Presentation

The subject "Education and coexistence in and out of the classroom" attempts to offer students knowledge related to the analysis of current coexistence trends in the educational system. Specifically, it defines the main skills and knowledge necessary for creating spaces for coexistence, both in and out of the classroom. It also specifies how a Coexistence and Equality Plan is created and put into practice in educational centres.

On the other hand, in order to understand situations that could be creating a negative school environment, we will explain the conditions that lead to discrimination and conflict at school.

After that, we will cover the different types of prevention and intervention that help us to solve school conflict in a positive and egalitarian manner. In addition, we will also reflect on the role and different possibilities of intervention of families in school coexistence. From this perspective, we will explain the core protocols for action in cases of school conflict.

Lastly, we will analyse the influence of information and communication technologies on the beliefs, attitudes and behaviours or children and adolescents. In sum, this subject will enable students to analyse and intervene, from a holistic point of view, in the phenomenon of school conflict and discrimination, and to promote good school coexistence in and out of the classroom.

Basic competences

• BC3: Students have the ability to gather and interpret relevant data (usually within their area of study) to make judgements that include a reflection on relevant social, scientific or ethical issues.
• BC4: Students can transmit information, ideas, problems and solutions to a specialised and non-specialised public.
• BC5: Students have developed the learning skills required to undertake further studies with a high degree of autonomy.

General competences

• GC3: Design and regulate learning spaces in contexts of diversity that address the unique educational needs of students, gender equality, equity and respect for human rights.
• GC4: Promote coexistence inside and outside the classroom and address the peaceful resolution of conflicts. Know how to systematically observe contexts of learning and coexistence and know how to reflect on them.
• GC7: Know the educational implications of information and communication technologies and, in particular, television in early childhood.
• GC10: Act as counsellor to parents in relation to family education in the 0-6 period and master social skills in the treatment and relationship with the family of each student and with all families.

Specific competences

• SC12: Promote and collaborate in actions inside and outside the school, organised by families, local councils and other institutions with an impact on citizen education.
• SC13: Critically analyse and incorporate the most relevant issues of current society that affect family and school education: social and educational impact of audio-visual languages and screens; changes in intergenerational and gender relationships; multiculturalism and interculturality; discrimination and social inclusion and sustainable development.
• SC22: Address the needs of students and convey security, tranquillity and affection.

Unit 1. Coexistence at school

• Introduction and objectives
• What is coexistence?
• Coexistence models
• Development of basic skills for good coexistence
• School spaces for coexistence
• Bibliographic References

Unit 2. Coexistence and Equality Plan

• Introduction and objectives
• What is the Coexistence and Equality Plan?
• Objectives of the Coexistence and Equality Plan
• Phases of the Coexistence and Equality Plan
• Actions of the Coexistence and Equality Plan
• Monitoring and Evaluation

Unit 3. Discrimination at school

• Introduction and objectives
• The concept of discrimination
• Types of discrimination
• Causes of discrimination
• How to detect situations of discrimination

Unit 4. The School Conflict

• Introduction and Objectives
• What is the conflict?
• Causes of conflict
• Characteristics of the conflict
• Types of school conflict
• Methods of positive conflict resolution

Unit 5. Preventive Strategies and Intervention Techniques

• Introduction and Objectives
• School Conflict Prevention Programmes
• Negotiation in Schools
• Mediation in Schools
• Intervention in the face of detected cases

Unit 6. Family and School

• Introduction and Objectives
• Family-School Relationship
• Influence of the Family on Coexistence at School
• Conflicts between the Family and the School
• Protocol for Action in Cases of Conflict at School
• Recommendations for families

Unit 7. Influence of mass media and technology

• Introduction and objectives
• The Technological Era and its influence on social relations
• Advantages and disadvantages of the ICT for coexistence
• Influence of the ICT on Coexistence at School
• Cyber risks in the student body
• Educational tools for the responsible use of the ICT

The different tasks and activities programmed during the semester have been developed with the goal of adapting the learning process to the different capabilities, necessities and interests of the students.

The activities included in the subject are:

• Work.These are activities of different types: reflection, case analysis, practice, etc.
• Participation in events. Events are scheduled every week of the semester: virtual face-to-face sessions, discussion forums, tests.
• Reading commentary. This is a very specific type of activity that consists in the analysis of texts of articles by expert authors in different units of the subject.

In the weekly program you can find the specific tasks you need to complete in this subject.

Download the program

These activities are combined with the following aspects:

• Personal Study
• Tutoring. The tutoring class can be implemented through different tools and means. During the course of the subject, the teacher-tutor plans the individual tutoring on specific days for the resolution of academic-oriented doubts through “Consultation sessions”. Supplementing these sessions, students have also available the “Ask your teacher” forum through which they can formulate questions and check the corresponding answers on general aspects of the subject. Due to the very nature of the media used, there are no fixed schedules for the students.
• Mandatory on-site final exam.

