Comunidad De Madrid

Syllabus ByME Social Science 4 CAM

ByME Social Science 4

(Comunidad de Madrid)

Syllabus Social Science

Primary stage: Year 4

1 Syllabus ByME Social Science 4 CAM

INDEX 1 Page

1. Introduction 3 2. Methodology 5 3. Contribution to the development of key competences 7 4. General Objectives of the stage 8 5. Course contents and Learning outcomes 9 6. Values and Attitudes 13 7. Mixed-ability activities 15 8. Fostering reading 16 9. Language Structures 17 10. Cooperative Learning 21 11. Assessment Rubrics 27 12. Assessment in our Educational Project 43 13. Assessment of the Teaching-Learning process 46 14. Specific methodology in ByME Social Science 4 CAM 48 15. Materials of ByME Social Science 4 CAM 56 16. Measures for students with special needs 65 17. Use of information and communication technology 66 18. Teaching and organisational resources 68 19. Supplementary activities 72 20. Didactic Units 73

1 Delete non-applicable items. 2 Syllabus ByME Social Science 4 CAM

1. INTRODUCTION

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

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

The General Principles of this stage, are the following:

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

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

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

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

a) Curriculum: regulation of the elements determining the teaching and learning process for each educational stage. b) Objectives: references to the achievements that the student must attain at the end of the educational process, as a result of the teaching and learning experiences intentionally planned for this purpose. 3 Syllabus ByME Social Science 4 CAM

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

2. METHODOLOGY

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

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

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

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

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

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

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

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

The block named “Living in society” focuses on bringing the student close to the study of social organizations, the economic life of citizens, the distribution of the population, the forms of working and other questions related with the political, social and territorial organization of Spain. Through the family and school the child is introduced into society. Hence the relations of the child with the family and educational environment are the

starting point for the initiation of the student in the study of the contents of this block. With regard to the rest of the contents they are left, in their majority, for the final two years.

3. CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES

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

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

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

The Key Competences of the curriculum are as follows:

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

4. GENERAL OBJETIVES OF THE STAGE

Primary education will contribute to the children’s development of the skills that will enable them to: a) Understand and appreciate the values and standards of living, learn to act in accordance with them, prepare for active citizenship and respect for human rights and pluralism inherent in a democratic society. b) Develop individual and team work, effort and responsibility in the study as well as attitudes of self-confidence, critical sense, personal initiative, curiosity, creativity and interest in learning, and entrepreneurship. c) Acquire skills for the prevention and peaceful resolution of conflict, enabling them to function independently in the family and household, as well as in social groups with which they are associated. d) Know, understand and respect different cultures and differences between people, equal rights and opportunities for men and women and non- discrimination of people with disabilities. e) Know and use appropriately the Spanish language and develop reading habits. f) Acquire, in at least one foreign language, skills to enable them to express and understand simple messages and function in everyday situations. g) Develop basic Maths skills and initiative in solving problems that require elementary operations of calculation, geometry and estimates, as well as being able to apply to situations in everyday life. h) Know the main features of Natural Science, Social Science, Geography, History and Culture. i) Start using, for learning, the information technology and communication to develop a critical mind to the messages they receive and produce. j) Use representation and artistic expression and start to build visual and audio-visual proposals. k) Rate hygiene and health, accept their own body and that of others, respecting differences and using physical education and sport to encourage both personal and social development. l) Know and appreciate those animals closest to us and adopt forms of behaviour that contribute to their preservation and care. m) Develop emotional skills in all areas of personality and in their relationships with others and an attitude opposed to violence, prejudice of any kind and sexist stereotypes. n) Promote road safety education and respectful attitudes that affect the prevention of accidents.

5. COURSE CONTENTS AND LEARNING OUTCOMES

FOURTH YEAR

Geography. The world in which we live

The Earth. Movement of translation and rotation. 1. Identifies and represents the axis of rotation of the Earth and the geographic poles. 2. Identifies images which show the movement of translation of the Earth around the sun at the same time as it rotates around itself. Associates the change of seasons with these movements. 3. Depicts the parallels and meridians of the Earth. 4. Distinguishes latitude from longitude. 5. Is familiar with the use of a telescope. 6. Understands how men reached the conclusion that the earth was round. 7. Describes some journeys of man to space and his arrival on the moon.

The atmosphere. 9. Describes the factors which lead to the formation of clouds and precipitation. 10. Prepares and interprets simple graphics of temperature and precipitation. 11. Interprets simple weather maps distinguishing their principal elements.

The hydrosphere. 12. Describes in an ordered sequence the phases in which the water cycle is produced. 13. Knows the different bodies of water and their characteristics (oceans, seas, rivers, subterranean water…). 14. Understands how subterranean water is formed, how it reaches the surface and how it can be tapped. 15. Identifies the reaches of a river and the characteristics of each one of these. 16. Establishes the differences between tributary, riverbed, river basin and catchment area.

The lithosphere. Characteristics and types of rocks. 17. Observes, identifies and explains the composition of rocks naming some of their types. 18. Understands the difference between minerals and rocks. 19. Identifies some minerals according to their properties.

The climate. The climatic zones of the planet. 20. Distinguishes between atmospheric weather and climate. 21. Identifies the three climatic zones of the planet and describes their characteristics. 9 Syllabus ByME Social Science 4 CAM

22. Describes and indicates on a map the types of climate in Spain. 23. Explains climate change.

History. The tracks of time.

The ages of history in the Iberian Peninsula. Duration and dating of the significant historic events which delimit them. 24. Identifies the fall of the Roman Empire (476) with the beginning of the Middle Ages. 25. Identifies the discovery of America (1492) with the entry of Spain in the Modern Age. 26. Identifies the beginning of the War of Independence (1808) with the entry of Spain in the Contemporary Age.

The Iberian Peninsula in Prehistory. 27. Identifies the oldest human remains found in Spain in sites such as those of Atapuerca in Burgos. 28. Describes the basic characteristics of ways of life and the transformations in the Palaeolithic, the Neolithic and the Age of Metals. 29. Identifies some cultural remains from the first inhabitants of the Iberian Peninsula, such as the Caves of Altamira. 30. Is familiar with the way of life of the indigenous preroman cultures in the Iberian Peninsula (Celts and Iberians) and identifies some remains of their culture, such as the Lady of Elche or the Bulls of Guisando.

The entry of the Iberian Peninsula in classical antiquity. The colonizing peoples of the Mediterranean. 31. Identifies and knows basic aspects about the historic colonizations of the Iberian Peninsula: — The Phoenicians. Foundation of Gadir (Cadiz). — The Greeks. Foundation of Rosas and Ampurias. — The Carthaginians. Hannibal. The siege of Sagunto.

The conquest of the Iberian Peninsula by the romans. 32. Identifies the date of the landing of the Romans in the Iberian Peninsula (218 a. C). 33. Identifies Hispania as the name that the Romans gave to the Iberian Peninsula. 34. Is familiar with some deeds and figures from the years of the conquest: Scipio Emilianus, Viriato, the siege of Numancia or Julius Caesar.

The Romanization. Roman Hispania. 35. Identifies the roman cultural legacy in Spain: infrastructures (bridges, aqueducts, walls, roads), language (Latin), legislation (Roman law) and religion (Christianity). 36. Identifies some Roman remains in the Peninsula, for example, Merida, Segobriga or the aqueduct of Segovia. 37. Knows the names of some Roman figures of Spanish origin such as the emperors Trajan and Hadrian or the philosopher Seneca. 10 Syllabus ByME Social Science 4 CAM

The fall of the Roman Empire. The end of Classical Antiquity. 38. Identifies the barbarian invasions as one of the factors which influence in the fall of the Roman Empire. 39. Identifies the date of the fall of the last emperor, Romulus Augustus, as the end of Classical Antiquity.

Common content for the whole stage.

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

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

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

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

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

6. VALUES AND ATTITUDES

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

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

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

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

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

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

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

In ByME Social Science 4 there is a strong focus on ethics and values, encouraging children to engage with the world around them, appreciate its complexities and problems, and develop social responsibility.

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

7. MIXED-ABILITY ACTIVITIES

1. The educational intervention at this stage must facilitate learning in pupils requiring a different educative attention odd to the ordinary because of special needs for disability, because of specific difficulties in learning (among them the dyslexia), if presenting Attention deficit hyperactivity disorder (ADHD), because of high intellectual abilities, late inclusion in the educational system, or personal conditions and school history. The regional government ministry is responsible of educational competences and to adopt the necessary measures to identify pupils with specific learning difficulties and to evaluate in an early way their needs.

2. The regional government office with competences in educational matters will regulate the aspects named in section 1 of this article y and will establish the opportune measures for all pupils to reach an adequate level in the curricular competences, as in the established objectives with general role for Primary Education. Specific activities of reinforcement and extension in ByME Social Science 4 syllabus (CAM).

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

8. FOSTERING READING

ByME Social Science 4 (CAM) syllabus suggests different ways of encouraging reading habits and to develop the understanding in reading, by texts and reading activities from Pupils Book, as with the help of support material.

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

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

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

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

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

 Pupil's Book and Activity Book: Reading text throughout all the unit  Teacher's Book: Further reading sections  Introduction to the use of the school library

9. LANGUAGE STRUCTURES IN BYME SOCIAL SCIENCE 4 (CAM)

UNIT/ STRUCTURES VOCABULARY TEAMWOR K 0  Like / don’t like + verb + ing  instruments, famous people 1  Question words: where, who, etc  spaceman, astronaut, Moon, landing, astronomer, scientist,  Prepositions of place: on, in, next to, in front of explorer, instrument, telescope, compass  Connectives: because, but  orbit, sunrise, sunset, sphere, circumnavigate, elliptical,  Modal verbs: should, would gravity, expanding  Adverbs: differently  anti-clockwise, quarter, tilt, tilted, spins, equinox, solstice,  Connectives: when, while, due to tide, rise, fall 16 Syllabus ByME Social Science 4 CAM

 Comparatives: colder, further  globe, physical map, political map, atlas, hemisphere,  Question words: what, why, etc. latitude, longitude, parallel, meridian  Prepositions: from top to bottom, left to right, between,  lens, reflecting, refracting, Space Race, scientific advances, through Moon landing  Superlatives: the earliest, the most famous, the most  diameter, edges, lenses detailed  Word patterns: provides us with, launched into orbit, without interference from  Imperatives: roll, tape, do, insert  Comparatives: the same as, bigger than  Imperatives: copy, complete, make, match, choose, work, read, explain 2  Question words: which, what, where  weather forecast, climate, sunshine, conditions, symbols,  Gerunds: farming, sailing, skiing, hiking, building bright, dark, meteorologist  Present continuous: are visiting, are warming up, are  spring, summer, autumn, winter, rainy, hot, sticky, blooming evergreen, temperate, blossom, bloom, daytime, evening,  Demonstrative adjectives: this, these, that, those cloudy, breeze, foggy  Relative pronouns in relative clauses: a measure of how  atmospheric conditions, temperature, thermometer, hot, how much water vapour is present, when it is very humidity, hygrometer, wind, anemometer, precipitation, humid, moving air that can move, where freezing is liquid, solid, rain gauge, fog, mist, breeze, gale, hurricane,  Uncountable nouns: weather, water, air, heat, speed storm  Conditional: If the air …, crystals form; If the cloud is low,  rain, drizzle, sleet, hail, snow, cumulus, stratus, cirrus, droplets form ice crystals rises, cools down

 Passive: water is released, rain is the name given, water droplets are pushed up  meteorologists, measuring devices, weather balloons,  Prepositions: on the radio, on the ground, into graphs, in weather station, weather forecast, weather satellites, Madrid economy, health, droughts, pollution  Connectives: by, so, and even, then, once, or  climate, polar, tropical, temperate, Tropic of Cancer, Tropic  Adverbs: densely, mostly of Capricorn, oceanic, mountain, Mediterranean,  Adjectives: mild, rainy, low, high Mediterranean continental, subtropical, landmasses  Imperatives: put, pour, place, watch, explain, become  water vapour, condense, precipitation, pollution, acid rain, smog, ozone layer, global warming  Imperatives: make, repeat, stick, identify, order, play, correct TERM 1.  Question words: what, how, etc  ice caps, melting, sea levels, flood, drought, forest fire, Think  Making comparisons: Picture A shows a stormy sea, but plague, blizzard, rising, chimney, traffic, fumes, together Picture B photo shows the effects of the melting ice caps consequences  orbit, map, globe, telescope, wind, precipitation, clouds, 17 Syllabus ByME Social Science 4 CAM

astronaut, weather balloon, weather forecast, tides, longitude, latitude, humidity, temperature, satellites 3  Question words: what, why, how many  essential, fresh water, salt water, seas, oceans,  Comparative and superlative phrases: most of, less than transparent, river  Adjectives: small, big, amazing, natural  source, underground, surface, tributaries, precipitation, river  Comparatives and superlatives: smaller, longest basin, spring, length, average flow  Adjectives: large, fast-flowing, enclosed  ocean, sea, lake, river, stream, river basin, source,  Adverbs: physically, approximately, usually, slowly tributary, riverbed, meander, drainage basin, estuary,  Nouns that come from verbs: movement, droplet, stages, upper course, middle course, lower course evaporation, transpiration, sublimation, condensation,  water cycle, evaporation, transpiration, condensation, rises, precipitation, collection clouds, precipitation, sublimation, collection, rivers, lakes,  Phrasal verbs: turn into, move around, bump into groundwater, seas, oceans  Comparatives and superlatives: more than, most  underground, groundwater, aquifer, porous, impermeable  Connectives: in fact, when rock, springs, wells, water pumps  Imperatives: draw, stick, add, use, make  landscape, river course, river basin, waterfall, diseases,  Connectives: When, however dysentery, cholera, fundraiser  Imperatives: copy, complete, make, identify, order, describe, match

4  Question words: what, how, etc  rock, mineral, geology, properties, materials, building,  There is/are; There isn’t a / There aren’t any jewellery, cement, glass, land erosion, quartz, chalk,  Countable and uncountable nouns: rocks, fossils, diamond, granite, marble, slate sandstone, limestone, glass  fossils, layers, sedimentary rocks, limestone, sandstone,  Passive: got trapped beige, glass  Conditional connectives: if, then  crust, magma, lava, inorganic materials, crystals, igneous,  Adverbs: quickly, slowly basalt, sedimentary, clay, metamorphic, heat, pressure,  Passive: are used, is extracted, are made, can be cut, is chemical composition, elements, rubies added, are carved  properties, colour, hardness, lustre, fluoride, calcium  Adjectives: hard, colourless, transparent, resistant, soft, carbonate, scratching, roads and buildings, aggregate, accurate, smooth drills, mining, industry, solid lubricants, counter tops  Imperatives: look, decide, use, draw, identify, investigate,  composition, permeability, magnifying glass, dropper, think, find out particles, texture, permeable, human interference,  Conditional: if they absorb water, they are permeable deforestation, coastal erosion, sand dunes  Imperatives: open, click, use, identify, read, say  Adjectives: dead, metamorphic, igneous, sedimentary TERM 2.  Question words: what, how, etc  air pollution, water pollution, affect, rubbish, waste, factory, 18 Syllabus ByME Social Science 4 CAM

