UNIDAD 1

COMPETENCES AND SECONDARY COMPETENCES

SOCIAL AND CIVIL Secondary competence (Knowledge)

1. To understand the social context in which they live, starting with people close to them (their family, friends, etc.) and extending to their neighbourhood, town, region, the EU, etc.

2. To understand how society is organised, how it works and how citizens participate in society in order to lay the foundation for a responsible, informed, participative and democratic attitude towards citizenship.

3. To learn about how societies have changed over time in order to better understand how modern society is rooted in history and how it has evolved, as well as its achievements and problems.

Secondary competence (Skills, attitudes and values)

4. To develop an attitude based on dialogue, conflict resolution and using social conventions to take responsibility for the group. To accept and develop rules for governing co-existence both in real, everyday situations and in the social sphere in which they live.

5. To demonstrate an attitude towards citizenship that is constructive, supportive and responsible in terms of the rights and responsibilities laid out in international declarations, in Spains constitution and in regional legislation. This requires students to be aware of their own thoughts, values, feelings and actions and to be able to control them.KNOWLEDGE AND INTERACTION WITH THE PHYSICAL WORLDSecondary competence (Knowledge)

1. To perceive the world in which human beings live on a large scale and at a local level.

2. To be familiar with the human body and to learn about nature. To know how human beings interact with nature in order to build awareness of the consequences certain ways of life have for the environment and our personal and collective health.

3. To understand scientific and technical concepts and basic scientific theories. To recognise research as a way of building collective knowledge over time.

Secondary competence (Skills, attitudes and values)

4. To resolve problems related to the physical world and answer scientific questions.

5. To identify and pose problems and questions and to make observations, contrast hypotheses and draw conclusions within a specific framework to make predictions and decisions. To value scientific knowledge and its capacity to bring improvements to society.

6. To evaluate the physical and social impact of human activity and to become involved in the responsible use of natural resources, the conservation of the environment and the Earths diversity as well as taking care of our collective and personal health.LINGUISTIC AND COMMUNICATIVE COMPETENCESecondary competence (Knowledge)

1. To understand texts and information, both written and oral, related to different areas everyday life, the media and academic life in their first language and in others.

2. To use language as a tool for oral and written communication to help them organise their thoughts and express and interpret ideas, emotions, experiences and opinions.

3. To recognise silence as a fundamental part of listening attentively.

Secondary competence (Skills, attitudes and values)

4. To express themselves, both orally and in writing, coherently, appropriately and correctly (spelling, vocabulary, syntax, etc.).

5. To acquire and use the right vocabulary.

6. To demonstrate a positive attitude towards reading as a source of enrichment and information.

7. To understand verbal language as a tool for communication and recognise the value of other forms of expression (art, music, etc.) in communication.

IN INFORMATION AND COMMUNICATION TECHNOLOGIESSecondary competence (Knowledge)

1. To learn about and understand different sources of information: written, graphic and audiovisual.

2. To be able to understand symbolic and expression languages.

3. To exchange information on the cultural legacy of the past and present for their own society and other societies.

Secondary competence (Skills, attitudes and values)

4. To search, select, organise, analyse, relate, use and communicate information.

5. To write texts using computer software.

6. To show an interest in using ICT as a learning tool and a source of personal enrichment.

MATHEMATICAL Secondary competence (Knowledge)

1. To learn about and use the basic mathematical elements (numbers, measurements, symbols, etc.) needed to express data and information clearly and precisely.

2. To understand and interpret information presented in graphic format.

Secondary competence (Skills, attitudes and values)

3. To show an interest in expressing themselves correctly in science and maths.

4. To organise information using mathematical procedures.

5. To choose the right data and strategies needed to resolve problems.

6. To use and apply mathematical elements, operations and problem-solving strategies in different real-life or simulated situations.

LEARNING TO LEARNSecondary competence (Knowledge)

1. To know how to improve attention, concentration and memory.

2. To master the basic concepts of the subject.

3. To know how to obtain information and turn it into personal knowledge.

4. To know basic study skills.

Secondary competence (Skills, attitudes and values)

5. To use strategies to observe, organise, memorise and recall information: summaries, outlines, diagrams, etc.

6. To apply previously learned knowledge and skills in different contexts.

7. To participate actively in self-learning.

8. To appreciate the satisfaction to be gained from a job completed individually through discipline, concentration and effort.

