5º Primaria

Teaching programme ByME Social Science 5
ByME
Social Science 5
SYLLABUS
Area: Ciencias Sociales (English)
Stage: Primary Education
UNIT 1 The Universe

CONTENT
EVALUATION CRITERIA
The Universe: concept, components

and origin.
Explain what the Universe is like and how it and Describes what the Universe is like and in
its main components came into existence.
what way it came about.
Identifies the main components of the
Universe: galaxy, star, planet, satellite,
asteroid and comet.
Describe the main characteristics of the Solar
Describes the characteristics, components
System identifying the different types of stars
and movements of the Solar System.
and their characteristics.
Locates the Sun at the centre of the Solar
System and the planets according to their
proximity to the Sun.
Recognise and contrast the differences
Explains which celestial body forms the
between geocentric and heliocentric models of centre of geocentric and heliocentric
the Universe.
models.
Locate the planet Earth within the Solar System Describes the location of the Earth in the
and describe the Earths characteristics.
Solar System.
Describes the Earths form and
characteristics as seen from space.
The Solar System: the Sun, planets,

satellites, asteroids, meteorites,
comets and shooting stars.
LEARNING STANDARDS
KEY
COMPETENCES
MST, LIN
PAGES
MST
10-11
MST, LIN
12
MST
12-13
MST, LIN
12
MST, LIN
13
MST, LIN
14
10
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
The Earth: shape, appearance and

composition. Movements and their
effects: terrestrial rotation. Axis of
rotation and geographical poles. Day and
night. The Earths orbit around the Sun.
The seasons.
Explain the movements of the Earth and the

effects these have, for example, the seasons of
the year. Understand the combined effect of the
Earths orbit around the Sun, the inclination of
its axis of rotation and its proximity to the Sun.
Defines the movements of the Earth in

terms of orbit and rotation, referring to
the axis of rotation and the
geographical poles, and relates these
phenomena with the seasons of the
year.
Identifies the four seasons, their
duration, as well as the amount of light
in each one and the effect this has on
living things.
Explains the concept of day and night as
a consequence of the rotation of the
Earth and understands them as units of
time.
Describes the path of the Moon around
the Earth.
Identifies and names the phases of the
Moon.
Explains tidal formation as an effect of
the Moons gravity on the Earth.
Describes why eclipses occur and names
the different types.
Describe the change from day to night as an

effect of the rotation of the Earth.
The Moon: its orbit around the Earth and Explain the characteristics of the Moon and its
its own rotation. The phases of the Moon. movements, identifying the phases of the Moon
The influence of the Moon on the Earth:
and their effects.
eclipses and tides.
KEY
PAGES
COMPETENCES
MST, LIN
14-15
MST
15
MST, LIN
14
MST, LIN
16
MST, LIN
16
MST, LIN
17
MST, LIN
17
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Introduction to scientific knowledge and its

application in the Social Sciences. Development
of strategies for the organisation, memorisation
and recovery of information obtained via
different methods and sources.
Use of different text types and graphic languages.
Obtain specific and relevant

information, using different
sources.
Looks for, selects and organises information,

analysing it and drawing conclusions. Reflects
on the process followed and reports on it
orally or in writing.
Obtains, analyses and adapts the

information received from a variety
of different textual and graphic
formats.
LTL, AUT, DIG
10-19
Strategies for developing a strong work ethic:

responsibility and perseverance while studying.
Develop a capacity for hard work

and show perseverance while
studying.
Analyses information related to the subject

area and handles images, tables, graphs,
schemes and summaries using both
traditional supports and Information and
Communication Technologies.
Performs academic tasks in a responsible and
effective manner.
AUT, LTL
10-19
Applies appropriate study techniques.
LTL
Use of Information and Communication

Technologies to look for and select information
and draw conclusions.
Team-building strategies.
Use Information and

Communication Technologies to
obtain information about Social
Science, through reading, writing
and talking.
Develop attitudes conducive to
cooperation and teamwork, and
prepare for new roles in a society in
continuous change.
KEY
PAGES
COMPETENCES
DIG, LTL, LIN
8, 18
Makes use of Information and

DIG, LIN
Communication Technologies (Internet, blogs,
social media, etc.) to produce work with
appropriate vocabulary.
13
Develops a cooperative and adaptive attitude, SOC, AUT

recognising merit in others ideas and
responding to situations with intuition, an
open mind and flexibility.
19-21
LTL:
Competence in learning to learn
SOC:
Competence in social awareness and citizenship
AUT:
Competence in autonomous learning and personal initiative
CUL:
Competence in artistic and cultural awareness
(*) Key competences

LIN:
Competence in linguistic communication
MST:
Competence in mathematics, science and technology
DIG:
Digital competence
In this unit, the students will learn about the uniqueness of the Earth, and
how important it is to safeguard the environment for our own and future
generations. They will learn about mans exploration of space, and the fact
that, so far, we are the only living beings known to exist in the Universe.
UNIT SUMMARY
In this unit, your students will review and extend their knowledge of the
Universe, Solar System, our own planet Earth and the Moon.
They will begin to study the Universe and celestial bodies, focusing on the
planet Earth, the Moon, and space exploration. In particular, they will start
to learn about the effects of the Earths rotation and revolution, and the
effect of the Sun and the Moon on the Earth.
The unique role of humans on the planet.

The importance of not damaging the environment.
Fragile world
At this stage, students should enjoy learning about the Universe and in
particular about how the movements of celestial bodies are evident in the
change from night to day, in the changes in season, and in the movements
of the tide. Many students will have a natural curiosity about space, and will
be fascinated to learn about the stars, planets, and moons, and about mans
exploration of space. This unit can open the students eyes to some of the
most important scientific advances in the 20th and 21st centuries.
Students read about space debris and will learn about the importance of
disposing of rubbish responsibly and looking after the environment. At this
age, children should be taking more responsibility for looking after the
environment, and they will learn about the damage that rubbish and litter
can cause, whether in space or on Earth.
VALUES AND ATTITUDES

5
UNIT 2 Representing the Earth

CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
The layers (or spheres) of the

Earth: basic characteristics.
Identify the layers (or spheres) of the Earth according to

their structure, whether internal or external, explaining
some of their basic characteristics.
Explain the different ways of representing the Earths
surface.
Identifies, names and describes the

layers (or spheres) of the Earth and
some of their features.
Explains different ways of representing
the Earth with maps and globes.
Describes the characteristics of the
globe and of the flat world map.
Defines physical and a political world
maps and explains their differences.
Locates the continents and the oceans
on a physical map and countries on a
political map.
Identifies and classifies the different
types of maps.
Defines the concept scale and
distinguishes between the graphic scale
and the numerical scale.
Understands and pinpoints a place or a
geographical group in maps using
different scales.
Uses and understands the conventional
signs used in maps explaining their
meaning.
The representation of the

