Programación Technology 4º ESO English

OXFORD CLIL

TECHNOLOGY

ESO 4 Technology (ESO 4)

CONTENTS

1. INTRODUCTION 2

2. METHODOLOGY 4

3. BASIC COMPETENCES 9

4. ACTIVITIES, ATTENTION TO DIVERSITY, ASSESSMENT AND ASSESSMENT OF BASIC COMPETENCES 17

5. UNIT PROGRAMMES 21 Teaching schedule 21

Section I. APPLIED IT 21 Unit 1. Hardware and software 21 Unit 2. Computer-aided design 25

Section II. ELECTRONIC SYSTEMS 29 Unit 3. Electricity and electronics 29

Section III. COMMUNICATION TECHNOLOGIES 33 Unit 4. Communication technologies and the Internet 33

Section IV. CONTROL AND ROBOTICS 37 Unit 5. Control and robotics 37

Section V. PNEUMATIC AND HYDRAULIC SYSTEMS 41 Unit 6. Pneumatics and hydraulics 41

Section VI. HOUSEHOLD UTILITIES 45 Unit 7. Household utilities 45

Section VII. TECHNOLOGICAL DEVELOPMENT 49 Unit 8. The history of technology 49

2 Oxford CLIL (Oxford EDUCACIÓN) Technology (ESO 4)

1. INTRODUCTION

This document refers to the fourth-year ESO syllabus for Technology and is based on the Royal Decree 1631/2006 of 29 December, approved by the then Ministry of Education and Science (MEC), which establishes the minimum syllabus requirements for Compulsory Secondary Education (ESO) according to the Constitutional Law on Education (LOE).

According to the LOE, one of the aims of school education is to enable students to communicate – to understand and express themselves orally and in writing – in one or more foreign languages. To help further this aim, the same Royal Decree gives local education authorities the power to authorise schools to teach some curriculum subjects in a foreign language, as long as the basic curriculum requirements are met.

As a result, an increasing number of primary and secondary schools are offering a range of curriculum subjects through the medium of a foreign language, especially English. The aim of this so-called ‘bilingual’ education is to develop students’ linguistic competence in all of the four skills of listening, speaking, reading and writing through content and language integrated learning (CLIL). The Oxford CLIL series has been conceived and developed specifically for the needs of secondary students in bilingual sections and schools. It covers the curriculum requirements in the subject area, providing students with the necessary subject knowledge, while, at the same time, developing their linguistic skills in both their mother tongue and English.

Another key change prompted by the LOE is the integration of basic competences into the curriculum. The course objectives, content, methodology and assessment criteria are now closely linked to these competences, which guide the teaching and learning process.

During the final year of compulsory education the subject of Technology is optional and is the culmination of the technological formation that students have received in previous years. Again it focuses on the methods and procedures used by humans to resolve problems and satisfy needs. In other words, technology is conceived as the activities and scientific and technical knowledge used by humans to construct or create objects, systems and environments. Technology has, after all, fostered the development of many different civilisations over the course of history. So this year the content aims to develop students’ skills and techniques to enable them to progress from the identification and formulation of a technological problem to the design of a constructive solution, while also emphasising the importance of planning when it comes to optimising resources and solutions. This year the content is more complex and students will be able to integrate content from the different sections and from previous years.

Technology has developed at an extremely rapid rate over the last few decades. We are living not only in a technological age but in a permanent technological revolution in which new information and communication technologies take on an ever more important role. Students therefore need to be taught about technology in a world where people are the active agents, either as consumers or as innovators, as they strive to improve their quality of life. As it is of general interest to one and all, this course bridges the traditional divide between the sciences and the humanities, invalidating the old- fashioned idea that technology is an exclusively male-dominated field. The intrinsic nature of the subject and the knowledge and skills it offers have great importance for students’ future studies, whether they be vocational training or the Science and Technology Bachillerato.

This year, as in Technologies courses of previous years, the subject focuses on knowledge acquisition (either by providing students with information or by allowing them to find it out for themselves) and the development of skills that help students to understand technical objects and how they can be created or modified. The course will encourage students to be innovative when looking for solutions to problems and make them aware of how resources are used, providing them with a well-rounded, ‘integrated’ knowledge (methodologically based on the knowledge–action dialectic). Similarly, students will have to use information and communication technologies themselves as tools for finding, creating, analysing, exchanging and presenting information, as they will indeed in all subjects according to a competence-based teaching and learning approach. Technology is, by nature and by necessity, a highly procedure-based subject. The area of knowledge it covers is undergoing constant change as technology continues to advance, so if students are to achieve the set objectives, a formal academic teaching approach is not appropriate. The usefulness of the knowledge acquired will help to motivate students to master the relevant procedures in their technologies classes.

By its very nature and the way in which it has developed over time, technology is an interdisciplinary subject and is closely linked to other subjects in the curriculum, such as natural sciences, maths, social sciences, etc. It also helps students to develop a series of intellectual skills that they will need in order to develop personally and intellectually (the ability to communicate and reason, organise and plan, work as part of a team, etc.) and to make the transition from school to work and to vocational training courses in the future. Technology classes also provide a good opportunity to show students that this subject – as is the case of science and technology in general – is not the exclusive province of either of the sexes.

2. METHODOLOGY

At the heart of the methodology employed in the Oxford CLIL series lies a dual aim: to cover all of the subject requirements prescribed by the curriculum, while also catering to the needs of students studying in a foreign language. This is achieved using a CLIL- based approach, the core principles of which are as follows: . The subject comes first. . Long, dense texts and complex sentences are avoided. . Presentation of content is supported by visual aids: photos, flow charts, diagrams, tables, and labelled drawings, for example. . Learning is guided and structured. . Comprehension tasks are used more frequently than in a native language context to reinforce assimilation and processing of content and provide more language practice. . Learning is active whenever possible. . Greater emphasis is placed on the process of learning. . The four skills are crucial for presenting and learning new information.

Despite the fact that the subject is being taught through the medium of a foreign language, many of the methodological considerations are the same as for mother tongue instruction. However, teachers should be aware that the pace of learning may be somewhat slower, especially in the initial stages and more time will be spent on checking understanding and reinforcing linguistic elements. Teachers should address students in English, and students should be encouraged and helped to use English as much as possible.

Technology is the product of the interaction between science (knowledge) and technique (application), and its aim, as outlined above, is to provide solutions to individual and collective problems and needs by constructing technical objects and systems which will necessitate the use of diverse resources. It is important to remember that technology is a social product, with all the economic, environmental, social and cultural consequences that this entails. Its ever-increasing effects therefore need to be monitored.

The approach to this subject centres upon this duality of knowledge and its application: both aspects are given the appropriate weighting depending on the given context in this integrated approach, reflecting the propaedeutic and instrumental/functional nature of the course content. Students should both know, know how to do, and also know why something is done, especially given how quickly new knowledge is ‘created’ and old knowledge becomes obsolete. Continuous learning is essential, as is learning that provides the foundations for that continuous learning, e.g. the basic competence of learning to learn. Students should have the information and training required to be able to make their own, rational decisions, so that they can use technology in a well- reasoned way. This is essential today, when students are surrounded by increasingly sophisticated technological devices. They must be taught to think about the responsible, sustainable use of the endless gadgets that fall into their hands, which are often needlessly thrown away and replaced in today’s world of impulsive consumerism.

For these reasons we consider it important to highlight some general educational principles regarding the approach to the subject: . Activities, both manual and intellectual, should form an essential part of the teaching and learning process. . Activities should be meaningful for the students.

. Manual activities are an essential part of the subject, but not an objective in themselves. . Content relating to the use of machines, tools and materials are an inherent part of the subject. . The teacher's function is to organise the learning process, defining objectives, selecting activities and creating appropriate learning situations so that students can build upon and enrich their existing knowledge. Gender equality might be an important aspect of this process.

Given this approach, the methodology is based on the following: . Acquiring the technical and scientific knowledge required to understand and carry out technological activities (in greater depth this year thanks to the learning experience of previous years). . Applying the knowledge acquired to the analysis of existing technical objects and the ways in which they can be used and transformed. . Applying it to technology projects as the final part of a learning process based on the two previous points. . Conveying the social and cultural importance of objects invented by human beings which have improved living conditions in different societies throughout history.

In order to strike a balance between knowledge and its application, the subject of Technology should use an approach based on the teaching of concepts (scientific and technical principles) so that students can go on to carry out analyses and projects. Students should combine what they know with what they know how to do (not forgetting what they know how to be, i.e. the personal and social ethical values that should always be taken into account in this field). So, the course uses a project-based method, in which technical objects are planned and designed in order to resolve a problem or meet a need. These objects can then be constructed and assessed in the projects at the end of the text book.

All of these methodological considerations have been taken into account in the writing of the text book (Technology ESO 4, Oxford CLIL, Oxford EDUCACIÓN, by Jesús Moreno Vázquez, M.ª Victoria Salazar Nicolás, Araceli Isabel Sánchez Sánchez, Francisco Javier Sepúlveda Irala and Julio Olmo Escribano) and therefore in the teaching approach, as follows: . Content is presented in a manner that makes learning meaningful and significant. . Explanations are clear, simple and reasoned, with a language level suitable for the students. . Learning strategies that encourage students to analyse and understand technological matters are used.

This way of working in the classroom, computer room and workshop enables students This way of working in the classroom and workshop enables students to learn both independently and in collaboration with their classmates. This will provide the foundations for future learning, an essential part of this subject, in which knowledge and content are constantly being developed and updated, and will also help students acquire the basic competences (principally learning to learn, autonomy and personal initiative).

Each teaching unit starts with an opening section which presents the unit content through a series of questions. These sections help to remind students of their prior knowledge of the content covered in the unit. The unit content itself is presented in a clear, organised and concise way. The approach to each topic, the vocabulary and the

6 Oxford CLIL (Oxford EDUCACIÓN) Technology (ESO 4) ever-increasing complexity of the content have all been adapted to the cognitive abilities of the students. The language level has been carefully graded for non-native speakers. The content is presented and explained in class using explanatory boxes and diagrams. Graphics are a key learning tool, helping students understand new concepts and language more easily and achieve the course objectives and the basic competences. There is also a summary chart of the unit content for students to complete at the end of each unit.

As far as possible, classroom learning should be adapted to students’ own day-to-day reality and interests, and start off from their prior knowledge. In other words, it should be meaningful. For this reason, whenever possible, the content is presented through real, familiar examples, so that the students become actively and receptively involved in their own learning.

However, the pace at which each student learns varies, depending on his or her cognitive development and social and family environment. As such, attention to diversity amongst students and in their learning environment is a fundamental part of teaching. Many activities (in both the textbook and the teacher's resources) are designed to meet the needs of an inevitably diverse classroom.

