Arts and Crafts
6
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EDUCATIONAL PROGRAMMING
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1. Objectives in terms of Sixth Year Skills
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To analyze examples of artistic expression and appreciate their diversity. (Cultural awareness and expression / Visual-spatial intelligence)
To use a range of techniques, resources and materials. (Cultural awareness and expression / Visual-spatial intelligence)
To present and explain own artistic production. (Cultural awareness and expression / Visual-spatial intelligence)
To create new work based on prior information. (Sense of initiative and enterprise / Intrapersonal intelligence)
To generate ideas and proposals for planning and designing collective work. (Sense of initiative and enterprise / Intrapersonal intelligence)
To participate in group initiatives by cooperating as part of a common project. (Social and civic skills / Interpersonal intelligence)
To understand artistic-theatrical expressions of social importance. (Social and civic skills / Interpersonal intelligence)
To assimilate the basic attributes of advertising language. (Cultural awareness and expression / Visual-spatial intelligence)
To understand the multi-disciplinary and artistic nature of advertising and its social purpose. (Cultural awareness and expression / Interpersonal
intelligence)
To obtain and process information using digital media. (Digital skills / Logical-verbal intelligence)
To draw geometric figures using technical drawing tools. (Mathematical skills / Visual-spatial intelligence)
To make use of the artistic potential of geometric figures. (Mathematical skills / Visual-spatial intelligence)
To read, appreciate and interpret artistic compositions. (Cultural awareness and expression / Visual-spatial intelligence)
To employ a range of elements creatively to create harmonious compositions. (Cultural awareness and expression / Visual-spatial intelligence)
To discover and appreciate the artistic potential of everyday objects. (Cultural awareness and expression / Visual-spatial intelligence)
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2. Sequencing and timetable of Contents, Evaluation Criteria and Learning Standards in the Sixth Year
COMMON TO THE THREE QUARTERS
Contents
Block 2. Geometric Drawing
1. Parallel and perpendicular lines.
Educational units developing all the
Evaluation criteria
Learning standards
1. Draw parallel and perpendicular straight lines 1.1. Draws groups of parallel lines using a triangle
using a triangle and set square.
and set square.
1.2. Draws perpendicular lines crossing interior and
exterior points on the given line.
1.3. Makes compositions using sketches composed
of parallel and perpendicular lines.
2. Addition and subtraction of angles.
2. Add and subtract angles using a triangle and
set square.
2.1. Combines angles of 30º, 45º, 60º and 90º using
a triangle and set square.
4. Measurement in millimetres.
4. Measure elements of a flat figure using
millimetres as the unit of measurement and
copying the drawing using drawing tools (ruler,
set square, triangle and compass).
4.1. Measures the parts of a flat figure and
reproduces it using tools specific to drawing.
4.2. Looks after and appreciates cleanliness and
precision when producing geometric drawings.
5. Classification of triangles according to their
sides and their angles.
Classification of quadrilaterals.
5. Understand the classification of
quadrilaterals according to parallelism of the
sides.
5.1. Identifies and classifies quadrilaterals.
5.2. Draws squares and rectangles when given the
measurements.
5.3. Creates a square modular grid in which a
module can subsequently be created with straight
lines and curves and reproduced throughout the
grid.
6. Division of the circumference into equal parts.
6. Understand the graphical procedure for the
division of circumferences in equal even parts
(2, 4, 6 and 8) and using them to create stars
and rosettes.
6.1. Understands and uses graphical procedures to
divide the circumference into 3, 4, 6 and 8 parts.
6.2. Composes stars and rosettes based on a
graphical division of a circumference.
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7. Scale.
Block 3. Artistic expression.
1. Colour: the characteristics of colour: tone, light
and saturation.
Monochrome ranges.
Complementary colours.
2. Reality and abstraction in art.
3. Pictorial techniques: felt-tip pens.
7. Be aware and understand the term scale and 7.1. Is aware of and understands the term scale.
its application by changing the scale of a simple 7.2. Modifies the scale of a simple drawing using a
drawing.
grid.
1. Define and identify the characteristics of
colour (tone, light and saturation) orally and in
writing and using them in creations by
intentionally varying the colours used.
1.1. Defines the characteristics of the colour.
1.2. Points out the characteristics of a colour they
are presented with.
1.3. Makes variations to a colour in terms of its light
and saturation.
1.4. Makes compositions using a colour range.
1.5. Understands the concept and identifies the
pairs of complementary colours.
2.1. Investigates abstract art, its origin and its most
2. Understand abstract art as a means of
expression different to figurative representation. representative artists.
2.2. Composes abstract works of art in order to
transmit ideas and emotions.
3. Be aware of the graphical potential and
techniques of felt-tip pens.
3.1. Uses the expressive qualities of felt-tip pens in
compositions.
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FIRST QUARTER
Contents
Block 2. Geometric drawing
3. Flat development of geometric bodies.
8. Geometric bodies and their development.
Educational units in which they are developed: 1, 2
Evaluation criteria
Learning standards
3. Identify the main geometric bodies and
building these up through their development.
3.1. Is familiar with the main geometric shapes.
3.2. Builds geometric shapes using card to develop
these.
3.3. Makes sculptural compositions using geometric
shapes produced by the student.
8. Understand the characteristics of geometric
bodies and building these up through their
development.
8.1. Understands the characteristics of geometric
shapes.
8.2. Builds tetrahedrons through the development of
drawings made using drawing tools.
8.3. Makes constructions using tetrahedrons or
hexahedrons as a module with regard to the parallel
nature of their sides.
SECOND QUARTER
Contents
Education units in which they are developed: 3,4
Evaluation criteria
Learning standards
5
Block 1. Audiovisual education
1. Fixed images: digital photography
Digital images: touching up images.
1. Take digital photos and editing them for
educational purposes while taking basic norms for
their dissemination into account when modifying
these: for use for other expressive purposes.
1.1. Takes digital photos using a range of devices
and edits them.
1.2. Modifies the formal characteristics of the
photos taken: selects, copies, sticks, changes the
size and shape, modifies the characteristics of the
colour (brightness, contrast, tone …).
1.3. Understands the consequences of the
dissemination of images without the consent of
the people affected and respects their decisions.
1.4. Appreciates own images, understands the
consequences of dissemination in social networks
and does not allow their dissemination without
consent.
2. Modern-day animated film.
2. Understand the development of animated film
and the main trends at this moment in time.
2.1. Recognizes the development of animated film
and the main trends at this moment in time.
3. Videogames: history, genres, educational
tools.
3. Identify the range of types of videogames, their 3.1. Understands the historic development of
history and genres while recognizing these as
videogames.
tools for learning.
3.2. Classifies the different types of videogames
by genre.
3.3. Understands the educational potential of
videogames and their use for self-learning.
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3. Skills profile of the Sixth Year area
Key Skills
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LEARNING STANDARD EVALUATED
Takes digital photos using different devices and edits these.
Modifies the formal characteristics of photos taken: selects, copies, pastes,
changes size and shape, modifies colour characteristics (brightness, contrast,
tone…).
Understands the consequences of disseminating images without the consent
of the people concerned and respects their decisions.
Appreciates own images, understands the consequences of their
dissemination in social networks and does not allow their dissemination
without consent.
Understands the evolution of animated film and the main current trends.
Understands the historical development of videogames.
Classifies the range of videogame types by genre.
Understands the educational potential of videogames and uses them for selflearning.
Draws groups of parallel lines using a triangle and set square.
Draws lines perpendicular to others crossing interior and exterior points on the
given line.
Makes compositions using lines composed of parallel and perpendicular lines.
Combines angles of 30º, 45º, 60º and 90º using a triangle and set square.
Understands the main geometric shapes.
Builds geometric shapes using card by developing these.
Makes sculptural compositions using geometric shapes made by the student.
Measures the parts of a flat figure and reproduces it using drawing tools.
Looks after and appreciates cleanliness and precision when producing
geometric drawings.
Identifies and classifies quadrilaterals.
Draws squares and rectangles from their measurements.
Creates a modular square grid in which a module of straight lines and curves
is subsequently created and reproduced throughout.
Understands and uses the graphical procedures for the division of a
circumference into 3, 4, 6 and 8 parts.
Composes stars and rosettes from the graphical division of circumferences.
Understands and is familiar with the term "scale".
Modifies the scale of a simple drawing using a grid.
Understands the characteristics of geometric shapes.
Builds a tetrahedron by developing a drawing created using drawing tools.
Makes constructions using the tetrahedron and/or hexahedron as a module
while ensuring its sides are parallel.
Defines the characteristics of colour.
Describes the characteristics of a colour he is shown.
Makes variations to a colour in accordance with its luminosity and saturation.
Makes compositions using a colour range.
Understands the concept and identifies pairs of complementary colours.
Researches into abstract art, its origin and the most representative artists.
Composes abstract works of art in order to transmit ideas and emotions.
Uses the expressive qualities of felt-tip pens in own compositions.
4.
Criteria for promotion from the Sixth Year
Skill profile: LINGUISTIC COMMUNICATION SKILLS
6TH Primary Education
Area
Standard
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Verbally communicates the reasoning behind the process employed to
solve a mathematical problem or in real-life contexts.
Analyzes and understands the explanation of the problems (data,
relationships between data, problem context).
Explains orally and in writing the processes employed and the
strategies used in all the procedures undertaken for dealing with
magnitudes and measurements.
Describes positions and movements by means of coordinates,
distances, angles, turns…
Identifies and names polygons according to the number of sides.
Understands and describes geometric situations in everyday life, and
interprets and draws up spatial representations (plans, route maps,
models…), using basic geometric ideas (location, movement,
parallelism, perpendicularity, scale, symmetry, perimeter, surface area).
Interprets and describes situations, messages and facts from daily life
using suitable geometric vocabulary: giving directions, explaining a
route, orientation in space.
Estimates lengths, capacities, masses, surface areas and volumes of
known objects and spaces, by choosing the most suitable unit and tools
for the measurement and expression of a figure, while explaining the
process and strategy employed orally and in writing.
Solves problems using the most common units of measurement, and
converts one kind of units into another of the same magnitude, to
express results in the most suitable units of measurement, while
explaining the process employed orally and in writing.
Uses oral language in discussions, debates, interviews, presentations
or exhibitions, for a range of purposes (academic, social, leisure) and
as a means of communication and personal expression (feelings,
emotions…) in a range of domains.
Transmits ideas clearly, consistently and correctly. Explains these
according to the communication situation, spontaneously or after prior
planning (family, social, school, leisure environments).
Recognizes and consciously employs linguistic resources (intonation,
tone of voice, rhythm of discourse, rich vocabulary and communicative
structure) and non-linguistic resources (gestures, body language, visual
and sonorous elements) to communicate during oral interactions.
Expresses ideas using correct pronunciation and diction: articulation,
rhythm, intonation and volume. When narrating: events or personal
experiences, stories, accounts, the plot of books or films, and justifies
his/her own points of view. Expresses specific topics of interest or study
and develops some of its aspects, finishing with a final evaluation.
Expresses own ideas in an understandable manner: order and
consistency. Justifies own point of view and explains the pros and cons
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ACQUIRED
