PROGRAMA ACADÉMICO DE SIMULTANEIDAD DE DOBLE TITULACIÓN CON INTINERARIO ESPECÍFICO DE GRADO EN EDUCACIÓN INFANTIL Y GRADO EN EDUCACIÓN PRIMARIA (MENCIÓN EN EDUCACIÓN PRIMARIA)
PROGRAMA ACADÉMICO DE SIMULTANEIDAD DE DOBLE TITULACIÓN CON ITINERARIO ESPECÍFICO DE GRADO EN EDUCACIÓN PRIMARIA (MENCIÓN EN EDUCACIÓN FÍSICA) Y GRADO EN CIENCIAS DE LA ACTIVIDAD FÍSICA Y DEL DEPORTE. MENCIÓN EN EDUCACIÓN FÍSICA.
Course
ESPACIO Y TIEMPO EN LA DIDÁCTICA DE LAS CIENCIAS SOCIALES
Code
7725
Year
SEGUNDO
QUINTO
SEGUNDO
Course type
OBLIGATORIA
Number of groups
6
ECTS
6.0
Estimation of workload
150.0
150.0
150.0
Timeline
2º Cuatrimestre
1º Cuatrimestre
2º Cuatrimestre
Languages
English
Spanish
Academic Term
2026/2027
Degree
GRADO EN EDUCACIÓN PRIMARIA,
PROGRAMA ACADÉMICO DE SIMULTANEIDAD DE DOBLE TITULACIÓN CON INTINERARIO ESPECÍFICO DE GRADO EN EDUCACIÓN INFANTIL Y GRADO EN EDUCACIÓN PRIMARIA (MENCIÓN EN EDUCACIÓN PRIMARIA),
PROGRAMA ACADÉMICO DE SIMULTANEIDAD DE DOBLE TITULACIÓN CON ITINERARIO ESPECÍFICO DE GRADO EN EDUCACIÓN PRIMARIA (MENCIÓN EN EDUCACIÓN FÍSICA) Y GRADO EN CIENCIAS DE LA ACTIVIDAD FÍSICA Y DEL DEPORTE. MENCIÓN EN EDUCACIÓN FÍSICA.
Course
ESPACIO Y TIEMPO EN LA DIDÁCTICA DE LAS CIENCIAS SOCIALES
Code
7725
Year
SEGUNDO QUINTO SEGUNDO
Course type
OBLIGATORIA
Number of groups
6
ECTS
6.0
Estimation of workload
150.0 150.0 150.0
Timeline
2º Cuatrimestre 1º Cuatrimestre 2º Cuatrimestre
Languages
English, Spanish
Teaching staff
SANCHEZ FUSTER, MARIA CARMENProfessor: GRUPO 2Group coordination:
GRUPO 2Course coordinator
Category
PROFESOR CONTRATADO DOCTOR TIPO A (DEI)
Area
DIDÁCTICA DE LAS CIENCIAS SOCIALES
Department
DIDÁCTICA DE LAS CIENCIAS MATEMÁTICAS Y SOCIALES
Email / Personal web page / Online tutoring sessions
Remarks: Se atenderá con cita previa. Para ello, es necesario contactar a través del Aula Virtual mediante mensaje privado a la docente (Laura Arias Ferrer).
