how different leadership styles can influence school improvement and the creation of a culture of collaborative working.

• To conduct an in-depth analysis of persuasion in the educational context, studying its main models and strategies, particularly those applied in the Speech and Language classroom.

• To deepen understanding of professional teaching ethics in order to establish a clear framework that guides practice and fosters a school environment based on ethical principles and constructive relationships.

• To foster pedagogical competence through the understanding and effective use of storytelling as an educational resource, enhancing oral communication, creative thinking and reading comprehension.

• To develop advanced skills in giving presentations and public speaking, focusing oral communication within the educational and therapeutic context of Hearing and Speech Therapy to enhance learning and interaction with students.

• To analyse in detail the impact of storytelling on education, identifying its potential to improve students’ communicative development and motivation in the hearing and speech therapy classroom.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Primary Education.

Learning outcomes

RS3 – Foster a sense of community in and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences

RS6 – Recognise that the teaching profession must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS7 – Collaborate with the various sectors of the educational community and the wider society (CG07A) TYPE: Skills or competences

RS8 – Recognise the educational dimension of the teaching profession and promote democratic education for active citizenship (CG07B) TYPE: Skills or competences

RS10 – Value individual and collective responsibility in achieving a sustainable future (CG09) TYPE: Skills or competences

RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences

Description of the content

Leadership as a teaching skill. Leadership styles.

Developing the ability to persuade. Applications in the Hearing and Language classroom.

Ethics for teachers.

Storytelling as a classroom tool. Its usefulness for Hearing and Language teachers.

Presentations and public speaking skills.

Influencing children through storytelling in the hearing and speech therapy classroom.

Training activities

V1. Online classes

V2. Guided work on the virtual platform

V3. Practical classes

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Bibliography

Core:

1. Ibarrola, B.

Exciting Learning.

Ediciones SM. 2013.

ISBN: 978-846756293

2. Villalustre Martínez, L., & Pérez, M. E. D.

Digital storytelling: a new strategy for future teachers to tell stories and develop skills.

Complutense Journal of Education. 2014.

ISBN: 1130-2496

Objectives

• To recognise the role of the speech and language therapist in schools and to understand the skills required for teamwork, with a focus on this professional’s role within the teaching staff.

• To understand what constitutes effective communication within educational teams, to identify the forms and causes of conflict, and to seek solutions to resolve them constructively, thereby fostering cooperation amongst team members.

• To describe the fundamental principles of agile teamwork and analyse how these methodologies can be applied in music education to facilitate effective collaboration within multidisciplinary teams.

• To identify the importance of values in teaching practice, recognise the key values that should be fostered in the educational context, and develop teaching strategies that integrate them into daily work with pupils.

• To study the methodology of cooperative learning in primary education, investigating how collaboration and the distribution of tasks contribute to continuous improvement and the inclusion of all pupils in the learning process.

• To evaluate the effectiveness of multidisciplinary teams, identifying areas for improvement, the impact on teaching and organisational outcomes, and promoting the optimisation of resources in collaborative work.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Primary Education.

Learning outcomes

RS3 – Foster a sense of community in and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences

RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competences

RS8 – Recognise the educational dimension of the teaching profession and promote democratic education for active citizenship (CG07B) TYPE: Skills or competences

RS10 – Value individual and collective responsibility in achieving a sustainable future (CG09) TYPE: Skills or competences

RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences

RK5 – Understand quality improvement models applicable to educational institutions (CG12B) TYPE: Knowledge or content

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences

Description of the content

Teamwork skills. The Speech and Language Teacher within the teaching staff.

Effective communication within work teams.

Agile teamwork.

Diversity and inclusion as core values for the Hearing and Speech Therapist.

Continuous improvement as a result of collaborative work.

Evaluation of work teams’ results.

Training activities

V1. Online classes

V2. Guided work on the online platform

V3. Practical classes

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Bibliography

Essential:

1. McCarthy, R.

The Agile Method: What You Need to Know About Agile Project Management, the Kanban Process, Lean Thinking and Scrum.

Primasta. 2020.

ISBN: 9781954029569

2. Pérez Vilar, P. S., and Azzollini, S.

Leadership, Teams and Work Groups: Their Relationship with Job Satisfaction.

Journal of Psychology (PUCP). 2013.

ISBN: 0254-9247

3. Pons, M.

Multidisciplinary educational resources.

Narcea. 2020.

ISBN: 9788427727700

Objectives

• To define the concept of teacher leadership in the educational context and analyse its relationship with teamwork and collaboration amongst teachers, highlighting the importance of the teacher as a guide in the educational process and within the working group.

• To examine the concept of persuasion in the educational context, analyse its relevance to music teaching, establish strategies for developing it in the classroom, and effectively assess pupils’ persuasive skills.

• To define the concept and application of ethics in the educational context, to distinguish between ethics and morality, to recognise the codes of ethics applicable to teaching, and to identify principles of teacher-pupil interaction based on ethical values and behaviour.

• To foster pedagogical competence through the understanding and effective application of storytelling as an educational tool, particularly in the context of music education, to promote holistic development, creativity and inclusion.

• To enhance proficiency in oral communication and public speaking, identifying techniques to overcome nervousness and structure effective presentations that improve classroom interaction and the development of teachers’ communication skills.

• To understand the fundamentals of school evaluation and the culture of continuous improvement, and to explore the principles and values underpinning sustained educational improvement through the application of quality management and excellence models.

Prerequisites

For students wishing to undertake the Specialisation in Music Education, in order to ensure the achievement of the intended learning outcomes, students will be required to demonstrate a minimum level of musical knowledge. This may be demonstrated in one of two ways:

· By providing a Music Baccalaureate qualification, a Higher Vocational Training qualification in the relevant field, or proof of having successfully completed one of the courses at an elementary, professional or higher conservatoire.

· Passing a basic test of musical knowledge designed for this purpose by the University, at a level equivalent to the first year of the elementary conservatoire.

Learning outcomes

RK3 – Understanding and applying information and communication technologies in the classroom (CG11A) TYPE: Knowledge or content

RS3 – Foster a positive atmosphere in and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences

RS6 – Recognise that the teaching profession must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS7 – Collaborate with the various sectors of the educational community and the wider society (CG07A) TYPE: Skills or competences

RS11 – Reflect on classroom practices in order to innovate and improve teaching (CG10A) TYPE: Skills or competences

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences

Description of the content

• Leadership as a teaching skill. Leadership styles.

• Developing the ability to persuade. Applications in the music classroom.

• Ethics for teachers.

• Storytelling as a classroom tool. Its usefulness for music teachers.

• Presentations and public speaking skills.

• Influencing children through storytelling in the music classroom.

Training activities

V1. Online classes

V2. Guided work on the online platform

V3. Practical classes

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Objectives

• To recognise the role and work of music teachers in schools and the benefits of teamwork for the educational community.

• To promote effective communication and conflict management within multidisciplinary teams to facilitate learning and harmonious coexistence in diverse educational contexts.

• To demonstrate how agile methodologies facilitate collaboration within multidisciplinary teams in primary music education.

• To examine and apply values in teaching practice to foster a holistic and socially-oriented education within the school environment.

• To analyse continuous improvement in teaching through cooperative work and musical learning in primary education.

• To understand the evaluation of outcomes in multidisciplinary teams in order to optimise effectiveness, collaboration and the achievement of educational objectives.

Prerequisites

For students wishing to undertake the Specialisation in Music Education, in order to ensure the acquisition of the intended learning outcomes, students will be required to demonstrate a minimum level of musical knowledge. This may be demonstrated in one of two ways:

· By providing a Music Baccalaureate qualification, a Higher Vocational Training qualification in the field, or proof of having successfully completed any of the courses at an elementary, professional or higher conservatoire.

· Passing a basic test of musical knowledge designed for this purpose by the University, at a level equivalent to the first year of the elementary conservatoire.

Learning outcomes

RK5 – Understanding quality improvement models applicable to educational institutions (CG12B) TYPE: Knowledge or content

RS3 – Fostering a positive learning environment both inside and outside the classroom, resolving disciplinary issues and contributing to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences

RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS7 – Collaborate with the various sectors of the educational community and the wider society (CG07A) TYPE: Skills or competences

RS11 – Reflect on classroom practices in order to innovate and improve teaching (CG10A) TYPE: Skills or competences

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences

Description of the content

• Teamwork skills. The music teacher within the teaching staff.

• Effective communication within work teams.

• Agile teamwork.

• Diversity and inclusion as core values for music teachers.

• Continuous improvement as a result of collaborative work.

• Evaluation of work teams’ results.

Training activities

V1. Online classes

V2. Guided work on the online platform

V3. Practical sessions

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Bibliography

Core:

1. Calvillo Castro, A.J. (ed.)

A World of ABP Music Projects, Volume 1

Procompal. 2019.

ISBN: 9788498816136

2. Calvillo Castro, A.J. (ed.)

A World of Music-Based Project-Based Learning Projects, Volume 2

Procompal. 2019.

ISBN: 9788498816143

Objectives

• To identify and describe the different types of cells and tissues.

• Understand how movement affects the proper functioning of cells and tissues at an anatomical, physiological and psychological level.

• To understand the different functions of cells and tissues.

• To identify and describe the structures and functions of the skeletal, joint, muscular, cardiorespiratory and nervous systems, including their impact on movement and body stability.

• To understand how physical activity and exercise influence the health and performance of each of these systems, and to apply this knowledge to design the best possible Physical Education lessons.

• To analyse the role of blood in the transport of nutrients and oxygen, and how these processes affect energy metabolism during different levels of physical activity.

• To investigate how the different energy systems (phosphagen, anaerobic and aerobic) contribute to energy metabolism depending on the intensity and duration of physical activity, and their effect on total energy expenditure.

• Examine the influence of energy metabolism and energy systems on body weight control, taking into account factors such as basal metabolic rate, the thermic effect of food and physical activity.

• To understand the training principles followed by coaches and teachers.

• To identify and explain the main anatomical adaptations that occur as a result of regular physical activity, highlighting their impact on students’ health and physical development.

• To explore the physiological adaptations resulting from regular physical activity, emphasising their importance for students’ cardiovascular, respiratory and metabolic health.

• To analyse and promote the positive psychological adaptations resulting from physical activity, with the aim of improving students’ emotional wellbeing, self-esteem and stress reduction.

• Understand the impact of social media on students’ body image and mental health in the context of Physical Education.

• To investigate how different types of exercise (aerobic, anaerobic, high-intensity, etc.) influence cognitive functions and academic performance.

• To identify how motivation plays a key role in Physical Education lessons.

• To implement teaching strategies based on an understanding of human anatomy and physiology to minimise the risk of injury during physical activities, ensuring a safe environment for all students.

• To educate students on the importance of physical activity, nutrition and self-care, promoting healthy habits that contribute to their general well-being and an active lifestyle.

• Develop a learning environment in Physical Education that motivates students to participate actively, by implementing diverse, challenging activities tailored to their interests and ability levels.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Primary Education.

