Teaching programme ByME Social Science 4

ByME
Social Science 4
SYLLABUS

Area: Ciencias Sociales (English)

Stage: Primary Education

1
Teaching programme ByME Social Science 4
UNIT 1 Earth and space
CONTENT
The Earth and the Moon.
Measuring and representing
the Earth.
Studying the Solar System.
Introduction to scientific
knowledge and its
application in the Social
Sciences. Collect relevant
information using different
sources (direct and indirect).
EVALUATION CRITERIA LEARNING STANDARDS KEY PAG
COMPETEN ES
CES
Understand the movements of the Earth Understands the Earths orbit MST 10
and the Moon and their consequences. and rotation and their
consequences as well as its axis
and the geographical poles.
Knows the phases of the Moon MST 11
caused by its orbit.
Identify the different ways of representing Identifies and explains the MST, LIN 12,
the Earth. different ways of representing 13
the Earth: maps and globes.
Understand some of the history of our Knows the uses of a telescope. MST, CUL 14
knowledge of space and its exploration. Understands how people reached MST, CUL 9
the conclusion that the Earth is
round.
Describes some of the journeys MST, CUL 15
people have made into space
and the moon landing.
Obtain specific and relevant information, Researches, selects and LTL, LIN 11-
using different sources. organises information, analysing 17
it and drawing conclusions.
Reflects on the process followed
and reports on it orally.
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Teaching programme ByME Social Science 4

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAG

COMPETEN ES
CES
Develop strategies to Develop a capacity for hard work and show Performs academic tasks in a LTL, LIN 16,
organise, memorise and perseverance while studying. responsible and effective 17
remember information manner.
obtained through different Uses vocabulary correctly in the LTL, LIN 6-19
methods and from different presentation of their work.
sources. Expresses orally, carefully and LIN 15-
clearly, contents related to the 17
subject area.
Correct use of different Use the materials in a suitable way. Uses the materials in a suitable LTL, AUT 16
materials. and careful way thereby keeping
them in good condition.
Team-building strategies. Develop a cooperative and adaptive Develops a cooperative and LTL 7, 16,
attitude, recognising merit in others ideas adaptive attitude, recognising 17
and responding to situations with intuition, merit in others ideas and
an open mind and flexibility. responding to situations with
intuition, an open mind and
flexibility.
Participates effectively and LTL, SOC 17
constructively in daily life and
develops strategies for conflict
resolution.
Identifies and uses the correct SOC 17
code of conduct for their
environment.
With help, plan and manage Develop creativity and initiative improving Shows self-confidence, personal AUT, LTL 16,
simple projects, showing their capacity to acquire information and initiative, curiosity, interest and 17
independence and initiative ideas and present innovative conclusions. creativity in the learning process.

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Teaching programme ByME Social Science 4

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAG

in order to achieve
objectives.
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.
COMPETEN ES
CES
Shows independence in the LTL, AUT 16,
planning and carrying out of 17
simple actions and shows
initiative when taking decisions.
Produces work and makes SOC, AUT 16,
presentations both individually 17
and as part of a group,
participating in the search,
selection and organisation of
texts of a geographical, social
and historical nature.

UNIT SUMMARY move on to study maps, atlases and globes, including the
concepts of hemispheres, latitude and longitude.
In this unit, pupils will review and further develop their
knowledge of the Earth and space through the work of The last two content pages explore the use of telescopes to
different astronomers and explorers. They will also look at study the Universe and how the Space Race resulted in many
ways of measuring and representing the Earth. scientific advances.
At the beginning of the unit, pupils are introduced to six
famous astronomers. This subject area is covered in the
opening illustration with the help of the course characters,
Ana and Tom, who are on a school trip to a space museum.
The school trip continues in the story and, on their return to
school, Ana and Tom carry out a School Trip Project to review
some of the astronomers teachings.

This is followed by a section on the movements of the Earth

and the Moon, with a particular focus on tides. Pupils then

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Teaching programme ByME Social Science 4

VALUES AND ATTITUDES

In this unit, pupils will learn to appreciate how humans came

to the conclusion that the Earth is round and how we have
come to understand the Solar System. Throughout the unit,
try to encourage pupils to think about:

how time and the seasons change depending on where on

the Earth we live so that when it is summer in the Northern
Hemisphere, it is winter in the Southern Hemisphere
how representations of the Earth, such as maps and globes,
are always slightly inaccurate and (necessarily) leave out
some information
how representations of the Earth, such as maps and globes,
are always slightly inaccurate and (necessarily) leave out
some information

Think about it

The Think about it page in this unit focuses on great

discoveries and inventions. By looking at specific examples,
such as electricity, pupils will discuss how the work of
scientists and inventors has shaped mankind and our
development.

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Teaching programme ByME Social Science 4

UNIT 2 Weather and climate

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGE
COMPETEN S
CES
Weather. Understand the Identifies the different factors MST 24,
characteristics of weather. involved in weather: temperature, 25
humidity, wind and precipitation.
Understands how clouds form and MST 26,
precipitation occurs. Knows the names 27
and characteristics of some types of
clouds.
Defines weather and knows and MST, LIN 24,
explains the difference between 30
weather and climate.
Predicting the weather. Identify different ways of Identifies different instruments used MST, LIN 24,
predicting the weather and for analysing and predicting the 25,
the instruments used. weather, and explains the information 28,
each one provides us with. 29
Interprets simple precipitation and MST, LTL 28
temperature graphs.
Interprets simple weather maps. MST, LTL 29
Values the importance of predicting MST, SOC 29
the weather.
Climate. Understand the basic Defines climate, and knows and can MST, LIN 30,
characteristics of climate. explain the difference between 31
weather and climate.
Recognises some of the factors which MST, CUL 30
affect climate.
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Teaching programme ByME Social Science 4

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGE

COMPETEN S
CES
Differentiates and locates the MST, LTL 31
different climates found in Spain.
Identifies the three main climate MST 30
zones on Earth.
Atmosphere. Describe the different Describes the different layers of the MST, LIN 24,
layers of the atmosphere atmosphere. 147
and understand the Understands the importance of MST, SOC 29,
importance of looking after looking after the atmosphere and the 33
it. consequences of not doing so.
Explains climate change. MST, LIN 31,
33
Introduction to scientific knowledge Obtain specific and Researches, selects and organises LTL, LIN 25,
and its application in the Social relevant information, using information, analysing it and drawing 27,
Sciences. Collect relevant information different sources. conclusions. Reflects on the process 29,
using different sources (direct and followed and reports on it orally. 31-33
indirect).
Develop strategies to organise, Develop a capacity for hard Performs academic tasks in a LTL, LIN 32,
memorise work and show responsible and effective manner. 33
and remember information obtained perseverance while Uses vocabulary correctly in the LTL, LIN 20-35
through different methods and from studying. presentation of their work.
different sources. Expresses orally, carefully and clearly, LIN 29,
contents related to the subject area. 32,
33
Correct use of different materials. Use the materials in a Uses the materials in a suitable and LTL, AUT 32
suitable way. careful way thereby keeping them in
good condition.

