Organic Law 2/2006, of 3 May, of Education, provides in Article 39.6 that the Government, after consulting the Autonomous Communities, will establish the qualifications corresponding to the vocational training studies, thus as the basic aspects of the curriculum for each of them.

The Organic Law of 19 June, of the Qualifications and of Vocational Training, establishes in Article 10.1 that the General Administration of the State, in accordance with the provisions of Article 149.1.30. Establishment and after consultation of the General Council of Vocational Training, the certificates and certificates of professionalism, which shall constitute the offers of vocational training referred to in the National Catalogue of Qualifications, shall be determined. Professionals.

Royal Decree 1538/2006, of 15 December, provides for the general organisation of vocational training of the educational system and defines in Article 6 the structure of vocational training qualifications, on the basis of National catalogue of professional qualifications, guidelines laid down by the European Union and other aspects of social interest.

On the other hand, this royal decree in Article 7 gives the professional profile of these titles, which will include general competence, professional, personal and social skills, qualifications and, where appropriate, the (a) the national catalogue of vocational qualifications included in the titles, so that each degree will, at least, incorporate a complete vocational qualification, in order to ensure that the qualifications of vocational training respond effectively to the needs demanded by the productive system and the personal and social values that enable democratic citizenship to be exercised.

This regulatory framework makes it necessary for the Government, after consulting the Autonomous Communities, to establish each of the titles which will form the catalogue of titles of vocational training of the educational system, its minimum teaching and other aspects of academic management which, without prejudice to the competences conferred on the educational authorities in this field, constitute the basic aspects of the curriculum which ensure a common and ensure the validity of the securities, in compliance with the provisions of Article 6.2 of the Law Organic 2/2006, of 3 May, of Education.

For these purposes, it is appropriate to determine for each title their identification, their professional profile, the professional environment, the prospective of the title in the sector or sectors, the teaching of the training cycle, the correspondence of the professional modules with the units of competence for their accreditation, validation or exemption and the basic parameters of training context for each professional module (spaces, necessary equipment, degrees and specialties of the teachers and their equivalences for the purposes of teaching), after consulting the Communities Autonomous, as provided for in Article 95 of Organic Law 2/2006, of 3 May, of Education.

In addition, in each title, the access to other studies and, where appropriate, the modalities and subjects of baccalaureate that facilitate the connection with this training cycle of higher grade, the convalidations, exemptions and equivalences and, where appropriate, information on the requirements for the professional exercise in accordance with the legislation in force.

In order to facilitate the recognition of credits between higher technical qualifications and the teachings leading to university degrees and vice versa, in the higher education courses the equivalence of each professional module with European ECTS credits, as defined in Royal Decree 1125/2003 of 5 September, establishing the European credit system and the system of qualifications in university degrees official character and validity throughout the national territory.

Thus, the present royal decree, as provided for in Royal Decree 1538/2006, of 15 December, establishes and regulates, in the basic aspects and elements mentioned above, the title of vocational training of the educational system Superior Technical Education and Environmental Control.

A regulatory standard has been used to establish state bases in line with the Constitutional Court, which admits that "exceptionally" the bases can be established by regulatory standards in certain assumptions, as is the case in the present case, where 'it is essential to ensure the lowest common denominator laid down in the basic legal rules' (inter alia, in SSTC 25/1983, 32/1983, and 48/1988).

In the process of drawing up this royal decree, the Autonomous Communities have been consulted and the General Council of Vocational Training, the School Council of the State and the Ministry of Foreign Affairs have issued a report. Territorial and Public Administration.

In its virtue, on the proposal of the Minister of Education and prior deliberation of the Council of Ministers at its meeting on March 18, 2011,

DISPONGO:

CHAPTER I

General provisions

Article 1. Object.

This royal decree aims to establish the title of Superior Technician in Environmental Education and Control, with official character and validity throughout the national territory, as well as its corresponding teachings. minimum.

CHAPTER II

Identification of title, professional profile, professional and prospective title of the title in the sector or sectors

Article 2. Identification.

The title of Higher Technician in Education and Environmental Control is identified by the following elements:

Denomination: Education and Environmental Control.

Level: Higher Grade Professional Training.

Duration: 2000 hours.

Professional Family: Safety and Environment.

European Reference: CINE-5b (International Standard Classification of Education).

Article 3. Professional profile of the title.

The professional profile of the title of Higher Technician in Education and Environmental Control is determined by its general competence, its professional, personal and social competences, and by the relationship of qualifications and, in its Case, units of competence of the National Catalogue of Professional Qualifications included in the title.

Article 4. General competence.

The general competence of this title is to raise awareness and educate the population, promoting attitudes that contribute to the conservation and improvement of the environment, reporting on their values and the various environmental problems, training for correct decision making, designing activities for their knowledge and use based on principles of sustainability, as well as carrying out environmental management actions to control and protect the environment by applying the regulations.

Article 5. Professional, personal and social skills.

The professional, personal and social competencies of this title are as follows:

a) Collect and select documentation to disseminate environmental information.

b) Report on the environment, using appropriate communication techniques.

c) Design environmental education activities.

d) Develop environmental education programs and projects.

e) Evaluate the development of environmental education programs.

f) Guide visitors to the environment, performing interpretation operations.

g) Resolving contingencies in route travel, applying established protocols.

h) Characterizing environmental problems, proposing sustainable solutions to it.

i) Manage public use activities, applying compatibility criteria with environment conservation.

j) Perform surveillance and control operations in natural spaces.

k) Promote heritage values in the natural environment by developing interpretation activities.

l) Develop cartographic products for the development of activities in the natural environment.

m) Perform control operations on the habitats of an environment, reporting their alterations.

n) Adapting to new employment situations, keeping up-to-date scientific, technical and technological knowledge related to their professional environment, managing their training and existing resources in learning throughout life and using information and communication technologies.

n) Solve situations, problems or contingencies with initiative and autonomy in the field of their competence, with creativity, innovation and spirit of improvement in the personal work and in that of the team members.

o) Organize and coordinate work teams with responsibility, monitoring the development of the work, maintaining fluid relations and assuming leadership, as well as providing solutions to group conflicts that present.

p) Communicate with their peers, superiors, clients and persons under their responsibility, using effective means of communication, transmitting the appropriate information or knowledge and respecting the autonomy and competence of the persons involved in the scope of their work.

q) Generate safe environments in the development of your work and that of your team, monitoring and applying the procedures for the prevention of occupational and environmental risks, as established by the regulations and objectives of the company.

r) Monitor and apply quality management procedures, universal accessibility and "design for all", in the professional activities included in the processes of production or delivery of services.

s) Perform basic management for the creation and operation of a small business and have an initiative in its professional activity with a sense of social responsibility.

t) Exercise their rights and comply with the obligations arising from their professional activity, in accordance with the laws in force, actively participating in economic, social and cultural life.

Article 6. Relationship of qualifications and competence units of the National Catalogue of Professional Qualifications included in the title.

1. Full professional qualifications:

Interpretation and environmental education. SEA252_3 (Royal Decree 814/2007 of 22 June), comprising the following units of competence:

UC0803_3: Guiding groups of people around the environment and their representations to contribute to their environmental awareness and training.

UC0804_3: Report on the environment and its settings.

UC0805_3 Interpret the reciprocal influence of human activities and the socio-natural environment.

UC0806_3: Develop environmental education programs and facilitate educational processes.

2. Incomplete professional qualifications:

Control and protection of the natural environment. SEA030_3 (Royal Decree 295/2004, of 20 February):

UC0083_3: Control and monitor natural spaces and their public use.

UC0085_3: Control the use of the cinegetic and fish resources.

Article 7. Professional environment.

1. The persons who obtain this title exercise their activity in any public or private organization, which has as their object the control of the environment and its resources, the development of environmental education programs (information, communication, training, interpretation and environmental participation), the performance of guide-interpreter activities and environmental monitoring or management.

2. The most relevant occupations and jobs are as follows:

− Environmental Educator.

− Environmental Informator.

− Environmental education monitor.

− Environmental Documentalist.

− Environmental Guide.

− Environmental Activity Programmer.

− Monitor for environmental campaigns.

− Guide-interpreter of natural heritage.

− Environmental Management Service Professional.

− Environment Service Professional.

− Technician in control of natural spaces.

− Monitor of nature.

− Environmental agent or similar.

− Monitor of environmental equipment.

Article 8. Prospective of the title in the sector or sectors.

Educational administrations will take into account, when developing the corresponding curriculum, the following considerations:

(a) The transposition of the latest European directives on the management of natural spaces will enhance the protection of these spaces, thanks to a better delimitation of the forest floor, the planning of the territory and the planning of forestry actions. This protection will be driven by its use in recreational functions, which forces greater landscape control, enhancing not only its conservation but also the adaptation of the works to the natural environment.

b) An increase in environmental education centers is expected to offer prepared itineraries in which activities aimed at facilitating the knowledge of ecosystems, enhancing observation, the experience of the nature and the study of the natural environment, and promote activities of coexistence, mutual respect and conservation of the natural and social environment.

c) The application of new technologies in the mapping sector, such as the use of Geographic Information Systems (GIS), satellite photos or Global Position System (GPS) location systems in the spaces natural, make it intelligible and manageable the information available and thus create itineraries or banks of data on digitized cartography, with information on the state of the natural environment and the heritage.

(d) An increase in the number of companies implementing an environmental management system is also foreseen, since this system will not only improve the company's relationship with the environment, but will contribute to improving the image corporate.

e) The emergence of new decontamination techniques and new, more precise measurement systems has encouraged the creation of new, more demanding legislation, so there will be a tightening of conditions in the declarations of environmental impact. There will therefore be an increase in the activities of audit, inspection and environmental control, a field in which public administration tends to outsource these services through specialized and accredited companies.

f) The increase of educational institutions that are incorporated into networks for sustainable development, in the area of Local Agenda 21, requires educational activities that strengthen their management or, where appropriate, facilitate certification environmental.

CHAPTER III

Formative cycle teachings and basic context parameters

Article 9. General objectives.

The general objectives of this training cycle are as follows:

a) Identify documentary sources, selecting the appropriate information for the activity to be performed, to collect and disseminate environmental information.

b) Identify the main factors that affect the environment and its interactions, describing the alterations that result in poor environmental practices, in order to report on the environment.

c) Analyze the performance contexts and the characteristics of the group, determining the objectives to be achieved, to design environmental education activities.

d) Interpret programs, determining the sequencing of activities to plan their implementation.

e) Organize activities, selecting the appropriate means and personnel to run the program.

f) Apply evaluation techniques and instruments, interpreting the information collected, to track and evaluate the implementation of the programs.

g) Value assessment data records, identifying achievements and awareness in the population, to identify needs for improvement in environmental education programs.

h) Show environmental incidents, identifying the problem posed, to report on the state of the environment.

i) To analyze environmental and heritage components, identifying those of greatest interest from the cultural, landscape and conservation point of view, to interpret the heritage and its values.

j) Analyze incidents, selecting the appropriate intervention protocols to resolve contingencies.

k) Select alternative actions, analyzing the environmental problem to propose sustainable solutions.

l) Analyze public-use activities in an environment, by selecting the media and determining their phases, to manage their development that is compatible with the conservation of the environment.

m) Select surveillance and control actions, implementing strategies and mechanisms to deter misuse of the natural environment, to carry out surveillance and control operations.

n) Analyze the heritage present in the natural environment by selecting interpretation techniques to promote its conservation.

n) Analyze cartographic sources and computer media, selecting the appropriate ones to produce cartographic products related to an activity.

o) Analyze the quality parameters of a habitat, identifying the anomalies observed in its biodiversity to perform control operations.

p) Analyze and use learning resources and opportunities related to scientific, technological and organizational developments in the sector and information and communication technologies to maintain the spirit of updating and adapting to new work and personal situations.

q) Develop creativity and the spirit of innovation, to respond to the challenges that arise in processes and in the organization of work and personal life.

r) Making decisions based on a grounded basis, analyzing the variables involved, integrating knowledge of different scope and accepting the risks and the possibility of error in the same, to face and solve different situations, problems or contingencies.

s) Develop leadership, motivation, monitoring, and communication techniques in group work contexts to facilitate the organization and coordination of work teams.

t) Apply communication strategies and techniques, adapting to the contents that will be transmitted, to the purpose and the characteristics of the receivers, to ensure the efficiency in the communication processes.

u) Assess situations of prevention of occupational risks and environmental protection, proposing and implementing personal and collective prevention measures, in accordance with applicable regulations in the work processes, for ensure secure environments.

v) Identify and propose the necessary professional actions, to respond to universal accessibility and "design for all"

w) Identify and apply quality parameters in the work and activities carried out in the learning process, to assess the culture of evaluation and quality, and to be able to monitor and improve quality management.

x) Use procedures related to entrepreneurial, entrepreneurial and professional-initiative culture to perform the basic management of a small business or undertake a job.

and) Recognize your rights and duties as an active agent in society, taking into account the legal framework that regulates social and working conditions, to participate as a democratic citizen.

Article 10. Professional modules.

1. The professional modules of this training cycle:

(a) They are developed in Annex I to this royal decree, complying with the provisions of Article 14 of Royal Decree 1538/2006 of 15 December.

b) These are the following:

0785. Structure and dynamics of the environment.

0786. Natural environment.

0787. Human activities and environmental issues.

0788. Environmental management.

0789. Mapping methods and products.

0790. Environmental education techniques.

0791. Environmental education programs.

0792. Public use activities.

0793. Unwrapping in the middle.

0017. Social skills.

0794. Environmental education and control project.

0795. Training and employment guidance.

0796. Enterprise and entrepreneurial initiative.

0797. Training in job centres.

2. The educational authorities shall establish the corresponding curricula, respecting the provisions of this royal decree and in accordance with the provisions of Article 17 of Royal Decree 1538/2006 of 15 December establishing the general management of the vocational training of the education system.

Article 11. Spaces and equipment.

1. The spaces necessary for the development of the teachings of this formative cycle are those set out in Annex II of this royal decree.

2. The spaces will have the necessary and sufficient surface to develop the teaching activities that are derived from the learning outcomes of each of the professional modules that are taught in each of the spaces. In addition, they must meet the following conditions:

(a) The surface will be established according to the number of people who occupy the training space and should allow the development of teaching-learning activities with the ergonomics and mobility required within the same.

b) They should cover the spatial need for furniture, equipment and auxiliary work instruments.

c) They must respect the spaces or safety surfaces required by the machines and equipment in operation.

d) Respect the regulations on the prevention of occupational risks, the regulations on safety and health at the workplace and how many other rules are applicable.

3. The established training spaces may be occupied by different groups that heal the same or other formative cycles, or educational stages.

4. The various identified learning spaces should not necessarily be differentiated by closure.

5. The equipment included in each space must be the necessary and sufficient to guarantee to the students the acquisition of the learning outcomes and the quality of the teaching. In addition they must meet the following conditions:

(a) The equipment (equipment, machines, etc.) shall have the necessary installation for its proper operation, comply with the safety and risk prevention rules and with the other applicable standards.