Learning outcomes

RK29 – Understand the principles that contribute to cultural, personal and social development through Physical Education (CE58) TYPE: Knowledge or content

RS6 – Recognise that the teaching profession must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences

RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and school staff (CG02) TYPE: Competences

RC18 – Develop and evaluate curriculum content using appropriate teaching resources and foster the corresponding competences in pupils [physical education] (CE61) TYPE: Competences

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competencies

Description of the content

The human body. Cells and tissues.

The skeletal, joint, muscular, cardiorespiratory and nervous systems of the human body.

Blood and energy metabolism.

The human body’s response to sport and physical activity.

Fundamentals of the psychology of physical activity.

The importance of knowledge of the human body for Physical Education teachers. Implications for curriculum design.

Training activities

V1. Online classes

V2. Guided work on the online platform

V3. Practical sessions

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Bibliography

Core:

1. Barbara Young, Geraldine O’Dowd, Phillip Woodford

Wheater’s Functional Histology: A Text and Colour Atlas

Elsevier Churchill Livingstone, Philadelphia, PA. 2014.

ISBN: 9780702047473

2. Bruce Alberts

Molecular Biology of the Cell

6th ed. Garland Science, Taylor and Francis Group, New York, NY, 2015. 2015.

ISBN: 9780815344322

3. José López Chicharro, Almudena Fernández Vaquero

Exercise Physiology

4th ed. Editorial Médica Panamericana, Madrid. 2023.

ISBN: 9788491107491

Objectives

• To understand the concept of play and sport.

• To define the terms ‘motor play’, ‘pre-sport’ and ‘sport’.

• To familiarise pupils with body schema and the importance of understanding it in primary education.

• To identify the structural elements of play and sport.

• To internalise the importance of traditional games as an educational resource.

• Introduce pupils to the concept of physical expression.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Primary Education.

Learning outcomes

RK29 – Understand the principles that contribute to cultural, personal and social development through physical education (CE58) TYPE: Knowledge or content

RS6 – Recognise that the teaching profession must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences

RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and school staff (CG02) TYPE: Competences

RC18 – Develop and evaluate curriculum content using appropriate teaching resources and promote the corresponding competences in pupils [physical education] (CE61) TYPE: Competences

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competencies

Description of the content

Play and sport in Primary Education.

Designing games based on body schema in Primary Education.

Structural elements of play and sport.

The play and sport session: lesson planning. Traditional games as a teaching resource.

Activities for developing self-expression in Physical Education.

Rhythm, dance and drama in Physical Education lessons.

Training activities

V1. Virtual lessons

V2. Guided work on the virtual platform

V3. Practical lessons

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Bibliography

Core:

1. Floren VerdÚ

Physical Education 100% Practical: Games and Introduction to Sport for 6 to 12-Year-Olds

-. 2019.

ISBN: 1070941867

2.- Raúl Omeñaca Cilla and Jesús Vicente Ruíz Omeñaca

Cooperative Games and Physical Education

Paidotribo. 1999.

ISBN: 84-8019-433-2

3. Vega Díaz, Marta and Higinio González García

Parental educational styles and children’s health. The importance of educating children to be physically active

Dikinson. 2024.

ISBN: 9791370061104

4. Vicente Martínez Moret

GAMES ADAPTED FOR SPORTS IN PHYSICAL EDUCATION: Over 240 Games for 6 to 15-Year-Olds

ARCOPREF. 2020.

ISBN: 979-868251873

Objectives

• To understand the role of Physical Education: To understand how Physical Education contributes to children’s holistic development, addressing motor, cognitive, emotional and social aspects.

• To encourage regular physical activity, improving motor skills, coordination, physical endurance and psychological wellbeing, whilst reducing stress and improving mood and self-esteem.

• To promote cooperation and teamwork through group games.

• To improve coordination and balance through playful activities.

• To identify teaching strategies for incorporating dance and rhythm into the Physical Education classroom.

• To implement assessment-based improvement strategies to maximise pupils’ performance and wellbeing.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Primary Education.

Learning outcomes

LR6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences

RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and school staff (CG02) TYPE: Competences

RC3 – Selectively discern audiovisual information that contributes to learning, civic education and cultural enrichment (CG11B) TYPE: Competences

RC18 – Develop and evaluate curriculum content using appropriate teaching resources and promote the corresponding competences in pupils [physical education] (CE61) TYPE: Competences

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competencies

Description of the content

Curriculum planning for the teaching of Physical Education in Primary Education.

Physical education in the natural environment: planning activities.

Water-based activities in Physical Education.

Physical Education using alternative materials.

Teaching values in Physical Education: fairness, honesty, self-esteem, humility, tolerance and emotional control. Teaching strategies.

Assessment of outcomes in Physical Education.

Training activities

V1. Online classes

V2. Guided work on the online platform

V3. Practical classes

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Bibliography

Essential:

1. Blázquez, D.

Discover what Physical Education is like in the 21st century: how the most innovative teachers work

INDE. 2020.

ISBN: 9788497293938

2. Garrido, A.

Curriculum planning for primary schools: physical education under the LOMLOE.

INDE. 2024.

ISBN: 9788497294348

3. Méndez, A.

Self-development of teaching materials in Physical Education. Linking theory, research and practice.

INDE. 2024.

ISBN: 9788497294409

Objectives

• To analyse the importance and impact of teaching individual sports in Physical Education in primary schools in Spain, considering their contribution to pupils’ holistic development.

• To explore the history and evolution of various relevant competitive sports within the Spanish educational context.

• To promote the knowledge and practice of team sports within the Physical Education curriculum in primary schools in Spain, highlighting their importance for pupils’ physical, social and emotional development.

• To design Physical Education programmes that include adapted sports, ensuring that all activities are accessible and inclusive for pupils with different types of disabilities.

• To understand indicators of human health.

• To foster an understanding of, and appreciation for, sport as a fundamental tool for promoting health, holistic education, gender equality and cultural development within the context of primary education in Spain, in accordance with the LOMLOE.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Primary Education.

Learning outcomes

RS6 – Recognise that the teaching profession must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competences

RS11 – Reflect on classroom practices in order to innovate and improve teaching (CG10A) TYPE: Skills or competences

RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school (CG02) TYPE: Competences

RC18 – Develop and evaluate curriculum content using appropriate teaching resources and promote the corresponding competences in pupils [physical education] (CE61) TYPE: Competences

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competencies

Description of the content

Individual sports: swimming, athletics, cycling, and rhythmic and artistic gymnastics, amongst others.

Rival sports: badminton, tennis, padel and judo, amongst others.

Team sports: football, basketball, handball, volleyball and baseball, amongst others.

Sport as a means of inclusion and integration.

Physical Education and Health. Health indicators. Promoting healthy habits in the Physical Education classroom.

Sport as a measure of health. Promoting sport through the Physical Education classroom.

Training activities

V1. Online lessons

V2. Guided work on the virtual platform

V3. Practical sessions

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Bibliography

Core:

1. JOSE MARIA GONZALEZ RAVE

FUNDAMENTALS OF SPORTS TRAINING

WANCEULEN. 2010.

ISBN: 9788498235203

2.- PABLO ESPER

INTRODUCTION, TRAINING AND DEVELOPMENT OF TEAM SPORTS

PUBLISHED BY THE CATHOLIC UNIVERSITY OF SALTA. 2022.

ISBN: 9789506232764

Supplementary:

3.- Dr C. Lázaro de la Paz Arencibia

A new dimension in Matveev’s work *Fundamentals of Sports Training*

Acción. 2021.

ISBN: 1812-5808

Objectives

• To understand, recognise and address learning difficulties in general, paying particular attention to the process of identification, assessment and diagnosis in early years education.

• To understand the fundamental concepts of Autism Spectrum Disorder (ASD), including its characteristics, causes and clinical manifestations.

• To equip primary school teachers with the knowledge and tools necessary to identify, detect and intervene in cases of Attention Deficit Hyperactivity Disorder (ADHD) among their pupils, and to apply effective educational intervention strategies.

• To provide training in the understanding, analysis and preparation of effective educational reports for pupils with learning difficulties, ASD and ADHD, using the skills and tools required to improve educational planning and intervention.

• To analyse and develop effective educational intervention strategies through collaboration between class teachers and specialists, focusing on the support of pupils with learning difficulties, ADHD and ASD, in order to promote their inclusion, academic development and emotional wellbeing.

• To analyse and understand the process of evaluating the outcomes of educational interventions aimed at pupils with learning difficulties, ADHD and ASD, with a view to improving the effectiveness of the strategies implemented and promoting holistic development within the school setting.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Primary Education.

Learning outcomes

RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competences

RS8 – Recognise the educational dimension of the teaching profession and promote democratic education for active citizenship (CG07B) TYPE: Skills or competences

RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences

RC2 – Design and manage learning environments in diverse contexts that promote gender equality, equity and respect for human rights, thereby shaping the values of citizenship education (CG04) TYPE: Competencies

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences

Description of the content

Identification, assessment and diagnosis of children with learning difficulties.

Identification, assessment and diagnosis of children with autism spectrum disorders.

Identification, assessment and diagnosis of children with attention deficit disorder, with or without hyperactivity.

Analysis and report writing.

Design of specific intervention strategies. Collaboration between teachers and specialists in the educational process.

Evaluation of intervention outcomes.

Training activities

V1. Online classes

V2. Guided work on the virtual platform

V3. Practical classes

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Objectives

• To explore and analyse different theoretical models concerning the development of giftedness in primary education, paying particular attention to the factors that influence the development of exceptional abilities and the most effective educational strategies for fostering them.

• To analyse and understand the process of identifying, assessing and diagnosing gifted children in the school context, promoting appropriate educational support that meets their specific needs.

• To propose and evaluate educational enrichment strategies for gifted pupils, distinguishing between enrichment and acceleration, and identifying the benefits for their holistic development and motivation at school.

• To analyse the academic performance and psychosocial aspects of gifted pupils in an educational context, identifying their strengths, weaknesses and emotional challenges, as well as providing guidance on the preparation of reports to facilitate their educational support.

• Design specific, collaborative intervention measures involving form tutors, specialists and families to promote the development and well-being of gifted pupils, whilst constantly evaluating the effectiveness of these measures to optimise educational practice.

• To analyse the role of ICT in the educational development and support of gifted pupils, evaluating digital tools that foster creativity, personalised learning and inclusion in schools.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Primary Education.

Learning outcomes

LR6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competences

RS8 – Recognise the educational dimension of the teaching profession and promote democratic education for active citizenship (CG07B) TYPE: Skills or competences

RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences

RC2 – Design and manage learning environments in diverse contexts that promote gender equality, equity and respect for human rights, thereby shaping the values of citizenship education (CG04) TYPE: Competences

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences

Description of the content

Models of giftedness. Talent development in primary education

Identification, assessment and diagnosis of gifted children. The

Characteristics of gifted children.

