· web viewthe our world page in this unit focuses on traditional food, clothes, music, dance and...

ByME Social Science 3

Syllabus Social Science

Primary stage: Year 3

COMUNIDAD DE MADRID

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Syllabus ByME Social Science 3 CAM

INDEX 1 Page1. Introduction 32. Methodology 53. Contribution to the development of key competences 74. General Objectives of the stage 85. Course contents and Learning outcomes 96. Values and Attitudes 127. Mixed-ability activities 148. Fostering reading 159. Language Structures 1610. Cooperative Learning 2311. Project Based Learning 3012. Assessment Rubrics 4013. Assessment in our Educational Project 4314. Assessment of the Teaching-Learning process 4515. Specific methodology in ByME Social Science 3 CAM 5316. Materials of ByME Social Science 3 CAM 6317. Measures for pupils with special needs 6418. Use of information and communication technology 6619. Teaching and organisational resources 7020. Supplementary activities 7121. Didactic Units

1 Delete non-applicable items.2


1. INTRODUCTION

ByME Social Science was developed according to the guidelines stated in the following documents:

Decreto 89/2014, de 24 de julio, por el que se establece para la Comunidad de Madrid el Currículo de la Educación Primaria

The General Principles of this stage, are the following:

The aim of the Primary Education is to help students learn the principles of oral expression and comprehension, reading, writing, calculation, the acquisition of basic notions of culture, and the habit of coexistence as well as the study and work habits, the artistic sense, creativity and affectivity, in order to ensure an integral formation that contributes to the full development of the students' personality, and to prepare them effectively for Compulsory Secondary Education.

The educational action in this stage will try to integrate the different learning experiences of the students and it will also be adapted to the students' different working paces.

Primary Education is divided into six academic years, which will ordinarily be taught between six and twelve years old, and it is organized in areas, which will have a holistic and integrative approach.

According to the LOMCE, the curriculum is integrated by the objectives of each educational stage; the competences, or skills needed to activate and put into practise the relevant contents of the stage in an integrated way, so as to achieve the realisation of the activities and the effective resolution of complex problems; the contents, or a set of knowledge, abilities, skills, and attitudes which contribute to the achievement of the objectives for each educational stage and the acquisition of the relevant competences; the teaching methodology, ranging from the description of the teaching practices to the organisation of teacher's work; measurable learning outcomes; and the evaluation criteria to assess the level of acquisition of the competences and the achievement of the objectives of each educational stage.

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a) Curriculum: regulation of the elements determining the teaching and learning process for each educational stage.b) Objectives: references to the achievements that the student must attain at the end of the educational process, as a result of the teaching and learning experiences intentionally planned for this purpose.c) Competences: abilities to apply the relevant contents of each educational stage in an integrated way, in order to achieve the correct realisation of the activities and the effective resolution of complex problems. d) Contents: set of knowledge, abilities, skills, and attitudes which contribute to the achievement of the objectives for each educational stage and the acquisition of the relevant competences. The contents are organised into subjects, which are classified into areas, fields and modules, depending on the educational stage, or the programmes students take part in.e) Measurable Learning outcomes: specifications of the evaluation criteria which allow to define the learning results, and specify what the student must know, understand and know how to do, in each area; these standards must be observable, measurable, and assessable and must allow the graduation of the students' achievements. The standards must be designed in order to contribute and facilitate the use of standardized and comparable tests.f) Evaluation criteria: specific references used to assess the students' learning process. They describe whatever it is that must be valued and that students must achieve, both in terms of knowledge and in competences; they respond to what is aimed to achieve in each area.g) Teaching methodology: set of strategies, procedures and actions planned and organized by the teachers, consciously and reflexively, in order to promote the students' learning process and their achievements.

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2. METHODOLOGY

Social Science includes different disciplines which cover diverse aspects of human behaviour in relation to society. Among these, Geography and History occupy a privileged place on the curriculum of Primary Education.

The area of Social Science belongs to the block of core subjects, therefore the contents, evaluation criteria and evaluable learning standards for the whole stage have been proposed by the Ministry of Education, Culture and Sport in the Royal Decree 126/2014 of 28 February, by which is established the basic curriculum for Primary Education. The Community of Madrid has complemented and given further definition to the contents, distributing them, together with their corresponding standards of evaluable learning, on a course-by-course basis.

The contents are distributed in a common block which deals with strategies for work and study which apply to all the courses in the cycle, and in three other blocks, which are repeated in each one of the courses.

In two of these blocks, “Geography. The world in which we live” and “History. The track of time”, the contents of Geography and of History which the students must study in each course of the cycle are collected together. These contents refer, principally, to the Geography and History of Spain.

In Primary Education the objective is not that the students should be capable of analyzing and assessing historic events or human behaviours. The objective is fundamentally that, through the knowledge of the most relevant events in the History of Spain, the students should be capable of acquiring a spatial and temporal reference system in which to situate what they are to learn in future studies.

In order to introduce the Primary students to the study of History it is essential to have some basic and general knowledge of Geography. Thus, the contents of this discipline are included in the first years and only from the third year onward are the references to the study of history introduced.

The contents related to History must allow the students to identify and characterize the great historic periods. Within these, the most relevant events are established and ordered in chronological sequence. The objective is not to lay out the themes in an exhaustive manner, but rather to ensure that the students know the most representative characters and events in each of the periods. The events the dates of which are indicated, constitute indispensable references which the teacher may fill out in accordance with his/her pedagogical criteria.

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The reading of stories, biographies or accounts of characters and historic events as well as the learning of some ballads, may prove useful for the enrichment of the subject.

The block named “Living in society” focuses on bringing the student close to the study of social organizations, the economic life of citizens, the distribution of the population, the forms of working and other questions related with the political, social and territorial organization of Spain. Through the family and school the child is introduced into society. Hence the relations of the child with the family and educational environment are the starting point for the initiation of the student in the study of the contents of this block. With regard to the rest of the contents they are left, in their majority, for the final two years.

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3. CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES

«In line with recommendation 2006/962/EC, of the European Parliament and the Council, 18th December 2006, about Key competences for permanent learning, this royal decree is based in the strengthening of learning by competences, integrated in curricular elements to provide a renovation in teaching practice and teaching and learning process. New focuses are suggested in learning and evaluating, which will suppose an important change in tasks that pupils have to solve and innovative methodological approach. The competence supposes a combination of practical skills, knowledge, motivation, ethical values, attitudes, feelings, and other social and behaviour components that mobilise together to reach an effective action.»

«The competences, therefore, conceptualize as a «know how to act» applied to a diversity of academic, social and professional contexts. To make possible the transference to different contexts, understanding of given knowledge in competences is essential, and its connection with practical skills that integrate them.»

«Denomination of key competences defined by the European Union is taken. It is considered that «key competences are those necessary to fulfil persons, for an active citizenship, social inclusion and employment». The teacher’s role is fundamental, being able to design learning tasks or situations to enable the resolution of problems, the application of learned knowledge and the promotion of students’ activities».

The Key Competences of the curriculum are as follows:

1. Competence in linguistic communication. (CLC)2. Competence in mathematics, science and technology. (CMST)3. Digital competence. (DC)4. Learning to learn. (L2L)5. Social and civic competences. (SCC)6. Sense of initiative and entrepreneurship. (SIE)7. Cultural awareness and expression. (CAE)

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4. GENERAL OBJETIVES OF THE STAGE

Primary education will contribute to the children’s development of the skills that will enable them to:

a) Understand and appreciate the values and standards of living, learn to act in accordance with them, prepare for active citizenship and respect for human rights and pluralism inherent in a democratic society.

b) Develop individual and team work, effort and responsibility in the study as well as attitudes of self-confidence, critical sense, personal initiative, curiosity, creativity and interest in learning, and entrepreneurship.

c) Acquire skills for the prevention and peaceful resolution of conflict, enabling them to function independently in the family and household, as well as in social groups with which they are associated.

d) Know, understand and respect different cultures and differences between people, equal rights and opportunities for men and women and non-discrimination of people with disabilities.

e) Know and use appropriately the Spanish language and develop reading habits.f) Acquire, in at least one foreign language, skills to enable them to express and understand simple messages and function in

everyday situations.g) Develop basic Maths skills and initiative in solving problems that require elementary operations of calculation, geometry and

estimates, as well as being able to apply to situations in everyday life.h) Know the main features of Natural Science, Social Science, Geography, History and Culture.i) Start using, for learning, the information technology and communication to develop a critical mind to the messages they

receive and produce.j) Use representation and artistic expression and start to build visual and audio-visual proposals.k) Rate hygiene and health, accept their own body and that of others, respecting differences and using physical education and

sport to encourage both personal and social development.l) Know and appreciate those animals closest to us and adopt forms of behaviour that contribute to their preservation and care.m) Develop emotional skills in all areas of personality and in their relationships with others and an attitude opposed to violence,

prejudice of any kind and sexist stereotypes.n) Promote road safety education and respectful attitudes that affect the prevention of accidents.

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5. COURSE CONTENTS AND LEARNING OUTCOMES

THIRD YEAR

Geography. The world in which we live

Maps and charts.1. Interprets the conventional symbols which appear on a map.2. Identifies and uses maps with different scales.3. Draws simple maps with different scales.

Map of Europe. Other continents.4. Locates different countries on the political map of Europe and knows their capitals.5. Locates on the physical map of Europe the most important seas, rivers and mountain ranges.6. Identifies some countries, cities, rivers and mountain ranges in non-European countries.

Physical map of Spain. Relief and principal rivers.7. Locates on a map of Spain the principal mountain ranges and mountains.8. Locates on a map of Spain the most important rivers. Identifies their source and mouth, as well as their principal tributaries.

History. The tracks of time

Historic time and its measurement. 9. Is familiar with the century as a unit of measurement of historic time.10. Establishes the relation between years and centuries.11. Uses Roman numerals in order to indicate centuries.12. Knows the dating conventions for historic time (B.C., A.D., age and period).

Historic sources and their classification. Archaeology. Historic, cultural and artistic heritage.13. Knows different techniques for locating, in time and in space, events from the past. Is familiar with the work techniques used by the archaeologist.14. Is familiar with cultural heritage as a treasure which must be known, preserved and cared for.15. Identifies the historic periods: Prehistory, Classical Antiquity, Middle Ages, Modern Age and Contemporary Age.Common content for the whole stage.

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Initiation to scientific knowledge and its application in Social science. Searching for and selecting information.1. Obtains concrete and relevant information on events or phenomena which have been previously delimited, using different sources.2. Analyzes the information obtained to select that which is most relevant.3. Develops strategies to organize, memorize and recuperate information obtained through different methods and sources.4. Manages images, tables, graphs, diagrams and synopses in order to summarize the information obtained.

Presentation of the work carried out.5. Does work and presentations using different media.6. Presents orally, in a clear and ordered way, contents related with the area of study.7. Utilizes the appropriate vocabulary with precision and rigour.8. Is capable of summarizing, orally or in written format, the information obtained and the work performed.

Development of personal abilities. Responsibility, capacity for effort and constancy in study. Entrepreneurial initiative. 9. Shows autonomy in the planning and execution of actions and tasks and has initiative in the taking of decisions.10. Demonstrates attitudes of self-confidence, critical thinking, personal initiative, curiosity, interest, creativity and enterprising spirit in the face of the circumstances which surround him/her.11. Assumes responsibilities for what is done, said or the decisions which are made.

Development of social abilities.12. Participates in group activities and in social life adopting responsible, constructive, collaborative and respectful behaviour with the ideas and opinions of others.13. Values the importance of a peaceful and tolerant coexistence between the different human groups on the basis of universally shared democratic values and human rights.14. Uses cooperation and dialogue as a way to avoid and resolve conflicts.

Emergencies. Risk prevention, self-protection and civil protection.15. Identifies situations of risk for the life or safety of people.16. Knows how to act after an accident and in different emergency situations.17. Applies techniques of assistance, performing first aid and knows when, under no circumstances, he/she must act.18. Knows how to alert the rescue services. Knows the emergency telephone number.19. Knows the contents and usage of a first aid kit.20. Knows the measures for prevention and self-protection in case of emergencies and catastrophes.21. Develops the abilities which enable communication with the emergency telephone.22. Knows the public system of civil protection.

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6. VALUES AND ATTITUDES

The education in values is an answer to the society in which we live. Therefore, it is not considered one more area to work with, but as a core idea going over all curricular areas being present in the whole educational process.

In this stage, the school education has as an objective to develop in pupils the abilities considered necessary to manage as citizens within full rights and duties in the society where they live. This aim does not finish in intellectual knowledge integrated in diverse fields, but pretends comprehensive development of the person, that is, tries to deal with their affective, motor, interpersonal, insertion and social action capacities.

This cross cutting brings pupils closer to values that today worry the world inviting to get in touch with them, becoming sensitive making them part of matters as important as the defence of nature, world peace, equal opportunities without discrimination because of sex, or race causes, etc.

The inclusion of work in values in different units of the syllabus responds to that intention. Its treatment requires, depending on the unit, a special focus, if we consider types of contents and activities suggested. On the other hand, in all areas we work through different elements.

The final objective of working in values in school curriculum, and, therefore, in our syllabus, is to form pupils in an integral way, that includes from their cognitive development to their integration in the moving culture of society, going through their training in solidarity, cooperation and participation values. Keeping this in mind, the methodology for learning these matters can not leave from something external from pupils, but will be based in:

Previous knowledge and experience. Relationship with their equals. Cooperation and participation in class and their close environment. Questions between matters and contents. The active working methods provide, on one hand, a direct contact with the environment, and, on other, the proposal and

resolution of problems as a procedure of working.

Also, in the area of Social Sciences, we have dedicated a specific space for the work in values:

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In ByME Social Science 3 there is a strong focus on ethics and values, encouraging children to engage with the world around them, appreciate its complexities and problems, and develop social responsibility.

Our world: Pupils are introduced to values and ethics in relation to the scientific project. They are presented with situations designed to encourage reasoning and an engagement with their immediate surroundings, in order for them to internalise feelings of social responsibility. This way scientific knowledge is contextualised and made meaningful for young learners.

