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Teaching and Curricular Development

Code: 102068 ECTS Credits: 6
Degree Type Year Semester
2500798 Primary Education FB 2 1


Patricia Olmos Rueda

Teaching groups languages

You can check it through this link. To consult the language you will need to enter the CODE of the subject. Please note that this information is provisional until 30 November 2023.


Sara Colorado Ramirez
Francesca Burriel Manzanares


Education and Curriculum Development is a second-year subject of the degree in Primary Education. As it follows on from the first-year subjects Education and Educational Contexts and Contemporary Theories and Practices in Education, a minimum proficiency level is required in these latter subjects in order to take full advantage of it. Competencies in education and educational contexts are closely related to those required in education and curriculum development. Similarly, educational contexts and contemporary theories and practices are part of the foundations of education and curriculum development.

Objectives and Contextualisation

During this year, student teachers will learn about teaching and learning processes and they will analyse, on the one hand, curricular approaches within learning and teaching methods and, on the other, the curriculum perspective in primary education.

Education and Curriculum Development will continue in the 3rd year with the subject Planning, Research and Innovation. This latter will go into detail about teaching and curriculum approaches, with specific reference to planning, research and innovation.

In this way, this subject aims to establish theoretical and practical benchmarks for working in primary education.

This year prepares student teachers to:

  1. Understand curriculum conceptions and how these are related to didactics.
  2. Analyse the structure of the current primary education curriculum.
  3. Analyse the components of didatics and curriculum development by competencies.
  4. Design teaching and learning processes according to learning groups’ needs.
  5. Think about the teacher’s role in relation to tutorial intervention and management and dynamics of learning groups.


  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
  • Adopt an ethical attitude and behaviour and act in accordance with the deontological principles of the profession.
  • Critically analyse personal work and use resources for professional development.
  • Design and regulate learning spaces in contexts of diversity that take into account gender equality, equity and respect for human rights and observe the values of public education.
  • Design, plan and evaluate teaching and learning activity in the classroom.
  • Develop the functions of tutoring and guidance of pupils and their families, attending to the pupils' own needs. Understand that a teacher's functions must be perfected and adapted in a lifelong manner to scientific, pedagogical and social changes.
  • Know and apply basic methodologies and techniques of educational research and be able to design innovative projects while identifying evaluation indicators.
  • Know and apply innovative experiences in primary education.
  • Know how primary schools are organised and about the diversity of actions involved in running them.
  • Know the curricular areas of Primary Education, the interdisciplinary relation between them, the evaluation criteria and the body of didactic knowledge regarding the respective procedures of education and learning.
  • Make changes to methods and processes in the area of knowledge in order to provide innovative responses to society's needs and demands.
  • Recognise and evaluate the social reality and the interrelation of factors involved as a necessary anticipation of action.

Learning Outcomes

  1. Analyse the characteristics of a quality tutorial.
  2. Analyse the learning processes in the classroom and outside the classroom.
  3. Critically analyse the principles, values and procedures that govern the exercise of the profession.
  4. Critically analyse, discerning the accessorial fundamentals, innovations in the field of primary education.
  5. Design and develop learner assessments.
  6. Design teaching strategies according to the varying needs and characteristics of groups.
  7. Design tutorial processes in accordance with an analysis of pupils' needs.
  8. Develop innovation projects by applying the appropriate programming sequence in accordance with the paradigm or focus of reference.
  9. Explain the explicit or implicit code of practice of one's own area of knowledge.
  10. Identifying the curricular areas in the primary stage.
  11. Know about international experiences and examples of innovative practices in education to analyse the practice of teaching and the institutional conditions that frame it.
  12. Linking innovation as an element of professional development.
  13. Planning teaching/learning initiatives which address diversity in the classroom.
  14. Propose new methods or well-founded alternative solutions.
  15. Propose projects and actions that are in accordance with the principles of ethical responsibility and respect for fundamental rights and obligations, diversity and democratic values.
  16. Proposing specific innovation projects for primary education classes taking into account the possibilities of the context.
  17. Understand the evaluative approach, specifically evaluation criteria in primary education.
  18. Understand the processes that occur in educational activities and their impact on training while accepting that the exercise of the educational function must be refined and adapted lifelong to scientific, educational and social changes.
  19. Understand the theoretical and legal references of educational institutions and demonstrate an understanding of the diversity of actions involved in their operations.
  20. Using methodologies and techniques suitable for planning innovative projects.
  21. 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.