Enriching the educational process for gifted children. Motivating gifted children in primary education.

Analysis and report writing.

Designing specific intervention measures. Collaboration between class teachers and

specialists in the educational process.

ICT as a tool to support the educational development of gifted children.

Training activities

V1. Online classes

V2. Guided work on the virtual platform

V3. Practical sessions

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Bibliography

Essential:

1. Espejo, P.

How to provide educational support for pupils with high intellectual abilities. A guide for teachers and counsellors.

MAD Publishers. 2012.

ISBN: 978-846766695

2. Martínez, M., and Guirado, A.

Highly Gifted Pupils

Graó. 2015.

ISBN: 9788478279692

3. Ramos, G., and Chiva, I.

High Ability: Identification, Detection, Diagnosis and Intervention

Editorial Brief. 2020.

ISBN: 978-84-15204-

Objectives

• To design and implement inclusive strategies in educational settings that promote the equal participation and full development of all pupils, valuing diversity as a source of enrichment.

• To contribute to the development of an inclusive and equitable educational culture, by identifying and analysing teaching and support strategies that facilitate the integration and active participation of children with special educational needs, as well as collaboration with their families.

• To analyse how family acceptance and support, together with appropriate support from the school, can contribute significantly to pupils’ overall well-being and educational success.

• To analyse the influence of cooperation between schools and families in promoting the holistic development of pupils with special educational needs, including an understanding of effective models and strategies for collaboration.

• To identify the main social factors influencing the lives of families with children who have hearing and language disorders, and to analyse their impact on the educational process and access to support resources.

• To analyse effective strategies for conflict resolution in the school environment, focusing on the differentiated support of children with special educational needs to promote an equitable and inclusive educational environment.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Primary Education.

Learning outcomes

RS5 – Carry out tutoring and guidance roles with pupils and their families, addressing pupils’ unique educational needs (CG06B) TYPE: Skills or competences

RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS7 – Collaborate with the various sectors of the educational community and the wider society (CG07A) TYPE: Skills or competences

RS8 – Recognise the educational dimension of the teaching role and promote democratic education for active citizenship (CG07B) TYPE: Skills or competences

RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences

RC2 – Design and manage learning environments in diverse contexts that promote gender equality, equity and respect for human rights, thereby shaping the values of citizenship education (CG04) TYPE: Competencies

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences

Description of the content

Support for children with special educational needs: viewing diversity as a source of richness.

Full inclusion of children with special educational needs. Specific

to promote harmonious coexistence.

Acceptance by families and support from the

.

Cooperation between schools and families in working with children with special educational needs.

Social factors affecting families and their implications for the educational process of children with special educational needs.

Conflict resolution within the context of special educational needs.

Training activities

V1. Online classes

V2. Guided work on the online platform

V3. Practical sessions

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Bibliography

Essential:

1. Eltink, C. F., Chicanelli, A. C., & de Almeida, T. L.

Family Affection and School Performance in Primary School Children: An Integrative Review.

Prometeica, 2024.

ISBN: 1852-9488

2.- Gamboa-Palacios, L. Y.

Creating inclusive classrooms: a proposal for supporting pupils with intellectual disabilities.

Educational Forum, 2020.

ISBN: 0718-0772

3. Garrido, A. L., Barriga-Aravena, E., Cantillana, C., Jaramillo, D., Pizarro, P., Sánchez, M., & Ovando, V.

Education, diversity and inclusion. All voices for the world we dream of.

Published by the National Board of Nursery Schools (JUNJI) of Santiago, Chile. 2020.

ISBN: 56 2 654 50

Objectives

• To understand and explain the fundamental principles of catering for diversity in primary education, recognising the importance of inclusion and equity within the education system.

• To develop a comprehensive approach to identifying and supporting pupils with previously undiagnosed Autism Spectrum Disorder (ASD) in primary education, through the adaptation of classroom strategies and the effective management of disruptive behaviour.

• To analyse and propose effective educational strategies for the intervention and support of children with ADHD in the primary school setting.

• To develop the necessary skills to identify, assess and effectively support pupils with special educational needs, integrating the results of psycho-educational assessments into lesson planning and teaching practice.

• To analyse the implementation and impact of inclusive education within the Spanish education system, with particular emphasis on the support provided to pupils with special educational needs through the design of specific intervention measures.

• To analyse the importance and methods of assessment in the context of educational interventions for pupils with special educational needs or educational support needs in primary education.

Prerequisites

None, apart from those required for admission to the Bachelor’s Degree in Primary Education.

Learning outcomes

RS6 – Recognise that the teaching profession must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competences

RS8 – Recognise the educational dimension of the teaching profession and promote democratic education for active citizenship (CG07B) TYPE: Skills or competences

RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences

RC2 – Design and manage learning environments in diverse contexts that promote gender equality, equity and respect for human rights, thereby shaping the values of citizenship education (CG04) TYPE: Competencies

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences

Description of the content

Identification, assessment and diagnosis of children with disabilities or developmental difficulties.

Identification, assessment and diagnosis of children with behavioural problems.

Designing specific intervention strategies for children with intellectual, sensory and motor disabilities.

Designing specific intervention strategies for children with

behavioural problems. The implications of these problems for classroom dynamics.

Analysis, report writing and evaluation of results.

Children living in poverty and facing social exclusion: specific measures. Cooperation with other public services.

Training activities

V1. Online classes

V2. Guided work on the virtual platform

V3. Practical classes

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Bibliography

Core:

1. Fernández-Blázquez, M., Echeita, G., & Simón, C.

Towards more inclusive school cultures, policies and practices. A barometer for inclusion.

Plena Inclusión Publishers. 2022.

ISBN: 978-84-09-289

2. Sandoval Rubilar, P., Maldonado-Fuentes, A. C., & Tapia-Ladino, M

Educational assessment of learning: Basic conceptualisations of a professional language for understanding it.

Education Pages. 2022.

ISBN: 1688-7468

Objectives

• To understand the fundamental concepts of phonetics and phonology, identifying the mechanisms of sound production, the characteristics of the International Phonetic Alphabet (IPA) and the influence of different accents on the learning and teaching of English.

• To identify and describe the different types of vowel and consonant sounds in English, including monophthongs, diphthongs and triphthongs, as well as to recognise the role of schwa and classify consonants according to their voicing, place and manner of articulation.

• Compare and contrast the phonetic features of English and Spanish, addressing vowel and consonant sounds, stress patterns, vowel reduction, silent letters, homophones and minimal pairs, to improve phonetic accuracy and the teaching of pronunciation to Spanish-speaking learners.

• To analyse and understand the fundamentals of rhythm, stress and intonation in English, identifying stress patterns in nouns, verbs and adjectives, types of intonation and characteristics of natural speech rhythm, including linking between words.

• Understand the role of phonemic transcription in the teaching and learning of pronunciation, recognising the usefulness of the International Phonetic Alphabet (IPA) and practising writing and reading phonetic symbols to improve pronunciation and listening comprehension skills.

• Justify the importance of pronunciation in primary education, identifying and applying techniques, practical activities and strategies to integrate systematic phonics work into the curriculum and promote clear and intelligible communication in the classroom.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Primary Education.

Learning outcomes

RS2 – To encourage the reading and critical analysis of texts from the various scientific and cultural fields covered by the school curriculum (CG03B) TYPE: Skills or competences

RS28 – To express oneself, both orally and in writing, in a foreign language (CE52) TYPE: Skills or competences

RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school (CG02) TYPE: Competences

RC3 – Selectively discern audiovisual information that contributes to learning, civic education and cultural enrichment (CG11B) TYPE: Competences

RC19 – Develop and evaluate curriculum content using appropriate teaching resources and promote the corresponding competences in students [language and communication sciences] (CE53) TYPE: Competences

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to operate with integrity in the professional sphere. TYPE: Competencies

Course description

Introduction to phonetics.

Classification of vowels and consonants.

Contrastive pronunciation.

Rhythm, stress and intonation.

Phonemic transcription.

English pronunciation for children.

Training activities

V1. Online lessons

V2. Guided work on the online platform

V3. Practical lessons

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Bibliography

Core:

1. Ladefoged, P., & Johnson, K.

A Course in Phonetics

Cengage Learning. 2015.

ISBN: 1285463404

2. Ogden, R.

An Introduction to English Phonetics.

Edinburgh University Press. 2009.

ISBN: 978 0 7486 25

3. Zsiga, E. C.

The Sounds of Language: An Introduction to Phonetics and Phonology.

WileyBlackwell. 2013.

ISBN: 978-1-118-340

Objectives

• To achieve a command of English equivalent to level B2 of the CEFR and to acquire teaching and methodological resources for the effective teaching of the foreign language in primary education, with a particular focus on oral and written expression and an understanding of the different verb tenses in English.

• To achieve proficiency in and the functional use of relative clauses, reported speech and emphatic structures, as well as their integration into activities and assessments of linguistic competence for the teaching of English in multicultural and multilingual contexts.

• To understand English morphology and word-formation processes, distinguishing between free and bound morphemes, and applying the principles of grammatical categories and changes between parts of speech for the effective development of vocabulary and written expression.

• To identify and use the variety of syntactic structures in English, including simple, compound and complex sentences, the use of clauses and connectors, and the practical analysis of syntax to improve expression and comprehension in academic and everyday communicative situations.

• Recognise and use basic semantic relationships (synonymy, antonymy, meronymy, holonymy, semantic fields) to expand vocabulary and analyse the interrelationship of meanings in the English language; to employ teaching activities that promote an understanding of semantics amongst primary school pupils.

• Apply the main grammatical and semantic concepts and structures of English, designing teaching sequences and materials for effective teaching, with a focus on diversity and assessment tailored to pupils’ different learning paces and styles.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Primary Education.

Learning outcomes

RS2 – To encourage reading and critical analysis of texts from the various scientific and cultural fields included in the school curriculum (CG03B) TYPE: Skills or competences

RS28 – To express oneself, both orally and in writing, in a foreign language (CE52) TYPE: Skills or competences

RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school (CG02) TYPE: Competences

RC3 – Selectively discern audiovisual information that contributes to learning, civic education and cultural enrichment (CG11B) TYPE: Competences

RC19 – Develop and evaluate curriculum content using appropriate teaching resources and promote the corresponding competences in students [language and communication sciences] (CE53) TYPE: Competences

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to operate with integrity in the professional sphere. TYPE: Competencies

Course description

Advanced English Grammar I: tenses.

Advanced English Grammar II: relative clauses, indirect speech and emphasis.

Morphology: word categories and word formation.

Syntax: simple and complex sentences, clauses and linking words.

Semantic relations and semantic fields.

Applications in English teaching.

Teaching activities

V1. Online classes

V2. Guided work on the online platform

V3. Practical classes

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Bibliography

Core:

1. Fauziati, E.

Teaching English as a Foreign Language (TEFL

Self-published. 2010.

ISBN: 9786232961524

2. Lieber, R.

Introducing Morphology.

