ByME Social Science 3 CAM Ingles

Syllabus ByME Social Science 3 CAM
ByME Social
Science 3
(Comunidad de Madrid)
Syllabus Social Science
Primary stage: Year 3
1
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 12
7. Mixed-ability activities 14
8. Fostering reading 15
9. Language Structures 16
10. Cooperative Learning 20
11. Assessment Rubrics 26
12. Assessment in our Educational Project 36
13. Assessment of the Teaching-Learning process 39
14. Specific methodology in ByME Social Science 3 CAM 41
15. Materials of ByME Social Science 3 CAM 49
16. Measures for students with special needs 58
17. Use of information and communication technology 59
18. Teaching and organisational resources 61
19. Supplementary activities 65
20. Didactic Units 66
1
Delete non-applicable items.
2
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.
3
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.
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.
4
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.
5
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.
6
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)
7
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.
8
5. COURSE CONTENTS AND LEARNING OUTCOMES
THIRD YEAR
Geography. The world in which we live
Maps and charts.

1. Interprets the conventional symbols which appear on a map.
2. Identifies and uses maps with different scales.
3. Draws simple maps with different scales.
Map of Europe. Other continents.

4. Locates different countries on the political map of Europe and knows their capitals.
5. Locates on the physical map of Europe the most important seas, rivers and mountain ranges.
6. Identifies some countries, cities, rivers and mountain ranges in non-European countries.
Physical map of Spain. Relief and principal rivers.

7. Locates on a map of Spain the principal mountain ranges and mountains.
8. Locates on a map of Spain the most important rivers. Identifies their source and mouth, as well as their principal tributaries.
History. The tracks of time
Historic time and its measurement.

9. Is familiar with the century as a unit of measurement of historic time.
10. Establishes the relation between years and centuries.
11. Uses Roman numerals in order to indicate centuries.
12. Knows the dating conventions for historic time (B.C., A.D., age and period).
Historic sources and their classification. Archaeology. Historic, cultural and artistic heritage.
13. Knows different techniques for locating, in time and in space, events from the past. Is familiar with the work techniques used
by the archaeologist.
14. Is familiar with cultural heritage as a treasure which must be known, preserved and cared for.
15. Identifies the historic periods: Prehistory, Classical Antiquity, Middle Ages, Modern Age and Contemporary Age.
Common content for the whole stage.
9
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.
10
11
6. VALUES AND ATTITUDES
The education in values is an answer to the society in which we live. Therefore, it is not considered one more area to work
with, but as a core idea going over all curricular areas being present in the whole educational process.
In this stage, the school education has as an objective to develop in pupils the abilities considered necessary to manage as
citizens within full rights and duties in the society where they live. This aim does not finish in intellectual knowledge integrated in
diverse fields, but pretends comprehensive development of the person, that is, tries to deal with their affective, motor,
interpersonal, insertion and social action capacities.
This cross cutting brings pupils closer to values that today worry the world inviting to get in touch with them, becoming sensitive
making them part of matters as important as the defence of nature, world peace, equal opportunities without discrimination
because of sex, or race causes, etc.
The inclusion of work in values in different units of the syllabus responds to that intention. Its treatment requires, depending on
the unit, a special focus, if we consider types of contents and activities suggested. On the other hand, in all areas we work through
different elements.
The final objective of working in values in school curriculum, and, therefore, in our syllabus, is to form pupils in an integral way,
that includes from their cognitive development to their integration in the moving culture of society, going through their training in
solidarity, cooperation and participation values. Keeping this in mind, the methodology for learning these matters can not leave
from something external from pupils, but will be based in:
 Previous knowledge and experience.

 Relationship with their equals.
 Cooperation and participation in class and their close environment.
 Questions between matters and contents.
 The active working methods provide, on one hand, a direct contact with the environment, and, on other, the proposal and
resolution of problems as a procedure of working.
Also, in the area of Social Sciences, we have dedicated a specific space for the work in values:
12
In ByME Social Science 3 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
13
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 3 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
14
ByME Social Science 3 (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 3 (CAM)
15
UNIT/ STRUCTURES VOCABULARY

TEAMWO
RK
0  Phrasal verbs: find out, look after  free-time activities, hobbies, Social Science learning
 Like / don’t like + verb + ing tool
 Use + noun + verb infinitive
1  Question words: where, which, etc.  map, the Equator, GPS, continent, compass, globe,
 Prepositions: in, on, next to, in front of, behind, satellite, precise
between, above, around  digital, sphere, archipelago, world map, compass
 There is / are rose, north, south, east, west
 Affirmative and negative statements: It’s / It’s not;  flat, horizontal, vertical, lines of latitude / longitude,
they’re / they’re not North / South Pole, Equator, Northern/Southern
 When clauses (not with future meaning): When I Hemisphere, sphere, axis
look at it, I see information about different places  title, scale, symbols, key, physical map, political
 Comparisons: as, looks like, more realistic than map, natural features, man-made features, country,
 Conjunctions: also, as well as, so, because capital city, political borders
 Prepositions: below, from, to, through, between  street map, square, symbol, turn left, turn right, go
 Affirmative and negative short answers: Yes, it straight on, go past, it’s on the left / right
does / they do; No, it doesn’t / they don’t  scale, reduced, detail, centimetre, metre, kilometre,
 Infi nitive to show purpose: We use a ... to ... floor plan, stairs, lifts, furniture, windows, doors
 Questions: How do I get from ... to..., What is the  internet, browser, address bar, search bar, zoom in /
quickest way from...to... out
 Phrasal verbs: divide into
 Comparatives: smaller, larger, more, less
 Phrasal verbs: scale down
 Imperatives: divide, give, draw, include
 Question words: What, Which, Where, How do you
get from … to …
 Imperatives: open, type, drag
2  Question words: where, which, etc.  country, continent, ocean, mountain, Earth, beach,
 Prepositions: in, on, next to, in front of, behind, monument, musical instrument
between, above, around  state, capital city, river, flag, oceans, seas
 There is / are  continent, ocean, sea, cover, connect, surround
 Affirmative and negative statements: It’s / it’s not;  landforms, plains, valleys, hills, plateaus,
they’re / they’re not mountains, summit, slopes, foot, mountain range,
 Modal verbs: should/ shouldn’t rivers, source, tributaries, mouth
 Superlatives: biggest, largest, smallest, deepest,  physical map, kilometres, metre, rainforest,
16
shallowest, warmest continent, country, mountain range, river

 Adverbs: partly / completely  political map, country, capital city, city, tourists,
 Phrasal verbs: divide up parade, coast, language
 Prepositions: down, up through, towards  leaflet, history, culture, protect
 Passive voice: is/are called
 Phrasal verb: made up, come up
 Superlatives: largest, longest, widest, tallest, most
 Prepositions: around, across, through
 Superlatives: most popular, biggest, largest, most
populated
 Comparatives: more than
 Imperatives: find, fold, design, stick
 Phrasal verbs: cut out, mix up
TERM 1.  Question words: what, how, etc  air pollution, water pollution, affect, rubbish, waste,
Think  Making comparisons: Picture A shows water factory, oil, pollen, wastewater, chimney, spray,
together pollution, but Picture B photo shows air pollution harmful
 map, globe, Equator, hemisphere, symbol, key,
continents, sea, mountain, summit, river, mouth,
ocean, lines of longitude, compass, north, south,
east, west, source, physical map, capital city
3  Question words: where, which, who, what, etc.  border, language, Europe, mountain, capital, flag,
 Prepositions: above, below, next to, in front of summit, source, lake, waterfall, river, cliff
 There is / are  France, Spain, Andorra, Portugal, Europe, country,
 Noun form verb + ing: skiing, hiking ski, capital city, official language, flag, border,
 Demonstrative adjectives: this / these mountains
 Superlatives: smallest, largest, most visited, highest  north, south, east, west, monuments, border, capital
 Quantifiers: some, most, many city, official language, island, mainland, sunset,
 Phrasal verbs: connect to inland, coastline
 Passive voice: is located, is surrounded  landform, mountain, island, body of water, ocean,
 Prepositions: on, between sea, river, lake, natural border
 Quantifiers: many, some  mountain range, peak, metres, river, source, mouth,
kilometres, natural border
 Prepositions: across, through, between
 poster, flag, physical features, country, city, foreign
 Imperatives: choose, write, draw, make, stick
language, communicate
 Infinitive: to show, to share
 Imperatives: open, write, stick, put
4  Question words: what, who, etc.  inland, coastal, landscape, natural, man-made,
 There is / are; There isn’t a / There aren’t any feature, beach, cliff, island, tourists, road,
17
 Questions words: when, how, how long lighthouse, harbour, mountain

