SS3 Teaching Programmes English

Teaching programme ByME Social Science 3
1
ByME
Social Science 3

SYLLABUS

Area: Ciencias Sociales (English)

Stage: Primary Education


2
UNIT 1 The Universe
CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY
COMPETENCES
PAGES
The Earth in the Solar System. Identify the heavenly bodies of the Solar System
and the place of the Earth and the Moon within it.
Identifies the Earth as part of a group of
heavenly bodies that orbit the Sun.
MST 7-12
Describes the place of the Earth in the
Solar System.
MST, LIN 9-11
Locates the Sun in the centre of the
Solar System and names the planets
that form it.
MST 9-11
Situates the planets, according to their
proximity to the Sun.
MST 9-11
The Earth: movements and their
consequences.
Explain the movements of the Earth rotation and
revolution and their consequences.
Explains the Earths rotation and its
consequences.
MST,LIN 12
Defines day and hour as units to
measure time.
MST,LIN 12,13
Describes day and night as a
consequence of the Earths rotation.
MST,LIN 12
Defines a year and establishes how
many days in a year.
MST,LIN 13
Explains the Earths revolution and its
consequences.
MST, LIN 13
Identifies the seasons, defines their
duration and the changes in solar light.
MST 13
The layers of the Earth. Name the layers of the Earth, describing some of
their basic characteristics.
Identifies names and describes the
layers of the Earth and some of their
basic characteristics.
MST,LIN 11

3
COMPETENCES
PAGES
The Moon and its phases. Describes the basic characteristics and movements
of the Moon, identifying its phases and their
consequences.
Describes the revolution of the Moon
and identifies and names the phases.
MST,LIN 14
Orientation. The cardinal points. The
compass.
Identify and recognise the cardinal points. Locates the cardinal points. MST 15
Describes the route of the Sun in the
sky to help develop basic orientation
strategies.
MST,LTL,AUT 15
Identifies the compass as an instrument
that helps define position on the Earths
surface.
MST,LTL 15,16
Introduction to scientific knowledge
and its application in the Social
Sciences. Collect relevant information
using different sources (direct and
indirect).
Obtain specific and relevant information, using
different sources.
Looks for, selects and organises
information, analysing it and drawing
conclusions. Reflects on the process
followed and reports on it orally.
LTL, LIN 16,17
Develop strategies to organise,
memorise and remember information
obtained through different methods
and from different sources.
Develop a capacity for hard work and show
perseverance while studying.
Performs academic tasks in a
responsible and effective manner.
LTL, LIN 13,16,17
Uses vocabulary correctly in the
presentation of their work.
LTL, LIN 13,16,17
Expresses orally, carefully and clearly,
contents related to the subject area.
LIN 13
Team-building strategies. Develop a cooperative and adaptive attitude,
recognising merit in others ideas and responding
to situations with intuition, an open mind and
flexibility.
Develops a cooperative and adaptive
attitude, recognising merit in others
ideas and responding to situations with
intuition, an open mind and flexibility.
LTL 7

4
COMPETENCES
PAGES
Participates effectively and
constructively in daily life and develops
strategies for conflict resolution.
LTL, SOC 7
Identifies and uses the correct code of
conduct for their environment.
17
Correct use of different materials. Use the materials in a suitable way. Uses the materials in a suitable and
careful way thereby keeping them in
good condition.
LTL, SOC 16
Techniques for Intellectual work.
Elaboration of schemes and
summaries, memorising and
structuring the information received.
Reading techniques for Social Science
publications.
Employ techniques appropriate to intellectual
tasks; produce work and make presentations both
individually and as a group, involving search,
selection and organisation of texts of a social,
geographical or historical nature, while showing
autonomy and collaborative skills.
Produces work and makes
presentations both individually and as
part of a group, participating in the
search, selection and organisation of
texts of a geographical, social and
historical nature.
SOC,AUT 7-17
With help, plan and manage simple
projects, showing independence and
initiative in order to achieve
objectives.
Develop creativity and initiative improving their
capacity to acquire information and ideas and
present innovative conclusions.
Shows self-confidence, personal
initiative, curiosity, interest and
creativity in the learning process.
AUT,LTL 13,16,17
Shows independence in the planning
and carrying out of simple actions and
shows initiative when taking decisions.
AUT,LTL 13,16,17
Conflict resolution strategies: use of
rules and appreciation of peaceful
and tolerant coexistence.
Recognise cooperation and dialogue as a way to
avoid and resolve conflicts, encouraging democratic
values.
Values cooperation and dialogue as a
way of avoiding and resolving conflicts.
SOC 7
Use of ICTs to search for, select and
present information.
Use ICTs to search for, select and present
information.
Uses ICTs to search for, select and
MST,LTL,DIG 13


5
UNIT SUMMARY
In this unit pupils review and extend their knowledge of concepts relating to
the Universe, looking at the elements that make up the Solar System; how
the Earth and the Moon move; as well as orientation.

Pupils begin by refreshing what they learned in Primary 1, i.e. basic concepts
about the Sun, Moon, stars and planets, and are introduced to the eight
planets of the Solar System by means of a classification table. They then go
on to extend upon the introduction of the planets with a double-page
spread. At the same time, they are introduced to three "layers of the Earth":
the atmosphere, hydrosphere and geosphere.

