MADRID Syllabus Social Science LT 5 English

Syllabus ByME Social Science 5 CAM
ByME
Social Science 5
Syllabus Social Science
Primary stage: Year 5
COMUNIDAD DE MADRID
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INDEX 1 Page
1. Introduction 3
2. Methodology 5
3. Contribution to the development of key competences 7
4. General Objectives of the stage 8
5. Course contents and Learning outcomes 9
6. Values and Attitudes 13
7. Mixed-ability activities 15
8. Fostering reading 16
9. Language Structures 17
10. Cooperative Learning 22
11. Project Based Learning 29
12. Assessment Rubrics 45
13. Assessment in our Educational Project 48
14. Assessment of the Teaching-Learning process 50
15. Specific methodology in ByME Social Science 5 CAM 58
16. Materials of ByME Social Science 5 CAM 68
17. Measures for pupils with special needs 69
18. Use of information and communication technology 71
19. Teaching and organisational resources 75
20. Supplementary activities 76
21. Didactic Units
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Delete non-applicable items.
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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.
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.
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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.
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
FIFTH YEAR
History. The track of time.
The relief of the Iberian Peninsula.

1. Knows and locates on a map the relief and the principal rivers of the Iberian Peninsula as well as the seas and oceans which surround it and the islands and
archipelagos which are close to it.
The beginning of the Middle Ages in the Iberian Peninsula. Visigoth Spain.
2. Identifies the arrival of the Visigoths in the fifth century with the beginning of the Middle Ages in the Iberian Peninsula.
3. Situates the Visigoth Kingdom of Toledo chronologically.
4. Knows some fundamental development from the Visigoth period, such as the conversion of Reccared to Catholicism in the year 589.
The Muslims in the Iberian Peninsula.

5. Identifies the moment of the arrival of the Muslims in the Peninsula (Battle of Guadalete in the year 711).
6. Identifies al-Andalus as the name which the Muslims gave to the Iberian Peninsula under their rule.
7. Situates chronologically the Emirate and the Caliphate of Cordoba and the Taifa Kingdoms.
8. Knows some fundamental aspects of the society of al-Andalus.
9. Identifies some fundamental figures from Andalusian history such as Abd al-Rahman I, Abd al-Rahman II or Averroes.
10. Recognizes some Muslim remains in Spain such as the Alhambra of Granada or the Mezquita of Cordoba.
The Christian kingdoms in the Middle Ages. The Reconquest.

11. Identifies some characteristics of the organization of life in feudal society.
12. Knows the origin and the historical and cultural value of the Way of St. James.
13. Identifies on historic maps the principal Christian kingdoms during the Reconquest.
14. Knows some figures and historic events from the Reconquest: Don Pelayo and the Battle of Covadonga, and El Cid Campeador.
15. Identifies some of the kings of the Christian kingdoms and their historic legacy:
— Alfonso VI, King of Castile and of Leon.
— Fernando III the Saint, King of Castile and of Leon.
— Alfonso X the Wise, King of Castile and of Leon.
— James I the Conqueror, King of Aragon and Count of Barcelona.
16. Identifies the Battle of Navas de Tolosa in 1212.
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The Catholic Monarchs. The discovery of America.

17. Identifies Isabel of Castile and Ferdinand of Aragon as the Catholic Monarchs.
18. Recognizes the marriage of the Catholic Monarchs as the dynastic union which marks the origins of the Kingdom of Spain.
19. Identifies some conquerors, navigators and explorers such as Hernan Cortes, Pizarro, Magellan or Elcano.
20. Identifies the conquest of Granada (1492) as the end of the Reconquest.
21 Explains the discovery of America (1492) and the voyages of Christopher Columbus.
Spain in the Modern Age. XVI and XVII Centuries. The reign of the House of Austria.
22. Knows some important events from the reigns of Charles I, Philip II and Philip IV.
23. Knows the names of some writers of the Spanish Golden Age such as Garcilaso de la Vega, Saint Teresa of Jesus, Saint John of the Cross, Fray Luis de Leon,
Miguel de Cervantes, Lope de Vega, Luis de Gongora, Tirso de Molina or Pedro Calderon de la Barca and artists such as El Greco or Diego Velazquez.
Spain in the Modern Age. The XVIII Century. The Bourbons in Spain.
24. Identifies Philip V as the first Bourbon king of Spain.
25. Identifies the fundamental aspects of the reign of the Bourbons.
26. Is familiar with the scientific expeditions of Jorge Juan.
27. Identifies the reign of Charles III with the modernization and beautification of Madrid. (Royal Palace, Puerta de Alcalá, Botanic Garden, etc).
Living in society
The population. The population of Spain and Europe: distribution and evolution. Migratory movements.
28. Is familiar with the terms: demography, absolute population and density of population.
29. Interprets a population pyramid and other graphs used in the study of population.
30. Situates on a map the major nuclei of population in Spain and Europe, the most densely populated zones and the principal migratory movements.
Productive activities. Sectors of production. Economic activities and sectors of production of Spain and Europe. Publicity.
31. Distinguishes between raw materials and finished product, associating them with the activities in which they are obtained.
32. Describes in an ordered sequence the process of elaboration of a product through its sale and identifies the sectors to which it belongs.
33. Explains the relevant activities of the primary, secondary and tertiary sectors in Spain and Europe.
34. Understands the function of publicity and recognizes and explains the most usual techniques of publicity, analyzing concrete examples.
Financial education. Money. Savings.

35. Differentiates between different types of spending. Prepares a small personal budget.
36. Investigates different purchasing strategies, comparing prices and gathering information.
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Employability and entrepreneurial spirit. The company. Activity and functions.

37. Identifies different types of company according to their size and the economic sector to which the activities they perform belong.
38. Describes different forms of business organization.
Common content for the whole stage.
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.
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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:
In ByME Social Science 5 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.
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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
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.
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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 5 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 5 (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.
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.
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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 5 (CAM)
UNIT/ STRUCTURES VOCABULARY

PROJECT
0  present simple for facts, habits and routines  dates
 past simple  economic sector activities
 question forms  money (running a business)
1  narrative tenses  listening for specific information
 question forms  describing roles and places
 relative pronouns: where, who, that, which  definitions
 prepositions of place  comparisons
 narrative descriptions  describing architectural characteristics
 time expressions and chronological sequencing  contrasting ideas
 giving directions  describing buildings
 making suggestions  dates
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 expressing opinions  speaking skills

 agreeing/disagreeing  writing skills
 comparing and evaluating  reading skills
 unit vocabulary
2  narrative tenses  vocabulary
 modals of speculation  reading skills: true/false sentences
 relative pronouns: who, which, when, where  listening for specific information
 past tenses  dates
 time expressions  countries and nationalities
 relative pronouns: who, which, where  descriptive academic language
 comparatives and superlatives  speaking skills
 writing skills
 reading skills
 unit vocabulary
3  narrative tenses  jobs
 question forms  descriptive vocabulary: Renaissance and Baroque
 comparatives and superlatives characteristics
 modals for speculation (might, could) and  dates
 obligation (have to)  expressing opinion, speculating
 relative pronouns: who, which, where, when  describing paintings: background, foreground,
 present simple layered composition, etc.
 present continuous  speaking skills
 writing skills
 reading skills
 unit vocabulary
4  past and present tenses  listening for specific information
 comparisons  writing skill
 present continuous  speaking skills
 present simple  listening skills
 use of comparatives and superlatives  reading skills
 use of imperatives  listening for specific information
 numbers
 following instructions
 unit vocabulary
5  language of advertising (persuasive)  vocabulary
 describing images
 identifying objects
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 speculation
 reading
 listening for specific information
 reading for comprehension and for specific
information
 classifying and ordering
 collaborative language
 classification
 reading for information
 exchange of information
 descriptive language
 speaking skills
 writing skills
 reading skills
 unit vocabulary
6  giving opinions  vocabulary
 comparatives and superlatives  comparing advantages and disadvantages
 talking about companies
 reading skills
 assimilating information
 business terminology
 mathematical operations
 speaking skills: collaborating in a group
 making suggestions
 making decisions and reaching consensus
 unit vocabulary
 mathematical functions
 comparing things
 speaking skills
 reading skills
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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 interdependence
Students 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 abilities
Students need interpersonal skills in order to be successful.
Some of them are:
- Effective leadership
- Decision-making
- Trust-building
- Communication
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- 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 processing
Developing 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.
Cooperative Learning structures in Social Science 5 Learn Together
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The Work together section of the ByME Social Science 5 Learn Together is designed to develop pupils’ cooperative learning skills through the use of two
different types of techniques, Teammates consult and Think-Pair-Share.
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!
Teammates consult
In 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.
Think-Pair-Share
Pupils are presented with a problem.
- First they work on their own and reflect on the problem that has been posed. Make sure that they all try to establish their own ideas on the matter.
- Secondly, pupils get together with a partner and work in pairs. Pupils are required to reach agreements with their partners after discussing their opinions.
Finally, the two pairs get together and work as a group and discuss their ideas together and agree on an answer.
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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.
Challenge
Every 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 organisation
Cooperative 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 organisation
At 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.
Research
Once 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.
Create
At 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!
21
Present your project

Pupils 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 evaluation
The pupils evaluate the development of the project, their own performance, as well as the performance of their teammates from a cooperative learning perspective.
22
12. ASSESSMENT RUBRICS
Specific Contents for the Fifth Year of Primary
LEARNING Levels of acquisition1 Qualification

