Thanks to this Professional master’s degree, you will excel as a teacher in bilingual education. TECH provides you with all the resources you need to achieve your goals’’

The bilingual education model is experiencing years of expansion thanks to the importance of languages in business development and an increasingly globalized world. This has led to a demand for highly qualified teaching professionals, not only to teach students another language from an early age, but also to know how to master the new technologies with which to reach an increasingly digitized student. A scenario that poses an attractive challenge for teachers, who must create optimal conditions for learning.  

Nowadays, not only English teachers must know the language perfectly, but also the different teaching systems lead to other subjects such as social sciences or mathematics being taught in a second language. Apart from the innumerable advantages that this means for the students, it is really the teachers who must be prepared for this. This situation has motivated the creation of this program, in which teachers will examine modern bilingual teaching methodologies such as the use of Google Suite or Problem-Based Learning, among many other interesting resources. Thus, this Professional master’s degree offers teachers a program taught by a team of specialized professionals with experience in the bilingual system in pre-school and primary school.  

A program, where throughout the 12 months, the teacher will be able to learn in depth about the teaching in a second language, the different activities to develop in the classroom (games, theater, songs, puppets) or the use of digital media and Google tools to implement the creation of content in another language. For this, TECH provides innovative teaching materials and simulations of practical cases that will be very useful for teachers who decide to use all the techniques and resources at their disposal.  

A 100% online Professional master’s degree is an excellent opportunity for students who wish to progress in their professional career through flexible teaching. You will only need a computer, tablet or cell phone to connect and access the complete syllabus of this program. In this way, with no attendance or fixed schedules, you will be able to distribute the teaching load according to your needs and make your professional responsibilities compatible with an education that is at the academic forefront.

Stand out in your classroom by applying the innovative methodologies and tools presented by this university program. Enroll now”

This Professional master’s degree in Bilingual Education in Pre-School and Primary School contains the most complete and up-to-date educational program on the market. The most important features include:

• The development of case studies presented by experts in   Bilingual Education in Pre-School and Primary School
• The graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice
• Practical exercises where self-assessment can be used to improve learning
• Its special emphasis on innovative methodologies
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection work
• Content that is accessible from any fixed or portable device with an Internet connection

This Professional master’s degree will show you the most successful method for teaching literacy in a foreign language to children under the age of five. Enroll now”

The program’s teaching staff includes professionals from the sector who contribute their work experience to this program, as well as renowned specialists from leading societies and prestigious universities.

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide immersive knowledge programmed to learn in real situations.

This program is designed around Problem-Based Learning, whereby the professional must try to solve the different professional practice situations that arise throughout the program. For this purpose, the student will be assisted by an innovative interactive video system created by renowned and experienced experts.

You will have 24-hour access to the syllabus that will show you the most suitable teaching resources to teach a foreign language class"

Take the step and enroll in a university program that will boost your professional career as a teacher in bilingual systems"

The teacher will find in this Professional master’s degree, with a curriculum that has been developed by an expert teaching team in Bilingual Teaching in Pre-School and Primary Education. In addition, this program has the Relearning system, which will allow students to progress in a more natural way throughout the 10 modules that make up this program and reduce the long hours of study more common in other teaching methods. The syllabus is also composed of video summaries, videos in detail or specialized readings that will help you acquire an advanced and dynamic knowledge of the principles of bilingualism, CLIL methodology and the main success stories in the implementation of this educational system.  

A syllabus that will introduce you to the TASC Wheel and ABP methodologies through the multimedia resources offered by TECH’’

Module 1. Principles of Bilingualism

1.1. Definition and History of Bilingualism

1.1.1. Definition of Bilingualism
1.1.2. Languages in Contact
1.1.3. Definition of Multilingualism
1.1.4. Multilingualism in The World
1.1.5. Types of Multilingualism

1.2. Models of Bilingualism in Education

1.2.1. Bilingualism in Education 
1.2.2. Models of Bilingual Education 
1.2.3. Models of Bilingualism in the world 
1.2.4. Bilingualism in Canada 
1.2.5. Bilingualism in the U.S.A 
1.2.6. Bilingualism in Spain 
1.2.7. Bilingualism in Latin America