Earth.
Maps and globes: physical,
political and thematic.
Map symbols and scales; the

Correctly describe map scale and conventional signs, and
graphic scale and the numerical place geographical elements accordingly.
scale.
KEY
COMPETENCES
MST, LIN
PAGES
MST, LIN
30-33
MST, LIN
32-33
MST, LIN
29-30
MST
30, 3233
MST
29-33
MST
29, 34
MST
29-33
MST, LIN
24, 31
26-27
CONTENT
EVALUATION CRITERIA
Points of the Earth, the parallels and

meridians. Geographical coordinates:
latitude and longitude.
Identify and work with the concepts

of parallels, meridians and
geographical coordinates.
Development of strategies to organise,

memorise and recover information
obtained through different methods
and sources.
Use of different text types and graphic
languages.
Collection of information on the topic

to be dealt with, using different
sources (direct and indirect) to
produce work of social content.
Correct usage of work materials.
LEARNING STANDARDS
KEY
COMPETENCES
Explains and works with the concepts of parallels and MST, LIN
meridians.
Locates different points of the Earth using parallels
MST
and meridians and the geographical coordinates.
PAGES

information from different sources
(direct and indirect) on previously
defined facts or phenomena.
formats.
Analyse and understand the
information received.
Looks for, selects and organises specific and relevant

information, analyses it, draws conclusions, reflects
on the process followed and reports back orally
and/or in writing.
Analyses information related to the subject area and
handles images, tables, graphs, schemes and
summaries using both traditional supports and
Information and Communication Technologies.
Uses the acquired vocabulary to produce work with
rigour and precision and with the appropriate
terminology regarding the topics dealt with.
DIG, LTL, LIN
24, 36
AUT, LTL, DIG
24, 2833
LIN
34
Use the materials in a suitable way.
Uses the materials in a suitable and careful way

thereby keeping them in good condition.
SOC
34
(*) Key competences
LTL:
LIN:
SOC:
MST:
AUT:
DIG:
Digital competence
CUL:
28
29
UNIT SUMMARY
The students will learn about the four different components which make up
the Earth; the geosphere, atmosphere, hydrosphere and biosphere. Having
studied these four spheres, the students will then move on to study their
representation in the form of maps, starting with geographic coordinates,
and moving on to political, physical and weather maps.
Students will also learn how to put this information into a more practical
context by learning how to use maps, how to calculate distance, and the
importance and use of digital maps.
This unit not only helps the students learn about where they live, but also
how to interpret information in the form of various types of maps and apply
it to their own lives. These are lifelong skills which the students will enjoy
learning and using.
In this unit, the students will learn more about the components of the Earth
and how they interact. They will also learn about how technology can help
preserve the environment, particularly about mapping and monitoring
endangered animals.
How we interact with the natural world.
How we can map and monitor the planet, and its inhabitants, to protect
them and the environment.
Fragile world
Students will learn how communication satellites can help us navigate using
GPS, and how in turn, this can be used to monitor and protect the
environment.
8
UNIT 3 Climate and weather

CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
The climate. Climatic elements

and factors. The largest climate
zones on the planet. Types of
climate in Spain and its
immediate surroundings.
Characteristics: plant species
typical of each climate zone.
Identify the elements which influence the climate,

explaining their impact and acquiring a basic idea
of the climate and of the factors which determine
it.
Recognise the climate zones in the world and in
Spain, identifying their basic characteristics.
Defines the concept of climate, names its

elements and identifies the factors which
determine the climate of his/her zone.
Explain the temperature and the rainfall of the

climates of Spain, identifying some plant species
which are typical for each climate zone.
Climate change: causes and
consequences.
Explain the consequences of our actions on the

climate.
Explains what a climate zone is, names three

climate zones and describes their main
characteristics.
Explains why plants have special characteristics
depending on the climate zone they grow in.
Describes and points out on a map the types of
climates in Spain and the zones they affect.
Understands and analyses climograms of
different Spanish territories and relates them
to the climate they belong to.
Indicates what temperatures and what rainfall
is typical for each climate type in Spain.
Identifies plant species typical of each climate
zone in Spain.
Observes and describes the effects of climate
change and proposes actions to fight it.
KEY
PAGES
COMPETENCES
MST, LIN
40,
42-43,
51
MST, LIN
44-47
MST, LIN
MST, LIN
39,
47, 50
46-47
MST
48, 51
MST
46-47
MST
46-47
MST
41,
49-50
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Collection of information of the topic Obtain specific and relevant information

from different sources (direct and indirect)
sources (direct and indirect).
on previously defined facts or phenomena.
Use of Information and
Communication Technologies to look
for and select information and offer
conclusions.
Development of strategies to
organise, memorise and recover
information obtained through
Use Information and Communication

Technologies to obtain information, learn,
and read, write and talk about Social
Science.
Carry out different tasks in a clear and
organised manner.
Appreciate the value of group work,

demonstrating a cooperative and
responsible attitude, while accepting others
contributions and differences of opinion.
Develop attitudes conducive to cooperation
and teamwork, and prepare for new roles in
a society in continuous change.
10
Looks for, selects and organises specific and

relevant information, analyses it, draws
conclusions, reflects on the process followed
and reports back orally and/or in writing.
Uses Information and Communication
Technologies (Internet, blogs, social media )
to produce work with the appropriate
terminology regarding the topics dealt with.
Carries out the commissioned tasks and
presents his/her work in a neat, clear and
organised fashion.
KEY
PAGES
COMPETENCES
DIG, LTL, LIN
39-40,
43, 45,
47
DIG, LIN, SOC
51
AUT
48
Employs conflict resolution strategies when

working in group.
SOC, AUT
49
Develops a cooperative and adaptive attitude,

recognising merit in others ideas and
responding to situations with intuition, an
open mind and flexibility.
SOC, AUT, LTL
49
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Techniques for Intellectual work.

