Programacion Social Science 6

Teaching programme ByME Social Science 6
ByME
Social Science 6
SYLLABUS
Area: Social Science (English)
Stage: Primary Education
UNIT 1 Planet Earth

CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
The Solar System.
Describe the principal characteristics

of the Solar System, compare
different celestial bodies and
summarise the movements of the
Earth and Moon and their
consequences.
Describes the principal characteristics

and components of the Solar System.
Defines the Earths orbit around the Sun
and its consequences, its axis and
geographic poles.
Associates and explains day and night
as the consequence of rotation.
Defines the movement of the Moon and
identifies and names the phases of the
Moon.
Identifies the names and characteristics
of the layers of the Earth.
Identifies the atmosphere as the place
meteorological phenomena take place
and explains the difference between
climate and weather.
Defines hydrosphere and names
different masses and currents of water.
Names the different stages of the water
cycle.
Understands the concept of geosphere
and names the three layers.
The layers of the Earth.
Identify the names and

characteristics of the layers of the
Earth.
KEY
COMPETEN
CES
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CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Visualising the Earth.
Understand the concepts of latitude

and longitude, cardinal points and
orientation.
Understands the concepts of latitude

and longitude, cardinal points and
orientation.
Locates and represents different points MST, LTL
of the Earths surface using latitude and
longitude and geographical coordinates.
Defines the scale of a map.
MST
15
Understand the influence human

activity has on the environment and
possible problems and solutions.
Obtain specific and relevant
information from different sources
(direct and indirect) on previously
defined facts or phenomena.
Understands actions that would help to

improve the environment.
17
Use of different text types

and graphic languages.
Obtain, analyse and adapt the

information received from a variety
of different textual and graphic
formats.
Correct usage of work

materials.
Use the materials in a suitable way.
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 materials in a suitable and
careful way thereby keeping them in
good condition.
Performs academic tasks in a
responsible and effective manner.
Human intervention in the

environment.
Develop strategies to
organise, memorise and
recover information
obtained through different
methods and sources.
Strategies for developing a

strong work ethic:
KEY
COMPETEN
CES
MST
MST, CUL
PAGE
S
15
15
Looks for, selects and organises specific DIG, LTL, LIN 9,

and relevant information, analyses it,
16
draws conclusions, reflects on the
18
process followed and reports back orally
and/or in writing.
AUT, LTL,
DIG
818
SOC
16
AUT, LTL
619
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
responsibility and
perseverance while
studying.
Use of Information and
Communication
Technologies to look for and
select information and draw
conclusions.
Team-building strategies.
Develop a capacity for hard work

and show perseverance while
studying.
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.
Applies appropriate study techniques.
KEY
COMPETEN
CES
LTL
PAGE
S
Makes use of Information and

Communication Technologies (Internet,
blogs, social media, etc.) to produce
work with appropriate vocabulary.
DIG, LIN
16
Develops a cooperative and adaptive

attitude, recognising merit in others
ideas and responding to situations with
intuition, an open mind and flexibility.
SOC, AUT
17
8
9,18
be able to identify each stage of the water cycle and give a

detailed description of each one.
The students will learn what makes up the hydrosphere and
how to identify bodies of water such as lakes, oceans, seas
and rivers.
UNIT SUMMARY
In this unit, students will learn facts about the Earth and
different planets in the Solar System as well as the Moon.
They will explain the stages of the water cycle and identify
and describe different bodies of water on Earth.
VALUES AND ATTITUDES

In this unit the students will learn about what makes our
planet special. The students will work both individually and
collaboratively.
To begin with, they will learn not only about the Earths
movement, atmosphere and layers but also about what
makes Earth such a special planet. They should enjoy
discovering the uniqueness of our planet.
They will be asked to investigate facts about different aspects

of the Solar System, giving them an appreciation of the world
in which we live.
They will then start to study the interaction of the Sun, Earth
and Moon and then the phases of the Moon and how they can
be identified.
Students will gain appreciation of the water cycle and bodies

of water on Earth and how they affect us and our planet.
They will be faced with issues of water conservation and
potential and real damage to our planet. They will be
Towards the end of the unit they will concentrate on the

water cycle and how it is beneficial to life on Earth. They will
5
encouraged to think deeply about the human impact on our

planet.
Students will consider and analyse issues regarding the water
crisis and types of pollution in the air, water and on land.
They will analyse the effects of this pollution and how
humans can have a positive effect on our planet.
Fragile world
In the fragile world section at the end of the unit, students
will learn that pollution can be in the air we breathe, in bodies
of water and even on the land we inhabit. They will discover
the different types of activities that cause pollution, both
natural and human, and how it can harm both our health and
our planet.
Students will be asked to think about both the short term and
long term consequences of pollution.
They will learn about an important environmentalist group
called Friends of the Earth, what they do for us and why
groups like these are a worthwhile cause.
UNIT 2 Geography of Spain

