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ByME Social Science 2

Syllabus Social Science

Primary stage: Year 2

COMUNIDAD DE MADRID

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Syllabus ByME Social Science 2 CAM

INDEX 1 Page1. Introduction 32. Methodology 53. Contribution to the development of key competences 74. General Objectives of the stage 85. Course contents and Learning outcomes 96. Values and Attitudes 127. Mixed-ability activities 148. Fostering reading 159. Language Structures 1610. Cooperative Learning 2411. Project Based Learning 3112. Assessment Rubrics 4213. Assessment in our Educational Project 4514. Assessment of the Teaching-Learning process 4715. Specific methodology in ByME Social Science 2 CAM 6016. Materials of ByME Social Science 2 CAM 7017. Measures for pupils with special needs 7118. Use of information and communication technology 7319. Teaching and organisational resources 7720. Supplementary activities 7821. Didactic Units

1 Delete non-applicable items.2


1. INTRODUCTION

ByME Social Science was developed according to the guidelines stated in the following documents:

Decreto 89/2014, de 24 de julio, por el que se establece para la Comunidad de Madrid el Currículo de la Educación Primaria

The General Principles of this stage, are the following:

The aim of the Primary Education is to help students learn the principles of oral expression and comprehension, reading, writing, calculation, the acquisition of basic notions of culture, and the habit of coexistence as well as the study and work habits, the artistic sense, creativity and affectivity, in order to ensure an integral formation that contributes to the full development of the students' personality, and to prepare them effectively for Compulsory Secondary Education.

The educational action in this stage will try to integrate the different learning experiences of the students and it will also be adapted to the students' different working paces.

Primary Education is divided into six academic years, which will ordinarily be taught between six and twelve years old, and it is organized in areas, which will have a holistic and integrative approach.

According to the LOMCE, the curriculum is integrated by the objectives of each educational stage; the competences, or skills needed to activate and put into practise the relevant contents of the stage in an integrated way, so as to achieve the realisation of the activities and the effective resolution of complex problems; the contents, or a set of knowledge, abilities, skills, and attitudes which contribute to the achievement of the objectives for each educational stage and the acquisition of the relevant competences; the teaching methodology, ranging from the description of the teaching practices to the organisation of teacher's work; measurable learning outcomes; and the evaluation criteria to assess the level of acquisition of the competences and the achievement of the objectives of each educational stage.

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a) Curriculum: regulation of the elements determining the teaching and learning process for each educational stage.b) Objectives: references to the achievements that the student must attain at the end of the educational process, as a result of the teaching and learning experiences intentionally planned for this purpose.c) Competences: abilities to apply the relevant contents of each educational stage in an integrated way, in order to achieve the correct realisation of the activities and the effective resolution of complex problems. d) Contents: set of knowledge, abilities, skills, and attitudes which contribute to the achievement of the objectives for each educational stage and the acquisition of the relevant competences. The contents are organised into subjects, which are classified into areas, fields and modules, depending on the educational stage, or the programmes students take part in.e) Measurable Learning outcomes: specifications of the evaluation criteria which allow to define the learning results, and specify what the student must know, understand and know how to do, in each area; these standards must be observable, measurable, and assessable and must allow the graduation of the students' achievements. The standards must be designed in order to contribute and facilitate the use of standardized and comparable tests.f) Evaluation criteria: specific references used to assess the students' learning process. They describe whatever it is that must be valued and that students must achieve, both in terms of knowledge and in competences; they respond to what is aimed to achieve in each area.g) Teaching methodology: set of strategies, procedures and actions planned and organized by the teachers, consciously and reflexively, in order to promote the students' learning process and their achievements.

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2. METHODOLOGY

Social Science includes different disciplines which cover diverse aspects of human behaviour in relation to society. Among these, Geography and History occupy a privileged place on the curriculum of Primary Education.

The area of Social Science belongs to the block of core subjects, therefore the contents, evaluation criteria and evaluable learning standards for the whole stage have been proposed by the Ministry of Education, Culture and Sport in the Royal Decree 126/2014 of 28 February, by which is established the basic curriculum for Primary Education. The Community of Madrid has complemented and given further definition to the contents, distributing them, together with their corresponding standards of evaluable learning, on a course-by-course basis.

The contents are distributed in a common block which deals with strategies for work and study which apply to all the courses in the cycle, and in three other blocks, which are repeated in each one of the courses.

In two of these blocks, “Geography. The world in which we live” and “History. The track of time”, the contents of Geography and of History which the students must study in each course of the cycle are collected together. These contents refer, principally, to the Geography and History of Spain.

In Primary Education the objective is not that the students should be capable of analyzing and assessing historic events or human behaviours. The objective is fundamentally that, through the knowledge of the most relevant events in the History of Spain, the students should be capable of acquiring a spatial and temporal reference system in which to situate what they are to learn in future studies.

In order to introduce the Primary students to the study of History it is essential to have some basic and general knowledge of Geography. Thus, the contents of this discipline are included in the first years and only from the third year onward are the references to the study of history introduced.

The contents related to History must allow the students to identify and characterize the great historic periods. Within these, the most relevant events are established and ordered in chronological sequence. The objective is not to lay out the themes in an exhaustive manner, but rather to ensure that the students know the most representative characters and events in each of the periods. The events the dates of which are indicated, constitute indispensable references which the teacher may fill out in accordance with his/her pedagogical criteria.

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The reading of stories, biographies or accounts of characters and historic events as well as the learning of some ballads, may prove useful for the enrichment of the subject.

The block named “Living in society” focuses on bringing the student close to the study of social organizations, the economic life of citizens, the distribution of the population, the forms of working and other questions related with the political, social and territorial organization of Spain. Through the family and school the child is introduced into society. Hence the relations of the child with the family and educational environment are the starting point for the initiation of the student in the study of the contents of this block. With regard to the rest of the contents they are left, in their majority, for the final two years.

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3. CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES

«In line with recommendation 2006/962/EC, of the European Parliament and the Council, 18th December 2006, about Key competences for permanent learning, this royal decree is based in the strengthening of learning by competences, integrated in curricular elements to provide a renovation in teaching practice and teaching and learning process. New focuses are suggested in learning and evaluating, which will suppose an important change in tasks that pupils have to solve and innovative methodological approach. The competence supposes a combination of practical skills, knowledge, motivation, ethical values, attitudes, feelings, and other social and behaviour components that mobilise together to reach an effective action.»

«The competences, therefore, conceptualize as a «know how to act» applied to a diversity of academic, social and professional contexts. To make possible the transference to different contexts, understanding of given knowledge in competences is essential, and its connection with practical skills that integrate them.»

«Denomination of key competences defined by the European Union is taken. It is considered that «key competences are those necessary to fulfil persons, for an active citizenship, social inclusion and employment». The teacher’s role is fundamental, being able to design learning tasks or situations to enable the resolution of problems, the application of learned knowledge and the promotion of students’ activities».

The Key Competences of the curriculum are as follows:

1. Competence in linguistic communication. (CLC)2. Competence in mathematics, science and technology. (CMST)3. Digital competence. (DC)4. Learning to learn. (L2L)5. Social and civic competences. (SCC)6. Sense of initiative and entrepreneurship. (SIE)7. Cultural awareness and expression. (CAE)

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4. GENERAL OBJETIVES OF THE STAGE

Primary education will contribute to the children’s development of the skills that will enable them to:

a) Understand and appreciate the values and standards of living, learn to act in accordance with them, prepare for active citizenship and respect for human rights and pluralism inherent in a democratic society.

b) Develop individual and team work, effort and responsibility in the study as well as attitudes of self-confidence, critical sense, personal initiative, curiosity, creativity and interest in learning, and entrepreneurship.

c) Acquire skills for the prevention and peaceful resolution of conflict, enabling them to function independently in the family and household, as well as in social groups with which they are associated.

d) Know, understand and respect different cultures and differences between people, equal rights and opportunities for men and women and non-discrimination of people with disabilities.

e) Know and use appropriately the Spanish language and develop reading habits.f) Acquire, in at least one foreign language, skills to enable them to express and understand simple messages and function in

everyday situations.g) Develop basic Maths skills and initiative in solving problems that require elementary operations of calculation, geometry and

estimates, as well as being able to apply to situations in everyday life.h) Know the main features of Natural Science, Social Science, Geography, History and Culture.i) Start using, for learning, the information technology and communication to develop a critical mind to the messages they

receive and produce.j) Use representation and artistic expression and start to build visual and audio-visual proposals.k) Rate hygiene and health, accept their own body and that of others, respecting differences and using physical education and

sport to encourage both personal and social development.l) Know and appreciate those animals closest to us and adopt forms of behaviour that contribute to their preservation and care.m) Develop emotional skills in all areas of personality and in their relationships with others and an attitude opposed to violence,

prejudice of any kind and sexist stereotypes.n) Promote road safety education and respectful attitudes that affect the prevention of accidents.

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5. COURSE CONTENTS AND LEARNING OUTCOMES

SECOND YEAR

Geography. The world in which we live

The solar system. The Earth. Representation of the Earth. Planisphere, maps and charts.1. Is familiar with the names of the planets and their situation with respect to the Sun.2. Describes the movements of the planets of the Solar System, especially of the Earth and its satellite, the Moon.3. Identifies the different phases of the Moon.4. Locates different countries, among the most important, on the planisphere.5. Identifies maps of different countries in different scales.

The atmosphere. Meteorological weather.6. Identifies the causes of some atmospheric phenomena.7. Is familiar with the use of different measuring instruments which are used to collect atmospheric data.8. Interprets simple weather maps distinguishing their principal elements.

The terrestrial surface. The human intervention in the natural environment.9. Identifies the principal relief units using as an example the Iberian Peninsula: island, archipelago, peninsula, mountain, mountain range, plain, valley, river, lake, coast, beach, golf, cape and port.10. Understands the necessity of having a responsible attitude in the use of water, care for the environment and the use of the natural resources, proposing measures and behaviours which lead to the improvement of environmental conditions in our planet.

Geography of Spain.11. Locates and identifies Spain in the Iberian Peninsula and in Europe.12. Knows and locates the seas and oceans which surround the Iberian Peninsula.13. Knows and locates the Spanish islands and archipelagos.14. Identifies the limits of Spanish territory.

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Living in Society

Territorial organization of Spain. The population of Spain. Migratory movements.15. Locates, on a map of Spain, the different autonomous communities and cities, as well as their provinces and important cities.16. Describes the principal characteristics of the Spanish population.

Traffic education.17. Explains the basic rules of traffic and the consequences derived from the non-compliance or ignorance of these.18. Knows the meaning of some traffic signals. Recognizes the importance of respecting them whether as a pedestrian or as a means of transport.

Common content for the whole stage.

Initiation to scientific knowledge and its application in Social science. Searching for and selecting information.1. Obtains concrete and relevant information on events or phenomena which have been previously delimited, using different sources.2. Analyzes the information obtained to select that which is most relevant.3. Develops strategies to organize, memorize and recuperate information obtained through different methods and sources.4. Manages images, tables, graphs, diagrams and synopses in order to summarize the information obtained.

Presentation of the work carried out.5. Does work and presentations using different media.6. Presents orally, in a clear and ordered way, contents related with the area of study.7. Utilizes the appropriate vocabulary with precision and rigour.8. Is capable of summarizing, orally or in written format, the information obtained and the work performed.

Development of personal abilities. Responsibility, capacity for effort and constancy in study. Entrepreneurial initiative. 9. Shows autonomy in the planning and execution of actions and tasks and has initiative in the taking of decisions.10. Demonstrates attitudes of self-confidence, critical thinking, personal initiative, curiosity, interest, creativity and enterprising spirit in the face of the circumstances which surround him/her.11. Assumes responsibilities for what is done, said or the decisions which are made.

Development of social abilities.12. Participates in group activities and in social life adopting responsible, constructive, collaborative and respectful behaviour with the ideas and opinions of others.

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13. Values the importance of a peaceful and tolerant coexistence between the different human groups on the basis of universally shared democratic values and human rights.14. Uses cooperation and dialogue as a way to avoid and resolve conflicts.

Emergencies. Risk prevention, self-protection and civil protection.15. Identifies situations of risk for the life or safety of people.16. Knows how to act after an accident and in different emergency situations.17. Applies techniques of assistance, performing first aid and knows when, under no circumstances, he/she must act.18. Knows how to alert the rescue services. Knows the emergency telephone number.19. Knows the contents and usage of a first aid kit.20. Knows the measures for prevention and self-protection in case of emergencies and catastrophes.21. Develops the abilities which enable communication with the emergency telephone.22. Knows the public system of civil protection.

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6. VALUES AND ATTITUDES

The education in values is an answer to the society in which we live. Therefore, it is not considered one more area to work with, but as a core idea going over all curricular areas being present in the whole educational process.

In this stage, the school education has as an objective to develop in pupils the abilities considered necessary to manage as citizens within full rights and duties in the society where they live. This aim does not finish in intellectual knowledge integrated in diverse fields, but pretends comprehensive development of the person, that is, tries to deal with their affective, motor, interpersonal, insertion and social action capacities.

This cross cutting brings pupils closer to values that today worry the world inviting to get in touch with them, becoming sensitive making them part of matters as important as the defence of nature, world peace, equal opportunities without discrimination because of sex, or race causes, etc.

The inclusion of work in values in different units of the syllabus responds to that intention. Its treatment requires, depending on the unit, a special focus, if we consider types of contents and activities suggested. On the other hand, in all areas we work through different elements.

The final objective of working in values in school curriculum, and, therefore, in our syllabus, is to form pupils in an integral way, that includes from their cognitive development to their integration in the moving culture of society, going through their training in solidarity, cooperation and participation values. Keeping this in mind, the methodology for learning these matters cannot leave from something external from pupils, but will be based in:

Previous knowledge and experience. Relationship with their equals. Cooperation and participation in class and their close environment. Questions between matters and contents. The active working methods provide, on one hand, a direct contact with the environment, and, on other, the proposal and

resolution of problems as a procedure of working.

Also, in the area of Social Sciences, we have dedicated a specific space for the work in values:

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In ByME Social Science 2 there is a strong focus on ethics and values, encouraging children to engage with the world around them, appreciate its complexities and problems, and develop social responsibility.

Our Choices: Pupils are introduced to values and ethics in relation to the scientific project. They are presented with situations designed to encourage reasoning and an engagement with their immediate surroundings, in order for them to internalise feelings of social responsibility. This way scientific knowledge is contextualised and made meaningful for young learners.

7. MIXED-ABILITY ACTIVITIES

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1. The educational intervention at this stage must facilitate learning in pupils requiring a different educative attention odd to the ordinary because of special needs for disability, because of specific difficulties in learning (among them the dyslexia), if presenting Attention deficit hyperactivity disorder (ADHD), because of high intellectual abilities, late inclusion in the educational system, or personal conditions and school history. The regional government ministry is responsible of educational competences and to adopt the necessary measures to identify pupils with specific learning difficulties and to evaluate in an early way their needs.2. The regional government office with competences in educational matters will regulate the aspects named in section 1 of this article y and will establish the opportune measures for all pupils to reach an adequate level in the curricular competences, as in the established objectives with general role for Primary Education.Specific activities of reinforcement and extension in ByME Social Science 2 syllabus (CAM).