In the course of being
OUTCOMES acquired (1)
Acquired (2) Advanced (3) Excellent (4) (maximum 4)
1. Knows and locates on a map Makes efforts to locate on a Knows and locates on a map Knows and locates on a map Knows and locates on a map
the relief and the principal map the relief and the the relief and several rivers the relief and most of the the relief and the principal
rivers of the Iberian Peninsula principal rivers of the Iberian of the Iberian Peninsula as rivers of the Iberian rivers of the Iberian
as well as the seas and oceans Peninsula as well as the seas well as some seas and Peninsula as well as many of Peninsula as well as all the
which surround it and the and oceans which surround it oceans which surround it and the seas and oceans which seas and oceans which
islands and archipelagos which and the islands and the islands and some surround it and the islands surround it and the islands
are close to it. archipelagos which are close archipelagos which are close and archipelagos which are and all the archipelagos
to it, although he/she to it, although he/she close to it, without too which are close to it,
experiences many experiences some much difficulty without any difficulty
difficulties difficulties
2. Identifies the arrival of the Makes efforts to identify the Identifies the arrival of the Identifies the arrival of the Identifies the arrival of the
Visigoths in the fifth century arrival of the Visigoths in the Visigoths in the fifth century Visigoths in the fifth century Visigoths in the fifth century
with the beginning of the fifth century with the with the beginning of the with the beginning of the with the beginning of the
Middle Ages in the Iberian beginning of the Middle Middle Ages in the Iberian Middle Ages in the Iberian Middle Ages in the Iberian
Peninsula. Ages in the Iberian Peninsula, although he/she Peninsula, without too Peninsula, without any
Peninsula, although he/she experiences some much difficulty difficulty
experiences many difficulties
difficulties
3. Situates the Visigoth Makes efforts to situate the Situates the Visigoth Situates the Visigoth Situates the Visigoth
Kingdom of Toledo Visigoth Kingdom of Toledo Kingdom of Toledo Kingdom of Toledo Kingdom of Toledo
chronologically. chronologically, although chronologically, although chronologically, without too chronologically, without
he/she experiences many he/she experiences some much difficulty any difficulty
4. Knows some fundamental Makes efforts to know some Knows some fundamental Knows some fundamental Knows some fundamental
development from the Visigoth fundamental development development from the development from the development from the
period, such as the conversion from the Visigoth period, Visigoth period, such as the Visigoth period, such as the Visigoth period, such as the
of Reccared to Catholicism in such as the conversion of conversion of Reccared to conversion of Reccared to conversion of Reccared to
the year 589. Reccared to Catholicism in Catholicism in the year 589, Catholicism in the year 589, Catholicism in the year 589,
the year 589, although although he/she without too much difficulty without any difficulty
he/she experiences many experiences some
1
Other assessment scales: D-C-B-A; Fail, Good, Very Good, Excellent; numerical, etc.
23
LEARNING Levels of acquisition Qualification

5. Identifies the moment of Makes efforts to identify the Identifies the moment of the Identifies the moment of the Identifies the moment of the
the arrival of the Muslims in moment of the arrival of the arrival of the Muslims in the arrival of the Muslims in the arrival of the Muslims in the
the Peninsula (Battle of Muslims in the Peninsula Peninsula (Battle of Peninsula (Battle of Peninsula (Battle of
Guadalete in the year 711). (Battle of Guadalete in the Guadalete in the year 711), Guadalete in the year 711), Guadalete in the year 711),
year 711), although he/she although he/she without too much difficulty without any difficulty
experiences many experiences some
6. Identifies al-Andalus as the Makes efforts to identify al- Identifies al-Andalus as the Identifies al-Andalus as the Identifies al-Andalus as the
name which the Muslims gave Andalus as the name which name which the Muslims name which the Muslims name which the Muslims
to the Iberian Peninsula under the Muslims gave to the gave to the Iberian Peninsula gave to the Iberian Peninsula gave to the Iberian Peninsula
their rule. Iberian Peninsula under their under their rule, although under their rule, without too under their rule, without any
rule, although he/she he/she experiences some much difficulty difficulty
difficulties
7. Situates chronologically the Makes efforts to situate Situates chronologically the Situates chronologically the Situates chronologically the
Emirate and the Caliphate of chronologically the Emirate Emirate and the Caliphate of Emirate and the Caliphate of Emirate and the Caliphate of
Cordoba and the Taifa and the Caliphate of Cordoba and the Taifa Cordoba and the Taifa Cordoba and the Taifa
Kingdoms. Cordoba and the Taifa Kingdoms, although he/she Kingdoms, without too Kingdoms, without any
Kingdoms, although he/she experiences some much difficulty difficulty
difficulties
8. Knows some fundamental Makes efforts to know some Knows some fundamental Knows some fundamental Knows some fundamental
aspects of the society of al- fundamental aspects of the aspects of the society of al- aspects of the society of al- aspects of the society of al-
Andalus. society of al-Andalus, Andalus, although he/she Andalus, without too much Andalus, without any
although he/she experiences some difficulty difficulty
difficulties
9. Identifies some Makes efforts to identify Identifies some fundamental Identifies some fundamental Identifies some fundamental
fundamental figures from some fundamental figures figures from Andalusian figures from Andalusian figures from Andalusian
Andalusian history such as from Andalusian history history such as Abd al- history such as Abd al- history such as Abd al-
Abd al-Rahman I, Abd al- such as Abd al-Rahman I, Rahman I, Abd al-Rahman II Rahman I, Abd al-Rahman II Rahman I, Abd al-Rahman II
Rahman II or Averroes. Abd al-Rahman II or or Averroes, although or Averroes, without too or Averroes, without any
Averroes, although he/she he/she experiences some much difficulty difficulty
difficulties
24

10. Recognizes some Muslim Makes efforts to recognize Recognizes some Muslim Recognizes some Muslim Recognizes some Muslim
remains in Spain such as the some Muslim remains in remains in Spain such as the remains in Spain such as the remains in Spain such as the
Alhambra of Granada or the Spain such as the Alhambra Alhambra of Granada or the Alhambra of Granada or the Alhambra of Granada or the
Mezquita of Cordoba. of Granada or the Mezquita Mezquita of Cordoba, Mezquita of Cordoba, Mezquita of Cordoba,
of Cordoba, although he/she although he/she without too much difficulty without any difficulty
11. Identifies some Makes efforts to identify Identifies some Identifies some Identifies some
characteristics of the some characteristics of the characteristics of the characteristics of the characteristics of the
organization of life in feudal organization of life in feudal organization of life in feudal organization of life in feudal organization of life in feudal
society. society, although he/she society, although he/she society, without too much society, without any
experiences many experiences some difficulty difficulty
12. Knows the origin and the Makes efforts to know the Knows the origin and the Knows the origin and the Knows the origin and the
historical and cultural value of origin and the historical and historical and cultural value historical and cultural value historical and cultural value
the Way of St. James. cultural value of the Way of of the Way of St. James, of the Way of St. James, of the Way of St. James,
St. James, although he/she although he/she without too much difficulty without any difficulty
13. Identifies on historic maps Makes efforts to identify on Identifies on historic maps Identifies on historic maps Identifies on historic maps
the principal Christian historic maps the principal the principal Christian the principal Christian the principal Christian
kingdoms during the Christian kingdoms during kingdoms during the kingdoms during the kingdoms during the
Reconquest. the Reconquest, although Reconquest, although Reconquest, without too Reconquest, without any
he/she experiences many he/she experiences some much difficulty difficulty
14. Knows some figures and Makes efforts to know some Knows some figures and Knows some figures and Knows some figures and
historic events from the figures and historic events historic events from the historic events from the historic events from the
Reconquest: Don Pelayo and from the Reconquest: Don Reconquest: Don Pelayo and Reconquest: Don Pelayo and Reconquest: Don Pelayo and
the Battle of Covadonga, and Pelayo and the Battle of the Battle of Covadonga, and the Battle of Covadonga, and the Battle of Covadonga, and
El Cid Campeador. Covadonga, and El Cid El Cid Campeador, although El Cid Campeador, without El Cid Campeador, without
Campeador, although he/she experiences some too much difficulty any difficulty
he/she experiences many difficulties
difficulties
25

15. Identifies some of the Makes efforts to identify Identifies some of the kings Identifies some of the kings Identifies some of the kings
kings of the Christian some of the kings of the of the Christian kingdoms of the Christian kingdoms of the Christian kingdoms
kingdoms and their historic Christian kingdoms and their and their historic legacy, and their historic legacy, and their historic legacy,
legacy. historic legacy, although although he/she without too much difficulty without any difficulty
16. Identifies the Battle of Makes efforts to identify the Identifies the Battle of Navas Identifies the Battle of Navas Identifies the Battle of Navas
Navas de Tolosa in 1212. Battle of Navas de Tolosa in de Tolosa in 1212, although de Tolosa in 1212, without de Tolosa in 1212, without
1212, although he/she he/she experiences some too much difficulty any difficulty
difficulties
17. Identifies Isabel of Castile Makes efforts to identify Identifies Isabel of Castile Identifies Isabel of Castile Identifies Isabel of Castile
and Ferdinand of Aragon as Isabel of Castile and and Ferdinand of Aragon as and Ferdinand of Aragon as and Ferdinand of Aragon as
the Catholic Monarchs. Ferdinand of Aragon as the the Catholic Monarchs, the Catholic Monarchs, the Catholic Monarchs,
Catholic Monarchs, although he/she without too much difficulty without any difficulty
although he/she experiences some
difficulties
18. Recognizes the marriage of Makes efforts to recognize Recognizes the marriage of Recognizes the marriage of Recognizes the marriage of
the Catholic Monarchs as the the marriage of the Catholic the Catholic Monarchs as the the Catholic Monarchs as the the Catholic Monarchs as the
dynastic union which marks Monarchs as the dynastic dynastic union which marks dynastic union which marks dynastic union which marks
the origins of the Kingdom of union which marks the the origins of the Kingdom the origins of the Kingdom the origins of the Kingdom
Spain. origins of the Kingdom of of Spain, although he/she of Spain, without too much of Spain, without any
Spain, although he/she experiences some difficulty difficulty
difficulties
19. Identifies some Makes efforts to identify Identifies some conquerors, Identifies some conquerors, Identifies some conquerors,
conquerors, navigators and some conquerors, navigators navigators and explorers navigators and explorers navigators and explorers
explorers such as Hernan and explorers such as such as Hernan Cortes, such as Hernan Cortes, such as Hernan Cortes,
Cortes, Pizarro, Magellan or Hernan Cortes, Pizarro, Pizarro, Magellan or Elcano, Pizarro, Magellan or Elcano, Pizarro, Magellan or Elcano,
Elcano. Magellan or Elcano, although he/she without too much difficulty without any difficulty
26

