programacion_technologiesI_core_concepts (1) (1).doc

7/21/2019 programacion_technologiesI_core_concepts (1) (1).doc

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Technologies I (ESO)

OXFORD CLIL

TECHNOLOGIES I(CORE CONCEPTS)ESO

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INDEX

#$ INTRODCTION %

%$ &ETHODOLOG'

$ *!SIC CO&PETENCES +

$ !CTI,ITIES- !TTENTION TO DI,ERSIT'- !SSESS&ENT !ND!SSESS&ENT OF *!SIC CO&PETENCES #.

/$ NIT PROGR!&&ES %0Te1ching sched2le %0

Sec3ion I$ SOL,ING TECHNOLOG' PRO*LE&S

ni3 #$ Technolog4$ Technologic1l 5rocesses

%0

%0

Sec3ion II$ IT !ND THE INTERNET %ni3 %$ H1rd61re 1nd sof361re %ni3 $ The In3erne3 %7

Sec3ion III$ &!TERI!LS SED IN TECHNOLOG' #ni3 $ &13eri1ls #ni3 /$ 8ood 1nd i3s deri913i9es ni3 .$ &e31ls 7

Sec3ion I,$ TECHNI:ES FOR GR!PHIC REPRESENT!TION 0ni3 7$ Gr15hic ex5ression 1nd co;;2nic13ion 0

Sec3ion ,$ STRCTRES !ND &ECH!NIS&S ni3 +$ S3r2c32res ni3


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#$ INTRODCTION

This document refers to the firs3 1nd second 4e1r ESOsyllabus for Technologiesand is based on theRo41l Decree #.#=%00. of %< Dece;>er-approved by the thenMinistry of Education and Science (MEC), which establishes the minimum syllabus

reuirements for Compulsory Secondary Education (ES!) accordin" to Constitutional#aw on Education (#!E)$

%ccordin" to the #!E, one of the aims of school education is to enable students tocommunicate &to understand and e'press themselves orally and in writin" in one ormore forei"n lan"ua"es$ To help further this aim, the same Ro41l Decree"ives localeducation authorities the power to authorise schools to teach some curriculum subectsin a forei"n lan"ua"e, as lon" as the basic curriculum reuirements are met$

As a result, an increasin" number of primary and secondary schools are offerin" aran"e of curriculum subects throu"h the medium of a forei"n lan"ua"e, especiallyEn"lish$ The aim of this socalled *bilin"ual+ education is to develop students+ lin"uisticcompetence in all of the four sills of listenin", speain", readin" and writin" throu"hcontent and lan"ua"e inte"rated learnin" (C#-#)$ The !'ford C#-# series has been

conceived and developed specifically for the needs of secondary students in bilingual

sections and schools. It covers the curriculum requirements in the subject area

providin" students with the necessary subect nowled"e, whilst at the same timedevelopin" their lin"uistic sills in both their mother ton"ue and En"lish$

%nother ey chan"e prompted by the #!E is the inte"ration of basic competencesintothe curriculum$ The course obectives, contents, methodolo"y and assessment criteriaare now closely lined to these competences, which "uide the teachin" and learnin"process$ The basic competences are described in detail in section . of this document,and each one is broen down into subcompetences$ They are then lined to thespecific assessment criteria for each unit/ criteria which are, in turn, lined to thedifferent learnin" activities$ -n the followin" section, we will see how each competenceis covered and assessed, be it throu"h continuous, formative assessment or throu"hsummative assessment$ e feel that it is important to mae teachers aware that theaim of their wor and that of their students is to achieve pro"ress in a series of specificbasic competences (each one e'pressed in terms of demonstrable achievements), andalso of how the achievement of these aims can be measured (assessablecompetences)$ e do this by linin" both the subcompetences and the learnin"activities to the units assessment criteria$

The Technologiescurriculum focuses mainly on the methods and procedures used byhumans to resolve problems and satisfy needs$ -n other words, technolo"ies are taento be the activities and scientific and technical nowled"e used by humans to constructor create obects, systems and environments as a whole$ Technolo"y has, after all,fostered the development of many different civilisations over the course of history$ Sothis course aims to develop students+ sills and methods to enable them to pro"ressfrom the identification and formulation of a technolo"ical problem to the desi"n of aconstructive solution, whilst also emphasisin" the important role of plannin" when itcomes to optimisin" resources and solutions$

Technolo"y has developed at an e'tremely rapid rate over the last few decades$ eare livin" in a technolo"ical era, and information and communication technolo"ies have

taen on an ever more important role$ Students therefore need to be tau"ht abouttechnolo"y in a world where people are the active a"ents, either as consumers or as



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innovators, as they strive to improve their uality of life$ %s it is of "eneral interest toone and all, this course brid"es the traditional divide between the sciences and thehumanities, and invalidates the unfounded se'ist attitude that Technolo"ies is a subectmore suited to boys$

The ES! Technologies course focuses on nowled"e acuisition (either by providin"students with information or by allowin" them to find it out for themselves) and thedevelopment of sills that help students to understand technical obects and how theycan be created or modified$ The course will encoura"e students to be innovative whenlooin" for solutions to problems and mae them aware of how resources are used,providin" them with a wellrounded, *inte"rated+ nowled"e (methodolo"ically based onthe nowled"eaction dialectic)$ Similarly, students will have to use information andcommunication technolo"ies themselves as tools for findin", creatin", analysin",e'chan"in" and presentin" information, as they will indeed in all subects accordin" toa competencebased teachin" and learnin" approach$ Technolo"ies is, by nature andby necessity, a hi"hly procedurebased subect$ The area of nowled"e it covers isunder"oin" constant chan"e as technolo"y continues to advance, so if students are to

achieve the set obectives, a formal academic teachin" approach is not appropriate$The usefulness of the nowled"e acuired will help to motivate students to master therelevant procedures in their technolo"ies classes$

3y its very nature and the way in which it has developed over time, technolo"ies is aninterdisciplinary subect and is closely lined to other subects in the curriculum, suchas natural sciences, maths, social sciences, etc$ -t also helps students to develop aseries of intellectual sills that they will need in order to develop personally andintellectually (the ability to communicate and reason, or"anise and plan, wor as part ofa team, etc$) and to mae the transition from school to wor and to advancedvocational trainin" courses in the future$ Technolo"ies classes also provide a "oodopportunity to show students that this subect and science and technolo"y in "eneral

are not the e'clusive province of men or of women$ Students continue to studytechnolo"ies in the third year of secondary education/ in the fourth year of ES!, theycan further their nowled"e of technolo"y by studyin" two more optional courses(Technologiesand IT), dependin" on their chosen future academic and4or professionalpath, and on whether these subects are on offer at their school$

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%s a result of all the points outlined above, we consider that the methodolo"icalapproach for this subect should tae the followin" points into account5

%ctivities should form an essential part of the teachin" and learnin" process$ %ctivities should be meanin"ful and relevant to students$ Manual activities are an essential part of the subect, but not an obective in

themselves$ Contents relatin" to the use of machines, tools and materials are an inherentpart of the subect$

The teachers function is to or"anise the learnin" process, definin" obectives,selectin" activities and creatin" appropriate learnin" situations so that studentscan build upon and enrich their e'istin" nowled"e$

7iven this approach, the methodolo"y is based on the followin"5 %cuirin" the technical and scientific nowled"e reuired to understand and

carry out technolo"y activities$ %pplyin" the nowled"e acuired to the analysis of e'istin" technical obects

and the ways in which they can be used and transformed$ ;ndertain" whole technolo"y proects as the final part of a learnin" process

based on the two previous points$ Conveyin" the social and cultural importance of obects invented by human

bein"s which have improved livin" conditions in different societies throu"houthistory$

-n order to strie a balance between nowled"e and its application, the Technologiescourse uses an approach based on the teachin" of concepts (scientific and technicalprinciples) so that students can "o on to carry out analyses and proects$ Studentsshould combine what they knowwith what they know how to do(not for"ettin" whatthey know how to be, i$e$ the personal and social ethical values that should always be

taen into account in this field)$ This subect uses a project-based method, wheretechnical obects are planned and desi"ned in order to resolve a problem or meet aneed$ These obects can then be constructed and assessed in the proects at the endof the te'tboo, such as the desi"n and construction of an automatic "ara"e door, aslidin" door or an automatic chair lift$

%ll of these methodolo"ical considerations have been taen into account in the writin"of the te't boo (Technologies I, !'ford C#-#, !'ford E8;C%C-