CONTENT
EVALUATION CRITERIA
The organisation of Spain.
Describe the territorial

organisation of Spain.
The physical geography of

Spain.
Climate in Spain.
Pollution.
LEARNING STANDARDS
Describes the territorial organisation of

Spain, differentiates between Autonomous
Community, province and municipality and
locates the Autonomous Communities and
Cities on a political map.
Understands which powers lay with
regional governments and which with the
national government.
Identify the main characteristics Locates on a map the main characteristics
of the physical geography of
of the physical geography of Spain: rivers,
Spain.
watersheds, mountains, mountain ranges,
plains and coasts as well as the seas and
oceans which surround it.
Explain the characteristics of
Explains the characteristics of the different
different climates in Spain and
climates of Spain (temperature,
where they are found.
precipitation, flora and fauna) and where
they are found.
Understand the influence
Proposes actions that would help to
human activity has in the
environment and possible
problems and solutions.
KEY
COMPETEN
CES
MST, CUL
PAGE
S
MST, CUL
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MST, LIN
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2425
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
recover information obtained
through different methods
and sources.

information from different
sources (direct and indirect) on
previously defined facts or
phenomena.
information received from a
variety of different textual and
graphic formats.

materials.
Use the materials in a suitable

way.

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

work and show perseverance
while studying.
Looks for, selects and organises specific

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 materials in a suitable and careful
way thereby keeping them in good
condition.
Performs academic tasks in a responsible
and effective manner.

Communication Technologies
to look for and select
information and draw
conclusions.
Use Information and

Communication Technologies to
obtain information about Social
Science, through reading,

blogs, social media, etc.) to produce work
with appropriate vocabulary.

prepare for new roles in a
society in continuous change.

attitude, recognising merit in others ideas
and responding to situations with intuition,
an open mind and flexibility.
KEY
PAGE
COMPETEN S
CES
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LTL
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30
SOC, AUT
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UNIT SUMMARY
In this unit, students will learn about the physical and political
make up of Spain.
Students will work both individually and collaboratively. They

will participate in class feedback sessions.
They will study the government of Spain as a whole and as

separate regions by looking at the Autonomous Communities
and the Statute of Autonomy. They will be able to identify the
provinces and capitals of each region and locate them on a
map. They will look in more detail at the municipalities of
Madrid.
They will practise using a map and will memorise information

such as the names of places, geographical features and
location.
They will deepen their understanding of how Spain functions
as a whole and as separate regions. They will learn more
about other regions.
Students will learn the important rivers and mountains of

Spain and identify the coastlines and watersheds. They will
learn about different types of river according to the area they
flow through.
Fragile world
Students will learn about the importance of keeping
waterways clean and the causes of pollution. They will focus
on one shipping accident, the Prestige, and consider how it
affected Spain and also how the pollution it caused affected
people. They will see the effect of the Prestige shipping
accident on fish in the Pas Vasco.
Finally, students will devise a quiz to revise and test their

knowledge of the unit.
UNIT 3 Geography of Europe

CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
European countries and

capitals.
Locate on a map the different

European countries and their
capital cities.
Identify the main characteristics
of the physical geography of
Europe.
Locates on a map the different European

countries and their capital cities.
Climate in Europe.
Human intervention in the

environment.
The physical geography of

Europe.
and sources.
KEY
COMPETEN
CES
MST, CUL
PAGE
S
MST, LTL
2627
Explain the characteristics of

different climates in Europe and
where they are found.
Explains the characteristics of the different MST, LIN

climates of Europe (temperature,
precipitation, flora and fauna) and where
they are found.
2829
Understand the influence

human activity has on the
environment and possible
problems and solutions.
phenomena.
Understands actions that would help to

MST, CUL
45

writing.
DIG, LTL, LIN 36

37,
4446
Locates on a map the main characteristics

of the physical geography of Europe:
rivers, watersheds, mountains, mountain
ranges, plains and coasts as well as the
seas and oceans which surround it.
10
3839
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
KEY
COMPETEN
CES
Analyses information related to the subject AUT, LTL,
DIG
Uses the materials in a suitable and careful SOC
condition.
AUT, LTL
LTL


graphic formats.

materials.

way.

strong work ethic:
responsibility and

while studying.