Elaboration of schemes and
summaries, memorising and
structuring the information received.
Reading techniques for Social Science
publications.
Employ techniques appropriate to intellectual tasks;

produce work and make presentations both
individually and as a group, involving search,
selection and organisation of texts of a social,
geographical or historical nature, while showing
autonomy and collaborative skills.
KEY
PAGES
COMPETENCES
Produces work and makes presentations SOC, AUT
40-51
both individually and as part of a group,
participating in the search, selection and
organisation of texts of a geographical,
social and historical nature.
(*) Key competences
LTL:
LIN:
SOC:
MST:
AUT:
DIG:
Digital competence
CUL:
11
UNIT SUMMARY
The students will learn about the importance of climate and weather. They
will learn about the different components which affect the climate, and how
this shapes the lives of the people, animals and plants which are found living
there. The effects of weather are also explored as well as the ways in which
weather is measured and represented. We all experience climate and
weather; this unit will help the students understand and describe these
natural phenomena. The final part of the unit deals with the effect of
humans on the weather, and climate change. The students will learn that we
too affect the environment, and what we can do to reduce this impact.
In this unit the students will learn about the weather, and climate, two
factors which influence the way humans live all over the world. They will
learn about gathering data, and how to interpret the results in a meaningful
and relevant way. They will study how elements such as relief and altitude
affect the climate, and how plants and animals adapt themselves to the
climate zones.
Fragile world
Students learn about the theory of global warming and its impact on Earth.
They will read about the causes of global warming through the accumulation
of greenhouse gases in the atmosphere, and they will hypothesise on the
possible effects of a global rise in temperatures. They will also learn about
the Kyoto Protocol, and how we can help reduce emissions and our carbon
footprint.
12
TERM 1 Teamwork
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS

application in the Social Sciences. Development of
strategies for the organisation, memorisation and
recovery of information obtained via different
methods and sources.
Technologies to look for and select information and
draw conclusions.

information, using different sources.
Looks for, selects and organises

information, analysing it and drawing
conclusions. Reflects on the process
followed and reports on it orally or in
writing.
Communication Technologies (Internet,
blogs, social media, etc.) to produce
work with appropriate vocabulary.
Use Information and

and talking.
13
KEY
PAGES
COMPETENCES
DIG, LTL, LIN
52-53
DIG, LIN
53
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Use of different text types and

graphic languages. Collection of
information on the topic to be dealt
with, using different sources (direct
and indirect) to produce work of
social content.
Obtains, analyses and adapts the information

received from a variety of different textual and
graphic formats.
Analyses information related to the

subject area and handles images, tables,
graphs, schemes and summaries using
both traditional supports and
Information and Communication
Technologies.
presents his/her work in a neat, clear
and organised fashion.
Uses the acquired vocabulary to produce
work with rigour and precision and with
the appropriate terminology regarding
the topics dealt with.
Orally explains the contents related to
the area in a clear and organised way,
thus showing comprehension of written
or spoken texts.
Performs academic tasks in a responsible
and effective manner.
Strategies for developing a strong

work ethic: responsibility and
perseverance while studying.
Develop a capacity for hard work and show


publications.
Employ techniques appropriate to intellectual

tasks; produce work and make presentations both
14

Produces work and makes presentations
KEY
PAGES
COMPETENCES
LTL, AUT, DIG
53
AUT
52-53
LIN
53
LIN
52-53
AUT, LTL
52-53
LTL
LTL, DIG, SOC,
AUT
53
53
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Team-building
strategies.
Appreciate the value of group work, demonstrating a

cooperative and responsible attitude, while accepting
others contributions and differences of opinion.
Carries out group work showing cooperative abilities

(dialogue, respect for the opinions of others, respect for
rules, and compliance with responsibilities) within the
team.
Employs conflict resolution strategies when working in
group.
Accepts the ideas and contributions of others in dialogues
and discussions.
Participates in group activities adopting responsible,
constructive behaviour, showing solidarity, and respecting
the main principles of democracy.
Develops a cooperative and adaptive attitude, recognising
merit in others ideas and responding to situations with
intuition, an open mind and flexibility.
Plans the tasks in group, coordinates teams, makes
decisions and takes on responsibilities.
Develop attitudes conducive to cooperation and

teamwork, and prepare for new roles in a society in
continuous change.
15
KEY
COMPETENCES
AUT, SOC
PAGES
SOC, AUT
52-53
SOC
52-53
SOC
52-53
SOC, AUT, LTL
52-53
AUT, SOC
52-53
52-53
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Conflict resolution strategies:

use of rules and appreciation
of peaceful and tolerant
coexistence.
Respect human diversity and appreciate the

importance of peaceful and tolerant
coexistence among all people based on
democratic values and universally shared
human rights.
Participate in an effective and constructive
way in social life developing strategies to
resolve conflicts.
Appreciates the importance of peaceful and

tolerant coexistence among different groups based
on democratic values and universally shared human
rights.
Planning and management of

projects in order to achieve
objectives. Entrepreneurial
initiative.
Correct usage of work

materials.
Recognise cooperation and dialogue as a way

to avoid and resolve conflicts, encouraging
democratic values.
Develop creativity and entrepreneurial spirit,
learning to take advantage of information and
ideas, and to produce innovative solutions.
16
Participates in an efficient and constructive way in

social life and creates strategies to resolve conflicts.
Identifies and uses the codes of conduct and their
generally accepted uses in different societies and
environments (school, family, neighbourhood etc.).
Recognises cooperation and dialogue as a way to
avoid and resolve conflicts and encourage
democratic values.
Shows a self-confident and critical attitude,
personal initiative, curiosity, interest and creativity
in the learning process, and has an entrepreneurial
spirit and participates in the situations around
him/her.
Expresses independence in the planning and
execution of tasks and takes initiative in the
decision-making process.
KEY
PAGES
COMPETENCES
SOC
52-53
SOC
52-53
SOC
52-53
SOC
52-53
AUT
52-53
AUT
52-53
SOC
52-53
(*) Key competences
LTL:
LIN:
SOC:
MST:
AUT:
DIG:
Digital competence
CUL:
17
UNIT 4 Spains politics and culture

CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Political and territorial organisation of

the Spanish State. Citizens rights and
obligations. The Constitution of 1978.
Symbols of the Spanish State.
Explain the importance of the Constitution

for the functioning of the Spanish State, as
well as the rights, obligations and freedoms
set out in it.
Identifies, respects and recognises the most

important democratic principles established
in the Constitution. Describes the Spanish
flag and the coat of arms.
Explains the importance of the Constitution
for the functioning of the Spanish State.
Recognises the king as the figurehead and
head of state and explains how succession
works in a constitutional monarchy.
Form of governance. Constitutional