1.3. The Cultural Dimension of Bilingualism

1.3.1. Intercultural Bilingual Education (IBE) 
1.3.2. The History of the EIB 
1.3.3. Bilingualism and Cultural Diversity in the Classroom 
1.3.4. Bilingualism and Cultural Identity

1.4. The Role of the Mother Tongue in Bilingual Education

1.4.1. Language Acquisition in a Bilingual Context 
1.4.2. Late Bilingualism and The Mother Tongue
1.4.3. The Mother Tongue and Emotions
1.4.4. The Mother Tongue in the Classroom
1.4.5. Use of Mother Tongue in the Foreign Language Classroom

1.5. Neuroeducation and Bilingualism

1.5.1. Bilingual Brain
1.5.2. The Age Factor
1.5.3. The Quality Factor
1.5.4. The Method Factor
1.5.5. The Language Factor
1.5.6. The Number Factor

1.6. Cummins' Theories on Bilingualism

1.6.1. Introduction
1.6.2. Linguistic Interdependence Theory
1.6.3. The Threshold Hypothesis
1.6.4. Additive and Subtractive Bilingualism
1.6.5. The Importance of the Mother Tongue
1.6.6. Language Immersion Programs

1.7. BICS and CALP

1.7.1. General Framework
1.7.2. Initial Theory
1.7.3. Definition of BICS
1.7.4. Definition of CALP
1.7.5. The Relationship between BICS and CALP
1.7.6. Contributions of the Theory
1.7.7. Criticisms of the Theory

1.8. Bilingualism in Pre-School

1.8.1. Languages in the Pre-School Syllabus
1.8.2. Myths about Bilingualism in Early Ages
1.8.3. The Place of the Second Language in the Pre-School Classroom
1.8.4. Routines
1.8.5. Working in Corners
1.8.6. Materials and Resources for Teaching English in Pre-School

1.9. Bilingualism in Primary School

1.9.1. Languages in Primary Curriculum
1.9.2. Objectives of Bilingualism in Primary
1.9.3. Bilingual Models in Primary
1.9.4. Pros and Cons of Bilingualism in Primary
1.9.5. The Role of the Environment in Success

1.10. The Role of the Bilingual Teacher

1.10.1. The Role of the Bilingual Teacher
1.10.2. The Bilingual Teacher as Intercultural Educator
1.10.3. Languages and the Bilingual Teacher
1.10.4. Training Needs

Module 2. Literacy in L2

2.1. Early Literacy in Bilingual Children

2.1.1. Definition of Early Literacy Growing Up in a Bilingual Family
2.1.2. Reading Stories in the Mother Tongue
2.1.3. Literacy in L2 as a Literate and Majority Language
2.1.4. Literacy in L2 as a Foreign Language

2.2. Influential Relationships between L1 and L2

2.2.1. Family Literacy
2.2.2. Mother Tongue Literacy in Schools
2.2.3. Impact of L1 Literacy o L2
2.2.4. Advantages of Using the Mother Tongue in the Bilingual Classroom
2.2.5. The Mother Tongue in Teaching English

2.3. Approaches to Literacy in English

2.3.1. Theories of Written Language Acquisition
2.3.2. Theories about Literacy in L2
2.3.3. Multiple Literacies
2.3.4. English as L2 Literacy Methods

2.4. English Phonetics

2.4.1. What is Phonetics 
2.4.2. The Role of Phonics in L2 Learning 
2.4.3. Characteristics of English Phonetics 
2.4.4. Phonetics or Phonology for the English Classroom 

2.5. Synthetic Method: Phonemic Awareness

2.5.1. Definition of Phonologic and Phonemic Conscience 
2.5.2. Phonemic Conscience and Learning English as L2 
2.5.3. How to Work at Home? 
2.5.4. How to Work in the Classroom?