Extra ideas: for those pupils who finish earlier. Helpful tips section with advice to diversify the Teacher's Book activities. Suggestions for the teacher in the Targeted Questions section of the Teacher’s Book. Activity Book activities. Digital Resources activities.

8. FOSTERING READING

ByME Social Science 2 (CAM) syllabus suggests different ways of encouraging reading habits and to develop the understanding in reading, by texts and reading activities from Pupils Book, as with the help of support material.

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Reading is a complex cognitive linguistic process that not only involves the skill of decoding phonemes-spellings, but also the abilities for understanding the text and to interpret from the reader. In addition, to this we must add a great number of communicative contexts and the intentions of the texts.

In Primary, reading is a fundamental pillar from where all learning raise. Its optimal acquisition contributes pupils development with success in school and daily range and in its personality develop.

At the beginning of the stage, students are in their full reading skills progress. The management and control of these reading skills so divers by the pupil Hill take to the ultimate objective of teaching reading: to read in an efficient way.

More than teaching the functional use of reading in early ages (to teach the ability of decoding and other understanding strategies) and to increase the skills over Primary Stage, it is fundamental to awake pupils interest in reading and to encourage habit and pleasure of reading.

Regarding to the Resources, next we detail the suggestions of the syllabus to work reading and comprehension in Social Sciences area:

Pupil's Book and Activity Book: Reading text throughout all the unit Introduction to the use of the school library

9. LANGUAGE STRUCTURES IN BYME SOCIAL SCIENCE 2 (CAM)

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UNIT/ PROJEC

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STRUCTURES VOCABULARY

0 I’m (...), I’m (...) years old. What’s your name? Point to, Can you see? What is he / she

doing? My favourite school subject is …

Books, glue, road sign, scissors, bed, coloured pencils

1 Mercury is the closest planet to the Sun, Neptune is the planet which is the furthest from the Sun

The Earth takes one year to complete one revolution around the Sun. How long does it take Neptune to revolve around the Sun?

How long does the Earth take to rotate once? When it’s hot, when it’s cold Good for the environment, bad for the

environment

Sun, Moon, stars, planet, Earth (Mercury, Venus, Mars, Jupiter, Saturn, Uranus, Neptune)

Telescope, rocket, satellite, astronaut Rings, rocks, ice, Martians, water, air, life The Red Planet, the Blue Planet Star, Solar System, planet Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus,

Neptune Revolution Ordinal numbers: first, second, third, fourth, etc Moon, satellite, planet, Earth, Sun Phases, new moon, first quarter, full moon, third

quarter Axis, rotation Day, night, light, dark Months, seasons, autumn, spring, winter, summer Colour, cut out, assemble, see Graffiti, illegal, plant trees, reusable shopping bag,

make a mess, public areas, public transport, pollution, drop litter, dry clothes outside, energy, damage public property, dangerous

Phases, new moon, first quarter, full moon, third quarter

2 What’s the weather like today? It’s raining It’s 10 degrees Celsius, it’s coming from the

north, seven centimetres It is hot and sunny in summer Wind is moving air A gentle / strong / very strong wind is called a

…

Rainy, sunny, windy, snowy, foggy, stormy Weather instrument, thermometer, rain gauge,

weather vane Thermometer, weather vane, rain gauge Warm, cold, windy, rainy, sunny, cloudy Spring, summer, autumn, winter January, February, March, April, May, June, July,

August, September, October, November, December16


UNIT/ PROJEC

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Water is for (drinking, washing, etc.) There’s water in (a lake, the sea, etc.) What is the weather like? Be prepared I wear a (scarf) when it is (cold) Walk, ride a bicycle, put the air-conditioning /

heating on, open / shut a window, have a bath / shower, buy local products, install solar panels

We can save energy, we waste energy, protect the planet

North, east, south, west Wind, breeze, gale, hurricane Clouds, droplets Lake, sea, river, cloud, waterfall, snow, ice, rain,

sleet, hail Cloudy, rainy, gale, sleet, hail, breeze Hat, swimsuit, flip flops, scarf, gloves, swimming

shorts Decorate, colour, cut out, tape, attach Compass Thermometer, snow, wind, hail, hurricane, rain, sleet

3 Spain is in Europe Spain is a country in the south of Europe

Desert, river, coral reef, penguin, panda, museum Shop, map, globe, atlas, tour guide (book), compass,

poster, flag, GPS (Global Positioning System) World map, globe Flat, a sphere Continent, Europe, Asia, North America East, west Map, globe Title, symbol, key, scale Land, water Continents, oceans, seas South America, Australasia, Europe, Africa, Asia,

Antarctica Street map, country map, world map Scale Country, capital city, flag A peninsula, an island Border Portugal, France, Andorra, Morocco, Islas Baleares, Islas Canarias The Mediterranean Sea, the Atlantic Ocean Paper plate, paint (material), brush Paint, colour, cut-out, stick The biggest / smallest / coldest continent

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UNIT/ PROJEC

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Japan, Italy, the USA, Morocco, Mexico, France Sushi, pizza, pancakes, couscous, tacos, croissants Country, continent Brazil, Canada, Italy, Morocco, Australia, India, the

USA, Spain, Portugal, France The Atlantic Ocean, the Pacific Ocean, the Indian

Ocean, the Mediterranean Sea North, east, south, west, centre

4 Do you want to … ? How about …? Do you feel like…?

Go for a swim, explore the rocks, buy an ice cream

A mountain is natural. A bridge is man-made All living things need water Use water, save water, waste water, look

after water You can visit / see / ski / climb …

Cliff, lighthouse, beach, wind farm, island, sea Hill, forest, river, sea Village, windmill, road, beach bar Beach, headland, islands, sea, cliffs, rock pools Boat, sails Road, town, bridge, railway track Lake, mountain, forest Natural, man-made House, bridge, boat, windmill Valley, plain, plateau Coastal landscape, natural feature Archipelago, bay, beach, cliff, headland, island Inland landscape, natural feature Mountain, mountain range, valley, plain, plateau,

river, lake Salt water, fresh water, drinking water Rivers, lakes, ice caps, underground Solid, liquid, gas Cut, fold, tape, cut out, stick, write Island, water, archipelago, mountain, valley, lake National parks, protected areas, outdoor activities The Picos de Europa / Doñana / Sierra Nevada

National Park Wild animals, brown bears, wolves, eagles, lynxes River, plateau, valley, mountain, forest, plain, lake,

mountain range Beach, archipelago, headland, cliff, island Bridge, picnic table, lighthouse, village, campsite

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UNIT/ PROJEC

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Natural / man-made features, inland / coastal features

5 It’s my job to … They help everyone in the town, they look

after the neighbourhoods Local election, vote, count the votes, the

majority of the votes Each province has a capital city Each autonomous community has a capital

city / its own government People come to live in Spain, people move to

other countries What country are you from?

Park, fire station, town hall, supermarket, bus stop, post box, bank, school

Firefighter, rubbish collector, police officer, bus driver, postal worker, mayor

Postman, firefighter, rubbish collector, mayor, nurse, librarian

Post office, fire station, street, town hall Town, neighbourhood, public services Bus driver, postal worker, firefighter, teacher,

rubbish collector, police officer, doctor, mayor Public services, public buildings Postal worker, librarian, mayor, police officer, doctor,

firefighter Post office, library, town hall, police station, hospital,

fire station Town, province Local government, mayor, local politicians, town hall Province, capital city Tradition, festival, language, dialect Province, region, autonomous community,

autonomous city Capital city, government Fold, cut out, stick, write, find out, investigate, draw Town, province, autonomous community, country,

local dance Multi-cultural, nationality, flag Bank, bus stop, hospital, cinema, library, park,

school, supermarket Teacher, firefighter, doctor, stethoscope, books,

hose Mayor, neighbourhood, city, language, public

services

6 50 kilometres per hour Car, bus, bicycle, tram, motorbike19


UNIT/ PROJEC

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You must …, You cannot …, Look out for … Road signs control traffic Be careful, walk on the pavement, hold hands

with an adult, cross the road Maximum speed, petrol station, children

crossing, traffic lights, no entry, parking

Bench, road sign, bin, cycle lane, street light, pavement

Road sign, (maximum) speed limit, a taxi rank, a roundabout

Distract Speed limit, motorway, slippery road, parking, no

entry Warning, information, order. Triangular /

rectangular / square / circular road signs Pedestrian, road, pavement Stop, look, listen, think Safe / dangerous / crowded place Dangerous behaviour Car, back seat, seatbelt, booster seat Passenger, travel, distract, driver Helmet, comfortable clothes / shoes Pavement, cycle lane / path, road signs Be careful, accident Always, never Public transport, bus, metro, train, tram Travel, offer, get off / on, distract Passenger, seat, rubbish, driver Cut out, stick, draw, display Circular / rectangular / triangular road signs Warnings, information, orders Pedestrian, pollution, seatbelt, accident, stop, driver,

passenger, pavement Road sign, information, orders, road, traffic jam

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10. COOPERATIVE LEARNING

Basic principles of Cooperative learning (Johnson, Johnson & Holubec, 2008)

1. Positive interdependencePupils perceive that they need each other in order to complete the group’s task. Every pupil in a small group must contribute to the learning of the group, and each member needs the others to complete the task. We can enhance positive interdependence by establishing mutual goals which “will help each student to learn and make sure all other team members learn”.

2. Individual accountability“Each student’s performance is assessed and the results are given to that student and the rest of the members of the group”. Therefore each member of the group is responsible for completing their part of the work and must develop a sense of personal responsibility towards him or herself and the rest of the group, because individual performance will affect not only one’s own result, but also the rest of the members’ results.

3. Promotive interaction“Pupils promote each other’s learning by helping, sharing, and encouraging efforts to learn”. CL implies face-to-face interaction. Pupils need not only to discuss and agree but also to produce a piece of work through combined effort, because Cooperative Learning is not about working individually and make a ‘cut-and-paste’ final product.

4. Social abilitiesPupils need interpersonal skills in order to be successful. Some of them are:

⧫ Effective leadership ⧫ Decision-making ⧫ Communication ⧫ Conflict resolution ⧫ Helping and asking for help ⧫Organisation ⧫ Self-esteem ⧫ Self-confidence

Our pupils aren’t born knowing how to behave in a group. We have to teach them, giving them models, and opportunities to practise these skills.

5. Group processingDeveloping CL methodology is not easy at first, nor are the effects immediate. Difficulties within the groups, resources and management may arise. That is why formative assessment is needed. This assessment involves both teachers and pupils.One way of structuring group assessment is by:

- Listing at least three member actions that helped the group be successful (pupils).- Listing at least one action that could make the group even more successful (pupils).- Monitoring the groups and giving feedback on how well the groups are working together and the class as a whole (teacher)

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We need to know the strong and weak points in order to make the right decisions and develop the methodology in the right direction.

The benefits of using CL are supported by theory and are well-established by classroom research.There are several reasons why CL works as well as it does:

- Pupils learn more by doing something active than by simply watching and listening, and CL is by nature an active method.- Cooperation enhances learning. Less confident pupils working individually tend to give up when they get stuck, but when

working as a part of a team they keep going.- When strong pupils help and work together with less confident pupils, they often find gaps in their own understanding and

fill them in.- Pupils working alone may tend to delay or skip their assignments, but when they work as a part of a team and realise that

others are counting on them, they will often feel more motivated and do the work in a timely manner.

Nevertheless, we should never forget that the benefits of CL are not automatic, and it takes time to work in a cooperative way.

Cooperative Learning structures in Social Science 2 Learn Together

The Work together section of the ByME Social Science 2 Learn Together is designed to develop pupils’ cooperative learning skills through the use of two different types of techniques, Think-Pair-Share and Cooperative investigation. These techniques are presented to the pupils at the beginning of the book with a brief explanation. Here’s all you need to know about them!

Think-Pair-SharePupils are presented with a problem.- First they work on their own and reflect on the problem that has been posed. Make sure that they all try to establish their own ideas on the matter.- Secondly, pupils get together with a partner and work in pairs. Pupils are required to reach agreements with their partners after discussing their opinions. - And finally, the two pairs get together and work as a group to create the final task by bringing together the conclusions and ideas or both pairs.

Cooperative investigation22


Already in groups of four, pupils are presented with a problem or question before carrying out an experiment. - First the group needs to think about the problem or question and create a hypothesis before carrying out the experiment. - Secondly, all the members of the group plan how they are are going to carry out the experiment. - Next they proceed with the experiment following all the required steps and develop conclusions.And finally, the group compares the original hypothesis with the conclusions developed after the experiment.

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11. PROJECT BASED LEARNING

The Buck Institute for Education (BIE) defines Project Based Learning as “an extended process of enquiry” where “students work on a project over an extended period of time that engages them in solving a real-world problem or answering a complex question. As a result, students develop deep content knowledge as well as critical thinking, creativity and communication skills in the context of doing an authentic, meaningful project.”ByME Social Science projects are clearly organised to help pupils make a successful start in Project Based Learning. Each project relates to what the students have learned in the preceding units and the theme running through all the projects is to make the world a better place.

ChallengeEvery project begins with a challenging problem or driving question. The problem or question sparks the students’ interest and motivates them to want to find the solution. In some cases students are asked to choose from a range of possible options to carry out the project, such as choosing a song that will be used to create a dance routine or a dish to create a healthy menu.

What do you know?These activities are meant to revise and activate the contents pupils have studied in the preceding units and that are related to the project. It is therefore a first chance to begin the enquiry process that will lead them to a satisfactory solution of the problem.

Team organisationCooperative work and each participant’s role are key to their achieving the project. Before proceeding with the rest of the enquiry, pupils decide how they are going to organise themselves as a team. PBL applies cooperative learning techniques, therefore the team organisation is based on roles. The proposed roles are coordinator, secretary, materials manager and spokesperson, but you may decide to introduce other roles.

Project organisationAt this stage, pupils decide the format of their project. They are given different options to choose from and some of the materials required on each format, but they are also free to decide on a different format.

ResearchOnce pupils have decided how they are going to present their project, they engage in a research process where they will need to answer to a set of questions that will help them in their research process. In doing so, they will need to use various sources such as the student book itself, the internet, books in the school library, magazines, visiting museums, or by asking the teacher or their parents.

24


CreateAt this stage the team members will create their project or product. They have all the necessary information, they’ve discussed all their findings and they’ve agreed what they want it to be like, so no time to waste!Present your projectPupils make their project public by presenting it to the rest of the classroom or even sharing it with all the school. Depending on the format they may need to explain a bit more about it, so advise them to be ready to answer questions.

Project evaluationThe pupils evaluate the development of the project, their own performance, as well as the performance of their teammates from a cooperative learning perspective.

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12. ASSESSMENT RUBRICS

Specific Contents for the Second Year of Primary

LEARNING OUTCOMES

Levels of acquisition1 Qualification (maximum 4)In the course of being

acquired (1) Acquired (2) Advanced (3) Excellent (4)1. Is familiar with the names of the planets and their situation with respect to the Sun.

