Key Benefits:
Article 28 of the Organic Law 11/1983, of 25 August, of University Reform (LRU), provides that the Government, on a proposal from the Council of Universities, will establish official titles and validity throughout the territory. national, as well as the general guidelines for the curricula to be submitted for obtaining and type-approval. Also, by Royal Decree 1497/1987 of 27 November ("Official State Gazette" of 14 December), the common general guidelines, which are defined in the Royal Decree itself as those which apply to all, were established. plans for studies leading to any official university degree.
For their part, the additional provision of the Organic Law 1/1990, of 3 October, of General Ordination of the Educational System, establishes that the Government and the Universities, in the field of their respective competences, approve the guidelines and curricula corresponding to the Master's degree, which shall be taken into account as a diploma referred to in Article 30 of the Law on University Reform, determining that in these general guidelines establish the specialities provided for in the same law as the general system of the system Education or those that may be created under the education.
In accordance with the provisions cited above, it is appropriate to establish the general guidelines of the curricula leading to the attainment of the university degree of Master in its various specialties.
In its virtue, having regard to the proposal of the Council of Universities and on the proposal of the Minister of Education and Science, after deliberation by the Council of Ministers at its meeting on 30 August 1991,
DISPONGO:
Single item.
1. The university degree of Master is established in its various specialties, as well as the corresponding general guidelines of the curricula to be submitted for obtaining and type-approval, as determined by the respective annexes to this Royal Decree.
2. The title of Master in his different specialties has the consideration of University Diplomacy established in article 30 of the Law of University Reform, with official character and validity throughout the national territory.
3. In the course of the Master's degree, the Universities shall, in accordance with the curriculum, comply with the following official names:
1. Title of Teacher-Specialty of Child Education.
2. Title of Master-Primary Education Speciality.
3. Title of Master-Foreign Language Speciality.
4. Title of Master-Specialty of Physical Education.
5. Title of Master-Speciality of Musical Education.
6. Title of Master-Special Education Speciality.
7. Title of Master-Speciality of Hearing and Language.
ADDITIONAL DISPOSITION
The plans of studies leading to the title of Master, in all its specialties, will be in accordance with the provisions of Article 4. of the Agreement of 3 January 1979 between the Spanish State and the Holy See on Teachings and Cultural.
TRANSIENT DISPOSITION
Within a maximum period of three years from the publication in the "Official State Gazette" of the general guidelines incorporated in the Annex cited, the Universities that come imparting teaching object of regulation for such guidelines, the new plans for studies leading to the official title of Master shall be submitted for approval to the Council of Universities.
If, after the aforementioned deadline, a University has not submitted or has not approved the corresponding new curriculum, the Council of Universities, after hearing of that, may propose to the Government, for its approval, an interim study plan.
Given in Palma de Mallorca to August 30, 1991.
JOHN CARLOS R.
The Minister of Education and Science,
JAVIER SOLANA MADARIAGA
ANNEX
General guidelines of the curricula leading to the obtaining of the official title of Master-Specialty of Child Education
First.
The teachings that lead to obtaining the official title of Master-Specialty of Child Education must provide a training oriented to the development of the teaching activity in the corresponding levels of the system education, integrating the basic aspects with the specific preparation in the Child Education Speciality.
Second.
1. The plans of studies approved by the universities should be articulated as first-cycle teaching, lasting three years. The various plans of studies leading to the obtaining of the official title of Master-Speciality of Child Education shall determine, in appropriations, the overall reading burden which in no case may be less than 180 or greater than the maximum amount of appropriations that for the first cycle studies allows Royal Decree 1497/1987.
2. The teaching load set out in the curriculum will range from 20 to 30 hours a week, including practical lessons. In no case will the teaching burden of theoretical teaching exceed fifteen hours a week.
Third.
In the attached table, the subjects of compulsory inclusion are related in all the plans of studies leading to the obtaining of the official title of Master-Speciality of Child Education, with a brief description of its contents, the credits that must correspond to the teachings, as well as the linking of the same to one or more areas of knowledge.
The universities will assign the teaching of the subjects and/or the corresponding disciplines or subjects and, where appropriate, their contents to Departments that include one or more of the areas of knowledge to which the same are linked, in accordance with the provisions of that annexed table.
Master Title-Child Education Speciality
| Credits (1) | KNOWLEDGE AREAS | ||||
|---|---|---|---|---|---|
|
THEORISTS | PRACTICAL |
Total | |||
| 1. MASTER TITLE COMMON TRUNK SUBJECTS IN ALL THEIR SPECIALTIES. |
|
|
|
| |
|
Psychopedagogical Bases of Special Education. Learning difficulties and special educational needs. Developmental disorders and their impact on school learning. The schooling of pupils with sensory, physical and psychic deficits. Educational integration of students with difficulties. |
|
| 8 | -Didactics and School Organization. -Evolutionary Psychology and Education. | |
|
Didactics. Didactic components of the teaching-learning process. Teaching and curriculum models: The base curriculum design and the development of curriculum projects. The teacher's duties. Tasks of teaching and organizing teaching processes. Analysis of didactic media. Evaluation of learning process learning. |
|
| 8 | -Didactics and School Organization. | |
| Organization of the School Centers. The structure of the school system: characteristics and levels. The centre as an organisational unit: managerial, pedagogical and administrative management functions. Centre plan. Organization of students, teachers, resources, spaces, schedules, activities. The center and the educational community. The teacher's rights and duties. Assessment of centres. Analysis of organizational experiences. Reference of models and elements studied to child education centers. |
|
| 4 |
-Didactics and School Organization | |
| Psychology of Education and School Age Development. Basic factors and processes of school learning. Content and learning processes. School learning and interpersonal relationships. Theory and explanatory models of development. Cognitive development, language development and acquisition, social, physical, motor and emotional-emotional development. |
|
| 8 | -Evolutionary Psychology and Education | |
|
