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Pre-Primary Education

This degree qualifies for the profession of Master in Pre-Primary Education. Orden ECI/3854/2007

Branch of knowledge: Social Sciences and Law
Center in charge: Facultad de Ciencias Jurídicas y Sociales
Campus:
Madrid-Vicálvaro
Method of teaching: Inglés
Credits: 240. Credits/year: 60. Duration: 4 years. Implantation: progressive, first course 2011-2012
Calendario académico    Schedule  Exam   Validations table    Faculty
Coordinator: Profa. Dra. Dña. Mª Ángeles Cámara Sánchez     Integral Tutors   

Atención al estudiante: 91 488 93 93.     Ayuda     Buzón de sugerencias y quejas

  • 1.- Deal efficiently with educational situations for early learners from a global perspective, encompassing the cognitive, emotional, motor, linguistic and self-control dimensions. (Global perspective).
  • 2.- Create learning environments which are conducive to empathy, social behaviour, autonomy, and the co-existence of many cultures, while systematically observing the social, family and school envirnoment. (contextual and socio-natural perspective).
  • 3.- Design, apply and assess teaching activities which are geared towards developing children's physical, cognitive, social/affective, motor and linguistic abilities, bearing in mind the biological, psychological, social and creative elements which condition learning (early learning and fun learning perspective).
  • 4.- Design strategies based on co-ordinated work carried out by different professionals in order to guide families in issues related to the development and education of 0- to 6-year-olds. (co-ordination with other professionals and family guidance perspective)
  • 5.- Detect possible difficulties which pupils may have and design teaching and curricular adaptation strategies which take into consideration pupil diversity, to enhance children's educational and social inclusion. (diversity awareness perspective)
  • 6.-Design teaching practices which help school-goers understand the concepts of space and time. (time-space perspective)
  • 7.- Design and draw up educational approaches for communication and expression, with strategies which include gestures and visual-verbal strategies.  (about basic and instrumental learning)
  • 8.- Make an appropriate use of the New Technologies as a vehicle for information, communication and an introduction into the world of mass-media (about New Technologies)
  • 9.- Use different languages to promote and develop creativity (about creativity)
  • 10.- Design experiments to get to know the natural world by means of sensorial perception. (about sensorial and experimental development)
  • 11.- Promote and enhance the acquisition of healthy habits in terms of hygene, health and diet (about health and hygene)
  • 12.- Know about how primary schools work and get involved in the teaching profession, reflecting on the experience using their own assessment criteria.  (research-action during placement)

In high schools and public and private schools from different backgrounds (rural or urban, multicultural or mono-cultural, regional, national or international, etc) with an ability to adapt to rapidly-changing environments. Graduates will also  have the necessary training to work in sectors which are linked to Primary Education, both directly and indirectly, in publishing houses and companies from the technological and educational sectors, etc.

Yes (the final verification report is attached). The implementation of the degree will be carried out progressively, beginning in the first year of the degree in the academic year 2009-10.

Final verification report by ANECA 

Report favorable first modification

Report favorable second modification

TYPE OF SUBJECT CREDITS
Basic Training 102
Compulsory 75
Optional 0
Academic recognition of credits 6
Work Placement 51
Final year dissertation 6
TOTAL CREDITS 240

Summary of the subjects which make up the Degree in Primary Education and their respective credit allocation:

YEAR BASIC SUBJECT CREDITS  CREDITS FOR COMPULSORY SUBJECTS CREDITS FOR OPTIONAL SUBJECTS WORK
PLACEMENT
CREDITS
ACADEMIC RECOGNITION CREDITS FINAL YEAR DISSERTATION
1 60          
2 42 18        
3   42   18    
4   15   33 6 6
Total 102 75   51 6 6
Total 240

The chief aim of the degree is to train teachers of Primary School Education to be able to carry out their profession in different contexts (rural and urban, multi-culticultural and mono-cultural, regional, national and international, etc.); enabling them to adapt to social, cultural, scientific, technological and educational changes; and to gain expert working knowledge of a variety of subjects and how they interact. They should be able to question practices where necessary and have initiative; to reflect on the practical side of what they teach, and have a commitment to their profession. At the same time, students will be trained to work in other professions which are related – both directly and/or indirectly - to Primary School Education.

