Et016056 PG 0530

COMPETENCES AND SECONDARY COMPETENCES
SOCIAL AND CIVIL

Secondary competence (Knowledge)
1. To understand the social context in which they live, starting with people
close to them (their family, friends, etc.) and extending to their
neighbourhood, town, region, the EU, etc.
2. To understand how society is organised, how it works and how citizens
participate in society in order to lay the foundation for a responsible,
informed, participative and democratic attitude towards citizenship.
3. To learn about how societies have changed over time in order to better
understand how modern society is rooted in history and how it has evolved,
as well as its achievements and problems.
Secondary competence (Skills, attitudes and values)
4. To develop an attitude based on dialogue, conflict resolution and using
social conventions to take responsibility for the group. To accept and
develop rules for governing co-existence both in real, everyday situations
and in the social sphere in which they live.
5. To demonstrate an attitude towards citizenship that is constructive,
supportive and responsible in terms of the rights and responsibilities laid
out in international declarations, in Spains constitution and in regional
legislation. This requires students to be aware of their own thoughts,
values, feelings and actions and to be able to control them.
KNOWLEDGE AND INTERACTION WITH THE PHYSICAL WORLD

1. To perceive the world in which human beings live on a large scale and at a
local level.
2. To be familiar with the human body and to learn about nature. To know how
human beings interact with nature in order to build awareness of the
consequences certain ways of life have for the environment and our
personal and collective health.
3. To understand scientific and technical concepts and basic scientific
theories. To recognise research as a way of building collective knowledge
over time.
4. To resolve problems related to the physical world and answer scientific
questions.
5. To identify and pose problems and questions and to make observations,
contrast hypotheses and draw conclusions within a specific framework to
make predictions and decisions. To value scientific knowledge and its
capacity to bring improvements to society.
6. To evaluate the physical and social impact of human activity and to become
involved in the responsible use of natural resources, the conservation of the

environment and the Earths diversity as well as taking care of our collective
and personal health.
LINGUISTIC AND COMMUNICATIVE COMPETENCE

1. To understand texts and information, both written and oral, related to
different areas everyday life, the media and academic life in their first
language and in others.
2. To use language as a tool for oral and written communication to help them
organise their thoughts and express and interpret ideas, emotions,
experiences and opinions.
3. To recognise silence as a fundamental part of listening attentively.
4. To express themselves, both orally and in writing, coherently, appropriately
and correctly (spelling, vocabulary, syntax, etc.).
5. To acquire and use the right vocabulary.
6. To demonstrate a positive attitude towards reading as a source of
enrichment and information.
7. To understand verbal language as a tool for communication and recognise
the value of other forms of expression (art, music, etc.) in communication.
IN INFORMATION AND COMMUNICATION TECHNOLOGIES

1. To learn about and understand different sources of information: written,
graphic and audiovisual.
2. To be able to understand symbolic and expression languages.
3. To exchange information on the cultural legacy of the past and present for
their own society and other societies.
4. To search, select, organise, analyse, relate, use and communicate
information.
5. To write texts using computer software.
6. To show an interest in using ICT as a learning tool and a source of personal
enrichment.
MATHEMATICAL
1. To learn about and use the basic mathematical elements (numbers,
measurements, symbols, etc.) needed to express data and information

clearly and precisely.
2. To understand and interpret information presented in graphic format.
3. To show an interest in expressing themselves correctly in science and
maths.
4. To organise information using mathematical procedures.
5. To choose the right data and strategies needed to resolve problems.
6. To use and apply mathematical elements, operations and problem-solving
strategies in different real-life or simulated situations.
LEARNING TO LEARN
1. To know how to improve attention, concentration and memory.
2. To master the basic concepts of the subject.
3. To know how to obtain information and turn it into personal knowledge.
4. To know basic study skills.
5. To use strategies to observe, organise, memorise and recall information:
summaries, outlines, diagrams, etc.
6. To apply previously learned knowledge and skills in different contexts.
7. To participate actively in self-learning.
8. To appreciate the satisfaction to be gained from a job completed
individually through discipline, concentration and effort.
PERSONAL AUTONOMY, INITIATIVE AND EMOTIONAL COMPETENCE