 Demonstrative adjectives: this / that, these / those  photograph, past, present, change, damage,
 The verb to be in past tense: was / were impact, feature, building
 The adverb ago to refer to the past  autonomous communities, hills, mountains, river,
 Passive voice: is located, is divided into peninsula
 Have / has  peninsula, mountain range, plain, coast, desert,
 Passive voice: is surrounded, is connected, is called archipelago, plateau, volcano, Cordillera Cantábrica,
 Superlatives: largest, longest, most important Pirineos, Sistema Ibérico, Sistema Central, Sierra
 Prepositions: across, through, in, on, at, to Morena, Cordillera Bética, Picos, de Europa,
Mulhacén, Iberian Lynx
 Quantifiers: most, many, some
 river, agriculture, drinking water, source, mouth,
 Imperatives: use, label, create, represent
man-made dams, reservoirs, route, Miño, Duero,
 Infi nitive of purpose: to have, to help
Ebro, Tajo, Júcar, Guadiana, Guadalquivir, Segura
 Imperatives: search, print, stick
 high, medium, low, three-dimensional, litter, clean-
 Phrasal verbs: come out, cut out, look back up, negative, positive, impact, volunteers
TERM 2.  Question words: what, how, etc  supervisor, cleaner, secretary, cook, caretaker, head
Think  Describing different jobs: The cleaner works in a teacher, mayor, town/city hall, town/city council, fire
together school. She cleans the school buildings fighter, librarian, police officer, doctor, protect,
traffic, medicine, prevent, save, ill, lend, enforce,
trapped, culture
 country, archipelagos, mountain ranges, capital city,
plateau, river, sea, ocean
5  Question words: where, who, why, etc.  time, history, past, measure, axe, cave painting,
 Present continuous history museum, pottery, fire, spear, tour guide,
 There is / are prehistoric
 Past tense: was / were; wasn’t / weren’t  Prehistory, replica, fragments, cave painting,
 Questions words: what, why, how, etc pottery, axe, fire, phonograph, mp3 player,
 Use of to look like to describe similarity telephone, typewriter
 Past tense: looked, gave, used  past, present, future, history, historians, historical
 Phrasal verbs: break down source, oral source, physical source, written source,
 Describing the past: yesterday, two weeks ago, last visual source, year, decade, century, millennium,
year, in the past Roman numerals, timeline
 Describing the present: now, right now, at this  Prehistory, period, artefact, Palaeolithic, Neolithic,
moment, today nomad, written history, ancient history, civilisation,
hieroglyphics, Latin, Egyptian, Greek, Roman,
 Describing the future: tomorrow, next week, later, in
empire
the future
 Middle Ages, Christian culture, Islamic culture,
 Regular past tense: existed, lived, moved, used,
kingdom, king, castle, mosque, explorer, discovery,
started, developed, formed
18
 Irregular past tense: wrote, began, built, made printing press, invention, industry, steam engine,
 There was / There were factory, communication, medicine, population, X-ray,
 Passive voice: was divided, were built vaccination
 Imperatives: find, put, describe  tradition, generation, thousand, noodle, bagpipes,
 Phrasal verbs: pass down Pysanka
 visual learner, physical learner, auditory learner,
memorise
6  Question words: where, who, what, how, why, etc.  archaeologist, microscope, artefact, sieve,
 Infi nitive to show purpose: We use a … to … excavation, brush, instrument, tool, measure
 Present / past continuous  artefact, sieve, fragments, excavation, grid, sword,
 Modal: have to for expressing necessity spade, archaeologist, archaeological site, stone axe,
 Past tense (regular and irregular): used, lived, helmet, coins, clay pot
watched, ordered, made, found, wore, built  artefacts, pottery, coins, armour, millstone, dress,
 Past tense question: What did….wear…? historical site, fossils, amphitheatre, gladiator, city
 Passive voice (past tense): was / were used wall, palace, exposition
 Can to talk about possibility  cave art, mosaic, fountain, portrait, painting,
 Prepositions: for / from poems, songs, castanets
 Passive voice (past tense): was painted, was made,  Glosas Emilianensas, King Ferdinand II, Queen
were made Isabella, Christopher Columbus, Don Quijote, Miguel
 Past tense (regular and irregular): painted, began de Cervantes, Spanish Constitution, storytelling,
interview, speeches, traditions
 Can to talk about possibility
 time capsule, future, present, inventions,
 Passive voice (past tense): was written
technologies, study, record
 Relative clauses: that, who
 search engine, type, key word, image, right-click,
 Imperatives: find, draw, write, place
copy, paste
 Infi nitive: to teach, to study
 Imperatives: search, click, open
TERM 3.  Question words: what, which, etc  vocabulary to describe people and places, likes and
Think dislikes
together  Roman numerals, Prehistory, ancient civilisation,
inventions, archaeologists, printing press,
Columbus, musical instrument, novel, hieroglyphics,
knight, portrait
19
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
20
- 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.
21
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.
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.
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.
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
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.
22
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
23
- 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
- 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.
24
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.
25
11. ASSESSMENT RUBRICS
Specific Contents for the Third Year of Primary
LEARNING Levels of acquisition1 Qualification

In the course of being
OUTCOMES acquired (1)
Acquired (2) Advanced (3) Excellent (4) (maximum 4)
1. Interprets the Interprets the Interprets the Interprets the Interprets the
conventional symbols conventional symbols conventional symbols conventional symbols conventional symbols
which appear on a map. which appear on a which appear on a which appear on a which appear on a
map, although he/she map, although he/she map, without too much map, without any
experiences many experiences some difficulty difficulty
difficulties difficulties
2. Identifies and uses Identifies and uses Identifies and uses Identifies and uses Identifies and uses
maps with different maps with different maps with different maps with different maps with different
scales. scales, although scales, although scales, without too scales, without any
he/she experiences he/she experiences much difficulty difficulty
many difficulties some difficulties
3. Draws simple maps Draws simple maps Draws simple maps Draws simple maps Draws simple maps
with different scales. with different scales, with different scales, with different scales, with different scales,
although he/she although he/she without too much without any difficulty
experiences many experiences some difficulty
4. Locates different Locates different Locates different Locates different Locates different
countries on the political countries on the countries on the countries on the countries on the
map of Europe and political map of Europe political map of Europe political map of Europe political map of Europe
knows their capitals. and knows their and knows their and knows their and knows their
capitals, although capitals, although capitals, without too capitals, without any
5. Locates on the Locates on the Locates on the Locates on the Locates on the
physical map of Europe physical map of Europe physical map of Europe physical map of Europe physical map of Europe
1
Other assessment scales: D-C-B-A; Fail, Good, Very Good, Excellent; numerical, etc.
26
LEARNING Levels of acquisition Qualification

the most important the most important the most important the most important the most important
seas, rivers and seas, rivers and seas, rivers and seas, rivers and seas, rivers and
mountain ranges. mountain ranges, mountain ranges, mountain ranges, mountain ranges,
6. Identifies some Identifies some Identifies some Identifies some Identifies some
countries, cities, rivers countries, cities, rivers countries, cities, rivers countries, cities, rivers countries, cities, rivers
and mountain ranges in and mountain ranges and mountain ranges and mountain ranges and mountain ranges
non-European countries. in non-European in non-European in non-European in non-European
countries, although countries, although countries, without too countries, without any
7. Locates on a map of Locates on a map of Locates on a map of Locates on a map of Locates on a map of
Spain the principal Spain the principal Spain the principal Spain the principal Spain the principal
mountain ranges and mountain ranges and mountain ranges and mountain ranges and mountain ranges and
mountains. mountains, although mountains, although mountains, without too mountains, without
he/she experiences he/she experiences much difficulty any difficulty
8. Locates on a map of Locates on a map of Locates on a map of Locates on a map of Locates on a map of
Spain the most Spain the most Spain the most Spain the most Spain the most
important rivers. important rivers. important rivers. important rivers. important rivers.
Identifies their source Identifies their source Identifies their source Identifies their source Identifies their source
and mouth, as well as and mouth, as well as and mouth, as well as and mouth, as well as and mouth, as well as
their principal their principal their principal their principal their principal
tributaries. tributaries, although tributaries, although tributaries, without too tributaries, without any
9. Is familiar with the Is familiar with the Is familiar with the Is familiar with the Is familiar with the
century as a unit of century as a unit of century as a unit of century as a unit of century as a unit of
measurement of historic measurement of measurement of measurement of measurement of
27

