Programacion Science 1eso English

OXFORD CLIL
SOCIAL SCIENCES,
GEOGRAPHY AND
HISTORY
ESO 1
Social Sciences, Geograp! an" His#or! ESO 1
INDEX
1$ INTROD%CTION &
&$ 'ETHODOLOGY
(
)$ *ASIC CO'PETENCES +
($ ACTI,ITIES, ATTENTION TO DI,ERSITY, ASSESS'ENT, AND
ASSESS'ENT OF *ASIC CO'PETENCES
1-
Ac#i.i#ies
1-
A##en#ion #o "i.ersi#!
1-
Assess/en# proce"0res an" /ar1ing cri#eria
1+
Assess/en# o2 3asic co/pe#ences
1+
4$ PROGRA''ES OF ST%DY &&
GEOGRAPHY &&
%ni# 1$ Plane# Ear# &&
%ni# &$ Relie2 &5
%ni# )$ Cli/a#e an" li.ing #ings &6
%ni# ($ Na#0ral lan"scapes ))
%ni# 4$ Te con#inen#s )5
%ni# 5$ Spain7s na#0ral en.iron/en# (8
HISTORY ((
%ni# -$ Te S#one Age ((
%ni# +$ Te 'e#al Age (+
%ni# 6$ Earl! Ci.ilisa#ions 41
%ni# 18$ Ancien# Greece 44
%ni# 11$ Ancien# Ro/e 46
%ni# 1&$ Ro/an an" ,isigo# Hispania 5)
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1$ INTROD%CTION
This document refers to the 2irs# !ear ESO syllabus for Social Sciences and is based
on the Ro!al Decree 15)1;&885 o2 &6 Dece/3er, approved by the then Ministry of
Education and Science (MEC), which establishes the minimum syllabus requirements
for Compulsory Secondary Education (ES) accordin! to Constitutional "aw on
Education ("E)#
$ccordin! to the "E, one of the aims of school education is to enable students to
communicate % to understand and e&press themselves orally and in writin! % in one or
more forei!n lan!ua!es# To help further this aim, the same Ro!al Decree !ives local
education authorities the power to authorise schools to teach some curriculum sub'ects
in a forei!n lan!ua!e, as lon! as the basic curriculum requirements are met#
As a result, an increasin! number of primary and secondary schools are offerin! a
ran!e of curriculum sub'ects throu!h the medium of a forei!n lan!ua!e, especially
En!lish# The aim of this so(called )bilin!ual* education is to develop students* lin!uistic
competence in all of the four s+ills of listenin!, spea+in!, readin! and writin! throu!h
content and lan!ua!e inte!rated learnin! (C",")# The &ford C"," series has been
conceived and developed specifically for the needs of secondary students in bilingual
sections and schools. It covers the curriculum requirements in the subject area
providin! students with the necessary sub'ect +nowled!e, whilst at the same time
developin! their lin!uistic s+ills in both their mother ton!ue and En!lish#
$nother +ey feature of the "E is the inte!ration of basic competences into the
curriculum# The course ob'ectives, contents, methodolo!y and assessment criteria are
now closely lin+ed to these competences, which !uide the teachin! and learnin!
process# The basic competences are described in detail in section - of this document,
and each one is bro+en down into subcompetences# They are then lin+ed to the
specific assessment criteria for each unit, criteria which are, in turn, lin+ed to the
different learnin! activities# ,n the followin! section, we will see how each competence
is covered and assessed, be it throu!h continuous, formative assessment or throu!h
summative assessment# .e feel that it is important to ma+e teachers aware that the
aim of their wor+ and that of their students is to achieve pro!ress in a series of specific
basic competences (each one e&pressed in terms of demonstrable achievements), and
also of how the achievement of these aims can be measured (assessable
competences)# .e do this by lin+in! both the subcompetences and the learnin!
activities to the unit/s assessment criteria#
,n each of the 02 teachin! units for this sub'ect and school year, concepts, procedures
and attitudes are all interlin+ed and !eared towards the teachin! and learnin! process#
Each one performs a different, yet complementary, role in the students/ learnin!
process# This is also clearly reflected in the assessment criteria and the basic
competences and subcompetences, which each apply to different content types and
require different approaches in the classroom# Students should always be encoura!ed
to participate and learn to wor+ independently as well as in a team, in such a way that
they themselves construct their own +nowled!e, another feature of competence(based
education# This is even more essential in a bilin!ual conte&t# Teachin! students the
values of a democratic, free, tolerant and multicultural society continues to be one of
the priorities of the education system, as reflected in the ob'ectives of this sta!e of
education and in those of this sub'ect in particular# ,n the different units students will
learn about their country and community*s rich herita!e (!eo!raphical, historical,
cultural and artistic)# They will develop the s+ills directly lin+ed to all the basic
competences and, in addition, competence in the forei!n lan!ua!e#
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Each teachin! unit starts with an openin! section which presents the unit contents
throu!h a series of questions# These can help to remind students of their previous
+nowled!e of the upcomin! contents (lin+ed to the contents of the previous year in
1rimary 2 Knowledge of the Natural, Social and Cultural Environment)# The
subsequent unit contents are presented in a clear, or!anised and concise way# The
approach to each topic, the vocabulary and the comple&ity of the contents have all
been adapted to the co!nitive abilities of the students# The lan!ua!e level has been
carefully !raded for non(native spea+ers# The contents are presented and e&plained
usin! e&planatory bo&es and visual support (photo!raphs, illustrations, etc#), which is a
+ey learnin! tool, helpin! students understand new concepts and lan!ua!e more
easily# There is also a summary chart of the unit contents at the end of each unit#

$s far as possible, classroom learnin! should be adapted to students* own day(to(day
reality and interests# ,n other words, it should be meaningful# $s such, whenever
possible, the contents are presented throu!h real, familiar e&amples, so that the
students become actively and receptively involved in their own learnin!#
3owever, the pace at which each student learns varies, dependin! on his or her
co!nitive development and social and family environment# $s such, attention to
diversity amon!st students and in their learnin! environment is a fundamental part of
teachin!# Many activities (in both the te&tboo+ and the teacher/s resources) are
desi!ned to meet the needs of an inevitably diverse classroom#
Section 4 of this document (1ro!rammes of study) sets out the contents of each unit,
dividin! them into the cate!ories of concepts, procedures and attitudes# $lthou!h the
contents are not classified as such in the le!islation, they fi!ure in this form in the
school curriculum and can be used to support and document different teachin! and
learnin! strate!ies# .e thin+ that it is important that students continue to learn
concepts, procedures (s+ills) and attitudes, so that they can use all of these to acquire
the basic competences#
The course contents are divided into 02 teachin! units (2 5eo!raphy and 2 3istory)#
Each is presented here, divided into a series of sections to demonstrate how the
teachin! and learnin! process will ta+e place6
7nit ob'ectives
7nit contents (concepts, procedures and attitudes)
$ssessment criteria
8asic competences9subcompetences lin+ed to the assessment criteria and
learnin! activities
The te&tboo+ used is Social Sciences 1 (&ford C",", &ford E:7C$C,;<, 2=00),
written by Celia Carrasco M>rque?, M#@ :olores Ai!ueira Moure, 5enaro 5on?>le?
Carballo, Buan "uis 5on?>le? Carballo, $lfredo Marcos MartCne?, 5uadalupe Sierra
1adilla and Arancisco Torres Escobar and adapted for C"," by Cathy Myers# ther
components for teachers include the Teacher's Boo, which contains the answers to
activities and !hotocopiable materials (reinforcement and e&tension activities (readin!
comprehension, map(readin!, !ames), Tests and $ssessments of basic competences)#
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&$ 'ETHODOLOGY
$t the heart of the methodolo!y employed in the &ford C"," series lies a dual aim6 to
cover all of the sub'ect requirements prescribed by the curriculum, whilst also caterin!
to the needs of students studyin! in a forei!n lan!ua!e# This is achieved usin! a C","(
based approach, the core principles of which are as follows6
The sub'ect comes first#
"on!, dense te&ts and comple& sentence are avoided#
1resentation of content is supported by visual aids6 photos, flow charts,
dia!rams, tables, and labelled drawin!s, for e&ample#
"earnin! is !uided and structured#
Comprehension tas+s are used more frequently than in a native lan!ua!e
conte&t to reinforce assimilation and processin! of content and provide more
lan!ua!e practice# "earnin! is active whenever possible#
5reater emphasis is placed on the process of learnin!#
The four s+ills are crucial for presentin! and learnin! new information#
:espite the fact that the sub'ect is bein! tau!ht throu!h the medium of a forei!n
lan!ua!e, many of the methodolo!ical considerations are the same as for mother
ton!ue instruction# 3owever, teachers should be aware that the pace of learnin! may
be somewhat slower, especially in the initial sta!es and more time will be spent on
chec+in! understandin! and reinforcin! lin!uistic elements# Teachers should address
students in En!lish, and students should be encoura!ed and helped to use En!lish as
much as possible, althou!h in the early sta!es some use of the mother ton!ue is
inevitable#
$part from the lan!ua!e ob'ectives, the learnin! ob'ectives of the Social Sciences 1
course ran!e from purely scientific ones (in 5eo!raphy, the study of the Earth and
natural landscapes, and in 3istory, how societies have evolved over time from
prehistoric to ancient times) to cross(curricular ones, which help students to understand
the social, economic and cultural dynamics of their own community, their country,
Europe and the world as a whole, and to participate in that dynamic in their own
sociocultural conte&t# ,n other words, students learn about and understand social
phenomena and events and how to interpret today/s reality as a human construction
developed over time# The emphasis is on the need to understand and e&plain
!eo!raphical and historical phenomena, not 'ust +now about them# So, schools and the
teachin! process itself should provide students with the resources they need to
understand the comple&, ever(chan!in! reality in which they live, in order to play an
active role in it#
$s well as providin! information and +nowled!e, schools also play an important role in
the socialisation of their students# f all the sub'ects tau!ht in school, Social Sciences,
"eograph# and $istor# most clearly demonstrates this dual ob'ective# 3owever, this
also, parado&ically, ma+es it more difficult to teach# Students instinctively question the
sociocultural reality in which they live# They also have access to the media and
information and communication technolo!ies, which compete with teachers for the role
of educator and provide a lot of information, which is not always accurate or useful#
Students often already have an opinion about many social facts and phenomena,
which can hinder their ability to ta+e +nowled!e on board but this prior +nowled!e can
actually be used as a startin! point for classroom teachin!# ,t is also important to
remember that much of the content at this level and in this sub'ect is instrumental6 in
other words, it transcends the traditional cate!ory of +nowled!e, favourin! a
propaedeutic approach, which centres on !ettin! students interested in continuin! to
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learn (one of the basic competences) and understandin! their comple& social reality#
Schools must strive to ensure that students ta+e on the values of the democratic
society in which they live# ,n other words, they should turn students into citi?ens, with
all the ri!hts and obli!ations that this entails# Essentially, this means helpin! students
become mature, both intellectually and personally#
To!ether, these aspects shape the methodolo!y used for the teachin!9learnin! process
(which should be active and participative, !ivin! students the s+ills required to learn for
themselves but also wor+ in a team) and the way in which the contents of the
curriculum are or!anised# Social nowledge can only be constructed by comparin!
different opinions and hypotheses# Students will learn about a specific social reality
(past or present) and be able to compare it with e&istin! ideas they may already have
about that reality#
Enowled!e of social phenomena and facts alone will not achieve the learnin!
ob'ectives# Students must be trained in basic social research and specific study s+ills#
So, the procedures that appear in each unit and the Social sciences in practice section
are vital tools to help students achieve the ob'ectives of this school sta!e and sub'ect
(as well as the correspondin! basic ob'ectives) and to develop critical abilities#
:espite the fact that all the Social Sciences are obviously interrelated, 5eo!raphy and
3istory each have a specific wor+in! method based on their ob'ectives# Enowled!e and
understandin! of !eo!raphical phenomena require the constant use of maps, pictures,
and charts and the ability to describe them and locate them spatially in relation to each
other and to other !eo!raphical spaces# Enowled!e of historical phenomena also
requires the use of maps, ima!es, statistics, etc#, in order to put them in conte&t both
spatially and chronolo!ically# So, the course contents have been or!anised based on
the real location and chronolo!ical order in which the social phenomena occurred#
Earlier, we discussed how important it is for students to ta+e an active role in the
!radual construction of their own +nowled!e# $s such, any methodolo!ical resource
(and te&tboo+s are still one of the best) should be used in such a way that students
continue to participate in the day(to(day learnin! process# 3owever, in today/s conte&t,
where the use of information and communication technolo!ies (di!ital content) is
becomin! so widespread, and di!ital classrooms (interactive whiteboards, video
pro'ectors, etc#) are becomin! more common due to various national and re!ional
pro!rammes, information and communication technolo!ies are a +ey part of the
teachin! and learnin! process# <ot only can they be used to obtain information, they
also help the development of the basic competences included in the curriculum (data
processin! and di!ital competence, learnin! to learn, etc#) and have proven to be an
effective resource, facilitatin! learnin! and thus improvin! academic results#
Consequently, many of the activities in the course require the use of these
technolo!ies# Students e&ercise a series of intellectual s+ills, such as findin!