Think  Making comparisons: Picture A shows an overflowing oil, plastic, wildlife, wastewater, chimney, spray, harmful together rubbish bin at the beach, but Picture B photo shows rubbish  river, ocean, water cycle, condensation, groundwater, in the countryside igneous, sedimentary, metamorphic, mineral, fossil, meander, lava, river basin, drainage basin, aquifer, spring 5  Question words: how, what, which  cave, cave paintings, railing, archivist, archaeologist,  Present continuous: Ana is speaking to Tom; Tom is staring palaeontologist, historian, ancient historian, geologist, at the cave; etc artefacts, dinosaurs  Expressions of surprise: No wonder they called themselves  Stone Age, prehistoric, Prehistory, invention, writing, prehistoric! But that’s so old! Ancient History, fall, Roman Empire, Middle Ages,  Modal verbs: can, couldn’t, might Columbus, early modern period, War of Independence, late  Passive: were made, were discovered, were used modern period  Nouns from –ing verbs: beginning, farming, housing  Prehistory, Stone Age, Metal Ages, Palaeolithic, hunter-  Descriptive adjectives: famous, strong, reliable, fine, gatherers, temporary, stone, bone, wood, fire, Neolithic, rectangular, great, large sedentary life, cultivated, domesticated, villages, pottery,  Prepositions: by, on, through, for, against Mesolithic, gradual process, Copper Age, Bronze Age, Iron  Imperatives: pour, mix, test, dilute, use, research Age, gold, silver, wealth, settlements, Altamira, Atapuerca  Imperatives: practise, identify, name, order, test  Celts, Iberians, rural, castros, warrior, metalworkers, structures, artefacts, trade, urban settlements, megaliths, Los Toros de Guisando, La Dama de Elche  salt, crushed chalk, crumpled paper, handprints, future generations, essential, damage, risk, carbon dioxide, moisture, microbes, mold, microclimate 6  Question words: which, how long, what  literate, civilisations, colonise, capital, rule, emerge  Irregular past tenses: became, began  aqueduct, channels, granite, keystone, engineers, Roman  Prepositions: how, what, where baths, amphitheatre, Colosseum, Roman roads  Contractions: that’s, where’s, it’s  Phoenicians, Ancient Greeks, Carthaginians, Near East,  Irregular past tenses: began, were, came, brought, gave, navigators, metal resources, trade, currency, natural took, became resources, sculptors, cultural influence, siege, supplies  Adjectives: skilled, literate, native  Roman conquest, Hispania, resisting, Celtiberian Wars,  Adverbs: originally, greatly, finally bridges, walls, roads, aqueducts, Roman Republic, Roman  Superlative adjectives: the fiercest, the bestknown, the law, Latin, Romance languages, writers, public speakers most important  Germanic tribes, Western Roman Empire, Eastern Roman  Sequence words: then, after, until Empire, Byzantine Empire, Visigoths, divided, barbarians,  Passive voice: was divided, was defeated, became known, illiterate warriors, nomads, settled, victorious became Romanised  civilisations, empire, impressive, route, threads, luxury,  Connectives: due to, however, while, as well as, such as, paper, pasta, wine, Olympics, mathematics, fireworks during

 Imperatives: use, glue, decorate, bind, compare  Phrasal verbs: cut out  Imperatives: copy, complete, make, play, match, identify, read TERM 3.  Question words: what, how, etc.  art gallery, museum, temple, monument, landmark, ruins, Think  Making comparisons: Picture A shows an art gallery, but artefacts, paintings, statues, archaeologist, excavation together Picture B photo shows a museum.  Prehistory, Palaeolithic, Mesolithic, Neolithic, copper, bronze, iron, Celts, Iberians, aqueduct, Romans, Phoenicians, Ancient Greeks, Carthaginians, colonies, megalith, nomadic

10. COOPERATIVE LEARNING

What is Cooperative Learning?

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

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

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

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

4. Social abilities Students need interpersonal skills in order to be successful. Some of them are: - Effective leadership - Decision-making - Trust-building - Communication - Conflict resolution - Helping and asking for help - Organisation

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

5. Group processing Developing CL methodology is not easy at first, nor are the effects immediate. Difficulties within the groups, resources and management may arise. That is why formative assessment is needed. This assessment involves both teachers and students. One way of structuring group assessment is by: - Listing at least three member actions that helped the group be successful (students). - Listing at least one action that could make the group even more successful (students). - Monitoring the groups and giving feedback on how well the groups are working together and the class as a whole (teacher)

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

The benefits of using CL are supported by theory and are well-established by classroom research. There are several reasons why CL works as well as it does: - Students learn more by doing something active than by simply watching and listening, and CL is by nature an active method. - Cooperation enhances learning. Less confident students working individually tend to give up when they get stuck, but when working as a part of a team they keep going. - When strong students help and work together with less confident students, they often find gaps in their own understanding and fill them in. - Students working alone may tend to delay or skip their assignments, but when they work as a part of a team and realise that others are counting on them, they will often feel more motivated and do the work in a timely manner.

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

Cooperative Learning structures Once the teacher has determined the objective of the lesson, he or she can select a structure that will provide the optimal learning experience for the student in a cooperative context. Learning structures are available for almost any learning situation.

Think-pair check Students reflect by themselves on a topic provided by the teacher, before sharing their thoughts with a classmate.

Steps for the strategy: 1. Students work in pairs. 2. Present a problem to the students. 3. Provide them with a specific amount of time to think about their answers independently. 4. Students discuss their answers with each other. 5. Call on students to share with the class the answer they have developed with their partners. Round robin In groups, students take turns responding orally. Steps for the strategy: 1. Teacher asks a question. 2. Students take turns answering the question. Think-write-pair check Students write or draw their own ideas before they pair up to discuss them with a partner. This allows students to more fully develop their own ideas before sharing. Steps for the strategy: 1. Students write their ideas. 2. Students pair up and discuss their ideas with a partner. Group members consult In groups, students discuss a question before writing down their answer. Steps for the strategy: 1. Students put their pencils down in the centre of the table. 2. Group members discuss the question. All group members contribute, but all do not have to agree on one answer. 3. When each student has decided on their answer, they write it down in their notebook. Answers within a group may differ. Group project Steps for the strategy: 1. Teacher clearly explains project and amount of time groups have to complete it. 2. Teacher assigns roles: materials manager, reporter, timekeeper, captain, etc. 3. After distributing materials, groups work to complete task. 4. Teacher monitors students. 5. Groups share their project with class. This may be done by creating a chart.

The teacher’s role in Cooperative Learning Teachers should reinforce and help the pupils to know how to work in a group: a. Taking care of the different cooperative skills the pupils will need to manage in order to work together effectively and efficiently. This is essential because all the elements derived from social interaction in the classroom depend on these cooperative skills

b. Turning social interaction into promotive interaction. Teachers should make pupils reflect on the way they address their group mates: what they mean and how they sound. c. Creating opportunities for inter-individual information intake (or processing) making them aware of their individual accountability. d. Contemplating group assessment as an instrument for cooperative reflection to ensure the improvement of the cooperative structure. Teachers should help pupils identify their weak and strong points as a group and take the necessary actions.

Cooperative skills Cooperative skills can be classified as (Johnson, Johnson, & Holubec, 2008):

Organisation skills: those related to group formation and organisation as well as establishing behavioural rules. - Encouraging every member to participate - Turn-taking - Forming groups quickly with minimum noise - Staying in the group - Managing noise level - Respecting other members’ personal space - Taking care of materials - Paying attention to the person talking - Respecting everybody’s opinions

Working out skills: those devoted to completing the tasks and keeping efficient working relationships within the group. - Reflecting on more efficient procedures - Guiding task procedures - Defining the purpose of the task - Establishing time limits - Expressing approval - Asking for help - Paraphrasing others’ ideas - Resolving conflicts - Making shared decisions by negotiating and reaching a consensus

Formulation skills: those needed for a deep understanding of the concepts the students have acquired. - Summarising - Correcting others and adding information - Scaffolding with previously-seen concepts 24 Syllabus ByME Social Science 4 CAM

- Creating memorisation strategies - Checking understanding - Explaining how the task should be done

Processing skills: those targeted as raising sociocognitive awareness to cultivate a more in-depth understanding. For example: - Discussing ideas - Integrating different ideas in one conclusion - Improving the answers of other group members - Verifying and contrasting the work produced with the instructions given

Team formation Teachers should form the teams rather than letting the students to choose their own teammates. One of the fundamental aspects in structuring CL activities is the size of the groups. Ideally, form teams of 3–4 students. Pair work doesn’t usually produce the diversity of ideas and approaches common to CL. In teams of five or more, some students are likely to be inactive. Make the teams heterogeneous in ability level. In heterogeneous groups, the weaker students learn from others, and the stronger students gain a deeper understanding of the subject by teaching it to their peers.

The Cooperative Learning session There should be four different stages in every CL session: 1. Activation This stage works as a warm-up. It is the moment for eliciting previous knowledge about the topic. 2. Introduction The teacher introduces new content. This is the moment for giving instructions and explaining the ‘why’. 3. Development At this stage teamwork comes into action according to the strategies designed by the teacher. 4. Feedback The feedback will provide very useful information to the teacher, who checks if the contents have been properly acquired.

And last but not least… - If you’ve never used CL, consider starting with small group activities in class. Once you’re comfortable with that, try a group project or assignment, up to a level of CL with which you are comfortable. - At the start of the course, explain to students what they’ll be doing in teams, what procedures you’ll follow, and what your expectations are. - Make team assignments more challenging than traditional individual assignments. CL works best for challenging problems and activities that require higher-level thinking skills.

- A term assessment is essential to find out how students feel about teamwork. Ask the students to reflect on what works and doesn’t work in their team. If many teams are experiencing the same problem, spend some time in class on the relevant cooperative skills. Most of the time, however, the assessment will show that most teams are working well. - Expect initial resistance from students.

11. ASSESSMENT RUBRICS

Specific Contents for the Fourth Year of Primary

1 LEARNING Levels of acquisition Qualification In the course of being Acquired (2) Advanced (3) Excellent (4) OUTCOMES acquired (1) (maximum 4) 1. Identifies and represents Identifies and represents Identifies and represents Identifies and represents Identifies and represents the axis of rotation of the the axis of rotation of the the axis of rotation of the the axis of rotation of the the axis of rotation of the Earth and the geographic Earth and the geographic Earth and the geographic Earth and the geographic Earth and the geographic poles. poles, although he/she poles, although he/she poles, without too much poles, without any experiences many experiences some difficulty difficulty difficulties difficulties 2. Identifies images which Identifies images which Identifies images which Identifies images which Identifies images which show the movement of show the movement of show the movement of show the movement of show the movement of translation of the Earth translation of the Earth translation of the Earth translation of the Earth translation of the Earth around the sun at the same around the sun at the around the sun at the around the sun at the around the sun at the time as it rotates around same time as it rotates same time as it rotates same time as it rotates same time as it rotates itself. Associates the around itself. Associates around itself. Associates around itself. Associates around itself. Associates change of seasons with the change of seasons the change of seasons the change of seasons the change of seasons these movements. with these movements, with these movements, with these movements, with these movements, although he/she although he/she without too much difficulty without any difficulty experiences many experiences some difficulties difficulties 3. Depicts the parallels and Depicts the parallels and Depicts the parallels and Depicts the parallels and Depicts the parallels and meridians of the Earth. meridians of the Earth, meridians of the Earth, meridians of the Earth, meridians of the Earth, although he/she although he/she without too much difficulty without any difficulty experiences many experiences some difficulties difficulties

4. Distinguishes latitude Distinguishes latitude from Distinguishes latitude from Distinguishes latitude from Distinguishes latitude from from longitude. longitude, although he/she longitude, although he/she longitude, without too longitude, without any experiences many experiences some much difficulty difficulty difficulties difficulties

1 Other assessment scales: D-C-B-A; Fail, Good, Very Good, Excellent; numerical, etc. 27 Syllabus ByME Social Science 4 CAM

LEARNING Levels of acquisition Qualification In the course of being Acquired (2) Advanced (3) Excellent (4) OUTCOMES acquired (1) (maximum 4) 5. Is familiar with the use of Is familiar with the use of Is familiar with the use of Is familiar with the use of Is familiar with the use of a telescope. a telescope, although a telescope, although a telescope, without too a telescope, without any he/she experiences many he/she experiences some much difficulty difficulty difficulties difficulties 6. Understands how men Understands how men Understands how men Understands how men Understands how men reached the conclusion that reached the conclusion reached the conclusion reached the conclusion reached the conclusion the earth was round. that the earth was round, that the earth was round, that the earth was round, that the earth was round, although he/she although he/she without too much difficulty without any difficulty experiences many experiences some difficulties difficulties 7. Describes some journeys Describes some journeys Describes some journeys Describes some journeys Describes some journeys of man to space and his of man to space and his of man to space and his of man to space and his of man to space and his arrival on the moon. arrival on the moon, arrival on the moon, arrival on the moon, arrival on the moon, although he/she although he/she without too much difficulty without any difficulty experiences many experiences some difficulties difficulties 8. Identifies the principal Identifies the principal Identifies the principal Identifies the principal Identifies the principal elements of atmospheric elements of atmospheric elements of atmospheric elements of atmospheric elements of atmospheric weather which characterize weather which weather which weather which weather which the climate: temperature, characterize the climate: characterize the climate: characterize the climate: characterize the climate: humidity, wind and temperature, humidity, temperature, humidity, temperature, humidity, temperature, humidity, precipitation. wind and precipitation, wind and precipitation, wind and precipitation, wind and precipitation, although he/she although he/she without too much difficulty without any difficulty experiences many experiences some difficulties difficulties

9. Describes the factors Describes the factors Describes the factors Describes the factors Describes the factors which lead to the formation which lead to the which lead to the which lead to the which lead to the of clouds and precipitation. formation of clouds and formation of clouds and formation of clouds and formation of clouds and precipitation, although precipitation, although precipitation, without too precipitation, without any he/she experiences many he/she experiences some much difficulty difficulty difficulties difficulties 10. Prepares and interprets Prepares and interprets Prepares and interprets Prepares and interprets Prepares and interprets

LEARNING Levels of acquisition Qualification In the course of being Acquired (2) Advanced (3) Excellent (4) OUTCOMES acquired (1) (maximum 4) simple graphics of simple graphics of simple graphics of simple graphics of simple graphics of temperature and temperature and temperature and temperature and temperature and precipitation. precipitation, although precipitation, although precipitation, without too precipitation, without any he/she experiences many he/she experiences some much difficulty difficulty difficulties difficulties 11. Interprets simple Interprets simple weather Interprets simple weather Interprets simple weather Interprets simple weather weather maps maps distinguishing their maps distinguishing their maps distinguishing their maps distinguishing their distinguishing their principal principal elements, principal elements, principal elements, principal elements, elements. although he/she although he/she without too much difficulty without any difficulty experiences many experiences some difficulties difficulties 12. Describes in an Describes in an ordered Describes in an ordered Describes in an ordered Describes in an ordered ordered sequence the sequence the phases in sequence the phases in sequence the phases in sequence the phases in phases in which the water which the water cycle is which the water cycle is which the water cycle is which the water cycle is cycle is produced. produced, although produced, although produced, without too produced, without any he/she experiences many he/she experiences some much difficulty difficulty difficulties difficulties 13. Knows the different Knows the different Knows the different Knows the different Knows the different bodies of water and their bodies of water and their bodies of water and their bodies of water and their bodies of water and their characteristics (oceans, characteristics (oceans, characteristics (oceans, characteristics (oceans, characteristics (oceans, seas, rivers, subterranean seas, rivers, subterranean seas, rivers, subterranean seas, rivers, subterranean seas, rivers, subterranean water…). water…), although he/she water…), although he/she water…), without too water…), without any experiences many experiences some much difficulty difficulty difficulties difficulties

14. Understands how Understands how Understands how Understands how Understands how subterranean water is subterranean water is subterranean water is subterranean water is subterranean water is formed, how it reaches the formed, how it reaches formed, how it reaches formed, how it reaches formed, how it reaches surface and how it can be the surface and how it can the surface and how it can the surface and how it can the surface and how it can tapped. be tapped, although be tapped, although be tapped, without too be tapped, without any he/she experiences many he/she experiences some much difficulty difficulty difficulties difficulties

