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GEOGRAPHYSECONDARY EDUCATION
Achieving excellence
GEOGRAPHY
SECONDARY EDUCATION
Achievingexcellence
The3DclasseducationalmaterialsforGeography&History,SocialSciencesinSecondary
Education,areadaptedtothenewschoolcurriculumandensurethatalltheproposed
learningstandards areimplementedthroughoutSecondary.
LearningfollowsasmoothtransitionfromthefirsttofourthyearofSecondaryEducation,taking
intoaccountthe key competences,andtheinterestsandlearningcapacitiesofeveryagegroup.
G&Hshowsstudentshowtosearchforandprocessinformationsothattheycanhypothesise,
putforwardtheiropinionsanddrawconclusions.Learningisbothactiveandconstructive.
Geography &HistoryprojectContent,competencesandlearningstandards
•Studentsdeveloptheircompetenceswhilestudying content.
•Prioritygiventothekey competences.
•Activitiesreviseandtestthecontentstudied.Theseinclude:
✔Presentationactivities:summaries,projects,historicalrecreations,askingquestions,etc.
✔Constructivistactivities:answeringquestions,solvingproblems,workshops,case
studiesonartandsociety,etc.
•Achievementoflearningstandards.
ICTActivities
•Internetchallenges.Multimediaresourcestodeveloplearningbasedonprojectsthatencourage
investigation,andindividualandcollaborativework.
✔MiniVisualUnit:shortmotivatingunitwithimages,digitalresourcesandclosedactivities.
✔Historydetective/Ict@Explore:challengingprojectthatencouragesinterdisciplinarywork
andtheuseofICT.
✔Onlineself-correctingactivitiestoconsolidatecurriculumcontent.
Classificationofactivities accordingtothecognitiveprocessesrequired:
Learn:studentsacquireknowledgefromwhattheystudy.
Apply:studentsusetheirknowledgeandconceptualunderstandingofwhattheyhavelearntinvariousdistinctcontexts–theyapplytheirlearningtopracticalsituationsorexperiments.
Reason:theaimoftheseactivitiesistomakestudentsreflectontheiranswersgiveexplanationsandapplyreasoning.
Key competences
Activitiesinvolvinglearningstandards
•Activitieswiththesymbolaredesignedtoevaluatethelevelofachievement ofgivenlearningstandards.
& HISTORY
& HISTORY
Follow us:
All the resources for the Interactive Whiteboard can be accessed from it, and offline
can be adapted to suit the needs of any educational environment. It offers teachers a completepackage of educational resource materials for specific use on an Interactive Whiteboard, along with all curricular coursematerial, all of which can be used offline.Designed for use on a digital whiteboard, it allows fast access to the textbook in digital format, the animations andinteractive activities, all of which are user friendly.
provides:
• Educational resources for the teacher: Teacher’s book, Curricular proposals, Attention to Diversity and Tests.
• Interactive activities: Activities in Interactive Whiteboard format andoffline.
• Multimedia gallery: All the images and animations in Interactive Whiteboardformat and offline.
• : Any part of the book can be projected offline.
With EduBook3D the implementation of ICT in the classroom improves and optimises both teaching and learning processes.EduBook3D allows the natural incorporation of ICT in the classroom thanks to its design:
1. Simple: designed to be user friendly.
2. Versatile: all the contents can be accessed offline.
3. Innovative: automatic synchronisation between online and offline apps.
4. Connection: allows access to Tiching and the most used LMS.
5. Traceability studies: allows personalised feedback on the activities carried out
by the students.
6. Established: used by more than 762 schools and over 40 000 teachers and
students on a daily basis.
, Vicens Vives digital book
CURRICULAR PROPOSALSYLLABUS BASED ON LEARNING STANDARDS
• Content
• Assessment criteria
• Learning standards – Key competences
• Descriptors
• Achievement indicators -codes (on CD)
TEACHER’S BOOK
• Teaching guidelines
• Answer key
• Key competences
• Attention to diversity
– Reinforcement activities
– Extension activities
• Teaching resources
– Surf the Web with Tiching
• Digital book
• Teaching values
REINFORCEMENT AND EXTENSION ACTIVITIES (photocopiable)
INITIAL AND FINAL ASSESSMENT (photocopiable)
SYLLABUS ON CD
ACTIVITIES AND ASSESMENT ON CD
ASSESSMENT GENERATOR
TEA
CH
ER’S
RES
OU
RC
EM
ATER
IAL
C101136
Theactivitiesalsorequiretheuseofkeyskills,andtheydevelopstudents’multipleintelligences.Theseareindicatedwiththefollowingsymbols:
Linguisticcommunication
Mathematicalcompetenceandbasiccompetencesinscienceandtechnology
Learningtolearn
Culturalawarenessandexpression
Senseofinitiativeandenterprisingspirit
Socialandciviccompetences
Informationhandlinganddigitalcompetence
GEOGRAPHYSECONDARY EDUCATION
Achievingexcellence
GEOGRAPHY
SECONDARY EDUCATION
Achieving excellence
T he 3Dclass educational materials for Geography & History, Social Sciences in Secondary
Education, are adapted to the new school curriculum and ensure that all the proposed
learning standards are implemented throughout Secondary.
Learning follows a smooth transition from the first to fourth year of Secondary Education, taking
into account the key competences, and the interests and learning capacities of every age group.
G&H shows students how to search for and process information so that they can hypothesise,
put forward their opinions and draw conclusions. Learning is both active and constructive.
Geography & History projectContent, competences and learning standards
• Students develop their competences while studying content.
• Priority given to the key competences.