(b) The quantity and characteristics of the equipment must be based on the number of persons registered and enable the acquisition of the learning outcomes, taking into account the evaluation criteria and the content that are included in each of the professional modules that are delivered in the referenced spaces.

6. The competent authorities shall ensure that the spaces and equipment are adequate in quantity and characteristics for the development of the teaching and learning processes resulting from the learning outcomes of the modules. and thus ensure the quality of these teachings.

Article 12. Teachers.

1. The teaching of the vocational modules which constitute the teaching of this training cycle corresponds to the teaching staff of the Secondary Teaching Body, the Secondary School Teachers 'Corps and the Teachers' Body. Professional Training Technicians, as appropriate, of the specialties set out in Annex III A) of this royal decree.

2. The qualifications required for access to the aforementioned teaching bodies are, in general, those laid down in Article 13 of Royal Decree 276/2007 of 23 February, approving the entry, access and acquisition of the new specialties in the teaching bodies referred to in the Organic Law 2/2006 of 3 May of Education, and the transitional admission regime is regulated, which refers to the transitional provision of the said law. The qualifications equivalent to those before these same effects are, for the various specialties of the faculty, those listed in Annex III B) of the present royal decree.

3. Specialist teachers shall be assigned the teaching competence of the professional modules specified in Annex III A) of this royal decree.

4. Specialist teachers must comply with the general requirements for admission to the public teaching function set out in Article 12 of Royal Decree 276/2007 of 23 February, approving the entry regulation, access and acquisition of new specialties in the teaching bodies referred to in the Organic Law 2/2006, of 3 May, of Education, and the transitional system of admission to which the transitional provision of the 17th of the cited law.

5. In addition, in order to ensure that the needs of the processes involved in the professional module are met, it is necessary for the specialist faculty to accredit at the beginning of each appointment a professional experience recognized in the relevant labour field, duly updated, of at least two years of professional practice in the four years immediately preceding the appointment.

6. For the teachers of the centres of private ownership or of public ownership of other administrations other than the educational ones, the required qualifications and the necessary requirements, for the delivery of the professional modules The title, are those included in Annex III C) of the present royal decree. In any case, the lessons to be taught to the qualifications mentioned shall be required to cover the objectives of the professional modules and, if those objectives are not included, in addition to the certification, they must be accredited by means of "certification", a work experience of at least three years in the sector related to the professional family, carrying out productive activities in companies that are implicitly related to learning outcomes.

7. The competent authorities shall ensure that the teachers provided by the professional modules comply with the specified requirements and thus ensure the quality of these lessons.

CHAPTER IV

Accesses and links to other studies, and correspondence of professional modules with the competition units

Article 13. Preferences for access to this training cycle in relation to the modalities and subjects of Baccalaureate courses.

A preference will be given to access to this training cycle those students who have completed the Bachelor of Science and Technology.

Article 14. Access and linkage to other studies.

1. The title of Superior Technician in Education and Environmental Control allows direct access to cure any other higher grade training cycle, in the conditions of admission that are established.

2. The title of Superior Technician in Education and Environmental Control allows direct access to the teachings leading to undergraduate degrees, under the conditions of admission that are established.

3. The Government, heard by the Council of Universities, shall, as a rule, regulate the recognition of claims between the qualifications of the higher technical vocational training and the degree of university teaching. For the purpose of facilitating the validation regime, in this royal decree, 120 ECTS credits have been allocated among all the professional modules of this training cycle.

Article 15. Validations and exemptions.

1. The common professional modules for various training cycles, of the same name, duration, contents, objectives expressed as learning outcomes and evaluation criteria, set out in the actual decrees, will be validated. laying down the minimum lessons to be learned from vocational training qualifications. However, in accordance with Article 45.2 of Royal Decree 1538/2006 of 15 December, those who have passed the vocational training and guidance module or the business module of Enterprise and entrepreneurial initiative in any of the training cycles corresponding to the securities established under the Organic Law No 2/2006 of 3 May of Education shall be validated in any other training cycle established under the same training cycle. law.

2. The vocational training and guidance module of any professional training title may be subject to validation provided that the requirements laid down in Article 45.3 of Royal Decree 1538/2006 of 15 December 2006 are met: that at least one year of work experience is accredited and that the accreditation of the training established for the performance of the basic level functions of the preventive activity, issued in accordance with the provisions of the Royal Decree, is presented. 39/1997, of 17 January, for which the Prevention Services Regulation is adopted.

3. In accordance with Article 49 of Royal Decree 1538/2006 of 15 December 2006, the total or partial exemption of the vocational training module may be determined in respect of the work experience, provided that an experience related to this training cycle is established in the terms provided for in that Article.

Article 16. Correspondence of professional modules with the units of competence for their accreditation, validation or exemption.

1. The correspondence of the units of competence with the professional modules that form the teaching of the title of Higher Technician in Education and Environmental Control for their validation or exemption is determined in Annex IV A) of this real decree.

2. The correspondence of the professional modules that form the teaching of the title of Higher Technician in Education and Environmental Control with the units of competence for their accreditation, is determined in Annex IV B) of this royal decree.

Additional disposition first. Title reference in the European framework.

Once the national qualifications framework has been established, in accordance with the European recommendations, the corresponding level of this qualification will be determined in the national framework and its equivalent in the European framework.

Additional provision second. Distance offering of this Title.

The professional modules that form the teachings of this training cycle can be offered at a distance, provided that it is guaranteed that the students can achieve the learning outcomes of the same, according to the provisions in the present royal decree. To this end, the educational authorities, within the scope of their respective powers, shall take the measures they deem necessary and shall give the precise instructions.

Additional provision third. Equivalent qualifications and links with vocational training.

The training established in this royal decree in the vocational training and guidance module enables the training to carry out professional responsibilities equivalent to those required by the basic level activities in the prevention of occupational risks, as set out in Royal Decree 39/1997 of 17 January, which approves the Prevention Services Regulation, provided that it has at least 45 teaching hours.

Additional provision fourth. Regulation of the exercise of the profession.

In accordance with the provisions of Royal Decree 1538/2006 of 15 December establishing the general management of the vocational training of the educational system, the elements contained in this royal decree do not constitute a regulation of the exercise of profession entitled to one.

Additional provision fifth. Equivalences for the purposes of teaching in the selective entry procedures in the Professional Training Technical Teachers ' Corps.

The title of Technical Superior or Specialist Technician is declared equivalent to those required for access to the Technical Teachers ' Body of Vocational Training, when the title has been used as an interim teacher in schools. public in the field of the administrative authority, in the field of teaching to which it intends to access and for a minimum period of two years before 31 August 2007.

Additional provision sixth. Universal accessibility in the teachings of this title.

1. In the field of their respective competences, the educational authorities will include in the curriculum of this training cycle the elements necessary to ensure that the persons who are cured develop the competences included in the curriculum in "design for all".

2. They shall also take the measures they deem necessary to enable this student to access and to pursue that training cycle under the conditions laid down in the final provision of Law 51/2003 of 2 December 2003. equal opportunities, non-discrimination and universal accessibility for people with disabilities.

Single repeal provision. Repeal of rules.

All provisions of equal or lower rank are repealed to be opposed to the provisions of this royal decree.

Final disposition first. Competence title.

This royal decree is of a basic standard, under the powers conferred on the State by Article 149.1.1. and 30. of the Constitution.

Final disposition second. Implementation of the new curriculum.

The educational administrations will implement the new curriculum of these teachings in the 2012-2013 school year. However, they will be able to anticipate the implementation of this training cycle for the academic year 2011/2012.

Final disposition third. Entry into force.

This royal decree will enter into force on the day following its publication in the "Official State Gazette".

Given in Madrid, on March 18, 2011.

JOHN CARLOS R.

The Minister of Education,

ANGEL GABILONDO PUJOL

ANNEX I

Professional Modules

Professional Module: Structure and dynamics of the environment.

Equivalence in ECTS credits: 10

Code: 0785

Learning results and evaluation criteria.

1. It classifies the fundamental principles of ecology, identifying the main laws that underpin them.

Assessment Criteria:

a) The main parts that form the structure of an ecosystem have been identified.

b) The main types of ecosystems have been characterized.

c) The main environmental factors have been identified.

d) The primary productivity of an ecological system has been determined.

e) Strings, networks, and trophic levels have been identified.

f) The concentration of toxic substances in the trophic chains has been determined.

g) The limiting factors and the physical environment have been identified.

h) The most important steps in the development and evolution of an ecosystem have been identified.

2. It characterizes human activities that influence the environment, relating them to criteria of sustainability and environmental balance.

Assessment Criteria:

a) The main human activities that influence the natural environment have been classified.

b) The interactions produced between the organisms and the media have been identified.

c) The different characteristics of the studied habitat have been compared.

d) The environmental problem caused by different extractive activities has been identified.

e) The environmental problem produced by different agricultural and livestock activities has been identified.

f) The type of environmental alterations that can occur have been identified.

3. It interprets the factors that influence the functioning of terrestrial, aerial and aquatic ecosystems, relating to the development of geological, meteorological and hydrological processes.

Assessment Criteria:

a) The different erosion processes produced by natural phenomena have been described.

b) Desertification-causing agents, both natural and artificial, have been identified.

c) The different types of soils have been classified according to their composition.

d) The effects of different meteors on the natural and social environment have been identified.

e) Related factors influencing climate change, with greenhouse effect, acid rain and ozone layer alterations.

f) The main uses of water have been identified as an essential resource for the life and functioning of the different ecosystems.

g) The different water classification standards have been identified according to their use.

h) The physico-chemical properties of a soil sample have been characterized.

i) The biological activity of a soil sample has been evaluated.

4. It characterizes the abiotic elements that make up the medium, relating its importance to the behavior of organisms.

Assessment Criteria:

a) The methods of recognizing abiotic elements that make up the environment have been described.

b) The physical or chemical characteristics that affect organisms have been identified.

c) The influence of light and temperature on ecosystems has been linked.

d) The influence of atmospheric humidity and precipitation, with the distribution of living beings, has been linked.

e) The influence of the wind has been related to the distribution of living beings.

f) The influence of altitude and latitude has been related to the adaptation of living beings.

g) The physical characteristics of the water, the state in which it is found and the chemical composition, have been identified to determine which organisms inhabit one system or another.

h) Soil factors have been identified, to determine the habitability of different species.

i) The main methods of weather prediction have been classified.

5. It characterizes the relationships between organisms of the same species and among those of different species, valuing the effects of the biotic elements.

Assessment Criteria:

a) Population growth models have been described.

b) Different types of interactions between individuals have been identified.

c) Different models of competence have been defined.

d) Predation types have been described.

e) Other herbivory interactions have been related to the effects on plants.

f) Different rates of diversity and biodiversity have been identified.

g) Different types of association have been linked to the needs of the species.

h) Different types of societies have been characterized in terms of the distribution of work and its hierarchy.

i) Different types of association have been identified whose bodies have joined each other.

6. It tests the influence of the anthropological factors on the environment, analyzing its value in the maintenance of biodiversity.

Assessment Criteria:

a) The value of the anthropic factors present in the environment has been identified.

b) The factors that characterize desertification have been determined.

c) The influence of man on landscape modeling has been described.

(d) The effects of disturbances on natural ecosystems and inadequate farming and livestock farming practices have been classified.

e) Infrastructure works have been linked to changes in the environment, soil and water.

f) Diffuse pollution episodes that alter large natural spaces have been identified.

g) Damage caused by forest fires and erosion has been identified.

h) Extracactive activities to open skies and their consequences for the natural environment have been classified.

i) Methods of sustainable development of agricultural and livestock production have been described.

j) The differences between traditional tourism modalities and ecotourism have been valued for the maintenance of biodiversity.

Duration: 90 hours.

Basic contents:

Classification of Fundamental Principles of Ecology:

− Structure of an ecosystem.

− Major environmental factors.

− Cadenas, networks, and trophic levels.

− Determination of the concentration of toxic substances in the trophic chains.

Characterization of human activities that influence the environment:

− Influence of human activities in the natural environment.

− Interactions between organism and environment.

− Environmental impact. Activities subject to study.

Interpreting the factors that influence ecosystems:

− Erosion and desertification processes.

− Petrology and mineralogy.

− Edaphology: source, types, characteristics, and components.

− The soil as a natural resource.

− The soil. Texture and structure.

− Physical and chemical properties.

− Biological activity of the soil.

− Soil sampling.

− Soil analysis.

− Remediation of contaminated soil.

− Influence of meteors on the natural and social environment.

− Climate and soil.

Characterization of the abiotic elements that make up the environment:

− Physical or chemical characteristics that affect organisms.

− Light and its influence on ecosystems.

− Temperature, humidity and wind. Their influence on the distribution of different species of living beings.

− Altitude and latitude; their influence on the adaptation of living beings.

− Physical characteristics of water.

Characterization of relationships between organisms of the same species:

− Population growth models.

− Competition Models.

− Depredation.

− Indexes of diversity and biodiversity.

− Water cycle. Ecological flow. River basins.

− Water quality.

− Water uses and regulations.

− Riberas and Wetlands.

Checking the influence of the anthropic factors:

− anthropic factors.

− Desertization.

− The landscape.

− Agricultural production methods and disturbances they produce.

− Alterations produced in the medium by certain open-pit extractive infrastructures and activities.

− Diffuse contamination.

− Sustainable development of agricultural and livestock production.

− Traditional tourism, sustainable tourism or ecotourism.

Pedagogical guidelines.

This professional module contains the training required to perform the planning and design functions.

The planning and design functions include aspects such as:

− Interpretation of the reciprocal influence of human activities and the socio-natural environment.

− Search and collect environmental information.

− Material elaboration.

− Knowledge of interspecies interrelationships.

− Dissemination of information on biodiversity and trophic chains.

− Take Action Strategies.

The professional activities associated with this function apply to:

− Elaboration of environmental materials and products.

− Environmental activity information.

− Impartition of environmental training.

− Environmental Advice.

− Environmental management.

The formation of the module contributes to achieving the general objectives (b), (k), (n) and (p) of the training cycle, and (b), (h), (k) and (n) of the title.

The lines of action in the learning process that enable the objectives of the module to be achieved will be about:

− Information about the environment and its values.

− The study of the structure and dynamics of the environment.

Professional Module: Natural environment.

Equivalence in ECTS credits: 12

Code: 0786

Learning results and evaluation criteria.

1. It characterizes the main habitats of Spain, valuing its biodiversity.

Assessment Criteria:

a) The main habitats of Spain and associated with their biogeographical region have been classified.

b) Basic structures and characteristics have been determined in the main habitats of Spain.

c) The characteristics of the faunistic communities of the most important habitats in Spain have been briefly described.

d) The plant and animal species present in the relevant habitats have been linked.

e) The main Spanish forests have been recognized, determining the most characteristic plant and animal species.

f) The basic structures and characteristics of the main Spanish forests have been determined.

2. It classifies the main animal and plant species of the natural and urban media, interpreting the taxonomic terminology.

