Curricula, under Royal Decree 205/2002 of 22 February, on general guidelines for the curricula of military education training for the incorporation into the Escalations of the Subofficial of the The Armed Forces, in particular, for the Subofficers integrated into certain fundamental specialties, especially those of the extinct Specialist Corps, after the corresponding modules were exceeded, the obtaining, by validation, of Higher Technical qualifications of the general education system than, by the characteristics of their competences and learning content were similar to those in the military training course.

On the other hand, Law 39/2007 of 19 November, of the military career, as far as education is concerned, is, because of its new configuration, the most important reform that has been undertaken since the passage of Law 17/1989, of July 19, It provides that, in order to gain access to the Subofficial Escalations, it will be necessary to exceed the plans of studies of general, specific and fundamental military training for the acquisition of the fundamental specialty; Superior technician of the general education system.

The changes in the scope of the teaching provided for in Chapter IV of Title IV of Law 39/2007 of 19 November are of such a broad nature that they not only affect the conditions of entry, but also make it necessary establish a management of all training in the Armed Forces, thus facilitating an overall vision for the benefit of future candidates for the military career.

Therefore, the Royal Decree 35/2010 of 15 January, by which the regulation of income and promotion and the ordination of training in the Armed Forces is approved, has an impact on those teachings that integrate two curricula: general, specific and fundamental military training; and the corresponding to the qualifications of the general education system, introducing the concept of double qualifications.

On the basis of the above, Ministerial Order 33/2011 of 14 June, approving the general guidelines for the preparation of curricula for general, specific and technical military training for access to the different Escalas of Sub-Officers, has been the frame of reference for the elaboration of the plans of studies and in August 2011 the corresponding plans of studies were approved, starting its implementation in September 2011.

The experience gained in the four years of the new model in the education of training has shown that the concept of double certification raises doubts in the student, so it is intended to eliminate and to integrate in a single curriculum the curricula corresponding to the general, specific and fundamental general military training and, where appropriate, technical, and to the training corresponding to a qualification of Higher Technical Training Professional, as provided for in Article 64 of Law 39/2007 of 19 November.

With the entry into force of Royal Decree 339/2015 of 30 April, by which the teaching of improvement and of high studies of national defense are ordered, the regulation of income and promotion has been modified Training in the Armed Forces has been passed from the concept of overcoming two curricula, which is one of the only curriculum in which all these teachings are integrated, without any changes at the organizational level. in the education of training, nor in any case increase in personnel costs.

Therefore, in line with the above, and to make it easier for the student to achieve the capabilities established in military education, it is intended to design a new frame of reference for the development of curricula, which can group one or more curricula, so that, from an academic point of view, the most outstanding aspects can be achieved in a simple, clear and synthetic document, which is the commitment of the Ministry of Defence to the characteristics of the military training of the future Sub-officers and the conditions under which they are to develop.

When entering without qualifications, the teachings will be ordered, at most, in three academic courses and, when done with titration, in one. In the case of the Military Musicians ' Body, it will be necessary to exceed a curriculum corresponding to the general military training, specific and complete the accredited technical training, with a maximum duration of an academic year.

As for the curricula of each of the key specialties established by Royal Decree 711/2010, of 28 May, for which the Regulation of fundamental specialties of the Armed Forces is approved, they will have to To obtain the professional profiles established by the Chiefs of Staff of the Army of the Earth, the Navy, and the Air Force, as well as, by the Assistant Secretary of Defense, in the case of the Military Musicians ' Corps, and comply with the criteria set out in Article 64.1 of Law 39/2007 of 19 November.

Higher Technician titles which, for each major specialty, will be determined, will have to provide part of the competencies required for the incorporation into the Subofficial Escalations and the teachings that are conducive to the obtaining these, will be provided in those centres approved by the Ministry of Education, Culture and Sport.

Article 65.1 of Law 39/2007 of 19 November states that the Minister of Defence shall lay down the general guidelines for the curricula and approve those for training, which shall be constitute the reference guide for drawing up the plans for studies relating to general military training, specific training and for the acquisition of the main and, where appropriate, technique; and Articles 12.1.e) and 15.1; respectively, that the study plans must conform to the definition of capabilities and profile design for the professional exercise provided by the Chiefs of Staff of the Army of the Earth, the Navy and the Air Force, and, in the field of the Armed Forces ' Common Corps, the Assistant Secretary of Defense.

During its processing, this project was informed by professional associations with representation in the Council of Personnel of the Armed Forces, in accordance with Article 40.2.b) of the Organic Law 9/2011, of July 27, rights and duties of the members of the Armed Forces and the other professional associations registered in the Register of Professional Associations of members of the Armed Forces have been informed, in accordance with Article 40.1.c) of the Organic Law 9/2011 of 27 July. Finally, according to the provisions of Article 49.1 (c) of the aforementioned organic law, it has been reported by the Armed Forces Personnel Council.

In its virtue, I have:

Single item. Approval of the general guidelines.

The general guidelines for the development of curricula in training education for access to the various Unofficial Scales are approved, the text of which is inserted below.

Single additional disposition. Implementation of the curricula of training education for access to the different Unofficial Scales.

1. The curricula developed in accordance with these guidelines will be implemented from the academic year 2015/2016.

2. The provisions of paragraph 1 above may be amended, on the instruction of the Deputy Secretary of Defense, when, for circumstances affecting the infrastructure, the teaching staff, the recognition of centres, conventions or other unforeseen circumstances, The implementation of resumes is possible and it is advisable.

Single transient arrangement. Extinction of the existing study plans.

Once the new curricula enter into force, the plans of previous studies will be extinguished by academic year and will coexist in the event that any student, having submitted it, has to repeat course.

Single repeal provision. Regulatory repeal.

1. Ministerial Order 33/2011 of 14 June, approving the general guidelines for the preparation of curricula for general, specific and technical military training for access to the various Scales of the European Community, is hereby repealed. Non-commissioned officers.

2. In addition, any other provision of equal or lower rank which is opposed to the provisions of this Ministerial Order shall be repealed.

Final disposition first. Dispositive faculties.

The Under-Secretary of Defense is empowered, within the scope of their respective powers, to dictate how many provisions are necessary for the implementation of this Ministerial Order, as well as to amend its Annexes.

Final disposition second. Entry into force.

This Ministerial Order shall enter into force on the day following that of its publication in the Official Gazette of the State.

Madrid, July 29, 2015. -Minister of Defense Pedro Morenes Eulate.

GENERAL GUIDELINES FOR THE DEVELOPMENT OF CURRICULA IN TRAINING EDUCATION FOR ACCESS TO THE DIFFERENT SCALES OF NON-COMMISSIONED OFFICERS

Article 1. Object.

1. The aim of this ministerial order is to establish the general guidelines for the development of curricula in training for access to the different Escalations of the Armed Forces ' Corps, which comprise the plans for studies of general, specific military training and for the acquisition of the fundamental and, where appropriate, technical, and, where appropriate, the curricula of studies corresponding to the qualifications of a higher technical Vocational training of the general education system.

2. In the field of this order, as long as the term "Underofficial" training is used, it is understood that we are referring to the single curriculum, which includes the training referred to in paragraph 1 above.

Article 2. Guiding principles of the teaching of training of Sub-Officers.

Training education will be governed by the following principles:

a) Conforming a learning-oriented teaching of the student and based on a continuous process of mentoring and follow-up, in order to achieve the proposed goals.

b) Ensuring a sustained training in the transmission of values and in the acquisition of knowledge, skills and skills, in such a way as to favour a leadership based on the prestige acquired by example, the preparation and the decision for troubleshooting.