2.6. Synthetic Method: Phonics

2.6.1. Characteristics of the Phonics Method 
2.6.2. Introduction to Jolly PhonicsMethod 
2.6.3. The Five Skills that are Worked on 
2.6.4. Materials and Resources 
2.6.5. Other Resources Phonics Readers, Videos, Songs, etc.

2.7. Globalized Reading “Whole Language” 

2.7.1. Principles of a Globalized Approach 
2.7.2. Chomsky and Goodman 
2.7.3. Implications for Teaching English as an L2 
2.7.4. Activities and Resources 
2.7.5. The Concept of "Integrated Literacy”,  Balanced Literacy 

2.8. Working with Readers 

2.8.1. Definition of Reader and Characteristics  
2.8.2. Advantages of Extensive Reading 
2.8.3. Strategies for the Use of Readers in the Classroom 
2.8.4. Activities with Readers in the Classroom 

2.9. Picture Books

2.9.1. Reasons for Using Storytelling in the Classroom 
2.9.2. Definition and Characteristics of a Picture Book 
2.9.3. Selection Criteria 
2.9.4. Activities and Strategies of Use 
2.9.5. Classic Picture Books of English Literature 

2.10. Storytelling Oral Narration 

2.10.1. Oral Narration in the Classroom 
2.10.2. Reading or Telling a Story 
2.10.3. Oral Narration as an L2 Teaching Tool 
2.10.4. Keys to Oral Narration 
2.10.5. Activities for Before, During, and After the Oral Narration
2.10.6. Collective Oral Narration 

Module 3. English in the Bilingual Classroom

3.1. L2 Learning. Methods and Approaches

3.1.1. From Grammar to Communication 
3.1.2. Grammar-Translation Method 
3.1.3. Natural Method 
3.1.4. Total Physical Response 
3.1.5. Audio-Lingual Method 
3.1.6. Suggestopedia 
3.1.7. Communicative Approach 

3.2. L2 Learning at an Early Age (0-6)

3.2.1. Myths and Facts about Early L2 Learning 
3.2.2. The Age Factor in L2 Learning 
3.2.3. Benefits of Early L2 Acquisition 
3.2.4. Stages of the Early L2 Acquisition 
3.2.5. Relations with Families 
3.2.6. Benefits of Early L2 Acquisition 

3.3. L2 and Interaction

3.3.1. The Role of Interaction in Learning 
3.3.2. Interaction in Native Language Learning 
3.3.3. Interaction in L2 Learning 
3.3.4. Types of Interaction in the Foreign Language Classroom 
3.3.5. Teacher Talking Time 

3.4. The Role of Emotions in L2 Learning

3.4.1. Emotions and Learning 
3.4.2. The Theory of Output 
3.4.3. How Anxiety Affects 
3.4.4. Emotions and Trust 
3.4.5. Motivation 

3.5. English Communication Skills

3.5.1. The Integration of Communicative Skills  
3.5.2. CEFR Common European Framework of Reference for Languages 
3.5.3. Levels of Reference 

3.6. Listening

3.6.1. Definition of Listening 
3.6.2. Techniques and Tools for Teaching Listening 
3.6.3. Activity Examples 
3.6.4. Before the Activity 
3.6.5. During the Activity 
3.6.6. After the Activity 

3.7. Reading

3.7.1. Definition of  Reading 
3.7.2. Techniques and Tools for Teaching  Reading 
3.7.3. Activity Examples 
3.7.4. Before the Activity 
3.7.5. During the Activity 
3.7.6. After the Activity 

3.8. Speaking

3.8.1. Definition of Speaking 
3.8.2. Techniques and Tools for Teaching  Speaking 
3.8.3. Activity Examples 
3.8.4. Before the Activity 
3.8.5. During the Activity 
3.8.6. After the Activity 

3.9. Writing

3.9.1. Definition of  Writing 
3.9.2. Techniques and Tools for Teaching  Writing 
3.9.3. Activity Examples 
3.9.4. Before the Activity 
3.9.5. During the Activity 
3.9.6. After the Activity 

3.10. Assessment

3.10.1. How to Evaluate  Listening?
3.10.2. How to Evaluate  Reading?
3.10.3. How to Evaluate  Speaking?
3.10.4. How to Evaluate  Writing?

