In accordance with the Norms of Evaluation, review and claim of the qualifications of the University Degree and Master's studies, the subject is committed to continuous evaluation and active learning methodologies. To pass the subject, students must obtain a 5 in the overall rating of the same and have passed each of the evaluable methodologies.

For students who cannot attend for justified reasons, the same evaluation system will be maintained, so they must be aware of the proposed activities and their delivery dates.

Therefore, on the day marked on the official calendar, no exam will be held, since the continuous assessment will have ended at the end of the teaching of the subject.It is mandatory that the students under this modality, communicate it in the first two sessions of the semester through a tutorial with the teacher.

The July call will be aimed at students who either did not pass the subject or did not show up.

In the first case (students who did not pass the subject in the June session), they will carry out the continuous assessment activities that they did not pass again.
In the second case (students not presented), they will carry out all the continuous assessment activities.

In both cases, it is necessary to deliver the activities with a deadline one week before the date marked as an exam in the official calendar, carrying out the objective test that represents 40% of the total grade, on the official date.

It is understood that university students have assumed the linguistic abilities in relation to oral expression and writing. Therefore, spelling (spelling, accentuation and punctuation), grammatical and lexical correction is essential and mandatory in the work and exams carried out as an essential condition to pass the subject.

Regarding the fraudulent performance (plagiarism) of the evaluation tests, the qualification will adjust to what is established in article 14. In the realization of works, plagiarism and the use of non-original material, including that obtained through the Internet, without express indication of its origin and, if applicable, the permission of its author, may be considered cause of qualification of suspense in the activity. All this without prejudice to the disciplinary responsibilities that could take place after the corresponding procedure".

Learning outcomes	Study programme competences
Understand the theoretical, conceptual and legal bases of professional guidance and assess its implications for intervention.	AJ6
Characterize the institutional development of career guidance and analyze its current situation.	AJ6	BC3 BC4 BC6 BC10 BC11 BC13	CC4
Analyze the sociopolitical functions of professional guidance and reflect on the possibilities and characteristics of a professional orientation for change that affects a non-discriminatory practice.	AJ7 AJ12
Plan and evaluate interventions applicable to different contexts and recipients.	AJ1 AJ4 AJ12	BC4
Know the different areas of application of ICT in professional guidance and know how to use them.		BC10 BC11	CC3 CC6
Understand the need to incorporate the gender approach and design professional guidance proposals that integrate the gender dimension.	AJ7 AJ12	BC3 BC6 BC8
Acquire a critical and transformative attitude before the problems of professional orientation.	AJ7		CC4 CC6

Topic	Sub-topic
Topic 1. Conceptual delimitation and theoretical bases of professional orientation.	1.1. Background and conceptual delimitation of orientation 1.2. Contexts of intervention in professional orientation 1.3. Psychopedagogical principles of intervention.
Topic 2. The orientation for the transition from the educational world to the working world.	2.1 Models of intervention in professional orientation 2.2. The processes of transition to employment
Topic 3. Professional orientation with unemployed people.	3.1. Employment/unemployment: evolution and current situation 3.2 Groups with special difficulties for their insertion in the labor market.
Topic 4. The personalized insertion itineraries as intervention methodology.	4.1. Orientation as the guiding axis of insertion itineraries.
Topic 5. ICT and professional orientation: areas of use.	5.1. Repercussion of the TIC in the guiding processes.
Topic 6. Professional orientation with a gender focus: purposes and guidelines for its integration.	6.1. Gender in the construction of professional identity

Methodologies / tests	Competencies	Ordinary class hours	Student’s personal work hours	Total hours
Supervised projects	A1 A6 A7 A12 B3 B4 B6 B10 B13 C6	15	20	35
Document analysis	A12 B6 B11 B13 C4 C6	3	6	9
Guest lecture / keynote speech	A6 B11 B13 C3 C4 C6	16.5	7	23.5
Case study	A1 A4 A6 A7 A12 B3 B4 B6 B8 B10 B11 B13 C3 C4 C6	7	0	7
Collaborative learning	A1 A6 A7 A12 B3 B4 B6 B10 B13 C6	25	8	33

Personalized attention		5	0	5

(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies	Description
Supervised projects	Methodology designed to promote the autonomous learning of the students, under the tutelage of the teaching staff and in varied scenarios (academic and professional). It is referred primarily to the learning of "how to do things." It constitutes an option based on the assumption by the students of the responsibility for their own learning. This teaching system is based on two basic elements: the independent learning of the students and the monitoring of that learning by the teacher-tutor. The students will make a proposal for learning-service (ApS): educational proposal that combines learning processes and service to the community in a single project, in which the participants are trained by working on real needs of the contour in order to improve it. In the context of the curricula of the UDC, the ApS proposal will be made, if possible, within the framework of the different subjects of the degree, coordinating with the teaching staff responsible for them.
Document analysis	Methodological technique that involves the use of audiovisual and / or bibliographic documents (fragments of documentary reports or films, current news, graphic panels, photographs, biographies, articles, legislative texts, etc.) relevant to the subject matter with specific activities designed for the analysis of them. It can be used as a general introduction to a topic, as an application tool for case studies, for the explanation of processes that can not be observed directly, for the presentation of complex situations or as a synthesis of theoretical or practical contents.
Guest lecture / keynote speech	Oral presentation complemented with the use of audiovisual media and the introduction of some questions addressed to the students, in order to transmit knowledge and facilitate learning. The master class is also known as "lecture", "expository method" or "master lesson". This last modality is usually reserved for a special type of lesson given by a teacher on special occasions, with a content that supposes an original elaboration and based on the almost exclusive use of the word as a way of transmitting the information to the audience.
Case study	Methodology where the subject faces the description of a specific situation that poses a problem that has to be understood, valued and solved by a group of people, through a process of discussion. The students are faced with a specific problem (case), which describes a real situation of professional life, and must be able to analyze a series of facts, referring to a particular field of knowledge or action, to reach a reasoned decision through a process of discussion in small work groups.
Collaborative learning	Set of teaching-learning procedures guided in person and / or supported by information and communication technologies, which are based on the organization of the class into small groups in which students work together to solve tasks assigned by teachers to optimize their own learning and that of the other members of the group.