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comple'ity of the contents have all been adapted to the co"nitive abilities of thestudents$ The lan"ua"e level has been carefully "raded for nonnative speaers$ Thecontents are presented and e'plained in class usin" e'planatory bo'es and dia"rams$7raphics are a ey learnin" tool, helpin" students understand new concepts andlan"ua"e more easily and achieve the course obectives and the basic competences$There is also a summary chart of the unit contents at the end of each unit$

%s far as possible, classroom learnin" should be adapted to students+ own daytodayreality and interests and start off from their prior nowled"e$ -n other words, it should bemeaningful$ %s such, whenever possible, the contents are presented throu"h real,familiar e'amples, so that the students become actively and receptively involved intheir own learnin"$

9owever, the pace at which each student learns varies, dependin" on his or herco"nitive development and social and family environment$ %s such, attention todiversity amon"st students and in their learnin" environment is a fundamental part ofteachin"$ Many activities (in both the te'tboo and the teachers resources) are

desi"ned to meet the needs of an inevitably diverse classroom$%ctivities should be innovative but should also reflect the contents studied and cater forstudents diverse interests and learnin" capacities$ %s mentioned above, all sorts ofdifferent activities are provided in each unit, ran"in" from simple lan"ua"e practiceactivities to uestions involvin" reasonin" and analysin" of contents$

-t is important to hi"hli"ht that the activities in the !'ford C#-# Technologies coursehave been systematically adapted to the contents studied$ Students understand andremember what they learn in class by completin" the activities$

So, in the te'tboo used here, each unit has the same structure, and each section aims

to meet the various methodolo"ical demands outlined above5

%n o5ening 51ge-with a series of initial uestions based on an illustration tointroduce the contents, teach some ey vocabulary and raise interest in thetopic$

Ex5l1n13or4 51ges? E'planatory te'ts are presented in concise, strai"htforward lan"ua"e, which

maes it easy for students to identify and "rasp core concepts$ Te'ts areaccompanied by photos and illustrations which support the content and aidunderstandin"$

%dditional information is included in bo'es, drawin"s, plans, photo"raphs,etc$

@e4 6ords 1nd core l1ng21ge? ?ey words on each pa"e have been selected carefully and are

hi"hli"hted in blue in the te't, with simple definitions provided in a ?ey wordbo' in the mar"in$ %s well as helpin" students to understand the materialpresented, these bo'es also provide students with a useful tool for revisin"the main vocabulary of the unit$ %ll the ?ey words and their definitions arerecorded so that students can listen and repeat the words from a correctmodel, which will aid their pronunciation and serve as a useful learnin" aidfor auditory learners$

%s well as understandin" the subectspecific lan"ua"e, students learnin"throu"h the medium of En"lish also have to acuire and use the necessarycore lan"ua"e to enable them to e'press and discuss the concepts in an

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The Teachers Bookcontains hotocopiable materialswith roject worksheets, Testsand!ssessments of basic competences$

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$ *!SIC CO&PETENCES

The Constitutional #aw on Education (#!E) has a new definition of curriculum, whichincludes not only the traditional components (obectives, contents, teachin" methodsand assessment criteria), but also an important new component5basic competences"

These competences are now one of the linchpins of the curriculum as a whole (it is nocoincidence that they are set out in the curriculum before even the obectives)$ Theytherefore "uide the entire teachin" and learnin" process, especially when in the secondyear of compulsory secondary education, students must complete a dia"nostic test todemonstrate that they have acuired certain competences$ De"ardless of whether ornot the mar for that assessment counts towards the students "rades, the results canbe used as a "uide so that schools can mae decisions about students learnin"$ This"ives us some idea of how the teachin" process is affected by this new element, i$e$ itbecomes much more practical, providin" students with transferable sills, not ones thatare only applicable in the school conte't$ %nd of course, students will only achieve theES! certificate later if they acuire the basic competences at this sta"e, so thesecompetences now mae up the framewor for assessment too$

There are many definitions of the concept of basic competences (which can be found inthe 6-S%reports), but they all stress the same thin"5 instead of an educational modelthat focuses on the acuisition of mostly theoretical, often unconnected, aspects ofnowled"e, it is better to acuire competences, leadin" to the acuisition of essential,practical and inte"rated nowled"e, which students must then demonstrate that theyhave acuired it (i$e$ it "oes beyond functional trainin")$ -n short, a competence is thecapacity to inte"rate nowled"e, sills and attitudes to resolve problems and situationsin various conte'ts, and students must prove that they have that capacity by puttin" itinto practice$ -t has been defined very succinctly as the puttin" into practice of acuirednowled"e knowledge in action/ in other words, the mobilisationof nowled"e andsills in a specific situation (a real one, different from the one learnt in the school

environment), the activation of resources or nowled"e acuired (even if students maythin that they have for"otten what they have learnt)$

9owever, there is one aspect worth hi"hli"htin", which we could refer to as thecombined natureof competences5 throu"h what theyknow, students must be able todemonstrate what theyknow how to apply, but also what theyknow how to be$ Eachcompetence is made up of the combination of the different types of content learnt in theclassroom (concepts, procedures and attitudes), each one formin" one of themultifaceted sills that provide students with a wellrounded education$ e reco"nisethat schools are not ust providin" students with technical and scientific nowled"e, butalso teachin" them about citienship, so they must be able to demonstrate a series ofcivic and intellectual attitudes that reflect respect for others, a sense of responsibility,teamwor, and so on$

There is another important aspect, and one which is often not stressed enou"h5 ifstudents acuire competences, they are then able to deal with the way that nowled"ein any field is constantly bein" renewed and updated$ Students academic trainin"within the school environment taes place over the course of a limited number of years,but their need for personal and4or professional development is lifelon"$ %s such,providin" students with the necessary competence in, for e'ample, the use ofinformation and communication technolo"ies means that they will be able to use thesetools to "ather the information reuired at any "iven moment, assessin" the uality ofthat information they find$ 7iven that it is often impossible to cover all of the curriculum

contents in "reat detail over the course of the school year, students need to developthe competence of learning to learn"

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The te'tboo includes teachin" and learnin" activities lined to these basiccompetences, either implicitly in the e'planatory pa"es, or e'plicitly in sections lie the!ssessment of basic competencesprovided in the Teachers Book for each contentbloc$

-n the Spanish education system, students must achieve the followin" basiccompetences before they finish compulsory education so that they are prepared for thechallen"es that they will face in their personal and professional lives5

#in"uistic competence$ Mathematical competence$ Competence in nowled"e and interaction with the physical world$ 8ata processin" and di"ital competence$ Social competence and citienship$ Cultural and artistic competence$ #earnin" to learn$ %utonomy and personal initiative$

3ut what do these competences really meanF 3elow is a summary of the ey ways inwhich each competence influences students intellectual and personal development,with reference to the most important parts of the school curriculum5

LINGISTIC CO&PETENCEThis competence refers to the use of lan"ua"e (in this case, especially theforei"n lan"ua"e) as a tool for oral and written communication, learnin", andselfre"ulation of thou"ht, emotions and behaviour$ -t also helps students tocreate a positive personal ima"e and develop constructive relationships withothers and with the environment$ So, learnin" to communicate means formin"lins with other people and "ettin" to now other cultures, which we are then

more liely to understand and respect$ -n short, this competence is absolutelyessential when it comes to resolvin" conflicts and learnin" to live alon"sideothers$ %cuirin" this competence means acuirin" a fluency in oral and writtenlan"ua"e in various conte'ts and bein" able to use at least one forei"nlan"ua"e$

&!THE&!TIC!L CO&PETENCEGirst and foremost, this competence consists of the ability to use numbers andbasic numerical operations, symbols and forms of mathematical reasonin" ande'pression, in order to produce and interpret data, to find out more aboutuantitative and spatial aspects of reality and to resolve problems relatin" todaytoday life and wor$ So, acuirin" mathematical competence means bein"

able to use sills and approaches that allow one to reason mathematically,understand mathematical ar"umentation, e'press oneself and communicate inmathematical lan"ua"e, and use mathematical nowled"e in combination withother types of nowled"e$

CO&PETENCE IN @NO8LEDGE !ND INTER!CTION 8ITH THE PH'SIC!L8ORLDThis competence refers to the sill of interactin" with the natural and manmadeelements of the physical world, helpin" students to understand events, predictconseuences and act in a way that contribute to improvin" and preservin"their own livin" conditions and those of other people and livin" thin"s$ -tbasically refers to acuirin" a scientific4rational way of thinin" which enablesone to interpret information and mae decisions independently, usin" one+s own



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initiative, as well as applyin" ethical values in decisionmain" in personal andsocial conte'ts$