Is familiar with the names of the planets and their situation with respect to the Sun, although he/she experiences many difficulties

Is familiar with the names of the planets and their situation with respect to the Sun, although he/she experiences some difficulties

Is familiar with the names of the planets and their situation with respect to the Sun, without too much difficulty

Is familiar with the names of the planets and their situation with respect to the Sun, without any difficulty

2. Describes the movements of the planets of the Solar System, especially of the Earth and its satellite, the Moon.

Describes the movements of the planets of the Solar System, especially of the Earth and its satellite, the Moon, although he/she experiences many difficulties

Describes the movements of the planets of the Solar System, especially of the Earth and its satellite, the Moon, although he/she experiences some difficulties

Describes the movements of the planets of the Solar System, especially of the Earth and its satellite, the Moon, without too much difficulty

Describes the movements of the planets of the Solar System, especially of the Earth and its satellite, the Moon, without any difficulty

3. Identifies the different phases of the Moon.

Identifies the different phases of the Moon, although he/she experiences many difficulties

Identifies the different phases of the Moon, although he/she experiences some difficulties

Identifies the different phases of the Moon, without too much difficulty

Identifies the different phases of the Moon, without any difficulty

4. Locates different countries, among the most important, on the planisphere.

Locates different countries, among the most important, on the planisphere, although he/she experiences many difficulties

Locates different countries, among the most important, on the planisphere, although he/she experiences some difficulties

Locates different countries, among the most important, on the planisphere, without too much difficulty

Locates different countries, among the most important, on the planisphere, without any difficulty

5. Identifies maps of different countries in

Identifies maps of different countries in




1 Other assessment scales: D-C-B-A; Fail, Good, Very Good, Excellent; numerical, etc.26


LEARNING OUTCOMES

Levels of acquisition Qualification (maximum 4)In the course of being

acquired (1) Acquired (2) Advanced (3) Excellent (4)different scales. different scales,

although he/she experiences many difficulties

different scales, although he/she experiences some difficulties

different scales, without too much difficulty

different scales, without any difficulty

6. Identifies the causes of some atmospheric phenomena.

Identifies the causes of some atmospheric phenomena, although he/she experiences many difficulties

Identifies the causes of some atmospheric phenomena, although he/she experiences some difficulties

Identifies the causes of some atmospheric phenomena, without too much difficulty

Identifies the causes of some atmospheric phenomena, without any difficulty

7. Is familiar with the use of different measuring instruments which are used to collect atmospheric data.

Is familiar with the use of different measuring instruments which are used to collect atmospheric data, although he/she experiences many difficulties

Is familiar with the use of different measuring instruments which are used to collect atmospheric data, although he/she experiences some difficulties

Is familiar with the use of different measuring instruments which are used to collect atmospheric data, without too much difficulty

Is familiar with the use of different measuring instruments which are used to collect atmospheric data, without any difficulty

8. Interprets simple weather maps distinguishing their principal elements.

Interprets simple weather maps distinguishing their principal elements, although he/she experiences many difficulties

Interprets simple weather maps distinguishing their principal elements, although he/she experiences some difficulties

Interprets simple weather maps distinguishing their principal elements, without too much difficulty

Interprets simple weather maps distinguishing their principal elements, without any difficulty

9. Identifies the principal relief units using as an example the Iberian Peninsula: island,

Identifies the principal relief units using as an example the Iberian Peninsula: island,




27


LEARNING OUTCOMES


acquired (1) Acquired (2) Advanced (3) Excellent (4)archipelago, peninsula, mountain, mountain range, plain, valley, river, lake, coast, beach, golf, cape and port.

archipelago, peninsula, mountain, mountain range, plain, valley, river, lake, coast, beach, golf, cape and port, although he/she experiences many difficulties

archipelago, peninsula, mountain, mountain range, plain, valley, river, lake, coast, beach, golf, cape and port, although he/she experiences some difficulties

archipelago, peninsula, mountain, mountain range, plain, valley, river, lake, coast, beach, golf, cape and port, without too much difficulty

archipelago, peninsula, mountain, mountain range, plain, valley, river, lake, coast, beach, golf, cape and port, without any difficulty

10. Understands the necessity of having a responsible attitude in the use of water, care for the environment and the use of the natural resources, proposing measures and behaviours which lead to the improvement of environmental conditions in our planet.

Understands the necessity of having a responsible attitude in the use of water, care for the environment and the use of the natural resources, proposing measures and behaviours which lead to the improvement of environmental conditions in our planet, although he/she experiences many difficulties

Understands the necessity of having a responsible attitude in the use of water, care for the environment and the use of the natural resources, proposing measures and behaviours which lead to the improvement of environmental conditions in our planet, although he/she experiences some difficulties

Understands the necessity of having a responsible attitude in the use of water, care for the environment and the use of the natural resources, proposing measures and behaviours which lead to the improvement of environmental conditions in our planet, without too much difficulty

Understands the necessity of having a responsible attitude in the use of water, care for the environment and the use of the natural resources, proposing measures and behaviours which lead to the improvement of environmental conditions in our planet, without any difficulty

11. Locates and identifies Spain in the Iberian Peninsula and in Europe.

Locates and identifies Spain in the Iberian Peninsula and in Europe, although he/she experiences many difficulties

Locates and identifies Spain in the Iberian Peninsula and in Europe, although he/she experiences some difficulties

Locates and identifies Spain in the Iberian Peninsula and in Europe, without too much difficulty

Locates and identifies Spain in the Iberian Peninsula and in Europe, without any difficulty

12. Knows and locates the seas and oceans which surround the Iberian Peninsula.

Knows and locates the seas and oceans which surround the Iberian Peninsula, although he/she experiences many difficulties

Knows and locates the seas and oceans which surround the Iberian Peninsula, although he/she experiences some difficulties

Knows and locates the seas and oceans which surround the Iberian Peninsula, without too much difficulty

Knows and locates the seas and oceans which surround the Iberian Peninsula, without any difficulty

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LEARNING OUTCOMES


acquired (1) Acquired (2) Advanced (3) Excellent (4)13. Knows and locates the Spanish islands and archipelagos.

Knows and locates the Spanish islands and archipelagos, although he/she experiences many difficulties

Knows and locates the Spanish islands and archipelagos, although he/she experiences some difficulties

Knows and locates the Spanish islands and archipelagos, without too much difficulty

Knows and locates the Spanish islands and archipelagos, without any difficulty

14. Identifies the limits of Spanish territory.

Identifies the limits of Spanish territory, although he/she experiences many difficulties

Identifies the limits of Spanish territory, although he/she experiences some difficulties

Identifies the limits of Spanish territory, without too much difficulty

Identifies the limits of Spanish territory, without any difficulty

15. Locates, on a map of Spain, the different autonomous communities and cities, as well as their provinces and important cities.

Locates, on a map of Spain, the different autonomous communities and cities, as well as their provinces and important cities, although he/she experiences many difficulties

Locates, on a map of Spain, the different autonomous communities and cities, as well as their provinces and important cities, although he/she experiences some difficulties

Locates, on a map of Spain, the different autonomous communities and cities, as well as their provinces and important cities, without too much difficulty

Locates, on a map of Spain, the different autonomous communities and cities, as well as their provinces and important cities, without any difficulty

16. Describes the principal characteristics of the Spanish population.

Describes the principal characteristics of the Spanish population, although he/she experiences many difficulties

Describes the principal characteristics of the Spanish population, although he/she experiences some difficulties

Describes the principal characteristics of the Spanish population, without too much difficulty

Describes the principal characteristics of the Spanish population, without any difficulty

17. Explains the basic rules of traffic and the consequences derived from the non-compliance or ignorance of these.

Explains the basic rules of traffic and the consequences derived from the non-compliance or ignorance of these, although he/she experiences many

Explains the basic rules of traffic and the consequences derived from the non-compliance or ignorance of these, although he/she experiences some

Explains the basic rules of traffic and the consequences derived from the non-compliance or ignorance of these, without too much difficulty

Explains the basic rules of traffic and the consequences derived from the non-compliance or ignorance of these, without any difficulty

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LEARNING OUTCOMES


acquired (1) Acquired (2) Advanced (3) Excellent (4)difficulties difficulties

18. Knows the meaning of some traffic signals. Recognizes the importance of respecting them whether as a pedestrian or as a means of transport.

Knows the meaning of some traffic signals. Recognizes the importance of respecting them whether as a pedestrian or as a means of transport, although he/she experiences many difficulties

Knows the meaning of some traffic signals. Recognizes the importance of respecting them whether as a pedestrian or as a means of transport, although he/she experiences some difficulties

Knows the meaning of some traffic signals. Recognizes the importance of respecting them whether as a pedestrian or as a means of transport, without too much difficulty

Knows the meaning of some traffic signals. Recognizes the importance of respecting them whether as a pedestrian or as a means of transport, without any difficulty

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Common contents for the whole stage

LEARNING OUTCOMES

Levels of acquisition1 Qualification (maximum 4)In the course of being

acquired (1) Acquired (2) Advanced (3) Excellent (4)1. Obtains concrete and relevant information on events or phenomena which have been previously delimited, using different sources.

Makes efforts to obtain concrete and relevant information on events or phenomena which have been previously delimited, using different sources, although he/she experiences many difficulties

Obtains concrete and relevant information on events or phenomena which have been previously delimited, using different sources, although he/she experiences some difficulties

Obtains concrete and relevant information on events or phenomena which have been previously delimited, using different sources, without too much difficulty

Obtains concrete and relevant information on events or phenomena which have been previously delimited, using different sources, without any difficulty

2. Analyzes the information obtained to select that which is most relevant.

Makes efforts to analyze the information obtained to select that which is most relevant, although he/she experiences many difficulties

Analyzes the information obtained to select that which is most relevant, although he/she experiences some difficulties

Analyzes the information obtained to select that which is most relevant, without too much difficulty

Analyzes the information obtained to select that which is most relevant, without any difficulty

3. Develops strategies to organize, memorize and recuperate information obtained through different methods and sources.

Makes efforts to develop strategies to organize, memorize and recuperate information obtained through different methods and sources, although he/she experiences many difficulties

Develops strategies to organize, memorize and recuperate information obtained through different methods and sources, although he/she experiences some difficulties

Develops strategies to organize, memorize and recuperate information obtained through different methods and sources, without too much difficulty

Develops strategies to organize, memorize and recuperate information obtained through different methods and sources, without any difficulty

4. Manages images, Makes efforts to Manages images, Manages images, Manages images,

1 Other assessment scales: D-C-B-A; Fail, Good, Very Good, Excellent; numerical, etc.31


LEARNING OUTCOMES


acquired (1) Acquired (2) Advanced (3) Excellent (4)tables, graphs, diagrams and synopses in order to summarize the information obtained.

manage images, tables, graphs, diagrams and synopses in order to summarize the information obtained, although he/she experiences many difficulties

tables, graphs, diagrams and synopses in order to summarize the information obtained, although he/she experiences some difficulties

tables, graphs, diagrams and synopses in order to summarize the information obtained, without too much difficulty

tables, graphs, diagrams and synopses in order to summarize the information obtained, without any difficulty

5. Does work and presentations using different media.

Makes efforts to do work and presentations using different media, although he/she experiences many difficulties

Does work and presentations using different media

Does work and presentations using different media, without too much difficulty

Does work and presentations using different media, without any difficulty

6. Presents orally, in a clear and ordered way, contents related with the area of study.

Makes efforts to present orally, in a clear and ordered way, contents related with the area of study, although he/she experiences many difficulties

Presents orally, in a clear and ordered way, contents related with the area of study, although he/she experiences some difficulties

Presents orally, in a clear and ordered way, contents related with the area of study, without too much difficulty

Presents orally, in a clear and ordered way, contents related with the area of study, without any difficulty

7. Utilizes the appropriate vocabulary with precision and rigour.

Makes efforts to utilize the appropriate vocabulary with precision and rigour, although he/she experiences many difficulties

Utilizes the appropriate vocabulary with some precision and rigour, although he/she experiences some difficulties

Utilizes the appropriate vocabulary with precision and rigour, without too much difficulty

Utilizes the appropriate vocabulary with precision and rigour, without any difficulty

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LEARNING OUTCOMES


acquired (1) Acquired (2) Advanced (3) Excellent (4)8. Is capable of summarizing, orally or in written format, the information obtained and the work performed.

Makes efforts to be capable of summarizing, orally or in written format, the information obtained and the work performed, although he/she experiences many difficulties

Is capable of summarizing, orally or in written format, the information obtained and the work performed, although he/she experiences some difficulties

Is capable of summarizing, orally or in written format, the information obtained and the work performed, without too much difficulty

Is capable of summarizing, orally or in written format, the information obtained and the work performed, without any difficulty

9. Shows autonomy in the planning and execution of actions and tasks and has initiative in the taking of decisions.

Makes efforts to show autonomy in the planning and execution of actions and tasks and has initiative in the taking of decisions, although he/she experiences many difficulties

Shows autonomy in the planning and execution of actions and tasks and has initiative in the taking of decisions, although he/she experiences some difficulties

Shows autonomy in the planning and execution of actions and tasks and has initiative in the taking of decisions, without too much difficulty

Shows autonomy in the planning and execution of actions and tasks and has initiative in the taking of decisions, without any difficulty

10. Demonstrates attitudes of self-confidence, critical thinking, personal initiative, curiosity, interest, creativity and enterprising spirit in the face of the circumstances which surround him/her.

Makes efforts to demonstrate attitudes of self-confidence, critical thinking, personal initiative, curiosity, interest, creativity and enterprising spirit in the face of the circumstances which surround him/her, although he/she experiences many difficulties

Demonstrates attitudes of self-confidence, critical thinking, personal initiative, curiosity, interest, creativity and enterprising spirit in the face of the circumstances which surround him/her, although he/she experiences some difficulties

Demonstrates attitudes of self-confidence, critical thinking, personal initiative, curiosity, interest, creativity and enterprising spirit in the face of the circumstances which surround him/her, without too much difficulty

Demonstrates attitudes of self-confidence, critical thinking, personal initiative, curiosity, interest, creativity and enterprising spirit in the face of the circumstances which surround him/her, without any difficulty

11. Assumes responsibilities for what

Makes efforts to assume responsibilities

Assumes responsibilities for



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LEARNING OUTCOMES


acquired (1) Acquired (2) Advanced (3) Excellent (4)is done, said or the decisions which are made.

for what is done, said or the decisions which are made, although he/she experiences many difficulties

what is done, said or the decisions which are made, although he/she experiences some difficulties

what is done, said or the decisions which are made, without too much difficulty

what is done, said or the decisions which are made, without any difficulty

12. Participates in group activities and in social life adopting responsible, constructive, collaborative and respectful behaviour with the ideas and opinions of others.

Makes efforts to participate in group activities and in social life adopting responsible, constructive, collaborative and respectful behaviour with the ideas and opinions of others, although he/she experiences many difficulties

Participates in group activities and in social life adopting responsible, constructive, collaborative and respectful behaviour with the ideas and opinions of others, although he/she experiences some difficulties

Participates in group activities and in social life adopting responsible, constructive, collaborative and respectful behaviour with the ideas and opinions of others, without too much difficulty

Participates in group activities and in social life adopting responsible, constructive, collaborative and respectful behaviour with the ideas and opinions of others, without any difficulty

13. Values the importance of a peaceful and tolerant coexistence between the different human groups on the basis of universally shared democratic values and human rights.