Sociology of Education. Basic concepts of sociology. Structures, relations and social institutions. The education system as a social subsystem. Sociology of interaction in the classroom. Sociology of the school organization. Sociology of the curriculum. Sociology of childhood, adolescence and youth. Social determinants of school performance. Class, gender and ethnic group in education. Transition to active life and labor market. |
|
| 4 | -Sociology. | |
|
Education Theory and Institutions. Contemporary theories of education. Contemporary movements and educational institutions. Historical evolution of the school system. Institutions and educational agents. Non-formal education. |
|
| 4 | -Sociology. -Theory and History of Education | |
|
New technologies applied to education. Didactic resources and new technologies: use in their different didactic, organizational and administrative applications. Using the main computer and audiovisual instruments. |
|
| 4 |
-Audiovisual and Advertising Communication. -Didactics and School Organization. -Informatics and Computer Systems. | |
|
2. SPECIALTY TRUNK SUBJECTS. |
|
|
|
| |
|
|
| 6 | -Didactics of Experimental Sciences. -Didactics of Social Sciences | ||
| Development of the Musical Expression and its Didactics. Hearing, rhythmic and vocal education. Musical forms and their value in early childhood education. Objectives, contents and activities in music education. Methodologies for music training. |
|
| 6 | -Music. | |
|
|
| 6 |
of Language Skills and their Didactics. | ||
| Language Skills Development and its Didactics. Oral and written language: understanding and expression. Teaching methods and activities for language skills development. |
|
| 12 | -Language and Literature Didactics. | |
|
In those Autonomous Communities with two official languages, the description of content will be understood referred to both languages. |
|
|
|
| |
|
|
| 6 | -Didactics of the Mathematical. | ||
| Psychoptor Development. Psychomotor activities. Domain of the body scheme. Teaching methods and activities in child physical education. |
|
| 6 |
Child Literature. | |
|
Child Literature. The children's literature and its Didactics. Child Language. |
|
| 4 | - Language and Literature | |
| Practicum. An integrated set of classroom teaching initiation practices, to be performed at the appropriate levels of the education system. |
|
| 32 | -All areas linked to the trunk subjects, both common and Specialty, of this Child Education Specialty. | |
|
should also provide system knowledge through knowledge of the concrete center as an organizational unit in its various dimensions and functions as well as the Educational Community. |
|
|
|
| |
(1) Theoretical-practical.
ANNEX II
GENERAL GUIDELINES OF THE CURRICULA LEADING TO THE OBTAINING OF THE OFFICIAL MASTER 'S MASTER' S DEGREE OF PRIMARY EDUCATION
First.
The lessons to be learned from the official title of MAESTRO-SPECIALTY PRIMARY EDUCATION will have to provide a training oriented to the development of the teaching activity in the corresponding levels of the system. education, integrating the basic aspects with the specific preparation in the Primary Education Specialty.
Second.
1. The plans of studies approved by the universities should be articulated as first-cycle teaching, lasting three years. The various plans of studies leading to the official title of MASTER ' S DEGREE OF PRIMARY EDUCATION shall determine, in appropriations, the overall rate of charge which in no case may be less than 180 or greater than the maximum amount of appropriations that for the first cycle studies allows Royal Decree 1497/1987.
2. The teaching load set out in the curriculum will range from 20 to 30 hours a week, including practical lessons. In no case will the teaching burden of theoretical teaching exceed fifteen hours a week.
Third.
In the attached table, the subjects of compulsory inclusion are related in all the plans of studies leading to the obtaining of the official title of MASTER-SPECIALTY OF PRIMARY EDUCATION with a brief description of its contents, the credits that must correspond to the teachings, as well as the linking of the same to one or more areas of knowledge.
The universities will assign the teaching of the subjects and/or the corresponding disciplines or subjects and, where appropriate, their contents, to Departments that include one or more of the areas of knowledge to which the same are linked, in accordance with the provisions of that annexed table.
Master Title-Primary Education Speciality
| Credits (1) | KNOWLEDGE AREAS | |||
|---|---|---|---|---|
|
THEORISTS | PRACTICAL |
Total | ||
| 1. MASTER TITLE COMMON TRUNK SUBJECTS IN ALL THEIR SPECIALTIES. |
|
|
|
|
|
Psychopedagogical Bases of Special Education. Learning difficulties and special educational needs. Developmental disorders and their impact on school learning. The schooling of pupils with sensory, physical and psychic deficits. Educational integration of students with difficulties. |
|
| 8 | -Didactics and School Organization. -Evolutionary Psychology and Education. |
|
Didactics. Didactic components of the teaching-learning process. Teaching and curriculum models: The base curriculum design and the development of curriculum projects. The teacher's duties. Tasks of teaching and organizing teaching processes. Analysis of didactic media. Evaluation of learning process learning. |
|
| 8 | -Didactics and School Organization. |
| Organization of the School Centers. The structure of the school system: characteristics and levels. The centre as an organisational unit: managerial, pedagogical and administrative management functions. Centre plan. Organization of students, teachers, resources, spaces, schedules, activities. The center and the educational community. The teacher's rights and duties. Assessment of centres. Analysis of organizational experiences. Reference of models and elements studied to child education centers. |
|
| 4 |
-Didactics and School Organization |
| Psychology of Education and School Age Development. Basic factors and processes of school learning. Content and learning processes. School learning and interpersonal relationships. Theory and explanatory models of development. Cognitive development, language development and acquisition, social, physical, motor and emotional-emotional development. |
|
| 8 | -Evolutionary Psychology and Education |
|
Sociology of Education. Basic concepts of sociology. Structures, relations and social institutions. The education system as a social subsystem. Sociology of interaction in the classroom. Sociology of the school organization. Sociology of the curriculum. Sociology of childhood, adolescence and youth. Social determinants of school performance. Class, gender and ethnic group in education. Transition to active life and labor market. |
|
| 4 | -Sociology. |
|
Theories and contemporary institutions of Education. Contemporary theories of education. Contemporary movements and educational institutions. Historical evolution of the school system. Institutions and educational agents. Non-formal education. |
|
| 4 | -Sociology. -Theory and History of Education |
|
New technologies applied to education. Didactic resources and new technologies: use in their different didactic, organizational and administrative applications. Using the main computer and audiovisual instruments. |
|
| 4 |
-Audiovisual and Advertising Communication. -Didactics and School Organization. -Informatics and Computer Systems. |
|
