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.

Organic Law 8/2013, of 9 December, for the improvement of educational quality, amends article 3.10 of the Organic Law 2/2006, of 3 May, and creates the cycles of basic vocational training within Vocational Training. of the educational system, as a measure to facilitate the permanence of students and students in the educational system and offer them greater possibilities for their personal and professional development.

On the other hand, the Organic Law of 19 June, of the Qualifications and Vocational Training, points out in article 10.1 that the General Administration of the State, in accordance with the provisions of the 149.1.30. and 7. the Constitution, after consulting the General Council of Vocational Training, shall determine the vocational training qualifications of the education system and the certificates of professionalism of the vocational training subsystem for employment, which shall constitute the offers of vocational training referred to in the Catalogue National of Professional Qualifications.

The fourth final provision of Royal Decree 127/2014 of 28 February on specific aspects of the Basic Vocational Training of the vocational training courses of the education system is approved. fourteen basic professional titles, their basic curricula are fixed and the Royal Decree 1850/2009 of 4 December, on the issue of academic and professional titles corresponding to the teachings established in the Organic Law, is amended On 3 May, from 3 May, Education indicates that it is up to the Government, after consulting the (i) the provision of information to the public authorities, the updating and extension of the catalogue of certificates of vocational training and the establishment of new basic vocational training qualifications and the corresponding basic curricula, established in Article 39.6 of Organic Law 2/2006 of 3 May.

In order to meet the above requirements, in this royal decree six new titles of the basic vocational training of the catalogue of titles of vocational training of the educational system are established, and the a basic curriculum for each qualification to ensure a common training and to ensure the validity of diplomas throughout the State, without prejudice to the powers conferred on the autonomous communities in this field.

This royal decree has the character of a basic rule and is dictated under the protection of article 149.1.30. of the Constitution, which attributes to the State the powers for the regulation of the conditions of obtaining, issuing and approval of the academic and professional titles and basic norms for the development of Article 27 of the Constitution, in order to guarantee the fulfilment of the obligations of the public authorities in this matter. In accordance with the case-law of the Constitutional Court, exceptional intervention of the regulation is possible in the delimitation of the basic, inter alia, where the use of the regulation is justified by the nature of the markedly technical of the matter and because it is an indispensable complement to ensure the lowest common denominator established in the basic legal norms guaranteeing equity in the entire territory of the Spanish State.

In the process of drawing up this royal decree, the autonomous communities have been consulted, the State School Council has issued an opinion, and the General Council of Vocational Training and the Ministry of Education have issued a report. of Finance and Public Administrations.

In its virtue, on the proposal of the Minister of Education, Culture and Sport and after deliberation of the Council of Ministers at its meeting of 28 August 2015,

DISPONGO:

Article 1. Object and scope of application.

1. The purpose of this royal decree is to develop the catalogue of diplomas of vocational training of the educational system by the establishment of six new titles of basic vocational training, in accordance with the Royal Decree. 127/2014, of 28 February, in which specific aspects of the Basic Vocational Training of the vocational training courses of the educational system are regulated, 14 basic vocational qualifications are approved, their basic curricula are set and the Royal Decree 1850/2009 of 4 December on the issue of securities is amended academics and professionals corresponding to the teachings set out in Organic Law 2/2006, of 3 May, of Education.

2. The basic curriculum, the basic parameters of the training context, the correspondence between professional modules and the competition units for each of the basic vocational training qualifications set out in Annexes I to VI are laid down for each of the basic vocational training qualifications. accreditation or validation, and medium-grade training courses to which the title allows the application of preferential criteria for admission in the event of competitive competition.

3. Basic vocational training qualifications are of an official nature and are valid throughout the national territory and do not constitute a regulation of professional practice.

Article 2. Basic Professional Training Titles that are set.

The basic vocational training titles set out below are related, the specifications of which are described in the following annexes:

(a) Annex I: Basic professional title in bakery and pastry activities.

(b) Annex II: Basic professional title in domestic activities and cleaning of buildings.

(c) Annex III: Basic professional title in housing maintenance.

(d) Annex IV: Basic professional title in the manufacture of metallic elements.

e) Annex V: Basic professional title in electrotechnical and mechanical installations.

(f) Annex VI: Basic professional title in the maintenance of sports and recreational craft.

Final disposition first. Competence title.

This royal decree is issued under the protection of article 149.1.30. of the Spanish Constitution, which attributes to the State the powers to regulate the conditions for obtaining, issuing and approving certificates academics and professionals and basic standards for the development of Article 27 of the Constitution, in order to ensure compliance with the obligations of the public authorities in this field.

Final disposition second. Entry into force.

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

Given in Madrid, 28 August 2015.

FELIPE R.

The Minister of Education, Culture and Sport,

INIGO MÉNDEZ DE VIGO Y MONTINJO

ANNEX I

Basic professional title in bakery and pastry activities

1. Title identification.

The basic professional title in bakery and pastry activities is identified by the following elements:

-Name: Basic professional title in bakery and pastry activities.

-Level: Basic Professional Training.

-Duration: 2,000 hours.

-Professional Family: Hotels & Tourism & Food Industries.

-European reference: CINE-3.5.3. (International Standard Classification of Education).

2. Professional profile.

2.1. General competence of the title.

The general competence of the title consists in receiving raw materials, preparing and producing basic bakery products, presenting them for sale and dispensing them, applying the established protocols, the rules of food hygiene, prevention of occupational risks, corresponding environmental protection, and communicating orally and in writing in the Spanish language and, where appropriate, in the co-official language as well as in some foreign language.

2.2. Title competencies.

The professional, personal, social and skills competencies for lifelong learning of this title are as follows:

a) Perform basic tasks of receiving and preparing raw materials and auxiliary products for the manufacture of bakery and pastry products, avoiding damage and controlling the pace of the process.

b) Prepare the work area (tables, machinery and utensils) and supply the required raw materials.

(c) Repose, following instructions, genera and raw materials, in the areas of pre-production and preparation of basic bakery and pastry products.

(d) Regenerate preserved bakery and pastry products, using appropriate defrosting techniques, among others.

e) Perform complex preworking and processing of bakery, bakery and pastry, following instructions and applying the techniques of handling raw materials.

(f) Keep preworking and processing of bakery, bakery and pastry, using different methods, such as refrigeration and vacuum packaging, among others, ensuring their subsequent regeneration and use.

g) Swamp, pack and label and place security devices from bakery and pastry products for sale, handling suitable machines and equipment.

h) To present the finished products of bakery, bakery and pastry to facilitate their promotion, sale and to respond to the image of the company, using commercial criteria and other indications.

i) Tender to customers during the sale or at any other time, following the procedure and established protocols.

j) Communicate to the top the disfunctions and anomalies observed in the operation of equipment and tools, using tokens or other established communication procedures.

k) Obtain and communicate information intended for self-learning and its use in different contexts of its personal, social or professional environment through resources within its scope and the information and information technologies themselves communication.

l) Solve predictable problems related to your physical, social, personal, and productive environment, using scientific reasoning and elements provided by applied and social sciences.

m) To act healthily in different everyday contexts that favor personal and social development, analyzing habits and positive influences for human health.

n) To value actions aimed at the conservation of the environment, differentiated the consequences of everyday activities that may affect the balance of the environment.

n) Act with respect and sensitivity towards cultural diversity, historical-artistic heritage and cultural and artistic manifestations, appreciating its use and enjoyment as a source of personal and social enrichment.

o) Solve predictable problems related to your physical, social, personal, and productive environment, using scientific reasoning and elements provided by applied and social sciences.

p) Communicate with clarity, precision and fluency in different social or professional contexts and by different means, channels and supports at their fingertips, using and adapting oral and written language resources of the language Spanish and, where appropriate, the official language.

q) Communicate in customary situations both at work and personal and social, using basic language resources in foreign languages.

r) To make simple explanations about events and characteristic phenomena of contemporary societies based on historical and geographical information at their disposal.

s) Adapting to new employment situations caused by technological and organizational changes in their work activity, using the training offers at their fingertips and locating resources through the technologies of the information and communication.

t) Fulfill the tasks of your level with autonomy and responsibility, using quality and efficiency criteria in the assigned work and performing it individually or as a member of a team.

u) Communicate effectively, respecting the autonomy and competence of the different people involved in their field of work, contributing to the quality of the work done.

v) Take and comply with risk prevention and work safety measures in the performance of work activities, avoiding personal, occupational and environmental damage.

w) Meet quality, universal accessibility and design standards for all that affect your professional activity.

x) Act with entrepreneurial spirit, personal initiative and responsibility in choosing the procedures of your professional activity.

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

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

2.3.1. Full professional qualification:

Basic Pastry Operations HOT414_1 (Royal Decree 1179/2008 of 11 July 2008), comprising the following units of competence:

UC1333_1: Run basic operations of internal provisioning and preservation of preworking and processing of pastry.

UC1334_1: Preprepare, elaborate, and present simple pastry making and assist in complex elaborations.

2.3.2. Incomplete professional qualifications:

a) Auxiliary processing operations in the food industry INA172_1 (Royal Decree 1228/2006, 27 October):

UC0543_1: Perform support tasks for receiving and preparing raw materials.

UC0545_1: Handle equipment and facilities for packaging, conditioning, and packaging of food products, following standard and dependent work instructions.

(b) Auxiliary trade activities COM412_1 (Royal Decree 1179/2008 of 11 July 2008):

UC1329_1: Provide attention and operational, structured, and protocolized information to the client.

2.4. Professional environment.

2.4.1. This professional is active in bakeries and pasteleries, working as an employed person in small, medium and large companies in this productive sector. Likewise, it can develop its activity, following instructions and with a certain degree of autonomy, in small establishments dedicated to the production and sale of these products.

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

-Bakery and bakery aid.

-Pastry aid.

-Pastry store auxiliary.

-Employee/Pastry establishment.

-Warehouse Auxiliary.

-Sales Auxiliary.

2.5. Title foresight in the sector or sectors.

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

(a) The activities related to the production of bakery and pastry products are currently undergoing a profound transformation, mainly due to the changes introduced by consumers in their living habits. daily.

b) The fact that Spain is a tourist destination that receives annually millions of visitors from anywhere in the world, demanding highly varied gastronomic products and in accordance with their tastes, is contributing to bakeries and pasteleries implement and diversify their offerings.

c) The social changes related to the family model and the increase of single-person homes are making the products of this subsector increase their presence and in a special way those related to the pastry salt.

d) To respond to the current demand of the bakery and pastry sector requires the use of specialized machinery and new technologies that are more suited to the needs of the service.

e) The bakery and pastry shop, whose production is intended for human consumption, is a sector that demands strict respect for the corresponding safety and hygiene regulations that guarantee the quality of the product.

f) It is important to manage foreign languages, as these professionals, in addition to making bakery and pastry products, will make sales so they will have direct treatment with domestic and foreign clients.

g) Finally, in this globalized and interconnected world, the favorable attitude towards teamwork, self-training and adequate responsibility for achieving the profile's own competencies is essential.

3. Teaching of the training cycle.

3.1. General title objectives.

The general objectives of this training cycle are as follows:

a) Identify and value the raw materials used in the manufacture of bakery and pastry products and their applications in each phase of the production process for the realization of basic tasks of reception and preparation of raw materials and ancillary products.

b) Carry out the basic maintenance of machinery, moulds and tools used in the manufacture of bakery and pastry products for the purpose of the work area.

(c) Apply appropriate techniques and machinery according to the type of pre-processed or prepared products for preservation and subsequent regeneration.

d) Apply procedures and use the appropriate equipment to label, package and pack bakery and pastry products.

e) Apply the techniques that are required to perform preworking and processing of pastry and bakery.

f) Employ procedures for recording and transmitting information for communication of dysfunctions and failures.

g) Apply finishing and presentation procedures for bakery and pastry products for attractive exposure and sale.

h) Apply sales protocols for pastry products and bakery for customer care.

i) Recognize the specifications that must be met by the work areas, equipment, and facilities to perform the cleaning and hygiene operations.

j) Apply hygienic and sanitary measures, knowing the food safety regulations to intervene in the operations of conservation, regeneration, pre-processing and manufacture of bakery and pastry products.

k) Identify packaging materials and techniques, relating them to the product type and the company image to perform the attractive product presentation.

l) Identify customer needs and accurate information to meet them, applying incident and complaint resolution techniques and protocols to address customers.

m) Understanding the phenomena occurring in the natural environment through scientific knowledge as an integrated knowledge, as well as knowing and applying methods to identify and solve basic problems in the various fields of knowledge and experience.

n) Develop skills to formulate, raise, interpret, and solve problems applying mathematical calculation reasoning to unwrap themselves in society, in the working environment, and manage their economic resources.

n) Identify and understand the basic aspects of the functioning of the human body and put them in relation to individual and collective health and assess hygiene and health to enable the development and strengthening of habits healthy life based on the environment in which it is located.

o) Develop habits and values in accordance with the conservation and sustainability of natural heritage, understanding the interaction between living beings and the natural environment in order to assess the consequences of human action on the environmental balance.

p) Develop the basic skills of information sources, using critical information and communication technologies to obtain and communicate information in the personal, social or professional.

q) To recognize the basic characteristics of cultural and artistic productions, applying techniques basic analysis of their elements to act with respect and sensitivity towards cultural diversity, historical and artistic heritage cultural and artistic manifestations.

r) Develop and strengthen language skills and skills and achieve the required level of accuracy, clarity and fluency, using knowledge about the Spanish language and, where appropriate, the official language to communicate in their social environment, in their daily lives and in the work activity.

s) Develop basic language skills in foreign languages to communicate in an oral and written form in the usual and predictable situations of daily and professional life.

t) Recognize causes and traits characteristic of contemporary phenomena and events, historical evolution, geographical distribution to explain the characteristics of contemporary societies.

u) Develop values and behavior habits based on democratic principles, applying them in their usual social relations and in the peaceful resolution of conflicts.

v) Compare and select existing learning resources and offerings for lifelong learning to adapt to new work and personal situations.

w) Develop initiative, creativity and entrepreneurship, as well as self-confidence, participation and critical spirit to resolve situations and incidences of both professional and business activity. personnel.

x) Develop teamwork, taking on their duties, respecting others and cooperating with them, acting with tolerance and respect to others for the effective performance of tasks and as a means of personal development.

and) Use information and communication technologies to inform, communicate, learn and facilitate work tasks.

z) Relating occupational and environmental risks to work activity for the purpose of using appropriate preventive measures for personal protection, avoiding harm to others and the environment.

aa) Develop the techniques of your professional activity by ensuring effectiveness and quality in your work, proposing, if appropriate, improvements in work activities.

bb) 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.

3.2. Professional modules.

The modules of this training cycle are the following:

3007. Basic bakery processes.

3017. Basic pastry processes.

3026. Dispensing in bakery and pastry.

3133. Ancillary operations in the food industry.

3005. Customer support.

3009. Applied sciences I.

3042. Applied sciences II.

3011. Communication and society I.

3012. Communication and Society II.

3153. Training in job centres.

3.3. Developing the modules:

Professional Module: Basic Bakery Processes.

Code: 3007

Learning results and evaluation criteria.

1. It produces different types of breads, using raw materials, machinery and applying the basic techniques for obtaining them.

Assessment Criteria:

a) The raw materials used in bakery with their physical qualities, such as colors and textures, have been identified and related, among others.

b) Machinery, utensils and raw materials have been prepared, according to the technical information sheet for the production of loaves.

c) The fermentation of yeast, pressing or fresh and chemical, among others, has been related to the different types of masses and breads.

d) The textures of the main masses have been recognized according to standards of suitability, such as elasticity, smell and color, among others, which are required for each type of bread.

e) The mass has been obtained following the established procedure.

f) The resting times of the masses and the fermentation of the yeasts have been valued for obtaining a product that would give an optimal result.

g) The masses have been shaped to obtain the desired finish and presentation of the product.

h) Appropriate cooking techniques have been applied to produce different types of breads (common bread, special breads and semi-baked loaves, among others).

i) The stages of making the most common types of breads have been followed.

j) Conservation and regeneration techniques have been applied according to the nature of the bread.

k) Methods and cleaning products have been applied to keep the machinery and tools used in the manufacture of pastes to a point.

2. It makes salty fillings suitable for later use in bakery products, using basic cooking and frying techniques, and using raw materials such as vegetables and nuts, among others.

Assessment Criteria:

a) The supply of work and raw materials from technical tokens has been made.

b) The operation of the machinery and equipment has been verified and, where appropriate, written record of the detected anomalies has been recorded.

c) Different types of fillers have been developed according to the products used (vegetables, meat and nuts, among others) and the basic techniques of handling raw food.

d) The different cooking techniques established for the various types of filling have been evaluated, according to verification procedures and according to quality and finishing requirements.

e) The cooking process has been controlled, valuing times and temperatures and applying rectification procedure, according to the observations made.

f) Products made, in containers and assigned equipment and at appropriate temperatures, have been stored for storage.

g) The methods and equipment established in the regeneration of products at the service temperature have been used.

(h) Methods and cleaning products have been applied during the preparation and cooking procedures to keep the machinery and tools used in the manufacture of creams and fillings, sweet and salted, to be used, hygiene standards in food processing.

3. It elaborates and decorates bolleria products, using basic production techniques and standards that make them fit for consumption and attractive for sale.

Assessment Criteria:

(a) The supply of work and raw materials has been performed for further processing based on the assessment of the technical data sheets.

b) The operation of machinery and equipment has been manually verified and, where appropriate, detected anomalies have been reported.

c) The textures of the main masses for bolleria have been recognized according to standards of suitability, such as elasticity, smell and color, among others, which are required for each type of bread.

d) They have been valued, according to the basic techniques used, the rest times of the masses, the fermentation of the yeasts, the finishing and the presentation of the product of bolleria.

e) The appropriate cooking and frying techniques have been applied for the production of different bolleria products (muffins, berlins and ensaimadas, among others).

f) Basic decorations have been made to present the bolleria products more attractive.

g) Conservation techniques have been applied, depending on the nature of the bolleria products.

h) Methods and cleaning products have been applied to keep the machinery and tools used in the manufacture of pastes to be kept.

4. It makes creams and hedges for bolleria products, using basic production techniques and standards.

Assessment Criteria:

a) The supply of work and raw materials has been made available for further elaboration on the basis of technical data sheets.

b) The operation of machinery and equipment has been manually verified and, where appropriate, detected anomalies have been reported.

c) The various types of creams, fillers and coverages have been related, depending on the type of product and its finish.

d) The necessary ingredients (milk, egg, chocolate and sugars, among others) have been prepared for the production of different types of creams and coverings.

e) The textures of the main creams and hedges for bolleria have been recognized according to standards of suitability, such as elasticity, smell and color, among others, which are required for each type of preparation.

f) The appropriate cooking techniques have been performed for the preparation of different creams and coverings (pastry cream, chocolate cover and sugar cover, among others) and corrective measures have been applied to remedy the possible errors.

g) Smoothie, kneading and refining operations have been performed, among others, using the appropriate machinery.

h) Basic hedges have been made to present the bolleria products in an attractive way.

i) Conservation and regeneration techniques have been applied, depending on the nature of the bolleria products.

j) Cleaning methods and products have been applied to keep the machinery and tools used in the manufacture of pastes to be kept.

Duration: 120 hours.

Basic contents:

Elaboration of different types of loaves using machinery and raw materials:

-Raw materials.

-Machinery and utensils.

-Levings.

-Characteristics of the masses.

-Preparation and fermentation of the masses.

-Finishing and presenting the loaves.

-Cooking techniques for breads and frying for certain bolleria products.

-Fases of bread making.

-Cleaning machinery and hygiene-sanitary standards.

Elaboration of salted fillings for loaves and buns:

-Raw materials for padding.

-Machinery.

-Elaboration of fillers from vegetables, nuts, meat products and pickings, among others.

-Characteristics of the fillers.

-Cooking techniques.

-Control of the elaboration.

-Conservation and packaging techniques for the filled fillers.

-Regeneration of the preserved fillers.

-Cleaning machinery and hygiene-sanitary standards.

Crafting and decorating bolleria products:

-Raw materials.

-Puesta to the point of machinery.

-Characteristics of the bolleria masses.

-Cooking and frying techniques according to the bolleria products.

-Basic decorations for the presentation of the bolleria products.

-Techniques for the preservation and packaging of bolleria products.

-Cleaning machinery and hygiene-sanitary standards.

Crafting creams and coverages for bolleria products:

-Raw materials.

-Puesta to the point of machinery.

-Characteristics of creams and coverage for bolleria products.

-Characteristics of the creams and coverages.

-Elaboration of different types of creams and coverages.

-Basic decorations for the presentation of the bolleria products.

-Techniques for the preservation and packaging of bolleria products.

-Cleaning machinery and hygiene-sanitary standards.

Teaching guidelines.

This module contains the necessary training to perform functions of reception, distribution and regeneration of raw materials used in the bakery and bakery process, as well as the preparation of the workplace and the corresponding tasks related to the development of a wide range of products. It also intervenes in the attractive and commercial presentation of the products and in their sale.

The formation of the module contributes to the achievement of the general objectives (a), (b), (c), (d), (f), (g), (i), (t), (u), (v), (w), (x), (y), (z), (aa) and (b) of the training cycle, and the professional, personal and social competences (b), (c), (d), (e), (f), (g), h), s), t), u), v), w), x) e, and) of the title.

The lines of action in the teaching-learning process that enable the module's competencies to be achieved will be about:

-Conservation, regeneration and distribution by the work area of bakery genres.

-Making masses, fillers, creams and coverings for bakery and bakery products.

-The finishing and presentation of the bakery products, as well as the participation in their sale.

Professional Module: Basic Pastry Processes.

Code: 3017

Learning results and evaluation criteria.

1. It retains raw and elaborate genres for further regeneration and use, operating simple equipment and using specific techniques for the product type.

Assessment Criteria:

a) Related raw materials used in pastry with their physical qualities, such as color, size and flavor, among others.

b) The ways in which raw materials used in pastry are supplied have been identified.

c) Different methods of preservation of pastry genres such as freezing or vacuum packaging have been differentiated.

d) Accurate operations have been performed to regenerate raw or processed genera, taking into account their packaging, storage and conservation.

e) Previous operations that require raw and processed products have been applied depending on the method or equipment chosen for their regeneration.

f) The importance of getting the maximum yield from raw materials and preserved products to make cost-efficient and avoid unnecessary wear-down has been recognized

2. It prepares masses of sweet and salty pastry, using basic techniques of making products, such as kneading and fermentation, among others.

Assessment Criteria:

(a) Working tools and raw materials have been prepared for further processing based on the assessment of the technical data sheets.

b) The dough has been prepared for fried, applying procedures according to type and finish (bunuelos, doughnuts, churros and empanadillas, among others).

c) Product frying has been performed, valuing the cooking time and temperature and applying the volteal and other procedures according to quality and finish requirements.

d) The whipped and emulsified masses have been prepared for baked goods (biscuit, plum cakes and madalenas, among others), according to recipe and application procedure.

e) The whipped and emulsified masses have been applied, verifying their fluidity, colour and flexibility over the product, as intended.

f) The baking process has been controlled, valuing times and temperatures and applying rectification procedure, according to the observations made.

g) The use of the moulds, equipment and temperatures of the obtained masses, as intended for immediate use or storage, has been assessed.

h) Procedures have been applied in the use of raw materials and energy media, assessing their effect on production costs.

i) Methods and cleaning products have been applied during the preparation and cooking procedures to keep the machinery and tools used in the production of masses, valuing the hygiene standards in the food processing.

3. It prepares sweet and salty pastes of little complexity, using basic cooking techniques to obtain finished pastry products or later-use preparations.

Assessment Criteria:

(a) Working tools and raw materials have been prepared for further processing based on the assessment of the technical data sheets.

b) Sweet and salted basic pastas have been prepared, such as saber, choux, brioche, brittle and basic puff, among others, applying procedures according to the type and the intended finish.

c) The time and temperature of cooking and the required procedures of quality and finish have been assessed.

(d) The whipped and emulsified pastes have been prepared for baked goods (sabre, choux, brioche, brittle and basic puff, among others), according to recipe and application procedure.

e) Sweet and salty pastes have been applied on the product, verifying their fluidity, colour and texture, as intended.

f) The baking process has been controlled, valuing times and temperatures and applying rectification procedure, according to the observations made.

g) The use of the moulds, equipment and temperatures of the obtained pastes, as intended for immediate use or storage, has been assessed.

h) Appropriate procedures have been applied in the use of raw materials and energy media, assessing their effect on production costs.

i) Methods and cleaning products have been applied during the preparation and cooking procedures to keep the machinery and tools used in the production of masses, valuing the hygiene standards in the food processing.

4. It carries out auxiliary activities in the preparation of sweet and salted creams and fillers, using basic processing techniques, so that they are suitable for consumption and subsequent use in pastry products.

Assessment Criteria:

(a) Working tools and raw materials have been prepared for further processing based on the assessment of the technical data sheets.

(b) Basic creams made from dairy products or milkshakes and the various types of fillings, sweet and salted, made from fruits, vegetables, rice and picadillos, among others, have been prepared, procedures according to type and intended finish.

c) The time and temperature of cooking and the required procedures of quality and finish have been assessed.

d) Creams and fillers have been prepared for baked goods, according to recipe and application procedure.

e) The creams and fillers have been applied to the product, verifying its fluidity, colour and texture, as intended.

f) The cooking process has been controlled, valuing times and temperatures and applying rectification procedures, according to the observations made.

g) The use of the moulds, equipment and temperatures of the obtained pastes and fillers, as intended for immediate use or storage, has been assessed.

h) Procedures have been applied in the use of raw materials and energy media, assessing their effect on production costs.

i) Methods and cleaning products have been applied during the processing and cooking procedures to keep the machinery and tools used in the manufacture of creams and fillings, sweet and salted, to be used, hygiene standards in food processing.

5. It carries out ancillary activities to the preparation of syrups, jams and gelatins, using basic processing techniques so as to be suitable for consumption and subsequent use in pastry products.

Assessment Criteria:

(a) Working tools and raw materials have been prepared for further processing based on the assessment of the technical data sheets.

(b) syrups, jams and gelatins have been prepared from fruit, spirits and sugars, among others, applying procedures according to the type and the intended finish.

c) syrups, confections and gelatins have been prepared for baked goods according to recipe and application procedure.

d) The syrups, confections and gelatins have been applied on the product, verifying their fluidity, colour and extension, according to their intended finishes.

e) The processing process has been controlled, valuing times and temperatures and applying rectification procedures, according to the observations made.

(f) The use of the moulds, equipment and temperatures of the syrups, jams and gelatine obtained, as intended for immediate use or storage, has been assessed.

g) Procedures have been applied in the use of raw materials and energy media, assessing their effect on production costs.

h) Methods and cleaning products have been applied during the preparation and cooking procedures to keep the machinery and tools used in the manufacture of creams and fillers, assessing the hygiene standards in food processing.

6. Prepare chocolates, granates, smoothies, juices, coffees and infusions and other drinks made from specifications for direct consumption.

Assessment Criteria:

(a) Working tools and raw materials have been prepared for further processing based on the assessment of the technical data sheets.

b) Specific beverages have been prepared for pasteleries made from fruits, liqueurs and sugars, among others, applying procedures according to the type and the intended finish.

c) The time and temperature of the processing and the required procedures, according to quality and finish requirements, have been assessed.

d) Specific pastry drinks have been prepared for baked goods, according to recipe and application procedure.

e) Specific beverages of pasteleries have been applied, verifying their fluidity, colour and texture on the product, as intended.

f) The processing process has been controlled, valuing times and temperatures and applying rectification procedures, according to the observations made.

g) The use of the containers, equipment and temperatures of the specific drinks obtained, as intended for immediate use or storage, has been assessed.

h) Procedures have been applied in the use of raw materials and energy media, assessing their effect on production costs.

i) Methods and cleaning products have been applied during the processing and cooking procedures to keep the machinery and tools used in the preparation of specific pastry drinks, valuing the hygiene standards in food processing.

7. It complies with hygienic and sanitary standards for occupational safety and food handling to avoid occupational, environmental and food poisoning risks.

Assessment Criteria:

(a) The hygienic and sanitary standards, occupational safety and food handling standards have been observed in patisserie, relating to facilities, machinery and utensils.

b) The danger posed by the manipulation of the materials, tools, tools and machines used in the pastry has been assessed.

c) Security and personal and collective protection measures have been applied in the execution of operations in the work area.

d) The most frequent causes of accidents in handling materials, tools, machines and work equipment have been identified.

e) Labelling of useful and cleaning products has been recognized, taking into account their properties and applications to ensure efficiency, safety and environmental compliance.

(f) The authorised cleaning products and useful products have been selected, taking into account the machinery and tools used in the manufacture of pastry products.

Duration: 210 hours.

Basic contents:

How to store and regenerate raw and elaborate genres:

-Raw materials.

-Presentation of raw materials.

-Methods of conservation of raw materials.

-Packaging of raw materials.

-Methods and equipment for the regeneration of raw materials.

Preparation of sweet, pastry-salted masses:

-Technical sheets, machinery and tools.

-Basic Masses.

-Fritures.

-Batides and emulsifiers.

-Mass Horneate.

-Storage and use of the masses.

-Teams to regenerate masses.

-Cleaning methods.

Preparing Sweet Pastes and Basic Salads:

-Technical sheets, machinery and tools.

-Basic, sweet and salty Pastas.

-Methods of cooking the pastas.

-Batid and emulsified Pastas.

-Pasta-baked.

-Storage and use of sweet and salty pastes.

-Teams to regenerate masses.

-Cleaning methods.

Preparing sweet and salty creams and fillers:

-Technical sheets, machinery and tools.

-Basic cremas and fillers.

-Methods of cooking the creams and fillers.

-Creams of creams and fillers.

-Rectification of creams and fillers.

-Teams to regenerate creams and fillers.

-Cleaning methods.

Preparation of syrups, jams and gelatins:

-Technical sheets, machinery and tools.

-Jarabes, jams, and gelatins.

-Methods of cooking syrups, jams and gelatins.

-Applications for syrups, jams, and gelatins.

-Storage and use of syrups, jams and gelatins.

-Equipment for regenerating syrups, jams and gelatins.

-Cleaning methods.

Preparation of chocolates, granates, smoothies, juices, coffees and infusions:

-Technical sheets, machinery and tools.

-Use in pastry drinks.

-Methods of making use in pastry drinks.

-Applications for use in pastry drinks.

-Storage and use of syrups, jams and gelatins.

-Equipment for regenerating the use in pastry drinks.

-Cleaning methods.

Compliance with hygiene and health standards for occupational safety and food handling:

-Health and safety regulations and occupational safety standards.

-Identification of risks and dangerousness.

-Frequent crashes of accidents.

-Risk prevention.

-Cleaning products.

Teaching guidelines.

This module contains the necessary training to perform functions of reception, distribution and regeneration of raw materials used in the pastry process, as well as the preparation of the workplace and the corresponding tasks related to the development of a wide range of products. It also intervenes in the attractive and commercial presentation of the products and in their sale.

The formation of the module contributes to the achievement of the general objectives (a), (b), (c), (d), (f), (g), (i), (t), (u), (v), (w), (x), (y), (z), (aa) and (b) of the training cycle, and the professional, personal and social competences (a), (b), (c), (d), (e), (f), (s), (t), (u), (v), (w), (x) and (y) of the title.

The lines of action in the teaching-learning process that enable the module's competencies to be achieved will be about:

-The description, preparation and use of machinery, moulds and supplies of the pastry.

-Conservation, regeneration and distribution by the work area of the genera.

-Participation in the production of masses, pastes, creams, fillers, syrups, jams, gelatine, among others.

-The finishing and presentation of the pastry products, as well as the participation in their sale.

Professional Module: Bakery and pastry disposal.

Code: 3026

Learning results and evaluation criteria.

1. It assembles exhibitors, attractive elements and animation in points destined to the sale of bakery and pastry products, applying commercial criteria of the techniques of window dressing.

Assessment Criteria:

(a) The various stages of the assembly process for a sales office for bakery and pastry products have been recognised.

b) Selected and grouped by sectors, within the point of sale, the ideal places to locate the bakery and pastry products.

c) Exhibiters and gondolas of bakery and pastry products have been mounted with commercial criteria to increase sales.

d) The hot and cold zones for the distribution of the products have been differentiated, within the point of sale.

e) Trade criteria for design and decoration of sales outlets have been compared, depending on the distribution of the products.

f) Different types of furniture and promotional elements used in the sales outlets have been differentiated, depending on the suitability of the product to be exposed.

g) Safety and occupational risk prevention standards and instructions from the manufacturer of furniture assembly and use have been followed.

2. It places in counters, shop windows and exhibitors, bakery and pastry products, catering to the characteristics of the products and following basic selling techniques.

Assessment Criteria:

a) Physical and commercial criteria have been identified that determine the placement of bakery and pastry products in different areas and levels.

b) The effects of the different models of locating the products have been differentiated in the consumer.

c) Different methods used for product classification by groups and categories have been compared in the exhibitors.

d) Bakery and pastry products have been placed, according to the group, location with respect to the worker, visual effect to be achieved, among others.

e) The identification, sale, and control labels of the products have been marked, using optical readers and bar code reading equipment.

f) The specific handling and hygiene measures of the various products have been implemented.

3. It places labels, safety devices and dispenses bakery and pastry products, valuing the relevance of the coding system in the control of the point of sale and the techniques of dispensing to the customer.

Assessment Criteria:

a) The operation of the security devices at the point of sale has been evaluated.

b) Procedures have been applied in the allocation of the bar code to products, identifying standard labels and barcodes.

c) The product encoding has been verified to match its characteristics, properties, and location.

d) Documents and reports on errors detected on the label have been produced using computer applications (word processing and spreadsheet, among others).

e) Safety devices have been placed on the bakery and pastry products exposed for sale, using the relevant protection systems.

f) The importance of coding products for your point of sale control has been valued.

g) Bakery and pastry products have been dispensed to the customer, taking into account their attractive presentation, content protection and easy transport.

h) The collection of products dispensed to the customer has been made, applying established procedures and box systems.

Duration: 90 hours

Basic contents:

Assembly of exhibitors, attractive elements and animation in points destined for the sale of bakery and pastry products:

-Fases of the mount process.

-Types of gondolas and exhibitors for product assembly.

-Hot and cold zones for product distribution.

-Design and decoration of points of sale.

-Safety and occupational risk prevention rules.

Placement of bakery and pastry products at counters, shop windows and exhibitors:

-Concept and function of counter, window and display.

-Classification of sweet and salty bakery products, pastry, according to areas of exposure.

-Safety and occupational risk prevention rules.

Placement of labels, safety devices and dispensing of bakery and pastry products:

-Security code assignment procedure.

-Security devices at points of sale.

-Placing security devices.

-Optical readers and bar codes.

-Verification of labeling with the product.

-Detect and error information on the label.

-Dispensing techniques for bakery and pastry products.

-Collection operations.

Teaching guidelines:

This professional module contains the necessary training to perform basic sales activities for bakeries and pastry products.

The definition of this function includes aspects such as:

-Realization of point-of-sale animation element mounts, exhibitors, posters, and storefronts.

-Product labeling and placement of security devices.

-Dispensing and charging of bakery and pastry products.

The formation of the module contributes to achieving the general objectives f), g), h), j), k), t), u), v), w), x), y), z), aa) and bb) of the training cycle, and the professional, personal and social competencies g), h), s), t), u), v), w), x) e, and) of the title.

The lines of action in the teaching-learning process that enable the module's competencies to be achieved will be about:

-Montage of pastry and bakery products in exhibitors and storefronts, taking into account the temperature of the area.

-Manual elaboration or by using simple computer tools of posters (especially prices) and labels, rolling different fonts and associating shapes and colors with the image to be transmitted.

-Packaging of products in an attractive way, using the appropriate materials and ornamental motifs in line with the image of the company.

Professional Module: Customer Care.

Code: 3005

Learning results and evaluation criteria.

1. It caters to prospective clients, recognizing different communication techniques.

Assessment Criteria:

a) The behavior of the possible client has been analyzed.

b) The attitude and speech to the situation of which you are a part have been adequately adapted.

c) The required client information was obtained.

d) Communication with the use of appropriate techniques and attitudes to the development of the same has been favored.

e) A conversation has been held, using formulas, commercial lexicon, and communication links (ask for clarifications, request information, ask someone to repeat, and others).

f) An easy solution question has been answered, using the appropriate commercial lexicon.

g) An oral pre-fixed topic has been expressed in front of a group or in a communication relationship involving two partners.

h) A conciliatory and sensitive attitude to others has been maintained, demonstrating cordiality and kindness in the treatment.

i) Information has been transmitted clearly, in an orderly manner, clear and precise structure.

2. Communicates to the possible customer the different possibilities of the service, justifying them from a technical point of view.

Assessment Criteria:

a) The different types of public have been analyzed.

b) Customers have been differentiated from suppliers, and these from the general public.

c) Basic commercial communication terminology has been recognized.

d) It has been differentiated between information and advertising.

e) Answers are appropriate based on questions from the public.

f) The customer has been informed of the service characteristics, especially of the expected qualities.

g) The client has been advised on the most recommended option, when there are several possibilities, informing him of the characteristics and expected finishes of each of them.

h) The client has been requested to communicate the choice of the chosen option.

3. Informs the likely customer of the service performed, justifying the executed operations.

Assessment Criteria:

a) Customer delivery of the processed items has been made, reporting the services performed on the items.

(b) The operations to be carried out on the delivered items and the time provided for this have been transmitted to the customer in a timely manner.

c) The delivery documents associated with the service or product have been identified.

d) Customer's compliance with the finished finish has been collected, taking note, if not, of their objections, in an appropriate manner.

e) Accuracy and correction have been assessed, both in dressing and in body image, key elements in customer care.

f) Respect for the client has been maintained at all times.

g) Customer loyalty has been attempted with the good result of the job.

h) Warranty period and legal obligations have been defined.

4. Addresses complaints from prospective clients, recognizing the acting protocol.

Assessment Criteria:

a) Customer alternatives have been offered to easily subsable claims, clearly exposing the times and conditions of the operations to be performed, as well as the level of probability of the expected modification.

(b) The main aspects in which the legislation in force, in relation to complaints, have been recognised.

c) The necessary information and documentation has been provided to the client for the submission of a written claim, if this is the case.

d) The forms presented by the client for the realization of a claim have been collected.

e) A claim sheet has been filled in.

f) Information has been shared with the work team.

Duration: 40 hours.

Basic contents:

Customer Care:

-The communication process. Agents and elements involved.

-Barriers and communicative difficulties.

-Verbal communication: Emission and reception of oral messages.

-Motivation, frustration and defense mechanisms. Nonverbal communication.

Selling products and services:

-Professional seller's performance.

-Exposing the qualities of products and services.

-The seller. Features, functions and attitudes. Qualities and skills for sale and development.

-The professional seller: model of action. Relationships with clients.

-Sales techniques.

Customer information:

-Roles, goals, and customer-professional relationship.

-Customer Tipology and its relationship to service delivery.

-Custom attention as the basis for trust in the service offering.

-Customer needs and tastes, as well as satisfaction criteria.

-Customer Objections and their treatment.

Claims Treatment:

-Techniques used in the action against complaints. Claims management. Repair alternatives. Formal elements that contextualize a claim.

-Required documents or evidence in a claim. Procedure for collecting complaints.

Teaching guidelines.

This professional module contains the training associated with the role of customer service and service, both in the prior information and in the after-sales of the product or service.

The definition of this function includes aspects such as:

-Communication with the client.

-Product information as the basis for the service. Claim attention.

The formation of the module contributes to the achievement of the general objectives (e), (g), (h), (t), (u), (v), (w), (x), (y), (z), (aa) and (b) of the training cycle, and the professional, personal and social competences (i), (j), (k), (s), (t), (u), (v), (w), (x) e, and) of the title.

The lines of action in the teaching-learning process that enable the module's competencies to be achieved will be about:

-The description of the products they market and the services they provide.

-Performing oral expression exercises, applying the basic standards of care to the public.

-Resolution of standard situations using simulation exercises.

Module Professional: Auxiliary operations in the industry food.

Code: 3133

Results of learning and criteria of assessment.

1. Collaborates in the work of control and reception of raw materials and auxiliary products, recording the previous measurements and executing subsequent instructions.

Assessment Criteria:

(a) The instructions received and the documentation associated with the receipt of raw materials and ancillary products have been interpreted.

b) The raw materials and their characteristics have been recognized, relating them to the process and final product.

c) Previous measurements were performed by recording the data.

(d) Raw materials have been transported and deposited, taking into account the work instructions.

e) All operations have been performed, taking into account the hygiene-health, occupational safety and environmental protection regulations.

2. Prepares the raw materials and ancillary products, performing the necessary basic operations and taking into account the instructions of the process prior to the preparation.

Assessment Criteria:

a) The material to be used in the preparation of the raw materials has been put to the point.

b) The raw material required is selected, taking into account the product to be obtained.

c) The raw material has been cleaned, removing the leftover parts.

d) Chopped, cut, ground or chopped raw materials and incoming products in the required cases.

e) The pace of the process has been controlled, avoiding bottlenecks or excesses in the input.

f) All operations have been carried out, taking into account the hygiene-health, occupational safety and environmental protection regulations.

3. Prepares packaging materials, conditioning and packaging of food products, regulating the specific equipment according to the work instructions.

Assessment Criteria:

a) The appropriate materials and materials have been selected for the packaging and configuring work.

b) The main types and modes of food packaging have been identified.

c) The cleaning of the outer packaging has been done in the necessary hygiene conditions.

d) Packaging materials have been recognized.

e) Packaging line equipment has been regulated, according to the instructions received.

f) The type of packaging, conditioning and packaging has been associated with the production process and the product obtained.

g) The conditioning materials associated with the final presentation have been checked.

h) The hygiene-sanitary regulations, safety measures and prevention of occupational and environmental risks associated with the preparation of materials and equipment preparation have been applied.

4. Package and condition the food products, controlling the automatic lines of the process according to the established instructions.

Assessment Criteria:

a) The machines, main equipment, and auxiliary equipment of the packaging process have been monitored and put together.

b) Control of the filling, closing and automatic labelling of food packaging has been carried out.

c) Worksheets and parts have been recorded in the consumable count and the packaging produced.

d) The place where the containers counted should be located has been recognized.

e) The shape and place where the leftovers and debris must be deposited for recovery or removal has been established.

f) The hygiene-sanitary regulations, safety measures and prevention of occupational and environmental risks applied to the use of machines and equipment for packaging and conditioning of products have been applied.

5. Packs and embeds packaged food products, operating with automatic or semi-automatic equipment, according to work instructions.

Assessment Criteria:

a) The correct layout has been checked on the lines or equipment of the main and auxiliary packaging materials.

b) You have operated with the packaging machines, controlling their operation.

c) Final packaging operations have been checked.

d) The location and the way the packaging waste is deposited for recovery has been identified.

e) The number of consumables and packages or units produced has been recorded.

f) Health-hygiene regulations, safety measures and prevention of occupational and environmental risks associated with packaging operations have been implemented.

Duration:90hours.

Basic Contents:

Control and receipt of raw materials:

-Raw materials. Classification.

-Main auxiliary products used in the food industry.

-Reception of goods in the food industry. General operations and checks.

-Measurement and calculation of quantities of the various raw materials.

-Use and control equipment and valuation of raw materials. Tuning and control.

-Records and annotations of received raw materials.

-Conservation of raw materials and auxiliary materials.

-Additives and stabilizers.

Preparation of raw materials and ancillary products:

-Basic raw material preparation operations. Description.

-Specific operations and equipment. Results.

-Machinery and specific equipment: Point-to-point and handling.

Preparing materials:

-Functions and effects of food packaging.

-Characteristics and properties of materials used for the packaging of food products.

-Main types and modes of food packaging.

-Metal packaging. Constitution and properties. Glass and ceramic containers. Paper and cardboard containers. Properties. Bags, trays.

-Conditioning Materials: Miscellaneous wrappers. Products and materials for accompanying and presentation.

-Recovering.

-Tags, tag-out, and identification and information elements.

Packaging and conditioning of food products:

-Packaging and conditioning operations.

-On-site packaging training.

-Handling and preparation of packaging.

-Closed types or systems.

-Conditioning and identification procedures.

-Packaging, throttling and handling operations.

-Basic types, main compounds, and packaging operation.

-Auxiliary equipment.

-Manual packaging machines and conditioning machines.

-Automatic packaging machines.

Packaging and packaging of food products:

-Packaging materials.

-Handling and preparation of packaging materials.

-Packaging, retractable, orientation, and batch training procedures.

-Tag out and batch identification.

-Palletizing and movement of pallets.

-Destination and location of leftovers and packaging waste, conditioning, and packaging.

-Comprehensive automated lines.

-Packaging machines. Basic types, main compounds and operation of packaging. Auxiliary packaging equipment.

-Elementary maintenance and tuning.

-Manual packaging machines. Automatic and robotized machines.

Guidelines pedagogical.

This professional module contains the necessary training to perform the functions of controlling and receiving raw materials and packaging and packaging food products.

The definition of these functions includes aspects such as:

-The application of basic raw material preparation techniques.

-Preparing packaging and packaging materials and equipment.

-Packaging and conditioning of food products.

-Packaging and packaging.

The formation of the module contributes to the achievement of the general objectives (a), (b), (c), (d), (i), (j), (t), (u), (v), (w), (x), (y), (z), (aa) and (b) of the training cycle, and the professional, personal and social competences (a), (b), (g), (s), (t), (u), (v), w), x) e, and) of the title.

The lines of action in the teaching-learning process that enable the module's competencies to be achieved will be about:

-The receipt of goods.

-Preparing raw and auxiliary materials.

-Modes and types of packaging.

-Packaging and conditioning operations.

-Packaging operations.

-Disposal of waste.

-The detection of defects related to the process.

Professional Module: Applied Sciences I.

Code: 3009

Learning results and evaluation criteria.

1. Solves mathematical problems in everyday situations, using the basic elements of the mathematical language and its operations.

Assessment Criteria:

a) The different types of numbers have been identified and used to properly interpret quantitative information.

b) Calculations have been performed effectively, either by mental calculation or by pencil and calculator algorithms (physics or computer science).

c) ICT has been used as a source of information search.

d) You have operated with natural exponent powers and integer applying the properties.

e) The scientific notation has been used to represent and operate with very large or very small numbers.

f) The different real numbers have been represented on the numerical line.

g) The ratio has been characterized as a mathematical expression.

h) Measures have been compared by setting their proportionality type.

i) The rule of three has been used to resolve problems involving directly and inversely proportional measures.

j) Simple and compound interest has been applied in everyday activities.

2. It recognizes facilities and laboratory material by valuing them as necessary resources for the performance of practices.

Assessment Criteria:

a) Each of the experimental techniques to be performed have been identified.

b) The laboratory's instrumental materials have been properly handled.

c) The hygiene and safety conditions have been taken into account for each of the experimental techniques to be performed.

3. Identifies fundamental properties of matter in the different forms in which it is presented in nature, handling its physical magnitudes and its fundamental units in decimal metric system units.

Assessment Criteria:

a) The properties of the matter have been described.

b) Changes of units of length, mass, and capacity have been practiced.

c) The equivalence between volume and capacity units has been identified.

d) Measures were taken in real situations using the decimal metric system units and using scientific notation.

e) The naming of the subject state changes has been identified.

f) Different homogeneous and heterogeneous material systems have been identified with simple examples.

g) The different aggregation states in which matter is presented have been identified using kinetic models to explain the state changes.

h) Material systems have been identified relating to their status in nature.

i) The different states of aggregation of a substance have been recognised given their melting and boiling temperature.

j) Differences between boiling and evaporation have been established using simple examples.

4. It uses the most appropriate method for the separation of components from simple mixtures by relating it to the physical or chemical process on which it is based.

Assessment Criteria:

a) What is considered pure substance and mixture has been identified and described.

b) The fundamental differences between mixtures and compounds have been established.

c) Physical and chemical processes have been discriminated against.

d) A list of substances, mixtures, compounds and chemical elements have been selected.

e) Different mixtures of mixtures by simple methods have been applied in practice.

f) The basic general characteristics of materials related to the professions have been described, using ICT.

g) Teamwork has been worked on in performing tasks.

5. It recognizes how energy is present in natural processes by describing simple phenomena of real life.

Assessment Criteria:

a) Situations of everyday life have been identified in which the intervention of energy is evident.

b) Different energy sources have been recognized.

c) Groups of renewable and non-renewable energy sources have been established.

d) The advantages and disadvantages (procurement, transport and use) of renewable and non-renewable energy sources have been shown using ICT.

e) Energy unit changes have been applied.

f) Energy conservation has been shown in different systems.

g) Processes related to the maintenance of the organism and life have been described in which the role of energy is clearly appreciated.

6. It locates basic anatomical structures by discriminating against the systems or devices they belong to and by associating them with the functions they produce in the body.

Assessment Criteria:

a) The organs that configure the human body have been identified and described, and have been associated with the corresponding system or apparatus.

b) Each organ, system and apparatus has been linked to its function and its associations have been reviewed.

c) The physiology of the nutrition process has been described.

d) The physiology of the excretion process has been detailed.

e) The physiology of the playback process has been described.

f) Detailed how the relationship process works.

g) IT tools have been used to adequately describe devices and systems.

7. It differentiates the health of the disease, relating the habits of life to the most frequent diseases by recognizing the basic principles of defense against them.

Assessment Criteria:

a) Health and disease situations have been identified for people.

b) The mechanisms responsible for the defense of the organism have been described.

c) The most common infectious and non-infectious diseases in the population have been identified and classified, and their causes, prevention, and treatments have been recognized.

d) The agents that cause the usual infectious diseases have been linked with the contagion produced.

e) The action of vaccines, antibiotics and other medical science contributions for the treatment and prevention of infectious diseases has been understood.

(f) The role of vaccination campaigns in the prevention of infectious diseases has been recognised as adequately describing devices and systems.

g) The type of donations that exist and the problems that occur in the transplants have been described.

h) There have been recognized health risk situations related to your nearest professional environment.

i) Guidelines of healthy habits related to everyday situations have been designed.

8. It makes simple balanced menus and diets by differentiating the nutrients they contain and adapting them to different body parameters and different situations.

Assessment Criteria:

a) You have been discriminated against between the nutrition and the feeding process.

b) The nutrients needed for health maintenance have been differentiated.

c) The importance of good food and physical exercise in the care of the human body has been recognized.

d) Health diets have been linked, differentiating between those necessary for the maintenance of health and those that can lead to a reduction of health.

e) The calculation has been performed on caloric balances in typical situations in your environment.

f) The basal metabolism has been calculated and its results have been represented in a diagram, establishing comparisons and conclusions.

g) Menus have been developed for specific situations, researching the properties of food in the network.

9. Resolves everyday situations, using simple algebraic expressions and applying the most appropriate resolution methods.

Assessment Criteria:

a) Properties or relationships of simple situations have been specified by algebraic expressions.

b) Simple algebraic expressions have been simplified using development and factoring methods.

c) It has been possible to solve problems of everyday life in which the approach and resolution of first-degree equations are needed.

d) Simple problems have been solved using the graphical method and ICT.

Duration: 90 hours.

Basic contents:

Troubleshooting by basic operations:

-Recognition and differentiation of different types of numbers. Representation in the actual line.

-Using the hierarchy of operations.

-Interpretation and utilization of actual numbers and operations in different contexts.

-Direct and inverse proportionality.

-The percentages in the economy.

Recognition of lab materials and facilities:

-General rules of work in the lab.

-Laboratory material. Types and utility of the same.

-Security rules.

Identification of forms of matter:

-Length units.

-Capacity units.

-Mass units.

-Matter. Properties of matter.

-homogeneous and heterogeneous material systems.

-Corpuscular nature of matter.

-Classification of matter according to its state of aggregation and composition.

-Matter status changes.

Separation of mixtures and substances:

-Difference between pure substances and mixtures.

-Basic mixtures separation techniques.

-Classification of pure substances. Periodic table.

-Difference between elements and composites.

-Difference between mixtures and composites.

-Materials related to the professional profile.

Recognition of energy in natural processes:

-Energy manifestations in nature.

-Energy in everyday life.

-Different types of energy.

-Transformation of energy.

-Energy, heat and temperature. Units.

-Renewable and non-renewable energy sources.

Locating basic anatomical structures:

-Levels of organization of living matter.

-Nutrition process.

-The excretion process.

-Relationship process.

-Replay process.

Differentiation between health and disease:

-Health and disease.

-The immune system.

-Hygiene and disease prevention.

-Infectious and non-infectious diseases.

-Vaccines.

-Transplants and donations.

-sexually transmitted diseases. Prevention.

-Mental health: prevention of drug addiction and eating disorders.

Crafting menus and diets:

-Food and nutrients.

-Food and health.

-Diets and elaboration of the same.

-Recognition of nutrients present in certain foods, discrimination against them.

Solving simple equations:

-Arithmetic and geometric progressions.

-Translation of verbal language situations to algebraic.

-Transformation of algebraic expressions.

-Development and factoring of algebraic expressions.

-Resolution of first-degree equations with an unknown.

Teaching guidelines.

This module contributes to achieving the competencies for lifelong learning and contains the training for the learner to be aware of both his or her own person and the environment around him.

The contents of this module help to strengthen and apply healthy habits in all aspects of your everyday life.

They also use the operational language of mathematics in solving problems of a different nature, applied to any situation, be it in their daily life as in their working life.

The learning strategy for teaching this module that integrates sciences such as mathematics, chemistry, biology and geology will focus on the main concepts and principles of science, involving students in the solution of simple problems and other significant tasks, and allow them to work autonomously to build their own learning and to culminate in real results generated by themselves.

The formation of the module contributes to the achievement of the general objectives (l), (m), (n), (n), (o), (t), (u), (v), (w), (x), (z), (aa) and (b) of the training cycle, and the professional, personal and social competences (k), (l), (m), (n), (s), (t), (u), (v), w), x) e, and) of the title.

The lines of action in the teaching-learning process that enable the module's competencies to be achieved will be about:

-Using numbers and their problem-solving operations.

-Recognition of the forms of matter.

-The recognition and use of basic laboratory material.

-The identification and localization of anatomical structures.

-Performing oral expression exercises, applying the basic standards of care to the public.

-The importance of eating for a healthy life.

-Troubleshooting, both in the scientific and everyday fields.

Professional Module: Applied Sciences II.

Code: 3042

Learning results and evaluation criteria.

1. It solves everyday situations by applying the methods of solving equations and systems and valuing the accuracy, simplicity and usefulness of algebraic language.

Assessment Criteria:

a) Notable identities have been used in operations with polynomials.

b) Numeric values have been obtained from an algebraic expression.

c) First and second degree equations have been solved simple algebraic and graphic mode.

d) Everyday problems and other areas of knowledge have been solved by equations and systems.

e) The accuracy, simplicity, and usefulness of algebraic language has been valued to represent situations posed in real life.

2. It solves simple problems of various kinds, through its contrasting analysis and by applying the phases of the scientific method.

Assessment Criteria:

a) Simple assumptions have been made, based on direct or indirect observations collected by different means.

b) The various hypotheses have been analyzed and a first approach to their explanation has been issued.

c) Simple experimental methods and procedures of various kinds have been planned to refute or not their hypothesis.

d) Team worked on the solution approach.

e) The results of the verification tests have been collected and translated into a document in a consistent manner.

f) The result has been defended with arguments and tests the verifications or refutations of the issued hypotheses.

3. Performs direct and indirect measurements of geometric figures present in real contexts, using the necessary instruments, formulas and techniques.

Assessment Criteria:

a) Appropriate instruments have been used to measure angles, lengths, areas, and volumes of bodies and geometric figures by interpreting the measurement scales.

b) Different strategies (similarities, decomposition in simpler figures, among others) have been used to estimate or calculate indirect measures in the physical world.

c) The formulas for calculating perimeters, areas, and volumes have been used and the correct units have been allocated.

d) Team worked on getting measures.

e) ICTs have been used to represent different figures.

4. He interprets two-magnitude graphs by calculating the significant parameters of the same and relating it to elementary mathematical functions and the main statistical values.

Assessment Criteria:

a) The equation of the line has been expressed in various ways.

b) The quadratic function has been graphically represented by applying simple methods for its representation.

c) The inverse function has been graphically represented.

d) The exponential function has been graphically represented.

e) Graphic information that represents the different types of functions associated with actual situations has been extracted.

f) The appropriate vocabulary has been used for the description of situations related to chance and statistics.

g) Statistical tables and charts have been developed and interpreted.

h) Characteristics of the statistical distribution have been analyzed, obtaining centralization and dispersion measures.

i) The properties of events and probability have been applied.

j) Everyday problems have been solved by simple probability calculations.

5. Applies physical or chemical techniques, using the necessary material, for the realization of simple laboratory practices, measuring the magnitudes involved.

Assessment Criteria:

a) The availability of the basic material used in a laboratory has been verified.

b) Basic magnitudes, among others, mass, weight, volume, density, temperature, have been identified and measured.

c) Different types of biomolecules have been identified in organic materials.

d) The cell and animal and plant tissues have been described by observation through optical instruments.

e) Test reports have been developed, including the procedure followed, the results obtained and the final conclusions.

6. It recognizes the chemical reactions that occur in biological processes and in industry, arguing its importance in everyday life and describing the changes that occur.

Assessment Criteria:

a) Major chemical reactions to everyday life, nature and industry have been identified.

b) The manifestations of chemical reactions have been described.

c) The main components of a chemical reaction and energy intervention in the chemical reaction have been described.

d) Some type chemical reactions have been recognized, such as combustion, oxidation, decomposition, neutralization, synthesis, aerobic, anaerobic.

e) The components and process of simple chemical reactions have been identified by laboratory tests.

f) Reports have been produced using ICT on the most relevant industries: food, cosmetics, recycling, describing in a simple way the processes that take place in them.

7. Identifies positive and negative aspects of the use of nuclear energy by describing the effects of pollution generated on its application.

Assessment Criteria:

a) Positive and negative effects of the use of nuclear energy have been analyzed.

b) The process of nuclear fusion and fission has been differentiated.

c) Some problems have been identified about nuclear discharges resulting from natural disasters or poor management and maintenance of nuclear power plants.

d) The issue of nuclear waste has been argued.

e) Work has been done on equipment and used ICT.

8. It identifies the changes that occur on planet earth by arguing its causes and taking into account the differences that exist between relief and landscape.

Assessment Criteria:

a) The external geological agents have been identified and what their action is on the relief.

b) The types of weathering have been differentiated and their consequences in the relief identified.

c) The erosion process has been analyzed, recognizing the external geological agents involved and the consequences in the relief.

d) The transport process has been described by discriminating against the external geological agents involved and the consequences in the relief.

e) The process of sedimentation has been analyzed, discriminated against the external geological agents involved, the situations and the consequences in the relief.

9. It categorizes the main air pollutants by identifying their origins and relating them to the effects they produce.

Assessment Criteria:

(a) The phenomena of air pollution and the main agents causing it have been recognised.

b) The phenomenon of acid rain has been investigated, its immediate and future consequences and how it would be possible to avoid it.

c) The greenhouse effect has been described by arguing the causes that originate or contribute to it and the measures for its minoring.

d) The problem has been described that causes the gradual loss of the ozone layer, the consequences for human health, the balance of the hydrosphere and the populations.

10. Identifies water pollutants by relating their effect to the environment with their treatment of purification.

Assessment Criteria:

a) The role of water in the existence and survival of life on the planet has been recognized and valued.

b) The harmful effect they have on populations of living beings from the contamination of aquifers has been identified.

c) Possible contaminants have been identified in water samples of different planned origin and carrying out laboratory tests.

d) The effects produced by water pollution and the responsible use of water have been analyzed.

11. It contributes to the environmental balance by analysing and arguing the basic lines on sustainable development and proposing actions for improvement and conservation.

Assessment Criteria:

a) The positive implications of sustainable development have been analyzed.

b) Elementary measures aimed at promoting sustainable development have been proposed.

c) Basic strategies have been designed to enable the maintenance of the environment.

d) Team work has been done in identifying the objectives for improving the environment.

12. It relates the forces that appear in usual situations with the effects produced taking into account their contribution to the movement or rest of the objects and the magnitudes put into play.

Assessment Criteria:

a) Everyday movements have been discriminated based on their trajectory and their speed.

b) The distance travelled, the speed, the time and the acceleration have been related to each other, expressing them in units of usual use.

c) They have been vectorially represented to certain magnitudes such as speed and acceleration.

d) The parameters that define the uniform rectilinear movement have been related using the graphical and mathematical expressions.

e) Simple calculations of speeds in movements with constant acceleration have been performed.

f) The cause-effect relationship has been described in different situations, to find the relationship between Forces and Movements.

g) Newton's laws have been applied in situations of everyday life.

13. It identifies the basic aspects of the production, transport and use of electrical energy and the factors involved in its consumption, describing the changes produced and the characteristics and values characteristic.

Assessment Criteria:

a) Basic physical magnitudes have been identified and managed to take into account in the consumption of electricity in everyday life.

b) Power consumption and savings habits have been analyzed and improved lines of consumption have been established.

c) Power plants have been classified and the energy transfer described in them.

d) The advantages and disadvantages of the various power plants have been analyzed.

e) The stages of the distribution of electrical energy have been basically described from their genesis to the user.

f) Team worked on the collection of information on power plants in Spain.

14. It prevents the possibility of the occurrence of basic diseases, using techniques for the maintenance and disinfection of the utensils and apparatus used in the activities derived from their profession.

Assessment Criteria:

a) The most common microorganisms and parasites that affect the skin and the digestive system have been characterized.

b) Major agents causing infection by contact with infected or contaminated materials have been categorized.

c) The most frequent infectious and parasitic diseases affecting the skin and the digestive system have been recognized.

d) Forms of infection prevention and parasitosis that affect the skin and the digestive system have been proposed.

e) The main substances used in the processing of foods that can act as toxic have been identified.

f) The hand washing procedure has been analyzed and protocolised before and after any manipulation, in order to prevent the transmission of diseases.

g) Different types of disinfectants and sterilization methods have been identified and typified.

h) Several disinfection and sterilization procedures have been analyzed and experienced.

Duration: 90 hours.

Basic contents:

Resolution of equations and systems in everyday situations:

-Transformation of algebraic expressions.

-Obtaining numeric values in formulas.

-Polinomies: roots and factoring.

-algebraic and graphical resolution of first-and second-degree equations.

-Resolution of simple systems.

Troubleshooting simple problems:

-The scientific method.

-Phases of the scientific method.

-Applying the scientific method to simple situations.

Performing measurements in geometric figures:

-Points and straights.

-Dry and parallel rects.

-Polygons: description of their elements and classification.

-Angle: measure.

-Similarity of triangles.

-Circumference and its elements: calculation of length.

Interpreting charts:

-Interpretation of a phenomenon described by a statement, table, chart, or analytic expression.

-Linear functions. Quadratic functions.

-Statistics and probability calculation.

-Using computer applications for the representation, simulation, and analysis of the graph of a function.

Application of physical or chemical techniques:

-Basic material in the lab.

-Work rules in the lab.

-Rules for reporting work in the lab.

-Measure of fundamental measures.

-Recognition of organic and inorganic biomolecules

-Optical microscope and binocular magnifying glass. Optical fundamentals of the same and management. Usage.

Recognition of everyday chemical reactions:

-Chemical reaction.

-Conditions for the production of chemical reactions: Energy intervention.

-Chemical reactions in different areas of everyday life.

-Basic chemical reactions.

Identification of aspects related to nuclear contamination:

-Origin of nuclear power.

-Types of processes for obtaining and using nuclear power.

-Management of radioactive waste from nuclear power plants.

Identification of changes in the earth's relief and landscape:

-External geological agents.

-Relieve and landscape.

-Factors that influence the relief and landscape.

-Action of external geological agents: weathering, erosion, transport and sedimentation.

-Identifying the results of the action of the geological agents.

Categorization of Top Pollutants:

-Pollution.

-Atmospheric pollution; causes and effects.

-Acid rain.

-The greenhouse effect.

-The destruction of the ozone layer.

Identification of water pollutants:

-Water: an essential factor for life on the planet.

-Water pollution: causes, causative elements.

-Potabilization treatments.

-Waste water purification.

-Methods of storing water from the ice, water discharges and rain.

Environmental balance and sustainable development:

-Concept and applications of sustainable development.

-Factors that affect the conservation of the environment.

Relationship of forces on the state of rest and movement of bodies:

-Classification of movements according to their trajectory.

-Speed and acceleration. Units.

-Scale and vector measures.

-Feature uniform rectilinear movement. Graphical interpretation.

-Strength: Result of an interaction.

-Representation of forces applied to a solid in typical situations. Resulting.

Production and use of electrical energy:

-Electricity and technological development.

-Matter and electricity.

-Basic magnitudes handled in electricity consumption: power and power. Applications in the student environment.

-Power consumption and saving habits.

-Electrical power production systems.

-Transport and distribution of electrical energy. Stages.

Disease prevention:

-Common microorganisms and parasites.

-Cleaning, preservation, care and storage of the work material. Hand washing protocol.

-Types of disinfectants and forms of use.

-Cleaning, disinfection and sterilization of the work material.

-Risks resulting from poor cleaning of staff, material and workplace.

-Personal protection measures according to the professional profile.

Teaching guidelines.

This module contributes to achieving the competencies for lifelong learning and contains training so that using the steps of scientific reasoning, basically observation and experimentation students learn to interpret natural phenomena.

Similarly, you can strengthen and apply healthy habits in all aspects of your everyday life.

They are also shaped to use the operational language of mathematics in solving problems of a different nature, applied to any situation, be it in their daily life as in their working life.

The learning strategy for teaching this module that integrates science such as mathematics, physics and chemistry, biology and geology will focus on the main concepts and principles of science, involving the students in problem solving and other significant tasks, and allows them to work autonomously to build their own learning and to culminate in actual results generated by themselves.

The formation of the module contributes to the achievement of the general objectives (l), (m), (n), (n), (o), (t), (u), (v), (w), (x), (z), (aa) and (b) of the training cycle, and the professional, personal and social competences (k), (l), (m), (n), (s), (t), (u), (v), w), x) e, and) of the title.

The lines of action in the teaching-learning process that enable the module's competencies to be achieved will be about:

-Troubleshooting, both in the scientific and everyday fields.

-The interpretation of charts and curves.

-The application where appropriate from the scientific method.

-Environmental assessment and the influence of pollutants.

-The characteristics of nuclear power.

-The application of elementary physical and chemical procedures.

-Performing oral expression exercises.

-Disease prevention.

-The soil types.

-The representation of forces.

-Basic skin care.

-Disease prevention.

Professional Module: Communication and Society I.

Code: 3011

Learning results and evaluation criteria.

1. Values the historical evolution of prehistoric societies and the Ancient Age and their relations with natural landscapes, analyzing the factors and elements involved, and developing attitudes and values of appreciation of the natural heritage and artistic.

Assessment Criteria:

a) The main characteristics of a natural landscape have been described by the analysis of graphic sources, recognizing these elements in the nearest environment.

b) The location, displacement and adaptation to the human groups of the period of the hominization period up to the technical domain of the metals of the main cultures that exemplify it have been explained.

c) The characteristics of the most significant artistic milestones of the prehistoric period have been related to the social organization and the body of beliefs, valuing their differences with the current societies.

d) The survival of these societies in today's societies has been valued, compared to their main characteristics.

e) The main features that require analysis of architectural and sculptural works have been discriminated against by archetypal examples, differentiating canonical styles.

f) The impact of the first human societies on the natural landscape has been judged, analyzing the characteristics of the ancient cities and their evolution today.

g) The survival in the Iberian Peninsula and the Spanish extrapeninsular territories of prehistoric and ancient societies has been analyzed.

h) Simple information collection tools have been developed through protocolised composition strategies, using information and communication technologies.

i) Behaviors have been developed in accordance with the development of effort and collaborative work.

2. It values the construction of the European space until the first industrial transformations and agrarian societies, analyzing its main characteristics and valuing its survival in the current society and in the immediate environment.

Assessment Criteria:

a) The transformation of the ancient world to medieval has been analyzed, analyzing the evolution of the European space, its relations with the extra-European space and the most significant characteristics of the medieval societies.

b) The characteristics of the medieval agrarian landscapes and their survival in the current societies have been valued, identifying their main elements.

c) The consequences of the construction of the colonial empires in America have been valued in the indigenous and European cultures.

d) The political and social model of absolute monarchy has been analyzed during the Modern Age in the major European powers.

e) The basic demographic indicators of the transformations in the European population during the period analysed have been assessed.

f) The main features of the analysis of pictorial works have been described through the study of archetypal examples of schools and styles that take place in Europe from the Renaissance to the irruption of historical vanguards.

g) The evolution of the sector or the production sectors of the title profile has been analyzed, analyzing their transformations and main milestones of evolution in their organizational and technological systems.

h) Simple tools for the collection of information have been developed through protocolised composition strategies, using information and communication technologies.

i) Behaviors have been developed according to the development of the effort itself and the teamwork.

3. It uses communicative strategies to interpret and communicate oral information in the Spanish language, applying the principles of active listening, simple strategies of composition and basic language standards.

Assessment Criteria:

a) The structure of oral texts from the current media has been analyzed, identifying their main characteristics.

b) Basic skills have been applied to perform an active listening, identifying the overall sense and specific content of an oral message.

c) Good use of non-verbal communication elements in argumentation and exposures has been performed.

d) The uses and levels of language and language standards have been analyzed in the understanding and composition of oral messages, valuing and reviewing discriminatory uses, specifically in gender relations.

e) The appropriate grammatical terminology has been used in the understanding of the proposed grammatical activities and in the resolution of the same.

4. It uses communicative strategies to interpret and communicate information written in the Spanish language, applying comprehensive reading strategies and applying strategies for analysis, synthesis and classification in a structured and progressive way. Autonomous composition of selected short texts.

Assessment Criteria:

a) The main characteristics of the types in relation to their suitability for the job that you want to perform have been valued and analyzed.

b) Different search tools have been used in the understanding of a written text, applying content reinterpretation strategies.

c) Comprehensive reading strategies have been applied systematically in the understanding of texts, drawing conclusions for their implementation in learning activities and recognising possible discriminatory uses from the gender perspective.

d) The content of a written text has been summarized, extracting the main idea, the secondary and the communicative purpose, reviewing and reformulating the conclusions obtained.

e) The structure of different written texts of daily utilization has been analyzed, recognizing uses and levels of the language and guidelines for elaboration.

f) The main grammatical and spelling rules have been applied in the wording of texts so that the final text is clear and precise.

g) Systematic guidelines have been developed in the development of written texts to enable the assessment of developed learning and the reformulation of learning needs to improve written communication.

h) Written work presentation guidelines have been observed taking into account the content, format, and target audience, using a vocabulary appropriate to the context.

i) Activities of understanding and analysis of grammatical structures have been resolved, checking the validity of the inferences made.

5. It carries out the reading of literary texts representative of the Spanish language literature prior to the 19th century, generating aesthetic criteria for the construction of personal taste.

Assessment Criteria:

a) The stages of evolution of the literature in the Spanish language have been contrasted in the period considered and the most representative works are recognized.

b) The structure and use of the language of a personal reading of a literary work appropriate to the level has been valued, placing it in its context and using protocolized instruments for the collection of information.

c) Reasoned personal opinions have been expressed on the most appreciated and least appreciated aspects of a work and on the implication of its content and its own vital experiences.

d) Strategies have been applied for the understanding of literary texts, taking into account the basic themes and themes.

e) Information about periods, authors and works of the literature in the Spanish language has been presented based on literary texts.

6. It uses strategies to communicate oral information in the English language, drawing up oral presentations of little extension, well structured, regarding common situations of daily and frequent communication of personal or professional scope.

Assessment Criteria:

a) Active listening strategies for accurate understanding of received messages have been applied.

b) The basic communicative intention of direct or received messages has been identified by electronic formats, valuing communication situations and their implications for the use of the vocabulary used.

c) The overall sense of the oral text that presents the information in a sequenced and progressive manner has been identified in frequent frequent and predictable content situations.

d) Common and evident phonetic and intonation traits have been identified that help to understand the overall sense of the message.

e) Short oral presentations of descriptive, narrative and instructional texts, of personal or professional scope, have been performed according to a simple script, applying the structure of each type of text and using, in its case, computer media.

f) Basic grammatical structures and an essential and restricted repertoire of expressions, phrases and words of frequent frequent and highly predictable content have been used according to the communicative purpose of the text.

g) It has been expressed with some clarity, using understandable intonation and pronunciation, accepting frequent pauses and doubts.

h) A thoughtful attitude has been shown and about information that would mean any kind of discrimination.

i) The norms of basic and standardized social relations of countries where the foreign language is spoken have been identified.

j) The everyday habits or activities of the community where the foreign language is spoken have been identified.

7. Participates in English language conversations using simple and clear language in frequent personal or professional situations, activating basic communication strategies.

Assessment Criteria:

a) It has been dialogued, directed and following a well-structured script using a memorized repertoire of prayer models and brief and basic conversations, on frequent frequent and highly content situations. predictable.

b) Interaction has been maintained using simple communication strategies to show interest and understanding.

c) Basic compensation strategies have been used to fill gaps in the foreign language.

d) Basic grammatical structures and an essential and restricted repertoire of expressions, phrases, words, and linear discourse markers have been used, according to the communicative purpose of the text.

e) It has been expressed with some clarity, using understandable intonation and pronunciation, accepting frequent pauses and doubts.

8. Draws up texts written in the English language, short and simple of common and frequent communication situations in the personal or professional field, implementing comprehensive reading strategies and developing structured strategies of composition.

Assessment Criteria:

a) The text has been read in a comprehensive way, recognizing its basic features and its global content.

b) Fundamental ideas and the basic communicative intention of the text have been identified.

c) Basic grammatical structures and a limited repertoire of expressions, phrases, and linear speech markers and words have been identified, in frequent frequent situations, of very predictable content.

d) Phrases and sentences have been completed and reorganized, taking into account the communicative purpose, basic grammatical norms.

e) Brief texts, suitable for a communicative purpose, have been developed following structured models.

f) The essential lexicon appropriate to frequent situations and to the context of the personal or professional scope has been used.

g) An interest in the good presentation of written texts, respected grammatical, spelling and typographical texts and following simple guidelines for review has been shown.

h) Printed and online dictionaries and spelling correctors of the word processors have been used in the composition of the processors.

i) A thoughtful attitude has been shown and about the information that any kind of discrimination entails.

Duration: 120 hours.

Basic contents:

Valuation of prehistoric and ancient societies and their relationship to the natural environment:

-Natural landscapes. General and local aspects.

-Prehistorical societies.

-The birth of cities:

• Urban habitat and its evolution.

• Urban representation graphs.

• Old urban societies.

• Greek culture: extension, traits and major milestones.

• Essential characteristics of Greek art.

• Roman culture.

• Essential features of Roman art.

-Treatment and elaboration of information for educational activities:

• Basic resources: scripts, schemas, and summaries, among other resources.

• Simple chronological localization tools.

• Selected and specific Vocabulary.

Valuation of the creation of the European space in the middle and modern ages:

-Medieval Europe:

• Survival of uses and customs. The agricultural area and its characteristics.

• Contact with other cultures.

-The Europe of Absolute Monarchies:

• The great European monarchies: location and evolution on the map in the European context.

• The absolute monarchy in Spain.

• Evolution of the productive sector during the period.

-The colonization of America.

-Population study:

• Demographic developments in the European space.

• Population chart comment: basic guidelines and instruments.

-The evolution of the European art of medieval and modern times:

• Basic guidelines for pictorial works commentary.

-Treatment and elaboration of information for educational activities:

• Basic resources: abstracts, thematic sheets, biographies, spreadsheets or the like, elaboration, among others.

• Specific vocabulary.

Using oral communication strategies in the Spanish language:

-Oral texts.

-Active listening application in the understanding of oral texts.

-Guidelines for preventing disruption in oral communication situations.

-The communicative exchange:

• extralinguistic elements of oral communication.

• Informal and formal oral oral uses.

• Adequation to the communicative context.

-Application of language standards in oral communication. Phrase organization: Basic grammatical structures.

-Oral Compositions:

• Simple oral exhibitions on current events.

• Simple oral presentations.

• Use of support media: audiovisual and ICT.

Use of communication strategies written in the Spanish language:

-Text types. Characteristics of texts of their own daily and professional life.

-Reading strategies: textual elements.

-Guidelines for the use of miscellaneous dictionaries.

-Basic strategies in the written composition process.

-Presentation of texts written on different media:

• Application of grammatical rules.

• Applying spelling rules.

-Written texts:

• Main textual connectors.

• Basic aspects of the verbal forms in the texts, with special attention to the aspects of the oral perifrasis.

• Subordinate, substantive, adjective, and adverb function of the verb.

• Syntax: statement, sentence, and sentence; subject and predicate; direct, indirect, regime, circumstantial, agent, and attribute.

Reading of literary texts in the Spanish language before the 19th century:

-Guidelines for reading literary fragments.

-Instruments for collecting information from reading a literary work.

-stylistic and thematic characteristics of the Spanish language literature from the Middle Ages to the 18th century.

-The narrative. Recurring themes and styles according to the literary era.

-Reading and interpreting poems. Recurring themes and styles according to the literary era.

-The theater. Themes and styles according to the literary era.

Understanding and production of English-language basic oral texts:

-Top ideas in very clear calls, messages, orders, and indications.

-General description of people, places, objects (professional and public).

-Narration about common and frequent situations of present, past, and future times.

-Frequent lexical, simple expressions and phrases to unwrap in everyday transactions and arrangements of the personal or professional environment.

-Grammatical resources:

• Times and verbal forms in present, past; main verbs, manners and auxiliaries. Communicative functions associated with common and frequent situations.

• Fundamental linguistic elements.

• Speech markers to start, sort, and finish.

-Pronunciation of phonemes or basic groups of a basic character that present greater difficulty.

-Using appropriate records in social relationships.

-Fundamental strategies for understanding and active listening.

Participation in English language conversations:

-Understanding and active listening strategies for starting, maintaining, and terminating interaction.

Making simple English language messages and texts:

-Understanding global information and the main idea of everyday basic texts, whether personal or professional.

-Frequent lexical to be involved in everyday transactions and procedures, simple in the personal or professional field.

-Composition of very brief, simple and well-structured written texts.

-Grammatical resources:

-Times and verbal forms. Temporary relationships: Before, after, and concurrency.

• Basic grammatical structures.

• More common communicative functions of the personal or professional scope in written media.

-Fundamental linguistic elements based on the types of texts, contexts and communicative purposes.

-Basic text properties.

-Reader compression strategies and techniques.

-Planning and correction strategies.

Teaching guidelines.

This module contributes to the achievement of the competences for lifelong learning and contains the training for students and students to be able to recognize the basic characteristics of the phenomena related to the human activity and improve your communicative skills

The learning strategy for the teaching of this module that integrates basic knowledge related to social sciences, Spanish language and English literature and language, will be focused on the use of basic tools of analysis textual, the elaboration of structured information both oral and written, the location of space-temporal of social and cultural phenomena and respect for the diversity of beliefs and patterns of daily relationship in different societies and human groups, involving students in significant tasks to enable them to work autonomously and in a team.

The formation of the module contributes to achieving the general objectives n), o), p), q), r), s), t), u), v), w), x), y), z), aa) and bb) of the training cycle, and the professional, personal and social competencies n), n), (o), (p), (q), (r), (s), (t), (u), (v), (w), (x) and (y) of the title.

The lines of action in the teaching-learning process that enable the objectives of the module to be achieved will be oriented towards:

-The concreteness of a personalized training plan that aims to achieve the integration of the student in the proposed learning situations through the application of motivational strategies.

-The empowerment of autonomy in the execution of activities and in the management of their learning time in the field of competencies and contents of the sociolinguistic field.