• Activities revise and test the content studied. These include:
✔ Presentation activities: summaries, projects, historical recreations, asking questions, etc.
✔ Constructivist activities: answering questions, solving problems, workshops, case
studies on art and society, etc.
• Achievement of learning standards.
ICT Activities
• Internet challenges. Multimedia resources to develop learning based on projects that encourage
investigation, and individual and collaborative work.
✔ Mini Visual Unit: short motivating unit with images, digital resources and closed activities.
✔ History detective / Ict@Explore: challenging project that encourages interdisciplinary work
and the use of ICT.
✔ Online self-correcting activities to consolidate curriculum content.
Classification of activities according to thecognitive processes required:
Learn: students acquire knowledge fromwhat they study.
Apply: students use their knowledge andconceptual understanding of what they havelearnt in various distinct contexts – theyapply their learning to practical situationsor experiments.
Reason: the aim of these activities is tomake students reflect on their answersgive explanations and apply reasoning.
Key competences
Activities involving learning standards
• Activities with the symbol are designed to evaluate the level of achievement of given learning standards.
& HISTORY
& HISTORY
Followus:
AlltheresourcesfortheInteractiveWhiteboardcanbeaccessedfromit,andoffline
can be adaptedtosuittheneedsofanyeducationalenvironment.ItoffersteachersacompletepackageofeducationalresourcematerialsforspecificuseonanInteractiveWhiteboard,alongwithallcurricularcoursematerial,allofwhichcanbeusedoffline.Designedforuseonadigitalwhiteboard,itallowsfastaccesstothetextbookindigitalformat,theanimationsandinteractiveactivities,allofwhichareuserfriendly.
provides:
•Educationalresourcesfortheteacher: Teacher’sbook,Curricularproposals, Attention to DiversityandTests.
•Interactiveactivities:ActivitiesinInteractiveWhiteboardformatandoffline.
•Multimediagallery:AlltheimagesandanimationsinInteractiveWhiteboardformatandoffline.
•:Anypartofthebookcanbeprojectedoffline.
WithEduBook3D the implementation of ICT in the classroom improves and optimises both teaching and learning processes.EduBook3DallowsthenaturalincorporationofICTintheclassroomthankstoitsdesign:
1.Simple:designedtobeuserfriendly.
2.Versatile:allthecontentscanbeaccessedoffline.
3.Innovative:automaticsynchronisationbetweenonlineandofflineapps.
4.Connection:allowsaccesstoTichingandthemostusedLMS.
5.Traceability studies:allowspersonalisedfeedbackontheactivitiescarriedout
bythestudents.
6.Established:usedbymorethan762schoolsandover40000teachersand
studentsonadailybasis.
,VicensVivesdigitalbook
CURRICULARPROPOSALSYLLABUSBASEDONLEARNINGSTANDARDS
•Content
• Assessment criteria
•Learningstandards–Key competences
•Descriptors
•Achievementindicators-codes(onCD)
TEACHER’SBOOK
•Teaching guidelines
•Answer key
•Keycompetences
•Attentionto diversity
–Reinforcement activities
– Extensionactivities
•Teaching resources
–Surfthe Web with Tiching
• Digital book
•Teachingvalues
REINFORCEMENTANDEXTENSIONACTIVITIES (photocopiable)
INITIAL AND FINALASSESSMENT(photocopiable)
SYLLABUSONCD
ACTIVITIESANDASSESMENTONCD
ASSESSMENTGENERATOR
TEAC
HER
’SR
ESOU
RC
EM
ATERIA
L
C10
1136
The activities also require the use of key skills,and they develop students’ multiple intelligences.These are indicated with the following symbols:
Linguistic communication
Mathematical competence and basiccompetences in science and technology
Learning to learn
Cultural awareness and expression
Sense of initiative and enterprising spirit
Social and civic competences
Information handling and digital competence
GEOGRAPHYSECONDARY EDUCATION
Achievingexcellence
GEOGRAPHY
SECONDARY EDUCATION
Achieving excellence
T he 3Dclass educational materials for Geography & History, Social Sciences in Secondary
Education, are adapted to the new school curriculum and ensure that all the proposed
learning standards are implemented throughout Secondary.
Learning follows a smooth transition from the first to fourth year of Secondary Education, taking
into account the key competences, and the interests and learning capacities of every age group.
G&H shows students how to search for and process information so that they can hypothesise,
put forward their opinions and draw conclusions. Learning is both active and constructive.
Geography & History projectContent, competences and learning standards
• Students develop their competences while studying content.
• Priority given to the key competences.
• Activities revise and test the content studied. These include:
✔ Presentation activities: summaries, projects, historical recreations, asking questions, etc.
✔ Constructivist activities: answering questions, solving problems, workshops, case
studies on art and society, etc.
• Achievement of learning standards.
ICT Activities
• Internet challenges. Multimedia resources to develop learning based on projects that encourage
investigation, and individual and collaborative work.
✔ Mini Visual Unit: short motivating unit with images, digital resources and closed activities.
✔ History detective / Ict@Explore: challenging project that encourages interdisciplinary work
and the use of ICT.
✔ Online self-correcting activities to consolidate curriculum content.
Classification of activities according to thecognitive processes required:
Learn: students acquire knowledge fromwhat they study.
Apply: students use their knowledge andconceptual understanding of what they havelearnt in various distinct contexts – theyapply their learning to practical situationsor experiments.
Reason: the aim of these activities is tomake students reflect on their answersgive explanations and apply reasoning.
Key competences
Activities involving learning standards
• Activities with the symbol are designed to evaluate the level of achievement of given learning standards.
