Syllabus ByME Social Science 6 CAM
ByME Social
Science 6
(Comunidad de Madrid)
Syllabus Social Science
Primary stage: Year 6
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Syllabus ByME Social Science 6 CAM
INDEX 1
1
Page
1. Introduction
3
2. Methodology
5
3. Contribution to the development of key competences
7
4. General Objectives of the stage
8
5. Course contents and Learning outcomes
9
6. Values and Attitudes
12
7. Mixed-ability activities
14
8. Fostering reading
15
9. Language Structures
16
10. Cooperative Learning
18
11. Assessment Rubrics
25
12. Assessment in our Educational Project
38
13. Assessment of the Teaching-Learning process
41
14. Specific methodology in ByME Social Science 6 CAM
43
15. Materials of ByME Social Science 6 CAM
52
16. Measures for students with special needs
62
17. Use of information and communication technology
63
18. Teaching and organisational resources
65
19. Supplementary activities
69
20. Didactic Units
70
Delete non-applicable items.
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Syllabus ByME Social Science 6 CAM
1. INTRODUCTION
ByME Social Science was developed according to the guidelines stated in the following documents:
 Decreto 89/2014, de 24 de julio, por el que se establece para la Comunidad de Madrid el Currículo de la Educación Primaria
The General Principles of this stage, are the following:
The aim of the Primary Education is to help students learn the principles of oral expression and comprehension, reading, writing,
calculation, the acquisition of basic notions of culture, and the habit of coexistence as well as the study and work habits, the artistic
sense, creativity and affectivity, in order to ensure an integral formation that contributes to the full development of the students'
personality, and to prepare them effectively for Compulsory Secondary Education.
The educational action in this stage will try to integrate the different learning experiences of the students and it will also be adapted to
the students' different working paces.
Primary Education is divided into six academic years, which will ordinarily be taught between six and twelve years old, and it is
organized in areas, which will have a holistic and integrative approach.
According to the LOMCE, the curriculum is integrated by the objectives of each educational stage; the competences, or skills
needed to activate and put into practise the relevant contents of the stage in an integrated way, so as to achieve the realisation of
the activities and the effective resolution of complex problems; the contents, or a set of knowledge, abilities, skills, and attitudes which
contribute to the achievement of the objectives for each educational stage and the acquisition of the relevant competences; the
teaching methodology, ranging from the description of the teaching practices to the organisation of teacher's work; measurable
learning outcomes; and the evaluation criteria to assess the level of acquisition of the competences and the achievement of the
objectives of each educational stage.
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Syllabus ByME Social Science 6 CAM
a) Curriculum: regulation of the elements determining the teaching and learning process for each educational stage.
b) Objectives: references to the achievements that the student must attain at the end of the educational process, as a result of
the teaching and learning experiences intentionally planned for this purpose.
c) Competences: abilities to apply the relevant contents of each educational stage in an integrated way, in order to achieve
the correct realisation of the activities and the effective resolution of complex problems.
d) Contents: set of knowledge, abilities, skills, and attitudes which contribute to the achievement of the objectives for each
educational stage and the acquisition of the relevant competences. The contents are organised into subjects, which are
classified into areas, fields and modules, depending on the educational stage, or the programmes students take part in.
e) Measurable Learning outcomes: specifications of the evaluation criteria which allow to define the learning results, and specify
what the student must know, understand and know how to do, in each area; these standards must be observable, measurable,
and assessable and must allow the graduation of the students' achievements. The standards must be designed in order to
contribute and facilitate the use of standardized and comparable tests.
f) Evaluation criteria: specific references used to assess the students' learning process. They describe whatever it is that must be
valued and that students must achieve, both in terms of knowledge and in competences; they respond to what is aimed to
achieve in each area.
g) Teaching methodology: set of strategies, procedures and actions planned and organized by the teachers, consciously and
reflexively, in order to promote the students' learning process and their achievements.
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Syllabus ByME Social Science 6 CAM
2. METHODOLOGY
Social Science includes different disciplines which cover diverse aspects of human behaviour in relation to society. Among these,
Geography and History occupy a privileged place on the curriculum of Primary Education.
The area of Social Science belongs to the block of core subjects, therefore the contents, evaluation criteria and evaluable learning
standards for the whole stage have been proposed by the Ministry of Education, Culture and Sport in the Royal Decree 126/2014 of 28
February, by which is established the basic curriculum for Primary Education. The Community of Madrid has complemented and given
further definition to the contents, distributing them, together with their corresponding standards of evaluable learning, on a course-bycourse basis.
The contents are distributed in a common block which deals with strategies for work and study which apply to all the courses in the
cycle, and in three other blocks, which are repeated in each one of the courses.
In two of these blocks, “Geography. The world in which we live” and “History. The track of time”, the contents of Geography and of
History which the students must study in each course of the cycle are collected together. These contents refer, principally, to the
Geography and History of Spain.
In Primary Education the objective is not that the students should be capable of analyzing and assessing historic events or human
behaviours. The objective is fundamentally that, through the knowledge of the most relevant events in the History of Spain, the students
should be capable of acquiring a spatial and temporal reference system in which to situate what they are to learn in future studies.
In order to introduce the Primary students to the study of History it is essential to have some basic and general knowledge of
Geography. Thus, the contents of this discipline are included in the first years and only from the third year onward are the references to
the study of history introduced.
The contents related to History must allow the students to identify and characterize the great historic periods. Within these, the most
relevant events are established and ordered in chronological sequence. The objective is not to lay out the themes in an exhaustive
manner, but rather to ensure that the students know the most representative characters and events in each of the periods. The events
the dates of which are indicated, constitute indispensable references which the teacher may fill out in accordance with his/her
pedagogical criteria.
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Syllabus ByME Social Science 6 CAM
The reading of stories, biographies or accounts of characters and historic events as well as the learning of some ballads, may prove
useful for the enrichment of the subject.
The block named “Living in society” focuses on bringing the student close to the study of social organizations, the economic life of
citizens, the distribution of the population, the forms of working and other questions related with the political, social and territorial
organization of Spain. Through the family and school the child is introduced into society. Hence the relations of the child with the family
and educational environment are the starting point for the initiation of the student in the study of the contents of this block. With regard
to the rest of the contents they are left, in their majority, for the final two years.
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Syllabus ByME Social Science 6 CAM
3. CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES
«In line with recommendation 2006/962/EC, of the European Parliament and the Council, 18th December 2006, about Key
competences for permanent learning, this royal decree is based in the strengthening of learning by competences, integrated in
curricular elements to provide a renovation in teaching practice and teaching and learning process. New focuses are suggested in
learning and evaluating, which will suppose an important change in tasks that pupils have to solve and innovative methodological
approach. The competence supposes a combination of practical skills, knowledge, motivation, ethical values, attitudes, feelings, and
other social and behaviour components that mobilise together to reach an effective action.»
«The competences, therefore, conceptualize as a «know how to act» applied to a diversity of academic, social and professional
contexts. To make possible the transference to different contexts, understanding of given knowledge in competences is essential, and
its connection with practical skills that integrate them.»
«Denomination of key competences defined by the European Union is taken. It is considered that «key competences are those
necessary to fulfil persons, for an active citizenship, social inclusion and employment». The teacher’s role is fundamental, being able to
design learning tasks or situations to enable the resolution of problems, the application of learned knowledge and the promotion of
students’ activities».
The Key Competences of the curriculum are as follows:
1. Competence in linguistic communication. (CLC)
2. Competence in mathematics, science and technology. (CMST)
3. Digital competence. (DC)
4. Learning to learn. (L2L)
5. Social and civic competences. (SCC)
6. Sense of initiative and entrepreneurship. (SIE)
7. Cultural awareness and expression. (CAE)
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Syllabus ByME Social Science 6 CAM
4. GENERAL OBJETIVES OF THE STAGE
Primary education will contribute to the children’s development of the skills that will enable them to:
a) Understand and appreciate the values and standards of living, learn to act in accordance with them, prepare for active citizenship
and respect for human rights and pluralism inherent in a democratic society.
b) Develop individual and team work, effort and responsibility in the study as well as attitudes of self-confidence, critical sense,
personal initiative, curiosity, creativity and interest in learning, and entrepreneurship.
c) Acquire skills for the prevention and peaceful resolution of conflict, enabling them to function independently in the family and
household, as well as in social groups with which they are associated.
d) Know, understand and respect different cultures and differences between people, equal rights and opportunities for men and
women and non-discrimination of people with disabilities.
e) Know and use appropriately the Spanish language and develop reading habits.
f) Acquire, in at least one foreign language, skills to enable them to express and understand simple messages and function in
everyday situations.
g) Develop basic Maths skills and initiative in solving problems that require elementary operations of calculation, geometry and
estimates, as well as being able to apply to situations in everyday life.
h) Know the main features of Natural Science, Social Science, Geography, History and Culture.
i) Start using, for learning, the information technology and communication to develop a critical mind to the messages they receive
and produce.
j) Use representation and artistic expression and start to build visual and audio-visual proposals.
k) Rate hygiene and health, accept their own body and that of others, respecting differences and using physical education and
sport to encourage both personal and social development.
l) Know and appreciate those animals closest to us and adopt forms of behaviour that contribute to their preservation and care.
m) Develop emotional skills in all areas of personality and in their relationships with others and an attitude opposed to violence,
prejudice of any kind and sexist stereotypes.
n) Promote road safety education and respectful attitudes that affect the prevention of accidents.
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Syllabus ByME Social Science 6 CAM
5. COURSE CONTENTS AND LEARNING OUTCOMES
SIXTH YEAR
Geography. The world in which we live.
Geography of Spain.
1. Identifies the geographic limits of Spain.
2. Knows the name and locates on the map of Spain the autonomous communities and cities, their provinces and capitals.
3. Knows and locates on the map of Spain the principal rivers, their source, their mouth and the most important tributaries.
4. Knows and locates on the map of Spain the principal mountain ranges and mountains.
Geography of Europe.
5. Locates on a map the European countries and knows their capitals.
6. Knows and locates on a map the geographic limits of Europe.
7. Knows and locates on a map the most important rivers and mountain ranges in Europe.
History. The track of time.
Spain in the Contemporary Age. First half of the XIX century.
8. Identifies the French Revolution as the beginning of the Contemporary Age in the West.
9. Identifies the 2nd of May 1808 as the outbreak of the War of Independence (1808–1814) against the French occupation and the
army of Napoleon Bonaparte.
10. Knows some deeds and figures of the War of Independence.
11. Situates in Cadiz the preparation of the first liberal Constitution of Spain, the Constitution of 1812.
Resistence to liberalism. Carlist Wars.
12. Recognizes the work of the painter Francisco de Goya.
13. Identifies the first quarter of the XIX century as the period of the Independence of continental America.
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Syllabus ByME Social Science 6 CAM
Spain in the Contemporary Age. The System of the Restoration (1875-1923).
14. Identifies the period of the Restoration (1875-1923) with the modernization of Spain.
15. Knows some figures of the age of Restoration in political and cultural spheres such as the Kings Alfonso XII and Alfonso XIII, Antonio
Canovas del Castillo or the writers Benito Perez Galdos and Pio Baroja.
16. Identifies 1898 as the year when the last overseas possessions were lost: Cuba, Puerto Rico and Philippines.
Spain in the XX and XXI Centuries.
17. Situates chronologically the periods of the Republic, the Civil War and Francoism.
18. Knows some important dates of present-day democracy: the Spanish Constitution (1978), the entry of Spain in the European
Economic Community (1986) and the substitution of the peseta by the euro as the legal tender currency (2002).
The timeline.
19. Situates on a timeline the historical ages of Spain and incicates the different stages in them.
Living in society
The Constitution of 1978.
20. Identifies the most important democratic principles established in the Constitution and explains the importance that the Constitution
has for the operation of the Spanish State.
Form of Government. Parliamentary Monarchy.
21. Explains the division of powers of the State and which are the attributions described in the Constitution for each one of them.
22. Identifies the principal institutions of the Spanish State. Describes their functions and their organization.
The European Union.
23. Explains what the European Union is and what are its political and economic objectives.
24. Identifies the principal institutions and organs of government of the European Union.
25. Identifies the principal symbols of the European Union.
26. Explains what the single market and the eurozone mean.
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Syllabus ByME Social Science 6 CAM
Common content for the whole stage.
Initiation to scientific knowledge and its application in Social science. Searching for and selecting information.
1. Obtains concrete and relevant information on events or phenomena which have been previously delimited, using different sources.
2. Analyzes the information obtained to select that which is most relevant.
3. Develops strategies to organize, memorize and recuperate information obtained through different methods and sources.
4. Manages images, tables, graphs, diagrams and synopses in order to summarize the information obtained.
Presentation of the work carried out.
5. Does work and presentations using different media.
6. Presents orally, in a clear and ordered way, contents related with the area of study.
7. Utilizes the appropriate vocabulary with precision and rigour.
8. Is capable of summarizing, orally or in written format, the information obtained and the work performed.
Development of personal abilities. Responsibility, capacity for effort and constancy in study. Entrepreneurial initiative.
9. Shows autonomy in the planning and execution of actions and tasks and has initiative in the taking of decisions.
10. Demonstrates attitudes of self-confidence, critical thinking, personal initiative, curiosity, interest, creativity and enterprising spirit in
the face of the circumstances which surround him/her.
11. Assumes responsibilities for what is done, said or the decisions which are made.
Development of social abilities.
12. Participates in group activities and in social life adopting responsible, constructive, collaborative and respectful behaviour with the
ideas and opinions of others.
13. Values the importance of a peaceful and tolerant coexistence between the different human groups on the basis of universally
shared democratic values and human rights.
14. Uses cooperation and dialogue as a way to avoid and resolve conflicts.
Emergencies. Risk prevention, self-protection and civil protection.
15. Identifies situations of risk for the life or safety of people.
16. Knows how to act after an accident and in different emergency situations.
17. Applies techniques of assistance, performing first aid and knows when, under no circumstances, he/she must act.
18. Knows how to alert the rescue services. Knows the emergency telephone number.
19. Knows the contents and usage of a first aid kit.
20. Knows the measures for prevention and self-protection in case of emergencies and catastrophes.
21. Develops the abilities which enable communication with the emergency telephone.
22. Knows the public system of civil protection.
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Syllabus ByME Social Science 6 CAM
6. VALUES AND ATTITUDES
The education in values is an answer to the society in which we live. Therefore, it is not considered one more area to work with,
but as a core idea going over all curricular areas being present in the whole educational process.
In this stage, the school education has as an objective to develop in pupils the abilities considered necessary to manage as citizens
within full rights and duties in the society where they live. This aim does not finish in intellectual knowledge integrated in diverse fields, but
pretends comprehensive development of the person, that is, tries to deal with their affective, motor, interpersonal, insertion and social
action capacities.
This cross cutting brings pupils closer to values that today worry the world inviting to get in touch with them, becoming sensitive making
them part of matters as important as the defence of nature, world peace, equal opportunities without discrimination because of sex, or
race causes, etc.
The inclusion of work in values in different units of the syllabus responds to that intention. Its treatment requires, depending on the unit, a
special focus, if we consider types of contents and activities suggested. On the other hand, in all areas we work through different
elements.
The final objective of working in values in school curriculum, and, therefore, in our syllabus, is to form pupils in an integral way, that
includes from their cognitive development to their integration in the moving culture of society, going through their training in solidarity,
cooperation and participation values. Keeping this in mind, the methodology for learning these matters cannot leave from something
external from pupils, but will be based in:
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Previous knowledge and experience.
Relationship with their equals.
Cooperation and participation in class and their close environment.
Questions between matters and contents.
The active working methods provide, on one hand, a direct contact with the environment, and, on other, the proposal and
resolution of problems as a procedure of working.
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Syllabus ByME Social Science 6 CAM
Also, in the area of Social Sciences, we have dedicated a specific space for the work in values:
In ByME Social Science 6 there is a strong focus on ethics and values, encouraging children to engage with the world around
them, appreciate its complexities and problems, and develop social responsibility.
Fragile world: Pupils are introduced to values and ethics in relation to the scientific project. They are presented with situations designed
to encourage reasoning and an engagement with their immediate surroundings, in order for them to internalise feelings of social
responsibility. This way scientific knowledge is contextualised and made meaningful for young learners.
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Syllabus ByME Social Science 6 CAM
7. MIXED-ABILITY ACTIVITIES
1. The educational intervention at this stage must facilitate learning in pupils requiring a different educative attention odd to the
ordinary because of special needs for disability, because of specific difficulties in learning (among them the dyslexia), if presenting
Attention deficit hyperactivity disorder (ADHD), because of high intellectual abilities, late inclusion in the educational system, or personal
conditions and school history. The regional government ministry is responsible of educational competences and to adopt the necessary
measures to identify pupils with specific learning difficulties and to evaluate in an early way their needs.
2. The regional government office with competences in educational matters will regulate the aspects named in section 1 of this article y
and will establish the opportune measures for all pupils to reach an adequate level in the curricular competences, as in the established
objectives with general role for Primary Education.
Specific activities of reinforcement and extension in ByME Social Science 6 syllabus (CAM).
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Fast Finishers: for those pupils who finish earlier.
Helpful tips section with advice to diversify the Teacher's Book activities
Cooperative Projects, which can be adapted to each pupil's needs
Further reading sections in the Teacher's Book, a brief bibliography for those who would like to deepen their knowledge on CL.
Activity Book activities.
Digital Resources activities.
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Syllabus ByME Social Science 6 CAM
8. FOSTERING READING
ByME Social Science 6 (CAM) syllabus suggests different ways of encouraging reading habits and to develop the understanding
in reading, by texts and reading activities from Pupils Book, as with the help of support material.
Reading is a complex cognitive linguistic process that not only involves the skill of decoding phonemes-spellings, but also the abilities for
understanding the text and to interpret from the reader. In addition, to this we must add a great number of communicative contexts
and the intentions of the texts.
In Primary, reading is a fundamental pillar from where all learning raise. Its optimal acquisition contributes pupils development with
success in school and daily range and in its personality develop.
At the beginning of the stage, students are in their full reading skills progress. The management and control of these reading skills so
divers by the pupil Hill take to the ultimate objective of teaching reading: to read in an efficient way.
More than teaching the functional use of reading in early ages (to teach the ability of decoding and other understanding strategies)