Nature Sciences and its Didactics. Knowledge of the Sciences of Nature. Contents, teaching resources and materials for the teaching of Nature Sciences. |
|
| 8 | -Didactics of the Experimental Sciences. (*) |
| Social Sciences and its Didactics. Knowledge of the Social Sciences. Contents, teaching resources and materials for teaching Social Sciences. |
|
| 8 | -Social Sciences Didactics. (*) |
|
Artistic Education and its Didactics. Approach to the artistic phenomenon. The plastic and musical expression. The creative and expressive world of the child. Contents, teaching resources and materials for art education. |
|
| 4 |
-Didactics of the Musical Expression. -Didactic of the Plastic Expression. (*) |
| Physical Education and its Didactics. Psychomotor activities. Teaching methods and activities in basic physical education. |
|
| 4 |
-Physical and Sports Education. |
|
Foreign Language and its Didactics. Oral and written knowledge of foreign language. Contents, teaching resources, and foreign language teaching materials. |
|
| 4 | -Language and Literature Didactics. -Corresponding Philology |
|
Language and Literature and its Didactics. Knowledge of the language: descriptive and normative aspects. The literature in the teaching of the language. Oral and written language: understanding and expression. Contents, teaching resources and materials for teaching the language and literature. |
|
| 12 | -Language and Literature Didactics. -Corresponding Philology |
|
In those Autonomous Communities with two official languages, this backbone shall be understood as referring to one of the two languages at the choice of pupil. |
|
|
|
|
| Mathematics and its Didactics. Knowledge of Mathematics. Contents, teaching resources and materials for teaching mathematics. |
|
| 8 | -Didactics of Mathematics. (*) |
| Practicum. An integrated set of teaching initiation practices to be performed at the appropriate levels of the education system. |
|
|
32 | -All areas linked to the trunk subjects, both common and Specialty, of this Primary Education Specialty. |
| The practices must also provide the knowledge of the school system to through knowledge of the concrete center as an organizational unit in its various dimensions and functions as well as the Educational Community. |
|
|
|
|
(1) Theoretical-practical.
(*) In their case, the universities will also be able to assign the teaching of this backbone to other areas of knowledge related to their contents that they deem appropriate.
ANNEX III
GENERAL GUIDELINES OF THE CURRICULA CONDUCIVE TO OBTAINING THE OFFICIAL TITLE OF FOREIGN LANGUAGE MASTER-SPECIALTY
First.
The lessons to be learned from the official title of FOREIGN LANGUAGE MAESTRO-SPECIALTY should provide a training oriented to the development of the teaching activity at the corresponding levels of the system. education, integrating the basic aspects with the specific preparation in the Foreign Language Speciality.
Second.
1. The plans of studies approved by the universities should be articulated as first-cycle teaching, lasting three years. The various plans of studies leading to the official title of MAESTRO-SPECIALTY OF FOREIGN LANGUAGE shall determine, in appropriations, the overall rate of charge which in no case may be less than 180 or greater than the maximum amount of appropriations that for the first cycle studies allows Royal Decree 1497/1987.
2. The teaching load set out in the curriculum will range from 20 to 30 hours a week, including practical lessons. In no case will the teaching burden of theoretical teaching exceed fifteen hours a week.
Third.
In the attached table, the subjects of compulsory inclusion are related in all the curricula of studies leading to the obtaining of the official title of MAESTRO-SPECIALTY FOREIGN LANGUAGE with a brief description of its contents, the credits that must correspond to the teachings, as well as the linking of the same to one or more areas of knowledge.
The universities will assign the teaching of the subjects and/or the corresponding disciplines or subjects and, where appropriate, their contents, to Departments that include one or more of the areas of knowledge to which the same are linked, in accordance with the provisions of that annexed table.
Master Title-Foreign Language Speciality
| Credits (1) | KNOWLEDGE AREAS | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
|
THEORISTS | PRACTICAL |
Total | ||||||||
| 1. MASTER TITLE COMMON TRUNK SUBJECTS IN ALL THEIR SPECIALTIES. |
|
|
|
| ||||||
|
Psychopedagogical Bases of Special Education. Learning difficulties and special educational needs. Developmental disorders and their impact on school learning. The schooling of pupils with sensory, physical and psychic deficits. Educational integration of students with difficulties. |
|
| 8 | -Didactics and School Organization. -Evolutionary Psychology and Education. | ||||||
|
Didactics. Didactic components of the teaching-learning process. Teaching and curriculum models: The base curriculum design and the development of curriculum projects. The teacher's duties. Tasks of teaching and organizing teaching processes. Analysis of didactic media. Evaluation of learning process learning. |
|
| 8 | -Didactics and School Organization. | ||||||
| Organization of the School Centers. The structure of the school system: characteristics and levels. The centre as an organisational unit: managerial, pedagogical and administrative management functions. Centre plan. Organization of students, teachers, resources, spaces, schedules, activities. The center and the educational community. The teacher's rights and duties. Assessment of centres. Analysis of organizational experiences. Reference of models and elements studied to child education centers. |
|
| 4 |
-Didactics and School Organization | ||||||
| Psychology of Education and School Age Development. Basic factors and processes of school learning. Content and learning processes. School learning and interpersonal relationships. Theory and explanatory models of development. Cognitive development, language development and acquisition, social, physical, motor and emotional-emotional development. |
|
| 8 | -Evolutionary Psychology and Education | ||||||
|
Sociology of Education. Basic concepts of sociology. Structures, relations and social institutions. The education system as a social subsystem. Sociology of interaction in the classroom. Sociology of the school organization. Sociology of the curriculum. Sociology of childhood, adolescence and youth. Social determinants of school performance. Class, gender and ethnic group in education. Transition to active life and labor market. |
|
| 4 | -Sociology. | ||||||
|
|
| 4 | -Sociology. -Theory and History of Education | |||||||
|
New technologies applied to education. Didactic resources and new technologies: use in their different didactic, organizational and administrative applications. Using the main computer and audiovisual instruments. |
|
| 4 |
-Audiovisual and Advertising Communication. -Didactics and School Organization. -Informatics and Computer Systems. | ||||||
|
2. SPECIALTY TRUNK SUBJECTS. |
|
|
|
| ||||||
|
|
| 4 | -Didactics of Experimental Sciences. -Didactics of Social Sciences | |||||||
| Artistic Education and its Didactics. Approach to the artistic phenomenon. The plastic and musical expression. The creative world of the child. Content, resources and materials for art education. |
|
| 4 | -Didactics of the Plastic Expression.