difficulties
20. Identifies the conquest of Makes efforts to identify the Identifies the conquest of Identifies the conquest of Identifies the conquest of
Granada (1492) as the end of conquest of Granada (1492) Granada (1492) as the end of Granada (1492) as the end of Granada (1492) as the end of
the Reconquest. as the end of the Reconquest, the Reconquest, although the Reconquest, without too the Reconquest, without any
although he/she he/she experiences some much difficulty difficulty
difficulties
21. Explains the discovery of Makes efforts to explain the Explains the discovery of Explains the discovery of Explains the discovery of
America (1492) and the discovery of America (1492) America (1492) and the America (1492) and the America (1492) and the
voyages of Christopher and the voyages of voyages of Christopher voyages of Christopher voyages of Christopher
Columbus. Christopher Columbus, Columbus, although he/she Columbus, without too Columbus, without any
although he/she experiences some much difficulty difficulty
difficulties
22. Knows some important Makes efforts to know some Knows some important Knows some important Knows some important
events from the reigns of important events from the events from the reigns of events from the reigns of events from the reigns of
Charles I, Philip II and Philip reigns of Charles I, Philip II Charles I, Philip II and Charles I, Philip II and Charles I, Philip II and
IV. and Philip IV, although Philip IV, although he/she Philip IV, without too much Philip IV, without any
he/she experiences many experiences some difficulty difficulty
23. Knows the names of some Makes efforts to know the Knows the names of some Knows the names of some Knows the names of some
writers of the Spanish Golden names of some writers of the writers of the Spanish writers of the Spanish writers of the Spanish
Age such as Garcilaso de la Spanish Golden Age such as Golden Age such as Golden Age such as Golden Age such as
Vega, Saint Teresa of Jesus, Garcilaso de la Vega, Saint Garcilaso de la Vega, Saint Garcilaso de la Vega, Saint Garcilaso de la Vega, Saint
Saint John of the Cross, Fray Teresa of Jesus, Saint John Teresa of Jesus, Saint John Teresa of Jesus, Saint John Teresa of Jesus, Saint John
Luis de Leon, Miguel de of the Cross, Fray Luis de of the Cross, Fray Luis de of the Cross, Fray Luis de of the Cross, Fray Luis de
Cervantes, Lope de Vega, Luis Leon, Miguel de Cervantes, Leon, Miguel de Cervantes, Leon, Miguel de Cervantes, Leon, Miguel de Cervantes,
de Gongora, Tirso de Molina Lope de Vega, Luis de Lope de Vega, Luis de Lope de Vega, Luis de Lope de Vega, Luis de
or Pedro Calderon de la Barca Gongora, Tirso de Molina or Gongora, Tirso de Molina or Gongora, Tirso de Molina or Gongora, Tirso de Molina or
and artists such as El Greco or Pedro Calderon de la Barca Pedro Calderon de la Barca Pedro Calderon de la Barca Pedro Calderon de la Barca
Diego Velazquez. and artists such as El Greco and artists such as El Greco and artists such as El Greco and artists such as El Greco
or Diego Velazquez, or Diego Velazquez, or Diego Velazquez, or Diego Velazquez,
27

although he/she although he/she without too much difficulty without any difficulty
24. Identifies Philip V as the Makes efforts to identify Identifies Philip V as the Identifies Philip V as the Identifies Philip V as the
first Bourbon king of Spain. Philip V as the first Bourbon first Bourbon king of Spain, first Bourbon king of Spain, first Bourbon king of Spain,
king of Spain, although although he/she without too much difficulty without any difficulty
25. Identifies the fundamental Makes efforts to identify the Identifies the some aspects Identifies the fundamental Identifies the fundamental
aspects of the reign of the fundamental aspects of the of the reign of the Bourbons, aspects of the reign of the aspects of the reign of the
Bourbons. reign of the Bourbons, although he/she Bourbons, without too Bourbons, without any
difficulties
26. Is familiar with the Makes efforts to be familiar Is familiar with the scientific Is familiar with the scientific Is familiar with the scientific
scientific expeditions of Jorge with the scientific expeditions of Jorge Juan, expeditions of Jorge Juan, expeditions of Jorge Juan,
Juan. expeditions of Jorge Juan, although he/she without too much difficulty without any difficulty
difficulties
27. Identifies the reign of Makes efforts to identify the Identifies the reign of Identifies the reign of Identifies the reign of
Charles III with the reign of Charles III with the Charles III with the Charles III with the Charles III with the
modernization and modernization and modernization and modernization and modernization and
beautification of Madrid. beautification of Madrid. beautification of Madrid. beautification of Madrid. beautification of Madrid.
(Royal Palace, Puerta de (Royal Palace, Puerta de (Royal Palace, Puerta de (Royal Palace, Puerta de (Royal Palace, Puerta de
Alcalá, Botanic Garden, etc). Alcalá, Botanic Garden, etc), Alcalá, Botanic Garden, etc), Alcalá, Botanic Garden, etc), Alcalá, Botanic Garden, etc),
28. Is familiar with the terms: Makes efforts to be familiar Is familiar with the terms: Is familiar with the terms: Is familiar with the terms:
demography, absolute with the terms: demography, demography, absolute demography, absolute demography, absolute
population and density of absolute population and population and density of population and density of population and density of
population. density of population, population, although he/she population, without too population, without any
28

difficulties
29. Interprets a population Makes efforts to interpret a Interprets a population Interprets a population Interprets a population
pyramid and other graphs used population pyramid and pyramid and other graphs pyramid and other graphs pyramid and other graphs
in the study of population. other graphs used in the used in the study of used in the study of used in the study of
study of population, population, although he/she population, without too population, without any
difficulties
30. Situates on a map the Makes efforts to situate on a Situates on a map the major Situates on a map the major Situates on a map the major
major nuclei of population in map the major nuclei of nuclei of population in Spain nuclei of population in Spain nuclei of population in Spain
Spain and Europe, the most population in Spain and and Europe, the most and Europe, the most and Europe, the most
densely populated zones and Europe, the most densely densely populated zones and densely populated zones and densely populated zones and
the principal migratory populated zones and the the principal migratory the principal migratory the principal migratory
movements. principal migratory movements, although movements, without too movements, without any
movements, although he/she experiences some much difficulty difficulty
he/she experiences many difficulties
difficulties
31. Distinguishes between raw Makes efforts to distinguish Distinguishes between raw Distinguishes between raw Distinguishes between raw
materials and finished product, between raw materials and materials and finished materials and finished materials and finished
associating them with the finished product, associating product, associating them product, associating them product, associating them
activities in which they are them with the activities in with the activities in which with the activities in which with the activities in which
obtained. which they are obtained, they are obtained, although they are obtained, without they are obtained, without
although he/she he/she experiences some too much difficulty any difficulty
difficulties
32. Describes in an ordered Makes efforts to describe in Describes in an ordered Describes in an ordered Describes in an ordered
sequence the process of an ordered sequence the sequence the process of sequence the process of sequence the process of
elaboration of a product process of elaboration of a elaboration of a product elaboration of a product elaboration of a product
through its sale and identifies product through its sale and through its sale and through its sale and through its sale and
the sectors to which it belongs. identifies the sectors to identifies the sectors to identifies the sectors to identifies the sectors to
which it belongs, although which it belongs, although which it belongs, without which it belongs, without
he/she experiences many he/she experiences some too much difficulty any difficulty
33. Explains the relevant Makes efforts to explain the Explains the relevant Explains the relevant Explains the relevant
activities of the primary, relevant activities of the activities of the primary, activities of the primary, activities of the primary,
29

secondary and tertiary sectors primary, secondary and secondary and tertiary secondary and tertiary secondary and tertiary
in Spain and Europe. tertiary sectors in Spain and sectors in Spain and Europe, sectors in Spain and Europe, sectors in Spain and Europe,
Europe, although he/she although he/she without too much difficulty without any difficulty
34. Understands the function Makes efforts to understand Understands the function of Understands the function of Understands the function of
of publicity and recognizes the function of publicity and publicity and recognizes and publicity and recognizes and publicity and recognizes and
and explains the most usual recognizes and explains the explains the most usual explains the most usual explains the most usual
techniques of publicity, most usual techniques of techniques of publicity, techniques of publicity, techniques of publicity,
analyzing concrete examples. publicity, analyzing concrete analyzing concrete analyzing concrete analyzing concrete
examples, although he/she examples, although he/she examples, without too examples, without any
experiences many experiences some much difficulty difficulty
35. Differentiates between Makes efforts to Differentiates between Differentiates between Differentiates between
different types of spending. differentiate between different types of spending. different types of spending. different types of spending.
Prepares a small personal different types of spending. Prepares a small personal Prepares a small personal Prepares a small personal
budget. Prepares a small personal budget, although he/she budget, without too much budget, without any
budget, although he/she experiences some difficulty difficulty
difficulties
36. Investigates different Makes efforts to investigate Investigates different Investigates different Investigates different
purchasing strategies, different purchasing purchasing strategies, purchasing strategies, purchasing strategies,
comparing prices and strategies, comparing prices comparing prices and comparing prices and comparing prices and
gathering information. and gathering information, gathering information, gathering information, gathering information,
37. Identifies different types of Makes efforts to identify Identifies different types of Identifies different types of Identifies different types of
company according to their different types of company company according to their company according to their company according to their
size and the economic sector to according to their size and size and the economic sector size and the economic sector size and the economic sector
30

which the activities they the economic sector to which to which the activities they to which the activities they to which the activities they
perform belong. the activities they perform perform belong, although perform belong, without too perform belong, without
belong, although he/she he/she experiences some much difficulty any difficulty
difficulties
38. Describes different forms Makes efforts to describe Describes different forms of Describes different forms of Describes different forms of
of business organization. different forms of business business organization, business organization, business organization,
organization, although although he/she without too much difficulty without any difficulty
31
Common contents for the whole stage
LEARNING Levels of acquisition1 Qualification

1. Obtains concrete and Makes efforts to obtain Obtains concrete and Obtains concrete and Obtains concrete and
relevant information on events concrete and relevant relevant information on relevant information on relevant information on
or phenomena which have information on events or events or phenomena which events or phenomena which events or phenomena which
been previously delimited, phenomena which have been have been previously have been previously have been previously
using different sources. previously delimited, using delimited, using different delimited, using different delimited, using different
different sources, although sources, although he/she sources, without too much sources, without any
2. Analyzes the information Makes efforts to analyze the Analyzes the information Analyzes the information Analyzes the information
obtained to select that which is information obtained to obtained to select that which obtained to select that which obtained to select that which
most relevant. select that which is most is most relevant, although is most relevant, without too is most relevant, without
relevant, although he/she he/she experiences some much difficulty any difficulty
difficulties
3. Develops strategies to Makes efforts to develop Develops strategies to Develops strategies to Develops strategies to
organize, memorize and strategies to organize, organize, memorize and organize, memorize and organize, memorize and
recuperate information memorize and recuperate recuperate information recuperate information recuperate information
obtained through different information obtained obtained through different obtained through different obtained through different
methods and sources. through different methods methods and sources, methods and sources, methods and sources,
and sources, although although he/she without too much difficulty without any difficulty
4. Manages images, tables, Makes efforts to manage Manages images, tables, Manages images, tables, Manages images, tables,
graphs, diagrams and synopses images, tables, graphs, graphs, diagrams and graphs, diagrams and graphs, diagrams and
in order to summarize the diagrams and synopses in synopses in order to synopses in order to synopses in order to
information obtained. order to summarize the summarize the information summarize the information summarize the information
information obtained, obtained, although he/she obtained, without too much obtained, without any
difficulties
1
Other assessment scales: D-C-B-A; Fail, Good, Very Good, Excellent; numerical, etc.
32