(Yes / No)
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of the argument by replacing basic elements of the given model.
Actively participates in interactive communication situations in the
classroom: during conversations responds to questions and makes
comments linked to the topic (discussions, debates, interviews,
presentations, dialogues and conversations) of conversation.
Actively and constructively participates: including contributions and
building on common knowledge during classroom tasks.
Displays an active listening attitude, to include the most important
elements of the message listened to in own knowledge.
Understands and extracts general information from everyday oral texts
(news, speeches, notifications, advertisements, timetables, instructions,
rules...).
Interprets the meaning of basic elements of texts required for overall
understanding (vocabulary, verbalization)
Uses vocabulary in expressions suited to age in accordance with the
range of language functions.
Differentiates the meaning and phoneme-letter correspondences from
the context (homophones, homonyms, paronyms, polysemous words).
Identifies the topic of the text.
Obtains the main ideas from a text.
Summarises a text by distinguishing the main and secondary ideas.
Recognizes oral texts according to type: narrative, descriptive,
informative, instructive and argumentative, etc.
Reproduces brief literary or non-literary texts of their liking or of interest
from their memory using different communication strategies correctly
and creatively.
Uses different oral communication techniques and strategies correctly
and creatively.
Acts in response to orders or instructions given for a range of different
activities.
Responds correctly to questions about the literal, interpretative and
critical understanding of texts, while taking explicit and implicit elements
into account.
Reproduces simple and brief oral texts in an understandable manner by
imitating models (narrative, descriptive, argumentative, presentational,
instructive, informative and persuasive).
Remembers basic ideas from a text listened to and expresses these
orally in response to direct questions.
Organizes and plans discourse in a manner suited to the
communication situation and the range of communicative needs
(narration, description, information, dialogue) using appropriate
linguistic resources.
Effectively uses oral language to communicate and learn: active
listening, collecting relevant information, participating in surveys and
interviews, and expressing own judgements orally and with clarity.
Summarises interviews, news, children’s debates, discussions, round
tables, etc, from the radio, television, printed press or the Internet.
Extracts general and specific information from these proposals, sets
objectives for listening and responding to these and includes the
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information obtained in learning processes (using what has been learnt
in other situations, enriching own productions, etc.).
Undertakes guided interviews.
Reads different types of text aloud suited to their age, quickly, fluently
and with a suitable intonation.
Accurately and quickly decodes all kinds of words.
Understands overall messages and identifies the main and secondary
ideas of texts read by reading texts aloud.
Demonstrates an understanding in a certain degree of detail, of a range
of types of non-literary texts (presentations, narration, descriptions and
arguments) and texts from everyday life.
Reads texts of different complexities in silence at an appropriate speed.
Reads in silence and understands what is read (summarises, extracts,
selects, deduces, judges, argues…).
Identifies the parts of an organizational structure of texts, analyzes their
topical progression and grasps their purpose.
Draws up summaries of texts read and identifies the characteristic
elements of different types of text.
Recognizes some mechanisms for cohesion in different types of text.
Produces diagrams from the texts presented.
Interprets the value of titles and illustrations.
Marks the key words in a text as an aid to overall understanding.
Understands the information contained in the graphics, and establishes
links between these and the information in the text.
Interprets tree diagrams, numbers and simple concept maps.
Devotes a certain amount of time each week to read different texts.
Reads texts suggested by teachers voluntarily.
Deduces the meaning of words and expressions from context.
Understands journalistic and advertising texts, and identifies their
communicative function. Differentiates between information, opinion
and advertising.
Interprets figurative language, metaphors, personifications, hyperbole
and word play in advertising texts.
Correctly interprets information and is able to make a summary of it.
Presents the argument of what is read and provides some
bibliographical references: author, publisher, genre, illustrations...
Writes texts referring to everyday life on a range of support media:
diaries, opinions and blog entries, letters, emails, news and
newspapers without reference models.
Writes texts in a suitable register and organizes ideas clearly, while
linking statements in lineal and consistent sequences and respecting
grammar and spelling rules without a reference model.
Summarises the content of own texts in the area of personal or school
life, and includes basic ideas while avoiding paraphrasing the text and
using personal expression.
Applies punctuation marks, and accenting and spelling rules correctly.
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Reproduces dictated texts correctly.
Employs search and selection strategies for information: note-taking,
diagrams, scripts, concept maps.
Presents work and reports in an orderly and clear manner on paper and
digitally, concerning simple problems or situations, garnering
information from a range of different sources (direct, books, Internet), in
accordance with a work plan and expressing conclusions.
Expresses opinions, reflections and arguments in writing.
Plans and writes up texts in accordance with certain steps: planning,
writing, revision and improvement. Determines the text beforehand, its
length, author-reader address, presentation, etc. Adapts the expression
to the intention, while taking the interlocutor and topic under discussion
into account. Presents what is written cleanly, clearly, accurately and
orderly. Re-writes the text.
Appreciates his/her own written production, as well as the written
production of classmates.
Uses new technologies effectively to write and present texts and search
for information.
Understands and recognizes all grammatical categories as regards
their linguistic function: presentation, replacement and expression of
characteristics of the name of a range of classes of words expressing
actions or states, linking or relating words or orations, etc.
Conjugates and uses all simple and compound tenses correctly in the
active and passive voices of the indicative and subjunctive for all verbs.
Differentiates word families.
Understands, recognizes and uses synonyms and antonyms,
polysemous words and homonyms, archaisms, foreign words and
neologisms, proverbs, and abbreviations.
Recognizes compound words, prefixes and suffixes, and is able to
create derivations of words.
Identifies and classifies different types of words in a text.
Recognizes basic connectors required to create cohesive
texts(anaphoras, deixis, ellipsis, synonyms, connectors).
Identifies orations as units of complete meaning. Recognizes simple
orations, differentiates subjects and predicates.
Understands the structure of the dictionary and uses it to search for the
meanings of words (derivations, plurals, conjugations, synonyms, etc.).
Selects the correct entry according to context from those described in
the dictionary.
Understands the rules of spelling and applies these to writing
exercises.
Explains the features defining different types of words: classification
and use to construct discourse in a range of areas.
Uses rules for gender and number agreements correctly, in oral and
written expression.
Correctly applies rules for accents and classifies the words of a text.
Uses punctuation marks correctly.
Applies rules for the use of accents.
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Uses suitable syntax for own written production.
Understands and appreciates the plurality of the languages of Spain, as
well as Latin-American Spanish.
Recognizes the essential characteristics of narrative, poetic and
dramatic literary texts, and views these as a source of learning.
Includes reading from an oral tradition, children’s literature, adaptations
of classical works and modern literature.
Interprets figurative language, metaphors, personifications, hyperbole
and word play in literary texts.
Distinguishes some rhetorical devices and meter specific to poetry.
Uses comparisons, metaphors, superlatives, diminutives and synonyms
in literary texts.
Creates literary texts (stories, poems, songs and short theatre pieces)
from given guidelines or models using lexical, syntactic, phonic and
rhythmic resources in these.
Makes dramatizations individually and in groups from appropriate
literary texts, or those suited to their age and from their own texts.
Memorizes and reproduces brief and simple oral texts, stories, poems,
songs, proverbs, riddles, tongue twisters.
Shows an interest in and makes an effort to write correctly in a
personal, creative and sensitive manner.
Searches for, selects and organizes specific and relevant information
on events or phenomena, analyzes this and reaches conclusions,
explains own experiences, reflects on the process employed and
presents it orally and in writing.
Consults and uses written documents, images and graphical material.
Presents content related to the area to demonstrate an understanding
of oral and/or written texts orally in a clear and ordered manner.
Presents tasks in an ordered, clear and clean manner, on paper and
digitally.
Draws up reports as a technique for recording a work plan, and
presents the conclusions orally and in writing.
Undertakes a project, working either individually or in a team, and
presents a report on paper and/or digitally containing information from
different sources (direct, books, Internet), using different media and
presenting the experience orally backed up with images and written
texts.
Thoroughly and accurately uses vocabulary acquired to create work
using terminology suited to the topics under discussion, while reflecting
on the learning process, and following guidelines.
Presents content related to the area clearly and in an ordered way, to
show an understanding of oral and/or written texts.
Describes the Universe and how it was formed, and explains the main
components by identifying galaxies, stars, planets, satellites, asteroids
and comets.
Describes the characteristics, components and movements of the Solar
System by identifying the Sun at the centre of the Solar System and
locating the planets according to their proximity to the Sun.
Defines and represents the earth’s orbit, the axis of the orbit and the
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geographical poles, and associates the seasons of the year with the
combined effect.
Associates and explains day and night as a consequence of the
rotation of the earth using them as units to measure time.
Defines the moon’s orbit and identifies and names the phases of the
moon.
Compares, contrasts, examines and explains a range of
representations of the earth: plans, maps, planispheres and globes.
Identifies and names atmospheric phenomena and describes the
causes leading to the formation of clouds and precipitation.
Explains the reasoning behind the importance of looking after the
atmosphere and the consequences of not doing this.
Explains the difference between the weather of the atmosphere and
climate (for example, on concept maps).
Describes a meteorological station and explains its function and makes
and interprets simple temperature and precipitation graphs.
Defines climate, names its elements, and identifies the factors that
determine it.
Explains the concept of climate zone, names the three climate zones of
the planet and describes their main characteristics.
Defines hydrosphere, identifies and names water masses and courses,
and explains how underground water is formed, how is comes to the
surface, and how it is accessed.
Differentiates catchment areas and watersheds in his/her own
autonomous community, in Spain and in Europe on a map.
Identifies and names the parts of a river and the characteristics of each
of them.
Defines landscape, identifies its elements and explains the
characteristics of the main landscapes in his/her own autonomous
community, in Spain and in Europe, and appreciates the diversity.
Recognizes and describes the main features of the relief, rivers and
climate of Europe in diagrams.
Identifies the main institutions of his/her own autonomous community,
the State and describes their functions and organization.
Explains the territorial organization of Spain, names the basic
structures of the government and locates the different communities and
autonomous regions making up Spain on a map, as well as the
provinces.
Defines demography, understands the main demographic concepts and
calculates these using population, birth, death, emigration and
immigration data.
Defines the population of a territory and identifies the main factors
impacting on it and defines these correctly.
Describes the main features (working and inactive population,
density…) of the Spanish and European population, and makes a
comparison between them.
Explains the process of the evolution of the population in his/her own
