PROGRAMMING

SOCIAL SCIENCES (FIFTH YEAR OF PRIMARY EDUCATION)

INDEX
1.
2.
3.
4.

INTRODUCTION
LEGAL FRAMEWORK
FOCUS AREA
INTERDISCIPLINARY
4.1.
Cross curricular topics
5. KEY COMPETENCES
6. CONTEXTUALIZATION
7. DESCRIPTION OF STUDENTS
8. DESCRIPTION OF THE CLASS
9. ATTENTION TO DIVERSITY
9.1.
Reinforcement measures
10. OBJECTIVES
11. CONTENTS
12. TEMPORALIZATION
13. METHODOLOGY AND RESOURCES
13.1. Methodology
13.2. Resources
14. PLANS AND PROJECTS
15. BASICS ELEMENTS OF EVALUATION
15.1.

PERCENTAGE DISTRIBUTION OF THE CALIFICATION AND OBJECTIVE

EVALUATION

16. DISTRIBUTION OF TEACHING UNITS AND MINIMUM CONTENT. PROFILE AREA

LEVEL AND SKILLS INVOLVED (LOMCE, decret105/2014, 4september of 2014)
17. TEACHING UNITS

1. INTRODUCTION
This classroom programming in the area of Social Sciences is intended for students
in Primary, to carry out during the course 2015 / 16. Its purpose is to serve as a guide
for educational practice; therefore, we must see it as a flexible integral process,
continuous, open and constantly revised to fit the reality of this group of students to
which it is addressed.
This programming is intended for students in Fifth Grade, a number of 25 students
through a comprehensive project that will have the Way to Saint James (El Camino
de Santiago) as its main interest centre.

2. LEGAL FRAMEWORK
The starting point is the Organic Law 2/2006 of 3rd of May on Education "LOE" +
Organic Law 8/2013, of 9th of December, for the improvement of educational quality
"LOMCE".
We will take the RD 126/2014 of 28th of February establishing the core curriculum for
Primary Education, BOE n52 establishing, March 1 st, 2014. At the regional level, to
the autonomous community of Galicia, the RD 105/2014, of September 4th, whereby
the Primary Education curriculum is established in the autonomous community of
Galicia. DOGA No. 171 of September 9, 2014.
The LOMCE, entails significant changes from the LOE, especially regarding how to
program the teaching units, so it will directly affect the Methodology. Specifically, new
concepts due to their levels of specificity (learning standards, performance indicators)
and others are reviewed, as the list of Basic Skills appear.
Accordingly, our program aims to integrate all students and responds to the needs
they sue us for better development of skills and competences.

3. FOCUS AREA
The area of Social Sciences and its main objectives:
Studying people as social beings and reality in their geographical, sociological,
economic and historical aspects.
Learning to live in society, knowing the fundamental mechanisms of democracy and
respecting the rules of collective life.
Initiation in the knowledge of the world we live in, through both a global vision as
close to reality.
Initiate a process of understanding about ways to recognize the characteristics of
different social groups, respecting and valuing their differences, who are its members,
how they are distributed in physical space, how the work among its members is
distributed, how to produce and distribute consumer goods, the economic life of
citizens, entrepreneurship members of society and the study of the company, which
include the proactive role of business in society, social organization, political and
territorial and knowledge of the European institutions, population, production sectors,
and financial literacy.

 Understand concepts such as historical time and its measurement, the ability to
temporarily order some historical facts and other relevant facts using these basic
notions of succession, duration and simultaneity.
Acquire the old idea of History and date the five ages of history, associated with
events that mark the beginning and end, for what is necessary to know the historical
conditions, events and figures in different periods of time.
Acquire the historical references that allow them to develop a personal interpretation
of the world, through a basic knowledge of history of Spain and the Autonomous
Community with respect and appreciation of the commonalities and diverse in nature.
Develop curiosity about the forms of human life in the past and appreciate the
importance of the remains for knowledge and study of history and cultural heritage
that must be protected and bequeath.
Acquire and use accurately and rigorously specific vocabulary area, and select
information with the methods and techniques that characterize Geography and
History, to explain the causes and consequences of problems and to understand the
historical past and geographical space.
Develop habits of individual and team work, in addition to the effort as an essential
element of the learning process and accountability in the study, as well as attitudes of
self-confidence, critical sense, personal initiative, curiosity, creativity and interest in
learning and entrepreneurship.
To achieve these objectives we will support our methodology in the SEM (School Enrichment
Model) by J. Renzulli. As teachers, we consider the need to achieve these contents in a
different way, adapting the model to the peculiarities of our students. Different activities to
reach all content and skills will be used.
4. INTERDISCIPLINARY
The current educational model would be meaningless if there is no palpable connection
between all areas of the curriculum, all different disciplines share common features, which
leads them to be integrated under one global project; which materializes at different times
throughout the school year.
4.1.

Cross curricular topics

According to Article 10 of RD 126/2014 in all areas we try crosscutting elements:

From our point of view the importance of crosscutting issues in our programming is justified
for the following reasons:
- Social: we seek to respond from the field of education to social demands.
- Educational: allow and encourage the development of the child.
- Legislative: based on the Article 11 of the curriculum.
So we delve into topics such as moral and civic education, health education, peace
education, sex education, environmental education, non-sexist education, among others.
5. KEY COMPETENCES.
Starting Article 5 of our decree of the curriculum, from the area of Social Sciences the
students are meant to achieve the seven basic competencies established in the framework of
the European Union, as well as educational skills that contribute to competences. Those
powers are as follows:

6. CONTEXTUALIZATION
La Salle Inmaculada School, located in the town of Santiago, is a center of one line for
children aged 3 to 12 years old. We have 225 students during the current school year,
distributed between the stages of Pre-School (3 to 5 years old) and Primary Education (6 to
12 years old). The students belong to the middle class.
It is a day starting center, with a schedule that begins at 9:30h and ends at 13:00h in the
morning; and the afternoon sessions begin at 15:30h and end at 17:30h. It also has a series
of complementary services that help families facing a better life balance (dining room,
nursery, after-school activities, former students association...).
It has nine classrooms (one per course), a library, a gym, a computer room , dining room...
and a number of rooms for multiple uses.
Families are very involved in school life through various organs, ANPA, School Board, School
Parents ... Teachers have a number of responsibilities in different areas of school life (project
manager reader, reader animation, pastoral, creativity etc). It also has a guidance team,
formed by a speech and hearing specialist, a therapeutic pedagogue and a psychologist. The
combination of all these elements favors the development of activities and teaching-learning
projects carried out in the center.

In addition within our classroom work, we try to complement the project with activities such
as:
-

Visits to the Museum of the Cathedral in order to know and deepen the road project.
Special Days: Book Day, Peace Day (we sent a request to author Paulo Coelho to

visit our center), Press Week , Magosto ...

Parties and celebrations : Christmas, Carnival ...
Exhibition of our work : the classroom, the hallways ...
Possibility of making a stretch of one of the roads to Santiago at the end of the

course.
Contests.

All these activities will be conducted from all areas and subjects to be an integral learning.
7. DESCRIPTION OF STUDENTS
The Fifth Grade class is composed of 25 students (15 boys and 10 girls). In this class there
is a group of 7 students with fast-paced learning, 2 pupils with special educational needs and
16 students with a rate of normal learning. It is a hard working group of students with a good
learning potential and its own affective, psychomotor, cognitive, ethical and social
development according to their age.

According to Jean Piaget, children on fifth grade would fit the stage focused on the period of
concrete operations (7-11 years).
Piaget uses the term operation to refer to the activities of the mind (as opposed to physical
activities). Reasoning processes become logical and can be applied to concrete or actual
problems.
As general characteristics we can say that:
-

The thought is intuitive and concrete.

Some children may have difficulty thinking in the absence of objects.
The thought is syncretic and regulator, capturing only some aspects of objects.

8. DESCRIPTION OF THE CLASS

The classroom has all the necessary elements to develop the SEM (School Enrichment
Model) methodology, taking advantage of the different areas of work (classroom library, TIC's
area, bulletin board, etc). In each area we will do different jobs (reading, information search,
project etc):
-

The Pilgrims get informed: Corner where they seek relevant information on the Way
(magazines, clippings, digital information )

The Voice of Pilgrims: Corner where we hang our work , what we discover and the
things we learn .

Pilgrims on the Way: Working space where different activities, in pairs, individually
or in large group are performed.

The students will be distributed into six groups of four-five children, following the cooperative
work model. In each group there will be present at least one of the intelligences (musical,
artistic...) so that everyone contributes to the group and encourages the participation of all.
9. ATTENTION TO DIVERSITY
We will address the attention to diversity as a fundamental principle of the education system ,
understood as the set of distinguishing features of each of the students who make up the
classroom, for it will raise a wide range of activities, different types of clusters, personal
attention as well as consider children with special educational needs (LOE Article 71. 3)
who
require
more
specific
attention
depending
on
the
type
of
problems of each student to detail the measures taken in each case, taking into account the
Order 6th of October 1995 by which adaptations are regulated curriculum. Decree 229/2011

of 7th of December, the attention to the diversity of students in the schools of the
autonomous community of Galicia in which the teachings set forth in the Organic Law
2/2006 of 3rd of May regulates taught of Education.