time. historic time, although historic time, although historic time, without historic time, without
he/she experiences he/she experiences too much difficulty any difficulty
10. Establishes the Establishes the relation Establishes the relation Establishes the relation Establishes the relation
relation between years between years and between years and between years and between years and
and centuries. centuries, although centuries, although centuries, without too centuries, without any
11. Uses Roman Uses Roman numerals Uses Roman numerals Uses Roman numerals Uses Roman numerals
numerals in order to in order to indicate in order to indicate in order to indicate in order to indicate
indicate centuries. centuries, although centuries, although centuries, without too centuries, without any
12. Knows the dating Knows the dating Knows the dating Knows the dating Knows the dating
conventions for historic conventions for conventions for conventions for conventions for
time (B.C., A.D., age and historic time (B.C., historic time (B.C., historic time (B.C., historic time (B.C.,
period). A.D., age and period), A.D., age and period), A.D., age and period), A.D., age and period),
13. Knows different Knows different Knows different Knows different Knows different
techniques for locating, techniques for techniques for techniques for techniques for
in time and in space, locating, in time and in locating, in time and in locating, in time and in locating, in time and in
events from the past. Is space, events from the space, events from the space, events from the space, events from the
familiar with the work past. Is familiar with past. Is familiar with past. Is familiar with past. Is familiar with
techniques used by the the work techniques the work techniques the work techniques the work techniques
archaeologist. used by the used by the used by the used by the
archaeologist, archaeologist, archaeologist, without archaeologist, without
although he/she although he/she too much difficulty any difficulty
experiences many experiences some
14. Is familiar with Is familiar with cultural Is familiar with cultural Is familiar with cultural Is familiar with cultural
cultural heritage as a heritage as a treasure heritage as a treasure heritage as a treasure heritage as a treasure
28

treasure which must be which must be known, which must be known, which must be known, which must be known,
known, preserved and preserved and cared preserved and cared preserved and cared preserved and cared
cared for. for, although he/she for, although he/she for, without too much for, without any
15. Identifies the historic Identifies the historic Identifies the historic Identifies the historic Identifies the historic
periods: Prehistory, periods: Prehistory, periods: Prehistory, periods: Prehistory, periods: Prehistory,
Classical Antiquity, Classical Antiquity, Classical Antiquity, Classical Antiquity, Classical Antiquity,
Middle Ages, Modern Middle Ages, Modern Middle Ages, Modern Middle Ages, Modern Middle Ages, Modern
Age and Contemporary Age and Contemporary Age and Contemporary Age and Contemporary Age and Contemporary
Age. Age, although he/she Age, although he/she Age, without too much Age, without any
29
Common contents for the whole stage
LEARNING Levels of acquisition1 Qualification

1. Obtains concrete and Makes efforts to obtain Obtains concrete and Obtains concrete and Obtains concrete and
relevant information on concrete and relevant relevant information relevant information relevant information
events or phenomena information on events on events or on events or on events or
which have been or phenomena which phenomena which phenomena which phenomena which
previously delimited, have been previously have been previously have been previously have been previously
using different sources. delimited, using delimited, using delimited, using delimited, using
different sources, different sources, different sources, different sources,
2. Analyzes the Makes efforts to Analyzes the Analyzes the Analyzes the
information obtained to analyze the information obtained information obtained information obtained
select that which is most information obtained to select that which is to select that which is to select that which is
relevant. to select that which is most relevant, most relevant, without most relevant, without
most relevant, although he/she too much difficulty any difficulty
although he/she experiences some
experiences many difficulties
difficulties
3. Develops strategies Makes efforts to Develops strategies to Develops strategies to Develops strategies to
to organize, memorize develop strategies to organize, memorize organize, memorize organize, memorize
and recuperate organize, memorize and recuperate and recuperate and recuperate
information obtained and recuperate information obtained information obtained information obtained
through different information obtained through different through different through different
methods and sources. through different methods and sources, methods and sources, methods and sources,
methods and sources, although he/she without too much without any difficulty
although he/she experiences some difficulty
difficulties
4. Manages images, Makes efforts to Manages images, Manages images, Manages images,
1
Other assessment scales: D-C-B-A; Fail, Good, Very Good, Excellent; numerical, etc.
30

tables, graphs, diagrams manage images, tables, graphs, tables, graphs, tables, graphs,
and synopses in order to tables, graphs, diagrams and diagrams and diagrams and
summarize the diagrams and synopses in order to synopses in order to synopses in order to
information obtained. synopses in order to summarize the summarize the summarize the
summarize the information obtained, information obtained, information obtained,
information obtained, although he/she without too much without any difficulty
difficulties
5. Does work and Makes efforts to do Does work and Does work and Does work and
presentations using work and presentations using presentations using presentations using
different media. presentations using different media different media, different media,
different media, without too much without any difficulty
although he/she difficulty
experiences many
difficulties
6. Presents orally, in a Makes efforts to Presents orally, in a Presents orally, in a Presents orally, in a
clear and ordered way, present orally, in a clear and ordered way, clear and ordered way, clear and ordered way,
contents related with clear and ordered way, contents related with contents related with contents related with
the area of study. contents related with the area of study, the area of study, the area of study,
the area of study, although he/she without too much without any difficulty
difficulties
7. Utilizes the Makes efforts to utilize Utilizes the appropriate Utilizes the appropriate Utilizes the appropriate
appropriate vocabulary the appropriate vocabulary with some vocabulary with vocabulary with
with precision and vocabulary with precision and rigour, precision and rigour, precision and rigour,
rigour. precision and rigour, although he/she without too much without any difficulty
difficulties
31

8. Is capable of Makes efforts to be Is capable of Is capable of Is capable of
summarizing, orally or in capable of summarizing, orally or summarizing, orally or summarizing, orally or
written format, the summarizing, orally or in written format, the in written format, the in written format, the
information obtained in written format, the information obtained information obtained information obtained
and the work performed. information obtained and the work and the work and the work
and the work performed, although performed, without too performed, without
performed, although he/she experiences much difficulty any difficulty
he/she experiences some difficulties
many difficulties
9. Shows autonomy in Makes efforts to show Shows autonomy in Shows autonomy in Shows autonomy in
the planning and autonomy in the the planning and the planning and the planning and
execution of actions and planning and execution execution of actions execution of actions execution of actions
tasks and has initiative of actions and tasks and tasks and has and tasks and has and tasks and has
in the taking of and has initiative in initiative in the taking initiative in the taking initiative in the taking
decisions. the taking of decisions, of decisions, although of decisions, without of decisions, without
although he/she he/she experiences too much difficulty any difficulty
experiences many some difficulties
difficulties
10. Demonstrates Makes efforts to Demonstrates Demonstrates Demonstrates
attitudes of self- demonstrate attitudes attitudes of self- attitudes of self- attitudes of self-
confidence, critical of self-confidence, confidence, critical confidence, critical confidence, critical
thinking, personal critical thinking, thinking, personal thinking, personal thinking, personal
initiative, curiosity, personal initiative, initiative, curiosity, initiative, curiosity, initiative, curiosity,
interest, creativity and curiosity, interest, interest, creativity and interest, creativity and interest, creativity and
enterprising spirit in the creativity and enterprising spirit in enterprising spirit in enterprising spirit in
face of the enterprising spirit in the face of the the face of the the face of the
circumstances which the face of the circumstances which circumstances which circumstances which
surround him/her. circumstances which surround him/her, surround him/her, surround him/her,
surround him/her, although he/she without too much without any difficulty
difficulties
11. Assumes Makes efforts to Assumes Assumes Assumes

responsibilities for what assume responsibilities responsibilities for responsibilities for responsibilities for
32

is done, said or the for what is done, said what is done, said or what is done, said or what is done, said or
decisions which are or the decisions which the decisions which the decisions which the decisions which
made. are made, although are made, although are made, without too are made, without any
12. Participates in group Makes efforts to Participates in group Participates in group Participates in group
activities and in social participate in group activities and in social activities and in social activities and in social
life adopting activities and in social life adopting life adopting life adopting
responsible, life adopting responsible, responsible, responsible,
constructive, responsible, constructive, constructive, constructive,
collaborative and constructive, collaborative and collaborative and collaborative and
respectful behaviour collaborative and respectful behaviour respectful behaviour respectful behaviour
with the ideas and respectful behaviour with the ideas and with the ideas and with the ideas and
opinions of others. with the ideas and opinions of others, opinions of others, opinions of others,
opinions of others, although he/she without too much without any difficulty
difficulties
13. Values the Makes efforts to value Values the importance Values the importance Values the importance
importance of a the importance of a of a peaceful and of a peaceful and of a peaceful and
peaceful and tolerant peaceful and tolerant tolerant coexistence tolerant coexistence tolerant coexistence
coexistence between coexistence between between the different between the different between the different
the different human the different human human groups on the human groups on the human groups on the
groups on the basis of groups on the basis of basis of universally basis of universally basis of universally
universally shared universally shared shared democratic shared democratic shared democratic
democratic values and democratic values and values and human values and human values and human
human rights. human rights, although rights, although he/she rights, without too rights, without any
he/she experiences experiences some much difficulty difficulty
many difficulties difficulties
14. Uses cooperation Makes efforts to use Uses cooperation and Uses cooperation and Uses cooperation and
and dialogue as a way cooperation and dialogue as a way to dialogue as a way to dialogue as a way to
to avoid and resolve dialogue as a way to avoid and resolve avoid and resolve avoid and resolve
conflicts. avoid and resolve conflicts, although conflicts, without too conflicts, without any
33

