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Degree in Primary Education (Blended Learning)

This degree offers students the academic training and human development required to work as primary education teachers (6 - 12 years), helping children to understand the world around them through observation, artisitc expression, music, language, literature, history, and sports.

Blended learning

240 ECTS

4 years


Degree certificate:
University of Alcalá
Specialisation courses:

- Foreign language
- Special educational needs
- Physical education (face-to-face)

What does the Degree in Primary Education offer?

During this four-year degree programme, students acquire resources and strategies to facilitate children’s autonomy and ability to communicate and express themselves. At CUCC, we provide the kind of friendly and supportive learning environment that we hope our students will emulate in the future to foster the development and growth of their pupils.

To become good teachers, we believe that our students require a combination of theory and practice. For this reason, our degree programmes place importance on real classroom contact. In the 2nd, 3rd and 4th years, you will obtain first-hand experience working in schools alongside tutors, teachers and directors. Most importantly, you will help to organise and carry out activities with children and engage in their learning process.

English language training is a key component of our degree programmes. In order to graduate, education students must have at least a B1 English level according to the CEFR (Common European Framework of Reference for Languages). In addition, official language certifications are extremely useful in the professional and academic world, and may be required for certain job positions, public examinations, and postgraduate programmes. Therefore, CUCC offers students different options for learning languages and obtaining official certificates.

Objectives and competences


This degree qualifies graduates to work as primary education teachers (children aged 6 to 12 years) and respond to the following challenges: 

  • To contribute to children’s development and growth, while considering their family and socio-cultural context.
  • To teach children to observe the world around them, ask questions, and interpret reality with the help of adults.
  • To awaken children’s interest in language, mathematics, music, nature, and sport, through games and activities.
  • To create a welcoming environment inside and outside the classroom to facilitate children’s growth and learning.
  • To enhance children’s ability to express themselves and communicate with each other and with adults, based on listening and respect.


  • To promote respect for fundamental rights and gender equality.
  • To promote respect, human rights, and the principles of universal accessibility and design for all in accordance with Provision 10 of Law 51/2003, of 2 December, on equal opportunities, non-discrimination and universal accessibility for persons with disabilities.
  • To promote the values inherent in a culture of peace and democracy.
  • To acquire and understand the subject matter presented in different areas of study of the degree to work as a qualified infant education teacher.
  • To know how to apply this knowledge in a professional manner, demonstrating mastery of skills to construct and defend arguments and resolve problems in different areas of study.
  • To be able to collect and interpret relevant data from different areas of study and express informed opinions related to socio-educational, scientific and ethical topics.
  • To be able to transmit information, ideas, problems, and solutions to specialised staff involved directly and indirectly their education.
  • To acquire the necessary learning skills to further their education independently.

Download objectives and competences

Career opportunities

Regulated professions for Primary Education graduates

Regulated professions for holders of the primary education degree:

  • Public, state-subsidised, and private schools with children aged 6 to 12 years old.
  • Other centres outside the school context, such as education programmes for children aged 6 to 12 years old in hospitals, prisons, and other organisations.
  • Institutions that offer education projects, such as museums, play centres, arts and sports clubs, theatres, etc.
  • Education-related sectors, such as the creation of teaching materials, textbooks and computer programs.

To teach religion in primary education schools (public, private and state-subsidised), students must hold the Ecclesiastical Declaration of Academic Competence (DECA) certificate. CUCC students can take the DECA course as part of their degree programme.

Postgraduate and specialisation programmes for Primary Education graduates

Primary Education graduates have different options to further their training:

  • Postgraduate programmes

Master's degrees offer an advanced level of training based on academic and professional specialisation and research.

PhD programmes provide graduates with advanced research training. The duration of PhD programmes is not based on credits. They involve a period of training and a period of research (PhD thesis).