Makes efforts to value the importance of a peaceful and tolerant coexistence between the different human groups on the basis of universally shared democratic values and human rights, although he/she experiences many difficulties

Values the importance of a peaceful and tolerant coexistence between the different human groups on the basis of universally shared democratic values and human rights, although he/she experiences some difficulties

Values the importance of a peaceful and tolerant coexistence between the different human groups on the basis of universally shared democratic values and human rights, without too much difficulty

Values the importance of a peaceful and tolerant coexistence between the different human groups on the basis of universally shared democratic values and human rights, without any difficulty

14. Uses cooperation and dialogue as a way to avoid and resolve conflicts.

Makes efforts to use cooperation and dialogue as a way to avoid and resolve

Uses cooperation and dialogue as a way to avoid and resolve conflicts, although

Uses cooperation and dialogue as a way to avoid and resolve conflicts, without too

Uses cooperation and dialogue as a way to avoid and resolve conflicts, without any

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LEARNING OUTCOMES


acquired (1) Acquired (2) Advanced (3) Excellent (4)conflicts, although he/she experiences many difficulties

he/she experiences some difficulties

much difficulty difficulty

15. Identifies situations of risk for the life or safety of people.

Makes efforts to identify situations of risk for the life or safety of people, although he/she experiences many difficulties

Identifies situations of risk for the life or safety of people, although he/she experiences some difficulties

Identifies situations of risk for the life or safety of people, without too much difficulty

Identifies situations of risk for the life or safety of people, without any difficulty

16. Knows how to act after an accident and in different emergency situations.

Makes efforts to know how to act after an accident and in different emergency situations, although he/she experiences many difficulties

Knows how to act after an accident and in different emergency situations, although he/she experiences some difficulties

Knows how to act after an accident and in different emergency situations, without too much difficulty

Knows how to act after an accident and in different emergency situations, without any difficulty

17. Applies techniques of assistance, performing first aid and knows when, under no circumstances, he/she must act.

Makes efforts to apply techniques of assistance, performing first aid and knows when, under no circumstances, must he/she act, although he/she experiences many difficulties

Applies techniques of assistance, performing first aid and knows when, under no circumstances, must he/she act, although he/she experiences some difficulties

Applies techniques of assistance, performing first aid and knows when, under no circumstances, must he/she act, without too much difficulty

Applies techniques of assistance, performing first aid and knows when, under no circumstances, must he/she act, without any difficulty

18. Knows how to alert the rescue services. Knows the emergency telephone number.

Makes efforts to know how to alert the rescue services. Knows the emergency telephone number, although

Knows how to alert the rescue services. Knows the emergency telephone number, although he/she

Knows how to alert the rescue services. Knows the emergency telephone number, without too much

Knows how to alert the rescue services. Knows the emergency telephone number, without any difficulty

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LEARNING OUTCOMES


acquired (1) Acquired (2) Advanced (3) Excellent (4)he/she experiences many difficulties

experiences some difficulties

difficulty

19. Knows the contents and usage of a first aid kit.

Makes efforts to know the contents and usage of a first aid kit, although he/she experiences many difficulties

Knows the contents and usage of a first aid kit, although he/she experiences some difficulties

Knows the contents and usage of a first aid kit, without too much difficulty

Knows the contents and usage of a first aid kit, without any difficulty

20. Knows the measures for prevention and self-protection in case of emergencies and catastrophes.

Makes efforts to know the measures for prevention and self-protection in case of emergencies and catastrophes, although he/she experiences many difficulties

Knows the measures for prevention and self-protection in case of emergencies and catastrophes, although he/she experiences some difficulties

Knows the measures for prevention and self-protection in case of emergencies and catastrophes, without too much difficulty

Knows the measures for prevention and self-protection in case of emergencies and catastrophes, without any difficulty

21. Develops the abilities which enable communication with the emergency telephone.

Makes efforts to develop the abilities which enable communication with the emergency telephone, although he/she experiences many difficulties

Develops the abilities which enable communication with the emergency telephone, although he/she experiences some difficulties

Develops the abilities which enable communication with the emergency telephone, without too much difficulty

Develops the abilities which enable communication with the emergency telephone, without any difficulty

22. Knows the public system of civil protection.

Makes efforts to know the public system of civil protection, although he/she experiences many difficulties

Knows the public system of civil protection, although he/she experiences some difficulties

Knows the public system of civil protection, without too much difficulty

Knows the public system of civil protection, without any difficulty

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13. 360º EVALUATION

13.A) ASSESSMENT TOOLS: 360º EVALUATION

ByME Social Science Learn together helps teachers personalise their teaching and target their pupils’ real needs. The material is supported by a 360º evaluation carried out by the teacher, the pupil and his or her peers.

The 360º evaluation has three main stages within a unit:1. Diagnostic stage: includes the teacher diagnostic test and the pupil’s self-evaluation. Pupils are asked to take these tests

at the unit opening page. These two tests help teachers plan the unit lessons according to their pupil’s knowledge.2. Work with peers stage: represented by the Cooperative Learning evaluation.3. Assessment stage: made up by the end-unit evaluation and the evaluation grid.

The 360º evaluation wraps up with two term evaluations, the end-of-term test (teacher) and the project evaluation (peer).All the marks can then be recorded in the unit or term log book made available to the teacher in the digital resources.

Teacher evaluationThe evaluation tests carried out by the teacher include:● Diagnostic test: teachers determine what pupils already know about the unit.● End-of-unit test: pupils carry out a final unit test to check what they have learnt. ● Unit evaluation grid: teachers evaluate if the pupils have accomplished the learning standards of the unit.● End-of-term test: The pupils take an end-of-term test which serves as an additional evaluation tool for the teacher.

Self-evaluation● Pupil’s self-evaluation: pupils test their prior knowledge of the unit through a self-assessment grid.

Peer evaluation● Cooperative Learning evaluation: pupils complete a self-evaluation grid of the cooperative tasks, evaluating its

development, their own performance, as well as the performance of their teammates.● Project evaluation: pupils evaluate the development of the project, their own performance, as well as the performance of

their teammates, again from a Cooperative Learning perspective.37


13.B) TYPES OF EVALUATION Initial evaluation (Diagnostic): Al the beginning of each course of Primary Education, teachers will carry out an initial

evaluation of pupils, which will allow them to take the right decisions and relevant measures related to reinforcement. Continuous evaluation (Formative): Continuous evaluation will have a formative character. Its aim will be to assess the

teachers and to help pupils in the teaching and learning processes, as well as to adopt the relevant decisions to help them overcome any possible difficulties.

Final evaluation (Accumulative): At the end of each school year, teachers will carry out the final assessment of the pupils' results. This assessment of the academic results will be recorded in the evaluation documents including the relevant marks, both positive and negative.

Individual assessment of the Third year of Primary Education: The schools will do an individual assessment to all the pupils at the end of the third year of Primary Education, checking their mastery of the skills and abilities in oral and written expression and comprehension, calculation and problem solving, related to the level of acquisition of both linguistic communicative competence and mathematical competence.

Final Assessment of Primary Education: At the end of the sixth year of Primary Education, pupils will do an end-of-stage individual assessment, where teachers will check the level of acquisition of the competence in linguistic communication, and of the competence in mathematics, science and technology, as well as the achievement of the objectives of the stage.

13.C) QUALIFICATION AND PROMOTION CRITERIAThe teacher/department will assess the level of consecution of the intended objectives applying the methodology, bearing in mind the acquisition of the key competences, the evaluation criteria and using the different resources of evaluation. The qualification will be established by analysing the learning process and the progress in the activities and tasks done by the students. For that purpose, the teacher/department will take into account and will qualify the aspects below in the following way:

Evaluation Resources % Observations

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According to Royal Decree 126/2014 of 28 February, the students will pass to the following course or stage as far as it is considered that they have achieved the objectives of the course or stage, and that they have reached the level of acquisition of the corresponding competences. Otherwise, they will be allowed to repeat a school year only once throughout the stage, with a specific reinforcement plan.For that purpose, teachers will bear in mind the following Promotion Criteria:

Promotion Criteria Observations

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14. ASSESSMENT OF THE TEACHING-LEARNING PROCESS

YEAR: ______ GROUP: ______ EVALUATION1 1ª 2ª 3ª

13.1.COORDINATION OF TEACHING TEAM DURING THE TERMNumber of coordination meetings maintained: ______rate2 of attendance: _______Number of evaluation sessions maintained: ______rate of attendance: _______Remarks:

13.2. ADJUSTMENT OF TEACHING PROGRAMMINGNumber of lessons during the term:

AREAS

Number of expected lessons

Number of lessons taught

Percentage

1 Mark as proceed.2 Obtained of the arithmetic mean from rates of sessions done, dividing the number of participant teachers in each session by total members of teaching team.

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Organization and teaching methodology:

INDICATORS EVALUATION1

1 2 3 4

a) Spaces

b) Times

c) Resources and educational materials

d) Grouping

e) Other (specify)

Remarks:

Aptitude of evaluation instruments used:

Other aspects to highlight:

1 Being 4 the superior value and 1 the inferior.41


15. SPECIFIC METHODOLOGY IN BYME SOCIAL SCIENCE 2 CAM

ByME Social Science is a six-level course for pupils studying the subject of Social Science in a bilingual context.

AIMS OF THE COURSEThe course follows the Social Science syllabus as laid out by the LOMCE. It is an introduction to the social sciences, leading learners through their first experiences of Human Geography, Physical Geography and History. ByME Social Science aims to develop pupils’ scientific knowledge and language skills. Given the challenge of teaching Social Science in a bilingual classroom, it is important that language does not overwhelm the content, nor vice versa. For that reason, this programme was designed to ensure a unique balance between language and content.The guiding principles are simplicity and motivation – ByME Social Science is interesting and engaging for the pupil and user-friendly to the teacher. It features:• A simple, fixed unit structure to ensure easy navigation.• A fresh and clear design with a dynamic mix of age-appropriate illustrations and attractive photography, providing visual aids that facilitate comprehension.• A focus on scientific method in order to develop pupils’ investigative and presentation skills.• An easy to apply 360º evaluation tool for continuous teacher, self and peer evaluation. At the beginning of every unit, simply check what each of your pupils already knows and then plan your lessons accordingly by selecting the most suitable activity types for your pupuils’ needs. • A real sense of progression through the levels with a fun, accessible feel to the early levels – with songs, characters and stories – and a more mature and scientific approach in higher levels, a clear bridge to Secondary.• Flexibility, with many extra, non-content pages, allowing for easy adaptation to specific teaching situations.• Scientific literacy instruction to support content learning in English through reading, writing, speaking and listening activities.• A wide range of additional resources.This course also aims to address the children’s education beyond the scope of Social Science through:

- Project-based learning (PBL), project-centred activities integrating cooperative learning techniques which foster problem solving, collaboration and teamwork life skills. The chosen projects have undergone a rigorous selection process to guarantee pupil motivation and to give pupils the opportunity to make a positive impact on their environment.

- The emphasis placed on ethics and values, encouraging children to become involved in the world around them, to appreciate its complexities and its challenges, and to develop a sense of social responsibility.

- The attention given to higher-order thinking skills (HOTS) to provide children with the opportunity to apply their knowledge.

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- Problem-solving activities to promote critical thinking.

CLASSROOM MANAGEMENT

Classroom routinesTeaching this age group a hands-on subject, including group and pairwork, in a second language, makes classroom management vitally important from the outset.

From the very first class, make sure you establish the boundaries and norms of the behaviour you expect, so that pupils know what is and isn’t acceptable in the classroom.

Procedures and routines should be introduced gradually throughout the first term and practised on a regular basis. Positive reinforcement can help the acquisition of these procedures and routines. Encourage pupils with positive statements. For example, Let’s talk with our indoor voices; Let’s walk nicely, instead of Don´t shout, Don´t run.

Have simple rhymes or chants to focus pupils’ attention:

Let’s begin routine: Have pupils stand up and say Touch the sky, way up high. Touch your toes. Now we’re ready to go. Motion with your hands for the pupils to sit down and say One. Two. Three. Four. Five. Six. Seven. Eight. Look, listen and sit up straight.

Listening routine: Teacher: 1, 2, 3. Look at me. Pupil: 1, 2. I’m looking at you.

Try to give one instruction at a time for pupils to carry out otherwise they may quickly forget. When pupils are not sure what they need to do, this can be a cause for disruption. Make sure you accompany instructions with demonstrations, mime or other visual support. Pupils learning through English need more support than pupils learning in their own language.

Sometimes during class, you may need to stop the pupils in order to give them further instructions. Many pupils find it difficult to stop working and choose to keep colouring, cutting, painting, etc. Use a tambourine, a small bell, or a maraca, to get pupils’ attention. Place your hands on your head and wait for the class to do the same. Place your hands on your shoulders, then fold your arms and have pupils follow. They should now all be focused on you.

Strategically-placed signs with an illustration can help to regain control or focus pupils’ attention non-verbally. Talk with pupils about your expectations when using these signs:

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Hands up! Look. Listen. Share. Speak English! Quiet please! Sit properly. Tidy up!

Remember pupils are learning through a language that is not their own. Positive reinforcement can be very effective in the bilingual classroom. Praise pupils who attempt to express themselves through English and try not to over-correct but instead recast what they want to say with the correct phrase or use of vocabulary. Keep language simple.

Some pupils will be shier and less confident than others when contributing in class. These pupils will benefit from having more listening time. Using a hands up approach allows you to see when pupils are ready and feel more confident to contribute. Make sure that pupils who do not or cannot contribute very much are given other opportunities to take an active role e.g. by being in charge of classroom resources, designing titles for displays, etc. Be aware of who these pupils are in your class so that you build their confidence in other ways and give praise for art work, group work, tidiness, etc.

Useful techniques which may serve as a guide to ensure your pupils participate equally, include:

Writing pupils’ names on ice-lolly sticks, and keeping them in a pot on your desk. Pull out a name stick when you want a volunteer, want to form new pairs or groups, or want pupils to help with resources, etc.

Having small pots of pebbles on each group of tables. As pupils participate orally, they may take a pebble and place it in front of them. The pebbles provide a visual record, showing you who has participated, thus enabling you to encourage pupils who do not yet have a pebble. In following activities or sessions, you can focus more attention on this group of pupils.

MaterialsAnother important dimension to classroom management is being prepared and having the materials you need, ready and at your fingertips. Look ahead at the lessons so that you have the resources to make posters and displays and to carry out experiments andinvestigations. If pupils need to bring items from home, make sure they are given time to do so and that parents are also aware.

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Design a procedure for passing out materials. A helper(s) can be selected every week to help hand out materials. Keep a chart so that everybody has a turn during the term.Design a cleaning up procedure too and allow time for this in your lesson. Encourage pupils to be tidy and to throw rubbish in the bin. Helpers can be useful in this procedure. There are many cleaning up songs on the internet. You can choose one and play it while pupils clean up.

Insist on good sharing from the start of the first term and on pupils asking politely for materials.