5. Does work and Makes efforts to do work Does work and presentations Does work and presentations Does work and presentations
presentations using different and presentations using using different media using different media, using different media,
media. different media, although without too much difficulty without any difficulty
he/she experiences many
difficulties
6. Presents orally, in a clear Makes efforts to present Presents orally, in a clear Presents orally, in a clear Presents orally, in a clear
and ordered way, contents orally, in a clear and ordered and ordered way, contents and ordered way, contents and ordered way, contents
related with the area of study. way, contents related with related with the area of related with the area of related with the area of
the area of study, although study, although he/she study, without too much study, without any
7. Utilizes the appropriate Makes efforts to utilize the Utilizes the appropriate Utilizes the appropriate Utilizes the appropriate
vocabulary with precision and appropriate vocabulary with vocabulary with some vocabulary with precision vocabulary with precision
rigour. precision and rigour, precision and rigour, and rigour, without too and rigour, without any
although he/she although he/she much difficulty difficulty
8. Is capable of summarizing, Makes efforts to be capable Is capable of summarizing, Is capable of summarizing, Is capable of summarizing,
orally or in written format, the of summarizing, orally or in orally or in written format, orally or in written format, orally or in written format,
information obtained and the written format, the the information obtained and the information obtained and the information obtained and
work performed. information obtained and the the work performed, the work performed, without the work performed, without
work performed, although although he/she too much difficulty any difficulty
9. Shows autonomy in the Makes efforts to show Shows autonomy in the Shows autonomy in the Shows autonomy in the
planning and execution of autonomy in the planning planning and execution of planning and execution of planning and execution of
actions and tasks and has and execution of actions and actions and tasks and has actions and tasks and has actions and tasks and has
initiative in the taking of tasks and has initiative in the initiative in the taking of initiative in the taking of initiative in the taking of
decisions. taking of decisions, decisions, although he/she decisions, without too much decisions, without any
33

difficulties
10. Demonstrates attitudes of Makes efforts to Demonstrates attitudes of Demonstrates attitudes of Demonstrates attitudes of
self-confidence, critical demonstrate attitudes of self- self-confidence, critical self-confidence, critical self-confidence, critical
thinking, personal initiative, confidence, critical thinking, thinking, personal initiative, thinking, personal initiative, thinking, personal initiative,
curiosity, interest, creativity personal initiative, curiosity, curiosity, interest, creativity curiosity, interest, creativity curiosity, interest, creativity
and enterprising spirit in the interest, creativity and and enterprising spirit in the and enterprising spirit in the and enterprising spirit in the
face of the circumstances enterprising spirit in the face face of the circumstances face of the circumstances face of the circumstances
which surround him/her. of the circumstances which which surround him/her, which surround him/her, which surround him/her,
surround him/her, although although he/she without too much difficulty without any difficulty
11. Assumes responsibilities Makes efforts to assume Assumes responsibilities for Assumes responsibilities for Assumes responsibilities for
for what is done, said or the responsibilities for what is what is done, said or the what is done, said or the what is done, said or the
decisions which are made. done, said or the decisions decisions which are made, decisions which are made, decisions which are made,
which are made, although although he/she without too much difficulty without any difficulty
12. Participates in group Makes efforts to participate Participates in group Participates in group Participates in group
activities and in social life in group activities and in activities and in social life activities and in social life activities and in social life
adopting responsible, social life adopting adopting responsible, adopting responsible, adopting responsible,
constructive, collaborative and responsible, constructive, constructive, collaborative constructive, collaborative constructive, collaborative
respectful behaviour with the collaborative and respectful and respectful behaviour and respectful behaviour and respectful behaviour
ideas and opinions of others. behaviour with the ideas and with the ideas and opinions with the ideas and opinions with the ideas and opinions
opinions of others, although of others, although he/she of others, without too much of others, without any
13. Values the importance of a Makes efforts to value the Values the importance of a Values the importance of a Values the importance of a
peaceful and tolerant importance of a peaceful and peaceful and tolerant peaceful and tolerant peaceful and tolerant
coexistence between the tolerant coexistence between coexistence between the coexistence between the coexistence between the
different human groups on the the different human groups different human groups on different human groups on different human groups on
basis of universally shared on the basis of universally the basis of universally the basis of universally the basis of universally
democratic values and human shared democratic values shared democratic values shared democratic values shared democratic values
rights. and human rights, although and human rights, although and human rights, without and human rights, without
he/she experiences many he/she experiences some too much difficulty any difficulty
34

14. Uses cooperation and Makes efforts to use Uses cooperation and Uses cooperation and Uses cooperation and
dialogue as a way to avoid and cooperation and dialogue as dialogue as a way to avoid dialogue as a way to avoid dialogue as a way to avoid
resolve conflicts. a way to avoid and resolve and resolve conflicts, and resolve conflicts, and resolve conflicts,
conflicts, although he/she although he/she without too much difficulty without any difficulty
15. Identifies situations of risk Makes efforts to identify Identifies situations of risk Identifies situations of risk Identifies situations of risk
for the life or safety of people. situations of risk for the life for the life or safety of for the life or safety of for the life or safety of
or safety of people, although people, although he/she people, without too much people, without any
16. Knows how to act after an Makes efforts to know how Knows how to act after an Knows how to act after an Knows how to act after an
accident and in different to act after an accident and accident and in different accident and in different accident and in different
emergency situations. in different emergency emergency situations, emergency situations, emergency situations,
situations, although he/she although he/she without too much difficulty without any difficulty
17. Applies techniques of Makes efforts to apply Applies techniques of Applies techniques of Applies techniques of
assistance, performing first aid techniques of assistance, assistance, performing first assistance, performing first assistance, performing first
and knows when, under no performing first aid and aid and knows when, under aid and knows when, under aid and knows when, under
circumstances, he/she must knows when, under no no circumstances, must no circumstances, must no circumstances, must
act. circumstances, must he/she he/she act, although he/she he/she act, without too he/she act, without any
act, although he/she experiences some much difficulty difficulty
difficulties
18. Knows how to alert the Makes efforts to know how Knows how to alert the Knows how to alert the Knows how to alert the
rescue services. Knows the to alert the rescue services. rescue services. Knows the rescue services. Knows the rescue services. Knows the
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emergency telephone number. Knows the emergency emergency telephone emergency telephone emergency telephone
telephone number, although number, although he/she number, without too much number, without any
19. Knows the contents and Makes efforts to know the Knows the contents and Knows the contents and Knows the contents and
usage of a first aid kit. contents and usage of a first usage of a first aid kit, usage of a first aid kit, usage of a first aid kit,
aid kit, although he/she although he/she without too much difficulty without any difficulty
20. Knows the measures for Makes efforts to know the Knows the measures for Knows the measures for Knows the measures for
prevention and self-protection measures for prevention and prevention and self- prevention and self- prevention and self-
in case of emergencies and self-protection in case of protection in case of protection in case of protection in case of
catastrophes. emergencies and emergencies and emergencies and emergencies and
catastrophes, although catastrophes, although catastrophes, without too catastrophes, without any
he/she experiences many he/she experiences some much difficulty difficulty
21. Develops the abilities Makes efforts to develop Develops the abilities which Develops the abilities which Develops the abilities which
which enable communication the abilities which enable enable communication with enable communication with enable communication with
with the emergency telephone. communication with the the emergency telephone, the emergency telephone, the emergency telephone,
emergency telephone, although he/she without too much difficulty without any difficulty
difficulties
22. Knows the public system Makes efforts to know the Knows the public system of Knows the public system of Knows the public system of
of civil protection. public system of civil civil protection, although civil protection, without too civil protection, without any
protection, although he/she he/she experiences some much difficulty difficulty
difficulties
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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 evaluation
The 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.
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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 CRITERIA

The 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 TERM

Number of coordination meetings maintained: ______
rate2 of attendance: _______
Number of evaluation sessions maintained: ______
rate of attendance: _______
Remarks:
13.2. ADJUSTMENT OF TEACHING PROGRAMMING

Number 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.
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15. SPECIFIC METHODOLOGY IN BYME SOCIAL SCIENCE 5 CAM
ByME Social Science is a six-level course for pupils studying the subject of Social Science in a bilingual context.
AIMS OF THE COURSE

The 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.
- Problem-solving activities to promote critical thinking.
-
CLASSROOM MANAGEMENT
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Classroom management
As 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 organization
The 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 management
Many 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, Fragile world or Revise can be sent home as homework.
Procedures
Procedures 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:
- Listening routine
Use 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 routine
Sometimes during class, the teacher may need to stop the pupils in order to give them further instructions.
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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 procedure

Design 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 procedure

Design 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 procedure
Design a cleaning up procedure for different types of science projects. 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 content