(c) to provide training based on respect for fundamental rights and freedoms, on equal rights and opportunities for men and women, on the protection of the environment, on non-discrimination, without any discrimination on grounds of birth, race, sex, religion, opinion or any other personal or social condition or circumstance, and in respect of justice, may prevail.

d) Generate a motivating disposition of future learning and able to adapt to changes that are experienced both in the social and professional fields.

e) To achieve training tailored to the objectives pursued, through a continuous process of validation of the quality of the teaching system.

f) Consider teaching function as an essential factor in the quality of military education, recognizing the work of teachers and supporting their work.

Article 3. Purpose of the training of Sub-Officers.

The training of Sub-Officers is intended for students to acquire the skills that they agree with the profiles required for the professional exercise to be determined by the Assistant Secretary of Defense and the Heads of State. General Staff of the Army of the Earth, the Navy and the Air Force, in the field of their respective competencies.

Article 4. Criteria to which the training of Sub-Officers should be adjusted.

The training of Sub-Officers will conform to the following criteria:

a) Provide the training and specialization required for access to the various Subofficial Escalations.

b) Facilitate the acquisition of general education system titles.

c) Ensure complete human formation and full personality development.

d) Promote constitutional principles and values, contemplating the cultural plurality of Spain.

e) Ensuring knowledge of the missions of the Armed Forces defined in the Constitution and in the Organic Law of National Defense.

f) Promote the military's values and behavior rules.

g) Develop in the student skills to take on the process of knowledge and adapt to its evolution.

Article 5. Definitions.

In the scope of this order:

a) Knowledge: Information assimilated into the learning process.

b) Ability: Interpretation and understanding of a knowledge applied to a context of reality.

c) Ability or skill: Application of knowledge to transform a specific reality.

d) Competencies: Faculties to be acquired by the student, demonstrated in the use of knowledge, skills and skills or skills necessary for their application in the field of activity in which they will perform their (a) the main purpose of which is the first job of the scale of the sub-officers to which it will access. The competencies, which must be evaluable, are grouped in general and specific.

e) Module: The set of thematic content aimed at obtaining one or more professional skills.

These in turn can be:

1. Professional Modules: The drivers for obtaining the title of the Higher Technical Training Technician.

2. Training Modules: Those oriented to complete general military training, specific and for the acquisition of the fundamental specialty and, where appropriate, technique.

When you talk about modules, you will refer to each other interchangeably.

f) Curriculum: Set of objectives, competencies, contents, learning methodology and Criteria for the evaluation of each of the teachings regulated in this Ministerial Order. You can group one or more study plans.

g) Studies plans: Organized teaching sets, of modular structure, aimed at obtaining a certain professional profile.

h) Lective load: It is the sum of the hours contained in the modules that make up a curriculum of the training of Subofficers.

Article 6. Structure of the education of training of Sub-Officers.

1. The education of training to be incorporated into the Escalas of Subofficers who enter without a degree of Superior Technician, shall comprise the plans of studies of general military training, specific and for the acquisition of the fundamental specialty and, where appropriate, technical, and plans for studies corresponding to the qualifications of the Higher Technician of the general education system. The total of the teaching will be integrated into a single curriculum.

2. Where for admission, a diploma of a higher technician or, where appropriate, one of the qualifications required for access to the Corps of Military Musicians, the education of training excluded, of the curricula, the contents has been required leading to a higher technical degree from the general education system.

Article 7. Military training centres for the training of non-commissioned officers.

The training to be integrated in the scale of the Underofficers of the Specific Corps of the Armies and the scale of the Military Musicians ' Corps, will be taught in the military training centers determined and that, in accordance with the current regulations, will be collected in the curricula.

Article 8. Unit of measurement of curricula.

1. The unit of measurement of the syllabus of the training of Sub-Officers will be the hour.

2. Instruction and training shall be computed in days and weeks or, where appropriate, in hours, in accordance with the following:

(a) In days and weeks, when given with exclusive character, understanding this as that period of time in which this activity is unique and priority in the teaching of training. For computation purposes, one day of instruction and training shall be equivalent to seven hours of the weekly hourly load.

b) In hours, in cases where instruction and training is discontinued in a discontinuous manner in different days, in this case, seven hours will be considered equivalent to one day.

3. None of the two cases referred to in paragraph 2 above shall be taken into account in the teaching load, expressed in hours, of the plans of studies of general, specific military training and for the acquisition of the specialty fundamental, but in the loading of instruction and training.

Article 9. Duration of the training of Sub-Officers.

The training of Sub-Officers will last:

(a) Where for admission no higher Technical qualification is required: at most three academic courses.

b) When for admission, prior certification of a Superior Technician is required and to be incorporated in the scale of Military Musician Corps Sub-Officers: An academic course.

Article 10. The reading of the curriculum.

1. The maximum number of hours which shall include the development of the curricula leading to the achievement of a diploma of higher technician and those corresponding to general military training, specific training and for the acquisition of the specialty fundamental and, where appropriate, technical, shall be 3,400 hours where the duration of the title of the Superior Technician is equal to or greater than 2,200, and of 3,000 hours when it is less than that amount.

2. When entering with a qualification as a Superior Technician or for incorporation into the Military Musicians ' Body, the plans of studies of general, specific military training and for the acquisition of the fundamental specialty will have at most one duration of 1,200 hours.

3. In the periods of time when the teachings leading to obtaining the title of Senior Technician are priorities for any other activity, a maximum of five hours per week may be devoted to activities related to the practice of physical training and closed order, understood as the preparation of military acts and ceremonies that do not count on the teaching load assigned to the training of Subofficers.

Article 11. Workload distribution.

1. In the education of training of Underofficers, the workload representing the execution of the curricula shall be distributed according to the following criteria:

(a) At most, each academic year will consist of 41 weeks, extending to 43 in the first course, provided that the additional ones are dedicated to instruction and training.

(b) The minimum number of weeks devoted to instruction and training per academic year shall be 6, except in the courses in which the training module for the training certificate is provided. Professional, in which another quantity may be fixed.

c) The weekly hourly load will not be greater than 35 hours.

2. Without prejudice to the provisions of paragraph 1 above, a minimum of two hours may be reserved for the carrying out of complementary activities of a voluntary or compulsory nature. When you have this last character, the number of reserved hours will not exceed two hours per week.

Article 12. Modular configuration of general, specific military training and for the acquisition of the fundamental specialty and, where appropriate, technique.

1. The curricula subject to these guidelines will have a modular structure.

2. The training modules will have the following structure:

a) Denomination.

b) Contents.

c) Contents likely to be imparted at a distance, due to pregnancy, childbirth or postpartum.

d) Total duration in hours, broken down by courses.

e) Hours which can be validated by their training counterparts to those from the troop and marine scale.

3. The content must satisfy, provided that this is possible and for the purposes of credit recognition, the connection with their counterparts in the training for incorporation at the official scales.

Article 13. Definition of training modules, duration and contents.

According to its purpose and objectives, the training modules may be:

a) Mandatory training modules. These are the ones that all have to be cured and that must be included, in each and every one of the plans of studies, with the same denomination, being able to have different content and time in function of the army, Body and fundamental specialty, but always adjusting to the minimums marked by these guidelines.

In cases where all or part of the contents of the mandatory modules are included in the professional modules of the associated Higher Technical title, the time load corresponding to the The acquisition of the common contents shall be released for the benefit of the specific modules and essential specialty modules, which shall be included in the relevant curriculum.

The minimum durations indicated for mandatory training modules will only be applicable in the case of the form of entry without requiring a higher technical qualification. For those curricula with a duration of an academic year, the corresponding adaptation will be carried out according to the training provided and the fundamental specialty.