information, analysis, reflection, comparin! sources, etc#, usin! different sources
(websites, search en!ines, etc#)# These s+ills will also be put into practice in other
curriculum sub'ects#
To summarise, the methodolo!ical principles on which the curricular materials are
based and which teachers should bear in mind in the classroom learnin! process are6
To introduce concepts in a clear, simple and reasoned way, usin! lan!ua!e
adapted to the students/ level, and helpin! to improve their spo+en and written
e&pression both in the forei!n lan!ua!e and their mother ton!ue (lin!uistic
competence)#
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To approach contents in a manner that helps students learn in a meanin!ful,
si!nificant way#
To analyse !eo!raphical and historical te&ts with a dual ob'ective6 to
consolidate +nowled!e of the sub'ect, and to improve readin! ability#
To use learnin! strate!ies that favour a multi(causal analysis of social
phenomena in !eneral, and historical and !eo!raphical ones in particular#
To encoura!e attitudes that lead students to adopt the values of a democratic
system (social competence and citi?enship)#
Each unit of the Student*s 8oo+ has the same structure, and each section aims to meet
the various methodolo!ical requirements outlined above6
$n opening page, with a series of initial questions and an illustration to
introduce the contents, teach some +ey vocabulary and raise interest in the
topic#
E9plana#or! pages<
( E&planatory te&ts are presented in concise, strai!htforward lan!ua!e,
which ma+es it easy for students to identify and !rasp core concepts#
Te&ts are accompanied by photos and illustrations which support the
content and aid understandin!#
( $dditional information is included in bo&es, maps, data tables, drawin!s,
photo!raphs, etc# The history units also include timelines# These help
students to put historical events that too+ place at similar times in
chronolo!ical order#
=e! >or"s an" core lang0age<
( Eey words on each pa!e have been selected carefully and are
hi!hli!hted in blue in the te&t, with simple definitions provided in a +ey
word bo& in the mar!in# $s well as helpin! students to understand the
material presented, these bo&es also provide students with a useful tool
for revisin! the main vocabulary of the unit# $ll the Eey words and their
definitions are recorded so that students can listen and repeat the words
from a correct model, which will aid their pronunciation and serve as a
useful learnin! aid for auditory learners#
( $s well as understandin! the sub'ect(specific lan!ua!e, students
learnin! throu!h the medium of En!lish also have to acquire and use
the necessary core lan!ua!e to enable them to e&press and discuss the
concepts in an appropriate, academic style# Throu!h careful choice of
lan!ua!e in the te&ts and the hi!hli!htin! of this lan!ua!e in selected
activities, students !radually build up their proficiency#
Ac#i.i#! pages<
( Content pa!es are interspersed with pa!es of activities which reinforce the
concepts presented in the te&ts whilst, at the same time, practisin! the
lan!ua!e necessary to e&press and understand these concepts in En!lish#
$ctivities are divided into three main types6
0# $ctivities which focus primarily on comprehension of the concepts
presented#
2# $ctivities which combine wor+ on the concepts with practice of a
specific lan!ua!e area
-# $ctivities which hi!hli!ht a specific area of lan!ua!e difficulty in the
unit e#!# word stress, false friends, easily(confused words, spellin!,
irre!ular verbs, etc#
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( Geadin! te&ts on the $ctivity pa!es e&tend the contents of the unit,
hi!hli!htin! interestin! aspects of the topic area#
( ,n addition, listenin! activities are included which help to reinforce
vocabulary and pronunciation and develop oral comprehension#
$ double(pa!e spread of Revision activities at the end of each unit enables
students to apply the +nowled!e they have acquired and teachers to see if any
points need to be reinforced# The final section of these Gevision activities is
called Talking points and consists of oral activities in small !roups or pairs, in
which students e&press and e&chan!e opinions or share e&periences, do a role(
play, have a debate, do a presentation based on their research etc# These
activities are desi!ned to develop oral fluency and communication in the forei!n
lan!ua!e#
$ summary table of the unit contents for students to complete#
Assessment of basic competences:
( ,n the Teacher%s Boo, there are ei!ht pa!es of activities for the 5eo!raphy
and 3istory sections, which are desi!ned to assess students/ basic
competences, i#e# their ability to apply the +nowled!e acquired in real(life
situations#
The final sections of the Student%s Boo are Social sciences in practice, a
section which includes techniques that will help students to observe,
understand and analyse, hi!hli!htin! the importance of procedures in this
sub'ect and the appendi& of maps6 physical and political maps of Spain and the
world#
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)$ *ASIC CO'PETENCES
The Constitutional "aw on Education ("E) has a new definition of curriculum, which
includes not only the traditional components (ob'ectives, contents, teachin! methods
and assessment criteria), but also an important new component6 basic competences&
These competences are now one of the linchpins of the curriculum as a whole (it is no
coincidence that they are set out in the curriculum before even the ob'ectives)# They
therefore !uide the entire teachin! and learnin! process, especially when in the second
year of compulsory secondary education, students must complete a dia!nostic test to
demonstrate that they have acquired certain competences# Ge!ardless of whether or
not the mar+ for that assessment counts towards the students/ !rades, the results can
be used as a !uide so that schools can ma+e decisions about students/ learnin!# This
!ives us some idea of how the teachin! process is affected by this new element, i#e# it
becomes much more practical, providin! students with transferable s+ills, not ones that
are only applicable in the school conte&t# $nd of course, students will only achieve the
ES certificate later if they acquire the basic competences at this sta!e, so these
competences now ma+e up the framewor+ for assessment too#
There are many definitions of the concept of basic competences (which can be found in
the 1,S$ reports), but they all stress the same thin!6 instead of an educational model
that focuses on the acquisition of mostly theoretical, often unconnected, aspects of
+nowled!e, it is better to acquire competences, leadin! to the acquisition of essential,
practical and inte!rated +nowled!e, which students must then demonstrate that they
have acquired it (i#e# it !oes beyond functional trainin!)# ,n short, a competence is the
capacity to inte!rate +nowled!e, s+ills and attitudes to resolve problems and situations
in various conte&ts, and students must prove that they have that capacity by puttin! it
into practice# ,t has been defined very succinctly as the puttin! into practice of acquired
+nowled!e ( nowledge in actionI in other words, the mobilisation of +nowled!e and
s+ills in a specific situation (a real one, different from the one learnt in the school
environment), the activation of resources or +nowled!e acquired (even if students may
thin+ that they have for!otten what they have learnt)#
3owever, there is one aspect worth hi!hli!htin!, which we could refer to as the
combined nature of competences6 throu!h what the# now, students must be able to
demonstrate what the# now how to appl#, but also what the# now how to be# Each
competence is made up of the combination of the different types of content learnt in the
classroom (concepts, procedures and attitudes), each one formin! one of the
multifaceted s+ills that provide students with a well(rounded education# .e reco!nise
that schools are not 'ust providin! students with technical and scientific +nowled!e, but
also teachin! them about citi?enship, so they must be able to demonstrate a series of
civic and intellectual attitudes that reflect respect for others, a sense of responsibility,
teamwor+, and so on#
There is another important aspect, and one which is often not stressed enou!h6 if
students acquire competences, they are then able to deal with the way that +nowled!e
in any field (and social sciences are no e&ception) is constantly bein! renewed and
updated# Students/ academic trainin! within the school environment ta+es place over
the course of a limited number of years, but their need for personal and9or professional
development is lifelon!# $s such, providin! students with the necessary competence in,
for e&ample, the use of information and communication technolo!ies means that they
will be able to use these tools to !ather the information required at any !iven moment,
assessin! the quality of that information they find# 5iven that it is often impossible to
cover all of the curriculum contents in !reat detail over the course of the school year,
students need to develop the competence of learning to learn&
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The te&tboo+ includes teachin! and learnin! activities lin+ed to these basic
competences, either implicitly in the e&planatory pa!es, or e&plicitly in sections li+e the
'ssessment of basic competences provided in the Teacher%s Boo for each content
bloc+ (5eo!raphy and 3istory)#
,n the Spanish education system, students must achieve the followin! basic
competences before they finish compulsory education so that they are prepared for the
challen!es that they will face in their personal and professional lives6
"in!uistic competence#
Mathematical competence#
Competence in +nowled!e and interaction with the physical world#
:ata processin! and di!ital competence#
Social competence and citi?enship#
Cultural and artistic competence#
"earnin! to learn#
$utonomy and personal initiative#
8ut what do these competences really meanK 8elow is a summary of the +ey ways in
which each competence influences students/ intellectual and personal development,
with reference to the most important parts of the school curriculum6
LING%ISTIC CO'PETENCE
This competence refers to the use of lan!ua!e (in this case especially the
forei!n lan!ua!e) as a tool for oral and written communication, learnin!, and
self(re!ulation of thou!ht, emotions and behaviour# ,t also helps students to
create a positive personal ima!e and develop constructive relationships with
others and with the environment# So, learnin! to communicate means formin!
lin+s with other people and !ettin! to +now other cultures, which we are then
more li+ely to understand and respect# ,n short, this competence is absolutely
essential when it comes to resolvin! conflicts and learnin! to live alon!side
others# $cquirin! this competence means acquirin! a fluency in oral and written
lan!ua!e in various conte&ts and bein! able to use at least one forei!n
lan!ua!e#

'ATHE'ATICAL CO'PETENCE
Airst and foremost, this competence consists of the ability to use numbers and
basic numerical operations, symbols and forms of mathematical reasonin! and
e&pression, in order to produce and interpret data, to find out more about
quantitative and spatial aspects of reality and to resolve problems relatin! to
day(to(day life and wor+# So, acquirin! mathematical competence means bein!
able to use s+ills and approaches that allow one to reason mathematically,
understand mathematical ar!umentation, e&press oneself and communicate in
mathematical lan!ua!e, and use mathematical +nowled!e in combination with
other types of +nowled!e#
CO'PETENCE IN =NO?LEDGE AND INTERACTION ?ITH THE PHYSICAL
?ORLD
This competence refers to the s+ill of interactin! with the natural and man(made
elements of the physical world, helpin! students to understand events, predict
consequences and act in a way that contribute to improvin! and preservin!
their own livin! conditions and those of other people and livin! thin!s# ,t
basically refers to acquirin! a scientific9rational way of thin+in! which enables
one to interpret information and ma+e decisions independently, usin! one*s own
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initiative, as well as applyin! ethical values in decision(ma+in! in personal and
social conte&ts#
DATA PROCESSING AND DIGITAL CO'PETENCE
This is the ability to loo+ for, obtain, process and communicate information and
transform it into +nowled!e# ,t includes aspects ran!in! from accessin! and
selectin! information, to usin! it and conveyin! it in different formats, includin!
the use of information and communication technolo!ies as an essential tool for
findin! information and communicatin!# 5ainin! s+ill in this area involves usin!
technolo!ical resources to resolve problems efficiently and havin! a critical,
reflective attitude when it comes to assessin! the information available#
SOCIAL CO'PETENCE AND CITI@ENSHIP
nce students have acquired this competence, they will be able to live in
society, understand the social reality of the world in which they live, and
e&ercise civic responsibility in a democratic society which is becomin! ever
more multicultural# ,t concerns forms of individual behaviour which allow people
to live to!ether in one society, !et alon! with others, cooperate, !et involved
and tac+le conflicts# This means that acquirin! this competence translates into
bein! able to empathise and understand other people*s position, accept
differences, be tolerant and accept the values, beliefs, cultures and personal
and collective histories of others# ,t means understandin! the social reality in
which one lives, tac+lin! conflicts by applyin! ethical values, and e&ercisin!
civic ri!hts and duties responsibly and in solidarity with others#
C%LT%RAL AND ARTISTIC CO'PETENCE
This competence consists of +nowin!, appreciatin!, understandin! and critically
assessin! different forms of cultural and artistic e&pression, usin! them as a
source of personal en'oyment and enrichment and viewin! them as part of
people/s cultural herita!e# ,t involves appreciatin! and en'oyin! art and other
forms of cultural e&pression, bein! open to the variety of different methods of
artistic e&pression, conservin! the shared cultural herita!e and fosterin!
students/ own creative capacities#
LEARNING TO LEARN
This competence is made up of two +ey elements6 the first refers to students/
ability to start learnin!, and the second to their ability to continue learnin!
