Programación Technologies I Core Concepts English (1 Mb)

OXFORD CLIL

TECHNOLOGIES I(CORE CONCEPTS)

ESO

Technologies I (ESO)

Oxford CLIL (Oxford EDUCACIÓN)1


INDEX

1. INTRODUCTION 2

2. METHODOLOGY 4

3. BASIC COMPETENCES 8

4. ACTIVITIES, ATTENTION TO DIVERSITY, ASSESSMENT AND ASSESSMENT OF BASIC COMPETENCES 16

5. UNIT PROGRAMMES 20Teaching schedule 20

Section I. SOLVING TECHNOLOGY PROBLEMSUnit 1. Technology. Technological processes

2020

Section II. IT AND THE INTERNET 24Unit 2. Hardware and software 24Unit 3. The Internet 27

Section III. MATERIALS USED IN TECHNOLOGY 31Unit 4. Materials 31Unit 5. Wood and its derivatives 34Unit 6. Metals 37

Section IV. TECHNIQUES FOR GRAPHIC REPRESENTATION 40Unit 7. Graphic expression and communication 40

Section V. STRUCTURES AND MECHANISMS 44Unit 8. Structures 44Unit 9. Mechanisms 47

Section VI. ENERGY. HEAT ENGINES 50Unit 10. Energy 50

Section VII. ELECTRICITY 54Unit 11. Electricity 54



1. INTRODUCTION

This document refers to the first and second year ESO syllabus for Technologies and is based on the Royal Decree 1631/2006 of 29 December, approved by the then Ministry of Education and Science (MEC), which establishes the minimum syllabus requirements for Compulsory Secondary Education (ESO) according to Constitutional Law on Education (LOE).

According to the LOE, one of the aims of school education is to enable students to communicate –to understand and express themselves orally and in writing- in one or more foreign languages. To help further this aim, the same Royal Decree gives local education authorities the power to authorise schools to teach some curriculum subjects in a foreign language, as long as the basic curriculum requirements are met.

As a result, an increasing number of primary and secondary schools are offering a range of curriculum subjects through the medium of a foreign language, especially English. The aim of this so-called ‘bilingual’ education is to develop students’ linguistic competence in all of the four skills of listening, speaking, reading and writing through content and language integrated learning (CLIL). The Oxford CLIL series has been conceived and developed specifically for the needs of secondary students in bilingual sections and schools. It covers the curriculum requirements in the subject area providing students with the necessary subject knowledge, whilst at the same time developing their linguistic skills in both their mother tongue and English.

Another key change prompted by the LOE is the integration of basic competences into the curriculum. The course objectives, contents, methodology and assessment criteria are now closely linked to these competences, which guide the teaching and learning process. The basic competences are described in detail in section 3 of this document, and each one is broken down into subcompetences. They are then linked to the specific assessment criteria for each unit; criteria which are, in turn, linked to the different learning activities. In the following section, we will see how each competence is covered and assessed, be it through continuous, formative assessment or through summative assessment. We feel that it is important to make teachers aware that the aim of their work and that of their students is to achieve progress in a series of specific basic competences (each one expressed in terms of demonstrable achievements), and also of how the achievement of these aims can be measured (assessable competences). We do this by linking both the subcompetences and the learning activities to the unit's assessment criteria.

The Technologies curriculum focuses mainly on the methods and procedures used by humans to resolve problems and satisfy needs. In other words, technologies are taken to be the activities and scientific and technical knowledge used by humans to construct or create objects, systems and environments as a whole. Technology has, after all, fostered the development of many different civilisations over the course of history. So this course aims to develop students’ skills and methods to enable them to progress from the identification and formulation of a technological problem to the design of a constructive solution, whilst also emphasising the important role of planning when it comes to optimising resources and solutions.

Technology has developed at an extremely rapid rate over the last few decades. We are living in a technological era, and information and communication technologies have taken on an ever more important role. Students therefore need to be taught about technology in a world where people are the active agents, either as consumers or as innovators, as they strive to improve their quality of life. As it is of general interest to one and all, this course bridges the traditional divide between the sciences and the



humanities, and invalidates the unfounded sexist attitude that Technologies is a subject more suited to boys.

The ESO Technologies course focuses on knowledge acquisition (either by providing students with information or by allowing them to find it out for themselves) and the development of skills that help students to understand technical objects and how they can be created or modified. The course will encourage students to be innovative when looking for solutions to problems and make them aware of how resources are used, providing them with a well-rounded, ‘integrated’ knowledge (methodologically based on the knowledge-action dialectic). Similarly, students will have to use information and communication technologies themselves as tools for finding, creating, analysing, exchanging and presenting information, as they will indeed in all subjects according to a competence-based teaching and learning approach. Technologies is, by nature and by necessity, a highly procedure-based subject. The area of knowledge it covers is undergoing constant change as technology continues to advance, so if students are to achieve the set objectives, a formal academic teaching approach is not appropriate. The usefulness of the knowledge acquired will help to motivate students to master the relevant procedures in their technologies classes.

By its very nature and the way in which it has developed over time, technologies is an interdisciplinary subject and is closely linked to other subjects in the curriculum, such as natural sciences, maths, social sciences, etc. It also helps students to develop a series of intellectual skills that they will need in order to develop personally and intellectually (the ability to communicate and reason, organise and plan, work as part of a team, etc.) and to make the transition from school to work and to advanced vocational training courses in the future. Technologies classes also provide a good opportunity to show students that this subject and science and technology in general are not the exclusive province of men or of women. Students continue to study technologies in the third year of secondary education; in the fourth year of ESO, they can further their knowledge of technology by studying two more optional courses (Technologies and IT), depending on their chosen future academic and/or professional path, and on whether these subjects are on offer at their school.



2. METHODOLOGY

At the heart of the methodology employed in the Oxford CLIL series lies a dual aim: to cover all of the subject requirements prescribed by the curriculum, whilst also catering to the needs of students studying in a foreign language. This is achieved using a CLIL-based approach, the core principles of which are as follows:

The subject comes first. Long, dense texts and complex sentence are avoided. Presentation of content is supported by visual aids: photos, flow charts,

diagrams, tables, and labelled drawings, for example. Learning is guided and structured. Comprehension tasks are used more frequently than in a native language context

to reinforce assimilation and processing of content and provide more language practice.

Learning is active whenever possible. Greater emphasis is placed on the process of learning. The four skills are crucial for presenting and learning new information.

Despite the fact that the subject is being taught through the medium of a foreign language, many of the methodological considerations are the same as for mother tongue instruction. However, teachers should be aware that the pace of learning may be somewhat slower, especially in the initial stages and more time will be spent on checking understanding and reinforcing linguistic elements. Teachers should address students in English, and students should be encouraged and helped to use English as much as possible, although in the early stages some use of the mother tongue is inevitable.

Technology is the product of the interaction between science (knowledge) and technique (application), and its aim, as outlined above, is to provide solutions to individual and collective problems and needs by constructing technical objects and systems which will necessitate the use diverse resources. It is important to remember that technology is a social product, with all the economic, environmental, social and cultural consequences that this entails. Its ever-increasing effects therefore need to be monitored.

The approach taken to this subject centres upon this duality of knowledge and its application: both aspects are given the appropriate weighting depending on the given context in this integrated approach, reflecting the propaedeutic and instrumental/functional nature of the course contents. Handling materials without having the knowledge required to do so is of little educational value, but using a purely academic approach to teaching and learning, without experimenting, handling or constructing materials, is no better, as it does not fulfil the practical requirements of the skills-based course contents. Students should both know, know how to do, and also know why something is done, especially given how quickly new knowledge is ‘created’ and old knowledge becomes obsolete. Ongoing learning is essential, as is learning that provides the foundations for that ongoing learning, e.g. the basic competence of learning to learn. Students should have the information and training required to be able to make their own, rational decisions, so that they can use technology in a well-reasoned way. This is essential today, when students are surrounded by increasingly sophisticated technological devices. They must be taught to think about the responsible, sustainable use of the endless gadgets that fall into their hands, which are often needlessly thrown away and replaced in today’s world of impulsive consumerism.



As a result of all the points outlined above, we consider that the methodological approach for this subject should take the following points into account:

Activities should form an essential part of the teaching and learning process. Activities should be meaningful and relevant to students. Manual activities are an essential part of the subject, but not an objective in

themselves. Contents relating to the use of machines, tools and materials are an inherent

part of the subject. The teacher's function is to organise the learning process, defining objectives,

selecting activities and creating appropriate learning situations so that students can build upon and enrich their existing knowledge.