The following modules will be considered:

1. General Military Training Module, which:

− will provide the basic knowledge to be acquired by any sub-officer for the professional link to the Armed Forces, including communication techniques and strategies, conflict management and leadership, as well as the essential ones that enable it to provide the services and guards that guarantee the functioning and security of the units, centers and agencies.

− shall have a minimum duration of 140 hours, with the exception of paragraph (a) of this Article, the contents of which are set out in Annex I, of mandatory training modules.

2. Health Training Module, which:

− Provide knowledge and skills to act and assist, as first intervener, in case of accident or emergency or, where appropriate, to organise health care on board in case of emergency medical.

− shall have a duration of at least 60 hours, with the application of the provisions of paragraph (a) of this Article, the contents of which are set out in Annex I.

3. English Foreign Language Module, which:

− shall provide at least the competences of level B1 of the European Common Framework of Reference for Languages.

− The minimum duration of the module will be 300 hours, of which 100 will be dedicated to the delivery of the contents referred to in Annex I. The rest of the time load can be dedicated to increase the level of knowledge in relation to the contents of the Annex, as well as the acquisition of new content, by means of application as referred to in paragraph (a) of this Article.

− It will be taught in all academic courses.

4. Instruction and training module, which:

− It is the set of activities and exercises performed through teachings of an eminently practical nature, which provides the acquisition of professional practice and skills, contributing to physical training and integral military of the student.

− Encompasses exercises, maneuvers, shipments, and practices in units, ships, centers, and organisms.

− In the development of the activities to be carried out, the learning outcomes and performance criteria, of those marked in the training module in the work centers of the curriculum of the title of the Associate Superior Technician, making it clear, in that case, among the objectives to be achieved.

− It will be taught in all academic courses.

− In relation to physical training and closed order, highlight the following:

It will provide the appropriate physical preparation and basic knowledge about the theory of sports training that are necessary to perform, in the first job of its scale, the tasks of its specialty fundamental.

It will be necessary to reach the marks established in the physical tests for the overcoming of the plans of studies of the military formation.

The minimum dedication to this activity will be 350 hours, of which 250 hours will not count in the teaching load of the teaching of training of the Underofficers and will be dedicated to the practice and improvement of the physical condition, as well as to activities related to the closed order. The remaining 100 hours will be devoted to the acquisition of the theoretical contents, depending on the fundamental specialty.

b) Specific training modules: They are those that have the own contents of an army and are common to all fundamental specialties.

c) Basic specialty training modules: These are those that are typical of each major specialty.

In case a module is delivered in more than one academic year, the criteria for determining the course promotion should be established after the content set for each of them has been exceeded.

Article 14. Curriculum design and content.

Curricula in the training of Sub-Officers should contain the following:

a) The professional profile defined, in its field of responsibility, by the Assistant Secretary of Defense and the Chiefs of Staff of the Army of the Earth, the Navy and the Air Force.

b) The training modules and their contents.

(c) Training modules which are likely to be imparted, partially or totally, by distance learning to students in pregnancy, childbirth or postpartum who are unable to attend in person.

d) The temporary distribution of the plan, by courses and modules, with an indication of the different military teaching centers where they are taught.

e) The validation of training modules according to the student's military origin.

Article 15. Additional training supplement.

1. Those who enter by direct access and do not have prior military training may acquire an additional training supplement before the beginning of the academic year.

2. It will provide students with the contents of the basic military training which, where appropriate, may be necessary to enable them, at the beginning of the first academic year, to develop curricula.

3. These contents may be related to content of basic military training that forms part of the training curricula for access to the scale of the troops and marineria.

4. Duration and qualification, as follows:

(a) Its duration shall not exceed six weeks or less than three weeks, in any event, a week shall be devoted to instruction and training on an exclusive basis.

b) Your rating, after being evaluated, will be integrated, as one more note, within the instruction and training module.

5. The period of orientation and adaptation to military life, which will be called the reception phase, orientation and adaptation to military life, is mandatory and may, where appropriate, be included within the period of time in which the training supplement is provided. additional, the duration of which is no longer than two weeks.

Article 16. Approval and publication of curricula in the education of training of non-commissioned officers.

1. The curricula of the education of the training of the Undercommissioned Officers, according to the provisions of this ministerial, by the Assistant Secretary of Defense and by the Chiefs of Staff of the Army of the Earth, the Navy and the Army of the Air, in the the scope of their respective powers shall be accompanied by a supporting document, the structure of which is specified in Annex II.

2. The Minister of Defence will approve the curricula of the education of training of Sub-Officers, which will be published in the "Official Gazette of the Ministry of Defence". As for the supporting Memories, they will be published on the Ministry of Defence's website.

Article 17. Effects of the overshooting of CVs.

Satisfied all conditions for incorporation into Subofficial Escalations, will take the following effects:

a) The acquisition of the condition of military career if not previously held.

b) The attribution of sergeant employment.

c) The acquisition of a fundamental specialty.

Article 18. Amendment of the CVs.

1. The modification of a curriculum in the education of training of non-commissioned officers, established in accordance with these general guidelines, which, in any case, must be adjusted to them, is, in general, subject to the following: conditions:

(a) Curricula shall have a temporary minimum duration equivalent to the number of academic years of the corresponding training education, so they shall not be extinguished until the end of their last academic year.

b) The modified CVs will be extinguished by course.

2. By way of derogation from paragraph 1 above, where technological, educational or other advances advise on the modification of the curricula, a system for the validation of modules shall be established by the Minister of Defence. new CVs to be determined and the above.

Article 19. Assessment and quality of training for the training of non-commissioned officers.

The training system for the training of non-commissioned officers will be subject to a cyclical process of validation in order to identify potential dysfunctions and thus take the corrective measures to ensure a higher education quality to ensure that the necessary capabilities are achieved for the subsequent professional exercise of the military.

ANNEX I

Mandatory training modules

Index:

1. General military training module.

2. Health training module.

a) First aid and basic life support.

b) Organization of health care on board.

3. English foreign language module.

1. General military training module

Duration: 140 hours.

The learning outcomes (RA), which will include Evaluation Criteria and Content, are as follows:

− RA 1. It uses basic procedures for intellectual work and self-employment, taking a critical and thoughtful attitude to practical issues, properly grounding ideas.

Assessment Criteria (CE), which are as follows:

-CE1. The foundations of moral action and ethical theories of today's society have been described.

-CE2. Information and assessment collection techniques have been applied to the approach of a problem.

-CE3. The origin and legitimacy of political power, and the foundations of the democratic rule of law, have been valued.

-CE4. The legitimacy of state action to defend peace, democratic values and human rights has been valued.

Contents. Tools for intellectual work that allow a critical and reflective attitude, based on ideas. They are as follows:

-Philosophy as practical rationality: ethics and political philosophy.

-The fundamentals of moral action: freedom and responsibility.

-Ethical theories in the face of the challenges of today's society: happiness and justice.

-Origin and legitimacy of political power.

-The philosophical construction of citizenship: historical genesis and philosophical foundation.

-philosophical foundations of the democratic rule of law.

-Legitimacy of state action to defend peace, democratic values and human rights.

− RA 2. Interprets national framework legislation relating to the exercise of the military profession.

Assessment Criteria (CE), which are as follows:

-CE1. The foundations and concepts covered by the 1978 Constitution have been recognized.

-CE2. The principles and foundations of the Law of Defense have been linked.

-National with the Constitution.

-CE3. The functions, organs and structure of the Armed Forces have been analyzed.

-CE4. It is known and has analyzed the current legislation regarding the military career.