9.1. Reinforcement measures

In accordance with the provisions of Articles 9.1 and 9.6 of RD 126/2014, of 28 th of February,
at the stage of Primary Education, special emphasis will be placed on attention to the
diversity of students in the personalized attention and prevention of learning difficulties and
the implementation of enforcement mechanisms as soon as the difficulties are detected,
which may be organizational or curriculum.
These measures may be considered: support in the ordinary group, flexible grouping, or
adjustments to the curriculum:
1. Extension of school hours.
2. Flexible grouping.
3. Making support, preferably within the classroom, aimed at preventing learning difficulties.
4. The SEM model itself, such as promoting integration in the classroom of students with high
capacity, allowing to respond to their demand for an integrated manner. Type 3 activities
allow students to develop their full potential.
5. The educational support in the areas and students, by another teacher.
6. The educational reinforcement, outside school hours, areas and students to be
determined.
7. Widening of a group of students in one or more areas.

10. OBJECTIVES
Primary Education will contribute to the children 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, if any, the co-official language
of the Autonomous Community 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.
11. CONTENTS

Contents will allow us to achieve the stated objectives and take as a reference the fixed area
in each course and curriculum by Decree, classifying block content, concretized through
learning standards, assessment criteria and activities.
12. TEMPORALIZATION
Development of programming throughout the course will be distributed as follows:

10

1st Evaluation 3 Units

2nd Evaluation 3 Units
3rd Evaluation 3 Units
For the development of each unit, the work will be distributed in eight sessions; however, the
proposal is indicative. Order of 8th of June 2015 extending the school calendar for the
academic year 2015/2016 is approved in schools supported with public funds in the
autonomous community of Galicia.
13. METHODOLOGY AND RESOURCES
13.1. Methodology
The methodological principles on which educational practice is based on is the basis of
meaningful learning and this constructivist approach to our Decree Curriculum, such as spiral
development, from the zone of proximal development (ZPD), evolutionary global perspective
and functional and introduction to SEM model.
The SEM model, based on the triadic enrichment model, developed in the mid-70s by
Joseph Renzulli, which initially was deployed in many primary schools in the northeastern
United States.
This model was created to promote the creative-productive talents of children through
presentation of areas of interest that they had to choose, subsequently receiving training and
skills processes information to deepen their knowledge in these areas.
It is designed for teachers to create environments of enriched learning, not limited in any
case to the mere display of knowledge and simple exposition of knowledge and its repetition
by the student, but focused on the development of key competencies for the twenty-first
century creativity, communication, collaboration and critic thought.
Our methodological strategies are:
- Cooperative work: to carry out various techniques such as "pencils to the middle of
the table", "shared reading", "Rotating Paper", "1, 2, 4", "Round Robin" are used,
among others.
- Guided Discovery
- Flexible Working Groups
- Field work
- Project work

11

The project of this course 2015/16, focuses on the Way to Saint James (Camino de
Santiago), so all programming will revolve around this main interest centre. This year the
area of interest has not been chosen by the students, as dictated by the original model, but
by teachers, because of its experimental nature. To carry out the project activities we will use
the Renzulli model as explained below:
- Type 1 Activities: these are activities that seek to expose students to new
experiences designed to activate and to bring up the interest

and positive

predisposition towards new learning, they are exploration activities and general aimed
at all students. To do this we contacted speakers, organized short courses,
challenges and demonstrations, as well as film screenings, competitions or theme
weeks.
- Type 2 Activities: curricular activities that explore content from a new approach
(bibliography reading, project work etc).
- Type 3 Activities: aimed at integrating new learning with previous ideas and to
facilitate its application to everyday experiences, producing a final product to present
publicly.
Groupings: they depend on the various activities proposed. Thus, individual work, in
pairs, in small groups or large group. All these groupings are based on a
comprehensive proposal for Cooperative Work and Multiple Intelligences.

12

13.2. Resources
We will present and support content, taking into account, when choosing, aspects such as
easy use, adaptability to methodology, promoting the child's curiosity, at the same time they
will be attractive and didactic, paying close attention to human resources.
In the selection of resources it is necessary to take into account the diversity of interests and
abilities in the classroom, so that different materials may be used depending on these
motivations, interests and abilities.
Thus, a classroom with multiple resources, allows, for example, have students working
activities of different complexity or functionality. In short, it seeks resources to accommodate
the characteristics of students.
As for the selection and distribution of materials in the classroom, it is important to organize
resources in ways that favor its use by students as independently as possible. From this
good selection and distribution of resources, attention to diversity in the classroom is derived.
In relation to other spaces, we can go to different corners or places, both within the institution
(ICT classroom, library, laboratory ...), and outside the center (visits, complementary activities
...).

13

14. PLANS AND PROJECTS

Coexistence plan (Decree 8/2015 of 8th January, by which the Law 4/2011 , of June 30 th ,
coexistence and participation of the educational community develops in school
coexistence)

TICS

plan

(Article

19

of

Decree

curriculum

reader plan we indicate how from the areas in which we program contribute to the
various plans and projects implemented by the educational community center,
highlighting: -Reader project (Article 18 of Decree of the curriculum). - Language
Project (Decree 79/2010 of 20th of May for Multilingualism).
15. BASIC ELEMENTS OF EVALUATION
The evaluation will be continuous and global, as it will be integrated into the process of
teaching and student learning, in order to detect problems when they occur, analyze the
causes, and thus take the necessary measures to improve the learning process and
guarantee the acquisition of key competencies.
Referents are the evaluation criteria and learning standards established. The assessment of
students with special educational needs will have as reference the evaluation criteria
established in the very significant curricular adaptations.
Evaluation activities generally arise following an increasing difficulty and length adjusted to
the student's age order. They are:
- Initial assessment test
- Evaluation of each teaching unit
- Final test
The instruments used to evaluate are:
- Monitoring and direct observation of student work: assessment work each day.
- Conducting written tests: review chips, tests
- Conducting oral tests: drama, exhibitions, role-playing ...
- Rubrics
- Performing tasks
- Activity Log class
- Organization of materials

14

- Record participation and attitude

Written tests will have between 8-10 exercises, where the following elements will be
assessed: vocabulary and the area own content. These written tests will be done in an hour
at most, except in cases of children with difficulties that will have a more flexible schedule .
15.1.

Percentage distribution of the qualification and objective evaluation

For the realization of evaluation note, the following rates were set:
-

Classwork 70% of the total qualification

Written tests 20% of the total qualification
Attitude 10% of the total qualification

In order to make an objective qualification I will use the following assessment rubrics:
CLASSWORK RUBRIC
CATEGORY
NOBEL
Number
of

APRENTICE

ADVANCED

solved
exercises
Time
performing
the exercises
Procedure
and outcome
of

solved

exercises
(

form

and

content )
Oral
expression

ELEMENTS OF THE ATTITUDE TO BE EVALUATED

-

15

Classroom behaviour

EXPERT

Attitude and effort towards work

Housekeeping jobs
Performing duties and tasks
Respect to other classmates

16. DISTRIBUTION OF TEACHING UNITS AND MINIMUM CONTENT. PROFILE AREA

LEVEL AND SKILLS INVOLVED (LOMCE, decreto105/2014 do 4 de septiembre de
2014).
The curriculum divides Social Sciences into four areas: common/Shared content, the world
around us, living society and time and change. The first block is common to all blocks and is
integrated throughout the other areas as a key to the whole subject area. This allows
teachers to design their own course, one that is best suited to their students needs and their
resources.

BLOCK:

16

COMMON CONTENT

Introduction to scientific knowledge and its application in the social sciences.

Collect relevant information using different sources (direct and indirect).

Use of information technology and communications to find and select

information and present conclusions.

Develop strategies to organise, memorise and remember information

obtained through different methods and from different sources.

Use of different text types and graphic languages.

Techniques for intellectual work

Strategies to develop responsibility, exercise capacity and consistency in

study.

Development of techniques to encourage reading Social Science publications

(social, geographical and historical character).

Use of strategies to promote group cohesion and teamwork.

Correct use of different materials.

Planning and project management in order to achieve objectives.

Conflict resolution strategies: use of rules and appreciation of peaceful and

tolerant coexistence.

BLOCK:

17

THE WORLD WE LIVE IN

The Universe and the Solar System: the Sun, the planets.

Planet Earth, the Moon. Their characteristics and movements

The representation of the Earth. Orientation in space.

Identifying Globes: poles and hemispheres.

The harmful effects of alcohol and drugs.

Maps. Plans and maps. Scales.

Geographical coordinates: parallels and meridians.

Geographical coordinates: Latitude and longitude.

Types of maps: physical and political.

The atmosphere. Atmospheric phenomena.

The weather. Measurement and prediction.

Weather maps. Conventional symbols.

Climate and climatic factors.

World climate zones.

The typical climate zones in Spain influences on climate.

The hydrosphere. Distribution of water on the planet. The water cycle.

The Lithosphere: features and rock types.