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Teaching programme ByME Social Science 4

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGE

Team-building strategies.
With help, plan and manage simple
projects, showing independence and
initiative in order to achieve objectives. capacity to acquire
Techniques for Intellectual work.
Elaboration of schemes and
summaries, memorising and
structuring the information received.
Reading techniques for Social Science involving search, selection and organisation of texts of a
publications.
COMPETEN S
CES
Develop a cooperative and Develops a cooperative and adaptive LTL 21,
adaptive attitude, attitude, recognising merit in others 32,
recognising merit in others ideas and responding to situations 33
ideas and responding to with intuition, an open mind and
situations with intuition, an flexibility.
open mind and flexibility. Participates effectively and LTL 21,
constructively in daily life and 32,
develops strategies for conflict 33
resolution.
Identifies and uses the correct code of SOC 33
conduct for their environment.
Develop creativity and Shows self-confidence, personal AUT, LTL 32,
initiative improving their initiative, curiosity, interest and 33
creativity in the learning process.
information and ideas and Shows independence in the planning AUT, LTL 32,
present innovative and carrying out of simple actions and 33
conclusions. shows initiative when taking
decisions.
Employ techniques Produces work and makes SOC, AUT 32,
appropriate to intellectual presentations both individually and as 33
tasks; produce work and part of a group,
make presentations both
participating in the search, selection
individually and as a group,
and organisation of texts of geographical, social and historical
a social, geographical or nature.
historical nature, while
showing autonomy and
collaborative skills.

8
Teaching programme ByME Social Science 4
UNIT SUMMARY
In this unit pupils will review and extend their knowledge of
concepts relating to weather and climate, looking at the four
factors that define atmospheric conditions and focusing in
particular on the different types of precipitation. They will
learn how weather is predicted, and find out about world
climates and climates in Spain.
Pupils begin by refreshing what they have learned in previous
years about the four factors that define weather conditions:
temperature, humidity, wind and precipitation. These are
introduced in Ana and Toms School Trip Project, which is a
weather chart that the course characters make following their
school trip to a TV weather station.
Pupils then go on to explore the different forms of
precipitation such as clouds, which provide an interesting link
to the following section, Predicting the weather, by exploring
how different types of clouds result in different types of
weather. The last two content pages deal with polar, tropical
and temperate climates, becoming more specific to help
pupils then explore the five main types of climate in Spain.
9
VALUES AND ATTITUDES
In this unit your pupils will learn to appreciate how weather
affects all aspects of our lives. Throughout the unit, try to
encourage pupils to think about:
how our daily activities are affected by weather and climate
and how its important to wear the right kinds of clothes
and shoes for the various atmospheric conditions
how important it is to be able to predict the weather so that
we can prepare for droughts, heatwaves or increasing
pollution levels
how climate change might be affecting the Earth through
rising levels of atmospheric carbon dioxide and what
solutions can be implemented to reduce pollution
Think about it
The Think about it page in this unit focuses on pollution. The
pupils read about different examples of pollution and think
about the dangerous effects of each one. Encourage pupils to
discuss possible ways to reduce this problem, including
banning certain fuels or the use of cars in capital cities. Pupils
can also find out about organisations that raise awareness
about this issue.
Teaching programme ByME Social Science 4

UNIT 3 Water
CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES
COMPETEN
CES
Bodies of water. Identify the characteristics of the main Knows the different types of MST 40, 41
types of bodies of water found on the bodies of water and their
planet. characteristics: oceans, seas,
rivers and lakes.
Names and locates the seas MST 40, 42
and oceans which surround the
Iberian Peninsula.
Identifies the different stages of MST, LIN 41
a river and knows their
characteristics.
Establishes the difference MST, LIN 41
between tributary, river basin,
river flow and drainage basin.
Rivers in Spain. Identify the most important rivers in Identifies and locates on a map MST, LIN 42, 43
Spain. the most important rivers in
Spain.
The water cycle. Understand the different stages of the Understands and describes, in MST, LIN 44, 45
water cycle. order, the different stages of
the water cycle.
Groundwater. Understand the characteristics of Understands how groundwater MST, LIN 46, 47
groundwater. forms, how it comes to the
surface and how we access it.

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Teaching programme ByME Social Science 4
CONTENT
Introduction to scientific
knowledge and its
application in the Social
Sciences. Collect relevant
information using different
sources (direct and indirect).
Develop strategies to
organise, memorise and
remember information
obtained through different
methods and from different
sources.
Correct use of different
materials.
Team-building strategies.
EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES
COMPETEN
CES
Obtain specific and relevant Looks for, selects and organises LTL, LIN 41, 43-
information, using different sources. information, analysing it and 45, 47-
drawing conclusions. Reflects 49
on the process followed and
reports on it orally.
Develop a capacity for hard work and Performs academic tasks in a LTL, LIN 48, 49
show perseverance while studying. responsible and effective
manner.
Uses vocabulary correctly in LTL, LIN 37-51
the presentation of their work.
Expresses orally, carefully and LIN 48, 49
clearly, contents related to the
subject area.
Use the materials in a suitable way. Uses the materials in a suitable LTL, AUT 48
and careful way thereby
keeping them in good
condition.
Develop a cooperative and adaptive Develops a cooperative and LTL 37, 48,
attitude, recognising merit in others adaptive attitude, recognising 49
ideas and responding to situations with merit in others ideas and
intuition, an open mind and flexibility. responding to situations with
intuition, an open mind and
flexibility.
Participates effectively and LTL, SOC 48, 49
constructively in daily life and
develops strategies for conflict
resolution.
11
Teaching programme ByME Social Science 4

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES

With help, plan and manage
simple projects, showing
independence and initiative
in order to achieve
objectives.
Techniques for Intellectual
work.
Elaboration of schemes and
summaries, memorising and
structuring the information
received. Reading
techniques for Social Science
publications.
Develop creativity and initiative
improving their capacity to acquire
information and ideas and present
innovative conclusions.
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.
COMPETEN
CES
Identifies and uses the correct SOC 49
code of conduct for their
environment.
Shows self-confidence, personal AUT, LTL 48, 49
initiative, curiosity, interest and
creativity in the learning
process.
Shows independence in the AUT, LTL 48, 49
planning and carrying out of
simple actions and shows
initiative when taking
decisions.
Produces work and makes SOC, AUT 48, 49
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.