7. MIXED-ABILITY ACTIVITIES

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1. The educational intervention at this stage must facilitate learning in pupils requiring a different educative attention odd to the ordinary because of special needs for disability, because of specific difficulties in learning (among them the dyslexia), if presenting Attention deficit hyperactivity disorder (ADHD), because of high intellectual abilities, late inclusion in the educational system, or personal conditions and school history. The regional government ministry is responsible of educational competences and to adopt the necessary measures to identify pupils with specific learning difficulties and to evaluate in an early way their needs.2. The regional government office with competences in educational matters will regulate the aspects named in section 1 of this article y and will establish the opportune measures for all pupils to reach an adequate level in the curricular competences, as in the established objectives with general role for Primary Education.Specific activities of reinforcement and extension in ByME Social Science 3 syllabus (CAM).

Extra ideas: for those pupils who finish earlier. Helpful tips section with advice to diversify the Teacher's Book activities. Suggestions for the teacher in the Targeted Questions section of the Teacher’s Book. Activity Book activities. Digital Resources activities.

8. FOSTERING READING

ByME Social Science 3 (CAM) syllabus suggests different ways of encouraging reading habits and to develop the understanding in reading, by texts and reading activities from Pupils Book, as with the help of support material.

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Reading is a complex cognitive linguistic process that not only involves the skill of decoding phonemes-spellings, but also the abilities for understanding the text and to interpret from the reader. In addition, to this we must add a great number of communicative contexts and the intentions of the texts.

In Primary, reading is a fundamental pillar from where all learning raise. Its optimal acquisition contributes pupils development with success in school and daily range and in its personality develop.

At the beginning of the stage, students are in their full reading skills progress. The management and control of these reading skills so divers by the pupil Hill take to the ultimate objective of teaching reading: to read in an efficient way.

More than teaching the functional use of reading in early ages (to teach the ability of decoding and other understanding strategies) and to increase the skills over Primary Stage, it is fundamental to awake pupils interest in reading and to encourage habit and pleasure of reading.

Regarding to the Resources, next we detail the suggestions of the syllabus to work reading and comprehension in Social Sciences area:

Pupil's Book and Activity Book: Reading text throughout all the unit Introduction to the use of the school library

9. LANGUAGE STRUCTURES IN BYME SOCIAL SCIENCE 3 (CAM)

UNIT/ PROJECT

STRUCTURES VOCABULARY

0 Phrasal verbs: find out, look after free-time activities, hobbies, Social Science learning tool

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Like / don’t like + verb + ing Use + noun + verb infinitive

1 Question words: where, which, etc. Prepositions: in, on, next to, in front of,

behind, between, above, around There is / are Affirmative and negative statements:

It’s / It’s not; they’re / they’re not When clauses (not with future meaning):

When I look at it, I see information about different places

Comparisons: as, looks like, more realistic than

Conjunctions: also, as well as, so, because

Prepositions: below, from, to, through, between

Affirmative and negative short answers: Yes, it does / they do; No, it doesn’t / they don’t

Infi nitive to show purpose: We use a ... to ...

Questions: How do I get from ... to..., What is the quickest way from...to...

Phrasal verbs: divide into Comparatives: smaller, larger, more, less Phrasal verbs: scale down Imperatives: divide, give, draw, include Question words: What, Which, Where,

How do you get from … to … Imperatives: open, type, drag

map, the Equator, GPS, continent, compass, globe, satellite, precise

digital, sphere, archipelago, world map, compass rose, north, south, east, west

flat, horizontal, vertical, lines of latitude / longitude, North / South Pole, Equator, Northern/Southern Hemisphere, sphere, axis

title, scale, symbols, key, physical map, political map, natural features, man-made features, country, capital city, political borders

street map, square, symbol, turn left, turn right, go straight on, go past, it’s on the left / right

scale, reduced, detail, centimetre, metre, kilometre, floor plan, stairs, lifts, furniture, windows, doors

internet, browser, address bar, search bar, zoom in / out

2 Question words: where, which, etc. Prepositions: in, on, next to, in front of,

behind, between, above, around There is / are Affirmative and negative statements:

It’s / it’s not; they’re / they’re not Modal verbs: should/ shouldn’t

country, continent, ocean, mountain, Earth, beach, monument, musical instrument

state, capital city, river, flag, oceans, seas continent, ocean, sea, cover, connect, surround landforms, plains, valleys, hills, plateaus, mountains,

summit, slopes, foot, mountain range, rivers, source, tributaries, mouth

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Superlatives: biggest, largest, smallest, deepest, shallowest, warmest

Adverbs: partly / completely Phrasal verbs: divide up Prepositions: down, up through, towards Passive voice: is/are called Phrasal verb: made up, come up Superlatives: largest, longest, widest,

tallest, most Prepositions: around, across, through Superlatives: most popular, biggest,

largest, most populated Comparatives: more than Imperatives: find, fold, design, stick Phrasal verbs: cut out, mix up

physical map, kilometres, metre, rainforest, continent, country, mountain range, river

political map, country, capital city, city, tourists, parade, coast, language

leaflet, history, culture, protect

3 Question words: where, which, who, what, etc.

Prepositions: above, below, next to, in front of

There is / are Noun form verb + ing: skiing, hiking Demonstrative adjectives: this / these Superlatives: smallest, largest, most

visited, highest Quantifiers: some, most, many Phrasal verbs: connect to Passive voice: is located, is surrounded Prepositions: on, between Quantifiers: many, some Prepositions: across, through, between Imperatives: choose, write, draw, make,

stick Infinitive: to show, to share Imperatives: open, write, stick, put

border, language, Europe, mountain, capital, flag, summit, source, lake, waterfall, river, cliff

France, Spain, Andorra, Portugal, Europe, country, ski, capital city, official language, flag, border, mountains

north, south, east, west, monuments, border, capital city, official language, island, mainland, sunset, inland, coastline

landform, mountain, island, body of water, ocean, sea, river, lake, natural border

mountain range, peak, metres, river, source, mouth, kilometres, natural border

poster, flag, physical features, country, city, foreign language, communicate

4 Question words: what, who, etc. There is / are; There isn’t a / There aren’t

any Questions words: when, how, how long Demonstrative adjectives: this / that,

inland, coastal, landscape, natural, man-made, feature, beach, cliff, island, tourists, road, lighthouse, harbour, mountain

photograph, past, present, change, damage, impact, feature, building

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these / those The verb to be in past tense: was / were The adverb ago to refer to the past Passive voice: is located, is divided into Have / has Passive voice: is surrounded, is

connected, is called Superlatives: largest, longest, most

important Prepositions: across, through, in, on, at,

to Quantifiers: most, many, some Imperatives: use, label, create, represent Infi nitive of purpose: to have, to help Imperatives: search, print, stick Phrasal verbs: come out, cut out, look

back

autonomous communities, hills, mountains, river, peninsula peninsula, mountain range, plain, coast, desert,

archipelago, plateau, volcano, Cordillera Cantábrica, Pirineos, Sistema Ibérico, Sistema Central, Sierra Morena, Cordillera Bética, Picos, de Europa, Mulhacén, Iberian Lynx

river, agriculture, drinking water, source, mouth, man-made dams, reservoirs, route, Miño, Duero, Ebro, Tajo, Júcar, Guadiana, Guadalquivir, Segura

high, medium, low, three-dimensional, litter, clean-up, negative, positive, impact, volunteers

5 Question words: where, who, why, etc. Present continuous There is / are Past tense: was / were; wasn’t / weren’t Questions words: what, why, how, etc Use of to look like to describe similarity Past tense: looked, gave, used Phrasal verbs: break down Describing the past: yesterday, two

weeks ago, last year, in the past Describing the present: now, right now,

at this moment, today Describing the future: tomorrow, next

week, later, in the future Regular past tense: existed, lived,

moved, used, started, developed, formed Irregular past tense: wrote, began, built,

made There was / There were Passive voice: was divided, were built Imperatives: find, put, describe Phrasal verbs: pass down

time, history, past, measure, axe, cave painting, history museum, pottery, fire, spear, tour guide, prehistoric

Prehistory, replica, fragments, cave painting, pottery, axe, fire, phonograph, mp3 player, telephone, typewriter

past, present, future, history, historians, historical source, oral source, physical source, written source, visual source, year, decade, century, millennium, Roman numerals, timeline

Prehistory, period, artefact, Palaeolithic, Neolithic, nomad, written history, ancient history, civilisation, hieroglyphics, Latin, Egyptian, Greek, Roman, empire

Middle Ages, Christian culture, Islamic culture, kingdom, king, castle, mosque, explorer, discovery, printing press, invention, industry, steam engine, factory, communication, medicine, population, X-ray, vaccination

tradition, generation, thousand, noodle, bagpipes, Pysanka visual learner, physical learner, auditory learner, memorise

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6 Question words: where, who, what, how, why, etc.

Infi nitive to show purpose: We use a … to …

Present / past continuous Modal: have to for expressing necessity Past tense (regular and irregular): used,

lived, watched, ordered, made, found, wore, built

Past tense question: What did….wear…? Passive voice (past tense): was / were

used Can to talk about possibility Prepositions: for / from Passive voice (past tense): was painted,

was made, were made Past tense (regular and irregular):

painted, began Can to talk about possibility Passive voice (past tense): was written Relative clauses: that, who Imperatives: find, draw, write, place Infi nitive: to teach, to study Imperatives: search, click, open

archaeologist, microscope, artefact, sieve, excavation, brush, instrument, tool, measure

artefact, sieve, fragments, excavation, grid, sword, spade, archaeologist, archaeological site, stone axe, helmet, coins, clay pot

artefacts, pottery, coins, armour, millstone, dress, historical site, fossils, amphitheatre, gladiator, city wall, palace, exposition

cave art, mosaic, fountain, portrait, painting, poems, songs, castanets

Glosas Emilianensas, King Ferdinand II, Queen Isabella, Christopher Columbus, Don Quijote, Miguel de Cervantes, Spanish Constitution, storytelling, interview, speeches, traditions

time capsule, future, present, inventions, technologies, study, record

search engine, type, key word, image, right-click, copy, paste

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10. COOPERATIVE LEARNING

What is Cooperative Learning?

Cooperative Learning (CL) is an educational situation in which students are required to work together in small groups or teams to support each other in order to improve their own learning and that of others.CL goes beyond merely seating students together; simply telling them they are a group does not mean they will cooperate effectively. For students to behave cooperatively, and to reach their full potential within a group or team, they will need some essential elements.

Basic principles of Cooperative learning (Johnson, Johnson & Holubec, 2008)

1. Positive interdependenceStudents perceive that they need each other in order to complete the group’s task. Every pupil in a small group must contribute to the learning of the group, and each member needs the others to complete the task. We can enhance positive interdependence by establishing mutual goals which “will help each student to learn and make sure all other team members learn”.

2. Individual accountability“Each student’s performance is assessed and the results are given to that student and the rest of the members of the group”. Therefore each member of the group is responsible for completing their part of the work and must develop a sense of personal responsibility towards him or herself and the rest of the group, because individual performance will affect not only one’s own result, but also the rest of the members’ results.

3. Promotive interaction“Students promote each other’s learning by helping, sharing, and encouraging efforts to learn”. CL implies face-to-face interaction. Students need not only to discuss and agree but also to produce a piece of work through combined effort, because Cooperative Learning is not about working individually and make a ‘cut-and-paste’ final product.

4. Social abilitiesStudents need interpersonal skills in order to be successful. Some of them are:

- Effective leadership- Decision-making

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- Trust-building- Communication- Conflict resolution- Helping and asking for help- Organisation- Self-esteem and self-confidence

Our students aren’t born knowing how to behave in a group. We have to teach them, giving them models, and opportunities to practise these skills.

5. Group processingDeveloping CL methodology is not easy at first, nor are the effects immediate. Difficulties within the groups, resources and management may arise. That is why formative assessment is needed. This assessment involves both teachers and students.One way of structuring group assessment is by:

- Listing at least three member actions that helped the group be successful (students).- Listing at least one action that could make the group even more successful (students).- Monitoring the groups and giving feedback on how well the groups are working together and the class as a whole (teacher)

We need to know the strong and weak points in order to make the right decisions and develop the methodology in the right direction.

The benefits of using CL are supported by theory and are well-established by classroom research.There are several reasons why CL works as well as it does:

- Students learn more by doing something active than by simply watching and listening, and CL is by nature an active method.

- Cooperation enhances learning. Less confident students working individually tend to give up when they get stuck, but when working as a part of a team they keep going.

- When strong students help and work together with less confident students, they often find gaps in their own understanding and fill them in.

- Students working alone may tend to delay or skip their assignments, but when they work as a part of a team and realise that others are counting on them, they will often feel more motivated and do the work in a timely manner.

Nevertheless, we should never forget that the benefits of CL are not automatic, and it takes time to work in a cooperative way.

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Cooperative Learning structures in Social Science 3 Learn Together

The Work together section of the ByME Social Science 3 Learn Together is designed to develop pupils’ cooperative learning skills through the use of two different types of techniques, Cooperative investigation and Teammates consult. These techniques are presented to the pupils at the beginning of the book with a brief explanation. Here’s all you need to know about them!

Cooperative investigationAlready in groups of four, pupils are presented with a problem or question before carrying out an experiment. The individual members of the group think about the problem or question and create a hypothesis before carrying out the experiment, share it with the rest of the team and decide on a hypothesis. Next, they do the experiment and write down their conclusions. Finally, the group compares the original hypothesis with the conclusions developed after the experiment.

Teammates consultIn groups of four, each member of the team will get a question to answer.Pupils put their pencils in the middle of the desks and start discussing the questions. They take turns reading the questions to the rest of the group, expressing their opinions or doubts and decide on an answer as a group. Each pupil takes back its pencil and writes down the answer. They repeat the process with the rest of the questions.

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11. PROJECT BASED LEARNING

The Buck Institute for Education (BIE) defines Project Based Learning as “an extended process of enquiry” where “students work on a project over an extended period of time that engages them in solving a real-world problem or answering a complex question. As a result, students develop deep content knowledge as well as critical thinking, creativity and communication skills in the context of doing an authentic, meaningful project.”ByME Social Science projects are clearly organised to help pupils make a successful start in Project Based Learning. Each project relates to what the students have learned in the preceding units and the theme running through all the projects is to make the world a better place.