The ByME Pupil’s Books for Level 5 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 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.
Before reading
Skimming and scanning: The teacher asks pupils to look at the pictures 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 other pupils, the teacher or with the use of a dictionary.
During reading
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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.
Cloze reading: The teacher reads the text and pauses at key words to have the pupils read the word that follows.
Jigsaw comprehensions: Prepare two versions of a text taken or adapted from the Pupil’s Book. Pupil A has information about a topic but questions about a
different topic. Pupil B has the complimentary text and questions for Pupil A’s text. The pupils read their own text and then their questions about the other text.
Their partners then correct their work together.
Small group reading: Pupils are divided into small groups. The groups can be heterogeneous to allow stronger readers to support other pupils. Or the groups can
be homogeneous and the teacher can work with the group of readers that need more support.
Listening: The teacher reads the text with clear intonation and pronunciation while the pupils follow along in their books.
Main idea: Pupils look for the sentence that describes the main idea of the paragraph.
Order reading: The teacher instructs pupils of the order in which they will read the text. One pupil reads one sentence. The next pupil reads the following and so
forth.
Pair work gap fills: Prepare two versions of a text taken or adapted from the Pupil’s Book. Remove key vocabulary from the text making sure the missing words
are different in the two versions. Ask the pupils to work with a partner to find the missing words by asking each other question. Pupil A: What is a disadvantage of
biomass? Pupil B: It causes air pollution. Pupil B: What is the advantage of using biomass? Pupil A: It will never run out.
Partner reading: Pupils read with a partner. Each pupil takes turn reading and listening.
Re-reading: reading texts multiple times is an important activity that can promote better understanding of the main concepts, increase fluency and ensure
participation from all pupils.
Silent reading: Pupils are provided with time to read the text silently on their own.
Word meanings in context: The teacher encourages pupils to define new words and important vocabulary by using the text in the sentence around it.
After reading
Asking questions: Pupils use the information from the text to ask new questions that require further information.
Collaborative reading: The pupils work in groups each with a different text box. They read their text together, choosing the important information. The groups are
remade with one pupil from each original group. Each one explains what they have learnt from their reading.
They then return to their original group and share the new information. This is especially effective when reading text boxes.
Compare and contrast: Pupils take two main concepts and discuss how they are different and how they are similar.
Drawing conclusions: Pupils use the information they already know and the information from the text to draw conclusions.
Making connections: Pupils focus on new vocabulary or a new concept and make a connection to their own life and experiences.
Paraphrasing: Pupils use their own words to retell what they have just read.
Sequence: Pupils discuss or write the sequence of a process or event.
Summarising: Pupils use key words to describe the main idea of the text.
Getting the most out of the classroom materials
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Posters, flashcards 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:
Posters
Classroom resource: Use the poster as a resource in the classroom, serving as a reminder of the topic, even once it has been completed.
Definitions: Choose an item on the poster and ask the pupils to give a definition of it. The core … (The core is the hottest part of the Earth).
Fast finishers: Pupils who have finished their activities can play with the poster in pairs or in a small group.
One can name an item and the other has to find it on the poster. Pupils could also label the poster or choose an item from it while their partner has to discover
which item they have chosen.
Focus pupils’ attention: Leave the poster on display throughout the duration of the topic. Use it to focus the pupils’ attention whenever necessary.
Guess what I am thinking of: Choose an item on the poster and encourage the pupils to guess what you are thinking about. Insist that they use full sentences: Is it
used to measure temperature? No, it isn’t.
Introducing a topic: The posters can be used to introduce a topic. They also serve as a starting point for discussion. They can be used for checking any concepts
and vocabulary the pupils may already know. Show the pupil the poster and ask: What can you see?
I-spy: Use the poster at the beginning of lessons to review vocabulary and warm up the whole class by choosing an item from the poster.
Labelling with word cards: Show the pupils the poster and give them the word cards. Have them match them to the items on the poster and then read them.
Memory: Give the pupils one minute to look at the poster and remember as many details as they can. Hide the poster with a piece of card. Ask the pupils to name
things they recall from the poster.
Poster Pictionary: Invite a pupil to choose an item from the poster and begin to draw it. The rest of the pupils have to guess what they are drawing.
Visual aid: Use the poster as visual support for games such as Odd one out played with word cards or orally.
Flashcards
Learning to learn game: On completion of a unit, or in order to review past concepts, write headings and boxes on the board and with the pupils, build up a
concept map.
Memory game: I went to the shop and I bought…: This traditional memory game can be adapted to practise key vocabulary. The game involves the pupils
remembering the words said before their turn and adding one more
item to the list. In my house we have a toaster. In my house we have a toaster and a TV.
Quick flash: Quickly display then hide a group of flashcards. The pupils say the word they saw.
Spelling duel: Invite two pupils to come to the board. Explain that you want them to take part in a spelling dual. Ask the pupils to write the word
you say on the board. Warn them to keep their word protected so that their opponent can’t see it.
Ask them to write the word clearly. (It’s best to use capital letters to avoid arguments.) When both pupils have written the word the class says: Let’s see the
flashcard! The winner is the pupil who has written the word correctly.
Word cards
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Definitions: Hand out the word cards to the pupils and ask a pupil to make a definition for the word on the card. These maps show countries, their borders and
capital cities (political maps). This can be played as a class activity or as a team game.
Disappearing: Display the word cards randomly on the board, and name each one. Tell the pupils to cover their eyes and remove one or two cards from the board.
Ask the pupils to look again at the board and say which cards have been removed. This activity can be extended by asking the pupils to spell the word. Show the
word to check the spelling.
Fast finders: Place the word cards randomly on the board and invite two pupils to come to the front of the class. Either point to an item on the poster, in which
case the pupils have to select the correct word card.
Guessing game: Put the word cards in a pile one by one, naming them as you do so. Shuffle the pack and turn it to face you. Give the pupils three clues about the
object and encourage them to guess which word you are looking at.
Memory: Stick 6 to 8 word cards on the board in two rows of three or four. Tell the pupils to look carefully at each word card. Then turn the word cards over (in
the same order). Ask: Where is the (name one of the objects)? Invite a pupil to the board to choose a card.
Have the pupil show the class the card. If the pupil chose the correct card, turn it over in its place. If the pupil chose the incorrect card, put it face down again in its
place. Repeat for the rest of the cards.
Slow reveal: Cover the word card with a sheet of paper (or similar). Take hold of the word card and slowly reveal it over the top of the paper. Encourage pupils to
guess the word.
Tap it: Divide the class into two teams. Stick 4 to 6 word cards 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.
What’s missing? Stick 6 to 8 word cards on the board one by one, naming them as you do so. Then take all the word cards down and mix them up. Ask a
volunteer to come out to the front and choose one (without showing it to anyone). Place the remaining word 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 word card the pupil has in their hand.
What’s the word? 1: Take the word cards for the unit and give a definition for the word on the card. The pupils have to identify the word you have defined. Show
them the card when a pupil gives the correct answer.
Award the class a point for each correct answer and a point for yourself if they can’t identify the word.
What’s the word? 2: Invite three pupils to come to the board. Two pupils stand with their backs to the board while the third pupil places a word card on the board.
The pupils take turns to ask questions about the word on the card. Does it help move something heavy? No, it doesn’t. The pupil who identifies the word then
chooses the next word to be placed on the board.
More activities
Dictations 1 (Relay dictations): Prepare copies of the text from the unit so that each group has their own copy. Place the copies around the classroom so that the
groups don’t get in each other’s way. Explain that they must take turns to go to their copy of the text in the classroom to memorise a sentence or part of a sentence
in order to dictate it to their group. The pupil who writes the dictated sentence then goes to memorise the next part. When a group finishes, check the dictation. If
there is a mistake in the writing they must continue until
it is correct.
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Dictations 2 (Pair work dictations): Ask the pupils to choose three sentences from a text and to copy them on to a piece of paper. Ask pupil A to dictate their
sentences to pupil B who writes the sentences on a piece of paper. Pupil B then dictates their sentences to Pupil A. The work is corrected by the pupils. It isn’t
important if the sentences are duplicated but you may like to assign different texts to pupils A and pupils B.
Odd one out: Choose three words from one group and one distracter: barometer, thermometer, temperature and rain gauge. Write them on the board in a random
order and ask: Which is the odd one out? The temperature is one of the elements of climate and the others are instruments. Encourage pupils to name the card that
is different and to tell you why.
Spelling practice: In Level 5, it is very important to encourage the pupils to be independent learners: ask them to choose words they have learnt in the unit and
then put them in pairs. Tell them to take turns to dictate their words to their partner. They then correct their work together.
Vocabulary review: Get into the routine of revising key vocabulary the pupils have covered in the previous lesson at the start of the following class. You can use
the vocabulary bag or play games such as Hangman, Spelling bee or Hot seat. Encourage the pupils to become independent learners: ask them to choose any word
they have learnt, and then put them in pairs to ask and answer what the words mean.
Noughts and crosses: Draw a noughts and crosses grid on the board and divide the class into two teams.
Give a definition of a word and ask the pupils if it is true or false. If their answer is correct, invite them to choose a square on the grid to write their nought or cross.
This game can also be played by giving a definition and the teams giving the word.
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.
True or false: Prepare a series of statements about the content studied in the unit. These should be a variety of true and false statements. When the pupils hear the
statement they indicate if they believe it to be true or false. There are many ways to do this. Pupils can raise their hands, stand up, clap or jump to left and right of
an imaginary line in the classroom. If the sentence is false ask volunteers to correct the statement.
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.
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15. MATERIALS OF BYME SOCIAL SCIENCE 5 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
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:
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- 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.
 A reference to the diagnostic evaluation and self-evaluation tools which help assess pupils’ prior knowledge.
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 The language support section helps the pupils answer complete activities confidently by providing them with useful language structures and prompts.
Reflect
- The Reflect page provides a smooth transition from the discovery of a new topic and its extension. At this level the interpretation of information in textual,
graphic or visual form takes on greater importance.
Work together
The 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.
o 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.
o A visual reminder of the materials necessary to complete the project.
o A reference to the self-evaluation grid where pupils can evaluate their cooperative task.
Content Pages
The 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
Our World: 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.
Study Skills: A Study skills helps pupils become more autonomous in their learning. It emphasises alternative forms of presenting information and gives pupils the
tools they need to improve their own learning process.
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.
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Term pages
Four end-of-term pages provide additional progress-checking opportunities as well as the opportunity to practise different communicative skills.
Term review
Term revision 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 theopportunity for practising
listening skills. Team test allows pupils to compete against their classmates while revising content and practising speaking and listening skills.
Project
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. 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 pages
Our World Texts: The Our world texts at the back of the book serve a dual function. On the one hand they provide pupils with fascination snippets of information,
encouraging them to appreciate the importance of reading and investigating beyond the text. On the other hand they offer pupils comparative reading practice,
extracting similar information from a different text.
Timeline: The book ends with a timeline that helps pupils revise the main historical events they have learnt about.
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 maps
Each 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.
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 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 Learning
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
53
- 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.
- 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
• Spelling
54
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
55
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 5 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:
Pupil’s Book
56
All 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 Kit
The 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 Kit
The 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.
● 360º evaluation: readymade tests to assess your students from a 360º perspective.
Family Corner
The 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.
57
bilingualbyme.com
The 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.
58
19. TEACHING AND ORGANISATIONAL RESOURCES
School
Address
Town/city Province Post code
SOCIAL SCIENCE DEPARTMENT

1.
2.
3.
4.
STUDENT’S DISTRIBUTION
Year Number of students Number of groups
Primary 5th year
DIFFERENT GROUPS’ NEEDS
Group A
Group B
Group C
59
SPECIFIC INDIVIDUAL NEEDS

Group A
Student
Student
Student
Group B
Student
Student
Student
Group C
Student
Student
Student
60
ORGANISATION OF RESOURCES
Resources available in the school (delete as appropriate)
Video and TV
CD/ Cassette player
Video camera
Computers
IW (Interactive Whiteboards)
Notes:
Rooms / spaces available in the school (delete as appropriate)

Foreign Language rooms
Language Laboratory
Computer room
Playground
Gymnasium
Theatre
Library
Notes:
Organization within the classroom (delete as appropriate)

Arrangement of desks in rows
Arrangement of desks in groups
Arrangement of desks in a “U” shape
Specific 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
62
20. SUPPLEMENTARY ACTIVITIES

The 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
Together Again! 77
UNIT 1. The Middle Ages 79
UNIT 2. Spain: the 15th and 16th centuries 85
TERM 1 Project 90
UNIT 3. Spain: the 17th and 18th centuries 93
UNIT 4. Population 98
TERM 2 Project 103
UNIT 5. Economy 106
UNIT 6. Business and money 111
TERM 3 Project 116
64
Together Again!
OBJECTIVES OF THE UNIT
Throughout this unit, the students will be able to:
 Get introduced to the major themes of the course book (the makings of Modern Spain, population, economy and businesses), and the basic principles of Social Science.
 Activate the previous knowledge and stimulate their curiosity.
LEARNING KEY PAGE