independently, and see+ rational answers# ,t also involves allowin! for various
possible answers to the same problem and motivatin! students to loo+ for those
answers usin! different methodolo!ical approaches# ,t involves mana!in! one*s
own abilities in terms of strivin! for efficiency and drawin! on different
intellectual resources and techniques#
A%TONO'Y AND PERSONAL INITIATI,E
This competence refers to students bein! able to use their own 'ud!ement and
have the initiative required to ma+e and pursue individual choices and ta+e
responsibility for them, both in their personal lives and in a social and
professional conte&t# 8y acquirin! this competence, students can become more
creative, innovative, responsible and critical in their approach to individual or
!roup pro'ects
Competences do not 'ust involve +nowled!e and s+ills acquired in a sin!le sub'ect only
or which are used e&clusively for that sub'ect# Everythin! that students learn across
their different sub'ects (and not 'ust at school) and other educational activities (e&tra(
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curricular activities) combines to form a sort of cultural ba!!a!e, a collection of
information that they must be able to use throu!hout their lives, at the ri!ht time and in
diverse situations# So, any of those competences can be achieved, perhaps not in all
parts of the curriculum but certainly in most of them, and for the same reason all of
these competences can be used and applied in any topic or sub'ect, re!ardless of
where they have been acquired (cross(curricular competences)# Competence should
!uarantee that a student has achieved certain learnin! ob'ectives, but it should also
enable students to achieve other ob'ectives, both at school and afterwards,
!uaranteein! on!oin! learnin!#
The different elements of the curriculum are interlin+ed, and we need to be aware of
this so that the curricular materials used in the teachin! and learnin! process are used
correctly# .hen the unit ob'ectives (e&pressed as capacities or s+ills) are set out in a
teachin! pro!ramme, they influence the choice of certain contents over others#
$ssessment criteria also need to be included to enable evaluation of whether students
meet these ob'ectives (or not)# The assessment criteria can therefore be divided into
two cate!ories, interpreted in different ways# The first cate!ory includes criteria related
to the student/s learnin!, in other words, some criteria will be more or less e&pressly
lin+ed to concepts, others to procedures (s+ills) and others to attitudes# Each of these
content types must be assessed because they have been studied in class# They are
assessed at different points throu!h continuous assessment# The second cate!ory
includes assessment criteria that are more directly lin+ed to the basic competences#
,f we thin+ of the basic competences as the real and practical application of +nowled!e,
s+ills and attitudes, the best way to chec+ or assess whether or not the student has
acquired those competences is to reproduce the most realistic situations possible in
which they should be applied# ,n these situations, students usually draw on the tapestry
of +nowled!e (made up of all sorts of contents) they have accumulated over the course
of their schoolin!, but respond, above all, to practical situations# So when we assess
competences we are assessin! procedures and attitudes, first and foremost, but
concepts are an essential basis for them# That is why the competences are lin+ed to
assessment criteria relatin! mostly to procedures and attitudes#
So how can each of the basic competences be acquiredK The followin! section
describes the most important aspects of each basic competence for this sub'ect# These
descriptions may need to be adapted to the practical needs of real(life teachin!#
SOCIAL CO'PETENCE AND CITI@ENSHIP
Bust li+e competence in +nowled!e and interaction with the physical world, this
competence is absolutely +ey to Social Sciences, as +nowled!e and
understandin! of our comple&, ever(chan!in! social reality are two of the core
parts of the course contents, helpin! students to develop socially# This
competence only ma+es sense when students realise that they are livin! in a
society that is becomin! ever more multicultural, and where cultures are not
necessarily complete opposites nor at odds with one other# ,f we +now about
the different social realities that have e&isted over time, we inevitably compare
them with today/s reality, and this is the perfect moment for students to
understand that no reality is permanent, and that society and civilisation evolve
over time# Aor this reason, realities can chan!e, so students must be tau!ht to
be tolerant of new realities in their own environment and in that of others#
CO'PETENCE IN =NO?LEDGE AND INTERACTION ?ITH THE PHYSICAL
?ORLD
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This competence, alon! with social competence and citi?enship, is one of the
most important in this sub'ect# <ot only does it ac+nowled!e the importance of
the physical world itself, without humans, but it also hi!hli!hts human
interaction with that world (loo+in! for resources, economic activities,
settlements)# The physical space is a place where social phenomena and
events (and the students/ own lives) ta+e place, and the space is or!anised
territorially and administratively as a result of those phenomena and events that
have ta+en place over time# So the interaction between people and the physical
world can encoura!e students to want to loo+ after the environment# The most
relevant procedures for this competence are ones li+e findin!, observin! and
interpretin! spaces and landscapes#
C%LT%RAL AND ARTISTIC CO'PETENCE
$rt is important in this sub'ect and in social life in !eneral, and by !ainin! artistic
competence students will be able to observe and understand the most
important artistic and cultural wor+s of human history# To ensure that students
have acquired this competence, they will have to demonstrate detailed
observation, artistic sensitivity, emotional intelli!ence, and respect for and
conservation of cultural herita!e, etc#
DATA PROCESSING AND DIGITAL CO'PETENCE
To understand social and historical phenomena, it is essential that students
+now how to wor+ with data (obtainin!, selectin!, handlin!, analysin! and
presentin! it) from various sources (written, audiovisual, etc#), not all of which
are as reliable and ob'ective as others# So information obtained from traditional
written sources as well as new technolo!ies must be analysed accordin! to
strict criteria in order to carry out an e&haustive critical comparison of sources#
LING%ISTIC CO'PETENCE
This competence is wor+ed on in two +ey ways6 the use of the forei!n lan!ua!e
as a communicative tool in the education process (sub'ect( specific vocabulary
and academic lan!ua!e)I and the importance that everythin! related to
information has in the curriculum contents, includin! the readin! of te&ts#
Students will also learn how to use the different types of discourse associated
with the course contents at the appropriate moments (description, narration,
ar!umentation, presentation, etc#)
'ATHE'ATICAL CO'PETENCE
8y usin! basic statistical concepts, numerical scales and !raphs, simple
calculations (percenta!es, proportions, etc#), charts (scales, dia!rams, etc#) (
basically, by !ainin! a +nowled!e of the quantitative and spatial aspects
involved in the analysis of our historical and !eo!raphical social reality (
students will be made aware that mathematical +nowled!e can play a functional
role in many parts of their lives#
LEARNING TO LEARN
This competence !ives students the s+ills and strate!ies that they need to help
them learn throu!hout their lives (findin!, or!anisin! and recoverin!
information)# ,t also means that they can adapt, critically and reflectively, to the
chan!es that ta+e place durin! their lives, i#e# that they can apply similar
analytical tools to those chan!es as those that they use to analyse our historical
and !eo!raphical social reality#
A%TONO'Y AND PERSONAL INITIATI,E
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This competence focuses on students/ active involvement in ma+in! decisions
that affect their learnin!6 analysis, plannin!, reviewin!, comparin!, drawin!
conclusions, etc# in individual and !roup wor+# .ith this competence, li+e the
competence of learnin! to learn, students will become accustomed to wor+in!
methods which can be used for any type of learnin! throu!hout their school and
professional lives#
.e have now loo+ed at the basic competences established by the Spanish education
system# These competences are inevitably very !eneric# ,f we want to use them as a
point of reference for teachin! and to demonstrate the real competence achieved by
students (assessment), we need to ma+e them even more specific, brea+in! them
down into subcompetences and lin+in! them to the other elements of the curriculum#
These subcompetences are statements which have been written after a
comprehensive analysis of the curriculum in order to draw up functional learnin!
ob'ectives e&pressed in such a way that they can be identified by any teacher#
8elow is a list of the subcompetences for this sub'ect and level# The units in which
each subcompetence is developed are listed on the ri!ht#
CO'PETENCES ;
S%*CO'PETENCES
%NITS
Ling0is#ic co/pe#ence 1, &, ), (, 4, 5, -, +, 6, 18, 11 an" 1&
Communicate simple messa!es, verbally
and in writin!#
0, 2, -, D, 4, 2, F, H, J, 0=, 00 and 02
Spea+, listen and participate in dialo!ue
and debate in an or!anised and clear
manner#
0, D, 4, 2 and 02
$pply lan!ua!e usa!e rules, as well as
lin!uistic and non(lin!uistic s+ills, when
communicatin!#
0, 4, 2, F, H, J, 0=, 00 and 02
Communicate thou!hts, emotions, life
e&periences, opinions, ideas, and ethical
and critical 'ud!ements in a coherent way#
4, 2 and 0=
7se specific vocabulary from each
sub'ect area to enrich one*s lan!ua!e#
0, 2, -, D, 4, 2, F, H, J, 0=, 00 and 02
$pply the actions that define lin!uistic
communication (listenin!, spea+in!,
readin!
and writin!) to specific purposes#
0, -, 4 and 2
1resent different +inds of information
verbally in a ran!e of communicative
situations, adaptin! to the !iven conte&t#
-, 4 and H
Compose and manipulate different +inds
of te&ts with different communicative and
creative purposes#
2
7se lan!ua!e as a tool for the peaceful
resolution of conflict, avoidin! the use of
dero!atory words and se&ist and
discriminatory e&pressions#
2
Communicate and enter into dialo!ue
with those around one, with the aim of
establishin! lin+s and buildin!
2
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constructive relationships#
En'oy listenin!, readin! and e&pressin!
thou!hts and ideas in writin!#
0, 2, -, D, 4, F, H, J, 0=, 00 and 02
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7se readin! as a learnin! tool, a source
of personal pleasure, and as a way of
findin! out about other environments,
lan!ua!es and cultures#
4
Aind information in different media (print
and di!ital) and use it in pro'ects related
to different sub'ect areas#
0=, 00 and 02
1rocess information from oral and written
sources#
2, -, D, 4, J, 00 and 02
Social an" ci.ic co/pe#ence -, +, 6, 18, 11 an" 1&
7nderstand the past and present social
reality#
F, H, J, 0=, 00 and 02
3ave +nowled!e of how societies have
developed, their or!anisation,
achievements and problems#
F, H, J, 0=, 00 and 02
:evelop the ability to empathise in order
to understand human actions in the past
or present#
F, H, J, 0= and 00
Lalue the contributions of different
cultures#
F
Co/pe#ence in 1no>le"ge an"
in#erac#ion >i# #e p!sical >orl"
1, &, ), (, 4, 5, -, +, 6, 18, 11 an" 1&
1erceive and understand the physical
space in which human activity ta+es place
and the interaction between these two
thin!s#
0, 2, -, D, 4, F, H, J, 0=, 00 and 02
:evelop the s+ills of orientation,
localisation, observation and
interpretation of real and represented
spaces and landscapes#
0, 2, -, 4 and 2
$nalyse the effect of human activity on
natural spaces and resources, both in
terms of the problems which it sometimes
causes, and of the measures which are
ta+en to protect and care for the
environment#
-, D, 4, 2 and 02
C0l#0ral an" ar#is#ic co/pe#ence -, +, 6, 18, 11 an" 1&
8e familiar with and appreciate relevant
artistic wor+s because they are
characteristic of particular styles and
artists or because they are part of the
cultural herita!e#
F, H, J, 0=, 00 and 02
:evelop s+ills for reco!nisin! and
understandin! the technical elements
necessary for analysin! important wor+s
of art#
J, 0= and 00
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Da#a processing an" "igi#al
co/pe#ence
1, &, ), (, 4, 5, -, +, 6, 18, 11 an" 1&
Search for, find and process information
from direct and indirect observation of
reality, and from written, !raphic and
audiovisual sources#
0, 2, -, D, 4, 2, F, H, J, 0=, 00 and 02
Establish criteria for selectin! information
from different sources ob'ectively#
2
:istin!uish between relevant and
irrelevant information, relate and compare
sources and inte!rate and analyse the
information critically#
0, 2, -, D, 4, F, H, J, 0=, 00 and 02
7nderstand and interpret icons, symbols
and other ways of representin!
information, especially those relatin! to
maps and ima!es#
0, 2, -, D, 4, 2, F, H, J, 0=, 00 and 02
'a#e/a#ical co/pe#ence 1, ), 5, 6, 18, 11 an" 1&
8e aware of the quantitative and spatial
aspects of reality#
0, -, J, 0=, 00 and 02
$pply simple operations, scales,
percenta!es, proportions and statistical
concepts to aspects of reality which can
be described quantatively#
0 and 2
Ma+e use of numerical and !raphical
scales, systems of reference, reco!nition
of !eometrical shapes and measurement
criteria# Codify information numerically
and represent it !raphically#
0 and 2
Learning #o learn 1, &, ), (, 4, 5, -, +, 6, 18, 11 an" 1&
Ma+e use of different types of reasonin!,
loo+ for multi(causal e&planations and
predict the effects of social developments#
0 and -
5ain +nowled!e of different information
sources and how to use them throu!h the
collection, classification and analysis of
information obtained from different media#
0, 2, -, 4, 2, F and H
:evelop strate!ies for thin+in!,
or!anisin!, memorisin!, and retrievin!
information, such as summaries,
dia!rams and mind maps#
0, 2, -, D, 4, 2, F, H, J, 0=, 00 and 02
A0#ono/! an" personal ini#ia#i.e 1, &, ), (, 4, 5, -, +, 6, 18, 11 an" 1&
:evelop personal strate!ies for ma+in!
plans and carryin! them out effectively,
and for ta+in! decisions#
-
Ta+e part in debates, and underta+e
individual and !roup wor+ activities which
involve thin+in!, analysin!, plannin!,
carryin! out and reviewin! the wor+ and
drawin! conclusions#
0, 2, -, D, 4, 2, F, H, J, 0=, 00 and 02
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M $ll the subcompetences detailed in this section are developed usin! En!lish as the common
lan!ua!e, which will allow pupils to communicate with an increasin! de!ree of s+ill in the forei!n
lan!ua!e#
,n order to demonstrate that the students have achieved the different competences and
subcompetences (and even other, additional ones, not necessarily lin+ed to the ones
listed here), teachers can use the various assessment criteria# ,n this pro!ramme,
these criteria are lin+ed to the criteria for the teachin! units, not the !eneral ones for
this level, which are too !eneric#
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($ ACTI,ITIES, ATTENTION TO DI,ERSITY, ASSESS'ENT, AND
ASSESS'ENT OF *ASIC CO'PETENCES
ACTI,ITIES
nce the contents have been tau!ht followin! the course methodolo!y, there are
various activities to chec+ students/ +nowled!e# These are provided in the Student's
Boo as well as in the supplementary materials lin+ed to the different course contents
found at the bac+ of the Teacher%s Boo# These activities have different educational
aims, and are therefore each more or less e&pressly lin+ed to the different content
types and the basic competences (in the $ssessments of basic competences at the
end of the 5eo!raphy and 3istory sections, respectively)#
Teachers can carry out an initial assessment at the start of the school year to assess
the students/ startin! point# $t the end of each unit, Gevision activities are provided in
the Student%s Boo# There will also be a final assessment at the end of term# This will
provide a !ood overview of whether or not the !eneral course ob'ectives have been
achieved#
,n addition to the activities for learnin! the different contents and for chec+in!
