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 the indicators of sustainability of academic and professional activities in the areas of knowledge, integrating social, economic and environmental dimensions.
4. Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
5. Apply the theoretical framework on effective communicative both on a written and oral level, and from a multilingual and contrastive perspective.
6. Assessing the value of Spanish language learning strategies and techniques appropriate to primary education.
7. Communicate using language that is not sexist or discriminatory.
8. Consider how gender stereotypes and roles impinge on the exercise of the profession.
9. Critically analyse and discuss theoretical texts from different fields of linguistics.
10. Critically understand and analyse, from a formal register of the English language, professional and academic discourse in English.
11. Demonstrate effective communication skills of at least level B2 of CEFR in situations of multilingual interaction and international contexts both orally and in writing.
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. Identify the principal forms of sex- or gender-based inequality and discrimination present in society.
17. Identify the social, economic and environmental implications of academic and professional activities within one?s own area of knowledge.
18. Incorporating appropriate CMO activities for the development of CLIL units in the context of national and international programmes (Comenius, etc.).
19. Present products (teaching units, class analyses, etc.) produced in teams with people from different degree courses and levels of expertise.
20. Produce didactic sequences for teaching and learning English in primary education.
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. 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.
23. Propose projects and actions that incorporate the gender perspective.
24. Propose viable projects and actions to boost social, economic and environmental benefits.
25. Propose ways to evaluate projects and actions for improving sustainability.
26. Self-assess one's own level of knowledge of English and analyse one's own communication needs and establish improvement plans.
27. Using ICTs in the design, development and self-evaluation of self-learning activities in English.
28. Using texts from children's literature in Spanish in order to develop English language learning activities in primary education.
29. Using the most cutting-edge resources and the most advanced consultation tools in the English language.
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. 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.
33. 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.