PERSONAL AUTONOMY, INITIATIVE AND EMOTIONAL COMPETENCESecondary competence (Knowledge)

1. To understand the need to learn and plan ahead and to distribute tasks in individual or group projects.

2. To identify their own emotions and be able to recognise and understand those of others.

3. To understand how art provides pleasure and personal enrichment.

Secondary competence (Skills, attitudes and values)

4. To carry out individual and group tasks.

5. To tackle problems and persevere in the face of difficulties.

6. To state and defend their opinion.

7. To show personal initiative and respect others peoples ideas with an open-minded attitude.

CULTURAL AND ARTISTIC Secondary competence (Knowledge)

1. To learn about the cultural, artistic and natural heritage of the past and present.

2. To be familiar with basic rhetorical devices used by authors of literary and non-literary works.

3. To learn about cultural diversity through different artistic representations.

4. To understand the cultural dimension of science and how different cultures have contributed to the evolution and progress of humankind.

Secondary competence (Skills, attitudes and values)

5. To appreciate the aesthetic value of cultural and artistic representations and nature.

6. To use diverse techniques, codes and artistic resources when they create something on their own or as part of a group.

7. To respect different forms of artistic expression.

8. To understand the significance of people who have contributed to scientific and artistic progress and appreciate their importance as part of culture.EVALUATION CRITERIAFIRST TERM

UNIT 1. DIET AND NUTRITION

Social and civil competence- The student knows how certain influences or behaviours can create fictitious models of women and men that may pose a health hazard.

- They understand other cultures and respect and value them.

Knowledge and interaction with the physical world- The student can identify, name and classify food according to its nutrients.

- They can identify and name the organs of the digestive system. They can describe how food is transformed in each of the organs of the digestive system.

- They understand the importance of a healthy diet, food safety, physical activity and rest and their consequences for our health.

- They can interpret food packaging labels and remember previously studied content.

Linguistic and communicative competence- The student understands information about types of food, the digestive process and nutrition and health.

- They acquire vocabulary related to the digestive process, food and health.

- They use the vocabulary acquired to provide coherent responses to the unit activities.

- They show an interest in reading the proposed complementary texts.

- They understand other peoples opinions and points during debates.

Competence in information and communication technologies- The student interprets and integrates the information contained in the pictures of different types of food and the location of the digestive system.

- They use ICT resources to carry out the proposed interactive activities and to measure their progress.

- They can interpret outlines and different sources of information in order to consolidate ideas and processes.

Mathematical competence

- The student carries out simple mathematical operations to calculate the number of hours of sleep.

- They apply their knowledge of basic operations to calculate the amount of nutrients in a specific product, based on the data provided on the label.

Learning to learn- The student relates the content learned to the classification of food, and uses it to design healthy diets.

- They plan their habits, are aware of what they know and persevere in the tasks, demonstrating satisfaction with what they have learned through effort and hard work.

- They can interpret outlines, drawings, etc. to consolidate ideas and processes.

Personal autonomy, initiative and emotional competence- The student respectfully exchanges opinions about human beings and their changes, and values cooperation.

- They carry out tasks responsibly and show initiative when participating in group activities.

- They show initiative and creativity when carrying out work.

- They plan how to maintain healthy habits, participate and persevere in revision and evaluation activities and show satisfaction with what they have learned through effort and hard work.

Cultural and artistic competence- The student recognises the artistic value of the resources they use.

- They appreciate the literary value of the reading tasks and complete the reading worksheet.UNIT 2. HUMAN RESPIRATION, CIRCULATION AND EXCRETION

Social and civil competence- The student knows the importance of giving blood and appreciates the solidarity of donors.

- They adopt a responsible attitude to their own health and develop healthy habits.

- They respect and know how to live peacefully and harmoniously with people from different cultures.

Knowledge and interaction with the physical world- The student can identify and name the organs of the respiratory system and describe their functions.

- They can identify and name the organs of the circulatory system and describe their functions.

- They can identify and name the organs of the excretory system and describe their functions. They are aware of the excretory function of skin.

- The student can identify and name the organs related to nutrition processes and knows what each of these processes consists of.

- They are aware of basic steps that can be taken to ensure the health of the respiratory, circulatory and excretory systems.

