Our organization Our organization aims to promote research and training efforts in various disciplines that address community based interventions in healthy ageing. Resources are needed in order to help initial and ongoing training of students and professionals to deepen their knowledge and exchange experiences with other countries. Likewise, organizing scientific events both for specialists and general population such as conferences, seminars, etc. will be promoted. Furthermore, preparation and translation of materials and diffusion through digital and print media to reach the entire population will be fostered.

Ageing in Spain According to United Nations predictions, Spain will be the world’s oldest country in 2050, with 40% of its population aged over 60, and the number of over-eighties will exceed 4 million. Thus, as well as a general phenomenon of ageing affecting Europe as a whole, in some countries, notably Spain, this process is more marked. The need to deal with this growing challenge requires innovative strategies, as community-based interventions, focused on healthy ageing. Health education from early childhood appears to be one of the major keys to address this challenge.

About evaluation A theoretical and practical test of the subject to which may be added the possibility of making a written work involving 20% of the final mark will be held in calls for September and extra exam sessions. For students who have been officially recognized as part-time students, the classroom activities will be subject to evaluation adapted by means of online teaching or changing the schedule and timing, thereby enabling an equivalent evaluation procedure as described generally in this teaching guide. This process will be adapted attending availability of students, which in no case may claim the absolute impossibility of attendance.

About a schedule Is this well written? "This schedule is subject to changes that will be, as far as possible, notified in advance." Thank you for your help.

UNDERGRADUATE STUDENTS' SKILLS Demonstrate knowledge and understanding in a field of study from the basis of general secondary education, and at a level which, although it is supported by advanced textbooks, includes some aspects that imply knowledge of the forefront of their field of study. Apply their knowledge to their work or vocation in a professional way and have the skills typically demonstrated through devising and sustaining arguments and solving problems within their field of study. Have the ability to gather and interpret relevant data (normally within their area of study) to inform judgments that include relevant social, scientific or ethical reflection. Communicate information, ideas, problems and solutions to both specialist public as unskilled. Develop those learning skills necessary to undertake studies later with a high degree of autonomy. Be able to collaborate, teamwork and respect for diversity and dissent.

Educational goals - Collaborate with different sectors of the educational community and the social environment. Assume the educational dimension of the teaching role and promote democratic education for active citizenship. - Maintain a critical and autonomous relationship with respect to knowledge, values and public and private social institutions. - Reflect on classroom practices to innovate and improve teaching. Acquire habits and skills for cooperative and autonomous learning and promote them among students. - Know and apply classroom information technologies and communication. Discerning selectively audiovisual information that contributes to learning, civic formation and cultural richness.

Specific competencies Degree in Primary Education - Know the curriculum areas of primary education, the interdisciplinary relationship between them, the evaluation criteria and the didactic knowledge concerning the teaching and learning methods. - Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and school staff. - Design and regulate learning spaces in diversity contexts which attend to gender equality, equity and respect for human rights which satisfy the values of citizenship education. - Promote coexistence in the classroom and beyond, solving discipline problems and contributing to the peacefully resolution of conflicts. Encourage and appreciate effort, perseverance and personal discipline in the students.

Specific educational competences 1. To understand the principles that contribute to the cultural, personal and social training fthroughout Physical Education. 2. To know the school curriculum of Physical Education and the theoretical and practical knowledge apppropiate for the physical and motor development of six to twelve years old children. 3. To acquire the necessary resources to encourage participation throughout life in sports within and outside the school, valuing Physical Education as an essential content to encourage hygiene and health habits.

Physical Education and quality of life A lot of people see Physical Education (PE) as a "doss subject”, where you can most probably pass with no work and no learning, often failing to understand how it relates to their own lives. It should be at the heart of the curriculum (and not in a corner). But to achieve it, PE should be more than just an hour of football. This is not just about having a good image. The key lies in the quality of life.The obsession with how we look can even lead to diseases such as anorexia, bulimia or vigorexia. Whereas in anorexia or bulimia the main concerns are about being fat, a person with vigorexia is obsessed with the idea that his body is not muscular enough. Children should learn to accept their own body, their strengths and weaknesses, without hang-ups and inhibitions. Schools also have a responsibility here. Physical Education teachers may play a vital role in the prevention, early intervention and management of these disorders. As you can see, PE is not only about jumping and playing ball (which is also important).