Learning Outcomes

1. Adapt and write textbooks adjusted to the level of cognitive and communicative development of pupils in correct English and with the proper register.
2. Analyse communication needs and control the process of learning the English language.
3. Analyse experiences of good practice to address, produce and implement process of collaboration and telecollaboration among different educational agents.
4. Analyse, individually and with fellow teachers, the practice of teaching, identify areas for professional improvement, and implement strategies to achieve that improvement.
5. Assessing the value of Spanish language learning strategies and techniques appropriate to primary education.
6. Being able to analyse sociolinguistic processes critically, as well as expounding one’s own ideas coherently and in a reasoned way.
7. Being capable of self-assessment and establishing and implementing a plan for improving communicative skills in English.
8. Being capable of self-assessment and of evaluating the written and oral productions of colleagues in English in a well-argued way.
9. Critically analyse and discuss theoretical texts from different fields of linguistics.
10. Demonstrate proficiency level B2 (CEF) in the use of the English language both in informal situations and in professional contexts, in reception, production and interaction activities.
11. Demonstrate solid pragmatic and sociolinguistic competence in English (equivalent to at least level B2 CEFR).
12. Design tasks that foster a taste for reading and the development of critical thinking in primary pupils.
13. Develop critical thinking applied to the selection of appropriate digital tools and resources as instruments of learning aimed at primary school pupils.
14. Develop reading skills in English to be able to analyse the practical implications of carrying out theoretical proposals in the field of language teaching.
15. Establish relations between the nursery and primary foreign language curriculum and that of the first language.
16. Form teams that are capable of carrying out activities effectively both in person and remotely.
17. Incorporating appropriate CMO activities for the development of CLIL units in the context of national and international programmes (Comenius, etc.).
18. Knowing how to express oneself in the English language in oral and written form at an advanced level (corresponding at least to Level B2 of the CEFR).
19. Knowing how to self-assess the level of knowledge of the English language and establish an improvement plan designed to obtain results aimed at excellence in communicative capability.
20. Perform tasks and criteria of high educational value to promote integrated assessment of content in English.
21. Produce didactic sequences for teaching and learning English in primary education.
22. 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.
23. Producing intelligible and fluent oral speech, while respecting the basic principles of pronunciation, rhythm and intonation in the English language.
24. Recognising languages as a set of varieties that are all equally respectable, and demonstrating the theoretical knowledge needed to describe and explain the variations in the English language and the processes of standardisation.
25. Understand basic pragmatics and semantics applied to the teaching of English and be able to analyse oral discourse in the classroom.
26. Understand spoken academic discourse in English, know how to take notes and summarize the main ideas.
27. 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.
28. Using ICTs in the design, development and self-evaluation of self-learning activities in English.
29. Using a variety of advanced level communication resources in English properly, fluently and appropriate to the situation (equivalent to at least Level B2 of the CEFR).
30. Using texts from children's literature in Spanish in order to develop English language learning activities in primary education.
31. 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.
32. Using virtual environments as tools for written communication that respond to a variety of functions (recreational, academic, transactional, etc.) among learners.
33. Using virtual platforms as a communication and management tool for directed and supervised activities.
34. Work cooperatively in the production of projects to develop productive, receptive and interactive skills in English.
35. 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.