Universitat Internacional de Catalunya

Teaching and Learning the Social Sciences 1

Teaching and Learning the Social Sciences 1
Second semester
Main language of instruction: Catalan

Other languages of instruction: Spanish,

Teaching staff

At the end of the class, , there will be academic tutorials .However, it is preferable to e-mail and arrange an interview with the teacher



Social Sciences  education aims to provide students with elementary knowledge and tools to locate in the environment where they live, to learn to live in it, and to respect and improve it. The concept that gives name to the area refers to the set of situations, events, objects, elements and issues that make up the natural and humanized landscape where people live and interact with nature as a way of approaching the study of social reality. The area  focuses on providing primary students with the tools to pass from the culture experienced toward its intellectual reconstruction. The subject aims to enable primary students to understand and make decisions on aspects of the environment with which it interacts. Learning must be contextualized and oriented to interpret experiences, direct and indirect, coming in time and space, and significant in order to establish cognitive and affective relationships.

Pre-course requirements

No requirements are needed


1. Train future teachers in skills to teach the SSCC

2. Teach students to develop a coherent understanding of the SSCC and the way to teach them

3. Acquire epistemic values and classical values of science (precision, rigor, coherence), and the values to live in a democratic and intercultural society


  • CEM-31 - To understand the basic principles of the social sciences.
  • CEM-32 - To be familiar with the social science curriculum.
  • CEM-33 - To integrate historical and geographical study from an educational and cultural perspective.
  • CEM-34 - To foment civic education and critical social thought.
  • CEM-35 - To value the importance of public and private institutions for peaceful coexistence between peoples.
  • CEM-36 - To be aware of the role of religion throughout history and its relation to culture.
  • CEM-37 - To develop and evaluate the curriculum content by means of appropriate teaching resources, and to promote the corresponding competences in pupils.
  • CET-1 - Interpersonal responsibility: to be aware of professional performance and influence on students. To have the skills and knowledge to manage group processes and communication for good collaboration with and between students.
  • CET-2 - Pedagogical responsibility: to have the knowledge and teaching skills required to create a safe learning environment for both classes and groups, but also for individual students, in order that children can become responsible, independent adults.
  • CET-3 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
  • CET-4 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
  • CET-5 - Collaboration with colleagues in the profession: to have the knowledge and skills required to make a professional contribution to the teaching environment in the school, in professional relationships, and to achieve a good school organization.
  • CET-6 - Collaboration with the professional environment at the school: to have the knowledge and skills required to establish good relations with the people and institutions dedicated to child welfare or belonging to the school's professional environment.
  • CET-7 - To promote responsibility in terms of professional development: to analyse, reflect on and develop points of view about the profession and teaching skills, to know how to make these clear and how to bring them up to date.
  • CG-01 - To integrate information and communication technologies in teaching and learning activities, teaching management and professional development.
  • CG-02 - To communicate clearly and correctly in the language of instruction (Catalan and Spanish), orally and in writing, in accordance with level C1 in the Common European Framework of Reference for languages (CEFR).
  • CG-03 - To be able to communicate in English at level B1, according to the Common European Framework of Reference for languages (CEFR).
  • CG-04 - To promote and facilitate attention to the unique educational needs of students, gender equality, fairness and respect for human rights, in the contexts of learning and social harmony, both in the school and in relation to the surroundings.
  • CG-09 - To be familiar with the elements that make up creativity, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-10 - To be familiar with the elements that make up entrepreneurial spirit, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-11 - To be familiar with the elements that make up the quality-based approach, the different levels of proficiency and how to develop this skill as much as possible.



    1.Historical thinking in the teaching of Social Sciences.
    2. The theoretical basis of Social Sciences teaching.
    3. Purposes of teaching and learning the social sciences
    4. The phases of teaching and learning. The constructivist model.
    5. Documents and curricular materials of the social sciences in primary education.
    6. The interpretation and representation of space.
    7. Historical time and chronology.
    8. The study of the environment in the teaching of Social Sciences Apprenticeship.
    9. Historical judgments: to argue, interpret and synthesize.
   10. The Social Sciences in the current norms: The core competencies in the Social Sciences.
   11. Teaching units in Social Sciences
   12. Attention to diversity and learning difficulties.
   13. Education and democratic citizenship.
   14. Critical social thought.

