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ByME Geography and History 3

Programming

Secondary Stage: Year 3

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ByME Secondary Project: Geography and History 3

Contents

Introduction 3Methodological guidance 4Contributing to developing key competences 5Overall stage objectives 18Cross-curricular elements and values education 19Attention to diversity 21Encouraging reading 21Cooperative learning 22Evaluation of teaching practice 23

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IntroductionAccording to Royal Decree 1105/2014, of 26 December, which establishes the core curriculum of Compulsory Secondary Education and Baccalaureate, knowledge of society, its organisation and functioning over time is essential in order to understand the modern world. Finding out about the space in which societies develop, and natural resources and the use that has been given to them provides us with information about the past and allows us to look at some of the problems of the future. The disciplines of Geography and History are two important key subjects to help us understand society, as they contemplate the human and social reality from a comprehensive global perspective and offer greater capacity for structuring social facts; however the increasingly complex modern society requires the intervention of other disciplines like Economics, Sociology, Ecology and History of Art, which provide different and complementary analyses for a better understanding of social reality. In Compulsory Secondary Education, the subject of Geography and History aims to deepen the knowledge acquired by students in Primary Education, promote understanding of social events, processes and phenomena in the context in which they occur, analyse the processes that give rise to historic changes and continue to acquire the competences needed to understand the reality of the world they live in, past and present collective experiences, their orientation in the future, and the space in which life takes place in society. In the first cycle, Geography is organised into the blocks “The physical environment” and “The human space”, and in the fourth year, it focuses on globalisation. History studies societies throughout time, following a chronological criterion over the two cycles of Compulsory Secondary Education.

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Methodological guidanceThe project is based on the following methodological principles of teaching-learning:

• Appropriate selection and sequencing of content. The method structure facilitates the relationship between concepts and content to reinforce topics covered.

• Meaningful learning. Any learning for the student is presented, as far as possible, based on knowledge from experiences that the student already has, facilitating learning how to learn. In this sense, an inductive methodology must be favoured, which allows the student to learn the theory for themselves from different activities, so that learning is as intuitive as possible.

• Functional approach. The student must be encouraged to look at the practical and critical aspects of what they have learnt.• Student motivation. The need for the student to adopt an active role in the teaching-learning process is satisfied through a

proposal that attempts to convert learning into a motivating experience. For this reason, among other items, a meta-cognitive question is included at the beginning and the end of each unit, encouraging the student to become aware of the point of learning and that which they have achieved.

• Progress and reinforcement of learning. The process of teaching-learning must strike a balance between reinforcing assimilated learning and introducing new items. It is paramount that the relationships between different contents are always sought, as well as the link between these and the real and everyday life of students.

• Attention to the diversity of different learning styles of students. In order for the teaching staff to adapt the teaching-learning process to the diversity of the classroom and the different learning styles of each student, this project must provide teachers with an extensive and varied set of materials and teaching resources. These include, in addition to the student's book and the teaching guide, material for attention to diversity and evaluation and an e-book, which includes multimedia resources, interactive activities and a test generator. Various educationally-innovative proposals are offered based on group work, problem-solving and encouraging entrepreneurial competence.

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Contributing to developing key competencesAccording to Order ECD/65/2015, of 21 January, which describes the relations between the competences, contents and assessment criteria of primary education, compulsory secondary education and baccalaureate level, key competences are an essential element in the educational process given that the process of teaching-learning has to be aimed at the personal, social and professional development of citizens. In this sense, the most significant considerations of this order regarding the integration of key competences in the educational curriculum are reflected below.The competences are conceptualised as "know-how" which is applied to a range of academic, social and professional contexts. To enable the transfer to different contexts, understanding the knowledge contained within the competences is essential as well as its links to the practical skills and abilities it involves.Learning by competences encourages learning processes and motivation, due to the close relationship between their components: the concept is learnt at the same time as the procedure for learning it.The definition of key competences according to the European Union has been adopted. It is considered that "key competences are those which all individuals need for personal fulfilment and development, active citizenship, social inclusion and employment". Seven key and essential competences have been identified for the welfare of European societies, economic growth and innovation, and the knowledge, abilities and essential attitudes linked to each of them have been described.The curricular review takes the new learning requirements very seriously. Learning based on competences is characterised by its transversality, dynamism and comprehensive nature. The competence-based teaching-learning process must be employed across all knowledge areas, and by the different authorities that make up the educational community, both in formal and non-formal and informal areas; its dynamism relates to the fact that the competences are not acquired at a given moment and seem invariable, but involve a development process through which individuals acquire greater levels of performance in their use.

Description of key competences 1. Linguistic communicationCompetence in linguistic communication is the result of communicative action within certain social practices, in which the individual acts with other partners and through texts in a variety of modalities, formats and media. These situations and practices can involve the use of one or various languages, in different environments and can be individually or group-based. The individual uses their repertoire of different languages, which may be incomplete but adjusted to the communicative experiences they are exposed to throughout life. The languages used may have been acquired in different ways over various periods and therefore, constitute learning experiences in the mother tongue or in foreign or additional languages.

