If you want to expand your skills as a high school teacher, this is the program for you. Choose us and you will notice a breakthrough in your career" 

The Postgraduate certificate in Drawing and Plastic Arts Syllabus Design is designed to improve the student's competencies as a future teacher through the most innovative educational technology and in a hybrid learning regime. 

This program is distinguished by the fact that its contents can be taken 100% online, adapting to the needs and obligations of the student in an asynchronous and completely self-manageable manner. The student will be able to choose which days, at what time and for how long to dedicate to the course of the contents of the program. Always in tune with the skills and capabilities dedicated to it. 

The order and distribution of the subjects and their units is specially designed to allow each student to choose their own schedule and self-manage their time. For this purpose, you will have at your disposal theoretical materials presented through enriched texts, multimedia presentations, exercises and guided practical activities, motivational videos, master classes and case studies, where you will be able to evoke knowledge in an orderly manner and work on decision making that demonstrates your high level education within this field of teaching. 
 

Our teaching methodology, the most innovative on the market today, will allow you to learn in context with the use of the latest educational technology" 

The Postgraduate certificate in Drawing and Plastic Arts Syllabus Design contains the most complete and up-to-date educational program on the market. The most important features include:

• Practical cases presented in simulated scenarios by experts in the area of knowledge, where the student will demonstrate in an orderly manner the knowledge learned and demonstrate the skills acquired
• 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
• The latest developments on the educational task of the high school teacher 
• Practical exercises where to perform the self-assessment process to improve learning,
  as well as activities at different levels of competence, according to Miller's model 
• Special emphasis on innovative methodologies and teaching research 
• 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 

Thanks to this program, you will be able to achieve the necessary skills to be a successful professional" 

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 teacher must try to solve the different professional practice situations that arise throughout the educational program. For this purpose, the students will be assisted by an innovative interactive video system created by renowned and experienced experts.    

This 100% online program will allow you to balance your studies with your professional work while increasing your knowledge in this field"

By studying this intensive program you will increase your performance level and teaching skills"

The structure of the contents has been designed by teaching professionals with extensive experience and recognized prestige in the profession, backed by the volume of cases reviewed and studied, and with extensive knowledge of new technologies applied to teaching. 

We offer you the most complete and up-to-date educational program on the market. We strive for excellence and for you to achieve it too" 

Module 1. Drawing and Plastic Arts Syllabus Design 

1.1. Syllabus and its Structure 

1.1.1. School Syllabus: Concept and Components
1.1.2. Syllabus Design: Concept, Structure and Functioning
1.1.3. Levels of Syllabus Specification
1.1.4. Syllabus Model
1.1.5. Educational Programming as a Working Tool in the Classroom.

1.2. Legislation as a Guide to Syllabus Design and Key Competencies 

1.2.1. Review of Current National Educational Legislation
1.2.2. What are Competencies? 
1.2.3. Types of Skills 
1.2.4. Key Competencies
1.2.5. Description and Components of Key Competencies

1.3. The Spanish Education System Teaching Levels and Modalities 

1.3.1. Education System: Interaction between Society, Education and the School System
1.3.2. The Educational System: Factors and Elements
1.3.3. General Characteristics of the Spanish Educational System
1.3.4. Configuration of the Spanish Educational System
1.3.5. High School Education
1.3.6. Baccalaureate
1.3.7. Artistic Education
1.3.8. Language Teaching
1.3.9. Sports Education 
1.3.10. Adult Education

1.4. Analysis of the Drawing and Plastic Arts Syllabus 

1.4.1. The Artistic Syllabus in Current Legislation and Regulations
1.4.2. Structure of the Curricular Designs of the Subject: Plastic, Visual and Audiovisual Education. Content Blocks
1.4.3. Structure of the Syllabus Designs of the Baccalaureate of Arts. Content Blocks

1.5. Didactic Programming I 

1.5.1. Context
1.5.2. Objectives and Key Competencies
1.5.3. Content Sequencing
1.5.4. Evaluation Criteria and Learning Results
1.5.5. Learning Standards
1.5.6. Methodology

1.6. Didactic Programming II 

1.6.1. Introduction to Teaching Resources and Materials
1.6.2. Working Materials and Resources in Art Education
1.6.3. Evaluation: Procedures and Qualification Criteria
1.6.4. Other Sections of the Programming that must Considered: Measures of Attention to Diversity and Syllabus Adaptations TIC and Extracurricular Activities

1.7. The Didactic Unit I 

1.7.1. Introduction. Concepts
1.7.2. Fundamental Phases in the Design Process of the Didactic Unit
1.7.3. Sections that Make Up the Didactic Unit
1.7.4. Deepening in the Fundamental Sections

1.8. The Didactic Unit II

1.8.1. The Didactic Programming in Vocational Training Cycles
1.8.2. The Didactic Unit (Work Unit) in Vocational Training Cycles
1.8.3. General Conditions to be Fulfilled by Didactic Units or Work Units
1.8.4. Validation of Didactic or Work Units
1.8.5. The Design and Development of Didactic/Work Units as the Axis of Educational Research and Innovation

1.9. Programming Teaching Units 

1.9.1. The Didactic Unit in Compulsory High School Education and Baccalaureate: Design in a Competency-Based Approach
1.9.2. Formulating Didactics Objectives
1.9.3. Contents
1.9.4. Formulation of Didactic Objectives
1.9.5. Methodology: Didactics Principles
1.9.6. Activities
1.9.7. The Evaluation Criteria and Assessable Learning Standards
1.9.8. Programming a Unit of Work

1.10. Examples of Didactic Unit

1.10.1. Standards Used to Exemplify Didactic Units
1.10.2. Example (Compulsory High School Education)
1.10.3. Example (Baccalaureate)
1.10.4. Identification of the Title for which the Didactic Units are Exemplified
1.10.5. The Didactic Unit in VET
1.10.6. Examples.

This will provide key education to advance in your career"