An innovative and multidisciplinary program that will help you reinvent your Geography and History classes in Primary School in a 100% online format” 

In a letter written in 2002 to call for free, quality, basic academic assistance for all children, Nelson Mandela said: "Education is the most powerful weapon you can use to change the world." And so it is. Education creates culture and knowledge, transmits values and generates interest in future doctors, engineers, lawyers, designers, artists, etc. Therefore, professionals in education play a fundamental role in the development of society and must therefore be prepared to assume the responsibility that this entails in an effective and guaranteed manner.

To meet the demands of the current academic environment in Primary School, which includes innovative designs and comprehensive teaching units, TECH has created this Professional program in Teaching Geography and History in Primary School. It is an academic experience that will raise teacher knowledge to the highest level through the most effective educational strategies available today.

To do so, they will benefit from 1,500 hours of diverse material, so as to work on aspects such as elaborating teaching projects, designing recreational activities related to these subjects and implementing ICT in the classroom. Special emphasis will be placed also on developing values such as companionship, equality and solidarity through games and dynamic and entertaining exercises for children between 6 and 12 years of age.

Thanks to this, you will perfect your skills as a teaching professional in just 12 months and 100% online. TECH designs all its programs so graduates do not have to comply with face-to-face classes or restricted schedules; instead, it offers tailored academic experiences through a Virtual Campus that is compatible with any device with an Internet connection, so those on the program can decide when and where to connect.

You will benefit from 1,500 hours of diverse material, including didactic content you can then use in the classroom”

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

• Practical cases presented by experts in Education and the Humanities
• The graphic, schematic, and practical contents with which they are created, provide practical information on the disciplines that are essential for professional practice
• Practical exercises where the self-assessment process can be carried out to improve learning
• Its special emphasis on innovative methodologies
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection

An academic experience without schedules or on-site classes that you can access from any device with an Internet connection”

The program’s teaching staff includes professionals from the field who contribute their work experience to this educational 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 education 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 during the academic year For this purpose, the students will be assisted by an innovative interactive video system created by renowned and experienced experts.

You will work on the design of entertaining and attractive teaching units, which will immerse your students in history in a dynamic way”

Learn how to sustainably manage water catchment and water resources to contribute to the progress of humanity"

TECH has designed this Professional master’s degree in Teaching Geography and History in Primary School following the guidelines of the teaching team as a reference. Thanks to this and the use of the Relearning methodology in developing the content, it has been possible to shape a highly dynamic, comprehensive and multidisciplinary experience, through which education professionals can work on improving their academic skills. It also includes hundreds of hours of additional material that students can use to delve into the sections, such as the use of ICT in the classroom or in the organization of extracurricular activities in a personalized way, based on their level of demand and their desire to learn.

A perfect academic experience to incorporate ICT resources to your classes to create innovative educational experiences. Do you want to get on board the future of education?"

Module 1. Basic Contents 

1.1. Cognitive Development in Learners: Various Theories 

1.1.1. Piaget’s Theory 
1.1.2. Vygotsky’s Perspective 
1.1.3. Albert Bandura and Others 

1.2. What Are the Social Sciences? Classification and Epistemological Problems 

1.2.1. Concept, Classification and Development of the Social Sciences 
1.2.2. Epistemological Problems 
1.2.3. General and Specific Object of Study of the Social Sciences 

1.3. Evolution of the Primary Education Curriculum 

1.3.1. Historical Background and Evolution 
1.3.2. Development in the 20th Century: Towards a Definition of the Curriculum 
1.3.3. The Current Basic Curriculum of Primary Education 

1.4. The Importance of Social Sciences in Education 

1.4.1. History of the Social Sciences in the Primary Education Curriculum 
1.4.2. Ideological Justification 
1.4.3. The Educational Value of the Social Sciences 
1.4.4. Social and Citizen Competence 

1.5. Current Concepts: Approaches, Trends and Currents. Alternatives to Traditional Models in Education 

1.5.1. Educational Approaches to the Social Sciences 
1.5.2. New Education Models and Application 

1.6. Assessment Standards in the Social Sciences 

1.6.1. Analysis of Assessable Learning Standards in the Social Sciences 
1.6.2. What Competencies Should Students Acquire in the Subject? 

