Key Benefits:
In accordance with the provisions of Articles 28 of Royal Decree 1393/2007 of 29 October, as amended by Royal Decree 861/2010 of 2 July 2010, laying down the procedure for the amendment of studies already verified and once received the favorable report of the National Agency for Quality Assessment and Accreditation to the modifications presented in the curriculum of Graduate or Graduate in Primary Education by the University of Salamanca, published by Resolution of 7 July 2011 from the University of Salamanca in the "Official State Gazette" dated July 22, 2011
This Rectorate has resolved to publish the modification of the curriculum leading to the obtaining of the degree of Graduate or Graduate in Primary Education by the University of Salamanca
Salamanca, October 29, 2015. -Rector, Daniel Hernandez Ruiperez.
GRADUATE OR GRADUATE SCHOOL CURRICULUM IN PRIMARY EDUCATION BY THE UNIVERSITY OF SALAMAMANCA
Knowledge Branch: Social and Legal Sciences
Tag Code: 2902429
| Credits | |
|---|---|
|
training (B) |
60 |
|
(O) | 100 |
|
Optives (Op) | 30 |
| Practicum (Mandatory external practices) | 44 |
|
End Job | 6 |
| Total Credits | 240 |
Order ECI/3857/2007, of 27 December 2007, provides for the possibility of proposing qualifying terms, between 30 and 60 European credits, appropriate to the objectives, cycles and areas of primary education set out in the Articles 17 and 18 and Article 93 (2) of the Organic Law 2/2006 of 3 May of Education determining that:
" The teaching of music, physical education, foreign languages or other teachings determined by the Government, after consultation with the Autonomous Communities, will be taught by teachers with the relevant specialization or qualification. "
In this Plan of Studies, 30 credits are proposed. In order to obtain any of the qualifying terms, it is necessary that the student curse five subjects from the Optativity Module with a total of 30 ECTS. The structure of the mentions is not uniform, it differs slightly according to its content. This structure, as well as the subjects that make up each mention, are collected in the sheets corresponding to each Module.
Qualifier mentions are not associated with practice credits. However, in the organisation phase of the Study Plan, it will be ensured that students in these pathways have the opportunity to work in this part of their training, provided that the availability of centres and tutors makes it possible.
Mentions relationship:
Hearing and Language. This mention will be made at the University School of Education and Tourism of Avila. It tries to form teachers who attend the education of children with serious problems of hearing, speech and/or who have not properly developed language, such as people with intellectual disabilities, motoric with affectation of speech, disorders of the autism spectrum and/or language-specific disorders.
Special Education. This mention will be made in the Faculty of Education. It seeks to train teachers to adequately address the education of children with intellectual retardation, high intellectual abilities, learning problems, motor impairment, non-verbal communication systems, visual impairments, behavior and different types of disorders.
The need for both mentions is evident in Title II 81 of the Organic Law 2/2006 of 3 May, which establishes both the concept of students with specific support needs and the conditions in which they must be attended.
Musical Education. This mention will be made at the University School of Education and Tourism of Avila, and tries to train the specialists mentioned in Article 93 (2) of the Organic Law 2/2006 mentioned above.
Physical Education. This mention will be made at the University School of Magisterium of Zamora, and is also based on Article 93 (2) of the Law of Organic Law 2/2006. It aims to understand the principles that contribute to cultural, personal and social training from physical education, to know the school curriculum of physical education, to understand the principles that contribute to cultural education, personal and social from the arts and design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals in the center.
Foreign language English, French and German. Order ECI/3857/2007 of 27 December 2007 laying down the requirements for the verification of the official university degrees which they enable for the exercise of the profession of Master in Primary Education establishes, for their part, among others, "to express orally and in writing in a foreign language and to develop and evaluate the contents of the curriculum through appropriate teaching resources and to promote the corresponding competences among the students". Both orders provide for the possibility of providing appropriate qualifications for the objectives, cycles and areas of Early Childhood and Primary Education of the Organic Law 2/2006, of May 3, of Education.
The reality shows the growing demand for school programs that integrate curricular content and foreign languages from the earliest stage, which fully justifies the establishment of educational pathways. in this regard.