Assessment Criteria:

a) The main species of the Spanish flora have been distinguished.

b) The main species of Spanish fauna have been distinguished.

c) The main fungal species of commercial interest have been distinguished.

d) The main conservation parameters of the most characteristic Spanish plant species have been determined.

e) The main conservation parameters of the most characteristic Spanish animal species have been determined.

f) The main species of animals and plants that are most common in the urban environment have been distinguished.

g) The exotic and invasive fauna and flora of an environment have been identified.

h) Guidelines for the eradication of exotic flora and fauna in an environment have been determined.

i) Plant and animal species of a particular habitat have been characterized, using photographic records.

3. It recognizes the main species of cíneticeticas and fish farms in Spain, determining their distribution and health status.

Assessment Criteria:

a) Cynetic and continental water species have been identified.

b) The characteristics of the habitat of cynetic and continental waters have been identified.

c) Major hunting trophies have been valued in the field.

d) Major hunting trophies have been classified.

e) The hunting and fishing techniques compatible with a particular environment have been characterized.

f) Cynetic space has been characterized, valuing the necessary improvements and repopulations.

g) A fish space has been characterized, valuing the required improvements and repopulations.

h) The environmental problems caused by the cynetic activity and fish farming in a particular natural environment have been assessed.

4. It characterizes the main traces, traces and signs of the fauna, interpreting its behavior patterns.

Assessment Criteria:

a) The main traces, traces and signs of the most characteristic avifauna in the Spanish habitats have been identified.

b) The main traces, traces and signs of the most characteristic mammals in the Spanish habitats have been identified.

c) Excrement and egagrobatteries have been analyzed, determining the possible diet of the animal.

d) A pattern of behavior of a species has been identified, studying the traces found on the ground.

e) The possible origins of the damage produced by wild and domestic herbivores have been determined in the field and estimated.

f) Damage to wild and domestic animals has been described.

g) Traces found in field have been cataloged.

h) Samples of traces found in field have been successfully stored.

i) Appropriate risk prevention rules have been applied to the activity performed.

5. Performs control and monitoring operations of the fauna and flora, describing the means and methods necessary to ensure their conservation.

Assessment Criteria:

a) The flora and vegetation of a natural environment has been recognized.

b) Vegetation inventories and sampling have been carried out in a natural environment.

c) A basic census of fauna has been conducted, estimating its population.

d) The criteria for the elimination of predators and the techniques of type approved for this have been defined.

e) The main animal marking and bird-ring methods have been described.

f) The main methods of animal capture have been described, ensuring animal welfare.

g) The main symptoms and animal pathologies have been recognized.

h) Samples of animal remains have been taken, using the appropriate protocol.

i) An animal has been manipulated for examination, preparing it for reception in specialized centers.

j) Appropriate risk prevention rules have been applied to the activity performed.

6. It applies the basic legislation on biodiversity and conservation of natural spaces, interpreting the current regulations.

Assessment Criteria:

a) Species that are classified as threatened have been recognized.

b) Basic legislation on national and regional biodiversity and conservation has been handled.

c) Basic national and regional mountain legislation has been handled.

d) Basic law and fish farming of a national and autonomous nature have been handled.

e) Professional activity legislation has been used.

f) Search has been carried out in biodiversity databases, in official sources and in competent bodies.

g) Wildlife conservation projects have been evaluated.

Duration: 110 hours.

Basic contents:

Characterization of the main habitats in Spain:

− Habitats and biodiversity:

• biogeographical regions of Spain.

• Priority habitats. European Habitat Directive.

− Habitats in Spain:

• Classification.

• Representative animal and plant species.

− Forests in Spain:

• Major forest formations.

• Plant succession and climax vegetation.

• Structure and general characteristics of the different forests in Spain.

− temperate zone Brezales and scrub: General structure and characteristics.

− Sclerohil scrubs: structure and general characteristics.

− Natural and semi-natural herbal formations: structure and general characteristics.

− freshwater habitats: structure and general characteristics.

− Turberas and swampy areas: structure and general characteristics.

− rocky habitats and caves: structure and general characteristics.

− Coastal habitats and halophyll vegetation: structure and general characteristics.

− Maritime and Continental Dunes: structure and general characteristics.

Classification of the main animal and plant species of the natural and urban media:

− Practical Taxonomy:

• History and origins.

• Taxonomic categories. The scientific name.

• Identification of species. Taxonomic classification.

− The natural environment: balancing a natural space.

− Biology, ecology and conservation of the main plant and fungal species of Spanish habitats.

− Biology, ecology and conservation of the main species of animals of the Spanish habitats.

− Fauna and metropolitan flora:

• The urban environment: typologies.

• The urban ecosystem.

• Main plant and animal species present in the urban environment.

• Fauna and exotic flora.

− Photography as a tool in the study of the natural environment.

Recognition of Spain's main species of cinetic and fish farming:

− Spanish Cynetic Species:

• Species Cynetic. Definition and legal concept.

• Cynetic activity. Social and environmental issues.

• Major and minor hunting species. Description and ecology of the species.

− Spanish fish species:

• Fish and non-fish species. Definitions and legal concept.

• The fish farming activity. Social and environmental issues.

• Species of continental waters. Description and ecology of the species.

− Cynetic and fish farming activity:

• Spanish heritage and fish farming.

• Management of the hunting and hunting heritage.

• Hunting and fishing modes. Features.

• Types of weapons and ammunition.

• Federations and societies of hunters and fishermen. Features.

• Illegal hunting and fishing practices. Furtivism. Detection.

− Repopulations and habitat improvements:

• Procedures for the improvement of the habitat of the Cynetic and continental waters.

• Repopulations of Cynetic species and continental waters.

• Environmental issues.

Characterization of traces, traces and signs of the fauna:

− Indirect observation of fauna. The reading of the environment: sampling in the field. Techniques and ways to proceed.

− Races, footprints, and bird signals:

• Egagropiles and excrement.

• Huellas. Types and morphologies.

• Power and behavior signals.

− Mammal traces, traces, and signals:

• Excrements.

• Footsteps and footprints.

• Cranes and cornamentas. Main morphologies.

• Power and behavior signals.

• Madrigueras and cubiles.

− Other traces and signals.

• Damage of wild and domestic animals:

• Recognition of damage and symptoms. Preventive measures.

• Reporting and assessment.

Performing control and monitoring operations of fauna and flora:

− Basic studies of flora and vegetation:

• Inventories and Samplings.

• Estimation of populations. Methodologies.

• Plant diversity reports.

− Estimation of populations and wildlife follow-ups:

• Censuses and sampling. Types, protocols, and methods.

• Population estimates. Methodologies.

• Followers, types. Surveillance and control procedures.

• Equipment for the control and monitoring of fauna.

− Marcages and Anillings. Points.

− Animal protection and capture:

• Methods, techniques and fundamentals.

• Shipping and species reception protocols.

− Taking samples from animal remains: forms of collection, conservation and transport.

− Animal health control:

• Major diseases.

• Identification of common symptoms and pathogens.

− Control of predation. Definition and concepts:

• Predators. Main species and patterns of behavior.

• Trapping techniques. Traditional and approved media.

− Unauthorized fauna tenences:

• Naturalization. Problematic.

• Traffic, trade and public exposure.

− Wildlife recovery plans and conservation of protected species:

• Types. Basic performances.

• Basic reintroduction and recovery techniques.

• The custody of the territory in Spain.

Implementation of the basic legislation on biodiversity and conservation of natural spaces:

− Basic legislation on biodiversity and conservation.

− Basic mounts legislation.

− Cynetic and fish-farming legislation: national and autonomous.

− State and regional reference standards on biodiversity and conservation.

− European reference standards on biodiversity and conservation: international treaties, conventions, agreements and declarations.

Pedagogical guidelines.

This professional module contains the training required to perform the management, execution, and environmental protection functions.

The management function includes aspects such as:

− The characterization of the main habitats in Spain and their conservation problems.

− Inventory and documentation management.

The execution function includes aspects such as:

− The realization of fauna and flora inventories, determining their conservation status.

− Basic wildlife tracking and determination of behaviors.

− Reporting.

The environmental protection feature includes aspects such as:

− The implementation of biodiversity protection and conservation operations in the Spanish habitats.

− The detection of impacts on biodiversity in an environment.

− Monitoring and monitoring environmental regulations.

The professional activities associated with this function apply to:

− Monitoring and monitoring environmental regulations.

− Impact detection and corrective action setting.

The formation of the module contributes to achieving general objectives (b), (m), (o), (p), (r), (s), (t), (u) and (v) of the training cycle, and (b), (j), (m), (n), (n), (o), (p), (q) and (r) of the title.

The lines of action in the learning process that enable the objectives of the module to be achieved will be about:

− The characterization of the habitats and knowledge of the biology, ecology and conservation of their main species.

− Knowledge of key inventory and population sampling techniques.

− The knowledge of the problems of the hunting activities in the natural spaces, for the sustainable promotion of these activities.

Professional Module: Human activities and environmental issues.

Equivalence in ECTS credits: 8

Code: 0787

Learning results and evaluation criteria.

1. It classifies human activities as a function of the disturbance caused in the natural environment, assessing its impact.

Assessment Criteria:

a) Certain agricultural and livestock practices have been linked to the degree of natural environment disturbance.

b) Industrial production processes have been linked to the damage they cause to the environment.

c) Certain urban actions have been linked to the loss of natural recreation and leisure areas.

(d) Major infrastructure works have been identified that damage wildlife migrations.

e) The disappearance of certain plant and animal species has been linked to the construction of large artificial barriers.

f) Pesticide application standards have been identified to prevent environmental damage.

g) The impact produced has been valued.

h) Possible preventive, corrective, and compensatory measures have been related to the generated impact.

i) Human activities have been valued in terms of their degree of sustainability and environmental coherence.

2. It characterizes environmental regulations, identifying their limits of application.

Assessment Criteria:

a) European, state and regional regulations have been described.

b) The activity-related rules have been selected.

c) Environmental-related violations have been classified.

d) The Regulation of nuisance, unhealthy, harmful and dangerous activities has been applied to the development of a particular activity.

e) Protocols have been selected to measure the air quality of an area.

f) Urban and industrial solid waste treatment plans have been defined, applying the current regulations.

g) Measures for the protection of natural spaces of ecological and scenic interest according to the regulations have been defined.

h) Forest fire protection measures have been selected, assessing their potential effectiveness.

3. It proposes sustainable alternatives to environmental problems, analyzing the basic components of it.

Assessment Criteria:

a) The impact of the environmental problem generated, from the socio-economic point of view of an area, has been assessed.

b) The incidence of an environmental problem has been recognized, at the global level.

c) The maximum permitted levels have been identified for certain environmental parameters, according to current national and transnational legislation.

d) The out-of-rule parameters have been identified.

e) Actions have been defined for parameter correction.

f) Possible corrective measures have been related to the damage produced.

g) The impact of the proposed measures has been assessed.

h) The feasibility of implementing the proposed measures has been determined.

i) Emission corrective measures have been proposed to minimise the pollution produced.

4. Defines environmental management proposals, interpreting good practices used in the environment.

Assessment Criteria:

a) Good environmental practices have been selected in the various sectors related to the activities of the area.

b) The respectful and sustainable actions consistent with each type of activity have been described.

c) The urban waste of a population has been classified, proposing an appropriate management plan.

d) The process of treating urban waste water has been sequenced.

e) A proposal for managing the waste generated by an activity has been defined.

f) The different treatments of an industrial waste generated by an industry have been defined.

g) Best available technologies have been used.

h) A productive activity has been verified in a traditional or modern way, valuing its environmental influence.

5. Collaborates in an environmental impact study, analyzing the regulations.

Assessment Criteria:

a) The phases of an environmental impact study project have been defined.

b) A detailed study has been carried out on each of the component parts.

c) Related previous actions to be performed, with possible contamination of the media.

d) Ancillary actions have been proposed to minimize the impact produced.

e) The type tab for the project realization has been described.

f) Medium studies have been conducted, relating climate, soil, vegetation, fauna, landscape and socio-economy.

g) The elements affected by the activity have been verified.

h) An impact assessment matrix has been developed.

i) Current impact legislation has been applied.

Duration: 70 hours.

Basic contents:

Classification of human activities based on environmental changes:

− Classification of human activities that cause disturbances in the natural environment.

− Agricultural and livestock jobs that alter the environment.

− Biodegradable and non-biodegradable contaminants.

− Urban Constructions.

− Alterations in plant and animal species by the construction of large works.

− Impact: types and magnitude.

Characterization of environmental regulations:

− Free access to environmental information law.

− European noise management directive.

− Law on the protection of the atmospheric environment.

− Decree on the quality of public water.

− Forest fire protection legislation.

− Maximum permitted levels of environmental parameters.

Proposals for sustainable alternatives to environmental problems:

− Sustainable development.

− Environmental quality loss.

− Ecoaudits.

− Use of alternative energies for the production of production processes.

− Extractive Activities that alter the natural environment.

− Classification of the chemical-pharmaceutical industries employing new production methods less harmful to the environment.

− Types of pollutants produced by the use of fossil fuels.

Defining environmental management proposals:

− Identification of impacts generated by a given activity.

− Classification of chemical-pharmaceutical industries that produce contamination.

− Direct and indirect pollution. Ozone layer. Acid rain. Greenhouse effect.

− Urban and industrial waste management systems.

Harnessing and reuse of wastewater and urban water.

− Soil contamination.

− Deforestation and desertification.

− International trade in endangered species of wild fauna and flora.

Environmental impact:

− Current environmental impact assessment laws.

− Impact project definition.

− Auxiliary and corrective actions.

− Impact Project Tab.

− Impact Assessment Matrices.

Pedagogical guidelines.

This professional module contains the training required to perform scheduling and scheduling functions.

The planning and design functions include aspects such as:

− Interpretation of the reciprocal influence of human activities and the socio-natural environment.

− Search and collect environmental information.

− Material elaboration.

− Animal and plant species loss studies.

− Studies on harmful effects to the economy and social welfare of biodiversity loss.

− Take Action Strategies.

The professional activities associated with this function apply to:

− Identifying the needs and defining jobs.

− Determination of resources.

− Setting up critical points.

− Budgeting.

The formation of the module contributes to achieving the general objectives (b), (k), (n), (p) and (t) of the training cycle, and (b), (h), (k), (n) and (p) of the title.

The lines of action in the learning process that enable the objectives of the module to be achieved will be about:

− Actuations in the natural environment and environmental problems.

Professional Module: Environmental Management.

Equivalence in ECTS credits: 12

Code: 0788

Learning results and evaluation criteria.

1. It designs the process of verifying compliance with the established legal limits for the emission of air pollutants, analyzing and evaluating samples of the sources that originate them.

Assessment Criteria:

a) Emission and immission have been differentiated.

b) Major chemical, physical and biological air pollutants have been classified.

c) Air pollution has been linked to its effects on living beings and materials.

d) Pollutant emission foci have been invented.

e) Samples have been taken for analysis and assessment.

f) Analytic results have been interpreted.

g) The efficiency of major air pollutant purification systems has been interpreted.

h) The legislation regarding the limits of each pollutant has been identified and possible corrective measures have been listed.

2. It designs the process of verifying compliance with the legal limits of noise and vibration, interpreting situation maps.