The general training will serve to train Primary Education teachers who will be competent to teach at all stages and in all curricular areas of Primary Education.  They should be experts in all aspects of Primary Education and how they interact. As such they will be able to build upon the basic principles of Primary Education to meet its objectives.  The training received on this degree course is geared towards preparing graduates to be skilled teachers of Primary Education. They will be encouraged to question the status quo and enabled to adapt to a rapidly-changing environment.

In keeping with these objectives, the teacher must be able to:

  • 1.    Organise ways to encourage each student to acquire knowledge
  • 2.    Act as a mediator so that each activity is significant and stimulates the potential for development for students in an interactive group activity.
  • 3.    Design and organise activities for each subject area and a combination of them, and interact with the outside world.
  • 4.    Analyse the environment in which the activity takes place, designing it in such a way that it meets the needs of a changing society.
  • 5.    Manage tutorials in order to guide students and assess their learning progress.
  • 6.    Have in-depth knowledge of the eduactional stage in which they are going to work.
  • 7.    Know the subjects which they are going to teach and design appropriate activities both for each subject and a combination of several. 
    8.    Use a suitable methodology for the role of teacher/researcher.
  • 9.    Acquire knowledge, and discover tools which help students to reflect on education from a psychological/sociological and pedagogical point of view.
  • 10.  Learn about and develop the necessary skills to be able to acquire the required personal maturity to be properly qualified to teach.
  • 11.Set up teaching-learning situations to help students discover what their future teaching role will be like.
  • 12.  Develop their work in the knowledge society.
  • 13.Know about the new training processes which the information and communication technologies afford.
  • 14.Know themselves, have self-esteem and the ability to create constructive group relations, and to have a supportive and democratic attitude.
  • 15.Have the necessary social skills to be able to lead the groups of students for which they are responsibe.
  • 16.  Work as a team with the other teaching staff.

Consequently, students of the Degree in Primary Education at the URJC have the following aims:

  • 1.    To understand how language develops at the primary education stage and to design teaching strategies which will enrich communicative skills.
  • 1.    To know about and enhance the child's cognitive, social and personality development from birth to the age of compulsory education.
  • 2.    To use systematic observation as the main tool for an overall, general and continued assessment of students' abilities.
  • 3.    To take their lead from the globalisation principle when it comes to programming learning activities and tasks for 0- to 6-year-olds.
  • 4.    To know how to use games as the main teaching tool, as well as designing learning activities based on principles of fun.
  • 5.    To be able to develop a child's mathematical thinking and awareness of numbers.
  • 6.    To promote habits which introduce the child to the worlds of reading and writing.
  • 7.    To be expert in any and all official languages of the region and pronounce and understand the languages fluently.
  • 8.    To develop in their pupils the habits of self-sufficiency and respect for the norms for studying together.
  • 9.    To know the methodology for developing the concept of space, geometry and logical thought.
  • 10.  To know about psychomotor development and design activities geared to stimulating it.
  • 11.To detect unease on the part of a child which prevents him or her from developing, and to take steps to solve the problem.
  • 12.  To know how to create and maintain communication links with children's families and so include them more actively in their child's/children's education
  • 13. To know how to encourage children to respect their natural, social and cultural environments.

The skills which students of the Primary Education Degree will acquire can be divided into two main blocks. On the one hand, we have the general skills of the degree which can, in turn, be divided into:-

1.    General skills which are common to all degree courses and which are regulated by the Royal Decree 1393/2007 of the 29th of October (regulating Official University Teaching).

2.    General skills for the Degree in Teaching Primary Education , which are set out in the Order ECI/3857/2007, of the 27th of December, which establishes the pre-requisites for the verification of official university degrees in the area of Primary Education Teaching.
The ECI/3857/2007 Order, of the 27th of December, sets out the minimum modules required for structuring the study plan and also specifies the minimum skills required upon completion of said modules. Among the general principles which cover the design of new degrees, the study plans should bear in mind that any professional activity must:

  • Promote respect for the fundamental rights of equality between men and women.
  • Promote respect for Human Rights and the principles of equal access for all as outlined in the final section of Law 51/2003 of the 2nd of December on Equal Opportunities, non-discrimination and equal access for all irrespective of disabilities.
  • Promote the values characterised by a culture of peace and democracy.