CASANOVA GARCIA, JUAN MANUELProfessor: GRUPO 5Group coordination:
Category
ASOCIADO A TIEMPO PARCIAL
Area
DIDÁCTICA DE LAS CIENCIAS SOCIALES
Department
DIDÁCTICA DE LAS CIENCIAS MATEMÁTICAS Y SOCIALES
Email / Personal web page / Online tutoring sessions
Place: , Facultad de Educación B2.1.035 (DESPACHO PROF. RAIMUNDO RODRÍGUEZ)
Remarks: Pueden pedir tutoría a través de mensaje privado al Aula Virtual o correo electrónico: raimundorodriguez@um.es
Presentation
This course, Spatio-temporal reasoning through Social Science, is developed during the second semester of 2nd year of Primary Education Degree Learning about place and time allow the children to advance from individual perceptions to universal schemes. These categories are considered as key milestones in the process of personal development in Primary Education. At this stage of life, the progressive acquisition of sense of time and place plays a decisive role in the learning process and in the ability of adaptation to social environment. Although place and time are cross-curricular elements, disciplines such as Geography and History (Social Science) allow the students to make connections with the environment and the social milieu in which they live and to raise awareness of the problems of their time. That is why the main aim of this course is to analyse and trace the evolution of Primary Education students of those basic contents together with their spatial/geographical and temporal/historical skills. The course focuses also its attention on the idea that the teaching action is crucial when introducing such contents, disciplines and skills. Teachers should provide students with a critical, creative, active and skill-based learning but, to do that, they need to became themselves in critical agents in the teaching process. This course aims to give students (future teachers) some basic tools and examples that could guide the learning process in that specific sense.
Conditions of access to the course
Incompatibilities
There are no records
Requirements
There are no records
Recommendations
It is recommended the students to have taken the previous course "Ciencias Sociales y su didáctica" (1145) and a minimun knowledge of History and Geography. The general geographical and historical contents that are supposed to be known by the student at the beginning and end of this course are those found on Primary Education textbooks.
Contents
Theoretical contents
Block 1: Basic Social Science Contents: History
Theme 1: From the first human beings to nowadays
Those general geographical and historical contents that are included in Primary Education curriculum
Block 2: Part I. Space, place and environment in Primary Education
Theme 2: Geographical information and its graphic representations
11 The meaning of place and space in Social Sciences
12 The Geography Academic Trends and the Teaching of Geography at School
13 Place and space in the Spanish National Curriculum of Primary Education
14 The evolution of place/space understanding and concepts in children
15 Techniques, strategies and resources to develop children's understanding of place/space and its representation
16 Practical examples of place, space and geographical activities
Theme 3: Lived space. Person-environment relationship and interaction
21 The influence of the environment on the human characteristics of a place and settlement patterns
22 The impact of human activities on environments and its consequences: changes in landscape, environmental problems and resource depletion
23 The important role of Environmental Education [EE] or Education for Sustainable Development [ESD]
24 Techniques, strategies and teaching resources to benefit the instruction of person-environment interaction
25 Practical examples of environmental education activities
Block 3: Part II. Time in Social Science Teaching
Theme 4: Teaching time and temporal dimensions
31The meaning of time and its different temporal notions
32 The sense and consciousness of time
33 The relation between chronological and historical time
34 Chronological and historical time in social science teaching
Theme 5: Historical time in Social Science teaching
41Problems and difficulties in time and History teaching and the evolution of the sense of time and historical reasoning in children
42 Time and Histoy in Spanish National Curriculum
43 Strategies, techniques and educational resources to developing an understanding of time
44 Practical examples of time and History activities
Block 4: Part III. An interdisciplinary approach to Geography and History
Theme 6: Getting to know the region. The use of its natural, geographical, cultural, historical and artistic elements as teaching resources
This Unit will be develop together with the Units 0-4 through the development of different practical assignments The elaboration of those assigment will last the four-month period of this course and will take into account the contents and principles that the Units 0-4 shows [See Practical Assignment, below]
Practical contents
Practical activity 1: Implementation of geographical and historical contents
Practical assignment 1 and 2: Dossiers focused on the analysis of geographical and historical contents and on the reflection about the Geography (practical assignment 1) and History (practical assignment 2) teaching and learning process. Both practical assignments require a research process, an analysis of the information gathered and a reflection of its teaching process and possible implementation in primary lessons.
Practical assignments represent together the 30% of the final mark of the course.