Monarchy.
Identify constitutional monarchy as a form

of governance, recognising the king as its
figurehead, his functions and the form of
succession of the crown of Spain.
Identify the most important political
institutions of Spain, their functions, as well
as the different rights and freedoms set out
in the Constitution.
18
KEY
PAGES
COMPETENCES
SOC
60-61,
67
SOC, LIN
60-61
SOC, LIN
60-61
Identifies the main institutions of the Spanish SOC, LIN

State. Identifies and understands the
divisions of powers of the state and their
functions as set out in the Constitution.
Explains the functions of the government and SOC, LIN
its composition and recognises the
importance of decision-making in issues
which affect the nation.
62-63,
69
62-63
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Territorial organisation of the Spanish

State. Autonomous communities,
cities, provinces and municipalities that
make up Spain. Territories and
governing bodies.
Describe the territorial organisation of the

Spanish State, distinguishing between
municipal, provincial and autonomous
administration, as well as its administrative
attributions.
Explains the territorial organisation in Spain,

names the basic structures of government and
pinpoints on a political map the autonomous
cities, provinces and autonomous communities
which Spain is made up of.
Identifies elections as a way of participating in
the functioning of the municipality,
autonomous community, autonomous city and
of the nation as a whole.
Recognises cultural, social, political and
linguistic diversity as a source of cultural
enrichment, taking the reality of the Spanish
State as a starting point.
Identifies the traditions and habits of his/her
territory, their features, origins and meaning.
Explains the concept of population density and
knows how to calculate it.
Cultural and linguistic expressions of

Spanish territories.
Demography. Population density.
Collection of information on the topic

sources (direct and indirect) to produce
work of social content.
Recognise the cultural, social, political and

linguistic diversity of the Spanish State,
while respecting differences.
Understand the main demographic

concepts and their relation with the
geographic, social, economic or cultural
factors. Calculate basic population data.
Analyse and understand the information
received.
19
Uses the acquired vocabulary to produce work

with rigour and precision and with the
appropriate terminology regarding the topics
dealt with.
KEY
PAGES
COMPETENCES
SOC
64-65,
69
SOC
62, 64,
66-67
SOC
64, 65
SOC
MST, LIN
56-59,
68-69
65, 69
LIN
66
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Appreciate the value of group work, demonstrating

a cooperative and responsible attitude, while
accepting others contributions and differences of
opinion.
Employs conflict resolution strategies when

working in group.
Participates in group activities, adopting a
responsible, constructive attitude, and
demonstrating solidarity, while respecting the
basic principles of democracy.
tolerant coexistence among different groups
based on democratic values and universally
shared human rights.

use of rules and appreciation of
peaceful and tolerant
coexistence.

importance of peaceful and tolerant coexistence
among all people based on democratic values and
universally shared human rights.
KEY
COMPETENCES
SOC, AUT
SOC, AUT
57, 61,
63, 67,
66
SOC
56-67
(*) Key competences
LTL:
LIN:
SOC:
MST:
AUT:
DIG:
Digital competence
CUL:
20
PAGES
UNIT SUMMARY
In this unit, the students will learn about the different regions and
autonomous communities in Spain. They will learn about the factors which
make each region distinct from each other as well as those that they have in
common.
They will also learn about the governance of Spain, about democracy and
how it functions, the constitution, the rights and obligations of both the
government and the citizens of Spain, and the different governing bodies.
In addition, they will put their learning into practice with democracy in the
classroom in the final section of the unit.

In this unit the students will learn about the political and social structure of
Spain. They will study citizen and government roles within the country and
about the importance of the electoral process. The unit highlights the
function of the different bodies of the state, the role of regional government
and most importantly, the role of the citizen in governing a country.
The role of government.
The role of the citizen.
Fragile world
Students will learn about the role of democracy in Spain and why elections
and voting are of importance.
21
UNIT 5 Spanish population

CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Demography. Absolute population.

Population density. Demographic
variables (birth rate, death rate,
migrations).

concepts and their relation with
Distinguish the main features of the
Spanish population, explaining its
evolution and demographic distribution,
and representing it on a graph.
Defines demography, understands the

main demographic concepts and
calculates them starting from the data
of the population.
Spatial distribution and natural and real

population growth. Graphic
representation. Population pyramids, bar
graphs and pie charts.
22
KEY
COMPETENCES
MST, SOC
PAGES
Describes the main features of the

Spanish population.
SOC, LIN
Explains the evolution of population in

Spain and identifies important events
that have influenced life expectancy or
the birth rate.
Describes the factors that condition
the distribution of the Spanish and
European populations.
Identifies the places with the highest
population density on a map of Spain.
SOC, LIN
70-71,
73-77, 80,
82-83
73, 76-77
SOC, LIN
78-79
MST, SOC
77
Describes the population density of

Spain comparing it with the average of
the European Union.
MST, SOC, LIN
77
70-75,7879, 81, 83
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Population of Spain: distribution

and evolution. Migratory
movements. Rural exodus.
Analyse migratory movements of

the Spanish population.
Recognises the importance of migrations in the

world and their effect on our surroundings.
Explains the concepts of rural exodus, emigration to
Europe and the arrival of immigrants to Spain.
Development of strategies to
organise, memorise and recover
information obtained through

graphic languages.

information from different sources
(direct and indirect) on previously
defined facts or phenomena.
Carry out different tasks in a clear
and organised manner.
formats.
Identifies and describes the main problems of

population at present: overpopulation, ageing and
immigration, etc.
Looks for, selects and organises specific and
relevant information, analyses it, draws conclusions,
reflects on the process followed and reports back
orally and/or in writing.
Carries out the commissioned tasks and presents
his/her work in a neat, clear and organised fashion.
23
KEY
PAGES
COMPETENCES
SOC
70-71, 73
SOC, LIN
SOC, LIN
70-71,
73, 7879, 81-83
75-78, 81
DIG, LTL, LIN
79-80
AUT
80
AUT, LTL, DIG
76, 78,
80
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS

publications.
Conflict resolution strategies: use of
rules and appreciation of peaceful
and tolerant coexistence.
Employ techniques appropriate to intellectual tasks;

produce work and make presentations both
Produces work and makes

presentations both individually and as
part of a group, participating in the
search, selection and organisation of
texts of a geographical, social and
historical nature.
Appreciates the importance of peaceful
and tolerant coexistence among
different groups based on democratic
values and universally shared human
rights.
KEY
PAGES
COMPETENCES
SOC, AUT
72,
82
SOC
(*) Key competences
LTL:
LIN:
SOC:
MST:
AUT:
DIG:
Digital competence
CUL:
24
70-83
UNIT SUMMARY
In this unit the students will learn about the changing patterns of population
across Spain. Firstly they will learn to identify the different groups within a
population, and which factors affect the increase and decrease of certain
groups, and how population patterns are different from one country to
another. They will learn about the factors which affect emigration, internal
migration and immigration, and how this has changed the population of
Spain in the last century.

