2023_24
Educational guide 
Faculty of Education Sciences and Psychology
A A A 
english 
Bachelor's Degree in Primary Education (2009)
 Subjects
  HEALTH AND PHYSICAL ACTIVITY
   Learning outcomes
Type A Code Learning outcomes
 A1 Coneix els fonaments teòrics de la l'educació física i la seva vessant pedagògica en l'educació primària.
 A2 Aplica els elements que integren el disseny curricular de l'educació física en l'educació primària.
Elabora les propostes de programació adequades en l'educació física de forma autònoma amb responsabilitat i iniciativa.
 A10 Determina cada un dels aspectes que integren l'educació física en l'etapa de l'educació primària, dominant les estratègies i recursos metodològics i didàctics necessaris.
 A12 Determina el vertader sentit que ha de tenir l'educació física en l'educació primària.
 MEF1 Coneix els fonaments teòrics de l'educació física i la seva vessant pedagògica en l'educació primària.
Aplica els elements que integren el disseny curricular de l'educació física en l'educació primària.
 MEF2 Determina el vertader sentit que ha de tenir l'educació física en l'educació primària.
 MEF3 Determina cada un dels aspectes que integren l'educació física en l'etapa de l'educació primària, dominant les estratègies i recursos metodològics i didàctics necessaris.
 MEF4 Elabora propostes de programació adequades en educació física de forma autònoma amb responsabilitat i iniciativa.
Type B Code Learning outcomes
 B1 Put into practice the approaches, methods and experiments put forward by the teaching staff in a disciplined fashion.
Share and accept the learning objectives put forward by the teaching staff.
Learn by asking questions and take an interest in clearing up doubts.
Be familiar with the features of their discipline.
Understand the importance of mental schemas other than their own.
Adapt the learning objectives put forward by the teaching staff.
Ask intelligent questions that challenge what they have learned and show initiative in their search for information.
Have an overview of the various theories and methodologies of a subject.
Contrast their own mental schemas with those of others and exploit the differences as an opportunity to learn.
Autonomously adopt learning strategies in each situation.
Make significant contributions and be responsible for some innovation.
Be able to use paradigms from other disciplines.
Construct shared knowledge, learn and facilitate the joint construction of learning.
 B2 Identify problems and take decisions to solve them.
Collect the information they need so that they can solve problems using data and not subjective opinion, and subjecting the information at their disposal to logical analysis.
Follow a logical method to identify the causes of a problem and not merely accept the symptoms.
Provide alternative solutions to a problem and evaluate risks and advantages.
Draw up strategies to solve problems.
Understand problems and be able to break them down into manageable parts.
Present possible solutions that are mostly effective at solving problems.
Analyze problems and their causes from an overall perspective and in the medium and the long term.
Direct systematic processes for taking group decisions.
Transfer classroom exercises and the cases they have studied to real situations in other environments.
Obtain the support they need from others for their decisions to be successful.
 B3 Be aware of the limitations and weak points of their work processes and methods.
Reflect on new ways of doing things.
Experiment with new procedures.
Analyze the risks and benefits of innovation.
Put forward new ideas, opportunities or solutions to familiar problems and/or processes.
Identify things that need to be improved in complex situations and contexts.
Find new methods for doing things.
 B4 Manage and organize their work and time as scheduled.
Do the work planned in accordance with the quality criteria provided.
Present results before the stipulated deadlines.
Use data to take correct decisions.
Recognize the good and bad points of their approach to a particular task.
Decideix com gestiona i organitza el treball i el temps que necessita per dur a terme una tasca a partir d'una planificació orientativa
Suggest ways of improving the quality of work.
Present results in the appropriate way in accordance with the bibliography provided and before the deadline.
Decide how to do a particular job so that it is of the highest quality possible.
Decide what needs to be done for a particular job/project and do it according to schedule.
 B5 Identify the group’s objectives as their own.
Help to define, organize and distribute the group’s tasks.
Participate actively and share information, knowledge and experience.
Finish the tasks assigned to them in the time allowed and with the resources available.
Bear in mind the opinions of others and give constructive feedback.
Accept and comply with the rules of the group.
Help to draw up and apply the team’s work processes.
Act constructively to deal with any conflicts in the team.
Ensure that the way they communicate and relate to others contributes to the cohesion of the group.
Take an interest in the importance of the group’s activity.
Take active part in planning the work of the team, and in distributing the tasks and the deadlines.
Propose ambitious, clearly defined goals to the group.
Help to manage the differences, disagreements and conflicts that arise in the group in a positive manner.
Encourage all members to take part in the management and smooth running of the team.
 B6 Intervene effectively and convey relevant information.
Control their nerves sufficiently to be able to express themselves in public.
Structure their presentations and comply with any requirements should there be any.
Use other media to support the message of their presentations.
Reply to the questions that they are asked.
Understand that non-verbal language is appropriate to verbal discourse.
Plan their communications: generate ideas, search for information, select and order the information, make schemes, determine the type of audience and the objectives of the communication, etc.
Make interesting and persuasive presentations.
Prepare their presentations and use a variety of presentation strategies (audiovisual support, eye contact, voice, gesture, time, etc.).
Adapt their arguments to different groups and/or situations.
Encourage their audiences to participate and ask constructive questions to stimulate dialogue.
Adapt the form of their message to different situations.
 B7 Conèixer el concepte de desenvolupament sostenible
Identify the problems and consequences of sustainable development.
Ensure that their studies and projects have social, economic and environmental dimensions.
Understand sustainability from an interdisciplinary perspective, bearing in mind the global situation and the challenges it poses.
 B8 Describe situations and justify the need for projects.
Set clear objectives for projects.
Take active part in planning the teamwork, in distributing the members and in ensuring a good performance.
Schedule the time required to complete the tasks to be done.
Plan to evaluate the results of the project.
Base their description of the context of the project on evidence and facts, and be aware of the legal and economic resources required to carry the project into effect.
Ensure that the objectives of projects are consistent with the needs detected in the context.
Estimate the efficacy and efficiency of the actions carried out, and take advantage of all the resources at their disposal.
Plan monitoring mechanisms.
Identify possible risks inherent to projects
Appraise and prioritize the needs and resources in a real intervention context, paying particular attention to the needs that are the objective of the project.
Ensure that long-term objectives are made visible in operational objectives.
Ensure that the objectives of the project involve the whole team.
Monitor the implementation of the project in order to evaluate the results and monitor the risks inherent to the project carried out.
Type C Code Learning outcomes
 C2 Understand the operating system as a hardware manager and the software as a working tool.
Use software for off-line communication: word processors, spreadsheets and digital presentations.
Use software for on-line communication: interactive tools (web, moodle, blogs, etc.), e-mail, forums, chat rooms, video conferences, collaborative work tools, etc.
 C3 Locate and access information effectively and efficiently.
Critically evaluate information and its sources, and add it to their own knowledge base and system of values.
Reflect on, review and evaluate the information management process.
 C4 Produce grammatically correct oral texts.
Produce well structured, clear and effective oral texts.
Produce oral texts that are appropriate to the communicative situation.
Produce grammatically correct written texts
Produce well-structured, clear and rich written texts
Produce written texts that are appropriate to the communicative situation
 C5 Respect fundamental rights and equality between men and women.
Be respectful of and promote human rights and the principles of universal accessibility, equal opportunities, non-discrimination and universal accessibility for th ose with special educational needs.
 C6 Identify their training needs.
Define and study their curriculum bearing in mind their training needs, and their academic and pr ofessional interests and motivations
Develop resources and strategies that will ease their transition into working life.