Given this approach, the methodology is based on the following: Acquiring the technical and scientific knowledge required to understand and

carry out technology activities. Applying the knowledge acquired to the analysis of existing technical objects

and the ways in which they can be used and transformed. Undertaking whole technology projects as the final part of a learning process

based on the two previous points. Conveying the social and cultural importance of objects invented by human

beings which have improved living conditions in different societies throughout history.

In order to strike a balance between knowledge and its application, the Technologies course uses an approach based on the teaching of concepts (scientific and technical principles) so that students can go on to carry out analyses and projects. Students should combine what they know with what they know how to do (not forgetting what they know how to be, i.e. the personal and social ethical values that should always be taken into account in this field). This subject uses a project-based method, where technical objects are planned and designed in order to resolve a problem or meet a need. These objects can then be constructed and assessed in the projects at the end of the textbook, such as the design and construction of an automatic garage door, a sliding door or an automatic chair lift.

All of these methodological considerations have been taken into account in the writing of the text book (Technologies I, Oxford CLIL, Oxford EDUCACIÓN, 2011) and therefore in the way in which the course should be taught:

To approach contents in a manner that makes learning meaningful and significant.

To explain contents in a clear, simple and reasoned way, using a level of language suitable for the students.

To use learning strategies that encourage students to analyse and understand facts about technology.

This way of working in the classroom, computer room and workshop enables students to learn both independently and also in collaboration with their classmates. This will provide the foundations for future learning, an essential part of this subject, in which knowledge and contents are constantly being developed and updated, and will also help students acquire the basic competences.

Each teaching unit starts with an opening section which presents the unit contents through a series of questions. These help to remind students of their prior knowledge of the contents covered in the unit. The unit contents themselves are presented in a clear, organised and concise way. The approach to each topic, the vocabulary and the complexity of the contents have all been adapted to the cognitive abilities of the



students. The language level has been carefully graded for non-native speakers. The contents are presented and explained in class using explanatory boxes and diagrams. Graphics are a key learning tool, helping students understand new concepts and language more easily and achieve the course objectives and the basic competences. There is also a summary chart of the unit contents at the end of each unit.

As far as possible, classroom learning should be adapted to students’ own day-to-day reality and interests and start off from their prior knowledge. In other words, it should be meaningful. As such, whenever possible, the contents are presented through real, familiar examples, so that the students become actively and receptively involved in their own learning.

However, the pace at which each student learns varies, depending on his or her cognitive development and social and family environment. As such, attention to diversity amongst students and in their learning environment is a fundamental part of teaching. Many activities (in both the textbook and the teacher's resources) are designed to meet the needs of an inevitably diverse classroom.

Activities should be innovative but should also reflect the contents studied and cater for students' diverse interests and learning capacities. As mentioned above, all sorts of different activities are provided in each unit, ranging from simple language practice activities to questions involving reasoning and analysing of contents.

It is important to highlight that the activities in the Oxford CLIL Technologies course have been systematically adapted to the contents studied. Students understand and remember what they learn in class by completing the activities.

So, in the textbook used here, each unit has the same structure, and each section aims to meet the various methodological demands outlined above:

An opening page, with a series of initial questions based on an illustration to introduce the contents, teach some key vocabulary and raise interest in the topic.

Explanatory pages:- Explanatory texts are presented in concise, straightforward language, which

makes it easy for students to identify and grasp core concepts. Texts are accompanied by photos and illustrations which support the content and aid understanding.

- Additional information is included in boxes, drawings, plans, photographs, etc.

Key words and core language:- Key words on each page have been selected carefully and are

highlighted in blue in the text, with simple definitions provided in a Key word box in the margin. As well as helping students to understand the material presented, these boxes also provide students with a useful tool for revising the main vocabulary of the unit. All the Key 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 learning aid for auditory learners.

- As well as understanding the subject-specific language, students learning through the medium of English also have to acquire and use the necessary core language to enable them to express and discuss the concepts in an appropriate, academic style. Through careful choice of language in the texts



and the highlighting of this language in selected activities, students gradually build up their proficiency.

Activities- There are activities both on the explanatory pages and in separate activity

pages throughout each unit. Activities reinforce the concepts presented in the texts whilst, at the same time, practising the language necessary to express and understand these concepts in English. Activities are divided into three main types:

1. Activities which focus primarily on comprehension of the concepts presented.

2. Activities which combine work on the concepts with practice of a specific language area.

3. Activities which highlight a specific area of language difficulty in the unit, e.g. word stress, false friends, easily-confused words, spelling, irregular verbs, etc.

- In addition, listening activities are included which help to reinforce vocabulary and pronunciation and develop oral comprehension.

One page of Revision activities at the end of each unit enables students to apply the knowledge they have acquired 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 groups or pairs, in which students express and exchange opinions or share experiences, do a role-play, have a debate, do a presentation based on their research etc. These activities are designed to develop oral fluency and communication in the foreign language.

Assessment of basic competences:- In the Teacher’s Book there is an Assessment of basic competences for

each section (Unit 1, Units 2-3, Units 4-6, Unit 7, Units 8-9, Unit 10 and Unit 11) which are designed to evaluate students' basic competences, i.e. their ability to apply the knowledge acquired in real-life situations.

Section 5 of this document (Programmes of study) sets out the contents of each unit, dividing them into the categories of concepts, procedures and attitudes. Although the contents are not classified as such in the legislation, they figure in this form in the school curriculum and can be used to distinguish between different teaching and learning strategies. We think that it is important that students continue to learn concepts, procedures (skills) and attitudes, so that they can use all of these to acquire the basic competences.

The course content is divided into 11 teaching units. Each is presented here, divided into a series of sections to demonstrate how the teaching and learning process will take place:

Unit objectives. Unit contents (concepts, procedures and attitudes). Assessment criteria. Basic competences / subcompetences linked to the assessment criteria and

learning activities.

Students' educational needs can be met using different course materials in addition to the textbook. These materials are available for use by teachers whenever they see fit. The Teacher’s Book contains Photocopiable materials with Project worksheets, Tests and Assessments of basic competences.



3. BASIC COMPETENCES

The Constitutional Law on Education (LOE) has a new definition of curriculum, which includes not only the traditional components (objectives, contents, teaching methods and assessment criteria), but also an important new component: 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 objectives). They therefore guide the entire teaching and learning process, especially when in the second year of compulsory secondary education, students must complete a diagnostic test to demonstrate that they have acquired certain competences. Regardless of whether or not the mark for that assessment counts towards the students' grades, the results can be used as a guide so that schools can make decisions about students' learning. This gives us some idea of how the teaching process is affected by this new element, i.e. it becomes much more practical, providing students with transferable skills, not ones that are only applicable in the school context. And of course, students will only achieve the ESO certificate later if they acquire the basic competences at this stage, so these competences now make up the framework for assessment too.

There are many definitions of the concept of basic competences (which can be found in the PISA reports), but they all stress the same thing: instead of an educational model that focuses on the acquisition of mostly theoretical, often unconnected, aspects of knowledge, it is better to acquire competences, leading to the acquisition of essential, practical and integrated knowledge, which students must then demonstrate that they have acquired it (i.e. it goes beyond functional training). In short, a competence is the capacity to integrate knowledge, skills and attitudes to resolve problems and situations in various contexts, and students must prove that they have that capacity by putting it into practice. It has been defined very succinctly as the putting into practice of acquired knowledge - knowledge in action; in other words, the mobilisation of knowledge and skills in a specific situation (a real one, different from the one learnt in the school environment), the activation of resources or knowledge acquired (even if students may think that they have forgotten what they have learnt).

However, there is one aspect worth highlighting, which we could refer to as the combined nature of competences: through 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 forming one of the multifaceted skills that provide students with a well-rounded education. We recognise that schools are not just providing students with technical and scientific knowledge, but also teaching them about citizenship, so they must be able to demonstrate a series of civic and intellectual attitudes that reflect respect for others, a sense of responsibility, teamwork, and so on.

There is another important aspect, and one which is often not stressed enough: if students acquire competences, they are then able to deal with the way that knowledge in any field is constantly being renewed and updated. Students' academic training within the school environment takes place over the course of a limited number of years, but their need for personal and/or professional development is lifelong. As such, providing students with the necessary competence in, for example, the use of information and communication technologies means that they will be able to use these tools to gather the information required at any given moment, assessing the quality of that information they find. Given that it is often impossible to cover all of the curriculum contents in great detail over the course of the school year, students need to develop the competence of learning to learn.