Linguistic and communicative competence- The student uses vocabulary accurately and expresses the concepts learned regarding respiration, blood circulation and excretion, both orally and in writing.

- They show an interest in reading the proposed complementary texts.

- They understand other peoples opinions and points during debates.

Competence in information and communication technologies- The student can understand and absorb written, graphic and audiovisual information.

- They show an interest in the content of the digital book as a learning tool.

Mathematical competence- The student carries out simple operations to calculate the amount of blood obtained from 20 donors.

- They carry out simple operations to calculate their pulse rate at rest and during physical activity.

Learning to learn- The student structures the content learned in the unit using an outline.

- They use the evaluation and revision worksheets to self-evaluate the knowledge acquired during the unit.

- They use the self-evaluation sheet to check the knowledge acquired in this unit and the previous one, and are aware of whether or not they know how to apply it or whether they need to revise it.

Personal autonomy, initiative and emotional competence- The student shows initiative by engaging in healthy habits designed to protect the respiratory, circulatory and excretory systems.

- They accept their mistakes upon self-evaluation, persevere in the revision tasks and show empathy when exchanging opinions.

Cultural and artistic competence- The student knows and uses different expressive resources and appreciates the aesthetic value of the materials used.

- They use reading as an expressive resource and appreciate the aesthetic value of illustrations.UNIT 3. HUMAN REPRODUCTION

Social and civil competence- The student can identify their growth process and characterise the family environment in which it occurs.

- They recognise the need for men and women to participate in childcare activities, in order to ensure fair social development where everyone is equal.

- The student adopts responsible attitudes and behaviours which contribute to peaceful and harmonious coexistence.

- They understand other cultures and respect and value them.

Knowledge and interaction with the physical world- The student can identify the general characteristics of human reproduction, knows its phases and the parts and functions of the reproductive systems.

- They recall and apply the contents studied during the year regarding the human nutrition function.

- They use basic reasoning to solve problems.

Linguistic and communicative competence- The student understands information on human reproduction presented in the form of continuous and non-continuous (images, etc.) texts.

- They can define terms such as ultrasound, milk teeth, midwife, etc., and use specific vocabulary related to human reproduction.

- They understand what the human reproduction function is, know what its phases are and can describe the reproductive systems themselves, as well as their parts and relevant functions.

- They understand other peoples opinions and points during debates.

Competence in information and communication technologies- The student can understand and assimilate information presented in the form of continuous and non-continuous texts, and is interested and participates in activities involving ICT and the other resources available in the digital book and on www.anayadigital.com.

- They can interpret outlines and different sources of information in order to consolidate ideas and processes.

Mathematical competence- The student uses their knowledge of basic operations to resolve problems related to the growth of the embryo during its development.

Learning to learn- The student can interpret outlines and drawings, etc. to consolidate ideas and processes.

- They can organise their knowledge of the male reproductive system and the phases of human reproduction in a table.

- They can complete a diagram of the female reproductive system coherently, as well as the unit outline.

- The student plans their habits, is aware of what they know (using the self-evaluation sheet) and perseveres in the tasks, demonstrating satisfaction with what they have learned through effort and hard work.

Personal autonomy, initiative and emotional competence- The student exchanges opinions respectfully regarding the involvement of fathers and mothers in childcare activities and values cooperation.

- They express their knowledge and ideas about human reproduction calmly and respectfully, valuing their own body and accepting sexual differences as normal and natural.

- They show autonomy, responsibility and a willingness to communicate, discuss issues and include others.

- They can identify their feelings.

- The student participates and perseveres in revision and evaluation activities and demonstrates satisfaction with what they have learned through effort and hard work.

Cultural and artistic competence- The student uses drawings to represent a foetus, placenta and umbilical cord.

- They understand and use different resources for expression and appreciate the aesthetic value of the materials used (reading tasks, illustrations, videos, presentations, etc.).

- They recognise the importance of drawings and photographs in the study and representation of human reproduction.

- The student completes an assignment on the development of the embryo creatively, draws a timeline of their life events, writes a story about a memory and completes the reading worksheets imaginatively.UNIT 4. VITAL FUNCTIONS IN ANIMALS AND PLANTS

Social and civil competence- The student adopts responsible and socially-friendly habits and attitudes in relation to caring for pets.

- They respect people from different cultures and know how to live peacefully alongside them.