autonomous community, Spain and Europe, and describes the impact
factors such as life expectancy and the birth rate have had on it.
Explains the concepts of rural exodus, emigration to Europe and the
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arrival of immigrants in our country.
Identifies and describes the current main problems as regards the
population: super-population, aging, immigration.
Identifies and defines raw materials and finished products and
associates them with activities from which they are obtained.
Describes the process of obtaining a product in an orderly manner, up
until its sale, and identifies the sectors they belong to, for example by
searching for information on the Internet.
Explains relevant activities in primary, secondary and tertiary sectors in
his/her autonomous community, Spain and Europe and their location in
the corresponding territories.
Critically appreciates the function of advertising and recognizes and
explains the most common advertising techniques by analyzing specific
examples.
Identifies different types of companies according to size, economic
sector, and their activities.
Describes a range of ways of organizing companies, by for example
showing them in a graphic organizer.
Defines simple terms related to the world of business and the economy,
and illustrates the definitions using examples, with the help of a mind
map.
Explains basic road-safety rules and the consequence of being
unaware of or not fulfilling these.
Defines and links the concept of prehistory and history, identifies the
idea of periods of history and dates periods of history associated with
events marking their beginning and their end, by naming some sources
of history representing each of them and explaining this orally and/or in
writing.
Explains and appreciates the importance of writing, agriculture, and
livestock, as discoveries that led to major changes for human society
and explains this orally and/or in writing.
Describes the main artistic and cultural movements of the different eras
of the history of his/her autonomous community and Spain in
chronological order (Prehistory, Antiquity, Middle Ages and Early
Modern Period and Late Modern period) and cites their most significant
representatives by placing them in their time in a given situation.
Dates Antiquity and describes the basic characteristics of life at that
time, especially in reference to Romanization and explains this orally
and/or in writing.
Identifies and orders the distinctive features of the cultures that
coexisted in the time of the peninsular kingdoms during the Middle
Ages, describes their political evolution and different social models, and
explains this orally and/or in writing.
Explains the characteristics of the Early Modern Period and some of
the events that led to fundamental changes in the course of the history
of this period (the Habsburg Monarchy; XVI, XVII century. The House of
Bourbon; XVIII century) and explains this orally and/or in writing.
Explains the main events occurring in the XIX and XX centuries,
impacting on our contemporary history, and explains this orally and/or
in writing.
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Describes the characteristic features of Spanish society today, through
a given text, and appreciates its democratic and plural nature, as well
as its belonging to the European Union.
Identifies and classifies the different types of maps, including
planispheres, defines scale on a map, and interprets the most common
conventional signs appearing on them.
Looks for, selects and organizes specific and relevant information
accurately, analyzes it, and reaches conclusions, while reflecting on the
process employed and explains this orally and/or in writing.
Describes in an ordered way the stages of the water cycle.
Observes, identifies and explains the composition of rocks and names
some types of rock.
Identifies and explains the differences between rocks and minerals
using a diagram, describes their uses and usefulness, and classifies
some minerals according to their properties.
Explains and argues in favour of the sustainable use of natural
resources by proposing and adopting a series of measures and
activities that lead to an improvement in the environmental conditions of
our planet.
Explains, analyzes and argues for the causes and consequences of
climate changes, and actions required to reduce its effects.
Identifies and locates some of the essential events of the history of
Spain in time and space, by describing the main characteristics of each
of them, and explains this orally and/or in writing.
Skill Profile: MATHEMATICAL AND BASIC SCIENCE AND TECHNOLOGY SKILLS
6TH Primary Education
Area
Standard
MAT
MAT
Uses heuristic strategies and reasoning processes for problem solving.
Makes estimates and conjectures as regards the results of the problems
being solved, and contrasts their validity while appreciating their use and
effectiveness.
Identifies and interprets data and messages in simple numerical texts
from everyday life (bills, advertising leaflets, sales…).
Identifies patterns, regularities and mathematical laws in situations of
change, in numerical, geometrical and functional contexts.
Makes predictions as regards expected results by using the patterns and
laws found, and analyzes their suitability and any errors that might occur.
Studies problems in depth after their resolution, by analyzing the
consistency of the solution and searching for other ways of solving them.
Writes reports on the research process undertaken, and presents the
different stages, and appreciates the results and conclusions reached.
Employs the scientific method and is ordered, organized and systematic.
Plans the work process with suitable questions: What do I want to find
out? What do I have? What am I looking for? How can I do this? Have I
made any mistakes? Is the solution good enough? How can I check?...
Makes estimates of the expected results, and contrasts their validity by
evaluating the pros and cons of their use.
Draws up conjectures and seeks out arguments to validate or refute
these, in the situations to be solved, in numerical, geometric or functional
situations.
Distinguishes between problems and exercises, and applies suitable
strategies in each case.
Asks precise questions formulated correctly when searching for adequate
responses, when studying the concepts and during problem solving.
Develops and applies reasoning strategies (classification, definition of
relationships, use of counter-examples) to create and investigate
conjectures, and to build and defend arguments.
Takes decisions during problem solving processes, and appreciates the
consequences of these and their suitability as regards their simplicity and
use.
Undertakes a project, draws up and presents a report by creating own
digital documents (text, presentation, image, video, sound, concept
map,..), and searches for, analyzes and selects the relevant information
by using a suitable technological tool and sharing it with classmates.
Identifies Roman numerals and applies this knowledge to an
understanding of dating.
Reads, writes and orders numbers in numerical and everyday texts
(natural numbers, fractions, decimals up to thousands, and whole
numbers), using appropriate reasoning and interpreting the value of the
position of each of the figures.
Uses ordinal numbers in real contexts.
Interprets numbers in numerical and everyday texts (natural numbers,
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ACQUIRED
(Yes / No)
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fractions and decimals up to the thousands), using appropriate reasoning
and taking the value of the position of each of the figures into account.
Breaks down, composes and rounds off natural numbers and decimals,
and interprets the value of the position of each of the figures.
Orders whole numbers, decimals and basic fractions by comparison,
representation in a straight line and transforming them from one to
another.
Uses negative numbers in real contexts.
Reduces two or more fractions to a common denominator and calculates
equivalent fractions.
Mentally rounds off decimal numbers to the closest tenth, hundredth or
thousandth in everyday problem solving situations.
Orders fractions by applying the relation between the fraction and
decimal number.
Operates with numbers through an understanding of the hierarchy of
operations.
Uses different types of number in real contexts by establishing
equivalencies between them, and identifying them as operators in the
interpretation and resolution of problems.
Understands and applies criteria of divisibility by 2, 3, 5, 9 and 10.
Undertakes operations with natural numbers: addition, subtraction,
multiplication and division.
Identifies and uses terms specific to multiplication and division.
Solves problems by using multiplication for counting, and in rectangular
layouts requiring the product rule.
Calculates squares, cubes and powers of 10.
Applies the properties of operations and relations between these.
Makes additions and subtractions of fractions with the same denominator.
Calculates the product of a fraction of a number.
Undertakes operations with decimal numbers.
Applies the hierarchy of the operations and the use of brackets.
Calculates the percentages of an amount.
Uses percentages to express parts.
Establishes the correspondence between simple fractions, decimals and
percentages.
Calculates percentage increases and decreases.
Uses the rule of three in directly proportional situations: rule of double,
triple, half to solve everyday problems.
Solves everyday problems by using percentages and the rule of three in
directly proportional situations, and explains orally and in writing the
meaning of the data, the situation in question, the process employed and
the solutions obtained,
Breaks down numbers smaller than a million through addition, or
addition-multiplication with regard to the positional value of the figures.
Constructs series of rising and falling numbers, with a cadence of 2, 10,
100 based on any number, and cadences of 5, 25 and 50 based on
multiples of 5, 25 and 50.
MAT
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Breaks down natural numbers with regard to the positional value of their
figures.
Identifies multiples and dividers when using multiplication tables.
Calculates the first multiples of a given number.
Calculates all the divisors of any number smaller than 100.
Calculates the g.c.d. and l.c.m.
Breaks down decimal numbers with regard to the positional value of their
figures.
Calculates percentages in real situations.
Estimates and rounds off the result of a calculation by evaluating the
response.
Solves problems involving a command of the content under study, using
heuristic strategies, reasoning strategies (classification, identification of
relations, use of counter-examples), to create conjectures, and construct,
argue and take decisions while appreciating the consequences of these
and the suitability of their use.
Identifies the units of the Decimal Metric System: length, capacity,
weight/mass, surface area and volume.
Estimates lengths, capacities, masses, surface areas and volumes of
familiar objects and spaces, and chooses the unit and tools most suited
to measuring and expressing a measurement, and explains the process
employed and the strategy used orally.
Uses measurement tools employing conventional and non-conventional
strategies and units, and chooses the most suitable unit for the
expression of a measurement.
Adds and subtracts simple measurements of length, capacity, mass,
surface area and volume and provides the result in the particular unit
determined in advance.
Expresses in a simple way the measurement of length, capacity or mass
given in a complex form and vice versa.
Compares and orders measurements of a same magnitude.
Compares flat surface areas by overlaying, breaking down and
measurement.
Understands and uses equivalences between measurements of capacity
and volume.
Solves problems by using the most common units of measurement, and
changing these into other units of the same magnitude, to express the
results in the most suitable units of measurement, and explains the
process employed orally and in writing.
Understands and uses units of measurement of time and their
relationships: second, minute, hour, day, week and year.
Makes equivalences and transformations between hours, minutes and
seconds.
Reads analogical and digital watches.
Solves everyday problems using measures of time and their relations.
Identifies angles as a measurement of turning or opening.
Measures angles using conventional tools.
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Solves problems by calculating using measures of angles.
Understands the function, value and equivalences between different
currencies and banknotes in the monetary system of the European
Union, and uses them to resolve problems in real and figurative
situations.
Calculates multiples and sub-multiples of the euro.
Solves measurement problems using heuristic strategies and reasoning
strategies (classification, identification of relationships, use of counterexamples), creates conjectures, constructs, argues and takes decisions,
and appreciates the consequences of these and the suitability of their
use.
Identifies and represents the relative positions of straight lines and
circumferences.
Identifies and represents angles in different positions: consecutive,
adjacent, opposite the apex,…
Builds simple scales and graphs to make elementary representations in
space.
Identifies axial and mirrored symmetry in very simple situations.
Draws a flat symmetrical figure on either side of an axis.
Makes expansions and reductions.