& HISTORY
& HISTORY
Followus:
AlltheresourcesfortheInteractiveWhiteboardcanbeaccessedfromit,andoffline
can be adaptedtosuittheneedsofanyeducationalenvironment.ItoffersteachersacompletepackageofeducationalresourcematerialsforspecificuseonanInteractiveWhiteboard,alongwithallcurricularcoursematerial,allofwhichcanbeusedoffline.Designedforuseonadigitalwhiteboard,itallowsfastaccesstothetextbookindigitalformat,theanimationsandinteractiveactivities,allofwhichareuserfriendly.
provides:
•Educationalresourcesfortheteacher: Teacher’sbook,Curricularproposals, Attention to DiversityandTests.
•Interactiveactivities:ActivitiesinInteractiveWhiteboardformatandoffline.
•Multimediagallery:AlltheimagesandanimationsinInteractiveWhiteboardformatandoffline.
•:Anypartofthebookcanbeprojectedoffline.
WithEduBook3D the implementation of ICT in the classroom improves and optimises both teaching and learning processes.EduBook3DallowsthenaturalincorporationofICTintheclassroomthankstoitsdesign:
1.Simple:designedtobeuserfriendly.
2.Versatile:allthecontentscanbeaccessedoffline.
3.Innovative:automaticsynchronisationbetweenonlineandofflineapps.
4.Connection:allowsaccesstoTichingandthemostusedLMS.
5.Traceability studies:allowspersonalisedfeedbackontheactivitiescarriedout
bythestudents.
6.Established:usedbymorethan762schoolsandover40000teachersand
studentsonadailybasis.
,VicensVivesdigitalbook
CURRICULARPROPOSALSYLLABUSBASEDONLEARNINGSTANDARDS
•Content
• Assessment criteria
•Learningstandards–Key competences
•Descriptors
•Achievementindicators-codes(onCD)
TEACHER’SBOOK
•Teaching guidelines
•Answer key
•Keycompetences
•Attentionto diversity
–Reinforcement activities
– Extensionactivities
•Teaching resources
–Surfthe Web with Tiching
• Digital book
•Teachingvalues
REINFORCEMENTANDEXTENSIONACTIVITIES (photocopiable)
INITIAL AND FINALASSESSMENT(photocopiable)
SYLLABUSONCD
ACTIVITIESANDASSESMENTONCD
ASSESSMENTGENERATOR
TEAC
HER
’SR
ESOU
RC
EM
ATERIA
L
C10
1136
The activities also require the use of key skills,and they develop students’ multiple intelligences.These are indicated with the following symbols:
Linguistic communication
Mathematical competence and basiccompetences in science and technology
Learning to learn
Cultural awareness and expression
Sense of initiative and enterprising spirit
Social and civic competences
Information handling and digital competence
GEOGRAPHY
1. The Earth’s population
2. The distribution of the global population
3. The effects of migration in the world today
4. People on the move
5. Cities and their infrastructure
6. Cities and megacities in a globalised world
HISTORY
7. The end of Mediterranean unity
8. Al-Andalus
9. Feudal Europe
10. The formation and expansion of the peninsular
kingdoms
11. Culture and Romanesque art
12. The expansion of trade and the recovery of the cities
13. The great peninsular kingdoms: the Crown of Castile
14. The great peninsular kingdoms: the Crown of Aragón
and the Kingdom of Navarre
15. Culture and Gothic art
GEOGRAPHY
0. The physical distribution of human activity
1. The economic organisation of society
2. The political organisation of territory
3. Agriculture, livestock, fishing and silviculture
4. Mining, energy and construction
5. Industry
6. Services, communication and innovation
7. Transport and tourism
8. How economic activity works
HISTORY
9. The rise of the modern world
10. Renaissance art
11. The great geographical discoveries
12. The Habsburg dynasty
13. The decline of the Habsburg dynasty
14. Europe in the 17th century
15. Science and Baroque art
GEOGRAPHY
1. Planet Earth
2. The Earth’s relief
3. The hydrosphere
4. The weather
5. The Earth’s climates
6. Landscapes in temperate climates
7. Landscapes in extreme climates
8. Environmental problems
HISTORY
9. The Prehistory of mankind
10. The first civilisations: Mesopotamia and Egypt
11. The Greek world
12. Pre-Roman peoples: the Iberians and the Celts
13. Rome, from Republic to Empire
14. The legacy of classical culture
15. Spain under the Romans
G&H GEOGRAPHY & HISTORY
SECONDARY EDUCATION
FIRST YEAR THIRD YEAR
SECOND YEARSchool year2016-2017 FOURTH YEAR
New
G&H 1 · ISBN: 978-84-682-3239-3
HISTORY
1. Europe in the 18th century
2. The era of liberal revolutions
3. The Industrial Revolution
4. Spain in the 19th century
5. Industrialisation and social changes in Spain in
the 19th century
6. The Second Industrial Revolution and the Age
of Imperialism
7. The First World War and the Russian Revolution
8. The period between wars (1919-1939)
9. Spain in the 20th century from 1898-1939
10. The Second World War
11. A divided world. the Cold War and decolonisation
12. Spain in the 20th century from 1939-1978
13. The world from 1985 onwards
