Public University of Navarre



Academic year: 2022/2023 | Previous academic years:  2021/2022  |  2020/2021 
Bachelor's degree in Primary Education at the Universidad Pública de Navarra
Course code: 312741 Subject title: SCHOOL PLACEMENT 2: FOREIGN LANGUAGE ENGLISH
Credits: 15 Type of subject: External Practices Year: 4 Period: 2º S
Department:
Lecturers:
ARROSAGARAY AUZQUI, MARCELINO   [Mentoring ] PASCUAL ARIZ, ANDER   [Mentoring ]
VILLARREAL OLAIZOLA, IZASKUN (Resp)   [Mentoring ] LASHERAS BALDUZ, JESÚS   [Mentoring ]
GOÑI ALSUA, EDURNE   [Mentoring ] HIDALGO GORDO, MARIA ANGELES   [Mentoring ]
CELAYETA GIL, NEKANE   [Mentoring ] TAGA , OLGA   [Mentoring ]
RAMOS MANJON, SARA   [Mentoring ] ZUAZU GARCES, NATALIA   [Mentoring ]

Partes de este texto:

 

Module/Subject matter

Practicum

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General proficiencies

Basic Proficiencies

BP1 - Students have demonstrated that they possess knowledge of and understand an area of study, based on general secondary education and usually at a level which, albeit with the support of advanced text books, also includes some aspects which imply knowledge of the latest developments in their field of study.

BP2 - Students know how to apply their knowledge to their work or vocation in a professional manner and possess skills which are usually demonstrated by developing and defending arguments and resolving problems in their area of study.

BP3 - Students are able to compile and interpret relevant information (normally within their area of study) in order to voice opinions which include reflection on relevant themes of a social, scientific or ethical nature.

BP4 - Students are able to transmit information, ideas, problems and solutions to both specialist and non-specialist audiences.

BP5 - Students have developed those learning skills required in order to undertake further studies with a considerable degree of self-reliance.

General Proficiencies

GP1 - To be familiar with the curricular areas of Primary Education, the interdisciplinary relationship between them, the evaluation criteria and the body of didactic knowledge involved in the respective teaching and learning procedures.

GP2 - To design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and school professionals.

GP3 - To address language learning situations effectively in contexts of diversity which are multicultural and multilingual. To encourage reading and the critical commentary of texts from the different scientific and cultural fields found in the school curriculum.

GP4 - To design and regulate learning spaces in contexts characterised by diversity which attend to the gender equality, fairness and respect for human rights which underpin the values of education in citizenship.

GP5 - To encourage harmonious coexistence in and outside the classroom, solve discipline problems and contribute to the peaceful resolution of conflicts. To stimulate and value effort, perseverance and personal discipline in schoolchildren.

GP6 - To be familiar with the organisation of primary education schools and the range of actions involved in their operation. To perform guidance and tutoring functions with schoolchildren and their families, attending to schoolchildren¿s unique educational needs. To accept that teaching, as a practice, must be constantly refined and adapted to scientific, pedagogical and social changes over the course of one's entire life.

GP7 - To collaborate with the different sectors of the educational community and social environment. To accept the educational dimension of the teaching profession and promote democratic education for active citizenship.

GP8 -To maintain a critical, independent relationship with respect to knowledge, values and social institutions, both private and public.

GP9 - To value both individual and collective responsibility in the achievement of a sustainable future.

GP10 - To reflect on classroom practices in order to innovate and improve teaching. To acquire habits and skills for autonomous and cooperative learning, and promote it among schoolchildren.

GP11 - To be familiar with Information and Communication Technology, and apply it in the classroom. To distinguish the audiovisual information which contributes to learning, civic education and cultural richness in a selective manner.

GP12 - To understand the function, possibilities and limits of education in today's society and the core competences which affect primary schools and the professionals who belong to them. To be familiar with quality improvement models as applicable to education centres.

Transverse Proficiencies

TP1 - To demonstrate a level of competence in English, French, German or Italian equivalent to the B1 level of the Council of Europe's Common European Framework of Reference for Languages.

TP2 - To demonstrate a level of competence in Spanish and, where appropriate, Basque equivalent to the C1 level of the Council of Europe's Common European Framework of Reference for Languages.