The mention of English Foreign Language will be in the University School of Education and Tourism of Avila and at the University School of Magisterium of Zamora. The mention of German Foreign Language will be in the University School of Magisterium of Zamora. The mention of French Foreign Language will be in the Faculty of Education
School Religious Education. This mention will be made at the University School of Magisterium of Zamora, and its interest lies in the expression of article IV of the current International Agreement between the Holy See and the Spanish State in which it is said: Catholic doctrine and its pedagogy in the University Schools of Teacher Training, in conditions comparable to the other fundamental disciplines, will have a voluntary character for the students. (BOE 300, 15/12/1979). Given that it is a requirement to impart the subject of Catholic Religion and Moral at the levels of Children and Primary, to be in possession of the Degree of Degree and the Title of the DECA, which credits it with having completed 300 teaching hours in this field, mention complies with the Regulations and offers the student the right to receive the required academic training in this respect.
The generalist Optativity is offered to those students who do not wish to cure a Mention, and who prefer to form with a generalist profile with the optives of their preference. It will have to choose and exceed a total of 30 ECTS distributed in five optional subjects of 6 ECTS from among all the offered, which will be completed 2 in the third second semester, and 3 in the fourth first semester. The student will be able to choose some optional items that are not complete when the availability of places permits.
| Type | Credits ECTS | Course | Semester | |||||
|---|---|---|---|---|---|---|---|---|
|
Psychology of development, childhood, and adolescence. | B | 6 | 1 | |||||
| B | B |
6 | 1 | 2 | ||||
|
learning. | O | 6 |
2 | 1 | ||||
|
processes and institutions. |
6 |
1 | 1 | |||||
|
| 6 | B |
| 1 | ||||
|
and communication technologies in education. |
6 |
1 | 1 | |||||
| Organization of the school center. | B |
| 2 | |||||
|
Research Methodology. | B | 6 | 1 | 2 | ||||
| Diversity Attention | O |
2 | 1 | |||||
|
Sociology. |
6 |
1 | 2 | |||||
|
| B | B | 2 | |||||
|
English/French/German | 1 | 1 | 1 | 6 |
1 | 1 | ||
|
| O | O |
| 2 | 1 | |||
| O | 6 | 2 | 2 | |||||
| Nature Sciences and its Didactics III. |
3 | 3 | 1 | |||||
|
|
3 | 3 | 3 | 3 1 | ||||
|
and History Foundations in Primary Education. | O | 6 | 2 | 1 |
||||
| Social Sciences Didactics. | O | 6 | 3 | 2 | ||||
|
Education for Citizenship. | O | 6 | 4 | 1 | ||||
|
training. | O | 6 | 2 | 1 | ||||
|
The teaching of the Spanish language in primary education. | O | 4 | 3 | 1 | ||||
| 's literature and literature teaching. | O | 4 | 3 | |||||
|
| 6 | 2 | O | 2 | 2 | 2 | 2 | |
| Mathematics and its Didactics II. | O | 6 |
3 | 2 | ||||
| Math and its Didactics III. | O | 6 | 4 | 1 | ||||
| Physical Education in Primary Education. | O | 6 | 2 | 2 | ||||
|
Plastic Expression in Primary Education. | O | 6 | 2 |
2 | ||||
|
Musical Expression in Primary Education. | O | 6 | 2 | 2 | ||||
|
. | Op | 30 |
|
| ||||
|
Practicum I. | Pract. | 20 |
3 | 1 | ||||
|
Pract. | 24 | 4 | 1 | |||||
| TFG | 6 | 4 | ||||||
|
English for children | ||||||||
| Op. | Op. | Op. | 3 | 2 | ||||
| Effective planning of teaching for children. | Op. | 6 | 3 | |||||
| oral communication in early language learning environments. |
| 6 | 1 | |||||
| Literature and read write in early English language education. |
| 6 | 1 | |||||
|
Op. |
6 | 4 | 1 | |||||
| to teaching English as a language foreign. | Op. | 6 | 4 | 1 | ||||
|
Mention Optives: German Language | ||||||||
|
Ia (written competencies) and didactics. |
| 6 | 6 | 2 | ||||
| German Ib (oral competencies) and didactics. | Op. |
3 | 2 | |||||
|
2 | ||||||||
| 3 | ||||||||
| 3 | ||||||||
| Op. | 6 | 4 | 1 | |||||
| German IIb (oral competencies) and didactics. | Op. | 6 | 4 | 1 | ||||
| German IIc (Morfosintaxis and semantics) and didactics. | Op. |
| 1 | |||||
| German Literature and its didactics. |
Op. | 6 | 4 | 1 | ||||
|
Mention Optional: French Language | ||||||||
|
O |
6 | 3 | 3 | 3 | 3 | 2 | ||
|
|
6 |
6 | 3 | 2 | ||||
| French for teachers II. | O | 6 | 4 | 1 | ||||
