A program that will optimize your effort and turn it into performance with the best learning system on the market” 

TECH offers instructional development that boosts students' abilities in geography and history, is supported by innovative and up-to-date programming, and includes assessment techniques that provide the necessary information to measure real progress and allow teachers to adapt their intervention. 

This Postgraduate diploma includes personalized tutoring and all manner of help and advice in order to be successfully completed. The modality of a Postgraduate diploma is always an enormous advantage for those who take it, since it grants them access to the resources provided at any time and place, allowing them greater autonomy in learning and in carrying out the proposed activities. 

Teachers should be aware of the development of their discipline over time and of the various legislative changes that have taken place in the field of education, in order to improve their skills when teaching an everchanging and evolving student body. 

It is precisely given this need to update that this Postgraduate diploma offers teachers a special treatment of ICT, extremely current tools in our education system that serve as attractive vehicles to engage students. 

Moreover, as the program delves into different methodological and assessment techniques, educators will be able to develop the necessary capacity to establish a satisfactory teaching-learning process with their students.

Work with greater solvency using a teaching program supported by advanced techniques and give a boost to your teaching of history and geography in high school” 

This Postgraduate diploma in Educational Programming and Assessment in History and Geography in High School contains the most complete and up-to-date program on the market. The most important features include: 

• A large number of practical cases presented by experts in Teaching History and Geography in High School 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 Teaching History and Geography in High School 
• It contains practical exercises where the self-evaluation process can be carried out to improve learning 
• Algorithm-based interactive learning system for decision-making in the situations that are presented to the student 
• With special emphasis on evidence-based methodologies in Teaching History and Geography in High School 
• All of this will be complemented by 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

This Postgraduate diploma, in addition to updating your knowledge of Educational Programming and Assessment in History and Geography in High School will provide you with a university qualification that will complete your CV” 

The teaching staff includes teaching professionals in the field History and Geography in High School, who bring their experience to this program, as well as renowned specialists belonging to leading societies and prestigious universities. 

The multimedia content developed with the latest educational technology will provide students with situated and contextual learning, i.e., a simulated environment that will provide immersive learning programmed to train in real situations. 

This program is designed around Problem-Based Learning, whereby students must try to solve the different professional practice situations that arise throughout the program. For this purpose, the professional will be assisted by an innovative, interactive video system developed by recognized experts in the field of Teaching History and Geography in High School who have extensive teaching experience. 

We promote your professional and personal growth through the highest-quality teaching systems"

Take the opportunity to learn about the latest advances in Educational Programming and Assessment in History and Geography in High School and improve your support to students"

The contents have been structured and designed by a team of professionals from the best educational institutions and universities in the country, who are aware of the relevance of up-to-date, innovative training and are committed to quality teaching using new educational technologies. 

A program that incorporates all the latest developments in history and geography education, with the ability to apply them confidently in your daily work”

Module 1. The Importance of Teaching Geography and History

1.1. History as a School Subject

1.1.1. History Emerges in Education
1.1.2. Its Place in the Humanities
1.1.3. Adapting History to Academic Life

1.2. The Background of Geography in Education

1.2.1. Geography in Education
1.2.2. Its Ambiguous Place between the Humanities and Other Sciences
1.2.3. Adapting Geography to Academic Life

1.3. Historians as Teachers

1.3.1. Academic Profile of Historians
1.3.2. Historians as Researchers and Teachers
1.3.3. The Importance of Knowing History

1.4. Geographer as Teachers

1.4.1. Academic Profile of Geographers
1.4.2. White Paper on the Degree in Geography and Spatial Planning
1.4.3. Professional Opportunities and the Importance of Geography Teachers

1.5. Art History as an Academic Discipline

1.5.1. Academic Profile of Art Historians
1.5.2. Fundamental Discipline to Know Our History and Environment
1.5.3. Professional Opportunities and the Importance of Knowing Art and Heritage

1.6. Changes in the Conception of the Teaching Approach to Social Sciences

1.6.1. Links between History and Geography
1.6.2. From Memorization to More Didactic Teaching
1.6.3. Changes in Workbooks and Textbooks