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This overview of competence in linguistic communication linked to certain social practices offers an image of the individual as a communicative agent that not only receives, but produces, messages through languages for different purposes. To assess the relevance of this statement in educational decision-making is to opt for active learning methodologies (task-based and project-based learning of problems, challenges, etc.), either in the students' mother tongue, or an additional language or a foreign language, in comparison to more traditional methodologies.Competence in linguistic communication also represents a way of knowing about and coming into contact with cultural diversity that involves enriching own competences and acquires particular relevance in the case of foreign languages. Therefore, an inter-cultural focus in teaching and learning of languages significantly contributes to the development of students' competence in linguistic communication.This competence is, by definition, always incomplete and constitutes a continuous and lifelong learning objective. Therefore, for satisfactory language learning, it is vital that contexts in which languages are used in a rich and varied manner are created, with regard to the tasks to be performed and the possible communicative exchanges, texts and partners.Competence in linguistic communication is extremely complex. It is based primarily on knowledge of the linguistic component, but also how it is produced and develops in specific communicative and contextualised situations. The individual needs to activate their knowledge of the pragmatic-discourse and socio-cultural components.This competence requires interaction with different skills, given that it is produced in many types of communication and in different media. From speaking and writing to the more sophisticated forms of audiovisual or technology-based communication, individuals participate in a complex framework of communicative possibilities thanks to which they extend their competence and their ability to interact with other individuals. For this to occur, this range of communication types and media requires more complex literacy, as part of the concept of multiple literacies, allowing the individual to participate as an active citizen.Competence in linguistic communication is also a fundamental instrument for socialisation and harnessing of educational experiences, as a privileged way of accessing knowledge inside and outside of education. It development depends largely on whether the different types of learning occur in different contexts (formal, informal and non-formal). In this way, reading as a basic skill is especially relevant in an educational context for extending the competence of linguistic communication and learning. As such, reading is the main access route for all areas, and therefore, contact with a range of texts is fundamental for accessing original sources of knowledge.The competence in linguistic communication is part of a framework of attitudes and values that the individual puts into operation: respect for coexistence; actively exercising citizenship; development of a critical spirit; respect for human rights and pluralism; the concept of dialogue as a primary tool for coexistence; conflict resolution and the development of affective abilities across the board; curiosity, interest and creativity in learning and the recognition of skills inherent in this competence (reading, conversation, writing, etc.) as sources of pleasure related to personal enjoyment and whose promotion and practice are essential tasks in the reinforcement of motivation towards learning.

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2. Mathematical competence and basic competences in science and technologyMathematical competence and basic competences in science and technology bring on and strengthen certain essential aspects of education that are fundamental for life.In a society where the impact of mathematics, science and technologies is crucial, reaching and maintaining a level of social wellbeing requires personal decision-making and behaviours that are closely linked to critical ability and reasoned and reasonable perspectives. Mathematical competence and basic competences in science and technology contribute to this:a) Mathematical competence involves the ability to apply mathematical reasoning and its tools to describe, interpret and predict

different phenomena in context.Mathematical competence requires knowledge about numbers, measurements and structures, as well as mathematical operations and representations, and the understanding of mathematical terms and concepts.The use of mathematical tools involves a series of skills that require the application of mathematical principles and processes in different contexts, that may be personal, social, professional or scientific, as well as make reasoned judgements and follow lines of argument in performing calculations, analysing graphs and in mathematical representations and the manipulation of algebraic equations, including digital media wherever appropriate. This skill includes the creation of mathematical explanations and descriptions that involve the interpretation of mathematical results and reflection on their contextual suitability, as well as determining whether the solutions are appropriate and make sense in the situation in which they present themselves.It deals therefore, with recognising the role that mathematics plays in the world and using concepts, procedures and tools to apply it to resolving problems which may arise in certain situations throughout life. Activation of mathematical competence requires the learner to be able to establish a profound relationship between the conceptual knowledge and procedural knowledge involved in resolving a certain mathematical task.Mathematical competence includes a series of attitudes and values that are based on rigour, respect for data and veracity.b) Basic competences in science and technology are those which bring the physical world closer, allowing responsible

interactions with it through both individual and collective actions aimed at conserving and improving the natural environment and which are decisive in protecting and maintaining society's quality of life and progress. These competences contribute to the development of scientific thinking, as they include the application of methods of scientific rationale and technological skills, which lead to the acquisition of knowledge, comparison of ideas and application of discoveries for the wellbeing of society.Competences in science and technology enable responsible and respectful citizens to develop critical judgements on scientific and technological facts that occur over time, either in the past or at present. These competences basically have to

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enable students to identify, plan and resolve daily situations, both personal and social, at the same time as be challenged by and resolve scientific and technological activity problems.Suitable development of competences in science and technology requires tackling scientific knowledge or know-how relating to physics, chemistry, biology, geology, mathematics and technology, which arise from concepts, processes and interrelated situations.It also requires the promotion of skills that allow technological machines and tools to be used and handled, as well as the use of scientific data and processes to reach an objective; in other words, identify issues, resolve problems, arrive at a conclusion and take decisions based on tests and arguments.These competences also include attitudes and values related to the adherence to science and technology's ethical criteria, interest in science, support for scientific research and the assessment of scientific knowledge; as well as a sense of responsibility for the conservation of natural resources and environmental matters and the adoption of an appropriate attitude for a physically and mentally healthy life in a natural and social environment.

3. Digital competenceDigital competence involves the creative, critical and secure use of information and communication technology to achieve objectives related to work, employability, learning, the use of free time, inclusion and participation in society.This competence also includes adaptation to the changes introduced by new technologies in literacy, reading and writing, a new set of knowledge, skills and attitudes necessary today to be competent in a digital environment.It requires knowledge related to specific basic language: textual, numeric, iconic, visual, graphic and audio, as well as guidelines for decoding and transfer. This involves knowledge of the main I.T. applications. It also involves accessing information sources and processing; and the knowledge of rights and freedoms of people in the digital world.This competence also requires the development of various skills related to accessing information, processing and use for communication, creation of content, security and problem solving, in formal, non-formal and informal contexts. The student has to be able to regularly use technological resources available to resolve real problems efficiently, as well as assess and select new sources of information and technological innovations, as they appear, depending on their use for performing specific tasks or objectives.The acquisition of this competence additionally requires attitudes and values that allow the user to adapt to technologies' new requirements, assess their suitability and adapt them for their own purposes and be able to interact socially in this regard. It involves developing an active, critical and realistic attitude towards technologies and technological media, assessing their

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strengths and weaknesses and respecting ethical principles in their use. Digital competence similarly involves participation and collaborative work, as well as motivation and curiosity for learning and improvement in the use of technologies.Therefore, the appropriate development of digital competence requires:

Information: this involves understanding how information is managed and how it is made available to users, as well as the knowledge and handling of different search engines and databases, knowing how to select those which better respond to the information requirements.

It also involves analysing and interpreting information obtained, comparing and assessing the content from media in terms of its source validity, reliability and suitability, both online and offline. Lastly, digital competence involves knowing how to transform information into knowledge through suitably selecting different storage options.

Communication: this involves being aware of the different digital media and various communication software packages and of their functioning as well as their benefits and drawbacks in terms of context and who they are aimed at. At the same time, it involves knowing which resources can be publicly shared and their value, in other words, knowing how technologies and media can allow different forms of participation and collaboration in creating content for a common benefit. This entails the knowledge of ethical issues such as digital identity and rules for digital interaction.

