Degree in Primary Education Ibiza

240 credits - Faculty of Education

New requirement for 2020-21 academic year: personal aptitude test for admissions to Early Childhood and Primary Education degree courses

Start Year
Minimum number of credits to be taken in the first year
  • 48 first-year subject credits for full-time students.
  • 24 credits for part-time students.
  • After the first year of registration, there is no minimum number of credits to take.
Public tuition prices per credit . Academic Year 2020-21
  • 1st registration : 16,21¤
  • 2nd registration : 36,02¤
  • 3rd registration : 77,97¤
  • 4th registration : 108,05¤


Core Skills

  1. Acquiring practical knowledge of the classroom and its management.
  2. Knowing and applying interaction and communication processes in the classroom, and mastering the necessary social skills and abilities to promote a classroom environment that helps learning and social harmony.
  3. Managing and monitoring the educational process and, specifically, teaching and learning through mastering the necessary techniques and strategies.
  4. Relating theory and practice to classroom and school realities.
  5. Taking part in teaching activities and learning know-how, acting and reflecting in practice.
  6. Taking part in improvement proposals for different activity areas that may be established at a school.
  7. Regulating interaction and communication processes amongst student groups in the 6-12 age bracket.
  8. Knowing collaboration methods with different sectors in the educational and social community.

Didactic Skills in Diverse Disciplines

  • Experimental Sciences
    1. Understanding the core principles and fundamental laws of experimental sciences (physics, chemistry, biology and geology).

    2. Knowing the school syllabus for these sciences.

    3. Putting forward and solving problems linked to science in everyday life.

    4. Developing and assessing syllabus content through suitable didactic resources and promoting the acquisition of core skills by students.

    5. Valuing science as a cultural phenomenon.

    6. Acknowledging the mutual influence between science, society and technological development, as well as relevant individual behaviour, to ensure a sustainable future.

  • Social Sciences
    1. Understanding the core principles behind social sciences.

    2. Knowing the school syllabus for social sciences.

    3. Integrating history and geography from an instructive and cultural viewpoint.

    4. Developing and assessing syllabus content through suitable didactic resources and promoting the corresponding skill set amongst students.

    5. Promoting democratic personal and social education and critical social thinking.

    6. Valuing the relevance of public and private institutions in peaceful social harmony between communities.

    7. Being aware of religion's impact over time and its relationship to culture.

    8. Identifying social knowledge as the result of an historical and territorial construction process.

    9. Understanding the time categories in history and their representations in cycles and stages.

    10. Promoting the development of cultural identity through historical, artistic and social development.

    11. Learning to use suitable specific vocabulary (geographic, historic and artistic) and the contexts where it is important to use it.

    12. Knowing the core tools of geography: cartography, graphic representation, direct observation, landscape analysis, photography and satellite images.

    13. Knowing the language principles of aesthetic expression and their manifestations.

    14. Knowing the content of the main thematic areas in social sciences for primary school education.

    15. Interlinking social, artistic and cultural pluralism as a result of the historical evolutions seen in highly contrasting geographic and territorial development.

    16. Knowing how to integrate new technologies into teaching history and geography.

    17. Distinguishing between the different concepts of space and time, and detailing them with metric and chronological measurement tools, as well as their corresponding units.

    18. Introducing students to the economic structure of human society, its activities and transformation alongside geographical discoveries, energy sources, and technological and scientific innovations.

    19. Recognising the teaching value of the environment as a way to stimulate primary school students' curiosity and acquiring the necessary skills to develop their exploration and reflection abilities into phenomena that happen around them, as well as awakening their interest in discovering their immediate geographic and social setting.

  • Mathematics
    1. Acquiring core mathematical skills (numerical, calculus, geometry, spatial representations, estimation and measurement, information organisation and interpretation, etc.).

    2. Knowing the school mathematics syllabus.

    3. Analysing, reasoning and communicating mathematical proposals.

    4. Putting forward and solving problems linked to everyday life.

    5. Valuing the link between mathematics and science as one of the pillars to scientific thought.

    6. Developing and assessing syllabus content through suitable didactic resources and promoting the corresponding skill set amongst students.

    7. Promoting reasoning, justification and drawing conclusions, critical analysis and communication through correct mathematical language to interpret and produce information, solve problems and take judicious decisions.

  • Languages
    1. Knowing the school language syllabus and its literature.

    2. 2.4.2 Understanding the core principles of language learning and communication, and knowing the linguistic, psycholinguistic, sociolinguistic, pragmatic and didactic foundations to language learning.