conclusions.
Use Information and


DIG, LIN
36
37,
46
40


SOC, AUT
45
11
PAGE
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36-45
44
2033
UNIT SUMMARY
In this unit, students will consider Europe as a geographical

entity as opposed to a political one. They will learn the names
and locations of the most important mountains, seas and
rivers in Europe. They will become aware of the boundaries of
Europe, with particular reference to the landforms separating
Europe and Asia.
In this unit, students will learn facts and figures about the
continent of Europe. They will need to memorise information.
They will mainly work individually but will be asked to give
feedback to other students on their work. They will need to
do this constructively and to receive constructive criticism
positively.
Students will review and build on knowledge of the countries

and capital cities of Europe and their location on a map. They
will also learn about the
populations of the most highly-populated European cities.
Students will focus on the important mountain ranges and
bodies of water in Europe. They will be able to locate them on
a map as well as learning facts about the height of specific
mountain ranges and peaks, and different types of rivers.
They will do research and be required to present this

information visually and orally. They will practise presentation
skills and will need to plan and rehearse what to say.
Fragile world
Students will investigate one European country in depth and

present their findings.
Students read about two protected areas: the national parks

of Doana and Soomaa and the dangers these parks face.
They will learn that being a UNESCO site does not guarantee
safety from development. Students will learn the important
role that environmental organisations play in protecting these
sites of natural importance.
12
TERM 1 Teamwork
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
recover information
obtained through
different methods and
sources.
Use of different text
types and graphic
languages.
Obtain specific and relevant information from

different sources (direct and indirect) on
previously defined facts or phenomena.

materials.
Strategies for developing

a strong work ethic:
responsibility and
perseverance while
studying.
Communication
Technologies to look for
and select information
and draw conclusions.
Develop a capacity for hard work and show

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
Technologies.
Uses the materials in a suitable
and careful way thereby keeping
them in good condition.
Applies appropriate study
techniques.
Obtain, analyse and adapt the information

received from a variety of different textual
and graphic formats.

Technologies to obtain information about
Social Science, through reading, writing and
talking.
13
KEY
PAG
COMPETEN ES
CES
DIG, LTL, LIN 48
49
AUT, LTL,
DIG
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49
SOC
48
49
AUT, LTL
48
49
48
49
LTL

DIG, LIN
(Internet, blogs, social media, etc.)
to produce work with appropriate
vocabulary.
48
49
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Team-building strategies. Develop attitudes conducive to cooperation

and teamwork, and prepare for new roles in a
14
Develops a cooperative and

adaptive attitude, recognising
merit in others ideas and
responding to situations with
intuition, an open mind and
flexibility.
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.
Plans the tasks in group,
coordinates teams, makes
decisions and takes on
responsibilities.
KEY
PAG
COMPETEN ES
CES
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49
SOC, AUT
48
49
48
49
SOC
SOC
48
49
AUT, SOC
48
49
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. Recognise cooperation and
dialogue as a way to avoid and resolve
conflicts, encouraging democratic values.
Appreciates the importance of

peaceful and tolerant coexistence
among different groups based on
democratic values and universally
shared human rights.
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.
15
KEY
PAG
COMPETEN ES
CES
SOC
48
49
SOC
48
49
SOC
48
49
SOC
48
49
UNIT 4 The European Union

CONTENT
EVALUATION CRITERIA
The European Union.
Identify the principal

characteristics of the European
Union.
The Euro.
Population.
LEARNING STANDARDS
Explains what the European Union is and

outlines its main political and economic
objectives.
Identifies the main institutions and
symbols of the EU.
Understand the meaning of
Understand the meaning of Eurozone and
Eurozone and single market.
single market.
Identify the main characteristics Describes the density of the European
of the population of Europe.
population and compares it with the
population density of Spain.
Explains the main migratory movements in
Europe today.
Identifies and describes some of the main
population problems of Europe.
16
KEY
COMPETEN
CES
MST, LIN
PAGE
S
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MST, SOC,
LIN
MST, SOC,
LIN
61
56
61
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Exchange rates.
Define simple terms related to

the economy.
Understand some of the
advantages of belonging to the
EU.
phenomena.
graphic formats.
Defines simple terms related to the

economy: exchange rates.
Understand some of the advantages of
belonging to the EU: human rights.
Human rights.
and sources.

materials.

way.

strong work ethic:
responsibility and

while studying.

conclusions.
Use Information and

KEY
COMPETEN
CES
MST
PAGE
S
SOC
63
62

writing.
condition.
DIG, LTL, LIN 54

55,
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AUT, LTL,
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AUT, LTL
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CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS


UNIT SUMMARY
KEY
COMPETEN
CES
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Europe in some detail. They will explore the euro in-depth

and how it gets adopted as a countrys currency. Finally
students will learn more about the single market and how it
works. They will also learn which countries are not in the euro
and consider the impact of the euro on member states.
Students will do a project investigating currency exchange
rates against the euro for those countries that do not use it.
Students will learn about the EU as a political construct. They

will learn all 28 member states and be able to identify them
on a map. They will learn about the EUs formation and
history and look at its newest member state: Croatia. They
will also learn about the principles that guided its formation.
Students will study the EUs political and economic
objectives, its symbols and institutions. They will study the
role and functions of these institutions and their location in
18
They will learn about the role of exchange rates and how to
use graphs to plot fluctuations. They will define and test a
hypothesis and will conduct a study over a period of time.
This means students will develop patience.