Rocks and Minerals: Properties and uses.

The geographical diversity of the landscapes of Spain: relief and

hydrography.

Human intervention on the environment

Sustainable development.

Pollution.

Climate change. Causes and effects.

Responsible consumerism.

BLOCK

18

LIVING IN SOCIETY

Social, political and territorial organisation of the Spanish state

Rights and obligations of citizens.

The 1978 Constitution

Form of Government. The Parliamentary Monarchy.

Territorial entities and governing bodies.

Cultural and linguistic differences in Spain.

European Union.

Population. Factors that change a countrys population.

Total population. Population density.

Demographic variables.

Population distribution, natural growth and real growth of the population.

Graphic representation.

Population of Spain: distribution and evolution. Migration.

Population of Europe: distribution and evolution.

Manufacturing industries. Natural resources, raw materials. Craft industry.

The different production processes.

The service industry.

Economic activity and production sectors of Spain and Europe.

The production of goods and services. Consumer advertising.

Financial Education. Value of money and saving.

Employability and entrepreneurship. Business/Company. Activity and

functions.

Road safety. Knowledge that leads to better behaviour on the roads.

BLOCK

TIME AND CHANGE

The passing and measuring of time

Historical sources and classification.

Ages of History: Measuring and dating key historical events. Timelines.

The Iberian Peninsula in prehistoric times.

The Iberian Peninsula in ancient times.

The Peninsula Kingdoms in the Middle Ages.

The Spanish monarchy in the Early Modern Age.

Spain in the Modern Age (I): the 19 th Century.

Spain in the Modern Age (II): the 20 th and 21st centuries.

Our historical and cultural heritage.

The assessment criteria set out in the curriculum for the Social Sciences are organised
into four main blocks: Common content, The world we live in, Living in society and Time and
change. They are as follows:
BLOCK 1:

COMMON CONTENT

ASSESSMENT CRITERIA AND LEARNING STANDARDS

KEY
COMPETENCES

EC1. Obtain specific and relevant information about previously defined facts or
phenomena, using different sources (direct and indirect).

LS1.1. Searches, selects and organises specific and relevant

information, analyses it, draws conclusions, reflects on the
process followed and communicates it orally and/or in writing.

LL, LC

EC2. Use information and Communications technology to obtain information, learn and
express content on Social Sciences.

19

LS2.1. Uses information and Communications technology

(Internet, blogs, social networks...) to do work using the
appropriate terminology for the topics dealt with.

LL, LC, DC

LS2.1. Analyses information related to the subject and handles

images, tables, graphs, diagrams, summaries and information
and communications technology.

LL, MCST, DC

EC3. Develop responsibility, the capacity for effort and consistency in studying.

LS3.1. Performs assigned tasks and presents work in an

orderly, clear and clean way.

LL

LS3.2. Uses the vocabulary acquired with rigor and precision

to do work using the appropriate terminology for the topics
dealt with.

LC

LS3.3. Expresses orally, in a clear and orderly manner,

content related to the subject, demonstrating an understanding
of oral and / or written texts.

LL, LC

EC4. Conduct individual and group work and presentations involving searching, selecting
and organising texts of a social, geographical or historical nature, showing an ability to
work both individually and collaboratively within a team.

LS4.1. Conducts individual and group work and presentations

involving searching, selecting and organising texts of a social,
geographical or historical nature.

LL, SC

EC5. Value work in groups, showing attitudes of cooperation and responsible

participation, accepting differences with respect and tolerance for the ideas and
contributions of others in dialogues and debates.

LS5.1. Uses strategies to work individually and in groups, and

shows skills for the peaceful resolution of conflicts.

LL, SC, SIE

LS5.2. Participates in group activities, adopting responsible,

constructive and supportive behaviour and respects the basic
principles of democratic functioning.

SC, SIE

EC6. Respect the variety of different human groups and value the importance of peaceful
and tolerant coexistence between them on the basis of universally shared democratic
values and human rights.

LS6.1. Values the importance of peaceful and tolerant

coexistence between different human groups on the basis of
universally shared democratic values and human rights.

SC

EC7. Participate effectively and constructively in social life, creating strategies to resolve
conflicts.

LS7.1. Participates effectively and constructively in social life

and creates strategies to resolve conflicts.

SC, SIEE

LS7.2. Identifies and uses the codes of conduct and manners

generally accepted in different societies and environments
(school, family, neighbourhood, etc.).

SC

EC8. Value cooperation and dialogue as a means of preventing and resolving conflicts,
promoting democratic values.

20

LS8.1. Values cooperation and dialogue as a means of

SC

preventing and resolving conflicts and promoting democratic

values.
EC9. Develop creativity and the entrepreneurial spirit, building skills in making use of
information, ideas and present innovative conclusions.

LS9.1. Displays attitudes of self-confidence, critical thinking,

personal initiative, curiosity, interest, creativity in learning and
the entrepreneurial spirit that make the student active within the
circumstances that surround him or her.

SIE, LL

LS9.2. Displays autonomy in planning and carrying out actions

and tasks and has initiative in decision-making.

SIE, LL

EC10. Develop attitudes of cooperation and teamwork, and the habit of assuming new
roles in a continually changing society.

LS10.1. Develops attitudes of cooperation and teamwork,

values the ideas of others and reacts to them with intuition,
openness and flexibility.

SC, SIE

LS10.2. Develops attitudes of cooperation and teamwork,

values the ideas of others and reacts to them with intuition,
openness and flexibility.

SIE

BLOCK 2:

THE WORLD WE LIVE IN

ASSESSMENT CRITERIA AND LEARNING STANDARDS

KEY
COMPETENCES

EC1. Describe the Universe and how it originated, and explain its main components.

LS1.1. Describes the Universe and how it originated, and

explains its main components, identifying galaxy, star,
planet, satellite, asteroid and comet..

MCST

EC2. Describe the main features of the Solar System, identifying different types of stars
and their characteristics.

LS2.1. Describes the characteristics, components and

movements of the Solar System, identifying the Sun at the
centre of the Solar System and locating the planets
according to their proximity.

MCST

EC3. Locate the planet Earth and the Moon in the Solar System, explaining their
characteristics, movements and consequences.

21

LS3.1. Defines and represents the movement of the Earth,

the axis of rotation and the geographic poles, and
associates the seasons to their combined effect.

MCST

LS3.2. Explains day and night as a consequence of the

Earth's rotation and as units for measuring time.

MCST

LS3.3. Defines the movement of the Moon, identifying and

naming lunar phases.

MCST

EC4. Identify the layers of the Earth depending on whether their structure is internal or
external.

LS4.1. Identifies, names and describes the layers of the Earth.

MCST

EC5. Explain the different ways to represent the Earth's surface.

LS5.1. Explains the different representations of the Earth: plans,

maps, world maps and globes.

MCST

EC6. Describe plans and maps correctly, interpreting their scale and conventional signs.

LS6.1. Identifies and classifies the different types of maps,

including world maps, defines the scale on a map and use and
interprets the most common conventional signs that may
appear on it.

MCST

EC7. Identify and handle the concepts of parallels, meridians and geographic
coordinates.

LS7.1. Locates different points on Earth using parallels,

meridians and geographical coordinates.

MCST

EC8. Identify the atmosphere as the setting for meteorological phenomena, explaining
the importance of protecting it.

LS8.1. Identifies and names atmospheric phenomena and

describes the causes of the formation of clouds and
precipitation.

MCST

LS8.2. Explains the importance of protecting the atmosphere

and the consequences of not doing so.

MCST, SC

EC9. Explain the difference between climate and weather, and interpret weather maps.

LS9.1. Explains the difference between weather and climate.

MCST

LS9.2. Identifies the different measuring devices that are used

to collect atmospheric data, classifying them according to the
information they provide.

MCST

LS9.3. Describes a weather station, explains its function and

makes and interprets simple temperature and precipitation
graphs.

MCST

LS9.4. Interprets simple weather maps, distinguishing their

main elements.

MCST, LL

EC10. Identify the elements that influence climate, explaining how they act on it and
acquiring a basic understanding of climate and the factors that determine it.

LS10.1. Defines climate, names its elements and identifies the

factors that determine it.

MCST

EC11. Recognise the worlds climate zones and the types of climate in Spain, identifying
some of their basic features.

22

LS11.1. Explains what a climate zone is, naming the three

climate zones on Earth and describing their main
characteristics.

MCST

LS11.2. Describes and shows on a map the types of climate in

Spain and the areas that are affected by each, interpreting and
analysing climate graphs from different areas of Spain, relating
them to the climate that they belong to.

MCST , LL

EC12. Explain the hydrosphere, identify and name bodies of water and waterways,
differentiating surface water and groundwater, river basins and watersheds, describing
the water cycle.

LS12.1. Defines hydrosphere, and identifies and names bodies

of water and waterways, explaining how groundwater is formed,
how it emerges and how to access it.

MCST

LS12.2. Describes the stages that make up the water cycle in

order.

MCST

LS12.3. Differentiates between river basins and watersheds.

MCST

LS12.4. Identifies and names the sections of a river and the

features of each of them.