and to increase the skills over Primary Stage, it is fundamental to awake pupils interest in reading and to encourage habit and pleasure
of reading.
Regarding to the Resources, next we detail the suggestions of the syllabus to work reading and comprehension in Social Sciences area:
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Pupil's Book and Activity Book: Reading text throughout all the unit
Teacher's Book: Further reading sections
Introduction to the use of the school library
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Syllabus ByME Social Science 6 CAM
9. LANGUAGE STRUCTURES IN BYME SOCIAL SCIENCE 6 (CAM)
UNIT/
TEAMWORK
0
1
STRUCTURES
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geography
history
politics and government
talking about history and change
past tense
describing scenes
describing people
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descriptions of different types of historical sources.
giving short answers
expressing opinion
question forms
comparative and superlative forms
modals of obligation
past simple passive
VOCABULARY
2
TERM 1.
Teamwork
3
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geography
history
politics and government
technology
history
dates
names and dates
different types of regime
monarchy and rule
art
historical terms
inventions
war
countries
dates
facts and figures
historical-political terms
government
history
terms for types of government
key vocabulary from units 1–2
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government and politics
government
dates
Syllabus ByME Social Science 6 CAM
4
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talking about timelines
describing graphs
comparing
TERM 2.
Teamwork
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descriptions of different terms related to tolerance:
religion, race, disable person…
giving short answers
expressing opinion
question forms
comparative and superlative forms
5
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present tense for explaining facts
yes/no questions
question forms
describing places
6
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comparatives and superlatives
describing locations on a map
describing things
giving presentations
TERM 3.
Teamwork
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descriptions of different types of pollution
giving short answers
expressing opinion
question forms
descriptions
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countries
weighing up advantages
reaching a consensus
politics and economics
money
numbers
EU institutions
dates
politics and economy
key vocabulary from units 3–4
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basic geography terms
mountains, rivers and other geographical terms
government terms
vocabulary to do with waterways
political terms
geographical terms
compass directions
large numbers
geography terms
countries and cities
key vocabulary from units 5–6
Syllabus ByME Social Science 6 CAM
10. COOPERATIVE LEARNING
What is Cooperative Learning?
Cooperative Learning (CL) is an educational situation in which students are required to work together in small groups or teams to
support each other in order to improve their own learning and that of others.
CL goes beyond merely seating students together; simply telling them they are a group does not mean they will cooperate effectively.
For students to behave cooperatively, and to reach their full potential within a group or team, they will need some essential elements.
1. Positive interdependence
Students perceive that they need each other in order to complete the group’s task. Every pupil in a small group must contribute to the
learning of the group, and each member needs the others to complete the task. We can enhance positive interdependence by
establishing mutual goals which “will help each student to learn and make sure all other team members learn”.
2. Individual accountability
“Each student’s performance is assessed and the results are given to that student and the rest of the members of the group”. Therefore
each member of the group is responsible for completing their part of the work and must develop a sense of personal responsibility
towards him or herself and the rest of the group, because individual performance will affect not only one’s own result, but also the rest
of the members’ results.
3. Promotive interaction
“Students promote each other’s learning by helping, sharing, and encouraging efforts to learn”. CL implies face-to-face interaction.
Students need not only to discuss and agree but also to produce a piece of work through combined effort, because Cooperative
Learning is not about working individually and make a ‘cut-and-paste’ final product.
4. Social abilities
Students need interpersonal skills in order to be successful.
Some of them are:
- Effective leadership
- Decision-making
- Trust-building
- Communication
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Syllabus ByME Social Science 6 CAM
- Conflict resolution
- Helping and asking for help
- Organisation
- Self-esteem and self-confidence
Our students aren’t born knowing how to behave in a group. We have to teach them, giving them models, and opportunities to
practise these skills.
5. Group processing
Developing CL methodology is not easy at first, nor are the effects immediate. Difficulties within the groups, resources and management
may arise. That is why formative assessment is needed. This assessment involves both teachers and students.
One way of structuring group assessment is by:
- Listing at least three member actions that helped the group be successful (students).
- Listing at least one action that could make the group even more successful (students).
- Monitoring the groups and giving feedback on how well the groups are working together and the class as a whole (teacher)
We need to know the strong and weak points in order to make the right decisions and develop the methodology in the right direction.
The benefits of using CL are supported by theory and are well-established by classroom research.
There are several reasons why CL works as well as it does:
- Students learn more by doing something active than by simply watching and listening, and CL is by nature an active method.
- Cooperation enhances learning. Less confident students working individually tend to give up when they get stuck, but when
working as a part of a team they keep going.
- When strong students help and work together with less confident students, they often find gaps in their own understanding and fill
them in.
- Students working alone may tend to delay or skip their assignments, but when they work as a part of a team and realise that
others are counting on them, they will often feel more motivated and do the work in a timely manner.
Nevertheless, we should never forget that the benefits of CL are not automatic, and it takes time to work in a cooperative way.
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Syllabus ByME Social Science 6 CAM
Cooperative Learning structures
Once the teacher has determined the objective of the lesson, he or she can select a structure that will provide the optimal learning
experience for the student in a cooperative context. Learning structures are available for almost any learning situation.
There are two structures we can use when we want our students to get to know each other: Round robin and Corners.
Round robin
Each student, in turn, shares something with his or her teammates.
This structure is very useful when we want our students to express ideas and opinions. It guaranties equal participation.
Corners
Each student moves to a corner of the room representing an alternative. Students discuss within corners, then listen to and paraphrase
ideas from other corners.
We use this structure when we want our students to see alternative hypotheses, values, and take problem-solving approaches.
When we want our students to focus on information is the objective of the lesson, Pairs check and Numbered heads together are an
excellent choice.
Pair check
Students work in pairs within their teams. As one solves a problem, the other coaches. After every second problem, the pair checks to
see if they have the same answers as the other pair. This structure will help our students to practice praising and asking for help within
their teams.
Numbered heads together
Students are placed in their teams and each student is given a number (from one to the maximum number in each team). The teacher
poses a question and students “put their heads together” to figure out the answer. The teacher calls a specific number to respond as
spokesperson for the group.
This strategy ensures that each member of the group knows the answer.
If we want our students to understand concepts, we can use the Three-step interview, Think-pair-share, and Team word-webbing
structures.
Three-step interview
Students interview each other in pairs, first one way and then the other. Each student shares with the group information they learnt in
the interview.
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Syllabus ByME Social Science 6 CAM
Think-pair-share
Students reflect by themselves on a topic provided by the teacher. Then, they pair up with another student to discuss it. Finally, they
share their thoughts with a bigger group: their team or the whole class.
This cooperative structure is very useful to generate and revise hypotheses or to promote inductive and deductive reasoning.
Team word-webbing
Students write simultaneously on a piece of chart paper, drawing main concepts, supporting elements and bridges representing the
relations of ideas in a concept.
This cooperative structure will help the students to analyse concepts into components and understand the multiple relationships
between different concepts or ideas.
There are other structures like the Roundtable, Jigsaw, and Cooperative project that can be used in almost any learning situation.
Roundtable
Each student, in turn, writes one answer as a paper and a pencil are passed around the group. With Simultaneous roundtable, more
than one pencil and paper are used at once.
This cooperative structure will enable the teacher to assess prior knowledge and will enable the students to practise team-building skills
and information recall.
Jigsaw
Each student on the team becomes an “expert” on one topic by working with members from other teams assigned the corresponding
topic. Upon returning to their teams, each student, in turn, teaches the group.
All students are assessed on all topics.
This structure can be used when the objectives of the activity are the acquisition and presentation of new material, or revision of
different contents.
Cooperative project
Students work in groups to produce a particular group product to share with the whole class; each student makes a particular
contribution to the group.
This structure involves learning and sharing complex material, often from multiple sources, as well as conflict resolution and presentation
skills.
21
Syllabus ByME Social Science 6 CAM
The teacher’s role in Cooperative Learning
Teachers should reinforce and help the pupils to know how to work in a group:
a. Taking care of the different cooperative skills the pupils will need to manage in order to work together effectively and efficiently. This is
essential because all the elements derived from social interaction in the classroom depend on these cooperative skills
b. Turning social interaction into promotive interaction. Teachers should make pupils reflect on the way they address their group mates:
what they mean and how they sound.
c. Creating opportunities for inter-individual information intake (or processing) making them aware of their individual accountability.
d. Contemplating group assessment as an instrument for cooperative reflection to ensure the improvement of the cooperative
structure. Teachers should help pupils identify their weak and strong points as a group and take the necessary actions.
Cooperative skills
Cooperative skills can be classified as (Johnson, Johnson, & Holubec, 2008):
Organisation skills: those related to group formation and organisation as well as establishing behavioural rules.
- Encouraging every member to participate
- Turn-taking
- Forming groups quickly with minimum noise
- Staying in the group
- Managing noise level
- Respecting other members’ personal space
- Taking care of materials
- Paying attention to the person talking
- Respecting everybody’s opinions
Working out skills: those devoted to completing the tasks and keeping efficient working relationships within the group.
- Reflecting on more efficient procedures
- Guiding task procedures
- Defining the purpose of the task
- Establishing time limits
- Expressing approval
- Asking for help
- Paraphrasing others’ ideas
- Resolving conflicts
- Making shared decisions by negotiating and reaching a consensus
22
Syllabus ByME Social Science 6 CAM
Formulation skills: those needed for a deep understanding of the concepts the students have acquired.
- Summarising
- Correcting others and adding information
- Scaffolding with previously-seen concepts
- Creating memorisation strategies
- Checking understanding
- Explaining how the task should be done
Processing skills: those targeted as raising sociocognitive awareness to cultivate a more in-depth understanding. For example:
- Discussing ideas
- Integrating different ideas in one conclusion
- Improving the answers of other group members
- Verifying and contrasting the work produced with the instructions given
Team formation
Teachers should form the teams rather than letting the students to choose their own teammates.
One of the fundamental aspects in structuring CL activities is the size of the groups. Ideally, form teams of 3–4 students. Pair work
doesn’t usually produce the diversity of ideas and approaches common to CL. In teams of five or more, some students are likely to be
inactive.
Make the teams heterogeneous in ability level. In heterogeneous groups, the weaker students learn from others, and the stronger
students gain a deeper understanding of the subject by teaching it to their peers.
The Cooperative Learning session
There should be four different stages in every CL session:
1. Activation
This stage works as a warm-up. It is the moment for eliciting previous knowledge about the topic.
2. Introduction
The teacher introduces new content. This is the moment for giving instructions and explaining the ‘why’.
3. Development
At this stage teamwork comes into action according to the strategies designed by the teacher.
4. Feedback
The feedback will provide very useful information to the teacher, who checks if the contents have been properly acquired.
23
Syllabus ByME Social Science 6 CAM
And last but not least…
- If you’ve never used CL, consider starting with small group activities in class. Once you’re comfortable with that, try a group project or
assignment, up to a level of CL with which you are comfortable.
- At the start of the course, explain to students what they’ll be doing in teams, what procedures you’ll follow, and what your
expectations are.
- Make team assignments more challenging than traditional individual assignments. CL works best for challenging problems and
activities that require higher-level thinking skills.
- A term assessment is essential to find out how students feel about teamwork. Ask the students to reflect on what works and doesn’t
work in their team.
If many teams are experiencing the same problem, spend some time in class on the relevant cooperative skills. Most of the time,
however, the assessment will show that most teams are working well.
- Expect initial resistance from students.
24
Syllabus ByME Social Science 6 CAM
11. ASSESSMENT RUBRICS
Specific Contents for the Sixth Year of Primary
LEARNING
OUTCOMES
1
Levels of acquisition1
In the course of being
acquired (1)
Acquired (2)
Advanced (3)
Excellent (4)
1. Identifies the
geographic limits of
Spain.
Identifies the
geographic limits of
Spain, although he/she
experiences many
difficulties
Identifies the
geographic limits of
Spain, although he/she
experiences some
difficulties
Identifies the
geographic limits of
Spain, without too
much difficulty
Identifies the
geographic limits of
Spain, without any
difficulty
2. Knows the name and
locates on the map of
Spain the autonomous
communities and cities,
their provinces and
capitals.
Knows the name and
locates on the map of
Spain the autonomous
communities and cities,
their provinces and
capitals, although
he/she experiences
many difficulties
Knows the name and
locates on the map of
Spain the autonomous
communities and cities,
their provinces and
capitals, although
he/she experiences
some difficulties
Knows the name and
locates on the map of
Spain the autonomous
communities and cities,
their provinces and
capitals, without too
much difficulty
Knows the name and
locates on the map of
Spain the autonomous
communities and cities,
their provinces and
capitals, without any
difficulty
3. Knows and locates on
the map of Spain the
principal rivers, their
source, their mouth and
the most important
tributaries.
Knows and locates on
the map of Spain the
principal rivers, their
source, their mouth and
the most important
tributaries, although
he/she experiences
many difficulties
Knows and locates on
the map of Spain the
principal rivers, their
source, their mouth and
the most important
tributaries, although
he/she experiences
some difficulties
Knows and locates on
the map of Spain the
principal rivers, their
source, their mouth and
the most important
tributaries, without too
much difficulty
Knows and locates on
the map of Spain the
principal rivers, their
source, their mouth and
the most important
tributaries, without any
difficulty
Other assessment scales: D-C-B-A; Fail, Good, Very Good, Excellent; numerical, etc.
25
Qualification
(maximum 4)
Syllabus ByME Social Science 6 CAM
LEARNING
OUTCOMES
4. Knows and locates on
the map of Spain the
principal mountain
ranges and mountains.
5. Locates on a map the
European countries and
knows their capitals.
6. Knows and locates on
a map the geographic
limits of Europe.
7. Knows and locates on
a map the most
important rivers and
mountain ranges in
Europe.
8. Identifies the French
Revolution as the
beginning of the
Contemporary Age in the
West.
Levels of acquisition1
In the course of being
acquired (1)
Makes efforts to know
Knows and locates on
the map of Spain the
principal mountain
ranges and mountains,
although he/she
experiences many
difficulties
Locates on a map the
European countries and
knows their capitals,
although he/she
experiences many
difficulties
Knows and locates on a
map the geographic
limits of Europe,
although he/she
experiences many
difficulties
Knows and locates on a
map the most
important rivers and
mountain ranges in
Europe, although
he/she experiences
many difficulties
Identifies the French
Revolution as the
beginning of the
Contemporary Age in
the West, although
he/she experiences
many difficulties
Acquired (2)
Advanced (3)
Excellent (4)
Knows and locates on
the map of Spain the
principal mountain
ranges and mountains,
although he/she
experiences some
difficulties
Knows and locates on
the map of Spain the
principal mountain
ranges and mountains,
without too much
difficulty
Knows and locates on
the map of Spain the
principal mountain
ranges and mountains,
without any difficulty
Locates on a map the
European countries and
knows their capitals,
although he/she
experiences some
difficulties
Knows and locates on a
map the geographic
limits of Europe,
although he/she
experiences some
difficulties
Knows and locates on a
map the most
important rivers and
mountain ranges in
Europe, although
he/she experiences
some difficulties
Identifies the French
Revolution as the
beginning of the
Contemporary Age in
the West, although
he/she experiences
some difficulties
Locates on a map the
European countries and
knows their capitals,
without too much
difficulty
Locates on a map the
European countries and
knows their capitals,
without any difficulty
Knows and locates on a
map the geographic
limits of Europe, without
too much difficulty
Knows and locates on a
map the geographic
limits of Europe, without
any difficulty
Knows and locates on a
map the most
important rivers and
mountain ranges in
Europe, without too
much difficulty
Knows and locates on a
map the most
important rivers and
mountain ranges in
Europe, without any
difficulty
Identifies the French
Revolution as the
beginning of the
Contemporary Age in
the West, without too
much difficulty
Identifies the French
Revolution as the
beginning of the
Contemporary Age in
the West, without any
difficulty
26
Qualification
(maximum 4)
Syllabus ByME Social Science 6 CAM
LEARNING
OUTCOMES
Levels of acquisition1
In the course of being
acquired (1)
Acquired (2)
Advanced (3)
Excellent (4)
9. Identifies the 2nd of
May 1808 as the
outbreak of the War of
Independence (1808–
1814) against the French
occupation and the
army of Napoleon
Bonaparte.
Identifies the 2nd of
May 1808 as the
outbreak of the War of
Independence (1808–
1814) against the
French occupation and
the army of Napoleon
Bonaparte, although
he/she experiences
many difficulties
Identifies the 2nd of
May 1808 as the
outbreak of the War of
Independence (1808–
1814) against the
French occupation and
the army of Napoleon
Bonaparte, although
he/she experiences
some difficulties
Identifies the 2nd of
May 1808 as the
outbreak of the War of
Independence (1808–
1814) against the
French occupation and
the army of Napoleon
Bonaparte, without too
much difficulty
Identifies the 2nd of
May 1808 as the
outbreak of the War of
Independence (1808–
1814) against the
French occupation and
the army of Napoleon
Bonaparte, without any
difficulty
10. Knows some deeds
and figures of the War of
Independence.
Knows some deeds and
figures of the War of
Independence,
although he/she
experiences many
difficulties
Knows some deeds and
figures of the War of
Independence,
although he/she
experiences some
difficulties
Knows some deeds and
figures of the War of
Independence, without
too much difficulty
Knows some deeds and
figures of the War of
Independence, without
any difficulty
11. Situates in Cadiz the
preparation of the first
liberal Constitution of
Spain, the Constitution of
1812.
Situates in Cadiz the
preparation of the first
liberal Constitution of
Spain, the Constitution
of 1812, although
he/she experiences
many difficulties
Situates in Cadiz the
preparation of the first
liberal Constitution of
Spain, the Constitution
of 1812, although
he/she experiences
some difficulties
Situates in Cadiz the
preparation of the first
liberal Constitution of
Spain, the Constitution
of 1812, without too
much difficulty
Situates in Cadiz the
preparation of the first
liberal Constitution of
Spain, the Constitution
of 1812, without any
difficulty
12. Recognizes the work
of the painter Francisco
de Goya.
Recognizes the work of
the painter Francisco
de Goya, although
he/she experiences
many difficulties
Recognizes the work of
the painter Francisco
de Goya, although
he/she experiences
some difficulties
Recognizes the work of
the painter Francisco
de Goya, without too
much difficulty
Recognizes the work of
the painter Francisco
de Goya, without any
difficulty
27
Qualification
(maximum 4)
Syllabus ByME Social Science 6 CAM
LEARNING
OUTCOMES
13. Identifies the first
quarter of the XIX century
as the period of the
Independence of
continental America.
14. Identifies the period of
the Restoration (18751923) with the
modernization of Spain.
15. Knows some figures of
the age of Restoration in
political and cultural
spheres such as the Kings
Alfonso XII and Alfonso
XIII, Antonio Canovas del
Castillo or the writers
Benito Perez Galdos and
Pio Baroja.
16. Identifies 1898 as the
year when the last overseas
possessions were lost: Cuba,
Puerto Rico and Philippines.
Levels of acquisition1
In the course of being
acquired (1)
Acquired (2)
Advanced (3)
Excellent (4)
Identifies the first
quarter of the XIX
century as the period of
the Independence of
continental America,
although he/she
experiences many
difficulties
Identifies the period of
the Restoration (18751923) with the
modernization of Spain,
although he/she
experiences many
difficulties
Knows some figures of
the age of Restoration
in political and cultural
spheres such as the
Kings Alfonso XII and
Alfonso XIII, Antonio
Canovas del Castillo or
the writers Benito Perez
Galdos and Pio Baroja,
although he/she
experiences many
difficulties
Identifies the first
quarter of the XIX
century as the period of
the Independence of
continental America,
although he/she
experiences some
difficulties
Identifies the period of
the Restoration (18751923) with the
modernization of Spain,
although he/she
experiences some
difficulties