conflicts, although he/she experiences much difficulty difficulty
many difficulties
15. Identifies situations Makes efforts to Identifies situations of Identifies situations of Identifies situations of
of risk for the life or identify situations of risk for the life or risk for the life or risk for the life or
safety of people. risk for the life or safety of people, safety of people, safety of people,
safety of people, although he/she without too much without any difficulty
difficulties
16. Knows how to act Makes efforts to know Knows how to act after Knows how to act after Knows how to act after
after an accident and in how to act after an an accident and in an accident and in an accident and in
different emergency accident and in different emergency different emergency different emergency
situations. different emergency situations, although situations, without too situations, without any
situations, although he/she experiences much difficulty difficulty
many difficulties
17. Applies techniques Makes efforts to apply Applies techniques of Applies techniques of Applies techniques of
of assistance, techniques of assistance, performing assistance, performing assistance, performing
performing first aid and assistance, performing first aid and knows first aid and knows first aid and knows
knows when, under no first aid and knows when, under no when, under no when, under no
circumstances, he/she when, under no circumstances, must circumstances, must circumstances, must
must act. circumstances, must he/she act, although he/she act, without too he/she act, without
he/she act, although he/she experiences much difficulty any difficulty
many difficulties
18. Knows how to alert Makes efforts to know Knows how to alert the Knows how to alert the Knows how to alert the
the rescue services. how to alert the rescue rescue services. Knows rescue services. Knows rescue services. Knows
Knows the emergency services. Knows the the emergency the emergency the emergency
telephone number. emergency telephone telephone number, telephone number, telephone number,
number, although although he/she without too much without any difficulty
34

he/she experiences experiences some difficulty
many difficulties difficulties
19. Knows the contents Makes efforts to know Knows the contents Knows the contents Knows the contents
and usage of a first aid the contents and and usage of a first aid and usage of a first aid and usage of a first aid
kit. usage of a first aid kit, kit, although he/she kit, without too much kit, without any
although he/she experiences some difficulty difficulty
difficulties
20. Knows the measures Makes efforts to know Knows the measures Knows the measures Knows the measures
for prevention and self- the measures for for prevention and self- for prevention and self- for prevention and self-
protection in case of prevention and self- protection in case of protection in case of protection in case of
emergencies and protection in case of emergencies and emergencies and emergencies and
catastrophes. emergencies and catastrophes, although catastrophes, without catastrophes, without
catastrophes, although he/she experiences too much difficulty any difficulty
many difficulties
21. Develops the Makes efforts to Develops the abilities Develops the abilities Develops the abilities
abilities which enable develop the abilities which enable which enable which enable
communication with the which enable communication with communication with communication with
emergency telephone. communication with the emergency the emergency the emergency
the emergency telephone, although telephone, without too telephone, without any
telephone, although he/she experiences much difficulty difficulty
many difficulties
22. Knows the public Makes efforts to know Knows the public Knows the public Knows the public
system of civil the public system of system of civil system of civil system of civil
protection. civil protection, protection, although protection, without too protection, without any
although he/she he/she experiences much difficulty difficulty
experiences many some difficulties
difficulties
35
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 3 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.
36
 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
37
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
38
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:
AREAS
Number of expected lessons
Number of lessons taught
Percentage
1
Mark as proceed.
2
Obtained of the arithmetic mean from rates of sessions done, dividing the number of participant teachers in each session by total members of teaching team.
39
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.
40
14. SPECIFIC METHODOLOGY IN BYME SOCIAL SCIENCE 3 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
41
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.
42
Helpful procedures and routines for Science class include:

- Listening routine
Use a quick and simple chant to get pupils’ attention.
Teacher: 1, 2, 3. Look at me.
Pupil: 1, 2. I’m looking at you.
- Attention routine
Sometimes during class, the teacher may need to stop the pupils in order to give them further instructions.
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

43
The ByME Pupil’s Books for Level 3 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.
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.
44
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.
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.
45
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.
46
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 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
47
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.
48
15. MATERIALS OF BYME SOCIAL SCIENCE 3 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 3. 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.
49
 Class audio CD
Included with the Level 3 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.
50
- 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 3 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.
51
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
52
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.
53
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.
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.
54
- 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
55
- 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 fullcolour 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
56
- All teachers using ByME Social Science have free access to the ByME digital resources. Users of the Pupil’s Book or Activity Book
have access to the complete digital books. Module users have individual access to the specific units they are using of both the
Pupil’s Book and Activity Book.
- The digital resources are available both on-line and off-line. Both versions are accessed with a specific code that all users will
receive.
- The digital component also provides easy navigation between the Pupil’s Book and the Activity Book and direct access to
extensive digital resources.
- The user has access to projectable, fully-navigable versions of the Pupil’s Book and the Activity Book.
- Through an innovative, easy-to-use spot zoom facility, there is ready access to the complete audio.
- The Digital resources include:

• extensive interactive activities (see images below)
• accessible unit review and experiment presentations with integrated audio
• all the songs and chants with the lyrics and a karaoke effect
• access to fun videos which bring key topics to life
• interactive versions of the course posters
• access to printable resources and a PDF version of the Teacher’s Book
- Digital activities to practise key vocabulary vary for each level but include:
• Labelling activities
• Memory games
• Read and reveal activities
• Wordsearches
• Classification and definition activities
57
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 3 rd of May, in articles 71 to 79 bis, to those
students who require a different educational attention. Teachers will apply the most appropriate measures so that the assessment
conditions are adapted to those students with special educational support needs.
(The teacher/department will detail here the criteria and specific procedures used to cater for this type of students.)
Criteria Procedure
58
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 3 (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.
59
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.
60
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 3rd year
DIFFERENT GROUPS’ NEEDS
Group A
Group B
Group C
61
SPECIFIC INDIVIDUAL NEEDS

Group A
Student
Student
Student
Group B
Student
Student
Student
Group C
Student
Student
Student
62
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:
63
CLASS TIMETABLES
Teacher:
Monday Tuesday Wednesday Thursday Friday
Teacher:
Monday Tuesday Wednesday Thursday Friday
64
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
65
20. DIDACTIC UNITS
UNIT Page
Meet Ana and Tom 67
UNIT 1. Maps and globes 69
UNIT 2. Around the world 74
TERM 1 Think together 79
UNIT 3. Europe 82
UNIT 4. Spain 87
UNIT 5. Time and history 96
UNIT 6. Studying the past 102
66
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 Answer Ana and Tom’s questions. LIN, MST, DIG, LTL, 4
Tom. introduce the course characters, Ana and Tom. SOC, AUT, CUL
Match the objects to Ana and Tom’s clues. LIN, MST, DIG, LTL, 4
SOC, AUT, CUL
Say which places they like visiting and what LIN, MST, DIG, LTL, 5
they like doing there. SOC, AUT, CUL
Read about some of the things they will LIN, MST, DIG, LTL, 5
learn about in their new Social Science SOC, AUT, CUL
book.
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
67
 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 flashcards
 Digital wordcards
ASSESSMENT RESOURCES
Rubrics:
 ByME Social Science 3 Rubrics
LANGUAGE
 Phrasal verbs: find out, look after

 Like / don’t like + verb + ing
 Use + noun + verb infi native
 free-time activities, hobbies, Social Science learning tool
68
UNIT 1. Maps and globes
Throughout this unit, the student will be able to:
 Develop their awareness of the world around them by looking at different representations of the Earth using maps and globes.
 Study the elements that make up different types of maps including world maps, physical maps, political maps and street maps.
 Refresh what they know about maps and compasses and explore the cardinal points by identifying north, south, east and west using a
map of the Iberian Peninsula.
 Represent the Earth, on a globe, and compare this to how the Earth is represented on world maps.
 Learn about the parts of a map and are introduced to different types of maps including physical maps, political maps and street maps.
 Use in maps and floor plans.
 Extend knowledge of technical terms and develop the ability to look more critically at different representations of the world and their
immediate surroundings.
 Improve their skills of map-reading, and observation and interpretation of visual information.
69
KEY
CONTENT EVALUATION CRITERIA LEARNING OUTCOMES COMPETENCE PAGES
S1
Maps, globes and floor plans. Understand different types of Identifies the conventional symbols CUL, MST, LTL 10-17
maps and their features. that appear on a map.
Identifies and uses maps with different CUL, MST, LTL 10-17
scales.
Draws simple floor plans and maps CUL, LTL 17, 18