Activities should be innovative but should also reflect the content studied and cater for students' diverse interests and learning capacities. As mentioned above, all sorts of different activities are provided in each unit, ranging from simple language practice activities to questions involving reasoning and analysis of content.

It is important to highlight that the activities in the Oxford CLIL Technology book have been systematically adapted to the content studied. Students understand and remember what they learn in class by completing the activities.

So, in the textbook used here, each unit has a similar structure, and each section aims to meet the various methodological demands outlined above:

. The opening page contains a series of initial questions based on an illustration which introduce the content, teach some key vocabulary and raise interest in the topic.

. Explanatory pages: - Explanatory texts are presented in concise, straightforward language, which makes it easy for students to identify and grasp core concepts. Texts are accompanied by photos and illustrations which support the content and aid understanding. - Additional information is included in boxes, drawings, plans, photographs, etc.

. Key words and core language: - Key words on each page have been selected carefully and are highlighted in blue in the text, with simple definitions provided in a Key word box in the margin. As well as helping students to understand the material presented, these boxes also provide students with a useful tool for revising the main vocabulary of the unit. All the Key words and their definitions are recorded so that students can listen and repeat the words from a correct model, which will aid their pronunciation and serve as a useful learning aid for auditory learners.

- As well as understanding the subject-specific language, students learning through the medium of English also have to acquire and use the necessary core language to enable them to express and discuss the concepts in an appropriate, academic style. Through careful choice of language in the texts and the highlighting of this language in selected activities, students gradually build up their proficiency.

. Activities - There are activities both on the explanatory pages and in separate activity pages throughout each unit. Activities reinforce the concepts presented in the texts whilst, at the same time, practising the language necessary to express and understand these concepts in English. Activities are divided into three main types: 1. Activities which focus primarily on comprehension of the concepts presented. 2. Activities which combine work on the concepts with practice of a specific language area. 3. Activities which highlight a specific area of language difficulty in the unit, e.g. word stress, false friends, easily-confused words, spelling, irregular verbs, etc. - In addition, listening activities are included which help to reinforce vocabulary and pronunciation and develop oral comprehension.

. A double-page spread of Revision Activities at the end of each unit enables students to apply the knowledge they have acquired and teachers to see if any points need to be reinforced. The final section of these Revision Activities is called Talking points and consists of oral activities in small groups or pairs, in which students express and exchange opinions or share experiences, do a role-play, have a debate, do a presentation based on their research, etc. These activities are designed to develop oral fluency and communication in the foreign language.

. A summary table of the unit content for students to complete.

. One or two pages of Analysis of technical objects, (units 1, 2, 4, 5, 6, 7 and 8) in which students analyse an object linked to the unit content, so that they link technology to the technology problem-solving process.

. One or two pages dedicated to the study of a Computer application, (units 1, 2, 3, 5, 6, 7 and 8), which aim to get students used to working with information and communication technologies at lots of different points during the technological process.

. Several pages of Procedures, which provide detailed descriptions of methods and techniques for working with different materials.

. There are suggestions for Projects at the end of the Student’s Book, which give students the chance to put the knowledge and procedures they have learnt into practice. Further project suggestions are included in the Teacher’s Book.

Section 5 of this document (Programmes of study) sets out the contents of each unit, dividing them into the categories of concepts, procedures and attitudes. Although the course content is not classified as such in the legislation, it figures in this form in the school curriculum and can be used to distinguish between different teaching and learning strategies. We think that it is important that students continue to learn

8 Oxford CLIL (Oxford EDUCACIÓN) Technology (ESO 4) concepts, procedures (skills) and attitudes, so that they can use all of these to acquire the basic competences.

The course content is divided into 8 teaching units. Each is presented here, divided into a series of sections to demonstrate how the teaching and learning process will take place: . Unit objectives . Unit contents (concepts, procedures and attitudes) . Assessment criteria . Basic competences / subcompetences linked to the assessment criteria and learning activities.

Students' educational needs can be met using the different course materials in addition to the textbook. These materials are available for use by teachers whenever they see fit. The CD-ROM accompanying the Teacher’s Book contains Photocopiable materials with Project worksheets, Assessment sheets and Assessments of basic competences.

3. BASIC COMPETENCES

The Constitutional Law on Education (LOE) has a new definition of curriculum, which includes not only the traditional components (objectives, contents, teaching methods and assessment criteria), but also an important new component: basic competences. These competences are now one of the linchpins of the curriculum as a whole (it is no coincidence that they are set out in the curriculum before even the objectives). They therefore guide the entire teaching and learning process, especially since in the second year of ESO, students completed a diagnostic test to demonstrate that they had acquired certain competences. Regardless of whether or not the mark for that assessment counts towards the students' grades, the results can be used as a guide so that schools can make decisions about students' learning. This gives us some idea of how the teaching process is affected by this new element, i.e. it becomes much more practical, providing students with transferable skills, not ones that are only applicable in the school context. And of course, students will only achieve the ESO certification at the end of this year if they acquire the relevant basic competences, so these competences now form part of the assessment framework too.

There are many definitions of the concept of basic competences (which can be found in the PISA reports), but they all stress the same thing: instead of an educational model that focuses on the acquisition of mostly theoretical, often unconnected, aspects of knowledge, it is better to acquire competences, leading to the acquisition of essential, practical and integrated knowledge, which students must then demonstrate that they have acquired (i.e. it goes beyond functional training). In short, a competence is the capacity to integrate knowledge, skills and attitudes to resolve problems and situations in various contexts, and students must prove that they have that capacity by putting it into practice. It has been defined very succinctly as the putting into practice of acquired knowledge, or knowledge in action. In other words, it is the mobilisation of knowledge and skills in a specific situation and the activation of resources or knowledge acquired (even if students think that they have forgotten what they have learnt).

There is one aspect worth highlighting, which we could refer to as the combined nature of competences: through what they know, students must be able to demonstrate what they know how to apply, but also what they know how to be. Each competence is made up of the combination of the different types of content learnt in the classroom (concepts, procedures and attitudes), each one forming one of the multifaceted skills that provide students with a well-rounded education. We recognise that schools are not just providing students with technical and scientific knowledge, but also teaching them about citizenship, so they must be able to demonstrate a series of civic and intellectual attitudes that reflect respect for others, a sense of responsibility, teamwork, and so on.

There is another important aspect, and one which is often not stressed enough: if students acquire competences, they are then able to deal with the way that knowledge in any field is constantly being renewed and updated. Students' academic training within the school environment takes place over the course of a limited number of years, but their need for personal and/or professional development is lifelong. As such, providing students with the necessary competence in, for example, the use of information and communication technologies means that they will be able to use these tools to gather the information required at any given moment, assessing the quality of that information they find. Given that it is often impossible to cover all of the curriculum content in great detail over the course of the school year, students need to develop the competence of learning to learn.

The textbook includes teaching and learning activities linked to these basic competences, either implicitly in the explanatory pages, or explicitly in sections like the

Assessment of basic competences for each content block provided on the CD-ROM accompanying the Teacher’s Book.

In the Spanish education system, students must achieve the following basic competences before they finish compulsory education so that they are prepared for the challenges that they will face in their personal and professional lives: . Competence in knowledge and interaction with the physical world . Mathematical competence . Processing information and digital competence . Linguistic competence . Social competence and citizenship . Learning to learn . Autonomy and personal initiative . Cultural and artistic competence

But what do these competences really mean? Below is a summary of the key ways in which each competence influences students' intellectual and personal development, with reference to the most important parts of the school curriculum:

. COMPETENCE IN KNOWLEDGE AND INTERACTION WITH THE PHYSICAL WORLD This competence refers to the skill of interacting with the natural and man-made elements of the physical world, helping students to understand events, predict consequences and act in a way that contributes to improving and preserving their own living conditions and those of other people and living things. It basically refers to acquiring a scientific or rational way of thinking which enables one to interpret information and make decisions independently, using one’s own initiative, as well as applying ethical values in decision-making in personal and social contexts.

. MATHEMATICAL COMPETENCE First and foremost, this competence consists of the ability to use numbers and basic numerical operations, symbols and forms of mathematical reasoning and expression, in order to produce and interpret data, to find out more about quantitative and spatial aspects of reality and to resolve problems relating to day-to-day life and work. So, acquiring mathematical competence means being able to use skills and approaches that allow one to reason mathematically, understand mathematical argumentation, express oneself and communicate in mathematical language, and use mathematical knowledge in combination with other types of knowledge.

. PROCESSING INFROMATION AND DIGITAL COMPETENCE This is the ability to look for, obtain, process and communicate information and transform it into knowledge. It includes aspects ranging from accessing and selecting information, to using it and conveying it in different formats, including the use of information and communication technologies as an essential tool for finding information and communicating. Gaining skills in this area involves using technological resources to resolve problems efficiently and having a critical, reflective attitude when it comes to assessing the information available.

. LINGUISTIC COMPETENCE This competence refers to the use of language (in this case, especially the foreign language) as a tool for oral and written communication, learning, and self-regulation of thought, emotions and behaviour. It also helps students to create a positive personal image and develop constructive relationships with

others and with the environment. So, learning to communicate means forming links with other people and getting to know other cultures, which we are then more likely to understand and respect. In short, this competence is absolutely essential when it comes to resolving conflicts and learning to live alongside others. Acquiring this competence means acquiring a fluency in oral and written language in various contexts and being able to use at least one foreign language.

. LEARNING TO LEARN This competence is made up of two key elements: the first refers to students' ability to start learning, and the second to their ability to continue learning independently, and seek rational answers. It also involves allowing for various possible answers to the same problem and motivating students to look for those answers using different methodological approaches. It involves managing one’s own abilities in terms of striving for efficiency and drawing on different intellectual resources and techniques.

. SOCIAL COMPETENCE AND CITIZENSHIP Once students have acquired this competence, they will be able to live in society, understand the social reality of the world in which they live, and exercise civic responsibility in a democratic society which is becoming ever more multicultural. It concerns forms of individual behaviour which allow people to live together in one society, get along with others, cooperate, get involved and tackle conflicts. This means that acquiring this competence translates into being able to empathise and understand other people’s position, accept differences, be tolerant and accept the values, beliefs, cultures and personal and collective histories of others. It means understanding the social reality in which one lives, tackling conflicts by applying ethical values, and exercising civic rights and duties responsibly and in solidarity with others.

. AUTONOMY AND PERSONAL INITIATIVE This competence refers to students being able to use their own judgement and have the initiative required to make and pursue individual choices and take responsibility for them, both in their personal lives and in a social and professional context. By acquiring this competence, students can become more creative, innovative, responsible and critical in their approach to individual or group projects.

. CULTURAL AND ARTISTIC COMPETENCE This competence consists of knowing, appreciating, understanding and critically assessing different forms of cultural and artistic expression, using them as a source of personal enjoyment and enrichment and viewing them as part of people's cultural heritage. It involves appreciating and enjoying art and other forms of cultural expression, being open to the variety of different methods of artistic expression, conserving the shared cultural heritage and fostering students' own creative capacities.