Related to:
Block 1: Basic Social Science Contents: History
Block 2: Part I. Space, place and environment in Primary Education
Block 3: Part II. Time in Social Science Teaching
Block 4: Part III. An interdisciplinary approach to Geography and History
Practical activity 2: Classroom exercises and activities
Together with the lectures, it is expected to develop practical sessions, different exercises and brief activities related with the contents described and introduced in the course The development of those exercises, tasks and activities will be part of the active participation mark.
Related to:
Block 1: Basic Social Science Contents: History
Block 2: Part I. Space, place and environment in Primary Education
Block 3: Part II. Time in Social Science Teaching
Block 4: Part III. An interdisciplinary approach to Geography and History
Pruebas escritas (exámenes): pruebas objetivas, de desarrollo, de respuesta corta, de ejecución de tareas, de escala de actitudes realizadas por los alumnos para mostrar los conocimientos teóricos y prácticos adquiridos.
- Dominio de la materia
- Precisión de las respuestas en relación a los enunciados
- Claridad y corrección expositiva
60.0
SE3
Informes escritos, trabajos y proyectos: trabajos escritos, portafolios con independencia de que se realicen individual o grupalmente
- Presentación y estructura del trabajo
- Contenido acorde a los puntos exigidos
- Corrección en su realización (expresión, contenidos, formulación)
- Dominio de la materia
- Capacidad de análisis y síntesis
- Incorporación de material adicional de calidad
- Originalidad, creatividad y coherencia de las propuestas
- Uso de bibliografía especializada y corrección en la citación
20.0
SE4
Presentación pública de trabajos: exposición de los resultados obtenidos y procedimientos necesarios para la realización de un trabajo, así como respuestas razonadas a las posibles cuestiones que se plantee sobre el mismo.
10.0
SE6
Evaluación continua basada en evidencias de participación y progreso
RA01 (): Ser capaz de expresarse correctamente en español en el ámbito disciplinar de la Educación Primaria.
RA02 (): Comprender y expresarse en un idioma extranjero en el ámbito disciplinar de la Educación Primaria.
RA03 (): Ser capaz de gestionar la información y el conocimiento en el ámbito disciplinar de la Educación Primaria, incluyendo saber utilizar como usuario las herramientas básicas en TIC.
RA04 (): Considerar la ética y la integridad intelectual como valores esenciales de la práctica profesional.
RA05 (): Ser capaz de proyectar los conocimientos, habilidades y destrezas adquiridos para promover una sociedad basada en los valores de la libertad, la justicia, la igualdad y el pluralismo.
RA06 (): Capacidad para trabajar en equipo y para relacionarse con otras personas del mismo o distinto ámbito profesional
RA07 (): Desarrollar habilidades de iniciación a la investigación educativa en el ámbito disciplinar de la Educación Primaria.
RA08 (): Comprender los fundamentos teórico-prácticos: conocimiento científico y didáctico de las materias escolares, de la diversidad individual y cultural de los alumnos, de la compleja interacción entre procesos y contextos de aprendizaje, y de los principios y estructuras de los sistemas educativos.
RA12 (): Aplicar la gestión del conocimiento: búsqueda, selección y análisis de información relevante sobre problemas educativos, sociales y medioambientales; utilización de las tecnologías de la información y comunicación, elaboración de conocimientos argumentados y producción de textos estructurados orales y escritos.
RA15 (): Conocer las áreas curriculares de la Educación Primaria, la relación interdisciplinar entre ellas, los criterios de evaluación y el cuerpo de conocimientos didácticos en torno a los procedimientos de enseñanza y aprendizaje respectivos.
RA16 (): Diseñar, planificar y evaluar procesos de enseñanza y aprendizaje, tanto individualmente como en colaboración con otros docentes y profesionales del centro.¿
RA17 (): Abordar con eficacia situaciones de aprendizaje de lenguas en contextos multiculturales y plurilingües. Fomentar la lectura y el comentario crítico de textos de los diversos dominios científicos y culturales contenidos en el currículo escolar.
