Specialisations within the Online Bachelor’s Degree in Primary Education
Official qualification
Online Mentions for the Bachelor's Degree in Primary Education
Online
Complete your Bachelor's Degree in Primary Education with an additional specialisation, which will allow you to enhance your teaching career and carry out extra functions in public, private or state-subsidised schools.
Study at Spain's No. 1 University in terms of employability (U-Ranking 2023, BBVA Foundation). Limited places.
Specialise in your teaching profile and broaden your career opportunities
The official specialisations offered as part of the UAX Bachelor’s Degree in Primary Education will enhance your teaching profile, preparing you for today’s educational challenges with specialisations that are in high demand. It doesn’t matter where you completed your degree: here you’ll gain the specialist training that will set you apart in the job market and open doors for you in state, private and state-subsidised independent schools.
Specialised training with official recognition
Choose from six specialisations designed by experts – Physical Education, English as a Foreign Language, Hearing and Speech, Remedial Education, Music Education, and Technology and Media – and become the ideal candidate for specific teaching posts.
You’ll be trained through an up-to-date programme based on the latest trends in the sector, with a teaching staff comprising PhD holders and researchers with extensive experience. By studying several specialisations, you’ll increase your chances of success in the competitive teacher recruitment exams, enabling you to apply for both general posts and specific roles in physical education, music, English and other specialisms.
All delivered in a flexible online format, allowing you to watch lessons live or on demand, so you can balance your studies with your personal and professional life.
Official Mentions Available
Physical Education: Develop inclusive physical activities and learn a variety of games for primary school students.
Foreign Language (English): Acquire strategies and didactic resources to promote the use of English in the classroom.
Music: Learn about music fundamentals, world music and innovations in music computing.
Hearing and Language: Intervenes in language disorders with specialised methodologies and technological resources.
Therapeutic Pedagogy: It proposes adaptations for students with specific educational support needs.
Technology and Media: Exploits the potential of ICT in education and learns to assess its risks.
Boost your professional profile with micro-credentials
NEUROEDUCATION FOR TEACHERS: IDENTIFICATION AND ASSESSMENT
BOOST YOUR TALENT WITH GENERATIVE AI
LEADERSHIP AND SOFT SKILLS
Neuroeducation for teachers: identification and assessment
Enhance your teaching practice by understanding learning through the lens of neuroeducation. This micro-credential equips you to analyse students’ cognitive, emotional and behavioural processes, identify potential difficulties at an early stage, and apply evidence-based inclusive teaching strategies in the classroom.
Boost your talent with Generative AI
Transform the way you work with generative artificial intelligence. This micro-credential empowers you to apply tools like ChatGPT, Copilot, and Gemini to analyze information, create content, and make decisions in real-world academic contexts, integrating solutions ethically and responsibly within the educational field.
Leadership and Soft Skills
Develop your potential in education through leadership and interpersonal skills. This microcredential provides you with the keys to managing teams, communicating effectively, and solving problems in real-world educational settings, combining personal leadership techniques with practical productivity and collaboration tools.
Information on the specialisations within the Bachelor’s Degree in Primary Education
Syllabus and subjects
Mention in Physical Education (48 ECTS) You will acquire the necessary skills to develop as a teacher of Physical Education. You will learn how to work on the inclusion of people with educational needs in physical activity, as well as discovering a wide variety of activities and games for students of this age group.
Mention in Foreign Language (English) (48 ECTS) You will acquire the necessary skills to express yourself and promote the use of the English language in Primary Education. You will learn strategies and didactic resources of the English language, which will help you to apply them in the classroom and to improve your didactic skills. All subjects are taught in English.
Specialisation in Hearing and Language (48 ECTS) You will learn about the main difficulties of oral and written language in the primary classroom. In addition, you will learn strategies and methodologies in language intervention and the technological resources necessary for intervention in language and communication disorders.
Specialisation in Therapeutic Pedagogy (48 ECTS) You will be able to learn about the most common pathologies and propose adaptations for students with specific educational support needs. You will acquire the necessary skills to respond to the demands of students with special educational needs.
Mention in Music (48 ECTS) You will delve into the fundamentals of musical work, as well as explore world music and the links between music and film. You will have the opportunity to learn about the latest innovations in music computing.
Mention in Technology and Media (48 ECTS) Adapted to the new trends in digitalisation and technological transformation of education. Its aim is to train teachers prepared to exploit the potential of ICT, while also being able to assess their risks.
Bachelor’s Degree in Primary Education
First Year
OPTIONAL SUBJECTS
Code
Subjects
Character*
ECTS
N/A
Elective
OP
48
TOTAL:
48
List of Optional Subjects
FIRST FOUR-MONTH PERIOD
Code
Subjects
Character*
ECTS
S0350730
Advanced Teaching Skills for Physical Education Teachers
OP
6
Advanced Teaching Skills for Physical Education Teachers
He holds a degree in Physical Activity and Sport Sciences with a specialisation in Sports Coaching, as well as being a Senior Technician in Physical and Sports Activities. He holds a Master’s Degree in Teacher Training for Secondary Education (ESO), Sixth Form, Vocational Training and Languages, specialising in Physical Education. He teaches at educational institutions offering TSEAS, TSAF and TEGU vocational training programmes, and acts as a tutor for vocational training students both in the classroom and in workplace settings. She combines her professional work with university teaching, delivering classes on the Physical Education modules within the Early Years and Primary Education degree programmes.
Objectives
• To define the concept of teacher leadership in the educational context.
• To examine the concept of persuasiveness in the educational context.
• To define the concept and application of ethics in the educational context.
• To enhance the pedagogical competence of Physical Education teachers through the understanding and effective application of storytelling as an educational tool, with the aim of promoting the holistic development of pupils, strengthening their oral communication skills, active listening, motor skills, creativity and intercultural understanding.
• To recognise the role of the teacher as an effective communicator and their impact on pupils’ learning.
• To develop skills in preparing and selecting appropriate stories.
Prerequisites
None, apart from those required for admission to the Bachelor’s degree in Primary Education.
Learning outcomes
RS3 – Foster a sense of community in and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences
RS5 – Carry out tutoring and guidance roles with pupils and their families, addressing pupils’ individual educational needs (CG06B) TYPE: Skills or competences
RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS7 – Collaborate with the various sectors of the educational community and the wider society (CG07A) TYPE: Skills or competences
RS10 – Value individual and collective responsibility in achieving a sustainable future (CG09) TYPE: Skills or competences
RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences
Description of the content
Leadership as a teaching skill. Leadership styles.
Developing the ability to persuade. Applications in the Physical Education classroom.
Ethics for teachers.
Storytelling as a classroom tool. Its usefulness for physical education teachers.
Presentations and public speaking skills.
Influencing children through storytelling in the Physical Education classroom
Training activities
V1. Online classes
V2. Guided work on the virtual platform
V3. Practical sessions
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10 per cent of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To have your marks averaged according to the above weightings, you must achieve at least a mark of 5 out of 10 in the final face-to-face examination.
If you have to sit the supplementary assessment, 100 per cent of your final mark will be based on the mark you achieve in the supplementary final exam for the module.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; should there be evidence of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
Bibliography
Core:
1. Elizondo, A., & Rodríguez, L.
Teachers and Civic and Ethical Education.
REICE: Ibero-American Journal on Quality, Effectiveness and Change in Education. 2009.
ISBN: 1696-4713
2. Grugeon, E., & Garder, P.
The Art of Storytelling for Teachers and Pupils: Using Stories to Develop Literacy in Primary Classrooms
Routledge. 2013.
ISBN: 1-85346-617-4
S0350731
Working in Multidisciplinary Teams in Physical Education
OP
6
Working in Multidisciplinary Teams in Physical Education
PhD candidate in educational innovation and teacher training at the University of Jaén. She holds a Master’s degree in Inclusive Education and Society and a Bachelor’s degree in Early Years Education. She is a lecturer on the Early Years and Primary Education degree programmes at Alfonso X el Sabio University. She works as head of the pedagogical consultancy department at Opospills. She is involved in various projects related to CIEI, neuroimaging, neuroscience, neuropractices and neuroeducation.
Objectives
• To recognise the role of the Physical Education teacher in schools.
• To promote and facilitate learning in early childhood, from a holistic and inclusive perspective that encompasses the various cognitive, emotional, psychomotor and developmental dimensions, in order to foster the development of effective communication from an early age.
• To encourage the use of agile methodologies in primary education to improve collaboration, adaptability and efficiency in the educational process, preparing pupils to face the challenges of the future with strong teamwork and critical thinking skills.
• To recognise the importance of values in teaching practice.
• To promote cooperative learning in educational settings, encouraging collaboration amongst pupils to improve their social, academic and personal skills, and to strengthen the inclusion of pupils with special needs.
• Assess how the team contributes to the implementation of organisational strategies.
Prerequisites
None, apart from those required for admission to the Bachelor’s degree in Primary Education.
Learning outcomes
RK5 – Understand quality improvement models applicable to educational institutions (CG12B) TYPE: Knowledge or content
RS3 – Foster a sense of community in the classroom and beyond, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences
RS6 – Recognise that the teaching profession must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS7 – Collaborate with the various sectors of the educational community and the wider society (CG07A) TYPE: Skills or competencies
RS10 – Value individual and collective responsibility in achieving a sustainable future (CG09) TYPE: Skills or competences
RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to operate with integrity in the professional sphere. TYPE: Competences
Description of the content
Teamwork skills. The Physical Education teacher within the teaching staff.
Effective communication within work teams.
Agile teamwork.
Diversity and inclusion as values for the Physical Education teacher.
Continuous improvement as a result of collaborative work.
Evaluation of work teams’ results.
Training activities
V1. Online classes
V2. Guided work on the online platform
V3. Practical sessions
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10% of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person examination.
If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; should there be any evidence of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
Bibliography
Essential:
1. McCarthy, R.
The Agile Method: What You Need to Know About Agile Project Management, the Kanban Process, Lean Thinking and Scrum.
Primasta. 2020.
ISBN: 9781954029569
2. Pérez Vilar, P. S., and Azzollini, S.
Leadership, Teams and Work Groups: Their Relationship with Job Satisfaction.
PhD in Psychology from the Complutense University of Madrid. Bachelor’s degree in Philosophy and Educational Sciences from the University of Oviedo. University Expert in People Management from Bureau Veritas and Camilo José Cela University. Master’s degree in Occupational Health and Safety from Camilo José Cela University and Senior Technician in Occupational Health and Safety (3 specialisms). Honorary Doctorate from Bircham International University and Honorary Doctorate from the Latin American University of Mexico. Extraordinary Award from the Antonio Beristain Ipiña Chair in Victimology for humanistic and research excellence. He has been a lecturer and has held positions of responsibility within universities. Accredited by ANECA as a tenured lecturer with a six-year research tenure. I have lectured at several universities and have extensive experience in university management.
Objectives
• To define the concept of teaching leadership in the educational context and its application in catering for diversity.
• To examine the concept of persuasion within the educational context, analysing its importance in addressing diversity and establishing strategies for developing it in the therapeutic pedagogy classroom.
• To deepen understanding of the concept and application of ethics in the educational context, with a view to establishing a meaningful framework to guide teaching practice and promote school environments grounded in sound ethical principles.
• To enhance the pedagogical competence of therapeutic pedagogy teachers through the understanding and effective application of storytelling as an educational tool for the holistic development of pupils.
• To develop advanced presentation and public speaking skills, focused on effective oral communication and adapted to the educational and therapeutic context of therapeutic pedagogy, in order to enhance students’ learning and interaction.
• To carry out a comprehensive analysis to determine the influence of storytelling in the classroom context and how it impacts students’ educational experience.
Prerequisites
None, apart from those required for admission to the Bachelor’s degree in Primary Education.
Learning outcomes
RS3 – Foster a sense of community in the classroom and beyond, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences
RS5 – To carry out tutoring and guidance roles with students and their families, addressing students’ unique educational needs (CG06B) TYPE: Skills or competences
RS6 – Recognise that teaching practice must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS7 – Collaborate with the various sectors of the educational community and the wider society (CG07A) TYPE: Skills or competences
RS10 – Value individual and collective responsibility in achieving a sustainable future (CG09) TYPE: Skills or competences
RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective and clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to operate with integrity in the professional sphere. TYPE: Competences
Description of the content
Leadership as a teaching skill. Leadership styles.
Developing the ability to persuade. Applications in the therapeutic pedagogy classroom.
Ethics for teachers.
Storytelling as a classroom tool. Its usefulness for the therapeutic pedagogy teacher.
Presentations and public speaking skills.
Influencing children through storytelling in the therapeutic pedagogy
.
Training activities
V1. Online lessons
V2. Guided work on the virtual platform
V3. Practical classes
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10 per cent of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
In order for the above weightings to be averaged, you must achieve a mark of at least 5 out of 10 in the final in-person examination.
If you have to sit the supplementary assessment, 100 per cent of your final mark will be based on the mark you achieve in the supplementary final exam for the module.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
Bibliography
Core:
1. Ibarrola, B.
Exciting Learning.
Ediciones SM. 2013.
ISBN: 978-846756293
2. Villalustre Martínez, L., & Pérez, M. E. D.
Digital storytelling: a new strategy for future teachers to tell stories and develop skills.
She holds a Bachelor’s degree in Early Years Education from the Andrés Bello Catholic University (Venezuela) and a Master’s degree in Augmentative and/or Alternative Communication from the La Salle Higher Centre for University Studies (Spain), and an International Mentoring Programme at Francisco de Vitoria University. A university lecturer and educational coordinator with extensive experience in early years education and teacher training. Specialising in teaching leadership, assertive communication and classroom management, she has dedicated her career to training future teachers and developing innovative educational projects. She currently lectures on the Bachelor’s degree programmes in Early Years Education and Primary Education, as well as on the Master’s in Educational Innovation at Alfonso X el Sabio University (UAX), and is the Early Years Coordinator at Highlands School Los Fresnos, where she leads the “Caring Together” programme, which supports teachers and families, and as a facilitator of Franklin Covey’s “The 7 Habits of Highly Effective People”. She has received several awards and certifications, including Microsoft Innovative Educator (MIE) Expert, Microsoft’s 2024 Best Practice in Early Years Education “Lomloe in Action: Enhancing Early Years Assessment with AI and Excel”, and theAcade Award 2023 for her innovative teaching practice. Her dedication to education is also reflected in her publications and collaborations, notably her article in Éxito Educativo (2024) on the empowerment of teaching teams.
Objectives
• To recognise the role of the remedial teaching teacher in schools, identifying the benefits of teamwork for the educational community.
• To understand the definition of effective communication and its key characteristics, recognise its importance, and identify different types of conflict and their causes, whilst seeking effective solutions to resolve them.
• To promote the use of agile methodologies to improve collaboration, adaptability and efficiency in the educational process, preparing students to face the challenges of the future with teamwork and critical thinking skills.
• To recognise the importance of values in teaching practice, identify which values should be emphasised in the educational context, develop teaching strategies that incorporate them, and assess their impact on the school environment.
• To achieve the full integration and inclusion of pupils through collaborative processes, helping professionals to identify difficulties and develop cooperative learning methodologies.
• To evaluate the outcomes of multidisciplinary working groups in the educational context, identifying areas for improvement, process efficiency, roles, satisfaction and the impact of collaborative work on teaching and organisational outcomes.
Prerequisites
None, apart from those required for admission to the Bachelor’s degree in Primary Education.
Learning outcomes
RK5 – Understand quality improvement models applicable to educational institutions (CG12B) TYPE: Knowledge or content
RS3 – To foster harmonious coexistence in and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences
RS6 – Recognise that the teaching profession must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competencies
RS7 – Collaborate with the various sectors of the educational community and the wider society (CG07A) TYPE: Skills or competences
RS10 – Value individual and collective responsibility in achieving a sustainable future (CG09) TYPE: Skills or competences
RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences
Description of the content
Teamwork skills. The Therapeutic Pedagogy teacher within the
teaching staff.
Effective communication within work teams.
Agile teamwork.
Diversity and inclusion as core values for the Special Educational Needs teacher.
Continuous improvement as a result of collaborative work.
Evaluation of work teams’ results.
Training activities
V1. Online classes
V2. Guided work on the virtual platform
V3. Practical sessions
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10% of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To have your marks averaged across the above weightings, you must achieve a mark of at least 5 out of 10 in the in-person final exam.
If you have to sit the supplementary examination, 100% of your final mark will be based on the mark you achieve in the supplementary final examination for the module.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
Bibliography
Essential:
1. McCarthy, R.
The Agile Method: What You Need to Know About Agile Project Management, the Kanban Process, Lean Thinking and Scrum.
Primasta. 2020.
ISBN: 9781954029569
2. Pérez Vilar, P. S., and Azzollini, S.
Leadership, Teams and Work Groups: Their Relationship with Job Satisfaction.
She holds a Bachelor’s degree in English Studies from the University of Málaga and a Master’s degree in Linguistic, Literary and Cultural Studies from the University of Seville. She also holds a Master’s degree in Teaching Spanish as a Foreign Language from the University of Málaga. Extensive teaching experience at the Pablo Picasso Secondary School in Seville and at Alfonso X el Sabio University, where she teaches modules on various degree programmes, including the Bachelor’s Degree in Primary Education, the Bachelor’s Degree in Law, and official Master’s programmes such as the Master’s in Teacher Training and the Master’s in Bilingual Education. She also collaborates with other universities on the development of teaching materials and the supervision of Master’s theses.
Objectives
• To identify different styles of teaching leadership in the context of English language teaching, understanding their impact on learning and group dynamics.
• To develop skills to recognise and employ persuasion strategies in the classroom, thereby facilitating communication, motivation and positive influence on students.
• To understand the fundamental principles of teaching ethics in English language teaching, analysing ethical dilemmas and making informed decisions to create a respectful and inclusive learning environment.
• Use storytelling as a methodological resource in English language teaching to encourage active participation, creativity and cultural diversity in the classroom, integrating and adapting stories to the context and educational objectives.
• Acquire the skills to plan, structure and deliver effective oral presentations in English, managing nerves and encouraging student participation and interaction.
• Apply specific storytelling techniques to influence students’ motivation, comprehension and oral expression, facilitating language acquisition and consolidation through meaningful narratives and dynamic activities.
Prerequisites
None, apart from those required for admission to the Bachelor’s degree in Primary Education.
Learning outcomes
RS3 – Foster a positive learning environment both inside and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences
RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS7 – Collaborate with the various sectors of the educational community and the wider society (CG07A) TYPE: Skills or competences
RS10 – Value individual and collective responsibility in achieving a sustainable future (CG09) TYPE: Skills or competences
RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences
Description of the content
Leadership as a teaching skill. Leadership styles.
Developing the ability to persuade. Applications in the English classroom.
Ethics for teachers.
Storytelling as a classroom tool. Its usefulness for foreign language teachers.
Presentations and public speaking skills.
Influencing children through storytelling in the English classroom
Training activities
V1. Online lessons
V2. Guided work on the virtual platform
V3. Practical lessons
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10 per cent of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To have your marks averaged according to the above weightings, you must achieve a mark of at least 5 out of 10 in the face-to-face final exam.