Competences do not just involve knowledge and skills acquired in a single subject only or which are used exclusively for that subject. Everything that students learn across their different subjects (and not just at school) and other educational activities (extra- curricular activities) combines to form a sort of cultural baggage, a collection of information that they must be able to use throughout their lives, at the right time and in different situations. So, any of these competences can be achieved, perhaps not in all parts of the curriculum but certainly in most of them, and for the same reason all of these competences can be used and applied in any topic or subject, regardless of

12 Oxford CLIL (Oxford EDUCACIÓN) Technology (ESO 4) where they have been acquired (cross-curricular competences). Competence should guarantee that a student has achieved certain learning objectives, but it should also enable students to achieve other objectives, both at school and afterwards, guaranteeing continuous learning.

The different elements of the curriculum are obviously interlinked, and we need to be aware of this so that the curricular materials used in the teaching and learning process are used correctly. When the unit objectives (expressed as capacities or skills) are set out in a teaching programme, they influence the choice of certain contents over others. Assessment criteria also need to be included to enable evaluation of whether students meet these objectives (or not). The assessment criteria can therefore be divided into two categories, interpreted in different ways. The first category includes criteria related to the student's learning, in other words, some criteria will be more or less expressly linked to concepts, others to procedures (skills) and others to attitudes. Each of these content types must be assessed because they have been studied in class. They are assessed at different points through continuous assessment. The second category includes assessment criteria that are more directly linked to the basic competences.

If we think of the basic competences as the real and practical application of knowledge, skills and attitudes, the best way to check or assess whether or not the student has acquired those competences is to reproduce the most realistic situations possible in which they should be applied. In these situations, students usually draw on the tapestry of knowledge (made up of all sorts of content) they have accumulated over the course of their schooling, but respond, above all, to practical situations. So when we assess competences we are assessing procedures and attitudes, first and foremost, but concepts are an essential basis for them. That is why the competences are linked to assessment criteria relating mostly to procedures and attitudes.

So how can each of the basic competences be acquired? The following section describes the most important aspects of each basic competence for this subject. These descriptions may need to be adapted to the practical needs of real-life teaching.

. COMPETENCE IN KNOWLEDGE AND INTERACTION WITH THE PHYSICAL WORLD This competence is acquired through a knowledge and understanding of technological objects, processes, systems and environments, and through the development of technical skills for the handling of objects. Knowledge of objects and their manufacturing processes will enable students to contribute to the creation of a healthier environment and to take a sensible approach to consumption.

. MATHEMATICAL COMPETENCE This competence is acquired through the use of mathematical tools (measuring and calculating size, using scales, reading and interpreting graphs and charts, solving problems), and shows students that mathematical knowledge can play a functional role in many aspects of their lives.

. PROCESSING INFORMATION AND DIGITAL COMPETENCE In this subject, this competence is acquired through the use of information and communication technologies, especially for finding, processing, creating, storing and presenting information.

. LINGUISTIC COMPETENCE In this subject, this competence is achieved by acquiring specific vocabulary used to find, analyse, select, summarise and convey information. Reading, interpreting and writing reports and documents also play a role.

. LEARNING TO LEARN Students can achieve this competence by developing strategies for solving technological problems. This process will also help to familiarise them with cognitive skills which facilitate learning in general.

. AUTONOMY AND PERSONAL INITIATIVE This competence is acquired through exercising the technological approach to solving problems: defining of the problem, planning and carrying out the project, evaluating the solution, making suggestions for improvements, etc. This process can also help students to develop personal qualities, like initiative, self- improvement, perseverance, autonomy, self-criticism, self-esteem, etc.

. SOCIAL COMPETENCE AND CITIZENSHIP This competence, which refers to skills relating to human relationships and an understanding of society, can be acquired through the way in which technology problems are dealt with. Being able to express ideas and reason, analyse approaches that are different to one’s own, reach decisions through dialogue and negotiation, accept the opinions of others, etc., are all social skills that go beyond the purely scientific method and are used in all school, professional and personal arenas. Students can also learn about society by looking at how technological developments lead to economic changes and contribute to social changes.

. CULTURAL AND ARTISTIC COMPETENCE Through the design of technological objects, directly influenced by culture and society’s artistic manifestations, imagination and creativity are exalted.

We have now looked at the basic competences established by the Spanish education system. These competences are inevitably very generic. If we want to use them as a point of reference for teaching and to demonstrate the real competence achieved by students (assessment), we need to make them even more specific, breaking them down into subcompetences and linking them to the other elements of the curriculum. These subcompetences are statements which have been written after a comprehensive analysis of the curriculum in order to draw up functional learning objectives expressed in such a way that they can be identified by any teacher.

Below is a list of the subcompetences for this subject and level. The units in which each subcompetence is developed are listed on the right.

COMPETENCES / UNITS SUBCOMPETENCES

Competence in knowledge and 1, 2, 3, 4, 5, 6, 7 and 8 interaction with the physical world . Be familiar with and understand technological objects, processes, 1, 2, 3, 4, 5, 6, 7 and 8 systems and contexts.

. Develop skills for working with objects 5 and 7 precisely and confidently. . Be familiar with the technological method for solving problems and use 1, 2, 3, 5 and 6 it in order to identify and respond to different needs. . Promote the creation of a healthy environment through critical analysis of the environmental repercussions of 4 and 7 technological activity and encourage responsible consumption.

Mathematical competence 1, 2, 3, 5 and 6 . Use appropriate mathematical tools for quantification and analysis, especially measurements and scales, 1, 2, 3, 5 and 6 interpretation of graphs, basic calculations of measurable physical properties, etc.

Processing information and digital 1, 2, 3, 4, 5, 6, 7 and 8 competence . Work with information in different formats: words, numbers, symbols or 1, 2, 3, 4, 5, 6 and 7 graphs. . Use information and communication technology confidently to obtain and 1, 2, 3, 4, 5, 6, 7 and 8 report data and to simulate technological situations or processes. . Find, process, produce, store and 1, 2, 3, 4, 5 and 7 present information using technology.

Linguistic competence 1, 2, 3, 4, 5, 6, 7 and 8 . Communicate simple messages, verbally and in writing. 1, 2, 3, 4, 5, 6, 7 and 8 . Speak, listen and participate in dialogue and debate in an organised 1, 2, 4, 5, 6 and 8 and clear manner. . Apply language usage rules, as well as linguistic and non-linguistic skills, 1, 3, 5 and 7 when communicating. . Communicate thoughts, emotions, life experiences, opinions, ideas, and 7 ethical and critical judgements in a coherent way. . Use specific vocabulary from each 1, 2, 3, 5 and 8 subject area to enrich one’s language. . Apply the actions that define linguistic communication (listening, speaking, 1, 2, 3, 4, 6 and 7 reading and writing) to specific purposes.

. Present different kinds of information verbally in a range of communicative 1, 3, 4, 6 and 8 situations, adapting to the given context. . Compose and manipulate different kinds of texts with different 2, 3, 4, 5, 6 and 8 communicative and creative purposes. . Use language as a tool for the peaceful resolution of conflict, avoiding the use of derogatory words 8 and sexist and discriminatory expressions. . Communicate and enter into dialogue with those around one, with the aim of 2, 4 and 6 establishing links and building constructive relationships. . Enjoy listening, reading and expressing thoughts and ideas in 2, 7 and 8 writing. . Use reading as a learning tool, a source of personal pleasure, and as a way of finding out about other 8 environments, languages and cultures. . Find information in different media (print and digital) and use it in projects 3, 4, 5, 6, 7 and 8 related to different subject areas. . Process information from oral and 1, 2, 3, 4, 5 and 7 written sources. . Build competence in communicating 1, 2, 3, 5, 6 and 8 in a foreign language progressively.

Social competence and citizenship 1, 2, 3, 4, 5, 6, 7 and 8 . Prepare future citizens to participate actively in making reasoned 1, 2, 3, 4, 5, 6, and 7 decisions. . Learn about the history of technological developments to be able to understand the economic changes 4 and 8 that have favoured social developments. . Develop social skills that promote respectful and tolerant discussion of 6 and 8 ideas, conflict management and decision-making.

Learning to learn 1, 2, 3, 4, 5, 6, 7 and 8 . Develop strategies for solving technological problems in projects by 1, 2, 3, 4, 5, 6, 7 and 8 obtaining, analysing and selecting relevant information.

Autonomy and personal initiative 1, 2, 3, 4, 5, 6, 7 and 8 . Promote an independent and creative approach to technological problems by assessing alternatives and 1, 2, 3, 4, 5, 6, 7 and 8 predicting possible consequences of each one. . Develop personal qualities such as initiative, a desire to improve, 3, 4, 5, 6 and 8 perseverance in the face of difficulty, autonomy and self-criticism.

Cultural and artistic competence 1, 2, 7 and 8 . Appreciate and understand forms of artistic and cultural expression and 1, 2, 7 and 8 incorporate aspects of them into one’s own designs.

In order to demonstrate that the students have achieved the different competences and subcompetences (and even other, additional ones, not necessarily linked to the ones listed here), teachers can use the various assessment criteria. In this programme, these criteria are linked to the criteria for the teaching units, not the general ones for this level, which are too generic.

4. ACTIVITIES, ATTENTION TO DIVERSITY, ASSESSMENT AND ASSESSMENT OF BASIC COMPETENCES

ACTIVITIES

The Student’s Book provides various learning activities for each section of the unit. There are also Revision Activities at the end of each unit. The Teacher’s Book contains supplementary materials on a CD-ROM. These activities have different educational aims, and are linked to both the course content and the basic competences.

The Teacher’s Book CD-ROM contains three different types of supplementary materials: Projects (in addition to those at the end of the Student’s Book), Assessment Sheets and Assessments of basic competences. Teachers can carry out final assessments at the end of each term to assess whether or not the general course objectives have been achieved.

In addition to the learning activities and activities for checking knowledge, there is another essential activity type: procedures. These are developed throughout the whole Student's Book and in specific sections, especially the Projects section. They include techniques and skills, as well as attitudes to work, which students should become competent in because they will continue to use them throughout their education, and they will help them to achieve some of the basic competences.

ATTENTION TO DIVERSITY

The project-based work method provides excellent opportunities for students to reach their full potential, as the teaching and learning process can be adapted to their own individual needs and abilities.

ASSESSMENT PROCEDURES AND MARKING CRITERIA

Students' learning must be assessed systematically and periodically, both to measure their individual levels of knowledge acquisition (summative assessment at different points of the year) and to introduce any changes required to the teaching process (when the students' learning does not meet expectations). In addition to this summative assessment, which tends to take place at the end of the course (ordinary exams and resits, if required), there will be other assessments, such as continuous assessments, formative tests and activities carried out throughout the teaching and learning process.