Content creation: this involves knowing how digital content can be created in various formats (text, audio, video, images) as well as identifying programs/applications that adapt the best to the type of content to be created. It also involves contributing to knowledge in the public domain (wikis, public forums, journals), bearing in mind copyright guidelines and licences for use and publication of information.

Security: this involves knowing the various risks associated to the use of technologies and online resources and current strategies to avoid them, which entails identifying the appropriate behaviour in the digital environment to protect personal information and that of others, as well as recognising the addictive aspects of technology.

Problem-solving: this dimension involves knowing what makes up digital devices, their potential and limitations with regard to achieving personal goals, as well as learning where to seek help for resolving theoretical and technical problems. This involves a diverse and well-balanced combination of the most significant digital and non-digital technology in this area of knowledge.

4. Learning how to learn

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The competence of learning how to learn is fundamental for constant lifelong learning and occurs in different formal, non-formal and informal contexts.It is characterised by the ability to initiate, organise and stay with learning and primarily requires the ability to motivate oneself to learn. This motivation depends on the generation of curiosity and the need to learn, for the student to feel at the centre of the learning process and its result, and finally, that they reach the proposed learning goals and this creates a feeling of self-efficiency. This all helps to motivate them to tackle future learning tasks.Secondly, in terms of learning management and organisation, this competence of learning how to learn requires knowing and controlling learning processes to adjust the times and requirements of tasks and activities that lead to learning. The competence of learning how to learn leads to increasingly efficient and autonomous learning.This competence also includes a series of skills and knowledge that require reflection and awareness of individual learning processes. In this way, learning processes become a subject of knowledge which also requires learning how to properly execute them.Learning how to learn includes knowledge on the mental processes involved in learning. This competence also includes the knowledge which the student possesses regarding their own learning process which can be divided into three areas:

a) Knowledge regarding what they know and do not know, what they are capable of learning, what interests them, etc.; b) Knowledge of the discipline which involves the learning task and the knowledge of the specific content and the demands of the task itself; c) Knowledge regarding the different strategies open to tackling the task.

All of this knowledge is channelled into skills involving self-regulation and control inherent in the competence of learning how to learn, which result in planning strategies that reflect the learning goal pursued, as well as the action plan intended to be applied to achieve it; monitoring strategies which the student uses to examine the appropriateness of the actions developed and whether they are working to achieve the goal; and evaluation strategies for analysing the result as well as the process carried out. Planning, monitoring and evaluation are essential for developing increasingly efficient learning. These all include a reflective process that allows for thought before action (planning), analysing the year and adjusting the process (monitoring) and consolidating the application of positive plans or modifying those which are incorrect (evaluating the result and process). These three strategies should be reinforced in the learning processes and problem solving that involve the students.Learning how to learn manifests itself both individually and on a group level. In both cases proficiency of this competence starts with consciously reflecting on the learning processes to which the individual or group are subjected. This relates not only to individual processes of learning, but also the way in which others learn becomes subject to scrutiny. The competence of learning how to learn may also be acquired in the context of team work. Teachers have to try to make students aware of what they are

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doing to learn and seek alternatives. These alternatives often appear when they are attempting to discover what others are doing during cooperative work in groups.With regard to attitudes and values, motivation and confidence are crucial for acquiring this competence. Both are reinforced by planning realistic short, medium and long-term goals. Reaching goals increases the perception of self-efficiency and confidence, and progressively improve learning objectives. People must be able to use previous life and learning experiences as support, to use and apply new knowledge and abilities in other contexts, such as in the private and professional life, education and training.Knowing how to learn in a certain environment involves being able to acquire and assimilate new knowledge and master skills and abilities from this environment. The competence of learning how to learn may entail a certain transfer of knowledge from one field to another, although knowing how to learn in one area does not necessarily mean that one knows how to learn in another. Therefore, its acquisition must be carried out within the formal teaching framework of the different areas and materials, as well as within non-formal and informal areas.It may be concluded that the appropriate development of the competence of learning how to learn requires a reflection that encourages knowledge of people's mental processes when they learn, knowledge about their own learning processes, as well the development of the skills of regulating and controlling their own learning.

5. Social and civic competencesSocial and civil competences involve the ability and capacity to: use knowledge and attitudes about society, understood from different perspectives to be dynamic, changing and complex; interpret social phenomena and problems in increasingly more diverse contexts; create responses; take decisions and resolve conflicts; as well as to interact with other people and groups in accordance to rules based on mutual respect and democratic beliefs. It also includes actions that are closer or more immediate to the individual as part of their civil and social involvement.Therefore, it concerns combining the interest in furthering and ensuring participation in society's democratic functioning, both in the public and private spheres, with preparing people to exercise their democratic citizenship and fully participate in civic and social life due to knowledge of concepts and social and political structures and the commitment to active and democratic participation.

a) Social competence is related to individual and collective wellbeing. It requires understanding how people can achieve optimal physical and mental health, both for themselves and their family and their close social environment, and know how a healthy lifestyle can contribute to this.To be able to fully participate in social and interpersonal environments it is essential to acquire the knowledge that allows them to understand and critically analyse the codes of conduct and uses that are generally accepted in different societies and environments, as well as tensions and processes of change. It is equally important to learn the basic concepts relating to the