Knowledge and interaction with the physical world- The student can characterise the processes of the vital functions of nutrition, interaction and reproduction in animals and plants and knows which organs and systems intervene in them.

- They can detect the anatomical and functional differences between animals and plants in relation to how they carry out vital functions.

- They are aware of the importance of animals and plants for humans, as sources of food, materials, work and company.

Linguistic and communicative competence- The student understands the information about the vital functions of plants and animals contained in the units explanatory texts.

- They acquire vocabulary related to the vital functions of plants and animals.

- They use the vocabulary acquired to provide coherent responses to the unit activities.

- They show an interest in reading the proposed complementary texts.

- They understand other peoples opinions and points during debates.

Competence in information and communication technologies- The student interprets information presented in the pictures showing the vital functions of animals and plants and in the units digital and audiovisual resources.

- They use ICT resources to carry out the proposed interactive activities and to measure their progress.

- They extract information from different sources in order to learn about aspects such as the metamorphosis of frogs, different types of livestock farming and dryland and irrigated crop farming.

Mathematical competence- The student extracts the information they need from a text in order to solve mathematical problems.

- They use basic operations (calculations using hundreds) to resolve problems related to the number of butterfly eggs which will survive into adulthood.

Learning to learn- The student assimilates the contents related to the vital functions of animals and plants.

- They draw up and can interpret outlines to consolidate their ideas about the processes which make up the vital functions in plants and animals.

- They can organise what they know about plant nutrition processes in a drawing or diagram.

- The student uses an outline of the unit to organise the knowledge they have gained.

- They self-evaluate the knowledge acquired in this unit and in earlier ones and are aware of whether they know how to apply this new knowledge or need to improve.

Personal autonomy, initiative and emotional competence- The student is aware of their personal involvement in caring for a living thing and defends this opinion respectfully.

- They develop and defend opinions regarding plant production.

- They plan their habits, are aware of what they know and persevere in the research tasks about local plants.

- They accept their mistakes upon self-assessment and understand the need to consolidate learning.

Cultural and artistic competence- The student uses reading as a resource for expression.

- They value the environment and can identify human actions that respect it or may harm it.

- They use the graphic techniques available to them to draw a diagram of the metamorphosis of a frog.

- They understand other cultures and respect and value them.SECOND TERM

UNIT 5. WE LIVE IN ECOSYSTEMS

Social and civil competence- The student accepts the rules of participation in group activities and assigned tasks, and respects and knows how to live alongside people from different cultures.

- They develop responsible attitudes and behaviours when planning out their habits.

Knowledge and interaction with the physical world- The student has basic ideas about the complexity of life.

- They can identify, describe and interpret the elements of an ecosystem.

- They can identify, name and classify living things based on their position in ecosystems.

- They can identify and describe the impact of human activities on ecosystems and the consequences that they generate.

- They know the impact of human activities on ecosystems and can propose solutions to mitigate and resolve the problems.

Linguistic and communicative competence- The student understands information about texts, images, diagrams, etc. related to ecosystems.

- They use vocabulary accurately, and are able to express the concepts studied in relation to ecosystems, in addition to other concepts, both orally and in writing.

- They understand other peoples opinions during debates.

- They show an interest in reading the complementary texts assigned by the teacher.

Competence in information and communication technologies- The student can understand and assimilate information presented in continuous and non-continuous texts, and is interested and participates in activities involving ICT such as handling different sources of information and the resources available in the digital book and on www.anayadigital.com.

Mathematical competence

- The student applies their knowledge of the basic mathematical operations to solve problems about waste production and reduction.

Learning to learn- The student can interpret concept maps, drawings, etc. to consolidate ideas and processes.

- They organise what they have learned about the ecosystems.

- They plan out their routine, become aware of what they know (using the self-evaluation sheet) and persevere in the tasks, showing satisfaction with what they have learned through effort and hard work.

Personal autonomy, initiative and emotional competence- The student exchanges opinions about ecosystems in a respectful way and values cooperation.

- They are aware of the social inequalities resulting from poor distribution and abuse of natural resources, and develop an attitude of solidarity towards them.

- They are familiar with and assimilate rules and norms of observation and behaviour in nature.

- They demonstrate responsibility and a willingness to discuss issues, communicate and include others.

- They demonstrate autonomy when organising their time and tasks.

Cultural and artistic competence- The student appreciates nature and can identify human actions that respect it or may harm it.