Assessment Criteria:

a) An inventory of the noise and vibration generating foci has been performed.

b) The elements involved in the propagation of noises and vibrations have been identified.

c) Environmental noise and vibration determination methods have been described.

d) The methods used for making noise maps have been listed.

e) The results have been interpreted.

f) Legislation regarding noise and vibration emission limits has been identified.

g) Corrective measures have been proposed.

3. It designs the process of verifying compliance with the treatment and issuing of waste according to the regulations, following the management process.

Assessment Criteria:

a) The commonly applied waste management systems have been classified.

b) Waste storage and handling conditions have been described.

c) The legislation concerning the different types of waste has been identified.

d) The basic legal aspects linked to the transport of waste and hazardous substances have been identified.

e) The inventory of the waste has been taken.

f) The labelling of hazardous waste has been carried out in accordance with the requirements and modalities laid down in the legislation.

g) The delivery of hazardous waste has been defined, producing all the documentation required in the legislation.

h) A proposal for corrective measures has been made.

4. It designs the process of verifying compliance with the legal limits for the discharge of waste water, examining the foci.

Assessment Criteria:

a) The spill point inventory has been performed.

b) Samples have been taken for analysis and assessment.

c) Analytic results have been interpreted.

(d) The types of pollutants in the waters have been classified according to their origin.

e) The effects of water pollution on the environment have been identified.

(f) Legislation concerning the limits and conditions of discharge in water has been identified.

g) Major water purification systems have been classified.

h) A proposal for corrective measures has been made.

5 Disacts the process of verifying compliance with the legal limits of contaminants in soils, studying the foci.

Assessment Criteria:

(a) The main pollutants in the soil have been classified.

b) The contamination routes of the contaminated soil environment have been identified.

c) The effects of soil contamination on the environment, including atmosphere, surface water and groundwater, have been listed.

d) Samples have been taken for analysis and assessment.

e) The results obtained in the analytics have been interpreted.

f) The legislation concerning the limits and conditions for the classification of a soil as contaminated soil has been identified.

g) Soil decontamination techniques have been classified.

h) The inventory of the pollutants of a soil has been taken.

i) A proposal for corrective measures has been made.

6. It designs the process of verifying the reduction of consumption in the processes of production of goods or services, identifying the raw materials and natural resources used.

Assessment Criteria:

a) An inventory of raw materials and natural resources has been developed.

b) Restrictions on use, or legal requirements for consumption, of certain raw materials and natural resources have been identified.

c) The techniques for determining the consumption of raw materials and natural resources have been classified.

d) The consumption reduction options for raw materials and resources have been compared.

e) The advantages and disadvantages of the main measures aimed at reducing the consumption of raw materials and natural resources have been assessed.

f) There has been collaboration in the implementation of measures for the reduction of consumption of raw materials and natural resources.

7. Cataloguing the environmental aspects of an activity in the production of goods or services, valuing its importance.

Assessment Criteria:

a) The environmental aspects generated in different industrial activities have been classified.

b) The environmental aspects generated in different service delivery activities have been classified.

c) The environmental aspects of the activity have been identified.

d) Environmental aspects have been evaluated, following the established criteria.

e) Environmental aspects have been hierarchized, highlighting those that are most significant.

f) Proposals for updates have been made due to changes in the production process.

g) Proposals have been made in reporting.

h) The environmental aspects evaluated with the results obtained in previous periods have been compared.

i) The environmental improvement of the organization has been assessed over time.

8. Prepares documentation for the establishment of an Environmental Management System (SGA), analyzing its requirements.

Assessment Criteria:

a) The roles and responsibilities in the organization have been identified to enable the correct implementation of the SGA.

b) The systematic operation of the SGA has been analyzed to assist in the dissemination of the SGA.

c) The materials and means necessary for carrying out information/training work have been developed.

(d) The environmental aspects linked to the activity of the organisation, including in the SGA, have been listed.

e) SGA documents, such as procedures, records, or others, have been prepared following the guidelines set out in the organization.

f) The operations and activities developed by the organization that contribute to controlling the significant environmental aspects have been listed.

g) The established SGA environmental and review reports have been developed.

h) The detected "non-conformities" have been documented, following the defined study and correction methodologies.

i) There have been incidents and accidents with environmental impact, according to the emergency plan implemented.

Duration: 110 hours.

Basic contents:

Design of the process of verifying the legal limits of air pollution:

− Nature of air pollutants. Classification.

− Contaminant Emission Foci.

− Dispersion of contaminants in the atmosphere.

− Effects of air pollution.

− Sample-taking. Conservation and transport of samples.

− Atmospheric pollution reduction technologies.

− Legislation and specific rules. Assessment of air pollution.

Design of the process of verifying the legal limits of noise pollution:

− Characteristics of noise pollution.

− Measurement teams and basic calculations.

− Measurement reports.

− Corrective measures of noise pollution.

− Legislation and specific rules.

Design of the compliance verification process in waste management:

− Urban and urban waste.

− Industrial waste (inert, toxic and hazardous).

− Healthcare waste.

− Agricultural, forestry and fisheries waste.

− Preventive measures and actions.

− Waste Minimization.

− Storage, labelling and transport of waste and hazardous substances.

− Legislation and specific rules.

Design of the process of verifying the legal limits of water pollution:

− Waste water.

− Composition and basic parameters of wastewater.

− Basic techniques of sampling, conservation and transport of samples for the characterization of discharges.

− Waste water purification.

− Industrial discharge plants.

− Legislation and specific rules. Assessment of discharges.

Design of the process of verifying the legal limits of soil contamination:

− Origin and formation of soils.

− Pollution of soils.

− Soil sampling.

− Treatment and recovery of soils.

− Legislation and specific rules. Soil assessment.

Design of the process of verifying the reduction of the consumption of raw materials and natural resources:

− Legislation relating to restricted materials for different uses.

− Measures and preventive actions. Study of consumption ratios.

Environmental aspects: Management in organizations:

− The organization's environmental aspect and impact concepts.

− Methodologies for identifying environmental aspects.

− Environmental aspects assessment methodologies.

− Setting the level of significance of environmental aspects.

Environmental Management Systems:

− Analysis of the most common standards for Environmental Management Systems.

− Environmental Management Manual.

− General procedures of the SGA.

− Environmental Management Program.

− Making environmental reports.

− Environmental audits.

− Objectives and Scope.

− Nonconformities.

− Emergency plans.

Pedagogical guidelines.

This professional module contains the necessary training to perform the planning and programming, management, execution, quality and environmental protection functions.

The scheduling and scheduling function includes aspects such as:

− Defining reports and protocols.

− Setting process critical points.

The management function includes aspects such as:

− Inventory and documentation management.

− Resource management.

− Environmental impact assessment.

− Environmental Advice.

− Waste Management.

The execution function includes aspects such as:

− Identification and cataloging.

− Data-taking and sampling.

− Interpretation of analysis results.

− Reporting.

− Incident detection/correction.

− Elaboration of incident parts.

The quality function includes aspects such as:

− Track the quality plan.

− Contribution to continuous improvement.

The environmental protection feature includes aspects such as:

− Compliance with environmental standards.

− Monitoring and monitoring environmental regulations.

− Impact detection and corrective action setting.

The professional activities associated with this function apply to:

− The control and documentation of the environmental aspects of the organization to ensure its proper functioning.

− Collaboration in the proposed corrective measures.

− Collaboration in the implementation, development and maintenance of the Environmental Management System of the organization.

The formation of the module contributes to the achievement of the general objectives (a), (b), (k) and (o), (p), (r), (t), (u) and (e) of the training cycle, and powers (a), (b), (h), (m), (n), (n), (p), (q) and (t) of the title.

The lines of action in the learning process that enable the objectives of the module to be achieved will be about:

− Environmental parameter control.

− The proposal of corrective measures to environmental problems.

− The establishment of an Environmental Management System.

Professional Module: Methods and cartographic products.

Equivalence in ECTS credits: 5

Code: 0789

Learning results and evaluation criteria.

1. Selects sources of mapping information, analyzing the characteristics of the job to be performed.

Assessment Criteria:

a) The most appropriate source of mapping information for the realization of a proposed activity has been selected.

b) The topographical and thematic mapping of an environment has been selected.

c) The working environment toponimia has been analyzed.

d) The symbology used in the presented mapping product has been analyzed.

e) All the relief elements of an environment have been identified in a mapping map.

f) The geodesic and UTM coordinates have been worked.

g) The mapping reference systems that are used in the proposed job have been described.

h) The appropriate computer applications have been described for the realization of the proposed cartographic work.

2. Prepares the mapping documentation, using the geographic information systems.

Assessment Criteria:

a) The standardized formats that make up the geographic information have been distinguished.

b) Orthophotos and satellite images have been used as a mapping source.

c) The basic functions of a GIS have been applied.

d) A simple layout of a map has been performed as a result of a GIS application.

e) An information query was performed on a GIS mapping product.

f) cartographic studies have been carried out on the location of human activities, public goods and itineraries in the cartography of the natural environment.

g) Specific tools and applications have been used for capturing and editing geographic data in field jobs.

h) A map or ortho-photo has been calibrated for use in computer applications.

3. Represents tours and itineraries, analyzing the proposed activities and applicable regulations.

Assessment Criteria:

a) The necessary information has been selected for the preparation of the tour, relating to pre-and normative mapping.

b) The resources of the area and the natural and cultural values of the area have been re-marked.

c) The required rest and observation points have been indicated on the itinerary.

d) Itinerary hotspots have been identified.

e) The most significant points of reference of the itinerary have been pointed out, for guidance.

f) Alternative routes and activities have been established.

g) The topographical profiles required to characterize a tour have been performed.

h) The graphical representation, program, or route notebook has been performed with the required data, applying the most appropriate technique and support to the situation.

i) Regulations and regulations have been applied in the design of the itinerary.

4. Plans to adapt routes and itineraries of the proposed activity, analyzing the conditions of the users.

Assessment Criteria:

a) The peculiarities of the itinerary have been selected: distance, level and difficulty, depending on the characteristics and capabilities of the users.

b) The possible limitations of the users have been taken into account, to enable them to be carried out in due time and at the appropriate pace.

c) The correct avittualling and effort dosing has been planned.

d) The level of difficulty has been assessed, preventing possible contingencies in the development of the activity.

e) Significant benchmarks have been identified that facilitate orientation in the development of the activity.

f) Alternative routes and activities have been identified, providing for possible contingencies.

g) Related environmental protection and risk prevention standards have been applied.

5. It characterizes the orientation methods, relating the mapping documentation to the workbench.

Assessment Criteria:

a) The reference points established in the itinerary by the natural environment have been identified, using the map and the compass.

b) Triangulation techniques have been applied to determine the correct location, determining corrections to maintain the initial path established.

c) Guidance instruments have been used on the route: map, compass and altimeter, keeping the itinerary even in adverse conditions.

d) Reference points have been identified during the course, using map, compass and altimeter maps, giving degrees of direction, azimuth and height.

e) The basic functions of a GPS have been handled.

f) Reference points have been identified during the course, using GPS.

g) plots and measurements of plots have been made using GPS.

h) Itinerary and route points have been made using GPS.

Duration: 50 hours.

Basic contents:

Selection of cartographic information sources:

− Mapping.

− topographical and thematic mapping.

− Map and map concepts.

− Toponimia.

− Topponos. Definitions.

− Mapping information sources.

− Basic computer applications for mapping management.

− Representation of the terrain.

− Symbology and legends.

− Geodesic and UTM coordinates.

− Reference and representation systems.

Mapping mapping documentation:

− Satellite images and remote sensing.

− Work with orthophotomes and ortho-fotomes.

− Geographic Information Systems (GIS).

− GIS Types. Basic operations with GIS.

− Mapping mapping documentation.

− Computer programs applied.

− Mapping servers.

− Public Servers.

− Mapping Visors.

− Basic cartographic products. Machinations.

− Spatial Data Infrastructures (IDEs).

− Determining mapping needs.

Rendering paths and itineraries:

− Itineraries and trails. Types and functions.

− International trail signaling symbology.

− Design of itineraries.

− Graphical representations. Profiles and sketches.

Planning for the adaptation of routes and itineraries:

− Technical assessment of the itinerary.

− Type-approval of paths.

− Regulations and regulations applicable in the design of itineraries.

Characterization of guidance methods:

− Applied Orientation. Methods.

− Orientation instruments on the ground: compass and altimeter.

− Complementary appliances.

− Geographical Elements.

− Nortes. Types.

− Decline: magnetic and UTM.

− Converts.

− Guidance Techniques.

− Rumbo and azimuth.

− GPS. Features and operation. Types and limitations.

− Coordinates for GPS.

− Handling and basic GPS functions.

− Guidance expeditious methods.

Pedagogical guidelines.

This professional module contains the training required to perform the planning and programming, execution, and environmental education functions.

The scheduling and scheduling function includes aspects such as:

− The design of paths in the natural environment.

− Setting process critical points.

The execution function includes aspects such as:

− Elaboration of basic cartographies for the correct development of works in the natural environment.

− Elaboration of materials and thematic products.

− Setting process critical points.

The environmental education function includes aspects such as:

− Elaboration of environmental education projects.

The professional activities associated with this function apply to:

− The development of appropriate cartographic material for environmental education and environmental control activities.

− The orientation by the environment in environmental education and control activities of the environment.

The formation of the module contributes to the achievement of general objectives (a), (c), (h), (i), (n), (o), (p), (q), (r), (s), (t), (u), (v) and (w) of the training cycle, and powers (a), (c), (f), (l), (m), (n), (n), (o), (p), (q) and (r) of the title.

The lines of action in the learning process that enable the objectives of the module to be achieved will be about:

− The management of the cartographic documentation applied to the works in the natural environment and in environmental education.

− The management of cartographic viewers and the elaboration with GIS of basic cartographic products.

− The design of routes appropriate to the needs raised.

− The mastery of field orientation techniques with professional determination and soluteness.

Professional Module: Environmental Education Techniques.

Equivalence in ECTS credits: 6

Code: 0790

Learning results and evaluation criteria.

1. It characterizes the techniques of environmental education, relating the application of the same to the acquisition of values.

Assessment Criteria:

a) The basic components that characterize environmental education have been defined.

b) The principles and objectives of environmental education have been stated.

c) The basic profiles of an environmental educator have been described.

d) The different strategies of environmental education in Spain have been described.

e) The various instruments of intervention in environmental education have been developed.

f) Environmental education intervention frameworks have been linked with the activities raised.

2. Collects environmental documentation, selecting the resources and media for the information.

Assessment Criteria:

a) The sources of information needed to develop an environmental documentation fund that respond to the needs identified have been identified.

b) The different collection techniques for collecting environmental information have been applied.

c) The most appropriate technical and computer supports for the management and processing of information have been used.

d) Different types of paper and computer documents have been classified, relating to environmental information.

e) Documentation and data relating to the environmental information searched have been selected.

f) Stock and document valuation has been performed.

3. It elaborates resources and materials for environmental information and dissemination, analyzing the aims pursued and the characteristics of the group to whom it is addressed.