-CE5. The civil and military legislations related to personnel have been analyzed.

-CE6. The law on security in the Armed Forces is known and has been analyzed.

-CE7. The main basic concepts of cyber defense are known.

-CE8. The main environmental problems, the causes that cause them and the factors that intensify them in the context of the Armed Forces have been identified.

Contents. Knowledge of the national framework legislation relating to the exercise of the military profession. They are as follows:

-Spanish Constitution of 1978.

-Law of national defense.

-Organic structure of the Armed Forces.

-Basic personnel legislation.

-Organic Law 9/2011, of July 27, of rights and duties of members of the Armed Forces.

-Royal Ordinance for the Armed Forces.

-Rules on security in the Armed Forces.

-Armed Forces disciplinary regime. Military penal code.

-CCN STIC-001 ICT Security in Administration

-Ministry of Defense environmental protection regulations.

− RA 3. It interprets international framework regulations relating to armed conflicts and international humanitarian law.

Assessment Criteria (CE), which are as follows:

-CE1. The basics and concepts set out in the UN Charter have been recognised.

-CE2. The principles and foundations of the declaration of human rights with the laws and uses of war have been linked.

-CE3. The Geneva and Hague Conventions, laws and uses of war and international humanitarian law have been contextualized.

-CE4. Agreements or agreements signed with multinational organisations are known and differentiated.

-CES. The different crisis response operations are defined and contextualised not Article 5. (Peace support operations and others).

Contents. Interpretation of international framework legislation on armed conflict and international humanitarian law. They are as follows:

-Charter of the United Nations.

-Human rights.

-Laws and uses of war.

-International humanitarian law.

-Geneva and Hague Conventions.

-Conventions with international organizations. (UN, NATO, EU, OSCE, etc.).

-Non-Article 5 crisis response operations (peace support operations and others). Rules of engagement.

− RA 4. It dynamizes the group's work by applying strategies and techniques of communication and social relation justifying its selection according to the characteristics and objectives of the group.

Assessment Criteria (CE), which are as follows:

-CE1. The importance of social skills in the performance of professional work has been assessed, identifying the principles of emotional and social intelligence.

-CE2. Effective communication has been established to assign tasks, receive instructions, and exchange ideas or information.

-CE3. Interest has been shown for not judging people and respecting their differentiating elements: emotions, feelings, personality and cultural diversity among others.

-CE4. The fundamental elements of a group, its structure and dynamics, the factors that can modify them and the main barriers of group communication have been described.

-CE5. The different techniques of dynamization and operation of groups have been analyzed and selected.

-CE6. The various roles that can be given in a group and the relationships between them have been differentiated.

-CE7. Different action strategies have been developed to take advantage of the leadership role and roles in the structure and operation of the group.

-CE8. The importance of self-criticism and self-assessment in the development of appropriate interpersonal and communication relationship skills has been assessed.

Contents: Dynamization of group work. They are as follows:

-Social skills and related concepts.

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

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

-Emotional intelligence. Emotional education. Emotions and feelings.

-Leadership. Concept of leadership in relation to the Royal Ordinance.

-The defense mechanisms.

-The group. Types and characteristics. Group development.

-Analysis of group structure and processes.

-Techniques for group analysis.

-Valuation of the importance of communication in group development.

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

-The work team. Cooperative work strategies. Organization and the sharing of tasks.

-Individual work and group work.

-The trust in the group.

-Valuation of the role of motivation in group dynamics.

-Awareness about the importance of respecting opinions that are not matched with your own.

− RA 5. Implements strategies and techniques to promote communication and social relationships with your environment, applying different forms or styles of intervention and organization based on the characteristics of the recipients and the context.

Assessment Criteria (CE), which are as follows:

-CE1. The different stages of a communicative process have been characterized, valuing the importance of the use of both verbal and non-verbal communication in interpersonal relationships.

-CE2. Different communication styles, their advantages and limitations have been identified.

-CE3. Effective communication has been established to assign tasks, receive instructions, and exchange ideas or information, showing a positive attitude toward change and learning about everything that happens.

-CE4. The different types, functions, and stages of meeting development have been described.

-CE5. They have been applied, justifying them, techniques of meeting moderation, gathering information and evaluating results.

-CE6. The importance of the ability to expose ideas in a clear and concise way has been demonstrated, valuing the need for good and diverse information.

-CE7. The importance of the motivation and the strategies employed has been described in order to achieve participation in the meetings.

-CE8. Risk factors have been described, the possible sabotage of a meeting, justifying the resolution strategies, demonstrating attitudes of respect and tolerance in the conduct of meetings.

Contents. Implementation of strategies and techniques that promote social relations and communication. They are as follows:

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

-Context communicative assessment: facilitators and obstacles in communication.

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

-Communication programs and techniques and social skills.

-Communication in groups. Communication styles. Verbal and gestural communication. Other languages: iconic, audiovisual, information and communication technologies (ICT). Obstacles and barriers. Cooperation and competition in groups.

-The meeting as a group job.

-Types of meetings and functions.

-Stages in the development of a meeting.

-Meeting moderation techniques.

-Identifying the typology of participants in a meeting.

-Analysis of factors affecting the behavior of a group: boycotters, collaborators, etc.

− RA 5. Implements conflict management and troubleshooting strategies by selecting them based on context characteristics and analyzing different models.

Assessment Criteria (CE), which are as follows:

-CE1. The main sources of group problems and conflicts have been analyzed and identified.

-CE2. The main techniques and strategies for conflict management have been described.

-CE3. The most appropriate strategies for finding solutions and troubleshooting have been identified and described.

-CE4. The different phases of the decision-making process for problem and conflict resolution have been described, applying the appropriate procedures to each case.

-CE5.The opinions of others have been respected with regard to the possible ways of solving problems and conflicts.

-CE6. Mediation and negotiation techniques have been successfully applied.

-CE7. People have been taken into account, whatever their age or physical and mental condition, in the decision-making process, valuing the importance of communication-change in decision-making.

-CE8. The decision-making task and the process self-assessment are scheduled.

Contents. Implementation of conflict management and decision-making strategies. They are as follows:

-Valuation of conflict in group dynamics.

-Analysis of troubleshooting techniques.

-The decision-making process.

-Management of group conflicts. Negotiation and mediation.

-Applying group conflict resolution strategies.

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

2. Health training module

The Healthcare training module consists of:

a) First aid and basic life support.

Duration: 60 hours.

The learning outcomes (RA), which will include Evaluation Criteria and Content, are as follows:

− RA 1. Identifies the characteristics of the assistance as the first intervener.

Assessment Criteria (CE), which are as follows:

-CE 1. Defines the concepts of urgency, emergency and catastrophe.

-CE 2. Explains the concept of a comprehensive emergency and emergency system and describes the organization of emergency systems.

-CE 3. Identifies first aid to be provided for the most frequent injuries or pathologies, applies first aid and life support techniques according to the established protocol.

-CE 4. In a properly characterized scenario, it applies the techniques of self-protection against possible injuries resulting from the manipulation of the injured persons.

-CE 5. Describes the minimum content of an emergency kit and the indications of the substances and medicines.

Contents. Fundamentals of first aid. They are as follows:

-Medical emergency systems.

-First aid: concept, general principles, objectives and limits.

-First intervener: attitudes, functions, legal responsibility, risks, and protection.

-Legal framework, responsibility and professional ethics.

-Medical-health terminology of utility in first aid.

-The first intervener as part of the care chain.

-Fundamentals of anatomy and physiology.

-Human anatomy and physiology applied to emergencies.

-Description of the structure and main functions of the human body's apparatus, systems, and organs.