14. The technological revolution and globalisation
today
15. Contemporary art (19th and 20th centuries)
G&H 3 · ISBN: 978-84-682-3238-6
New
School year2016-2017
CURRICULAR PROPOSALSYLLABUS BASED ON LEARNING STANDARDS• Content• Assessment criteria• Learning standards – Key competences• Descriptors• Achievement indicators -codes (on CD)TEACHER’S BOOK• Teaching guidelines• Answer key• Key competences• Attention to diversity
– Reinforcement activities– Extension activities
• Teaching resources– Surf the Web with Tiching
• Digital book• Teaching values
REINFORCEMENT AND EXTENSION ACTIVITIES (photocopiable)INITIAL AND FINAL ASSESSMENT (photocopiable)SYLLABUS ON CDACTIVITIES AND ASSESMENT ON CDASSESSMENT GENERATOR
TEA
CH
ER’S
RES
OU
RC
EM
ATER
IAL CURRICULAR PROPOSAL
SYLLABUS BASED ON LEARNING STANDARDS• Content• Assessment criteria• Learning standards – Key competences• Descriptors• Achievement indicators -codes (on CD)TEACHER’S BOOK• Teaching guidelines• Answer key• Key competences• Attention to diversity
– Reinforcement activities– Extension activities
• Teaching resources– Surf the Web with Tiching
• Digital book• Teaching values
REINFORCEMENT AND EXTENSION ACTIVITIES (photocopiable)INITIAL AND FINAL ASSESSMENT (photocopiable)SYLLABUS ON CDACTIVITIES AND ASSESMENT ON CDASSESSMENT GENERATOR
TEA
CH
ER’S
RES
OU
RC
EM
ATER
IAL
CURRICULAR PROPOSALSYLLABUS BASED ON LEARNING STANDARDS• Content• Assessment criteria• Learning standards – Key competences• Descriptors• Achievement indicators -codes (on CD)TEACHER’S BOOK• Teaching guidelines• Answer key• Key competences• Attention to diversity
– Reinforcement activities– Extension activities
• Teaching resources– Surf the Web with Tiching
• Digital book• Teaching values
REINFORCEMENT AND EXTENSION ACTIVITIES (photocopiable)INITIAL AND FINAL ASSESSMENT (photocopiable)SYLLABUS ON CDACTIVITIES AND ASSESMENT ON CDASSESSMENT GENERATOR
TEA
CH
ER’S
RES
OU
RC
EM
ATER
IAL
CURRICULAR PROPOSALSYLLABUS BASED ON LEARNING STANDARDS• Content• Assessment criteria• Learning standards – Key competences• Descriptors• Achievement indicators -codes (on CD)TEACHER’S BOOK• Teaching guidelines• Answer key• Key competences• Attention to diversity
– Reinforcement activities– Extension activities
• Teaching resources– Surf the Web with Tiching
• Digital book• Teaching values
REINFORCEMENT AND EXTENSION ACTIVITIES (photocopiable)INITIAL AND FINAL ASSESSMENT (photocopiable)SYLLABUS ON CDACTIVITIES AND ASSESMENT ON CDASSESSMENT GENERATOR
TEA
CH
ER’S
RES
OU
RC
EM
ATER
IAL
ThisCD
isprotected
under thelaw
. Reproduction, either partial or total, is prohibited, as is the dissemination of this CD by any means, unless specifically
authoris
edby
the
Publ
ishe
r.©
2015
, Vic
ens
Vive
sPr
imar
ia,S
.A.
SYLLABUS
ESO
ThisCD
isprotected
under thelaw
. Reproduction, either partial or total, is prohibited, as is the dissemination of this CD by any means, unless specifically
authoris
edby
the
Publ
ishe
r.©
2015
, Vic
ens
Vive
sPr
imar
ia,S
.A.
ASSESSMENTGENERATOR
ESO
ThisCD
isprotected
under thelaw
. Reproduction, either partial or total, is prohibited, as is the dissemination of this CD by any means, unless specifically
authoris
edby
the
Publ
ishe
r.©
2015
, Vic
ens
Vive
sPr
imar
ia,S
.A.
ACTIVITIESASSESSMENT
ESO
ThisCD
isprotected
under thelaw
. Reproduction, either partial or total, is prohibited, as is the dissemination of this CD by any means, unless specifically
authoris
edby
the
Publ
ishe
r.©
2015
, Vic
ens
Vive
sPr
imar
ia,S
.A.
SYLLABUS
ESO
ThisCD
isprotected
under thelaw
. Reproduction, either partial or total, is prohibited, as is the dissemination of this CD by any means, unless specifically
authoris
edby
the
Publ
ishe
r.©
2015
, Vic
ens
Vive
sPr
imar
ia,S
.A.
ASSESSMENTGENERATOR
ESO
ThisCD
isprotected
under thelaw
. Reproduction, either partial or total, is prohibited, as is the dissemination of this CD by any means, unless specifically
authoris
edby
the
Publ
ishe
r.©
2015
, Vic
ens
Vive
sPr
imar
ia,S
.A.
ACTIVITIESASSESSMENT
ESO
ThisCD
isprotected
under thelaw
. Reproduction, either partial or total, is prohibited, as is the dissemination of this CD by any means, unless specifically
authoris
edby
the
Publ
ishe
r.©
2015
, Vic
ens
Vive
sPr
imar
ia,S
.A.
SYLLABUS
ESO
ThisCD
isprotected
under thelaw
. Reproduction, either partial or total, is prohibited, as is the dissemination of this CD by any means, unless specifically
authoris
edby
the
Publ
ishe
r.©
2015
, Vic
ens
Vive
sPr
imar
ia,S
.A.
ASSESSMENTGENERATOR
ESO
ThisCD
isprotected
under thelaw
. Reproduction, either partial or total, is prohibited, as is the dissemination of this CD by any means, unless specifically
authoris
edby
the
Publ
ishe
r.©
2015
, Vic
ens
Vive
sPr
imar
ia,S
.A.