1.7. Heritage Education: Some Reflections 

1.7.1. What Is Heritage Education? 
1.7.2. Problems in Teaching Cultural Heritage in School Settings 
1.7.3. Importance of Heritage Education 
1.7.4. Challenges and Strategies for Cultural Heritage Education in Primary School Students 

1.8. Planning and Programming 

1.8.1. Preparation: Formulating Objectives and Choosing Topics 
1.8.2. Preparing Action Plans 
1.8.3. Assigning Responsibilities 
1.8.4. Preparing the Content: How to Establish a Program 

1.9. Integrated Teaching in Social Sciences 

1.9.1. Problems with Integrated Teaching 
1.9.2. Proposal for Integrated Teaching in Social Sciences: Social reality as a Source of Knowledge 

Module 2. Educational Programs and Teaching Units 

2.1. Purpose and Use of Teaching Units

2.1.1. What Is a Teaching Unit?
2.1.2. Objectives and Purpose in Teaching

2.2. Programming Teaching Units

2.2.1. Necessary Components.
2.2.2. Contents: Conceptual, Procedural and Attitudinal

2.3. Methodological Strategies in Teaching Units

2.3.1. Methods to Create Teaching Units
2.3.2. Techniques to Develop Teaching Units

2.4. Activities and Estimated Times

2.4.1. Theoretical Tasks for Teaching Units
2.4.2. Practical activities for Teaching Units
2.4.3. Estimating Time Spent on Activities. Schedule
2.4.4. Teaching Resources: Space, Texts, Documents and Other Materials

2.5. Resources for Teaching Units

2.5.1. Spaces
2.5.2. Written Documents
2.5.3. Other Materials

2.6. Assessment Criteria

2.6.1. Assessment Techniques
2.6.2. Assessment Activities and Tools
2.6.3. Student Grading: Monitoring Mechanisms

2.7. Other Components

2.7.1. What Teaching Units Contribute to Students' Basic Competencies
2.7.2. Attention to Diversity
2.7.3. Unit Summary Charts
2.7.4. Programming Conclusions

2.8. Teaching Units in Social Sciences

2.8.1. Preliminary Considerations
2.8.2. Elaborating Teaching Units in Social Sciences: Content Justification
2.8.3. General and Specific Competencies in the Subject
2.8.4. Syllabus Planning
2.8.5. Teaching Unit Design and Structure in Social Sciences

2.9. Educational Methods and Strategies Used in Social Sciences

2.9.1. Incorporating the Historical Method in Teaching of Social Sciences
2.9.2. Cooperative Strategies to Rebuild Social Knowledge: Problem Solving, Simulations, Case Studies, etc.

Module 3. The Teacher's Role

3.1. Teaching and Learning Styles

3.1.1. Theoretical Foundation: Introduction
3.1.2. Teaching Styles

3.2. Teachers' General Methodological System

3.2.1. Teaching Methodology
3.2.2. Impact of Teaching Styles on Students' Cognitive, Social, Emotional, and Attitudinal Outcomes

3.3. Expository Technique: Behaviors and Skills

3.3.1. What Attitude Should Teachers Adopt in Class
3.3.2. Techniques to Improve Presenting the Syllabus in Class
3.3.3. Tools to Support the Lesson

3.4. How to Stimulate the Students Application to the Subjects of Geography and History

3.4.1. Link Student Interests to the Subject
3.4.2. Variety in Organization and Structure
3.4.3. Students as Protagonists

3.5. Teaching Work 

3.5.1. Educational Components in Teaching Work 
3.5.2. Orienting Students' Independent Work 

3.6. Elaborating Objective Tests for Primary School 

3.6.1. Selecting the Content of the Test 
3.6.2. Drafting Questions or Items 
3.6.3. Correcting and Grading 
3.6.4. Presentation 

3.7. Complementary Support to Classroom Explanation: Using ICT 

3.7.1. ICT as a Support for the Transmission of Knowledge 
3.7.2. How to Introduce them into the Discourse? 
3.7.3. Personal Development and ICT: Fostering Responsibility and Autonomy 
3.7.4. ICT as Generator of New Teaching Methodologies 

3.8. Teaching Children with Special Needs: Introduction 

3.8.1. Teacher Training in Disabilities. Current State 
3.8.2. Special Education in Regular Schools. Support Services Available 

3.9. Methodologies and Strategies for Geography and History Education Adapted for Children with Special Needs 

3.9.1. Educational Services for Children with Disabilities 
3.9.2. Strategies to Integrate Them into the Geography and History Classroom Significant Examples 

Module 4. Teaching Geography 

4.1. Geography as a Discipline 

4.1.1. Definition and Objectives 
4.1.2. Historical Evolution of the Subject 
4.1.3. Theoretical Background in Teaching Geography 