 
On the other hand, the general skills which students should acquire over the course of their degree and which, in turn, are necessary for the student to obtain the qualification are the following:

  • To obtain and understand the necessary knowledge for each study area of the degree in order to be prepared to work in the Primary School Teaching profession.
  • To know how to apply this knowledge to their job in a professional manner, showing that they have acquired the relevant knowledge by thinking through and resolving problems in each of the study areas.
  • To know how to gather and interpret data which is relevant to the different study areas and make a reasoned decision which shows that they have thought through the relevant socio-eductional, scientific and ethical issues. 
  • To be able to communicate information, ideas, problems and solutions to the skilled and qualified personnel whom students are directly accountable to for their university studies, as well as people who are indirectly related to the university degree.
  • To acquire the learning skills which are necessary for them to develop their studies under their own initiative.

More specifically, several General and Specific skills have been established.  
General (cross-disciplinary) Skills for the Teaching Degree (general ones which are common to all profiles of teacher) which a Education graduate should have are:

 a) General Instrumental Skills:

-      ability to analyse and summarise

  • ability to organise and plan
  • good at communicating, both in writing and orally, in their mother tongue
  • knowledge of a foreign language study-related IT skills

-   ability to manage information 
-   problem-solving skills 
-   decision-making abilities

b) General Personal Skills:

-   Teamwork 
-   Working in an international environment 
-   skills with interpersonal relations
-   Awareness of diversity and multicultural phenomena  
-   Thinking through ideas
-   commitment to ethics

c) General systematic skills:

-    Autonomous learning
-    Knowledge of other cultures and customs 
-    Initiative and an entrepreneurial spirit 
-    Quality-driven 
-    sensitivity towards environmental issues
-    adapting to new situations 
-    Creativity 
-    Leadership 
 
As regards Specific Skills which are common to all teacher profiles, the following must be highlighted:

-      Ability to understand the complexity of educational processes in general and the teacher-student process in particular.
-      knowledge of the subjects to be taught, and their uniqueness in terms of epistemology and delivery.
-      a solid foundation in science, culture and technology.
-      ability to anaylse and think through the data related to education which comes from research as well as the curricular proposals which come from Public

Administration.

-      Respect for the cultural and personal differences between students and other members of the education sector.
-      Design and development of educational projects and programmes which help adapt the curriculum to the sociocultural environment. .
-      Ability to hold tutorials, advising students and parents and co-ordinating the teaching content for their particular student group.
-      A commitment to enhancing students' academic performance and educational progress, considering all aspects of university life.
-      Ability to work with the different sectors of the educational community and its environments.
-      Analyse and understand the educational processes both inside and outside the classroom for 0- to 6-year-olds.

Consequently, the skills which students should acquire in the Primary Education Teacher Degree are the following:

  • 1.    To know the objectives, curricular content and assessment criteria for Primary Education.
  • 2.    To promote and facilitate the training of early learners from a global perspective which involves the cognitive, emotional, psychomotor and volitive dimensiones.
  • 3.    To design and regulate learning spaces for highly diverse situations in order to accomodate students' educational needs as well as fomenting gender equality, equal opportunities and respect for human rights.
  • 4.    To promote student life together inside and outside the classroom and seek to resolve conflicts peacefully. To be able to observe different learning and co-existence scenarios and reflect upon them.
  • 5.    To reflect as a group on the acceptance of rules and respect for others. To promote the individuality and unique learning capacity of each student as a means of educating the emotions, feelings and values of early learners.
  • 6.    To know about how language develops in early learners, and to be able to identify possible disfunctions and seek to correct them. To face language-learning situations in multicultural and multilingual circumstances. To express themselves orally and in writing and be skilled in the use of different communication techniques.
  • 7.    To be aware of the implications for education of the Information and Communication Technologies.
  • 8.    To know the fundamentals of infant diet and hygene.
  • 9.    To know the fundamentals of looking after early learners and all that goes towards understanding their psychological processes in learning and how their personality develops.
  • 10.To know how Primary Schools are organised and the different ways in which they work.
  • 11.To assume that the teaching profession must be in a continual state of improvement and always seeking to adapt to the life-long scientific, pedagogical and social changes which are taking place
  • 12.To advise parents with regard to the education of 0- to 6-year-old children and to be highly skilled in dealing with the family of each pupil and the group of families.
  • 13.To reflect upon how to work in the classroom to innovate and improve the teaching profession. To acquire skills for individual and group learning and to pass these on to pupils.
  • 14.  To understand how Education works in today's society and also its  possibilities and limitations. Also, the basic responsibilities which affect Primary Education and the professionals who work there.
  • 15.To know the quality improvement models and how they are applied to education centres.

Below are the skills which the Universidad Rey Juan Carlos has set out as fundamental for students of the Primary Education Degree. Upon completing their studies, students should, according to the document, be able to:

  • 1.- Deal efficiently with educational situations for early learners from a global perspective, encompassing the cognitive, emotional, motor, linguistic and self-control dimensions. (Global perspective).
  • 2.- Create learning environments which are conducive to empathy, social behaviour, autonomy, and the co-existence of many cultures, while systematically observing the social, family and school envirnoment. (contextual and socio-natural perspective)
  • 3.- Design, apply and assess teaching activities which are geared towards developing children's physical, cognitive, social/affective, motor and linguistic abilities, bearing in mind the biological, psychological, social and creative elements which condition learning (early learning and fun learning perspective).
  • 4.- Design strategies based on co-ordinated work carried out by different professionals in order to guide families in issues related to the development and education of 0- to 6-year-olds. (co-ordination with other professionals and family guidance perspective)
  • 5.- Detect possible difficulties which pupils may have and design teaching and curricular adaptation strategies which take into consideration pupil diversity, to enhance children's educational and social inclusion. (diversity awareness perspective)
  • 6.-Design teaching practices which help school-goers understand the concepts of space and time. (time-space perspective)
  • 7.- Design and draw up educational approaches for communication and expression, with strategies which include gestures and visual-verbal strategies.  (about basic and instrumental learning)
  • 8.- Make an appropriate use of the New Technologies as a vehicle for information, communication and an introduction into the world of mass-media (about New Technologies)
  • 9.- Use different languages to promote and develop creativity (about creativity)
  • 10.- Design experiments to get to know the natural world by means of sensorial perception. (about sensorial and experimental development)
  • 11.- Promote and enhance the acquisition of healthy habits in terms of hygene, health and diet (about health and hygene)
  • 12.- Know about how primary schools work and get involved in the teaching profession, reflecting on the experience using their own assessment criteria.(research-action during placement)

 

  • For full-time students doing an undergraduate degree, the maximum period of time allowed to complete the degree is eight years. Part-time students can request an extension of up to two years from the Rector.
  • In the degrees that have more than to 240 credits (4 years), the maximum stated in the previous section will be increased by one year for each 60 ECTS that are added to the 240 ECTS.
  • Students have to pass a minimum of two subjects in the first year. Students who are studying part-time have to pass at least one subject in the first academic year.
  • Students who are studying an official degree at Rey Juan Carlos University have a maximum of four enrollments in each one of the subjects in the study program, without counting previous cancellations of said subjects.

For further information see: Normativa de permanencia

Full-time students:

COURSE MINIMUN MAXIMUM
1º Course 48 ECTS 60 ECTS
Other courses 48 ECTS 78 ECTS


Part-time students:

COURSE MINIMUN MAXIMUM
1º Course 24 ECTS 47 ECTS
Other courses 24 ECTS 47 ECTS

Access

Access to official degrees requires holding a high school diploma or equivalent and passing the exam referred to in Article 42 of the Organic Law 6/2001 of Universities, modified in the Law 4/2007 (12 April), taking into account other mechanisms of access foreseen in existing regulations.
The maximum number of 1st year students accepted in the academic is:

 Madrid Campus (Vicálvaro): 75 places

 

Enrolment

Enrolment in the Rey Juan Carlos University is on-line, using the computers on campus or any computer with web access. Dates and deadlines can be consulted in enrolment, as well as the requirements and necessary documents.  If any doubts arise, ask at the Student Telephone Assistance Centre (C.A.T.A.)