+nowled!e (at the end of each unit), there is another essential activity type in this
sub'ect6 procedures# These are used throu!hout the boo+ when the topics are first
introduced but also in specific sections in the Student's Boo, especially in the Social
Sciences in practice section# They focus on readin!, understandin! and interpretin!
maps and atlases (topo!raphic, thematic or historical maps), findin! points on the Earth
(!eo!raphical coordinates), drawin! dia!rams and summaries, puttin! historical events
in chronolo!ical order, analysin! wor+s of art and findin! information# These are
procedures that students should understand very well because they will continue to use
them throu!hout the four years of secondary education (what the curriculum calls
common contents) and they will help them to achieve some of the basic competences#
There are also many different te&ts throu!hout the boo+ (many of the learnin! and
assessment activities are readin! comprehensions) which will help students to hone
their readin! s+ills (lin+ed to lin!uistic competence)#
,t would be a !ood idea to discuss the additional readin! requirements with the En!lish
department in order to choose the some relevant additional te&ts# Aor 3istory, the
additional readin! should include e&tracts from literary wor+s that reflect the historical
and cultural topics studied# $nd for 5eo!raphy, the te&ts should be 'ournalistic articles
about environmental problems, the socioeconomic situation, distribution of resources,
etc#
ATTENTION TO DI,ERSITY
.hen a teachin!9learnin! process is centred around identifyin! students/ needs, it is
essential to provide students with as many educational resources as possible so that
their learnin! is adapted to their own capabilities, in some cases because they are
!reater than the !roup avera!e, and in others because the pace of learnin! must be
read(usted because a student is havin! difficulties# ,n order to cater for diversity in
terms of levels of +nowled!e and learnin! capacity, wor+sheets are provided for each
unit# These are split into two cate!ories, reinforcement and e)tension, and are included
at the bac+ of the Teacher%s Boo# Teachers will decide when and how these
wor+sheets should be used, as by their very nature they are not always appropriate for
all students# ,n the e)tension activities, students wor+ with te&ts and maps which
provide new learnin! perspectives, while the aim of the reinforcement activities is to
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consolidate basic +nowled!e by wor+in! with maps (blan+, historical or !eo!raphical
maps), creatin! dia!rams, writin! reports, identifyin! concepts throu!h multiple choice
questions, etc#
ASSESS'ENT PROCED%RES AND 'AR=ING CRITERIA
Students/ learnin! must be assessed systematically and periodically, both to measure
their individual levels of +nowled!e acquisition (summative assessment at different
points of the year) and to introduce any chan!es required to the teachin! process
(when the students/ learnin! does not meet e&pectations)# ,n addition to this summative
assessment, which tends to ta+e place at the end of the course (ordinary e&ams and
resits, if required), there will be other assessments, li+e an initial assessment (mar+s do
not count towards the final !rade), as well as continuous assessment, formative tests
and activities carried out throu!hout the teachin!9learnin! process and which stress
that teachin! is a means of !uidin! and analysin! the learnin! process#
Continuous assessment will be carried out throu!h the systematic observation and
monitorin! of students, i#e# everythin! that they produce, either individually or in
!roups, will be ta+en into consideration6 written wor+, oral presentations and debates,
classwor+, research, their attitude to learnin!, accuracy of e&pression, self(
assessment, etc# $nd for summative assessment6 written tests at the end of each term
and resits (durin! the term and at the end of the course, if the student has failed any of
the assessments, and a resit final e&am, if students do not pass the first one)# ,n any
case, a variety of assessment procedures will be used, so the assessments are
fle&ible# Students can be awarded !rades hi!her than a simple 1ass in the resits,
ordinary resits (if they failed one or more of the end(of(term tests) and the e&traordinary
resits# ,t should be stressed that students are not e&pected to produce perfectly
accurate En!lish and they should be rewarded for communicatin! the messa!e
effectively in En!lish, and not penalised heavily for !rammatical or le&ical errors#
,n order to provide students with mar+s for the three assessments durin! the year, the
ordinary resits at the end of the course and the e&traordinary resits in September, the
written tests will be assi!ned a wei!htin! of -=N, proe'cts -=N, and classwor+ D=N# ,n
other words, the students/ wor+ throu!hout the school year will always be ta+en into
account (continuous assessment), e&cept for students who are no lon!er entitled to be
assessed because they have missed too many classes without reason# ,n these cases,
the final mar+ will be based on the written test only# This multiple wei!htin! method has
been desi!ned to assess all sorts of different contents studied throu!hout the year
(concepts, procedures and attitudes)# The students will be informed of these wei!htin!s
at the start of the year#
ASSESS'ENT OF CO'PETENCES
The table below shows the basic competences bro+en down into the subcompetences
for the different parts of the course, to be assessed in the three tests (one per term)
and the final tests (ordinary and e&traordinary, if applicable)# The assessments will
provide an overview of what the students have learnt as well as the subcompetences
they have not yet achieved#
.e recommend the followin! qualitative scale to measure the level of achievement of
these subcompetences, from lowest to hi!hest6 06 .ea+I 26 8orderlineI -6 $vera!eI
D65oodI 46 E&cellent#
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CO'PETENCES;S%*CO'PETENCES TER' TESTS FINAL TEST
Ling0is#ic co/pe#ence
1
s#
&
n"
)
r"
O E
Communicate simple messa!es, verbally and in
writin!#
Spea+, listen and participate in dialo!ue and debate
in an or!anised and clear manner#
$pply lan!ua!e usa!e rules, as well as lin!uistic and
non(lin!uistic s+ills, when communicatin!#
Communicate thou!hts, emotions, life e&periences,
opinions, ideas, and ethical and critical 'ud!ements
in a coherent way#
7se specific vocabulary from each sub'ect area to
enrich one*s lan!ua!e#
$pply the actions that define lin!uistic
communication (listenin!, spea+in!, readin!
and writin!) to specific purposes#
1resent different +inds of information verbally in a
ran!e of communicative situations, adaptin! to the
!iven conte&t#
Compose and manipulate different +inds of te&ts
with different communicative and creative purposes#
7se lan!ua!e as a tool for the peaceful resolution of
conflict, avoidin! the use of dero!atory words and
se&ist and discriminatory e&pressions#
Communicate and enter into dialo!ue with those
around one, with the aim of establishin! lin+s and
buildin! constructive relationships#
En'oy listenin!, readin! and e&pressin! thou!hts
and ideas in writin!#
7se readin! as a learnin! tool, a source of personal
pleasure, and as a way of findin! out about other
environments, lan!ua!es and cultures#
Aind information in different media (print and di!ital)
and use it in pro'ects related to different sub'ect
areas#
1rocess information from oral and written sources#
O,ERALL
Social an" ci.ic co/pe#ence
7nderstand the past and present social reality#
3ave +nowled!e of how societies have developed,
their or!anisation, achievements and problems#
:evelop the ability to empathise in order to
understand human actions in the past or present#
Lalue the contributions of different cultures#
O,ERALL
Co/pe#ence in 1no>le"ge an" in#erac#ion
>i# #e p!sical >orl"
1erceive and understand the physical space in
which human activity ta+es place and the interaction
between these two thin!s#
:evelop the s+ills of orientation, localisation,
observation and interpretation of real and
represented spaces and landscapes#
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$nalyse the effect of human activity on natural
spaces and resources, both in terms of the
problems which it sometimes causes, and of the
measures which are ta+en to protect and care for
the environment#
O,ERALL
C0l#0ral an" ar#is#ic co/pe#ence
8e familiar with and appreciate relevant artistic
wor+s because they are characteristic of particular
styles and artists or because they are part of the
cultural herita!e#
:evelop s+ills for reco!nisin! and understandin! the
technical elements necessary for analysin!
important wor+s of art#
O,ERALL
Da#a processing an" "igi#al co/pe#ence
Search for, find and process information from direct
and indirect observation of reality, and from written,
!raphic and audiovisual sources#
Establish criteria for selectin! information from
different sources ob'ectively#
:istin!uish between relevant and irrelevant
information, relate and compare sources and
inte!rate and analyse the information critically#
7nderstand and interpret icons, symbols and other
ways of representin! information, especially those
relatin! to maps and ima!es#
O,ERALL
'a#e/a#ical co/pe#ence
8e aware of the quantitative and spatial aspects of
reality#
$pply simple operations, scales, percenta!es,
proportions and statistical concepts to aspects of
reality which can be described quantatively#
Ma+e use of numerical and !raphical scales,
systems of reference, reco!nition of !eometrical
shapes and measurement criteria# Codify
information numerically and represent it !raphically#
O,ERALL
Learning #o learn
Ma+e use of different types of reasonin!, loo+ for
multi(causal e&planations and predict the effects of
social developments#
5ain +nowled!e of different information sources and
how to use them throu!h the collection, classification
and analysis of information obtained from different
media#
:evelop strate!ies for thin+in!, or!anisin!,
memorisin!, and retrievin! information, such as
summaries, dia!rams and mind maps#
O,ERALL
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A0#ono/! an" personal ini#ia#i.e
:evelop personal strate!ies for ma+in! plans and
carryin! them out effectively, and for ta+in!
decisions#
Ta+e part in debates, and underta+e individual and
!roup wor+ activities which involve thin+in!,
analysin!, plannin!, carryin! out and reviewin! the
wor+ and drawin! conclusions#
O,ERALL
lan!ua!e#
6 rdinary final assessment
E6 E&traordinary final assessment
O92or" ED%CACI:N
2-
4$ PROGRA''ES OF ST%DY
The contents of this course have been or!anised into 02 teachin! units, which are
detailed below# The teachin! ob'ectives, contents (concepts, procedures and attitudes),
cross(curricular content, assessment criteria and basic competences lin+ed to those
assessment criteria are listed for each unit#
O*AECTI,ES
0# "earn about the position of the Earth in the solar system, its shape and si?e#
2# :escribe the conditions which ma+e life on Earth possible#
-# :efine the movements of rotation and revolution and e&plain their
consequences#
D# Geco!nise the main parallels and meridians on the Earth#
4# :efine the terms latitude and lon!itude and locate the position of a point on the
Earth*s surface usin! !eo!raphic coordinates#
2# 7nderstand the causes of the different time ?ones in different parts of the Earth#
F# Geco!nise the different carto!raphic pro'ections#
H# E&plain what maps are and how they are used to represent the Earth*s surface#
J# ,nterpret the scale and le!end on maps#
0=# 7se appropriately the specific !eo!raphy vocabulary of the unit#
CONTENTS
Concep#s
1lanet Earth#
Movements of the Earth6 rotation and revolution#
"ines and !eo!raphic coordinates#
Time ?ones#
Gepresentation of the Earth#
Proce"0res
Aind information about the unit contents and e&plain the data obtained#
Comment on te&ts, maps, photo!raphs and drawin!s related to the unit
topic#
,dentify different types of pro'ections#
,nterpret a map from the information in the le!end#
O92or" ED%CACI:N
2D
%NIT 1
PLANET EARTH
GEOGRAPHY
Calculate the real distance between two points on a map usin! the scale#
A##i#0"es
Show an interest in learnin! about the characteristics of the Earth#
8e curious about the different +inds of instruments and media (maps,
photo!raphs, etc#) used in !eo!raphical analysis#
Show a positive attutude towards scientific ri!our, as the basis for
developin! +nowled!e of our planet#
:evelop awareness of the conditions that ma+e life on Earth possible and
of the collective responsibility for its conservation#
ASSESS'ENT CRITERIA
0# :escribe the position, shape and si?e of the Earth#
2# ,ndicate the relation between the characteristics of the Earth*s atmosphere and
the avera!e temperature of the planet and the e&istence of different life forms#
-# :escribe the movements of rotation and revolution, and their consequences#
D# :efine the concepts of parallels and meridians and show the main ones on a
!lobe#
4# Aind the location, from the !eo!raphic coordinates, of any point on the Earth,
specifyin! the latitude and lon!itude#
2# Calculate the time difference between different places in the world#
F# :efine what a map is and describe the different types of carto!raphic
pro'ections#
H# Calculate the real difference between two points on a map, usin! the scale#
J# ,nterpret maps from the le!end#
0=# 7se appropriately the specific !eo!raphy vocabulary of the unit in oral and
written activities#
CO'PETENCES ; ASSESS'ENT CRITERIA ; ACTI,ITIES
CO'PETENCES ;
S%*CO'PETENCES
ASSESS'ENT
CRITERIA
ACTI,ITIES
Ling0is#ic co/pe#ence BCD
Communicate simple
messa!es, verbally and in
writin!#
-, 2, F, H -, 04, 0J, 2=
G$6 H
Spea+, listen and participate
in dialo!ue and debate in an
or!anised and clear manner#
0, 2, -, 4, F, H, J 0, -, H, 02, 0H
G$6 2=
$pply lan!ua!e usa!e rules,
as well as lin!uistic and non(
lin!uistic s+ills, when
communicatin!#
0, 2, -, 4, 2, F, J 0, -, H, 02, 0-
G$6 H
7se specific vocabulary from
each sub'ect area to enrich
one*s lan!ua!e#
0, 2, -, 4, F, J, 0= 0, -, H, 02, 02
G$6 -
$pply the actions that define
lin!uistic communication
(listenin!, spea+in!, readin!