Group and pairworkPupils are encouraged throughout the units to work together in pairs and in groups. This will take time for pupils of this age to get used to. Praise pairs and groups who work well together. The opening pages of each unit also encourage pupils to reflect on how well theyhave worked in a group and to reward themselves with a sticker for good collaboration. The Work together pages, every second unit, encourage pupils to make decisions together.

As you get to know the class you may want to consider how you would prefer to group pupils and who works best together. As much as possible, try to keep pupils mixed in ability and encourage collaboration. There may be times, however, where pupils working in ability groups will enable you to better address learning needs.

Seating arrangementsGroup work has an impact on seating arrangements in the classroom. Try to design a seating arrangement that will require the least amount of moving. Have pupils practise moving their desks quickly, quietly and carefully from rows to groups and back to rows again.

Pupils at this age need to move around, therefore, having a space in the classroom where pupils or small groups of pupils can sit in a circle on the floor and do a variety of the activities presented in each lesson (opening activities, talking about experiences, observing and passing round objects, etc.) would be ideal.

Space for miming, action chants and language games, is very important. If you don’t have space in the classroom, try to make going out to the playground for short bursts, at least once a week, part of your routine.

TimeManaging time is a key factor in covering any syllabus. If you have short sessions (less than 45 minutes) be selective when planning what to cover and don’t try to do everything. Opening and closing activities can be shortened and lengthened depending on your time.

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Be realistic when planning, this will help you manage your time expectations. At this age, pupils’ fine motor skills are still developing and they will need more time for writing and drawing. Until pupils are into a good routine for using and putting away materials, this can be slow in the first term. Teaching in a bilingual context also has time implications. Pupils need more reinforcement in learning a new language as well as understanding the concepts in that language. Time for recycling vocabulary, new language and concepts must be an important aspect of your lesson plan.

Make sure that you move from once activity to another quickly and smoothly. Distracted and undesirable behaviour can quickly ensue if there is too much waiting between activities. Having your material and resources at the ready can cut down unwanted disruptions. Having pupils sing the unit chant, do a breathing exercise, or a simple miming game can help shift focus and change the pace of the class. Keep them engaged!

There are pupils who will be faster at completing tasks than others. Have ready short simple activities for them to do. These can include helping with displays, tidying up, labelling, helping others, spelling practice on mini whiteboards, etc. Visiting a corner or area in the classroom with resource books relevant to the topic pupils are studying, is also a good habit for pupils to get into.

Lessons that include taking pupils out of the classroom need to be carefully planned and perhaps completed over two sessions in order to collect all the necessary results and discuss the pupils’ observations. However, if it is not possible for you to take your class outside, slide presentations are suggested as an alternative.

HELPFUL TIPS

Flashcards

Using flashcardsFlashcards are an important visual resource for introducing, learning and reviewing new vocabulary and concepts. They are particularly important for pupils learning content through a second language.

As well as the unit vocabulary flashcards, it is a good idea to continually build up your own personal collection of pictures and photos, which can be easily laminated on card, to have a greater range of visual aids.

Tap it: Divide the class into two teams. Stick four to six flashcards on the board in reach of the pupils. Call a pupil from each team to stand in front of the flashcards. Say the name of one of the cards. The first pupil to tap the correct card gets a point.

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Pass the flashcard: Ask pupils to stand in a circle. Pupils pass the flashcards round the circle. As they pass the flashcard they must make a comment on the flashcard. Model the sentence starter e.g. with food flashcards: I like (name of the food) or I don´t like (nameof food); with animal flashcards: It has got (name of a characteristic); with objects: It’s made of (name of material).The activity is very good for drilling and repeating correct sentence structures and concepts. For example, a pupil takes a flashcard and passes it on to the next pupil on their right repeating the sentence starter you have provided e.g. A banana is good for me. The pupil then passes it onto the next who repeats the same sentence, etc. Meanwhile a new flashcard is passed to the first pupil. The flashcards should be passed round the circle and back to you.

Disappearing flashcards: Put the flashcards on the board in rows of three. Drill the names of each item. Turn over one of the flashcards so the pupils cannot see it. Drill the sequence again, including the card that has been turned over. Continue turning a flashcard overeach time until the pupils can say the whole sequence from memory.

Memory: Stick six to eight flashcards on the board in two rows of three or four. Tell the pupils to look carefully at each flashcard. Then turn the flashcards over in the same order. Ask Where is the…? Invite a pupil to the board to choose a card. Have the pupil show the class the card. If the pupil chooses the correct card, turn it over in its place. If the pupil chooses the incorrect card, put it face down again in its place. Repeat for the rest of the cards.

Pick’em up: Place all the flashcards on the floor. Name three in quick succession, e.g. watermelon, fish, chocolate! A pupil has to pick up the flashcards that you said and place them in the correct order along the bottom of the board. When you have played with twoor three different combinations, choose a volunteer to name three items while another picks them up.

Odd-one-out: Stick some flashcards on the board (two or three that belong to the same group and one that is different). Ask which is the odd-one-out and why.

Guess which one: Stick flashcards up on the board. Choose one and describe it. The pupils guess which one it is.

Guessing game: Put the flashcards in a pile one by one, naming them as you do so. Shuffle the pack and turn it to face you. Give the pupils three clues about the object and encourage them to guess the flashcard.

Quick flash: Place a group of flashcards in a pile facing you. Quickly, turn one flashcard around to face the pupils, then turn it back. The pupils identify the flashcards they saw.

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Slow reveal: Cover the flashcard with a sheet of paper. Slowly reveal the flashcard. Pupils raise their hands and identify the flashcard.

Hole in the card: Cut a small hole in the centre of an A5 piece of card. Cover a flashcard and show the class. Ask them if they are good detectives and can guess the picture from the small detail. Repeat with the other flashcards.

What’s missing?: Stick six to eight flashcards on the board one by one, naming them as you do so. Then take all the flashcards down and mix them up. Ask a volunteer to come out to the front and choose one (without showing it to anyone). Place the remaining flashcards on the board again, encouraging the pupils to name them. Ask the pupils What is missing?

Oh no, it isn’t!: Jumble the flashcards and place them in front of you. Make false statements for each of the flashcards and have pupils correct you. Hold up a flashcard e.g. a rabbit and say This is a dog. Encourage pupils to say No, it isn´t. It’s a rabbit!

Compare: Choose two flashcards on the board. Have pupils notice all the similarities and differences between the two.

Hold it up: Give each pupil two slips of paper and tell them to write a particular category in big letters on one piece of paper and another category in big letters on the other piece of paper. Show the flashcards one by one. Pupils hold up the correct category for the flashcard shown.

Classifying: Distribute cards from a variety of units to individual pupils (or pairs). Write the name of the different classifications on the board and make columns (e.g. food, animals, machines, etc.). Invite the pupils to come to the board to stick their card in the correct column.

Classifying corners: Write the name of four classifications on paper and put them up in each corner of the classroom. Hand out flashcards and have pupils go and stand in the correct corner.

Combining flashcards and wordcardsIn the first year of primary, pupils begin to emerge as readers. They will grow in confidence and in their ability to read. They will begin to associate familiar sounding and new vocabulary with its written form. Matching flashcards and wordcards is an important step in pupils’ cognitive development and so should not be a missed opportunity in the classroom or lesson. Gradually, over the year, pupils will be able to read the wordcards with less visual support and become independent readers.

Match them: Put the flashcards on the board. Take the wordcards. Hold up the first wordcard and have the class read it together. Ask a volunteer to come and stick the card next to the correct flashcard.

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Pelmanism: Put the flashcards on the board in a vertical line with the picture facing the board. Number the flashcards 1 to 6. On the other side of the board, put the six corresponding wordcards in a random order and with the print facing the board. Label the wordcards A to E. Divide the class into two teams. The teams take turns to call out a number and a letter. If the flashcard and wordcard match when turned over, the team earns a point.

Board snap: Shuffle the flashcards and shuffle the wordcards and place them facing down in two piles. Call two volunteers to turn over the top card of each pile and hold them up. If they match, the class shout Snap!

Find a partner: Photocopy wordcards and their corresponding flashcard so there is one for each pupil. Have pupils circulate around the classroom repeating their word until they find a partner or partners with the same word.

Encourage pupils to make a sentence together with their word.

Using wordcardsRun and slap: Divide the class into two teams. Stick the wordcards on the board in reach of the pupils. Call a pupil from each team to stand in front of the wordcards. Say the name of one of the cards. The first pupil to slap the correct card gets a point. (This can also be done with two fly swats.)

Label it: Hand out the wordcards and have pupils label a drawing on the board, a poster, objects on a tray or parts of the classroom, etc.

Find a partner: Photocopy the wordcards so there is one for each pupil. Have pupils circulate around the classroom repeating their word until they find a partner or partners with the same word. Encourage pupils to make a sentence together with their word.

Now you see it, now you don’t: Flash up a wordcard. Have pupils look at it for ten seconds. Hide the wordcard and have pupils spell the word on a mini white board or in their notebooks.

Mix’n’match: Photocopy sets of wordcards from a unit. Cut the words in half. Hand out the sets to groups of pupils who must match the halves correctly.

Hello, goodbye: Stand by the door with the unit’s wordcards. Have pupils read a wordcard as they come in or leave your classroom.

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Games

Pupils learn in many different ways. The more experiences pupils can have around a new topic, the more likely they will learn and remember concepts and vocabulary. Games offer a wide range of opportunities for pupils to engage with and use what they are learning. They are also a chance to offer movement, a change of focus, and disguised language learning. The competitive elementinspires pupils to participate and, what could easily be an uninspiring list of revision questions or words to define, can be transformed into a fun game.

General gamesClever chameleon says: Pupils must carry out an action only when Clever chameleon says. Clever chameleon says clap your hands, etc.

I Spy: Use the classroom, the playground, a poster or the opening illustration for a unit to say I spy with my little eye something beginning with (/k/). Pupils suggest words beginning with that sound or letter to guess your word. Vary the game by saying instead, I smell with my little nose… when reviewing food vocabulary.

Pass the ball: A soft ball is best. The activity encourages turn taking and gives everybody a go at speaking. As pupils pass the ball they must say a word or a statement, depending on what you would like the pupils to practise e.g. My name is ... / In my bedroom there is ... / In my town there is ...

Balloon: Divide the class into two and have pupils make two circles. Give each circle a balloon. Pupils must try to keep the balloon in the air by touching it and saying a word in a lexical set you suggest e.g. school objects, furniture, things we see in the street, etc. If apupil touches the balloon without saying a word or the balloon touches the ground before a pupil touches it, that pupil must sit out.

Guess what’s in the bag: Use a feely bag to put things inside for pupils to feel and guess, or feel and describe for others to guess.

Pictionary: Divide the class into two teams. Start to draw an item on the board very slowly. In turns, teams have 30 seconds to guess what you are drawing. You’ll need a timer! Once pupils are familiar with the game, they can play in threes. One pupil begins to draw an item from the unit or the picture dictionary. The other two pupils in the group must guess what it is. The first to guess, becomes the drawer.

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Picture snap: Pupils draw one item from the unit e.g. something they have for breakfast, their favourite animal, a machine in their kitchen. Pupils must keep their picture a secret and must not show others. Provide pupils with the sentence starter you would like them to use e.g. I go to ... on holiday; In my bedroom there’s a ... Pupils must walk around the classroom repeating their sentence to as many classmates as possible. If they hear somebody say the same item as them, they must shout Snap! and show each other their picture. Check at the end how many pupils had the same item as somebody else.

Chain repeating: This game is based on the traditional game: I went to the market and bought ... Begin a sentence, e.g. In my street, I can see ... and add an item, e.g. In my street I can see a road sign. The next pupil must repeat your sentence and add another item, e.g. In my street I can see a road sign and a bin. The game continues until someone makes a mistake or forgets an item.

Stand up if: Pupils listen to the statements you make. If they think your statement is true, they stand up. If they think it is false, they remain seated. Between statements, pupils sit down. The game can also be played with flashcards. Hold up a flashcard and make a true or false statement about what is on the flashcard. Pupils stand up if it is true.

Stand up if it’s true for you: Pupils listen to your statement and stand up if it is true for them personally e.g. I make my bed; I live in a house; I have a red pencil case.

Repeat if true: Pupils listen to your statements. If they think your statement is true, they repeat it. If they think it is false, they shake their heads and remain silent.

Chinese whispers: Have pupils stand one behind the other, in three lines of equal numbers. Whisper a sentence to the pupil at the end of each line at the same time. They must whisper the sentence to the next person in their line, who whispers it to the next until it is passed down all the way to the first person in the line. The pupil at the front of the line puts up their hand when they think they know the sentence or runs and circles a flashcard or wordcard on the board.

Backs to the board: Divide the class in half, into two teams. Place two chairs at the front of the class, each chair facing a team. Ask one pupil from each team to come and sit in the chair, facing their team but with their backs to the board. Write a word or put up a flashcard on the board behind the pupil’s backs and insist that they do not turn round (ensure the class understand the word you have written). Encourage the teams to mime the word on the board to their team member who must guess what it is. The team member who guesses first gains a point for their team. Two new team members then come to the chairs.

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Noughts and crosses: Draw a noughts and crosses grid on the board and write numbers in each square. Divide the class into two teams and choose one team to be noughts and one team to be crosses. For each number prepare a question or true/false statement. Eachteam takes turns to choose a number. If they answer your question correctly, a team member can come up to the board and replace the number with a nought or a cross. The winning team is the first to get three noughts (or crosses) in a line.

Bingo: Pupils fold an A5 sheet of paper in half, in half again, and in half one more time. When they open the paper up, they should have a grid with eight squares. Pupils draw (or write) eight items from your lesson (food, animals, machines, etc.). Draw a grid with eight squares on the board. Draw items one at a time in your grid. If pupils have that same item in their grid, they can cross it out. When a pupil has crossed all the items out in their grid that are the same as yours, they can shout Bingo! Use the other side of the paper to start a new game.

Clock race: Divide the class into two teams. The first two members come to the front and take a clock each with easily moveable hands. Encourage the rest of the class to chant What’s the time? Respond with a time e.g. It’s eight o’clock. Have the two members at the front of the class race to make the time on their clocks. The first to do so gains a point for their team.

One minute, please: Pupils have one minute to carry out a task you set e.g. write their name as many times as possible, write all the letters of the alphabet, write as many numbers as possible, draw a picture. Set the timer or hourglass.

Picture dictation: Pupils listen and draw the things you dictate.

BuzzFizz: Pupils count to 30. Each pupil must say a number but if their number is an even number they must say Buzz instead of the number e.g. 1, buzz, 3, buzz, 5 buzz, etc. Another time, have pupils replace the odd numbers with the word Fizz e.g. Fizz, 2, fizz, 4, fizz, 6, etc.

Games with movementMirror mirror: Two pupils stand opposite each other. They take turns to be the leader and do movements and facial expressions that their partner, the mirror, must copy.

Listen and do: Pupils listen carefully to two instructions at the same time e.g. Pick up a glue stick, point to the door. Ride a bicycle, wash the dishes. When pupils get good at remembering and following two instructions at a time, increase it to three.

