Programacion Technologiesi Core Concepts

Technologies I (ESO)
OXFORD CLIL
TECHNOLOGIES I
(CORE CONCEPTS)
ESO
Oxford CLIL (Oxford EDC!CI"N)
0
INDEX
#$ INTRODCTION %
%$ &ETHODOLOG' (
)$ *!SIC CO&PETENCES +
($ !CTI,ITIES- !TTENTION TO DI,ERSIT'- !SSESS&ENT !ND
!SSESS&ENT OF *!SIC CO&PETENCES #.
/$ NIT PROGR!&&ES %0
Te1ching 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 (0
ni3 7$ Gr15hic ex5ression 1nd co;;2nic13ion (0
Sec3ion ,$ STRCTRES !ND &ECH!NIS&S ((
ni3 +$ S3r2c32res ((
ni3 <$ &ech1nis;s (7
Sec3ion ,I$ ENERG'$ HE!T ENGINES /0
ni3 #0$ Energ4 /0
Sec3ion ,II$ ELECTRICIT' /(
ni3 ##$ Elec3rici34 /(
1
#$ INTRODCTION
This document refers to the firs3 1nd second 4e1r ESO syllabus for Technologies
and is based on the Ro41l Decree #.)#=%00. of %< Dece;>er- approved by the then
Ministry 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 to
communicate &to understand and e'press themselves orally and in writin"( in one or
more forei"n lan"ua"es$ To help further this aim, the same Ro41l Decree "ives local
education authorities the power to authorise schools to teach some curriculum sub)ects
in 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" a
ran"e of curriculum sub)ects throu"h the medium of a forei"n lan"ua"e, especially
En"lish$ The aim of this so(called *bilin"ual+ education is to develop students+ lin"uistic
competence in all of the four s,ills of listenin", spea,in", readin" and writin" throu"h
content and lan"ua"e inte"rated learnin" (C#-#)$ The !'ford C#-# series has been
conceived and developed specifcally 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 sub)ect ,nowled"e, whilst at the same time
developin" their lin"uistic s,ills in both their mother ton"ue and En"lish$
%nother ,ey chan"e prompted by the #!E is the inte"ration of basic competences into
the curriculum$ The course ob)ectives, contents, methodolo"y and assessment criteria
are now closely lin,ed 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 bro,en down into subcompetences$ They are then lin,ed to the
specific assessment criteria for each unit/ criteria which are, in turn, lin,ed to the
different learnin" activities$ -n the followin" section, we will see how each competence
is covered and assessed, be it throu"h continuous, formative assessment or throu"h
summative assessment$ 0e feel that it is important to ma,e teachers aware that the
aim of their wor, and that of their students is to achieve pro"ress in a series of specific
basic competences (each one e'pressed in terms of demonstrable achievements), and
also of how the achievement of these aims can be measured (assessable
competences)$ 0e do this by lin,in" both the subcompetences and the learnin"
activities to the unit1s assessment criteria$
The Technologies curriculum focuses mainly on the methods and procedures used by
humans to resolve problems and satisfy needs$ -n other words, technolo"ies are ta,en
to be the activities and scientific and technical ,nowled"e used by humans to construct
or create ob)ects, systems and environments as a whole$ Technolo"y has, after all,
fostered the development of many different civilisations over the course of history$ So
this course aims to develop students+ s,ills and methods to enable them to pro"ress
from the identification and formulation of a technolo"ical problem to the desi"n of a
constructive solution, whilst also emphasisin" the important role of plannin" when it
comes to optimisin" resources and solutions$
Technolo"y has developed at an e'tremely rapid rate over the last few decades$ 0e
are livin" in a technolo"ical era, and information and communication technolo"ies have
ta,en on an ever more important role$ Students therefore need to be tau"ht about
technolo"y in a world where people are the active a"ents, either as consumers or as
2
innovators, as they strive to improve their uality of life$ %s it is of "eneral interest to
one and all, this course brid"es the traditional divide between the sciences and the
humanities, and invalidates the unfounded se'ist attitude that Technolo"ies is a sub)ect
more 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 the
development of s,ills that help students to understand technical ob)ects and how they
can be created or modified$ The course will encoura"e students to be innovative when
loo,in" for solutions to problems and ma,e them aware of how resources are used,
providin" them with a well(rounded, *inte"rated+ ,nowled"e (methodolo"ically based on
the ,nowled"e(action dialectic)$ Similarly, students will have to use information and
communication technolo"ies themselves as tools for findin", creatin", analysin",
e'chan"in" and presentin" information, as they will indeed in all sub)ects accordin" to
a competence(based teachin" and learnin" approach$ Technolo"ies is, by nature and
by necessity, a hi"hly procedure(based sub)ect$ The area of ,nowled"e it covers is
under"oin" constant chan"e as technolo"y continues to advance, so if students are to
achieve the set ob)ectives, a formal academic teachin" approach is not appropriate$
The usefulness of the ,nowled"e acuired will help to motivate students to master the
relevant procedures in their technolo"ies classes$
3y its very nature and the way in which it has developed over time, technolo"ies is an
interdisciplinary sub)ect and is closely lin,ed to other sub)ects in the curriculum, such
as natural sciences, maths, social sciences, etc$ -t also helps students to develop a
series of intellectual s,ills that they will need in order to develop personally and
intellectually (the ability to communicate and reason, or"anise and plan, wor, as part of
a team, etc$) and to ma,e the transition from school to wor, and to advanced
vocational trainin" courses in the future$ Technolo"ies classes also provide a "ood
opportunity to show students that this sub)ect and science and technolo"y in "eneral
are not the e'clusive province of men or of women$ Students continue to study
technolo"ies in the third year of secondary education/ in the fourth year of ES!, they
can further their ,nowled"e of technolo"y by studyin" two more optional courses
(Technologies and IT), dependin" on their chosen future academic and4or professional
path, and on whether these sub)ects are on offer at their school$
.
%$ &ETHODOLOG'
%t the heart of the methodolo"y employed in the !'ford C#-# series lies a dual aim5 to
cover all of the sub)ect reuirements prescribed by the curriculum, whilst also caterin"
to the needs of students studyin" in a forei"n lan"ua"e$ This is achieved usin" a C#-#(
based approach, the core principles of which are as follows5
The sub)ect comes first$
#on", dense te'ts and comple' sentence are avoided$
6resentation of content is supported by visual aids5 photos, flow charts,
dia"rams, tables, and labelled drawin"s, for e'ample$
#earnin" is "uided and structured$
Comprehension tas,s are used more freuently than in a native lan"ua"e conte't
to reinforce assimilation and processin" of content and provide more lan"ua"e
practice$
#earnin" is active whenever possible$
7reater emphasis is placed on the process of learnin"$
The four s,ills are crucial for presentin" and learnin" new information$
8espite the fact that the sub)ect is bein" tau"ht throu"h the medium of a forei"n
lan"ua"e, many of the methodolo"ical considerations are the same as for mother
ton"ue instruction$ 9owever, teachers should be aware that the pace of learnin" may
be somewhat slower, especially in the initial sta"es and more time will be spent on
chec,in" understandin" and reinforcin" lin"uistic elements$ Teachers should address
students in En"lish, and students should be encoura"ed and helped to use En"lish as
much as possible, althou"h in the early sta"es some use of the mother ton"ue is
inevitable$
Technolo"y is the product of the interaction between science (,nowled"e) and
techniue (application), and its aim, as outlined above, is to provide solutions to
individual and collective problems and needs by constructin" technical ob)ects and
systems which will necessitate the use diverse resources$ -t is important to remember
that technolo"y is a social product, with all the economic, environmental, social and
cultural conseuences that this entails$ -ts ever(increasin" effects therefore need to be
monitored$
The approach ta,en to this sub)ect centres upon this duality of ,nowled"e and its
application5 both aspects are "iven the appropriate wei"htin" dependin" on the "iven
conte't in this inte"rated approach, reflectin" the propaedeutic and
instrumental4functional nature of the course contents$ 9andlin" materials without
havin" the ,nowled"e reuired to do so is of little educational value, but usin" a purely
academic approach to teachin" and learnin", without e'perimentin", handlin" or
constructin" materials, is no better, as it does not fulfil the practical reuirements of the
s,ills(based course contents$ Students should both know, know how to do, and also
know why something is done, especially "iven how uic,ly new ,nowled"e is *created+
and old ,nowled"e becomes obsolete$ !n"oin" learnin" is essential, as is learnin" that
provides the foundations for that on"oin" learnin", e$"$ the basic competence of
learning to learn$ Students should have the information and trainin" reuired to be able
to ma,e their own, rational decisions, so that they can use technolo"y in a well(
reasoned way$ This is essential today, when students are surrounded by increasin"ly
sophisticated technolo"ical devices$ They must be tau"ht to thin, about the
responsible, sustainable use of the endless "ad"ets that fall into their hands, which are
often needlessly thrown away and replaced in today+s world of impulsive consumerism$
:
%s a result of all the points outlined above, we consider that the methodolo"ical
approach for this sub)ect should ta,e 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 sub)ect, but not an ob)ective in
themselves$
Contents relatin" to the use of machines, tools and materials are an inherent
part of the sub)ect$
The teacher1s function is to or"anise the learnin" process, definin" ob)ectives,
selectin" activities and creatin" appropriate learnin" situations so that students
can 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 ob)ects
and the ways in which they can be used and transformed$