This is followed by a more in-depth explanation of the two movements of
the Earth (rotation and revolution), with greater detail about day, night and
the seasons. The last two content pages deal with the movement of the
Moon and how moon phases are produced, as well as an introduction to
orientation concepts.

There is some new vocabulary in this unit, but pupils will be familiar with the
majority of the terms used. Many pupils will be familiar with the planets,
although probably in Spanish. This is one of the reasons that this unit is a
good way of starting the year: pupils less intimidated by the language aspect
as they are familiar the theory.
VALUES AND ATTITUDES
In this unit your pupils will learn to appreciate how vast the Universe is and
how relatively small our solar system is. Throughout the unit, try to
encourage pupils to think about:
how Earth is only one small part of the Solar System and the Universe.
how are planet is unique because of the atmosphere and hydrosphere.
how the light and heat emitted by the Sun are essential to life on Earth.
Think about it
The Think about it page in this unit focuses on how to stay safe in the sun.
The students will think about simple ways of protecting ourselves in the sun
by looking at and interpreting pictures. Encourage pupils to think about how
the Sun is important to us (as a source of vitamin D), but how it can be
harmful to us at the same time. Maybe some of your students have
experienced sunburn at some point in their lives this can be used as a
starting point for the activity.


6
UNIT 2 Air and weather
COMPETENCES
PAGES
Air and its composition. Identify the gases that form the air, explaining
some of their basic characteristics.
Explains the basic composition of the
air and identifies it as indispensable for
life.
MST,LIN 24,25
The atmosphere. Identify the atmosphere, explain its principal
characteristics and structure, and value its role in
protecting life on Earth.
Defines the atmosphere, understand
how it changes with altitude and
describes the basic characteristics of
the layers.
MST,LIN 25
Explains simply how the atmosphere
protects the Earth from extremes of
heat and cold and solar radiation.
MST,LIN 25
Atmospheric phenomena. Forms of
precipitation. Atmospheric
pollution.
Identify and name atmospheric phenomena,
describing the causes of clouds and precipitation
and investigating the principle types of
atmospheric pollution.
Identifies and names some atmospheric
phenomena.
MST,LIN 21-23,28-
31
Describes the causes of clouds and
precipitation.
MST,LIN 26,27
Carries out, with help, investigations
into different types of air pollution.
MST,LIN,LTL,DIG 28,29
Introduction to scientific knowledge
and its application in the Social
Sciences. Collect relevant
information using different sources
(direct and indirect).
Obtain specific and relevant information, using
different sources.
MST,LIN,LTL 25,27,29,31
memorise and remember
Develop a capacity for hard work and show
perseverance while studying.
Performs academic tasks in a
responsible and effective manner.
LTL 29,31

7
information obtained through
different methods and from
different sources.
LTL,LIN 29,31
Team-building strategies. Develop a cooperative and adaptive attitude,
recognising merit in others ideas and responding
to situations with intuition, an open mind and
flexibility.
LTL;SOC 21,31
Participates effectively and
constructively in daily life and develops
strategies for conflict resolution.
LTL,SOC 21,31
LTL,SOC 21
Use of different text types and
graphic languages.
Obtains, analyses and adapts the information
received from a variety of different textual and
graphic formats.
Analyses information related to the
subject area and handles images,
tables, graphs, schemes and summaries
using both traditional supports and
Information and Communication
Technologies.
AUT, LTL, DIG 23
With help, plan and manage simple
projects, showing independence
and initiative in order to achieve
objectives.
Develop creativity and initiative improving their
capacity to acquire information and ideas and
present innovative conclusions.
Shows self-confidence, personal
initiative, curiosity, interest and
creativity in the learning process.
AUT,LTL 29,30
Shows independence in the planning
and carrying out of simple actions and
shows initiative when taking decisions.
AUT,LTL 29,30

8
structuring the information
received. Reading techniques for
Social Science publications.
Employ techniques appropriate to intellectual
tasks; produce work and make presentations
both individually and as a group, involving search,
selection and organisation of texts of a social,
geographical or historical nature, while showing
autonomy and collaborative skills.
Produces work and makes
presentations both individually and as
part of a group, participating in the
search, selection and organisation of
texts of a geographical, social and
historical nature.
SOC,AUT 20-31
Conflict resolution strategies: use of
rules and appreciation of peaceful
and tolerant coexistence.
Recognise cooperation and dialogue as a way to
avoid and resolve conflicts, encouraging
democratic values.
Values cooperation and dialogue as a
way of avoiding and resolving conflicts.
SOC 21
Use of ICTs to search for, select and
information.
Uses ICTs to search for, select and
MST,LTL,DIG 29


9
UNIT SUMMARY
In this unit pupils review and extend their knowledge of concepts relating to
air and weather, identifying the gases that make up air, the layers of the
atmosphere, basic weather concepts, as well as the main causes of air
pollution.

Pupils begin by refreshing what they learned in Primary 1, i.e. basic concepts
about weather. They are introduced to the different instruments used to
measure weather and learn how to use charts to show data about
temperature and rainfall. They then go on to explore the combination of
gases that make up the air around us and study three of the layers of the
atmosphere that surround the Earth: the troposphere, stratosphere and
mesosphere.

This is followed by a double-page spread that provides a more in-depth
explanation of weather concepts including temperature, humidity, wind and
precipitation. The last two content pages deal with some of the major
causes of air pollution and strategies to reduce or prevent pollution in our
daily lives.