If you have to sit the supplementary assessment, 100 per cent of your final mark will be based on your result in the supplementary final exam for the module.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
Bibliography
Core:
1. HORWITZ, Elaine Kolker. 2020.
Becoming a language teacher: A practical guide to second language learning and teaching
Castledown Publishers. 2020.
ISBN: 978-0-6481844
2. Sayyed Rashid Shah
Teachers as Leaders: Equipping English Language Teachers with Leadership Knowledge and Skills in TESOL
Journal of Education in the Black Sea Region. 2019.
ISBN: 2346 8246
S0350737
Working in Multidisciplinary Teams for Foreign Language Teaching
OP
6
Working in Multidisciplinary Teams for Foreign Language Teaching
PhD candidate on the Doctoral Programme in Linguistics, Literature and Translation at the University of Málaga. She holds a Master’s degree in English Studies, Multilingual and Intercultural Communication and another in Secondary School Teacher Training, specialising in Foreign Languages (English). She teaches at Alfonso X el Sabio University, where she delivers lectures on the Early Years and Primary Education undergraduate programmes, both with a specialisation in English. She also collaborates with the International University of Valencia, supervising Master’s dissertations on the Master’s programme in Foreign Language Teacher Training. She was a visiting researcher at Birmingham City University (February–May 2026). Her research interests include critical theory, Pre-Raphaelite studies, adaptation studies, intermediality and Shakespeare’s heroines. She is also a member of the Birmingham Pre-Raphaelite Society (PRS).
Objectives
• To recognise the role of the foreign language teacher in schools, as well as to identify and develop the skills required for teamwork, whilst understanding the importance of teacher collaboration for inclusive and effective schooling.
• To analyse the principles, characteristics and key strategies of effective communication within educational teams, developing skills to resolve conflicts and apply cooperative techniques in the primary school classroom.
• To promote the use of agile and collaborative methodologies in primary education, in order to enhance adaptability, efficiency and critical thinking within teamwork, whilst integrating technological tools and innovative strategies.
• To recognise the importance of values in teaching practice and to develop pedagogical strategies for incorporating them into teamwork and the teaching of values to pupils, promoting inclusion, equity and creativity.
• To promote cooperative learning and continuous improvement in educational settings through innovative and diverse methodologies, fair assessment, inclusion, participation and strategies for conflict prevention in the classroom.
• To evaluate the results and performance of multidisciplinary teaching teams, analysing the fulfilment of objectives, roles, communication and opportunities for improvement, and integrating feedback and professional development tools to achieve high-quality, collaborative teaching.
Prerequisites
None, apart from those required for admission to the Bachelor’s degree in Primary Education.
Learning outcomes
RK5 – Understand quality improvement models applicable to educational institutions (CG12B) TYPE: Knowledge or content
RS3 – To foster harmonious coexistence in and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences
RS6 – Recognise that the teaching profession must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS7 – Collaborate with the various sectors of the educational community and the wider society (CG07A) TYPE: Skills or competences
RS10 – Value individual and collective responsibility in achieving a sustainable future (CG09) TYPE: Skills or competences
RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to operate with integrity in the professional sphere. TYPE: Competences
Description of the content
Teamwork skills. The Foreign Language teacher within the teaching staff.
Effective communication within work teams.
Agile teamwork.
Diversity and inclusion as values for English teachers.
Continuous improvement as a result of collaborative work.
Evaluation of work teams’ results.
Training activities
V1. Online lessons
V2. Guided work on the online platform
V3. Practical sessions
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10 per cent of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To have your marks averaged according to the above weightings, you must achieve a mark of at least 5 out of 10 in the face-to-face final exam.
If you have to sit the supplementary assessment, 100 per cent of your final mark will be based on the mark you achieve in the supplementary final exam for the module.
The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the university’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
Bibliography
Core:
1.- CHACÓN CORZO, María Auxiliadora; CHACÓN, Carmen Teresa; ALCEDO, Yesser Antonio
Interdisciplinary learning projects in teacher training
Mexican Journal of Educational Research, 2012, vol. 17, no. 54, pp. 877–902. 2012.
ISBN: 1405-6666
2.- McCarthy, R.
The Agile Method: What You Need to Know About Agile Project Management, the Kanban Process, Lean Thinking and Scrum.
Primasta. 2020.
ISBN: 9781954029569
3. Pérez Vilar, P. S., and Azzollini, S.
Leadership, teams and working groups: their relationship with job satisfaction.
Journal of Psychology (PUCP). 2013.
ISBN: 0254-9247
4. Pons, M.
Multidisciplinary educational resources.
Narcea. 2020.
ISBN: 9788427727700
5.- VILLACAÑAS DE CASTRO, Luis Sebastián. An interdisciplinary approach to teaching children’s literature in English. Didáctica (Language and Literature), 2013.
An interdisciplinary approach to teaching children’s literature in English
Teaching (Language and Literature). 2013.
ISBN: 1130-0531
S0350739
Advanced Teaching Skills in Technological Environments
OP
6
Advanced Teaching Skills in Technological Environments
Silvia Pradas Montilla, a PhD holder accredited by ANECA, holds a PhD in Education and a degree in Educational Psychology, with over 20 years’ experience as a university lecturer and researcher. She has spent over 10 years managing various university degree programmes, having served as director of several master’s programmes, including the Master’s in Psychopedagogy and Educational Neuropsychology, and is currently director of the Master’s in Educational Technology and Digital Skills. She contributes to various research projects, is the author of several publications, and has initiated a line of research into educational neurotechnology
Prerequisites
None, apart from those required for admission to the Bachelor’s degree in Primary Education.
Learning outcomes
RK3 – To understand and apply information and communication technologies in the classroom (CG11A) TYPE: Knowledge or content
RK4 – To understand the role, potential and limitations of education in today’s society, and the key competencies relevant to primary schools and their staff (CG12A) TYPE: Knowledge or content
RK5 – To be familiar with quality improvement models applicable to educational institutions (CG12B) TYPE: Knowledge or content
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences
RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences
RS3 – Foster a sense of community in and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences
RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competences
RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school (CG02) TYPE: Competences
Description of the content
• Leadership as a teaching skill. Leadership styles. The impact of ICT on leadership
• Developing the ability to persuade.
• Ethics for teachers. Ethical implications of using ICT.
• Storytelling as a classroom tool. Digital storytelling.
• Presentations and public speaking skills.
• Influencing children through storytelling.
Training activities
V1. Online classes
V2. Guided work on the virtual platform
V3. Practical classes
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10 per cent of the final mark.
• Portfolio: 30% of the final mark.
• In-person final exam: 60% of the final mark.
To have your marks averaged according to the above weightings, you must achieve at least a mark of 5 out of 10 in the final in-person exam.
If you have to sit the supplementary assessment, 100 per cent of your final mark will be based on the mark you achieve in the supplementary final exam for the module.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, this will be checked both by the tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
S0350740
I work in multidisciplinary teams using innovative technologies
OP
6
I work in multidisciplinary teams using innovative technologies
Accredited by ANECA as a contracted lecturer and private university. PhD in Communication from the University of Huelva. Master’s degree in Information and Communication Technologies for Education and Digital Learning from Antonio de Nebrija University. Master’s degree in Communication and Online Education from the National University of Distance Education. Bachelor’s degree in Primary Education with a specialisation in English from Camilo José Cela University. Diploma in Early Years Education from the University of Castilla-La Mancha. Member of the Alfamed Ibero-American Network. Her research focuses on transmedia storytelling and educational television, as well as the use of storytelling on social media, all centred on adolescents and young people.
Prerequisites
None, apart from those required for admission to the Bachelor’s degree in Primary Education.
Learning outcomes
RK3 – To understand and apply information and communication technologies in the classroom (CG11A) TYPE: Knowledge or content
RK4 – To understand the role, potential and limitations of education in today’s society, and the key competencies relevant to primary schools and their staff (CG12A) TYPE: Knowledge or content
RK5 – To be familiar with quality improvement models applicable to educational institutions (CG12B) TYPE: Knowledge or content
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly drawing on democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences
RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences
RS3 – Foster a positive learning environment both inside and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences
RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competences
RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school (CG02) TYPE: Competences
Description of the content
• Teamwork skills. Peer support when working with ICT.
• Effective communication within work teams.
• Agile teamwork.
• Diversity and inclusion in the use of ICT in the classroom.
• Continuous improvement as a result of collaborative work.
• Evaluation of work teams’ results.
Training activities
V1. Virtual classes
V2. Guided work on the virtual platform
V3. Practical sessions
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10 per cent of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person examination.
If you have to sit the supplementary assessment, 100 per cent of your final mark will be based on the mark you achieve in the supplementary final exam for the module.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
S0350742
Advanced Teaching Skills for Speech and Language Teachers
OP
6
Advanced Teaching Skills for Speech and Language Teachers
Researcher specialising in educational innovation, new methodologies and inclusion, with a focus on pupils with ASD and deaf people. Teaching experience on the Master’s Degree in Teacher Training (educational guidance) and on the Bachelor’s Degree in Primary and Early Years Education (with specialisations in music, learning difficulties, physical therapy and physical education). He has been nominated twice for the Educa Abanca awards. Furthermore, he has directed a performing arts school, drawing on his diploma in classical dance and choreography, integrating creativity and diversity into educational practice.
Objectives
• To explore and understand the role of leadership in the educational setting, analysing how different leadership styles can influence school improvement and the creation of a culture of collaborative working.
• To conduct an in-depth analysis of persuasion in the educational context, studying its main models and strategies, particularly those applied in the Hearing and Language classroom.
• To deepen understanding of professional teaching ethics in order to establish a clear framework that guides practice and fosters a school environment based on ethical principles and constructive relationships.
• To foster pedagogical competence through the understanding and effective use of storytelling as an educational resource, enhancing oral communication, creative thinking and reading comprehension.
• To develop advanced skills in giving presentations and public speaking, focusing oral communication within the educational and therapeutic context of Hearing and Speech Therapy to enhance learning and interaction with pupils.
• To analyse in detail the impact of storytelling on education, identifying its potential to improve students’ communicative development and motivation in the hearing and speech therapy classroom.
Prerequisites
None, apart from those required for admission to the Bachelor’s degree in Primary Education.
Learning outcomes
RS3 – Foster a sense of community both inside and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences
RS6 – Recognise that the teaching profession must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competences
RS8 – Recognise the educational dimension of the teaching role and promote democratic education for active citizenship (CG07B) TYPE: Skills or competences
RS10 – Value individual and collective responsibility in achieving a sustainable future (CG09) TYPE: Skills or competences
RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences
Description of the content
Leadership as a teaching skill. Leadership styles.
Developing the ability to persuade. Applications in the Hearing and Language classroom.
Ethics for teachers.
Storytelling as a classroom tool. Its usefulness for Hearing and Speech teachers.
Presentations and public speaking skills.
Influencing children through storytelling in the hearing and speech therapy classroom.
Training activities
V1. Online classes
V2. Guided work on the virtual platform
V3. Practical classes
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10 per cent of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To have your marks averaged according to the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.
If you have to sit the supplementary assessment, 100 per cent of your final mark will be based on the mark you achieve in the supplementary final exam for the module.
The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; should there be evidence of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
Bibliography
Core:
1. Ibarrola, B.
Exciting Learning.
Ediciones SM. 2013.
ISBN: 978-846756293
2. Villalustre Martínez, L., & Pérez, M. E. D.
Digital storytelling: a new strategy for future teachers to tell stories and develop skills.
Complutense Journal of Education. 2014.
ISBN: 1130-2496
S0350743
Working in Multidisciplinary Teams for Speech and Language Therapists
OP
6
Working in Multidisciplinary Teams for Speech and Language Therapists
PhD in Education from the Faculty of Teacher Training at the Autonomous University of Madrid, with distinction (Cum Laude).
Bachelor’s degree in Educational Psychology from the National University of Distance Education.
Diploma in Social Education from the National University of Distance Education.
University lecturer.
She holds a research grade recognised by the CNEAI. She has published numerous articles in prestigious scientific journals and publications. She has participated in research projects and is also a principal investigator (PI) on research projects. She has presented more than twenty papers at national and international conferences and has been invited to speak at prestigious universities.
Objectives
• To recognise the role of the hearing and speech therapist in schools and to understand the skills required for teamwork, with a focus on this professional’s involvement within the teaching staff.
• To understand what constitutes effective communication within educational teams, to identify the forms and causes of conflict, and to seek solutions to resolve them constructively, thereby fostering cooperation amongst team members.
• To describe the fundamental principles of agile teamwork and analyse how these methodologies can be applied in music education to facilitate effective collaboration within multidisciplinary teams.
• To identify the importance of values in teaching practice, recognise the key values that should be fostered in the educational context, and develop teaching strategies that integrate them into daily work with pupils.
• To study the methodology of cooperative learning in primary education, investigating how collaboration and the distribution of tasks contribute to continuous improvement and the inclusion of all pupils in the learning process.
• To evaluate the effectiveness of multidisciplinary teams, identifying areas for improvement, the impact on teaching and organisational outcomes, and promoting the optimisation of resources in collaborative work.
Prerequisites
None, apart from those required for admission to the Bachelor’s degree in Primary Education.
Learning outcomes
RS3 – Foster a sense of community within and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences
RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competencies
RS8 – Recognise the educational dimension of the teaching profession and promote democratic education for active citizenship (CG07B) TYPE: Skills or competences
RS10 – Value individual and collective responsibility in achieving a sustainable future (CG09) TYPE: Skills or competences
RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences
RK5 – Understand quality improvement models applicable to educational institutions (CG12B) TYPE: Knowledge or content
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences
Description of content
Teamwork skills. The Speech and Language Therapist within the teaching staff.
Effective communication within work teams.
Agile teamwork.
Diversity and inclusion as core values for the Hearing and Speech Therapist.
Continuous improvement as a result of collaborative work.
Evaluation of work teams’ results.
Training activities
V1. Online classes
V2. Guided work on the virtual platform
V3. Practical sessions
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10% of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person examination.
If you have to sit the supplementary assessment, 100 per cent of your final mark will be based on the mark you achieve in the supplementary final exam for the module.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
Bibliography
Essential:
1. McCarthy, R.
The Agile Method: What You Need to Know About Agile Project Management, the Kanban Process, Lean Thinking and Scrum.
Primasta. 2020.
ISBN: 9781954029569
2. Pérez Vilar, P. S., and Azzollini, S.
Leadership, Teams and Work Groups: Their Relationship with Job Satisfaction.
Journal of Psychology (PUCP). 2013.
ISBN: 0254-9247
3. Pons, M.
Multidisciplinary educational resources.
Narcea. 2020.
ISBN: 9788427727700
S0350745
Advanced Teaching Skills for Music Education in Primary Schools
OP
6
Advanced Teaching Skills for Music Education in Primary Schools
Primary school, early years and music teacher with 20 years’ experience. Musician and composer. Expert in primary education and head of the humanities department at a private school. He combines his professional work with teaching at university.
Objectives
• To define the concept of teacher leadership in the educational context and analyse its relationship with teamwork and collaboration amongst teachers, emphasising the importance of the teacher as a guide in the educational process and within the working group.
• To examine the concept of persuasiveness in the educational context, analyse its relevance to music teaching, establish strategies for developing it in the classroom, and effectively assess pupils’ persuasive skills.
• To define the concept and application of ethics in the educational context, to distinguish between ethics and morality, to recognise the codes of ethics applicable to teaching, and to identify principles of teacher-pupil interaction based on ethical values and behaviours.
• To foster pedagogical competence through the understanding and effective application of storytelling as an educational tool, particularly in the context of music education, to promote holistic development, creativity and inclusion.
• To enhance proficiency in oral communication and public speaking, identifying techniques to overcome nervousness and structure effective presentations that improve classroom interaction and the development of teachers’ communication skills.
• To understand the fundamentals of school evaluation and the culture of continuous improvement, and to explore the principles and values underpinning sustained educational improvement through the application of quality management and excellence models.
Prerequisites
For students wishing to undertake the Specialisation in Music Education, in order to ensure the achievement of the intended learning outcomes, students will be required to demonstrate a minimum level of musical knowledge. This may be demonstrated in one of two ways:
· By providing a Music Baccalaureate qualification, a Higher Vocational Training qualification in the relevant field, or proof of having successfully completed any of the courses at an elementary, professional or higher conservatoire.
· Passing a basic musical knowledge test designed for this purpose by the University, at a level equivalent to the first year of the elementary conservatoire.
Learning outcomes
RK3 – Understanding and applying information and communication technologies in the classroom (CG11A) TYPE: Knowledge or content
RS3 – Foster a positive atmosphere in and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences
RS6 – Recognise that the teaching profession must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competences
RS11 – Reflect on classroom practices in order to innovate and improve teaching (CG10A) TYPE: Skills or competences
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences
Description of the content
• Leadership as a teaching skill. Leadership styles.
• Developing the ability to persuade. Applications in the music classroom.
• Ethics for teachers.
• Storytelling as a classroom tool. Its usefulness for music teachers.
• Presentations and public speaking skills.
• Influencing children through storytelling in the music classroom.
Training activities
V1. Online classes
V2. Guided work on the online platform
V3. Practical classes
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10% of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To be eligible for the final mark calculated from the above weightings, you must achieve at least a mark of 5 out of 10 in the final in-person exam.
If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the course’s supplementary final exam.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; should there be evidence of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
S0350746
Working in Multidisciplinary Teams for Music Teachers
OP
6
Working in Multidisciplinary Teams for Music Teachers
Qualified teacher with a diploma in Music Education. Holder of a Higher Degree in Pedagogy, specialising in piano, from the Liceo Conservatoire. She works as a music teacher in state schools and at UAX University, teaching subjects related to music and diversity.
Objectives
• To recognise the role and work of music teachers in schools and the benefits of teamwork for the educational community.
• To promote effective communication and conflict management within multidisciplinary teams in order to facilitate learning and harmonious coexistence in diverse educational contexts.
• To demonstrate how agile methodologies facilitate collaboration within multidisciplinary teams in primary music education.
• To examine and apply values in teaching practice to foster a holistic and socially-oriented education within the school environment.
• To analyse continuous improvement in teaching through cooperative work and musical learning in primary education.
• To understand the evaluation of outcomes in multidisciplinary teams in order to optimise effectiveness, collaboration and the achievement of educational objectives.
Prerequisites
For students wishing to undertake the Specialisation in Music Education, in order to ensure the acquisition of the intended learning outcomes, students will be required to demonstrate a minimum level of musical knowledge. This may be demonstrated in one of two ways:
· By providing a Music Baccalaureate qualification, a Higher Vocational Training qualification in the field, or proof of having successfully completed any of the courses at an elementary, professional or higher conservatoire.
· Passing a basic test of musical knowledge designed for this purpose by the University, at a level equivalent to the first year of elementary conservatoire studies.
Learning outcomes
RK5 – Understanding quality improvement models applicable to educational institutions (CG12B) TYPE: Knowledge or content
RS3 – Foster a positive atmosphere in and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences
RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competences
RS11 - Reflect on classroom practices in order to innovate and improve teaching (CG10A) TYPE: Skills or competences
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences
Description of the content
• Teamwork skills. The music teacher within the teaching staff.