ChallengeEvery project begins with a challenging problem or driving question. The problem or question sparks the students’ interest and motivates them to want to find the solution. In some cases students are asked to choose from a range of possible options to carry out the project, such as choosing a song that will be used to create a dance routine or a dish to create a healthy menu.

What do you know?These activities are meant to revise and activate the contents pupils have studied in the preceding units and that are related to the project. It is therefore a first chance to begin the enquiry process that will lead them to a satisfactory solution of the problem.

Team organisationCooperative work and each participant’s role are key to their achieving the project. Before proceeding with the rest of the enquiry, pupils decide how they are going to organise themselves as a team. PBL applies cooperative learning techniques, therefore the team organisation is based on roles. The proposed roles are coordinator, secretary, materials manager and spokesperson, but you may decide to introduce other roles.

Project organisationAt this stage, pupils decide the format of their project. They are given different options to choose from and some of the materials required on each format, but they are also free to decide on a different format.

ResearchOnce pupils have decided how they are going to present their project, they engage in a research process where they will need to answer to a set of questions that will help them in their research process. In doing so, they will need to use various sources such as the student book itself, the internet, books in the school library, magazines, visiting museums, or by asking the teacher or their parents.

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CreateAt this stage the team members will create their project or product. They have all the necessary information, they’ve discussed all their findings and they’ve agreed what they want it to be like, so no time to waste!Present your projectPupils make their project public by presenting it to the rest of the classroom or even sharing it with all the school. Depending on the format they may need to explain a bit more about it, so advise them to be ready to answer questions.

Project evaluationThe pupils evaluate the development of the project, their own performance, as well as the performance of their teammates from a cooperative learning perspective.

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12. ASSESSMENT RUBRICS

Specific Contents for the Third Year of Primary

LEARNING OUTCOMES

Levels of acquisition1 Qualification (maximum 4)In the course of being

acquired (1) Acquired (2) Advanced (3) Excellent (4)1. Interprets the conventional symbols which appear on a map.

Interprets the conventional symbols which appear on a map, although he/she experiences many difficulties

Interprets the conventional symbols which appear on a map, although he/she experiences some difficulties

Interprets the conventional symbols which appear on a map, without too much difficulty

Interprets the conventional symbols which appear on a map, without any difficulty

2. Identifies and uses maps with different scales.

Identifies and uses maps with different scales, although he/she experiences many difficulties

Identifies and uses maps with different scales, although he/she experiences some difficulties

Identifies and uses maps with different scales, without too much difficulty

Identifies and uses maps with different scales, without any difficulty

3. Draws simple maps with different scales.

Draws simple maps with different scales, although he/she experiences many difficulties

Draws simple maps with different scales, although he/she experiences some difficulties

Draws simple maps with different scales, without too much difficulty

Draws simple maps with different scales, without any difficulty

4. Locates different countries on the political map of Europe and knows their capitals.

Locates different countries on the political map of Europe and knows their capitals, although he/she experiences many difficulties

Locates different countries on the political map of Europe and knows their capitals, although he/she experiences some difficulties

Locates different countries on the political map of Europe and knows their capitals, without too much difficulty

Locates different countries on the political map of Europe and knows their capitals, without any difficulty

5. Locates on the physical map of Europe

Locates on the physical map of




1 Other assessment scales: D-C-B-A; Fail, Good, Very Good, Excellent; numerical, etc.25


LEARNING OUTCOMES

Levels of acquisition Qualification (maximum 4)In the course of being

acquired (1) Acquired (2) Advanced (3) Excellent (4)the most important seas, rivers and mountain ranges.

Europe the most important seas, rivers and mountain ranges, although he/she experiences many difficulties

Europe the most important seas, rivers and mountain ranges, although he/she experiences some difficulties

Europe the most important seas, rivers and mountain ranges, without too much difficulty

Europe the most important seas, rivers and mountain ranges, without any difficulty

6. Identifies some countries, cities, rivers and mountain ranges in non-European countries.

Identifies some countries, cities, rivers and mountain ranges in non-European countries, although he/she experiences many difficulties

Identifies some countries, cities, rivers and mountain ranges in non-European countries, although he/she experiences some difficulties

Identifies some countries, cities, rivers and mountain ranges in non-European countries, without too much difficulty

Identifies some countries, cities, rivers and mountain ranges in non-European countries, without any difficulty

7. Locates on a map of Spain the principal mountain ranges and mountains.

Locates on a map of Spain the principal mountain ranges and mountains, although he/she experiences many difficulties

Locates on a map of Spain the principal mountain ranges and mountains, although he/she experiences some difficulties

Locates on a map of Spain the principal mountain ranges and mountains, without too much difficulty

Locates on a map of Spain the principal mountain ranges and mountains, without any difficulty

8. Locates on a map of Spain the most important rivers. Identifies their source and mouth, as well as their principal tributaries.

Locates on a map of Spain the most important rivers. Identifies their source and mouth, as well as their principal tributaries, although he/she experiences many difficulties

Locates on a map of Spain the most important rivers. Identifies their source and mouth, as well as their principal tributaries, although he/she experiences some difficulties

Locates on a map of Spain the most important rivers. Identifies their source and mouth, as well as their principal tributaries, without too much difficulty

Locates on a map of Spain the most important rivers. Identifies their source and mouth, as well as their principal tributaries, without any difficulty

9. Is familiar with the century as a unit of measurement of historic

Is familiar with the century as a unit of measurement of




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LEARNING OUTCOMES


acquired (1) Acquired (2) Advanced (3) Excellent (4)time. historic time, although

he/she experiences many difficulties

historic time, although he/she experiences some difficulties

historic time, without too much difficulty

historic time, without any difficulty

10. Establishes the relation between years and centuries.

Establishes the relation between years and centuries, although he/she experiences many difficulties

Establishes the relation between years and centuries, although he/she experiences some difficulties

Establishes the relation between years and centuries, without too much difficulty

Establishes the relation between years and centuries, without any difficulty

11. Uses Roman numerals in order to indicate centuries.

Uses Roman numerals in order to indicate centuries, although he/she experiences many difficulties

Uses Roman numerals in order to indicate centuries, although he/she experiences some difficulties

Uses Roman numerals in order to indicate centuries, without too much difficulty

Uses Roman numerals in order to indicate centuries, without any difficulty

12. Knows the dating conventions for historic time (B.C., A.D., age and period).

Knows the dating conventions for historic time (B.C., A.D., age and period), although he/she experiences many difficulties

Knows the dating conventions for historic time (B.C., A.D., age and period), although he/she experiences some difficulties

Knows the dating conventions for historic time (B.C., A.D., age and period), without too much difficulty

Knows the dating conventions for historic time (B.C., A.D., age and period), without any difficulty

13. Knows different techniques for locating, in time and in space, events from the past. Is familiar with the work techniques used by the archaeologist.

Knows different techniques for locating, in time and in space, events from the past. Is familiar with the work techniques used by the archaeologist, although he/she experiences many difficulties

Knows different techniques for locating, in time and in space, events from the past. Is familiar with the work techniques used by the archaeologist, although he/she experiences some difficulties

Knows different techniques for locating, in time and in space, events from the past. Is familiar with the work techniques used by the archaeologist, without too much difficulty

Knows different techniques for locating, in time and in space, events from the past. Is familiar with the work techniques used by the archaeologist, without any difficulty

14. Is familiar with cultural heritage as a

Is familiar with cultural heritage as a treasure




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LEARNING OUTCOMES


acquired (1) Acquired (2) Advanced (3) Excellent (4)treasure which must be known, preserved and cared for.

which must be known, preserved and cared for, although he/she experiences many difficulties

which must be known, preserved and cared for, although he/she experiences some difficulties

which must be known, preserved and cared for, without too much difficulty

which must be known, preserved and cared for, without any difficulty

15. Identifies the historic periods: Prehistory, Classical Antiquity, Middle Ages, Modern Age and Contemporary Age.

Identifies the historic periods: Prehistory, Classical Antiquity, Middle Ages, Modern Age and Contemporary Age, although he/she experiences many difficulties

Identifies the historic periods: Prehistory, Classical Antiquity, Middle Ages, Modern Age and Contemporary Age, although he/she experiences some difficulties

Identifies the historic periods: Prehistory, Classical Antiquity, Middle Ages, Modern Age and Contemporary Age, without too much difficulty

Identifies the historic periods: Prehistory, Classical Antiquity, Middle Ages, Modern Age and Contemporary Age, without any difficulty

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Common contents for the whole stage

LEARNING OUTCOMES

Levels of acquisition1 Qualification (maximum 4)In the course of being

acquired (1) Acquired (2) Advanced (3) Excellent (4)1. Obtains concrete and relevant information on events or phenomena which have been previously delimited, using different sources.

Makes efforts to obtain concrete and relevant information on events or phenomena which have been previously delimited, using different sources, although he/she experiences many difficulties

Obtains concrete and relevant information on events or phenomena which have been previously delimited, using different sources, although he/she experiences some difficulties

Obtains concrete and relevant information on events or phenomena which have been previously delimited, using different sources, without too much difficulty

Obtains concrete and relevant information on events or phenomena which have been previously delimited, using different sources, without any difficulty

2. Analyzes the information obtained to select that which is most relevant.

Makes efforts to analyze the information obtained to select that which is most relevant, although he/she experiences many difficulties

Analyzes the information obtained to select that which is most relevant, although he/she experiences some difficulties

Analyzes the information obtained to select that which is most relevant, without too much difficulty

Analyzes the information obtained to select that which is most relevant, without any difficulty

3. Develops strategies to organize, memorize and recuperate information obtained through different methods and sources.

Makes efforts to develop strategies to organize, memorize and recuperate information obtained through different methods and sources, although he/she experiences many difficulties

Develops strategies to organize, memorize and recuperate information obtained through different methods and sources, although he/she experiences some difficulties

Develops strategies to organize, memorize and recuperate information obtained through different methods and sources, without too much difficulty

Develops strategies to organize, memorize and recuperate information obtained through different methods and sources, without any difficulty

4. Manages images, Makes efforts to Manages images, Manages images, Manages images,

1 Other assessment scales: D-C-B-A; Fail, Good, Very Good, Excellent; numerical, etc.29


LEARNING OUTCOMES


acquired (1) Acquired (2) Advanced (3) Excellent (4)tables, graphs, diagrams and synopses in order to summarize the information obtained.

manage images, tables, graphs, diagrams and synopses in order to summarize the information obtained, although he/she experiences many difficulties

tables, graphs, diagrams and synopses in order to summarize the information obtained, although he/she experiences some difficulties

tables, graphs, diagrams and synopses in order to summarize the information obtained, without too much difficulty

tables, graphs, diagrams and synopses in order to summarize the information obtained, without any difficulty

5. Does work and presentations using different media.

Makes efforts to do work and presentations using different media, although he/she experiences many difficulties

Does work and presentations using different media

Does work and presentations using different media, without too much difficulty

Does work and presentations using different media, without any difficulty

6. Presents orally, in a clear and ordered way, contents related with the area of study.

Makes efforts to present orally, in a clear and ordered way, contents related with the area of study, although he/she experiences many difficulties

Presents orally, in a clear and ordered way, contents related with the area of study, although he/she experiences some difficulties

Presents orally, in a clear and ordered way, contents related with the area of study, without too much difficulty

Presents orally, in a clear and ordered way, contents related with the area of study, without any difficulty

7. Utilizes the appropriate vocabulary with precision and rigour.

Makes efforts to utilize the appropriate vocabulary with precision and rigour, although he/she experiences many difficulties

Utilizes the appropriate vocabulary with some precision and rigour, although he/she experiences some difficulties

Utilizes the appropriate vocabulary with precision and rigour, without too much difficulty

Utilizes the appropriate vocabulary with precision and rigour, without any difficulty

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LEARNING OUTCOMES


acquired (1) Acquired (2) Advanced (3) Excellent (4)8. Is capable of summarizing, orally or in written format, the information obtained and the work performed.

Makes efforts to be capable of summarizing, orally or in written format, the information obtained and the work performed, although he/she experiences many difficulties

Is capable of summarizing, orally or in written format, the information obtained and the work performed, although he/she experiences some difficulties

Is capable of summarizing, orally or in written format, the information obtained and the work performed, without too much difficulty

Is capable of summarizing, orally or in written format, the information obtained and the work performed, without any difficulty

9. Shows autonomy in the planning and execution of actions and tasks and has initiative in the taking of decisions.

Makes efforts to show autonomy in the planning and execution of actions and tasks and has initiative in the taking of decisions, although he/she experiences many difficulties

Shows autonomy in the planning and execution of actions and tasks and has initiative in the taking of decisions, although he/she experiences some difficulties

Shows autonomy in the planning and execution of actions and tasks and has initiative in the taking of decisions, without too much difficulty

Shows autonomy in the planning and execution of actions and tasks and has initiative in the taking of decisions, without any difficulty

10. Demonstrates attitudes of self-confidence, critical thinking, personal initiative, curiosity, interest, creativity and enterprising spirit in the face of the circumstances which surround him/her.

Makes efforts to demonstrate attitudes of self-confidence, critical thinking, personal initiative, curiosity, interest, creativity and enterprising spirit in the face of the circumstances which surround him/her, although he/she experiences many difficulties

Demonstrates attitudes of self-confidence, critical thinking, personal initiative, curiosity, interest, creativity and enterprising spirit in the face of the circumstances which surround him/her, although he/she experiences some difficulties

Demonstrates attitudes of self-confidence, critical thinking, personal initiative, curiosity, interest, creativity and enterprising spirit in the face of the circumstances which surround him/her, without too much difficulty

Demonstrates attitudes of self-confidence, critical thinking, personal initiative, curiosity, interest, creativity and enterprising spirit in the face of the circumstances which surround him/her, without any difficulty

11. Assumes responsibilities for what

Makes efforts to assume responsibilities

Assumes responsibilities for



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LEARNING OUTCOMES


acquired (1) Acquired (2) Advanced (3) Excellent (4)is done, said or the decisions which are made.

for what is done, said or the decisions which are made, although he/she experiences many difficulties

what is done, said or the decisions which are made, although he/she experiences some difficulties

what is done, said or the decisions which are made, without too much difficulty

what is done, said or the decisions which are made, without any difficulty

12. Participates in group activities and in social life adopting responsible, constructive, collaborative and respectful behaviour with the ideas and opinions of others.

