Competences for graduate studies in Primary Education

SPECIFIC COMPETENCES FOR GRADUATE STUDIES IN PRIMARY EDUCATION

BASIC FORMATION COMPETENCES

1. Learning and development of personality:

To understand and analyse learning procedures regarding children from the ages of 6 to 12 in family, social and school contexts.
To know the characteristics of these students, as well as the characteristics of the motivational and social contexts.
To dominate the necessary knowledge to understand the development of the personality in these students and identify possible dysfunctions.
To identify learning difficulties, report them and contribute in their treatment.
To know the current proposals and developments in learning through competences.
To identify and plan the resolution of educational situations that affect students with different capacities and different learning paces.
To be able to identify oral and written language difficulties and plan the resolution of educational situations, as well as guiding the parents.
To show a positive attitude of respect towards the diversity of the students and promote the same positive attitude among fellow workers.
The capacity to promote autonomous learning among the students, in order to fulfil the aims and contents of the corresponding educational level, developing strategies that avoid exclusion and discrimination.

2. Processes and educational contexts

To know about the organisation of Early Childhood and Elementary schools and the diverse actions that comprises their optimal running.
To know about the basis of Primary Education, its interdisciplinary relationship, the assessment criteria and the body of didactic knowledge surrounding the teaching and learning procedures, making sure to relate all of these to Early Childhood Education.
To analyse and understand the educational processes inside and outside the classroom related to children between the ages of 6 to 12.
To analyse the teaching practice and the institutional conditions that frame it, as well as the non formal and informal educational organisations that attend this stage.
To be aware and value the range, implications and difficulties of the teaching profession in the present world and foster a positive attitude towards the continuous formation, understanding that learning is a permanent and unfinished task.
To organise, design, plan and assess the teaching activity in the classroom, keeping in mind the analysis of the contexts and formative spaces in the centre and surrounding environment.
To analyse the educational language and dispose of the terminology and basic concepts that surround “education”.
To know the contemporary educational theories and their validity in the present institutional practice.
To know about the educational system in our country and its historical evolution, as well as the political and legislative determining factors that affect the educational activity.
To know the interaction and communication processes in the classroom and the role of teachers as a facilitator of these.
To deal with and resolve disciplinary problems as well as other conflictive situations in the centre and the classroom.
To encourage hard work as well as individual and cooperative effort.
To encourage educational actions towards coexistence which elicit attitudes of respect, affection and acceptance, orientated towards the preparation of an active and democratic citizenship; which will facilitate positive interpersonal relationships, self-esteem and emotional development in the student both inside and outside the educational centre.
To know and deal with school situations in multicultural, intercultural and plurilingual contexts.
To participate in defining the educational project of the centre and the general activity of the educational community, attending the management of quality criteria.
To know and develop an active, participative, critical and creative methodology that fosters the development of a comprehensive education.
To know and apply methodologies and basic investigation -educational techniques on one’s own teaching practice.
To design innovative projects aimed at improving the educational processes and identifying assessment indicators in all the levels.
To assess in a continuous, formative and global manner, the development of the students which introduces the necessary educational measures to attend the diversity and individual peculiarities of the students within a framework of comprehensive education.
To analyse, interpret and critically value the curricula proposals which stem from the different educational administrations.
To know and apply innovative experiences in primary education and develop attitudes of change.

3. Society, family and school

To acquire and demonstrate social abilities in understanding families and to be understood by them.
To know and be able to practice one’s duty as a tutor with relation to the education of families with children from 6 to 12 years of age.
To relate education with its environment and cooperate with the families, the community, institutions and other entities related to infancy.
To analyse and incorporate, in a critical manner, the most relevant matters in present society which affect the education children receive from their family and at school.
To have knowledge of the social and educational impact of audiovisual languages as well as the analysis of audiovisual language to promote responsible consumption.
- Discrimination and social inclusion
- Gender, changes in the relationship of gender: principles of equality between men and women
- Recognition and assessment of personal, social and multicultural diversity and the respect for other differences.
- Culture of peace and non violence
- Human Rights, democratic values and solidarity
- Environmental issues and development of sustainability
- Other social problems: digital gap and accessibility of information and communication technologies: social diversity and failure to adapt; health and health education.
To facilitate the communication between school and family using the new means of expression.
To develop performances aimed at achieving the equality of opportunities and the compensation of inequalities that affect the students.
To know about the historic evolution of the family, the different types of families, the styles of living and education in the present family context and to keep them in mind when intervening and correlating with them.
The ability to select, use and adequately assess information and communication technologies in the teaching-learning processes as didactical means and resources.
To develop attitudes which favour the relationship, participation and communication with the families in the centres.