;nderta,in" whole technolo"y pro)ects as the final part of a learnin" process
based on the two previous points$
Conveyin" the social and cultural importance of ob)ects invented by human
bein"s which have improved livin" conditions in different societies throu"hout
history$
-n order to stri,e a balance between ,nowled"e and its application, the Technologies
course uses an approach based on the teachin" of concepts (scientific and technical
principles) so that students can "o on to carry out analyses and pro)ects$ Students
should combine what they know with what they know how to do (not for"ettin" what
they know how to be, i$e$ the personal and social ethical values that should always be
ta,en into account in this field)$ This sub)ect uses a project-based method, where
technical ob)ects are planned and desi"ned in order to resolve a problem or meet a
need$ These ob)ects can then be constructed and assessed in the pro)ects at the end
of the te'tboo,, such as the desi"n and construction of an automatic "ara"e door, a
slidin" door or an automatic chair lift$
%ll of these methodolo"ical considerations have been ta,en into account in the writin"
of the te't boo, (Technologies I, !'ford C#-#, !'ford E8;C%C-<=, 2011) and
therefore in the way in which the course should be tau"ht5
To approach contents in a manner that ma,es learnin" meanin"ful and
si"nificant$
To e'plain contents in a clear, simple and reasoned way, usin" a level of
lan"ua"e suitable for the students$
To use learnin" strate"ies that encoura"e students to analyse and understand
facts about technolo"y$
This way of wor,in" in the classroom, computer room and wor,shop enables students
to learn both independently and also in collaboration with their classmates$ This will
provide the foundations for future learnin", an essential part of this sub)ect, in which
,nowled"e and contents are constantly bein" developed and updated, and will also
help students acuire the basic competences$
Each teachin" unit starts with an openin" section which presents the unit contents
throu"h a series of uestions$ These help to remind students of their prior ,nowled"e of
the contents covered in the unit$ The unit contents themselves are presented in a clear,
or"anised and concise way$ The approach to each topic, the vocabulary and the
>
comple'ity of the contents have all been adapted to the co"nitive abilities of the
students$ The lan"ua"e level has been carefully "raded for non(native spea,ers$ The
contents 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 and
lan"ua"e more easily and achieve the course ob)ectives 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 day(to(day
reality and interests and start off from their prior ,nowled"e$ -n other words, it should be
meaningful$ %s such, whenever possible, the contents are presented throu"h real,
familiar e'amples, so that the students become actively and receptively involved in
their own learnin"$
9owever, the pace at which each student learns varies, dependin" on his or her
co"nitive development and social and family environment$ %s such, attention to
diversity amon"st students and in their learnin" environment is a fundamental part of
teachin"$ Many activities (in both the te'tboo, and the teacher1s 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 for
students1 diverse interests and learnin" capacities$ %s mentioned above, all sorts of
different activities are provided in each unit, ran"in" from simple lan"ua"e practice
activities to uestions involvin" reasonin" and analysin" of contents$
-t is important to hi"hli"ht that the activities in the !'ford C#-# Technologies course
have been systematically adapted to the contents studied$ Students understand and
remember 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 to
introduce the contents, teach some ,ey vocabulary and raise interest in the
topic$
Ex5l1n13or4 51ges?
( E'planatory te'ts are presented in concise, strai"htforward lan"ua"e, which
ma,es it easy for students to identify and "rasp core concepts$ Te'ts are
accompanied by photos and illustrations which support the content and aid
understandin"$
( %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 word
bo' in the mar"in$ %s well as helpin" students to understand the material
presented, 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 are
recorded so that students can listen and repeat the words from a correct
model, which will aid their pronunciation and serve as a useful learnin" aid
for auditory learners$
( %s well as understandin" the sub)ect(specific lan"ua"e, students learnin"
throu"h the medium of En"lish also have to acuire and use the necessary
core lan"ua"e to enable them to e'press and discuss the concepts in an
@
appropriate, academic style$ Throu"h careful choice of lan"ua"e in the te'ts
and the hi"hli"htin" of this lan"ua"e in selected activities, students
"radually build up their proficiency$
!c3i9i3ies
( There are activities both on the e'planatory pa"es and in separate activity
pa"es throu"hout each unit$ %ctivities reinforce the concepts presented in
the te'ts whilst, at the same time, practisin" the lan"ua"e necessary to
e'press and understand these concepts in En"lish$ %ctivities are divided
into three main types5
1$ %ctivities which focus primarily on comprehension of the concepts
presented$
2$ %ctivities which combine wor, on the concepts with practice of a
specific lan"ua"e area$
.$ %ctivities which hi"hli"ht a specific area of lan"ua"e difficulty in the
unit, e$"$ word stress, false friends, easily(confused words, spellin",
irre"ular verbs, etc$
( -n addition, listenin" activities are included which help to reinforce
vocabulary and pronunciation and develop oral comprehension$
!ne pa"e of Revision activities at the end of each unit enables students to
apply the ,nowled"e they have acuired and teachers to see if any points need
to be reinforced$ The final section of these Revision activities is called Talking
points and consists of oral activities in small "roups or pairs, in which students
e'press and e'chan"e opinions or share e'periences, do a role(play, have a
debate, do a presentation based on their research etc$ These activities are
desi"ned to develop oral fluency and communication in the forei"n lan"ua"e$
Assessment of basic competences:
( -n the Teachers Book there is an Assessment of basic competences for
each section (;nit 1, ;nits 2(., ;nits :(@, ;nit A, ;nits B(C, ;nit 10 and ;nit
11) which are desi"ned to evaluate students1 basic competences, i$e$ their
ability to apply the ,nowled"e acuired in real(life situations$
Section > of this document (6ro"rammes of study) sets out the contents of each unit,
dividin" them into the cate"ories of concepts, procedures and attitudes$ %lthou"h the
contents are not classified as such in the le"islation, they fi"ure in this form in the
school curriculum and can be used to distin"uish between different teachin" and
learnin" strate"ies$ 0e thin, that it is important that students continue to learn
concepts, procedures (s,ills) and attitudes, so that they can use all of these to acuire
the basic competences$
The course content is divided into 11 teachin" units$ Each is presented here, divided
into a series of sections to demonstrate how the teachin" and learnin" process will ta,e
place5
;nit ob)ectives$
;nit contents (concepts, procedures and attitudes)$
%ssessment criteria$
3asic competences 4 subcompetences lin,ed to the assessment criteria and
learnin" activities$
Students1 educational needs can be met usin" different course materials in addition to
the te'tboo,$ These materials are available for use by teachers whenever they see fit$
A
The Teachers Book contains hotocopiable materials with roject worksheets, Tests
and !ssessments of basic competences$
B
)$ *!SIC CO&PETENCES
The Constitutional #aw on Education (#!E) has a new definition of curriculum, which
includes not only the traditional components (ob)ectives, contents, teachin" methods
and assessment criteria), but also an important new component5 basic competences"
These competences are now one of the linchpins of the curriculum as a whole (it is no
coincidence that they are set out in the curriculum before even the ob)ectives)$ They
therefore "uide the entire teachin" and learnin" process, especially when in the second
year of compulsory secondary education, students must complete a dia"nostic test to
demonstrate that they have acuired certain competences$ De"ardless of whether or
not the mar, for that assessment counts towards the students1 "rades, the results can
be used as a "uide so that schools can ma,e decisions about students1 learnin"$ This
"ives us some idea of how the teachin" process is affected by this new element, i$e$ it
becomes much more practical, providin" students with transferable s,ills, not ones that
are only applicable in the school conte't$ %nd of course, students will only achieve the
ES! certificate later if they acuire the basic competences at this sta"e, so these
competences now ma,e up the framewor, for assessment too$
There are many definitions of the concept of basic competences (which can be found in
the 6-S% reports), but they all stress the same thin"5 instead of an educational model
that focuses on the acuisition of mostly theoretical, often unconnected, aspects of
,nowled"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 they
have acuired it (i$e$ it "oes beyond functional trainin")$ -n short, a competence is the
capacity to inte"rate ,nowled"e, s,ills and attitudes to resolve problems and situations
in various conte'ts, and students must prove that they have that capacity by puttin" it
into practice$ -t has been defined very succinctly as the puttin" into practice of acuired
,nowled"e ( knowledge in action/ in other words, the mobilisation of ,nowled"e and
s,ills 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 may
thin, that they have for"otten what they have learnt)$
9owever, there is one aspect worth hi"hli"htin", which we could refer to as the
combined nature of competences5 throu"h what they know, students must be able to
demonstrate what they know how to apply, but also what they know how to be$ Each
competence is made up of the combination of the different types of content learnt in the
classroom (concepts, procedures and attitudes), each one formin" one of the