MCST

EC13. Acquire the concept of the lithosphere, get to know some rock types and their
composition, identifying different minerals and some of their properties.

LS13.1. Observes, identifies and explains the composition of

rocks, naming some of their types.

MCST

LS13.2. Identifies and explains the differences between rocks

and minerals, describes their uses and applications, classifying
some minerals according to their properties.

MCST

EC14. Explain what a landscape is and identify the main elements that make it up.

LS14.1. Defines landscape, identifies its elements and explains

the characteristics of the main landscapes of Spain and Europe,
valuing their diversity.

MCST

EC15. Describe the features of the relief of Spain and its hydrographic network, locating
them on a map.

LS15.1. Locates on a map the main features of relief in Spain

and its watersheds.

MCST

LS15.2. Locates Spains seas, oceans and major rivers on a

map.

MCST

EC16. Identify the main features of relief of Europe, its types of climate and its
hydrographic network, locating them on a map.

23

LS16.1. Locates watersheds and types of climate on a relief

map of Europe.

MCST

LS16.2. Recognises the main features of the relief, rivers and

climate in Europe.

MCST

EC17. Explain the influence of human behaviour on the environment, identifying the
sustainable use of natural resources by proposing a series of measures necessary for
the sustainable development of mankind, specifying its positive effects.

LS17.1. Explains the sustainable use of our planets natural

resources by proposing and adopting a series of measures and
actions.

MCST, SC

EC18. Explain the consequences of our actions on climate and climate change.

LS18.1. Explains the causes and consequences of climate

change and responsible action to stop it.
BLOCK 3:

MCST, SC

LIVING IN SOCIETY

ASSESSMENT CRITERIA AND LEARNING STANDARDS

KEY
COMPETENCES

EC1. Explain the importance of the Constitution for the functioning of the Spanish State
and the rights, duties and freedoms set out in it.

LS1.1. Identifies, respects and values the most important

democratic principles set out in the Constitution and explains
the importance of the Constitution for the functioning of the
Spanish State.

SC

EC2. Identify political institutions that derive from the Constitution.

LS2.1. Identifies the major institutions of the Spanish State and

describes their functions and organisation.

SC

LS2.2. Identifies and understands the separation of powers of

the state and what are the terms of reference contained in the
Constitution for each of them.

SC

EC3. Describe the territorial organisation of the Spanish State.

LS3.1. Explains the territorial organisation of Spain, names the

basic structures of government and locates the different
communities that make up Spain and its provinces on political
maps.

SC, LL

EC4. Value the cultural, social, political and linguistic diversity of the Spanish State,
respecting differences..

LS4.1. Values, based on the reality of the Spanish State,

cultural, social, political and linguistic diversity in the same
territory as a source of cultural enrichment.

SC

EC5. Identify the structure and goals of the European Union, explaining some
advantages of being part of the European Union.

24

LS5.1. Explains what the European Union is and what are its

SC, LL

political and economic objectives and locates the member

countries and their capitals on a map.

LS5.2. Identifies key institutions and their governing bodies in

the European Union, recognising their symbols and explaining
what the single market and the euro area consist of.

SC

EC6. Understand the main demographic concepts and their relation to geographic,
social, economic or cultural factors.

LS6.1. Defines demographics, understands the main

demographic concepts and calculates them using population
data.

SC

LS6.2. Defines the population of a territory and identifies the

main factors that affect it and defines them correctly.

SC

LS6.3. Interprets a population pyramid and other graphics used

to study population.

SC, LL

EC7. Distinguish the main features of the Spanish and European population, explaining
its evolution and population distribution, representing it graphically.

LS7.1. Describes the main features of the Spanish and

European population.

SC

LS7.2. Explains the process of evolution of the population in

Spain and in Europe and describes the impact of factors like life
expectancy or fertility on it.

SC

LS7.3. Describes the factors that influence the distribution of

the Spanish and European population.

SC

LS7.4. Locates on a map the major population centres in Spain

and the most densely populated areas.

SC, LL

LS7.5. Describes the population density of Spain comparing it

with graphs to the average in the European Union.

MCST, SC, LL

EC8. Describe the migration of the population in Spain.

LS8.1. Explains the rural exodus, emigration to Europe and the

arrival of immigrants to Spain.

SC

LS8.2. Identifies and describes the main problems currently

facing the population: overpopulation, aging, immigration, etc.

SC

EC9. Explain the differences between raw materials and manufactured products,
identifying the activities that are performed to obtain them.

25

LS9.1. Identifies and defines raw materials and manufactured

products and associates them with the activities through which
they are obtained.

SC

LS9.2. Describes in order the process of obtaining a product

until it is sold, and identifies the sectors to which they belong.

MCST, SC

EC10. Identify the activities that belong to each of the economic sectors, describe their
characteristics, recognising the main economic activities in Spain and Europe.

LS10.1. Identifies the three sectors of economic activities and

classifies various activities into the group they belong to.

SC

LS10.2. Explains the relevant activities of the primary,

secondary and tertiary sectors in Spain and Europe and their
locations in the corresponding territories.

SC

EC11. Describe how advertising and its techniques work, distinguishing between
educational advertising and consumer advertising.

LS11.1. Critically assesses the role of advertising and

recognises and explains the most common advertising
techniques, analysing specific examples.

SC

EC12. Become aware of the value of money and its uses through responsible
consumption and saving.

LS12.1. Differentiates between different types of spending and

adapts his or her budget to each of them.

SIE

LS12.2. Plans his or her savings for future expenses, devising a

small personal budget.

SIE

LS12.3. Finds out about different buying strategies, comparing

prices and gathering information.

SIE

EC13. Understand the benefits offered by having an entrepreneurial spirit.

LS13.1. Develops creativity and assesses the capacity for

entrepreneurship of valued members of society.

SIE

EC14. Explain the essential characteristics of a company, specifying the different

activities and forms of organisation that they can develop, distinguishing between
different types of companies.

LS14.1. Identifies different types of companies according to

their size and the economic sector their activities belong to.

SIE

LS14.2. Describes various forms of business organisation.

SIE

LS14.3. Defines simple terms related to the world of business

and economics, illustrating the definitions with examples.

SIE

EC15. Know and obey traffic rules and promote all aspects of road safety.

26

LS15.1. Explains basic traffic rules and the consequences of

lack of knowledge or non-compliance with them.

SC

LS15.2. Knows the meaning of some traffic signs, recognises

the importance of respecting them and uses them both as a
pedestrian and as a user of transportation (put on your seatbelt,
do not disturb the driver).

SC

BLOCK 4

TIME AND CHANGE

ASSESSMENT CRITERIA AND LEARNING STANDARDS

KEY
COMPETENCES

EC1. Explain the characteristics of each historical period and certain events that have
brought about fundamental changes in the course of history.

LS1.1. Defines the concept of Prehistory, identifies the idea of

the ages of history and dates the ages of History associated
with the events that mark the beginning and end, naming
some sources of History that are representative of each.

SC, CAE

LS1.2. Explains and values the importance of writing,

agriculture and livestock as discoveries that profoundly
changed human societies.

SC, CAE

EC2. Use the basic notions of succession, duration and simultaneity to put certain
historical facts and other relevant facts into order.

LS2.1. Recognises the century as a unit for measuring

historical time and locates events, positioning them as B.C. or
A.D.

MCST, LL

LS2.2. Uses different techniques to locate events from the

past in time and space, perceiving duration, simultaneity and
relationships between events.

MCST, LL

EC3. Identify and locate in time and space the most important processes and historical
events in the history of Spain to acquire a global perspective of its evolution.

27

LS3.1. Places on a timeline the most important historical

periods from the different ages of History in Spain.

MCST, LL

LS3.2. Identifies and locates in time and space the

fundamental facts of the History of Spain, describing the main
characteristics of each of them.

SC, CAE

LS3.3. Explains aspects related to the way of life and social

organisation of Spain during the different historical periods
studied.

SC, CAE

LS3.4. Describes in chronological order the major artistic and MCST, SC, CAE
cultural movements from the different periods of the History of
Spain, naming their most significant figures.

LS3.5. Explains the difference between the two periods into

which Prehistory is divided and describes the basic
characteristics of the way of life during these two periods.

SC, CAE

LS3.6. Dates Ancient History and describes the basic features

of life at that time, especially with regard to Romanisation.

SC, CAE

LS3.7. Identifies the distinctive features of the cultures that

coexisted in the Peninsular Kingdoms during the Middle Ages,
describing the political evolution and the different social

SC, CAE

models.

LS3.8. Explains the characteristics of the Early Modern Age

and certain events that determined fundamental changes in
the course of history during this period. (Habsburg Monarchy,
16th-17th centuries. The Bourbons, 18th century).

SC, CAE

LS3.9. Explains the major events that occurred during the 19th
and 20th centuries and which determine our Modern History.

SC, CAE

LS3.10. Describes the characteristics of modern Spanish

society, and values its democratic and pluralistic character and
its membership of the European Union.

SC, CAE

EC4. Develop curiosity about forms of human life from the past, valuing the importance
of artefacts in understanding and studying history and as cultural heritage that must be
protected and passed on to future generations.