1. To understand the need to learn and plan ahead and to distribute tasks in
individual or group projects.
2. To identify their own emotions and be able to recognise and understand
those of others.
3. To understand how art provides pleasure and personal enrichment.
4. To carry out individual and group tasks.
5. To tackle problems and persevere in the face of difficulties.
6. To state and defend their opinion.
7. To show personal initiative and respect others peoples ideas with an openminded attitude.
CULTURAL AND ARTISTIC

1. To learn about the cultural, artistic and natural heritage of the past and
present.
2. To be familiar with basic rhetorical devices used by authors of literary and
non-literary works.
3. To learn about cultural diversity through different artistic representations.
4. To understand the cultural dimension of science and how different cultures
have contributed to the evolution and progress of humankind.
5. To appreciate the aesthetic value of cultural and artistic representations and
nature.
6. To use diverse techniques, codes and artistic resources when they create
something on their own or as part of a group.
7. To respect different forms of artistic expression.
8. To understand the significance of people who have contributed to scientific
and artistic progress and appreciate their importance as part of culture.
EVALUATION CRITERIA
FIRST TERM
UNIT 1. DIET AND NUTRITION
Social and civil competence
- The student knows how certain influences or behaviours can create fictitious
models of women and men that may pose a health hazard.
- They understand other cultures and respect and value them.
Knowledge and interaction with the physical world
- The student can identify, name and classify food according to its nutrients.
- They can identify and name the organs of the digestive system. They can
describe how food is transformed in each of the organs of the digestive
system.
- They understand the importance of a healthy diet, food safety, physical
activity and rest and their consequences for our health.
- They can interpret food packaging labels and remember previously studied
content.
Linguistic and communicative competence
- The student understands information about types of food, the digestive
process and nutrition and health.
- They acquire vocabulary related to the digestive process, food and health.
- They use the vocabulary acquired to provide coherent responses to the unit
activities.
- They show an interest in reading the proposed complementary texts.
- They understand other peoples opinions and points during debates.
Competence in information and communication technologies
- The student interprets and integrates the information contained in the pictures
of different types of food and the location of the digestive system.
- They use ICT resources to carry out the proposed interactive activities and to
measure their progress.
- They can interpret outlines and different sources of information in order to
consolidate ideas and processes.
Mathematical competence
- The student carries out simple mathematical operations to calculate the
number of hours of sleep.
- They apply their knowledge of basic operations to calculate the amount of
nutrients in a specific product, based on the data provided on the label.
Learning to learn
- The student relates the content learned to the classification of food, and uses
it to design healthy diets.
- They plan their habits, are aware of what they know and persevere in the
tasks, demonstrating satisfaction with what they have learned through effort
and hard work.
- They can interpret outlines, drawings, etc. to consolidate ideas and