multifaceted s,ills that provide students with a well(rounded education$ 0e reco"nise
that schools are not )ust providin" students with technical and scientific ,nowled"e, but
also teachin" them about citiEenship, so they must be able to demonstrate a series of
civic 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 if
students acuire competences, they are then able to deal with the way that ,nowled"e
in any field is constantly bein" renewed and updated$ Students1 academic trainin"
within the school environment ta,es 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 of
information and communication technolo"ies means that they will be able to use these
tools to "ather the information reuired at any "iven moment, assessin" the uality of
that 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 develop
the competence of learning to learn"
C
The te'tboo, includes teachin" and learnin" activities lin,ed to these basic
competences, either implicitly in the e'planatory pa"es, or e'plicitly in sections li,e the
!ssessment of basic competences provided in the Teachers Book for each content
bloc,$
-n the Spanish education system, students must achieve the followin" basic
competences before they finish compulsory education so that they are prepared for the
challen"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 citiEenship$
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 in
which each competence influences students1 intellectual and personal development,
with reference to the most important parts of the school curriculum5
LINGISTIC CO&PETENCE
This competence refers to the use of lan"ua"e (in this case, especially the
forei"n lan"ua"e) as a tool for oral and written communication, learnin", and
self(re"ulation of thou"ht, emotions and behaviour$ -t also helps students to
create a positive personal ima"e and develop constructive relationships with
others and with the environment$ So, learnin" to communicate means formin"
lin,s with other people and "ettin" to ,now other cultures, which we are then
more li,ely to understand and respect$ -n short, this competence is absolutely
essential when it comes to resolvin" conflicts and learnin" to live alon"side
others$ %cuirin" this competence means acuirin" a fluency in oral and written
lan"ua"e in various conte'ts and bein" able to use at least one forei"n
lan"ua"e$
&!THE&!TIC!L CO&PETENCE
Girst and foremost, this competence consists of the ability to use numbers and
basic numerical operations, symbols and forms of mathematical reasonin" and
e'pression, in order to produce and interpret data, to find out more about
uantitative and spatial aspects of reality and to resolve problems relatin" to
day(to(day life and wor,$ So, acuirin" mathematical competence means bein"
able to use s,ills and approaches that allow one to reason mathematically,
understand mathematical ar"umentation, e'press oneself and communicate in
mathematical lan"ua"e, and use mathematical ,nowled"e in combination with
other types of ,nowled"e$
CO&PETENCE IN @NO8LEDGE !ND INTER!CTION 8ITH THE PH'SIC!L
8ORLD
This competence refers to the s,ill of interactin" with the natural and man(made
elements of the physical world, helpin" students to understand events, predict
conseuences and act in a way that contribute to improvin" and preservin"
their own livin" conditions and those of other people and livin" thin"s$ -t
basically refers to acuirin" a scientific4rational way of thin,in" which enables
one to interpret information and ma,e decisions independently, usin" one+s own
10
initiative, as well as applyin" ethical values in decision(ma,in" in personal and
social conte'ts$
D!T! PROCESSING !ND DIGIT!L CO&PETENCE
This is the ability to loo, for, obtain, process and communicate information and
transform it into ,nowled"e$ -t includes aspects ran"in" from accessin" and
selectin" information, to usin" it and conveyin" it in different formats, includin"
the use of information and communication technolo"ies as an essential tool for
findin" information and communicatin"$ 7ainin" s,ill 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 in
society, understand the social reality of the world in which they live, and
e'ercise civic responsibility in a democratic society which is becomin" ever
more multicultural$ -t concerns forms of individual behaviour which allow people
to live to"ether in one society, "et alon" with others, cooperate, "et involved
and tac,le conflicts$ This means that acuirin" this competence translates into
bein" able to empathise and understand other people+s position, accept
differences, be tolerant and accept the values, beliefs, cultures and personal
and collective histories of others$ -t means understandin" the social reality in
which one lives, tac,lin" conflicts by applyin" ethical values, and e'ercisin"
civic ri"hts and duties responsibly and in solidarity with others$
CLTR!L !ND !RTISTIC CO&PETENCE
This competence consists of ,nowin", appreciatin", understandin" and critically
assessin" different forms of cultural and artistic e'pression, usin" them as a
source of personal en)oyment and enrichment and viewin" them as part of
people1s cultural herita"e$ -t involves appreciatin" and en)oyin" art and other
forms of cultural e'pression, bein" open to the variety of different methods of
artistic e'pression, conservin" the shared cultural herita"e and fosterin"
students1 own creative capacities$
LE!RNING TO LE!RN
This competence is made up of two ,ey elements5 the first refers to students1
ability to start learnin", and the second to their ability to continue learnin"
independently, and see, rational answers$ -t also involves allowin" for various
possible answers to the same problem and motivatin" students to loo, for those
answers usin" different methodolo"ical approaches$ -t involves mana"in" one+s
own abilities in terms of strivin" for efficiency and drawin" on different
intellectual resources and techniues$
!TONO&' !ND PERSON!L INITI!TI,E
This competence refers to students bein" able to use their own )ud"ement and
have the initiative reuired to ma,e and pursue individual choices and ta,e
responsibility for them, both in their personal lives and in a social and
professional conte't$ 3y acuirin" this competence, students can become more
creative, innovative, responsible and critical in their approach to individual or
"roup pro)ects$
Competences do not )ust involve ,nowled"e and s,ills acuired in a sin"le sub)ect only
or which are used e'clusively for that sub)ect$ Everythin" that students learn across
their different sub)ects (and not )ust at school) and other educational activities (e'tra(
curricular activities) combines to form a sort of cultural ba""a"e, a collection of
11
information that they must be able to use throu"hout their lives, at the ri"ht time and in
diverse situations$ So, any of those competences can be achieved, perhaps not in all
parts of the curriculum but certainly in most of them, and for the same reason all of
these competences can be used and applied in any topic or sub)ect, re"ardless of
where they have been acuired (cross(curricular competences)$ Competence should
"uarantee that a student has achieved certain learnin" ob)ectives, but it should enable
students to achieve other ob)ectives, both at school and afterwards, "uaranteein"
on"oin" learnin"$
The different elements of the curriculum are obviously interlin,ed, and we need to be
aware of this so that the curricular materials used in the teachin" and learnin" process
are used correctly$ 0hen the unit ob)ectives (e'pressed as capacities or s,ills) are set
out 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 students
meet these ob)ectives (or not)$ The assessment criteria can therefore be divided into
two cate"ories, interpreted in different ways$ The first cate"ory includes criteria related
to the student1s learnin", in other words, some criteria will be more or less e'pressly
lin,ed to concepts, others to procedures (s,ills) and others to attitudes$ Each of these
content types must be assessed because they have been studied in class$ They are
assessed at different points throu"h continuous assessment$ The second cate"ory
includes assessment criteria that are more directly lin,ed to the basic competences$
-f we thin, of the basic competences as the real and practical application of ,nowled"e,
s,ills and attitudes, the best way to chec, or assess whether or not the student has
acuired those competences is to reproduce the most realistic situations possible in
which they should be applied$ -n these situations, students usually draw on the tapestry
of ,nowled"e (made up of all sorts of contents) they have accumulated over the course
of their schoolin", but respond, above all, to practical situations$ So when we assess
competences we are assessin" procedures and attitudes, first and foremost, but
concepts are an essential basis for them$ That is why the competences are lin,ed to
assessment criteria relatin" mostly to procedures and attitudes$
So how can each of the basic competences be acuiredF The followin" section
describes the most important aspects of each basic competence for this sub)ect$ These
descriptions may need to be adapted to the practical needs of real(life teachin"$
D!T! PROCESSING !ND DIGIT!L CO&PETENCE
-n this sub)ect, this competence is acuired throu"h the use of information and
communication technolo"ies, especially for findin", processin", creatin", storin"
and presentin" information$
CO&PETENCE IN @NO8LEDGE !ND INTER!CTION 8ITH THE PH'SIC!L
8ORLD
This competence is acuired throu"h a ,nowled"e and understandin" of
technolo"ical ob)ects, processes, systems and environments, and throu"h the
development of technical s,ills for the handlin" of ob)ects$ ?nowled"e of ob)ects
and their manufacturin" processes will enable students to contribute to the
creation of a healthier environment and to ta,e a sensible approach to
consumption$
!TONO&' !ND PERSON!L INITI!TI,E
This competence is acuired throu"h e'ercisin" the technolo"ical approach to
solvin" problems5 definin" of the problem, plannin" and carryin" out the pro)ect,
evaluatin" the solution, ma,in" su""estions for improvements, etc$ This
12
process can also help students to develop personal ualities, li,e initiative, self(
improvement, perseverance, autonomy, self(criticism, self(esteem, etc$
1.