Assessment Criteria:

a) The main materials and resources required for environmental information have been described.

b) Resources and materials have been related to the intended purpose.

c) The elements required to perform environmental information dissemination have been prioritized.

d) The most appropriate and current environmental information dissemination media and media have been used.

e) The material required for resource processing has been classified.

f) Different types of materials have been developed: brochures, posters and audiovisual panels, among others.

g) Computer tools have been used in the development of materials.

4. Reports on the environment, promoting the use of natural resources in a sustainable way and selecting appropriate techniques and materials.

Assessment Criteria:

a) The environmental information action frameworks have been characterized.

b) The techniques for disseminating environmental information have been described.

c) The means required to perform the information dissemination have been selected.

d) Action contexts have been prioritized for the dissemination of selected environmental information.

e) The information to be transmitted has been collected and structured.

f) The various broadcast media adapted to the characteristics of the target group have been used.

g) A clear communication language has been used and adapted to the characteristics of the group.

5. It characterizes the procedures of environmental interpretation, using the resources and infrastructures of the environment of the visited place.

Assessment Criteria:

a) Environmental interpretation has been defined as an information resource.

b) The different systems of interpretation have been related to the type of resource to be explained or to be used.

c) The resources and infrastructures of the place visited with the activities raised have been related.

d) Activities have been developed for interpretation.

e) The different spaces of an environmental interpretation center have been described in relation to their contents.

f) The phases of an interpretive schedule have been successfully sequenced.

g) Human resources have been scheduled to respond to the designed organization.

h) Different ways of performing a resource interpretation have been described.

i) Methods of controlling the development of the activities have been applied.

j) Parameters have been applied to assess the degree of visitor satisfaction.

Duration: 50 hours.

Basic contents:

Characteristics of environmental education:

− Basic principles of environmental education: concepts and definitions.

− Fines and environmental education goals.

− Professional profile of environmental educator.

− Environmental education in Spain. The white paper. Regional and local strategies.

− Intervention instruments in environmental education.

-Environmental education intervention frameworks: general community, associations and citizenship. Administration. Companies. Educational system.

Collecting environmental documentation:

− Information resource centers and environmental documentation.

− Resource databases and documentary funds.

− Environmental information formats on the Internet: Search for environmental information.

− Collection, systematization, archiving, and update techniques for environmental information.

− Computer tools applied to documentation handling.

− Information analysis techniques.

Elaboration of environmental resources and materials:

− divulgative didactic materials.

− Print media.

− Non-projectable fixed visual media.

− Projected fixed visual media.

− Hearing media.

− Audiovisual Media.

− Elaboration of environmental information materials: characteristics. Conceptual design of the message. Artistic design.

Methodologies and instruments for the dissemination of environmental information:

− Concept of information and communication.

− Teaching resources for the dissemination of information.

− expressive resources for communication: expressive and communicative development. Oral, written and plastic expression techniques.

− Participation: models of citizen participation.

− Using and valuing information and communication technologies (ICT) as a resource for environmental dissemination.

− Dissemination of environmental information through the web.

Characterization of environmental interpretation procedures:

− Concept of interpretation as an environmental education tool in the visited environment.

− Characteristics of the environmental interpretation.

− Interpretation types.

− Program design and interpretive displays.

− Environmental interpretation activities and materials.

− Interpretive media.

− Interpretation itineraries: urban and rural.

− Environment capabilities: analysis, value, and points of interest.

− Equipment for environmental interpretation: centres of interpretation in nature and in the urban environment. Visitor centers. Classrooms of nature. Botanical gardens. Environmental resource centers. School gardens. School farms.

Pedagogical guidelines.

This professional module contains the necessary training to perform the design function of materials for the dissemination of information and interpretation on the environment, as well as for environmental advice and information in the guide services.

Environmental information and interpretation include aspects such as:

− Updating the environmental documentation.

− Making reliable, contrasting, accessible and understandable information documents.

− Design of environmental interpretation projects.

− Environmental diffusion (public right to environmental information, Law 38/95, on the right of access to environmental information).

The professional activities associated with this function apply to:

− Environmental information offices (town halls, administration).

− Interpretation centers in parks or natural areas.

− Design and materials processing companies and information resources.

− Visitor centers for technology process centers (landfills and scrubbers, among others).

The formation of the module contributes to the achievement of the general objectives (a), (b), (h), (i), (n), (p), (q), (r) and (v) of the training cycle, and powers (a), (b), (f), (k), (n), (n) and (r) of the title.

The lines of action in the learning process that enable the objectives of the module to be achieved will be about:

− The analysis of frameworks or contexts of action and intervention in environmental education.

− The search and collection of environmental information.

− The elaboration of informational materials.

− The dissemination of environmental information.

− The interpretation of the media through the design of resources and activities on sites of environmental interest.

Professional Module: Environmental education programs.

Equivalence in ECTS credits: 12

Code: 0791

Learning results and evaluation criteria.

1. It designs environmental education programs, relating them to the objectives.

Assessment Criteria:

a) The socio-environmental problems of the context where the program is to be carried out have been identified.

b) The characteristic phases to be followed in the design of environmental education programs have been described.

c) The objectives of the program have been formulated.

d) The different methodologies for carrying out the program have been described, selecting in each case the most appropriate one.

e) Activities have been proposed to perform the program.

f) Program phases have been timed.

g) The material and human resources have been determined to carry out the program.

h) Program evaluation criteria and procedures have been defined.

i) Team work has been valued to perform the planning.

2. It develops intervention activities in environmental education, analyzing the characteristics of the target groups and the context of action.

Assessment Criteria:

a) The stages to be followed in the activity design have been described.

b) The appropriate technique for designing environmental education activities has been selected.

c) The necessary resources and means have been determined in accordance with the objectives pursued.

d) The resources of the different forms of expression and communication have been defined for the target group.

e) Expressive resources and techniques have been prioritized.

f) Activities of the expression and communication have been proposed, adapting to the characteristics of the group.

g) The importance of adapting expression and communication resources in the development of intervention activities in environmental education has been assessed.

h) Different communication and expression techniques have been applied.

i) Safety and risk prevention standards have been taken into account, which are applicable to the development of activities.

3. It organizes the sequence of the development of the actions foreseen in the environmental education program, analyzing the topic addressed and the characteristics of the group to which it is addressed.

Assessment Criteria:

a) Objectives have been prioritized for each group and topic addressed.

b) The most appropriate way to address the objectives has been proposed according to the group to which it is addressed and the context.

c) The different methodological proposals to sequence the environmental education program have been described.

d) The selection of the sequencing phases has been argued.

e) The phases of the sequencing that focus the execution of selected activities have been determined.

f) Resources and materials have been selected to execute the activities according to the sequencing.

4. It implements activities for the development of environmental education programs in the public and private sphere, linking sustainable ways of action with the environment.

Assessment Criteria:

a) The program intervention frameworks have been defined.

b) The program's performance strategies have been determined.

c) Program execution has been sequenced.

d) Spaces have been organized based on the activities and characteristics of the group.

e) The resources and materials for running the programs have been prepared.

f) Theoretical arguments relating to the activity have been exposed.

g) Activities to be performed by attendees.

h) Appropriate criteria have been set for the development of the activity.

i) Track the development of activities has been scheduled.

j) Security and risk prevention rules have been applied in program execution.

5. It evaluates intervention processes carried out in different frameworks of environmental education, relating relevant variables and evaluation instruments with the results obtained.

Assessment Criteria:

a) The aspects to be evaluated in an environmental education program have been selected.

b) The different evaluation criteria for the program have been defined.

c) The appropriate assessment instruments have been selected.

d) The implementation of the assessment instruments has been foreseen, following procedures.

e) Monitoring instruments have been proposed in the monitoring of the programme.

f) The data obtained on the established media has been recorded.

g) The information collected in the evaluation process has been interpreted.

h) The importance of the assessment has been assessed at different times in the process.

i) Situations have been identified where program modification is required.

Duration: 110 hours.

Basic contents:

Design of environmental education programs:

− Theoretical framework where the design is framed.

− Features of the context where the program takes place.

− Target redaction.

− Work methodology and techniques: methodological principles.

− Activity Design.

− Timing.

− Human and material resource planning.

− Implementation of the program.

− Evaluation and research monitoring of the program.

Elaboration of environmental education intervention activities:

− Stages in the activity design.

− Methods and techniques for the design of environmental education activities:

• Problem solution methods.

• Techniques based on the strategy of the production process model.

• recreational techniques.

• Tipologia of games in environmental education.

• Simulation techniques: participation workshops.

• Techniques for the formation of attitudes.

• Operational action projects.

− Environmental Communication:

• Communication process: information and communication. Social communication. Persuasion.

• Characteristics of environmental communication.

• Communication tipologies. Communicative procedures: verbal and non-verbal, interpersonal and social.

• Planning for communication. The communicative act.

• Effects of communication: cognitive level (informational), level of attitude and behavioral level.

Organization of the sequence of the development of the actions foreseen in an environmental education program:

− Sequence models of environmental education activities.

− Sequencing methodological principles.

− Sequencing phases of environmental education actions:

• Motivation and awareness phase: discovery of the medium through the senses.

• Research and knowledge phase: characterization of the socio-environmental problem.

• Critical reflection phase: critical recognition of reality.

• Action-communication phase: responsible decision-making. Resolution of specific problems. Proposals for action and transformation of the environment.

− Activities application methods.

Implementation of activities for the development of environmental education programs:

− methodological principles for the implementation of an environmental education program:

• Delimiting the problem and specifying purposes.

• Delimitation of target group.

• Verifying the program.

− Analysis of strategies and areas of environmental education:

• Community. Citizenship.

• Administration: general, autonomic, and local.

• Educational system.

• Environmental education equipment.

• Companies.

• Media.

− Citizen participation. Participation-action models.

Evaluation of the intervention process in the different frameworks of environmental education:

− Concept of environmental education assessment.

− Evaluation processes and research monitoring of the environmental education program.

− Characteristics of the assessment.

− Evaluation criteria.

− Models, methods and procedures for assessment and monitoring applied to environmental education.

− Techniques and Evaluation Instruments.

− Evaluation data record.

− Assessment Results.

− Coordination of teamwork in the assessment.

Pedagogical guidelines.

This professional module contains the necessary training to perform the functions of elaboration and execution of environmental education programs and activities.

The elaboration and execution functions include aspects such as:

− Layout.

− Schedule.

− Take Action Strategies.

− Management and coordination.

− Activity Sequencing.

− Material elaboration.

− Program Evaluation.

The professional activities associated with this function apply to:

− Design and development of environmental education materials and resources.

− Application of products and media in local development associations, interpretation centers in parks or natural areas, centers of visitors to technological process centers (landfills and sewage treatment plants, among others), classrooms of nature and farms schools.

− Making environmental reports.

The formation of the module contributes to the general objectives: (c), (d), (e), (f), (g), (l), (q), (r), (s), (t), (u), (v), (w), (x) and (y) of the training cycle, and the powers: (c), (d), (e), (i), (n), (n), (r), (p), (q), (r), (s) and (t) of the title.

The lines of action in the learning process that enable the objectives of the module to be achieved will be about:

− The design of programs and activities based on the theoretical framework, context and objectives to be achieved in environmental education.

− The organization of space, time, human resources, and materials that enable, in an appropriate way, to respond to the aims pursued in the program.

− The selection of action strategies and implementation activities.

− The application of evaluation procedures.

Professional Module: Public Use Activities.

Equivalence in ECTS credits: 9

Code: 0792

Learning results and evaluation criteria.

1. It designs public use activities, analyzing the characteristics of the natural environment and the use it is intended for.

Assessment Criteria:

a) The orographic elements of the terrain that may have an impact on the performance of a public use activity have been identified.

b) Public use activities have been linked to the flora, fauna and landscape of an environment.

c) Public use activities have been related to the assets deployed in each natural environment.

d) Graphic material on a public use activity has been developed.

e) The tabs for the evaluation of a public use activity have been designed.

f) The procedures for evaluating the public use activities model of a natural space have been defined.

g) The procedures for evaluating the program of public use activities of a natural space have been defined.

2. It determines the construction elements and techniques in the preparation and conditioning works in a natural environment, describing the most appropriate with the environment and the less landscape impact.

Assessment Criteria:

a) Building materials are selected more in line with each natural environment.

b) The main methods of works and conditioning have been identified in a natural space that is more in line with the environment and less landscape impact.

c) Plant species in accordance with the natural environment and with the execution of preparation and conditioning works have been determined.

d) The most appropriate equipment and endowments for public use activities have been selected.

e) Appropriate signage and symbologies have been specified for a public use activity.

f) A report on the state of conservation of equipment and endowments of a public use activity has been prepared.

g) Environmental and occupational risk prevention regulations have been applied.

3. It interprets the most significant aspects of a natural space or itinerary and the mechanisms of its deterioration by selecting the most appropriate techniques.

Assessment Criteria:

a) The most significant aspects of a natural space or itinerary and the mechanisms of its deterioration have been identified.

b) The natural and historical heritage of a natural space has been interpreted.

c) Appropriate communication techniques have been used to report on an itinerary or natural space.

d) Activities have been developed for visitors based on the characteristics of the space.

e) The interpretive potential of an environment has been evaluated.

f) Activities to promote a natural space have been performed.

4. Performs surveillance operations in a natural space, identifying areas best suited for visitor and intruders control.

Assessment Criteria:

a) The most appropriate zones for the control of visitors and intruders have been identified in a given natural space.

b) Binoculars and terrestrial catalexes have been used correctly in a surveillance situation in a given natural space.

c) The essential functions of a radio transmitter have been identified.

d) The ideal point for communicating and giving messages has been located.

e) Messages have been issued with clear, intelligible language, in a concrete and short form, fulfilling transmission protocols.

f) Basic maintenance operations have been performed on surveillance and communication devices.

g) Violations of a total of shares presented in a given natural space have been correctly identified, in accordance with applicable regulations.

h) An infringement report has been successfully completed.

5. It defines the impacts and the polluting consequences caused to the natural environment, analyzing discharges and waste operations.

Assessment Criteria:

a) Contaminants have been recognized in the physical environment of natural spaces.

b) The processes of contaminants in the physical environment of natural spaces have been identified.

c) The appropriate protocols for the sampling of discharges and residues in a natural space have been selected.

d) Samples of discharges and residues have been carried out in the natural environment.

e) The dumping and waste samples have been prepared for correct submission to the laboratory.

f) The results of the analyses performed have been interpreted.

g) The current legislation on pollution in the natural environment has been interpreted.

6. Reports on the limits of the public domain and the state of the heritage located in the natural environment, analyzing the characteristics and the use of them.

Assessment Criteria:

a) Public good limits have been established in appropriate mapping.

b) The livestock pathway has been characterized, delimiting its boundaries and analyzing its conservation status.

c) The historical path for its protection has been characterized, delimiting its boundaries and analyzing its traditional use.

d) The main paleontological fields of each natural environment have been characterized.

e) The main historical enclaves located in each natural environment have been characterized.

f) The ethnological heritage of the natural environment has been characterized.

g) Property inventory searches have been performed.

h) The protected elements presented, according to applicable protocol and regulations, have been inventoried.

Duration: 80 hours.

Basic contents:

Design of Public Use Activities in Natural Spaces:

− Natural spaces and public use.