LS4.1. Identifies, values and respects the natural, historical,

cultural and artistic heritage and assumes responsibilities for
conservation and improvement.

SC, CAE

LS4.2. Respects historical artefacts and values them as

heritage that we should pass on to future generations and
recognises the value that our archaeological heritage brings to
our knowledge of the past.

SC, CAE

EC5. Value the importance of museums, historic sites and monuments as spaces for
education and learning, showing an attitude of respect for his or her environment and
culture, appreciating cultural heritage.

LS5.1. Respects and assumes appropriate behaviour when

visiting a museum or an old building.

SC, CAE

LS5.2. Appreciates cultural heritage on a local, national and

European level as shared wealth that we should learn about,
preserve and protect.

SC, CAE

The breakdown of the competences into the indicators which have been included in the
template, and which allows us to describe the real competence of the student in this subject,
is as follows:
COMPETENCE:

COMPETENCE IN LINGUISTIC
COMMUNICATION (LC)

LC1. Communicates simple messages, verbally and in writing.

LC2. Communicates opinions, ideas, emotions and experiences in a

28

coherent way.
LC3. Speaks, listens and participates in dialogue and debate in an
organised and clear manner. Presents information orally, using linguistic
and non-linguistic skills and adapting the form of communication to
different kinds of contexts.
LC4. Uses language as a way to resolve conflict, avoiding sexist,
discriminatory and derogatory expressions.
LC5. Finds out information from oral and written sources, including the
Internet. Uses reading as a way to find out about other societies, cultures,
and historical periods.
LC6. Composes different kinds of short texts with different communicative
purposes
LC7. Communicates with an increasing degree of competence in a
foreign language.
COMPETENCE:

MATHEMATICAL COMPETENCE AND KEY

COMPETENCES IN SCIENCE AND
TECHNOLOGY (MCST)

MCST1. Expresses mathematical information (numbers, measurements,

symbols, etc.) clearly and precisely. Uses different kinds of graphs and
graphic organisers to represent and interpret information from everyday
life.
MCST2. Uses mathematics to interpret information and resolve problems
in everyday situations.
MCST3. Understands and works with the mathematical concepts of
quantity, space, form, change and interrelation.
MCST4. Applies scientific method: forms and tests hypotheses, makes
observations, acquires and analyses data, suggests and communicates
conclusions.
MCST5. Uses critical thinking and reasoning processes to solve
problems, obtains information and assesses the validity of a given
argument.
MCST6. Uses knowledge of the human body, the natural world and
human interaction with it to examine different lifestyles, adopt healthy
physical and mental habits and demonstrate responsibility and respect
towards other people and the environment.

COMPETENCE:

29

DIGITAL COMPETENCE (DC)

DC1. Finds, compiles and organizes information in digital format. Creates

and shares contents.
DC2. Uses information technology and multimedia to check, compare and
evaluate information.
DC3. Uses technology in a responsible fashion and is aware of the risks
associated with using technology.
DC4. Uses technology to solve problems, make decisions, work in a group
and participate in a formal and informal way in learning communities.

COMPETENCE

LEARNING TO LEARN (LL)

LL1. Is aware of existing knowledge, what needs to be learned, and skills

needed to achieve the learning objectives.
LL2. Is able to establish short, medium and long-term goals that are
realistic, and meet these goals.
LL3. Uses different strategies and techniques to maximise personal
performance, including study skills, group work, problem solving, time
management and knowledge of different sources of information (including
digital resources).
LL4. Develops the habit of asking questions, identifying the array of
possible answers and using different strategies to apply this information in
decision making.
LL5. Shows perseverance, is able to self evaluate, recognises personal
strengths and weaknesses, accepts own mistakes and learns with, and
from, others.

COMPETENCE:

SOCIAL AND CIVIC COMPETENCES (SC)

SC1. Is familiar with how societies are organised and how they have
evolved, including their achievements and limitations.
SC2. Is aware of different points of view and thinks critically about real
situations, using dialogue as a means of improving understanding and
resolving conflicts. Is able to express own ideas and listen to the ideas of
others; is able to empathise with others.
SC3. Understands the main characteristics of current societies, including
their increasingly plural nature; is aware of the contributions that different
cultures have made to human progress.
SC4. Is familiar with social values and uses them to build a personal

30

system of values that can be applied to a decision or conflict. Understands

that personal views are ethical only if they relate to and are based on
universal principles like those of the Universal Declaration of Human
Rights. Uses moral judgement to make decisions, and respects the rights
and duties of citizenship in a responsible way.
SC5. Recognises differences between social groups, while also respecting
their equal rights, especially in the case of men and women.
SC6. Is familiar with the characteristics, values and organisation of a
democratic society; reflects critically on concepts such as democracy,
liberty, etc., with special attention to the rights and duties outlined in
international legislation, the Spanish constitution and autonomous
community legislation.

COMPETENCE:

SENSE OF INITIATIVE AND

ENTREPRENEURSHIP(SIE)

SIE1. Designs individual and group projects, carrying them out and taking
responsibility for them. Sets goals and is able to revise previous plans,
look for solutions to problems and implement them.
SIE2. Is able to assess possibilities and limitations; knows the different
stages of a project; plans, takes decisions, evaluates what has been done
and assesses what can be improved.
SIE3. Is able make choices about academic, professional and leisure
activities based on an understanding of personal abilities, preferences,
and projects.
SIE4. Demonstrates a flexible attitude towards change and innovation.
Sees change as an opportunity and is able to adapt, identify and find
solutions to problems.
SIE5. Develops the skills needed to work in a group, including empathy,
valuing the ideas of others, negotiation, assertiveness and cooperation.
SIE6. Is able to act as the leader in a project, and develops the necessary
skills, such as self-confidence, management of time and tasks, resilience,
the ability to assert and defend rights and assume risks.

COMPETENCE:

CULTURAL AWARENESS AND EXPRESSION (CAE)

CAE1. Understands and appreciates different manifestations of art and culture,

using them as a source of pleasure and enrichment.
CAE2. Uses initiative, imagination and creativity to express oneself through
artistic media.

31

CAE3. Uses group-work skills to produce a collective artistic or cultural

endeavour, showing awareness of the need to support and appreciate the
contributions of others.
CAE4. Has a basic knowledge of the main techniques and conventions of
different types of art, and is familiar with the major works and other
manifestations of our cultural heritage.
CAE5. Identifies the relationship between cultural and artistic manifestations
and the societies and people that produced them, connecting them to
knowledge about changing patterns of thought, taste and fashion.
CAE6. Appreciates the creativity involved in different forms of artistic
expression, whilst valuing freedom of expression, cultural diversity and
intercultural dialogue, and the need for shared artistic experiences.

17. TEACHING UNITS

UNIT 1: POPULATION IN SANTIAGO
Methodological Guidelines
OBJECTIVES

32

KEY COMPETENCES

-Understand the basic concepts of

Key competences are integrated in activities

demography, population and population

throughout the unit.

density.
-Research the population of some major
cities and represent them on a world
map.
-Identify factors which contribute to
population change: births, deaths and
migration.
-Understand how the fertility rate is
calculated.
-Identify different ways of representing
population.
-Interpret a population pyramid and other
graphs used to represent population.
-Analyse the age and gender distribution
of the Spanish population using pyramid
graphs.
-Understand how population can be
divided into different groups such as
gender, age, ethnic origin, religion and
physical characteristics.
-Analyse population groups in Spain and
in different autonomous communities.
-Analyse population groups in Santiago
and in other cities on the different Ways
to Saint James.
-Examine basic population data for
Spain: population density and fertility
rates.
-Locate the most densely populated
areas on a map of Spain.
-Identify reasons for variations in
population densities in Spain.
-Identify basic population data for the
European Union such as overall
population, population density, fertility
rate and average age.
-Identify the most densely populated
cities in Europe.

33

-Examine some of the main migratory

movements in Europe and their effect on
population.

CONTENTS

LEARNING

-Population change:

OUTCOMES
.-Define

CRITERIA
-Define basic

-Understand the basic

demography,

terms such as

concepts of

understand key

demography,

demography, population

concepts related to

total population,

the study of

population

and population density.

-Research the

population and

density and

apply them to basic

fertility rate and

population data.

understand how

-Identify the

they are

population of an

calculated.

area or country and

-Identify types of

explain the main

charts and

factors which

graphs used to

and migration.
-Understand how the

cause population

represent

fertility rate is

variation.

population.

-Interpret

-Identify and

calculated.
-Identify different ways

information from a

give examples

population pyramid

of different

and other graphs

population

and charts used to

groups.

represent

-Identify and

population data.

give examples

represent population.
-Analyse the age and

-Describe and

of factors which

gender distribution of

births, death, migration.

-Representing population.
-Population groups.
-The population of Spain.
-The population of
Europe.

34

EVALUATION

ACTIVITIES

population of some
major cities and
represent them on a
world map.
-Identify factors which
contribute to population
change: births, deaths

of representing
population.
-Interpret a population
pyramid and other
graphs used to

compare the main

cause variations

the Spanish population

characteristics of

in population

the population of

such as births,

using pyramid graphs.