and writin!) to specific
purposes#
0, 2, 4, 2, F, J, 0= 0, H, 02
G$6 0D, 02
O92or" ED%CACI:N
24
En'oy listenin!, readin! and
e&pressin! thou!hts and
ideas in writin!#
0, 2, -, D, 4, 2, F, J, 0= 0, 2, J, 02, 0-, 0F
G$6 0, 2, -, 0D, 02
Co/pe#ence in 1no>le"ge an" in#erac#ion >i# #e p!sical >orl"
1erceive and understand the
physical space in which
human activity ta+es place
and the interaction between
these two thin!s#
-, 2, F, J 02, 0D
:evelop the s+ills of
orientation, localisation,
observation and interpretation
of real and represented
0, -, D, 4, 2, F, J D, 4, 2, F, J, 00, 02, 0-, 0D
Search for, find and process
information from direct and
indirect observation of reality,
and from written, !raphic and
-, 4, 2, F, J 00, 02, 0D
G$6 J, 0=, 02, 0-
:istin!uish between relevant
and irrelevant information,
relate and compare sources
and inte!rate and analyse the
-, F, 0= G$6 2, 0H
7nderstand and interpret
icons, symbols and other
ways of representin!
information, especially those
0, -, D, 4, 2, F, H, J, 0= D, 4, 2, F, 04, 02, 0J, 2=
G$6 4, F, 00, 0-,
0D, 0H, 0J, 2=
8e aware of the quantitative
and spatial aspects of reality#
-, 2, F, H, J 0D, 04, 02
G$6 2=
$pply simple operations,
scales, percenta!es,
proportions and statistical
concepts to aspects of reality
which can be described
quantatively#
-, 2, F, H 0D, 0J, 2=
G$6 04
Ma+e use of numerical and
!raphical scales, systems of
reference, reco!nition of
!eometrical shapes and
measurement criteria# Codify
information numerically and
represent it !raphically#
-, 2, F, H, J 02, 0J, 2=
G$6 D
Learning #o learn
Ma+e use of different types of
reasonin!, loo+ for multi(
causal e&planations and
predict the effects of social
developments#
-, 4 H
G$6 0=
O92or" ED%CACI:N
22
5ain +nowled!e of different
information sources and how
to use them throu!h the
collection, classification and
analysis of information
obtained from different media#
0, -, 2 0=
G$6 D
:evelop strate!ies for
thin+in!, or!anisin!,
memorisin!, and retrievin!
information, such as
summaries, dia!rams and
mind maps#
-, F, 0= 2, 00
G$6 02, 0F
7nit Summary
Ta+e part in debates, and
underta+e individual and
!roup wor+ activities which
involve thin+in!, analysin!,
plannin!, carryin! out and
reviewin! the wor+ and
-, 4, 2, F, H, 0= -, H, 0-, 04, 02, 0F, 0H
G$6 -
G$6 Gevision activities
lan!ua!e#
O92or" ED%CACI:N
2F
O*AECTI,ES
0# "earn about the Earth*s structure#
2# ,dentify and locate the continents and oceans#
-# Geco!nise the main continental relief forms and e&plain their formation from the
action of the Earth*s internal forces and e&ternal a!ents#
D# :escribe the distribution of the continental waters, their ori!in and forms#
4# Geco!nise the relief forms in coastal areas and on the ocean floor#
2# ,dentify the ori!ins of earthqua+es and volcanic eruptions and learn about the
consequences of both phenomena#
F# :raw and9or interpret maps, drawin!s, photo!raphs, te&ts and charts related to
the unit content#
H# 7nderstand the consequences of volcanic eruptions and earthqua+es on
people*s lives#
CONTENTS
Concep#s
The Earth*s structure#
The Earth*s surface6 continents and oceans#
"and relief#
Coastal relief and the ocean floor#
<atural ha?ards#
Proce"0res
7se an atlas to find landforms and oceans, seas, rivers and la+es#
,nterpret and summarise information from charts, drawin!s and news items#
:efine basic !eo!raphy concepts#
Carry out some simple research#
:raw maps showin! the main relief features, continental waters and
oceans#
A##i#0"es
Show interest in learnin! about the ori!in and evolution of the continents
and oceans and the main relief forms of both#
8e aware of the need to protect our environment#
Show solidarity towards people who have suffered the consequences of
natural disasters#
8e aware of the need to act calmly in the face of a natural disaster#
ASSESS'ENT CRITERIA
0# :escribe the Earth*s structure#
2# :ifferentiate the continents from the oceans# Gelate the oceans with the
continents they surround#
O92or" ED%CACI:N
2H
%NIT &
RELIEF
-# :istin!uish the main land relief forms#
D# :escribe the main features of continental waters and oceans#
4# E&plain how relief was formed by the Earth*s internal forces and e&ternal
a!ents#
2# <ame the main relief forms in coastal areas and on the ocean floor#
F# :ifferentiate earthqua+es and volcanoes and understand the destructive force
of each one#
H# :raw and9or analyse and comment on maps, drawin!s, photo!raphs, te&ts and
charts related to the continents and oceans#
J# Show solidarity towards the victims of earthqua+es and volcanic eruptions#
CO'PETENCES ;
S%*CO'PETENCES
ASSESS'ENT
CRITERIA
ACTI,ITIES
Communicate simple
writin!#
D, 4, F, H, J H, 0F, 0H
one*s lan!ua!e#
0, 2, -, D, 4, 2, F, H 2, 2, 0=, 00, 0D, 20
G$6 0, 2, -, 0=, 00, 02, 0-
ideas in writin!#
0, 2, -, D, 4, 2, F, H, J -, D, 0D, 04, 0J, 2=, 20
G$6 4, F, J
Process information from oral and
written sources.
-, D, 4, 2, F, H 0-, 02
G$6 J
these two thin!s#
D, 4, 2, H 2, H, J
2, -, D, 4, 2, F G$6 D, 02
0, 2, -, D, 4, F, H, J 0, -, 04, 0J
G$6 2, -, J
0, 2, -, D, 4, 2 0, 0=, 02, 0-
G$6 4, H
O92or" ED%CACI:N
2J
2, -, D, 4, 2, F, H D, 4, 2, J, 0D, 02, 0F
G$6 2, F, 00
Learning #o learn
D, F, H F, H, J
G$6 J
mind maps#
0, 2, -, D, 4, 2, F, H, J 2, -, D, 4, 00, 0H, 2=
G$6 2, -, 0=
7nit Summary
-, D, 4, 2, F, H, J F, 02, 0J, 2=
G$6 F, 02, 0-
lan!ua!e#
O92or" ED%CACI:N
-=
O*AECTI,ES
0# ,dentify the structure and composition of the atmosphere#
2# :ifferentiate weather from climate#
-# :istin!uish the elements of climate and the factors which determine them#
D# :escribe the main characteristics of the Earth*s different climates#
4# E&plain the interaction between climate, relief, water, soil and livin! thin!s#
2# :raw simple dia!rams related with the 7nit contents#
F# :raw and9or interpret maps, ima!es and climate charts#
H# Carry out simple research on different aspects related to the 7nit contents#
J# $ssess the influence of weather and climate on people*s daily lives#
0=# ,dentify the atmospheric phenomena which can cause natural disasters and
learn about their environmental and human consequences#
00# Show solidarity towards people affected by natural disasters#
02# Gespect the natural environment and support measures to protect it#
CONTENTS
Concep#s
The atmosphere#
.eather and climate#
The elements of climate#
The Earth*s climates#
The natural envinronment#
$tmospheric phenomena and natural ha?ards#
Proce"0res
,nterpret and summarise !eo!raphical information from ima!es, te&ts and
maps#
1lan and carry out simple research to e&pand on the aspects dealt with in
the unit#
$pply the 7nit contents to the reality of one*s own environment#
A##i#0"es
Show a positive attutude towards scientific ri!our, as the basis for
developin! +nowled!e of the Earth*s climates#
Show interest in learnin! about the interactions e&istin! between the
different elements of the natural environment#
1articipate in the search for solutions to environmental problems#
Show solidarity towards the victims of natural disasters#
ASSESS'ENT CRITERIA
0# :istin!uish the different layers of the atmosphere and reco!nise the
characteristics of each one#
O92or" ED%CACI:N
-0
%NIT )
CLI'ATE AND LI,ING THINGS
2# E&plain the difference between weather and climate#
-# :ifferentiate the elements and factors which influence climate#
D# :istin!uish the temperature and precipitation of the Earth*s different climates#
4# :escribe the influence of climate on relief, soil, water, ve!etation and fauna#
2# E&plain the causes of the main natural disasters and their consequences#
F# Summarise the basic contents of the unit by completin! a chart#
H# ,nterpret correctly maps, dia!rams and simple te&ts related to the unit contents#
J# 5ive e&amples of the impact of weather and climate on daily life, economic
activities, etc#
0=# Show solidarity towards the victims of natural disasters#
00# $dopt a positive attitude to measures which help to protect natural areas and
re'ect any action which could cause dama!e to them#
CO'PETENCES ;
S%*CO'PETENCES
ASSESS'ENT
CRITERIA
ACTI,ITIES
Communicate simple
writin!#
0, 2, -, D, 4, 2, F, H, J, 0=, 00 D, H, J, 0=, 00,
02, 0-, 0J, 22, 2-
G$6 2, 2, H, J, 0-, 0D, 04, 0F,
2=, 20, 22
one*s lan!ua!e#
0, 2, -, D, 2, F, H, J, 0=, 00 2, D, 2, 04, 02, 0F, 0H, 2=
G$6 0, -, F, 0=, 00
purposes#
4 0D
Present different kinds of information
verbally in a range of communicative
situations, adapting to the given context.
-, 4, 2, F, H 02
G$6 22
ideas in writin!#
0, 2, -, D, 4, F, H, J, 0=, 00 0, -, F, 2=, 20
G$6 02, 02
written sources.
0, 2, -, D, 4, F, H -, 4
G$6 0, D
these two thin!s#
0, 2, -, D, 4, 2, F, H, J, 0=, 00 -, F, 20, 22, 2-
G$6 2, D, 4, H, J, 02, 0-, 0D,
04, 02, 0F, 2=, 20
4, H H, J
O92or" ED%CACI:N
-2
$nalyse the effect of human
activity on natural spaces and
resources, both in terms of
the problems which it
sometimes causes, and of the
measures which are ta+en to
protect and care for the
environment#
F, H G$6 2, F
0, 2, -, 4, 2, F, H -, 0=, 00, 02, 0-, 02
G$6 -, 0=
0, 2, -, D, 4, F, H, J 2, 4, F, 0D
G$6 D, 0J
0, 2, 4, 2, F, H, J H, J, 0F, 0H
G$6 2, 4, 02, 0-, 0D, 04, 0H
4, H H
Learning #o learn
Ma+e use of different types of
reasonin!, loo+ for multi(
causal e&planations and
predict the effects of social
developments#
2, F, H 04, 02
-, 2, H 0H, 0J
G$6 J, 0=, 00
mind maps#
0, 2, D, 4, F, H, J, 0=, 00 2, F, 2=, 20
G$6 2, F, 04
7nit Summary
:evelop personal strate!ies
for ma+in! plans and carryin!
them out effectively, and for
ta+in! decisions#
00 22, 2-
O92or" ED%CACI:N
--
2, - D
lan!ua!e#
O92or" ED%CACI:N
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O*AECTI,ES
0# ,dentify and locate the different natural landscapes on the Earth and describe
their main features#
2# :istin!uish a natural landscape from a humanised landscape#
-# :escribe some of the human actions which dama!e natural landscapes#
D# :iscover what human bein!s are doin! to protect and re!enerate nature#
4# 8e aware of the need to balance the e&ploitation of natural landscapes with
their protection and conservation#
2# :raw and9or interpret maps, ima!es and te&ts related to natural environments,
their de!radation and9or conservation#
CONTENTS
Concep#s
<atural landscapes around the world#
<atural landscapes in hot climates#
<atural landscapes in temperate climates#
<atural landscapes in cold climates#
<atural landscapes and human bein!s#
Proce"0res
btain !eo!raphical information from analysin! maps, ima!es and te&ts#
1lan and carry out simple research from easily accessible sources#
$pply the 7nit contents to one own*s environment#
A##i#0"es
Lalue the wealth of diversity of the Earth*s natural landscapes#
Ge'ect any action which is detrimental to nature#
Show concern for findin! a balance between the e&ploitation of the
environment and its conservation#
Show a positive attitude towards the various public and private measures
and initiatives ta+en by public or private authorities to protect nature#
1articipate in the search for solutions to environmental problems#
ASSESS'ENT CRITERIA
0# "ocate the different natural landscapes on the planet#
2# :ifferentiate the Earth*s different natural landscapes, especially the climate,
land, ve!etation and fauna#
-# Geco!nise the transformations which convert a natural landscape into a
humani?ed environment#
D# <ame the main ris+s caused by humans which affect nature, and identify their
causes and consequences#
O92or" ED%CACI:N
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%NIT (
NAT%RAL LANDSCAPES
4# Show a positive attitude to the conservation of natural areas and re'ect any
actions which may dama!e them#
2# :efine the concept of sustainable development and consider it as a way of
balancin! economic benefits with the conservation of nature#
F# :raw and9or analyse maps, ima!es and te&ts related with the 7nit contents#
CO'PETENCES ;
S%*CO'PETENCES
ASSESS'ENT
CRITERIA
ACTI,ITIES
Communicate simple
writin!#
0, 2, D, 4, 2, F -, 0D, 04, 02, 22, 2-
G$6 4, H, 0=, 02
0, 2, -, F G$6 D, F, 0-
one*s lan!ua!e#
0, 2, -, D, 4, 2, F D, 2, F, H, 0=, 02, 0J, 2=, 24,
22, 2F, 2H, 2J
G$6 0, 2, 2, J, 00
ideas in writin!#
0, 2, F 4, J, 00, 20, 2D
G$6 -
written sources.