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individual, group, organisation or work, equality and non-discrimination between men and women and between different ethnic or cultural groups, society and culture. It is similarly essential to understand the inter-cultural and socio-economic dimensions of European societies and perceive cultural and national identities as a dynamic and changing socio-cultural process interacting with the European identity, within a context of growing globalisation.Fundamental elements of this competence include the development of certain skills such as the ability to communicate constructively in different social and cultural environments, show tolerance, express and understand different points of view, negotiate knowing how to instil confidence and feel empathy. Students should be able to constructively express respectful behaviour to differences.This competence also includes attitudes and values as a way of collaboration, self-assurance and integrity and honesty. Students should be interested in socio-economic development and its contribution to greater social wellbeing for the entire population, as well as inter-cultural communication, diversity of values and respect for differences, as well as being ready to overcome prejudices and make commitments to this regard.b) Civil competence is based on the critical knowledge of concepts of democracy, justice, equality, citizenship and human and civil rights, as well as being included in the Spanish Constitution, the Charter of Fundamental Rights of the European Union and in international declarations, and its application by various institutions on a local, regional, national, European and international scale. This includes knowledge of contemporary events, as well as the main events and trends in national, European and world history, and understanding of social and cultural migratory processes which create the existence of multi-cultural societies in a globalised world.This competence's skills are related to the ability to interact effectively in the public sphere and show solidarity and interest in resolving problems that affect the school and community environment, either on a local or larger scale. It involves critical and creative reflection and constructive participation in all community activities or in the close and immediate environment, as well as decision-making in local, national and European contexts and, in particular, through voting and social and civic activity.Attitudes and values that are inherent in this competence are those which fully address and respect human rights and the will to participate in democratic decision-making at all levels, regardless of the system of values adopted. It also includes demonstrating the meaning of responsibility and showing understanding and respect of shared values which are necessary for ensuring community cohesion, based on respecting democratic principles. Constructive participation likewise includes civic activities and the support of social cohesion and diversity and sustainable development, as well as the willingness to respect the values and intimacy of others and the reflective and critical reception of information from media.

Therefore, for the appropriate development of these competences, it is necessary to appreciate and understand: collective experiences and the organisation and functioning of the past and present of societies; the social reality of the world in which one lives; its conflicts and motivations and common and different elements; as well as spaces and territories in which human groups

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live and their achievements and challenges. This is to commit individually and collectively to their improvement, thus participating actively, efficiently and constructively in social and professional life.Similarly, these competences include forms of individual behaviour which enable people to live together in a society that is increasingly plural, dynamic, changing and complex to relate to other people in. They also allow them to cooperate, apply themselves and tackle conflicts and actively propose perspectives for coping, as well as gain perspective, develop the perception of the individual with regard to their ability to influence socially and create arguments based on evidence.Acquiring these competences involves being able to put oneself in another's position, accept differences, be tolerant and respect values, beliefs, cultures and the personal and collective history of others.

6. Sense of initiative and entrepreneurial spiritThe competence of sense of initiative and entrepreneurial spirit involves the ability to transform ideas into actions. This means gaining awareness of the situation to intervene in or resolve, and know how to choose, plan and manage the necessary knowledge, skills or abilities and attitudes with personal criteria, in order to reach the proposed objective.This competence is present in the personal, social, educational and occupational areas in which people operate, allowing them to develop their activities and make the most of new opportunities. It also acts as the building blocks for other more specific skills and knowledge, and includes the awareness of related ethical values.The acquisition of this competence is crucial in the formation of future entrepreneurial citizens, thus contributing to an entrepreneurial culture. In this sense, education in this competence must include knowledge and skills related to career opportunities and the world of work, economic and financial education and the knowledge of the organisation and entrepreneurial processes, as well as the development of attitudes that involve a shift in mentality encouraging entrepreneurial initiative, the ability to think creatively, manage risk and handle uncertainty. These skills are extremely important in encouraging the birth of social entrepreneurs, known as intrapreneurs (entrepreneurs who work within other companies or organisations), as well as future entrepreneurs.Among the knowledge that the competence of sense of initiative and entrepreneurial spirit requires is the ability to recognise existing opportunities for personal, professional and commercial activities. It also includes broader aspects which provide the context in which people live and work: such as the comprehension of the general lines that govern the functioning of societies and trade union and business organisations, as well as economic and financial organisations; business organisation and processes; the design and implementation of a plan (human and/or financial resource management); as well as the ethical position of organisations and the knowledge about how these can provide a positive boost, for example through fair trade and social companies.

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Similarly, this competence requires the following essential skills or abilities: ability to analyse, plan, organise, manage and take decisions; the ability to adapt to change and resolve problems; effective communication, presentation, representation and negotiation; skills for work, both individually and as part of a team; participation, leadership ability and delegation; critical thinking and sense of responsibility; self-confidence, evaluation and self-evaluation, given that it is essential to determine personal strong and weak points and those of a project, as well as evaluate and assume risks when justified (handling uncertainty and assuming and managing risk).Finally, it requires the development of attitudes and values such as: the predisposition to act in a creative or imaginative way, self-knowledge and self-esteem; autonomy or independence, interest and effort and an entrepreneurial spirit. It is characterised by initiative, pro-activity and innovation, in the private, social and professional spheres. It is also related to motivation and determination when it comes down to fulfilling objectives, either personal objectives or those established in conjunction with others, including in the workplace.Therefore, the appropriate development of this competence of the sense of initiative and entrepreneurial spirit involves the following:

Creative ability and innovation: creativity and imagination; self-knowledge and self-esteem; autonomy and independence; interest and effort; entrepreneurial spirit; initiative and innovation.

The proactive ability to manage projects: ability to analyse, plan, organise, manage and take decisions; resolve problems; the ability to work both individually and collaboratively within a team; sense of responsibility; evaluation and self-evaluation.

The ability to assume and manage risks and handle uncertainty: understand and assume risks; the ability to manage risk and handle uncertainty.

The qualities of leadership and individual and teamwork: leadership ability and delegation; ability to work individually and in a team; representation and negotiation abilities.

Critical and responsible: critical thinking and inclination; sense of responsibility.

7. Cultural expressions and awarenessThe competence of cultural expression and awareness involves knowing, understanding, appreciating and evaluating, with a critical mindset and an open and respectful attitude, different cultural and artistic manifestations, use them as a source of personal enjoyment and enrichment and consider them as part of the people's wealth and heritage.

