ByME Social

Science 5

(Comunidad de Madrid)

Syllabus Social Science

Primary stage: Year 5

INDEX

Page

1. Introduction

3

2. Methodology

5

3. Contribution to the development of key competences

7

4. General Objectives of the stage

8

5. Course contents and Learning outcomes

9

6. Values and Attitudes

13

7. Mixed-ability activities

15

8. Fostering reading

16

9. Language Structures

17

10. Cooperative Learning

20

11. Assessment Rubrics

27

12. Assessment in our Educational Project

43

13. Assessment of the Teaching-Learning process

46

14. Specific methodology in ByME Social Science 5 CAM

48

15. Materials of ByME Social Science 5 CAM

57

16. Measures for students with special needs

68

17. Use of information and communication technology

69

18. Teaching and organisational resources

71

19. Supplementary activities

75

20. Didactic Units

76

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.

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.

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.

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.

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)

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.

5. COURSE CONTENTS AND LEARNING OUTCOMES

FIFTH YEAR

History. The track of time.

The relief of the Iberian Peninsula.

1. Knows and locates on a map the relief and the principal rivers of the Iberian Peninsula as well as the seas and oceans which surround it and the islands and archipelagos which are close to it.

The beginning of the Middle Ages in the Iberian Peninsula. Visigoth Spain.

2. Identifies the arrival of the Visigoths in the fifth century with the beginning of the Middle Ages in the Iberian Peninsula.

3. Situates the Visigoth Kingdom of Toledo chronologically.

4. Knows some fundamental development from the Visigoth period, such as the conversion of Reccared to Catholicism in the year 589.

The Muslims in the Iberian Peninsula.

5. Identifies the moment of the arrival of the Muslims in the Peninsula (Battle of Guadalete in the year 711).

6. Identifies al-Andalus as the name which the Muslims gave to the Iberian Peninsula under their rule.

7. Situates chronologically the Emirate and the Caliphate of Cordoba and the Taifa Kingdoms.

8. Knows some fundamental aspects of the society of al-Andalus.

9. Identifies some fundamental figures from Andalusian history such as Abd al-Rahman I, Abd al-Rahman II or Averroes.

10. Recognizes some Muslim remains in Spain such as the Alhambra of Granada or the Mezquita of Cordoba.

The Christian kingdoms in the Middle Ages. The Reconquest.

11. Identifies some characteristics of the organization of life in feudal society.

12. Knows the origin and the historical and cultural value of the Way of St. James.

13. Identifies on historic maps the principal Christian kingdoms during the Reconquest.

14. Knows some figures and historic events from the Reconquest: Don Pelayo and the Battle of Covadonga, and El Cid Campeador.

15. Identifies some of the kings of the Christian kingdoms and their historic legacy:

— Alfonso VI, King of Castile and of Leon.

— Fernando III the Saint, King of Castile and of Leon.

— Alfonso X the Wise, King of Castile and of Leon.

— James I the Conqueror, King of Aragon and Count of Barcelona.

16. Identifies the Battle of Navas de Tolosa in 1212.

The Catholic Monarchs. The discovery of America.

17. Identifies Isabel of Castile and Ferdinand of Aragon as the Catholic Monarchs.

18. Recognizes the marriage of the Catholic Monarchs as the dynastic union which marks the origins of the Kingdom of Spain.

19. Identifies some conquerors, navigators and explorers such as Hernan Cortes, Pizarro, Magellan or Elcano.

20. Identifies the conquest of Granada (1492) as the end of the Reconquest.

21 Explains the discovery of America (1492) and the voyages of Christopher Columbus.

Spain in the Modern Age. XVI and XVII Centuries. The reign of the House of Austria.

22. Knows some important events from the reigns of Charles I, Philip II and Philip IV.

23. Knows the names of some writers of the Spanish Golden Age such as Garcilaso de la Vega, Saint Teresa of Jesus, Saint John of the Cross, Fray Luis de Leon, Miguel de Cervantes, Lope de Vega, Luis de Gongora, Tirso de Molina or Pedro Calderon de la Barca and artists such as El Greco or Diego Velazquez.

Spain in the Modern Age. The XVIII Century. The Bourbons in Spain.

24. Identifies Philip V as the first Bourbon king of Spain.

25. Identifies the fundamental aspects of the reign of the Bourbons.

26. Is familiar with the scientific expeditions of Jorge Juan.

27. Identifies the reign of Charles III with the modernization and beautification of Madrid. (Royal Palace, Puerta de Alcalá, Botanic Garden, etc).

Living in society

The population. The population of Spain and Europe: distribution and evolution. Migratory movements.

28. Is familiar with the terms: demography, absolute population and density of population.

29. Interprets a population pyramid and other graphs used in the study of population.

30. Situates on a map the major nuclei of population in Spain and Europe, the most densely populated zones and the principal migratory movements.

Productive activities. Sectors of production. Economic activities and sectors of production of Spain and Europe. Publicity.

31. Distinguishes between raw materials and finished product, associating them with the activities in which they are obtained.

32. Describes in an ordered sequence the process of elaboration of a product through its sale and identifies the sectors to which it belongs.

33. Explains the relevant activities of the primary, secondary and tertiary sectors in Spain and Europe.

34. Understands the function of publicity and recognizes and explains the most usual techniques of publicity, analyzing concrete examples.