with different scales.
Initiation to Scientific knowledge and Research, select and analyse Obtains concrete and relevant LTL 9, 11, 15,
its application to Social Science: information. information about specific facts using 18, 19
research, selection and analysis of different sources.
information. Analyses the information to select the LTL 9, 11, 15,
most relevant. 18, 19
Develops strategies to organise, LTL 9, 11
memorise, and recall the information.
Uses images, graphs, tables, LTL, AUT, MST 8, 9, 18-
summaries, etc. to display the 20
information.
Presentation of work. Present work carried out Carries out work and presentations LTL, AUT, DIG 18–19
clearly using different media. using different media.
Expresses orally, clearly and in order, LTL, AUT, LIN 18–19
contents related to the area of study.
Uses the correct vocabulary with LTL, AUT, LIN 6–21
precision and care.
Is capable of summarising, orally or in LTL, AUT, LIN 8–9,
writing, the information obtained and 18–21
the work carried out.
1
70
KEY
S
Personal skills. Develop social skills: Shows autonomy in the planning and LTL, AUT 18–21
responsibility, effort and carrying out of actions and tasks and
concentration while studying. takes the initiative in decision making.
Shows confidence in themselves, LTL, AUT 18–19
critical sense, personal initiative,
curiosity, interest and creativity.
Takes responsibility for what they do, LTL, AUT, SOC 18–19
say and the decisions they take.
 In this unit your pupils will acquire a basic understanding of different types of maps and learn to appreciate their historical significance
in exploration, as well as their importance nowadays in learning about the natural and man-made features of the world around us.
Pupils to think about:
 the importance of new technology in the process of making modern maps.
 how maps and globes can open up the world to us and teach us about other countries, as well as our own.
 how different types of maps show different features and are used for specific purposes.
Think about it
 The Think about it page in this unit develops pupils’ ability to think critically by asking them to choose a map type based on a specific
need. They read and discuss questions and match them to the corresponding map, while simultaneously learning new information
about the United Kingdom.
MIXED ABILITY
 Extra ideas: for those pupils who finish earlier.

71

 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’
 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 3 Rubrics
72
LANGUAGE
 Question words: where, which, etc.
 Prepositions: in, on, next to, in front of, behind,
between, above, around
 There is / are
 Affirmative and negative statements: It’s / It’s not; they’re / they’re not
 When clauses (not with future meaning): When I look at it, I see information about different places
 Comparisons: as, looks like, more realistic than
 Conjunctions: also, as well as, so, because
 Prepositions: below, from, to, through, between
 Affirmative and negative short answers: Yes, it does / they do; No, it doesn’t / they don’t
 Infi nitive to show purpose: We use a ... to ...
 Questions: How do I get from ... to..., What is the quickest way from...to...
 Phrasal verbs: divide into
 Comparatives: smaller, larger, more, less
 Phrasal verbs: scale down
 Imperatives: divide, give, draw, include
 Question words: What, Which, Where, How do you get from … to …
 Imperatives: open, type, drag
 map, the Equator, GPS, continent, compass, globe, satellite, precise
 digital, sphere, archipelago, world map, compass rose, north, south, east, west
 flat, horizontal, vertical, lines of latitude / longitude, North / South Pole, Equator, Northern/Southern Hemisphere, sphere, axis
 title, scale, symbols, key, physical map, political map, natural features, man-made features, country, capital city, political
borders
 street map, square, symbol, turn left, turn right, go straight on, go past, it’s on the left / right
 scale, reduced, detail, centimetre, metre, kilometre, floor plan, stairs, lifts, furniture, windows, doors
 internet, browser, address bar, search bar, zoom in / out
73
UNIT 2. Around the world

 Review and extend their knowledge of geographical concepts and terms related to the Earth’s surface, such as continents, oceans and
seas; mountains and rivers; as well as locating major cities and countries around the world.
 Refresh what they know about continents, countries and capital cities by completing a classification chart.
 Look at the seven continents and major oceans and seas in greater detail and locate them on a world map.
 Review important natural features of the Earth’s surface focusing on mountains and rivers and are introduced to their different parts
and characteristics.
 Highlight the major mountain ranges and rivers of the world.
 Locate and learn about cities and countries from the different continents.
 Continue to develop their map-reading and spatial-visualisation skills, and also develop communicative strategies such as paraphrasing,
giving examples and making comparisons.
74
KEY
S1
Other continents. Identify some countries, cities, Identifies some countries, cities, MST, CUL, LTL 24-35
rivers and mountain ranges in rivers and mountain ranges of non-
non-European countries. European countries.
Initiation to Scientific knowledge and Search for, select and analyse Obtains concrete and relevant LTL 25, 27,
its application to Social Science: information. information about specific facts using 29, 31,
search, selection and analysis of different sources. 34, 35
information. Analyses the information to select the LTL 25, 27,
most relevant. 29, 31,
34, 35
Develops strategies to organise, LTL 25, 27,
memorise, and recall the information. 29, 31,
34, 35
Uses images, graphs, tables, LTL, AUT, MST 25, 34, 35
summaries, etc. to display the
information.
Presentation of work. Present work carried out clearly Carries out work and presentations LTL, AUT, DIG 34, 35
using different media. using different media.
Expresses orally, clearly and in order, LTL, AUT, LIN 34, 35
precision and care.
Is capable of summarising, orally or in LTL, AUT, LIN 25, 34-37
writing, the information obtained and
Personal skills. Develop social skills: Shows autonomy in the planning and LTL, AUT 34-36
concentration while studying. takes the initiative in decision
making.
Shows confidence in themselves, LTL, AUT 34-35
Takes responsibility for what they do, LTL, AUT, SOC 34-35
1
75
 In this unit your pupils will learn about the different cities, countries and continents where people live and appreciate the physical
and cultural diversity of our world.
Pupils think about:
 the important natural and man-made features that make up our world.
 geographical similarities and differences of the seven continents.
 cultural similarities and differences of countries around the world.
Think about it
 The Think about it page in this unit focuses on protecting local monuments. The pupils will identify important monuments around the
world and find out where they are located. Pupils can go on to investigate the historical and cultural importance of monuments
around Spain and in their local area.
MIXED ABILITY

76
 Presentations:
- Unit summary
- Find out
 Activities:
- Memory game
- Labelling
- Spelling
- Read and reveal
- Classification
- Wordsearch
- Definitions
 Song lyrics
 Posters
 Videos
 Teachers
- Downloadable PDFs
Formal Assessment:
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 3 Rubrics
77
LANGUAGE
 Question words: where, which, etc.
 Prepositions: in, on, next to, in front of, behind, between, above, around
 There is / are
 Affirmative and negative statements: It’s / it’s not; they’re / they’re not
 Modal verbs: should/ shouldn’t
 Superlatives: biggest, largest, smallest, deepest, shallowest, warmest
 Adverbs: partly / completely
 Phrasal verbs: divide up
 Prepositions: down, up through, towards
 Passive voice: is/are called
 Phrasal verb: made up, come up
 Superlatives: largest, longest, widest, tallest, most
 Prepositions: around, across, through
 Superlatives: most popular, biggest, largest, most populated
 Comparatives: more than
 Imperatives: find, fold, design, stick
 Phrasal verbs: cut out, mix up
 country, continent, ocean, mountain, Earth, beach, monument, musical instrument
 state, capital city, river, flag, oceans, seas
 continent, ocean, sea, cover, connect, surround
 landforms, plains, valleys, hills, plateaus, mountains, summit, slopes, foot, mountain range, rivers, source, tributaries, mouth
 physical map, kilometres, metre, rainforest, continent, country, mountain range, river
 political map, country, capital city, city, tourists, parade, coast, language
 leaflet, history, culture, protect
78
TERM 1. Think together

Throughout this teamwork, the student will be able to:
 Review what pollution is and how it affects the environment and our quality of life.
 Reflect on how some human activities contribute to pollution and how, by changing certain habits, we can reduce pollution.
KEY
EVALUATION PAGE
CONTENT LEARNING OUTCOMES COMPETENCE
CRITERIA S
S1
Development of social skills. Develop social skills and a Participates in group activities adopting SOC, CUL, LTL 38, 39
positive attitude towards responsible, constructive, collaborative and
teamwork. respectful attitudes towards other people’s
ideas and opinions.
Values the importance of peaceful and SOC, LTL 38, 39
tolerant coexistence between different
people.
Uses cooperation and dialogue as a way to SOC, LTL, LIN 38, 39
avoid and resolve conflicts.
Initiation to Scientific knowledge and Search for, select and Obtains concrete and relevant information LTL 38, 39
its application to Social Science: analyse information. about specific facts using different sources.
search, selection and analysis of
information. Analyses the information to select the most LTL 38, 39
relevant.
Develops strategies to organise, memorise LTL 38, 39
and recall the information.
Uses images, graphs, tables, summaries, LTL, AUT, MST 38, 39
etc. to display the information.
Presentation of work. Carries out work and presentations using LTL, AUT, DIG 38, 39
different media.
1
79
EVALUATION KEY PAGE