processes.
Personal autonomy, initiative and emotional competence
- The student respectfully exchanges opinions about human beings and their
changes, and values cooperation.
- They carry out tasks responsibly and show initiative when participating in
group activities.
- They show initiative and creativity when carrying out work.
- They plan how to maintain healthy habits, participate and persevere in
revision and evaluation activities and show satisfaction with what they have
learned through effort and hard work.
Cultural and artistic competence
- The student recognises the artistic value of the resources they use.
- They appreciate the literary value of the reading tasks and complete the
reading worksheet.
UNIT 2. HUMAN RESPIRATION, CIRCULATION AND EXCRETION
- The student knows the importance of giving blood and appreciates the
solidarity of donors.
- They adopt a responsible attitude to their own health and develop healthy
habits.
- They respect and know how to live peacefully and harmoniously with people
from different cultures.
- The student can identify and name the organs of the respiratory system and
describe their functions.
- They can identify and name the organs of the circulatory system and describe
their functions.
- They can identify and name the organs of the excretory system and describe
their functions. They are aware of the excretory function of skin.
- The student can identify and name the organs related to nutrition processes
and knows what each of these processes consists of.
- They are aware of basic steps that can be taken to ensure the health of the
respiratory, circulatory and excretory systems.
- The student uses vocabulary accurately and expresses the concepts learned
regarding respiration, blood circulation and excretion, both orally and in
writing.
- The student can understand and absorb written, graphic and audiovisual
information.
- They show an interest in the content of the digital book as a learning tool.
- The student carries out simple operations to calculate the amount of blood
obtained from 20 donors.
- They carry out simple operations to calculate their pulse rate at rest and
during physical activity.
Learning to learn
- The student structures the content learned in the unit using an outline.
- They use the evaluation and revision worksheets to self-evaluate the
knowledge acquired during the unit.
- They use the self-evaluation sheet to check the knowledge acquired in this
unit and the previous one, and are aware of whether or not they know how to
apply it or whether they need to revise it.
- The student shows initiative by engaging in healthy habits designed to protect
the respiratory, circulatory and excretory systems.
- They accept their mistakes upon self-evaluation, persevere in the revision
tasks and show empathy when exchanging opinions.
- The student knows and uses different expressive resources and appreciates
the aesthetic value of the materials used.
- They use reading as an expressive resource and appreciate the aesthetic
value of illustrations.
UNIT 3. HUMAN REPRODUCTION
- The student can identify their growth process and characterise the family
environment in which it occurs.
- They recognise the need for men and women to participate in childcare
activities, in order to ensure fair social development where everyone is equal.
- The student adopts responsible attitudes and behaviours which contribute to
peaceful and harmonious coexistence.
- The student can identify the general characteristics of human reproduction,
knows its phases and the parts and functions of the reproductive systems.
- They recall and apply the contents studied during the year regarding the
human nutrition function.
- They use basic reasoning to solve problems.
- The student understands information on human reproduction presented in the
form of continuous and non-continuous (images, etc.) texts.
- They can define terms such as ultrasound, milk teeth, midwife, etc., and use
specific vocabulary related to human reproduction.
- They understand what the human reproduction function is, know what its
phases are and can describe the reproductive systems themselves, as well as
their parts and relevant functions.
- The student can understand and assimilate information presented in the form
of continuous and non-continuous texts, and is interested and participates in
activities involving ICT and the other resources available in the digital book
and on www.anayadigital.com.
- They can interpret outlines and different sources of information in order to
consolidate ideas and processes.
- The student uses their knowledge of basic operations to resolve problems
related to the growth of the embryo during its development.
Learning to learn
- The student can interpret outlines and drawings, etc. to consolidate ideas and
processes.
- They can organise their knowledge of the male reproductive system and the
phases of human reproduction in a table.
- They can complete a diagram of the female reproductive system coherently,
as well as the unit outline.
- The student plans their habits, is aware of what they know (using the selfevaluation sheet) and perseveres in the tasks, demonstrating satisfaction with
what they have learned through effort and hard work.
- The student exchanges opinions respectfully regarding the involvement of
fathers and mothers in childcare activities and values cooperation.
- They express their knowledge and ideas about human reproduction calmly
and respectfully, valuing their own body and accepting sexual differences as
normal and natural.
- They show autonomy, responsibility and a willingness to communicate,
discuss issues and include others.
- They can identify their feelings.
- The student participates and perseveres in revision and evaluation activities
and demonstrates satisfaction with what they have learned through effort and
hard work.
- The student uses drawings to represent a foetus, placenta and umbilical cord.
- They understand and use different resources for expression and appreciate
the aesthetic value of the materials used (reading tasks, illustrations, videos,
presentations, etc.).
- They recognise the importance of drawings and photographs in the study and
representation of human reproduction.
- The student completes an assignment on the development of the embryo