Financial education. Money. Savings.

35. Differentiates between different types of spending. Prepares a small personal budget.

36. Investigates different purchasing strategies, comparing prices and gathering information.

Employability and entrepreneurial spirit. The company. Activity and functions.

37. Identifies different types of company according to their size and the economic sector to which the activities they perform belong.

38. Describes different forms of business organization.

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.

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.

6. VALUES AND ATTITUDES

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

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

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

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

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

· Previous knowledge and experience.

· Relationship with their equals.

· Cooperation and participation in class and their close environment.

· Questions between matters and contents.

· The active working methods provide, on one hand, a direct contact with the environment, and, on other, the proposal and resolution of problems as a procedure of working.

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

In ByME Social Science 5 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.

Fragile world: 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

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 5 syllabus (CAM).

· Fast Finishers: for those pupils who finish earlier.

· Helpful tips section with advice to diversify the Teacher's Book activities

· Cooperative Projects, which can be adapted to each pupil's needs

· Further reading sections in the Teacher's Book, a brief bibliography for those who would like to deepen their knowledge on CL.

· Activity Book activities.

· Digital Resources activities.

8. FOSTERING READING

ByME Social Science 5 (CAM) syllabus suggests different ways of encouraging reading habits and to develop the understanding in reading, by texts and reading activities from Pupils Book, as with the help of support material.

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

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

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

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

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

· Pupil's Book and Activity Book: Reading text throughout all the unit

· Teacher's Book: Further reading sections

· Introduction to the use of the school library

9. LANGUAGE STRUCTURES IN BYME SOCIAL SCIENCE 5 (CAM)

UNIT/ TEAMWORK

STRUCTURES

VOCABULARY

0

· present simple for facts, habits and routines

· past simple

· question forms

· dates

· economic sector activities

· money (running a business)

1

· narrative tenses

· question forms

· relative pronouns: where, who, that, which

· prepositions of place

· narrative descriptions

· time expressions and chronological sequencing

· giving directions

· making suggestions

· expressing opinions

· agreeing/disagreeing

· comparing and evaluating

· listening for specific information

· describing roles and places

· definitions

· comparisons

· describing architectural characteristics

· contrasting ideas

· describing buildings

· dates

· speaking skills

· writing skills

· reading skills

· unit vocabulary

2

· narrative tenses

· modals of speculation

· relative pronouns: who, which, when, where

· past tenses

· time expressions

· relative pronouns: who, which, where

· comparatives and superlatives

· vocabulary

· reading skills: true/false sentences

· listening for specific information

· dates

· countries and nationalities

· descriptive academic language

· speaking skills

· writing skills

· reading skills

· unit vocabulary

TERM 1. Teamwork

· question forms

· relative pronouns: who, which, when, where

· describing historical events

· giving short answers

· expressing opinions

· key vocabulary from units 1–2

3

· narrative tenses

· question forms

· comparatives and superlatives

· modals for speculation (might, could) and

· obligation (have to)

· relative pronouns: who, which, where, when

· present simple

· present continuous

· jobs

· descriptive vocabulary: Renaissance and Baroque

characteristics

· dates

· expressing opinion, speculating

· describing paintings: background, foreground,

layered composition, etc.

· speaking skills

· writing skills

· reading skills

· unit vocabulary

4

· past and present tenses

· comparisons

· present continuous

· present simple

· use of comparatives and superlatives

· use of imperatives

· listening for specific information

· writing skill

· speaking skills

· listening skills

· reading skills

· listening for specific information

· numbers

· following instructions

· unit vocabulary

TERM 2. Teamwork

· question forms

· relative pronouns: who, which, when, where

· describing different terms related to population: life expectancy, ageing population, etc.

· giving short answers

· expressing opinions

· key vocabulary from units 3–4

5

· language of advertising (persuasive)

· vocabulary

· describing images

· identifying objects

· speculation

· reading

· listening for specific information

· reading for comprehension and for specific

information

· classifying and ordering

· collaborative language

· classification

· reading for information

· exchange of information

· descriptive language

· speaking skills

· writing skills

· reading skills

· unit vocabulary

6

· giving opinions

· comparatives and superlatives

· vocabulary

· comparing advantages and disadvantages

· talking about companies

· listening for specific information

· reading skills

· assimilating information

· business terminology

· mathematical operations

· speaking skills: collaborating in a group

· making suggestions

· making decisions and reaching consensus

· unit vocabulary

· mathematical functions

· comparing things

· speaking skills

· reading skills

TERM 3. Teamwork

· question forms

· relative pronouns: who, which, when, where

· describing the three economic sector activities and different types of costs

· giving short answers

· expressing opinions

· key vocabulary from units 5–6

10. COOPERATIVE LEARNING

What is Cooperative Learning?

Cooperative Learning (CL) is an educational situation in which students are required to work together in small groups or teams to support each other in order to improve their own learning and that of others.

CL goes beyond merely seating students together; simply telling them they are a group does not mean they will cooperate effectively. For students to behave cooperatively, and to reach their full potential within a group or team, they will need some essential elements.

1. Positive interdependence

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

2. Individual accountability

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

3. Promotive interaction

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

4. Social abilities

Students need interpersonal skills in order to be successful.