CONTENT EVALUATION CRITERIA
OUTCOMES COMPETENCES1 S
Getting Get introduced to the major themes of the course book (the makings of Modern Spain, population, The makings of LIN, MST, DIG, LTL, 4
started. economy and businesses), and the basic principles of Social Science, activate the previous Modern Spain. SOC, AUT, CUL
knowledge and stimulate pupils curiosity.
Population. LIN, MST, DIG, LTL, 5
SOC, AUT, CUL
Economy and LIN, MST, DIG, LTL, 5

businesses. SOC, AUT, CUL
VALUES AND ATTITUDES
 In this unit the students will cooperate with each other to create presentations, assigning and taking responsibility for different tasks.
 Students will use ICT to search for specific information. They will analyse and interpret their findings to fulfil a given set of criteria.
 The importance of critical thinking skills will be highlighted and students will be expected to take responsibility for their learning.
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
65
 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

 Word cards
ASSESSMENT RESOURCES
Rubrics:
 ByME Social Science 5 Rubrics
LANGUAGE
 present simple for facts, habits and routines

 past simple
 question forms
 dates
 economic sector activities
 money (running a business)
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UNIT 1. The Middle Ages

Throughout this unit, the student will be able to:
 Review and extend their knowledge of the history of the Iberian Peninsula during the Middle Ages.
 Learn about the rise and fall of the civilisations and religions that existed at that time.
 Place the Middle Ages in historical context and identify the defining characteristics of the preceding periods.
 Study the origins and development of the Visigoth, Muslim and Christian civilisations, their social and economic organisation and political development.
 Learn about the most important participants and decisive moments in their existence, as well as their cultural legacy.
 Learn about the coexistence and collaboration of Muslims, Jews and Christians in Al-Andalus and the important role these played in Spain’s development (for example,
The Toledo School of Translators).
 Explore the cultural influence of the Reconquista (for example, El Cid) and the origins and importance of the Camino of Santiago.
 Learn about cities in Al-Andalus and the Christian Kingdoms, how they were designed and what people did there.
 Enjoy imagining what it would be like to live in a medieval city.
 Enjoy learning about the four architectural styles of the Middle Ages.
 Use ICT to research how this rich mixture of styles can still be seen in a modern Spanish city (Toledo).
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CONTENT EVALUATION CRITERIA LEARNING OUTCOMES KEY

PAGE
COMPETENCE
S
S1
Visigoth Spain. Identify the arrival of the Visigoths in the 5th Identifies the arrival of the Visigoths in the 5th SOC, MST 6–7, 9
century as the start of the Middle Ages on the century as the start of the Middle Ages on the
Iberian Peninsula. Iberian Peninsula.
Places chronologically the Visigoth Kingdom SOC, MST 9
of Toledo.
Knows certain facts about the Visigoth period, SOC, MST 9

such as Recaredo It’s conversion to
Christianity in 589.
Al-Andalus Understand the main events and the influence Identifies the moment the Muslims arrived in SOC, MST 10
and importance of the Muslim invasion of the the Peninsula: the battle of Guadalete in 711.
Iberian Peninsula.
Identifies Al-Andalus as the name the Muslims SOC, LIN 10–11
gave to the regions under their control.
Places chronologically the Emirate and SOC, MTS 10–12
Caliphate of Cordoba and the taifas.
Knows some of the fundamental aspects of Al- SOC, CUL 10–12
Andalus society.
Identifies some important people of Al- SOC, CUL 10
Andalus history such as Abd al-Rahman I, Abd
al-Rahman III and Averroes.
Recognises evidence of the Muslim legacy SOC, CUL 16–17
such as the Alhambra in Granada and the Great
Mosque of Cordoba.
Christian Kingdoms and the Reconquista. Understand the main events and the Identifies the basic structure of society under SOC, CUL 13–15
importance and influence of the Christian feudalism.
Kingdoms and the Reconquista. Knows the origins and the historical and SOC, CUL 20
cultural importance of the Camino de Santiago.
1
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KEY PAGE
CONTENT EVALUATION CRITERIA LEARNING OUTCOMES
COMPETENCES S
Identifies, on maps, the principal Christian SOC, CUL, MST 12
Kingdoms during the Reconquista.
Knows certain people and events related to the SOC, CUL 12–13
Reconquista: Don Pelayo and the battle
of Covadonga, the Cid Campeador.
Identifies some of the kings of the Christian SOC, CUL 12–13
Kingdoms and their legacies: Alfonso VI,
Fernando III, Alfonso X and Jaime I.
Identifies the battle of Las Navas de Tolosa in SOC, CUL, MST 12
1212.
Initiation to Scientific knowledge and its Search for, select and analyse information. Obtains concrete and relevant information LTL 8–9,
application to Social Science: search, about specific facts using different sources. 18–20
selection and analysis of information. Analyses the information to select the most LTL 8–9,
relevant. 18–20
Develops strategies to organise, memorise, and LTL 8–9,
recall the information. 18–20
Uses images, graphs, tables, summaries, etc. to LTL, AUT, MST 8–9,
display the information. 18–20
Presentation of work. Present work carried out clearly using Carries out work and presentations using LTL, AUT, DIG 18–19
different media. different media.
Expresses orally, clearly and in order, contents LTL, AUT, LIN 18–19
related to the area of study.
Uses the correct vocabulary with precision and LTL, AUT, LIN 6–21
care.
Is capable of summarising, orally or in writing, LTL, AUT, LIN 8–9,
the information obtained and the work carried 18–21
out.
Personal skills. Develop social skills: responsibility, effort Shows autonomy in the planning and carrying LTL, AUT 18–21
and concentration while studying. out of actions and tasks and takes the initiative
in decision making.
69
KEY PAGE
COMPETENCES S
Shows confidence in themselves, critical sense, LTL, AUT 18–19
personal initiative, curiosity, interest and
creativity.
Takes responsibility for what they do, say and LTL, AUT, SOC 18–19
the decisions they take.
Our World
Students will recognise the enriching cultural and socio-economic effects of tolerant coexistence between people of different faiths.
MIXED ABILITY
 Fast Finishers: for those pupils who finish earlier.

70
 Presentations:
- Unit summary
- Science project
 Activities:
- Memory game
- Labelling
- Spelling
- Read and reveal
- Classification
- Wordsearch
- Definitions
 Posters
 Digital flashcards and word cards
 Videos & web links
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’ 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 5 Rubrics
LANGUAGE
71
 narrative tenses
 question forms
 relative pronouns: where, who, that, which
 prepositions of place
 narrative descriptions
 time expressions and chronological sequencing
 giving directions
 expressing opinions
 agreeing/disagreeing
 comparing and evaluating
 describing roles and places
 definitions
 comparisons
 describing architectural characteristics
 contrasting ideas
 describing buildings
 dates
 speaking skills
 writing skills
 reading skills
 unit vocabulary
72
UNIT 2. Spain: the 15th and 16th centuries

 Learn about Spain in the 15th and 16th centuries.

 Identify the year 1492 as the beginning of the Modern Age.
 Learn about the unification of Spain under the Catholic Monarchs Isabel I and Fernando II, their conquest of Granada and the political reforms they introduced, including
the establishment of the Inquisition and the expulsion of the Jews.
 Study the causes and consequences of the discovery of America, for example the search for spices and the importation of new foods, as well as some of the key explorers
and navigators of the time, such as Columbus, Cortés, Magellan and Pizarro.
 Recognise the conquest of America and the subsequent boom in trade of precious metals and exotic products as key factors in the growing power of Spain.
 Learn about the organisation, expansion and development of the Spanish Empire under Carlos I and Felipe II.
 Identify Carlos I of Spain (Carlos V of Germany) as the first king of the Habsburg dynasty and that he divided his empire between his brother, Fernando, and son, Felipe.
 Learn about the further expansion of the Spanish empire under Felipe II, including the defeat of Portugal and the acquisition of its American, African and Asian territories.
 Learn about the decisive victory against the Ottoman Empire at the Battle of Lepanto, as well as the failed attempt to invade England in 1588.
 Learn about the decisive victory against the Ottoman Empire at the Battle of Lepanto, as well as the failed attempt to invade England in 1588.
 Use ICT to research the influence of the Renaissance on different artists and artworks in Spain and Europe.
 Produce written and oral presentations on their chosen Renaissance artwork
73
KEY PAGE
COMPETENCES1 S
The Catholic Monarchs. Understand the main events and the Identifies Isabel de Castilla and Fernando de SOC, CUL 26
importance and influence of the reign Aragón as the Catholic Monarchs.
of the Catholic Monarchs.
Recognises the marriage of the Catholic SOC, CUL 26–27
Monarchs as the event which marks the origins
of the Kingdom of Spain.
Identifies certain conquerors, sailors and SOC, CUL 22–31
explorers such as Hernán Cortés, Pizarro,
Magallanes and Elcano.
Identifies the conquest of Granada (1492) as the SOC, CUL 27
end of the Reconquista.
The discovery of America. Explain the discovery of America Explains the discovery of America (1492) and SOC, CUL 28–29
(1492) and the voyages of Christopher the voyages of Christopher Columbus.
Columbus.
Early Modern Spain: 16th and 17th centuries. Know some of the important events of Knows some of the important events of the SOC,CUL 30–31
the reigns of Carlos I and Felipe II. reigns of Carlos I and Felipe II.
Writers and painters. Know the names of some important Knows the names of some important writers and SOC, CUL, LIN 33
writers and painters of the Spanish painters of the Spanish Golden Age:
Golden Age. El Greco, Garcilaso de la Vega, Fray Luis de
León, Teresa de Ávila and San Juan
de la Cruz.
Initiation to Scientific knowledge and its Search for, select and analyse Obtains concrete and relevant information about LTL 24–25,
application to Social Science: search, selection information. specific facts using different sources. 32–35
and analysis of information. Analyses the information to select the most LTL 24–25,
relevant. 32–35
1
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KEY PAGE
COMPETENCES S
care.
out.
Personal skills. Develop social skills: responsibility, Shows autonomy in the planning and carrying LTL, AUT 32–35
effort and concentration while studying. out of actions and tasks and takes the initiative in
decision making.
creativity.
75
Our World
 Students will recognise the importance of the Renaissance and its influence on European art.
MIXED ABILITY