First block: Didactics and curricular theory

1. Didactics and Curriculum: conceptual approach.
2. Curriculum theories.
3. Curriculum foundations.

Second block: Curriculum design and development

4. Structure of the Curriculum of Primary education.
5. Key competencies as a cross-curricular topic within curriculum design and development.
6. Classroom planning: from competencies to objectives, selection and sequencing of topics, methodology strategies for developing competencies, and learning assessment.
Third block: Teacher’s role and group management

7.Teacher’s role: from planning to assessment, the tutoring role.
8. Management and dynamics of a learning group.


The methodological proposal is designed within the principle of multivariate methodological strategies in order to facilitate active participation and the construction of the learning process by students.

Thus, we propose whole-group lectures and seminars that allow work to be done in small groups with a focus on cooperative learning.

Likewise, within the framework of this subject, it contributes to the development of CDD through the development of a didactic unit integrating the areas of the primary school curriculum, including Digital Competence, where innovative methodologies are integrated with technologies.

Autonomous work is going to be intensified. Within this framework, the teacher has to support the students frequently and has to provide them with resources in order to guide their learning process.

Tutorial interventions will be an important part of the working methodology. 

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.


Title Hours ECTS Learning Outcomes
Type: Directed      
Seminars. Cooperative learning activities in which the students work in groups. These activities will be structured in a specific way and will be known at the beginning of the subject. Likewise, these activities will further develop and apply the contents 15 0.6 4, 2, 1, 18, 17, 6, 5, 7, 8, 20, 10, 13, 16, 12
Whole group. Lectures in which the teacher takes an active role and gets the students involved in the teaching process. Its aim is to present contents, give instructions, carry out individual and group activities, and make other propositions 30 1.2 2, 1, 18, 19, 17, 11, 6, 5, 7, 10, 13, 12
Type: Supervised      
Supervisory. Group work, tutorial interventions and delivery of work. Face-to-face and on-line activities 16 0.64 4, 5, 8, 20, 16
Type: Autonomous      
Autonomous, on-line 75 3 19, 11, 5


The evaluation of this subject is carried out by monitoring the student teacher’s learning process in the seminars and the tutorial interventions. This monitoring process will allow us to take decisions about the development of the subject. At the end, we are going to verify if learning results agree with competencies and goals. This subject also includes activities for the development of Teaching Digital Competence.

There are three assessment components

  1. Work seminar and all the practice activities/exercises/tests that will be done (5 is the minimum mark needed to pass). Student teachers should do 3 practice activities (in cooperative groups). One of these is to design a unit plan ((integrating the areas of the primary school curriculum, including Digital Competence, where innovative methodologies are integrated with technologies). The due data of each one of the practices will be: Practice 1 (Setember 2023), Practice 2 (October 2023), Practice 3 (Desember 2023).
  2. Group presentation of the unit plan (5 is the minimum needed to pass this). Presentation will take place between Desember 2023 and January 2024.
  3. Test/Exam (written, individual and in-class) based on the content and readings (5 is the minimum needed to pass). This exam will take place in January 2023 (19th January group 21; 24th January groups 31, 41, 71; ). If the exam is failed, the student teacher can retake it (retaken exam will take place two weeks latter: 2nd. February group 21; 7th. February groups 31, 41, 71). The retaken exam/test will also be written, individual and in-class (5 will be the maximum mark). To retake the exam is mandatory to do the official exam previously, in the established data.