ACTIVITIESASSESSMENT
ESO
ThisCD
isprotected
under thelaw
. Reproduction, either partial or total, is prohibited, as is the dissemination of this CD by any means, unless specifically
authoris
edby
the
Publ
ishe
r.©
2015
, Vic
ens
Vive
sPr
imar
ia,S
.A.
SYLLABUS
ESO
ThisCD
isprotected
under thelaw
. Reproduction, either partial or total, is prohibited, as is the dissemination of this CD by any means, unless specifically
authoris
edby
the
Publ
ishe
r.©
2015
, Vic
ens
Vive
sPr
imar
ia,S
.A.
ASSESSMENTGENERATOR
ESO
ThisCD
isprotected
under thelaw
. Reproduction, either partial or total, is prohibited, as is the dissemination of this CD by any means, unless specifically
authoris
edby
the
Publ
ishe
r.©
2015
, Vic
ens
Vive
sPr
imar
ia,S
.A.
ACTIVITIESASSESSMENT
ESO
GEOGRAPHY
1. The Earth’s population
2. The distribution of the global population
3. The effects of migration in the world today
4. People on the move
5. Cities and their infrastructure
6. Cities and megacities in a globalised world
HISTORY
7. The end of Mediterranean unity
8. Al-Andalus
9. Feudal Europe
10. The formation and expansion of the peninsular
kingdoms
11. Culture and Romanesque art
12. The expansion of trade and the recovery of the cities
13. The great peninsular kingdoms: the Crown of Castile
14. The great peninsular kingdoms: the Crown of Aragón
and the Kingdom of Navarre
15. Culture and Gothic art
GEOGRAPHY
0. The physical distribution of human activity
1. The economic organisation of society
2. The political organisation of territory
3. Agriculture, livestock, fishing and silviculture
4. Mining, energy and construction
5. Industry
6. Services, communication and innovation
7. Transport and tourism
8. How economic activity works
HISTORY
9. The rise of the modern world
10. Renaissance art
11. The great geographical discoveries
12. The Habsburg dynasty
13. The decline of the Habsburg dynasty
14. Europe in the 17th century
15. Science and Baroque art
GEOGRAPHY
1. Planet Earth
2. The Earth’s relief
3. The hydrosphere
4. The weather
5. The Earth’s climates
6. Landscapes in temperate climates
7. Landscapes in extreme climates
8. Environmental problems
HISTORY
9. The Prehistory of mankind
10. The first civilisations: Mesopotamia and Egypt
11. The Greek world
12. Pre-Roman peoples: the Iberians and the Celts
13. Rome, from Republic to Empire
14. The legacy of classical culture
15. Spain under the Romans
G&H GEOGRAPHY & HISTORY
SECONDARY EDUCATION
FIRST YEAR THIRD YEAR
SECOND YEARSchool year2016-2017 FOURTH YEAR
New
G&H 1 · ISBN: 978-84-682-3239-3
HISTORY
1. Europe in the 18th century
2. The era of liberal revolutions
3. The Industrial Revolution
4. Spain in the 19th century
5. Industrialisation and social changes in Spain in
the 19th century
6. The Second Industrial Revolution and the Age
of Imperialism
7. The First World War and the Russian Revolution
8. The period between wars (1919-1939)
9. Spain in the 20th century from 1898-1939
10. The Second World War
11. A divided world. the Cold War and decolonisation
12. Spain in the 20th century from 1939-1978
13. The world from 1985 onwards
14. The technological revolution and globalisation
today
15. Contemporary art (19th and 20th centuries)
G&H 3 · ISBN: 978-84-682-3238-6
New
School year2016-2017
CURRICULAR PROPOSALSYLLABUS BASED ON LEARNING STANDARDS• Content• Assessment criteria• Learning standards – Key competences• Descriptors• Achievement indicators -codes (on CD)TEACHER’S BOOK• Teaching guidelines• Answer key• Key competences• Attention to diversity
– Reinforcement activities– Extension activities
• Teaching resources– Surf the Web with Tiching
• Digital book• Teaching values
REINFORCEMENT AND EXTENSION ACTIVITIES (photocopiable)INITIAL AND FINAL ASSESSMENT (photocopiable)SYLLABUS ON CDACTIVITIES AND ASSESMENT ON CDASSESSMENT GENERATOR
TEA
CH
ER’S
RES
OU
RC
EM
ATER
IAL CURRICULAR PROPOSAL
SYLLABUS BASED ON LEARNING STANDARDS• Content• Assessment criteria• Learning standards – Key competences• Descriptors• Achievement indicators -codes (on CD)TEACHER’S BOOK• Teaching guidelines• Answer key• Key competences• Attention to diversity
– Reinforcement activities– Extension activities
• Teaching resources– Surf the Web with Tiching
• Digital book• Teaching values
REINFORCEMENT AND EXTENSION ACTIVITIES (photocopiable)INITIAL AND FINAL ASSESSMENT (photocopiable)SYLLABUS ON CDACTIVITIES AND ASSESMENT ON CDASSESSMENT GENERATOR
TEA
CH
ER’S
RES
OU
RC
EM
ATER
IAL
CURRICULAR PROPOSALSYLLABUS BASED ON LEARNING STANDARDS• Content• Assessment criteria• Learning standards – Key competences• Descriptors• Achievement indicators -codes (on CD)TEACHER’S BOOK• Teaching guidelines• Answer key• Key competences• Attention to diversity
– Reinforcement activities– Extension activities
• Teaching resources– Surf the Web with Tiching
• Digital book• Teaching values
REINFORCEMENT AND EXTENSION ACTIVITIES (photocopiable)INITIAL AND FINAL ASSESSMENT (photocopiable)SYLLABUS ON CDACTIVITIES AND ASSESMENT ON CDASSESSMENT GENERATOR
TEA
CH
ER’S
RES
OU
RC
EM
ATER
IAL
CURRICULAR PROPOSALSYLLABUS BASED ON LEARNING STANDARDS• Content• Assessment criteria• Learning standards – Key competences• Descriptors• Achievement indicators -codes (on CD)TEACHER’S BOOK• Teaching guidelines• Answer key• Key competences• Attention to diversity
– Reinforcement activities– Extension activities