Students will think of themselves as members of something
which is wider than their country. They will learn some of the
symbols and the history of what they have become part of
and the reasons for the EUs inception. They will learn
tolerance is important in all EU countries.
Fragile world
Students will read about human rights and compare the
rights of people within and outside the EU. They will learn
about the different rights people have and why they are
important.
Students will work in groups and reach a consensus by

justifying their ideas.
19
UNIT 5 The economy

CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
The three sectors.
Identify the main characteristics

of each of the three sectors and
classify different activities
according to the group to which
they belong.
Identifies the main characteristics of each

of the three sectors and classifies different
activities according to the group to which
they belong.
Explains the most common activities from MST
each of the sectors in Spain and Europe
and locates on maps where they take
place.
Understands and defines the meaning of
MST, LIN
raw material and manufactured product.
7075
Understands why tourism is so important

for the Spanish economy.
Identifies different types of tourism.
Describes, in order, the stages in the life
of a product.
Describes how advertising works (using
concrete examples) and the techniques
used and develops a critical and
thoughtful attitude towards it.
writing.
MST, CUL
75
MST, CUL
MST, LIN
75
69
MST, SOC,
CUL
7879
Raw materials and

manufactured products.
Tourism.
The life of a product.

Advertising.
and sources.
Understand the meaning of raw

materials and manufactured
products.
Understand why tourism is so
important for the Spanish
economy.
Describe, in order, the stages in
the life of a product.
Describe how advertising works
and the techniques used.

phenomena.
20
KEY
COMPETEN
CES
MST
PAGE
S
7077
7073
DIG, LTL, LIN 68

69,
7880
CONTENT
EVALUATION CRITERIA


graphic formats.

materials.
strong work ethic:
responsibility and
conclusions.
LEARNING STANDARDS

subject area and handles images, tables,
graphs, schemes and summaries using
both traditional supports and Information
and Communication Technologies.
way.
careful way thereby keeping them in good
condition.
Develop a capacity for hard work Performs academic tasks in a responsible
and show perseverance while
studying.
Use Information and

Science, through reading, writing
and talking.

KEY
COMPETEN
CES
AUT, LTL,
DIG
PAGE
S
SOC
78
AUT, LTL
6681
LTL
68
69,
80
78
DIG, LIN

SOC, AUT
cooperation and teamwork, and attitude, recognising merit in others ideas
prepare for new roles in a society and responding to situations with intuition,
in continuous change.
21
6880
78
UNIT SUMMARY
The students will learn about the economy both at local,

national and European level, which will help them understand
the community where they live in greater depth.
In this unit, the students will learn about the world of work
which, one day, they will be part of. They will be able to
relate the information they are exposed to, in the unit, to
their own lives and to the development of their country. They
will analyse the world of work and share their conclusions
with their classmates. They will also learn about making
informed decisions based on what they experience;
particularly in relation to advertising and selling techniques.
The students will be encouraged to explain their ideas,
defend their arguments, as well as listening and
accommodating other points of view.
The students will investigate the primary section, including

different types of land management and the extraction of raw
materials; the secondary sector and the manufacture of
products; and the tertiary sector, services, tourism and trade.
The importance of each sector to the Spanish economy is an
integral part of the unit. The unit also focuses on the
European economy, and the value of the different sectors
within Europe.
Fragile world
The students live in a world where they constantly encounter
selling techniques and advertising. This section will analyse
these techniques and encourage students to be responsible
consumers, buying to their needs, not the needs of the seller.
The students should be aware that advertising informs but,
also exploits peoples needs, and they will learn to identify
the real message behind the slogan.
The students will also study the importance of advertising

and selling techniques, allowing them to make informed
decisions in their own lives.
22
UNIT 6 Business and money