Mime it: Encourage pupils to use mime to accompany new expressions and vocabulary.

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Green man, red man: Colour and cut out a green man and a red man (as seen on pedestrian crossings). Hold up the green man and say Stamp your feet. Have pupils stamp their feet. When you hold up the red man, pupils must freeze and stop. Repeat with other actions, stopping pupils in mid flow with the red man.

Grandma’s footsteps: Play in small groups out in the playground or in the gym. Choose one pupil in each group to be grandma (male or female). Grandma must stand and face a wall, while the rest of the group stand behind an agreed line behind them on the other side of the room. They must try to creep up behind grandma and tap her on the shoulder. At any moment, grandma can turn around. If she sees anybody moving, she will point to them and they must go back to the beginning, behind the line. No one must move while grandma is watching. Whoever manages to tap grandma first, without her seeing them, becomes the next grandma and the game starts again.

Games for developing spellingLetter body shapes: Call out a letter of the alphabet, have pupils make that letter shape with their bodies.

Plasticine and pipe cleaners: Pupils can use these to form the letters you dictate. Review vocabulary from a lesson by asking pupils to make the first letter.

Names: Pupils stand up if their name begins with the letter of the alphabet you say. Ask the pupils who stand up what their name is.

Get in order: Help pupils stand in line in the alphabetical order of their names. Alternatively, give pupils a wordcard and help them stand in the alphabetical order according to the first letter of the word. (It helps pupils at this age to have a visual alphabet somewhere in the classroom they can refer to or write the alphabet on the board.)

A-Z: Write the letters of the alphabet on the board with the pupils’ help. In groups of three ask pupils to think of a food item / animal / something in an illustration beginning with each letter of the alphabet. When ideas are drying up, elicit groups’ suggestions and write and draw the word next to each letter.

Hangman (man on a raft): Instead of a hanging man, draw a man standing on a raft (ten circles under him on a rough river or sea). Draw a crocodile or shark in a corner of the board. Draw spaces for the letters of a word you want pupils to guess. If pupils guess a letter in the word correctly, write it in the correct space. If the letter does not appear in the word, write it under the crocodile or shark, and rub out a circle of the raft. Pupils must guess the word before the raft is totally rubbed away (and the man is eaten by the shark or crocodile!).

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Colour it: Pupils write new vocabulary in their notebooks in different sizes and different colours. Encourage them to draw small pictures to accompany the words, or draw a picture and then label it.

Guess the word: Begin to write up a word from the day’s class slowly, one letter at a time. Ask pupils to guess the word you are spelling before you finish writing it and help you complete the spelling.

Scrabble: Have sets of plastic alphabet letters, scrabble letters, and/or letter sets cut up on card. Divide the class into small groups. Give each group a set of letters. The groups spell the word you tell them.

Ready, steady, spell: Mini whiteboards are a great learning aid! Say a word and have pupils spell it on their mini whiteboard and hold it up to show you. The boards also provide an easy opportunity for pupils to practise spelling a word before writing it in their books.

Let’s spell: Make sure pupils are familiar with the vowels the a, e, i, o, u. Write vocabulary items from the lesson on the board but with the vowels missing (k_tch_n). Pupils write the complete word with a partner on a mini whiteboard or in their notebooks. Encourage them to use colours for the vowels.

Run and spell: Divide the class into three teams. Have a member from each team stand in front of the board with a board pen. Ask pupils to spell a word (use short words, pupils have seen a lot). The first team member to spell the word correctly gains a point for their team.

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16. MATERIALS OF BYME SOCIAL SCIENCE 2 CAM Pupil’s Book The Pupil’s Book includes:

● a two-page introductory unit introducing pupils to the characters that will accompany them on their learning experience: Sam and Amy in the case of Social Science 2.

● six main units● three end-of-term review sections ● three term projects● a picture dictionary.

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Activity Book The optional Activity Book is comprised of six full-colour pages per unit. It offers:

● a range of engaging exercises to consolidate and extend the topics covered in the Pupil’s Book● additional reading and writing practice of the science content● a mini-project designed to encourage pupils to explore scientific concepts and methods at home or in the classroom● a bilingual glossary to support language learning.

Teacher’s materials

Teacher’s Book The full-colour Teacher’s Book includes easy-to follow, flexible lesson plans and practical support specially designed for English teachers teaching Science. A clear, simple design helps ease-of reference even in the most challenging teaching situations. The Teacher’s Book fully addresses the LOMCE curriculum through:

- Careful attention to content, evaluation criteria and learning standards- Treatment of the key competences in correlation with the larning standars, clearly identified key content and extra sections. - Enabling teachers to focus on minimum content or extend lessons according to their timetables.- Providing full answers keys to all the questions and the activities in the Pupil’s Book.

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Class audio CD Included with the Teacher’s Book, the Class audio CD offers the key recordings for each Pupil’s Book in a traditional, easily accessible format. It can be played on dedicated audio players or on the computer. It includes:

- Recordings of the main tex of the content pages. - External exam-style recordings for listening skills practice. - Audios of quiz answers for self-assessment of end-of-term reviews.

Access to the complete audio is available through the Digital resources.

Posters, flashcards Large-scale printed posters are available for added visual support in the classroom. There is one poster per unit, with each one providing additional opportunities for vocabulary practice and revision.In Levels 1 and 2, flashcards are available in printed format, or in digital format from Level 3 upwards.Ideas for using these classroom materials are provided in the Teacher’s Book.

Printable resources Extra printable resources are provided online through the digital resources. These include:

- Diagnostic tests- Unit tests- End-of-term and end-of-year tests- Self-evaluation activities for pupils- Evaluation of the Work together section- Evaluation of the term projects- Evaluation grids- Letters to family to help involve parents and carers in their children’s learning.

HOW TO USE THE PUPIL’S BOOK

Opening Pages56


Each unit opens with a vibrant double-page spread. These introductory pages maximise motivation by showing that pupils’ prior knowledge of key topics is often already considerable. Key content and vocabulary is introduced through attractive large-scale illustrations, songs and engaging activities.

The illustration always features the Level 1 Social Science course characters Sam and Amy on a school field trip..

A motivational song with a related activity introduces pupils to the main topic of the unit.

A reference to the diagnostic evaluation and self-evaluation tools which help assess pupils’ prior knowledge. The language support section helps the pupils answer complete activities confidently by providing them with useful language

structures and prompts.

Story- The Story section follows the course characters on a school field trip. It features a fun but informative story that shows the children enjoying an adventure on their field trip.

- A dramatization of the story can be listened to on the Teacher’s class CD or on the digital component. After listening to the story, pupils practise their speaking skills by acting out the scene.

- The story activities are designed to reflect the most common activities found in external exams.

Work togetherThe Work together section provides pupils with the opportunity to carry out fun projects and simple experiments using cooperative learning techniques. Projects are carefully designed to be accessible and appropriate for the youngest children and always use everyday materials.

- Each unit suggests a cooperative learning technique that will provide the optimal learning experience for the pupil and guarantee the implication of all team members.

- A visual reminder of the materials necessary to complete the project.- A reference to the self-evaluation grid where pupils can evaluate their cooperative task.

Content pagesThe content pages where pupils build on their prior knowledge through highly visual content and a wide variety of activities presenting different levels of cognitive challenge.

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- Pupils are introduced gradually and carefully to reading and writing.

- Course characters (Amy and Sam) are repeated throughout the unit presenting the key concepts visually in order to facilitate comprehension.

- The project tips give pupils clues that will help them complete the term project successfully.

- Content pages are richly illustrated with a careful balance of photography and age-appropriate illustration, in order to facilitate comprehension in all learner types and maximise engagement with the content. - Extensive audio activities provide regular practice of listening skills. Songs and chants in every unit provide a comforting link to pupils’ English textbooks.- Regular sticker activities increase the variety of available activity types.

Our choicesIn this section pupils are presented with situations designed to encourage reasoning and an engagement with their immediate surroundings, in order to develop their independence and the beginnings of social and personal responsibility. This section will help reinforce students’ cooperative and communicative skills. Students first do individual activities focusing on the topic and then share their ideas while doing other related activities with a partner.

ReviewUnit revision pages ensure that pupils’ progression is regularly checked and reviewed. The activities are designed not only to review content, but also to practise language skills. A reference to the self-evaluation grid where pupils can check their progress.

Term pagesFour end-of-term pages provide additional progress-checking opportunities as well as the opportunity to practise different communicative skills.

Term review

Term revision pages ensure that pupils’ progression is regularly checked and reviewed through a broad range of enjoyable activity types. A reference to the end-of-term test where pupils can check their progress.

ProjectIn the Project section pupils practise problem-solving skills through a Project Based Learning approach. They use special clues included in the units and apply cooperative learning techniques to find the solution to a problem.

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- All projects are based on interesting, age-appropriate challenges. At the end of the project, students practise their oral skills to present their work to the class.

- A reference to the project evaluation grid where pupils can evaluate their cooperative skills.

End PagesThe book ends with an extensive easy-reference picture dictionary with thefocus on photography to help memory and recognition.

HOW TO USE THE TEACHER'S BOOK

The Teacher’s Book is specially designed to help Science teachers and provide English language support. It includes easy-to-follow lesson plans and practical support through each activity, highlighting teaching suggestions and tips.

Content mapsEach unit begins with a content map, fully compatible with the LOMCE curriculum, to help the teacher see at a glance the contents, evaluation criteria, learning standards and key competences ahead.

Contents, evaluation and learning standards: All key elements of the LOMCE curriculum are clearly mapped out for each unit. It provides a quick overview of the different sections within the unit.

Unit summary: It provides an overview of what the pupils will learn in the unit. Language focus & Key structures: It presents a summary of the key language and structures covered in the unit. Digital resources: An index of the materials and activities available for each unit through the digital resources. Track list: An index of the audio tracks of the Teacher’s CD

An index of the audio tracks of the Teacher’s CD

Cooperative LearningAn article on Cooperative Learning (CL) offers an introduction to this innovative method of teaching. This section complements the end-of-term Work together sections, explaining in simple language how to set up each CL structure referenced there.

- Introduction to Cooperative Learning: a general theoretical background on CL, defining its main principles and benefits.- Cooperative Learning structures: specific information on the different group dynamics referenced in the lesson plans. Here you’ll find easy-to-follow instructions on how each CL structure is set up.

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- Further reading: a brief bibliography for those who would like to deepen their knowledge on CL.

Lesson plans

There are step-by-step lesson plans for all units and term sections.- Lesson information at a glance: Lesson summary, language focus and materials to help prepare lessons ahead of

time. - Getting started and wrapping activities: Each lesson begins and ends with activities that aim to preview and review

important vocabulary and concepts. - Step-by-step Lesson Plans: Teacher tips on presenting textual and graphic content, and instructions for guiding pupils

through the activities.- Targeted Questions: Questions which vary in level of difficulty to get pupils thinking more critically.- 360º Evaluation: Helps teachers personalise their teaching and target their pupils’ needs through a series of evaluation

tests: teacher, self and peer evaluations.

HOW TO USE THE DIGITAL RESOURCES

- All teachers using ByME Social Science have free access to the ByME digital resources. Users of the Pupil’s Book or Activity Book have access to the complete digital books. Module users have individual access to the specific units they are using of both the Pupil’s Book and Activity Book.

- The digital resources are available both on-line and off-line. Both versions are accessed with a specific code that all users will receive.

- The digital component also provides easy navigation between the Pupil’s Book and the Activity Book and direct access to extensive digital resources.

- The user has access to projectable, fully-navigable versions of the Pupil’s Book and the Activity Book.

- Through an innovative, easy-to-use spot zoom facility, there is ready access to the complete audio.

- The Digital resources include:60


• interactive activities • accessible unit review and experiment presentations with integrated audio• all the songs with the lyrics and a karaoke effect• access to fun videos which bring key topics to life• interactive versions of the course posters• access to printable resources and a PDF version of the Teacher’s Book

- Digital activities to practise key vocabulary vary for each level but include:• Labelling activities• Memory games• Read and reveal activities• Wordsearches• Classification and definition activities

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17. MEASURES FOR STUDENTS WITH SPECIAL NEEDS

Measures will be applied, as indicated in chapter II of title I of the Law 2/2006, of the 3 rd of May, in articles 71 to 79 bis, to those students who require a different educational attention. Teachers will apply the most appropriate measures so that the assessment conditions are adapted to those students with special educational support needs.

(The teacher/department will detail here the criteria and specific procedures used to cater for this type of students.)

Criteria Procedure

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18. USE OF INFORMATION AND COMMUNICATION TECHNOLOGY

The widespread inclusion of Information and Communication technologies (ICT) in the Education System, will bear in mind the principles of universal accessibility and a customized design, which will enable a personalised education adapted to each student's needs and pace.

Information and Communication technologies will become a key element in order to produce the methodological changes that will help us achieve the goal of improving the educational quality. In spite of that, pupils must always show a responsible attitude and do a controlled use of these new technologies throughout the whole educational system.

The pupils are people of the 21st century and they cannot stay away from communication technology; thus, they must also learn to use, in a responsible way, the possibilities offered by Information and Communication Technologies in order to acquire the skills for the subject of Social Science.

USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN BYME SOCIAL SCIENCE Extensive digital resources are provided. Their focus is a projectable, fully navigable version of the Pupil’s Book.This includes a spot-zoom facility to increase ease-fuse and facilitate navigation in dynamic classroom moments. It also provides direct access to the entire course audio as well as the Activity Book (with all answers included), Teacher’s Book, interactive digital resources and the printable classroom materials.USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN BYME SOCIAL SCIENCE The ByME digital platform gives all teachers using ByME Social Science 2 free access to the ByME Digital Resources.

The ByMe digital platform allows you to:● find all your ByME digital books in one place. ● create a class in one click.● follow your pupils’ progress in every unit and keep track of every activity.● use it both online and offline.

As a teacher, your license gives you access to extensive digital resources:

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Pupil’s BookAll unit sections and associated resources are easy to access. The Pupil’s Book includes:

● Audios● Interactive activities● Tools (draw, underline, erase, test notes, highlight, hide and save)● Page view options● Zoomed in images

Learning KitThe Learning Kit allows both the pupil and the teacher to access all the resources that will help the learning process.

● Interactive activities: they can be accessed both from the Pupil’s Book and the Learning Kit. Keep track of your pupils’ records!

● Flashcards: create sets from existing flashcards or create new ones. ● Presentations: review the unit's key content with integrated audio.● Songs: sing along with the songs and print out the lyrics.● Multimedia: access videos and web links to make key topics meaningful in a real context.

Teacher’s KitThe Teacher’s Kit is only accessible for the teacher. It includes:

● Teacher’s Book: view or download a pdf version of the Teacher’s Book.● Test generator: create tests adapted to your pupils’ needs. ● Methodology: access unit syllabi, letters home, methodological approach documents, etc● Wordlist: in English and Spanish● Worksheets: extra printable resources● Lyrics: downloadable song lyrics● Multimedia: access videos and web links to make key topics meaningful in a real context.

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● 360º evaluation: readymade tests to assess your students from a 360º perspective.