Some of them are:

· Effective leadership

· Decision-making

· Trust-building

· Communication

· Conflict resolution

· Helping and asking for help

· Organisation

· Self-esteem and self-confidence

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

5. Group processing

Developing CL methodology is not easy at first, nor are the effects immediate. Difficulties within the groups, resources and management may arise. That is why formative assessment is needed. This assessment involves both teachers and students.

One way of structuring group assessment is by:

· Listing at least three member actions that helped the group be successful (students).

· Listing at least one action that could make the group even more successful (students).

· Monitoring the groups and giving feedback on how well the groups are working together and the class as a whole (teacher)

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

The benefits of using CL are supported by theory and are well-established by classroom research.

There are several reasons why CL works as well as it does:

· Students learn more by doing something active than by simply watching and listening, and CL is by nature an active method.

· Cooperation enhances learning. Less confident students working individually tend to give up when they get stuck, but when working as a part of a team they keep going.

· When strong students help and work together with less confident students, they often find gaps in their own understanding and fill them in.

· Students working alone may tend to delay or skip their assignments, but when they work as a part of a team and realise that others are counting on them, they will often feel more motivated and do the work in a timely manner.

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

Cooperative Learning structures

Once the teacher has determined the objective of the lesson, he or she can select a structure that will provide the optimal learning experience for the student in a cooperative context. Learning structures are available for almost any learning situation.

There are two structures we can use when we want our students to get to know each other: Round robin and Corners.

Round robin

Each student, in turn, shares something with his or her teammates.

This structure is very useful when we want our students to express ideas and opinions. It guaranties equal participation.

Corners

Each student moves to a corner of the room representing an alternative. Students discuss within corners, then listen to and paraphrase ideas from other corners.

We use this structure when we want our students to see alternative hypotheses, values, and take problem-solving approaches.

When we want our students to focus on information is the objective of the lesson, Pairs check and Numbered heads together are an excellent choice.

Pair check

Students work in pairs within their teams. As one solves a problem, the other coaches. After every second problem, the pair checks to see if they have

the same answers as the other pair. This structure will help our students to practice praising and asking for help within their teams.

Numbered heads together

Students are placed in their teams and each student is given a number (from one to the maximum number in each team). The teacher poses a question and students “put their heads together” to figure out the answer. The teacher calls a specific number to respond as spokesperson for the group.

This strategy ensures that each member of the group knows the answer.

If we want our students to understand concepts, we can use the Three-step interview, Think-pair-share, and Team word-webbing structures.

Three-step interview

Students interview each other in pairs, first one way and then the other. Each student shares with the group information they learnt in the interview.

Think-pair-share

Students reflect by themselves on a topic provided by the teacher. Then, they pair up with another student to discuss it. Finally, they share their thoughts with a bigger group: their team or the whole class.

This cooperative structure is very useful to generate and revise hypotheses or to promote inductive and deductive reasoning.

Team word-webbing

Students write simultaneously on a piece of chart paper, drawing main concepts, supporting elements and bridges representing the relations of ideas in a concept.

This cooperative structure will help the students to analyse concepts into components and understand the multiple relationships between different

concepts or ideas.

There are other structures like the Roundtable, Jigsaw, and Cooperative project that can be used in almost any learning situation.

Roundtable

Each student, in turn, writes one answer as a paper and a pencil are passed around the group. With Simultaneous roundtable, more than one pencil and paper are used at once.

This cooperative structure will enable the teacher to assess prior knowledge and will enable the students to practise team-building skills and information recall.

Jigsaw

Each student on the team becomes an “expert” on one topic by working with members from other teams assigned the corresponding topic. Upon returning to their teams, each student, in turn, teaches the group.

All students are assessed on all topics.

This structure can be used when the objectives of the activity are the acquisition and presentation of new material, or revision of different contents.

Cooperative project

Students work in groups to produce a particular group product to share with the whole class; each student makes a particular contribution to the group.

This structure involves learning and sharing complex material, often from multiple sources, as well as conflict resolution and presentation skills.

The teacher’s role in Cooperative Learning

Teachers should reinforce and help the pupils to know how to work in a group:

a. Taking care of the different cooperative skills the pupils will need to manage in order to work together effectively and efficiently. This is essential because all the elements derived from social interaction in the classroom depend on these cooperative skills

b. Turning social interaction into promotive interaction. Teachers should make pupils reflect on the way they address their group mates: what they mean and how they sound.

c. Creating opportunities for inter-individual information intake (or processing) making them aware of their individual accountability.

d. Contemplating group assessment as an instrument for cooperative reflection to ensure the improvement of the cooperative structure. Teachers should help pupils identify their weak and strong points as a group and take the necessary actions.

Cooperative skills

Cooperative skills can be classified as (Johnson, Johnson, & Holubec, 2008):

Organisation skills: those related to group formation and organisation as well as establishing behavioural rules.

· Encouraging every member to participate

· Turn-taking

· Forming groups quickly with minimum noise

· Staying in the group

· Managing noise level

· Respecting other members’ personal space

· Taking care of materials

· Paying attention to the person talking

· Respecting everybody’s opinions

Working out skills: those devoted to completing the tasks and keeping efficient working relationships within the group.