Content without bold letters are related to SSCC-1

Teaching and learning activities

In person






Organizational modality




Posibles Métodos








Theoretical classes  Master class

Master classes of the teacher or students

Master class

Interactive lecture and linked to other techniques (whispering, etc.)


Build knowledge with interaction and activity 

Seminar with scientific material in hand
Workshops with experts

Practical classes

Any type of classroom practices 


Study / Reading of documents and cases

Resolution of exercises
Method of inquiry and questions (inquiry)
Project-oriented learning
Cooperative learning
Role Playing
Film Forum
Tests and evaluation tests


 Personal attention to students

Learning contract
Interviews around the portfolio

External practices

Training carried out in entities external to the university: museums, exhibitions 

Cultural outings




Autonomous work

Study and group work

 Get the students to learn among them 

Cooperative learning

Study and individual work

Develop self-learning capacity
Personal study and deepening 

Flipped classroom
Apprenticeship contract
Independent study




The course will consider the skills adquired by the students through the analysis of their contributions. The methodology consists of: individual and collective work, tests, interviews, presentations, class participation, expositive method, case studies, projects, etc..


CEM-31 CEM-32 CEM-33 CEM-34 CEM-35 CEM-36 CEM-37 CET-1 CET-2 CET-3 CET-4 CET-5 CET-6 CET-7 CG-01 CG-02 CG-03 CG-04 CG-09 CG-10 CG-11 Cooperative learning
Project-based learning
Presentation methods / lecture
Practical classes
Theory classes
Group study and work
Individual / independent study and work

Evaluation systems and criteria

In person

 The evaluation systems will adequate to the circumstances and norms related to COVID-19

Evaluation systems

Evaluation systems



Teacher's evaluation

Recording of conversations

Systematic observation 

Grading of activities and exams (oral, written, visual)


At the beginning

During the course

At the end


Parrilla de observación

During the course


Recording of facts


During the course

At the end

Attendance and participation is necessary and mandatory. In order to have continuous evaluation, attendance is required for a minimum of 60% of the classes.

The evaluation of the subject will take into account the achievement of competencies through the analysis of student contributions: individual and collective work, tests, interviews, presentations, class participation, etc. There will be a cultural outing to Cosmocaixa  or CaixaForum during the semester.

The teaching staff will continuously evaluate the different partial aspects. All the activities have to be carried out to be able to count the final grade. The Delors pillar that defines knowledge as being and being part of the competences will be taken into account.

Attendance and participation ......................... 20%

Work in class (include self-assessment and co-evaluation) ......................... 30%

Final subject work .......... 30%

Exam ...... 20%

The Honor Enrollment assumes that the student or alum has not only achieved the expected to a high degree, but has achieved something more in terms of originality, extra work, deepening, etc.

To obtain MH, at least you need the grade 9.5 in the subject and meet the cr

 Addenda: the evaluation system remains the same. The grade corresponding to the final work will be made of the grades obtained with the four oral presentations  



Bibliography and resources

DECRET 119/2015, de 23 de juny, d'ordenació dels ensenyaments de l'educació primària. Pàgines 84 a 103

General references (in bold, materials for bilingual degree-SSCC)

Aranda, A y Alba A.D. (2012). Representación del entorno mediante mapas por alumnos de infantil y primaria. Íber, 71, 100-108.

Bailey, P. (1981). Didáctica de la geografia. Cincel Kapelusz. Madrid

Bale, J. (1994). Didáctica de la geografía en la escuela primaria. Madrid, Morata.

Benejam, P.&  Pagès, J. (coord.), (1998). Enseñar y aprender ciencias sociales, geografía e historia en la Educación Secundaria. Horsori.

Cooper, H. (2002). Didáctica de la historia en educación infantil y primaria. Madrid, Morata

Cooper, H. (2017). Teaching History Creatively, 2nd edition. London: Routledge

De Miguel, R., de Lázaro, M.L., & Marrón Gaite, MJ. (2012). La educación geográfica digital. España: Asociación de Geógrafos Españoles y Universidad de Zaragoza.