The textbook includes teaching and learning activities linked to these basic competences, either implicitly in the explanatory pages, or explicitly in sections like the Assessment of basic competences provided in the Teacher’s Book for each content block.

In the Spanish education system, students must achieve the following basic competences before they finish compulsory education so that they are prepared for the challenges that they will face in their personal and professional lives:

Linguistic competence. Mathematical competence. Competence in knowledge and interaction with the physical world. Data processing and digital competence. Social competence and citizenship. Cultural and artistic competence. Learning to learn. Autonomy and personal initiative.

But what do these competences really mean? Below is a summary of the key ways in which each competence influences students' intellectual and personal development, with reference to the most important parts of the school curriculum:

LINGUISTIC COMPETENCEThis competence refers to the use of language (in this case, especially the foreign language) as a tool for oral and written communication, learning, and self-regulation of thought, emotions and behaviour. It also helps students to create a positive personal image and develop constructive relationships with others and with the environment. So, learning to communicate means forming links with other people and getting to know other cultures, which we are then more likely to understand and respect. In short, this competence is absolutely essential when it comes to resolving conflicts and learning to live alongside others. Acquiring this competence means acquiring a fluency in oral and written language in various contexts and being able to use at least one foreign language.

MATHEMATICAL COMPETENCEFirst and foremost, this competence consists of the ability to use numbers and basic numerical operations, symbols and forms of mathematical reasoning and expression, in order to produce and interpret data, to find out more about quantitative and spatial aspects of reality and to resolve problems relating to day-to-day life and work. So, acquiring mathematical competence means being able to use skills and approaches that allow one to reason mathematically, understand mathematical argumentation, express oneself and communicate in mathematical language, and use mathematical knowledge in combination with other types of knowledge.

COMPETENCE IN KNOWLEDGE AND INTERACTION WITH THE PHYSICAL WORLDThis competence refers to the skill of interacting with the natural and man-made elements of the physical world, helping students to understand events, predict consequences and act in a way that contribute to improving and preserving their own living conditions and those of other people and living things. It basically refers to acquiring a scientific/rational way of thinking which enables one to interpret information and make decisions independently, using one’s own initiative, as well as applying ethical values in decision-making in personal and social contexts.



DATA PROCESSING AND DIGITAL COMPETENCEThis is the ability to look for, obtain, process and communicate information and transform it into knowledge. It includes aspects ranging from accessing and selecting information, to using it and conveying it in different formats, including the use of information and communication technologies as an essential tool for finding information and communicating. Gaining skill in this area involves using technological resources to resolve problems efficiently and having a critical, reflective attitude when it comes to assessing the information available.

SOCIAL COMPETENCE AND CITIZENSHIPOnce students have acquired this competence, they will be able to live in society, understand the social reality of the world in which they live, and exercise civic responsibility in a democratic society which is becoming ever more multicultural. It concerns forms of individual behaviour which allow people to live together in one society, get along with others, cooperate, get involved and tackle conflicts. This means that acquiring this competence translates into being 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. It means understanding the social reality in which one lives, tackling conflicts by applying ethical values, and exercising civic rights and duties responsibly and in solidarity with others.

CULTURAL AND ARTISTIC COMPETENCEThis competence consists of knowing, appreciating, understanding and critically assessing different forms of cultural and artistic expression, using them as a source of personal enjoyment and enrichment and viewing them as part of people's cultural heritage. It involves appreciating and enjoying art and other forms of cultural expression, being open to the variety of different methods of artistic expression, conserving the shared cultural heritage and fostering students' own creative capacities.

LEARNING TO LEARNThis competence is made up of two key elements: the first refers to students' ability to start learning, and the second to their ability to continue learning independently, and seek rational answers. It also involves allowing for various possible answers to the same problem and motivating students to look for those answers using different methodological approaches. It involves managing one’s own abilities in terms of striving for efficiency and drawing on different intellectual resources and techniques.

AUTONOMY AND PERSONAL INITIATIVEThis competence refers to students being able to use their own judgement and have the initiative required to make and pursue individual choices and take responsibility for them, both in their personal lives and in a social and professional context. By acquiring this competence, students can become more creative, innovative, responsible and critical in their approach to individual or group projects.

Competences do not just involve knowledge and skills acquired in a single subject only or which are used exclusively for that subject. Everything that students learn across their different subjects (and not just at school) and other educational activities (extra-curricular activities) combines to form a sort of cultural baggage, a collection of information that they must be able to use throughout their lives, at the right 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 subject, regardless of where they have been acquired (cross-curricular competences). Competence should guarantee that a student has achieved certain learning objectives, but it should enable students to achieve other objectives, both at school and afterwards, guaranteeing ongoing learning.

The different elements of the curriculum are obviously interlinked, and we need to be aware of this so that the curricular materials used in the teaching and learning process are used correctly. When the unit objectives (expressed as capacities or skills) are set out in a teaching programme, they influence the choice of certain contents over others. Assessment criteria also need to be included to enable evaluation of whether students meet these objectives (or not). The assessment criteria can therefore be divided into two categories, interpreted in different ways. The first category includes criteria related to the student's learning, in other words, some criteria will be more or less expressly linked to concepts, others to procedures (skills) 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 through continuous assessment. The second category includes assessment criteria that are more directly linked to the basic competences.

If we think of the basic competences as the real and practical application of knowledge, skills and attitudes, the best way to check or assess whether or not the student has acquired those competences is to reproduce the most realistic situations possible in which they should be applied. In these situations, students usually draw on the tapestry of knowledge (made up of all sorts of contents) they have accumulated over the course of their schooling, but respond, above all, to practical situations. So when we assess competences we are assessing procedures and attitudes, first and foremost, but concepts are an essential basis for them. That is why the competences are linked to assessment criteria relating mostly to procedures and attitudes.

So how can each of the basic competences be acquired? The following section describes the most important aspects of each basic competence for this subject. These descriptions may need to be adapted to the practical needs of real-life teaching.

DATA PROCESSING AND DIGITAL COMPETENCEIn this subject, this competence is acquired through the use of information and communication technologies, especially for finding, processing, creating, storing and presenting information.

COMPETENCE IN KNOWLEDGE AND INTERACTION WITH THE PHYSICAL WORLDThis competence is acquired through a knowledge and understanding of technological objects, processes, systems and environments, and through the development of technical skills for the handling of objects. Knowledge of objects and their manufacturing processes will enable students to contribute to the creation of a healthier environment and to take a sensible approach to consumption.

AUTONOMY AND PERSONAL INITIATIVEThis competence is acquired through exercising the technological approach to solving problems: defining of the problem, planning and carrying out the project, evaluating the solution, making suggestions for improvements, etc. This process can also help students to develop personal qualities, like initiative, self-improvement, perseverance, autonomy, self-criticism, self-esteem, etc.



LEARNING TO LEARNStudents can achieve this competence by developing strategies for solving technology problems. This process will also help to familiarise them with cognitive skills which facilitate learning in general.

SOCIAL COMPETENCE AND CITIZENSHIPThis competence, which refers to skills relating to human relationships and an understanding of society, can be acquired through the way in which technology problems are dealt with. Being able to express ideas and reason, analyse approaches that are different to one’s own, reach decisions through dialogue and negotiation, accept the opinions of others, etc., are all social skills that go beyond the purely scientific method and are used in all school, professional and personal arenas. Students can also learn about society by looking at how technological developments lead to economic changes and contribute to social changes.

LINGUISTIC COMPETENCEIn this subject, this competence is achieved by acquiring specific vocabulary used to find, analyse, select, summarise and convey information. Reading, interpreting and writing reports and documents also play a role.

MATHEMATICAL COMPETENCEThis competence is acquired through the use of mathematical tools (measuring and calculating size, using scales, reading and interpreting graphs and charts, solving problems), and shows students that mathematical knowledge can play a functional role in many aspects of their lives.

CULTURAL AND ARTISTIC COMPETENCEThrough the design of technological objects, directly influenced by culture and society’s artistic manifestations, imagination and creativity are exalted.

We have now looked at the basic competences established by the Spanish education system. These competences are inevitably very generic. If we want to use them as a point of reference for teaching and to demonstrate the real competence achieved by students (assessment), we need to make them even more specific, breaking them down into subcompetences and linking 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 learning objectives expressed in such a way that they can be identified by any teacher.

Below is a list of the subcompetences for this subject and level. The units in which each subcompetence is developed are listed on the right.