The hours dedicated to each activity are detailed as follows:

ASSIGNMENTS	HOURS	% ATTENDANCE
Attendance to virtual classes	14	100%
Master classes	8	0
Basic material study	33	0
Reading the additional resources	9	0
Tasks and self-evaluation tests	19	0
Tutoring	10	30 %
Collaborative work, forums, debates, etc.	5	0
Final exam	2	100%
Total	100	-

Basic bibliography

The section Basic Bibliography is essential for the course. If any document (reading, article…) is not available in the virtual classroom, you will have to find it by other means: UNIR bookshop, virtual library…

The necessary texts for the study of this subject had been elaborated by UNIR and are available in a digital format for consultation, download and print in the virtual classroom.

Complementary bibliography

• Alonso-Alegre, S., Díaz, E., Écija, E., García, M.D. and Méndez, M. (2017). Guía para actuar en caso de acoso escolar. Madrid: Escuelas Católicas.
• Brown, B. (2009). Desaprender la discriminación en educación infantil. Madrid: Morata.
• Cava, M. J. and Musitu, G. (2002). La convivencia en la escuela. Barcelona: Paidós.
• Díaz-Aguado, M. J. (2005). Mejorar la convivencia en las aulas a través de la prevención de los conflictos. In: Convivencia en las aulas: problemas y soluciones. Madrid: MEC.
• Funes, S. (coord.) (2009). Gestión eficaz de la convivencia en los centros educativos. Madrid: Wolters Kluwer.
• Garaigordobil, M. (2018). Bullying y cyberbullying: Estrategias de evaluación, prevención e intervención. Barcelona: Editorial UOC.
• González, O. (2014). Familia y Escuela: Guía para que padres y docentes nos entendamos. Bilbao: Desclée De Brouwer.
• Reyzabal, M. V., Hilaro, P. and Montemaayor, S. (2007). Convivencia, Conflicto y Diversidad. Madrid: Consejería de Educación, Dirección General de Promoción Educativa.
• Sancho, M. A. (2007). Nuevos retos para convivir en las aulas: construyendo la escuela cívica. Madrid: Fundación Europea Sociedad y Educación.
• Torrego, J. C. (coord.) (2000). Mediación de conflictos en instituciones educativas. Manual para la formación de mediadores. Madrid: Narcea.

The evaluation system is based on the following numerical chart:

0 - 4, 9	Suspense	(SS)
5,0 - 6,9	Approved	(AP)
7,0 - 8,9	Notable	(NT)
9,0 - 10	Sobresaliente	(SB)

The grade is made up of two components:

On-site final exam (60%). At the end of the semester, you need to assist a mandatory on-site final exam. You need to pass the final exam so the grade obtained from the assignments (continuous assessment) is summed up to the final grade of the subject.

Continuous assessment (40%): this type of assessment will be measured through the different assignments you need to complete during the course:

Remember that you can check the points (value) of each assignment in the weekly program.

Take into account that the sum of the grades of the assignments included in the continuous assessment is 6 points. You can do as many as you want to until a maximum grade of 4 points (which is the maximum grade you will be obtaining in the continuous assessment). In the weekly program, you can find the grade of each assignment.

Assessment method	Min - Max score
Participation in forums, classes, etc.	0% - 40%
Task, practice cases and activities	0% - 40%
Self-evaluation test	0% - 40%
On-site final exam	60% - 60%

Studying online means you can organize your study as you wish, as long as you meet the due dates of the different assignments (activities, tasks and tests). In order to help you, we propose the following steps:

1. From our online platform you will have access to each of the subjects you are enrolled. Apart from this, the virtual classroom of Lo que necesitas saber antes de empezar (All you need to know before starting). In this section, you have available all the documents on how to use the different tools included in the virtual classroom, how a subject is organized and you will also have the possibility to organize your study plan with the tutor.
2. Do not forget to check the weekly program. You will see which part of the content of the course you have to work on every week. You will see which part of the content of the course you have to work on every week.
3. After knowing your work for the week, go to Temas in your virtual classroom. There, you will have access to the study material (theory and practice) from the unit you need to study throughout the week.
4. Start by reading the Key ideas of each unit, there you will find the specific study material and it will help you understand the most important points of the unit. Afterwards, check out the sections Specially Recommended and More Information where you will find more resources in order to deepen on the topic of the unit.
5. Devote some time to the practical cases and tasks in the subject (assignments and test). Remember that in your weekly program you find all the information related to the schedule for each assignment and the maximum grade you can obtain in each of them.
6. We strongly recommend you to participate in the Events of the course (online classes, forums...). To know the precise schedule of the events, you need to check the communications tools in the virtual platform. Your teacher and tutor will inform you on the updates of the course.

In the virtual classroom of Lo que necesitas saber antes de empezar (All you need to know before starting) you will always find available information on the structure of the units and information on their sections.

Remember that in Lo que necesitas saber antes de empezar (All you need to know before starting) you can check how the different tools of the virtual classroom work: email, forum, online classes, sending the tasks, etc.