- They appreciate the importance of living things in an ecosystem and the variety of adaptations.

- They are familiar with and use different resources for expression and appreciate the aesthetic value of the materials used.

- They appreciate ecologists contributions to civilisation.

- They recognise the importance of drawings, photographs, videos, etc. in the study of ecosystems.

- They complete the reading worksheets with imagination.UNIT 6. MATTER AND ENERGY

Social and civil competence- The student compares their way of life with those of other societies, regarding the use of matter and energy sources.

- They develop a responsible attitude towards the use of matter and energy, and develop conscientious and healthy habits in relation to them.

- They respect and know how to live alongside people who have a different culture.

Knowledge and interaction with the physical world- The student recognises the properties and states of matter, can distinguish between pure substances and mixtures, and can describe how we use them.

- They make observations and identify forces and recognise their effects.

- They know how fossil fuels are used and the steps we can take to conserve them.

- They know the processes of generating, transmitting and using electricity.

- They identify the characteristics of light, and some phenomena related to light, and can classify objects based on how light passes through them.

- They use what they have learned to interpret physical phenomena.

Linguistic and communicative competence- The student uses scientific vocabulary accurately and is able to explain newly learned concepts related to air and water both orally and in written form.

- They show an interest in reading the proposed complementary texts.

- They understand other peoples opinions during debates.

Competence in information and communication technologies- The student can understand and absorb written, graphic and audiovisual information.

- They show an interest in using the content of the digital book as a learning tool.

Mathematical competence- The student applies what they have learned about mathematical operations to solve problems related to saving energy.

Learning to learn- The student analyses the pictures in the book in detail and extracts information from them in order to add to their own knowledge.

- They use the evaluation and revision worksheets to self-evaluate of what they have learned about matter and energy.

- They use the self-evaluation worksheet to check the knowledge acquired in this unit and the previous one, and are aware of whether they know how to apply it or need to revise it.

Personal autonomy, initiative and emotional competence- The student shows initiative for learning about and using measures that ensure sustainability and for developing conscientious and healthy habits in relation to the use of matter and energy.

- They accept their mistakes upon self-evaluation, persevere in the revision tasks and show empathy when exchanging opinions.

- They show an interest in participating in the science workshop activities Bottled clouds and Newtons Disc.

Cultural and artistic competence- The student is familiar with and uses different resources for expression and appreciates the aesthetic value of the materials used.

- They demonstrate accuracy and good taste when carrying out the tasks involved in the activities Bottled clouds and Newtons Disc.UNIT 7. ROCKS, WATER AND RELIEF

Social and civil competence- The student identifies human actions carried out in the past.

- They respect other peoples opinions.

- They take on responsibility for taking care of landscapes.

- They know how to live alongside people from different cultures.

Knowledge and interaction with the physical world- The student can define rock and mineral, can name some rocks and minerals and distinguish them, and describes their different uses.

- They can identify, name and describe the landforms found in coastal and inland areas.

- They can classify the types of bodies of water and they know the characteristics of the sections of a river.

- They are aware of certain characteristics of the geography of their autonomous community and of Spain.

- They value the existence of protected natural areas.

- They can describe and assess the impact of some human activities on nature.

Linguistic and communicative competence- The student understands information about landscapes and can describe them.

- They define and correctly use the terms related to rocks and landforms.

- They show an interest in reading the proposed complementary texts.

- They understand other peoples opinions during debates.

Competence in information and communication technologies- The student understands and absorbs information in written, graphic and digital form.

- They consult different sources to find out about the relief and water found in their region.

- They carry out the proposed interactive activities.

Mathematical competence- The student uses the basic mathematical operations to measure the courses of a river.

Learning to learn- The student relates concepts addressed in this unit to those addressed in earlier units.

- They use strategies to improve their learning by organising what they have learned about water and landforms in tables and blank maps.

- They self-evaluate the knowledge acquired in this unit and in earlier ones and are aware of whether they know how to apply this new knowledge or need to improve.

Personal autonomy, initiative and emotional competence- The student has their own opinion about altering landscapes.

- They are respectful and collaborate when carrying out group tasks

- They defend their opinions in a reasoned manner and respect those of others during classroom debates.

- They accept mistakes upon self-evaluation, participate and persevere in revision and evaluation activities and demonstrate satisfaction with what they have learned through effort and hard work.