There is more science vocabulary in this unit, but pupils will be familiar with
many of the words related to weather. This unit also provides several
opportunities for pupils to develop scientific skills including observation,
data collection, description, and measurement.
In this unit your pupils will learn to appreciate the air in our atmosphere as
an essential element for life on Earth. Throughout the unit, try to encourage
pupils to think about:
how each layer of the atmosphere protects our planet and all the living
things on Earth.
how air pollution can have harmful effects for both the atmosphere and
for all living things.
how everyone can participate in daily activities that can reduce or prevent
air pollution.
Think about it
The Think about it page in this unit focuses on extreme weather. The pupils
read about different examples of extreme weather and think about the
dangerous effects of each one. Encourage pupils to discuss possible ways to
be prepared, including the idea of making an emergency kit for their home
or classroom. Pupils can find out about organisations that help people who
have been affected by extreme weather and learn what they themselves can
do to help.


10
UNIT 3 Water
COMPETENCES
PAGES
Water and the states of water. Identify and explain the states of water in
nature and the changes it undergoes.
Describes the changes of state of water and
its causes.
MST,LIN 36,40,41,44
Identifies heat and cold as the causes of
changes of state in water and describes
natural and artificial situations in which it
happens.
MST,LIN,LTL 40,41,44
Explains, with help, the influence of water
on the landscape.
MST,LIN,AUT 41
Distribution of water on the
planet. Surface water and
groundwater.
Identify and name mases and currents of
water, differentiating between surface
and groundwater.
Explains the distribution of water on the
Earths surface identifying different types of
masses of water and water currents.
MST,LIN 35-39
Locates, on a map of Spain, the seas and
oceans which surround it.
MST,LTL,SOC 37
Explains how groundwater accumulates,
how it comes to the surface and how it is
accessed.
MST,LIN 39
Describes, in order, the phases of the water
cycle.
MST,LIN 41
Describes the distribution and availability of
fresh water and its importance for living
things.
MST,SOC 42,43
Water resources and their use.
Responsible consumption and
pollution problems.
Value the importance of water, employing
strategies to reduce or avoid its pollution
and to save water in everyday activities.
Explains the installations and processes
used to purify wastewater and the
susbseuqent uses of the water.
MST,LIN,SOC 42,43

11
COMPETENCES
PAGES
Respects the environment and understands
and follows guidelines in order to reduce
pollution and use water more responsibly.
MST,SOC,LTL,AUT 43,45
Introduction to scientific
knowledge and its application in
the Social Sciences. Collect
relevant information using
different sources (direct and
indirect).
Obtain specific and relevant information,
using different sources.
MST,LIN,LTL 41,43-45
different sources.
Develop a capacity for hard work and
show perseverance while studying.
Performs academic tasks in a responsible
and effective manner.
LIN,LTL,AUT 34-45
LTL,LIN 34-45
Team-building strategies. Develop a cooperative and adaptive
attitude, recognising merit in others ideas
and responding to situations with intuition,
an open mind and flexibility.
LTL,SOC 35,43,45
Participates effectively and constructively in
daily life and develops strategies for conflict
resolution.
LTL,SOC 45
LTL,SOC 35,45

12
COMPETENCES
PAGES
With help, plan and manage
simple projects, showing
independence and initiative in
order to achieve objectives.
Develop creativity and initiative improving
their capacity to acquire information and
ideas and present innovative conclusions.
Shows self-confidence, personal initiative,
curiosity, interest and creativity in the
learning process.
AUT,LTL 44,45
Shows independence in the planning and
carrying out of simple actions and shows
initiative when taking decisions.
AUT,LTL 44,45
Employ techniques appropriate to
intellectual tasks; produce work and make
presentations both individually and as a
group, involving search, selection and
organisation of texts of a social,
geographical or historical nature, while
showing autonomy and collaborative
skills.
Produces work and makes presentations
both individually and as part of a group,
participating in the search, selection and
organisation of texts of a geographical,
social and historical nature.
SOC,AUT 34-45
Correct usage of work materials. Use the materials in a suitable way. Uses the materials in a suitable and careful
way thereby keeping them in good
condition.
SOC,LTL,AUT 44


13
UNIT SUMMARY
In this unit pupils will further their study of one of the Earths most
important natural resources: water. Building on the basic concepts of water
introduced to pupils in Primary 1 and 2, the unit deals with the Earths
hydrosphere in greater detail, including the presence of water on the Earths
surface, underground and in the air.
Pupils begin by refreshing what they know about the bodies of water on
Earth and the three states in which it appears: liquid, solid and gas. Pupils
are then introduced to the main bodies of water in Spain and where they
are located. They go on to examine the different types of bodies of water on
the Earth's surface, before going underground to study groundwater in
aquifers.
The processes by which water changes state (freezing, melting, evaporation
and condensation) are explained and then contextualised as they occur in
the water cycle. The last two content pages focus on the limited supply of
fresh water on Earth and how wastewater is treated and reused.
The new vocabulary in this unit builds on the basic vocabulary pupils have
studied at previous levels and concepts are explained with more detail. In
this unit pupils will continue to develop scientific skills, such as data
collection, sequencing, observation, measurement and using diagrams to
In this unit your pupils will learn to appreciate water as an essential element
for life on Earth. Throughout the unit, try to encourage pupils to think
about:
the importance of water and how plants, animals, and people cannot
survive without it
how the water cycle continuously recycles the water in our atmosphere
how everyone can participate in conserving the limited amount of fresh
water on Earth.
Think about it
The Think about it page in this unit focuses on water conservation. Pupils
will read about the limited amount of clean water we have available to us
and learn about some helpful water-saving tips. Encourage pupils to reflect
on how they use water every day and what they can do to conserve water.
Pupils can make a list of water-saving activities they can try at home, for
example: having shorter showers, turning off the tap when they brush their
teeth, etc. Pupils with the Activity Book can find this activity on page 18.