COMPETENCES / SUBCOMPETENCES

UNITS

Competence in knowledge and interaction with the physical world

1, 2, 3, 4, 5, 6, 7, 8, 9, 10 and 11

Be familiar with and understand technological objects, processes, systems and contexts.

1, 2, 3, 4, 5, 6, 7, 8, 9, 10 and 11

Develop skills for working with objects precisely and confidently.

5, 7, 8 and 9



Be familiar with the technological method for solving problems and use it in order to identify and respond to different needs.

1, 3, 4, 5, 7, 9 and 11

Promote the creation of a healthy environment through critical analysis of the environmental repercussions of technological activity and encourage responsible consumption.

1, 4, 5, 6, 10 and 11

Mathematical competence 1, 2, 7, 9, 10 and 11 Use appropriate mathematical tools

for quantification and analysis, especially measurements and scales, interpretation of graphs, basic calculations of measurable physical properties, etc.

1, 2, 7, 9, 10 and 11

Processing information and digital competence

1, 2, 3, 4, 5, 6, 7, 8, 9, 10 and 11

Work with information in different formats: words, numbers, symbols or graphs.

1, 2, 3, 5, 6, 7, 10 and 11

Use information and communication technology confidently to obtain and report data and to simulate technological situations or processes.

1, 2, 3, 4, 7, 8, 10 and 11

Find, process, produce, store and present information using technology.

2, 3 and 11

Linguistic competence 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 and 11 Communicate simple messages,

verbally and in writing.6 and 8

Speak, listen and participate in dialogue and debate in an organised and clear manner.

1, 3, 4, 5, 6, 7, 8, 9, 10 and 11

Apply language usage rules, as well as linguistic and non-linguistic skills, when communicating.

2, 4, 5, 6, 7, 8, 9, 10 and 11

Communicate thoughts, emotions, life experiences, opinions, ideas, and ethical and critical judgements in a coherent way.

1, 4, 5, 6, 7, 9, 10 and 11

Use specific vocabulary from each subject area to enrich one’s language.

1, 2, 3, 4, 5, 6, 7, 8, 9, 10 and 11

Apply the actions that define linguistic communication (listening, speaking, reading and writing) to specific purposes.

1, 2, 3, 4, 5, 6, 7, 8, 9, 10 and 11

Present different kinds of information verbally in a range of communicative situations, adapting to the given context.

1, 2, 4, 7 and 10



Compose and manipulate different kinds of texts with different communicative and creative purposes.

1, 2, 3, 6, 7, 8 and 10

Use language as a tool for the peaceful resolution of conflict, avoiding the use of derogatory words and sexist and discriminatory expressions.

3

Communicate and enter into dialogue with those around one, with the aim of establishing links and building constructive relationships.

1, 3, 5, 6, 7 and 10

Enjoy listening, reading and expressing thoughts and ideas in writing.

2, 3, 4, 5, 6, 7, 8, 9, 10 and 11

Use reading as a learning tool, a source of personal pleasure, and as a way of finding out about other environments, languages and cultures.

6

Find information in different media (print and digital) and use it in projects related to different subject areas.

1, 3, 4, 5, 6, 7, 10 and 11

Process information from oral and written sources.

2, 3, 4, 6, 8 and 10

Build competence in communicating in a foreign language progressively.

4

Social competence and citizenship 1, 3, 10 and 11 Prepare future citizens to participate

actively in making reasoned decisions.

1, 10 and 11

Learn about the history of technological developments to be able to understand the economic changes that have favoured social developments.

1 and 3

Develop social skills that promote respectful and tolerant discussion of ideas, conflict management and decision-making.

1 and 3

Learning to learn 1, 2, 3, 4, 5, 7 and 9 Develop strategies for solving

technological problems in projects by obtaining, analysing and selecting relevant information.

1, 2, 3, 4, 5, 7 and 9



Autonomy and personal initiative 1, 3, 6, 7, 8, 9 and 10 Promote an independent and creative

approach to technological problems by assessing alternatives and predicting possible consequences of each one.

1, 3, 6, 7, 8, 9 and 10

Develop personal qualities such as initiative, a desire to improve, perseverance in the face of difficulty, autonomy and self-criticism.

3

Cultural and artistic competence 7 and 8 Appreciate and understand forms of

artistic and cultural expression and incorporate aspects of them into one’s own designs.

7 and 8

In order to demonstrate that the students have achieved the different competences and subcompetences (and even other, additional ones, not necessarily linked to the ones listed here), teachers can use the various assessment criteria. In this programme, these criteria are linked to the criteria for the teaching units, not the general ones for this level, which are too generic.



4. ACTIVITIES, ATTENTION TO DIVERSITY, ASSESSMENT AND ASSESSMENT OF BASIC COMPETENCES

ACTIVITIES

Once the contents have been taught following the course methodology, there are various activities to check students' knowledge. These are provided in the Student's Book as well as in the supplementary materials linked to the different course contents found in the Teacher’s Book. There are also activities that are expressly linked 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 students' starting point. In addition, there are termly assessments and unit assessments, as well as Revision activities in the Student’s Book.

In addition to the activities for learning the different contents and for checking knowledge, there is another essential activity type in this subject: procedures. These are used throughout the book when the topics are first introduced but also in specific sections in the Student's Book, especially the Projects section. They include techniques and skills, as well as attitudes to work, which students should understand very well because they will continue to use them throughout the stages of their secondary education, and they will help them to achieve some of the basic competences.

ATTENTION TO DIVERSITY

The project-based work method provides excellent opportunities for students to reach their full potential, as the teaching and learning process can be adapted to their own individual needs and abilities.

ASSESSMENT PROCEDURES AND MARKING CRITERIA

Students' learning must be assessed systematically and periodically, both to measure their individual levels of knowledge acquisition (summative assessment at different points of the year) and to introduce any changes required to the teaching process (when the students' learning does not meet expectations). In addition to this summative assessment, which tends to take place at the end of the course (ordinary exams and resits, if required), there will be other assessments, like an initial assessment (marks do not count towards the final grade), as well as continuous assessment, formative tests and activities carried out throughout the teaching and learning process and which stress that teaching is a means of guiding and analysing the learning process.

Continuous assessment will be carried out through the systematic observation and monitoring of students, i.e. everything that they produce, either individually or in groups, will be taken into consideration: practical exercises (projects), written work, oral presentations, classwork, their attitude to learning, accuracy of expression, self-assessment, etc. And for summative assessment: written tests at the end of each term and resits (during the term and at the end of the course, if the student has failed any of the assessments, and a resit final exam, if students do not pass the first one). In any case, a variety of assessment procedures will be used, so the assessments are flexible. Students can be awarded grades higher than a simple Pass in the resits, ordinary resits (if they failed one or more of the end-of-term tests) and the extraordinary resits. It should be stressed that students are not expected to produce perfectly



accurate English and they should be rewarded for communicating the message effectively in English, and not penalised heavily for grammatical or lexical errors.

In order to provide students with marks for the three assessments during the year, the ordinary resits at the end of the course and the extraordinary resits in September, the written tests will be assigned a weighting of 30%, projects 50%, and classwork 20%. In other words, the students' work throughout the school year will always be taken into account (continuous assessment), except for students who are no longer entitled to be assessed because they have missed too many classes without reason. In these cases, the final mark will be based on the written test only. This multiple weighting method has been designed to assess all sorts of different contents studied throughout the year (concepts, procedures and attitudes). The students will be informed of these weightings at the start of the year.

ASSESSMENT OF COMPETENCES

The table below shows the basic competences broken 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 extraordinary, if applicable). The assessments will provide an overview of what the students have learnt as well as the subcompetences they have not yet achieved.

We recommend the following qualitative scale to measure the level of achievement of these subcompetences, from lowest to highest: 1: Weak; 2: Borderline; 3: Average; 4: Good; 5: Excellent.

COMPETENCES/ SUBCOMPETENCES

TERM TESTS FINAL TEST

Competence in knowledge and interaction with the physical world

1st 2nd 3rd O E

Be familiar with and understand technological objects, processes, systems and contexts.




OVERALL

Mathematical competence Use appropriate mathematical tools for

quantification and analysis, especially measurements and scales, interpretation of graphs, basic calculations of measurable physical properties, etc.

OVERALL



Processing information and digital competence Work with information in different formats:

words, numbers, symbols or graphs. Use information and communication technology

confidently to obtain and report data and to simulate technological situations or processes.


