Learning Outcomes

1. Analyse and identify education and communication needs to design strategies for teaching and learning of the English language that are supported by the development of communication skills through ICT and technologies for learning and knowledge.
2. Analyse communication needs and control the process of learning the English language.
3. Analyse, individually and with fellow teachers, the practice of teaching, identify areas for professional improvement, and implement strategies to achieve that improvement.
4. Apply the theoretical framework on effective communicative both on a written and oral level, and from a multilingual and contrastive perspective.
5. Assessing the value of Spanish language learning strategies and techniques appropriate to primary education.
6. Critically analyse and discuss theoretical texts from different fields of linguistics.
7. Critically understand and analyse, from a formal register of the English language, professional and academic discourse in English.
8. Demonstrate effective communication skills of at least level B2 of CEFR in situations of multilingual interaction and international contexts both orally and in writing.
9. Demonstrate language and communication skills in English that are equivalent to or higher than B2 of the CEFR.
10. Develop criteria and make proposals for permanent self-training (lifelong) as teachers and in a foreign language.
11. Develop critical thinking applied to the selection of appropriate digital tools and resources as instruments of learning aimed at primary school pupils.
12. Develop linguistic and literary competence using the English language in a fun and creative way.
13. Develop reading skills in English to be able to analyse the practical implications of carrying out theoretical proposals in the field of language teaching.
14. Establish relations between the language curriculum of primary education and that of other curricular areas.
15. Establish relations between the nursery and primary foreign language curriculum and that of the first language.
16. Incorporating appropriate CMO activities for the development of CLIL units in the context of national and international programmes (Comenius, etc.).
17. 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.
18. Present products (teaching units, class analyses, etc.) produced in teams with people from different degree courses and levels of expertise.
19. Produce didactic sequences for teaching and learning English in primary education.
20. 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.
21. Produce structured teaching sequences in projects that promote both the integrated learning of the school’s languages and the development of llinguistic, audiovisual and digital skills.
22. Producing quality written and oral speech (not lower than Level B2 of the CEFR) in academic and professional fields. Knowing how to present an argument coherently, and unite the contents of the specialised speech appropriately or for academic purposes.
23. 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.
24. Self-assess and evaluate among peers written and oral productions in English in reasoned and consistent manner with a fluency equivalent to at least level B2 of the CEFR and with different language registers and text types.
25. Self-assess one’s own level of knowledge of English and analyse one’s own communication needs and establish improvement plans.
26. Using ICTs in the design, development and self-evaluation of self-learning activities in English.
27. Using texts from children's literature in Spanish in order to develop English language learning activities in primary education.
28. Using the most cutting-edge resources and the most advanced consultation tools in the English language.
29. Using virtual environments as a source and resource to promote critical reading of multimodal texts.
30. Using virtual environments as tools for written communication that respond to a variety of functions (recreational, academic, transactional, etc.) among learners.
31. Using virtual platforms as a communication and management tool for directed and supervised activities.
32. 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.