Classifies triangles by reference to their sides and angles, and identifies
the relationship between sides and between angles.
Calculates the area and the perimeter of: rectangles, squares, triangles.
Classifies quadrilaterals in reference to the parallel nature of their sides.
Identifies and differentiates the basic elements of circumferences and
circles: centre, radius, diameter, chord, arc, segment, circular sector,
tangent, secant line.
Calculates the length of a circumference and the area of a circle.
Uses composition and breakdown to construct specific flat figures and
geometric bodies from others.
Recognizes and identifies, polyhedrons, prisms, pyramids and their basic
elements: sides, faces and edges.
Recognizes and identifies round shapes: cone, cylinder and sphere and
their basic elements.
Solves geometric problems involving a command of the content under
study, by using heuristic strategies and reasoning strategies
(classification, identification of relationships, use of counter-examples), to
create conjectures, construct, argue and take decisions, and evaluates
the consequences of these and the suitability of their use.
Collects and records qualitative and quantitative data in familiar
situations.
Collects and classifies qualitative and quantitative data in situations in
their vicinity, and uses them to create tables of absolute and relative
frequencies.
Intuitively applies the concepts of arithmetic average, range, frequency
and mode to familiar situations.
Produces and interprets very simple graphs: bar, polygon and sector
charts containing data obtained from familiar situations.
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SLL
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
Critically analyzes and argues the information submitted in statistical
graphics.
Identifies situations of a random nature.
Makes conjectures and estimates of some games (coins, dice, cards,
lottery,...).
Solves problems involving a command of the content specific to statistics
and probability, by using heuristic strategies and reasoning (classification,
identification of relationships, use of counter-examples), to create
conjectures, construct, argue and take decisions, and evaluates the
consequences of these and the suitability of their use.
Orally explains the process employed to solve a mathematical problem or
in real-life contexts in a reasoned way.
Analyzes and understands the description of the problems (data,
relations between data, problem context).
Describes positions and movements by means of coordinates, distances,
angles, turns…
Identifies and names polygons with regard to the number of sides,
Understands and describes geometric situations from everyday life, and
interprets and makes spatial representations of these (plans, route
diagrams, models…), and uses basic notions of geometry (location,
movement, parallelism, perpendicularity, scale, symmetry, perimeter,
surface area).
Interprets simple tree diagrams, numbers, concept maps.
Uses own resources of observation.
Uses vocabulary corresponding to each of the blocks of contents in a
suitable way.
Completes a project, individually or as part of a team, and presents a
report, on paper and/or digitally, containing information from a range of
different sources (direct, books, the Internet), using a range of resources
and explains the experience orally, with the support of images and written
texts.
Identifies and locates the main organs involved in carrying out the vital
functions of the human body: interaction (sense organs, nervous system,
musculoskeletal system), nutrition (respiratory, digestive, circulatory and
excretory systems) and reproduction (reproductive system).
Identifies and describes the main characteristics of the vital functions of
human beings: interaction, nutrition and reproduction.
Identifies the main characteristics of the respiratory, digestive,
musculoskeletal, circulatory and excretory systems and explains their
main functions.
Understands and explains the principles of balanced diets, and identifies
healthy practices aimed at preventing and detecting health risks.
Observes, identifies and describes some scientific advances that improve
health (medicine, production and conservation of foods, water
purification, etc.).
Understands and uses first-aid techniques in simulated and real
situations.
Identifies, explains and classifies the differences between living things
and inanimate objects.
Identifies, describes and relates the structures of living things: cells,
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NS
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tissues, organs, systems and apparatuses, and identifies the main
characteristics and functions of each of them.
Observes and identifies the characteristics of living things and classifies
them: animal kingdom, plant kingdom, fungi kingdom and other
kingdoms.
Directly and indirectly observes, identifies characteristics, recognizes and
classifies, invertebrate animals.
Directly and indirectly observes, identifies characteristics, recognizes and
classifies, vertebrate animals.
Directly and indirectly observes, identifies characteristics and classifies
plants.
Uses guides to identity animals and plants.
Explains the importance of photosynthesis for life on Earth.
Identifies and explains relations between living things. Food chains.
Populations, communities and ecosystems.
Identifies and explains, orally and in writing, some of the causes of the
extinction of species.
Observes, identifies and compares the characteristics and components of
an ecosystem.
Recognizes and explains some ecosystems: meadow, pond, wood,
coastline and city, and the living things inhabiting these.
Observes, identifies and relates a range of habitats of living things.
Makes observations and produces work accurately and thoroughly.
Observes and records a process associated with the life of living things,
using appropriate tools and audiovisual resources and technologies and
explains the results orally and in writing.
Observes, identifies, describes and classifies some materials according
to their properties (hardness, solubility, state of matter, thermal
conductivity).
Uses a range of procedures to measure the mass and volume of a body.
Identifies and explains physical phenomena that can be observed in
terms of differences in density.
Identifies, explains and compares the main characteristics of floatability in
a liquid.
Understands and explains the basic laws governing phenomena, such as
the reflection of light and the transmission of electrical current.
Understands the basic rules governing changes in state, and chemical
reactions: combustion, oxidation and fermentation.
Plans and undertakes simple experiments and predicts changes in the
movement, form or state of bodies affected by forces or the input of
energy, and explains the process employed and the results obtained.
Identifies, explains and relates some of the main characteristics of
different types of energy: mechanical, light, sound, electrical, thermal,
chemical.
Identifies and explains some of the main characteristics of renewable and
non-renewable energies, and identifies different sources of energy and
raw materials, as well as their origin.
Identifies and explains the benefits and risks linked to the use of energy:
exhaustion, acid rain, radioactivity, and explains potential actions aimed
at sustainable development.
NS
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NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
SS
SS
SS
SS
Makes simple experiments to separate the components of a mix by
means of: distillation, filtration, evaporation or dissolution, and explains
the process employed and results obtained orally and in writing.
Identifies and explains the main characteristics of chemical reactions;
combustion, oxidation and fermentation.
Systematically observes, appreciates and explains the effects of heat on
the increase in temperature and dilation of some materials.
Identifies, experiments with and exemplifies with arguments some
changes in state and their reversibility.
Uses simple experiments to investigate into a range of physical and
chemical phenomena related to materials: defining problems, stating
hypotheses, selecting the material required, reaching conclusions, and
explains the results by showing ability at every stage in the process, as
well as an understanding of the basic laws governing the phenomena
under study.
Uses simple experiments to investigate into an understanding of the
basic laws governing phenomena such as the reflection of light, the
transmission of electrical current, changes in state, chemical reactions:
combustion, oxidation and fermentation.
Identifies different types of machines and classifies them according to the
number of pieces, the way they work, and the action they carry out.
Observes, identifies, describes and associates some of the components
of machines.
Observes and identifies some of the applications of machines and
apparatuses, and their use in facilitating human activities.
Observes and identifies the parts of an electrical circuit and builds one.
Observes, identifies and explains some of the effects of electricity.
Presents some examples of conductive materials and insulators, and
explains their presentation.
Observes and identifies the main characteristics of magnets and relates
electricity and magnetism.
Searches for, selects and organizes specific and relevant information on
natural events or phenomena, analyzes it, reaches conclusions, reflects
on the process employed and explains it orally and in writing.
Clearly explains orally and in an ordered manner, content linked to the
area, while demonstrating an understanding of the oral and/or written
texts.
Recognizes and relates healthy lifestyles and their effects on the care
and maintenance of a range of organs and systems.
Identifies and appreciates healthy habits for the prevention of illnesses
and acts responsibly.
Identifies, names and describes the layers of the Earth in a graphical
representation.
Identifies in images different measuring devices for collecting
atmospheric data, and classifies them according to the information they
provide.
Interprets simple meteorological maps and distinguishes the main
elements.
Describes and points out the climate types in his/her autonomous
communityof Spain, and the zones affected by each, and interprets and
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analyzes climate charts from a range of Spanish territories, and links
these to the climate they belong to.
Locates the main units of relief in his/her own autonomous community of
Spain as well as the hydrographical watersheds.
Locates the seas, oceans and major rivers of Spain and the rivers of
his/her own autonomous community.
Locates the hydrographical watersheds and climates on a map of the
relief of Europe.
Locates the major population hubs in his/her own autonomous
community and Spain and the most densely populated areas on a map.
Describes the density of the population in his/her own autonomous
community and Spain, and uses graphs (pyramids/bar charts/pie charts)
to compare it with the European Union average.
Identifies and classifies different types of maps, including planispheres,
defines the scale of a map and interprets the most usual conventional
signs that appear in them.
Locates and represents different points of the Earth using the parallels
and meridians of geographical coordinates.
Recognizes the century as the historical unit for measuring time, and
locates events by placing them successively B.C. or A.D.
Uses a range of techniques, tools and resources to locate past events in
time and space, and perceives duration, simultaneity and links between
events, with the help of graphs and/or diagrams.
Places the most important historical periods of the history of his/her own
autonomous community and Spain on a timeline (Prehistory, Antiquity,
Early Middle Ages, and Early and Late Modern Periods).
Identifies and places some of the essential events in the history of Spain
in time and space, and describes the main characteristics of each of
them, and explains this orally and/or in writing.
Analyzes, links and explains the lifestyle and social organization of Spain
during different historical periods under study, for example in a mind map.
Describes the stages of the water cycle in an ordered manner.
Observes, identifies and explains the composition of rocks, and names
some types of rocks.
Uses diagrams to identify and explain the differences between rocks and
minerals, describes their uses and applications, and classifies some
minerals according to their properties.
Explains and argues in favour of the sustainable use of natural resources
by proposing and adopting a series of measures and actions leading to
an improvement in the environmental conditions on our planet.
Explains, analyzes and argues for the causes and consequences of
climate change, and actions required to reduce its effects.
Describes the origin of the Universe and explains its main components by
identifying galaxies, stars, planets, satellites, asteroids and comets.
Describes the characteristics, components and movements of the Solar
System by identifying the Sun at the centre of the Solar System and
locating the planets according to their proximity to the Sun.
Defines and represents the earth’s orbit, the axis of the orbit and the
geographical poles, and associates the seasons of the year with the
combined effect.
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SS
Associates and explains day and night as a consequence of the rotation
of the earth using them as units to measure time.
Defines the moon’s orbit and identifies and names the phases of the
moon.
Compares, contrasts, examines and explains a range of representations