− Public spaces.

− Figures for the protection of European, national, autonomous and municipal natural spaces.

− Management instruments.

− Natural Resource Management Plans.

− Usage and management plans.

− Public use management in natural spaces.

− Public use models.

− Public-use plan.

− Public-use programs.

− Monitoring and evaluation. Questionnaires.

− Regulations applicable to the management of public use of the natural environment.

− International, European, national and regional legislation.

− European Landscape Convention.

− Activity Design Techniques.

− Types of public use activities.

− Compatibility of uses with your environment.

− Regulations applicable to the design of activities.

− Environmental impact of public use activities.

− Ecological damage produced by public use activities.

− Activity Assessment.

− Elaboration of graphic materials. Types and materials.

− Materials compatible with the environment in the manufacture of carteleria and signalisations.

Elements and construction techniques in preparation and conditioning works in a natural environment:

− Constructions and works in the natural environment.

− General features.

− Environmental impact of buildings in the natural environment.

− Building techniques that are compatible with your environment.

− Environment-compliant materials.

− Plant species of application in works in the natural environment.

− Accessibility. Equipment and equipment for public use.

− Public-use signs.

− Types and materials used.

− Symbology and regulations.

− Equipment and endowments assessment reports.

− Regulations applicable to works and constructions in the natural environment.

− Environmental legislation applicable to works in the natural environment.

− Prevention of work risks in the works in the natural environment.

Significant aspects of a natural space or itinerary:

− Attention to visitors.

− Visit and Frequent.

− Visitor Programs. Regulation.

− Communication and attention to the public.

− Promotion and extension of a natural space.

− Information and promotion techniques applied.

− Interpretation of natural and historical heritage in the natural environment.

− Principles, goals, and purposes.

− Evaluation of interpretive potential. Limitations.

− Interpretive planning.

− Protection of the resource.

Surveillance operations in a natural space:

− Access to a natural space.

− Visitor access controls.

− Control of violations.

− Surveillance and control techniques.

− Basic techniques and apparatus management.

− Prismatics and terrestrial catalexes.

− Communication techniques in surveillance operations.

− Communication Protocols.

− Communication appliances. Basic maintenance operations.

− Implementing rules for the surveillance and control operations of natural spaces.

Defining pollution impacts and impacts by discharges and waste:

− Waste and discharges into the natural environment.

− Contaminants from the physical environment in natural spaces.

− Tipification. Causes and sources.

− Taking samples of waste and discharges into natural spaces.

-Legislation applicable to pollution in the natural environment. European, national, regional and local regulations.

Public domain and heritage status limits information:

− Public-character limits.

− Protection of public limits: main aggressions.

− Mapping information. Cadastral mapping.

− The livestock routes and the historical paths, as elements of integration of the rural world.

− Livestock Vies: typology, boundaries, and cataloging.

− Historical paths: typology, boundaries, and cataloging.

− Inventories and cataloging.

− Regulations applicable to livestock roads and to historic roads.

− Heritage located in the natural environment. Characterization.

− Heritage protection. Aggression and deterioration.

− paleontological heritage. Chronology. Typing.

− Basic historical chronology of Spain.

− Material culture and modes of occupation of the territory.

− archaeological sites. Main features and identification.

− ethnological heritage. Typing.

− Inventories and cataloging of protected items.

− Searches and queries in catalogs and databases.

− Applicable Legislation. European, national and regional regulations.

− Law of National Historical Heritage.

Pedagogical guidelines.

This professional module contains the training required to perform the planning and programming, execution, and environmental education functions.

The scheduling and scheduling function includes aspects such as:

− Design and management of public use activities.

− Design of paths in the natural environment.

− Interpretation of the heritage located in the natural environment.

The execution function includes aspects such as:

− Elaboration of materials and thematic products.

− Perform natural space promotion operations.

− Perform surveillance and control operations in natural spaces.

The environmental education function includes aspects such as:

− Design guide-guide activities in an environment.

− Inform and disseminate the values of the environment and heritage located in the natural environment.

The professional activities associated with this function apply to:

− Identifying the needs and defining jobs.

− Determination of resources.

− Setting up critical points.

− Budgeting.

The formation of the module contributes to the achievement of the general objectives (a), (b), (c), (h), (i), (j), (l), (m), (n), (r), (s), (t), (u), (v) and (w) of the training cycle, and powers (a), (b), (c), (f), (g), (i), (j), (m), (p), (q) and (r) of the module. title.

The lines of action in the learning process that enable the objectives of the module to be achieved will be about:

− The design and management of public activities.

− The interpretation of the heritage located in the natural environment.

− The diffusion of the values of the environment and the heritage located in the natural environment.

Professional Module: Unwrapping in the middle.

Equivalence in ECTS credits: 4

Code: 0793

Learning results and evaluation criteria.

1. Prepares the user group guide, relating its characteristics to the conditions of the media, the established program, and the available resources.

Assessment Criteria:

a) The equipment, infrastructures and resources of the environment necessary for the development of the activities have been identified.

b) The natural resources, equipment, infrastructures and other resources available in a natural and/or urban space have been related to their didactic-divulgative use.

c) It has been proven that the personal team and the participants are appropriate to the development of the activity.

d) The behavior standards for the conservation of the environment have been communicated to the group and their compliance is monitored.

e) The activity has been selected for the enjoyment of the users, to expand their knowledge and to improve their attitudes of respect to the medium.

f) Security and organizational rules have been applied in the development of activities.

g) Interest has been shown to successfully address the needs of the participants.

2. Applies intervention techniques to contingencies, selecting security rules.

Assessment Criteria:

a) The material and means necessary for guidance and intervention have been selected for possible contingencies.

b) The topographical and thematic maps for the acquisition of information concerning the conditions and uses of the environment where the activity is to be carried out have been interpreted, as well as to be oriented.

c) Different survival techniques have been listed for contingencies.

d) The techniques, materials and cartographic tools, guidance and communication in the performance of the activity have been used.

e) The signup has been respected to take care of the security and conservation of the environment.

f) The material and media used at the end of the activity have been reviewed.

g) Risk prevention rules have been met in the development of the activity.

3. Determines the intervention protocols in an emergency, interpreting the initial assessment of the accident.

Assessment Criteria:

a) Significant symptoms have been identified in a crashed.

b) The steps to be taken to attend to a crashed have been listed.

c) Communication strategies have been selected with the crashed and their companions.

d) Procedures have been determined to ensure the area of the accident.

e) The basic security and survival techniques applicable to the situation have been identified.

f) The minimum content of an ER kit has been listed.

g) Action priorities have been described in case of accidents with multiple victims.

h) It has been described how an accident health service should be reported.

i) The operations to be performed on the evacuation of the crashed to a medical post have been determined.

4. Applies basic techniques to assist the accident, following established first aid protocols.

Assessment Criteria:

a) The main signs of vital commitment at the level of airway, ventilation, circulation and neurological status have been recognized.

b) Patient preventive immobilization techniques have been applied.

c) Bleeding containment techniques have been applied by physical means.

d) Heart-respiratory massage techniques have been applied.

e) The methods of performance have been described for burns, freezes, stings, bite of an animal, urticant substances, or other injuries caused by physical agents.

f) Injury recovery techniques have been applied by physical agents.

Duration: 40 hours.

Basic contents:

Preparing the user group guide through the media:

− Spaces in the urban and rural environment. Protected natural spaces.

− Basic rules.

− Types of itineraries in the natural environment.

− Basic outdoor techniques. Personal basic equipment.

Contingency intervention techniques in the middle:

− Interpretation of blueprints and orientation in the natural environment.

− Communication appliances.

− Survival techniques.

− Behavior rules in natural spaces.

Determining intervention protocols in an emergency:

− Objectives. Features.

− The approach to the site of the accident.

− Initial health care. Priorities for action in multiple victims.

− Signs and symptoms of urgency.

Application of basic help techniques to the injured person:

− Life support techniques.

− Quiesce and mobilization procedures.

− Psychological and self-control support techniques.

Pedagogical guidelines.

This professional module contains the necessary training to perform the planning and programming, execution, logistics, quality, prevention and environmental protection functions.

The scheduling and scheduling function includes aspects such as:

− Identification of needs.

− Determination of resources.

The execution function includes aspects such as:

− Environmental activity information.

− Impartition of environmental training.

The logistics function includes aspects such as:

− Provisioning Control.

The quality function includes aspects such as:

− Execution of the quality plan.

− Contribution to continuous improvement.

The prevention feature includes aspects such as:

− Application of prevention and security regulations.

− Monitoring and monitoring the application of the regulations.

− First aid application.

The environmental protection feature includes aspects such as:

− Compliance with environmental standards.

The professional activities associated with this function apply to:

− The reception and attention of the participants in the activity, seeking their safety and satisfaction.

− Environmental awareness among participants.

− The proposals for improvement of the routes.

− Attention to incidents arising in the performance of activities.

The formation of the module contributes to the achievement of the general objectives (h), (i), (j), (q), (r), (s), (t), (u), (v) and (w) of the training cycle, and (f), (g), (n), (o), (p), (q) and (r) of the title.

The lines of action in the learning process that enable the objectives of the module to be achieved will be about:

− The visitor guide to the environment, following the rules of organization and security.

− The application of intervention techniques to resolve contingencies.

Professional Module: Social Skills.

Equivalence in ECTS credits: 6

Code: 0017

Learning results and evaluation criteria.

1. It implements strategies and techniques to favor communication and social relations with their environment, relating them to the principles of emotional and social intelligence.

Assessment Criteria:

a) The principles of emotional and social intelligence have been described.

b) The importance of social skills in the performance of professional work has been assessed.

c) The various stages of a communicative process have been characterized.

d) Different communication styles, their advantages and limitations have been identified.

e) The importance of the use of both verbal and non-verbal communication in interpersonal relationships has been valued.

f) Effective communication has been established to assign tasks, receive instructions, and exchange ideas or information.

g) The appropriate social skills have been used for the situation and for cultural diversity.

h) It has been shown interest in not judging people and respecting their personal differentiators: emotions, feelings and personality.

i) A positive attitude towards change has been demonstrated and to learn from everything that happens.

j) The importance of self-criticism and self-assessment in the development of appropriate interpersonal and communication relationship skills has been assessed.

2. It energizes the group's work, applying the right techniques and justifying its selection according to the characteristics, situation and objectives of the group.

Assessment Criteria:

a) The fundamental elements of a group, its structure and dynamics as well as the factors that can modify them have been described.

b) The different techniques of dynamization and operation of groups have been analyzed and selected.

c) The advantages of teamwork versus the individual have been explained.

d) The various roles that can be given in a group and the relationships between them have been differentiated.

e) Major group communication barriers have been identified.

f) Different strategies of action have been developed to take advantage of the leadership role and roles in the structure and operation of the group.

g) The task-sharing has been defined as a procedure for the group job.

h) The importance of a tolerant attitude and empathy has been valued, to achieve the trust of the group.

i) A relaxed and cooperative work environment has been achieved.

j) Different opinions have been respected to the group agreements itself.

3. Conducts meetings, analyzing different forms or styles of intervention and organization based on the characteristics of the recipients and the context.

Assessment Criteria:

a) The different types and functions of the meetings have been described.

b) The stages of meeting development have been described.

c) Meeting moderation techniques have been applied, justifying them.

d) The importance of the ability to expose ideas in a clear and concise manner has been demonstrated.

e) Risk factors and possible sabotage of a meeting have been described, justifying resolution strategies.

f) The need for a good and diverse information in the meeting call has been assessed.

g) The importance of the motivation and the strategies employed has been described to achieve participation in the meetings.

h) Information collection and outcome assessment techniques have been applied for a meeting.

i) Attitudes of respect and tolerance have been demonstrated in the conduct of meetings.

4. Implements conflict management and troubleshooting strategies, selecting them based on context characteristics and analyzing the different models.

Assessment Criteria:

a) The main sources of group problems and conflicts have been analyzed and identified.

b) The main techniques and strategies for conflict management have been described.

c) The most appropriate strategies for finding solutions and troubleshooting have been identified and described.

d) The different phases of the decision-making process have been described.

e) Problems and conflicts have been resolved, applying the appropriate procedures to each case.

(f) The opinions of the others regarding possible ways of solving problems and conflicts have been respected.

g) Mediation and negotiation techniques have been successfully applied.

h) People (users) have been taken into account, whatever their age or physical and mental condition, in the decision-making process.

i) The decision-making task and the process self-assessment are scheduled.

j) The importance of communicative exchange in decision-making has been valued.

5. It evaluates group processes and social competence for the development of their professional functions, identifying the aspects that can be improved.

Assessment Criteria:

a) The evaluation indicators have been selected.

b) Social and social research techniques have been applied.

c) The professional's personal and social situation has been self-evaluated.

d) Information collection tools have been designed.

e) The data has been recorded on the set media.

f) The collected data has been interpreted.

g) The situations that need to be improved have been identified.

h) The guidelines that need to be followed in the improvement have been marked.

i) A final self-assessment of the process performed by the professional has been performed.

Duration: 60 hours.

Basic contents:

Implementing strategies and techniques that favor social relationship and communication:

− Social skills and related concepts.

− Analysis of the relationship between communication and quality of life in the areas of intervention.

− The communication process. Verbal and non-verbal communication.

− Context communicative assessment: facilitators and obstacles in communication.

− Valuation of the importance of attitudes in the aid relationship.

− Emotional intelligence. Emotional education. Emotions and feelings.

− The defense mechanisms.

− Communication programs and techniques and social skills.

Dynamizing group work:

− The group. Types and characteristics. Group development.

− Analysis of group structure and processes.

− Techniques for group analysis.

− Valuation of the importance of communication in group development.

− Communication in groups. Communication styles. Verbal and gestural communication. Other languages: iconic, audiovisual, ICT. Obstacles and barriers. Cooperation and competition in groups.

− Group Dynamics. Psycho-sociological fundamentals applied to group dynamics.

− The work team. Cooperative work strategies. Organization and distribution of tasks.

− Individual work and group work.

− The trust in the group.

− Valuation of the role of motivation in group dynamics.

− Take awareness about the importance of respecting opinions that are not matched with your own.

Driving meetings:

− The meeting as a group job.

− Types of meetings and functions.

− Stages in the development of a meeting.

− Meeting moderation techniques.

− Identification of the typology of participants in a meeting.

− Analysis of factors affecting the behavior of a group: boycotters and collaborators.

Implementing conflict management and decision-making strategies:

− Valuation of conflict in group dynamics.

− Analysis of troubleshooting techniques.

− The decision-making process.

− Management of group conflicts. Negotiation and mediation.

− Application of group conflict resolution strategies.

− Valuation of the role of respect and tolerance in problem and conflict resolution.

Assessment of social competence and group processes:

− Data Collection. Techniques.

− Assessment of social competence.

− Evaluation of group structure and processes.

− Application of social research techniques to work with groups.

− Analysis of strategies and instruments for study of groups.

− Basic Sociometry.

− Assessment of self-assessment as a strategy for improving social competence.

Pedagogical guidelines.