Makes efforts to participate in group activities and in social life adopting responsible, constructive, collaborative and respectful behaviour with the ideas and opinions of others, although he/she experiences many difficulties

Participates in group activities and in social life adopting responsible, constructive, collaborative and respectful behaviour with the ideas and opinions of others, although he/she experiences some difficulties

Participates in group activities and in social life adopting responsible, constructive, collaborative and respectful behaviour with the ideas and opinions of others, without too much difficulty

Participates in group activities and in social life adopting responsible, constructive, collaborative and respectful behaviour with the ideas and opinions of others, without any difficulty

13. Values the importance of a peaceful and tolerant coexistence between the different human groups on the basis of universally shared democratic values and human rights.

Makes efforts to value the importance of a peaceful and tolerant coexistence between the different human groups on the basis of universally shared democratic values and human rights, although he/she experiences many difficulties

Values the importance of a peaceful and tolerant coexistence between the different human groups on the basis of universally shared democratic values and human rights, although he/she experiences some difficulties

Values the importance of a peaceful and tolerant coexistence between the different human groups on the basis of universally shared democratic values and human rights, without too much difficulty

Values the importance of a peaceful and tolerant coexistence between the different human groups on the basis of universally shared democratic values and human rights, without any difficulty

14. Uses cooperation and dialogue as a way to avoid and resolve conflicts.

Makes efforts to use cooperation and dialogue as a way to avoid and resolve

Uses cooperation and dialogue as a way to avoid and resolve conflicts, although

Uses cooperation and dialogue as a way to avoid and resolve conflicts, without too

Uses cooperation and dialogue as a way to avoid and resolve conflicts, without any

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LEARNING OUTCOMES


acquired (1) Acquired (2) Advanced (3) Excellent (4)conflicts, although he/she experiences many difficulties

he/she experiences some difficulties

much difficulty difficulty

15. Identifies situations of risk for the life or safety of people.

Makes efforts to identify situations of risk for the life or safety of people, although he/she experiences many difficulties

Identifies situations of risk for the life or safety of people, although he/she experiences some difficulties

Identifies situations of risk for the life or safety of people, without too much difficulty

Identifies situations of risk for the life or safety of people, without any difficulty

16. Knows how to act after an accident and in different emergency situations.

Makes efforts to know how to act after an accident and in different emergency situations, although he/she experiences many difficulties

Knows how to act after an accident and in different emergency situations, although he/she experiences some difficulties

Knows how to act after an accident and in different emergency situations, without too much difficulty

Knows how to act after an accident and in different emergency situations, without any difficulty

17. Applies techniques of assistance, performing first aid and knows when, under no circumstances, he/she must act.

Makes efforts to apply techniques of assistance, performing first aid and knows when, under no circumstances, must he/she act, although he/she experiences many difficulties

Applies techniques of assistance, performing first aid and knows when, under no circumstances, must he/she act, although he/she experiences some difficulties

Applies techniques of assistance, performing first aid and knows when, under no circumstances, must he/she act, without too much difficulty

Applies techniques of assistance, performing first aid and knows when, under no circumstances, must he/she act, without any difficulty

18. Knows how to alert the rescue services. Knows the emergency telephone number.

Makes efforts to know how to alert the rescue services. Knows the emergency telephone number, although

Knows how to alert the rescue services. Knows the emergency telephone number, although he/she

Knows how to alert the rescue services. Knows the emergency telephone number, without too much

Knows how to alert the rescue services. Knows the emergency telephone number, without any difficulty

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LEARNING OUTCOMES


acquired (1) Acquired (2) Advanced (3) Excellent (4)he/she experiences many difficulties

experiences some difficulties

difficulty

19. Knows the contents and usage of a first aid kit.

Makes efforts to know the contents and usage of a first aid kit, although he/she experiences many difficulties

Knows the contents and usage of a first aid kit, although he/she experiences some difficulties

Knows the contents and usage of a first aid kit, without too much difficulty

Knows the contents and usage of a first aid kit, without any difficulty

20. Knows the measures for prevention and self-protection in case of emergencies and catastrophes.

Makes efforts to know the measures for prevention and self-protection in case of emergencies and catastrophes, although he/she experiences many difficulties

Knows the measures for prevention and self-protection in case of emergencies and catastrophes, although he/she experiences some difficulties

Knows the measures for prevention and self-protection in case of emergencies and catastrophes, without too much difficulty

Knows the measures for prevention and self-protection in case of emergencies and catastrophes, without any difficulty

21. Develops the abilities which enable communication with the emergency telephone.

Makes efforts to develop the abilities which enable communication with the emergency telephone, although he/she experiences many difficulties

Develops the abilities which enable communication with the emergency telephone, although he/she experiences some difficulties

Develops the abilities which enable communication with the emergency telephone, without too much difficulty

Develops the abilities which enable communication with the emergency telephone, without any difficulty

22. Knows the public system of civil protection.

Makes efforts to know the public system of civil protection, although he/she experiences many difficulties

Knows the public system of civil protection, although he/she experiences some difficulties

Knows the public system of civil protection, without too much difficulty

Knows the public system of civil protection, without any difficulty

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13. 360º EVALUATION

13.A) ASSESSMENT TOOLS: 360º EVALUATION

ByME Social Science Learn together helps teachers personalise their teaching and target their pupils’ real needs. The material is supported by a 360º evaluation carried out by the teacher, the pupil and his or her peers.

The 360º evaluation has three main stages within a unit:1. Diagnostic stage: includes the teacher diagnostic test and the pupil’s self-evaluation. Pupils are asked to take these tests

at the unit opening page. These two tests help teachers plan the unit lessons according to their pupil’s knowledge.2. Work with peers stage: represented by the Cooperative Learning evaluation.3. Assessment stage: made up by the end-unit evaluation and the evaluation grid.

The 360º evaluation wraps up with two term evaluations, the end-of-term test (teacher) and the project evaluation (peer).All the marks can then be recorded in the unit or term log book made available to the teacher in the digital resources.

Teacher evaluationThe evaluation tests carried out by the teacher include:● Diagnostic test: teachers determine what pupils already know about the unit.● End-of-unit test: pupils carry out a final unit test to check what they have learnt. ● Unit evaluation grid: teachers evaluate if the pupils have accomplished the learning standards of the unit.● End-of-term test: The pupils take an end-of-term test which serves as an additional evaluation tool for the teacher.

Self-evaluation● Pupil’s self-evaluation: pupils test their prior knowledge of the unit through a self-assessment grid.

Peer evaluation● Cooperative Learning evaluation: pupils complete a self-evaluation grid of the cooperative tasks, evaluating its

development, their own performance, as well as the performance of their teammates.● Project evaluation: pupils evaluate the development of the project, their own performance, as well as the performance of

their teammates, again from a Cooperative Learning perspective.35


13.B) TYPES OF EVALUATION Initial evaluation (Diagnostic): Al the beginning of each course of Primary Education, teachers will carry out an initial

evaluation of pupils, which will allow them to take the right decisions and relevant measures related to reinforcement. Continuous evaluation (Formative): Continuous evaluation will have a formative character. Its aim will be to assess the

teachers and to help pupils in the teaching and learning processes, as well as to adopt the relevant decisions to help them overcome any possible difficulties.

Final evaluation (Accumulative): At the end of each school year, teachers will carry out the final assessment of the pupils' results. This assessment of the academic results will be recorded in the evaluation documents including the relevant marks, both positive and negative.

Individual assessment of the Third year of Primary Education: The schools will do an individual assessment to all the pupils at the end of the third year of Primary Education, checking their mastery of the skills and abilities in oral and written expression and comprehension, calculation and problem solving, related to the level of acquisition of both linguistic communicative competence and mathematical competence.

Final Assessment of Primary Education: At the end of the sixth year of Primary Education, pupils will do an end-of-stage individual assessment, where teachers will check the level of acquisition of the competence in linguistic communication, and of the competence in mathematics, science and technology, as well as the achievement of the objectives of the stage.

13.C) QUALIFICATION AND PROMOTION CRITERIAThe teacher/department will assess the level of consecution of the intended objectives applying the methodology, bearing in mind the acquisition of the key competences, the evaluation criteria and using the different resources of evaluation. The qualification will be established by analysing the learning process and the progress in the activities and tasks done by the students. For that purpose, the teacher/department will take into account and will qualify the aspects below in the following way:

Evaluation Resources % Observations

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According to Royal Decree 126/2014 of 28 February, the students will pass to the following course or stage as far as it is considered that they have achieved the objectives of the course or stage, and that they have reached the level of acquisition of the corresponding competences. Otherwise, they will be allowed to repeat a school year only once throughout the stage, with a specific reinforcement plan.For that purpose, teachers will bear in mind the following Promotion Criteria:

Promotion Criteria Observations

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14. ASSESSMENT OF THE TEACHING-LEARNING PROCESS

YEAR: ______ GROUP: ______ EVALUATION1 1ª 2ª 3ª

13.1.COORDINATION OF TEACHING TEAM DURING THE TERMNumber of coordination meetings maintained: ______rate2 of attendance: _______Number of evaluation sessions maintained: ______rate of attendance: _______Remarks:

13.2. ADJUSTMENT OF TEACHING PROGRAMMINGNumber of lessons during the term:

AREAS

Number of expected lessons

Number of lessons taught

Percentage

1 Mark as proceed.2 Obtained of the arithmetic mean from rates of sessions done, dividing the number of participant teachers in each session by total members of teaching team.

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Organization and teaching methodology:

INDICATORS EVALUATION1

1 2 3 4

a) Spaces

b) Times

c) Resources and educational materials

d) Grouping

e) Other (specify)

Remarks:

Aptitude of evaluation instruments used:

Other aspects to highlight:

1 Being 4 the superior value and 1 the inferior.39


15. SPECIFIC METHODOLOGY IN BYME SOCIAL SCIENCE 3 CAM

ByME Social Science is a six-level course for pupils studying the subject of Social Science in a bilingual context.

AIMS OF THE COURSEThe course follows the Social Science syllabus as laid out by the LOMCE. It is an introduction to the social sciences, leading learners through their first experiences of Human Geography, Physical Geography and History. ByME Social Science aims to develop pupils’ scientific knowledge and language skills. Given the challenge of teaching Social Science in a bilingual classroom, it is important that language does not overwhelm the content, nor vice versa. For that reason, this programme was designed to ensure a unique balance between language and content.The guiding principles are simplicity and motivation – ByME Social Science is interesting and engaging for the pupil and user-friendly to the teacher. It features:• A simple, fixed unit structure to ensure easy navigation.• A fresh and clear design with a dynamic mix of age-appropriate illustrations and attractive photography, providing visual aids that facilitate comprehension.• A focus on scientific method in order to develop pupils’ investigative and presentation skills.• An easy to apply 360º evaluation tool for continuous teacher, self and peer evaluation. At the beginning of every unit, simply check what each of your pupils already knows and then plan your lessons accordingly by selecting the most suitable activity types for your pupuils’ needs. • A real sense of progression through the levels with a fun, accessible feel to the early levels – with songs, characters and stories – and a more mature and scientific approach in higher levels, a clear bridge to Secondary.• Flexibility, with many extra, non-content pages, allowing for easy adaptation to specific teaching situations.• Scientific literacy instruction to support content learning in English through reading, writing, speaking and listening activities.• A wide range of additional resources.This course also aims to address the children’s education beyond the scope of Social Science through:

- Project-based learning (PBL), project-centred activities integrating cooperative learning techniques which foster problem solving, collaboration and teamwork life skills. The chosen projects have undergone a rigorous selection process to guarantee pupil motivation and to give pupils the opportunity to make a positive impact on their environment.

- The emphasis placed on ethics and values, encouraging children to become involved in the world around them, to appreciate its complexities and its challenges, and to develop a sense of social responsibility.

- The attention given to higher-order thinking skills (HOTS) to provide children with the opportunity to apply their knowledge.

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- Problem-solving activities to promote critical thinking.

CLASSROOM MANAGEMENT

Classroom managementAs with all ages, the establishment of clear rules for behavior is key to successful classroom management.As the pupils are now older and more mature, encourage them to participate in the process of establishing these rules. You may want to explain to pupils that, as in society, they have rights and responsibilities in their Science class.Elicit ideas from the pupils about the rights they feel they should have and the responsibilities they need to accept so that everyone can share those same rights.Possible rights and responsibilities include:1. I have the right to share my ideas. I have the responsibility to listen to the ideas of others.2. I have the right to feel safe sharing my work. I have the responsibility to contribute constructive criticism.3. I have the right to use a variety of resources in my work. I have the responsibility to take care of those resources and to use them safely.

Classroom organizationThe physical arrangement of the classroom varies greatly from school to school and from teacher to teacher. Often, many different specialist teachers share one classroom and need to be sensitive to the needs of their fellow teachers. Depending on the extent of Cooperative Learning it can be important that pupils are seated in groups of four to six in order to share ideas and complete projects in pairs or small groups. If the classroom is set up in rows, pupils can be taught to move their desks quickly and quietly into groups at the beginning of class. It is a routine that needs to be practiced but one that can easily be mastered. Some activities can be completed whilst seated in rows.

Time managementMany pupils have limited time for their Science class each week. This means that the teacher needs to have all the materials prepared before class and establish procedures and routines in order to use the time effectively. Opening and closing activities can be shortened and lengthened depending on the time allotted for Science class. Holidays, excursions and absent pupils can interfere with the rhythm of the class.If needed, some activities from Analyze and organize, Think about it or Revise can be sent home as homework.

ProceduresProcedures and routines are essential in class. These should be introduced gradually throughout the first term and practiced on a regular basis. Positive reinforcement can help the acquisition of these procedures and routines.Helpful procedures and routines for Science class include:

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- Listening routineUse a quick and simple chant to get pupils’ attention.Teacher: 1, 2, 3. Look at me.Pupil: 1, 2. I’m looking at you.