| Op. | 6 |
4 | 1 | |||||
| French Expression Literature. | Op. | 6 | 4 | 1 | ||||
| Op. | 6 | 4 | 1 | |||||
| Mention Optional: Special Education | ||||||||
|
Psychology. |
O | 6 | 3 | 2 | ||||
| Child Psychological Disorders. | O |
6 | 3 | 1 | ||||
|
Needs and Response in students with disabilities. | O |
| 1 | |||||
|
Intervention in Problems discipline. | Op, | 6 | 4 | 1 | ||||
|
intervention in communication and language. | Op, | 6 | 4 | 1 | ||||
|
Op, |
6 | 4 | 6 |
1 | ||||
| Optives Mention: Hearing and Language | ||||||||
|
of Language. | O | 6 | 3 | 2 | ||||
|
| O | O |
6 | 3 | 2 | |||
| Education treatment of language disorders. | O |
| 1 | |||||
| Anatomy and physiology of hearing organs and language. | Op. | 6 | 4 | 1 | ||||
| Op. | Op. | 6 | 4 | 1 | ||||
| Neuropsychology of the development. | Op. | 6 |
4 | 1 | ||||
|
Mention Optional: Music Education | ||||||||
|
|
3 | 3 | 3 | 3 | 2 | |||
|
Didactics of the music expression. |
6 |
3 | 2 | |||||
|
|
4 | 4 | 4 | 4 | 1 | |||
| FVC training. |
| 6 | 1 | |||||
| Create and select music repertoire for the classroom. | Op | 6 | 4 | 1 | ||||
|
education. | Op | 6 | 4 | 1 | ||||
| Mention Optional: Physical Education | ||||||||
|
Competition. | O | 6 | 3 | |||||
|
6 |
6 |
3 | 2 | |||||
|
and creative movement. | O |
6 | 4 | 1 | ||||
| and first aid of Physical and Sport activity. | Op | 6 | 4 | 1 | ||||
| Sociology of physical activity and sport. | Op | 6 | 4 | |||||
| Op | Op |
| 1 | |||||
|
The Religious Fact and history of religions. | O | 6 | 3 | 2 | ||||
|
Introduction and Theology to Christianity. | O | 6 | 3 | |||||
| Pedagogy and didactics of religion in the school frame. | O | 6 | 4 | 1 | ||||
| Introduction to Christian ethics and morals. | Op | 6 | 4 | 1 | ||||
| The underground humanity: foresight on evil. | Op |
| 1 | |||||
| Sociology of religion. | Op | 6 | 4 | 1 | ||||
The offer of optional subjects will be decided annually according to the demand and needs of the students and taking into account the availability of teachers from each center. This offer will be detailed each year in each center's Academic Guide.
Physical and sports activities.
Acquisition and development of oral and written language. Philosophical anthropology.
Chemistry applications. Learning and engine development.
Learning and promoting written language Education care for high-capacity learners Educational care for pupils with autism Literary text commentary.
Understanding and oral and written expression: keys to teaching.
Spanish American Tales.
Development and promotion of oral language.
Artistic drawing and its didactics.
Didactic of the image.
Address of centers.
Curriculum design in instrumental materials Design and evaluation of teaching materials Education Sharing.
Adult education.
Education, multiculturalism and citizenship.
The environment as a teaching resource in plastic education.
The school lab.
Three-dimensional plastic language.
Teaching Catholic doctrine and its pedagogy.
Body expression. Philosophy.
Geography of Castilla y León History of Castilla y León. History of Physical Education.
History of childhood and early childhood education.
Incorporation of new technologies into the didactics of language and literature. Initiation to the study of art.
Innovation and teacher training.
Psychological intervention in discipline problems Introduction to research in physical education.
The emotional stability of the teacher, identification of dysfunctions and intervention.
Plastic arts as therapy.
The visual arts in primary education.
The European Union.
Educational and computer materials and resources for the teaching of mathematics.
Mind, body and education.
Models and programs of comparative schooling.
Movement and expression.
Music and dance for diversity.
Music and new technologies.
Organization and management of family-school relationships.
Promoting personal and social development.
Psychoagnostic School Psychology of Disability Personality Psychology.
Psychology of sexual-affective development and education. Psychology of development, school and crime. Social psychology of education.
Psychomotricity.
Sociology of the faculty Workshop of musical activities Workshop of plastic experiences Workshop of language.
Child psychological disorders.