-The realization of dynamics about the development of social skills that favor the settlement of habits of discipline and individual and team work.

-The use of strategies, resources and sources of information within their reach, promoting the use of ICT, which contribute to the reflection on the assessment of the information necessary to construct structured explanations of the reality that surrounds you.

-The use of globalizing methods (projects, centers of interest, among others) that allow the integration of students into the learning activities, concretized in a working methodology that links them with the

-The programming of activities that are related, whenever possible, with capabilities that are derived from the professional profile.

The lines of action in the teaching-learning process that enable the objectives of the module to be achieved in relation to Social Sciences are related to:

-The motivating integration of knowledge that allows you to analyze and value the diversity of human societies.

-The use of resources and sources of information within your reach to organize information that you extract to help you integrate into educational work.

-Recognition of the footprint of the past in daily life by appreciating the diversity of human groups and their achievements over time.

-The assessment of the problems of their environment based on the analysis of the available information, the formulation of justified explanations and the reflection on their actions in relation to the same in situations of learning.

-The potentiation of the observation capacities and criteria for the enjoyment of artistic expressions through the gradual analysis of archetypal artistic productions, appreciating their aesthetic and thematic values.

The lines of action in the teaching-learning process that enable the objectives of the module to be achieved in relation to language learning are related to:

-The use of language in the interpretation and elaboration of simple oral and written messages, through their use in different types of communicative and textual situations in their environment.

-Using a vocabulary appropriate to the situations in your environment that will guide the completion of the contents, activities and examples used in the module.

-The selection and execution of didactic strategies that facilitate self-learning and incorporate the use of the language in communication situations as real as possible, using the possibilities of the Information and Communication (email, SMS, internet, social networks, among others).

-The use of communication techniques to enhance teamwork to enable them to integrate into educational activities with a guarantee of success.

-The appreciation of the cultural and customs variety present in its surroundings, putting it in relation to the needs arising from the use of the language with different speakers.

-The development of reading habits that allow them to enjoy literary production through the use of selected texts to their needs and characteristics.

Professional Module: Communication and Society II.

Code: 3012

Learning results and evaluation criteria.

1. It infers the essential characteristics of contemporary societies based on the study of their historical evolution, analyzing the basic features of their social, political and economic organization.

Assessment Criteria:

(a) The consequences for the organization of the current societies of the ideological currents that have cemented it have been discriminated against, placing them in time and space.

b) The current globalized economic relations model has been valued by studying the economic transformations produced as a result of technological innovations and the organizational systems of the activity productive.

c) The characteristics of contemporary social organization have been categorized, analyzing the structure and social relationships of the current population and their evolution during the period.

d) The evolution of contemporary international relations has been examined, drawing up causal and consecutive explanations for developing opinions on current conflicts.

e) The process of unifying the European space has been assessed, analyzing its evolution, arguing its influence on the national policies of the member countries of the European Union.

f) The evolution of global historical events has been associated with the historical evolution of the Spanish State, identifying its stages of evolution, the main conflicts and its current situation.

g) The essential traits of contemporary art and their evolution to our day have been identified, building opinions and criteria of their own aesthetic order.

h) The evolution of the sector or the production sectors of the title has been analyzed, describing their transformations and main milestones of evolution in their organizational and technological systems.

i) Pauted instruments for the collection and dissemination of information have been developed to allow the evaluation of the learning performed, using the precise vocabulary.

j) Behaviors have been developed according to the development of the effort itself and the collaborative work.

2. It values the basic principles of the democratic system by analyzing its institutions and the different political and economic organizations in which it manifests and inferring guidelines of action to accommodate its behavior to the fulfillment of these principles.

Assessment Criteria:

a) The basic principles of the Universal Declaration of Human Rights and their situation in today's world have been recognized, valuing their involvement in everyday life.

b) The guiding principles, institutions and standards of operation of the major international institutions have been analyzed, judging their role in global conflicts.

c) The importance of mediation and conflict resolution in the extension of the democratic model has been valued, developing own and reasoned criteria for the resolution of these.

d) The essential features of the Spanish democratic model have been judged, valuing the historical context of their development.

e) The involvement of the principle of non-discrimination in the personal and social relationships of the next environment has been valued, judging behavior of its own and others and inferring appropriate guidelines and actions to accommodate the attitude to the rights and obligations arising from it.

f) Information has been developed and organized for use in collaborative work situations and contrast of opinions.

3. It uses communicative strategies to interpret and communicate oral information in the Spanish language, applying the principles of active listening, reasoned strategies of composition and the correct linguistic norms in each case.

Assessment Criteria:

a) The techniques of active listening in the analysis of oral messages from different sources have been applied.

b) The communicative intention and the thematic structure of oral communication have been recognized, assessing possible responses.

c) The correct use of non-verbal communication elements in arguments and exposures has been performed.

d) The uses and levels of language and language standards have been applied in the understanding and composition of oral messages, valuing discriminatory uses.

e) The correct grammatical terminology has been used in the understanding of the proposed grammatical activities and in the resolution of the same.

4. It uses communicative strategies to communicate information written in the Spanish language, applying strategies of analysis, synthesis and classification in a structured way to the autonomous composition of texts of progressive complexity.

Assessment Criteria:

a) The main characteristics of the types in relation to their suitability for the job that you want to perform have been valued and analyzed.

b) Different search techniques have been used in the understanding of a written text, applying content reinterpretation strategies.

c) Comprehensive reading strategies have been applied systematically in the understanding of texts, recognizing possible discriminatory uses.

d) The content of a written text has been summarized, extracting the main idea, the secondary and the communicative purpose, reviewing and reformulating the conclusions obtained.

e) The structure of different written texts of academic or professional use has been analyzed, recognizing uses and levels of the language and elaboration guidelines.

f) The main grammatical and spelling rules have been applied in text writing so that the final text is clear, accurate and appropriate to the format and the communicative context.

g) Systematized guidelines have been developed in the preparation of written texts to improve written communication.

h) Guidelines for the submission of written works have been observed taking into account the content, format and the target audience, using a correct vocabulary according to the language rules and the uses to which it is intended.

i) Activities of understanding and analysis of grammatical structures have been resolved, checking the accuracy and validity of the inferences made.

5. He interprets literary texts representative of the Literature in the Spanish language from the nineteenth century to the present, recognizing the author's intention and relating it to its historical, socio-cultural and literary context.

Assessment Criteria:

(a) The literary movements in the Spanish language have been described in the period considered and the most representative works recognized.

b) The structure and use of the language of a personal reading of works appropriate to the level and situating it in its context and using instruments that are based have been valued.

c) Substantiated personal opinions have been expressed about the aspects appreciated in literary works.

d) Literary text analysis strategies have been applied, recognizing the themes and motifs and symbolic elements and the functionality of the most significant stylistic resources.

e) An author, a work or a period of the literature in the Spanish language, has been informed about the corresponding information.

6. It uses strategies to interpret and communicate oral information in the English language, applying the principles of active listening and developing oral presentations of little, clear and structured, on specific issues and aspects, common and everyday, in the personal and professional field.

Assessment Criteria:

a) Active listening strategies have been systematically applied for the overall and specific understanding of messages received, without the need to understand all the elements of it.

b) The communicative intention of direct messages has been identified or using a limited repertoire of expressions, phrases, words and markers of structuring speech (opening, continuity and closing).

c) The overall sense and main ideas of the oral text and basic grammatical structures have been identified in simple sentences of frequent and frequent frequent situations and of predictable and concrete content.

d) Essential phonetic and intonation traits have been identified that help to understand the overall sense and the main and secondary ideas of the message.

e) Brief oral compositions and presentations have been made according to a structured script, applying the format and traits of each type of text, personal or professional.

f) Basic grammatical structures and speech markers have been used to initiate, link, order, and end speech, in common, frequent, and concrete situations.

g) Information has been expressed, using reasonable intonation and pronunciation, accepting breaks and small hesitations.

h) A thoughtful and critical attitude has been shown about the information that any kind of discrimination entails.

i) The most frequent social relationship rules of countries where the foreign language is spoken have been identified.

j) The everyday habits or activities of the community and the workplace where the foreign language is spoken have been identified.

k) The main professional attitudes and behaviors in normal communication situations in the professional field have been identified.

7. It maintains simple English language conversations in regular and practical situations in the personal and professional fields, using basic communication strategies.

Assessment Criteria:

a) It has been discussed following a script on specific and frequent topics and aspects of the personal and professional field.

b) It has been heard and discussed in simple, everyday interactions of professional and personal life, requesting and providing information in some detail.

c) Interaction has been maintained using various essential communication strategies to show interest and understanding.

d) Compensation strategies have been used to fill gaps in the foreign language (paraphrasing, body language, audio-visual aids).

e) Simple grammatical structures and sentences and an essential, limited repertoire of expressions, phrases, frequent words, and linear speech markers have been used.

f) It has been expressed with some clarity, using a reasonable and understandable intonation and pronunciation, accepting some pauses and hesitations.

8. It produces short and simple texts with a certain detail in the English language, relating to common communication situations in the personal and professional field, implementing comprehensive reading strategies and developing systematic strategies of composition.

Assessment Criteria:

a) The text has been read recognizing the essential traits of the genre and its structure, and interpreting its global and specific content, without the need to understand all the elements of it.

b) The basic communicative intention of the organized text has been identified in a different way.

c) Simple grammatical structures and sentences have been identified and a limited repertoire of expressions, phrases, words and markers of speech, basic and linear, in frequent and concrete frequent situations of content predictable.

d) Phrases, sentences, and simple texts have been completed, taking into account the communicative purpose, with grammatical structures of low complexity in typical and concrete situations of predictable content.

e) Short and simple texts, suitable for a communicative purpose, have been developed using the most frequent connectors to link the sentences.

f) Grammatical, orthographic and typographic standards have been respected following systematic and concrete guidelines for review and correction.

g) A thoughtful and critical attitude has been shown about the information that would be of any kind of discrimination.

Duration: 120 hours.

Basic contents:

Valuation of contemporary societies:

-Building democratic systems:

• The Enlightenment and its consequences.

• The liberal society.

• Democratic society.

-Economic structure and its evolution:

• Principles of economic organization. The current globalized economy.

• The second globalization.

• Third globalization: development issues.

• Evolution of the productive sector itself.

-International relations:

• Great powers and colonial conflict.

• The European Civil War.

• Decolonization and Cold War.

• The current globalized world.

• Spain in the current relationship framework.

-European construction.

-Contemporary art:

• The breaking of the classical canon.

• Film and comic as mass entertainment.

-Treatment and elaboration of information for educational activities:

• Collaborative work.

• Presentations and web publications.

Valuation of democratic societies:

-The Universal Declaration of Human Rights:

• Human Rights in everyday life.

• Current international conflicts.

-The Spanish democratic model:

• The construction of democratic Spain.

• The Spanish Constitution.

• The principle of non-discrimination in daily living.

-Conflict resolution.

-Treatment and elaboration of information for educational activities:

• Processes and guidelines for collaborative work.

• Preparing and presenting information for deliberative activities.

• Rules of operation and attitudes in the contrast of opinions.

Using oral communication strategies in the Spanish language:

-Oral texts.

-Active listening techniques in the understanding of oral texts.

-Exposure of ideas and arguments:

• Organization and preparation of contents: ylation, succession and coherence.

• Structure.

-Application of language standards in oral communication.

• Organization of the phrase: basic grammatical structures.

• Semantic coinheritance.

-Using audio-visual resources.

Use of communication strategies written in the Spanish language:

-Jobs, reports, essays and other academic and scientific texts.

-Language aspects to consider:

• Communication records of the language; factors that condition their use.

• Spanish language diversity.

• Variations of the deictic forms in relation to the situation.

• Direct and indirect style.

-Reading strategies with academic texts.

-Presentation of written texts.

-Language analysis of written texts:

• Text connectors: cause, consequence, condition, and hypothesis.

• The verbal forms in the texts. The oral perifrasis ' aspects of the text.

• Syntax: Add-ons; Composite Phrases.

• Strategies to improve listener interest.

Interpretation of literary texts in the Spanish language since the 19th century:

-Instruments for collecting information from reading a literary work.

-The literature in its genres.

-Evolution of the literature in the Spanish language from the 19th century to the present.

Interpretation and communication of daily oral texts in the English language:

-Distinction of main and secondary ideas of short and simple oral texts.

-Description of specific aspects of people, places, basic services, objects, and simple steps.

-Personal, public, and professional experience.

-Narration of events and experiences of the present, past and future time.

-Lexical, phrases and expressions, to be developed in everyday transactions and procedures in the personal and professional fields.

-Text types and their structure.

-Grammatical resources:

• Simple and compound verbal times and forms.

• Communication functions associated with common situations.

• Fundamental linguistic elements.

• Bookmarks of speech.

• Subordinate Orations of Low Complexity.

-Understanding and active listening strategies.

-Pronunciation of phonemes or phonic groups that present greater difficulty.

-Using appropriate records in social relationships.

Interaction in English-language conversations:

-Interaction strategies to maintain and follow a conversation.

-Using standardized phrases.

Interpretation and elaboration of simple written messages in the English language:

-Global and specific information about low-difficulty messages concerning everyday basic issues in the personal and professional field.

-Composition of brief and well-structured written texts.

-Lexico to be involved in everyday transactions and procedures, necessary, simple and concrete in the personal and professional field.

-Terminology specific to the professional area of the students.

-Grammatical resources:

• Bookmarks of speech.

• Use of simple and compound sentences in written language.

-Reader compression strategies and techniques.

-Basic text properties.

-Sociocultural norms in personal and professional relationships in everyday situations.

-Message scheduling strategies.

Teaching guidelines.

This module contributes to the achievement of the competences for lifelong learning and contains the training for using the steps of the scientific method, by analyzing the main phenomena related to the human activities in the contemporary world and the development of sufficient communicative strategies in the Spanish language to improve their chances of personal, social and professional development, as well as to start in the communication in English language in different usual situations.

The learning strategy for teaching this module that integrates subjects such as social sciences, Spanish language and English literature and language, will focus on the acquisition of space-temporal analysis tools, the treatment of oral and written texts, the elaboration of structured messages and respect for other societies, involving students in significant tasks that allows them to work autonomously and collaboratively to build their own learning and culminate in actual results generated by themselves.

The formation of the module contributes to achieving the general objectives n), o), p), q), r), s), t), u), v), w), x), y), z), aa) and bb) of the training cycle, and the professional, personal and social competencies n), n), (o), (p), (q), (r), (s), (t), (u), (v), (w), (x) and (y) of the title.

The lines of action in the teaching-learning process that enable the objectives of the module to be achieved will be oriented towards:

-The concreteness of a personalized training plan that aims to achieve the active involvement of the student in his formative process, where the practice and the functionality of the learning constitute a continuum that facilitate the performance of the activities carried out by the students.

-The empowerment of autonomy and personal initiative to use the appropriate strategies in sociolinguistic fields.

-The realization of dynamics about the development of social skills that favor the development and settlement of habits of discipline and individual and collaborative work.

-The use of strategies, resources and sources of information at their fingertips that contribute to the reflection on the assessment of the information necessary to construct reasoned explanations of the reality that surrounds it.

-The guarantee of access to information for all students, encouraging the use of ICT.

-The use of globalizing methods (projects, centers of interest, among others) that allow the integration of competencies and contents, concretized in a working methodology that ties them with the current to allow the adaptation of students to personal, social and professional reality.

-The programming of activities that are related, whenever possible, with capabilities that derive from the professional profile and their adaptation to the professional requirements of their environment.

The lines of action in the teaching-learning process that enable the objectives of the module to be achieved in relation to Social Sciences are related to:

-The integration of knowledge that allows the study of a phenomenon related to the social sciences from a multidisciplinary perspective that will enable it to value the diversity of human societies.

-The use of strategies and acting skills, resources and sources of information within your reach to approach the scientific method and organize the information that you extract to favor your integration into the work education.

-The recognition of the footprint of the past in daily life by appreciating the changes and transformations suffered by human groups over time.

-The assessment of the problems of the current society based on the analysis of the available information and the concreteness of their own hypotheses and reasoned explanations of the phenomena observed in the learning situation.

-Potentiation of the capacities of appreciation and creation, to educate the taste for the arts, through the development of contents and activities that relate to works and artistic expressions selected.

The lines of action in the teaching-learning process that enable the objectives of the module to be achieved in relation to language learning are related to:

-The use of language in the interpretation and elaboration of oral and written messages, through its use in different types of communicative and textual situations.

-The use of a vocabulary appropriate to the situations of personal, social and professional life that will need to be used for the realization of the contents, activities and examples used in the module.

-The selection and execution of didactic strategies that facilitate self-learning and incorporate the use of the language in communication situations as real as possible, using the possibilities of the Information and Communication (email, SMS, internet, social networks, among others).

-The use of communication techniques to enhance collaborative work that allows the development of the concept of collective intelligence and its relationship with the professional field.

-The appreciation of the cultural and customs variety characteristic of contemporary societies, more specifically in the field of English-speaking cultures.

-The creation of reading habits and aesthetic criteria of their own that allow them to enjoy literary production, with greater deepening in the production in the Spanish language.

Professional Module: Job Centers Training.

Code: 3153

Learning results and evaluation criteria.

1. Performs basic operations of reception, storage and conservation of bakery and bakery genres, identifying and using means, equipment and control instruments.

Assessment Criteria:

a) The received instructions and the documentation associated with the receiving processes have been interpreted.

(b) Control equipment and instruments have been used, in accordance with the instructions or procedures laid down.

(c) The qualitative and quantitative adequacy of the goods received has been identified with respect to the requested goods, according to established instructions or procedures.

d) Deviations or anomalies detected in the receiving process have been reported in time and form.

e) The appropriate criteria for performing storage operations have been correctly applied, taking into account established instructions and/or rules.

f) Procedures for the packaging and preservation of genera have been performed correctly, using means and applying techniques, according to established instructions and/or standards.

g) All operations have been carried out, taking into account the hygienic and sanitary regulations, occupational safety and environmental protection regulations.

2. It executes basic preworking operations, interpreting and relating instructions and/or rules established with the application of procedures inherent in the activities to be developed.

Assessment Criteria:

a) The instructions received and the documentation associated with the preprocessing operations have been interpreted.

b) Machines, drums, tools and tools have been prepared, making the necessary operations for their use and maintenance, according to established instructions or procedures.

c) Raw materials have been properly moved and distributed to workplaces, taking into account established procedures.

(d) Regeneration procedures that require raw materials have been executed, taking into account their state, applying techniques according to established standards.

e) The tasks of preparing, cleaning, cutting, and obtaining parts have been performed, using equipment, tools, and/or tools correctly.

f) Conservation procedures have been developed, taking into account the needs of the various raw materials and their subsequent use.

3. It carries out auxiliary activities for the preparation of bread, pastry and sweet and salted pastry, using basic techniques for the production of products, such as kneading and fermentation among others.

Assessment Criteria:

a) The characteristics of the product to be manufactured have been described.

b) Working tools and raw materials have been prepared for further elaboration.

c) The bakery, bakery and pastry materials involved in the process of a particular preparation have been detailed.

(d) Different types of bakery, bakery and pastry products have been developed.

e) Different types of creams and picadillos have been developed for the filling of bakery, bakery and pastry products.

f) Bakery, bakery and pastry products have been developed using different types of cooking, such as baking and frying, among others.

g) Procedures have been applied in the use of raw materials and energy media, assessing their effect on production costs.

h) Methods and cleaning products have been applied during the preparation and cooking procedures to keep the machinery and tools used in the manufacture of masses, assessing the hygiene standards in the food processing.

4. It places animation elements from the point of sale and replenishes products, following the commercial criteria and detecting spaces and supply needs.

Assessment Criteria:

(a) The different types of furniture used at the point of sale and the promotional elements commonly used have been differentiated.

b) Exhibitor of products and gondolas have been mounted.

c) Cartelery and other animation elements have been placed in spaces for this purpose.

d) Bar code reading equipment (optical readers) have been used for product identification and control.

e) Products have been placed in different types of exhibitors, following the business and image criteria of the company.

f) Security devices have been placed on products and labels, manually or using the appropriate equipment in each case.

g) Products have been packaged and presented in an attractive manner, according to the business and image criteria of the company.

h) Counters, storefronts and shelves have been cleaned and conditioned for the correct placement of the products.

5. Serves the customer by making sales, collections and returns and resolving complaints.

Assessment Criteria:

a) An attitude of cordiality, respect and kindness has been maintained in the treatment, showing interest and concern for satisfying the needs of the clients.

b) The necessary information has been obtained from the client, favoring communication with the use of appropriate techniques and attitudes.

c) Appropriate answers have been given to questions from the client, using the appropriate commercial lexicon and the protocol established in the company.

d) Cash registers have been handled to make collections and product returns.

e) Electronic payment means have been used in the realization of collections and returns.

f) Basic selling techniques have been applied to the different situations that arise at the point of sale.

g) Responsibility has been shown for errors.

h) The customer has been informed of the characteristics of the products or services, especially of the expected qualities.

6. It meets safety and hygiene criteria, acting according to hygienic and sanitary standards, occupational safety and environmental protection.

Assessment Criteria:

(a) The hygienic and sanitary standards of mandatory compliance related to the Handling Practices have been recognized, both collected in the regulations and specific to the company itself.

b) All those behaviors or attitudes likely to cause contamination in food have been recognized.

c) It has been recognized and fulfilled with the complete work dress and its cleaning requirements.

d) Good practices of food handling in the development of culinary production processes have been applied.

e) The means of protection of cuts, burns, or wounds of the manipulator have been applied.

f) The collection, sorting, sorting and disposal and disposal of waste operations have been carried out in the places to be used for this purpose, applying the environmental protection measures laid down.

g) Those energies and/or resources whose use is less harmful to the environment have been used.

7. Maintains appropriate professional relationships, acting in a responsible and respectful manner, both with the company's procedures and rules and with the other team members.

Assessment Criteria:

a) The procedures and rules of the company related to internal behavior have been recognized and interpreted.

b) You have joined the job in a timely manner and have not abandoned it before you have established it without justification.

c) Diligence and accountability have been acted upon in the light of the instructions received.

d) Effective and respectful communication has been maintained with other team members.

e) An attitude of collaboration and coordination has been maintained with the rest of the team members.

f) An attitude of learning and updating has been maintained with observations made about the performance of our functions.

Duration: 130 hours.

This professional module contributes to the completion of the general competencies and objectives of this title, which have been achieved in the educational centre or to develop the skills that are difficult to achieve in the same.

Contributes, moreover, to the strengthening of order, punctuality, responsibility and polish habits.

4. Minimum quality requirements for the training context.

4.1. Spaces.

The spaces necessary for the development of the teachings of this formative cycle are:

-Multi-purpose Aula.

-Kitchen workshop.

-Bakery and pastry shop.

4.2. Minimum equipment.

-purpose Aula.	Network-installed computers, projection system, and internet. Audiovisual Media. Application computer programs
and pastry shop.	Water and power auxiliary services. Soils, walls, ceilings, protection of windows and drains according to the current technical-health regulations. Refrigeration, freezing and fermentation cameras. Exhibitor display systems Cooling and lighting. Stainless steel work tables. Stainless steel furniture for the use of the tool. Batiders, grasses, dividers, laminators, fillers or injectors. < The_izq"> Freidor_table_body, kilns, maria baths, and electric chazos. Kitchen with at least two hot spots. Coverage temperator. Wrapper Precision scales and scales. Portalata carts and their corresponding set of baking cans. Termometers, stopwatches, (i) (i) (i) (i) (i) (i) (i) Other useful tools of the profession. Utensils to contain: bowls, buckets, trays, molds. Utensils for measuring. Measuring jars. Utensils for mixing. Tongues, spatulas ... utensils for extending and cutting. Spatulas and knives of different sizes. Utensils to spit. Nozzle sets for pastry sleeves and reusable and disposable sleeves. Aros, egg spinner, Chinese, colators, sieves, sugar-burning plates (salamander), spiders, cams, marble, moulds for Kitchen Workshop.
Workshop.
The_table_table_izq"> Bodegroom. Storeroom for material. Office. Refrigerated garbage room. Changing rooms for students, students, teachers and teachers with lockers. Sanitary_table_body.

5. Teachers.

5.1. The specialties of the public sector teachers attributed to the delivery of the professional modules associated with the professional profile are:

	Module	Teacher/Other Specialty	Teachers ' Specialty
3007. Bakery processes. 3017. Pastry processes. 3026. Dispensing in bakery and pastry. 3133. Auxiliary operations in the food industry.	Specialty: • Cooking and Pastry. • Process Operations. • Food processing operations and equipment.	• Professional Training Technical Teacher
	Other: • Specialist Professor, if any.
	3005. Customer support.	Specialty: • Business processes. • Cooking and Pastry. • Operations process. • Food processing operations and equipment.	• Technical Teacher of Vocational Training
3513. Job center training.	• Cooking and Pastry. • Process Operations. • Product Processing Operations and Equipment	• Technical Teacher of Vocational Training

5.2. The qualifications required for the delivery of professional modules, for private and public ownership centres of other administrations other than education, are:

	Modules	Titulations
3007. Bakery processes. 3017. Pastry processes. 3026. Dispensing in bakery and pastry. 3005. Customer support. 3133. Ancillary operations in the food industry. 3153. Job center training.	-Licensed, Engineer, Architect, or corresponding degree title or other equivalent titles.

5.3. The enabling qualifications for teaching purposes for the delivery of professional modules, for private and public ownership centres of other administrations other than education, are:

	Modules	Titulations
3007. Bakery processes. 3017. Pastry processes. 3026. Dispensing in bakery and pastry. 3005. Customer support. 3133. Ancillary operations in the food industry. 3153. Training in job centers.	-Diplomat, Technical Engineer or Technical Architect or other equivalent titles. -Superior Technician in Kitchen, Technical Management Top in Service Address in Restore or other equivalent titles.

6. Correspondence between professional modules and units of competence for accreditation or validation.

Outmatched Professional Modules

Accreditable Competition
3017. Pastry Processes.	UC1333_1: Run basic operations of internal sourcing and preservation of preworking and pastry processing. UC1334_1: Pre-prepare, elaborate and present simple pastry making and assist in complex elaborations
3005. Customer support.	UC1329_1: Provide attention and operational, structured, and protocolized information to the client
3133. Auxiliary operations in the food industry.	UC0543_1: Perform tasks to support the reception and preparation of raw materials. UC0545_1: Managing equipment and Facilities for the packaging, conditioning and packaging of food products, following standard and dependent work instructions

7. Middle-grade formative cycles to which this title allows application of preference criteria for admission in case of competitive concurrency.

This title will take precedence for admission to all middle grade titles of professional families:

-Hotels and Tourism.

-Food Industries.

-Commerce and Marketing.

ANNEX II

Basic professional title in domestic activities and building cleaning

1. Title identification.

The basic professional title in domestic activities and building cleaning is identified by the following elements:

-Name: Basic professional title in domestic activities and building cleaning.

-Level: Basic Professional Training.

-Duration: 2,000 hours.

-Professional Family: Sociocultural Services and the Community.

-European Reference: CINE-3.5.3 (International Standard Classification of Education).

2. Professional profile.

2.1. General competence of the title.

The overall title competence is to conduct household cleaning, cooking, clothing care and support for people in the domestic area, as well as to conduct basic cleaning operations in buildings, offices and commercial premises, following instructions and respecting the quality standards, observing the current environmental and safety and hygiene rules at work, and communicating orally and in writing in the Spanish language and, where appropriate, in the self-official language as well as in some foreign language.

2.2. Title competencies.

The professional, personal, social and skills competencies for lifelong learning of this title are as follows:

(a) Clean, sanitise and disinfect toilets, kitchens and stays in private homes, and buildings, using appropriate techniques and products, according to established usage requirements

b) Organize and, where appropriate, the domestic activities related to the processing of food in private homes, preserving the products acquired, handling, storing and cooking in hygienic conditions healthy and according to the instructions received

c) Wash, iron, order and sew household clothes and garments, ensuring their maintenance in the required conditions, using specific products and equipment.

d) Clean floors, crystals, walls and roofs in homes, buildings, offices and premises, applying the required techniques and associated products.

e) Clean, wax and open surfaces in homes, buildings, offices and premises, using specific machinery, under the supervision of the superior responsible.

f) Perform support activities (body cleaning, dressing and transfer, among others) to children and non-dependent adults present in a living unit, according to specific needs and instructions received, maintaining an attitude of respect and professionalism.

g) To respond in the domestic environment during the development of your professional activity to emergency situations and health risks.

h) Solve predictable problems related to your physical, social, personal, and productive environment, using scientific reasoning and elements provided by applied and social sciences.

i) To act healthily in different everyday contexts that favor personal and social development, analyzing habits and positive influences for human health.

j) To value actions aimed at the conservation of the environment, differentiating the consequences of everyday activities that may affect the balance of the environment.

k) Obtain and communicate information intended for self-learning and its use in different contexts of its personal, social or professional environment through resources within its scope and the information and information technologies themselves communication.

l) Act with respect and sensitivity towards cultural diversity, historical-artistic heritage and cultural and artistic manifestations, appreciating its use and enjoyment as a source of personal and social enrichment.

m) Communicate with clarity, precision and fluency in different social or professional contexts and by different means, channels and supports at their fingertips, using and adapting oral and written linguistic resources of the language Spanish and, where appropriate, the official language.

n) Communicate in customary situations of both work and personal and social, using basic language resources in foreign languages.

n) Make simple explanations on the characteristic events and phenomena of contemporary societies based on historical and geographical information at their disposal.

(o) Adapting to new employment situations caused by technological and organizational changes in their work activity, using the training offers at their fingertips and locating resources through the technologies of the information and communication.

p) Fulfill your own tasks with autonomy and responsibility, using quality and efficiency criteria in the assigned work and performing it individually or as a member of a team.

q) Communicate effectively, respecting the autonomy and competence of the different people involved in their work, contributing to the quality of the work done.

r) To assume and comply with the measures of risk prevention and job security in the performance of the work activities, avoiding personal, occupational and environmental damages.

s) Meet quality standards, universal accessibility and design for all that affect your professional activity.

t) Act with entrepreneurial spirit, personal initiative and responsibility in choosing the procedures of your professional activity.

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

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

2.3.1. Full professional qualifications:

(a) Domestic employment: SSC413_1 (Royal Decree 1179/2008 of 11 July 2008 supplementing the National Catalogue of Professional Qualifications through the establishment of 17 professional qualifications at level 1, for certain professional families), comprising the following units of competence:

UC1332_1: Perform the washing, ironing, and manual basic sewing process of garments and household clothing, and the preparation of beds, at home in particular.

UC1330_1: Perform the cleaning of particular addresses, at home.

UC1331_1: Perform the process of food processing in its phases of purchase, organization, handling, cooking and conservation, at home.

b) Cleaning of surfaces and furniture in buildings and premises: SSC319_1 (Royal Decree 1368/2007, of 19 October, supplementing the National Catalogue of Professional Qualifications, by establishing six professional qualifications of the professional family sociocultural services and the community), comprising the following units of competence:

UC1087_1: Perform window cleaning on buildings and premises.

UC0996_1: Carry out the cleaning of the furniture located inside the spaces to be involved.

UC1088_1: Perform cleaning and treatment of surfaces in buildings and premises using machinery.

UC0972_1: Perform cleaning of floors, walls, and ceilings in buildings and premises.

2.3.2. Incomplete professional qualification:

Basic kitchen operations: HOT091_1 (Royal Decree 295/2004 of 20 February establishing certain professional qualifications, which are included in the national catalogue of professional qualifications, as well as their corresponding training modules which are incorporated into the modular vocational training catalogue):

UC0255_1: Run basic provisioning, preprocessing, and culinary preservation operations.

2.4. Professional environment.

2.4.1. This professional carries out his activity as an employed person in private homes and in public or private companies of any size. In addition, it can carry out its professional activity in the cleaning and sanitisation sector of all kinds of buildings, premises, health and health institutions and institutions, public or private, industries, transport elements (land, air, etc.). maritime), machines, spaces and facilities, advertising media and street furniture. It performs its functions by following instructions received and under the direct supervision of a responsible person, being able to work autonomously or integrate into a work team.

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

-Cleanup/home/a.

-Cook/Home/a.

-Plancher/a home/a.

-Employee/Home.

-Cleaner/a.

-Peon cleaning specialist.

-Cleaning specialist.

-Cleaner/to crystals.

2.5. Foresight of the sector or sectors related to the title.

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

(a) Life habits resulting from the employment integration of the different members of the convivencial units will lead to an increase in people who provide support activities in the domestic sphere, including support for people non-dependent adults and boys and girls. This situation favors a greater employability of this basic technician, requiring professionals with greater competence and versatility in the realization of domestic activities and in companies of cleaning contracts.

b) The progressive implementation of new technologies and the increasing complexity of household appliances and industrial cleaning machinery makes it necessary to update this field permanently in order to adapt to changes to be introduced, requiring people with learning skills, organisation of their own work, a high level of discretion, responsibility and safe handling of facilities and equipment.

c) The strong growth of the services sector and the linking of this basic professional with the hotel sector, laundries, student residences, third age residences, day centers, hostels, tourist apartments or hospitals, among others, increase their chances of job insertion.

3. Teaching of the training cycle.

3.1. General title objectives.

The general objectives of this training cycle are as follows:

(a) Apply furniture and disinfection cleaning techniques for toilets, kitchens and stays, selecting the required procedure and using the necessary resources according to requirements established for the products used.

b) Prepare and prepare more common home food dishes, using basic cooking techniques and using culinary recipes and applying hygiene standards.

c) Washing, ironing and hand-sewing household clothes and garments, selecting and applying the required technique according to their nature, characteristics, type and condition to be preserved in good use conditions.

d) Apply cleaning techniques for soil, crystals, and parts of various materials, using the required products, according to recommendations for use to avoid risks to themselves and others.

e) Apply industrial cleaning and surface treatment techniques, using the main specific machines, in accordance with the requirements laid down in the use of the various products used and manual conservation and maintenance

f) Perform, in a simulated manner, accompanying activities in the care of children and non-dependent adults, describing the activities according to the daily or specific needs of a living unit and the type of service to be performed.

g) Describe the procedures for the aid application or the established protocols and, where appropriate, perform simple basic life support operations, describing the aspects to be considered in the communication of the incidents detected,

h) Understand the phenomena occurring in the natural environment through scientific knowledge as an integrated knowledge, as well as know and apply methods to identify and solve basic problems in the various fields of knowledge and experience.

i) Develop skills to formulate, raise, interpret, and solve problems applying mathematical calculation reasoning to unwrap in society, in the working environment, and manage their economic resources.

j) Identify and understand the basic aspects of the functioning of the human body and put them in relation to individual and collective health and assess hygiene and health to enable the development and strengthening of habits healthy life based on the environment in which it is located.

k) Develop habits and values in accordance with the conservation and sustainability of natural heritage, understanding the interaction between living beings and the natural environment in order to assess the consequences of human action on the environmental balance.

l) Develop the basic skills of information sources using critical information and communication technologies to obtain and communicate information in the personal, social or professional environment.

m) Recognising basic characteristics of cultural and artistic productions, applying basic technical analysis of its elements to act with respect and sensitivity towards cultural diversity, historical and artistic heritage and cultural and artistic manifestations.

n) Develop and strengthen language skills and skills and achieve the required level of accuracy, clarity and fluency, using knowledge about the Spanish language and, where appropriate, the official language to communicate in their social environment, in their daily lives and in the work activity.

n) Develop basic language skills in foreign languages to communicate in an oral and written form in the usual and predictable situations of daily and professional life.

o) Recognize causes and traits characteristic of contemporary phenomena and events, historical evolution, geographical distribution to explain the characteristics of contemporary societies.

p) Develop values and behavior habits based on democratic principles, applying them in their usual social relationships and in the peaceful resolution of conflicts.

q) Compare and select existing learning resources and offerings for lifelong learning to adapt to new work and personal situations.

r) Develop initiative, creativity and entrepreneurship, as well as self-confidence, participation and critical spirit to resolve situations and incidences of both professional and business activity. personnel.

s) Develop teamwork, taking on their duties, respecting others and cooperating with them, acting with tolerance and respect to others for the effective performance of tasks and as a means of personal development.

t) Use information and communication technologies to inform, communicate, learn and facilitate work tasks.

u) Relating occupational and environmental risks to work activity for the purpose of using appropriate preventive measures for personal protection, avoiding harm to others and the environment.

v) Develop the techniques of your professional activity by ensuring effectiveness and quality in your work, proposing, if appropriate, improvements in work activities.

w) 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.

3.2. Professional modules.

The modules of this training cycle are the following:

3098. Maintenance of clothing and clothing.

3102. Domestic kitchen.

3104. Cleaning of private homes, buildings, offices and premises.

3116. Cleaning with machines.

3145. Support activities for people who are not dependent on the living unit.

3146. Security in the domestic sphere.

3009. Applied sciences I.

3042. Applied sciences II.

3011. Communication and society I.

3012. Communication and Society II.

3147. Training in job centres.

3.3. Developing the modules.

Professional Module: Maintenance of garments and clothing.

Code: 3098

Learning results and evaluation criteria.

1. Wash garments and household clothes using mechanical or manual means by applying appropriate procedures and following instructions from manufacturers.

Assessment Criteria:

(a) The textile garments have been classified and organized for washing by hand or machine, taking into account the criteria of habits and household and personal use, the state of cleaning of each garment and the washing procedure to be used and interpreting the manufacturer's color and fabric instructions.

b) The appropriate mechanical washing and washing program has been selected for each batch of clothing, interpreting the manual of use of the household appliance.

c) The dosage of the washing products (detergents, softeners, conditioners or others) has been performed, in the proportions indicated by the manufacturer and according to the requirements of the selected program.

d) Hand-washing has been performed on garments that require it, using the procedures and products required by the garment type.

e) Measures to rectify the washing have been applied, relating to the expected state and the result obtained, according to the type of garment and the washing procedure applied.

f) User-level maintenance procedures have been applied to ensure the operation of the washing machine and the preservation of textile garments, by reviewing water, drums, filters and other water outlets elements, as instructed by the manufacturer.

g) Work risk prevention measures related to the use of the washing machine and products have been applied.

2. Dry garments and household clothing using mechanical or traditional means, justifying the required procedures and manufacturer's instructions.

Assessment Criteria:

(a) Textile garments have been classified and organized for drying, taking into account the characteristics of the fabric, according to the manufacturer's recommendations.

b) The appropriate drying program has been selected for each batch of clothing, valuing the required speed, time and humidity criteria, according to the manual of use of the household appliance.

(c) Products used in drying (colour protectors, softeners, etc.) have been drained and dosed, according to the programme selected and in the proportions indicated by the manufacturer.

d) User maintenance procedures have been applied to ensure the operation of the dryer and the preservation of textile garments, reviewing water outlets, drums, filters and other elements, according to the manufacturer's instructions.

e) Manual laying has been performed on the indicated spaces, according to conditions of ventilation and exposure to the heat sources, applying appropriate procedures to maintain the integrity of the tissues.

f) Prevention measures have been applied in the drying of garments, according to the type of procedure and, where appropriate, machine used, valuing developed routines and avoided damage.

3. Articles of clothing and household clothing using mechanical or manual means, ensuring the preservation and hygiene of garments and applying appropriate procedures according to the manufacturer's instructions.

Assessment Criteria:

(a) Textiles for their ironing have been classified and organized in batch, taking into account the characteristics of the fabric, according to the manufacturer's recommendations.

b) The appropriate ironing program has been selected for each batch of clothing, valuing the required time, temperature and quantity of steam criteria, according to the manual of use of the household appliance.

c) User-level maintenance procedures have been applied to ensure the operation of the ironing appliance, as instructed by the manufacturer.

d) Complementary measures (application of protective, positioning of the garment, conditioning products, among others) and of rectification of the ironing have been applied, valuing results obtained and results expected.

e) Postural prevention and safety measures have been applied in the ironing of garments, according to the type of procedure and, where appropriate, machine used, valuing developed routines and avoided damage.

f) garments have been prepared and ordered for preservation in the appropriate spaces, assessing the procedure and the products required to ensure the maintenance of the garments.

4. Makes basic arrangements in clothing and household clothing, selecting the items useful for the fabric and the need for the garments, in order to achieve their repair and proper appearance.

Assessment Criteria:

a) The condition of the clothes has been checked, assessing, if necessary, the arrangements that need to be made (holes, tears, square brackets and/or detached buttons, broken and seams that open, among others).

b) The required technique has been selected according to the type of tissue, garment, and the identified need, valuing the expected outcome according to criteria of use and aesthetics.

c) The tools and tools have been related to the techniques of the employees, according to the intervention to be performed and the needs of the arrangement that they can present.

d) Basic fix techniques have been applied, identifying potential difficulties and associated risks in their use.

e) The seamer has been ordered and the elements it contains have been described, identifying the places to store the tools, tools and materials.

5. Orders clothes in the allocated space and organizes stays by applying temporality and seasonality criteria, facilitating their conservation and use, as well as valuing rest, cleaning and order criteria.

Assessment Criteria:

(a) The rhythms and uses of changing clothes and treatment of rest useful (turning, pillow filling, placement of blankets, among others) have been identified, according to habits of the unit or company.

b) Different schedules have been established for the change of bedding and treatment of rest useful, ensuring hygiene, according to the identified uses and established protocols.

c) Bed linen has been selected according to the instructions received, considering the type of bed, temperature and personal preferences.

d) Pre-bed tasks have been performed, such as ventilation of the stay, aeration of the garments, and checking of the mattress status.

e) The conventional procedure of making beds has been performed, valuing the way the clothes are placed and the supplements used and avoiding aesthetic deficiencies.

f) Prevention measures have been applied during the task of making the bed, valuing developed routines and avoided damage, according to the type of bed and clothes used.

Duration: 125 hours.

Basic contents:

Clothing and clothing washing techniques:

-Classification and separation of laundry for washing.

-Collection of household clothes and garments.

-Features: fibers, colors, degree of dirt, size.

-Interpretation of clothing labeling.

-Special treatments.

-Review of garments before washing.

-Manual washing process for household clothes and garments.

-Process of automatic washing of household clothes and garments

-Washing machines: features and rules of use.

-Basic maintenance washing machine and washer-dryer.

-Application of specific washing and unstained products.

-Dosification of specific washing and unstained products.

-Specific unblemished procedures.

-Safety standards and environmental impact of laundry.

Apparel and clothing drying techniques:

-Fases of the drying process.

-Tlaying technique and collection of clothing.

-Tipologia of appliances: dryer and washer-dryer.

-Using the dryer and washer-dryer.

-Interpretation of clothing labeling.

-Safety and energy minimization rules in drying.

-First-level maintenance, prevention, and performance against more common incidents in this type of machine.

Clothing ironing procedures:

-Ironing processing.

-Manual and machine ironing techniques.

-Placement process in enabled spaces.

-Power minimization and security rules in the ironing.

-First-level maintenance, prevention, and performance against more common incidents in this type of machine.

Basic sewing and apparel and clothing techniques:

-Selection of stitching techniques: tissue types and characteristics.

-Sew materials.

-Basic hand and machine sewing techniques.

-Costerer sorting.

-Hilting, killing, tucking the bass, stitching buttons, among others.

Orders clothing in the allocated space and organizes stays.

-Valuation, planning and treatment of rest useful.

-Valuation, planning and performing routines in changing bedding.

-Elements that make up a bed.

-Types of bedding.

-Prevention of ergonomic risks in bed making.

Teaching guidelines.

This professional module contains the training associated with the maintenance of clothing and clothing of the household.

The definition of this function includes aspects such as:

-Preparing washing, drying, ironing equipment.

-Using washing, drying, ironing techniques.

-The arrangement and repair of clothing and clothing in the home, by means of basic sewing techniques.

-Maintenance of clothing and clothing in the home, hygiene and disinfection.

-The prevention of risks associated with domestic activities.

The formation of the module contributes to achieving the general objectives (c), (g), (l), (n), (p), (q), (r), (s), (t), (u), (v) and (w) of the training cycle, and the professional, personal and social competences, (c), (g), (h), (i), (j), (l), (n), (o), (p), (q), r), s) and t) of the title.

The lines of action in the teaching-learning process that enable the module's competencies to be achieved will be about:

-The classification of clothing and clothing of the household according to its characteristics for washing, drying and ironing.

-Using products and useful for washing and ironing.

-The use of specific washing, drying and ironing equipment.

-Basic sewing techniques.

-Labor risk prevention rules associated with domestic activities.

-Environmental prevention rules.

Professional Module: Domestic Kitchen.

Code: 3102

Learning results and evaluation criteria.

1. Prepares lists for the purchase of food, among others, according to established budget, guaranteeing the replenishment and adapting them to the characteristics of the unit convivencial and respecting the norms of consumption (expiration, limit of consumption or conservation, among others).

Assessment Criteria:

a) Food raw materials of common use have been identified in the kitchen, describing the main varieties and qualities.

b) The food and product stocks needed in the pantry have been checked, determining the replacement needs.

c) A program for product review and replacement has been established, based on the consumption habits of the family environment.

d) The most appropriate type of establishment has been determined to make the purchase according to the list and the instructions received.

e) The characteristics and information of the labels of the products that are part of a purchase list have been interpreted.

f) The expiration date of the purchased raw materials and products has been checked.

g) The purchase of the intended food and products has been made, indicating the transport possibilities of the food and products under security conditions.

h) The organization of the purchase in the transportation of the products has been described, applying conservation methods, among others.

i) The risks associated with the transfer of purchases from the establishment to the home have been identified, applying the corresponding prevention measures.

2. Performs storage operations of food and other household products, justifying the means used in the preservation and preservation of the same in conditions of hygiene and good use.

Assessment Criteria:

(a) Products have been classified, taking into account the type of performance required for storage and storage.

b) The procedure for handling food for storage and storage has been described, with the utmost hygiene measures.

c) Simple methods for the preservation and packaging of raw, semi-finished and finished culinary products for common use have been applied.

(d) The procedure for freezing raw, semi-finished products and cooking products has been described.

e) Freezing procedures have been applied in raw, semi-finished products and culinary elaborations.

f) The spaces for the placement and storage of the products have been identified, depending on their characteristics and needs.

g) Hygiene procedures have been applied for the prevention of risks in the storage and preservation of food products and other household products.

3. Performs pre-processing operations of the most common culinary products in the culinary elaborations to be carried out, valuing consumption criteria and expiration from an action plan.

Assessment Criteria:

(a) The characteristics of the products, of the most commonly used cuts or parts used in pre-production have been described and have been linked to the most common culinary procedures.

(b) The applicable criteria have been described for the maximum benefit of the raw materials used in pre-processing to avoid unnecessary costs and costs.

c) The main regeneration procedures that require the most common use raw materials for further pre-processing have been described.

(d) The procedures that apply to the ingredients that are part of the preparation, prior to cooking, (washing, defrosting, cutting, or other) have been described.

e) The treatment required to clean fruit, vegetables or cans before opening to ensure safety has been applied.

f) Useful tools, tools, and equipment have been selected and used according to the instructions received and activity to be performed.

g) User-level maintenance has been performed to ensure the operation of the tools and equipment used, in accordance with the manufacturer's instructions.

h) The risks associated with the use of tools, tools and work equipment have been identified by applying the appropriate prevention measures.

i) Basic hygiene standards have been applied for the prevention of health risks in food preparation operations.

4. It draws up simple menus, applying domestic cooking techniques and following the action plan established according to the characteristics of the recipients.

Assessment Criteria:

a) The characteristics and needs of the diners have been taken into account.

b) The elaboration of the most common cooking recipes has been described, relating the quantities of ingredients and time to be used with the number of diners.

c) The characteristics of the menaje, utensils, and appliances that are used in the processing of menus have been identified and described.

d) Equipment, machines and basic kitchen tools have been used, relating the appropriate tools with the type of culinary elaboration.

e) The main domestic cooking techniques such as roasting, cooking, frying, peeling, chopping, among others, have been selected and used in relation to the type of food to be performed.

f) Major domestic cooking techniques have been performed, following the instructions included in the recipe to be made.

g) The rules for the conservation of prepared food have been applied, according to the work plan.

h) Basic hygiene standards have been applied for the prevention of health risks in domestic cooking techniques.

5. Performs the cleaning of the dishes, utensils and appliances, kitchen and work area, applying criteria of effectiveness and organization, following the work plan.

Assessment Criteria:

(a) The tableware and utensils used in the preparation, cooking, preservation and consumption of selected foods have been classified.

b) Hand-washing operations have been performed following the proper sequence of order and effectively applying the products.

c) Dishware and utensils have been ordered in the lavavajilla departments, which are rationally occupying all the space, selected the program and guaranteeing the rational use of water.

(d) The domestic waste generated, in accordance with the current environmental regulations, has been classified for disposal.

e) Clean ware and tableware have been ordered and sorted and placed in the appropriate place ..

f) The space and appliance cleaning method has been chosen based on the characteristics of the space.

g) The associated risks for cleaning the kitchen and household appliances have been identified, applying the appropriate prevention measures.

h) The possible risks associated with cleaning the kitchen and appliances used have been identified, indicating the preventive actions to be carried out.

6. Identifies and prevents risks of food poisoning in food handling and meal preparation operations, applying the basic standards and hygienic-sanitary conditions related to domestic cooking.

Assessment Criteria:

a) Personal hygiene rules have been applied.

b) hygienic and sanitary standards have been applied, related to facilities, premises, tools and food handling.

c) The hygiene-sanitary standards have been applied, related to the health of the water.

d) The labelling of the most common cleaning products and tools used in the household kitchen has been interpreted to ensure hygiene.

e) The main products and useful cleaning products that are authorized and appropriate have been identified, taking into account their purpose.

f) Proper disposal of solid waste has been performed to prevent disease transmission.

g) The removal of surface water through drains has been performed.

h) The most common food toxicinfections have been described, identifying their possible causes.

i) The risks associated with major food toxicinfections have been identified.

j) The serious effects caused by the main toxyinfections due to non-compliance with food sanitary hygiene regulations have been described.

Duration: 160 hours.

Basic contents:

Food and product purchase procedure for home address:

-Process of making the purchase list.

-The selection process for establishments.

-Offers.

-Product selection.

-The expiration date of commonly used products in the home kitchen.

-Postural health. Load transport techniques.

Performing food storage operations and other home-use products:

-Separation of products by feature.

-Food handling procedure for storage and storage.

-Simple methods of food preservation and packaging.

-Freeze procedure.

-hygienic procedures for the prevention of storage and conservation risks.

Performing culinary product preprocessing operations:

-Pre-cooked procedures.

-Cleaning and pre-washing preparations and cutting of fruit and vegetables.

-Procedures for executing basic cuts to kitchen genres.

-Basic operations. Elements.

-Work risk prevention measures.

Household cooking techniques application:

-Cooking techniques.

-Running procedures for the different techniques.

-Work risk prevention measures.

-Battery description and classification, useful and kitchen tools

-Recipes, technical tabs, among others.

-Interpretation and execution of the instructions received.

-Application of minimum hygiene standards in any food processing or handling process.

Application of dishware cleaning procedures, utensils and appliances, kitchen and work area:

-Cleaning and sanitizing procedures for surfaces.

-Cleaning techniques in appliances: cleaning and drying.

-dishware and useful cleaning techniques, manual or automatic processes.

-Application of products and cleaning tools.

-Prevention of work risks.

Risks of food poisoning in culinary operations:

-Personal hygiene rules.

-Removing solid waste.

-Removing surface water.

-More common food infections.

-Cleaning and Disinfection.

Teaching guidelines.

This professional module contains the training associated with the function of the domestic kitchen, as well as to perform the functions of the purchase, the preparation of the place of work and the tasks related to the preoccupations and food regeneration in the kitchen.

The definition of this function includes aspects such as:

-Buying and replenishing food for simple menus.

-Preparing specific equipment for home cooking.

-Use of home cooking techniques.

-The use of sanitary hygiene standards for food processing.

The formation of the module contributes to achieving the general objectives (b), (l), (n), (p), (q), (r), (s), (t), (u) and (w) of the training cycle, and the professional, personal and social competences (b), (i), (j), (l), (n), (o), (p), (q), (r), (s) and (t) of the module. title.

The lines of action in the teaching-learning process that enable the module's competencies to be achieved will be about:

-The phases of purchase and conservation of raw materials.

-The phases of pre-processing of raw materials in cooking, including the basic treatments of the same.

-The use of cooking and cooking techniques for cooked products.

-Using specific equipment for home cooking.

-The assessment of menus according to the number and specific dietary requirements of the diners (allergies, children, seniors, diets).

-The interpretation and execution of the instructions received.

Professional Module: Cleaning private homes, buildings, offices, and premises.

Code: 3104

Learning results and evaluation criteria.

1. Identifies the factors that affect the home cleaning procedures, describing the possible actions to be performed according to each space and characteristics and circumstances of the same.

Assessment Criteria:

a) The main cleaning procedures have been described, taking into account the characteristics of the stay according to the use and the people who use it.

b) The responsible use of water and energy has been described during the cleaning of private homes.

c) The importance of ventilation of spaces has been described, taking into account weather and weather conditions.

d) The main properties, functions, and modes of application of cleaning products have been described according to the cleaning procedures.

e) The information on the labelling and the technical information of the cleaning products and handling conditions has been interpreted.

(f) The importance of applying the basic rules for the prevention of occupational risks in the use of products and equipment associated with household cleaning has been described.

2. Performs the cleaning of furniture and objects, applying the necessary procedures, tools and products, in accordance with the requirements and instructions received.

Assessment Criteria:

a) The factors that condition the cleaning of private homes, buildings, offices and premises to clean up, recognizing the materials that configure it have been described.

b) The materials and type of furniture located inside the spaces to be cleaned have been identified, describing their characteristics and care to be observed during the cleaning.

c) The logical sequence of the activities, means to be employed, products, and estimated time of execution has been described.

d) Useful and cleaning products have been classified, according to the type of furniture and objects to be cleaned.

e) Pre-cleaning tasks have been performed, preparing the necessary ventilation and execution conditions.

f) The cleaning of furniture and decorative objects more common in the home, selecting procedures, tools and products necessary according to the requirements and instructions received.

g) A cleaning has been performed using the products required to ensure the maintenance of the qualities of furniture and household objects.

h) Selective removal of waste has been performed in the spaces that have been cleaned, valuing environmental benefits.

i) At the end of the work, the site that has been cleaned has been inspected for possible debris to meet the established work plan, and, where appropriate, the required documentation has been completed.

j) The useful employees have been cleaned, guaranteeing their preservation.

k) Basic standards for the prevention of occupational hazards have been applied in the conduct of home cleaning.

3. Performs cleaning of walls, windows, doors, floors and carpets, applying the necessary procedures, tools and products, in accordance with the requirements and instructions received.

Assessment Criteria:

(a) Pre-cleaning tasks for walls, windows, doors, floors and carpets have been carried out inside private homes, buildings, offices and premises, preparing the necessary conditions for ventilation and execution.

b) Cleaning of walls, windows, doors and floors has been carried out by selecting necessary procedures, tools and products, in accordance with the requirements and instructions received.

c) Carpet cleaning has been carried out, depending on the fabric, by selecting necessary procedures, tools and products, in accordance with the requirements and instructions received.

d) A cleaning has been done, using the appropriate products to ensure the maintenance of the qualities of walls, windows, doors, floors and carpets.

e) The selective removal of waste from walls, windows, doors, floors and carpets has been done and has been cleaned up, valuing environmental benefits.

f) The cleaning performed to detect possible debris of dirt has been inspected at the end of the job.

g) The useful employees have been cleaned and classified, guaranteeing their preservation.

h) Basic standards for the prevention of occupational risks in the conduct of household cleaning have been applied.

4. Performs the cleaning of glazed surfaces, applying the necessary procedures, tools and products, according to the requirements and instructions received.

Assessment Criteria:

a) Characteristics of the different types of glazed surfaces have been related to the procedures to be used in their cleaning.

b) Accessories and auxiliary glass cleaning aids have been identified and their characteristics and use are described.

c) Glass cleaning has been performed, using the accessories and auxiliary means required for cleaning.

d) Elements of the surrounding environment such as frames, blinds, and grills have been cleaned, among others.

e) The effectiveness and usefulness of the clean up has been checked.

f) The established risk prevention measures have been applied, according to the characteristics of the cleaning jobs.

g) Specific security measures have been applied for jobs in height.

5. Performs the cleaning of bathrooms and toilets, applying the hygiene and disinfection procedures, useful and necessary products, in accordance with the requirements and instructions received.

Assessment Criteria:

(a) The factors that condition the cleaning of bathrooms and toilets in homes, offices and premises have been described.

b) The materials and type of furniture in the interior of bathrooms and toilets in homes, offices and premises have been identified.

c) The disinfection process used in the bathrooms has been described.

d) The process of disinfection and sanitizing of toilets has been described, taking into account public health regulations in this area.

e) Useful and cleaning products and products have been identified and classified, following the instructions for use and dosage, according to the type of use of the bathrooms, following the intended actions.

f) The bathrooms and toilets have been cleaned, disinfected and sanitized.

g) Actions for the disposal of waste deposited in specific containers have been carried out, ensuring their sanitization and disinfection.

h) Selective withdrawal of waste from bathrooms has been carried out, valuing environmental benefits.

i) Maintenance of dispensers in toilets has been performed.

j) The cleaning of bathrooms and toilets to detect possible debris of dirt has been inspected at the end of the work.

k) Basic labour risk prevention standards have been applied in the conduct of cleaning of bathrooms in homes and toilets in offices and premises.

Duration: 115 hours.

Basic contents:

Determinants in home cleaning procedures:

-Stay cleaning procedures.

-Space ventilation.

-Verification of the executed job.

-Occupational hazards arising from the use of cleaning products.

-Using individual protection equipment.

-Postural health.

Performing the cleaning of furniture and objects:

-Tipologia of spaces and cleaning elements.

-Identification of composition of materials and surfaces.

-Characterization of materials and surfaces.

-Selecting and using the different cleaning tools.

-Conservation processes of cleaning tools.

-Cleaning product tipologia.

-Identification of health risks arising from misuse of cleaning products.

-Cleaning techniques for furniture and objects located in the home.

-Sequencing activities in each technique.

-Labor Risk Forecast Regulations.

Cleaning walls, windows, doors, floors, and carpets:

-Interpretation of the instructions received.

-Identification of composition of materials and surfaces of floors and pavements, walls and ceilings in homes, buildings, offices and premises.

-Selection and use of the different tools and cleaning products, depending on the cleaning to be performed.

-Use of Appliances: Easy-handling Aspirators.

-Classification and separation of waste.

-Removing the appropriate containers.

-Verification techniques for cleanup tasks, according to the plan set.

-Using individual protection equipment.

-Labor risk prevention rules.

Cleaning of Glazed Surfaces:

-Cleaning of crystals in outdoor and indoor spaces.

-Using useful tools and tools: criteria to follow.

-Using specific cleaning products.

-Identification of the risks related to the cleaning of crystals.

-Use of individual protective equipment.

-Applying security measures to the presence of people in the workbench.

Bathroom cleaning:

-Cleaning and disinfection techniques for bathrooms in homes.

-Techniques for cleaning and disinfecting and sanitizing toilets in offices and premises.

-Types of stains in bathrooms of homes and toilets in offices and premises.

-Classification and separation of waste.

-Labor Risk Forecast Regulations.

Teaching guidelines.

This professional module contains the training associated with the maintenance of cleaning of the furniture and objects of the home, as well as in buildings, offices and premises.

The definition of this function includes aspects such as:

-The domain and application of cleaning and maintenance techniques at home and in buildings, offices and premises.

-The differentiation of furniture, materials and objects according to their maintenance and applications.

-The conduct of maintenance-related operations for home and toilet rooms in offices and premises.

The formation of the module contributes to achieving the general objectives (a), (d), (g), (l), (n), (p), (q), (r), (s), (t), (u) and (w) of the training cycle, and the professional, personal and social competences (a), (d), (g), (h), (i), (j), (l), (n), (o), (p), (q), (r), (s) and (t) of the title.

The lines of action in the teaching-learning process that enable the module's competencies to be achieved will be about:

-The use of cleaning and maintenance techniques at home and in buildings, offices and premises.

-The use of cleaning and maintenance techniques floors, walls and ceilings, and home and building carpets, offices and premises.

-The use of products and cleaning tools.

-The use of cleaning techniques for glazed areas of homes and offices and premises.

-The use of products and cleaning tools.

-The use of home and office bathroom maintenance techniques and office toilets.

Professional Module: Cleaning with machines.

Code: 3116

Learning results and evaluation criteria.

1. It determines the procedures for industrial cleaning and the treatment of soils, selecting the machines, accessories and products according to the characteristics of the pavement and its surface.

Assessment Criteria:

a) The types of dirt that are generated and accumulated according to the type of materials that the surfaces are to be cleaned have been identified, giving rise to differentiated cleaning interventions.

b) The procedures for cleaning and treating soils have been described: sweeping, scrubbing, pickling, waxing, brightening-crystallized, aspirated, combing, among others, relating them to the types of surface in which apply.

c) Teams have been identified and classified.

d) The main applications have been identified, associating them with the jobs they allow to perform.

e) The connections between the different machines and equipment have been checked, subhealing, if any, the errors observed.

f) User maintenance has been performed to ensure the operation of the different equipment.

g) The necessary safety measures have been taken to avoid the occupational risks arising from the connection and disconnection of equipment.

h) Equipment has been placed, taking into account ergonomics and occupational health criteria.

2. It sweeps floors using the industrial machinery and its accessories, and valuing the operation and quality of the cleaning, taking into account the characteristics of the surface to be cleaned.

Assessment Criteria:

a) The types of sweepers, accessories, and cleaning tools have been identified and classified, indicating their possibilities, the way they are used and the process of application.

b) Cleaning procedures have been described with the sweepers.

c) The main applications have been identified, associating them with the jobs they allow to perform.

d) The barredress connections have been checked, subhealing, if any, the errors observed.

e) Maintenance has been performed to ensure the operation of the sweepers.

f) The necessary security measures have been taken to avoid the occupational risks arising from the connection and disconnection of the equipment.

g) The sweeper has been handled, taking into account ergonomics and occupational health criteria.

3. Friega soils using the industrial machinery and its accessories, valuing the operation and quality of the cleaning, taking into account the characteristics of the surface to be cleaned.

Assessment Criteria:

a) The types of mops, accessories, and cleaning tools have been identified and classified, indicating their possibilities, the manner of use and the process of application.

b) Cleaning procedures have been described with the sinks.

c) The main applications have been identified, associating them with the jobs they allow to perform.

d) The perimeter of the floor has been delimited to work to prevent falls or accidents.

e) Maintenance has been performed to ensure the operation of the sinks.

f) The necessary security measures have been taken to avoid the occupational risks arising from the connection and disconnection of the equipment.

g) The scrubbing has been handled, taking into account ergonomics and occupational health criteria.

4. Open floors using the selected industrial machinery and its accessories, valuing the operation and quality of the cleaning, taking into account the characteristics of the surface to be cleaned.

Assessment Criteria:

a) The pickling procedure has been described to remove the wax debris and/or excessive soil dirt.

b) Decapated surfaces to protect the soil, applying the required technique according to the existing pavement.

(c) The types of machinery, accessories and cleaning tools have been identified and classified, indicating their possibilities, the manner of use and the process of application.

d) Cleaning procedures have been described with the waxing.

e) The soil brightening procedures have been described.

f) It has been done in waxing and opening of surfaces, applying the required technique according to the existing pavement

g) The main applications have been identified, associating them with the jobs they allow to perform.

h) The perimeter of the floor has been delimited to work to prevent falls or accidents.

i) User maintenance has been performed to ensure the operation of the machinery used.

j) The necessary security measures have been taken to avoid the occupational risks arising from the connection and disconnection of the equipment.

k) The waxing has been handled, taking into account ergonomics and occupational health criteria.

5. Keeps the cleaning machines operational by performing the required activities in the appropriate use and maintenance manuals.

Assessment Criteria:

a) Machines, accessories, and tools related to cleaning operations have been characterized.

b) Applications of machines, accessories, and tools related to cleaning operations have been recognized.

c) The preventive maintenance, monitoring and monitoring of the machinery has been implemented, according to the manufacturer's instructions.

d) Start and stop operations of the machines have been performed, following the established procedures.

e) The preparation and maintenance operations of the machines, accessories, and tools related to the cleaning operations have been performed.

f) The conditions of prevention and safety in the preparation activities, machines, accessories and tools related to the cleaning operations have been checked.

g) All operations have been performed, taking into account the risk prevention, occupational safety and environmental protection regulations.

Duration: 50 hours.

Basic contents:

Industrial cleaning and soil treatment procedures:

-Types of dirt generated and accumulated on surfaces to be cleaned.

-Soil cleaning and treatment procedures.

-Equipment used in cleaning.

-Basic operations used in industrial cleaning.

-Occupational hazards arising from the use of equipment.

-Postural health.

Sweep of soils with industrial machinery:

-Interpretation and execution of the instructions received.

-Types of cleaning products with scanning machines.

-Development of cleaning tasks with people in their job or in the vicinity (people in transit).

-Labor risk prevention rules.

Flooring scrubbing with industrial machinery:

-Interpretation and execution of the instructions received.

-Types of cleaning products with scrubbing machines.

-Development of cleaning tasks with people in their job or in the vicinity (people in transit).

-Labor risk prevention rules.

-Environmental health rules.

Flooring with industrial machinery:

-Decapate technique.

-Waxing technique.

-crystallised brightening technique.

-Procedures, products. tools and machinery.

-Development of pickling, waxing, and brightening tasks-crystallized with people in their job or in the vicinity (people in transit).

-Labor risk prevention rules.

-Environmental health rules.

Basic maintenance of cleaning machines:

-Description of tools and industrial machinery for cleaning.

-Usage procedures.

-Preventive maintenance of industrial machinery.

-Types, adequacy, and regulations.

Teaching guidelines.

This professional module contains the training associated with the function of cleaning floors with industrial machines.

The definition of this function includes aspects such as:

-Preparing teams.

-Using techniques.

-The application of scanning, scrubbing, waxing, and brightening-crystallized machines.

-Basic maintenance of machinery for cleaning.

The formation of the module contributes to achieving the general objectives (e), (g), (l), (n), (p), (q), (r), (s), (t), (u) and (w) of the training cycle, and the professional, personal and social competences (d), (e), (g), (h), (i), (j), (l), (n), (o), (p), (q), r), s), t) and u) of the title.

The lines of action in the teaching-learning process that enable the module's competencies to be achieved will be about:

-The use of industrial cleaning equipment.

-The use of specific scanning, scrubbing, waxing and brightening equipment.

-The application of safety standards and individual protective measures in the use of industrial cleaning machinery.

Professional Module: Support activities for non-dependent people in the live unit.

Code: 3145

Learning results and evaluation criteria.

1. Performs simulated support operations for children and other non-dependents, identifying and describing the actions to be performed according to their recipient.

Assessment Criteria:

a) The activities included in the action plan or instructions received have been identified.

b) The importance of adapting the action plan to the characteristics of children and non-dependent persons has been assessed.

c) The needs and demands to be met with children and non-dependents have been taken into account.

d) The characteristics of the cohabitation unit have been respected.

e) The personal autonomy of children has been favored.

f) Established guidelines and guidelines have been respected.

g) A positive attitude has been maintained in performing the tasks entrusted.

2. It maintains a simulated communication with people of different sex and age, describing norms of good behavior and applying basic techniques of communication.

Assessment Criteria:

a) The characteristics of the possible members of a domestic living unit have been identified.

b) The attitude and discourse to the communicative situation have been adapted.

c) The necessary information has been obtained from the members of the cohabitation unit.

d) The importance of communication has been valued to avoid potential conflicts or misunderstandings.

e) A fluid conversation has been maintained, requesting, where appropriate, the relevant information and clarifications.

f) A conciliatory and responsive attitude to others has been maintained, demonstrating empathy, cordiality and kindness in dealing.

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

3. Performs operations related to the basic and accompanying needs of children, applying the required food, hygiene and rest guidelines.

Assessment Criteria:

a) The activities related to food, hygiene and rest have been identified with the age requirements of the children and the conditions of the action plan.

b) The characteristics of the main types of menus and their suitability for the age of the child or child have been identified and described.

c) Possible food allergies and intolerances and possible actions have been described.

d) Guidelines for action on grooming, hygiene, clothing, rest and child sleep have been described and applied.

e) Basic entertainment activities for boys and girls have been carried out.

f) The established daily routines have been described and performed.

g) Operations have been carried out in relation to the basic needs of children and children according to their characteristics.

h) The importance of activities related to the satisfaction of the basic needs of children has been assessed.

4. Performs activities related to basic and accompanying needs to non-dependent adults, applying the instructions received and addressing the characteristics of the people.

Assessment Criteria:

a) The activities related to food, hygiene and rest with the age requirements of non-dependent adults and the conditions of the action plan have been identified.

b) The characteristics of the main types of menus and their suitability for the age of the non-dependent adult have been identified and described.

c) Possible food allergies and intolerances and possible actions have been described.

d) Guidelines for action on the dress and rest of non-dependent adults have been described and applied.

e) The importance of activities related to the satisfaction of the needs of adults has been assessed.

5. Performs information activities related to the cohabitation unit, transmitting possible incidents and describing common communications and the structure that the message should have

Assessment Criteria:

a) The basic principles of emotional intelligence regarding the process of communication of incidents have been described.

b) The incidents emerged in a clear and concise manner have been accurately reported.

c) The tasks performed have been described, according to the instructions received.

d) Respect for people in their professional environment has been maintained at all times.

e) A positive attitude towards learning has been demonstrated.

f) The importance of self-criticism in the development of their functions has been assessed.

g) The importance of correction in dressing and pulchiness in the personal image has been assessed.

Duration: 50 hours.

Basic contents:

Application of non-dependent people accompanying techniques:

-Tipologia of non-dependent persons.

-Needs and demands of boys and girls.

-Needs and demands of people not dependent.

-Domestic work plan with people not dependent.

Application of basic communication techniques in the cohabitation unit:

-Communication with children.

-Communication with older people.

-Listen active.

Attention to the basic needs of children:

-Planning the daily routines.

-Children's menu preparations.

-Child hygiene. Guidelines.

-Child rest.

-The children's dress. Aid.

Attention to the basic needs of non-dependent adults:

-Planning for daily routines. Instructions.

-Preparing menus for non-dependent adults.

-Dress and footwear aids for non-dependent adults.

Information related to the cohabitation unit:

-Organization and development of mandated household tasks.

-Information about the activities performed.

-Transmission of incidents.

-Applying the basic principles of emotional intelligence to incident communication.

Teaching guidelines.

This professional module contains the training associated with the maintenance of clothing and clothing of the household.

The definition of this function includes aspects such as:

-Accompanying non-dependent people.

-Using specific communication techniques.

-The care, feeding and grooming of children.

-Help for children's shoes and clothing and, where appropriate, non-dependent older people.

The formation of the module contributes to achieving the general objectives (f), (g), (l), (n), (p), (q), (r), (s), (t), (u) and (w) of the training cycle, and the professional, personal and social competences (f), (g), (h), (i), (j), (l), (m), (n), (o), (p), (q), r), s), t) and u) of the title.

The lines of action in the teaching-learning process that enable the module's competencies to be achieved will be about:

-The simulation of communication situations and care tasks for children of different ages.

-The simulation of communication situations and care tasks for non-dependent adults.

Professional Module: Domestic Security.

Code: 3146

Learning results and evaluation criteria.

1. Performs activities related to the security at the home of the domestic facilities (electricity, gas and water pipelines), checking its proper functioning and valuing the potential risk points and the guidelines intervention.

Assessment Criteria:

a) They have been identified, with the help of blueprints or sketches, the characteristics and functioning of the domestic facilities, identifying main points of risk.

b) The review of the facilities has been carried out, identifying possible situations of deterioration, malfunction or absence of preventive measures, proposing alternatives for resolution.

c) Electrical risk points, circuit breakers, sockets and light points have been identified, relating to the good use of the same and the corresponding protection elements.

d) Grifair and drain elements (filters, gums or the like, among others) have been identified relating to possible breakdowns and their prevention.

e) The means have been placed to prevent accidental access or contact to the risk points of the domestic facilities of the most vulnerable persons for reasons of age or physical limitations present at the address, assessing their usefulness and proposing alternatives.

(f) The elements used for the protection of electrical discharges, gas leaks or water breakdowns have been identified by checking their operation in order to avoid the risks of accidents in persons and objects.

g) The guidelines for action on possible accidents or risk situations related to domestic conduct have been described, assessing the speed and serenity of the action.

2. Applies prevention measures related to the exposure or ingestion of toxic or food products in poor condition, assessing risk situations and behaviors and intervention guidelines.

Assessment Criteria:

a) Potential potential risks from ingestion or exposure to toxic or hazardous products in a given environment have been identified, interpreting the manufacturer's information.

b) Possible risks have been identified by the ingestion of food in poor condition, valuing common symptoms, based on information on health and food hygiene.

c) Storage and conservation measures have been established to prevent accidental intakes, spills or increased toxicity due to the state of packaging and to prevent access to people at higher risk for age or physical limitations.

d) Measures for the conservation and consumption of food products, both raw and cooked, have been established on the basis of information obtained from the manufacturer and nutritional information.

e) The guidelines for action related to situations of intoxication have been applied, describing the content of the information to facilitate the people and the procedure of communication in relation to the professionals involved.

3. It applies prevention measures of first intervention in relation to situations of frequent risk for the safety of persons and property in the domestic sphere, valuing the environment and the characteristics of the unit convivencial.

Assessment Criteria:

a) Potential risks to the security of goods and people (theft, aggression, overturning of objects on people inside or outside, among others) of a given environment have been identified, valuing everyday habits and frequent risks based on information from the unit convivencial.

b) Measures have been implemented to prevent intruders access, both in the presence and in the absence of persons at home, by applying the protocols derived from the recommendations of the competent bodies.

c) Measures have been implemented to prevent the dumping of dangerous objects inside the home or abroad, assessing the risks to those affected and their legal consequences.

d) The existing benefits in insurance policies have been described, valuing benefits of their application in the activities of home and civil liability.

e) The guidelines for action related to risk and security situations for people and household goods have been applied, describing the content of the information to be provided to individuals and the communication procedure. in relation to the professionals involved.

4. Applies techniques related to first intervention first aid, describing the applicable protocols.

Assessment Criteria:

a) Criteria for personal accident assessment have been applied.

b) There have been described airway deobstruction techniques applied to simulated elements.

c) First intervention first aid techniques have been described and applied on simulated elements, following the established protocol.

d) Basic and, where appropriate, instruments of cardiopulmonary resuscitation on mannequins have been described and applied, using oxygen therapy and automatic defibrillator equipment.

e) The causes, symptoms, guidelines of action and preventive aspects in the most significant lesions, pathologies or trauma have been described, depending on the activity.

f) First aid first aid was applied to the simulation of organic diseases of urgency and injuries to physical, chemical and biological agents.

g) Basic communication strategies have been described with the alleged accident and their companions relating it to basic emotional states.

h) Basic techniques have been described applicable to possible situations of grief, anxiety and distress or aggressiveness.

Duration: 50 hours.

Basic contents:

Domestic facility-related prevention measures:

-Reading of planes and sketches of domestic light, water and gas installations.

-Associated Risks:

• Electrical loads.

• Flood in the home.

• Gas behavior and effects on people.

• More frequent risks for people at higher risk for reasons of age or physical limitation.

-Basic maintenance and repair of the electrical and water pipelines of the home.

-Enchufes, switches, and electrical installation light points.

-Grifts and drains. Types, components, and adjustment and replacement procedures.

-Means to prevent accidents in relation to home pipelines.

-Flood intervention guidelines.

-Intervention guidelines for gas leaks.

-Insurance hedges and maintenance services for accidents, breaks, and spills from home pipelines.

-Home insurance and home maintenance and repair services.

-Risk assessment and communication protocols to emergency services.

Prevention measures related to exposure to or ingestion of toxic or food products:

-Toxic products in the home. Classification by composition and potential risk.

-Guidelines for resolving chemical spills in the domestic environment.

-Plan for the conservation, replacement and replacement of toxic products.

-Risk assessment and communication protocols to emergency services.

Prevention measures related to situations of frequent risk to the security of persons and property in the domestic sphere:

-Risks to the safety of persons and property according to the composition of the living units.

-Access prevention guidelines for intruders.

-Action guidelines for theft of goods.

-Guidelines for preventing the dump of dangerous objects inside the home.

-Guidelines for preventing the dump of dangerous objects to the outside of the home.

-Insurance: types and coverages.

-Gestion for the coverages application request. Documentation.

-Risk assessment and communication protocols to emergency services.

Life support techniques and first intervention first aid:

-Bleeds. Types.

-Burns. Types.

-Vendages. Types.

-Resuscitation.

-Mouth-to-mouth breathing.

-Accidental ingestion of food, liquids, objects, among others.

-Action protocol against emergencies: initial assessment of the patient, planning of the action, location and forms of access, identification of possible risks, protection of the area, access to the accident.

-First aid kit: instruments, cure material, basic drugs.

Teaching guidelines.

This professional module contains the training associated with the domestic risk prevention function.

The definition of this function includes aspects such as:

-The use of risk prevention techniques associated with the handling of toxic products and food intake in poor condition.

-Checking home facilities to prevent accidents at home.

-The use of fire prevention techniques.

-Take action against accidents occurring in the home.

The formation of the module contributes to achieving the general objectives, g), l), n), p), q), r), s), t), u) and w) of the training cycle, and the professional, personal and social competencies, g), h), i), j), k), l), n), o), p), q), r), s), t) and u) of the title.

The lines of action in the teaching-learning process that enable the module's competencies to be achieved will be about:

-The use of risk prevention techniques associated with domestic activity.

-The use of accident prevention techniques in the home field.

-Take action against accidents occurring in the home.

Professional Module: Applied Sciences I.

Code: 3009

Learning results and evaluation criteria.

1. Solves mathematical problems in everyday situations, using the basic elements of the mathematical language and its operations.

Assessment Criteria:

a) The different types of numbers have been identified and used to properly interpret quantitative information.

b) Calculations have been performed effectively, either by mental calculation or by pencil and calculator algorithms (physics or computer science).

c) ICT has been used as a source of information search.

d) You have operated with natural exponent powers and integer applying the properties.

e) The scientific notation has been used to represent and operate with very large or very small numbers.

f) The different real numbers have been represented on the numerical line.

g) The ratio has been characterized as a mathematical expression.

h) Measures have been compared by setting their proportionality type.

i) The rule of three has been used to resolve problems involving directly and inversely proportional measures.

j) Simple and compound interest has been applied in everyday activities.

2. It recognizes facilities and laboratory material by valuing them as necessary resources for the performance of practices.

Assessment Criteria:

a) Each of the experimental techniques to be performed have been identified.

b) The laboratory's instrumental materials have been properly handled.

c) The hygiene and safety conditions have been taken into account for each of the experimental techniques to be performed.

3. Identifies fundamental properties of matter in the different forms in which it is presented in nature, handling its physical magnitudes and its fundamental units in decimal metric system units.

Assessment Criteria:

a) The properties of the matter have been described.

b) Changes of units of length, mass, and capacity have been practiced.

c) The equivalence between volume and capacity units has been identified.

d) Measures have been taken in real situations, using the decimal metric system units and using scientific notation.

e) The naming of the subject state changes has been identified.

f) Different homogeneous and heterogeneous material systems have been identified with simple examples.

g) The different aggregation states in which matter is presented have been identified, using kinetic models to explain the state changes.

h) Material systems have been identified relating to their status in nature.

i) The different states of aggregation of a substance have been recognised given their melting and boiling temperature.

j) Differences between boiling and evaporation have been established using simple examples.