12
Teaching programme ByME Social Science 4
UNIT SUMMARY
In this unit, pupils will review and extend their study of one of
the Earths most important resources: water. Building on the
basic concepts of water explored in previous years, the unit
furthers pupils knowledge of specific bodies of water, the
water cycle and groundwater.
Pupils begin by refreshing what they know about bodies of
water, focusing on the differences between oceans, seas,
lakes and rivers. Thanks to Ana and Toms school trip project,
they look at some important rivers on Earth, moving on to the
main oceans and some important seas. Pupils are then
introduced to the parts of a river, concepts that they will
consolidate by means of the Find Out project, and which they
first become familiar with thanks to this units school trip and
story.
The subsequent content pages revise the water cycle,
building on the vocabulary studied in previous years to
explain concepts in greater detail. Pupils then move on to
study groundwater and look at the different ways in which we
can access it.
13
VALUES AND ATTITUDES
In this unit pupils will learn to appreciate water as an
essential element for all life on Earth. Throughout the unit, try
to encourage pupils to think about:
the importance of water to life on Earth, and how plants,
animals and people cannot survive without fresh water
how the water cycle continuously recycles the water on
Earth and the importance of groundwater in this process
how everyone must participate in conserving the limited
amount of clean, fresh water available 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.
Teaching programme ByME Social Science 4
TERM 1 Think together
CONTENT
Climate change.
Introduction to scientific
knowledge and its
application in the Social
Sciences. Collect relevant
information using different
sources (direct and indirect).
Develop strategies to
organise, memorise and
remember information
obtained through different
methods and from different
sources.
Correct use of different
materials.
EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES
COMPETEN
CES
Understand the importance of looking Understands the importance of MST, SOC 52, 53
after the atmosphere and the looking after the atmosphere
consequences of not doing so. and the consequences of not
doing so.
Explains climate change. MST, LIN 52, 53
Obtain specific and relevant Researches, selects and LTL, LIN 52, 53
information, using different sources. organises information, as well
as analysing it and drawing
conclusions. Reflects on the
process followed and reflects
on it orally.
Develop a capacity for hard work and Performs academic tasks in a LTL, LIN 52, 53
show perseverance while studying. responsible and effective
manner.
Uses vocabulary correctly in LTL, LIN 52, 53
the presentation of their work.
Expresses orally, carefully and LIN 52, 53
clearly, contents related to the
subject area.
Use the materials in a suitable way. Uses the materials in a suitable LTL, AUT 52, 53
and careful way thereby
keeping them in good
condition.
14
Teaching programme ByME Social Science 4
CONTENT
Team-building strategies.
With help, plan and manage
simple projects, showing
independence and initiative
in order to achieve
objectives.
EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES
COMPETEN
CES
Develop a cooperative and adaptive Develops a cooperative and LTL 52, 53
attitude, recognising merit in others adaptive attitude, recognising
ideas and responding to situations with merit in others ideas and
intuition, an open mind and flexibility. responding to situations with
intuition, an open mind and
flexibility.
Participates effectively and LTL, SOC 52, 53
constructively in daily life and
develops strategies for conflict
resolution.
Identifies and uses the correct SOC 52, 53
code of conduct for their
environment.
Develop creativity and initiative Shows self-confidence, personal AUT, LTL 52, 53
improving their capacity to acquire initiative, curiosity, interest and
information and ideas and present creativity in the learning
innovative conclusions. process.
Shows independence in the AUT, LTL 52, 53
planning and carrying out of
simple actions and shows
initiative when taking
decisions.
15
Teaching programme ByME Social Science 4
CONTENT
Techniques for Intellectual
work. Elaboration of
schemes and summaries,
memorising and structuring
the information received.
Reading techniques
for Social Science
publications.
UNIT 4 Rocks and minerals
EVALUATION CRITERIA
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.
16
LEARNING STANDARDS KEY PAGES
COMPETEN
CES
Produces work and makes SOC, AUT 52, 53
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.
Teaching programme ByME Social Science 4
CONTENT
Rocks and minerals.
Uses of rocks and minerals.
Human intervention in the
environment.
Introduction to scientific
knowledge and its
application in the Social
Sciences. Collect relevant
information using different
sources (direct and
indirect).
Develop strategies to
organise, memorise and
remember information
obtained through different
methods and from different
sources.
EVALUATION CRITERIA LEARNING STANDARDS KEY PAGE
COMPETENCES S
Learn the concepts of rocks and Observes, identifies and MST 58-
minerals and know some examples explains the composition of 61,
and their properties. rocks, naming some 64
examples and explaining how
they formed.
Identifies some minerals MST 61
according to their properties.
Identifies and explains the MST 60,
differences between rocks 61
and minerals.
Identify some of the uses of rocks and Identifies and describes some MST, LIN 62,
minerals. of the uses of rocks and 63
minerals.
Understand the influence human Understands actions that MST, CUL 65
activity has on the environment and would help to improve the
possible problems and solutions. environment.
Obtain specific and relevant Looks for, selects and LTL, LIN 59-65
information, using different sources. organises information,
analysing it and drawing
conclusions. Reflects on the
process followed and reports
on it orally.
Develop a capacity for hard work and Performs academic tasks in a LTL, LIN 64,
show perseverance while studying. responsible and effective 65
manner.
Uses vocabulary correctly in LTL, LIN 56-67
the presentation of their
work.
17
Teaching programme ByME Social Science 4
CONTENT EVALUATION CRITERIA
Correct use of different
materials.
Team-building strategies.
With help, plan and
manage simple projects,
showing independence and
initiative in order to
achieve objectives.
LEARNING STANDARDS KEY PAGE
COMPETENCES S
Expresses orally, carefully LIN 63-65
and clearly, contents related
to the subject area.
Use the materials in a suitable way. Uses the materials in a LTL, AUT 64
suitable and careful way
thereby keeping them in good
condition.
Develop a cooperative and adaptive Develops a cooperative and LTL 57,
attitude, recognising merit in others adaptive attitude, recognising 64,
ideas and responding to situations merit in others ideas and 65
with intuition, an open mind and responding to situations with
flexibility. intuition, an open mind and
flexibility.
Participates effectively and LTL, SOC 65
constructively in daily life and
develops strategies for
conflict resolution.
Identifies and uses the correct SOC 65
code of conduct for their
environment.
Develop creativity and initiative Shows self-confidence, AUT, LTL 64,
improving their capacity to acquire personal initiative, curiosity, 65
information and ideas and present interest and creativity in the
innovative conclusions. learning process.
Shows independence in the AUT, LTL 64,
planning and carrying out of 65
simple actions and shows
initiative when taking
decisions.
18
Teaching programme ByME Social Science 4
CONTENT
Techniques for Intellectual
work.
Elaboration of schemes
and summaries,
memorising and
structuring the information
received. Reading
techniques for Social
Science publications.
EVALUATION CRITERIA LEARNING STANDARDS KEY PAGE
COMPETENCES S
Employ techniques appropriate to Produces work and makes SOC, AUT 64,
intellectual tasks; produce work and presentations both 65
make presentations both individually individually and as part of a