Domínguez, M.C. (coord.),(2004) Didáctica de las Ciencias Sociales, Pearson.   Doull, K, & Russell, C. (2019, in press). Mastering Primary History (Mastering Primary Teaching). London: Bloomsbury Grant, N. (2000). Oxford Children's History of the World
Hannoun, H. (1977). El niño conquista el medio. Buenos Aires: Kapelusz.

Hernández Cardona, F.X. (2010): Didáctica de las ciencias sociales, geografía e historia. Barcelona, Grao.  

Horrie, C. (2019, in press). 100 ideas for primary teachers history. London: Bloomsbury

Howorth, M. (2015). Teaching Primary History: Everything a Non-Specialist Needs to Teach Primary History. London: Bloomsbury

Lázaro Ruiz, V. (2000). La Representación mental del espacio a lo largo de la vida. Logroño: Servicio de publicaciones de la Universidad de la Rioja y Egido Editorial.

Liceras, A. (2013). Didáctica del paisaje: lo que es, lo que se representa, cómo se vive. Iber, 74, 85-93.

Marrón Gaite, Mª J.(1998): “El medio rural como recurso didáctico para la enseñanza de la geografía”, págs. 65-112, en Vera Ferre, J.R.; Marrón Gaite, Mª J y Tonda Monllor, E.M. Educación y Geografía Universidad de Alicante y Grupo de Didáctica de la Geografía de la AGE.

Marrón Gaite, Mª J. (2007): “Enseñar geografía en la era de la globalización. Un reto desde la metodología activa”, Conferencia inaugural del curso académico 2007-2008, Facultad de Educación, Centro de Formación del Profesorado, Madrid.

Ramón Martínez Medina; Roberto García-Morís; Carmen Rosa García Ruiz. (2017). Investigación en Didáctica de las Ciencias Sociales. Retos, preguntas y líneas de investigación”. Madrid: Asociación Universitaria de Profesores de didáctica de las ciencias socialesISBN electrónico: AE-2017-17004516

Olcina  Cantos,  J.;  Baños  Castiñeira,  C.J.  (2004): “Los  fines  de  la  geografía”,  en Investigaciones  geográficas,  Instituto  Universitario  de  Geografía.  Universidad de Alicante. número 33; págs. 39-62.

  Pagés,J., & Santisteban, A. (eds.). (2013). Una mirada al pasado y un proyecto de futuro. Investigación e innovación en didáctica de las ciencias sociales. Vol I y II. España: Servei de publicacions Universitat Autònoma de Barcelona, Asociación Universitaria de Profesorado de Didáctica de las Ciencias Sociales.

–Martínez Fernández, LC. (2013). Diseño de un programa de investigación inicial en geografía escolar: una propuesta de trabajos fin de grado en educación primaria. Pp. 481-489 –Peinado Rodríguez, M. (2013). Nuevas aportaciones en torno a la percepción del espacio en Educación Primaria. En: J. Pagés & A. Santisteban (eds.).  Vol II.  pp. 121-130. Lectura obligatòria   Piaget, J. e Inhelder, B. (1947). La representation de l´espace chez l énfant. Paris: PUF.

Pike, S. (2015). Learning Primary Geography: Ideas and inspiration from classrooms 

Prats,  J.(2000):  La  didáctica  de  las  ciencias  sociales  en  la  formación  inicial  del profesorado”, Iber, 24; págs. 33-44. Graó.

Regalado Liu, A y Tejado Rodríguez, L. (2010).Unidad didáctica: como trabajar la escala desde una metodología activa en Educación Primaria en Geografía, educación y formación del Profesorado en el Marco del Espacio Europeo de Educación Superior. Madrid: Universidad Complutense.

Rivero García, P. (2011) (coord.): Pensar y expresar el espacio en el aula de infantil en Didáctica de las Ciencias Sociales para Educación Infantil. Zaragoza: Mira Editores.  