Knows some figures of
the age of Restoration
in political and cultural
spheres such as the
Kings Alfonso XII and
Alfonso XIII, Antonio
Canovas del Castillo or
the writers Benito Perez
Galdos and Pio Baroja,
although he/she
experiences some
difficulties
Identifies the first
quarter of the XIX
century as the period of
the Independence of
continental America,
without too much
difficulty
Identifies the first
quarter of the XIX
century as the period of
the Independence of
continental America,
without any difficulty
Identifies the period of
the Restoration (18751923) with the
modernization of Spain,
without too much
difficulty
Identifies the period of
the Restoration (18751923) with the
modernization of Spain,
without any difficulty
Knows some figures of
the age of Restoration
in political and cultural
spheres such as the
Kings Alfonso XII and
Alfonso XIII, Antonio
Canovas del Castillo or
the writers Benito Perez
Galdos and Pio Baroja,
without too much
difficulty
Knows some figures of
the age of Restoration
in political and cultural
spheres such as the
Kings Alfonso XII and
Alfonso XIII, Antonio
Canovas del Castillo or
the writers Benito Perez
Galdos and Pio Baroja,
without any difficulty
Identifies 1898 as the year
when the last overseas
possessions were lost:
Cuba, Puerto Rico and
Philippines, although
he/she experiences many
difficulties
Identifies 1898 as the year
when the last overseas
possessions were lost:
Cuba, Puerto Rico and
Philippines, although
he/she experiences some
difficulties
Identifies 1898 as the year
when the last overseas
possessions were lost:
Cuba, Puerto Rico and
Philippines, without too
much difficulty
Identifies 1898 as the year
when the last overseas
possessions were lost:
Cuba, Puerto Rico and
Philippines, without any
difficulty
28
Qualification
(maximum 4)
Syllabus ByME Social Science 6 CAM
LEARNING
OUTCOMES
Levels of acquisition1
In the course of being
acquired (1)
Acquired (2)
Advanced (3)
Excellent (4)
17. Situates
chronologically the
periods of the Republic,
the Civil War and
Francoism.
Situates chronologically
the periods of the
Republic, the Civil War
and Francoism,
although he/she
experiences many
difficulties
Situates chronologically
the periods of the
Republic, the Civil War
and Francoism,
although he/she
experiences some
difficulties
Situates chronologically
the periods of the
Republic, the Civil War
and Francoism, without
too much difficulty
Situates chronologically
the periods of the
Republic, the Civil War
and Francoism, without
any difficulty
18. Knows some
important dates of
present-day democracy:
the Spanish Constitution
(1978), the entry of Spain
in the European
Economic Community
(1986) and the
substitution of the peseta
by the euro as the legal
tender currency (2002).
Knows some important
dates of present-day
democracy: the
Spanish Constitution
(1978), the entry of
Spain in the European
Economic Community
(1986) and the
substitution of the
peseta by the euro as
the legal tender
currency (2002),
although he/she
experiences many
difficulties
Knows some important
dates of present-day
democracy: the
Spanish Constitution
(1978), the entry of
Spain in the European
Economic Community
(1986) and the
substitution of the
peseta by the euro as
the legal tender
currency (2002),
although he/she
experiences some
difficulties
Knows some important
dates of present-day
democracy: the
Spanish Constitution
(1978), the entry of
Spain in the European
Economic Community
(1986) and the
substitution of the
peseta by the euro as
the legal tender
currency (2002), without
too much difficulty
Knows some important
dates of present-day
democracy: the
Spanish Constitution
(1978), the entry of
Spain in the European
Economic Community
(1986) and the
substitution of the
peseta by the euro as
the legal tender
currency (2002), without
any difficulty
19. Situates on a timeline
the historical ages of
Spain and incicates the
different stages in them.
Situates on a timeline
the historical ages of
Spain and incicates the
different stages in them,
although he/she
experiences many
difficulties
Situates on a timeline
the historical ages of
Spain and incicates the
different stages in them,
although he/she
experiences some
difficulties
Situates on a timeline
the historical ages of
Spain and incicates the
different stages in them,
without too much
difficulty
Situates on a timeline
the historical ages of
Spain and incicates the
different stages in them,
without any difficulty
29
Qualification
(maximum 4)
Syllabus ByME Social Science 6 CAM
LEARNING
OUTCOMES
20. Identifies the most
important democratic
principles established in
the Constitution and
explains the importance
that the Constitution has
for the operation of the
Spanish State.
21. Explains the division of
powers of the State and
which are the attributions
described in the
Constitution for each one
of them.
22. Identifies the principal
institutions of the Spanish
State. Describes their
functions and their
organization.
23. Explains what the
European Union is and
what are its political and
economic objectives.
Levels of acquisition1
In the course of being
acquired (1)
Acquired (2)
Advanced (3)
Excellent (4)
Identifies the most
important democratic
principles established in
the Constitution and
explains the importance
that the Constitution
has for the operation of
the Spanish State,
although he/she
experiences many
difficulties
Explains the division of
powers of the State and
which are the
attributions described in
the Constitution for
each one of them,
although he/she
experiences many
difficulties
Identifies the principal
institutions of the
Spanish State. Describes
their functions and their
organization, although
he/she experiences
many difficulties
Explains what the
European Union is and
what are its political
and economic
objectives, although
he/she experiences
many difficulties
Identifies the most
important democratic
principles established in
the Constitution and
explains the importance
that the Constitution
has for the operation of
the Spanish State,
although he/she
experiences some
difficulties
Explains the division of
powers of the State and
which are the
attributions described in
the Constitution for
each one of them,
although he/she
experiences some
difficulties
Identifies the principal
institutions of the
Spanish State. Describes
their functions and their
organization, although
he/she experiences
some difficulties
Explains what the
European Union is and
what are its political
and economic
objectives, although
he/she experiences
some difficulties
Identifies the most
important democratic
principles established in
the Constitution and
explains the importance
that the Constitution
has for the operation of
the Spanish State,
without too much
difficulty
Identifies the most
important democratic
principles established in
the Constitution and
explains the importance
that the Constitution
has for the operation of
the Spanish State,
without any difficulty
Explains the division of
powers of the State and
which are the
attributions described in
the Constitution for
each one of them,
without too much
difficulty
Explains the division of
powers of the State and
which are the
attributions described in
the Constitution for
each one of them,
without any difficulty
Identifies the principal
institutions of the
Spanish State. Describes
their functions and their
organization, without
too much difficulty
Identifies the principal
institutions of the
Spanish State. Describes
their functions and their
organization, without
any difficulty
Explains what the
European Union is and
what are its political
and economic
objectives, without too
much difficulty
Explains what the
European Union is and
what are its political
and economic
objectives, without any
difficulty
30
Qualification
(maximum 4)
Syllabus ByME Social Science 6 CAM
LEARNING
OUTCOMES
24. Identifies the principal
institutions and organs of
government of the
European Union.
25. Identifies the principal
symbols of the European
Union.
26. Explains what the
single market and the
eurozone mean.
Levels of acquisition1
In the course of being
acquired (1)
Acquired (2)
Identifies the principal
institutions and organs
of government of the
European Union,
although he/she
experiences many
difficulties
Identifies the principal
symbols of the
European Union,
although he/she
experiences many
difficulties
Explains what the single
market and the
eurozone mean,
although he/she
experiences many
difficulties
Identifies the principal
institutions and organs
of government of the
European Union,
although he/she
experiences some
difficulties
Identifies the principal
symbols of the
European Union,
although he/she
experiences some
difficulties
Explains what the single
market and the
eurozone mean,
although he/she
experiences some
difficulties
31
Advanced (3)
Excellent (4)
Identifies the principal
institutions and organs
of government of the
European Union,
without too much
difficulty
Identifies the principal
institutions and organs
of government of the
European Union,
without any difficulty
Identifies the principal
symbols of the
European Union,
without too much
difficulty
Identifies the principal
symbols of the
European Union,
without any difficulty
Explains what the single
market and the
eurozone mean,
without too much
difficulty
Explains what the single
market and the
eurozone mean,
without any difficulty
Qualification
(maximum 4)
Syllabus ByME Social Science 6 CAM
Common contents for the whole stage
LEARNING
OUTCOMES
1. Obtains concrete and
relevant information on
events or phenomena
which have been
previously delimited,
using different sources.
2. Analyzes the
information obtained to
select that which is most
relevant.
3. Develops strategies to
organize, memorize and
recuperate information
obtained through
different methods and
sources.
1
Levels of acquisition1
In the course of being
acquired (1)
Makes efforts to obtain
concrete and relevant
information on events or
phenomena which
have been previously
delimited, using
different sources,
although he/she
experiences many
difficulties
Makes efforts to analyze
the information
obtained to select that
which is most relevant,
although he/she
experiences many
difficulties
Makes efforts to
develop strategies to
organize, memorize
and recuperate
information obtained
through different
methods and sources,
although he/she
experiences many
difficulties
Acquired (2)
Advanced (3)
Excellent (4)
Obtains concrete and
relevant information on
events or phenomena
which have been
previously delimited,
using different sources,
although he/she
experiences some
difficulties
Obtains concrete and
relevant information on
events or phenomena
which have been
previously delimited,
using different sources,
without too much
difficulty
Obtains concrete and
relevant information on
events or phenomena
which have been
previously delimited,
using different sources,
without any difficulty
Analyzes the
information obtained to
select that which is
most relevant, although
he/she experiences
some difficulties
Analyzes the
information obtained to
select that which is
most relevant, without
too much difficulty
Analyzes the
information obtained to
select that which is
most relevant, without
any difficulty
Develops strategies to
organize, memorize
and recuperate
information obtained
through different
methods and sources,
although he/she
experiences some
difficulties
Develops strategies to
organize, memorize
and recuperate
information obtained
through different
methods and sources,
without too much
difficulty
Develops strategies to
organize, memorize
and recuperate
information obtained
through different
methods and sources,
without any difficulty
Other assessment scales: D-C-B-A; Fail, Good, Very Good, Excellent; numerical, etc.
32
Qualification
(maximum 4)
Syllabus ByME Social Science 6 CAM
LEARNING
OUTCOMES
4. Manages images,
tables, graphs, diagrams
and synopses in order to
summarize the
information obtained.
5. Does work and
presentations using
different media.
6. Presents orally, in a
clear and ordered way,
contents related with the
area of study.
7. Utilizes the appropriate
vocabulary with precision
and rigour.
Levels of acquisition1
In the course of being
acquired (1)
Makes efforts to
manage images,
tables, graphs,
diagrams and synopses
in order to summarize
the information
obtained, although
he/she experiences
many difficulties
Makes efforts to do
work and presentations
using different media,
although he/she
experiences many
difficulties
Makes efforts to present
orally, in a clear and
ordered way, contents
related with the area of
study, although he/she
experiences many
difficulties
Makes efforts to utilize
the appropriate
vocabulary with
precision and rigour,
although he/she
experiences many
difficulties
Acquired (2)
Advanced (3)
Excellent (4)
Manages images,
tables, graphs,
diagrams and synopses
in order to summarize
the information
obtained, although
he/she experiences
some difficulties
Manages images,
tables, graphs,
diagrams and synopses
in order to summarize
the information
obtained, without too
much difficulty
Manages images,
tables, graphs,
diagrams and synopses
in order to summarize
the information
obtained, without any
difficulty
Does work and
presentations using
different media
Does work and
presentations using
different media, without
too much difficulty
Does work and
presentations using
different media, without
any difficulty
Presents orally, in a
clear and ordered way,
contents related with
the area of study,
although he/she
experiences some
difficulties
Utilizes the appropriate
vocabulary with some
precision and rigour,
although he/she
experiences some
difficulties
Presents orally, in a
clear and ordered way,
contents related with
the area of study,
without too much
difficulty
Presents orally, in a
clear and ordered way,
contents related with
the area of study,
without any difficulty
Utilizes the appropriate
vocabulary with
precision and rigour,
without too much
difficulty
Utilizes the appropriate
vocabulary with
precision and rigour,
without any difficulty
33
Qualification
(maximum 4)
Syllabus ByME Social Science 6 CAM
LEARNING
OUTCOMES
8. Is capable of
summarizing, orally or in
written format, the
information obtained
and the work performed.
9. Shows autonomy in the
planning and execution
of actions and tasks and
has initiative in the taking
of decisions.
10. Demonstrates
attitudes of selfconfidence, critical
thinking, personal
initiative, curiosity,
interest, creativity and
enterprising spirit in the
face of the
circumstances which
surround him/her.
Levels of acquisition1
In the course of being
acquired (1)
Makes efforts to be
capable of
summarizing, orally or in
written format, the
information obtained
and the work
performed, although
he/she experiences
many difficulties
Makes efforts to show
autonomy in the
planning and execution
of actions and tasks
and has initiative in the
taking of decisions,
although he/she
experiences many
difficulties
Makes efforts to
demonstrate attitudes
of self-confidence,
critical thinking,
personal initiative,
curiosity, interest,
creativity and
enterprising spirit in the
face of the
circumstances which
surround him/her,
although he/she
experiences many
difficulties
Acquired (2)
Advanced (3)
Excellent (4)
Is capable of
summarizing, orally or in
written format, the
information obtained
and the work
performed, although
he/she experiences
some difficulties
Is capable of
summarizing, orally or in
written format, the
information obtained
and the work
performed, without too
much difficulty
Is capable of
summarizing, orally or in
written format, the
information obtained
and the work
performed, without any
difficulty
Shows autonomy in the
planning and execution
of actions and tasks
and has initiative in the
taking of decisions,
although he/she
experiences some
difficulties
Shows autonomy in the
planning and execution
of actions and tasks
and has initiative in the
taking of decisions,
without too much
difficulty
Shows autonomy in the
planning and execution
of actions and tasks
and has initiative in the
taking of decisions,
without any difficulty
Demonstrates attitudes
of self-confidence,
critical thinking,
personal initiative,
curiosity, interest,
creativity and
enterprising spirit in the
face of the
circumstances which
surround him/her,
although he/she
experiences some
difficulties
Demonstrates attitudes
of self-confidence,
critical thinking,
personal initiative,
curiosity, interest,
creativity and
enterprising spirit in the
face of the
circumstances which
surround him/her,
without too much
difficulty
Demonstrates attitudes
of self-confidence,
critical thinking,
personal initiative,
curiosity, interest,
creativity and
enterprising spirit in the
face of the
circumstances which
surround him/her,
without any difficulty
34
Qualification
(maximum 4)
Syllabus ByME Social Science 6 CAM
LEARNING
OUTCOMES
11. Assumes
responsibilities for what is
done, said or the
decisions which are
made.
12. Participates in group
activities and in social life
adopting responsible,
constructive,
collaborative and
respectful behaviour with
the ideas and opinions of
others.
13. Values the
importance of a
peaceful and tolerant
coexistence between the
different human groups
on the basis of universally
shared democratic
values and human rights.
Levels of acquisition1
In the course of being
acquired (1)
Makes efforts to assume
responsibilities for what
is done, said or the
decisions which are
made, although he/she
experiences many
difficulties
Makes efforts to
participate in group
activities and in social
life adopting
responsible,
constructive,
collaborative and
respectful behaviour
with the ideas and
opinions of others,
although he/she
experiences many
difficulties
Makes efforts to value
the importance of a
peaceful and tolerant
coexistence between
the different human
groups on the basis of
universally shared
democratic values and
human rights, although
he/she experiences
many difficulties
Acquired (2)
Advanced (3)
Excellent (4)
Assumes responsibilities
for what is done, said or
the decisions which are
made, although he/she
experiences some
difficulties
Assumes responsibilities
for what is done, said or
the decisions which are
made, without too
much difficulty
Assumes responsibilities
for what is done, said or
the decisions which are
made, without any
difficulty
Participates in group
activities and in social
life adopting
responsible,
constructive,
collaborative and
respectful behaviour
with the ideas and
opinions of others,
although he/she
experiences some
difficulties
Participates in group
activities and in social
life adopting
responsible,
constructive,
collaborative and
respectful behaviour
with the ideas and
opinions of others,
without too much
difficulty
Participates in group
activities and in social
life adopting
responsible,
constructive,
collaborative and
respectful behaviour
with the ideas and
opinions of others,
without any difficulty
Values the importance
of a peaceful and
tolerant coexistence
between the different
human groups on the
basis of universally
shared democratic
values and human
rights, although he/she
experiences some
difficulties
Values the importance
of a peaceful and
tolerant coexistence
between the different
human groups on the
basis of universally
shared democratic
values and human
rights, without too much
difficulty
Values the importance
of a peaceful and
tolerant coexistence
between the different
human groups on the
basis of universally
shared democratic
values and human
rights, without any
difficulty
35
Qualification
(maximum 4)
Syllabus ByME Social Science 6 CAM
LEARNING
OUTCOMES
14. Uses cooperation and
dialogue as a way to
avoid and resolve
conflicts.
15. Identifies situations of
risk for the life or safety of
people.
16. Knows how to act
after an accident and in
different emergency
situations.
17. Applies techniques of
assistance, performing
first aid and knows when,
under no circumstances,
he/she must act.
Levels of acquisition1
In the course of being
acquired (1)
Makes efforts to use
cooperation and
dialogue as a way to
avoid and resolve
conflicts, although
he/she experiences
many difficulties
Makes efforts to identify
situations of risk for the
life or safety of people,
although he/she
experiences many
difficulties
Makes efforts to know
how to act after an
accident and in
different emergency
situations, although
he/she experiences
many difficulties
Makes efforts to apply
techniques of
assistance, performing
first aid and knows
when, under no
circumstances, must
he/she act, although
he/she experiences
many difficulties
Acquired (2)
Advanced (3)
Excellent (4)
Uses cooperation and
dialogue as a way to
avoid and resolve
conflicts, although
he/she experiences
some difficulties
Uses cooperation and
dialogue as a way to
avoid and resolve
conflicts, without too
much difficulty
Uses cooperation and
dialogue as a way to
avoid and resolve
conflicts, without any
difficulty
Identifies situations of
risk for the life or safety
of people, although
he/she experiences
some difficulties
Identifies situations of
risk for the life or safety
of people, without too
much difficulty
Identifies situations of
risk for the life or safety
of people, without any
difficulty
Knows how to act after
an accident and in
different emergency
situations, although
he/she experiences
some difficulties
Knows how to act after
an accident and in
different emergency
situations, without too
much difficulty
Knows how to act after
an accident and in
different emergency
situations, without any
difficulty
Applies techniques of
assistance, performing
first aid and knows
when, under no
circumstances, must
he/she act, although
he/she experiences
some difficulties
Applies techniques of
assistance, performing
first aid and knows
when, under no
circumstances, must
he/she act, without too
much difficulty
Applies techniques of
assistance, performing
first aid and knows
when, under no
circumstances, must
he/she act, without any
difficulty
36
Qualification
(maximum 4)
Syllabus ByME Social Science 6 CAM
LEARNING
OUTCOMES
18. Knows how to alert
the rescue services.
Knows the emergency
telephone number.
19. Knows the contents
and usage of a first aid
kit.
20. Knows the measures
for prevention and selfprotection in case of
emergencies and
catastrophes.
21. Develops the abilities
which enable
communication with the
emergency telephone.
22. Knows the public
system of civil protection.
Levels of acquisition1
In the course of being
acquired (1)
Makes efforts to know
how to alert the rescue
services. Knows the
emergency telephone
number, although
he/she experiences
many difficulties
Makes efforts to know
the contents and usage
of a first aid kit,
although he/she
experiences many
difficulties
Makes efforts to know
the measures for
prevention and selfprotection in case of
emergencies and
catastrophes, although
he/she experiences
many difficulties
Makes efforts to
develop the abilities
which enable
communication with
the emergency
telephone, although
he/she experiences
many difficulties
Makes efforts to know
the public system of civil
protection, although
he/she experiences
many difficulties
Acquired (2)
Advanced (3)
Excellent (4)
Knows how to alert the
rescue services. Knows
the emergency
telephone number,
although he/she
experiences some
difficulties
Knows the contents and
usage of a first aid kit,
although he/she
experiences some
difficulties
Knows how to alert the
rescue services. Knows
the emergency
telephone number,
without too much
difficulty
Knows how to alert the
rescue services. Knows
the emergency
telephone number,
without any difficulty
Knows the contents and
usage of a first aid kit,
without too much
difficulty
Knows the contents and
usage of a first aid kit,
without any difficulty
Knows the measures for
prevention and selfprotection in case of
emergencies and
catastrophes, although
he/she experiences
some difficulties
Knows the measures for
prevention and selfprotection in case of
emergencies and
catastrophes, without
too much difficulty
Knows the measures for
prevention and selfprotection in case of
emergencies and
catastrophes, without
any difficulty
Develops the abilities
which enable
communication with
the emergency
telephone, although
he/she experiences
some difficulties
Develops the abilities
which enable
communication with
the emergency
telephone, without too
much difficulty
Develops the abilities
which enable
communication with
the emergency
telephone, without any
difficulty
Knows the public
system of civil
protection, although
he/she experiences
some difficulties
Knows the public
system of civil
protection, without too
much difficulty
Knows the public
system of civil
protection, without any
difficulty
37
Qualification
(maximum 4)
Syllabus ByME Social Science 6 CAM
12. ASSESSMENT IN OUR EDUCATIONAL PROJECT
12.A) ASSESSMENT TOOLS
Formative assessment (Informal)