− RA 2. Applies initial valuation techniques according to established protocol by accessing the crashed in a timely manner and generating a secure environment.

Assessment Criteria (CE), which are as follows:

-CE 1. In a properly characterized scenario, he accesses the crashed:

by identifying and justifying the best way to access the crashed.

Identifying the possible risks.

By Securing the zone according to the appropriate procedure.

By Performing the maneuvers required to access the crashed.

-CE 2. In a properly characterized practice, follow the guidelines of the action according to protocol for the initial assessment of a crashed.

-CE 3. Identifies life risk situations and defines the actions that they entail.

Contents. Initial assessment of emergency assistance. They are as follows:

-Types of accidents and their consequences.

-Life commitment signs in adult, child or child and infant:

cardiorespiratory Parada.

Heart rhythm disorders.

-Zone protection methods and materials.

-Personal self-protection and security measures.

-First aid kit:

Material Classification: Basic Materials and Useful Add-ons.

Usage Features.

Storage Systems.

Maintenance and review.

-Action priorities in multiple victims:

Simple Triage.

Rating by severity criteria.

-Vital signs:

Awareness Level Level.

Pulso's.

respiration.

-Basic scan for an urgency:

Scan Protocols.

Override Identification Methods of Alterations.

Signs and symptoms.

-Medical-health terminology in first aid.

-The transmission protocol for the information.

-Valuation of the performance safely and with self-confidence.

-Take action with security showing confidence in itself.

− RA 3. Identifies first aid to be provided for the most frequent injuries or pathologies, applies first aid and life support techniques according to the established protocol.

Assessment Criteria (CE), which are as follows:

-CE 1. Describes the fundamentals of basic and instrumental cardiopulmonary resuscitation

-CE 2. Describes the basic techniques of airway unclogging.

-CE 3. Applies the basic and instrumental techniques of cardiopulmonary resuscitation on mannequins.

-CE 4. Applies the basic cardiopulmonary resuscitation techniques on mannequins using oxygen therapy and automatic defibrillator equipment.

-CE 5. It indicates the most significant injuries, pathologies or trauma and the aspects to be taken into account for prevention, depending on the environment in which the activity is carried out specifying:

The causes that produce it.

Symptoms Symptoms and signs.

Take Action Guidelines.

-CE 6. It discriminates against cases and/or circumstances in which there is no need to intervene directly for excess risk or for being specific to other professionals.

-CE 7. It discriminates against techniques that must not be applied by the first intervener autonomously, by excess of risk or by being specific to other professionals.

-CE 8. In different simulated accident situations where different types of injuries occur, it determines:

Take Action Priorities based on severity and type of injuries.

The first aid techniques to apply.

Contents: Application of life support techniques. They are as follows:

-Basic life support objective and priorities.

-Airway Permeability Control:

Air airway opening techniques.

Techniques for cleaning and unclogging the airway.

-Basic cardiopulmonary resuscitation:

Mouth-mouth breath.

Breath-nose breath.

External cardiac massage.

-Semi-automatic external defibrillation (DEA):

Operation and maintenance of the semi-automatic external defibrillator.

Usage Protocol to Use.

Data Collection of a semi-automatic external defibrillator.

-Continuous assessment of the crashed.

-Initial attention to injury by physical agents:

-Traumatisms: fractures, luxations and other traumatic injuries, Foreign bodies in the eye, ear and nose; wounds and bleeding. Choking.

-Heat or cold: burns, heat stroke, hyperthermia, hypothermia, and freezing.

Electricity: Performance protocols in electrocution.

radiations.

-Initial attention to chemical and biological agent injuries:

Types of chemical agents and drugs.

Input and injury paths.

Actuations according to toxic and input path.

Bites and bites.

Anaphylactic shock.

-Initial care in emergency organ pathology.

-Action protocols in cardiovascular emergency disorders: ischemic heart disease, heart failure.

-Action protocols for respiratory disorders: respiratory failure, bronchial asthma.

-Action protocols in neurological disorders: cerebral vascular accident, seizures in children and adults.

-Techniques for the administration of subcutaneous, intramuscular and intravenous injections.

-suture techniques.

-Vendage of wounds. Asepsis.

-Administration of suerotherapy.

-Initial performance in impending delivery.

-Action limited to the framework of your competencies.

-Application of security and self-protection rules and protocols.

− RA 4. Applies mobilization and immobilization methods that allow the evacuation of the crashed if necessary.

Assessment Criteria (CE), which are as follows:

-CE 1. Explains and applies the basic methods for rescuing a crashed.

-CE 2. Explains and applies the quiesce methods due when the crashed has to be moved.

-CE 3. In a practical scenario with a proper use of mobilization and immobilization of a crashed person, he chooses the most appropriate method, given the possible injuries of the accident and/or the circumstances of the accidents.

-CE 4. In a properly characterized scenario, he explains and applies to the accident the most appropriate postural measures.

-CE 5. It explains and applies the repercussions that an inappropriate move can have on the crashed.

-CE 6. It makes stretchers and systems for the immobilization and transportation of sick and/or crashed using conventional and non-specific materials or means of fortune.

Contents. Implementation of detention and mobilisation procedures. They are as follows:

-Victim handling protocol.

-Assessment of the need to move:

Situation in the zone.

Risk Identification.

The Move and Counter-Indications of the Move.

-Security positions and wait for the crashed.

-Quiesce techniques:

The Essentials of Action to Fractures.

The Inquiesce Indications.

General quiesce techniques.

-Mobilization techniques:

-Risk situation mobilization indications.

-Simple mobilization techniques.

-Making of stretchers and simple immobilization materials.

-Personal self-protection and security protocol.

− RA 5. Applies psychological support and self-control techniques.

Assessment Criteria (CE), which are as follows:

-CE 1. It explains the basic principles of communication with the crashed.

-CE 2. Explains the mechanisms of personality defense and their practical application.

-CE 3. Lists the different elements of the communication.

-CE 4. In a practical case, duly characterized by a situation that makes communication difficult and where assistance is provided to a crashed person, it applies techniques that facilitate interpersonal communication.

-CE 5. Lists the factors that predispose anxiety in accident or emergency situations.

-CE 6. In a properly characterized scenario where you specify different situations of environmental stress, you specify the techniques to use for:

Control a duel situation.

Manage to control anxiety and distress situations.

Control Aggression situations.

-CE 7. In the event of an application of non-successful first aid (death of the accident), it describes the possible manifestations of stress of the person who soruns and indicates the actions to overcome psychologically the failure.

Contents. Application of techniques of psychological support and self-control. They are as follows:

-Basic communication strategies:

Communication Elements.

Communication Types.

Difficulty Communication Difficulties.

Basic communication techniques in stress situations.

Communication with the crashed.

Communication with family members.

-Valuation of the role of the first intervener:

Stress Reactions to Stress.

Basic techniques for psychological help to the intervener.

-Facilitating techniques for interpersonal communication: basic skills that improve communication.

-Stress factors in accident or emergency situations.

-Mechanisms and techniques of psychological support.

b) Organization of health care on board.

Duration: 60 hours.

The learning outcomes (RA), which will include Evaluation Criteria and Content, are as follows:

− RA 1. It determines the care of immediate care to practice the personnel who are engaged in situations of health emergency, recognizing the nature and severity of the injuries and integrating the sequence of actions to be carried out.

Assessment Criteria (CE), which are as follows:

-CE 1. The assessment of the emergency has been related to the techniques of recognition of the external signs and symptoms of the accident, skin, excretion, level of consciousness, breathing, pulse.

-CE 2. Conducted performances have been practiced to restore breathing and stimulate cardiopulmonary resuscitation.