CONTENT
EVALUATION CRITERIA
Companies.
Identify some basic

characteristics of companies
and how they are organised.
Saving and spending money.
Entrepreneurship.
Begin to develop understanding

of how to manage personal
finances.
LEARNING STANDARDS
KEY
COMPETEN
CES
Identifies some of the basic characteristics MST, SOC
of companies and how they are organised.
Defines simple terms related to the world
of business and the economy.
Differentiates between the different types
of costs faced by companies.
Differentiates between different types of
costs and adapts budgets accordingly.
Is conscience of the value of money.
Understands the concept of saving money

in order to meet future costs.
Investigates different buying strategies by
comparing prices and compiling
information.
Puts together a personal budget.
Develop creativity and drive and Develops creativity and drive and values
value the entrepreneurship of
the entrepreneurship of other members of
other members of society.
society.
23
MST, LIN
MST
MST
SOC, CUL
MST, SOC
MST, SOC
MST
MST, SOC
PAGE
S
84
87,
90
84
90
85
87
86
89
88
89
88
89
88
89
89
85,
87,
90
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
through different methods and
sources.
Use of different text types and
graphic languages.

phenomena.
graphic formats.

materials.

way.

strong work ethic:
responsibility and

while studying.

writing.
subject area and handles images, tables,
graphs, schemes and summaries using
both traditional supports and Information
and Communication Technologies.
careful way thereby keeping them in good
condition.

conclusions.
Use Information and




SOC, AUT
and responding to situations with
intuition, an open mind and flexibility.
24
KEY
PAGE
COMPETEN S
CES
DIG, LTL, LIN 84
85,
90
92
AUT, LTL,
DIG
84
92
SOC
90
AUT, LTL
82
93
84
85,
92
90
LTL
DIG, LIN
90
91
UNIT SUMMARY
In this unit the students will be introduced to some basics of

business, personal finance and the challenges of running a
company.
In this unit, the students will learn about personal finance and
running businesses.
Students will work both individually and in groups and should
be encouraged to take both individual and collaborative
responsibility.
They will begin by finding out how companies are structured

and what entrepreneurs need to think about when starting a
new company. Then they will learn in more detail about the
different kinds of fixed and variable costs involved in running
a business. This is important because more and more young
people are entering into business, sometimes even while still
students.
They will learn about costs, profits and losses in a business

setting but also about the value of money in regular life.
They will be asked to brainstorm ideas in a group and to
reach a consensus about which idea to develop. They will
need to be creative and to not get too attached to one idea in
case it is rejected later in the planning stage.
The students will learn about ways to save money and how to
plan a budget in their daily life to help them manage their
own money. This will require some Basic maths skills.
Fragile world
In this unit, students will also investigate what they would

need to consider if they were starting their own business and
present their ideas to the class.
Students will read about an alternative type of company that

doesnt operate for profit NGOs. They will learn what
socially responsible activities some well-known for-profit
companies carry out and think about how they themselves
could help collect money for charity.
They will also learn about socially responsible companies and

non-governmental organisations (NGOs).
25
TERM 2 Teamwork
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Tolerance.
Respect cultural, linguistic and social diversity Respects cultural, linguistic and
and show tolerance towards others.
social diversity and shows
tolerance towards others.
Obtain specific and relevant information from Looks for, selects and organises
organise, memorise and different sources (direct and indirect) on
specific and relevant information,
recover information
previously defined facts or phenomena.
analyses it, draws conclusions,
obtained through
reflects on the process followed
different methods and
and reports back orally and/or in
sources.
writing.
Use of different text
Obtain, analyse and adapt the information
Analyses information related to
types and graphic
received from a variety of different textual
the subject area and handles
languages.
and graphic formats.
images, tables, graphs, schemes
and summaries using both
traditional supports and
Technologies.
Uses the materials in a suitable
materials.
and careful way thereby keeping
them in good condition.
Strategies for developing Develop a capacity for hard work and show
a strong work ethic:
responsibility and
Applies appropriate study
perseverance while
techniques.
studying.
26
KEY
PAG
COMPETEN ES
CES
SOC
94
95
DIG, LTL, LIN 94
95
AUT, LTL,
DIG
94
95
SOC
94
95
AUT, LTL
94
95
94
95
LTL
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS

Communication
Technologies to look for
and select information
and draw conclusions.

Technologies to obtain information about
Social Science, through reading, writing and
talking.