and as a group, involving search, group, participating in the
selection and organisation of texts of search, selection and
a social, geographical or historical organisation of texts of a
nature, while showing autonomy and geographical, social and
collaborative skills. historical nature.
19
Teaching programme ByME Social Science 4
UNIT SUMMARY
This is a brief unit in which pupils explore the world of rocks
and minerals by looking at how they are formed within the
Earths crust and their many uses and purposes in everyday
life.
Pupils begin by refreshing what they know about fossils and
rocks through reading about Ana and Toms school trip to a
beach. In the story they meet a geologist who refers to some
characteristics and uses of rocks. Finally pupils learn to
classify rocks using a detective key.
On the first two content pages, pupils are introduced to the
three types of rock: igneous, sedimentary and metamorphic.
They also learn about three types of minerals and get to
know examples of each.
The unit then moves on to the wide variety of uses that we
make of rocks and minerals in our everyday lives. Pupils have
the opportunity to see minerals and rocks in their raw form
on one side of the double-page spread while on the other side
they discover the end product that they are more familiar
with.
20
VALUES AND ATTITUDES
In this unit your pupils will learn that, contrary to common
perception, the Earths crust is constantly changing, but that
it does so at a pace that to human perception is extremely
slow. Use the example of fossils (which became trapped in
rock millions of years ago) to help them realise just how
slowly rocks and minerals are formed. Throughout the unit,
encourage pupils to think about:
how every day they come across many different rocks and
minerals
the importance of rocks in reflecting the geological history
of the Earth
how natural events and human activities can alter
landscapes
Think about it
The Think about it page in this unit focuses on land erosion.
Pupils will read about measures that can be taken to prevent
and combat land and coastal erosion. They will then be
encouraged to think about the actual measures that they
have observed in their surroundings, for example the last
time they went to the beach or in relation to a recent forest
fire in their region.
Teaching programme ByME Social Science 4
UNIT 5 Landscapes
CONTENT
Landscapes and landforms.
Landscapes in Spain.
Human intervention in the
environment and on
landscapes.
EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES
COMPETEN
CES
Define and describe different Defines and describes MST, LIN 70-75
landscapes and name the landforms different landscapes and
which form them. names the landforms which
form them.
Describe the general characteristics of Describes the general MST, LIN 74, 75
the landscapes and landforms of characteristics of the
Spain. landscapes and landforms of
Spain.
Locates the main landscapes MST, LTL 78
and landforms in their close
surroundings.
Identify and describe the effect human Explains the need to conserve MST, SOC 77, 79
activity can have on the environment, natural resources to guarantee
landscapes and landforms. future development and shows
sensitivity to environmental
problems by consuming
responsibly.
Identifies and describes the MST, SOC 70, 71,
effect human activity can have 76, 77
on landscapes and landforms.
Understands actions that SOC 77, 79
would help improve the
environment.
21
Teaching programme ByME Social Science 4
CONTENT
Introduction to scientific
knowledge and its
application in the Social
Sciences. Collect relevant
information using different
sources (direct and
indirect).
Develop strategies to
organise, memorise and
remember information
obtained through different
methods and from different
sources.
Correct use of different
materials.
Team-building strategies.
EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES
COMPETEN
CES
Obtain specific and relevant Researches, selects and LTL, LIN 71-79
information, using different sources. organises information,
analysing it and drawing
conclusions. Reflects on the
process followed and reports
on it orally.
Develop a capacity for hard work and Performs academic tasks in a LTL, LIN 78, 79
show perseverance while studying. responsible and effective
manner.
Uses vocabulary correctly in LTL, LIN 6881
the presentation of their work.
Expresses orally, carefully and LIN 69, 78,
clearly, contents related to the 79
subject area.
Use the materials in a suitable way. Uses the materials in a LTL, AUT 78
suitable and careful way
thereby keeping them in good
condition.
Develop a cooperative and adaptive Develops a cooperative and LTL 69, 78,
attitude, recognising merit in others adaptive attitude, recognising 79
ideas and responding to situations merit in others ideas and
with intuition, an open mind and responding to situations with
flexibility. intuition, an open mind and
flexibility.
22
Teaching programme ByME Social Science 4
CONTENT
With help, plan and manage
simple projects, showing
independence and initiative
in order to achieve
objectives.
Techniques for Intellectual
work.
Elaboration of schemes and
summaries, memorising
and structuring the
information received.
Reading techniques for
Social Science publications.
EVALUATION CRITERIA
Develop creativity and initiative
improving their capacity to acquire
information and ideas and present
innovative conclusions.
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.
23
LEARNING STANDARDS KEY PAGES
COMPETEN
CES
Participates effectively and LTL, SOC 79
constructively in daily life and
develops strategies for conflict
resolution.
Identifies and uses the correct SOC 79
code of conduct for their
environment.
Shows self-confidence, AUT, LTL 78, 79
personal initiative, curiosity,
interest and creativity in the
learning process.
Shows independence in the LTL, AUT 78, 79
planning and carrying out of
simple actions and shows
initiative when taking
decisions.
Produces work and makes SOC, AUT 78, 79
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.
Teaching programme ByME Social Science 4
UNIT SUMMARY
In this unit pupils will review and extend their knowledge of
landforms and the physical geography of Spain. They will also
look at how human activity affects landscapes.
Pupils begin by refreshing what they know about inland and
coastal landscapes using an illustration that contains
examples and text boxes that provide definitions of the main
terms. Information is presented clearly to enable quick access
for revision.
This is followed by a double-page spread that aims to build
on pupils prior study of landforms in Spain by providing more
detailed description of the countrys natural features, with
special emphasis on mountain ranges, depressions and
plateaus. The last two content pages deal with positive and
negative consequences of human activity on landscapes.
The new vocabulary presented in this unit extends pupils
knowledge of technical terms and develops their ability to
look more critically at how people modify landscape and their
immediate surroundings. They will also improve their
observation and interpretation skills for visual information.
24
VALUES AND ATTITUDES
In this unit your pupils will acquire a basic understanding of
different landforms and learn to appreciate the huge impact
that human beings have on their surroundings. Throughout
the unit, try to encourage pupils to think about:
how people modify natural features of the landscape with
roads, towns, factories and transport
the negative impact that man-made features in landscapes
can have on the environment
what measures can be taken to reduce this negative
impact, including protecting wildlife
Think about it
The Think about it page in this unit develops pupils ability to
think critically by asking them to discuss what actions help
conserve the local environment. They read a short text that
explains that we all share the same planet and that our
actions have an effect on everyone else. The activities at the
bottom of the page invite pupils to engage with
environmental groups in the local area.
Teaching programme ByME Social Science 4