VIEW CURRENT TEACHING GUIDES

BE: Basic Education
COM: Compulsory 
EL: Elective

COURSE 1
Semester Subject Type Credits
1 School Organization BE 6
1 Spanish History and Culture BE 6
1 Educational Theory BE 6
1 Deontology: Ethics and Social Responsability of Education BE 6
1 Social History of Education BE 6
2 ICT in Education BE 6
2 Social Psychology of Education BE 6
2 Sociology in Education BE 6
2 Educational Research Methodology BE 6
2 Audiovisual Communication and Education BE 6
Total Credits: 60

 

COURSE 2
Semester Subject Type Credits
1 Cognitive and Linguistic Development BE 6
1 Emotional and Social Development BE 6
1 Learning Psychology BE 6
1 Mathematical Thinking (Se imparte en español) COM 6
1

Development of linguistic and Reading /Writing Skills I (Se imparte en español)

COM 6
2 Health Education, hygiene and Food BE 6
2 Early Assistance BE 6
2 Social Family Educational Intervention BE 6
2 Development of linguistic and Reading /Writing Skills II (Se imparte en español) COM 6
Annual Modern Language BE 6
Total Credits: 60

 

COURSE 3
Semester Subject Type Credits
1 Mathematics Teaching (Se imparte en español) COM 6
1 Teaching of Social Science COM 6
1 Musical Education COM 6
1 Physical Education COM 6
1 English Language and Teaching COM 6
2 Teaching of Natural Environment Studies COM 6
2 Psychomotor Development COM 6
Annual Internship Placement I COM 18
Total Credits: 60

 

COURSE 4
Semester Subject Type Credits
1 Mathematics Games laboratory (Se imparte en español) COM 4.5
1 Language and Literature Teaching (Se imparte en español) COM 4.5
1 Artistic and Plastics Teaching COM 6
1 Academic Recognition of Credits COM 6
Annual End of Degree Project COM 6
Annual Internship Placement II COM 33
Total Credits: 60

Internship Placement subjects throughout this Degree are regulated by the regional Office of Education through an annual Order, which establishes the applicable procedure for education centers in the Community of Madrid.

Internships may take place in any of the education centers that offer vacancies each academic year (be it at their own discretion or at a student’s request), at the dates provided by the Coordinator. Students may also ask for observation placements abroad.

Internship Placement Manual (Spanish)

Education centers in the Community of Madrid that have never hired students before, may ask for it by e-mail to the following address: practicum.master@educa.madrid.org. They will be provided with access to the platform Practicum12, from which vacancies are processed.

Platform Practicum12

Students will be informed about all of the deadlines and procedures related with Internship Placements through Virtual Campus. In this sense, any question may be sent to the address practicasexternas.educacion@urjc.es

ERASMUS

The Erasmus Program offers URJC undergraduate and graduate students the possibility of taking courses for one or more semesters at one of the European universities where URJC has agreements.

These exchanges traditionally involve financial assistance thanks to the Erasmus grants that the EU and the Spanish Education Ministry provide.

 ERASMUS


 MUNDE

The Munde Program manages mobility with universities that are not included in the Erasmus Program.

The possibility of obtaining a grant or financial assistance and the quantity depend, in each case, on the agreements with the universities, the countries, or the entities that subscribe to said agreements. 

 MUNDE


For more information:

Movilidad URJC


SICUE

SICUE es un programa de movilidad nacional para estudiantes universitarios de GRADOS que permite realizar parte  de sus estudios en otra universidad española con garantías de reconocimiento académico, aprovechamiento y adecuación a su perfil curricular.