D!T! PROCESSING !ND DIGIT!L CO&PETENCEThis is the ability to loo for, obtain, process and communicate information andtransform it into nowled"e$ -t includes aspects ran"in" from accessin" andselectin" information, to usin" it and conveyin" it in different formats, includin"the use of information and communication technolo"ies as an essential tool forfindin" information and communicatin"$ 7ainin" sill in this area involves usin"technolo"ical resources to resolve problems efficiently and havin" a critical,reflective attitude when it comes to assessin" the information available$

SOCI!L CO&PETENCE !ND CITIAENSHIP!nce students have acuired this competence, they will be able to live insociety, understand the social reality of the world in which they live, ande'ercise civic responsibility in a democratic society which is becomin" evermore multicultural$ -t concerns forms of individual behaviour which allow peopleto live to"ether in one society, "et alon" with others, cooperate, "et involved

and tacle conflicts$ This means that acuirin" this competence translates intobein" able to empathise and understand other people+s position, acceptdifferences, be tolerant and accept the values, beliefs, cultures and personaland collective histories of others$ -t means understandin" the social reality inwhich one lives, taclin" conflicts by applyin" ethical values, and e'ercisin"civic ri"hts and duties responsibly and in solidarity with others$

CLTR!L !ND !RTISTIC CO&PETENCEThis competence consists of nowin", appreciatin", understandin" and criticallyassessin" different forms of cultural and artistic e'pression, usin" them as asource of personal enoyment and enrichment and viewin" them as part ofpeoples cultural herita"e$ -t involves appreciatin" and enoyin" art and other

forms of cultural e'pression, bein" open to the variety of different methods ofartistic e'pression, conservin" the shared cultural herita"e and fosterin"students own creative capacities$

LE!RNING TO LE!RNThis competence is made up of two ey elements5 the first refers to studentsability to start learnin", and the second to their ability to continue learnin"independently, and see rational answers$ -t also involves allowin" for variouspossible answers to the same problem and motivatin" students to loo for thoseanswers usin" different methodolo"ical approaches$ -t involves mana"in" one+sown abilities in terms of strivin" for efficiency and drawin" on differentintellectual resources and techniues$

!TONO&' !ND PERSON!L INITI!TI,EThis competence refers to students bein" able to use their own ud"ement andhave the initiative reuired to mae and pursue individual choices and taeresponsibility for them, both in their personal lives and in a social andprofessional conte't$ 3y acuirin" this competence, students can become morecreative, innovative, responsible and critical in their approach to individual or"roup proects$

Competences do not ust involve nowled"e and sills acuired in a sin"le subect onlyor which are used e'clusively for that subect$ Everythin" that students learn across

their different subects (and not ust at school) and other educational activities (e'tracurricular activities) combines to form a sort of cultural ba""a"e, a collection of



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information that they must be able to use throu"hout their lives, at the ri"ht time and indiverse situations$ So, any of those competences can be achieved, perhaps not in allparts of the curriculum but certainly in most of them, and for the same reason all ofthese competences can be used and applied in any topic or subect, re"ardless ofwhere they have been acuired (crosscurricular competences)$ Competence should"uarantee that a student has achieved certain learnin" obectives, but it should enablestudents to achieve other obectives, both at school and afterwards, "uaranteein"on"oin" learnin"$

The different elements of the curriculum are obviously interlined, and we need to beaware of this so that the curricular materials used in the teachin" and learnin" processare used correctly$ hen the unit obectives (e'pressed as capacities or sills) are setout in a teachin" pro"ramme, they influence the choice of certain contents over others$%ssessment criteria also need to be included to enable evaluation of whether studentsmeet these obectives (or not)$ The assessment criteria can therefore be divided intotwo cate"ories, interpreted in different ways$ The first cate"ory includes criteria relatedto the students learnin", in other words, some criteria will be more or less e'pressly

lined to concepts, others to procedures (sills) and others to attitudes$ Each of thesecontent types must be assessed because they have been studied in class$ They areassessed at different points throu"h continuous assessment$ The second cate"oryincludes assessment criteria that are more directly lined to the basic competences$

-f we thin of the basic competences as the real and practical application of nowled"e,sills and attitudes, the best way to chec or assess whether or not the student hasacuired those competences is to reproduce the most realistic situations possible inwhich they should be applied$ -n these situations, students usually draw on the tapestryof nowled"e (made up of all sorts of contents) they have accumulated over the courseof their schoolin", but respond, above all, to practical situations$ So when we assesscompetences we are assessin" procedures and attitudes, first and foremost, but

concepts are an essential basis for them$ That is why the competences are lined toassessment criteria relatin" mostly to procedures and attitudes$

So how can each of the basic competences be acuiredF The followin" sectiondescribes the most important aspects of each basic competence for this subect$ Thesedescriptions may need to be adapted to the practical needs of reallife teachin"$

D!T! PROCESSING !ND DIGIT!L CO&PETENCE-n this subect, this competence is acuired throu"h the use of information andcommunication technolo"ies, especially for findin", processin", creatin", storin"and presentin" information$

CO&PETENCE IN @NO8LEDGE !ND INTER!CTION 8ITH THE PH'SIC!L8ORLDThis competence is acuired throu"h a nowled"e and understandin" oftechnolo"ical obects, processes, systems and environments, and throu"h thedevelopment of technical sills for the handlin" of obects$ ?nowled"e of obectsand their manufacturin" processes will enable students to contribute to thecreation of a healthier environment and to tae a sensible approach toconsumption$

!TONO&' !ND PERSON!L INITI!TI,EThis competence is acuired throu"h e'ercisin" the technolo"ical approach to

solvin" problems5 definin" of the problem, plannin" and carryin" out the proect,evaluatin" the solution, main" su""estions for improvements, etc$ This



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process can also help students to develop personal ualities, lie initiative, selfimprovement, perseverance, autonomy, selfcriticism, selfesteem, etc$

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LE!RNING TO LE!RNStudents can achieve this competence by developin" strate"ies for solvin"technolo"y problems$ This process will also help to familiarise them withco"nitive sills which facilitate learnin" in "eneral$

SOCI!L CO&PETENCE !ND CITIAENSHIPThis competence, which refers to sills relatin" to human relationships and anunderstandin" of society, can be acuired throu"h the way in which technolo"yproblems are dealt with$ 3ein" able to e'press ideas and reason, analyseapproaches that are different to one+s own, reach decisions throu"h dialo"ueand ne"otiation, accept the opinions of others, etc$, are all social sills that "obeyond the purely scientific method and are used in all school, professional andpersonal arenas$ Students can also learn about society by looin" at howtechnolo"ical developments lead to economic chan"es and contribute to socialchan"es$

LINGISTIC CO&PETENCE

-n this subect, this competence is achieved by acuirin" specific vocabularyused to find, analyse, select, summarise and convey information$ Deadin",interpretin" and writin" reports and documents also play a role$

&!THE&!TIC!L CO&PETENCEThis competence is acuired throu"h the use of mathematical tools (measurin"and calculatin" sie, usin" scales, readin" and interpretin" "raphs and charts,solvin" problems), and shows students that mathematical nowled"e can play afunctional role in many aspects of their lives$

CLTR!L !ND !RTISTIC CO&PETENCEThrou"h the desi"n of technolo"ical obects, directly influenced by culture andsociety+s artistic manifestations, ima"ination and creativity are e'alted$

e have now looed at the basic competences established by the Spanish educationsystem$ These competences are inevitably very "eneric$ -f we want to use them as apoint of reference for teachin" and to demonstrate the real competence achieved bystudents (assessment), we need to mae them even more specific, breain" themdown into subcompetencesand linin" them to the other elements of the curriculum$These subcompetences are statements which have been written after acomprehensive analysis of the curriculum in order to draw up functional learnin"obectives e'pressed in such a way that they can be identified by any teacher$

3elow is a list of the subcompetences for this subect and level$ The units in whicheach subcompetence is developed are listed on the ri"ht$

CO&PETENCES =S*CO&PETENCES

NITS

Co;5e3ence in Bno6ledge 1ndin3er1c3ion 6i3h 3he 5h4sic1l 6orld

#- %- - - /- .- 7- +- , A, B and

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precisely and confidently$

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3e familiar with the technolo"icalmethod for solvin" problems and useit in order to identify and respond todifferent needs$

1, ., :, >, A, and 11

6romote the creation of a healthyenvironment throu"h critical analysisof the environmental repercussions oftechnolo"ical activity and encoura"eresponsible consumption$

1, :, >, @, 10 and 11

&13he;13ic1l co;5e3ence #- %- 7- , @, A, 10 and 11

;se information and communicationtechnolo"y confidently to obtain andreport data and to simulatetechnolo"ical situations or processes$