UNIT 6 Community
CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES
COMPETEN
CES
Local government. Investigate and explain the Explains how a local MST, SOC, 84-86
structure of a local government, government is chosen, its CUL, LIN
how it works, what it does and structure and how it
how it is chosen. works.
Describes what a local MST, SOC, 86, 87
government does and LIN
names the public services
it is responsible for.
Defines local government, MST 87
municipality and local
population.
Names some of the MST, LIN 86, 87
members of the local
government, as well as
some providers of public
services.
Explains and simulates the MST, LIN, 85, 86, 94
election process. SOC
The organisation of Spain. Understand province, autonomous Understands and defines MST, LTL 88
community and autonomous city province, autonomous
and locate them on a political map community, autonomous
of Spain. city, and locates them on
a political map of Spain.

25
Teaching programme ByME Social Science 4

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES

COMPETEN
CES
National and regional Know the basic structure and Knows the structure and MST, SOC 89
government. responsibilities of the national responsibilities of the
government and the governments national government and
of the autonomous communities. the governments of the
autonomous communities.
Population. Understand the general Defines the population of a MST 90, 91
characteristics of the Spanish place, age groups, birth
population. rate, death rate; active
and inactive populations;
immigration and
emigration.
Explains the difference MST, SOC, 90
between the padrn and LIN
the census.
Interprets simple MST, LTL 90
population pyramids.
Describes some of the MST, LIN 91
principal population
problems today: rural,
exodus, ageing,
overpopulation,
immigration, emigration.
Describes some MST, SOC 95
professions that are
disappearing or have
disappeared.

26
Teaching programme ByME Social Science 4

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES

Spanish culture and
multiculturalism.
Develop strategies to organise,
memorise and remember
information obtained through
different methods and from
different sources.
Understand, value and respect the
cultural variety found in Spain
today.
Develop a capacity for hard work
and show perseverance while
studying.
COMPETEN
CES
Values and respects the MST, CUL 92, 93
cultural, social, political
and linguistic variety
found in Spain today.
Names the languages MST, CUL 92
spoken in different regions
and is conscious of their
legal status.
Knows and values other MST, CUL 92, 93
cultural expressions, such
as cuisine, festivals, music
and dance.
Appreciates the influence MST, CUL 93
of other cultures and
understands how they
enrich the cultures of
Spain.
Performs academic tasks LTL, LIN 94, 95
in a responsible and
effective manner.
Uses vocabulary correctly LTL, LIN 82-97
in the presentation of their
work.
Expresses orally, carefully LIN 83, 93-95
and clearly, contents
related to the subject
area.

27
Teaching programme ByME Social Science 4
CONTENT
Team-building strategies.
With help, plan and manage
simple projects, showing
independence and initiative in
order to achieve objectives.
EVALUATION CRITERIA
Develop a cooperative and
adaptive attitude, recognising
merit in others ideas and
responding to situations with
intuition, an open mind and
flexibility.
Develop creativity and initiative
improving their capacity to
acquire information and ideas and
present innovative conclusions.
28
LEARNING STANDARDS KEY PAGES
COMPETEN
CES
Develops a cooperative LTL 83, 94, 95
and adaptive attitude,
recognising merit in
others ideas and
responding to situations
with intuition, an open
mind and flexibility.
Shows self-confidence, AUT, LTL 94, 95
personal initiative,
curiosity, interest and
creativity in the learning
process.
Shows independence in AUT, LTL 94, 95
the planning and carrying
out of simple actions and
shows initiative when
taking decisions.
Teaching programme ByME Social Science 4
UNIT SUMMARY
In this unit, pupils will review and extend their concept of
community by exploring four different levels of government,
that range from local to national levels: municipality,
province, autonomous community and central government.
Pupils begin by refreshing what they know about the local
government from previous levels, including: the role of the
mayor and the councillors in the town or city council, and
how public services are organised. This is followed by a
double-page spread that defines and explores the national
government of Spain, presenting the 17 autonomous
communities and 2 autonomous cities. It then goes on to
compare and contrast the roles of the central government
and the government of autonomous communities.
The next double-page spread focuses on population, first
through some simple population graphs and then by
discussing important factors that affect its growth, such as
natality and mortality, rural exodus, immigration and
emigration. The last two content pages present Spain as a
multicultural country with a rich diversity of languages,
dishes and festivals.
29
VALUES AND ATTITUDES
In this unit, your pupils will learn how everybody plays an
important role in their community. They will learn to
appreciate that many individuals work together to make their
community, province, autonomous community and country a
safe, clean and pleasant place to live. Throughout the unit,
try to encourage pupils to think about:
how every family is unique and special
how they should respect diversity and not discriminate
against anyone because of their culture, religion or social
background
how they can be responsible members of the class and their
community
Think about it
The Think about it page in this unit focuses on vanishing
professions - jobs that have changed or do not exist anymore.
The pupils will read about how technology has replaced some
jobs and others have completely disappeared. This will help
them to reflect on how the needs of the modern world have
changed.
Teaching programme ByME Social Science 4
TERM 2 Think together
CONTENT
The European Union.
Introduction to scientific
knowledge and its
application in the Social
Sciences. Collect relevant
information using different
sources (direct and indirect).
Develop strategies to
organise, memorise and
remember information
obtained through different
methods and from different
sources.
Correct use of different
materials.
EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES
COMPETEN
CES
Identify some of the advantages of Identify some of the MST, SOC, 98, 99
being a member of the European Union advantages of being a member CUL
as well as some of its logos and visual of the European Union as well
identifiers. as some of its logos and visual
identifiers.
Obtain specific and relevant Researches, selects and LTL, LIN 52, 53
information, using different sources. organises information,
analysing it and drawing
conclusions. Reflects on the
process followed and reports on
it orally.
Develop a capacity for hard work and Performs academic tasks in a LTL, LIN 98, 99
show perseverance while studying. responsible and effective
manner.
Uses vocabulary correctly in LTL, LIN 98, 99
the presentation of their work.
Expresses orally, carefully and LIN 98, 99
clearly, contents related to the
subject area.
Use the materials in a suitable way. Uses the materials in a suitable LTL, AUT 98, 99
and careful way thereby
keeping them in good
condition.
30
Teaching programme ByME Social Science 4
CONTENT
Team-building strategies.
With help, plan and manage
simple projects, showing
independence and initiative
in order to achieve
objectives.
EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES
COMPETEN
CES
Develop a cooperative and adaptive Develops a cooperative and LTL 98, 99
attitude, recognising merit in others adaptive attitude, recognising
ideas and responding to situations with merit in others ideas and
intuition, an open mind and flexibility. responding to situations with
intuition, an open mind and
flexibility.
Participates effectively and LTL, SOC 98, 99
constructively in daily life and
develops strategies for conflict
resolution.
Identifies and uses the correct SOC 98, 99
code of conduct for their
environment.
Develop creativity and initiative Shows self-confidence, personal AUT, LTL 98, 99
improving their capacity to acquire initiative, curiosity, interest and
information and ideas and present creativity in the learning
innovative conclusions. process.
Shows independence in the AUT, LTL 98, 99
planning and carrying out of
simple actions and shows
initiative when taking
decisions.
31
Teaching programme ByME Social Science 4
CONTENT
Techniques for Intellectual
work.
Elaboration of schemes and
summaries, memorising and
structuring the information
received. Reading
techniques for Social Science
publications.
UNIT 7 Work and travel
EVALUATION CRITERIA
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.
32
LEARNING STANDARDS KEY PAGES
COMPETEN
CES
Produces work and makes SOC, AUT 98, 99
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.
Teaching programme ByME Social Science 4