Cambridge University Press. 2021.

ISBN: 1108832482

3. Scrivener, J.

Teaching English Grammar.

Macmillan Education. 2010.

ISBN: 9783190227303

Objectives

• To analyse the emergence of the CLIL approach, its theoretical foundations, international development and various models of implementation, assessing its benefits for the education system, cognitive development and linguistic and intercultural competences.

• To understand and apply the principles of the CLIL approach to foster the development of communicative, cognitive and learning skills (the 4Cs), including vocabulary development, scaffolding, metalinguistic awareness, critical thinking and autonomous learning.

• To identify, design, evaluate and adapt teaching materials suitable for the CLIL model, integrating content and language, ensuring constructive alignment, accessibility, contextualisation, visible learning and the use of visual and interactive resources for high-quality teaching.

• To explore and utilise active methodologies compatible with CLIL, particularly Task-Based Learning (TBL) and Project-Based Learning (PBL), applying practical guidelines for the implementation and assessment of these methodologies in the foreign language classroom.

• Develop integrated and formative assessment strategies and tools specific to the CLIL context, assessing both linguistic and content-related aspects, and incorporating continuous feedback, self-assessment and peer assessment to enhance learning.

• To analyse the practical difficulties involved in implementing the CLIL model in schools, identifying the main challenges for teachers, pupils and families, and proposing solutions through training, collaboration, differentiation and institutional support.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Primary Education.

Learning outcomes

LR1 – Effectively address language learning situations in multicultural and plurilingual contexts (CG03A) TYPE: Skills or competences

RS2 – Encourage reading and critical commentary on texts from the various scientific and cultural fields covered by the school curriculum (CG03B) TYPE: Skills or competences

RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school (CG02) TYPE: Competences

RC3 – Selectively discern audiovisual information that contributes to learning, civic education and cultural enrichment (CG11B) TYPE: Competences

RC19 – Develop and evaluate curriculum content using appropriate teaching resources and promote the corresponding competences in pupils [language and communication sciences] (CE53) TYPE: Competences

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to operate with integrity in the professional sphere. TYPE: Competencies

Description of the content

An introduction to the CLIL methodology: origins, rationale, development and models.

Principles of CLIL. Communicative, cognitive and learning skills.

Design, assessment and adaptation of materials in accordance with the CLIL model.

Methodological strategies linked to the CLIL model.

Assessment in CLIL: types of assessment, strategies and principles.

Challenges in implementing the CLIL model.

Training activities

V1. Online classes

V2. Guided work on the online platform

V3. Practical classes

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Bibliography

Core:

1. Branden, K.

Task-based language education: From theory to practice.

Cambridge University Press. 2006.

ISBN: 9780511667282

2. Reierstam, H.

Assessment of content and language.

Transnational Approaches to Bilingual and Second Language Teacher Education. 2024.

ISBN: 9781032391434

3. Skehan, P.

A cognitive approach to language learning.

Oxford University Press. 1998.

ISBN: 1050-4273

Objectives

• To understand the structure and function of lesson planning in the teaching of English at primary school level, by analysing the legal framework, educational projects, the specification of competences, the organisation of teaching units and the design of lesson plans adapted to the Spanish and Madrid curricula.

• To explore the value of games, rhymes and songs as teaching resources, recognising their cognitive, social, emotional and linguistic benefits, and learning to select and integrate these elements into teaching and learning activities to support the acquisition of the English language.

• To analyse the design, adaptation and evaluation of teaching materials for English language instruction, paying particular attention to their suitability for pupils’ needs, their consistency with national and regional guidelines, and their ability to promote participation, motivation and educational inclusion.

• Understand and apply criteria and methods for the development and selection of educational resources, both printed and digital, ensuring their suitability for primary school contexts, their adaptation to diversity and their integration into lesson units and sessions.

• To integrate English culture and literature into foreign language teaching by selecting and using literary texts appropriate to pupils’ proficiency levels and ages, developing strategies to harness their cognitive, linguistic and cultural benefits, and carrying out formative and summative assessment of the learning achieved.

• Understand the fundamentals of the CLIL (Content and Language Integrated Learning) approach and its pedagogical benefits; identify the competencies required of teachers; design activities and strategies for the integrated learning of content and a foreign language; and develop assessment tools appropriate to this model.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Primary Education.

Learning outcomes

LR1 – Effectively address language learning situations in multicultural and plurilingual contexts (CG03A) TYPE: Skills or competences

RS2 – Encourage reading and critical analysis of texts from the various scientific and cultural fields covered by the school curriculum (CG03B) TYPE: Skills or competences

RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences

RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and school staff (CG02) TYPE: Competences

RC3 – Selectively identify audiovisual information that contributes to learning, civic education and cultural enrichment (CG11B) TYPE: Competences

RC19 – Develop and evaluate curriculum content using appropriate teaching resources and promote the corresponding competences in students [language and communication sciences] (CE53) TYPE: Competences

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to operate with integrity in the professional sphere. TYPE: Competencies

Description of the content

Curriculum planning in English language teaching.

Games, rhymes and songs as educational resources.

Development of teaching materials for English language teaching.

The use of new technologies in the foreign language classroom. Selection of

audiovisual materials.

English literature and its role in the foreign language classroom. Books and other literary resources.

Teaching English culture as a complement to language teaching.

Training activities

V1. Online lessons

V2. Guided work on the virtual platform

V3. Practical classes

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Bibliography

Essential:

1. Bautista Vallejo, J. M.

Didactic criteria in the design of materials and games for Early Years and Primary Education.

Self-published. 2001.

ISBN: 1577-9831

2.- Chaves, A., Rodríguez, Á., Albarello, F., & Liró, L.

ICT as a platform for distance learning and educational innovation in the classroom.

Self-published. 2018.

ISBN: 978-84-17270-

3. Garrote Salazar, M.

Teaching Second Languages and Foreign Languages in Early Years and Primary Education.

Paraninfo. 2019.

ISBN: 9788428341233

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Primary Education.

Learning outcomes

RK3 – To understand and apply information and communication technologies in the classroom (CG11A) TYPE: Knowledge or content

RK4 – To understand the role, potential and limitations of education in today’s society, and the key competencies relevant to primary schools and their staff (CG12A) TYPE: Knowledge or content

RK5 – Understand models for quality improvement applicable to educational institutions (CG12B) TYPE: Knowledge or content

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences

RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences

RS3 – Foster a positive learning environment both inside and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences

RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competences

RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school (CG02) TYPE: Competences

Description of the content

• Changes in educational processes resulting from the information and knowledge society.

• ICT as an educational resource both inside and outside the classroom. Risks and addiction to technology.

• Television and video as educational media.

• Responsible use of ICT by children: setting limits on the use of technology.

• Parental control over the use of technology. Advice for families.

• Principles of cybersecurity and their implications for the use of ICT in the classroom.

Training activities

V1. Virtual classes

V2. Guided work on the virtual platform

V3. Practical sessions

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Primary Education.

Learning outcomes

RK3 – To understand and apply information and communication technologies in the classroom (CG11A) TYPE: Knowledge or content

RK4 – To understand the role, potential and limitations of education in today’s society, and the key competencies relevant to primary schools and their staff (CG12A) TYPE: Knowledge or content

RK5 – Understand models for quality improvement applicable to educational institutions (CG12B) TYPE: Knowledge or content

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences

RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences

RS3 – Foster a positive learning environment both inside and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences

RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competences

RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school (CG02) TYPE: Competences

Description of the content

• Virtual learning environments. Key platforms: Moodle.

• ICT in educational management processes.

• Relationships with the educational community facilitated by ICT: communication with families, colleagues and other stakeholders via technology.

• Distance learning. Available technologies. Lessons learnt from the COVID-19 pandemic.

• Teaching and methodological strategies for online education at primary level.

• Evaluation of the use of ICT in the classroom: findings regarding the teaching and learning process.

Training activities

V1. Virtual classes

V2. Guided work on the virtual platform

V3. Practical sessions

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Primary Education.

Learning outcomes

RK3 – To understand and apply information and communication technologies in the classroom (CG11A) TYPE: Knowledge or content

RK4 – To understand the role, potential and limitations of education in today’s society, and the key competencies relevant to primary schools and their staff (CG12A) TYPE: Knowledge or content

RK5 – Understand models for quality improvement applicable to educational institutions (CG12B) TYPE: Knowledge or content

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences

RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences

RS3 – Foster a positive learning environment both inside and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences

RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competences

RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school (CG02) TYPE: Competences

Description of the content

• Technological resources for teaching social and natural sciences.

• Technological resources for teaching mathematics.

• Technological resources for the teaching of languages.

• Technological resources for teaching music and the arts.

• Technological resources for teaching physical education.

• ICT as a tool for developing creativity and helping children engage with the world.

Training activities

V1. Virtual lessons

V2. Guided work on the virtual platform

V3. Practical sessions

V4. Independent work

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Primary Education.

Learning outcomes

RK3 – To understand and apply information and communication technologies in the classroom (CG11A) TYPE: Knowledge or content

RK4 – To understand the role, potential and limitations of education in today’s society, and the key competencies relevant to primary schools and their staff (CG12A) TYPE: Knowledge or content

RK5 – To be familiar with quality improvement models applicable to educational institutions (CG12B) TYPE: Knowledge or content

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences

RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences

RS3 – Foster a positive learning environment both inside and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences

RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competences

RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school (CG02) TYPE: Competences

Description of the content

• Identifying software and technological resource requirements for the classroom.

• Classification of educational software. Open-source software.

• Evaluation and selection of software.

• Audiovisual and multimedia teaching materials.

• Teaching materials based on web development.

• Robotics as an educational resource in primary education.

Training activities

V1. Virtual classes

V2. Guided work on the virtual platform

V3. Practical sessions

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Objectives

• To analyse the principles, characteristics and classification of augmentative and alternative communication (AAC) systems, understanding their importance in supporting diversity, educational inclusion and pupils’ communicative development in school and family settings.

• To understand the benefits of AAC, its integration into educational intervention plans and its role in enhancing autonomy, cognitive development, socialisation and the adaptation of teaching to different learning styles.

• To examine and apply the different types of AAC (assisted and unaided), at both a conceptual and operational level, identifying their characteristics, advantages, disadvantages and criteria for their selection and use according to the individual and contextual needs of pupils.

• Develop the ability to select, adapt and evaluate AAC systems in accordance with users’ characteristics and environment, using methods such as questionnaires, interviews and direct observation, and to monitor their use to ensure their effectiveness and relevance.

• To implement teaching methodologies and strategies using AAC in primary education, distinguishing between direct and indirect methods, and integrating these systems into the curriculum, as well as into the training of teachers and family members.

• Design, conduct and analyse case studies on the effectiveness of AAC systems in real educational contexts, promoting self-evaluation, continuous educational adjustment and professional reflection on inclusion and addressing diversity

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Primary Education.