Continuous assessment will be carried out through the systematic observation and monitoring of students, i.e. everything that they produce, either individually or in groups, will be taken into consideration: practical exercises (projects), written work, oral presentations, classwork, their attitude to learning, accuracy of expression, self- assessment, etc. And for summative assessment: written tests at the end of each term and resits (during the term and at the end of the course, if the student has failed any of the assessments, and an extraordinary resit exam, if students do not pass the first resit exam). In any case, a variety of assessment procedures will be used, so the assessments are flexible. Students can be awarded grades higher than a simple Pass in the resits, ordinary resits (if they failed one or more of the end-of-term tests) and the extraordinary resits. It should be stressed that students are not expected to produce perfectly accurate English and they should be rewarded for communicating the

18 Oxford CLIL (Oxford EDUCACIÓN) Technology (ESO 4) message effectively in English, and not penalised heavily for grammatical or lexical errors.

In order to provide students with marks for the three assessments during the year, the ordinary resits at the end of the course and the extraordinary resits in September, the written tests will be assigned a weighting of 30%, projects 50%, and classwork 20%. In other words, the students' work throughout the school year will always be taken into account (continuous assessment), except for students who are no longer entitled to be assessed because they have missed too many classes without reason. In these cases, the final mark will be based on the written test only. This multiple weighting method has been designed to assess all sorts of different content studied throughout the year (concepts, procedures and attitudes). The students will be informed of these weightings at the start of the year.

ASSESSMENT OF BASIC COMPETENCES

The table below shows the basic competences broken down into the subcompetences for the different parts of the course, to be assessed in the three tests (one per term) and the final tests (ordinary and extraordinary, if applicable). The assessments will provide an overview of what the students have learnt as well as the subcompetences they have not yet achieved.

We recommend the following qualitative scale to measure the level of achievement of these subcompetences, from lowest to highest: 1: weak; 2: borderline; 3: average; 4: good; 5: excellent.

COMPETENCES / TERM TESTS FINAL TEST SUBCOMPETENCES Competence in knowledge and interaction 1st 2nd 3rd O E with the physical world . Be familiar with and understand technological objects, processes, systems and contexts. . Develop skills for working with objects precisely and confidently. . Be familiar with the technological method for solving problems and use it in order to identify and respond to different needs. . Promote the creation of a healthy environment through critical analysis of the environmental repercussions of technological activity and encourage responsible consumption. OVERALL

Mathematical competence . Use appropriate mathematical tools for quantification and analysis, especially measurements and scales, interpretation of graphs, basic calculations of measurable physical properties, etc. OVERALL

Processing information and digital competence . Work with information in different formats: words, numbers, symbols or graphs. . Use information and communication technology confidently to obtain and report data and to simulate technological situations or processes. . Find, process, produce, store and present information using technology. OVERALL

Linguistic competence . Communicate simple messages, verbally and in writing. . Speak, listen and participate in dialogue and debate in an organised and clear manner. . Apply language usage rules, as well as linguistic and non-linguistic skills, when communicating. . Communicate thoughts, emotions, life experiences, opinions, ideas, and ethical and critical judgements in a coherent way. . Use specific vocabulary from each subject area to enrich one’s language. . Apply the actions that define linguistic communication (listening, speaking, reading and writing) to specific purposes. . Present different kinds of information verbally in a range of communicative situations, adapting to the given context. . Compose and manipulate different kinds of texts with different communicative and creative purposes. . Use language as a tool for the peaceful resolution of conflict, avoiding the use of derogatory words and sexist and discriminatory expressions. . Communicate and enter into dialogue with those around one, with the aim of establishing links and building constructive relationships. . Enjoy listening, reading and expressing thoughts and ideas in writing. . Use reading as a learning tool, a source of personal pleasure, and as a way of finding out about other environments, languages and cultures. . Find information in different media (print and digital) and use it in projects related to different subject areas. . Process information from oral and written sources. . Build competence in communicating in a foreign language progressively. OVERALL

Social competence and citizenship . Prepare future citizens to participate actively in making reasoned decisions. . Learn about the history of technological developments to be able to understand the economic changes that have favoured social developments. . Develop social skills that promote respectful and tolerant discussion of ideas, conflict management and decision-making. OVERALL

Learning to learn . Develop strategies for solving technological problems in projects by obtaining, analysing and selecting relevant information. OVERALL

Autonomy and personal initiative . Promote an independent and creative approach to technological problems by assessing alternatives and predicting possible consequences of each one. . Develop personal qualities such as initiative, a desire to improve, perseverance in the face of difficulty, autonomy and self-criticism. OVERALL

Cultural and artistic competence . Appreciate and understand forms of artistic and cultural expression and incorporate aspects of them into one’s own designs. OVERALL

O: Ordinary final assessment E: Extraordinary final assessment

5. PROGRAMMES OF STUDY

The course content has been organised into eight teaching units, which are detailed below. The teaching objectives, contents (concepts, procedures and attitudes), cross- curricular content, assessment criteria and basic competences linked to those assessment criteria are listed for each unit.

TEACHING SCHEDULE

It is estimated that the eight teaching units of the book will be distributed as follows:

First term assessment: Units 1 to 3 Second term assessment: Units 4 to 6 Third term assessment: Units 7 and 8

APPLIED IT

UNIT 1

HARDWARE AND SOFTWARE

OBJECTIVES

1. Learn how to use spreadsheets in technology in order to obtain, analyse and represent numerical information, and to analyse behaviour patterns. 2. Become familiar with networks that allow communication between computers: local area networks (LANs), wireless networks (WLANs) and wide area networks (WANs). 3. Provide a basic description of a local area network and know how they are set up. 4. Demonstrate an in-depth understanding of the advances in and emergence of new technologies, incorporating them into day-to-day activities. 5. Analyse and assess the influence of technological development on society.

CONTENTS

Concepts . The computer as a control device: analogue and digital signals; computer functions. . Using spreadsheets in technology: data input; data operations and presentation; analysis of a sensor; analogue-to-digital conversion. . Using spreadsheets for financial purposes: invoices; the stock market; loans and mortgages.

. Data communication networks: communication between computers; local area networks (LANs); wireless networks (WLANs); wide area networks (WANs).

Procedures . Identify analogue and digital signals. . Learn about data processing and data transmission in computers. . Enter data into a spreadsheet and carry out basic operations. . Obtain the characteristic curve of a sensor using a table of data. . Solve circuits using a spreadsheet. . Use the mathematical functions of spreadsheets to convert analogue signals into digital signals. . Use spreadsheets for financial purposes: create an invoice; monitor a stock market investment; analyse a loan or a mortgage. . Learn about the devices required to form a local area network and how to connect them together.

Attitudes . Show an interest in new technologies and how they are used in day-to-day life. . Understand the growing importance of computers in today’s society. . Follow health and safety regulations when using a computer. . Demonstrate a positive and creative attitude when faced with practical problems and get personally involved in solving them in order to get useful results. . Show an interest in and respect towards ideas, values and solutions contributed by other people, cultures and societies. . Understand the need to have reliable communication systems that contribute to economic and social development.

ASSESSMENT CRITERIA

1. Correctly use spreadsheets when working with numerical data. 2. Describe the various types of computer communication networks. 3. Describe, configure and make use of the tools required to set up a small local area network.

COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES

COMPETENCES / ASSESSMENT ACTIVITIES SUBCOMPETENCES CRITERIA

Competence in knowledge and interaction with the physical world Be familiar with and 1, 2, 3 1, 3, 5–15, 17–23, 25–27, 29– understand technological 32, 34–38, 40, 41, 44, 45 objects, processes, systems RA 1, 2, 4–16 and contexts. Be familiar with the 1, 2, 3 5, 9, 14, 16, 18, 20–23, technological method for 25–27, 42–46 solving problems and use it in RA 2, 4–9 order to identify and respond to different needs.

Mathematical competence Use appropriate 1 5, 8, 9, 14, 16, 18–23, mathematical tools for 25–27, 41–46 quantification and analysis, RA 2–9 especially measurements and scales, interpretation of graphs, basic calculations of measurable physical properties, etc.

Processing information and digital competence Work with information in 1, 2, 3 1–5, 8–16 18–24, 26, 27, different formats: words, 30–36, 39, 40, 42–46 numbers, symbols or graphs. RA 1–11, 13 Use information and 1, 2, 3 5, 7–11, 13, 14, 16, 18–23, communication technology 25–27, 30, 34–38, 40, 43–46 confidently to obtain and RA 2–9, 13 report data and to simulate technological situations or processes. Find, process, produce, store 1 5, 8–11, 14, 16, 18, 20–23, and present information using 25–27, 42–46 technology. RA 2, 4–9

Linguistic competence (*) Communicate simple 1, 2, 3 1, 3, 6–8, 11–13, 15, 17, 19, messages, verbally and in 28, 29, 32, 34, 36, 37, 39, 40 writing. RA 3, 12, 14–16 Speak, listen and participate 2, 3 17, 28, 37, 40 in dialogue and debate in an RA 14–16 organised and clear manner. Apply language usage rules, 2, 3 6, 11, 12, 15, 17, 19, 28, as well as linguistic and non- 29, 32, 37, 39, 40 linguistic skills, when RA 12, 14–16 communicating. Use specific vocabulary from 2, 3 1–4, 6, 7, 10–13, 17, 19, 23, each subject area to enrich 24, 28–34, 36–40, 42, 45, 46 one’s language. RA 1, 3, 10, 12–16 Apply the actions that define 2, 3 1–4, 6–8, 11–13, 15, 17, linguistic communication 24, 28, 29, 32, 34, 36–40 (listening, speaking, reading RA 12, 14–16 and writing) to specific purposes. Present different kinds of 2, 3 15, 17, 28, 29, 37, 40 information verbally in a RA 14–16 range of communicative situations, adapting to the given context. Process information from oral 1, 2, 3 1, 3, 5, 8, 11–13, 15, 16, 19, and written sources. 24, 29, 30, 33–36, 38, 45 Build competence in 2, 3 6, 10–13, 15, 17–19, 24, 28, communicating in a foreign 29, 32, 33, 37, 39, 40, 45 language progressively. RA 12, 14–16

Social competence and citizenship Prepare future citizens to 1, 2, 3 6, 14, 17, 28, 37, participate actively in making 38, 40, 45, 46 reasoned decisions. RA 14–16

Learning to learn Develop strategies for solving 1, 2, 3 5, 8, 9, 14, 16, 19–23, 25–27, technological problems in 37, 38, 40, 43–46 projects by obtaining, RA 2, 4–9, 13 analysing and selecting relevant information.

Autonomy and personal initiative Promote an independent and 1, 2, 3 5, 8, 14, 16, 20–23, 25–27,37, creative approach to 40, 42, 45 technological problems by RA 2, 4–9 assessing alternatives and predicting possible consequences of each one.