of the earth, plans, maps, planispheres and globes.
Describes a meteorological station and explains its function and makes
and interprets simple temperature and precipitation graphs.
Differentiates catchment areas and watersheds in his/her own
autonomous communitiy, in Spain and in Europe on a map.
Identifies and names the parts of a river and the characteristics of each of
them.
Defines landscape, identifies its elements and explains the
characteristics of the main landscapes in his/her own autonomous
community, in Spain and in Europe, and appreciates the diversity.
Recognizes and describes the main features of the relief, rivers and
climate of Europe in diagrams.
Defines demography, understands the main demographic concepts and
calculates these using population, birth, death, emigration and
immigration data.
Interprets a population pyramid and other graphs used to study
populations.
Skill Profile: DIGITAL SKILLS
6th Primary Education
Area
Standard
MAT
Uses technological tools to make numerical calculations, and to learn and
solve problems.
Uses a calculator to make numerical calculations, and to learn and solve
problems.
Uses calculators by applying the rules of how they work to investigate and
solve problems.
Uses drawing tools and IT applications to build and explore geometric
shapes in their environment.
Undertakes a project, draws up and presents a report by creating their
own digital documents (text, presentation, images, videos, sound, concept
map,…), and searches for, analyzes and selects relevant information, by
using suitable technological tools and sharing with classmates.
Uses IT resources to obtain information.
Draws up and presents questionnaires, diagrams, summaries, concept
maps, and descriptions clearly and visually with the aid of new
technologies.
Uses the Internet and ICTs: video players, DVD players, computer, CDaudio player, digital cameras and audio recorders as resources for a wide
range of tasks: writing and modifying tables, creating tables and graphs,
etc.
Uses a range of digital educational programmes as an aid and back-up
for learning.
Commonly uses sources from digital and printed resources (dictionaries,
Internet...) during writing processes.
Uses new technologies effectively to write, present texts and search for
information.
Writes using a range of supports texts related to the domain of everyday
life: diaries, opinions and blog entries, letters, emails, news and
newspapers without a model of reference.
Uses ICTs (internet, blogs, social networks…) for work, using terminology
suited to the topics under study in the classroom, while making
judgements as to their relevance and the credibility of the sources.
Analyzes information related to the area and draws up, interprets and
compares images, tables, graphs, diagrams, and summaries, and
handles ICTs in work situations at home and in the classroom.
Describes the process of obtaining a product in an ordered way, up to its
sale, and identifies the sectors involves, for example by searching for
information on Internet.
Uses word processors independently (adjusting pages, inserting
illustrations, graphs or notes, etc.).
Uses ICTs as a leisure resource appropriately.
Understands and uses measures for personal protection and safety,
which must be adopted when employing ICTs within their reach.
Uses magnifiers and other technological resources in the range of work
undertaken.
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MAT
MAT
SLL
SLL
SLL
SLL
SLL
SLL
SLL
SS
SS
SS
NS
NS
NS
NS
ACQUIRED
(Yes / No)
NS
NS
NS
NS
NS
Makes guided searches for information on the web.
Understands and applies access and work strategies on the Internet.
Uses some resources within their reach provided by IT technologies for
communication and collaboration.
Presents tasks in an ordered manner, and clearly and cleanly, on paper
and digitally.
Observes and records processes associated with the life of living things,
uses appropriate tools and audiovisual and technological resources, and
explains the results orally and in writing.
Skill Profile: LEARNING TO LEARN SKILLS
6TH Primary Education
Area
Standard
MAT
Reflects on the problem solving process, checks operations used, and
the units of the results, and reviews and interprets solutions in the
context of the situation, and searches for alternative solutions, etc.
Considers new problems arising from previous solutions, through data
variations, and poses new questions linked to real life, and seeks out
new contexts, etc.
Develops and demonstrates attitudes suited to mathematical work:
effort, perseverance, flexibility, acceptance of constructive criticism,
personal strategies for self-correction and a positive reinforcement
approach.
Considers problem solving and meeting challenges accurately,
thoroughly and interestedly as suited to the level of education and the
difficulty of the situation in order to overcome obstacles and
insecurities in unfamiliar situations.
Reflects on the problems solved and the processes tackled, and
appreciates key ideas, while learning for future situations of a similar
nature, etc.
Estimates and checks results using a range of different strategies.
Uses and automates standard algorithms for additions, subtractions,
multiplications and divisions of a range of types of numbers, in order to
check results in problem solving contexts and in everyday situations.
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Builds and memorizes multiplication tables, and uses them for mental
calculations.
Draws up and uses mental calculation strategies.
Reflects on the process applied to problem solving: checks the
operations used, the units of the results, checks and interprets the
solutions in the context, and searches for other means of finding
solutions.
Reflects on the process employed to problem solving: checks the
operations used, the units of the results, checks and interprets the
solutions in the context, and searches for other means of finding the
solutions.
Applies the concepts of perimeter and surface area of figures to
calculations of plans and real spaces and to the interpretation of
situations from everyday life.
Reflects on the problem solving process: checks the operations used,
the units of the results, checks and interprets the solutions in the
context, and proposes other means of finding solutions.
Reflects on statistical or probability problem solving processes, checks
the operations used, the units of the results, checks and interprets the
solutions in the context, and proposes other means of finding the
solution.
Uses heuristic strategies and reasoning processes for problem
solving.
Employs the scientific method, and is ordered, organized and
ACQUIRED
(Yes / No)
systematic.
MAT
MAT
MAT
MAT
MAT
MAT
SLL
SLL
SLL
SLL
SLL
SLL
SLL
SLL
SLL
SLL
SLL
SLL
SLL
Plans the work process, with suitable questions: What do I want to find
out? What do I have? What am I looking for? How can I do it? Have I
made any mistakes during the process? Is the solution adequate?
How can it be checked?...
Distinguishes between problems and exercises and applies strategies
suited to each case.
Develops and applies reasoning strategies (classification, identification
of relationships, use of counter-examples) to create and research into
conjectures, and to construct and defend arguments.
Uses drawing tools and IT applications to build and explore geometric
shapes in their immediate environment.
Uses composition and breakdown to construct specific flat figures and
geometric bodies from others.
Critically analyzes and provides arguments on information presented
in statistical graphics.
Commonly uses a range of resources (dictionaries, texts, the
Internet…) for enrichment.
Use the information obtained to carry out a range of activities in
individual and collective learning situations.
Activates prior knowledge as an aid to the understanding of texts.
Makes inferences and formulates hypotheses.
Is able to consult a range of bibliographical sources and IT support
texts to obtain data and information for the completion of individual
and group work.
Infers, interprets and formulates hypotheses on contents. Is able to
link linguistic elements with non-linguistic elements in journalistic and
advertising texts.
Makes links between the illustrations and the contents of texts,
formulates hypotheses, makes predictions and identifies the type of
text and its intention when reading.
Uses the library to locate a particular book confidently and
independently, while adhering to norms for how a library works.
Selects reading material using his/her own criteria and expresses a
taste for reading different literary genres as a source of entertainment,
while expressing opinions on the texts read.
Commonly uses digital and printed sources (dictionaries, the
Internet...) during the writing process.
Draws up work and reports in an ordered and clear manner by
following a pre-established script involving the search, selection and
organization of information from scientific, geographical or historical
texts.
Summarises, interviews, news stories, children’s debates, discussions,
round tables, etc, from the radio, television, written press or Internet.
Extracts general and specific information from these proposals,
considers objectives for listening, responds to these, and makes use
of information obtained for learning processes (using what is learned
in other situations, improving own productions, etc.).
Employs strategies for searches and selection of information: taking
notes, drawing diagrams, scripts, concept maps.
SLL
NS
NS
NS
NS
NS
NS
NS
NS
SS
SS
SS
SS
SS
SS
SS
SS
SS
SS
Draws up and presents questionnaires, diagrams, summaries, concept
maps, descriptions in a clear and visual manner with the help of new
technologies.
Develops suitable strategies for accessing information on scientific
texts.
Makes simple experiments and short research projects: posing
problems, formulating hypotheses, selecting the material required,
carrying it out, reaching conclusions and presenting the results.
Understands and applies strategies for studying and working
effectively.
Reflects on the work undertaken, reaches conclusions on the working
and learning method, and creates strategies to continue learning.
Demonstrates independence when planning and undertaking actions
and tasks.
Demonstrates and develops initiative in decision-making, and
identifies criteria for and the consequences of the decisions taken.
Independently and creatively plans leisure and free-time activities
individually and in a group, which have positive repercussions on their
lifestyles.
Uses animal and plant identification guides.
Accurately looks for, selects and organizes specific and relevant
information, analyzes it, reaches conclusions, reflects on the process
employed and explains this orally and/or in writing.
Analyzes information linked to the area and draws up, interprets and
compares images, tables, graphs, diagrams, summaries and employs
ICTs in working and home situations, as well as in the classroom.
Plans and completes work and presentations individually and in
groups, involving the search for, selection, analysis, contrast,
interpretation and organization of geographical, social and historical
texts in classroom situations.
Interprets a population pyramid and other graphs employed for
population studies.
Describes factors conditioning the distribution of the Spanish and
European populations, for instance, by means of a cause-effect
graphic organizer.
Identifies the three economic activity sectors and classifies a range of
activities according to the group they belong to.
Researches into a range of purchasing strategies by comparing prices
and gathering information.
Explains, compares and contrasts the differences between the two
periods prehistory is divided into, and describes the basic
characteristics of the ways of life of these two eras, and explains this
orally and/or in writing.
Thoroughly and accurately employs vocabulary acquired, in order to
complete work using terminology suited to the topics under study, and
subsequently reflects on the learning process, in line with the given
guidelines.
Analyzes, links and explains the lifestyle and social organization of
Spain during different periods of history under study; for example in a
mind map.
Skill Profile: SENSE OF INITIATIVE AND ENTREPRENEURIAL SPIRIT SKILLS
6th Primary Education
Area
Standard
MAT Completes a project, draws up and presents a report, and creates their
own digital documents (text, presentation, images, videos, sound,
concept map,…), and searches for, analyzes, and selects relevant
information using suitable technological tools and sharing with
classmates.
MAT Poses new problems starting with one already solved by changing the
data, asking new questions, and linking it to real life, while seeking out
other contexts, etc.
MAT Draws up reports on the research process undertaken, and explains its
stages, while evaluating results and the conclusions reached.
MAT Takes decisions during the problem solving processes and evaluates
their consequences and their suitability as a result of their simplicity and
usefulness.
SLL Turns everyday events from their own reality into news stories by
adapting them to the structure and language specific to this genre, by
imitating models.
SLL Prepares reports on topics of close interest by employing models for the
process.
SLL Writes different types of texts by adapting the language to the
characteristics of the genre of the type of text: diaries, opinions and blog
entries, letters, letters, emails, news stories and newspapers, with a view
to developing creative writing skills.
SLL Presents pieces of work and reports in an ordered and clear way, on