DIDACTIC – DISCIPLINARY COMPETENCES

1. Experimental sciences

To understand the basic principles and fundamental laws of the experimental sciences (Physics, Chemistry, Biology and Geology)
To know the curriculum of these sciences.
To set out and resolve scientific problems associated to everyday life.
To develop and assess curricula contents by means of appropriate didactical resources and promote the acquisition of the basic competences in the students.
To value the sciences as a cultural fact.
To recognize the mutual influence between science, society and technological development, as well as the pertinent citizen behaviours to try to insure a sustainable future.

2. Social Sciences

To understand the basic principles of the social sciences.
To know the curriculum of the social sciences.
To integrate historic and geographic studies from an instructive and cultural orientation.
To develop and assess curricula contents by means of appropriate didactical resources and promote the basic competences in the students.
To encourage the democratic education of citizenship as well as putting into practice social and critical thinking.
To value the relevance of the public and private institutions for the peaceful coexistence between people.
To know about the importance of religion throughout history and its relationship with culture.
To identify social knowledge as a product of historic and territorial constructions.
To understand the temporary categories of the historic process and its representation in the cycles and stages of education.
To promote the development of cultural identity by means of historic, artistic and social development.
To learn how to use appropriate specific vocabulary –geographic, historic and artistic and the contexts in which it is appropriate for use.
To know the basic instruments used in Geography: cartography, graphic representations, direct observation, analysis of landscapes, photography and satellite images.
To know the basic language of aesthetic expression and their manifestations.
To know the contents of the principal themes in the Social Sciences in primary education.
To relate the social, artistic and cultural plurality as a result of historic evolution that occurred on geographic and territorial bases.
To know how to integrate the new technologies in the teaching of History and Geography.
To distinguish between the different concepts of spatial and temporal scales and relate these with metric and chronological measuring instruments, as well as their corresponding measuring units.
To initiate the students in the knowledge of the economic structure of human organizations, their activities and transformation parallel to the geographic discoveries, energy resources and technological and scientific innovations.
To recognise the educational value of the surroundings as a means to stimulate curiosity in primary students and acquire the necessary abilities to develop the exploration and reflection skills of the students on phenomena that occur around them and awaken their interest and thirst for knowledge about their social and geographic surroundings.

3. Mathematics

To acquire basic mathematical competences (numerical, calculation, geometry, spatial representations, estimation and measurement, organisation and interpretation of information, etc)
To know the curriculum of Mathematics.
To analyse, reason and communicate mathematical proposals.
To pose and resolve problems connected to everyday life.
To value the relationship between mathematics and sciences as one of the pillars of scientific thinking.
To develop and assess curricula contents by means of appropriate didactical resources and promote the basic competences in the students.
To encourage reasoning, justification, argumentation, critical analysis and communication through the use of correct mathematical language to interpret and produce information, resolve real problems and make decisions with the correct criteria.

4. Languages

To know the curriculum of the languages and their literature.
To understand the basic principles of the sciences of language and communication and know about the linguistic, psycholinguistic, sociolinguistic, pragmatic and didactical basis related to the learning of languages.
To know about the learning and teaching process of languages both orally and in writing and the application of different methodological strategies that attend any difficulties that can appear in the acquisition and use of a language.
To speak, read and write correctly and adequately in Catalan and Spanish.
To be aware of the linguistic and cultural difficulties of foreign language students when learning Catalan and Spanish.
To face learning situations related to the acquisition of languages in multilingual contexts, avoiding any type of cultural, racial, sexual discrimination... in the use and teaching of the languages.
To dispose of an adequate communicative competence as well as a good linguistic and socio-cultural knowledge of the foreign language.
To design activities aimed at the students achieving sufficient oral communication in the foreign language.
To acquire literary formation and know about children’s literature, by selecting and designing educational resources related to children’s literature.
To encourage and design educational strategies orientated to the creation of reading habits as well as encouraging writing.
To develop and assess curricula contents as well as the students’ process of learning languages by means of appropriate didactical resources which promote the competences in the students.