-CE 3. Sequential procedures have been linked to stop the various types of bleeding, with the means to be used and the timing of the actions.

-CE 4. The means and techniques of immobilization of lesions and fractures have been related to their application according to the body zone.

-CE 5. The process and the sequence of action in the care of immediate attention to an abdominal or chest trauma have been identified according to the established procedures.

-CE 6. The process and the sequence of action in the care of immediate attention have been identified with a head trauma with loss of consciousness according to the established procedures.

-CE 7. The processes of inhalation poisoning and ingestion with the symptoms it produces in the patient and with the required health care actions have been linked.

Contents. Immediate attention to health emergency situations. They are as follows:

-Human anatomy and physiology applied to emergencies.

-Description of the structure and main functions of the human body's apparatus, systems, and organs.

-Maniworks and basic therapeutic and therapeutic techniques.

-Traumatisms:

Osteoarticular System.

-Signs and symptoms of hard parts trauma: head trauma and spinal trauma.

Quiesce Techniques.

-Fractures: Open and closed. Symptomatology.

-Dislocations or luxations. Detente or sprains.

-Bleeds: Typology and Control.

-Injuries: Treatment.

-Choking and cardiac arrest.

-Resuscitation: cardiopulmonary breathing techniques.

-Intoxication.

− RA 2. It value the degree of application of the techniques of immediate care in the situations of health emergency caused by frequent trauma on board, interpreting its most common symptomatology and recognizing and, in its case, practicing the established procedures.

Assessment Criteria (CE), which are as follows:

-CE 1. Cold and heat accidents (hypothermia and heat stroke) have been linked, with the causes causing them, symptoms of their own, and with the health care actions required.

-CE 2. Head, neck and back injuries have been linked to the application of local immobilization techniques in the affected areas.

-CE 3. The assessment of an eventual burn in a crew member based on the extent and location of the affected area, depth of injury and patient health characteristics has been performed.

-CE 4. Related actions against burns with the nature of the causative agent (heat, chemical, electrical)

-CE 5. The sequence of cleaning, disinfection and protection of a burn or freeze has been identified with the kit materials.

-CE 6. The wounds that are susceptible to suture have been related to the possible techniques to be applied.

-CE 7. The procedure for applying a certain technique of suturing, treating and dressing the wound has been practiced.

-CE 8. The importance of asepsis and associated techniques has been assessed according to established procedures.

Contents. Assessment of techniques for immediate attention to emergency situations. They are as follows:

-Techniques for the administration of subcutaneous, intramuscular and intravenous injections.

-Hypothermia and heat stroke: treatment.

-suture techniques.

-Vendage of wounds. Asepsis.

-Treatment of dehydration.

-Acting in infectocontagious processes.

-Burns and Freezings:

Motivator Agents.

Chemical and electrical burns.

Treatment: Cleaning, disinfection and protection.

-First aid kit.

Types of regulatory and composition kit types.

Identification Codes of the material included in the kit.

-Administration of suerotherapy.

-Use of reactive urine and blood glucose strips.

-Realization of the malaria test.

− RA 3. It detects the need for medical-radio advice, identifying health emergencies by accident or patient illness and assessing developments in the treatment of the health problem on board.

Assessment Criteria (CE), which are as follows:

-CE 1. The severity criteria have been recognized based on the identification of a patient's vital constants.

-CE 2. The external signs and values of shock have been identified in a patient according to the established protocol.

-CE 3. Signs and symptoms that indicate the abnormal functioning of the vital organs have been linked, in accordance with the diagnostic protocols determined in the health manuals.

-CE 4. Data on the patient's clinical history have been assessed.

-CE 5. IT has been used for data completion, processing of medical records and process management.

-CE 6. The rules of care and attention to moribund have been identified and measures to be applied in the event of death.

-CE 7. Medical situations and emergencies have been identified that require radio-medical consultation on board a ship.

-CE 8. Contraindications, side effects, and interactions have been taken into account in the administration of medicinal products.

Contents. Need for medical-radio advice. They are as follows:

-Valuation of the victim's state of consciousness or unconsciousness.

-Localization, identification, and quantification of the presence or absence of respiration.

-Vital Constants.

-Presence or absence of pulse. Features.

-Measurement teams. Parameters. Range. Connection.

-Temperature and blood pressure measurement.

-Normal values of vital constants.

-Pupillary Reflex.

-Clinical reports and stories.

-Shock:

Shock Types of Shock.

First Aid.

Overall shock treatment.

-Pathologies and situations requiring medical consultation by radio:

Pathologies and lesions of the ears, nose, throat, and eyes.

Febrile syndrome sailing in tropical areas.

-Care and care rules for dying:

Actual death and apparent death. Signs of death.

Actuations in case of death.

Conservation techniques for a dead body on board.

Record a corpse record.

Death Act.

Normative about burial in the sea.

-Drug administration principles:

Methodology for Drug Use Methodology.

Active Principle and Commercial Name.

Incompatibilities between medications. Side effects.

− RA 4. It determines the preventive and hygiene measures, assessing the types of diseases and accidents that may affect the personnel involved and taking into account the health and personal hygiene standards.

Assessment Criteria (CE), which are as follows:

-CE 1. Prevention has been related to parasitology and epidemiology with the techniques of sanitation of the vessel (disinfection, deratization, disinsictation).

-EC 2. The importance of regularly planning measures on individual and collective hygiene, health and food handling has been recognised in order to avoid damage and risk of disease transmission in the crews and the passage.

-CE 3. The risk map inherent in the ship's spaces has been developed in order to determine the preventive measures conducive to their reduction.

-CE 4. Major tropical diseases have been linked to the geographical regions where they may appear, with particular reference to malaria and yellow fever.

-CE 5. Special hygiene measures to be adopted in tropical climates have been identified.

-CE 6. Malaria prevention measures (vaccination, chemoprophylaxis, anti-malarial medication, diagnostic kits and prevention of bites) have been planned in areas of risk.

-CE 7. The signs and symptoms of the main sexually transmitted diseases (STDs), and in particular AIDS, have been linked to infection mechanisms and prevention measures.

-CE 8. The consequences of acute ethyl poisoning and the effects of drugs on safety on board have been assessed.

Contents. Prevention and hygiene on board. They are as follows:

-Individual and collective hygiene.

-Ship and cargo hygiene:

ship facilities.

Load Load Spaces.

Habitable Spaces.

Power spaces power.

-Parasitology and epidemiology: parasitism, infection, infestation, prophylaxis.

-Vessel sanitation techniques: disinfection, disinterment.

-Desratization.

-Environmental hygiene: ventilation, heating, cooling, air conditioning, lighting.

-Power hygiene:

Water, food.

-Minimum requirements for calories, proteins and trace elements. Balanced diet.

-Tropical diseases:

tropical diseases and geographic regions. Malaria and yellow fever.

Personal protection against the bite of mosquitoes with application on the individual and on the accommodations.

Special hygiene measures to be taken in tropical climates.

-Work accidents and occupational diseases:

Regulations on accidents at work, occupational diseases and prevention of occupational hazards.

Job risks in the fishing maritime sector. Prevention.

-sexually transmitted diseases (STDs): mechanisms of contagion.

-Symptoms, prevention.

-Quarantine diseases.

-Misuse of drugs, alcohol, and other psychiatric emergencies:

Major drug abuse and its effects.

Consequences of acute ethyl intoxication and drug effects on safety on board.

-Vaccination in the seafarer.

-Health regulations.

-Naval hygiene book.

-Variations in the climate.

