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Byme Social Science 4: Syllabus
Byme Social Science 4: Syllabus
Byme Social Science 4: Syllabus
ByME
Social Science 4
SYLLABUS
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Teaching programme ByME Social Science 4
UNIT SUMMARY move on to study maps, atlases and globes, including the
concepts of hemispheres, latitude and longitude.
In this unit, pupils will review and further develop their
knowledge of the Earth and space through the work of The last two content pages explore the use of telescopes to
different astronomers and explorers. They will also look at study the Universe and how the Space Race resulted in many
ways of measuring and representing the Earth. scientific advances.
At the beginning of the unit, pupils are introduced to six
famous astronomers. This subject area is covered in the
opening illustration with the help of the course characters,
Ana and Tom, who are on a school trip to a space museum.
The school trip continues in the story and, on their return to
school, Ana and Tom carry out a School Trip Project to review
some of the astronomers teachings.
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Think about it
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UNIT SUMMARY
In this unit pupils will review and extend their knowledge of VALUES AND ATTITUDES
concepts relating to weather and climate, looking at the four
factors that define atmospheric conditions and focusing in In this unit your pupils will learn to appreciate how weather
particular on the different types of precipitation. They will affects all aspects of our lives. Throughout the unit, try to
learn how weather is predicted, and find out about world encourage pupils to think about:
climates and climates in Spain.
how our daily activities are affected by weather and climate
Pupils begin by refreshing what they have learned in previous
years about the four factors that define weather conditions: and how its important to wear the right kinds of clothes
temperature, humidity, wind and precipitation. These are and shoes for the various atmospheric conditions
introduced in Ana and Toms School Trip Project, which is a how important it is to be able to predict the weather so that
weather chart that the course characters make following their we can prepare for droughts, heatwaves or increasing
school trip to a TV weather station. pollution levels
how climate change might be affecting the Earth through
Pupils then go on to explore the different forms of
precipitation such as clouds, which provide an interesting link rising levels of atmospheric carbon dioxide and what
to the following section, Predicting the weather, by exploring solutions can be implemented to reduce pollution
how different types of clouds result in different types of
weather. The last two content pages deal with polar, tropical Think about it
and temperate climates, becoming more specific to help
pupils then explore the five main types of climate in Spain. The Think about it page in this unit focuses on pollution. The
pupils read about different examples of pollution and think
about the dangerous effects of each one. Encourage pupils to
discuss possible ways to reduce this problem, including
banning certain fuels or the use of cars in capital cities. Pupils
can also find out about organisations that raise awareness
about this issue.
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UNIT 3 Water
CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES
COMPETEN
CES
Bodies of water. Identify the characteristics of the main Knows the different types of MST 40, 41
types of bodies of water found on the bodies of water and their
planet. characteristics: oceans, seas,
rivers and lakes.
Names and locates the seas MST 40, 42
and oceans which surround the
Iberian Peninsula.
Identifies the different stages of MST, LIN 41
a river and knows their
characteristics.
Establishes the difference MST, LIN 41
between tributary, river basin,
river flow and drainage basin.
Rivers in Spain. Identify the most important rivers in Identifies and locates on a map MST, LIN 42, 43
Spain. the most important rivers in
Spain.
The water cycle. Understand the different stages of the Understands and describes, in MST, LIN 44, 45
water cycle. order, the different stages of
the water cycle.
Groundwater. Understand the characteristics of Understands how groundwater MST, LIN 46, 47
groundwater. forms, how it comes to the
surface and how we access it.
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UNIT SUMMARY
In this unit, pupils will review and extend their study of one of VALUES AND ATTITUDES
the Earths most important resources: water. Building on the
basic concepts of water explored in previous years, the unit In this unit pupils will learn to appreciate water as an
furthers pupils knowledge of specific bodies of water, the essential element for all life on Earth. Throughout the unit, try
water cycle and groundwater. to encourage pupils to think about:
The subsequent content pages revise the water cycle, Think about it
building on the vocabulary studied in previous years to
explain concepts in greater detail. Pupils then move on to The Think about it page in this unit focuses on water
study groundwater and look at the different ways in which we conservation. Pupils will read about the limited amount of
can access it. clean water we have available to us and learn about some
helpful water-saving tips. Encourage pupils to reflect on how
they use water every day and what they can do to conserve
water. Pupils can make a list of water-saving activities they
can try at home, for example, having shorter showers,
turning off the tap when they brush their teeth, etc. Pupils
with the Activity Book can find this activity on page 18.