4. It uses the most appropriate method for the separation of components from simple mixtures by relating it to the physical or chemical process on which it is based.

Assessment Criteria:

a) What is considered pure substance and mixture has been identified and described.

b) The fundamental differences between mixtures and compounds have been established.

c) Physical and chemical processes have been discriminated against.

d) A list of substances, mixtures, compounds and chemical elements have been selected.

e) Different mixtures of mixtures by simple methods have been applied in practice.

f) The basic general characteristics of materials related to the professions have been described, using ICT.

g) Teamwork has been worked on in performing tasks.

5. It recognizes how energy is present in natural processes, describing simple phenomena of real life.

Assessment Criteria:

a) Situations of everyday life have been identified in which the intervention of energy is evident.

b) Different energy sources have been recognized.

c) Groups of renewable and non-renewable energy sources have been established.

d) The advantages and disadvantages (procurement, transport and use) of renewable and non-renewable energy sources have been shown using ICT.

e) Energy unit changes have been applied.

f) Energy conservation has been shown in different systems.

g) Processes related to the maintenance of the organism and life have been described in which the role of energy is clearly appreciated.

6. It locates basic anatomical structures by discriminating against the systems or devices they belong to and by associating them with the functions they produce in the body.

Assessment Criteria:

a) The organs that configure the human body have been identified and described and have been associated with the corresponding system or apparatus.

b) Each organ, system and apparatus has been linked to its function and its associations have been reviewed.

c) The physiology of the nutrition process has been described.

d) The physiology of the excretion process has been detailed.

e) The physiology of the playback process has been described.

f) Detailed how the relationship process works.

g) IT tools have been used to adequately describe devices and systems.

7. It differentiates the health of the disease, relating the habits of life to the most frequent diseases, recognizing the basic principles of defense against them.

Assessment Criteria:

a) Health and disease situations have been identified for people.

b) The mechanisms responsible for the defense of the organism have been described.

c) The most common infectious and non-infectious diseases in the population have been identified and classified, and their causes, prevention and treatment have been recognized.

d) The agents that cause the usual infectious diseases have been linked with the contagion produced.

e) The action of vaccines, antibiotics and other medical science contributions for the treatment and prevention of infectious diseases has been understood.

(f) The role of vaccination campaigns in the prevention of infectious diseases has been recognised as adequately describing devices and systems.

g) The type of donations that exist and the problems that occur in the transplants have been described.

h) There have been recognized health risk situations related to your nearest professional environment.

i) Guidelines of healthy habits related to everyday situations have been designed.

8. It makes simple balanced menus and diets, differentiating the nutrients they contain and adapting them to different body parameters and different situations.

Assessment Criteria:

a) You have been discriminated against between the nutrition and the feeding process.

b) The nutrients needed for health maintenance have been differentiated.

c) The importance of good food and physical exercise in the care of the human body has been recognized.

d) Health diets have been linked, differentiating between those necessary for the maintenance of health and those that can lead to a reduction of health.

e) The calculation has been performed on caloric balances in typical situations in your environment.

f) The basal metabolism has been calculated and its results have been represented in a diagram, establishing comparisons and conclusions.

g) Menus have been developed for specific situations, researching the properties of food in the network.

9. Resolves everyday situations, using simple algebraic expressions and applying the most appropriate resolution methods.

Assessment Criteria:

a) Properties or relationships of simple situations have been specified by algebraic expressions.

b) Simple algebraic expressions have been simplified using development and factoring methods.

c) It has been possible to solve problems of everyday life in which the approach and resolution of first-degree equations are needed.

d) Simple problems have been solved using the graphical method and ICT.

Duration: 90 hours.

Basic contents:

Troubleshooting by basic operations:

-Recognition and differentiation of different types of numbers.

-Representation in the actual line.

-Using the hierarchy of operations

-Interpretation and utilization of actual numbers and operations in different contexts.

-Direct and inverse proportionality.

-The percentages in the economy.

Recognition of lab materials and facilities:

-General rules of work in the lab.

-Laboratory material. Types and utility of the same.

-Security rules.

Identification of forms of matter:

-Length units.

-Capacity units.

-Mass units.

-Matter. Properties of matter.

-homogeneous and heterogeneous material systems.

-Corpuscular nature of matter.

-Classification of matter according to its state of aggregation and composition.

-Matter status changes.

Separation of mixtures and substances:

-Difference between pure substances and mixtures.

-Basic mixtures separation techniques.

-Classification of pure substances. Periodic table.

-Difference between elements and composites.

-Difference between mixtures and composites.

-Materials related to the professional profile.

Recognition of energy in natural processes:

-Energy manifestations in nature.

-Energy in everyday life.

-Different types of energy.

-Transformation of energy.

-Energy, heat and temperature. Units.

-Renewable and non-renewable energy sources.

Locating basic anatomical structures:

-Levels of organization of living matter.

-Nutrition process.

-The excretion process.

-Relationship process.

-Replay process.

Differentiation between health and disease:

-Health and disease.

-The immune system.

-Hygiene and disease prevention.

-Infectious and non-infectious diseases.

-Vaccines.

-Transplants and donations.

-sexually transmitted diseases. Prevention.

-Mental health: prevention of drug addiction and eating disorders.

Crafting menus and diets:

-Food and nutrients.

-Food and health.

-Diets and elaboration of the same.

-Recognition of nutrients present in certain foods, discrimination against them.

Solving simple equations:

-Arithmetic and geometric progressions.

-Translation of verbal language situations to algebraic.

-Transformation of algebraic expressions.

-Development and factoring of algebraic expressions.

-Resolution of first-degree equations with an unknown.

Teaching guidelines.

This module contributes to achieving the competencies for lifelong learning and contains the training for the learner to be aware of both his or her own person and the environment around him.

The contents of this module help to strengthen and apply healthy habits in all aspects of your everyday life.

They also use the operational language of mathematics in solving problems of a different nature, applied to any situation, be it in their daily life as in their working life.

The learning strategy for teaching this module that integrates sciences such as mathematics, chemistry, biology and geology will focus on the main concepts and principles of science, involving students in the solution of simple problems and other significant tasks, and allow them to work autonomously to build their own learning and to culminate in real results generated by themselves.

The formation of the module contributes to the achievement of the general objectives, (h), (i), (j), (k), (l), (m), (n), (n), (s), (t), (u), (v) and (w) of the training cycle, and the professional, personal and social competences, (j), (k), (l), (m), (q), (r), (s), (t) and (u) of the title.

The lines of action in the teaching-learning process that enable the module's competencies to be achieved will be about:

-Using numbers and their problem-solving operations.

-Recognition of the forms of matter.

-The recognition and use of basic laboratory material.

-The identification and localization of anatomical structures.

-Performing oral expression exercises, applying the basic standards of care to the public.

-The importance of eating for a healthy life.

-Troubleshooting, both in the scientific and everyday fields.

Module: Applied Sciences II.

Code: 3042

Learning results and evaluation criteria.

1. It solves everyday situations by applying the methods of solving equations and systems and valuing the accuracy, simplicity and usefulness of algebraic language.

Assessment Criteria:

a) Notable identities have been used in operations with polynomials

b) Numeric values have been obtained from an algebraic expression.

c) First and second degree equations have been solved simple algebraic and graphic mode.

d) Everyday problems and other areas of knowledge have been solved by equations and systems.

e) The accuracy, simplicity, and usefulness of algebraic language has been valued to represent situations posed in real life.

2. It solves simple problems of various kinds, through its contrasting analysis and by applying the phases of the scientific method.

Assessment Criteria:

a) Simple assumptions have been made, based on direct or indirect observations collected by different means.

b) The various hypotheses have been analyzed and a first approach to their explanation has been issued.

c) Simple experimental methods and procedures of various kinds have been planned to refute or not their hypothesis.

d) Team worked on the solution approach.

e) The results of the verification tests have been collected and translated into a document in a consistent manner.

f) The result has been defended with arguments and tests the verifications or refutations of the issued hypotheses.

3. Performs direct and indirect measurements of geometric figures present in real contexts, using the necessary instruments, formulas and techniques.

Assessment Criteria:

a) Appropriate instruments have been used to measure angles, lengths, areas, and volumes of bodies and geometric figures by interpreting the measurement scales.

b) Different strategies (similarities, decomposition in simpler figures, among others) have been used to estimate or calculate indirect measures in the physical world.

c) The formulas for calculating perimeters, areas, and volumes have been used and the correct units have been allocated.

d) Team worked on getting measures.

e) ICTs have been used to represent different figures.

4. He interprets two-magnitude graphs by calculating the significant parameters of the same and relating it to elementary mathematical functions and the main statistical values.

Assessment Criteria:

a) The equation of the line has been expressed in various ways.

b) The quadratic function has been graphically represented by applying simple methods for its representation.

c) The inverse function has been graphically represented.

d) The exponential function has been graphically represented.

e) Graphic information that represents the different types of functions associated with actual situations has been extracted.

f) The appropriate vocabulary has been used for the description of situations related to chance and statistics.

g) Statistical tables and charts have been developed and interpreted.

h) Characteristics of the statistical distribution have been analyzed, obtaining centralization and dispersion measures.

i) The properties of events and probability have been applied.

j) Everyday problems have been solved by simple probability calculations.

5. Applies physical or chemical techniques, using the necessary material, for the realization of simple laboratory practices, measuring the magnitudes involved.

Assessment Criteria:

a) The availability of the basic material used in a laboratory has been verified.

b) Basic magnitudes, among others, mass, weight, volume, density, temperature, have been identified and measured.

c) Different types of biomolecules have been identified in organic materials.

d) The cell and animal and plant tissues have been described by observation through optical instruments.

e) Test reports have been developed, including the procedure followed, the results obtained and the final conclusions.

6. It recognizes the chemical reactions that occur in biological processes and in industry, arguing its importance in everyday life and describing the changes that occur.

Assessment Criteria:

a) Major chemical reactions to everyday life, nature and industry have been identified.

b) The manifestations of chemical reactions have been described.

c) The main components of a chemical reaction and energy intervention in the chemical reaction have been described.

d) Some type chemical reactions have been recognized, such as combustion, oxidation, decomposition, neutralization, synthesis, aerobic, anaerobic.

e) The components and process of simple chemical reactions have been identified by laboratory tests.

f) Reports have been produced using ICT on the most relevant industries: food, cosmetics, recycling, describing in a simple way the processes that take place in them.

7. Identifies positive and negative aspects of the use of nuclear energy by describing the effects of pollution generated on its application.

Assessment Criteria:

a) Positive and negative effects of the use of nuclear energy have been analyzed.

b) The process of nuclear fusion and fission has been differentiated.

c) Some problems have been identified about nuclear discharges resulting from natural disasters or poor management and maintenance of nuclear power plants.

d) The issue of nuclear waste has been argued.

e) Work has been done on equipment and used ICT.

8. It identifies the changes that occur on planet earth by arguing its causes and taking into account the differences that exist between relief and landscape.

Assessment Criteria:

a) The external geological agents have been identified and what their action is on the relief.

b) The types of weathering have been differentiated and their consequences in the relief identified.

c) The erosion process has been analyzed, recognizing the external geological agents involved and the consequences in the relief.

d) The transport process has been described by discriminating against the external geological agents involved and the consequences in the relief.

e) The process of sedimentation has been analyzed, discriminated against the external geological agents involved, the situations and the consequences in the relief.

9. It categorizes the main air pollutants by identifying their origins and relating them to the effects they produce.

Assessment Criteria:

(a) The phenomena of air pollution and the main agents causing it have been recognised.

b) The phenomenon of acid rain has been investigated, its immediate and future consequences and how it would be possible to avoid it.

c) The greenhouse effect has been described by arguing the causes that originate or contribute to it and the measures for its minoring.

d) The problem has been described that causes the gradual loss of the ozone layer, the consequences for human health, the balance of the hydrosphere and the populations.

10. Identifies water pollutants by relating their effect to the environment with their treatment of purification.

Assessment Criteria:

a) The role of water in the existence and survival of life on the planet has been recognized and valued.

b) The harmful effect they have on populations of living beings from the contamination of aquifers has been identified.

c) Possible contaminants have been identified in water samples of different origin, planning and conducting laboratory tests.

d) The effects produced by water pollution and the responsible use of water have been analyzed.

11. It contributes to the environmental balance by analysing and arguing the basic lines on sustainable development and proposing actions for improvement and conservation.

Assessment Criteria:

a) The positive implications of sustainable development have been analyzed.

b) Elementary measures aimed at promoting sustainable development have been proposed.

c) Basic strategies have been designed to enable environmental maintenance.

d) Team work has been done in identifying the environmental improvement objectives.

12. It relates the forces that appear in usual situations with the effects produced taking into account their contribution to the movement or rest of the objects and the magnitudes put into play.

Assessment Criteria:

a) Everyday movements have been discriminated based on their trajectory and their speed.

b) The distance travelled, the speed, the time and the acceleration have been related to each other, expressing them in units of usual use.

c) They have been vectorially represented to certain magnitudes such as speed and acceleration.

d) The parameters that define the uniform rectilinear movement have been related using the graphical and mathematical expressions.

e) Simple calculations of speeds in movements with constant acceleration have been performed.

f) The cause-effect relationship has been described in different situations, to find the relationship between Forces and Movements.

g) Newton's laws have been applied in situations of everyday life.

13. It identifies the basic aspects of the production, transport and use of electrical energy and the factors involved in its consumption, describing the changes produced and the characteristics and values characteristic.

Assessment Criteria:

a) Basic physical magnitudes have been identified and managed to take into account in the consumption of electricity in everyday life.

b) Power consumption and savings habits have been analyzed and improved lines of consumption have been established.

c) Power plants have been classified and the energy transfer described in them.

d) The advantages and disadvantages of the various power plants have been analyzed.

e) The stages of the distribution of electrical energy have been basically described from their genesis to the user.

f) Team worked on the collection of information on power plants in Spain.

14. Prevents the occurrence of basic diseases, using techniques for the maintenance and disinfection of utensils and appliances used in the activities derived from their profession:

Assessment Criteria:

a) The most common microorganisms and parasites that affect the skin and the digestive system have been characterized.

b) Major agents causing infection by contact with infected or contaminated materials have been categorized.

c) The most frequent infectious and parasitic diseases affecting the skin and the digestive system have been recognized.

d) Forms of infection prevention and parasitosis that affect the skin and the digestive system have been proposed.

e) The main substances used in the processing of foods that can act as toxic have been identified.

f) The hand washing procedure has been analyzed and protocolised before and after any manipulation, in order to prevent the transmission of diseases.

g) Different types of disinfectants and sterilization methods have been identified and typified.

h) Several disinfection and sterilization procedures have been analyzed and experienced.

Duration: 90 hours.

Basic contents:

Resolution of equations and systems in everyday situations:

-Transformation of algebraic expressions.

-Obtaining numeric values in formulas.

-Polinomies: roots and factoring.

-algebraic and graphical resolution of first-and second-degree equations.

-Resolution of simple systems.

Troubleshooting simple problems:

-The scientific method.

-Phases of the scientific method.

-Applying the scientific method to simple situations.

Performing measurements in geometric figures:

-Points and straights.

-Dry and parallel rects.

-Polygons: description of their elements and classification.

-Angle: measure.

-Similarity of triangles.

-Circumference and its elements: calculation of length.

Interpreting charts:

-Interpretation of a phenomenon described by a statement, table, chart, or analytic expression.

-Linear functions. Quadratic functions.

-Statistics and probability calculation.

-Using computer applications for the representation, simulation, and analysis of the graph of a function.

Application of physical or chemical techniques:

-Basic material in the lab.

-Work rules in the lab.

-Rules for reporting work in the lab.

-Measure of fundamental measures.

-Recognition of organic and inorganic biomolecules.

-Optical microscope and binocular magnifying glass. Optical fundamentals of the same and management. Usage.

Recognition of everyday chemical reactions:

-Chemical reaction.

-Conditions for the production of chemical reactions: Energy intervention.

-Chemical reactions in different areas of everyday life.

-Basic chemical reactions.

Identification of aspects related to nuclear contamination:

-Origin of nuclear power.

-Types of processes for obtaining and using nuclear power.

-Management of radioactive waste from nuclear power plants.

Identification of changes in the earth's relief and landscape:

-External geological agents.

-Relieve and landscape.

-Factors that influence the relief and landscape.

-Action of external geological agents: weathering, erosion, transport and sedimentation.

-Identifying the results of the action of the geological agents.

Categorization of Top Pollutants:

-Pollution.

-Atmospheric pollution: causes and effects.

-Acid rain.

-The greenhouse effect.

-The destruction of the ozone layer.

Identification of water pollutants:

-Water: an essential factor for life on the planet.

-Water pollution: causes, causative elements.

-Potabilization treatments.

-Waste water purification.

-Methods of storing water from the ice, water discharges and rain.

Environmental balance and sustainable development:

-Concept and applications of sustainable development.

-Factors that affect the conservation of the environment.

Relationship of forces on the state of rest and movement of bodies:

-Classification of movements according to their trajectory.

-Speed and acceleration. Units.

-Scale and vector measures.

-Feature uniform rectilinear movement. Graphical interpretation.

-Strength: Result of an interaction.

-Representation of forces applied to a solid in typical situations. Resulting.

Production and use of electrical energy:

-Electricity and technological development.

-Matter and electricity.

-Basic magnitudes handled in electricity consumption: power and power. Applications in the student environment.

-Power consumption and saving habits.

-Electrical power production systems.

-Transport and distribution of electrical energy. Stages.

Disease prevention:

-Common microorganisms and parasites.

-Cleaning, preservation, care and storage of the work material. Hand washing protocol.

-Types of disinfectants and forms of use.

-Cleaning, disinfection and sterilization of the work material.

-Risks resulting from poor cleaning of staff, material and workplace.

-Personal protection measures according to the professional profile.

Teaching guidelines.

This module contributes to achieving the competencies for lifelong learning and contains training so that using the steps of scientific reasoning, basically observation and experimentation students learn to interpret natural phenomena.

Similarly, you can strengthen and apply healthy habits in all aspects of your everyday life.

They are also shaped to use the operational language of mathematics in solving problems of a different nature, applied to any situation, be it in their daily life as in their working life.

The learning strategy for teaching this module that integrates science such as mathematics, physics and chemistry, biology and geology will focus on the main concepts and principles of science, involving the students in problem solving and other significant tasks, and allows them to work autonomously to build their own learning and to culminate in actual results generated by themselves.

The formation of the module contributes to the achievement of the general objectives, (h), (i), (j), (k), (l), (m), (n), (n), (s), (t), (u), (v) and (w) of the training cycle, and the professional, personal and social competences, (j), (k), (l), (m), (q), (r), (s), (t) and (u) of the title.

The lines of action in the teaching-learning process that enable the module's competencies to be achieved will be about:

-Troubleshooting, both in the scientific and everyday fields.

-The interpretation of charts and curves.

-The application where appropriate from the scientific method.

-Environmental assessment and the influence of pollutants.

-The characteristics of nuclear power.

-The application of elementary physical and chemical procedures.

-Performing oral expression exercises.

-The representation of forces.

-Basic skin care.

-Disease prevention.

Professional Module: Communication and Society I.

Code: 3011

Learning results and evaluation criteria.

1. Values the historical evolution of prehistoric societies and the Ancient Age and their relations with natural landscapes, analyzing the factors and elements involved, and developing attitudes and values of appreciation of the natural heritage and artistic.

Assessment Criteria:

a) The main characteristics of a natural landscape have been described by the analysis of graphic sources, recognizing these elements in the nearest environment.

b) The location, displacement and adaptation to the human groups of the period of the hominization period up to the technical domain of the metals of the main cultures that exemplify it have been explained.

c) The characteristics of the most significant artistic milestones of the prehistoric period have been related to the social organization and the body of beliefs, valuing their differences with the current societies.

d) The survival of these societies in today's societies has been valued, compared to their main characteristics.

e) The main features that require analysis of architectural and sculptural works have been discriminated against by archetypal examples, differentiating canonical styles.

f) The impact of the first human societies on the natural landscape has been judged, analyzing the characteristics of the ancient cities and their evolution today.

g) The survival in the Iberian Peninsula and the Spanish extrapeninsular territories of prehistoric and ancient societies has been analyzed.

h) Simple information collection tools have been developed through protocolised composition strategies, using information and communication technologies.

i) Behaviors have been developed in accordance with the development of effort and collaborative work.

2. It values the construction of the European space until the first industrial transformations and agrarian societies, analyzing its main characteristics and valuing its survival in the current society and in the immediate environment.

Assessment Criteria:

a) The transformation of the ancient world to medieval has been analyzed, analyzing the evolution of the European space, its relations with the extra-European space and the most significant characteristics of the medieval societies.

b) The characteristics of the medieval agrarian landscapes and their survival in the current societies have been valued, identifying their main elements.

c) The consequences of the construction of the colonial empires in America have been valued in the indigenous and European cultures.

d) The political and social model of absolute monarchy has been analyzed during the Modern Age in the major European powers.

e) The basic demographic indicators of the transformations in the European population during the period analysed have been assessed.

f) The main features of the analysis of pictorial works have been described through the study of archetypal examples of schools and styles that take place in Europe from the Renaissance to the irruption of historical vanguards.

g) The evolution of the sector or the production sectors of the title profile has been analyzed, analyzing their transformations and main milestones of evolution in their organizational and technological systems.

h) Simple tools for the collection of information have been developed through protocolised composition strategies, using information and communication technologies.

i) Behaviors have been developed according to the development of the effort itself and the teamwork.

3. It uses communicative strategies to interpret and communicate oral information in the Spanish language, applying the principles of active listening, simple strategies of composition and basic language standards.

Assessment Criteria:

a) The structure of oral texts from the current media has been analyzed, identifying their main characteristics.

b) Basic skills have been applied to perform an active listening, identifying the overall sense and specific content of an oral message.

c) Good use of non-verbal communication elements in argumentation and exposures has been performed.

d) The uses and levels of language and language standards have been analyzed in the understanding and composition of oral messages, valuing and reviewing discriminatory uses, specifically in gender relations.

e) The appropriate grammatical terminology has been used in the understanding of the proposed grammatical activities and in the resolution of the same.

4. It uses communicative strategies to interpret and communicate information written in the Spanish language, applying comprehensive reading strategies and applying strategies for analysis, synthesis and classification in a structured and progressive way. Autonomous composition of selected short texts.

Assessment Criteria:

a) The main characteristics of the types in relation to their suitability for the job that you want to perform have been valued and analyzed.

b) Different search tools have been used in the understanding of a written text, applying content reinterpretation strategies.

c) Comprehensive reading strategies have been applied systematically in the understanding of texts, drawing conclusions for their implementation in learning activities and recognising possible discriminatory uses from the gender perspective.

d) The content of a written text has been summarized, extracting the main idea, the secondary and the communicative purpose, reviewing and reformulating the conclusions obtained.

e) The structure of different written texts of daily utilization has been analyzed, recognizing uses and levels of the language and guidelines for elaboration.

f) The main grammatical and spelling rules have been applied in the wording of texts so that the final text is clear and precise.

g) Systematic guidelines have been developed in the development of written texts to enable the assessment of developed learning and the reformulation of learning needs to improve written communication.

h) Written work presentation guidelines have been observed taking into account the content, format, and target audience, using a vocabulary appropriate to the context.

i) Activities of understanding and analysis of grammatical structures have been resolved, checking the validity of the inferences made.

5. It carries out the reading of literary texts representative of the Spanish language literature prior to the 19th century, generating aesthetic criteria for the construction of personal taste.

Assessment Criteria:

a) The stages of evolution of the literature in the Spanish language have been contrasted in the period considered and the most representative works are recognized.

b) The structure and use of the language of a personal reading of a literary work appropriate to the level has been valued, placing it in its context and using protocolized instruments for the collection of information.

c) Reasoned personal opinions have been expressed on the most appreciated and least appreciated aspects of a work and on the implication of its content and its own vital experiences.

d) Strategies have been applied for the understanding of literary texts, taking into account the basic themes and themes.

e) Information about periods, authors and works of the literature in the Spanish language has been presented based on literary texts.

6. It uses strategies to communicate oral information in the English language, drawing up oral presentations of little extension, well structured, regarding common situations of daily and frequent communication of personal or professional scope.

Assessment Criteria:

a) Active listening strategies for accurate understanding of received messages have been applied.

b) The basic communicative intention of direct or received messages has been identified by electronic formats, valuing communication situations and their implications for the use of the vocabulary used.

c) The overall sense of the oral text that presents the information in a sequenced and progressive manner has been identified in frequent frequent and predictable content situations.

d) Common and evident phonetic and intonation traits have been identified that help to understand the overall sense of the message.

e) Short oral presentations of descriptive, narrative and instructional texts, of personal or professional scope, have been performed according to a simple script, applying the structure of each type of text and using, in its case, computer media.

f) Basic grammatical structures and an essential and restricted repertoire of expressions, phrases and words of frequent frequent and highly predictable content have been used according to the communicative purpose of the text.

g) It has been expressed with some clarity, using understandable intonation and pronunciation, accepting frequent pauses and doubts.

h) A thoughtful attitude has been shown and about information that would mean any kind of discrimination.

i) The basic and standardized social relationship norms of countries where the foreign language is spoken have been identified.

j) The everyday habits or activities of the community where the foreign language is spoken have been identified.

7. Participates in English language conversations using simple and clear language in frequent personal or professional situations, activating basic communication strategies.

Assessment Criteria:

a) It has been dialogued, directed and following a well-structured script using a memorized repertoire of prayer models and brief and basic conversations, on frequent frequent and highly content situations. predictable.

b) Interaction has been maintained using simple communication strategies to show interest and understanding.

c) Basic compensation strategies have been used to fill gaps in the foreign language.

d) Basic grammatical structures and an essential and restricted repertoire of expressions, phrases, words, and linear discourse markers have been used, according to the communicative purpose of the text.

e) It has been expressed with some clarity, using understandable intonation and pronunciation, accepting frequent pauses and doubts.

8. Draws up texts written in the English language, short and simple of common and frequent communication situations in the personal or professional field, implementing comprehensive reading strategies and developing structured strategies of composition.

Assessment Criteria:

a) The text has been read in a comprehensive way, recognizing its basic features and its global content.

b) Fundamental ideas and the basic communicative intention of the text have been identified.

c) Basic grammatical structures and a limited repertoire of expressions, phrases, and linear speech markers and words have been identified, in frequent frequent situations, of very predictable content.

d) Phrases and sentences have been completed and reorganized, taking into account the communicative purpose, basic grammatical norms.

e) Brief texts, suitable for a communicative purpose, have been developed following structured models.

f) The essential lexicon appropriate to frequent situations and to the context of the personal or professional scope has been used.

g) An interest in the good presentation of written texts, respected grammatical, spelling and typographical texts and following simple guidelines for review has been shown.

h) Printed and online dictionaries and spelling correctors of the word processors have been used in the composition of the processors.

i) A thoughtful attitude has been shown and about the information that any kind of discrimination entails.

Duration: 120 hours.

Basic contents:

Valuation of prehistoric and ancient societies and their relationship to the natural environment:

-Natural landscapes. General and local aspects.

-Prehistorical societies.

-The birth of cities:

• Urban habitat and its evolution.

• Urban representation graphs.

• Old urban societies.

• Greek culture: extension, traits and major milestones.

• Essential characteristics of Greek art.

• Roman culture.

• Essential features of Roman art.

-Treatment and elaboration of information for educational activities:

• Basic resources: scripts, schemas, and summaries, among others.

• Simple chronological localization tools.

• Selected and specific Vocabulary.

Valuation of the creation of the European space in the middle and modern ages:

-Medieval Europe:

• Survival of uses and customs. The agricultural area and its characteristics.

• Contact with other cultures.

-The Europe of Absolute Monarchies:

• The great European monarchies: location and evolution on the map in the European context.

• The absolute monarchy in Spain.

• Evolution of the productive sector during the period.

-The colonization of America.

-Population study:

• Demographic developments in the European space.

• Population chart comment: basic guidelines and instruments.

-The evolution of the European art of medieval and modern times:

• Basic guidelines for pictorial works commentary.

-Treatment and elaboration of information for educational activities:

• Basic resources: abstracts, thematic sheets, biographies, spreadsheets or the like, elaboration, among others.

• Specific vocabulary.

Using oral communication strategies in the Spanish language:

-Oral texts.

-Active listening application in the understanding of oral texts.

-Guidelines for preventing disruption in oral communication situations.

-The communicative exchange:

• extralinguistic elements of oral communication.

• Informal and formal oral oral uses.

• Adequation to the communicative context.

-Application of language standards in oral communication. Phrase organization: Basic grammatical structures.

-Oral Compositions:

• Simple oral exhibitions on current events.

• Simple oral presentations.

• Use of support media: audiovisual and ICT.

Use of communication strategies written in the Spanish language:

-Text types. Characteristics of texts of their own daily and professional life.

-Reading strategies: textual elements.

-Guidelines for the use of miscellaneous dictionaries.

-Basic strategies in the written composition process.

-Presentation of texts written on different media:

• Application of grammatical rules.

• Applying spelling rules.

-Written texts:

• Main textual connectors.

• Basic aspects of the verbal forms in the texts, with special attention to the aspects of the oral perifrasis.

• Subordinate, substantive, adjective, and adverb function of the verb.

• Syntax: statement, sentence, and sentence; subject and predicate; direct, indirect, regime, circumstantial, agent, and attribute.

Reading of literary texts in the Spanish language before the 19th century:

-Guidelines for reading literary fragments.

-Instruments for collecting information from reading a literary work.

-stylistic and thematic characteristics of the Spanish language literature from the Middle Ages to the 18th century.

-The narrative. Recurring themes and styles according to the literary era.

-Reading and interpreting poems. Recurring themes and styles according to the literary era.

-The theater. Themes and styles according to the literary era.

Understanding and production of English-language basic oral texts:

-Top ideas in very clear calls, messages, orders, and indications.

-General description of people, places, objects (professional and public).

-Narration about common and frequent situations of present, past, and future times.

-Frequent lexical, simple expressions and phrases to unwrap in everyday transactions and arrangements of the personal or professional environment.

-Grammatical resources:

• Times and verbal forms in present, past; main verbs, manners and auxiliaries. Communicative functions associated with common and frequent situations.

• Fundamental linguistic elements.

• Speech markers to start, sort, and finish.

-Pronunciation of phonemes or basic groups of a basic character that present greater difficulty.

-Using appropriate records in social relationships.

-Fundamental strategies for understanding and active listening.

Participation in English language conversations:

-Understanding and active listening strategies for starting, maintaining, and terminating interaction.

Making simple English language messages and texts:

-Understanding global information and the main idea of everyday basic texts, whether personal or professional.

-Frequent lexical to be involved in everyday transactions and procedures, simple in the personal or professional field.

-Composition of very brief, simple and well-structured written texts.

-Grammatical resources:

• Times and verbal forms. Temporary relationships: Before, after, and concurrency.

• Basic grammatical structures.

• More common communicative functions of the personal or professional scope in written media.

-Fundamental linguistic elements based on the types of texts, contexts and communicative purposes.

-Basic text properties.

-Reader compression strategies and techniques.

-Planning and correction strategies.

Teaching guidelines.

This module contributes to the achievement of the competences for lifelong learning and contains the training for students and students to be able to recognize the basic characteristics of the phenomena related to the human activity and improve your communicative skills.

The learning strategy for the teaching of this module that integrates basic knowledge related to social sciences, Spanish language and English literature and language, will be focused on the use of basic tools of analysis textual, the elaboration of structured information both oral and written, the location of space-temporal of social and cultural phenomena and respect for the diversity of beliefs and patterns of daily relationship in different societies and human groups, involving students in significant tasks to enable them to work autonomously and in a team.

The formation of the module contributes to the achievement of the general objectives, n), (o), (p), (q), (r), (s), (t), (u), (v) and (w) of the training cycle, and the professional, personal and social competences, (m), (n), (n), (o), (p), (q), (r), (s), (t) and (u) of the title.

The lines of action in the teaching-learning process that enable the objectives of the module to be achieved will be oriented towards:

-The concreteness of a personalized training plan that aims to achieve the integration of the student in the proposed learning situations through the application of motivational strategies.

-The empowerment of autonomy in the execution of activities and in the management of their learning time in the field of competencies and contents of the sociolinguistic field.

-The realization of dynamics about the development of social skills that favor the settlement of habits of discipline and individual and team work.

-The use of strategies, resources and sources of information within their reach, promoting the use of ICT, which contribute to the reflection on the assessment of the information necessary to construct structured explanations of the reality that surrounds you.

-The use of globalizing methods (projects, centers of interest, among others) that allow the integration of students into the learning activities, concretized in a working methodology that links them with the

-The programming of activities that are related, whenever possible, with capabilities that are derived from the professional profile.

The lines of action in the teaching-learning process that enable the objectives of the module to be achieved in relation to Social Sciences are related to:

-The motivating integration of knowledge that allows you to analyze and value the diversity of human societies.

-The use of resources and sources of information within your reach to organize information that you extract to help you integrate into educational work.

-Recognition of the footprint of the past in daily life by appreciating the diversity of human groups and their achievements over time.

-The assessment of the problems of their environment based on the analysis of the available information, the formulation of justified explanations and the reflection on their actions in relation to the same in situations of learning.

-The potentiation of the observation capacities and criteria for the enjoyment of artistic expressions through the gradual analysis of archetypal artistic productions, appreciating their aesthetic and thematic values.

The lines of action in the teaching-learning process that enable the objectives of the module to be achieved in relation to language learning are related to:

-The use of language in the interpretation and elaboration of simple oral and written messages, through their use in different types of communicative and textual situations in their environment.

-Using a vocabulary appropriate to the situations in your environment that will guide the completion of the contents, activities and examples used in the module.

-The selection and execution of didactic strategies that facilitate self-learning and incorporate the use of the language in communication situations as real as possible, using the possibilities of the Information and Communication (email, SMS, internet, social networks, among others).

-The use of communication techniques to enhance teamwork to enable them to integrate into educational activities with a guarantee of success.

-The appreciation of the cultural and customs variety present in its surroundings, putting it in relation to the needs arising from the use of the language with different speakers.

-The development of reading habits that allow them to enjoy literary production through the use of selected texts to their needs and characteristics.

Professional Module: Communication and Society II.

Code: 3012

Learning results and evaluation criteria.

1. It infers the essential characteristics of contemporary societies based on the study of their historical evolution, analyzing the basic features of their social, political and economic organization.

Assessment Criteria:

(a) The consequences for the organization of the current societies of the ideological currents that have cemented it have been discriminated against, placing them in time and space.

b) The current globalized economic relations model has been valued by studying the economic transformations produced as a result of technological innovations and the organizational systems of the activity productive.

c) The characteristics of contemporary social organization have been categorized, analyzing the structure and social relationships of the current population and their evolution during the period.

d) The evolution of contemporary international relations has been examined, drawing up causal and consecutive explanations for developing opinions on current conflicts.

e) The process of unifying the European space has been assessed, analyzing its evolution, arguing its influence on the national policies of the member countries of the European Union.

f) The evolution of global historical events has been associated with the historical evolution of the Spanish State, identifying its stages of evolution, the main conflicts and its current situation.

g) The essential traits of contemporary art and their evolution to our day have been identified, building opinions and criteria of their own aesthetic order.

h) The evolution of the sector or the production sectors of the title has been analyzed, describing their transformations and main milestones of evolution in their organizational and technological systems.

i) Pauted instruments for the collection and dissemination of information have been developed to allow the evaluation of the learning performed, using the precise vocabulary.

j) Behaviors have been developed according to the development of the effort itself and the collaborative work.

2. It values the basic principles of the democratic system by analyzing its institutions and the different political and economic organizations in which it manifests and inferring guidelines of action to accommodate its behavior to the fulfillment of these principles.

Assessment Criteria:

a) The basic principles of the Universal Declaration of Human Rights and their situation in today's world have been recognized, valuing their involvement in everyday life.

b) The guiding principles, institutions and standards of operation of the major international institutions have been analyzed, judging their role in global conflicts.

c) The importance of mediation and conflict resolution in the extension of the democratic model has been valued, developing own and reasoned criteria for the resolution of these.

d) The essential features of the Spanish democratic model have been judged, valuing the historical context of their development.

e) The involvement of the principle of non-discrimination in the personal and social relationships of the next environment has been valued, judging behavior of its own and others and inferring appropriate guidelines and actions to accommodate the attitude to the rights and obligations arising from it.

f) Information has been developed and organized for use in collaborative work situations and contrast of opinions.

3. It uses communicative strategies to interpret and communicate oral information in the Spanish language, applying the principles of active listening, reasoned strategies of composition and the correct linguistic norms in each case.

Assessment Criteria:

a) The techniques of active listening in the analysis of oral messages from different sources have been applied.

b) The communicative intention and the thematic structure of oral communication have been recognized, assessing possible responses.

c) The correct use of non-verbal communication elements in arguments and exposures has been performed.

d) The uses and levels of language and language standards have been applied in the understanding and composition of oral messages, valuing discriminatory uses.

e) The correct grammatical terminology has been used in the understanding of the proposed grammatical activities and in the resolution of the same.

4. It uses communicative strategies to communicate information written in the Spanish language, applying strategies of analysis, synthesis and classification in a structured way to the autonomous composition of texts of progressive complexity.

Assessment Criteria:

a) The main characteristics of the types in relation to their suitability for the job that you want to perform have been valued and analyzed.

b) Different search techniques have been used in the understanding of a written text, applying content reinterpretation strategies.

c) Comprehensive reading strategies have been applied systematically in the understanding of texts, recognizing possible discriminatory uses.

d) The content of a written text has been summarized, extracting the main idea, the secondary and the communicative purpose, reviewing and reformulating the conclusions obtained.

e) The structure of different written texts of academic or professional use has been analyzed, recognizing uses and levels of the language and elaboration guidelines.

f) The main grammatical and spelling rules have been applied in text writing so that the final text is clear, accurate and appropriate to the format and the communicative context.

g) Systematized guidelines have been developed in the preparation of written texts to improve written communication.

h) Guidelines for the submission of written works have been observed taking into account the content, format and the target audience, using a correct vocabulary according to the language rules and the uses to which it is intended.

i) Activities of understanding and analysis of grammatical structures have been resolved, checking the accuracy and validity of the inferences made.

5. He interprets literary texts representative of the Literature in the Spanish language from the nineteenth century to the present, recognizing the author's intention and relating it to its historical, socio-cultural and literary context.

Assessment Criteria:

(a) The literary movements in the Spanish language have been described in the period considered and the most representative works recognized.

b) The structure and use of the language of a personal reading of works appropriate to the level and situating it in its context and using instruments that are based have been valued.

c) Substantiated personal opinions have been expressed about the aspects appreciated in literary works.

d) Literary text analysis strategies have been applied, recognizing the themes and motifs and symbolic elements and the functionality of the most significant stylistic resources.

e) An author, a work or a period of the literature in the Spanish language, has been informed about the corresponding information.

6. It uses strategies to interpret and communicate oral information in the English language, applying the principles of active listening and developing oral presentations of little, clear and structured, on specific issues and aspects, common and everyday, in the personal and professional field.

Assessment Criteria:

a) Active listening strategies have been systematically applied for the overall and specific understanding of messages received, without the need to understand all the elements of it.

b) The communicative intention of direct messages has been identified or using a limited repertoire of expressions, phrases, words and markers of structuring speech (opening, continuity and closing).

c) The overall sense and main ideas of the oral text and basic grammatical structures have been identified in simple sentences of frequent and frequent frequent situations and of predictable and concrete content.

d) Essential phonetic and intonation traits have been identified that help to understand the overall sense and the main and secondary ideas of the message.

e) Brief oral compositions and presentations have been made according to a structured script, applying the format and traits of each type of text, personal or professional.

f) Basic grammatical structures and speech markers have been used to initiate, link, order, and end speech, in common, frequent, and concrete situations.

g) Information has been expressed, using reasonable intonation and pronunciation, accepting breaks and small hesitations.

h) A thoughtful and critical attitude has been shown about the information that any kind of discrimination entails.

i) The most frequent social relationship rules of countries where the foreign language is spoken have been identified.

j) The everyday habits or activities of the community and the workplace where the foreign language is spoken have been identified.

k) The main professional attitudes and behaviors in normal communication situations in the professional field have been identified.

7. It maintains simple English language conversations in regular and practical situations in the personal and professional fields, using basic communication strategies.

Assessment Criteria:

a) It has been discussed following a script on specific and frequent topics and aspects of the personal and professional field.

b) It has been heard and discussed in simple, everyday interactions of professional and personal life, requesting and providing information in some detail.

c) Interaction has been maintained using various essential communication strategies to show interest and understanding.

d) Compensation strategies have been used to fill gaps in the foreign language (paraphrasing, body language, audio-visual aids).

e) Simple grammatical structures and sentences and an essential, limited repertoire of expressions, phrases, frequent words, and linear speech markers have been used.

f) It has been expressed with some clarity, using a reasonable and understandable intonation and pronunciation, accepting some pauses and hesitations.

8. It produces short and simple texts with a certain detail in the English language, relating to common communication situations in the personal and professional field, implementing comprehensive reading strategies and developing systematic strategies of composition.

Assessment Criteria:

a) The text has been read recognizing the essential traits of the genre and its structure, and interpreting its global and specific content, without the need to understand all the elements of it.

b) The basic communicative intention of the organized text has been identified in a different way.

c) Simple grammatical structures and sentences have been identified and a limited repertoire of expressions, phrases, words and markers of speech, basic and linear, in frequent and concrete frequent situations of content predictable.

d) Phrases, sentences, and simple texts have been completed, taking into account the communicative purpose, with grammatical structures of low complexity in typical and concrete situations of predictable content.

e) Short and simple texts, suitable for a communicative purpose, have been developed using the most frequent connectors to link the sentences.

f) Grammatical, orthographic and typographic standards have been respected following systematic and concrete guidelines for review and correction.

g) A thoughtful and critical attitude has been shown about the information that would be of any kind of discrimination.

Duration: 120 hours.

Basic contents:

Valuation of contemporary societies:

-Building democratic systems:

• The Enlightenment and its consequences.

• The liberal society.

• Democratic society.

-Economic structure and its evolution:

• Principles of economic organization. The current globalized economy.

• The second globalization.

• Third globalization: development issues.

• Evolution of the productive sector itself.

-International relations:

• Great powers and colonial conflict.

• The European Civil War.

• Decolonization and Cold War.

• The current globalized world.

• Spain in the current relationship framework.

-European construction.

-Contemporary art:

• The breaking of the classical canon.

• Film and comic as mass entertainment.

-Treatment and elaboration of information for educational activities:

• Collaborative work.

• Presentations and web publications.

Valuation of democratic societies:

-The Universal Declaration of Human Rights:

• Human Rights in everyday life.

• Current international conflicts.

-The Spanish democratic model:

• The construction of democratic Spain.

• The Spanish Constitution.

• The principle of non-discrimination in daily living.

-Conflict resolution.

-Treatment and elaboration of information for educational activities:

• Processes and guidelines for collaborative work.

• Preparing and presenting information for deliberative activities.

• Rules of operation and attitudes in the contrast of opinions.

Using oral communication strategies in the Spanish language:

-Oral texts.

-Active listening techniques in the understanding of oral texts.

-Exposure of ideas and arguments:

• Organization and preparation of contents: ylation, succession and coherence.

• Structure.

-Application of language standards in oral communication:

• Organization of the phrase: basic grammatical structures.

• Semantic coinheritance.

-Using audio-visual resources.

Use of communication strategies written in the Spanish language:

-Jobs, reports, essays and other academic and scientific texts.

-Language aspects to consider:

• Communication records of the language; factors that condition their use.

• Spanish language diversity.

• Variations of the deictic forms in relation to the situation.

• Direct and indirect style.

-Reading strategies with academic texts.

-Presentation of written texts.

-Language analysis of written texts:

• Text connectors: cause, consequence, condition, and hypothesis.

• The verbal forms in the texts. The oral perifrasis ' aspects of the text.

• Syntax: Add-ons; Composite Phrases.

• Strategies to improve listener interest.

Interpretation of literary texts in the Spanish language since the 19th century:

-Instruments for collecting information from reading a literary work.

-The literature in its genres.

-Evolution of the literature in the Spanish language from the 19th century to the present.

Interpretation and communication of daily oral texts in the English language:

-Distinction of main and secondary ideas of short and simple oral texts.

-Description of specific aspects of people, places, basic services, objects, and simple steps.

-Personal, public, and professional experience.

-Narration of events and experiences of the present, past and future time.

-Lexical, phrases and expressions, to be developed in everyday transactions and procedures in the personal and professional fields.

-Text types and their structure.

-Grammatical resources:

• Simple and compound verbal times and forms.

• Communication functions associated with common situations.

• Fundamental linguistic elements.

• Bookmarks of speech.

• Subordinate Orations of Low Complexity.

-Understanding and active listening strategies.

-Pronunciation of phonemes or phonic groups that present greater difficulty.

-Using appropriate records in social relationships.

Interaction in English-language conversations:

-Interaction strategies to maintain and follow a conversation.

-Using standardized phrases.

Interpretation and elaboration of simple written messages in the English language:

-Global and specific information about low-difficulty messages concerning everyday basic issues in the personal and professional field.

-Composition of brief and well-structured written texts.

-Lexico to be involved in everyday transactions and procedures, necessary, simple and concrete in the personal and professional field.

-Terminology specific to the professional area of the students.

-Grammatical resources:

• Bookmarks of speech.

• Use of simple and compound sentences in written language.

-Reader compression strategies and techniques.

-Basic text properties.

-Sociocultural norms in personal and professional relationships in everyday situations.

-Message scheduling strategies.

Teaching guidelines.

This module contributes to the achievement of the competences for lifelong learning and contains the training for using the steps of the scientific method, by analyzing the main phenomena related to the human activities in the contemporary world and the development of sufficient communicative strategies in the Spanish language to improve their chances of personal, social and professional development, as well as to start in the communication in English language in different usual situations.

The learning strategy for teaching this module that integrates subjects such as social sciences, Spanish language and English literature and language, will focus on the acquisition of space-temporal analysis tools, the treatment of oral and written texts, the elaboration of structured messages and respect for other societies, involving students in significant tasks that allows them to work autonomously and collaboratively to build their own learning and culminate in actual results generated by themselves.

The formation of the module contributes to the achievement of the general objectives, n), (o), (p), (q), (r), (s), (t), (u), (v) and (w) of the training cycle, and the professional, personal and social competences, (m), (n), (n), (o), (p), (q), (r), (s), (t) and (u) of the title.

The lines of action in the teaching-learning process that enable the objectives of the module to be achieved will be oriented towards:

-The concreteness of a personalized training plan that aims to achieve the active involvement of the student in his formative process, where the practice and the functionality of the learning constitute a continuum that facilitate the performance of the activities carried out by the students.

-The empowerment of autonomy and personal initiative to use the appropriate strategies in sociolinguistic fields.

-The realization of dynamics about the development of social skills that favor the development and settlement of habits of discipline and individual and collaborative work.

-The use of strategies, resources and sources of information at their fingertips that contribute to the reflection on the assessment of the information necessary to construct reasoned explanations of the reality that surrounds it.

-The guarantee of access to information for all students, encouraging the use of ICT.

-The use of globalizing methods (projects, centers of interest, among others) that allow the integration of competencies and contents, concretized in a working methodology that ties them with the current to allow the adaptation of students to personal, social and professional reality.

-The programming of activities that are related, whenever possible, with capabilities that derive from the professional profile and their adaptation to the professional requirements of their environment.

The lines of action in the teaching-learning process that enable the objectives of the module to be achieved in relation to Social Sciences are related to:

-The integration of knowledge that allows the study of a phenomenon related to the social sciences from a multidisciplinary perspective that will enable it to value the diversity of human societies.

-The use of strategies and acting skills, resources and sources of information within your reach to approach the scientific method and organize the information that you extract to favor your integration into the work education.

-The recognition of the footprint of the past in daily life by appreciating the changes and transformations suffered by human groups over time.

-The assessment of the problems of the current society based on the analysis of the available information and the concreteness of their own hypotheses and reasoned explanations of the phenomena observed in the learning situation.

-Potentiation of the capacities of appreciation and creation, to educate the taste for the arts, through the development of contents and activities that relate to works and artistic expressions selected.

The lines of action in the teaching-learning process that enable the objectives of the module to be achieved in relation to language learning are related to:

-The use of language in the interpretation and elaboration of oral and written messages, through its use in different types of communicative and textual situations.

-The use of a vocabulary appropriate to the situations of personal, social and professional life that will need to be used for the realization of the contents, activities and examples used in the module.

-The selection and execution of didactic strategies that facilitate self-learning and incorporate the use of the language in communication situations as real as possible, using the possibilities of the Information and Communication (email, SMS, internet, social networks, among others).

-The use of communication techniques to enhance collaborative work that allows the development of the concept of collective intelligence and its relationship with the professional field.

-The appreciation of the cultural and customs variety characteristic of contemporary societies, more specifically in the field of English-speaking cultures.

-The creation of reading habits and aesthetic criteria of their own that allow them to enjoy literary production, with greater deepening in the production in the Spanish language.

Professional Module: Job Center Training.

Code: 3147

Learning results and evaluation criteria.

1. Performs cleaning, drying, ironing, and basic sewing arrangements for apparel and clothing, applying the appropriate techniques and procedures in each process, according to the instructions received.

Assessment Criteria:

a) Machines, equipment and tools have been prepared and adjusted, following established procedures.

b) Products have been prepared, in an appropriate manner to clothing and clothing.

c) Cleaning, drying and ironing operations have been performed with the minimum quality required, following the instructions received.

d) The domestic stitching technique has been selected according to the type of tissue and need that requires such as holes, tear, square brackets and/or detached buttons, unmade bends and seams that open, between other.

e) Bed linen has been selected, pre-bed tasks, as well as changing clothes, according to the instructions received and considering the type of bed, temperature and personal preferences.

f) An effort has been made to fulfill the tasks in the time thresholds set for this.

g) Safety and postural hygiene measures have been taken during the work.

2. Performs simple culinary elaborations, interpreting and relating instructions and/or documents related to the application of pre-established work techniques, standards and procedures.

Assessment Criteria:

(a) Food storage procedures and other home-use products have been applied, ensuring the preservation and preservation of such products under hygiene conditions.

b) Machines, drums, tools and tools have been prepared, making the necessary operations for their use and maintenance, according to instructions received.

c) The tasks of preparing, cleaning, cutting and obtaining parts have been performed, using equipment, tools and/or tools correctly, following the instructions received.

d) The work area has been conditioned, providing the materials and useful to maintain the required cleaning and safety conditions, according to work orders.

e) The tasks for performing simple culinary elaborations have been performed, following the instructions received.

f) The rules for the conservation of prepared food have been applied, according to the work plan.

g) Cleaning procedures have been applied, collecting and saving the useful and materials used.

h) Basic hygiene standards have been applied for the prevention of health risks in domestic cooking techniques.

3. Performs cleaning on homes, buildings, premises, and offices by selecting the actions based on the characteristics of each space and complying with the instructions received and/or the assigned work plan.

Assessment Criteria:

a) The instructions and work orders or other documentation received have been analyzed.

b) Work material has been selected from both consumables and machinery as instructed.

c) The cleaning of furniture and objects located inside private homes has been carried out, using the necessary tools and products according to the instructions received.

d) Cleaning of furniture in buildings, offices and premises, according to the instructions received and completing the required documentation.

e) The cleaning of bathrooms and toilets has been carried out, with the necessary products for sanitizing and disinfection, according to the instructions received.

f) Home cleaning processes, buildings, premises and offices have been carried out, with adaptation to time and standards.

g) He has taken responsibility for the work he develops and the materials and machinery he employs, showing initiative and honesty.

(h) Basic standards for the prevention of occupational risks have been applied in the conduct of home cleaning, and in buildings, offices and premises.

4. Performs the procedures for cleaning floors, walls, ceilings and glazed areas, selecting useful products and products according to their characteristics, according to the instructions established.

Assessment Criteria:

a) The instructions and work orders or other documentation received have been analyzed.

b) Work material has been selected from both consumables and machinery as instructed.

c) The cleaning of floors, carpets, walls, windows and ceilings of particular homes has been performed with the necessary tools and products, according to the instructions received.

d) Cleaning of floors, carpets, walls and ceilings in buildings, offices and premises with the necessary tools and products has been performed, in accordance with the established work plan and completing the required documentation.

e) Procedures have been applied for cleaning of glass surfaces in buildings, offices and premises, in accordance with the instructions received.

f) Home cleaning processes, buildings, premises and offices have been carried out, with adaptation to time and standards.

g) Basic labour risk prevention standards have been applied in the conduct of cleaning floors, walls, roofs and glazed areas in homes and in buildings, offices and premises.

h) The established waste disposal protocols have been applied in relation to the treatment of the waste produced.

5. The procedures for industrial cleaning and soil treatment have been applied, selecting the machines, accessories and products according to the characteristics of the work entrusted.

Assessment Criteria:

(a) The types of machinery, accessories and cleaning tools have been identified and classified, indicating their possibilities, the manner of use and the process of application.

b) The perimeter of the floor has been delimited to work to prevent falls or accidents.

c) The main applications of industrial machines have been identified by associating them with the jobs they allow to perform.

d) The soils have been swept away with the selected industrial machinery and its accessories, according to the characteristics of the surface to be cleaned.

e) The cleaning procedures have been performed with the industrial sinks.

f) Cleaning procedures have been performed with the waxing.

g) The soil-crystallized brightening procedures have been performed.

h) The first level maintenance of the used machinery has been performed.

i) The necessary safety measures have been taken to avoid occupational hazards arising from the management of industrial machinery used in soil cleaning.

j) Industrial machinery has been handled, taking into account ergonomics and occupational health criteria.

6. Performs accompanying tasks for children and other non-dependent persons at home, following the instructions received.

Assessment Criteria:

(a) Attention has been given to the basic needs of children, in relation to food, hygiene and rest, according to the instructions received.

b) Support tasks have been performed for non-dependent adults, in accordance with the instructions received.

c) The person responsible for the co-living unit has been informed of the activities carried out.

d) The established guidelines and guidelines have been respected.

e) A positive attitude has been maintained in performing the tasks entrusted.

f) A conciliatory and responsive attitude to others has been maintained, demonstrating empathy, cordiality and kindness in dealing.

7. It applies prevention measures to the risks associated with work at home, assessing the importance of accident prevention, justifying its use.

Assessment Criteria:

a) The risks that can be caused by chemicals used in the home have been identified.

b) The main physical risks, such as falls, burns, and cuts, among others, that may occur in domestic activities have been identified.

c) Possible risks to gas facilities have been prevented.

d) Accidents caused by incorrect food and liquid handling in the kitchen have been identified.

e) Precautionary measures have been taken to prevent fires during meal processing.

f) Fires have been avoided by inflammation of matches or kitchen cloths.

g) You have acted correctly in the face of any accident at home, either by chemical, physical or food poisoning.

h) Basic first aid techniques are known, if necessary.

i) The import of immediate action has been assessed in the event of an accident by food poisoning or by fire.

j) The need for action of 112 or firefighters has been assessed.

k) The communication of the accident to the person responsible for the family unit has been assessed.

Duration: 130 hours.

This professional module contributes to the completion of the general competencies and objectives of this title, which have been achieved in the educational centre or to develop the skills that are difficult to achieve in the same.

Contributes, moreover, to the strengthening of order, punctuality, responsibility and polish habits.

4.Minimum quality requirements for the formative context.

4.1. Spaces.

The spaces necessary for the development of the teachings of this formative cycle are:

-Multi-purpose Aula.

-Domestic Activity Workshop.

4.2. Minimum equipment.

-purpose Aula.

Network-installed computers, projection system, and internet. Audiovisual Media. Application computer programs

Activity Workshop.

Machinery and equipment for watery wash. Machinery and equipment for drying, ironing. Machinery and tools for clothing clothing and household clothing. Careers equipped with cleaning. Material cleaning. Aspirators, polishing, waxing. Furniture and lingerie items for the home. Elements of office furniture. Heat Generators: Bonfires, freidoras, salamanders, irons and ovens Cold generators: refrigeration and freezing chambers. Kitchen battery: cooking, preparation and conservation materials, accessories. Small appliances: whiskers, blenders, squeezes, cutters, pickers, crushing arms, among others. Neutral material: working tables, washrooms, cars, shelves, campaigns, cabinets. Enchuffs, switches, cables, lamps, bulbs. Grows, pipes, symphonic boat elements. Toolbox. Coastal basic. First aid kit. Teams and media

5. Teachers.

5.1. The specialties of the public sector teachers attributed to the delivery of the professional modules associated with the professional profile are:

	Module	Teacher/Other Specialty	Body of the Teacher's
3098. Maintenance of clothing and clothing. 3102. Domestic kitchen. 3104. Cleaning of private homes, buildings, offices and premises. 3116. Cleaning with machines. 3145. Support activities for non-dependent persons in the living unit. 3146. Security at home.	Specialty: • Patting and making. • Cooking and pastry. • Restore Services. • Services to the Community.	• Technical Teacher of Vocational Training
	Other: • Specialist Professor, if any.
	3147. Job center training.	• Patterns and clothing. • Cooking and pastry. • Restore services. • Services to the Community.	• Professional Training Technical Teacher.

5.2. The qualifications required for the delivery of professional modules, for private and public ownership centres of other administrations other than education, are:

Professional Modules

3098. Maintenance of clothing and clothing. 3102. Domestic kitchen. 3104. Cleaning of private homes, buildings, offices and premises. 3116. Cleaning with machines. 3145. Support activities for non-dependent persons in the living unit. 3146. Domestic security. 3147. Job center training.	-Licensed, Engineer, Architect, or corresponding degree title or other equivalent titles.

5.3. The enabling qualifications for teaching purposes for the delivery of professional modules, for private and public ownership centres of other administrations other than education, are:

Professional Modules

3098. Maintenance of clothing and clothing. 3102. Domestic kitchen. 3104. Cleaning of private homes, buildings, offices and premises. 3116. Cleaning with machines. 3145. Support activities for non-dependent persons in the living unit. 3146. Domestic security. 3147. Training in job centers.	-Diplomat, Technical Engineer or Technical Architect or other equivalent titles. -Superior Technician in Patronage and Fashion or other titles equivalent. -Superior Technician in Industrial Garment Processes or other equivalent titles. -Superior Technician in Kitchen Direction or other equivalent titles.

6. Correspondence between professional modules and units of competence for accreditation or validation.

Outmatched Professional Modules

Accreditable Competition
3098. Maintenance of clothing and household clothing.	UC1332_1: Carry out the washing, ironing and basic sewing process of clothing and household clothing, and the preparation of beds, at home
	3102. Domestic kitchen.	UC1331_1: Perform the process of food processing in its phases of purchase, organization, handling, cooking and conservation, at home. UC0255_1: Run basic provisioning, preprocessing, and culinary preservation operations
3104. Cleaning private homes, buildings, offices and premises.	UC1330_1: Perform the cleaning of private homes. UC0996_1: Carry out cleaning furniture located inside spaces to intervene. UC0972_1: Perform cleaning of floors, walls and ceilings in buildings and premises. UC1087_1: Perform cleaning crystals in buildings and locales
3116. Cleaning with machines.	UC1088_1: Perform cleaning and treatment of surfaces in buildings and premises using machinery

7. Middle-grade formative cycles to which this title allows application of preference criteria for admission in case of competitive concurrency.

This title will take precedence for admission to all middle grade titles of professional families:

-Textile, clothing and skin.

-Hotels and tourism.

-Sociocultural services and the community.

ANNEX III

Basic professional title in housing maintenance

1. Title identification.

The basic professional title in housing maintenance is identified by the following elements:

-Name: Basic professional title in housing maintenance.

-Level: Basic Professional Training.

-Duration: 2000 hours.

-Professional Family: Installation and Maintenance.

-European Reference: CINE-3.5.3 (International Standard Classification of Education).

2. Professional profile.

2.1. General competence of the title.

The general competence of this title is to carry out basic operations for the assembly and maintenance of plumbing, heating and air conditioning elements; small repairs and replacement of simple elements in Electrotechnical installations, in continuous coatings, tiling and painting, as well as assembly and placement of prefabricated furniture and furniture accessories of the dwelling, with the indicated quality, applying the rules of risk prevention (a) the relevant environmental protection and labour market, and written in the Spanish language and in his case in the self-official language as well as in some foreign language.

2.2. Title competencies.

The professional, personal, social and skills competencies for lifelong learning of this title are as follows:

(a) Select materials, tools and machines tools for the replacement, assembly or placement of elements or repairs on the premises, surfaces or elements of furniture of the dwelling on the basis of orders work or instructions

(b) Open grits and ditches for the laying of electrical pipes, drainage and water supply pipes, heating circuits and basic air conditioning.

c) Assemble elements of evacuation and water supply pipelines and heating facilities.

d) Mount small automatic irrigation facilities and, where appropriate, prepare small assembly schemes previously, ensuring coverage of the entire surface and water saving.

e) Install healthcare equipment from the housing by connecting them to the evacuation and water network.

f) Perform internal and external unit mounting operations of domestic and first-level air conditioning and maintenance equipment.

g) Performs fiber or similar ventilation duct assembly operations, performing surface finishing and gasket sealing operations.

h) Replace simple elements that make up the electrotechnical facilities in the housing field from the instructions received or from the use manuals.

i) Repair deteriorated areas of continuous wall and ceiling coatings, painted of the affected surface and replacement of ceramic elements (soled and tiled).

j) Mounting and placing prefabricated furniture, furniture accessories and home accessories, as well as performing basic repairs and replacement of fittings in such furniture.

k) Perform functional tests of the substituted elements, using the instruments and the required procedure.

l) Keep tools, equipment, tools and tools in operation and good use, complying with the procedures set out in the manufacturer's manuals.

n) Solve predictable problems related to your physical, social, personal, and productive environment, using scientific reasoning and elements provided by applied and social sciences.

n) To act healthily in different everyday contexts that favor personal and social development, analyzing positive habits and influences for human health.

o) Valorar actions aimed at the conservation of the environment, differentiating the consequences of the daily activities that may affect the balance of the same.

p) To obtain and communicate information intended for self-learning and its use in different contexts of its personal, social or professional environment through resources within its scope and the information and information technologies themselves communication.

q) Act with respect and sensitivity towards cultural diversity, historical-artistic heritage and cultural and artistic manifestations, appreciating its use and enjoyment as a source of personal and social enrichment.

r) Communicate with clarity, precision and fluency in different social or professional contexts and by different means, channels and supports at their fingertips, using and adapting oral and written linguistic resources of the language Spanish and, where appropriate, the official language.

s) Communicating in typical workplace and personal and social situations, using basic language resources in foreign languages.

t) Make simple explanations about events and characteristic phenomena of contemporary societies based on historical and geographical information at their disposal.

(u) Adapting to new employment situations caused by technological and organizational changes in their work activity, using the training offers at their fingertips and locating resources through the technologies of the information and communication.

v) Meet your own level of autonomy and responsibility, using quality and efficiency criteria in the assigned work and performing it individually or as a member of a team.

w) Communicate effectively, respecting the autonomy and competence of the different people involved in their field of work, contributing to the quality of the work done.

x) Assume and comply with risk prevention and work safety measures in the performance of work activities, avoiding personal, occupational and environmental damage.

and) Meet quality, universal accessibility and design standards for all that affect your professional activity.

z) Act with entrepreneurial spirit, personal initiative and responsibility in choosing the procedures of your professional activity.

aa) 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.

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

Full professional qualification:

Domestic plumbing and heating operations IMA367_1 (RD 182/2008, 8 February), comprising the following units of competence:

UC1154_1: Perform the installation of pipes, preparing, cutting, and joining pipes for water and drainage.

UC1155_1: Perform basic operations for the installation and maintenance of sanitary appliances, radiators, and air-conditioning devices for domestic use.

2.4. Professional environment.

2.4.1. This professional is employed in large, medium and small enterprises engaged in the manufacture and assembly of mechanical and electromechanical products, as well as the assembly and maintenance of plumbing, heating and heating systems. and air conditioning.

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

-Painter assistant.

-Electrotechnical facility maintenance assistant.

-Fontanero assistant/a.

-Assistant to the heating equipment assembler.

-Help maintainer of heating equipment.

-Assistant to air conditioning equipment.

-A maintenance assistant for air conditioning equipment.

-Installation of water supply and distribution networks.

-Monter/to prefabricated wooden furniture or the like.

2.5. Foresight of the sector or sectors related to the title.

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

a) The professional profile of this title, within the tertiary sector, evolves towards a professional profile that can make the simple and more common and multi-professional repairs that are required in the field of the domestic, as well as the assembly of elements and utensils of furniture giving a response to the needs of the users to adapt and adapt the housing to their decorative preferences.

b) Housing maintenance provides for strong growth in the hand of insurance companies as a service to their clients.

c) The development of new technologies is making it possible to change materials and equipment to achieve greater energy efficiency and predictable electrical safety in the coming years.

d) The competitiveness of construction companies dedicated to building and civil works will be increasingly linked to their capacity to meet the needs of the customer in terms of product and service characteristics. offered.

e) Due to the change in the social model and the rise of the introduction of new technologies and materials in the housing, the need arises for a multi-purpose professional capable of solving specific situations to the users of the housing, such as the simple breakdowns of a dwelling, the assembly of furniture and household furniture and bulkheads, simple repairs of plumbing, air conditioning, basic masonry, painting and simple repairs in the electrical installation and domotics.

3. Teaching of the training cycle.

3.1. General title objectives.

The general objectives of this training cycle are as follows:

a) Identify tools, machines and means of assembly and maintenance, describing their features and applications to select tools and machines and the means necessary for intervention.

b) Use different techniques to perform ditches and facilities, using the most appropriate tools and in conditions of quality and safety.

c) Applies repose/plot techniques using sketches and drawings of small electrotechnical and plumbing installations for the opening of shreds and ditches.

d) Building fluid pipelines by applying basic welding and bonding techniques, identifying the main phases of the process and the basic characteristics of the elements used to assemble copper, PVC and new pipes materials.

e) Perform regulatory tightness tests by relating specifications of the domestic distribution, evacuation and sanitation facilities with the checks to be performed.

f) Identify the elements involved in the basic automatic irrigation facilities, as well as their characteristics, by preparing the list of elements involved in a simple structure for the assembly of said elements. facilities.

g) Perform basic installation operations of automatic irrigation and functional testing.

h) Relate the elements of domestic distribution, evacuation, and sanitation networks with the systems for installation, fastening and regulation by coupling grifairs, cutting valves and drainage pipes for mounting equipment. health.

i) Perform operations of domestic distribution, evacuation, and sanitation networks and carry out regular small-facility budgets.

j) Perform air conditioning and air conditioning and user maintenance equipment assembly operations, interpreting usage manuals.

k) Perform assembly and conduit construction operations for the installation of conventional ventilation networks by applying basic machining and bonding techniques.

l) Install and uninstall simple elements of electrotechnical and home-home installations describing the function you perform and tests to perform.

m) Carry out continuous coating operations of surfaces and paint, as well as placement of ceramic elements (soled and tiled), applying the most appropriate technique and using adhesives, pastes and mortars necessary for each intervention.

n) Perform fixed and removable joint operations of small and simple furniture elements and assemble and remove simple fittings and locks, as well as identify and mount more common home accessories and accessories, applying the appropriate technique.

n) Mechanizing simple elements of metal and non-metallic materials used in the housing by applying the required technique according to the element and material.

o) Perform verification operations of the connection and the assembly of installed or replaced elements, using the required measurement equipment and performing the corresponding functions.

p) Understand the phenomena that occur in the natural environment through scientific knowledge as an integrated knowledge, as well as know and apply methods to identify and solve basic problems in the various fields of knowledge and experience.

q) Develop skills to formulate, raise, interpret, and solve problems applying mathematical calculation reasoning to unwrap themselves in society, in the working environment, and manage their economic resources.

r) Identify and understand the basic aspects of the functioning of the human body and put them in relation to individual and collective health and assess hygiene and health to enable the development and strengthening of habits healthy life based on the environment in which it is located.

s) Develop habits and values in accordance with the conservation and sustainability of natural heritage, understanding the interaction between living beings and the natural environment in order to assess the consequences of human action on the environmental balance.

t) Develop the basic skills of information sources using critical information and communication technologies to obtain and communicate information in the personal, social or professional environment.

u) Recognize the basic characteristics of cultural and artistic productions, applying techniques basic analysis of their elements to act with respect and sensitivity towards cultural diversity, historical and artistic heritage cultural and artistic manifestations.

v) Develop and strengthen language skills and skills and achieve the required level of accuracy, clarity and fluency, using knowledge about the Spanish language and, where appropriate, the official language to communicate in their social environment, in their daily lives and in the work activity.

w) Develop basic language skills in foreign languages to communicate in an oral and written form in the usual and predictable situations of daily and professional life.

x) Recognize causes and traits of contemporary phenomena and events, historical evolution, geographical distribution to explain the characteristics of contemporary societies.

and) Develop values and behavior habits based on democratic principles, applying them in their usual social relationships and in the peaceful resolution of conflicts.

z) Compare and select existing learning resources and offerings for lifelong learning to adapt to new work and personal situations.

aa) Develop initiative, creativity and entrepreneurship, as well as self-confidence, participation and critical spirit to resolve situations and incidences of both professional and business activity. personnel.

bb) Develop teamwork, taking on their duties, respecting others and cooperating with them, acting with tolerance and respect to others for the effective performance of tasks and as a means of personal development.

cc) Use information and communication technologies to inform, communicate, learn and facilitate work tasks.

dd) Relating occupational and environmental risks to work activity for the purpose of using appropriate preventive measures for personal protection, avoiding harm to others and the environment.

ee) Develop the techniques of your professional activity by ensuring effectiveness and quality in your work, proposing, if appropriate, improvements in work activities.

ff) 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.

3.2. Professional modules.

The modules of this training cycle are the following:

3088. Basic maintenance of electrical installations in dwellings.

3090. Conservation operations in the housing and assembly of accessories.

3023. Evacuation networks.

3024. Plumbing and basic heating.

3025. Mounting of air conditioning equipment.

3009. Applied sciences I.

3019. Applied sciences II.

3011. Communication and society I.

3012. Communication and Society II.

3096. Training in job centres.

3.3. Developing the modules:

Professional Module: Basic Maintenance of Electrotechnical Facilities in Housing.

Code: 3088

Learning results and evaluation criteria.

1. Identifies elements, equipment, and tools used in electrical housing facilities, describing their characteristics and application.

Assessment Criteria:

(a) The pipes, pipes and fittings, according to the type of installation (embedded, surface, etc.) have been identified.

b) Different types of drivers have been identified according to their application in electrical installations.

c) The boxes, records, mechanisms (switches, switches, and power outlets, among others) have been classified according to their function and application.

d) The luminaries and their light source (fluorescent, halogen, and others) have been identified, relating them to the space and use where they are to be placed.

e) The typical elements used in the domotic installations and describing the main features have been identified.

f) The selected tools have been associated with the operations to be performed.

g) Elements, equipment and tools of electrical/domotic installations have been selected for assembly and maintenance

2. Performs operations of mounting pipes, supports and boxes of basic electrical installations of low voltage and/or home automation, making the repose of the layout and applying the corresponding assembly technique

Assessment Criteria:

a) The layout has been made using drawings and basic plans of installations, checking that the layout is carried out with the drawings.

b) The spaces for the location of boxes and pipes have been prepared.

c) Different techniques have been applied in the holding of tubes and pipes (by means of studs and screws, clamps, staples, chemical fixings, among others).

d) The installation operations of pipes, supports, and boxes of the electrical installation have been performed, respecting the integrity of the electrical installation.

e) The record and connection boxes of elements and domotic have been mounted, respecting the integrity of the elements.

f) Jobs have been performed using the individual protection equipment required with security, order and cleaning,

3. Performs wiring operations between elements, under tube or surface of low voltage and/or domotic electrical installations, applying assembly techniques according to the type of conductors and the characteristics of the installation.

Assessment Criteria:

a) The main characteristics of the drivers (section, insulation, color, among others) have been described.

b) The types of driver pool have been described, depending on their application in the installation (single-wire cables, multiwire cables, hoses, among others).

c) The colors of the cables have been related to their application, according to the corresponding code.

d) The most common types of passable guides have been identified, describing their use.

e) Cable fastening techniques have been applied in the guide depending on the cable type and taking up the minimum space.

f) The cables have been inserted through the corresponding tube without damaging their characteristics.

g) The required technique has been applied for mounting surface mounting cables by securing their attachment and aesthetics.

h) The stretched cables have been prepared leaving the appropriate length to enable their connection and the labelling of the cables.

i) The required individual protective equipment has been used.

j) Work has been performed with order and cleanup.

4. Performs assembly and replacement operations of mechanisms and elements of electrical and/or home domotic installations, applying the required connection technique and corresponding connection elements.

Assessment Criteria:

a) The mechanisms and elements of the facilities have been identified describing their characteristics.

b) The main functions of the mechanisms and elements (switches, switches, sensors, among others) have been described in the facility

(c) Mechanisms, detectors and sensors of the electrical installations of the dwelling have been placed and fixed using the corresponding techniques.

d) Connection terminals have been prepared according to their type.

e) Cables have been connected with the electrical mechanisms and apparatus, ensuring good electrical contact and the correspondence between the cable and the terminal of the apparatus or mechanism.

f) Embellers and lids have been placed when required.

g) Tools and materials have been used according to requirements and security required.

5. It checks the operation of electrical and/or home domotic installations, relating to the dysfunction produced with the mechanism, affected element or bad connection.

Assessment Criteria:

(a) Type breakdowns have been described in electrical and home domotic installations, indicating the affected element.

b) The effects produced by a dysfunction or poor connection of the electrotechnical elements in the operation of the installation have been verified.

c) Electrical operation of facility elements using required equipment and tools has been proven

d) The installation and its elements have been verified by performing functional tests or elementary electrical checks.

e) Security rules have been applied to the interventions performed.

Duration: 90 hours.

Basic contents:

Identifies items, equipment, and tools used in home electrical installations:

-Characteristics of an electrical installation type of housing.

-Features and types of items: Puesta land on site.

-Protection from direct and indirect contacts. Devices.

-Tools and equipment used in the installation of installations. Characteristics and mode of employment

-On-premises security.

Assembly of pipes, supports and boxes in low voltage and/or home-domed electrical installations:

-Types of pipes

-Mount techniques based on the type of installation.

-Security Media and Equipment. Prevention of accidents. Basic electrical safety regulations. Risks in height.

Wiring between equipment and elements of electrical installations and home domes:

-Installation and laying techniques for drivers. Passable guides, types and features. Precautions.

-Security and protection measures.

Replacement and/or assembly of mechanisms and elements of electrical/home appliances in dwellings:

-Protection devices. Types and features.

-Installation/component replacement techniques in installations.

-Switches, switches, push buttons, among others, Types and features.

-Current Tomas. Connection.

-Electrical receivers. Connection.

-Security and protection measures.

Checking the operation of electrical installations and/or home domes:

-Measure of basic electrical magnitudes: tension, intensity, resistance and continuity and isolations, among others.

-Precautions and security and protection measures.

Pedagogical guidelines.

This professional module contains the necessary training to perform the function of performing assembly operations of low voltage and domotic electrical installations in buildings.

The definition of this function includes aspects such as:

-Identification of equipment, items, tools, and auxiliary media.

-The assembly of equipment, pipes, and media. The cable laying.

-User or first-level maintenance.

The formation of the module contributes to the achievement of the general objectives (a), (b), (c), (d), (l), (o), (x), (y), (z), (aa), (b), (c), (d), (e), (ff) of the training cycle; and the professional, personal and social competences (a), (b), (f), (h), (k), (l), (u), (v), (w), (x), (y), (z), (aa) of the title.

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

-Identification of equipment, auxiliary means, equipment and tools for the installation and maintenance of installations.

-The application of equipment and equipment assembly techniques.

-Performing measures of facility-specific measures.

Professional Module: Housing Conservation Operations and Accessories Assembly.

Code: 3090

Learning results and evaluation criteria.

1. Performs job preparation and maintenance operations, selecting tools, auxiliary media, and materials to be used.

Assessment Criteria:

a) Tools, auxiliary and material means have been identified, describing their characteristics and form of employment.

b) The different work zones have been identified, depending on the type of the intervention to be performed.

c) The areas involved in the intervention have been kept clean and ordered.

(d) Waste has been classified and managed, depending on its provenance and dangerousness

e) Performance zones have been signposted, using the signalling elements according to the safety and hazard requirements of the areas of action.

f) The usefulness and use of the auxiliary means and the elements of collective protection have been identified and described.

2. Performs preparation and basic use of mortars, gypsum pastes and adhesives, relating to the dosages and instructions for use with their applications.

Assessment Criteria:

a) The different components of mortars and mixtures have been identified, according to their application.

b) The dosage, the granulometry of the arid, the type of cement, the types of sands and lime in the case of mortars have been respected.

c) The preparation medium has been selected based on quantity and composition.

d) The mixture has been mixed and has been found to show due homogeneity.

e) Different types of basic coatings have been identified and characterized.

f) Basic coating operations have been performed

g) The parament has been moistened.

h) The parament with vertical teachers has been reposed.

i) The highlights and gaps have been prepared to be respected.

j) The minimum thickness of the finished coating has been applied.

k) Parament has been pandered with rule.

l) The cloth has been moistened after application of the coating.

m) You have operated with the tools by applying the required individual protection and security equipment.

3. Performs auxiliary masonry operations for plumbing, sanitation, electricity and air conditioning installations, applying the corresponding technique and without deterioration of the elements to be installed.

Assessment Criteria:

a) Basic demolition operations have been performed.

b) Racks have been performed on vertical paraments or soils.

c) Elementary ditches have been performed by applying the corresponding technique from received instructions.

d) Basic compaction operations of soils (land and others) have been performed.

e) The intervening zone was cleaned after the operation was performed.

f) Leftover waste from the performance has been removed and managed.

g) Simple equipment and items have been set for related installations.

h) The result obtained and possible use in the assembly of the installation to be performed has been verified, determining the possible measures of correction according to the obtained results.

i) You have operated with the appropriate tools, applying the required individual protection and safety equipment.

4. It performs simple operations of placing and replacing ceramic, soled and tiled elements; and continuous surface coatings applying the corresponding technique and with the required aesthetics.

Assessment Criteria:

a) The work area has been prepared, distributing the materials and tools to be used.

b) Damaged items are removed using the required tool and applying protections to not affect the zone in good condition

c) Clean and prepare the base of the damaged area or area to intervene, applying corresponding technique.

d) Parts have been adapted to the location requirements, applying the corresponding technique

e) The ceramic, soled, or tiled elements according to the environment have been placed using the required bonding or glue material

f) The result of the intervention has been checked, observing the level, alignment with the rest of the pieces respecting the aesthetics of the whole.

g) Removed and managed waste cleaned up the work surfaces as well as the environment.

h) The tools have been used with the corresponding requirements and with the required individual protection and safety equipment.

5. Performs simple painting operations of different indoor and outdoor surfaces by applying the corresponding mixtures and the required technique according to the characteristics of the surface to be painted.

Assessment Criteria:

a) The work area has been prepared, distributing the materials and tools to be used.

b) The area has been prepared to paint by eliminating cracks, faults, levels, possible humidity among others, applying the required technique.

c) The surface has been leveled and smoothed ready for intervention.

d) The surrounding areas and elements have been cleared and covered to avoid possible accidents or to avoid spots in their surroundings.

e) The color has been appropriate to the requested or aesthetic requirements of the area by applying the corresponding color card

f) The zone has been painted with the appropriate techniques and with the corresponding mixture.

g) The result of the intervention has been checked, identifying possible defects, making the appropriate corrections and respecting the aesthetics of the whole.

h) The material has been cleaned and collected, checking that the work zone has not been stained or damaged.

