It is a formative cycle in which the student initiates an itinerary focused on sports and the environment. The TECO Middle Level consists of a total of 1,400 teaching hours that take place in 1 academic year and 4 months of internships in companies in the sector.
By completing this Training Cycle, you will learn how to drive customers safely through trails or mountain areas on foot, by bicycle or on horseback. You will exercise your professional activity in the field of tourism and leisure, in companies dedicated to adventure activities, tourist activities, organization of trips, activities and outdoor sports, and sports clubs and companies managing natural parks or protected areas.
Modules:
• Displacement, stay and security in the land environment.
• Driving groups on bicycles.
• Horse riding and basic equine care.
• Administration, management and marketing in small business.
• Biological foundations, health and first aid.
• Physical activities for people with disabilities.
• Group dynamics.
• Training and Labour Orientation
In companies, at the end of the training in the educational centre, completing it and carrying out activities of the profession: Training in Work Centres (T.W.C)
It is a Higher Degree training cycle aimed at those who enjoy sports and would like to develop their future work in the sports area Being a specialist technician will enable you to provide programming, animation and direction services for individuals or groups of individuals when carrying out recreational physical-sport activities.
At the end of this Degree you will be prepared to work in different sports fields or to be able to continue training by accessing the University.
Modules:
• Games and recreational physical activities for animation.
• Individual physical-sport activities.
• Team physical-sports activities.
• Physical-sports activities with implements.
• Biological foundations and bases of physical conditioning.
• Organization and management of a small company of leisure and socio-educational activities.
• First aid and aquatic lifeguard.
• Animation and group dynamics.
• Didactic methodology of physical-sports activities.
• Physical activities for people with disabilities.
• Training and Labour Orientation.
• Training in Work Centres (T.W.C)
The official title of Superior Technician in Administration and Finance enables the organization and realization of personnel administration and management, economic-financial operations and information and advice to clients or users, both in the public and private spheres, according to the size and activity of the company or body, as well as the internal rules established and current regulations.
The Superior Technicians in Administration and Finance are one of the most demanded profiles currently by the companies, the functions of these professionals cover a transversal range and are of great importance in the business management.
Modules:
• Management of legal and business documentation.
• Human resources and corporate social responsibility.
• Office and information process.
• Complete process of commercial activity.
• Communication and customer service.
• English.
• Human resources management.
• Financial management.
• Countability and taxation.
• Logistic and commercial management.
• Business simulation.
• Project of administration and finances.
• Training and Labour Orientation.
• Training in Work Centres (T.W.C.)
The general objective of this official title is to generate 2D and 3D animations for audio-visual productions and to develop interactive multimedia audio-visual products, integrating the elements and sources involved in their creation, taking into account their relationships, dependencies and interactivity criteria, starting from previously defined parameters. Learn to design, create and develop characters in 2D and 3D environments, and to give them life through animation.
Modules:
• 2D and 3D audio-visual animation projects.
• Design, drawing and modelling for animation.
• Animation of 2D and 3D elements.
• Colour, lighting and 2D and 3D finishes.
• Game projects and interactive environments.
• Realization of interactive multimedia projects
• Development of interactive multi-device environments.
• Training and career counselling.
• Realization of audio-visual montage and postproduction.
• Project of 3D Animations, Games and interactive environments.
• Business and Entrepreneurship.
• Training in Work Centres.
A dietitian is the professional who is responsible for studying, monitoring and recommend eating habits in order to maintain or improve their health.
With this qualification, the Dietetic Technician is trained so that he can elaborate diets adapted to the patients individually, and in collective groups, to control the quality of the feeding that is carried out, to analyze how is its behavior in relation to the feeding as your needs in nutrition. In addition to programming and implementing educational programs and activities that improve the eating habits of the population and in particular of the patient under the supervision of this technician.
Modules:
• Organization and management of the assigned work area in the unit / cabinet of dietetics.
• Balanced diet.
• Diet therapy.
• Food control.
• Microbiology and food hygiene.
• Health education and health promotion.
• Pathophysiology applied to dietetics.
• Relations in the work environment.
• Training and Labour Orientation (F.O.L.).
• Training in Work Centres.
In this upper cycle, the student is expected to have enough knowledge and skills to design, apply and evaluate educational projects for the first cycle of early childhood education.
The formative cycle of Early Childhood Education enables you to work as a senior technician in kindergarten education, educational or leisure centres, toy libraries, houses of culture, libraries, school farms, as well as to program, intervene and evaluate programs of attention to the childhood, specifically children from 0 to 6 years, thus favouring the development of their autonomy.
Modules:
• Teaching children's education.
• Personal autonomy and child health.
• The children's play and its methodology.
• Expression and communication.
• Cognitive and motor development.
• Socio affective development.
• Social skills.
• Intervention with families and attention to minors at social risk.
• Project childcare.
• First aid.
• Training and Labour Orientation
• Business and Entrepreneurship.
• Formation in work centres.
The Higher Degree in Socio-sporting Education and Animation replaces the old TAFAD. These studies train professionals capable of elaborating, managing and evaluating recreational physical-recreational animation projects for all types of users, programming and directing teaching activities, socio-sportive inclusion and free time, coordinating the actions of the professionals involved, guaranteeing safety, respecting the environment and achieving the satisfaction of users, within the limits of anticipated costs.