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGE

The economy.
The Spanish economy.
Tourism in Spain.
Transport and road safety.
COMPETEN S
CES
Identify the basic characteristics of the Names the three economic MST, SOC, 105-
economy. sectors and classifies some CUL 107
activities according to the sector
they belong to.
Identifies and defines raw MST 105-
materials and manufactured 107
product and associates some
examples with how they are
obtained.
Describes, in order, the process MST 105
from the obtaining of a product
through to its sale.
Identify the basic characteristics of the Explains, in general terms, the MST, SOC, 106,
Spanish economy. main economic activities carried LIN 107
out in Spain and where they
occur.
Interpret information about the MST, LTL 106,
Spanish economy on maps. 107
Know the basic characteristics of tourism in Locates on a map the main MST, LTL 108
Spain and its importance for the tourism regions in Spain.
Spanish economy. Identifies the different symbols MST, LTL 109
found on a tourist map.
Understand the principal characteristics of Knows the different forms of MST 110
transport and road safety. transport and their
characteristics.

33
Teaching programme ByME Social Science 4

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGE

COMPETEN S
CES
Differentiates between different MST, SOC, 110
forms of transport according to LTL
the situation, based on their
respective advantages and
disadvantages.
Explains the basic rules of road SOC, CUL, 111
safety and is aware of the LTL
consequences of them not being
understood or followed.
Knows the meaning of some MST, LIN 111
traffic signs and recognises the
importance of obeying them
whether as a pedestrian or
transport user.
Identifies different types of roads MST, SOC 111
on a road map.
Advertising. Understand the basic goals and techniques Understands the basic goals of CUL, SOC, 112
of advertising. advertising and uses them of its LTL
techniques to create their own
advert.
Money. Begin to understand the importance of a Compares the price of a product SOC, LTL, 113
responsible attitude towards money. to identify the cheapest and most AUT
expensive offer.
Puts together a simple budget for SOC, LTL, 113
a given situation. AUT

34
Teaching programme ByME Social Science 4

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGE

Introduction to scientific
knowledge and its
application in the Social
Sciences. Collect relevant
information using different
sources (direct and
indirect).
Develop strategies to
organise, memorise and
remember information
obtained through different
methods and from different
sources.
Correct use of different
materials.
Team-building strategies.
With help, plan and manage Develop creativity and initiative improving
simple projects, showing their capacity to acquire information and
independence and initiative ideas and present innovative conclusions.
COMPETEN S
CES
Obtain specific and relevant information, Looks for, selects and organises LTL, LIN 105-
using different sources. information, analysing it and 113
drawing conclusions. Reflects on
the process followed and reports
on it orally.
Develop a capacity for hard work and show Performs academic tasks in a LTL, LIN 105,
perseverance while studying. responsible and effective manner. 114
Uses vocabulary correctly in the LTL, LIN 102-
presentation of their work. 115
Expresses orally, carefully and LIN 103,
clearly, contents related to the 112,
subject area. 113
Use the materials in a suitable way. Uses the materials in a suitable LTL, AUT 112
and careful way thereby keeping
them in good condition.
Develop a cooperative and adaptive Develops a cooperative and LTL 103,
attitude, recognising merit in others ideas adaptive attitude, recognising 112,
and responding to situations with intuition, merit in others ideas and 113
an open mind and flexibility. responding to situations with
intuition, an open mind and
flexibility.
Shows self-confidence, personal AUT, LTL 112,
initiative, curiosity, interest and 113
creativity in the learning process.

35
Teaching programme ByME Social Science 4

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGE

in order to achieve
objectives.
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.
COMPETEN S
CES
Shows independence in the AUT, LTL 112,
planning and carrying out of 113
simple actions and shows
initiative when taking decisions.
Produces work and makes SOC, AUT 112,
presentations both individually 113
and as part of a group,
participating in the search,
selection and organisation of
texts of a geographical, social
and historical nature.

Pupils begin by refreshing what they know about the

economy, what it means and how all jobs are interconnected.
They explore this concept through Ana and Toms school trip
project, which is related to the story of their trip to a tile
shop.

On the first double-page spread of content, pupils are given

UNIT SUMMARY
In this unit, pupils will review and extend their knowledge of
the Spanish economy. They will also learn about the three
main kinds of tourism that Spain offers, the symbols used in
tourist maps, and about transport and road safety.
an overview of the Spanish economy. The first page focuses
on the primary sector, using a map to help pupils visualise
the main products that are cultivated and extracted in Spain.
The second page uses the same map, but this time it
contains the main industries in the secondary and tertiary
sectors.
Pupils then move on to explore, on two further double-page
spreads, tourism and transport - the two main industries in
the Spanish economy.

36
Teaching programme ByME Social Science 4

deciding if they are essentials or extras. They will also

have to plan a birthday party within a budget.