• Teaching resources– Surf the Web with Tiching
• Digital book• Teaching values
REINFORCEMENT AND EXTENSION ACTIVITIES (photocopiable)INITIAL AND FINAL ASSESSMENT (photocopiable)SYLLABUS ON CDACTIVITIES AND ASSESMENT ON CDASSESSMENT GENERATOR
TEA
CH
ER’S
RES
OU
RC
EM
ATER
IAL
ThisCD
isprotected
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ESO
GEOGRAPHY
1. The Earth’s population
2. The distribution of the global population
3. The effects of migration in the world today
4. People on the move
5. Cities and their infrastructure
6. Cities and megacities in a globalised world
HISTORY
7. The end of Mediterranean unity
8. Al-Andalus
9. Feudal Europe
10. The formation and expansion of the peninsular
kingdoms
11. Culture and Romanesque art
12. The expansion of trade and the recovery of the cities
13. The great peninsular kingdoms: the Crown of Castile
14. The great peninsular kingdoms: the Crown of Aragón
and the Kingdom of Navarre
15. Culture and Gothic art
GEOGRAPHY
0. The physical distribution of human activity
1. The economic organisation of society
2. The political organisation of territory
3. Agriculture, livestock, fishing and silviculture
4. Mining, energy and construction
5. Industry
6. Services, communication and innovation
7. Transport and tourism
8. How economic activity works
HISTORY
9. The rise of the modern world
10. Renaissance art
11. The great geographical discoveries
12. The Habsburg dynasty
13. The decline of the Habsburg dynasty
14. Europe in the 17th century
15. Science and Baroque art
GEOGRAPHY
1. Planet Earth
2. The Earth’s relief
3. The hydrosphere
4. The weather
5. The Earth’s climates
6. Landscapes in temperate climates
7. Landscapes in extreme climates
8. Environmental problems
HISTORY
9. The Prehistory of mankind
10. The first civilisations: Mesopotamia and Egypt
11. The Greek world
12. Pre-Roman peoples: the Iberians and the Celts
13. Rome, from Republic to Empire
14. The legacy of classical culture
15. Spain under the Romans
G&H GEOGRAPHY & HISTORY
SECONDARY EDUCATION
FIRST YEAR THIRD YEAR
SECOND YEARSchool year2016-2017 FOURTH YEAR
New
G&H 1 · ISBN: 978-84-682-3239-3
HISTORY
1. Europe in the 18th century
2. The era of liberal revolutions
3. The Industrial Revolution
4. Spain in the 19th century
5. Industrialisation and social changes in Spain in
the 19th century
6. The Second Industrial Revolution and the Age
of Imperialism
7. The First World War and the Russian Revolution
8. The period between wars (1919-1939)
9. Spain in the 20th century from 1898-1939
10. The Second World War
11. A divided world. the Cold War and decolonisation
12. Spain in the 20th century from 1939-1978
13. The world from 1985 onwards
14. The technological revolution and globalisation
today
15. Contemporary art (19th and 20th centuries)
G&H 3 · ISBN: 978-84-682-3238-6
New
School year2016-2017
CURRICULAR PROPOSALSYLLABUS BASED ON LEARNING STANDARDS• Content• Assessment criteria• Learning standards – Key competences• Descriptors• Achievement indicators -codes (on CD)TEACHER’S BOOK• Teaching guidelines• Answer key• Key competences• Attention to diversity
– Reinforcement activities– Extension activities
• Teaching resources– Surf the Web with Tiching
• Digital book• Teaching values
REINFORCEMENT AND EXTENSION ACTIVITIES (photocopiable)INITIAL AND FINAL ASSESSMENT (photocopiable)SYLLABUS ON CDACTIVITIES AND ASSESMENT ON CDASSESSMENT GENERATOR
TEA
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SYLLABUS BASED ON LEARNING STANDARDS• Content• Assessment criteria• Learning standards – Key competences• Descriptors• Achievement indicators -codes (on CD)TEACHER’S BOOK• Teaching guidelines• Answer key• Key competences• Attention to diversity
– Reinforcement activities– Extension activities
• Teaching resources– Surf the Web with Tiching
• Digital book• Teaching values
REINFORCEMENT AND EXTENSION ACTIVITIES (photocopiable)INITIAL AND FINAL ASSESSMENT (photocopiable)SYLLABUS ON CDACTIVITIES AND ASSESMENT ON CDASSESSMENT GENERATOR
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CURRICULAR PROPOSALSYLLABUS BASED ON LEARNING STANDARDS• Content• Assessment criteria• Learning standards – Key competences• Descriptors• Achievement indicators -codes (on CD)TEACHER’S BOOK• Teaching guidelines• Answer key• Key competences• Attention to diversity
– Reinforcement activities– Extension activities
• Teaching resources– Surf the Web with Tiching
• Digital book• Teaching values
REINFORCEMENT AND EXTENSION ACTIVITIES (photocopiable)INITIAL AND FINAL ASSESSMENT (photocopiable)SYLLABUS ON CDACTIVITIES AND ASSESMENT ON CDASSESSMENT GENERATOR
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CURRICULAR PROPOSALSYLLABUS BASED ON LEARNING STANDARDS• Content• Assessment criteria• Learning standards – Key competences• Descriptors• Achievement indicators -codes (on CD)TEACHER’S BOOK• Teaching guidelines• Answer key• Key competences• Attention to diversity
– Reinforcement activities– Extension activities
• Teaching resources– Surf the Web with Tiching
• Digital book• Teaching values
REINFORCEMENT AND EXTENSION ACTIVITIES (photocopiable)INITIAL AND FINAL ASSESSMENT (photocopiable)SYLLABUS ON CDACTIVITIES AND ASSESMENT ON CDASSESSMENT GENERATOR
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ESO
ThisCD
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.A.