- Attention routineSometimes during class, the teacher may need to stop the pupils in order to give them further instructions.Many pupils find it difficult to stop working and choose to keep reading, writing, discussing, etc. Using a bell, xylophone or other musical instruments can be useful in getting pupils’ attention, or the teacher can use a quick chant:I’ve got something important to say. Put your hands on your (head) and look my way.Pupils are to leave their work and put their hands on their head. The teacher can change the word head for other parts of the body (e.g. knees, shoulders, etc.).

- Moving desks procedureDesign a seating arrangement that will require the least amount of moving. Have pupils practice moving their desks quickly, quietly and carefully from rows to groups and back to rows again. Placing coloured tape on the floor can be helpful.

- Distributing materials procedureDesign a procedure for handing out materials. A helper (or helpers) can be selected every week to help hand them out. This role can be used as a reward for good behavior.

- Cleaning up procedureDesign a cleaning up procedure for different types of Find outs. Helpers can be useful in this procedure. There are many cleaning up songs on YouTube. You can choose one and play it while pupils clean up.

HELPFUL TIPS

The following tips are arranged as an activity bank and will help you to get the most out of the ByME educational materials, add diversity to your classes, and maintain your pupils engaged and motivated.

Presenting key contentThe ByME Pupil’s Books for Level 3 present large amounts of information in both textual and visual formats. At this level, pupils continue to develop their literacy skills. To encourage active participation and develop confidence at this level, teachers are

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recommended to use a variety of reading activities to help pupils develop fluency and confidence while reading. There are a variety of activities that can be done before, during and after reading to help pupils get the most out of the text.

ReadingTo encourage active participation and develop fluency and comprehension skills at this level, teachers are recommended to use a variety of read-aloud activities.Read and repeat: The teacher reads a sentence and the pupils read and repeat the sentence, focusing on proper intonation and pronunciation.Choral reading: The teacher and all the pupils read the text aloud in unison to encourage word recognition and fluency while building confidence in reading.Order reading: The teacher instructs pupils of the order in which they will read the text. The first pupil reads one sentence, and then the next pupil reads the following and so forth without interruption.Cloze reading: The teacher reads the text and pauses at key words to have the pupils read the missing word (or phrase) in unison.Small group reading: Pupils are divided into small groups to read the text. The groups can be heterogeneous allowing stronger readers to support other group members; or the groups can be homogeneous so that the teacher can work with the group of readers that needs the most support.Partner reading: Pupils read with a partner. Each pupil takes turns reading and listening.Silent reading: Pupils are provided with time to read the text silently on their own.Re-reading: Pupils read texts multiple times to promote better understanding of the main concepts, increase fluency and ensure participation from all pupils.

Response to readingReading strategies can be explored before, during and after reading the text to provide pupils with a purpose for reading and aid comprehension:Making predictions: The teacher asks pupils to look at the illustrations and photos on the page and scan the text for key words. Then the pupils make predictions about what they will be reading about.Word meanings: Pupils look through the text to find unfamiliar words. These words can be defined by classmates, the teacher or with the use of a dictionary.Word meanings in context: The teacher encourages pupils to define new words and important vocabulary by using the text in the sentence around it.Main idea: Pupils look for the sentence(s) that describes the main idea of each paragraph.Paraphrasing: Pupils use their own words to retell what they have just read.Summarising: Pupils use key words to describe the main idea of the text.Organising information: Pupils sort, categorise or classify the information from the text.

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Cause and Effect: Pupils look for examples of cause and effect in the text. The cause explains why something happened. The effect is the description of what happened.Compare and contrast: Pupils take two main concepts and discuss how they are different and how they are similar.Making connections: Pupils focus on new vocabulary or a new concept and make a connection to their personal life and experiences or to previous learning.Sequence: Pupils discuss or write the sequence of a process or event.Drawing conclusions: Pupils use the information they already know and the information from the text to draw conclusions.Asking questions: Pupils use the information from the text to ask new questions that require further investigation.

WritingScience learning gives writing practice an authentic context. Incorporating the use of science notebooks encourages ownership, builds understanding, and helps pupils organise the content in a personal way. Various ways of collecting, organising and displaying information are suggested in each lesson.Journal entries: Pupils ask questions, make observations, summarise, make connections, and collect, record and interpret information.Visual representations: Charts, tables, graphs, diagrams and drawings. A KWL is a graphic that helps pupils access prior knowledge, establish a purpose for reading and summarise what they have learned (K = what I know, W = what I want to learn, L = what I learned)Concept maps: Provide pupils with a tool to organise information while brainstorming, classifying, categorising, comparing and summarising new learning.

FlashcardsFlashcards and word cards can be used in endless ways, from presenting or consolidating concepts or vocabulary to providing revision before the end-of-unit tests or at the beginning of a lesson. Here are a number of ideas to help get the most out of these useful resources:Slow Reveal: Cover the wordcards or flashcards with a sheet of paper (or similar). Take hold of the wordcards or flashcards and slowly reveal it over the top of the paper. Encourage pupils to guess the word.Quick flash: Place a group of wordcards or flashcards in a pile facing you. Quickly, turn the pile around to face the pupils, then turn it back. The pupils say the word they saw.Odd one out: Stick three wordcards or flashcards on the board (two that are similar and one that is different). Ask which is the odd one out. Encourage pupils to name the card that is different and to tell you why.What’s missing? Stick 6 to 8 wordcards or flashcards on the board one by one, naming them as you do so. Then take all the wordcards down and mix them up. Ask a volunteer to come out to the front and choose one (without showing it to anyone). Place

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the remaining cards on the board again, encouraging the pupils to name them as you do so. Ask the pupils What is missing? Encourage them to name the wordcards the pupil has in their hand.Tap it: Divide the class into two teams. Stick 4 to 6 wordcards up on the board in reach of the pupils. Call a pupil from each team to stand in front of the cards. Say the definition or give a clue about one of the words. The first pupil to tap the correct card gets a point. Mix the cards up and invite two other pupils to play.

Games and activitiesPupils learn in many different ways. The more experiences pupils can have around a new topic, the more likely they will learn and remember concepts and vocabulary. Games offer a wide range of opportunities for pupils to engage with and use what they are learning. They are also a chance to offer movement, a change of focus, and disguise language learning. The competitive elementinspires pupils to participate and, what could easily be an uninspiring list of revision questions or words to define, can be transformed into a fun game.I-Spy: Use the classroom, the playground, a poster or the opening illustration for a unit to say I spy with little eye something beginning with (/k/). Pupils suggest words beginning with that letter to guess your word.Pictionary: Divide the class into two teams. Start to draw an item on the board very slowly. In turns, teams have 30 seconds to guess what you are drawing. You´ll need a timer! Once pupils are familiar with the game, they can play in threes. One pupil begins to draw an item from the unit or the Picture dictionary. The other two pupils in the group must guess what it is. The first to guess, becomes the drawer.Picture snap: Pupils draw one item from the unit e.g. something they find in their town. Pupils must keep their picture a secret and must not show others. Provide pupils with the sentence starter you would like them to use e.g. In my town there is ... Pupils must walk around the classroom repeating their sentence to as many classmates as possible. If they hear somebody say the same item as them, they must shout Snap! and show each other their picture. Check at the end how many pupils had the same item as somebody else.

Stand up if…: Pupils listen to the statements you make. If they think your statement is true, they stand up. If they think it is false, they remain seated. Between statements, pupils sit down. The game can also be played with flashcards. Hold up a flashcard and make a true or false statement about what is on the flashcard. Pupils stand up if it is true.Repeat if true: Pupils listen to your statements. If they think your statement is true, they repeat it. If they think it is false, they shake their heads and remain silent.Chinese whispers: Have pupils stand one behind the other, in 3 lines of equal numbers. Whisper a sentence to the pupil at the end of each line at the same time. They must whisper the sentence to the next person in their line, who whispers it to the next until it is passeddown all the way to the first person in the line. The pupil at the front of the line puts up their hand when they think they know the sentence or runs and circles a flashcard or wordcard on the board).Backs to the board: Divide the class in half, into two teams. Place two chairs at the front of the class, each chair facing a team. Ask one pupil from each team to come and sit in the chair, facing their team but with their backs to the board. Write a word or put

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up a flashcard on the board behind the pupil’s backs and insist that they do not turn round. (Ensure the class understand the word you have written). Encourage the teams to mime the word on the board to their team member who must guess what it is. The team member who guesses first gains a point for their team. Two new team members then come to the chairs.Noughts and crosses: Draw a noughts and crosses grid on the board and write numbers in each square. Divide the class into two teams and choose one team to be noughts and one team to be crosses. For each number prepare a question or true false statement. Each team takes turns to choose a number. If they answer your question correctly, a team member can come up to the board and replace the number with a nought or a cross. The winning team is the first to get three noughts (or crosses) in a line.Bingo: Pupils fold an A5 piece of paper in half, in half again, and in half one more time. When they open the paper up, they should have a grid with eight squares. Pupils draw (or write) 8 items from your lesson (planets, jobs, etc.). Draw a grid with eight squares on the board. Draw items one at a time in your grid. If pupils have that same item in their grid, they can cross it out. When a pupil has crossed all the items out in their grid that are the same as yours, they can shout Bingo! Use the other side of the paper to start a new game.Listen and do: Pupils listen carefully to two instructions at the same time e.g. Wiggle your hips. Make an angry face; touch something made of wood with your elbow. Scratch your head. When pupils get good at remembering and following two instructions at a time, increase it to three.Run to the corners: This is best played in the playground or gym. Label the corners of the space you are in with different categories. Organise pupils into groups. Give names to the different groups (towns, units of time). Call out the group name and a vocabulary item. The group must run to the correct corner.Hangman (man on a raft): Instead of a hanging man, draw a man standing on a raft (ten circles under him on a rough river or sea). Draw a crocodile or shark in a corner of the board. Draw spaces for the letters of a word you want pupils to guess. If pupils guess a letter in the word correctly, write it in the correct space. If the letter does not appear in the word, write it under the crocodile or shark, and rub out a circle of the raft. Pupils must guess the word before the raft is totally rubbed away (and the man is eaten by the shark or crocodile!).

Quiz makers: At the end of a unit ask the pupils to work with a partner or divide the class into groups and invite them to make questions for a quiz about the topic. Tell them that they can use the Pupil’s Book to help them. Remind them that they must also supply the answers to their questions. Take in their papers and use the questions to give the class a quiz. Read the questions to the class and ask them to write their answers on a paper. Paraphrase the questions so that the pupils can answer in a few words. They then exchange papers and the quiz is corrected collectively.Vocabulary storms: As an introductory activity to a new topic, divide the class into groups and ask them to write down as many words as they can that are related to the topic that is going to be studied. At the end of the group activity, invite pupils to share their work with the rest of the class. Encourage the pupils to come to the board and use mind maps to organise the words from their lists.Scrabble: Have sets of plastic alphabet letters, scrabble letters, and/or letter sets cut up on card. Divide the class into small groups. Give each group a set of letters. The groups spell the word you tell them.

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Ready, Steady, Spell: Mini-white boards are a great learning aid! Say a word and have pupils spell it on their mini-white board and hold it up to show you. The boards also provide an easy opportunity for pupils to practise spelling a word before writing it in their books.

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15. MATERIALS OF BYME SOCIAL SCIENCE 3 CAM Pupil’s Book The Pupil’s Book includes:

● a two-page introductory unit introducing pupils to the characters that will accompany them on their learning experience● six main units● three end-of-term review sections ● three term projects● a picture dictionary.

.

Activity Book The optional Activity Book is comprised of six full-colour pages per unit. It offers:

● a range of engaging exercises to consolidate and extend the topics covered in the Pupil’s Book● additional reading and writing practice of the science content● a mini-project designed to encourage pupils to explore scientific concepts and methods at home or in the classroom● a bilingual glossary to support language learning.

Teacher’s materials

Teacher’s Book The full-colour Teacher’s Book includes easy-to follow, flexible lesson plans and practical support specially designed for English teachers teaching Science. A clear, simple design helps ease-of reference even in the most challenging teaching situations. The Teacher’s Book fully addresses the LOMCE curriculum through:

- Careful attention to content, evaluation criteria and learning standards- Treatment of the key competences in correlation with the larning standars, clearly identified key content and extra sections. - Enabling teachers to focus on minimum content or extend lessons according to their timetables.- Providing full answers keys to all the questions and the activities in the Pupil’s Book.

Class audio CD

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Included with the Teacher’s Book, the Class audio CD offers the key recordings for each Pupil’s Book in a traditional, easily accessible format. It can be played on dedicated audio players or on the computer. It includes:

- Recordings of the main tex of the content pages. - External exam-style recordings for listening skills practice. - Audios of quiz answers for self-assessment of end-of-term reviews.

Access to the complete audio is available through the Digital resources.

Posters, flashcards Large-scale printed posters are available for added visual support in the classroom. There is one poster per unit, with each one providing additional opportunities for vocabulary practice and revision.In Levels 1 and 2, flashcards are available in printed format, or in digital format from Level 3 upwards.Ideas for using these classroom materials are provided in the Teacher’s Book.

Printable resources Extra printable resources are provided online through the digital resources. These include:

- Diagnostic tests- Unit tests- End-of-term and end-of-year tests- Self-evaluation activities for pupils- Evaluation of the Work together section- Evaluation of the term projects- Evaluation grids- Letters to family to help involve parents and carers in their children’s learning.

HOW TO USE THE PUPIL’S BOOK

Opening Pages

Each unit opens with a vibrant double-page spread. These introductory pages maximise motivation by showing that pupils’ prior knowledge of key topics is often already considerable. Key content and vocabulary is introduced through attractive large-scale illustrations, songs and engaging activities.

The illustration always features the Level 1 Social Science course characters Sam and Amy on a school field trip..

A motivational song with a related activity introduces pupils to the main topic of the unit.49


A reference to the diagnostic evaluation and self-evaluation tools which help assess pupils’ prior knowledge. The language support section helps the pupils answer complete activities confidently by providing them with useful language

structures and prompts.

Story- The Story section follows the course characters on a school field trip. It features a fun but informative story that shows the children enjoying an adventure on their field trip.

- A dramatization of the story can be listened to on the Teacher’s class CD or on the digital component. After listening to the story, pupils practise their speaking skills by acting out the scene.

- The story activities are designed to reflect the most common activities found in external exams.

