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COURSE GUIDE
EDUCATIONAL FOUNDATIONS AND
SCHOOL ORGANIZATION

Degree in Primary Education

School of Teacher Education and Education

Science

St. Vicent Martyr Catholic University of Valencia

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Promotion of 2021/22

SUMMARY

ECTS

SUBJECT: EDUCATION FOUNDATIONS AND 6

SCHOOL ORGANIZATION
SUBJECT MATTER: EDUCATION 24
MODULE: Contextual fundamentals and education 24
TYPE OF LEARNING: BASIC YEAR: 1st
Semester: 1st

Teacher: Departament:
General Didactics, Theory of
Dr. Aurelio González Bertolín
Education and thechnological
Dª Carmen García Utrillas Education
Dr. Carlos Martínez Herrer E-mail: aurelio.gonzalez@ucv.es
mcarmen.garcia@ucv.es
carlos.martinez@ucv.es

COURSE ESTRUCTURE

MODULES Nº ECTS

YEAR/
Subject-Matter ECTS SUBJECT ECTS
Semester

Learning Foundations and 6 1/1

School Organization
EDUCATION 24 Didactic Methods and Innovation 6 1/2
Classoom Teaching-Learning
6 2/1
Methods: Tools and Techniques.
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Desing and Evaluation in Learning

6 2/2
Techniques.

CURSE GUIDE Learning Foundations and School

Organization
Prerequisites: They don’t exist

GENERAL OBJECTIVES

a. Analyze the main theory of education foundaments, as well as their different

organizational modules.
b. Know and identify the main characteristics of the current learning legislation.

Ponderation of
BASIC COMPETENCES
each
competence
1 2 3 4

G.6.- Recognise how Primary School are organized and their diverse
performance in aptitudes and estrategies. X

G.8.- Establish a critical and autonomous view on public and private

institutions and their teaching values. X

G.12.- Understand the function, possibilities and limits of todays X

education in regards to society, and how they affect Primary School
institutions and their faculty.

SPECIFIC COMPETENCES

1 2 3 4

E.7.- Identify the main fundaments of Primary Education. Analyze X

faculty practice and surrounding institutional conditions.

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E.8.- Construe an historical evolution of the Spanish Educational X

System and its political and legislative factors.

COMPETENCES
LEARNING OUTCOMES

R.1.- To remember the main traits in different educational E.7

theories.

R.2.- To analyze diverse anthropological methods. E.7

R.3.- To evaluate the historical evolution in the E.8

overall pedagogical mindset.

R.4.- To describe the evolution of the contemporary G.8, G.12, E.8

educational system.

R.5.- To comprehend the points that allow the optimal G.12, E.7
performance of an educational center.

TRAINING ECTS, METHODOLOGY LEARNING AND ITS RELATIONSHIP

WITH THE SKILLS TO ACQUIRE THE STUDENT

ON-CAMPUS EDUCATIONAL ACTIVITIES

Learning-Teaching
Knowledge related ECTS
ACTIVITY Methodology.
ítems developed in the
subject.

Course exhibit by
professorate with student R.1 to R.5 1
MASTER CLASS
participation.
 Teamwork sessions
supervised by professor.
PRACTICAL SESSION. Sessions are developed
EXERCISES AND with specialised equipment. R.1 to R.5 0.2
VARIOUS ACTIVITIES.

Case studies, field studies,

PROJECTS IT room, didactic itinerary,
data search, etc. R.1 to R.5 0.8

Personal and small group

personalised attention.
Instruction and/or
orientation period by own
INDIVIDUAL AND tutor with the objective to R.1, R.5 0.2
GROUP TUTORING review, look through and
discuss the curriculum,
master classes, projects,
etc.

Group gathering on
acquired knowledge.
PROJECT Student-Professor
R.1 to R.5 0.2
PRESENTATION interaction.

TOTAL 2.4

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FORMATIVE ACTIVITIES SHOWN IN ECTS CREDITS, THEIR LEARNING-

TEACHING METHODOLOGY AND THEIR IMPORTANCE IN REGARDS THE
COMPETENCES THE STUDENT MUST OBTAIN

AUTONOMOUS FORMATIVE ACTITIES

Knowledge related ítems

ACTIVITY Learning-Teaching ECTS
Methodology developed in the subject.

Readings, essay development,

projects, case studies,
workshops, seminar
GROUP PROJECT development, etc. R.1 to R.5 2
All of the above will be carried
out in the university platform and
other intranet spaces.

Autonomous study of the

given bibliography.
Required tasks elaboration:
readings, data analysis, case R.1 to R.5 1.6
AUTONOMOUS STUDY
studies, essays, memoires,
etc.
All of the above will be carried
out in the university platform and
other intranet spaces.