LEARNING Levels of acquisition Qualification In the course of being Acquired (2) Advanced (3) Excellent (4) OUTCOMES acquired (1) (maximum 4) 15. Identifies the reaches Identifies the reaches of a Identifies the reaches of a Identifies the reaches of a Identifies the historic of a river and the river and the river and the river and the Identifies the reaches of a characteristics of each one characteristics of each characteristics of each characteristics of each river and the of these. one of these, although one of these, although one of these, without too characteristics of each he/she experiences many he/she experiences some much difficulty one of these, without any difficulties difficulties difficulty 16. Establishes the Establishes the Establishes the Establishes the Establishes the differences between differences between differences between differences between differences between tributary, riverbed, river tributary, riverbed, river tributary, riverbed, river tributary, riverbed, river tributary, riverbed, river basin and catchment area. basin and catchment basin and catchment basin and catchment basin and catchment area, although he/she area, although he/she area, without too much area, without any difficulty experiences many experiences some difficulty difficulties difficulties 17. Observes, identifies and Observes, identifies and Observes, identifies and Observes, identifies and Observes, identifies and explains the composition of explains the composition explains the composition explains the composition explains the composition rocks naming some of their of rocks naming some of of rocks naming some of of rocks naming some of of rocks naming some of types. their types, although their types, although their types, without too their types, without any he/she experiences many he/she experiences some much difficulty difficulty difficulties difficulties 18. Understands the Understands the Understands the Understands the Understands the difference between minerals difference between difference between difference between difference between and rocks. minerals and rocks, minerals and rocks, minerals and rocks, minerals and rocks, although he/she although he/she without too much difficulty without any difficulty experiences many experiences some difficulties difficulties 19. Identifies some minerals Identifies some minerals Identifies some minerals Identifies some minerals Identifies some minerals according to their according to their according to their according to their according to their properties. properties, although properties, although properties, without too properties, without any he/she experiences many he/she experiences some much difficulty difficulty difficulties difficulties 20. Distinguishes between Distinguishes between Distinguishes between Distinguishes between Distinguishes between atmospheric weather and atmospheric weather and atmospheric weather and atmospheric weather and atmospheric weather and climate. climate, although he/she climate, although he/she climate, without too much climate, without any experiences many experiences some difficulty difficulty difficulties difficulties

LEARNING Levels of acquisition Qualification In the course of being Acquired (2) Advanced (3) Excellent (4) OUTCOMES acquired (1) (maximum 4) 21. Identifies the three Identifies the three Identifies the three Identifies the three Identifies the three climatic zones of the planet climatic zones of the climatic zones of the climatic zones of the climatic zones of the and describes their planet and describes their planet and describes their planet and describes their planet and describes their characteristics. characteristics, although characteristics, although characteristics, without characteristics, without he/she experiences many he/she experiences some too much difficulty any difficulty difficulties difficulties 22. Describes and indicates Describes and indicates Describes and indicates Describes and indicates Describes and indicates on a map the types of on a map the types of on a map the types of on a map the types of on a map the types of climate in Spain. climate in Spain, although climate in Spain, although climate in Spain, without climate in Spain, without he/she experiences many he/she experiences some too much difficulty any difficulty difficulties difficulties 23. Explains climate Explains climate change, Explains climate change, Explains climate change, Explains climate change, change. although he/she although he/she without too much difficulty without any difficulty experiences many experiences some difficulties difficulties 24. Identifies the fall of the Identifies the fall of the Identifies the fall of the Identifies the fall of the Identifies the fall of the Roman Empire (476) with Roman Empire (476) with Roman Empire (476) with Roman Empire (476) with Roman Empire (476) with the beginning of the Middle the beginning of the the beginning of the the beginning of the the beginning of the Ages. Middle Ages, although Middle Ages, although Middle Ages, without too Middle Ages, without any he/she experiences many he/she experiences some much difficulty difficulty difficulties difficulties

25. Identifies the discovery Identifies the discovery of Identifies the discovery of Identifies the discovery of Identifies the discovery of of America (1492) with the America (1492) with the America (1492) with the America (1492) with the America (1492) with the entry of Spain in the entry of Spain in the entry of Spain in the entry of Spain in the entry of Spain in the Modern Age. Modern Age, although Modern Age, although Modern Age, without too Modern Age, without any he/she experiences many he/she experiences some much difficulty difficulty difficulties difficulties

LEARNING Levels of acquisition Qualification In the course of being Acquired (2) Advanced (3) Excellent (4) OUTCOMES acquired (1) (maximum 4) 26. Identifies the beginning Identifies the beginning of Identifies the beginning of Identifies the beginning of Identifies the beginning of of the War of Independence the War of Independence the War of Independence the War of Independence the War of Independence (1808) with the entry of (1808) with the entry of (1808) with the entry of (1808) with the entry of (1808) with the entry of Spain in the Contemporary Spain in the Spain in the Spain in the Spain in the Age. Contemporary Age, Contemporary Age, Contemporary Age, Contemporary Age, although he/she although he/she without too much difficulty without any difficulty experiences many experiences some difficulties difficulties 27. Identifies the oldest Identifies the oldest Identifies the oldest Identifies the oldest Identifies the oldest human remains found in human remains found in human remains found in human remains found in human remains found in Spain in sites such as those Spain in sites such as Spain in sites such as Spain in sites such as Spain in sites such as of Atapuerca in Burgos. those of Atapuerca in those of Atapuerca in those of Atapuerca in those of Atapuerca in Burgos, although he/she Burgos, although he/she Burgos, without too much Burgos, without any experiences many experiences some difficulty difficulty difficulties difficulties

28. Describes the basic Describes the basic Describes the basic Describes the basic Describes the basic characteristics of ways of characteristics of ways of characteristics of ways of characteristics of ways of characteristics of ways of life and the transformations life and the life and the life and the life and the in the Palaeolithic, the transformations in the transformations in the transformations in the transformations in the Neolithic and the Age of Palaeolithic, the Neolithic Palaeolithic, the Neolithic Palaeolithic, the Neolithic Palaeolithic, the Neolithic Metals. and the Age of Metals, and the Age of Metals, and the Age of Metals, and the Age of Metals, although he/she although he/she without too much difficulty without any difficulty experiences many experiences some difficulties difficulties 29. Identifies some cultural Identifies some cultural Identifies some cultural Identifies some cultural Identifies some cultural remains from the first remains from the first remains from the first remains from the first remains from the first inhabitants of the Iberian inhabitants of the Iberian inhabitants of the Iberian inhabitants of the Iberian inhabitants of the Iberian Peninsula, such as the Peninsula, such as the Peninsula, such as the Peninsula, such as the Peninsula, such as the Caves of Altamira. Caves of Altamira, Caves of Altamira, Caves of Altamira, without Caves of Altamira, without although he/she although he/she too much difficulty any difficulty experiences many experiences some difficulties difficulties

LEARNING Levels of acquisition Qualification In the course of being Acquired (2) Advanced (3) Excellent (4) OUTCOMES acquired (1) (maximum 4) 30. Is familiar with the way Is familiar with the way of Is familiar with the way of Is familiar with the way of Is familiar with the way of of life of the indigenous life of the indigenous life of the indigenous life of the indigenous life of the indigenous preroman cultures in the preroman cultures in the preroman cultures in the preroman cultures in the preroman cultures in the Iberian Peninsula (Celts Iberian Peninsula (Celts Iberian Peninsula (Celts Iberian Peninsula (Celts Iberian Peninsula (Celts and Iberians) and identifies and Iberians) and and Iberians) and and Iberians) and and Iberians) and some remains of their identifies some remains of identifies some remains of identifies some remains of identifies some remains of culture, such as the Lady of their culture, such as the their culture, such as the their culture, such as the their culture, such as the Elche or the Bulls of Lady of Elche or the Bulls Lady of Elche or the Bulls Lady of Elche or the Bulls Lady of Elche or the Bulls Guisando. of Guisando, although of Guisando, although of Guisando, without too of Guisando, without any he/she experiences many he/she experiences some much difficulty difficulty difficulties difficulties 31. Identifies and knows Identifies and knows basic Identifies and knows basic Identifies and knows basic Identifies and knows basic basic aspects about the aspects about the historic aspects about the historic aspects about the historic aspects about the historic historic colonizations of the colonizations of the colonizations of the colonizations of the colonizations of the Iberian Peninsula. Iberian Peninsula, Iberian Peninsula, Iberian Peninsula, without Iberian Peninsula, without although he/she although he/she too much difficulty any difficulty experiences many experiences some difficulties difficulties

32. Identifies the date of the Identifies the date of the Identifies the date of the Identifies the date of the Identifies the date of the landing of the Romans in landing of the Romans in landing of the Romans in landing of the Romans in landing of the Romans in the Iberian Peninsula (218 the Iberian Peninsula (218 the Iberian Peninsula (218 the Iberian Peninsula (218 the Iberian Peninsula (218 a. C). a. C), although he/she a. C), although he/she a. C), without too much a. C), without any difficulty experiences many experiences some difficulty difficulties difficulties

33. Identifies Hispania as Identifies Hispania as the Identifies Hispania as the Identifies Hispania as the Identifies Hispania as the the name that the Romans name that the Romans name that the Romans name that the Romans name that the Romans gave to the Iberian gave to the Iberian gave to the Iberian gave to the Iberian gave to the Iberian Peninsula. Peninsula, although Peninsula, although Peninsula, without too Peninsula, without any he/she experiences many he/she experiences some much difficulty difficulty difficulties difficulties

LEARNING Levels of acquisition Qualification In the course of being Acquired (2) Advanced (3) Excellent (4) OUTCOMES acquired (1) (maximum 4) 34. Is familiar with some Is familiar with some Is familiar with some Is familiar with some Is familiar with some deeds and figures from the deeds and figures from deeds and figures from deeds and figures from deeds and figures from years of the conquest: the years of the conquest: the years of the conquest: the years of the conquest: the years of the conquest: Scipio Emilianus, Viriato, Scipio Emilianus, Viriato, Scipio Emilianus, Viriato, Scipio Emilianus, Viriato, Scipio Emilianus, Viriato, the siege of Numancia or the siege of Numancia or the siege of Numancia or the siege of Numancia or the siege of Numancia or Julius Caesar. Julius Caesar, although Julius Caesar, although Julius Caesar, without too Julius Caesar, without any he/she experiences many he/she experiences some much difficulty difficulty difficulties difficulties 35. Identifies the roman Identifies the roman Identifies the roman Identifies the roman Identifies the roman cultural legacy in Spain: cultural legacy in Spain: cultural legacy in Spain: cultural legacy in Spain: cultural legacy in Spain: infrastructures (bridges, infrastructures (bridges, infrastructures (bridges, infrastructures (bridges, infrastructures (bridges, aqueducts, walls, roads), aqueducts, walls, roads), aqueducts, walls, roads), aqueducts, walls, roads), aqueducts, walls, roads), language (Latin), legislation language (Latin), language (Latin), language (Latin), language (Latin), (Roman law) and religion legislation (Roman law) legislation (Roman law) legislation (Roman law) legislation (Roman law) (Christianity). and religion (Christianity), and religion (Christianity), and religion (Christianity), and religion (Christianity), although he/she although he/she without too much difficulty without any difficulty experiences many experiences some difficulties difficulties 36. Identifies some Roman Identifies some Roman Identifies some Roman Identifies some Roman Identifies some Roman remains in the Peninsula, remains in the Peninsula, remains in the Peninsula, remains in the Peninsula, remains in the Peninsula, for example, Merida, for example, Merida, for example, Merida, for example, Merida, for example, Merida, Segobriga or the aqueduct Segobriga or the Segobriga or the Segobriga or the Segobriga or the of Segovia. aqueduct of Segovia, aqueduct of Segovia, aqueduct of Segovia, aqueduct of Segovia, although he/she although he/she without too much difficulty without any difficulty experiences many experiences some difficulties difficulties 37. Knows the names of Knows the names of Knows the names of Knows the names of Knows the names of some Roman figures of some Roman figures of some Roman figures of some Roman figures of some Roman figures of Spanish origin such as the Spanish origin such as the Spanish origin such as the Spanish origin such as the Spanish origin such as the emperors Trajan and emperors Trajan and emperors Trajan and emperors Trajan and emperors Trajan and Hadrian or the philosopher Hadrian or the Hadrian or the Hadrian or the Hadrian or the Seneca. philosopher Seneca, philosopher Seneca, philosopher Seneca, philosopher Seneca, although he/she although he/she without too much difficulty without any difficulty experiences many experiences some difficulties difficulties

LEARNING Levels of acquisition Qualification In the course of being Acquired (2) Advanced (3) Excellent (4) OUTCOMES acquired (1) (maximum 4) 38. Identifies the barbarian Identifies the barbarian Identifies the barbarian Identifies the barbarian Identifies the barbarian invasions as one of the invasions as one of the invasions as one of the invasions as one of the invasions as one of the factors which influence in factors which influence in factors which influence in factors which influence in factors which influence in the fall of the Roman the fall of the Roman the fall of the Roman the fall of the Roman the fall of the Roman Empire. Empire, although he/she Empire, although he/she Empire, without too much Empire, without any experiences many experiences some difficulty difficulty difficulties difficulties

39. Identifies the date of the Identifies the date of the Identifies the date of the Identifies the date of the Identifies the date of the fall of the last emperor, fall of the last emperor, fall of the last emperor, fall of the last emperor, fall of the last emperor, Romulus Augustus, as the Romulus Augustus, as the Romulus Augustus, as the Romulus Augustus, as the Romulus Augustus, as the end of Classical Antiquity. end of Classical Antiquity, end of Classical Antiquity, end of Classical Antiquity, end of Classical Antiquity, although he/she although he/she without too much difficulty without any difficulty experiences many experiences some difficulties difficulties

Common contents for the whole stage

1 LEARNING Levels of acquisition Qualification In the course of being Acquired (2) Advanced (3) Excellent (4) OUTCOMES acquired (1) (maximum 4) 1. Obtains concrete and Makes efforts to obtain Obtains concrete and Obtains concrete and Obtains concrete and relevant information on concrete and relevant relevant information on relevant information on relevant information on events or phenomena which information on events or events or phenomena events or phenomena events or phenomena have been previously phenomena which have which have been which have been which have been delimited, using different been previously delimited, previously delimited, using previously delimited, using previously delimited, using sources. using different sources, different sources, different sources, without different sources, without although he/she although he/she too much difficulty any difficulty experiences many experiences some difficulties difficulties 2. Analyzes the information Makes efforts to analyze Analyzes the information Analyzes the information Analyzes the information obtained to select that the information obtained obtained to select that obtained to select that obtained to select that which is most relevant. to select that which is which is most relevant, which is most relevant, which is most relevant, most relevant, although although he/she without too much difficulty without any difficulty he/she experiences many experiences some difficulties difficulties 3. Develops strategies to Makes efforts to develop Develops strategies to Develops strategies to Develops strategies to organize, memorize and strategies to organize, organize, memorize and organize, memorize and organize, memorize and recuperate information memorize and recuperate recuperate information recuperate information recuperate information obtained through different information obtained obtained through different obtained through different obtained through different methods and sources. through different methods methods and sources, methods and sources, methods and sources, and sources, although although he/she without too much difficulty without any difficulty he/she experiences many experiences some difficulties difficulties