  • Second degree in Infant Education. As many subjects taken in the Primary Education degree are eligible for credit transfer, students can complete a second degree in Infant Education in just one and a half academic years.
  • Specialisation and continuing education courses.
Programme description

Degree certificate

Degree in Primary Education

Teaching centre

Centro Universitario Cardenal Cisneros          
Avda. Jesuitas 34
28806 Alcalá de Henares (Madrid)

Date of publication in the Spanish Official State Gazette (BOE)


Year introduced

  • 2010/11: 1st year
  • 2011/12: 1st and 2nd year
  • 2012/13: 1st, 2nd and 3rd year
  • 2013/14: 1st, 2nd, 3rd, and 4th year


240 ECTs

Teaching format



Virtual Community

Area of knowledge

Social and Legal Sciences

Places available for incoming students


Teaching language


English level

B1 (information on English level

Minimum number of ECTS credits

Continuance policy

Credit distribution

Subject group Credits
Basic training 100
Compulsory 60
Elective subjects from the degree programme 30
External internships 38
Final year project 12
Total 240


Documentation and related resources

It is possible to study from home

The CUCC virtual campus is an online teaching and learning platform in operation for over 10 years. It enables remote students to obtain official degree qualifications with the same teaching quality standards as our traditional programmes without needing to attend classes in person every day. 

What methodology is used in our blended-learning degree programmes?
  • The virtual campus is a teaching and learning environment that lets you study and learn as if you were in a face-to-face class. It is accessible from anywhere with an internet connection.
  • As CUCC is administratively linked to the University of Alcalá, students will obtain an official UAH degree.
  • Students manage their work and study time. They also participate and interact with their classmates through the platform in activities, seminars and forums.
  • Personalised service and tutorials with subject teachers.
  • Students can balance their studies with their work and family life.
  • Attendance is compulsory for exams and the Practicum subject taken in the 2nd, 3rd, and 4th years.
  • In addition to the online training, students attend two Saturday sessions each month at the CUCC campus. A tutor will monitor your progress throughout the academic year by providing continuous and final assessment, correcting activities, and resolving any doubts.
  • Your professors may use face-to-face sessions for assessment activities. If you are unable to attend, you will be given an alternative to complete the activities using other resources.
  • Exams (ordinary exam period) are held on Saturdays at the CUCC campus in Alcalá de Henares. 
  • Students can complete their Practicum in different autonomous communities, in accordance with the regulations and general internship application procedure of each centre.
Discover the potential of Campus Plus
  • Complete your training with free courses on innovative methodologies, emotional intelligence, robotics, etc. The courses are designed to be combined with your Saturday face-to-face sessions.
  • You will be given a Microsoft 365 licence when you enrol for use during your studies. In addition, we offer support so you can get the most out of your Office package.
  • Free entrance to lectures and talks on career guidance, human rights, environmental issues, etc., held on Saturdays.
  • You can participate in activities involving local schools and families to put your knowledge into practice in real contexts.
  • You can also get involved in a variety of social and sports events held at the CUCC campus or in the local area.

Active and constructive methodology

We use an active and constructive methodology based on the principles of student-centred learning. This active and participatory approach involves planning and developing training actions that foster independent learning.

These methodologies enable students to learn and experiment with useful tools and resources for their future teaching careers, such as:

  • Problem-Based Learning (PBL): PBL allows students to learn from real situations through analysis and joint reflection with other students, and the creation of specific actions.
  • Cooperative learning: Strong teamwork skills are valued highly by students and employers. This learning model helps students to develop basic teamwork skills, work towards common goals, solve problems, and get the most out of cooperative learning.
  • Dialogic talks: This teaching resource is based on reading books and joint reflection. It enables students to connect new and existing knowledge, discover new ideas, listen to others, and enrich their own perspectives with the opinions of others.
  • Project-based learning and interdisciplinary activities: This methodology demonstrates that knowledge is not fragmented. Students learn to recognise the connections between different courses and subjects. This comprehensive perspective of learning is extremely useful for future teachers.

Teaching staff

CUCC’s teaching staff is formed by professionals committed to teaching, research, innovative projects, and social and environmental actions.   

Meet your future professors

Our teaching and learning model is based on maintaining a close and supportive relationship with students. At CUCC, we make students the protagonists of learning to foster their critical thinking, autonomy and personal growth.

Teaching internships in schools

The 2nd, 3rd, and 4th years of the degree programme involve practical teaching internships in schools. You will have the opportunity to experience first-hand an infant education classroom, learn from teachers, and put your acquired knowledge and skills into practice.

The practicum offers real contact with innovative, engaged, and open schools, providing meaningful and valuable experiences for your personal and professional future.


Students can take internships in public, private and state-subsidised schools.