· Reflecting on more efficient procedures

· Guiding task procedures

· Defining the purpose of the task

· Establishing time limits

· Expressing approval

· Asking for help

· Paraphrasing others’ ideas

· Resolving conflicts

· Making shared decisions by negotiating and reaching a consensus

Formulation skills: those needed for a deep understanding of the concepts the students have acquired.

· Summarising

· Correcting others and adding information

· Scaffolding with previously-seen concepts

· Creating memorisation strategies

· Checking understanding

· Explaining how the task should be done

Processing skills: those targeted as raising sociocognitive awareness to cultivate a more in-depth understanding. For example:

· Discussing ideas

· Integrating different ideas in one conclusion

· Improving the answers of other group members

· Verifying and contrasting the work produced with the instructions given

Team formation

Teachers should form the teams rather than letting the students to choose their own teammates.

One of the fundamental aspects in structuring CL activities is the size of the groups. Ideally, form teams of 3–4 students. Pair work doesn’t usually produce the diversity of ideas and approaches common to CL. In teams of five or more, some students are likely to be inactive.

Make the teams heterogeneous in ability level. In heterogeneous groups, the weaker students learn from others, and the stronger students gain a deeper understanding of the subject by teaching it to their peers.

The Cooperative Learning session

There should be four different stages in every CL session:

1. Activation

This stage works as a warm-up. It is the moment for eliciting previous knowledge about the topic.

2. Introduction

The teacher introduces new content. This is the moment for giving instructions and explaining the ‘why’.

3. Development

At this stage teamwork comes into action according to the strategies designed by the teacher.

4. Feedback

The feedback will provide very useful information to the teacher, who checks if the contents have been properly acquired.

And last but not least…

- If you’ve never used CL, consider starting with small group activities in class. Once you’re comfortable with that, try a group project or assignment, up to a level of CL with which you are comfortable.

- At the start of the course, explain to students what they’ll be doing in teams, what procedures you’ll follow, and what your expectations are.

- Make team assignments more challenging than traditional individual assignments. CL works best for challenging problems and activities that require higher-level thinking skills.

- A term assessment is essential to find out how students feel about teamwork. Ask the students to reflect on what works and doesn’t work in their team.

If many teams are experiencing the same problem, spend some time in class on the relevant cooperative skills. Most of the time, however, the assessment will show that most teams are working well.

- Expect initial resistance from students.

11. ASSESSMENT RUBRICS

Specific Contents for the Fifth Year of Primary

LEARNING OUTCOMES

Levels of acquisition

Qualification (maximum 4)

In the course of being acquired (1)

Acquired (2)

Advanced (3)

Excellent (4)

1. Knows and locates on a map the relief and the principal rivers of the Iberian Peninsula as well as the seas and oceans which surround it and the islands and archipelagos which are close to it.

Makes efforts to locate on a map the relief and the principal rivers of the Iberian Peninsula as well as the seas and oceans which surround it and the islands and archipelagos which are close to it, although he/she experiences many difficulties

Knows and locates on a map the relief and several rivers of the Iberian Peninsula as well as some seas and oceans which surround it and the islands and some archipelagos which are close to it, although he/she experiences some difficulties

Knows and locates on a map the relief and most of the rivers of the Iberian Peninsula as well as many of the seas and oceans which surround it and the islands and archipelagos which are close to it, without too much difficulty

Knows and locates on a map the relief and the principal rivers of the Iberian Peninsula as well as all the seas and oceans which surround it and the islands and all the archipelagos which are close to it, without any difficulty

2. Identifies the arrival of the Visigoths in the fifth century with the beginning of the Middle Ages in the Iberian Peninsula.

Makes efforts to identify the arrival of the Visigoths in the fifth century with the beginning of the Middle Ages in the Iberian Peninsula, although he/she experiences many difficulties

Identifies the arrival of the Visigoths in the fifth century with the beginning of the Middle Ages in the Iberian Peninsula, although he/she experiences some difficulties

Identifies the arrival of the Visigoths in the fifth century with the beginning of the Middle Ages in the Iberian Peninsula, without too much difficulty

Identifies the arrival of the Visigoths in the fifth century with the beginning of the Middle Ages in the Iberian Peninsula, without any difficulty

3. Situates the Visigoth Kingdom of Toledo chronologically.

Makes efforts to situate the Visigoth Kingdom of Toledo chronologically, although he/she experiences many difficulties

Situates the Visigoth Kingdom of Toledo chronologically, although he/she experiences some difficulties

Situates the Visigoth Kingdom of Toledo chronologically, without too much difficulty

Situates the Visigoth Kingdom of Toledo chronologically, without any difficulty

4. Knows some fundamental development from the Visigoth period, such as the conversion of Reccared to Catholicism in the year 589.