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This competence also includes an expressive component regarding personal aesthetic and creative ability and proficiency in those abilities relating to different artistic and cultural codes, in order to be able to use them as a means of personal expression and communication. It similarly involves demonstrating interest in participating in cultural life and contributing to the conservation of cultural and artistic heritage, both of one's own community and of others.Therefore, the competence for cultural expression and awareness requires knowledge that allows different manifestations of cultural heritage to be accessed (cultural, historic-artistic, literary, philosophical, technological, environmental heritage etc.) on a local, national and European scale or indeed wherever one is in the world. It comprises the realisation of culture by different authors and in different works, as well as genres and styles, both fine arts (music, painting, sculpture, architecture, cinema, literature, photography, theatre and dance) as other artistic-cultural manifestations of daily life (housing, dress, food, applied arts, folklore, festivals). It also includes basic knowledge of the main techniques, resources and conventions of different artistic languages and the identification of relations existing between different manifestations and society, which also means being aware of the evolution of thought, aesthetic trends, fashion and taste, as well the representational, expressive and communicative importance of aesthetic factors in daily life.This knowledge is necessary for gaining skills such as the application of different abilities relating to thought, perception, communication, sensitivity and aesthetics to be able to understand, evaluate, anticipate and enjoy them. Cultural and artistic expression also requires developing initiative, imagination and creativity expressed through artistic codes, as well as the ability to employ different materials and techniques in project design.Also, as far as cultural and artistic activities often involve collective work, it is necessary to have cooperative skills and awareness of the importance of supporting and appreciating outside contributions.The development of this competence entails personal interest values and attitudes, recognition and respect for different artistic and cultural manifestations and for the conservation of heritage.It also requires that freedom of expression be valued, as well as the right to cultural diversity, dialogue between cultures and societies and the realisation of shared artistic experiences. In turn, it involves an interest in participating in cultural life, and therefore, in communicating and sharing knowledge, emotions and feelings from artistic expressions.Therefore, the appropriate development of this competence of cultural expression and awareness involves the following:

The knowledge, study and understanding of the different artistic styles and genres as well as the main cultural and artistic heritage items and productions from different historical periods, their characteristics and relations with the society in which they are created, as well as the characteristics of works of art produced, all the while in contact with works of art. This is all linked to the creation of cultural identity as a citizen of a country or member of a group.

Learning of the techniques and resources of different artistic languages and forms of cultural expression, as well as integration of different languages.

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Development of the ability and intention of expressing oneself and communicating ideas, experiences and own emotions, sharing the identification of personal artistic potential (aptitude/talent). It also refers to the ability to perceive, understand and enrich oneself with productions from the world of art and culture.

Enhancement of personal initiative, creativity and imagination of each individual in terms of the expression of own ideas and feelings, in other words, the ability to imagine and carry out productions that require recreation, innovation and transformation. It involves the promotion of skills that allow personal ideas and feelings and those of others to be reformed and demands the development of self-knowledge and self-esteem, as well as the ability to resolve problems and assume risks.

Interest, appreciation, respect, enjoyment and critical evaluation of artistic and cultural works that are created in society, with an open, positive and caring spirit.

The promotion of lifelong participation in the life and cultural activity of the society in which they live. This implicitly entails behaviour that encourages social harmony.

The development of skills involving effort, constancy and discipline as necessary requirements to create any quality artistic production, as well as cooperative skills that allow collective work to be carried out.

Guidelines to facilitate the development of methodological strategies for competences to be worked on in the classroomAny teaching-learning process must stem from rigorous planning of what is set out to be achieved, with clear objectives and goals, necessary resources, appropriate teaching methods and how learning is evaluated and feeds back into the process.Teaching methods must be chosen depending on the best option for reaching proposed goals and depending on teaching constraints.The nature of the material, socio-cultural situation, resources available and the characteristics of students condition the teaching-learning process, and therefore, the method followed by the teacher will need to adapt to these circumstances in order to facilitate the student's competence learning.Methods must be built on the perspective of the teacher as a guide, promoter and facilitator of competence development in students. They must also focus on the performance of tasks or problem situations, proposed with a specific objective, which the students must resolve using the different types of knowledge, skills, attitudes and values; similarly they must heed diversity and respect for the different learning paces and styles through individual and cooperative practical work.

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In the current process of inclusion of competences as an essential element of the curriculum, it is vital to indicate that any of the methodologies selected by the teachers to encourage the development of competences in students must be adapted to their initial level of competence. It is also necessary to stage teaching so that learning is initially focused on simple skills and builds up gradually to more complex learning.One of the key elements of teaching by competences is to awaken and maintain students' motivation for learning, which involves a new active and autonomous approach to the role of students and the awareness of being responsible for their learning.Active methodologies must be supported by cooperative learning structures, such that, through joint task-solving, group members learn the strategies used by their classmates and are able to apply them in similar situations.For the process of teaching and learning competences, interactive strategies are the most appropriate, as they allow knowledge to be shared and constructed and the class session invigorated through verbal exchanges and sharing of ideas. Methodologies that contextualise learning, centres of interest, case studies and problem-based learning encourage active participation, experimentation and functional learning that is going to facilitate the development of competences, as well as student motivation for decisively contributing to the transfer of learning.The use of a variety of materials and resources must be promoted, particularly considering the integration of information and communication technologies in the teaching-learning process, allowing access to virtual resources.

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Overall stage objectivesAccording to article 11 of Royal Decree 1105/2014, of 26 December, which establishes the core curriculum for compulsory secondary education and baccalaureate level, compulsory secondary education will help students to develop the abilities that allow them to:

a) Responsibly assume their duties, know and exercise their rights with regard to others, practice tolerance, cooperation and solidarity with people and groups, engage in dialogue affirming their human rights and equal treatment and opportunities between men and women, as common values of a plural society, and be prepared to exercise democratic citizenship.

b) Develop and consolidate habits of discipline, study and individual and team work as a necessary condition for efficiently carrying out learning tasks and as a way of developing personally.

c) Value and respect the difference between sexes and equal rights and opportunities between them. Reject discrimination of people on the grounds of their sex or any other condition or personal or social circumstance. Reject stereotypes that discriminate between men and women, as well as any manifestation of gender violence.

d) Strengthen affective abilities in all areas of personality and in their relations with others, as well as reject violence, any type of prejudice, sexist behaviour and peacefully resolve conflicts.

e) Develop basic skills in using sources of information, for critically acquiring new knowledge. Acquire basic training in the field of technology, especially in information and communication.

f) Consider scientific knowledge as integrated knowledge structured into different disciplines, as well as learning and applying methods to identify problems in different areas of knowledge and experience.

g) Develop an entrepreneurial spirit and self-confidence, participation, critical ability, personal initiative and the ability to learn, plan, take decisions and assume responsibilities.

h) Understand and express with accuracy complex spoken and written messages and texts in Spanish and where appropriate, a co-official language of the region, and begin to become familiar with, read and study literature.

i) Understand and appropriately express oneself in one or more foreign languages.j) Know, value and respect the basic aspects of one's own culture and history and that of others, as well as artistic and cultural

heritage.k) Know and accept the functioning of one's own body and that of others, respect differences, reinforce habits for looking after

them and for good health and include physical education and the practice of sports to develop personal and social development.