In this unit the students will apply the knowledge they learn in a practical
way and will learn to view migration patterns as a historical process.
The students will learn about migration and integration.
They should study the effects of migration and the benefits it brings.
Fragile world
This area highlights the reasons for migratory movements and the benefits
this can bring to society.
25
UNIT 6 Europe
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
The European Union: composition,

Identify the structure and the objectives of
objectives and advantages of belonging to it. the European Union, explaining some
Economic and political organisation. The
advantages derived from belonging to it.
single market and the Euro zone.
Population density. Spatial distribution.
Demographic variables (birth rate, death

rate, migrations).

concepts and their relation with
Distinguish the main features of the
European population, explaining its
evolution and demographic distribution,
and representing it on a graph.
26
Describes what the European Union is

and what its political and economic
objectives are.
Locates the countries belonging to the
European Union and their capital cities
on a map.
Identifies the main institutions and
governing bodies in the European Union.
Explains what the single market is and
what the Euro zone is and recognises the
advantages they have for the citizens of
the European Union.
Explains a population pyramid and other
graphs used in the study of population.
Describes the main features of the

European population.
KEY
COMPETENCES
SOC, LIN
PAGES
MST
86, 9091, 97
SOC
92-93
SOC, LIN
90-91
MST, LIN
89, 97
SOC, LIN
88-89
88-91,
97
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Population of Europe: distribution and evolution. Distinguish the main features of

Graphic representation. Population pyramids,
the European population,
bar graphs and pie charts.
explaining its evolution and
demographic distribution, and
representing it on a graph.
Cultural and linguistic expressions of the

countries that make up Europe.

application in the Social Sciences. Development
of strategies for the organisation, memorisation
and recovery of information obtained via
languages.
Explains the evolution of population in

Europe and identifies important events that
have influenced life expectancy or the birth
rate.
Describes the factors that condition the
distribution of the European population.
Compares through graphs the density of the
population in Spain with the average in the
European Union.
Recognise the cultural, social,
Recognises, the cultural, social, political and
political and linguistic diversity of
linguistic diversity as a source of cultural
Europe, respecting the differences. enrichment taking the European reality as the
starting point.
Looks for, selects and organises information,
information, using different
analysing it and drawing conclusions. Reflects
sources.
on the process followed and reports on it
orally or in writing.
formats.
27
Analyses information related to the subject

area and handles images, tables, graphs,
KEY
PAGES
COMPETENCES
SOC, LIN
89, 97
SOC, LIN
88-89
MST
88-89,
97
SOC
85, 89
DIG, LTL, LIN
85, 8897
LTL, AUT, DIG
86, 8891, 9697
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS

publications.
Conflict resolution strategies: use of
rules and appreciation of peaceful and
tolerant coexistence.

Planning and management of projects Develop creativity and entrepreneurial spirit,
in order to achieve objectives.
Entrepreneurial initiative.

KEY
PAGES
COMPETENCES
LTL, DIG, SOC, 94
AUT
Appreciates the importance of peaceful

SOC
and tolerant coexistence among different
groups based on democratic values and
Shows a self-confident and critical
AUT
attitude, personal initiative, curiosity,
interest and creativity in the learning
process, and has an entrepreneurial spirit
and participates in the situations around
him/her.
Expresses independence in the planning AUT
and execution of tasks and takes initiative
in the decision-making process.
(*) Key competences
LTL:
LIN:
SOC:
MST:
AUT:
DIG:
Digital competence
CUL:
28
97
94
94
UNIT SUMMARY
This unit focuses on Europe as a physical and geographical entity and on the
European Union as a political and social entity.
The students will study the different geographical features of Europe, and
will also look at the population of Europe as a whole. This will revise the
areas they studied in Unit 2 and Unit 5.
They will then go on to study the European Union and its different member
states. Here they will concentrate on the different aspects of the Union,
including its different symbols, and its institutions. The focus will be on the
benefits which being a member brings to the different member states,
encapsulated in the motto United in diversity.

The students will benefit from learning about different countries, their
people and their culture. They will learn a tolerant and inclusive attitude
towards others and will learn to respect and accept diversity.
Additionally, the students will do a research project on their own, using
traditional and more innovative methods to discover new information. They
will gain confidence by presenting their work to their peers and evaluating
their knowledge.
Fragile world
In this section the students will study their rights as EU citizens, and learn
that that these come with certain responsibilities. They will contras their
rights within the EU with those of Spain which they studied in Unit 4.
29
TERM 2 Teamwork
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS

draw conclusions.


writing.
Use Information and

and talking.
30
KEY
PAGES
COMPETENCES
DIG, LTL, LIN
98-99
DIG, LIN
99
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS

social content.

graphic formats.

Technologies.
or spoken texts.



publications.

31

KEY
PAGES
COMPETENCES
LTL, AUT, DIG
99
AUT
98-99
LIN
99
LIN
98-99
AUT, LTL
98-99
LTL
LTL, DIG, SOC,
AUT
99
98-99
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Team-building
strategies.


team.
group.
and discussions.

continuous change.
32
KEY
COMPETENCES
AUT, SOC
PAGES
SOC, AUT
98-99
SOC
98-99
SOC
98-99
SOC, AUT, LTL
98-99
AUT, SOC
98-99
98-99
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS

coexistence.

human rights.
resolve conflicts.

on democratic values and universally shared human
rights.

initiative.

materials.

social life and creates strategies to resolve conflicts.
democratic values.
him/her.

democratic values.
33
KEY
PAGES
COMPETENCES
SOC
98-99
SOC
98-99
SOC
98-99
SOC
98-99
AUT
98-99
AUT
98-99
SOC
98-99
(*) Key competences
LTL:
LIN:
SOC:
MST:
AUT:
DIG:
Digital competence
CUL:
34
UNIT 7 The Middle Ages

CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
The Middle Ages. Kingdoms on the

Iberian Peninsula. Germanic invasions
and the Visigoth kingdom. The Muslims
on the Iberian Peninsula.
Identify the main historical

events of medieval Spain,
placing oneself in space and
time.
Describe the most important
historical stages of the Middle
Ages in the Iberian Peninsula.
Places the most important historical stages of the