LE!RNING TO LE!RN
Students can achieve this competence by developin" strate"ies for solvin"
technolo"y problems$ This process will also help to familiarise them with
co"nitive s,ills which facilitate learnin" in "eneral$
SOCI!L CO&PETENCE !ND CITIAENSHIP
This competence, which refers to s,ills relatin" to human relationships and an
understandin" of society, can be acuired throu"h the way in which technolo"y
problems are dealt with$ 3ein" able to e'press ideas and reason, analyse
approaches that are different to one+s own, reach decisions throu"h dialo"ue
and ne"otiation, accept the opinions of others, etc$, are all social s,ills that "o
beyond the purely scientific method and are used in all school, professional and
personal arenas$ Students can also learn about society by loo,in" at how
technolo"ical developments lead to economic chan"es and contribute to social
chan"es$
LINGISTIC CO&PETENCE
-n this sub)ect, this competence is achieved by acuirin" specific vocabulary
used to find, analyse, select, summarise and convey information$ Deadin",
interpretin" and writin" reports and documents also play a role$
&!THE&!TIC!L CO&PETENCE
This competence is acuired throu"h the use of mathematical tools (measurin"
and calculatin" siEe, usin" scales, readin" and interpretin" "raphs and charts,
solvin" problems), and shows students that mathematical ,nowled"e can play a
functional role in many aspects of their lives$
CLTR!L !ND !RTISTIC CO&PETENCE
Throu"h the desi"n of technolo"ical ob)ects, directly influenced by culture and
society+s artistic manifestations, ima"ination and creativity are e'alted$
0e have now loo,ed at the basic competences established by the Spanish education
system$ These competences are inevitably very "eneric$ -f we want to use them as a
point of reference for teachin" and to demonstrate the real competence achieved by
students (assessment), we need to ma,e them even more specific, brea,in" them
down into subcompetences and lin,in" them to the other elements of the curriculum$
These subcompetences are statements which have been written after a
comprehensive analysis of the curriculum in order to draw up functional learnin"
ob)ectives e'pressed in such a way that they can be identified by any teacher$
3elow is a list of the subcompetences for this sub)ect and level$ The units in which
each subcompetence is developed are listed on the ri"ht$
CO&PETENCES =
S*CO&PETENCES
NITS
Co;5e3ence in Bno6ledge 1nd
in3er1c3ion 6i3h 3he 5h4sic1l 6orld
#- %- )- (- /- .- 7- +- <- #0 1nd ##
3e familiar with and understand
technolo"ical ob)ects, processes,
systems and conte'ts$
1, 2, ., :, >, @, A, B, C, 10 and 11
8evelop s,ills for wor,in" with ob)ects >, A, B and C
1:
precisely and confidently$
1>
3e familiar with the technolo"ical
method for solvin" problems and use
it in order to identify and respond to
different needs$
1, ., :, >, A, C and 11
6romote the creation of a healthy
environment throu"h critical analysis
of the environmental repercussions of
technolo"ical activity and encoura"e
responsible consumption$
1, :, >, @, 10 and 11
&13he;13ic1l co;5e3ence #- %- 7- <- #0 1nd ##
;se appropriate mathematical tools
for uantification and analysis,
especially measurements and scales,
interpretation of "raphs, basic
calculations of measurable physical
properties, etc$
1, 2, A, C, 10 and 11
Processing infor;13ion 1nd digi31l
co;5e3ence
#- %- )- (- /- .- 7- +- <- #0 1nd ##
0or, with information in different
formats5 words, numbers, symbols or
"raphs$
1, 2, ., >, @, A, 10 and 11
;se information and communication
technolo"y confidently to obtain and
report data and to simulate
technolo"ical situations or processes$
1, 2, ., :, A, B, 10 and 11
Gind, process, produce, store and
present information usin" technolo"y$
2, . and 11
Ling2is3ic co;5e3ence #- %- )- (- /- .- 7- +- <- #0 1nd ##
Communicate simple messa"es,
verbally and in writin"$
@ and B
Spea,, listen and participate in
dialo"ue and debate in an or"anised
and clear manner$
1, ., :, >, @, A, B, C, 10 and 11
%pply lan"ua"e usa"e rules, as well
as lin"uistic and non(lin"uistic s,ills,
when communicatin"$
2, :, >, @, A, B, C, 10 and 11
Communicate thou"hts, emotions, life
e'periences, opinions, ideas, and
ethical and critical )ud"ements in a
coherent way$
1, :, >, @, A, C, 10 and 11
;se specific vocabulary from each
sub)ect area to enrich one+s lan"ua"e$
1, 2, ., :, >, @, A, B, C, 10 and 11
%pply the actions that define lin"uistic
communication (listenin", spea,in",
readin" and writin") to specific
purposes$
1, 2, ., :, >, @, A, B, C, 10 and 11
6resent different ,inds of information
verbally in a ran"e of communicative
situations, adaptin" to the "iven
1, 2, :, A and 10
1@
conte't$
1A
Compose and manipulate different
,inds of te'ts with different
communicative and creative
purposes$
1, 2, ., @, A, B and 10
;se lan"ua"e as a tool for the
peaceful resolution of conflict,
avoidin" the use of dero"atory words
and se'ist and discriminatory
e'pressions$
.
Communicate and enter into dialo"ue
with those around one, with the aim of
establishin" lin,s and buildin"
constructive relationships$
1, ., >, @, A and 10
En)oy listenin", readin" and
e'pressin" thou"hts and ideas in
writin"$
2, ., :, >, @, A, B, C, 10 and 11
;se readin" as a learnin" tool, a
source of personal pleasure, and as a
way of findin" out about other
environments, lan"ua"es and
cultures$
@
Gind information in different media
(print and di"ital) and use it in pro)ects
related to different sub)ect areas$
1, ., :, >, @, A, 10 and 11
6rocess information from oral and
written sources$
2, ., :, @, B and 10
3uild competence in communicatin"
in a forei"n lan"ua"e pro"ressively$
:
Soci1l co;5e3ence 1nd ci3iCenshi5 #- )- #0 1nd ##
6repare future citiEens to participate
actively in ma,in" reasoned
decisions$
1, 10 and 11
#earn about the history of
technolo"ical developments to be able
to understand the economic chan"es
that have favoured social
developments$
1 and .
8evelop social s,ills that promote
respectful and tolerant discussion of
ideas, conflict mana"ement and
decision(ma,in"$
1 and .
Le1rning 3o le1rn
#- %- )- (- /- 7 1nd <
8evelop strate"ies for solvin"
technolo"ical problems in pro)ects by
obtainin", analysin" and selectin"
relevant information$
1, 2, ., :, >, A and C
1B
!23ono;4 1nd 5erson1l ini3i13i9e #- )- .- 7- +- < 1nd #0
6romote an independent and creative
approach to technolo"ical problems
by assessin" alternatives and
predictin" possible conseuences of
each one$
1, ., @, A, B, C and 10
8evelop personal ualities such as
initiative, a desire to improve,
perseverance in the face of difficulty,
autonomy and self(criticism$
.
C2l32r1l 1nd 1r3is3ic co;5e3ence 7 1nd +
%ppreciate and understand forms of
artistic and cultural e'pression and
incorporate aspects of them into one+s
own desi"ns$
A and B
-n order to demonstrate that the students have achieved the different competences and
subcompetences (and even other, additional ones, not necessarily lin,ed to the ones
listed here), teachers can use the various assessment criteria$ -n this pro"ramme,
these criteria are lin,ed to the criteria for the teachin" units, not the "eneral ones for
this level, which are too "eneric$
1C
($ !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 are
various activities to chec, students1 ,nowled"e$ These are provided in the #tudent$s
Book as well as in the supplementary materials lin,ed to the different course contents
found in the Teachers Book$ There are also activities that are e'pressly lin,ed to the
basic competences themselves (in the Assessment of basic competences)$
Teachers can carry out an initial assessment at the start of the school year to assess
the students1 startin" point$ -n addition, there are termly assessments and unit
assessments, as well as Revision activities in the #tudents Book"
-n addition to the activities for learnin" the different contents and for chec,in"
,nowled"e, there is another essential activity type in this sub)ect5 procedures$ These
are used throu"hout the boo, when the topics are first introduced but also in specific
sections in the #tudent$s Book, especially the rojects section$ They include techniues
and s,ills, as well as attitudes to wor,, which students should understand very well
because they will continue to use them throu"hout the sta"es of their secondary
education, and they will help them to achieve some of the basic competences$
!TTENTION TO DI,ERSIT'
The pro)ect(based wor, method provides e'cellent opportunities for students to reach
their full potential, as the teachin" and learnin" process can be adapted to their own
individual needs and abilities$
!SSESS&ENT PROCEDRES !ND &!R@ING CRITERI!