 Presentations:
- Unit summary
- Science project
 Activities:
- Memory game
- Labelling
- Spelling
- Read and reveal
- Classification
- Wordsearch
- Definitions
76
 Posters
Formal Assessment:
content.
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 5 Rubrics
LANGUAGE
 modals of speculation
 relative pronouns: who, which, when, where
 past tenses
 time expressions
 relative pronouns: who, which, where
 comparatives and superlatives
 vocabulary
 reading skills: true/false sentences
 dates
 countries and nationalities
 descriptive academic language
 speaking skills
 writing skills
 reading skills
 unit vocabulary
77
TERM 1. Project
Throughout this teamwork, the student will be able to:
 Revise the main periods of Spain’s history, from the Middle Ages until the 16th century., centered in the gastronomic culture of Al-Andalus
 Reflect on the social and political characteristics of these periods and the kings who ruled then.
 Follow different Cooperative Learning structures doing the four different stages in the Cooperative Learning Session: activation, introduction, development and feedback.
 Review key concepts and vocabulary from the term, and assess and reflect on progress.
 Do activities giving the opportunity for individual and group work, allowing for self and peer assessment, designed to motivate as well as test.
 Learn habits keeping a record of scores in the notebooks.
 Identify strengths and weaknesses and enable setting own learning objectives.
 Record team scores as part of an ongoing competition throughout the year.
EVALUATION KEY PAGE

CONTENT LEARNING OUTCOMES 1
CRITERIA COMPETENCES S
Development of social skills. Develop social skills and a positive Participates in group activities adopting responsible, SOC, CUL, LTL 36–37
attitude towards teamwork. constructive, collaborative and respectful attitudes
towards other people’s ideas and opinions.
Values the importance of peaceful and tolerant SOC, LTL 36–37
coexistence between different people.
Uses cooperation and dialogue as a way to avoid and SOC, LTL 36–37
resolve conflicts.
Search for, select and analyse Obtains concrete and relevant information about LTL 36–37
information. specific facts using different sources.
1
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EVALUATION KEY PAGE

CONTENT LEARNING OUTCOMES
Initiation to Scientific knowledge and its Obtains concrete and relevant information about LTL 36–37
application to Social Science: search, selection specific facts using different sources.
and analysis of information. Develops strategies to organise, memorise and recall LTL 36–37
the information.
Uses images, graphs, tables, summaries, etc. to display LTL, AUT, MST 36–37
the information.
Presentation of work. Present work carried out clearly Carries out work and presentations using different LTL, AUT, DIG 36–37
using different media. media.
Expresses orally, clearly and in order, contents related LTL, AUT, LIN 36–37
to the area of study.
Uses the correct vocabulary with precision and care. LTL, AUT, LIN 36–37
Is capable of summarising, orally or in writing, the LTL, AUT, LIN 36–37

information obtained and the work carried out.
Personal skills. Develop social skills: Shows autonomy in the planning and carrying out of LTL, AUT 36–37
responsibility, effort and actions and tasks and takes the initiative in decision
concentration while studying. making.
personal initiative, curiosity, interest and creativity.
Takes responsibility for what they do, say and the LTL, AUT, SOC 36–37
decisions they take.
79
MIXED ABILITY
 Historical period project materials
Rubrics:
LANGUAGE
 describing historical events
 giving short answers
 question forms
 key vocabulary from units 1–2
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UNIT 3. Spain: the 17th and 18th centuries

 Learn about Spain in the 17th and 18th centuries.

 Learn about the economic and political decline of the 17th century, the rise of the validos during the reigns of Felipe III, Felipe IV and Carlos II, the replacement of the
Habsburg by the Bourbon dynasty and the social and political reforms introduced by Felipe V and his successors during the 18th century.
 Learn about the cost of the Thirty Years’ War and the resulting loss of territory, including Portugal, as well as the causes and consequences of other key events such as the
expulsion of the Moriscos and the Spanish War of Succession.
 Study the two main artistic styles of the period, identifying the defining characteristics of Renaissance and Baroque art and classifying famous examples, as well as
exploring the ideas and influence of the Enlightenment.
 Consider the social inequality depicted in, and the political message behind, the works of artists and writers from the Golden Age.
 Use ICT to research Renaissance and Baroque artists and writers in order to produce texts and oral presentations using academic language on their chosen artwork.
EVALUATION KEY PAGE

CRITERIA COMPETENCES1 S
Early Modern Spain: 17th century. Know some important facts about Knows some important facts about the reigns of Felipe III, SOC, CUL 44–45
the reigns of Felipe III, Felipe IV Felipe IV and Carlos II.
and Carlos II.
The Golden Age. Know the names of some writers Knows the names of some writers and painters from the SOC, CUL 46–47,
and painters from the Golden Golden Age: Miguel de Cervantes, Lope de Vega, Luis de 50, 51
Age. Góngora, Tirso de Molina, Pedro Calderón de la Barca and
Diego Velázquez.
Spain in the 18th century. Understand the main events and Identifies Felipe V as the first of the Bourbon kings. SOC,CUL 48
the importance and influence of Identifies the fundamental aspects of the Bourbon dynasty. SOC,CUL 48–49
the Bourbon Knows about the scientific expeditions of Jorge Juan. SOC,CUL 48
1
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EVALUATION KEY PAGE

dynasty. Identifies the reign of Carlos III with the modernisation and SOC,CUL 49
beautification of Madrid
(Palacio Real, Puerta de Alcalá, Jardín Botánico).
Initiation to Scientific knowledge and its Search for, select and analyse Obtains concrete and relevant information about specific facts LTL 42–43,
application to Social Science: search, information. using different sources. 50–53
selection and analysis of information. Analyses the information to select the most relevant. LTL 42–43,
50–53
Develops strategies to organise, memorise, and recall the LTL 42–43,
information. 50–53
Uses images, graphs, tables, summaries, etc. to display the LTL, AUT, MST 42–43,
information. 50–52
Presentation of work. Present work carried out clearly Carries out work and presentations using different media. LTL, AUT, DIG 50–51
using different media.
Expresses orally, clearly and in order, contents related to the LTL, AUT, LIN 50–51
area of study.
Is capable of summarising, orally or in writing, the LTL, AUT, LIN 42–43,

information obtained and the work carried out. 50–53
Personal skills. Develop social skills: Shows autonomy in the planning and carrying out of actions LTL, AUT 50–53
responsibility, effort and and tasks and takes the initiative in decision making.
concentration while studying.
Shows confidence in themselves, critical sense, personal LTL, AUT 50–51
initiative, curiosity, interest and creativity.
Takes responsibility for what they do, say and the decisions LTL, AUT, SOC 50–51
they take.
82
Our world
 Students will explore the social inequality of the Early Modern Age in Spain through the works of Murillo and Velázquez. They will think critically about what it
means to be privileged and unprivileged.
 Opinions will be expected of the students regarding social justice. Also, they will be required to determine historical periods of greater or lesser equality, arguing their
rationale.
MIXED ABILITY

 Presentations:
- Unit summary
- Science project
 Activities:
- Memory game
- Labelling
83
- Spelling
- Read and reveal
- Classification
- Wordsearch
- Definitions
 Posters
Formal Assessment:
content.
Informal Assessment:
 Review section at the end of the unit.
Self-assessment:
 Self-evaluation section at the end of the unit.
Rubrics:
LANGUAGE
 question forms
 modals for speculation (might, could) and
 obligation (have to)
 relative pronouns: who, which, where, when
 present simple
 present continuous
84
 jobs
 descriptive vocabulary: Renaissance and Baroque characteristics
 dates
 expressing opinion, speculating
 describing paintings: background, foreground, layered composition, etc.
 speaking skills
 writing skills
 reading skills
 unit vocabulary
85
UNIT 4. Population
 Learn about the changing patterns of population across Spain.

 Learn to identify the different groups within a population.
 Learn about the factors that affect the increase and decrease of certain groups, and how population patterns are different from one country to another.
 Learn about the factors that affect emigration, internal migration and immigration, and how this changed the population of Spain in the 20th century.
 Learn about population in Europe.
KEY PAGE
CONTENT EVALUATION CRITERIA LEARNING OUTCOMES 1
COMPETENCES S
Demography, absolute population and Know the terms demography, Knows the terms demography, absolute population SOC, MST 58–59
population density. absolute population and population and population density.
density.
Understands the concepts of natural increase and SOC, MST 58–59
actual increase.
Spanish population. Understand the main characteristics Understands the evolution and distribution of the SOC, MST 60–63
of Spanish population. Spanish population.
Places on a map the main nuclei of Spanish SOC, MST, LTL 61
population and the most densely populated areas.
Places on a map the main migratory movements of the SOC, MST, LTL 62–63
Spanish population: internal migration and
international emigration and immigration.
European population. Understand the main characteristics Understands the evolution and distribution of the SOC, MST 64-65
of European population. European population.
Places on a map the main nuclei of European SOC, MST, LTL 64
population and the most densely populated areas.
1
86
KEY PAGE
COMPETENCES S
Places on a map the main migratory movements of the SOC, MST, LTL 62, 65
European population: internal migration and
international emigration and immigration.
Graphs and pyramids. Interpret a population pyramid and Interprets a population pyramid and other graphs used SOC, CUL, LIN 60–66
other graphs used in the study of in the study of population.
population.
Initiation to Scientific knowledge and its Search for, select and analyse Obtains concrete and relevant information about LTL 56–57,
application to Social Science: search, information. specific facts using different sources. 66–69
selection and analysis of information. Analyses the information to select the most relevant. LTL 56–57,
66–69
Develops strategies to organise, memorise, and recall LTL 56–57,
the information. 66–69
Is capable of summarising, orally or in writing, the LTL, AUT, LIN 56–57,

information obtained and the work carried out. 66–69
Personal skills. Develop social skills: responsibility, Shows autonomy in the planning and carrying out of LTL, AUT 66–69
effort and concentration while actions and tasks and takes the initiative in decision
studying. making.
87
 In this unit the students will apply the knowledge they learn in a practical way and will learn to view migration patterns as a historical process.
 The students will learn about migration and integration.
 They will also study the effects of migration and the benefits it brings.
Our world
 This area highlights the reasons for migratory movements and the benefits this can bring to society.
MIXED ABILITY

 Presentations:
- Unit summary
- Science project
 Activities:
- Memory game
- Labelling
- Spelling
- Read and reveal
- Classification
- Wordsearch
- Definitions
 Posters
88

Formal Assessment:
content.
Self-assessment:
Rubrics:
LANGUAGE
 past and present tenses

 comparisons
 present continuous
 present simple
 use of comparatives and superlatives
 use of imperatives
 writing skill
 speaking skills
 listening skills
 reading skills
 numbers
 following instructions
 unit vocabulary
89
90
TERM 2. Project
 Revise the different tips throughout the different units to solve the set question.
 Reflect on different terms about Art, particularly focused on Diego Velazquez’s work
 Follow different Cooperative Learning structures to perceive that they need each other in order to complete the group’s task.
 Record team scores as part of an ongoing competition throughout the year
EVALUATION KEY PAGE

resolve conflicts.
Initiation to Scientific knowledge and its Search for, select and analyse Obtains concrete and relevant information about LTL 70–71
application to Social Science: search, selection information. specific facts using different sources.
and analysis of information.
Obtains concrete and relevant information about LTL 70–71
specific facts using different sources.
1
91
EVALUATION KEY PAGE

Develops strategies to organise, memorise and recall LTL 70–71
the information.
the information.