14
TERM 1 Think together
COMPETENCES
PAGES
Water resources and their use.
Responsible consumption and
pollution problems.
Value the importance of the environment,
employing strategies to reduce or avoid
its pollution in everyday activities.
Understands the damage different kinds of
pollution can cause to the environment and
how it can affect different living things.
MST,LIN,SOC 48,49
Respects the environment and understands
and follows guidelines in order to reduce
pollution and use natural resources more
responsibly.
MST,SOC,LTL,AUT 48,49
indirect).
MST,LIN,LTL 48,49
different sources.
LIN,LTL,AUT 48,49
LTL,LIN 48,49
LTL,SOC 48,49

15
COMPETENCES
PAGES
resolution.
LTL,SOC 48,49
LTL,SOC 48,49
learning process.
AUT,LTL 48,49
AUT,LTL 48,49
skills.
SOC,AUT 48,49
condition.
SOC,LTL,AUT 48,49


16
UNIT 4 The surface of the Earth
COMPETENCES
PAGES
Basic characteristics of the
surface of the Earth.
Identify the basic characteristics of the
surface of the Earth, and distinguish
between continents, seas and oceans.
Describes the surface of the Earth and
distinguishes between continents, seas and
oceans.
MST,LIN 56,57
Explains how water is distributed on Earth,
and names specific masses of water.
MST,LIN 56,57
Locates and names the different
continents.
MST,LIN 56,57
Landscapes. Elements of the
landscape. Types of landscape:
characteristics and differences.
Define landscape, identify the main
elements and describe the principal
characteristics. Value the importance of
protecting and respecting the landscape
for future generations.
Defines landscape and identifies the
elements of a landscape, describing their
main characteristics.
MST,LIN 52-
55,58,59
Describes the most important elements of
nearby landscapes.
MST,SOC 60,61
Identifies and describes typical landforms
of coastal and inland landscapes.
MST,LIN 52-54,
58,59
Locates on a map the natural barriers that
act as natural borders for Spain.
MST,LTL 61
Locates on a physical map the most
important mountain ranges and rivers in
Spain.
MST,LTL 61
Identifies different types of landscape and
lists some of the changes they can suffer
due to both natural causes and human
action.
MST,SOC 52-55,58-
60,63

17
COMPETENCES
PAGES
Human intervention in the
landscape. Respect and
protection of landscape.
Understand the difference between
natural and man-made elements of a
landscape. Value the importance of
protecting and respecting the landscape
for future generations.
Understands and defines the difference
between natural and man-made elements
of a landscape.
MST,LIN,SOC 52-55,
59,63
Identifies some of the main risks that can
affect landscapes and carries out actions
that can help reduce them.
MST,SOC,LTL,AUT 63
indirect).
MST,LIN,LTL 57,59,61,63
different sources.
LIN,LTL,AUT 63
LTL,LIN 52-63
LTL,SOC 53,63
resolution.
LTL,SOC 63

18
COMPETENCES
PAGES
LTL,SOC 63
learning process.
AUT,LTL 62,63
AUT,LTL 62,63
skills.
SOC,AUT 52-63
condition.
SOC,LTL,AUT 62
Use of ICTs to search for, select
and present information.
information.
Uses ICTs to search for, select and present
information.
MST,LTL,DIG 57,63
graphic languages.
Obtains, analyses and adapts the
information received from a variety of
different textual and graphic formats.
Analyses information related to the subject
area and handles images, tables, graphs,
schemes and summaries using both
traditional supports and Information and
Communication Technologies.
AUT, LTL, DIG 56,57,61

19
UNIT SUMMARY
In this unit pupils will review and extend their knowledge of geographical
concepts and terms relating to the Earth's surface, such as the continents,
oceans and seas; inland and coastal landscapes, including at natural and
man-made features; as well as notable landforms found on the Iberian
Peninsula.
Pupils begin by refreshing what they know about natural and man-made
features of landscapes and are made aware of the impact that humans can
have on landscapes by comparing the past and the present with an old
photograph.
On the first two content pages, pupils are introduced to the continents, the
oceans and three seas, and have to locate them on a world map. This is
followed by an in-depth description of the landforms that make up inland
and coastal landscapes. The last two content pages consolidate much of
what pupils have learned with examples of some the most well-known
landforms in Spain, with a focus on the important mountain ranges by
means of a physical map of the Iberian Peninsula.