Cultural and artistic competence- The student recognises the cultural value of landscapes and values the contributions of the scientists who study them.

- They are familiar with and use different resources for expression and appreciate the aesthetic value of the materials used in class (readings, illustrations, videos, presentations, etc.).

- They demonstrate creativity when making drawings of landscapes and use their imagination when completing the reading worksheets.

- They demonstrate accuracy and good taste when carrying out the tasks involved in the science workshop activity Lets make a fossil.UNIT 8. WEATHER AND CLIMATE

Social and civil competence- The student participates appropriately in group activities and carries out the tasks assigned to them.

- They understand relationships between a regions way of life and its climate.

- They show respect for and are interested in people from other countries, value their culture and know how to live with them.

Knowledge and interaction with the physical world- The student can define the weather and the observable aspects that determine and characterise it.

- They know the general characteristics of the weather in different seasons.

- They can describe what meteorological instruments and satellites are used for.

- They appreciate the work of meteorologists.

- They interpret simple weather maps.

- They are familiar with the climate of their autonomous community and the climates of Spain.

- They apply a basic method of reasoning when solving problems and posing questions.

Linguistic and communicative competence- The student understands the information about the weather and climate contained in the texts.

- They acquire vocabulary related to weather and climate.

- They use the vocabulary acquired to produce coherent responses to the activities related to weather and climate.

- They show an interest in reading the proposed complementary texts.

- They understand other peoples opinions during debates.

Competence in information and communication technologies- The student interprets and assimilates information presented in the pictures and weather maps and in the units digital and audiovisual resources.

- They use ICT resources to carry out the proposed interactive activities and to evaluate their progress.

- They extract information from different sources to learn about local architecture and how weather forecasts are made.

Mathematical competence- The student uses their knowledge of mathematical operations to solve simple problems about temperatures.

- They read and correctly interpret numerical data on precipitation and temperatures.

- They make and interpret simple precipitation and temperature graphs.

Learning to learn- The student assimilates the contents related to the characteristics of weather and climate.

- They can describe the seasons and how the climate influences us in written texts or oral presentations.

- They use a concept map to organise what they have learned.

- They self-evaluate the knowledge acquired in this unit and in earlier ones and are aware of whether they know how to apply this new knowledge or need to improve.

Personal autonomy, initiative and emotional competence- The student plans and distributes their tasks appropriately.

- They show an interest in using their knowledge about weather and climate to complete the proposed tasks.

- They develop a strategy to record changes in temperature and rainfall, organise them in graphs and draw conclusions.

- They persevere in the tasks, accept their mistakes upon self-evaluation and understand the need to consolidate learning.

Cultural and artistic competence- The student appreciates meteorologists contributions to civilisation.

- They are familiar with and use different resources for expression and appreciate the aesthetic value of the materials used (readings, illustrations, videos, presentations, etc.).

- They demonstrate accuracy and good taste when carrying out the tasks involved in the science workshop activity How much did it rain?THIRD TERM

UNIT 9. POPULATION

Social and civil competence- The student can define population, knows what changes it and is aware of the functions of the national census and the municipal register.

- They show sensitivity towards human migration.

- They can characterise population groups based on their work and can identify the three sectors.

- They can describe traditions and customs.

- They can identify different economic activities and can classify them by sector.

- They can describe the professions around them and relate them to the economic sectors.

Knowledge and interaction with the physical world- The student understands the relationships between the different biological, geological and climatic characteristics of various places and the cultural evolution of the humans who live there.

- They can recall and apply what they have learned during the year about the physical world.

- They use basic reasoning to solve problems and pose questions.

Linguistic and communicative competence- The student understands the information from the texts, pictures, diagrams, etc. related to the study of population.

- They use vocabulary accurately and can express concepts related to the population and its activities, as well as other concepts learned during the second term, both orally and in writing.

- They understand other peoples opinions during debates.

- They show an interest in reading the complementary texts assigned by the teacher.

Competence in information and communication technologies- The student can understand and assimilate information presented in continuous and non-continuous texts.

- They use different information sources to find out about population, types of work and traditions.

- They are interested and participate in activities involving ICT, such as using the resources available in the digital book and on www.anayadigital.com.

Mathematical competence

- The student applies their knowledge of basic mathematical operations to solve problems about population changes.