VALUES AND ATTITUDES

In this unit your pupils will learn to appreciate the way in

which the economy of a country works and how it affects
their lives and that of their families. Throughout the unit, try
to encourage pupils to think about:

how the tertiary sector is linked to the primary and

secondary sectors because the economy is interconnected
how pupils need to study and learn new skills to find the
right job for them
how important it is to be a responsible consumer

Think about it

The Think about it page in this unit focuses on spending and

saving. The pupils will read about budgeting and understand
the difference between essential purchases and extras. They
will apply their understanding to a selection of products,

37
Teaching programme ByME Social Science 4

UNIT 8 Prehistory
CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGE
COMPETEN S
CES
Spanish history. Know, in general terms, the Identifies the fall of the Roman Empire CUL 119
main historical periods for (AD 476) as the start of the Middle
the Iberian Peninsula. Ages; Columbus arrival in the
Americas (AD 1492) as the start of the
early modern period; the War of
Independence (AD 1808) as the start
of the late modern period.
Prehistory. Identify and describe the Describes the principal characteristics CUL, LIN 120,
principal characteristics of of the way of life and the changes 121
Prehistory on the Iberian experienced during the Palaeolithic,
Peninsula. the Neolithic and the Metal Ages.
Is aware of the oldest human remains CUL 121
found on the Iberian Peninsula such as
in Atapuerca in Burgos.
Identifies some cultural remains of the CUL 120
first peoples on the Iberian Peninsula
such as the Altamira caves.
Pre-Roman peoples. Know the principal Knows the way of life of the CUL 122,
characteristics of the way indigenous pre-Roman people on the 123
of life of pre-Roman people Iberian Peninsula and identifies some
on the Iberian Peninsula. of the remains of their culture such as
the Dame de Elche and the Toros de
Guisando.

38
Teaching programme ByME Social Science 4

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGE

COMPETEN S
CES
Heritage. Understand the importance Understands the importance of CUL, SOC 125
of preserving our cultural preserving our cultural heritage.
heritage.
Introduction to scientific knowledge Obtain specific and Researches, selects and organises LTL, LIN 119-
and its application in the Social relevant information, using information, analysing it and drawing 125
Sciences. Collect relevant information different sources. conclusions. Reflects on the process
using different sources (direct and followed and reports on it orally.
indirect).
Develop strategies to organise, Develop a capacity for hard Performs academic tasks in a LTL, LIN 124,
memorise and remember information work and show responsible and effective manner. 125
obtained through different methods perseverance while Uses vocabulary correctly in the LTL, LIN 116-
and from different sources. studying. presentation of their work. 127
Expresses orally, carefully and clearly, LIN 117,
contents related to the subject area. 124,
125
Correct use of different materials. Use the materials in a Uses the materials in a suitable and LTL, AUT 124
suitable way. careful way thereby keeping them in
good condition.
Team-building strategies. Develop a cooperative and Develops a cooperative and adaptive LTL 117,
adaptive attitude, attitude, recognising merit in others 124,
recognising merit in others ideas and responding to situations 125
ideas and responding to with intuition, an open mind and
situations with intuition, an flexibility.
open mind and flexibility.
With help, plan and manage simple Develop creativity and Shows self-confidence, personal AUT,LTL 124,
projects, showing independence and initiative improving their initiative, curiosity, interest and 125
initiative in order to achieve objectives. capacity to acquire creativity in the learning process.

39
Teaching programme ByME Social Science 4

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGE

Techniques for Intellectual work.
Elaboration of schemes and
summaries, memorising and
structuring the information received.
Reading techniques for Social Science
publications.
COMPETEN S
CES
information and ideas and Shows independence in the planning AUT,LTL 124,
present innovative and carrying out of simple actions and 125
conclusions. shows initiative when taking
decisions.
Employ techniques Produces work and makes SOC,AUT 124,
appropriate to intellectual presentations both individually and as 125
tasks; produce work and part of a group, participating in the
make presentations both
search, selection and organisation of
individually and as a group,
involving search, selection texts of a geographical, social and
and organisation of texts of historical nature.
a social, geographical or
historical nature, while
showing autonomy and
collaborative skills.

40
Teaching programme ByME Social Science 4
UNIT SUMMARY
In this unit pupils will review and extend their knowledge of
history, learning how we divide it into periods that begin and
end with a significant event. They will also explore in detail
the Prehistoric Period in Spain.
At the beginning of the unit pupils will accompany Ana and
Tom on their trip to an archaeological museum, where they
visit a replica of the Cave of Altamira. The story and School
trip project allow further discussion of the concept of history
and prehistory. These opening pages are designed to test
pupils prior knowledge and ease them into the subject
matter of the unit, stimulating interest and encouraging
anticipation.
The first double-page spread of content gives pupils an
overview of the six main periods of Prehistory: Palaeolithic,
Mesolithic, Neolithic, the Copper Age, the Bronze Age and the
Iron Age. The transition from one to another is depicted by
means of a timeline. The following two pages deal with the
two main Pre-Roman peoples that inhabited the Iberian
Peninsula: the Celts and the Iberians.
41
VALUES AND ATTITUDES
In this unit your pupils will learn to appreciate how important
it is to conserve cultural heritage so that we can learn about
our past. Throughout the unit, try to encourage pupils to
think about:
the importance of protecting historical and cultural
heritage, such as cave paintings and megaliths
how we must respect the rules when visiting museums and
historical sites
the importance of learning about the past to help us
understand our origins
Think about it
The Think about it page in this unit focuses on conserving
cultural heritage for future generations, in particular cave
paintings. The pupils will read about the Cave of Altamira and
how damage to the paintings has provoked the closing of the
cave on several occasions. They will then have to match risks
to which we expose cave paintings when we visit caves to the
photographs that depict those risks.
Teaching programme ByME Social Science 4

UNIT 9 Ancient History

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGE
COMPETEN S
CES
Colonisation. Identify and describe the Identifies the basic aspects of the CUL 132,
basic aspects of the colonising people of the Iberian 133
colonising peoples of the Peninsula: the Phoenicians and the
Iberian Peninsula. founding of Gadir; the Ancient Greeks
and the founding of Rosas and
Ampurias; the Carthaginians and the
siege of Saguntum by Hannibal.
The Romans. Know the principal Identifies the date of the arrival of the CUL 134
characteristics of the Romans on the Iberian Peninsula (218
Roman conquest and BC).
Romanisation of the Iberian Identifies Hispania as the Roman CUL 134
Peninsula. name for the Iberian Peninsula.
Knows about certain events and CUL 134
people from the period: Scipio
Africanus, Viriatus, Numantia.
Is aware of the Roman legacy in CUL 135
Spain: infrastructure; language, law
and religion.
Identifies some Roman remains found CUL 135
in Spain: for example Mrida,
Segbriga or the Aqueduct of Segovia.

