*New* Bachelor's Degree in Primary Education

Exchange programs

The Erasmus programme permits UC3M first degree and post graduate students to spend one or several terms at one of the European universities with which UC3M has special agreements or take up an Erasmus Placement, that is a work placement or internship at an EU company. These exchanges are funded with Erasmus Grants which are provided by the EU and the Spanish Ministry of Education.

The non-european mobility program enables UC3M degree students to study one or several terms in one of the international universities with which the university has special agreements. It also has funding from the Banco Santander and the UC3M.

These places are offered in a public competition and are awarded to students with the best academic record and who have passed the language threshold  (English, French, German etc..) requested by the university of destination.

European Mobility

The list of European universities with mobility agreements will be publishedd soon.

Non-European Mobility

The list of European universities with mobility agreements will be published soon.

Entry profile

Most students admitted to undergraduate programmes at Spanish universities come from Spanish secondary education. Therefore, most students expected to enter undergraduate programmes come from this route, although students may also enter through other routes. Specifically, for the undergraduate degree in Primary Education, there is no recommended Baccalaureate, as all subjects taken in the second year are given maximum weighting (or, where applicable, equivalent Baccalaureate or similar modalities in terms of the subjects taken when the student comes from non-Spanish educational systems).

Along with upper secondary school students, the other main group with access to bachelor's degrees is vocational training students. According to the regulations, there is no longer a preference for certain training cycles in access to bachelor's degrees in accordance with the field to which they are assigned. Therefore, any student from higher-level training cycles may be admitted provided they meet the admission requirements. However, the most suitable and, where appropriate, recommended vocational training courses for this degree would be: 

• Higher Technician in Early Childhood Education: This is the most closely aligned option, as it addresses child development and teaching, key skills for Primary Education. 
• Higher Technician in Social Integration: Ideal for understanding diversity and creating inclusive environments, a growing demand in today's education system. 
• Higher Technician in Teaching and Socio-Sports Animation (TSEAS): Provides skills in group dynamics and physical activities, useful for the Physical Education specialisation or for giving a practical approach to teaching.

These training cycles prepare students for teaching, attention to diversity and group dynamics, respectively, facilitating the transition and complementing the skills necessary to be a primary school teacher.

Graduate profile

• To be familiar with the curricular areas of Primary Education, the interdisciplinary relationship between them, the assessment criteria and the body of didactic knowledge surrounding the respective teaching and learning procedures.
• Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school.
• Effectively address language learning situations in multicultural and multilingual contexts. Encourage reading and critical commentary on texts from the various scientific and cultural domains contained in the school curriculum.
• Design and regulate learning spaces in contexts of diversity that address gender equality, equity and respect for human rights, which form the values of citizenship education.
• Encourage coexistence in and outside the classroom, resolve disciplinary issues and contribute to the peaceful resolution of conflicts. Stimulate and value effort, perseverance and personal discipline in students.
• Understand the organisation of primary schools and the diversity of activities involved in their operation. Perform tutoring and guidance functions with students and their families, addressing the unique educational needs of students. Recognise that teaching must be continuously improved and adapted to scientific, pedagogical and social changes throughout life.
• Collaborate with different sectors of the educational community and the social environment. Assume the educational dimension of the teaching profession and promote democratic education for active citizenship.
• Maintain a critical and autonomous relationship with regard to knowledge, values and public and private social institutions.
• Value individual and collective responsibility in achieving a sustainable future.
• Reflect on classroom practices to innovate and improve teaching. Acquire habits and skills for autonomous and cooperative learning and promote them among students.
• Understand and apply information and communication technologies in the classroom. Selectively discern audiovisual information that contributes to learning, civic education and cultural enrichment.
• Understand the role, possibilities and limitations of education in today's society and the fundamental skills that affect primary schools and their professionals. Learn about models for improving quality that can be applied to educational centres.

1. Knowledge of Titles

K1-FT - Acquire basic knowledge of humanities, oral and written expression, following ethical principles and completing a multidisciplinary educational profile.

K2-FB - Understanding learning processes related to the 6-12 age group in the family, social and school contexts.

K3-FB - To understand the characteristics of these students, as well as their motivational and social contexts.

K4-FB - Learn about current proposals and developments based on skills-based learning.