4. Manages images, tables, Makes efforts to manage Manages images, tables, Manages images, tables, Manages images, tables, graphs, diagrams and images, tables, graphs, graphs, diagrams and graphs, diagrams and graphs, diagrams and synopses in order to diagrams and synopses in synopses in order to synopses in order to synopses in order to summarize the information order to summarize the summarize the summarize the summarize the obtained. information obtained, information obtained, information obtained, information obtained, although he/she although he/she without too much difficulty without any difficulty

1 Other assessment scales: D-C-B-A; Fail, Good, Very Good, Excellent; numerical, etc. 36 Syllabus ByME Social Science 4 CAM

LEARNING Levels of acquisition Qualification In the course of being Acquired (2) Advanced (3) Excellent (4) OUTCOMES acquired (1) (maximum 4) experiences many experiences some difficulties difficulties 5. Does work and Makes efforts to do work Does work and Does work and Does work and presentations using and presentations using presentations using presentations using presentations using different media. different media, although different media different media, without different media, without he/she experiences many too much difficulty any difficulty difficulties 6. Presents orally, in a clear Makes efforts to present Presents orally, in a clear Presents orally, in a clear Presents orally, in a clear and ordered way, contents orally, in a clear and and ordered way, and ordered way, and ordered way, related with the area of ordered way, contents contents related with the contents related with the contents related with the study. related with the area of area of study, although area of study, without too area of study, without any study, although he/she he/she experiences some much difficulty difficulty experiences many difficulties difficulties 7. Utilizes the appropriate Makes efforts to utilize the Utilizes the appropriate Utilizes the appropriate Utilizes the appropriate vocabulary with precision appropriate vocabulary vocabulary with some vocabulary with precision vocabulary with precision and rigour. with precision and rigour, precision and rigour, and rigour, without too and rigour, without any although he/she although he/she much difficulty difficulty experiences many experiences some difficulties difficulties

8. Is capable of Makes efforts to be Is capable of Is capable of Is capable of summarizing, orally or in capable of summarizing, summarizing, orally or in summarizing, orally or in summarizing, orally or in written format, the orally or in written format, written format, the written format, the written format, the information obtained and the information obtained information obtained and information obtained and information obtained and the work performed. and the work performed, the work performed, the work performed, the work performed, although he/she although he/she without too much difficulty without any difficulty experiences many experiences some difficulties difficulties 9. Shows autonomy in the Makes efforts to show Shows autonomy in the Shows autonomy in the Shows autonomy in the planning and execution of autonomy in the planning planning and execution of planning and execution of planning and execution of actions and tasks and has and execution of actions actions and tasks and has actions and tasks and has actions and tasks and has 37 Syllabus ByME Social Science 4 CAM

LEARNING Levels of acquisition Qualification In the course of being Acquired (2) Advanced (3) Excellent (4) OUTCOMES acquired (1) (maximum 4) initiative in the taking of and tasks and has initiative in the taking of initiative in the taking of initiative in the taking of decisions. initiative in the taking of decisions, although decisions, without too decisions, without any decisions, although he/she experiences some much difficulty difficulty he/she experiences many difficulties difficulties 10. Demonstrates attitudes Makes efforts to Demonstrates attitudes of Demonstrates attitudes of Demonstrates attitudes of of self-confidence, critical demonstrate attitudes of self-confidence, critical self-confidence, critical self-confidence, critical thinking, personal initiative, self-confidence, critical thinking, personal thinking, personal thinking, personal curiosity, interest, creativity thinking, personal initiative, curiosity, initiative, curiosity, initiative, curiosity, and enterprising spirit in the initiative, curiosity, interest, creativity and interest, creativity and interest, creativity and face of the circumstances interest, creativity and enterprising spirit in the enterprising spirit in the enterprising spirit in the which surround him/her. enterprising spirit in the face of the circumstances face of the circumstances face of the circumstances face of the circumstances which surround him/her, which surround him/her, which surround him/her, which surround him/her, although he/she without too much difficulty without any difficulty although he/she experiences some experiences many difficulties difficulties

11. Assumes Makes efforts to assume Assumes responsibilities Assumes responsibilities Assumes responsibilities responsibilities for what is responsibilities for what is for what is done, said or for what is done, said or for what is done, said or done, said or the decisions done, said or the the decisions which are the decisions which are the decisions which are which are made. decisions which are made, although he/she made, without too much made, without any made, although he/she experiences some difficulty difficulty experiences many difficulties difficulties 12. Participates in group Makes efforts to Participates in group Participates in group Participates in group activities and in social life participate in group activities and in social life activities and in social life activities and in social life adopting responsible, activities and in social life adopting responsible, adopting responsible, adopting responsible, constructive, collaborative adopting responsible, constructive, collaborative constructive, collaborative constructive, collaborative and respectful behaviour constructive, collaborative and respectful behaviour and respectful behaviour and respectful behaviour with the ideas and opinions and respectful behaviour with the ideas and with the ideas and with the ideas and of others. with the ideas and opinions of others, opinions of others, without opinions of others, without opinions of others, although he/she too much difficulty any difficulty although he/she experiences some experiences many difficulties

LEARNING Levels of acquisition Qualification In the course of being Acquired (2) Advanced (3) Excellent (4) OUTCOMES acquired (1) (maximum 4) difficulties 13. Values the importance Makes efforts to value the Values the importance of Values the importance of Values the importance of of a peaceful and tolerant importance of a peaceful a peaceful and tolerant a peaceful and tolerant a peaceful and tolerant coexistence between the and tolerant coexistence coexistence between the coexistence between the coexistence between the different human groups on between the different different human groups on different human groups on different human groups on the basis of universally human groups on the the basis of universally the basis of universally the basis of universally shared democratic values basis of universally shared democratic values shared democratic values shared democratic values and human rights. shared democratic values and human rights, and human rights, without and human rights, without and human rights, although he/she too much difficulty any difficulty although he/she experiences some experiences many difficulties difficulties

14. Uses cooperation and Makes efforts to use Uses cooperation and Uses cooperation and Uses cooperation and dialogue as a way to avoid cooperation and dialogue dialogue as a way to dialogue as a way to dialogue as a way to and resolve conflicts. as a way to avoid and avoid and resolve avoid and resolve avoid and resolve resolve conflicts, although conflicts, although he/she conflicts, without too much conflicts, without any he/she experiences many experiences some difficulty difficulty difficulties difficulties 15. Identifies situations of Makes efforts to identify Identifies situations of risk Identifies situations of risk Identifies situations of risk risk for the life or safety of situations of risk for the for the life or safety of for the life or safety of for the life or safety of people. life or safety of people, people, although he/she people, without too much people, without any although he/she experiences some difficulty difficulty experiences many difficulties difficulties 16. Knows how to act after Makes efforts to know Knows how to act after an Knows how to act after an Knows how to act after an an accident and in different how to act after an accident and in different accident and in different accident and in different emergency situations. accident and in different emergency situations, emergency situations, emergency situations, emergency situations, although he/she without too much difficulty without any difficulty although he/she experiences some experiences many difficulties difficulties 17. Applies techniques of Makes efforts to apply Applies techniques of Applies techniques of Applies techniques of assistance, performing first techniques of assistance, assistance, performing assistance, performing assistance, performing 39 Syllabus ByME Social Science 4 CAM

LEARNING Levels of acquisition Qualification In the course of being Acquired (2) Advanced (3) Excellent (4) OUTCOMES acquired (1) (maximum 4) aid and knows when, under performing first aid and first aid and knows when, first aid and knows when, first aid and knows when, no circumstances, he/she knows when, under no under no circumstances, under no circumstances, under no circumstances, must act. circumstances, must must he/she act, although must he/she act, without must he/she act, without he/she act, although he/she experiences some too much difficulty any difficulty he/she experiences many difficulties difficulties

18. Knows how to alert the Makes efforts to know Knows how to alert the Knows how to alert the Knows how to alert the rescue services. Knows the how to alert the rescue rescue services. Knows rescue services. Knows rescue services. Knows emergency telephone services. Knows the the emergency telephone the emergency telephone the emergency telephone number. emergency telephone number, although he/she number, without too much number, without any number, although he/she experiences some difficulty difficulty experiences many difficulties difficulties 19. Knows the contents and Makes efforts to know the Knows the contents and Knows the contents and Knows the contents and usage of a first aid kit. contents and usage of a usage of a first aid kit, usage of a first aid kit, usage of a first aid kit, first aid kit, although although he/she without too much difficulty without any difficulty he/she experiences many experiences some difficulties difficulties 20. Knows the measures for Makes efforts to know the Knows the measures for Knows the measures for Knows the measures for prevention and self- measures for prevention prevention and self- prevention and self- prevention and self- protection in case of and self-protection in case protection in case of protection in case of protection in case of emergencies and of emergencies and emergencies and emergencies and emergencies and catastrophes. catastrophes, although catastrophes, although catastrophes, without too catastrophes, without any he/she experiences many he/she experiences some much difficulty difficulty difficulties difficulties 21. Develops the abilities Makes efforts to develop Develops the abilities Develops the abilities Develops the abilities which enable the abilities which enable which enable which enable which enable communication with the communication with the communication with the communication with the communication with the emergency telephone. emergency telephone, emergency telephone, emergency telephone, emergency telephone, although he/she although he/she without too much difficulty without any difficulty experiences many experiences some 40 Syllabus ByME Social Science 4 CAM

LEARNING Levels of acquisition Qualification In the course of being Acquired (2) Advanced (3) Excellent (4) OUTCOMES acquired (1) (maximum 4) difficulties difficulties 22. Knows the public Makes efforts to know the Knows the public system Knows the public system Knows the public system system of civil protection. public system of civil of civil protection, of civil protection, without of civil protection, without protection, although although he/she too much difficulty any difficulty he/she experiences many experiences some difficulties difficulties

12. ASSESSMENT IN OUR EDUCATIONAL PROJECT

12.A) ASSESSMENT TOOLS

Formative assessment (Informal)  Teacher’s evaluation of the unit  Look back sections at the end of each unit.  Term review sections at the end of every term.

Summative assessment (Formal)  Diagnostic test: provides an overview of the unit and allow you to assess the students’ prior knowledge.  End-of-unit test: in addition to the Review section at the end of each unit, this summative test can be used to evaluate students’ progress after studying the unit content.  End-of-Term test: makes it possible to assess the pupil's progress throughout the term.

Self- assessment  Self-evaluation section at the end of each unit Rubrics  ByME Social Science 4 Rubrics

12.B) TYPES OF EVALUATION  Initial evaluation (Diagnostic): Al the beginning of each course of Primary Education, teachers will carry out an initial evaluation of students, which will allow them to take the right decisions and relevant measures related to reinforcement.  Continuous evaluation (Formative): Continuous evaluation will have a formative character. Its aim will be to assess the teachers and to help students in the teaching and learning processes, as well as to adopt the relevant decisions to help them overcome any possible difficulties.  Final evaluation (Accumulative): At the end of each school year, teachers will carry out the final assessment of the students' results. This assessment of the academic results will be recorded in the evaluation documents including the relevant marks, both positive and negative.

 Individual assessment of the Third year of Primary Education: The schools will do an individual assessment to all the students at the end of the third year of Primary Education, checking their mastery of the skills and abilities in oral and written expression and comprehension, calculation and problem solving, related to the level of acquisition of both linguistic communicative competence and mathematical competence.  Final Assessment of Primary Education: At the end of the sixth year of Primary Education, students will do an end-of-stage individual assessment, where teachers will check the level of acquisition of the competence in linguistic communication, and of the competence in mathematics, science and technology, as well as the achievement of the objectives of the stage.

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

Evaluation Resources % Observations

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

Promotion Criteria Observations

13. ASSESSMENT OF THE TEACHING-LEARNING PROCESS

YEAR: ______GROUP: ______EVALUATION1 1ª 2ª 3ª

13.1.COORDINATION OF TEACHING TEAM DURING THE TERM Number of coordination meetings maintained: ______rate2 of attendance: ______Number of evaluation sessions maintained: ______rate of attendance: ______Remarks:

13.2. ADJUSTMENT OF TEACHING PROGRAMMING Number of lessons during the term:

Number of expected lessons

Number of lessons taught

Percentage

1 Mark as proceed. 2 Obtained of the arithmetic mean from rates of sessions done, dividing the number of participant teachers in each session by total members of teaching team. 45 Syllabus ByME Social Science 4 CAM

Organization and teaching methodology:

INDICATORS EVALUATION1 1 2 3 4 a) Spaces b) Times c) Resources and educational materials d) Grouping e) Other (specify)

Remarks:

Aptitude of evaluation instruments used:

Other aspects to highlight:

1 Being 4 the superior value and 1 the inferior. 46 Syllabus ByME Social Science 4 CAM

14. SPECIFIC METHODOLOGY IN BYME SOCIAL SCIENCE 4 CAM

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

AIMS OF THE COURSE The course follows the Social Science syllabus as laid out by the LOMCE. It is an integrated study of the physical characteristics of Earth and the social, cultural and historical aspects of the world we live in. ByME Social Science aims to develop pupils’ scientific knowledge and language skills. Given the challenge of teaching Social Science in a bilingual classroom, it is important that language does not overwhelm the content, nor vice versa. For that reason, this programme was designed to ensure a unique balance between language and content. The guiding principles are simplicity and motivation – ByME Social Science is interesting and engaging for the pupil and user-friendly to the teacher. It features: • A simple, fixed unit structure to ensure easy navigation. • A fresh and clear design with a dynamic mix of age-appropriate illustrations and attractive photography, providing visual aids that facilitate comprehension. • A focus on scientific method in order to develop pupils’ investigative and presentation skills. • A real sense of progression through the levels with a fun, accessible feel to the early levels – with songs, characters and stories – and a more mature and scientific approach in higher levels, a clear bridge to Secondary. • Flexibility, with many extra, non-content pages, allowing for easy adaptation to specific teaching situations. • Scientific literacy instruction to support content learning in English through reading, writing, speaking and listening activities. • A wide range of additional resources. This course also aims to address the children’s education beyond the scope of Social Science through: • Activities designed to prepare children for the question types found in the most common external exams. • Study skills sections where children are introduced to techniques for improving their own learning. • Cooperative Learning projects designed to instil collaboration and teamwork as important life skills. • A strong focus on ethics and values, encouraging children to engage with the world around them, appreciate its complexities and problems, and develop social responsibility. • Attention to higher-order thinking skills to give children opportunities to apply what they know. • Problem-based activities to encourage critical thinking.

CLASSROOM MANAGEMENT

Assessment

Formative and summative assessments are essential in any Science class. In order to develop scientific competences, pupils need to reflect on their work as well as the work of others. In addition to the printable tests available in the Digital resources, there are also evaluation sheets for each unit to help keep track of your pupils’ progress. These are fully compliant with the evaluation criteria and learning standards as set out by the Spanish curriculum.

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

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

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

Procedures Procedures and routines are essential in class. These should be introduced gradually throughout the first term and practiced on a regular basis. Positive reinforcement can help the acquisition of these procedures and routines. Helpful procedures and routines for Science class include: - Listening routine Use a quick and simple chant to get pupils’ attention. Teacher: 1, 2, 3. Look at me. 48 Syllabus ByME Social Science 4 CAM

Pupil: 1, 2. I’m looking at you. - Attention routine Sometimes during class, the teacher may need to stop the pupils in order to give them further instructions. Many pupils find it difficult to stop working and choose to keep reading, writing, discussing, etc. Using a bell, xylophone or other musical instruments can be useful in getting pupils’ attention, or the teacher can use a quick chant: I’ve got something important to say. Put your hands on your (head) and look my way. Pupils are to leave their work and put their hands on their head. The teacher can change the word head for other parts of the body (e.g. knees, shoulders, etc.). - Moving desks procedure Design a seating arrangement that will require the least amount of moving. Have pupils practice moving their desks quickly, quietly and carefully from rows to groups and back to rows again. Placing coloured tape on the floor can be helpful. - Distributing materials procedure Design a procedure for handing out materials. A helper (or helpers) can be selected every week to help hand them out. This role can be used as a reward for good behavior. - Cleaning up procedure Design a cleaning up procedure for different types of Find outs. Helpers can be useful in this procedure. There are many cleaning up songs on YouTube. You can choose one and play it while pupils clean up.