Learning outcomes

RC2 – Design and manage learning environments in diverse contexts that promote gender equality, equity and respect for human rights, in line with the values of citizenship education (CG04) TYPE: Competences

RS1 – Effectively address language-learning situations in multicultural and multilingual contexts (CG03A) TYPE: Skills or competences

RS2 – Encourage reading and critical commentary on texts from the various scientific and cultural fields covered by the school curriculum (CG03B) TYPE: Skills or competences

RS6 – Recognise that the teaching profession must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS7 – Collaborate with the various sectors of the educational community and the wider society (CG07A) TYPE: Skills or competences

RS8 – Recognise the educational dimension of the teaching role and promote democratic education for active citizenship (CG07B) TYPE: Skills or competences

RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences

Description of the content

Augmentative and alternative communication systems: identification, characteristics and classification.

The use of these systems as tools to facilitate intervention.

Unassisted augmentative and alternative communication systems.

Assisted augmentative and alternative communication systems.

Assessment and selection of each system based on the specific needs of each individual case.

Teaching the system and its use in the educational process.

Training activities

V1. Online classes

V2. Guided work on the virtual platform

V3. Practical classes

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Bibliography

Core:

1. Fernández-Pacheco, B., Peña Ruiz, M.G. and Tercero Cotillas, M.R.

SAAC

Síntesis. 2019.

ISBN: 9788491713470

2. Olivares, R. M., Esteva, M. J., Gómez, M., and Redondo, J.

Augmentative and Alternative Communication Systems.

Altamar. 2023.

ISBN: 9788418843969

3. Segura, A., and Escorcia, C. T.

Implementation and generalisation of AAC in special educational contexts.

Psychology, Childhood and Education, 2. 2019.

ISBN: 0214-9877.

Objectives

1. To analyse the theoretical, pedagogical and communicative foundations relating to hearing and language disorders, understanding their implications for children’s development and learning.

2. To identify the specific educational needs of children with hearing or language difficulties, applying criteria and procedures for assessment and educational intervention.

3. To design strategies, resources and guidance and inclusion programmes that promote communication, participation and inclusive learning in diverse school settings.

4. To foster equitable, accessible and diversity-sensitive educational environments, promoting equal opportunities and education in democratic values.

5. Develop skills for mentoring, guidance and support for families, strengthening their involvement in the educational process of children with hearing and language disorders.

6. Collaborate with other professionals and stakeholders within the educational community to coordinate joint initiatives to support and cater for diversity.

7. To reflect critically on teaching practice, promoting innovation, professional development and the continuous improvement of teaching and learning processes.

8. To promote attitudes of empathy, ethical commitment and social responsibility in the teaching profession, viewing diversity as a value and an opportunity for personal and collective enrichment.

Prerequisites

None, apart from those required for admission to the Bachelor’s Degree in Primary Education.

Learning outcomes

RC2 – Design and manage learning environments in diverse contexts that promote gender equality, equity and respect for human rights, thereby fostering the values of citizenship education (CG04) TYPE: Competences

RS1 – Effectively address language learning situations in multicultural and multilingual contexts (CG03A) TYPE: Skills or competences

RS2 – Encourage reading and critical analysis of texts from the various scientific and cultural fields covered by the school curriculum (CG03B) TYPE: Skills or competences

RS5 – To carry out tutoring and guidance roles with pupils and their families, addressing pupils’ individual educational needs (CG06B) TYPE: Skills or competences

RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competences

RS8 – Recognise the educational dimension of the teaching role and promote democratic education for active citizenship (CG07B) TYPE: Skills or competences

RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences

Description of the content

Support for children with hearing and language impairments: viewing diversity as a source of richness.

Full inclusion of children with hearing and language disorders. Specific measures to promote coexistence.

Acceptance by families and support from the school.

Cooperation between schools and families in working with children with hearing and language disorders.

Social factors affecting families and their implications for the educational process of children with hearing and language disorders.

Conflict resolution in the classroom. Specific measures for children with hearing and language disorders.

Training activities

V1. Online classes

V2. Guided work on the online platform

V3. Practical sessions

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Bibliography

Core:

1.- Carmona-Sáez, P., Parra-Martínez, J., & Gomariz-Vicente, V. (2021).

Family involvement of pupils with different support and care needs: a study in a multicultural context.

Journal of Educational Research, 39(1), 49–69. 2021.

ISBN: 0212-4068

2.- Echeverria, M. C. C.

Positive Discipline in the Classroom for Conflict Resolution in the School Environment: Educar Bonito, teaching and learning styles.

Self-published. 2019.

ISBN: 1091663580

3. GAMBOA-PALACIOS, L. and

Creating Inclusive Classrooms: A Proposal for Supporting Students with Intellectual Disabilities.

Educational Forum, (35), 121–145.. 2020.

ISBN: 0718-0772

https://dialnet.unirioja.es/servlet/articulo?codigo=7703928

4.- Nieto-Carmona, C., & Moriña-Díez, A

Barriers and facilitators to the educational inclusion of people with intellectual disabilities

Psychopedagogy Journal, 20(62), 143–153. 2021.

ISBN: 0210-1696

http://pepsic.bvsalud.org/pdf/psicoped/v20n62/v20n62a07.pdf

5.- Sarramona, J., & Rodríguez, T

Participation and quality of education

Aula abierta. 2010.

ISBN: 0210-2773

Objectives

• To understand the psychopathology of hearing and language in childhood, identifying the most common disorders, the neuropsychological underpinnings and the mental processes involved, as well as the biological, cognitive and social factors that determine the development of these skills.

• To identify and analyse the dimensions of language (phonological, morphosyntactic, semantic and pragmatic), its stages and developmental progression, applying this knowledge to the detection of changes and possible impairments in pre-school and primary education.

• To recognise and classify the main speech disorders (dyslalia, dysarthria, dysglossia, dysphemia, dysphonia, tachylalia, etc.), describing their clinical characteristics and the specific assessment tools, and to plan educational and collaborative interventions tailored to each situation.

• Distinguish the most common written language disorders (dyslexia, dysgraphia, dysorthography, dyscalculia), their manifestatihttps://www.perplexity.ai/discoveroness, diagnostic procedures and multidisciplinary intervention methods for the development of literacy and inclusion in schools.

• Recognise the different types of hearing and language difficulties, and establish links between these difficulties, ASD and other neurodevelopmental disorders.

• Recognise the different types of reports that a language and communication specialist may produce.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Primary Education.

Learning outcomes

RC2 – Design and manage learning environments in diverse contexts that promote gender equality, equity and respect for human rights, in line with the values of citizenship education (CG04) TYPE: Competences

RS1 – Effectively address language learning situations in multicultural and plurilingual contexts (CG03A) TYPE: Skills or competences

RS2 – Encourage reading and critical commentary on texts from the various scientific and cultural fields covered by the school curriculum (CG03B) TYPE: Skills or competences

RS6 – Recognise that the teaching profession must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS7 – Collaborate with the various sectors of the educational community and the wider society (CG07A) TYPE: Skills or competences

RS8 – Recognise the educational dimension of the teaching role and promote democratic education for active citizenship (CG07B) TYPE: Skills or competences

RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences

Description of the content

Neuropsychology and its implications for the development of hearing and language.

Dimensions of language.

Assessment and diagnosis of speech disorders.

Assessment and diagnosis of written language disorders.

Difficulties associated with hearing and language and their relationship with other difficulties: autism spectrum disorder, neurodevelopmental disorders and sensory impairment.

Analysis and report writing.

Training activities

V1. Online classes

V2. Guided work on the online platform

V3. Practical classes

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Bibliography

Essential:

1. Bermúdez de Alvear, R.,

Clinical Assessment of Voice, Speech and Hearing Disorders: Care Guidelines and Protocols

Ediciones Aljibe. 2003.

ISBN: 84-9700-133-8

2. Ortiz, M.

Clinical Psychopathology: Adapted to the DSM-5.

Pirámide. 2019.

ISBN: 9788436840605

3. Trigo, M., Durán, M., and Castro, F.

Specific Inclusive Programmes: Adapted to the LOMLOE.

Self-published.. 2023.

ISBN: 979-886792413

Objectives

• To understand the characteristics, causes and consequences of speech disorders, focusing on dyslalia, dysglossia and dysarthria in primary education.

• To identify and analyse the characteristics and impact of dysphemia (stammering) and tachyphemia, paying attention to triggers, clinical manifestations and consequences for communication and language development in primary school.

• To develop intervention strategies to improve vocal quality and emotional wellbeing, including specific exercises, vocal training and psychological support throughout the therapeutic process.

• To recognise and understand the various language and communication disorders (e.g., SLI, fluency disorders, ASD) in order to provide appropriate interventions in primary education

• Apply principles of accessibility, personalisation and universal design to cater for individual needs in diverse contexts.

• Understand the essential principles and methods of evaluating outcomes in educational intervention in the field of language and speech.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Primary Education.

Learning outcomes

RC2 – Design and manage learning environments in diverse contexts that promote gender equality, equity and respect for human rights, in line with the values of citizenship education (CG04) TYPE: Competences

RS1 – Effectively address language learning situations in multicultural and multilingual contexts (CG03A) TYPE: Skills or competences

RS2 – Encourage reading and critical commentary on texts from the various scientific and cultural fields covered by the school curriculum (CG03B) TYPE: Skills or competences

RS6 – Recognise that the teaching profession must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS7 – Collaborate with the various sectors of the educational community and the wider society (CG07A) TYPE: Skills or competences

RS8 – Recognise the educational dimension of the teaching role and promote democratic education for active citizenship (CG07B) TYPE: Skills or competences

RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences

Description of the content

Specific intervention strategies for children with speech disorders: dyslalia, dysglossia and dysarthria.

Specific intervention strategies for children with speech fluency disorders: dysphemia and tachyphemia.

Specific intervention strategies for children with voice disorders: dysphonia and aphonia.

Specific intervention strategies for children with language and communication disorders.

Design of teaching materials for working with children with language and speech disorders. ICT as a resource.

Evaluation of intervention outcomes.

Training activities

V1. Online classes

V2. Guided work on the online platform

V3. Practical sessions

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Bibliography

Essential:

1. Jurado, E.

Language Development Disorders: A Review and Practical Guide.

Self-published. 2023.

ISBN: 979-837171172

2. Llorenç, A.

Specific Language Impairment: Diagnosis and Intervention.

UOC. 2013.

ISBN: 8490640343

3. Sanz-Torrent, M., and Llorenç, A.

Language Developmental Disorder. A perspective from research to practice.

Pirámide. 2023.

ISBN: 9788436847420

Objectives

• To understand the basic elements of musical language—sound, rhythm, melody, harmony, form and texture—and their relevance to music education, thereby fostering the development of musical appreciation and creativity.

• To recognise the benefits and fundamentals of rhythm training and dance in teacher training, developing physical skills, rhythm and expression for educational application.

• To develop the ability to use the voice and hearing as primary teaching tools in music education, fostering healthy vocal expression, creativity and musical analysis.