Before submitting evidenceof learning, it is necessary to check that the sources, notes, textual citations and bibliographical references have been written correctly following the APA regulations and according to the documentationthat is summarized in UAB sources: https://ddd.uab.cat/pub/recdoc/2016/145881/citrefapa_a2016.pdfhttps://www.uab.cat/web/estudia-i-investiga/com-citar-i-elaborar-la-bibliografia-1345708785665.htmlhttps://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_03.html  

To pass the subject, the student teacher has to do all the practice activities/exercises/tests and the exam, and deliver (and when necessary, defend,) them on time. Likewise, the student teacher must pass each one -practices and exam- separately (5 is the minimum pass mark for each one). 

Another aspect to consider is the weight of each one of these components (see the next table for this).

The qualifications of each of the assessment activities will be published in the 20 days following the delivery. Students wishing to review the results must do so within 15 days after their publication.


The evidence of the evaluation will be due on January 2024, coinciding with the written exam. Concretely:

  • 19th January 2024, group 21.
  • 24th January 2024, groups 31, 41, 71.

This evaluation includes:

  • Written exam that includes all the content of the different blocs; it includes two parts: a first one (test type of an eminently theoretical nature) and a second one (case study of a theoretical-practical nature). This evidence has a weighting of 50% in the final assessment (20% the firstpart and 30% the second one).
  • The design/development, on the same day of the written exam and once it has been completed, of a unit plan (integrating the areas of the primary school curriculum, including Digital Competence, where innovative methodologies are integrated with technologies). This evidence will be evaluated with a total value of 50% of the total grade.

All the evidence considered in the single assessment must be passed with a minimum grade of 5.

The recovery date for the single evaluation will be the same it is established for continuous assessment (it will take place two weeks latter: 2nd. February group 21; 7th. February groups 31, 41, 71). The same recovery system will be applied as for the continuous evaluation.

The review of the final grade follows the same procedure as for the continuous assessment.

Both in the continuous and single evaluation process, all activities (individual and group) will consider the proofreading, writing and formal presentation. Students should be able to express themselves with fluency and accuracy and should show a high degree of understanding of academic texts. An activity can be returned (not rated) or suspended if the teacher believes that does not meet these requirements. To pass this subject, the student should have good general communicative competence, both orally and in writing, and a good command of the language or the vehicular languages that appear in the teaching guide.

To pass this subject, it is also be necessary to show an attitude compatible with the educational profession. It will be necessary to show active listening, respect, active participation in the classes, cooperation, empathy, kindness, punctuality, arguing, appropriate use of electronic devices (mobile, computer, etc.), showcritical thinking and behaviors that favor a friendly and positive environment, democratic and where differences are respected.

The copy or plagiarism, both inthe case of works and in the case of examinations, constitute an offense and will be punished with a 0 as a mark of the subject losing the possibility of recovering it, whether it is individual work or in group (in this case, all the members of the group will have a 0).

For more information on the general evaluation criteria and guidelines of the Faculty of Education Sciences, please consult the following link: https://www.uab.cat/web/estudiar/graus/informacio-academica/avaluacio/en-que-consisteix-l-avaluacio-1345725434468.html 

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Presentation and defence of one practice (group assessment) 5% 2 0.08 2, 1, 18, 17, 5, 7, 10
Test/exam (individual assessment) 50% 4 0.16 2, 1, 18, 19, 17, 11, 10, 14, 12
Work done in the seminars, delivery of tests/practice activities (group assessment and individual assessment) 45% 8 0.32 3, 4, 2, 1, 18, 17, 6, 5, 7, 8, 20, 9, 10, 13, 14, 16, 15, 21, 12


Compulsory readings

Barcia, M.I, de Morais Melo, S., & Justianovich, S. (coords.) (2019). Didáctica y Prácticas de la Enseñanza en la formación del profesorado Conceptualizaciones y experiencias en Ciencias de la Educación. Universidad de la Plata. http://sedici.unlp.edu.ar/bitstream/handle/10915/95295/Documento_completo.pdf-PDFA.pdf?sequence=1#page=71

Bolívar, A. (2008). Didáctica y Currículum: de la modernidad a la postmodernidad. Ediciones Aljibe.

