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 the communication needs and control the learning process of foreign language pupils.
5. Analyse the indicators of sustainability of academic and professional activities in the areas of knowledge, integrating social, economic and environmental dimensions.
6. Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
7. Apply the theoretical framework on effective communicative both on a written and oral level, and from a multilingual and contrastive perspective.
8. Assessing the value of Spanish language learning strategies and techniques appropriate to primary education.
9. Being capable of self-assessment and of evaluating the written and oral productions of colleagues in English in a well-argued way.
10. Communicate using language that is not sexist or discriminatory.
11. Consider how gender stereotypes and roles impinge on the exercise of the profession.
12. Demonstrate critical thinking applied to the selection of literary texts and communicative design tasks based on the manipulation of these texts with the dual aim of promoting language learning and facilitating access by kindergarten and primary school children to literary culture in English.
13. Demonstrate sufficient receptive competence in foreign languages to understand oral presentations and read professional documents (teaching materials, popular articles, etc.). with the help of tools to support comprehension.
14. Design tasks that foster a taste for reading and the development of critical thinking in primary pupils.
15. Develop linguistic and literary competence using the English language in a fun and creative way.
16. Develop reading skills in English to be able to analyse the practical implications of carrying out theoretical proposals in the field of language teaching.
17. Establish relations between the foreign language curriculum of nursery and primary education, and between both and that of secondary school.
18. Establish relations between the language curriculum of primary education and that of other curricular areas.
19. Establish relations between the nursery and primary foreign language curriculum and that of the first language.
20. Identify the principal forms of sex- or gender-based inequality and discrimination present in society.
21. Identify the social, economic and environmental implications of academic and professional activities within one?s own area of knowledge.
22. Identifying the linguistic and communicative requirements imposed by the context, the content and the type of task on the speakers-learners ('content obligatory' and 'content compatible' language) in order to plan didactic sequences full of meaning.
23. Incorporating appropriate CMO activities for the development of CLIL units in the context of national and international programmes (Comenius, etc.).
24. Knowing how to use ICT to design tasks that promote the development of communicative competence in English in infant and primary school pupils.
25. Perform tasks and criteria for training and integrated evaluation of content in French.
26. Present products (teaching units, class analyses, etc.) produced in teams with people from different degree courses and levels of expertise.
27. Produce didactic sequences for teaching and learning English in primary education.
28. 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.
29. 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.
30. Propose projects and actions that incorporate the gender perspective.
31. Propose viable projects and actions to boost social, economic and environmental benefits.
32. Propose ways to evaluate projects and actions for improving sustainability.
33. Self-assess one’s own level of knowledge of English and analyse one’s own communication needs and establish improvement plans.
34. Understand basic pragmatics and semantics applied to the teaching of English and be able to analyse oral discourse in the classroom.
35. 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.
36. Using ICTs in the design, development and self-evaluation of self-learning activities in English.
37. Using texts from children's literature in Spanish in order to develop English language learning activities in primary education.
38. 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.
39. Using the most cutting-edge resources and the most advanced consultation tools in the English language.
40. Using virtual environments as tools for written communication that respond to a variety of functions (recreational, academic, transactional, etc.) among learners.
41. Using virtual platforms as a communication and management tool for directed and supervised activities.
42. 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.
43. 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.