Students1 learnin" must be assessed systematically and periodically, both to measure
their individual levels of ,nowled"e acuisition (summative assessment at different
points of the year) and to introduce any chan"es reuired to the teachin" process
(when the students1 learnin" does not meet e'pectations)$ -n addition to this summative
assessment, which tends to ta,e place at the end of the course (ordinary e'ams and
resits, if reuired), there will be other assessments, li,e an initial assessment (mar,s do
not count towards the final "rade), as well as continuous assessment, formative tests
and activities carried out throu"hout the teachin" and learnin" process and which
stress that teachin" is a means of "uidin" and analysin" the learnin" process$
Continuous assessment will be carried out throu"h the systematic observation and
monitorin" of students, i$e$ everythin" that they produce, either individually or in
"roups, will be ta,en into consideration5 practical e'ercises (pro)ects), written wor,, oral
presentations, classwor,, their attitude to learnin", accuracy of e'pression, self(
assessment, etc$ %nd for summative assessment5 written tests at the end of each term
and resits (durin" the term and at the end of the course, if the student has failed any of
the assessments, and a resit final e'am, if students do not pass the first one)$ -n any
case, a variety of assessment procedures will be used, so the assessments are
fle'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 end(of(term tests) and the e'traordinary
resits$ -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"e
effectively in En"lish, and not penalised heavily for "rammatical or le'ical errors$
20
-n order to provide students with mar,s for the three assessments durin" the year, the
ordinary resits at the end of the course and the e'traordinary resits in September, the
written tests will be assi"ned a wei"htin" of .0H, pro)ects >0H, and classwor, 20H$ -n
other words, the students1 wor, throu"hout the school year will always be ta,en into
account (continuous assessment), e'cept for students who are no lon"er entitled to be
assessed 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 has
been 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"s
at the start of the year$
!SSESS&ENT OF CO&PETENCES
The table below shows the basic competences bro,en down into the subcompetences
for 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 subcompetences
they have not yet achieved$
0e recommend the followin" ualitative scale to measure the level of achievement of
these subcompetences, from lowest to hi"hest5 15 0ea,/ 25 3orderline/ .5 %vera"e/ :5
7ood/ >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"ical
ob)ects, processes, systems and conte'ts$
8evelop s,ills for wor,in" with ob)ects precisely
and confidently$
3e familiar with the technolo"ical method for
solvin" problems and use it in order to identify
and respond to different needs$
6romote the creation of a healthy environment
throu"h critical analysis of the environmental
repercussions of technolo"ical activity and
encoura"e responsible consumption$
O,ER!LL
&13he;13ic1l co;5e3ence
;se appropriate mathematical tools for
uantification and analysis, especially
measurements and scales, interpretation of
"raphs, basic calculations of measurable
physical properties, etc$
O,ER!LL
21
Processing infor;13ion 1nd digi31l
co;5e3ence
0or, with information in different formats5
words, numbers, symbols or "raphs$
;se information and communication technolo"y
confidently to obtain and report data and to
simulate technolo"ical situations or processes$
Gind, process, produce, store and present
information 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 non(lin"uistic s,ills, when communicatin"$
Communicate thou"hts, emotions, life
e'periences, opinions, ideas, and ethical and
critical )ud"ements in a coherent way$
;se specific vocabulary from each sub)ect area
to enrich one+s lan"ua"e$
%pply the actions that define lin"uistic
communication (listenin", spea,in", readin" and
writin") to specific purposes$
6resent different ,inds of information verbally in
a ran"e of communicative situations, adaptin" to
the "iven conte't$
Compose and manipulate different ,inds of te'ts
with different communicative and creative
purposes$
;se lan"ua"e as a tool for the peaceful
resolution of conflict, avoidin" the use of
dero"atory words and se'ist and discriminatory
e'pressions$
Communicate and enter into dialo"ue with those
around one, with the aim of establishin" lin,s
and buildin" constructive relationships$
En)oy 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" out
about other environments, lan"ua"es and
cultures$
Gind information in different media (print and
di"ital) and use it in pro)ects related to different
sub)ect areas$
6rocess information from oral and written
sources$
3uild competence in communicatin" in a forei"n
lan"ua"e pro"ressively$
O,ER!LL
22
Soci1l co;5e3ence 1nd ci3iCenshi5
6repare future citiEens to participate actively in
ma,in" reasoned decisions$
#earn about the history of technolo"ical
developments to be able to understand the
economic chan"es that have favoured social
developments$
8evelop social s,ills that promote respectful and
tolerant discussion of ideas, conflict
mana"ement and decision(ma,in"$
O,ER!LL
Le1rning 3o le1rn
8evelop strate"ies for solvin" technolo"ical
problems in pro)ects by obtainin", analysin" and
selectin" 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" possible
conseuences of each one$
8evelop personal ualities such as initiative, a
desire to improve, perseverance in the face of
difficulty, autonomy and self(criticism$
O,ER!LL
C2l32r1l 1nd 1r3is3ic co;5e3ence
%ppreciate and understand forms of artistic and
cultural e'pression and incorporate aspects of
them into one+s own desi"ns$
O,ER!LL
!5 !rdinary final assessment
E5 E'traordinary final assessment
2.
/$ PROGR!&&ES OF STD'
The contents of this course have been or"anised into 11 teachin" units, which are
detailed below$ The teachin" ob)ectives, contents (concepts, procedures and attitudes),
cross(curricular content, assessment criteria and basic competences lin,ed to those
assessment criteria are listed for each unit$
O*DECTI,ES
1$ ;nderstand the function of technolo"y and its importance in the development of
civilisation$
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 pro)ect$
:$ -dentify needs, study ideas, develop solutions and build ob)ects to solve simple
problems$
>$ ;nderstand and assimilate the way a technolo"y wor,shop wor,s and the
activities carried out in that area$
@$ Deco"nise and respect health and safety rules in the technolo"y wor,shop$
A$ %nalyse a technolo"ical ob)ect in an ordered way, considerin" aspects of form,
function and technical and socioeconomic factors$
B$ Ta,e ob)ects apart, analyse their different parts and the function of each one$
CONTENTS
Conce53s
Technolo"y as a fusion of science and techniue (s,ills)$
Sta"es in technolo"ical processes$
The wor,shop and "roup wor,$
9ealth and safety rules in the technolo"y wor,shop$
Deportin" a pro)ect$
%nalysis of ob)ects5 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 pro)ect method$
Ta,e apart a simple ob)ect to be able to analyse its physical components$
%nalyse an everyday technolo"ical ob)ect followin" the appropriate sta"es$
2:
NIT #
TECHNOLOG'$ TECHNOLOGIC!L PROCESSES
SOL,ING TECHNOLOG' PRO*LE&S
8evelop a "roup pro)ect$
!33i32des
Show interest in technolo"y and technolo"ical development$
Show curiosity as to how technical ob)ects wor,$
Geel personal satisfaction when solvin" problems$
%ccept the behaviour rules in the technolo"y wor,shop$
6articipate in proposin" solutions for the "roup needs$
!SSESS&ENT CRITERI!
1$ -dentify and solve common problems in the world around us, followin" the
sta"es of technolo"ical processes in an orderly way$
2$ 6repare the documents associated with reportin" the sta"es of the pro)ect$
.$ 0or, in teams, appreciate and respect the ideas and decisions of others and
ta,e responsibility for individual tas,s$
:$ ;nderstand and respect the health and safety rules in the technolo"y wor,shop$
>$ %nalyse technical ob)ects, considerin" aspects of form, function and technical
and socioeconomic factors$
@$ %nalyse the effects of usin" technolo"y on the environment$
CO&PETENCES = !SSESS&ENT CRITERI! = !CTI,ITIES
CO&PETENCES =
S*CO&PETENCES
!SSESS&ENT
CRITERI!
!CTI,ITIES
Co;5e3ence in Bno6ledge 1nd in3er1c3ion 6i3h 3he 5h4sic1l 6orld
3e familiar with and
understand technolo"ical
ob)ects, processes, systems
and conte'ts$
1, 2, ., :, >, @ 1(C, 20, 21
D% 1(B, 11, 1.
3e familiar with the
technolo"ical method for
solvin" problems and use it in
order to identify and respond
to different needs$
1, 2, ., :, >,@ 1(:, C
D% 1, 2
6romote the creation of a
healthy environment throu"h
critical analysis of the
environmental repercussions
of technolo"ical activity and
encoura"e responsible
consumption$
1, ., : C, 21
D% B, 11
;se appropriate
mathematical tools for
uantification and analysis,
especially measurements and
scales, interpretation of
"raphs, basic calculations of
measurable physical
properties, etc$
1, 2 D% A
2>
Processing infor;13ion 1nd digi31l co;5e3ence
0or, with information in
different formats5 words,
numbers, symbols or "raphs$
1, 2, ., :, >, @ >, @, 11, 1:, 1>, 1C
D% A
;se information and
communication technolo"y
confidently to obtain and
technolo"ical situations or
processes$
1, 2 20, 21
Ling2is3ic co;5e3ence (E)
Spea,, listen and participate
in dialo"ue and debate in an
or"anised and clear manner$
1, 2, ., :, >, @ 1.
D% 11(1.
Communicate thou"hts,
emotions, life e'periences,
opinions, ideas, and ethical
and critical )ud"ements in a
coherent way$
1, 2, >, @ 1
D% 11, 1.
;se specific vocabulary from
each sub)ect area to enrich
one+s lan"ua"e$
:, >, @ ., A, B, 12
D% @, C
%pply the actions that define
lin"uistic communication
(listenin", spea,in", readin"
and writin") to specific
purposes$
1, 2, ., :, >, @ 21, A, B, 10, 20, 21
D% ., 11(1.
6resent different ,inds of
information verbally in a
ran"e of communicative
situations, adaptin" to the
"iven conte't$
1 2.
Compose and manipulate
different ,inds of te'ts with
different communicative and
creative purposes$
1, 2, ., :, > 1A, 1B
Communicate and enter into
dialo"ue with those around
one, with the aim of
1, 2, . >, 1@
D% B, 11(1.
Gind information in different
media (print and di"ital) and
use it in pro)ects related to
different sub)ect areas$
@ 20, 21
6repare future citiEens to
participate actively in ma,in"
reasoned decisions$
1, 2, ., :, >, @ :, >
D% B, 11
technolo"ical developments
to be able to understand the
economic chan"es that have
favoured social
developments$
> D% 1.
2@
8evelop social s,ills that
promote respectful and
tolerant discussion of ideas,
conflict mana"ement and
decision(ma,in"$
1, 2, . 1., 1@
Le1rning 3o le1rn
technolo"ical problems in
pro)ects by obtainin",
analysin" and selectin"
1, 2, ., : C>
D% 11
6romote an independent and
creative approach to
technolo"ical problems by
assessin" alternatives and
predictin" possible
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 common
lan"ua"e, which will allow pupils to communicate with an increasin" de"ree of s,ill in the forei"n
lan"ua"e$
2A
O*DECTI,ES
1$ ;se a computer as a tool to find, process, or"anise, present and later store
information$
2$ ?now the basic elements of a personal computers, its use and connections and
how it wor,s 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$
0indows operatin" system$
!ffice software applications in 0indows5 word processors, spreadsheets,
databases and presentations$
#inu' operatin" system$
!ffice software applications in #inu'5 0riter, 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
pro)ects$
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 wor,in" with computers$
2B
NIT %
H!RD8!RE !ND SOFT8!RE
IT !ND THE INTERNET
!SSESS&ENT CRITERI!