Teacher’s evaluation of the unit
Revise sections at the end of each unit.
Term review sections at the end of every term.
Summative assessment (Formal)



Diagnostic test: provides an overview of the unit and allow you to assess the students’ prior knowledge.
End-of-unit test: in addition to the Review section at the end of each unit, this summative test can be used to evaluate students’ progress after
studying the unit content.
End-of-Term test: makes it possible to assess the pupil's progress throughout the term.
Self- assessment

Self-evaluation section at the end of each unit
Rubrics

ByME Social Science 6 Rubrics
12.B) TYPES OF EVALUATION

Initial evaluation (Diagnostic): Al the beginning of each course of Primary Education, teachers will carry out an initial evaluation
of students, which will allow them to take the right decisions and relevant measures related to reinforcement.

Continuous evaluation (Formative): Continuous evaluation will have a formative character. Its aim will be to assess the teachers
and to help students in the teaching and learning processes, as well as to adopt the relevant decisions to help them overcome
any possible difficulties.
38
Syllabus ByME Social Science 6 CAM

Final evaluation (Accumulative): At the end of each school year, teachers will carry out the final assessment of the students'
results. This assessment of the academic results will be recorded in the evaluation documents including the relevant marks, both
positive and negative.

Individual assessment of the Third year of Primary Education: The schools will do an individual assessment to all the students at the
end of the third year of Primary Education, checking their mastery of the skills and abilities in oral and written expression and
comprehension, calculation and problem solving, related to the level of acquisition of both linguistic communicative competence
and mathematical competence.