OVERALL

Linguistic competence Communicate simple messages, verbally and in

writing. Speak, listen and participate in dialogue and

debate in an organised and clear manner. Apply language usage rules, as well as linguistic

and non-linguistic skills, when communicating. Communicate thoughts, emotions, life

experiences, opinions, ideas, and ethical and critical judgements in a coherent way.












OVERALL



Social competence and citizenship Prepare future citizens to participate actively in

making reasoned decisions. Learn about the history of technological

developments to be able to understand the economic changes that have favoured social developments.


OVERALL

Learning to learn Develop strategies for solving technological

problems in projects by obtaining, analysing and selecting relevant information.

OVERALL

Autonomy and personal initiative Promote an independent and creative approach

to technological problems by assessing alternatives and predicting possible consequences of each one.


OVERALL

Cultural and artistic competence Appreciate and understand forms of artistic and

cultural expression and incorporate aspects of them into one’s own designs.

OVERALL

O: Ordinary final assessmentE: Extraordinary final assessment



5. PROGRAMMES OF STUDY

The contents of this course have been organised into 11 teaching units, which are detailed below. The teaching objectives, contents (concepts, procedures and attitudes), cross-curricular content, assessment criteria and basic competences linked to those assessment criteria are listed for each unit.

OBJECTIVES

1. Understand the function of technology and its importance in the development of civilisation.

2. Know technological processes and the stages to follow.3. Solve simple problems, starting from identifying needs in the world around us

and complying with the stages of a technological project.4. Identify needs, study ideas, develop solutions and build objects to solve simple

problems.5. Understand and assimilate the way a technology workshop works and the

activities carried out in that area.6. Recognise and respect health and safety rules in the technology workshop.7. Analyse a technological object in an ordered way, considering aspects of form,

function and technical and socioeconomic factors.8. Take objects apart, analyse their different parts and the function of each one.

CONTENTS

Concepts Technology as a fusion of science and technique (skills). Stages in technological processes. The workshop and group work. Health and safety rules in the technology workshop. Reporting a project. Analysis of objects: of form, of function, technical and socioeconomic.

Procedures Identify everyday needs and common problems in the world around us. Solve simple technological problems following a project method. Take apart a simple object to be able to analyse its physical components. Analyse an everyday technological object following the appropriate stages. Develop a group project.


UNIT 1

TECHNOLOGY. TECHNOLOGICAL PROCESSES

SOLVING TECHNOLOGY PROBLEMS


Attitudes Show interest in technology and technological development. Show curiosity as to how technical objects work. Feel personal satisfaction when solving problems. Accept the behaviour rules in the technology workshop. Participate in proposing solutions for the group needs.

ASSESSMENT CRITERIA

1. Identify and solve common problems in the world around us, following the stages of technological processes in an orderly way.

2. Prepare the documents associated with reporting the stages of the project.3. Work in teams, appreciate and respect the ideas and decisions of others and

take responsibility for individual tasks.4. Understand and respect the health and safety rules in the technology workshop.5. Analyse technical objects, considering aspects of form, function and technical

and socioeconomic factors.6. Analyse the effects of using technology on the environment.

COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES


ASSESSMENTCRITERIA

ACTIVITIES

Competence in knowledge and interaction with the physical worldBe familiar with and understand technological objects, processes, systems and contexts.

1, 2, 3, 4, 5, 6 1-9, 20, 21RA 1-8, 11, 13


1, 2, 3, 4, 5,6 1-4, 9RA 1, 2


1, 3, 4 9, 21RA 8, 11

Mathematical competenceUse appropriate mathematical tools for quantification and analysis, especially measurements and scales, interpretation of graphs, basic calculations of measurable physical properties, etc.

1, 2 RA 7



Processing information and digital competenceWork with information in different formats: words, numbers, symbols or graphs.

1, 2, 3, 4, 5, 6 5, 6, 11, 14, 15, 19RA 7


1, 2 20, 21

Linguistic competence (*)Speak, listen and participate in dialogue and debate in an organised and clear manner.

1, 2, 3, 4, 5, 6 13RA 11-13


1, 2, 5, 6 1RA 11, 13


4, 5, 6 3, 7, 8, 12RA 6, 9


1, 2, 3, 4, 5, 6 21, 7, 8, 10, 20, 21RA 3, 11-13


1 23


1, 2, 3, 4, 5 17, 18


1, 2, 3 5, 16RA 8, 11-13


6 20, 21

Social competence and citizenshipPrepare future citizens to participate actively in making reasoned decisions.

1, 2, 3, 4, 5, 6 4, 5RA 8, 11

Learn about the history of technological developments to be able to understand the economic changes that have favoured social developments.

5 RA 13




1, 2, 3 13, 16

Learning to learnDevelop strategies for solving technological problems in projects by obtaining, analysing and selecting relevant information.

1, 2, 3, 4 95RA 11

Autonomy and personal initiativePromote an independent and creative approach to technological problems by assessing alternatives and predicting possible consequences of each one.

1, 2, 3, 4, 5, 6 1, 2, 4-6RA 1, 8, 10

RA: Revision activities

*All the subcompetences detailed in this section are developed using English as the common language, which will allow pupils to communicate with an increasing degree of skill in the foreign language.



OBJECTIVES

1. Use a computer as a tool to find, process, organise, present and later store information.

2. Know the basic elements of a personal computers, its use and connections and how it works as a whole.

3. Manage the basic operations of an operating system: personalising the system, maintenance, organisation and storage of the information.

4. Actively assimilate the advances in new technologies and incorporate them into daily life.

CONTENTS

Concepts Introduction to computing. The computer: internal elements, components

and basic functions. Software and operating systems. Windows operating system. Office software applications in Windows: word processors, spreadsheets,

databases and presentations. Linux operating system. Office software applications in Linux: Writer, Calc, Base, Impress.

Procedures Manage the binary numbering system and the units of measurement. Identify and classify the components of a computer and their function as

part of the whole machine. Use the basic functions of an operating system. Manage simple programs: word processing. Use a computer to obtain and present information.

Attitudes Show interest in new technologies and their application in technological

projects. Value the growing social importance of computers and the Internet. Show a positive attitude towards the use of computers for schoolwork. Respect use and safety rules when working with computers.


UNIT 2

HARDWARE AND SOFTWARE

IT AND THE INTERNET


ASSESSMENT CRITERIA

1. Recognise the components of a computer (internal and external), how they work and relate to the machine as a whole and be able to connect them correctly.

2. Know the functions of an operating system and how to carry out basic operations, including maintenance and updating tasks.

3. Manage the graphic interface to be able to communicate with the computer.4. Administrate different documents, store and recover information in different

media.5. Create documents in varied formats with text and images, using different

applications.



ASSESSMENTCRITERIA

ACTIVITIES


1, 2, 3, 4, 5 1-17, 19-20, 22-31


2, 4 5-9, 31RA 1, 2


1, 2, 4, 5 4-9, 21, 31RA 1, 2, 10


3, 4, 5 23, 29-30RA 5, 6, 8


3, 4, 5 26, 27, 29, 30RA 5, 8-11

Linguistic competence (*)Apply language usage rules, as well as linguistic and non-linguistic skills, when communicating.

2 29




1, 2, 3, 4, 5 1-2, 10, 12, 15-18, 22, 28RA 3, 5, 7


1, 2, 5 2, 23, 25RA 2, 3, 11


5 17, 23RA 12, 13


1, 5 1RA 9, 10


2, 4 23RA 12, 13


2, 3 23RA 4, 5, 8, 12, 13


2, 4, 5 23





OBJECTIVES

1. Recognise the components of a computer network and their function in the process of communication between computers.

2. Understand how the Internet works and the characteristics of its services.3. Use the browser windows with ease, recognise their different parts and use

their main menus.4. Identify the elements of an Internet address.5. Undertake quick simple searches with Internet search engines and know the

possibilities that portals offer.6. Value the advantages and disadvantages of communication between

computers.7. Use email efficiently, know its range and functions.

CONTENTS

Concepts Elements and characteristics of communication and identification of these

in communication between computers. The Internet, a network of networks. The most used generic top-level

domain names. Internet services. Browsers. Finding a document using a browser. Search engines and portals. Types of search. Characteristics of the two types of email. Advantages and disadvantages. Steps to set up an email account and how to use the two types of email. Chats and videoconferences. Advantages and disadvantages.

Procedures Consult web pages. Recognise generic top-level domains, servers, services and protocols in an

Internet address. Activate and observe links within a web page and between different web

pages. Access search engines and carry out different types of searches. Access horizontal and vertical portals. Get information and services. Configure and use email accounts. Analyse each type of email. Connect to the Internet.