4.2. Geographic Space and Primary School Education: Studying the Environment 

4.2.1. Objectives and Purpose of Teaching Geography in the Classroom 
4.2.2. Teachers' Geographic Competencies: Knowledge, Skills and Geographic Education 
4.2.3. The Limitations of Geography in Current Curricula 
4.2.4. Geography and Society 

4.3. Evolution of the Concept of Space and the Perception of the City in Primary Education 

4.3.1. Teaching and Learning Geography: Building the Concept of Space in Children 
4.3.2. Spatial Representation Development 
4.3.3. Children and Understanding the World around Them: The Countryside and the City 
4.3.4. Interculturality in Geography 

4.4. Teaching Materials and Resources for Geography Education 

4.4.1. Learning the Language of Geography: Vocabulary, Maps and Graphs 
4.4.2. Instruments for Geographic Analysis: Compass and Other Measuring Devices 
4.4.3. Comparative and Classificatory Charts 

4.5. Physical Geography 

4.5.1. What Is Physical Geography? 
4.5.2. The Contents of Physical Geography in the Elementary School Curriculum 

4.6. Procedures in Physical Geography 

4.6.1. Direct Observation 
4.6.2. Orientation in Space 
4.6.3. Map Analysis and Graphical Representations 
4.6.4. Methodological Aspects 
4.6.5. Space Categorization 
4.6.6. Complementary Activities 

4.7. Human Geography 

4.7.1. What Is Human Geography? 
4.7.2. Contents of Human Geography in the Elementary School Curriculum 

4.8. Procedures in Human Geography 

4.8.1. Procedures to Work in Urban Settings 
4.8.2. Population Pyramids: Preparation, Forms and Analysis 
4.8.3. Methodological Aspects 
4.8.4. Complementary Activities 

4.9. Learning Geography through Cultural Heritage 

4.9.1. Narrative Landscapes: The Representation of Geographic Environments in Art 
4.9.2. Geographical Environments and its Value as Heritage 
4.9.3. Cultural Heritage Contributions to Teaching Geography in Primary School 

Module 5. in History 

5.1. History as a Discipline 

5.1.1. Definition and Objectives 
5.1.2. Historical Evolution of the Subject 
5.1.3. Theoretical Background in Teaching History 

5.2. Teaching to Think History: Studying Historical Events 

5.2.1. Objectives and Purpose of Teaching History in the Classroom 
5.2.2. Teachers' Historical Competencies: Knowledge, Skills and Geographic Education 
5.2.3. The Limitations of History in Current Curricula 

5.3. Historiographical Approaches, Impact and Reality of Teaching History 

5.3.1. Historiographical Approaches in Textbooks 
5.3.2. The Reality of Teaching History in the Classroom 

5.4. The Evolution of the Concept of Time in Primary School 

5.4.1. Teaching Time in Primary School: Introduction 
5.4.2. Chronological and Historical Time. Methodologies and Teaching Techniques 
5.4.3. Developing Historical Thinking and Understanding Reality 

5.5. Teaching Materials and Resources for History Education

5.5.1. Learning Historical Language: Vocabulary and Timelines
5.5.2. Historical Analysis Tools: Sources of Information and Historical Objects
5.5.3. Comparative and Classificatory Charts
5.5.4. Photography as a Documentary Source
5.5.5. Cinema and Historical Documentaries

5.6. Historical Periods in the Classroom: Duration and Relevant Historical Events

5.6.1. What Are Historical Periods?
5.6.2. Contents of History in the Elementary School Curriculum

5.7. Historical Periods of the Iberian Peninsula

5.7.1. Iberian Peninsula History for Children: Introduction
5.7.2. Iberian Peninsula History Contents in the Primary School Curriculum

5.8. Procedures in History 

5.8.1. Orientation in Time 
5.8.2. Adapted Maps and Drawings 
5.8.3. Methodological Aspects 
5.8.4. Complementary Activities 

5.9. History and Cultural Heritage 

5.9.1. Conceptions on Teaching and Disseminating Cultural Heritage in the History Classroom 
5.9.2. Cultural Heritage Contributions to Teaching History 
5.9.3. Valuing Historical Heritage in the Classroom 

5.10. Incorporating the Historical Study of Women in Primary School 

5.10.1. The Role Played by Women in History 
5.10.2. Analysis and Reflection on the Presence of Women in the Current Contents of the Primary School Curriculum 
5.10.3. How to Incorporate the Historical Study of Women in the Classroom? 