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This is a brief unit in which pupils explore the world of rocks In this unit your pupils will learn that, contrary to common
and minerals by looking at how they are formed within the perception, the Earths crust is constantly changing, but that
Earths crust and their many uses and purposes in everyday it does so at a pace that to human perception is extremely
life. slow. Use the example of fossils (which became trapped in
rock millions of years ago) to help them realise just how
Pupils begin by refreshing what they know about fossils and slowly rocks and minerals are formed. Throughout the unit,
rocks through reading about Ana and Toms school trip to a encourage pupils to think about:
beach. In the story they meet a geologist who refers to some
characteristics and uses of rocks. Finally pupils learn to how every day they come across many different rocks and
classify rocks using a detective key. minerals
the importance of rocks in reflecting the geological history
On the first two content pages, pupils are introduced to the of the Earth
three types of rock: igneous, sedimentary and metamorphic.
how natural events and human activities can alter
They also learn about three types of minerals and get to
know examples of each. landscapes
The unit then moves on to the wide variety of uses that we Think about it
make of rocks and minerals in our everyday lives. Pupils have
The Think about it page in this unit focuses on land erosion.
the opportunity to see minerals and rocks in their raw form
Pupils will read about measures that can be taken to prevent
on one side of the double-page spread while on the other side
and combat land and coastal erosion. They will then be
they discover the end product that they are more familiar
encouraged to think about the actual measures that they
with.
have observed in their surroundings, for example the last
time they went to the beach or in relation to a recent forest
fire in their region.
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UNIT 5 Landscapes
CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES
COMPETEN
CES
Landscapes and landforms. Define and describe different Defines and describes MST, LIN 70-75
landscapes and name the landforms different landscapes and
which form them. names the landforms which
form them.
Landscapes in Spain. Describe the general characteristics of Describes the general MST, LIN 74, 75
the landscapes and landforms of characteristics of the
Spain. landscapes and landforms of
Spain.
Locates the main landscapes MST, LTL 78
and landforms in their close
surroundings.
Human intervention in the Identify and describe the effect human Explains the need to conserve MST, SOC 77, 79
environment and on activity can have on the environment, natural resources to guarantee
landscapes. landscapes and landforms. future development and shows
sensitivity to environmental
problems by consuming
responsibly.
Identifies and describes the MST, SOC 70, 71,
effect human activity can have 76, 77
on landscapes and landforms.
Understands actions that SOC 77, 79
would help improve the
environment.
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UNIT SUMMARY
In this unit pupils will review and extend their knowledge of VALUES AND ATTITUDES
landforms and the physical geography of Spain. They will also
look at how human activity affects landscapes. In this unit your pupils will acquire a basic understanding of
different landforms and learn to appreciate the huge impact
Pupils begin by refreshing what they know about inland and that human beings have on their surroundings. Throughout
coastal landscapes using an illustration that contains the unit, try to encourage pupils to think about:
examples and text boxes that provide definitions of the main how people modify natural features of the landscape with
terms. Information is presented clearly to enable quick access
roads, towns, factories and transport
for revision.
the negative impact that man-made features in landscapes
This is followed by a double-page spread that aims to build can have on the environment
on pupils prior study of landforms in Spain by providing more what measures can be taken to reduce this negative
detailed description of the countrys natural features, with impact, including protecting wildlife
special emphasis on mountain ranges, depressions and
plateaus. The last two content pages deal with positive and Think about it
negative consequences of human activity on landscapes.
The Think about it page in this unit develops pupils ability to
The new vocabulary presented in this unit extends pupils think critically by asking them to discuss what actions help
knowledge of technical terms and develops their ability to conserve the local environment. They read a short text that
look more critically at how people modify landscape and their explains that we all share the same planet and that our
immediate surroundings. They will also improve their actions have an effect on everyone else. The activities at the
observation and interpretation skills for visual information. bottom of the page invite pupils to engage with
environmental groups in the local area.
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UNIT 6 Community
CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES
COMPETEN
CES
Local government. Investigate and explain the Explains how a local MST, SOC, 84-86
structure of a local government, government is chosen, its CUL, LIN
how it works, what it does and structure and how it
how it is chosen. works.
Describes what a local MST, SOC, 86, 87
government does and LIN
names the public services
it is responsible for.
Defines local government, MST 87
municipality and local
population.
Names some of the MST, LIN 86, 87
members of the local
government, as well as
some providers of public
services.
Explains and simulates the MST, LIN, 85, 86, 94
election process. SOC
The organisation of Spain. Understand province, autonomous Understands and defines MST, LTL 88
community and autonomous city province, autonomous
and locate them on a political map community, autonomous
of Spain. city, and locates them on
a political map of Spain.