• Effective communication within work teams.
• Agile teamwork.
• Diversity and inclusion as core values for music teachers.
• Continuous improvement as a result of collaborative work.
• Evaluation of work teams’ results.
Training activities
V1. Online classes
V2. Guided work on the online platform
V3. Practical sessions
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10% of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To have your marks averaged using the above weightings, you must achieve a mark of at least 5 out of 10 in the in-person final examination.
If you have to sit the supplementary assessment, 100 per cent of your final mark will be based on the mark you achieve in the supplementary final exam for the module.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
Bibliography
Core:
1. Calvillo Castro, A.J. (ed.)
A World of Music-Based Project-Based Learning Projects, Volume 1
Procompal. 2019.
ISBN: 9788498816136
2. Calvillo Castro, A.J. (ed.)
A World of Music-Based Project-Based Learning Projects, Volume 2
Procompal. 2019.
ISBN: 9788498816143
S0450730
Anatomical, Physiological and Psychological Foundations of Physical Education
OP
6
Anatomical, Physiological and Psychological Foundations of Physical Education
He holds a Bachelor’s degree in Physical Activity and Sport Sciences from the Polytechnic University and a Master’s degree in Education from the Autonomous University of Madrid. He teaches on both Higher-Level Vocational Training courses in the field of sport and at university level, primarily on the degree programmes in Physical Activity and Sport Sciences (CAFYD) and Primary Education. His academic work focuses on racket sports, teaching methodology and anatomical principles. He is currently involved in a research project on the teaching methodologies of Mosston and Ashworth.
Objectives
• To identify and describe the different types of cells and tissues.
• Understand how movement affects the proper functioning of cells and tissues at an anatomical, physiological and psychological level.
• To understand the different functions of cells and tissues.
• To identify and describe the structures and functions of the skeletal, joint, muscular, cardiorespiratory and nervous systems, including their impact on movement and body stability.
• To understand how physical activity and exercise influence the health and performance of each of these systems, and to apply this knowledge to design the best possible Physical Education lessons.
• To analyse the role of blood in the transport of nutrients and oxygen, and how these processes affect energy metabolism during different levels of physical activity.
• To investigate how the different energy systems (phosphagen, anaerobic and aerobic) contribute to energy metabolism depending on the intensity and duration of physical activity, and their effect on total energy expenditure.
• Examine the influence of energy metabolism and energy systems on body weight control, taking into account factors such as basal metabolic rate, the thermic effect of food and physical activity.
• To understand the training principles followed by coaches and teachers.
• To identify and explain the main anatomical adaptations that occur as a result of regular physical activity, highlighting their impact on students’ health and physical development.
• To explore the physiological adaptations resulting from regular physical activity, emphasising their importance for students’ cardiovascular, respiratory and metabolic health.
• To analyse and promote the positive psychological adaptations derived from physical activity, with the aim of improving students’ emotional wellbeing, self-esteem and stress reduction.
• Understand the impact of social media on students’ body image and mental health in the context of Physical Education.
• To investigate how different types of exercise (aerobic, anaerobic, high-intensity, etc.) influence cognitive functions and academic performance.
• To identify how motivation plays a key role in Physical Education lessons.
• To implement teaching strategies based on an understanding of human anatomy and physiology to minimise the risk of injury during physical activities, ensuring a safe environment for all students.
• To educate pupils on the importance of physical activity, nutrition and self-care, promoting healthy habits that contribute to their general well-being and an active lifestyle.
• Develop a learning environment in Physical Education that motivates students to participate actively, by implementing diverse, challenging activities tailored to their interests and ability levels.
Prerequisites
None, apart from those required for admission to the Bachelor’s degree in Primary Education.
Learning outcomes
RK29 – Understand the principles that contribute to cultural, personal and social development through physical education (CE58) TYPE: Knowledge or content
RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences
RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and school staff (CG02) TYPE: Competences
RC18 – Develop and evaluate curriculum content using appropriate teaching resources and promote the corresponding competences in pupils [physical education] (CE61) TYPE: Competences
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, drawing clearly on democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competencies
Description of the content
The human body. Cells and tissues.
The skeletal, joint, muscular, cardiorespiratory and nervous systems of the human body.
Blood and energy metabolism.
The human body’s response to sport and physical activity.
Fundamentals of the psychology of physical activity.
The importance of knowledge of the human body for physical education teachers. Implications for curriculum design.
Training activities
V1. Online classes
V2. Guided work on the online platform
V3. Practical sessions
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10 per cent of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To have your marks averaged according to the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.
If you have to sit the supplementary examination, 100 per cent of your final mark will be based on the mark you achieve in the supplementary final examination for the module.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; should there be any evidence of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
Bibliography
Core:
1. Barbara Young, Geraldine O’Dowd, Phillip Woodford
Wheater’s Functional Histology: A Text and Colour Atlas
Eduardo Villamil Cabello (researcher and lecturer): PhD in Health Sciences from Rey Juan Carlos University (2024), with a degree in Physical Activity and Sport Sciences and a Master’s in Teacher Training and in Sports Training and Nutrition. He is currently a full-time researcher at the URJC within the Motor Control group, focusing on Parkinson’s disease, and is head of the Gait Assessment Unit, and combines this work with teaching at Alfonso X el Sabio University, where he coordinates the Physical Education specialism within the Master’s in Teacher Training and has supervised numerous Master’s theses and tutorials, accumulating over 1,900 hours of teaching since 2020. His research integrates physical exercise, mobile technologies and neurorehabilitation in populations with dementia and Parkinson’s disease, with publications in the *International Journal of Environmental Research and Public Health* (2023), *Frontiers in Psychology* (2021), Retos (2022) and Nutrición Hospitalaria (2015), as well as an editorial contribution to Tirant on the natural environment and education. She participates in competitive projects such as ExtDCSPARK (2024–2026, Ministry of Science/formerly MEC) and in knowledge transfer initiatives such as the Go Fit-URJC Gait Assessment Unit; she has presented findings at events such as the Exercise for Health Summit 2023 and the National Alzheimer’s Congress. Her career combines applied research and university teaching in education and health sciences, with a strong focus on teaching innovation and the use of mHealth for functional improvement.
Eduardo Villamil Cabello (researcher and lecturer): PhD in Health Sciences from Rey Juan Carlos University (2024), with a degree in Physical Activity and Sport Sciences and a Master’s in Teacher Training and in Sports Training and Nutrition. He is currently a full-time researcher at the URJC within the Motor Control group, focusing on Parkinson’s disease, and is head of the Gait Assessment Unit, and combines this work with teaching at Alfonso X el Sabio University, where he coordinates the Physical Education specialism within the Master’s in Teacher Training and has supervised numerous Master’s theses and tutorials, accumulating over 1,900 hours of teaching since 2020. His research integrates physical exercise, mobile technologies and neurorehabilitation in populations with dementia and Parkinson’s disease, with publications in the *International Journal of Environmental Research and Public Health* (2023), *Frontiers in Psychology* (2021), Retos (2022) and Nutrición Hospitalaria (2015), as well as an editorial contribution to Tirant on the natural environment and education. She participates in competitive projects such as ExtDCSPARK (2024–2026, Ministry of Science/formerly MEC) and in knowledge transfer initiatives such as the Go Fit-URJC Gait Assessment Unit; she has presented findings at events such as the Exercise for Health Summit 2023 and the National Alzheimer’s Congress. Her career combines applied research and university teaching in education and health sciences, with a strong focus on teaching innovation and the use of mHealth for functional improvement.
Objectives
• To understand the concept of play and sport.
• To define the terms ‘motor play’, ‘pre-sport’ and ‘sport’.
• To familiarise pupils with body schema and the importance of understanding it in primary education.
• To identify the structural elements of play and sport.
• To internalise the importance of traditional games as an educational resource.
• Introduce pupils to the concept of physical expression.
Prerequisites
None, apart from those required for admission to the Bachelor’s degree in Primary Education.
Learning outcomes
RK29 – Understand the principles that contribute to cultural, personal and social development through physical education (CE58) TYPE: Knowledge or content
RS6 – Recognise that the teaching profession must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences
RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and school staff (CG02) TYPE: Competences
RC18 – Develop and evaluate curriculum content using appropriate teaching resources and promote the corresponding competences in pupils [physical education] (CE61) TYPE: Competences
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competencies
Description of the content
Play and sport in Primary Education.
Designing games based on body schema in primary education.
Structural elements of play and sport.
The play and sport session: lesson planning. Traditional games as a teaching resource.
Activities for developing self-expression in Physical Education.
Rhythm, dance and drama in Physical Education lessons.
Training activities
V1. Online lessons
V2. Guided work on the virtual platform
V3. Practical lessons
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10 per cent of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To have your marks averaged according to the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person examination.
If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
Bibliography
Essential:
1. Floren VerdÚ
Physical Education 100% Practical: Games and Introduction to Sport for 6 to 12-Year-Olds
-. 2019.
ISBN: 1070941867
2.- Raúl Omeñaca Cilla and Jesús Vicente Ruíz Omeñaca
Cooperative Games and Physical Education
Paidotribo. 1999.
ISBN: 84-8019-433-2
3. Vega Díaz, Marta and Higinio González García
Parental educational styles and children’s health. The importance of educating children to be physically active
Dikinson. 2024.
ISBN: 9791370061104
4. Vicente Martínez Moret
GAMES ADAPTED FOR SPORT IN PHYSICAL EDUCATION: Over 240 Games for 6 to 15-Year-Olds
Accredited Contracted Lecturer with a PhD (ANECA). PhD in Physical Activity and Sport Sciences
University lecturer with over 15 years’ experience in the fields of Education Sciences and Health Sciences
Author of numerous high-impact research articles and academic and popular science books, and a speaker at numerous international and national conferences
Objectives
• To understand the role of Physical Education: to recognise how Physical Education contributes to children’s holistic development, addressing motor, cognitive, emotional and social aspects.
• To encourage regular physical activity, improving motor skills, coordination, physical endurance and psychological wellbeing, whilst reducing stress and improving mood and self-esteem.
• To promote cooperation and teamwork through group games.
• To improve coordination and balance through playful activities.
• To identify teaching strategies for incorporating dance and rhythm into the Physical Education classroom.
• To implement assessment-based improvement strategies to maximise pupils’ performance and wellbeing.
Prerequisites
None, apart from those required for admission to the Bachelor’s degree in Primary Education.
Learning outcomes
LR6 – Recognise that teaching practice must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences
RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and school staff (CG02) TYPE: Competencies
RC3 – Selectively discern audiovisual information that contributes to learning, civic education and cultural enrichment (CG11B) TYPE: Competences
RC18 – Develop and evaluate curriculum content using appropriate teaching resources and promote the corresponding competences in pupils [physical education] (CE61) TYPE: Competences
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competencies
Description of the content
Curriculum planning for the teaching of Physical Education in Primary Education.
Physical education in the natural environment: planning activities.
Water-based activities in Physical Education.
Physical Education using alternative materials.
Teaching values in Physical Education: fairness, honesty, self-esteem, humility, tolerance and emotional control. Teaching strategies.
Assessment of outcomes in Physical Education.
Training activities
V1. Online lessons
V2. Guided work on the online platform
V3. Practical classes
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10 per cent of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
In order for the above weightings to be averaged, you must achieve a mark of at least 5 out of 10 in the final in-person examination.
If you have to sit the supplementary assessment, 100 per cent of your final mark will be based on the mark you achieve in the supplementary final exam for the module.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
Bibliography
Essential:
1. Blázquez, D.
Discover what Physical Education is like in the 21st century: how the most innovative teachers work
INDE. 2020.
ISBN: 9788497293938
2.- Garrido, A.
Curriculum planning for primary schools: physical education under the LOMLOE.
INDE. 2024.
ISBN: 9788497294348
3. Méndez, A.
Self-development of teaching materials in Physical Education. Linking theory, research and practice.
PhD in Physical Activity and Health from the Miguel Hernández University of Elche (2017), with specialised training in sports performance and health (Master’s in Sports Performance and Health, UMH, 2014) and sports management (Master’s in Sports Management, UMH, 2012), as well as a Bachelor’s degree in Physical Activity and Sports Sciences (University of Alicante, 2013) and a degree in Teacher Training, specialising in Physical Education (University of Alicante, 2001). He has been working as a teacher since 2007 at the Regional Ministry of Education of the Valencian Community, as a permanent civil servant. In the field of educational innovation, he co-directed the ‘¿Lluvia Ascendente?’ project, which received an award from the Mamaterra Foundation, and has promoted and directed ‘INTEGRASANO’, recognised with the National Education Award (2015) and the Vicente Giner de los Ríos Award. In his academic role, he is a lecturer in Exercise Physiology on the UAX’s Bachelor’s degree programme in Teacher Training and teaches Physical Education Pedagogy and Curriculum and Disciplinary Complements on the UAX’s Master’s degree programme in Teacher Training. He also teaches postgraduate courses at the UPV/EHU on the design of physical exercise programmes for multiple sclerosis and diabetes mellitus. In addition, he collaborates and co-directs, as an external researcher, the ‘Multiple Sclerosis and Physical Activity’ research line at the UMH. Furthermore, he is a contributor and content creator on exercise and medical conditions for patient associations and organisations such as Esclerosis Múltiple España.
Objectives
• To analyse the importance and impact of teaching individual sports in Physical Education in primary schools in Spain, considering their contribution to pupils’ holistic development.
• To explore the history and evolution of various relevant competitive sports within the Spanish educational context.
• To promote the understanding and practice of team sports within the Physical Education curriculum in primary schools in Spain, highlighting their importance for pupils’ physical, social and emotional development.
• To design Physical Education programmes that include adapted sports, ensuring that all activities are accessible and inclusive for pupils with different types of disabilities.
• To understand indicators of human health.
• To foster an understanding of, and appreciation for, sport as a fundamental tool for promoting health, holistic education, gender equality and cultural development within the context of primary education in Spain, in accordance with the LOMLOE.
Prerequisites
None, apart from those required for admission to the Bachelor’s degree in Primary Education.
Learning outcomes
RS6 – Recognise that the teaching profession must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competences
RS11 – Reflect on classroom practices in order to innovate and improve teaching (CG10A) TYPE: Skills or competences
RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school (CG02) TYPE: Competencies
RC18 – Develop and evaluate curriculum content using appropriate teaching resources and promote the corresponding competences in pupils [physical education] (CE61) TYPE: Competences
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competencies
Description of the content
Individual sports: swimming, athletics, cycling, and rhythmic and artistic gymnastics, amongst others.
Rival sports: badminton, tennis, padel and judo, amongst others.
Team sports: football, basketball, handball, volleyball and baseball, amongst others.
Sport as a means of inclusion and integration.
Physical Education and Health. Health indicators. Promoting healthy habits in the PE classroom.
Sport as a measure of health. Promoting sport through the Physical Education classroom.
Training activities
V1. Online lessons
V2. Guided work on the online platform
V3. Practical sessions
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10% of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
In order for the above weightings to be averaged, you must achieve a mark of at least 5 out of 10 in the final in-person examination.
If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
Bibliography
Essential:
1. JOSE MARIA GONZALEZ RAVE
FUNDAMENTALS OF SPORTS TRAINING
WANCEULEN. 2010.
ISBN: 9788498235203
2. PABLO ESPER
INTRODUCTION, TRAINING AND DEVELOPMENT IN TEAM SPORTS
PUBLISHED BY THE CATHOLIC UNIVERSITY OF SALTA. 2022.
ISBN: 9789506232764
Supplementary:
3.- Dr C. Lázaro de la Paz Arencibia
A new dimension in Matveev’s work *Fundamentals of Sports Training*
Acción. 2021.
ISBN: 1812-5808
S0450735
Interventions for pupils with learning difficulties, autism spectrum disorders and attention-deficit/hyperactivity disorder
OP
6
Interventions for pupils with learning difficulties, autism spectrum disorders and attention-deficit/hyperactivity disorder
Holds a degree in Psychology from the Autonomous University of Madrid and is an expert in childhood and adolescence. She has a Master’s degree in intervention with children and families and is a family coach. She coordinates counselling departments in schools, combining psychological therapy with university teaching. Specialising in emotional intervention and behavioural therapy, she advises state-subsidised and private schools on how to support pupils with specific educational support needs.
Objectives
• To understand, recognise and address learning difficulties in general, paying particular attention to the process of identification, assessment and diagnosis in early years education.
• To understand the fundamental concepts of Autism Spectrum Disorder (ASD), including its characteristics, causes and clinical manifestations.
• To equip primary school teachers with the knowledge and tools necessary to identify, detect and intervene in cases of Attention-Deficit/Hyperactivity Disorder (ADHD) amongst their pupils, and to apply effective educational intervention strategies.
• To provide training in the understanding, analysis and preparation of effective educational reports for pupils with learning difficulties, ASD and ADHD, using the skills and tools required to improve educational planning and intervention.
• To analyse and develop effective educational intervention strategies through collaboration between teachers and specialists, focusing on the support of pupils with learning difficulties, ADHD and ASD, in order to promote their inclusion, academic development and emotional wellbeing.
• To analyse and understand the process of evaluating the outcomes of educational interventions aimed at pupils with learning difficulties, ADHD and ASD, with the aim of improving the effectiveness of the strategies implemented and promoting holistic development within the school context.
Prerequisites
None, apart from those required for admission to the Bachelor’s degree in Primary Education.
Learning outcomes
RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competences
RS8 – Recognise the educational dimension of the teaching profession and promote democratic education for active citizenship (CG07B) TYPE: Skills or competences
RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences
RC2 – Design and manage learning environments in diverse contexts that promote gender equality, equity and respect for human rights, thereby shaping the values of citizenship education (CG04) TYPE: Competences
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly drawing on democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences
Description of the content
Identification, assessment and diagnosis of children with learning difficulties.
Identification, assessment and diagnosis of children with autism spectrum disorders.
Identification, assessment and diagnosis of children with attention deficit disorder, with or without hyperactivity.
Analysis and report writing.
Design of specific intervention strategies. Collaboration between teachers and specialists in the educational process.
Evaluation of intervention outcomes.
Training activities
V1. Online classes
V2. Guided work on the virtual platform
V3. Practical classes
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the main examination session, you must submit the following:
• Practical activity: 10% of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person examination.
If you have to sit the supplementary assessment, 100 per cent of your final mark will be based on the mark you achieve in the supplementary final exam for the module.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; should there be evidence of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
Teacher specialising in Hearing and Language and Remedial Education, with extensive experience in supporting diversity, educational innovation and educational psychology applied to learning. He currently combines his teaching role at the Colegio Siglo XXI (Puerto de Mazarrón) – a cooperative school where he promotes inclusion projects and active teaching methods – with his university work as a lecturer at Nebrija University, Alfonso X el Sabio University (UAX) and the International University of Valencia (VIU), on master’s programmes related to early intervention, educational inclusion and pedagogical innovation.