RA18 (): Diseñar y regular espacios de aprendizaje en contextos de diversidad y que atiendan a la igualdad de género, a la equidad y al respeto de los derechos humanos que conformen los valores de la formación ciudadana.¿
RA26 (): Comprender los procesos de aprendizaje relativos al periodo 6-12 en el contexto familiar, social y escolar.¿
RA38 (): Promover el trabajo cooperativo y el trabajo y esfuerzo individuales.¿
RA39 (): Promover acciones de educación en valores orientadas a la preparación de una ciudadanía activa y democrática.¿
RA40 (): Conocer y abordar situaciones escolares en contextos multiculturales.¿
RA41 (): Diseñar, planificar y evaluar la actividad docente y el aprendizaje en el aula.¿
RA42 (): Conocer y aplicar experiencias innovadoras en Educación Primaria.¿
RA44 (): Conocer y aplicar metodologías y técnicas básicas de investigación educativa y ser capaz de diseñar proyectos de innovación identificando indicadores de evaluación.¿
RA47 (): Relacionar la educación con el medio, y cooperar con las familias y la comunidad.¿
RA48 (): Analizar e incorporar de forma crítica las cuestiones más relevantes de la sociedad actual que afectan a la educación familiar y escolar: impacto social y educativo de los lenguajes audiovisuales y de las pantallas; cambios en las relaciones de género e intergeneracionales; multiculturalidad e interculturalidad; discriminación e inclusión social y desarrollo sostenible.¿
RA49 (): Conocer la evolución histórica de la familia, los diferentes tipos de familias, de estilos de vida y educación en el contexto familiar.¿
RA53 (): Valorar las ciencias como un hecho cultural.¿
RA54 (): Reconocer la mutua influencia entre ciencia, sociedad y desarrollo tecnológico, así como las conductas ciudadanas pertinentes, para procurar un futuro sostenible.¿
RA55 (): Desarrollar y evaluar contenidos del currículo mediante recursos didácticos apropiados y promover la adquisición de competencias básicas en los estudiantes.¿
RA56 (): Comprender los principios básicos de las ciencias sociales. ¿
RA57 (): Conocer el currículo escolar de las ciencias sociales.¿
RA58 (): Integrar el estudio histórico y geográfico desde una orientación instructiva y cultural.¿
RA59 (): Fomentar la educación democrática de la ciudadanía y la práctica del pensamiento social crítico.¿
RA60 (): Valorar la relevancia de las instituciones públicas y privadas para la convivencia pacífica entre los pueblos.¿
RA61 (): Conocer el hecho religioso a lo largo de la historia y su relación con la cultura.¿
RA79 (): Desarrollar y evaluar contenidos del currículo mediante recursos didácticos apropiados (artístico) y promover las competencias correspondientes en los estudiantes.¿
RA92 (): Ser capaz de desarrollar pautas de actuación para la prevención, sensibilización, detección y erradicación de las violencias sexuales en el ámbito educativo
Those students with disabilities or special educational needs may contact the Service of Attention to Diversity and Volunteering (ADYV - https://www.um.es/adyv) to receive guidance on better use of their training process and, where appropriate, the adoption of measures of equalization and improvement for inclusion, under the Rectoral Resolution R-358/2016. The treatment of information about this student body, in compliance with the LOPD, is strictly confidential.
Students are also reminded that Article 22.1 of the Student Assessment Regulations (REVA) provides that "any student who engages in fraudulent conduct, including the improper misrepresentation of identity or authorship, or who is in possession of means or instruments that facilitate such conduct, shall receive a grade of zero in the assessment process and may, where appropriate, be subject to disciplinary sanctions following the initiation of disciplinary proceedings."
REMARKS FROM THE TEACHING STAFF
1. Alignment with the Sustainable Development Goals
This module is directly aligned with the 2030 Agenda and with the following Sustainable Development Goals SDG 4. (Quality Education); SDG 5. (Gender Equality) and SDG 13. (Climate Action)
Content related to the Sustainable Development Goals, as well as content linked to gender equality education and environmental education, forms part of the core subject matter and will be addressed through the readings, activities, and tasks undertaken throughout the module.