1$ Deco"nise the components of a computer (internal and e'ternal), how they
wor, and relate to the machine as a whole and be able to connect them
correctly$
2$ ?now the functions of an operatin" system and how to carry out basic
operations, includin" maintenance and updatin" tas,s$
.$ 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 =
S*CO&PETENCES
!SSESS&ENT
CRITERI!
!CTI,ITIES
and conte'ts$
1, 2, ., :, > 1(1A, 1C(20, 22(.1
;se appropriate
measurable physical
properties, etc$
2, : >(C, .1
D% 1, 2
1, 2, :, > :(C, 21, .1
D% 1, 2, 10
;se information and
processes$
., :, > 2., 2C(.0
D% >, @, B
Gind, process, produce, store
and present information usin"
technolo"y$
., :, > 2@, 2A, 2C, .0
D% >, B(11
%pply lan"ua"e usa"e rules,
as well as lin"uistic and non(
lin"uistic s,ills, when
communicatin"$
2 2C
2C
one+s lan"ua"e$
1, 2, ., :, > 1(2, 10, 12, 1>(1B, 22, 2B
D% ., >, A
purposes$
1, 2, > 2, 2., 2>
D% 2, ., 11
"iven conte't$
> 1A, 2.
D% 12, 1.
creative purposes$
1, > 1
D% C, 10
e'pressin" thou"hts and
ideas in writin"$
2, : 2.
D% 12, 1.
6rocess information from oral
and written sources$
2, . 2.
D% :, >, B, 12, 1.
Le1rning 3o le1rn
2, :, > 2.
lan"ua"e$
.0
O*DECTI,ES
1$ Deco"nise the components of a computer networ, and their function in the
process of communication between computers$
2$ ;nderstand how the -nternet wor,s 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$
>$ ;nderta,e uic, simple searches with -nternet search en"ines and ,now the
possibilities that portals offer$
@$ Jalue the advanta"es and disadvanta"es of communication between
computers$
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 networ,s$ The most used "eneric top(level
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 top(level domains, servers, services and protocols in an
-nternet address$
%ctivate and observe lin,s within a web pa"e and between different web
pa"es$
%ccess search en"ines and carry out different types of searches$
%ccess horiEontal 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 wor,s, and a positive attitude to usin" the
web$
.1
NIT )
THE INTERNET
%ppreciate that computers need loo,in" after$
Show a respectful and responsible attitude when communicatin" with
others by means of computer networ,s$
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 them
with communication between computers$
2$ -dentify the elements of a computer networ,, share resources and access
shared resources$
.$ ?now how the -nternet wor,s, 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 wor,s$
CO&PETENCES =
S*CO&PETENCES
!SSESS&ENT
CRITERI!
!CTI,ITIES
and conte'ts$
1, 2, ., :, >, @ 1(11
D% 1(1>
to different needs$
2, @, A 2B, .0(.1
D% 1:
1, 2, ., :, >, A 2, 11, 1.(1>, .1
D% 1(1>
;se information and
processes$
:, >, @ ., C, 11(1>, 20, 22, 2>(2B
D% 2(1>
technolo"y$
:, >, @ C, 11, 1K.(1>, 20, 2>(2@
D% :(1:
1, 2 C, 11, 1B, 2A, .1
D% 1:(1>
.2
..
one+s lan"ua"e$
1, 2, ., :, >, @, A 1, >(B, 10, 1@(1A, 1C,
21, 2.(2:, 2A, .0
D% 1:(1>
purposes$
1, 2, ., :, >, @, A 11, 2., 2>, 2C, .1
D% .,>, B(C, 12(1>
creative purposes$
1, 2, ., :, >, @, A .1
D% 1, 11(1:
;se lan"ua"e as a tool for
the peaceful resolution of
conflict, avoidin" the use of
dero"atory words and se'ist
and discriminatory
e'pressions$
. D% 1>
1, 2, ., :, >, @, A 11, 1B, 2A, .1
D% 1:(1>
ideas in writin"$
1, 2, ., :, >, @, A D% C(10, 12(1.
1, 2, ., :, >, @, A C, 21(22, 2@
D% :(>, C(10, 1:
1, 2, ., :, >, @, A 11(12, .1
D% 1:(1>
technolo"ical developments
to be able to understand the
economic chan"es that have
favoured social
developments$
1 2
8evelop social s,ills that
promote respectful and
tolerant discussion of ideas,
conflict mana"ement and
decision(ma,in"$
:, >, @ 11, 1B
D% 1>
Le1rning 3o le1rn
:, >, @ 11, 2B, .0(.1
D% :(1>
.:
predictin" possible
2, ., >, @ 2>(2@, .1
D% 2(:, @, B(10
8evelop personal ualities
such as initiative, a desire to
improve, perseverance in the
face of difficulty, autonomy
and self(criticism$
2, ., > ., C, 11, 1>, 2>(2@, .1
D% 1(2, C(10, 1:
lan"ua"e$
.>
O*DECTI,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) and
the factors that influence the choice of material for a specific manufactured
product$
:$ Jalue the importance of materials in technolo"ical development and the
environmental impact of usin" natural resources to produce them$
>$ ?now the benefits of recyclin" materials and acuire consumer habits that help
to 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 manufactured
products$
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$
.@
NIT (
&!TERI!LS
&!TERI!LS SED IN TECHNOLOG'
@$ Jalue the environmental impact of technolo"ical activity and acuire consumer
habits that benefit the environment$
.A
CO&PETENCES =
S*CO&PETENCES
!SSESS&ENT
CRITERI!
!CTI,ITIES
and conte'ts$
1, 2, ., :, >, @ 1(2:
D% 1(A
to different needs$
> 1:(1>
consumption$
@ D% :, @
;se information and
processes$
1, 2, ., :, >, @ C
D% >
1 :
D% @(A
communicatin"$
> 1, 10, 1@
D% .
coherent way$
2, ., :, >, @ D% @
one+s lan"ua"e$
1, 2, ., :, >, @ 1(B, 10, 12, 1@, 20
D% 2
purposes$
:, >, @ :(>, C, 1>, 1B, 21, 2.(2:
D% 2(:, @(A
"iven conte't$
:, >, @ D% @
.B
ideas in writin"$
1, 2, ., :, >, @ D% 2, @
1, 2, ., :, >, @ C
2, :, >, @ 1, >, A(10, 1@
D% 2(.
3uild competence in
communicatin" in a forei"n
lan"ua"e pro"ressively$
> 1(., >, A, 10, 12, 1B, 20
D% 1, @(A
Le1rning 3o le1rn
>, @ C
D% ., >(@
lan"ua"e$
.C
O*DECTI,ES
1$ ?now about wood+s characteristic properties, as one of the most freuently
used technical materials, and how it is obtained and classified$
2$ ?now about wood derivatives, their properties and their commercial use with
the 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 ma,in" different products$
>$ ?now and use correctly the basic techniues of machinin", finishin" and )oinin"
wood, whilst respectin" the safety rules, to ma,e simple ob)ects and follow the
pro)ect 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
0ood5 composition and "eneral properties$
6rocesses for obtainin" wood$ Desponsible consumption$
Classification of wood5 hardwoods and softwoods$ Characteristic properties
and uses$
0ood derivatives5 prefabricated wood and cellulose materials$ The
manufacturin" process, characteristic properties and uses$
Tools and machines$ 8escription$ 3asic techniues for wor,in" 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 ma,e simple manufactured ob)ects,
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$
:0
NIT /
8OOD !ND ITS DERI,!TI,ES
Despect safety rules when usin" tools and materials in the technolo"y
wor,shop$
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 the
methods used to process it$
2$ -dentify the different types of natural wood, their physical properties and their
more common technical uses$
.$ 8istin"uish the different types of prefabricated wood and the processes used to
manufacture cellulose materials$
:$ ?now and use correctly the basic techniues of woodwor,in", finishin" and
)oinin" 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$
CO&PETENCES =
S*CO&PETENCES
!SSESS&ENT
CRITERI!
!CTI,ITIES
and conte'ts$
1, 2, ., :, > 1(1@
D% 1(11
8evelop s,ills for wor,in"
with ob)ects precisely and
confidently$
2, : @, B, 10(1@
D% :, A(B
to different needs$
1, 2, ., :, > @, B(C
D% C(10
consumption$
> D% C, 11
2, : 10
2, > D% C(10
:1
:2
communicatin"$
1, 2, ., : ., A
D% B
coherent way$
1, 2, ., : B, 1@
one+s lan"ua"e$
1, 2, ., : 1, :, A, C, 11(1>
D% 1(., @
purposes$
1, 2, ., : .(>, B, 1@
D% B
1 @, B, 1@
D% C(11
ideas in writin"$
1, 2, ., : >, B, 1@
D% 11
1, 2 11
D% >
Le1rning 3o le1rn
2, :, > 2(>, B, 11(1:, 1@
D% :, A, 10
lan"ua"e$
:.