ACTIVITIESASSESSMENT
ESO
GEOGRAPHY
1. The Earth’s population
2. The distribution of the global population
3. The effects of migration in the world today
4. People on the move
5. Cities and their infrastructure
6. Cities and megacities in a globalised world
HISTORY
7. The end of Mediterranean unity
8. Al-Andalus
9. Feudal Europe
10. The formation and expansion of the peninsular
kingdoms
11. Culture and Romanesque art
12. The expansion of trade and the recovery of the cities
13. The great peninsular kingdoms: the Crown of Castile
14. The great peninsular kingdoms: the Crown of Aragón
and the Kingdom of Navarre
15. Culture and Gothic art
GEOGRAPHY
0. The physical distribution of human activity
1. The economic organisation of society
2. The political organisation of territory
3. Agriculture, livestock, fishing and silviculture
4. Mining, energy and construction
5. Industry
6. Services, communication and innovation
7. Transport and tourism
8. How economic activity works
HISTORY
9. The rise of the modern world
10. Renaissance art
11. The great geographical discoveries
12. The Habsburg dynasty
13. The decline of the Habsburg dynasty
14. Europe in the 17th century
15. Science and Baroque art
GEOGRAPHY
1. Planet Earth
2. The Earth’s relief
3. The hydrosphere
4. The weather
5. The Earth’s climates
6. Landscapes in temperate climates
7. Landscapes in extreme climates
8. Environmental problems
HISTORY
9. The Prehistory of mankind
10. The first civilisations: Mesopotamia and Egypt
11. The Greek world
12. Pre-Roman peoples: the Iberians and the Celts
13. Rome, from Republic to Empire
14. The legacy of classical culture
15. Spain under the Romans
G&H GEOGRAPHY & HISTORY
SECONDARY EDUCATION
FIRST YEAR THIRD YEAR
SECOND YEARSchool year2016-2017 FOURTH YEAR
New
G&H 1 · ISBN: 978-84-682-3239-3
HISTORY
1. Europe in the 18th century
2. The era of liberal revolutions
3. The Industrial Revolution
4. Spain in the 19th century
5. Industrialisation and social changes in Spain in
the 19th century
6. The Second Industrial Revolution and the Age
of Imperialism
7. The First World War and the Russian Revolution
8. The period between wars (1919-1939)
9. Spain in the 20th century from 1898-1939
10. The Second World War
11. A divided world. the Cold War and decolonisation
12. Spain in the 20th century from 1939-1978
13. The world from 1985 onwards
14. The technological revolution and globalisation
today
15. Contemporary art (19th and 20th centuries)
G&H 3 · ISBN: 978-84-682-3238-6
New
School year2016-2017
CURRICULAR PROPOSALSYLLABUS BASED ON LEARNING STANDARDS• Content• Assessment criteria• Learning standards – Key competences• Descriptors• Achievement indicators -codes (on CD)TEACHER’S BOOK• Teaching guidelines• Answer key• Key competences• Attention to diversity
– Reinforcement activities– Extension activities
• Teaching resources– Surf the Web with Tiching
• Digital book• Teaching values
REINFORCEMENT AND EXTENSION ACTIVITIES (photocopiable)INITIAL AND FINAL ASSESSMENT (photocopiable)SYLLABUS ON CDACTIVITIES AND ASSESMENT ON CDASSESSMENT GENERATOR
TEA
CH
ER’S
RES
OU
RC
EM
ATER
IAL CURRICULAR PROPOSAL
SYLLABUS BASED ON LEARNING STANDARDS• Content• Assessment criteria• Learning standards – Key competences• Descriptors• Achievement indicators -codes (on CD)TEACHER’S BOOK• Teaching guidelines• Answer key• Key competences• Attention to diversity
– Reinforcement activities– Extension activities
• Teaching resources– Surf the Web with Tiching
• Digital book• Teaching values
REINFORCEMENT AND EXTENSION ACTIVITIES (photocopiable)INITIAL AND FINAL ASSESSMENT (photocopiable)SYLLABUS ON CDACTIVITIES AND ASSESMENT ON CDASSESSMENT GENERATOR
TEA
CH
ER’S
RES
OU
RC
EM
ATER
IAL
CURRICULAR PROPOSALSYLLABUS BASED ON LEARNING STANDARDS• Content• Assessment criteria• Learning standards – Key competences• Descriptors• Achievement indicators -codes (on CD)TEACHER’S BOOK• Teaching guidelines• Answer key• Key competences• Attention to diversity
– Reinforcement activities– Extension activities
• Teaching resources– Surf the Web with Tiching
• Digital book• Teaching values
REINFORCEMENT AND EXTENSION ACTIVITIES (photocopiable)INITIAL AND FINAL ASSESSMENT (photocopiable)SYLLABUS ON CDACTIVITIES AND ASSESMENT ON CDASSESSMENT GENERATOR
TEA
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ER’S
RES
OU
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EM
ATER
IAL
CURRICULAR PROPOSALSYLLABUS BASED ON LEARNING STANDARDS• Content• Assessment criteria• Learning standards – Key competences• Descriptors• Achievement indicators -codes (on CD)TEACHER’S BOOK• Teaching guidelines• Answer key• Key competences• Attention to diversity
– Reinforcement activities– Extension activities
• Teaching resources– Surf the Web with Tiching
• Digital book• Teaching values
REINFORCEMENT AND EXTENSION ACTIVITIES (photocopiable)INITIAL AND FINAL ASSESSMENT (photocopiable)SYLLABUS ON CDACTIVITIES AND ASSESMENT ON CDASSESSMENT GENERATOR
TEA
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SYLLABUS
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ACTIVITIESASSESSMENT
ESO
GEOGRAPHYSECONDARY EDUCATION
Achieving excellence
GEOGRAPHY
SECONDARY EDUCATION
Achievingexcellence
The3DclasseducationalmaterialsforGeography&History,SocialSciencesinSecondary
Education,areadaptedtothenewschoolcurriculumandensurethatalltheproposed
learningstandards areimplementedthroughoutSecondary.