Scoffham, S., & Owens, P. (2017).Teaching Primary Geography (Inglés). London: Bloomsbury

Scoffham, S. (2016). Teaching geography creatively 2nd edition. London: Routledge

Smith, C. (2016). History through stories: Teaching primary history with storytelling. London: Hawthorn Press; New edition edition (November 15, 2016

Souto, X. (2011). La metodología didáctica y el aprendizaje del espacio geográfico en Didáctica de la Geografía y la Historia. Barcelona: Grao.

Souto  González,  X.M.  (1999):  “Metodología  y  procedimientos  para  enseñar”,  en Didáctica  de  la  geografía.  Problemas  sociales  y  conocimiento  del  medio,  págs.  147-167. Ediciones del Serbal. Barcelona.

Tonda Monllor, E.M. (2010). De la geografía del siglo XX a la geografía del siglo XXI ¿Qué contenidos enseñar? Departamento de Geografía Humana. Universidad de Alicante



Bajo Bajo, Mª.J. (2001). El paisaje en el currículum de Educación Primaria, dentro del área de conocimiento del medio natural, social y cultural. Aula, 13, 51-61.

Baraja Rodríguez, E., Guerra Velasco, J.C. y Cascos Maraña, C.S. (2010). Aproximación a la tipificación y caracterización de los paisajes agrarios de Castilla y León. En F. Leco

Berrocal (Coord.), Territorio, paisaje y patrimonio rural (pp. 24-35). Cáceres: Universidad de Extremadura.

Cordero Bencomo, R. (2005). María Montessori y el medio ambiente como método activo. En Vv.Aa., Veinte experiencias educativas exitosas en el mundo (pp. 89-100). Nuevo León: Centro de Altos Estudios e Investigación Pedagógica.

Liceras, A. (2013). Didáctica del paisaje. Lo que es, lo que representa, cómo se vive. Íber. Didáctica de las Ciencias Sociales, geografía e Historia, 74, 85-93.

Martínez Fernández, LC. (2013). Diseño de un programa de investigación inicial en geografía escolar: una propuesta de trabajos fin de grado en educación primaria. En Pagés y Santisteban (2013). Pp. 481-489

Ortega Valcárcel, J. (2000). El paisaje como construcción. El patrimonio territorial. DAU. Debats d’ arquitectura i urbanisme, 12, 36-46.

Ortega y Gasset, J. (1906). La pedagogía del paisaje. El Imparcial, 17 de septiembre de 1906.


National Geographic for kids: https://www.natgeokids.com/uk/teacher-category/geography/

Primary Resources TTS: https://www.tts-international.com/primary/geography/

Primary Resources TTS: https://www.tts-international.com/primary/history/

Hachette England; https://www.risingstars-uk.com/series/voyagers






blog “La brújula del tiempo” del profesor Victor Marín Navarro


Banco de imágenes y sonidos del INTEF recursostic.educacion.es/bancoimagenes/web/CCSS

World Bank: https://datos.bancomundial.org/indicador (mapas)

World population clock http://www.worldometers.info/world-population/#top20

blog.tiching.com/15 recursos de geografia para descubrir el mundo

–Toporopa Europa
–Mapas interactivos con estadísticas
–Mapas del mundo
–Mi geografía

Google Earth free (existeix versió plus i pro)

Google Maps

Visor Iberpix 4 aplicació web per localitzar espais de l'estat espanyol

Atlas Nacional de España (ANE) http://www.ign.es/ane/ane1986-2008/


Cartografía para la enseñanza en la web IGN-CNIG: recursos educativos del Instituto Geográfico nacional  http://www.ign.es/web/ign/portal/recursos-educativos

–Mi amiga la Tierra
–Atlas Didáctico
–Atlas Digital de Caminería Hispánica
–Cervantes y el Madrid del siglo XVII
–Portales educativos: España a través de los mapas, la población en España
–Mapas físicos y políticos. Otros recursos


http://ensenyament-geografia.espais.iec.cat/  Eines i recursos per a l’ensenyament de la geografia desenvolupats per la SGC (Societat Catalana de Geografia)

    ►Ciutat i territori

    ►Espai polític

    ►La sostenibilitat al món

    ►Natura tecnologia i societat

    ►Planeta Terra

    ►Població i sistemes culturals

    ►Un món en canvi



    Games- Apps

    Imatges i so





    General Webs 


Teaching and learning material