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Know and assess human sexuality in all its diversity. Critically evaluate social habits related to health, consumption, looking after humans and the environment, aiding its conservation and improvement.l) Appreciate artistic creation and understand the language of different artistic manifestations, using diverse means of expression and representation.Cross-curricular elements and values educationSpain's Quality Education Improvement Act (LOMCE) determines a series of aspects and elements that due to their importance in student education are not specifically linked to any subject, but must be dealt with across the board provided that the educational contexts and opportunities for classroom work in the classroom allow or require it. For this reason they are considered cross-curricular and are directly related with the education of values aimed at training students to be world citizens. The most relevant include:

Reading comprehension, spoken and written expression, audiovisual communication and the use of information and communication technologies.

Real equality between men and women, the prevention of gender violence or against people with disabilities and values inherent to the principle of equal treatment and non-discrimination for any reason or personal or social circumstance.

Learning about the prevention and peaceful resolution of conflicts in all areas of private, family and social life, as well as values that underpin justice, equality, political pluralism, peace and democracy.

With regard to human rights, respect for men and women equally, people with disabilities and the rule of law. Rejection of terrorist violence and respect and consideration for victims of terrorism, as well the prevention of terrorism

and any type of violence. Sustainable development and the environment. Risks of exploitation and sexual abuse. Situations of risk arising from the inappropriate use of information and communication technologies. Protection against emergencies and disasters. Development and reinforcement of an entrepreneurial spirit, acquisition of competences for the creation and

development of various business models and promotion of equal opportunities. Respect for the entrepreneur and

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business people, as well as entrepreneurial ethics, from aptitudes such as creativity, autonomy, initiative, team work, self-confidence and critical ability.

Road safety and education; improved social harmony and prevention of traffic accidents, so that students know their rights and duties as road users, pedestrians, passengers, cyclists and motorists, respect rules and signs, and promote social harmony, tolerance, care, self-control, dialogue and empathy with appropriate actions for the avoidance of traffic accidents and their consequences.

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Attention to diversityThe ByME project is aimed at students' overall development as individuals and as members of a group and community. To this end, various materials and proposals are provided to tend to the diversity of cognitive and emotional circumstances presented by the students.Attention to individuality is translated into responding to specific requirements arising from personal development, learning style, weaknesses and strengths and any other particular circumstances of students.To facilitate the adaptation of teaching to individual student progress, this project considers the previous knowledge of students and their attitude to the different content proposed. Provided that it is possible, an attempt is made to link the different concepts students have studied to their experience and environment.The materials provided pay attention to diversity in the different proposals for educational innovation, as well as through a range of complementary resources that reinforce or extend content through various activities. Equally, contents can be used in a printable or digital version, which allows students to be motivated from the functionality of the different media.

Encouraging readingThe ByME project proposes various ways to encourage reading habits and building on reading comprehension in English in each of the subjects through texts that are used in the different sections of the students' books, such as Read and Think and Revision Activities. Reading is a complex cognitive process that not only involves the skill of deciphering phonemes and spelling, but also the ability to understand the text and interpret it as a reader. It also involves recognising a large number of communicative situations and contexts, as well as intentions behind the text.In the desire to bring the project to life from beyond the pages of the textbook, students must be encouraged to search for personal growth and enrichment through new readings from various sources: literature, journalism, the internet, etc. A need and essential link must be created between the experience of the student as a learner and as a reader, such that each subject proposes options and ways of personal growth through reading.

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Cooperative learning

1. What is cooperative learning? In a classroom transformed into a small "learning community", cooperative learning is the educational use of small groups of students (between three and five) to make the most of the simultaneous interaction between them and equal participation of all, in order for them to learn to their fullest potential.The emphasis on the students and their active participation, on the one hand, and the shared responsibility in teaching, together with cooperation and mutual help, on the other, are the two basic presumptions of cooperative learning. Effectively, the learning requires students' active and direct participation.

2. Advantages of cooperative learning The experiences of cooperative learning, compared to those of competitive or individual learning, encourage the

establishment of much more positive relationships, characterised by friendliness, attention, politeness and mutual respect.

Cooperative organisation of learning activities, compared with competitive and individual organisation, is superior overall in terms of performance levels and productivity of participants.

Cooperative strategies encourage learning for all students: not only those who have problems with learning, but also those who are more able to learn.

Cooperative teaching methods encourage the acceptance of differences. Cooperative methods offer new teaching possibilities. As such, they allow students to be attended to personally, and for new

professionals to enter the classroom (special needs or support staff, educational psychologists) who work together with the form or subject teacher.

In order to encourage the development and application of cooperative learning, an educational section can be found in the Teacher’s Reference volume. This section has been written by our cooperative learning consultant, José Manuel Palomino Fernández.

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Evaluation of teaching practiceIn order for the teaching staff to evaluate their own work to detect areas for improvement and new work possibilities, a basic form is provided to gather this information.

Evaluation of teaching practice

YEAR: ______ GROUP: ______ EVALUATION 1. 2. 3.

1. DEPARTMENT COORDINATION DURING THE EVALUATION1.1 Number of coordination meetings held: 1.2 Meeting attendance figure: 1.3 Number of evaluation sessions held: 1.4 Meeting attendance figure: 1.5 Observations:

2. ALTERATIONS TO TEACHING PROGRAMME2.1 Number of classes during term

No. of classes planned

No. of classes given

Percentage

2.2 Assessable learning standards proposed in the evaluation:

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No. of planned learning standards covered

No. of planned learning standards not covered.

2.3Planned standards or criteria not covered:

REASON YES

a) Planning unrealistic in terms of time available.

b) Missed classes.

c) Other (specify).