K5-FB - Learn the fundamentals of primary education.

K6-FB - To understand the historical evolution of our country's education system and the political and legislative constraints on educational activity.

K7-FB - Understanding interaction and communication processes in the classroom.

K8-FB - Understand and apply basic educational research methodologies and techniques and be able to design innovation projects, identifying evaluation indicators.

K9-FB - Understand and know how to perform the roles of tutor and counsellor in relation to family education for children aged 6-12.

K10-FB - Learn about the historical evolution of the family, different types of families, lifestyles, and education in the family context.

K11-D - Understand the basic principles and fundamental laws of the experimental sciences (Physics, Chemistry, Biology, and Geology).

K12-D - Be familiar with the school curriculum for these sciences.

K13-D - Understand the basic principles of social sciences.

K14-D - Be familiar with the social sciences curriculum.

K15-D - Learn about religion throughout history and its relationship with culture.

K16-D - Acquire basic mathematical skills (numerical, calculation, geometric, spatial representations, estimation and measurement, organisation and interpretation of information, etc.).

K17-D - Learn about the school mathematics curriculum.

K18-D - Understand the basic principles of language and communication sciences.

K19-D - Acquire literary training and learn about children's literature.

K20-D - Be familiar with the school curriculum for languages and literature.

K21-D - Understand the process of learning written language and how it is taught.

K22-D - Understanding the difficulties faced by students of other languages in learning the official languages.

K23-D - Understanding the principles that contribute to cultural, personal and social development through the arts.

K24-D - Be familiar with the school curriculum for arts education, including visual arts, audiovisual arts, and music.

K25-D - Understanding the principles that contribute to cultural, personal and social development through physical education.

K26-D - Understanding the physical education curriculum.

K27-P - Acquire practical knowledge of the classroom and classroom management.

K28-P - Learn about ways to collaborate with different sectors of the educational community and the social environment.

K29-P - Understand and apply classroom interaction and communication processes and master the social skills and abilities necessary to foster a classroom environment that facilitates learning and coexistence.

K30-TFG - Understanding democratic principles and values and sustainable development, in particular respect for human rights and fundamental rights, gender equality and non-discrimination, the principles of universal accessibility and climate change.

K1-OPT-ING - Know different techniques for evaluating the teaching-learning process for effective application.

K1-OPT-PT - Understanding person-centred planning methodology.

K2-OPT-PT - Understanding the new lines of research related to inclusive education.

2. Skills of Titles

S1-FT - Plan and organise teamwork by making the right decisions based on available information and gathering data in digital environments.

S2-FB - Master the knowledge necessary to understand personality development and identify dysfunctions.

S3-FB - Promote cooperative work and educational endeavours.

S4-FB - Promote educational activities focused on values aimed at preparing citizens to be active and democratic.

S5-FB - Demonstrate social skills to understand families and make yourself understood by them.

S6-D - Promote democratic education for citizens and the practice of critical social thinking.

S7-D - Promote reading and encourage writing.

S8-D - Acquire resources to encourage lifelong participation in musical and artistic activities both inside and outside of school.

S9-D - Acquire resources to encourage lifelong participation in sporting activities both inside and outside school.

S10-P - Regulate interaction and communication processes in groups of students aged 6#12.

S11-TFG - Use information by interpreting relevant data, avoiding plagiarism, and in accordance with academic and professional conventions in the field of study, being able to assess the reliability and quality of such information.

S1-OPT-ING - Promote positive attitudes towards linguistic and cultural diversity in the classroom.

S1-OPT-PT - Design intervention programmes.

S2-OPT-PT - Guide families.

3. Competences of Titles

C1-FT - Know and be able to manage interpersonal skills such as initiative, responsibility, conflict resolution, negotiation, etc., which are required in the professional sphere.

C2-FB - Identify learning difficulties, report them, and collaborate in their treatment.

C3-FB- Identify and plan solutions to educational.

C4-FB - Analyse and understand educational processes in and outside the classroom relating to the 6-12 age group.

C5-FB - Analyse teaching practice and the institutional conditions that frame it.

C6-FB - Design, plan and evaluate teaching and learning activities in the classroom.

C7-FB - Participate in defining the educational project and in the general activity of the centre, taking into account quality management criteria.