creatively, draws a timeline of their life events, writes a story about a memory
and completes the reading worksheets imaginatively.
UNIT 4. VITAL FUNCTIONS IN ANIMALS AND PLANTS
- The student adopts responsible and socially-friendly habits and attitudes in
relation to caring for pets.
- They respect people from different cultures and know how to live peacefully
alongside them.
- The student can characterise the processes of the vital functions of nutrition,
interaction and reproduction in animals and plants and knows which organs
and systems intervene in them.
- They can detect the anatomical and functional differences between animals
and plants in relation to how they carry out vital functions.
- They are aware of the importance of animals and plants for humans, as
sources of food, materials, work and company.
- The student understands the information about the vital functions of plants
and animals contained in the units explanatory texts.
- They acquire vocabulary related to the vital functions of plants and animals.
- They use the vocabulary acquired to provide coherent responses to the unit
activities.
- The student interprets information presented in the pictures showing the vital
functions of animals and plants and in the units digital and audiovisual
resources.
measure their progress.
- They extract information from different sources in order to learn about aspects
such as the metamorphosis of frogs, different types of livestock farming and
dryland and irrigated crop farming.
- The student extracts the information they need from a text in order to solve
mathematical problems.
- They use basic operations (calculations using hundreds) to resolve problems
related to the number of butterfly eggs which will survive into adulthood.
Learning to learn
- The student assimilates the contents related to the vital functions of animals
and plants.
- They draw up and can interpret outlines to consolidate their ideas about the
processes which make up the vital functions in plants and animals.
- They can organise what they know about plant nutrition processes in a
drawing or diagram.
- The student uses an outline of the unit to organise the knowledge they have
gained.
- They self-evaluate the knowledge acquired in this unit and in earlier ones and
are aware of whether they know how to apply this new knowledge or need to
improve.
- The student is aware of their personal involvement in caring for a living thing
and defends this opinion respectfully.
- They develop and defend opinions regarding plant production.
research tasks about local plants.
- They accept their mistakes upon self-assessment and understand the need to
consolidate learning.
- The student uses reading as a resource for expression.
- They value the environment and can identify human actions that respect it or
may harm it.
- They use the graphic techniques available to them to draw a diagram of the
metamorphosis of a frog.
SECOND TERM
UNIT 5. WE LIVE IN ECOSYSTEMS
- The student accepts the rules of participation in group activities and assigned
tasks, and respects and knows how to live alongside people from different
cultures.
- They develop responsible attitudes and behaviours when planning out their
habits.
- The student has basic ideas about the complexity of life.
- They can identify, describe and interpret the elements of an ecosystem.
- They can identify, name and classify living things based on their position in
ecosystems.
- They can identify and describe the impact of human activities on ecosystems
and the consequences that they generate.
- They know the impact of human activities on ecosystems and can propose
solutions to mitigate and resolve the problems.

- The student understands information about texts, images, diagrams, etc.
related to ecosystems.
- They use vocabulary accurately, and are able to express the concepts studied
in relation to ecosystems, in addition to other concepts, both orally and in
writing.
- They understand other peoples opinions during debates.
- They show an interest in reading the complementary texts assigned by the
teacher.
- The student can understand and assimilate information presented in
continuous and non-continuous texts, and is interested and participates in
activities involving ICT such as handling different sources of information and
the resources available in the digital book and on www.anayadigital.com.
- The student applies their knowledge of the basic mathematical operations to
solve problems about waste production and reduction.
Learning to learn
- The student can interpret concept maps, drawings, etc. to consolidate ideas
and processes.
- They organise what they have learned about the ecosystems.
- They plan out their routine, become aware of what they know (using the selfevaluation sheet) and persevere in the tasks, showing satisfaction with what
they have learned through effort and hard work.
- The student exchanges opinions about ecosystems in a respectful way and
values cooperation.
- They are aware of the social inequalities resulting from poor distribution and
abuse of natural resources, and develop an attitude of solidarity towards
them.
- They are familiar with and assimilate rules and norms of observation and
behaviour in nature.
- They demonstrate responsibility and a willingness to discuss issues,
communicate and include others.
- They demonstrate autonomy when organising their time and tasks.
- The student appreciates nature and can identify human actions that respect it
or may harm it.
- They appreciate the importance of living things in an ecosystem and the
variety of adaptations.
- They are familiar with and use different resources for expression and
appreciate the aesthetic value of the materials used.
- They appreciate ecologists contributions to civilisation.
- They recognise the importance of drawings, photographs, videos, etc. in the
study of ecosystems.
- They complete the reading worksheets with imagination.