6. Performs auxiliary operations on the assembly and installation of prefabricated and simple furniture by applying the required techniques and following assembly instructions.

Assessment Criteria:

a) The procedure for taking measurements and location of the furniture to be mounted or items to be constructed has been described.

b) Data and measurements for assembly or construction have been obtained from simple sketches.

c) Fixed and detachable joints of simple furniture elements have been performed by applying the corresponding technique.

d) It has been proven that the inclination of the edge on the leaves is adequate (alambor) and that the choice of the opening fittings is the correct one (right or left).

e) Installation has been performed without the architectural, cerc and precerus elements, facilities or people suffering damage.

f) Safety and occupational risk prevention standards have been applied

7. Performs adjustment operations of parts, fittings, and mechanisms, relating them to their function in the carpentry or furniture element.

Assessment Criteria:

a) The different element-fixing systems have been related to the media to which they are fixed.

b) The main fittings to be used in furniture and carpentry elements have been identified for unions with or without movement describing their function.

c) The factors to be taken into account in the adjustment of subsets in the furniture installation have been listed.

d) Parts, fittings, and mechanisms have been placed according to the mounting instructions, verifying that it is appropriate and that they comply with the function for which they were installed.

e) The tools and media used for the installation are proven to be the most suitable.

f) It has been verified that moving the moving parts is performed unimpeded and responds to the required specifications.

g) Safety and occupational risk prevention standards have been applied.

8. Performs basic machining operations on wood and derivatives, metallic and non-metallic elements with hand tools or with portable machinery, applying the corresponding technique according to the material and the machining conditions.

Assessment Criteria:

a) Machines and tools have been selected based on the type of machining to be performed.

b) Limate operations have been performed, following established procedures.

c) Manual sawing operations have been performed by applying the corresponding technique.

d) The drilling operations have been performed, selecting each material's own tools describing the characteristics of the materials.

e) Remachado operations have been performed on metal parts by securing the junction and applying the corresponding technique.

f) The resulting product quality has been checked, correcting the detected failures.

g) Safety and occupational health rules have been applied, correctly using the protection of machines and individual means of protection

h) The work area has been maintained with the appropriate degree of order and cleanliness.

Duration: 170 hours.

Basic contents:

Preparing and maintaining the job position,

-Tools: Llana, spatula, and maza, among others.

-Auxiliary media: scaffolding, borrrims, stairs and others.

-Selection of tools, auxiliary media, and materials.

-Identification of security tokens.

-Senalization of the acting zones.

-Individual protective equipment. Features and usage.

-Collective protection measures.

Preparation and basic use of pastes, mortars and adhesives:

-Manufacturer instructions. Interpretation and dosing.

-Characteristics and types of gravel and sand.

-Yese. Types, features, and applications.

-Adhesives. Types, features, and applications.

-Material mixing technique. Precautions.

-Features and types of guarnities and mortars. Continuity between cloths.

-Prevention and security conditions. Use of individual protective equipment.

Performing masonry auxiliary operations:

-Basic masonry tools and machines.

-Auxiliary operations of masonry for the construction of installations in the house: plumbing, electricity, antennas, carpentry, air conditioning, among others.

-Prevention and security conditions. Use of individual protective equipment.

Performing simple operations for placement and replacement of ceramic, soled, and tiled elements; and continuous coatings.

-Ceramic, welded, and tiled materials. Types, features, and applications.

-Different types of parts in soled and tiled.

-Equipment and tools used in the soled and plied. Features.

-Preparation of masses and glues; and their relation to the ceramic, soled and plied elements to be used.

-Techniques used in replacing parts in solates and tiling.

-Prevention and security conditions. Use of individual protective equipment.

Performing basic painting operations of different indoor and outdoor surfaces.

-Materials and paints. Types, features.

-Tools used in the painting. Types, characteristics and use. Cleaning and preservation.

-Use of paints based on the type of surface and finish to be obtained.

-Hand-painted techniques and simple machines

-Precautions to be observed during the painting.

-Prevention and security conditions. Use of individual protective equipment.

Performing assembly and installation operations of prefabricated and simple furniture.

-Tools and materials used in the installation and assembly of prefabricated furniture and carpentry elements. Types, features, and usage.

-Interpretation of basic furniture assembly/installation drawings.

-Assembly of prefabricated furniture. Mounting instructions.

-Protection of the environment and personnel in their material use and the collection and recycling of products.

-Prevention and security conditions. Use of individual protective equipment.

Performing part adjustment operations, fittings, and carpentry or furniture element mechanisms.

-Fittings, mechanisms, parts and accessories used in the assembly of furniture doors.

-Tools and employees in operations assembly and adjustments of hardware. Types, use and conservation.

-Hardware and media attachment systems used.

-Prevention and security conditions. Use of individual protective equipment.

Performing basic machining operations on wood and derivatives, metallic and non-metallic elements.

-Tools and used in the operations of wood machining and metal elements. Types, use and conservation.

-Selection of the tool and useful depending on the material to be machined.

-Limon techniques.

-sawing techniques.

-Taladry Techniques.

-Precautions to be taken into account in machining.

-Prevention and security conditions. Use of individual protective equipment.

Teaching guidelines.

This professional module contains the training required to perform basic masonry operations on buildings or buildings.

The definition of this function includes aspects such as:

-Application of basic masonry techniques.

-The security measures to be taken.

-The modular furniture assembly.

The formation of the module contributes to the achievement of the general objectives (a), (b), (c), (d), (e), (m), (n), (n), (o), (x), (z), (aa), (b), (c), (d), (e), (ff) of the training cycle, and the professional, personal and social competences (a), (b), (c), (i), (j), (k), (l), (u), (v), (w), (x), (y), (z), (aa) of the title.

The lines of action in the teaching-learning process that enable the module's competencies to be achieved will be about:

-The preparation of garlic in the works.

-The elaboration and laying of pastes, mortars and adhesives.

-The masonry aids to the various trades.

-Modular furniture assembly techniques.

Professional Module: Evacuation Networks.

Code: 3023

Learning results and evaluation criteria.

1. Performs job conditioning operations by describing the operations to be performed and identifying equipment and materials.

Assessment Criteria:

a) The elementary plans and basic documentation of the installation have been interpreted

b) The elements of the installations have been identified and their characteristics described.

c) Operations for the installation have been described, specifying the required means.

d) The environment for the zones in which the jobs are to be performed has been cleaned up.

e) Materials, equipment, and tools have been identified and selected, describing their features and applications.

f) Elementary ditches have been opened and compacted in the zone.

g) The work areas of your responsibility have been maintained under conditions of order, cleanliness and security.

h) Safety and occupational health standards have been applied, using individual means of protection.

2. Performs assembly operations general simple water evacuation networks, applying the required technique and relating each component to the function it performs.

Assessment Criteria:

a) The function of each element in the installation set has been described.

b) The mounting system (vertical, horizontal, pending, connections, among others) has been identified and described.

c) The layout of simple installations has been performed by relating the layout to the plane used.

(d) Elements have been mounted (hydraulic closures, downsizing, hanging collectors, connecting elements, among others) of a general simple and typical evacuation network applying the corresponding technique.

e) Elements have been mounted (hydraulic closures, downsizing, hanging collectors, connecting elements, septic pit, among others) of a simple single-family dwelling, applied the required technique.

f) The elements of the installation are connected according to the corresponding plane or documentation.

g) Operating tests have been performed describing possible common defects.

h) Leftover material has been removed, classifying it for use or recycling.

i) Safety and occupational health standards have been observed, using individual means of protection

3. Performs assembly operations of simple stormwater evacuation networks, applying the required technique and relating each component to the function it performs.

Assessment Criteria:

a) The function performed by each element in the installation set is described

b) The mounting system (vertical, horizontal, pending, connections, among others) has been identified and described.

c) The layout of simple installations has been performed by relating the layout to the plane used.

d) The pipes of a single and typical evacuation network (gutters, bass, collated or buried collectors, connecting elements, among others) have been mounted on a network required.

e) anchoring and fastening techniques have been applied and described their sales and drawbacks ..

j) Operations of the elements of the evacuation network have been performed to the general network (collectors, archets, wells, among others), applied the required technique.

k) Operating tests have been performed describing possible common defects.

l) Leftover material has been removed, classifying it for use or recycling.

m) Safety and occupational health standards have been observed, using individual means of protection

4. Performs assembly operations of simple wastewater evacuation networks, applying the required technique and relating each component to the function it performs.

Assessment Criteria:

a) The function performed by each element in the set of a wastewater evacuation facility has been described.

b) The mounting system (vertical, horizontal, pending, connections, among others) has been identified and described.

c) The layout of simple installations has been performed by relating the layout to the plane used.

d) Wastewater evacuation pipes have been joined and tended to be presented from each sanitary equipment to the corresponding collector or lowering device, applied the required technique.

e) Each driving of the wastewater evacuation network from a bathroom has been attached to each sanitary equipment or terminal element, applied the required technique.

f) Evacuation pipes have been soundproofed describing the advantages and disadvantages of their soundproofing.

g) The wastewater evacuation network has been connected to the elements (collectors, archets, wells, among others) of the general building evacuation network, applied the required technique.

h) Operating tests have been performed describing possible common defects.

i) Leftover material has been removed, classifying it for use or recycling.

j) Safety and occupational health standards have been observed, using individual means of protection

5. Maintains water evacuation networks, associating the dysfunctions with their possible cause of origin.

Assessment Criteria:

(a) The potential dysfunctions that general evacuation networks, stormwater networks and wastewater networks can present have been described.

b) The dysfunctions of the different networks have been related to the maintenance operations.

c) Equipment, tools, and tools required for maintenance operations have been selected.

d) Repair and maintenance operations of simple networks installations have been performed, applying the required technique.

e) Operating tests have been performed describing the benefits of their maintenance.

f) Leftover material has been removed, classifying it for use or recycling.

g) Safety and occupational health standards have been observed, using individual means of protection

Duration: 110 hours

Basic contents:

Conditioning the work area and collecting materials:

-Drive systems. Measure of magnitudes. Lengths, surfaces, and volumes.

-Managing measurement equipment.

-Identification of components.

-Managing portable tools.

-Box and roof marking techniques.

-Waste classification techniques.

-Waste evacuation techniques.

-Marking of elements.

-Order to unmount and mount items.

-Security conditions.

General water evacuation network assembly:

-Tipologia of water evacuation facilities.

-Characteristics of the materials in the pipes.

-Configurations of evacuation systems.

-Elements that make up the installations.

-Technical assembly and joining of plastic pipes, stoneware, foundry and stoneware.

-Current rules.

Storm water evacuation network assembly:

-Tipologia of stormwater evacuation facilities.

-Characteristics of the materials in the pipes.

-Configurations of evacuation systems.

-Elements that make up the installations.

-Canalons and pipes assembly and junction techniques.

-clamping systems.

-tightness tests.

-Rain water recovery facilities.

-Current rules.

Waste water evacuation network assembly:

-Tipologia of wastewater disposal facilities.

-Characteristics of the materials in the pipes. Materials and features. Normalized dimensions.

-Configurations of evacuation systems. Number of sinks. Earrings. Concept of unload units.

-Elements that make up the installations. Bajantes and gutters. Collectors. Typology.

-Pipe assembly and junction techniques for applications in wastewater evacuation.

-tightness tests. Test with water. Test with air. Test with smoke.

-Current rules.

Maintenance of evacuation networks:

-Regular tightness checks.

-Review of siphons and valves.

-Decrease of flow rates.

-Removing jams.

Pedagogical guidelines.

This professional module contains the training associated with the function of assembly and maintenance of water evacuation networks.

The definition of this function includes aspects such as:

-Conditioning the work zone.

-Assembly of general water evacuation networks.

-Assembly of storm water evacuation networks.

-Monta of wastewater evacuation networks.

-Conservation of water evacuation networks.

The formation of the module contributes to the achievement of the general objectives (a), (b), (c), (d), (l), (o), (x), (y), (z), (aa), (b), (c), (d), (e), (ff) of the training cycle; and the professional, personal and social competences (a), (b), (f), (h), (k), (l), (u), (v), (w), (x), (y), (z), (aa) of the title.

The lines of action in the teaching-learning process that enable the module's competencies to be achieved will be about:

-The selection of materials and equipment for the execution of water evacuation facilities.

-The techniques of joining and assembling water evacuation facilities.

-Procedures for the maintenance and conservation of water evacuation networks.

Professional module: Plumbing and basic heating.

Code: 3024

Learning results and evaluation criteria.

1. Prepares elementary budgets by identifying the cost of materials and resources.

Assessment Criteria:

a) The installation elements have been related to the graphical documentation.

b) The time required to run the installations has been estimated.

c) The work equipment required to perform the installations has been determined.

d) Equipment and items from various suppliers have been compared using physical or virtual catalogs.

e) The material to be used in the pipes and the most suitable installation system has been identified.

f) The amount of materials to be installed has been valued.

g) The existing facility unmount cost has been valued.

h) The quote has been made using computer media.

2. Performs job-conditioning operations, selecting tools, auxiliary media, and materials to be used.

Assessment Criteria:

a) The particular place where each team or pipe is installed has been located.

b) The layout of the pipelines has been marked on the paraments.

c) Basic masonry operations have been performed in the work zones.

d) The necessary drills have been performed for the fixing elements of the pipe fasteners.

e) Racks have been performed for the recessed pipes.

f) The surfaces have been conditioned.

g) Work has been performed with order and cleanup.

h) The material remains have been collected for subsequent removal.

i) Required protection items have been used.

3. Performs simple water supply network mount operations, applying the corresponding technique and relating each component of the installation to the function it performs.

Assessment Criteria:

a) The route of water supply pipes has been identified.

b) The pipes joining system (sausage, welding, pasting, among others) has been selected.

c) The mechanical protection system for pipes (corrugated pipe, among others) has been selected.

d) The materials and elements necessary to make the paste for the pipe cover have been coupled.

e) The pipe holding elements have been mounted.

f) The pipes have been mounted to the clamping elements or have been embedded in the shacks made.

g) The pipes have been joined using the system that corresponds to each material.

h) The masonry operations required to complete the underrun of the pipes have been performed.

i) Tests have been carried out indicating the current regulations on indoor installations and installations of A.C.S.

j) The work zone has been kept clean and ordered.

k) The appropriate protection elements have been used for the jobs.

4. Performs automatic irrigation facility assembly operations, distributing the elements, and applying basic assembly techniques.

Assessment Criteria:

a) Small installations have been configured depending on the irrigation area.

b) The elements required to undertake the irrigation installation have been selected.

c) Materials, tools, and equipment have been coupled.

d) The ditches have been performed on the plot object of the installation.

e) pipes have been laid out and connected according to the mounting instructions.

f) The ditches have been covered leaving the ground level.

g) Stanness and scope tests have been performed for the installation.

h) Leftover material has been coupled for further use or recycling.

i) Security measures required to perform the installations have been used.

5. Performs heating installation assembly operations, identifying the elements and the function they perform in the installation.

Assessment Criteria:

a) The relevant technical documentation has been collected.

b) The graphical documentation (drawings and schemas) of the elements involved in the installation and the installation system (monotube, bittube, underfloor, among others) has been interpreted.

c) The necessary tools and equipment have been coupled.

d) The function performed by each of the elements to be installed in the installation set has been described.

e) The attachment elements of the equipment and pipes to be installed have been fixed to the paraments.

f) The pipes of the emission system (radiators, aeroterms or underfloor) have been joined and tended.

g) Terminal elements have been connected to the heat production equipment.

h) Pressure tests have been performed according to current regulations.

i) Leftover material has been coupled for further use or recycling.

j) Security measures required to perform the installations have been used.

6. Performs assembly operations for sanitary appliances, identifying the sequence of operations in the basic documentation and applying the required technique ..

Assessment Criteria:

a) The technical documentation has been related to the elements to be installed.

b) The main characteristics of the medical devices have been described. (flow, diameter of connections, among others).

c) The materials and tools required to mount the appliances have been coupled.

d) The appliances have been presented at the place they will occupy in the installation.

e) The media and fixings of the appliances have been mounted.

f) The sanitary appliances have been mounted and connected to the corresponding pipes (supplies and drains).

g) The grid for each sanitary appliance has been mounted and regulated.

h) Tightness tests have been performed on the premises.

i) Security criteria have been applied in the transport and handling of loads.

j) You have collaborated with colleagues in the assembly of the teams.

7. Performs maintenance operations of water and heating supply network facilities, identifying the operations to be performed and relating the dysfunctions to their possible solutions.

Assessment Criteria:

a) Specific regulations have been applied for each type of installation.

b) The required equipment and equipment have been prepared.

c) Required risk prevention teams have been prepared.

d) Emptying of installations has been performed.

e) The facilities have been washed after their emptying.

f) The filling of the facilities has been performed.

g) Maintenance of facilities following hygienic and sanitary criteria has been performed.

h) Operating tests have been performed.

i) Water saving and energy efficiency techniques have been applied.

Duration: 125 hours

Basic contents:

Budgeting:

-Metrics.

-Estimation of the cost of the materials. Catalogs.

-Estimation of work times.

-Application of ICT.

Conditioning the work zone:

-Drive systems. Measure of magnitudes. Lengths, surfaces and volumes. Management of measurement equipment.

-Interpretation of plans.

-Managing portable tools.

-Hollows and roars marking techniques.

-Waste classification techniques.

-Waste evacuation techniques.

-Marking of elements.

-Order to unmount and mount items.

-Security conditions.

Water supply network assembly:

-Installation systems.

-Running pipeline networks.

-Protections.

-Thermal. Against mechanical efforts. Against noises.

-Characteristics of the materials in the pipes.

-Cold water network.

-Installing health hot water.

-Elements that make up the cold water network. Water treatment systems.

-Healthcare hot water installations (ACS).

-Protection against returns.

-Technical assembly and joining of plastic pipes, stoneware, foundry and stoneware (glued, sausage, welding, among others).

-Current rules.

Performing Automatic Irrigation Installations:

-Automatic irrigation installations.

-Types of sprinklers.

-Configuring automatic irrigation installations.

-constituent elements of an irrigation facility.

-Characteristics of the materials in the pipes.

-Plastic pipe mounting and joining techniques.

-Current rules.

Heating installation assembly:

-Installation systems.

-Running pipeline networks for heating installations. Plastic and metal pipe assembly and bonding techniques.

-Characteristics of the materials in the pipes.

-Elements that make up the heating installation.

-Tests. Proof of tightness.

-Test of mechanical strength.

-Adjustment and balancing in water circuits for heating.

-Current rules.

Healthcare appliance assembly:

-Interpretation of plans and technical documentation.

-Healthcare devices, typology.

-Healthcare appliance assembly techniques.

-Grail. Types. Regulation.

Maintenance of water and water supply networks:

-Measures to be taken in the event of service interruption.

-New put into service.

-Averies and repair.

-Heating installations.

-Maintenance program.

-Reviewing and cleaning filters.

-Bomb review.

-Review of the state of thermal insulation.

-Rules in place.

Pedagogical guidelines.

This professional module contains the training associated with the basic plumbing and heating installation function.

The definition of this function includes aspects such as:

-Making budgets.

-Preparing the work zones.

-Mounting water supply networks.

-Assembly of automatic irrigation installations.

-Assembly of automatic irrigation installations.

-Installation of basic heating installations.

-Assembly of sanitary appliances.

-Maintenance of water supply and heating facilities.

The formation of the module contributes to the achievement of the general objectives (a), (b), (c), (d), (e), (f), (g), (h), (i), (o), (x), (e), (z), (aa), (b), (c), (d), (e), (ff) of the training cycle, and the professional, personal and social competences (a), (b), (c), (d), (e), (k), (l), (u), (v), (w), (x), (y), (z), (aa) of the title.

The lines of action in the teaching-learning process that enable the module's competencies to be achieved will be about:

-The selection of materials and equipment for the execution of water supply and heating facilities.

-The techniques for joining and assembling pipes and equipment for water and heating installations.

-Procedures for the maintenance and preservation of plumbing and heating installations.

Professional Module: Mounting of air conditioning equipment.

Code: 3025

Learning results and evaluation criteria.

1. Prepares the work zones by identifying the operations to be performed, equipment and materials.

Assessment Criteria:

a) The features of elements to be installed have been identified and described.

b) The place of assembly for each team has been identified.

c) The layout of a network of pipes and the dimensions of each span has been identified.

d) The materials and equipment required to perform the installations have been prepared.

e) The drills required for anchoring the attachment elements of the equipment or conduits have been performed.

f) The protection equipment required for the risks involved in the assembly (scaffolding, lifeline, among others) has been mounted.

g) The work zone has been kept clean and ordered.

h) The protection equipment required to perform the jobs with prevention and security has been used.

2. Performs assembly operations of domestic air conditioning equipment by applying the corresponding technique and describing the operation of the installation and the sequence of operations to be performed.

Assessment Criteria:

a) The facility type has been identified and described.

b) The function performed by each of the elements in the installation set has been identified.

c) The mounting system for each of the equipment and pipes has been selected.

d) The materials and equipment required for the installation of the installations have been prepared.

e) The indoor and outdoor units of domestic air conditioning equipment have been mounted.

f) The coolant pipes have been mounted and connected to the equipment.

g) Devices have been mounted for the evacuation of condensates.

h) The household air conditioning equipment drains have been connected to the evacuation network.

i) You have collaborated with colleagues in the assembly and commissioning of the facilities.

j) The work zone has been collected.

k) Leftover materials have been selected for reuse or recycling.

3. Performs air ventilation and ventilation equipment assembly operations, applying the required technique and describing the operation of the installation and the sequence of operations to be performed.

Assessment Criteria:

a) The facility type has been identified and described.

b) Elements, dimensions, and characteristics of the pipes to be installed have been identified.

c) The layout of the installation has been related to load losses.

d) The main characteristics of the ventilation equipment have been recognized.

e) The simple pipes of an air distribution network have been constructed.

f) Pipeline and element mount operations have been performed.

g) Testing of the ventilation installation has been performed.

h) Partners in the installation of the facilities have been involved.

i) The work area has been collected and the leftover materials for reuse or recycling have been collected.

4. Mounts supports for external drives, applying the required technique and applying safety standards.

Assessment Criteria:

a) The graphical documentation has been interpreted and the elements to be installed have been recognized.

b) The clamping elements to be used for the external drive assembly have been selected.

c) The risk associated with mount operations has been evaluated.

d) The protection equipment required to mount is selected.

e) The required security elements for this type of installation have been mounted.

f) The external drive bracket brackets have been mounted.

g) The reliability of the mount of the fasteners has been checked.

h) The outdoor air conditioning units have been mounted safely.

i) Security teams have been used correctly.

j) You have collaborated with colleagues in assembling the attachments.

Duration: 55 hours

Basic contents:

Conditioning of work zones for ventilation and air conditioning installations:

-Drive systems. Measure of magnitudes. Lengths, surfaces, and volumes.

-Managing measurement equipment.

-Installations Schemas.

-Managing portable tools.

Assembly of domestic air conditioning equipment:

-Tipologia of the equipment.

-Introduction to the handling of refrigerant gases.

-Interpretation of technical documentation. Laying of coolant pipes.

-Evacuation of condensates.

Installing air vents and ventilation equipment:

-Interpretation of technical documentation.

-Ventilators.

-Fan mount techniques.

-Pipeline construction.

-Tools for pipeline construction.

-Pipeline assembly.

Media mounting techniques for external drives:

-Risks arising from the assembly of air conditioning installations.

-Andamans. Typology. Mounting and using.

-Life line. Mounting and using.

-Protective equipment.

Pedagogical guidelines.

This professional module contains the training associated with the mounting function of domestic air conditioning equipment and small ventilation networks.

The definition of this function includes aspects such as:

-Preparing the work zones.

-Assembly of domestic air conditioning equipment.

-Assembly of ventilation equipment and air duct construction.

-Security techniques applied to the assembly of air conditioning installations.

The formation of the module contributes to the achievement of general objectives (a), (b), (c), (d), (j), (k), (o), (x), (e), (z), (aa), (b), (c), (d), (ee), (ff) of the training cycle; and professional, personal and social skills (a), (b), (f), (g), (k), (l), (u), (v), (w), (x), (y), (z), (aa) of the title.

The lines of action in the teaching-learning process that enable the module's competencies to be achieved will be about:

-The selection of materials and tools for the assembly of domestic air conditioning equipment.

-The techniques of mounting domestic air conditioning equipment.

-The techniques of building and mounting ventilation ducts.

-Security techniques in the face of the risks inherent in the assembly of air conditioning installations.

Professional Module: Applied Sciences I.

Code: 3009

Learning results and evaluation criteria.

1. Solves mathematical problems in everyday situations, using the basic elements of the mathematical language and its operations.

Assessment Criteria:

a) The different types of numbers have been identified and used to properly interpret quantitative information.

b) Calculations have been performed effectively, either by mental calculation or by pencil and calculator algorithms (physics or computer science).

c) ICT has been used as a source of information search.

d) You have operated with natural exponent powers and integer applying the properties.

e) The scientific notation has been used to represent and operate with very large or very small numbers.

f) The different real numbers have been represented on the numerical line.

g) The ratio has been characterized as a mathematical expression.

h) Measures have been compared by setting their proportionality type.

i) The rule of three has been used to resolve problems involving directly and inversely proportional measures.

j) Simple and compound interest has been applied in everyday activities.

2. It recognizes facilities and laboratory material by valuing them as necessary resources for the performance of practices.

Assessment Criteria:

a) Each of the experimental techniques to be performed have been identified.

b) The laboratory's instrumental materials have been properly handled.

c) The hygiene and safety conditions have been taken into account for each of the experimental techniques to be performed.

3. Identifies fundamental properties of matter in the different forms in which it is presented in nature, handling its physical magnitudes and its fundamental units in decimal metric system units.

Assessment Criteria:

a) The properties of the matter have been described.

b) Changes of units of length, mass, and capacity have been practiced.

c) The equivalence between volume and capacity units has been identified.

d) Measures were taken in real situations using the decimal metric system units and using scientific notation.

e) The naming of the subject state changes has been identified.

f) Different homogeneous and heterogeneous material systems have been identified with simple examples.

g) The different aggregation states in which matter is presented have been identified using kinetic models to explain the state changes.

h) Material systems have been identified relating to their status in nature.

i) The different states of aggregation of a substance have been recognised given their melting and boiling temperature.

j) Differences between boiling and evaporation have been established using simple examples.

4. It uses the most appropriate method for the separation of components from simple mixtures by relating it to the physical or chemical process on which it is based.

Assessment Criteria:

a) What is considered pure substance and mixture has been identified and described.

b) The fundamental differences between mixtures and compounds have been established.

c) Physical and chemical processes have been discriminated against.

d) A list of substances, mixtures, compounds and chemical elements have been selected.

e) Different mixtures of mixtures by simple methods have been applied in practice.

f) The basic general characteristics of materials related to the professions have been described, using ICT.

g) Teamwork has been worked on in performing tasks.

5. It recognizes how energy is present in natural processes by describing simple phenomena of real life.

Assessment Criteria:

a) Situations of everyday life have been identified in which the intervention of energy is evident.

b) Different energy sources have been recognized.

c) Groups of renewable and non-renewable energy sources have been established.

d) The advantages and disadvantages (procurement, transport and use) of renewable and non-renewable energy sources have been shown using ICT.

e) Energy unit changes have been applied.

f) Energy conservation has been shown in different systems.

g) Processes related to the maintenance of the organism and life have been described in which the role of energy is clearly appreciated.

6. It locates basic anatomical structures by discriminating against the systems or devices they belong to and by associating them with the functions they produce in the body.

Assessment Criteria:

a) The organs that configure the human body have been identified and described, and have been associated with the corresponding system or apparatus.

b) Each organ, system and apparatus has been linked to its function and its associations have been reviewed.

c) The physiology of the nutrition process has been described.

d) The physiology of the excretion process has been detailed.

e) The physiology of the playback process has been described.

f) Detailed how the relationship process works.

g) IT tools have been used to adequately describe devices and systems.

7. It differentiates the health of the disease, relating the habits of life to the most frequent diseases by recognizing the basic principles of defense against them.

Assessment Criteria:

a) Health and disease situations have been identified for people.

b) The mechanisms responsible for the defense of the organism have been described.

c) The most common infectious and non-infectious diseases in the population have been identified and classified, and their causes, prevention, and treatments have been recognized.

d) The agents that cause the usual infectious diseases have been linked with the contagion produced.

e) The action of vaccines, antibiotics and other medical science contributions for the treatment and prevention of infectious diseases has been understood.

(f) The role of vaccination campaigns in the prevention of infectious diseases has been recognised as adequately describing devices and systems.

g) The type of donations that exist and the problems that occur in the transplants have been described.

h) There have been recognized health risk situations related to your nearest professional environment.

i) Guidelines of healthy habits related to everyday situations have been designed.

8. It makes simple balanced menus and diets by differentiating the nutrients they contain and adapting them to different body parameters and different situations.

Assessment Criteria:

a) You have been discriminated against between the nutrition and the feeding process.

b) The nutrients needed for health maintenance have been differentiated.

c) The importance of good food and physical exercise in the care of the human body has been recognized.

d) Health diets have been linked, differentiating between those necessary for the maintenance of health and those that can lead to a reduction of health.

e) The calculation has been performed on caloric balances in typical situations in your environment.

f) The basal metabolism has been calculated and its results have been represented in a diagram, establishing comparisons and conclusions.

g) Menus have been developed for specific situations, researching the properties of food in the network.

9. Resolves everyday situations, using simple algebraic expressions and applying the most appropriate resolution methods.

Assessment Criteria:

a) Properties or relationships of simple situations have been specified by algebraic expressions.

b) Simple algebraic expressions have been simplified using development and factoring methods.

c) It has been possible to solve problems of everyday life in which the approach and resolution of first-degree equations are needed.

d) Simple problems have been solved using the graphical method and ICT.

Duration: 90 hours.

Basic contents:

Troubleshooting by basic operations:

-Recognition and differentiation of different types of numbers. Representation in the actual line.

-Using the hierarchy of operations.

-Interpretation and utilization of actual numbers and operations in different contexts.

-Direct and inverse proportionality.

-The percentages in the economy.

Recognition of lab materials and facilities:

-General rules of work in the lab.

-Laboratory material. Types and utility of the same.

-Security rules.

Identification of forms of matter:

-Length units.

-Capacity units.

-Mass units.

-Matter. Properties of matter.

-homogeneous and heterogeneous material systems.

-Corpuscular nature of matter.

-Classification of matter according to its state of aggregation and composition.

-Matter status changes.

Separation of mixtures and substances:

-Difference between pure substances and mixtures.

-Basic mixtures separation techniques.

-Classification of pure substances. Periodic table.

-Difference between elements and composites.

-Difference between mixtures and composites.

-Materials related to the professional profile.

Recognition of energy in natural processes:

-Energy manifestations in nature.

-Energy in everyday life.

-Different types of energy.

-Transformation of energy.

-Energy, heat and temperature. Units.

-Renewable and non-renewable energy sources.

Locating basic anatomical structures:

-Levels of organization of living matter.

-Nutrition process.

-The excretion process.

-Relationship process.

-Replay process.

Differentiation between health and disease:

-Health and disease.

-The immune system.

-Hygiene and disease prevention.

-Infectious and non-infectious diseases.

-Vaccines.

-Transplants and donations.

-sexually transmitted diseases. Prevention.

-Mental health: prevention of drug addiction and eating disorders.

Crafting menus and diets:

-Food and nutrients.

-Food and health.

-Diets and elaboration of the same.

-Recognition of nutrients present in certain foods, discrimination against them.

Solving simple equations:

-Arithmetic and geometric progressions.

-Translation of verbal language situations to algebraic.

-Transformation of algebraic expressions.

-Development and factoring of algebraic expressions.

-Resolution of first-degree equations with an unknown.

Teaching guidelines.

This module contributes to achieving the competencies for lifelong learning and contains the training for the learner to be aware of both his or her own person and the environment around him.

The contents of this module help to strengthen and apply healthy habits in all aspects of your everyday life.

They also use the operational language of mathematics in solving problems of a different nature, applied to any situation, be it in their daily life as in their working life.

The learning strategy for teaching this module that integrates sciences such as mathematics, chemistry, biology and geology will focus on the main concepts and principles of science, involving students in the solution of simple problems and other significant tasks, and allow them to work autonomously to build their own learning and to culminate in real results generated by themselves.

The formation of the module contributes to achieving the general objectives p), q), r), s), t), x), y), z), aa), bb), cc), dd), ee), ff) of the training cycle; and the professional, personal and social competencies n), n), o), p), u), v), w), x), y), z), aa) of the title.

The lines of action in the teaching-learning process that enable the module's competencies to be achieved will be about:

-Using numbers and their problem-solving operations.

-Recognition of the forms of matter.

-The recognition and use of basic laboratory material.

-The identification and localization of anatomical structures.

-Performing oral expression exercises, applying the basic standards of care to the public.

-The importance of eating for a healthy life.

-Troubleshooting, both in the scientific and everyday fields.

Professional Module: Applied Sciences II.

Code: 3019

Learning results and evaluation criteria.

1. It solves everyday situations by applying the methods of solving equations and systems and valuing the accuracy, simplicity and usefulness of algebraic language.

Assessment Criteria:

a) Notable identities have been used in operations with polynomials.

b) Numeric values have been obtained from an algebraic expression.

c) First and second degree equations have been solved simple algebraic and graphic mode.

d) Everyday problems and other areas of knowledge have been solved by equations and systems.

e) The accuracy, simplicity, and usefulness of algebraic language has been valued to represent situations posed in real life.

2. It solves simple problems of various kinds, through its contrasting analysis and by applying the phases of the scientific method.

Assessment Criteria:

a) Simple assumptions have been made, based on direct or indirect observations collected by different means.

b) The various hypotheses have been analyzed and a first approach to their explanation has been issued.

c) Simple experimental methods and procedures of various kinds have been planned to refute or not their hypothesis.

d) Team worked on the solution approach.

e) The results of the verification tests have been collected and translated into a document in a consistent manner.

f) The result has been defended with arguments and tests the verifications or refutations of the issued hypotheses.

3. Performs direct and indirect measurements of geometric figures present in real contexts, using the necessary instruments, formulas and techniques.

Assessment Criteria:

a) Appropriate instruments have been used to measure angles, lengths, areas, and volumes of bodies and geometric figures by interpreting the measurement scales.

b) Different strategies (similarities, decomposition in simpler figures, among others) have been used to estimate or calculate indirect measures in the physical world.

c) The formulas for calculating perimeters, areas, and volumes have been used and the correct units have been allocated.

d) Team worked on getting measures.

e) ICTs have been used to represent different figures.

4. He interprets two-magnitude graphs by calculating the significant parameters of the same and relating it to elementary mathematical functions and the main statistical values.

Assessment Criteria:

a) The equation of the line has been expressed in various ways.

b) The quadratic function has been graphically represented by applying simple methods for its representation.

c) The inverse function has been graphically represented.

d) The exponential function has been graphically represented.

e) Graphic information that represents the different types of functions associated with actual situations has been extracted.

f) The appropriate vocabulary has been used for the description of situations related to chance and statistics.

g) Statistical tables and charts have been developed and interpreted.

h) Characteristics of the statistical distribution have been analyzed, obtaining centralization and dispersion measures.

i) The properties of events and probability have been applied.

j) Everyday problems have been solved by simple probability calculations.

5. Applies physical or chemical techniques, using the necessary material, for the realization of simple laboratory practices, measuring the magnitudes involved.

Assessment Criteria:

a) The availability of the basic material used in a laboratory has been verified.

b) Basic magnitudes, among others, mass, weight, volume, density, temperature, have been identified and measured.

c) Different types of biomolecules have been identified in organic materials.

d) The cell and animal and plant tissues have been described by observation through optical instruments.

e) Test reports have been developed, including the procedure followed, the results obtained and the final conclusions.

6. It recognizes the chemical reactions that occur in biological processes and in industry, arguing its importance in everyday life and describing the changes that occur.

Assessment Criteria:

a) Major chemical reactions to everyday life, nature and industry have been identified.

b) The manifestations of chemical reactions have been described.

c) The main components of a chemical reaction and energy intervention in the chemical reaction have been described.

d) Some type chemical reactions have been recognized, such as combustion, oxidation, decomposition, neutralization, synthesis, aerobic, anaerobic.

e) The components and process of simple chemical reactions have been identified by laboratory tests.

f) Reports have been produced using ICT on the most relevant industries: food, cosmetics, recycling, describing in a simple way the processes that take place in them.

7. Identifies positive and negative aspects of the use of nuclear energy by describing the effects of pollution generated on its application.

Assessment Criteria:

a) Positive and negative effects of the use of nuclear energy have been analyzed.

b) The process of nuclear fusion and fission has been differentiated.

c) Some problems have been identified about nuclear discharges resulting from natural disasters or poor management and maintenance of nuclear power plants.

d) The issue of nuclear waste has been argued.

e) Work has been done on equipment and used ICT.

8. It identifies the changes that occur on planet earth by arguing its causes and taking into account the differences that exist between relief and landscape.

Assessment Criteria:

a) The external geological agents have been identified and what their action is on the relief.

b) The types of weathering have been differentiated and their consequences in the relief identified.

c) The erosion process has been analyzed, recognizing the external geological agents involved and the consequences in the relief.

d) The transport process has been described by discriminating against the external geological agents involved and the consequences in the relief.

e) The process of sedimentation has been analyzed, discriminated against the external geological agents involved, the situations and the consequences in the relief.

9. It categorizes the main air pollutants by identifying their origins and relating them to the effects they produce.

Assessment Criteria:

(a) The phenomena of air pollution and the main agents causing it have been recognised.

b) The phenomenon of acid rain has been investigated, its immediate and future consequences and how it would be possible to avoid it.

c) The greenhouse effect has been described by arguing the causes that originate or contribute to it and the measures for its minoring.

d) The problem has been described that causes the gradual loss of the ozone layer, the consequences for human health, the balance of the hydrosphere and the populations.

10. Identifies water pollutants by relating their effect to the environment with their treatment of purification.

Assessment Criteria:

a) The role of water in the existence and survival of life on the planet has been recognized and valued.

b) The harmful effect they have on populations of living beings from the contamination of aquifers has been identified.

c) Possible contaminants have been identified in water samples of different planned origin and carrying out laboratory tests.

d) The effects produced by water pollution and the responsible use of water have been analyzed.

11. It contributes to the environmental balance by analysing and arguing the basic lines on sustainable development and proposing actions for improvement and conservation.

Assessment Criteria:

a) The positive implications of sustainable development have been analyzed.

b) Elementary measures aimed at promoting sustainable development have been proposed.

c) Basic strategies have been designed to enable the maintenance of the environment.

d) Team work has been done in identifying the objectives for improving the environment.

12. It relates the forces that appear in usual situations with the effects produced taking into account their contribution to the movement or rest of the objects and the magnitudes put into play.

Assessment Criteria:

a) Everyday movements have been discriminated based on their trajectory and their speed.

b) The distance travelled, the speed, the time and the acceleration have been related to each other, expressing them in units of usual use.

c) They have been vectorially represented to certain magnitudes such as speed and acceleration.

d) The parameters that define the uniform rectilinear movement have been related using the graphical and mathematical expressions.

e) Simple calculations of speeds in movements with constant acceleration have been performed.

f) The cause-effect relationship has been described in different situations, to find the relationship between Forces and Movements.

g) Newton's laws have been applied in situations of everyday life.

13. It identifies the basic aspects of the production, transport and use of electrical energy and the factors involved in its consumption, describing the changes produced and the characteristics and values characteristic.

Assessment Criteria:

a) Basic physical magnitudes have been identified and managed to take into account in the consumption of electricity in everyday life.

b) Power consumption and savings habits have been analyzed and improved lines of consumption have been established.

c) Power plants have been classified and the energy transfer described in them.

d) The advantages and disadvantages of the various power plants have been analyzed.

e) The stages of the distribution of electrical energy have been basically described from their genesis to the user.

f) Team worked on the collection of information on power plants in Spain.

14. Identifies the basic components of simple electrical circuits, performing measurements and determining the values of the magnitudes that characterize them.

Assessment Criteria:

a) The basic elements of a simple circuit have been identified, relating them to existing ones in their daily life.

b) The factors on which the resistance of a driver depends have been highlighted.

c) Variations of a basic magnitude have been experienced on elementary circuits depending on the changes produced in the others.

d) Simple electrical circuit schemes have been performed interpreting the different situations on them.

e) The variations produced in the associations have been described and exemplified: series, parallel and mixed.

f) Elementary electrical quantities have been calculated in their usual consumption environment.

Duration: 90 hours.

Basic contents:

Resolution of equations and systems in everyday situations:

-Transformation of algebraic expressions.

-Obtaining numeric values in formulas.

-Polinomies: roots and factoring.

-algebraic and graphical resolution of first-and second-degree equations.

-Resolution of simple systems.

Troubleshooting simple problems:

-The scientific method.

-Phases of the scientific method.

-Applying the scientific method to simple situations.

Performing measurements in geometric figures:

-Points and straights.

-Dry and parallel rects.

-Polygons: description of their elements and classification.

-Angle: measure.

-Similarity of triangles.

-Circumference and its elements: calculation of length.

Interpreting charts:

-Interpretation of a phenomenon described by a statement, table, chart, or analytic expression.

-Linear functions. Quadratic functions.

-Statistics and probability calculation.

-Using computer applications for the representation, simulation, and analysis of the graph of a function.

Application of physical or chemical techniques:

-Basic material in the lab.

-Work rules in the lab.

-Rules for reporting work in the lab.

-Measure of fundamental measures.

-Recognition of organic and inorganic biomolecules.

-Optical microscope and binocular magnifying glass. Optical fundamentals of the same and management. Usage.

Recognition of everyday chemical reactions:

-Chemical reaction.

-Conditions for the production of chemical reactions: Energy intervention.

-Chemical reactions in different areas of everyday life.

-Basic chemical reactions.

Identification of aspects related to nuclear contamination:

-Origin of nuclear power.

-Types of processes for obtaining and using nuclear power.

-Management of radioactive waste from nuclear power plants.

Identification of changes in the earth's relief and landscape:

-External geological agents.

-Relieve and landscape.

-Factors that influence the relief and landscape.

-Action of external geological agents: weathering, erosion, transport and sedimentation.

-Identifying the results of the action of the geological agents.

Categorization of Top Pollutants:

-Pollution.

-Atmospheric pollution; causes and effects.

-Acid rain.

-The greenhouse effect.

-The destruction of the ozone layer.

Identification of water pollutants:

-Water: an essential factor for life on the planet.

-Water pollution: causes, causative elements.

-Potabilization treatments.

-Waste water purification.

-Methods of storing water from the ice, water discharges and rain.

Environmental balance and sustainable development:

-Concept and applications of sustainable development.

-Factors that affect the conservation of the environment.

Relationship of forces on the state of rest and movement of bodies:

-Classification of movements according to their trajectory.

-Speed and acceleration. Units.

-Scale and vector measures.

-Feature uniform rectilinear movement. Graphical interpretation.

-Strength: Result of an interaction.

-Representation of forces applied to a solid in typical situations. Resulting.

Production and use of electrical energy:

-Electricity and technological development.

-Matter and electricity.

-Basic magnitudes handled in electricity consumption: power and power. Applications in the student environment.

-Power consumption and saving habits.

-Electrical power production systems.

-Transport and distribution of electrical energy. Stages.

Identification of basic circuit components:

-Elements of an electrical circuit.

-Basic components of an electrical circuit.

-Basic electrical measures.

Teaching guidelines.

This module contributes to achieving the competencies for lifelong learning and contains training so that using the steps of scientific reasoning, basically observation and experimentation students learn to interpret natural phenomena.

Similarly, you can strengthen and apply healthy habits in all aspects of your everyday life.

They are also shaped to use the operational language of mathematics in solving problems of a different nature, applied to any situation, be it in their daily life as in their working life.

The learning strategy for teaching this module that integrates science such as mathematics, physics and chemistry, biology and geology will focus on the main concepts and principles of science, involving the students in problem solving and other significant tasks, and allows them to work autonomously to build their own learning and to culminate in actual results generated by themselves.

The formation of the module contributes to achieving the general objectives p), q), r), s), t), x), y), z), aa), bb), cc), dd), ee), ff) of the training cycle; and the professional, personal and social competencies n), n), o), p), u), v), w), x), y), z), aa) of the title.

The lines of action in the teaching-learning process that enable the module's competencies to be achieved will be about:

-Troubleshooting, both in the scientific and everyday fields.

-The interpretation of charts and curves.

-The application where appropriate from the scientific method.

-Environmental assessment and the influence of pollutants.

-The characteristics of nuclear power.

-The application of elementary physical and chemical procedures.

-Performing oral expression exercises.

-Disease prevention.

-The soil types.

-The representation of forces.

Professional Module: Communication and Society I.

Code: 3011

Learning results and evaluation criteria.

1. Values the historical evolution of prehistoric societies and the Ancient Age and their relations with natural landscapes, analyzing the factors and elements involved, and developing attitudes and values of appreciation of the natural heritage and artistic.

Assessment Criteria:

a) The main characteristics of a natural landscape have been described by the analysis of graphic sources, recognizing these elements in the nearest environment.

b) The location, displacement and adaptation to the human groups of the period of the hominization period up to the technical domain of the metals of the main cultures that exemplify it have been explained.

c) The characteristics of the most significant artistic milestones of the prehistoric period have been related to the social organization and the body of beliefs, valuing their differences with the current societies.

d) The survival of these societies in today's societies has been valued, compared to their main characteristics.

e) The main features that require analysis of architectural and sculptural works have been discriminated against by archetypal examples, differentiating canonical styles.

f) The impact of the first human societies on the natural landscape has been judged, analyzing the characteristics of the ancient cities and their evolution today.

g) The survival in the Iberian Peninsula and the Spanish extrapeninsular territories of prehistoric and ancient societies has been analyzed.

h) Simple information collection tools have been developed through protocolised composition strategies, using information and communication technologies.

i) Behaviors have been developed in accordance with the development of effort and collaborative work.

2. It values the construction of the European space until the first industrial transformations and agrarian societies, analyzing its main characteristics and valuing its survival in the current society and in the immediate environment.

Assessment Criteria:

a) The transformation of the ancient world to medieval has been analyzed, analyzing the evolution of the European space, its relations with the extra-European space and the most significant characteristics of the medieval societies.

b) The characteristics of the medieval agrarian landscapes and their survival in the current societies have been valued, identifying their main elements.

c) The consequences of the construction of the colonial empires in America have been valued in the indigenous and European cultures.

d) The political and social model of absolute monarchy has been analyzed during the Modern Age in the major European powers.

e) The basic demographic indicators of the transformations in the European population during the period analysed have been assessed.

f) The main features of the analysis of pictorial works have been described through the study of archetypal examples of schools and styles that take place in Europe from the Renaissance to the irruption of historical vanguards.

g) The evolution of the sector or the production sectors of the title profile has been analyzed, analyzing their transformations and main milestones of evolution in their organizational and technological systems.

h) Simple tools for the collection of information have been developed through protocolised composition strategies, using information and communication technologies.

i) Behaviors have been developed according to the development of the effort itself and the teamwork.

3. It uses communicative strategies to interpret and communicate oral information in the Spanish language, applying the principles of active listening, simple strategies of composition and basic language standards.

Assessment Criteria:

a) The structure of oral texts from the current media has been analyzed, identifying their main characteristics.

b) Basic skills have been applied to perform an active listening, identifying the overall sense and specific content of an oral message.

c) Good use of non-verbal communication elements in argumentation and exposures has been performed.

d) The uses and levels of language and language standards have been analyzed in the understanding and composition of oral messages, valuing and reviewing discriminatory uses, specifically in gender relations.

e) The appropriate grammatical terminology has been used in the understanding of the proposed grammatical activities and in the resolution of the same.

4. It uses communicative strategies to interpret and communicate information written in the Spanish language, applying comprehensive reading strategies and applying strategies for analysis, synthesis and classification in a structured and progressive way. Autonomous composition of selected short texts.

Assessment Criteria:

a) The main characteristics of the types in relation to their suitability for the job that you want to perform have been valued and analyzed.

b) Different search tools have been used in the understanding of a written text, applying content reinterpretation strategies.

c) Comprehensive reading strategies have been applied systematically in the understanding of texts, drawing conclusions for their implementation in learning activities and recognising possible discriminatory uses from the gender perspective.

d) The content of a written text has been summarized, extracting the main idea, the secondary and the communicative purpose, reviewing and reformulating the conclusions obtained.

e) The structure of different written texts of daily utilization has been analyzed, recognizing uses and levels of the language and guidelines for elaboration.

f) The main grammatical and spelling rules have been applied in the wording of texts so that the final text is clear and precise.

g) Systematic guidelines have been developed in the development of written texts to enable the assessment of developed learning and the reformulation of learning needs to improve written communication.

h) Written work presentation guidelines have been observed taking into account the content, format, and target audience, using a vocabulary appropriate to the context.

i) Activities of understanding and analysis of grammatical structures have been resolved, checking the validity of the inferences made.

5. It carries out the reading of literary texts representative of the Spanish language literature prior to the 19th century, generating aesthetic criteria for the construction of personal taste.

Assessment Criteria:

(a) The consequences for the organization of the current societies of the ideological currents that have cemented it have been discriminated against, placing them in time and space.

b) The current globalized economic relations model has been valued by studying the economic transformations produced as a result of technological innovations and the organizational systems of the activity productive.

c) The characteristics of contemporary social organization have been categorized, analyzing the structure and social relationships of the current population and their evolution during the period.

d) The evolution of contemporary international relations has been examined, drawing up causal and consecutive explanations for developing opinions on current conflicts.

e) The process of unifying the European space has been assessed, analyzing its evolution, arguing its influence on the national policies of the member countries of the European Union.

f) The evolution of global historical events has been associated with the historical evolution of the Spanish State, identifying its stages of evolution, the main conflicts and its current situation.

g) The essential traits of contemporary art and their evolution to our day have been identified, building opinions and criteria of their own aesthetic order.

h) The evolution of the sector or the production sectors of the title has been analyzed, describing their transformations and main milestones of evolution in their organizational and technological systems.

i) Pauted instruments for the collection and dissemination of information have been developed to allow the evaluation of the learning performed, using the precise vocabulary.

j) Behaviors have been developed according to the development of the effort itself and the collaborative work.

6. It uses strategies to communicate oral information in the English language, drawing up oral presentations of little extension, well structured, regarding common situations of daily and frequent communication of personal or professional scope.

Assessment Criteria:

a) Active listening strategies for accurate understanding of received messages have been applied.

b) The basic communicative intention of direct or received messages has been identified by electronic formats, valuing communication situations and their implications for the use of the vocabulary used.

c) The overall sense of the oral text that presents the information in a sequenced and progressive manner has been identified in frequent frequent and predictable content situations.

d) Common and evident phonetic and intonation traits have been identified that help to understand the overall sense of the message.

e) Short oral presentations of descriptive, narrative and instructional texts, of personal or professional scope, have been performed according to a simple script, applying the structure of each type of text and using, in its case, computer media.

f) Basic grammatical structures and an essential and restricted repertoire of expressions, phrases and words of frequent frequent and highly predictable content have been used according to the communicative purpose of the text.

g) It has been expressed with some clarity, using understandable intonation and pronunciation, accepting frequent pauses and doubts.

h) A thoughtful attitude has been shown and about information that would mean any kind of discrimination.

i) The basic and standardized social relationship norms of countries where the foreign language is spoken have been identified.

j) The everyday habits or activities of the community where the foreign language is spoken have been identified.

7. Participates in English language conversations using simple and clear language in frequent personal or professional situations, activating basic communication strategies.

Assessment Criteria:

a) It has been dialogued, directed and following a well-structured script, using a memorized repertoire of prayer models and brief and basic conversations, on frequent and frequent situations highly predictable.

b) Interaction has been maintained using simple communication strategies to show interest and understanding.

c) Basic compensation strategies have been used to fill gaps in the foreign language.

d) Basic grammatical structures and an essential and restricted repertoire of expressions, phrases, words, and linear discourse markers have been used, according to the communicative purpose of the text.

e) It has been expressed with some clarity, using understandable intonation and pronunciation, accepting frequent pauses and doubts.

8. Draws up texts written in the English language, short and simple of common and frequent communication situations in the personal or professional field, implementing comprehensive reading strategies and developing structured strategies of composition.

Assessment Criteria:

a) The text has been read in a comprehensive way, recognizing its basic features and its global content.

b) Fundamental ideas and the basic communicative intention of the text have been identified.

c) Basic grammatical structures and a limited repertoire of expressions, phrases, and linear speech markers and words have been identified, in frequent frequent situations, of very predictable content.

d) Phrases and sentences have been completed and reorganized, taking into account the communicative purpose, basic grammatical norms.

e) Brief texts, suitable for a communicative purpose, have been developed following structured models.

f) The essential lexicon appropriate to frequent situations and to the context of the personal or professional scope has been used.

g) An interest in the good presentation of written texts, respected grammatical, spelling and typographical texts and following simple guidelines for review has been shown.

h) Printed and online dictionaries and spelling correctors of the word processors have been used in the composition of the processors.

i) A thoughtful attitude has been shown and about the information that any kind of discrimination entails.

Duration: 120 hours.

Basic contents:

Valuation of prehistoric and ancient societies and their relationship to the natural environment:

-Natural landscapes. General and local aspects.

-Prehistorical societies.

-The birth of cities:

• Urban habitat and its evolution.

• Urban representation graphs.

• Old urban societies.

• Greek culture: extension, traits and major milestones.

• Essential characteristics of Greek art.

• Roman culture.

• Essential features of Roman art.

-Treatment and elaboration of information for educational activities:

• Basic resources: scripts, schemas, and summaries, among other resources.

• Simple chronological localization tools.

• Selected and specific Vocabulary.

Valuation of the creation of the European space in the middle and modern ages:

-Medieval Europe:

• Survival of uses and customs. The agricultural area and its characteristics.

• Contact with other cultures.

-The Europe of Absolute Monarchies:

• The great European monarchies: location and evolution on the map in the European context.

• The absolute monarchy in Spain.

• Evolution of the productive sector during the period.

-The colonization of America.

-Population study:

• Demographic developments in the European space.

• Population chart comment: basic guidelines and instruments.

-The evolution of the European art of medieval and modern times:

• Basic guidelines for pictorial works commentary.

-Treatment and elaboration of information for educational activities:

• Basic resources: abstracts, thematic sheets, biographies, spreadsheets or the like, elaboration, among others.

• Specific vocabulary.

Using oral communication strategies in the Spanish language:

-Oral texts.

-Active listening application in the understanding of oral texts.

-Guidelines for preventing disruption in oral communication situations.

-The communicative exchange:

• extralinguistic elements of oral communication.

• Informal and formal oral oral uses.

• Adequation to the communicative context.

-Application of language standards in oral communication. Phrase organization: Basic grammatical structures.

-Oral Compositions:

• Simple oral exhibitions on current events.

• Simple oral presentations.

• Use of support media: audiovisual and ICT.

Use of communication strategies written in the Spanish language:

-Text types. Characteristics of texts of their own daily and professional life.

-Reading strategies: textual elements.

-Guidelines for the use of miscellaneous dictionaries.

-Basic strategies in the written composition process.

-Presentation of texts written on different media:

• Application of grammatical rules.

• Applying spelling rules.

-Written texts:

• Main textual connectors.

• Basic aspects of the verbal forms in the texts, with special attention to the aspects of the oral perifrasis.

• Subordinate, substantive, adjective, and adverb function of the verb.

• Syntax: statement, sentence, and sentence; subject and predicate; direct, indirect, regime, circumstantial, agent, and attribute.

Reading of literary texts in the Spanish language before the 19th century:

-Guidelines for reading literary fragments.

-Instruments for collecting information from reading a literary work.

-stylistic and thematic characteristics of the Spanish language literature from the Middle Ages to the 18th century.

-The narrative. Recurring themes and styles according to the literary era.

-Reading and interpreting poems. Recurring themes and styles according to the literary era.

-The theater. Themes and styles according to the literary era.

Understanding and production of English-language basic oral texts:

-Top ideas in very clear calls, messages, orders, and indications.

-General description of people, places, objects (professional and public).

-Narration about common and frequent situations of present, past, and future times.

-Frequent lexical, simple expressions and phrases to unwrap in everyday transactions and arrangements of the personal or professional environment.

-Grammatical resources:

• Times and verbal forms in present, past; main verbs, manners and auxiliaries. Communicative functions associated with common and frequent situations.

• Fundamental linguistic elements.

• Speech markers to start, sort, and finish.

-Pronunciation of phonemes or basic groups of a basic character that present greater difficulty.

-Using appropriate records in social relationships.

-Fundamental strategies for understanding and active listening.

Participation in English language conversations:

-Understanding and active listening strategies for starting, maintaining, and terminating interaction.

Making simple English language messages and texts:

-Understanding global information and the main idea of everyday basic texts, whether personal or professional.

-Frequent lexical to be involved in everyday transactions and procedures, simple in the personal or professional field.

-Composition of very brief, simple and well-structured written texts.

-Grammatical resources:

-Times and verbal forms. Temporary relationships: Before, after, and concurrency:

• Basic grammatical structures.

• More common communicative functions of the personal or professional scope in written media.

-Fundamental linguistic elements based on the types of texts, contexts and communicative purposes.

-Basic text properties.

-Reader compression strategies and techniques.

-Planning and correction strategies.

Teaching guidelines.

This module contributes to the achievement of the competences for lifelong learning and contains the training for students and students to be able to recognize the basic characteristics of the phenomena related to the human activity and improve your communicative skills.

The learning strategy for the teaching of this module that integrates basic knowledge related to social sciences, Spanish language and English literature and language, will be focused on the use of basic tools of analysis textual, the elaboration of structured information both oral and written, the location of space-temporal of social and cultural phenomena and respect for the diversity of beliefs and patterns of daily relationship in different societies and human groups, involving students in significant tasks to enable them to work autonomously and in a team.

The formation of the module contributes to achieving the general objectives u), v), w), x), y), z), aa), bb), cc), dd), ee), ff) of the training cycle; and the professional, personal and social competencies p), q), r), s), t), u), v), w), x), and), z), aa) of the title.

The lines of action in the teaching-learning process that enable the objectives of the module to be achieved will be oriented towards:

-The concreteness of a personalized training plan that aims to achieve the integration of the student in the proposed learning situations through the application of motivational strategies.

-The empowerment of autonomy in the execution of activities and in the management of their learning time in the field of competencies and contents of the sociolinguistic field.

-The realization of dynamics about the development of social skills that favor the settlement of habits of discipline and individual and team work.

-The use of strategies, resources and sources of information within their reach, promoting the use of ICT, which contribute to the reflection on the assessment of the information necessary to construct structured explanations of the reality that surrounds you.

-The use of globalizing methods (projects, centers of interest, among others) that allow the integration of students into the learning activities, concretized in a working methodology that links them with the

-The programming of activities that are related, whenever possible, with capabilities that are derived from the professional profile.

The lines of action in the teaching-learning process that enable the objectives of the module to be achieved in relation to Social Sciences are related to:

-The motivating integration of knowledge that allows you to analyze and value the diversity of human societies.

-The use of resources and sources of information within your reach to organize information that you extract to help you integrate into educational work.

-Recognition of the footprint of the past in daily life by appreciating the diversity of human groups and their achievements over time.

-The assessment of the problems of their environment based on the analysis of the available information, the formulation of justified explanations and the reflection on their actions in relation to the same in situations of learning.

-The potentiation of the observation capacities and criteria for the enjoyment of artistic expressions through the gradual analysis of archetypal artistic productions, appreciating their aesthetic and thematic values.

The lines of action in the teaching-learning process that enable the objectives of the module to be achieved in relation to language learning are related to:

-The use of language in the interpretation and elaboration of simple oral and written messages, through their use in different types of communicative and textual situations in their environment.

-Using a vocabulary appropriate to the situations in your environment that will guide the completion of the contents, activities and examples used in the module.

-The selection and execution of didactic strategies that facilitate self-learning and incorporate the use of the language in communication situations as real as possible, using the possibilities of the Information and Communication (email, SMS, internet, social networks, among others).

-The use of communication techniques to enhance teamwork to enable them to integrate into educational activities with a guarantee of success.

-The appreciation of the cultural and customs variety present in its surroundings, putting it in relation to the needs arising from the use of the language with different speakers.

-The development of reading habits that allow them to enjoy literary production through the use of selected texts to their needs and characteristics.

Professional Module: Communication and Society II.

Code: 3012

Learning results and evaluation criteria.

1. It infers the essential characteristics of contemporary societies based on the study of their historical evolution, analyzing the basic features of their social, political and economic organization.

Assessment Criteria:

a) The basic principles of the Universal Declaration of Human Rights and their situation in today's world have been recognized, valuing their involvement in everyday life.

b) The guiding principles, institutions and standards of operation of the major international institutions have been analyzed, judging their role in global conflicts.

c) The importance of mediation and conflict resolution in the extension of the democratic model has been valued, developing own and reasoned criteria for the resolution of these.

d) The essential features of the Spanish democratic model have been judged, valuing the historical context of their development.

e) The involvement of the principle of non-discrimination in the personal and social relationships of the next environment has been valued, judging behavior of its own and others and inferring appropriate guidelines and actions to accommodate the attitude to the rights and obligations arising from it.

f) Information has been developed and organized for use in collaborative work situations and contrast of opinions.

2. It values the basic principles of the democratic system by analyzing its institutions and the different political and economic organizations in which it manifests and inferring guidelines of action to accommodate its behavior to the fulfillment of these principles.

Assessment Criteria:

a) The stages of evolution of the literature in the Spanish language have been contrasted in the period considered and the most representative works are recognized.

b) The structure and use of the language of a personal reading of a literary work appropriate to the level has been valued, placing it in its context and using protocolized instruments for the collection of information.

c) Reasoned personal opinions have been expressed on the most appreciated and least appreciated aspects of a work and on the implication of its content and its own vital experiences.

d) Strategies have been applied for the understanding of literary texts, taking into account the basic themes and themes.

e) Information about periods, authors and works of the literature in the Spanish language has been presented based on literary texts.

3. It uses communicative strategies to interpret and communicate oral information in the Spanish language, applying the principles of active listening, reasoned strategies of composition and the correct linguistic norms in each case.

Assessment Criteria:

a) The techniques of active listening in the analysis of oral messages from different sources have been applied.

b) The communicative intention and the thematic structure of oral communication have been recognized, assessing possible responses.

c) The correct use of non-verbal communication elements in arguments and exposures has been performed.

d) The uses and levels of language and language standards have been applied in the understanding and composition of oral messages, valuing discriminatory uses.

e) The correct grammatical terminology has been used in the understanding of the proposed grammatical activities and in the resolution of the same.

4. It uses communicative strategies to communicate information written in the Spanish language, applying strategies of analysis, synthesis and classification in a structured way to the autonomous composition of texts of progressive complexity.

Assessment Criteria:

a) The main characteristics of the types in relation to their suitability for the job that you want to perform have been valued and analyzed.

b) Different search techniques have been used in the understanding of a written text, applying content reinterpretation strategies.

c) Comprehensive reading strategies have been applied systematically in the understanding of texts, recognizing possible discriminatory uses.

d) The content of a written text has been summarized, extracting the main idea, the secondary and the communicative purpose, reviewing and reformulating the conclusions obtained.

e) The structure of different written texts of academic or professional use has been analyzed, recognizing uses and levels of the language and elaboration guidelines.

f) The main grammatical and spelling rules have been applied in text writing so that the final text is clear, accurate and appropriate to the format and the communicative context.

g) Systematized guidelines have been developed in the preparation of written texts to improve written communication.

h) Guidelines for the submission of written works have been observed taking into account the content, format and the target audience, using a correct vocabulary according to the language rules and the uses to which it is intended.

i) Activities of understanding and analysis of grammatical structures have been resolved, checking the accuracy and validity of the inferences made.

5. He interprets literary texts representative of the Literature in the Spanish language from the nineteenth century to the present, recognizing the author's intention and relating it to its historical, socio-cultural and literary context.

Assessment Criteria:

(a) The literary movements in the Spanish language have been described in the period considered and the most representative works recognized.

b) The structure and use of the language of a personal reading of works appropriate to the level and situating it in its context and using instruments that are based have been valued.

c) Substantiated personal opinions have been expressed about the aspects appreciated in literary works.

d) Literary text analysis strategies have been applied, recognizing the themes and motifs and symbolic elements and the functionality of the most significant stylistic resources.

e) An author, a work or a period of the literature in the Spanish language, has been informed about the corresponding information.

6. It uses strategies to interpret and communicate oral information in the English language, applying the principles of active listening and developing oral presentations of little, clear and structured, on specific issues and aspects, common and everyday, in the personal and professional field.

Assessment Criteria:

a) Active listening strategies have been systematically applied for the overall and specific understanding of messages received, without the need to understand all the elements of it.

b) The communicative intention of direct messages has been identified or using a limited repertoire of expressions, phrases, words and markers of structuring speech (opening, continuity and closing).

c) The overall sense and main ideas of the oral text and basic grammatical structures have been identified in simple sentences of frequent and frequent frequent situations and of predictable and concrete content.

d) Essential phonetic and intonation traits have been identified that help to understand the overall sense and the main and secondary ideas of the message.

e) Brief oral compositions and presentations have been made according to a structured script, applying the format and traits of each type of text, personal or professional.

f) Basic grammatical structures and speech markers have been used to initiate, link, order, and end speech, in common, frequent, and concrete situations.

g) Information has been expressed, using reasonable intonation and pronunciation, accepting breaks and small hesitations.

h) A thoughtful and critical attitude has been shown about the information that any kind of discrimination entails.

i) The most frequent social relationship rules of countries where the foreign language is spoken have been identified.

j) The everyday habits or activities of the community and the workplace where the foreign language is spoken have been identified.

k) The main professional attitudes and behaviors in normal communication situations in the professional field have been identified.

7. It maintains simple English language conversations in regular and practical situations in the personal and professional fields, using basic communication strategies.

Assessment Criteria:

a) It has been discussed following a script on specific and frequent topics and aspects of the personal and professional field.

b) It has been heard and discussed in simple, everyday interactions of professional and personal life, requesting and providing information in some detail.

c) Interaction has been maintained using various essential communication strategies to show interest and understanding.

d) Compensation strategies have been used to fill gaps in the foreign language (paraphrasing, body language, audio-visual aids).

e) Simple grammatical structures and sentences and an essential, limited repertoire of expressions, phrases, frequent words, and linear speech markers have been used.

f) It has been expressed with some clarity, using a reasonable and understandable intonation and pronunciation, accepting some pauses and hesitations.

8. It produces short and simple texts with a certain detail in the English language, relating to common communication situations in the personal and professional field, implementing comprehensive reading strategies and developing systematic strategies of composition.

Assessment Criteria:

a) The text has been read recognizing the essential traits of the genre and its structure, and interpreting its global and specific content, without the need to understand all the elements of it.

b) The basic communicative intention of the organized text has been identified in a different way.

c) Simple grammatical structures and sentences have been identified and a limited repertoire of expressions, phrases, words and markers of speech, basic and linear, in frequent and concrete frequent situations of content predictable.

d) Phrases, sentences, and simple texts have been completed, taking into account the communicative purpose, with grammatical structures of low complexity in typical and concrete situations of predictable content.

e) Short and simple texts, suitable for a communicative purpose, have been developed using the most frequent connectors to link the sentences.

f) Grammatical, orthographic and typographic standards have been respected following systematic and concrete guidelines for review and correction.

g) A thoughtful and critical attitude has been shown about the information that would be of any kind of discrimination.

Duration: 120 hours.

Basic contents:

Valuation of contemporary societies:

-Building democratic systems:

• The Enlightenment and its consequences.

• The liberal society.

• Democratic society.

-Economic structure and its evolution:

• Principles of economic organization. The current globalized economy.

• The second globalization.

• Third globalization: development issues.

• Evolution of the productive sector itself.

-International relations:

• Great powers and colonial conflict.

• The European Civil War.

• Decolonization and Cold War.

• The current globalized world.

• Spain in the current relationship framework.

-European construction.

-Contemporary art:

• The breaking of the classical canon.

• Film and comic as mass entertainment.

-Treatment and elaboration of information for educational activities:

• Collaborative work.

• Presentations and web publications.

Valuation of democratic societies:

-The Universal Declaration of Human Rights:

• Human Rights in everyday life.

• Current international conflicts.

-The Spanish democratic model:

• The construction of democratic Spain.

• The Spanish Constitution.

• The principle of non-discrimination in daily living.

-Conflict resolution.

-Treatment and elaboration of information for educational activities:

• Processes and guidelines for collaborative work.

• Preparing and presenting information for deliberative activities.

• Rules of operation and attitudes in the contrast of opinions.

Using oral communication strategies in the Spanish language:

-Oral texts.

-Active listening techniques in the understanding of oral texts.

-Exposure of ideas and arguments:

• Organization and preparation of contents: ylation, succession and coherence.

• Structure.

-Application of language standards in oral communication:

• Organization of the phrase: basic grammatical structures.

• Semantic coinheritance.

-Using audio-visual resources.

Use of communication strategies written in the Spanish language:

-Jobs, reports, essays and other academic and scientific texts.

-Language aspects to consider:

• Communication records of the language; factors that condition their use.

• Spanish language diversity.

• Variations of the deictic forms in relation to the situation.

• Direct and indirect style.

-Reading strategies with academic texts.

-Presentation of written texts.

-Language analysis of written texts:

• Text connectors: cause, consequence, condition, and hypothesis.

• The verbal forms in the texts. The oral perifrasis ' aspects of the text.

• Syntax: Add-ons; Composite Phrases.

• Strategies to improve listener interest.

Interpretation of literary texts in the Spanish language since the 19th century:

-Instruments for collecting information from reading a literary work.

-The literature in its genres.

-Evolution of the literature in the Spanish language from the 19th century to the present.

Interpretation and communication of daily oral texts in the English language:

-Distinction of main and secondary ideas of short and simple oral texts.

-Description of specific aspects of people, places, basic services, objects, and simple steps.

-Personal, public, and professional experience.

-Narration of events and experiences of the present, past and future time.

-Lexical, phrases and expressions, to be developed in everyday transactions and procedures in the personal and professional fields.

-Text types and their structure.

-Grammatical resources:

• Simple and compound verbal times and forms.

• Communication functions associated with common situations.

• Fundamental linguistic elements.

• Bookmarks of speech.

• Subordinate Orations of Low Complexity.

-Understanding and active listening strategies.

-Pronunciation of phonemes or phonic groups that present greater difficulty.

-Using appropriate records in social relationships.

Interaction in English-language conversations:

-Interaction strategies to maintain and follow a conversation.

-Using standardized phrases.

Interpretation and elaboration of simple written messages in the English language:

-Global and specific information about low-difficulty messages concerning everyday basic issues in the personal and professional field.

-Composition of brief and well-structured written texts.

-Lexico to be involved in everyday transactions and procedures, necessary, simple and concrete in the personal and professional field.

-Terminology specific to the professional area of the students.

-Grammatical resources:

• Bookmarks of speech.

• Use of simple and compound sentences in written language.

-Reader compression strategies and techniques.

-Basic text properties.

-Sociocultural norms in personal and professional relationships in everyday situations.

-Message scheduling strategies.

Teaching guidelines.

This module contributes to the achievement of the competences for lifelong learning and contains the training for using the steps of the scientific method, by analyzing the main phenomena related to the human activities in the contemporary world and the development of sufficient communicative strategies in the Spanish language to improve their chances of personal, social and professional development, as well as to start in the communication in English language in different usual situations.

The learning strategy for teaching this module that integrates subjects such as social sciences, Spanish language and English literature and language, will focus on the acquisition of space-temporal analysis tools, the treatment of oral and written texts, the elaboration of structured messages and respect for other societies, involving students in significant tasks that allows them to work autonomously and collaboratively to build their own learning and culminate in actual results generated by themselves.

The formation of the module contributes to achieving the general objectives u), v), w), x), y), z), aa), bb), cc), dd), ee), ff) of the training cycle; and the professional, personal and social competencies p), q), r), s), t), u), v), w), x), and), z), aa) of the title.

The lines of action in the teaching-learning process that enable the objectives of the module to be achieved will be oriented towards:

-The concreteness of a personalized training plan that aims to achieve the active involvement of the student in his formative process, where the practice and the functionality of the learning constitute a continuum that facilitate the performance of the activities carried out by the students.

-The empowerment of autonomy and personal initiative to use the appropriate strategies in sociolinguistic fields.

-The realization of dynamics about the development of social skills that favor the development and settlement of habits of discipline and individual and collaborative work.

-The use of strategies, resources and sources of information at their fingertips that contribute to the reflection on the assessment of the information necessary to construct reasoned explanations of the reality that surrounds it.

-The guarantee of access to information for all students, encouraging the use of ICT.

-The use of globalizing methods (projects, centers of interest, among others) that allow the integration of competencies and contents, concretized in a working methodology that ties them with the current to allow the adaptation of students to personal, social and professional reality.

-The programming of activities that are related, whenever possible, with capabilities that derive from the professional profile and their adaptation to the professional requirements of their environment.

The lines of action in the teaching-learning process that enable the objectives of the module to be achieved in relation to Social Sciences are related to:

-The integration of knowledge that allows the study of a phenomenon related to the social sciences from a multidisciplinary perspective that will enable it to value the diversity of human societies.

-The use of strategies and acting skills, resources and sources of information within your reach to approach the scientific method and organize the information that you extract to favor your integration into the work education.

-The recognition of the footprint of the past in daily life by appreciating the changes and transformations suffered by human groups over time.

-The assessment of the problems of the current society based on the analysis of the available information and the concreteness of their own hypotheses and reasoned explanations of the phenomena observed in the learning situation.

-Potentiation of the capacities of appreciation and creation, to educate the taste for the arts, through the development of contents and activities that relate to works and artistic expressions selected.

The lines of action in the teaching-learning process that enable the objectives of the module to be achieved in relation to language learning are related to:

-The use of language in the interpretation and elaboration of oral and written messages, through its use in different types of communicative and textual situations.

-The use of a vocabulary appropriate to the situations of personal, social and professional life that will need to be used for the realization of the contents, activities and examples used in the module.

-The selection and execution of didactic strategies that facilitate self-learning and incorporate the use of the language in communication situations as real as possible, using the possibilities of the Information and Communication (email, SMS, internet, social networks, among others).

-The use of communication techniques to enhance collaborative work that allows the development of the concept of collective intelligence and its relationship with the professional field.

-The appreciation of the cultural and customs variety characteristic of contemporary societies, more specifically in the field of English-speaking cultures.

-The creation of reading habits and aesthetic criteria of their own that allow them to enjoy literary production, with greater deepening in the production in the Spanish language.

Professional Module: Job Center Training.

Code: 3096

Learning results and evaluation criteria.

1. Performs basic housekeeping operations, respecting good practices and safety standards.

Assessment Criteria:

a) The action items have been identified.

b) The areas where the operation is to be operated have been cleared, according to the security criteria.

c) Plumbing, electricity, sanitation, and air conditioning operations have been performed.

d) The repaired areas have been painted according to the typologies, finishes and materials of the repairs.

e) Operations have been performed taking into account security regulations.

2. Mounts and installs carpentry and furniture elements ensuring their correct functionality.

Assessment Criteria:

a) Parts, fittings and mechanisms have been placed according to the mounting instructions, verifying that it is appropriate and that they comply with the function for which they were installed.

b) It has been verified that moving the moving parts is performed unimpeded and responds to project specifications.

c) Heirages have been placed in the appropriate ratio and height, to get the correct attachment of the door or window sheet.

d) The doors have been rectified after the installation of wooden floors or carpets.

3. Performs auxiliary maintenance operations in electrical and/or home-home installations, following the processes of the quality system established in the company and the corresponding safety protocols.

Assessment Criteria:

a) Elements of electrical and/or domotic equipment, their function and disposition have been identified.

b) The location and attachment of the elements that make up the installation have been performed.

c) Installation items have been mounted and/or replaced

d) The electrical connections of the elements have been performed and checked.

e) It has been operated respecting the criteria of personal and material safety, with the required quality.

f) Operations with respect to the environment have been performed.

g) Participated within the working group, showing initiative and interest.

4. Performs plumbing installation and maintenance operations, following technical documentation and assembly instructions.

Assessment Criteria:

a) The elements of the installations, their function and disposition have been identified.

b) The tools and equipment necessary for the assembly or maintenance of the installations have been prepared.

c) The work zone has been prepared for installation or maintenance of the facilities.

d) Pipeline and accessory attachment operations have been performed on the premises.

e) Tools and equipment have been used for installation of the installations.

f) Maintenance operations of water supply and evacuation facilities have been performed.

g) Disfunctions have been repaired on the premises and the service has been returned to them.

h) The testing of the facilities has been performed, according to the current regulations.

i) It has been operated respecting the criteria of personal and material safety, with the required quality.

j) Operations with respect to the environment have been performed.

k) You have participated in the working group, showing initiative and interest.

5. Performs assembly operations of heating and domestic air conditioning, following the technical documentation, assembly instructions.

Assessment Criteria:

a) The elements of the installations, their function and disposition have been identified.

b) The tools and equipment necessary for the assembly or maintenance of the installations have been prepared.

c) The work zone has been prepared for installation or maintenance of the facilities.

d) Pipeline and terminal element join operations have been performed.

e) Tools and equipment have been used for installation of the installations.

f) Vent ducts have been built and mounted.

g) Maintenance operations have been performed for the heating installations.

h) Disfunctions have been repaired in heating installations.

i) Testing of the facilities has been performed according to the current regulations.

j) It has been operated respecting the criteria of personal and material safety, with the required quality.

k) Operations have been performed with respect to the environment.

l) You have participated in the working group, showing initiative and interest.

6. Performs preventive maintenance operations on the premises in charge of the company, following indications, according to the corresponding maintenance plans.

Assessment Criteria:

a) Preventive maintenance interventions have been performed on the installation.

b) State checks on equipment and facilities have been carried out.

c) Tools and tools for preventive maintenance operations have been selected and used.

d) Operations with respect to the environment have been performed.

e) It has been collaborated within the working group, showing initiative and interest.

f) Possible correction measures have been determined based on the results obtained.

g) All operations have been performed taking into account the regulations on occupational safety and environmental protection.

7. Acts in accordance with the company's rules of prevention and occupational risks.

Assessment Criteria:

a) The general rules on prevention and safety, as well as those established by the company, have been met at all times.

b) The risk factors and situations that are presented in their scope of action in the workplace have been identified.

c) Attitudes related to activity have been adopted to minimize occupational and environmental risks.

d) The individual protection equipment (PPE) set for the various operations has been used.

e) The protection devices of machines, equipment and installations in the various activities have been used.

f) The prevention plan has been acted upon.

g) The risk-free work zone has been maintained, with order and cleanup.

h) Work has been done minimizing energy consumption and waste generation.

8. It acts responsibly and integrates into the company's social-technical relations system.

Assessment Criteria:

a) The instructions that are received have been executed diligently.

b) He has taken responsibility for the work he develops, communicating effectively with the right person at every moment.

c) The requirements and technical standards have been met, demonstrating a good professional practice and finishing their work at a reasonable time limit.

d) An attitude of respect towards established procedures and procedures has been shown at all times.

e) The work performed according to the established instructions and procedures has been organized, fulfilling the tasks in order of priority and acting under safety and quality criteria in the interventions.

f) The activity that you perform with the rest of the staff has been coordinated, reporting any changes, relevant need, or unanticipated contingency.

g) Has been added in time to the job, enjoying the breaks instituted and not leaving the work centre before the established time without duly justified reasons.

h) The necessary information has been appropriately asked or any doubts you may have for the performance of your duties to your immediate responsible.

i) The work has been done according to the indications made by its superiors, considering the possible modifications or suggestions in the appropriate place and way.