CONTENT LEARNING OUTCOMES
CRITERIA COMPETENCES S
Present work carried out Expresses orally, clearly and in order, LTL, AUT, LIN 38, 39
clearly using different contents related to the area of study.
media. Uses the correct vocabulary with precision LTL, AUT, LIN 38, 39
and care.
Is capable of summarising, orally or in LTL, AUT, LIN 38, 39
writing, the information obtained and the
work carried out.
Personal skills. Develop social skills: Shows autonomy in the planning and LTL, AUT 38, 39
responsibility, effort and carrying out of actions and tasks and takes
concentration while the initiative in decision making.
studying. Shows confidence in themselves, critical LTL, AUT 38, 39
sense, personal initiative, curiosity, interest
and creativity.
Takes responsibility for what they do, say LTL, AUT, SOC 38, 39
and the decisions they take.
80
 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

Rubrics:
LANGUAGE
 Question words: what, how, etc
 Making comparisons: Picture A shows water pollution, but Picture B photo shows air pollution
 air pollution, water pollution, affect, rubbish, waste, factory, oil, pollen, wastewater, chimney, spray, harmful
 map, globe, Equator, hemisphere, symbol, key, continents, sea, mountain, summit, river, mouth, ocean, lines of longitude,
compass, north, south, east, west, source, physical map, capital city
81
UNIT 3. Europe
 Continue their study of geography with a focus on the continent where they live – Europe.
 Refresh what they know about countries and borders by distinguishing between Spain’s natural and political borders using a map of the
Iberian Peninsula.
 Explore the different countries that make up the continent of Europe and identify and locate their capital cities on a political map.
 Learn more about the major bodies of water including rivers, seas and oceans as well as important mountain ranges featured on a
physical map.
 Consolidate much of what they have learned with examples of mountain ranges and rivers that form natural borders between some
European countries.
 Improve their skills of map-reading, and observation and interpretation of visual information.
KEY
PAGE
CONTENT EVALUATION CRITERIA LEARNING OUTCOMES COMPETENCE
S
S1
Political Map of Europe. Locate the different countries Locates the different countries and SOC, CUL, LTL 46, 47
and their capitals on a political their capitals on a political map of
map of Europe. Europe.
Physical map of Europe. Locate the most important seas, Locates the most important seas, MST, CUL, LTL 48-51
rivers and mountain ranges on a rivers and mountain ranges on a
physical map of Europe. physical map of Europe.
Initiation to Scientific knowledge and Search for, select and analyse Obtains concrete and relevant LTL 46-49,
its application to Social Science: information. information about specific facts using 51-53
search, selection and analysis of different sources.
information. Analyses the information to select the LTL 46-49,
most relevant. 51-53
1
82
KEY PAGE
COMPETENCES S
Develops strategies to organise, LTL 46-49,
memorise, and recall the information. 51-53
Uses images, graphs, tables, LTL, AUT, MST 46-49,
summaries, etc. to display the 51-53
information.
Uses the correct vocabulary with LTL, AUT, LIN 42-55
precision and care.
Is capable of summarising, orally or in LTL, AUT, LIN 45, 51-
writing, the information obtained and 53
making.
83
 In this unit your pupils will learn to appreciate the physical and cultural diversity of the continent they live in.
Pupils think about:
 how political borders often follow the natural features of the Earth’s surface.
 how many European countries share important bodies of water and major landforms.
 how people from different countries can communicate with one another by learning new languages.
Think about it
 The Think about it page in this unit provides pupils with an opportunity to reflect on the importance of learning new languages. They
read useful phrases in foreign languages and determine which language it is. This activity aims to encourage pupils to think about
why they learn English at school and motivate them to find new ways to help them learn and practice English at home.
MIXED ABILITY

84
 Presentations:
- Unit summary
- Find out
 Activities:
- Memory game
- Labelling
- Spelling
- Read and reveal
- Classification
- Wordsearch
- Definitions
 Song lyrics
 Posters
 Videos
 Teachers
- Downloadable PDFs
85
Formal Assessment:
Informal Assessment:
 Review section at the end of the unit.
Self-assessment:
 Self-evaluation section at the end of the unit.
Rubrics:
LANGUAGE
 Question words: where, which, who, what, etc.
 Prepositions: above, below, next to, in front of
 There is / are
 Noun form verb + ing: skiing, hiking
 Demonstrative adjectives: this / these
 Superlatives: smallest, largest, most visited, highest
 Quantifiers: some, most, many
 Phrasal verbs: connect to
 Passive voice: is located, is surrounded
 Prepositions: on, between
 Quantifiers: many, some
 Prepositions: across, through, between
 Imperatives: choose, write, draw, make, stick
 Infinitive: to show, to share
 Imperatives: open, write, stick, put
 border, language, Europe, mountain, capital, flag, summit, source, lake, waterfall, river, cliff
 France, Spain, Andorra, Portugal, Europe, country, ski, capital city, official language, flag, border, mountains
 north, south, east, west, monuments, border, capital city, official language, island, mainland, sunset, inland, coastline
 landform, mountain, island, body of water, ocean, sea, river, lake, natural border
 mountain range, peak, metres, river, source, mouth, kilometres, natural border
 poster, flag, physical features, country, city, foreign language, communicate
86
UNIT 4. Spain
 Study geography while learning about their country and local area.
 Refresh what they know about natural and man-made features of landscapes, and are made aware of the impact that humans can have
 on landscapes by comparing the past and the present with an old photograph.
 Use a political map of Spain to review what they have learned in previous years about how the country is divided into autonomous
communities and a physical map to locate important landforms.
 Locate the mountain ranges on the map and learn some interesting information about each one.
 Explore the rivers that flow through Spain, taking a look at the course of the major rivers from their source all the way to their mouth.
 Continue to develop their skills of observation, description and map-reading.
KEY
S1
Political map of Spain. Locate the different autonomous Locates the different autonomous SOC, CUL, LTL 60
communities and their capitals on communities and their capitals on a
a map of map of Spain.
Spain.
Physical map of Spain. Locate the most important rivers, Locates the most important rivers, SOC, MST, LTL 61, 64,
and their sources, mouths and and their sources, mouths and main 65
main tributaries on a map of tributaries on a map of Spain.
Spain.
Physical geography of Spain. Know the main characteristics of Knows the main characteristics of MST, CUL 62, 63
the physical geography of Spain. the physical geography of Spain.
Initiation to Scientific knowledge Search for, select and analyse Obtains concrete and relevant LTL 59, 61,
and its application to Social Science: information. information about specific facts using 63, 65-
different sources. 67
1
87
KEY
CONTENT EVALUATION CRITERIA LEARNING OUTCOMES PAGES
COMPETENCES
search, selection and analysis of Analyses the information to select LTL 59, 61,
information. the most relevant. 63, 65-
67
memorise, and recall the 63, 65-
information. 68
Uses images, graphs, tables, LTL, AUT, MST 66-68
summaries, etc. to display the
information.
Presentation of work. Present work carried out clearly Carries out work and presentations LTL, AUT, DIG 66–67
Expresses orally, clearly and in order, LTL, AUT, LIN 66–67
precision and care.
Is capable of summarising, orally or LTL, AUT, LIN 65-67
in writing, the information obtained
and the work carried out.
making.
Shows confidence in themselves, LTL, AUT 66–67
Takes responsibility for what they do, LTL, AUT, SOC 66–67
88
 In this unit your pupils will learn that landscapes are being constantly altered by humans and come to appreciate the importance of
having a positive impact on their local landscape.
Pupils think about:
 the variety of landscapes and different landforms that make up their country.
 the importance of mountain landscapes and rivers for both wild animals and people.
 how everyone can participate in having a positive impact on their local landscape.
Think about it
 The Think about it page in this unit focuses on protecting landscapes. Pupils will read about how human activities can change the
appearance of a landscape. They will compare two images of a coastal town and discuss how it has changed over time. Pupils are
encouraged to reflect on some of the negative impacts people can have on natural landscapes. This activity aims to motivate pupils
to actively participate in protecting their local landscape.
MIXED ABILITY

89
 Presentations:
- Unit summary
- Find out
 Activities:
- Memory game
- Labelling
- Spelling
- Read and reveal
- Classification
- Wordsearch
- Definitions
 Song lyrics
 Posters
 Videos
 Teachers
- Downloadable PDFs
90
Formal Assessment:
Self-assessment:
Rubrics:
LANGUAGE
 Question words: what, who, etc.
 There is / are; There isn’t a / There aren’t any
 Questions words: when, how, how long
 Demonstrative adjectives: this / that, these / those
 The verb to be in past tense: was / were
 The adverb ago to refer to the past
 Passive voice: is located, is divided into
 Have / has
 Passive voice: is surrounded, is connected, is called
 Superlatives: largest, longest, most important
 Prepositions: across, through, in, on, at, to
 Quantifiers: most, many, some
 Imperatives: use, label, create, represent
 Infi nitive of purpose: to have, to help
 Imperatives: search, print, stick
 Phrasal verbs: come out, cut out, look back
 inland, coastal, landscape, natural, man-made, feature, beach, cliff, island, tourists, road, lighthouse, harbour, mountain
 photograph, past, present, change, damage, impact, feature, building
 autonomous communities, hills, mountains, river, peninsula
 peninsula, mountain range, plain, coast, desert, archipelago, plateau, volcano, Cordillera Cantábrica, Pirineos, Sistema Ibérico,
Sistema Central, Sierra Morena, Cordillera Bética, Picos, de Europa, Mulhacén, Iberian Lynx
 river, agriculture, drinking water, source, mouth, man-made dams, reservoirs, route, Miño, Duero, Ebro, Tajo, Júcar, Guadiana,
91
Guadalquivir, Segura
 high, medium, low, three-dimensional, litter, clean-up, negative, positive, impact, volunteers
92

 Review some of the elements that form our communities.