(Internet, blogs, social media, etc.)
to produce work with appropriate
vocabulary.
Develops a cooperative and
adaptive attitude, recognising
merit in others ideas and
responding to situations with
intuition, an open mind and
flexibility.
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.
Develop attitudes conducive to cooperation

and teamwork, and prepare for new roles in a
27
KEY
PAG
COMPETEN ES
CES
DIG, LIN
94
95
SOC, AUT
94
95
AUT, SOC
94
95
SOC, AUT
94
95
94
95
SOC
SOC
94
95
CONTENT
Conflict resolution
strategies: use of rules
and appreciation of
peaceful and tolerant
coexistence.
EVALUATION CRITERIA
LEARNING STANDARDS
Respect human diversity and appreciate the

importance of peaceful and tolerant
coexistence among all people based on
democratic values and universally shared
human rights. Recognise cooperation and
dialogue as a way to avoid and resolve
conflicts, encouraging democratic values.
28
Plans the tasks in group,

coordinates teams, makes
decisions and takes on
responsibilities.
Appreciates the importance of
peaceful and tolerant coexistence
among different groups based on
democratic values and universally
shared human rights.
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.
KEY
PAG
COMPETEN ES
CES
AUT, SOC
94
95
SOC
94
95
SOC
94
95
SOC
94
95
SOC
94
95
UNIT 7 Modern Spain I

CONTENT
EVALUATION CRITERIA
Spain in the 19th century.
Identify and understand the

most important events of the
first half of the 19th century in
Spain.
LEARNING STANDARDS
KEY
COMPETEN
CES
Organises the most important events of the CUL, LTL
first half of the 19th century in Spain in
chronological order.
Explains the War of Independence and its
CUL, LIN
consequences.
Understands and values the constitution of CUL
1812.
29
PAGE
S
102
104
102
103
103
CONTENT
Spanish culture.
Historical research.
and sources.
EVALUATION CRITERIA
Identify the main artistic

movements and their most
important figures in Spain in
the 19th century.
Carry out a historical research
project.

phenomena.
graphic formats.
LEARNING STANDARDS
KEY
COMPETEN
CES
CUL, LIN
PAGE
S
Explains the main social, economic and

political changes in Spain during the first
half of the 19th century.
Understands the process of
CUL
industrialisation, how it occurred in Spain,
how it was different to other European
countries and how it was affected by
geography and helped by the growth of the
railways.
Identifies the main artistic movements and CUL
their most important figures in Spain in the
19th century.
104
105,
109
100
101,
109
Carries out an investigative project about

the period they are studying; obtains
information from images, written sources
and the internet, organises it and then
communicates the results as a report.
and relevant information, analyses it, draws
conclusions, reflects on the process
writing.
108
30
CUL, LIN,
DIG
106
107
DIG, LTL, LIN 101,

107
110
AUT, LTL,
DIG
98
111
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS

materials.

way.

condition.

strong work ethic:
responsibility and
while studying.
conclusions.
Use Information and


KEY
COMPETEN
CES
SOC
PAGE
S
AUT, LTL
98
111
100
101,
110
108
LTL
DIG, LIN
108
Develop attitudes conducive to Develops a cooperative and adaptive

SOC, AUT
108
cooperation and teamwork, and attitude, recognising merit in others ideas
Students will learn about the period in Spains history
between 1788 and 1868 against the backdrop of the
Industrial Revolution in Britain and the French Revolution.
They will see how Spains own industrial revolution was later
and on a smaller scale and how Spanish colonies in Latin
America began to seek independence during this time.
Students will begin with a general introduction to the period
and a more detailed examination of the inventions of the
Industrial Revolution and their effect on how workers worked.
UNIT SUMMARY
They will focus on the reigns of the Spanish monarchs of this

time: Carlos IV, Fernando VII and Isabel II and on the events
31
that took place during their rule. They will also learn about
Napoleon and Joseph Bonapartes involvement in Spanish
politics.
Students will also deepen their understanding of the art of

the times: its meanings and its messages.
Finally, students will learn about social changes in 19th

century Spain and how they were reflected in the art of Goya.
Fragile world
Students will study the Basque and Catalan centres of
industry in steel and textiles respectively. They will also learn
about the beginnings of the railway in Spain and its first line
into France through Hendaya in the Pas Vasco.

Students will gain an appreciation of Spains history and of
how the 19th Century has influenced modern times. They will
appreciate the interwoven nature of historical events and
how different countries affect the history of others.
They will learn about the value of democracy and freedom by
comparing it with absolutism.
They will see that social status used to be something a
person could not easily overcome and perhaps appreciate
that they have access to healthcare, education and social
mobility.
32
UNIT 8 Modern Spain II

CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS

second half of the 19th century
in Spain.
Organises the most important events of

the second half of the 19th century in
Spain in chronological order.
Explains the main social, economic and
political changes in Spain during the
second half of the 19th century.
Understands the main reasons for and
consequences of the loss of Spains final
colonies and orders the losses in
the first half of the 20th century in Spain in
Describes the main events of the reign of
Alfonso XIII, including the dictatorship of
Primo de Rivera.

first half of the 20th century in
Spain.