Middle Ages on the Iberian Peninsula on a timeline.
Al-Andalus: political, economic

Know the name Al-Andalus and
evolution, social organisation, traditions, the main aspects of its society.
religion, culture, science and art. Their
cultural legacy.
Explain the influence of the Arab
civilisation in Spain specifying
their artistic, cultural and
economic legacy.
Identifies the arrival of the Visigoths in the 5th century

with the beginning of the Middle Ages in the Iberian
Peninsula.
Knows some of main events of the Visigoth period,
such as Recaredos conversion to Catholicism in the
year 589.
Identifies the moment of the arrival of the Muslims to
the Iberian Peninsula (Battle of Guadalete in the year
711).
Chronologically places the Emirate and Caliphate of
Cordoba and the Taifa Kingdoms.
Identifies the name Al-Andalus which the Muslims
gave to the Iberian Peninsula under their domain.
Knows some of the main aspects of the Al-Andalus
society.
Describes the artistic, cultural and economic legacy of
Al Andalus.
Identifies some main key figures of the Andalus
history, such as Abd al-Rahman I, Abd al-Rahman III or
Averroes.
Recognises some Muslim remains in Spain such as the
Alhambra Palace of Granada or the Mosque of
Cordoba.
35
KEY
PAGES
COMPETENCES
SOC, MST
108109,
117
CUL
104105
SOC, CUL
105
SOC
108109
MST
108
SOC, CUL
106107
106107
106107
106107
SOC, CUL
CUL, LIN
SOC
CUL
112113
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
The Christian Kingdoms: their origin and

process of formation, the Reconquista
and repopulation, the social organisation,
the Route/Camino of Santiago, art and
culture.
Explain the Reconquista

process relating it to the social
and political structure of the
Christian Kingdoms.
Explains the Reconquista process and the

repopulation of the Christian Kingdoms.
The coexistence of the three cultures:

Muslim, Jewish and Christian cultures.
Describe the particular

characteristics of the three
cultures: Muslim, Jewish and
Christian.
KEY
PAGES
COMPETENCES
SOC, LIN
108
Identifies on historical maps the main Christian

Kingdoms during the Reconquista.
Knows some key figures and historical facts of the
Reconquista: Don Pelayo and the Battle of
Covadonga, the Cid Campeador.
Identifies some Kings of the Christian Kingdoms:
Alfonso VI, King of Castile and Leon; Fernando III the
Saint, King of Castile and Leon; Alfonso X the Wise,
King of Castile and Leon; Jaime I the Conqueror, King
of Aragon and Count of Barcelona.
Identifies the Battle of Navas de Tolosa in 1212.
Describes the importance of the Camino of Santiago.
Knows its origin and its historical and cultural value.
Explains aspects related to the way of life and social
organisation of Spain in the Middle Ages.
SOC, MST
108
SOC
108109
SOC
108
SOC, MST
SOC, CUL, LIN
108
116
SOC
Identifies the Conquest of Granada (1492) as the end

of the Reconquista.
Explains the importance of coexistence of the three
cultures as an enriching element of the Hispanic
culture.
SOC
Identifies the Escuela de Traductores of Toledo

(School of Translators) as a meeting point of wise and
intellectual men of the three cultures and explains
why they were so important.
SOC
109111,
117
108109
102103,
114115
115
36
SOC, CUL, LIN
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS

look for and select information and
offer conclusions.
graphic languages.

Technologies to obtain information,
learn, and read, write and talk about
Social Science.
information received from a variety of
different textual and graphic formats.
Uses Information and Communication Technologies

(Internet, blogs, social media ) to produce work
with the appropriate terminology regarding the
topics dealt with.

Develop a capacity for hard work and

show perseverance while studying.
KEY
PAGES
COMPETENCES
DIG, SOC, LIN
114
MST, LIN, DIG
108109,
114,
116
LTL
114,
116-117
(*) Key competences
LTL:
LIN:
SOC:
MST:
AUT:
DIG:
Digital competence
CUL:
37
UNIT SUMMARY
Students will also enjoy learning about the four architectural styles of the
Middle Ages. They will use ICT to research how this rich mixture of styles can
still be seen in a modern Spanish city (Toledo).
In this unit your students will review and extend their knowledge of the
history of the Iberian Peninsula during the Middle Ages and learn about the
rise and fall of the civilisations and religions that existed at that time. They
will place the Middle Ages in historical context and identify the defining
characteristics of the preceding periods.

In this unit the students will cooperate with each other to create
presentations, assigning and taking responsibility for different tasks.
Students will study the origins and development of the Visigoth, Muslim and
Christian civilisations, their social and economic organisation and political
development. They will learn about the most important participants and
decisive moments in their existence, as well as their cultural legacy. They
will also learn about the coexistence and collaboration of Muslims, Jews and
Christians in Al-Andalus and the important role these played in Spains
development (for example, The Toledo School of Translators). They will also
explore the cultural influence of the Reconquista (for example, El Cid) and
the origins and importance of the Way of Saint James.
Students will use ICT to search for specific information. They will analyse
and interpret their findings to fulfil a given set of criteria.
The importance of critical thinking skills will be highlighted and students will
be expected to take responsibility for their learning.
Fragile world
Students will recognise the enriching cultural and socio-economic effects of
tolerant coexistence between people of different faiths.
Students will learn about cities in Al-Andalus and the Christian Kingdoms,
how they were designed and what people did there. Students will enjoy
imagining what it would be like to live in a medieval city.
38
UNIT 8 Spain in the 15th and 16th centuries

CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
The Early Modern Age in Spain.