HELPFUL TIPS

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

Presenting key content The ByME Pupil’s Books for Level 4 present large amounts of information in both textual and visual formats. At this level, pupils continue to develop their literacy skills. To encourage active participation and develop confidence at this level, teachers are recommended to use a variety of reading activities to help pupils develop fluency and confidence while reading. There are a variety of activities that can be done before, during and after reading to help pupils get the most out of the text. 49 Syllabus ByME Social Science 4 CAM

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

Response to reading Reading strategies can be explored before, during and after reading the text to provide pupils with a purpose for reading and aid comprehension: Making predictions: The teacher asks pupils to look at the illustrations and photos on the page and scan the text for key words. Then the pupils make predictions about what they will be reading about. Word meanings: Pupils look through the text to find unfamiliar words. These words can be defined by classmates, the teacher or with the use of a dictionary. Word meanings in context: The teacher encourages pupils to define new words and important vocabulary by using the text in the sentence around it. Main idea: Pupils look for the sentence(s) that describes the main idea of each paragraph. Paraphrasing: Pupils use their own words to retell what they have just read. Summarising: Pupils use key words to describe the main idea of the text. Organising information: Pupils sort, categorise or classify the information from the text. Cause and Effect: Pupils look for examples of cause and effect in the text. The cause explains why something happened. The effect is the description of what happened. 50 Syllabus ByME Social Science 4 CAM

Compare and contrast: Pupils take two main concepts and discuss how they are different and how they are similar. Making connections: Pupils focus on new vocabulary or a new concept and make a connection to their personal life and experiences or to previous learning. Sequence: Pupils discuss or write the sequence of a process or event. Drawing conclusions: Pupils use the information they already know and the information from the text to draw conclusions. Asking questions: Pupils use the information from the text to ask new questions that require further investigation.

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

Flashcards and wordcards Flashcards and word cards can be used in endless ways, from presenting or consolidating concepts or vocabulary to providing revision before the end-of-unit tests or at the beginning of a lesson. Here are a number of ideas to help get the most out of these useful resources: Slow Reveal: Cover the wordcards or flashcards with a sheet of paper (or similar). Take hold of the wordcards or flashcards and slowly reveal it over the top of the paper. Encourage pupils to guess the word. Quick flash: Place a group of wordcards or flashcards in a pile facing you. Quickly, turn the pile around to face the pupils, then turn it back. The pupils say the word they saw. Odd one out: Stick three wordcards or flashcards on the board (two that are similar and one that is different). Ask which is the odd one out. Encourage pupils to name the card that is different and to tell you why. What’s missing? Stick 6 to 8 wordcards or flashcards on the board one by one, naming them as you do so. Then take all the wordcards down and mix them up. Ask a volunteer to come out to the front and choose one (without showing it to anyone). Place the remaining cards on the board again, encouraging the pupils to name them as you do so. Ask the pupils What is missing? Encourage them to name the wordcards the pupil has in their hand. Tap it: Divide the class into two teams. Stick 4 to 6 wordcards up on the board in reach of the pupils. Call a pupil from each team to stand in front of the cards. Say the definition or give a clue about one of the words. The first pupil to tap the correct card gets a point. Mix the cards up and invite two other pupils to play.

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

Stand up if…: Pupils listen to the statements you make. If they think your statement is true, they stand up. If they think it is false, they remain seated. Between statements, pupils sit down. The game can also be played with flashcards. Hold up a flashcard and make a true or false statement about what is on the flashcard. Pupils stand up if it is true. Repeat if true: Pupils listen to your statements. If they think your statement is true, they repeat it. If they think it is false, they shake their heads and remain silent. Chinese whispers: Have pupils stand one behind the other, in 3 lines of equal numbers. Whisper a sentence to the pupil at the end of each line at the same time. They must whisper the sentence to the next person in their line, who whispers it to the next until it is passed down all the way to the first person in the line. The pupil at the front of the line puts up their hand when they think they know the sentence or runs and circles a flashcard or wordcard on the board). Backs to the board: Divide the class in half, into two teams. Place two chairs at the front of the class, each chair facing a team. Ask one pupil from each team to come and sit in the chair, facing their team but with their backs to the board. Write a word or put up a flashcard on the board behind the pupil’s backs and insist that they do not turn round. (Ensure the class understand the word you have written). Encourage the teams to mime the word on the board to their team member who must guess what it is. The team member who guesses first gains a point for their team. Two new team members then come to the chairs. Noughts and crosses: Draw a noughts and crosses grid on the board and write numbers in each square. Divide the class into two teams and choose one team to be noughts and one team to be crosses. For each number prepare a question or true false statement. Each team takes turns to choose a number. If they answer your question correctly, a team member can come up to the board and replace the number with a nought or a cross. The winning team is the first to get three noughts (or crosses) in a line. Bingo: Pupils fold an A5 piece of paper in half, in half again, and in half one more time. When they open the paper up, they should have a grid with eight squares. Pupils draw (or write) 8 items from your lesson (planets, jobs, etc.). Draw a grid with eight squares on the board. Draw items one at a 52 Syllabus ByME Social Science 4 CAM

time in your grid. If pupils have that same item in their grid, they can cross it out. When a pupil has crossed all the items out in their grid that are the same as yours, they can shout Bingo! Use the other side of the paper to start a new game. Listen and do: Pupils listen carefully to two instructions at the same time e.g. Wiggle your hips. Make an angry face; touch something made of wood with your elbow. Scratch your head. When pupils get good at remembering and following two instructions at a time, increase it to three. Run to the corners: This is best played in the playground or gym. Label the corners of the space you are in with different categories. Organise pupils into groups. Give names to the different groups (towns, units of time). Call out the group name and a vocabulary item. The group must run to the correct corner. Hangman (man on a raft): Instead of a hanging man, draw a man standing on a raft (ten circles under him on a rough river or sea). Draw a crocodile or shark in a corner of the board. Draw spaces for the letters of a word you want pupils to guess. If pupils guess a letter in the word correctly, write it in the correct space. If the letter does not appear in the word, write it under the crocodile or shark, and rub out a circle of the raft. Pupils must guess the word before the raft is totally rubbed away (and the man is eaten by the shark or crocodile!).

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

15. MATERIALS OF BYME SOCIAL SCIENCE 4 CAM

 Pupil’s Book A 102-page Pupil’s Book including: A two-page introductory unit introducing pupils to the characters that will accompany them on their learning experience; Ana and Tom in the case of Social Science 4. Six main units of 12–14 pages. Three end-of-term review sections. A picture dictionary.

 Activity Book An optional 64-page Activity Book comprised of six full-colour pages per unit that offers: - a range of engaging exercises to consolidate and extend the topics covered in the Pupil’s Book - additional reading and writing practice of the science content - a mini-project designed to encourage pupils to explore scientific concepts and methods at home or in the classroom - a bilingual glossary to support language learning

 Modules The modules offer an ideal solution to teaching contexts where only a limited amount of hours in English are available. Each module combines a unit of the Pupil’s Book with the corresponding Activity Book unit

Teacher’s materials

 Teacher’s Book The full-colour Teacher’s Book includes easy-to follow, flexible lesson plans and practical support specially designed for English teachers teaching Science. A clear, simple design helps ease-of reference even in the most challenging teaching situations. The Teacher’s Book fully addresses the new curriculum through: - careful attention to content, evaluation criteria and learning standards - treatment of the updated key competences in correlation with the learning standards - clearly identified key content and extras sections, enabling teachers to focus on minimum content or extend their lessons according to their timetable - full answer key to all the questions and activities in the Pupil’s Book and the Activity Book.

 Class audio CD

Included with the Level 4 Teacher’s Book, the Class audio CD offers the key recordings for the Pupil’s Book in a traditional, easily accessible format. It can be played on dedicated audio players or on the computer. It includes: - Recordings of the introductory texts of the content pages - External exam-style recordings for listening skills practice - Quiz answer audio for self-assessment of end-of-term reviews Free access to the complete, unabridged audio is available through the Digital resources, where recordings of all Pupil’s Book reading texts can be found.

 Posters, digital flashcards and wordcards Digital posters are available for added visual support in the classroom, providing additional opportunities for vocabulary practice and revision. Digital flashcards are provided for all levels. Wordcards are provided through the digital resources and can be downloaded and printed. Ideas for using these classroom materials are provided in the Teacher’s Book. - Full-colour posters to illustrate the most important topics and vocabulary. - Full-colour flashcards (available through the digital resources). - A large number of wordcards featuring key content vocabulary for each unit (available for print through the Digital resources).  Printable resources Extra printable resources are provided online through the Digital resources. These include: • unit tests. • end-of-term tests. • evaluation grids. • letters to families to help involve parents and carers in their children’s learning.

DIGITAL RESOURCES Extensive digital resources are provided. Their focus is a projectable, fully navigable version of the Pupil’s Book. This includes a spot-zoom facility to increase ease of- use and facilitate navigation in dynamic classroom moments. It also provides direct access to the entire course audio as well as the Activity Book, Teacher’s Book, interactive digital resources and the printable classroom materials already mentioned. Interactive digital resources include: - Slide presentations: (two types are provided) • Step-by-step experiments and projects from the Pupil’s Book. • Unit summary presentations to be used as an introduction to or revision of key content. - Activities: A variety of activities to revise unit vocabulary and concepts Definitions, Wordsearch, Memory games, Classification, Labelling, Spelling, Read and reveal activities - Posters: Interactive versions of the posters.

- Flashcards: Flashcards available in digital format provide a practical image bank. - Audio: Complete, unabridged audio expanding on the Class audio CD. Here all the Pupil’s Book reading texts can be found. An excellent pronunciation aid and useful for dictations. - Songs and chants: Especially oriented towards younger learners, however, also available for higher levels for those teachers whose method is especially dynamic or musical. - Videos: Links to useful videos chosen to highlight and expand on key topics in a fun and dynamic way. bilingualbyme.com The ByME website is home to a wealth of articles, videos, activities and useful links. It also provides support for parents, providing tips and ideas on how to help their children’s learning.

HOW TO USE THE PUPIL’S BOOK

Unit introduction Opening spread

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

- A large illustration introduces children to the key vocabulary and concepts of the unit in an entertaining and accessible way. The illustrations always feature the Level 4 Social Science course characters Ana and Tom on a school field trip. In some units you will also be able to find Alex and Carla, their Natural Science friends, creating a charming visual link between the two subjects.

- Activities can be formulated as group activities or discussions to encourage cooperative learning. They are designed to encourage pupils to think for themselves and draw on their prior knowledge.

- A song with a related activity reviews key vocabulary from the illustration.

Story, external exam practice and project work

- Page three features a fun but informative story that shows the children enjoying an adventure on their field trip. A dramatization of the story can be listened to on the Class CD or on the digital component. The story activities are designed to reflect the most common activities found in external exams.

- On the facing page pupils are introduced to the concept of organising and presenting their knowledge in different ways. The content is presented in the form of Ana and Tom’s school trip project.

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

- Did you know? and In other words boxes provide pupils with fun snippets of information or explain complex terms with a twist.

- Content pages are richly illustrated with a careful balance of text and image in order to facilitate comprehension in all learner types and maximize engagement with the content.

- Higher order thinking skills are introduced through the use of graded activities. Activities on the left are revision questions directly related to the content on the double page, while activities on the right provide greater challenge, encouraging children to think, investigate and make connections.

- Course characters are repeated throughout the unit presenting the key concepts visually in order to facilitate comprehension.

Unit conclusion

Each unit closes with four pages in which content is extended and revised. These pages are optional, giving the course added flexibility. They can be included or left out depending on each teacher’s timetable and needs.

Find out: This page extends the content through an accessible, fun experiment, investigation or project.

Think about it: On the facing page pupils are offered a values-oriented link to the same content. Here, pupils are also given the opportunity to develop their presentation skills.

Look back

Unit revision pages ensure that pupils’ progression is regularly checked and reviewed. Each review section is divided into Study Skills and more traditional review activities, designed to check both learning of content and language.

- More traditional review questions check progress while also offering ample opportunity for language practice with reading and writing activities.

- Study skills: pupils are introduced to a variety of visual organisers. The aim is to help pupils further their own learning process.

- Each unit contains a different dynamic revision activity allowing pupils to build up their own set of revision materials and have fun with their classmates at the same time.

- A final pairwork activity encourages self-evaluation while also practising speaking and listening, and language structures.

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

Think together Cooperative learning project: A final group project takes these communication and collaboration skills further and gives students the opportunity to engage with a key theme from a different point of view while having fun at the same time! These cooperative activities are carefully adapted to the age group. The group dynamics used are fully described in the Cooperative Learning article.

Term review

- Science Quiz follows a traditional question and answer format as well as offering the opportunity for practising listening skills.

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

End pages Maps The book ends with a map section.

Optional Activity Book The Activity Book is ideal for homework or for increasing the amount of pupils’ reading and writing practice. There are also innovative new sections to encourage family participation and practise the question types found in the most common external exams.

Find out at home! projects are designed to encourage parents or carers to engage with pupils’ learning through simple investigative projects to be carried out in the home.

Skills check helps pupils to review content while also offering them extensive practice of the most common activity and question types found in external language exams. 58 Syllabus ByME Social Science 4 CAM

HOW TO USE THE TEACHER'S BOOK

Preliminary pages The Teacher’s Book includes a variety of articles with practical ideas on how to get the most out of the lesson.

Helpful tips & Classroom management The section Helpful tips is set out as a reference resource. Here you will find endless ideas on setting up reading tasks, maximising the classroom materials, and keeping your pupils motivated through a variety of activity types. The Classroom management section provides some general ideas about managing your class in order to create a productive environment in which all pupils are able to flourish.

- Presenting key content: this section addresses the perennial problem of how to make reading in class dynamic, productive and stimulating.

- Flashcards and wordcards: flashcards and wordcards are incredibly effective tools if used appropriately. This section offers a wide range of suggestions on how to make these useful resources work for you.

- More activities: more activities that can be adapted to specific teaching contexts, be it for revision, reinforcement or extension in a mixed-abilities situation, or to occupy Extra ideas while the rest of the class finish.

- Classroom organization: provides clear rules for behavior which the pupils themselves are asked to help define.

- Procedures: ways of sequencing a class session, with suggestions for routines that can be repeated from class to class.

- Time management: suggestions for working to a limited timetable. ByME Teacher’s Books give teachers the option of focusing on key content, incorporating clearly marked extras only if time allows.

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

- Introduction to Cooperative Learning: a general theoretical background on CL, defining its main principles and benefits.

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

Content maps Each unit and Cooperative Learning section begins with a content map, fully compatible with the LOMCE curriculum, to help the teacher see at a glance the content, evaluation criteria, learning standards and key competences ahead. - Learning standards, evaluation criteria and content: all key elements of the LOMCE curriculum are clearly mapped out for each unit. - Key competences: related to each learning standard. LIN: Competence in linguistic communication MST: Competence in mathematics, science and technology DIG: Digital competence LTL: Competence in learning to learn SOC: Competence in social awareness and citizenship AUT: Competence in autonomous learning and personal initiative CUL: Competence in artistic and cultural awareness - Page references: indicate where each learning standard is covered.