- They extract information from tables with data about professions.

- They organise numerical data about professions in tables, based on a model.

Learning to learn- The student makes and uses a simple survey, following pre-established guidelines.

- They interpret concept maps, drawings, etc. to consolidate ideas and processes.

- They organise information about work and holidays in tables and texts.

- They know and apply a procedure for studying and relating concepts learned about population changes to specific situations, following pre-established guidelines.

- They plan out their routine, become aware of what they know and persevere in the tasks, showing satisfaction with the knowledge they have acquired through effort and hard work.

Personal autonomy, initiative and emotional competence- They conduct research and exchange opinions about work and traditions, demonstrating their personal criteria and respecting other peoples opinions.

- They show sensitivity and empathy towards the issue of unemployment.

- They show responsibility and involve other people.

- They show autonomy when organising their time and tasks.

Cultural and artistic competence- The student is familiar with and uses different resources for expression and appreciates the aesthetic value of the materials used (readings, illustrations, videos, presentations, etc.).

- They recognise the cultural value of traditions.

- They complete the reading worksheets with imagination.UNIT 10. HOW NATIONS ARE STRUCTURED

Social and civil competence- The student can define municipality and local council.- They appreciate the mechanisms for electing councillors.

- They know the basic structure of local councils and their functions.

- They can describe municipal services.

- They can define province and autonomous community.

- They can identify, locate and name the different provinces, autonomous communities and autonomous cities with the help of political maps.

- They are familiar with the structure of their autonomous community and how it works.

- They know how the European Union is structured.

Knowledge and interaction with the physical world- The student recalls and applies what they have learned earlier in the year about the physical world.

- They use basic reasoning to solve problems and pose questions.

Linguistic and communicative competence- They use vocabulary accurately and can explain the concepts learned about how regions are structured both orally and in writing.

- They show an interest in reading the proposed complementary texts.

- They understand other peoples opinions during debates.

Competence in information and communication technologies- The student interprets information in written, graphic and audiovisual form, especially that presented in the maps showing the structure of Spain and the European Union, and incorporates it into their knowledge framework.

- They show an interest in using the content of the digital book as a learning tool.

- They use different information sources to expand their knowledge of the EU and find out about the symbols of their municipality.

Mathematical competence- They use basic calculations to solve problems about the population in municipalities and towns.

Learning to learn- The student analyses the pictures in the book in detail and extracts information from them in order to add to their own knowledge.

- They value and use maps as tools and strategies for memorising.

- They organise the names of the autonomous communities in a table.

- They structure what they have learned in this unit using a concept map.

- They use the self-evaluation sheet to check their attitudes and the knowledge acquired in this unit and previous ones, and are aware of whether or not they know how to apply it or whether they need to revise it.

Personal autonomy, initiative and emotional competence- The student exchanges opinions about what is important when communicating with other people and about the aid that can be given to poor countries.

- They show initiative when learning about other languages and customs.

- They accept their mistakes upon self-evaluation, persevere in the revision tasks and show empathy when exchanging opinions.

Cultural and artistic competence- The student is familiar with and uses different resources for expression and appreciates the aesthetic value of the materials used (readings, illustrations, videos, presentations, etc.).

- They are aware of and respect the existence of different languages in Spain and in other countries, and recognise the cultural value of the different units into which Spain is structured.

- They complete the reading worksheet with imagination.UNIT 11. HISTORY (I)

Social and civil competence- The student is familiar with the calendar which enables them to date historical events.

- They can identify and describe the different historical sources and classify the historical ages, and also describe the events that mark the beginning of a new age.

- They can identify the elements that represent the different ages.

- They know the characteristics of life in Prehistory.

- They know the characteristics of life and the architectural and cultural expressions of the Roman civilisation.

- They have certain knowledge about the history of their autonomous community.

Knowledge and interaction with the physical world- The student appreciates the contributions to human history made by scientific and technological progress.

- They apply basic scientific reasoning when analysing problems related to our knowledge of history.

Linguistic and communicative competence- The student understands the information about history contained in the texts.

- They acquire vocabulary related to historical ages and sources.

- They use their new vocabulary to provide coherent responses to the activities.

- They show an interest in reading the proposed complementary texts.

- They understand other peoples opinions during debates.

- They know the etymology of certain words.

- They can relate Latin words to the current words that come from them.