The Kingdom of the Catholic
Monarchs: the dynastic union,
the conquest of Granada, the
expulsion of the Jews, and the
discovery of America.
Describe the Kingdom of the Catholic

Monarchs, defining it as a period of
transition between the Middle Ages and
the Early Modern Age.
Identifies Isabel of Castile and Fernando of Aragon as the

Catholic Monarchs.
Recognises the marriage of the Catholic Monarchs as the
origin of the Kingdom of Spain.
Identifies the conquest of Granada (1492) as the end of
the Reconquista.
Describes the most notable facts of the Kingdom of the
Catholic Monarchs.
Identifies some of the conquerors, sailors and explorers
involved in this period, such as Hernn Corts, Pizarro,
Magellan or Elcano.
Places the most relevant facts of the Kingdom of the
Catholic Monarchs on a timeline.
Identify the basic aspects of Spanish

history in the Early Modern Age placing
them in space and time.
Explains the motives behind big sea expeditions.
KEY
PAGES
COMPETENCES
SOC
122123
SOC
122123
SOC
122123
SOC, LIN
122123
SOC
125,
130
SOC, MST
SOC, LIN
Explains the discovery of America (1492) and the travels of SOC, LIN, MST
Christopher Columbus.
Assess the prejudice caused by social and Recognises the prejudice that social and religious
SOC
religious intolerance, relating it to the
intolerance caused in the era of the Catholic Monarchs and
Inquisition, the expulsion of the Jews and the Habsburgs.
the Arabs.
39
122125,
130
124125
124125
123,
126
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
The peak of the Spanish Empire in the 16th

century during the reign of Carlos I and
Felipe II; the organisation of the Empire;
internal and external problems.
Explain the evolution and expansion of the

Spanish monarchy during the 16th
century, differentiating between the reign
of Carlos I and Felipe II.
Historical and cultural heritage.
Explains the most important aspects of the

reign of Carlos I and Felipe II.
Identifies the territories that the Spanish
monarchy comprised during the reign of
Carlos I and Felipe II.
Deepens his/her knowledge of the Early
Modern Age through different means.
Show curiosity for the way of life of the

past, recognising the importance of
archaeological remains for the knowledge
and study of history and their care in the
conservation of cultural heritage.
Obtain specific and relevant information, Looks for, selects and organises
using different sources.
writing.

application in the Social Sciences.
Development of strategies for the
organisation, memorisation and recovery of
information obtained via different methods
and sources.
languages.
KEY
PAGES
COMPETENCES
SOC, LIN
126127
SOC, MST
126127
SOC, CUL
128129
DIG, LTL, LIN
128
Obtain, analyse and adapt the information Analyses information related to the subject LTL, AUT, DIG
received from a variety of different textual area and handles images, tables, graphs,
and graphic formats.
LIN
work with rigour and precision and with the
appropriate terminology regarding the
topics dealt with.
40
130
131
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS

coexistence.

human rights.

on democratic values and universally shared
human rights.

initiative.
KEY
PAGES
COMPETENCES
SOC
123, 126

AUT
him/her.
(*) Key competences
LTL:
LIN:
SOC:
MST:
AUT:
DIG:
Digital competence
CUL:
41
123,
125,
128-129
UNIT SUMMARY
against the Ottoman empire at the Battle of Lepanto, as well as the failed
attempt to invade England in 1588. They will also learn about the worsening
political, economic and social costs of leading and maintaining such a large
empire.
In this unit students will learn about Spain in the 15th and 16th centuries.
They will identify the year 1492 as the beginning of the Modern Age. They
will learn about the unification of Spain under the Catholic Monarchs Isabel I
and Fernando II, their conquest of Granada and the political reforms they
introduced, including the establishment of the Inquisition and the expulsion
of the Jews.
Students will use ICT to research the influence of the Renaissance on

different artists and artworks in Spain and Europe. Using their research, they
will produce written and oral presentations on their chosen Renaissance
artwork.
Students will study the causes and consequences of the discovery of

America, for example the search for spices and the importation of new
foods, as well as some of the key explorers and navigators of the time, such
as Columbus, Corts, Magellan and Pizarro. They will recognise the conquest
of America and the subsequent boom in trade of precious metals and exotic
products as key factors in the growing power of Spain.

Students will cooperate with each other to create written and oral
presentations, assigning and taking responsibility for different tasks.
Students will use ICT to search for specific information, analysing and
interpreting their findings to fulfil a given set of criteria.
They will learn about the organisation, expansion and development of the
Spanish empire under Carlos I and Filipe II. They will identify Carlos I of Spain
(Carlos V of Germany) as the first king of the Habsburg dynasty and that he
divided his empire between his brother, Fernando, and son, Filipe.
Students will learn about the further expansion of the Spanish empire under
Filipe II, including the defeat of Portugal and the acquisition of its American,
African and Asian territories. They will learn about the decisive victory
Students will recognise the importance of the Renaissance and its influence
on European art.
Fragile world
42
UNIT 9 Spain in the 17th and 18th centuries

CONTENT
EVALUATION CRITERIA
The Modern Age in

Spain.
List the main transformations produced in Spain during

the Modern Age, distinguishing between different
economic, social, political and cultural aspects.
Decline of the Empire in

the 17th century.
Renaissance and
Baroque: the key figures
of the Golden Age.
LEARNING STANDARDS
Describes the social structure of the

peninsular territories in the 16th and 17th
centuries.
Lists the main social, economic and
cultural transformations produced in the
Modern Age.
Identify the basic aspects of Spanish history in the Modern Locates the monarchs of the Habsburg
Age placing them in space and time.
dynasty governing Spain during the 16th
and 17th centuries on a time line
Explain the causes of the decline of the Empire during the Describes the events that caused the
17th century.
decline of the Spanish Empire.
Describe the most significant artistic and cultural
Explains the main characteristics of the
contributions of the Spanish Golden Age, identifying its
Golden Age.
most notable representatives in different areas of culture Recognises the key figures of the Golden
and art.
Age and their cultural and artistic
contributions.
Describes the contributions of key figures
of the Spanish Baroque period: Velazquez,
Murillo, etc.
Knows the names of some writers and
painters of the Spanish Golden Age.
43
KEY
COMPETENCES
SOC, LIN
PAGES
SOC
136-137,
140-141
SOC, MST
136-137
SOC, LIN
136-137,
144, 145
134, 138139
134, 138139, 145
SOC, CUL, LIN

CUL
135, 143,
145
CUL
134, 138139, 144
CUL
134, 138139, 144145
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Goya and his time.
Analyse and comment on Goyas works of

art, identifying social and political
characteristics of the 18th century
through them.
Describe the causes and consequences of
the War of Succession and the Treaty of
Utrecht.
Know some of the most important facts
of the reign of the Bourbons in Spain.
Identifies some social and political characteristics

