Syllabus Information

1. General information

This subject covers the understanding of the different guidance models for future professionals working as guidance counsellors in the Spanish educational system, as well as the understanding and analysis of school documentation from the perspective of educational guidance.

This subject aims to train future teachers, with commitment, motivation and active participation for the achievement of the SDGs of the 2030 Agenda, especially SDG3, SDG4, SDG5 and SDG16

2. Learning results

In order to pass this subject, students must demonstrate the following results:

1.To understand the implications of the different guidance models in the current educational system.
2.To know the essential references for the elaboration of educational guidance planning documents for the prevention, development and attention to diversity
3.To inquire about the multiple pedagogical references of guidance in school contexts.
4.To define proposals for planning guidance action in school contexts.
5.To identify the contributions of educational guidance in the functioning of the school and other educational contexts
6.To analyse and evaluate collaborative and community strategies in the development of guidance activities.

3. Syllabus

1. The evolution of guidance models in the educational system. Towards the most inclusive orientation. Challenges.

2. The planning of educational guidance for the prevention, development and attention to diversity in school institutions

• Educational Project of the Centre
• Annual General Programming
• Stage Curricular Project and Didactic Unit
• Guidance and Tutorial Action Plan Professional Guidance Plan
• Diversity Attention Plan
• Coexistence Plan
• Internal Regulations
• Other centre plans

3. The integration of educational guidance in the functioning of the school centre: collaborative and community dynamics

4. Teaching coordination and channels for collaboration and dynamization

4. Academic activities

1. Theoretical-practical classes in which fundamental concepts will be explained, practical cases will be analysed, students' presentations will be made, etc.

2. Readings of scientific literature on educational guidance models and educational guidance planning in the centres.  

3. Critical analysis of different Centre documents, especially the POAT (Guidance and Tutorial Action Plan)  and the PAD (Diversity Attention Plan).

4. Creation of a didactic unit according to the Diversity Attention Plan

5. Directed work

5. Assessment system

Continuous formative and summative evaluation

Continuous and formative evaluation will include two evaluation tests: portfolio and written test

The portfolio accounts for 50% of the grade and the written test the other 50%. Both tests must be passed with a grade of 5 out of 10 to pass the subject.

The portfolio includes the following elements:

• Critical analysis of a Diversity Attention plan 

• Critical Analysis of a Guidance and Tutorial Action Plan

• Development of a didactic unit in relation to the Diversity Attention Plan Global Test

• Written exercise on the contents and competences worked on in the subject

The written test will take place at the end of the term, and it will evaluate the learning of the subject acquired throughout the term

Global evaluation and second call 

The global test of the subject will include the same activities as the formative and summative continuous evaluation.

Fifth and sixth calls

In the same terms as the global test. 

Copying, fraud or plagiarism

Finally, it must be taken into account that the Regulations of the Norms of Coexistence of the University of Zaragoza will be applicable to the irregularities committed in the evaluation tests by means of academic fraud, as well as the application of article 30 of the Regulations of the Norms of Evaluation of Learning in relation to irregular practices other than academic fraud.