paper and digitally, on simple problems and situations, by collecting
information from a range of sources (direct, books, Internet), while
employing a work plan and expressing conclusions.
SLL Plans and writes texts by taking a series of steps: planning, writing,
review and improvement. Determines the nature of the text, its size, the
author-reader address, the presentation, etc. in advance. Adapts the
expression to the intention with regard to the interlocutor and the topic
under discussion. Presents the written work cleanly, clearly and in an
orderly manner. Rewrites the text.
NS Shows independence when planning and carrying out actions and tasks,
and demonstrates initiative in decision-making.
NS Builds some simple structures to meet a function or condition in order to
solve a problem from modulated pieces (stairs, bridge, sledge, etc.).
NS. Observes and identifies the parts of an electrical circuit and builds one.
ACQUIRED
(Yes / No)
Skill Profile: SOCIAL AND CIVIC SKILLS
6th Primary Education
Area
Standard
SLL Listens attentively to classmates when they speak and employs strategies
and norms for communicative exchanges by showing respect and
consideration for the ideas, feelings and emotions of others.
SLL Employs social-communicative norms: waiting their turn, active listening,
respectful participation, adapting to what interlocutors have to say, and
certain standards of courtesy.
SLL Shows an interest and makes an effort to write correctly, personally,
creatively and sensitively.
SLL Recognizes and identifies some relevant characteristics (historical, sociocultural, geographical and linguistic) of Spain’s official languages.
SLL Appreciates his/her own written work, as well as the written work of their
classmates.
NS Uses strategies to carry out work individually and in teams, and
demonstrates skills involving non-violent conflict resolution.
NS Understands, is familiar with and respects standards for the use and safety
of work tools and materials.
NS Recognizes and links healthy lifestyles and their effects on the care and
maintenance of different organs and bodily systems.
NS Identifies and appreciates healthy habits for the prevention of illnesses and
acts responsibly.
NS Identifies and adopts hygiene habits and personal care and rest on a daily
basis.
NS Recognizes the harmful effects of alcohol and drug consumption, above all
at an early age.
NS Identifies, understands and describes his/her own emotions and feelings,
and those of their classmates and adults, through the expression of
empathy.
NS Independently and creatively plans leisure and free-time activities
individually and in groups, which have a positive impact on their way of life.
NS Acts respectfully and with care towards other living things.
NS Respects and understands norms for the use, safety and maintenance of
tools for observation and materials for work.
NS Understands, is familiar with and respects standards for the use, safety
and conservation of tools and materials for work in classrooms and the
school.
NS Understands and explains some of the great discoveries and inventions of
humanity.
NS Appreciates and describes the influence of technological development on
living and working conditions.
NS Understands and explains some scientific advances in: homes and
everyday life, medicine, culture and leisure, art, music, cinema and sports,
and the ICTs.
NS Understands and explains the principles of balanced diets, and identifies
healthy practices for the prevention and detection of health risks.
NS Observes, identifies and describes some scientific advances that improve
ACQUIRED
(Yes / No)
NS
SS
SS
SS
SS
SS
SS
SS
SS
SS
SS
SS
SS
SS
SS
SS
SS
SS
health (medicine, production and conservation of food, water purification,
etc.).
Identifies and explains the benefits and risks linked to the use of energy:
exhaustion, acid rain, radioactivity, by presenting potential actions
promoting sustainable development.
Uses strategies for the completion of individual and teamwork, and shows
skill at pacifically resolving conflicts in the classroom.
Participates in group activities by acting responsibly, constructively and
collaboratively, and by respecting the basic principles of democracy
(respecting turns and opinions, listening to others and presenting
arguments, joint decision-making).
Appreciates the importance of the non-violent and tolerant coexistence of
different groups of humans (classroom, school, family) based on
universally shared democratic values and human rights.
Effectively and constructively participates in the social life of the classroom
and school, and sets up and employs strategies for the resolution of
conflicts.
Identifies and uses codes of conduct and generally accepted norms in a
range of societies and environments (school, family, neighbourhood etc.).
Appreciates and supports cooperation and dialogue as a way of avoiding
and resolving conflicts by exercising democratic practices in decisionmaking situations.
Develops attitudes promoting cooperation and teamwork, appreciates
other people’s ideas, and reacts intuitively, openly and flexibly to these in
classroom situations.
Plans work in groups, coordinates teams, takes decisions and accepts
responsibilities.
Explains and argues for the sustainable use of natural resources and
proposes and adopts a series of measures and actions leading to the
improvement of the environmental conditions of our planet.
Explains, analyzes and outlines the causes and consequences of climate
change and actions required to reduce its effects.
Identifies, respects and appreciates the most important democratic
principles laid down in the Constitution, and explains the importance of the
Constitution as regards the Spanish state.
Identifies and understands the division of powers and the mission
assigned to each of them in the Constitution.
Explains what is the European Union and its political and economic
objectives, for example using a concept map, and locates the member
countries and their capitals on a map.
Understands the meaning of some traffic signs, recognizes the importance
of respecting these, and uses them as a pedestrian and user of different
modes of transport (fastening seatbelts, not distracting the driver).
Respects historical remains and appreciates them as a heritage that must
be passed on, and recognizes the value of ancient archaeological heritage
as regards our knowledge of the past.
Respects and behaves appropriately when visiting museums or ancient
buildings on organized trips.
Describes the process of obtaining a product, up until its sale in an ordered
manner, and identifies the sectors involved, by for example, searching for
SS
SS
SS
SS
SS
SS
SS
SS
SS
SS
SS
SS
SS
SS
SS
SS
SS
SS
information on the Internet.
Identifies and orders the distinctive features of cultures living together in
the peninsular kingdoms of the Middle Ages, and describes the evolution
of politics and different social models, and explains this orally and/or in
writing.
Explains the characteristics of the Early Modern Period and some of the
events that led to fundamental changes in the course of the history of this
period (the Habsburg Monarchy; XVI, XVII century. The House of Bourbon;
XVIII century) and explains this orally and/or in writing.
Explains the main events occurring in the XIX and XX centuries, impacting
on our contemporary history, and explains this orally and/or in writing.
Describes the characteristic features of Spanish society today, through a
given text, and appreciates its democratic and plural nature, as well as its
belonging to the European Union.
Plans, completes work and presentations individually and in groups,
involving the search for, selection, analysis, contrast, interpretation and
organization of geographical, social and historical texts, in classroom
situations.
Explains the territorial organization of Spain, names the basic structures of
the government and locates the different regions and regional capitals
making up Spain on a map, as well as the provinces.
Appreciates the cultural, social, political and linguistic diversity of a single
territory, especially his/her own autonomous community, as a source of
cultural enrichment, based on the realities of the Spanish state.
Identifies the main institutions and bodies of the government of the
European Union, and recognizes its symbols, and explains the single
market and euro zone.
Defines the population of a territory, and identifies the main factors
impacting on it and defines these correctly.
Describes the main features (working and inactive population, density…)
of the Spanish and European populations, and compares these.
Explains the processes involved in the development of the population of
his/her own autonomous community, Spain and Europe, and describes the
impact of factors such as life expectancy and the birth rate on it.
Describes the factors conditioning the distribution of the Spanish and
European populations, for example by means of a cause-effect graphic
organizer.
Explains the concepts of rural exodus, emigration to Europe and the arrival
of immigrants in our country.
Identifies and describes the current main problems as regards the
population: super-population, aging, immigration.
Identifies and defines raw materials and finished products and associates
them with activities from which they are obtained.
Identifies the three sectors of economic activities and classifies a range of
activities according to the group they belong to.
Explains relevant activities in primary, secondary and tertiary sectors in
his/her own autonomous community, Spain and Europe and their location
in the corresponding territories.
Critically appreciates the function of advertising and recognizes and
explains the most common advertising techniques by analyzing specific
SS
SS
SS
SS
SS
SS
SS
SS
SS
examples.
Identifies different types of companies according to size, economic sector,
and their activities.
Describes a range of ways of organizing companies, by for example
showing them in a graphic organizer.
Defines simple terms related to the world of business, the economy, and
illustrates the definitions using examples, with the help of a mind map.
Explains basic road-safety rules and the consequence of being unaware of
or not fulfilling these.
Defines and links the concept of prehistory and history, identifies the idea
of periods of history and dates periods of history associated with events
marking their beginning and their end, by naming some sources of history
representing each of them and explaining this orally and/or in writing.
Explains and appreciates the importance of writing, agriculture, and
livestock, as discoveries that led to major changes for human society and
explains this orally and/or in writing.
Describes the main artistic and cultural movements of the different eras of
the history of his/her region and Spain in chronological order (Prehistory,
Antiquity, Middle Ages and Early Modern Period and Late Modern period)
and cites their most significant representatives by placing them in their
time in a given situation.
Explains, compares and contrasts the differences between the two periods
prehistory is divided into, and describes the basic characteristics of the
ways of life of these two eras, and explains this orally and/or in writing.
Dates Antiquity and describes the basic characteristics of life at that time,
especially in reference to Romanization and explains this orally and/or in
writing.
Skill Profile: CULTURAL AWARENESS AND EXPRESSION SKILLS
6th Primary Education
Area
Standard
MAT Identifies Roman numerals and applies this knowledge to an
understanding of dates.
SLL Understands and appreciates the plurality of the languages of Spain, as
well as Latin-American Spanish.
SLL Reads writings from oral tradition, children’s literature, adaptations of
classics and modern literature.
SS Based on the reality in the Spanish state, appreciates cultural, social,
political and linguistic diversity within the same geographical area, and
especially in his/her own autonomous community, as a source of cultural
enrichment.
SS Identifies, appreciates and respects the natural, historical, cultural and
artistic heritage of his/her own autonomous community and takes on
responsibilities involved in its conservation and improvement by
sponsoring an element of this heritage.
SS Appreciates cultural heritage at local, regional, national and European
level as a shared source of wealth that must be understood, preserved and
cared for.
SS Explains, compares and contrasts the differences between the two periods
prehistory is divided into, and describes the basic characteristics of the
ways of life of these two eras, and explains this orally and/or in writing.
SS Identifies and orders the distinctive features of cultures living together in
the peninsular kingdoms of the Middle Ages, and describes the evolution
of politics and different social models, and explains this orally and/or in
writing.
SS Explains the characteristics of the Early Modern Period and some of the
events that led to fundamental changes in the course of the history of this
period (the Habsburg Monarchy; XVI, XVII century. The House of Bourbon;
XVIII century) and explains this orally and/or in writing.
SS Explains the main events occurring in the XIX and XX centuries, impacting
on our contemporary history, and explains this orally and/or in writing.
SS Describes the characteristic features of Spanish society today, through a
given text, and appreciates its democratic and plural nature, as well as its
belonging to the European Union.
ACQUIRED
(Yes / No)
5. Evaluation procedures and tools
The aim is to draw up a list of the range of procedures and tools available for the evaluation of
students in this area, as in this example.
WRITTEN