Movilidad SICUE

Future student orientation. The university has various orientation programs for future students: visits to high schools, guided tours of the campuses, visits to classrooms, and, at the beginning of every academic year, the university organizes a Welcoming Day in order to orient new students.

Academic tutorials. Each professor offers, within his/her teaching plan, tutorial sessions related to his/her subject.

Integral tutorial programs. These programs are aimed at improving the learning process of the students, helping them to plan and organize their efforts in order to obtain the best academic results. tutorias.integrales@urjc.es

Degree coordinator. The degree coordinator works to favor the coherence and balance of the different subjects and the work load of the students.

Mentoring Program. URJC has a Mentoring Program, where students from previous academic years act as tutors.

Disabled students. The Assistance for Disabled Persons Office offers orientation and help to students with special needs.

Scholarships and financial aid. Rey Juan Carlos University processes the principle grants and annual financial aid programs, both their own and those from other official organisms such as ministries, the regional government of Madrid, international organizations, and other entities. The university also publishes and disseminates information about grants and financial aid of interest to students and graduates. During the year, students receive information about these through the established communication channels.

Laboral insertion program. URJC, through the Internship Unit and the Graduate Office, organizes events, workshops, and diverse services directed at helping and supporting students seeking employment. This is designed to improve students’ employability and to favor their incorporation into the labor market. The university has job listings, a platform at the disposition of companies and graduates where the organisms can carry out their selection process.

CALENDARIO

MATRÍCULA, TRASLADOS y PRECIOS PÚBLICOS

PROCESO FORMATIVO

ESTUDIANTES

RÉGIMEN DE CONVIVENCIA

SEGURO ESCOLAR

ASOCIACIONES

External monitoring report

Link RUCT

Link BOCM

Once the follow-up on the Degree is carried out, the quantitative information concerning the results of the follow-up for each academic year is shown.

Report on Results

2016/2017

2015/2016

2014/2015

2013/2014

2012/2013

2011/2012 

Within the Quality Guarantee System at Rey Juan Carlos University, the following surveys are planned:

- New students

- Teacher assessment

- Student satisfaction

- Satisfaction of graduates

Labor insertion

- Causes of abandonment

- Career path:

  • Second year after graduating
  • Third year after graduating
  • Fourth year after graduating

- Degree of satisfaction:

  • Faculty with campus and university
  • Teaching staff with degree
  • Of the evaluators
  • Incoming student mobility program
  • Outbound student mobility program
  • Administration and services staff with university

- External practices:

  • Student satisfaction
  • External tutor satisfaction
  • Satisfaction of evaluators

Survey results:

Accreditation renewal supposes the culmination of the implementation of the official undergraduate and Master’s degrees registered in the University, Center, and Degree Register. The accreditation renewal of official undergraduate and Master’s degrees is organized in three phases: self-assessment report, external visit, and final assessment.

In the first phase, the university describes and assesses the situation of the degree with respect to the established criteria and guidelines. The result is the Self-Assessment report that is presented. The second and third phases are carried out by a group of assessors who are external to the degree in question.

The Virtual Campus at URJC has the international  certification “UNIQUe” for quality in e-learning. UNIQUe is the most demanding seal of quality for the use of ICT in higher education.

In the framework of the celebration of the INNOVATION FORUM 2011 in the Portuguese town of Oeiras, the Foundation for the Quality of e-Learning gave three UNIQUe quality certifications to universities in Saudi Arabia, Russia, and Spain, and Rey Juan Carlos University was one of those chosen.

UNIQUe is the first certification of quality in all of Europe, created to offer support to universities in order to achieve excellence in the use of ICT for innovation in learning. The certification provides points of reference for the field of higher education in order to increase the speed of implementation of the Bologna reforms in the field of technology. It is centered on innovation with the aim of improving learning. At the same time, the UNIQUe seal facilitates the incorporation of the existing good practices and the valid strategies for quality, presenting a wide institutional focus that goes beyond e-learning in order to validate the efforts of the universities with regard to innovation.

This process of quality certification is based on the broad participation of the interested parties with the aim of involving the entire community of higher education, including the government, students and professors, as well as the administration and management of universities.