Final Assessment of Primary Education: At the end of the sixth year of Primary Education, students will do an end-of-stage
individual assessment, where teachers will check the level of acquisition of the competence in linguistic communication, and of
the competence in mathematics, science and technology, as well as the achievement of the objectives of the stage.
12.C) QUALIFICATION AND PROMOTION CRITERIA
The teacher/department will assess the level of consecution of the intended objectives applying the methodology, bearing in mind the
acquisition of the key competences, the evaluation criteria and using the different resources of evaluation.
The qualification will be established by analysing the learning process and the progress in the activities and tasks done by the students.
For that purpose, the teacher/department will take into account and will qualify the aspects below in the following way:
Evaluation Resources
%
Observations
39
Syllabus ByME Social Science 6 CAM
According to Royal Decree 126/2014 of 28 February, the students will pass to the following course or stage as far as it is considered that
they have achieved the objectives of the course or stage, and that they have reached the level of acquisition of the corresponding
competences. Otherwise, they will be allowed to repeat a school year only once throughout the stage, with a specific reinforcement
plan.
For that purpose, teachers will bear in mind the following Promotion Criteria:
Promotion Criteria
Observations
40
Syllabus ByME Social Science 6 CAM
13. ASSESSMENT OF THE TEACHING-LEARNING PROCESS
YEAR: ______ GROUP: ______
EVALUATION1
13.1.COORDINATION OF TEACHING TEAM DURING THE TERM
Number of coordination meetings maintained: ______
rate2 of attendance: _______
Number of evaluation sessions maintained: ______
rate of attendance: _______
Remarks:
13.2. ADJUSTMENT OF TEACHING PROGRAMMING
Number of lessons during the term:
AREAS
Number of expected lessons
Number of lessons taught
Percentage
1
2
Mark as proceed.
Obtained of the arithmetic mean from rates of sessions done, dividing the number of participant teachers in each session by total members of teaching team.
41
1ª
2ª
3ª
Syllabus ByME Social Science 6 CAM
Organization and teaching methodology:
INDICATORS
a)
Spaces
b)
Times
c)
Resources and educational materials
d)
Grouping
e)
Other (specify)
1
Remarks:
Aptitude of evaluation instruments used:
Other aspects to highlight:
1
Being 4 the superior value and 1 the inferior.
42
EVALUATION1
2
3
4
Syllabus ByME Social Science 6 CAM
14. SPECIFIC METHODOLOGY IN BYME SOCIAL SCIENCE 6 CAM
ByME Social Science is a six-level course for pupils studying the subject of Social Science in a bilingual context.
AIMS OF THE COURSE
The course follows the Social Science syllabus as laid out by the LOMCE. It is an integrated study of the physical characteristics of Earth
and the social, cultural and historical aspects of the world we live in. ByME Social Science aims to develop pupils’ scientific knowledge
and language skills. Given the challenge of teaching Social Science in a bilingual classroom, it is important that language does not
overwhelm the content, nor vice versa. For that reason, this programme was designed to ensure a unique balance between language
and content.
The guiding principles are simplicity and motivation – ByME Social Science is interesting and engaging for the pupil and user-friendly to
the teacher. It features:
• A simple, fixed unit structure to ensure easy navigation.
• A fresh and clear design with a dynamic mix of age-appropriate illustrations and attractive photography, providing visual aids that
facilitate comprehension.
• A focus on scientific method in order to develop pupils’ investigative and presentation skills.
• A real sense of progression through the levels with a fun, accessible feel to the early levels – with songs, characters and stories – and a
more mature and scientific approach in higher levels, a clear bridge to Secondary.
• Flexibility, with many extra, non-content pages, allowing for easy adaptation to specific teaching situations.
• Scientific literacy instruction to support content learning in English through reading, writing, speaking and listening activities.
• A wide range of additional resources.
This course also aims to address the children’s education beyond the scope of Social Science through:
• Activities designed to prepare children for the question types found in the most common external exams.
• Study skills sections where children are introduced to techniques for improving their own learning.
• Cooperative Learning projects designed to instil collaboration and teamwork as important life skills.
• A strong focus on ethics and values, encouraging children to engage with the world around them, appreciate its complexities and
problems, and develop social responsibility.
• Attention to higher-order thinking skills to give children opportunities to apply what they know.
• Problem-based activities to encourage critical thinking.
43
Syllabus ByME Social Science 6 CAM
CLASSROOM MANAGEMENT
Assessment
Formative and summative assessments are essential in any Science class. In order to develop scientific competences, pupils need to
reflect on their work as well as the work of others. In addition to the printable tests available in the Digital resources, there are also
evaluation sheets for each unit to help keep track of your pupils’ progress. These are fully compliant with the evaluation criteria and
learning standards as set out by the Spanish curriculum.
Classroom management
As with all ages, the establishment of clear rules for behaviour is key to successful classroom management.
As the pupils are now older and more mature, encourage them to participate in the process of establishing these rules. You may want
to explain to pupils that, as in society, they have rights and responsibilities in their Science class.
Elicit ideas from the pupils about the rights they feel they should have and the responsibilities they need to accept so that everyone
can share those same rights.
Possible rights and responsibilities include:
1. I have the right to share my ideas. I have the responsibility to listen to the ideas of others.
2. I have the right to feel safe sharing my work. I have the responsibility to contribute constructive criticism.
3. I have the right to use a variety of resources in my work. I have the responsibility to take care of those resources and to use them
safely.
Classroom organization
The physical arrangement of the classroom varies greatly from school to school and from teacher to teacher. Often, many different
specialist teachers share one classroom and need to be sensitive to the needs of their fellow teachers. Depending on the extent of
Cooperative Learning it can be important that pupils are seated in groups of four to six in order to share ideas and complete projects in
pairs or small groups. If the classroom is set up in rows, pupils can be taught to move their desks quickly and quietly into groups at the
beginning of class. It is a routine that needs to be practiced but one that can easily be mastered. Some activities can be completed
whilst seated in rows.
Time management
Many pupils have limited time for their Science class each week. This means that the teacher needs to have all the materials prepared
before class and establish procedures and routines in order to use the time effectively. Opening and closing activities can be
shortened and lengthened depending on the time allotted for Science class. Holidays, excursions and absent pupils can interfere with
the rhythm of the class.
If needed, some activities from Analyze and organize, Fragile world or Revise can be sent home as homework.
44
Syllabus ByME Social Science 6 CAM
Procedures
Procedures and routines are essential in class. These should be introduced gradually throughout the first term and practiced on a
regular basis. Positive reinforcement can help the acquisition of these procedures and routines.
Helpful procedures and routines for Science class include:
- Listening routine
Use a quick and simple chant to get pupils’ attention.
Teacher: 1, 2, 3. Look at me.
Pupil: 1, 2. I’m looking at you.
- Attention routine
Sometimes during class, the teacher may need to stop the pupils in order to give them further instructions.
Many pupils find it difficult to stop working and choose to keep reading, writing, discussing, etc. Using a bell, xylophone or other musical
instruments can be useful in getting pupils’ attention, or the teacher can use a quick chant:
I’ve got something important to say. Put your hands on your (head) and look my way.
Pupils are to leave their work and put their hands on their head. The teacher can change the word head for other parts of the body
(e.g. knees, shoulders, etc.).
- Moving desks procedure
Design a seating arrangement that will require the least amount of moving. Have pupils practice moving their desks quickly, quietly and
carefully from rows to groups and back to rows again. Placing coloured tape on the floor can be helpful.
- Distributing materials procedure
Design a procedure for handing out materials. A helper (or helpers) can be selected every week to help hand them out. This role can
be used as a reward for good behaviour.
- Cleaning up procedure
Design a cleaning up procedure for different types of science projects. Helpers can be useful in this procedure. There are many
cleaning up songs on YouTube. You can choose one and play it while pupils clean up.
45
Syllabus ByME Social Science 6 CAM
HELPFUL TIPS
The following tips are arranged as an activity bank and will help you to get the most out of the ByME educational materials, add
diversity to your classes, and maintain your pupils engaged and motivated.
Presenting key content
The ByME Pupil’s Books for Level 6 present large amounts of information in both textual and visual formats. At this level, pupils continue
to develop their literacy skills. To encourage active participation and develop confidence at this level, teachers are recommended to
use a variety of reading activities to help pupils develop fluency and confidence while reading. There are a variety of activities that
can be done before, during and after reading to help pupils get the most out of the text.
Before reading
Skimming and scanning: The teacher asks pupils to look at the pictures on the page and scan the text for key words. Then the pupils
make predictions about what they will be reading about.
Word meanings: Pupils look through the text to find unfamiliar words. These words can be defined by other pupils, the teacher or with
the use of a dictionary.
During reading
Cause and effect: Pupils look for examples of cause and effect in the text. The cause explains why something happened. The effect is
the description of what happened.
Cloze reading: The teacher reads the text and pauses at key words to have the pupils read the word that follows.
Jigsaw comprehensions: Prepare two versions of a text taken or adapted from the Pupil’s Book. Pupil A has information about a topic
but questions about a different topic. Pupil B has the complimentary text and questions for Pupil A’s text. The pupils read their own text
and then their questions about the other text. Their partners then correct their work together.
Small group reading: Pupils are divided into small groups. The groups can be heterogeneous to allow stronger readers to support other
pupils. Or the groups can be homogeneous and the teacher can work with the group of readers that need more support.
Listening: The teacher reads the text with clear intonation and pronunciation while the pupils follow along in their books.
Main idea: Pupils look for the sentence that describes the main idea of the paragraph.
Order reading: The teacher instructs pupils of the order in which they will read the text. One pupil reads one sentence. The next pupil
reads the following and so forth.
Pair work gap fills: Prepare two versions of a text taken or adapted from the Pupil’s Book. Remove key vocabulary from the text making
sure the missing words are different in the two versions. Ask the pupils to work with a partner to find the missing words by asking each
other question. Pupil A: What is a disadvantage of biomass? Pupil B: It causes air pollution. Pupil B: What is the advantage of using
biomass? Pupil A: It will never run out.
46
Syllabus ByME Social Science 6 CAM
Partner reading: Pupils read with a partner. Each pupil takes turn reading and listening.
Re-reading: reading texts multiple times is an important activity that can promote better understanding of the main concepts, increase
fluency and ensure participation from all pupils.
Silent reading: Pupils are provided with time to read the text silently on their own.
Word meanings in context: The teacher encourages pupils to define new words and important vocabulary by using the text in the
sentence around it.
After reading
Asking questions: Pupils use the information from the text to ask new questions that require further information.
Collaborative reading: The pupils work in groups each with a different text box. They read their text together, choosing the important
information. The groups are remade with one pupil from each original group. Each one explains what they have learnt from their
reading.
They then return to their original group and share the new information. This is especially effective when reading text boxes.
Compare and contrast: Pupils take two main concepts and discuss how they are different and how they are similar.
Drawing conclusions: Pupils use the information they already know and the information from the text to draw conclusions.
Making connections: Pupils focus on new vocabulary or a new concept and make a connection to their own life and experiences.
Paraphrasing: Pupils use their own words to retell what they have just read.
Sequence: Pupils discuss or write the sequence of a process or event.
Summarising: Pupils use key words to describe the main idea of the text.
Getting the most out of the classroom materials
Posters, flashcards and word cards can be used in endless ways, from presenting or consolidating concepts or vocabulary to providing
revision before the end-of-unit tests or at the beginning of a lesson. Here are a number of ideas to help get the most out of these useful
resources:
Posters
Classroom resource: Use the poster as a resource in the classroom, serving as a reminder of the topic, even once it has been
completed.
Definitions: Choose an item on the poster and ask the pupils to give a definition of it. The core … (The core is the hottest part of the
Earth).
Fast finishers: Pupils who have finished their activities can play with the poster in pairs or in a small group.
One can name an item and the other has to find it on the poster. Pupils could also label the poster or choose an item from it while their
partner has to discover which item they have chosen.
47
Syllabus ByME Social Science 6 CAM
Focus pupils’ attention: Leave the poster on display throughout the duration of the topic. Use it to focus the pupils’ attention whenever
necessary.
Guess what I am thinking of: Choose an item on the poster and encourage the pupils to guess what you are thinking about. Insist that
they use full sentences: Is it used to measure temperature? No, it isn’t.
Introducing a topic: The posters can be used to introduce a topic. They also serve as a starting point for discussion. They can be used
for checking any concepts and vocabulary the pupils may already know. Show the pupil the poster and ask: What can you see?
I-spy: Use the poster at the beginning of lessons to review vocabulary and warm up the whole class by choosing an item from the
poster.
Labelling with word cards: Show the pupils the poster and give them the word cards. Have them match them to the items on the poster
and then read them.
Memory: Give the pupils one minute to look at the poster and remember as many details as they can. Hide the poster with a piece of
card. Ask the pupils to name things they recall from the poster.
Poster Pictionary: Invite a pupil to choose an item from the poster and begin to draw it. The rest of the pupils have to guess what they
are drawing.
Visual aid: Use the poster as visual support for games such as Odd one out played with word cards or orally.
Flashcards
Learning to learn game: On completion of a unit, or in order to review past concepts, write headings and boxes on the board and with
the pupils, build up a concept map.
Memory game: I went to the shop and I bought…: This traditional memory game can be adapted to practise key vocabulary. The
game involves the pupils remembering the words said before their turn and adding one more item to the list. In my house we have a
toaster. In my house we have a toaster and a TV.
Quick flash: Quickly display then hide a group of flashcards. The pupils say the word they saw.
Spelling duel: Invite two pupils to come to the board. Explain that you want them to take part in a spelling dual. Ask the pupils to write
the word you say on the board. Warn them to keep their word protected so that their opponent can’t see it.
Ask them to write the word clearly. (It’s best to use capital letters to avoid arguments.) When both pupils have written the word the
class says: Let’s see the flashcard! The winner is the pupil who has written the word correctly.
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Syllabus ByME Social Science 6 CAM
Word cards
Definitions: Hand out the word cards to the pupils and ask a pupil to make a definition for the word on the card. These maps show
countries, their borders and capital cities (political maps). This can be played as a class activity or as a team game.
Disappearing: Display the word cards randomly on the board, and name each one. Tell the pupils to cover their eyes and remove one
or two cards from the board.
Ask the pupils to look again at the board and say which cards have been removed. This activity can be extended by asking the pupils
to spell the word. Show the word to check the spelling.
Fast finders: Place the word cards randomly on the board and invite two pupils to come to the front of the class. Either point to an item
on the poster, in which case the pupils have to select the correct word card.
Guessing game: Put the word cards in a pile one by one, naming them as you do so. Shuffle the pack and turn it to face you. Give the
pupils three clues about the object and encourage them to guess which word you are looking at.
Memory: Stick 6 to 8 word cards on the board in two rows of three or four. Tell the pupils to look carefully at each word card. Then turn
the word cards over (in
the same order). Ask: Where is the (name one of the objects)? Invite a pupil to the board to choose a card.
Have the pupil show the class the card. If the pupil chose the correct card, turn it over in its place. If the pupil chose the incorrect card,
put it face down again in its place. Repeat for the rest of the cards.
Slow reveal: Cover the word card with a sheet of paper (or similar). Take hold of the word card and slowly reveal it over the top of the
paper. Encourage pupils to guess the word.
Tap it: Divide the class into two teams. Stick 4 to 6 word cards up on the board in reach of the pupils. Call a pupil from each team to
stand in front of the cards.
Say the definition or give a clue about one of the words.
The first pupil to tap the correct card gets a point. Mix the cards up and invite two other pupils to play.
What’s missing? Stick 6 to 8 word cards on the board one by one, naming them as you do so. Then take all the word cards down and
mix them up. Ask a volunteer to come out to the front and choose one (without showing it to anyone). Place the remaining word cards
on the board again, encouraging the pupils to name them as you do so. Ask the pupils: What is missing? Encourage them to name the
word card the pupil has in their hand.
What’s the word? 1: Take the word cards for the unit and give a definition for the word on the card. The pupils have to identify the word
you have defined. Show them the card when a pupil gives the correct answer.
Award the class a point for each correct answer and a point for yourself if they can’t identify the word.
What’s the word? 2: Invite three pupils to come to the board. Two pupils stand with their backs to the board while the third pupil places
a word card on the board.
The pupils take turns to ask questions about the word on the card. Does it help move something heavy? No, it doesn’t. The pupil who
identifies the word then chooses the next word to be placed on the board.
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Syllabus ByME Social Science 6 CAM
More activities
Dictations 1 (Relay dictations): Prepare copies of the text from the unit so that each group has their own copy. Place the copies around
the classroom so that the groups don’t get in each other’s way. Explain that they must take turns to go to their copy of the text in the
classroom to memorise a sentence or part of a sentence in order to dictate it to their group. The pupil who writes the dictated
sentence then goes to memorise the next part. When a group finishes, check the dictation. If there is a mistake in the writing they must
continue until it is correct.
Dictations 2 (Pair work dictations): Ask the pupils to choose three sentences from a text and to copy them on to a piece of paper. Ask
pupil A to dictate their sentences to pupil B who writes the sentences on a piece of paper. Pupil B then dictates their sentences to Pupil
A. The work is corrected by the pupils. It isn’t important if the sentences are duplicated but you may like to assign different texts to pupils
A and pupils B.
Odd one out: Choose three words from one group and one distracter: barometer, thermometer, temperature and rain gauge. Write
them on the board in a random order and ask: Which is the odd one out? The temperature is one of the elements of climate and the
others are instruments. Encourage pupils to name the card that is different and to tell you why.
Spelling practice: In Level 6, it is very important to encourage the pupils to be independent learners: ask them to choose words they
have learnt in the unit and then put them in pairs. Tell them to take turns to dictate their words to their partner. They then correct their
work together.
Vocabulary review: Get into the routine of revising key vocabulary the pupils have covered in the previous lesson at the start of the
following class. You can use the vocabulary bag or play games such as Hangman, Spelling bee or Hot seat. Encourage the pupils to
become independent learners: ask them to choose any word they have learnt, and then put them in pairs to ask and answer what the
words mean.
Noughts and crosses: Draw a noughts and crosses grid on the board and divide the class into two teams.
Give a definition of a word and ask the pupils if it is true or false. If their answer is correct, invite them to choose a square on the grid to
write their nought or cross. This game can also be played by giving a definition and the teams giving the word.
Quiz makers: At the end of a unit ask the pupils to work with a partner or divide the class into groups and invite them to make questions
for a quiz about the topic. Tell them that they can use the Pupil’s Book to help them. Remind them that they must also supply the
answers to their questions. Take in their papers and use the questions to give the class a quiz. Read the questions to the class and ask
them to write their answers on a paper. Paraphrase the questions so that the pupils can answer in a few words. They then exchange
papers and the quiz is corrected collectively.
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Syllabus ByME Social Science 6 CAM
True or false: Prepare a series of statements about the content studied in the unit. These should be a variety of true and false
statements. When the pupils hear the statement they indicate if they believe it to be true or false. There are many ways to do this. Pupils
can raise their hands, stand up, clap or jump to left and right of an imaginary line in the classroom. If the sentence is false ask volunteers
to correct the statement.
Vocabulary storms: As an introductory activity to a new topic, divide the class into groups and ask them to write down as many words
as they can that are related to the topic that is going to be studied. At the end of the group activity, invite pupils to share their work with
the rest of the class. Encourage the pupils to come to the board and use mind maps to organise the words from their lists.
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Syllabus ByME Social Science 6 CAM
15. MATERIALS OF BYME SOCIAL SCIENCE 6 CAM
 Pupil’s Book
A 156-page Pupil’s Book including: A two-page introductory unit giving an overview of the scope of Social Science Nine main units of
14 to 16 pages
Three end-of-term review sections Three Cooperative Learning projects
 Activity Book
An optional 64-page Activity Book comprised of six full-colour pages per unit that offers:
- a range of engaging exercises to consolidate and extend the topics covered in the Pupil’s Book
- additional reading and writing practice of the science content
- a mini-project designed to encourage pupils to explore scientific concepts and methods at home or in the classroom
- a bilingual glossary to support language learning
 Modules
The modules offer an ideal solution to teaching contexts where only a limited amount of hours in English are available. Each module
combines a unit of the Pupil’s Book with the corresponding Activity Book unit
Teacher’s materials
 Teacher’s Book
The full-colour Teacher’s Book includes easy-to follow, flexible lesson plans and practical support specially designed for English teachers
teaching Science. A clear, simple design helps ease-of reference even in the most challenging teaching situations. The Teacher’s Book
fully addresses the new curriculum through:
- careful attention to content, evaluation criteria and learning standards
- treatment of the updated key competences in correlation with the learning standards
- clearly identified key content and extras sections, enabling teachers to focus on minimum content or extend their lessons
according to their timetable
- full answer key to all the questions and activities in the Pupil’s Book and the Activity Book.
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Syllabus ByME Social Science 6 CAM
 Class audio CD
Included with the Level 6 Teacher’s Book, the Class audio CD offers the key recordings for the Pupil’s Book in a traditional, easily
accessible format. It can be played on dedicated audio players or on the computer. It includes:
- Recordings of the introductory texts of the content pages
- External exam-style recordings for listening skills practice
- Quiz answer audio for self-assessment of end-of-term reviews
Free access to the complete, unabridged audio is available through the Digital resources, where recordings of all Pupil’s Book reading
texts can be found.
 Posters, flashcards and word cards
Level 6 features several resources in digital format to enrich the learning experience. Large-scale interactive posters offer visual support
in the
classroom. Colourful flashcards provide a flexible tool for revision and games. Word cards are available through the Digital resources
and can be downloaded and printed.
Ideas for using these classroom materials are provided in the Teacher’s Book.
- A full-colour poster per unit to illustrate the most important topics and vocabulary, providing additional opportunities for
vocabulary practice and revision. These are accessible in an interactive digital format.
- 48 full-colour flashcards (digital format in Level 6)
- A large number of word cards featuring key content vocabulary for each unit (available for print through the Digital resources)
 Printable resources
Extra printable resources are provided online through the Digital resources. These include:
• worksheets supplementary to the Science project section
• Evaluation material:
– diagnostic test
– summative tests
– evaluation grids
• Letters to family to help involve parents and carers in their children’s learning
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Syllabus ByME Social Science 6 CAM
DIGITAL RESOURCES
Extensive digital resources are provided. Their focus is a projectable, fully navigable version of the Pupil’s Book.
This includes a spot-zoom facility to increase ease-fuse and facilitate navigation in dynamic classroom moments. It also provides direct
access to all the course audio as well as the Activity Book (with all answers included), Teacher’s Book, interactive digital resources and
the printable classroom materials.
Interactive digital resources include:
- Slide presentations: (two types are provided)
• Step-by-step experiments and projects from the Pupil’s Book.
• Unit summary presentations to be used as an introduction to or revision of key content.
- Activities: A variety of activities to revise unit vocabulary and concepts Definitions, Wordsearch, Memory games, Classification,
Labelling, Spelling, Read and reveal activities
- Posters: Interactive versions of the posters.
- Flashcards: Flashcards available in digital format provide a practical image bank.
- Audio: Complete, unabridged audio expanding on the Class audio CD. Here all the Pupil’s Book reading texts can be found. An
excellent pronunciation aid and useful for dictations.
- Songs and chants: Especially oriented towards younger learners, however, also available for higher levels for those teachers
whose method is especially dynamic or musical..
- Videos: Links to useful videos chosen to highlight and expand on key topics in a fun and dynamic way.
bilingualbyme.com
The ByME website is home to a wealth of articles, videos, activities and useful links. It also provides support for parents, providing tips and
ideas on how to help their children’s learning, as well as including the songs and chants for listening to at home.
HOW TO USE THE PUPIL’S BOOK
Unit introduction
Opening spread
Each unit opens with a vibrant double-page spread. These introductory pages maximise motivation by showing that pupils’ prior
knowledge of key topics is often already considerable. Key content and vocabulary is introduced though attractive large-scale
illustrations, short texts and engaging activities.
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Syllabus ByME Social Science 6 CAM
- A short text works alongside the images and helps prompt learners’ responses.
Pupils are required to interpret both text and image in order to complete the opening activities.
- A mix of large-scale photography and illustration adds variety and interest, as well as providing a transition to Secondary.
- Activities can be formulated as group activities or discussions to encourage cooperative learning. They are designed to encourage
pupils to think for themselves and draw on their prior knowledge.
Analyse and organise
From Level 6, the double-page between the unit opening and the content pages provides a smooth transition from the discovery of a
new topic and its extension. At this level the interpretation of information in textual, graphic or visual form takes on greater importance.
Level 6 also continues to provide pupils with exam practice activities.
- Pupils review what they already know, often in visual or graphic formats.
- Typical question types and audio activities prepare learners for the challenges of external exams.
Unit development
The content pages where pupils build on their prior knowledge through highly visual content and a wide variety of activities presenting
different levels of cognitive challenge.
- Did you know? and In other words boxes provide pupils with fun snippets of information or explain complex terms with a twist. Link it up
boxes invite pupils to connect their knowledge with previously studied units or Modules.
- Content pages are richly illustrated with a careful balance of text and image in order to facilitate comprehension in all learner types
and maximize engagement with the content.
- Activities are scaled to provide a range of cognitive difficulty, from lower order to higher order thinking skills.
- Pupils’ reading and writing skills are extended and reinforced through graded texts and activities.
- Questions at the top of the page trigger discussion, sometimes challenging pupils to venture their own ideas, other times requiring
them to go back over what they have learnt.
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Syllabus ByME Social Science 6 CAM
- Large-scale maps, keys, diagrams and graphs increase pupils’ visual literacy and capacity for interpretation of diverse types of
information
Unit conclusion
Each unit closes with four pages in which content is extended and revised.
These pages are optional, giving the course added flexibility. They can be included or left out depending on each teacher’s timetable
and needs.
Science project: The Science project page extends the content of the unit through a fun experiment, investigation or project.
Fragile world: On the facing page, Fragile world provides a values-oriented link to the same content. Here, pupils are also given
opportunities to develop their presentation skills.
- Science project: age-appropriate experiments and projects guarantee pupils a steady progression from earlier years. The steps
described follow a more complete scientific method (aim, hypothesis, method, test, conclusions).
- Studio photography including child models helps pupils relate to the content.
- Fragile world: Pupils are introduced to values and ethics in relation to the scientific project. They are presented with situations
designed to encourage reasoning and an engagement with their immediate surroundings, in order for them to internalize feelings of
social responsibility. This way scientific knowledge is contextualized and made meaningful for young learners.
Revise
Unit revision pages ensure that pupils’ progression is regularly checked and reviewed.
- Level 6 carries on from earlier levels by emphasizing alternative forms of presenting information in the Study skills section.
The aim is to give the pupils the tools they need to improve their own learning process.
- Further work on different types of graphic organizers and comparative reading activities, linked to the Study skills texts section at the
back of the book, offer necessary practice in these all-important skills.
- More traditional review questions check pupils’ progression, reviewing content as well as giving the opportunity for language practice
with speaking and writing activities.
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Syllabus ByME Social Science 6 CAM
- The unit closes by leading pupils through a summary writing activity, linked to the Unit review summaries at the back of the book, and
a checklist whereby they reflect on their own progress as a part of self-evaluation.
Checklist
• I can identify the four spheres of the Earth and their characteristics.
• I can locate places on the Earth using geographical coordinates.
• I can interpret symbols and map scales.
• I can identify countries on a political map.
Term pages
Four end-of-term pages provide additional progress-checking opportunities as well as the opportunity to practise different
communicative skills.
Teamwork
Group project: A final Cooperative Learning project takes these communication and collaboration skills further and gives pupils the
opportunity to engage with a key theme from a different point of view while having fun at the same time! These cooperative activities
are carefully adapted to the age group. The group dynamics used are fully described in the Cooperative Learning article.
- Before doing the preparation activities teams are formed by the teacher.
Pupils are given roles and explained the procedures to follow according to the relevant Cooperative Learning structure.
- Several preparation activities are conducted following different Cooperative Learning structures that will provide the optimal learning
experience for the pupil and guarantee the implication of all team members. Different structures include Round robin, Think-pair-share,
Jigsaw, etc.
Term review
- Quick quiz: simple multiple choice listening comprehension activities review term content as well as practising listening skills.
- Extended quiz: more complex activities provide challenge by reviewing content while practising writing skills and more challenging
listening activities
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Syllabus ByME Social Science 6 CAM
- Team quiz: pair-work activities practice speaking skills as well as introducing children to the importance of communication and
collaboration skills.
End pages
Study skills texts: Study skills texts at the back of the book serve a dual function. On the one hand they provide pupils with fascinating
snippets of information, encouraging them to appreciate the importance of reading and investigating beyond the set text. On the
other hand they offer pupils with comparative reading practice, extracting similar information from a different text.
Unit review summaries
Unit summaries provide pupils with a quick revision opportunity outlining key themes and vocabulary at the same time as offering pupils
extensive writing and research opportunities.
HOW TO USE THE TEACHER'S BOOK
Preliminary pages
The Teacher’s Book includes a variety of articles with practical ideas on how to get the most out of the lesson.
Helpful tips & Classroom management
The section Helpful tips is set out as a reference resource. Here you will find endless ideas on setting up reading tasks, maximising the
classroom materials, and keeping your pupils motivated through a variety of activity types.
The Classroom management section provides some general ideas about managing your class in order to create a productive
environment in which all pupils are able to flourish.
- Presenting key content: this section addresses the perennial problem of how to make reading in class dynamic, productive and
stimulating.
- Getting the most out of the classroom materials: posters, flashcards and wordcards are incredibly effective tools if used appropriately.
This section offers a wide range of suggestions on how to make these useful resources work for you.
- More activities: a host more activities that can be adapted to specific teaching contexts, be it for revision, reinforcement or extension
in a mixed-abilities situation, or to occupy fast finishers while the rest of the class finish.
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Syllabus ByME Social Science 6 CAM
- Classroom organization: provides clear rules for behaviour which the pupils themselves are asked to help define.
- Procedures: ways of sequencing a class session, with suggestions for routines that can be repeated from class to class.
- Time management: suggestions for working to a limited timetable. ByME Teacher’s Books give teachers the option of focusing on key
content, incorporating clearly marked extras only if time allows.
Cooperative Learning
An article on Cooperative Learning (CL) offers an introduction to this innovative method of teaching. This section complements the endof-term Work together sections, explaining in simple language how to set up each CL structure referenced there.
- Introduction to Cooperative Learning: a general theoretical background on CL, defining its main principles and benefits.
- Cooperative Learning structures: specific information on the different group dynamics referenced in the lesson plans. Here you’ll find
easy-to-follow instructions on how each CL structure is set up.
- Further reading: a brief bibliography for those who would like to deepen their knowledge on CL.
End page
Class audio CD track lists
A quick-reference page showing track numbers and the corresponding pages in the Pupil’s Book. Audio is extended through the Digital
resources, where recordings of all Pupil’s Book reading texts can be found.
Content maps
Each unit and Cooperative Learning section begins with a content map, fully compatible with the LOMCE curriculum, to help the
teacher see at a glance the content, evaluation criteria, learning standards and key competences ahead.
- Learning standards, evaluation criteria and content: all key elements of the LOMCE curriculum are clearly mapped out for each unit.
- Key competences: related to each learning standard.
LIN: Competence in linguistic communication
MST: Competence in mathematics, science and technology
DIG: Digital competence
LTL: Competence in learning to learn
SOC: Competence in social awareness and citizenship
AUT: Competence in autonomous learning and personal initiative
CUL: Competence in artistic and cultural awareness
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Syllabus ByME Social Science 6 CAM
- Page references: indicate where each learning standard is covered.
Unit information
- Unit summary: an overview of the lesson, highlighting the main topics and outcomes, as well as identifying areas that are popular with
or difficult for pupils.
- Experiment: helps prepare for the science project ahead of time. Especially important where experiments require pupils to bring
materials.
- Materials: materials required for each lesson and reminders for pupils of materials they should bring from home for upcoming activities.
- Values and attitudes: aims to make the content relevant to pupils, helping them to understand how it affects them directly and why it
should matter to them.
- Evaluation material: a short description of the evaluation aids available.
- Digital resources: an index of the materials and activities available through the digital resources.
Lesson plans
There are step-by-step lesson plans for all units and term sections.
- Visual page reference: a full colour image of the Pupil’s Book for the teacher’s reference.
- Lesson information at a quick glance: lesson summary, language focus and materials to help prepare lessons ahead of time.
- Opening and closing activities: each lesson begins and ends with flexible activities that can be reduced or extended according to
time available.
- Step-by-step lesson plans: teacher tips on presenting textual and graphic content, and instructions for guiding pupils through the
activities
- Fast finishers: activities for pupils who finish the lesson early.
Activity Book solutions & Audio scripts
- Activity Book solutions: provided at the end of the unit making the Teacher’s Book a one-stop reference for all the materials of each
course.
- Audio script: In Level 6, the audio script to the audio exam activity in Analyse and organise is printed at the end of the unit.
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Syllabus ByME Social Science 6 CAM
HOW TO USE THE DIGITAL RESOURCES
- All teachers using ByME Social Science have free access to the ByME digital resources. Users of the Pupil’s Book or Activity Book have
access to the complete digital books. Module users have individual access to the specific units they are using of both the Pupil’s Book
and Activity Book.
- The digital resources are available both on-line and off-line. Both versions are accessed with a specific code that all users will receive.
- The digital component also provides easy navigation between the Pupil’s Book and the Activity Book and direct access to extensive
digital resources.
- The user has access to projectable, fully-navigable versions of the Pupil’s Book
and the Activity Book.
- Through an innovative, easy-to-use spot zoom facility, there is ready access to the complete audio.
- The Digital resources include:
• extensive interactive activities (see images below)
• accessible unit review and experiment presentations with integrated audio
• all the songs and chants with the lyrics and a karaoke effect
• access to fun videos which bring key topics to life
• interactive versions of the course posters
• access to printable resources and a PDF version of the Teacher’s Book
- Digital activities to practise key vocabulary vary for each level but include:
• Labelling activities
• Memory games
• Read and reveal activities
• Wordsearches
• Classification and definition activities
• Spelling
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Syllabus ByME Social Science 6 CAM
16. MEASURES FOR STUDENTS WITH SPECIAL NEEDS
Measures will be applied, as indicated in chapter II of title I of the Law 2/2006, of the 3rd of May, in articles 71 to 79 bis, to those students
who require a different educational attention. Teachers will apply the most appropriate measures so that the assessment conditions are
adapted to those students with special educational support needs.
(The teacher/department will detail here the criteria and specific procedures used to cater for this type of students.)
Criteria
Procedure
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Syllabus ByME Social Science 6 CAM
17. USE OF INFORMATION AND COMMUNICATION TECHNOLOGY
The widespread inclusion of Information and Communication technologies (ICT) in the Education System, will bear in mind the principles
of universal accessibility and a customized design, which will enable a personalised education adapted to each student's needs and
pace.
Information and Communication technologies will become a key element in order to produce the methodological changes that will
help us achieve the goal of improving the educational quality. In spite of that, students must always show a responsible attitude and do
a controlled use of these new technologies throughout the whole educational system.
The students are people of the 21st century and they cannot stay away from communication technology; thus, they must also learn to
use, in a responsible way, the possibilities offered by Information and Communication Technologies in order to acquire the skills for the
subject of Social Science.
USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN BYME SOCIAL SCIENCE 6 (CAM)
Extensive digital resources are provided. Their focus is a projectable, fully navigable version of the Pupil’s Book.
This includes a spot-zoom facility to increase ease-fuse and facilitate navigation in dynamic classroom moments. It also provides direct
access to all the course audio as well as the Activity Book (with all answers included), Teacher’s Book, interactive digital resources and
the printable classroom materials.
Interactive digital resources include:
- Slide presentations: (two types are provided)
• Step-by-step experiments and projects from the Pupil’s Book.
• Unit summary presentations to be used as an introduction to or revision of key content.
- Activities: A variety of activities to revise unit vocabulary and concepts Definitions, Wordsearch, Memory games, Classification,
Labelling, Spelling, Read and reveal activities
- Posters: Interactive versions of the posters.
- Flashcards: Flashcards available in digital format provide a practical image bank.
- Audio: Complete, unabridged audio expanding on the Class audio CD. Here all the Pupil’s Book reading texts can be found. An
excellent pronunciation aid and useful for dictations.
- Songs and chants: Especially oriented towards younger learners, however, also available for higher levels for those teachers
whose method is especially dynamic or musical..
- Videos: Links to useful videos chosen to highlight and expand on key topics in a fun and dynamic way.
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Syllabus ByME Social Science 6 CAM
bilingualbyme.com
The ByME website is home to a wealth of articles, videos, activities and useful links. It also provides support for parents, providing tips and
ideas on how to help their children’s learning, as well as including the songs and chants for listening to at home.
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18. TEACHING AND ORGANISATIONAL RESOURCES
School
Address
Town/city
Province
Post code
SOCIAL SCIENCE DEPARTMENT
1.
2.
3.
4.
STUDENT’S DISTRIBUTION
Year
Primary 6th year
Number of students
Number of groups
DIFFERENT GROUPS’ NEEDS
Group A
Group B
Group C
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Syllabus ByME Social Science 6 CAM
SPECIFIC INDIVIDUAL NEEDS
Group A
Student
Student
Student
Group B
Student
Student
Student
Group C
Student
Student
Student
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Syllabus ByME Social Science 6 CAM
ORGANISATION OF RESOURCES
Resources available in the school (delete as appropriate)
Video and TV
CD/ Cassette player
Video camera
Computers
IW (Interactive Whiteboards)
Notes:
Rooms / spaces available in the school (delete as appropriate)
Foreign Language rooms
Language Laboratory
Computer room
Playground
Gymnasium
Theatre
Library
Notes:
Organization within the classroom (delete as appropriate)
Arrangement of desks in rows
Arrangement of desks in groups
Arrangement of desks in a “U” shape
Specific corners: class library, cross-curricular topics, games, handiwork, computer, etc.
Other:
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Syllabus ByME Social Science 6 CAM
CLASS TIMETABLES
Teacher:
Monday
Tuesday
Wednesday
Thursday
Friday
Monday
Tuesday
Wednesday
Thursday
Friday
Teacher:
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Syllabus ByME Social Science 6 CAM
19. SUPPLEMENTARY ACTIVITIES
The supplementary activities are those activities organised by the school during the school timetable, according to their curricular
project, and that differ from the actual teaching activities, in terms of time, place or the resources used.
(The teacher/department will detail here the supplementary activities organized by the department)
Course
Activity
Date
69
Teachers
Syllabus ByME Social Science 6 CAM
20. DIDACTIC UNITS
UNIT
Page
Getting started
71
UNIT 1. Modern Spain I
73
UNIT 2. Modern Spain II
78
TERM 1 Teamwork
84
UNIT 3. Spain today
87
UNIT 4. The European Union
92
TERM 2 Teamwork
97
UNIT 5. Geography of Spain
100
UNIT 6. Geography of Europe
105
TERM 3 Teamwork
110
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Syllabus ByME Social Science 6 CAM
Getting started
OBJECTIVES OF THE UNIT
Throughout this unit, the students will be able to:

Gain an idea of the overview of the course and activate their own knowledge on some of the topics such as monarchs and leaders,
geography, government and the EU.
CONTENT
Getting
started.
LEARNING
OUTCOMES
EVALUATION CRITERIA
Gain an idea of the overview of the course and activate their own
knowledge on some of the topics such as monarchs and leaders,
geography, government and the EU.
KEY COMPETENCES1 PAGES
Monarchs and
leaders.
LIN, MST, DIG, LTL, SOC,
AUT, CUL
4
Geography,
government and the
EU.
LIN, MST, DIG, LTL, SOC,
AUT, CUL
5
VALUES AND ATTITUDES



In this unit the students will cooperate with each other to create presentations, assigning and taking responsibility for different tasks.
Students will use ICT to search for specific information. They will analyse and interpret their findings to fulfil a given set of criteria.
The importance of critical thinking skills will be highlighted and students will be expected to take responsibility for their learning.
1
Key Competences: LIN: Competence in linguistic communication. MST: Competence in mathematics, science and technology; DIG: Digital competence; LTL: Learning to learn; SOC:
Social and civic competences; AUT: Sense of initiative and entrepreneurship; CUL: Cultural awareness and expression
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MIXED ABILITY





Helpful tips section with advice to diversify the Teacher's Book activities.
Cooperative Projects, which can be adapted to each pupil's needs.
Further reading sections in the Teacher's Book, a brief bibliography for those who would like to deepen their knowledge on CL.
Activity Book activities.
Digital Resources activities.
USE OF INFORMATION AND COMMUNICATION TECHNOLOGY

Word cards
ASSESSMENT RESOURCES
Rubrics:

ByME Social Science 6 Rubrics
LANGUAGE






geography
history
politics and government
geography
history
politics and government
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Syllabus ByME Social Science 6 CAM
UNIT 1. Modern Spain I
OBJECTIVES OF THE UNIT
Throughout this unit, the students will be able to:

Learn about the period in Spain’s history between 1788 and 1868 against the backdrop of the Industrial Revolution in Britain and the French
Revolution.

See how Spain’s own industrial revolution was later and on a smaller scale and how Spanish colonies in Latin America began to seek
independence during this time.

Begin with a general introduction to the period and a more detailed examination of the inventions of the Industrial Revolution and their effect
on how workers worked.

Focus on the reigns of the Spanish monarchs of this time: Carlos IV, Fernando VII and Isabel II and on the events that took place during their
rule.

Learn about Napoleon and Joseph Bonaparte’s involvement in Spanish politics.

Learn about social changes in 19th century Spain and how they were reflected in the art of Goya.
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Syllabus ByME Social Science 6 CAM
CONTENT
The Contemporary Age.
The Contemporary Age in Spain:
early 19th century.
Initiation to Scientific knowledge and
its application to Social Science:
search, selection and analysis of
information.
EVALUATION CRITERIA
LEARNING OUTCOMES
Identify the French Revolution as
the beginning of the
Contemporary Age in the West.
Know some of the important
events and people that defined
Spain in the early 19th century.
Identifies the French Revolution as the
beginning of the Contemporary Age in the
West.
Identifies the 2nd May 1808 as the beginning
of the War for Independence (1808-1814)
against the French occupation and
Napoleon Bonaparte.
Places the drawing up of the first Spanish
constitution (1812) in Cádiz.
Identifies the first quarter of the 19th century
as the period of the independence of the
American territories.
Knows the period of resistance to liberalism
and the Carlist wars.
Recognises the work of the painter Francisco
de Goya.
Obtains concrete and relevant information
about specific facts using different sources.
Search for, select and analyse
information.
KEY
PAGES
COMPETENCES1
CUL, MST
6, 8, 10
SOC, MST
8, 10
SOC, MST
11
SOC
11
CUL
12–13
CUL
14–15
LTL
9, 15–18
Analyses the information to select the most
relevant.
LTL
9, 15–18
Develops strategies to organise, memorise,
and recall the information.
LTL
9, 15–18
LTL, AUT, MST
12, 15–
17
Uses images, graphs, tables, summaries, etc.
to display the information.
1
Key Competences: LIN: Competence in linguistic communication. MST: Competence in mathematics, science and technology; DIG: Digital competence; LTL: Learning to learn; SOC:
Social and civic competences; AUT: Sense of initiative and entrepreneurship; CUL: Cultural awareness and expression
74
Syllabus ByME Social Science 6 CAM
CONTENT
Presentation of work.
Personal skills.
EVALUATION CRITERIA
Present work carried out clearly
using different media.
Develop social skills:
responsibility, effort and
concentration while studying.
LEARNING OUTCOMES
Carries out work and presentations using
different media.
Expresses orally, clearly and in order,
contents related to the area of study.
Uses the correct vocabulary with precision
and care.
Is capable of summarising, orally or in writing,
the information obtained and the work
carried out.
Shows autonomy in the planning and
carrying out of actions and tasks and takes
the initiative in decision making.
Shows confidence in themselves, critical
sense, personal initiative, curiosity, interest
and creativity.
Takes responsibility for what they do, say and
the decisions they take.
KEY
PAGES
COMPETENCES1
LTL, AUT, DIG
16–17
LTL, AUT, LIN
16–17
LTL, AUT, LIN
6–19
LTL, AUT, LIN
8–9,
16–19
LTL, AUT
16–18
LTL, AUT
16–18
LTL, AUT, SOC
16–18
VALUES AND ATTITUDES




Students will gain an appreciation of Spain’s history and of how the 19th Century has influenced modern times. They will appreciate the
interwoven nature of historical events and how different countries affect the history of others.
They will learn about the value of democracy and freedom by comparing it with absolutism.
They will see that social status used to be something a person could not easily overcome and perhaps appreciate that they have access to
healthcare, education and social mobility.
Students will also deepen their understanding of the art of the times: its meanings and its messages
Fragile world
 Students will study the Basque and Catalan centres of industry in steel and textiles respectively. They will also learn about the beginnings of
the railway in Spain and its first line into France through Hendaya in the País Vasco.
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Syllabus ByME Social Science 6 CAM
MIXED ABILITY






Fast Finishers: for those pupils who finish earlier.
Helpful tips section with advice to diversify the Teacher's Book activities.
Cooperative Projects, which can be adapted to each pupil's needs.
Further reading sections in the Teacher's Book, a brief bibliography for those who would like to deepen their knowledge on CL.
Activity Book activities.
Digital Resources activities.
USE OF INFORMATION AND COMMUNICATION TECHNOLOGY

Presentations:
Unit summary
Science project

-
Activities:
Memory game
Labelling
Spelling
Read and reveal
Classification
Wordsearch
Definitions

Posters

Digital flashcards and word cards

Videos & web links
-
76
Syllabus ByME Social Science 6 CAM
ASSESSMENT RESOURCES
Formal Assessment:
 Diagnostic test: provides an overview of the unit and allow you to assess the students’ prior knowledge.
 End-of-unit test: in addition to the Review section at the end of each unit, this summative test can be used to evaluate students’
progress after studying the unit content.
 End-of-Term test: makes it possible to assess the pupil's progress throughout the term.
Informal Assessment: Revise section at the end of the unit.
Self-assessment: Self-evaluation section at the end of the unit.
Rubrics: ByME Social Science 6 Rubrics
LANGUAGE












talking about history and change
past tense
describing scenes
describing people
technology
history
dates
names and dates
different types of regime
monarchy and rule
art
historical terms
77
Syllabus ByME Social Science 6 CAM
UNIT 2. Modern Spain II
OBJECTIVES OF THE UNIT
Throughout this unit, the students will be able to:

Cover the period known as the Contemporary Age, from Isabel II to the return of democracy in Spain after Franco’s death.

Learn about the loss of Spain’s colonies during this time and look in more detail at the cases of Mexico and the Philippines.

Investigate the instability during the reign of King Amadeo and how it was followed by the short-lived First Republic.

Learn about the Restoration and successful rule of Alfonso XII before his early death.

Study the reign of Alfonso XIII and the dictatorship of Primo de Rivera, and how the alter lead to the forced abdication of Alfonso.

Learn how the Constitution of 1931 established the Second Republic.

Learn about the collapse of the Republic, the Civil War and life under Franco’s dictatorship.

See how Juan Carlos brought Spain back to democracy.