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2.4Teaching proposal with regard to the learning standards not covered:

PROPOSAL STANDARDS

a) Will be covered in following evaluation.

b) Will be covered in homework.

c) Will be covered next year.

d) Will not be covered.

e) Other (specify).

2.5Teaching organisation and methodology:

INDICATORSASSESSMENT

4 3 2 1

a) Spaces

b) Times

c) Teaching resources and materials

d) Groupings

e) Other (specify).

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Observations:2.5.1 Appropriateness of evaluation instruments used:

2.5.2 Other notes:

3. ACHIEVEMENT OF LEARNING STANDARDS DURING EVALUATION3. 1 Percentage of students who obtain a certain qualification, compared to the rest of the student group total

Excellent Very good

Good Pass Fail

Percentage10 9 8 7 6 5 4 3 2 1

4. DEGREE OF SATISFACTION OF FAMILIES AND STUDENTS IN GROUP4.1Degree of satisfaction of students with the teaching process:

INDICATORSDEGREE OF SATISFACTION

4 3 2 1

a) Cooperative work

b) Use of ICT

c) Materials and teaching resources

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d) Evaluation instruments

e) Other (specify)

4.2Proposals for improvement formulated by students:

4.3Degree of satisfaction of families with the teaching process:

INDICATORSDEGREE OF SATISFACTION

4 3 2 1

a) Homework

b) Complementary or extra-curricular activities

c) Centre communication with families

d) Other (specify)

4.4Proposals for improvement formulated by families:

In ________________, on ______ ____________ _______TEACHER

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Signed: __________________________

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THE ECONOMY AND SUSTAINABILITYUNIT 00. GETTING STARTED

CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES 1

PAGES

Spain, Europe and the world: population; migration; cities and urbanisation.

4-5

1 Key competences: competence in linguistic communication (LIN); competence in mathematics, science and technology (MST); digital competence (DIG); competence in learning to learn (LTL); competence in social awareness and citizenship (SOC); competence in autonomous learning and personal initiative (AUT); competence in artistic and cultural awareness (CUL).

Curriculum blocks:Block 2. Human geography (B2)Block 3. History (B3)

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THE ECONOMY AND SUSTAINABILITY UNIT 01. ECONOMIC ACTIVITY

CONTENTS EVALUATION CRITERIA LEARNING STANDARDSKEY

COMPETENCES 2

PAGES

B2

Economic sectors and systems.

11. Know the characteristics of various types of economic system.

11.1. Recognises specific aspects of an economic system and how they are inter-related.

SOCLTLAUT

10-20



31


THE ECONOMY AND SUSTAINABILITY UNIT 02. THE PRIMARY SECTOR


COMPETENCES 3

PAGES

B2

• Human activities: production around the world.

• Geographical areas by economic activity. The primary sector

13. Locate agricultural and natural resources on a map of the world.

13.1. Finds the main cereal-growing areas and the most important areas of forest cover on a map of the world.

MSTSOCLTLDIG

24-40



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THE ECONOMY AND SUSTAINABILITY UNIT 03. THE SECONDARY SECTOR


COMPETENCES 4

PAGES

B2


• Geographical areas by economic activity. The secondary sector.

13. Locate natural resources on a map of the world.

13. 2. Locates and identifies the main mineral-producing areas on a map of the world.

MSTSOCLTL

45

13.3. Locates and identifies the main energy-producing and consuming areas on a map of the world.

MSTSOCLTL

46-49

13.4. Identifies and names some alternative energies.

LINSOCMSTAUT

48-49

14. Explain the unequal global distribution of industrialised regions.

14.1. Locates the most industrialised countries on a map of the world, interpreting the relevant symbols and key.

MSTSOCLTL

56-57

14.2. Locates and identifies the main energy-producing and consuming areas on a map of the world.

MSTSOCLTL

46-49



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THE ECONOMY AND SUSTAINABILITY UNIT 04. THE TERTIARY SECTOR

CONTENTS EVALUATION CRITERIA LEARNING STANDARDS

KEY COMPETENC

ES 5

PAGES

B2


• Geographical areas by economic activity. The tertiary sector.

15. Analyse the impact of means of transport on the environment.

15.1. On a map of the world, marks the route followed by a crop product and that followed by a livestock product, from their place of production to their place of consumption in a distant region, and draws conclusions.

SOCLINAUT

70-75

16. Analyse data regarding the importance of a country's tertiary sector in comparison with its primary and secondary sectors. Draw conclusions.

16.1. Compares the working population in each sector in various countries and analyses the level of development these data indicate.

SOCMSTLTL

66-68

18. Identify the role that large cities play in driving forward their regional economies.

18.1. Describes the function of international trade using maps and charts showing trade routes.

MSTMST, LTL

70-75

20. Analyse bar charts for different countries showing unequal trade.

20.1. Creates concept maps (using printed and digital media) to explain the function of trade, and names the organisations and trade blocs formed to promote trade between their members.

LTLMSTDIGSCCAUT

70-75



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THE ECONOMY AND SUSTAINABILITY UNIT 05. ENVIRONMENT AND SUSTAINABLE DEVELOPMENT


COMPETENCES 6

PAGES

B2

• Exploitation and future of natural resources. Sustainable development.

• The three sectors. Environmental impact and exploitation of resources.

3. Know and analyse the environmental problems and challenges faced by Spain, their causes and possible solutions.

3.1. Compares human-made landscapes in Spain according to their economic activity.

LINSOC

90-91

4. Know the main protected natural spaces on the peninsula and islands.

4.1. Locates Spain's natural parks on a map and explains the current situation of some of them.

SOCLINMSTDIGLTL

92-93

12. Understand the idea of "sustainable development" and its implications.

12.1. Defines "sustainable development" and describes key related concepts.

LINSOCAUT

86



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THE ECONOMY AND SUSTAINABILITY UNIT 06. THE WORLD OF GLOBALISATION


COMPETENCES 7

PAGES

B2

• The world: territorial organisation.

• Economic sectors and systems.

19. Analyse texts on the different levels of consumption in different countries and draw conclusions.

19.1. Compares the characteristics of domestic consumption of countries such as Brazil and France.

LINSOC

102-103

20. Analyse bar charts for different countries showing unequal trade and the foreign debt of developing and developed countries.