Work togetherThe Work together section provides pupils with the opportunity to carry out fun projects and simple experiments using cooperative learning techniques. Projects are carefully designed to be accessible and appropriate for the youngest children and always use everyday materials.

- Each unit suggests a cooperative learning technique that will provide the optimal learning experience for the pupil and guarantee the implication of all team members.

- A visual reminder of the materials necessary to complete the project.- A reference to the self-evaluation grid where pupils can evaluate their cooperative task.

Content PagesThe content pages where pupils build on their prior knowledge through highly visual content and a wide variety of activities presenting different levels of cognitive challenge.

Content pages are richly illustrated with a careful balance of photography and age-appropriate illustration, in order to facilitate comprehension in all learner types and maximise engagement with the content.

Higher order thinking skills are introduced through the use of graded activities. They include revision questions directly related to the content and activities that provide greater challenge, encouraging pupils to think, investigate and make connections

The project tips give pupils clues that will help them complete the term project successfully. Diagrams, keys and graphs increase pupils’ visual literacy and capacity for interpretation of diverse types of information.

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Review: Unit revision pages ensure that pupils’ progression is regularly checked and reviewed. The activities are designed not only to review content, but also to practise language skills.

A reference to the self-evaluation grid where pupils can check their progress. Unit revision pages ensure that pupils’ progression is regularly checked and reviewed. The activities are designed not only

to review content, but also to practise language skills. A reference to the end-of-unit test where pupils can check their progress. Pupils are introduced to a variety of visual organisers. The aim is to help pupils further their own learning process.

Unit conclusion

OurWorld: In this section pupils are presented with situations designed to encourage reasoning and an engagement with their immediate surroundings, in order to develop their independence and the beginnings of social and personal responsibility. This section will help reinforce students’ cooperative and communicative skills. Students first do individual activities focusing on the topic and then share their ideas while doing other related activities with a partner.

ReviewUnit revision pages ensure that pupils’ progression is regularly checked and reviewed. The activities are designed not only to review content, but also to practise language skills. A reference to the self-evaluation grid where pupils can check their progress.

Term pagesFour end-of-term pages provide additional progress-checking opportunities as well as the opportunity to practise different communicative skills.

Term reviewTerm review pages ensure that pupils’ progression is regularly checked and reviewed through a broad range of enjoyable activity types.

A reference to the end-of-term test where pupils can check their progress. Science quiz follows a traditional question and answer format as well as offering the opportunity for practising listening

skills. Team test allows pupils to compete against their classmates while revising content and practising speaking and listening

skills.

Project

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In the Project section pupils practise problem-solving skills through a Project Based Learning approach. They use special clues included in the units and apply cooperative learning techniques to find the solution to a problem. All projects are based on interesting, age-appropriate challenges. All projects are based on interesting, age-appropriate challenges.

- At the end of the project, students practise their oral skills to present their work to the class. - A reference to the project evaluation grid where pupils can evaluate their cooperative skills.

End PagesPICTURE DICTIONARYThe book ends with an extensive easy-reference picture dictionary with thefocus on photography to help memory and recognition.

MAPS AND TIMELINEThe book ends with maps and a timeline.

HOW TO USE THE TEACHER'S BOOK

The Teacher’s Book is specially designed to help Science teachers and provide English language support. It includes easy-to-follow lesson plans and practical support through each activity, highlighting teaching suggestions and tips.

Content mapsEach unit begins with a content map, fully compatible with the LOMCE curriculum, to help the teacher see at a glance the contents, evaluation criteria, learning standards and key competences ahead.

Contents, evaluation and learning standards: All key elements of the LOMCE curriculum are clearly mapped out for each unit. It provides a quick overview of the different sections within the unit.

Unit summary: It provides an overview of what the pupils will learn in the unit. Language focus & Key structures: It presents a summary of the key language and structures covered in the unit. Digital resources: An index of the materials and activities available for each unit through the digital resources. Track list: An index of the audio tracks of the Teacher’s CD

Cooperative Learning52


An article on Cooperative Learning (CL) offers an introduction to this innovative method of teaching. This section complements the end-of-term Work together sections, explaining in simple language how to set up each CL structure referenced there.

- Introduction to Cooperative Learning: a general theoretical background on CL, defining its main principles and benefits.- Cooperative Learning structures: specific information on the different group dynamics referenced in the lesson plans. Here you’ll find easy-to-follow instructions on how each CL structure is set up.- Further reading: a brief bibliography for those who would like to deepen their knowledge on CL.

Lesson plans

There are step-by-step lesson plans for all units and term sections.- Lesson information at a glance: Lesson summary, language focus and materials to help prepare lessons ahead of

time. - Getting started and wrapping activities: Each lesson begins and ends with activities that aim to preview and review

important vocabulary and concepts. - Step-by-step Lesson Plans: Teacher tips on presenting textual and graphic content, and instructions for guiding pupils

through the activities.- Targeted Questions: Questions which vary in level of difficulty to get pupils thinking more critically.- 360º Evaluation: Helps teachers personalise their teaching and target their pupils’ needs through a series of evaluation

tests: teacher, self and peer evaluations.

HOW TO USE THE DIGITAL RESOURCES

- All teachers using ByME Social Science have free access to the ByME digital resources. Users of the Pupil’s Book or Activity Book have access to the complete digital books. Module users have individual access to the specific units they are using of both the Pupil’s Book and Activity Book.

- The digital resources are available both on-line and off-line. Both versions are accessed with a specific code that all users will receive.

- The digital component also provides easy navigation between the Pupil’s Book and the Activity Book and direct access to extensive digital resources.

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- The user has access to projectable, fully-navigable versions of the Pupil’s Book and the Activity Book.

- Through an innovative, easy-to-use spot zoom facility, there is ready access to the complete audio. - The Digital resources include:• extensive interactive activities (see images below)• accessible unit review and experiment presentations with integrated audio• all the songs and chants with the lyrics and a karaoke effect• access to fun videos which bring key topics to life• interactive versions of the course posters• access to printable resources and a PDF version of the Teacher’s Book

- Digital activities to practise key vocabulary vary for each level but include:• Labelling activities• Memory games• Read and reveal activities• Wordsearches• Classification and definition activities

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17. MEASURES FOR STUDENTS WITH SPECIAL NEEDS

Measures will be applied, as indicated in chapter II of title I of the Law 2/2006, of the 3 rd of May, in articles 71 to 79 bis, to those students who require a different educational attention. Teachers will apply the most appropriate measures so that the assessment conditions are adapted to those students with special educational support needs.

(The teacher/department will detail here the criteria and specific procedures used to cater for this type of students.)

Criteria Procedure

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18. USE OF INFORMATION AND COMMUNICATION TECHNOLOGY

The widespread inclusion of Information and Communication technologies (ICT) in the Education System, will bear in mind the principles of universal accessibility and a customized design, which will enable a personalised education adapted to each student's needs and pace.

Information and Communication technologies will become a key element in order to produce the methodological changes that will help us achieve the goal of improving the educational quality. In spite of that, pupils must always show a responsible attitude and do a controlled use of these new technologies throughout the whole educational system.

The pupils are people of the 21st century and they cannot stay away from communication technology; thus, they must also learn to use, in a responsible way, the possibilities offered by Information and Communication Technologies in order to acquire the skills for the subject of Social Science.

USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN BYME SOCIAL SCIENCE Extensive digital resources are provided. Their focus is a projectable, fully navigable version of the Pupil’s Book.This includes a spot-zoom facility to increase ease-fuse and facilitate navigation in dynamic classroom moments. It also provides direct access to the entire course audio as well as the Activity Book (with all answers included), Teacher’s Book, interactive digital resources and the printable classroom materials.USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN BYME SOCIAL SCIENCE The ByME digital platform gives all teachers using ByME Social Science 3 free access to the ByME Digital Resources.

The ByMe digital platform allows you to:● find all your ByME digital books in one place. ● create a class in one click.● follow your pupils’ progress in every unit and keep track of every activity.● use it both online and offline.

As a teacher, your license gives you access to extensive digital resources:

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Pupil’s BookAll unit sections and associated resources are easy to access. The Pupil’s Book includes:

● Audios● Interactive activities● Tools (draw, underline, erase, test notes, highlight, hide and save)● Page view options● Zoomed in images

Learning KitThe Learning Kit allows both the pupil and the teacher to access all the resources that will help the learning process.

● Interactive activities: they can be accessed both from the Pupil’s Book and the Learning Kit. Keep track of your pupils’ records!

● Flashcards: create sets from existing flashcards or create new ones. ● Presentations: review the unit's key content with integrated audio.● Songs: sing along with the songs and print out the lyrics.● Multimedia: access videos and web links to make key topics meaningful in a real context.

Teacher’s KitThe Teacher’s Kit is only accessible for the teacher. It includes:

● Teacher’s Book: view or download a pdf version of the Teacher’s Book.● Test generator: create tests adapted to your pupils’ needs. ● Methodology: access unit syllabi, letters home, methodological approach documents, etc● Wordlist: in English and Spanish● Worksheets: extra printable resources● Lyrics: downloadable song lyrics● Multimedia: access videos and web links to make key topics meaningful in a real context.

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● 360º evaluation: readymade tests to assess your students from a 360º perspective.

Family CornerThe Family Corner is a space for parents to find out more about what their kids are learning. It includes the presentations in Spanish, wordlists, and the family guide.

bilingualbyme.comThe ByME website is home to a wealth of articles, videos, activities and useful links, updated on a regular basis. It includes all the relevant documentation related to ByME courses.It also provides support for parents, providing tips and ideas on how to help their children’s learning.

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19. TEACHING AND ORGANISATIONAL RESOURCES

School

Address

Town/city Province Post code

SOCIAL SCIENCE DEPARTMENT1.2.3.4.

STUDENT’S DISTRIBUTIONYear Number of students Number of groupsPrimary 3rd year

DIFFERENT GROUPS’ NEEDS

Group A

Group B

Group C

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SPECIFIC INDIVIDUAL NEEDS

Group A Student Student Student

Group BStudent Student Student

Group CStudent Student Student

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ORGANISATION OF RESOURCESResources available in the school (delete as appropriate)Video and TVCD/ Cassette playerVideo cameraComputersIW (Interactive Whiteboards)

Notes:

Rooms / spaces available in the school (delete as appropriate)

Foreign Language roomsLanguage LaboratoryComputer roomPlaygroundGymnasiumTheatreLibrary

Notes:

Organization within the classroom (delete as appropriate)Arrangement of desks in rowsArrangement of desks in groupsArrangement of desks in a “U” shapeSpecific corners: class library, cross-curricular topics, games, handiwork, computer, etc.

Other:

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CLASS TIMETABLES

Teacher:

Monday Tuesday Wednesday Thursday Friday

Teacher:

Monday Tuesday Wednesday Thursday Friday

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20. SUPPLEMENTARY ACTIVITIESThe supplementary activities are those activities organised by the school during the school timetable, according to their curricular project, and that differ from the actual teaching activities, in terms of time, place or the resources used.

(The teacher/department will detail here the supplementary activities organized by the department)

Course Activity Date Teachers

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21. DIDACTIC UNITS

UNIT Page Meet Ana and Tom 72

UNIT 1. Maps and globes 74

UNIT 2. Around the world 79

TERM 1 Project 84

UNIT 3. Europe 87

UNIT 4. Spain 92

TERM 2 Project 98

UNIT 5. Time and history 101

UNIT 6. Studying the past 107

TERM 3 Project 113

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OBJECTIVES OF THE UNIT

Throughout this unit, the students will be able to: Introduce the course characters, Ana and Tom. Activate the previous knowledge and stimulate their curiosity.

CONTENT EVALUATION CRITERIA LEARNING OUTCOMES KEY COMPETENCES1

PAGES

Meet Ana and Tom.

The aim of these introductory pages is to introduce the course characters, Ana and Tom.

Answer Ana and Tom’s questions. LIN, MST, DIG, LTL, SOC, AUT, CUL

4

Match the objects to Ana and Tom’s clues. LIN, MST, DIG, LTL, SOC, AUT, CUL

4

Say which places they like visiting and what they like doing there.

LIN, MST, DIG, LTL, SOC, AUT, CUL

5

Read about some of the things they will learn about in their new Social Science book.

LIN, MST, DIG, LTL, SOC, AUT, CUL

5

VALUES AND ATTITUDES

There are a few different pairwork activities to encourage pupils to work with their classmates. Pupils work with different people.

MIXED ABILITY

1 Key Competences: LIN: Competence in linguistic communication. MST: Competence in mathematics, science and technology; DIG: Digital competence; LTL: Learning to learn; SOC: Social and civic competences; AUT: Sense of initiative and entrepreneurship; CUL: Cultural awareness and expression

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Meet Ana and Tom

Helpful tips section with advice to diversify the Teacher's Book activities. Cooperative Projects, which can be adapted to each pupil's needs. Further reading sections in the Teacher's Book, a brief bibliography for those who would like to deepen their knowledge on CL. Activity Book activities. Digital Resources activities.

USE OF INFORMATION AND COMMUNICATION TECHNOLOGY Digital flashcards Digital wordcards

ASSESSMENT RESOURCES

Rubrics: ByME Social Science 3 Rubrics

LANGUAGE

Phrasal verbs: find out, look after Like / don’t like + verb + ing Use + noun + verb infi native free-time activities, hobbies, Social Science learning tool

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Throughout this unit, the student will be able to: Develop their awareness of the world around them by looking at different representations of the Earth using maps and globes. Study the elements that make up different types of maps including world maps, physical maps, political maps and street maps. Refresh what they know about maps and compasses and explore the cardinal points by identifying north, south, east and west using a

map of the Iberian Peninsula. Represent the Earth, on a globe, and compare this to how the Earth is represented on world maps. Learn about the parts of a map and are introduced to different types of maps including physical maps, political maps and street maps. Use in maps and floor plans. Extend knowledge of technical terms and develop the ability to look more critically at different representations of the world and their

immediate surroundings. Improve their skills of map-reading, and observation and interpretation of visual information.

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UNIT 1. Maps and globes

CONTENT EVALUATION CRITERIA LEARNING OUTCOMES

KEY COMPETENCE

S1PAGES

Maps, globes and floor plans. Understand different types of maps and their features.

Identifies the conventional symbols that appear on a map.