(*) | ||||||
|
Education and his Didactics. Psychomotor activities. Teaching methods and activities in basic physical education. |
|
| 4 |
-Physical and Sports Education | Mathematics and its Didactics. Knowledge of Mathematics. Contents, teaching resources and materials for teaching mathematics. |
|
| 4 | -Didactic of Mathematics. (*) | |
|
Language and Literature and its Didactics. Knowledge of the language: descriptive and normative aspects. Literature on the teaching of the language. Oral and written language: understanding and expression. Contents, teaching resources and materials for teaching the language and literature. |
|
| 8 | -Language and Literature Didactics. -Corresponding Philology | ||||||
|
those Autonomous Communities with two official languages, this backbone shall be understood as referring to one of the two languages at the choice of pupil. |
|
|
|
| ||||||
| Foreign Language and its Didactics. Language knowledge. Understanding and expression. Conversation. Literature. The learning of the foreign language. Contents, teaching resources, and foreign language teaching materials. |
|
| 16 | -Language and Literature Didactics. -Corresponding Philology | ||||||
| Fonética (foreign language ). Phonetic Analysis. Transcript. Pronunciation. |
|
| 4 | - Language and Literature teaching. -Philology (corresponding language) | ||||||
| Linguistics. The morphological, semantic, syntactic, and pragmatic systems. |
|
| 4 | -Didactics of Language and Literature. -General Linguistics | ||||||
|
Morfosyntaxis and Semantics (corresponding foreign language). Structure of the Language. Grammar. Semantic. Lexical. |
|
| 8 | - Language and Literature. -Philology (corresponding language) | ||||||
| Practicum. An integrated set of teaching initiation practices in the classroom, to be performed at the appropriate levels of the education system, especially in foreign language teaching. |
|
| 32 | -All areas linked to the common and specific trunk subjects of this Specialty Foreign Language. | ||||||
|
must to also provide knowledge of the school system through knowledge of the concrete center as an organizational unit in its various dimensions and functions, as well as the Educational Community. |
|
|
|
| ||||||
(1) Practical Theoretical.
(*) In their case, the universities will also be able to assign the teaching of this backbone to other areas of knowledge related to their contents that they deem appropriate.
ANNEX IV
GENERAL GUIDELINES OF THE CURRICULA CONDUCIVE TO OBTAINING THE OFFICIAL TITLE OF MASTER-SPECIALTY OF PHYSICAL EDUCATION
First.
The lessons to be learned from the official title of MASTER-SPECIALTY PHYSICAL EDUCATION should provide a training oriented to the development of the teaching activity at the corresponding levels of the system. education, integrating the basic aspects with the specific preparation in the Physical Education Speciality.
Second.
1. The plans of studies approved by the universities should be articulated as first-cycle teaching, lasting three years. The various plans of studies leading to the official title of MASTER-CRAFT OF PHYSICAL EDUCATION shall determine, in appropriations, the overall rate of charge which in no case may be less than 180 or greater than the maximum amount of appropriations that for the first cycle studies allows Royal Decree 1497/1987.
2. The teaching load set out in the curriculum will range from 20 to 30 hours a week, including practical lessons. In no case will the teaching burden of theoretical teaching exceed fifteen hours a week.
Third.
In the attached table, the subjects of compulsory inclusion are related in all the plans of studies leading to the obtaining of the official title of MASTER-SPECIALTY OF PHYSICAL EDUCATION with a brief description of its contents, the credits that must correspond to the teachings, as well as the linking of the same to one or more areas of knowledge.
The universities will assign the teaching of the subjects and/or the corresponding disciplines or subjects and, where appropriate, their contents, to Departments that include one or more of the areas of knowledge to which the same are linked, in accordance with the provisions of that annexed table.
Master Title-Physical Education Speciality
| Credits (1) | KNOWLEDGE AREAS | |||
|---|---|---|---|---|
|
THEORISTS | PRACTICAL |
Total | ||
| 1. MASTER TITLE COMMON TRUNK SUBJECTS IN ALL THEIR SPECIALTIES. |
|
|
|
|
|
Psychopedagogical Bases of Special Education. Learning difficulties and special educational needs. Developmental disorders and their impact on school learning. The schooling of pupils with sensory, physical and psychic deficits. Educational integration of students with difficulties. |
|
| 8 | -Didactics and School Organization. -Evolutionary Psychology and Education. |
|
Didactics. Didactic components of the teaching-learning process. Teaching and curriculum models: The base curriculum design and the development of curriculum projects. The teacher's duties. Tasks of teaching and organizing teaching processes. Analysis of didactic media. Evaluation of learning process learning. |
|
| 8 | -Didactics and School Organization. |
| Organization of the School Center. The structure of the school system: characteristics and levels. The centre as an organisational unit: managerial, pedagogical and administrative management functions. Centre plan. Organization of students, teachers, resources, spaces, schedules, activities. The center and the educational community. The teacher's rights and duties. Assessment of centres. Analysis of organizational experiences. Reference of models and elements studied to child education centers. |
|
| 4 |
-Didactics and School Organization. |
| Psychology of Education and School Age Development. Basic factors and processes of school learning. Content and learning processes. School learning and interpersonal relationships. Theory and explanatory models of development. Cognitive development, language development and acquisition, social, physical, motor and emotional-emotional development. |
|
| 8 | -Evolutionary Psychology and Education |
|
Sociology of Education. Basic concepts of sociology. Structures, relations and social institutions. The education system as a social subsystem. Sociology of interaction in the classroom. Sociology of the school organization. Sociology of the curriculum. Sociology of childhood, adolescence and youth. Social determinants of school performance. Class, gender and ethnic group in education. Transition to active life and labor market. |
|
| 4 | -Sociology. |
|
Education Theory and Institutions. Contemporary theories of education. Contemporary movements and educational institutions. Historical evolution of the school system. Institutions and educational agents. Non-formal education. |
|
| 4 | -Sociology. -Theory and History of Education |
|
New technologies applied to education. Didactic resources and new technologies: use of their different didactic, organizational and administrative applications. Using the main computer and audiovisual instruments. |
|
| 4 |
-Audiovisual and Advertising Communication. -Didactics and School Organization. -Informatics and Computer Systems. |
|
2. SPECIALTY TRUNK SUBJECTS. |
|
|
|
|
|
|
| 4 | -Didactics of Experimental Sciences. -Didactics of Social Sciences | |
| Artistic Education and its Didactics. Approach to the artistic phenomenon. The plastic and musical expression. The creative world of the child. Content, resources and materials for art education. |
|
| 4 | -Didactics of the Plastic Expression.