UNIT 6. MATTER AND ENERGY
- The student compares their way of life with those of other societies, regarding
the use of matter and energy sources.
- They develop a responsible attitude towards the use of matter and energy,
and develop conscientious and healthy habits in relation to them.
- They respect and know how to live alongside people who have a different
culture.
- The student recognises the properties and states of matter, can distinguish
between pure substances and mixtures, and can describe how we use them.
- They make observations and identify forces and recognise their effects.
- They know how fossil fuels are used and the steps we can take to conserve
them.
- They know the processes of generating, transmitting and using electricity.
- They identify the characteristics of light, and some phenomena related to
light, and can classify objects based on how light passes through them.
- They use what they have learned to interpret physical phenomena.
- The student uses scientific vocabulary accurately and is able to explain newly
learned concepts related to air and water both orally and in written form.
- The student can understand and absorb written, graphic and audiovisual
information.
- They show an interest in using the content of the digital book as a learning
tool.
- The student applies what they have learned about mathematical operations to
solve problems related to saving energy.
Learning to learn
- The student analyses the pictures in the book in detail and extracts
information from them in order to add to their own knowledge.
- They use the evaluation and revision worksheets to self-evaluate of what they
have learned about matter and energy.
- They use the self-evaluation worksheet to check the knowledge acquired in
this unit and the previous one, and are aware of whether they know how to
apply it or need to revise it.
- The student shows initiative for learning about and using measures that
ensure sustainability and for developing conscientious and healthy habits in