0, 2, F 0, 2, J
these two thin!s#
0, 2, -, 4, 2, F 0, 2, -, D, F, H, J, 0=,
00, 0-, 0D, 04, 02, 0F,
0H, 2=, 22, 2-, 2D, 24
G$6 0, 4, 2, F, H, J, 02, 0-
environment#
-, D, 4, 2, F 2F, 2H
G$6 0=, 00
0, 2, -, 4, F -, D, J, 0=, 0D, 04, 02, 0H, 20,
2-, 24
G$6 0, F, 0-
0, 2 2, 4, J
G$6 -
0, 2, -, D, 4, 2, F 2, 0-, 0F, 0J, 20, 22, 2J
G$6 D, 02
O92or" ED%CACI:N
-2
Learning #o learn
mind maps#
0, 2, D, 4, 2, F 0, 2=, 22, 2F
G$6 2, 2, J, 00
7nit Summary
0, 2, -, D, 4, 2, F 02, 02, 0H, 2D, 24, 2H
G$6 D, F, 0=, 0-
lan!ua!e#
O92or" ED%CACI:N
-F
O*AECTI,ES
0# Establish the physical boundaries of each continent#
2# Geco!nise and locate the main landforms and water elements of the different
continents#
-# :escribe the characteristics (climate, ve!etation, fauna) of the natural
landscapes of the continents#
D# :raw and9or comment on maps photo!raphs, drawin!s and te&ts related to the
7nit content#
4# 7nderstand the importance of $ntarctica as an international laboratory for
scientific research#
2# Show concern for environmental problems which affect the world, and
contribute to their solution#
CONTENTS
Concep#s
The continents#
Europe6 relief, rivers, la+es and natural landscapes#
$frica6 relief, rivers, la+es and natural landscapes#
$sia6 relief, rivers, la+es and natural landscapes#
ceania6 $ustralia and other islands, and natural landscapes#
$merica6 relief, rivers, la+es and natural landscapes#
$ntarctica6 relief and natural landscape#
Proce"0res
,nterpret and comment on maps, te&ts and ima!es related to the 7nit
contents#
btain !eo!raphical information throu!h observin! the environment#
:efine the basics concepts studied in the 7nit#
A##i#0"es
Show interest in learnin! about the physical features of the different
continents#
Ge'ect any action or attitude which threatens the environment#
1articipate in activities which help to protect nature#
Show a positive attitude towards the international a!reement which
!uarantees the conservation of $ntarctica#
ASSESS'ENT CRITERIA
0# ,dentify the physical boundaries of each continent#
2# :istin!uish and locate the main e&amples of relief in Europe, $sia, $frica,
ceania, $merica and $ntarctica#
-# "ocate the main rivers and la+es in each continent#
O92or" ED%CACI:N
-H
%NIT 4
THE CONTINENTS
D# :escribe the distribution and main features of the different natural landscapes
of the continents#
4# btain and summarise !eo!raphical information from various sources6 maps,
photo!raphs, drawin!s, te&ts, etc#
2# E&plain the causes which 'ustify the international community*s interest in
protectin! the natural landscape of $ntarctica#
F# Lalue the measures ta+en to protect natural landscapes and re'ect attitudes
and behavior which threaten them#
CO'PETENCES ;
S%*CO'PETENCES
ASSESS'ENT
CRITERIA
ACTI,ITIES
Communicate simple
writin!#
0, 2, -, D, 4 0, 2, F, 04, 02, 0J, 2=, 2D, 24,
22
G$6 H
0, 2, -, D, 4 0=
communicatin!#
2, - G$6 -
Communicate thou!hts,
emotions, life e&periences,
opinions, ideas, and ethical
and critical 'ud!ements in a
coherent way#
2, D, F G$6 0D, 04
one*s lan!ua!e#
2, -, D, 4 2, -, D, 4, 00
G$6 2
purposes#
2, -, D, 4, F H, 0D
G$6 F
Present different kinds of information
verbally in a range of communicative
situations, adapting to the given context.
D, 4 G$6 4
ideas in writin!#
0, 2, -, D, 4, 2, F 0H, 20, 22, 0-
G$6 0, F, J
7se readin! as a learnin!
tool, a source of personal
pleasure, and as a way of
findin! out about other
environments, lan!ua!es and
cultures#
D, 4, 2, F 0H, 20
written sources.
0, D, 4, F 2-
G$6 0-
O92or" ED%CACI:N
-J
these two thin!s#
0, 2, -, D, 4, 2, F 0, 0=, 20, 22, 2D, 24, 22
G$6 2, 02, 04
0, 2, -, D, 4 0, -, D, 4, 2, F, 0-, 04, 02, 0F,
0J
G$6 D, 4, H
environment#
2, D, 4 2
G$6 04
0, 2, -, D, 4, 2, F 2, 00, 02, 0D, 0H, 20, 22, 2-
G$6 D, 4, F, J, 0-
0, 2, -, D, 4, 2, F H, 20, 2D
G$6 0, 2, J
0, 2, -, D, 4 0, -, D, 4, 2, F, 0=, 02, 04, 02,
0F, 0J, 2=, 24, 22
G$6 4, H, 0=, 02
Learning #o learn
2, -, D, 4, F 2, 2, F
G$6 00, 0-
mind maps#
2, -, D, 4 J, 00, 2=
G$6 -, F, 0=
7nit Summary
O92or" ED%CACI:N
D=
0, 2, -, D, 4, F 0=, 00
G$# 4, 00, 0D, 04
lan!ua!e#
O92or" ED%CACI:N
D0
O*AECTI,ES
0# ,dentify the territories of Spain#
2# "earn about the main relief and rivers of Spain#
-# :ifferentiate Spain*s various climate types#
D# Geco!nise the main features of Spain*s various natural landscapes#
4# ,dentify the natural ha?ards that affect Spain#
2# "earn about Spain*s environmental problems# 7nderstand their impact and
value positively the measures ta+en to resolve them#
F# btain !eo!raphical information throu!h the analysis of different sources#
CONTENTS
Concep#s
Spain*s !eo!raphical location#
Spain*s relief and rivers#
Spain*s climate and natural landscapes#
Spain*s natural ha?ards and environmental problems#
Proce"0res
"ocate physical features on maps#
$nalyse and interpret te&t and !raphs#
,dentify ima!es#
:iscuss#
Summarise information and represent it in dia!rammatic form#
btain !eo!raphical information from direct observation of the environment#
A##i#0"es
:emonstrate an interest in learnin! about Spain*s physical environment#
"earn to behave responsibly when faced with adverse weather conditions
and natural ha?ards#
Gefrain from any action which mi!ht dama!e the environment#
$ppreciate the measures and initiatives ta+en to protect nature#
ASSESS'ENT CRITERIA
0# Geco!nise the territories of Spain#
2# ,dentify, locate and9or characterise the various features of Spain*s physical
environment6 capes, !ulfs, mountain ran!es, rivers, etc#
-# ,dentify the temperature and rainfall patterns of Spain*s climates#
D# :ifferentiate and describe Spain*s natural landscapes#
4# :iscover the natural ha?ards that affect Spain# $ct responsibly when affected
by these#
2# ,dentify Spain*s environmental problems, e&plain their causes and the actions
carried out to resolve them#
O92or" ED%CACI:N
D2
%NIT 5
SPAINES NAT%RAL EN,IRON'ENT
F# $nalyse and comment on te&ts, maps, !raphs, and9or ima!es related to the unit
content#
CO'PETENCES ;
S%*CO'PETENCES
ASSESS'ENT
CRITERIA
ACTI,ITIES
Communicate simple
writin!#
-, D, 4, 2 0J, 24, -0, -4, D=, D0
0, 2, -, D, 4, 2, F J, 0F, 24, -0, -4, D=, D0
G$6 0=, 00
communicatin!#
0, 2, -, D, 4, 2, F D, J, 0F, 24, 2H, -=, -0, -4,
D=, D0
G$6 0=, 00
coherent way#
2, -, D, 2 G$6 0=, 00
one*s lan!ua!e#
0, 2, -, D, 4, 2, F -, D, 2, 0=, 02, 04, 02, 0F, 0J,
2=, 20, 2D, 22, 2J, -D,
-4, -F, -H, -J, D=
G$6 2, -, 4, 2, F, J
purposes#
0, 2, -, D, 4, 2, F 0, J, 0F, 2D, 22, -J, D=
G$6 0, J
Compose and manipulate
different +inds of te&ts with
different communicative and
creative purposes#
-, D, F 0J
G$6 F
7se lan!ua!e as a tool for
the peaceful resolution of
conflict, avoidin! the use of
dero!atory words and se&ist
and discriminatory
e&pressions#
2, -, D, 2 G$6 0=, 00
Communicate and enter into
dialo!ue with those around
one, with the aim of
establishin! lin+s and buildin!
constructive relationships#
0, 2, -, D, 4, 2, F J, 0F, 24, -0, -4, D=, D0
G$6 0=, 00
0, 2, F 0, -, 4, 2, F, H, J, 02, 02
O92or" ED%CACI:N
D-
environment#
2, F 2H, --, -D, -4, -J, D=, D0
G$6 D, 00
0, 2, D, 4, 2, F 0, -, D, J, 0=, 04, 2D, -=, --
G$6 0, D, J
Establish criteria for selectin!