(*). |
|
Mathematics and its Didactic. Knowledge of Mathematics. Content, resources-didactic and materials for teaching mathematics. |
|
| 4 | -Didactic of Mathematics. (*). |
|
Language and Literature and its Didactics. Knowledge of the language: descriptive and normative aspects. Literature on the teaching of the language. Oral and written language: understanding and expression. Contents, teaching resources and materials for teaching the language and literature. |
|
| 6 | -Language and Literature Didactics. -Corresponding Philology |
|
those Autonomous Communities with two official languages, this backbone shall be understood as referring to one of the two languages at the choice of pupil. |
|
|
|
|
| Foreign Language and its Didactics. Oral and written knowledge of foreign language. Contents, teaching resources, and foreign language teaching materials. |
|
| 4 | -Language and Literature Didactics. -Corresponding Philology |
|
Learning and motor development. The general evolutionary development of the child in relation to the motor maturation processes. Learning and engine development processes. |
|
| 6 | -Physical and Sports Education.
-Evolutionary and Education Psychology |
| Biological and physiological bases of the movement. Elements of Anatomy and Bio-Physiology. Neuromotor, bone and muscle development. Physical work and effort: your relationship with the different organs and systems. Pathologies. |
|
| 6 | -Didactics of the Corporate Expression. -Physical and Sports Education. -Physical Therapy. -Medicine. -Psychobiology. |
| Physical Education and its Didactics. Theoretical bases of physical education. Perceptive-motor skills and their development. Teaching methods and activities in basic physical education. |
|
| 16 | - The Didactics of the Corporate Expression. -Physical and Sports Education. |
|
Theory and practice of conditioning physical. Basic physical qualities and their evolution: strength, strength, speed, flexibility. Training and non-trainable factors of basic physical qualities in children. Health effects of physical work. |
|
| 6 | - The Didactics of the Corporate Expression. -Physical and Sports Education. |
| Practicum. An integrated set of classroom teaching practices, to be performed at the appropriate levels of the education system, especially in physical education activities. |
|
| 32 | -All areas linked to the common and specific trunk subjects of this Specialty Physical Education. |
|
must to also provide knowledge of the school system through knowledge of the concrete center as an organizational unit in its various dimensions and functions, as well as the Educational Community. |
|
|
|
|
(1) Practical Theoretical.
(*) In their case, the universities will also be able to assign the teaching of this backbone to other areas of knowledge related to their contents that they deem appropriate.
ANNEX V
GENERAL GUIDELINES OF THE PLANS OE STUDIES LEADING TO THE OBTAINING OF THE OFFICIAL TITLE OF MASTER-SPECIALTY OF MUSICAL EDUCATION
First.
The teachings leading to obtaining the official title of MASTER-SPECIALTY OF MUSICAL EDUCATION will have to provide a training oriented to the development of the teaching activity in the corresponding levels of the system education, integrating the basics with specific preparation into the Specialty of Musical Education.
Second.
1. The plans of studies approved by the universities should be articulated as first-cycle teaching, lasting three years. The various plans of studies leading to the official title of MAESTRO-SPECIALTY DE EDUCACIÓN MUSICAL shall determine, in credits, the overall reading load which in no case may be less than 180 or greater than the maximum of credits that for the first cycle studies allows Royal Decree 1497/1987.
2. The teaching load set out in the curriculum will range from 20 to 30 hours a week, including practical lessons. In no case will the teaching burden of theoretical teaching exceed fifteen hours a week.
Third.
In the attached table, the subjects of compulsory inclusion are related in all the plans of studies leading to the obtaining of the official title of MASTER-SPECIALTY OF MUSICAL EDUCATION with a brief description of its contents, the credits that must correspond to the teachings, as well as the linking of the same to one or more areas of knowledge.
The universities will assign the teaching of the subjects and/or the corresponding disciplines or subjects and, where appropriate, their contents, to Departments that include one or more of the areas of knowledge to which the same are linked, in accordance with the provisions of that annexed table.