Makes efforts to know some fundamental development from the Visigoth period, such as the conversion of Reccared to Catholicism in the year 589, although he/she experiences many difficulties

Knows some fundamental development from the Visigoth period, such as the conversion of Reccared to Catholicism in the year 589, although he/she experiences some difficulties

Knows some fundamental development from the Visigoth period, such as the conversion of Reccared to Catholicism in the year 589, without too much difficulty

Knows some fundamental development from the Visigoth period, such as the conversion of Reccared to Catholicism in the year 589, without any difficulty

5. Identifies the moment of the arrival of the Muslims in the Peninsula (Battle of Guadalete in the year 711).

Makes efforts to identify the moment of the arrival of the Muslims in the Peninsula (Battle of Guadalete in the year 711), although he/she experiences many difficulties

Identifies the moment of the arrival of the Muslims in the Peninsula (Battle of Guadalete in the year 711), although he/she experiences some difficulties

Identifies the moment of the arrival of the Muslims in the Peninsula (Battle of Guadalete in the year 711), without too much difficulty

Identifies the moment of the arrival of the Muslims in the Peninsula (Battle of Guadalete in the year 711), without any difficulty

6. Identifies al-Andalus as the name which the Muslims gave to the Iberian Peninsula under their rule.

Makes efforts to identify al-Andalus as the name which the Muslims gave to the Iberian Peninsula under their rule, although he/she experiences many difficulties

Identifies al-Andalus as the name which the Muslims gave to the Iberian Peninsula under their rule, although he/she experiences some difficulties

Identifies al-Andalus as the name which the Muslims gave to the Iberian Peninsula under their rule, without too much difficulty

Identifies al-Andalus as the name which the Muslims gave to the Iberian Peninsula under their rule, without any difficulty

7. Situates chronologically the Emirate and the Caliphate of Cordoba and the Taifa Kingdoms.

Makes efforts to situate chronologically the Emirate and the Caliphate of Cordoba and the Taifa Kingdoms, although he/she experiences many difficulties

Situates chronologically the Emirate and the Caliphate of Cordoba and the Taifa Kingdoms, although he/she experiences some difficulties

Situates chronologically the Emirate and the Caliphate of Cordoba and the Taifa Kingdoms, without too much difficulty

Situates chronologically the Emirate and the Caliphate of Cordoba and the Taifa Kingdoms, without any difficulty

8. Knows some fundamental aspects of the society of al-Andalus.

Makes efforts to know some fundamental aspects of the society of al-Andalus, although he/she experiences many difficulties

Knows some fundamental aspects of the society of al-Andalus, although he/she experiences some difficulties

Knows some fundamental aspects of the society of al-Andalus, without too much difficulty

Knows some fundamental aspects of the society of al-Andalus, without any difficulty

9. Identifies some fundamental figures from Andalusian history such as Abd al-Rahman I, Abd al-Rahman II or Averroes.

Makes efforts to identify some fundamental figures from Andalusian history such as Abd al-Rahman I, Abd al-Rahman II or Averroes, although he/she experiences many difficulties

Identifies some fundamental figures from Andalusian history such as Abd al-Rahman I, Abd al-Rahman II or Averroes, although he/she experiences some difficulties

Identifies some fundamental figures from Andalusian history such as Abd al-Rahman I, Abd al-Rahman II or Averroes, without too much difficulty

Identifies some fundamental figures from Andalusian history such as Abd al-Rahman I, Abd al-Rahman II or Averroes, without any difficulty

10. Recognizes some Muslim remains in Spain such as the Alhambra of Granada or the Mezquita of Cordoba.

Makes efforts to recognize some Muslim remains in Spain such as the Alhambra of Granada or the Mezquita of Cordoba, although he/she experiences many difficulties

Recognizes some Muslim remains in Spain such as the Alhambra of Granada or the Mezquita of Cordoba, although he/she experiences some difficulties

Recognizes some Muslim remains in Spain such as the Alhambra of Granada or the Mezquita of Cordoba, without too much difficulty

Recognizes some Muslim remains in Spain such as the Alhambra of Granada or the Mezquita of Cordoba, without any difficulty

11. Identifies some characteristics of the organization of life in feudal society.

Makes efforts to identify some characteristics of the organization of life in feudal society, although he/she experiences many difficulties

Identifies some characteristics of the organization of life in feudal society, although he/she experiences some difficulties

Identifies some characteristics of the organization of life in feudal society, without too much difficulty

Identifies some characteristics of the organization of life in feudal society, without any difficulty

12. Knows the origin and the historical and cultural value of the Way of St. James.

Makes efforts to know the origin and the historical and cultural value of the Way of St. James, although he/she experiences many difficulties

Knows the origin and the historical and cultural value of the Way of St. James, although he/she experiences some difficulties

Knows the origin and the historical and cultural value of the Way of St. James, without too much difficulty

Knows the origin and the historical and cultural value of the Way of St. James, without any difficulty

13. Identifies on historic maps the principal Christian kingdoms during the Reconquest.

Makes efforts to identify on historic maps the principal Christian kingdoms during the Reconquest, although he/she experiences many difficulties

Identifies on historic maps the principal Christian kingdoms during the Reconquest, although he/she experiences some difficulties

Identifies on historic maps the principal Christian kingdoms during the Reconquest, without too much difficulty

Identifies on historic maps the principal Christian kingdoms during the Reconquest, without any difficulty

14. Knows some figures and historic events from the Reconquest: Don Pelayo and the Battle of Covadonga, and El Cid Campeador.