relation to the use of matter and energy.
- They show an interest in participating in the science workshop activities
Bottled clouds and Newtons Disc.
- The student is familiar with and uses different resources for expression and
appreciates the aesthetic value of the materials used.
- They demonstrate accuracy and good taste when carrying out the tasks
involved in the activities Bottled clouds and Newtons Disc.
UNIT 7. ROCKS, WATER AND RELIEF
- The student identifies human actions carried out in the past.
- They respect other peoples opinions.
- They take on responsibility for taking care of landscapes.
- They know how to live alongside people from different cultures.
- The student can define rock and mineral, can name some rocks and minerals
and distinguish them, and describes their different uses.
- They can identify, name and describe the landforms found in coastal and
inland areas.
- They can classify the types of bodies of water and they know the
characteristics of the sections of a river.
- They are aware of certain characteristics of the geography of their
autonomous community and of Spain.
- They value the existence of protected natural areas.
- They can describe and assess the impact of some human activities on nature.
- The student understands information about landscapes and can describe
them.
- They define and correctly use the terms related to rocks and landforms.
- The student understands and absorbs information in written, graphic and
digital form.
- They consult different sources to find out about the relief and water found in
their region.
- They carry out the proposed interactive activities.
- The student uses the basic mathematical operations to measure the courses
of a river.
Learning to learn
- The student relates concepts addressed in this unit to those addressed in
earlier units.
- They use strategies to improve their learning by organising what they have
learned about water and landforms in tables and blank maps.
improve.
- The student has their own opinion about altering landscapes.
- They are respectful and collaborate when carrying out group tasks
- They defend their opinions in a reasoned manner and respect those of others
during classroom debates.
- They accept mistakes upon self-evaluation, participate and persevere in
revision and evaluation activities and demonstrate satisfaction with what they
have learned through effort and hard work.
- The student recognises the cultural value of landscapes and values the
contributions of the scientists who study them.
appreciate the aesthetic value of the materials used in class (readings,
illustrations, videos, presentations, etc.).
- They demonstrate creativity when making drawings of landscapes and use
their imagination when completing the reading worksheets.
involved in the science workshop activity Lets make a fossil.
UNIT 8. WEATHER AND CLIMATE
- The student participates appropriately in group activities and carries out the
tasks assigned to them.
- They understand relationships between a regions way of life and its climate.
- They show respect for and are interested in people from other countries,
value their culture and know how to live with them.
- The student can define the weather and the observable aspects that
determine and characterise it.
- They know the general characteristics of the weather in different seasons.
- They can describe what meteorological instruments and satellites are used
for.
- They appreciate the work of meteorologists.
- They interpret simple weather maps.
- They are familiar with the climate of their autonomous community and the
climates of Spain.
- They apply a basic method of reasoning when solving problems and posing
questions.
- The student understands the information about the weather and climate
contained in the texts.
- They acquire vocabulary related to weather and climate.
- They use the vocabulary acquired to produce coherent responses to the
activities related to weather and climate.
- The student interprets and assimilates information presented in the pictures
and weather maps and in the units digital and audiovisual resources.
evaluate their progress.
- They extract information from different sources to learn about local
architecture and how weather forecasts are made.
- The student uses their knowledge of mathematical operations to solve simple
problems about temperatures.
- They read and correctly interpret numerical data on precipitation and
temperatures.
- They make and interpret simple precipitation and temperature graphs.
Learning to learn
- The student assimilates the contents related to the characteristics of weather
and climate.
- They can describe the seasons and how the climate influences us in written
texts or oral presentations.
- They use a concept map to organise what they have learned.
improve.
- The student plans and distributes their tasks appropriately.
- They show an interest in using their knowledge about weather and climate to
complete the proposed tasks.
- They develop a strategy to record changes in temperature and rainfall,
organise them in graphs and draw conclusions.
- They persevere in the tasks, accept their mistakes upon self-evaluation and
understand the need to consolidate learning.
- The student appreciates meteorologists contributions to civilisation.
appreciate the aesthetic value of the materials used (readings, illustrations,

videos, presentations, etc.).
involved in the science workshop activity How much did it rain?
THIRD TERM
UNIT 9. POPULATION
- The student can define population, knows what changes it and is aware of the
functions of the national census and the municipal register.
- They show sensitivity towards human migration.
- They can characterise population groups based on their work and can identify
the three sectors.
- They can describe traditions and customs.
- They can identify different economic activities and can classify them by sector.
- They can describe the professions around them and relate them to the
economic sectors.
- The student understands the relationships between the different biological,
geological and climatic characteristics of various places and the cultural
evolution of the humans who live there.
- They can recall and apply what they have learned during the year about the
physical world.
- They use basic reasoning to solve problems and pose questions.
- The student understands the information from the texts, pictures, diagrams,
etc. related to the study of population.
- They use vocabulary accurately and can express concepts related to the
population and its activities, as well as other concepts learned during the
second term, both orally and in writing.
- They show an interest in reading the complementary texts assigned by the
teacher.
- The student can understand and assimilate information presented in
continuous and non-continuous texts.
- They use different information sources to find out about population, types of
work and traditions.
- They are interested and participate in activities involving ICT, such as using
the resources available in the digital book and on www.anayadigital.com.
- The student applies their knowledge of basic mathematical operations to
solve problems about population changes.
- They extract information from tables with data about professions.
- They organise numerical data about professions in tables, based on a model.