O*DECTI,ES
1$ ?now how to classify metals, the e'traction and processin" methods, their
properties and most important uses$
2$ %nalyse the properties of metals and choose the most appropriate one to ma,e
a product$
.$ ?now the basic metal shapin" techniues$
:$ -ndicate the metal wor,in" 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, implements
and metal materials in the technolo"y wor,shop$
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", characteristic
properties and most common uses$
=on(ferrous metals and correspondin" alloys$ 6rocessin", characteristic
properties 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 ma,e a product$
%nalyse the basic industrial techniues used in the manufacture of ob)ects$
Ma,e technolo"ical ob)ects 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 use
of 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 ma,in" use of leftover materials$
0illin"ness and personal initiative in participatin" in "roup pro)ects$
Despect for the safety rules when usin" tools, machines and materials$
::
NIT .
&ET!LS
% positive and creative attitude towards practical problems when wor,in"
with metals$
!SSESS&ENT CRITERI!
1$ ?now and describe the basic properties of metals as commonly used technical
materials$
2$ 8istin"uish ferrous metals, their composition and their properties, and the steel(
ma,in" process$
.$ -dentify different non(ferrous metals, their properties and the composition of the
most 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 metalwor,in", )oinin" and
finishin" metal ob)ects, followin" appropriate health and safety rules$
CO&PETENCES =
S*CO&PETENCES
!SSESS&ENT
CRITERI!
!CTI,ITIES
and conte'ts$
1, 2, ., :, >, @ 1(20
D% 1(@
consumption$
@ @
D% A, 10
technolo"y$
1 D% A, 10
Communicate simple
messa"es, verbally and in
writin"$
1, 2, ., :, >, @ A, 10
1, : 11
communicatin"$
>, @ 20, 2.
:>
coherent way$
1, : 11
D% C
one+s lan"ua"e$
1, 2, ., :, >, @ 1, .(>, 12(1., 1B, 22(2., 2@
D% ., >
purposes$
1, 2, ., :, >, @ 2, @(1@, 1C, 21, 2.(2>, 2A, 2C
D% 1, :
creative purposes$
: 20
D% @
: D% C
ideas in writin"$
1, :, @ B, 11
D% 2, B
;se readin" as a learnin"
tool, a source of personal
pleasure, and as a way of
findin" out about other
environments, lan"ua"es and
cultures$
: D% 10
:, >, @ 1A
D% A, 10
:, >, @ D% 10
predictin" possible
:, @ @
D% C(10
lan"ua"e$
:@
O*DECTI,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 and
implements necessary to do so$
.$ #earn about different ways of representin" ob)ects, alternatin" the use of
elevations or perspectives accordin" to the e'pression reuired$
:$ Jalue the importance of technical drawin" as a means of e'pression and
communication in the field of technolo"y$
CONTENTS
Conce53s
The concept and use of technical drawin" as a means of e'pression of
technical ideas$
Materials and basic drawin" instruments (types and characteristics)5
pencils, set suares, compasses, rulers and protractors$
3asic line drawin" in technical drawin"5 parallel and perpendicular lines,
main an"les$
S,etches 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 ob)ect$
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 s,etches and clear simple dia"rams$
Communicate a technical piece of wor, throu"h elevations of simple
ob)ects$
Structure information to be transmitted usin" e'pression codes$
%nalyse the shape of ob)ects usin" drawin" as an e'ploratory tool$
:A
NIT 7
GR!PHIC EXPRESSION !ND CO&&NIC!TION
TECHNI:ES
FOR GR!PHIC REPRESENT!TION
!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 s,etches and dia"rams of simple ob)ects freehand$
:$ 8istin"uish between the different ortho"onal pro)ections of an ob)ect, correctly
identifyin" the faces visible from each viewpoint$
>$ Depresent adeuately the dihedral pro)ections of an ob)ect$
@$ ;se enlar"in" and reducin" scales and understand their concepts$
CO&PETENCES =
S*CO&PETENCES
!SSESS&ENT
CRITERI!
!CTI,ITIES
and conte'ts$
1, ., >, @ ., @(B, 10, 2@, .A
D% 2, .
confidently$
1, . C, 12(1>, 1A(1B, 21, 2C
D% :(B
to different needs$
., :, >, @ 22(2., 2B(.0, .B
D% :(B
;se appropriate
measurable physical
properties, etc$
1, ., @ 1, C, 11(1>, 1A(1B, 2.(2:
D% .(@, B
1, ., :, @ C, 2B
D% A
:B
;se information and
processes$
1, ., @ 2@
:, @ :, A, 11(12, 1@, 1C(20, 2:, .1
D% 1
coherent way$
2, ., :, >, @ 12
D% 10
one+s lan"ua"e$
1, 2, ., :, >, @ 1, >, 21, 2:, .0(.B
D% 2(@, 10
purposes$
:, @ 1, :
D% 2, ., 10
"iven conte't$
@ B
D% >
creative purposes$
2, ., :, >, @ @, 2C(.@
D% 2(.
:, > 22
D% 10
ideas in writin"$
:, >, @ 2(., 10(11, 1@, 1C(20, 2:, .1
D% 2(.
2, ., :, >, @ C, 11
Le1rning 3o le1rn
1, ., @ @(A, 1B, 2B
D% >
:C
predictin" possible
1, ., @ 1B, 2>, 2A(2B
D% B(C
%ppreciate and understand
forms of artistic and cultural
e'pression and incorporate
aspects of them into one+s
own desi"ns$
1 1B
lan"ua"e$
>0
O*DECTI,ES
1$ %nalyse simple stron" structures, identifyin" the elements they are made up of
and the loads and stresses they are sub)ected to$
2$ ;se simple structural elements appropriately to ma,e small structures to solve
specific problems$
.$ Jalue the importance of shape and material in ma,in" 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 and
stress$
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 ob)ects and constructions$
%nalyse simple structures, identifyin" their component parts$
-dentify the stresses that the pieces of a simple structure are sub)ected to$
8esi"n and construct simple structures that solve a specific problem,
choosin" appropriate structural models and usin" appropriate material for
each element$
!33i32des
%ppreciate carryin" out shared tas,s$
Show curiosity about the types of structures of ob)ects around them$
Jalue the importance of the structure of buildin"s and unusual
constructions$
3e prepared to carry out tas,s followin" a lo"ical order, payin" special
attention to the structural elements of their pro)ects$
>1
NIT +
STRCTRES
STRCTRES !ND &ECH!NIS&S
!SSESS&ENT CRITERI!
1$ Deco"nise how important structures are as elements that resist loads in the
construction of technical ob)ects$
2$ ?now the different types of structure used throu"hout history, describin" their
characteristics, advanta"es and disadvanta"es$
.$ -dentify different structural elements present in buildin"s and common
constructions, and reco"nise their functions$
:$ ;nderstand the difference between the different stresses, "ive e'amples and
describe their effects$
>$ Deco"nise the stresses that affect the elements of a specific structure
dependin" on particular loads$
@$ 8istin"uish the conditions that a structure must have to fulfil its purpose
(stability, resistance and ri"idity) and control the resources available to achieve
these conditions$
A$ 8esi"n and build simple structures that solve specific problems, usin" the
resources and concepts learnt in the unit$
CO&PETENCES =
S*CO&PETENCES
!SSESS&ENT
CRITERI!
!CTI,ITIES
and conte'ts$
1, 2, ., :, >, @ 1(22
D% 1(10
confidently$
>, @ ., @(1>, 20
D% B
;se information and
processes$
1, 2 1C
Communicate simple
messa"es, verbally and in
writin"$
2 ., @
1, @, A D% B(10
communicatin"$
. >, 21
D% 1, >(@
one+s lan"ua"e$
1, :, > 1, 1A(1B, 21
D% 1, ., >(@
>2
purposes$
1, 2, ., :, >, @ ., >, 1A, 21
D% ., B(10
creative purposes$
. 1, >, 20
ideas in writin"$
. 1C
D% ., >
A 1C(21
predictin" possible
1, 2, ., :, >, @, A @, 10, 1>(1@, 20
D% C
%ppreciate and understand
forms of artistic and cultural
e'pression and incorporate
aspects of them into one+s
own desi"ns$
2, >, @ 2, 12, 1C(20, 22
lan"ua"e$
>.
O*DECTI,ES
1$ #earn about the basic mechanisms of transmission and transformation of
motion and their uses$
2$ -dentify simple mechanisms in comple' machines and e'plain how they function
as part of the whole$
.$ Solve simple problems and calculate the "ear ratio when possible$
:$ ;se simulators to recreate the function of devices in the desi"n of prototypes$
>$ 8esi"n and construct models of simple mechanisms and complete transmission
and transformation mechanisms$
@$ Jalue the importance of mechanisms in the wor,in"s of everyday machines$
CONTENTS
Conce53s
#aw of the lever, motion of forces and "ear ratios$
Mechanisms that transmit motion (pulleys, compound pulleys, levers,
friction wheels, pulley trains with belts, "ears and co"wheels, worm "ears,
"ears with chains)$ Composition, wor,in"s and uses$
Mechanisms that transform motion (rac, and pinion, nut and bolt, winch
and cran, handle, cran,(lin,(slider, cran,shaft, cam, eccentric cam)$
Composition, wor,in"s and uses$
Proced2res
-dentify simple mechanisms in comple' machines, e'plainin" how they
function as part of the whole$
Solve simple problems and calculate "ear ratios$
8esi"n and construct models with different mechanical devices$
!33i32des
Show interest in ,nowin" how everyday technolo"ical ob)ects wor,$
Show respect for safety norms when usin" tools, machines and materials$
Show a positive and creative attitude towards practical problems and have
confidence in their own capacity to find useful results$
Show willin"ness and personal initiative in participatin" in "roup tas,s$
!SSESS&ENT CRITERI!