Makes efforts to know some figures and historic events from the Reconquest: Don Pelayo and the Battle of Covadonga, and El Cid Campeador, although he/she experiences many difficulties

Knows some figures and historic events from the Reconquest: Don Pelayo and the Battle of Covadonga, and El Cid Campeador, although he/she experiences some difficulties

Knows some figures and historic events from the Reconquest: Don Pelayo and the Battle of Covadonga, and El Cid Campeador, without too much difficulty

Knows some figures and historic events from the Reconquest: Don Pelayo and the Battle of Covadonga, and El Cid Campeador, without any difficulty

15. Identifies some of the kings of the Christian kingdoms and their historic legacy.

Makes efforts to identify some of the kings of the Christian kingdoms and their historic legacy, although he/she experiences many difficulties

Identifies some of the kings of the Christian kingdoms and their historic legacy, although he/she experiences some difficulties

Identifies some of the kings of the Christian kingdoms and their historic legacy, without too much difficulty

Identifies some of the kings of the Christian kingdoms and their historic legacy, without any difficulty

16. Identifies the Battle of Navas de Tolosa in 1212.

Makes efforts to identify the Battle of Navas de Tolosa in 1212, although he/she experiences many difficulties

Identifies the Battle of Navas de Tolosa in 1212, although he/she experiences some difficulties

Identifies the Battle of Navas de Tolosa in 1212, without too much difficulty

Identifies the Battle of Navas de Tolosa in 1212, without any difficulty

17. Identifies Isabel of Castile and Ferdinand of Aragon as the Catholic Monarchs.

Makes efforts to identify Isabel of Castile and Ferdinand of Aragon as the Catholic Monarchs, although he/she experiences many difficulties

Identifies Isabel of Castile and Ferdinand of Aragon as the Catholic Monarchs, although he/she experiences some difficulties

Identifies Isabel of Castile and Ferdinand of Aragon as the Catholic Monarchs, without too much difficulty

Identifies Isabel of Castile and Ferdinand of Aragon as the Catholic Monarchs, without any difficulty

18. Recognizes the marriage of the Catholic Monarchs as the dynastic union which marks the origins of the Kingdom of Spain.

Makes efforts to recognize the marriage of the Catholic Monarchs as the dynastic union which marks the origins of the Kingdom of Spain, although he/she experiences many difficulties

Recognizes the marriage of the Catholic Monarchs as the dynastic union which marks the origins of the Kingdom of Spain, although he/she experiences some difficulties

Recognizes the marriage of the Catholic Monarchs as the dynastic union which marks the origins of the Kingdom of Spain, without too much difficulty

Recognizes the marriage of the Catholic Monarchs as the dynastic union which marks the origins of the Kingdom of Spain, without any difficulty

19. Identifies some conquerors, navigators and explorers such as Hernan Cortes, Pizarro, Magellan or Elcano.

Makes efforts to identify some conquerors, navigators and explorers such as Hernan Cortes, Pizarro, Magellan or Elcano, although he/she experiences many difficulties

Identifies some conquerors, navigators and explorers such as Hernan Cortes, Pizarro, Magellan or Elcano, although he/she experiences some difficulties

Identifies some conquerors, navigators and explorers such as Hernan Cortes, Pizarro, Magellan or Elcano, without too much difficulty

Identifies some conquerors, navigators and explorers such as Hernan Cortes, Pizarro, Magellan or Elcano, without any difficulty

20. Identifies the conquest of Granada (1492) as the end of the Reconquest.

Makes efforts to identify the conquest of Granada (1492) as the end of the Reconquest, although he/she experiences many difficulties

Identifies the conquest of Granada (1492) as the end of the Reconquest, although he/she experiences some difficulties

Identifies the conquest of Granada (1492) as the end of the Reconquest, without too much difficulty

Identifies the conquest of Granada (1492) as the end of the Reconquest, without any difficulty

21. Explains the discovery of America (1492) and the voyages of Christopher Columbus.

Makes efforts to explain the discovery of America (1492) and the voyages of Christopher Columbus, although he/she experiences many difficulties

Explains the discovery of America (1492) and the voyages of Christopher Columbus, although he/she experiences some difficulties

Explains the discovery of America (1492) and the voyages of Christopher Columbus, without too much difficulty

Explains the discovery of America (1492) and the voyages of Christopher Columbus, without any difficulty

22. Knows some important events from the reigns of Charles I, Philip II and Philip IV.

Makes efforts to know some important events from the reigns of Charles I, Philip II and Philip IV, although he/she experiences many difficulties

Knows some important events from the reigns of Charles I, Philip II and Philip IV, although he/she experiences some difficulties

Knows some important events from the reigns of Charles I, Philip II and Philip IV, without too much difficulty

Knows some important events from the reigns of Charles I, Philip II and Philip IV, without any difficulty

23. Knows the names of some writers of the Spanish Golden Age such as Garcilaso de la Vega, Saint Teresa of Jesus, Saint John of the Cross, Fray Luis de Leon, Miguel de Cervantes, Lope de Vega, Luis de Gongora, Tirso de Molina or Pedro Calderon de la Barca and artists such as El Greco or Diego Velazquez.