 Reflect on the importance of public services and the different people who work in the town or city hall.
KEY
EVALUATION PAGE
CONTENT LEARNING OUTCOMES COMPETENCE
CRITERIA S
S1
Development of social skills. Develop social skills and a Participates in group activities adopting SOC, CUL, LTL 70–71
positive attitude towards responsible, constructive, collaborative and
ideas and opinions.
Values the importance of peaceful and SOC, LTL 70–71
tolerant coexistence between different
people.
Uses cooperation and dialogue as a way to SOC, LTL 70–71
avoid and resolve conflicts.
Initiation to Scientific knowledge and Search for, select and Obtains concrete and relevant information LTL 70–71
its application to Social Science: analyse information. about specific facts using different sources.
information. Obtains concrete and relevant information LTL 70–71
about specific facts using different sources.
Develops strategies to organise, memorise LTL 70–71
and recall the information.
Uses images, graphs, tables, summaries, LTL, AUT, MST 70–71
etc. to display the information.
Presentation of work. Carries out work and presentations using LTL, AUT, DIG 70–71
different media.
1
93
EVALUATION KEY PAGE

Present work carried out Expresses orally, clearly and in order, LTL, AUT, LIN 70–71
clearly using different contents related to the area of study.
media. Uses the correct vocabulary with precision LTL, AUT, LIN 70–71
and care.
Is capable of summarising, orally or in LTL, AUT, LIN 70–71
writing, the information obtained and the
work carried out.
Personal skills. Develop social skills: Shows autonomy in the planning and LTL, AUT 70–71
responsibility, effort and carrying out of actions and tasks and takes
studying. Shows confidence in themselves, critical LTL, AUT 70–71
sense, personal initiative, curiosity, interest
and creativity.
Takes responsibility for what they do, say LTL, AUT, SOC 70–71
and the decisions they take.
94
MIXED ABILITY

Rubrics:
LANGUAGE
 Question words: what, how, etc
 Describing different jobs: The cleaner works in a school. She cleans the school buildings
 supervisor, cleaner, secretary, cook, caretaker, head teacher, mayor, town/city hall, town/city council, fire fighter, librarian, police
officer, doctor, protect, traffic, medicine, prevent, save, ill, lend, enforce, trapped, culture
 country, archipelagos, mountain ranges, capital city, plateau, river, sea, ocean
95
UNIT 5. Time and history

 Learn the concept of history and briefly explore the five main periods of history: Prehistory, Ancient History, the Middle Ages, the Early
Modern Age and the Modern Age.
 Refresh the idea that museums house old objects that give us information about the past.
 Reflect on a selection of old objects (phonograph, telephone and typewriter) and their modern equivalents with the use of a table.
 Introduce basic concepts of time and how we measure it, as well as explain four types of historical sources we can use to learn about
the past.
 Learn a brief description of Prehistory – divided into the Palaeolithic and Neolithic periods – and look at some of the great
accomplishments of ancient civilisations.
 Touch on some of the important changes, discoveries and inventions of the Middle Ages, the Early Modern Age and the Modern Age.
 Have a general introduction to the five main periods of history marking the general differences between them.
 Express themselves more effectively when discussing events in the past, present and future.
 Learn how to order events chronologically using timelines, and how to use a variety of sources when investigating the past.
96
KEY
PAGE
CONTENT EVALUATION CRITERIA LEARNING OUTCOMES COMPETENCE
S
S1
Time and history. Know about history and time, and Knows ‘century’ as a unit of SOC, CUL, MST 78, 79
the latter’s measurement. measurement for historical time.
Establishes the relationship between SOC, CUL, MST 78, 79

years and centuries.
Uses Roman numerals to indicate the SOC, CUL, MST 78, 79

centuries.
Knows the different conventions used SOC, CUL, MST 78-83

for dating historical time (BC, AD,
periods, ages, etc.)
Periods of history. Identify the main historical Identifies the main historical periods: SOC, CUL, MST 79- 83
periods. Prehistory, Ancient History, the Middle
Ages, the Early Modern Age and the
Modern Age.
Historical sources. Know different techniques for Knows different techniques for SOC, CUL, MST 77- 84
locating events from the past in locating events from the past in time
time and space. and space.
Cultural heritage. Recognise the value of cultural Recognises the value of cultural SOC, CUL 76-78,
heritage and accept it as heritage and accepts it as something 84, 85
something to know, understand to know, understand and preserve.
and preserve.
Initiation to Scientific knowledge Search for, select and analyse Obtains concrete and relevant LTL 77-81,
and its application to Social information. information about specific facts using 83-85
Science: search, selection and different sources.
analysis of information. Analyses the information to select the LTL 77-81,
most relevant. 83-85
Develops strategies to organise, LTL 77-81,
memorise, and recall the information. 83-85
Uses images, graphs, tables, LTL, AUT, MST 77-81,
summaries, etc. to display the 83-85
information.
1
97
KEY PAGE
COMPETENCES S
precision and care.
Is capable of summarising, orally or in LTL, AUT, LIN 77, 79,
writing, the information obtained and 83-86
concentration while studying. takes the initiative in decision making.
 In this unit your pupils will learn to appreciate that studying history enriches our life in the present and helps us to make a better future.
They will also develop curiosity about what life was like in the past.
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 the unique traditions of cultures around the world.
Think about it
 The Think about it page in this unit focuses on traditional food, clothes, music, dance and crafts from different cultures around the world.
The pupils will read about some interesting traditions and associate them to photos of each tradition. This activity can be used as a
starting point for pupils to reflect on their own local traditions and find out more about some of the other traditions that make up their
historical and cultural heritage.
98
MIXED ABILITY


 Presentations:
- Unit summary
- Find out
 Activities:
- Memory game
- Labelling
- Spelling
- Read and reveal
- Classification
- Wordsearch
- Definitions
 Song lyrics
 Posters
 Videos
 Teachers
- Downloadable PDFs
99
Formal Assessment:
Self-assessment:
Rubrics:
LANGUAGE
 Question words: where, who, why, etc.
 Present continuous
 There is / are
 Past tense: was / were; wasn’t / weren’t
 Questions words: what, why, how, etc
 Use of to look like to describe similarity
 Past tense: looked, gave, used
 Phrasal verbs: break down
 Describing the past: yesterday, two weeks ago, last year, in the past
 Describing the present: now, right now, at this moment, today
 Describing the future: tomorrow, next week, later, in the future
 Regular past tense: existed, lived, moved, used, started, developed, formed
 Irregular past tense: wrote, began, built, made
 There was / There were
 Passive voice: was divided, were built
 Imperatives: find, put, describe
 Phrasal verbs: pass down
 time, history, past, measure, axe, cave painting, history museum, pottery, fire, spear, tour guide, prehistoric
 Prehistory, replica, fragments, cave painting, pottery, axe, fire, phonograph, mp3 player, telephone, typewriter
 past, present, future, history, historians, historical source, oral source, physical source, written source, visual source, year,
100
decade, century, millennium, Roman numerals, timeline

 Prehistory, period, artefact, Palaeolithic, Neolithic, nomad, written history, ancient history, civilisation, hieroglyphics, Latin,
Egyptian, Greek, Roman, empire
 Middle Ages, Christian culture, Islamic culture, kingdom, king, castle, mosque, explorer, discovery, printing press, invention,
industry, steam engine, factory, communication, medicine, population, X-ray, vaccination
 tradition, generation, thousand, noodle, bagpipes, Pysanka
 visual learner, physical learner, auditory learner, memorise
101
UNIT 6. Studying the past