Module 4. CLIL Methodology 

4.1. Objectives and Fundamentals

4.1.1. Definition 
4.1.2. Basic Principles 
4.1.3. Types of CLIL 
4.1.4. Advantages of CLIL 

4.2. Relationships Between Content and Language

4.2.1. Features of the CLIL Curriculum 
4.2.2. The Teaching Language 
4.2.3. Language as a Vehicle 
4.2.4. Language as a Learning Goal 

4.3. Scaffolding in CLIL

4.3.1. The Importance of Scaffolding in CLIL 
4.3.2. The Zone of Proximal Development 
4.3.3. Student Autonomy 
4.3.4. Interaction 
4.3.5. Scaffolding Techniques and Activities 

4.4. Active Methodologies for CLIL Development

4.4.1. Features and Benefits 
4.4.2. Problem-Based Learning 
4.4.3. The Flipped Classroom 
4.4.4. Gamification 
4.4.5. Cooperative Learning 

4.5. Design and Development of CLIL Materials

4.5.1. The Importance of Materials in CLIL 
4.5.2. Types of Materials and Resources 
4.5.3. Blooms Taxonomy 
4.5.4. Keys to Developing Materials 

4.6. Teaching Natural Sciences through CLIL

4.6.1. Activating Prior Knowledge 
4.6.2. Input and Output 
4.6.3. Collaborative Activities 
4.6.4. Research in the Classroom 
4.6.5. Assessment 

4.7. Teaching Social Sciences through CLIL

4.7.1. Activating Prior Knowledge 
4.7.2. Input and Output 
4.7.3. Collaborative Activities 
4.7.4. Research in the Classroom 
4.7.5. Assessment 

4.8. Teaching Art Through CLIL

4.8.1. Advantages of CLIL in Art 
4.8.2. Cultural and Artistic Competence 
4.8.3. Input and Output 
4.8.4. Activities 
4.8.5. Assessment 

4.9. STEAM: Integrated Teaching of Science, Technology, Engineering, Arts and Maths Through CLIL 

4.9.1. Definition of STEAM 
4.9.2. Principles of Effective STEAM Teaching 
4.9.3. Examples of STEAM and CLIL Activities and Lessons 

4.10. Assessment

4.10.1. Principles of CLIL Assessment 
4.10.2. When Is Assessment Effective: Diagnostic,, Formative, Summative?
4.10.3. Specific Features of CLIL 
4.10.4. Self and Peer Assessment 
4.10.5. Assess Content and Language 
4.10.6. Assessment Strategies and Resources 

Module 5. Teaching Resources for Bilingual Classrooms

5.1. Games, Activities, Board Games 

5.1.1. Reasons for Using Games 
5.1.2. Types of Games 
5.1.3. Vocabulary Games 
5.1.4. Grammar Games 
5.1.5. Speaking Games
5.1.6. Board Games 

5.2. Drama and Role Plays 

5.2.1. Reasons for Using Theater 
5.2.2. Ways of Incorporating Drama in the English Classroom 
5.2.3. Selection of Plays and their Preparation 
5.2.4. Reasons for Using Role Play 
5.2.5. How to Use Role Play in English Language Teaching 
5.2.6. Language Learning and Role Play 

5.3. Poems, Rhymes, and Tongue Twisters 

5.3.1. Definition of Poems, Rhymes and Tongue Twisters 
5.3.2. The Advantages of Using Them in English Language Teaching 
5.3.3. Searching and Choosing Materials 
5.3.4. Activities 

5.4. Songs and Chants 

5.4.1. The Difference Between Songs and Chants 
5.4.2. Steps for Using Songs in the Classroom 
5.4.3. Activities for Before, During and After a Song 
5.4.4. How to Create a Chant for the Classroom?