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Specific proficiencies

SP1 -To be familiar with the objectives, curricular content, meaning of the areas and organisation, methodology and evaluation criteria of Primary Education.

SP2 -To design, plan and evaluate teaching and learning processes with other professionals according to interdisciplinary and disciplinary criteria.

SP3 -To encourage reading and the critical commentary of texts from the different scientific and cultural fields. To express themselves correctly both orally and in writing, and to master language learning situations in contexts of diversity.

SP4 -To design and regulate learning spaces in contexts of diversity which are multicultural and multilingual. To attend to the unique needs of schoolchildren, gender equality, fairness, respect and human rights.

SP5 -To reflect in depth on learning contexts and contexts of coexistence in schools, the acceptance of standards, consistency, personal discipline and respect for others.

SP6 - To be familiar with the organisation of primary schools and how they work in collaboration with the various sectors of the educational community and social environment.

SP7 - To encourage cooperation, the motivation and desire to learn, and to participate actively in the school¿s projects.

SP8 -To maintain a critical, independent relationship with respect to knowledge, values and the institutions involved in education.

SP9 - To acquire autonomous and cooperative learning habits and skills in order to encourage the active involvement of schoolchildren in their social and personal development.

SP10 - To reflect on classroom practices in order to innovate and improve teaching, and associate them with the basic psychological processes, pedagogical models and disciplinary criteria of the stage of education.

SP11 - To be familiar with the educational implications of Information and Communication Technology.

SP12 - To organise actively the processes of teaching and learning the contents of Primary Education from a perspective of skills development. To be familiar with quality improvement models.

SP13 - To perform guidance, tutoring and conflict-resolution functions with schoolchildren and their families. To be able to observe and acknowledge work well done.

SP14 - To contextualise teaching work in the face of political, social and pedagogical changes, and to foster democratic education and the development of active citizenship to achieve a sustainable future.

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Learning outcomes

Three levels are established:
- Optimal: acquisition of 100% of skills and mastery of at least 75% of them.
- Means: acquisition of most of the skills required in the subject and mastery of those aspects that contribute to the specific skills of the degree.
- Deficient: insufficient acquisition of the aspects that contribute to the specific competences of the degree.
A student obtains a grade of APTO if the level of learning is optimal or average.

 

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Methodology

5.1. Teaching methodologies

Code Description
MD4 Small group interaction
MD5 Individual interaction: tasks and guidelines for autonomous study

5.2. Training activities

Code Description Horas Presencialidad
AF1  Theoretical classes 12 100
AF2  Intership 345 100
AF3  Projects 90 10
AF5 Tutorias 3 100

 

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Relationship between formative activities and proficiencies/learning outcomes

 

  Competences
AF1 CB2 CG1-CG12 CT1*, CT2 CE1-CE14
AF2 CB2-CB4 CG1-CG12 CT1*, CT2 CE1-CE14
AF3 CB2 CG1-CG12 CT1*, CT2 CE1-CE14
AF5 CB2-CB4 CG1-CG12 CT1*, CT2 CE1-CE14

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Languages

English

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Evaluation

 

Learning
outcome
Assessment
activity
Weight (%) It allows
test resit
Minimum
required grade
SE1 Attendance and participation in all school activities as proposed by the school tutor

60 No 5/10
SE2-SE3 Reflection portfolio (Reflection, synthesis, observation, proposal and evaluation) 40 Yes 5/10

 

 

 

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Contents

Practicum, Educative institutions, School Curricular project, School Management, Classroom activities and its critical evaluation

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Agenda

1. Organisation, sociological context and school integrated functioning.
2. Teaching tasks: Programming, methodological strategies and didactic resources. The teaching and learning process evaluation and orientation. .
3. Individual and group development at school.
4. Classroom observation and analysis of the activities of the different stages (6 - 12 years) in public and subsidized schools.
5. Programming teaching and learning sessions, management and evaluation of the teaching activity. The learning outcomes are the concretion of the competencies that the student will acquire in the subject.

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Bibliography

Access the bibliography that your professor has requested from the Library.


Referencias aportadas en las distintas asignaturas de las materias de formación básica (Educación, Psicología y Sociología) y de formación didáctica y disciplinar en Lengua extranjera: inglés.

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Location

Arrosadia Campus of the Public University of Navarra. For specific classroom, see the website of the Faculty of Humanities, Social and Educational Sciences.

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