1$ -dentify the simple mechanisms of transformation and transmission of motion
found in comple' machines and e'plain their function as part of the whole$
2$ Solve simple problems and calculate the "ear ratio when necessary$
.$ 8esi"n, construct and operate models with different mechanical devices$
>:
NIT <
&ECH!NIS&S
CO&PETENCES =
S*CO&PETENCES
!SSESS&ENT
CRITERI!
!CTI,ITIES
and conte'ts$
1, 2, . 1(20
D% 1(@
confidently$
. .(:, @(1:, 1@(20
D% 1(:
to different needs$
. ., @, B(1:, 1A
D% 1(.
;se appropriate
measurable physical
properties, etc$
2 .(:, @, B(1:, 1A
D% 1(:
1, 2 1>
D% >(@
communicatin"$
1, 2 >
coherent way$
1, 2 D% >(@
one+s lan"ua"e$
1, 2 >
D% :
purposes$
1, 2, . 1, 1>, 1C
D% 1(2, :(@
ideas in writin"$
1, 2 1, 1>, 1C
D% 1(2, :
>>
Le1rning 3o le1rn
2, . ., @(1:, 1A
D% 1(:
predictin" possible
. A, 1>(1@, 1C
D% 1
lan"ua"e$
>@
O*DECTI,ES
1$ #earn about the different types of ener"y and their transformations$
2$ 8ifferentiate the various sources of ener"y and classify them as renewable or
non(renewable$
.$ -dentify environmental problems arisin" from the e'ploitation of natural ener"y
resources and technolo"ical activity$
:$ 8etermine the composition and how the main heat en"ines wor,5 steam en"ine,
turbine, internal combustion en"ine and turbo)et$
>$ Ma,e a simple machine capable of transformin" ener"y$
CONTENTS
Conce53s
Concept of ener"y$ ;nits of measurement of ener"y$
Types of ener"y5 mechanical, nuclear, thermal, chemical, electrical,
electroma"netic, sound$
Ener"y transformations$ 6rinciple of ener"y conservation$
6ower$
Ener"y sources5 "eneral classification$ Denewable ener"ies (hydraulic,
solar, wind, marine, "eothermal, biomass, municipal solid waste)$
%dvanta"es and disadvanta"es$
Gossil fuels5 petroleum, coal and natural "as$ 6roduction, e'traction,
stora"e, transport, distribution and uses$ Environmental repercussions$
9eat en"ines$ 8escription, how they wor, and uses$ Steam en"ine, turbine,
combustiMn en"ine, turbo)et$
Proced2res
8istin"uish between sources and types of ener"y$
Classify and analyse the natural resources used to produce ener"y$
-dentify environmental problems arisin" from e'ploitin" resources$
8etermine the components of different heat en"ines and study how they
wor,$
%nalyse a thermal power station$
Construct a simple machine capable of transformin" ener"y from one type
to another$
>A
NIT #0
ENERG'
ENERG'$ HE!T ENGINES
!33i32des
Deco"nise the importance of different ener"y sources in the world today$
Show sensitivity towards the environmental impact of e'ploitin",
transformin" and disposin" of materials and ener"y, as well as the overuse
and abuse of natural resources$
Show concern for the overconsumption and disposal of technolo"ical
products$
Show willin"ness to adopt consumer habits that help save raw materials
and ener"y$
Show interest in ,nowin" about the benefits of recyclin" and be willin" to
select and ma,e use of waste materials$
Despect safety rules when usin" tools, machines and materials$
!SSESS&ENT CRITERI!
1$ -dentify the various types of ener"y and describe their transformation
processes$
2$ Classify the different ener"y sources into renewable and non(renewable$
.$ 8escribe the processes of producin" and usin" ener"y from fossil fuels5 coal,
petroleum and natural "as$
:$ ?now the advanta"es and disadvanta"es of different ener"y sources and
determine the environmental problems arisin" from the e'ploitation of natural
resources and technolo"ical activity$
>$ 8istin"uish the components of a steam en"ine, an internal combustion en"ine,
a turbine and a turbo)et, and describe how they wor,$
CO&PETENCES =
S*CO&PETENCES
!SSESS&ENT
CRITERI!
!CTI,ITIES
and conte'ts$
1, 2, ., :, > 1(2B
D% 1(1.
consumption$
. 1:(1@
D% C, 12(1.
;se appropriate
measurable physical
properties, etc$
1, 2, ., :, > >(@, B(10
D% .(:
>B
1, 2, ., :, > ., A, 1., 2., 2B
D% 1, :, @(B
;se information and
processes$
1, 2, ., :, > 1@, 20
D% :, @(A, 11(1.
., > :, 22
D% 12(1.
communicatin"$
: 11, 1A
coherent way$
: :, 1@, 1C
D% 12(1.
one+s lan"ua"e$
1, 2, ., :, > 11, 1>, 1A(1B, 2A
purposes$
1, 2, ., :, > 1, :, 1., 1>(1@, 1C(20, 22(2B
D% >, 12(1.
"iven conte't$
2, ., :, > D% 12(1.
creative purposes$
> 11(1., 1>, 1B(20, 2., 2@
2 D% 12(1.
ideas in writin"$
1, :, > 1., 1>, 1C(20, 22, 2@, 2B
D% >
., : 1@, 20
D% :, @(A, 11(1.
. 1., 1@, 1C(20, 2@, 2B
D% :(A, 11(1.
>C
reasoned decisions$
1, 2, ., :, > 1, ., 1>(1@
D% C, 12(1.
predictin" possible
> 1@, 20
D% 10
lan"ua"e$
@0
O*DECTI,ES
1$ -dentify the principal elements of a simple circuit and distin"uish the function of
each one$
2$ ;nderstand how electric current wor,s in practice and learn about its properties
and effects$
.$ E'press and communicate ideas and technical solutions related to electricity
usin" appropriate symbols and vocabulary$
:$ #earn about the useable effects of electricity and the ways to use them$
>$ Set up simple electric circuits in series and in parallel, )oinin" the components
lo"ically and carefully, and ma,e elements to include in them$
@$ %nalyse, desi"n, ma,e and manipulate materials, ob)ects and simple electric
circuits safely$
A$ ?now, value and respect safety rules for usin" electricity$
CONTENTS
Conce53s
Electric current$ Electric circuits$ 8ia"rams of electric circuits$
Elements of an electric circuit5 "enerators, receptors, and control and
protection elements$ Measurin" instruments$
Effects of electric current5 heat, li"ht and motion$ Electroma"netic effects$
Electric uantities$ !hm+s law$ ;ses of !hm+s law$
!btainin" and transportin" electricity$
Safety rules when wor,in" with electricity$
Circuits in series and in parallel$
Proced2res
-dentify the different components of an electric circuit and how each wor,s
as a part of the whole$
Solve problems about the proportions of fundamental electric uantities$
%nalyse and e'periment with the effects of electricity$
Set up circuits in series and in parallel$
Construct simple components in circuits ("enerators, switches, chan"eover
switches, resistors)$
E'periment with and desi"n circuits with a simulator$
Gind information, present and evaluate different ways of obtainin",
transportin" and usin" electricity$
@1
NIT ##
ELECTRICIT'
SOL,ING TECHNOLOG' PRO*LE&S
!33i32des
Despect safety rules when usin" materials, tools and systems$
Show curiosity to learn about how electric devices and machines wor,$
Show interest in tidiness, safety and in usin" an appropriate presentation
for electric systems$
#oo, after and use measurin" instruments appropriately$
Evaluate critically the importance and conseuences of usin" electricity$
Show willin"ness and personal initiative to wor, supportively to"ether in
"roups$
!SSESS&ENT CRITERI!
1$ %nalyse, desi"n and set up simple electric circuits usin" appropriate symbols$
2$ ;se a multimeter to measure volta"e, current and resistance$
.$ Calculate electric uantities usin" !hm+s law$
:$ %nalyse and evaluate the effects of electrical ener"y on the environment$
>$ 8escribe different ways of obtainin" and transportin" electricity$
@$ ?now about and apply the capacity of convertin" electrical ener"y into other
forms of ener"y (heat, li"ht, electroma"netism)$
A$ ?now what safety measures to adopt when usin" electrical devices$
CO&PETENCES =
S*CO&PETENCES
!SSESS&ENT
CRITERI!
!CTI,ITIES
and conte'ts$
1, 2, ., :, >, @, A 1(1>
D% 1(11
to different needs$
1, . 1.(1>
D% >(@
consumption$
:, > :
D% 2
;se appropriate
measurable physical
. 11, 1.(1>
D% :(@
@2
properties, etc$
@.
1 :(>, 11
D% 1, >, C
;se information and
processes$
:, > D% B
technolo"y$
1 D% B
1, : :
D% 10
communicatin"$
1, 2 2
coherent way$
>, @ :
D% 10
one+s lan"ua"e$
1, . 2(., @(10
D% 1, ., 11
purposes$
1, 2, ., :, >, @, A 1(2, @, 12
D% A, 10(11
ideas in writin"$
2, ., : 1, 2, @, 12
D% 2, A
> D% B
reasoned decisions$
:, > :
D% 2, C
lan"ua"e$
@:

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