Family CornerThe Family Corner is a space for parents to find out more about what their kids are learning. It includes the presentations in Spanish, wordlists, and the family guide.

bilingualbyme.comThe ByME website is home to a wealth of articles, videos, activities and useful links, updated on a regular basis. It includes all the relevant documentation related to ByME courses.It also provides support for parents, providing tips and ideas on how to help their children’s learning.

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19. TEACHING AND ORGANISATIONAL RESOURCES

School

Address

Town/city Province Post code

SOCIAL SCIENCE DEPARTMENT1.2.3.4.

STUDENT’S DISTRIBUTIONYear Number of students Number of groupsPrimary 2nd year

DIFFERENT GROUPS’ NEEDS

Group A

Group B

Group C

66


SPECIFIC INDIVIDUAL NEEDS

Group A Student Student Student

Group BStudent Student Student

Group CStudent Student Student

67


ORGANISATION OF RESOURCESResources available in the school (delete as appropriate)Video and TVCD/ Cassette playerVideo cameraComputersIW (Interactive Whiteboards)

Notes:

Rooms / spaces available in the school (delete as appropriate)

Foreign Language roomsLanguage LaboratoryComputer roomPlaygroundGymnasiumTheatreLibrary

Notes:

Organization within the classroom (delete as appropriate)Arrangement of desks in rowsArrangement of desks in groupsArrangement of desks in a “U” shapeSpecific corners: class library, cross-curricular topics, games, handiwork, computer, etc.

Other:

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CLASS TIMETABLES

Teacher:

Monday Tuesday Wednesday Thursday Friday

Teacher:

Monday Tuesday Wednesday Thursday Friday

69


20. SUPPLEMENTARY ACTIVITIESThe supplementary activities are those activities organised by the school during the school timetable, according to their curricular project, and that differ from the actual teaching activities, in terms of time, place or the resources used.

(The teacher/department will detail here the supplementary activities organized by the department)

Course Activity Date Teachers

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21. DIDACTIC UNITS

UNIT Page Welcome back 79

UNIT 1. The Solar System 81

UNIT 2. Weather 86

TERM 1 Project 91

UNIT 3.All about Maps 94

UNIT 4. Landscapes 99

TERM 2 Project 104

UNIT 5. My Community 107

UNIT 6. Road safety 112

TERM 3 Project 117

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OBJECTIVES OF THE UNIT

Throughout this unit, the students will be able to: Introduce the course characters. Activate the previous knowledge.

CONTENT EVALUATION CRITERIA LEARNING OUTCOMES KEY COMPETENCES1

PAGES

Meet Amy and Sam.

The aim of these introductory pages is to introduce the course characters, Amy and Sam.

Find Sam and Amy. LIN, MST, DIG, LTL, SOC, AUT, CUL

4-5

Things needed at school. LIN, MST, DIG, LTL, SOC, AUT, CUL

4-5

Tell a partner what they can see.

LIN, MST, DIG, LTL, SOC, AUT, CUL

4-5

Name favourite subjects and draw the picture

LIN, MST, DIG, LTL, SOC, AUT, CUL

4-5

VALUES AND ATTITUDES

It is important to use these first classes to set up your classroom rules and routines whilst also creating a relaxed and fun environment for pupils to learn in.

The importance of respecting the classroom environment and each other. Encourage pupils to think about how they should behave in class, how they can help each other and how they can best learn.

MIXED ABILITY 1 Key Competences: LIN: Competence in linguistic communication. MST: Competence in mathematics, science and technology; DIG: Digital competence; LTL: Learning to learn; SOC: Social and civic competences; AUT: Sense of initiative and entrepreneurship; CUL: Cultural awareness and expression

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Welcome back

Helpful tips section with advice to diversify the Teacher's Book activities. Cooperative Projects, which can be adapted to each pupil's needs. Further reading sections in the Teacher's Book, a brief bibliography for those who would like to deepen their knowledge on CL. Activity Book activities. Digital Resources activities.

USE OF INFORMATION AND COMMUNICATION TECHNOLOGY Flashcards

ASSESSMENT RESOURCES

Rubrics: ByME Social Science 2 Rubrics

LANGUAGE I’m (...), I’m (...) years old. What’s your name? Point to, Can you see? What is he / she doing? My favourite school subject is … Books, glue, road sign, scissors, bed, coloured pencils

UNIT 1. The Solar SystemOBJECTIVES OF THE UNIT

73


Throughout this unit, the students will be able to: Talk about what we see in the sky and learn some essential characteristics of the Solar System. Refresh what they learned the year before, i.e. basic concepts about the Sun and the Moon. Be introduced to the eight planets of the Solar System. Understand that the planets, including the Earth, move around the Sun and that the Moon moves around the Earth. Talk about the seasons and will understand why we have day and night. Understand how the Earth and Moon rotate and why we have day and night. Recycle new language.

CONTENT EVALUATION CRITERIA LEARNING OUTCOMESKEY

COMPETENCES1

PAGES

The planets. Know the names of the planets and their position in relation to the Sun.

Knows the names of the planets and their position in relation to the Sun.

MSC 9

Describes the movements of the planets of the Solar System, particularly of the Earth and the Moon.

MSC, LIN 9–11

Identifies the different phases of the Moon.

MSC, LTL 11

Initiation to Scientific knowledge and its application to Social Science: search, selection and analysis of information.

Search for, select and analyse information.

Obtains concrete and relevant information about specific facts using different sources.

LTL 14, 15

Analyses the information to select the most relevant.

LTL 14, 15

Develops strategies to organise, memorise, and recall the information.

LTL 14–17

74



COMPETENCES

PAGES

Uses images, graphs, tables, summaries, etc. to display the information.

LTL, AUT, MST 14–17

Presentation of work. Present work carried out clearly using different media.

Carries out work and presentations using different media.

LTL, AUT, DIG 14, 15

Expresses orally, clearly and in order, contents related to the area of study.

LTL, AUT, LIN 14, 15

Uses the correct vocabulary with precision and care.

LTL, AUT, LIN 6–17

Is capable of summarising, orally or in writing, the information obtained and the work carried out.


Personal skills. Develop social skills: responsibility, effort and concentration while studying.

Shows autonomy in the planning and carrying out of actions and tasks and takes the initiative in decision making.

LTL, AUT 14, 15

Shows confidence in themselves, critical sense, personal initiative, curiosity, interest and creativity.

LTL, AUT 14, 15

Takes responsibility for what they do, say and the decisions they take.

LTL, AUT, SOC 14, 15


In this unit, your pupils will learn to appreciate their planet, realising that Earth is the only planet we have to live on. Therefore, encourage pupils to recognise the importance of looking after it.

Pupils think about: How Earth is only one small part of the Solar System How light influences our activities

75


What we can do to look after the environment

Our Choices The Our Choices page in this unit encourages pupils to observe people’s actions in their immediate environment and decide whether or

not they are looking after it. The activities focus on how to look after our planet and behave responsibly as citizens. Pupils will work together in groups to conduct a survey to see how ‘green’ or responsible their classmates are in relation to the environment. Finally, pupils will then be encouraged to reflect on and draw conclusions about the results of the class survey they participated in.

MIXED ABILITY Extra ideas: for those pupils who finish earlier. Helpful tips section with advice to diversify the Teacher's Book activities. Cooperative Projects, which can be adapted to each pupil's needs. Further reading sections in the Teacher's Book, a brief bibliography for those who would like to deepen their knowledge on CL. Activity Book activities. Digital Resources activities.

USE OF INFORMATION AND COMMUNICATION TECHNOLOGY

76


Presentations: - Unit summary- Let’s investigate

Activities: - Memory game- Spelling- Wordsearch

Song lyrics

Posters

Videos

Teachers - Digital flashcards - Downloadable PDFs

ASSESSMENT RESOURCESFormal Assessment: Diagnostic test: provides an overview of the unit and allow you to assess the students’ prior knowledge. End-of-unit test: in addition to the Review section at the end of each unit, this summative test can be used to evaluate students’

progress after studying the unit content. End-of-Term test: makes it possible to assess the pupil's progress throughout the term.Informal Assessment: Review section at the end of the unit.Self-assessment: Self-evaluation section at the end of the unit.Rubrics: ByME Social Science 2 Rubrics

LANGUAGE

77


Mercury is the closest planet to the Sun, Neptune is the planet which is the furthest from the Sun The Earth takes one year to complete one revolution around the Sun. How long does it take Neptune to revolve around the Sun? How long does the Earth take to rotate once? When it’s hot, when it’s cold Good for the environment, bad for the environment Sun, Moon, stars, planet, Earth (Mercury, Venus, Mars, Jupiter, Saturn, Uranus, Neptune) Telescope, rocket, satellite, astronaut Rings, rocks, ice, Martians, water, air, life The Red Planet, the Blue Planet Star, Solar System, planet Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune Revolution Ordinal numbers: first, second, third, fourth, etc Moon, satellite, planet, Earth, Sun Phases, new moon, first quarter, full moon, third quarter Axis, rotation Day, night, light, dark Months, seasons, autumn, spring, winter, summer Colour, cut out, assemble, see Graffiti, illegal, plant trees, reusable shopping bag, make a mess, public areas, public transport, pollution, drop litter, dry clothes

outside, energy, damage public property, dangerous Phases, new moon, first quarter, full moon, third quarter

78



Throughout this unit, the students will be able to: Review and extend their basic knowledge of concepts relating to air and weather. Refresh what they learned the previous year. Learn about some instruments which are used to measure weather. Observe and understand the different types of wind and precipitation. Interpret weather maps and symbols. Review, recycle and check the progress through the unit.


COMPETENCES1

PAGES

Weather. Identify the causes of different types of weather.

Identifies the causes of different types of weather.

MST, LTL 19–23

Knows the uses of different measuring tools that are used to collect meteorological information.

MST, LTL 18–20, 25, 26

Interprets simple weather maps and understands their principal elements.

MST, LTL 24

Saving energy. Understand the need to adopt a responsible attitude towards the use of water, care of the environment and the use of natural resources, proposing measures and behaviour which could help the environment.

Understands the need to adopt a responsible attitude towards the use of water, care of the environment and the use of natural resources, proposing measures and behaviour which could help the environment.

MST, LTL, SOC 27

1 Key Competences: LIN: Competence in linguistic communication. MST: Competence in mathematics, science and technology; DIG: Digital competence; LTL: Learning to learn; SOC: Social and civic competences; AUT: Sense of initiative and entrepreneurship; CUL: Cultural awareness and expression

79


UNIT 2. Weather


COMPETENCES

PAGES




LTL 26, 27


LTL 26, 27


LTL 26–29


LTL, AUT, MST 26, 27












LTL, AUT 26, 27


LTL, AUT 26, 27



80



In this unit, pupils will consider the impact our daily lives have on climate and how we must make sure we look after the environment. Pupils think about: What we can do to look after the environment and slow down climate change and global warming. How air pollution can have harmful effects on both the atmosphere and on all living things. How everyone can participate in daily activities that can save energy and reduce pollution.

Our Choices The Our Choices page in this unit focuses on understanding the simple things we can do in our daily lives to save energy. The leaflet

encourages pupils to be aware of their own environmental behaviour and to raise awareness amongst their families about saving energy.

MIXED ABILITY

Extra ideas: for those pupils who finish earlier. Helpful tips section with advice to diversify the Teacher's Book activities. Cooperative Projects, which can be adapted to each pupil's needs. Further reading sections in the Teacher's Book, a brief bibliography for those who would like to deepen their knowledge on CL. Activity Book activities. Digital Resources activities.

USE OF INFORMATION AND COMMUNICATION TECHNOLOGY81




Song lyrics

Posters

Videos




LANGUAGE82


What’s the weather like today? It’s raining It’s 10 degrees Celsius, it’s coming from the north, seven centimetres It is hot and sunny in summer Wind is moving air A gentle / strong / very strong wind is called a … Water is for (drinking, washing, etc.) There’s water in (a lake, the sea, etc.) What is the weather like? Be prepared I wear a (scarf) when it is (cold) Walk, ride a bicycle, put the air-conditioning / heating on, open / shut a window, have a bath / shower, buy local products, install

solar panels We can save energy, we waste energy, protect the planet Rainy, sunny, windy, snowy, foggy, stormy Weather instrument, thermometer, rain gauge,

weather vane Thermometer, weather vane, rain gauge Warm, cold, windy, rainy, sunny, cloudy Spring, summer, autumn, winter January, February, March, April, May, June, July, August, September, October, November, December North, east, south, west Wind, breeze, gale, hurricane Clouds, droplets Lake, sea, river, cloud, waterfall, snow, ice, rain, sleet, hail Cloudy, rainy, gale, sleet, hail, breeze Hat, swimsuit, flip flops, scarf, gloves, swimming shorts Decorate, colour, cut out, tape, attach Compass Thermometer, snow, wind, hail, hurricane, rain, sleet

83



Throughout this teamwork, the student will be able to: Revise the importance of solar panels in our lives and how to avoid wasting energy both at home and at school. Follow different cooperative learning structures that will provide the optimal learning experience and guarantee the involvement of all

the members of the group.


COMPETENCES1

PAGES

Saving energy. Understand the need to adopt a responsible attitude towards the use of energy, care of the environment and the use of natural resources, proposing measures and behaviour which could help the environment.


MST, LTL, SOC 27

Development of social skills.

Develop social skills and a positive attitude towards teamwork.

Participates in group activities adopting responsible, constructive, collaborative and respectful attitudes towards other people’s ideas and opinions.

SOC, CUL, LTL 30, 31

Values the importance of peaceful and tolerant coexistence between different people.

SOC, LTL 30, 31

Uses cooperation and dialogue as a way to avoid and resolve conflicts.

SOC, LTL, LIN 30, 31

Initiation to Scientific knowledge and its application to Social



LTL 30, 31


84


TERM 1. Project


COMPETENCES

PAGES

Science: search, selection and analysis of information.


LTL 30, 31

Develops strategies to organise, memorise and recall the information.

LTL 30, 31














LTL, AUT 30, 31


LTL, AUT 30, 31




85


The different activities will be done following different cooperative learning structures, which will provide the optimal learning experience for the pupil and guarantee the involvement of all the members of the group.

MIXED ABILITY Helpful tips section with advice to diversify the Teacher's Book activities. Cooperative Projects, which can be adapted to each pupil's needs. Further reading sections in the Teacher's Book, a brief bibliography for those who would like to deepen their knowledge on CL. Activity Book activities. Digital Resources activities.


ASSESSMENT RESOURCESRubrics: ByME Social Science 2 Rubrics

LANGUAGE Descriptions of different uses of water Giving short answers Expressing opinion Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune Stars, kite, bat, rainbow, owl, fireworks The Sun, the Moon, day, night Wellies, sunhat, earmuffs, sunglasses, gloves, bikini, umbrella, scarf Hot, cold, rainy Spring, summer, autumn, winter

86



Throughout this unit, the students will be able to: Continue to develop their awareness of the world around them by looking at different representations of the Earth, using maps and

globes. Refresh what they already know about maps, compasses and the cardinal points. Discover that the Earth is covered in land (the seven continents) and water (the seas and oceans). Look at Europe and Spain in more detail, paying attention to neighbouring countries, peninsulas and capital cities. Develop observation and map-reading skills. Recycle the vocabulary in this unit.