TOTAL 3.6
 EVALUATION AND QUALIFICATION SYSTEM

Evaluation parts
Percentage
LEARNING OUTCOME EVALUATION given

Writing test(s) R.1 to R.5 50%

Project development R.1 to R.5 30%

Practical performance R.1 to R.5 20%

Additional information:

This evaluation considers this parts as differentiate. The final qualification will be the weighted average
of the three, considering the students has passed (5 out of 10) each individual part.
All projects will have a starting and end date.
Oral and writing projects will be evaluated regarding a C1 Language Level (Common European
Framework of Reference) in both Kindergarten and Primary School Education Bachelor’s Degrees.

Honors Degree Criteria:

Students aspiring to matriculate with honors must obtain the highest mark in the overall grade average.

CONTENT DESCRIPTION COMPETENCES

Part 1: Education.
● Meaning and goals of Education.
● Anthropological methods applied to Education.

Part 2: Educational theories. E7, E8.

● Rousseau’s Naturalism.
● New School Movement (Fröebel, Dewey,
Montessori, Decroly, …)

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● Summerhill Libertarian Approach.

● Lack of schooling theories: Illich y Reimer.
Homeschooling.
● Marxist theories: Makarenko y Sujomlinski.
● Personalised education: García Hoz
● Finnish School.

Part 3: Spanish Educational System.

● Introduction: terminology.
● Spanish Educational System origin and build up:
Moyano’s Law, General Law of Education, LODE,
LOGSE, LOPEGCE, LOCE, LOE, LOMCE and LOMLOE.
G.6, G.8, G.12, E.7
Part 4: Organization on educational institutions. and E.8.
● ROF (Functionality and ORganization Legislation)
and other current legislation in the Valencian
Education Office (Conselleria d’Educació de la
GVA).
● Governance bodies and management.
● PEC (Institutional Educational Project).
● Governance bodies of faculty coordination.
● Functionality Regime.

COURSE TIMELINE

CONTENT NUMBER OF
SESSIONS

1 Part 1 6

2 Part 2 9

3 Part 3 7

4 Part 4 8
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SPECIFITIES ON THE ONLINE MODULE OF EDUCATIONAL

FOUNDAMENTS AND SCHOOL ORGANIZATION.

ONLINE ACTIVITIES
Learning-Teaching Knowledge related ítems
ACTIVITY Methodology. developed in the subject. ECTS

Course exhibit by professorate

with student participation 1
PARTICIPATIVE through the online platform.
R.1 to R.5
MASTER CLASS

Teamwork sessions
supervised by professor
through the online platform. R.1 to R.5
PRACTICAL SESSION. Sessions are developed
EXERCISES AND with specialised equipment. 0.2
VARIOUS ACTIVITIES.

Case studies, field studies,

IT room, didactic itinerary,
data search, etc. R.1 to R.5 0.8
PROJECTS

Personal and small group

personalised attention.
Instruction and/or
orientation period by own
INDIVIDUAL AND tutor with the objective to R.1, 0.2
GROUP TUTORING review, look through and R.5
discuss the curriculum,
master classes, projects,
etc.

Group gathering on
PROJECT acquired knowledge.
PRESENTATION Student-Professor
R.1 to R.5 0.2
interaction through the
online platform.

TOTAL 2.4

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EVALUATION AND QUALIFICATION SYSTEM THROUGH THE ONLINE
PLATFORM

Evaluation parts
Percentage
LEARNING OUTCOME EVALUATION
given

Writing test(s) R.1 to R.5 50%

Project development R.1 to R.5 30%

Practical performance R.1 to R.5 20%

Additional information:

This evaluation considers this parts as differentiate. The final qualification will be the weighted average
of the three, considering the students has passed (5 out of 10) each individual part.
All projects will have a starting and end date.
Oral and writing projects will be evaluated regarding a C1 Language Level (Common European
Framework of Reference) in both Kindergarten and Primary School Education Bachelor’s Degrees.

Honors Degree Criteria:

Students aspiring to matriculate with honors must obtain the highest mark in the overall grade average.
 BIBLIOGRAPHY