Module 6. Using New Technologies in Geography and History in Primary School 

6.1. Introduction to ICT in Education: Evolution and Impact 

6.1.1. Modernizing the Classroom: The First Attempts 
6.1.2. Evolution of Technologies in Education 
6.1.3. Impact on the Educational and Sociological Development of Student 

6.2. Main Functions and Integration Levels 

6.2.1. Basic Functions of ICT in the Classroom. A Complement to Education 
6.2.2. ICT as a Social Integration Tool 

6.3. Advantages and Disadvantages of ICT in the Classroom. Good Practices 

6.3.1. Advantages of its Application in School 
6.3.2. Disadvantages of its Application in School 
6.3.3. Recommendations for Use during Class 

6.4. Images as an Educational Resource 

6.4.1. Images as Basic Graphic Documents in Education 
6.4.2. Current Importance of Visual Culture 
6.4.3. The Complexity of Image Reading and its Application in the Classroom: Consistency with Age and Content Being Taught 

6.5. Videos and Teaching Application 

6.5.1. Video Functionality in Class 
6.5.2. Videos as Learning Mediators, as opposed to Other Media 

6.6. ICT in Geography and History 

6.6.1. How to Approach Social Sciences Using New Technologies 
6.6.2. Assessing Students' and Schools' Technological Availability 
6.6.3. List of ICT Applicable to Geography and History for Primary School Children 

6.7. Cultural Heritage, Museums and ICT 

6.7.1. Towards Updating Cultural Heritage Services and Dissemination 
6.7.2. ICT for Students in Heritage Monuments 
6.7.3. The New Concept of Museum: ICT and School Visitors 

6.8. Art Education and ICT Suitability 

6.8.1. What Is Art Education? Contributions to Child Development and Link to Geography and History 
6.8.2. Creativity through New Technologies. Didactic Resources 
6.8.3. ICT Benefits to Art Education 

6.9. New Proposals for Technological Resources and Application in the Classroom 

6.9.1. Communication, Debate and Collaboration Tools 
6.9.2. File Sharing and Organization Tools 
6.9.3. Mobile Applications 
6.9.4. Virtual Reality 3D Projects and Others 

Module 7. Learning to Live in Society through Geography and History 

7.1. Attitudes, Skills and Values Associated with Learning: Introduction 

7.1.1. Analyzing Learner Profiles: The Capacity for Self-Learning 
7.1.2. Analysis, Synthesis and Assessment. Decision-Making
7.1.3. The Importance of Educating in  Good Oral and Written Communication 

7.2. The Role Played by Teachers and their Influence on Classroom Reality 

7.2.1. Teachers as Transmitters of Knowledge 
7.2.2. The Ideological Influence that Teacher Can Exert 
7.2.3. Using Thinking Routines in Class 

7.3. Teaching to Think 

7.3.1. Birth and Formation of Critical Thinking 
7.3.2. Strategies to Develop Critical Thinking: Exploratory Questions 

7.4. Caring for the Environment 

7.4.1. Environmental Education and Its Relevance to the Social Sciences 
7.4.2. How to Transmit Environmental Awareness in the Classroom? Methodology and Resources 

7.5. Empowering Solidarity 

7.5.1. The Reality of Solidarity 
7.5.2. Resources to Promote Solidarity among Classmates and the Surrounding Environment 

7.6. Concepts of Equality and Equity in the Classroom 

7.6.1. Defining Concepts: Equality and Equity and their Inclusion in the Classroom 
7.6.2. Keys to Work on Equality and Equity in the Classroom: Resources 

7.7. Interculturality and Human Rights 

7.7.1. Instilling Tolerance and Respect in Students 
7.7.2. Considerations about Human Rights Education in the Classroom 

7.8. Teaching Approaches and Challenges for Citizenship Education through the Social Sciences 

7.8.1. Geography Education: Strategies 
7.8.2. History Education: Strategies 

7.9. The European Union 

7.9.1. The European Union in the Classroom 
7.9.2. Importance of the Topic in Education 
7.9.3. Resources and Techniques 
7.9.4. Future Challenges 

Module 8. Playing Games in Class 

8.1. Play in the Classroom 

8.1.1. What Is Didactic Play? Theoretical Approaches and Other Points of View 
8.1.2. Educational Objectives and Purpose of Games 
8.1.3. Evolution of Games in the Classroom 
8.1.4. Play and Developing Skills by Areas 

8.2. Memory vs. Experience Advantages and Disadvantages 

8.2.1. Aspects of Memorizing Data: Beneficial or Counterproductive? Its Application in Games 
8.2.2. The Role Played by the Senses as a Game Tool 