LearningfollowsasmoothtransitionfromthefirsttofourthyearofSecondaryEducation,taking
intoaccountthe key competences,andtheinterestsandlearningcapacitiesofeveryagegroup.
G&Hshowsstudentshowtosearchforandprocessinformationsothattheycanhypothesise,
putforwardtheiropinionsanddrawconclusions.Learningisbothactiveandconstructive.
Geography &HistoryprojectContent,competencesandlearningstandards
•Studentsdeveloptheircompetenceswhilestudying content.
•Prioritygiventothekey competences.
•Activitiesreviseandtestthecontentstudied.Theseinclude:
✔Presentationactivities:summaries,projects,historicalrecreations,askingquestions,etc.
✔Constructivistactivities:answeringquestions,solvingproblems,workshops,case
studiesonartandsociety,etc.
•Achievementoflearningstandards.
ICTActivities
•Internetchallenges.Multimediaresourcestodeveloplearningbasedonprojectsthatencourage
investigation,andindividualandcollaborativework.
✔MiniVisualUnit:shortmotivatingunitwithimages,digitalresourcesandclosedactivities.
✔Historydetective/Ict@Explore:challengingprojectthatencouragesinterdisciplinarywork
andtheuseofICT.
✔Onlineself-correctingactivitiestoconsolidatecurriculumcontent.
Classificationofactivities accordingtothecognitiveprocessesrequired:
Learn:studentsacquireknowledgefromwhattheystudy.
Apply:studentsusetheirknowledgeandconceptualunderstandingofwhattheyhavelearntinvariousdistinctcontexts–theyapplytheirlearningtopracticalsituationsorexperiments.
Reason:theaimoftheseactivitiesistomakestudentsreflectontheiranswersgiveexplanationsandapplyreasoning.
Key competences
Activitiesinvolvinglearningstandards
•Activitieswiththesymbolaredesignedtoevaluatethelevelofachievement ofgivenlearningstandards.
& HISTORY
& HISTORY
Follow us:
All the resources for the Interactive Whiteboard can be accessed from it, and offline
can be adapted to suit the needs of any educational environment. It offers teachers a completepackage of educational resource materials for specific use on an Interactive Whiteboard, along with all curricular coursematerial, all of which can be used offline.Designed for use on a digital whiteboard, it allows fast access to the textbook in digital format, the animations andinteractive activities, all of which are user friendly.
provides:
• Educational resources for the teacher: Teacher’s book, Curricular proposals, Attention to Diversity and Tests.
• Interactive activities: Activities in Interactive Whiteboard format andoffline.
• Multimedia gallery: All the images and animations in Interactive Whiteboardformat and offline.
• : Any part of the book can be projected offline.
With EduBook3D the implementation of ICT in the classroom improves and optimises both teaching and learning processes.EduBook3D allows the natural incorporation of ICT in the classroom thanks to its design:
1. Simple: designed to be user friendly.
2. Versatile: all the contents can be accessed offline.
3. Innovative: automatic synchronisation between online and offline apps.
4. Connection: allows access to Tiching and the most used LMS.
5. Traceability studies: allows personalised feedback on the activities carried out
by the students.
6. Established: used by more than 762 schools and over 40 000 teachers and
students on a daily basis.
, Vicens Vives digital book
CURRICULAR PROPOSALSYLLABUS BASED ON LEARNING STANDARDS
• Content
• Assessment criteria
• Learning standards – Key competences
• Descriptors
• Achievement indicators -codes (on CD)
TEACHER’S BOOK
• Teaching guidelines
• Answer key
• Key competences
• Attention to diversity
– Reinforcement activities
– Extension activities
• Teaching resources
– Surf the Web with Tiching
• Digital book
• Teaching values
REINFORCEMENT AND EXTENSION ACTIVITIES (photocopiable)
INITIAL AND FINAL ASSESSMENT (photocopiable)
SYLLABUS ON CD
ACTIVITIES AND ASSESMENT ON CD
ASSESSMENT GENERATOR
TEA
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C101136
Theactivitiesalsorequiretheuseofkeyskills,andtheydevelopstudents’multipleintelligences.Theseareindicatedwiththefollowingsymbols:
Linguisticcommunication
Mathematicalcompetenceandbasiccompetencesinscienceandtechnology
Learningtolearn
Culturalawarenessandexpression
Senseofinitiativeandenterprisingspirit
Socialandciviccompetences
Informationhandlinganddigitalcompetence
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