Duration: 130 hours.

This professional module contributes to the completion of the general competencies and objectives of this title, which have been achieved in the educational centre or to develop the skills that are difficult to achieve in the same.

Contributes, moreover, to the strengthening of order, punctuality, responsibility and polish habits.

4.Minimum quality requirements for the formative context.

4.1. Spaces.

-The spaces necessary for the development of the teachings of this formative cycle are:

-Multi-purpose Aula.

-Multi-purpose home maintenance workshop.

-

4.2. Minimum equipment.

-purpose Aula.

Network-installed computers, projection system, and internet. Audiovisual Media. Application computer programs

Maintenance Polyvalent Workshop.

Cabins/practices zones for the realization of pliers and practices of continuous and chopped coatings of paraments and solates. Auxiliary means: ladders, rips and boards for scaffolding, scaffolding bodies, work tables. Artesas, doors, cubes, electric concrete, among others. Manual tools: maces, pics, plains, spatulas. Measurement and leveling tools: water levels, metal sights, ropes markup, etc. Healthcare appliances Pipeline work tool kit. Centrifugal Pumps for Heating. Centrifugal Pumps for Health Water. Work Banks with screws. Panels/power installations zones. Panels/zones HVAC installations. Teams heat pump matches for domestic air conditioning. } \expndtw-2 {\expndtw-2} {\expndtw-2} {\expndtw-2} {\expndtw-2} {\expndtw-2} {\exp air conditioning. Portable machinery: circular Sierra, heater, drills, screwdriver, belt sanding, orbital lijadora, milling machine, among others. Manual carpentry tool: formons, hammers, screwdrivers, limes, brushes, saws. Electrical and domotic material: Protection and maneuver elements, receivers, mechanisms, boxes, gutters, checkboxes, detectors among others. Media instruments and apparatus electrical.

5. Teachers.

5.1. The specialties of the public sector teachers attributed to the delivery of the professional modules associated with the professional profile are:

	Module	Teacher/Other Specialty	Body of the Teacher's
3088. Basic maintenance of electrical installations in dwellings. 3090. Housing conservation operations and assembly of accessories. 3023. Evacuation networks. 3024. Plumbing and basic heating. 3025. Mounting of air conditioning equipment.	Specialty: • Installation and maintenance of thermal and fluid equipment. • Facilities Electrotechnical. • Welding.	• Technical Teacher of Vocational Training
	Other: • Specialist Professor, if any.
3096. Job center training.	• Installation and maintenance of thermal and fluid equipment. • Electrotechnical installations. • Welding.	• Technical Teacher of Vocational Training

5.2. The qualifications required for the delivery of professional modules, for private and public ownership centres of other administrations other than education, are:

	Modules	Titulations
3088. Maintenance of electrical and domotic installations in dwellings. 3090. Housing conservation operations and assembly of accessories. 3023. Evacuation networks. 3024. Plumbing and basic heating. 3025. Mounting of air conditioning equipment. 3096. Job center training.	-Licensed, Engineer, Architect, or corresponding degree title or other equivalent titles.

5.3. The enabling qualifications for teaching purposes for the delivery of professional modules, for private and public ownership centres of other administrations other than education, are:

	Modules	Titulations
3088. Basic maintenance of electrical installations in dwellings. 3090. Housing conservation operations and assembly of accessories. 3023. Evacuation networks. 3024. Plumbing and basic heating. 3025. Mounting of air conditioning equipment. 3096. Training in job centers.	-Diplomate, Technical Engineer or Technical Architect or other equivalent titles. -Superior Technician in Metal Constructions or other equivalent titles.

6. Correspondence between professional modules and units of competence for accreditation or validation.

Outmatched Professional Modules

Accreditable Competition
3023. Evacuation networks.	UC1154_1: Perform the installation of pipes, preparing, cutting, and joining pipes for water and drains
3024. Plumbing and basic heating. 3025. Mounting of air conditioning equipment.	UC1155_1: Perform basic operations for the installation and maintenance of sanitary appliances, radiators and air conditioning appliances for domestic use.

7. Middle-grade formative cycles to which this title allows application of preference criteria for admission in case of competitive concurrency.

This title will take precedence for admission to all middle grade titles of professional families:

-Installation and maintenance.

-Building and civil work

-Electricity and Electronics

-Carpentry and Furniture.

ANNEX IV

Basic professional title in metal element manufacturing

1. Title identification.

The basic professional title in the manufacture of metal elements is identified by the following elements:

-Name: Basic professional title in the manufacture of metal elements.

-Level: Basic Professional Training.

-Duration: 2000 hours.

-Professional Family: Mechanical and Electrical Manufacturing and Electronics.

-European reference: CINE-3.5.3. (International Standard Classification of Education).

2. Professional profile.

2.1. General competence of the title.

The general competence of this title is to perform basic machining and assembly operations for mechanical manufacturing with metal materials (ferric and non-ferric) as well as to perform auxiliary operations in the assembly and maintenance of electrical and electronic equipment and equipment, operating with the indicated quality, observing the rules for the prevention of occupational hazards and related environmental protection and communicating orally and in writing in the language Spanish and, if necessary, in the official language, as well as in some foreign language.

2.2. Title competitions.

The professional, personal, social and skills competencies for lifelong learning of this title are as follows:

a) Prepare the job position, tools, auxiliary machinery, and machining and assembly equipment in workshop and/or installation and maintenance.

b) Make fixed and removable joints in metallic and non-metallic materials, following security, functionality and economics criteria.

c) Perform the assembly and adjustment of metallic and non-metallic elements by means of portable tools, achieving the adjustments, roots or sliding of the moving parts.

d) Feed and download machines or automatic systems for the operation of machining and processing operations.

e) Perform the welding operations according to specifications, preparing the equipment and elements of metallic materials, by means of procedures with rutile-coated electrode.

f) Verify the joins made, using the basic measurement and control instruments.

g) Identify the operations to be performed, interpreting the technical documentation (manufacturing plans and processes, work orders, among others) of light-caldery products.

h) Cut manually, by mechanical, automatic and semi-automatic procedures, sheets and profiles to obtain light-fit products.

i) Conforming by conventional procedures sheets and profiles to obtain light calderry products.

j) Replace the defective items, unmounting and mounting the equipment and making the necessary adjustments, to maintain and repair facilities and equipment.

k) Perform the maintenance of machines, equipment, tools and facilities, in compliance with the procedures set out in the manuals for the use and conservation of the machines.

l) Verify the connection and parameters characteristic of the installation, using the measurement equipment in quality and safety conditions, to perform maintenance operations.

m) Solve predictable problems related to your physical, social, personal, and productive environment, using scientific reasoning and elements provided by applied and social sciences.

n) To act healthily in different everyday contexts that favor personal and social development, analyzing positive habits and influences for human health.

n) To value actions aimed at the conservation of the environment, differentiating the consequences of everyday activities that may affect the balance of the environment.

o) Obtain and communicate information intended for self-learning and its use in different contexts of its personal, social or professional environment through resources within its scope and the information and information technologies themselves communication.

p) Act with respect and sensitivity towards cultural diversity, historical-artistic heritage and cultural and artistic manifestations, appreciating its use and enjoyment as a source of personal and social enrichment.

q) Communicate with clarity, precision and fluency in different social or professional contexts and by different means, channels and supports at their fingertips, using and adapting oral and written linguistic resources of the language Spanish and, where appropriate, the official language.

r) Communicating in typical workplace and personal and social situations, using basic language resources in foreign languages.

s) To make simple explanations about events and characteristic phenomena of contemporary societies based on historical and geographical information at their disposal.

(t) Adapting to new employment situations caused by technological and organizational changes in their work activity, using the training offers at their fingertips and locating resources through the technologies of the information and communication.

u) Fulfill the tasks of your level with autonomy and responsibility, using quality and efficiency criteria in the assigned work and performing it individually or as a member of a team.

v) Communicate effectively, respecting the autonomy and competence of the different people involved in their field of work, contributing to the quality of the work done.

w) Assume and comply with risk prevention and work safety measures in the performance of work activities, avoiding personal, occupational and environmental damage.

x) Meet quality, universal accessibility and design standards for all that affect your professional activity.

and) Act with entrepreneurial spirit, personal initiative and responsibility in choosing the procedures of your professional activity.

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

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

Full professional qualifications:

(a) Auxiliary operations of mechanical manufacturing FME031_1 (Royal Decree 295/2004 of 20 February), comprising the following units of competence:

UC0087_1: Perform basic manufacturing operations.

UC0088_1: Perform basic mount operations.

b) Auxiliary operations for the assembly and maintenance of electrical and electronic equipment ELE481_1 (Royal Decree 144/2011 of 4 February), comprising the following units of competence:

UC1559_1: Perform assembly operations on electrical and electronic equipment assembly.

UC1560_1: Perform connection operations on electrical and electronic equipment assembly.

UC1561_1: Perform auxiliary operations on electrical and electronic equipment maintenance.

2.4. Professional environment.

2.4.1. This professional is employed in large, medium and small enterprises engaged in the manufacture and assembly of metallic elements by means of welding and light-duty procedures, as well as the assembly and maintenance of electrical and electronic equipment, always under the supervision of a higher entitled, and the activity of the Low Tension Electrotechnical Regulation is regulated.

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

-Low voltage electrical installations/operations.

-Assistant to the assembler/to satellite receiver/television.

-Electrical and electronic equipment assembly/operator.

-Mounting of components on printed circuit boards.

-Electrical and electronic equipment maintenance aid.

-Probator/a-adjuster/to electrical and electronic plates and equipment.

-Peons of manufacturing industries.

-Automated process aids.

-Peons and auxiliaries of metallurgical industries, manufacturing of metal and manufacturing products.

-Auxiliary welding of steel materials to carbon by electric arc with rutile-coated electrode.

-Solder aid/heavy metal structures, light and piping.

-Oxyfuel/hand-side aid.

-Auxiliary of metal cutter/plasma by hand.

-Automated process aids.

-Carpenter/metal auxiliary.

-A montador/metal structure auxiliary.

2.5. Foresight of the sector or sectors related to the title.

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

a) The professional profile within the productive sector, evolves towards an increase in the decision making of the automated processes, performance of planning, maintenance, quality and prevention functions job risks in the small business.

b) Organizational structures tend to be configured on the basis of decentralized decisions, functional relationships of teamwork, job rotation and participation channels.

c) Technological evolution tends to more energy efficient systems, the use of electronics, automatisms and the use of new materials.

d) The productive sector points to an evolution towards the skills related to the use of renewable energy, electronic systems that increase performance and machines with high energy yields.

e) The assembly and maintenance processes will have to be adapted to the regulations concerning the treatment and management of residues and pollutants.

f) The development of new technologies is making it possible to change materials and equipment to achieve greater energy efficiency and predictable electrical safety in the coming years.

g) The companies in which this professional is active tend to delegate to the functions and responsibilities, with the preference for a multi-purpose profile with a high degree of autonomy, capacity for the takeover decisions, teamwork and coordination with professionals from other sectors.

h) The recovery and classification of waste and scrap and the proper treatment of toxic and hazardous waste are made absolutely essential.

i) Organizational structures tend to be shaped on the basis of decentralized decisions and participatory management teams, enhancing autonomy and decision-making capacity.

(j) The characteristics of the labour market, labour mobility, economic openness, make it necessary to train multi-purpose professionals capable of adapting to the new socio-economic, labour and organisational situations of the sector.

3. Teaching of the training cycle.

3.1. General title objectives.

The general objectives of this training cycle are as follows:

a) Apply the equipment maintenance plan and use of spaces in workshop and work, interpreting the specifications established to prepare the job.

b) Select the necessary equipment, tools, and accessories, identifying the criteria to be applied to make fixed and removable joins.

c) Handle the appropriate portable tools, interpreting the specifications of the procedure to be applied for mounting and adjusting items.

d) Select the tools, equipment and means of assembly and security, recognizing the actual materials and considering the operations to be carried out, to collect the resources and means.

e) Identify and manage the tools used to mechanize and join elements of the facilities in different situations that occur in the machining and attachment of elements of the facilities.

f) Operate the thermal or mechanical cutting equipment, on sheets and metal profiles of defined shapes to obtain metal products and light calderry, applying the plan of prevention of occupational and environmental risks.

g) Use measurement equipment, relating the parameters to be measured with the configuration of the equipment and with its application on the premises, according to the instructions of the manufacturers to carry out tests and verifications.

h) Replace the defective items, unmounting and mounting the equipment and making the necessary adjustments, to maintain and repair facilities and equipment.

i) Verify the connection and parameters characteristic of the installation, using the measurement equipment, in quality and safety conditions, to perform maintenance operations.

j) Make fixed and removable joints in metallic and non-metallic materials, following security, functionality and economics criteria.

k) Perform the assembly and adjustment of metallic and non-metallic elements by means of portable tools, achieving the adjustments, roots or sliding of the moving parts.

l) Interpret manual usage of machines, equipment, tools, and facilities, identifying the sequence of operations to perform basic maintenance.

m) Understanding the phenomena occurring in the natural environment through scientific knowledge as an integrated knowledge, as well as knowing and applying methods to identify and solve basic problems in the various fields of knowledge and experience.

n) Develop skills to formulate, raise, interpret, and solve problems, apply mathematical calculation reasoning to unwrap in society, in the working environment, and manage their economic resources.

n) Identify and understand the basic aspects of the functioning of the human body and put them in relation to individual and collective health and assess hygiene and health to enable the development and strengthening of habits healthy life based on the environment in which it is located.

o) Develop habits and values in accordance with the conservation and sustainability of natural heritage, understanding the interaction between living beings and the natural environment in order to assess the consequences of human action on the environmental balance.

p) Develop the basic skills of information sources using critical information and communication technologies to obtain and communicate information in the personal, social or professional environment.

q) Recognize basic characteristics of cultural and artistic productions, applying basic analysis techniques of their elements to act with respect and sensitivity towards cultural diversity, the historical-artistic heritage and cultural and artistic manifestations.

r) Develop and strengthen language skills and skills and achieve the required level of accuracy, clarity and fluency, using knowledge about the Spanish language and, where appropriate, the official language to communicate in their social environment, in their daily lives and in the work activity.

s) Develop basic language skills in foreign languages to communicate in an oral and written form in the usual and predictable situations of daily and professional life.

t) Recognize causes and traits characteristic of contemporary phenomena and events, historical evolution, geographical distribution to explain the characteristics of contemporary societies.

u) Develop values and behavior habits based on democratic principles, applying them in their usual social relations and in the peaceful resolution of conflicts.

v) Compare and select existing learning resources and offerings for lifelong learning to adapt to new work and personal situations.

w) Develop initiative, creativity and entrepreneurship, as well as self-confidence, participation and critical spirit to resolve situations and incidences of both professional and business activity. personnel.

x) Develop teamwork, taking on their duties, respecting others and cooperating with them, acting with tolerance and respect to others for the effective performance of tasks and as a means of personal development.

and) Use information and communication technologies to inform, communicate, learn and facilitate work tasks.

z) Relating occupational and environmental risks to work activity for the purpose of using appropriate preventive measures for personal protection, avoiding harm to others and the environment.

aa) Develop the techniques of your professional activity by ensuring effectiveness and quality in your work, proposing, if appropriate, improvements in work activities.

bb) 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.

3.2. Professional modules.

The modules of this training cycle are the following:

3015. Electrical and electronic equipment.

3020. Basic manufacturing operations.

3021. Welding and metal carpentry.

3022. Aluminium and PVC carpentry.

3073. Basic light-duty operations.

3009. Applied sciences I.

3019. Applied sciences II.

3011. Communication and society I.

3012. Communication and Society II.

3079. Training in job centres.

3.3. Developing the modules.

Professional Module: Electrical and Electronic Equipment.

Code: 3015

Learning results and evaluation criteria.

1. Identifies the material, tools and equipment needed for the assembly and assembly of electrical and electronic equipment, describing their main features and functionality.

Assessment Criteria:

a) Elements and components of an electrical or electronic equipment have been identified and classified.

(b) The anchorages and type-fasteners (screws, clips, eyelashes, etc.) of an electrical or electronic equipment have been identified and classified according to their application, rigidity and stability.

(c) Tools have been identified and classified (electric screwdriver, plane and star bolsters and keys, among others) normally used in the assembly of an electrical or electronic equipment based on their application and suitability.

(d) Different means and personal safety equipment (protective gloves, goggles and masks, among others) have been identified and classified according to their application and taking into account the tools to be used.

2. Determines the sequence of electrical and electronic equipment assembly and disassembly operations, interpreting schemas and identifying the steps to follow.

Assessment Criteria:

a) The graphical representation symbology of electrical and electronic equipment elements and components has been recognized.

b) The procedure and mount/connection sequence has been interpreted from schemas or mount guides.

c) Each of the elements represented in the schema has been identified with the actual element.

d) The procedure and sequence of mounting/connecting the various elements (insert of cards, fixing of elements, among others) has been identified.

e) The process and mount/connection sequence has been defined from the schema or mount guide.

3. Mounts and disassembles elements of electrical or electronic equipment, interpreting schemes and assembly guides.

Assessment Criteria:

a) The indicated schemas and mount guides for a given model have been selected.

b) The tools indicated in the schemas and mounting guides have been selected.

c) The elements and materials to be used according to standard procedures have been prepared.

d) The location of the different items in the team has been identified.

e) The various components have been assembled following standard procedures, applying the safety standards of the components.

f) The components have been fixed with the fastening elements indicated in the mounting schemes or guides, applying the set torque or pressure.

g) Electronic component and connector assembly techniques have been applied to printed circuit boards.

h) Electrical or electronic equipment disassembly techniques have been applied.

i) Established security requirements have been observed.

j) A report has been produced, collecting the developed activities and results obtained.

4. Connect elements in electrical or electronic equipment by applying basic techniques and verifying continuity.

Assessment Criteria:

a) The indicated schemas and mount guides for a particular model of connection have been selected.

b) The tools indicated in the connection schemas and guides have been selected.

c) The connector parts and cables have been disposed and placed.

d) Personal and element protections have been arranged and placed.

e) Cables have been conditioned (peeling, stretching, sorting), following procedures.

f) The connector parts have been inserted in the correct order and the cables (welding, crimping, embedding, among others) have been attached to the shape set in the procedure.

g) The connection has been made (welding, embedded, connector) according to the established procedure (position of elements, insertion of the element, fixing maneuver, among others).

h) Security measures have been observed in the use of equipment and tools.

i) Labels have been disposed and placed on the cables, according to the procedure set.

j) Waste generated according to environmental regulations have been treated.

5. Performs basic maintenance of electrical and electronic equipment, applying established techniques in quality and safety conditions.

Assessment Criteria:

a) The indicated schemas and guides for a given model have been selected.

b) The tools are selected based on the operations to be performed.

c) The items to be replaced have been identified.

d) The replacement elements have been coupled.

e) The tools required for the operations to be performed have been selected.

f) The elements to be replaced have been dismantled, using the appropriate techniques and tools according to the requirements of each intervention.

g) The replacement elements have been mounted, using the appropriate techniques and tools, according to the requirements of each intervention.

h) Operations have been performed by observing the security measures planned for the components and personnel.

i) A report has been produced with the operations performed on a document with the format set.

Duration: 140 hours.

Basic contents:

Identification of materials, tools, and equipment for assembly, assembly, connection, and maintenance:

-Electrical magnitudes. Relationship between magnitudes. Measuring instruments.

-Basic electrical circuits (elements, protections, among others).

-Connectors: features and typology.

-Cables: features and typology. Normalization.

-Optical fiber. More usual applications. Typology and features.

-Equipment types: machine tools, appliances, computer equipment, audio equipment, video equipment, industrial equipment.

-Manual tools and machine tools.

-Auxiliary materials. Assembly and fastening elements. Function, typology and characteristics.

Equipment mount and maintenance process:

-Electrical and electronic symbology. Normalization.

-Interpretation of drawings and schemas.

-Identification of commercial components.

-Identification of connectors and commercial cables.

-Interpretation of schemas and mount and dismount guides.

-Interpretation of schemas and related guides.

-Characterization of operations.

-Sequence of operations.

-Selection of tools and equipment. Typology of the tools.

-Risk prevention, occupational health and environmental protection standards.

-Risks in handling systems and installations.

-Interpretation of work orders.

-Reporting.

Equipment assembly and disassembly:

-Electronic components, types, and features. Basic functions of the components.

-Electronic component assembly and insertion techniques.

-Manual tools. Typology and features.

-Soft welding techniques. More common applications.

-Precautions to consider.

-Using manual tools and machine tools.

-Security in the handling of tools and machines.

-Electrical and electronic equipment assembly and assembly techniques.

-Assembly of accessory elements.

-Electrical and electronic equipment assembly and disassembly techniques.

-Electronic electrical equipment components and components replacement techniques.

-Labelling and control operations.

-Protection and security teams.

-Security rules.

-Environmental rules.

Application of connection and "connectorized" techniques:

-Connection techniques. Features and applications.

-Welding, embedding and fixing connectors.

-Manual tools and machine tools. Crimper, tongs, welder, among others.

-Labelling and control operations.

-Fixing elements: flanges, torsion closures, elements passing cables, among others.

-Protection and security teams.

-Security rules.

-Environmental rules.

Application of element replacement techniques:

-Schemas and guides.

-Item Ascope.

-Electrical characteristics of the equipment and its elements: Tension, current. Alternating current and continuous current. Electrical resistance.

-Power power.

-Anclages and fasteners. Types and features.

-Basic preventive maintenance operations.

-Emergency plans.

-Take action in case of accident.

-Reporting.

Guidelines pedagogical.

This professional module contains the training required to perform assembly, connection, and basic maintenance of electrical and electronic equipment.

The definition of this function includes aspects such as:

-Identification of equipment, items, tools, and auxiliary media.

-The assembly of equipment, pipes, and media.

-The cable laying.

-User or first-level maintenance.

The formation of the module contributes to achieving the general objectives (d), (e), (g), (h), (i), (j), (k), (l), (v), (w), (x), (y), (z), (aa) and (b) of the training cycle, and the professional, personal and social competences (j), (k), (l), (r), (s), (t), (v), w), x), y) and z) of the title.

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

-Identification of equipment, auxiliary equipment, equipment and tools for the installation and maintenance of installations.

-The characteristics of the equipment, auxiliary means, equipment and tools for the installation and maintenance of the installations.

-The application of equipment and equipment assembly techniques.

-Taking measurements of the typical measures of installations.

-Maintenance of installations.

Professional Module: Basic Manufacturing Operations.

Code: 3020

Learning results and evaluation criteria.

1. Organizes its work in the execution of the machining, interpreting the information contained in the specifications of the product to be machined.

Assessment Criteria:

a) The applicable standardized symbology in mechanical manufacturing has been interpreted.

b) The instructions received (both oral and written) have been understood for the performance of the work.

c) The required information (from worksheets, catalogs, and others) has been extracted to allow the work process to be implemented.

d) The operations to be performed have been explained in such a way as to allow the process to be performed according to the specifications.

e) Simple drawings that represent the products to be obtained have been performed by hand.

(f) The required occupational and environmental risk prevention specifications in the work organisation have been taken into account.

g) The work areas of your responsibility have been maintained under conditions of order, cleanliness and security.

h) You have operated with autonomy in the proposed activities.

2. Prepares materials, tools, and machining equipment, recognizing their characteristics and applications.

Assessment Criteria:

a) The collection of the materials necessary for the machining process has been performed.

b) It has been proven that the media, tools, and equipment to be used are in the conditions of use to optimize their performance.

c) Tools, tools and machines have been selected based on the type of material and quality required.

d) The transport of materials and equipment has been carried out in accordance with the required safety standards.

e) The maintenance and care of the media used in the process has been performed after completion.

f) The collection of the material, tools and equipment has been adjusted to the rhythm of the intervention.

g) The required occupational risk prevention measures have been applied.

h) The tasks to be performed methodically have been methodically planned, with anticipation of the difficulties and the way to overcome them.

3. Performs basic manufacturing operations by selecting tools and equipment and applying manufacturing techniques.

Assessment Criteria:

a) The preparation and cleaning of the surfaces of the parts to be machined has been performed.

b) Parts have been plotted and marked according to required specifications or instructions received.

c) Pieces have been manipulated and placed using appropriate tools and tools.

d) The machining parameters have been adjusted according to the material, the characteristics of the part and the tools used.

e) The machining operations have been performed on the appropriate machine depending on the material and the required quality.

f) The machining operations have been performed following the specifications received.

g) Labor Risk Prevention regulations have been applied in the execution of machining operations.

h) Work has been performed with order and cleanup.

4. Manipulates loads in the power and unloading of machines and automatic systems for manufacturing operations, describing the devices and the process.

Assessment Criteria:

a) The auxiliary processes of mechanical manufacturing in machining, welding, calderry, and others have been described.

b) The procedures for feeding and unloading automatic mechanical manufacturing systems have been analyzed.

c) Load handling procedures have been described.

d) The operation parameters have been adjusted according to the instructions received.

e) Automatic machine loading and unloading operations have been performed according to the required specifications.

f) The automated system has been monitored for proper operation, stopping the system from any failure that puts the quality of the product at risk.

g) Security requirements have been applied in handling and transporting loads.

h) Incidents arising and recorded in the appropriate document have been reported.

i) Work risk prevention regulations have been applied in the handling of machines and equipment.

j) A responsible attitude and interest in process improvement has been shown.

k) Order and cleaning habits have been maintained.

5. Performs verification operations on the pieces obtained, relating the characteristics of the final product to the technical specifications.

Assessment Criteria:

a) The basic measuring and control instruments and their operation have been identified and described.

b) You have operated with the verification and control instruments according to established procedures.

c) The measurements made with the requirements expressed in the plane or verification sheets have been compared.

d) Record of the results in the appropriate tokens and documents.

e) The reported incidents during the control of raw materials, machining operations and mechanized parts have been reflected in the reports.

f) Maintenance of use of used appliances has been performed.

g) You have operated with rigor in the developed procedures.

Duration: 90 hours.

Basic contents:

Organization of machining work:

-Receiving the plan.

-Interpretation of the process.

-Graphical representation.

-Standardisation, tolerances, surface finishes.

-Quality, regulations, and catalogs.

-Planning the tasks.

-Work and environmental risk prevention specifications in machining work.

Preparation of materials, tools, and machining equipment:

-Material knowledge.

-Properties and applications.

-Main auxiliary tools.

-Machine tools machines.

-Handling loads.

-First-level maintenance of the employee media.

-Applicable Job Risk Prevention Measures.

Basic manufacturing operations:

-Flat layout.

-Plot to air.

-Manual and auxiliary tools.

-Tools Tools: Employment and Utilization Standards.

-Running the basic machining operations.

-Application technique of the join methods.

-Labor Risk Prevention Rules applicable to basic mechanical manufacturing operations.

Manipulating loads on power and unloading machines and automatic systems:

-Auxiliary and load and unload operations.

-Machine power and unload systems.

-Security systems used in loading and unloading systems.

-Labor Risk Prevention Rules applicable to materials loading and unloading operations.

Parts verification:

-Preparing materials for verification and control.

-Measurement instruments for linear and angular magnitudes (gauge, goniometer, comparator clock, coves, gages, and others).

-Flat and angular surface verification instruments.

-Verification and control procedure.

-Interpretation of the results obtained.

Teaching guidelines.

This professional module contains the training associated with the construction and assembly function of metal construction products.

The definition of this function includes aspects such as:

-Preparing the job job.

-The interpretation of simple drawings.

-Recognition of materials and equipment for machining.

-The execution of basic operations of machined by road start.

-Verification of elaborate products.

The formation of the module contributes to the achievement of the general objectives (a), (e), (u), (v), (w), (x), (y), (z) (aa) and (b) of the training cycle and the professional, personal and social competences (a), (d) (q), (r), (s), (t), (u), (v), (w), (x), and (z) of the title.

The lines of action in the teaching-learning process that enable the module's competencies to be achieved will be about:

-Selection of materials and equipment for machining.

-The machining techniques by road start.

-Process and product quality control.

Professional Module: Soldering and Metal Carpentry.

Code: 3021

Learning results and evaluation criteria.

1. Prepares ferrous metal carpentry materials, relating them to the characteristics of the final product and interpreting the technical documentation.

Assessment Criteria:

a) The materials to be used, profiles, hardware, and union media have been identified, according to the elements to be constructed.

b) The materials to be used in the process have been selected.

c) The characteristics of the profiles, hardware, and join media have been checked.

d) Sketches, views, and sections have been performed on the individual pieces that make up the set.

e) The basic characteristics of the profiles, hardware, and junction media have been described.

f) Information has been transmitted clearly, in an orderly and structured manner.

g) The required occupational and environmental risk prevention specifications have been applied.

h) An orderly and methodical attitude has been maintained.

2. Prepares the machines and tools of metal constructions, recognizing their characteristics and applications.

Assessment Criteria:

a) Machines and tools have been identified and classified according to their performance in the manufacturing process.

b) The devices of the machines and their control systems have been identified.

c) Accessories and tools have been selected and mounted, depending on the operations to be performed.

d) The functionality status of the accessories and tools has been checked to perform correct machining.

e) The setting and tuning of the equipment and tools based on the operation to be performed has been performed.

f) First-level cleaning, lubrication, and maintenance of the different equipment and tools have been performed.

g) The required occupational risk prevention measures have been applied.

h) The work area has been maintained with the appropriate degree of order and cleanliness.

i) A methodical and orderly attitude has been maintained in the preparation process.

3. Prepares the electric arc and oxiacetenic welding equipment, recognizing their characteristics and applications.

Assessment Criteria:

a) The components of an electric arc welding and oxyacetylenic welding job have been identified.

b) The operation of the components of an arcing and oxiacetylenic welding job has been described.

c) The work variables, such as pressure, intensity, and dardo of the flame, have been regulated, depending on the job to be performed.

d) The electrodes have been selected, relating to the technical characteristics of the elements to be joined.

e) Accessories have been selected and mounted, depending on the operations to be performed.

f) welded joins have been performed, using the normalized techniques.

g) First-level cleaning, lubrication and maintenance of the different welding equipment have been performed.

h) The work area has been maintained with the appropriate degree of order and cleanliness.

i) A methodical and orderly attitude has been maintained in the preparation process.

j) The appropriate individual protective equipment has been applied at each stage of the preparation.

4. Performs the basic machining operations by forming and welding on ferric materials, relating the technique to be used with the characteristics of the final product.

Assessment Criteria:

(a) The machining process phases have been described according to the material characteristics and the machining technique.

b) An execution order has been set based on the optimization of the resources.

c) Recalculated, stretched, flattened, curved, and folded profiles and sheets have been performed according to standard procedures.

d) The edges of the pieces have been prepared to join.

e) The welding and junction processes have been executed according to the technical characteristics of the products.

f) Manual machines have been properly fed, taking into account the properties of the materials.

g) Automatic machines have been fed, taking into account the process to be developed and the machine parameters.

h) The pieces obtained have been verified with templates or measurements, correcting any defects.

i) The work area has been maintained with the appropriate degree of order and cleanliness.

j) Safety and occupational health standards have been applied, using the protection of machines and individual means of protection correctly.

5. Performs the basic operations of assembly of ferric products, relating the phases of the same to the characteristics of the final product.

Assessment Criteria:

a) The product mount plane has been made to get.

b) The mounting process phases have been described according to the pieces to be joined.

c) Accessories, join media, and tools have been selected based on the execution order.

d) The parts to be mounted have been positioned to obtain a quality product.

e) Fixed and removable joins have been performed, following security, functionality, and economics criteria.

f) The dimensional and geometric characteristics of the obtained products have been verified, correcting possible defects.

g) The work area has been maintained with the appropriate degree of order and cleanliness.

h) Safety and occupational health standards have been applied, correctly using the protection of machines and individual means of protection.

i) A methodical and orderly attitude has been maintained in the preparation process.

6. Transports ferrous metal carpentry products, selecting the packaging and transport supplies.

Assessment Criteria:

a) Packaging products have been selected according to the characteristics of the final product.

b) Supports and means of mooring have been selected for immobilization during transport.

c) The packaging of the products has been performed with the appropriate materials and protecting the weak points of deterioration.

d) The packaged products have been identified by labels or other specified media.

e) The packaged product has been handled safely and carefully to its location in the means of transport.

f) The attachments have been performed with the appropriate means and their immobilization is verified.

g) Work risk prevention measures have been applied in the packaging and transport of loads.

h) The product has been unloaded and unpacked, in accordance with safety standards to prevent its deterioration.

i) A methodical and orderly attitude has been maintained in the packaging and transportation process.

Duration: 85 hours.

Basic contents:

Preparation of ferrous metal carpentry materials:

-Profile types.

-Types of sheets.

-Commercial forms.

-Performing sketches, views, and sections.

-Types of hardware.

-Join media.

-Calculation of the measure and number of profiles we need to cut.

-Applicable occupational and environmental risk prevention measures.

Preparing metal construction machines and tools:

-Assembly and dismantling of tools, tools, and parts.

-Configs machines.

-Security devices.

-Security rules.

-Individual protective equipment.

-Machine devices for active security.

-Applicable Job Risk Prevention Measures.

Preparation of electric arc and oxyacetylenic welding equipment:

-Regulation of the parameters and regulation of the intensities.

-Types of electrodes and their choice.

-Pressure and flame of the torch.

-Security devices on welding equipment.

-Security rules.

-Applicable occupational and environmental risk prevention measures.

Basic machining and welding operations:

-Stretching, flattening, curving, and bending procedures of profiles and sheets.

-Oxyacetylenic welding procedure.

-Electrical arc welding procedure.

-Manual machines.

-Path and conformed boot machining technique.

-Soldeo technique.

-Optimizing resources.

-Automatic machines.

-Verification parts.

-Applicable Job Risk Prevention Measures.

Basic ferric product assembly operations:

-Planes of mounts.

-Mount process.

-Fixed and detachable junction media.

-Realization of fixed and removable joins.

-Verification of products.

-Applicable Job Risk Prevention Specifications.

Transport of ferrous metal carpentry products:

-Supports and media.

-Transportation security measures.

-Ferric product quiesce procedures.

-Download and unpack procedures for products.

-Security rules during handling and transport.

-Work risk prevention measures in the packaging and transport of applicable loads.

Teaching guidelines.

This professional module contains the training associated with the construction and assembly function of ferric products of metal constructions.

The definition of this function includes aspects such as:

-The differentiation of commercial material types.

-Recognition of products and techniques for their construction.

-Preparing machines, welding equipment, and tools.

-Building products, such as doors, windows, balconies, banks, shelves, hoppers, and deposits.

-The techniques of machining and welding.

-Verification of elaborate products.

The formation of the module contributes to achieving the general objectives (b), (c), (e), (u), (v), (w), (x), (y), (z), (aa) and (b) of the training cycle, and the professional, personal and social competences (b), (c), (e), (q), (r), (s), (t), (u), (v), (w), (x), and) and z) of the title.

The lines of action in the teaching-learning process that enable the module's competencies to be achieved will be about:

-Selection of materials.

-Product building techniques.

-Process and product quality control.

Professional Module: Aluminium and PVC Carpentry.

Code: 3022

Learning results and evaluation criteria.

1. Prepares non-ferrous metal carpentry materials, relating them to the characteristics of the final product and interpreting the technical documentation.

Assessment Criteria:

a) The materials to be used, profiles, hardware, and union media have been identified, according to the elements to be constructed.

b) The materials to be used in the process have been selected.

c) The characteristics of the profiles, hardware, and join media have been checked.

d) Sketches, views, and sections have been performed on the individual pieces that make up the set.

e) The basic characteristics of the profiles, hardware, and junction media have been described.

f) Information has been transmitted clearly, in an orderly and structured manner.

g) The required occupational and environmental risk prevention specifications have been applied.

h) An orderly and methodical attitude has been maintained.

2. Prepares machines and tools for non-ferrous metal constructions, recognizing their characteristics and applications.

Assessment Criteria:

a) Machines and tools have been identified and classified according to their performance in the manufacturing process.

b) The devices of the machines and their control systems have been identified.

c) Accessories and tools have been selected and mounted according to the operations to be performed.

d) The functionality status of the accessories and tools has been checked to perform correct machining.

e) The setting and tuning of the equipment and tools based on the operation to be performed has been performed.

f) First-level cleaning, lubrication, and maintenance of the different equipment and tools have been performed.

g) The work area has been maintained with the appropriate degree of order and cleanliness.

h) A methodical and orderly attitude has been maintained in the preparation process.

i) Required labor risk prevention measures have been applied.

3. Performs machining operations on non-ferrous materials, relating the technique to be used with the characteristics of the final product.

Assessment Criteria:

(a) The machining process phases have been described according to the material characteristics and the machining technique.

b) An execution order has been set based on the optimization of the resources.

c) The attachment of the aluminium and PVC profiles to the required safety conditions has been performed.

(d) Tronked, die-cut, neutered, milling, drilling and threaded of aluminium and PVC profiles and sheets according to the standard procedures have been carried out.

e) Finished the machined parts for subsequent assembly.

f) The pieces obtained have been verified with templates or measurements, correcting any defects.

g) The work area has been maintained with the appropriate degree of order and cleanliness.

h) Safety and occupational health standards have been applied, correctly using the protection of machines and individual means of protection.

4. Performs the assembly operations of non-ferrous products, relating the phases of the same to the characteristics of the final product.

Assessment Criteria:

a) The assembly and assembly process phases have been described according to the pieces to be joined.

b) Accessories, join media, and tools have been selected, depending on the order of execution.

c) The assembly of hinges, fittings and fittings on the machined elements has been performed.

d) Fixed and removable joins have been performed, following security, functionality, and economics criteria.

e) The assembly of the components of the structure has been performed, checking their rigidity and functionality.

f) The dimensional and geometric characteristics of the obtained products have been verified, correcting possible defects.

g) The work area has been maintained with the appropriate degree of order and cleanliness.

h) The required safety standards in the assembly of non-ferrous products have been applied.

i) A methodical and orderly attitude has been maintained in the preparation process.

5. Transports non-ferrous metal carpentry products, selecting the packaging and transport supplies.

Assessment Criteria:

a) Packaging products have been selected according to the characteristics of the final product.

b) Supports and means of mooring have been selected for immobilization during transport.

c) The packaging of the products has been performed with the appropriate materials and protecting the weak points of deterioration.

d) The packaged products have been identified by labels or other specified media.

e) The packaged product has been handled safely and carefully to its location in the means of transport.

f) The attachments have been performed with the appropriate means, verifying their immobilization.

g) The product has been unloaded and unpacked, in accordance with safety standards to prevent its deterioration.

h) Work risk prevention measures have been implemented in the packaging and transport of loads.

i) A methodical and orderly attitude has been maintained in the packaging and transportation process.

Duration: 85 hours.

Basic contents:

Preparation of non-ferrous metal carpentry materials:

-Commercial aluminum profiles.

-Commercial PVC profiles.

-Profile handling.

-Useful for the die-cut and neutered.

-Types of hardware.

-Join elements and materials.

-Applicable environmental and labor risk prevention specifications.

Preparing machines and tools for non-ferrous metal constructs:

-Tools used.

-Assembly and dismantling of tools, tools, and parts.

-Machines used in aluminium and PVC carpentry.

-Troquelated, die shapes.

-Security devices.

-Applicable occupational and environmental risk prevention measures.

-Individual protective equipment.

-Machine devices for active security.

Machining of non-ferrous materials:

-Tronked, die-cut, neutered, milling, drilling, and threaded profiles of profiles and sheets.

-Finish techniques.

-Automatic machines.

-Verification of parts.

-Applicable occupational and environmental risk prevention measures.

Non-ferrous product assembly:

-Fases of the mount process.

-Accessories.

-Fixed and detachable junction media.

-Realization of fixed and removable joins.

-Rules on tightness and methods of execution.

-Verifying and tuning the mounted elements.

-Safety and occupational health rules during assembly.

-Use of protection on machines and individual means of protection.

-Maintenance of the work area.

-Work and environmental risk prevention measures applicable to assembly.

Transport of non-ferrous metal carpentry products:

-Supports and media.

-Product packaging procedures.

-Ferric product quiesce procedures.

-Download and unpack procedures for products.

-Safety and occupational health rules during handling and transportation.

-Work risk prevention measures in the packaging and transport of applicable loads.

Teaching guidelines.

This professional module contains the training associated with the construction and assembly function of ferric products of metal constructions.

The definition of this function includes aspects such as:

-The differentiation of commercial material types.

-Preparing machines, welding equipment, and tools.

-Recognition of products and techniques for their construction.

-Building products, such as doors, windows, bulkheads, and enclosures.

-The techniques of machining by path-start.

-Verification of elaborate products.

The formation of the module contributes to the achievement of the general objectives (a), (b), (c), (e), (u), (v), (w), (x), (y), (z), (aa) and (b) of the training cycle, and the professional, personal and social competences (a), (b), (c), (f), (q), (r), (s), (t), (u), (v), w), x), y) and z) of the title.

The lines of action in the teaching-learning process that enable the module's competencies to be achieved will be about:

-Selection of materials.

-Product building techniques.

-Process and product quality control.

Professional Module: Basic light-calderry operations.

Code: 3073

Learning results and evaluation criteria.

1. Interprets technical documentation by distinguishing views, pieces, joins, details, profiles, and cotas.

Assessment Criteria:

a) The information regarding scales and cotes of the technical documentation has been identified and transferred to the material.

b) Information concerning the types of surfaces, cuts and joints identified in the technical documentation has been interpreted and transferred to the material.

c) The different views and details of the part have been used to get a complete view of the task to be performed.

d) Any verbal, written or graphic information provided by the manager has been interpreted and transferred to the material.

e) Possible errors of interpretation have been removed, drawing sketches and sketches of the tasks to be performed.

f) Simple, bounded, and scale-out blueprints have been drawn from ideas, sketches and sketches, following the UNE regulations.

g) Views and details have been developed that complement the general information.

h) The material and process sheet has been prepared from the graphical documentation, maximizing resources and eliminating dead time.

2. It operates thermal cutting equipment (manual and semi-automatic), to obtain sheets and profiles of defined shapes, in compliance with the personal and environmental safety plan.

Assessment Criteria:

a) The different cutting equipment has been related to the required finishes, expressing the performance of the same.

b) The various components that form the thermal cutting equipment, the function of each and the interrelation thereof in the assembly have been identified and described.

c) The different parameters of the cut procedure and the results to be obtained have been related to each other.

d) Cutting equipment has been operated, using the required personal and environment protections, describing typical "defectology".

e) The safety measures set out in the plan for the prevention of occupational hazards and environmental protection have been implemented.

3. It operates mechanical cutting equipment, to obtain sheets and profiles of defined shapes, applying the plan of prevention of occupational and environmental risks.

Assessment Criteria:

(a) The different mechanical cutting equipment, with the required finishes, have been related, describing their performance.

b) The various components that form the mechanical cutting equipment have been identified and described, as well as the function of each one of them and the interrelation thereof in the assembly.

c) The different parameters of the procedure and the results to be obtained have been related to each other.

d) Operated with the different mechanical cutting equipment using the equipment and means of protection specified in the plan prevention of occupational and environmental risks, describing the typical "defectology".

e) The safety measures contained in the plan for the prevention of occupational and environmental risks in the use of different mechanical cutting equipment have been applied.

4. It performs, following instructions, basic operations of forming and straightening sheets and profiles, in order to obtain the products, complying with the quality standards, the Prevention of Occupational Risks and the Environment.

Assessment Criteria:

a) The pieces have been fastened, according to the established processes.

b) Tasks have been performed to measure, plot, mark, bulk, cut, fold, curve, etc., for the preparation of sheets and profiles to be mounted, following instructions or under the supervision of a top-level technician.

c) The different job parameters (pressure, speed, forward, etc.) have been adjusted to the technical specifications and instructions received.

d) The materials have been positioned, taking into account the curving process and its limitations.

e) The nozzle and the gas mixture have been adjusted to the work instructions.

f) The heating of the areas to be treated for the shaping or straightening has been carried out, following instructions, without exceeding the maximum temperatures allowed by the specifications.

g) Cots and angles have been controlled, as well as the positioning of the templates for a correct conformed.

h) Security measures have been applied that contain the plan for the prevention of occupational and environmental risks, due to the use of different equipment.

Duration 150 hours.

Basic contents:

Graphical technical documentation interpretation:

-Interpretation of constructive plans: Distinction of parts, joins, and profiles.

-Representation systems: The dihedral system.

-Representation of views: European and American system.

-Graphic representation and parts details.

-Acutation.

-Metal materials. Properties.

Maps and profiles thermal cutting procedures:

-Thermal cut.

-Cut parameters.

-Security: Security rules. Risks.

-Preventive measures and personal protective equipment.

Maps and profiles mechanical cutting procedures:

-Mechanical Court.

-Cut parameters.

-Security: Security rules.

-Preventive measures and personal protective equipment.

Layer and profile shaping procedures:

-Equipment and means used in the shaping operations. Operating techniques.

-Security: Security rules. Risks.

Teaching guidelines.

This professional module contains the training associated with the function of making light-calderry products with metal materials.

The definition of this function includes aspects such as:

-The differentiation of commercial material types.

-The preparation of machines, cutting and shaping equipment, as well as tools.

-Product recognition and product development techniques.

-The construction of products, such as boxes and cabinets with folded sheet, deposits of simple geometric shapes and other metal elements.

-Verification of elaborate products.

The formation of the module contributes to the achievement of the general objectives (a), (b), (f), (u), (v), (w), (x), (z), (aa) and (b) of the training cycle, and the professional, personal and social competences (a), (g), (h), (i), (p), (q), (r), (s), (t), (u), (v), w), x), y) and z) of the title.

The lines of action in the teaching-learning process that enable the module's competencies to be achieved will be about:

-Selection of materials.

-Product processing techniques.

-Process and product quality control.

Professional Module: Applied Sciences I.

Code: 3009

Learning results and evaluation criteria.

1. Solves mathematical problems in everyday situations, using the basic elements of the mathematical language and its operations.

Assessment Criteria:

a) The different types of numbers have been identified and used to properly interpret quantitative information.

b) Calculations have been performed effectively, either by mental calculation or by pencil and calculator algorithms (physics or computer science).

c) ICT has been used as a source of information search.

d) You have operated with natural exponent powers and integer applying the properties.

e) The scientific notation has been used to represent and operate with very large or very small numbers.

f) The different real numbers have been represented on the numerical line.

g) The ratio has been characterized as a mathematical expression.

h) Measures have been compared by setting their proportionality type.

i) The rule of three has been used to resolve problems involving directly and inversely proportional measures.

j) Simple and compound interest has been applied in everyday activities.

2. It recognizes facilities and laboratory material by valuing them as necessary resources for the performance of practices.

Assessment Criteria:

a) Each of the experimental techniques to be performed have been identified.

b) The laboratory's instrumental materials have been properly handled.

c) The hygiene and safety conditions have been taken into account for each of the experimental techniques to be performed.

3. Identifies fundamental properties of matter in the different forms in which it is presented in nature, handling its physical magnitudes and its fundamental units in decimal metric system units.

Assessment Criteria:

a) The properties of the matter have been described.

b) Changes of units of length, mass, and capacity have been practiced.

c) The equivalence between volume and capacity units has been identified.

d) Measures were taken in real situations using the decimal metric system units and using scientific notation.

e) The naming of the subject state changes has been identified.

f) Different homogeneous and heterogeneous material systems have been identified with simple examples.

g) The different aggregation states in which matter is presented have been identified using kinetic models to explain the state changes.

h) Material systems have been identified relating to their status in nature.

i) The different states of aggregation of a substance have been recognised given their melting and boiling temperature.

j) Differences between boiling and evaporation have been established using simple examples.

4. It uses the most appropriate method for the separation of components from simple mixtures by relating it to the physical or chemical process on which it is based.

Assessment Criteria:

a) What is considered pure substance and mixture has been identified and described.

b) The fundamental differences between mixtures and compounds have been established.

c) Physical and chemical processes have been discriminated against.

d) A list of substances, mixtures, compounds and chemical elements have been selected.

e) Different mixtures of mixtures by simple methods have been applied in practice.

f) The basic general characteristics of materials related to the professions have been described, using ICT.

g) Teamwork has been worked on in performing tasks.

5. It recognizes how energy is present in natural processes by describing simple phenomena of real life.

Assessment Criteria:

a) Situations of everyday life have been identified in which the intervention of energy is evident.

b) Different energy sources have been recognized.

c) Groups of renewable and non-renewable energy sources have been established.

d) The advantages and disadvantages (procurement, transport and use) of renewable and non-renewable energy sources have been shown using ICT.

e) Energy unit changes have been applied.

f) Energy conservation has been shown in different systems.

g) Processes related to the maintenance of the organism and life have been described in which the role of energy is clearly appreciated.

6. It locates basic anatomical structures by discriminating against the systems or devices they belong to and by associating them with the functions they produce in the body.

Assessment Criteria:

a) The organs that configure the human body have been identified and described, and have been associated with the corresponding system or apparatus.

b) Each organ, system and apparatus has been linked to its function and its associations have been reviewed.

c) The physiology of the nutrition process has been described.

d) The physiology of the excretion process has been detailed.

e) The physiology of the playback process has been described.

f) Detailed how the relationship process works.

g) IT tools have been used to adequately describe devices and systems.

7. It differentiates the health of the disease, relating the habits of life to the most frequent diseases by recognizing the basic principles of defense against them.

Assessment Criteria:

a) Health and disease situations have been identified for people.

b) The mechanisms responsible for the defense of the organism have been described.

c) The most common infectious and non-infectious diseases in the population have been identified and classified, and their causes, prevention, and treatments have been recognized.

d) The agents that cause the usual infectious diseases have been linked with the contagion produced.

e) The action of vaccines, antibiotics and other medical science contributions for the treatment and prevention of infectious diseases has been understood.

(f) The role of vaccination campaigns in the prevention of infectious diseases has been recognised as adequately describing devices and systems.

g) The type of donations that exist and the problems that occur in the transplants have been described.

h) There have been recognized health risk situations related to your nearest professional environment.

i) Guidelines of healthy habits related to everyday situations have been designed.

8. It makes simple balanced menus and diets, differentiating the nutrients they contain and adapting them to different body parameters and different situations.

Assessment Criteria:

a) You have been discriminated against between the nutrition and the feeding process.

b) The nutrients needed for health maintenance have been differentiated.

c) The importance of good food and physical exercise in the care of the human body has been recognized.

d) Health diets have been linked, differentiating between those necessary for the maintenance of health and those that can lead to a reduction of health.

e) The calculation has been performed on caloric balances in typical situations in your environment.

f) The basal metabolism has been calculated and its results have been represented in a diagram, establishing comparisons and conclusions.

g) Menus have been developed for specific situations, researching the properties of food in the network.

9. Resolves everyday situations, using simple algebraic expressions and applying the most appropriate resolution methods.

Assessment Criteria:

a) Properties or relationships of simple situations have been specified by algebraic expressions.

b) Simple algebraic expressions have been simplified using development and factoring methods.

c) It has been possible to solve problems of everyday life in which the approach and resolution of first-degree equations are needed.

d) Simple problems have been solved using the graphical method and ICT.

Duration: 90 hours.

Basic contents:

Troubleshooting by basic operations:

-Recognition and differentiation of different types of numbers.

-Representation in the actual line.

-Using the hierarchy of operations

-Interpretation and utilization of actual numbers and operations in different contexts.

-Direct and inverse proportionality.

-The percentages in the economy.

Recognition of lab materials and facilities:

-General rules of work in the lab.

-Laboratory material. Types and utility of the same.

-Security rules.

Identification of forms of matter:

-Length units.

-Capacity units.

-Mass units.

-Matter. Properties of matter.

-homogeneous and heterogeneous material systems.

-Corpuscular nature of matter.

-Classification of matter according to its state of aggregation and composition.

-Matter status changes.

Separation of mixtures and substances:

-Difference between pure substances and mixtures.

-Basic mixtures separation techniques.

-Classification of pure substances. Periodic table.

-Difference between elements and composites.

-Difference between mixtures and composites.

-Materials related to the professional profile.

Recognition of energy in natural processes:

-Energy manifestations in nature.

-Energy in everyday life.

-Different types of energy.

-Transformation of energy.

-Energy, heat and temperature. Units.

-Renewable and non-renewable energy sources.

Locating basic anatomical structures:

-Levels of organization of living matter.

-Nutrition process.

-The excretion process.

-Relationship process.

-Replay process.

Differentiation between health and disease:

-Health and disease.

-The immune system.

-Hygiene and disease prevention.

-Infectious and non-infectious diseases.

-Vaccines.

-Transplants and donations.

-sexually transmitted diseases. Prevention.

-Mental health: prevention of drug addiction and eating disorders.

Crafting menus and diets:

-Food and nutrients.

-Food and health.

-Diets and elaboration of the same.

-Recognition of nutrients present in certain foods, discrimination against them.

Solving simple equations:

-Arithmetic and geometric progressions.

-Translation of verbal language situations to algebraic.

-Transformation of algebraic expressions.

-Development and factoring of algebraic expressions.

-Resolution of first-degree equations with an unknown.

Teaching guidelines.

This module contributes to achieving the competencies for lifelong learning and contains the training for the learner to be aware of both his or her own person and the environment around him.

The contents of this module help to strengthen and apply healthy habits in all aspects of your everyday life.

They also use the operational language of mathematics in solving problems of a different nature, applied to any situation, be it in their daily life as in their working life.

The learning strategy for teaching this module that integrates sciences such as mathematics, chemistry, biology and geology will focus on the main concepts and principles of science, involving students in the solution of simple problems and other significant tasks, and allow them to work autonomously to build their own learning and to culminate in real results generated by themselves.

The formation of the module contributes to achieving the general objectives (i), (m), (n), (n), (o), (u), (v), (w), (x), (y), (z), (aa) and (b) of the training cycle, and the professional, personal and social competences (g), (h), (i), (q), (r), (s), (t), (u), (v), w), x), y) and z) of the title.

The lines of action in the teaching-learning process that enable the module's competencies to be achieved will be about:

-Using numbers and their problem-solving operations.

-Recognition of the forms of matter.

-The recognition and use of basic laboratory material.

-The identification and localization of anatomical structures.

-Performing oral expression exercises, applying the basic standards of care to the public.

-The importance of eating for a healthy life.

-Troubleshooting, both in the scientific and everyday fields.

Module: Applied Sciences II.

Code: 3019

Learning results and evaluation criteria.

1. It solves everyday situations by applying the methods of solving equations and systems and valuing the accuracy, simplicity and usefulness of algebraic language.

Assessment Criteria:

a) Notable identities have been used in operations with polynomials.

b) Numeric values have been obtained from an algebraic expression.

c) First and second degree equations have been solved simple algebraic and graphic mode.

d) Everyday problems and other areas of knowledge have been solved by equations and systems.

e) The accuracy, simplicity, and usefulness of algebraic language has been valued to represent situations posed in real life.

. It solves simple problems of various kinds, through its contrasting analysis and by applying the phases of the scientific method.

Assessment Criteria:

a) Simple assumptions have been made, based on direct or indirect observations collected by different means.

b) The various hypotheses have been analyzed and a first approach to their explanation has been issued.

c) Simple experimental methods and procedures of various kinds have been planned to refute or not their hypothesis.

d) Team worked on the solution approach.

e) The results of the verification tests have been collected and translated into a document in a consistent manner.

f) The result has been defended with arguments and tests the verifications or refutations of the issued hypotheses.

3. Performs direct and indirect measurements of geometric figures present in real contexts, using the necessary instruments, formulas and techniques.

Assessment Criteria:

a) Appropriate instruments have been used to measure angles, lengths, areas, and volumes of bodies and geometric figures by interpreting the measurement scales.

b) Different strategies (similarities, decomposition in simpler figures, among others) have been used to estimate or calculate indirect measures in the physical world.

c) The formulas for calculating perimeters, areas, and volumes have been used and the correct units have been allocated.

d) Team worked on getting measures.

e) ICTs have been used to represent different figures.

4. He interprets two-magnitude graphs by calculating the significant parameters of the same and relating it to elementary mathematical functions and the main statistical values.

Assessment Criteria:

a) The equation of the line has been expressed in various ways.

b) The quadratic function has been graphically represented by applying simple methods for its representation.

c) The inverse function has been graphically represented.

d) The exponential function has been graphically represented.

e) Graphic information that represents the different types of functions associated with actual situations has been extracted.

f) The appropriate vocabulary has been used for the description of situations related to chance and statistics.

g) Statistical tables and charts have been developed and interpreted.

h) Characteristics of the statistical distribution have been analyzed, obtaining centralization and dispersion measures.

i) The properties of events and probability have been applied.

j) Everyday problems have been solved by simple probability calculations.

5. Applies physical or chemical techniques, using the necessary material, for the realization of simple laboratory practices, measuring the magnitudes involved.

Assessment Criteria:

a) The availability of the basic material used in a laboratory has been verified.

b) Basic magnitudes, among others, mass, weight, volume, density, temperature, have been identified and measured.

c) Different types of biomolecules have been identified in organic materials.

d) The cell and animal and plant tissues have been described by observation through optical instruments.

e) Test reports have been developed, including the procedure followed, the results obtained and the final conclusions.

6. It recognizes the chemical reactions that occur in biological processes and in industry, arguing its importance in everyday life and describing the changes that occur.

Assessment Criteria:

a) Major chemical reactions to everyday life, nature and industry have been identified.

b) The manifestations of chemical reactions have been described.

c) The main components of a chemical reaction and energy intervention in the chemical reaction have been described.

d) Some type chemical reactions have been recognized, such as combustion, oxidation, decomposition, neutralization, synthesis, aerobic, anaerobic.

e) The components and process of simple chemical reactions have been identified by laboratory tests.

f) Reports have been produced using ICT on the most relevant industries: food, cosmetics, recycling, describing in a simple way the processes that take place in them.

7. Identifies positive and negative aspects of the use of nuclear energy by describing the effects of pollution generated on its application.

Assessment Criteria:

a) Positive and negative effects of the use of nuclear energy have been analyzed.

b) The process of nuclear fusion and fission has been differentiated.

c) Some problems have been identified about nuclear discharges resulting from natural disasters or poor management and maintenance of nuclear power plants.

d) The issue of nuclear waste has been argued.

e) Work has been done on equipment and used ICT.

8. It identifies the changes that occur on planet earth by arguing its causes and taking into account the differences that exist between relief and landscape.

Assessment Criteria:

a) The external geological agents have been identified and what their action is on the relief.

b) The types of weathering have been differentiated and their consequences in the relief identified.

c) The erosion process has been analyzed, recognizing the external geological agents involved and the consequences in the relief.

d) The transport process has been described by discriminating against the external geological agents involved and the consequences in the relief.

e) The process of sedimentation has been analyzed, discriminated against the external geological agents involved, the situations and the consequences in the relief.

9. It categorizes the main air pollutants by identifying their origins and relating them to the effects they produce.

Assessment Criteria:

(a) The phenomena of air pollution and the main agents causing it have been recognised.

b) The phenomenon of acid rain has been investigated, its immediate and future consequences and how it would be possible to avoid it.

c) The greenhouse effect has been described by arguing the causes that originate or contribute to it and the measures for its minoring.

d) The problem has been described that causes the gradual loss of the ozone layer, the consequences for human health, the balance of the hydrosphere and the populations.

10. Identifies water pollutants by relating their effect to the environment with their treatment of purification.

Assessment Criteria:

a) The role of water in the existence and survival of life on the planet has been recognized and valued.

b) The harmful effect they have on populations of living beings from the contamination of aquifers has been identified.

c) Possible contaminants have been identified in water samples of different planned origin and carrying out laboratory tests.

d) The effects produced by water pollution and the responsible use of water have been analyzed.

11. It contributes to the environmental balance by analysing and arguing the basic lines on sustainable development and proposing actions for improvement and conservation.

Assessment Criteria:

a) The positive implications of sustainable development have been analyzed.

b) Elementary measures aimed at promoting sustainable development have been proposed.

c) Basic strategies have been designed to enable the maintenance of the environment.

d) Team work has been done in identifying the objectives for improving the environment.

12. It relates the forces that appear in usual situations with the effects produced taking into account their contribution to the movement or rest of the objects and the magnitudes put into play.

Assessment Criteria:

a) Everyday movements have been discriminated based on their trajectory and their speed.

b) The distance travelled, the speed, the time and the acceleration have been related to each other, expressing them in units of usual use.

c) They have been vectorially represented to certain magnitudes such as speed and acceleration.

d) The parameters that define the uniform rectilinear movement have been related using the graphical and mathematical expressions.

e) Simple calculations of speeds in movements with constant acceleration have been performed.

f) The cause-effect relationship has been described in different situations, to find the relationship between Forces and Movements.

g) Newton's laws have been applied in situations of everyday life.

13. It identifies the basic aspects of the production, transport and use of electrical energy and the factors involved in its consumption, describing the changes produced and the characteristics and values characteristic.

Assessment Criteria:

a) Basic physical magnitudes have been identified and managed to take into account in the consumption of electricity in everyday life.

b) Power consumption and savings habits have been analyzed and improved lines of consumption have been established.

c) Power plants have been classified and the energy transfer described in them.

d) The advantages and disadvantages of the various power plants have been analyzed.

e) The stages of the distribution of electrical energy have been basically described from their genesis to the user.

f) Team worked on the collection of information on power plants in Spain.

14. Identifies the basic components of simple electrical circuits, performing measurements and determining the values of the magnitudes that characterize them.

Assessment Criteria:

a) The basic elements of a simple circuit have been identified, relating them to existing ones in their daily life.

b) The factors on which the resistance of a driver depends have been highlighted.

c) Variations of a basic magnitude have been experienced on elementary circuits depending on the changes produced in the others.

d) Simple electrical circuit schemes have been performed interpreting the different situations on them.

e) The variations produced in the associations have been described and exemplified: series, parallel and mixed.

f) Elementary electrical quantities have been calculated in their usual consumption environment.

Duration: 90 hours.

Basic contents:

Resolution of equations and systems in everyday situations:

-Transformation of algebraic expressions.

-Obtaining numeric values in formulas.

-Polinomies: roots and factoring.

-algebraic and graphical resolution of first-and second-degree equations.

-Resolution of simple systems.

Troubleshooting simple problems:

-The scientific method.

-Phases of the scientific method.

-Applying the scientific method to simple situations.

Performing measurements in geometric figures:

-Points and straights.

-Dry and parallel rects.

-Polygons: description of their elements and classification.

-Angle: measure.

-Similarity of triangles.

-Circumference and its elements: calculation of length.

Interpreting charts:

-Interpretation of a phenomenon described by a statement, table, chart, or analytic expression.

-Linear functions. Quadratic functions.

-Statistics and probability calculation.

-Using computer applications for the representation, simulation, and analysis of the graph of a function.

Application of physical or chemical techniques:

-Basic material in the lab.

-Work rules in the lab.

-Rules for reporting work in the lab.

-Measure of fundamental measures.

-Recognition of organic and inorganic biomolecules.

-Optical microscope and binocular magnifying glass. Optical fundamentals of the same and management. Usage.

Recognition of everyday chemical reactions:

-Chemical reaction.

-Conditions for the production of chemical reactions: Energy intervention.

-Chemical reactions in different areas of everyday life.

-Basic chemical reactions.

Identification of aspects related to nuclear contamination:

-Origin of nuclear power.

-Types of processes for obtaining and using nuclear power.

-Management of radioactive waste from nuclear power plants.

Identification of changes in the earth's relief and landscape:

-External geological agents.

-Relieve and landscape.

-Factors that influence the relief and landscape.

-Action of external geological agents: weathering, erosion, transport and sedimentation.

-Identifying the results of the action of the geological agents.

Categorization of Top Pollutants:

-Pollution.

-Atmospheric pollution; causes and effects.

-Acid rain.

-The greenhouse effect.

-The destruction of the ozone layer.

Identification of water pollutants:

-Water: an essential factor for life on the planet.

-Water pollution: causes, causative elements.

-Potabilization treatments.

-Waste water purification.

-Methods of storing water from the ice, water discharges and rain.

Environmental balance and sustainable development:

-Concept and applications of sustainable development.

-Factors that affect the conservation of the environment.

Relationship of forces on the state of rest and movement of bodies:

-Classification of movements according to their trajectory.

-Speed and acceleration. Units.

-Scale and vector measures.

-Feature uniform rectilinear movement. Graphical interpretation.

-Strength: Result of an interaction.

-Representation of forces applied to a solid in typical situations. Resulting.

Production and use of electrical energy:

-Electricity and technological development.

-Matter and electricity.

-Basic magnitudes handled in electricity consumption: power and power. Applications in the student environment.

-Power consumption and saving habits.

-Electrical power production systems.

-Transport and distribution of electrical energy. Stages.

Identification of basic circuit components:

-Elements of an electrical circuit.

-Basic components of an electrical circuit.

-Basic electrical measures.

Teaching guidelines.

This module contributes to achieving the competencies for lifelong learning and contains training so that using the steps of scientific reasoning, basically observation and experimentation students learn to interpret natural phenomena.

Similarly, you can strengthen and apply healthy habits in all aspects of your everyday life.

They are also shaped to use the operational language of mathematics in solving problems of a different nature, applied to any situation, be it in their daily life as in their working life.

The learning strategy for teaching this module that integrates science such as mathematics, physics and chemistry, biology and geology will focus on the main concepts and principles of science, involving the students in problem solving and other significant tasks, and allows them to work autonomously to build their own learning and to culminate in actual results generated by themselves.

The formation of the module contributes to the achievement of the general objectives (i), (m), (n), (n), (p), (u), (v), (w), (x), (y), (z), (aa) and (b) of the training cycle, and the professional, personal and social competences (m), (n), (n), (q), (r), (s), (t), (u), (v), w), x) and z) of the title.

The lines of action in the teaching-learning process that enable the module's competencies to be achieved will be about:

-Troubleshooting, both in the scientific and everyday fields.

-The interpretation of charts and curves.

-The application where appropriate from the scientific method.

-Environmental assessment and the influence of pollutants.

-The characteristics of nuclear power.

-The application of elementary physical and chemical procedures.

-Performing oral expression exercises.

-The representation of forces.

Professional Module: Communication and Society I.

Code: 3011

Learning results and evaluation criteria.

1. Values the historical evolution of prehistoric societies and the Ancient Age and their relations with natural landscapes, analyzing the factors and elements involved, and developing attitudes and values of appreciation of the natural heritage and artistic.

Assessment Criteria:

a) The main characteristics of a natural landscape have been described by the analysis of graphic sources, recognizing these elements in the nearest environment.

b) The location, displacement and adaptation to the human groups of the period of the hominization period up to the technical domain of the metals of the main cultures that exemplify it have been explained.

c) The characteristics of the most significant artistic milestones of the prehistoric period have been related to the social organization and the body of beliefs, valuing their differences with the current societies.

d) The survival of these societies in today's societies has been valued, compared to their main characteristics.

e) The main features that require analysis of architectural and sculptural works have been discriminated against by archetypal examples, differentiating canonical styles.

f) The impact of the first human societies on the natural landscape has been judged, analyzing the characteristics of the ancient cities and their evolution today.

g) The survival in the Iberian Peninsula and the Spanish extrapeninsular territories of prehistoric and ancient societies has been analyzed.

h) Simple information collection tools have been developed through protocolised composition strategies, using information and communication technologies.

i) Behaviors have been developed in accordance with the development of effort and collaborative work.

2. It values the construction of the European space until the first industrial transformations and agrarian societies, analyzing its main characteristics and valuing its survival in the current society and in the immediate environment.

Assessment Criteria:

a) The transformation of the ancient world to medieval has been analyzed, analyzing the evolution of the European space, its relations with the extra-European space and the most significant characteristics of the medieval societies.

b) The characteristics of the medieval agrarian landscapes and their survival in the current societies have been valued, identifying their main elements.

c) The consequences of the construction of the colonial empires in America have been valued in the indigenous and European cultures.

d) The political and social model of absolute monarchy has been analyzed during the Modern Age in the major European powers.

e) The basic demographic indicators of the transformations in the European population during the period analysed have been assessed.

f) The main features of the analysis of pictorial works have been described through the study of archetypal examples of schools and styles that take place in Europe from the Renaissance to the irruption of historical vanguards.

g) The evolution of the sector or the production sectors of the title profile has been analyzed, analyzing their transformations and main milestones of evolution in their organizational and technological systems.

h) Simple tools for the collection of information have been developed through protocolised composition strategies, using information and communication technologies.

i) Behaviors have been developed according to the development of the effort itself and the teamwork.

3. It uses communicative strategies to interpret and communicate oral information in the Spanish language, applying the principles of active listening, simple strategies of composition and basic language standards.

Assessment Criteria:

a) The structure of oral texts from the current media has been analyzed, identifying their main characteristics.

b) Basic skills have been applied to perform an active listening, identifying the overall sense and specific content of an oral message.

c) Good use of non-verbal communication elements in argumentation and exposures has been performed.

d) The uses and levels of language and language standards have been analyzed in the understanding and composition of oral messages, valuing and reviewing discriminatory uses, specifically in gender relations.

e) The appropriate grammatical terminology has been used in the understanding of the proposed grammatical activities and in the resolution of the same.

4. It uses communicative strategies to interpret and communicate information written in the Spanish language, applying comprehensive reading strategies and applying strategies for analysis, synthesis and classification in a structured and progressive way. Autonomous composition of selected short texts.

Assessment Criteria:

a) The main characteristics of the types in relation to their suitability for the job that you want to perform have been valued and analyzed.

b) Different search tools have been used in the understanding of a written text, applying content reinterpretation strategies.

c) Comprehensive reading strategies have been applied systematically in the understanding of texts, drawing conclusions for their implementation in learning activities and recognising possible discriminatory uses from the gender perspective.

d) The content of a written text has been summarized, extracting the main idea, the secondary and the communicative purpose, reviewing and reformulating the conclusions obtained.

e) The structure of different written texts of daily utilization has been analyzed, recognizing uses and levels of the language and guidelines for elaboration.

f) The main grammatical and spelling rules have been applied in the wording of texts so that the final text is clear and precise.

g) Systematic guidelines have been developed in the development of written texts to enable the assessment of developed learning and the reformulation of learning needs to improve written communication.

h) Written work presentation guidelines have been observed taking into account the content, format, and target audience, using a vocabulary appropriate to the context.

i) Activities of understanding and analysis of grammatical structures have been resolved, checking the validity of the inferences made.

5. It carries out the reading of literary texts representative of the Spanish language literature prior to the 19th century, generating aesthetic criteria for the construction of personal taste.

Assessment Criteria:

a) The stages of evolution of the literature in the Spanish language have been contrasted in the period considered and the most representative works are recognized.

b) The structure and use of the language of a personal reading of a literary work appropriate to the level has been valued, placing it in its context and using protocolized instruments for the collection of information.

c) Reasoned personal opinions have been expressed on the most appreciated and least appreciated aspects of a work and on the implication of its content and its own vital experiences.

d) Strategies have been applied for the understanding of literary texts, taking into account the basic themes and themes.

e) Information about periods, authors and works of the literature in the Spanish language has been presented based on literary texts.

6. It uses strategies to communicate oral information in the English language, drawing up oral presentations of little extension, well structured, regarding common situations of daily and frequent communication of personal or professional scope.

Assessment Criteria:

a) Active listening strategies for accurate understanding of received messages have been applied.

b) The basic communicative intention of direct or received messages has been identified by electronic formats, valuing communication situations and their implications for the use of the vocabulary used.

c) The overall sense of the oral text that presents the information in a sequenced and progressive manner has been identified in frequent frequent and predictable content situations.

d) Common and evident phonetic and intonation traits have been identified that help to understand the overall sense of the message.

e) Short oral presentations of descriptive, narrative and instructional texts, of personal or professional scope, have been performed according to a simple script, applying the structure of each type of text and using, in its case, computer media.

f) Basic grammatical structures and an essential and restricted repertoire of expressions, phrases and words of frequent frequent and highly predictable content have been used according to the communicative purpose of the text.

g) It has been expressed with some clarity, using understandable intonation and pronunciation, accepting frequent pauses and doubts.

h) A thoughtful attitude has been shown and about information that would mean any kind of discrimination.

i) The basic and standardized social relationship norms of countries where the foreign language is spoken have been identified.

j) The everyday habits or activities of the community where the foreign language is spoken have been identified.

7. Participates in English language conversations using simple and clear language in frequent personal or professional situations, activating basic communication strategies.

Assessment Criteria:

a) It has been dialogued, directed and following a well-structured script using a memorized repertoire of prayer models and brief and basic conversations, on frequent frequent and highly content situations. predictable.

b) Interaction has been maintained using simple communication strategies to show interest and understanding.

c) Basic compensation strategies have been used to fill gaps in the foreign language.

d) Basic grammatical structures and an essential and restricted repertoire of expressions, phrases, words, and linear discourse markers have been used, according to the communicative purpose of the text.

e) It has been expressed with some clarity, using understandable intonation and pronunciation, accepting frequent pauses and doubts.

8. Draws up texts written in the English language, short and simple of common and frequent communication situations in the personal or professional field, implementing comprehensive reading strategies and developing structured strategies of composition.

Assessment Criteria:

a) The text has been read in a comprehensive way, recognizing its basic features and its global content.

b) Fundamental ideas and the basic communicative intention of the text have been identified.

c) Basic grammatical structures and a limited repertoire of expressions, phrases, and linear speech markers and words have been identified, in frequent frequent situations, of very predictable content.

d) Phrases and sentences have been completed and reorganized, taking into account the communicative purpose, basic grammatical norms.

e) Brief texts, suitable for a communicative purpose, have been developed following structured models.

f) The essential lexicon appropriate to frequent situations and to the context of the personal or professional scope has been used.

g) An interest in the good presentation of written texts, respected grammatical, spelling and typographical texts and following simple guidelines for review has been shown.

h) Printed and online dictionaries and spelling correctors of the word processors have been used in the composition of the processors.

i) A thoughtful attitude has been shown and about the information that any kind of discrimination entails.

Duration: 120 hours.

Basic contents:

Valuation of prehistoric and ancient societies and their relationship to the natural environment:

-Natural landscapes. General and local aspects.

-Prehistorical societies.

-The birth of cities:

• Urban habitat and its evolution.

• Urban representation graphs.

• Old urban societies.

• Greek culture: extension, traits and major milestones.

• Essential characteristics of Greek art.

• Roman culture.

• Essential features of Roman art.

-Treatment and elaboration of information for educational activities:

• Basic resources: scripts, schemas, and summaries, among others.

• Simple chronological localization tools.

• Selected and specific Vocabulary.

Valuation of the creation of the European space in the middle and modern ages:

-Medieval Europe:

• Survival of uses and customs. The agricultural area and its characteristics.

• Contact with other cultures.

-The Europe of Absolute Monarchies:

• The great European monarchies: location and evolution on the map in the European context.

• The absolute monarchy in Spain.

• Evolution of the productive sector during the period.

-The colonization of America.

-Population study:

• Demographic developments in the European space.

• Population chart comment: basic guidelines and instruments.

-The evolution of the European art of medieval and modern times:

• Basic guidelines for pictorial works commentary.

-Treatment and elaboration of information for educational activities:

• Basic resources: abstracts, thematic sheets, biographies, spreadsheets or the like, elaboration, among others.

• Specific vocabulary.

Using oral communication strategies in the Spanish language:

-Oral texts.

-Active listening application in the understanding of oral texts.

-Guidelines for preventing disruption in oral communication situations.

-The communicative exchange:

• extralinguistic elements of oral communication.

• Informal and formal oral oral uses.

• Adequation to the communicative context.

-Application of language standards in oral communication. Phrase organization: Basic grammatical structures.

-Oral Compositions:

• Simple oral exhibitions on current events.

• Simple oral presentations.

• Use of support media: audiovisual and ICT.

Use of communication strategies written in the Spanish language:

-Text types. Characteristics of texts of their own daily and professional life.

-Reading strategies: textual elements.

-Guidelines for the use of miscellaneous dictionaries.

-Basic strategies in the written composition process.

-Presentation of texts written on different media:

• Application of grammatical rules.

• Applying spelling rules.

-Written texts:

• Main textual connectors.

• Basic aspects of the verbal forms in the texts, with special attention to the aspects of the oral perifrasis.

• Subordinate, substantive, adjective, and adverb function of the verb.

• Syntax: statement, sentence, and sentence; subject and predicate; direct, indirect, regime, circumstantial, agent, and attribute.

Reading of literary texts in the Spanish language before the 19th century:

-Guidelines for reading literary fragments.

-Instruments for collecting information from reading a literary work.

-stylistic and thematic characteristics of the Spanish language literature from the Middle Ages to the 18th century.

-The narrative. Recurring themes and styles according to the literary era.

-Reading and interpreting poems. Recurring themes and styles according to the literary era.

-The theater. Themes and styles according to the literary era.

Understanding and production of English-language basic oral texts:

-Top ideas in very clear calls, messages, orders, and indications.

-General description of people, places, objects (professional and public).

-Narration about common and frequent situations of present, past, and future times.

-Frequent lexical, simple expressions and phrases to unwrap in everyday transactions and arrangements of the personal or professional environment.

-Grammatical resources:

• Times and verbal forms in present, past; main verbs, manners and auxiliaries. Communicative functions associated with common and frequent situations.

• Fundamental linguistic elements.

• Speech markers to start, sort, and finish.

-Pronunciation of phonemes or basic groups of a basic character that present greater difficulty.

-Using appropriate records in social relationships.

-Fundamental strategies for understanding and active listening.

Participation in English language conversations:

-Understanding and active listening strategies for starting, maintaining, and terminating interaction.

Making simple English language messages and texts:

-Understanding global information and the main idea of everyday basic texts, whether personal or professional.

-Frequent lexical to be involved in everyday transactions and procedures, simple in the personal or professional field.

-Composition of very brief, simple and well-structured written texts.

-Grammatical resources:

• Times and verbal forms. Temporary relationships: Before, after, and concurrency.

• Basic grammatical structures.

• More common communicative functions of the personal or professional scope in written media.

-Fundamental linguistic elements based on the types of texts, contexts and communicative purposes.

-Basic text properties.

-Reader compression strategies and techniques.

-Planning and correction strategies.

Teaching guidelines.

This module contributes to the achievement of the competences for lifelong learning and contains the training for students and students to be able to recognize the basic characteristics of the phenomena related to the human activity and improve your communicative skills.

The learning strategy for the teaching of this module that integrates basic knowledge related to social sciences, Spanish language and English literature and language, will be focused on the use of basic tools of analysis textual, the elaboration of structured information both oral and written, the location of space-temporal of social and cultural phenomena and respect for the diversity of beliefs and patterns of daily relationship in different societies and human groups, involving students in significant tasks to enable them to work autonomously and in a team.

The formation of the module contributes to the achievement of the general objectives (o), (p), (q), (r), (s), (t), (u), (v), (w), (x), (z), (aa) and (b) of the training cycle, and the professional, personal and social competences (n), (o), (p), (q), (r), (s), (t), (u), v), w), x), y) and z) of the title.

The lines of action in the teaching-learning process that enable the objectives of the module to be achieved will be oriented towards:

-The concreteness of a personalized training plan that aims to achieve the integration of the student in the proposed learning situations through the application of motivational strategies.

-The empowerment of autonomy in the execution of activities and in the management of their learning time in the field of competencies and contents of the sociolinguistic field.

-The realization of dynamics about the development of social skills that favor the settlement of habits of discipline and individual and team work.

-The use of strategies, resources and sources of information within their reach, promoting the use of ICT, which contribute to the reflection on the assessment of the information necessary to construct structured explanations of the reality that surrounds you.

-The use of globalizing methods (projects, centers of interest, among others) that allow the integration of students into the learning activities, concretized in a working methodology that links them with the

-The programming of activities that are related, whenever possible, with capabilities that are derived from the professional profile.