1, 2, ., :, A, B, 10 and 11

Gind, process, produce, store andpresent information usin" technolo"y$ 2, . and 11

Ling2is3ic co;5e3ence #- %- - - /- .- 7- +- , @, A, B, , 10 and 11

%pply lan"ua"e usa"e rules, as wellas lin"uistic and nonlin"uistic sills,when communicatin"$

2, :, >, @, A, B, , 10 and 11

Communicate thou"hts, emotions, lifee'periences, opinions, ideas, andethical and critical ud"ements in acoherent way$

1, :, >, @, A, , 10 and 11

;se specific vocabulary from eachsubect area to enrich one+s lan"ua"e$

1, 2, ., :, >, @, A, B, , 10 and 11

%pply the actions that define lin"uisticcommunication (listenin", speain",readin" and writin") to specificpurposes$

1, 2, ., :, >, @, A, B, , 10 and 11

6resent different inds of information

verbally in a ran"e of communicativesituations, adaptin" to the "iven

1, 2, :, A and 10

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conte't$

Oxford CLIL (Oxford EDC!CI"N)1A


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Compose and manipulate differentinds of te'ts with differentcommunicative and creativepurposes$

1, 2, ., @, A, B and 10

;se lan"ua"e as a tool for thepeaceful resolution of conflict,avoidin" the use of dero"atory wordsand se'ist and discriminatorye'pressions$

.

Communicate and enter into dialo"uewith those around one, with the aim ofestablishin" lins and buildin"constructive relationships$

1, ., >, @, A and 10

Enoy listenin", readin" ande'pressin" thou"hts and ideas inwritin"$

2, ., :, >, @, A, B, , 10 and 11

;se readin" as a learnin" tool, asource of personal pleasure, and as away of findin" out about otherenvironments, lan"ua"es andcultures$

@

Gind information in different media(print and di"ital) and use it in proectsrelated to different subect areas$

1, ., :, >, @, A, 10 and 11

6rocess information from oral andwritten sources$

2, ., :, @, B and 10

3uild competence in communicatin"

in a forei"n lan"ua"e pro"ressively$

:

Soci1l co;5e3ence 1nd ci3ienshi5 #- - #0 1nd ## 6repare future citiens to participate

actively in main" reasoneddecisions$

1, 10 and 11

#earn about the history of technolo"ical developments to be ableto understand the economic chan"esthat have favoured socialdevelopments$

1 and .

8evelop social sills that promoterespectful and tolerant discussion ofideas, conflict mana"ement anddecisionmain"$

1 and .

Le1rning 3o le1rn #- %- - - /- 7 1nd < 8evelop strate"ies for solvin"

technolo"ical problems in proects byobtainin", analysin" and selectin"relevant information$

1, 2, ., :, >, A and

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!23ono;4 1nd 5erson1l ini3i13i9e #- - .- 7- +- < 1nd #0 6romote an independent and creative

approach to technolo"ical problems

by assessin" alternatives andpredictin" possible conseuences ofeach one$

1, ., @, A, B, and 10

8evelop personal ualities such asinitiative, a desire to improve,perseverance in the face of difficulty,autonomy and selfcriticism$

.

C2l32r1l 1nd 1r3is3ic co;5e3ence 7 1nd + %ppreciate and understand forms of

artistic and cultural e'pression andincorporate aspects of them into one+s

own desi"ns$

A and B

-n order to demonstrate that the students have achieved the different competences andsubcompetences (and even other, additional ones, not necessarily lined to the oneslisted here), teachers can use the various assessment criteria$ -n this pro"ramme,these criteria are lined to the criteria for the teachin" units, not the "eneral ones forthis level, which are too "eneric$



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$ !CTI,ITIES- !TTENTION TO DI,ERSIT'- !SSESS&ENT !ND!SSESS&ENT OF *!SIC CO&PETENCES

!CTI,ITIES

!nce the contents have been tau"ht followin" the course methodolo"y, there arevarious activities to chec students nowled"e$ These are provided in the #tudent$sBookas well as in the supplementary materials lined to the different course contentsfound in the Teachers Book$ There are also activities that are e'pressly lined to thebasic competences themselves (in theAssessment of basic competences)$

Teachers can carry out an initial assessment at the start of the school year to assessthe students startin" point$ -n addition, there are termly assessments and unitassessments, as well as Revision activitiesin the #tudents Book"

-n addition to the activities for learnin" the different contents and for checin"nowled"e, there is another essential activity type in this subect5 procedures$ These

are used throu"hout the boo when the topics are first introduced but also in specificsections in the #tudent$s Book, especially the rojectssection$ They include techniuesand sills, as well as attitudes to wor, which students should understand very wellbecause they will continue to use them throu"hout the sta"es of their secondaryeducation, and they will help them to achieve some of the basic competences$

!TTENTION TO DI,ERSIT'

The proectbased wor method provides e'cellent opportunities for students to reachtheir full potential, as the teachin" and learnin" process can be adapted to their ownindividual needs and abilities$

!SSESS&ENT PROCEDRES !ND &!R@ING CRITERI!

Students learnin" must be assessed systematically and periodically, both to measuretheir individual levels of nowled"e acuisition (summative assessment at differentpoints of the year) and to introduce any chan"es reuired to the teachin" process(when the students learnin" does not meet e'pectations)$ -n addition to this summativeassessment, which tends to tae place at the end of the course (ordinary e'ams andresits, if reuired), there will be other assessments, lie an initial assessment (mars donot count towards the final "rade), as well as continuous assessment, formative testsand activities carried out throu"hout the teachin" and learnin" process and whichstress that teachin" is a means of "uidin" and analysin" the learnin" process$

Continuous assessment will be carried out throu"h the systematic observation andmonitorin" of students, i$e$ everythin" that they produce, either individually or in"roups, will be taen into consideration5 practical e'ercises (proects), written wor, oralpresentations, classwor, their attitude to learnin", accuracy of e'pression, selfassessment, etc$ %nd for summative assessment5 written tests at the end of each termand resits (durin" the term and at the end of the course, if the student has failed any ofthe assessments, and a resit final e'am, if students do not pass the first one)$ -n anycase, a variety of assessment procedures will be used, so the assessments arefle'ible$ Students can be awarded "rades hi"her than a simple 6ass in the resits,ordinary resits (if they failed one or more of the endofterm tests) and the e'traordinaryresits$ -t should be stressed that students are not e'pected to produce perfectly

accurate En"lish and they should be rewarded for communicatin" the messa"eeffectively in En"lish, and not penalised heavily for "rammatical or le'ical errors$



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-n order to provide students with mars for the three assessments durin" the year, theordinary resits at the end of the course and the e'traordinary resits in September, thewritten tests will be assi"ned a wei"htin" of .0H, proects >0H, and classwor 20H$ -nother words, the students wor throu"hout the school year will always be taen intoaccount (continuous assessment), e'cept for students who are no lon"er entitled to beassessed because they have missed too many classes without reason$ -n these cases,the final mar will be based on the written test only$ This multiple wei"htin" method hasbeen desi"ned to assess all sorts of different contents studied throu"hout the year(concepts, procedures and attitudes)$ The students will be informed of these wei"htin"sat the start of the year$

!SSESS&ENT OF CO&PETENCES

The table below shows the basic competences broen down into the subcompetencesfor the different parts of the course, to be assessed in the three tests (one per term)and the final tests (ordinary and e'traordinary, if applicable)$ The assessments will

provide an overview of what the students have learnt as well as the subcompetencesthey have not yet achieved$

e recommend the followin" ualitative scale to measure the level of achievement ofthese subcompetences, from lowest to hi"hest5 15 ea/ 25 3orderline/ .5 %vera"e/ :57ood/ >5 E'cellent$

CO&PETENCES= S*CO&PETENCES

TER& TESTS FIN!L TEST

Co;5e3ence in Bno6ledge 1nd in3er1c3ion

6i3h 3he 5h4sic1l 6orld

#s3 %nd rd O E

3e familiar with and understand technolo"icalobects, processes, systems and conte'ts$

8evelop sills for worin" with obects preciselyand confidently$

3e familiar with the technolo"ical method forsolvin" problems and use it in order to identifyand respond to different needs$

6romote the creation of a healthy environmentthrou"h critical analysis of the environmentalrepercussions of technolo"ical activity andencoura"e responsible consumption$

O,ER!LL

&13he;13ic1l co;5e3ence ;se appropriate mathematical tools for

uantification and analysis, especiallymeasurements and scales, interpretation of"raphs, basic calculations of measurablephysical properties, etc$