5.5. Teaching with Puppets 

5.5.1. Why Use Puppets?
5.5.2. Ways of Using Puppets in the Classroom?
5.5.3. Choosing Puppets 
5.5.4. Making Puppets 

5.6. Crafts

5.6.1. Advantages of Using Crafts 
5.6.2. Keys to Using Arts and Crafts in the English Classroom 
5.6.3. How to Incorporate Language into the Activity?
5.6.4. Activities 

5.7. Worksheets 

5.7.1. Why Use Worksheets?
5.7.2. Keys to Using Worksheets and Crafts in the English Classroom?
5.7.3. Types of Worksheets 
5.7.4. Designing and Creating Worksheets 

5.8. Teaching Resources: Flashcardsand Pictures 

5.8.1. Why Use Flashcards?
5.8.2. Keys to Use Flashcards in the English Classroom?
5.8.3. Types of Flashcards 
5.8.4. Flashcard with Activities 

5.9. Didactic Resources: Videos and Animated Short Films 

5.9.1. Why Use Short Animation Films?
5.9.2. Keys to Using Short Films in the English Classroom?
5.9.3. How to Choose a Short Film?
5.9.4. Activities to do Before, During, and After the Viewing 

5.10. Blogs and Wikis 

5.10.1. What Is a Blog?
5.10.2. Why Use a Blog?
5.10.3. Types of Blogs Used in the English Classroom 
5.10.4. What Is a Wiki?
5.10.5. Why Use a Wiki?
5.10.6. Wikis for Collaborative Learning

Module 6. The Organization of a Bilingual Center

6.1. Regulatory Frameworks and External Assessments 

6.1.1. Linguistic Qualification 
6.1.2. External Assessments 

6.2. Organization and Structure of Bilingual Centers 

6.2.1. The English Department 
6.2.2. Organizing Subjects 
6.2.3. The Characteristics of Bilingual Centers 

6.3. The Integrated Curriculum 

6.3.1. Integrated Language Curriculum 
6.3.2. Linguistic Project of the Center 
6.3.3. Guidelines for the Development of the Integrated Curriculum 

6.4. Attention to Diversity, Special Educational Needs 

6.4.1. Challenges of Bilingualism in Relation to SEN
6.4.2. Bilingualism and Intellectual Disability 
6.4.3. Bilingualism and Language Disorders 
6.4.4. Bilingualism and Emotional and Adaptive Difficulties 
6.4.5. Late Incorporation Into the Bilingual Project 
6.4.6. Students With Different Mother Tongues 

6.5. Native Speaking Assistants/Assistants 

6.5.1. The Profile of the Conversation Assistant 
6.5.2. Duties of the Assistant 
6.5.3. The Role of the Conversation Assistant 
6.5.4. First Contact and Incorporation 
6.5.5. Activities That Can Be Performed by the Conversation Assistant 

6.6. Coordination of Teaching Teams 

6.6.1. Formal Educational Coordination Bodies 
6.6.2. Horizontal and Vertical Coordination 
6.6.3. Bilingual Project Coordination Scopes and Needs 
6.6.4. Keys for an Effective Coordination 

6.7. Bilingual Project Coordination Duties and Roles 

6.7.1. Duties of the Coordinator 
6.7.2. Meetings and Coordination Issues 
6.7.3. Keys to Coordinate a Work Team 
6.7.4. Profile of the Coordinator 

6.8. Creating a Bilingual Environment for Learning and Communication 

6.8.1. Everyday Language at the Center 
6.8.2. Corridors and Common Areas 
6.8.3. The Classroom Space 
6.8.4. Faculty and Community Involvement 

6.9. Relationship With Families and the Environment 

6.9.1. Families’ Perception of Bilingualism 
6.9.2. Communication and Relationship Tools 
6.9.3. Participation in the Center 
6.9.4. Home Monitoring and Homework 

6.10. Assessment of the Bilingual Project 

6.10.1. Indicators of Assessment 
6.10.2. Assessing the Involved Agents 
6.10.3. Family Assessment 
6.10.4. External Assessments

Module 7. Successful Educational Practices in Bilingual Education

7.1. Theoretical Framework Included Project 

7.1. 1. The Included Project 
7.1.2. Theoretical References 
7.1.3. Student Grouping and Community Involvement 
7.1.4. Extended Learning Time 