Makes efforts to know the names of some writers of the Spanish Golden Age such as Garcilaso de la Vega, Saint Teresa of Jesus, Saint John of the Cross, Fray Luis de Leon, Miguel de Cervantes, Lope de Vega, Luis de Gongora, Tirso de Molina or Pedro Calderon de la Barca and artists such as El Greco or Diego Velazquez, although he/she experiences many difficulties

Knows the names of some writers of the Spanish Golden Age such as Garcilaso de la Vega, Saint Teresa of Jesus, Saint John of the Cross, Fray Luis de Leon, Miguel de Cervantes, Lope de Vega, Luis de Gongora, Tirso de Molina or Pedro Calderon de la Barca and artists such as El Greco or Diego Velazquez, although he/she experiences some difficulties

Knows the names of some writers of the Spanish Golden Age such as Garcilaso de la Vega, Saint Teresa of Jesus, Saint John of the Cross, Fray Luis de Leon, Miguel de Cervantes, Lope de Vega, Luis de Gongora, Tirso de Molina or Pedro Calderon de la Barca and artists such as El Greco or Diego Velazquez, without too much difficulty

Knows the names of some writers of the Spanish Golden Age such as Garcilaso de la Vega, Saint Teresa of Jesus, Saint John of the Cross, Fray Luis de Leon, Miguel de Cervantes, Lope de Vega, Luis de Gongora, Tirso de Molina or Pedro Calderon de la Barca and artists such as El Greco or Diego Velazquez, without any difficulty

24. Identifies Philip V as the first Bourbon king of Spain.

Makes efforts to identify Philip V as the first Bourbon king of Spain, although he/she experiences many difficulties

Identifies Philip V as the first Bourbon king of Spain, although he/she experiences some difficulties

Identifies Philip V as the first Bourbon king of Spain, without too much difficulty

Identifies Philip V as the first Bourbon king of Spain, without any difficulty

25. Identifies the fundamental aspects of the reign of the Bourbons.

Makes efforts to identify the fundamental aspects of the reign of the Bourbons, although he/she experiences many difficulties

Identifies the some aspects of the reign of the Bourbons, although he/she experiences some difficulties

Identifies the fundamental aspects of the reign of the Bourbons, without too much difficulty

Identifies the fundamental aspects of the reign of the Bourbons, without any difficulty

26. Is familiar with the scientific expeditions of Jorge Juan.

Makes efforts to be familiar with the scientific expeditions of Jorge Juan, although he/she experiences many difficulties

Is familiar with the scientific expeditions of Jorge Juan, although he/she experiences some difficulties

Is familiar with the scientific expeditions of Jorge Juan, without too much difficulty

Is familiar with the scientific expeditions of Jorge Juan, without any difficulty

27. Identifies the reign of Charles III with the modernization and beautification of Madrid. (Royal Palace, Puerta de Alcalá, Botanic Garden, etc).

Makes efforts to identify the reign of Charles III with the modernization and beautification of Madrid. (Royal Palace, Puerta de Alcalá, Botanic Garden, etc), although he/she experiences many difficulties

Identifies the reign of Charles III with the modernization and beautification of Madrid. (Royal Palace, Puerta de Alcalá, Botanic Garden, etc), although he/she experiences some difficulties

Identifies the reign of Charles III with the modernization and beautification of Madrid. (Royal Palace, Puerta de Alcalá, Botanic Garden, etc), without too much difficulty

Identifies the reign of Charles III with the modernization and beautification of Madrid. (Royal Palace, Puerta de Alcalá, Botanic Garden, etc), without any difficulty

28. Is familiar with the terms: demography, absolute population and density of population.

Makes efforts to be familiar with the terms: demography, absolute population and density of population, although he/she experiences many difficulties

Is familiar with the terms: demography, absolute population and density of population, although he/she experiences some difficulties

Is familiar with the terms: demography, absolute population and density of population, without too much difficulty

Is familiar with the terms: demography, absolute population and density of population, without any difficulty

29. Interprets a population pyramid and other graphs used in the study of population.

Makes efforts to interpret a population pyramid and other graphs used in the study of population, although he/she experiences many difficulties

Interprets a population pyramid and other graphs used in the study of population, although he/she experiences some difficulties

Interprets a population pyramid and other graphs used in the study of population, without too much difficulty

Interprets a population pyramid and other graphs used in the study of population, without any difficulty

30. Situates on a map the major nuclei of population in Spain and Europe, the most densely populated zones and the principal migratory movements.

Makes efforts to situate on a map the major nuclei of population in Spain and Europe, the most densely populated zones and the principal migratory movements, although he/she experiences many difficulties

Situates on a map the major nuclei of population in Spain and Europe, the most densely populated zones and the principal migratory movements, although he/she experiences some difficulties

Situates on a map the major nuclei of population in Spain and Europe, the most densely populated zones and the principal migratory movements, without too much difficulty

Situates on a map the major nuclei of population in Spain and Europe, the most densely populated zones and the principal migratory movements, without any difficulty

31. Distinguishes between raw materials and finished product, associating them with the activities in which they are obtained.

Makes efforts to distinguish between raw materials and finished product, associating them with the activities in which they are obtained, although he/she experiences many difficulties

Distinguishes between raw materials and finished product, associating them with the activities in which they are obtained, although he/she experiences some difficulties

Distinguishes between raw materials and finished product, associating them with the activities in which they are obtained, without too much difficulty

Distinguishes between raw materials and finished product, associating them with the activities in which they are obtained, without any difficulty

32. Describes in an ordered sequence the process of elaboration of a product through its sale and identifies the sectors to which it belongs.