Cultural and artistic competence Appreciate and understand 1 5, 14, 16, 20, 22, 23, 25–27, forms of artistic and cultural 30, 43, 45 expression and incorporate RA 2, 4–8 aspects of them into one’s own designs.

RA: Revision activities

*All the subcompetences detailed in this section are developed using English as the common language, which will allow pupils to communicate with an increasing degree of skill in the foreign language.

UNIT 2

COMPUTER-AIDED DESIGN

OBJECTIVES

1. Learn about the various computer applications related to the technological process and determine at which stages they are used. 2. Use vector graphics programs to draw technical plans. 3. Express technical ideas through drawings, using codes that structure the information to be transmitted and which, at the same time, make this information clearer. 4. Learn about computer applications related to graphic design and how they are used in practice. 5. Interpret plans, circuits and diagrams created with computer programs. 6. Understand the importance of technical drawing as a medium for expression and communication in the field of technology.

CONTENTS

Concepts . Computer-aided design (CAD), computer-aided manufacturing (CAM) and computer-aided engineering (CAE). . CAD, CAM and CAE in the contexts of the classroom and real life. . Main computer applications of: vector graphics, graphic design, desktop publishing, photo editing, structure calculation, circuit calculation and design, production control, virtual simulators and animation. . Main commands and options in vector graphics programs. . Proportionality between drawing and reality. . Printing to scale.

Procedures . Draw views and perspectives of simple objects using a vector graphics program. . Select the appropriate programs for each stage of the technological process. . Choose and calculate the relationship between the size of the paper and the drawing on screen to print to the correct scale. . Dimension segments, circumferences and arcs of flat geometric figures y and simple three-dimensional objects using a vector graphics program.

Attitudes . Show a liking for neatness and order when presenting work. . Appreciate graphic expression as a means of communication in the field of technology. . Show an interest in the various forms of graphic representation and its applications. . Show willingness to work with computers and to take care of them. . Understand the importance of maintaining an ordered and pleasant working environment.

ASSESSMENT CRITERIA

1. Recognise the types of computer applications used to create different products. 2. Choose the correct program according to the requirements of each stage of the technological process. 3. Draw technical plans using a vector graphics program. 4. Dimension a technical object with a vector graphics program. 5. Create simple circuits using a computer application. 6. Draw plans to absolute scale and configure printing options in order to print in different scales.

Competence in knowledge and interaction with the physical world Be familiar with and 1, 2, 3, 4, 5, 6 1–4, 6–15, 17, 18, 20, understand technological 22, 23, 25–28, 30, 31, objects, processes, systems 33, 35–37, 39–43 and contexts. RA 1–5, 8–12, 14, 16–24 Be familiar with the 1, 2, 3, 4, 5, 6 1, 2, 7, 8, 17, 35–37, 39–43 technological method for RA 3, 5, 18–20, 22 solving problems and use it in order to identify and respond to different needs.

Mathematical competence Use appropriate 3, 4, 5, 6 8, 11, 18, 35–37, 39, 41–43 mathematical tools for RA 3–6, 19, 20 quantification and analysis, especially measurements and scales, interpretation of graphs, basic calculations of measurable physical properties, etc.

Processing information and digital competence Work with information in 2, 3, 4, 5, 6 4, 5, 8, 10–20, 22, 28, different formats: words, 29, 35–38, 39, 40–43 numbers, symbols or graphs. RA 3–6, 15, 18–22, 24 Use information and 1, 2, 3, 4, 5, 6 1–4, 8, 10, 13–15, 17–22, communication technology 24, 25, 32, 35–37, 41–43 confidently to obtain and RA 3–7, 13, 18, 19–22 report data and to simulate technological situations or processes. Find, process, produce, store 3, 4, 5, 6 18, 19, 35–37, 39, 40–43 and present information using RA 3, 5, 19, 20, 22 technology.

Linguistic competence (*) Communicate simple 1, 2, 4, 5, 6 1, 7, 17, 20, 21, 27, 32, 34 messages, verbally and in RA 1, 4, 11, 12, 17, 23, 24 writing.

Speak, listen and participate 1, 2, 3, 4, 5, 6 1, 7, 9, 17, 28, 34 in dialogue and debate in an RA 23, 24 organised and clear manner. Use specific vocabulary from 1, 2, 3, 4, 5, 6 1–7, 9, 10, 12–17, 21, each subject area to enrich 22, 24, 26, 29, 30 one’s language. RA 1, 11, 13, 17, 21, 24 Apply the actions that define 1, 2 1, 7, 8, 9, 11, 12, 16, linguistic communication 17, 20, 21, 23, 34 (listening, speaking, reading RA 5, 23, 24 and writing) to specific purposes. Compose and manipulate 1, 2, 6 3, 4, 20–22, 26, 34 different kinds of texts with RA 4, 5, 15, 17 different communicative and creative purposes. Communicate and enter into 1, 2, 3, 4, 5, 6 1, 7, 9, 28, 34 dialogue with those around RA 23, 24 one, with the aim of establishing links and building constructive relationships. Enjoy listening, reading and 2, 3, 4, 5, 6 20, 21, 25, 26, 30 expressing thoughts and ideas in writing. Process information from oral 1, 2, 3, 4, 5, 6 2, 3, 7, 9, 10, 17, and written sources. 19, 28, 32, 34 Build competence in 1, 2 1, 7, 9, 11, 17, 20, 23, 28, 34 communicating in a foreign RA 23, 24 language progressively.

Social competence and citizenship Prepare future citizens to 2, 3, 5 1, 2, 4, 6–9, 17, 34 participate actively in making reasoned decisions.

Learning to learn Develop strategies for solving 3, 4, 5, 6 1, 4, 8, 18–21, 24, 30, 35–37 technological problems in RA 3–5, 18, 20, 22 projects by obtaining, analysing and selecting relevant information.

Autonomy and personal initiative Promote an independent and 3, 4, 5, 6 8, 17, 18, 24, 25, creative approach to 35–37, 39, 41–43 technological problems by RA 3, 5, 18, 20, 22 assessing alternatives and predicting possible consequences of each one.

Cultural and artistic competence Appreciate and understand 3, 5, 6 25, 35, 36, 39, 40, 42, 43 forms of artistic and cultural RA 22 expression and incorporate aspects of them into one’s own designs.

ELECTRONIC SYSTEMS

UNIT 3

ELECTRICITY AND ELECTRONICS

OBJECTIVES

1. Design and construct simple electronic systems in order to solve specific problems. 2. Know how to interpret electric and electronic diagrams and carry out basic assemblies. 3. Analyse basic electronic systems in order to understand how they work, what components they are made up of and the functions that they carry out. 4. Learn about the functions and applications of commonly used integrated circuits.

CONTENTS

Concepts . Basic electronic components: resistors, capacitors, diodes, transistors and simple integrated circuits. . Electronic systems: input, process and output stages. . Input devices: switches, push-button switches, light-dependent resistors (LDRs) and temperature-dependent resistors (NTC and PTC thermistors). . Output devices: buzzers, relays, LEDs, bulbs, motors. . Process devices: comparators, 555 integrated circuits, logic gates. . Boolean algebra as a solution to basic technological problems.

Procedures . Identify different electronic components, as well as their functions and symbols. . Recognise the input, process and output stages in electronic systems. . Assemble electronic circuits from a diagram, using resistors, capacitors, diodes, transistors, and integrated circuits. . Use pre-existing assemblies to make up stages that form part of other systems. . Analyse, design and construct basic digital circuits. . Simulate electronic circuits in order to analyse their behaviour. . Use various techniques for assembling and connecting electronic circuits. . Use a multimeter to analyse the characteristics and status of basic electronic components. . Search for information on integrated circuits in order to learn about how they work and when to use them.

Attitudes . Show an interest in how commonly used technological products work. . Recognise and understand the importance of electricity and electronics at home, at school and in the workplace. . Be positive and creative when faced with practical problems and show confidence in one’s ability to achieve results. . Respect health and safety regulations in the technology classroom and show awareness of the dangers associated to using electricity.

ASSESSMENT CRITERIA

1. Describe the functions, uses and basic elements of an electronic system. 2. Design, simulate and assemble basic electronic circuits. 3. Become familiar with electronic symbols and know how to use them correctly. 4. Identify the input, process and output stages of an electronic system, and assemble circuits based on them. 5. Carry out logic operations using Boolean algebra. 6. Relate logical bases to technical processes and solve basic technological problems by using logic gates. 7. Work in an orderly fashion and respect health and safety regulations in light of the dangers associated with handling electrical devices.

Competence in knowledge and interaction with the physical world Be familiar with and 1, 2, 3, 4, 5, 6, 7 1–17, 19–32, 34–37 understand technological RA 1, 4–18 objects, processes, systems and contexts. Be familiar with the 1, 2, 3, 4, 5, 6, 7 5, 20, 28–32, 34–37 technological method for RA 10, 11, 15, 16 solving problems and use it in order to identify and respond to different needs.

Mathematical competence Use appropriate 1, 3, 4, 5, 6, 2, 5, 10, 12, 21–25, mathematical tools for 28–32, 34–37 quantification and analysis, RA 2–7, 15 especially measurements and scales, interpretation of graphs, basic calculations of measurable physical properties, etc.

Processing information and digital competence Work with information in 1, 3, 5, 6 1, 3, 6–9, 11–15, 17–19, different formats: words, 21–25, 27–36 numbers, symbols or graphs. RA 1–8, 10–14, 16

Use information and 1, 2, 3, 4, 5, 6, 7 4, 5, 8, 9, 12–14, 16, 17, 19, communication technology 21, 22, 24–32, 34–36 confidently to obtain and RA 1–5, 7, 9–18 report data and to simulate technological situations or processes. Find, process, produce, store 3, 4, 6, 7 34–36 and present information using RA 15 technology.

Linguistic competence (*) Communicate simple 1, 7 3, 4, 7, 9, 13, 14, 17, 21, messages, verbally and in 23, 24, 30, 33, 36 writing. RA 5, 7, 8, 10, 11, 14, 15 Apply language usage rules, 1 11, 13 as well as linguistic and non- RA 17,18 linguistic skills, when communicating. Use specific vocabulary from 1, 7 3–4, 7–14, 17, 18, 21, each subject area to enrich 23, 24, 25, 27, 30, 36 one’s language. RA 5, 14, 18 Apply the actions that define 1 4, 7, 8, 11–13, 17, 30, 33 linguistic communication (listening, speaking, reading and writing) to specific purposes. Present different kinds of 1, 7 11, 13 information verbally in a RA 14, 17 range of communicative situations, adapting to the given context. Compose and manipulate 1 3, 7, 17, 28, 33 different kinds of texts with different communicative and creative purposes. Find information in different 1 15, 16 media (print and digital) and RA 17 use it in projects related to different subject areas. Process information from oral 1 1, 4, 8, 11, 17 and written sources. Build competence in 1, 7 11, 13, 21, 23, 24, 33 communicating in a foreign RA 17, 18 language progressively.