8.3. Relevant Aspects of How it Works in Teaching. Games as Socializers and Transmitters of Values 

8.3.1. Exploiting Games for Educational Purposes 
8.3.2. Teaching to Play and Learning by Playing 
8.3.3. Strategy for Attention to Diversity 
8.3.4. Studying Psychological Activities during Games 

8.4. Designing Games in Class: Guidelines 

8.4.1. General Characteristics of Didactic Games 
8.4.2. Steps to Prepare Them 
8.4.3. Didactic Games Format 
8.4.4. The Rules of Games 
8.4.5. Available Materials 

8.5. The Role Played by Teachers in Games 

8.5.1. Skills 
8.5.2. Preliminary Suggestions prior to Playing Games 
8.5.3. Models and Patterns 
8.5.4. The Teacher's Role during the Activity 

8.6. Games and ICT 

8.6.1. Introducing Technology in Games 
8.6.2. Significant Examples 

8.7. Geography and Games 

8.7.1. Geographic Components Games Must Include 
8.7.2. Significant Examples 

8.8. History and Games 

8.8.1. Historical Components Games Must Include 
8.8.2. Significant Examples 

8.9. Cultural Heritage: Another Playground 

8.9.1. Initiation to Studying Heritage through Games 
8.9.2. Playing with Heritage: Methods and Contributions to Learning 
8.9.3. Significant Examples 

Module 9. Complementary Classes: Extracurricular Activities 

9.1. The "Third Teacher": Getting to Know Our Environment 

9.1.1. Topic Introduction: Out-of-School Organizations and Learning 
9.1.2. Objectives and Purpose 
9.1.3. Types of Extracurricular Activities 
9.1.4. The Problem of Adjusting Them to the School Curriculum 

9.2. The Competence of Knowledge and Interaction with the Environment 

9.2.1. Pedagogical Function of School Trips: Effects on Learning 
9.2.2. The Versatile Nature of the Extracurricular Activities 

9.3. How to Choose the Right Visit: Guidelines for Programming a School Trip 

9.3.1. Itinerary as a Teaching Resource 
9.3.2. Route Description. How Does It Relate to the Primary Education Curriculum? 
9.3.3. Itinerary Methodological Sheet 
9.3.4. Expository Script and Preparing Teaching Materials and Activities 
9.3.5. Final Considerations and Touches 

9.4. Criteria to Organize Extracurricular Activities 

9.4.1. General Criteria 
9.4.2. Specific Criteria 
9.4.3. Supporting Material to Organize Extracurricular School Trips 

9.5. Accident Prevention and Action Programs 

9.5.1. Rules 
9.5.2. Action Programs 

9.6. Multidisciplinary Art Works and Museums as Cultural and Learning Spaces 

9.6.1. Work of Art as Learning Tools 
9.6.2. Museums: The New Classrooms 
9.6.3. Cultural, Physical and Intellectual Access in Museums 
9.6.4. First Step for Teachers: Knowing the History of the Museum and the Disciplines in It 
9.6.5. Museum Teaching Guides: Teacher Support 
9.6.6. Activities Prior and Post Visiting a Museum 

9.7. Folklore and Traditions: Identity Assets 

9.7.1. The Importance of Tradition and Customs in Society 
9.7.2. Values Developed 
9.7.3. Educational Projects to Preserve Traditional Identity: The Case of the Pusol School Museum 

9.8. The Cultural Heritage We Visit 

9.8.1. Visiting Heritage Monuments: Prior Planning 
9.8.2. Getting to Know Cultural Heritage in Extracurricular School Trips 

9.9. Complementary Activities inside and outside the Classroom: Talks and Other Programs 

9.9.1. When Professionals Take Over the Classroom: Specialist Talks to Primary School Children 
9.9.2. Companies, Institutions and Educational Programs for Schools 

Module 10. Transversal Module: Subjects to Support the Teaching and Learning of Geography and History in Primary School 

10.1. Language and Literature 

10.1.1. Link to Social Sciences 

10.2. Geometry and Mathematics 

10.2.1. Link to Social Sciences 

10.3. Music 

10.3.1. Link to Social Sciences 

10.4. Biology and Meteorology 

10.4.1. Link to Social Sciences 

10.5. Drawing and Other Fine Arts 

10.5.1. Link to Social Sciences 

10.6. Sociology 

10.6.1. Link to Social Sciences 

10.7. Anthropology and Ethnography 

10.7.1. Link to Social Sciences 

10.8. Archaeology 

10.8.1. Link to Social Sciences 

10.9. Art History as Cultural facts 

10.9.1. Link to Social Sciences 

Take the opportunity to learn about the latest advances in this field in order to apply it to your daily practice"