Learning outcomes

1. Using virtual platforms as a communication and management tool for directed and supervised activities.
2. Assessing the value of Spanish language learning strategies and techniques appropriate to primary education.
3. Understand spoken academic discourse in English, know how to take notes and summarize the main ideas.
4. Using texts from children's literature in Spanish in order to develop English language learning activities in primary education.
5. Develop reading skills in English to be able to analyse the practical implications of carrying out theoretical proposals in the field of language teaching.
6. Design tasks that foster a taste for reading and the development of critical thinking in primary pupils.
7. Understand basic pragmatics and semantics applied to the teaching of English and be able to analyse oral discourse in the classroom.
8. Establish relations between the nursery and primary foreign language curriculum and that of the first language.
9. Using virtual environments as tools for written communication that respond to a variety of functions (recreational, academic, transactional, etc.) among learners.
10. Using the English language as a common vehicle of communication in the university classroom and in the primary school classroom, as well as all academic tasks related to the subject.
11. Use advanced communication skills and strategies in the English language to suit the level of cognitive and communicative development of learners and interlocutors and be understood in English while efficiently using scaffolding strategies.
12. Adapt and write textbooks adjusted to the level of cognitive and communicative development of pupils in correct English and with the proper register.
13. Producing intelligible and fluent oral speech, while respecting the basic principles of pronunciation, rhythm and intonation in the English language.
14. Analyse communication needs and control the process of learning the English language.
15. Perform tasks and criteria of high educational value to promote integrated assessment of content in English.
16. Produce didactic sequences for teaching and learning English in primary education.
17. Being capable of self-assessment and of evaluating the written and oral productions of colleagues in English in a well-argued way.
18. Working efficiently as part of a team and individually, both in theoretical and practical activities, seeking resources and strategies that are appropriate for each situation.
19. Form teams that are capable of carrying out activities effectively both in person and remotely.
20. Incorporating appropriate CMO activities for the development of CLIL units in the context of national and international programmes (Comenius, etc.).
21. Produce structured teaching sequences in projects that promote both the integrated learning of the school's languages and the development of digital learning and intercultural skills.
22. Critically analyse and discuss theoretical texts from different fields of linguistics.
23. Using ICTs in the design, development and self-evaluation of self-learning activities in English.
24. Analyse experiences of good practice to address, produce and implement process of collaboration and telecollaboration among different educational agents.
25. Work cooperatively in the production of projects to develop productive, receptive and interactive skills in English.
26. Communicate using language that is not sexist or discriminatory.
27. Identify the social, economic and environmental implications of academic and professional activities within one?s own area of knowledge.
28. Analyse the indicators of sustainability of academic and professional activities in the areas of knowledge, integrating social, economic and environmental dimensions.
29. Propose viable projects and actions to boost social, economic and environmental benefits.
30. Propose ways to evaluate projects and actions for improving sustainability.
31. Weigh up the impact of any long- or short-term difficulty, harm or discrimination that could be caused to certain persons or groups by the actions or projects.
32. Consider how gender stereotypes and roles impinge on the exercise of the profession.
33. Identify the principal forms of sex- or gender-based inequality and discrimination present in society.
34. Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
35. Propose projects and actions that incorporate the gender perspective.