Social competence and citizenship Prepare future citizens to 1, 4, 6, 7 23 participate actively in making RA 17 reasoned decisions.

Learning to learn Develop strategies for solving 1, 2, 3, 4, 6 2, 5, 10, 12–15, 17, 19, technological problems in 20, 25, 27–30, 32, 34–37 projects by obtaining, RA 1, 5–12, 15, 16 analysing and selecting relevant information.

Autonomy and personal initiative Promote an independent and 1, 2, 4, 6, 7 4, 9, 15, 20, 25, 30, creative approach to 32, 34, 35, 37 technological problems by RA 1, 8, 18 assessing alternatives and predicting possible consequences of each one. Develop personal qualities 2, 4, 6, 7 20, 27, 30, 32, 34, 35, 37 such as initiative, a desire to improve, perseverance in the face of difficulty, autonomy and self-criticism.

COMMUNICATION TECHNOLOGIES

UNIT 4

COMMUNICATION TECHNOLOGIES AND THE INTERNET

OBJECTIVES

1. Learn about communication channels and the types of signals that they use. 2. Recognise communication systems and communication channels. 3. Describe a wired telephone system and a telegraph system. 4. Analyse the radio spectrum and the different ways in which it is propagated. 5. Learn about satellite communication systems. 6. Describe different types of mobile telephone systems and their characteristics. 7. Become familiar with the different elements of radio systems and the different types of modulation. 8. Describe how a television works. 9. Learn about the health effects of electromagnetic radiation and how to prevent them. 10. Learn about how network protocols work and how data can be controlled and protected. 11. Understand how the Internet works, by means of the network protocol TCP/IP. 12. Learn about the requirements of and services provided by different types of Internet connection.

CONTENTS

Concepts . Wired and wireless communication. . Transmission via electrical signals. . Wired transmission media: the telegraph and the telephone. . Wireless transmission media: the radio spectrum; properties of electromagnetic radiation; frequency bands; radio emission. . Satellite communication: elements in space and on Earth; Global positioning system (GPS). . The main characteristic of mobile telephones. . Radio: AM and FM modulation. . Television: CRT, LCD, LED and plasma televisions; transmission types. . The health effects of electromagnetic radiation. . Communication protocols. . ISP, IP addresses, domain names and DNS. . TCP/IP protocol. . Connecting a computer to the Internet. . Internet connections via: PSTN, ISDN, ADSL, cable, a mobile telephone, a PDA, an electrical grid and a wireless network. . Configuring a Wi-Fi connection.

Procedures . Carry out a historical study of the different communication systems. . Write a report on physical transmission media (noise, bandwidth, cost and applications). . Establish the relationship between bandwidth in telephony and in radio emission. . Describe how telephones and televisions work by means of a flowchart. . Understand how AM emitters and receivers are set up, and compare them to their FM equivalents. . Write a list of devices that emit electromagnetic radiation, which has an effect on our health. . Find out about the Internet packages offered by service providers. . Search for IP addresses. . Analyse the Internet connection in the classroom. . Obtain information by using search engines. . Set up a computer and a small network to connect to the Internet.

Attitudes . Be receptive to new ideas. . Show an interest in learning how technical objects work. . Contribute to maintaining a pleasant and tidy working environment in the classroom. . Show perseverance in the face of difficulties. . Understand the effects of and relationship between technological advances and changes in human habits. . Show an interest in learning how the Internet works. . Appreciate the advantages of knowing about different ways of connecting to the Internet. . Show willingness to learn how to set up computers and computers networks. . Understand the impact that the Internet has had on today’s society. . Appreciate how the Internet has improved people’s lives. . Show awareness of how the Internet is used and can be abused. . Respect the opinions of other Internet users.

ASSESSMENT CRITERIA

1. Draw a wired telephone system. 2. Interpret texts on the radio spectrum. 3. Understand and describe how a radio works. 4. Examine how images are formed on television screens. 5. Learn about the health effects of electromagnetic radiation, which devices emit it and what preventative measures can be taken. 6. Build a device, based on a diagram, which can emit and receive electromagnetic waves. 7. Describe the main data communication networks. 8. Learn basic concepts relating to the Internet. 9. Know which steps to follow in order to connect a computer to the Internet. 10. Identify different ways of connecting to the Internet, and the main characteristics of these connection types. 11. Become familiar with and understand the importance of usage guidelines for communication technologies.

Competence in knowledge and interaction with the physical world Be familiar with and 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 3, 6, 7, 9, 12, 14, 16–29, understand technological 35–39, 41–46, 48–52, objects, processes, systems 54, 56, 58–62, 64–67 and contexts. RA 1, 2, 4–9, 14–29 Promote the creation of a 5 31–34, 36, 47 healthy environment through RA 31 critical analysis of the environmental repercussions of technological activity and encourage responsible consumption.

Processing information and digital competence Work with information in 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 1–3, 5, 7, 10, 13, 16, 18, 19, different formats: words, 38, 40, 52–54, 57, 63, 67 numbers, symbols or graphs. RA 2, 5, 12, 14 Use information and 1, 2, 3, 4, 5, 7, 8, 9, 10 1–3, 6–10, 12, 15, 17–30, communication technology 35, 36, 38–40, 43, 49–52, 54– confidently to obtain and 56, 58–68 report data and to simulate RA 1–4, 6–13, 16, technological situations or 17–28, 30, 31 processes. Find, process, produce, store 1, 2, 3, 4, 5, 7, 8, 9, 10 8, 12, 15, 21, 23, 24, 26, 27, and present information using 29, 35, 36, 39, 43, 48, 50, technology. 54, 55, 58–62, 64 RA 11, 13, 16, 20, 21, 29

Linguistic competence (*) Communicate simple 2, 3, 4, 5, 7, 8, 9, 10, 11 1, 4, 5, 9, 11–13, 15–18, 20, messages, verbally and in 24, 27–29, 31, 34, 37, 38, 40– writing. 43, 49, 51, 56, 63, 66, 68 RA 1, 3–5, 7, 8, 15, 23–28, 30, 31 Speak, listen and participate 2, 3, 4, 5, 7, 8, 9, 10, 11 4, 15, 30, 44, 47, 55 in dialogue and debate in an RA 22, 31, 32 organised and clear manner. Apply the actions that define 2, 3, 4, 5, 7, 8, 9, 10, 11 4, 8, 11, 21, 24, 30, 36–38, linguistic communication 44, 47, 58–60, 64, 67 (listening, speaking, reading and writing) to specific purposes. Present different kinds of 2, 3, 4, 5, 7, 8, 9, 10, 11 4, 15, 25, 32, 34, 44, 47, 55 information verbally in a RA 7, 8, 14, 16, range of communicative 23–25, 30, 31 situations, adapting to the given context. Compose and manipulate 2, 3, 4, 5, 7, 8, 9, 10, 11 4, 5, 7, 8, 13, 14, 17, 19, 21, different kinds of texts with 24, 26, 50, 53, 61, 62, 67 different communicative and RA 1, 11, 13, 18–21, 26, 28 creative purposes.

Communicate and enter into 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 4, 15, 25, 30, 44, 47, 55 dialogue with those around RA 4, 22, 30, 31 one, with the aim of establishing links and building constructive relationships. Find information in different 1, 3, 4, 5, 7, 8, 9, 10, 11 8, 9, 15, 17, 21, 23, 24, 26, media (print and digital) and 29, 35, 36, 42, 43, 48, 50, use it in projects related to 58, 60–62, 64, 67, 68 different subject areas. RA 11, 16, 17, 20, 21, 29 Process information from oral 2, 4, 5, 7, 8, 9, 10, 11 5–8, 10–11, 15, 19, and written sources. 20, 26, 27, 37, 39, 49, 51, 52, 57, 58, 67 RA 1, 12, 20, 21, 26–28

Social competence and citizenship Prepare future citizens to 5, 11 6, 33, 34, 38, 44, participate actively in making 46, 47, 55, 56 reasoned decisions. RA 3, 10, 31 Learn about the history of 3, 4, 8 12, 15, 23, 26, 29, 36, 56, 60 technological developments RA 1, 31 to be able to understand the economic changes that have favoured social developments.

Learning to learn Develop strategies for solving 3, 6, 9, 10 15, 36, 44, 48, 54, 55, 65, 66 technological problems in RA 3, 5, 6; RA 8, 12, 16, 29 projects by obtaining, analysing and selecting relevant information.

Autonomy and personal initiative Promote an independent and 6 12, 41, 44, 54, 55, 66 creative approach to RA 1, 5, 6, 11, 12, 31 technological problems by assessing alternatives and predicting possible consequences of each one. Develop personal qualities 6, 9 15, 21, 24, 25, 44, 48, 54, 66 such as initiative, a desire to improve, perseverance in the face of difficulty, autonomy and self-criticism.

CONTROL AND ROBOTICS

UNIT 5

CONTROL AND ROBOTICS

OBJECTIVES

1. Learn the principles, elements and basic applications of different control systems: electromechanical, electronic and programmed. 2. Use a computer as part of a control system: analyse the system to be controlled and the exchange of analogue and digital signals between this system and the computer, learning about the characteristics of the interface or controller which allows the computer to communicate externally and execute the control program. 3. Use the knowledge acquired during the school year to design, plan and build a robot with mechanical, electrical and electronic components, which uses sensors to gather information from its surroundings and reacts according to the information obtained by these sensors. 4. Analyse and assess the influence of new technologies, the automation of processes and the development of robots. 5. Develop an interest in technology, showing initiative by carrying out research on new technological developments.

CONTENTS

Concepts . Control systems: different types; feedback. . Sensors: types, characteristics and use in control systems. . Electromechanical control: cams, limit switches and relays. . Electronic control: transistors and comparators. . Control by computer: data input and output; analogue and digital signals; programming. . Robots: architecture; programming robots.

Procedures . Analyse, design and set up electromechanical control systems and automatic systems controlled by electronic circuits. . Create programs that gather information from the outside world and activate control devices. Create flow diagrams and robot control programs, simulating their functions on a computer. . Assemble a robot that is equipped with several sensors, which reacts to the information provided by those sensors.

Attitudes . Show willingness to research and learn about different automatic systems, attempting to analyse how they work, how they control and how to use them. . Show an interest in automating processes using a computer and different control programming languages. . Understand the importance of using appropriate vocabulary and established rules and systems of symbols. . Appreciate the growing importance of automatic systems and control systems which make people’s lives easier.