CONTENT EVALUATION CRITERIA LEARNING OUTCOMES

KEY COMPETENCE

S1

PAGES

Maps. Understand globes, maps and plans and how to use them.

Locate different countries on a globe and maps.

MST, LTL, AUT 36, 38, 42, 44

Identifies maps of different countries on different scales.

MST, LTL, AUT 39–42, 44, 45

Geography of Spain. Know the geography of Spain. Locates and identifies Spain on the Iberian Peninsula and in Europe.

MST, LTL 42, 43

Knows and locates the seas and oceans that surround the Iberian Peninsula.

MST, LTL 41

Knows and locates the Spanish islands and archipelagos.

MST, LTL 41


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UNIT 3. All about Maps

CONTENT EVALUATION CRITERIA LEARNING OUTCOMES KEY

COMPETENCESPAGE

SIdentifies the limits of Spanish territory. MST, LTL 40, 41




LTL 42, 43


LTL 42, 43


LTL 42–45














LTL, AUT 42, 43


LTL, AUT 42, 43



88



In this unit, pupils will acquire a basic understanding of different types of maps and learn to appreciate their use and importance in everyday life.

Pupils think about: How world maps and globes can open up the world to us and teach us about other countries and continents. How different types of maps show different features and have different uses. The importance of new technology (Google Earth, GPS) in the process of making modern maps.

Our ChoicesThe Our Choices page in this unit focuses on different types of food from around the world that pupils may be familiar with and shows them how food has been exchanged between and adopted by cultures. The pair-work activity encourages pupils to research and write about a foreign country and then to share their newly acquired knowledge with their classmates.

MIXED ABILITY


89





Song lyrics

Posters

Videos




90


LANGUAGE Spain is in Europe Spain is a country in the south of Europe Desert, river, coral reef, penguin, panda, museum Shop, map, globe, atlas, tour guide (book), compass, poster, flag, GPS (Global Positioning System) World map, globe Flat, a sphere Continent, Europe, Asia, North America East, west Map, globe Title, symbol, key, scale Land, water Continents, oceans, seas South America, Australasia, Europe, Africa, Asia, Antarctica Street map, country map, world map Scale Country, capital city, flag A peninsula, an island Border Portugal, France, Andorra, Morocco, Islas Baleares, Islas Canarias The Mediterranean Sea, the Atlantic Ocean Paper plate, paint (material), brush Paint, colour, cut-out, stick The biggest / smallest / coldest continent Japan, Italy, the USA, Morocco, Mexico, France Sushi, pizza, pancakes, couscous, tacos, croissants Country, continent Brazil, Canada, Italy, Morocco, Australia, India, the USA, Spain, Portugal, France The Atlantic Ocean, the Pacific Ocean, the Indian Ocean, the Mediterranean Sea North, east, south, west, centre

91



Throughout this unit, the students will be able to: Observe the different types of landscapes that surround them and which features can be found in each. Consider the differences between natural and man-made elements in their environment, and how natural elements such as water are

essential to our daily lives. Recycle vocabulary. Use plenty of visual support.


COMPETENCES1

PAGES

Human intervention in the environment.

Understand how humans change and shape the environment.

Understands how humans change and shape the environment.

MST, CUL, SOC, LTL

47–49, 55

Relief. Identify the principal forms of relief using the Iberian Peninsula as an example.

Identifies the principal forms of relief using the Iberian Peninsula as an example: island, archipelago, peninsula, mountain, mountain range, plain, valley, river, lake, coast, beach, gulf, bay, port.

MST, LTL 47–51

Saving water. Understand the need to adopt a responsible attitude towards the use of water, care of the environment and the use of natural resources, proposing measures and behaviour which could help the environment.


MST, LTL, SOC 52, 53, 55


92


UNIT 4. Landscapes


COMPETENCES

PAGES




LTL 54, 55


LTL 54, 55


LTL 54–57














LTL, AUT 54, 55


LTL, AUT 54, 55



93



In this unit, pupils will consider the impact the natural world has on our lives and how we must make sure we look after the environment and its natural resources. Pupils will also learn that landscapes are being constantly altered by human activity.

Pupils think about: The importance of protecting the natural features of landscapes. What we can do to look after the environment. How we can be careful with water and not waste it. How to behave when we are in (national) parks.

Our Choices The Our Choices page in this unit focuses on looking after protected natural areas. Pupils will read some information about three of

Spain’s most well-known national parks. The poster encourages pupils to be aware of their own environmental behaviour.






Song lyrics

Posters

Videos




LANGUAGE95


Do you want to … ? How about …? Do you feel like…? Go for a swim, explore the rocks, buy an ice cream A mountain is natural. A bridge is man-made All living things need water Use water, save water, waste water, look after water You can visit / see / ski / climb … Cliff, lighthouse, beach, wind farm, island, sea Hill, forest, river, sea Village, windmill, road, beach bar Beach, headland, islands, sea, cliffs, rock pools Boat, sails Road, town, bridge, railway track Lake, mountain, forest Natural, man-made House, bridge, boat, windmill Valley, plain, plateau Coastal landscape, natural feature Archipelago, bay, beach, cliff, headland, island Inland landscape, natural feature Mountain, mountain range, valley, plain, plateau, river, lake Salt water, fresh water, drinking water Rivers, lakes, ice caps, underground Solid, liquid, gas Cut, fold, tape, cut out, stick, write Island, water, archipelago, mountain, valley, lake National parks, protected areas, outdoor activities The Picos de Europa / Doñana / Sierra Nevada National Park Wild animals, brown bears, wolves, eagles, lynxes River, plateau, valley, mountain, forest, plain, lake, mountain range Beach, archipelago, headland, cliff, island Bridge, picnic table, lighthouse, village, campsite Natural / man-made features, inland / coastal features

96



Throughout this unit, the students will be able to: Undestand the necessity of having a responsible attitude towards the use of water, the care of the environment and the use of natural

resources, proposing actions and behaviours which would help the environment. . Follow different cooperative learning structures that will provide the optimal learning experience and guarantee the involvement of all


CONTENT EVALUATION CRITERIA LEARNING OUTCOMES

KEY COMPETENCE

S1

PAGES

Development of social skills. Develop social skills and a positive attitude towards teamwork.


SOC, CUL, LTL 58–59

Values the importance of peaceful and tolerant coexistence between different people.

SOC, LTL 58–59


SOC, LTL 58–59




LTL 58–59


LTL 58–59


LTL 58–59




97


TERM 2. Project


COMPETENCESPAGE

SPresentation of work. Present work carried out

clearly using different media.


LTL, AUT, DIG 58–59









LTL, AUT 58–59


LTL, AUT 58–59


LTL, AUT, SOC 58–59



MIXED ABILITY 98





LANGUAGE Descriptions of different symbols we can find on a map Giving short answers Expressing opinions Map, ocean, capital, compass, continent, scale, country, globe North, east, south, west Landscapes, natural / man-made features, inland / coastal features Bridge, cliffs, island, lake, lighthouse, mountain, road, valley

99



Throughout this unit, the students will be able to: Look at their more immediate surroundings. Study their neighbourhood and learn about the streets, facilities and features in the place where they live. Refresh what they learnt the previous year about people and places in towns and cities. Learn about the structure and duties of local government in simple terms. Learn about the public services that are available to them. Review, recycle and check the progress of the unit.


COMPETENCES1

PAGES

The organisation of Spain. Understand, in general terms, the organisation of Spain.

Understands, in general terms, the organisation of Spain: places in towns, public services and local government.

MST, CUL 63–67

Emergencies. Know the emergency services. Knows the emergency services. MST, SOC, LTL 65, 66

Spain. Locate, on a political map of Spain, the different autonomous communities and cities, as well as the provinces and important cities.

Locates, on a political map of Spain, the different autonomous communities and cities, as well as the provinces and important cities.

MST, CUL, LTL 68, 69, 94

Spanish population. Describe the principal characteristics of Spanish population.

Describes the principal characteristics of Spanish population.

MST, CUL 73


100


UNIT 5. My Community


COMPETENCES

PAGES




LTL 70, 71


LTL 70, 71


LTL 70, 71














LTL, AUT 70, 71


LTL, AUT 70, 71



101



In this unit, pupils will understand that everybody plays an important role in their local community. They will learn to appreciate that many individuals work together to make their neighbourhood a safe, clean and pleasant place to live.

Pupils think about: How they can be responsible members of their local community. The importance of working together to make their neighbourhood a better place to live in for everyone. How every nationality is unique and special.

Our Choices The Our Choices page in this unit focuses on multiculturalism and the movement of people to and from Spain. The poster encourages pupils to investigate the cultural diversity existing in their classroom and to learn about and respect the cultures

of non-Spanish classmates and their way of life.

MIXED ABILITY






Song lyrics

Posters

Videos




LANGUAGE103


It’s my job to … They help everyone in the town, they look after the neighbourhoods Local election, vote, count the votes, the majority of the votes Each province has a capital city Each autonomous community has a capital city / its own government People come to live in Spain, people move to other countries What country are you from? Park, fire station, town hall, supermarket, bus stop, post box, bank, school Firefighter, rubbish collector, police officer, bus driver, postal worker, mayor Postman, firefighter, rubbish collector, mayor, nurse, librarian Post office, fire station, street, town hall Town, neighbourhood, public services Bus driver, postal worker, firefighter, teacher, rubbish collector, police officer, doctor, mayor Public services, public buildings Postal worker, librarian, mayor, police officer, doctor, firefighter Post office, library, town hall, police station, hospital, fire station Town, province Local government, mayor, local politicians, town hall Province, capital city Tradition, festival, language, dialect Province, region, autonomous community, autonomous city Capital city, government Fold, cut out, stick, write, find out, investigate, draw Town, province, autonomous community, country, local dance Multi-cultural, nationality, flag Bank, bus stop, hospital, cinema, library, park, school, supermarket Teacher, firefighter, doctor, stethoscope, books, hose Mayor, neighbourhood, city, language, public services

104



Throughout this unit, the students will be able to: Take a close look at roads and road safety. Learn about the different road signs that they see around town, their purpose as well as their meanings. Learn how to be safe on the road, whether they are a pedestrian, a cyclist or a passenger. Compare different forms of transport, public and private, and become aware of what it means to be a ‘green traveller’. Review and recycle regularly as they progress through the unit.

CONTENT EVALUATION CRITERIA LEARNING OUTCOMES KEY COMPETENCE

S1

PAGES

Road safety. Explain the basic rules of road safety and the consequences of following them correctly or not.

Explains the basic rules of road safety and the consequences of following them correctly or not.

MST, SOC, LTL, AUT

75–80, 82

Knows the meaning of certain road signs and the importance of respecting them whether as a pedestrian or transport user.

MST, SOC, LTL, AUT

75–78, 80, 82

Air pollution. Understand the need to adopt a responsible attitude towards the use of water, care of the environment and the use of natural resources, proposing measures and behaviour which could help the environment.


MST, SOC, LTL, AUT

83


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UNIT 6. Road safety


COMPETENCES

PAGES




LTL 82, 83


LTL 82, 83


LTL 82, 83













In this unit pupils will understand that road signs play an important role in making sure that we are safe on the road and in our streets. Pupils will learn how to behave when they are outdoors, whether it be walking in the street or travelling on the road as a cyclist or a passenger in a car or on a bus. They will learn to value the importance of using public transport in order to cause less air pollution.

Pupils think about: How they can be safe pedestrians, cyclists and passengers. The importance of respecting and looking after public transport services which are for everyone. How they can cause the least amount of air pollution possible.

Our Choices The Our Choices page in this unit focuses on air pollution and the importance of travelling in ways that pollute the environment as little

as possible. The survey encourages pupils to be aware of their own environmental behaviour when it comes to being a ‘green traveller’, as well as teaching them how to collect simple data.

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Song lyrics

Posters

Videos


107



progress after studying the unit content. End-of-Term test: makes it possible to assess the pupil's progress throughout the term.Informal Assessment: Let's Remember section at the end of the unit.Self-assessment: Self-evaluation section at the end of the unit.Rubrics: ByME Social Science 2 Rubrics

LANGUAGE 50 kilometres per hour You must …, You cannot …, Look out for … Road signs control traffic Be careful, walk on the pavement, hold hands with an adult, cross the road Maximum speed, petrol station, children crossing, traffic lights, no entry, parking Car, bus, bicycle, tram, motorbike Bench, road sign, bin, cycle lane, street light, pavement Road sign, (maximum) speed limit, a taxi rank, a roundabout Distract Speed limit, motorway, slippery road, parking, no entry Warning, information, order. Triangular / rectangular / square / circular road signs Pedestrian, road, pavement Stop, look, listen, think Safe / dangerous / crowded place Dangerous behaviour Car, back seat, seatbelt, booster seat Passenger, travel, distract, driver Helmet, comfortable clothes / shoes Pavement, cycle lane / path, road signs Be careful, accident Always, never Public transport, bus, metro, train, tram Travel, offer, get off / on, distract Passenger, seat, rubbish, driver

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Cut out, stick, draw, display Circular / rectangular / triangular road signs Warnings, information, orders Pedestrian, pollution, seatbelt, accident, stop, driver, passenger, pavement Road sign, information, orders, road, traffic jam

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Throughout this unit, the students will be able to: Revise different laws and road signs to make a responsible use of the bicycle. Follow different cooperative learning structures that will provide the optimal learning experience and guarantee the involvement of all


CONTENT EVALUATION CRITERIA

LEARNING OUTCOMES KEY COMPETENCE

S1

PAGES

Bicycle safety. Understand how to act in an emergency.

Identifies risky situations for the life and well-being of people.

SOC, LTL 86, 87

Knows how to act after an accident and in different emergency situations.

SOC, LTL 86, 87

Applies help carrying out first aid and knows when we shouldn’t help.

SOC, LTL 86, 87

Knows how to alert the emergency services and knows the emergency number.

SOC, LTL 86, 87

Knows the content and uses of a first aid kit. SOC, LTL 86, 87Knows what preventative measures to take in emergencies.

SOC, LTL 86, 87

Develops habits which help communication when using the emergency number.

SOC, LTL 86, 87

Knows the emergency services. SOC, LTL 86, 87Development of social skills. Develop social skills and a

positive attitude towards teamwork.


SOC, CUL, LTL 86, 87


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TERM 3. Project


COMPETENCESPAGE

SValues the importance of peaceful and tolerant coexistence between different people.

SOC, LTL 86, 87


SOC, LTL 86, 87




LTL 86, 87


LTL 86, 87


LTL 86, 87














LTL, AUT 86, 87


LTL, AUT 86, 87




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MIXED ABILITY




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LANGUAGE Descriptions of different first-aid tips Giving short answers Expressing opinions Doctor, gardener, teacher Rubbish, bin, pavement, road sign, traffic, cycle lane Always, sometimes, never Seatbelt, helmet, green man Wear, run, walk, wait, stop, look, listen, think, cross Hospital, fire station, park, post office, school, town hall, bank, supermarket

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Bilingual Byme · Web viewByME . Social Science 2 . Syllabus Social Science. Primary stage: Year 2....

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