His career is characterised by the creation of his own teaching materials and resources, such as Visual Mathematics and the PT-AL Workbook, used by numerous teachers nationwide. He has taken part in research and innovation projects focusing on psycho-pedagogy, reading comprehension and the use of artificial intelligence in education, as well as having been nominated for Best Teacher in Spain at the 2024 Educa Abanca Awards.
With a solid background in psycho-pedagogy and a practical focus on improving the teaching and learning process, he combines research with direct intervention in the classroom, integrating scientific evidence and digital tools to optimise the educational response for pupils with specific support needs. His profile reflects an ongoing commitment to innovation, inclusion and professional development in teaching.
Objectives
• To explore and analyse different theoretical models concerning the development of giftedness in primary education, paying particular attention to the factors that influence the development of exceptional abilities and the most effective educational strategies for fostering them.
• To analyse and understand the process of identifying, assessing and diagnosing gifted children in a school context, promoting appropriate educational support that meets their specific needs.
• To propose and evaluate educational enrichment strategies for gifted pupils, distinguishing between enrichment and acceleration, and identifying the benefits for their holistic development and motivation at school.
• To analyse the academic performance and psychosocial aspects of gifted pupils in the educational context, identifying their strengths, weaknesses and emotional challenges, as well as providing guidance on the preparation of reports to facilitate their educational support.
• Design specific, collaborative intervention measures involving form tutors, specialists and families, which promote the development and wellbeing of gifted pupils, whilst constantly evaluating the effectiveness of these measures to optimise educational practice.
• To analyse the role of ICT in the educational development and support of gifted pupils, evaluating digital tools that foster creativity, personalised learning and inclusion in schools.
Prerequisites
None, apart from those required for admission to the Bachelor’s degree in Primary Education.
Learning outcomes
LR6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competences
RS8 – Recognise the educational dimension of the teaching profession and promote democratic education for active citizenship (CG07B) TYPE: Skills or competences
RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences
RC2 – Design and manage learning environments in diverse contexts that promote gender equality, equity and respect for human rights, thereby shaping the values of civic education (CG04) TYPE: Competences
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to act with integrity in the professional sphere. TYPE: Competencies
Description of the content
Models of giftedness. Talent development in primary education
Identification, assessment and diagnosis of gifted children. The
characteristics of gifted children.
Enriching the educational process for gifted children. Motivating gifted children in primary education.
Analysis and report writing.
Designing specific intervention measures. Collaboration between class teachers and
specialists in the educational process.
ICT as a tool to support the educational development of gifted children.
Training activities
V1. Online classes
V2. Guided work on the online platform
V3. Practical sessions
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessment tests
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10 per cent of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To have your marks averaged according to the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.
If you have to sit the supplementary assessment, 100 per cent of your final mark will be based on your result in the supplementary final exam for the module.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; should there be evidence of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
Bibliography
Essential:
1. Espejo, P.
How to provide educational support for pupils with high intellectual abilities. A guide for teachers and counsellors.
MAD Publishers. 2012.
ISBN: 978-846766695
2. Martínez, M., and Guirado, A.
Highly Gifted Pupils
Graó. 2015.
ISBN: 9788478279692
3. Ramos, G., and Chiva, I.
Giftedness: identification, detection, diagnosis and intervention
Editorial Brief. 2020.
ISBN: 978-84-15204-
S0450737
Support and integration of children with special needs, and support for their families
OP
6
Support and integration of children with special needs, and support for their families
Silvia Pradas Montilla, a PhD holder accredited by ANECA, holds a PhD in Education and a degree in Educational Psychology, with over 20 years’ experience as a university lecturer and researcher. She has spent over 10 years overseeing the administration of various university degree programmes, serving as director of several master’s programmes, including the Master’s in Psychopedagogy and Educational Neuropsychology, and currently the Master’s in Educational Technology and Digital Skills. She contributes to various research projects, is the author of several publications, and has initiated a line of research in educational neurotechnology
Objectives
• To design and implement inclusive strategies in educational settings that promote the equal participation and full development of all pupils, valuing diversity as a source of enrichment.
• To contribute to the development of an inclusive and equitable educational culture, by identifying and analysing teaching and support strategies that facilitate the integration and active participation of children with special educational needs, as well as collaboration with their families.
• To analyse how family acceptance and support, together with appropriate support from the school, can contribute significantly to pupils’ overall well-being and educational success.
• To analyse the influence of cooperation between schools and families in promoting the holistic development of pupils with special educational needs, including an understanding of effective models and strategies for collaboration.
• To identify the main social factors influencing the lives of families with children who have hearing and language impairments, and to analyse their impact on the educational process and access to support resources.
• To analyse effective strategies for conflict resolution in the school environment, focusing on the differentiated support of children with special educational needs to promote an equitable and inclusive educational environment.
Prerequisites
None, apart from those required for admission to the Bachelor’s degree in Primary Education.
Learning outcomes
RS5 – Carry out mentoring and guidance roles with pupils and their families, addressing pupils’ unique educational needs (CG06B) TYPE: Skills or competences
RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS7 – Collaborate with the various sectors of the educational community and the wider society (CG07A) TYPE: Skills or competences
RS8 – Recognise the educational dimension of the teaching profession and promote democratic education for active citizenship (CG07B) TYPE: Skills or competences
RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences
RC2 – Design and manage learning environments in diverse contexts that promote gender equality, equity and respect for human rights, thereby shaping the values of civic education (CG04) TYPE: Competences
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences
Description of the content
Support for children with special educational needs: the concept of diversity as a source of richness.
Full inclusion of children with special educational needs. Specific
to promote harmonious coexistence.
Acceptance by families and support from the
.
Cooperation between schools and families in working with children with special educational needs.
Social factors affecting families and their implications for the educational process of children with special educational needs.
Conflict resolution within the context of special educational needs.
Training activities
V1. Online classes
V2. Guided work on the online platform
V3. Practical sessions
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10% of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To have your marks averaged according to the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person examination.
If you have to sit the supplementary assessment, 100 per cent of the final mark will be based on the mark you achieve in the supplementary final exam for the module.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
Bibliography
Core:
1. Eltink, C. F., Chicanelli, A. C., & de Almeida, T. L.
Family affection and academic performance in primary school children: an integrative review.
Prometeica, 2024.
ISBN: 1852-9488
2. Gamboa-Palacios, L. Y.
Creating inclusive classrooms: a proposal for supporting pupils with intellectual disabilities.
Educational Forum, 2020.
ISBN: 0718-0772
3. Garrido, A. L., Barriga-Aravena, E., Cantillana, C., Jaramillo, D., Pizarro, P., Sánchez, M., & Ovando, V.
Education, diversity and inclusion. All voices for the world we dream of.
Published by the National Board of Nursery Schools (JUNJI) of Santiago, Chile. 2020.
ISBN: 56 2 654 50
S0450738
Support for pupils with disabilities and in special contexts
OP
6
Support for pupils with disabilities and in special contexts
PhD in Psychology. Doctor of Medicine. Degree in Psychology. Degree in Speech and Language Therapy. Degree in Education. Specialist in acquired brain injury and neurodevelopmental disorders. Lecturer and researcher. Member of the Governing Board of the Official Association of Speech and Language Therapists of the Valencian Community. His career combines university teaching, clinical practice and academic management, with a focus on promoting health and wellbeing through prevention, interdisciplinary intervention and improving the quality of life for people with neurological and communication needs. She has published numerous research articles on cognitive and linguistic impairments in neurodevelopmental disorders and brain injury.
Objectives
• To understand and explain the fundamental principles of catering for diversity in primary education, recognising the importance of inclusion and equity within the education system.
• To develop a comprehensive approach to identifying and supporting pupils with previously undiagnosed Autism Spectrum Disorder (ASD) in primary education, through the adaptation of classroom strategies and the effective management of disruptive behaviour.
• To analyse and propose effective educational strategies for the intervention and support of children with ADHD in the primary school setting.
• To develop the necessary skills to identify, assess and effectively support pupils with special educational needs, integrating the results of psycho-educational assessments into lesson planning and teaching practice.
• To analyse the implementation and impact of inclusive education within the Spanish education system, with particular emphasis on the provision of support for pupils with special educational needs through the design of specific intervention measures.
• To analyse the importance and methods of assessment in the context of educational interventions for pupils with special educational needs or educational support needs in primary education.
Prerequisites
None, apart from those required for admission to the Bachelor’s degree in Primary Education.
Learning outcomes
LR6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS7 – Collaborate with the various sectors of the educational community and the wider society (CG07A) TYPE: Skills or competences
RS8 – Recognise the educational dimension of the teaching profession and promote democratic education for active citizenship (CG07B) TYPE: Skills or competences
RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences
RC2 – Design and manage learning environments in diverse contexts that promote gender equality, equity and respect for human rights, thereby fostering the values of citizenship education (CG04) TYPE: Competences
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences
Description of the content
Identification, assessment and diagnosis of children with disabilities or developmental difficulties.
Identification, assessment and diagnosis of children with behavioural problems.
Designing specific intervention strategies for children with intellectual, sensory and motor disabilities.
Designing specific intervention strategies for children with
behavioural problems. The implications of these problems for classroom dynamics.
Analysis, report writing and evaluation of results.
Children living in poverty and facing social exclusion: specific measures. Cooperation with other public services.
Training activities
V1. Online classes
V2. Guided work on the virtual platform
V3. Practical classes
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10 per cent of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To have your marks averaged according to the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.
If you have to sit the supplementary assessment, 100 per cent of your final mark will be based on the mark you achieve in the supplementary final exam for the module.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
Bibliography
Essential:
1. Fernández-Blázquez, M., Echeita, G., & Simón, C.
Towards more inclusive school cultures, policies and practices. A barometer for inclusion.
Plena Inclusión Publishers. 2022.
ISBN: 978-84-09-289
2. Sandoval Rubilar, P., Maldonado-Fuentes, A. C., & Tapia-Ladino, M
Educational assessment of learning: Basic conceptualisations of a professional language for understanding it.
PhD in Languages and Cultures and a degree in Anglo-Germanic Philology from the Universities of Extremadura, Córdoba, Huelva and Jaén. Accredited as a university lecturer by ANECA and the Andalusian Agency for Scientific and University Quality. External collaborator with the University of Cambridge, the University of the Basque Country and the University of Extremadura, amongst others.
Supervisor and co-supervisor of bilingual online Master’s programmes and doctoral theses in social and legal sciences.
Researcher, author and reviewer of academic and scientific articles for high-impact journals.
Entrepreneur in the field of translation and interpreting and in the tourism sector in World Heritage cities.
Objectives
• To understand the fundamental concepts of phonetics and phonology, identifying the mechanisms of sound production, the characteristics of the International Phonetic Alphabet (IPA) and the influence of different accents on the learning and teaching of English.
• To identify and describe the different types of vowel and consonant sounds in English, including monophthongs, diphthongs and triphthongs, as well as to recognise the role of the schwa and to classify consonants according to their voicing, place and manner of articulation.
• Compare and contrast the phonetic features of English and Spanish, addressing vowel and consonant sounds, stress patterns, vowel reduction, silent letters, homophones and minimal pairs, to improve phonetic accuracy and the teaching of pronunciation to Spanish-speaking learners.
• To analyse and understand the fundamentals of rhythm, stress and intonation in English, identifying stress patterns in nouns, verbs and adjectives, types of intonation and characteristics of natural speech rhythm, including linking between words.
• Understand the role of phonemic transcription in the teaching and learning of pronunciation, recognising the usefulness of the International Phonetic Alphabet (IPA) and practising the writing and reading of phonetic symbols to improve pronunciation and listening comprehension skills.
• Justify the importance of pronunciation in primary education, identifying and applying techniques, practical activities and strategies to integrate systematic phonics work into the curriculum and promote clear and intelligible communication in the classroom.
Prerequisites
None, apart from those required for admission to the Bachelor’s degree in Primary Education.
Learning outcomes
RS2 – To encourage the reading and critical analysis of texts from the various scientific and cultural fields covered by the school curriculum (CG03B) TYPE: Skills or competences
RS28 – To express oneself, both orally and in writing, in a foreign language (CE52) TYPE: Skills or competences
RC1 - Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school (CG02) TYPE: Competences
RC3 – Selectively discern audiovisual information that contributes to learning, civic education and cultural enrichment (CG11B) TYPE: Competencies
RC19 – Develop and evaluate curriculum content using appropriate teaching resources and foster the corresponding competences in students [language and communication sciences] (CE53) TYPE: Competences
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective and with clear inspiration drawn from democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competencies
Course description
Introduction to phonetics.
Classification of vowels and consonants.
Contrastive pronunciation.
Rhythm, stress and intonation.
Phonemic transcription.
English pronunciation for children.
Training activities
V1. Online classes
V2. Guided work on the online platform
V3. Practical lessons
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10 per cent of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person examination.
If you have to sit the supplementary assessment, 100 per cent of your final mark will be based on the mark you achieve in the supplementary final exam for the module.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
Bibliography
Essential:
1. Ladefoged, P., & Johnson, K.
A Course in Phonetics
Cengage Learning. 2015.
ISBN: 1285463404
2. Ogden, R.
An Introduction to English Phonetics.
Edinburgh University Press. 2009.
ISBN: 978 0 7486 25
3. Zsiga, E. C.
The Sounds of Language: An Introduction to Phonetics and Phonology.
PhD in Higher Education from George Mason University, USA, specialising in pedagogical innovation with a focus on the (re)design of courses incorporating affective skills. Master’s degree in Humanities and several postgraduate certificates, including in higher education management, effective online teaching and artificial intelligence in the classroom. Director of the Master’s in Bilingual Education and extensive experience in management and teaching at various American and Spanish universities. His research focuses on the field of ‘Scholarship of Teaching & Learning’ with the aim of improving student outcomes.
Objectives
• To achieve a command of English equivalent to level B2 of the CEFR and to acquire teaching and methodological resources for the effective teaching of the foreign language in primary education, with a particular focus on oral and written expression and an understanding of the different verb tenses in English.
• To achieve proficiency in and the functional use of relative clauses, reported speech and emphatic structures, as well as their integration into activities and assessments of linguistic competence for the teaching of English in multicultural and multilingual contexts.
• To understand English morphology and word-formation processes, distinguishing between free and bound morphemes, and applying the principles of grammatical categories and changes between parts of speech for the effective development of vocabulary and written expression.
• To identify and use the variety of syntactic structures in English, including simple, compound and complex sentences, the use of clauses and connectors, and the practical analysis of syntax to improve expression and comprehension in academic and everyday communicative situations.
• Recognise and use basic semantic relationships (synonymy, antonymy, meronymy, holonymy, semantic fields) to expand vocabulary and analyse the interrelationship of meanings in the English language; use teaching activities that promote an understanding of semantics amongst primary school pupils.
• Apply the main grammatical and semantic concepts and structures of English, designing teaching sequences and materials for effective teaching, with a focus on diversity and assessment tailored to pupils’ different learning paces and styles.
Prerequisites
None, apart from those required for admission to the Bachelor’s degree in Primary Education.
Learning outcomes
RS2 – To encourage reading and critical commentary on texts from the various scientific and cultural fields included in the school curriculum (CG03B) TYPE: Skills or competences
RS28 – To express oneself, both orally and in writing, in a foreign language (CE52) TYPE: Skills or competences
RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school (CG02) TYPE: Competences
RC3 – Selectively discern audiovisual information that contributes to learning, civic education and cultural enrichment (CG11B) TYPE: Competences
RC19 – Develop and assess curriculum content using appropriate teaching resources and promote the corresponding competences in students [language and communication sciences] (CE53) TYPE: Competences
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly drawing on democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competencies
Course description
Advanced English Grammar I: tenses.
Advanced English Grammar II: relative clauses, indirect speech and emphasis.
Morphology: word categories and word formation.
Syntax: simple and complex sentences, clauses and linking words.
Semantic relations and semantic fields.
Applications in English teaching.
Teaching activities
V1. Online classes
V2. Guided work on the virtual platform
V3. Practical sessions
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10% of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To have your marks averaged according to the above weightings, you must achieve a mark of at least 5 out of 10 in the final face-to-face examination.
If you have to sit the supplementary assessment, 100 per cent of your final mark will be based on the mark you achieve in the supplementary final exam for the module.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
PhD in Higher Education from George Mason University, USA, specialising in pedagogical innovation with a focus on the (re)design of courses incorporating affective skills. Master’s degree in Humanities and various postgraduate certificates, including higher education management, effective online teaching and artificial intelligence in the classroom. Director of the Master’s in Bilingual Education and with extensive experience in management and teaching at various American and Spanish universities. His research focuses on the field of ‘Scholarship of Teaching & Learning’ with the aim of improving student outcomes.
Objectives
• To analyse the emergence of the CLIL approach, its theoretical foundations, international development and various implementation models, assessing its benefits for the education system, cognitive development and linguistic and intercultural competences.
• To understand and apply the principles of the CLIL approach to foster the development of communicative, cognitive and learning skills (the 4Cs), including vocabulary development, scaffolding, metalinguistic awareness, critical thinking and autonomous learning.
• To identify, design, evaluate and modify teaching materials suitable for the CLIL model, integrating content and language, whilst ensuring constructive alignment, accessibility, contextualisation, visible learning and the use of visual and interactive resources to deliver high-quality teaching.
• To explore and utilise active methodologies compatible with CLIL, particularly Task-Based Learning (TBL) and Project-Based Learning (PBL), applying practical guidelines for the implementation and assessment of these methodologies in the foreign language classroom.
• Develop integrated and formative assessment strategies and tools specific to the CLIL context, assessing both linguistic and content-related aspects, and incorporating continuous feedback, self-assessment and peer assessment to enhance learning.
• To analyse the practical difficulties involved in implementing the CLIL model in schools, identifying the main challenges for teachers, pupils and families, and proposing solutions through training, collaboration, differentiation and institutional support.
Prerequisites
None, apart from those required for admission to the Bachelor’s degree in Primary Education.
Learning outcomes
LR1 – Effectively address language learning situations in multicultural and plurilingual contexts (CG03A) TYPE: Skills or competences
RS2 – Encourage reading and critical analysis of texts from the various scientific and cultural fields covered by the school curriculum (CG03B) TYPE: Skills or competences
RC1 - Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school (CG02) TYPE: Competences
RC3 – Selectively discern audiovisual information that contributes to learning, civic education and cultural enrichment (CG11B) TYPE: Competences
RC19 – Develop and evaluate curriculum content using appropriate teaching resources and promote the corresponding competences in pupils [language and communication sciences] (CE53) TYPE: Competences
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competencies
Description of the content
An introduction to the CLIL methodology: origins, rationale, development and models.
Principles of CLIL. Communicative, cognitive and learning skills.
Design, assessment and adaptation of materials in accordance with the CLIL model.
Methodological strategies linked to the CLIL model.
Assessment in CLIL: types of assessment, strategies and principles.
Challenges in implementing the CLIL model.
Training activities
V1. Online classes
V2. Guided work on the online platform
V3. Practical sessions
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10% of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To have your marks averaged according to the above weightings, you must achieve a mark of at least 5 out of 10 in the face-to-face final examination.
If you have to sit the supplementary assessment, 100 per cent of your final mark will be based on your result in the supplementary final exam for the module.