 Review and extend their understanding of the past by focusing on historical sources from the different periods of history.
 Introduce themselves to the study of archaeology.
 Learn how archaeologists discover objects called artefacts that people made and used in the past.
 Focus on the tools that archaeologists use and the process of documenting discoveries at an excavation site by completing a grid.
 Learn about artefacts and historical sites found around Spain from the five different periods of history.
 Use those physical sources of history to understand where, when and how people lived in the past.
 Learn how art and music can teach us about the past.
 Place important artworks in chronological order to help them learn about important people, places and events in history.
 Learn about written historical sources.
 Discuss various ways we can learn about history from other people.
 Develop higher-level language skills that assist them as they become more mature language-users.
 Reflect on historical sources to gain an appreciation of their historical and cultural heritage.
KEY
S1
Archaeology. Recognise different archaeological Recognises different archaeological CUL, MST 88-93
techniques. techniques.
1
102
KEY
CONTENT EVALUATION CRITERIA LEARNING OUTCOMES PAGES
COMPETENCES
Historical sources. Know different techniques to locate Knows different techniques to SOC, CUL, MST 89-97, 99
events from the past in time and locate events from the past in time
space. and space.
Cultural heritage. Recognise the value of cultural Recognises the value of cultural SOC, CUL 92-97, 99
heritage and accept it as heritage and accepts it as
something to know, understand something to know, understand
and preserve. and preserve.
Initiation to Scientific knowledge and Search for, select and analyse Obtains concrete and relevant LTL 91, 93,
its application to Social Science: information. information about specific facts 95, 97-99
search, selection and analysis of using different sources.
information. Analyses the information to select LTL 91, 93,
the most relevant. 95, 97-99
memorise, and recall the 95, 97-
information. 100
Uses images, graphs, tables, LTL, AUT, MST 91, 93,
summaries, etc. to display the 95, 97-
information. 100
Presentation of work. Present work carried out clearly Carries out work and presentations LTL, AUT, DIG 98–99
Expresses orally, clearly and in LTL, AUT, LIN 98–99
order, contents related to the area
of study.
precision and care.
Is capable of summarising, orally or LTL, AUT, LIN 91, 98-
in writing, the information obtained 101
and the work carried out.
103
 In this unit pupils will learn to appreciate the importance of historical sources and how they can teach use about our historical and
cultural heritage.
Pupils think about:
 how archaeologists discover objects and places that help us learn about the past.
 the importance of looking after historical sources so they can be passed on to future generations.
 how to find interesting and meaningful ways to study the past.
Think about it
 The Think about it page in this unit provides pupils with an opportunity to reflect on how new technologies from the Modern Age offer
us new ways to study the past and record the present. Then, pupils have an opportunity to take a survey to reflect on a variety of
resources they have at hand to help them study the past.
MIXED ABILITY
104
 Presentations:
- Unit summary
- Find out
 Activities:
- Memory game
- Labelling
- Spelling
- Read and reveal
- Classification
- Wordsearch
- Definitions
 Song lyrics
 Posters
 Videos
 Teachers
- Downloadable PDFs
105
Formal Assessment:
Self-assessment:
Rubrics:
LANGUAGE
 Question words: where, who, what, how, why, etc.
 Infi nitive to show purpose: We use a … to …
 Present / past continuous
 Modal: have to for expressing necessity
 Past tense (regular and irregular): used, lived, watched, ordered, made, found, wore, built
 Past tense question: What did….wear…?
 Passive voice (past tense): was / were used
 Prepositions: for / from
 Passive voice (past tense): was painted, was made, were made
 Past tense (regular and irregular): painted, began
 Passive voice (past tense): was written
 Relative clauses: that, who
 Imperatives: find, draw, write, place
 Infi nitive: to teach, to study
 Imperatives: search, click, open
 archaeologist, microscope, artefact, sieve, excavation, brush, instrument, tool, measure
 artefact, sieve, fragments, excavation, grid, sword, spade, archaeologist, archaeological site, stone axe, helmet, coins, clay pot
 artefacts, pottery, coins, armour, millstone, dress, historical site, fossils, amphitheatre, gladiator, city wall, palace, exposition
 cave art, mosaic, fountain, portrait, painting, poems, songs, castanets
 Glosas Emilianensas, King Ferdinand II, Queen Isabella, Christopher Columbus, Don Quijote, Miguel de Cervantes, Spanish
106
Constitution, storytelling, interview, speeches, traditions

 time capsule, future, present, inventions, technologies, study, record
 search engine, type, key word, image, right-click, copy, paste
107

 Think about people and places that form part of Spain’s heritage, from the past and present.
 Reflect on the importance of looking after our heritage.
CONTENT LEARNING OUTCOMES KEY

EVALUATION PAGE
COMPETENCE
CRITERIA S
S1
Development of social skills. Develop social skills and a Participates in group activities adopting SOC, CUL, LTL 102–
positive attitude towards responsible, constructive, collaborative and 103
ideas and opinions.
Values the importance of peaceful and SOC, LTL 102–
tolerant coexistence between different 103
people.
Uses cooperation and dialogue as a way to SOC, LTL 102–
avoid and resolve conflicts. 103
Initiation to Scientific knowledge and Search for, select and Obtains concrete and relevant information LTL 102–
its application to Social Science: analyse information. about specific facts using different sources. 103
information. Obtains concrete and relevant information LTL 102–
about specific facts using different sources. 103
Develops strategies to organise, memorise LTL 102–
and recall the information. 103
Uses images, graphs, tables, summaries, LTL, AUT, MST 102–
etc. to display the information. 103
Presentation of work. Carries out work and presentations using LTL, AUT, DIG 102–
different media. 103
1
108
EVALUATION KEY PAGE

Present work carried out Expresses orally, clearly and in order, LTL, AUT, LIN 102–
clearly using different contents related to the area of study. 103
media. Uses the correct vocabulary with precision LTL, AUT, LIN 102–
and care. 103
Is capable of summarising, orally or in LTL, AUT, LIN 102–
writing, the information obtained and the 103
work carried out.
Personal skills. Develop social skills: Shows autonomy in the planning and LTL, AUT 102–
responsibility, effort and carrying out of actions and tasks and takes 103
studying. Shows confidence in themselves, critical LTL, AUT 102–
sense, personal initiative, curiosity, interest 103
and creativity.
Takes responsibility for what they do, say LTL, AUT, SOC 102–
and the decisions they take. 103
109
MIXED ABILITY

Rubrics:
LANGUAGE
110
 Question words: what, which, etc

 vocabulary to describe people and places, likes and dislikes
 Roman numerals, Prehistory, ancient civilisation, inventions, archaeologists, printing press, Columbus, musical instrument,
novel, hieroglyphics, knight, portrait
111

ByME Social Science 3 CAM Ingles

Enviado por

Dados do documento

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

ByME Social Science 3 CAM Ingles

Enviado por

Direitos autorais:

Formatos disponíveis

Syllabus ByME Social Science 3 CAM

Syllabus Social Science

Primary stage: Year 3

The General Principles of this stage, are the following:

3. CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES

The Key Competences of the curriculum are as follows:

1. Competence in linguistic communication. (CLC)

4. GENERAL OBJETIVES OF THE STAGE

5. COURSE CONTENTS AND LEARNING OUTCOMES

Geography. The world in which we live

Maps and charts.

Map of Europe. Other continents.

Physical map of Spain. Relief and principal rivers.

History. The tracks of time

Historic time and its measurement.

Presentation of the work carried out.

Development of social abilities.

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

6. VALUES AND ATTITUDES

 Previous knowledge and experience.

 Extra ideas: for those pupils who finish earlier.

9. LANGUAGE STRUCTURES IN BYME SOCIAL SCIENCE 3 (CAM)

UNIT/ STRUCTURES VOCABULARY

shallowest, warmest continent, country, mountain range, river

 Questions words: when, how, how long lighthouse, harbour, mountain

10. COOPERATIVE LEARNING

What is Cooperative Learning?

- Helping and asking for help

Cooperative Learning structures

The teacher’s role in Cooperative Learning

The Cooperative Learning session

And last but not least…

11. ASSESSMENT RUBRICS

Specific Contents for the Third Year of Primary

LEARNING Levels of acquisition1 Qualification

LEARNING Levels of acquisition Qualification

LEARNING Levels of acquisition Qualification

LEARNING Levels of acquisition Qualification

Common contents for the whole stage

LEARNING Levels of acquisition1 Qualification

LEARNING Levels of acquisition Qualification

LEARNING Levels of acquisition Qualification

11. Assumes Makes efforts to Assumes Assumes Assumes

LEARNING Levels of acquisition Qualification

LEARNING Levels of acquisition Qualification

LEARNING Levels of acquisition Qualification

12. ASSESSMENT IN OUR EDUCATIONAL PROJECT

12.A) ASSESSMENT TOOLS

Formative assessment (Informal)

Summative assessment (Formal)

12.B) TYPES OF EVALUATION

12.C) QUALIFICATION AND PROMOTION CRITERIA

Evaluation Resources % Observations

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

13.2. ADJUSTMENT OF TEACHING PROGRAMMING

Number of expected lessons

Number of lessons taught

Organization and teaching methodology:

c) Resources and educational materials

Aptitude of evaluation instruments used:

Other aspects to highlight:

YEAR: GROUP: EVALUATION1 1ª 2ª 3ª