• To study the essential principles of musical composition, integrating knowledge of harmony, melody and creativity, and to apply them in a practical way within an educational context to stimulate artistic and pedagogical development.

• To acquire instrumental and methodological skills that enable musical performance and teaching accompaniment, promoting inclusion, diversity and collaborative work in the classroom.

• To identify, classify and evaluate different musical genres, exploring their characteristics, evolution and socio-cultural impacts, in order to promote a pluralistic and inclusive music education.

Prerequisites

For students wishing to undertake the Specialisation in Music Education, in order to ensure the achievement of the intended learning outcomes, students will be required to demonstrate a minimum level of musical knowledge. This may be demonstrated in two ways:

· By providing a Music Baccalaureate qualification, a Higher Vocational Training qualification in the field, or proof of having successfully completed any of the courses at an elementary, professional or higher conservatoire.

· Passing a basic test of musical knowledge designed for this purpose by the University, at a level equivalent to the first year of the elementary conservatoire.

Learning outcomes

RK28 – Understand the school curriculum for arts education, covering its visual arts, audiovisual and musical aspects (CE55) TYPE: Knowledge or content

RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS11 – To reflect on classroom practices in order to innovate and improve teaching (CG10A) TYPE: Skills or competences

RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school (CG02) TYPE: Competences

RC20 – Develop and evaluate curriculum content using appropriate teaching resources and foster the corresponding competences in students [artistic, visual and musical education] (CE57) TYPE: Competences

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competencies

Description of the content

• Elements of music.

• Rhythm training and dance for teachers.

• Vocal and aural training for teachers.

• Fundamentals of composition for teachers.

• Instrumental training for teachers. Musical performance.

• Musical genres.

Training activities

V1. Online classes

V2. Guided work on the online platform

V3. Practical classes

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Objectives

• To understand the importance and principles of vocal education within the primary school curriculum, focusing on vocal practice as a means of artistic, emotional and social development.

• To identify the specific characteristics and challenges of vocal education for pupils with special educational needs, recognising strategies for support, adaptation and inclusion through singing

• To value singing as an educational tool for the development of the voice, creativity, expressiveness and integration within the primary school classroom.

• To apply strategies and playful activities for the progressive development of musical and vocal expression in childhood.

• To develop pupils’ aural skills through singing and active listening, enhancing perception, memory, musical discrimination and musical expression.

• To integrate musical instruments into vocal practice to enrich the educational experience, boost creativity and encourage active and collaborative participation in the classroom.

Prerequisites

For students wishing to undertake the Specialisation in Music Education, in order to ensure the achievement of the intended learning outcomes, students will be required to demonstrate a minimum level of musical knowledge. This may be demonstrated in one of two ways:

· By providing a Music Baccalaureate qualification, a Higher Vocational Training qualification in the field, or proof of having successfully completed any of the courses at an elementary, professional or higher conservatoire.

· Passing a basic test of musical knowledge designed for this purpose by the University, at a level equivalent to the first year of the elementary conservatoire.

Learning outcomes

RK28 – Understand the school curriculum for arts education, covering its visual arts, audiovisual and musical aspects (CE55) TYPE: Knowledge or content

RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS11 – To reflect on classroom practices in order to innovate and improve teaching (CG10A) TYPE: Skills or competences

RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school (CG02) TYPE: Competences

RC20 – Develop and evaluate curriculum content using appropriate teaching resources and foster the corresponding competences in students [artistic, visual arts and musical education] (CE57) TYPE: Competences

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competencies

Description of the content

• Vocal education in the Primary Education curriculum.

• Vocal education and training.

• Singing as a tool for musical education.

• The choir in the classroom: a place for cooperation and community building.

• Aural education and training.

• The integration of musical instruments into vocal education.

Training activities

V1. Online classes

V2. Guided work on the online platform

V3. Practical classes

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Bibliography

Essential:

1. Asensio Arjona, Verónica

Music Pedagogy: Practical Application of the Dalcroze, Kodály, Orff, Willems and Martenot Methods

Robin Book. 2022.

ISBN: 978-84-18703-

2. Cerrillo, Torremocha

The Popular Children’s Songbook in Education

Síntesis. 2017.

ISBN: 978-84-9171-0

3.- Díaz, Maravillas; Giráldez, Andrea

Theoretical and methodological contributions to music education. A selection of relevant authors

Grao. 2007.

ISBN: 978-84-7827-5

4. Pascual Mejía, P

Music Pedagogy

2nd ed. Pearson Education. 2010.

ISBN: 9788483227169

5. Villagar, I

How to Teach Children and Teenagers to Sing. Technical and Pedagogical Foundations of the Singing Voice

Ma non Troppo. 2019.

ISBN: 978-84-120812

Objectives

• To explore the legislative framework in greater depth and understand the impact of the performing arts on the musical education of primary school pupils.

• To understand the educational potential of theatre and dramatic play as comprehensive tools for emotional development and inclusion in the primary school classroom.

• To explore the techniques of mime, marionettes and puppets as performing arts resources for emotional learning and creativity, as well as inclusive tools in primary education.

• To develop creativity and emotional understanding through the dramatisation of songs, the enactment of stories and the staging of scenes in the classroom.

• To learn about different approaches to working on physical expression through music and to explore the fundamentals of movement as a key process for musical and socio-emotional education.

• To analyse the impact of ICT on the development of physical expression and to equip teachers with technological tools to enrich the learning process in the music classroom.

Prerequisites

For students wishing to undertake the Specialisation in Music Education, in order to ensure the achievement of the intended learning outcomes, students will be required to demonstrate a minimum level of musical knowledge. This can be demonstrated in two ways:

· By providing a Music Baccalaureate qualification, a Higher Vocational Training qualification in the field, or proof of having successfully completed one of the courses at an elementary, professional or higher conservatoire.

· Passing a basic test of musical knowledge designed for this purpose by the University, at a level equivalent to the first year of the elementary conservatoire.

Learning outcomes

RK28 – Understand the school curriculum for arts education, covering its visual arts, audiovisual and musical aspects (CE55) TYPE: Knowledge or content

RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS11 – To reflect on classroom practices in order to innovate and improve teaching (CG10A) TYPE: Skills or competences

RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school (CG02) TYPE: Competences

RC20 – Develop and evaluate curriculum content using appropriate teaching resources and foster the corresponding competences in students [artistic, visual and musical education] (CE57) TYPE: Competences

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competencies

Description of the content

• The performing arts as part of children’s musical education. Theatre and dramatic play.

• Performing arts resources for teaching children.

• Music as a means of fostering the development of physical expression.

• Dance as an educational resource in the music classroom.

• Creating choreographies.

• Traditional dances and folklore as elements for learning music.

Training activities

V1. Online classes

V2. Guided work on the online platform

V3. Practical classes

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To have your marks averaged according to the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Objectives

• To explore the concepts of performance and performativity in the music classroom, fostering creativity, physical, instrumental and vocal expression, and the ability to communicate ideas and emotions through musical practice in a variety of contexts.

• To become familiar with the different types of musical instruments, their classification, history and use in the classroom, promoting teaching strategies, technological resources and an appreciation of music through practising with a variety of instruments.

• To learn about and use everyday objects and recycled materials as resources for creating musical instruments, developing creativity, environmental awareness and the ability to design sustainable and inclusive artistic activities in the classroom.

• To acquire a sound knowledge of musical harmonisation and composition, promoting creativity, the application of ICT, and the adaptation of repertoires for music teaching in primary schools.

• To recognise and understand the main musical styles, genres and movements, as well as their integration into education through diverse pedagogical approaches, in order to foster critical analysis, creativity and respect for musical and cultural diversity.

• To understand the importance, benefits and challenges of integrating ICT into music education, analysing its role in learning, resource creation, collaboration and pedagogical management, whilst ensuring its ethical and safe use in the classroom.

Prerequisites

For students wishing to undertake the Specialisation in Music Education, in order to ensure the achievement of the intended learning outcomes, students will be required to demonstrate a minimum level of musical knowledge. This may be demonstrated in one of two ways:

· By providing a Music Baccalaureate qualification, a Higher Vocational Training qualification in the field, or proof of having successfully completed one of the courses at an elementary, professional or higher conservatoire.

· Passing a basic test of musical knowledge designed for this purpose by the University, at a level equivalent to the first year of the elementary conservatoire.

Learning outcomes

RK3 – Understanding and applying information and communication technologies in the classroom (CG11A) TYPE: Knowledge or content

RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences

RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and school staff (CG02) TYPE: Competences

RC20 – Develop and evaluate curriculum content using appropriate teaching resources and foster the corresponding competences in students [artistic, visual and musical education] (CE57) TYPE: Competences

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competencies

Description of the content

• Performance and performativity in the music classroom.

• Main instruments for use in the music classroom.

• Everyday objects and waste materials as instrumental resources.

• Creating a musical repertoire for music teaching: harmonic arrangements and composition.

• Musical styles and genres and their use in music teaching.

• ICT in the music classroom.

Training activities

V1. Online classes

V2. Guided work on the virtual platform

V3. Practical lessons

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Objectives

- To understand the importance of critical thinking in teaching from the perspective of Disruptive Education.

-To define critical thinking in an educational context.

-To identify disruptive education methodologies and tools that facilitate the development of critical thinking skills in students.

-To analyse case studies using critical thinking and disruptive education strategies.

-To analyse the process of educational innovation in the Physical Education classroom

-To define the concept of educational innovation.

-To understand the different phases of the educational innovation process.

-To determine the teaching competencies required for educational innovation.

-To explore the most distinctive characteristics of innovative schools.

-To identify innovative teaching methodologies and resources that promote educational inclusion.

-To establish a framework for an introduction to research as a means of innovation in the work of physical education professionals.

-To identify the scientific fields involved in the educational process.

-To establish the principles and mechanisms of educational research.

-To characterise the relationship between educational research and innovation.

-To present action research as a methodological model for improving teaching practice.

-To identify the main areas of interest in inclusive educational research within the field of primary education.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Primary Education.

Learning outcomes

RK5 - Understand quality improvement models applicable to schools (CG12B) TYPE: Knowledge or content

RS3 - Foster a sense of community in and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences

RS5 – Carry out tutoring and guidance roles with pupils and their families, addressing pupils’ specific educational needs (CG06B) TYPE: Skills or competences

RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS7 – Collaborate with the various sectors of the educational community and the wider society (CG07A) TYPE: Skills

RS11 – Reflect on classroom practices in order to innovate and improve teaching (CG10A) TYPE: Skills or competences

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences

Description of the content

Analytical thinking for teachers.

Critical thinking as a path to success.

Problem-solving and decision-making skills. Applications in the Physical Education classroom.

Innovation in the Physical Education classroom.

Research as a means of innovation in Physical Education teaching.

Communicating innovation.

Training activities

V1. Online classes

V2. Guided work on the virtual platform

V3. Practical classes

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Objectives

-To explore the process of pedagogical innovation from the perspective of therapeutic pedagogy.