Master Title-Musical Education Specialty
| Credits (1) | KNOWLEDGE AREAS | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
|
THEORISTS | PRACTICAL |
Total | |||||||||
| 1. MASTER TITLE COMMON TRUNK SUBJECTS IN ALL THEIR SPECIALTIES. |
|
|
|
| |||||||
|
Psychopedagogical Bases of Special Education. Learning difficulties and special educational needs. Developmental disorders and their impact on school learning. The schooling of pupils with sensory, physical and psychic deficits. Educational integration of students with difficulties. |
|
| 8 | -Didactics and School Organization. -Evolutionary Psychology and Education. | |||||||
|
Didactics. Didactic components of the teaching-learning process. Teaching and curriculum models: The base curriculum design and the development of curriculum projects. The teacher's duties. Tasks of teaching and organizing teaching processes. Analysis of didactic media. Evaluation of learning process learning. |
|
| 8 | -Didactics and School Organization. | |||||||
| Organization of the School Center. The structure of the school system: characteristics and levels. The centre as an organisational unit: managerial, pedagogical and administrative management functions. Centre plan. Organization of students, teachers, resources, spaces, schedules, activities. The center and the educational community. The teacher's rights and duties. Assessment of centres. Analysis of organizational experiences. Reference of models and elements studied to child education centers. |
|
| 4 |
-Didactics and School Organization | |||||||
| Psychology of Education and School Age Development. Basic factors and processes of school learning. Content and learning processes. School learning and interpersonal relationships. Theory and explanatory models of development. Cognitive development, language development and acquisition, social, physical, motor and emotional-emotional development. |
|
| 8 | -Evolutionary Psychology and Education | |||||||
|
Sociology of Education. Basic concepts of sociology. Structures, relations and social institutions. The education system as a social subsystem. Sociology of interaction in the classroom. Sociology of the school organization. Sociology of the curriculum. Sociology of childhood, adolescence and youth. Social determinants of school performance. Class, gender and ethnic group in education. Transition to active life and labor market. |
|
| 4 | -Sociology. | |||||||
|
Education Theory and Institutions. Contemporary theories of education. Contemporary educational movements and institutions. Historical evolution of the school system. Institutions and educational agents. Non-formal education. |
|
| 4 | -Sociology. -Theory and History of Education | |||||||
|
New technologies applied to education. Didactic resources and new technologies: use of their different didactic, organizational and administrative applications. Using the main computer and audiovisual instruments. |
|
| 4 |
-Audiovisual and Advertising Communication. -Didactics and School Organization. -Informatics and Computer Systems. | |||||||
|
2. SPECIALTY TRUNK SUBJECTS. |
|
|
|
| |||||||
|
|
| 4 | -Didactics of Experimental Sciences. -Didactics of Social Sciences | ||||||||
| Didactics of the Musical Expression. Principles of school music education. Current methods and systems of musical pedagogy. Programming and evaluation. Teaching practices. |
|
| 8 | - Music Expression. -Music. | |||||||
| Education and its Didactics. Psychomotor activities. Teaching methods and activities in basic physical education. |
|
| 4 |
-Physical and Sports Education | Mathematics and its Didactics. Knowledge of Mathematics. Contents, teaching resources and materials for teaching mathematics. |
|
| 4 | -Didactic of Mathematics. (*). | ||
|
Language and Literature and its Didactics. Knowledge of the language: descriptive and normative aspects. Literature on the teaching of the language. Oral and written language: understanding and expression. Contents, teaching resources and materials for teaching the language and literature. |
|
| 6 | -Language and Literature Didactics. -Corresponding Philology | |||||||
|
those Autonomous Communities with two official languages, this backbone shall be understood as referring to one of the two languages at the choice of pupil. |
|
|
|
| |||||||
| Foreign Language and its Didactics. Language knowledge. Understanding and expression. Conversation. Literature. The learning of the foreign language. Contents, teaching resources, and foreign language teaching materials. |
|
| 4 | -Language and Literature Didactics. -Corresponding Philology | |||||||
|
instrumental training. Study of a melodic or harmonic instrument. |
|
| 6 | -Music. | |||||||
|
Pools. Instrumental ensemble practice. Address. School repertoire for different types of instrumental and vocal organizations. |
|
| 8 | -Didactics of the Musical Expression. -Music. | |||||||
| Ritmic and Dance Training. Fundamental elements of the rhythmic. Different aspects of the dance applied to basic education. Elementary choreographies. Improvisation. Repertoire. |
|
| 4 | -Didactics of the Corporate Expression. -Didactics of the Musical Expression. -Music. | |||||||
| Vocal and Hearing Training. Vocal and auditory techniques. The externalization and internalization of the melody. Repertoire. |
|
| 4 | -Didactics of the Musical Expression, -Music. | |||||||
|
History of Music and Folklore. Analysis of works. Studying the different periods and aesthetics. |
|
| 4 | -Art History.
-Music. | |||||||
|
Language. Theoretical-practical study of the musical elements needed for music reading and interpretation. |
|
| 4 | -Didactics of the Musical Expression. -Music. | |||||||
| Practicum. An integrated set of classroom teaching practices, to be performed at the appropriate levels of the education system, especially in music education activities. |
|
| 32 | -All areas linked to the common and specific trunk subjects of this Specialty Music Education. | |||||||
|
must to also provide knowledge of the school system through knowledge of the concrete center as an organizational unit in its various dimensions and functions, as well as the Educational Community. |
|
|
|
| |||||||
(1) Practical Theoretical.
(*) In their case, the universities will also be able to assign the teaching of this backbone to other areas of knowledge related to their contents that they deem appropriate.
ANNEX VI
GENERAL GUIDELINES OF THE CURRICULA CONDUCIVE TO OBTAINING THE OFFICIAL TITLE OF SPECIAL EDUCATION MASTER-SPECIALTY
First.
The lessons to be learned from the official title of MAESTRO-SPECIALTY DE EDUCACIÓN ESPECIAL will have to provide a training oriented to the development of the teaching activity in the corresponding levels of the system. education, integrating the basics with specific preparation into the Special Education Speciality.
Second.
1. The plans of studies approved by the universities should be articulated as first-cycle teaching, lasting three years. The various plans of studies leading to the official title of MAESTRO-SPECIALTY DE EDUCACIÓN ESPECIAL shall determine, in appropriations, the overall income which in no case may be less than 180 or greater than the maximum amount of appropriations that for the first cycle studies allows Royal Decree 1497/1987.
2. The teaching load set out in the curriculum will range from 20 to 30 hours a week, including practical lessons. In no case will the teaching burden of theoretical teaching exceed fifteen hours a week.
Third.
In the attached table, the subjects of compulsory inclusion are related in all the plans of studies leading to the obtaining of the official title of MAESTRO-SPECIALTY OF SPECIAL EDUCATION with a brief description of its contents, the credits that must correspond to the teachings, as well as the linking of the same to one or more areas of knowledge.
The universities will assign the teaching of the subjects and/or the corresponding disciplines or subjects and, where appropriate, their contents, to Departments that include one or more of the areas of knowledge to which the same are linked, in accordance with the provisions of that annexed table.