Attitudes Value the importance of the Internet as a tool for instant global

communication. Show interest in how the Internet works, and a positive attitude to using the

web. Appreciate that computers need looking after.


UNIT 3

THE INTERNET


Show a respectful and responsible attitude when communicating with others by means of computer networks.

Recognise the importance of the Internet to get useful information in everyday and profesional life.

ASSESSMENT CRITERIA

1. Know the characteristics of communication between people and associate them with communication between computers.

2. Identify the elements of a computer network, share resources and access shared resources.

3. Know how the Internet works, the concept of domains and the services it offers, using email, chats or videoconferences.

4. Distinguish the elements of a browser. Find documents using URL addresses.5. Know the most important search engines and the different search systems, as

well as the different types of portals and their uses.6. Distinguish the advantages and disadvantages of the two types of email.7. Describe the steps needed to set up an email account and know how it works.



ASSESSMENTCRITERIA

ACTIVITIES


1, 2, 3, 4, 5, 6 1-11RA 1-15


2, 6, 7 28, 30-31RA 14


1, 2, 3, 4, 5, 7 2, 11, 13-15, 31RA 1-15


4, 5, 6 3, 9, 11-15, 20, 22, 25-28RA 2-15


4, 5, 6 9, 11, 1º3-15, 20, 25-26RA 4-14


1, 2 9, 11, 18, 27, 31RA 14-15




1, 2, 3, 4, 5, 6, 7 1, 5-8, 10, 16-17, 19, 21, 23-24, 27, 30

RA 14-15Apply the actions that define linguistic communication (listening, speaking, reading and writing) to specific purposes.

1, 2, 3, 4, 5, 6, 7 11, 23, 25, 29, 31RA 3,5, 8-9, 12-15


1, 2, 3, 4, 5, 6, 7 31RA 1, 11-14


3 RA 15


1, 2, 3, 4, 5, 6, 7 11, 18, 27, 31RA 14-15


1, 2, 3, 4, 5, 6, 7 RA 9-10, 12-13


1, 2, 3, 4, 5, 6, 7 9, 21-22, 26RA 4-5, 9-10, 14


1, 2, 3, 4, 5, 6, 7 11-12, 31RA 14-15

Social competence and citizenshipLearn about the history of technological developments to be able to understand the economic changes that have favoured social developments.

1 2


4, 5, 6 11, 18RA 15


4, 5, 6 11, 28, 30-31RA 4-15




2, 3, 5, 6 25-26, 31RA 2-4, 6, 8-10


2, 3, 5 3, 9, 11, 15, 25-26, 31RA 1-2, 9-10, 14





OBJECTIVES

1. Classify raw materials according to their source.2. Know where different materials (wood, metal, plastic, textiles, ceramic and

stone) come from and their uses in manufacturing.3. Know the basic properties of materials (physical, chemical and ecological) and

the factors that influence the choice of material for a specific manufactured product.

4. Value the importance of materials in technological development and the environmental impact of using natural resources to produce them.

5. Know the benefits of recycling materials and acquire consumer habits that help to save raw materials.

CONTENTS

Concepts Raw materials, materials and manufactured products. Classification of raw materials according to their source. Properties (physical, chemical and ecological) of materials.

Procedures Identify physical, chemical and ecological properties of everyday materials. Relate the properties of materials to how they are used in manufacturing

different products.

Attitudes Value raw materials and materials used in technological development. Be aware of the environmental impact produced by technological activity.

ASSESSMENT CRITERIA

1. Differentiate the concepts of raw materials, materials and manufactured products.

2. Classify raw materials according to their source.3. Know where different materials come from and their uses in manufacturing.4. Identify the properties of everyday materials (physical, chemical and

ecological).5. Relate the properties of materials to how they are used in manufacturing

products.6. Value the environmental impact of technological activity and acquire consumer


UNIT 4

MATERIALS

MATERIALS USED IN TECHNOLOGY


habits that benefit the environment.





ASSESSMENTCRITERIA

ACTIVITIES


1, 2, 3, 4, 5, 6 1-24RA 1-7


5 14-15


6 RA 4, 6

Processing information and digital competenceUse information and communication technology confidently to obtain and report data and to simulate technological situations or processes.

1, 2, 3, 4, 5, 6 9RA 5


1 4RA 6-7


5 1, 10, 16RA 3


2, 3, 4, 5, 6 RA 6


1, 2, 3, 4, 5, 6 1-8, 10, 12, 16, 20RA 2


4, 5, 6 4-5, 9, 15, 18, 21, 23-24RA 2-4, 6-7


4, 5, 6 RA 6




1, 2, 3, 4, 5, 6 RA 2, 6


1, 2, 3, 4, 5, 6 9


2, 4, 5, 6 1, 5, 7-10, 16RA 2-3


5 1-3, 5, 7, 10, 12, 18, 20RA 1, 6-7


5, 6 9RA 3, 5-6





OBJECTIVES

1. Know about wood’s characteristic properties, as one of the most frequently used technical materials, and how it is obtained and classified.

2. Know about wood derivatives, their properties and their commercial use with the aim of identifying their suitability for different uses.

3. Identify the different types of wood in the most common technical uses.4. Analyse the properties of different types of wood in order to select the most

appropriate for making different products.5. Know and use correctly the basic techniques of machining, finishing and joining

wood, whilst respecting the safety rules, to make simple objects and follow the project methodology.

6. Value the importance of these materials in technological development, as well as the environmental impact of processing, transforming and disposing of wood.

7. Know the benefits of recycling wood and acquire consumer habits that encourage responsible use of raw materials.

CONTENTS

Concepts Wood: composition and general properties. Processes for obtaining wood. Responsible consumption. Classification of wood: hardwoods and softwoods. Characteristic properties

and uses. Wood derivatives: prefabricated wood and cellulose materials. The

manufacturing process, characteristic properties and uses. Tools and machines. Description. Basic techniques for working with wood

and derivatives. Health and safety rules for woodwork.

Procedures Identify the common types of wood and their derivatives according to their

physical properties and uses. Relate the properties of the materials to their uses in different manufactured

products. Use the most appropriate material for each task, according to its properties

and commercial considerations. Use manual techniques to measure, mark, draw, cut, drill, plane, sand and

join wood and its derivatives to make simple manufactured objects, following usage, health and safety rules.

Attitudes Show curiosity and interest in the different types of materials and how to

best use them. Value the importance of wood in technological development. Respect safety rules when using tools and materials in the technology

workshop.


UNIT 5

WOOD AND ITS DERIVATIVES


Show a positive and creative attitude towards practical problems. Be aware of the environmental impact of processing, transformation and

disposing of wood.

ASSESSMENT CRITERIA

1. Know the basic properties of wood as a technical material, as well as the methods used to process it.

2. Identify the different types of natural wood, their physical properties and their more common technical uses.

3. Distinguish the different types of prefabricated wood and the processes used to manufacture cellulose materials.

4. Know and use correctly the basic techniques of woodworking, finishing and joining wood, following appropriate health and safety rules.

5. Evaluate the environmental impact of processing, transformation and disposing of wood leftovers, and know the benefits of recycling it.



ASSESSMENTCRITERIA

ACTIVITIES


1, 2, 3, 4, 5 1-16RA 1-11


2, 4 6, 8, 10-16RA 4, 7-8


1, 2, 3, 4, 5 6, 8-9RA 9-10


5 RA 9, 11


2, 4 10


2, 5 RA 9-10




1, 2, 3, 4 3, 7RA 8


1, 2, 3, 4 8, 16


1, 2, 3, 4 1, 4, 7, 9, 11-15RA 1-3, 6


1, 2, 3, 4 3-5, 8, 16RA 8


1 6, 8, 16RA 9-11


1, 2, 3, 4 5, 8, 16RA 11


1, 2 11RA 5


2, 4, 5 2-5, 8, 11-14, 16RA 4, 7, 10





OBJECTIVES

1. Know how to classify metals, the extraction and processing methods, their properties and most important uses.

2. Analyse the properties of metals and choose the most appropriate one to make a product.

3. Know the basic metal shaping techniques.4. Indicate the metal working techniques carried out with the necessary tools,

implements and machines.5. Analyse the different ways of joining metal pieces.6. Know and use the health, safety and maintenance rules for tools, implements

and metal materials in the technology workshop.7. Evaluate the environmental impact of extracting, processing and disposing of

metal materials.8. Determine the benefits of recycling metals and acquire consumer habits that

encourage responsible use of raw materials.