-To define the term ‘pedagogical innovation’.

-To study the different stages of the innovation process.

-To identify the teaching skills essential for fostering innovation.

-To analyse the main characteristics of innovative schools.

-To identify innovative tools and technological resources that promote educational inclusion.

-To provide a foundation for introducing research as a key tool for innovation in the work of therapeutic pedagogy professionals.

-To analyse the scientific fields involved in the educational process.

-To define the principles and procedures of educational research.

-To describe the link between research and innovation in the field of education.

-To present action research as a methodological approach aimed at improving teaching practice.

-To identify current topics of interest in the field of inclusive research in primary education.

-To understand how to develop effective communication skills in the context of classroom innovation, with the aim of enriching the educational experience and promoting an inclusive learning environment.

-To assess the importance of communication in the field of educational innovation.

-To identify pedagogical strategies that foster the development of communication skills and innovative abilities in inclusive educational settings.

-To analyse the fundamental elements of communication and innovation for inclusive curriculum design.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Primary Education.

Learning outcomes

RK5 – Understand quality improvement models applicable to educational institutions (CG12B) TYPE: Knowledge or content

RS3 - To foster a sense of community in and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences

RS5 – Carry out tutoring and guidance roles with pupils and their families, addressing pupils’ specific educational needs (CG06B) TYPE: Skills or competences

RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS7 – Collaborate with the various sectors of the educational community and the wider society (CG07A) TYPE: Skills or competences

RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences

Description of the content

Analytical thinking for teachers.

Critical thinking as a path to success.

Problem-solving and decision-making skills. Applications in the therapeutic pedagogy classroom.

Innovation in the Remedial Education classroom.

Research as a means of innovation in the work of the therapeutic pedagogy professional.

Communicating innovation.

Training activities

V1. Online classes

V2. Guided work on the virtual platform

V3. Practical sessions

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Bibliography

Core:

1. Acaso, M., & Manzanera, P.

This Is Not a Class: Investigating Disruptive Education in Formal Educational Contexts.

Planeta Ediciones. 2014.

ISBN: 978-84-08-145

2.- PAREDES-ZAVALETA, E. M.

Inclusive education and school coexistence.

Polo del conocimiento: Scientific and professional journal. 2021.

ISBN: 2550-682X

https://polodelconocimiento.com/ojs/index.php/es/article/view/2273

3.- Tony Buzan

The Book of Mind Maps

Urano. 2017.

ISBN: 9788479539634

https://www.academia.edu/40621183/El_libro_de_los_mapas_mentales_Tony_Buzan

Objectives

- To understand the importance of analytical thinking in teaching.

-To gain an initial understanding of the fundamentals of Disruptive Education.

-To understand the concept and importance of critical thinking in an educational context, identifying how it can enhance students’ success in complex digital environments.

-To become familiar with disruptive education methodologies and tools that facilitate the development of critical thinking skills in students, with an emphasis on the use of advanced technologies.

-To analyse case studies in which the application of critical thinking strategies and disruptive education has improved the learning process.

-To understand the concept of conflict in the school setting and its origins, and to identify the different types of conflict that may arise in an educational context.

-To analyse the reasons why conflicts arise in the classroom.

-To familiarise oneself with various problem-solving strategies for subsequent application in the classroom.

-To recognise the problems that may arise in an English classroom and how to apply the relevant strategies.

- To define the concept of educational innovation.

-To understand the different stages of the educational innovation process.

-Identify the teaching skills required for educational innovation.

-To explore the most distinctive characteristics of innovative schools.

-To identify innovative teaching methodologies and resources that promote educational inclusion.

-To establish a framework for introducing students to research as a means of innovation in foreign language teaching.

-To recognise the importance of communication in educational innovation.

-To develop teaching strategies that utilise new technologies to enrich communication.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Primary Education.

Learning outcomes

RK5 - Understand quality improvement models applicable to educational institutions (CG12B) TYPE: Knowledge or content

RS3 - Foster a sense of community both inside and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences

RS6 – Recognise that the teaching profession must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS7 – Collaborate with the various sectors of the educational community and the wider society (CG07A) TYPE: Skills or competences

RS11 – Reflect on classroom practices in order to innovate and improve teaching (CG10A) TYPE: Skills or competences

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences

Description of the content

Analytical thinking for teachers.

Critical thinking as a path to success.

Problem-solving and decision-making skills. Applications in the foreign language classroom.

Innovation in the English classroom.

Research as a means of innovation in English language teaching.

Communicating innovation.

Training activities

V1. Online lessons

V2. Guided work on the virtual platform

V3. Practical classes

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Primary Education.

Learning outcomes

RK3 – To understand and apply information and communication technologies in the classroom (CG11A) TYPE: Knowledge or content

RK4 – To understand the role, potential and limitations of education in today’s society, and the key competencies relevant to primary schools and their staff (CG12A) TYPE: Knowledge or content

RK5 – To be familiar with quality improvement models applicable to educational institutions (CG12B) TYPE: Knowledge or content

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences

RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences

RS3 – Foster a positive learning environment both inside and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences

RS6 – Recognise that the teaching profession must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competences

RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school (CG02) TYPE: Competences

Description of the content

• Analytical thinking for teachers.

• Critical thinking as a path to success.

• Problem-solving and decision-making skills.

• Innovation through the use of ICT in the classroom.

• Research as a means of innovation in teaching with the help of ICT.

• Communicating innovation.

Training activities

V1. Virtual classes

V2. Guided work on the virtual platform

V3. Practical sessions

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, this will be checked both by the tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Objectives

- To understand the importance of analytical thinking in teaching.

-To gain an initial understanding of the principles of Disruptive Education.

-To learn what analytical thinking is and its various components.

-To identify the best strategies for fostering analytical thinking in the classroom.

-To recognise the role of the teacher in the development of analytical thinking.

-To use different strategies to integrate analytical thinking across the various subject areas.

-To define critical thinking in an educational context.

-To identify disruptive education methodologies and tools that facilitate the development of critical thinking skills in pupils.

-To analyse case studies using critical thinking strategies and disruptive education approaches.

-Understand the concept of conflict in the school setting and its origins, and identify the different types of conflict that may arise in an educational context.

-To analyse the reasons why conflicts arise in the classroom.

-To familiarise oneself with various problem-solving strategies for subsequent application in the classroom.

-To recognise the problems that may arise in the Hearing and Language classroom and how to apply the strategies.

-To recognise the importance of communication in educational innovation

- To develop teaching strategies that utilise new technologies to enhance communication.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Primary Education.

Learning outcomes

RS3 – Foster a sense of community both inside and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences

RS6 - Recognise that the teaching profession must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competences

RS8 – Recognise the educational dimension of the teaching role and promote democratic education for active citizenship (CG07B) TYPE: Skills or competences

RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences

RK5 – Understand quality improvement models applicable to educational institutions (CG12B) TYPE: Knowledge or content

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences

Description of the content

Analytical thinking for teachers.

Critical thinking as a path to success.

Problem-solving and decision-making skills. Applications in the Speech and Language Therapy classroom.

Innovation in the Hearing and Language classroom.

Research as a means of innovation in the work of hearing and speech therapists.

Communicating innovation.

Training activities

V1. Online classes

V2. Guided work on the virtual platform

V3. Practical sessions

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Objectives

• To understand the importance of analytical thinking in teaching.

• To understand the importance of critical thinking in teaching from the perspective of disruptive education.

• To provide students with tools to identify and resolve conflicts constructively within the school environment, and particularly in the music classroom.

• To analyse the process of educational innovation in the primary school music classroom.

• To establish a framework for an introduction to research as a means of innovation in music teaching.

• To understand the development of effective communication skills within the classroom innovation process, with a view to enhancing the educational experience and fostering an inclusive learning environment.

Prerequisites

For students wishing to undertake the Specialisation in Music Education, in order to ensure the achievement of the intended learning outcomes, students will be required to demonstrate a minimum level of musical knowledge. This may be demonstrated in one of two ways:

· By providing a Music Baccalaureate qualification, a Higher Vocational Training qualification in the field, or proof of having successfully completed any of the courses at an elementary, professional or higher conservatoire.

· Passing a basic test of musical knowledge designed for this purpose by the University, at a level equivalent to the first year of the elementary conservatoire.

Learning outcomes

RK5 – Understanding quality improvement models applicable to educational institutions (CG12B) TYPE: Knowledge or content

RS3 – Fostering a positive learning environment both inside and outside the classroom, resolving disciplinary issues and contributing to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences

RS6 – Recognise that the teaching profession must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS7 – Collaborate with the various sectors of the educational community and the wider society (CG07A) TYPE: Skills or competences

RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences

Description of the content

• Analytical thinking for teachers.

• Critical thinking as a path to success.

• Problem-solving and decision-making skills. Applications in the music classroom.

• Innovation in the music classroom.

• Research as a means of innovation in music teaching.

• Communicating innovation.

Training activities

V1. Online classes

V2. Guided work on the virtual platform

V3. Practical classes

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Bibliography

Core:

1. Calvillo Castro, A.J. (ed.)

A World of Project-Based Learning (PBL) Music Projects (2 volumes)

Procompal. 2019.

ISBN: 978-84-9881-6

2. Mauricio Rodríguez López

Music Games in Primary Schools Implementing the SDGs

GRAO. 2025.

ISBN: 2014-4741

3. Mauricio Rodríguez López

Active methodologies in music teaching in primary education: Game-based learning with boomwhackers.

REDUFOR. 2023.

ISBN: 2448-3583,

https://revistas.uece.br/index.php/redufor/article/view/11203

Objectives

- To promote the active participation of all children, regardless of their abilities.

-To develop skills to identify pupils’ specific needs.

-To implement inclusive strategies in physical education lessons.

-To foster cooperation and respect amongst pupils.

-To design and implement curricular and pedagogical adaptations that meet the individual needs of children with behavioural difficulties, ensuring their full participation in the educational process.

-To foster effective collaboration between educators, families and external professionals to provide comprehensive and consistent support for children with behavioural difficulties.

-Provide ongoing training and resources to educators to help them develop skills in identifying, managing and supporting children with behavioural difficulties.

-Establish procedures for the ongoing assessment and monitoring of the progress of children with behavioural difficulties, adjusting intervention strategies as necessary to ensure their academic and emotional success.

-Understand the various motor difficulties that children may experience, including their characteristics, causes and potential implications for development and learning.

-To identify and utilise adaptations and material resources that facilitate access and participation for children with motor difficulties in the classroom and during physical activities.

-To identify the main sensory difficulties in childhood and understand their impact on children’s motor, social and emotional development in the context of physical education.

-To understand the impact of special educational needs on children’s physical and social development.

Prerequisites

None, apart from those required for admission to the Bachelor’s Degree in Primary Education.