The new vocabulary in this unit builds on the basic vocabulary pupils have
studied at previous levels about landscapes. Concepts are also explained in
greater detail. In this unit pupils will continue to develop scientific skills
including observation, description and map skills.
In this unit your pupils will learn that landscapes are being constantly
altered by humans and come to appreciate the importance of having a
positive impact on their local landscape. Throughout the unit, encourage
pupils to think about:
the importance of protecting the natural features of landscapes
how natural events and human activities can alter landscapes
how everyone can participate in having a positive impact on their local
landscape.
Think about it
The Think about it page in this unit focuses on protecting landscapes. Pupils
will read about some natural events and human activities that can change
the appearance of a landscape. They will then read information presented
on a website to learn about an environmental group that organises
volunteers to pick up rubbish and protect their coastal landscapes. This
activity aims to motivate pupils to actively participate in protecting their
local landscape.


20
UNIT 5 Maps and globes
COMPETENCES
PAGES
Cartography. Maps and plans.
Elements and types of map.
Acquire a basic idea of maps and street
maps, what they show and how.
Appreciate their importance in
orientation. Understand the concept of
cartography.
Explains, very simply what is
cartography/mapmaking, and why its
important as a fundamental tool of
scientific knowledge.
MST,LTL 66-68, 70,
77
Defines street map and associates simple
street maps with the reality represented on
them.
MST,SOC,LTL 69-71
Identifies typical symbols and interprets
keys on simple maps and street maps and
explains what they are used for.
MST,LTL,LIN 69,72-74
Defines map and identifies and names
different types of map.
MST,LTL 70-75
Understand the concept of the scale of a
map.
MST,LTL 75
Use of maps. Find specific elements on different maps. Finds the different countries and their
capitals on a political map of Europe.
MST,LTL 73
Finds the most important seas, rivers and
mountain ranges on a physical map of
Europe.
MST,LTL 72
Globes and world maps. The
poles. Longitude and latitude.
The hemispheres. The compass
and GPS.
Understand different ways of
representing the Earth.
Differentiates between globes and maps. MST,SOC 68,70-71
Locates on a globe the different continents
and oceans.
MST,LTL 71

21
COMPETENCES
PAGES
Identifies the compass and GPS as
important instruments which help to
determine position on the surface of the
Earth.
MST 67,68,74
Locates the poles, the equator, the
hemispheres and lines of longitude and
latitude on world maps or globes.
MST,LTL 70,71
indirect).
MST,LIN,LTL 71,73,75,77
different sources.
LIN,LTL,AUT 76,77
LTL,LIN 66-77
LTL,SOC 67,73,75
LTL,SOC 66,67

22
COMPETENCES
PAGES
learning process.
AUT,LTL 76,77
AUT,LTL 76,77
skills.
SOC,AUT 66-77
condition.
SOC,LTL,AUT 76
information.
information.
MST,LTL,DIG 77
graphic languages.
AUT, LTL, DIG 69-77


23
UNIT SUMMARY
In this unit pupils will continue to develop their awareness of the world
around them by looking at different representations of the Earth by means
of maps and globes. They will study the elements that make up different
types of maps including world maps, physical maps, political maps and
street maps.

Pupils begin by refreshing what they know about maps, compasses and the
cardinal points, and explore basic elements of street maps by identifying
symbols on a street map of a local area. They are then introduced to a
second way of representing the Earth, on a globe, and compare this to how
the Earth is represented on world maps.

This is followed by a double-page spread that aims to build on pupils prior
study of maps of Spain with the larger context of Europe, by analysing and
comparing information presented on a physical and on a political map. The
last two content pages deal with maps on a local scale, demonstrating the
elements and main characteristics of street maps.

The new vocabulary presented in this unit extends pupils knowledge of
technical terms and develops their ability to look more critically at different
representations of the world and their immediate surroundings. They will
also improve their skills of map-reading, observation and interpretation of
visual information.
In this unit your pupils will acquire a basic understanding of different types
of maps and learn appreciate their historical significance in exploration, as
well as their importance nowadays in learning about both the natural and
man-made features of the world around us. Throughout the unit, try to
encourage pupils to think about:
the importance of new technology in the process of making modern maps.
how maps and globes can open up the world to us and teach us about
other countries. as well as our own.
how different types maps show different features and are used for
specific purposes.
Think about it
The Think about it page in this unit develops pupils' ability to think critically
by asking them to choose a map type based on a specific need. They read
and discuss questions and match them to the corresponding map, while
simultaneously learning new information about the United Kingdom. This
activity can be used as a starting point of a larger investigation about other
countries in Europe.


24
UNIT 6 Community
COMPETENCES
PAGES
Family. Family structures. Be conscious of the family group they are
part of, and the values which underlie
family life. Value peaceful and tolerant
coexistence.
Explains the values and feelings upon which
family life is based.
SOC, LIN 84
Values the role and contribution of each
member of the family and shows respect
and empathy for each one of them.
SOC,LTL,AUT 84
Explains the basic organisation of families
and the differences there can be.
SOC,LIN 84
Understands the basic rights and
obligations that should be respected in a
family.
SOC,LTL 84
The educational community.
Norms, rights and obligations.
Recognise the characteristics of the
educational community. Respect and
value the role played by each person.
Explains the organisation of the educational
community and identifies the roles played
by different people.
SOC,LIN 85
Describes the different jobs in a school. SOC 85
school.
SOC,LTL 85
Local government and public
services.
Define and understand the basic structure
and function of local government, listing
some of the public services they control.
Defines local government and understands
the different elements it contains such as
the town or city council and mayor and the
roles and functions they have.
MST,SOC 86,87