Learning to learn
- The student makes and uses a simple survey, following pre-established
guidelines.
- They interpret concept maps, drawings, etc. to consolidate ideas and
processes.
- They organise information about work and holidays in tables and texts.
- They know and apply a procedure for studying and relating concepts learned
about population changes to specific situations, following pre-established
guidelines.
- They plan out their routine, become aware of what they know and persevere
in the tasks, showing satisfaction with the knowledge they have acquired
through effort and hard work.
- They conduct research and exchange opinions about work and traditions,
demonstrating their personal criteria and respecting other peoples opinions.
- They show sensitivity and empathy towards the issue of unemployment.
- They show responsibility and involve other people.
- They show autonomy when organising their time and tasks.
appreciates the aesthetic value of the materials used (readings, illustrations,
- They recognise the cultural value of traditions.
- They complete the reading worksheets with imagination.
UNIT 10. HOW NATIONS ARE STRUCTURED
- The student can define municipality and local council.
- They appreciate the mechanisms for electing councillors.
- They know the basic structure of local councils and their functions.
- They can describe municipal services.
- They can define province and autonomous community.
- They can identify, locate and name the different provinces, autonomous
communities and autonomous cities with the help of political maps.
- They are familiar with the structure of their autonomous community and how it
works.
- They know how the European Union is structured.
- The student recalls and applies what they have learned earlier in the year
about the physical world.
- They use basic reasoning to solve problems and pose questions.
- They use vocabulary accurately and can explain the concepts learned about
how regions are structured both orally and in writing.
- The student interprets information in written, graphic and audiovisual form,
especially that presented in the maps showing the structure of Spain and the
European Union, and incorporates it into their knowledge framework.
- They show an interest in using the content of the digital book as a learning
tool.
- They use different information sources to expand their knowledge of the EU
and find out about the symbols of their municipality.
- They use basic calculations to solve problems about the population in
municipalities and towns.
Learning to learn
- The student analyses the pictures in the book in detail and extracts
information from them in order to add to their own knowledge.
- They value and use maps as tools and strategies for memorising.
- They organise the names of the autonomous communities in a table.
- They structure what they have learned in this unit using a concept map.
- They use the self-evaluation sheet to check their attitudes and the knowledge
acquired in this unit and previous ones, and are aware of whether or not they
know how to apply it or whether they need to revise it.
- The student exchanges opinions about what is important when
communicating with other people and about the aid that can be given to poor
countries.
- They show initiative when learning about other languages and customs.
appreciates the aesthetic value of the materials used (readings, illustrations,
- They are aware of and respect the existence of different languages in Spain
and in other countries, and recognise the cultural value of the different units
into which Spain is structured.
- They complete the reading worksheet with imagination.
UNIT 11. HISTORY (I)
- The student is familiar with the calendar which enables them to date historical
events.
- They can identify and describe the different historical sources and classify the
historical ages, and also describe the events that mark the beginning of a new
age.
They can identify the elements that represent the different ages.
They know the characteristics of life in Prehistory.
They know the characteristics of life and the architectural and cultural
expressions of the Roman civilisation.
They have certain knowledge about the history of their autonomous
community.