− RA 5. It characterizes the means available on board to attend to any possible evacuation and transfer of the patient/accident, interpreting the documentation of the ship and applying the sanitary methodology.

Assessment Criteria (CE), which are as follows:

-CE 1. The various methods of rescue and transport of an injured person have been linked with the maneuvers to be performed according to the number of rescuers.

-CE 2. The type of stretcher has been provided to reduce the risk of worsening of the accident during transport and evacuation.

-CE 3. The sequence of health performances in preparation of the accident has been characterized for evacuation or removal.

-CE 4. The manipulation of the accident has been carried out by suspected contusions or trauma, avoiding collateral damage to prevent major injuries.

-CE 5. The patient's stretcher positioning techniques have been applied with a safety posture based on a suspected pathology. The patient has been caught and zaffed and the transport has been carried out.

-CE 6. The transport operations of a patient with possible spinal injury have been identified according to the established procedures.

-CE 7. Evacuation medical records have been completed.

-CE 8. The configuration of the ship's spaces has been taken into account in accordance with the technical documentation, in order to facilitate the transfer and evacuation of the patient/accident in conditions of efficacy and safety.

Contents. Evacuation and transfer of the injured patient. They are as follows:

-Preparing the injured/ill for evacuation or transfer:

Applying First Aid Measures Application.

-Technical handling of the accident with trauma.

-Fracture techniques for a fracture.

-Injured Inmobilization Techniques in case of spinal trauma.

-stretcher positioning techniques.

-Trincado and zafado operations of the patient.

-First aid kit. Types:

instruments.

Cure Cure Material.

Multiple Drugs.

-Trucks:

types Of Types.

Alternative means of transport and evacuation.

Usage on a ship.

-Maniworks of rescue and transport of an injured/ill person.

-Measures to be observed for helicopter recate:

Select Zone Selection.

Senalization and helicopter-helicopter communications.

− RA 6. Performs the radio-medical consultation describing the patient's symptomatology and applying the established methodology and regulations.

Assessment Criteria (CE), which are as follows:

-CE 1. The information to be transmitted in the radiomedical consultation (initial patient status assessment, basic clinical history, description of the event, among others) has been identified.

-CE 2. The interrogation that is done to a patient has been characterized to approximate a diagnosis according to the established protocol.

-CE 3. The situation of the anatomical regions of an individual and that of the most important vital organs has been identified, as set out in the manual for radio-medical consultations.

-CE 4. The apparatus and systems that make up the Huma Body have been linked, not with their most elementary physiological bases.

-CE 5. Medical consultation has been conducted by radio, applying the specific methodology and regulations, based on a suspected case of ill/injured person.

-CE 6. The types of on-board regulatory first aid kits have been linked with their minimum content and scope of application.

-CE 7. The activity has been organized and executed according to the instructions received, with quality and safety criteria, applying the established procedures.

Contents: Medical-radio query procedures. They are as follows:

-Medical information radio services in health care on board:

Radio Station Nomenclature for Radio-Medical Services.

Methodology and regulations for communications.

Services through satellite communications.

-Procedures for the collection, writing and transmission of patient data.

-Medical evacuation sheets.

-Medical-radio procedure manuals.

-International medical guidance on board.

-Medical record.

-Drug Utilization Guide.

3. English foreign language module.

Duration: 100 hours.

The learning outcomes (RA), which will include Evaluation Criteria and Content, are as follows:

− RA 1. He understands in a solvent manner conversations in standard language, interpreting the general sense of the message.

Assessment Criteria (CE), which are as follows:

-CE1. It has been shown to have enough capacity to understand conversations about social or professional issues in everyday life.

-CE2. It is able to understand a wide variety of specific issues, such as personal and family issues, public issues of personal and general interest, issues related to work presented through descriptions of people, places and things; narratives about current, past, and future events.

-CE3. Shows ability to follow the essential points of a discussion or chat on topics related to your work.

-CE4. It recognizes cohesion mechanisms and organizational signs for more complex language, although it may not recognize different stylistic levels.

-CE5. You can follow a paragraph-to-paragraph speech even when there is an important profusion of details.

-CE6. Only occasionally do you understand words or expressions in unfavourable conditions (e.g. through external speakers or in a very emotional situation)

-CE7. It is able to understand the general meaning of the spoken language of the media, or among native speakers, that require understanding of specialized or sophisticated language.

-CE8. He understands the general sense of discourse and is capable of understanding facts, but not the subtleties of the language used to explain them.

Contents. Analysis of oral messages. They are as follows:

-Obtaining global and specific information from conferences and speeches on specific topics and with some abstraction.

-Strategies to understand and infer non-explicit meanings: main ideas. Contextual keys in oral texts on various topics or to check understanding.

-Global understanding of a message, without the need to understand each and every element of it.

-Understanding professional and everyday messages:

Direct messages, telephone, radio, etchings.

Specific Terminology specific to the professional activity.

Top and Secondary Ideas. Identification of the communicative purpose of the elements of the oral discourse.

grammatical resources: Verbal times, prepositions, locutions, ex-pressure of the condition and doubt, use of passive voice, relative prayers, indirect style, prepositional verbs, modal verbs and others.

Other linguistic resources: likes and preferences, suggestions, arguments, instructions, agreements and disagreements, hypotheses and speculations, opinions and advice, persuasion and warning.

Different oral language accents.

Record Identification of records with greater or lesser degree of formality based on communication intent and communication context.

Using strategies to understand and infer meanings by the context of words, unknown expressions, and implicit information in oral texts on professional topics.

− RA 2. Issue understandable oral messages using simple phrases and simple grammar, with mastery of verbal times, on specific and known topics.

Assessment Criteria (CE), which are as follows:

-CE1. The ability to speak about everyday and professional social issues of everyday life has been shown. In these situations, he has done the following tasks: describe people, places and things; narrate present, past and future activities in a complete way but in simple paragraphs; express facts; compare and contrast; give simple instructions and guidelines; ask and answer predictable issues.

-CE2. He has participated safely in informal and common conversations on specific topics such as work procedures, family, personal experiences and own interests, travel and current events.

-CE3. You have been creative in general communication situations of everyday use, such as dialogues related to your person or with your accommodation; for example, you may have given complicated, extensive and detailed guidelines and make unforeseen changes in travel or other plans.

-CE4. He has been able to converse with native speakers not used to speaking to foreigners, even though the natives have had to adapt to some of their limitations.

-CE5. He has combined and united phrases in a speech of a certain length.

-CE6. It dominates simple grammatical structures, but uses either imprecision or avoids the more complex ones.

-CE7. You have used appropriate vocabulary for expressions of very frequent use, but it is unusual or inaccurate in other circumstances.

-CE8. Errors in pronunciation, vocabulary and grammar can sometimes distort meaning. However, it speaks adequately to the situation, even if the spoken language does not perfectly dominate.

Contents. Production of oral messages. They are as follows:

-Oral messages:

Records used in the issue of oral messages according to the degree of formality.

Specific Terminology specific to the professional activity.

Expressions of frequent and idiomatic use in the professional field.

Basic Formulas for socio-professional interaction in the international arena.

grammatical resources: Verbal times, prepositions, prepositional verbs, locutions, expression of the condition and doubt, use of passive voice, relative prayers, indirect style, modal verbs and others.

Other linguistic resources: likes and preferences, suggestions, arguments, instructions, agreements and disagreements, hypotheses and speculations, opinions and advice, persuasion and warning.

Phonetic. Vocallic sounds and phonemes and their combinations and sounds and consonant phonemes and their groupings.

Social relationship linguistic markers, courtesy rules, and record differences.