Look at the work of some important Spanish literary writers and artists.
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Syllabus ByME Social Science 6 CAM
CONTENT
EVALUATION CRITERIA
LEARNING OUTCOMES
The Contemporary Age in Spain:
the Restoration (1875-1923).
Identify the principal characteristics,
significant events and important
figures of the period of Restoration
in Spain (1875-1923).
Identifies the age of the Restoration (18751923) with the modernisation of Spain.
Knows some of the political and cultural
figures of the Restoration, such as Alfonso XII,
Alfonso XIII, Antonio Cánovas del Castillo
and the writers Benito Pérez Galdós and Pío
Baroja.
Identifies 1898 as the year Spain lost its last
overseas colonies.
Places, chronologically, the periods of the
Republic, the Civil War and the dictatorship.
Knows the date of the Spanish constitution of
1978.
The Contemporary Age in Spain:
the 20th century.
Timeline.
Initiation to Scientific knowledge
and its application to Social
Science: search, selection and
analysis of information.
Place, chronologically, the periods
of the Republic, the Civil War and
the dictatorship.
Place on a timeline important
events of Spanish history.
Search for, select and analyse
information.
KEY
PAGES
COMPETENCES1
CUL, MST
25
CUL
25–26,
31
CUL, LTL
22
CUL, MST, LTL
26–29
CUL, SOC, MST
29
Places on a timeline important events of
Spanish history.
Obtains concrete and relevant information
about specific facts using different sources.
CUL, LTL
30, 102–
103
23–24,
30–32
Analyses the information to select the most
relevant.
LTL
23–24,
30–32
Develops strategies to organise, memorise,
and recall the information.
LTL
23–24,
30–32
LTL, AUT, MST
30–31
Uses images, graphs, tables, summaries, etc.
to display the information.
1
LTL
Key Competences: LIN: Competence in linguistic communication. MST: Competence in mathematics, science and technology; DIG: Digital competence; LTL: Learning to learn; SOC:
Social and civic competences; AUT: Sense of initiative and entrepreneurship; CUL: Cultural awareness and expression
79
Syllabus ByME Social Science 6 CAM
CONTENT
Presentation of work.
Personal skills.
EVALUATION CRITERIA
Present work carried out clearly
using different media.
Develop social skills: responsibility,
effort and concentration while
studying.
LEARNING OUTCOMES
Carries out work and presentations using
different media.
Expresses orally, clearly and in order,
contents related to the area of study.
Uses the correct vocabulary with precision
and care.
Is capable of summarising, orally or in writing,
the information obtained and the work
carried out.
Shows autonomy in the planning and
carrying out of actions and tasks and takes
the initiative in decision making.
Shows confidence in themselves, critical
sense, personal initiative, curiosity, interest
and creativity.
Takes responsibility for what they do, say and
the decisions they take.
80
KEY
PAGES
COMPETENCES1
LTL, AUT, DIG
30–31
LTL, AUT, LIN
30–31
LTL, AUT, LIN
20–33
LTL, AUT, LIN
23, 30–
32
LTL, AUT
30–32
LTL, AUT
30–31
LTL, AUT, SOC
30–31
Syllabus ByME Social Science 6 CAM
VALUES AND ATTITUDES



There may be students in the class who come from former colonies of Spain – or whose families do. They should be made to feel
comfortable about exchanging ideas. All students will learn something of their shared history and how important it is to be tolerant of
people from other countries.
Students will learn what distinguishes good rulership from bad, and the importance of democracy and freedom in Spain. They will gain an
understanding of how Spain was in their grandparents’ time.
They will work individually and collaboratively, and also prepare material which tests the knowledge of others. They will take on the role of
“patient teacher” in helping their partner get the right answers.
Fragile world
 Students will learn how politics and history influences art through the writings of Benito Pérez Galdós and Pío Baroja, and the paintings of
Dalí and Picasso.
MIXED ABILITY






Fast Finishers: for those pupils who finish earlier.
Helpful tips section with advice to diversify the Teacher's Book activities.
Cooperative Projects, which can be adapted to each pupil's needs.
Further reading sections in the Teacher's Book, a brief bibliography for those who would like to deepen their knowledge on CL.
Activity Book activities.
Digital Resources activities.
81
Syllabus ByME Social Science 6 CAM
USE OF INFORMATION AND COMMUNICATION TECHNOLOGY

Presentations:
Unit summary
Science project

-
Activities:
Memory game
Labelling
Spelling
Read and reveal
Classification
Wordsearch
Definitions



Posters
Digital flashcards and word cards
Videos & web links
-
ASSESSMENT RESOURCES
Formal Assessment:
 Diagnostic test: provides an overview of the unit and allow you to assess the students’ prior knowledge.
 End-of-unit test: in addition to the Review section at the end of each unit, this summative test can be used to evaluate students’
progress after studying the unit content.
 End-of-Term test: makes it possible to assess the pupil's progress throughout the term.
Informal Assessment: Revise section at the end of the unit.
Self-assessment: Self-evaluation section at the end of the unit.
Rubrics: ByME Social Science 6 Rubrics
82
Syllabus ByME Social Science 6 CAM
LANGUAGE









inventions
war
countries
dates
facts and figures
historical-political terms
government
history
terms for types of government
83
Syllabus ByME Social Science 6 CAM
TERM 1. Teamwork
OBJECTIVES OF THE UNIT
Throughout this teamwork, the students will be able to:

Revise what the Historical resources are.

Reflect on how the different historical resources help us to understand how people lived long ago.

Follow different Cooperative Learning structures doing the four different stages in the Cooperative Learning Session: activation, introduction,
development and feedback.

Review key concepts and vocabulary from the term, and assess and reflect on progress.

Do activities giving the opportunity for individual and group work, allowing for self and peer assessment, designed to motivate as well as test.

Learn habits keeping a record of scores in the notebooks.

Identify strengths and weaknesses and enable setting own learning objectives.

Record team scores as part of an ongoing competition throughout the year.
CONTENT
Development of social skills.
EVALUATION CRITERIA
Develop social skills and a
positive attitude towards
teamwork.
LEARNING OUTCOMES
Participates in group activities adopting
responsible, constructive, collaborative and
respectful attitudes towards other people’s
ideas and opinions.
Values the importance of peaceful and
tolerant coexistence between different
people.
Uses cooperation and dialogue as a way to
avoid and resolve conflicts.
1
KEY
COMPETENCES1
PAGES
SOC, CUL, LTL
34–35
SOC, LTL
34–35
SOC, LTL
34–35
Key Competences: LIN: Competence in linguistic communication. MST: Competence in mathematics, science and technology; DIG: Digital competence; LTL: Learning to learn; SOC:
Social and civic competences; AUT: Sense of initiative and entrepreneurship; CUL: Cultural awareness and expression
84
Syllabus ByME Social Science 6 CAM
CONTENT
Initiation to Scientific knowledge and
its application to Social Science:
search, selection and analysis of
information.
Presentation of work.
Personal skills.
EVALUATION CRITERIA
Search for, select and
analyse information.
LEARNING OUTCOMES
Obtains concrete and relevant information
about specific facts using different sources.
Obtains concrete and relevant information
about specific facts using different sources.
Develops strategies to organise, memorise
and recall the information.
Uses images, graphs, tables, summaries, etc.
to display the information.
Present work carried out
Carries out work and presentations using
clearly using different media. different media.
Expresses orally, clearly and in order, contents
related to the area of study.
Uses the correct vocabulary with precision
and care.
Is capable of summarising, orally or in writing,
the information obtained and the work
carried out.
Develop social skills:
Shows autonomy in the planning and carrying
responsibility, effort and
out of actions and tasks and takes the
concentration while
initiative in decision making.
studying.
Shows confidence in themselves, critical
sense, personal initiative, curiosity, interest and
creativity.
Takes responsibility for what they do, say and
the decisions they take.
85
KEY
COMPETENCES1
PAGES
LTL
34–35
LTL
34–35
LTL
34–35
LTL, AUT, MST
34–35
LTL, AUT, DIG
34–35
LTL, AUT, LIN
34–35
LTL, AUT, LIN
34–35
LTL, AUT, LIN
34–35
LTL, AUT
34–35
LTL, AUT
34–35
LTL, AUT, SOC
34–35
Syllabus ByME Social Science 6 CAM
VALUES AND ATTITUDES



In this unit the students will cooperate with each other to create presentations, assigning and taking responsibility for different tasks.
Students will use ICT to search for specific information. They will analyse and interpret their findings to fulfil a given set of criteria.
The importance of critical thinking skills will be highlighted and students will be expected to take responsibility for their learning.
MIXED ABILITY





Helpful tips section with advice to diversify the Teacher's Book activities.
Cooperative Projects, which can be adapted to each pupil's needs.
Further reading sections in the Teacher's Book, a brief bibliography for those who would like to deepen their knowledge on CL.
Activity Book activities.
Digital Resources activities.
USE OF INFORMATION AND COMMUNICATION TECHNOLOGY

Historical period project materials
ASSESSMENT RESOURCES
Rubrics:
 ByME Social Science 6 Rubrics
LANGUAGE






descriptions of different types of historical sources.
giving short answers
expressing opinion
question forms
comparative and superlative forms
key vocabulary from units 1–2
86
Syllabus ByME Social Science 6 CAM
UNIT 3. Spain today
OBJECTIVES OF THE UNIT
Throughout this unit, the students will be able to:

Learn about the political organisation of Spain.

Review important dates in recent Spanish history from 1936 onwards.

Look at the Constitution and the system of constitutional monarchy in more detail.

Compare another constitutional monarchy, the UK, with the Republic of France and its semi-presidential system.

Learn about some of the rights and responsibilities set out in the Constitution of 1978.

Focus on the right to vote and how elections are organised in Spain.

Look at the three powers as defined by the Constitution and learn about the organisation of each with particular focus on Congress, the
Senate, the ministries and the Supreme and Constitutional courts.

Investigate one of these institutions and present their findings as an infographic.
CONTENT
Spain today: democracy.
The Constitution of 1978.
EVALUATION CRITERIA
LEARNING OUTCOMES
Know some of the important dates of the Knows some of the important dates of
current democratic period.
the current democratic period: the
Spanish Constitution (1978).
Identify the most important democratic
Identifies the most important
principles established in the Constitution democratic principles established in the
and explain the importance of the
Constitution and explains the
Constitution for the workings of the
importance of the Constitution for the
Spanish state.
workings of the Spanish state.
1
KEY
COMPETENCES1
PAGES
CUL, MST, LTL
38–40,
42
SOC, CUL, LTL, LIN
38–39,
42–45
Key Competences: LIN: Competence in linguistic communication. MST: Competence in mathematics, science and technology; DIG: Digital competence; LTL: Learning to learn; SOC:
Social and civic competences; AUT: Sense of initiative and entrepreneurship; CUL: Cultural awareness and expression
87
Syllabus ByME Social Science 6 CAM
CONTENT
Government: parliamentary
monarchy.
Initiation to Scientific
knowledge and its application
to Social Science: search,
selection and analysis of
information.
Presentation of work.
Personal skills.
EVALUATION CRITERIA
KEY
COMPETENCES1
PAGES
Explains the division of powers of the
State and which powers are contained
within each one.
SOC, LIN
44–45
Identifies the principal institutions of the
Spanish state and describes their
functions and organisation.
Obtains concrete and relevant
information about specific facts using
different sources.
Analyses the information to select the
most relevant.
Develops strategies to organise,
memorise, and recall the information.
CUL, SOC, LTL, LIN
44–45
LTL
41,43,
45–47
LTL
41,43,
45–47
41,43,
45–48
LEARNING OUTCOMES
Understand the concept of
parliamentary monarchy, the division of
powers and know the main institutions of
the Spanish state.
Search for, select and analyse
information.
Uses images, graphs, tables, summaries,
etc. to display the information.
Carries out work and presentations using
different media.
Expresses orally, clearly and in order,
contents related to the area of study.
Uses the correct vocabulary with
precision and care.
Is capable of summarising, orally or in
writing, the information obtained and
the work carried out.
Shows autonomy in the planning and
carrying out of actions and tasks and
takes the initiative in decision making.
Shows confidence in themselves, critical
sense, personal initiative, curiosity,
interest and creativity.
Takes responsibility for what they do, say
and the decisions they take.
Present work carried out clearly using
different media.
Develop social skills: responsibility, effort
and concentration while studying.
88
LTL
LTL, AUT, MST
LTL, AUT, DIG
40, 46–
47
46–47
LTL, AUT, LIN
46–47
LTL, AUT, LIN
38–49
LTL, AUT, LIN
46–48
LTL, AUT
46–48
LTL, AUT
46–47
LTL, AUT, SOC
46–47
Syllabus ByME Social Science 6 CAM
VALUES AND ATTITUDES


Students will work individually and in pairs and groups. They will learn the value of democracy and freedom of speech as they voice their
own opinions about politics. They will need to be tolerant of the opinions of others and to disagree respectfully.
They will deepen their understanding of the freedoms and responsibilities of living in modern-day Spain. They will understand their role in
elections and why voting is important.
Fragile world
 Students will think about the problems faced by both the young and the old in today’s society and ways in which these problems might
affect them and their family. Through this they will develop empathy towards others.
MIXED ABILITY






Fast Finishers: for those pupils who finish earlier.
Helpful tips section with advice to diversify the Teacher's Book activities.
Cooperative Projects, which can be adapted to each pupil's needs.
Further reading sections in the Teacher's Book, a brief bibliography for those who would like to deepen their knowledge on CL.
Activity Book activities.
Digital Resources activities.
89
Syllabus ByME Social Science 6 CAM
USE OF INFORMATION AND COMMUNICATION TECHNOLOGY

Presentations:
Unit summary
Science project

-
Activities:
Memory game
Labelling
Spelling
Read and reveal
Classification
Wordsearch
Definitions



Posters
Digital flashcards and word cards
Videos & web links
-
ASSESSMENT RESOURCES
Formal Assessment:
 Diagnostic test: provides an overview of the unit and allow you to assess the students’ prior knowledge.
 End-of-unit test: in addition to the Review section at the end of each unit, this summative test can be used to evaluate students’
progress after studying the unit content.
 End-of-Term test: makes it possible to assess the pupil's progress throughout the term.
Informal Assessment:
 Revise section at the end of the unit.
Self-assessment:
 Self-evaluation section at the end of the unit.
Rubrics:
 ByME Social Science 6 Rubrics
90
Syllabus ByME Social Science 6 CAM
LANGUAGE





modals of obligation
past simple passive
government and politics
government
dates
91
Syllabus ByME Social Science 6 CAM
UNIT 4. The European Union
OBJECTIVES OF THE UNIT
Throughout this unit, the students will be able to:

Learn about the EU as a political construct.

Learn all 28 member states and be able to identify them on a map.

Learn about the EU’s formation and history and look at its newest member state: Croatia.

Learn about the principles that guided its formation.

Study the EU’s political and economic objectives, its symbols and institutions.

Study the role and functions of these institutions and their location in Europe in some detail.

Explore the euro in-depth and how it gets adopted as a country’s currency.

Learn more about the single market and how it works.

Learn which countries are not in the euro and consider the impact of the euro on member states.

Do a project investigating currency exchange rates against the euro for those countries that do not use it.
92
Syllabus ByME Social Science 6 CAM
CONTENT
Spain and the European Union.
EVALUATION CRITERIA
LEARNING OUTCOMES
Know some of the important dates of the
current democracy: the incorporation of
Spain into the EU (1986) and the
introduction of the Euro (2002).
Knows some of the important dates of
the current democracy: the
incorporation of Spain into the EU
(1986) and the introduction of the Euro
(2002).
The European Union.
Understand, identify and explain the
Explains what the European Union is
principal characteristics of the European and what its political and economic
Union.
objectives are.
Identifies the principal institutions and
organs of government of the European
Union.
Identifies the main symbols of the
European Union.
Explains what ‘single market’ and
‘Eurozone’ mean.
Initiation to Scientific knowledge Search for, select and analyse
Obtains concrete and relevant
and its application to Social
information.
information about specific facts using
Science: search, selection and
different sources.
analysis of information.
Analyses the information to select the
most relevant.
Develops strategies to organise,
memorise, and recall the information.
Uses images, graphs, tables, summaries,
etc. to display the information.
1
KEY
COMPETENCES1
PAGES
CUL, MST
51, 56
CUL, LIN
54–57
CUL, LTL
55
CUL, LTL
50–51,
54–56
57
CUL, MST, LIN
LTL
52–53,
55,
57–60
LTL
52–53,
55,
57–60
52–53,
55,
57–60
LTL
LTL, AUT, MST
52, 58–
60
Key Competences: LIN: Competence in linguistic communication. MST: Competence in mathematics, science and technology; DIG: Digital competence; LTL: Learning to learn; SOC:
Social and civic competences; AUT: Sense of initiative and entrepreneurship; CUL: Cultural awareness and expression
93
Syllabus ByME Social Science 6 CAM
CONTENT
Presentation of work.
Personal skills.
EVALUATION CRITERIA
LEARNING OUTCOMES
Present work carried out clearly using
different media.
Develop social skills: responsibility, effort
and concentration while studying.
Carries out work and presentations
using different media.
Expresses orally, clearly and in order,
contents related to the area of study.
Uses the correct vocabulary with
precision and care.
Is capable of summarising, orally or in
writing, the information obtained and
the work carried out.
Shows autonomy in the planning and
carrying out of actions and tasks and
takes the initiative in decision making.
Shows confidence in themselves,
critical sense, personal initiative,
curiosity, interest and creativity.
Takes responsibility for what they do,
say and the decisions they take.
KEY
COMPETENCES1
PAGES
LTL, AUT, DIG
58–59
LTL, AUT, LIN
58–59
LTL, AUT, LIN
50–61
LTL, AUT, LIN
53, 58–
60
LTL, AUT
58–59
LTL, AUT
58–59
LTL, AUT, SOC
58–59
VALUES AND ATTITUDES



Students will think of themselves as members of something which is wider than their country. They Hill learn some of the symbols and the history
of what they have become part of and the reasons for the EU’s inception. They will learn tolerance is important in all EU countries.
Students will work in groups and reach a consensus by justifying their ideas.
They will learn about the role of exchange rates and how to use graphs to plot fluctuations. They will define and test a hypothesis and will
conduct a study over a period of time. This means students will develop patience.
Fragile world
 Students will read about human rights and compare the rights of people within and outside the EU. They will learn about the different rights
people have and why they are important.
94
Syllabus ByME Social Science 6 CAM
MIXED ABILITY






Fast Finishers: for those pupils who finish earlier.
Helpful tips section with advice to diversify the Teacher's Book activities.
Cooperative Projects, which can be adapted to each pupil's needs.
Further reading sections in the Teacher's Book, a brief bibliography for those who would like to deepen their knowledge on CL.
Activity Book activities.
Digital Resources activities.
USE OF INFORMATION AND COMMUNICATION TECHNOLOGY

Presentations:
Unit summary
Science project

-
Activities:
Memory game
Labelling
Spelling
Read and reveal
Classification
Wordsearch
Definitions



Posters
Digital flashcards and word cards
Videos & web links
-
95
Syllabus ByME Social Science 6 CAM
ASSESSMENT RESOURCES
Formal Assessment:
 Diagnostic test: provides an overview of the unit and allow you to assess the students’ prior knowledge.
 End-of-unit test: in addition to the Review section at the end of each unit, this summative test can be used to evaluate students’ progress
after studying the unit content.
 End-of-Term test: makes it possible to assess the pupil's progress throughout the term.
Informal Assessment:
 Revise section at the end of the unit.
Self-assessment:
 Self-evaluation section at the end of the unit.
Rubrics:
 ByME Social Science 6 Rubrics
LANGUAGE












talking about timelines
describing graphs
comparing
countries
weighing up advantages
reaching a consensus
politics and economics
money
numbers
EU institutions
dates
politics and economy
96
Syllabus ByME Social Science 6 CAM
TERM 2. Teamwork
OBJECTIVES OF THE UNIT
Throughout this unit, the students will be able to:

Revise what tolerance is and the main problems of discrimination.