This professional module contains the necessary training for the student to acquire the social skills necessary to develop a profession of help and to interact properly in their professional relationships with other people, adapting their behavior to the characteristics of the same and context.

This is an eminently procedural and actitudinal module in which the function of intervention/execution and assessment of the social competence of the professional is met, both in relation to the interpersonal relationships as for the dynamization of groups or participation in them by performing different roles. It also intends to respond to the conflict management function.

The intervention/execution function includes:

− Collection of information about the social skills that are held or lacking.

− Organization of performance and contingency forecasting.

− Establishment, if any, of technical aids for communication.

− Puesta in practice of acquired social skills.

For its part, the evaluation function refers to the control and monitoring of the evolution itself in the acquisition of the social competence necessary to adequately relate to the others in the performance of their functions.

Finally, the conflict management function refers to the implementation of all the mechanisms available for your solution and involves mediation and negotiation.

The formation of the module contributes to achieving general objectives (b), (c), (h), (i), (j), (l) and (n), (p), (q), (r), (s) of the training cycle, and (b), (c), (f), (g), (i), (k), (n), (n), (o) and (p) of the title.

The lines of action in the learning process that enable you to achieve the objectives of the module are related to:

− The selection and implementation of strategies that allow the establishment of appropriate communication and interpersonal relationships, the dynamization and driving of groups, the effective management of conflicts, the taking of decisions.

− Team work: small and large group.

− The reflection on professional attitudes.

− Self-assessment of professional social competence.

Professional Module: Education and Environmental Control Project.

Equivalence in ECTS credits: 5

Code: 0794

Learning results and evaluation criteria.

1. Identifies needs of the productive sector, relating them to type projects that can satisfy them.

Assessment Criteria:

a) Companies and entities in the sector have been classified for their organizational characteristics and the type of activity and service they offer.

b) Type companies have been characterized, showing the organizational structure and functions of each department.

c) The most demanding needs have been identified for businesses.

d) The foreseeable business opportunities in the sector have been valued.

e) The type of project required to respond to expected demands has been identified.

f) The specific characteristics required in the project have been determined.

g) Tax, labour and risk prevention obligations and their conditions of application have been determined.

h) Possible grants or grants have been identified for the incorporation of new production or service technologies.

i) The work script to be followed for project elaboration has been developed.

2. It designs projects related to the competencies expressed in the title, including the development of the phases that compose it.

Assessment Criteria:

a) The necessary information regarding the aspects that are to be addressed in the project has been collected.

b) The technical feasibility study of the same has been performed.

c) The phases or parts that make up the project and its content have been identified.

d) The objectives that are intended to be achieved and identified have been set.

e) The material and personal resources required to perform it have been provided.

f) The corresponding economic budget has been made.

g) Financing needs have been identified for the implementation of the project.

h) The documentation required for your design has been defined and elaborated.

i) The aspects that need to be controlled to ensure the quality of the project have been identified.

3. Schedules project execution, determining the intervention plan and associated documentation.

Assessment Criteria:

a) Activities have been sequenced, ordering them based on implementation needs.

b) The resources and logistics required for each activity have been determined.

c) The permissions and authorization needs to perform the activities have been identified.

(d) The procedures for the performance or performance of the activities have been determined.

e) The risks inherent in the execution have been identified, defining the risk prevention plan and the necessary means and equipment.

f) The allocation of material and human resources and run times has been planned.

g) The economic assessment has been made that responds to the conditions of the implementation.

h) The documentation required for the execution has been defined and elaborated.

4. Defines the procedures for monitoring and control of project execution, justifying the selection of variables and instruments used.

Assessment Criteria:

a) The procedure for evaluating activities or interventions has been defined.

b) Quality indicators have been defined to perform the assessment.

c) The procedure for evaluating incidents that may arise during the performance of the activities, their possible solution and registration has been defined.

d) The procedure has been defined to manage potential changes to resources and activities, including the system of logging them.

e) The documentation required for the evaluation of the activities and the project has been defined and elaborated.

f) The procedure for participation in the assessment of users or clients has been established and the specific documents have been prepared.

g) A system has been established to ensure compliance with the project specification, when it exists.

Duration: 25 hours.

Pedagogical guidelines.

This professional module complements the training established for the rest of the professional modules that integrate the title into the context analysis, project design and execution organization functions.

The context analysis function includes the subfunctions of:

− Collection of information.

− Identification of needs.

− Definition, prioritization, and sequencing of jobs.

− feasibility study.

The design function of the project aims to establish the general lines to respond to the needs raised, concreting the relevant aspects for its realization. Includes the subfunctions of:

− Project definition.

− Planning for the intervention.

− Elaboration of the documentation.

The execution organization function includes the subfunctions of:

− Activity programming.

− Resource management.

− Monitoring the intervention.

The professional activities associated with these functions are developed in the public or private sector, in any organization that has as its object:

− Elaboration of environmental education projects.

− Design and management of public use activities.

− Guide-guide to the heritage of an environment.

− Control of the natural environment.

− Tracking an environmental management system.

The formation of the module contributes to achieving the overall objectives of the training cycle and the skills of the title.

The lines of action in the learning process that enable you to achieve the objectives of the module are related to:

− The execution of team jobs.

− The responsibility and self-assessment of the work done.

− autonomy and personal initiative.

− The use of information and communication technologies.

− The encouragement of the entrepreneurial attitude.

− Innovation in approach and objectives.

Professional Module: Training and Employment Guidance.

Equivalence in ECTS credits: 5

Code: 0795

Learning results and evaluation criteria.

1. It selects job opportunities, identifying the different insertion possibilities and learning alternatives throughout life.

Assessment Criteria:

a) The importance of lifelong learning has been assessed as a key factor for employability and adaptation to the demands of the production process.

b) Training-professional pathways related to the professional profile of the higher technician in Education and Environmental Control have been identified.

c) The skills and attitudes required for the professional activity related to the profile of the title have been determined.

d) The main fields of employment and job insertion for the higher education and environmental control technician have been identified.

e) The techniques used in the job search process have been determined.

f) Self-employment alternatives have been foreseen in the professional sectors related to the title.

g) The assessment of personality, aspirations, attitudes and self-training has been performed for decision-making.

2. Applies team work strategies, valuing their effectiveness and efficiency in achieving the goals of the organization.

Assessment Criteria:

a) The advantages of teamwork in work situations related to the profile of the higher technician in Education and Environmental Control have been valued.

b) Work teams that can be created in a real job situation have been identified.

c) The characteristics of the effective work equipment against the ineffective equipment have been determined.

d) The necessary existence of diversity of roles and opinions assumed by members of a team has been positively valued.

e) The possible existence of conflict between members of a group has been recognized as a characteristic aspect of organizations.

f) The types of conflicts and their sources have been identified.

g) Procedures for conflict resolution have been determined.

3. It exercises rights and meets the obligations arising from industrial relations, recognising them in the different employment contracts.

Assessment Criteria:

a) The basic concepts of the right of work have been identified.

b) The main bodies involved in the relations between employers and workers have been distinguished.

c) The rights and obligations arising from the employment relationship have been determined.

(d) The main modalities of recruitment have been classified, identifying the measures to promote recruitment for certain groups.

e) The measures established by the current legislation for the reconciliation of work and family life have been assessed.

f) The causes and effects of the modification, suspension and extinction of the employment relationship have been identified.

g) The receipt of salaries has been analyzed, identifying the main elements that integrate it.

h) Different collective conflict measures and conflict resolution procedures have been analyzed.

i) The working conditions agreed in a collective agreement applicable to the sector related to the title of Higher Technician in Education and Environmental Control have been determined.

j) The defining characteristics of new work organization environments have been identified.

4. It determines the protective action of the Social Security system in the face of the various contingencies covered, identifying the different classes of benefits.

Assessment Criteria:

a) The role of Social Security has been valued as an essential pillar for improving the quality of life of citizens.

b) The various contingencies covered by the Social Security system have been listed.

c) Existing regimes have been identified in the Social Security system.

d) The obligations of employer and employee within the Social Security system have been identified.

e) A worker's contribution and the fees for a worker and employer have been identified in a simple case.

f) Social Security system capabilities have been classified, identifying requirements.

g) Possible legal unemployment situations have been determined.

h) The calculation of the duration and amount of a basic contributory level unemployment benefit has been performed.

5. It evaluates the risks arising from its activity, analyzing the working conditions and the risk factors present in its work environment.

Assessment Criteria:

a) The importance of preventive culture has been valued in all areas and activities of the company.

b) Work conditions have been linked to the health of the worker.

c) Risk factors have been classified in the activity and the damage resulting from them.

d) The most common risk situations in the work environments of the higher technician in Education and Environmental Control have been identified.

e) Risk assessment has been determined in the company.

f) Working conditions have been determined with significance for prevention in work environments related to the professional profile of the higher technician in Education and Environmental Control.

g) Types of professional damage have been classified and described, with particular reference to occupational accidents and occupational diseases, related to the professional profile of the higher technician in Education and Control Environmental.

6. Participates in the development of a risk prevention plan in a small business, identifying the responsibilities of all the actors involved.

Assessment Criteria:

(a) The principal rights and duties in the field of occupational risk prevention have been determined.

b) The different forms of prevention management in the company have been classified, depending on the different criteria laid down in the regulations on the prevention of occupational risks.

c) Forms of representation of workers in the company in the field of risk prevention have been determined.

d) Public bodies related to the prevention of occupational risks have been identified.

e) The importance of the existence of a preventive plan in the company that includes the sequencing of actions to be carried out in case of an emergency has been assessed.

f) The content of the prevention plan has been defined in a work center related to the professional sector of the higher technician in Education and Environmental Control.

g) An emergency and evacuation plan for a company in the sector has been planned.

7. Applies prevention and protection measures, analyzing risk situations in the workplace of the higher technician in Education and Environmental Control.

Assessment Criteria:

(a) The techniques of prevention and individual and collective protection that must be applied in order to avoid damage to their origin and to minimize their consequences should they be unavoidable.

b) The meaning and scope of the different types of security signage has been analyzed.

c) Action protocols have been analyzed in case of emergency.

d) The techniques for the classification of injuries have been identified in case of emergency where there are victims of varying severity.

e) Basic first aid techniques have been identified which must be applied at the site of the accident to different types of damage and the composition and use of the kit.

(f) The requirements and conditions for the monitoring of the health of the worker and their importance as a preventive measure have been determined.

Duration: 50 hours.

Basic contents:

Active job search:

− Valuation of the importance of permanent training for the career and professional career of the higher technician in Education and Environmental Control.

− Analysis of personal interests, skills and motivations for the professional career.

− Identification of training itineraries related to the higher technician in Education and Environmental Control.

− Definition and analysis of the professional sector of the higher technician in Education and Environmental Control.

− Job search process in industry companies.

− Learning and Employment Opportunities in Europe.

− Employment search techniques and instruments.

− The decision-making process.

Conflict management and work teams:

− Methods for conflict resolution or suppression. Assessment of the advantages and disadvantages of team work for the effectiveness of the organization.

− Equipment in the environmental sector according to the functions they perform.

− Participation in the work team.

− Conflict: features, sources, and stages.

Job Contract:

− The right of the job.

− Analysis of the individual labor relationship.

− Work contract modes and procurement promotion measures.

− Rights and duties derived from the employment relationship.

− Modification, suspension, and termination of the work contract.

− Representation of workers.

− Analysis of a collective agreement applicable to the professional scope of the higher technician in Education and Environmental Control.

− Benefits for workers in new organizations: flexibility and social benefits, among others.

Social Security, Employment and Unemployment:

− Structure of the Social Security system.

-Determination of the main obligations of employers and workers in the field of social security: membership, high, low and contribution.

− Protected situations in unemployment protection.

Professional risk assessment:

− Assessment of the relationship between work and health.

− Risk Factor Analysis.

− Risk assessment in the company as a basic element of preventive activity.

− Risk analysis linked to security conditions.

− Risk analysis linked to environmental conditions.

− Risk analysis linked to ergonomic and psycho-social conditions.

− Specific risks in the environmental sector.

− Determination of the possible damage to the health of the worker that can be derived from the identified risk situations.

Planning for risk prevention in the enterprise:

− Rights and duties in the field of occupational risk prevention.

− Management of prevention in the enterprise.

− Public bodies related to the prevention of occupational risks.

− Planning for prevention in the enterprise.

− Emergency and evacuation plans in work environments.

− Making an emergency plan in a company in the sector.

Application of prevention and protection measures in the enterprise:

− Determination of individual and collective prevention and protection measures.

− Action protocol in an emergency situation.

− First aid.

Pedagogical guidelines.

This professional module contains the necessary training for the student to be able to insert himself and develop his professional career in the sector.

The formation of this module contributes to the achievement of the general objectives (j), (p), (r), (s), (v), (w), (e) of the training cycle, and (g), (n), (n), (q), (r) and (t) of the title.

The lines of action in the learning process that enable the objectives of the module to be achieved will be about:

− The management of information sources on the education and labour system, in particular with regard to companies.

− The conduct of guidance and dynamic tests on one's own personality and the development of social skills.

− The preparation and realization of curriculum vitae (CV) and job interviews.

− Identification of labor regulations affecting workers in the sector, management of the most commonly used contracts, and comprehensive reading of collective agreements of application.

− The fulfillment of salary receipts of different characteristics and other related documents.

− The analysis of the Law on the Prevention of Labor Risks, which allows you to evaluate the risks arising from the activities carried out in your productive sector and to allow you to collaborate in the definition of a prevention plan for a small business, as well as in the preparation of the necessary measures for its implementation.

Professional Module: Enterprise and entrepreneurship.

Equivalence in ECTS credits: 4

Code: 0796

Learning results and evaluation criteria.

1. Recognizes the capabilities associated with the entrepreneurial initiative, analyzing the requirements derived from the jobs and the business activities.

Assessment Criteria:

a) The concept of innovation and its relationship with the progress of society and the increase in the well-being of individuals have been identified.

b) The concept of entrepreneurial culture and its importance as a source of job creation and social welfare have been analyzed.

c) The importance of individual initiative, creativity, training and collaboration as essential requirements to succeed in entrepreneurial activity has been valued.

d) The capacity of initiative has been analyzed in the work of a person employed in a small and medium-sized business related to the environment.

e) The development of an entrepreneur's entrepreneurial activity that starts in the environmental sector has been analyzed.

f) The concept of risk has been analyzed as an inevitable element of all entrepreneurial activity.

g) The concept of entrepreneur and the requirements and attitudes required to develop business activity have been analyzed.

h) The business strategy has been described, relating it to the objectives of the company.

i) A particular business idea has been defined in the environmental field, which serves as a starting point for the development of a business plan.

2. Defines the opportunity to create a small business, assessing the impact on the performance environment and incorporating ethical values.

Assessment Criteria:

a) The basic functions that are performed in a company have been described and the system concept applied to the company has been analyzed.

b) The main components of the general environment surrounding the company have been identified, in particular the economic, social, demographic and cultural environment.

c) The influence on the business activity of customer relations, with suppliers and with competition, as main members of the specific environment has been analyzed.

d) The elements of the environment of an environment pyme have been identified.

e) The concepts of enterprise culture and corporate image and their relationship to business objectives have been analyzed.

f) The phenomenon of corporate social responsibility and its importance as an element of the business strategy has been analyzed.

g) The social balance of a company related to the environment has been developed and the main social costs incurred by these companies, as well as the social benefits they produce, have been described.

h) They have been identified, in companies related to the environment, practices that incorporate ethical and social values.

i) A study of the economic and financial viability of an environment-related SME has been carried out.