The practicum coordinators will guide you through the entire process of choosing an internship at schools in the Community of Madrid and the province of Guadalajara, many of which are bilingual schools.

Students can also apply to take internships in different autonomous communities or countries by contacting the Practicum Coordinators.

The Practicum in our Education Degrees is organised as follows:

Practicum subject Year Term Credit Internship in schools
Practicum I 2nd 1st 8 ECTS
200 hours 
25 days over 5 weeks
Practicum II 3rd 2nd 12 ECTS
300 hours
30 days over 6 weeks
Practicum III 4th 2nd 18 ECTS
450 hours
60 days over 12 weeks
Total     38 ECTS
950 hours
115 days over 23 weeks

The duration of the internship is calculated based on full school days, regardless of the timetable of each school.

Each year, CUCC publishes a list of available internships. Students then apply to schools in order of preference. After the selection deadline, students are assigned internship placements in accordance with the regulations of the autonomous community, UAH, and CUCC.

Practicum structure
  • Practicum I. This subject is taken in the 2nd year and introduces students to the real school context. The aim is for students to learn how schools and classrooms work by observing and participating in class activities. We refer to this stage as participant observation.
  • Practicum II. This subject is taken in the 3rd year. The aim is for students to engage in teaching children and participate in class activities. The students are supervised and guided by a class teacher at all times. We refer to this stage as guided intervention.
  • Practicum III. This subject is taken in the 4th year. In this final internship, students have more independence and play an active role in classes with children. They have the chance to apply their expertise and resources in a real class environment. We refer to this stage as autonomous intervention.
International internships

In the 3rd and 4th years, you can apply to take your internships abroad (e.g., Ireland, UK, Finland, Canada, Nepal, Australia, etc.)

You can also complete your practicum as part of the Erasmus programme or other international student mobility programmes. If you are interested in doing so, please contact the Practicum and International Relations departments at CUCC.


Each student is assigned two practicum tutors: one from CUCC and another from the internship school. These tutors offer guidance and support to help students develop excellent teaching skills. The school tutor provides support during the internship. Meanwhile, the CUCC tutor holds preparatory and guidance sessions during the internship period:

  • Previous training sessions: The aim of the prior training sessions is to facilitate reflection about teaching and to prepare students for their role during the internship.
  • Simultaneous training sessions: These sessions are held during the internship period. The aim is to encourage students to reflect on what they have observed in classes and to suggest improvements together with their classmates and tutor.


The CUCC tutor maintains contact with the students throughout the internship, while also monitoring their performance in the internship school and the previous and simultaneous sessions.


Assessment is based on three components:

  • External assessment by the school tutor.
  • Internal assessment by the CUCC Practicum tutor.
  • Self-assessment by the student regarding their performance.

Telephone: 91 889 12 54 Ext. 116 & 117.
Location: Office 10 (Coordinator)
                    Office 12 (Practicum secretary)
Office hours: Monday to Friday: 9.00 a.m. - 3.00 p.m.

Teacher profile

To become a teacher and dedicate yourself to one of the most rewarding professions in the world, you should have:

  • An interest in education
  • The ability to analyse, pay attention, communicate and persuade.
  • Creativity and the ability to engage in effective teaching proposals.
  • The ability to think critically about reality and the teaching environment.
  • Desire and enthusiasm to work in teams through respect, tolerance and cooperation.
Access routes

Official Degree Programmes can be accessed by holders of the following qualifications:

  • Secondary school certificate (LOMCE) and university entrance exam (EvAU)
  • Higher Technician Diploma (FP II).
  • Certificate from Foreign Education Systems.
  • University degrees.
  • Partial university studies.
  • Students from previous legislation (LOE, LOGSE, COU, PREU or equivalent) and the PAU university entrance exam.
  • People over the age of 25 years.
  • People over the age of 40 years (with work experience).
  • People over the age of 45 years.

Registration and enrolment procedure

To study at a private centre like CUCC, you must follow the General Admission Procedure of the Single University District of Madrid. Applicants must apply through the pre-enrolment application of the single university district of Madrid. You can list up to twelve degree programmes in order of preference at public universities and affiliated centres of the Community of Madrid

The process involves three steps: 

  1. Pre-enrolling in the single district
  2. Consulting the admissions list
  3. Enrolling in the university where you are admitted