Master Title-Special Education Speciality
| Credits (1) | KNOWLEDGE AREAS | |||
|---|---|---|---|---|
|
THEORISTS | PRACTICAL |
Total | ||
| 1. MASTER TITLE COMMON TRUNK SUBJECTS IN ALL THEIR SPECIALTIES. |
|
|
|
|
|
Psychopedagogical Bases of Special Education. Learning difficulties and special educational needs. Developmental disorders and their impact on school learning. The schooling of pupils with sensory, physical and psychic deficits. Educational integration of students with difficulties. |
|
| 8 | -Didactics and School Organization. -Evolutionary Psychology and Education. |
|
Didactics. Didactic components of the teaching-learning process. Teaching and curriculum models: The base curriculum design and the development of curriculum projects. The teacher's duties. Tasks of teaching and organizing teaching processes. Analysis of didactic media. Evaluation of learning process learning. |
|
| 8 | -Didactics and School Organization. |
| Organization of the School Center. The structure of the school system: characteristics and levels. The centre as an organisational unit: managerial, pedagogical and administrative management functions. Centre plan. Organization of students, teachers, resources, spaces, schedules, activities. The center and the educational community. The teacher's rights and duties. Assessment of centres. Analysis of organizational experiences. Reference of models and elements studied to child education centers. |
|
| 4 |
-Didactics and School Organization. |
| Psychology of Education and School Age Development. Basic factors and processes of school learning. Content and learning processes. School learning and interpersonal relationships. Theory and explanatory models of development. Cognitive development, language development and acquisition, social, physical, motor and emotional-emotional development. |
|
| 8 | -Evolutionary Psychology and Education |
|
Sociology of Education. Basic concepts of sociology. Structures, relations and social institutions. The educational system as a social subsystem, Sociology of the interaction in the classroom. Sociology of the school organization. Sociology of the curriculum. Sociology of childhood, adolescence and youth. Social determinants of school performance. Class, gender and ethnic group in education. Transition to active life and labor market. |
|
| 4 | -Sociology. |
|
Education Theory and Institutions. Contemporary theories of education. Contemporary movements and educational institutions. Historical evolution of the school system. Institutions and educational agents. Non-formal education. |
|
| 4 | -Sociology. -Theory and History of Education |
|
New technologies applied to education. Didactic resources and new technologies: use of their different didactic, organizational and administrative applications. Using the main computer and audiovisual instruments. |
|
| 4 |
-Audiovisual and Advertising Communication. -Didactics and School Organization. -Informatics and Computer Systems. |
|
2. SPECIALTY TRUNK SUBJECTS. |
|
|
|
|
|
Education and Organizational Aspects of Special Education. Pedagogical individualization and strategies for the treatment of human differences and learning in students with disabilities and disabilities. Curricular diversification. The organization of school centers to address special education needs. |
|
| 6 | -Didactics and School Organization. -Methods of Research and Diagnostics in Education. -Evolutionary Psychology and Education. |
|
Evolving and Educational Aspects of Deficiency Hearing. Problems with hearing and language. Communication and linguistic development. Strategies for educational intervention. The integration of the hearing impaired. |
|
| 6 | -Didactics and School Organization. -Personality, Evaluation, and Psychological Treatment. -Evolutionary psychology and Education |
| Evolving and Educational Aspects of Mental Deficiency. The intellectual delay. Mental impairment and learning problems. Strategies for educational intervention. School integration of the intellectual deficient. |
|
| 9 | -Didactics and School Organization. -Personality, Evaluation, and Psychological Treatment. -Evolutionary psychology and Education |
| Evolving and Educational Aspects of Motoric Deficiency. Etiology of the motor deficiency. Communicative and intellectual development. The non-vocal communication system. Strategies for educational intervention. The educational integration of the motor deficient. |
|
| 6 | -Didactics and School Organization. -Physical Therapy. -Personality, Evaluation, and Psychological Treatment. -Psychology Evolutionary and Education |
|
Evolving and Educational Aspects of Visual Deficiency. Etiology of visual impairment. Communicative and intellectual development. Strategies for educational intervention. The educational integration of the visually impaired. |
|
| 6 | -Didactics and School Organization. -Personality, Evaluation, and Psychological Treatment. -Evolutionary psychology and Education |
| Physical education in students with special educational needs. Motor and perceptive development-motor in children with disabilities. Physical activities adapted to children with disabilities. |
|
| 4 | -Physical and Sports Education. -Physical and Sports Education. |
|
Plastic and Musical. Approach to the artistic phenomenon. The plastic and musical expression. The creative and expressive world of the child. Contents, resources and materials for artistic education. Therapeutic and diagnostic aspects in special education. |
|
| 4 | -Didactics of the Music Expression. |
|
and personality and behavior disorders. The behavior changes. Intervention strategies for behavior issues. |
|
| 6 | -Personality, Evaluation, and Psychological Treatment. -Evolutionary psychology and Education |
| disorders of the written language. Strategies for didactic intervention in the rehabilitation of disorders in literacy. Methods, techniques, and resources for the treatment of dyslexia, dysgraphies, dysspellings, and dyscalculi. |
|
| 9 | -Personality, Evaluation, and Psychological Treatment. -Evolutionary psychology and Education |
| Practicum. An integrated set of classroom teaching practices, to be performed at the appropriate levels, especially in Special Education integration classrooms. |
|
| 32 | -All areas linked to the common and specific trunk subjects of this Specialty Special Education |
|
must provide also knowledge of the school system through knowledge of the concrete center as an organizational unit in its various dimensions and functions, as well as the Educational Community. |
|
|
|
|
(1) Practical Theoretical.
ANNEX VII
GENERAL GUIDELINES OF THE CURRICULA LEADING TO THE OBTAINING OF THE OFFICIAL TITLE-SPECIALTY OF HEARING AND LANGUAGE
First.
The teachings that lead to the formal title of MASTER-SPECIALTY OF HEARING AND LANGUAGE must provide a training oriented to the development of the teaching activity in the corresponding levels of the educational system, integrating the basic aspects with the specific preparation in the Speciality of Auditing and Language.