-Maintenance and follow-up of oral speech:

Informal Informal Conversations about everyday topics and their professional scope. Participation. Personal opinions. Exchange of information of personal interest.

Resources used in the planning of the oral message to facilitate communication. Sequencing. Use of circumloking and parafrasis to fill linguistic gaps and mechanisms to give coherence and cohesion to discourse.

Oral speech and media to express what you want to communicate.

Adapting the situation and the receiver by adopting an appropriate record.

Strategies to participate and maintain interaction and to negotiate meanings: elements for-text, clarify opinions, summarize, ask or repeat with other words part of the said to confirm the understanding mutual.

Take-out, maintenance, and assignment of the word shift.

Support, demonstration of understanding and request for clarification, among others.

Entonation as a cohesion resource of the oral text: use of the intonation patterns.

− RA 3. It interprets information from known topics contained in intermediate didactic texts and simple and adapted conventional texts.

Assessment Criteria (CE), which are as follows:

-CE1. It has sufficiently understood simple written material on known topics.

-CE2. He has been able to read direct, concrete and simple texts that include descriptions of people, places and things; narratives about present, past and future events. These contexts include articles describing common situations, simple biographical information, social reviews, routine business letters, and simple technical material intended for a middle reader.

-CE3. She has been able to read simple texts on familiar topics that are usually presented in a predictable sequence that helps the reader in understanding.

-CE4. You have been able to understand and set fundamental ideas and details in written material for the common reader and answer questions about these texts.

-CE5. He has easily understood the prose that is built with frequent use phrases and turns.

-CE6. He is able to decipher texts by context and his real-world experience. You can be slow in developing these tasks, and you can also confuse some information.

-CE7. It is able to summarize, order and place specific information in texts from a higher level related to their professional field, but inconsistently and unreliable.

Contents. Interpretation of written messages. They are as follows:

-Predicting information from textual and non-textual elements in texts written on various topics.

-Digital, computer and bibliographic resources, to solve problems of understanding or to search for information, ideas and opinions necessary for the realization of a task.

-Understanding messages, texts, professional and everyday basic articles:

Telematic Media: Fax, e-mail, burofax.

Specific Terminology specific to the professional activity.

Analysis of the most common errors. Synonyms and antonyms, descriptive adjectives.

Main Idea and Secondary Ideas. Identification of the communicative purpose of the textual elements and how to organize the information by distinguishing the parts of the text.

grammatical resources: verbal times, prepositions, prepositional verbs, passive voice use, relative prayers, indirect style, modal verbs, verbs followed by infinitive or forms in "-ing", uses of the forms in "-ing" after certain verbs, prepositions and with subject function, participles in "-ing" or "-ed" and others.

Logical Relationships: Opposition, Concession, Comparison, Condition, Cause, Purpose, Result.

Temporary Relationships: Before, after, and concurrency.

Understanding implicit meanings, positions or views in articles and reports on specific or current professional topics.

Read Strategies for reading according to the textual genre, the communication context, and the purpose to be pursued.

− RA 4. Prepares routine office and social documents by correcting grammatical structures.

Assessment Criteria (CE), which are as follows:

-CE1. He has written simple correspondence of personal and work type, and documents related to them, such as memos, brief reports, and personal letters on everyday subjects.

-CE2. You have been able to record facts, give instructions, perform descriptions of people, places, and things; narrate present, past, and future activities in full paragraphs, even if in a simple way.

-CE3. You have been able to combine and join phrases by getting a consistent text; contrasting paragraphs, and connecting them in reports and correspondence.

-CE4. You have been able to structure your ideas according to a few main points or a simple sequence of events. However, the correlation of ideas may not always be clear and transitions are unnatural.

-CE5. You have demonstrated mastery of the grammatical structures of frequent use, although you may use them with imprecision or avoid the most complex ones.

-CE6. You have used an appropriate vocabulary for frequently used topics with some circumloquies.

-CE7. Errors in grammar, vocabulary, spelling, and punctuation may distort the meaning. However, the individual writes in a generally appropriate manner for the occasion, although the mastery of the written language is not always consistent.

Contents. Issuance of written texts. They are as follows:

-Composition of a variety of texts of some complexity. Planning and review. Use of mechanisms of organization, articulation and cohesion of the text.

-Expression and fulfillment of professional and everyday messages and texts.

Curriculum vitae and telematic media: fax, e-mail, burofax.

Specific Terminology specific to the professional activity.

Main Idea and Secondary Ideas. Communicative purpose of textual elements and how to organize information by distinguishing the parts of the text.

Grammatical resources: verbal times, prepositions, prepositional verbs, modal verbs, locutions, passive voice use, relative prayers, indirect style. Links: "because of", "since", "although", "even if", "in spite of", "despite", "however", "in contrast", among others.

-Logical relations: opposition, concession, comparison, condition, cause, purpose, result, consequence.

-Sequencing of written speech: "first", "after", "then", "finally".

-Derivation: suffixes to form adjectives and nouns.

-Temporary relationships: prior, after, concurrency.

-Textual coinheritance:

Text Adequation of text to communicative context.

Type and text format.

Language Variety. Registration. Appropriate use to the reader to which the text is addressed.

lexic selection, syntactic structures, and relevant content.

Formal Structures in the written texts. Selection and application.

Logical Sorting of phrases and paragraphs. Coherent texts. Appropriate link elements.

Investment: After "neither", "nor" and "so". After negative expressions and "only".

Start of the speech and introduction of the theme. Development and expansion: exemplification. Conclusion and/or summary of the speech.

Usage of punctuation signs.

ANNEX II

Supporting Memory Structure

This Memory configures the training program to be presented by the different agencies involved, in order to obtain the approval of the corresponding curriculum. It is a commitment to the characteristics of the training to be delivered and the conditions under which it will be developed.

Its structure responds to a curricular design that contemplates the objectives, contents, procedures and means involved in the teaching-learning process.

1. Description of the curriculum.

1.1 Naming.

1.2 Requesting Army.

1.3 Centers where teaching is taught, specifying courses and periods.

1.4 On-the-scale incorporation plates over the next three years.

1.5 Lective load expressed in hours associated with the curriculum and duration based on the form of income and procedures.

2. Objectives of the curriculum.

2.1 Profiles by major specialty.

2.2 General Skills (CG) (Appendix 1).

2.3 Specific Competences (EC) by major specialty (Appendix 2).

The profiles and competencies will be determined by the Assistant Secretary of Defense and the Chiefs of Staff of the Army of the Earth, the Navy, and the Air Force, in the field of their respective competencies. For those students who enter without a higher technical qualification, the training in those priority areas referred to in Article 10 of Royal Decree 1538/2006 of 15 December, establishing the general management of the vocational training of the education system.

3. Student access.

3.1 Reception procedures for students entering direct access and failing to provide evidence of prior military training. The host and accommodation actions of the student to the teaching centre should be included at this point.

3.2 Support and guidance procedure for students. Accessible systems of information related to the curriculum, the centre, the teachers and the services provided by the centre.

4. Planning of the teachings.

4.1 Study Plan Distribution (PLAEST) by Training Modules (Appendix 3).

4.2 Structure of the learning modules expressed in learning outcomes and Evaluation Criteria (Appendix 4).

4.3 Sheet of the PLAEST training modules (Appendix 5).

4.4 Relationship between training modules and competencies (Appendix 6).

4.5 Temporary PLAEST Planning (Appendix 7).

5. Validation in hours. For those from the troop or seafaring scales, they shall be established for the promotion income, the hours which are validated by their training counterparts. The calculation of the hours shall be related to the learning outcomes of each training module.

6. Expected results. Rates of certification, abandonment and efficiency.

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