Unit information

- Unit summary: an overview of the lesson, highlighting the main topics and outcomes, as well as identifying areas that are popular with or difficult for pupils. - Experiment: helps prepare for the Find out ahead of time. Especially important where experiments require pupils to bring materials. - Materials: materials required for each lesson and reminders for pupils of materials they should bring from home for upcoming activities. - Values and attitudes: aims to make the content relevant to pupils, helping them to understand how it affects them directly and why it should matter to them. - Evaluation material: a short description of the evaluation aids available. - Digital resources: an index of the materials and activities available through the digital resources.

Lesson plans

There are step-by-step lesson plans for all units and term sections. - Visual page reference: a full colour image of the Pupil’s Book for the teacher’s reference.

- Lesson information at a quick glance: lesson summary, language focus and materials to help prepare lessons ahead of time. - Opening and closing activities: each lesson begins and ends with flexible activities that can be reduced or extended according to time available. - Step-by-step lesson plans: teacher tips on presenting textual and graphic content, and instructions for guiding pupils through the activities - Extra ideas: activities for pupils who finish the lesson early.

Activity Book solutions & Audio scripts

- Activity Book solutions: provided at the end of the unit making the Teacher’s Book a one-stop reference for all the materials of each course. - Audio tracks: the last page of each unit of the Teacher’s Book has a simple to use audio track reference. The audio tracks are also marked clearly on each page image in the lesson plans.

HOW TO USE THE DIGITAL RESOURCES

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

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

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

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

- Through an innovative, easy-to-use spot zoom facility, there is ready access to the complete audio.

- The Digital resources include: • extensive interactive activities (see images below) • accessible unit review and experiment presentations with integrated audio • all the songs and chants with the lyrics and a karaoke effect • access to fun videos which bring key topics to life • interactive versions of the course posters • access to printable resources and a PDF version of the Teacher’s Book

- Digital activities to practise key vocabulary vary for each level but include: 61 Syllabus ByME Social Science 4 CAM

• Labelling activities • Memory games • Read and reveal activities • Wordsearches • Classification and definition activities

16. MEASURES FOR STUDENTS WITH SPECIAL NEEDS

Measures will be applied, as indicated in chapter II of title I of the Law 2/2006, of the 4 th of May, in articles 71 to 79 bis, to those students who require a different educational attention. Teachers will apply the most appropriate measures so that the assessment conditions are adapted to those students with special educational support needs.

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

Criteria Procedure

17. USE OF INFORMATION AND COMMUNICATION TECHNOLOGY

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

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

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

USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN BYME SOCIAL SCIENCE 4 (CAM) Extensive digital resources are provided. Their focus is a projectable, fully navigable version of the Pupil’s Book. This includes a spot-zoom facility to increase ease-fuse and facilitate navigation in dynamic classroom moments. It also provides direct access to the entire course audio as well as the Activity Book (with all answers included), Teacher’s Book, interactive digital resources and the printable classroom materials. Interactive digital resources include: - Slide presentations: (two types are provided) • Step-by-step experiments and projects from the Pupil’s Book. • Unit review presentations to be used as an introduction to or revision of key content. - Activities: A variety of activities to revise unit vocabulary and concepts Definitions, Wordsearch, Memory games, Classification, Labelling, Spelling, Read and reveal activities. - Posters: Interactive versions of the posters. - Flashcards: Flashcards available in digital format provide a practical image bank. - Audio: Complete, unabridged audio expanding on the Class audio CD. Here all the Pupil’s Book reading texts can be found. An excellent pronunciation aid and useful for dictations. - Songs: Especially oriented towards younger learners, however, also available for higher levels for those teachers whose method is especially dynamic or musical. - Videos: Links to useful videos chosen to highlight and expand on key topics in a fun and dynamic way. bilingualbyme.com 64 Syllabus ByME Social Science 4 CAM

The ByME website is home to a wealth of articles, videos, activities and useful links. It also provides support for parents, providing tips and ideas on how to help their children’s learning.

18. TEACHING AND ORGANISATIONAL RESOURCES

School

Address

Town/city Province Post code

SOCIAL SCIENCE DEPARTMENT 1. 2. 3. 4.

STUDENT’S DISTRIBUTION Year Number of students Number of groups Primary 4th year

DIFFERENT GROUPS’ NEEDS

Group A

Group B

Group C

SPECIFIC INDIVIDUAL NEEDS Group A Student Student Student

Group B Student Student Student

Group C Student Student Student

ORGANISATION OF RESOURCES Resources available in the school (delete as appropriate) Video and TV CD/ Cassette player Video camera Computers IW (Interactive Whiteboards)

Notes:

Rooms / spaces available in the school (delete as appropriate) Foreign Language rooms Language Laboratory Computer room Playground Gymnasium Theatre Library

Notes:

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

Other:

CLASS TIMETABLES

Teacher: Monday Tuesday Wednesday Thursday Friday

19. SUPPLEMENTARY ACTIVITIES

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

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

Course Activity Date Teachers

20. DIDACTIC UNITS

UNIT Page

Meet Ana and Tom 74

UNIT 1. Earth and space 76

UNIT 2. Weather and climate 81

TERM 1 Think together 86

UNIT 3. Water 89

UNIT 4. Rock and minerals 94

UNIT 5. Prehistory 102

UNIT 6. Ancient History 107

Meet Ana and Tom

OBJECTIVES OF THE UNIT

Throughout this unit, the students will be able to:

 Introduce the course characters, Ana and Tom.

 Activate the previous knowledge and stimulate their curiosity.

KEY PAGE CONTENT EVALUATION CRITERIA LEARNING OUTCOMES COMPETENCES1 S Meet Ana and The aim of these introductory pages is to introduce Answer Ana and Tom’s questions. LIN, MST, DIG, LTL, SOC, 4 Tom. the course characters, Ana and Tom. AUT, CUL

Match the objects to Ana and Tom’s clues. LIN, MST, DIG, LTL, SOC, 4 AUT, CUL

Recognise each person. LIN, MST, DIG, LTL, SOC, 5 AUT, CUL

Read about some of the things they will learn LIN, MST, DIG, LTL, SOC, 5 about in their new Social Science book. AUT, CUL

VALUES AND ATTITUDES

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

MIXED ABILITY

1 Key Competences: LIN: Competence in linguistic communication. MST: Competence in mathematics, science and technology; DIG: Digital competence; LTL: Learning to learn; SOC: Social and civic competences; AUT: Sense of initiative and entrepreneurship; CUL: Cultural awareness and expression 72 Syllabus ByME Social Science 4 CAM

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

USE OF INFORMATION AND COMMUNICATION TECHNOLOGY

 Digital wordcards

ASSESSMENT RESOURCES

Rubrics:  ByME Social Science 4 Rubrics

LANGUAGE  Like / don’t like + verb + ing  instruments, famous people

UNIT 1. Earth and space

 Review and further develop their knowledge of the Earth and space through the work of different astronomers and explorers.

 Look at ways of measuring and representing the Earth.

 Learn about six famous astronomers.

 Review some astronomers’ teachings in a school trip story.

 Learn about the movements of the Earth and the Moon.

 Study maps, atlases and globes, including the concepts of hemispheres, latitude and longitude.

 Explore the use of telescopes to study the Universe and how the Space Race resulted in many scientific advances.

KEY PAGE CONTENT EVALUATION CRITERIA LEARNING OUTCOMES COMPETENCE S S1 The Earth: movements. Identify and represent the Earth’s Identifies and represents the Earth’s axis MST, LTL 10 axis and the geographical poles. and the geographical poles. Identifies images that show the Earth’s orbit MST, LTL 10 around the Sun, as well as its rotation.

Representing the Earth. Understand the concepts of Represents the parallels and meridians of MST, LTL 13 parallels/lines of latitude and the Earth. meridians/lines of longitude.

KEY PAGE CONTENT EVALUATION CRITERIA LEARNING OUTCOMES COMPETENCES S Distinguishes between lines of latitude and MST, LTL 13 lines of longitude.

Earth and space: history and exploration. Understand some of the history of Knows the uses of the telescope. MST, CUL, LTL 14, 16 our knowledge of space and its exploration. Understands how people reached the MST, CUL, LTL 8, 9 conclusion that the Earth is round.

Describes some of the journeys people MST, CUL, LIN 15 have made into space and the moon landing. Initiation to Scientific knowledge and its Research, select and analyse Obtains concrete and relevant information LTL 9, 11-17 application to Social Science: research, information. about specific facts using different sources. selection and analysis of information. Analyses the information to select the most LTL 9, 11-17 relevant. Develops strategies to organise, memorise, LTL 9, 11-18 and recall the information. Uses images, graphs, tables, summaries, LTL, AUT, MST 16-18 etc. to display the information. Presentation of work. Present work carried out clearly Carries out work and presentations using LTL, AUT, DIG 16, 17 using different media. different media. Expresses orally, clearly and in order, LTL, AUT, LIN 15-17 contents related to the area of study. Uses the correct vocabulary with precision LTL, AUT, LIN 6-19 and care. Is capable of summarising, orally or in LTL, AUT, LIN 9, 16, writing, the information obtained and the 17 work carried out. Personal skills. Develop social skills: responsibility, Shows autonomy in the planning and LTL, AUT 16-18 effort and concentration while carrying out of actions and tasks and takes studying. the initiative in decision making. Shows confidence in themselves, critical LTL, AUT 16-17 sense, personal initiative, curiosity, interest and creativity.

KEY PAGE CONTENT EVALUATION CRITERIA LEARNING OUTCOMES COMPETENCES S Takes responsibility for what they do, say LTL, AUT, SOC 16-17 and the decisions they take.

 In this unit, pupils will learn to appreciate how humans came to the conclusion that the Earth is round and how we have come to understand the Solar System. Pupils to think about:  how time and the seasons change depending on where on the Earth we live so that when it is summer in the Northern hemisphere, it is winter in the Southern hemisphere.  how representations of the Earth, such as maps and globes, are always slightly inaccurate and necessarily leave out some information.  how each new discovery about the Earth and the Universe has built on previous scientific knowledge, and how there is still a lot to learn about space.

Think about it  The Think about it page in this unit focuses on great discoveries and inventions. By looking at specific examples, such as electricity, pupils will discuss how the work of scientists and inventors has shaped mankind and our development.

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

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

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

 Song lyrics

 Posters

 Videos

 Teachers - Digital flashcards and wordcards - Downloadable PDFs

Formal Assessment:  Diagnostic test: provides an overview of the unit and allow you to assess the students’ prior knowledge.  End-of-unit test: in addition to the Review section at the end of each unit, this summative test can be used to evaluate students’ progress after studying the unit content.  End-of-Term test: makes it possible to assess the pupil's progress throughout the term. Informal Assessment: Review section at the end of the unit. Self-assessment: Self-evaluation section at the end of the unit. Rubrics: ByME Social Science 4 Rubrics

LANGUAGE  Question words: where, who, etc  Prepositions of place: on, in, next to, in front of  Connectives: because, but  Modal verbs: should, would  Adverbs: differently  Connectives: when, while, due to  Comparatives: colder, further  Question words: what, why, etc.  Prepositions: from top to bottom, left to right, between, through  Superlatives: the earliest, the most famous, the most detailed  Word patterns: provides us with, launched into orbit, without interference from  Imperatives: roll, tape, do, insert  Comparatives: the same as, bigger than  Imperatives: copy, complete, make, match, choose, work, read, explain  spaceman, astronaut, Moon, landing, astronomer, scientist, explorer, instrument, telescope, compass  orbit, sunrise, sunset, sphere, circumnavigate, elliptical, gravity, expanding  anti-clockwise, quarter, tilt, tilted, spins, equinox, solstice, tide, rise, fall  globe, physical map, political map, atlas, hemisphere, latitude, longitude, parallel, meridian  lens, reflecting, refracting, Space Race, scientific advances, Moon landing  diameter, edges, lenses

UNIT 2. Weather and climate climate OBJECTIVES OF THE UNIT

 Review and extend their knowledge of concepts relating to weather and climate, looking at the four factors that define atmospheric conditions and focusing in particular on the different types of precipitation.

 Learn how weather is predicted and find out about world climates and climates in Spain.

 Refresh what they have learned in previous years about the four factors that define weather conditions: temperature, humidity, wind and precipitation.

 Explore the different forms of precipitation including clouds.

 Explore how different types of clouds result in different types of weather.

 Learn about polar, tropical and temperate climates.

 Explore the five main types of climate in Spain.

KEY CONTENT EVALUATION CRITERIA LEARNING OUTCOMES COMPETENCE PAGES S1 Weather and climate. Identify the principal elements of weather Identifies the principal elements of weather MST,LTL 24-27, 30, that characterise a climate. that characterise a climate: temperature, 31,32 humidity, wind and precipitation. Describes the causes of cloud formation MST,LIN 26,27 and precipitation. Draws and interprets simple temperature MST,LTL 28,29 and precipitation graphs. Interprets simple weather maps and MST,LTL 29-31 distinguishes their principal elements.

KEY CONTENT EVALUATION CRITERIA LEARNING OUTCOMES PAGES COMPETENCES Climate. Understand the difference between Differentiates between weather and climate. MST,LTL 30,31 weather and climate and identify different kinds of climate and climate zones. Identifies the three climate zones on Earth MST,LIN 30 and describes their characteristics. Describes and locates on a map the different MST,LTL,LIN 31 climates found in Spain. Climate change. Explain climate change. Explains climate change. MST,LIN 33 Initiation to Scientific knowledge and its Search for, select and analyse information. Obtains concrete and relevant information LTL 25, 27,29, application to Social Science: search, about specific facts using different sources. 31-33 selection and analysis of information. Analyses the information to select the most LTL 25, 27,29, relevant. 31-33 Develops strategies to organise, memorise, LTL 25, 27,29, and recall the information. 31-34 Uses images, graphs, tables, summaries, etc. LTL, AUT, MST 23, 28, 29, to display the information. 32, 33 Presentation of work. Present work carried out clearly using Carries out work and presentations using LTL, AUT, DIG 32,33 different media. different media. Expresses orally, clearly and in order, LTL, AUT, LIN 25, 29, 32, contents related to the area of study. 33 Uses the correct vocabulary with precision LTL, AUT, LIN 20-35 and care. Is capable of summarising, orally or in LTL, AUT, LIN 23, 32-34 writing, the information obtained and the work carried out. Personal skills. Develop social skills: responsibility, effort Shows autonomy in the planning and LTL, AUT 32-34 and concentration while studying. carrying out of actions and tasks and takes the initiative in decision making. Shows confidence in themselves, critical LTL, AUT 32, 33 sense, personal initiative, curiosity, interest and creativity. Takes responsibility for what they do, say LTL, AUT, SOC 32, 33 and the decisions they take.

 In this unit your pupils will learn to appreciate how weather affects all aspects of our lives. Pupils think about:  how our daily activities are affected by weather and climate and how it’s important to wear the right kinds of clothes and shoes for the various atmospheric conditions  how important it is to be able to predict the weather so that we can prepare for droughts, heat waves or increasing pollution levels  how climate change might be affecting the Earth through rising levels of atmospheric carbon dioxide and what solutions can be implemented to reduce pollution

Think about it  The Think about it page in this unit focuses on pollution. The pupils read about different examples of pollution and think about the dangerous effects of each one. Encourage pupils to discuss possible ways to reduce this problem, including banning certain fuels or the use of cars in capital cities. Pupils can also find out about organisations that raise awareness of this issue.