The lines of action in the teaching-learning process that enable the objectives of the module to be achieved in relation to Social Sciences are related to:

-The motivating integration of knowledge that allows you to analyze and value the diversity of human societies.

-The use of resources and sources of information within your reach to organize information that you extract to help you integrate into educational work.

-Recognition of the footprint of the past in daily life by appreciating the diversity of human groups and their achievements over time.

-The assessment of the problems of their environment based on the analysis of the available information, the formulation of justified explanations and the reflection on their actions in relation to the same in situations of learning.

-The potentiation of the observation capacities and criteria for the enjoyment of artistic expressions through the gradual analysis of archetypal artistic productions, appreciating their aesthetic and thematic values.

The lines of action in the teaching-learning process that enable the objectives of the module to be achieved in relation to language learning are related to:

-The use of language in the interpretation and elaboration of simple oral and written messages, through their use in different types of communicative and textual situations in their environment.

-Using a vocabulary appropriate to the situations in your environment that will guide the completion of the contents, activities and examples used in the module.

-The selection and execution of didactic strategies that facilitate self-learning and incorporate the use of the language in communication situations as real as possible, using the possibilities of the Information and Communication (email, SMS, internet, social networks, among others).

-The use of communication techniques to enhance teamwork to enable them to integrate into educational activities with a guarantee of success.

-The appreciation of the cultural and customs variety present in its surroundings, putting it in relation to the needs arising from the use of the language with different speakers.

-The development of reading habits that allow them to enjoy literary production through the use of selected texts to their needs and characteristics.

Professional Module: Communication and Society II.

Code: 3012

Learning results and evaluation criteria.

1. It infers the essential characteristics of contemporary societies based on the study of their historical evolution, analyzing the basic features of their social, political and economic organization.

Assessment Criteria:

(a) The consequences for the organization of the current societies of the ideological currents that have cemented it have been discriminated against, placing them in time and space.

b) The current globalized economic relations model has been valued by studying the economic transformations produced as a result of technological innovations and the organizational systems of the activity productive.

c) The characteristics of contemporary social organization have been categorized, analyzing the structure and social relationships of the current population and their evolution during the period.

d) The evolution of contemporary international relations has been examined, drawing up causal and consecutive explanations for developing opinions on current conflicts.

e) The process of unifying the European space has been assessed, analyzing its evolution, arguing its influence on the national policies of the member countries of the European Union.

f) The evolution of global historical events has been associated with the historical evolution of the Spanish State, identifying its stages of evolution, the main conflicts and its current situation.

g) The essential traits of contemporary art and their evolution to our day have been identified, building opinions and criteria of their own aesthetic order.

h) The evolution of the sector or the production sectors of the title has been analyzed, describing their transformations and main milestones of evolution in their organizational and technological systems.

i) Pauted instruments for the collection and dissemination of information have been developed to allow the evaluation of the learning performed, using the precise vocabulary.

j) Behaviors have been developed according to the development of the effort itself and the collaborative work.

2. It values the basic principles of the democratic system by analyzing its institutions and the different political and economic organizations in which it manifests and inferring guidelines of action to accommodate its behavior to the fulfillment of these principles.

Assessment Criteria:

a) The basic principles of the Universal Declaration of Human Rights and their situation in today's world have been recognized, valuing their involvement in everyday life.

b) The guiding principles, institutions and standards of operation of the major international institutions have been analyzed, judging their role in global conflicts.

c) The importance of mediation and conflict resolution in the extension of the democratic model has been valued, developing own and reasoned criteria for the resolution of these.

d) The essential features of the Spanish democratic model have been judged, valuing the historical context of their development.

e) The involvement of the principle of non-discrimination in the personal and social relationships of the next environment has been valued, judging behavior of its own and others and inferring appropriate guidelines and actions to accommodate the attitude to the rights and obligations arising from it.

f) Information has been developed and organized for use in collaborative work situations and contrast of opinions.

3. It uses communicative strategies to interpret and communicate oral information in the Spanish language, applying the principles of active listening, reasoned strategies of composition and the correct linguistic norms in each case.

Assessment Criteria:

a) The techniques of active listening in the analysis of oral messages from different sources have been applied.

b) The communicative intention and the thematic structure of oral communication have been recognized, assessing possible responses.

c) The correct use of non-verbal communication elements in arguments and exposures has been performed.

d) The uses and levels of language and language standards have been applied in the understanding and composition of oral messages, valuing discriminatory uses.

e) The correct grammatical terminology has been used in the understanding of the proposed grammatical activities and in the resolution of the same.

4. It uses communicative strategies to communicate information written in the Spanish language, applying strategies of analysis, synthesis and classification in a structured way to the autonomous composition of texts of progressive complexity.

Assessment Criteria:

a) The main characteristics of the types in relation to their suitability for the job that you want to perform have been valued and analyzed.

b) Different search techniques have been used in the understanding of a written text, applying content reinterpretation strategies.

c) Comprehensive reading strategies have been applied systematically in the understanding of texts, recognizing possible discriminatory uses.

d) The content of a written text has been summarized, extracting the main idea, the secondary and the communicative purpose, reviewing and reformulating the conclusions obtained.

e) The structure of different written texts of academic or professional use has been analyzed, recognizing uses and levels of the language and elaboration guidelines.

f) The main grammatical and spelling rules have been applied in text writing so that the final text is clear, accurate and appropriate to the format and the communicative context.

g) Systematized guidelines have been developed in the preparation of written texts to improve written communication.

h) Guidelines for the submission of written works have been observed taking into account the content, format and the target audience, using a correct vocabulary according to the language rules and the uses to which it is intended.

i) Activities of understanding and analysis of grammatical structures have been resolved, checking the accuracy and validity of the inferences made.

5. He interprets literary texts representative of the Literature in the Spanish language from the nineteenth century to the present, recognizing the author's intention and relating it to its historical, socio-cultural and literary context.

Assessment Criteria:

(a) The literary movements in the Spanish language have been described in the period considered and the most representative works recognized.

b) The structure and use of the language of a personal reading of works appropriate to the level and situating it in its context and using instruments that are based have been valued.

c) Substantiated personal opinions have been expressed about the aspects appreciated in literary works.

d) Literary text analysis strategies have been applied, recognizing the themes and motifs and symbolic elements and the functionality of the most significant stylistic resources.

e) An author, a work or a period of the literature in the Spanish language, has been informed about the corresponding information.

6. It uses strategies to interpret and communicate oral information in the English language, applying the principles of active listening and developing oral presentations of little, clear and structured, on specific issues and aspects, common and everyday, in the personal and professional field.

Assessment Criteria:

a) Active listening strategies have been systematically applied for the overall and specific understanding of messages received, without the need to understand all the elements of it.

b) The communicative intention of direct messages has been identified or using a limited repertoire of expressions, phrases, words and markers of structuring speech (opening, continuity and closing).

c) The overall sense and main ideas of the oral text and basic grammatical structures have been identified in simple sentences of frequent and frequent frequent situations and of predictable and concrete content.

d) Essential phonetic and intonation traits have been identified that help to understand the overall sense and the main and secondary ideas of the message.

e) Brief oral compositions and presentations have been made according to a structured script, applying the format and traits of each type of text, personal or professional.

f) Basic grammatical structures and speech markers have been used to initiate, link, order, and end speech, in common, frequent, and concrete situations.

g) Information has been expressed, using reasonable intonation and pronunciation, accepting breaks and small hesitations.

h) A thoughtful and critical attitude has been shown about the information that any kind of discrimination entails.

i) The most frequent social relationship rules of countries where the foreign language is spoken have been identified.

j) The everyday habits or activities of the community and the workplace where the foreign language is spoken have been identified.

k) The main professional attitudes and behaviors in normal communication situations in the professional field have been identified.

7. It maintains simple English language conversations in regular and practical situations in the personal and professional fields, using basic communication strategies.

Assessment Criteria:

a) It has been discussed following a script on specific and frequent topics and aspects of the personal and professional field.

b) It has been heard and discussed in simple, everyday interactions of professional and personal life, requesting and providing information in some detail.

c) Interaction has been maintained using various essential communication strategies to show interest and understanding.

d) Compensation strategies have been used to fill gaps in the foreign language (paraphrasing, body language, audio-visual aids).

e) Simple grammatical structures and sentences and an essential, limited repertoire of expressions, phrases, frequent words, and linear speech markers have been used.

f) It has been expressed with some clarity, using a reasonable and understandable intonation and pronunciation, accepting some pauses and hesitations.

8. It produces short and simple texts with a certain detail in the English language, relating to common communication situations in the personal and professional field, implementing comprehensive reading strategies and developing systematic strategies of composition.

Assessment Criteria:

a) The text has been read recognizing the essential traits of the genre and its structure, and interpreting its global and specific content, without the need to understand all the elements of it.

b) The basic communicative intention of the organized text has been identified in a different way.

c) Simple grammatical structures and sentences have been identified and a limited repertoire of expressions, phrases, words and markers of speech, basic and linear, in frequent and concrete frequent situations of content predictable.

d) Phrases, sentences, and simple texts have been completed, taking into account the communicative purpose, with grammatical structures of low complexity in typical and concrete situations of predictable content.

e) Short and simple texts, suitable for a communicative purpose, have been developed using the most frequent connectors to link the sentences.

f) Grammatical, orthographic and typographic standards have been respected following systematic and concrete guidelines for review and correction.

g) A thoughtful and critical attitude has been shown about the information that would be of any kind of discrimination.

Duration: 120 hours.

Basic contents:

Valuation of contemporary societies:

-Building democratic systems:

• The Enlightenment and its consequences.

• The liberal society.

• Democratic society.

-Economic structure and its evolution:

• Principles of economic organization. The current globalized economy.

• The second globalization.

• Third globalization: development issues.

• Evolution of the productive sector itself.

-International relations:

• Great powers and colonial conflict.

• The European Civil War.

• Decolonization and Cold War.

• The current globalized world.

• Spain in the current relationship framework.

-European construction.

-Contemporary art:

• The breaking of the classical canon.

• Film and comic as mass entertainment.

-Treatment and elaboration of information for educational activities:

• Collaborative work.

• Presentations and web publications.

Valuation of democratic societies:

-The Universal Declaration of Human Rights:

• Human Rights in everyday life.

• Current international conflicts.

-The Spanish democratic model:

• The construction of democratic Spain.

• The Spanish Constitution.

• The principle of non-discrimination in daily living.

-Conflict resolution.

-Treatment and elaboration of information for educational activities:

• Processes and guidelines for collaborative work.

• Preparing and presenting information for deliberative activities.

• Rules of operation and attitudes in the contrast of opinions.

Using oral communication strategies in the Spanish language:

-Oral texts.

-Active listening techniques in the understanding of oral texts.

-Exposure of ideas and arguments:

• Organization and preparation of contents: ylation, succession and coherence.

• Structure.

-Application of language standards in oral communication:

• Organization of the phrase: basic grammatical structures.

• Semantic coinheritance.

-Using audio-visual resources.

Use of communication strategies written in the Spanish language:

-Jobs, reports, essays and other academic and scientific texts.

-Language aspects to consider:

• Communication records of the language; factors that condition their use.

• Spanish language diversity.

• Variations of the deictic forms in relation to the situation.

• Direct and indirect style.

-Reading strategies with academic texts.

-Presentation of written texts.

-Language analysis of written texts:

• Text connectors: cause, consequence, condition, and hypothesis.

• The verbal forms in the texts. The oral perifrasis ' aspects of the text.

• Syntax: Add-ons; Composite Phrases.

• Strategies to improve listener interest.

Interpretation of literary texts in the Spanish language since the 19th century:

-Instruments for collecting information from reading a literary work.

-The literature in its genres.

-Evolution of the literature in the Spanish language from the 19th century to the present.

Interpretation and communication of daily oral texts in the English language:

-Distinction of main and secondary ideas of short and simple oral texts.

-Description of specific aspects of people, places, basic services, objects, and simple steps.

-Personal, public, and professional experience.

-Narration of events and experiences of the present, past and future time.

-Lexical, phrases and expressions, to be developed in everyday transactions and procedures in the personal and professional fields.

-Text types and their structure.

-Grammatical resources:

• Simple and compound verbal times and forms.

• Communication functions associated with common situations.

• Fundamental linguistic elements.

• Bookmarks of speech.

• Subordinate Orations of Low Complexity.

-Understanding and active listening strategies.

-Pronunciation of phonemes or phonic groups that present greater difficulty.

-Using appropriate records in social relationships.

Interaction in English-language conversations:

-Interaction strategies to maintain and follow a conversation.

-Using standardized phrases.

Interpretation and elaboration of simple written messages in the English language:

-Global and specific information about low-difficulty messages concerning everyday basic issues in the personal and professional field.

-Composition of brief and well-structured written texts.

-Lexico to be involved in everyday transactions and procedures, necessary, simple and concrete in the personal and professional field.

-Terminology specific to the professional area of the students.

-Grammatical resources.

-Markers of speech.

-Use of simple and compound sentences in written language.

-Reader compression strategies and techniques.

-Basic text properties.

-Sociocultural norms in personal and professional relationships in everyday situations.

-Message scheduling strategies.

Teaching guidelines.

This module contributes to the achievement of the competences for lifelong learning and contains the training for using the steps of the scientific method, by analyzing the main phenomena related to the human activities in the contemporary world and the development of sufficient communicative strategies in the Spanish language to improve their chances of personal, social and professional development, as well as to start in the communication in English language in different usual situations.

The learning strategy for teaching this module that integrates subjects such as social sciences, Spanish language and English literature and language, will focus on the acquisition of space-temporal analysis tools, the treatment of oral and written texts, the elaboration of structured messages and respect for other societies, involving students in significant tasks that allows them to work autonomously and collaboratively to build their own learning and culminate in actual results generated by themselves.

The formation of the module contributes to the achievement of the general objectives (o), (p), (q), (r), (s), (t), (u), (v), (w), (x), (z), (aa) and (b) of the training cycle, and the professional, personal and social competences (n), (o), (p), (q), (r), (s), (t), (u), v), w), x), y) and z) of the title.

The lines of action in the teaching-learning process that enable the objectives of the module to be achieved will be oriented towards:

-The concreteness of a personalized training plan that aims to achieve the active involvement of the student in his formative process, where the practice and the functionality of the learning constitute a continuum that facilitate the performance of the activities carried out by the students.

-The empowerment of autonomy and personal initiative to use the appropriate strategies in sociolinguistic fields.

-The realization of dynamics about the development of social skills that favor the development and settlement of habits of discipline and individual and collaborative work.

-The use of strategies, resources and sources of information at their fingertips that contribute to the reflection on the assessment of the information necessary to construct reasoned explanations of the reality that surrounds it.

-The guarantee of access to information for all students, encouraging the use of ICT.

-The use of globalizing methods (projects, centers of interest, among others) that allow the integration of competencies and contents, concretized in a working methodology that ties them with the current to allow the adaptation of students to personal, social and professional reality.

-The programming of activities that are related, whenever possible, with capabilities that derive from the professional profile and their adaptation to the professional requirements of their environment.

The lines of action in the teaching-learning process that enable the objectives of the module to be achieved in relation to Social Sciences are related to:

-The integration of knowledge that allows the study of a phenomenon related to the social sciences from a multidisciplinary perspective that will enable it to value the diversity of human societies.

-The use of strategies and acting skills, resources and sources of information within your reach to approach the scientific method and organize the information that you extract to favor your integration into the work education.

-The recognition of the footprint of the past in daily life by appreciating the changes and transformations suffered by human groups over time.

-The assessment of the problems of the current society based on the analysis of the available information and the concreteness of their own hypotheses and reasoned explanations of the phenomena observed in the learning situation.

-Potentiation of the capacities of appreciation and creation, to educate the taste for the arts, through the development of contents and activities that relate to works and artistic expressions selected.

The lines of action in the teaching-learning process that enable the objectives of the module to be achieved in relation to language learning are related to:

-The use of language in the interpretation and elaboration of oral and written messages, through its use in different types of communicative and textual situations.

-The use of a vocabulary appropriate to the situations of personal, social and professional life that will need to be used for the realization of the contents, activities and examples used in the module.

-The selection and execution of didactic strategies that facilitate self-learning and incorporate the use of the language in communication situations as real as possible, using the possibilities of the Information and Communication (email, SMS, internet and social networks, among others).

-The use of communication techniques to enhance collaborative work that allows the development of the concept of collective intelligence and its relationship with the professional field.

-The appreciation of the cultural and customs variety characteristic of contemporary societies, more specifically in the field of English-speaking cultures.

-The creation of reading habits and aesthetic criteria of their own that allow them to enjoy literary production, with greater deepening in the production in the Spanish language.

Professional Module: Job Center Training.

Code: 3079

Learning results and evaluation criteria.

1. Performs auxiliary operations in the machining and assembly of metal constructions, following the processes of the quality system established in the company and the corresponding safety protocols.

Assessment Criteria:

a) The elements of the installations, their function and disposition have been identified.

b) The tools and equipment needed for machining and assembly have been prepared.

c) Basic machining operations have been performed in mechanical manufacturing.

d) Ferric element welding operations have been performed.

e) Metal structure mount operations have been performed.

f) The dimensions and characteristics of the mounted elements have been checked.

g) It has been operated in compliance with the personal and material safety criteria, with the required quality.

h) Operations have been performed with respect to the environment.

i) You have participated in the working group, showing initiative and interest.

2. Performs light calderry operations for obtaining metal products, following the processes of the quality system established in the company and the corresponding safety protocols.

Assessment Criteria:

a) The elements of the installations, their function and disposition have been identified.

b) The tools and equipment needed for the cutting and shaping have been prepared.

c) Basic cutting and shaping operations with metal sheets and profiles have been performed.

d) The dimensions and characteristics of the manufactured elements have been checked.

e) It has been operated respecting the criteria of personal and material safety, with the required quality.

f) Operations with respect to the environment have been performed.

g) Participated within the working group, showing initiative and interest.

3. Performs auxiliary operations on the assembly of electrical and electronic equipment, following the processes of the quality system established in the company and the corresponding safety protocols.

Assessment Criteria:

a) Elements of electrical and electronic equipment, their function and layout have been identified.

b) The location and fixing and interconnection of the equipment and accessories has been performed, using the correct techniques.

c) Equipment elements and systems have been mounted.

d) The electrical connections of the elements have been performed and checked.

e) It has been operated respecting the criteria of personal and material safety, with the required quality.

f) Operations with respect to the environment have been performed.

g) Participated within the working group, showing initiative and interest.

4. Performs preventive maintenance operations on facilities and equipment, applying instructions according to maintenance plans.

Assessment Criteria:

a) Preventive maintenance interventions have been performed on the installation or equipment.

b) State checks on equipment and facilities have been carried out.

c) Tools and tools for preventive maintenance operations have been selected and used.

d) Operations with respect to the environment have been performed.

e) It has been collaborated within the working group, showing initiative and interest.

f) Possible correction measures have been determined based on the results obtained.

g) All operations have been performed, taking into account regulations on occupational safety and environmental protection.

5. Acts in accordance with the company's rules of prevention and occupational risks.

Assessment Criteria:

a) The general rules on prevention and safety, as well as those established by the company, have been met at all times.

b) The risk factors and situations that are presented in their scope of action in the workplace have been identified.

c) Attitudes related to activity have been adopted to minimize occupational and environmental risks.

d) The individual protection equipment (PPE) set for the various operations has been used.

e) The protection devices of machines, equipment and installations in the various activities have been used.

f) The prevention plan has been acted upon.

g) The risk-free work zone has been maintained, with order and cleanup.

h) Work has been done minimizing energy consumption and waste generation.

6. It acts responsibly and integrates into the company's social-technical relations system.

Assessment Criteria:

a) The instructions that you receive have been executed diligently.

b) He has taken responsibility for the work he develops, communicating effectively with the right person at every moment.

c) The requirements and technical standards have been met, demonstrating a good professional practice and finishing their work at a reasonable time limit.

d) An attitude of respect towards established procedures and procedures has been shown at all times.

e) The work performed according to the established instructions and procedures has been organized, fulfilling the tasks in order of priority and acting under safety and quality criteria in the interventions.

f) The activity that you perform with the rest of the staff has been coordinated, reporting any changes, relevant need, or unanticipated contingency.

g) Has been added in time to the job, enjoying the breaks instituted and not leaving the work centre before the established time without duly justified reasons.

h) The necessary information has been appropriately asked or any doubts you may have for the performance of your duties to your immediate responsible.

i) The work has been done according to the indications made by its superiors, considering the possible modifications or suggestions in the place and appropriate ways.

Duration: 130 hours.

This professional module contributes to the completion of the general competencies and objectives of this title, which have been achieved in the educational centre or to develop the skills that are difficult to achieve in the same.

Contributes, moreover, to the strengthening of order, punctuality, responsibility and polish habits.

4.Minimum quality requirements for the formative context.

4.1. Spaces.

The spaces necessary for the development of the teachings of this formative cycle are:

-Multi-purpose Aula.

-Electrotechnical facilities workshop electronic and electronic equipment.

-Metal building workshop.

4.2. Minimum equipment.

-purpose Aula.	Network-installed computers, projection system, and internet. Audiovisual Media. Application computer programs
Electrotechnical installations workshop electronic and electronic equipment networks.	Manual tools for jobs electronic-electronic. Manual tools for mechanical work. Electrical magnitudes measurement equipment. Security and safety equipment protection. Soldering equipment for components. Power supplies
building workshop.	Work banks with screws. Sierra. Roller Curver. Taladors. Cizalla. Cutting Equipment. Plegator. Plegator. Welding Teams. Radials, bicorneous Yunques. Tronder with stop. Compressor. Tyres and pneumatic rivets

5. Teachers.

5.1. The specialties of the public sector teachers attributed to the delivery of the professional modules associated with the professional profile are:

	Module	Teacher/Other Specialty	Body of the Teacher's
3015. Electrical and electronic equipment. 3020. Basic manufacturing operations. 3021. Welding and metal carpentry. 3022. Aluminum and PVC carpentry. 3073. Basic light-duty operations.	Specialty: • Mechanizing and maintenance of machines. • Electrotechnical installations. • Electronic Equipment. • Welding.	• Technical Teacher of Vocational Training
	Other: • Specialist teacher, if any.
3079. Job center training.	• Mechanizing and maintenance of machines. • Electrotechnical installations. • Electronic equipment. • Welding.	• Technical Teacher of Vocational Training

5.2. The qualifications required for the delivery of professional modules, for private and public ownership centres of other administrations other than education, are:

Professional Modules

3015. Electrical and electronic equipment. 3020. Basic manufacturing operations. 3021. Welding and metal carpentry. 3022. Aluminum and PVC carpentry. 3073. Basic light-duty operations. 3079. Job center training.	-Licensed, Engineer, Architect, or corresponding degree title or other equivalent titles.

5.3. The enabling qualifications for teaching purposes for the delivery of professional modules, for private and public ownership centres of other administrations other than education, are:

Professional Modules

3015. Electrical and electronic equipment. 3020. Basic manufacturing operations. 3021. Welding and metal carpentry. 3022. Aluminum and PVC carpentry. 3073. Basic light-duty operations. 3079. Job training in job centers.	-Diplomat, Technical Engineer or Technical Architect or other equivalent titles. -Top Technician in metallic, Technical constructions higher programming of production in mechanical manufacturing, or other equivalent titles

6. Correspondence between professional modules and units of competence for accreditation or validation.

Outmatched Professional Modules

Accreditable Competition
3015. Electrical and electronic equipment.	UC1559_1: Perform assembly operations on electrical and electronic equipment assembly. UC1560_1: Perform operations connected to the electrical and electronic equipment assembly. UC1561_1: Perform auxiliary operations in the maintenance of electrical and electronic equipment
3020. Basic manufacturing operations.	UC0087_1: Perform basic manufacturing operations
3021. Welding and metal carpentry. 3022. Aluminum and PVC carpentry.	UC0088_1: Perform basic assembly operations

7. Middle-grade formative cycles to which this title allows application of preference criteria for admission in case of competitive concurrency.

This title will take precedence for admission to all middle grade titles of professional families:

-Electricity and Electronics.

-Informatics and Communications.

-Mechanical Manufacturing.

-Installation and Maintenance.

-Energy and Water.

-Extractives industries.

-Maritimo-Pesquera.

-Chemistry.

-Transport and Maintenance of Vehicles.

-Wood, Furniture and cork.

-Building and Civil Work.

ANNEX V

Basic professional title in electrotechnical and mechanical installations

1. Title identification.

The basic professional title in electrotechnical and mechanical installations is identified by the following elements:

-Name: Basic professional title in electrotechnical and mechanical installations.

-Level: Basic Professional Training.

-Duration: 2000 hours

-Professional Family: Electricity and Electronics and Mechanical Manufacturing.

-European reference: CINE-3.5.3. (International Standard Classification of Education).

2. Professional profile.

2.1. General competence of the title.

The general competence of this title is to carry out ancillary operations in the assembly and maintenance of electrotechnical and telecommunications installations in buildings, as well as basic manufacturing and assembly for mechanical manufacturing, observing the rules for the prevention of occupational hazards and environmental protection and communicating in an oral and written form in the Spanish language and, where appropriate, in the self-official language as well as in some foreign language.

2.2. Title competitions.

The professional, personal, social and skills competencies for lifelong learning of this title are as follows:

a) Coping with materials and tools to undertake the execution of assembly or maintenance in low voltage, domotic and telecommunications facilities in buildings.

b) Mounting pipes and pipes in quality and safety conditions and following the established procedure.

c) Tender wiring in low voltage and domotic electrical installations in buildings, applying standard techniques and procedures.

d) Set up equipment and other auxiliary elements of the electrotechnical facilities under quality and safety conditions and following the established procedure.

e) Perform basic, functional and regulatory tests and verifications using the appropriate instruments and the established procedure.

f) Prepare the job position, tools, auxiliary machinery, and machining and assembly equipment in the installation and maintenance.

g) Make fixed and removable joints in metal and non-metallic materials, following security, functionality and economics criteria.

h) Perform the assembly and adjustment of metallic and non-metallic elements by means of portable tools, achieving the adjustments, roots or sliding of the moving parts.

i) Carry out the maintenance of machines, equipment, tools and facilities, in compliance with the procedures set out in the manuals for the use and conservation of the machines.

j) Solve predictable problems related to your physical, social, personal, and productive environment, using scientific reasoning and elements provided by applied and social sciences.

k) To act healthily in different everyday contexts that favor personal and social development, analyzing positive habits and influences for human health.

l) To value actions aimed at the conservation of the environment, differentiating the consequences of everyday activities that may affect the balance of the environment.

m) Obtain and communicate information intended for self-learning and its use in different contexts of its personal, social or professional environment through resources within its scope and the information and information technologies themselves communication.

n) Act with respect and sensitivity towards cultural diversity, historical-artistic heritage and cultural and artistic manifestations, appreciating its use and enjoyment as a source of personal and social enrichment.

n) Communicate with clarity, precision and fluency in different social or professional contexts and by different means, channels and supports at their fingertips, using and adapting oral and written language resources of the language Spanish and, where appropriate, the official language.

o) Communicate in customary situations of both work and personal and social, using basic language resources in foreign languages.

p) Make simple explanations about events and characteristic phenomena of contemporary societies based on historical and geographical information at their disposal.

q) Adapting to new employment situations caused by technological and organizational changes in their work activity, using the training offers at their fingertips and locating resources through the technologies of the information and communication.

r) Fulfilling the tasks of your level with autonomy and responsibility, using quality and efficiency criteria in the assigned work and performing it individually or as a member of a team.

s) Communicate effectively, respecting the autonomy and competence of the different people involved in their field of work, contributing to the quality of the work done.

t) Assume and comply with risk prevention and occupational safety measures in the performance of work activities, avoiding personal, occupational and environmental damage.

u) Meet quality, universal accessibility and design standards for all that affect your professional activity.

v) Act with entrepreneurial spirit, personal initiative and responsibility in choosing the procedures of your professional activity.

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

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

Full professional qualifications:

(a) Auxiliary operations for the assembly of electrotechnical and telecommunications installations in buildings, ELE255_1 (Royal Decree 1115/2007 of 24 August), comprising the following units of competence:

UC0816_1: Perform low voltage and domotic power installation assembly operations in buildings.

UC0817_1: Perform telecom facility mount operations.

(b) Mechanical manufacturing auxiliary operations FME031_1 (Royal Decree 295/2004 of 20 February 2004), comprising the following units of competence:

UC0087_1: Perform basic manufacturing operations.

UC0088_1: Perform basic mount operations.

2.4. Professional environment.

2.4.1. This professional is employed in large, medium and small enterprises engaged in the manufacture and assembly of mechanical and electromechanical products, as well as the assembly and maintenance of electrotechnical installations of buildings, dwellings, offices, commercial and industrial premises, supervised by a higher level and regulated by the activity of the Electrotechnical Regulation of Lower Tension and by the Regulations of the Common Infrastructures of Telecommunications.

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

-Low voltage electrical installations/operations.

-Assistant to the assembler/to satellite receiver/television.

-Help/installer/a and repairer of telephone and telegraphic equipment.

-The installer/installer of equipment and communication systems.

-Installer/installer assistant/to telephone facility.

-Peon of the electrical energy production and distribution industry.

-Peons of manufacturing industries.

-Automated process aids.

2.5. Foresight of the sector or sectors related to the title.

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

(a) In the electrical installations sector, there is a strong growth in demand for automated installations, both domotic and industrial, solar photovoltaic and infrastructure installations telecommunications in residential and tertiary sector buildings, remaining stable in electrotechnical installations.

b) The development of new technologies is making it possible to change materials and equipment to achieve greater energy efficiency and predictable electrical safety in the coming years.

(c) The companies in which the activity is carried out tend to delegate to the functions and responsibilities, with the preference for a multi-purpose profile with a high degree of autonomy, the ability to take of decisions, teamwork and coordination with installers from other sectors.

d) Organizational structures tend to be configured on the basis of decentralized decisions and participatory management teams, enhancing autonomy and decision-making capacity.

(e) The characteristics of the labour market, labour mobility, economic openness, make it necessary to train multi-purpose professionals capable of adapting to the new socio-economic, labour and organisational situations of the sector.

3. Teaching of the training cycle.

3.1. General title objectives.

The general objectives of this training cycle are as follows:

a) Select the tools, equipment and means of assembly and security, recognizing the real materials and considering the operations to be carried out, to collect the resources and means.

b) Mark the position and apply channelling techniques, pipes and supports, using the appropriate tools and the procedure set up for mounting.

c) Apply cable laying and guidance techniques, following established procedures and managing the corresponding tools and means to build cabling.

(d) Apply simple assembly techniques, handling equipment, tools and instruments, according to established procedures, in safety conditions, to fix equipment and auxiliary elements of electrotechnical installations.

e) Use measurement equipment, relating the parameters to be measured with the configuration of the equipment and with its application in the facilities according to the instructions of the manufacturers to carry out tests and verifications.

f) Prepare the job position, tools, auxiliary machinery, and machining and assembly equipment in workshop and/or installation and maintenance.

g) Make fixed and removable joints in metal and non-metallic materials, following security, functionality and economics criteria.

h) Perform the assembly and adjustment of metallic and non-metallic elements by means of portable tools, achieving the adjustments, roots or sliding of the moving parts.

i) Interpreting manuals for the use of machines, equipment, tools and facilities, identifying the sequence of operations to perform basic maintenance.

j) Understand the phenomena occurring in the natural environment through scientific knowledge as an integrated knowledge, as well as know and apply methods to identify and solve basic problems in the various fields of knowledge and experience.

k) Develop skills to formulate, raise, interpret and solve problems, apply mathematical calculation reasoning to develop in society, in the working environment, and manage their economic resources.

l) Identify and understand the basic aspects of the functioning of the human body and put them in relation to individual and collective health and assess hygiene and health to enable the development and strengthening of habits healthy life based on the environment in which it is located.

m) Develop habits and values in accordance with the conservation and sustainability of natural heritage, understanding the interaction between living beings and the natural environment in order to assess the consequences of human action on the environmental balance.

n) Develop the basic skills of information sources using critical information and communication technologies to obtain and communicate information in the personal, social or professional environment.

n) Recognize basic characteristics of cultural and artistic productions, applying basic analysis techniques of their elements to act with respect and sensitivity towards cultural diversity, the historical-artistic heritage and cultural and artistic manifestations.

o) Develop and strengthen language skills and skills and achieve the required level of accuracy, clarity and fluency, using knowledge on the Spanish language and, where appropriate, the official language to communicate in their social environment, in their daily lives and in the work activity.

p) Develop basic language skills in a foreign language to communicate in an oral and written form in the usual and predictable situations of daily and professional life.

q) Recognize causes and traits of contemporary phenomena and events, historical evolution, geographical distribution to explain the characteristics of contemporary societies.

r) Develop values and behavior habits based on democratic principles, applying them in their usual social relationships and in the peaceful resolution of conflicts.

s) Compare and select existing learning resources and offerings for lifelong learning to adapt to new work and personal situations.

t) Develop initiative, creativity and entrepreneurship, as well as self-confidence, participation and critical spirit to resolve situations and incidences of both professional and business activity. personnel.

u) Develop teamwork, taking on their duties, respecting others and cooperating with them, acting with tolerance and respect to others for the effective performance of tasks and as a means of personal development.

v) Use information and communication technologies to inform, communicate, learn and facilitate work tasks.

w) Relating occupational and environmental risks to work activity for the purpose of using appropriate preventive measures for personal protection, avoiding harm to others and the environment.

x) Develop the techniques of your professional activity by ensuring effectiveness and quality in your work, proposing, if appropriate, improvements in work activities.

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.

3.2. Professional modules.

The modules of this training cycle are the following:

3013. Electrical and domotic installations.

3014. Telecommunications facilities.

3020. Basic manufacturing operations.

3021. Welding and metal carpentry.

3022. Aluminium and PVC carpentry.

3009. Applied sciences I.

3019. Applied sciences II.

3011. Communication and society I.

3012. Communication and Society II.

3081. Training in job centres.

3.3. Developing the modules.

Professional Module: Electrical and Domotic Installations.

Code: 3013

Learning results and evaluation criteria.

1. Selects the elements, equipment and tools for the assembly and maintenance of electrical installations of buildings, relating them to their function in the installation.

Assessment Criteria:

(a) The channels, tubes and their supports and attachments, according to their use, have been identified in the installation (embedded, surface, inter alia).

b) Different types of drivers have been identified according to their application in electrical installations.

c) The boxes, records, mechanisms (switches, switches, and power outlets, among others) have been identified according to their function.

d) Different forms of case and record location (embedded or surface) have been described.

e) Luminaries and accessories have been identified according to the type (fluorescent, halogen, among others), relating them to the space where they are to be placed.

f) The typical equipment and elements used in domotic installations with their main function and characteristics have been identified.

g) The tools and equipment used in the assembly and maintenance have been associated with the operations to be performed.

h) The collection of the material, tools and equipment has been adjusted to the rhythm of the intervention.

i) Information has been transmitted clearly, in an orderly and structured manner.

j) An orderly and methodical attitude has been maintained.

2. Mounts pipes, supports, and boxes in a low voltage and/or domotic electrical installation, reposing the layout of the installation.

Assessment Criteria:

a) The tools used according to the type (PVC tubes and metal tubes, among others) have been identified.

b) The techniques and elements used in the pipe and pipe joint have been described.

c) The tube curving techniques have been described.

d) The different techniques for securing pipes and pipes (by means of studs and screws, clamps, staples and chemical fixings, among others) have been described.

e) The location of the pipes and boxes has been marked.

f) The spaces (gaps and boxes) for the location of boxes and pipes have been prepared.

g) Electrical frames and automatic and domotic system elements have been mounted in accordance with the given facilities and indications schemes.

h) The stipulated time for assembly has been respected, applying the specific rules of the electrical regulation in the performance of the activities.

i) Work has been done in order and cleaning, respecting the safety standards.

j) You have operated with autonomy in the proposed activities.

3. It tends to be wired between equipment and elements of low voltage and/or domotic electrical installations, applying techniques according to the typology of the conductors and the characteristics of the installation.

Assessment Criteria:

a) The main characteristics of the drivers (section, isolation, grouping, color, among others) have been described.

(b) The types of driver pool are described according to their application in the installation (single-wire cables, multiwire cables, hoses, bars, among others).

c) The colors of the cables have been related to their application according to the corresponding code.

d) The most common passable guide types have been described.

e) The way the cables are attached to the guide has been identified.

f) Tabled cables have been prepared for connection by leaving a "coca" (additional cable length) and labeling them.

g) You have operated with the tools and materials with the required quality and safety.

h) Work has been performed with order and cleanup.

i) You have operated with autonomy in the proposed activities.

j) A responsible attitude and interest in process improvement has been shown.

4. Installs mechanisms and elements of electrical and/or domotic installations, identifying their components and applications.

Assessment Criteria:

a) The mechanisms and elements of the facilities have been identified.

b) The main functions of the mechanisms and elements (switches, switches and sensors, among others) have been described.

c) The elements formed by a set of parts have been assembled.

d) Mechanisms, "actuators", and sensors have been placed and fixed in their place of location.

e) Connection terminals have been prepared according to their type.

f) The cables have been connected with the electrical mechanisms and apparatus, ensuring good electrical contact and the correspondence between the cable and the terminal of the apparatus or mechanism.

g) Embellishers and lids have been placed when required.

h) You have operated with the tools and materials and with the quality and security required.

5. Performs auxiliary operations of maintenance of electrical installations and/or domotic buildings, relating the interventions with the results to be achieved.

Assessment Criteria:

a) Type breakdowns have been described in electrical installations in both buildings.

b) Type breakdowns have been described in domotic facilities in buildings.

c) The installation has been inspected by visually or functionally checking the dysfunction.

d) The status of the installation or any of its elements has been recognized by performing functional tests or elementary electrical measures.

e) The absence of danger for physical integrity and for the installation has been verified.

f) The damaged or broken element has been replaced, following the procedure set or according to the instructions received.

g) Security rules have been applied to all repair interventions in the installation.

h) Responsibility has been shown for errors and failures.

Duration: 175 hours.

Basic contents:

Selection of electrical/domotic installations, equipment, and tools:

-Link installations. Parts.

-Housing facilities: degree of electrification.

-Facilities with bathtubs or showers.

-Characteristics and types of elements: distribution table, control and control elements, tubes and pipes, boxes, electrical conductors, manoeuvring and connecting elements, among others.

-Classification. Type facilities. Circuits. Features of the facilities. Item types.

-Protection from direct and indirect contacts. Devices.

-Domotic installations. Types and characteristics. Sensors. Control equipment, "actuators".

-On-premises security.

Assembly of pipes, supports, and boxes in low voltage and/or domotic electrical installations:

-Characteristics and types of pipes: metallic and non-metallic tubes, channels, trays and supports, among others.

-Installation techniques for installation systems: embedded, surface or aerial. Drilling, surface types. Fixations, types and characteristics. Tools.

-Security Media and Equipment. Prevention of accidents. Electrical safety regulations. Risks in height.

Wiring between equipment and electrical/home equipment elements:

-Characteristics and types of drivers: isolated and not isolated, monowire, multiwire, hoses, bars, among others.

-Installation and laying techniques for drivers. Passable guides, types and features. Precautions.

-Security and protection measures.

Installing electrical/home appliance mechanisms and elements:

-Protection devices. Types and characteristics. Fuses, power control switch, differential switch, magneto-thermal switches, among others. Mounting techniques.

-Installation and fixing techniques on rail. Connection. Wiggle apparatus. Types and characteristics. Switches, switches, push buttons, among others.

-Installation and fixing. Connection.

-Current Tomas: Types, Installation, and Fixing. Connection.

-Electrical receivers. Luminaires, motors, timbres, among others. Installation and fixation. Connection.

-Installing and fixing domotic control equipment. Security and protection measures.

Maintenance of electrical installations and/or building domtics:

-Electrical magnitudes in: voltage, intensity, resistance and continuity, power and insulation, among others.

-Measurement teams. Procedures for use. Repair of breakdowns. Replacing items. Routine maintenance techniques.

-Security and protection measures.

Teaching guidelines.

This professional module contains the necessary training to perform the function of performing assembly operations of low voltage and domotic electrical installations in buildings.

The definition of this function includes aspects such as:

-Identification of equipment, items, tools, and auxiliary media.

-The assembly of equipment, pipes, and media. The cable laying.

-User or first-level maintenance.

The formation of the module contributes to achieving the general objectives (a), (b), (c), (d), (e), (s), (t), (u), (v), (w), (x) and (y) of the training cycle, and the professional, personal and social competences (a), (b), (c), (d), (e), (p), (q), (r), (s), (t), (u), (v) and (w) of the title.

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

-Identification of equipment, auxiliary means, equipment and tools for the installation and maintenance of installations.

-The application of equipment and equipment assembly techniques.

-Performing measures of the typical measures of installations.

Professional Module: Telecom Installations.

Code: 3014

R esulted learning and evaluation criteria.

1. Selects the elements that configure the telecommunications installations, identifying and describing their main features and functionality.

Assessment Criteria:

a) The types of facilities related to the common telecommunications infrastructure in buildings have been identified.

b) Elements have been identified (pipes, cabled, antennas, racks) and boxes, among others) of a telecommunications infrastructure installation of a building.

c) Driver types have been classified (copper pair, coaxial cable, optical fiber, among others).

d) The typology of the different boxes (registers, cabinets, racks, surface boxes, recessed, among others) has been determined.

e) The types of fixings (cleats, flanges, screws, nuts, staples, among others) of pipes and equipment have been described.

f) Fixations have been related to the element to be held.

g) The provisioning of the installation elements has been related to the pace of execution of the installation.

h) All operations have been performed taking into account the regulations on occupational safety and environmental protection.

2. Mounts pipes, supports, and cabinets in telecommunications infrastructure facilities in buildings, interpreting the drawings of the installation.

Assessment Criteria:

a) The techniques used in the bending of PVC, metal or other tubes have been described.

b) The tools used in each case and their application have been indicated.

c) The techniques and elements used in pipe and pipe joints have been described.

d) Typical mounting phases of a "rack" have been described.

e) The location locations of the elements of the installation have been identified in a building or part of the building.

f) The holes and boxes have been prepared for the location of boxes and pipes.

g) Canalizations and boxes have been prepared and/or machined.

h) Cabinets have been mounted ("racks") .

i) Canalizations, boxes, and tubes have been mounted, among others, ensuring their mechanical fixation.

j) Security rules have been applied to the use of tools and equipment.

3. Mounts cables in telecommunications facilities in buildings, applying established techniques and verifying the result.

Assessment Criteria:

(a) Drivers employed in different telecommunications facilities (radio, television, telephone and others) have been described.

b) The most common types of passable guides have been listed, indicating the optimal way to attach the cables to the guide.

c) The tubes and their ends have been identified.

d) The passable guide has been introduced into the tube.

e) The cable to the passable guide has been properly fastened in a staggered manner.

f) The passable guide has been pulled, preventing the cable from being released or damaged.

g) The cable has been cut off leaving a "coca" on each end.

h) The cable has been tagged, following the procedure set.

i) Security rules have been applied to the use of tools and equipment.

4. Installs elements and equipment of telecommunications infrastructure installations in buildings, applying the established techniques and verifying the result.

Assessment Criteria:

a) The elements that consist of multiple pieces have been assembled.

b) Cabling has been identified based on its labeling or colors.

c) Equipment or elements (antennas, amplifiers, among others) have been placed in their place of location.

d) Equipment or elements (antennas, amplifiers, among others) have been set.

e) Cabling has been connected with the equipment and elements, ensuring good contact.

f) Embellers, lids, and decorative elements have been placed.

g) Possible correction measures have been determined based on the results obtained.

h) Security rules have been applied to the use of tools and equipment.

Duration: 115 hours.

Basic contents:

Selecting the elements of telecommunication installations:

-Telephony installations and local networks. Features. Means of transmission. Teams: Centralites, "hub", "switch", "router", among others.

-Telecommunications infrastructure facilities in buildings. Features. Means of transmission. Equipment and elements.

-Public address and soundproofing installations. Types and characteristics. Signal diffusers. Cables and interconnection elements. Equipment: amplifiers, players, recorders, among others.

-Installing antennas.

Assembly of pipes, media, and cabinets in telecommunication facilities:

-Features and types of pipes: rigid and flexible pipes, channels, trays and supports, among others.

-Preparation and machining of pipes. Pipe and pipe assembly techniques.

-Security media and equipment.

Cable assembly in telecommunication facilities:

-Driver characteristics and types: coaxial cable, pairs, optical fiber, and more.

-Drivers ' laying techniques.

-Security rules.

Assembly of equipment and elements of telecommunication facilities:

-Installing and fixing equipment in telecommunication facilities.

-Fixing techniques: in cabinets, on surface. Security rules.

-Risks in height. Media and security equipment.

Teaching guidelines.

This professional module contains the training required to perform the function of performing assembly operations of telecommunications facilities in buildings.

The definition of this function includes aspects such as:

-Identification of equipment, items, tools, and auxiliary media.

-The mount of antennas.

-The assembly of equipment, pipes, and media.

-The cable laying.

-User or first-level maintenance.

The formation of the module contributes to achieving the general objectives (a), (b), (c), (d), (e), (s), (t), (u), (v), (w), (x) and (y) of the training cycle, and the professional, personal and social competences (a), (b), (c), (d), (e), (p), (q), (r), (s), (t), (u), (v) and (w) of the title.

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

-Identification of equipment, auxiliary means, equipment and tools for the installation and maintenance of installations.

-The application of equipment and equipment assembly techniques.

-Taking measurements of the typical measures of installations.

Professional Module: Basic Manufacturing Operations.

Code: 3020

Learning results and evaluation criteria.

1. Organizes its work in the execution of the machining, interpreting the information contained in the specifications of the product to be machined.

Assessment Criteria:

a) The applicable standardized symbology in mechanical manufacturing has been interpreted.

b) The instructions received (both oral and written) have been understood for the performance of the work.

c) The required information (from worksheets, catalogs, and others) has been extracted to allow the work process to be implemented.

d) The operations to be performed have been explained in such a way as to enable the process to be carried out, according to the specifications indicated.

e) Simple drawings that represent the products to be obtained have been performed by hand.

(f) The required occupational and environmental risk prevention specifications in the work organisation have been taken into account.

g) The work areas of your responsibility have been maintained under conditions of order, cleanliness and security.

h) You have operated with autonomy in the proposed activities.

2. Prepares materials, tools, and machining equipment, recognizing their characteristics and applications.

Assessment Criteria:

a) The collection of the materials necessary for the machining process has been performed.

b) It has been proven that the media, tools, and equipment to be used are in the conditions of use to optimize their performance.

c) Tools, tools and machines have been selected based on the type of material and quality required.

d) The transport of materials and equipment has been carried out, applying the required safety standards.

e) The maintenance and care of the media used in the process has been performed after completion.

f) The collection of the material, tools and equipment has been adjusted to the rhythm of the intervention.

g) The required occupational risk prevention measures have been applied.

h) The tasks to be performed with anticipation of difficulties and how to overcome them have been methodically planned.

3. Performs basic manufacturing operations by selecting tools and equipment and applying manufacturing techniques.

Assessment Criteria:

a) The preparation and cleaning of the surfaces of the parts to be machined has been performed.

b) Parts have been plotted and marked according to required specifications or instructions received.

c) Pieces have been manipulated and placed using appropriate tools and tools.

d) The machining parameters have been adjusted according to the material, the characteristics of the part and the tools used.

e) The machining operations have been performed on the appropriate machine depending on the material and the required quality.

f) The machining operations have been performed, following the specifications received.

g) Labor Risk Prevention regulations have been applied in the execution of machining operations.

h) Work has been performed with order and cleanup.

4. Manipulates loads in the power and unloading of machines and automatic systems for manufacturing operations, describing the devices and the process.

Assessment Criteria:

a) The auxiliary processes of mechanical manufacturing in machining, welding, calendering, and others have been described.

b) The procedures for feeding and unloading automatic mechanical manufacturing systems have been analyzed.

c) Load handling procedures have been described.

d) The operation parameters have been adjusted according to the instructions received.

e) Automatic machine loading and unloading operations have been performed according to the required specifications.

f) The automated system has been monitored for proper operation, stopping the system from any failure that puts the quality of the product at risk.

g) Security requirements have been applied in handling and transporting loads.

h) Incidents arising and recorded in the appropriate document have been reported.

i) Work risk prevention regulations have been applied in the handling of machines and equipment.

j) A responsible attitude and interest in process improvement has been shown.

k) Order and cleaning habits have been maintained.

5. Performs verification operations on the pieces obtained, relating the characteristics of the final product to the technical specifications.

Assessment Criteria:

a) The basic measuring and control instruments and their operation have been identified and described.

b) You have operated with the verification and control instruments according to established procedures.

c) The measurements made with the requirements expressed in the plane or verification sheets have been compared.

d) Record of the results in the appropriate tokens and documents.

e) The reported incidents during the control of raw materials, machining operations and mechanized parts have been reflected in the reports.

f) Maintenance of use of used appliances has been performed.

g) You have operated with rigor in the developed procedures.

Duration: 90 hours.

Basic contents:

Organization of machining work:

-Receiving the plan.

-Interpretation of the process.

-Graphical representation.

-Standardisation, tolerances, surface finishes.

-Quality, regulations, and catalogs.

-Planning the tasks.

-Work and environmental risk prevention specifications in machining work.

Preparation of materials, tools, and machining equipment:

-Material knowledge.

-Properties and applications.

-Main auxiliary tools.

-Machine tools machines.

-Handling loads.

-First-level maintenance of the employee media.

-Applicable Job Risk Prevention Measures.

Basic manufacturing operations:

-Flat layout.

-Plot to air.

-Manual and auxiliary tools.

-Tools Tools: Employment and Utilization Standards.

-Running the basic machining operations.

-Application technique of the join methods.

-Labor Risk Prevention Rules applicable to basic mechanical manufacturing operations.

Manipulating loads on power and unloading machines and automatic systems:

-Auxiliary and load and unload operations.

-Machine power and unload systems.

-Security systems used in loading and unloading systems.

-Labor Risk Prevention Rules applicable to materials loading and unloading operations.

Parts verification:

-Preparing materials for verification and control.

-Measurement instruments for linear and angular magnitudes (gauge, goniometer, comparator clock, coves, gages, and others).

-Flat and angular surface verification instruments.

-Verification and control procedure.

-Interpretation of the results obtained.

Teaching guidelines.

This professional module contains the training associated with the construction and assembly function of metal construction products.

The definition of this function includes aspects such as:

-Preparing the job job.

-The interpretation of simple drawings.

-Recognition of materials and equipment for machining.

-The execution of basic operations of machined by road start.

-Verification of elaborate products.

The formation of the module contributes to achieving the general objectives (f), (i), (r), (s), (t), (u), (v), (w), and (x) of the training cycle, and the professional, personal and social competencies (f), (i), (o), (p), (q), (r), (s), (t) and (u) of the title.

The lines of action in the teaching-learning process that enable the module's competencies to be achieved will be about:

-Selection of materials and equipment for machining.

-The machining techniques by road start.

-Process and product quality control.

Professional Module: Soldering and Metal Carpentry.

Code: 3021

Learning results and evaluation criteria.

1. Prepares ferrous metal carpentry materials, relating them to the characteristics of the final product and interpreting the technical documentation.

Assessment Criteria:

a) The materials to be used, profiles, hardware, and union media have been identified, according to the elements to be constructed.

b) The materials to be used in the process have been selected.

c) The characteristics of the profiles, hardware, and join media have been checked.

d) Sketches, views, and sections have been performed on the individual pieces that make up the set.

e) The basic characteristics of the profiles, hardware, and junction media have been described.

f) Information has been transmitted clearly, in an orderly and structured manner.

g) The required occupational and environmental risk prevention specifications have been applied.

h) An orderly and methodical attitude has been maintained.

2. Prepares the machines and tools of metal constructions, recognizing their characteristics and applications.

Assessment Criteria:

a) Machines and tools have been identified and classified according to their performance in the manufacturing process.

b) The devices of the machines and their control systems have been identified.

c) Accessories and tools have been selected and mounted, depending on the operations to be performed.

d) The functionality status of the accessories and tools has been checked to perform correct machining.

e) The setting and tuning of the equipment and tools based on the operation to be performed has been performed.

f) First-level cleaning, lubrication, and maintenance of the different equipment and tools have been performed.

g) The required occupational risk prevention measures have been applied.

h) The work area has been maintained with the appropriate degree of order and cleanliness.

i) A methodical and orderly attitude has been maintained in the preparation process.

3. Prepares the electric arc and oxiacetenic welding equipment, recognizing their characteristics and applications.

Assessment Criteria:

a) The components of an electric arc welding and oxyacetylenic welding job have been identified.

b) The operation of the components of an arcing and oxiacetylenic welding job has been described.

c) Work variables have been regulated as pressure, intensity, and dard of the flame, depending on the job to be performed.

d) The electrodes have been selected, relating to the technical characteristics of the elements to be joined.

e) Accessories have been selected and mounted, depending on the operations to be performed.

f) welded joins have been performed using the normalized techniques.

g) First-level cleaning, lubrication and maintenance of the different welding equipment have been performed.

h) The work area has been maintained with the appropriate degree of order and cleanliness.

i) A methodical and orderly attitude has been maintained in the preparation process.

j) The appropriate individual protective equipment has been applied at each stage of the preparation.

4. Performs the basic machining operations by forming and welding on ferric materials, relating the technique to be used with the characteristics of the final product.

Assessment Criteria:

(a) The machining process phases have been described according to the material characteristics and the machining technique.

b) An execution order has been set based on the optimization of the resources.

c) Recalculated, stretched, flattened, curved, and folded profiles and sheets have been performed according to standard procedures.

d) The edges of the pieces have been prepared to join.

e) The welding and junction processes have been executed according to the technical characteristics of the products.

f) Manual machines have been properly fed taking into account the properties of the materials.

g) Automatic machines have been fed, taking into account the process to be developed and the machine parameters.

h) The pieces obtained have been verified with templates or measurements, correcting any defects.

i) The work area has been maintained with the appropriate degree of order and cleanliness.

j) Safety and occupational health standards have been applied, using the protection of machines and individual means of protection correctly.

5. Performs the basic operations of assembly of ferric products, relating the phases of the same to the characteristics of the final product.

Assessment Criteria:

a) The product mount plane has been made to get.

b) The mounting process phases have been described according to the pieces to be joined.

c) Accessories, join media, and tools have been selected, depending on the order of execution.

d) The parts to be mounted have been positioned to obtain a quality product.

e) Fixed and removable joins have been performed following security, functionality, and economics criteria.

f) The dimensional and geometric characteristics of the obtained products have been verified, correcting possible defects.

g) The work area has been maintained with the appropriate degree of order and cleanliness.

h) Safety and occupational health standards have been applied, correctly using the protection of machines and individual means of protection.

i) A methodical and orderly attitude has been maintained in the preparation process.

6. Transports ferrous metal carpentry products, selecting the packaging and transport supplies.

Assessment Criteria:

a) Packaging products have been selected according to the characteristics of the final product.

b) Supports and means of mooring have been selected for immobilization during transport.

c) The packaging of the products has been performed with the appropriate materials and protecting the weak points of deterioration.

d) The packaged products have been identified by labels or other specified media.

e) The packaged product has been handled safely and carefully to its location in the means of transport.

f) The attachments have been performed with the appropriate means and their immobilization is verified.

g) Work risk prevention measures have been applied in the packaging and transport of loads.

h) The product has been unloaded and unpacked, in accordance with safety standards to prevent its deterioration.

i) A methodical and orderly attitude has been maintained in the packaging and transportation process.

Duration: 85 hours.

Basic contents:

Preparation of ferrous metal carpentry materials:

-Profile types.

-Types of sheets.

-Commercial forms.

-Performing sketches, views, and sections.

-Types of hardware.

-Join media.

-Calculation of the measure and number of profiles we need to cut.

-Applicable occupational and environmental risk prevention measures.

Preparing metal construction machines and tools:

-Assembly and dismantling of tools, tools, and parts.

-Configs machines.

-Security devices.

-Security rules.

-Individual protective equipment.

-Machine devices for active security.

-Applicable Job Risk Prevention Measures.

Preparation of electric arc and oxyacetylenic welding equipment:

-Regulation of the parameters and regulation of the intensities.

-Types of electrodes and their choice.

-Pressure and flame of the torch.

-Security devices on welding equipment.

-Security rules.

-Applicable occupational and environmental risk prevention measures.

Basic machining and welding operations:

-Stretching, flattening, curving, and bending procedures of profiles and sheets.

-Oxyacetylenic welding procedure.

-Electrical arc welding procedure.

-Manual machines.

-Path and conformed boot machining technique.

-Soldeo technique.

-Optimizing resources.

-Automatic machines.

-Verification parts.

-Applicable Job Risk Prevention Measures.

Basic ferric product assembly operations:

-Planes of mounts.

-Mount process.

-Fixed and detachable junction media.

-Realization of fixed and removable joins.

-Verification of products.

-Applicable Job Risk Prevention Specifications.

Transport of ferrous metal carpentry products:

-Supports and media.

-Transportation security measures.

-Ferric product quiesce procedures.

-Download and unpack procedures for products.

-Security rules during handling and transport.

-Work risk prevention measures in the packaging and transport of applicable loads.

Teaching guidelines.

This professional module contains the training associated with the construction and assembly function of ferric products of metal constructions.

The definition of this function includes aspects such as:

-The differentiation of commercial material types.

-Recognition of products and techniques for their construction.

-Preparing machines, welding equipment, and tools

-Construction of products such as doors, windows, balconies, banks, shelves, hoppers and deposits.

-The techniques of machining and welding.

-Verification of elaborate products.

The formation of the module contributes to the achievement of the general objectives (g), (h), (i), (r), (s), (t), (u), (v), (w) and (x) of the training cycle, and the professional, personal and social competences (g), (h), (i), (p), (q), (r), (s), (t) and (u) of the title.

The lines of action in the teaching-learning process that enable the module's competencies to be achieved will be about:

-Selection of materials.

-Product building techniques.

-Process and product quality control.

Professional Module: Aluminium and PVC Carpentry.

Code: 3022

Learning results and evaluation criteria.

1. Prepares non-ferrous metal carpentry materials, relating them to the characteristics of the final product and interpreting the technical documentation.

Assessment Criteria:

a) The materials to be used, profiles, hardware, and union media have been identified, according to the elements to be constructed.

b) The materials to be used in the process have been selected.

c) The characteristics of the profiles, hardware, and join media have been checked.

d) Sketches, views, and sections have been performed on the individual pieces that make up the set.

e) The basic characteristics of the profiles, hardware, and junction media have been described.

f) Information has been transmitted clearly, in an orderly and structured manner.

g) The required occupational and environmental risk prevention specifications have been applied.

h) An orderly and methodical attitude has been maintained.

2. Prepares machines and tools for non-ferrous metal constructions, recognizing their characteristics and applications.

Assessment Criteria:

a) Machines and tools have been identified and classified according to their performance in the manufacturing process.

b) The devices of the machines and their control systems have been identified.

c) Accessories and tools have been selected and mounted, depending on the operations to be performed.

d) The functionality status of the accessories and tools has been checked to perform correct machining.

e) The setting and tuning of the equipment and tools based on the operation to be performed has been performed.

f) First-level cleaning, lubrication, and maintenance of the different equipment and tools have been performed.

g) The work area has been maintained with the appropriate degree of order and cleanliness.

h) A methodical and orderly attitude has been maintained in the preparation process.

i) Required labor risk prevention measures have been applied.

3. Performs machining operations on non-ferrous materials, relating the technique to be used with the characteristics of the final product.

Assessment Criteria:

(a) The machining process phases have been described according to the material characteristics and the machining technique.

b) An execution order has been set based on the optimization of the resources.

c) The attachment of the aluminium and PVC profiles to the required safety conditions has been performed.

(d) Tronked, die-cut, neutered, milling, drilling and threaded of aluminium and PVC profiles and sheets according to the standard procedures have been carried out.

e) Finished the machined parts for subsequent assembly.

f) The pieces obtained have been verified with templates or measurements, correcting any defects.

g) The work area has been maintained with the appropriate degree of order and cleanliness.

h) Safety and occupational health rules have been applied correctly using the protection of machines and individual means of protection.

4. Performs the assembly operations of non-ferrous products, relating the phases of the same to the characteristics of the final product.

Assessment Criteria:

a) The assembly and assembly process phases have been described according to the pieces to be joined.

b) Accessories, join media, and tools have been selected, depending on the order of execution.

c) The assembly of hinges, fittings and fittings on the machined elements has been performed.

d) Fixed and removable joins have been performed following security, functionality, and economics criteria.

e) The assembly of the components of the structure has been performed by checking their rigidity and functionality.

f) The dimensional and geometric characteristics of the obtained products have been verified, correcting possible defects.

g) The work area has been maintained with the appropriate degree of order and cleanliness.

h) The required safety standards in the assembly of non-ferrous products have been applied.

i) A methodical and orderly attitude has been maintained in the preparation process.

5. Transports non-ferrous metal carpentry products, selecting the packaging and transport supplies.

Assessment Criteria:

a) The packaging products have been selected according to the characteristics of the final product.

b) Supports and means of mooring have been selected for immobilization during transport.

c) The packaging of the products has been performed with the appropriate materials and protecting the weak points of deterioration.

d) The packaged products have been identified by labels or other specified media.

e) The packaged product has been handled safely and carefully to its location in the means of transport.

f) The attachments have been performed with the appropriate means, verifying their immobilization.

g) The product has been unloaded and unpacked, in accordance with safety standards to prevent its deterioration.

h) Work risk prevention measures have been implemented in the packaging and transport of loads.

i) A methodical and orderly attitude has been maintained in the packaging and transportation process.

Duration: 85 hours.

Basic contents:

Preparation of non-ferrous metal carpentry materials:

-Commercial aluminum profiles.

-Commercial PVC profiles.

-Profile handling.

-Useful for the die-cut and neutered.

-Types of hardware.

-Join elements and materials.

-Applicable environmental and labor risk prevention specifications.

Preparing machines and tools for non-ferrous metal constructs:

-Tools used.

-Assembly and dismantling of tools, tools, and parts.

-Machines used in aluminium and PVC carpentry.

-Troquelated, die shapes.

-Security devices.

-Applicable occupational and environmental risk prevention measures.

-Individual protective equipment.

-Machine devices for active security.

Machining of non-ferrous materials:

-Tronked, die-cut, neutered, milling, drilling, and threaded profiles of profiles and sheets.

-Finish techniques.

-Automatic machines.

-Verification of parts.

-Applicable occupational and environmental risk prevention measures.

Non-ferrous product assembly:

-Fases of the mount process.

-Accessories.

-Fixed and detachable junction media.

-Realization of fixed and removable joins.

-Rules on tightness and methods of execution.

-Verifying and tuning the mounted elements.

-Safety and occupational health rules during assembly.

-Use of protection on machines and individual means of protection.

-Maintenance of the work area.

-Work and environmental risk prevention measures applicable to assembly.

Transport of non-ferrous metal carpentry products:

-Supports and media.

-Product packaging procedures.

-Ferric product quiesce procedures.

-Download and unpack procedures for products.

-Safety and occupational health rules during handling and transportation.

-Work risk prevention measures in the packaging and transport of applicable loads.

Teaching guidelines.

This professional module contains the training associated with the construction and assembly function of ferric products of metal constructions.

The definition of this function includes aspects such as:

-The differentiation of commercial material types.

-Preparing machines, welding equipment, and tools.

-Recognition of products and techniques for their construction.

-Building products, such as doors, windows, bulkheads, and enclosures

-The techniques of machining by path-start.

-Verification of elaborate products.

The formation of the module contributes to achieving the general objectives (f), (g), (h), (i), (r), (s), (t), (u), (v), (w), and (x) of the training cycle and the professional, personal and social competences (f), (g), (h), (i), (o), (p), (q), (r), (s), (t) and (u) of the title.

The lines of action in the teaching-learning process that enable the module's competencies to be achieved will be about:

-Selection of materials.

-Product building techniques.

-Process and product quality control.

Professional Module: Applied Sciences I.

Code: 3009

Learning results and evaluation criteria.

1. Solves mathematical problems in everyday situations, using the basic elements of the mathematical language and its operations.

Assessment Criteria:

a) The different types of numbers have been identified and used to properly interpret quantitative information.

b) Calculations have been performed effectively, either by mental calculation or by pencil and calculator algorithms (physics or computer science).

c) ICT has been used as a source of information search.

d) You have operated with natural exponent powers and integer applying the properties.

e) The scientific notation has been used to represent and operate with very large or very small numbers.

f) The different real numbers have been represented on the numerical line.

g) The ratio has been characterized as a mathematical expression.

h) Measures have been compared by setting their proportionality type.

i) The rule of three has been used to resolve problems involving directly and inversely proportional measures.

j) Simple and compound interest has been applied in everyday activities.

2. It recognizes facilities and laboratory material by valuing them as necessary resources for the performance of practices.

Assessment Criteria:

a) Each of the experimental techniques to be performed have been identified.

b) The laboratory's instrumental materials have been properly handled.

c) The hygiene and safety conditions have been taken into account for each of the experimental techniques to be performed.

3. Identifies fundamental properties of matter in the different forms in which it is presented in nature, handling its physical magnitudes and its fundamental units in decimal metric system units.

Assessment Criteria:

a) The properties of the matter have been described.

b) Changes of units of length, mass, and capacity have been practiced.

c) The equivalence between volume and capacity units has been identified.

d) Measures were taken in real situations using the decimal metric system units and using scientific notation.

e) The naming of the subject state changes has been identified.

f) Different homogeneous and heterogeneous material systems have been identified with simple examples.

g) The different aggregation states in which matter is presented have been identified using kinetic models to explain the state changes.

h) Material systems have been identified relating to their status in nature.

i) The different states of aggregation of a substance have been recognised given their melting and boiling temperature.

j) Differences between boiling and evaporation have been established using simple examples.

4. It uses the most appropriate method for the separation of components from simple mixtures by relating it to the physical or chemical process on which it is based.

Assessment Criteria:

a) What is considered pure substance and mixture has been identified and described.

b) The fundamental differences between mixtures and compounds have been established.

c) Physical and chemical processes have been discriminated against.

d) A list of substances, mixtures, compounds and chemical elements have been selected.

e) Different mixtures of mixtures by simple methods have been applied in practice.

f) The basic general characteristics of materials related to the professions have been described, using ICT.

g) Teamwork has been worked on in performing tasks.

5. It recognizes how energy is present in natural processes by describing simple phenomena of real life.

Assessment Criteria:

a) Situations of everyday life have been identified in which energy intervention is evident

b) Different energy sources have been recognized.

c) Groups of renewable and non-renewable energy sources have been established.

d) The advantages and disadvantages (procurement, transport and use) of renewable and non-renewable energy sources have been shown using ICT.

e) Energy unit changes have been applied.

f) Energy conservation has been shown in different systems.

g) Processes related to the maintenance of the organism and life have been described in which the role of energy is clearly appreciated.

6. It locates basic anatomical structures by discriminating against the systems or devices they belong to and by associating them with the functions they produce in the body.

Assessment Criteria:

a) The organs that configure the human body have been identified and described, and have been associated with the corresponding system or apparatus.

b) Each organ, system and apparatus has been linked to its function and its associations have been reviewed.

c) The physiology of the nutrition process has been described.

d) The physiology of the excretion process has been detailed.

e) The physiology of the playback process has been described.

f) Detailed how the relationship process works.

g) IT tools have been used to adequately describe devices and systems.

7. It differentiates the health of the disease, relating the habits of life to the most frequent diseases by recognizing the basic principles of defense against them.

Assessment Criteria:

a) Health and disease situations have been identified for people.

b) The mechanisms responsible for the defense of the organism have been described.

c) The most common infectious and non-infectious diseases in the population have been identified and classified, and their causes, prevention, and treatments have been recognized.

d) The agents that cause the usual infectious diseases have been linked with the contagion produced.

e) The action of vaccines, antibiotics and other medical science contributions for the treatment and prevention of infectious diseases has been understood.

(f) The role of vaccination campaigns in the prevention of infectious diseases has been recognised as adequately describing devices and systems.

g) The type of donations that exist and the problems that occur in the transplants have been described.

h) There have been recognized health risk situations related to your nearest professional environment.

i) Guidelines of healthy habits related to everyday situations have been designed.

8. It makes simple balanced menus and diets by differentiating the nutrients they contain and adapting them to different body parameters and different situations.

Assessment Criteria:

a) You have been discriminated against between the nutrition and the feeding process.

b) The nutrients needed for health maintenance have been differentiated.

c) The importance of good food and physical exercise in the care of the human body has been recognized.

d) Health diets have been linked, differentiating between those necessary for the maintenance of health and those that can lead to a reduction of health.

e) The calculation has been performed on caloric balances in typical situations in your environment.

f) The basal metabolism has been calculated and its results have been represented in a diagram, establishing comparisons and conclusions.

g) Menus have been developed for specific situations, researching the properties of food in the network.

9. Resolves everyday situations, using simple algebraic expressions and applying the most appropriate resolution methods.

Assessment Criteria:

a) Properties or relationships of simple situations have been specified by algebraic expressions.

b) Simple algebraic expressions have been simplified using development and factoring methods.

c) It has been possible to solve problems of everyday life in which the approach and resolution of first-degree equations are needed.

d) Simple problems have been solved using the graphical method and ICT.

Duration: 90 hours.

Basic contents:

Troubleshooting by basic operations:

-Recognition and differentiation of different types of numbers. Representation in the actual line.

-Using the hierarchy of operations

-Interpretation and utilization of actual numbers and operations in different contexts.

-Direct and inverse proportionality.

-The percentages in the economy.

Recognition of lab materials and facilities:

-General rules of work in the lab.

-Laboratory material. Types and utility of the same.

-Security rules.

Identification of forms of matter:

-Length units.

-Capacity units.

-Mass units.

-Matter. Properties of matter.

-homogeneous and heterogeneous material systems.

-Corpuscular nature of matter.

-Classification of matter according to its state of aggregation and composition.

-Matter status changes.

Separation of mixtures and substances:

-Difference between pure substances and mixtures.

-Basic mixtures separation techniques.

-Classification of pure substances. Periodic table.

-Difference between elements and composites.

-Difference between mixtures and composites.

-Materials related to the professional profile.

Recognition of energy in natural processes:

-Energy manifestations in nature.

-Energy in everyday life.

-Different types of energy.

-Transformation of energy.

-Energy, heat and temperature. Units.

-Renewable and non-renewable energy sources.

Locating basic anatomical structures:

-Levels of organization of living matter.

-Nutrition process.

-The excretion process.

-Relationship process.

-Replay process.

Differentiation between health and disease:

-Health and disease.

-The immune system.

-Hygiene and disease prevention.

-Infectious and non-infectious diseases.

-Vaccines.

-Transplants and donations.

-sexually transmitted diseases. Prevention.

-Mental health: prevention of drug addiction and eating disorders.

Crafting menus and diets:

-Food and nutrients.

-Food and health.

-Diets and elaboration of the same.

-Recognition of nutrients present in certain foods, discrimination against them.

Solving simple equations:

-Arithmetic and geometric progressions.

-Translation of verbal language situations to algebraic.

-Transformation of algebraic expressions.

-Development and factoring of algebraic expressions.

-Resolution of first-degree equations with an unknown.

Teaching guidelines.

This module contributes to achieving the competencies for lifelong learning and contains the training for the learner to be aware of both his or her own person and the environment around him.

The contents of this module help to strengthen and apply healthy habits in all aspects of your everyday life.

They also use the operational language of mathematics in solving problems of a different nature, applied to any situation, be it in their daily life as in their working life.

The learning strategy for teaching this module that integrates sciences such as mathematics, chemistry, biology and geology will focus on the main concepts and principles of science, involving students in the solution of simple problems and other significant tasks, and allow them to work autonomously to build their own learning and to culminate in real results generated by themselves.

The formation of the module contributes to achieving the general objectives (j), (k), (l), (m), (n), (s), (t), (u), (v), (w), (x) and (y) of the training cycle and the professional, personal and social competences (j), (k), (l), (m), (n), (p), (q), (r), (s), (t), (u) and v) of the title.

The lines of action in the teaching-learning process that enable the module's competencies to be achieved will be about:

-Using numbers and their problem-solving operations.

-Recognition of the forms of matter.

-The recognition and use of basic laboratory material.

-The identification and localization of anatomical structures.

-Performing oral expression exercises, applying the basic standards of care to the public.

-The importance of eating for a healthy life.

-Troubleshooting, both in the scientific and everyday fields.

Module: Applied Sciences II.

Code: 3019

Learning results and evaluation criteria.

1. It solves everyday situations by applying the methods of solving equations and systems and valuing the accuracy, simplicity and usefulness of algebraic language.

Assessment Criteria:

a) Notable identities have been used in operations with polynomials

b) Numeric values have been obtained from an algebraic expression.

c) First and second degree equations have been solved simple algebraic and graphic mode.

d) Everyday problems and other areas of knowledge have been solved by equations and systems.

e) The accuracy, simplicity, and usefulness of algebraic language has been valued to represent situations posed in real life.

2. It solves simple problems of various kinds, through its contrasting analysis and by applying the phases of the scientific method.

Assessment Criteria:

a) Simple assumptions have been made, based on direct or indirect observations collected by different means.

b) The various hypotheses have been analyzed and a first approach to their explanation has been issued.

c) Simple experimental methods and procedures of various kinds have been planned to refute or not their hypothesis.

d) Team worked on the solution approach.

e) The results of the verification tests have been collected and translated into a document in a consistent manner.

f) The result has been defended with arguments and tests the verifications or refutations of the issued hypotheses.

3. Performs direct and indirect measurements of geometric figures present in real contexts, using the necessary instruments, formulas and techniques.

Assessment Criteria:

a) Appropriate instruments have been used to measure angles, lengths, areas, and volumes of bodies and geometric figures by interpreting the measurement scales.

b) Different strategies (similarities, decomposition in simpler figures, among others) have been used to estimate or calculate indirect measures in the physical world.

c) The formulas for calculating perimeters, areas, and volumes have been used and the correct units have been allocated.

d) Team worked on getting measures.

e) ICTs have been used to represent different figures.

4. He interprets two-magnitude graphs by calculating the significant parameters of the same and relating it to elementary mathematical functions and the main statistical values.

Assessment Criteria:

a) The equation of the line has been expressed in various ways.

b) The quadratic function has been graphically represented by applying simple methods for its representation.

c) The inverse function has been graphically represented.

d) The exponential function has been graphically represented.

e) Graphic information that represents the different types of functions associated with actual situations has been extracted.

f) The appropriate vocabulary has been used for the description of situations related to chance and statistics.

g) Statistical tables and charts have been developed and interpreted.

h) Characteristics of the statistical distribution have been analyzed, obtaining centralization and dispersion measures.

i) The properties of events and probability have been applied.

j) Everyday problems have been solved by simple probability calculations.

5. Applies physical or chemical techniques, using the necessary material, for the realization of simple laboratory practices, measuring the magnitudes involved.

Assessment Criteria:

a) The availability of the basic material used in a laboratory has been verified.

b) Basic magnitudes, among others, mass, weight, volume, density, temperature, have been identified and measured.

c) Different types of biomolecules have been identified in organic materials.

d) The cell and animal and plant tissues have been described by observation through optical instruments.

e) Test reports have been developed, including the procedure followed, the results obtained and the final conclusions.

6. It recognizes the chemical reactions that occur in biological processes and in industry, arguing its importance in everyday life and describing the changes that occur.

Assessment Criteria:

a) Major chemical reactions to everyday life, nature and industry have been identified.

b) The manifestations of chemical reactions have been described.

c) The main components of a chemical reaction and energy intervention in the chemical reaction have been described.

d) Some type chemical reactions have been recognized, such as combustion, oxidation, decomposition, neutralization, synthesis, aerobic, anaerobic.

e) The components and process of simple chemical reactions have been identified by laboratory tests.

f) Reports have been produced using ICT on the most relevant industries: food, cosmetics, recycling, describing in a simple way the processes that take place in them.

7. Identifies positive and negative aspects of the use of nuclear energy by describing the effects of pollution generated on its application.

Assessment Criteria:

a) Positive and negative effects of the use of nuclear energy have been analyzed.

b) The process of nuclear fusion and fission has been differentiated.

c) Some problems have been identified about nuclear discharges resulting from natural disasters or poor management and maintenance of nuclear power plants.

d) The issue of nuclear waste has been argued.

e) Work has been done on equipment and used ICT.

8. It identifies the changes that occur on planet earth by arguing its causes and taking into account the differences that exist between relief and landscape.

Assessment Criteria:

a) The external geological agents have been identified and what their action is on the relief.

b) The types of weathering have been differentiated and their consequences in the relief identified.

c) The erosion process has been analyzed, recognizing the external geological agents involved and the consequences in the relief.

d) The transport process has been described by discriminating against the external geological agents involved and the consequences in the relief.

e) The process of sedimentation has been analyzed, discriminated against the external geological agents involved, the situations and the consequences in the relief.

9. It categorizes the main air pollutants by identifying their origins and relating them to the effects they produce.

Assessment Criteria:

(a) The phenomena of air pollution and the main agents causing it have been recognised.

b) The phenomenon of acid rain has been investigated, its immediate and future consequences and how it would be possible to avoid it.

c) The greenhouse effect has been described by arguing the causes that originate or contribute to it and the measures for its minoring.

d) The problem has been described that causes the gradual loss of the ozone layer, the consequences for human health, the balance of the hydrosphere and the populations.

10. Identifies water pollutants by relating their effect to the environment with their treatment of purification.

Assessment Criteria:

a) The role of water in the existence and survival of life on the planet has been recognized and valued.

b) The harmful effect they have on populations of living beings from the contamination of aquifers has been identified.

c) Possible contaminants have been identified in water samples of different planned origin and carrying out laboratory tests.

d) The effects produced by water pollution and the responsible use of water have been analyzed.

11. It contributes to environmental balance by analysing and arguing the basic lines on sustainable development and proposing actions for improvement and conservation.

Assessment Criteria:

a) The positive implications of sustainable development have been analyzed.

b) Elementary measures aimed at promoting sustainable development have been proposed.

c) Basic strategies have been designed to enable the maintenance of the environment.

d) Team work has been done in identifying the objectives for improving the environment.

12. It relates the forces that appear in usual situations with the effects produced taking into account their contribution to the movement or rest of the objects and the magnitudes put into play.

Assessment Criteria:

a) Everyday movements have been discriminated based on their trajectory and their speed.

b) The distance travelled, the speed, the time and the acceleration have been related to each other, expressing them in units of usual use.

c) They have been vectorially represented to certain magnitudes such as speed and acceleration.

d) The parameters that define the uniform rectilinear movement have been related using the graphical and mathematical expressions.

e) Simple calculations of speeds in movements with constant acceleration have been performed.

f) The cause-effect relationship has been described in different situations, to find the relationship between Forces and Movements.

g) Newton's laws have been applied in situations of everyday life.

13. It identifies the basic aspects of the production, transport and use of electrical energy and the factors involved in its consumption, describing the changes produced and the characteristics and values characteristic.

Assessment Criteria:

a) Basic physical magnitudes have been identified and managed to take into account in the consumption of electricity in everyday life.

b) Power consumption and savings habits have been analyzed and improved lines of consumption have been established.

c) Power plants have been classified and the energy transfer described in them.

d) The advantages and disadvantages of the various power plants have been analyzed.

e) The stages of the distribution of electrical energy have been basically described from their genesis to the user.

f) Team worked on the collection of information on power plants in Spain.

14. Identifies the basic components of simple electrical circuits, performing measurements and determining the values of the magnitudes that characterize them.