ASSESSMENT CRITERIA

1. Analyse automatic systems, describe their components and set up simple automated systems. 2. Use sensors in automatic systems to obtain information from the outside world. Describe and classify different types of sensors. 3. Design and construct a robot or an automatic system that can continue to carry out its function by using the information it receives from its surrounding environment. 4. Analyse and develop computer programs that can control automatic systems. 5. Use computer simulators to check that the automatic systems, robots and control programs designed work correctly. 6. Use a computer as a tool for acquiring and interpreting data, and to provide feedback for other processes with the data obtained.

Competence in knowledge and interaction with the physical world Be familiar with and 1, 2, 3, 4, 5, 6 1–15, 17–26, 28, understand technological 29–38, 40–43 objects, processes, systems RA 2–5, 7–20 and contexts. Develop skills for working 1, 2, 3, 5, 6 2, 13, 19, 26 with objects precisely and confidently. Be familiar with the 1, 2, 3, 5, 6 2, 8, 9, 26, 30, 37, 38 technological method for RA 1 solving problems and use it in order to identify and respond to different needs.

Mathematical competence Use appropriate 1, 2, 3, 5 29, 30, 34, 35, 40 mathematical tools for RA 11, 13, 14 quantification and analysis, especially measurements and scales, interpretation of graphs, basic calculations of measurable physical properties, etc.

Processing information and digital competence Work with information in 1, 2, 3, 4, 5 1, 2, 4–7, 11, 13–16, 19, 23, different formats: words, 25, 26, 28–31, 33–38, 40–43 numbers, symbols or graphs. RA 5, 7–15, 16, 19, 20 Use information and 1, 2, 4, 5, 6 1, 4–15, 17–35, communication technology 37, 38, 40–43 confidently to obtain and RA 1, 2, 5–16, 17, 18, 20–22 report data and to simulate technological situations or processes. Find, process, produce, store 2, 3, 4, 5, 6 10, 12, 27, 30, 32, 34, and present information using 35, 37, 40, 41, 43 technology. RA 6, 11–14, 17, 18

Linguistic competence (*) Communicate simple 1, 2 1, 3, 7–9, 11, 13, 15, messages, verbally and in 20–22, 24, 25, 32–34, writing. 36, 37, 39, 40, 42 RA 1, 3, 9, 19 Speak, listen and participate 1, 2 9 in dialogue and debate in an RA 6, 7, 21, 22 organised and clear manner. Apply language usage rules, 1, 2 9, 18 as well as linguistic and non- RA 7, 21, 22 linguistic skills, when communicating. Use specific vocabulary from 1, 2 1, 3, 5, 8, 12–21, 23–25, each subject area to enrich 27, 28, 36, 42 one’s language. RA 1–3, 5, 7–9, 13, 19 Compose and manipulate 1, 2 5, 12, 13, 16, 19–23, 27, 28 different kinds of texts with RA 8, 9, 13, 16 different communicative and creative purposes. Find information in different 1, 2, 4, 6 6, 10, 12, 18, 27, 32, 37 media (print and digital) and use it in projects related to different subject areas. Process information from oral 1, 2. 3 4, 10, 14–16, 19–21, 24, 39 and written sources. RA 5 Build competence in 1, 2 7, 9, 15, 18, 24 communicating in a foreign RA 5, 7 language progressively.

Social competence and citizenship Prepare future citizens to 1, 2, 3, 4, 5 1, 3 participate actively in making reasoned decisions.

Learning to learn Develop strategies for solving 3, 5, 6 2, 6–10, 12–14, 18, technological problems in 20, 22, 23, 27, 29–31, projects by obtaining, 34, 35, 37, 38, 41–43 analysing and selecting RA 4, 5, 7–19 relevant information.

Autonomy and personal initiative Promote an independent and 3, 4, 5 2, 6, 7, 10, 12, 15, 18, creative approach to 30, 31, 33, 38, 42, 43 technological problems by RA 4, 5, 9–14, 16–19 assessing alternatives and predicting possible consequences of each one. Develop personal qualities 3, 4, 5 2, 6, 10, 12, 13, 15, such as initiative, a desire to 17, 30, 31, 32, 41–43 improve, perseverance in the RA 5, 10–14, 17, 18 face of difficulty, autonomy and self-criticism.

PNEUMATIC AND HYDRAULIC SYSTEMS

UNIT 6

PNEUMATICS AND HYDRAULICS

OBJECTIVES

1. Become familiar with the different components of pneumatic and hydraulic circuits, and how they are most commonly used in industrial systems. 2. Understand the basic physical principles of the behaviour of pneumatic and hydraulic fluids. 3. Analyse the composition and the functionality of the elements that make up pneumatic and hydraulic systems, and the function that they carry out when used in a system. 4. Learn to use and control the components of these systems, and to understand the main factors that were involved when designing and constructing them. 5. Use knowledge acquired to design and build simple pneumatic and hydraulic circuits, using the appropriate graphic resources, systems of symbols, vocabulary and technological media. 6. Analyse and understand the influence on society of the use of new technologies, the automation of processes and developments in robotics. 7. Develop an interest in technology, showing initiative by carrying out research on new technological developments.

CONTENTS

Concepts . Pneumatic and hydraulic systems: fundamental principles; main components; how they work; basic applications. . Examples of how pneumatic and hydraulic systems are used in industry.

Procedures . Describe the fundamental components of pneumatic and hydraulic systems. . Analyse how pneumatic and hydraulic systems are made up and work in real-life situations. . Design pneumatic and hydraulic systems, using the correct system of symbols. . Solve simple hydraulic circuits by using Pascal’s law. . Use simulators in the design of simple circuits, employing a specific system of symbols.

Attitudes . Show willingness to research and learn about different automatic systems, by analysing how they work, how they control and how to use them.

. Understand the importance of using appropriate vocabulary and established rules and systems of symbols in order to maintain effective communication. . Appreciate the growing importance of automatic systems and control systems which make people’s lives easier.

ASSESSMENT CRITERIA

1. Learn about the main uses of pneumatic and hydraulic technologies. 2. Solve problems related to the fundamental physical principles of the behaviour of pneumatic and hydraulic fluids. 3. Learn about the basic elements that make up pneumatic and hydraulic systems, and describe their characteristics and basic functions. 4. Identify the different elements that make up pneumatic and hydraulic systems, and explain how they work, as well as how they work within a system. 5. Use the appropriate system of symbols and nomenclature for representing circuits with the aim of designing and constructing simple hydraulic and pneumatic systems, which are capable of providing solutions for day-to-day problems.

Competence in knowledge and interaction with the physical world Be familiar with and 1, 2, 3, 4, 5 1, 3–23, 25, 28–30, 33, 34 understand technological RA 5–17, 21–24 objects, processes, systems and contexts. Be familiar with the 1, 2, 4, 5 9, 15, 31, 33, 34 technological method for RA 15–17 solving problems and use it in order to identify and respond to different needs.

Mathematical competence Use appropriate 2, 5 2, 15, 16, 23, 24, 26 mathematical tools for RA 1–4, 17–20, 22 quantification and analysis, especially measurements and scales, interpretation of graphs, basic calculations of measurable physical properties, etc.

Processing information and digital competence Work with information in 2, 3, 4, 5 1, 4, 9, 10, 15–17, 20, 23–26, different formats: words, 30, 31, 33, 34 numbers, symbols or graphs. RA 1–4, 7–15, 21, 22

Use information and 3, 4, 5 1, 2, 4, 7, 8, 10–12, 14–17, communication technology 20, 21, 23, 25–27, 29, 31–34 confidently to obtain and RA 5, 6, 10, 11, 13, 14, 23 report data and to simulate technological situations or processes.

Linguistic competence (*) Communicate simple 1, 3, 4 1, 4, 6, 8, 10, 13, 15–17, 19, messages, verbally and in 20, 23, 32 writing. RA 5, 6, 8–11, 14 Speak, listen and participate 1, 2, 3, 4 13, 18, 28 in dialogue and debate in an RA 23, 24 organised and clear manner. Apply the actions that define 1, 2, 3, 4 8, 12, 13–16, 18–20 linguistic communication RA 13, 14, 23, 24 (listening, speaking, reading and writing) to specific purposes. Present different kinds of 1, 3, 4 18, 28 information verbally in a RA 14, 23, 24 range of communicative situations, adapting to the given context. Compose and manipulate 1, 2, 3, 4 3,11, 12, 13, 21, 25, 27 different kinds of texts with RA 7, 9–11, 22 different communicative and creative purposes. Communicate and enter into 1, 2, 3, 4 13, 18 dialogue with those around RA 23, 24 one, with the aim of establishing links and building constructive relationships. Find information in different 1, 3, 4 8, 12, 27, 32 media (print and digital) and RA 5 use it in projects related to different subject areas. Build competence in 1, 2, 3, 4 12, 13, 20, 30 communicating in a foreign RA 13, 23 language progressively.

Social competence and citizenship Prepare future citizens to 1, 2, 3, 4, 5 7, 14 participate actively in making RA 24 reasoned decisions. Develop social skills that 4, 5 13, 18 promote respectful and RA 23, 24 tolerant discussion of ideas, conflict management and decision-making.

Learning to learn Develop strategies for solving 1, 2, 3, 4, 5 1–5, 8, 9, 12, 14–22, 24–29, technological problems in 31–34 projects by obtaining, RA 1–5, 10, 11, 13–17, 23, 24 analysing and selecting relevant information.

Autonomy and personal initiative Promote an independent and 1, 2, 3, 4, 5 3, 5, 8, 9, 12, 14, 15, 21, 22, creative approach to 24, 26, 27, 33, 34 technological problems by RA 6, 12, 15–17 assessing alternatives and predicting possible consequences of each one. Develop personal qualities 1, 2, 3, 4, 5 3, 5, 8, 9, 14, 16, 22, 31–34 such as initiative, a desire to RA 15–17 improve, perseverance in the face of difficulty, autonomy and self-criticism.

HOUSEHOLD UTILITIES

UNIT 7

HOUSEHOLD UTILITIES

OBJECTIVES

1. Identify and describe how the main elements of basic household utilities work. 2. Create technical plans and diagrams outlining the design of the utilities. 3. Identify and use measures for saving and safely using energy when using household utilities.

CONTENTS

Concepts . Electrical wiring in buildings and inside the home. . Level of electrification, connections, materials and electrical devices. . Water supply and drainage. . Household plumbing: basic components. . Heating and air conditioning: types and components. . Gas supply: types, distribution and components. . Communication systems: telephone, radio and television. . Home automation. . Bioclimatic architecture: fundamental principles; main characteristics; advantages. . Energy saving and safety.

Procedures . Identify the elements that make up each household utility. . Search for information on regulations relating to household utilities. . Design and draw household utilities, using the appropriate system of symbols. . Create a glossary of technical terms specific to each household utility. . Graphically represent the various components of household utilities.