The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
Bibliography
Essential:
1. Branden, K.
Task-based language education: From theory to practice.
Cambridge University Press. 2006.
ISBN: 9780511667282
2. Reierstam, H.
Assessment of content and language.
Transnational Approaches to Bilingual and Second Language Teacher Education. 2024.
A graduate in English Studies from the University of Málaga and holder of a Master’s degree in Linguistic, Literary and Cultural Studies from the University of Seville. She also holds a Master’s degree in Teaching Spanish as a Foreign Language from the University of Málaga. Extensive teaching experience at the Pablo Picasso Secondary School in Seville and at Alfonso X el Sabio University, where she teaches modules on various degree programmes, including the Bachelor’s Degree in Primary Education, the Bachelor’s Degree in Law and official Master’s programmes such as the Master’s in Teacher Training and the Master’s in Bilingual Education. She also collaborates with other universities on the development of teaching materials and the supervision of Master’s theses.
Objectives
• To understand the structure and function of lesson planning in the teaching of English at primary level, by analysing the legal framework, educational projects, the specification of competences, the organisation of teaching units and the design of lesson plans adapted to the Spanish and Madrid curricula.
• To explore the value of games, rhymes and songs as teaching resources, recognising their cognitive, social, emotional and linguistic benefits, and learning to select and integrate these elements into teaching and learning activities to support the acquisition of the English language.
• To analyse the design, adaptation and evaluation of teaching materials for English language instruction, paying particular attention to their suitability for pupils’ needs, consistency with national and regional guidelines, and the materials’ ability to promote participation, motivation and educational inclusion.
• Understand and apply criteria and methods for the development and selection of educational resources, both printed and digital, ensuring their suitability for primary school contexts, their adaptation to diversity and their integration into lesson units and sessions.
• To integrate English culture and literature into foreign language teaching through the selection and use of literary texts appropriate to pupils’ proficiency levels and ages, developing strategies to harness their cognitive, linguistic and cultural benefits, and carrying out formative and summative assessment of the learning achieved.
• Understand the fundamentals of the CLIL (Content and Language Integrated Learning) approach and its pedagogical benefits; identify the competencies required of teachers; design activities and strategies for the integrated learning of content and a foreign language; and develop assessment tools suitable for this model.
Prerequisites
None, apart from those required for admission to the Bachelor’s degree in Primary Education.
Learning outcomes
LR1 – Effectively address language learning situations in multicultural and plurilingual contexts (CG03A) TYPE: Skills or competences
RS2 – Encourage reading and critical commentary on texts from the various scientific and cultural fields included in the school curriculum (CG03B) TYPE: Skills or competences
RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences
RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and school staff (CG02) TYPE: Competencies
RC3 – Selectively discern audiovisual information that contributes to learning, civic education and cultural enrichment (CG11B) TYPE: Competences
RC19 – Develop and evaluate curriculum content using appropriate teaching resources and promote the corresponding competences in students [language and communication sciences] (CE53) TYPE: Competences
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competencies
Description of the content
Curriculum planning in English language teaching.
Games, rhymes and songs as educational resources.
Development of teaching materials for English language teaching.
The use of new technologies in the foreign language classroom. Selection of
audiovisual materials.
English literature and its role in the foreign language classroom. Books and other literary resources.
Teaching English culture as a complement to language teaching.
Training activities
V1. Virtual classes
V2. Guided work on the virtual platform
V3. Practical classes
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10 per cent of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To have your marks averaged according to the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person examination.
If you have to sit the supplementary assessment, 100 per cent of your final mark will be based on the mark you achieve in the course’s supplementary final exam.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
Bibliography
Essential:
1. Bautista Vallejo, J. M.
Didactic criteria in the design of materials and games for Early Years and Primary Education.
Self-published. 2001.
ISBN: 1577-9831
2.- Chaves, A., Rodríguez, Á., Albarello, F., & Liró, L.
ICT as a platform for distance learning and educational innovation in the classroom.
Self-published. 2018.
ISBN: 978-84-17270-
3. Garrote Salazar, M.
Teaching Second and Foreign Languages in Early Years and Primary Education.
Paraninfo. 2019.
ISBN: 9788428341233
S0450745
Technology and its responsible use during childhood and adolescence. Cyber security.
OP
6
Technology and its responsible use during childhood and adolescence. Cyber security.
Course 1. Subject. First term. Elective. 6 credits.
Prerequisites
None, apart from those required for admission to the Bachelor’s degree in Primary Education.
Learning outcomes
RK3 – To understand and apply information and communication technologies in the classroom (CG11A) TYPE: Knowledge or content
RK4 – To understand the role, potential and limitations of education in today’s society, and the key competences relevant to primary schools and their staff (CG12A) TYPE: Knowledge or content
RK5 – To be familiar with quality improvement models applicable to educational institutions (CG12B) TYPE: Knowledge or content
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences
RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences
RS3 – Foster a sense of community in and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences
RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competences
RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school (CG02) TYPE: Competences
Description of the content
• Changes in educational processes resulting from the information and knowledge society.
• ICT as an educational resource both inside and outside the classroom. Risks and addiction to technology.
• Television and video as educational media.
• Responsible use of ICT by children: setting limits on the use of technology.
• Parental control over the use of technology. Advice for families.
• Principles of cybersecurity and their implications for the use of ICT in the classroom.
Training activities
V1. Virtual classes
V2. Guided work on the virtual platform
V3. Practical sessions
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10% of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To have your marks averaged according to the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person examination.
If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
S0450746
Advanced communication technologies as a tool for educational innovation
OP
6
Advanced communication technologies as a tool for educational innovation
None, apart from those required for admission to the Bachelor’s degree in Primary Education.
Learning outcomes
RK3 – To understand and apply information and communication technologies in the classroom (CG11A) TYPE: Knowledge or content
RK4 – To understand the role, potential and limitations of education in today’s society, and the key competencies relevant to primary schools and their staff (CG12A) TYPE: Knowledge or content
RK5 – To be familiar with quality improvement models applicable to educational establishments (CG12B) TYPE: Knowledge or content
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences
RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences
RS3 – Foster a sense of community both inside and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills
RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competences
RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school (CG02) TYPE: Competences
• Relationships with the educational community facilitated by ICT: communication with families, colleagues and other stakeholders via technology.
• Distance learning. Available technologies. Lessons learnt from the COVID-19 pandemic.
• Teaching and methodological strategies for online education at primary level.
• Evaluation of the use of ICT in the classroom: findings on the teaching and learning process.
Training activities
V1. Virtual lessons
V2. Guided work on the virtual platform
V3. Practical sessions
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10 per cent of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To have your marks averaged according to the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.
If you have to sit the supplementary assessment, 100% of the final mark will be based on the mark you obtain in the supplementary final exam for the module.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
S0450747
Planning and development of technological resources in primary education
OP
6
Planning and development of technological resources in primary education
None, apart from those required for admission to the Bachelor’s degree in Primary Education.
Learning outcomes
RK3 – To understand and apply information and communication technologies in the classroom (CG11A) TYPE: Knowledge or content
RK4 – To understand the role, potential and limitations of education in today’s society, and the key competencies relevant to primary schools and their staff (CG12A) TYPE: Knowledge or content
RK5 – To be familiar with quality improvement models applicable to educational institutions (CG12B) TYPE: Knowledge or content
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences
RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences
RS3 - Foster a sense of community both in and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences
RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competences
RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school (CG02) TYPE: Competences
Description of the content
• Technological resources for teaching social and natural sciences.
• Technological resources for teaching mathematics.
• Technological resources for teaching languages.
• Technological resources for teaching music and the arts.
• Technological resources for teaching physical education.
• ICT as a tool for developing creativity and helping children engage with the world.
Training activities
V1. Virtual lessons
V2. Guided work on the virtual platform
V3. Practical lessons
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10% of the final mark.
• Portfolio: 30% of the final mark.
• In-person final exam: 60% of the final mark.
To have your marks averaged across the above components, you must achieve a mark of at least 5 out of 10 in the final in-person exam.
If you have to sit the supplementary assessment, 100 per cent of your final mark will be based on the mark you achieve in the supplementary final exam for the module.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; should there be evidence of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
S0450748
Design, development and implementation of software in primary education
OP
6
Design, development and implementation of software in primary education
None, apart from those required for admission to the Bachelor’s degree in Primary Education.
Learning outcomes
RK3 – To understand and apply information and communication technologies in the classroom (CG11A) TYPE: Knowledge or content
RK4 – To understand the role, potential and limitations of education in today’s society, and the key competencies relevant to primary schools and their staff (CG12A) TYPE: Knowledge or content
RK5 – To be familiar with quality improvement models applicable to educational institutions (CG12B) TYPE: Knowledge or content
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly drawing on democratic principles and values, as well as the Sustainable Development Goals, in order to act with integrity in the professional sphere. TYPE: Competences
RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences
RS3 – Foster a sense of community in and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competencies
RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills
RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school (CG02) TYPE: Competencies
Description of the content
• Identifying software and technological resource requirements for the classroom.
• Classification of educational software. Open-source software.
• Evaluation and selection of software.
• Audiovisual and multimedia teaching materials.
• Teaching materials based on web development.
• Robotics as an educational resource in primary education.
Training activities
V1. Virtual classes
V2. Guided work on the virtual platform
V3. Practical sessions
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10 per cent of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To be eligible for the final mark, you must achieve a mark of at least 5 out of 10 in the final in-person examination.
If you have to sit the supplementary assessment, 100 per cent of your final mark will be based on the mark you achieve in the supplementary final exam for the module.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; should there be evidence of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
S0450750
Picture Exchange Communication System and other alternative communication systems
OP
6
Picture Exchange Communication System and other alternative communication systems
Marta Neira Calama holds a degree in Speech and Language Therapy and a Bachelor’s degree in Primary Education (specialising in Hearing and Language) from the Pontifical University of Salamanca, and has a Master’s degree in Clinical Speech and Language Therapy from the Complutense University of Madrid. She is currently studying for a PhD in Humanities and Social Sciences.
She is a lecturer at the CES Don Bosco University Centre, where she teaches subjects related to language, psychobiology and special education, as well as being a member of the University Guidance Service (SOU). She also lectures at the Alfonso X el Sabio University, where she teaches subjects on language acquisition, observation methods and the neuropsychology of communication, both on teacher training undergraduate programmes and on Master’s programmes. She works as a tutor at the Open University of Catalonia (UOC) on the Master’s in Learning Disorders.
In the clinical setting, she works with the Comunica Centre, developing interventions for children with communication and language difficulties and delays, as well as reading and writing difficulties, particularly dyslexia and dysgraphia, in addition to carrying out assessments and diagnoses. She has contributed to publications and conferences, where her work has been highlighted, and has published articles in specialist national and international journals.
Objectives
• To analyse the principles, characteristics and classification of augmentative and alternative communication (AAC) systems, understanding their importance in catering for diversity, educational inclusion and pupils’ communicative development in school and family settings.
• To understand the benefits of AAC, its integration into educational intervention plans and its role in enhancing autonomy, cognitive development, socialisation and the adaptation of teaching to different learning styles.
• To examine and apply the different types of AAC (assistive and non-assistive), at both a conceptual and operational level, identifying their characteristics, advantages, disadvantages and criteria for their selection and use according to the individual and contextual needs of pupils.
• Develop the ability to select, adapt and evaluate AAC systems in accordance with users’ characteristics and environment, using methods such as questionnaires, interviews and direct observation, and to monitor their use to ensure their effectiveness and relevance.
• To implement teaching methodologies and strategies using AAC in primary education, distinguishing between direct and indirect methods, and integrating these systems into the educational curriculum, as well as into the training of teachers and family members.
• Design, conduct and analyse case studies on the effectiveness of AAC systems in real educational contexts, promoting self-evaluation, continuous educational adjustment and professional reflection on inclusion and attention to diversity
Prerequisites
None, apart from those required for admission to the Bachelor’s degree in Primary Education.
Learning outcomes
RC2 – Design and manage learning environments in contexts of diversity that promote gender equality, equity and respect for human rights, in line with the values of citizenship education (CG04) TYPE: Competences
RS1 - Effectively address language learning situations in multicultural and multilingual contexts (CG03A) TYPE: Skills or competences
RS2 – Encourage reading and critical commentary on texts from the various scientific and cultural fields included in the school curriculum (CG03B) TYPE: Skills or competences
RS6 – Recognise that the teaching profession must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS7 – Collaborate with the various sectors of the educational community and the wider society (CG07A) TYPE: Skills or competences
RS8 – Recognise the educational dimension of the teaching role and promote democratic education for active citizenship (CG07B) TYPE: Skills or competences
RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences
Description of the content
Augmentative and alternative communication systems: identification, characteristics and classification.
The use of these systems as tools to facilitate intervention.
Unassisted augmentative and alternative communication systems.
Assisted augmentative and alternative communication systems.
Assessment and selection of each system based on the specific needs of each individual case.
Teaching the system and its use in the educational process.
Training activities
V1. Online classes
V2. Guided work on the virtual platform
V3. Practical classes
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10 per cent of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To have your marks averaged according to the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.
If you have to sit the supplementary assessment, 100 per cent of your final mark will be based on the mark you achieve in the supplementary final exam for the module.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
Bibliography
Essential:
1. Fernández-Pacheco, B., Peña Ruiz, M.G. and Tercero Cotillas, M.R.
SAAC
Síntesis. 2019.
ISBN: 9788491713470
2. Olivares, R. M., Esteva, M.J., Gómez, M., and Redondo, J.
Augmentative and Alternative Communication Systems.
Altamar. 2023.
ISBN: 9788418843969
3. Segura, A., and Escorcia, C. T.
Implementation and generalisation of AAC in special educational contexts.
Psychology, Childhood and Education, 2. 2019.
ISBN: 0214-9877.
S0450751
Support and integration of children with hearing and language disorders, and support for their families
OP
6
Support and integration of children with hearing and language disorders, and support for their families
PhD in Psychology from the Complutense University of Madrid. Bachelor’s degree in Philosophy and Educational Sciences from the University of Oviedo. University Expert in People Management from Bureau Veritas and Camilo José Cela University. Master’s degree in Occupational Health and Safety from Camilo José Cela University and Senior Technician in Occupational Health and Safety (3 specialisms). Honorary Doctorate from Bircham International University and Honorary Doctorate from the Latin American University of Mexico. Recipient of the Antonio Beristain Ipiña Chair in Victimology Special Award for humanistic and research excellence. He has been a lecturer and has held positions of responsibility within universities. Accredited by ANECA as a tenured lecturer with a six-year research record. He has lectured at several universities and has extensive experience in university management.
Objectives
1. To analyse the theoretical, pedagogical and communicative foundations relating to hearing and language disorders, understanding their implications for children’s development and learning.
2. To identify the specific educational needs of children with hearing or language difficulties, applying criteria and procedures for assessment and educational intervention.
3. To design strategies, resources and guidance and inclusion programmes that promote communication, participation and inclusive learning in diverse school settings.
4. To foster equitable, accessible and diversity-sensitive educational environments, promoting equal opportunities and education in democratic values.
5. Develop skills for mentoring, guidance and support for families, strengthening their involvement in the educational process of children with hearing and language disorders.
6. Collaborate with other professionals and stakeholders in the educational community to coordinate joint actions to support and cater for diversity.
7. To reflect critically on teaching practice, promoting innovation, professional development and the continuous improvement of teaching and learning processes.
8. To promote attitudes of empathy, ethical commitment and social responsibility in the teaching profession, viewing diversity as a value and an opportunity for personal and collective enrichment.
Prerequisites
None, apart from those required for admission to the Bachelor’s Degree in Primary Education.
Learning outcomes
RC2 – Design and manage learning environments in diverse contexts that address gender equality, equity and respect for human rights, thereby upholding the values of citizenship education (CG04) TYPE: Competences
RS1 – Effectively address language learning situations in multicultural and plurilingual contexts (CG03A) TYPE: Skills or competences
RS2 – Encourage reading and critical commentary on texts from the various scientific and cultural fields covered by the school curriculum (CG03B) TYPE: Skills or competences
RS5 – To carry out tutoring and guidance roles with pupils and their families, addressing pupils’ individual educational needs (CG06B) TYPE: Skills or competences
RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competences
RS8 – Recognise the educational dimension of the teaching profession and promote democratic education for active citizenship (CG07B) TYPE: Skills or competences
RS11 – Reflect on classroom practices in order to innovate and improve teaching (CG10A) TYPE: Skills or competences
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences
Description of the content
Support for children with hearing and language impairments: viewing diversity as a source of richness.
Full inclusion of children with hearing and language impairments. Specific measures to promote harmonious coexistence.
Acceptance by families and support from the school.
Cooperation between schools and families in working with children with hearing and speech impairments.
Social factors affecting families and their implications for the educational process of children with hearing and language disorders.
Conflict resolution in the classroom. Specific measures for children with hearing and language disorders.
Training activities
V1. Online classes
V2. Guided work on the virtual platform
V3. Practical sessions
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10% of the final mark.
• Portfolio: 30% of the final mark.
• In-person final examination: 60% of the final mark.
To have your marks averaged according to the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person examination.
If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the course’s supplementary final exam.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; should there be any evidence of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
Bibliography
Core:
1.- Carmona-Sáez, P., Parra-Martínez, J., & Gomariz-Vicente, V. (2021).
Family involvement of pupils with different support and care needs: a study in a multicultural context.
Journal of Educational Research, 39(1), 49–69. 2021.
ISBN: 0212-4068
2.- Echeverria, M. C. C.
Positive Discipline in the Classroom for Conflict Resolution in the School Environment: Educar Bonito, teaching and learning styles.
Self-published. 2019.
ISBN: 1091663580
3. GAMBOA-PALACIOS, L. and
Creating Inclusive Classrooms: A Proposal for Supporting Pupils with Intellectual Disabilities.
PhD candidate in educational innovation and teacher training at the University of Jaén. She holds a Master’s degree in Inclusive Education and Society and a Bachelor’s degree in Early Years Education. She is a lecturer on the Early Years and Primary Education degree programmes at Alfonso X el Sabio University. She works as head of the pedagogical consultancy department at Opospills. She is involved in various projects relating to CIEI, neuroimaging, neuroscience, neuropractices and neuroeducation.
Objectives
• To understand the psychopathology of hearing and language in childhood, identifying the most common disorders, the neuropsychological underpinnings and the mental processes involved, as well as the biological, cognitive and social factors that determine the development of these skills.
• To identify and analyse the dimensions of language (phonological, morphosyntactic, semantic and pragmatic), its stages and developmental progression, applying this knowledge to the detection of changes and possible impairments in pre-school and primary education.
• To recognise and classify the main speech disorders (dyslalia, dysarthria, dysglossia, dysphemia, dysphonia, tachylalia, etc.), describing their clinical characteristics and the specific assessment tools, and to plan educational and collaborative interventions tailored to each situation.
• Distinguish the most common written language disorders (dyslexia, dysgraphia, dysorthographia, dyscalculia), their manifestatihttps://www.perplexity.ai/discoveroness, diagnostic procedures and multidisciplinary intervention methods for the development of literacy and inclusion in schools.