Assessment Criteria:

a) The basic elements of a simple circuit have been identified, relating them to existing ones in their daily life.

b) The factors on which the resistance of a driver depends have been highlighted.

c) Variations of a basic magnitude have been experienced on elementary circuits depending on the changes produced in the others.

d) Simple electrical circuit schemes have been performed interpreting the different situations on them.

e) The variations produced in the associations have been described and exemplified: series, parallel and mixed.

f) Elementary electrical quantities have been calculated in their usual consumption environment.

Duration: 90 hours.

Basic contents:

Resolution of equations and systems in everyday situations:

-Transformation of algebraic expressions.

-Obtaining numeric values in formulas.

-Polinomies: roots and factoring.

-algebraic and graphical resolution of first-and second-degree equations.

-Resolution of simple systems.

Troubleshooting simple problems:

-The scientific method.

-Phases of the scientific method.

-Applying the scientific method to simple situations.

Performing measurements in geometric figures:

-Points and straights.

-Dry and parallel rects.

-Polygons: description of their elements and classification.

-Angle: measure.

-Similarity of triangles.

-Circumference and its elements: calculation of length.

Interpreting charts:

-Interpretation of a phenomenon described by a statement, table, chart, or analytic expression.

-Linear functions. Quadratic functions.

-Statistics and probability calculation.

-Using computer applications for the representation, simulation, and analysis of the graph of a function.

Application of physical or chemical techniques:

-Basic material in the lab.

-Work rules in the lab.

-Rules for reporting work in the lab.

-Measure of fundamental measures.

-Recognition of organic and inorganic biomolecules.

-Optical microscope and binocular magnifying glass. Optical fundamentals of the same and management. Usage.

Recognition of everyday chemical reactions:

-Chemical reaction.

-Conditions of production of chemical reactions: energy intervention.

-Chemical reactions in different areas of everyday life.

-Basic chemical reactions.

Identification of aspects related to nuclear contamination:

-Origin of nuclear power.

-Types of processes for obtaining and using nuclear power.

-Management of radioactive waste from nuclear power plants.

Identification of changes in the earth's relief and landscape:

-External geological agents.

-Relieve and landscape.

-Factors that influence the relief and landscape.

-Action of external geological agents: weathering, erosion, transport and sedimentation.

-Identifying the results of the action of the geological agents.

Categorization of Top Pollutants:

-Pollution.

-Atmospheric pollution; causes and effects.

-Acid rain.

-The greenhouse effect.

-The destruction of the ozone layer.

Identification of water pollutants:

-Water: an essential factor for life on the planet.

-Water pollution: causes, causative elements.

-Potabilization treatments.

-Waste water purification.

-Methods of storing water from the ice, water discharges and rain.

Environmental balance and sustainable development:

-Concept and applications of sustainable development.

-Factors that affect the conservation of the environment.

Relationship of forces on the state of rest and movement of bodies:

-Classification of movements according to their trajectory.

-Speed and acceleration. Units.

-Scale and vector measures.

-Feature uniform rectilinear movement. Graphical interpretation.

-Strength: Result of an interaction.

-Representation of forces applied to a solid in typical situations. Resulting.

Production and use of electrical energy:

-Electricity and technological development.

-Matter and electricity.

-Basic magnitudes handled in electricity consumption: power and power. Applications in the student environment.

-Power consumption and saving habits.

-Electrical power production systems.

-Transport and distribution of electrical energy. Stages.

Identification of basic circuit components:

-Elements of an electrical circuit.

-Basic components of an electrical circuit.

-Basic electrical measures.

Teaching guidelines.

This module contributes to achieving the competencies for lifelong learning and contains training so that using the steps of scientific reasoning, basically observation and experimentation students learn to interpret natural phenomena.

Similarly, you can strengthen and apply healthy habits in all aspects of your everyday life.

They are also shaped to use the operational language of mathematics in solving problems of a different nature, applied to any situation, be it in their daily life as in their working life.

The learning strategy for teaching this module that integrates science such as mathematics, physics and chemistry, biology and geology will focus on the main concepts and principles of science, involving the students in problem solving and other significant tasks, and allows them to work autonomously to build their own learning and to culminate in actual results generated by themselves.

The formation of the module contributes to achieving the general objectives (j), (k), (l), (m), (n), (s), (t), (u), (v), (w), (x) and (y) of the training cycle and the professional, personal and social competences (k), (l), (m), (n), (p), (q), (r), (s), (t), (u) and v) of the title.

The lines of action in the teaching-learning process that enable the module's competencies to be achieved will be about:

-Troubleshooting, both in the scientific and everyday fields.

-The interpretation of charts and curves.

-The application where appropriate from the scientific method.

-Environmental assessment and the influence of pollutants.

-The characteristics of nuclear power.

-The application of elementary physical and chemical procedures.

-Performing oral expression exercises.

-The representation of forces.

Professional Module: Communication and Society I.

Code: 3011

Learning results and evaluation criteria.

1. Values the historical evolution of prehistoric societies and the Ancient Age and their relations with natural landscapes, analyzing the factors and elements involved, and developing attitudes and values of appreciation of the natural heritage and artistic.

Assessment Criteria:

a) The main characteristics of a natural landscape have been described by the analysis of graphic sources, recognizing these elements in the nearest environment.

b) The location, displacement and adaptation to the human groups of the period of the hominization period up to the technical domain of the metals of the main cultures that exemplify it have been explained.

c) The characteristics of the most significant artistic milestones of the prehistoric period have been related to the social organization and the body of beliefs, valuing their differences with the current societies.

d) The survival of these societies in today's societies has been valued, compared to their main characteristics.

e) The main features that require analysis of architectural and sculptural works have been discriminated against by archetypal examples, differentiating canonical styles.

f) The impact of the first human societies on the natural landscape has been judged, analyzing the characteristics of the ancient cities and their evolution today.

g) The survival in the Iberian Peninsula and the Spanish extrapeninsular territories of prehistoric and ancient societies has been analyzed.

h) Simple information collection tools have been developed through protocolised composition strategies, using information and communication technologies.

i) Behaviors have been developed in accordance with the development of effort and collaborative work.

2. It values the construction of the European space until the first industrial transformations and agrarian societies, analyzing its main characteristics and valuing its survival in the current society and in the immediate environment.

Assessment Criteria:

a) The transformation of the ancient world to medieval has been analyzed, analyzing the evolution of the European space, its relations with the extra-European space and the most significant characteristics of the medieval societies.

b) The characteristics of the medieval agrarian landscapes and their survival in the current societies have been valued, identifying their main elements.

c) The consequences of the construction of the colonial empires in America have been valued in the indigenous and European cultures.

d) The political and social model of absolute monarchy has been analyzed during the Modern Age in the major European powers.

e) The basic demographic indicators of the transformations in the European population during the period analysed have been assessed.

f) The main features of the analysis of pictorial works have been described through the study of archetypal examples of schools and styles that take place in Europe from the Renaissance to the irruption of historical vanguards.

g) The evolution of the sector or the production sectors of the title profile has been analyzed, analyzing their transformations and main milestones of evolution in their organizational and technological systems.

h) Simple tools for the collection of information have been developed through protocolised composition strategies, using information and communication technologies.

i) Behaviors have been developed according to the development of the effort itself and the teamwork.

3. It uses communicative strategies to interpret and communicate oral information in the Spanish language, applying the principles of active listening, simple strategies of composition and basic language standards.

Assessment Criteria:

a) The structure of oral texts from the current media has been analyzed, identifying their main characteristics.

b) Basic skills have been applied to perform an active listening, identifying the overall sense and specific content of an oral message.

c) Good use of non-verbal communication elements in argumentation and exposures has been performed.

d) The uses and levels of language and language standards have been analyzed in the understanding and composition of oral messages, valuing and reviewing discriminatory uses, specifically in gender relations.

e) The appropriate grammatical terminology has been used in the understanding of the proposed grammatical activities and in the resolution of the same.

4. It uses communicative strategies to interpret and communicate information written in the Spanish language, applying comprehensive reading strategies and applying strategies for analysis, synthesis and classification in a structured and progressive way. Autonomous composition of selected short texts.

Assessment Criteria:

a) The main characteristics of the types in relation to their suitability for the job that you want to perform have been valued and analyzed.

b) Different search tools have been used in the understanding of a written text, applying content reinterpretation strategies.

c) Comprehensive reading strategies have been applied systematically in the understanding of texts, drawing conclusions for their implementation in learning activities and recognising possible discriminatory uses from the gender perspective.

d) The content of a written text has been summarized, extracting the main idea, the secondary and the communicative purpose, reviewing and reformulating the conclusions obtained.

e) The structure of different written texts of daily utilization has been analyzed, recognizing uses and levels of the language and guidelines for elaboration.

f) The main grammatical and spelling rules have been applied in the wording of texts so that the final text is clear and precise.

g) Systematic guidelines have been developed in the development of written texts to enable the assessment of developed learning and the reformulation of learning needs to improve written communication.

h) Written work presentation guidelines have been observed taking into account the content, format, and target audience, using a vocabulary appropriate to the context.

i) Activities of understanding and analysis of grammatical structures have been resolved, checking the validity of the inferences made.

5. It carries out the reading of literary texts representative of the Spanish language literature prior to the 19th century, generating aesthetic criteria for the construction of personal taste.

Assessment Criteria:

a) The stages of evolution of the literature in the Spanish language have been contrasted in the period considered and the most representative works are recognized.

b) The structure and use of the language of a personal reading of a literary work appropriate to the level has been valued, placing it in its context and using protocolized instruments for the collection of information.

c) Reasoned personal opinions have been expressed on the most appreciated and least appreciated aspects of a work and on the implication of its content and its own vital experiences.

d) Strategies have been applied for the understanding of literary texts, taking into account the basic themes and themes.

e) Information about periods, authors and works of the literature in the Spanish language has been presented based on literary texts.

6. It uses strategies to communicate oral information in the English language, drawing up oral presentations of little extension, well structured, regarding common situations of daily and frequent communication of personal or professional scope.

Assessment Criteria:

a) Active listening strategies for accurate understanding of received messages have been applied.

b) The basic communicative intention of direct or received messages has been identified by electronic formats, valuing communication situations and their implications for the use of the vocabulary used.

c) The overall sense of the oral text that presents the information in a sequenced and progressive manner has been identified in frequent frequent and predictable content situations.

d) Common and evident phonetic and intonation traits have been identified that help to understand the overall sense of the message.

e) Short oral presentations of descriptive, narrative and instructional texts, of personal or professional scope, have been performed according to a simple script, applying the structure of each type of text and using, in its case, computer media.

f) Basic grammatical structures and an essential and restricted repertoire of expressions, phrases and words of frequent frequent and highly predictable content have been used according to the communicative purpose of the text.

g) It has been expressed with some clarity, using understandable intonation and pronunciation, accepting frequent pauses and doubts.

h) A thoughtful attitude has been shown and about information that would mean any kind of discrimination.

i) The basic and standardized social relationship norms of countries where the foreign language is spoken have been identified.

j) The everyday habits or activities of the community where the foreign language is spoken have been identified.

7. Participates in English language conversations using simple and clear language in frequent personal or professional situations, activating basic communication strategies.

Assessment Criteria:

a) It has been dialogued, directed and following a well-structured script using a memorized repertoire of prayer models and brief and basic conversations, on frequent frequent and highly content situations. predictable.

b) Interaction has been maintained using simple communication strategies to show interest and understanding.

c) Basic compensation strategies have been used to fill gaps in the foreign language.

d) Basic grammatical structures and an essential and restricted repertoire of expressions, phrases, words, and linear discourse markers have been used, according to the communicative purpose of the text.

e) It has been expressed with some clarity, using understandable intonation and pronunciation, accepting frequent pauses and doubts.

8. Draws up texts written in the English language, short and simple of common and frequent communication situations in the personal or professional field, implementing comprehensive reading strategies and developing structured strategies of composition.

Assessment Criteria:

a) The text has been read in a comprehensive way, recognizing its basic features and its global content.

b) Fundamental ideas and the basic communicative intention of the text have been identified.

c) Basic grammatical structures and a limited repertoire of expressions, phrases, and linear speech markers and words have been identified, in frequent frequent situations, of very predictable content.

d) Phrases and sentences have been completed and reorganized, taking into account the communicative purpose, basic grammatical norms.

e) Brief texts, suitable for a communicative purpose, have been developed following structured models.

f) The essential lexicon appropriate to frequent situations and to the context of the personal or professional scope has been used.

g) An interest in the good presentation of written texts, respected grammatical, spelling and typographical texts and following simple guidelines for review has been shown.

h) Printed and online dictionaries and spelling correctors of the word processors have been used in the composition of the processors.

i) A thoughtful attitude has been shown and about the information that any kind of discrimination entails.

Duration: 120 hours.

Basic contents:

Valuation of prehistoric and ancient societies and their relationship to the natural environment:

-Natural landscapes. General and local aspects.

-Prehistorical societies.

-The birth of cities:

• Urban habitat and its evolution.

• Urban representation graphs.

• Old urban societies.

• Greek culture: extension, traits and major milestones.

• Essential characteristics of Greek art.

• Roman culture.

• Essential features of Roman art.

-Treatment and elaboration of information for educational activities:

• Basic resources: scripts, schemas, and summaries, among others.

• Simple chronological localization tools.

• Selected and specific Vocabulary.

Valuation of the creation of the European space in the middle and modern ages:

-Medieval Europe:

• Survival of uses and customs. The agricultural area and its characteristics.

• Contact with other cultures.

-The Europe of Absolute Monarchies:

• The great European monarchies: location and evolution on the map in the European context.

• The absolute monarchy in Spain.

• Evolution of the productive sector during the period.

-The colonization of America.

-Population study:

• Demographic developments in the European space.

• Population chart comment: basic guidelines and instruments.

-The evolution of European art from medieval and modern times.

• Basic guidelines for pictorial works commentary.

-Treatment and elaboration of information for educational activities:

• Basic resources: abstracts, thematic sheets, biographies, spreadsheets or the like, elaboration, among others.

• Specific vocabulary.

Using oral communication strategies in the Spanish language:

-Oral texts.

-Active listening application in the understanding of oral texts.

-Guidelines for preventing disruption in oral communication situations.

-The communicative exchange:

• extralinguistic elements of oral communication.

• Informal and formal oral oral uses.

• Adequation to the communicative context.

-Application of language standards in oral communication. Phrase organization: Basic grammatical structures.

-Oral Compositions:

• Simple oral exhibitions on current events.

• Simple oral presentations.

• Use of support media: audiovisual and ICT.

Use of communication strategies written in the Spanish language:

-Text types. Characteristics of texts of their own daily and professional life.

-Reading strategies: textual elements.

-Guidelines for the use of miscellaneous dictionaries.

-Basic strategies in the written composition process.

-Presentation of texts written on different media:

• Application of grammatical rules.

• Applying spelling rules.

-Written texts:

• Main textual connectors.

• Basic aspects of the verbal forms in the texts, with special attention to the aspects of the oral perifrasis.

• Subordinate, substantive, adjective, and adverb function of the verb.

• Syntax: statement, sentence, and sentence; subject and predicate; direct, indirect, regime, circumstantial, agent, and attribute.

Reading of literary texts in the Spanish language before the 19th century:

-Guidelines for reading literary fragments.

-Instruments for collecting information from reading a literary work.

-stylistic and thematic characteristics of the Spanish language literature from the Middle Ages to the 18th century.

-The narrative. Recurring themes and styles according to the literary era.

-Reading and interpreting poems. Recurring themes and styles according to the literary era.

-The theater. Themes and styles according to the literary era.

Understanding and production of English-language basic oral texts:

-Top ideas in very clear calls, messages, orders, and indications.

-General description of people, places, objects (professional and public).

-Narration about common and frequent situations of present, past, and future times.

-Frequent lexical, simple expressions and phrases to unwrap in everyday transactions and arrangements of the personal or professional environment.

-Grammatical resources:

• Times and verbal forms in present, past; main verbs, manners and auxiliaries. Communicative functions associated with common and frequent situations.

• Fundamental linguistic elements.

• Speech markers to start, sort, and finish.

-Pronunciation of phonemes or basic groups of a basic character that present greater difficulty.

-Using appropriate records in social relationships.

-Fundamental strategies for understanding and active listening.

Participation in English language conversations:

-Understanding and active listening strategies for starting, maintaining, and terminating interaction.

Making simple English language messages and texts:

-Understanding global information and the main idea of everyday basic texts, whether personal or professional.

-Frequent lexical to be involved in everyday transactions and procedures, simple in the personal or professional field.

-Composition of very brief, simple and well-structured written texts.

-Grammatical resources:

• Times and verbal forms. Temporary relationships: Before, after, and concurrency.

• Basic grammatical structures.

• More common communicative functions of the personal or professional scope in written media.

-Fundamental linguistic elements based on the types of texts, contexts and communicative purposes.

-Basic text properties.

-Reader compression strategies and techniques.

-Planning and correction strategies.

Teaching guidelines.

This module contributes to the achievement of the competences for lifelong learning and contains the training for students and students to be able to recognize the basic characteristics of the phenomena related to the human activity and improve your communicative skills

The learning strategy for the teaching of this module that integrates basic knowledge related to social sciences, Spanish language and English literature and language, will be focused on the use of basic tools of analysis textual, the elaboration of structured information both oral and written, the location of space-temporal of social and cultural phenomena and respect for the diversity of beliefs and patterns of daily relationship in different societies and human groups, involving students in significant tasks to enable them to work autonomously and in a team.

The formation of the module contributes to achieving the general objectives n), n), o), p), q), s), t), u), v), w), x) and y) of the training cycle, and the professional, personal and social competencies n), n), o), p), q), r), s), t), u) and v) of the title.

The lines of action in the teaching-learning process that enable the objectives of the module to be achieved will be oriented towards:

-The concreteness of a personalized training plan that aims to achieve the integration of the student in the proposed learning situations through the application of motivational strategies.

-The empowerment of autonomy in the execution of activities and in the management of their learning time in the field of competencies and contents of the sociolinguistic field.

-The realization of dynamics about the development of social skills that favor the settlement of habits of discipline and individual and team work.

-The use of strategies, resources and sources of information within their reach, promoting the use of ICT, which contribute to the reflection on the assessment of the information necessary to construct structured explanations of the reality that surrounds you.

-The use of globalizing methods (projects, centers of interest, among others) that allow the integration of students into the learning activities, concretized in a working methodology that links them with the

-The programming of activities that are related, whenever possible, with capabilities that are derived from the professional profile.

The lines of action in the teaching-learning process that enable the objectives of the module to be achieved in relation to Social Sciences are related to:

-The motivating integration of knowledge that allows you to analyze and value the diversity of human societies.

-The use of resources and sources of information within your reach to organize information that you extract to help you integrate into educational work.

-Recognition of the footprint of the past in daily life by appreciating the diversity of human groups and their achievements over time.

-The assessment of the problems of their environment based on the analysis of the available information, the formulation of justified explanations and the reflection on their actions in relation to the same in situations of learning.

-The potentiation of the observation capacities and criteria for the enjoyment of artistic expressions through the gradual analysis of archetypal artistic productions, appreciating their aesthetic and thematic values.

The lines of action in the teaching-learning process that enable the objectives of the module to be achieved in relation to language learning are related to:

-The use of language in the interpretation and elaboration of simple oral and written messages, through their use in different types of communicative and textual situations in their environment.

-Using a vocabulary appropriate to the situations in your environment that will guide the completion of the contents, activities and examples used in the module.

-The selection and execution of didactic strategies that facilitate self-learning and incorporate the use of the language in communication situations as real as possible, using the possibilities of the Information and Communication (email, SMS, internet, social networks, among others).

-The use of communication techniques to enhance teamwork to enable them to integrate into educational activities with a guarantee of success.

-The appreciation of the cultural and customs variety present in its surroundings, putting it in relation to the needs arising from the use of the language with different speakers.

-The development of reading habits that allow them to enjoy literary production through the use of selected texts to their needs and characteristics.

Professional Module: Communication and Society II.

Code: 3012

Learning results and evaluation criteria.

1. It infers the essential characteristics of contemporary societies based on the study of their historical evolution, analyzing the basic features of their social, political and economic organization.

Assessment Criteria:

(a) The consequences for the organization of the current societies of the ideological currents that have cemented it have been discriminated against, placing them in time and space.

b) The current globalized economic relations model has been valued by studying the economic transformations produced as a result of technological innovations and the organizational systems of the activity productive.

c) The characteristics of contemporary social organization have been categorized, analyzing the structure and social relationships of the current population and their evolution during the period.

d) The evolution of contemporary international relations has been examined, drawing up causal and consecutive explanations for developing opinions on current conflicts.

e) The process of unifying the European space has been assessed, analyzing its evolution, arguing its influence on the national policies of the member countries of the European Union.

f) The evolution of global historical events has been associated with the historical evolution of the Spanish State, identifying its stages of evolution, the main conflicts and its current situation.

g) The essential traits of contemporary art and their evolution to our day have been identified, building opinions and criteria of their own aesthetic order.

h) The evolution of the sector or the production sectors of the title has been analyzed, describing their transformations and main milestones of evolution in their organizational and technological systems.

i) Pauted instruments for the collection and dissemination of information have been developed to allow the evaluation of the learning performed, using the precise vocabulary.

j) Behaviour in accordance with the development of the effort itself and collaborative work have been developed.

2. It values the basic principles of the democratic system by analyzing its institutions and the different political and economic organizations in which it manifests and inferring guidelines of action to accommodate its behavior to the fulfillment of these principles.

Assessment Criteria:

a) The basic principles of the Universal Declaration of Human Rights and their situation in today's world have been recognized, valuing their involvement in everyday life.

b) The guiding principles, institutions and standards of operation of the major international institutions have been analyzed, judging their role in global conflicts.

c) The importance of mediation and conflict resolution in the extension of the democratic model has been valued, developing own and reasoned criteria for the resolution of these.

d) The essential features of the Spanish democratic model have been judged, valuing the historical context of their development.

e) The involvement of the principle of non-discrimination in the personal and social relationships of the next environment has been valued, judging behavior of its own and others and inferring appropriate guidelines and actions to accommodate the attitude to the rights and obligations arising from it.

f) Information has been developed and organized for use in collaborative work situations and contrast of opinions.

3. It uses communicative strategies to interpret and communicate oral information in the Spanish language, applying the principles of active listening, reasoned strategies of composition and the correct linguistic norms in each case.

Assessment Criteria:

a) The techniques of active listening in the analysis of oral messages from different sources have been applied.

b) The communicative intention and the thematic structure of oral communication have been recognized, assessing possible responses.

c) The correct use of non-verbal communication elements in arguments and exposures has been performed.

d) The uses and levels of language and language standards have been applied in the understanding and composition of oral messages, valuing discriminatory uses.

e) The correct grammatical terminology has been used in the understanding of the proposed grammatical activities and in the resolution of the same.

4. It uses communicative strategies to communicate information written in the Spanish language, applying strategies of analysis, synthesis and classification in a structured way to the autonomous composition of texts of progressive complexity.

Assessment Criteria:

a) The main characteristics of the types in relation to their suitability for the job that you want to perform have been valued and analyzed.

b) Different search techniques have been used in the understanding of a written text, applying content reinterpretation strategies.

c) Comprehensive reading strategies have been applied systematically in the understanding of texts, recognizing possible discriminatory uses.

d) The content of a written text has been summarized, extracting the main idea, the secondary and the communicative purpose, reviewing and reformulating the conclusions obtained.

e) The structure of different written texts of academic or professional use has been analyzed, recognizing uses and levels of the language and elaboration guidelines.

f) The main grammatical and spelling rules have been applied in text writing so that the final text is clear, accurate and appropriate to the format and the communicative context.

g) Systematized guidelines have been developed in the preparation of written texts to improve written communication.

h) Guidelines for the submission of written works have been observed taking into account the content, format and the target audience, using a correct vocabulary according to the language rules and the uses to which it is intended.

i) Activities of understanding and analysis of grammatical structures have been resolved, checking the accuracy and validity of the inferences made.

5. He interprets literary texts representative of the Literature in the Spanish language from the nineteenth century to the present, recognizing the author's intention and relating it to its historical, socio-cultural and literary context.

Assessment Criteria:

(a) The literary movements in the Spanish language have been described in the period considered and the most representative works recognized.

b) The structure and use of the language of a personal reading of works appropriate to the level and situating it in its context and using instruments that are based have been valued.

c) Substantiated personal opinions have been expressed about the aspects appreciated in literary works.

d) Literary text analysis strategies have been applied, recognizing the themes and motifs and symbolic elements and the functionality of the most significant stylistic resources.

e) An author, a work or a period of the literature in the Spanish language, has been informed about the corresponding information.

6. It uses strategies to interpret and communicate oral information in the English language, applying the principles of active listening and developing oral presentations of little, clear and structured, on specific issues and aspects, common and everyday, in the personal and professional field.

Assessment Criteria:

a) Active listening strategies have been systematically applied for the overall and specific understanding of messages received, without the need to understand all the elements of it.

b) The communicative intention of direct messages has been identified or using a limited repertoire of expressions, phrases, words and markers of structuring speech (opening, continuity and closing).

c) The overall sense and main ideas of the oral text and basic grammatical structures have been identified in simple sentences of frequent and frequent frequent situations and of predictable and concrete content.

d) Essential phonetic and intonation traits have been identified that help to understand the overall sense and the main and secondary ideas of the message.

e) Brief oral compositions and presentations have been made according to a structured script, applying the format and traits of each type of text, personal or professional.

f) Basic grammatical structures and speech markers have been used to initiate, link, order, and end speech, in common, frequent, and concrete situations.

g) Information has been expressed, using reasonable intonation and pronunciation, accepting breaks and small hesitations.

h) A thoughtful and critical attitude has been shown about the information that any kind of discrimination entails.

i) The most frequent social relationship rules of countries where the foreign language is spoken have been identified.

j) The everyday habits or activities of the community and the workplace where the foreign language is spoken have been identified.

k) The main professional attitudes and behaviors in normal communication situations in the professional field have been identified.

7. It maintains simple English language conversations in regular and practical situations in the personal and professional fields, using basic communication strategies.

Assessment Criteria:

a) It has been discussed following a script on specific and frequent topics and aspects of the personal and professional field.

b) It has been heard and discussed in simple, everyday interactions of professional and personal life, requesting and providing information in some detail.

c) Interaction has been maintained using various essential communication strategies to show interest and understanding.

d) Compensation strategies have been used to fill gaps in the foreign language (paraphrasing, body language, audio-visual aids).

e) Simple grammatical structures and sentences and an essential, limited repertoire of expressions, phrases, frequent words, and linear speech markers have been used.

f) It has been expressed with some clarity, using a reasonable and understandable intonation and pronunciation, accepting some pauses and hesitations.

8. It produces short and simple texts with a certain detail in the English language, relating to common communication situations in the personal and professional field, implementing comprehensive reading strategies and developing systematic strategies of composition.

Assessment Criteria:

a) The text has been read recognizing the essential traits of the genre and its structure, and interpreting its global and specific content, without the need to understand all the elements of it.

b) The basic communicative intention of the organized text has been identified in a different way.

c) Simple grammatical structures and sentences have been identified and a limited repertoire of expressions, phrases, words and markers of speech, basic and linear, in frequent and concrete frequent situations of content predictable.

d) Phrases, sentences, and simple texts have been completed, taking into account the communicative purpose, with grammatical structures of low complexity in typical and concrete situations of predictable content.

e) Short and simple texts, suitable for a communicative purpose, have been developed using the most frequent connectors to link the sentences.

f) Grammatical, orthographic and typographic standards have been respected following systematic and concrete guidelines for review and correction.

g) A thoughtful and critical attitude has been shown about the information that would be of any kind of discrimination.

Duration: 120 hours.

Basic contents:

Valuation of contemporary societies:

-Building democratic systems:

• The Enlightenment and its consequences.

• The liberal society.

• Democratic society.

-Economic structure and its evolution:

• Principles of economic organization. The current globalized economy.

• The second globalization.

• Third globalization: development issues.

• Evolution of the productive sector itself.

-International relations:

• Great powers and colonial conflict.

• The European Civil War.

• Decolonization and Cold War.

• The current globalized world.

• Spain in the current relationship framework.

-European construction.

-Contemporary art:

• The breaking of the classical canon.

• Film and comic as mass entertainment.

-Treatment and elaboration of information for educational activities:

• Collaborative work.

• Presentations and web publications.

Valuation of democratic societies:

-The Universal Declaration of Human Rights:

• Human Rights in everyday life.

• Current international conflicts.

-The Spanish democratic model:

• The construction of democratic Spain.

• The Spanish Constitution.

• The principle of non-discrimination in daily living.

-Conflict resolution.

-Treatment and elaboration of information for educational activities:

• Processes and guidelines for collaborative work.

• Preparing and presenting information for deliberative activities.

• Rules of operation and attitudes in the contrast of opinions.

Using oral communication strategies in the Spanish language:

-Oral texts.

-Active listening techniques in the understanding of oral texts.

-Exposure of ideas and arguments:

• Organization and preparation of contents: ylation, succession and coherence.

• Structure.

-Application of language standards in oral communication:

• Organization of the phrase: basic grammatical structures.

• Semantic coinheritance.

-Using audio-visual resources.

Use of communication strategies written in the Spanish language:

-Jobs, reports, essays and other academic and scientific texts.

-Language aspects to consider:

• Communication records of the language; factors that condition their use.

• Spanish language diversity.

• Variations of the deictic forms in relation to the situation.

• Direct and indirect style.

-Reading strategies with academic texts.

-Presentation of written texts.

-Language analysis of written texts:

• Text connectors: cause, consequence, condition, and hypothesis.

• The verbal forms in the texts. The oral perifrasis ' aspects of the text.

• Syntax: Add-ons; Composite Phrases.

• Strategies to improve listener interest.

Interpretation of literary texts in the Spanish language since the 19th century:

-Instruments for collecting information from reading a literary work.

-The literature in its genres.

-Evolution of the literature in the Spanish language from the 19th century to the present.

Interpretation and communication of daily oral texts in the English language:

-Distinction of main and secondary ideas of short and simple oral texts.

-Description of specific aspects of people, places, basic services, objects, and simple steps.

-Personal, public, and professional experience.

-Narration of events and experiences of the present, past and future time.

-Lexical, phrases and expressions, to be developed in everyday transactions and procedures in the personal and professional fields.

-Text types and their structure.

-Grammatical resources:

• Simple and compound verbal times and forms.

• Communication functions associated with common situations.

• Fundamental linguistic elements.

• Bookmarks of speech.

• Subordinate Orations of Low Complexity.

-Understanding and active listening strategies.

-Pronunciation of phonemes or phonic groups that present greater difficulty.

-Using appropriate records in social relationships.

Interaction in English-language conversations:

-Interaction strategies to maintain and follow a conversation.

-Using standardized phrases.

Interpretation and elaboration of simple written messages in the English language:

-Global and specific information about low-difficulty messages concerning everyday basic issues in the personal and professional field.

-Composition of brief and well-structured written texts.

-Lexico to be involved in everyday transactions and procedures, necessary, simple and concrete in the personal and professional field.

-Terminology specific to the professional area of the students.

-Grammatical resources:

• Bookmarks of speech.

• Use of simple and compound sentences in written language.

-Reader compression strategies and techniques.

-Basic text properties.

-Sociocultural norms in personal and professional relationships in everyday situations.

-Message scheduling strategies.

Teaching guidelines.

This module contributes to the achievement of the competences for lifelong learning and contains the training for using the steps of the scientific method, by analyzing the main phenomena related to the human activities in the contemporary world and the development of sufficient communicative strategies in the Spanish language to improve their chances of personal, social and professional development, as well as to start in the communication in English language in different usual situations.

The learning strategy for teaching this module that integrates subjects such as social sciences, Spanish language and English literature and language, will focus on the acquisition of space-temporal analysis tools, the treatment of oral and written texts, the elaboration of structured messages and respect for other societies, involving students in significant tasks that allows them to work autonomously and collaboratively to build their own learning and culminate in actual results generated by themselves.

The formation of the module contributes to achieving the general objectives n), n), o), p), q), r), s), t), u), v), w), x) e y) of the training cycle and the professional, personal and social competencies n), n), o), p), q), r), s), t), u) and v) of the title.

The lines of action in the teaching-learning process that enable the objectives of the module to be achieved will be oriented towards:

-The concreteness of a personalized training plan that aims to achieve the active involvement of the student in his formative process, where the practice and the functionality of the learning constitute a continuum that facilitate the performance of the activities carried out by the students.

-The empowerment of autonomy and personal initiative to use the appropriate strategies in sociolinguistic fields.

-The realization of dynamics about the development of social skills that favor the development and settlement of habits of discipline and individual and collaborative work.

-The use of strategies, resources and sources of information at their fingertips that contribute to the reflection on the assessment of the information necessary to construct reasoned explanations of the reality that surrounds it.

-The guarantee of access to information for all students, encouraging the use of ICT.

-The use of globalizing methods (projects, centers of interest, among others) that allow the integration of competencies and contents, concretized in a working methodology that ties them with the current to allow the adaptation of students to personal, social and professional reality.

-The programming of activities that are related, whenever possible, with capabilities that derive from the professional profile and their adaptation to the professional requirements of their environment.

The lines of action in the teaching-learning process that enable the objectives of the module to be achieved in relation to Social Sciences are related to:

-The integration of knowledge that allows the study of a phenomenon related to the social sciences from a multidisciplinary perspective that will enable it to value the diversity of human societies.

-The use of strategies and acting skills, resources and sources of information within your reach to approach the scientific method and organize the information that you extract to favor your integration into the work education.

-The recognition of the footprint of the past in daily life by appreciating the changes and transformations suffered by human groups over time.

-The assessment of the problems of the current society based on the analysis of the available information and the concreteness of their own hypotheses and reasoned explanations of the phenomena observed in the learning situation.

-Potentiation of the capacities of appreciation and creation, to educate the taste for the arts, through the development of contents and activities that relate to works and artistic expressions selected.

The lines of action in the teaching-learning process that enable the objectives of the module to be achieved in relation to language learning are related to:

-The use of language in the interpretation and elaboration of oral and written messages, through its use in different types of communicative and textual situations.

-The use of a vocabulary appropriate to the situations of personal, social and professional life that will need to be used for the realization of the contents, activities and examples used in the module.

-The selection and execution of didactic strategies that facilitate self-learning and incorporate the use of the language in communication situations as real as possible, using the possibilities of the Information and Communication (email, SMS, internet, social networks, among others).

-The use of communication techniques to enhance collaborative work that allows the development of the concept of collective intelligence and its relationship with the professional field.

-The appreciation of the cultural and customs variety characteristic of contemporary societies, more specifically in the field of English-speaking cultures.

-The creation of reading habits and aesthetic criteria of their own that allow them to enjoy literary production, with greater deepening in the production in the Spanish language.

Professional Module: Job Center Training.

Code: 3081

Learning results and evaluation criteria.

1. Performs auxiliary operations in the assembly of electrical and telecommunications installations in buildings, following the processes of the quality system established in the company and the corresponding safety protocols.

Assessment Criteria:

a) The elements of the installations, their function and disposition have been identified.

b) Machining and pipeline construction operations have been performed.

c) The location and fixing and interconnection of the equipment and accessories has been performed, using the correct techniques.

d) Electrical frames and automatic systems have been mounted according to the schemes of the installations.

e) Electrical connections to the peripheral elements of command and power have been performed and tested.

f) It has been operated respecting the criteria of personal and material safety, with the required quality.

g) Operations have been performed with respect to the environment.

h) You have participated in the working group, showing initiative and interest.

2. Performs auxiliary operations in the machining and assembly of metal constructions, following the processes of the quality system established in the company and the corresponding safety protocols.

Assessment Criteria:

a) The elements of the installations, their function and disposition have been identified.

b) The tools and equipment needed for machining and assembly have been prepared.

c) Basic machining operations have been performed in mechanical manufacturing.

d) Ferric element welding operations have been performed.

e) Metal structure mount operations have been performed.

f) The dimensions and characteristics of the mounted elements have been checked.

g) It has been operated in compliance with the personal and material safety criteria, with the required quality.

h) Operations have been performed with respect to the environment.

i) You have participated in the working group, showing initiative and interest.

3. Performs auxiliary operations in the assembly of electrical and telecommunications installations in buildings, following the processes of the quality system established in the company and the corresponding safety protocols.

Assessment Criteria:

a) The elements of the installations, their function and disposition have been identified.

b) Machining and pipeline construction operations have been performed.

c) The location and fixing and interconnection of the equipment and accessories has been performed using the correct techniques.

d) Electrical frames and automatic systems have been mounted according to the schemes of the installations.

e) Electrical connections to the peripheral elements of command and power have been performed and tested.

f) It has been operated respecting the criteria of personal and material safety, with the required quality.

g) Operations have been performed with respect to the environment.

h) You have participated in the working group, showing initiative and interest.

4. Acts in accordance with the company's rules of prevention and occupational risks.

Assessment Criteria:

a) The general rules on prevention and safety, as well as those established by the company, have been met at all times.

b) The risk factors and situations that are presented in their scope of action in the workplace have been identified.

c) Attitudes related to activity have been adopted to minimize occupational and environmental risks.

d) The individual protection equipment (PPE) set for the various operations has been used.

e) The protection devices of machines, equipment and installations in the various activities have been used.

f) The prevention plan has been acted upon.

g) The risk-free work zone has been maintained, with order and cleanup.

h) Work has been done minimizing energy consumption and waste generation.

5. It acts responsibly and integrates into the company's social-technical relations system.

Assessment Criteria:

a) The instructions that you receive have been executed diligently.

b) He has taken responsibility for the work he develops, communicating effectively with the right person at every moment.

c) The requirements and technical standards have been met, demonstrating a good professional practice and finishing their work at a reasonable time limit.

d) An attitude of respect towards established procedures and procedures has been shown at all times.

e) The work performed according to the established instructions and procedures has been organized, fulfilling the tasks in order of priority and acting under safety and quality criteria in the interventions.

f) The activity that you perform with the rest of the staff has been coordinated, reporting any changes, relevant need, or unanticipated contingency.

g) Has been added in time to the job, enjoying the breaks instituted and not leaving the work centre before the established time without duly justified reasons.

h) The necessary information has been appropriately asked or any doubts you may have for the performance of your duties to your immediate responsible.

i) The work has been done according to the indications made by its superiors, considering the possible modifications or suggestions in the place and appropriate ways.

Duration: 130 hours.

This professional module contributes to the completion of the general competencies and objectives of this title, which have been achieved in the educational centre or to develop the skills that are difficult to achieve in the same.

In addition, it contributes to the strengthening of order, punctuality, responsibility and cleanliness habits throughout its activity.

4. Minimum quality requirements for the formative context.

4.1. Spaces.

The spaces necessary for the development of the teachings of this formative cycle are:

-Multi-purpose Aula.

-Electrotechnical facilities workshop.

-Metal building workshop.

4.2. Minimum equipment.

-purpose Aula.	Computers installed in network, projection system, and internet. Media Application software
Electrotechnical installations workshop.	Teams for mount/simulate installations. Manual tools for electronic-electronic jobs. Manual tools for mechanical work. Equipment for measuring electrical quantities. Audiovisual equipment. Network and computer mount components. Network testers. Soldering equipment for components. Sources power. Teams and security media
Building Workshop.	Work Banks with screws. Sierra. Roller Curler. Taladors. Cizalla. Welding Teams. Radials, Yunques bicorneos. Tronder with stop. Taladors and rivets. Teams and media. Hammer and drill.

5. Teachers.

5.1. The specialties of the public sector teachers attributed to the delivery of the professional modules associated with the professional profile are:

	Module	Teacher/Other Specialty	Body of the Teacher's
3013. Electrical and domotic installations. 3014. Telecommunications installations. 3020. Basic manufacturing operations. 3021. Welding and metal carpentry. 3022. Aluminum and PVC carpentry.	Specialty: • Electrotechnical installations. • Mechanizing and maintenance of machines. • Electronic Equipment. • Welding.	• Technical Teacher of Vocational Training
	Other: • Specialist Professor, if any.
	3081. Job center training.	• Electrotechnical installations. • Mechanizing and maintenance of machines. • Electronic equipment. • Welding.	• Technical Teacher of Vocational Training

5.2. The qualifications required for the delivery of professional modules, for private and public ownership centres of other administrations other than education, are:

Professional Modules

3013. Electrical and domotic installations. 3014. Telecommunications installations. 3020. Basic manufacturing operations. 3021. Welding and metal carpentry. 3022. Aluminum and PVC carpentry. 3081. Job center training.	-Licensed, Engineer, Architect, or corresponding degree title or other equivalent titles.

5.3. The enabling qualifications for teaching purposes for the delivery of professional modules, for private and public ownership centres of other administrations other than education, are:

Professional Modules

3013. Electrical and domotic installations. 3014. Telecommunications installations. 3020. Basic manufacturing operations. 3021. Welding and metal carpentry. 3022. Aluminum and PVC carpentry. 3081. Job training in job centers.	-Diplomat, Technical Engineer or Technical Architect or other equivalent titles. -Top technician in metal or other constructions equivalent titles.

6. Correspondence between professional modules and units of competence for accreditation or validation.

Outmatched Professional Modules

Accreditable Competition
3013. Electrical and domotic installations.	UC0816_1: Perform assembly operations of low voltage and domotic electrical installations in buildings
3014. Telecommunications installations.	UC0817_1: Perform Telecom Facilities Mount Operations
3020. Basic manufacturing operations.	UC0087_1: Perform basic manufacturing operations
3021. Welding and metal carpentry. 3022. Aluminum and PVC carpentry.	UC0088_1: Perform basic assembly operations

7. Middle-grade formative cycles to which this title allows application of preference criteria for admission in case of competitive concurrency.

This title will take precedence for admission to all middle grade titles of professional families:

-Electricity and Electronics.

-Informatics and Communications.

-Mechanical Manufacturing.

-Installation and Maintenance.

-Energy and Water.

-Extractives industries.

-Maritimo-Pesquera.

-Chemistry.

-Transport and Maintenance of Vehicles.

-Wood, Furniture and cork.

-Building and Civil Work.

ANNEX VI

Basic professional title in sport and recreational craft maintenance

1. Title identification.

The basic professional title in the maintenance of sports and recreational craft is identified by the following elements:

-Designation: Basic professional title in the maintenance of sports and recreational craft.

-Level: Basic Professional Training.

-Duration: 2000 hours.

-Professional Family: Transportation and Maintenance of Vehicles and Maritime-Fishing.

-European reference: CINE-3.5.3. (International Standard Classification of Education).

2. Professional profile.

2.1. General competence of the title.

The general competence of the title is to carry out auxiliary operations of electromechanical maintenance in systems and equipment, of repairs on structural elements and equipment, of protection and beautification of surfaces, in sport and recreational craft, following the instructions received, adopting the measures for the prevention of occupational risks and related environmental protection, communicating in an oral and written form in the Spanish language and in his case in the self-official language as well as in some foreign language.

2.2. Title competencies.

The professional, personal, social and skills competencies for lifelong learning of this title are as follows:

a) Perform auxiliary machining and welding operations in ship maintenance processes.

b) Perform auxiliary processing operations, preparation of the hole and mounting of structural parts in wood and plastic-reinforced plastic vessels.

c) Carry out auxiliary operations to repair damaged areas of surfaces of the fibre-reinforced plastic structure on the vessels.

d) Carry out auxiliary operations in the process of protection and equalization of the surface of the vessels.

e) Perform auxiliary operations for the application of paints and varnishes on the surface of the vessels.

f) Carry out auxiliary operations for the maintenance of the internal combustion engine by applying the manufacturer's specific instructions.

g) Perform auxiliary maintenance operations of propulsion, government, cold and air conditioning systems and other auxiliary equipment of vessels.

h) Carry out auxiliary maintenance operations of the electric charging and boot systems on the vessels.

i) Carry out auxiliary operations to maintain electrical systems for the distribution of vessels.

j) Carry out auxiliary operations for the maintenance of vessels: masts, järcias, control systems, wood-burning elements, candles and auxiliary textile elements, among others.

k) Solve predictable problems related to your physical, social, personal, and productive environment, using scientific reasoning and the elements provided by applied and social sciences.

l) To act healthily in different everyday contexts that favor personal and social development, analyzing positive habits and influences for human health.

m) To value actions aimed at the conservation of the environment, differentiating the consequences of everyday activities that may affect the balance of the environment.

n) To obtain and communicate information intended for self-learning and its use in different contexts of its personal, social or professional environment through resources within its scope and the information and information technologies themselves communication.

n) Act with respect and sensitivity towards cultural diversity, historical-artistic heritage and cultural and artistic manifestations, appreciating its use and enjoyment as a source of personal and social enrichment.

o) Communicate with clarity, precision and fluency in different social or professional contexts and by different means, channels and supports at their fingertips, using and adapting oral and written linguistic resources of the language Spanish and, where appropriate, the official language.

p) Communicate in customary situations of both work and personal and social, using basic language resources in foreign languages.

q) Make simple explanations about the characteristic events and phenomena of contemporary societies based on historical and geographical information at their disposal.

(r) Adapting to new employment situations caused by technological and organizational changes in their work activity, using the training offers at their fingertips and locating resources through the technologies of the information and communication.

s) Meet the tasks of your level with autonomy and responsibility, using quality and efficiency criteria in the assigned work and performing it individually or as a member of a team.

t) Communicate effectively, respecting the autonomy and competence of the different people involved in their field of work, contributing to the quality of the work done.

u) To assume and comply with the measures of risk prevention and occupational safety in the performance of the work activities, avoiding personal, occupational and environmental damages.

v) Meet quality, universal accessibility and design standards for all that affect your professional activity.

w) Act with entrepreneurial spirit, personal initiative and responsibility in choosing the procedures of your professional activity.

x) Exercise your rights and comply with the obligations arising from your professional activity, in accordance with the law in force, actively participating in economic, social and cultural life.

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

Full professional qualifications:

(a) Auxiliary operations for the maintenance of structural elements and for the coating of surfaces of sports and recreational embargoes TMV452_1 (Royal Decree 1225/2010, of 1 October), comprising the following units of competence:

UC1455_1: Perform auxiliary operations for protection and beautification of sports and recreational craft surfaces.

UC1456_1: Perform auxiliary operations for repairing wooden elements of sports and recreational craft.

UC1457_1: Perform auxiliary operations for repairing plastic and recreational craft fiber reinforced plastic elements.

b) Auxiliary operations for the maintenance of sports and recreational systems and equipment TMV453_1 (Royal Decree 1225/2010, of 1 October), comprising the following units of competence:

UC0620_1: Perform basic machining operations.

UC1458_1: Perform auxiliary operations on the maintenance of the propellant plant, machines, and their associated sports and recreational craft equipment.

UC1459_1: Perform auxiliary operations in the maintenance of electrical and electronic systems for sports and recreational craft.

UC1460_1: Perform auxiliary operations in the maintenance of sports and recreational craft.

2.4. Professional environment.

2.4.1. This professional is active in the field of sports and recreational craft maintenance, mainly in repair and maintenance workshops and the construction of recreational and sports boats.

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

-Bank carpenter/a auxiliary.

-Painter/boat aid.

-Maintenance of fiber-reinforced plastic element maintenance.

-Auxiliary of maintenance of mechanical craft systems.

-Auxiliary of maintenance of electrical and electrical systems of vessels.

-Auxiliary of ship rigging maintenance.

2.5. Foresight of the sector or sectors related to the title.

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

(a) The European Union provides for an increase in the number of jobs in the sport and recreational craft sector. Today in Spain there is a growing development, and this will represent a further increase in jobs in the boat maintenance sector.

(b) The tasks and tasks associated with this profile should be adapted to the incorporation of the technologies required for the efficient use of renewable energy in vessel installations, as well as the search for new types of propulsion (diesel, electric, hybrid or natural gas, among others) and the use of satellite monitoring for the diagnosis of breakdowns. These aspects need to contribute to the safety and efficiency of vessels, following the conclusions of the European Commission of 2007, which have stimulated research and development of ships and vessels with clean engines, which use ballast water and using oil recovery mechanisms, as well as measures to increase safety and prevent accidents and spills affecting the marine environment.

(c) The automation of the systems of regulation and control of ship installations will continue to increase, gaining ground the systems of propulsion and government computerized, with telematic services. In addition, the electrical distribution facilities are oriented to the use of wireless technologies. These aspects will have to be picked up in the future in the training of professionals in the sector.

d) The important boom in the maritime sector associated with tourism, with a growing number of small and medium-sized recreational craft, marinas, passenger tourist vessels, among others, and the use of new technologies in their equipment, will require qualified personnel for the installation and maintenance of their systems and equipment and a permanent adaptation to technological advances.

e) The use of new fibers and resins in the construction of the vessels is expected, which will contribute to greater structural resistance and will facilitate the slide on the water, which will lead to a decrease in energy consumption.

3. Learning of the training cycle.

3.1. General title objectives.

The general objectives of this training cycle are as follows:

a) Carry out machining and union operations of parts and elements related to vessels from drawings and simple drawings, to perform auxiliary operations in the process of vessel maintenance.

b) Perform assembly and assembly operations of elements or structural parts of vessels, handling simple drawings and applying the technique required to perform auxiliary operations of maintenance of structural parts of vessels.

c) Carry out preparation, cutting and repositioning of vessel elements using specific resins, fibres and catalysts to perform auxiliary operations for the repair of areas of plastic surfaces.

d) Perform application operations of primers, masillas and tackle on vessel surfaces, using the techniques and products required in the protection and equalization of the same.

e) Perform surface preparation operations, the masking of adjacent areas and the painting of the same using the tools and tools specific to equalization, protection and beautification of the same. surface of vessels.

f) Perform unmounting and mounting operations of simple elements of the internal combustion engine and replacement of fluids and, where appropriate, auxiliary straps describing the function they perform.

g) Run unassembly, assembly and checking operations of simple elements of the propulsion, government, cold and air conditioning systems by applying the required techniques and describing the functionality of the systems.

h) Perform unmounting and mounting operations of the starter motor, alternator, simple electrical elements associated with the same, and checking the battery state by applying the required techniques and describing the functionality of the same.

i) Perform operations to replace simple electrical elements (of lamps, fuses, electrical switches, among others), as well as consumables of the computer equipment, describing the functionality of each element.

j) Dismantling and assembling operations of rods, cables, and guard gear, auxiliary textile elements, and the grease and cleaning of the rolling and jaw systems, among others, relate the elements and the function that performs on the system.

k) Understand the phenomena occurring in the natural environment through scientific knowledge as an integrated knowledge, as well as know and apply the methods to identify and solve basic problems in the various fields of knowledge and experience.

l) Develop skills to formulate, raise, interpret, and solve problems applying mathematical calculation reasoning to unwrap in society, in the working environment, and manage their economic resources.

m) Identify and understand the basic aspects of the functioning of the human body and put them in relation to individual and collective health and assess hygiene and health to enable the development and strengthening of habits healthy life based on the environment in which it is located.

n) Develop habits and values in accordance with the conservation and sustainability of natural heritage, understanding the interaction between living beings and the natural environment in order to assess the consequences of human action on the environmental balance.

n) Develop the basic skills of information sources using critical information and communication technologies to obtain and communicate information in the personal, social or professional environment.

or) Recognize basic characteristics of cultural and artistic productions, applying basic analysis techniques of their elements to act with respect and sensitivity towards cultural diversity, the historical-artistic heritage and cultural and artistic manifestations.

p) Develop and strengthen language skills and skills and achieve the required level of accuracy, clarity and fluency, using knowledge about the Spanish language and, where appropriate, the official language to communicate in their social environment, in their daily lives and in the work activity.

q) Develop basic language skills in foreign languages to communicate in an oral and written form in the usual and predictable situations of daily and professional life.

r) Recognize causes and traits characteristic of contemporary phenomena and events, historical evolution, geographical distribution to explain the characteristics of contemporary societies.

s) Develop values and behavior habits based on democratic principles, applying them in their usual social relations and in the peaceful resolution of conflicts.

t) Compare and select existing learning resources and offerings for lifelong learning to adapt to new work and personal situations.

u) Develop initiative, creativity and entrepreneurship, as well as self-confidence, participation and critical spirit to resolve situations and incidences of both professional and business activity. personnel.

v) Develop teamwork, taking on their duties, respecting others and cooperating with them, acting with tolerance and respect for others for the effective performance of tasks and as a means of personal development.

w) Use information and communication technologies to inform, communicate, learn and facilitate work tasks.

x) Relating occupational and environmental risks to work activity for the purpose of using appropriate preventive measures for personal protection, avoiding harm to others and the environment.

and) Develop the techniques of your professional activity by ensuring effectiveness and quality in your work, proposing, if appropriate, improvements in work activities.

z) 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.

3.2. Professional modules.

The modules of this training cycle are the following:

3043. Machining and welding.

3028. Basic structural repair of sports boats.

3040. Protection and beautification of vessel surfaces.

3048. Basic maintenance of the propellant plant and associated equipment.

3066. Basic maintenance of electrical and computer systems.

3068. Basic maintenance of sports boat gear.

3009. Applied sciences I.

3019. Applied sciences II.

3011. Communication and society I.

3012. Communication and Society II.

3071. Training in job centres.

3.3. Developing the modules.

Professional Module: Mechanized and Welding.

Code: 3043

Learning results and evaluation criteria.

1. Interprets and reproduces simple planes of different elements and pieces, interpreting the characteristics of the same and applying standardized processes.

Assessment Criteria:

a) The simple plane of the part or element to be used in the mechanization process has been identified and understood.

b) The reproduction of the plane has been performed both on paper and on the surface to be machined.

c) Drawing and drawing tools have been identified and classified according to the process to be performed.

d) Activities have been organized according to the means and materials to be used, following established procedures.

e) The measurement tools have been selected by classifying them according to the plane and the surface where the process is to be performed.

f) The measures have been performed with the precision that the process requires and according to the established procedures.

g) It has been operated in an orderly manner, with accuracy, precision, and security, applying the appropriate procedures and techniques.

2. Prepares and adjusts equipment, tools and tools for machining, interpreting the requirements of the process to be performed.

Assessment Criteria:

a) The activities related to the work process to be developed have been identified.

b) Teams, tools, and tools have been classified based on their capabilities in the process.

c) The different types of materials have been related to speed, forward, and tool type parameters.

d) Mount and dismount operations associated with tool and format changes have been performed.

e) First-level lubrication, cleaning and maintenance of the various equipment, tools and tools have been carried out.

f) The job has been ordered to avoid accidents of the profession.

3. Runs the hand-machining of parts by describing the process and applying the necessary techniques. 

Assessment Criteria:

a) The equipment, tools, and material to be used have been selected in relation to the characteristics of the commissioned work.

b) The piece has been properly fastened to the bench screw.

c) The planitude, squadron and parallelism of the part faces have been performed, with the appropriate lime and following the established procedures.

d) Cutting operations have been accurately performed, identifying their parameters and applying established procedures and techniques.

e) The drilling processes have been performed with dexterity, selecting each material's own tools and describing the characteristics of the materials.

f) The hand-threaded procedure has been executed with skill, identifying the type of thread and handling the precise tools to screw drills and studs.

g) Remachated and rolled-out processes have been performed precisely, ensuring that the binding is performed according to the technical specifications and in quality conditions.

h) It has been operated in an orderly manner, with accuracy, precision and security, applying the appropriate procedures and techniques and following the established orders.

i) The quality of the resulting product has been checked by correcting the detected failures.

4. Performs simple welded joins, selecting the equipment and applying the technical specifications of the process.

Assessment Criteria:

a) The material has been organized by identifying its properties.

b) Equipment and tools have been classified according to the characteristics of the material to be welded.

c) The base material has been prepared, adapting it to the welding to be done, (machining of the surface to be welded, preparation of edges, among others).

d) The join surfaces have been cleaned by removing the existing waste.

e) The input and deoxidizing material has been selected based on the material to be welded.

f) The power supplies have been properly connected by selecting the different job parameters and identifying the elements that compose them.

g) Simple welded joints have been performed by electric arc welding, soft welding and plastic welding, with no apparent defects.

h) It has been checked whether the weld performed meets the prescribed characteristics.

i) It has been operated in an orderly manner, with accuracy, precision and security, applying the appropriate procedures and techniques.

5. It complies with the standards of occupational risk prevention and environmental protection, identifying the associated risks and the measures and equipment to prevent them.

Assessment Criteria:

a) The risks inherent in the work have been identified according to the materials to be used and the equipment and machines to be handled.

b) Environmental risks associated with processing, machining or welding have been identified.

c) Personal and environmental safety standards have been applied in the development of each process.

d) Individual protection teams have been employed in the different activities, of each process.

e) The work area has been maintained with the appropriate degree of order and cleanliness.

Duration: 105 hours.

Basic contents:

Flat and normalization interpretation:

-Basic concepts of normalization.

-Representation of parts. Normalized views.

Metrology:

-Concept of appreciation and estimation.

-Direct measurement devices: ruler, meter, king foot, micrometers.

-Measure appliances by comparison.

Preparing and tuning equipment, tools, and tools:

-Identifying the work process.

-Classification of equipment, tools, and tools.

Materials:

-ferrous products.

-Azeros.

-Non-railroad Aleations.

Execution of machining processes:

-Selection of the procedure.

-Order in process development.

-Limate.

-Serred.

-Roked.

-Remachted.

-Taladred.

-Checking and verifying the development of the job.

Welding:

-Soldering equipment: Electric by arc, soft welding and welding of plastics.

-Welding techniques.

Prevention and environment rules:

-Security rules.

-Individual protective equipment.

-Machine and equipment devices for active security.

-Order and cleanup rules.

-Environmental protection.

-Product Recycling.

Teaching guidelines.

This professional module contains the training required to perform the production function in the base hand machining areas and simple welded joints.

The definition of this function includes aspects such as:

-Interpretation of sketches and drawings.

-Concepts on metrology materials and practices.

-machining and welding operations.

The formation of the module contributes to the achievement of the general objectives (a), (t), (u), (v), (w), (x), (y) and (z) of the training cycle, and the professional, personal and social competences (a), (r), (s), (t), (u), (v), (w) and (x) of the title.

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

-Hand-machining operations by preparing tools and equipment and the interpretation of specifications of drawings or sketches.

-Realization of welding operations and the observation of the standards of Occupational Risk Prevention.

Professional Module: Structural Repair of Sports Vessels.

Code: 3028

Learning results and evaluation criteria.  

1. Performs the preparation operations of the work area, media and equipment, applying the established techniques and the sector's own standards.

Assessment Criteria:

(a) The rules, terminology, uses and customs related to the maintenance of vessels and marinas have been described.

b) The basic means of mooring and access to a vessel with its status and the names of the elements involved have been linked.

c) The necessary knots have been made for the mooring and access to the vessels and those used in the maintenance operations.

d) The elements and main parts of the structure that constitute a vessel have been identified.

e) The preparation of the work area and the means necessary to perform the repair of vessels has been performed.

f) The job has been ordered to avoid accidents of the profession.

g) It has been operated in an orderly manner, and safely, by applying appropriate procedures and techniques in hygienic conditions.

2. Performs unassembly operations of wood elements and the preparation of the hollow, applying the required techniques and the appropriate products according to the manufacturer's specifications.

Assessment Criteria:

a) The areas close to the repair area that may be affected by the unmount operations have been protected.

b) The appropriate means for the disassembly of the wood elements and for the protection of the hollow have been selected.

c) The lijas of the appropriate granulometry have been selected based on the area and product to be lijar.

d) The zone has been sanded to discover the join elements (nails, staples) of the tables and components to be repaired.

e) The tables have been unmounted and the holes in the nails (spichar) have been plugged.

f) The repair area has been cleaned up and its preparation for the application of the protection products has been carried out.

g) Security protection products have been selected and prepared according to technical specifications.

h) Protection products have been applied to the area, respecting the manufacturer's specifications (drying time, evaporation and number of hands).

i) Environmental standards have been met and waste has been classified and stored in the stipulated containers.

3. Performs processing and assembly operations of structural parts, identifying the different types of wood that constitute them and their characteristics.

Assessment Criteria:

a) The main types of wood used in the manufacture of vessel elements have been identified.

b) The different types of wood have been selected, discarding the ones with defects (see openings, return foundations and knots).

c) Measurements and layout of cutting lines have been performed for the elaboration of simple pieces.

d) The machining operations have been performed for the coupling of the tables and parts in their housing (cut, brushed, among others).

e) The claving of tables and elements was performed, selecting the right nail to join.

f) Adhesive products have been selected for the assembly of wood elements, relating them to the elements to be pasted according to the strength of the union, the power of adhesion and the preparation of the zone.

g) The equipment and media are selected, depending on the assembly process to be performed.

h) The adhesive product has been prepared following technical specifications of the manufacturer and applied on the pieces to be joined.

i) The attachment of the parts by the use of cats and sergeants has been fixed by removing the excess from the applied adhesive.

j) The assembly zones of the elements have been sanded and have collaborated on the hardware assembly.

k) It has been operated in an orderly manner, and with safety, performing the classification and storage of the waste and complying with the environmental impact standards.

4. Performs processing operations of fiber-reinforced plastic parts, preparing simple templates and supports.

Assessment Criteria:

a) The main types of fibres used in the manufacturing and repair processes of reinforced plastic craft have been identified by relating them to their use.

b) The employment of the dismoldings has been described relating to the processes.

c) Stencils and supports on wood or plywood board have been made for the manufacture of simple fiber-reinforced plastic parts.

d) Dismolting products have been applied to the support for the manufacture of plastic elements with fibres under the established safety conditions.

e) The necessary pieces of fiber blanket have been cut and prepared to achieve the given thickness of the part.

f) The preparation of the resin has been carried out while respecting the ratios of catalyst, activator and product in the mixture.

g) Resin and blanket have been applied on the support in successive layers, until the given thickness of the piece is achieved.

h) The curing and hardened times of the resin have been respected before moving to their later sanding.

i) The sanding processes required to achieve the stipulated dimensional and geometric shapes of the part have been performed.

j) Environmental impact measures have been respected during the process and the appropriate PPE has been used in each operation.

5. It develops repair operations of damaged areas in vessels with plastic structure reinforced with fibers, relating the preparation of the gap to the damage.

Assessment Criteria:

a) Teams, tools, and tools have been selected relating to the operations to be performed.

b) The areas adjacent to the repair have been protected to prevent their deterioration.

c) The sanding of the zone has been performed for the exact identification of the damage.

d) Cut off damaged areas by removing breakages from reinforced plastic.

e) The sanding of the edges has been performed to achieve the achaflade of the edges.

f) The drilling of the cracks and fissures ends to prevent their progression.

g) The area has been degreased and cleaned, removing dust and water debris.

h) The preparation of the resin has been performed respecting the ratios of catalyst and activator.

i) Fiber and resin layers have been superimposed to the extent determined in the area.

j) Environmental impact measures have been respected during the process and the appropriate PPE has been used in each operation.

6. Performs the operations of maintenance of sports and recreational boats by applying the corresponding technique and complying with the safety conditions and relating it to possible risks for the people and for the environment.

Assessment Criteria:

(a) The rules on the risks inherent in the work according to the materials to be used and the machines used have been complied with.

b) The environmental risks associated with the process have been identified.

c) Personal and environmental safety standards have been applied in performing all operations.

d) Individual protection teams have been employed in the various activities.

e) The different wastes produced in the various activities carried out in the maintenance of the vessels have been identified, depositing them in their specific containers.

f) The various wastes have been properly stored, preparing them for subsequent collection.

g) The work area has been maintained with the appropriate degree of order and cleanliness.

Duration: 140 hours.

Basic contents:

Access to sports and recreational craft:

-Attraque and mooring of the vessel. Basic knots of mooring and maintenance.

-Rules and behavior habits on the vessel.

Basic nautical terminology for the maintenance of sports and recreational craft:

-Main measures of the vessel.

-Important parts of the hull.

-The exterior of the vessel.

-Main areas of the vessel.

-Main elements of the structure of the ship.

Wood and Protection Element Disassembly Procedure:

-Manual tools and lijar machines: Sanding processes.

-Cleaning and hole-plugging products (spichar).

-Protection products from wood hollows.

-Personal protection media.

-Environmental impact rules for the classification and storage of waste.

Wood parts assembly:

-Measures and lines of cutting lines in wood.

-Mechanized wood, diving machines.

-Tools used in handling machines.

-Cutting and brushing procedures for wood elements.

-Types of adhesives used in the assembly of vessel elements.

-Join procedures and techniques.

-Techniques and processes for mounting and beautifying hardware.

-Storage of flammable waste generated.

Crafting fiber-reinforced plastic parts:

-Materials and products used in the demolding of plastic parts with glass fibers.

-Resins, catalysts and triggers.

-Realizing templates and media.

-Fibre plants.

-Cleaning products.

-Landing processes.

-PPE, for different processes.

Auxiliary operations in the repair of plastic elements with fibers:

-Landing processes.

-Degreasing plastic surfaces.

-Cutting process for removing the damaged or affected zone.

-Repair process.

-PPE, for different processes.

Rules of prevention and the environment in auxiliary operations for the repair of sports and recreational craft:

-Specific safety rules in ship maintenance.

-Environmental impact regulations specific to vessel maintenance.

-Individual protective equipment.

-Product Recycling.

-Collects sorting and storage of waste.

Teaching guidelines.

This professional module contains the necessary training to perform the function of auxiliary maintenance operations in sports and recreational craft.

The definition of this function includes aspects such as:

-Preparing the zone for element assembly.

-Mechanized wood elements by cutting, sanding, brushing and rushing.

-Unmounting, mounting and replacing wood parts.

-Repair of fiber-reinforced plastic elements.

-Landing of parts to obtain the stipulated dimensional and geometric shapes.

The formation of the module contributes to achieving the general objectives (b), (c), (t), (u), (v), (w), (x), (y) and (z) of the training cycle and the professional, personal and social competences (b), (c), (r), (s), (t), (u), (v), (w) and (x) of the title.

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

-Performing the disassembly of wooden elements of the vessel.

-The layout and processing of wood elements.

-The preparation of the gap.

-The assembly of wood elements using different techniques.

-Preparing resins for element repair.

-Repair and manufacture of fiber reinforced plastic elements, observing in all actions the rules of the Prevention of Occupational Risks and of specific environmental impact.

Professional Module: Protection and beautification of boat surfaces.

Code: 3040

Learning results and evaluation criteria.  

1. Performs work zone preparation operations to protect and beautify vessel surfaces, describing the procedures used and safety and environmental specifications.

Assessment Criteria:

(a) The securing and protection of the vessel, and of goods and equipment, have been carried out in accordance with the technical specifications.

b) Auxiliary tasks for mounting scaffolding, stands, platforms and ladders have been performed to facilitate movement and safety of operators, following assembly specifications and complying with safety standards. personal.

c) The auxiliary tents and protective screens have been performed to sectorize the work zone, following specifications.

d) The necessary equipment, tools, ventilation and lighting systems have been coupled, taking into account the sequence of processes.

e) The protection of sensors, headlights and lights, among others, has been done to prevent them from being damaged by different treatments.

f) The surface of the watercraft has been cleaned by pressure water jet, complying with safety standards.

g) The generated waste has been removed and stored in the corresponding containers, complying with the environmental impact standards.

h) All operations have been performed using the corresponding PPE and complying with the personal safety standards.

2. Performs protection operations on the surface of the vessel, relating the products to the material to be protected and applying the corresponding technique.

Assessment Criteria:

a) It has been collaborated in the realization of physical pickings by sandblasting, taking into account the type and size of the abrasive and the pressure depending on the surface to decapar.

b) Chemical pickups have been performed on the surfaces, making their subsequent washing for the disposal of the waste, using the specified protective equipment.

c) They have been protected with protective blankets, masked plastic and ribbons, areas adjacent to the surfaces to be repaired, with the right skill and skill.

d) The preparation of the area by machine-sanded, abrasive discs and use of metal brushes has been carried out, taking into account the material of the surface.

e) The cleaning and degreasing of the surface has been carried out, removing all the remains of the pickled decapados, verifying that there is no other water and moisture.

f) The anti-fouling application has been collaborated ("antifouling") to the areas in need (living areas, propellers, axles and queues), meeting the manufacturer's specifications.

g) The application of a link layer (insulator) on old and new anti-fouling layers has been worked out and related to its use with product incompatibility problems.

h) The application of primers has been performed by using brushes and rollers, relating their characteristics to the areas to be protected.

(i) The propellers, axles, tanks, arbotants, sentines among others have been cleaned and degreased with the products indicated and taking into account the required safety and environmental protection conditions.

j) The waste produced has been removed, depositing it in its specific containers.

3. Performs equalization operations of vessel surfaces, relating the different types of masillas and mating with the surface to equalize and applying the corresponding technique.

Assessment Criteria:

a) The damage to surfaces by visual and/or tactile procedures has been located to determine the areas in need of mass application.

b) The repair zone has been prepared by sanded.

c) The application of tapapores has been performed on the wood elements with brush and roller.

d) The putty has been selected, relating its characteristics to the material of the surfaces to be repaired by catalyzing and emulsifying it in compliance with technical specifications.

e) The application of masillas has been performed, until the thickness and extension of the appropriate layer are obtained.

f) The rigging has been selected based on the surfaces on which it is to be applied, performing its activation and dilution with the volume rule following technical specifications.

g) The application of tackle in the areas to be repaired by brush or roll has been performed.

h) Surface slites have been performed, using the equipment, useful and abrasive of the appropriate granulometry to obtain the stipulated finish.

i) The surfaces have been cleaned and degreased, with the products established and taking into account the safety and environmental protection conditions.

j) The waste produced has been removed, depositing it in its specific containers.

4. Performs painted and varnished operations on sports and recreational craft, justifying the addiction of anti-slip on deck and applying the corresponding technique.

Assessment Criteria:

a) The product manufacturer's technical documentation (drying, evaporation, catalyzing, and symbology times) has been interpreted.

(b) The areas on which the watercraft paints and varnishes are to be applied have been identified and adjacent areas have been protected to prevent their spraying.

c) The preparation of the surface is made by sanding with lija discs of the appropriate granulometry, taking into account the product to be applied and the finish to be obtained.

d) The surfaces have been cleaned and degreased, with the products established and taking into account the required safety and environmental protection conditions.

e) It has been collaborated in the preparation of the color of the paintings, relating the process to the technical specifications.

f) Anti-slip additives have been added to paint and varnishes for the painting of covers (bow castle, main, passageways among others), respecting the rules of proportionality.

g) The waste produced has been removed, depositing it in its specific containers.

h) It has been operated in an orderly manner, applying the appropriate procedures and techniques.

5. Performs the cleaning and first-level maintenance of the equipment, tools and tools used, justifying the frequency and its need for the operation of the equipment.

Assessment Criteria:

a) The cleaning of the machines and the plates is carried out and the parts needed have been lubricated.

b) The cleaning of the pistols, containers and rules of mixtures among others, in the washing machine, describing the operation of the same.

c) Basic cleaning and maintenance of infrared drying equipment has been performed, respecting the standards of care and safety of the apparatus.

d) Basic maintenance (purging of the installation, replacement of oil in the lubricators, among others) of the air pressure facilities has been performed, identifying the constructive and functional elements.

e) The cleaning and removal of dust from fixed and mobile suction equipment has been performed, according to the manufacturer's specifications.

f) The facilities have been kept in perfect order and cleanliness, avoiding the possible risks in the work area.

6. Performs the interventions by applying the appropriate technique and complying with the safety conditions and relating it to possible risks to the people and to the environment and applying the appropriate waste collection procedure.

Assessment Criteria:

a) The risks inherent in the work have been identified according to the materials to be used and the equipment and machines to be handled.

b) Environmental risks associated with protection and beautification processes have been identified.

c) The required personal and environmental safety standards have been applied at all stages of the process.

d) Individual protection equipment has been used in the various maintenance operations.

e) The different wastes produced in the various activities have been identified, depositing them in their specific containers.

f) The various wastes have been properly prepared, mainly the liquids, having them for later collection.

g) The work area has been maintained with the appropriate degree of order and cleanliness.

h) The individual protection equipment stipulated in the various operations has been used.

Duration: 90 hours.

Basic contents:

Preparing the work zone:

-Types of bleachers, scaffolding, ladders and security elements used for boat anchorage and access to repair.

-Carps and protective screens and used in the repair and painting work of sports and recreational craft.

-ventilation and lighting systems.

-Pressure water equipment.

Surface Protection Auxiliary Operations:

-Interpretation of the basic technical documentation.

-Physical Decapates: Features. Use taking into account the surface to decapar.

-Personal protection (respiratory, goggles, gloves, among others).

-Chemical Decapants.

-Lijar machines: types,

-Anti-fouling: Need to apply antifouling (antifouling) on boats.

-Insulants that apply to antifouling.

-Imprimations used on boats: Surfaces on which they can be applied.

-Catalyst to activate the prints: Proportions to use in the preparation.

-Masillas: Standard Masillas. Polyester masillas with fibres.

-Tank and seat cleaning products.

Surface Equalization Auxiliary Operations:

-Interpretation of the technical documentation of the manufacturers of the products concerning the putty and tackle: Discos and lijas used: Types of lijas.

-Masillas: Masillas for wood, general-use masillas for fiber-reinforced plastic. Tackle and tapapores.

-sanding processes based on product. Filetching and sealing products for junctions.

Auxiliary operations in the application of paints and varnishes:

-Interpretation of the technical documentation.

-Masked procedures. Mask products:

-Anti-slip additives.

-Preparing products by using the volumes or proportionality rules.

-Barnices and paints used in the protection and beautification of boats.

-Startups used for product preparation.

-Application techniques by using brushes and rollers.

-Product drying equipment.

Maintenance of equipment and tools:

-Landing equipment.

-Aspiration Equipment: Fixed and mobile. Basic maintenance operations determined by the manufacturers. Extraction of accumulated dust in the same.

-Infrared drying equipment.

-Application equipment: Airport pistons. Cleaning.

-Backs and rollers.

-Basic maintenance care and cleaning of the area of surface protection and painting of boats.

Prevention and environment rules:

-Specific security rules in the paint area.

-Regulations on the handling of flammable products

-Individual protective equipment.

-Environmental protection.

-Product Recycling.

-Waste Directive.

-Collects sorting and storage of waste.

Teaching guidelines.

This professional module contains the necessary training to perform the basic maintenance function in the area of surface preparation for its later painted.

The definition of this function includes aspects such as:

-Decapate, cleaning and degreasing surfaces.

-Protection of the surface by application of products.

-Igualation of surfaces by application of fill products.

-Beautification of the surface of the vessels.

The formation of the module contributes to achieving the general objectives (d), (e), (t), (u), (v), (w), (x), (y) and (z) of the training cycle, and the professional, personal and social competencies (d), (e), (r), (s), (t), (u), (v), (w) and (x) of the title.

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

-Mount scaffolding and walkways for maintenance.

-Performing sanding and degreasing surfaces.

-Protection of areas attached to repair by masked.

-Application of protection products and insulators.

-Application of putty.

-Realization of auxiliary operations in the application of paints and varnishes observing in all actions the standards of the Prevention of Occupational and Environmental Risks.

Professional Module: Basic maintenance of the propellant plant and associated equipment.

Code: 3048

Learning results and evaluation criteria.  

1. Prepares the vessel and condition the work zones in the propellant plant and associated equipment, describing the sequence of the procedures and resources used.

Assessment Criteria:

a) The ship preparation processes have been related to the maintenance operations.

b) Equipment, tools and materials (spare parts, accessories, protective equipment, among others) have been selected, identifying them with their use.

c) The basic mooring and access systems of the vessel have been identified as available.

(d) The basic knots necessary for the mooring of the vessels and in the maintenance operations have been carried out, applying the established procedures and techniques.

e) Protection operations have been carried out in areas adjacent to the workplace, as well as those that may be damaged, depending on the interventions and the material to be preserved.

f) The established work and safety instructions and standards have been followed, and are complied with, respecting the stated indications.

2. Performs basic maintenance operations of the internal combustion engine, justifying maintenance performances and applying the manufacturer's specific instructions.

Assessment Criteria:

a) The constructive elements of the two-and four-stroke explosion engines, in gasoline and diesel, have been linked with the major anomalies that can be produced.

b) Unmounting, mounting and checking of the engine's simple elements with the necessary equipment, tools and tools, following the technical specifications and taking into account the safety conditions required.

c) The fluids in the lubrication and cooling circuit have been removed and replaced, in the required safety and environmental protection conditions, by checking their levels according to the technical specifications.

d) The replacement of basic components of the engrase system (grease pump, carter, among others) has been performed using the appropriate tools and tools and following the established procedures.

e) Basic elements of the cooling system (cuffs, thermostats, among others) have been replaced by checking the absence of leaks relating to their functioning with the function in the circuit.

f) The filters have been replaced (air filter, oil filter, fuel filter, among others), checking their operation and following the established safety and environmental standards and conditions.

g) Power-on plugs and heaters have been replaced in petrol and diesel engines respectively, using the appropriate tool and their operation has been proven.

h) Service straps have been replaced by checking their adjustment and operation according to the manufacturer's specifications.

i) First-level cleaning and maintenance of the various equipment, tools and tools has been carried out, taking into account the personal and environmental safety standards.

3. Performs basic maintenance operations of the propulsion systems, government and other sports and recreational craft equipment, describing the procedure and applying the corresponding technique, relating the elements involved with functionality on the systems.

Assessment Criteria:

a) The constructive elements of the propulsion systems, government and other sports craft equipment have been linked with the major anomalies that can be produced.

b) Pre-boot and post-start control processes have been performed, taking into account established safety standards and conditions.

c) Unmounting, mounting, and checking of simple sets (trims system, rudder routing and propelling tail among others) has been performed using the appropriate tools and tools and following the technical specifications.

d) The tank cleaning operations, sentins, bottom filters, among others, have been carried out using the products indicated and taking into account the required safety and environmental protection conditions.

e) Grease operations have been performed, identifying the type of fat depending on the mechanical system to be maintained and according to the established procedures.

f) Disassembly and/or replacement of simple mechanical and hydraulic elements has been carried out, using the appropriate tools and tools and following the technical specifications.

g) First-level cleaning and maintenance of the various equipment, tools and tools has been carried out, taking into account the personal and environmental safety standards.

4. Performs basic maintenance operations of the systems of sanitation, supply and discharge of fluids, applying the corresponding technique and environmental protection standards.

Assessment Criteria:

(a) The different elements that constitute the systems of sanitation, of supply and of the evacuation of fluids from sports boats have been related with the main anomalies that can be caused.

b) The different types of fluids and their fundamental characteristics have been related to the systems of retention, trasiego, evacuation, checking their operation and performing their extraction.

c) Filtering, decanting and depurging of fluids has been performed, following established safety and environmental protection and safety standards.

d) The tightness check has been performed on the fluid circuits of the different systems, following the established processes.

e) The replacement and verification of the simple sets (tanks, sinks, toilets, among others) has been performed, following the technical specifications and taking into account the required safety conditions.

f) The junction joints of the fluid circuits have been replaced, checking their tightness and using the appropriate tools and tools.

g) The replacement of the fluid filters has been performed, checking their operation by classifying and storing the generated waste.

h) Perform work area cleaning, tools, and tools, taking into account personal and environmental safety standards.

5. Performs basic maintenance operations of the cold and air conditioning systems for sports and recreational boats, justifying the actions performed in the maintenance.

Assessment Criteria:

(a) The principles of the operation of the systems of cold and air conditioning of sports boats with the elements that compose them have been related.

b) Identification has been made on a sporting vessel of the different elements that constitute the cold and air conditioning systems and have been linked to the major anomalies that they can cause.

c) The connection of the dehydration equipment has been collaborated, following the technical specifications and the established safety conditions.

d) It has been helped in the testing of the load and the tightness in the fluid circuits, contrasting that the values of the parameters match those indicated by the manufacturer.

e) The replacement and verification of the simple elements (filters, capacitors, hot spots, fans, among others) has been performed, following the technical specifications and taking into account the safety conditions required.

f) The junction joints of the fluid circuits have been replaced, checking their tightness, following the established safety standards and conditions.

g) First-level cleaning and maintenance of the various equipment, tools and tools has been carried out, taking into account the personal and environmental safety standards.