Tasks undertaken by
students during daily
activities in class.
Student exercise
book.
Individual dossier:
Portfolio.
Evaluation activities
(book, photocopiable
files, individual written
tests...).
Group work.
Interactive activities.
Own individual and
collective creations.
...
DIRECT AND SYSTEMATIC
ORAL






Individual and
group questions.
Student
participation.
Class involvement.
Pooling sessions.
Oral presentations.
...
OTHERS
OBSERVATION






Scales.
Monitoring lists.
Personal anecdotal
records.
Record of incidents.
Individual record file.
…







Checklist of
educational units.
Checklist of
quarterly projects.
Checklist of
projects.
Checklists of
general skills.
Portfolio and eportfolio.
Evaluation report.
...
6. Grading criteria
Grades are linked to the degree to which students have acquired skills of Arts and Crafts,
through all the activities undertaken on the course.
The proposal below is provided by way of example.
1. Independent work (class,
other spaces).










Execution without external help.
Estimation of the time invested to solve an activity.
Degree to which basic learning is acquired.
Order and cleanliness in the presentation.
Handwriting.
Skills.
Reviewing the work before accepting it as complete.
Evaluation of the work in class and at home.
Creativity.
...
2. Own individual and
collective creations.



Appreciation of the learning of contents
Appreciation of the processes employed and results.
Oral expression of the procedure undertaken in order to resolve
an activity. Consistency and suitability.
Appreciation of the time invested/time required to resolve an
activity.
Order, cleanliness and structure of the work presented.
Legible handwriting.
Execution time.
Skills.
...