CUL, MST, LTL 10-17

Identifies and uses maps with different scales.

CUL, MST, LTL 10-17

Draws simple floor plans and maps with different scales.

CUL, LTL 17, 18

Initiation to Scientific knowledge and its application to Social Science: research, selection and analysis of information.

Research, select and analyse information.

Obtains concrete and relevant information about specific facts using different sources.

LTL 9, 11, 15, 18,

19Analyses the information to select the most relevant.

LTL 9, 11, 15,

18, 19Develops strategies to organise, memorise, and recall the information.

LTL 9, 11

Uses images, graphs, tables, summaries, etc. to display the information.

LTL, AUT, MST 8, 9, 18-20

Presentation of work. Present work carried out clearly using different media.

Carries out work and presentations using different media.

LTL, AUT, DIG 18–19

Expresses orally, clearly and in order, contents related to the area of study.

LTL, AUT, LIN 18–19

Uses the correct vocabulary with precision and care.


Is capable of summarising, orally or in writing, the information obtained and the work carried out.

LTL, AUT, LIN 8–9,18–21


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KEY COMPETENCE

SPAGES

Personal skills. Develop social skills: responsibility, effort and concentration while studying.

Shows autonomy in the planning and carrying out of actions and tasks and takes the initiative in decision making.

LTL, AUT 18–21

Shows confidence in themselves, critical sense, personal initiative, curiosity, interest and creativity.

LTL, AUT 18–19

Takes responsibility for what they do, say and the decisions they take.

LTL, AUT, SOC 18–19


In this unit your pupils will acquire a basic understanding of different types of maps and learn to appreciate their historical significance in exploration, as well as their importance nowadays in learning about the natural and man-made features of the world around us.

Pupils to think about: the importance of new technology in the process of making modern maps. how maps and globes can open up the world to us and teach us about other countries, as well as our own. how different types of maps show different features and are used for specific purposes.

Our World The Our World page in this unit develops pupils’ ability to think critically by asking them to choose a map type based on a specific

need. They read and discuss questions and match them to the corresponding map, while simultaneously learning new information about the United Kingdom.

MIXED ABILITY

Extra ideas: for those pupils who finish earlier. Helpful tips section with advice to diversify the Teacher's Book activities. Cooperative Projects, which can be adapted to each pupil's needs. Further reading sections in the Teacher's Book, a brief bibliography for those who would like to deepen their knowledge on CL. Activity Book activities. Digital Resources activities.

USE OF INFORMATION AND COMMUNICATION TECHNOLOGY69


Presentations: - Unit summary- Find out

Activities: - Memory game- Labelling- Spelling- Read and reveal- Classification- Wordsearch- Definitions

Song lyrics

Posters

Videos

Teachers - Digital flashcards and wordcards- Downloadable PDFs

ASSESSMENT RESOURCESFormal Assessment: Diagnostic test: provides an overview of the unit and allow you to assess the students’ prior knowledge. End-of-unit test: in addition to the Review section at the end of each unit, this summative test can be used to evaluate students’

progress after studying the unit content. End-of-Term test: makes it possible to assess the pupil's progress throughout the term.Informal Assessment: Review section at the end of the unit.Self-assessment: Self-evaluation section at the end of the unit.Rubrics: ByME Social Science 3 Rubrics

LANGUAGE70


Question words: where, which, etc. Prepositions: in, on, next to, in front of, behind, between, above, around There is / are Affirmative and negative statements: It’s / It’s not; they’re / they’re not When clauses (not with future meaning): When I look at it, I see information about different places Comparisons: as, looks like, more realistic than Conjunctions: also, as well as, so, because Prepositions: below, from, to, through, between Affirmative and negative short answers: Yes, it does / they do; No, it doesn’t / they don’t Infi nitive to show purpose: We use a ... to ... Questions: How do I get from ... to..., What is the quickest way from...to... Phrasal verbs: divide into Comparatives: smaller, larger, more, less Phrasal verbs: scale down Imperatives: divide, give, draw, include Question words: What, Which, Where, How do you get from … to … Imperatives: open, type, drag map, the Equator, GPS, continent, compass, globe, satellite, precise digital, sphere, archipelago, world map, compass rose, north, south, east, west flat, horizontal, vertical, lines of latitude / longitude, North / South Pole, Equator, Northern/Southern Hemisphere, sphere, axis title, scale, symbols, key, physical map, political map, natural features, man-made features, country, capital city, political

borders street map, square, symbol, turn left, turn right, go straight on, go past, it’s on the left / right scale, reduced, detail, centimetre, metre, kilometre, floor plan, stairs, lifts, furniture, windows, doors internet, browser, address bar, search bar, zoom in / out

71



Throughout this unit, the students will be able to: Review and extend their knowledge of geographical concepts and terms related to the Earth’s surface, such as continents, oceans and

seas; mountains and rivers; as well as locating major cities and countries around the world. Refresh what they know about continents, countries and capital cities by completing a classification chart. Look at the seven continents and major oceans and seas in greater detail and locate them on a world map. Review important natural features of the Earth’s surface focusing on mountains and rivers and are introduced to their different parts

and characteristics. Highlight the major mountain ranges and rivers of the world. Locate and learn about cities and countries from the different continents. Continue to develop their map-reading and spatial-visualisation skills, and also develop communicative strategies such as paraphrasing,

giving examples and making comparisons.

72


UNIT 2. Around the world

CONTENT EVALUATION CRITERIA LEARNING OUTCOMESKEY

COMPETENCES1

PAGES

Other continents. Identify some countries, cities, rivers and mountain ranges in non-European countries.

Identifies some countries, cities, rivers and mountain ranges of non-European countries.

MST, CUL, LTL 24-35

Initiation to Scientific knowledge and its application to Social Science: search, selection and analysis of information.

Search for, select and analyse information.


LTL 25, 27, 29, 31, 34, 35

Analyses the information to select the most relevant.

LTL 25, 27, 29, 31, 34, 35

Develops strategies to organise, memorise, and recall the information.

LTL 25, 27, 29, 31, 34, 35


LTL, AUT, MST 25, 34, 35



LTL, AUT, DIG 34, 35


LTL, AUT, LIN 34, 35




LTL, AUT, LIN 25, 34-37



LTL, AUT 34-36


LTL, AUT 34-35

Takes responsibility for what they do, LTL, AUT, SOC 34-351 Key Competences: LIN: Competence in linguistic communication. MST: Competence in mathematics, science and technology; DIG: Digital competence; LTL: Learning to learn; SOC: Social and civic competences; AUT: Sense of initiative and entrepreneurship; CUL: Cultural awareness and expression

73



In this unit your pupils will learn about the different cities, countries and continents where people live and appreciate the physical and cultural diversity of our world.

Pupils think about: the important natural and man-made features that make up our world. geographical similarities and differences of the seven continents. cultural similarities and differences of countries around the world.

Our World The Our World page in this unit focuses on protecting local monuments. The pupils will identify important monuments around the

world and find out where they are located. Pupils can go on to investigate the historical and cultural importance of monuments around Spain and in their local area.

MIXED ABILITY


USE OF INFORMATION AND COMMUNICATION TECHNOLOGY Presentations: - Unit summary

74


- Find out


Song lyrics

Posters

Videos



progress after studying the unit content. End-of-Term test: makes it possible to assess the pupil's progress throughout the term.Informal Assessment: Review section at the end of the unit.Self-assessment: Self-evaluation section at the end of the unit.

LANGUAGE Question words: where, which, etc. Prepositions: in, on, next to, in front of, behind, between, above, around There is / are Affirmative and negative statements: It’s / it’s not; they’re / they’re not Modal verbs: should/ shouldn’t

75


Superlatives: biggest, largest, smallest, deepest, shallowest, warmest Adverbs: partly / completely Phrasal verbs: divide up Prepositions: down, up through, towards Passive voice: is/are called Phrasal verb: made up, come up Superlatives: largest, longest, widest, tallest, most Prepositions: around, across, through Superlatives: most popular, biggest, largest, most populated Comparatives: more than Imperatives: find, fold, design, stick Phrasal verbs: cut out, mix up country, continent, ocean, mountain, Earth, beach, monument, musical instrument state, capital city, river, flag, oceans, seas continent, ocean, sea, cover, connect, surround landforms, plains, valleys, hills, plateaus, mountains, summit, slopes, foot, mountain range, rivers, source, tributaries, mouth physical map, kilometres, metre, rainforest, continent, country, mountain range, river political map, country, capital city, city, tourists, parade, coast, language leaflet, history, culture, protect

76



Throughout this teamwork, the student will be able to: Review what a tourismj fair is and how it affects the economy of a town or city. . Reflect on howthis type of events affects to the local economy of the places offered at the fair.


KEY COMPETENCE

S1

PAGES

Development of social skills. Develop social skills and a positive attitude towards teamwork.

Participates in group activities adopting responsible, constructive, collaborative and respectful attitudes towards other people’s ideas and opinions.

SOC, CUL, LTL 38, 39

Values the importance of peaceful and tolerant coexistence between different people.

SOC, LTL 38, 39

Uses cooperation and dialogue as a way to avoid and resolve conflicts.

SOC, LTL, LIN 38, 39




LTL 38, 39


LTL 38, 39

Develops strategies to organise, memorise and recall the information.

LTL 38, 39


LTL, AUT, MST 38, 39


77


TERM 1. Project

CONTENT EVALUATION CRITERIA LEARNING OUTCOMES KEY

COMPETENCESPAGE

SPresentation of work. Present work carried out

clearly using different media.











LTL, AUT 38, 39


LTL, AUT 38, 39


LTL, AUT, SOC 38, 39

78



The different activities will be done following different cooperative learning structures, which will provide the optimal learning experience for the pupil and guarantee the involvement of all the members of the group.

MIXED ABILITY



ASSESSMENT RESOURCESRubrics: ByME Social Science 3 Rubrics

LANGUAGE Question words: what, how, etc Making comparisons: Picture A shows water pollution, but Picture B photo shows air pollution air pollution, water pollution, affect, rubbish, waste, factory, oil, pollen, wastewater, chimney, spray, harmful map, globe, Equator, hemisphere, symbol, key, continents, sea, mountain, summit, river, mouth, ocean, lines of longitude,

compass, north, south, east, west, source, physical map, capital city

79



Throughout this unit, the students will be able to: Continue their study of geography with a focus on the continent where they live – Europe. Refresh what they know about countries and borders by distinguishing between Spain’s natural and political borders using a map of the

Iberian Peninsula. Explore the different countries that make up the continent of Europe and identify and locate their capital cities on a political map. Learn more about the major bodies of water including rivers, seas and oceans as well as important mountain ranges featured on a

physical map. Consolidate much of what they have learned with examples of mountain ranges and rivers that form natural borders between some

European countries. Improve their skills of map-reading, and observation and interpretation of visual information.

CONTENT EVALUATION CRITERIA LEARNING OUTCOMES KEY COMPETENCE

S1

PAGES

Political Map of Europe. Locate the different countries and their capitals on a political map of Europe.

Locates the different countries and their capitals on a political map of Europe.

SOC, CUL, LTL 46, 47

Physical map of Europe. Locate the most important seas, rivers and mountain ranges on a physical map of Europe.

Locates the most important seas, rivers and mountain ranges on a physical map of Europe.

MST, CUL, LTL 48-51

Initiation to Scientific knowledge and its application to Social Science:



LTL 46-49,51-53


80


UNIT 3. Europe

CONTENT EVALUATION CRITERIA LEARNING OUTCOMES KEY COMPETENCES

PAGES

search, selection and analysis of information.


LTL 46-49,51-53


LTL 46-49,51-53


LTL, AUT, MST 46-49,51-53







LTL, AUT, LIN 42-55


LTL, AUT, LIN 45, 51-53



LTL, AUT 52-54


LTL, AUT 52-53


LTL, AUT, SOC 52-53


81


In this unit your pupils will learn to appreciate the physical and cultural diversity of the continent they live in. Pupils think about: how political borders often follow the natural features of the Earth’s surface. how many European countries share important bodies of water and major landforms. how people from different countries can communicate with one another by learning new languages.

Our World The Our World page in this unit provides pupils with an opportunity to reflect on the importance of learning new languages. They

read useful phrases in foreign languages and determine which language it is. This activity aims to encourage pupils to think about why they learn English at school and motivate them to find new ways to help them learn and practice English at home.

MIXED ABILITY


USE OF INFORMATION AND COMMUNICATION TECHNOLOGY Presentations: - Unit summary

82


- Find out


Song lyrics

Posters

Videos



progress after studying the unit content. End-of-Term test: makes it possible to assess the pupil's progress throughout the term.Informal Assessment: Review section at the end of the unit.

83


Self-assessment: Self-evaluation section at the end of the unit.Rubrics: ByME Social Science 3 Rubrics

LANGUAGE Question words: where, which, who, what, etc. Prepositions: above, below, next to, in front of There is / are Noun form verb + ing: skiing, hiking Demonstrative adjectives: this / these Superlatives: smallest, largest, most visited, highest Quantifiers: some, most, many Phrasal verbs: connect to Passive voice: is located, is surrounded Prepositions: on, between Quantifiers: many, some Prepositions: across, through, between Imperatives: choose, write, draw, make, stick Infinitive: to show, to share Imperatives: open, write, stick, put border, language, Europe, mountain, capital, flag, summit, source, lake, waterfall, river, cliff France, Spain, Andorra, Portugal, Europe, country, ski, capital city, official language, flag, border, mountains north, south, east, west, monuments, border, capital city, official language, island, mainland, sunset, inland, coastline landform, mountain, island, body of water, ocean, sea, river, lake, natural border mountain range, peak, metres, river, source, mouth, kilometres, natural border poster, flag, physical features, country, city, foreign language, communicate

84



Throughout this unit, the students will be able to: Study geography while learning about their country and local area. Refresh what they know about natural and man-made features of landscapes, and are made aware of the impact that humans can have on landscapes by comparing the past and the present with an old photograph. Use a political map of Spain to review what they have learned in previous years about how the country is divided into autonomous

communities and a physical map to locate important landforms. Locate the mountain ranges on the map and learn some interesting information about each one. Explore the rivers that flow through Spain, taking a look at the course of the major rivers from their source all the way to their mouth. Continue to develop their skills of observation, description and map-reading.