5. Musical, visual and plastic arts education

To understand the principles which contribute to the cultural, personal and social formation from the musical, plastic and visual arts.
To know the curriculum of artistic education in its plastic, audiovisual and musical aspects, as well as the creation of resources from the curricula contents which encourage the participation throughout one’s life in musical and plastic activities both inside and outside the classroom.
To develop and assess curricula contents by means of appropriate didactical resources and promote the corresponding competences in the students.
To know, value and select musical and artistic works of different styles, eras and cultures and the foundation of popular cultural heritage.
To encourage and improve aesthetic and auditory sensibility by means of observing works of art, singing and educating the hearing and sight in recognising the characteristics of different works and musical texts.
To know and dominate the principles of corporal expression and communication, directly related to music, rhythm and dance, as well as the basics of musical language, its representation techniques and the basics of harmony and to be able to use various references to improvise individually or in group.
To know and dominate the principles of plastic expression and communication, the grounds of visual and plastic language, its representation techniques and development of creativity as well as the characteristics of artistic representations and its aesthetic processes.
To develop and use strategies to guarantee the knowledge, care and hygiene of the voice.
The ability to know, understand and value the perceptive, aesthetic, creative, interpretive, communicative, expressive and representational demonstrations in the plastic, visual and musical field of students from different cultures. This should be in relation with their development and social, familiar and cultural context and individual differences.

6. Physical Education

To know the curriculum of Physical Education. To dominate the specific didactic and theory of Physical Education, the foundation and programming techniques of the area and the designing of sessions, as well as the intervention strategies and assessment of results.
To develop and assess curricula contents by means of appropriate didactical resources and promote the corresponding competences in the students.
To know how to use and apply the basics of games, the initiation techniques of a sport, of physical activities in the natural surroundings and the orientation in the centre in school hours and extracurricular hours. To also know the necessary resources which encourage the participation in sports throughout one’s life.
To know the aspects which relate physical activity with leisure time and free-time to be able to establish the basis of adequate performance in the school.
To know, value and accept one’s body, its psychomotor development, its possibilities, as well as the principles which contribute to the cultural, personal and social formation from Physical Education.
To know and encourage the education towards healthy lifestyle habits and the biological and physiological basics of the human body. To know about the processes of adaptation in physical exercise, the basic physical capacities and their evolution. The determining factors of the ontogenic evolution and an education in values.

PRACTICE

To acquire the practical knowledge of a classroom and its management.
To know and apply the processes of interaction and communication in the classroom and dominate the necessary skills and social abilities to create a positive atmosphere in the classroom which facilitates learning and coexistence.
To control and follow up the educational process and in particular the teaching-learning process by means of dominating the necessary techniques and strategies.
To relate theory and practice with the reality of the classroom and the centre.
To participate in teaching activity and learn through participation by acting and reflecting on the teaching practice.
To participate on improvement proposals in different ranges of performance that can occur in a centre.
To regulate the processes of interaction and communication in groups of students from the ages of 6 to 12.
To know ways of collaborating with the different sectors of the educational community and the social environment.

TRANSVERSAL COMPETENCES

1. Instrumental

The ability to analyse and synthesis
The ability to organise and plan
Computing knowledge related to the field of studying (documentation and communication.)
The ability to manage information: obtaining and analysing different sources (documentation and communication.)
Resolving problems
Making decisions
The ability to identify needs
The ability to investigate one’s own practice
The ability to create and adapt strategies and educational materials.

2. Personal and Interpersonal

To work in an international context.
To acquire abilities in interpersonal relationships
To acquire communicative and linguistic abilities
To assume the ethical and deontological dimension of the teaching task and act in a responsible manner.
To acquire critical and self-critical abilities
To acquire the ability to work in a team

3. Systematic