MIXED ABILITY

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

 Presentations: - Unit summary - Find out

 Song lyrics

 Posters

 Videos

ASSESSMENT RESOURCES Formal Assessment:  Diagnostic test: provides an overview of the unit and allow you to assess the students’ prior knowledge.  End-of-unit test: in addition to the Review section at the end of each unit, this summative test can be used to evaluate students’ progress after studying the unit content.  End-of-Term test: makes it possible to assess the pupil's progress throughout the term. Informal Assessment: Review section at the end of the unit. Self-assessment: Self-evaluation section at the end of the unit. Rubrics: ByME Social Science 4 Rubrics

LANGUAGE  Question words: which, what, where  Gerunds: farming, sailing, skiing, hiking, building  Present continuous: are visiting, are warming up, are blooming  Demonstrative adjectives: this, these, that, those  Relative pronouns in relative clauses: a measure of how hot, how much water vapour is present, when it is very humid, moving air that can move, where freezing is  Uncountable nouns: weather, water, air, heat, speed  Conditional: If the air …, crystals form; If the cloud is low, droplets form ice crystals  Passive: water is released, rain is the name given, water droplets are pushed up  Prepositions: on the radio, on the ground, into graphs, in Madrid  Connectives: by, so, and even, then, once, or  Adverbs: densely, mostly  Adjectives: mild, rainy, low, high  Imperatives: put, pour, place, watch, explain, become  Imperatives: make, repeat, stick, identify, order, play, correct  weather forecast, climate, sunshine, conditions, symbols, bright, dark, meteorologist  spring, summer, autumn, winter, rainy, hot, sticky, evergreen, temperate, blossom, bloom, daytime, evening, cloudy, breeze, foggy  atmospheric conditions, temperature, thermometer, humidity, hygrometer, wind, anemometer, precipitation, liquid, solid, rain gauge, fog, mist, breeze, gale, hurricane, storm  rain, drizzle, sleet, hail, snow, cumulus, stratus, cirrus, rises, cools down  meteorologists, measuring devices, weather balloons, weather station, weather forecast, weather satellites, economy, health, droughts, pollution  climate, polar, tropical, temperate, Tropic of Cancer, Tropic of Capricorn, oceanic, mountain, Mediterranean, Mediterranean continental, subtropical, landmasses  water vapour, condense, precipitation, pollution, acid rain, smog, ozone layer, global warming

TERM 1. Think together

Throughout this teamwork, the student will be able to:

 Review what climate change is and how it affects the environment and our quality of life.

 Reflect on how some human activities contribute to climate change and how, by changing certain habits, we can reduce it.

KEY PAGE CONTENT EVALUATION CRITERIA LEARNING OUTCOMES COMPETENCES1 S Climate change. Explain climate change. Explains climate change. MST,LIN 33 Development of social skills. Develop social skills and a Participates in group activities adopting SOC, CUL, LTL 36, 37 positive attitude towards responsible, constructive, collaborative and teamwork. respectful attitudes towards other people’s ideas and opinions. Values the importance of peaceful and tolerant SOC, LTL 36, 37 coexistence between different people. Uses cooperation and dialogue as a way to avoid SOC, LTL, LIN 36, 37 and resolve conflicts. Initiation to Scientific knowledge and its Search for, select and analyse Obtains concrete and relevant information about LTL 36, 37 application to Social Science: search, information. specific facts using different sources. selection and analysis of information. Analyses the information to select the most LTL 36, 37 relevant. Develops strategies to organise, memorise and LTL 36, 37 recall the information. Uses images, graphs, tables, summaries, etc. to LTL, AUT, MST 36, 37 display the information.

Presentation of work. Present work carried out clearly Carries out work and presentations using different LTL, AUT, DIG 36, 37 using different media. media.

KEY PAGE CONTENT EVALUATION CRITERIA LEARNING OUTCOMES COMPETENCES S Expresses orally, clearly and in order, contents LTL, AUT, LIN 36, 37 related to the area of study. Uses the correct vocabulary with precision and LTL, AUT, LIN 36, 37 care. Is capable of summarising, orally or in writing, the LTL, AUT, LIN 36, 37 information obtained and the work carried out.

Personal skills. Develop social skills: Shows autonomy in the planning and carrying out LTL, AUT 36, 37 responsibility, effort and of actions and tasks and takes the initiative in concentration while studying. decision making. Shows confidence in themselves, critical sense, LTL, AUT 36, 37 personal initiative, curiosity, interest and creativity.

Takes responsibility for what they do, say and the LTL, AUT, SOC 36, 37 decisions they take.

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

MIXED ABILITY

USE OF INFORMATION AND COMMUNICATION TECHNOLOGY  Digital flashcards  Digital wordcards

LANGUAGE  Question words: what, how, etc  Making comparisons: Picture A shows a stormy sea, but Picture B photo shows the effects of the melting ice caps  ice caps, melting, sea levels, flood, drought, forest fire, plague, blizzard, rising, chimney, traffic, fumes, consequences  orbit, map, globe, telescope, wind, precipitation, clouds, astronaut, weather balloon, weather forecast, tides, longitude, latitude, humidity, temperature, satellites

UNIT 3. Water

 Review and extend their study of one of the Earth’s most important resources: water.

 Learn about specific bodies of water, the water cycle and groundwater.

 Refresh what they know about bodies of water, focusing on the differences between oceans, seas, lakes and rivers.

 Look at some important rivers on Earth, moving on to the main oceans and some important seas.

 Learn the parts of a river, concepts that they will consolidate

 by means of the Find Out project, and which they first become familiar with thanks to this unit’s school trip and story.

 Revise the water cycle, building on the vocabulary studied in previous years to explain concepts in greater detail.

 Study groundwater and look at the different ways in which we can access it.

KEY PAGE CONTENT EVALUATION CRITERIA LEARNING OUTCOMES COMPETENCES1 S Bodies of water. Know different bodies of water and Knows different bodies of water and their MST 41-45 their characteristics. characteristics: oceans, seas, rivers, lakes and groundwater. Rivers. Identify the different stages of a river Identifies the different stages of a river and MST,LTL 45,50 and their characteristics. their characteristics. Establishes the difference between MST,LTL 45 tributary, river basin, riverbed and watershed.

KEY PAGE CONTENT EVALUATION CRITERIA LEARNING OUTCOMES COMPETENCES S The water cycle. Describe in order the phases of the Describes in order the phases of the water MST,LIN 46,47 water cycle. cycle. Groundwater. Understand how groundwater forms, Understands how groundwater forms, how MST 48,49 how it comes to the surface and how it comes to the surface and how it is it is accessed. accessed. Initiation to Scientific knowledge and its Search for, select and analyse Obtains concrete and relevant information LTL 45- application to Social Science: search, information. about specific facts using different sources. 47,49- selection and analysis of information. 51 Analyses the information to select the most LTL 45- relevant. 47,49- 51 Develops strategies to organise, memorise, LTL 45- and recall the information. 47,49- 52 Uses images, graphs, tables, summaries, LTL, AUT, MST 43,50-52 etc. to display the information. Presentation of work. Present work carried out clearly Carries out work and presentations using LTL, AUT, DIG 50,51 using different media. different media. Expresses orally, clearly and in order, LTL, AUT, LIN 50,51 contents related to the area of study. Uses the correct vocabulary with precision LTL, AUT, LIN 40-53 and care. Is capable of summarising, orally or in LTL, AUT, LIN 43,50-52 writing, the information obtained and the work carried out. Personal skills. Develop social skills: responsibility, Shows autonomy in the planning and LTL, AUT 50,51 effort and concentration while carrying out of actions and tasks and takes studying. the initiative in decision making. Shows confidence in themselves, critical LTL, AUT 50,51 sense, personal initiative, curiosity, interest and creativity. Takes responsibility for what they do, say LTL, AUT, SOC 50,51 and the decisions they take.

 In this unit pupils will learn to appreciate water as an essential element for all life on Earth. Pupils think about:  the importance of water to life on Earth, and how plants, animals and people cannot survive without fresh water  how the water cycle continuously recycles the water on Earth and the importance of groundwater in this process  how everyone must participate in conserving the limited amount of clean, fresh water available on Earth.

Think about it  The Think about it page in this unit focuses on water conservation. Pupils will read about the limited amount of clean water we have available to us and learn about some helpful water-saving tips. Encourage pupils to reflect on how they use water every day and what they can do to conserve water. Pupils can make a list of water-saving activities they can try at home, for example, having shorter showers, turning off the tap when they brush their teeth, etc. Pupils with the Activity Book can find this activity on page 18.

MIXED ABILITY

 Song lyrics

 Posters

 Videos

Formal Assessment:  Diagnostic test: provides an overview of the unit and allow you to assess the students’ prior knowledge.  End-of-unit test: in addition to the Review section at the end of each unit, this summative test can be used to evaluate students’ progress after studying the unit content.  End-of-Term test: makes it possible to assess the pupil's progress throughout the term. Informal Assessment:  Review section at the end of the unit. Self-assessment:  Self-evaluation section at the end of the unit. Rubrics:  ByME Social Science 4 Rubrics

LANGUAGE  Question words: what, why, how many  Comparative and superlative phrases: most of, less than  Adjectives: small, big, amazing, natural  Comparatives and superlatives: smaller, longest  Adjectives: large, fast-flowing, enclosed  Adverbs: physically, approximately, usually, slowly  Nouns that come from verbs: movement, droplet, evaporation, transpiration, sublimation, condensation, precipitation, collection  Phrasal verbs: turn into, move around, bump into  Comparatives and superlatives: more than, most  Connectives: in fact, when  Imperatives: draw, stick, add, use, make  Connectives: When, however  Imperatives: copy, complete, make, identify, order, describe, match  essential, fresh water, salt water, seas, oceans, transparent, river  source, underground, surface, tributaries, precipitation, river basin, spring, length, average flow  ocean, sea, lake, river, stream, river basin, source, tributary, riverbed, meander, drainage basin, estuary, stages, upper course, middle course, lower course  water cycle, evaporation, transpiration, condensation, rises, clouds, precipitation, sublimation, collection, rivers, lakes, groundwater, seas, oceans  underground, groundwater, aquifer, porous, impermeable rock, springs, wells, water pumps  landscape, river course, river basin, waterfall, diseases, dysentery, cholera, fundraiser

UNIT 4. Rock and minerals

 Explore the World of rocks and minerals by looking at how they are formed within the Earth’s crust and their many uses and purposes in everyday life.

 Refresh what they know about fossils and rocks through reading about Ana and

 Tom’s school trip to a beach. In the story they meet a geologist who refers to some characteristics and uses of rocks.

 Learn to classify rocks using a “detective key”.

 Learn about the three types of rock: igneous, sedimentary and metamorphic.

 Learn about three types of minerals and get to know examples of each.

 Learn the wide variety of uses that we make of rocks and minerals in our everyday lives.

 See minerals and rocks in their raw form and discover the end product that they are more familiar with.

KEY PAGE CONTENT EVALUATION CRITERIA LEARNING OUTCOMES COMPETENCES1 S Rocks. Observe, identify and explain the Observes, identifies and explains the MST,LTL,LIN 55-62 composition of rocks and name composition of rocks and names different different examples. examples. Minerals. Understand the difference between Understands the difference between rocks MST 58-61 rocks and minerals and name and minerals. different examples. Identifies certain minerals according to their MST,LTL 59-61 properties.

KEY PAGE CONTENT EVALUATION CRITERIA LEARNING OUTCOMES COMPETENCES S Initiation to Scientific knowledge and its Search for, select and analyse Obtains concrete and relevant information LTL 59,61- application to Social Science: search, information. about specific facts using different sources. 63 selection and analysis of information. Analyses the information to select the most LTL 59,61- relevant. 63 Develops strategies to organise, memorise, LTL 59,61- and recall the information. 64 Uses images, graphs, tables, summaries, LTL, AUT, MST 62-64 etc. to display the information. Presentation of work. Present work carried out clearly Carries out work and presentations using LTL, AUT, DIG 62,63 using different media. different media. Expresses orally, clearly and in order, LTL, AUT, LIN 62,63 contents related to the area of study. Uses the correct vocabulary with precision LTL, AUT, LIN 54-65 and care. Is capable of summarising, orally or in LTL, AUT, LIN 62-64 writing, the information obtained and the work carried out. Personal skills. Develop social skills: responsibility, Shows autonomy in the planning and LTL, AUT 62,63 effort and concentration while carrying out of actions and tasks and takes studying. the initiative in decision making. Shows confidence in themselves, critical LTL, AUT 62,63 sense, personal initiative, curiosity, interest and creativity. Takes responsibility for what they do, say LTL, AUT, SOC 62,63 and the decisions they take.

 In this unit your pupils will learn that, contrary to common perception, the Earth’s crust is constantly changing, but that it does so at a pace that to human perception is extremely slow. Use the example of fossils (which were trapped in rock millions of years ago) to help them realise just how slowly rocks and minerals are formed. Pupils think about:  how every day they come across many different rocks and minerals  the importance of rocks in reflecting the geological history of the Earth  how natural events and human activities can alter landscapes

Think about it  The Think about it page in this unit focuses on land erosion. Pupils will read about measures that can be taken to prevent and combat land and coastal erosion. They will then be encouraged to think about the actual measures that they have observed in their surroundings, for example the last time they went to the beach or in relation to a recent forest fire in their region.

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

 Presentations: - Unit summary - Find out

 Song lyrics

 Posters

 Videos

LANGUAGE  Question words: what, how, etc  There is/are; There isn’t a / There aren’t any  Countable and uncountable nouns: rocks, fossils, sandstone, limestone, glass  Passive: got trapped  Conditional connectives: if, then  Adverbs: quickly, slowly  Passive: are used, is extracted, are made, can be cut, is added, are carved  Adjectives: hard, colourless, transparent, resistant, soft, accurate, smooth  Imperatives: look, decide, use, draw, identify, investigate, think, find out  Conditional: if they absorb water, they are permeable  Imperatives: open, click, use, identify, read, say  Adjectives: dead, metamorphic, igneous, sedimentary  rock, mineral, geology, properties, materials, building, jewellery, cement, glass, land erosion, quartz, chalk, diamond, granite, marble, slate  fossils, layers, sedimentary rocks, limestone, sandstone, beige, glass  crust, magma, lava, inorganic materials, crystals, igneous, basalt, sedimentary, clay, metamorphic, heat, pressure, chemical composition, elements, rubies  properties, colour, hardness, lustre, fluoride, calcium carbonate, scratching, roads and buildings, aggregate, drills, mining, industry, solid lubricants, counter tops  composition, permeability, magnifying glass, dropper, particles, texture, permeable, human interference, deforestation, coastal erosion, sand dunes

 Revise what climate change is and how it affects the environment and our quality of life.

 Reflect on how some human activities contribute to soil pollution and how, by changing certain habits, we can reduce it.

KEY PAGE CONTENT EVALUATION CRITERIA LEARNING OUTCOMES COMPETENCES1 S Climate change. Explain climate change. Explains climate change. MST,LIN 66,67 Development of social skills. Develop social skills and a Participates in group activities adopting SOC, CUL, LTL 66,67 positive attitude towards responsible, constructive, collaborative and teamwork. respectful attitudes towards other people’s ideas and opinions. Values the importance of peaceful and tolerant SOC, LTL 66,67 coexistence between different people. Uses cooperation and dialogue as a way to avoid SOC,LTL,LIN 66,67 and resolve conflicts. Initiation to Scientific knowledge and its Search for, select and analyse Obtains concrete and relevant information about LTL 66,67 application to Social Science: search, information. specific facts using different sources. selection and analysis of information. Obtains concrete and relevant information about LTL 66,67 specific facts using different sources. Develops strategies to organise, memorise and LTL 66,67 recall the information. Uses images, graphs, tables, summaries, etc. to LTL, AUT, MST 66,67 display the information. Presentation of work. Present work carried out clearly Carries out work and presentations using different LTL, AUT, DIG 66,67 using different media. media.