of the 18th century through the study and analysis
of some of Goyas most representative works of
art.
The War of Succession and the
Recognises the rival sides of the War of Succession
Treaty of Utrecht.
and analyses the consequences of the Treaty of
Utrecht.
The 18th century. The Bourbons in
Identifies the main aspects of the reign of the
Spain. The Enlightened Despotism
Bourbons.
of Carlos III.
Identifies Felipe V as the first Bourbon king of
Spain.
Knows about the scientific expeditions of Jorge
Juan.
Describe the highest form of expression
Describes the general characteristics of the
of the Enlightened Despotism under
kingdom of Carlos III, of Enlightened Despotism
Carlos III.
and its meaning.
Identifies the kingdom of Carlos III with the
modernisation and beautification of Madrid (Royal
Palace, the Puerta de Alcal, the Botanical Garden,
the Prado Museum, etc.).
Makes use of Information and Communication
Communication Technologies to look Technologies to obtain information about Technologies (Internet, blogs, social media, etc.) to
for and select information and draw Social Science, through reading, writing
produce work with appropriate vocabulary.
conclusions.
and talking.
44
KEY
COMPETENCES
SOC, CUL
PAGES
SOC
140-141
SOC
140-141
SOC
140-141
SOC
140
SOC, LIN
141
SOC, CUL
141
DIG, LIN, SOC
134,
139,
142
141-142
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Collection of information on the topic to be dealt Carry out different tasks in a

with, using different sources (direct and indirect) clear and organised manner.
to produce work of social content.
Strategies for developing a strong work ethic:

responsibility and perseverance while studying.
Develop a capacity for hard

work and show perseverance
while studying.
Carries out the commissioned tasks and presents

his/her work in a neat, clear and organised
fashion.
Orally explains the contents related to the area in
a clear and organised way, thus showing
comprehension of written or spoken texts.
KEY
COMPETENCES
AUT
PAGES
LIN
142
LTL
144145
(*) Key competences
LTL:
LIN:
SOC:
MST:
AUT:
DIG:
Digital competence
CUL:
45
142
UNIT SUMMARY
In this unit, students will learn about Spain in the Early Modern Age. They
will learn about the economic and political decline of the 17th century, the
rise of the validos during the reigns of Felipe III, Felipe IV and Carlos II, the
replacement of the Habsburg by the Bourbon dynasty and the social and
political reforms introduced by Felipe V and his successors during the 18th
century. They will learn about the cost of the Thirty Years War and the
resulting loss of territory, including Portugal, as well as the causes and
consequences of other key events such as the expulsion of the Moriscos and
the Spanish War of Succession.
Fragile world
In Fragile world, students will explore the social inequality of the Early
Modern Age in Spain through the works of Murillo and Cervantes. They will
think critically about what it means to be privileged and unprivileged.
Opinions will be expected of the students regarding social justice. Also, they
will be required to determine historical periods of greater or lesser equality,
arguing their rationale.
Students will study the two main artistic styles of the period, identifying the
defining characteristics of Renaissance and Baroque art and classifying
famous examples, as well as exploring the ideas and influence of the
Enlightenment. They will also consider the social inequality depicted in, and
the political message behind, the works of artists and writers from the
Golden Age.
They will use ICT to research Renaissance and Baroque artists and writers in
order to produce texts and oral presentations using academic language on
their chosen artwork.
Students will cooperate with each other to create clear, organised written
texts and oral presentations, assigning and taking responsibility for different
tasks.
Students will use ICT to search for specific information, analysing and
interpreting their findings to fulfil a given set of criteria.
46
TERM 3 Teamwork
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS

draw conclusions.


writing.
Use Information and

and talking.
47
KEY
PAGES
COMPETENCES
DIG, LTL, LIN
146147
DIG, LIN
147
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS

social content.

graphic formats.

Technologies.
or spoken texts.



publications.

48

KEY
PAGES
COMPETENCES
LTL, AUT, DIG
147
AUT
146147
LIN
147
LIN
146147
AUT, LTL
146147
LTL
LTL, DIG, SOC,
AUT
147
147
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Team-building
strategies.


team.
group.
and discussions.

continuous change.

49
KEY
COMPETENCES
AUT, SOC
PAGES
SOC, AUT
146147
146147
146147
SOC
SOC
146147
SOC, AUT, LTL
146147
AUT, SOC
146147
CONTENT
EVALUATION CRITERIA

coexistence.

human rights.
resolve conflicts.

initiative.

materials.
LEARNING STANDARDS
KEY
PAGES
COMPETENCES
SOC
146tolerant coexistence among different groups based
147
on democratic values and universally shared
human rights.

democratic values.
50

social life and creates strategies to resolve
conflicts.
democratic values.
him/her.
SOC
146147
SOC
146147
SOC
146147
AUT
146147
AUT
146147
SOC
146147
(*) Key competences

LIN:
MST:
DIG:
Digital competence
LTL:
SOC:
AUT:
CUL:
51

5º Primaria

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5º Primaria

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Teaching programme ByME Social Science 5

Area: Ciencias Sociales (English)

Stage: Primary Education

Teaching programme ByME Social Science 5

UNIT 1 The Universe

The Universe: concept, components

The Solar System: the Sun, planets,

Teaching programme ByME Social Science 5

The Earth: shape, appearance and

Explain the movements of the Earth and the

Defines the movements of the Earth in

Describe the change from day to night as an

Teaching programme ByME Social Science 5

Introduction to scientific knowledge and its

Obtain specific and relevant

Looks for, selects and organises information,

Obtains, analyses and adapts the

LTL, AUT, DIG

Strategies for developing a strong work ethic:

Develop a capacity for hard work

Analyses information related to the subject

Applies appropriate study techniques.

Use of Information and Communication

Use Information and

Makes use of Information and

Develops a cooperative and adaptive attitude, SOC, AUT

Teaching programme ByME Social Science 5

Competence in learning to learn

Competence in social awareness and citizenship

Competence in autonomous learning and personal initiative

Competence in artistic and cultural awareness

(*) Key competences

Competence in linguistic communication

Competence in mathematics, science and technology

The unique role of humans on the planet.

VALUES AND ATTITUDES

Teaching programme ByME Social Science 5

UNIT 2 Representing the Earth

The layers (or spheres) of the

Identify the layers (or spheres) of the Earth according to

Identifies, names and describes the

The representation of the

Map symbols and scales; the

Teaching programme ByME Social Science 5

Points of the Earth, the parallels and

Identify and work with the concepts

Development of strategies to organise,

Collection of information on the topic

Obtain specific and relevant

Looks for, selects and organises specific and relevant

DIG, LTL, LIN

AUT, LTL, DIG

Use the materials in a suitable way.

Uses the materials in a suitable and careful way

(*) Key competences

Competence in learning to learn

Competence in linguistic communication

Competence in social awareness and citizenship

Competence in mathematics, science and technology

Competence in autonomous learning and personal initiative

Competence in artistic and cultural awareness

Teaching programme ByME Social Science 5

Teaching programme ByME Social Science 5

UNIT 3 Climate and weather