Basic bibliography:
Antúnez, S. (2006): El proyecto educativo de centro. Práctica y fundamento. Graó. Barcelona.
Colom J.A: (2006): Teorías e instituciones contemporáneas de la educación. Ariel
Barcelona.
González Bertolín A. (2019). “En torno al pacto educativo en España”. En Musaio, M.
y Sanz, R. Desafíos educativos y reflexión pedagógica internacional. Educcat. Milano
González Bertolín, A. (2015). De la Enseñanza Media de élite al Bachillerato del siglo
XXI.Edetania. Estudios y propuestas socieducativas.nº 48, pp.101-115
González Bertolín, A. y Sanz, R. (2016). Desafíos y tensiones del sistema educativo
del siglo XXI: una mirada desde la pedagogía. Crónica. nº 1, pp. 3-17.
González, M.T. et al. (2003): Organización y gestión de centros escolares.
Dimensiones y procesos. Pearson. Madrid.
Marina, J.A. (2015): Despertad al diplodocus. Ariel. Madrid.
Ministerio de Educación, Cultura y Deporte (2013): LOMCE. BOE nº295. Madrid.
Monarca, H. (2010): Los fines de la educación. Narcea. Madrid.
Negrín, O. (2004): Historia de la educación en España. Autores, textos y documentos.
UNED. Madrid.
Santos, M. (2002): Entre bastidores, El lado oculto de la organización escolar. Aljibe.
Málaga.

Reading original authors:

Dewey, J. (1997): Mi credo pedagógico. Universidad de León. León.
García Hoz, V. (1988): Educación personalizada. Rialp. Madrid.
Makarenko, A. (1996): Poema pedagógico. Akal. Madrid.
Montessori, M. (1994): Ideas generales sobre el método. CEPE. Madrid.
Neil, A.S. (2006): Summerhill. Un punto de vista radical sobre la educación de los niños.
Madrid. Fondo de cultura.
Rousseau, J.J. (2002): Emilio o de la educación. Porrua. México.

Further reading:
GAIRIN, J. et al. (2003). La calidad en educación. Praxis. Barcelona.
MARTÍN-MORENO, Q. (2006). Organización y dirección de centros educativos innovadores.
El centro educativo versátil. McGraw-Hill. Madrid.
PUELLES BENÍTEZ, M. (1999). Educación e ideología en la España contemporánea.
Tecnos. Madrid.
PUELLES BENÍTEZ, M. (2007). Política y educación en la España contemporánea. UNED.
Madrid.
VALLE, A. (2000). La pedagogía de inspiración católica. Síntesis. Madrid.

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 Addendum to the Course Guide Educational Foundations and School
Organization

Degree Primary Education

Due to the exceptional situation caused by the health crisis of the COVID-19 and taking into account
the security measures related to the development of the educational activity in the Higher Education
Institution teaching area, the following changes have been made in the guide of the subject to ensure
that Students achieve their learning outcomes of the Subject:

Situation 1: Teaching without limited capacity (when the number of enrolled

students is lower than the allowed capacity in classroom, according to the security measures
taken).

In this case, no changes are made in the guide of the subject.

Situation 2: Teaching with limited capacity (when the number of enrolled students
is higher than the allowed capacity in classroom, according to the security measures taken).

In this case, the following changes are made:

1. Educational Activities of Onsite Work:

All the foreseen activities to be developed in the classroom as indicated in this field of the guide
of the subject will be made through a simultaneous teaching method combining onsite teaching
in the classroom and synchronous online teaching.

Students will be able to attend classes onsite or to attend them online through the telematic tools
provided by the university (videoconferences). In any case, students who attend classes onsite and
who attend them by videoconference will rotate periodically.
 In the particular case of this subject, these videoconferences will be made through:

X Microsoft Teams X Kaltura

X
X
Situation 3: Confinement due to Xa new State of Alarm.
X
X
In this case, the following changes are made:
X
X

1. Educational Activities of Onsite Work:

All the foreseen onsite activities described in this section of the Course Guide, as well as the
group and personalized tutoring, will be done with the telematic tools provided by the University,
through:

X Microsoft Teams X Kaltura

Explanation about the practical sessions:

2. System for Assessing the Acquisition of the competences and

Assessment System

ONSITE WORK

Regarding the Assessment Tools:

The Assessment Tools will not be modified. If onsite assessment is not possible, it will be done
X
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 online through the UCVnet Campus.

The following changes will be made to adapt the subject’s assessment to the online teaching.

Course guide Adaptation

Allocated
Assessment tool Description of the suggested changes Platform to be used
Percentage

50% teams
Writing test(s)

Project
30% teams
development
Practical
20% teams
performance

The other Assessment Tools will not be modified with regards to what is indicated in the Course
Guide.

Comments to the Assessment System:

ONLINE WORK

Regarding the Assessment Tools:

The Assessment Tools will not be modified. If onsite assessment is not possible, it will be done
X
online through the UCVnet Campus.

The following changes will be made to adapt the subject’s assessment to the online teaching.

Course guide Adaptation

Allocated
Assessment tool Description of the suggested changes Platform to be used
Percentage
 50% teams
Writing test(s)

Project development 30% 30% teams

Practical
20% teams
performance

The other Assessment Tools will not be modified with regards to what is indicated in the Course
Guide.

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