20.1. Creates concept maps (using printed and digital media) to explain the function of trade, and names the organisations and trade blocs formed to promote trade between their members.

LTLDIGSOC

102-19

21. Relate areas of conflict around the world to economic and political factors.

21.1. Writes a report on measures to try to overcome poverty.

LINSOCAUT

108-111

21.2. Locates areas of conflict on a map of the world and relates them to economic and political factors.

LINDIGSOC

110-111



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SPAIN AND THE EU UNIT 01. ORGANISATION OF THE SPANISH STATE


COMPETENCES 8

PAGES

B2

• Spain. The population: - Territorial divisions.

1. Know the territorial organisation of Spain, and its administrative competences and attributions.

1.1. Distinguishes the territorial divisions of Spain on a political map: autonomous communities, capitals, provinces, islands.

SCS 10-11

1.2. Produces an organigram on the territorial and political organisation of Spain, including the most important institutions and their functions.

LL 6-11

8 Key competences: linguistic communication (LC); mathematical competence and key competences in science and technology (MCST); digital competence (DC); learning to learn (LL); social and civic competences (SCS); sense of initiative and entrepreneurship (SIE); cultural awareness and expression (CAE).

Blocks according to the curriculum are:Block 2. The human space (B2)Block 3. History (B3)

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SPAIN AND THE EU UNIDAD 02.THE EU AND SPANISH ECONOMIES


COMPETENCES 9

PAGES

B2

• Geographical areas by economic activity. The three sectors.

3. Know and analyse the environmental problems and challenges faced by Spain and their causes.

3.1. Compares human-made landscapes in Spain according to their economic activity.

LINSOC

33-42

5. Identify the main human-made landscapes in Spain and the Autonomous Communities in which they are located

5.1. Classifies the main human-made landscapes using pictures.

LTLSOCLIN

33-42

8. Recognise the economic activities in Europe's three sectors, identifying different economic policies.

8.1. Distinguishes between Europe's various economic sectors.

SOCLTL

30-31



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THE MODERN PERIOD UNIT 00. GETTING STARTED


COMPETENCES 10

PAGES

• The Middle Ages: feudalism.

• The expansion of European trade and recovery of cities.

• Geographical discoveries.

4-7



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THE MODERN PERIOD UNIT 01. HUMANISM AND THE RENAISSANCE


COMPETENCES 11

PAGES

B3

• The Early Modern Period: the Renaissance and Humanism; their lasting influence. Renaissance art.

31. Understand the historical significance of the Renaissance period in Europe.

31.1. Understands different methods of historical periodisation (Early Modern Period, Renaissance).

SOCLTLCUL

8, 10–12,14, 15, 17, 19, 20, 22, 28, 29

31.2. Identifies characteristics of the Renaissance and Humanism in European history based on different types of historical source.

LINSOCLTL

8–12, 14, 15–29

32. Relate the importance of the new ways of thinking of humanists, artists and scientists in the Renaissance period to previous and subsequent periods.

32.1. Knows works by and the legacies of artists, humanists and scientists of the period.

CULAUT

10–30



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THE MODERN PERIOD UNIT 02. THE BEGINNING OF THE EARLY MODERN PERIOD


COMPETENCES 12

PAGES

B3

• Geographical discoveries: Castilla and Portugal.

• Modern monarchies. The dynastic union between Castilla and Aragón.

33. Analyse the reign of the Catholic Monarchs as a period of transition between the Middle Ages and the Early Modern Period.

33.1. Knows the main milestones in the global expansion of Aragón and Castilla.

LINSOC

43–47, 51, 52

35. Understand the difference between medieval kingdoms and modern monarchies.

35.1. Knows the characteristics of authoritarian monarchies.

LINSOC

34–35, 38, 50



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THE MODERN PERIOD UNIT 03. RELIGIOUS REFORM AND SPANISH DOMINANCE


COMPETENCES 13

PAGES

B3

• The conquest and colonisation of America.

• The Austrias and their policies: Carlos V and Felipe II. Religious wars, the Protestant Reformation and the Catholic Counter-Reformation.

34. Understand the processes of conquest and colonisation and their consequences.

34.1. Explains the different factors that led to the discovery of America by the Europeans, and to its conquest and colonisation.

LINSOC

55, 66–71, 73

34.2. Evaluates conflicting interpretations of the conquest and colonisation of America.

LINLTLSOC

55, 70, 71, 73

36. Know characteristics of domestic policies and foreign relations in Europe in the 16th and 17th centuries.

36.1. Analyses the relationships between European kingdoms.

SOCLTL

54, 55, 60–65



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THE MODERN PERIOD UNIT 04. ABSOLUTISM AND THE END OF SPANISH DOMINANCE


COMPETENCES 14

PAGES

B3

• The 17th century in Europe. Authoritarian, parliamentary and absolutist monarchies. The Thirty Years' War. The Austrias and their policies: Felipe III, Felipe IV and Carlos II.

35. Understand the difference between medieval kingdoms and modern monarchies.

35.1. Knows the characteristics of parliamentary monarchies and absolutist monarchies.

LINSOC

76–80, 92

36. Know characteristics of domestic policies and foreign relations in Europe in the 16th and 17th centuries.

36.1. Analyses the problematic relationships between European kingdoms that led to wars such as the Thirty Years' War.

SOCLTL

80, 81, 84, 85, 92, 93

37. Understand the importance of certain authors and works from these centuries.

37.1. Analyses works (or extracts of works) by some authors of the period in their context.

LINLTLCUL

90–91



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THE MODERN PERIOD UNIT 05. CULTURE AND ART IN THE BAROQUE PERIOD

CONTENTS EVALUATION CRITERIA LEARNING STANDARDS

KEY COMPETENCE

S 15PAGES

B3

• Baroque art. Main expressions of the culture of the 16th and 17th centuries.

37. Understand the importance of certain authors and works from these centuries.

37.1. Analyses works (or extracts of works) by some authors of the period in their context.

LINLTLCUL

98, 114

38. Understand the importance of Baroque art in Europe and America. Use historical vocabulary correctly and in the right context.

38.1. Identifies significant works of Baroque art.

CULLTL

96, 97, 98–114, 115, 116



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