CONTENTS

Concepts Metals. General properties. Extraction and classification of metals. Ferrous metals: iron, steel and casting. Processing, characteristic

properties and most common uses. Non-ferrous metals and corresponding alloys. Processing, characteristic

properties and most common uses. Shaping techniques for metals. Manipulation techniques for metals. Joining metals: permanent and temporary joints.

Procedures Identify metals in their most common technical uses. Analyse and evaluate the properties of metals and use the most

appropriate material to make a product. Analyse the basic industrial techniques used in the manufacture of objects. Make technological objects using mechanised, joining and finishing

techniques following usage, health and safety rules.

Attitudes Sensitivity towards the environmental impact of extracting, processing and

disposing of metal materials and towards the overuse or inappropriate use of natural resources.

Implementation of consumer habits that save raw materials. Interest in knowing about the benefits of recycling and treatment of waste in

selecting and making use of leftover materials. Willingness and personal initiative in participating in group projects. Respect for the safety rules when using tools, machines and materials.


UNIT 6

METALS


A positive and creative attitude towards practical problems when working with metals.

ASSESSMENT CRITERIA

1. Know and describe the basic properties of metals as commonly used technical materials.

2. Distinguish ferrous metals, their composition and their properties, and the steel-making process.

3. Identify different non-ferrous metals, their properties and the composition of the most important alloys.

4. Identify the most common technical uses of metals.5. Know and differentiate the shaping techniques for metals.6. Know and use correctly the basic techniques for metalworking, joining and

finishing metal objects, following appropriate health and safety rules.



ASSESSMENTCRITERIA

ACTIVITIES


1, 2, 3, 4, 5, 6 1-20RA 1-6


6 6RA 7, 10

Processing information and digital competenceFind, process, produce, store and present information using technology.

1 RA 7, 10

Linguistic competence (*)Communicate simple messages, verbally and in writing.

1, 2, 3, 4, 5, 6 7, 10


1, 4 11


5, 6 20, 23




1, 4 11RA 9


1, 2, 3, 4, 5, 6 1, 3-5, 12-13, 18, 22-23, 26RA 3, 5


1, 2, 3, 4, 5, 6 2, 6-16, 19, 21, 23-25, 27, 29RA 1, 4


4 20RA 6


4 RA 9


1, 4, 6 8, 11RA 2, 8


4 RA 10


4, 5, 6 17RA 7, 10


4, 5, 6 RA 10


4, 6 6RA 9-10





OBJECTIVES

1. Express technical ideas through drawing using codes that clarify and structure the information to be transmitted.

2. Deal easily with the basic drawing in technical drawing as well as the tools and implements necessary to do so.

3. Learn about different ways of representing objects, alternating the use of elevations or perspectives according to the expression required.

4. Value the importance of technical drawing as a means of expression and communication in the field of technology.

CONTENTS

Concepts The concept and use of technical drawing as a means of expression of

technical ideas. Materials and basic drawing instruments (types and characteristics):

pencils, set squares, compasses, rulers and protractors. Basic line drawing in technical drawing: parallel and perpendicular lines,

main angles. Sketches and diagrams as elements of expression and to order ideas. Reducing and enlarging scales. Introduction to the representation of basic elevations (plan, side and front)

of an object. Dimensions. The main types of perspective.

Procedures Use materials and basic drawing instruments correctly. Represent lines and basic geometrical shapes. Measure lengths and angles. Express technical ideas through sketches and clear simple diagrams. Communicate a technical piece of work through elevations of simple

objects. Structure information to be transmitted using expression codes. Analyse the shape of objects using drawing as an exploratory tool.


UNIT 7

GRAPHIC EXPRESSION AND COMMUNICATION

TECHNIQUES FOR GRAPHIC REPRESENTATION


Attitudes Appreciate neatness and order in the presentation of drawings. Show interest in the different forms of graphic expression and the tools

used. Show a positive and creative attitude towards practical problems. Appreciate the importance of maintaining a tidy and ordered work space.

ASSESSMENT CRITERIA

1. Know and use the tools and materials for technical drawing correctly.2. Draw basic geometric shapes and lines precisely and neatly.3. Draw sketches and diagrams of simple objects freehand.4. Distinguish between the different orthogonal projections of an object, correctly

identifying the faces visible from each viewpoint.5. Represent adequately the dihedral projections of an object.6. Use enlarging and reducing scales and understand their concepts.



ASSESSMENTCRITERIA

ACTIVITIES


1, 3, 5, 6 3, 6-8, 10, 26, 37RA 2, 3


1, 3 9, 12-15, 17-18, 21, 29RA 4-8


3, 4, 5, 6 22-23, 28-30, 38RA 4-8


1, 3, 6 1, 9, 11-15, 17-18, 23-24RA 3-6, 8


1, 3, 4, 6 9, 28RA 7




1, 3, 6 26


4, 6 4, 7, 11-12, 16, 19-20, 24, 31RA 1


2, 3, 4, 5, 6 12RA 10


1, 2, 3, 4, 5, 6 1, 5, 21, 24, 30-38RA 2-6, 10


4, 6 1, 4RA 2, 3, 10


6 8RA 5


2, 3, 4, 5, 6 6, 29-36RA 2-3


4, 5 22RA 10


4, 5, 6 2-3, 10-11, 16, 19-20, 24, 31 RA 2-3


2, 3, 4, 5, 6 9, 11


1, 3, 6 6-7, 18, 28RA 5




1, 3, 6 18, 25, 27-28RA 8-9

Cultural and artistic competenceAppreciate and understand forms of artistic and cultural expression and incorporate aspects of them into one’s own designs.

1 18





OBJECTIVES

1. Analyse simple strong structures, identifying the elements they are made up of and the loads and stresses they are subjected to.

2. Use simple structural elements appropriately to make small structures to solve specific problems.

3. Value the importance of shape and material in making structures and their relationship to the evolution of structural models throughout history.

CONTENTS

Concepts Forces and structures. Natural and artificial structures. Definition of loads: fixed and variable loads. Concept of internal tension and

stress. Main types of stress: traction, compression, bending, torsion and shear. Conditions of structures: rigidity, resistance and stability. Triangulation. Types of structure: massive, lintelled, vaulted, lattice, triangulated,

suspended, pneumatic, rolled and plate, geodesic. Main elements in artificial structures: floor slab, beam, pillar, column,

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

Procedures Identify the types of structure of simple objects and constructions. Analyse simple structures, identifying their component parts. Identify the stresses that the pieces of a simple structure are subjected to. Design and construct simple structures that solve a specific problem,

choosing appropriate structural models and using appropriate material for each element.

Attitudes Appreciate carrying out shared tasks. Show curiosity about the types of structures of objects around them. Value the importance of the structure of buildings and unusual

constructions. Be prepared to carry out tasks following a logical order, paying special

attention to the structural elements of their projects.


UNIT 8

STRUCTURES

STRUCTURES AND MECHANISMS


ASSESSMENT CRITERIA

1. Recognise how important structures are as elements that resist loads in the construction of technical objects.

2. Know the different types of structure used throughout history, describing their characteristics, advantages and disadvantages.

3. Identify different structural elements present in buildings and common constructions, and recognise their functions.

4. Understand the difference between the different stresses, give examples and describe their effects.

5. Recognise the stresses that affect the elements of a specific structure depending on particular loads.

6. Distinguish the conditions that a structure must have to fulfil its purpose (stability, resistance and rigidity) and control the resources available to achieve these conditions.

7. Design and build simple structures that solve specific problems, using the resources and concepts learnt in the unit.



ASSESSMENTCRITERIA

ACTIVITIES


1, 2, 3, 4, 5, 6 1-22RA 1-10


5, 6 3, 6-15, 20RA 8

Processing information and digital competenceUse information and communication technology confidently to obtain and report data and to simulate technological situations or processes.

1, 2 19

Linguistic competence (*)Communicate simple messages, verbally and in writing.

2 3, 6


1, 6, 7 RA 8-10


3 5, 21RA 1, 5-6


1, 4, 5 1, 17-18, 21RA 1, 3, 5-6




1, 2, 3, 4, 5, 6 3, 5, 17, 21RA 3, 8-10


3 1, 5, 20


3 19RA 3, 5


7 19-21


1, 2, 3, 4, 5, 6, 7 6, 10, 15-16, 20RA 9

Cultural and artistic competenceAppreciate and understand forms of artistic and cultural expression and incorporate aspects of them into one’s own designs.