• Recognise the different types of hearing and language difficulties, and establish links between these difficulties, ASD and other neurodevelopmental disorders.
• To recognise the different types of reports that a language and communication specialist may produce.
Prerequisites
None, apart from those required for admission to the Bachelor’s degree in Primary Education.
Learning outcomes
RC2 – Design and manage learning environments in diverse contexts that promote gender equality, equity and respect for human rights, in line with the values of citizenship education (CG04) TYPE: Competences
RS1 – Effectively address language learning situations in multicultural and multilingual contexts (CG03A) TYPE: Skills or competences
RS2 – Encourage reading and critical commentary on texts from the various scientific and cultural fields covered by the school curriculum (CG03B) TYPE: Skills or competences
RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS7 – Collaborate with the various sectors of the educational community and the wider society (CG07A) TYPE: Skills or competences
RS8 – Recognise the educational dimension of the teaching profession and promote democratic education for active citizenship (CG07B) TYPE: Skills or competences
RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences
Description of the content
Neuropsychology and its implications for the development of hearing and language.
Dimensions of language.
Assessment and diagnosis of speech disorders.
Assessment and diagnosis of written language disorders.
Difficulties associated with hearing and language and their relationship with other difficulties: autism spectrum disorder, neurodevelopmental disorders and sensory impairment.
Analysis and report writing.
Training activities
V1. Online classes
V2. Guided work on the online platform
V3. Practical sessions
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10 per cent of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To have your marks averaged according to the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.
If you have to sit the resit sitting, 100 per cent of your final mark will be based on the mark you achieve in the resit final exam for the module.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; should there be evidence of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
Bibliography
Essential:
1. Bermúdez de Alvear, R.,
Clinical Assessment of Voice, Speech and Hearing Disorders: Care Guidelines and Protocols
Ediciones Aljibe. 2003.
ISBN: 84-9700-133-8
2. Ortiz, M.
Clinical Psychopathology: Adapted to the DSM-5.
Pirámide. 2019.
ISBN: 9788436840605
3. Trigo, M., Durán, M., and Castro, F.
Specific Inclusive Programmes: Adapted to the LOMLOE.
• To understand the characteristics, causes and consequences of speech disorders, focusing on dyslalia, dysglossia and dysarthria in primary education.
• To identify and analyse the characteristics and impact of dysphemia (stammering) and tachyphemia, paying attention to triggers, clinical manifestations and consequences for communication and language development in primary school.
• To develop intervention strategies to improve vocal quality and emotional wellbeing, including specific exercises, voice training and psychological support throughout the therapeutic process.
• To recognise and understand the various language and communication disorders (e.g., SLI, fluency disorders, ASD) in order to provide appropriate interventions in primary education
• Apply principles of accessibility, personalisation and universal design to cater for individual needs in diverse contexts.
• Understand the essential principles and methods of evaluating outcomes in educational intervention in the field of language and speech.
Prerequisites
None, apart from those required for admission to the Bachelor’s degree in Primary Education.
Learning outcomes
RC2 – Design and manage learning environments in diverse contexts that promote gender equality, equity and respect for human rights, in line with the values of citizenship education (CG04) TYPE: Competencies
RS1 – Effectively address language learning situations in multicultural and multilingual contexts (CG03A) TYPE: Skills or competences
RS2 – To encourage reading and critical commentary on texts from the various scientific and cultural fields included in the school curriculum (CG03B) TYPE: Skills or competences
RS6 – Recognise that the teaching profession must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competences
RS8 – Recognise the educational dimension of the teaching profession and promote democratic education for active citizenship (CG07B) TYPE: Skills or competences
RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences
Description of the content
Specific intervention strategies for children with speech disorders: dyslalia, dysglossia and dysarthria.
Specific intervention strategies for children with speech fluency disorders: dysphemia and tachyphemia.
Specific intervention strategies for children with voice disorders: dysphonia and aphonia.
Specific intervention strategies for children with language and communication disorders.
Design of teaching materials for working with children with speech and language disorders. ICT as a resource.
Evaluation of intervention outcomes.
Training activities
V1. Online classes
V2. Guided work on the online platform
V3. Practical sessions
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10% of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To have your marks averaged according to the above weightings, you must achieve a mark of at least 5 out of 10 in the final face-to-face examination.
If you have to sit the supplementary assessment, 100 per cent of your final mark will be based on the mark you achieve in the supplementary final exam for the module.
The University uses anti-plagiarism software which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; should there be evidence of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
Bibliography
Essential:
1. Jurado, E.
Language Development Disorders: A Review and Practical Guide.
Self-published. 2023.
ISBN: 979-837171172
2. Llorenç, A.
Specific Language Impairment: Diagnosis and Intervention.
UOC. 2013.
ISBN: 8490640343
3. Sanz-Torrent, M., and Llorenç, A.
Language Development Disorder. A perspective from research to practice.
Qualified teacher with a diploma in Music Education. Holder of a Higher Degree in Pedagogy, specialising in piano, from the Liceo Conservatoire. She works as a music teacher in state schools and at UAX University, teaching subjects related to music and diversity.
Objectives
• To understand the basic elements of musical language—sound, rhythm, melody, harmony, form and texture—and their relevance to music education, thereby fostering the development of musical appreciation and creativity.
• To recognise the benefits and fundamentals of rhythm training and dance in teacher training, developing physical skills, rhythm and expression for educational application.
• To develop the ability to use the voice and aural skills as primary teaching tools in music education, promoting healthy vocal expression, creativity and musical analysis.
• To study the essential principles of musical composition, integrating knowledge of harmony, melody and creativity, and to apply them in a practical way within an educational context to stimulate artistic and pedagogical development.
• To acquire instrumental and methodological skills that enable musical performance and teaching accompaniment, promoting inclusion, diversity and collaborative work in the classroom.
• To identify, classify and evaluate different musical genres, exploring their characteristics, evolution and socio-cultural impacts, in order to promote a plural and inclusive music education.
Prerequisites
For students wishing to undertake the Specialisation in Music Education, in order to ensure the achievement of the intended learning outcomes, students will be required to demonstrate a minimum level of musical knowledge. This may be demonstrated in two ways:
· By providing a Music Baccalaureate qualification, a Higher Vocational Training qualification in the field, or proof of having successfully completed any of the courses at an elementary, professional or higher conservatoire.
· Passing a basic test of musical knowledge designed for this purpose by the University, at a level equivalent to the first year of the elementary conservatoire.
Learning outcomes
RK28 – Understand the school curriculum for arts education, covering its visual arts, audiovisual and musical aspects (CE55) TYPE: Knowledge or content
RS6 - Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS11 – To reflect on classroom practices in order to innovate and improve teaching (CG10A) TYPE: Skills or competences
RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school (CG02) TYPE: Competences
RC20 – Develop and evaluate curriculum content using appropriate teaching resources and promote the corresponding competences in students [artistic, visual and musical education] (CE57) TYPE: Competences
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competencies
Description of the content
• Elements of music.
• Rhythm and dance training for teachers.
• Vocal and aural training for teachers.
• Fundamentals of composition for teachers.
• Instrumental training for teachers. Musical performance.
• Musical genres.
Training activities
V1. Online classes
V2. Guided work on the online platform
V3. Practical lessons
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10 per cent of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To have your marks averaged according to the above weightings, you must achieve at least a mark of 5 out of 10 in the in-person final examination.
If you have to sit the supplementary assessment, 100 per cent of your final mark will be based on the mark you achieve in the supplementary final exam for the module.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, this will be checked both by the tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
PhD in Musicology and Master’s degree in Languages and Artistic Expressions in Music. His research focuses on historical musicology, with particular attention to sources, musical instruments and their cultural contexts.
He has been a member of various research groups funded by the Banco Santander Foundation, including Music and Nature in the Hispanic Cultural Context (2016–2018), Musicology and Music Performance in Spain: Dialogues for Disciplinary Integration (2021–2024) and, currently, Sounds of the Past: Exploring Medieval Organology on the St. Louis Bible (since 2023). In these projects, he has contributed to the interdisciplinary study of music, integrating historical, organological and performative perspectives.
Her research combines the analysis of musical sources with the study of performance practice and theoretical reflection, contributing to a better understanding of Hispanic musical heritage. Her most recent publication is Juan Bermudo. Declaración de los instrumentos musicales (Almuzara, 2025), a critically edited work that makes a significant contribution to our understanding of Renaissance musical treatises.
Objectives
• To understand the importance and principles of vocal education within the primary school curriculum, focusing on vocal practice as a means of artistic, emotional and social development.
• To identify the specific characteristics and challenges of vocal education for pupils with special educational needs, recognising strategies for support, adaptation and inclusion through singing
• To value singing as an educational tool for the development of the voice, creativity, expressiveness and integration within the primary school classroom.
• To apply strategies and playful activities for the progressive development of musical and vocal expression in children.
• To develop pupils’ aural skills through singing and active listening, fostering perception, memory, musical discrimination and musical expression.
• To integrate musical instruments into vocal practice to enrich the educational experience, boost creativity and encourage active and collaborative participation in the classroom.
Prerequisites
For students wishing to undertake the Specialisation in Music Education, in order to ensure the attainment of the intended learning outcomes, students will be required to demonstrate a minimum level of musical knowledge. This may be demonstrated in one of two ways:
· By providing a Music Baccalaureate qualification, a Higher Vocational Training qualification in the field, or proof of having successfully completed one of the courses at an elementary, professional or higher conservatoire.
· Passing a basic test of musical knowledge designed for this purpose by the University, at a level equivalent to the first year of the elementary conservatoire.
Learning outcomes
RK28 – Be familiar with the school curriculum for arts education, covering its visual arts, audiovisual and musical aspects (CE55) TYPE: Knowledge or content
RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS11 – To reflect on classroom practices in order to innovate and improve teaching (CG10A) TYPE: Skills or competences
RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school (CG02) TYPE: Competences
RC20 – Develop and evaluate curriculum content using appropriate teaching resources and promote the corresponding competences in students [art, visual arts and music education] (CE57) TYPE: Competences
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competencies
Description of the content
• Vocal education in the Primary Education curriculum.
• Vocal education and training.
• Singing as a tool for musical education.
• The choir in the classroom: a space for cooperation and community building.
• Aural education and training.
• The integration of musical instruments into vocal education.
Training activities
V1. Online classes
V2. Guided work on the online platform
V3. Practical classes
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10% of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To have your marks averaged according to the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.
If you have to sit the supplementary assessment, 100 per cent of your final mark will be based on the mark you achieve in the course’s supplementary final exam.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and assessed qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; should there be evidence of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
Bibliography
Essential:
1. Asensio Arjona, Verónica
Music Pedagogy: Practical Application of the Dalcroze, Kodály, Orff, Willems and Martenot Methods
Robin Book. 2022.
ISBN: 978-84-18703-
2. Cerrillo, Torremocha
The Popular Children’s Songbook in Education
Síntesis. 2017.
ISBN: 978-84-9171-0
3.- Díaz, Maravillas; Giráldez, Andrea
Theoretical and methodological contributions to music education. A selection of relevant authors
Grao. 2007.
ISBN: 978-84-7827-5
4. Pascual Mejía, P
Music Pedagogy
2nd ed. Pearson Education. 2010.
ISBN: 9788483227169
5. Villagar, I
How to Teach Children and Teenagers to Sing. Technical and Pedagogical Foundations of the Singing Voice
Ma non Troppo. 2019.
ISBN: 978-84-120812
S0450757
Dance, physical expression and the performing arts in Music Education
OP
6
Dance, physical expression and the performing arts in Music Education
My academic and professional career lies at the intersection of university teaching, research and artistic practice, specialising in the performing arts, dance and education. I hold a PhD in Feminist and Gender Studies and am an ANECA-accredited tenured lecturer, with teaching experience at undergraduate and postgraduate level, as well as in higher arts education.
My research activity centres on practice-based artistic research, arts education with a gender perspective, and the use of the arts as a tool for educational innovation, social impact and knowledge transfer. I have participated in research and teaching innovation projects, published academic articles and book chapters, and presented research findings at national and international conferences; with extensive artistic experience as a performing arts creator and choreographer, integrating creation, teaching and research into an interdisciplinary profile that is coherent and geared towards academic and cultural excellence.
Objectives
• To explore the legislative framework in greater depth and understand the impact of the performing arts on the musical education of primary school pupils.
• To understand the educational potential of theatre and dramatic play as comprehensive tools for emotional development and inclusion in the primary school classroom.
• To explore the techniques of mime, marionettes and puppets as performing arts resources for emotional learning and creativity, as well as inclusive tools in primary education.
• To develop creativity and emotional understanding through the dramatisation of songs, the enactment of stories and the performance of scenes in the classroom.
• To learn about different approaches to working on physical expression through music and to explore the fundamentals of movement as a key process for musical and socio-emotional education.
• To analyse the impact of ICT on the development of physical expression and to equip teachers with technological tools to enrich the learning process in the music classroom.
Prerequisites
For students wishing to undertake the Specialisation in Music Education, in order to ensure the achievement of the intended learning outcomes, students will be required to demonstrate a minimum level of musical knowledge. This can be demonstrated in two ways:
· By providing a Music Baccalaureate qualification, a Higher Vocational Training qualification in the field, or proof of having passed one of the courses at an elementary, professional or higher conservatoire.
· Passing a basic test of musical knowledge designed for this purpose by the University, at a level equivalent to the first year of the elementary conservatoire.
Learning outcomes
RK28 – Be familiar with the school curriculum for arts education, covering its visual arts, audiovisual and musical aspects (CE55) TYPE: Knowledge or content
RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS11 – To reflect on classroom practices in order to innovate and improve teaching (CG10A) TYPE: Skills or competences
RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school (CG02) TYPE: Competences
RC20 – Develop and evaluate curriculum content using appropriate teaching resources and promote the corresponding competences in students [artistic, visual and musical education] (CE57) TYPE: Competences
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly drawing on democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences
Description of the content
• The performing arts as part of children’s musical education. Theatre and dramatic play.
• Performing arts resources for teaching children.
• Music as a means of fostering the development of physical expression.
• Dance as an educational resource in the music classroom.
• Creating choreographies.
• Traditional dances and folklore as elements for learning music.
Training activities
V1. Online classes
V2. Guided work on the online platform
V3. Practical classes
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10 per cent of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To have your mark calculated as an average of the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.
If you have to sit the supplementary assessment, 100 per cent of your final mark will be based on the mark you achieve in the supplementary final exam for the module.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, this will be checked both by the tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
PhD in Musicology. Qualified music teacher, with a degree in History and Musicology. Specialist in early music, medieval codicology and musical palaeography. She has recently carried out the research project ‘Sounds of the Past’ at UAX. Her main areas of research focus on early music, musical iconography, music pedagogy and educational innovation.
Objectives
• To explore the concept of performance and performativity in the music classroom, fostering creativity, physical, instrumental and vocal expression, and the ability to communicate ideas and emotions through musical practice in a variety of contexts.
• To become familiar with the different types of musical instruments, their classification, history and use in the classroom, promoting teaching strategies, technological resources and an appreciation of music through practising with a variety of instruments.
• To learn about and use everyday objects and recycled materials as resources for creating musical instruments, developing creativity, environmental awareness and the ability to design sustainable and inclusive artistic activities in the classroom.
• To acquire a sound knowledge of musical harmonisation and composition, promoting creativity, the application of ICT, and the adaptation of repertoires for music teaching in primary schools.
• To recognise and understand the main musical styles, genres and movements, as well as their integration into education through diverse pedagogical approaches, in order to foster critical analysis, creativity and respect for musical and cultural diversity.
• To understand the importance, benefits and challenges of integrating ICT into music education, analysing its role in learning, resource creation, collaboration and pedagogical management, whilst ensuring its ethical and safe use in the classroom.
Prerequisites
For students wishing to undertake the Specialisation in Music Education, in order to ensure the attainment of the intended learning outcomes, students will be required to demonstrate a minimum level of musical knowledge. This can be demonstrated in one of two ways:
· By providing a Music Baccalaureate qualification, a Higher Vocational Training qualification in the field, or proof of having successfully completed any of the courses at an elementary, professional or higher conservatoire.
· Passing a basic test of musical knowledge designed for this purpose by the University, at a level equivalent to the first year of the elementary conservatoire.
Learning outcomes
RK3 – Understand and apply information and communication technologies in the classroom (CG11A) TYPE: Knowledge or content
RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS11 – To reflect on classroom practices in order to innovate and improve teaching (CG10A) TYPE: Skills or competences
RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school (CG02) TYPE: Competences
RC20 – Develop and evaluate curriculum content using appropriate teaching resources and promote the corresponding competences in students [artistic, visual and musical education] (CE57) TYPE: Competences
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences
Description of the content
• Performance and performativity in the music classroom.
• Main instruments for use in the music classroom.
• Everyday objects and waste materials as instrumental resources.
• Creating a musical repertoire for music teaching: harmonic arrangements and composition.
• Musical styles and genres and their use in music teaching.
• ICT in the music classroom.
Training activities
V1. Online classes
V2. Guided work on the virtual platform
V3. Practical lessons
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10 per cent of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To have your marks averaged according to the above weightings, you must achieve a mark of at least 5 out of 10 in the face-to-face final exam.
If you have to sit the supplementary assessment, 100 per cent of your final mark will be based on your result in the course’s supplementary final examination.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
TOTAL:
216
SECOND FOUR-MONTH TERM
Code
Subjects
Character*
ECTS
S0350732
Disruptive Education for Physical Education Teachers
OP
6
Disruptive Education for Physical Education Teachers
He holds a degree in Physical Activity and Sports Sciences with a specialisation in Sports Coaching, as well as being a Senior Technician in Physical and Sports Activities. He holds a Master’s Degree in Teacher Training for Secondary Education (ESO), Sixth Form, Vocational Training and Languages, specialising in Physical Education. He teaches at educational institutions offering TSEAS, TSAF and TEGU vocational training programmes, as well as acting as a tutor for vocational training students both in the classroom and in the workplace. She combines her professional work with university teaching, delivering classes in the Physical Education modules of the Early Years and Primary Education degree programmes.
Objectives
- To understand the importance of critical thinking in teaching from the perspective of Disruptive Education.
- To define critical thinking in an educational context.
-To identify disruptive education methodologies and tools that facilitate the development of critical thinking skills in students.
-To analyse case studies using critical thinking and disruptive education strategies.
-To analyse the process of educational innovation in the Physical Education classroom
-To define the concept of educational innovation.
-To understand the different phases of the educational innovation process.
-To determine the teaching competencies required for educational innovation.
-To explore the most characteristic features of innovative schools.
-To identify innovative teaching methodologies and resources that promote educational inclusion.
-To establish a framework for an introduction to research as a means of innovation in the work of physical education professionals.
-To identify the scientific fields involved in the educational process.
-To establish the principles and mechanisms of educational research.
-To characterise the relationship between educational research and innovation.
-To present action research as a methodological model for improving teaching practice.
-To identify the main areas of interest in inclusive educational research within the field of primary education.
Prerequisites
None, apart from those required for admission to the Bachelor’s degree in Primary Education.