    3. 2.4.3 Knowing oral and written language teaching and learning processes, and applying different methodological strategies that enable any difficulty that may arise in the acquisition and usage processes to be dealt with.

    4. 2.4.4 Correctly and suitably speaking, reading and writing Catalan and Spanish.

    5. 2.4.5 Knowing the linguistic and cultural difficulties of students who speak other languages to learn Catalan and Spanish.

    6. 2.4.6 Facing up to language-learning situations in multilingual contexts, avoiding any type of social, racial, sexual discrimination, etc. in language use and learning.

    7. 2.4.7 Possessing the suitable communication skills, as well as good linguistic and sociocultural knowledge of the foreign language.

    8. 2.4.8 Designing activities aimed at achieving sufficient oral communication by students in a foreign language.

    9. 2.4.9 Acquiring literary training and knowing children's and young adults' literature based on the selection and design of educational material on the latter.

    10. 2.4.10 Promoting and designing teaching strategies aimed at creating a reading habit and developing writing skills.

    11. 2.4.11 Developing and assessing syllabus content and the language learning process for students through suitable teaching resources, and promoting the corresponding skill set.

  • Musical, Plastic and Visual Arts Education
    1. Understanding the principles that contribute to cultural, personal and social education in the musical, plastic and visual arts.

    2. Knowing the school syllabus in artistic education for the plastic, audiovisual and musical arts, as well as creating resources based on the syllabus content that enable and encourage lifelong involvement in musical and artistic activities inside and outside the school.

    3. Developing and assessing syllabus content through suitable teaching resources and promoting the corresponding skill set amongst students.

    4. Knowing, assessing and selecting musical and artistic works with different styles, settings and cultures, and the fundaments of popular culture and heritage.

    5. Promoting and improving aesthetic and listening sensibility through appreciating works of art and singing, educating the eyes and ears, recognising the characteristics of different texts and musical works.

    6. Knowing and mastering the principles of bodily expression and communication, more directly linked to music, rhythm and dance, as well as the foundations of musical language, its representation techniques and the fundaments of harmony, as well as using different references for individual or group improvisation.

    7. Knowing and mastering the principles of plastic expression and communication, as well as the foundations of visual and plastic language, its representation techniques and creative development, the characteristics of artistic manifestations and their aesthetic processes.

    8. Developing and using strategies to guarantee knowledge, care and health for the voice.

    9. The ability to know, understand and assess perceptive, aesthetic, creative, interpretative, communicative, expressive and representational manifestations in the plastic, visual and musical arts from different cultures, in relation to student development and the social, family and cultural contexts with their individual characteristics and differences.

  • Physical Education
    1. Knowing the school syllabus for physical education. Mastering the specific theory and teaching practice of physical education, the foundations and techniques in organising the subject and designing sessions, as well as intervention strategies and assessing results.

    2. Developing and assessing syllabus content through suitable teaching resources and promoting the corresponding skill set amongst students.

    3. Knowing how to use, assimilate and apply the foundations of play, sporting initiation techniques, sports, physical activity in nature for use and guidance at schools in school and extracurricular hours, as well as knowing resources to develop lifelong participation in sports.

    4. Knowing the aspects linking physical activity and leisure, free time and recreation to be able to establish suitable activity bases in schools.

    5. Knowing, valuing and accepting one's own body, its psychomotor development, motor skills, as well as the principles that contribute to cultural, personal and social training in physical education.

    6. Knowing and promoting education in healthy habits, and the biological and physiological foundations of the human body. Having knowledge about adaptation processes for physical exercise, core physical abilities and their development. The determining factors to ontogenetic development and values education.

Work Placements

  • Core
    1. The ability to analyse and summarise.

    2. The ability to organise and plan.

    3. IT knowledge relating to the area of study (documentation and communication).

    4. The ability to manage information: obtaining and analysing different sources (documentation and communication).

    5. Problem-solving.

    6. Taking decisions.

    7. The ability to identify needs.

    8. The ability to research practice.

    9. The ability to create and adapt strategies and materials through didactics.

  • Personal and Interpersonal
    1. Working in an international context.

    2. Interpersonal relationship skills.

    3. Communicative and linguistic skills.

    4. Embracing the ethical and moral obligations of teaching practice, and, in turn, acting responsibly.

    5. The ability for criticism and self-analysis.

    6. Teamwork.

  • Systemic
    1. Independent learning.

    2. Adapting to new situations.

    3. Developing creativity.

    4. Initiative and entrepreneurial spirit.

    5. Motivated by quality.

    6. Knowing the available resources and how to find support.

    7. Leadership ability.

Cross-cutting Skills