Second.
1. The plans of studies approved by the universities should be articulated as first-cycle teaching, lasting three years. The various plans of studies leading to the official title of MASTER ' S DEGREE OF HEARING AND LANGUAGE shall determine, in appropriations, the overall reading burden, which shall in no case be less than 180 or greater than the maximum amount of appropriations that for the first cycle studies allows Royal Decree 1497/1987.
2. The teaching load set out in the curriculum will range from 20 to 30 hours a week, including practical lessons. In no case will the teaching burden of theoretical teaching exceed fifteen hours a week.
Third.
In the attached table, the subjects of compulsory inclusion are related in all the plans of studies leading to the obtaining of the official title of MASTER-SPECIALTY OF HEARING AND LANGUAGE with a brief description of its contents, the credits that must correspond to the teachings, as well as the linking of the same to one or more areas of knowledge.
The universities will assign the teaching of the subjects and/or the corresponding disciplines or subjects and, where appropriate, their contents, to Departments that include one or more of the areas of knowledge to which the same are linked, in accordance with the provisions of that annexed table.
Master Title-Hearing and Language Speciality
| Credits (1) | KNOWLEDGE AREAS | |||
|---|---|---|---|---|
|
THEORISTS | PRACTICAL |
Total | ||
| 1. MASTER TITLE COMMON TRUNK SUBJECTS IN ALL THEIR SPECIALTIES. |
|
|
|
|
|
Psychopedagogical Bases of Special Education. Learning difficulties and special educational needs. Developmental disorders and their impact on school learning. The schooling of pupils with sensory, physical and psychic deficits. Educational integration of students with difficulties. |
|
| 8 | -Didactics and School Organization. -Evolutionary Psychology and Education. |
|
Didactics. Didactic components of the teaching-learning process. Teaching and curriculum models: The base curriculum design and the development of curriculum projects. The teacher's duties. Tasks of teaching and organizing teaching processes. Analysis of didactic media. Evaluation of learning process learning. |
|
| 8 | -Didactics and School Organization. |
| Organization of the School Center. The structure of the school system: characteristics and levels. The centre as an organisational unit: managerial, pedagogical and administrative management functions. Centre plan. Organization of students, teachers, resources, spaces, schedules, activities. The center and the educational community. The teacher's rights and duties. Assessment of centres. Analysis of organizational experiences. Reference of models and elements studied to child education centers. |
|
| 4 |
-Didactics and School Organization |
| Psychology of Education and School Age Development. Basic factors and processes of school learning. Content and learning processes. School learning and interpersonal relationships. Theory and explanatory models of development. Cognitive development, language development and acquisition, social, physical, motor and emotional-emotional development. |
|
| 8 | -Evolutionary Psychology and Education |
|
Sociology of Education. Basic concepts of sociology. Structures, relations and social institutions. The education system as a social subsystem. Sociology of interaction in the classroom. Sociology of the school organization. Sociology of the curriculum. Sociology of childhood, adolescence and youth. Social determinants of school performance. Class, gender and ethnic group in education. Transition to active life and labor market. |
|
| 4 | -Sociology. |
|
Education Theory and Institutions. Contemporary theories of education. Contemporary movements and educational institutions. Historical evolution of the school system. Institutions and educational agents. Non-formal education. |
|
| 4 | -Sociology. -Theory and History of Education |
|
New technologies applied to education. Didactic resources and new technologies: use of their different didactic, organizational and administrative applications. Using the main computer and audiovisual instruments. |
|
| 4 |
-Audiovisual and Advertising Communication. -Didactics and School Organization. -Informatics and Computer Systems. |
|
2. SPECIALTY TRUNK SUBJECTS. |
|
|
|
|
|
|
| 4 | -Surgery. -Medicine. -Psychobiology. -Psychiatry. | |
| The Evolving Aspects of Thought and Language. The relations between the development of communication, of thought and of language. Contexts of development and language acquisition. Educational interation and language development. |
|
| 4 | -Basic Psychology. -Evolutionary Psychology and Education. |
|
Skills Development. Oral and written language: understanding and expression. Teaching methods and activities for the development of language activities. |
|
| 8 | -Language and Literature Didactics. -Personality, Evaluation and Psychological Treatment. -Evolutionary Psychology and Education. |
| Linguistics. The phonological, semantic, syntactic, and pragmatic systems. |
|
| 8 | -Language and Literature. -Corresponding Philology. -General Linguistics |
| Psychopathology of the Hearing and Language. Description and analysis of major hearing and language disorders. |
|
| 8 | -Language and Literature Didactics. -Personality, Evaluation and Psychological Treatment. -Psychiatry. |
| Alternative Communication Systems. Sign language: morphological and syntactic aspects. Different sign systems. The communication of the deaf. Other communication systems. |
|
| 4 | - Evolutionary Psychology and Education. -Basic Psychology |
|
Treatment of Hearing and Language Disorders. Strategies for didactic intervention in the rehabilitation of hearing and language disorders. Methods, techniques and resources of rehabilitation of the difficulties of expression, of the pathologies of deprivation of the word, of autism, of mental deficiency and cerebral palsy. Programs, processes, and evaluation in the framework of school integration. |
|
| 8 |
-Surgery. -Medicine. -Personality, Evaluation and Psychological Treatment. -Evolutionary and developmental psychology Education |
|
Educational treatment of disorders of the oral and written language. Strategies for didactic intervention in the rehabilitation of disorders in literacy. Methods, techniques, and resources for the treatment of dyslexia, dysgraphies, dysspellings, and dyscalculi. |
|
| 8 | -Personality, Evaluation, and Psychological Treatment. -Evolutionary psychology and Education |
| Practicum. An integrated set of teaching initiation practices in the classroom, to be performed at the appropriate levels of the educational system, especially in reeducation activities specializing in hearing and language recovery. |
|
| 32 | -All areas linked to the stem, both common as of Specialty, of this Audition and Language Speciality |
|
|
|
|
|
|
(1) Practical Theoretical.