1.7. Interdisciplinarity

1.7.1. Auxiliary Sciences of History
1.7.2. Auxiliary Sciences of Geography
1.7.3. The Need for Cooperation between Different Subjects

1.8. A Discipline of the Past, for the Present and the Future

1.8.1. Historical Sources and Art as a Source of Knowledge
1.8.2. The Importance of Art from an Early Age
1.8.3. The Need to Expand the Discipline in Educational Curricula

1.9. The Value of Humanistic Knowledge Today

1.9.1. Crisis of the Humanities
1.9.2. The Humanities and Their Work in Our Society
1.9.3. Conclusion and Reflection on the Role of the Humanities in the Western World

Module 2. Educational Programming

2.1. What Does Programming Consist of?

2.1.1. Different Meanings
2.1.2. Programming as a Teacher Guide
2.1.3. Different Types of Programs According to Academic Year

2.2. Educational Programming and Its Different Sections

2.2.1. Objectives
2.2.2. Contents
2.2.3. Learning Standards

2.3. Teaching Units and Sections

2.3.1. Contents
2.3.2. Objectives
2.3.3. Sample Activities and Suggested Tasks
2.3.4. Attention to Diversity. Spaces and Resources. Assessment Procedures. Assessment Tools

2.4. Different Educational Curricula According to Autonomous Communities

2.4.1. Comparison between Communities
2.4.2. Common Elements in Curricula
2.4.3. Differences between ESO and Bachillerato

2.5. Useful Bibliography for Educational Programming

2.5.1. Ausubel
2.5.2. Piaget
2.5.3. Combas Project

2.6. Possible Strategies when Defending an Educational Program or Unit

2.6.1. On How to Face the Presentation
2.6.2. Defence Models
2.6.3. Annexes and Materials that Can Be Enclosed

2.7. Examinations, Possible Approaches

2.7.1. Multiple-Choice Tests
2.7.2. Examinations of Medium or Long Development
2.7.3. Advantages and Disadvantages of Each and Elaborating Mixed Examinations

2.8. Rubrics

2.8.1. Examples and Templates
2.8.2. Uses
2.8.3. Templates or Rubrics as Tools for Improvement

2.9. Activities, Exercises, Tasks and the Different Levels of Complexity

2.9.1. Differences and Examples
2.9.2. Self-Study
2.9.3. Self-Assessment Exercise Plans

2.10. Importance of the 2nd year in Baccalaureate

2.10.1. A Decisive Year and What It Means for Students
2.10.2. On How to Guide Students
2.10.3. Features

Module 3. Assessment

3.1. Assessment Objectives

3.1.1. Search for Problems or Deficiencies
3.1.2. Establish Solutions
3.1.3. Improve Teaching and Learning Processes

3.2. Criteria to be Followed

3.2.1. Preliminary Assessment
3.2.2. Establishing the Most Adequate System
3.2.3. Extraordinary Tests

3.3. Different Assessment Models

3.3.1. Final Assessment
3.3.2. Continuous Assessment
3.3.3. Tests and Exams

3.4. Cases and Practical Examples

3.4.1. Different Exam Models
3.4.2. Different Headings
3.4.3. Cumulative or Percentage Grading

3.5. The Importance of the Assessment System

3.5.1. Different Systems according to the Features of the Student Body
3.5.2. Function of Assessment Criteria
3.5.3. List and Features of Assessment Techniques and Tools

3.6. LOMCE Evaluation

3.6.1. Assessment Criteria
3.6.2. Standards
3.6.3. Differences between Assessment in High School and Pre-University Education

3.7. Different Authors, Different Visions

3.7.1. Zabalza
3.7.2. Weiss
3.7.3. Our Own Assessment Project

3.8. Different Realities, Different Assessment Systems

3.8.1. Preparing Initial Assessments: Examples and Templates
3.8.2. Establishing Teaching Plans
3.8.3. Checking Learning by Means of Tests

3.9. Self-Assessment as Teachers

3.9.1. Questions to Ask Ourselves
3.9.2. Analyzing Our Own Results
3.9.3. Improving for the Next Academic Year

A unique, key, and decisive educational experience to boost your professional development”