2, 5, 6 2, 12, 19-20, 22





OBJECTIVES

1. Learn about the basic mechanisms of transmission and transformation of motion and their uses.

2. Identify simple mechanisms in complex machines and explain how they function as part of the whole.

3. Solve simple problems and calculate the gear ratio when possible.4. Use simulators to recreate the function of devices in the design of prototypes.5. Design and construct models of simple mechanisms and complete transmission

and transformation mechanisms.6. Value the importance of mechanisms in the workings of everyday machines.

CONTENTS

Concepts Law of the lever, motion of forces and gear ratios. Mechanisms that transmit motion (pulleys, compound pulleys, levers,

friction wheels, pulley trains with belts, gears and cogwheels, worm gears, gears with chains). Composition, workings and uses.

Mechanisms that transform motion (rack and pinion, nut and bolt, winch and crank handle, crank-link-slider, crankshaft, cam, eccentric cam). Composition, workings and uses.

Procedures Identify simple mechanisms in complex machines, explaining how they

function as part of the whole. Solve simple problems and calculate gear ratios. Design and construct models with different mechanical devices.

Attitudes Show interest in knowing how everyday technological objects work. Show respect for safety norms when using 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 willingness and personal initiative in participating in group tasks.

ASSESSMENT CRITERIA

1. Identify the simple mechanisms of transformation and transmission of motion found in complex machines and explain their function as part of the whole.

2. Solve simple problems and calculate the gear ratio when necessary.3. Design, construct and operate models with different mechanical devices.


UNIT 9

MECHANISMS




ASSESSMENTCRITERIA

ACTIVITIES


1, 2, 3 1-20RA 1-6


3 3-4, 6-14, 16-20RA 1-4


3 3, 6, 8-14, 17RA 1-3


2 3-4, 6, 8-14, 17RA 1-4


1, 2 15RA 5-6


1, 2 5


1, 2 RA 5-6


1, 2 5RA 4


1, 2, 3 1, 15, 19RA 1-2, 4-6


1, 2 1, 15, 19RA 1-2, 4




2, 3 3, 6-14, 17RA 1-4


3 7, 15-16, 19RA 1





OBJECTIVES

1. Learn about the different types of energy and their transformations.2. Differentiate the various sources of energy and classify them as renewable or

non-renewable.3. Identify environmental problems arising from the exploitation of natural energy

resources and technological activity.4. Determine the composition and how the main heat engines work: steam engine,

turbine, internal combustion engine and turbojet.5. Make a simple machine capable of transforming energy.

CONTENTS

Concepts Concept of energy. Units of measurement of energy. Types of energy: mechanical, nuclear, thermal, chemical, electrical,

electromagnetic, sound. Energy transformations. Principle of energy conservation. Power. Energy sources: general classification. Renewable energies (hydraulic,

solar, wind, marine, geothermal, biomass, municipal solid waste). Advantages and disadvantages.

Fossil fuels: petroleum, coal and natural gas. Production, extraction, storage, transport, distribution and uses. Environmental repercussions.

Heat engines. Description, how they work and uses. Steam engine, turbine, combustión engine, turbojet.

Procedures Distinguish between sources and types of energy. Classify and analyse the natural resources used to produce energy. Identify environmental problems arising from exploiting resources. Determine the components of different heat engines and study how they

work. Analyse a thermal power station. Construct a simple machine capable of transforming energy from one type

to another.


UNIT 10

ENERGY

ENERGY. HEAT ENGINES


Attitudes Recognise the importance of different energy sources in the world today. Show sensitivity towards the environmental impact of exploiting,

transforming and disposing of materials and energy, as well as the overuse and abuse of natural resources.

Show concern for the overconsumption and disposal of technological products.

Show willingness to adopt consumer habits that help save raw materials and energy.

Show interest in knowing about the benefits of recycling and be willing to select and make use of waste materials.

Respect safety rules when using tools, machines and materials.

ASSESSMENT CRITERIA

1. Identify the various types of energy and describe their transformation processes.

2. Classify the different energy sources into renewable and non-renewable.3. Describe the processes of producing and using energy from fossil fuels: coal,

petroleum and natural gas.4. Know the advantages and disadvantages of different energy sources and

determine the environmental problems arising from the exploitation of natural resources and technological activity.

5. Distinguish the components of a steam engine, an internal combustion engine, a turbine and a turbojet, and describe how they work.



ASSESSMENTCRITERIA

ACTIVITIES


1, 2, 3, 4, 5 1-28RA 1-13


3 14-16RA 9, 12-13


1, 2, 3, 4, 5 5-6, 8-10RA 3-4




1, 2, 3, 4, 5 3, 7, 13, 23, 28RA 1, 4, 6-8


1, 2, 3, 4, 5 16, 20RA 4, 6-7, 11-13


3, 5 4, 22RA 12-13


4 11, 17


4 4, 16, 19RA 12-13


1, 2, 3, 4, 5 11, 15, 17-18, 27


1, 2, 3, 4, 5 1, 4, 13, 15-16, 19-20, 22-28RA 5, 12-13


2, 3, 4, 5 RA 12-13


5 11-13, 15, 18-20, 23, 26


2 RA 12-13


1, 4, 5 13, 15, 19-20, 22, 26, 28RA 5


3, 4 16, 20RA 4, 6-7, 11-13


3 13, 16, 19-20, 26, 28RA 4-7, 11-13




1, 2, 3, 4, 5 1, 3, 15-16RA 9, 12-13


5 16, 20RA 10





OBJECTIVES

1. Identify the principal elements of a simple circuit and distinguish the function of each one.

2. Understand how electric current works in practice and learn about its properties and effects.

3. Express and communicate ideas and technical solutions related to electricity using appropriate symbols and vocabulary.

4. Learn about the useable effects of electricity and the ways to use them.5. Set up simple electric circuits in series and in parallel, joining the components

logically and carefully, and make elements to include in them.6. Analyse, design, make and manipulate materials, objects and simple electric

circuits safely.7. Know, value and respect safety rules for using electricity.

CONTENTS

Concepts Electric current. Electric circuits. Diagrams of electric circuits. Elements of an electric circuit: generators, receptors, and control and

protection elements. Measuring instruments. Effects of electric current: heat, light and motion. Electromagnetic effects. Electric quantities. Ohm’s law. Uses of Ohm’s law. Obtaining and transporting electricity. Safety rules when working with electricity. Circuits in series and in parallel.

Procedures Identify the different components of an electric circuit and how each works

as a part of the whole. Solve problems about the proportions of fundamental electric quantities. Analyse and experiment with the effects of electricity. Set up circuits in series and in parallel. Construct simple components in circuits (generators, switches, changeover

switches, resistors). Experiment with and design circuits with a simulator. Find information, present and evaluate different ways of obtaining,

transporting and using electricity.


UNIT 11

ELECTRICITY

SOLVING TECHNOLOGY PROBLEMS


Attitudes Respect safety rules when using materials, tools and systems. Show curiosity to learn about how electric devices and machines work. Show interest in tidiness, safety and in using an appropriate presentation

for electric systems. Look after and use measuring instruments appropriately. Evaluate critically the importance and consequences of using electricity. Show willingness and personal initiative to work supportively together in

groups.

ASSESSMENT CRITERIA

1. Analyse, design and set up simple electric circuits using appropriate symbols.2. Use a multimeter to measure voltage, current and resistance.3. Calculate electric quantities using Ohm’s law.4. Analyse and evaluate the effects of electrical energy on the environment.5. Describe different ways of obtaining and transporting electricity.6. Know about and apply the capacity of converting electrical energy into other

forms of energy (heat, light, electromagnetism).7. Know what safety measures to adopt when using electrical devices.



ASSESSMENTCRITERIA

ACTIVITIES


1, 2, 3, 4, 5, 6, 7 1-15RA 1-11


1, 3 13-15RA 5-6


4, 5 4RA 2


3 11, 13-15RA 4-6




1 4-5, 11RA 1, 5, 9


4, 5 RA 8


1 RA 8


1, 4 4RA 10


1, 2 2


5, 6 4RA 10


1, 3 2-3, 6-10RA 1, 3, 11


1, 2, 3, 4, 5, 6, 7 1-2, 6, 12RA 7, 10-11


2, 3, 4 1, 2, 6, 12RA 2, 7


5 RA 8


4, 5 4RA 2, 9




Documents

Programación Technologies I Core Concepts English (1 Mb)