Reflect on different terms like heritage, respect, beliefs, bullying....

Follow different Cooperative Learning structures to perceive that they need each other in order to complete the group’s task.

Review key concepts and vocabulary from the term, and assess and reflect on progress.

Do activities giving the opportunity for individual and group work, allowing for self and peer assessment, designed to motivate as well as test.

Learn habits keeping a record of scores in the notebooks.

Identify strengths and weaknesses and enable setting own learning objectives.

Record team scores as part of an ongoing competition throughout the year
CONTENT
Development of social skills.
EVALUATION CRITERIA
Develop social skills and a
positive attitude towards
teamwork.
LEARNING OUTCOMES
Participates in group activities adopting
responsible, constructive, collaborative and
respectful attitudes towards other people’s
ideas and opinions.
Values the importance of peaceful and
tolerant coexistence between different
people.
Uses cooperation and dialogue as a way to
avoid and resolve conflicts.
1
KEY
COMPETENCES1
PAGES
SOC, CUL, LTL
62–63
SOC, LTL
62–63
SOC, LTL
62–63
Key Competences: LIN: Competence in linguistic communication. MST: Competence in mathematics, science and technology; DIG: Digital competence; LTL: Learning to learn; SOC:
Social and civic competences; AUT: Sense of initiative and entrepreneurship; CUL: Cultural awareness and expression
97
Syllabus ByME Social Science 6 CAM
CONTENT
Initiation to Scientific knowledge and
its application to Social Science:
search, selection and analysis of
information.
Presentation of work.
Personal skills.
EVALUATION CRITERIA
Search for, select and
analyse information.
LEARNING OUTCOMES
Obtains concrete and relevant information
about specific facts using different sources.
Obtains concrete and relevant information
about specific facts using different sources.
Develops strategies to organise, memorise
and recall the information.
Uses images, graphs, tables, summaries, etc.
to display the information.
Present work carried out
Carries out work and presentations using
clearly using different media. different media.
Expresses orally, clearly and in order, contents
related to the area of study.
Uses the correct vocabulary with precision
and care.
Is capable of summarising, orally or in writing,
the information obtained and the work
carried out.
Develop social skills:
Shows autonomy in the planning and carrying
responsibility, effort and
out of actions and tasks and takes the
concentration while
initiative in decision making.
studying.
Shows confidence in themselves, critical
sense, personal initiative, curiosity, interest and
creativity.
Takes responsibility for what they do, say and
the decisions they take.
98
KEY
COMPETENCES1
PAGES
LTL
62–63
LTL
62–63
LTL
62–63
LTL, AUT, MST
62–63
LTL, AUT, DIG
62–63
LTL, AUT, LIN
62–63
LTL, AUT, LIN
62–63
LTL, AUT, LIN
62–63
LTL, AUT
62–63
LTL, AUT
62–63
LTL, AUT, SOC
62–63
Syllabus ByME Social Science 6 CAM
VALUES AND ATTITUDES



In this unit the students will cooperate with each other to create presentations, assigning and taking responsibility for different tasks.
Students will use ICT to search for specific information. They will analyse and interpret their findings to fulfil a given set of criteria.
The importance of critical thinking skills will be highlighted and students will be expected to take responsibility for their learning.
MIXED ABILITY





Helpful tips section with advice to diversify the Teacher's Book activities.
Cooperative Projects, which can be adapted to each pupil's needs.
Further reading sections in the Teacher's Book, a brief bibliography for those who would like to deepen their knowledge on CL.
Activity Book activities.
Digital Resources activities.
USE OF INFORMATION AND COMMUNICATION TECHNOLOGY

Bullying project materials
ASSESSMENT RESOURCES
Rubrics:
 ByME Social Science 6 Rubrics
LANGUAGE






descriptions of different terms related to tolerance: religion, race, disable person…
giving short answers
expressing opinion
question forms
comparative and superlative forms
key vocabulary from units 3–4
99
Syllabus ByME Social Science 6 CAM
UNIT 5. Geography of Spain
OBJECTIVES OF THE UNIT
Throughout this unit, the student will be able to:

Learn about the physical and political make up of Spain.

Study the government of Spain as a whole and as separate regions by looking at the Autonomous Communities and the Statute of
Autonomy.

Identify the provinces and capitals of each regions.

Learn the important rivers and mountains of Spain.
CONTENT
Political map of Spain.
Physical map of Spain.
EVALUATION CRITERIA
LEARNING OUTCOMES
KEY
COMPETENCES1
Identify and locate on a map,
the borders of Spain, the
Autonomous
Communities and Cities, as well
as their provinces and capitals.
Identify and locate on a map
of Spain the principal rivers and
mountain ranges.
Identifies the geographical limits of Spain.
CUL, SOC, LTL
Identifies and locates on a map of Spain
the Autonomous Communities and Cities,
as well as their provinces and capitals.
Identifies and locates on a map of Spain
the principal rivers, their sources, their
mouths and most important tributaries.
CUL, SOC, LTL
Identifies and locates on a map of Spain
the principal mountains and mountain
ranges.
MST, LTL
1
MST, LTL
PAGES
66, 68,
70–71, 98
68, 70–71,
98
72, 99
73, 99
Key Competences: LIN: Competence in linguistic communication. MST: Competence in mathematics, science and technology; DIG: Digital competence; LTL: Learning to learn; SOC:
Social and civic competences; AUT: Sense of initiative and entrepreneurship; CUL: Cultural awareness and expression
100
Syllabus ByME Social Science 6 CAM
CONTENT
Initiation to Scientific knowledge and
its application to Social Science:
search, selection and analysis of
information.
Presentation of work.
Personal skills.
EVALUATION CRITERIA
Search for, select and analyse
information.
LEARNING OUTCOMES
Obtains concrete and relevant
information about specific facts using
different sources.
Analyses the information to select the
most relevant.
Develops strategies to organise,
memorise, and recall the information.
Uses images, graphs, tables, summaries,
etc. to display the information.
Present work carried out clearly Carries out work and presentations using
using different media.
different media.
Expresses orally, clearly and in order,
contents related to the area of study.
Uses the correct vocabulary with
precision and care.
Is capable of summarising, orally or in
writing, the information obtained and the
work carried out.
Develop social skills:
Shows autonomy in the planning and
responsibility, effort and
carrying out of actions and tasks and
concentration while studying.
takes the initiative in decision making.
Shows confidence in themselves, critical
sense, personal initiative, curiosity, interest
and creativity.
Takes responsibility for what they do, say
and the decisions they take.
101
KEY
COMPETENCES1
PAGES
LTL
68–69,
71, 73–76
LTL
68–69,
71, 73–76
68–69,
71, 73–76
LTL
LTL, AUT, MST
71, 74–76
LTL, AUT, DIG
74–75
LTL, AUT, LIN
74–75
LTL, AUT, LIN
66–77
LTL, AUT, LIN
68–69,
74–76
LTL, AUT
74–76
LTL, AUT
74–75
LTL, AUT, SOC
74–75
Syllabus ByME Social Science 6 CAM
VALUES AND ATTITUDES



Students will work both individually and collaboratively. They will participate in class feedback sessions.
They will practise using a map and will memorise information such as the names of places, geographical features and location.
They will deepen their understanding of how Spain functions as a whole and as separate regions. They will learn more about other regions.
Fragile world
 Students will learn about the importance of keeping waterways clean and the causes of pollution. They will focus on one shipping accident,
the Prestige, and consider how it affected Spain and also how the pollution it caused affected people. They will see the effect of the Prestige
shipping accident on fish in the País Vasco.
MIXED ABILITY






Fast Finishers: for those pupils who finish earlier.
Helpful tips section with advice to diversify the Teacher's Book activities.
Cooperative Projects, which can be adapted to each pupil's needs.
Further reading sections in the Teacher's Book, a brief bibliography for those who would like to deepen their knowledge on CL.
Activity Book activities.
Digital Resources activities.
102
Syllabus ByME Social Science 6 CAM
USE OF INFORMATION AND COMMUNICATION TECHNOLOGY

Presentations:
Unit summary
Science project

-
Activities:
Memory game
Labelling
Spelling
Read and reveal
Classification
Wordsearch
Definitions



Posters
Digital flashcards and word cards
Videos & web links
-
ASSESSMENT RESOURCES
Formal Assessment:
 Diagnostic test: provides an overview of the unit and allow you to assess the students’ prior knowledge.
 End-of-unit test: in addition to the Review section at the end of each unit, this summative test can be used to evaluate students’ progress
after studying the unit content.
 End-of-Term test: makes it possible to assess the pupil's progress throughout the term.
Informal Assessment:
 Revise section at the end of the unit.
Self-assessment:
 Self-evaluation section at the end of the unit.
Rubrics:
 ByME Social Science 6 Rubrics
103
Syllabus ByME Social Science 6 CAM
LANGUAGE









present tense for explaining facts
yes/no questions
question forms
describing places
basic geography terms
mountains, rivers and other geographical terms
government terms
vocabulary to do with waterways
political terms
104
Syllabus ByME Social Science 6 CAM
UNIT 6. Geography of Europe
OBJECTIVES OF THE UNIT
Throughout this unit, the students will be able to:

Consider Europe as a geographical entity as opposed to a political one.

Learn the names and locations of the most important mountains, seas and rivers in Europe.

Become aware of the boundaries of Europe, with particular reference to the landforms separating Europe and Asia.

Review and build on knowledge of the countries and capital cities of Europe and their location on a map.

Learn about the populations of the most highly-populated European cities.

Focus on the important mountain ranges and bodies of water in Europe.

Locate them on a map as well as learn facts about the height of specific mountain ranges and peaks, and different types of rivers.

investigate one European country in depth and present their findings.
CONTENT
Political map of Europe.
Physical map of Europe.
EVALUATION CRITERIA
LEARNING OUTCOMES
Locate on a map the countries
of Europe and their capitals.
Know and locate on a map the
principal mountain ranges and
rivers of Europe.
1
Locates on a map the countries of
Europe and their capitals.
Knows and locates on a map the
physical boundaries of Europe.
Knows and locates on a map the
principal mountain ranges of
Europe.
Knows and locates on a map the
principal rivers of Europe.
KEY
COMPETENCES1
PAGES
CUL, LTL
82–83, 100
CUL, LTL
MST, LTL
81–82, 84,
85, 100
80, 84, 101
MST, LTL
80, 85, 101
Key Competences: LIN: Competence in linguistic communication. MST: Competence in mathematics, science and technology; DIG: Digital competence; LTL: Learning to learn; SOC:
Social and civic competences; AUT: Sense of initiative and entrepreneurship; CUL: Cultural awareness and expression
105
Syllabus ByME Social Science 6 CAM
CONTENT
Initiation to Scientific knowledge and its
application to Social Science: search,
selection and analysis of information.
Presentation of work.
EVALUATION CRITERIA
LEARNING OUTCOMES
Search for, select and analyse
information.
Present work carried out clearly
using different media.
106
Obtains concrete and relevant
information about specific facts
using different sources.
Analyses the information to select
the most relevant.
Develops strategies to organise,
memorise, and recall the
information.
Uses images, graphs, tables,
summaries, etc. to display the
information.
Carries out work and presentations
using different media.
Expresses orally, clearly and in order,
contents related to the area of
study.
Uses the correct vocabulary with
precision and care.
Is capable of summarising, orally or
in writing, the information obtained
and the work carried out.
KEY
COMPETENCES1
PAGES
LTL
80–83,
85–88
LTL
80–83,
85–88
80–81,
86–88
LTL
LTL, AUT, MST
80–81,
85–88
LTL, AUT, DIG
86–87
LTL, AUT, LIN
86–87
LTL, AUT, LIN
78–89
LTL, AUT, LIN
80–81,
86–88
Syllabus ByME Social Science 6 CAM
VALUES AND ATTITUDES



In this unit, students will learn facts and figures about the continent of Europe. They will need to memorise information.
They will mainly work individually but will be asked to give feedback to other students on their work. They will need to do t his constructively
and to receive constructive criticism positively.
They will do research and be required to present this information visually and orally. They will practise presentation skills and will need to
plan and rehearse what to say.
Fragile world
 Students read about two protected areas: the national parks of Doñana and Soomaa and the dangers these parks face. They will learn
that being a UNESCO site does not guarantee safety from development. Students will learn the important role that environmental
organisations play in protecting these sites of natural importance.
MIXED ABILITY






Fast Finishers: for those pupils who finish earlier.
Helpful tips section with advice to diversify the Teacher's Book activities.
Cooperative Projects, which can be adapted to each pupil's needs.
Further reading sections in the Teacher's Book, a brief bibliography for those who would like to deepen their knowledge on CL.
Activity Book activities.
Digital Resources activities.
107
Syllabus ByME Social Science 6 CAM
USE OF INFORMATION AND COMMUNICATION TECHNOLOGY

Presentations:
Unit summary
Science project

-
Activities:
Memory game
Labelling
Spelling
Read and reveal
Classification
Wordsearch
Definitions

Posters

Digital flashcards and word cards

Videos & web links
-
ASSESSMENT RESOURCES
Formal Assessment:
 Diagnostic test: provides an overview of the unit and allow you to assess the students’ prior knowledge.
 End-of-unit test: in addition to the Review section at the end of each unit, this summative test can be used to evaluate students’
progress after studying the unit content.
 End-of-Term test: makes it possible to assess the pupil's progress throughout the term.
Informal Assessment:
 Revise section at the end of the unit.
Self-assessment:
 Self-evaluation section at the end of the unit.
Rubrics:
 ByME Social Science 6 Rubrics
108
Syllabus ByME Social Science 6 CAM
LANGUAGE









comparatives and superlatives
describing locations on a map
describing things
giving presentations
geographical terms
compass directions
large numbers
geography terms
countries and cities
109
Syllabus ByME Social Science 6 CAM
TERM 3. Teamwork
OBJECTIVES OF THE UNIT
Throughout this unit, the students will be able to:

Revise the importance of taking care of our environments developing responsible attitudes.

Reflect on the importance of reducing pollution in our planet.

Review key concepts and vocabulary from the term, and assess and reflect on progress.

Do activities giving the opportunity for individual and group work, allowing for self and peer assessment, designed to motivate as well as test.

Learn habits keeping a record of scores in the notebooks.

Identify strengths and weaknesses and enable setting own learning objectives.

Record team scores as part of an ongoing competition throughout the year.
CONTENT
Development of social skills.
EVALUATION CRITERIA
Develop social skills and a
positive attitude towards
teamwork.
LEARNING OUTCOMES
Participates in group activities adopting
responsible, constructive, collaborative and
respectful attitudes towards other people’s
ideas and opinions.
Values the importance of peaceful and
tolerant coexistence between different
people.
Uses cooperation and dialogue as a way to
avoid and resolve conflicts.
1
KEY
COMPETENCES1
PAGES
SOC, CUL, LTL
90–91
SOC, LTL
90–91
SOC, LTL
90–91
Key Competences: LIN: Competence in linguistic communication. MST: Competence in mathematics, science and technology; DIG: Digital competence; LTL: Learning to learn; SOC:
Social and civic competences; AUT: Sense of initiative and entrepreneurship; CUL: Cultural awareness and expression
110
Syllabus ByME Social Science 6 CAM
CONTENT
Initiation to Scientific knowledge and
its application to Social Science:
search, selection and analysis of
information.
Presentation of work.
Personal skills.
EVALUATION CRITERIA
Search for, select and
analyse information.
LEARNING OUTCOMES
Obtains concrete and relevant information
about specific facts using different sources.
Obtains concrete and relevant information
about specific facts using different sources.
Develops strategies to organise, memorise
and recall the information.
Uses images, graphs, tables, summaries, etc.
to display the information.
Present work carried out
Carries out work and presentations using
clearly using different media. different media.
Expresses orally, clearly and in order, contents
related to the area of study.
Uses the correct vocabulary with precision
and care.
Is capable of summarising, orally or in writing,
the information obtained and the work
carried out.
Develop social skills:
Shows autonomy in the planning and carrying
responsibility, effort and
out of actions and tasks and takes the
concentration while
initiative in decision making.
studying.
Shows confidence in themselves, critical
sense, personal initiative, curiosity, interest and
creativity.
Takes responsibility for what they do, say and
the decisions they take.
111
KEY
COMPETENCES1
PAGES
LTL
90–91
LTL
90–91
LTL
90–91
LTL, AUT, MST
90–91
LTL, AUT, DIG
90–91
LTL, AUT, LIN
90–91
LTL, AUT, LIN
90–91
LTL, AUT, LIN
90–91
LTL, AUT
90–91
LTL, AUT
90–91
LTL, AUT, SOC
90–91
Syllabus ByME Social Science 6 CAM
VALUES AND ATTITUDES



In this unit the students will cooperate with each other to create presentations, assigning and taking responsibility for different tasks.
Students will use ICT to search for specific information. They will analyse and interpret their findings to fulfil a given set of criteria.
The importance of critical thinking skills will be highlighted and students will be expected to take responsibility for their learning.
MIXED ABILITY





Helpful tips section with advice to diversify the Teacher's Book activities.
Cooperative Projects, which can be adapted to each pupil's needs.
Further reading sections in the Teacher's Book, a brief bibliography for those who would like to deepen their knowledge on CL.
Activity Book activities.
Digital Resources activities.
USE OF INFORMATION AND COMMUNICATION TECHNOLOGY

Pollution project materials
ASSESSMENT RESOURCES
Rubrics:
 ByME Social Science 6 Rubrics
LANGUAGE





descriptions of different types of pollution
giving short answers
expressing opinion
question forms
descriptions
112