7.2. Background: Learning Communities 

7.2.1. The Information Society 
7.2.2. Transformation Phases 
7.2.3. The Dream 
7.2.4. Mixed Commissions 
7.2.5. The Project at Present 

7.3. Success Factors: Student Grouping 

7.3.1. Heterogeneous Clustering Models 
7.3.2. Mixed Clustering Models 
7.3.3. Inclusive Clustering Models 

7.4. Success Factors: Participation and Training of Family Members 

7.4.1. Training Family Members 
7.4.2. Types of Participation and Their Impact on Success 
7.4.3. Educational Participation 

7.5. Dialogic Learning 

7.5.1. Egalitarian Dialogue 
7.5.2. Cultural Intelligence 
7.5.3. Instrumental Dimension 
7.5.4. Creation of Meaning 
7.5.5. Solidarity 
7.5.6. Transformation 
7.5.7. Equality of Differences 

7.6. Interactive Groups 

7.6.1. Description of the Interactive Groups 
7.6.2. Non-Expert Volunteers 
7.6.3. The Results of the Interactive Groups 
7.6.4. The Interactive Groups in the Bilingual Classroom 

7.7. Dialogic Interaction and Inquiry 

7.7.1. Sociocultural Perspective Vygotsky 
7.7.2. Types of Interactions 
7.7. 3. Interactions and Identity Building 
7.7.4. Communicative Acts 
7.7.5. Dialogical Inquiry 

7.8. The Role of Non-Expert Volunteers in the Bilingual Classroom 

7.8.1. The Role of Volunteers 
7.8.2. What To Do From School 
7.8.3. Its Participation in the Assessment 
7.8.4. Expert or Non-Expert Volunteers 

7.9. Dialogic Reading 

7.9.1. Definition of Dialogic Reading 
7.9.2. Foundations of Dialogic Reading 
7.9.3. English Reading Godmothers and Godfathers 
7.9.4. Accompanied Reading 

7.10. Dialogic Literary Gatherings in the Bilingual Classroom 

7.10.1. The Origin of Dialogic Literary Gatherings 
7.10.2. Interactions That Speed Up Reading 
7.10.3. Classics in Pre-School and Primary School 
7.10.4. The Functioning of the Discussion Group 