KEY PAGE CONTENT EVALUATION CRITERIA LEARNING OUTCOMES COMPETENCES S Expresses orally, clearly and in order, contents LTL, AUT, LIN 66,67 related to the area of study. Uses the correct vocabulary with precision and LTL, AUT, LIN 66,67 care. Is capable of summarising, orally or in writing, the LTL, AUT, LIN 66,67 information obtained and the work carried out.

Personal skills. Develop social skills: Shows autonomy in the planning and carrying out LTL, AUT 66,67 responsibility, effort and of actions and tasks and takes the initiative in concentration while studying. decision making. Shows confidence in themselves, critical sense, LTL, AUT 66,67 personal initiative, curiosity, interest and creativity.

Takes responsibility for what they do, say and the LTL, AUT, SOC 66,67 decisions they take.

MIXED ABILITY

 Digital flashcards  Digital wordcards

LANGUAGE  Question words: what, how, etc  Making comparisons: Picture A shows an overflowing rubbish bin at the beach, but Picture B photo shows rubbish in the countryside  air pollution, water pollution, affect, rubbish, waste, factory, oil, plastic, wildlife, wastewater, chimney, spray, harmful  river, ocean, water cycle, condensation, groundwater, igneous, sedimentary, metamorphic, mineral, fossil, meander, lava, river basin, drainage basin, aquifer, spring

UNIT 5. Prehistory

 Review and extend their knowledge of history, learning how we divide it into periods that begin and end with a significant event.

 Explore in detail the Prehistoric Period in Spain.

 Learn with Ana and Tom on their trip to an archaeological museum, about the Cave of Altamira.

 Discuss the concept of history and prehistory.

 Test their prior knowledge and ease them into the subject matter of the unit, stimulating interest and encouraging anticipation.

 Overview the six main periods of Prehistory: Palaeolithic, Mesolithic, Neolithic, the Copper Age, the Bronze Age and the Iron Age.

 Learn the transition from one to another depicted by means of a timeline.

 Learn about the two main Pre-Roman peoples that inhabited the Iberian Peninsula: the Celts and the Iberians.

KEY PAGE CONTENT EVALUATION CRITERIA LEARNING OUTCOMES COMPETENCES1 S Ages of history on the Iberian Know the dates and duration of Identifies the fall of the Roman Empire in AD 476 as CUL,MST 73 Peninsula. the important historic events the start of the Middle Ages. which define them. Identifies the discovery of America in AD 1492 as the CUL,MST 73 beginning of the early modern period.

KEY PAGE CONTENT EVALUATION CRITERIA LEARNING OUTCOMES COMPETENCES S Identifies the start of the War of Independence in AD CUL,MST 73 1808 as the start of the late modern period.

Iberian Peninsula in prehistory. Know the most important Identifies the oldest human remains found in Spain in CUL,MST 75 historical events of prehistory on sites like Atapuerca in Burgos. the Iberian Peninsula. Describes the basic characteristics of the way of life CUL,MST,LIN 74,75 during the Palaeolithic, the Neolithic and the Metal Age and how it changed. Identifies some cultural remains of the first CUL,MST 74 populations of the Iberian Peninsula, such as the Altamira Cave Paintings. Knows the way of life of the indigenous pre-Roman CUL 76,77 cultures (Celts and Iberians) and identifies some remains of their cultures such as the Dama de Elche and the Toros de Guisando. Initiation to Scientific knowledge and Search for, select and analyse Obtains concrete and relevant information about LTL 75-79 its application to Social Science: information. specific facts using different sources. search, selection and analysis of Analyses the information to select the most relevant. LTL 75-79 information. Develops strategies to organise, memorise, and recall LTL 75-80 the information. Uses images, graphs, tables, summaries, etc. to LTL, AUT, MST 73- display the information. 75,78- 80 Presentation of work. Present work carried out clearly Carries out work and presentations using different LTL, AUT, DIG 78,79 using different media. media. Expresses orally, clearly and in order, contents LTL, AUT, LIN 78,79 related to the area of study. Uses the correct vocabulary with precision and care. LTL, AUT, LIN 70-81

Is capable of summarising, orally or in writing, the LTL, AUT, LIN 73,78-80 information obtained and the work carried out.

KEY PAGE CONTENT EVALUATION CRITERIA LEARNING OUTCOMES COMPETENCES S Personal skills. Develop social skills: Shows autonomy in the planning and carrying out of LTL, AUT 78,79 responsibility, effort and actions and tasks and takes the initiative in decision concentration while studying. making. Shows confidence in themselves, critical sense, LTL, AUT 78,79 personal initiative, curiosity, interest and creativity.

 In this unit your pupils will learn to appreciate how important it is to conserve cultural heritage so that we can learn about our past. Pupils think about:  the importance of protecting historical and cultural heritage, such as cave paintings and megaliths  how we must respect the rules when visiting museums and historical sites  the importance of learning about the past to help us understand our origins.

Think about it  The Think about it page in this unit focuses on conserving cultural heritage for future generations, in particular cave paintings. The pupils will read about the Cave of Altamira and how damage to the paintings has provoked the closing of the cave on several occasions. They will then have to match risks to which we expose cave paintings when we visit caves to the photographs that depict those risks.

MIXED ABILITY

 Song lyrics

 Posters

 Videos

LANGUAGE  Question words: how, what, which  Present continuous: Ana is speaking to Tom; Tom is staring at the cave; etc  Expressions of surprise: No wonder they called themselves prehistoric! But that’s so old!  Modal verbs: can, couldn’t, might  Passive: were made, were discovered, were used  Nouns from –ing verbs: beginning, farming, housing  Descriptive adjectives: famous, strong, reliable, fine, rectangular, great, large  Prepositions: by, on, through, for, against  Imperatives: pour, mix, test, dilute, use, research  Imperatives: practise, identify, name, order, test  palaeontologist, historian, ancient historian, geologist, artefacts, dinosaurs  Stone Age, prehistoric, Prehistory, invention, writing, Ancient History, fall, Roman Empire, Middle Ages, Columbus, early modern period, War of Independence, late modern period  Prehistory, Stone Age, Metal Ages, Palaeolithic, hunter-gatherers, temporary, stone, bone, wood, fire, Neolithic, sedentary life, cultivated, domesticated, villages, pottery, Mesolithic, gradual process, Copper Age, Bronze Age, Iron Age, gold, silver, wealth, settlements, Altamira, Atapuerca  Celts, Iberians, rural, castros, warrior, metalworkers, structures, artefacts, trade, urban settlements, megaliths, Los Toros de Guisando, La Dama de Elche  salt, crushed chalk, crumpled paper, handprints, future generations, essential, damage, risk, carbon dioxide, moisture, microbes, mold, microclimate

UNIT 6. Ancient History

 Review and extend their knowledge of ancient history, focusing in particular on the Roman culture and legacy.

 Understand what is meant by Ancient History.

 Reflect on Roman architecture using a table that contains some structures and their purpose.

 Explore three Mediterranean cultures that founded colonies in the Iberian Peninsula, namely the Phoenicians, Ancient Greeks and Carthaginians.

 Discuss some key historical figures of the Roman conquest of the Iberian Peninsula.

 Look at a table that helps them understand four aspects of the Roman legacy and some sketches of important Roman citizens from Hispania.

 Understand the fall of the Roman Empire and the arrival of the Visigoths, the Germanic tribe which settled in Hispania and whose arrival signifies the beginning of the Middle Ages in Spain.

EVALUATION KEY PAGE CONTENT LEARNING OUTCOMES CRITERIA COMPETENCES1 S The beginning of Ancient History on Identify and know the basic Identifies and knows the basic aspects of the historic CUL,LTL 86,87 the Iberian Peninsula. aspects of the historic colonisations of the Iberian Peninsula: the Phoenicians colonisations of the Iberian (the foundation of Cadiz); the Ancient Greeks (foundation Peninsula. of Rosas and Ampurias); the Carthaginians (Hannibal and Saguntum). Roman conquest. Identify and know the basic Identifies the date of the arrival of the Romans on the SOC, CUL, MST 89-97, aspects of the Roman Iberian Peninsula (218BC). CUL,MST 88 99 conquest of the Iberian Identifies Hispania as the name the Romans gave to the CUL,LTL 88 Peninsula. Iberian Peninsula. Knows some important figures from this time, and their CUL 88 achievements: Scipio Africanus, Viriatus and the siege of Numantia. Romanisation. Identify and know the basic Identifies the cultural legacy of the Romans in Spain: CUL,LTL 89 aspects of the Romanisation infrastructure (bridges, aqueducts, walls, roads); of the Iberian Peninsula. language (Latin); legislation (Roman Law); and religion (Christianity). Identifies some Roman remains on the Peninsula. For CUL,LTL 83,84,89 example, Merida, Segobriga or the aqueduct in Segovia. Knows the names of some important Romans of Spanish CUL 89 origin such as Emperor Trajan and the philosopher Seneca. The fall of the Roman Empire. Identify and know the basic Identifies the barbarian invasions as one of the factors CUL,LTL 90,91 aspects of the fall of the that influenced the fall of the Roman Empire. Roman Empire. Identifies the date of fall of the last Roman Emperor (AD CUL,LTL,MST 90,91 476), as the end of the Ancient World.

Initiation to Scientific knowledge and Search for, select and Obtains concrete and relevant information about specific LTL 85- its application to Social Science: analyse information. facts using different sources. 89,91- search, selection and analysis of 93 information. Analyses the information to select the most relevant. LTL 85- 89,91- 93

EVALUATION KEY PAGE CONTENT LEARNING OUTCOMES CRITERIA COMPETENCES S Develops strategies to organise, memorise, and recall LTL 85- the information. 89,91- 94 Uses images, graphs, tables, summaries, etc. to display LTL, AUT, MST 85- the information. 89,91- 94 Presentation of work. Present work carried out Carries out work and presentations using different media. LTL, AUT, DIG 92,93 clearly using different media. Expresses orally, clearly and in order, contents related to LTL, AUT, LIN 92,93 the area of study. Uses the correct vocabulary with precision and care. LTL, AUT, LIN 92,93

Is capable of summarising, orally or in writing, the LTL, AUT, LIN 92,93 information obtained and the work carried out.

Personal skills. Develop social skills: Shows autonomy in the planning and carrying out of LTL, AUT 92,93 responsibility, effort and actions and tasks and takes the initiative in decision concentration while studying. making. Shows confidence in themselves, critical sense, personal LTL, AUT 92,93 initiative, curiosity, interest and creativity.

 In this unit, pupils will learn that everybody plays an important role in their community. They will learn to appreciate that many individuals work together to make their community a safe, clean and pleasant place to live in. Pupils think about:  the importance of protecting historical sources, such as artefacts and historical remains  the importance of learning about the past to help us make the future better  how we must respect and value the contributions and inventions that other cultures have provided 107 Syllabus ByME Social Science 4 CAM

Think about it  The Think about it page in this unit focuses on China and how contact with the Chinese culture began by means of the silk trade in the 2nd century AD. Pupils have the opportunity to broaden their horizons by deciding if a particular invention or activity first appeared in the Mediterranean or in China.

MIXED ABILITY

 Activities: - Memory game - Labelling

- Spelling - Read and reveal - Classification - Wordsearch - Definitions

 Song lyrics

 Posters

 Videos

ASSESSMENT RESOURCES Formal Assessment:  Diagnostic test: provides an overview of the unit and allow you to assess the students’ prior knowledge.  End-of-unit test: in addition to the Review section at the end of each unit, this summative test can be used to evaluate students’ progress after studying the unit content.  End-of-Term test: makes it possible to assess the pupil's progress throughout the term. Informal Assessment:  Review section at the end of the unit. Self-assessment:

 Self-evaluation section at the end of the unit. Rubrics:  ByME Social Science 4 Rubrics

LANGUAGE  Question words: which, how long, what  Irregular past tenses: became, began  Prepositions: how, what, where  Contractions: that’s, where’s, it’s  Irregular past tenses: began, were, came, brought, gave, took, became  Adjectives: skilled, literate, native  Adverbs: originally, greatly, finally  Superlative adjectives: the fiercest, the bestknown, the most important  Sequence words: then, after, until  Passive voice: was divided, was defeated, became known, became Romanised  Connectives: due to, however, while, as well as, such as, during  Imperatives: use, glue, decorate, bind, compare  Phrasal verbs: cut out  Imperatives: copy, complete, make, play, match, identify, read  literate, civilisations, colonise, capital, rule, emerge  aqueduct, channels, granite, keystone, engineers, Roman baths, amphitheatre, Colosseum, Roman roads  Phoenicians, Ancient Greeks, Carthaginians, Near East, navigators, metal resources, trade, currency, natural resources, sculptors, cultural influence, siege, supplies  Roman conquest, Hispania, resisting, Celtiberian Wars, bridges, walls, roads, aqueducts, Roman Republic, Roman law, Latin, Romance languages, writers, public speakers  Germanic tribes, Western Roman Empire, Eastern Roman Empire, Byzantine Empire, Visigoths, divided, barbarians, illiterate warriors, nomads, settled, victorious  civilisations, empire, impressive, route, threads, luxury, paper, pasta, wine, Olympics, mathematics, fireworks

 Revise what climate change is and how it affects the environment and our quality of life.

 Reflect on how some human activities contribute to soil pollution and how, by changing certain habits, we can reduce it.

KEY PAGE CONTENT EVALUATION CRITERIA LEARNING OUTCOMES COMPETENCES1 S Development of social skills. Develop social skills and a Participates in group activities adopting SOC, CUL, LTL 96,97 positive attitude towards responsible, constructive, collaborative and teamwork. respectful attitudes towards other people’s ideas and opinions. Values the importance of peaceful and tolerant SOC, LTL 96,97 coexistence between different people.

Uses cooperation and dialogue as a way to avoid SOC, LTL 96,97 and resolve conflicts. Initiation to Scientific knowledge and its Search for, select and analyse Obtains concrete and relevant information about LTL 96,97 application to Social Science: search, information. specific facts using different sources. selection and analysis of information. Obtains concrete and relevant information about LTL 96,97 specific facts using different sources. Develops strategies to organise, memorise and LTL 96,97 recall the information. Uses images, graphs, tables, summaries, etc. to LTL, AUT, MST 96,97 display the information.

Presentation of work. Present work carried out clearly Carries out work and presentations using different LTL, AUT, DIG 96,97 using different media. media.

KEY PAGE CONTENT EVALUATION CRITERIA LEARNING OUTCOMES COMPETENCES S Expresses orally, clearly and in order, contents LTL, AUT, LIN 96,97 related to the area of study. Uses the correct vocabulary with precision and LTL, AUT, LIN 96,97 care. Is capable of summarising, orally or in writing, the LTL, AUT, LIN 96,97 information obtained and the work carried out.

Personal skills. Develop social skills: Shows autonomy in the planning and carrying out LTL, AUT 96,97 responsibility, effort and of actions and tasks and takes the initiative in concentration while studying. decision making. Shows confidence in themselves, critical sense, LTL, AUT 96,97 personal initiative, curiosity, interest and creativity.

MIXED ABILITY

USE OF INFORMATION AND COMMUNICATION TECHNOLOGY  Digital flashcards  Digital wordcards

LANGUAGE  Question words: what, how, etc.  Making comparisons: Picture A shows an art gallery, but Picture B photo shows a museum.  art gallery, museum, temple, monument, landmark, ruins, artefacts, paintings, statues, archaeologist, excavation  Prehistory, Palaeolithic, Mesolithic, Neolithic, copper, bronze, iron, Celts, Iberians, aqueduct, Romans, Phoenicians, Ancient Greeks, Carthaginians, colonies, megalith, nomadic