Attitudes . Show an interest in the supply and use of energy in the home. . Understand the environmental problems caused by wasting energy when using household utilities. . Show an interest and an active attitude towards necessary maintenance and safety measures. . Show willingness to be a responsible energy consumer.

ASSESSMENT CRITERIA

1. Learn the appropriate technical names and systems of symbols of the elements that form part of household utilities. 2. Draw plans and diagrams of household utilities, indicating their main components. 3. Learn about electrical wiring in buildings and in homes, what its components are and how it works. 4. Learn about the basic components of household plumbing and drainage, and how these components work within a system. 5. Learn about and identify the components of different household heating and air- conditioning systems. 6. Identify the basic components of gas supply systems in buildings and home. 7. Learn about devices related to communication systems and home automation, and how they work. 8. Learn about the advantages of using the various elements of bioclimatic architecture. 9. Learn about and observe maintenance, safety and saving measures related to household utilities. 10. Assess consumption of water, gas and electricity, and identify relevant information on household utility bills.

Competence in knowledge and interaction with the physical world Be familiar with and 1, 2, 3, 4, 5, 6, 7, 8 1–6, 8–50, 52, 55, 56 understand technological RA 1–3, 5–8, 11, 12, 15, 17– objects, processes, systems 23, 25, 26 and contexts. Develop skills for working 3, 4, 5, 6, 7 12, 26, 33, 35 with objects precisely and RA 5, 11 confidently. Promote the creation of a 8, 9 10, 14, 16, 24, 31, 34, 51, 52 healthy environment through RA 24 critical analysis of the environmental repercussions of technological activity and encourage responsible consumption.

Processing information and digital competence Work with information in 1, 2 4, 5, 7, 8, 10, 11, 13, 19, 20, different formats: words, 28, 32, 36, 39, 46, 53–56 numbers, symbols or graphs. RA 1, 3, 4, 9, 10, 14, 25 Use information and 1, 2, 3, 4, 5, 6, 7 7, 8–11, 28, 29, 34, 45, 46, communication technology 53–56 RA 3, 4, 9, 10, 12, 13, confidently to obtain and 22, 25 report data and to simulate technological situations or processes.

Find, process, produce, store 2 29, 34, 54, 56 and present information using RA 17, 25 technology.

Linguistic competence (*) Communicate simple 1, 3, 4, 5, 6, 7, 8, 9 3–6, 9, 10, 12–14, 16, 18, 23, messages, verbally and in 30, 38, 47, 48 writing. RA 1, 8, 9, 21 Apply language usage rules, 1, 3, 4, 5, 6, 7, 8, 9 13, 14, 33, 34 as well as linguistic and non- RA 4 linguistic skills, when communicating. Communicate thoughts, 8, 9, 10 14, 24, 33, 34, 37, 44 emotions, life experiences, RA 26 opinions, ideas, and ethical and critical judgements in a coherent way. Apply the actions that define 1, 3, 4, 5, 6, 7, 8, 9, 10 12, 13, 21, 22, 24, 28, 30, 33, linguistic communication 34, 49 (listening, speaking, reading RA 4, 5, 8, 18, 23, 54 and writing) to specific purposes. Enjoy listening, reading and 8, 9 28, 37, 42, 44, 46, 49, 50 expressing thoughts and RA 2, 21, 24 ideas in writing. Find information in different 1, 3, 4, 5, 6, 7, 8, 9 10, 29, 34, 36, 53 media (print and digital) and RA 13, 15, 16, 21 use it in projects related to different subject areas. Process information from oral 1, 3, 4, 5, 6, 7, 8, 9 5, 7, 9, 10, 20, 22, 23, 28, 30– and written sources. 33, 39, 41, 42, 53 RA 1, 4, 12, 14, 18

Social competence and citizenship Prepare future citizens to 1, 8, 9, 10 24, 29, 31, 34, 35, 37, 38, 42, participate actively in making 45, 52, 53 reasoned decisions. RA 8, 17, 24

Learning to learn Develop strategies for solving 1, 2, 7, 8, 10 3, 6, 7, 10–19, 21, 22, 24–27, technological problems in 29, 31, 33–36, 38, 40–42, 44– projects by obtaining, 50, 53–55 analysing and selecting RA 2, 3, 5–8, 11, 13, 15–17, relevant information. 20–23, 25

Autonomy and personal initiative Promote an independent and 2, 8, 9, 10 3, 10, 11–13, 15, 16, 18, 19, creative approach to 21, 25–27, 29, 34–36, 38, 41, technological problems by 42, 47, 48, 50, 53–56 assessing alternatives and RA 2, 3, 5–8, 11, 17, 20, 22, predicting possible 25 consequences of each one.

Cultural and artistic competence Appreciate and understand 2 33, 51, 54 forms of artistic and cultural expression and incorporate aspects of them into one’s own designs.

TECHNOLOGICAL DEVELOPMENT

UNIT 8

THE HISTORY OF TECHNOLOGY

OBJECTIVES

1. Discover and understand the relationship between the historical evolution of technology and the development of mankind. 2. Learn about the most important milestones in the history of technology. 3. Find out what technologies brought about major changes in society. 4. Characterise the various societies that have existed since Prehistory to present day in terms of their social structure, economic and employment structure, and the new technologies developed during their existence. 5. Learn about the evolution of some technical objects. 6. Show awareness of the concept of sustainable development and the measures required to carry it out. 7. Raise awareness about all the aspects related to raw materials and natural resources.

CONTENTS

Concepts . The difference between the terms science, technique and technology. . The main ways in which technological development takes place. . Technological periods: technology of chance, technology of craftsmanship and technology of the technician. . The most important milestones in the history of technology and their historical context. . Description of societies and the technologies that marked the different time periods. . Relating technologies to different societies. . The evolution of technical objects. . The principles of and need for standardisation. . Exploitation of raw materials and natural resources. . Sustainable development

Procedures . Identify everyday needs and common problems in the environment. . Identify the difference between the terms science, technique and technology. . Carry our research on different periods of history, using books and the Internet. . Carry out a historical analysis of the different societies that have existed since Prehistory to the present day.

. Carry out research on the evolution of technical objects. . Analyse sustainable development policies. . Incorporate historical analysis into the analysis of objects.

Attitudes . Show an interest in technology and technological development. . Show an interest in the history of technology. . Assess the social and economic aspects of technological development. . Show an eagerness to learn about the evolution of technical objects. . Show willingness to use modern technologies carefully and responsibly. . Show awareness of the deterioration of our natural environment.

ASSESSMENT CRITERIA

1. Identify the different historical periods of technology. 2. Learn about the most important milestones in technological development. 3. Assess the importance of technological development in changes in society and the way we work. 4. Carry out a complete analysis, including a historical analysis, of some technical objects. 5. Assess whether sustainable development is possible and identify measures that should be adopted from the point of view of energy and the environment when carrying out technological activities.

Competence in knowledge and interaction with the physical world Be familiar with and 1, 2, 3, 4, 5 8, 10, 11, 13–16, 19, 21, 25, understand technological 26, 28, 30, 34, 38–46 objects, processes, systems RA 1, 6, 17–19, 22, 23 and contexts.

Processing information and digital competence Use information and 1, 2, 3, 4, 5 2, 3, 5, 6, 8, 11–14, 18–20, communication technology 22, 24–32, 37–39, 41–47 confidently to obtain and RA 2–9, 11, 13, 15–18, 22, report data and to simulate 23, 25, 27 technological situations or processes.

Linguistic competence (*) Communicate simple 1, 2, 3, 4, 5 7, 9, 15, 16, 21, 28, 30–32, messages, verbally and in 35, 40 writing. RA 3, 6, 12, 16, 22, 26 Speak, listen and participate 1, 2, 3, 4, 5, 3, 36, 40 in dialogue and debate in an RA 19–21, 28–30 organised and clear manner.

Use specific vocabulary from 1, 2, 3, 4, 5 2, 4, 5, 9, 11, 12, 14–16, 22, each subject area to enrich 25, 28, 37–39, 41 one’s language. RA 5, 7, 12, 15, 18, 22, 23, 25 Present different kinds of 1, 2, 3, 4, 5 3, 12, 19, 40 information verbally in a RA 19–21, 28–30 range of communicative situations, adapting to the given context. Compose and manipulate 1, 2, 3, 4, 5 5, 8, 11, 18, 20, 26, 27, 29, different kinds of texts with 34, 38, 39, 41, 46, 47 different communicative and RA 8, 11, 13, 14 creative purposes. Use language as a tool for 1, 3, 5 28–30 the peaceful resolution of conflict, avoiding the use of derogatory words and sexist and discriminatory expressions. Enjoy listening, reading and 1, 3, 5 2, 4, 5, 7, 10, 14, 41 expressing thoughts and RA 1, 2, 9, 15, 23, 24 ideas in writing. Use reading as a learning 1, 2, 3, 4, 5 5, 6, 8, 9, 13, 14, 18, 36, 41, tool, a source of personal 46, 47 pleasure, and as a way of RA 5, 6, 8, 12, 23, 25 finding out about other environments, languages and cultures. Find information in different 1, 2, 4 5, 6, 8, 9, 11–14, 17–20, 22– media (print and digital) and 29, 32–34, 37–39, 41, 46, 47 use it in projects related to RA 5, 7–9, 11–13, 15, 16, 18, different subject areas. 22, 23, 25 Build competence in 1, 2, 3, 4, 5 3, 6, 12, 19, 35 communicating in a foreign RA 19–21, 24, 28–30 language progressively.

Social competence and citizenship Learn about the history of 1, 2, 3, 4 13, 19, 41, 46, 47 technological developments RA 4, 6, 13, 14, 18, 19, 22 to be able to understand the economic changes that have favoured social developments. Develop social skills that 1, 2, 3, 4 19, 31, 36, 40 promote respectful and RA 19–21, 28–30 tolerant discussion of ideas, conflict management and decision-making.

Learning to learn Develop strategies for solving 3, 4, 5 5, 6, 10, 11–14, 17, 25–27, technological problems in 29, 33, 40–47 projects by obtaining, RA 4, 11, 13, 14, 17, 24, 27 analysing and selecting relevant information.

Autonomy and personal initiative Promote an independent and 3, 4, 5 5, 6, 11, 12, 29, 33, 34, 38–45 creative approach to RA 10, 19–22, 24, 26, 27 technological problems by assessing alternatives and predicting possible consequences of each one. Develop personal qualities 3, 4, 5 3, 12, 15, 16, 21, 34, 40–47 such as initiative, a desire to RA 5, 8, 12, 13, 23, 24, 26, 27 improve, perseverance in the face of difficulty, autonomy and self-criticism.

Cultural and artistic competence Appreciate and understand 1, 2, 4 3, 17, 32, 41 forms of artistic and cultural RA 11 expression and incorporate aspects of them into one’s own designs.

53 Oxford CLIL (Oxford EDUCACIÓN)