Makes efforts to describe in an ordered sequence the process of elaboration of a product through its sale and identifies the sectors to which it belongs, although he/she experiences many difficulties

Describes in an ordered sequence the process of elaboration of a product through its sale and identifies the sectors to which it belongs, although he/she experiences some difficulties

Describes in an ordered sequence the process of elaboration of a product through its sale and identifies the sectors to which it belongs, without too much difficulty

Describes in an ordered sequence the process of elaboration of a product through its sale and identifies the sectors to which it belongs, without any difficulty

33. Explains the relevant activities of the primary, secondary and tertiary sectors in Spain and Europe.

Makes efforts to explain the relevant activities of the primary, secondary and tertiary sectors in Spain and Europe, although he/she experiences many difficulties

Explains the relevant activities of the primary, secondary and tertiary sectors in Spain and Europe, although he/she experiences some difficulties

Explains the relevant activities of the primary, secondary and tertiary sectors in Spain and Europe, without too much difficulty

Explains the relevant activities of the primary, secondary and tertiary sectors in Spain and Europe, without any difficulty

34. Understands the function of publicity and recognizes and explains the most usual techniques of publicity, analyzing concrete examples.

Makes efforts to understand the function of publicity and recognizes and explains the most usual techniques of publicity, analyzing concrete examples, although he/she experiences many difficulties

Understands the function of publicity and recognizes and explains the most usual techniques of publicity, analyzing concrete examples, although he/she experiences some difficulties

Understands the function of publicity and recognizes and explains the most usual techniques of publicity, analyzing concrete examples, without too much difficulty

Understands the function of publicity and recognizes and explains the most usual techniques of publicity, analyzing concrete examples, without any difficulty

35. Differentiates between different types of spending. Prepares a small personal budget.

Makes efforts to differentiate between different types of spending. Prepares a small personal budget, although he/she experiences many difficulties

Differentiates between different types of spending. Prepares a small personal budget, although he/she experiences some difficulties

Differentiates between different types of spending. Prepares a small personal budget, without too much difficulty

Differentiates between different types of spending. Prepares a small personal budget, without any difficulty

36. Investigates different purchasing strategies, comparing prices and gathering information.

Makes efforts to investigate different purchasing strategies, comparing prices and gathering information, although he/she experiences many difficulties

Investigates different purchasing strategies, comparing prices and gathering information, although he/she experiences some difficulties

Investigates different purchasing strategies, comparing prices and gathering information, without too much difficulty

Investigates different purchasing strategies, comparing prices and gathering information, without any difficulty

37. Identifies different types of company according to their size and the economic sector to which the activities they perform belong.

Makes efforts to identify different types of company according to their size and the economic sector to which the activities they perform belong, although he/she experiences many difficulties

Identifies different types of company according to their size and the economic sector to which the activities they perform belong, although he/she experiences some difficulties

Identifies different types of company according to their size and the economic sector to which the activities they perform belong, without too much difficulty

Identifies different types of company according to their size and the economic sector to which the activities they perform belong, without any difficulty

38. Describes different forms of business organization.

Makes efforts to describe different forms of business organization, although he/she experiences many difficulties

Describes different forms of business organization, although he/she experiences some difficulties

Describes different forms of business organization, without too much difficulty

Describes different forms of business organization, without any difficulty

Common contents for the whole stage

LEARNING OUTCOMES

Levels of acquisition

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, tables, graphs, diagrams and synopses in order to summarize the information obtained.

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

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

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

Manages images, 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

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 is done, said or the decisions which are made.

Makes efforts to assume responsibilities for what is done, said or the decisions which are made, although he/she experiences many difficulties

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

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

Assumes responsibilities for 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 conflicts, although he/she experiences many difficulties

Uses cooperation and dialogue as a way to avoid and resolve conflicts, although he/she experiences some difficulties

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

Uses cooperation and dialogue as a way to avoid and resolve conflicts, without any 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 he/she experiences many difficulties

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

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

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

12. ASSESSMENT IN OUR EDUCATIONAL PROJECT

12.A) ASSESSMENT TOOLS

Formative assessment (Informal)

· Teacher’s evaluation of the unit

· Revise sections at the end of each unit.

· Term review sections at the end of every term.

Summative assessment (Formal)

· Diagnostic test: provides an overview of the unit and allow you to assess the students’ prior knowledge.

· End-of-unit test: in addition to the Review section at the end of each unit, this summative test can be used to evaluate students’ progress after studying the unit content.

· End-of-Term test: makes it possible to assess the pupil's progress throughout the term.

Self- assessment

· Self-evaluation section at the end of each unit

Rubrics

· ByME Social Science 5 Rubrics

12.B) TYPES OF EVALUATION

· Initial evaluation (Diagnostic): Al the beginning of each course of Primary Education, teachers will carry out an initial evaluation of students, which will allow them to take the right decisions and relevant measures related to reinforcement.

· Continuous evaluation (Formative): Continuous evaluation will have a formative character. Its aim will be to assess the teachers and to help students in the teaching and learning processes, as well as to adopt the relevant decisions to help them overcome any possible difficulties.

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

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

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

12.C) QUALIFICATION AND PROMOTION CRITERIA

The teacher/department will assess the level of consecution of the intended objectives applying the methodology, bearing in mind the acquisition of the key competences, the evaluation criteria and using the different resources of evaluation. 

The qua