Explains the causes which led to the

proclamation of the Second Republic.
Identifies the causes and consequences of
the Civil War.
the second half of the 20th century in
Spain in chronological order.
33
KEY
COMPETEN
CES
CUL, LTL
PAGE
S
CUL, LIN
104
105,
109
114
115,
118
CUL, LTL
102
104
CUL
106
107
CUL
118
CUL
118
CUL
119
120
120
121
CUL, LTL
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
second half of the 20th century

in Spain.
Explains how changed during the time of

Franco.
Explains the difference between
dictatorship and democracy.
Identifies, respects and values the
Constitution of 1978 as the basis for
Spanish democracy.
Timelines.
Create a timeline.
Cultural heritage.
Value the importance of our

cultural heritage and
understand the importance of
preserving it.
Personal skills.
Develop social skills:

responsibility, effort and
concentration while studying.
Identifies some of the main decisions,

events and changes of the period of
transition.
Creates a timeline in order to organise
events from a particular period in
Values the importance of our cultural
heritage, understands the importance of
preserving it and how it contributes to our
knowledge of the past.
Identifies the most important cultural and
artistic movements of recent Spanish
history and names some of the most
important artworks.
Shows autonomy in the planning and
carrying out of actions and tasks and takes
the initiative in decision making.
34
KEY
COMPETEN
CES
CUL, LIN
PAGE
S
CUL, LIN
CUL, SOC
120
121
121
CUL, SOC
121
CUL, LTL,
MST
122
CUL, SOC
123
CUL
123
LTL, AUT
122
124
120
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
and sources.

phenomena.
graphic formats.

materials.

way.

strong work ethic:
responsibility and

while studying.

writing.
condition.

conclusions.
Use Information and




SOC, AUT
35
KEY
PAGE
COMPETEN S
CES
DIG, LTL, LIN 115,
122
124
AUT, LTL,
DIG
112
125
SOC
122
AUT, LTL
112
125
114
115,
124
122
123
LTL
DIG, LIN
122
UNIT SUMMARY
In this unit, students will cover the period known as the
Contemporary Age, from Isabel II to the return of democracy
in Spain after Francos death.
They will learn about the loss of Spains colonies during this
time and look in more detail at the cases of Mexico and the
Philippines. They will investigate the instability during the
reign of King Amadeo and how it was followed by the shortlived First Republic. They will learn about the Restoration and
successful rule of Alfonso XII before his early death.
There may be students in the class who come from former

colonies of Spain or whose families do. They should be
made to feel comfortable about exchanging ideas. All
students will learn something of their shared history and how
important it is to be tolerant of people from other countries.
Students will study the reign of Alfonso XIII and the

dictatorship of Primo de Rivera, and how the alter lead to the
forced abdication of Alfonso. They will
learn how the Constitution of 1931 established the Second
Republic.
Students will learn what distinguishes good rulership from

bad, and the importance of democracy and freedom in Spain.
They will gain an understanding of how Spain was in their
grandparents time.
They will work individually and collaboratively, and also
prepare material which tests the knowledge of others. They
will take on the role of patient teacher in helping their
partner get the right answers.
They will learn about the collapse of the Republic, the Civil
War and life under Francos dictatorship. Then they will see
how Juan Carlos brought Spain back to democracy. Finally,
they will look at the work of some important Spanish literary
writers and artists.
Fragile world
Students will learn how politics and history influences art
through the writings of Benito Prez Galds and Po Baroja,
and the paintings of Dal and Picasso.
36
UNIT 9 Spain today

CONTENT
EVALUATION CRITERIA
The Constitution.
Explain the importance of the

Constitution for the Spanish
state as well as the rights and
obligations of citizens today.
The State.
An infographic.
Timelines.
LEARNING STANDARDS
Identifies, respects and values the

democratic principles drawn up in the
Spanish
Constitution and explains the importance
of the Constitution has for the running of
the
Spanish state.
Identifies and understands the rights and
obligations of Spanish citizens.
Identify the principal institutions Identifies the principal institutions of the
of the Spanish state today.
Spanish state and describes their functions
and how they are organised.
Identifies and understands the division of
powers of the Spanish state.
Identifies the three main powers and
relates them to the institutions that wield
them.
Understand how to prepare and Understands how to prepare and draw an
draw an infographic.
infographic in order to present information
clearly.
Create a timeline.
37
KEY
PAGE
COMPETEN S
CES
SOC,CUL,LIN 130
131
SOC
131
CUL
132
133
CUL
132
133
132
133
CUL
LTL,AUT
134
CUL,LTL,MST 122
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Cultural heritage.
Value the importance of our

cultural heritage and
understand the importance of
preserving it.
Values the importance of our cultural

heritage, understands the importance of
preserving it and how it contributes to our
knowledge of the past.
Identifies the most important cultural and
artistic movements of recent Spanish
history and names some of the most
important artworks.
writing.
condition.
and sources.