Darling-Hammond, L. & Bransford, J. (Eds.) (2005). Preparing Teachers for a Changing World. Jossey-Bass.

Fernández Almenara, M. G. (2022). Didáctica y su campo de intervención. Editorial Técnica Avicam.

Jiménez, J.M., González, A.P., & Fandos,M. (2006). Visión general de la didáctica. Publicaciones URV

Herrán, A & Paredes, J. (2008). Didàctica general. La práctica de la enseñanza infantil, primaria y secundaria. McGraw-Hill

Medina, A. & Salvador, F. (Coord.) (2009): Didáctica General. Madrid. https://ceum-morelos.edu.mx/libros/didacticageneral.pdf

Montanero, M. (2019). Didáctica General. Universidad de Extremadura. Servicio de Publicaciones. http://dehesa.unex.es/xmlui/bitstream/handle/10662/9225/978-84-09-07197-5.pdf?sequence=1&isAllowed=y

Picco, S. & Orienti, N. (coords.) (2017). Didáctica y Currículum. Aportes teóricos yprácticos para pensar e intervenir en las prácticas de la enseñanza. Universidad de la Plata. http://sedici.unlp.edu.ar/bitstream/handle/10915/61533/Documento_completo__.pdf-PDFA.pdf?sequence=1

Tejada, J. (2005): Didáctica-Currículum. Diseño, desarrollo y evaluación curricular. Davinci.

Tejada, J., & Giménez, V. (Coords.) (2006): Formación de Formadores. Escenario aula. Thomson

Zabala, A. & Arnau, L. (2010). Once ideas claves. Cómo aprender y enseñar competencias. Graó


Complementary readings

Dack, H. & Tomlinson, C.A. (2014). Searching for the Irresistible. Phi Delta Kappan, 95, 43-47. https://doi.org/10.1177/003172171409500

Domingo, J. y Pérez Ferra, M. (Eds.) (2015). Aprendiendo a enseñar. Manual práctico de didáctica Pirámide.

John, P.D. (2006). Lesson planning and the student teacher: re-thinking the dominant model. Journal of Curriculum Studies, 38(4), 483-498. https://doi.org/10.1080/00220270500363620

Moral, C. (Coord) (2010). Didáctica. Teoría y práctica de la enseñanza. Pirámide.

Navarro, R. (Coord.) (2007): Didáctica y Currículum para el desarrollo de competencias. Dykinson

Pellejero, L. & Zufiaurre, B. (2010). Formación didácticapara docentes. CCS

Rodríguez Rojo, M. (Coord.) (2002). Didáctica General. Qué y cómo enseñar en la sociedad de la información.  Biblioteca Nueva

Salvador Mata, F., Rodríguez Diéguez, J.L., & Bolívar, A. (Dtores.)(2004): Diccionario enciclopédico de Didáctica. Archidona: Ediciones Aljibe (2 volúmenes).

Sánchez Huete, J.C. (Coord) (2008): Compendio de Didáctica General. Editorial CCS

Sevillano, M.L. (2004): Didáctica en el siglo XXI. Ejes en el aprendizaje yenseñanza de calidad. Madrid: McGraw-Hill

Tomozii, S.E. & Topală, I. (2014). Why do we need to change the educational paradigms? Procedia - Social and Behavioral Sciences, 142, 586-591. https://www.sciencedirect.com/science/article/pii/S1877042814045984

Viana, M. & Freire, Z.M. (2014). Deconstruction of Paradigms for Teacher Training: A Transdisciplinary Perspective. Journal of Modern Education Review, 4(5), 349-357. http://www.academicstar.us/UploadFile/Picture/2015-1/20151203554224.pdf



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