-Understand how

Spain and the EU.

deaths and

-Identify and

migration.

explain factors

-Locate the

affecting the

major

evolution of the

settlements and

Spanish and EU

the most

populations such

densely

as life expectancy,

populated areas

birth rates and

on a map of

migratory

Spain.

communities.
-Analyse population

movements.

-Represent

groups in Santiago and

-Locate the most

aspects of the

in other cities on the

densely populated

EU population

different Ways to Saint

areas of Spain on a on a graph or

map.
-Explain variations
in population
densities in Spain.
-Identify the main
factors affecting
migration to, from
and within Spain.

chart.

population can be
divided into different
groups such as gender,
age, ethnic origin,
religion and physical
characteristics.
-Analyse population
groups in Spain and in
different autonomous

James.
-Examine basic
population data for
Spain: population
density and fertility
rates.
-Locate the most
densely populated
areas on a map of

-Evaluate some of

Spain.
-Identify reasons for

the issues and

variations in population

problems faced by

densities in Spain.
-Identify basic

immigrants arriving
in a new country.

population data for the

European Union such
as overall population,
population density,
fertility rate and average
age.
-Identify the most

35

densely populated cities

in Europe.
-Examine some of the
main migratory
movements in Europe
and their effect on
population.

UNIT 2: THE ECONOMY

Methodological Guidelines
OBJECTIVES
-Identify, define and classify raw

KEY COMPETENCES
Key competences are integrated in activities

materials and manufactured products.

-Understand how the extraction of

throughout the unit.

natural resources can have negative

consequences for the environment.
-Identify the three sectors of the
economy.
-Classify different activities according to
their sector.
-Understand the importance of recycled
products as a source of raw materials.
-Recognise agriculture as a primary
sector activity.
-Identify the main types of arable and
livestock farming and their
characteristics.
-Identify important agricultural products

36

locally and in Spain.

-Identify fishing, mining and forestry as
primary sector activities.
-Identify the origins of some everyday
products.
-Investigate how a common raw material
is produced and explore some of its
uses.
-Identify the secondary sector as the
source of manufactured products.
-Identify the different industries in the
secondary sector.
-Distinguish between raw materials,
intermediate products and consumer
products.

CONTENTS
-What are the three
sectors of the economy?
-Whats agriculture?
-What other primary
sector activities are there?
-What secondary sector
activities are there?

LEARNING

EVALUATION

OUTCOMES
-Identify and define

CRITERIA
-Identify and

-Identify, define and

raw materials and

define the three

classify raw materials

manufactured

sectors of the

and manufactured

products and

economy.

recognise the

-Recognise and

products.
-Understand how the

activities where

classify different

they are produced.

activities

-Reflect on the use

according to

of natural

their sector.

resources and

-Identify and

different forms of

define raw

sectors of the economy.

-Classify different

energy in the

materials and

activities according to

productive process. manufactured

37

ACTIVITIES

-Recognise the

products,

growing

relating them to

importance of

the activities

recycled products

through which

as a source of raw

they are

materials.

produced.

extraction of natural
resources can have
negative consequences
for the environment.
-Identify the three

their sector.
-Understand the
importance of recycled
products as a source of
raw materials.
-Recognise agriculture
as a primary sector
activity.

-Describe the three

-Describe and

-Identify the main types

sectors of the

sequence the

of arable and livestock

economy and

process of

farming and their

identify and classify

obtaining a

activities belonging

product up to

characteristics.
-Identify important

to each sector.

the moment it is

-Use a variety of

sold and identify

information

the sectors

sources to

involved.

investigate and

-Explain some

sector activities.
-Identify the origins of

represent different

activities of the

some everyday

primary sector

primary,

activities and their

secondary and

products.
-Investigate how a

geographical

tertiary sectors

distribution.

in Spain and

-Analyse common

locate them in

products in terms

their

of their component

corresponding

raw materials and

territories.

locally and in Spain.

-Identify fishing, mining
and forestry as primary

common raw material is

produced and explore
some of its uses.
-Identify the secondary
sector as the source of
manufactured products.
-Identify the different

productive

industries in the

processes.

secondary sector.
-Distinguish between

-Identify some of
the most important
productive
activities in Spain
and their
distribution.
-Distinguish
between
intermediate and
consumer products
within the
manufacturing
process.

38

agricultural products

raw materials,
intermediate products
and consumer products.

UNIT 3: THE TERTIARY SECTOR

Methodological Guidelines
OBJECTIVES
-Identify and classify the main service

KEY COMPETENCES
Key competences are integrated in activities

activities in the tertiary sector.

-Learn about the importance of tertiary

throughout the unit.

sector activities in Spain.

-Find out about the local cultural industry.
-Identify different forms of transport and
their uses.
-Identify different types of tourism in
Spain and focus in the pilgrimage
tourism to visit Saint Jamess remains.
-Define the retail sector and recognise
key retail activities and different types of
retail businesses.
-Investigate aspects of the retail sector
locally.
-Explore how products and services are
advertised.
-Identify some of the techniques used by
the advertising industry to attract
consumers attention and encourage
consumption.
-Introduce the concept of responsible
consumption.
-Examine reasons for the importance of
the tertiary sector in the EU.
-Learn about key factors which facilitate
trade between EU nations.
-Explore ways of improving energy
efficiency at home.
CONTENTS
-Whats the tertiary
sector?
-What do the transport

39

LEARNING

EVALUATION

ACTIVITIES

OUTCOMES
-Identify the three

CRITERIA
-Describe and

-Identify and classify the

sectors of

explain the main

main service activities

economic activities

economic

in the tertiary sector.

and tourism industries do?

-Whats retail?
-How are products
advertised?
-Why is the tertiary sector
important in the EU?

and classify

activities of the

-Learn about the

different activities

tertiary sector in

importance of tertiary

into the group to

Spain and

sector activities in

which they belong.

Europe.

-Explain the

-Define service

Spain.
-Find out about the local

relevant activities

activities and

of the tertiary

consumer

sector in Spain and

products.

Europe and their

-Identify

uses.
-Identify different types

geographical

different forms

of tourism in Spain and

locations.

of transport and

focus in the pilgrimage

-Critically evaluate

communication

tourism to visit Saint

the role of

and recognise

advertising and

their importance

Jamess remains.
-Define the retail sector

recognise and

for facilitating

explain the most

trade between

common

countries.

advertising

-Use information

techniques,

technology and

analysing specific

other sources to

the retail sector locally.

-Explore how products

examples.

research,

and services are

-Analyse

analyse and

information related

present

advertised.
-Identify some of the

to the tertiary

information

sector using a

about the

range of media

tertiary sector.

including images,

-Understand the

graphs, diagrams

meaning and

and illustrations.

importance of

-Collaborate in a

retail activity

variety of group

within the

activities to

tertiary sector

consumption.
-Examine reasons for

research, evaluate,

and identify

the importance of the

organise and

large, medium-

present information

sized and small

tertiary sector in the EU.

-Learn about key

cultural industry.
-Identify different forms
of transport and their

and recognise key retail

activities and different
types of retail
businesses.
-Investigate aspects of

techniques used by the

advertising industry to
attract consumers
attention and
encourage
consumption.
-Introduce the concept
of responsible

factors which facilitate

40

about the tertiary

retail

trade between EU

sector in Spain and

businesses and

nations.

the EU.

their distribution.

-Explore ways of

-Describe and

improving energy

analyse the role

efficiency at home.

of advertising
and recognise
the most
common
advertising
techniques.

UNIT 4: MONEY AND BUSINESS

Methodological Guidelines
OBJECTIVES
-Explore the concept of money as a

KEY COMPETENCES
Key competences are integrated in activities

medium of exchange and the origins of

throughout the unit.

different forms of money.

-Investigate the origins, distribution and
use of the euro.
-Learn about basic ways of saving and
spending money including the basic
concepts of saving, investment, cash
and credit.
-Explore the types of products and

41

services that can be bought and sold.

-Learn about the different places money
can be used, including the internet.
-Learn about ways of saving money
while shopping.
-Learn about different types of budgets
and how to analyse a budget.
-Raise awareness of the importance of
budgets when planning purchases.
-Identify different types of companies
and their main characteristics.
-Explore the use of organisational charts
to show how companies and
organisations are structured.

CONTENTS
-Money and business.
-How can we save and
spend money?
-How do we spend
money?
-Whats a budget?
-What types of companies
are there?

42

LEARNING

EVALUATION

ACTIVITIES

OUTCOMES
-Define simple

CRITERIA
-Explain the

-Explore the concept of

terms related to the

origins of money

money as a medium of

world of business

and its use as a

exchange and the

and economics,

medium of

origins of different forms

giving examples of

exchange of

their uses.

goods and

of money.
-Investigate the origins,

-Differentiate

services.

between different

-Differentiate

types of spending

between forms

and the importance

of expenditure

of adapting a

and recognise

budget to the

the value of

available

saving and the

resources.

forms this can

-Examine and

take.

credit.
-Explore the types of

reflect on different

-Investigate

products and services

buying strategies

different

that can be bought and

and the importance

purchasing

of saving.

strategies

sold.
-Learn about the

-Create a small

including

distribution and use of

the euro.
-Learn about basic
ways of saving and
spending money
including the basic
concepts of saving,
investment, cash and

different places money

personal budget.

comparing

-Recognise the

ownership.

prices, gathering the internet.