2. Module Content
The module content comprises all associated resources and materials, including readings, texts, videos, presentations, practical tasks, and any other material provided by the teaching staff, together with the oral explanations delivered during face-to-face sessions.
These explanations form part of the assessable content of the module and students are required to record them through their own notetaking. Students are advised to integrate all information from the various available resources to construct a coherent body of knowledge, drawing connections between the different content areas covered throughout the course.
In support of the teaching and learning process, students have access to the recommended bibliography in this course guide, as well as various additional materials available on the Virtual Learning Environment.
The module content also includes that corresponding to History Module 0, as well as the content covered in Units 0, I, II, and III.
During the first session, a detailed presentation of the course guide will be delivered, explaining the general organisation of the module and the key aspects relating to its development.
3. Module Monitoring
In order to benefit fully from the module, students are advised to maintain regular attendance and active participation during face-to-face sessions. Consistent engagement with the subject matter will enable students to integrate effectively the content covered in class with the materials provided by the teaching staff.
Students are likewise encouraged to attend at least two progress tutorials during the semester.
Any queries relating to the theoretical or practical aspects of the module should be raised during tutorial hours or through the Virtual Learning Environment.
4. Out-of-Class Activities
With the aim of complementing the content developed in the classroom, activities outside the usual teaching environment may be organised. These may include visits to museums, interpretation centres, and natural areas within the Region. Use may likewise be made of the open spaces near the Faculty of Education for the completion of certain theoretically and practically oriented exercises.
The purpose of these activities will be to extend and contextualise the theoretical content developed throughout the module.
Students are likewise encouraged to undertake, independently and outside timetabled hours, field visits aimed at: completing the observations required for practical assignments; extending the information and documentation used in analyses; and gathering sources of various kinds to support the completion of practical assignments and the commentaries developed in class.
5. Originality Control of Submitted Work
By enrolling on this module, students accept that all work required during its development may be submitted to Turnitin for textual similarity review, with the aim of detecting possible instances of plagiarism and/or use of artificial intelligence tools.
All submitted work may be incorporated as source documents into Turnitin's database solely for the purpose of verifying the originality of assignments and detecting possible instances of plagiarism or use of artificial intelligence. Use of the Turnitin service will be subject to the usage policy published by that platform on the Turnitin.com website.
6. Grading and Assessment System*
The module provides for two assessment modalities:
Continuous assessment, intended for students who attend classes on a regular basis, regular attendance being defined as presence in at least 80% of scheduled teaching hours, both theoretical and practical.
Alternative assessment system (global assessment), applicable to students who do not meet the continuous attendance requirements (that is, those who are absent from more than 20% of sessions) or who, under the circumstances set out in this course guide, must be assessed through this procedure.
The conditions of each modality are set out below.
6.1. Continuous Assessment
Continuous assessment is distributed as follows:
Assessment Component
Percentage
Maximum Score
Active participation and classroom activities (individual and group)
10%
1 point
Practical assignments
30%
3 points
Final examination
60%
6 points
The final examination will consist of two distinct parts:
Theoretical-practical content corresponding to the content units: 5 points.
6.1.1. Requirements for Remaining in Continuous Assessment
Students will be considered to have maintained regular class attendance when they have attended, at a minimum, 80% of scheduled teaching hours (excused or unexcused), both theoretical and practical. Students who meet this requirement will be eligible for the continuous assessment system set out in this course guide.
Conversely, students who do not meet the required attendance percentage will be assessed through the alternative assessment system, in accordance with the Statutes of the University of Murcia (Articles 98 and 167) and the conditions set out in the corresponding section of this course guide.