6. Performs maintenance operations by applying safety standards, identifying potential risks to people and the environment and applying the appropriate waste collection procedure.

Assessment Criteria:

a) The risks inherent in the work have been identified according to the materials to be used and the equipment and machines to be handled.

b) The environmental risks associated with the process have been identified.

c) The required personal and environmental safety standards have been applied at all stages of the process.

d) Individual protection equipment has been used in the various maintenance operations.

e) The different wastes produced in the various activities have been identified, depositing them in their specific containers.

f) The various wastes have been properly prepared, mainly the liquids, having them for later collection.

g) The work area has been maintained with the appropriate degree of order and cleanliness.

Duration: 90 hours.

Basic contents:

Preparing for ship and equipment maintenance:

-Work rules and protection of the items to be maintained.

-Equipment, tools and material required.

-Craft and craft preparation processes.

-Basic mooring systems and access to the vessel.

-Security rules.

-Protective equipment.

Basic internal combustion engine maintenance:

-Elements that constitute internal combustion engines.

-Major breakdowns.

-lubrication system: Main elements that make up the oiling circuit. Replacement techniques.

-Cooling system: Main elements that constitute the cooling circuit. Replacement techniques.

-Type of filters.

-Types of ignition in petrol engines: Main elements constituting the ignition circuit. Replacement techniques.

-Caldeo systems in diesel engines: Main elements that make up the heating and preheating circuit. Replacement techniques.

-Service Correas.

-Unmount and mount techniques.

-Protective equipment.

Basic maintenance of propulsion systems, government, and other equipment:

-Components of propulsion systems, government and other equipment. Major breakdowns.

-Propulsion system: Unmounting and replacement techniques for simple sets.

-Trimado system: Unmount and replacement techniques for simple sets.

-The rudder routing system and the propellant tail: Unmounting and replacement techniques for the simple sets.

-Engrase techniques.

-Maintenance of tanks and sentines.

-Background filters.

-Protective equipment.

Basic Maintenance of Fluid Sanitation, Supply and Evacuation Systems:

-Components of the systems of sanitation, supply and evacuation of fluids. Major breakdowns.

-Unmount and replacement techniques for simple sets of retention, filtering, and traceego systems.

-Unmounting techniques and replacement of simple sets of evacuation, decanting and depurging systems.

-Unmount and replacement techniques for simple sets of tanks, sinks, and toilets.

-Protective equipment.

Basic maintenance of cold and air conditioning systems:

-Major components of the cold and air conditioning systems.

-Unmounting techniques and replacement of simple sets of fans, filters, capacitors and hot spots. Major breakdowns.

-tightness check techniques.

-Fluid Circuit Junction Joint Replacement Techniques.

-Protective equipment.

Prevention and environment rules:

-Security rules.

-Individual protective equipment.

-Machine devices for active security.

-Environmental protection.

-Product Recycling.

Teaching guidelines.

This professional module contains the necessary training to perform the basic maintenance function of the elements of the propellant plant and associated equipment of sports and recreational craft.

The definition of this function includes aspects such as:

-Unmounting and mounting single parts of the internal combustion engine.

-Replacing fluids, filters, and straps.

-Replacing simple elements of the propulsion and governance systems.

-Cleaning and filtering of tanks and bilge fluids.

-Basic maintenance of sanitation, propulsion, government, cold and air conditioning systems.

The formation of the module contributes to achieving the general objectives f), g), t), u), v), w), x), y) and z) of the training cycle and the professional, personal and social competencies f), g), r), s), t), u), v), w) and x) of the title.

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

-Preparing the work zone.

-Performing the unassembly of single engine elements.

-Checking the major breakdowns that can occur in propulsion and governance systems.

-The replacement of fluids, straps, filters and joint joints, following procedures and observing the rules of the Prevention of Occupational Risks.

-Cleaning and evacuating fluid from tanks and sentins.

-The replacement of simple elements of the air conditioning system.

Professional Module: Basic Maintenance of Electrical and Computer Systems.

Code: 3066

Learning results and evaluation criteria.

1. Performs elementary electrical measurements, relating the value of the magnitudes to the characteristics of the measuring instruments, depending on the type of installation.

Assessment Criteria:

a) The basic electrical circuits of a sports vessel have been related to their operation.

b) The operation of the basic electrical circuit of the vessel, measuring voltage, strength and intensity, has been proven, relating to those specified in the technical documentation.

c) Electrical measurements of series and parallel resistors have been performed on basic electrical circuits with the polymeter, according to the established processes.

(d) The value of the resistors used in the basic electrical circuits of the sport vessels has been checked, according to the colour code of the technical information sheet.

e) Intensity measurements have been performed with the amperimetric clamp on basic electrical circuits of the vessels, according to the established processes.

f) It has been operated in an orderly manner, and with security, applying the appropriate procedures and techniques.

2. Performs basic maintenance operations of the electrical generation and accumulation equipment of the load systems and the starter motor, describing their function and justifying the maintenance performances.

Assessment Criteria:

a) The operation of the battery, alternator, and boot engine has been related to the major failures that can occur.

b) The electrolyte level of the battery has been controlled, replenitating it if necessary, according to technical specifications.

c) Battery charging has been performed, depending on the parameters and technical characteristics set.

d) The density of the electrolyte has been verified with the appropriate measuring devices (densimeter and load checker), relating the density and voltage parameters.

e) The battery has been replaced by checking its connection and operation, meeting the required security conditions.

f) The startup engine has been replaced by checking the intensity it receives and how it works, according to the established processes.

g) The replacement of the alternator has been performed and the battery charge is checked, according to the values set.

h) First-level cleaning and maintenance of the various equipment, tools and tools has been carried out, taking into account the personal and environmental safety standards.

3. Performs basic maintenance operations of the auxiliary electrical systems, describing the function of the elements involved, applying the corresponding technique and using the manufacturer's specific instructions.

Assessment Criteria:

a) The basic elements of the auxiliary electrical systems have been related, with their location, operation and the main anomalies that can be produced.

(b) The continuous current circuits for lighting, navigation and sport craft services, of the AC circuit of port connections, have been differentiated.

c) The types of lamps of the auxiliary electrical systems have been identified according to the serrated nomenclature, relating the voltage and power parameters.

(d) The replacement of the lamps of the sport craft has been performed, checking its operation and characteristics, according to the manufacturer's specifications.

e) The continuity of the fuses has been checked, replacing them in their case, taking into account the characteristics of the fuse and the amount of current it supports.

f) Current sockets of the auxiliary electrical systems have been replaced, relating the type of connector to the corresponding circuit.

g) Switches and switches of auxiliary electrical systems have been replaced, using the appropriate tools and tools, in accordance with established safety standards and standards.

h) It has been operated in an orderly manner, with accuracy, precision, and security, applying the appropriate procedures and techniques.

4. Performs the replacement of electrical cables, terminals, and connectors, applying the required technique and the implicit security conditions in the intervention.

Assessment Criteria:

a) The elements of a basic electrical installation have been related to their location, operation, and the major failures that can occur.

b) The selection and laying of conductors has been performed on a basic electrical circuit, according to the technical specifications.

(c) Drivers have been fixed on their accommodation channels, applying the established procedures.

d) The assembly of terminals and terminals has been carried out by means of the technology of being cocked and sealed, checking their continuity and isolation, according to the manufacturer's specifications.

e) The connector assembly has been performed, using the appropriate tools and tools, following the established security rules and conditions.

(f) It has been established that the selected conductors, the joints made and the other electrical elements used, comply with the technical specifications for use in the marine environment.

g) Work area cleaning, tools and tools have been performed, taking into account the personal and environmental safety standards.

5. Performs basic maintenance operations of computer and peripheral equipment, describing the required procedural phases and the implications of inappropriate intervention.

Assessment Criteria:

a) The elements that make up the computer equipment have been related, with their location, operation, and the major failures that can occur.

b) The media and peripherals have been cleaned, performing the established cleaning procedures.

c) The consumable items have been replaced, following the safety standards and conditions laid down by the manufacturer.

d) The functionality of the computer device and recycled consumables has been checked according to the technical instructions set out.

e) The operating system has been handled, operating in a simple manner with folders, files, storage systems (CDs, DVDs, USB sticks, external, among others), taking into account the instructions received.

f) The information was extracted from the storage units and printed with the associated printer, depending on the operating system.

g) The cleaning of the work area and the recycling of the replaced material have been carried out, taking into account established safety and environmental protection standards.

h) It has been operated in an orderly manner, and with security, applying the appropriate procedures and techniques.

6. Performs the interventions under security conditions, identifying potential health and environmental risks, applying the established waste collection procedure.

Assessment Criteria:

a) The risks inherent in the work have been identified according to the materials to be used and the equipment to be managed.

b) Electrical risks have been identified in different process operations.

c) The environmental risks associated with the process have been identified.

d) Personal and environmental safety standards have been applied throughout the process.

e) Individual protection teams have been employed in the different activities.

f) The different wastes produced in the various activities have been identified, depositing them in their specific containers.

g) The various wastes have been conveniently stored, preparing them for later collection.

h) The work area has been maintained with the appropriate degree of order and cleanliness.

i) The required PPE has been used in process development.

Duration: 65 hours.

Basic contents:

Basic electrical measures relating the magnitudes:

-Units and magnitudes.

-Composition of a basic electrical circuit.

-Ohm Law. Intensity. Resistance. Voltage.

-Measurement and testing equipment and tools.

-Representation of basic electrical and electronic elements symbology.

Maintenance of load and boot systems:

-Batteries and accumulators.

-Battery name.

-Battery Association.

-Battery load and check. Major breakdowns.

-Replacement techniques.

-Boot engine. Replacement techniques. Basic checks.

-Alternator. Replacement techniques. Basic checks.

Basic maintenance of auxiliary craft electrical systems:

-Main components of auxiliary electrical systems. Continuous and alternating current elementary circuits.

-Lamp disassembly and replacement techniques. Check the operation.

-fuse replacement techniques. Continuity check.

-Current tap replacement techniques.

-Switch and switch replacement techniques. Installation of basic electrical circuits for sports boats.

-Main components of the electrical vessel circuits.

-Selection and laying of electrical conductors.

-Bornes and terminal assembly techniques. Check the mount.

-Plug-in and replacement techniques for connectors. Check the operation.

-Connection techniques.

-Soft welding techniques.

Basic maintenance of computer and peripheral equipment:

-Main components of computer equipment.

-Media.

-Connection of peripherals. Media and peripheral cleaning techniques. Verification of operation. Removal and replacement of consumable techniques. Verification of operation. Security in the handling and replacement of consumables.

-The operating system: the desktop, files, and folders.

-Managing and searching for files. Basic scan and search functions.

-Storage drives.

Prevention and environment rules:

-Security rules.

-Treatment, disposal and use of computer waste.

-Environmental protection.

-Recycling of computer products.

Teaching guidelines.

This professional module contains the necessary training to perform the basic maintenance function of the elements of the load and boot circuit and the electrical and computer systems of the vessel.

The definition of this function includes aspects such as:

-Measure of electrical measures.

-Replacing the alternator and boot engine.

-Checking the battery charge.

-Replacing the battery.

-Replacement of fuses and sockets, connectors, and bornes.

-Replacing consumables from computing devices.

The formation of the module contributes to the achievement of the general objectives (h), (i), (t), (u), (v), (w), (x), (y) and (z) of the training cycle, and the professional, personal and social competences (h), (i), (r), (s), (t), (u), (v), (w) and (x) of the title.

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

-Checking electrical parameters with the polymeter.

-Performing the unmount and mount operations of the alternator and the boot engine.

-Checking the battery's electrolyte load and density.

-The assembly of simple electrical circuits.

-Simple operating system handling and replacement of consumables.

Professional Module: Basic Maintenance of Sports Vessels.

Code: 3068

Learning results and evaluation criteria.  

1. Performs basic maintenance operations of the jars, relating them to the function they must perform on the vessel.

Assessment Criteria:

a) The function, the gear types, and the parts with the major breakdowns that can occur have been related.

b) The status of the main elements of the firm and work järcias (cables, rods and cabs among others) has been checked, taking into account the safety standards established for high-rise jobs.

c) Disassembly and assembly of simple elements of the jars have been performed, in accordance with the established processes and the required safety conditions.

d) The assembly of cable or rod terminals has been carried out by gaza or pressing, checking their position and verifying that they are working correctly.

e) The threaded and articulated elements have been oiled, taking into account the type of lubricant, grease points, lubricant nomenclature, among others.

f) Basic cabulery operations have been performed (gear-guard, linings, ayustes and adduced among others), taking into account the instructions received.

g) The cleaning of the items of the jars and the working areas has been carried out, following the established safety and environmental standards and conditions.

2. Performs the basic maintenance operations of the mast and the elements of the tree, applying the manufacturer's specific instructions and the required technique.

Assessment Criteria:

a) It has been related to the functioning and constructive elements of the mast and the tree with the function they have to perform.

b) The status of the main elements of the mast and the tree-tree has been checked, taking into account the safety standards set for high-rise jobs.

c) Disassembly and assembly of the main elements of the tree-tree has been performed, following the established processes and the required safety conditions.

d) The grease of the articulated points has been made, following the established lubrication processes.

e) The cleaning and polishing of the elements of the tree and the mast has been carried out, complying with the safety standards and using the stipulated EPIs.

f) The disassembly and assembly of the simple elements that run through the mast (drizas, lovers, among others) has been performed, proven its functioning.

g) Disassembly and mounting of slings, cabs, and associated elements has been performed, taking into account the instructions received.

h) Work area cleaning, tools and tools have been done, taking into account the personal and environmental safety standards.

3. Performs simple maintenance and repair operations of the control systems of the jars, applying the manufacturer's specifications and the corresponding techniques.

Assessment Criteria:

a) It has been related to the operation and constructive elements of the control systems of the jarcias with the main faults that can be produced.

(b) The status of the main elements of the control systems of the jars has been checked, taking into account the instructions received.

c) The elements of the jar control system have been cleaned and polished, using the appropriate products and the sequence established.

d) The points of articulation and movement of the mechanical and hydraulic elements of the control systems of the jarcias have been oiled, taking into account the established procedures.

e) It has been helped in the assembly and disassembly work of the rolling systems, winches, jaws, among others, following the instructions of the technical guides.

f) Dismounted parts have been marked and stored in the established order and the determined labeling.

g) Work area cleaning, tools and tools have been performed, taking into account the personal and environmental safety standards.

h) It has been operated in an orderly manner, with cleanliness and safety, applying appropriate procedures and techniques in hygienic conditions.

4. Performs basic maintenance operations of the candles and auxiliary textile elements, applying the manufacturer's technical specifications and related techniques.

Assessment Criteria:

a) The operation of the candles and the auxiliary textile elements has been related to the main faults that can be produced.

b) The status of candles and textile elements has been checked, complying with the safety standards established for high-rise work.

(c) Disassembly and assembly of the main elements of the candles and the auxiliary textile elements have been carried out, taking into account the established processes and the required safety conditions.

d) Candles and auxiliary textile elements have been cleaned, desalted, dried and folded, following established processes and safety standards.

e) Hand stitching of auxiliary textile elements has been performed, taking into account the instructions received.

f) Basic patched operations have been performed, taking into account established processes.

g) Basic techniques for pasting reinforcement cloths have been performed in the fists areas, following established processes and safety standards.

h) The cleaning of the useful tools, tools and working areas of the auxiliary textile elements and candles has been carried out, in accordance with the established safety and environmental standards and conditions.

5. Performs the interventions involved in security conditions, identifying potential health and environmental risks, applying the appropriate waste collection procedure.

Assessment Criteria:

a) The risks inherent in the work have been identified according to the materials to be used and the tools and tools to be used.

b) The environmental risks associated with the process have been identified.

c) The required personal and environmental safety standards have been applied at all stages of the process.

d) Individual protection equipment has been used in the various maintenance operations.

e) The different wastes produced in the various activities have been identified, depositing them in their specific containers.

f) The various wastes have been properly prepared, with them available for subsequent collection.

g) The work area has been maintained with the appropriate degree of order and cleanliness.

h) The EPIs established in the various processes have been used.

Duration: 60 hours.

Basic contents:

Basic maintenance of the firm jar and the job jar:

-rigging function.

-Elements of the rigging: candles, jars, trees and control systems.

-The firm jar: Function. Main elements. Materials. Disassembly and mounting processes.

-The job jar: Function. Main elements. Materials. Disassembly and mounting processes.

-Cabulery jobs.

Basic maintenance of the mast and the elements of the tree-tree:

-The mast: Function. Main elements. Materials. Job security rules in height.

-The tree-tree: Function. Main elements. Materials. Basic maintenance. Cleaning and polishing techniques.

-Disassembly and mounting processes for driers and lovers.

-Unmounting and mounting techniques for slings, cabs, and associated elements.

Maintenance and repair of jar control systems:

-rigging control systems: Classification. Function. Constituent elements.

-Drive systems: Classification. Function. Constituent elements.

-Assembly and disassembly techniques. Cleaning and polishing techniques.

-Mechanical and hydraulic elements oiling procedures. Removal and mounting techniques of the rolling systems, winches and jaws.

-Markup techniques and storage of dismounted parts.

Basic candle maintenance and auxiliary textile elements:

-Velas: Function. Materials.

-Parts of a candle.

-Dismounting and mounting of the main elements of the tree.

-Reinforcements.

-Associated hardware.

-Cleaning techniques.

-desalting processes.

-Candle drying and folding techniques and auxiliary textile elements.

-Hand stitching techniques of cloths and auxiliary textile elements.

-patched processes.

-Paste techniques for reinforcing cloths.

Prevention and environment rules:

-Security rules.

-Regulations on handling cleaning products.

-Individual protective equipment. Environmental protection.

-Product Recycling.

-Collects sorting and storage of waste.

Teaching guidelines.

This professional module contains the necessary training to perform the basic maintenance function of the gear in sports and recreational craft.

The definition of this function includes aspects such as:

-Engrase and cleaning of articulated tree systems.

-Fists repair through basic sewing operations by hand.

-Pasting and patching of cloths.

-Replacing simple elements that run through the mast.

-Marking and storing dismounted parts.

The formation of the module contributes to achieving the general objectives (j), (t), (u), (v), (w), (x), (y) and (z) of the training cycle, and the professional, personal and social competencies (j), (r), (s), (t), (u), (v), (w), and (x) of the title.

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

-Checking the major breakdowns that can occur in sports and recreational craft gear.

-Cleaning, polishing and greasing the articulated mechanisms of the jars.

-Unmounting and mounting simple tree-tree elements.

-Basic cabulery operations.

-The techniques of pasting, patching and hand stitching of textile elements.

Professional Module: Applied Sciences I

Code: 3009

Learning results and evaluation criteria.

1. Solves mathematical problems in everyday situations, using the basic elements of the mathematical language and its operations.

Assessment Criteria:

a) The different types of numbers have been identified and used to properly interpret quantitative information.

b) Calculations have been performed effectively, either by mental calculation or by pencil and calculator algorithms (physics or computer science).

c) ICT has been used as a source of information search.

d) You have operated with natural exponent powers and integer applying the properties.

e) The scientific notation has been used to represent and operate with very large or very small numbers.

f) The different real numbers have been represented on the numerical line.

g) The ratio has been characterized as a mathematical expression.

h) Measures have been compared by setting their proportionality type.

i) The rule of three has been used to resolve problems involving directly and inversely proportional measures.

j) Simple and compound interest has been applied in everyday activities.

2. It recognizes facilities and laboratory material by valuing them as necessary resources for the performance of practices.

Assessment Criteria:

a) Each of the experimental techniques to be performed have been identified.

b) The laboratory's instrumental materials have been properly handled.

c) The hygiene and safety conditions have been taken into account for each of the experimental techniques to be performed.

3. Identifies fundamental properties of matter in the different forms in which it is presented in nature, handling its physical magnitudes and its fundamental units in decimal metric system units.

Assessment Criteria:

a) The properties of the matter have been described.

b) Changes of units of length, mass, and capacity have been practiced.

c) The equivalence between volume and capacity units has been identified.

d) Measures were taken in real situations using the decimal metric system units and using scientific notation.

e) The naming of the subject state changes has been identified.

f) Different homogeneous and heterogeneous material systems have been identified with simple examples.

g) The different aggregation states in which matter is presented have been identified using kinetic models to explain the state changes.

h) Material systems have been identified relating to their status in nature.

i) The different states of aggregation of a substance have been recognised given their melting and boiling temperature.

j) Differences between boiling and evaporation have been established using simple examples.

4. It uses the most appropriate method for the separation of components from simple mixtures by relating it to the physical or chemical process on which it is based.

Assessment Criteria:

a) What is considered pure substance and mixture has been identified and described.

b) The fundamental differences between mixtures and compounds have been established.

c) Physical and chemical processes have been discriminated against.

d) A list of substances, mixtures, compounds and chemical elements have been selected.

e) Different mixtures of mixtures by simple methods have been applied in practice.

f) The basic general characteristics of materials related to the professions have been described, using ICT.

g) Teamwork has been worked on in performing tasks.

5. It recognizes how energy is present in natural processes by describing simple phenomena of real life.

Assessment Criteria:

a) Situations of everyday life have been identified in which energy intervention is evident

b) Different energy sources have been recognized.

c) Groups of renewable and non-renewable energy sources have been established.

d) The advantages and disadvantages (procurement, transport and use) of renewable and non-renewable energy sources have been shown using ICT.

e) Energy unit changes have been applied.

f) Energy conservation has been shown in different systems.

g) Processes related to the maintenance of the organism and life have been described in which the role of energy is clearly appreciated.

6. It locates basic anatomical structures by discriminating against the systems or devices they belong to and by associating them with the functions they produce in the body.

Assessment Criteria:

a) The organs that configure the human body have been identified and described, and have been associated with the corresponding system or apparatus.

b) Each organ, system and apparatus has been linked to its function and its associations have been reviewed.

c) The physiology of the nutrition process has been described.

d) The physiology of the excretion process has been detailed.

e) The physiology of the playback process has been described.

f) Detailed how the relationship process works.

g) IT tools have been used to adequately describe devices and systems.

7. It differentiates the health of the disease, relating the habits of life to the most frequent diseases by recognizing the basic principles of defense against them.

Assessment Criteria:

a) Health and disease situations have been identified for people.

b) The mechanisms responsible for the defense of the organism have been described.

c) The most common infectious and non-infectious diseases in the population have been identified and classified, and their causes, prevention, and treatments have been recognized.

d) The agents that cause the usual infectious diseases have been linked with the contagion produced.

e) The action of vaccines, antibiotics and other medical science contributions for the treatment and prevention of infectious diseases has been understood.

(f) The role of vaccination campaigns in the prevention of infectious diseases has been recognised as adequately describing devices and systems.

g) The type of donations that exist and the problems that occur in the transplants have been described.

h) There have been recognized health risk situations related to your nearest professional environment.

i) Guidelines of healthy habits related to everyday situations have been designed.

8. It makes simple balanced menus and diets by differentiating the nutrients they contain and adapting them to different body parameters and different situations.

Assessment Criteria:

a) You have been discriminated against between the nutrition and the feeding process.

b) The nutrients needed for health maintenance have been differentiated.

c) The importance of good food and physical exercise in the care of the human body has been recognized.

d) Health diets have been linked, differentiating between those necessary for the maintenance of health and those that can lead to a reduction of health.

e) The calculation has been performed on caloric balances in typical situations in your environment.

f) The basal metabolism has been calculated and its results have been represented in a diagram, establishing comparisons and conclusions.

g) Menus have been developed for specific situations, researching the properties of food in the network.

9. Resolves everyday situations, using simple algebraic expressions and applying the most appropriate resolution methods.

Assessment Criteria:

a) Properties or relationships of simple situations have been specified by algebraic expressions.

b) Simple algebraic expressions have been simplified using development and factoring methods.

c) It has been possible to solve problems of everyday life in which the approach and resolution of first-degree equations are needed.

d) Simple problems have been solved using the graphical method and ICT.

Duration: 90 hours.

Basic contents:

Troubleshooting by basic operations:

-Recognition and differentiation of different types of numbers. Representation in the actual line.

-Using the hierarchy of operations.

-Interpretation and utilization of actual numbers and operations in different contexts.

-Direct and inverse proportionality.

-The percentages in the economy.

Recognition of lab materials and facilities:

-General rules of work in the lab.

-Laboratory material. Types and utility of the same.

-Security rules.

Identification of forms of matter:

-Length units.

-Capacity units.

-Mass units.

-Matter. Properties of matter.

-homogeneous and heterogeneous material systems.

-Corpuscular nature of matter.

-Classification of matter according to its state of aggregation and composition.

-Matter status changes.

Separation of mixtures and substances:

-Difference between pure substances and mixtures.

-Basic mixtures separation techniques.

-Classification of pure substances. Periodic table.

-Difference between elements and composites.

-Difference between mixtures and composites.

-Materials related to the professional profile.

Recognition of energy in natural processes:

-Energy manifestations in nature.

-Energy in everyday life.

-Different types of energy.

-Transformation of energy.

-Energy, heat and temperature. Units.

-Renewable and non-renewable energy sources.

Locating basic anatomical structures:

-Levels of organization of living matter.

-Nutrition process.

-The excretion process.

-Relationship process.

-Replay process.

Differentiation between health and disease:

-Health and disease.

-The immune system.

-Hygiene and disease prevention.

-Infectious and non-infectious diseases.

-Vaccines.

-Transplants and donations.

-sexually transmitted diseases. Prevention.

-Mental health: prevention of drug addiction and eating disorders.

Crafting menus and diets:

-Food and nutrients.

-Food and health.

-Diets and elaboration of the same.

-Recognition of nutrients present in certain foods, discrimination against them.

Solving simple equations:

-Arithmetic and geometric progressions.

-Translation of verbal language situations to algebraic.

-Transformation of algebraic expressions.

-Development and factoring of algebraic expressions.

-Resolution of first-degree equations with an unknown.

Teaching guidelines.

This module contributes to achieving the competencies for lifelong learning and contains the training for the learner to be aware of both his or her own person and the environment around him.

The contents of this module help to strengthen and apply healthy habits in all aspects of your everyday life.

They also use the operational language of mathematics in solving problems of a different nature, applied to any situation, be it in their daily life as in their working life.

The learning strategy for teaching this module that integrates sciences such as mathematics, chemistry, biology and geology will focus on the main concepts and principles of science, involving students in the solution of simple problems and other significant tasks, and allow them to work autonomously to build their own learning and to culminate in real results generated by themselves.

The formation of the module contributes to achieving the general objectives k), l), m), n), n), t), u), v), w), x), y) and z) of the training cycle and the professional, personal and social competencies l), n), n), l), r), s), t), u), v), w) and x) of the title.

The lines of action in the teaching-learning process that enable the module's competencies to be achieved will be about:

-Using numbers and their problem-solving operations.

-Recognition of the forms of matter.

-The recognition and use of basic laboratory material.

-The identification and localization of anatomical structures.

-Performing oral expression exercises, applying the basic standards of care to the public.

-The importance of eating for a healthy life.

-Troubleshooting, both in the scientific and everyday fields.

Module: Applied Sciences II.

Code: 3019

Learning results and evaluation criteria.

1. It solves everyday situations by applying the methods of solving equations and systems and valuing the accuracy, simplicity and usefulness of algebraic language.

Assessment Criteria:

a) Notable identities have been used in operations with polynomials

b) Numeric values have been obtained from an algebraic expression.

c) First and second degree equations have been solved simple algebraic and graphic mode.

d) Everyday problems and other areas of knowledge have been solved by equations and systems.

e) The accuracy, simplicity, and usefulness of algebraic language has been valued to represent situations posed in real life.

2. It solves simple problems of various kinds, through its contrasting analysis and by applying the phases of the scientific method.

Assessment Criteria:

a) Simple assumptions have been made, based on direct or indirect observations collected by different means.

b) The various hypotheses have been analyzed and a first approach to their explanation has been issued.

c) Simple experimental methods and procedures of various kinds have been planned to refute or not their hypothesis.

d) Team worked on the solution approach.

e) The results of the verification tests have been collected and translated into a document in a consistent manner.

f) The result has been defended with arguments and tests the verifications or refutations of the issued hypotheses.

3. Performs direct and indirect measurements of geometric figures present in real contexts, using the necessary instruments, formulas and techniques.

Assessment Criteria:

a) Appropriate instruments have been used to measure angles, lengths, areas, and volumes of bodies and geometric figures by interpreting the measurement scales.

b) Different strategies (similarities, decomposition in simpler figures, among others) have been used to estimate or calculate indirect measures in the physical world.

c) The formulas for calculating perimeters, areas, and volumes have been used and the correct units have been allocated.

d) Team worked on getting measures.

e) ICTs have been used to represent different figures.

4. He interprets two-magnitude graphs by calculating the significant parameters of the same and relating it to elementary mathematical functions and the main statistical values.

Assessment Criteria:

a) The equation of the line has been expressed in various ways.

b) The quadratic function has been graphically represented by applying simple methods for its representation.

c) The inverse function has been graphically represented.

d) The exponential function has been graphically represented.

e) Graphic information that represents the different types of functions associated with actual situations has been extracted.

f) The appropriate vocabulary has been used for the description of situations related to chance and statistics.

g) Statistical tables and charts have been developed and interpreted.

h) Characteristics of the statistical distribution have been analyzed, obtaining centralization and dispersion measures.

i) The properties of events and probability have been applied.

j) Everyday problems have been solved by simple probability calculations.

5. Applies physical or chemical techniques, using the necessary material, for the realization of simple laboratory practices, measuring the magnitudes involved.

Assessment Criteria:

a) The availability of the basic material used in a laboratory has been verified.

b) Basic magnitudes, among others, mass, weight, volume, density, temperature, have been identified and measured.

c) Different types of biomolecules have been identified in organic materials.

d) The cell and animal and plant tissues have been described by observation through optical instruments.

e) Test reports have been developed, including the procedure followed, the results obtained and the final conclusions.

6. It recognizes the chemical reactions that occur in biological processes and in industry, arguing its importance in everyday life and describing the changes that occur.

Assessment Criteria:

a) Major chemical reactions to everyday life, nature and industry have been identified.

b) The manifestations of chemical reactions have been described.

c) The main components of a chemical reaction and energy intervention in the chemical reaction have been described.

d) Some type chemical reactions have been recognized, such as combustion, oxidation, decomposition, neutralization, synthesis, aerobic, anaerobic.

e) The components and process of simple chemical reactions have been identified by laboratory tests.

f) Reports have been produced using ICT on the most relevant industries: food, cosmetics, recycling, describing in a simple way the processes that take place in them.

7. Identifies positive and negative aspects of the use of nuclear energy, describing the effects of pollution generated on its application.

Assessment Criteria:

a) Positive and negative effects of the use of nuclear energy have been analyzed.

b) The process of nuclear fusion and fission has been differentiated.

c) Some problems have been identified about nuclear discharges resulting from natural disasters or poor management and maintenance of nuclear power plants.

d) The issue of nuclear waste has been argued.

e) Work has been done on equipment and used ICT.

8. It identifies the changes that occur on planet earth, arguing its causes and taking into account the differences that exist between relief and landscape.

Assessment Criteria:

a) The external geological agents have been identified and what their action is on the relief.

b) The types of weathering have been differentiated and their consequences in the relief identified.

c) The erosion process has been analyzed, recognizing the external geological agents involved and the consequences in the relief.

d) The transport process has been described by discriminating against the external geological agents involved and the consequences in the relief.

e) The process of sedimentation has been analyzed, discriminated against the external geological agents involved, the situations and the consequences in the relief.

9. It categorizes the main air pollutants, identifying their origins and relating them to the effects they produce.

Assessment Criteria:

(a) The phenomena of air pollution and the main agents causing it have been recognised.

b) The phenomenon of acid rain has been investigated, its immediate and future consequences and how it would be possible to avoid it.

c) The greenhouse effect has been described by arguing the causes that originate or contribute to it and the measures for its minoring.

d) The problem has been described that causes the gradual loss of the ozone layer, the consequences for human health, the balance of the hydrosphere and the populations.

10. Identifies the water pollutants, relating their effect to the environment with their treatment of purification.

Assessment Criteria:

a) The role of water in the existence and survival of life on the planet has been recognized and valued.

b) The harmful effect they have on populations of living beings from the contamination of aquifers has been identified.

c) Possible contaminants have been identified in water samples of different planned origin and carrying out laboratory tests.

d) The effects produced by water pollution and the responsible use of water have been analyzed.

11. It contributes to the environmental balance I, analysing and arguing the basic lines on sustainable development and proposing actions for their improvement and conservation.

Assessment Criteria:

a) The positive implications of sustainable development have been analyzed.

b) Elementary measures aimed at promoting sustainable development have been proposed.

c) Basic strategies have been designed to enable the maintenance of the environment.

d) Team work has been done in identifying the objectives for improving the environment.

12. It relates the forces that appear in usual situations with the effects produced, taking into account their contribution to the movement or rest of the objects and the magnitudes put into play.

Assessment Criteria:

a) Everyday movements have been discriminated based on their trajectory and their speed.

b) The distance travelled, the speed, the time and the acceleration have been related to each other, expressing them in units of usual use.

c) They have been vectorially represented to certain magnitudes such as speed and acceleration.

d) The parameters that define the uniform rectilinear movement have been related using the graphical and mathematical expressions.

e) Simple calculations of speeds in movements with constant acceleration have been performed.

f) The cause-effect relationship has been described in different situations, to find the relationship between Forces and Movements.

g) Newton's laws have been applied in situations of everyday life.

13. It identifies the basic aspects of the production, transport and use of electrical energy and the factors involved in its consumption, describing the changes produced and the characteristics and values characteristic.

Assessment Criteria:

a) Basic physical magnitudes have been identified and managed to take into account in the consumption of electricity in everyday life.

b) Power consumption and savings habits have been analyzed and improved lines of consumption have been established.

c) Power plants have been classified and the energy transfer described in them.

d) The advantages and disadvantages of the various power plants have been analyzed.

e) The stages of the distribution of electrical energy have been basically described from their genesis to the user.

f) Team worked on the collection of information on power plants in Spain.

14. Identifies the basic components of simple electrical circuits, performing measurements and determining the values of the magnitudes that characterize them.

Assessment Criteria:

a) The basic elements of a simple circuit have been identified, relating them to existing ones in their daily life.

b) The factors on which the resistance of a driver depends have been highlighted.

c) Variations of a basic magnitude have been experienced on elementary circuits depending on the changes produced in the others.

d) Simple electrical circuit schemes have been performed interpreting the different situations on them.

e) The variations produced in the associations have been described and exemplified: series, parallel and mixed.

f) Elementary electrical quantities have been calculated in their usual consumption environment.

Duration: 90 hours.

Basic contents:

Resolution of equations and systems in everyday situations:

-Transformation of algebraic expressions.

-Obtaining numeric values in formulas.

-Polinomies: roots and factoring.

-algebraic and graphical resolution of first-and second-degree equations.

-Resolution of simple systems.

Troubleshooting simple problems:

-The scientific method.

-Phases of the scientific method.

-Applying the scientific method to simple situations.

Performing measurements in geometric figures:

-Points and straights.

-Dry and parallel rects.

-Polygons: description of their elements and classification.

-Angle: measure.

-Similarity of triangles.

-Circumference and its elements: calculation of length.

Interpreting charts:

-Interpretation of a phenomenon described by a statement, table, chart, or analytic expression.

-Linear functions. Quadratic functions.

-Statistics and probability calculation.

-Using computer applications for the representation, simulation, and analysis of the graph of a function.

Application of physical or chemical techniques:

-Basic material in the lab.

-Work rules in the lab.

-Rules for reporting work in the lab.

-Measure of fundamental measures.

-Recognition of organic and inorganic biomolecules.

-Optical microscope and binocular magnifying glass. Optical fundamentals of the same and management. Usage.

Recognition of everyday chemical reactions:

-Chemical reaction.

-Conditions for the production of chemical reactions: Energy intervention.

-Chemical reactions in different areas of everyday life.

-Basic chemical reactions.

Identification of aspects related to nuclear contamination:

-Origin of nuclear power.

-Types of processes for obtaining and using nuclear power.

-Management of radioactive waste from nuclear power plants.

Identification of changes in the earth's relief and landscape:

-External geological agents.

-Relieve and landscape.

-Factors that influence the relief and landscape.

-Action of external geological agents: weathering, erosion, transport and sedimentation.

-Identifying the results of the action of the geological agents.

Categorization of Top Pollutants:

-Pollution.

-Atmospheric pollution; causes and effects.

-Acid rain.

-The greenhouse effect.

-The destruction of the ozone layer.

Identification of water pollutants:

-Water: an essential factor for life on the planet.

-Water pollution: causes, causative elements.

-Potabilization treatments.

-Waste water purification.

-Methods of storing water from the ice, water discharges and rain.

Environmental balance and sustainable development:

-Concept and applications of sustainable development.

-Factors that affect the conservation of the environment.

Relationship of forces on the state of rest and movement of bodies:

-Classification of movements according to their trajectory.

-Speed and acceleration. Units.

-Scale and vector measures.

-Feature uniform rectilinear movement. Graphical interpretation.

-Strength: Result of an interaction.

-Representation of forces applied to a solid in typical situations. Resulting.

Production and use of electrical energy:

-Electricity and technological development.

-Matter and electricity.

-Basic magnitudes handled in electricity consumption: power and power. Applications in the student environment.

-Power consumption and saving habits.

-Electrical power production systems.

-Transport and distribution of electrical energy. Stages.

Identification of basic circuit components:

-Elements of an electrical circuit.

-Basic components of an electrical circuit.

-Basic electrical measures.

Teaching guidelines.

This module contributes to achieving the competencies for lifelong learning and contains training so that using the steps of scientific reasoning, basically observation and experimentation students learn to interpret natural phenomena.

Similarly, you can strengthen and apply healthy habits in all aspects of your everyday life.

They are also shaped to use the operational language of mathematics in solving problems of a different nature, applied to any situation, be it in their daily life as in their working life.

The learning strategy for teaching this module that integrates science such as mathematics, physics and chemistry, biology and geology will focus on the main concepts and principles of science, involving the students in problem solving and other significant tasks, and allows them to work autonomously to build their own learning and to culminate in actual results generated by themselves.

The formation of the module contributes to achieving the general objectives k), l), n), n), t), u), v), w), x), y) and z) of the training cycle and the professional, personal and social competencies l), n), n), r), s), t), u), v), w) and x) of the title.

The lines of action in the teaching-learning process that enable the module's competencies to be achieved will be about:

-Troubleshooting, both in the scientific and everyday fields.

-The interpretation of charts and curves.

-The application where appropriate from the scientific method.

-Environmental assessment and the influence of pollutants.

-The characteristics of nuclear power.

-The application of elementary physical and chemical procedures.

-Performing oral expression exercises.

-The representation of forces.

Professional Module: Communication and Society I.

Code: 3011

Learning results and evaluation criteria.

1. Values the historical evolution of prehistoric societies and the Ancient Age and their relations with natural landscapes, analyzing the factors and elements involved, and developing attitudes and values of appreciation of the natural heritage and artistic.

Assessment Criteria:

a) The main characteristics of a natural landscape have been described by the analysis of graphic sources, recognizing these elements in the nearest environment.

b) The location, displacement and adaptation to the human groups of the period of the hominization period up to the technical domain of the metals of the main cultures that exemplify it have been explained.

c) The characteristics of the most significant artistic milestones of the prehistoric period have been related to the social organization and the body of beliefs, valuing their differences with the current societies.

d) The survival of these societies in today's societies has been valued, compared to their main characteristics.

e) The main features that require analysis of architectural and sculptural works have been discriminated against by archetypal examples, differentiating canonical styles.

f) The impact of the first human societies on the natural landscape has been judged, analyzing the characteristics of the ancient cities and their evolution today.

g) The survival in the Iberian Peninsula and the Spanish extrapeninsular territories of prehistoric and ancient societies has been analyzed.

h) Simple information collection tools have been developed through protocolised composition strategies, using information and communication technologies.

i) Behaviors have been developed in accordance with the development of effort and collaborative work.

2. It values the construction of the European space until the first industrial transformations and agrarian societies, analyzing its main characteristics and valuing its survival in the current society and in the immediate environment.

Assessment Criteria:

a) The transformation of the ancient world to medieval has been analyzed, analyzing the evolution of the European space, its relations with the extra-European space and the most significant characteristics of the medieval societies.

b) The characteristics of the medieval agrarian landscapes and their survival in the current societies have been valued, identifying their main elements.

c) The consequences of the construction of the colonial empires in America have been valued in the indigenous and European cultures.

d) The political and social model of absolute monarchy has been analyzed during the Modern Age in the major European powers.

e) The basic demographic indicators of the transformations in the European population during the period analysed have been assessed.

f) The main features of the analysis of pictorial works have been described through the study of archetypal examples of schools and styles that take place in Europe from the Renaissance to the irruption of historical vanguards.

g) The evolution of the sector or the production sectors of the title profile has been analyzed, analyzing their transformations and main milestones of evolution in their organizational and technological systems.

h) Simple tools for the collection of information have been developed through protocolised composition strategies, using information and communication technologies.

i) Behaviors have been developed according to the development of the effort itself and the teamwork.

3. It uses communicative strategies to interpret and communicate oral information in the Spanish language, applying the principles of active listening, simple strategies of composition and basic language standards.

Assessment Criteria:

a) The structure of oral texts from the current media has been analyzed, identifying their main characteristics.

b) Basic skills have been applied to perform an active listening, identifying the overall sense and specific content of an oral message.

c) Good use of non-verbal communication elements in argumentation and exposures has been performed.

d) The uses and levels of language and language standards have been analyzed in the understanding and composition of oral messages, valuing and reviewing discriminatory uses, specifically in gender relations.

e) The appropriate grammatical terminology has been used in the understanding of the proposed grammatical activities and in the resolution of the same.

4. It uses communicative strategies to interpret and communicate information written in the Spanish language, applying comprehensive reading strategies and applying strategies for analysis, synthesis and classification in a structured and progressive way. Autonomous composition of selected short texts.

Assessment Criteria:

a) The main characteristics of the types in relation to their suitability for the job that you want to perform have been valued and analyzed.

b) Different search tools have been used in the understanding of a written text, applying content reinterpretation strategies.

c) Comprehensive reading strategies have been applied systematically in the understanding of texts, drawing conclusions for their implementation in learning activities and recognising possible discriminatory uses from the gender perspective.

d) The content of a written text has been summarized, extracting the main idea, the secondary and the communicative purpose, reviewing and reformulating the conclusions obtained.

e) The structure of different written texts of daily utilization has been analyzed, recognizing uses and levels of the language and guidelines for elaboration.

f) The main grammatical and spelling rules have been applied in the wording of texts so that the final text is clear and precise.

g) Systematic guidelines have been developed in the development of written texts to enable the assessment of developed learning and the reformulation of learning needs to improve written communication.

h) Written work presentation guidelines have been observed taking into account the content, format, and target audience, using a vocabulary appropriate to the context.

i) Activities of understanding and analysis of grammatical structures have been resolved, checking the validity of the inferences made.

5. It carries out the reading of literary texts representative of the Spanish language literature prior to the 19th century, generating aesthetic criteria for the construction of personal taste.

Assessment Criteria:

a) The stages of evolution of the literature in the Spanish language have been contrasted in the period considered and the most representative works are recognized.

b) The structure and use of the language of a personal reading of a literary work appropriate to the level has been valued, placing it in its context and using protocolized instruments for the collection of information.

c) Reasoned personal opinions have been expressed on the most appreciated and least appreciated aspects of a work and on the implication of its content and its own vital experiences.

d) Strategies have been applied for the understanding of literary texts, taking into account the basic themes and themes.

e) Information about periods, authors and works of the literature in the Spanish language has been presented based on literary texts.

6. It uses strategies to communicate oral information in the English language, drawing up oral presentations of little extension, well structured, regarding common situations of daily and frequent communication of personal or professional scope.

Assessment Criteria:

a) Active listening strategies for accurate understanding of received messages have been applied.

b) The basic communicative intention of direct or received messages has been identified by electronic formats, valuing communication situations and their implications for the use of the vocabulary used.

c) The overall sense of the oral text that presents the information in a sequenced and progressive manner has been identified in frequent frequent and predictable content situations.

d) Common and evident phonetic and intonation traits have been identified that help to understand the overall sense of the message.

e) Short oral presentations of descriptive, narrative and instructional texts, of personal or professional scope, have been performed according to a simple script, applying the structure of each type of text and using, in its case, computer media.

f) Basic grammatical structures and an essential and restricted repertoire of expressions, phrases and words of frequent frequent and highly predictable content have been used according to the communicative purpose of the text.

g) It has been expressed with some clarity, using understandable intonation and pronunciation, accepting frequent pauses and doubts.

h) A thoughtful attitude has been shown and about information that would mean any kind of discrimination.

i) The basic and standardized social relationship norms of countries where the foreign language is spoken have been identified.

j) The everyday habits or activities of the community where the foreign language is spoken have been identified.

7. Participates in English language conversations using simple and clear language in frequent personal or professional situations, activating basic communication strategies.

Assessment Criteria:

a) It has been dialogued, directed and following a well-structured script using a memorized repertoire of prayer models and brief and basic conversations, on frequent frequent and highly content situations. predictable.

b) Interaction has been maintained using simple communication strategies to show interest and understanding.

c) Basic compensation strategies have been used to fill gaps in the foreign language.

d) Basic grammatical structures and an essential and restricted repertoire of expressions, phrases, words, and linear discourse markers have been used, according to the communicative purpose of the text.

e) It has been expressed with some clarity, using understandable intonation and pronunciation, accepting frequent pauses and doubts.

8. Draws up texts written in the English language, short and simple of common and frequent communication situations in the personal or professional field, implementing comprehensive reading strategies and developing structured strategies of composition.

Assessment Criteria:

a) The text has been read in a comprehensive way, recognizing its basic features and its global content.

b) Fundamental ideas and the basic communicative intention of the text have been identified.

c) Basic grammatical structures and a limited repertoire of expressions, phrases, and linear speech markers and words have been identified, in frequent frequent situations, of very predictable content.

d) Phrases and sentences have been completed and reorganized, taking into account the communicative purpose, basic grammatical norms.

e) Brief texts, suitable for a communicative purpose, have been developed following structured models.

f) The essential lexicon appropriate to frequent situations and to the context of the personal or professional scope has been used.

g) An interest in the good presentation of written texts, respected grammatical, spelling and typographical texts and following simple guidelines for review has been shown.

h) Printed and online dictionaries and spelling correctors of the word processors have been used in the composition of the processors.

i) A thoughtful attitude has been shown and about the information that any kind of discrimination entails.

Duration: 120 hours.

Basic contents:

Valuation of prehistoric and ancient societies and their relationship to the natural environment:

-Natural landscapes. General and local aspects.

-Prehistorical societies.

-The birth of cities:

• Urban habitat and its evolution.

• Urban representation graphs.

• Old urban societies.

• Greek culture: extension, traits and major milestones.

• Essential characteristics of Greek art.

• Roman culture.

• Essential features of Roman art.

-Treatment and elaboration of information for educational activities:

• Basic resources: scripts, schemas, and summaries, among others.

• Simple chronological localization tools.

• Selected and specific Vocabulary.

Valuation of the creation of the European space in the middle and modern ages:

-Medieval Europe:

• Survival of uses and customs. The agricultural area and its characteristics.

• Contact with other cultures.

-The Europe of Absolute Monarchies:

• The great European monarchies: location and evolution on the map in the European context.

• The absolute monarchy in Spain.

• Evolution of the productive sector during the period.

-The colonization of America.

-Population study:

• Demographic developments in the European space.

• Population chart comment: basic guidelines and instruments.

-The evolution of the European art of medieval and modern times:

• Basic guidelines for pictorial works commentary.

-Treatment and elaboration of information for educational activities:

• Basic resources: abstracts, thematic sheets, biographies, spreadsheets or the like, elaboration, among others.

• Specific vocabulary.

Using oral communication strategies in the Spanish language:

-Oral texts.

-Active listening application in the understanding of oral texts.

-Guidelines for preventing disruption in oral communication situations.

-The communicative exchange:

• extralinguistic elements of oral communication.

• Informal and formal oral oral uses.

• Adequation to the communicative context.

-Application of language standards in oral communication. Phrase organization: Basic grammatical structures.

-Oral Compositions:

• Simple oral exhibitions on current events.

• Simple oral presentations.

• Use of support media: audiovisual and ICT.

Use of communication strategies written in the Spanish language:

-Text types. Characteristics of texts of their own daily and professional life.

-Reading strategies: textual elements.

-Guidelines for the use of miscellaneous dictionaries.

-Basic strategies in the written composition process.

-Presentation of texts written on different media:

• Application of grammatical rules.

• Applying spelling rules.

-Written texts:

• Main textual connectors.

• Basic aspects of the verbal forms in the texts, with special attention to the aspects of the oral perifrasis.

• Subordinate, substantive, adjective, and adverb function of the verb.

• Syntax: statement, sentence, and sentence; subject and predicate; direct, indirect, regime, circumstantial, agent, and attribute.

Reading of literary texts in the Spanish language before the 19th century:

-Guidelines for reading literary fragments.

-Instruments for collecting information from reading a literary work.

-stylistic and thematic characteristics of the Spanish language literature from the Middle Ages to the 18th century.

-The narrative. Recurring themes and styles according to the literary era.

-Reading and interpreting poems. Recurring themes and styles according to the literary era.

-The theater. Themes and styles according to the literary era.

Understanding and production of English-language basic oral texts:

-Top ideas in very clear calls, messages, orders, and indications.

-General description of people, places, objects (professional and public).

-Narration about common and frequent situations of present, past, and future times.

-Frequent lexical, simple expressions and phrases to unwrap in everyday transactions and arrangements of the personal or professional environment.

-Grammatical resources:

• Times and verbal forms in present, past; main verbs, manners and auxiliaries. Communicative functions associated with common and frequent situations.

• Fundamental linguistic elements.

• Speech markers to start, sort, and finish.

-Pronunciation of phonemes or basic groups of a basic character that present greater difficulty.

-Using appropriate records in social relationships.

-Fundamental strategies for understanding and active listening.

Participation in English language conversations:

-Understanding and active listening strategies for starting, maintaining, and terminating interaction.

Making simple English language messages and texts:

-Understanding global information and the main idea of everyday basic texts, whether personal or professional.

-Frequent lexical to be involved in everyday transactions and procedures, simple in the personal or professional field.

-Composition of very brief, simple and well-structured written texts.

-Grammatical resources:

• Times and verbal forms. Temporary relationships: Before, after, and concurrency.

• Basic grammatical structures.

• More common communicative functions of the personal or professional scope in written media.

-Fundamental linguistic elements based on the types of texts, contexts and communicative purposes.

-Basic text properties.

-Reader compression strategies and techniques.

-Planning and correction strategies.

Teaching guidelines.

This module contributes to the achievement of the competences for lifelong learning and contains the training for students and students to be able to recognize the basic characteristics of the phenomena related to the human activity and improve your communicative skills.

The learning strategy for the teaching of this module that integrates basic knowledge related to social sciences, Spanish language and English literature and language, will be focused on the use of basic tools of analysis textual, the elaboration of structured information both oral and written, the location of space-temporal of social and cultural phenomena and respect for the diversity of beliefs and patterns of daily relationship in different societies and human groups, involving students in significant tasks to enable them to work autonomously and in a team.

The formation of the module contributes to achieving the general objectives n), o), p), q), t), u), v), w), x), y) and z) of the training cycle, and the professional, personal and social competencies n), o), p), q), r), s), t), u), v), w) and x) of the title.

The lines of action in the teaching-learning process that enable the objectives of the module to be achieved will be oriented towards:

-The concreteness of a personalized training plan that aims to achieve the integration of the student in the proposed learning situations through the application of motivational strategies.

-The empowerment of autonomy in the execution of activities and in the management of their learning time in the field of competencies and contents of the sociolinguistic field.

-The realization of dynamics about the development of social skills that favor the settlement of habits of discipline and individual and team work.

-The use of strategies, resources and sources of information within their reach, promoting the use of ICT, which contribute to the reflection on the assessment of the information necessary to construct structured explanations of the reality that surrounds you.

-The use of globalizing methods (projects, centers of interest, among others) that allow the integration of students into the learning activities, concretized in a working methodology that links them with the

-The programming of activities that are related, whenever possible, with capabilities that are derived from the professional profile.

The lines of action in the teaching-learning process that enable the objectives of the module to be achieved in relation to Social Sciences are related to:

-The motivating integration of knowledge that allows you to analyze and value the diversity of human societies.

-The use of resources and sources of information within your reach to organize information that you extract to help you integrate into educational work.

-Recognition of the footprint of the past in daily life by appreciating the diversity of human groups and their achievements over time.

-The assessment of the problems of their environment based on the analysis of the available information, the formulation of justified explanations and the reflection on their actions in relation to the same in situations of learning.

-The potentiation of the observation capacities and criteria for the enjoyment of artistic expressions through the gradual analysis of archetypal artistic productions, appreciating their aesthetic and thematic values.

The lines of action in the teaching-learning process that enable the objectives of the module to be achieved in relation to language learning are related to:

-The use of language in the interpretation and elaboration of simple oral and written messages, through their use in different types of communicative and textual situations in their environment.

-Using a vocabulary appropriate to the situations in your environment that will guide the completion of the contents, activities and examples used in the module.

-The selection and execution of didactic strategies that facilitate self-learning and incorporate the use of the language in communication situations as real as possible, using the possibilities of the Information and Communication (email, SMS, internet, social networks, among others).

-The use of communication techniques to enhance teamwork to enable them to integrate into educational activities with a guarantee of success.

-The appreciation of the cultural and customs variety present in its surroundings, putting it in relation to the needs arising from the use of the language with different speakers.

-The development of reading habits that allow them to enjoy literary production through the use of selected texts to their needs and characteristics.

Professional Module: Communication and Society II.

Code: 3012

Learning results and evaluation criteria.

1. It infers the essential characteristics of contemporary societies based on the study of their historical evolution, analyzing the basic features of their social, political and economic organization.

Assessment Criteria:

(a) The consequences for the organization of the current societies of the ideological currents that have cemented it have been discriminated against, placing them in time and space.

b) The current globalized economic relations model has been valued by studying the economic transformations produced as a result of technological innovations and the organizational systems of the activity productive.

c) The characteristics of contemporary social organization have been categorized, analyzing the structure and social relationships of the current population and their evolution during the period.

d) The evolution of contemporary international relations has been examined, drawing up causal and consecutive explanations for developing opinions on current conflicts.

e) The process of unifying the European space has been assessed, analyzing its evolution, arguing its influence on the national policies of the member countries of the European Union.

f) The evolution of global historical events has been associated with the historical evolution of the Spanish State, identifying its stages of evolution, the main conflicts and its current situation.

g) The essential traits of contemporary art and their evolution to our day have been identified, building opinions and criteria of their own aesthetic order.

h) The evolution of the sector or the production sectors of the title has been analyzed, describing their transformations and main milestones of evolution in their organizational and technological systems.

i) Pauted instruments for the collection and dissemination of information have been developed to allow the evaluation of the learning performed, using the precise vocabulary.

j) Behaviors have been developed according to the development of the effort itself and the collaborative work.

2. It values the basic principles of the democratic system by analyzing its institutions and the different political and economic organizations in which it manifests and inferring guidelines of action to accommodate its behavior to the fulfillment of these principles.

Assessment Criteria:

a) The basic principles of the Universal Declaration of Human Rights and their situation in today's world have been recognized, valuing their involvement in everyday life.

b) The guiding principles, institutions and standards of operation of the major international institutions have been analyzed, judging their role in global conflicts.

c) The importance of mediation and conflict resolution in the extension of the democratic model has been valued, developing own and reasoned criteria for the resolution of these.

d) The essential features of the Spanish democratic model have been judged, valuing the historical context of their development.

e) The involvement of the principle of non-discrimination in the personal and social relationships of the next environment has been valued, judging behavior of its own and others and inferring appropriate guidelines and actions to accommodate the attitude to the rights and obligations arising from it.

f) Information has been developed and organized for use in collaborative work situations and contrast of opinions.

3. It uses communicative strategies to interpret and communicate oral information in the Spanish language, applying the principles of active listening, reasoned strategies of composition and the correct linguistic norms in each case.

Assessment Criteria:

a) The techniques of active listening in the analysis of oral messages from different sources have been applied.

b) The communicative intention and the thematic structure of oral communication have been recognized, assessing possible responses.

c) The correct use of non-verbal communication elements in arguments and exposures has been performed.

d) The uses and levels of language and language standards have been applied in the understanding and composition of oral messages, valuing discriminatory uses.

e) The correct grammatical terminology has been used in the understanding of the proposed grammatical activities and in the resolution of the same.

4. It uses communicative strategies to communicate information written in the Spanish language, applying strategies of analysis, synthesis and classification in a structured way to the autonomous composition of texts of progressive complexity.

Assessment Criteria:

a) The main characteristics of the types in relation to their suitability for the job that you want to perform have been valued and analyzed.

b) Different search techniques have been used in the understanding of a written text, applying content reinterpretation strategies.

c) Comprehensive reading strategies have been applied systematically in the understanding of texts, recognizing possible discriminatory uses.

d) The content of a written text has been summarized, extracting the main idea, the secondary and the communicative purpose, reviewing and reformulating the conclusions obtained.

e) The structure of different written texts of academic or professional use has been analyzed, recognizing uses and levels of the language and elaboration guidelines.

f) The main grammatical and spelling rules have been applied in text writing so that the final text is clear, accurate and appropriate to the format and the communicative context.

g) Systematized guidelines have been developed in the preparation of written texts to improve written communication.

h) Guidelines for the submission of written works have been observed taking into account the content, format and the target audience, using a correct vocabulary according to the language rules and the uses to which it is intended.

i) Activities of understanding and analysis of grammatical structures have been resolved, checking the accuracy and validity of the inferences made.

5. He interprets literary texts representative of the Literature in the Spanish language from the nineteenth century to the present, recognizing the author's intention and relating it to its historical, socio-cultural and literary context.

Assessment Criteria:

(a) The literary movements in the Spanish language have been described in the period considered and the most representative works recognized.

b) The structure and use of the language of a personal reading of works appropriate to the level and situating it in its context and using instruments that are based have been valued.

c) Substantiated personal opinions have been expressed about the aspects appreciated in literary works.

d) Literary text analysis strategies have been applied, recognizing the themes and motifs and symbolic elements and the functionality of the most significant stylistic resources.

e) An author, a work or a period of the literature in the Spanish language, has been informed about the corresponding information.

6. It uses strategies to interpret and communicate oral information in the English language, applying the principles of active listening and developing oral presentations of little, clear and structured, on specific issues and aspects, common and everyday, in the personal and professional field.

Assessment Criteria:

a) Active listening strategies have been systematically applied for the overall and specific understanding of messages received, without the need to understand all the elements of it.

b) The communicative intention of direct messages has been identified or using a limited repertoire of expressions, phrases, words and markers of structuring speech (opening, continuity and closing).

c) The overall sense and main ideas of the oral text and basic grammatical structures have been identified in simple sentences of frequent and frequent frequent situations and of predictable and concrete content.

d) Essential phonetic and intonation traits have been identified that help to understand the overall sense and the main and secondary ideas of the message.

e) Brief oral compositions and presentations have been made according to a structured script, applying the format and traits of each type of text, personal or professional.

f) Basic grammatical structures and speech markers have been used to initiate, link, order, and end speech, in common, frequent, and concrete situations.

g) Information has been expressed, using reasonable intonation and pronunciation, accepting breaks and small hesitations.

h) A thoughtful and critical attitude has been shown about the information that any kind of discrimination entails.

i) The most frequent social relationship rules of countries where the foreign language is spoken have been identified.

j) The everyday habits or activities of the community and the workplace where the foreign language is spoken have been identified.

k) The main professional attitudes and behaviors in normal communication situations in the professional field have been identified.

7. It maintains simple English language conversations in regular and practical situations in the personal and professional fields, using basic communication strategies.

Assessment Criteria:

a) It has been discussed following a script on specific and frequent topics and aspects of the personal and professional field.

b) It has been heard and discussed in simple, everyday interactions of professional and personal life, requesting and providing information in some detail.

c) Interaction has been maintained using various essential communication strategies to show interest and understanding.

d) Compensation strategies have been used to fill gaps in the foreign language (paraphrasing, body language, audio-visual aids).

e) Simple grammatical structures and sentences and an essential, limited repertoire of expressions, phrases, frequent words, and linear speech markers have been used.

f) It has been expressed with some clarity, using a reasonable and understandable intonation and pronunciation, accepting some pauses and hesitations.

8. It produces short and simple texts with a certain detail in the English language, relating to common communication situations in the personal and professional field, implementing comprehensive reading strategies and developing systematic strategies of composition.

Assessment Criteria:

a) The text has been read recognizing the essential traits of the genre and its structure, and interpreting its global and specific content, without the need to understand all the elements of it.

b) The basic communicative intention of the organized text has been identified in a different way.

c) Simple grammatical structures and sentences have been identified and a limited repertoire of expressions, phrases, words and markers of speech, basic and linear, in frequent and concrete frequent situations of content predictable.

d) Phrases, sentences, and simple texts have been completed, taking into account the communicative purpose, with grammatical structures of low complexity in typical and concrete situations of predictable content.

e) Short and simple texts, suitable for a communicative purpose, have been developed using the most frequent connectors to link the sentences.

f) Grammatical, orthographic and typographic standards have been respected following systematic and concrete guidelines for review and correction.

g) A thoughtful and critical attitude has been shown about the information that would be of any kind of discrimination.

Duration: 120 hours.

Basic contents:

Valuation of contemporary societies:

-Building democratic systems:

• The Enlightenment and its consequences.

• The liberal society.

• Democratic society.

-Economic structure and its evolution:

• Principles of economic organization. The current globalized economy.

• The second globalization.

• Third globalization: development issues.

• Evolution of the productive sector itself.

-International relations:

• Great powers and colonial conflict.

• The European Civil War.

• Decolonization and Cold War.

• The current globalized world.

• Spain in the current relationship framework.

-European construction.

-Contemporary art:

• The breaking of the classical canon.

• Film and comic as mass entertainment.

-Treatment and elaboration of information for educational activities:

• Collaborative work.

• Presentations and web publications.

Valuation of democratic societies:

-The Universal Declaration of Human Rights:

• Human Rights in everyday life.

• Current international conflicts.

-The Spanish democratic model:

• The construction of democratic Spain.

• The Spanish Constitution.

• The principle of non-discrimination in daily living.

-Conflict resolution.

-Treatment and elaboration of information for educational activities:

• Processes and guidelines for collaborative work.

• Preparing and presenting information for deliberative activities.

• Rules of operation and attitudes in the contrast of opinions.

Using oral communication strategies in the Spanish language:

-Oral texts.

-Active listening techniques in the understanding of oral texts.

-Exposure of ideas and arguments:

• Organization and preparation of contents: ylation, succession and coherence.

• Structure.

-Application of language standards in oral communication:

• Organization of the phrase: basic grammatical structures.

• Semantic coinheritance.

-Using audio-visual resources.

Use of communication strategies written in the Spanish language:

-Jobs, reports, essays and other academic and scientific texts.

-Language aspects to consider:

• Communication records of the language; factors that condition their use.

• Spanish language diversity.

• Variations of the deictic forms in relation to the situation.

• Direct and indirect style.

-Reading strategies with academic texts.

-Presentation of written texts.

-Language analysis of written texts:

• Text connectors: cause, consequence, condition, and hypothesis.

• The verbal forms in the texts. The oral perifrasis ' aspects of the text.

• Syntax: Add-ons; Composite Phrases.

• Strategies to improve listener interest.

Interpretation of literary texts in the Spanish language since the 19th century:

-Instruments for collecting information from reading a literary work.

-The literature in its genres.

-Evolution of the literature in the Spanish language from the 19th century to the present.

Interpretation and communication of daily oral texts in the English language:

-Distinction of main and secondary ideas of short and simple oral texts.

-Description of specific aspects of people, places, basic services, objects, and simple steps.

-Personal, public, and professional experience.

-Narration of events and experiences of the present, past and future time.

-Lexical, phrases and expressions, to be developed in everyday transactions and procedures in the personal and professional fields.

-Text types and their structure.

-Grammatical resources:

• Simple and compound verbal times and forms.

• Communication functions associated with common situations.

• Fundamental linguistic elements.

• Bookmarks of speech.

• Subordinate Orations of Low Complexity.

-Understanding and active listening strategies.

-Pronunciation of phonemes or phonic groups that present greater difficulty.

-Using appropriate records in social relationships.

Interaction in English-language conversations:

-Interaction strategies to maintain and follow a conversation.

-Using standardized phrases.

Interpretation and elaboration of simple written messages in the English language:

-Global and specific information about low-difficulty messages concerning everyday basic issues in the personal and professional field.

-Composition of brief and well-structured written texts.

-Lexico to be involved in everyday transactions and procedures, necessary, simple and concrete in the personal and professional field.

-Terminology specific to the professional area of the students.

-Grammatical resources:

• Bookmarks of speech.

• Use of simple and compound sentences in written language.

-Reader compression strategies and techniques.

-Basic text properties.

-Sociocultural norms in personal and professional relationships in everyday situations.

-Message scheduling strategies.

Teaching guidelines.

This module contributes to the achievement of the competences for lifelong learning and contains the training for using the steps of the scientific method, by analyzing the main phenomena related to the human activities in the contemporary world and the development of sufficient communicative strategies in the Spanish language to improve their chances of personal, social and professional development, as well as to start in the communication in English language in different usual situations.

The learning strategy for teaching this module that integrates subjects such as social sciences, Spanish language and English literature and language, will focus on the acquisition of space-temporal analysis tools, the treatment of oral and written texts, the elaboration of structured messages and respect for other societies, involving students in significant tasks that allows them to work autonomously and collaboratively to build their own learning and culminate in actual results generated by themselves.

The formation of the module contributes to achieving the general objectives n), o), p), q), r), s), t), u), v), w), x), y) and z) of the training cycle, and the professional, personal and social competencies n), o), p), q), r), s), t), u), v), w) and x) of the title.

The lines of action in the teaching-learning process that enable the objectives of the module to be achieved will be oriented towards:

-The concreteness of a personalized training plan that aims to achieve the active involvement of the student in his formative process, where the practice and the functionality of the learning constitute a continuum that facilitate the performance of the activities carried out by the students.

-The empowerment of autonomy and personal initiative to use the appropriate strategies in sociolinguistic fields.

-The realization of dynamics about the development of social skills that favor the development and settlement of habits of discipline and individual and collaborative work.

-The use of strategies, resources and sources of information at their fingertips that contribute to the reflection on the assessment of the information necessary to construct reasoned explanations of the reality that surrounds it.

-The guarantee of access to information for all students, encouraging the use of ICT.

-The use of globalizing methods (projects, centers of interest, among others) that allow the integration of competencies and contents, concretized in a working methodology that ties them with the current to allow the adaptation of students to personal, social and professional reality.

-The programming of activities that are related, whenever possible, with capabilities that derive from the professional profile and their adaptation to the professional requirements of their environment.

The lines of action in the teaching-learning process that enable the objectives of the module to be achieved in relation to Social Sciences are related to:

-The integration of knowledge that allows the study of a phenomenon related to the social sciences from a multidisciplinary perspective that will enable it to value the diversity of human societies.

-The use of strategies and acting skills, resources and sources of information within your reach to approach the scientific method and organize the information that you extract to favor your integration into the work education.

-The recognition of the footprint of the past in daily life by appreciating the changes and transformations suffered by human groups over time.

-The assessment of the problems of the current society based on the analysis of the available information and the concreteness of their own hypotheses and reasoned explanations of the phenomena observed in the learning situation.

-Potentiation of the capacities of appreciation and creation, to educate the taste for the arts, through the development of contents and activities that relate to works and artistic expressions selected.

The lines of action in the teaching-learning process that enable the objectives of the module to be achieved in relation to language learning are related to:

-The use of language in the interpretation and elaboration of oral and written messages, through its use in different types of communicative and textual situations.

-The use of a vocabulary appropriate to the situations of personal, social and professional life that will need to be used for the realization of the contents, activities and examples used in the module.

-The selection and execution of didactic strategies that facilitate self-learning and incorporate the use of the language in communication situations as real as possible, using the possibilities of the Information and Communication (email, SMS, internet, social networks, among others).

-The use of communication techniques to enhance collaborative work that allows the development of the concept of collective intelligence and its relationship with the professional field.

-The appreciation of the cultural and customs variety characteristic of contemporary societies, more specifically in the field of English-speaking cultures.

-The creation of reading habits and aesthetic criteria of their own that allow them to enjoy literary production, with greater deepening in the production in the Spanish language.

Professional Module: Job Center Training.

Code: 3071

Learning results and evaluation criteria.

1. It executes basic operations for dismantling, assembling and repairing structural elements of sports and recreational craft, according to indications received and specifications of the manufacturer.

Assessment Criteria:

a) The technical documentation required for the repair of structural vessel elements has been selected, interpreting the manufacturer's specifications.

b) The necessary equipment, tools, and tools have been selected, depending on their capabilities in the process of replacing structural elements.

c) The preparation of the craft and the work zone has been performed to perform the repair.

d) Disassembly and assembly of structural elements of wooden vessels has been performed, preparing the elements to be replaced or repaired by following the indications received and the manufacturer's specifications.

e) The join zone has been prepared and the resin and fiber blanket preparation has been performed, adding the stipulated trigger and catalyst ratios.

f) The preparation of media and templates has been performed, and they have been applied to them.

g) Repairs have been performed respecting the drying, curing and hardened times of the resin.

h) The sanding of the repair has been performed until the determined dimensional and geometric shapes are obtained.

i) All operations have been performed under security conditions, identifying potential health and environmental risks.

2. Performs auxiliary tasks in the processes of protection equalization and beautification of surfaces, carrying out the preparation of the area and the products according to technical specifications.

Assessment Criteria:

a) The technical documentation required for the preparation of the area and the products has been selected, interpreting the manufacturer's specifications.

b) The necessary equipment, tools, and tools have been selected, put into service, and the required adjustments have been made.

c) Physical and chemical pickings have been performed in the given areas.

d) The preparation of the products has been performed, following technical specifications of the manufacturer.

e) The preparation of the zone by slites has been performed using the abrasives of the given granulometry.

f) The antifouling application has been performed ("antifouling") and sealants, avoiding problems of incompatibility between new and old products.

g) The application of catalyzed and emulsified masillas has been performed, according to technical specifications.

h) The auxiliary tasks have been performed in the application of paints and varnishes.

i) All operations have been performed under security conditions, identifying potential health and environmental risks.

3. Performs basic engine maintenance operations, propulsion system, government and air conditioning, verifying its operation and following manufacturer's specifications.

Assessment Criteria:

a) The technical documentation required to perform the maintenance of the petrol and diesel engine has been selected.

b) The fluids of the different circuits have been removed and replaced, verifying the levels and pressures in accordance with the established rules.

c) Basic elements of the system have been replaced according to technical specifications, checking the absence of leaks.

d) The replacement of the different filters (air filter, oil, fuel, among others) has been performed, checking its operation and following the safety and environmental standards and conditions set.

e) The system straps have been replaced by checking their adjustment and operation, in accordance with the manufacturer's specifications.

f) Unmounting, mounting, and checking of simple sets (trims system, rudder routing and propulsive tail among others) has been performed, using the appropriate tools and tools and following the technical specifications.

g) Tank cleaning operations, sentins, background filters, among others, have been performed using the products indicated and taking into account the required safety and environmental protection conditions.

h) Cleaning and grease operations have been performed, using the appropriate lubricant in each case, according to technical specifications.

i) The dismantling and/or replacement of simple mechanical and hydraulic elements has been carried out, using the appropriate tools and tools and following the technical specifications.

j) The verification of the operation of the elements and systems has been carried out, after the interventions made.

4. Performs basic maintenance operations of the electrical and computer systems, analyzing the operating principles and required maintenance performances.

Assessment Criteria:

a) The technical documentation for the operations to be performed has been selected and interpreted.

b) Disassembly, replacement, and mounting of load and boot circuit elements have been performed following established procedures.

c) The load, voltage, and density status checks of the battery electrolyte have been performed and have been placed in charge.

d) The replacement of lamps, switches, fuses, connectors and other simple electrical elements according to technical specifications and complying with established safety standards has been performed.

e) Cable replacement has been performed and terminals and connectors have been placed depending on the connection to be made.

f) Basic cleaning operations of the computer equipment have been performed and the replacement of the depleted consumables has been performed, following instructions received.

g) The basic maintenance of the equipment, tools and tools used in the repair has been performed.

h) All operations have been performed under security conditions, identifying potential health and environmental risks.

5. Performs basic operations to maintain the vessels ' gear, according to established procedures.

Assessment Criteria:

a) The appropriate equipment, tools, and tools have been selected, taking into account the processes to be performed.

b) Simple maintenance operations of the jars and their control systems have been performed, following instructions and technical specifications.

c) It has been helped in the disassembly and assembly works of the rolling systems, winches, jaws and others, following specifications of the guides.

d) Basic maintenance of the mast has been performed, making the grease of the articulated points, according to technical specifications.

e) The unmounting and mounting of the simple elements that run through the mast has been performed, meeting the security specifications.

f) performs basic maintenance of the candles and auxiliary textile elements, applying the technical specifications of the processes and following instructions.

g) Hand stitching of auxiliary textile elements has been performed, taking into account the instructions received.

h) Basic patched operations have been performed, taking into account established processes.

i) The bonding of reinforcing cloths has been performed in the fists areas, following established processes and safety standards.

j) All operations have been performed under security conditions, identifying potential health and environmental risks.

6. Acts in accordance with personal and environmental safety criteria in the exercise of the activities inherent in the job.

Assessment Criteria:

(a) The security, personal and collective rules have been complied with at all times in the development of the various activities, both those contained in the specific regulations and the private ones established by the company and the concerning sports boats and marinas.

b) The risk prevention measures to be applied have been identified in the company's prevention plan.

c) The necessary individual protective garments and equipment have been used in the development of the various operations of the process.

d) The risk-free work zone has been maintained and with some degree of order and cleanliness.

e) The various environmental protection equipment and means have been used, depositing the polluting materials in the housing units intended for them.

7. Maintains appropriate professional relationships by acting in a responsible and respectful manner, both with the company's procedures and rules and with the other team members.

Assessment Criteria:

a) The procedures and rules of the company related to internal behavior have been recognized and interpreted.

(b) The rules, terminology, uses and customs related to the maintenance of sporting vessels and marinas have been recognised and interpreted.

c) You have joined the job on a timely basis and have not abandoned it before you have established it without justification.

d) Diligence and responsibility have been performed with regard to the instructions received.

e) Effective and respectful communication has been maintained with other team members.

f) An attitude of collaboration and coordination has been maintained with the rest of the team members.

g) An attitude of learning and updating has been maintained with observations made about the performance of our functions.

Duration: 130 hours.

This professional module contributes to the completion of the general competencies and objectives of this title, which have been achieved in the educational centre or to develop the skills that are difficult to achieve in the same.

Contributes, moreover, to the strengthening of order, punctuality, responsibility and polish habits.

4.Minimum quality requirements for the formative context.

4.1. Spaces.

The spaces necessary for the development of the teachings of this formative cycle are:

-Multi-purpose Aula.

-Electromechanical workshop.

-Structural repair shop.

4.2. Minimum equipment.

-purpose Aula.	Network-installed computers, projection system, and internet. Audiovisual Media. Application computer programs
Electromechanical Workshop.	Work Banks with Bank screws. Machines and Tools for Use common and collective for machining. Injector Checker. Checker, charger, battery starter. Armario with specific tool and measuring instruments used in electricity. Soft and electrical welding equipment. Specific tools and tools for the disassembly and testing of the components of the engine. Specific use for disassembly of the ship's propulsion and governance systems. Portable speakers. Column drill. Equipment and media security
repair shop.	Compressor. Tools and tools specific to disassembly and assembly of pieces of wood. Tools and tools Specific to the disassembly and repair of plastic parts. Plastic repair equipment. Andamios and bleachers. Drying equipment. Rotorbials. Volume Rules. Volume Rules. Aerographic printing of printing. Teams and Security Media. Handgun Laver.

5. Teachers.

5.1. The specialties of the public sector teachers attributed to the delivery of the professional modules associated with the professional profile are:

	Module	Teacher/Other Specialty	Body of the Teacher's
3043. Machining and welding. 3028. Basic structural repair of sports boats. 3040. Protection and beautification of boat surfaces. 3048. Basic maintenance of the propellant plant and associated equipment. 3066. Basic maintenance of electrical and computer systems. 3068. Basic maintenance of sports boat gear.	Specialty: • Maintenance of Vehicles. • Machines, Services and Production.	• Technical Teacher of Vocational Training
	Other: • Specialist professor, if any.
3071. Job center training.	• Maintenance of Vehicles. • Machines, Services and Production.	• Technical Professor Vocational Training

5.2. The qualifications required for the delivery of professional modules, for private and public ownership centres of other administrations other than education, are:

	Modules	Titulations
3043. Machining and welding. 3028. Basic structural repair of sports boats. 3040. Protection and beautification of boat surfaces. 3048. Basic maintenance of the propellant plant and associated equipment. 3066. Basic maintenance of electrical and computer systems. 3068. Basic maintenance of sports boat gear. 3071. Job center training.	-Licensed, Engineer, Architect, or corresponding degree title or other equivalent titles.

5.3. The enabling qualifications for teaching purposes for the delivery of professional modules, for private and public ownership centres of other administrations other than education, are:

	Modules	Titulations
3043. Machining and welding. 3028. Basic structural repair of sports boats. 3040. Protection and beautification of boat surfaces. 3048. Basic maintenance of the propellant plant and associated equipment. 3066. Basic maintenance of electrical and computer systems. 3068. Basic maintenance of sports boat gear. 3071. Job center training.	-Diplomate, Technical Engineer or Technical Architect or other equivalent titles. -Superior Technician in Automotive or other titles equivalents.

6. Correspondence between professional modules and units of competence for accreditation or validation.

Outmatched Professional Modules

Accreditable Competition
3043. Machining and welding.	UC0620_1: Perform basic machining operations
3028. Basic structural repair of sports vessels.	UC1456_1: Perform auxiliary operations for repairing wooden elements of sports and recreational craft. UC1457_1: Perform auxiliary operations for repairing plastic and recreational craft fiber-reinforced plastic elements
	3040. Protection and beautification of vessel surfaces.	UC1455_1: Perform auxiliary operations for the protection and beautification of sports and recreational craft surfaces.
3048. Basic maintenance of the propellant plant and associated equipment.	UC1458_1: Perform auxiliary operations in the maintenance of the propellant plant, machines and their associated equipment of vessels sports and recreation
3066. Basic maintenance of electrical and computer systems.	UC1459_1: Perform auxiliary operations in the maintenance of electrical and electronic systems of sports and sports vessels recreation
3068. Basic maintenance of sports boat gear.	UC1460_1: Perform auxiliary operations in the maintenance of sports and recreational craft gear.

7. Middle-grade formative cycles to which this title allows application of preference criteria for admission in case of competitive concurrency.

This title will take precedence for admission to all middle grade titles of professional families:

-Transport and Maintenance of Vehicles.

-Maritimo-Pesquera.

-Electricity and Electronics.

-Informatics and Communications.

-Mechanical Manufacturing.

-Wood, Furniture and cork.

-Installation and Maintenance.

-Energy and Water.

-Extractives industries.

-Chemistry.