- The student appreciates the contributions to human history made by scientific
and technological progress.
- They apply basic scientific reasoning when analysing problems related to our
knowledge of history.
- The student understands the information about history contained in the texts.
- They acquire vocabulary related to historical ages and sources.
- They use their new vocabulary to provide coherent responses to the activities.
- They know the etymology of certain words.
- They can relate Latin words to the current words that come from them.
and texts about history and in the units digital and audiovisual resources.
- They consult different sources to obtain information about writing in Classical
Antiquity and the structure of society in Ancient Rome.
- They carry out the proposed interactive activities.
- They calculate the duration of the ages and the intervals between historical
events.
- They appreciate the organisation of historical events in timelines.
Learning to learn
- The student assimilates the contents regarding history and incorporates them
into their knowledge framework.
- They observe, compare and draw conclusions from the pictures that they
analyse.
- They self-evaluate the knowledge acquired in this unit and in previous ones
and are aware of whether they know how to apply this new knowledge or
need to improve.
- The student shows empathy and respect for the ways of life and
achievements of past societies, which laid the groundwork for the
achievements of todays current societies.
- They are respectful and collaborate when carrying out group tasks.
- They defend their opinions in a reasoned manner and respect those of others
during the classroom debates.
- They accept mistakes upon self-evaluation, participate and persevere in
revision and evaluation activities and demonstrate satisfaction with what they
have learned through effort and hard work.
- The student is familiar with some cultural expressions and customs of the
past and compares them with those of the present.
- They appreciate the buildings, works of art and technological advances of
past societies.
- They appreciate the effort made by archaeologists and historians to
reconstruct the past.
- They appreciate the creativity and beauty of some historical sources, and
value historical heritage.
- They appreciate some historical events.
UNIT 12. HISTORY (II)
- The student knows the characteristics of the ways of life and the architectural
and cultural expressions of the Middle and Modern Ages and the
Contemporary Era.
- They know and appreciate the inventions and advances of the Middle and
Modern Ages and Contemporary Era and their consequences.
- They can name historical figures, locate them in time and identify their
contributions.
- They acquire basic notions of the history of their autonomous community.
- They can recall and apply the contents related to society that they studied
earlier in the year.
- The student appreciates the contributions to human history made by scientific
and technological progress.
- They apply basic scientific reasoning when analysing problems related to our
knowledge of history.
- The student understands the information on history presented in the texts.
- They acquire vocabulary related to the Middle and Modern Ages and the
Contemporary Era.
- They use their new vocabulary to produce coherent responses to questions
and activities on history.
- They can interpret other peoples opinions during debates.

and texts on the Middle and Modern Ages and the Contemporary Era and in
the units digital and audiovisual resources.
- They use online search engines under adult supervision and show an interest
in learning using these technologies.
evaluate their learning progress.
- They extract information from different sources to expand their historical
knowledge.
- The student can interpret numerical information and dates, and uses their
knowledge about numbers and operations to determine the duration of
historical periods.
Learning to learn
- The student becomes familiar with the contents related to the Middle and
Modern Ages and the Contemporary Era and incorporates them into their
knowledge framework.
- They can relate the contents learned in this unit to those of previous units.
- They can use a concept map to organise the knowledge they have acquired.
tasks, demonstrating satisfaction with what they have learned through effort
and hard work.
- The student expresses their opinions and respects those of others when
drawing conclusions from the pictures they analyse.
- They conduct research, organise the data obtained and present well thoughtout work.
- They plan and distribute their tasks appropriately.
- They show initiative when using their knowledge about the Middle and
Modern Ages and the Contemporary Era and carrying out activities and selfassessment.
- They develop a strategy to conduct historical research.
- They accept their mistakes upon self-assessment and understand the need to
consolidate learning.
- The student is familiar with some cultural expressions and customs of the
past and compares them with those of the present.
- They appreciate the buildings, works of art and technological advances of the
Middle and Modern Ages and the Contemporary Era.
- They appreciate the effort made by historians to reconstruct the past.
- They value the cultural heritage and certain historical events of the Middle
and Modern Ages and the Contemporary Era.

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COMPETENCES AND SECONDARY COMPETENCES

SOCIAL AND CIVIL

KNOWLEDGE AND INTERACTION WITH THE PHYSICAL WORLD

involved in the responsible use of natural resources, the conservation of the

LINGUISTIC AND COMMUNICATIVE COMPETENCE

IN INFORMATION AND COMMUNICATION TECHNOLOGIES

measurements, symbols, etc.) needed to express data and information

PERSONAL AUTONOMY, INITIATIVE AND EMOTIONAL COMPETENCE

CULTURAL AND ARTISTIC

- They can interpret outlines, drawings, etc. to consolidate ideas and

- The student completes an assignment on the development of the embryo

Linguistic and communicative competence

- They complete the reading worksheets with imagination.

ensure sustainability and for developing conscientious and healthy habits in

appreciate the aesthetic value of the materials used (readings, illustrations,

- They organise numerical data about professions in tables, based on a model.

Knowledge and interaction with the physical world

- The student interprets and assimilates information presented in the pictures

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