92
MIXED ABILITY
 Overpopulated country project materials
Rubrics:
LANGUAGE
 describing different terms related to population: life expectancy, ageing population, etc.
 question forms
93
UNIT 5. Economy
 Learn about the economy both at local, national and European level, which will help them understand the community where they live in greater depth.
 Investigate the primary section, including different types of land management and the extraction of raw materials; the secondary sector and the manufacture of products;
and the tertiary sector, services, tourism and trade.
 Know the importance of each sector to the Spanish economy.
 Focus on the European economy, and the value of the different sectors within Europe.
 Study the importance of advertising and selling techniques, allowing them to make informed decisions in their own lives.
KEY PAGE
COMPETENCES1 S
The three sectors. Explain the main activities of the three Explains the main activities of the primary SOC, CUL 78–79,
sectors in Spain and Europe. sector in Spain and Europe. 84–85
Explains the main activities of the secondary SOC, CUL 80–81,

sector in Spain and Europe. 84–85
Explains the main activities of the tertiary sector SOC, CUL 82–83,
in Spain and Europe. 85
Prime materials and manufactured Distinguish between prime materials and Distinguishes between prime materials and SOC, MST 77–81
products. manufactured products. manufactured products and associates them with
the process by which they are obtained.
The life of a product. Describe in order the process of obtaining a Describes in order the process of obtaining a SOC, CUL, MST 77
product up to its sale. product up to its sale.
1
94
KEY PAGE
COMPETENCES S
Advertising. Understand the function of advertising. Understands the function of advertising. SOC, CUL, LIN 86–87
Recognise and explain the most common Recognises and explains the most common
techniques analysing concrete examples. techniques analysing concrete examples.
Initiation to Scientific knowledge and its Search for, select and analyse information. Obtains concrete and relevant information about LTL 76–77,
application to Social Science: search, specific facts using different sources. 86–89
selection and analysis of information. Analyses the information to select the most LTL 76–77,
relevant. 86–89
care.
out.
Personal skills. Develop social skills: responsibility, effort Shows autonomy in the planning and carrying LTL, AUT 86–89
and concentration while studying. out of actions and tasks and takes the initiative
in decision making.
creativity.
95
KEY PAGE
COMPETENCES S
 In this unit, the students will learn about the world of work which, one day, they will be part of. They will be able to relate the information they are exposed to, in the
unit, to their own lives and to the development of their country. They will analyse the world of work and share their conclusions with their classmates. They will also
learn about making informed decisions based on what they experience; particularly in relation to advertising and selling techniques. The students will be encouraged to
explain their ideas, defend their arguments, as well as listening and accommodating other points of view.
Our world
 The students live in a world where they constantly encounter selling techniques and advertising. This section will analyse these techniques and encourage students to be
responsible consumers, buying to their needs, not the needs of the seller. The students should be aware that advertising informs but, also exploits people’s needs, and
they will learn to identify the real message behind the slogan.
MIXED ABILITY

 Presentations:
- Unit summary
- Science project
96
 Activities:
- Memory game
- Labelling
- Spelling
- Read and reveal
- Classification
- Wordsearch
- Definitions
 Posters
Formal Assessment:
content.
Self-assessment:
Rubrics:
LANGUAGE
 language of advertising (persuasive)

 vocabulary
 describing images
 identifying objects
 speculation
97
 reading
 reading for comprehension and for specific
information
 classifying and ordering
 collaborative language
 classification
 reading for information
 exchange of information
 descriptive language
 speaking skills
 writing skills
 reading skills
 unit vocabulary
98
UNIT 6. Business and money

 Know some basics of business, personal finance and the challenges of running a company.
 Find out how companies are structured and what entrepreneurs need to think about when starting a new company.
 Learn in more detail about the different kinds of fixed and variable costs involved in running a business.
 Learn about ways to save money and how to plan a budget in daily life to help manage own money.
 Investigate what they would need to consider if they were starting their own business and present their ideas to the class.
 Learn about socially responsible companies and non-governmental organisations (NGOs).
KEY
CONTENT EVALUATION CRITERIA LEARNING OUTCOMES PAGES
COMPETENCES1
Companies. Identify different types of company. Distinguishes between small, medium and SOC, CUL 92
large companies.
Identifies the economic sector different SOC, CUL 92-94,

business work in. 100-101
Advertising. Understand the function of advertising. Understands the function of advertising. SOC, CUL, LIN 98
Recognise and explain the most common Recognises and explains the most common
techniques analysing concrete examples. techniques analysing concrete examples.
Costs. Differentiate between different types of costs Differentiates between different types of costs. SOC, MST 94–97
and elaborate a small personal budget. Elaborates a small personal budget. SOC, MST, LTL, AUT 96–97
Personal initiative and entrepreneurial Show personal initiative and entrepreneurial Shows personal initiative and entrepreneurial SOC, MST, LTL, AUT 92–100
spirit. spirit. spirit.
Search for, select and analyse information. Obtains concrete and relevant information LTL 92–93,
about specific facts using different sources. 98–101
1
99
KEY
CONTENT EVALUATION CRITERIA LEARNING OUTCOMES PAGES
COMPETENCES
Initiation to Scientific knowledge and its Analyses the information to select the most LTL 92–93,
application to Social Science: search, relevant. 98–101
selection and analysis of information. Develops strategies to organise, memorise, LTL 92–93,
and recall the information. 98–101
Uses images, graphs, tables, summaries, etc. LTL, AUT, MST 92–93,
to display the information. 98–100
care.
Is capable of summarising, orally or in LTL, AUT, LIN 91–92,
writing, the information obtained and the work 98–101
carried out.
100
 In this unit, the students will learn about personal finance and running businesses.
 Students will work both individually and in groups and should be encouraged to take both individual and collaborative responsibility.
 They will learn about costs, profits and losses in a business setting but also about the value of money in regular life.
 They will be asked to brainstorm ideas in a group and to reach a consensus about which idea to develop. They will need to be creative and to not get too attached to one
idea in case it is rejected later in the planning stage.
Our world
 Students will read about an alternative type of company that doesn’t operate for profit – NGOs. They will learn what socially responsible activities some well-known
for-profit companies carry out and think about how they themselves could help collect money for charity.
MIXED ABILITY
 Presentations:
- Unit summary
- Science project
 Activities:
- Memory game
- Labelling
- Spelling
101
- Read and reveal

- Classification
- Wordsearch
- Definitions
 Posters
Formal Assessment:
content.
Self-assessment:
Rubrics:
102
LANGUAGE
 giving opinions
 vocabulary
 comparing advantages and disadvantages
 talking about companies
 reading skills
 assimilating information
 business terminology
 mathematical operations
 speaking skills: collaborating in a group
 making decisions and reaching consensus
 unit vocabulary
 mathematical functions
 comparing things
 speaking skills
 reading skills
103
TERM 3. Project
 Revise the economic sectors and the things they must bear in mind when running a business.
 Follow different Cooperative Learning structures that will provide the optimal learning experience for the students and will guarantee the implication of all the members of
the team.
 Record team scores as part of an ongoing competition throughout the year.
EVALUATION KEY PAGE

resolve conflicts.
Search for, select and analyse Obtains concrete and relevant information about LTL 102–103
information. specific facts using different sources.
1
104
EVALUATION KEY PAGE

Initiation to Scientific knowledge and its Obtains concrete and relevant information about LTL 102–103
application to Social Science: search, selection specific facts using different sources.
and analysis of information. Develops strategies to organise, memorise and recall LTL 102–103
the information.
the information.

105
MIXED ABILITY

 Extra materials
Rubrics:
LANGUAGE
 describing the three economic sector activities and different types of costs
 question forms
106

MADRID Syllabus Social Science LT 5 English

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Syllabus ByME Social Science 5 CAM

Primary stage: Year 5

The General Principles of this stage, are the following:

3. CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES

The Key Competences of the curriculum are as follows:

1. Competence in linguistic communication. (CLC)

4. GENERAL OBJETIVES OF THE STAGE

5. COURSE CONTENTS AND LEARNING OUTCOMES

History. The track of time.

The relief of the Iberian Peninsula.

The Muslims in the Iberian Peninsula.

The Christian kingdoms in the Middle Ages. The Reconquest.

The Catholic Monarchs. The discovery of America.

Financial education. Money. Savings.

Employability and entrepreneurial spirit. The company. Activity and functions.

Common content for the whole stage.

Presentation of the work carried out.

Development of social abilities.

Emergencies. Risk prevention, self-protection and civil protection.

22. Knows the public system of civil protection.

6. VALUES AND ATTITUDES

 Previous knowledge and experience.

 Extra ideas: for those pupils who finish earlier.

9. LANGUAGE STRUCTURES IN BYME SOCIAL SCIENCE 5 (CAM)

UNIT/ STRUCTURES VOCABULARY

 expressing opinions  speaking skills

10. COOPERATIVE LEARNING

What is Cooperative Learning?

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

Cooperative Learning structures in Social Science 5 Learn Together

11. PROJECT BASED LEARNING

What do you know?

Present your project

12. ASSESSMENT RUBRICS

Specific Contents for the Fifth Year of Primary

LEARNING Levels of acquisition1 Qualification

LEARNING Levels of acquisition Qualification

LEARNING Levels of acquisition Qualification

LEARNING Levels of acquisition Qualification

LEARNING Levels of acquisition Qualification

LEARNING Levels of acquisition Qualification

LEARNING Levels of acquisition Qualification

LEARNING Levels of acquisition Qualification

LEARNING Levels of acquisition Qualification

Common contents for the whole stage

LEARNING Levels of acquisition1 Qualification

LEARNING Levels of acquisition Qualification

LEARNING Levels of acquisition Qualification

LEARNING Levels of acquisition Qualification

LEARNING Levels of acquisition Qualification

13. 360º EVALUATION

13.A) ASSESSMENT TOOLS: 360º EVALUATION

The 360º evaluation has three main stages within a unit:

13.B) TYPES OF EVALUATION

13.C) QUALIFICATION AND PROMOTION CRITERIA

Evaluation Resources % Observations

Promotion Criteria Observations

14. ASSESSMENT OF THE TEACHING-LEARNING PROCESS

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

13.1.COORDINATION OF TEACHING TEAM DURING THE TERM

13.2. ADJUSTMENT OF TEACHING PROGRAMMING

Number of expected lessons

YEAR: GROUP: EVALUATION1 1ª 2ª 3ª