3. ICT activities
4. Participation and follow
up of the classes (oral
involvement, type of
responses...).






Suitable and guided use of the computer and telematic tools.
Use of Internet responsibly to search for simple information and
solve an activity.
Type of participation (independent, with support, without any).
Degree of elaboration of the response.
Interest, motivation.
...







Level and quality of the involvement.
Structured message.
Use of appropriate vocabulary.
Behaviour.
Effort.
Interest.
...
5. Cooperative work.
Individual and group
appreciation.








Ability to work cooperatively.
Amount of communication with classmates.
Conflict resolution.
Interest, motivation.
Creativity.
Initiative.
Personal opinion of the work and on how it has been carried out.
...
6. Individual work dossier.




Clear and ordered presentation.
Updated.
Reasoning behind the selection of work included in the dossier.
...
7. …
7. Methodology
The Arts and Crafts area aims to introduce students to the field of knowledge, analysis and
appreciation of the physical, social, cultural and artistic environment, through identification with
one’s own cultural identity and most immediate environment.
The teaching of the area employs the prior knowledge of the students, acquired from their
contact with the environment, as a base for subsequent learning. Starting from one’s own
experience arouses an interest in solving problems concerned with everyday realities and
understanding phenomena occurring in one’s surroundings.
Its interdisciplinary nature makes it necessary to underscore the role played by all the sciences
comprising the Arts and Crafts area.
The integration of competences and multiple intelligences in the area means greater
emphasis is placed on the essential tools for learning (oral and written expression and
understanding, hypotheses, verification, conclusions, resolution of problems...) and the rolling
out of educational strategies that take the differing learning potentials of students into account.
This is achieved in:



The integrated tasks.
The skills activities in the manual.
The specific quarterly projects.
The combination of individual and collective work, class activities, reflection and practical
resolution contribute to provide foundations for integrated and globalized knowledge of the
social, natural, cultural and artistic environment around us.
For the purposes of evaluation, the evaluation checklist is a tool or guide for the teacher
containing a series of criteria for evaluating knowledge and skills, as regards a range of degrees
of achievement attained by students.
The use of the ICTs in Arts and Crafts enables the obtaining and analysis of information, the
observation of processes and procedures, the manipulation and production of activities, and
provides a recreational and motivational component.
The proposed methodology promotes the construction of significant learning through the
learning sequences provided:



Evocation of prior knowledge to tackle new areas of content.
Progressive and careful inclusion of new areas of content through examples taken from
everyday situations contextualized for students to foster their understanding. This makes it
possible to transfer what is learnt to everyday life, and to connect with the acquirement of
basic skills specific to the subject matter.
Exercises and diversified activities that include basic skills and multiple intelligences:
Individual or work group, cooperative teamwork in projects, use of the ICTs and activities
that work with essential contents. These are sequenced by levels of difficulty, tackle diverse
cognitive styles and intelligences, and facilitate the acquirement of basic skills by all the
students.
8. First year interdisciplinary teaching
Education for gender equality

Representing the human body using unstereotyped drawings.
Consumer education

Reduction in the use of materials, and reuse and recycling.
Environmental education

Enjoying the beauty of nature.
Education for health

Appreciating hygienic habits required to look after one’s health.
Moral and civic education

Identifying the emotions and feelings of other people through the observation of the
expressions on their faces.

Working cooperatively.

Respect for expressive diversity.

Working cooperatively on the summer decoration of the school.
Road safety

Respecting pedestrian norms for following a street group correctly, in order to avoid possible
accidents.
Education for peace

Maintaining attitudes of respect, tolerance and cooperation.
9. Organization of spaces
The aim is to explain the physical spaces in which the learning is undertaken and the range of
proposals made, as in the example given below.
Space
Sequence
• Classroom:
• Initial motivation and activation of prior
It is advisable to dispose of a specific classroom knowledge.
for the Arts and Crafts area, in which all the
• Development of contents and activities.
material required for the projects is on hand.
• Reinforcement and/or in greater depth activities.
Whatever the case may be, the classroom
• Evaluation.
should be adaptable depending on the activities
(oral, individual or group, projects, with a digital
blackboard, projector...).
The layout enables easy movement around the
different spaces and materials will be within
reach of the students so they can work
independently.
Possible distribution: in groups, assemblies,
play areas and individual work areas.
• Common spaces:
Playground, corridors, gymnasium, dining hall,
library of the centre, computer room...
• Exterior spaces (home, library, visits…):
Cooperative projects, application exercises,
consolidation and independent study.
• ...
10. Educational material and resources
The different educational materials and resources provided for the area of Arts and Crafts are
listed below.

Teacher support:
Educational resources. ARTS AND CRAFTS 6; edebé





Manipulable and experimental material specific to the area.
Consumables.
Educational resources (Internet).
Computer.
Digital blackboard.
11. Attending diversity
List of the range of proposals for working on attending to a diversity of levels, learning speeds
and styles, interests, and abilities of students. An example is given below.
Proposals:
 REINFORCEMENT: Photocopiable files containing activities for working on the learning of
minimum contents for this stage and to helping the students requiring it to acquire the basic
skills.
 IN GREATER DEPTH: Photocopiable files containing more difficult activities, in terms of
resolution, in terms of dealing with other contents related to those of this stage, etc.
 BASIC SKILLS and MULTIPLE INTELLIGENCES: A diversity of cognitive styles and
intelligences are taken into account in learning activities involving reading, movement,
artistic representation, dramatization...
 INDIVIDUALIZED PLANS: Aimed at students requiring this (foreign students, late arrivals,
special educational needs and highly gifted students).
 MULTI-LEVEL ACTIVITIES: For the developing of specific content items, enabling students
to find activities adapted to their level of curricular abilities, interests, skills and motivation.
For example, the class group could be working on sums with carrying, where one student is
asked to resolve four, others resolve ten, and another could be working on a more basic
level –one digit sums–. Work can therefore be carried out on different levels in the same
class depending on the skills of each student.
 TUTORED TEACHING.
 RESEARCH WORK.
 FREE READING AND INQUIRIES.
12. Strategies for employing ICTs in the classroom
A series of integrated resources, which complement and expand on the Arts & Crafts activities,
are proposed to bring the ICTs into the classroom.
ICT Activities
Activities integrated into the learning sequences
Internet links
Exploitation of educational resources on Internet: Search for images,
information and curiosities, and selection and organization to transform
these elements into knowledge.
Flipbook (digital book)
Students have an interactive book that presents the learning contents
with a range of multimedia elements and fosters the transition to the
learning processes. It foments a correct understanding of the contents
since it includes learning techniques especially suited to the work with
digital contents.
13. Strategies promoting interest, reading habits and the development of oral and written
expression
Reading:




Reading the textbook.
Other written texts: Short texts of different types (informative, descriptive, stories, poems...).
Digital texts (Internet and information technology applications, on-screen reading).
Complementary oral texts alongside images and audios.
Expression:

Oral and written presentation of individual work, group activities, reasoning or involvement:
Planning, writing, review.


Oral and written expression of what is learnt, using appropriate vocabulary.
Written expression on paper and on screen.
14. Complementary and extra-curricular activities
Description of complementary and extra-curricular activities planned by the centre and related to
the Arts and Crafts area.
Example:


Visits to museums, parks, exhibitions, musicals, theatres…


Exhibitions, workshops… of interest to the area.
Participation in Christmas, Carnival, the week of culture organized by the education centre,
workshops, the Day of...
…
15. Procedures for evaluating the relationship between the educational programming and
the results
ADAPTATION OF THE PLANNING
Class
preparation
and
educational
materials
Use of
suitable
methodology
There is consistency between what is
programmed and the actual classes.
There is a balanced distribution over time.
The classes are adapted to the characteristics
of the group.
Significant learning objectives have been taken
into account. Interdisciplinarity is considered
(during activities, handling contents, etc.).
The methodology promotes motivation and
develops the skills of students.
Degree of monitoring of students.
Regulation of
the teaching in
practice
Suitability of resources used in class to the
learning.
The promotion criteria are agreed between the
teachers.
The criteria for positive evaluations are linked
to the objectives and contents.
Evaluation of
what is learnt
and the
resulting
information
supplied to
students and
families
The evaluation tools enable the registration of
numerous learning variables.
The grading criteria are suited to the typology
of planned activities.
The evaluation criteria and the grading criteria
are made available:
• to the students.
• to the families.
Measures are taken in advance to become
familiar with learning difficulties.
Employment
of measures
for attending
diversity
A response is made to different learning
speeds and skills.
There are sufficient measures and resources
available.
Application of special measures recommended
by the teaching staff in response to psychopedagogical reports.
ACADEMIC
RESULTS
SUGGESTIONS
FOR
IMPROVEMENTS