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Teaching programme ByME Social Science 4

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGE

COMPETEN S
CES
Knows of some Roman figures who CUL 135
were from Spain: the emperors Trajan
and Hadrian, and the philosopher
Seneca.
The fall of the Roman Empire. Know the main aspects of Identifies the barbarian invasions as CUL 136
the fall of the Roman one of the factors leading to the fall of
Empire. the Roman Empire.
Identifies the date of the Fall of the CUL 137
Roman Empire (AD 476) as the end of
Ancient History.
Introduction to scientific knowledge Obtain specific and Researches, selects and organises LTL, LIN 131-
and its application in the Social relevant information, using information, analysing it and drawing 139
Sciences. Collect relevant information different sources. conclusions. Reflects on the process
using different sources (direct and followed and reports on it orally.
indirect).
Develop strategies to organise, Develop a capacity for hard Performs academic tasks in a LTL, LIN 138,
memorise and remember information work and show responsible and effective manner. 139
obtained through different methods perseverance while Uses vocabulary correctly in the LTL, LIN 128-
and from different sources. studying. presentation of their work. 141
Expresses orally, carefully and clearly, LIN 131,
contents related to the subject area. 138,
139
Correct use of different materials. Use the materials in a Uses the materials in a suitable and LTL, AUT 138
suitable way. careful way thereby keeping them in
good condition.

43
Teaching programme ByME Social Science 4
CONTENT
Team-building strategies.
With help, plan and manage simple
projects, showing independence and
initiative in order to achieve objectives. capacity to acquire
Techniques for Intellectual work.
Elaboration of schemes and
summaries, memorising and
structuring the information received.
Reading techniques for Social Science
publications.
EVALUATION CRITERIA LEARNING STANDARDS KEY PAGE
COMPETEN S
CES
Develop a cooperative and Develops a cooperative and adaptive LTL 129,
adaptive attitude, attitude, recognising merit in others 138,
recognising merit in others ideas and responding to situations 139
ideas and responding to with intuition, an open mind and
situations with intuition, an flexibility.
open mind and flexibility.
Develop creativity and Shows self-confidence, personal AUT, LTL 138,
initiative improving their initiative, curiosity, interest and 139
creativity in the learning process.
information and ideas and
present innovative
conclusions.
Shows independence in the planning AUT, LTL 138,
and carrying out of simple actions and 139
shows initiative when taking
decisions.
Employ techniques Produces work and makes SOC, AUT 138,
appropriate to intellectual presentations both individually and as 139
tasks; produce work and part of a group, participating in the
make presentations both
search, selection and organisation of
individually and as a group,
involving search, selection texts of a geographical, social and
and organisation of texts of historical nature.
a social, geographical or
historical nature, while
showing autonomy and
collaborative skills.
44
Teaching programme ByME Social Science 4

UNIT SUMMARY

In this unit, pupils will review and extend their knowledge of

Ancient History, focusing in particular on the Roman culture
and legacy. VALUES AND ATTITUDES

In this unit, pupils will learn that everybody plays an

With the unit-opener and story, pupils begin by
important role in their community. They will learn to
understanding what is meant by Ancient History. They then
appreciate that many individuals work together to make their
reflect on Roman architecture using a table that contains
community a safe, clean and pleasant place to live in.
some Roman structures and their purpose.
Throughout the unit, try to encourage pupils to think about:
The main unit content begins by exploring three
Mediterranean cultures that founded colonies in the Iberian
the importance of protecting historical sources, such as
Peninsula, namely the Phoenicians, Ancient Greeks and
Carthaginians. This is followed by discussion of some key artefacts and historical remains
historical figures of the Roman conquest of the Iberian the importance of learning about the past to help us make
Peninsula. On the opposite page pupils have a table that the future better
helps them understand four aspects of the Roman legacy and how we must respect and value the contributions and
some sketches of important Roman citizens from Hispania. inventions that other cultures have provided

The last two content pages move on to the fall of the Roman
Empire and the arrival of the Visigoths, the Germanic tribe
that settled in Hispania and whose arrival signifies the
beginning of the Middle Ages in Spain.
Think about it
The Think about it page in this unit focuses on China and how
contact with the Chinese culture began through the silk trade
in the 2nd century AD. Pupils have the opportunity to
broaden their horizons by deciding if a particular invention or
activity first appeared in the Mediterranean or in China.

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Teaching programme ByME Social Science 4

TERM 3 Think together

CONTENT
Heritage.
Introduction to scientific
knowledge and its application in
the Social Sciences.
Collect relevant information using
different sources (direct and
indirect).
EVALUATION CRITERIA
Understand the importance of the
past today.
Obtain specific and relevant
information, using different
sources.
LEARNING STANDARDS KEY PAGES
COMPETEN
CES
Explains some of the ways SOC, CUL 142, 143
we can use buildings from
the past today.
Researches, selects and LTL, LIN 142, 143
organises information,
analysing it and drawing
conclusions. Reflects on
the process followed and
reports on it orally.

Develop strategies to organise, Develop a capacity for hard work Performs academic tasks LTL, LIN 142, 143
memorise and remember and show perseverance while in a responsible and
information obtained through studying. effective manner.
different methods and from Uses vocabulary correctly LTL, LIN 142, 143
different sources. in the presentation of their
work.
Expresses orally, carefully LIN 142, 143
and clearly, contents
related to the subject
area.
Correct use of different materials. Use the materials in a suitable Uses the materials in a LTL, AUT 142, 143
way. suitable and careful way
thereby keeping them in
good condition.

46
Teaching programme ByME Social Science 4
CONTENT
Team-building strategies.
With help, plan and manage
simple projects, showing
independence and initiative in
order to achieve objectives.
EVALUATION CRITERIA
Develop a cooperative and
adaptive attitude, recognising
merit in others ideas and
responding to situations with
intuition, an open mind and
flexibility.
Develop creativity and initiative
improving their capacity to
acquire information and ideas and
present innovative conclusions.
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LEARNING STANDARDS KEY PAGES
COMPETEN
CES
Develops a cooperative LTL 142, 143
and adaptive attitude,
recognising merit in
others ideas and
responding to situations
with intuition, an open
mind and flexibility.
Participates effectively and LTL, SOC 142, 143
constructively in daily life
and develops strategies
for conflict resolution.
Identifies and uses the SOC 142, 143
correct code of conduct for
their environment.
Shows self-confidence, AUT, LTL 142, 143
personal initiative,
curiosity, interest and
creativity in the learning
process.
Shows independence in AUT, LTL 142, 143
the planning and carrying
out of simple actions and
shows initiative when
taking decisions.
Teaching programme ByME Social Science 4

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES

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.
COMPETEN
CES
Produces work and makes SOC, AUT 142, 143
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.

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