C8-FB - Address and resolve disciplinary issues.

C9-FB - Relate education to the environment and cooperate with families and the community.

C10-FB - Critically analyse and incorporate the most relevant issues in today's society that affect family and school education: the social and educational impact of audiovisual languages and screens; changes in gender and intergenerational relationships; multiculturalism and interculturalism; discrimination and social inclusion; and sustainable development.

C11-D - Develop and evaluate curriculum content using appropriate teaching resources and promote the acquisition of basic skills in students.

C12-D - Value science as a cultural phenomenon.

C13-D - Raise and solve problems associated with science in everyday life.

C14-D - Recognise the mutual influence between science, society and technological development, as well as the relevant civic behaviours needed to ensure a sustainable future.

C15-D - Integrate historical and geographical studies from an educational and cultural perspective.

C16-D - Assess the importance of public and private institutions for peaceful coexistence among peoples.

C17-D - Analyse, reason and communicate mathematical proposals.

C18-D - Raise and solve problems related to everyday life.

C19-D - Appreciate the relationship between mathematics and science as one of the pillars of scientific thinking.

C20-D - Speak, read and write correctly and appropriately in the official languages of the relevant Autonomous Community.

C21-D - Expressing oneself orally and in writing in a foreign language.

C22-P - Monitor and follow up on the educational process, particularly teaching and learning, by mastering the necessary techniques and strategies.

C23-P - Relate theory and practice to the reality of the classroom and the school.

C24-P - Participate in teaching activities and learn practical skills by acting and reflecting on your experience.

C25-P - Participate in proposals for improvement in the various areas of action that may be established in a centre.

C26-P - Develop an individual and original piece of work in the field of education that synthesises and integrates the knowledge, skills and competences acquired in other courses, including its public defence.

C1-OPT PT - Apply in-depth knowledge of teaching trends and pedagogical resources for foreign language teaching in the planning and design of learning situations in primary education.

C1-OPT ING - Apply in-depth knowledge of teaching trends and pedagogical resources for foreign language teaching in the planning and design of learning situations in primary education

C2-OPT PT - Determine the specific intervention required by students with educational support needs based on psycho-educational assessments.

C2-OPT ING - Achieve advanced communicative competence in English (level C1 MCER) that demonstrates skills in the academic and professional use of English and its application in the field of education.

C3-OPT PT - Design learning proposals for all students and develop educational plans within those frameworks.

C3-OPT ING - Select, analyse and create teaching materials and use English-language children's literature as an educational resource.

C4-OPT PT - Knowing how to apply the principles of Universal Design for Learning (UDL) so that each person learns in their own way, with open resources.

Career opportunities

The Bachelor's Degree in Primary Education provides the necessary training for graduates to exercise the powers conferred by law on the profession of Primary School Teacher.

In addition, this degree allows access to the ‘Master's Degree in Teacher Training for Compulsory Secondary Education, Baccalaureate and Vocational Training.

External internships

External placements in Primary Education are compulsory in the training of students, taking place in publicly funded centres under teaching supervision. This allows students to apply their theoretical knowledge in a real-world environment.

The UC3M School-Based Learning model reinforces this training activity in these centres, including not only compulsory external academic placements, but also training in specific teaching methods, accounting for a third of the curriculum from the second year onwards.

Students will acquire skills in these subjects, combining training at UC3M with activities and training within the educational centres themselves:

• Teaching Mathematics II 6 ECTS (2nd year, 2nd semester)
• Teaching Spanish language and literature II II 6 ECTS (2nd year, 2nd semester)
• School Internships I (2nd year, 2nd semester)
• Teaching Mathematics III 6 ECTS (3rd year, 2nd semester)
• Teaching Spanish language and literature III 6 ECTS (3rd year, 2nd semester)
• Teaching English language and literature II 6 ECTS (3rd year, 2nd semester)
• School Internships II 12 ECTS (3rd year, 2nd semester)
• School Internships III (Genérico o de Mención) 24 ECTS (4th year, 2nd semester)
• Bachelor Thesis 6 ECTS (4th year, 2nd semester)

This immersive model will enable students to learn about the professional world under the supervision of academic and school tutors.

The procedure will include the selection of centres linked to the network of the Regional Ministry of Education of the Community of Madrid.