Learning outcomes
RK5 – Understand quality improvement models applicable to schools (CG12B) TYPE: Knowledge or content
RS3 - Foster a sense of community in and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences
RS5 – To carry out tutoring and guidance duties with pupils and their families, addressing pupils’ specific educational needs (CG06B) TYPE: Skills or competences
RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competences
RS11 – Reflect on classroom practices in order to innovate and improve teaching (CG10A) TYPE: Skills or competences
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competencies
Description of the content
Analytical thinking for teachers.
Critical thinking as a path to success.
Problem-solving and decision-making skills. Applications in the PE classroom.
Innovation in the Physical Education classroom.
Research as a means of innovation in the teaching of Physical Education.
Communicating innovation.
Training activities
V1. Virtual lessons
V2. Guided work on the virtual platform
V3. Practical classes
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10 per cent of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To have your marks calculated using the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person examination.
If you have to sit the supplementary examination, 100 per cent of your final mark will be based on your result in the supplementary final examination for the module.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
S0350735
Disruptive Education for Teachers of Remedial Education
OP
6
Disruptive Education for Teachers of Remedial Education
Primary school teacher, specialising in Remedial Education and Hearing and Language, as well as holding a Diploma in Social Education and being a Vocational Training Tutor, with various specialist courses under her belt. With over twenty years’ experience in the socio-educational field, she has worked in both schools and at university level. A lecturer at Alfonso X el Sabio University, she teaches the modules Disruptive Behaviour in Education on the Bachelor’s degree in Early Years and Primary Education, and Diagnosis and Educational Treatment of Pupils with Sensory Impairments on the Therapeutic Pedagogy specialisation. Her teaching work focuses on educational innovation, supporting diversity and student inclusion.
Objectives
-To explore the process of pedagogical innovation from the perspective of therapeutic pedagogy.
-To define the term ‘pedagogical innovation’.
-To study the different stages of the innovation process.
-To identify the teaching skills essential for fostering innovation.
-To analyse the main characteristics of innovative schools.
-To identify innovative tools and technological resources that promote educational inclusion.
-To provide a foundation for introducing research as a key tool for innovation in the work of therapeutic pedagogy professionals.
-To analyse the scientific fields involved in the educational process.
-To define the principles and procedures of educational research.
-To describe the link between research and innovation in the field of education.
-To present action research as a methodological approach aimed at improving teaching practice.
-To identify current topics of interest in the field of inclusive research in primary education.
-To understand how to develop effective communication skills in the context of classroom innovation, with the aim of enriching the educational experience and promoting an inclusive learning environment.
-To assess the importance of communication in the field of educational innovation.
- To identify pedagogical strategies that foster the development of communication skills and innovative abilities in inclusive educational settings.
-To analyse the fundamental elements of communication and innovation for inclusive curriculum design.
Prerequisites
None, apart from those required for admission to the Bachelor’s Degree in Primary Education.
Learning outcomes
RK5 – Understand quality improvement models applicable to educational institutions (CG12B) TYPE: Knowledge or content
RS3 - To foster a sense of community within and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences
RS5 – To carry out tutoring and guidance duties with pupils and their families, addressing pupils’ specific educational needs (CG06B) TYPE: Skills or competences
RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills
RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences
Description of the content
Analytical thinking for teachers.
Critical thinking as a path to success.
Problem-solving and decision-making skills. Applications in the therapeutic pedagogy classroom.
Innovation in the Remedial Education classroom.
Research as a pathway to innovation in the work of the therapeutic pedagogy professional.
Communicating innovation.
Training activities
V1. Online classes
V2. Guided work on the virtual platform
V3. Practical sessions
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10 per cent of the final mark.
• Portfolio: 30% of the final mark.
• In-person final exam: 60% of the final mark.
To have your marks averaged according to the above weightings, you must achieve a mark of at least 5 out of 10 in the final face-to-face examination.
If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, this will be checked both by the tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; should there be evidence of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
Bibliography
Core:
1. Acaso, M., & Manzanera, P.
This Is Not a Class: Investigating Disruptive Education in Formal Educational Contexts.
Planeta Ediciones. 2014.
ISBN: 978-84-08-145
2.- PAREDES-ZAVALETA, E. M.
Inclusive education and school cohesion.
Polo del conocimiento: Scientific and professional journal. 2021.
Teacher and Primary Education Coordinator at a private school in Madrid. An expert in educational innovation with a proven track record in transforming learning environments. Her experience combines pedagogical leadership, teacher training and the implementation of disruptive methodologies to improve education.
She is currently a lecturer on the UAX Master’s in Educational Innovation, in the UAX Master’s in Leadership and Management of Educational Institutions, and a lecturer on the UAX’s Bachelor’s Degree in Primary Education where he contributes to the training of professionals committed to the development of the education system.
Her work has been recognised with the ‘Ángel Herrera’ Award for Excellence in Teaching, a reflection of her commitment to high-quality teaching. Furthermore, she speaks at conferences and educational seminars, and advises schools and families on the implementation of innovative teaching models.
With a focus on innovative educational projects, she promotes the development of teachers capable of leading change in the classroom and making a real impact on 21st-century education.
Objectives
- To understand the importance of analytical thinking in teaching.
-To gain an initial understanding of the fundamentals of Disruptive Education.
- To understand the concept and importance of critical thinking in an educational context, identifying how it can enhance students’ success in complex digital environments.
-To become familiar with disruptive education methodologies and tools that facilitate the development of critical thinking skills in students, with an emphasis on the use of advanced technologies.
-To analyse case studies in which the application of critical thinking strategies and disruptive education has improved the learning process.
-To understand the concept of conflict in the school setting and its origins, and to identify the different types of conflict that may arise in an educational context.
-To analyse the reasons why conflicts arise in the classroom.
-To familiarise oneself with various problem-solving strategies for subsequent application in the classroom.
-To recognise the problems that may arise in an English classroom and how to apply the strategies.
- To define the concept of educational innovation.
-To understand the different stages of the educational innovation process.
-Identify the teaching skills required for educational innovation.
-To explore the most characteristic features of innovative schools.
-To identify innovative teaching methodologies and resources that promote educational inclusion.
-Establish a framework for introducing research as a means of innovation in foreign language teaching.
-To recognise the importance of communication in educational innovation.
-To develop teaching strategies that utilise new technologies to enrich communication.
Prerequisites
None, apart from those required for admission to the Bachelor’s degree in Primary Education.
Learning outcomes
RK5 - Understand quality improvement models applicable to educational institutions (CG12B) TYPE: Knowledge or content
RS3 – Foster a sense of community both inside and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences
RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competences
RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competencies
Description of the content
Analytical thinking for teachers.
Critical thinking as a path to success.
Problem-solving and decision-making skills. Applications in the foreign language classroom.
Innovation in the English classroom.
Research as a means of innovation in English language teaching.
Communicating innovation.
Training activities
V1. Online lessons
V2. Guided work on the virtual platform
V3. Practical classes
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10 per cent of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To have your marks averaged according to the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.
If you have to sit the supplementary assessment, 100 per cent of your final mark will be based on the mark you achieve in the supplementary final exam for the module.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; should there be evidence of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
Silvia Pradas Montilla, a PhD holder accredited by ANECA, holds a PhD in Education and a degree in Educational Psychology, with over 20 years’ experience as a university lecturer and researcher. She has spent over 10 years overseeing the administration of various university degree programmes, serving as director of several master’s programmes, including the Master’s in Psychopedagogy and Educational Neuropsychology, and currently the Master’s in Educational Technology and Digital Skills. She contributes to various research projects, is the author of several publications, and has initiated a line of research into educational neurotechnology
Unfortunately, I am no longer part of the teaching staff at UAX, as I am a tenured lecturer at the University of Almería. Since 16 July 2026, I have had no teaching role at the Alfonso X el Sabio University.
These have been years of intense work in educational robotics within the MTED, but it is no longer possible to continue teaching there.
Prerequisites
None, apart from those required for admission to the Bachelor’s degree in Primary Education.
Learning outcomes
RK3 – Understand and apply information and communication technologies in the classroom (CG11A) TYPE: Knowledge or content
RK4 – To understand the role, possibilities and limitations of education in today’s society, and the key competencies relevant to primary schools and their staff (CG12A) TYPE: Knowledge or content
RK5 – To be familiar with quality improvement models applicable to educational institutions (CG12B) TYPE: Knowledge or content
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences
RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences
RS3 – Foster a sense of community in and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competencies
RS6 – Recognise that the teaching profession must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competences
RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school (CG02) TYPE: Competences
Description of the content
• Analytical thinking for teachers.
• Critical thinking as a path to success.
• Problem-solving and decision-making skills.
• Innovation through the use of ICT in the classroom.
• Research as a means of innovation in teaching with the aid of ICT.
• Communicating innovation.
Training activities
V1. Virtual classes
V2. Guided work on the virtual platform
V3. Practical sessions
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10% of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To have your marks averaged using the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.
If you have to sit the supplementary assessment, 100 per cent of your final mark will be based on the mark you achieve in the supplementary final exam for the module.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
S0350744
Disruptive Education for Speech and Language Teachers
OP
6
Disruptive Education for Speech and Language Teachers
PhD in Education from the Faculty of Teacher Training at the Autonomous University of Madrid, with distinction (Cum Laude).
Bachelor’s degree in Educational Psychology from the National University of Distance Education.
Diploma in Social Education from the National University of Distance Learning.
University lecturer.
Her research has been recognised by the CNEAI. She has published numerous articles in prestigious scientific journals and publications. She has participated in research projects and is also a principal investigator on research projects. She has presented more than twenty papers at national and international conferences and has been invited to speak at prestigious universities.
Objectives
- To understand the importance of analytical thinking in teaching.
-To gain an initial understanding of the fundamentals of Disruptive Education.
-To learn what analytical thinking is and its various components.
-To identify the best strategies for fostering analytical thinking in the classroom.
-To recognise the role of the teacher in the development of analytical thinking.
-To employ different strategies for integrating analytical thinking into the various subject areas.
-To define critical thinking in an educational context.
-To identify methodologies and tools for disruptive education that facilitate the development of critical thinking skills in pupils.
- Analyse case studies using critical thinking strategies and disruptive education approaches.
-Understand the concept of conflict in the school setting and its origins, and identify the different types of conflict that may arise in an educational context.
-To analyse the reasons why conflicts arise in the classroom.
-To become familiar with various problem-solving strategies for subsequent application in the classroom.
-To recognise the problems that may arise in the Hearing and Language classroom and how to apply the strategies.
-To recognise the importance of communication in educational innovation
- To develop teaching strategies that utilise new technologies to enhance communication.
Prerequisites
None, apart from those required for admission to the Bachelor’s Degree in Primary Education.
Learning outcomes
RS3 – Foster a sense of community in and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences
RS6 – Recognise that the teaching profession must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competences
RS8 - Recognise the educational dimension of the teaching role and promote democratic education for active citizenship (CG07B) TYPE: Skills or competences
RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences
RK5 – Understand models for quality improvement applicable to educational institutions (CG12B) TYPE: Knowledge or content
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences
Description of the content
Analytical thinking for teachers.
Critical thinking as a path to success.
Problem-solving and decision-making skills. Applications in the Speech and Language Therapy classroom.
Innovation in the Hearing and Speech Therapy classroom.
Research as a pathway to innovation in the work of hearing and speech therapists.
Communicating innovation.
Training activities
V1. Virtual classes
V2. Guided work on the virtual platform
V3. Practical sessions
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10 per cent of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To have your marks averaged according to the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.
If you have to sit the supplementary assessment, 100 per cent of your final mark will be based on the mark you achieve in the course’s supplementary final exam.
The University uses a plagiarism detection tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; should there be evidence of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
PhD in Musicology. Qualified music teacher, with a degree in History and Musicology. Specialist in early music, medieval codicology and musical palaeography. She has recently carried out the research project ‘Sounds of the Past’ at UAX. Her main areas of research focus on early music, musical iconography, music pedagogy and educational innovation.
Unfortunately, I am no longer a member of the teaching staff at UAX, as I am a tenured lecturer at the University of Almería. Since 16 July 2026, I have had no teaching role at Alfonso X el Sabio University.
These have been years of intense work in educational robotics within the MTED, but it is no longer possible to continue teaching there.
Objectives
• To understand the importance of analytical thinking in teaching.
• To understand the importance of critical thinking in teaching from the perspective of disruptive education.
• To provide students with tools to identify and resolve conflicts constructively within the school environment, and particularly in the music classroom.
• To analyse the process of educational innovation in the primary school music classroom.
• To establish a framework for an introduction to research as a means of innovation in music teaching.
• To understand the development of effective communication skills within the classroom innovation process, with a view to enhancing the educational experience and fostering an inclusive learning environment.
Prerequisites
For students wishing to undertake the Specialisation in Music Education, in order to ensure the achievement of the intended learning outcomes, students will be required to demonstrate a minimum level of musical knowledge. This may be demonstrated in one of two ways:
· By providing a Music Baccalaureate qualification, a Higher Vocational Training qualification in the field, or proof of having passed one of the courses at an elementary, professional or higher conservatoire.
· Passing a basic test of musical knowledge designed for this purpose by the University, at a level equivalent to the first year of the elementary conservatoire.
Learning outcomes
RK5 – Understand models for quality improvement as applied to educational institutions (CG12B) TYPE: Knowledge or content
RS3 – Fostering a positive learning environment both inside and outside the classroom, resolving disciplinary issues and contributing to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences
RS6 – Recognise that the teaching profession must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competences
RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences
Description of the content
• Analytical thinking for teachers.
• Critical thinking as a path to success.
• Problem-solving and decision-making skills. Applications in the music classroom.
• Innovation in the music classroom.
• Research as a means of innovation in music teaching.
• Communicating innovation.
Training activities
V1. Online classes
V2. Guided work on the virtual platform
V3. Practical classes
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10 per cent of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To have your marks calculated based on the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.
If you have to sit the supplementary assessment, 100 per cent of your final mark will be based on the mark you achieve in the supplementary final exam for the module.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; should there be evidence of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
Bibliography
Core:
1. Calvillo Castro, A.J. (ed.)
A World of PBL Music Projects (2 volumes)
Procompal. 2019.
ISBN: 978-84-9881-6
2. Mauricio Rodríguez López
Musical Games in Primary Schools Implementing the SDGs
GRAO. 2025.
ISBN: 2014-4741
3. Mauricio Rodríguez López
Active methodologies in music teaching in primary education: Game-based learning with boomwhackers.
Tenured Lecturer with a PhD accredited by ANECA. PhD Cum Laude in Motor Skills and Human Health from the University of A Coruña (UDC). Her solid academic background is complemented by a Master’s degree in Supporting Diversity and Inclusive Education from the Alfonso X El Sabio University (UAX), a Bachelor’s degree in Biology from the University of A Coruña (UDC) and a Bachelor’s degree in Early Years Teaching with a specialisation in Physical Education from UAX, providing a holistic perspective that combines Health Sciences with Education. Her teaching is highly regarded, as reflected in her collaboration with prestigious universities, including the International University of La Rioja (UNIR). Her excellence and commitment to educational quality have been recognised with the Teaching Quality Award at UAX for the 2022–2023 and 2024–2025 academic years. Her research focuses on the intersection between parenting styles, physical and psychological health, and emotional wellbeing. Her work has been published in high-impact international scientific journals indexed in Journal Citation Reports, with a particular focus on the field of sports neuropsychology. In addition to her academic contributions, she demonstrates a strong commitment to disseminating knowledge, participating in international conferences and authoring four books, notably “A Guide to Effective Parenting in Modern Life: Keys to Creating the Home of Your Dreams” and “The Art of Parenting; A Comprehensive Guide to Assessing, Understanding and Applying Parenting Styles”.
Objectives
- To promote the active participation of all children, regardless of their abilities.
-To develop skills to identify pupils’ specific needs.
-To implement inclusive strategies in physical education lessons.
-To foster cooperation and respect amongst pupils.
-To design and implement curricular and pedagogical adaptations that meet the individual needs of children with behavioural difficulties, ensuring their full participation in the educational process.
-To foster effective collaboration between educators, families and external professionals to provide comprehensive and consistent support for children with behavioural difficulties.
-Provide ongoing training and resources to educators so that they can develop skills in identifying, managing and supporting children with behavioural difficulties.
-Establish procedures for the ongoing assessment and monitoring of the progress of children with behavioural difficulties, adjusting intervention strategies as necessary to ensure their academic and emotional success.
-To understand the various motor difficulties that children may experience, including their characteristics, causes and potential implications for development and learning.
-To identify and utilise adaptations and material resources that facilitate access and participation for children with motor difficulties in the classroom and during physical activities.
-To identify the main sensory difficulties in childhood and understand their impact on children’s motor, social and emotional development in the context of physical education.
-To understand the impact of special educational needs on children’s physical and social development.
Prerequisites
None, apart from those required for admission to the Bachelor’s Degree in Primary Education.
Learning outcomes
RS5 – Carry out mentoring and guidance roles with pupils and their families, addressing pupils’ unique educational needs (CG06B) TYPE: Skills or competences
RS6 - Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competences
RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences
RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school (CG02) TYPE: Competences
RC2 – Design and manage learning environments in diverse contexts that promote gender equality, equity and respect for human rights, in line with the values of citizenship education (CG04) TYPE: Competences
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly drawing on democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences
Description of the content
Addressing diversity in the Physical Education classroom.
Measures and adaptations for children with difficulties arising from behavioural problems.
Strategies and adaptations for children with intellectual disabilities and autism spectrum disorders.
Measures and adaptations for children with motor difficulties.
Strategies and adaptations for children with sensory difficulties.
Inclusion of children with special educational needs in play within the Physical Education classroom.
Training activities
V1. Online classes
V2. Guided work on the virtual platform
V3. Practical sessions
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10 per cent of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final examination: 60% of the final mark.
To have your marks averaged according to the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.
If you have to sit the supplementary assessment, 100 per cent of your final mark will be based on the mark you achieve in the supplementary final exam for the module.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
S0450739
Hospital Education. Educational support for sick children
OP
6
Hospital Education. Educational support for sick children
Researcher specialising in educational innovation, new methodologies and inclusion, with a focus on pupils with ASD and deaf people. Teaching experience on the Master’s in Teacher Training (educational guidance) and the Bachelor’s in Primary and Early Years Education (specialising in music, language arts, physical education and physical therapy). He has been nominated twice for the Educa Abanca awards. Furthermore, he has run a performing arts school, drawing on his diploma in classical dance and choreography, integrating creativity and diversity into educational practice.
Objectives
-To equip students with the concepts needed to provide tailored, high-quality educational support to children and adolescents who, due to health problems, are unable to attend their schools regularly.
-To equip future primary school teachers with the skills and competences required to provide high-quality educational support to pupils with chronic or long-term illnesses, ensuring their inclusion and holistic development within the school environment.
-To develop a comprehensive understanding of how illness affects not only the psychological well-being of the patient, but also those living with them, and how the family’s resilience can mitigate these adverse effects.