-Learn about ways of
information and
saving money while
making lists.
shopping.
-Understand the
-Learn about different
benefits of
types of budgets and
saving for future
how to analyse a
expenditure.
budget.
-Understand
-Raise awareness of

-Describe various

how to analyse

the importance of

forms of business

and create a

budgets when planning

organisation.

small personal

purchases.
-Identify different types

importance of
entrepreneurship in
society.
-Identify different
types of company
structure and

budget.
-Identify and
distinguish
between
different types of
enterprises by
their size,
ownership and
economic
sector.
-Describe the
main features of
a company
specifying the
main activities
and forms of
organisation that
can develop.

43

can be used, including

of companies and their

main characteristics.
-Explore the use of
organisational charts to
show how companies
and organisations are
structured.

UNIT 5: SPAIN IN THE MIDDLE AGES

Methodological Guidelines
OBJECTIVES
-Identify the historical period of the

KEY COMPETENCES
Key competences are integrated in activities

Middle Ages.
-Activate students existing knowledge of

throughout the unit.

the Middle Ages.

-Identify the arrival of the Visigoths with
the end of Roman Hispania and the
beginning of the Middle Ages.
-Identify key features of culture,
government, the economy and religion
under the Visigoths.
-Collect, interpret and present
information from different sources.
-Identify the Battle of Guadalete in 711 A.
D. as marking the end of Visigoth rule
and the beginning of al-Andalus.
-Identify the key features of government,
religion and culture in al-Andalus.
-Collect information and present a
profile.
-Identify the main features of life in alAndalus: government, economy,
language and religion.
-Identify the main features of life in the
Christian kingdoms during this period:
social structure, government, economy,
language and religion.

44

-Recognise that today we can still see

religious buildings built by the Christians.
-Identify some of the key dates,
characters and events associated with
The Reconquista.
-Describe the extent of Muslim territories
before and during the Reconquista.

CONTENTS
-The Visigoths.
-Life in al-Andalus.
-Life in the Christian
kingdoms.
-The Reconquista.

45

LEARNING

EVALUATION

ACTIVITIES

OUTCOMES
-Define the Middle

CRITERIA
-Explain

-Identify the historical

Ages, identify the

historical ages

period of the Middle

historical age and

and events that

Ages.
-Activate students

events that mark its provoked change.

existing knowledge of

beginning and end

-Use the basic

and name some

notions of

historical sources

succession,

of the age.

duration and

-Recognise the

simultaneousness

century as a way of

to put historical

measuring time

facts in order.

and locate

-Identify and

Middle Ages.
-Identify key features

historical markers

pinpoint important

of culture,

such as B. C. or A.

Spanish historical

government, the

D.

events and gain

economy and religion

-Use different

an overview of

techniques to

their importance.

under the Visigoths.

-Collect, interpret and

identify historical

-Develop curiosity

events and

about human life

understand their

in the past,

duration,

assess the

simultaneousness

importance of

the Middle Ages.

-Identify the arrival of
the Visigoths with the
end of Roman
Hispania and the
beginning of the

present information
from different sources.
-Identify the Battle of
Guadalete in 711 A. D.
as marking the end of
Visigoth rule and the

and inter-

artefacts for the

beginning of al-

relationships.

study of history

-Place on a

and be aware of

Andalus.
-Identify the key

timeline the major

the cultural

historical periods of

heritage that must

the Middle Ages in

be protected and

Spain.

passed on.

-Identify the main

-Assess the

events in the

importance of

and present a profile.

-Identify the main

Middle Ages in

museums,

features of life in al-

Spain and describe

historical sites

Andalus: government,

their main features.

and monuments

economy, language

-Explain aspects of

as places for

lifestyle and social

learning, show

and religion.
-Identify the main

organisation of

respect for the

Spain in the Middle

environment and

Ages.

culture and

-Identify the

appreciate

distinctive features

cultural heritage.

of the cultures that

lived in the Iberian
Peninsula during
the Middle Ages,

government, religion
and culture in alAndalus.
-Collect information

features of life in the

Christian kingdoms
during this period:
social structure,
government, economy,
language and religion.
-Recognise that today
we can still see
religious buildings built

describing political

by the Christians.
-Identify some of the

developments and

key dates, characters

the different social

and events associated

models.

with The Reconquista.

-Describe the extent of

-Identify, value and

respect the natural,
historical, cultural
and artistic
heritage and take
responsibility for its
conservation and
improvement.

46

features of

Muslim territories
before and during the
Reconquista.

-Respect historical
remains and value
them as a heritage
we should pass on
and recognise the
value the
archaeological
heritage has for
knowledge of the
past.
-Behave
appropriately when
visiting a museum
or an old building.

UNIT 6: EARLY MODERN SPAIN

Methodological Guidelines
OBJECTIVES

47

KEY COMPETENCES

-Identify the historical period of the Early

Key competences are integrated in activities

Modern Age in Spain.

-Activate students existing knowledge of

throughout the unit.

the Early Modern Age.

-Identify some of the key social and
economic characteristics of the Early
Modern Age.
-Recognise the importance of the
Catholic Monarchs and identify some of
the main features of their reign.
-Learn about the Spanish Inquisition.
-Learn about the discovery of America
and Columbuss voyages.
-Identify some of the conquerors and
explorers and their effect on the native
populations.
-Examine the origins of the Hapsburg
dynasty.
-Identify some of the key features of
Hapsburg Spain including the expansion
and decline of the Spanish Empire.
-Identify the Golden Age and some of the
most representative writers and artists
from this period.
-Explore key aspects of Spain under the
Bourbon dynasty.
-Identify the reign of the first Bourbon
king, Felipe V, and the reign of Carlos III.

CONTENTS
-The Catholic Monarchs
-The Age of Discovery
-The Hapsburg dynasty
-The Golden Age
-The Bourbon Dynasty

LEARNING

EVALUATION

OUTCOMES
-Recognise the

CRITERIA
-Explain the

-Identify the historical

century as a unit of

characteristics of

period of the Early

measure of

each historical

historical time and

period and events

Modern Age in Spain.

-Activate students

locate event

that caused

placing them as BC change.

or AD.

48

ACTIVITIES

-Use the basic

existing knowledge of
the Early Modern Age.
-Identify some of the
key social and

49

-Use different

notions of

economic

techniques to

succession,

characteristics of the

identify historical

duration and

events and

simultaneousness

Early Modern Age.

-Recognise the

understand their

to put historical

duration,

events in order.

simultaneousness

-Identify and

and inter-

pinpoint important

relationships.

Spanish historical

-Place on a

events and gain

timeline the major

an overview of

Spanish Inquisition.
-Learn about the

events of the

their importance.

discovery of America

Modern Age in

-Develop curiosity

and Columbuss

Spain.

about human life

-Identify the main

in the past,

voyages.
-Identify some of the

events in Early

assess the

Modern Spain and

importance of

describe their main

artefacts for the

features.

study of history

-Explain aspects of

and be aware of

lifestyle and social

the cultural

organisation of

heritage that must

dynasty.
-Identify some of the

Spain in the Early

be protected and

key features of

Modern Age.

passed on.

Hapsburg Spain

-Describe in

-Assess the

including the

chronological order

importance of

expansion and decline

the major artistic

museums,

of the Spanish

and cultural

historical sites

movements of the

and monuments

Empire.
-Identify the Golden

Early Modern Age

as places for

in Spain.

learning, show

-Explain the

respect for the

characteristics of

environment and

the Modern Age

culture and

and events that

appreciate

importance of the
Catholic Monarchs
and identify some of
the main features of
their reign.
-Learn about the

conquerors and
explorers and their
effect on the native
populations.
-Examine the origins
of the Hapsburg

Age and some of the

most representative
writers and artists
from this period.
-Explore key aspects
of Spain under the
Bourbon dynasty.

have caused

cultural heritage.

-Identify the reign of

change.

the first Bourbon king,

-Identify, value and

Felipe V, and the reign

respect the natural,

of Carlos III.

historical, cultural
and artistic
heritage and take
responsibility for its
conservation and
improvement.
-Respect historical
remains and value
them as a heritage
we should pass on
and recognise the
value
archaeological
heritage has for the
knowledge of the
past.

UNIT 7: THE EARTH AND THE UNIVERSE

Methodological Guidelines
OBJECTIVES

50

KEY COMPETENCES

-Identify some characteristics of the Sun

Key competences are integrated in activities

and our Solar System.

-Understand the importance and the

throughout the unit.

development of telescopes.
-Understand the importance of space
research.
-Research and collect information.
-Identify the components that make up
the Universe and our Solar System.
-Understand one of the theories of where
the Universe came from.
-Identify what galaxies are and what
shapes they can be.
-Research and collect information and
then present it.
-Recognise and describe astronomical
objects.
-Research and present information.
-Recognise and identify the layers of the
Earth and its atmosphere.
-Recognise some of the historical
theories and discoveries which have led
to our current understanding of the
Universe.
-Understand how the Earth moves.
-Identify and understand why day and
night, and the seasons occur.
-Recognise and identify the different
phases of the Moon.
-Understand why the Moon seems to
change shape.
-Understand what causes an eclipse.