Competence in information and communication technologies- The student interprets and assimilates information presented in the pictures and texts about history and in the units digital and audiovisual resources.

- They consult different sources to obtain information about writing in Classical Antiquity and the structure of society in Ancient Rome.

- They carry out the proposed interactive activities.

Mathematical competence- They calculate the duration of the ages and the intervals between historical events.

- They appreciate the organisation of historical events in timelines.

Learning to learn- The student assimilates the contents regarding history and incorporates them into their knowledge framework.

- They observe, compare and draw conclusions from the pictures that they analyse.

- They self-evaluate the knowledge acquired in this unit and in previous ones and are aware of whether they know how to apply this new knowledge or need to improve.

Personal autonomy, initiative and emotional competence- The student shows empathy and respect for the ways of life and achievements of past societies, which laid the groundwork for the achievements of todays current societies.

- They are respectful and collaborate when carrying out group tasks.

- They defend their opinions in a reasoned manner and respect those of others during the classroom debates.

- They accept mistakes upon self-evaluation, participate and persevere in revision and evaluation activities and demonstrate satisfaction with what they have learned through effort and hard work.

Cultural and artistic competence- The student is familiar with some cultural expressions and customs of the past and compares them with those of the present.

- They appreciate the buildings, works of art and technological advances of past societies.

- They appreciate the effort made by archaeologists and historians to reconstruct the past.

- They appreciate the creativity and beauty of some historical sources, and value historical heritage.

- They appreciate some historical events.

- They are familiar with and use different resources for expression and appreciate the aesthetic value of the materials used.UNIT 12. HISTORY (II)

Social and civil competence- The student knows the characteristics of the ways of life and the architectural and cultural expressions of the Middle and Modern Ages and the Contemporary Era.

- They know and appreciate the inventions and advances of the Middle and Modern Ages and Contemporary Era and their consequences.

- They can name historical figures, locate them in time and identify their contributions.

- They acquire basic notions of the history of their autonomous community.

- They can recall and apply the contents related to society that they studied earlier in the year.

Knowledge and interaction with the physical world- The student appreciates the contributions to human history made by scientific and technological progress.

- They apply basic scientific reasoning when analysing problems related to our knowledge of history.

Linguistic and communicative competence- The student understands the information on history presented in the texts.

- They acquire vocabulary related to the Middle and Modern Ages and the Contemporary Era.

- They use their new vocabulary to produce coherent responses to questions and activities on history.

- They show an interest in reading the proposed complementary texts.

- They can interpret other peoples opinions during debates.

Competence in information and communication technologies- The student interprets and assimilates information presented in the pictures and texts on the Middle and Modern Ages and the Contemporary Era and in the units digital and audiovisual resources.

- They use online search engines under adult supervision and show an interest in learning using these technologies.

- They use ICT resources to carry out the proposed interactive activities and to evaluate their learning progress.

- They extract information from different sources to expand their historical knowledge.

Mathematical competence- The student can interpret numerical information and dates, and uses their knowledge about numbers and operations to determine the duration of historical periods.

Learning to learn- The student becomes familiar with the contents related to the Middle and Modern Ages and the Contemporary Era and incorporates them into their knowledge framework.

- They can relate the contents learned in this unit to those of previous units.

- They can use a concept map to organise the knowledge they have acquired.

- They plan their habits, are aware of what they know and persevere in the tasks, demonstrating satisfaction with what they have learned through effort and hard work.

Personal autonomy, initiative and emotional competence- The student expresses their opinions and respects those of others when drawing conclusions from the pictures they analyse.

- They conduct research, organise the data obtained and present well thought-out work.

- They plan and distribute their tasks appropriately.

- They show initiative when using their knowledge about the Middle and Modern Ages and the Contemporary Era and carrying out activities and self-assessment.

- They develop a strategy to conduct historical research.

- They accept their mistakes upon self-assessment and understand the need to consolidate learning.

Cultural and artistic competence- The student is familiar with some cultural expressions and customs of the past and compares them with those of the present.

- They appreciate the buildings, works of art and technological advances of the Middle and Modern Ages and the Contemporary Era.

- They appreciate the effort made by historians to reconstruct the past.

- They value the cultural heritage and certain historical events of the Middle and Modern Ages and the Contemporary Era.

- They are familiar with and use different resources for expression and appreciate the aesthetic value of the materials used.