6.1.2. Requirements for Passing the Module through Continuous Assessment
In order for the marks for practical work (30 per cent) and active participation (10 per cent) to be included in the final mark, it is essential to achieve at least 50 per cent of the final examination mark.
Should this requirement not be met:
grades corresponding to participation and practical assignments will not be counted;
the grade recorded in the official register will be solely that obtained in the examination, weighted out of ten points.
6.1.3. On the Grading of Practical Assignments and Active Participation
Throughout the module, students will complete various practical assignments which must be submitted in report form within the deadlines set by the teaching staff. These assignments represent 30% of the final mark.. Completion and submission are linked to regular class attendance
Likewise, a variety of classroom activities (individual and group) are planned which, combined with the satisfactory completion of problems, questions, and case studies addressed in class, will constitute 10% of the final grade.
Practical assignments and active participation are not independently passed or failed. The grades obtained for both components are simply added to the 60% examination grade once the examination has been passed. Once the examination has been passed and the three components combined (examination – 60%, practical assignments – 30%, active participation – 10%), a minimum combined grade of 5 must be achieved in order to pass the module. If the combined grade does not reach 5, the module will be failed, and the student must resit the examination until the minimum grade required is attained.
Practical assignments and active participation will be assessed at the first available examination sitting following the delivery of the module (the May sitting) and may be reviewed at that point.
In this regard, it should be noted that a second submission of practical work is not permitted, nor is it possible to submit additional work to improve the grade obtained for active participation. The only provision made is for students who consider that they have received a very low combined grade for practical assignments and active participation and wish to improve this result (this is not mandatory and remains the student’s choice) to recover this grade and opt, at the next examination sitting (the July sitting), for the global assessment system (alternative assessment system – see Global Assessment).
In order to have the learning outcomes assessed through continuous assessment taken into account by including the student in the overall assessment system (thereby becoming eligible once again for 100 per cent of the mark), students wishing to do so may request their inclusion by sending a private message via the virtual classroom within a maximum of 7 days after the exam announcement.
It is important to note that this option does not constitute an examination to raise one’s grade, but rather a complete new assessment process. Applying to sit the practical component of the examination automatically entails:
the forfeiture of previously obtained grades for active participation,
the forfeiture of previously obtained grades for practical assignments,
full transfer to the alternative assessment system.
Conversely, if a student does not apply through the stipulated means to transfer to the global assessment system and chooses to continue being assessed through continuous assessment in subsequent sittings, this implies that the student accepts and assumes the grades already obtained, which will not be reviewed in subsequent sittings.
Furthermore, failure to submit either of the two prescribed practical assignments will result in the loss of the right to be assessed through continuous assessment, with the student automatically transferring to the alternative assessment system (see Global Assessment).
6.1.4. Calculation of the Final Grade
Once the final examination has been passed, the definitive grade will be obtained by summing:
examen (60%);
trabajos prácticos (30%)
participación activa (10%).
To pass the module, a minimum final grade of 5 points out of 10 must be attained. In the event that, even having passed the examination, the combined total of the three components does not reach this minimum grade, the module will be failed and the student must resit the examination until the required grade is achieved, or alternatively apply to transfer to the global assessment system (see Global Assessment).
6.1.5. Retention of Grades
As already noted, practical assignments and active participation will be assessed at the first available examination sitting following the delivery of the module and may be reviewed at that point. The use of the continuous assessment system by students in subsequent sittings implies acceptance of these grades, which will not be reviewed in later sittings. These will be the only grades eligible for retention. Neither the examination grade nor any of its component grades may be retained.
Grades for practical assignments and participation will be retained only for the two sittings corresponding to the same academic year (ordinary and extraordinary sittings). Once that academic year has concluded, these grades will no longer be retained and may not be carried forward to a new enrolment.
6.2. Global Assessment (Alternative Assessment System)
Students who, for duly justified reasons, are unable to attend classes on a regular basis and whose attendance does not reach 80% of scheduled teaching hours, will be assessed through the alternative assessment system (global assessment), provided that the conditions set out below are met.