information from different
sources ob'ectively#
2, -, D, 4, 2, F 00, 0-, 0D, 0F, 0H, 0J, 22, 2D,
22, 2F, 2H, 2J, -=, -2,
-D, -J ( G$6 2, H, J
0, 2, -, D, 4, F 0, 2, -, J, 0=, 20, 2-, -2, -F
G$6 -, 4, F
$pply simple operations,
scales, percenta!es,
proportions and statistical
concepts to aspects of reality
which can be described
quantatively#
0 H
Ma+e use of numerical and
!raphical scales, systems of
reference, reco!nition of
!eometrical shapes and
measurement criteria# Codify
information numerically and
represent it !raphically#
0, - 2, 0H
Learning #o learn
-, D 24
mind maps#
0, 2, -, D, 4, 2 7nit Summary
G$6 2
O92or" ED%CACI:N
DD
0, 2, -, D, 4, 2, F J, 0F, -0, -4, D=, D0
G$6 0=, 00
lan!ua!e#
O92or" ED%CACI:N
D4
O*AECTI,ES
0# ,dentify the chronolo!ical boundaries of the prehistoric era#
2# "earn about the evolution of hominids up until the appearance of today*s human
bein!s#
-# :istin!uish the different periods of the Stone $!e and learn about the s+ills,
way of life, socioeconomic structure and artistic e&pression in each of them#
D# E&plain the consequences of chan!es in the climate, flora and fauna that
occurred at the end of the 1alaeolithic $!e and the start of the <eolithic $!e#
4# :escribe the chan!es that too+ place in the economy and way of life, which
defined the <eolithic Gevolution, and understand the importance of these#
2# "earn about the main features of the 1alaeolithic and <eolithic $!es in Spain#
F# :raw and9or analyse maps, drawin!s, photo!raphs, te&ts and dia!rams related
to the 7nit contents#
H# Gespect the ways of life of communities from the past#
J# Geco!nise and appreciate the artistic and cultural manifestations of the Stone
$!e#
CONTENTS
Concep#s
1rehistory#
ri!in and evolution of human bein!s#
"ife in the 1alaeolithic $!e#
The <eolithic Gevolution#
The Stone $!e in Spain#
Proce"0res
:raw dia!rams, lists and timelines#
Complete tables#
,nterpret photo!raphs and drawin!s#
1rocess material related to the unit, such as te&ts, maps, etc#
ral e&pression related to the +nowled!e obtained#
A##i#0"es
Show an interest in learnin! about the physical and cultural evolution of
humans from the time of their ori!ins#
Show curiosity about the main s+ills which led to the survival of humans in
the prehistoric a!e#
O92or" ED%CACI:N
D2
%NIT -
THE STONE AGE
HISTORY
Show respect for remains from the past and a positive attitude towards their
conservation#
Show a positive attitude towards the prehistoric cultures that lived on the
,berian 1eninsula#
8e aware of the fact that today there are still tribes that live in similar
conditions to prehistoric times, and respect their way of life#
ASSESS'ENT CRITERIA
0# <ame the chan!es which too+ place in hominids durin! their evolution until they
became human#
2# :escribe the main characteristics of the Stone $!e, its different sta!es and the
technical, socioeconomic and artistic innovations that too+ place in each of
them#
-# E&plain the importance of the appearance of the first reli!ious beliefs in the
1alaeolithic $!e#
D# ,dentify the factors which led to the discovery of a!riculture and the
domestication of animals, and analyse the consequences of these
achievements#
4# Geco!nise the differences between 1alaeolithic $rt and <eolithic $rt#
2# E&plain the features of the 1alaeolithic and <eolithic $!es in Spain#
F# :raw and9or interpret ima!es, te&ts, maps, dia!rams related to the 7nit
contents#
H# Show a respectful attitude towards customs and cultures from the past#
J# Show positive behaviour towards the conservation of our prehistoric herita!e#
CO'PETENCES ;
S%*CO'PETENCES
ASSESS'ENT
CRITERIA
ACTI,ITIES
Communicate simple
writin!#
0, 2, -, D, 4, 2, F, J F, J, 02, 0-, 02, 0F, 0J, 20,
2F, 2J, -D
G$6 D, F
communicatin!#
2, -, D, 4, F, H 00, 02, 2D
one*s lan!ua!e#
0, 2, -, D, F, H 2, D, 0=, 02, 0H, 22, 2-, 2H
G$6 0, 2
ideas in writin!#
0, 2, -, D, 4, 2, F, H 0, 2, 00, 22, -0, --
G$6 4, J
7nderstand the past and
present social reality#
0, 2, -, D, 4, 2, F, H -, D, 4, H, J, 00, 0-, 04, 2=,
20, 24, 22, 2J, -0, --
G$6 2, D, 4, H
O92or" ED%CACI:N
DF
3ave +nowled!e of how
societies have developed,
their or!anisation,
H 0F
:evelop the ability to
empathise in order to
understand human actions in
the past or present#
2, F, H 2J
G$6 2, F, 0=
Lalue the contributions of
different cultures#
F 0D
these two thin!s#
2, -, D, 4, F, H J, 2=, 20
8e familiar with and
appreciate relevant artistic
wor+s because they are
characteristic of particular
styles and artists or because
they are part of the cultural
herita!e#
2, 4 0J
0, 2, -, D, 4, 2, F, H 0, F, J, 0D, 04, 20, 2-, 2F, -0,
-2, -4
G$6 J
0, 2, -, D, 2, H D, 2D, 22
G$6 4
0, 2, -, D, 4, 2, F, H 0J, 2-, 2F, -=, -0, -4
G$6 -, F
Learning #o learn
0, 2, -, D, 4, F, H 0, J, 0D, 04, 2=, 20, 2F
mind maps#
0, 2, -, D, 4, 2, F, H, J 2, -, 4, 2, 0=, 00, 0H,
24, 2H, -2, --, -D
G$6 -, 2, F, H
7nit Summary
O92or" ED%CACI:N
DH
0, 2, 4, 2, F, H H, -=
G$6 0=
lan!ua!e#
O92or" ED%CACI:N
DJ
O*AECTI,ES
0# :istin!uish the different periods of the Metal $!e#
2# :escribe the technical innovations, way of life, socioeconomic structure and
artistic e&pression of this period#
-# ,dentify the chan!es that too+ place after the appearance of metallur!y#
D# "earn about the main features of the Metal $!e in Spain#
4# :raw and9or analyse maps, drawin!s, photo!raphs, te&ts and dia!rams related
to the 7nit contents#
2# Gespect the ways of life of communities from the past#
F# Geco!nise and appreciate the artistic and cultural manifestations of the Metal
$!e#
CONTENTS
Concep#s
The Metal $!e#
"ife in the Metal $!e#
The Metal $!e in Spain#
Proce"0res
:raw dia!rams, lists and timelines#
,nterpret photo!raphs and drawin!s#
1rocess material related to the unit, such as te&ts, maps, etc#
ral e&pression related to the +nowled!e obtained#
A##i#0"es
Show an interest in learnin! about the society and economy durin! the
Metal $!e#
Show curiosity about the s+ills and techniques which emer!ed in the Metal
$!e#
Show respect for remains from the past#
Show a positive attitude towards the prehistoric cultures that lived on the
,berian 1eninsula#
ASSESS'ENT CRITERIA
0# :ifferentiate the different periods of the Metal $!e#
2# ,dentify the socioeconomic characteristics, technical innovations and artistic
e&pressions of the Metal $!e#
-# E&plain the consequences of the discovery and development of metallur!y#
D# Geco!nise the main cultures of the Metal $!e in Spain and their principal
artistic manifestations#
4# :raw and9or interpret ima!es, te&ts, maps, dia!rams related to the 7nit
contents#
O92or" ED%CACI:N
4=
%NIT +
THE 'ETAL AGE
2# Show positive behaviour towards the conservation of Metal $!e herita!e#
CO'PETENCES ;
S%*CO'PETENCES
ASSESS'ENT
CRITERIA
ACTI,ITIES
Communicate simple
writin!#
2, -, D, 4, 2 2, F
G$6 2, -, F, 04
communicatin!#
2, 4 -
one*s lan!ua!e#
2, -, D, 4 2, 00
G$6 0, J
1resent different +inds of
information verbally in a
ran!e of communicative
situations, adaptin! to the
!iven conte&t#
0, 2, -, D, 2 0=
ideas in writin!#
0, 2, -, D, 4 D, 4, 00
G$6 2, 02, 04
2, -, D, 4 0, 2, 4, F, J, 00
G$6 -, H, J, 0=, 00, 0-
their or!anisation,
2, -, 4 G$6 2, 2
0, 2, -, D, 2 0=
G$6 04
these two thin!s#
2, -, 4 0
herita!e#
2, 4 G$6 04
O92or" ED%CACI:N
40
2, -, D, 4, 2 0, 4, 00
G$6 4, 2, F
0, 2, -, D 2
G$6 D, 02
2, D, 4 -, F, J
G$6 H, 00
Learning #o learn
0, 2, -, D, 4, 2 0, 4
G$6 2, F, 02
mind maps#
2, -, D, 4 H
G$6 0=, 0-, 0D
7nit Summary
2, -, D, 4, 2 -, D, H
G$6 2, F, 0D, 04
lan!ua!e#
O92or" ED%CACI:N
42
O*AECTI,ES
0# :escribe the conditions which !ave rise to the appearance of the first
civilisations and identify the main economic, social and political features which
distin!uished them from previous a!ricultural communities#
2# Geco!nise Mesopotamian and E!yptian civilisations as the first ones in history
to or!ani?e themselves into lar!e states#
-# ,dentify the sta!es in the history of Mesopotamia and E!ypt#
D# 7nderstand the similarities and differences between the political, economic,
social, cultural and reli!ious structures of Mesopotamia and E!ypt#
4# Lalue the importance of the discovery of writin!#
2# Geco!nise the characteristics of Mesopotamian and E!yptian science#
F# Gelate the mummification and construction of the lar!e burial sites in E!ypt with
the belief in life after death#
H# "earn about the features of Mesopotamian and E!yptian art#
J# 7se the basic tools of historical research, such as maps, te&ts, ima!es,
drawin!s and photo!raphs#
0=# Lalue from a historical perspective the customs and beliefs of ancient
civilisations#
CONTENTS
Concep#s
The birth of the first civilisations#
Mesopotamia6 natural environment and history#
"ife and culture in Mesopotamia#
E!ypt6 natural environment and history#
"ife and culture in E!ypt#
Proce"0res
Comment on te&ts related to the 7nit#
Complete summaries and tables#
,nterpret illustrations, maps and photo!raphs related to Mesopotamian and
E!yptian civilisations#
Carry out some simple research usin! different, easily accessible sources
of information#
:raw maps, lists and timelines#
A##i#0"es
Geco!nise the importance of the discovery of writin! as a tool that
promoted human communication and the preservation and transmission of
+nowled!e#
Tolerance and respect towards other cultures different from our own#
Gespect for the artistic and cultural herita!e of Mesopotamian and E!yptian
civilisations#
O92or" ED%CACI:N
4-
%NIT 6
EARLY CI,ILISATIONS
ASSESS'ENT CRITERIA
0# ,dentify the factors which led to the birth of the first civilisations#
2# :escribe the main social, economic and political transformations which led to
the emer!ence of Mesopotamian and E!yptian civilisations#
-# Situate the civilisations of Mesopotamia and E!ypt in time and space and
describe the physical environments in which they developed#
D# 1lace on a timeline the main events in the history of Mesopotamia and E!ypt#
4# ,dentify the similarities and differences between the economic, social, political
and reli!ious structures of Mesopotamian and E!yptian civilisations#
2# ,ndicate the causes and consequences of the discovery of writin!#
F# :escribe the main areas of scientific +nowled!e of the Mesopotamians and
E!yptians#
H# E&plain the reasons for the practice of mummification in $ncient E!ypt#
J# $ssociate correctly different artistic manifestations with Mesopotamian and
E!yptian civilisations#
0=# :raw and9or comment on maps, te&ts, dia!rams, drawin!s and photo!raphs
related with the 7nit contents#
00# Show respect for the way of life of past civilisations#
CO'PETENCES ;
S%*CO'PETENCES
ASSESS'ENT
CRITERIA
ACTI,ITIES
Communicate simple
writin!#
0, 2, -, F, J, 0=, 00 02, 2=, 24, 22
G$6 J, 00
communicatin!#
0, 2, -, F, J, 0= 0=, 00, 04
G$6 F, H
one*s lan!ua!e#
2, -, 4, 2, J, 0= -, D, H, 20, 2H
ideas in writin!#
0, 2, -, 4, 2, F, J, 0= 4, 0-, 0D, 04, 0F, 20
G$6 0, 2, D, 02
written sources.
0, 2, -, 4, 0=, 00 2, D, 2, 2F
0, 2, -, D, 4, F, H, J, 0=, 00 2, F, 00, 0-, 04, 02, 0F, 0H,
0J, 2=, 2D, 22, 2F, 2H
G$6 0, 2, -, D, 4, H,
J, 0=, 00, 02, 0-
their or!anisation,
0, 2, 2, J, 0=, 00 4, 2, H, 0D
2, 00 G$6 00
O92or" ED%CACI:N
4D
these two thin!s#
0, 2, -, 4, F, 0= G$6 2
herita!e#
2, J, 0= 0D
:evelop s+ills for reco!nisin!