Modules:
• Individual physical-sport activities.
• Physical-sports team activities.
• Physical-sports activities of implements.
• Physical-sports activities for social inclusion.
• Methodology of the teaching of physical and sports activities.
• Teaching project and socio-sports animation.
• Training and Labour Orientation.
• Business and Entrepreneurship.
• Training in Work Centres.
Being a Clinical and Biomedical Laboratory Technician enables you to perform analytical studies of human biological samples, interpreting their results to serve as a support for clinical diagnosis and act according to quality, safety and environmental standards.
The official title of Superior Technician in Clinical and Biomedical Laboratory enables students to exercise their professional activity in the health sector, both in public bodies and institutions and in companies and private organizations.
Modules:
• Management of biological samples.
• General laboratory techniques.
• Molecular biology and cytogenetics.
• General pathophysiology.
• Biochemical analysis.
• Immunodiagnostic techniques.
• Clinical microbiology.
• Haematological analysis techniques.
• Clinical and biomedical laboratory project.
• Training and Labour Orientation.
• Business and Entrepreneurship.
• Formation in work centres
Evaluation and promotion procedures and criteria
The Evaluation is a fundamental and inseparable element of the teaching practice, which allows us to collect, at every moment, the necessary information to be able to make the appropriate value judgments that facilitate the decision making regarding the teaching-learning process. It must be extended throughout the educational process in a global and systematic way.
The evaluation process must be a means, not an end in itself; it must constitute a continuous, progressive and systematic process; must pay attention to individual differences; from what you want to evaluate and then evaluate it; address qualitative and quantitative aspects; adequately temporalize it; enable the correction of processes.
We will evaluate the learning process taking into account:
• Technical, theoretical and professional skills acquired.
• Exercises, practices and work done by the student.
• Pupil's notebook where the follow-up of the module is reflected.
• Student attendance record.
• The observation by the teacher of the daily work done by the student and the attitude shown by him in the development of the classes.
The following will be taken into account for this section: participation in class, interest, creativity, collaboration, individual and team work, organization, responsibility, behaviour, respect for other classmates and the teacher, conservation of the material, the initiative, the investigative attitude, the compliance with health and safety regulations at work, the execution of exercises, the time of delivery and correction of them.
• Teacher's notebook: In it the record of attendance to class by the student is recorded, it is noted the responsibility of the latter in the work, his attitude in class, respect and collaboration with peers, interest and motivation shown by the student towards contents taught in the module, participation in class and in voluntary tasks, etc.
• Individual theoretical objective tests that allow to verify the correct assimilation of conceptual and procedural contents in each unit.
• Essay or development of the basic contents of the support units and class exercises.
• Short questions about them.
• Unique response and complete questions.
• Unique response question (test type).
• True-false, yes-no, etc, questions.
• Multiple choice questions, where only one option is true or better.
• Ordination questions.
• Monographic and research works.
• Oral exhibitions of the work carried out by the groups.
• Anonymous surveys where the students, at the end of each course, self-evaluate and evaluate the work of the teaching staff, the programming and the resources used.
• Anonymous surveys where students, at the end of each quarter, self-evaluate and evaluate the work of the teaching staff, the programming and the resources used.
1) The Objective Tests: Constitute 50% of the module qualification and the student must perform this test individually and individually.
2) The practices, jobs and other exercises: Constitutes between 30% and 35% of the qualification of the module.
3) The personal development of the student with respect to the teaching and professional practice, as fitness elements, should be evaluated by the teacher between 15% and 20%: The observation by the teacher and the notes that appear in the notebook of the same, on the attitude shown by the student in the development of the classes (the participation, the interest, the creativity, the contribution, the collaboration, the individual and team work, the organization, the order and cleaning , responsibility, behaviour, respect for other classmates and the teacher, conservation of material, initiative, research attitude and compliance with health and safety standards at work) serve to qualify the attitude of students.
At the end of the quarter, the arithmetic mean of all practices and objective tests (provided that the score of 4.00 has been exceeded), and aptitude criteria related to the module, punctuating the module from 0 to 10, is done. with numbering without decimals, with a general criterion, not obligatory, of rounding in positive, being from 0.1 to 0.4 the lower score and from 0.5 onwards the higher score.
This constitutes the overall score of the evaluation valued from 0 to 10 without decimals. The application of the process of continuous assessment of the students requires, in the presence modality, their regular attendance to class and their participation in the programmed activities for the different professional modules of the training cycle, in the case of accumulation of faults, the exit of the Continuous evaluation system, if the attitude is maintained, the NE (NOT EVALUATED) grade will be applied in the evaluation in case the student does not attend class regularly or does not participate in the activities programmed in the module.
For students who do not pass the partial assessment of any quarter or for those students who have passed it and wish to upload a grade, in the evaluation of the final recovery in June, the learning results of the unsuccessful units will be evaluated again, using the same evaluation criteria and instruments.
In the recovery of a partial evaluation, the students will have to carry out only the objective tests of those units not passed, being able to request from each teacher the repetition of the exercises and practices that did not have positive results.
In the grade increase of a partial evaluation, the students must perform only the objective tests of those UT and the exercises and practices in which they wish to upload a grade.