CONTENTS
-The Universe
-Astronomical objects
-The Sun and the Earth
-The Earths movements
-The Moons movements

51

LEARNING

EVALUATION

ACTIVITIES

OUTCOMES
-Explain how the

CRITERIA
-Know how the

-Identify some

Universe and its

Universe was

characteristics of the

main components

formed and

Sun and our Solar

originated.

identify its main

System.

52

-Describe the

components.

-Understand the

principal

-Define what

importance and the

characteristics of

objects there are

development of

the Solar System

in space,

identifying different

including

telescopes.
-Understand the

types of

galaxies.

astronomical

-Explain the

objects and their

characteristics of

characteristics.

the Sun. Identify

information.
-Identify the

-Search for, obtain,

the Sun as the

components that

process and

centre of the

make up the Universe

communicate

Solar System and

information about

locate the planets

and our Solar System.

-Understand one of

the Universe and

according to their

the Solar System

proximity to the

using technological

Sun.

resources.

-Describe the

-Locate Earth in

relationship

the Solar System

between meteors

they can be.

-Research and collect

demonstrating an

and shooting

information and then

understanding of

stars.

the move from

-Describe comets

present it.
-Recognise and

geocentric to

and when they

heliocentric

can be seen.

theories, and

-Know about

recognising

advances in

present information.
-Recognise and

scientific advances

science and

identify the layers of

in our

human curiosity.

the Earth and its

understanding of

Make a simple

the Universe and

planetarium.

atmosphere.
-Recognise some of

the Earth.

-Know what the

-Explain the

Earth is made of,

movements of the

its movements

Earth, relating the

and its

seasons to the

appearance from

importance of space
research.
-Research and collect

the theories of where

the Universe came
from.
-Identify what galaxies
are and what shapes

describe astronomical
objects.
-Research and

the historical theories

and discoveries which
have led to our current
understanding of the
Universe.
-Understand how the

combined effect of

space.

the movement of

-Know and

the Earth around

identify the

the Sun, the

seasons, their

inclination of the

duration, how

axis of rotation and

they are created

the constancy of

and their effects

this inclination,

on living things.

understand why day

and night, and the
seasons occur.
-Recognise and
identify the different
phases of the Moon.
-Understand why the

rather than to

Moon seems to

Earths proximity to

change shape.
-Understand what

the Sun.
-Show
understanding of
how day and night
occur due to the
effect of the Earths
rotation and not
because of any
movements of the
Sun.
-Identify the
internal and
external layers of
the Earth according
to their structure.
-Explain the
characteristics of
the Moon and its
movements,
identifying lunar
phases and their
consequences.

53

Earth moves.
-Identify and

causes an eclipse.

UNIT 8: WEATHER AND CLIMATE

Methodological Guidelines
OBJECTIVES
-Reflect on how the climate affects living

KEY COMPETENCES
Key competences are integrated in activities

things.
-Understand the difference between

throughout the unit.

weather and climate.

-Recognise the instruments used to
collect weather data.
-Understand the symbols used by
meteorologists on weather forecast
maps.
-Collect data and represent it in a graph.
-Identify and understand how latitude,
altitude and proximity to bodies of water
affect climate.
-Understand how climate affects human
activity.
-Identify and be able to describe
conditions in different climate zones.
-Describe the main climate zones in
Spain.
-Describe subtropical, Mediterranean,
continental and mountain climates.
Locate these climate zones
geographically on a map of Spain.
-Identify characteristics of each climate
zone: temperature and precipitation.
-Recognise the effects of human actions

54

on climate change.
-Understand the greenhouse effect and
global warming.

CONTENTS
-Weather and climate
-Atmospheric conditions
and climate
-Factors that determine
climate
-The main climate zones
of the planet

LEARNING

EVALUATION

OUTCOMES
-Define and

CRITERIA
-Identify climate

-Reflect on how the

differentiate

as a factor that

climate affects living

between weather

affects life in

and climate.

different parts of

things.
-Understand the

-Identify and link

the planet.

the effect of

-Differentiate

different factors on

between climate

climate.

and weather.

-Identify and

-Identify factors

collect weather data.

-Understand the

describe world and

which influence

symbols used by

Spanish climate

climate.

meteorologists on

zones.

-Identify some

weather forecast

-Explain the

basic

consequences of

characteristics of

maps.
-Collect data and

human activity on

the worlds

the environment.

climate zones.

-Use technology

-Recognise the

and the Internet to

different climate

find information in

zones of Spain.

a systematic and

-Identify the

water affect climate.

-Understand how

critical manner.

causes and

climate affects human

consequences of

activity.
-Identify and be able

climate change.

ACTIVITIES

difference between
weather and climate.
-Recognise the
instruments used to

represent it in a graph.
-Identify and
understand how
latitude, altitude and
proximity to bodies of

to describe conditions

55

-Work individually

in different climate

and as group and

zones.
-Describe the main

present results
both orally and in
writing.

climate zones in
Spain.
-Describe subtropical,
Mediterranean,
continental and
mountain climates.
Locate these climate
zones geographically
on a map of Spain.
-Identify
characteristics of each
climate zone:
temperature and
precipitation.
-Recognise the effects
of human actions on
climate change.
-Understand the
greenhouse effect and
global warming.

UNIT 9: LANDSCAPES ON THE WAY TO SAINT JAMES!

Methodological Guidelines

56

OBJECTIVES
-Identify different landscapes in Spain.
-Recognise that different parts of Spain
have different landscapes and climates.
-Identify ways to prevent forest fires.
-Research and collect information.
-Identify natural landscapes.
-Understand the difference between
urban and rural landscapes.
-Research and collect information, then
present it.
-Recognise and identify features on a
map.
-Identify differences in elevation on a
map.
-Understand the colouring used on a
physical map.
-Recognise and identify the various
landforms and landscapes in Spain.
-Understand that the different types of
vegetation in Spain depend on the local
climate and soil.
-Understand how different types of rock
are formed.
-Recognise that rocks have different
properties and therefore different uses.
-Understand the difference between
rocks and minerals.
-Carry out research.
-Recognise and identify the causes of
pollution.
-Understand why it is necessary to keep
water supplies clean.
-Understand the consequences of
damaging our natural resources.
-Recognise ways to protect the natural
landscape.
-Research, collect and present
information.

57

KEY COMPETENCES
Key competences are integrated in activities
throughout the unit.

CONTENTS
-Elements of landscapes.
-Types of landscapes.
-Representing
landscapes.
-Natural landscapes in
Spain.
-Rocks and minerals.
-Human affect on the
landscape.

58

LEARNING

EVALUATION

ACTIVITIES

OUTCOMES
-Explain what a

CRITERIA
-Define

landscape is and

landscape,

identify the main

identifying its

elements of it.

elements and

-Describe and

explain the

locate on a map

characteristics of

the main features

the main sights of

of the topography

Spain valuing

of Spain.

their diversity.

-Explain what the

-Describe the

lithosphere is and

general

what it is made of.

characteristics of

-Analyze and

the relief of

classify rocks into

Spain.

types, properties

-Locate different

and uses.

landforms on a

landscapes.
-Research and collect

-Classify minerals

map of Spain.

information, then

according to their

-Interpret a

hardness.

topographic map.

present it.
-Recognise and

-Explain the affect

-Identify different

of human

types of rocks.

behaviour on the

-Understand the

natural

differences

elevation on a map.
-Understand the

environment and

between rocks

colouring used on a

propose measures

and minerals.

for the sustainable

-Classify rocks

physical map.
-Recognise and

development of

according to their

mankind.

properties.

-Identify human

-Explain the

activities that

sustainable use

contribute to the

of natural

conservation of

resources

-Identify different
landscapes in Spain.
-Recognise that
different parts of Spain
have different
landscapes and
climates.
-Identify ways to
prevent forest fires.
-Research and collect
information.
-Identify natural
landscapes.
-Understand the
difference between
urban and rural

identify features on a
map.
-Identify differences in

identify the various

landforms and
landscapes in Spain.
-Understand that the
different types of
vegetation in Spain
depend on the local

natural landscapes.

proposing a

-Display good

series of

teamwork, showing

measures and

attitudes of

actions leading to

cooperation and

the improvement

responsible

of environmental

participation,

conditions on our

accepting

planet.

climate and soil.

-Understand how
different types of rock
are formed.
-Recognise that rocks
have different
properties and
therefore different

differences with

uses.
-Understand the

respect and

difference between

tolerance towards

rocks and minerals.

-Carry out research.
-Recognise and

the ideas and

contributions of
others.

identify the causes of

pollution.
-Understand why it is
necessary to keep
water supplies clean.
-Understand the
consequences of
damaging our natural
resources.
-Recognise ways to
protect the natural
landscape.
-Research, collect and
present information.

59