O,ER!LL



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Processing infor;13ion 1nd digi31lco;5e3ence or with information in different formats5

words, numbers, symbols or "raphs$ ;se information and communication technolo"y

confidently to obtain and report data and tosimulate technolo"ical situations or processes$

Gind, process, produce, store and presentinformation usin" technolo"y$

O,ER!LL

Ling2is3ic co;5e3ence Communicate simple messa"es, verbally and in

writin"$ Spea, listen and participate in dialo"ue and

debate in an or"anised and clear manner$ %pply lan"ua"e usa"e rules, as well as lin"uistic

and nonlin"uistic sills, when communicatin"$ Communicate thou"hts, emotions, life

e'periences, opinions, ideas, and ethical andcritical ud"ements in a coherent way$

;se specific vocabulary from each subect areato enrich one+s lan"ua"e$

%pply the actions that define lin"uisticcommunication (listenin", speain", readin" andwritin") to specific purposes$

6resent different inds of information verbally ina ran"e of communicative situations, adaptin" tothe "iven conte't$

Compose and manipulate different inds of te'tswith different communicative and creativepurposes$

;se lan"ua"e as a tool for the peacefulresolution of conflict, avoidin" the use ofdero"atory words and se'ist and discriminatorye'pressions$

Communicate and enter into dialo"ue with thosearound one, with the aim of establishin" linsand buildin" constructive relationships$

Enoy listenin", readin" and e'pressin" thou"hts

and ideas in writin"$ ;se readin" as a learnin" tool, a source of

personal pleasure, and as a way of findin" outabout other environments, lan"ua"es andcultures$

Gind information in different media (print anddi"ital) and use it in proects related to differentsubect areas$

6rocess information from oral and writtensources$

3uild competence in communicatin" in a forei"nlan"ua"e pro"ressively$

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Soci1l co;5e3ence 1nd ci3ienshi5 6repare future citiens to participate actively in

main" reasoned decisions$

#earn about the history of technolo"icaldevelopments to be able to understand theeconomic chan"es that have favoured socialdevelopments$

8evelop social sills that promote respectful andtolerant discussion of ideas, conflictmana"ement and decisionmain"$

O,ER!LL

Le1rning 3o le1rn 8evelop strate"ies for solvin" technolo"ical

problems in proects by obtainin", analysin" andselectin" relevant information$

O,ER!LL

!23ono;4 1nd 5erson1l ini3i13i9e 6romote an independent and creative approach

to technolo"ical problems by assessin"alternatives and predictin" possibleconseuences of each one$

8evelop personal ualities such as initiative, adesire to improve, perseverance in the face ofdifficulty, autonomy and selfcriticism$

O,ER!LL

C2l32r1l 1nd 1r3is3ic co;5e3ence %ppreciate and understand forms of artistic and

cultural e'pression and incorporate aspects ofthem into one+s own desi"ns$

O,ER!LL

!5 !rdinary final assessmentE5 E'traordinary final assessment

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/$ PROGR!&&ES OF STD'

The contents of this course have been or"anised into 11 teachin" units, which aredetailed below$ The teachin" obectives, contents (concepts, procedures and attitudes),crosscurricular content, assessment criteria and basic competences lined to those

assessment criteria are listed for each unit$

O*ECTI,ES

1$ ;nderstand the function of technolo"y and its importance in the development ofcivilisation$

2$ ?now technolo"ical processes and the sta"es to follow$.$ Solve simple problems, startin" from identifyin" needs in the world around us

and complyin" with the sta"es of a technolo"ical proect$

:$ -dentify needs, study ideas, develop solutions and build obects to solve simpleproblems$

>$ ;nderstand and assimilate the way a technolo"y worshop wors and theactivities carried out in that area$

@$ Deco"nise and respect health and safety rules in the technolo"y worshop$A$ %nalyse a technolo"ical obect in an ordered way, considerin" aspects of form,

function and technical and socioeconomic factors$B$ Tae obects apart, analyse their different parts and the function of each one$

CONTENTS

Conce53s Technolo"y as a fusion of science and techniue (sills)$ Sta"es in technolo"ical processes$ The worshop and "roup wor$ 9ealth and safety rules in the technolo"y worshop$ Deportin" a proect$ %nalysis of obects5 of form, of function, technical and socioeconomic$

Proced2res -dentify everyday needs and common problems in the world around us$ Solve simple technolo"ical problems followin" a proect method$ Tae apart a simple obect to be able to analyse its physical components$ %nalyse an everyday technolo"ical obect followin" the appropriate sta"es$

Oxford CLIL (Oxford EDC!CI"N)2:

NIT #

TECHNOLOG'$ TECHNOLOGIC!L PROCESSES

SOL,ING TECHNOLOG' PRO*LE&S


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27/65


Processing infor;13ion 1nd digi31l co;5e3enceor with information indifferent formats5 words,numbers, symbols or "raphs$

1, 2, ., :, >, @ >, @, 11, 1:, 1>, 1D% A

;se information andcommunication technolo"yconfidently to obtain andreport data and to simulatetechnolo"ical situations orprocesses$

1, 2 20, 21

Ling2is3ic co;5e3ence ()Spea, listen and participatein dialo"ue and debate in anor"anised and clear manner$

1, 2, ., :, >, @ 1.D% 111.

Communicate thou"hts,

emotions, life e'periences,opinions, ideas, and ethicaland critical ud"ements in acoherent way$

1, 2, >, @ 1

D% 11, 1.

;se specific vocabulary fromeach subect area to enrichone+s lan"ua"e$

:, >, @ ., A, B, 12D% @,

%pply the actions that definelin"uistic communication(listenin", speain", readin"and writin") to specificpurposes$

1, 2, ., :, >, @ 21, A, B, 10, 20, 21D% ., 111.

6resent different inds of

information verbally in aran"e of communicativesituations, adaptin" to the"iven conte't$

1 2.

Compose and manipulatedifferent inds of te'ts withdifferent communicative andcreative purposes$

1, 2, ., :, > 1A, 1B

Communicate and enter intodialo"ue with those aroundone, with the aim of establishin" lins and buildin"constructive relationships$

1, 2, . >, 1@D% B, 111.

Gind information in differentmedia (print and di"ital) anduse it in proects related todifferent subect areas$

@ 20, 21

Soci1l co;5e3ence 1nd ci3ienshi56repare future citiens toparticipate actively in main"reasoned decisions$

1, 2, ., :, >, @ :, >D% B, 11

#earn about the history oftechnolo"ical developmentsto be able to understand the

economic chan"es that havefavoured socialdevelopments$

> D% 1.

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8evelop social sills thatpromote respectful andtolerant discussion of ideas,conflict mana"ement anddecisionmain"$

1, 2, . 1., 1@

Le1rning 3o le1rn8evelop strate"ies for solvin"technolo"ical problems inproects by obtainin",analysin" and selectin"relevant information$

1, 2, ., : >D% 11

!23ono;4 1nd 5erson1l ini3i13i9e6romote an independent andcreative approach totechnolo"ical problems by

assessin" alternatives andpredictin" possibleconseuences of each one$

1, 2, ., :, >, @ 1, 2, :@D% 1, B, 10

D%5 Devision activities

I%ll the subcompetences detailed in this section are developed usin" En"lish as the commonlan"ua"e, which will allow pupils to communicate with an increasin" de"ree of sill in the forei"nlan"ua"e$

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O*ECTI,ES

1$ ;se a computer as a tool to find, process, or"anise, present and later storeinformation$2$ ?now the basic elements of a personal computers, its use and connections and

how it wors as a whole$.$ Mana"e the basic operations of an operatin" system5 personalisin" the system,

maintenance, or"anisation and stora"e of the information$:$ %ctively assimilate the advances in new technolo"ies and incorporate them into

daily life$

CONTENTS

Conce53s -ntroduction to computin"$ The computer5 internal elements, components

and basic functions$ Software and operatin" systems$ indows operatin" system$ !ffice software applications in indows5 word processors, spreadsheets,

databases and presentations$ #inu' operatin" system$ !ffice software applications in #inu'5 riter, Calc, 3ase, -mpress$

Proced2res

Mana"e the binary numberin" system and the units of measurement$ -dentify and classify the components of a computer and their function as

part of the whole machine$ ;se the basic functions of an operatin" system$ Mana"e simple pro"rams5 word processin"$ ;se a computer to obtain and present information$

!33i32des Show interest in new technolo"ies and their application in technolo"ical

proects$ Jalue the "rowin" social importance of computers and the -nternet$

Show a positive attitude towards the use of computers for schoolwor$ Despect use and safety rules when worin" with computers$

Oxford CLIL (Oxford EDC!CI"N)2B

NIT %

H!RD8!RE !ND SOFT8!RE

IT !ND THE INTERNET


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!SSESS&ENT CRITERI!