COMPETENCES1

PAGES

Political map of Spain. Locate the different autonomous communities and their capitals on a map ofSpain.

Locates the different autonomous communities and their capitals on a map of Spain.

SOC, CUL, LTL 60

Physical map of Spain. Locate the most important rivers, and their sources, mouths and main tributaries on a map of Spain.

Locates the most important rivers, and their sources, mouths and main tributaries on a map of Spain.

SOC, MST, LTL 61, 64, 65

Physical geography of Spain. Know the main characteristics of the physical geography of Spain.

Knows the main characteristics of the physical geography of Spain.

MST, CUL 62, 63


85


UNIT 4. Spain

CONTENT EVALUATION CRITERIA LEARNING OUTCOMES KEY COMPETENCES PAGES




LTL 59, 61, 63, 65-

67Analyses the information to select the most relevant.

LTL 59, 61, 63, 65-

67Develops strategies to organise, memorise, and recall the information.

LTL 59, 61, 63, 65-

68Uses images, graphs, tables, summaries, etc. to display the information.

LTL, AUT, MST 66-68







LTL, AUT, LIN 56-69


LTL, AUT, LIN 65-67



LTL, AUT 66-68


LTL, AUT 66–67



86



In this unit your pupils will learn that landscapes are being constantly altered by humans and come to appreciate the importance of having a positive impact on their local landscape.

Pupils think about: the variety of landscapes and different landforms that make up their country. the importance of mountain landscapes and rivers for both wild animals and people. how everyone can participate in having a positive impact on their local landscape.

Our World The Our World page in this unit focuses on protecting landscapes. Pupils will read about how human activities can change the

appearance of a landscape. They will compare two images of a coastal town and discuss how it has changed over time. Pupils are encouraged to reflect on some of the negative impacts people can have on natural landscapes. This activity aims to motivate pupils to actively participate in protecting their local landscape.

MIXED ABILITY


87


USE OF INFORMATION AND COMMUNICATION TECHNOLOGY Presentations: - Unit summary- Find out


Song lyrics

Posters

Videos



88


Formal Assessment: Diagnostic test: provides an overview of the unit and allow you to assess the students’ prior knowledge. End-of-unit test: in addition to the Review section at the end of each unit, this summative test can be used to evaluate students’


LANGUAGE Question words: what, who, etc. There is / are; There isn’t a / There aren’t any Questions words: when, how, how long Demonstrative adjectives: this / that, these / those The verb to be in past tense: was / were The adverb ago to refer to the past Passive voice: is located, is divided into Have / has Passive voice: is surrounded, is connected, is called Superlatives: largest, longest, most important Prepositions: across, through, in, on, at, to Quantifiers: most, many, some Imperatives: use, label, create, represent Infi nitive of purpose: to have, to help Imperatives: search, print, stick Phrasal verbs: come out, cut out, look back inland, coastal, landscape, natural, man-made, feature, beach, cliff, island, tourists, road, lighthouse, harbour, mountain photograph, past, present, change, damage, impact, feature, building autonomous communities, hills, mountains, river, peninsula peninsula, mountain range, plain, coast, desert, archipelago, plateau, volcano, Cordillera Cantábrica, Pirineos, Sistema Ibérico,

Sistema Central, Sierra Morena, Cordillera Bética, Picos, de Europa, Mulhacén, Iberian Lynx river, agriculture, drinking water, source, mouth, man-made dams, reservoirs, route, Miño, Duero, Ebro, Tajo, Júcar, Guadiana,

Guadalquivir, Segura high, medium, low, three-dimensional, litter, clean-up, negative, positive, impact, volunteers

89



Throughout this unit, the students will be able to: Review the geography of our country for a better placement of the bear couple. Reflect on the importance of proposing the best place and thinking about the impact which could have over the chosen area.

CONTENT EVALUATION CRITERIA

LEARNING OUTCOMES KEY COMPETENCE

S1

PAGES



SOC, CUL, LTL 70–71


SOC, LTL 70–71


SOC, LTL 70–71




LTL 70–71


LTL 70–71


LTL 70–71


LTL, AUT, MST 70–71

Presentation of work. Carries out work and presentations using different media.



90


TERM 2. Project


COMPETENCESPAGE

SPresent work carried out clearly using different media.









LTL, AUT 70–71


LTL, AUT 70–71



91




MIXED ABILITY




LANGUAGE Question words: what, how, etc Describing different jobs: The cleaner works in a school. She cleans the school buildings supervisor, cleaner, secretary, cook, caretaker, head teacher, mayor, town/city hall, town/city council, fire fighter, librarian,

police officer, doctor, protect, traffic, medicine, prevent, save, ill, lend, enforce, trapped, culture country, archipelagos, mountain ranges, capital city, plateau, river, sea, ocean

92



Throughout this unit, the students will be able to: Learn the concept of history and briefly explore the five main periods of history: Prehistory, Ancient History, the Middle Ages, the Early

Modern Age and the Modern Age. Refresh the idea that museums house old objects that give us information about the past. Reflect on a selection of old objects (phonograph, telephone and typewriter) and their modern equivalents with the use of a table. Introduce basic concepts of time and how we measure it, as well as explain four types of historical sources we can use to learn about

the past. Learn a brief description of Prehistory – divided into the Palaeolithic and Neolithic periods – and look at some of the great

accomplishments of ancient civilisations. Touch on some of the important changes, discoveries and inventions of the Middle Ages, the Early Modern Age and the Modern Age. Have a general introduction to the five main periods of history marking the general differences between them. Express themselves more effectively when discussing events in the past, present and future. Learn how to order events chronologically using timelines, and how to use a variety of sources when investigating the past.

93


UNIT 5. Time and history


COMPETENCES1

PAGES

Time and history. Know about history and time, and the latter’s measurement.

Knows ‘century’ as a unit of measurement for historical time.

SOC, CUL, MST 78, 79

Establishes the relationship between years and centuries.


Uses Roman numerals to indicate the centuries.


Knows the different conventions used for dating historical time (BC, AD, periods, ages, etc.)

SOC, CUL, MST 78-83

Periods of history. Identify the main historical periods.

Identifies the main historical periods: Prehistory, Ancient History, the Middle Ages, the Early Modern Age and the Modern Age.

SOC, CUL, MST 79- 83

Historical sources. Know different techniques for locating events from the past in time and space.

Knows different techniques for locating events from the past in time and space.

SOC, CUL, MST 77- 84

Cultural heritage. Recognise the value of cultural heritage and accept it as something to know, understand and preserve.

Recognises the value of cultural heritage and accepts it as something to know, understand and preserve.

SOC, CUL 76-78, 84, 85




LTL 77-81,83-85


LTL 77-81,83-85


LTL 77-81,83-85


LTL, AUT, MST 77-81,83-85




94


CONTENT EVALUATION CRITERIA LEARNING OUTCOMES KEY COMPETENCES

PAGES




LTL, AUT, LIN 74-87


LTL, AUT, LIN 77, 79,83-86



LTL, AUT 84-86


LTL, AUT 84-85


LTL, AUT, SOC 84-85


In this unit your pupils will learn to appreciate that studying history enriches our life in the present and helps us to make a better future. They will also develop curiosity about what life was like in the past.

Pupils think about: the importance of protecting historical sources , such as artefacts and historical remains the importance of learning about the past to help us make the future better how we must respect the unique traditions of cultures around the world.

Our World The Our World page in this unit focuses on traditional food, clothes, music, dance and crafts from different cultures around the world.

The pupils will read about some interesting traditions and associate them to photos of each tradition. This activity can be used as a starting point for pupils to reflect on their own local traditions and find out more about some of the other traditions that make up their historical and cultural heritage.

MIXED ABILITY

95



USE OF INFORMATION AND COMMUNICATION TECHNOLOGY Presentations: - Unit summary- Find out


Song lyrics

Posters

Videos



96




LANGUAGE Question words: where, who, why, etc. Present continuous There is / are Past tense: was / were; wasn’t / weren’t Questions words: what, why, how, etc Use of to look like to describe similarity Past tense: looked, gave, used Phrasal verbs: break down Describing the past: yesterday, two weeks ago, last year, in the past Describing the present: now, right now, at this moment, today Describing the future: tomorrow, next week, later, in the future Regular past tense: existed, lived, moved, used, started, developed, formed Irregular past tense: wrote, began, built, made There was / There were Passive voice: was divided, were built Imperatives: find, put, describe Phrasal verbs: pass down time, history, past, measure, axe, cave painting, history museum, pottery, fire, spear, tour guide, prehistoric Prehistory, replica, fragments, cave painting, pottery, axe, fire, phonograph, mp3 player, telephone, typewriter past, present, future, history, historians, historical source, oral source, physical source, written source, visual source, year,

decade, century, millennium, Roman numerals, timeline Prehistory, period, artefact, Palaeolithic, Neolithic, nomad, written history, ancient history, civilisation, hieroglyphics, Latin,

Egyptian, Greek, Roman, empire97


Middle Ages, Christian culture, Islamic culture, kingdom, king, castle, mosque, explorer, discovery, printing press, invention, industry, steam engine, factory, communication, medicine, population, X-ray, vaccination

tradition, generation, thousand, noodle, bagpipes, Pysanka visual learner, physical learner, auditory learner, memorise

98



Throughout this unit, the students will be able to: Review and extend their understanding of the past by focusing on historical sources from the different periods of history. Introduce themselves to the study of archaeology. Learn how archaeologists discover objects called artefacts that people made and used in the past. Focus on the tools that archaeologists use and the process of documenting discoveries at an excavation site by completing a grid. Learn about artefacts and historical sites found around Spain from the five different periods of history. Use those physical sources of history to understand where, when and how people lived in the past. Learn how art and music can teach us about the past. Place important artworks in chronological order to help them learn about important people, places and events in history. Learn about written historical sources. Discuss various ways we can learn about history from other people. Develop higher-level language skills that assist them as they become more mature language-users. Reflect on historical sources to gain an appreciation of their historical and cultural heritage.

99


UNIT 6. Studying the past


COMPETENCES1

PAGES

Archaeology. Recognise different archaeological techniques.

Recognises different archaeological techniques.

CUL, MST 88-93

Historical sources. Know different techniques to locate events from the past in time and space.

Knows different techniques to locate events from the past in time and space.

SOC, CUL, MST 89-97, 99

Cultural heritage. Recognise the value of cultural heritage and accept it as something to know, understand and preserve.

Recognises the value of cultural heritage and accepts it as something to know, understand and preserve.

SOC, CUL 92-97, 99




LTL 91, 93, 95, 97-99


LTL 91, 93, 95, 97-99


LTL 91, 93, 95, 97-

100Uses images, graphs, tables, summaries, etc. to display the information.

LTL, AUT, MST 91, 93, 95, 97-

100Presentation of work. Present work carried out clearly

using different media.Carries out work and presentations using different media.







LTL, AUT, LIN 91, 98-101


100



In this unit pupils will learn to appreciate the importance of historical sources and how they can teach use about our historical and cultural heritage.

Pupils think about: how archaeologists discover objects and places that help us learn about the past. the importance of looking after historical sources so they can be passed on to future generations. how to find interesting and meaningful ways to study the past.

Our World The Our World page in this unit provides pupils with an opportunity to reflect on how new technologies from the Modern Age offer us

new ways to study the past and record the present. Then, pupils have an opportunity to take a survey to reflect on a variety of resources they have at hand to help them study the past.

MIXED ABILITY Extra ideas: for those pupils who finish earlier. Helpful tips section with advice to diversify the Teacher's Book activities. Cooperative Projects, which can be adapted to each pupil's needs. Further reading sections in the Teacher's Book, a brief bibliography for those who would like to deepen their knowledge on CL. Activity Book activities. Digital Resources activities.

USE OF INFORMATION AND COMMUNICATION TECHNOLOGY

101


Presentations: - Unit summary- Find out


Song lyrics

Posters

Videos



102




LANGUAGE Question words: where, who, what, how, why, etc. Infi nitive to show purpose: We use a … to … Present / past continuous Modal: have to for expressing necessity Past tense (regular and irregular): used, lived, watched, ordered, made, found, wore, built Past tense question: What did….wear…? Passive voice (past tense): was / were used Can to talk about possibility Prepositions: for / from Passive voice (past tense): was painted, was made, were made Past tense (regular and irregular): painted, began Can to talk about possibility Passive voice (past tense): was written Relative clauses: that, who Imperatives: find, draw, write, place Infi nitive: to teach, to study Imperatives: search, click, open archaeologist, microscope, artefact, sieve, excavation, brush, instrument, tool, measure artefact, sieve, fragments, excavation, grid, sword, spade, archaeologist, archaeological site, stone axe, helmet, coins, clay pot artefacts, pottery, coins, armour, millstone, dress, historical site, fossils, amphitheatre, gladiator, city wall, palace, exposition cave art, mosaic, fountain, portrait, painting, poems, songs, castanets Glosas Emilianensas, King Ferdinand II, Queen Isabella, Christopher Columbus, Don Quijote, Miguel de Cervantes, Spanish

Constitution, storytelling, interview, speeches, traditions time capsule, future, present, inventions, technologies, study, record

103


search engine, type, key word, image, right-click, copy, paste

104



Throughout this unit, the students will be able to: Think about people and places that form part of Spain’s heritage, from the past and present. Reflect on the importance of looking after our heritage.


KEY COMPETENCE

S1

PAGES



SOC, CUL, LTL 102–103


SOC, LTL 102–103


SOC, LTL 102–103




LTL 102–103


LTL 102–103


LTL 102–103


LTL, AUT, MST 102–103

Presentation of work. Carries out work and presentations using different media.



105


TERM 3. Project


COMPETENCESPAGE

SPresent work carried out clearly using different media.









LTL, AUT 102–103


LTL, AUT 102–103



106




MIXED ABILITY




LANGUAGE

107


Question words: what, which, etc vocabulary to describe people and places, likes and dislikes Roman numerals, Prehistory, ancient civilisation, inventions, archaeologists, printing press, Columbus, musical instrument,

novel, hieroglyphics, knight, portrait

108


· web viewthe our world page in this unit focuses on traditional food, clothes, music, dance and...

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