and understandin! the
technical elements necessary
for analysin! important wor+s
of art#
F, J, 0= J, 02, 2-, 24
0, 2, -, 4, 2, F, H, J, 0=, 00 -, D, 2, 0J, 22, 2D, 22
G$6 2, 0-
0, 2, -, D, J, 0= 2, 0-, 0H, 0J
0, 2, -, D, 4, 2, F, J, 0=, 00 -, 2, J, 0=, 0D, 02, 0J, 2=, 2-,
24
G$6 4, 2, J
2, -, D, 4, 0= 0, 02, 0H
G$6 4
Learning #o learn
mind maps#
0, 2, -, D, 4, 2, 0= 0, D, F, 2F
G$6 0, -, F, 0=
7nit Summary
O92or" ED%CACI:N
44
0, 2, -, 4, F, J, 0=, 00 4, 2, 0=, 0F
G$6 00, 02, 0-
lan!ua!e#
O92or" ED%CACI:N
42
O*AECTI,ES
0# ,dentify the features of $ncient 5ree+ culture (lan!ua!e, reli!ion, art, customs,
science and thou!ht) and value its contribution to .estern civilisation#
2# 7nderstand the meanin! of the word polis and distin!uish the two models of city
state6 $thens and Sparta#
-# :escribe the reasons for the colonisation of the Mediterranean by the 5ree+s#
D# :istin!uish an oli!archy from a democracy#
4# ,dentify the main economic activities of $ncient 5reece and the different social
!roups in $thens and Sparta#
2# Geco!nise and appreciate the characteristics of $ncient 5ree+ culture#
F# 7se accurately the vocabulary and the specific concepts of the 7nit#
H# Ge'ect any discrimination for reasons of se&, race, reli!ion etc#
J# $ppreciate the importance of peaceful coe&istence with others#
0=# $ssess positively the concept of democracy and the principles it inspires#
00# Lalue the artistic herita!e of 5reece#
CONTENTS
Concep#s
The natural environment#
The history of $ncient 5reece#
"ife in $ncient 5ree+ city states#
Geli!ion#
$rts and sciences#
$rchitecture and art#
Proce"0res
,nterpret and draw timelines#
,nterpret and comment on historical maps#
Complete dia!rams and lists#
Comment on short historical te&ts#
Search for e&tra information related to the 7nit contents#
A##i#0"es
Lalue democracy as the form of !overnment in an advanced civilisation#
1articipate in class as part of learnin! how to ta+e part in a democratic
society and respect the opinions of others#
8e aware of the fact that many aspects of .estern culture are inherited
from $ncient 5ree+ civilisation#
Show appreciation and concern for the protection of the historical and
artistic herita!e of the $ncient 5ree+ world#
O92or" ED%CACI:N
4F
%NIT 18
ANCIENT GREECE
ASSESS'ENT CRITERIA
0# Situate $ncient 5ree+ civilisation in space and time#
2# ,dentify the Metal $!e as the period durin! which a common 5ree+ culture
be!an to develop around the $e!ean Sea#
-# :ifferentiate the main economic, social and political characteristics of the three
periods of $ncient 5ree+ history#
D# E&plain the causes which led to the creation of poleis and the colonisation of
the Mediterranean#
4# :ifferentiate the forms of !overnment in classical 5reece and their institutions#
2# :escribe the main economic activities of the $ncient 5ree+s#
F# Geco!nise the social !roups which e&isted in $ncient 5reece#
H# $ppreciate the importance for .estern civilisation of $ncient 5ree+ cultural
le!acy#
J# Show tolerance and respect towards people of a different se&, race and reli!ion#
0=# 8ehave in a way which contributes to peaceful coe&istence#
00# Gespect democratic principles#
02# $ppreciate the $ncient 5ree+ artistic manifestations which have survived to this
day#
CO'PETENCES ;
S%*CO'PETENCES
ASSESS'ENT
CRITERIA
ACTI,ITIES
Communicate simple
writin!#
0, 2, -, 4, F, H, J, 0=, 00, 02 00, 0-, 0J, -D
G$6 -, D, J
communicatin!#
-, D, 4, F, H, J, 00 D, F, 0D
G$6 2, F, 0=, 00
coherent way#
-, H, J, 0=, 00, 02 H, -=
one*s lan!ua!e#
-, D, 4, F, H, J, 0=, 00, 02 2, -, 4, H, J, 0=, 00, 02, 02,
2=, 2D, 24, 2F, 2H, -4
G$6 0, 2
ideas in writin!#
-, D, 4, F, H, 00, 02 2, D, 2, 0D, 0H, 2J, -=, -0
G$6 4
Aind information in different
media (print and di!ital) and
use it in pro'ects related to
different sub'ect areas#
-, H, J, 02 0F, 20, --
0, 2, -, D, 4, 2, F,
H, J, 0=, 00, 02
0, 0-, 04, 02, 0F, -0, -2
G$6 0, 2, -, D, F, H, J, 00
O92or" ED%CACI:N
4H
their or!anisation,
-, D, 4, F, H, J, 0=, 00 -, D, 4, F, J, 0=, 00, 02
G$6 0=
F, J, 0= G$6 0=
these two thin!s#
0, 2, -, 4, F, 0= G$6 2
herita!e#
H, 02 2H, -D
of art#
H, 02 22, 2-, 2D, 24, 2J, -4
G$6 F
-, H, 02 20, 22, --
G$6 4
-, H, 02 0J, -0
0, 2, -, D, 4, H, J, 00, 02 0, 00, 02, -4
G$6 -, 4, H, J
0, 2, -, D, 4, H G$6 2, J
O92or" ED%CACI:N
4J
Learning #o learn
mind maps#
-, D, 4, 2, F, H, J, 00, 02 4, J, 0=, 02, 04,
0F, 2=, 2H, 2J, -2
G$6 0
7nit Summary
-, F, H, J, 0=, 00 H, 0-
G$# 2, F, 0=, 00
lan!ua!e#
O92or" ED%CACI:N
2=
O*AECTI,ES
0# Situate the city of Gome !eo!raphically on the ,talian peninsula and understand
the historical consequences of its location#
2# ,dentify and situate in time the three main periods of the history of $ncient
Gome and indicate the principal characteristics of each one#
-# :escribe the social and economic characteristics of the $ncient Goman world#
D# :ifferentiate polytheist reli!ions from Christianity#
4# ,dentify the principal Goman cultural and artistic manifestations and appreciate
their contribution to .estern civilisation#
2# "earn where the ori!inal settlements of the 5ermanic tribes were located#
F# "earn about the way of life of the 5ermanic people before they invaded the
Goman empire#
H# E&plain the causes of the barbarian invasions of the Goman empire and
understand their role in its disappearance#
J# :raw and9or interpret maps, drawin!s, photo!raphs, te&ts and architectural
wor+s of a historical nature#
0=# Gespect the beliefs, traditions and customs of cultures in the past#
CONTENTS
Concep#s
The natural environment#
The history of $ncient Gome6 monarchy, republic and Empire#
"ife in $ncient Goman cities6 economy, society and towns#
Geli!ion#
$rts and sciences#
$rchitecture and art#
The 5ermanic people#
Proce"0res
,nterpret timelines#
Complete dia!rams summarisin! information relatin! to the 7nit contents#
:raw and9or interpret maps, photo!raphs, drawin!s and te&ts#
A##i#0"es
Lalue the cultural and artistic le!acy of the $ncient Gomans and barbarians
to the .estern world#
Collaborate and show interest in the conservation and protection of artistic(
historical herita!e#
$ppreciate the aesthetic value of wor+s of art and consider them as a
source of personal enrichment#
Gespect the way of life of cultures in the past#
O92or" ED%CACI:N
20
%NIT 11
ANCIENT RO'E
ASSESS'ENT CRITERIA
0# Situate the main events of the history of $ncient Gome in time and space#
2# :ifferentiate the forms of !overnment and political institutions of $ncient Gome#
-# :escribe the main features of Goman society and economy#
D# :istin!uish the characteristics of the traditional reli!ion of $ncient Gome and
Christianity#
4# "ocate !eo!raphically the ori!in of the 5ermanic people#
2# :escribe the main features of the socio(political structures, economy, reli!ion
and art of the 5ermanic people#
F# :escribe the invasion of the Goman Empire by the barbarian tribes and e&plain
their contribution to the fall of the Goman Empire#
H# btain and summarise information related to the 7nit from the interpretation of
maps, drawin!s, photo!raphs, te&ts and wor+s of art#
J# Geco!nise and appreciate the artistic manifestations of $ncient Gome and the
barbarian people#
0=# Gespect the way of life of the $ncient Gomans and the 5ermanic people#
CO'PETENCES ;
S%*CO'PETENCES
ASSESS'ENT
CRITERIA
ACTI,ITIES
Communicate simple
writin!#
0, -, H, J, 0= 2, 4, 0=, 02, 02, 2=, 2-, 22
G$6 F, H, 0=
communicatin!#
-, 4, 2, H, J, 0= -D
G$6 J
one*s lan!ua!e#
2, -, D, 2, H, J H, 00, 0-, 04, 0F, 0H, 0J, 22,
2H, -2
G$6 0, 2
ideas in writin!#
0, 2, -, D, 4, 2, F, H, J, 0= 0, J, 0-, 0H, 24, 2J, --, -4, -2
G$6 2, 00, 02
-, 4, 2, F, H, 0= 0D, 20, 2-, 24, -=, -2
written sources.
2, -, D, 2, F, H, J, 0= D, 4, F, J, 0J, 2=, 2D, -F
G$6 -, 4, J, 02
0, 2, -, D, 4, F, H, J, 0= -, 2, H, 0=, 0F, 22, 24
G$6 -, D, 4, 2, 00
their or!anisation,
2, -, D, 4, 2, F, H, J, 0= F, 02, 0D, 04, 02, 2-, 2H, 2J,
-=, -0, -D, -4, -2, -F
G$6 0, 0=, 02
-, H, 0= G$6 0-, 0D
O92or" ED%CACI:N
22
these two thin!s#
0, 4, F, H 2, 2
G$6 D
herita!e#
H, J 2D, 2F
of art#
J 22
2, -, 4, 2, F, H, J, 0= J, 0D, 0J, 2=, 24, 2J, -=, -0
G$6 4, J, 02
2, -, D G$6 --
0, 2, -, 4, 2, F, H, J, 0= -, 2, J, 0=, 00, 0F, 0J, 2=, 20,
2D, 24, 2F, -0, -2, --
G$6 D, H, J
0, D, H G$6 00
Learning #o learn
mind maps#
0, 2, -, D, 4, 2, F, H, J, 0= 0, F, H, 0-, 04, 22, 2H, -=, -4
G$6 2
7nit Summary
O92or" ED%CACI:N
2-
-, 4, 2, F, H, J, 0= 0=, 02, 2=, 22, 2F, -0, -2, -2
G$6 4, F, H, 0-, 0D
lan!ua!e#
O92or" ED%CACI:N
2D
O*AECTI,ES
0# Situate in time the historical periods in which 3ispania was under Goman and
Lisi!oth rule and name the main events in each period#
2# ,dentify the principal tribes that inhabited the ,berian 1eninsula before the
Goman conquest#
-# "earn some of the characteristics of the Celtici, ,berians and colonisers#
D# 7nderstand why the 5ree+s, 1hoenicians and Cartha!inians came to 3ispania#
4# <ame the sta!es of the Goman conquest of 3ispania and cite the main
landmar+s of each phase#
2# 7nderstand the implications of the Gomanisation of 3ispania#
F# :escribe the political, socioeconomic and cultural features of Goman 3ispania#
H# E&plain what the causes were for the arrival of the Lisi!oths to 3ispania#
J# "earn about the most si!nificant political, social, economic and cultural aspects
of Lisi!oth 3ispania#
0=# :raw and9or interpret maps, photo!raphs, drawin!s and te&ts related to the 7nit
contents#
00# Lalue the historical and artistic herita!e left by the Gomans and Lisi!oths in
3ispania#
CONTENTS
Concep#s
1re(Goman 3ispania#
1re(Gomans#
Goman 3ispania#
Lisi!oth 3ispania#
Proce"0res
,nterpret timelines and search for historical information on ,nternet#
Comment on drawin!s, maps, photo!raph and te&ts related to the topic
discussed in the 7nit#
:escribe and interpret wor+s of art#
A##i#0"es
$ppreciate the ri!our and ob'ectivity of the historian*s wor+#
Lalue positively the contribution of different historical civilisations to the
reality of today*s Spain#
Collaborate actively in the protection of artistic and historical herita!e#
Gespect the way of life of cultures and people from the past#
O92or" ED%CACI:N
24
%NIT 1&
RO'AN AND ,ISIGOTH HISPANIA
ASSESS'ENT CRITERIA
0# Situate in time the be!innin! and end of the Goman and Lisi!oth domination of
3ispania#
2# Gelate different events with Goman or Lisi!oth 3ispania#
-# "ocate in time and space the main pre(Goman people on the 1eninsula and
distin!uish their way of life#
D# Gelate the mineral wealth of 3ispania with the presence of different colonisers#
4# ,dentify and situate chronolo!ically the phases in the Goman conquest of
3ispania# <ame some of the main events#
2# E&plain in what areas the Gomanisation of 3ispania too+ place#
F# :escribe the main features of the economy and culture in Goman 3ispania#
H# :escribe the Lisi!oth invasion of 3ispania and the formation of the +in!dom of
Toledo#
J# Summarise the political or!anisation, society, economy and culture of Lisi!oth
3ispania#
0=# Geco!nise, appreciate and respect the artistic manifestations of the pre(
Gomans, Gomans and Lisi!oths which have survived in Spain#
CO'PETENCES ;
S%*CO'PETENCES
ASSESS'ENT
CRITERIA
ACTI,ITIES
Communicate simple
writin!#
-, 2, J 0, -, H, 0J, -D
0, 2, -, D, 2, F, J 2, 4, 0F, 2=, -F
G$6 -, D, H
communicatin!#
0, 2, -, H, J, 0= 2, F, 02, 2J, -0
one*s lan!ua!e#
2, -, D, 2, F, H, J, 0= 4, J, 00, -2, -F
G$6 0, 4, F
ideas in writin!#
0, 2, -, D, 4, 2, F, H, J, 0= J, 00, 0F, 0H, -=, -2
G$6 D, 4, J
2, F, J 22, 24, 2F, -H
written sources.
-, D, 2, F, J H, 00, 0J, 2-, 2D, 22, -2
0, 2, -, D, 4, 2, F, H, J, 0= 0, -, D, 4, 00, 02, 02, 22, 2-,
2D, 22, 2H, -=, -2, -4, D=
G$6 0, 2, -, 2, J, 0=, 00
O92or" ED%CACI:N
22
their or!anisation,
-, 2, F, J F, J, 0H, 0J, --, -D, -F
G$6 4
these two thin!s#
0, 2, 2, H 0D, 04, 02, 0F, 2H
environment#
D, 2, F 2-, 2D
herita!e#
-, 2, F, J, 0= 0=, 20, -J
G$6 F, H
-, D, 2, F, J, 0= H, 0=, 00, 0-, 0J, 22, 2-, 2D,
24, 2F, -2, -H
-, D, 2, F D, 0H
G$6 2
0, 2, -, D, 4, 2, F, H, J 0, 2, -, D, 0=, 0D, 04, 02, 0F,
2=, 2-, 2H, --, D=
G$6 -, F, 0=, 00
0, 2, -, 4, F 2
G$6 J
Learning #o learn
mind maps#
2, -, 2, F, H, J, 0= 2, F, 20, -0, -2, -4
G$6 0, 2
7nit Summary
O92or" ED%CACI:N
2F
-, 0= 0=, 0-
lan!ua!e#
O92or" ED%CACI:N
2H

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