25
COMPETENCES
PAGES
Names and describes some public services,
identifies the roles they have and values
the tasks carried out by the people who
work in them.
MST,SOC,LIN 86,87
Identifies and names some elements found
in the places we live.
MST,SOC,LIN 86,87
Rights and obligations of citizens.
Road safety
Respect and follow basic obligations as
pedestrians and users of public transport
and other public services.
Understand and respects the basic rules of
road safety and follows them as a
pedestrian and user of public transport.
SOC,LTL,AUT 81-83,
88,89
Values how important it is to respect road
safety and traffic signs and understand the
meaning of the most common ones.
SOC,LTL,AUT 80-83,
88,89
Culture. Identify evidence of popular culture in
their surroundings, understand how they
have changed with time and value their
important contribution to culture.
Identifies and descries the main cultural
monuments where they live and shows an
attitude of respect towards them.
SOC,CUL,LTL 90,91
different sources.
LIN,LTL,AUT 80-91
LTL,LIN 80-91
LTL,SOC 81,85,87,91

26
COMPETENCES
PAGES
resolution.
LTL,SOC 91
LTL,SOC 80-85,
88,89
learning process.
AUT,LTL 90,91
AUT,LTL 90,91
skills.
SOC,AUT 80-91
condition.
SOC,LTL,AUT 90
information.
information.
MST,LTL,DIG 90

27
COMPETENCES
PAGES
graphic languages.
AUT, LTL, DIG 83,87,89,91


28
UNIT SUMMARY
In this unit pupils will explore the concept of community by looking at three
of the communities they belong to: the family, the school and their local
community.

Pupils begin by refreshing what they learned in previous levels about places
and people in towns and cities, and share what they know about road safety
by completing a poster. This is followed by a focus on the special roles and
responsibilities of individual members that make up the family and school
community.

The concept of community is then broadened to include the local
community by introducing pupils to the structure and duties of local
government as well as the public services available to them. The last two
content pages reinforce the road rules that pupils must follow in order to
move around their community safely.

Much of the vocabulary in this unit builds on the basic concepts the pupils
have studied about the people and places where they live. In this unit pupils
will continue to develop collaborative skills and strategies that promote
group cohesion at the same time learning the importance of individual
responsibilities.
In this unit your pupils will learn that everybody has an important role in
their community and appreciate the many individuals that work together to
make their community a safe, clean and happy place to live. Throughout the
unit, try to encourage pupils to think about:
how families are unique and special
how to be a responsible member of a community
the importance of working together to make their community a better
place for everyone.
Think about it
The Think about it page in this unit focuses on community celebrations. The
students will read about festivals celebrated in two very different
communities from different parts of the world and reflect on the
importance of festivals in their own community. They can then make a
poster to share important local traditions that are part of one of their
community festivals.


29
COMPETENCES
PAGES
The educational community.
Norms, rights and obligations.
Recognise the characteristics of the
educational community. Respect and
value the role played by each person.
Explains the organisation of the educational
community and identifies the roles played
by different people.
SOC,LIN 94,95
Describes the different jobs in a school. SOC 94,95
school.
SOC,LTL 94,95
Local government and public
services.
Define and understand the basic structure
and function of local government, listing
some of the public services they control.
Defines local government and understands
the different elements it contains such as
the town or city council and mayor and the
roles and functions they have.
MST,SOC 94,95
Names and describes some public services,
identifies the roles they have and values
the tasks carried out by the people who
work in them.
MST,SOC,LIN 94,95
Identifies and names some elements found
in the places we live.
MST,SOC,LIN 94,95
Rights and obligations of citizens. Respect and follow basic obligations as
citizens.
Understands and respects our basic rights
and obligations as citizens of a place.
SOC,LTL,AUT 94,95
LIN,LTL,AUT 94,95

30
COMPETENCES
PAGES
different sources.
LTL,LIN 94,95
LTL,SOC 94,95
resolution.
LTL,SOC 94,95
LTL,SOC 94,95
learning process.
AUT,LTL 94,95
AUT,LTL 94,95

31
COMPETENCES
PAGES
skills.
SOC,AUT 94,95
condition.
SOC,LTL,AUT 94,95
information.
information.
MST,LTL,DIG 94,95
graphic languages.
AUT, LTL, DIG 94,95


32
UNIT 7 Where we live
COMPETENCES
PAGES
Places: towns, cities and villages.
Neighbourhoods.
Identify and name the elements which
make up a place. Describe their functions,
how they work and how they are
organized.
Lists the characteristics of different places
(towns, villages and cities) and
differentiates between rural and urban
population.
SOC 98-103
Identifies, describes and compares
different types of neighbourhood.
SOC,LTL,LIN 104,105
Identifies and names the elements which
make up a place and describes their
functions.
SOC,LIN 98-101,
104,105
Values the importance of looking after
monuments and buildings where we live.
SOC,LTL 107
different sources.
LIN,LTL,AUT 98-107
LTL,LIN 98-107
LTL,SOC 99,103,105,
106,107
Participates effectively and constructively
in daily life and develops strategies for
conflict resolution.
LTL,SOC 105,106,107

33
COMPETENCES
PAGES
LTL,SOC 98,99
Develop creativity and initiative
improving their capacity to acquire
information and ideas and present
innovative conclusions.
learning process.
AUT,LTL 101,105,106,
107
AUT,LTL 105,106,107
intellectual tasks; produce work and
make presentations both individually and
as a group, involving search, selection and
skills.
SOC,AUT 98-107
condition.
SOC,LTL,AUT 106
information.
information.
MST,LTL,DIG 101,107
graphic languages.
AUT, LTL, DIG 105,106

34
UNIT SUMMARY
In this unit pupils will review and extend their knowledge of places where
people live, looking at characteristics of cities, towns and villages and
comparing urban and rural living.