phenomena.
graphic formats.

materials.

way.

strong work ethic:
responsibility and

while studying.
38
KEY
COMPETEN
CES
CUL,SOC
PAGE
S
CUL
123
123
DIG, LTL, LIN 115,

122
124
AUT, LTL,
DIG
112
125
SOC
122
AUT, LTL
112
125
114
115,
124
LTL
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS

conclusions.
Use Information and




SOC, AUT
39
KEY
COMPETEN
CES
DIG, LIN
PAGE
S
122
123
122
UNIT SUMMARY
Students will learn about the political organisation of Spain.
Students will work individually and in pairs and groups. They

will learn the value of democracy and freedom of speech as
they voice their own opinions about politics. They will need to
be tolerant of the opinions of others and to disagree
respectfully.
They will review important dates in recent Spanish history

from 1936 onwards. They will then look at the Constitution
and the system of constitutional monarchy in more detail.
They will compare another constitutional monarchy, the UK,
with the Republic of France and its semi-presidential system.
They will deepen their understanding of the freedoms and

responsibilities of living in modern-day Spain. They will
understand their role in elections and why voting is
important.
Students will learn about some of the rights and

responsibilities set out in the Constitution of 1978.
In particular, they will focus on the right to vote and how
elections are organised in Spain.
Fragile world
Students will think about the problems faced by both the
young and the old in todays society and ways in which these
problems might affect them and their family. Through this
they will develop empathy towards others.
They will look at the three powers as defined by the

Constitution and learn about the organisation of each with
particular focus on Congress, the Senate, the ministries and
the Supreme and Constitutional courts. They will investigate
one of these institutions and present their findings as an
infographic.
40
TERM 3 Teamwork
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Timelines.
Create a timeline.
and sources.

phenomena.
graphic formats.

materials.

way.

strong work ethic:
responsibility and

while studying.

writing.
condition.
41
KEY
COMPETEN
CES
CUL, LTL,
MST
PAGE
S
138
139
DIG, LTL, LIN 138

139
AUT, LTL,
DIG
138
139
SOC
138
139
AUT, LTL
138
139
138
139
LTL
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS

conclusions.
Use Information and




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.
Plans the tasks in group, coordinates
teams, makes decisions and takes on
responsibilities.
42
KEY
COMPETEN
CES
DIG, LIN
PAGE
S
SOC, AUT
138
139
AUT, SOC
138
139
SOC, AUT
138
139
138
139
138
139
SOC
SOC
AUT, SOC
138
139
138
139
43

Programacion Social Science 6

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Programacion Social Science 6

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Teaching programme ByME Social Science 6

Area: Social Science (English)

Stage: Primary Education

Teaching programme ByME Social Science 6

UNIT 1 Planet Earth

The Solar System.

Describe the principal characteristics

Describes the principal characteristics

The layers of the Earth.

Identify the names and

Teaching programme ByME Social Science 6

Visualising the Earth.

Understand the concepts of latitude

Understands the concepts of latitude

Understand the influence human

Understands actions that would help to

Use of different text types

Obtain, analyse and adapt the

Correct usage of work

Use the materials in a suitable way.

Analyses information related to the

Human intervention in the

Strategies for developing a

Looks for, selects and organises specific DIG, LTL, LIN 9,

Teaching programme ByME Social Science 6

Develop a capacity for hard work

Applies appropriate study techniques.

Makes use of Information and

Develops a cooperative and adaptive

Teaching programme ByME Social Science 6

be able to identify each stage of the water cycle and give a

VALUES AND ATTITUDES

They will be asked to investigate facts about different aspects

Students will gain appreciation of the water cycle and bodies

Towards the end of the unit they will concentrate on the

Teaching programme ByME Social Science 6

encouraged to think deeply about the human impact on our

Teaching programme ByME Social Science 6

UNIT 2 Geography of Spain

The organisation of Spain.

Describe the territorial

The physical geography of

Describes the territorial organisation of

Teaching programme ByME Social Science 6

Obtain specific and relevant

Correct usage of work

Use the materials in a suitable

Strategies for developing a

Develop a capacity for hard

Looks for, selects and organises specific

Use of Information and

Use Information and

Makes use of Information and

Develop attitudes conducive to

Develops a cooperative and adaptive

Teaching programme ByME Social Science 6

VALUES AND ATTITUDES

Students will work both individually and collaboratively. They

They will study the government of Spain as a whole and as

They will practise using a map and will memorise information

Students will learn the important rivers and mountains of

Finally, students will devise a quiz to revise and test their

Teaching programme ByME Social Science 6

UNIT 3 Geography of Europe