Methodologies	Competencies	Description	Qualification
Supervised projects	A1 A6 A7 A12 B3 B4 B6 B10 B13 C6	The students will make a proposal for learning-service (ApS): educational proposal that combines learning processes and service to the community in a single project, in which the participants are trained by working on real needs of the contour in order to improve it. In the context of the curricula of the UDC, the ApS proposal will be made, if possible, within the framework of the different subjects of the degree, coordinating with the teaching staff responsible for them.	100

Assessment comments
In accordance with the Norms of Evaluation, review and claim of the qualifications of the University Degree and Master's studies, the subject is committed to continuous evaluation and active learning methodologies. To pass the subject, students must obtain a 5 in the overall rating of the same and have passed each of the evaluable methodologies. For students who cannot attend for justified reasons, the same evaluation system will be maintained, so they must be aware of the proposed activities and their delivery dates. Therefore, on the day marked on the official calendar, no exam will be held, since the continuous assessment will have ended at the end of the teaching of the subject.It is mandatory that the students under this modality, communicate it in the first two sessions of the semester through a tutorial with the teacher. The July call will be aimed at students who either did not pass the subject or did not show up. In the first case (students who did not pass the subject in the June session), they will carry out the continuous assessment activities that they did not pass again. In the second case (students not presented), they will carry out all the continuous assessment activities. In both cases, it is necessary to deliver the activities with a deadline one week before the date marked as an exam in the official calendar, carrying out the objective test that represents 40% of the total grade, on the official date. It is understood that university students have assumed the linguistic abilities in relation to oral expression and writing. Therefore, spelling (spelling, accentuation and punctuation), grammatical and lexical correction is essential and mandatory in the work and exams carried out as an essential condition to pass the subject. Regarding the fraudulent performance (plagiarism) of the evaluation tests, the qualification will adjust to what is established in article 14. In the realization of works, plagiarism and the use of non-original material, including that obtained through the Internet, without express indication of its origin and, if applicable, the permission of its author, may be considered cause of qualification of suspense in the activity. All this without prejudice to the disciplinary responsibilities that could take place after the corresponding procedure".

Basic	Sánchez García, M. F. (2004). Orientación laboral para la diversidad y el cambio. Sanz y Torres Álvarez González, M. (2013). Bases teórico-prácticas de la orientación profesional. UNED Cifre Gallego, E. (2022). Desarrollando en el aula competencias de orientación profesional con perspectiva de género. http://dx.doi.org/10.6035/InnovacioEducativa.27 Rodríguez-Esteban, A. y Padín García, A. (2022). Diferencias según el género en los intereses académico-profesionales ¿persisten los estereotipos?. Revista Española de Orientación y Psicopedagogía, 33 (1), Carrillo González, F. (2021). Efectividad de un programa para la mejora del proyecto profesional y la marca personal. Revista Española de Orientación y Psicopedagogía, 32 (2), Sebastián Ramos, A. (2000). El mercado de trabajo y el acceso al mundo laboral una perspectiva desde la orientación profesional. Estel Piqueras Gómez, R., Carrasco Hernández, A., Rodríguez-Arias Palomo, J. L., & Altuna Urcelay, A. (2021). Evaluación de conductas y actitudes de búsqueda de empleo. Revisión y validación de tres escalas para la orientación profesional. Revista Española de Orientación y Psicopedagogía, 32 (2) Cobos Cedillo, A. (2012). La orientación profesional y la búsqueda de empleo. Experiencias innovadoras y técnicas de intervención que facilitan la inserción laboral. Editorial Grao Martínez Clares, P. (2002). La orientación psicopedagógica: modelos y estrategias de intervención. EOS Izquierdo Rus, T. (2010). Los nuevos retos del mercado laboral: una perspectiva desde la orientación profesional. Editorial Amarantos Moreu, A.C. y Bisquerra, R. (2002). Los orígenes de la psicopedagogía: el concepto y el término. Revista Española de Orientación y Psicopedagogía, 13 (1), Martínez Serrano. M.E., Pérez Herrero, M.H. y Burguera Condon, J. L. (2022). Orientación para el desarrollo de la carrera en educación secundaria: Una revisión sistemática. Revista de Investigación Educativa, 40 (1), 107–126 Echeverría Samanés, B. (2008). Orientación profesional. Editorial UOC Santana Vega, L.E. (2013). Orientación profesional. Síntesis Rodríguez Moreno, M.L. (2011). Orientación profesional no sexista: teoría y práctica. Editorial Académica Española Sánchez García, M.F. (2013). Orientación profesional y personal (libro electrónico). UNED Manzanares Moya, A. y Sanz López, C. (2016). Orientación profesional. Fundamentos y estrategias. Wolters Kluwer Sobrado Fernández, L.M. y Cortés Pascual, A. (2009). Orientación profesional: nuevos escenarios y perspectivas. Biblioteca Nueva Manzanares, A. y Sanz C. (2012). Situación actual y desafíos de la orientación: repensando la orientación en el ámbito educativo. Walters Kluwer Educacion
	Para cada tema proporcionarase bibliografía e webgrafía específica.
Complementary

Other comments
The sending of works will be done through virtual platforms.  A sustainable use of resources and the prevention of negative impacts on the natural environment must be made.  The importance of ethical principles related to sustainability values ??in personal and professional behavior must be taken into account.