-To equip future primary school teachers with the necessary competences to design and implement effective teaching and methodological strategies for the educational care of children with illnesses, covering the contexts of hospital classrooms, home-based care and mainstream classrooms, with a differentiated approach for each stage of primary education.
-To develop in future primary school teachers the necessary skills to select, adapt and create teaching resources and materials suitable for hospital-based education, taking into account the specific needs of pupils with health conditions across the different stages of primary education and within the contexts of hospital classrooms, home-based care and mainstream classrooms.
-To develop in future primary school teachers the necessary skills to design, implement and analyse strategies for assessing outcomes tailored to the specific needs of pupils with illnesses in the contexts of hospital classrooms, home care and mainstream classrooms, taking into account the different stages of primary education and promoting a holistic assessment that encompasses academic, emotional and personal development aspects.
Prerequisites
None, apart from those required for admission to the Bachelor’s degree in Primary Education.
Learning outcomes
RK5 – Understand quality improvement models applicable to educational institutions (CG12B) TYPE: Knowledge or content
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences
RS10 – Value individual and collective responsibility in achieving a sustainable future (CG09) TYPE: Skills or competences
RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences
RS3 – Foster harmonious coexistence in and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences
RS5 – Carry out tutoring and guidance roles with pupils and their families, addressing pupils’ individual educational needs (CG06B) TYPE: Skills or competences
RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS7 – Collaborate with the various sectors of the educational community and the wider society (CG07A) TYPE: Skills or competences
RS8 – Recognise the educational dimension of the teaching role and promote democratic education for active citizenship (CG07B) TYPE: Skills or competences
RC2 – Design and manage learning environments in diverse contexts that promote gender equality, equity and respect for human rights, thereby shaping the values of citizenship education (CG04) TYPE: Competences
Description of the content
The education of sick children. Requirements and characteristics of hospital-based teaching.
Teaching skills for working with sick children.
Relationships with families and healthcare professionals.
Teaching and methodological strategies for the educational care of sick children.
Teaching resources and materials for hospital-based education.
Assessment of outcomes.
Training activities
V1. Online classes
V2. Guided work on the online platform
V3. Practical sessions
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10 per cent of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To be eligible for the final mark calculated from the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person examination.
If you have to sit the supplementary assessment, 100 per cent of your final mark will be based on the mark you achieve in the supplementary final exam for the module.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; should there be evidence of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
S0450744
Inclusive English Language Education and Special Educational Needs in English
OP
6
Inclusive English Language Education and Special Educational Needs in English
PhD candidate on the Doctoral Programme in Linguistics, Literature and Translation at the University of Málaga. She holds a Master’s degree in English Studies, Multilingual and Intercultural Communication and another in Secondary School Teacher Training, specialising in Foreign Languages (English). She teaches at Alfonso X el Sabio University, where she delivers modules on the Early Years and Primary Education degree programmes, both with a specialisation in English. She also collaborates with the International University of Valencia, supervising Master’s dissertations on the Master’s programme in Foreign Language Teacher Training. She was a visiting researcher at Birmingham City University (February–May 2026). Her research interests include critical theory, Pre-Raphaelite studies, adaptation studies, intermediality and Shakespeare’s heroines. She is also a member of the Birmingham Pre-Raphaelite Society (PRS).
Objectives
- To define the concept of diversity in the English classroom.
-To analyse the various measures and adaptations for children with difficulties arising from learning and behavioural problems.
-To develop skills to design and implement inclusive strategies that promote learning and participation amongst pupils with intellectual disabilities and ASD in school settings.
-To implement curricular adaptations for pupils with language and classroom-related difficulties
-To design and apply adapted teaching strategies that enable pupils with language and speech disorders to participate actively in learning English.
-To foster an inclusive and collaborative learning environment.
-To develop the necessary skills to design, produce and evaluate inclusive and effective English-language teaching materials aimed at children with special educational needs, with a view to promoting meaningful, equitable and inclusive learning in the classroom.
-To provide future teachers with practical tools, strategies and approaches to prevent and manage frustration in the learning of English among children with special educational needs.
Prerequisites
None, apart from those required for admission to the Bachelor’s degree in Primary Education.
Learning outcomes
LR1 – Effectively address language learning situations in multicultural and multilingual contexts (CG03A) TYPE: Skills or competences
RS2 – Encourage the reading and critical analysis of texts from the various scientific and cultural fields covered by the school curriculum (CG03B) TYPE: Skills or competences
RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school (CG02) TYPE: Competences
RC3 – Selectively discern audiovisual information that contributes to learning, civic education and cultural enrichment (CG11B) TYPE: Competences
RC19 – Develop and evaluate curriculum content using appropriate teaching resources and promote the corresponding competences in pupils [language and communication sciences] (CE53) TYPE: Competences
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competencies
Description of the content
Addressing diversity in the English classroom.
Measures and adaptations for children with difficulties arising from learning and behavioural problems.
Strategies and adaptations for children with intellectual disabilities and autism spectrum disorders.
Specific considerations in teaching English to children with language and speech disorders.
Developing specific teaching materials for children with special educational needs.
How can we prevent frustration when children with special educational needs are learning English?
Training activities
V1. Online classes
V2. Guided work on the online platform
V3. Practical lessons
V4. Independent work
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10 per cent of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To have your marks calculated using the above weightings, you must achieve a mark of at least 5 out of 10 in the final face-to-face examination.
If you have to sit the supplementary assessment, 100 per cent of your final mark will be based on the mark you achieve in the supplementary final exam for the module.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
Bibliography
Core:
1. Elena Martín Ortega, Teresa Mauri Majós
Educational Guidance. Addressing diversity and inclusive education
Gaós. 2011.
ISBN: 978-84-9980-0
2. Juan L. Castejón Costa
Learning and Developmental Difficulties and Disorders in Early Years and Primary Education
Club Universitario. 2017.
ISBN: 8416966052
3. Mercedes Blanchard Giménez
Methodological proposals for reflective teachers. How to work with diversity in the classroom
None, apart from those required for admission to the Bachelor’s degree in Primary Education.
Learning outcomes
RK3 – To understand and apply information and communication technologies in the classroom (CG11A) TYPE: Knowledge or content
RK4 – To understand the role, potential and limitations of education in today’s society, and the key competencies relevant to primary schools and their staff (CG12A) TYPE: Knowledge or content
RK5 – Be familiar with quality improvement models applicable to educational institutions (CG12B) TYPE: Knowledge or content
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences
RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences
RS3 – Foster a sense of community in and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts (CG05A) TYPE: Skills or competences
RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS7 – Collaborate with the various sectors of the educational community and the wider social environment (CG07A) TYPE: Skills or competences
RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school (CG02) TYPE: Competences
Description of the content
• ICT as a key tool in working with children with special educational needs.
• ICT in working with children with difficulties arising from learning and behavioural problems
• ICT in working with children with difficulties associated with intellectual disabilities and autism spectrum disorders
• ICT for the educational development of gifted children.
• ICT in working with children with difficulties associated with sensory and motor disabilities.
• Evaluation of the outcomes of using ICT with children with special educational needs.
Training activities
V1. Online classes
V2. Guided work on the virtual platform
V3. Practical sessions
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10 per cent of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To be eligible for the final mark, calculated as the average of the above components, you must achieve a mark of at least 5 out of 10 in the final in-person exam.
If you have to sit the supplementary assessment, 100 per cent of your final mark will be based on the mark you achieve in the supplementary final exam for the module.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; should there be evidence of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
Holds a degree in Psychology from the Autonomous University of Madrid and is an expert in childhood and adolescence. She has a Master’s degree in intervention with children and families and is a family coach. She coordinates counselling departments in schools, combining psychological therapy with university teaching. Specialising in emotional intervention and behavioural therapy, she advises state-subsidised and private schools on how to support pupils with specific educational needs.
Objectives
-To equip teacher training students with the necessary skills to identify, assess and design specific educational interventions for primary school children with reading difficulties, based on effective pedagogical approaches tailored to the individual needs of each pupil
-To ensure the acquisition of specific knowledge and strategies for effectively addressing difficulties with written expression in educational contexts, promoting the development of skills that enable pupils to overcome their difficulties, improve their academic performance and strengthen their confidence and self-esteem
-To understand the nature of dysorthography, its characteristics, assessment and intervention strategies, in order to develop and implement curricular and methodological adaptations that facilitate the learning of spelling rules within an inclusive educational environment.
-To provide primary school teacher training students with the knowledge and tools necessary to identify and apply effective interventions for pupils with dyscalculia, with the aim of improving their mathematical skills and promoting their inclusion within the educational environment.
-To provide future teachers with the necessary tools to design and implement effective teaching materials for working with children with written language disorders, using ICT as a key resource to improve their learning in reading and writing.
-To understand the importance of evaluating the outcomes of interventions for written language disorders and to analyse the appropriate strategies, tools and procedures for carrying out effective evaluation in an educational setting.
Prerequisites
None, apart from those required for admission to the Bachelor’s degree in Primary Education.
Learning outcomes
RC2 – Design and manage learning environments in diverse contexts that promote gender equality, equity and respect for human rights, in line with the values of citizenship education (CG04) TYPE: Competences
RS1 – Effectively address language-learning situations in multicultural and plurilingual contexts (CG03A) TYPE: Skills or competences
RS6 – Recognise that the teaching profession must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS7 – Collaborate with the various sectors of the educational community and the wider society (CG07A) TYPE: Skills or competences
RS8 – Recognise the educational dimension of the teaching role and promote democratic education for active citizenship (CG07B) TYPE: Skills or competences
RS11 – Reflect on classroom practices to innovate and improve teaching (CG10A) TYPE: Skills or competences
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competences
Description of the content
Specific intervention strategies for children with reading difficulties.
Specific intervention strategies for children with written expression difficulties.
Specific intervention strategies for children with spelling difficulties (dysorthographia).
Specific intervention strategies for children with numeracy difficulties (dyscalculia).
Designing teaching materials for working with children with written language disorders. ICT as a resource.
Training activities
V1. Online classes
V2. Guided work on the virtual platform
V3. Practical sessions
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessment tests
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical assignment: 10% of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To have your marks averaged according to the above weightings, you must achieve at least a mark of 5 out of 10 in the final in-person exam.
If you have to sit the supplementary assessment, 100% of your final mark will be based on the mark you achieve in the supplementary final exam for the module.
The University uses an anti-plagiarism tool which will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
S0450759
Inclusive Music Education and Special Educational Needs in Music
OP
6
Inclusive Music Education and Special Educational Needs in Music
Qualified teacher with a diploma in Primary Education, specialising in music. Holder of an Advanced Degree in Education, specialising in piano, from the Liceo Conservatoire. She works as a music teacher in state schools and at UAX University, teaching subjects related to music and diversity.
Objectives
• To understand the different forms of diversity in the classroom.
• To integrate the content learnt within the inclusive school.
• To develop adaptations for pupils with ASD.
• Identify key aspects relating to pupils with special educational needs.
• To design activities tailored to this group of pupils.
• To integrate the content of the teaching units covered.
Prerequisites
For students wishing to undertake the Specialisation in Music Education, in order to ensure the achievement of the intended learning outcomes, students will be required to demonstrate a minimum level of musical knowledge. This may be demonstrated in one of two ways:
· By providing a Music A-Level certificate, a Higher Vocational Training qualification in the field, or proof of having successfully completed one of the courses at an elementary, professional or higher conservatoire.
· Passing a basic test of musical knowledge designed for this purpose by the University, at a level equivalent to the first year of the elementary conservatoire.
Learning outcomes
RK3 – Understanding and applying information and communication technologies in the classroom (CG11A) TYPE: Knowledge or content
RS6 – Recognise that the practice of teaching must be continually refined and adapted to scientific, pedagogical and social changes throughout one’s life (CG06C) TYPE: Skills or competences
RS11 – Reflect on classroom practices in order to innovate and improve teaching (CG10A) TYPE: Skills or competences
RC1 – Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school (CG02) TYPE: Competences
RC20 – Develop and evaluate curriculum content using appropriate teaching resources and promote the corresponding competences in students [artistic, visual and musical education] (CE57) TYPE: Competences
RODS – Develops effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective and with clear inspiration drawn from democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. TYPE: Competencies
Description of the content
• Addressing diversity in the music classroom.
• Measures and adaptations for children with difficulties arising from learning and behavioural problems.
• Strategies and adaptations for children with intellectual disabilities and autism spectrum disorders.
• Specific considerations when teaching music to children with sensory and motor disabilities.
• Developing specific teaching materials and resources for children with special educational needs.
• Music as a means of integration and well-being for children with special educational needs.
Training activities
V1. Online classes
V2. Guided work on the online platform
V3. Practical sessions
V4. Independent study
V5. Group online tutorials
V6. Face-to-face assessments
Assessment system and criteria
For the standard assessment period, you must submit the following:
• Practical activity: 10 per cent of the final mark.
• Portfolio: 30% of the final mark.
• Face-to-face final exam: 60% of the final mark.
To have your marks averaged according to the above weightings, you must achieve a mark of at least 5 out of 10 in the final in-person exam.
If you have to sit the supplementary assessment, 100 per cent of your final mark will be based on the mark you achieve in the supplementary final exam for the module.
The University uses an anti-plagiarism tool that will automatically analyse all assignments. In the event of plagiarism, the work will be checked both by this tool and qualitatively by the lecturer, and will be subject to the University’s Internal Disciplinary Regulations; if there are indications of copying or plagiarism, the assignment will be marked as ‘Not Submitted’.
Ana Sánchez Rico - Head of Studies: PhD in Education with an international mention from the Universidad Autónoma de Madrid. She has taught in different areas, specialising in Social Sciences Didactics. Currently, she is the Head of Studies for the Degree in Primary Education, as well as being a lecturer on the Master's Degree in Teacher Training. Her research interests include learning in museums, landscape and evaluation.
Leonor Sierra Macarrón: Lecturer on the Master's and Degree courses at the Alfonso X el Sabio University. Extensive experience in different centres. Expert in Bilingual Education and cultural heritage management.
Nuria Merino: Doctor in Chemical Sciences. Extensive teaching experience in Secondary Education in the field of science. Trained in active methodologies (cooperative work, PBL, thinking skills and routines, comprehension projects, etc.), as well as extensive experience in their implementation in the classroom. Currently in training in the field of digital competence in teaching based on the MRCDD (Framework of Reference for Digital Competence in Teaching).
José María Rosell: Lecturer in Master's and Degree courses at the Alfonso X el Sabio University. Coordinator of Quality and Excellence in Education at the Faculty of Education Sciences. He is an expert in evaluation and educational quality, with extensive experience in the sector. His lines of research include sociological analysis and public administrations in the social state under the rule of law.
Alfonso Diestro: Doctor in Educational Sciences with European Mention from the Pontifical University of Salamanca. He is currently the coordinator of Master's Thesis at the Faculty of Education of the UAX. Teacher in Primary Education and Graduate in Pedagogy. He has been an accredited professor since 2012, and has taught at several universities. He has extensive experience in educational management, degree design, teaching methodologies, educational policies, theory and history of education, digital teaching skills and hybrid environments.
Official qualification
This degree is verified by the Council of Universities and is fully valid in Spain, as well as in the European Higher Education Area.
It is recognised by the Education Systems of Latin America, being recognised and approved by the different Ministries of Education in Latin America:
SENESCYT, MEN (MinEducation), SEP, Mescyt, among others, automatically.
Admission process
To access these Mentions, it is necessary to have a Bachelor's Degree in Primary Education. Likewise, if you wish to study the Mention in English as a Foreign Language, you must demonstrate a B2 level of English.
If you already have another degree, consult the possibility of validating ECTS credits. Request your free personalised study in accordance with the recognitions agreed with the Community of Madrid.
Recognition of credits and continuity of university studies
Apply for your personalised credit transfer plan
If you have previously completed another qualification, wish to change institutions, or are planning to study for a bachelor’s degree after completing your vocational course, at UAX we have the perfect plan for you.
Furthermore, if you wish to continue your studies after completing the Higher Technical Diploma in Automation and Industrial Robotics, you can request a personalised credit transfer assessment to gain entry to a university degree in the field of technology. The assessment will be carried out on a case-by-case basis, depending on the courses you have completed and the university degree you have chosen.
Find out about your personalised and free credit recognition plan, designed based on the studies you have completed and those you wish to undertake here.
Alfonso X El Sabio University has approved and published regulations in line with Royal Decree 822/2021 to address the transfer and recognition of credits.
A network of exam centres and spaces to enhance your university experience
Take your in-person exams at our designated centres in Spain and Latin America, so you can choose the location that best suits your needs. Centres are subject to availability and capacity.
Furthermore, as a student at UAX Online, you’ll have access to our Campus Hubs – a network of exclusive physical spaces where you can study, access libraries, work in co-working areas and connect with other students. Because studying online doesn’t mean studying alone.
Campus Hubs available in: Alcobendas, Alcorcón, Valencia San Vicente, Murcia, Barcelona, Málaga, Seville and Arganda.
Access is granted with your UAX student card, subject to availability and the opening hours of each centre.
Any questions? Don’t keep them to yourself – just ask us
We need to know a little bit about you so that we can provide you with a personalised service.
All fields are required
Career opportunities for the Bachelor's Degree in Primary Education Online
When you finish your degree, you will be able to apply for a job in public education or for a position in private education. In any case, your training will open the doors to different educational fields:
Educational centres that teach Primary Education.
Training companies
Public bodies and social services
Primary Education Teacher specialising in Physical Education.
English teacher at the Primary Education stage.
Primary education teacher specialising in hearing and language.
Online Methodology for Specialisations in Primary Education
Study from wherever you like without missing out on a university experience that is accessible, practical and geared towards your professional development.
Teachers who are currently working and have links to the sector
Training aimed at improving employability
Scholarships and grants to study primary education
At UAX we know that studying is an investment, that's why we provide you with the facilities you need to access our degrees. Find out about some of our scholarships and grants:
Grants from official bodies: Community of Madrid and Ministry of Education.
UAX talent study grants
Study grants for family members of UAX students
Study grants for continuity of UAX studies
Study assistance for simultaneous studies UAX
Study grants for elite sportsmen and women UAX
UAX Study grants for validation of studies UAX
UAX financing plans: with easy payment in up to 10 instalments.
We respond to the genuine needs of our students and staff, because we believe in the continuous improvement of our results. That is why we always want to hear whatever you have to say.
If you are already part of UAX, please visit the ‘Customer Service: complaints, suggestions and compliments’ section on thevirtual campus , logging in with your username and password.
Information on the main findings of the study
You can view the various indicators via the following links:
Improvement measures implemented for the degree programme during the academic year:
Improvements to work placements, through a review of the range of partner organisations and strengthened coordination with placement providers to ensure a high-quality learning experience.
Updating and improving academic information, including the review of course modules, resources available to students and information published across the programme’s various channels.
Innovation and improvement of teaching activities, strengthening the link between the projects carried out in the modules and the professional competences that students are expected to acquire.
Review of teaching methodologies and assessment systems, with the aim of promoting practical learning, the acquisition of skills and the students’ academic experience.
Strengthening student guidance and support, expanding the information available on academic opportunities, mobility programmes and other resources relevant to their educational development.