Students must inform the teaching staff of their situation during the first month of the module, setting out the reasons that prevent regular attendance.
The situation must be documented by means of one of the following, as appropriate: employment certificate; academic certificate; medical certificate; any other relevant supporting documentation.
6.2.1 Loss of Regular Attendance Status
A student will automatically be reclassified as a non-attending student upon incurring any of the following circumstances:
failure to attain the 80% attendance threshold for scheduled teaching hours.
accumulation of absences equivalent to 20% of face-to-face hours, regardless of whether such absences are justified;
failure to submit one or both of the two compulsory practical assignments set during the course.
In practical terms, the accumulation of 12 teaching hours of absence constitutes the automatic loss of the right to continue under the continuous assessment system.
As a consequence, the student:
will lose the right to submit and have assessed the practical assignments completed during the course;
must transfer to the alternative assessment system described in this section.
6.2.2. Structure of the Global Assessment Examination (Alternative Assessment System)
La evaluación del a non-attending student se realizará mediante una comprehensive examination, comprising two parts:
Examination Component
Weighting
Theoretical component
70%
Practical component
30%
Theoretical component
The theoretical component will cover the content corresponding to:
Module 0;
Unit I;
Unit II;
Unit III.
Practical component
The practical component will assess the content described in the document "Practical Content E and T", available in the Resources folder on the Virtual Learning Environment and associated with the skills of the geographer and the historian.
For the grade corresponding to the practical component to be counted, it will be essential to obtain, at a minimum, 50% of the theoretical component score.
Should this minimum not be reached:
grades corresponding to the practical component of the examination will not be counted;
the grade recorded in the official register will be solely that obtained in the theoretical component, weighted out of ten points.
When the theoretical component has been passed, the final grade will be obtained by means of the weighted sum of:
examen teórico (70%);
examen práctico (30%).
To pass the module, students must obtain a final grade of 5 or above out of 10.
6.2.4. Retention of Grades
Under the alternative system no grade obtained in any part of the examination will be retained.
Each examination sitting constitutes a complete assessment process. Consequently, grades obtained in any part of the examination may not be carried forward to subsequent sittings.
6.2.5 Attendance at the Examination
A student will be considered as Not Present only in the case of students who fail to appear for the final examination established in the official call. Presence in the examination room and receipt of a copy of the examination paper from the teaching staff implies the student’s acceptance of sitting the assessment and automatically constitutes the use of the corresponding examination attempt, even when the paper is submitted blank.
7. Tutorials and Academic Monitoring
Any query relating to the module, whether theoretical or practical in nature, should be directed:
during tutorial hours;
through the Virtual Learning Environment.
Students are encouraged to attend at least two progress tutorials throughout the semester.
8. Additional Information
SPECIAL EDUCATIONAL NEEDS. Students with disabilities or special educational needs may contact the Diversity Support and Volunteering Service https://www.um.es/web/adyv/ . To receive guidance on how to make the most of their educational programme and, where appropriate, on the implementation of measures to ensure equality and promote inclusion, in accordance with Rector’s Resolution R-358/2016. Information relating to these students is treated as strictly confidential, in compliance with the LOPD.
STUDENT ASSESSMENT REGULATIONS.. Article 8.6 of the Student Assessment Regulations (REVA) stipulates that “except in the case of activities defined as compulsory in the course syllabus, if a student is unable to undertake the continuous assessment process due to duly justified unforeseen circumstances, they shall be entitled to sit a comprehensive examination.” It is also noted that Article 22.1 of the Student Assessment Regulations (REVA) stipulates that “any student who engages in fraudulent conduct, including the misrepresentation of identity or authorship, or is in possession of means or instruments that facilitate such conduct, shall receive a mark of zero in the assessment procedure and, where appropriate, may be subject to disciplinary action, following the initiation of disciplinary proceedings”.