Pupils begin by refreshing what they know about places around a city and
focus on the historical buildings, monuments and special features that make
up the city centre by means of a street map. They are then introduced to the
main characteristics of cities, towns and villages, distinguishing between
rural and urban populations.

This is followed by an in-depth description of the three areas that make up a
large city: the city centre, modern neighbourhoods and the outskirts. Pupils
will use a city map to help them visualize the organization and the varying
characteristics of the three areas, focusing on the types of buildings, streets
and services that can be found in each one.

The content specific vocabulary in this unit encourages pupils to develop
higher-level language skills and assists them as they become more mature
language users. In this unit pupils will continue to develop map skills and
spatial skills and develop communicative strategies such as paraphrasing,
giving examples and making comparisons.
In this unit your pupils will learn about the places where people live and
appreciate the differences between these areas and the communities that
live there. Throughout the unit, try to encourage pupils to think about:
how cities are continuously growing to meet the needs of the inhabitants.
how peoples interests and preferences influence where they choose to
live.
how everyone can work together to protect local monuments and public
spaces.
Think about it
The Think about it page in this unit focuses on protecting local monuments.
The students will identify important monuments around the world and read
an article about a community that believes their monuments are important
to history and culture and want to protect them. Pupils can go on to
investigate the historical and cultural importance of monuments around
Spain and in their local area.


35
UNIT 8 Work
COMPETENCES
PAGES
Primary and Secondary sectors.
Natural and manufactured
products. Craft workers and
industry.
Define the difference between natural
and manufactures products. Identify the
activities, processes and people involved.
Identifies and defines natural product and
manufactured product and associates them
with the activities used to obtain them.
SOC,LIN,LTL 111,112,
114-117,
119
Names and identifies the professions
involved in the obtaining of natural
products.
SOC,LIN 114,115
Identifies different manufactured products
and relates them to the original natural
product and the manufacturing process.
MST,SOC 116,117,
119
Understands how craft workers work,
names some different types and associates
them with the products they make.
SOC,CUL 116,117
Identifies and defines industry, names
different types and associates them with
the products they make.
SOC,CUL 116,117,
119, 120
The service/tertiary sector. Identify the main types of activities within
the service sector and the people who
carry them out.
Names professions that are within the
service sector and associates them with the
activity they carry out.
SOC,CUL,LIN 118
Describes, orally, the whole process, from
natural product to manufactured product
to sale.
SOC,CUL,LIN 119
Investigates a little about the process of
production, distribution and sale of a
product.
SOC,LTL,DIG 112,117,
119,120

36
COMPETENCES
PAGES
different sources.
LIN,LTL,AUT 110-121
LTL,LIN 110-121
LTL,SOC 111,113,
120,121
resolution.
LTL,SOC 120,121
LTL,SOC 110,111
learning process.
AUT,LTL 120
AUT,LTL 120

37
COMPETENCES
PAGES
skills.
SOC,AUT 110-121
condition.
SOC,LTL,AUT 120
information.
information.
MST,LTL,DIG 115,117
graphic languages.
AUT, LTL, DIG 121


38
UNIT SUMMARY
In this unit pupils will review and extend their knowledge of jobs in the
primary, secondary and tertiary sector and learn about the different
products and services each one provides.

Pupils begin by refreshing what they know about products, where they
come from, who makes them and how they are used and are introduced to
the basic tools of common professions by means of a chart. They are then
introduced to the primary sector and learn about the workers and the
natural materials they obtain through arable farming, livestock farming,
mining and fishing.

This is followed by a description of the secondary sector, discussing the
process of transforming natural materials into products while distinguishing
between craft workers and industrial workers. The last two content pages
begins by focusing on the tertiary sector and classifies workers into the
various services they provide and finishes up by consolidating much of what
the pupils have learned by exploring each stage of the production,
distribution and sale of a particular product.

The content specific vocabulary in this unit continues to support your pupils,
as they become more mature language users. In this unit pupils will
continue to develop team-building skills to promote group cohesion,
collaboration and problem-solving skills.
UNIT SUMMARY
In this unit your pupils will learn about the important role of natural
materials in the production of food and products we use every day and
appreciate the contribution of all three sectors involved in the process.
Throughout the unit, try to encourage pupils to think about:
the importance of natural materials in the production of food and
products.
how pupils need to study and learn new skills to find the right job
how workers from all sectors are involved in the process of getting us the
goods and services we need every day.
Think about it
The Think about it page in this unit focuses on volunteering. The pupils will
read about the experiences of three volunteers and the different work they
do. This activity aims to encourage pupils to think about how volunteers can
help people and the environment and motivate them to find ways that they
can volunteer in their local area.