1$ Deco"nise the components of a computer (internal and e'ternal), how theywor and relate to the machine as a whole and be able to connect themcorrectly$

2$ ?now the functions of an operatin" system and how to carry out basicoperations, includin" maintenance and updatin" tass$

.$ Mana"e the "raphic interface to be able to communicate with the computer$:$ %dministrate different documents, store and recover information in different

media$>$ Create documents in varied formats with te't and ima"es, usin" different

applications$

CO&PETENCES = !SSESS&ENT CRITERI! = !CTI,ITIES


!SSESS&ENTCRITERI!

!CTI,ITIES

Co;5e3ence in Bno6ledge 1nd in3er1c3ion 6i3h 3he 5h4sic1l 6orld3e familiar with andunderstand technolo"icalobects, processes, systemsand conte'ts$

1, 2, ., :, > 11A, 120, 22.1

&13he;13ic1l co;5e3ence;se appropriate

mathematical tools foruantification and analysis,especially measurements andscales, interpretation of"raphs, basic calculations ofmeasurable physicalproperties, etc$

2, : >, .1

D% 1, 2


1, 2, :, > :, 21, .1D% 1, 2, 10

;se information and

communication technolo"yconfidently to obtain andreport data and to simulatetechnolo"ical situations orprocesses$

., :, > 2., 2.0

D% >, @, B

Gind, process, produce, storeand present information usin"technolo"y$

., :, > 2@, 2A, 2, .0D% >, B11

Ling2is3ic co;5e3ence ()%pply lan"ua"e usa"e rules,as well as lin"uistic and nonlin"uistic sills, whencommunicatin"$

2 2



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1, 2, ., :, > 12, 10, 12, 1>1B, 22, 2BD% ., >, A

%pply the actions that definelin"uistic communication

(listenin", speain", readin"and writin") to specificpurposes$

1, 2, > 2, 2., 2>D% 2, ., 11

6resent different inds ofinformation verbally in aran"e of communicativesituations, adaptin" to the"iven conte't$

> 1A, 2.D% 12, 1.


1, > 1D% , 10

Enoy listenin", readin" and

e'pressin" thou"hts andideas in writin"$

2, : 2.

D% 12, 1.

6rocess information from oraland written sources$

2, . 2.D% :, >, B, 12, 1.


2, :, > 2.



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O*ECTI,ES

1$ Deco"nise the components of a computer networ and their function in theprocess of communication between computers$

2$ ;nderstand how the -nternet wors and the characteristics of its services$.$ ;se the browser windows with ease, reco"nise their different parts and use

their main menus$:$ -dentify the elements of an -nternet address$>$ ;ndertae uic simple searches with -nternet search en"ines and now the

possibilities that portals offer$

@$ Jalue the advanta"es and disadvanta"es of communication betweencomputers$A$ ;se email efficiently, now its ran"e and functions$

CONTENTS

Conce53s Elements and characteristics of communication and identification of these

in communication between computers$ The -nternet, a networ of networs$ The most used "eneric toplevel

domain names$ -nternet services$ 3rowsers$ Gindin" a document usin" a browser$ Search en"ines and portals$ Types of search$ Characteristics of the two types of email$ %dvanta"es and disadvanta"es$ Steps to set up an email account and how to use the two types of email$ Chats and videoconferences$ %dvanta"es and disadvanta"es$

Proced2res Consult web pa"es$ Deco"nise "eneric toplevel domains, servers, services and protocols in an

-nternet address$ %ctivate and observe lins within a web pa"e and between different web

pa"es$ %ccess search en"ines and carry out different types of searches$ %ccess horiontal and vertical portals$ 7et information and services$ Confi"ure and use email accounts$ %nalyse each type of email$ Connect to the -nternet$

!33i32des Jalue the importance of the -nternet as a tool for instant "lobal

communication$

Show interest in how the -nternet wors, and a positive attitude to usin" theweb$


NIT

THE INTERNET


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%ppreciate that computers need looin" after$ Show a respectful and responsible attitude when communicatin" with

others by means of computer networs$ Deco"nise the importance of the -nternet to "et useful information in

everyday and profesional life$

!SSESS&ENT CRITERI!

1$ ?now the characteristics of communication between people and associate themwith communication between computers$

2$ -dentify the elements of a computer networ, share resources and accessshared resources$

.$ ?now how the -nternet wors, the concept of domains and the services it offers,usin" email, chats or videoconferences$

:$ 8istin"uish the elements of a browser$ Gind documents usin" ;D# addresses$>$ ?now the most important search en"ines and the different search systems, as

well as the different types of portals and their uses$@$ 8istin"uish the advanta"es and disadvanta"es of the two types of email$A$ 8escribe the steps needed to set up an email account and now how it wors$



!SSESS&ENTCRITERI!

!CTI,ITIES


1, 2, ., :, >, @ 111D% 11>

3e familiar with thetechnolo"ical method forsolvin" problems and use it inorder to identify and respondto different needs$

2, @, A 2B, .0.1D% 1:

Processing infor;13ion 1nd digi31l co;5e3enceor with information in

different formats5 words,numbers, symbols or "raphs$

1, 2, ., :, >, A 2, 11, 1.1>, .1

D% 11>

;se information andcommunication technolo"yconfidently to obtain andreport data and to simulatetechnolo"ical situations orprocesses$

:, >, @ ., , 111>, 20, 22, 2>2BD% 21>

Gind, process, produce, storeand present information usin"technolo"y$

:, >, @ , 11, 1K.1>, 20, 2>2@D% :1:

Ling2is3ic co;5e3ence ()

Spea, listen and participatein dialo"ue and debate in an

1, 2 , 11, 1B, 2A, .1D% 1:1>



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or"anised and clear manner$

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1, 2, ., :, >, @, A 1, >B, 10, 1@1A, 1,21, 2.2:, 2A, .0

D% 1:1>%pply the actions that definelin"uistic communication

(listenin", speain", readin"and writin") to specificpurposes$

1, 2, ., :, >, @, A 11, 2., 2>, 2, .1D% .,>, B, 121>


1, 2, ., :, >, @, A .1D% 1, 111:

;se lan"ua"e as a tool forthe peaceful resolution ofconflict, avoidin" the use ofdero"atory words and se'istand discriminatorye'pressions$

. D% 1>


1, 2, ., :, >, @, A 11, 1B, 2A, .1D% 1:1>

Enoy listenin", readin" ande'pressin" thou"hts andideas in writin"$

1, 2, ., :, >, @, A D% 10, 121.


1, 2, ., :, >, @, A , 2122, 2@D% :>, 10, 1:


1, 2, ., :, >, @, A 1112, .1D% 1:1>

Soci1l co;5e3ence 1nd ci3ienshi5#earn about the history oftechnolo"ical developmentsto be able to understand theeconomic chan"es that havefavoured socialdevelopments$

1 2

8evelop social sills thatpromote respectful andtolerant discussion of ideas,

conflict mana"ement anddecisionmain"$

:, >, @ 11, 1BD% 1>


:, >, @ 11, 2B, .0.1D% :1>

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2, ., >, @ 2>2@, .1D% 2:, @, B10

8evelop personal ualitiessuch as initiative, a desire toimprove, perseverance in theface of difficulty, autonomyand selfcriticism$

2, ., > ., , 11, 1>, 2>2@, .1D% 12, 10, 1:



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O*ECTI,ES

1$ Classify raw materials accordin" to their source$2$ ?now where different materials (wood, metal, plastic, te'tiles, ceramic and

stone) come from and their uses in manufacturin"$.$ ?now the basic properties of materials (physical, chemical and ecolo"ical) andthe factors that influence the choice of material for a specific manufacturedproduct$

:$ Jalue the importance of materials in technolo"ical development and theenvironmental impact of usin" natural resources to produce them$

>$ ?now the benefits of recyclin" materials and acuire consumer habits that helpto save raw materials$

CONTENTS

Conce53s Daw materials, materials and manufactured products$ Classification of raw materials accordin" to their source$ 6roperties (physical, chemical and ecolo"ical) of materials$

Proced2res -dentify physical, chemical and ecolo"ical properties of everyday materials$ Delate the properties of materials to how they are used in manufacturin"

different products$

!33i32des

Jalue raw materials and materials used in technolo"ical development$ 3e aware of the environmental impact produced by technolo"ical activity$

!SSESS&ENT CRITERI!