Learning outcomes

RS5 - Carry out mentoring and guidance roles with pupils and their families, addressing pupils’ unique educational needs (CG06B) TYPE: Skills or competences

RS6 - Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competences

RS11 – Reflect on classroom practices in order to innovate and improve teaching (CG10A) TYPE: Skills or competences

RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school (CG02) TYPE: Competences

RC2 – Design and manage learning environments in diverse contexts that promote gender equality, equity and respect for human rights, in line with the values of citizenship education (CG04) TYPE: Competences

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences

Description of the content

Addressing diversity in the Physical Education classroom.

Measures and adaptations for children with difficulties arising from behavioural problems.

Strategies and adaptations for children with intellectual disabilities and autism spectrum disorders.

Strategies and adaptations for children with motor difficulties.

Strategies and adaptations for children with sensory difficulties.

Inclusion of children with special educational needs in play within the Physical Education classroom.

Training activities

V1. Online classes

V2. Guided work on the virtual platform

V3. Practical sessions

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Objectives

-To equip students with the concepts needed to provide tailored, high-quality educational support to children and adolescents who, due to health problems, are unable to attend their schools regularly.

-To equip future primary school teachers with the skills and competences required to provide high-quality educational support to pupils with chronic or long-term illnesses, ensuring their inclusion and holistic development within the school environment.

-To develop a comprehensive understanding of how illness affects not only the psychological well-being of the patient, but also those living with them, and how the family’s resilience can mitigate these adverse effects.

-To equip future primary school teachers with the necessary competences to design and implement effective teaching and methodological strategies for the educational care of sick children, covering the contexts of hospital classrooms, home-based care and mainstream classrooms, with a differentiated approach for each stage of primary education.

-To develop in prospective primary school teachers the skills required to select, adapt and create teaching resources and materials suitable for hospital-based education, taking into account the specific needs of pupils with health conditions across the different stages of primary education and within the contexts of hospital classrooms, home-based care and mainstream classrooms.

-To develop in future primary school teachers the necessary skills to design, implement and analyse strategies for assessing outcomes tailored to the specific needs of pupils with illnesses in the contexts of hospital classrooms, home care and mainstream classrooms, taking into account the different stages of primary education and promoting a holistic assessment that encompasses academic, emotional and personal development aspects.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Primary Education.

Learning outcomes

RK5 – Understand quality improvement models applicable to educational institutions (CG12B) TYPE: Knowledge or content

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to operate with integrity in the professional sphere. TYPE: Competences

RS10 – Value individual and collective responsibility in achieving a sustainable future (CG09) TYPE: Skills or competences

RS11 - Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences

RS3 – Foster a sense of community in and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences

RS5 – Carry out tutoring and guidance roles with pupils and their families, addressing pupils’ individual educational needs (CG06B) TYPE: Skills or competences

RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competences

RS8 – Recognise the educational dimension of the teaching profession and promote democratic education for active citizenship (CG07B) TYPE: Skills or competences

RC2 – Design and manage learning environments in diverse contexts that promote gender equality, equity and respect for human rights, thereby shaping the values of citizenship education (CG04) TYPE: Competences

Description of the content

The education of sick children. Requirements and characteristics of hospital-based teaching.

Teaching skills for working with sick children.

Relationships with families and healthcare professionals.

Teaching and methodological strategies for the educational care of sick children.

Teaching resources and materials for hospital-based education.

Assessment of outcomes.

Training activities

V1. Online classes

V2. Guided work on the virtual platform

V3. Practical sessions

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Objectives

-To define the concept of diversity in the English classroom.

-To analyse the various measures and adaptations for children with difficulties arising from learning and behavioural issues.

-To develop skills to design and implement inclusive strategies that promote learning and participation among pupils with intellectual disabilities and ASD in school settings.

-To implement curricular adaptations for pupils with language and classroom-related difficulties

-To design and apply adapted teaching strategies that enable students with language and speech disorders to participate actively in learning English.

-To foster an inclusive and collaborative learning environment.

-Develop the necessary skills to design, produce and evaluate inclusive and effective English-language teaching materials aimed at children with special educational needs, with a view to promoting meaningful, equitable and inclusive learning in the classroom.

-To provide trainee teachers with practical tools, strategies and approaches to prevent and manage frustration in learning English among children with special educational needs.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Primary Education.

Learning outcomes

LR1 – To deal effectively with language learning situations in multicultural and plurilingual contexts (CG03A) TYPE: Skills or competences

RS2 - Encourage the reading and critical analysis of texts from the various scientific and cultural fields covered by the school curriculum (CG03B) TYPE: Skills or competences

RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and school staff (CG02) TYPE: Competences

RC3 – Selectively discern audiovisual information that contributes to learning, civic education and cultural enrichment (CG11B) TYPE: Competences

RC19 – Develop and evaluate curriculum content using appropriate teaching resources and promote the corresponding competences in pupils [language and communication sciences] (CE53) TYPE: Competences

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competencies

Description of the content

Addressing diversity in the English classroom.

Measures and adaptations for children with difficulties arising from learning and behavioural problems.

Strategies and adaptations for children with intellectual disabilities and autism spectrum disorders.

Specific considerations in teaching English to children with language and speech disorders.

Developing specific teaching materials for children with special educational needs.

How can we prevent frustration in the learning of English by children with special educational needs?

Training activities

V1. Online classes

V2. Guided work on the online platform

V3. Practical lessons

V4. Independent work

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Bibliography

Core:

1. Elena Martín Ortega, Teresa Mauri Majós

Educational Guidance. Supporting Diversity and Inclusive Education

Gaós. 2011.

ISBN: 978-84-9980-0

2. Juan L. Castejón Costa

Learning and Developmental Difficulties and Disorders in Early Years and Primary Education

Club Universitario. 2017.

ISBN: 8416966052

3. Mercedes Blanchard Giménez

Methodological proposals for reflective teachers. How to work with diversity in the classroom

Narcea. 2005.

ISBN: 8427714963

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Primary Education.

Learning outcomes

RK3 – To understand and apply information and communication technologies in the classroom (CG11A) TYPE: Knowledge or content

RK4 – To understand the role, potential and limitations of education in today’s society, and the key competencies relevant to primary schools and their staff (CG12A) TYPE: Knowledge or content

RK5 – Understand models for quality improvement applicable to educational institutions (CG12B) TYPE: Knowledge or content

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences

RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences

RS3 – Foster a positive learning environment both inside and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences

RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competences

RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school (CG02) TYPE: Competences

Description of the content

• ICT as a key tool in working with children with special educational needs.

• ICT in working with children with difficulties arising from learning and behavioural problems

• ICT in working with children with difficulties associated with intellectual disabilities and autism spectrum disorders

• ICT for the educational development of gifted children.

• ICT in working with children with difficulties associated with sensory and motor disabilities.

• Evaluation of the outcomes of using ICT with children with special educational needs.

Training activities

V1. Online classes

V2. Guided work on the virtual platform

V3. Practical sessions

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To have your marks averaged according to the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Objectives

- To develop in teacher training students the skills required to identify, assess and design specific educational interventions for primary school children with reading difficulties, based on effective pedagogical approaches tailored to the individual needs of each pupil

-To ensure the acquisition of specific knowledge and strategies for effectively addressing written expression difficulties in educational contexts, promoting the development of skills that enable pupils to overcome their difficulties, improve their academic performance and strengthen their confidence and self-esteem

-To understand the nature of dysorthographia, its characteristics, assessment and intervention strategies, in order to develop and implement curricular and methodological adaptations that facilitate the learning of spelling rules within an inclusive educational environment.

-To provide primary school teacher training students with the knowledge and tools necessary to identify and apply effective interventions for pupils with dyscalculia, with the aim of improving their mathematical skills and promoting their inclusion within the educational environment.

-To provide future teachers with the necessary tools to design and implement effective teaching materials for working with children with written language disorders, using ICT as a key resource to improve their learning in reading and writing.

-To understand the importance of evaluating the outcomes of interventions for written language disorders and to analyse the appropriate strategies, tools and procedures for carrying out effective evaluation within the educational setting.

Prerequisites

None, apart from those required for admission to the Bachelor’s degree in Primary Education.

Learning outcomes

RC2 – Design and manage learning environments in diverse contexts that promote gender equality, equity and respect for human rights, in line with the values of citizenship education (CG04) TYPE: Competences

RS1 – Effectively address language learning situations in multicultural and plurilingual contexts (CG03A) TYPE: Skills or competences

RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS7 – Collaborate with the various sectors of the educational community and the wider society (CG07A) TYPE: Skills or competences

RS8 – Recognise the educational dimension of the teaching profession and promote democratic education for active citizenship (CG07B) TYPE: Skills or competences

RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences

Description of the content

Specific intervention strategies for children with reading difficulties.

Specific intervention strategies for children with written expression difficulties.

Specific intervention strategies for children with spelling difficulties (dysorthography).

Specific intervention strategies for children with numeracy difficulties (dyscalculia).

Design of teaching materials for working with children with written language disorders. ICT as a resource.

Training activities

V1. Online classes

V2. Guided work on the virtual platform

V3. Practical sessions

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.

Objectives

• To understand the different forms of diversity in the classroom.

• To integrate the content learnt within the inclusive school.

• To develop adaptations for pupils with ASD.

• To identify key aspects relating to pupils with special educational needs.

• To design activities tailored to this group of pupils.

• To integrate the content of the teaching units covered.

Prerequisites

For students wishing to undertake the Specialisation in Music Education, in order to ensure the achievement of the intended learning outcomes, students will be required to demonstrate a minimum level of musical knowledge. This may be demonstrated in one of two ways:

· By providing a Music A-Level qualification, a Higher Vocational Training qualification in the field, or proof of having successfully completed one of the courses at an elementary, professional or higher conservatoire.

· Passing a basic test of musical knowledge designed for this purpose by the University, at a level equivalent to the first year of the elementary conservatoire.

Learning outcomes

RK3 – Understanding and applying information and communication technologies in the classroom (CG11A) TYPE: Knowledge or content

RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences

RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences

RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and school staff (CG02) TYPE: Competences

RC20 – Develop and evaluate curriculum content using appropriate teaching resources and foster the corresponding competences in students [artistic, visual arts and musical education] (CE57) TYPE: Competences

RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competencies

Description of the content

• Addressing diversity in the music classroom.

• Strategies and adaptations for children with difficulties arising from learning and behavioural problems.

• Strategies and adaptations for children with intellectual disabilities and autism spectrum disorders.

• Specific considerations in teaching music to children with sensory and motor disabilities.

• Developing specific teaching materials and resources for children with special educational needs.

• Music as a means of integration and well-being for children with special educational needs.

Training activities

V1. Online classes

V2. Guided work on the online platform

V3. Practical sessions

V4. Independent study

V5. Group online tutorials

V6. Face-to-face assessments

Assessment system and criteria

For the standard assessment period, you must submit the following:

• Practical activity: 10% of the final mark.

• Portfolio: 30% of the final mark.

• Face-to-face final exam: 60% of the final mark.

To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.

If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.

The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, this will be checked both by the tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.