3. Carries out activities for the establishment and implementation of a company, selecting the legal form and identifying the legal obligations associated with it.

Assessment Criteria:

a) The different legal forms of the company have been analyzed.

b) The degree of legal liability of the owners of the company has been specified, depending on the legal form chosen.

c) The tax treatment established for the different legal forms of the company has been differentiated.

d) The formalities required by the legislation in force for the formation of a company have been analyzed.

e) A comprehensive search has been made for the different support for the creation of environment-related enterprises in the reference locality.

(f) The business plan has been included in the business plan as regards the choice of legal form, economic-financial feasibility study, administrative procedures, aid and grants.

g) Existing external administrative advice and management pathways have been identified when starting an SME.

4. Performs administrative and financial management activities of an SME, identifying the main accounting and tax obligations and completing the documentation.

Assessment Criteria:

a) The basic accounting concepts, as well as accounting information recording techniques, have been analyzed.

(b) The basic techniques for the analysis of accounting information, in particular as regards the solvency, liquidity and profitability of the company, have been described.

c) The tax obligations of a company related to the environment have been defined.

d) Tax rates have been differentiated in the fiscal calendar.

e) Basic commercial and accounting documentation (invoices, delivery notes, order notes, exchange letters, cheques, etc.) for an environmental SME have been completed and the circuits described above have been described. documentation runs through the company.

f) The main banking finance instruments have been identified.

g) All of the documentation cited in the business plan has been included.

Duration: 35 hours.

Basic contents:

Entrepreneurial Initiative:

− Innovation and economic development. Main features of innovation in the environment (materials, technology and production organisation, among others).

− Key factors for entrepreneurs: initiative, creativity and training.

− The performance of entrepreneurs as employees of an environment-related SME.

− The performance of entrepreneurs as entrepreneurs in the environmental sector.

− The entrepreneur. Requirements for the exercise of business activity.

− Business Plan: the business idea in the environment.

The company and its environment:

− Basic Business Functions.

− The enterprise as a system.

− Analysis of the overall environment of a company related to the environment.

− Analysis of the specific environment of a company related to the environment.

− Relations of an environmental company with its environment.

− Relations of an environmental company with the whole of society.

Creating and starting a business:

− Enterprise Types.

− Taxation in companies.

− Choice of the legal form.

− Administrative formalities for the formation of a company.

− Economic viability and financial viability of a company related to the environment.

− Company plan: choice of legal form, study of economic and financial viability, administrative procedures and management of grants and grants.

Administrative function:

− Concept of basic accounting and notions.

− Analysis of accounting information.

− Tax obligations of companies.

− Administrative management of an environmental company.

Pedagogical guidelines.

This professional module contains the necessary training to develop the own initiative in the business field, both towards self-employment and towards the assumption of responsibilities and roles in employment.

The formation of the module contributes to the achievement of the general objectives (c), (e) and (l), (q), (r), (x) and (y) of the training cycle, and (c), (d), (i), (n), (p), (s) and (t) of the title.

The lines of action in the learning process that enable the objectives of the module to be achieved will be about:

− The management of information sources on the environmental sector, including the analysis of the ongoing sector innovation processes.

− The realization of cases and group dynamics that allow understanding and valuing the attitudes of entrepreneurs and adjusting the need for them to the service sector related to environmental processes.

− The use of administrative management programs for companies in the sector.

− The realization of an environmental-related business plan project, including all facets of a business start-up, as well as the justification for its social responsibility.

Professional Module: Job Center Training.

Equivalence in ECTS credits: 22

Code: 0797

Learning results and evaluation criteria.

1. Identifies the structure and organization of the company, relating to the type of service it provides.

Assessment Criteria:

a) The organizational structure of the company and the functions of each area of the company have been identified.

b) The structure of the company has been compared to the existing business organizations in the sector.

c) The service characteristics and the type of clients have been related to the development of the business activity.

d) Work procedures have been identified in the development of service delivery.

e) The necessary competencies of human resources have been valued for the optimal development of the activity.

f) The suitability of the most frequent broadcast channels in this activity has been assessed.

2. He applies ethical and work habits in the development of his professional activity, according to the characteristics of the job and with the procedures established in the company.

Assessment Criteria:

a) They have been recognized and justified:

• The necessary personal and temporary availability in the job.

• Personal attitudes (punctuality and empathy, among others) and professionals (order, cleanliness and responsibility, among others) necessary for the job.

• Atitudinal requirements for the prevention of risks in professional activity.

• Atitudinal requirements regarding the quality of the professional activity.

• Attitudes related to the work team itself and to the hierarchies established in the company.

• Attitudes related to the documentation of activities carried out in the field of work.

• The training needs for job insertion and reintegration in the scientific and technical field of the good work of the professional.

b) The rules on the prevention of occupational risks and the fundamental aspects of the Law on the Prevention of Occupational Risks of Application in Professional Activity have been identified.

c) Individual protective equipment has been put in place according to the risks of professional activity and company standards.

d) An attitude of respect to the environment has been maintained in the developed activities.

e) The job or the area corresponding to the development of the activity has been organized, clean and free of obstacles.

f) You have been responsible for the assigned work, interpreting and fulfilling the instructions received.

g) Effective communication has been established with the responsible person in each situation and with team members.

h) It has been coordinated with the rest of the team, communicating the relevant incidents that are presented.

i) The importance of their activity and the need to adapt to changes in tasks has been assessed.

j) You have taken responsibility for the application of the rules and procedures in the development of your work.

3. Performs environmental reporting activities, in accordance with established procedures and collaborating with the responsible team.

Assessment Criteria:

a) The established work procedures have been interpreted and assumed.

b) Different files and documentary funds have been identified where access to environmental information is available.

c) Environmental documentation has been archived in different media and formats.

d) Appropriate documentation has been selected to disseminate environmental information.

e) It has been collaborated in the elaboration of activities and media.

f) The various media and media have been organized to perform the environmental information.

g) Information has been transmitted to users clearly and accurately, following the rules of the company or organization.

h) Different language types have been used to perform good environmental broadcast communication.

4. Performs environmental education activities in accordance with the instructions of the established programs.

Assessment Criteria:

a) The characteristics of the company and the programs they develop have been identified.

b) Information has been obtained for the elaboration of activities.

c) Activities that are tailored to the context and group of people to whom the programs established in the company are directed have been proposed.

d) Intervention strategies have been selected in accordance with the objectives marked in the programs.

e) The stages of action foreseen in the implementation of the programmes have been timed.

f) Evaluation instruments have been defined.

g) Evaluation activities have been run using the defined instruments.

h) Reports of the interventions have been produced.

i) There has been a reflection on the intervention itself, the multidisciplinary character and the teamwork in which it has been collaborated.

5. Designs itineraries and tours according to established standards and instructions.

Assessment Criteria:

a) Information for the elaboration of itineraries and tours has been identified.

b) The procedures to be applied in the design, as well as the mapping fonts to be used, have been selected.

c) The peculiarities and characteristics of the itinerary have been reported based on the users.

d) The design of the itinerary has been proposed through graphic representations.

e) The proposed itinerary has been evaluated "in situ" to identify possible contingencies in the development of the route.

f) Reports of the interventions have been produced.

g) There has been collaboration in the development of divulgative brochures to disseminate the information of the proposed itineraries.

6. Elaborates and conducts public and guide-interpreter activities in rural settings and natural spaces, in accordance with established instructions.

Assessment Criteria:

a) Public use activities have been characterized from the flora, fauna, landscape and heritage of an environment.

b) The natural and historical heritage of a space has been identified.

c) Construction materials and methods of works and conditioning have been selected more in line with the natural environment.

d) The most suitable areas for guiding visitors in a natural space have been identified.

e) The violations that can occur in a natural space have been correctly identified, according to the regulations.

f) An infringement report has been successfully completed.

g) Contaminants have been recognized in the physical environment of natural spaces.

h) The appropriate protocols for the sampling of discharges and residues in a natural space have been applied.

i) The results of the analyses performed have been interpreted.

j) A livestock pathway, or a historic path, has been characterized in the natural space, delimiting it and analyzing its conservation status.

7. Collaborates in the implementation, development and maintenance of the environmental management system of the company or agency.

Assessment Criteria:

a) Environmental pollution hotspots have been identified.

b) Samples have been taken for analysis and assessment.

c) The legislation regarding the limits of each pollutant has been identified.

d) Analytic results have been interpreted.

e) Environmental aspects have been evaluated, following the established criteria.

f) Proposals for corrective measures have been made.

g) Environmental aspects have been hierarchized, highlighting those that are most significant.

h) The environmental aspects evaluated with the results obtained in previous periods have been compared.

i) The environmental improvement of the organization has been assessed over time.

Duration: 220 hours.

Pedagogical guidelines.

This professional module contributes to completing the general competencies and objectives of this title, which have been achieved in the educational center, or to develop the skills that are difficult to achieve in the same

ANNEX II

Spaces

Formative
-purpose Aula.
Lab.
Environmental Education Workshop

ANNEX III A)

Teacher's specialties with teaching assignment in the professional modules of the training cycle of Higher Technician in Education and Environmental Control

	Module	Teacher Speciality
0785. Structure and dynamics of the environment.	• Agricultural Production Processes. • Analysis and Industrial Chemistry.	• Secondary Teaching Catedratics. • Secondary Teaching Teachers
0786. Natural environment.	• Agricultural Production Processes.	• Secondary Teaching Catedratics. • Secondary Teaching Teachers
0787. Human activities and environmental issues.	• Agricultural Production Processes. • Analysis and Industrial Chemistry.	• Secondary Teaching Catedratics. • Secondary Teaching Teachers
0788. Environmental Management.	• Industrial Chemistry and Analysis.	• Secondary Teaching Catedratics. • Secondary Teaching Teachers
0789. Mapping methods and products.	• Agricultural Production Processes.	• Secondary Teaching Catedratics. • Secondary Teaching Teachers
0790. Environmental education techniques.	• Services to the Community. • Agricultural Production Operations and Equipment.	• Technical Teachers of Vocational Training
0791. Environmental education programs.	Socio-Community Intervention.	• Secondary Teaching Catedratics. • Secondary Teaching Teachers
	• Professor.
0792. Public use activities.	Operations and Agricultural Production Equipment.	• Technical Teachers of Vocational Training
0793. Unwrapping in the middle.	• Agricultural Production Operations and Equipment.	• Technical Teachers of Vocational Training
0017. Social Skills.	Socio-community Intervention.	• Secondary Teaching Catedratics. • Secondary Teaching Teachers
0794. Environmental education and control project.	Socio-Community Intervention. • Processes of Agrarian Production. • Analysis and Industrial Chemistry.	• Secondary Teaching Catedratics. • Secondary Teaching Teachers
	• Services to the Community. • Agricultural Production Operations and Equipment.	• Technical Teachers of Vocational Training
0795. Job training and guidance.	• Training and Employment Guidance.	• Secondary Teaching Catedratics. • Secondary Teaching Teachers
0796. Enterprise and entrepreneurship.	• Training and Employment Orientation.	• Secondary Teaching Catedratics. • Secondary Teaching Teachers

ANNEX III B)

Equivalent to teaching effects

Body	Specialties
Secondary Teaching Teachers.	• Training and Employment Guidance.	• Diplomacy in Business Sciences. • Graduate in Industrial Relations. • Graduate in Social Work. • Graduate in Social Education. • Graduate in Public Administration and Management
	Production Processes.	• Agricultural Technical Engineer, in all of its specialties. • Forest Technical Engineer, in all their specialties
	• Industrial chemistry and analysis.	• Industrial Technical Engineer, specialty in Industrial Chemistry. • Forest Technical Engineer, in all of his specialties
	Socio-Community Intervention.	• Master, in all your specialties. • Graduate in Social Education. • Diploma in Social Work

ANNEX III C)

Required to impart the professional modules that make up the title for the centers of private ownership, from other administrations other than the educational one and guidelines for the educational administration

	Modules	Entitled
0790. Environmental education techniques. 0792. Public use activities. 0793. Unwrapping in the middle. 0794. Environmental education and control project.	• Licensed, Engineer, Architect or corresponding degree title, or other equivalent titles. • Diplomat, Technical Engineer, Technical Architect or corresponding degree title, or other equivalent titles
0785. Structure of environmental dynamics. 0786. Natural environment. 0787. Human activities and environmental problems. 0788. Environmental management. 0789. Mapping methods and products. 0791. Environmental education programs. 0017. Social skills. 0795. Training and career guidance. 0796. Enterprise and entrepreneurial initiative.	• Licensed, Engineer, Architect or corresponding degree of degree, or other equivalent degrees for teaching purposes

ANNEX IV A)

Correspondence of the accredited units of competence according to the provisions of Article 8 of the Organic Law of June 19, with the professional modules for their validation

Accredited Competition Units	Convalidable Professional
UC0083_3: Control and monitor natural spaces and their public use.	0792. Public use activities.
UC0083_3: Control and monitor natural spaces and their public use. UC0085_3: Control the use of the cinetic resources and fish farms.	0786. Natural environment.
UC0803_3: Guiding groups of people around the environment and their representations to contribute to their awareness and environmental training.	0793. Unwrap in the media.
UC0804_3: Inform the environment and its values.	0785. Structure and dynamics of the environment.
UC0805_3: Interpreting the Reciprocal Influence of Human and Medium Activities socio-natural.	0787. Human activities and environmental issues.
UC0805_3: Interpreting the Reciprocal Influence of Human and Medium Activities Socio-natural UC0806_3: Develop environmental education programs and facilitate educational processes.	0790. Environmental education techniques. 0791. Environmental education programs.

NOTE: Persons registered in this training cycle who have accredited the competition units UC0083_3: Control and monitor the natural spaces and their public use and UC0085_3: Control the use of the resources In accordance with the procedure laid down in RD 1224/2009 of 17 July, recognition of professional skills acquired by work experience, the professional module ' 0789 shall be validated in accordance with the procedure laid down in RD 1224/2009. Mapping methods and products ".

ANNEX IV B)

Correspondence of professional modules with the competency units for their accreditation

Outmatched Professional Modules

Accreditable Competition
0785. Structure and dynamics of the environment. 0790. Environmental education techniques.	UC0804_3: Report on the environment and its values
0786. Natural environment. 0792. Public use activities.	UC0083_3: Control and monitor natural spaces and their public use
0787. Human activities and environmental problems. 0791. Environmental education programs.	UC0805_3: Interpret the reciprocal influence of human activities and the socio-natural environment
0790. Environmental education techniques. 0791. Environmental education programs.	UC0806_3: Develop environmental education programs and facilitate educational processes
0793. Unwrapping in the middle.	UC0803_3: Guiding groups of people around the environment and their representations to contribute to their environmental awareness and training