1$ 8ifferentiate the concepts of raw materials, materials and manufacturedproducts$

2$ Classify raw materials accordin" to their source$.$ ?now where different materials come from and their uses in manufacturin"$:$ -dentify the properties of everyday materials (physical, chemical and

ecolo"ical)$

>$ Delate the properties of materials to how they are used in manufacturin"products$

Oxford CLIL (Oxford EDC!CI"N).@

NIT

&!TERI!LS

&!TERI!LS SED IN TECHNOLOG'


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@$ Jalue the environmental impact of technolo"ical activity and acuire consumerhabits that benefit the environment$

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!SSESS&ENTCRITERI!

!CTI,ITIES


1, 2, ., :, >, @ 12:D% 1A


> 1:1>

6romote the creation of ahealthy environment throu"h

critical analysis of theenvironmental repercussionsof technolo"ical activity andencoura"e responsibleconsumption$

@ D% :, @

Processing infor;13ion 1nd digi31l co;5e3ence;se information andcommunication technolo"yconfidently to obtain andreport data and to simulatetechnolo"ical situations orprocesses$

1, 2, ., :, >, @ D% >


1 :D% @A

%pply lan"ua"e usa"e rules,as well as lin"uistic and nonlin"uistic sills, whencommunicatin"$

> 1, 10, 1@D% .

Communicate thou"hts,emotions, life e'periences,opinions, ideas, and ethical

and critical ud"ements in acoherent way$

2, ., :, >, @ D% @


1, 2, ., :, >, @ 1B, 10, 12, 1@, 20D% 2


:, >, @ :>, , 1>, 1B, 21, 2.2:D% 2:, @A

6resent different inds ofinformation verbally in aran"e of communicative

situations, adaptin" to the"iven conte't$

:, >, @ D% @

Oxford CLIL (Oxford EDC!CI"N).B


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1, 2, ., :, >, @ D% 2, @

Gind information in differentmedia (print and di"ital) and

use it in proects related todifferent subect areas$

1, 2, ., :, >, @


2, :, >, @ 1, >, A10, 1@D% 2.

3uild competence incommunicatin" in a forei"nlan"ua"e pro"ressively$

> 1., >, A, 10, 12, 1B, 20D% 1, @A


>, @ D% ., >@



Oxford CLIL (Oxford EDC!CI"N).


41/65


O*ECTI,ES

1$ ?now about wood+s characteristic properties, as one of the most freuentlyused technical materials, and how it is obtained and classified$

2$ ?now about wood derivatives, their properties and their commercial use withthe aim of identifyin" their suitability for different uses$

.$ -dentify the different types of wood in the most common technical uses$:$ %nalyse the properties of different types of wood in order to select the most

appropriate for main" different products$>$ ?now and use correctly the basic techniues of machinin", finishin" and oinin"

wood, whilst respectin" the safety rules, to mae simple obects and follow theproect methodolo"y$@$ Jalue the importance of these materials in technolo"ical development, as well

as the environmental impact of processin", transformin" and disposin" of wood$A$ ?now the benefits of recyclin" wood and acuire consumer habits that

encoura"e responsible use of raw materials$

CONTENTS

Conce53s ood5 composition and "eneral properties$

6rocesses for obtainin" wood$ Desponsible consumption$ Classification of wood5 hardwoods and softwoods$ Characteristic properties

and uses$ ood derivatives5 prefabricated wood and cellulose materials$ The

manufacturin" process, characteristic properties and uses$ Tools and machines$ 8escription$ 3asic techniues for worin" with wood

and derivatives$ 9ealth and safety rules for woodwor$

Proced2res -dentify the common types of wood and their derivatives accordin" to their

physical properties and uses$ Delate the properties of the materials to their uses in different manufactured

products$ ;se the most appropriate material for each tas, accordin" to its properties

and commercial considerations$ ;se manual techniues to measure, mar, draw, cut, drill, plane, sand and

oin wood and its derivatives to mae simple manufactured obects,followin" usa"e, health and safety rules$

!33i32des Show curiosity and interest in the different types of materials and how to

best use them$ Jalue the importance of wood in technolo"ical development$

Oxford CLIL (Oxford EDC!CI"N):0

NIT /

8OOD !ND ITS DERI,!TI,ES


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Despect safety rules when usin" tools and materials in the technolo"yworshop$

Show a positive and creative attitude towards practical problems$ 3e aware of the environmental impact of processin", transformation and

disposin" of wood$

!SSESS&ENT CRITERI!

1$ ?now the basic properties of wood as a technical material, as well as themethods used to process it$

2$ -dentify the different types of natural wood, their physical properties and theirmore common technical uses$

.$ 8istin"uish the different types of prefabricated wood and the processes used tomanufacture cellulose materials$

:$ ?now and use correctly the basic techniues of woodworin", finishin" andoinin" wood, followin" appropriate health and safety rules$

>$ Evaluate the environmental impact of processin", transformation and disposin"of wood leftovers, and now the benefits of recyclin" it$



!SSESS&ENTCRITERI!

!CTI,ITIES

Co;5e3ence in Bno6ledge 1nd in3er1c3ion 6i3h 3he 5h4sic1l 6orld3e familiar with and

understand technolo"icalobects, processes, systemsand conte'ts$

1, 2, ., :, > 11@

D% 111

8evelop sills for worin"with obects precisely andconfidently$

2, : @, B, 101@D% :, AB


1, 2, ., :, > @, BD% 10

6romote the creation of ahealthy environment throu"hcritical analysis of theenvironmental repercussionsof technolo"ical activity andencoura"e responsibleconsumption$

> D% , 11


2, : 10

Ling2is3ic co;5e3ence ()

Spea, listen and participatein dialo"ue and debate in an

2, > D% 10



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or"anised and clear manner$



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1, 2, ., : ., AD% B

Communicate thou"hts,

emotions, life e'periences,opinions, ideas, and ethicaland critical ud"ements in acoherent way$

1, 2, ., : B, 1@


1, 2, ., : 1, :, A, , 111>D% 1., @


1, 2, ., : .>, B, 1@D% B

Communicate and enter into

dialo"ue with those aroundone, with the aim of establishin" lins and buildin"constructive relationships$

1 @, B, 1@

D% 11


1, 2, ., : >, B, 1@D% 11


1, 2 11D% >


2, :, > 2>, B, 111:, 1@D% :, A, 10



Oxford CLIL (Oxford EDC!CI"N):.


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O*ECTI,ES

1$ ?now how to classify metals, the e'traction and processin" methods, theirproperties and most important uses$

2$ %nalyse the properties of metals and choose the most appropriate one to maea product$

.$ ?now the basic metal shapin" techniues$:$ -ndicate the metal worin" techniues carried out with the necessary tools,

implements and machines$>$ %nalyse the different ways of oinin" metal pieces$

@$ ?now and use the health, safety and maintenance rules for tools, implementsand metal materials in the technolo"y worshop$A$ Evaluate the environmental impact of e'tractin", processin" and disposin" of

metal materials$B$ 8etermine the benefits of recyclin" metals and acuire consumer habits that

encoura"e responsible use of raw materials$

CONTENTS

Conce53s Metals$ 7eneral properties$ E'traction and classification of metals$

Gerrous metals5 iron, steel and castin"$ 6rocessin", characteristicproperties and most common uses$

=onferrous metals and correspondin" alloys$ 6rocessin", characteristicproperties and most common uses$

Shapin" techniues for metals$ Manipulation techniues for metals$ Loinin" metals5 permanent and temporary oints$

Proced2res -dentify metals in their most common technical uses$ %nalyse and evaluate the properties of metals and use the most

appropriate material to mae a product$ %nalyse the basic industrial techniues used in the manufacture of obects$ Mae technolo"ical obects usin" mechanised, oinin" and finishin"

techniues followin" usa"e, health and safety rules$

!33i32des Sensitivity towards the environmental impact of e'tractin", processin" and

disposin" of metal materials and towards the overuse or inappropriate useof natural resources$

-mplementation of consumer habits that save raw materials$ -nterest in nowin" about the benefits of recyclin" and treatment of waste in

selectin" and main" use of leftover materials$ illin"ness and personal initiative in participatin" in "roup proects$ Despect for the safety rules when usin" tools, machines and materials$

Oxford CLIL (Oxford EDC!CI"N)::

NIT .

&ET!LS


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% positive and creative attitude towards practical problems when worin"with metals$

!SSESS&ENT CRITERI!

1$ ?now and describe the basic properties of metals as commonly used technicalmaterials$

2$ 8istin"uish ferrous metals, their composition and their properties, and the steelmain" process$

.$ -dentify different nonferrous metals, their properties and the composition of themost important alloys$

:$ -dentify the most common technical uses of metals$>$ ?now and differentiate the shapin" techniues for metals$@$ ?now and use correctly the basic techniues for metalworin", oinin" and

finishin" metal obects, followin" appropriate health and safety rules$



!SSESS&ENTCRITERI!