39
UNIT 9 Time and history
COMPETENCES
PAGES
Basic concepts of time: past,
present and future.
Use basic notions of time (past, present,
future) to place events in time.
Defines the concepts of past, present and
future and elaborates a simple timeline of
their local area.
SOC,CULT,LTL 128,129,
134
Describes events associated with the past,
present and future.
SOC,LIN,CUL 124-135
Draws simple timelines and places events
on them.
SOC,CULT,LTL 129,134
Locates past events in time and space. SOC,CULT,LTL 130-133,
135
Measuring time. Identify the units we use to measure
historical time (year, decade, century, and
millennium, age) to begin the process of
locating in time and ordering historical
events.
Identifies the units we use to measure time
(year, decade, century, and millennium)
and understands what they mean.
MST,SOC 129
Identifies century as a unit of
measurement of historical time.
MST,SOC 129
Orders historical events chronologically,
using timelines.
MST,SOC,CULT 129-134
The ages of history. Historical
sources
Understand the concept of history, know
the ages we divide it into and identify
different types of historical sources.
Explains what history is, names the ages
and, with help, orders the ages
chronologically.
MST,SOC,LTL 86,87
Describes historical sources and names
some which are representative of each age.
MST,SOC,LIN 128, 130-
133
Relates some historical sources to the
correct historical age.
SOC,CUL,LTL 130-133

40
COMPETENCES
PAGES
Our heritage. Develop an interest in understanding how
people lived in the past and value the
importance of historical sources for the
understanding and study of history and
how important it is to preserve our
heritage.
Shows curiosity to know how people lived
in the past.
SOC,CUL,LTL 124-127,
130-135
Respects historical remains and values
them as an important part of our heritage
that we must protect for future
generations.
SOC,CUL 124-127
different sources.
LIN,LTL,AUT 124-135
LTL,LIN 124-135
LTL,SOC 127,129,
135
resolution.
LTL,SOC 135
LTL,SOC 124-125
learning process.
AUT,LTL 134,135

41
COMPETENCES
PAGES
order to achieve objectives. Shows independence in the planning and
AUT,LTL 134,135
skills.
SOC,AUT 124-135
condition.
SOC,LTL,AUT 134
information.
information.
MST,LTL,DIG 135
graphic languages.
AUT, LTL, DIG 129,134,
135


42
UNIT SUMMARY
In this unit pupils will be introduced to the concept of history, and briefly
explore the five main periods of history: prehistory, ancient history, the
middle ages, the early modern age and the modern age.

Pupils begin by refreshing what they know about historical objects in a
museum and reflect on a variety of old objects and their modern equivalents
with the use of a table. They are then introduced to basic concepts of time
and how we measure it as well as the variety of historical sources we use to
learn about the past.

This is followed by a brief description of prehistory, divided into the
Paleolithic and Neolithic periods, and a look at some of the great
accomplishments of ancient civilizations. The last two content pages touch
upon major changes, discoveries and inventions throughout the Middle
Ages, The Early Modern Age and The Modern Age.

The content specific vocabulary in this unit helps pupils develop more
mature language skills to be able to communicate about people, places and
things in the past and present. In this unit pupils will develop skills including
placing events in chronological order, using timelines, and making use of a
variety of historical sources related to the period of time they are
investigating.
In this unit your pupils will learn to appreciate that the study of history
enriches our life in the present and helps us make a better future, and
develop curiosity about the life of people in the past. Throughout the unit,
try to encourage pupils to think about:
the importance of protecting historical sources including oral traditions,
artefacts and historical remains.
the importance of learning about the past to help us make the future
better.
how we must respect the unique traditions of cultures around the world.
Think about it
The Think about it page in this unit focuses on traditional food, clothes,
music, dance and crafts from different cultures around the world. The pupils
will read about special traditions and match them to the correct photo. This
activity can be used as a starting off point for pupils to reflect on their own
local traditions and find out more about some of the other traditions that
make up their historical and cultural heritage.


43
COMPETENCES
PAGES
Primary and Secondary sectors.
Natural and manufactured
products. Craft workers and
industry.
Define the difference between natural
and manufactures products. Identify the
activities, processes and people involved.
Identifies and defines natural product and
manufactured product and associates them
with the activities used to obtain them.
SOC,LIN,LTL 138,139
Names and identifies the professions
involved in the obtaining of natural
products.
SOC,LIN 138,139
Identifies different manufactured products
and relates them to the original natural
product and the manufacturing process.
MST,SOC 138,139
Understands how craft workers work,
names some different types and associates
them with the products they make.
SOC,CUL 138,139
Identifies and defines industry, names
different types and associates them with
the products they make.
SOC,CUL 138,139
The service/tertiary sector. Identify the main types of activities within
the service sector and the people who
carry them out.
Describes, orally, the whole process, from
natural product to manufactured product
to sale.
SOC,CUL,LIN 138,139
Investigates a little about the process of
production, distribution and sale of a
product.
SOC,LTL,DIG 138,139
LIN,LTL,AUT 138,139

44
COMPETENCES
PAGES
different sources.
LTL,LIN 138,139
LTL,SOC 138,139
resolution.
LTL,SOC 138,139
LTL,SOC 138,139
learning process.
AUT,LTL 138,139
AUT,LTL 138,139

45
COMPETENCES
PAGES
skills.
SOC,AUT 138,139
condition.
SOC,LTL,AUT 138,139
information.
information.
MST,LTL,DIG 138,139
graphic languages.
AUT, LTL, DIG 138,139

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Teaching programme ByME Social Science 3

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