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In this unit, pupils will review and extend their concept of In this unit, your pupils will learn how everybody plays an
community by exploring four different levels of government, important role in their community. They will learn to
that range from local to national levels: municipality, appreciate that many individuals work together to make their
province, autonomous community and central government. community, province, autonomous community and country a
safe, clean and pleasant place to live. Throughout the unit,
Pupils begin by refreshing what they know about the local try to encourage pupils to think about:
government from previous levels, including: the role of the
mayor and the councillors in the town or city council, and how every family is unique and special
how public services are organised. This is followed by a
how they should respect diversity and not discriminate
double-page spread that defines and explores the national
government of Spain, presenting the 17 autonomous against anyone because of their culture, religion or social
communities and 2 autonomous cities. It then goes on to background
compare and contrast the roles of the central government how they can be responsible members of the class and their
and the government of autonomous communities. community
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Think about it
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UNIT 8 Prehistory
CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGE
COMPETEN S
CES
Spanish history. Know, in general terms, the Identifies the fall of the Roman Empire CUL 119
main historical periods for (AD 476) as the start of the Middle
the Iberian Peninsula. Ages; Columbus arrival in the
Americas (AD 1492) as the start of the
early modern period; the War of
Independence (AD 1808) as the start
of the late modern period.
Prehistory. Identify and describe the Describes the principal characteristics CUL, LIN 120,
principal characteristics of of the way of life and the changes 121
Prehistory on the Iberian experienced during the Palaeolithic,
Peninsula. the Neolithic and the Metal Ages.
Is aware of the oldest human remains CUL 121
found on the Iberian Peninsula such as
in Atapuerca in Burgos.
Identifies some cultural remains of the CUL 120
first peoples on the Iberian Peninsula
such as the Altamira caves.
Pre-Roman peoples. Know the principal Knows the way of life of the CUL 122,
characteristics of the way indigenous pre-Roman people on the 123
of life of pre-Roman people Iberian Peninsula and identifies some
on the Iberian Peninsula. of the remains of their culture such as
the Dame de Elche and the Toros de
Guisando.
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UNIT SUMMARY
In this unit pupils will review and extend their knowledge of VALUES AND ATTITUDES
history, learning how we divide it into periods that begin and
end with a significant event. They will also explore in detail In this unit your pupils will learn to appreciate how important
the Prehistoric Period in Spain. it is to conserve cultural heritage so that we can learn about
our past. Throughout the unit, try to encourage pupils to
At the beginning of the unit pupils will accompany Ana and think about:
Tom on their trip to an archaeological museum, where they
visit a replica of the Cave of Altamira. The story and School the importance of protecting historical and cultural
trip project allow further discussion of the concept of history
heritage, such as cave paintings and megaliths
and prehistory. These opening pages are designed to test
pupils prior knowledge and ease them into the subject how we must respect the rules when visiting museums and
matter of the unit, stimulating interest and encouraging historical sites
anticipation. the importance of learning about the past to help us
understand our origins
The first double-page spread of content gives pupils an
overview of the six main periods of Prehistory: Palaeolithic, Think about it
Mesolithic, Neolithic, the Copper Age, the Bronze Age and the
Iron Age. The transition from one to another is depicted by The Think about it page in this unit focuses on conserving
means of a timeline. The following two pages deal with the cultural heritage for future generations, in particular cave
two main Pre-Roman peoples that inhabited the Iberian paintings. The pupils will read about the Cave of Altamira and
Peninsula: the Celts and the Iberians. how damage to the paintings has provoked the closing of the
cave on several occasions. They will then have to match risks
to which we expose cave paintings when we visit caves to the
photographs that depict those risks.
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UNIT SUMMARY
The last two content pages move on to the fall of the Roman Think about it
Empire and the arrival of the Visigoths, the Germanic tribe
that settled in Hispania and whose arrival signifies the The Think about it page in this unit focuses on China and how
beginning of the Middle Ages in Spain. contact with the Chinese culture began through the silk trade
in the 2nd century AD. Pupils have the opportunity to
broaden their horizons by deciding if a particular invention or
activity first appeared in the Mediterranean or in China.
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Develop strategies to organise, Develop a capacity for hard work Performs academic tasks LTL, LIN 142, 143
memorise and remember and show perseverance while in a responsible and
information obtained through studying. effective manner.
different methods and from Uses vocabulary correctly LTL, LIN 142, 143
different sources. in the presentation of their
work.
Expresses orally, carefully LIN 142, 143
and clearly, contents
related to the subject
area.
Correct use of different materials. Use the materials in a suitable Uses the materials in a LTL, AUT 142, 143
way. suitable and careful way
thereby keeping them in
good condition.
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