!CTI,ITIES


1, 2, ., :, >, @ 120D% 1@

6romote the creation of ahealthy environment throu"hcritical analysis of theenvironmental repercussionsof technolo"ical activity andencoura"e responsibleconsumption$

@ @D% A, 10

Processing infor;13ion 1nd digi31l co;5e3enceGind, process, produce, storeand present information usin"technolo"y$

1 D% A, 10

Ling2is3ic co;5e3ence ()Communicate simplemessa"es, verbally and inwritin"$

1, 2, ., :, >, @ A, 10

Spea, listen and participatein dialo"ue and debate in anor"anised and clear manner$

1, : 11


>, @ 20, 2.

Oxford CLIL (Oxford EDC!CI"N):>


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Communicate thou"hts,emotions, life e'periences,opinions, ideas, and ethicaland critical ud"ements in acoherent way$

1, : 11D%


1, 2, ., :, >, @ 1, .>, 121., 1B, 222., 2@D% ., >


1, 2, ., :, >, @ 2, @1@, 1, 21, 2.2>, 2A, 2D% 1, :


: 20D% @

Communicate and enter into

dialo"ue with those aroundone, with the aim of establishin" lins and buildin"constructive relationships$

: D%


1, :, @ B, 11D% 2, B

;se readin" as a learnin"tool, a source of personalpleasure, and as a way offindin" out about otherenvironments, lan"ua"es andcultures$

: D% 10


:, >, @ 1AD% A, 10


:, >, @ D% 10

!23ono;4 1nd 5erson1l ini3i13i9e6romote an independent andcreative approach totechnolo"ical problems byassessin" alternatives and

predictin" possibleconseuences of each one$

:, @ @D% 10



Oxford CLIL (Oxford EDC!CI"N):@


48/65


O*ECTI,ES

1$ E'press technical ideas throu"h drawin" usin" codes that clarify and structure

the information to be transmitted$2$ 8eal easily with the basic drawin" in technical drawin" as well as the tools andimplements necessary to do so$

.$ #earn about different ways of representin" obects, alternatin" the use ofelevations or perspectives accordin" to the e'pression reuired$

:$ Jalue the importance of technical drawin" as a means of e'pression andcommunication in the field of technolo"y$

CONTENTS

Conce53s

The concept and use of technical drawin" as a means of e'pression oftechnical ideas$

Materials and basic drawin" instruments (types and characteristics)5pencils, set suares, compasses, rulers and protractors$

3asic line drawin" in technical drawin"5 parallel and perpendicular lines,main an"les$

Setches and dia"rams as elements of e'pression and to order ideas$ Deducin" and enlar"in" scales$ -ntroduction to the representation of basic elevations (plan, side and front)

of an obect$ 8imensions$

The main types of perspective$

Proced2res ;se materials and basic drawin" instruments correctly$ Depresent lines and basic "eometrical shapes$ Measure len"ths and an"les$ E'press technical ideas throu"h setches and clear simple dia"rams$ Communicate a technical piece of wor throu"h elevations of simple

obects$ Structure information to be transmitted usin" e'pression codes$ %nalyse the shape of obects usin" drawin" as an e'ploratory tool$

Oxford CLIL (Oxford EDC!CI"N):A

NIT 7

GR!PHIC EXPRESSION !ND CO&&NIC!TION

TECHNI:ESFOR GR!PHIC REPRESENT!TION


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!33i32des %ppreciate neatness and order in the presentation of drawin"s$ Show interest in the different forms of "raphic e'pression and the tools

used$ Show a positive and creative attitude towards practical problems$

%ppreciate the importance of maintainin" a tidy and ordered wor space$

!SSESS&ENT CRITERI!

1$ ?now and use the tools and materials for technical drawin" correctly$2$ 8raw basic "eometric shapes and lines precisely and neatly$.$ 8raw setches and dia"rams of simple obects freehand$:$ 8istin"uish between the different ortho"onal proections of an obect, correctly

identifyin" the faces visible from each viewpoint$>$ Depresent adeuately the dihedral proections of an obect$@$ ;se enlar"in" and reducin" scales and understand their concepts$



!SSESS&ENTCRITERI!

!CTI,ITIES

Co;5e3ence in Bno6ledge 1nd in3er1c3ion 6i3h 3he 5h4sic1l 6orld3e familiar with andunderstand technolo"icalobects, processes, systems

and conte'ts$

1, ., >, @ ., @B, 10, 2@, .AD% 2, .

8evelop sills for worin"with obects precisely andconfidently$

1, . , 121>, 1A1B, 21, 2D% :B


., :, >, @ 222., 2B.0, .BD% :B

&13he;13ic1l co;5e3ence;se appropriatemathematical tools foruantification and analysis,especially measurements andscales, interpretation of"raphs, basic calculations ofmeasurable physicalproperties, etc$

1, ., @ 1, , 111>, 1A1B, 2.2:D% .@, B


1, ., :, @ , 2BD% A

Oxford CLIL (Oxford EDC!CI"N):B


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;se information andcommunication technolo"yconfidently to obtain andreport data and to simulatetechnolo"ical situations or

processes$

1, ., @ 2@


:, @ :, A, 1112, 1@, 120, 2:, .1D% 1

Communicate thou"hts,emotions, life e'periences,opinions, ideas, and ethicaland critical ud"ements in acoherent way$

2, ., :, >, @ 12D% 10


1, 2, ., :, >, @ 1, >, 21, 2:, .0.BD% 2@, 10


:, @ 1, :D% 2, ., 10

6resent different inds ofinformation verbally in aran"e of communicativesituations, adaptin" to the"iven conte't$

@ BD% >

Compose and manipulate

different inds of te'ts withdifferent communicative andcreative purposes$

2, ., :, >, @ @, 2.@

D% 2.


:, > 22D% 10


:, >, @ 2., 1011, 1@, 120, 2:, .1D% 2.

Gind information in differentmedia (print and di"ital) and

use it in proects related todifferent subect areas$

2, ., :, >, @ , 11


1, ., @ @A, 1B, 2BD% >

Oxford CLIL (Oxford EDC!CI"N):


51/65




1, ., @ 1B, 2>, 2A2BD% B

C2l32r1l 1nd 1r3is3ic co;5e3ence%ppreciate and understandforms of artistic and culturale'pression and incorporateaspects of them into one+sown desi"ns$

1 1B



Oxford CLIL (Oxford EDC!CI"N)>0


52/65


O*ECTI,ES

1$ %nalyse simple stron" structures, identifyin" the elements they are made up ofand the loads and stresses they are subected to$2$ ;se simple structural elements appropriately to mae small structures to solve

specific problems$.$ Jalue the importance of shape and material in main" structures and their

relationship to the evolution of structural models throu"hout history$

CONTENTS

Conce53s Gorces and structures$ =atural and artificial structures$

8efinition of loads5 fi'ed and variable loads$ Concept of internal tension andstress$

Main types of stress5 traction, compression, bendin", torsion and shear$ Conditions of structures5 ri"idity, resistance and stability$ Trian"ulation$ Types of structure5 massive, lintelled, vaulted, lattice, trian"ulated,

suspended, pneumatic, rolled and plate, "eodesic$ Main elements in artificial structures5 floor slab, beam, pillar, column,

foundation, vault, arch, lintel, truss, tie rod, buttress, etc$

Proced2res -dentify the types of structure of simple obects and constructions$

%nalyse simple structures, identifyin" their component parts$ -dentify the stresses that the pieces of a simple structure are subected to$ 8esi"n and construct simple structures that solve a specific problem,

choosin" appropriate structural models and usin" appropriate material foreach element$

!33i32des %ppreciate carryin" out shared tass$ Show curiosity about the types of structures of obects around them$ Jalue the importance of the structure of buildin"s and unusual

constructions$

3e prepared to carry out tass followin" a lo"ical order, payin" specialattention to the structural elements of their proects$

Oxford CLIL (Oxford EDC!CI"N)>1

NIT +

STRCTRES

STRCTRES !ND &ECH!NIS&S


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!SSESS&ENT CRITERI!

1$ Deco"nise how important structures are as elements that resist loads in theconstruction of technical obects$

2$ ?now the different types of structure used throu"hout history, describin" theircharacteristics, advanta"es and disadvanta"es$

.$ -dentify different structural elements present in buildin"s and commonconstructions, and reco"nise their functions$

:$ ;nder

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