Module 8. Project-Based Learning

8.1. History, Definition and Concepts 

8.1.1. History of PBL 
8.1.2. Definition 
8.1.3. Features 

8.2. Development of PBL 

8.2.1. Steps Involved 
8.2.2. Choosing a Topic 
8.2.3. Teacher’s Work 
8.2.4. Information Search 

8.3. Project Work in CLIL 

8.3.1. Projects in the Area of English 
8.3.2. Projects in Science 
8.3.3. Keys for its Use in CLIL 

8.4. Assessment 

8.4.1. Checklists 
8.4.2. Headings 
8.4.3. Output/ Products for Evaluation  

8.5. TASC Wheel Method 

8.5.1. Presentation of the TASC Wheel 
8.5.2. Thinking Skills 
8.5.3. Steps Involved 
8.5.4. Products and Evaluation 

8.6. Example of a Project in Natural Sciences 

8.6.1. Topic and Objectives 
8.6.2. Organization of Work 
8.6.3. Development 
8.6.4. Products 
8.6.5. Assessment 

8.7. Example of a Project in Social Sciences 

8.7.1. Topic and Objectives 
8.7.2. Organization of Work 
8.7.3. Development 
8.7.4. Products 
8.7.5. Assessment 

8.8. Example of a Project in Arts and Crafts 

8.8.1. Topic and Objectives 
8.8.2. Organization of Work 
8.8.3. Development 
8.8.4. Products 
8.8.5. Assessment 

8.9. Example of a Project in Music 

8.9.1. Topic and Objectives 
8.9.2. Organization of Work 
8.9.3. Development 
8.9.4. Products 
8.9.5. Assessment 

8.10. Materials and Resources 

8.10.1. Types of Material 
8.10.2. Where to Find the Materials?
8.10.3. Scaffolding Resources

Module 9. iPads and Tablets in the CLIL Classroom

9.1. Introduction Models for the iPad/ Tablet in the Classroom 

9.1.1. The ICT Classroom 
9.1.2. iPad Corner 
9.1.3. 1: 1 Model 

9.2. Introduction to the Apple Environment 

9.2.1. Apple ID and Apple School Manager 
9.2.2. MDM 
9.2.3. Access Points 
9.2.4. Apple TV 

9.3. The iPad/ Tablet as Support or as a Content Creator 

9.3.1. Presentations 
9.3.2. Contents Manual 
9.3.3. Creation of Visual Content 

9.4. Classroom Management 

9.4.1. Classroom 
9.4.2. Idoceo 
9.4.3. iTunesU 
9.4.4. Google Classroom 

9.5. Content Research and Creation Through the iPad/ Tablet 
9.6. Multimedia Production Apps 

9.6.1. Videos 
9.6.2. Explain Everything 

9.7. Apps for Teaching English in Primary School 

9.7.1. The iPad/Tablet in Primary School 
9.7.2. Apps for the Classroom 
9.7.3. Apps and Stories in English 
9.7.4. Apps Specifically Designed for English Learning 

9.8. Apps for CLIL Areas Sciences 

9.8.1. iPadsand Science Education 
9.8.2. Use of iPad in Science Class 
9.8.3. Apps for STEM (Science, Technology, Engineering, Maths)
9.8.4. Apps for Social Sciences 

9.9. Apps for CLIL Areas. Arts 

9.9.1. Use of iPad in Art Class 
9.9.2. Apps for Arts and “Crafts” 
9.9.3. iPads in MusicClass 

9.10. Evaluation Through the iPad/ Tablet 

9.10.1. iPad in Primary School Assessment 
9.10.2. Apps and Integrated Utilities for Assessment 
9.10.3. iPad and Assessment through the Portfolio 
9.10.4. iPad and Rubric Assessment 
9.10.5. Apps for Assessment

Module 10. Google G Suite for Education

10.1. The Google Classroom 
10.1.1. History of Google 
10.1.2. Who Google is Today 
10.1.3. The Importance of Partnering with Google 
10.1.4. Catalogue of Google Apps 

10.2. Google and Education 

10.2.1. Google's Involvement in Education 
10.2.2. Application Procedures at Your Center 
10.2.3. Versions and Types of Technical Support 
10.2.4. First Steps with the G Suite Management Console 
10.2.5. Users and Groups 

10.3. GSuite, Advanced Use 

10.3.1. Profiles 
10.3.2. Reports 
10.3.3. Role of Administrator 
10.3.4. Device Administration 
10.3.5. Security 
10.3.6. Domains 
10.3.7. Data Migration 
10.3.8. Groups and Mailing Lists 
10.3.9. Privacy Policy and Data Protection 

10.4. Tools for Searching for Information in the CLIL Classroom 

10.4.1. Google Search 
10.4.2. Advanced Information Search 
10.4.3. Integration of the Search Engine 
10.4.4. Google Chrome 
10.4.5. Google News 
10.4.6. Google Maps 
10.4.7. YouTube 

10.5. Google Tools for Communication in the Classroom 

10.5.1. Introduction to Google Classroom 
10.5.2. Instructions for Teachers 
10.5.3. Instructions for Students 

10.6. Google Classroom: Advanced Uses and Additional Components 

10.6.1. Advanced Uses of Google Classroom 
10.6.2. Flubaroo 
10.6.3. FormLimiter 
10.6.4. Autocrat 
10.6.5. Doctopus 

10.7. Tools for Organizing Information 

10.7.1. First Steps in Google Drive 
10.7.2. File and Folder Organization 
10.7.3. Share Files 
10.7.4. Storage 

10.8. Tools for Cooperative Working with Google 

10.8.1. Calendar 
10.8.2. Google Sheets 
10.8.3. Google Docs 
10.8.4. Google Presentations 
10.8.5. Google Forms

A unique, key and decisive training experience to boost your professional development”