OXFORD CLIL
BIOLOGY AND
GEOLOGY
ESO 3
Biology and Geology ESO 3
INDEX
1. INTRODUCTION
2
2. METHODOLOGY
4
3. BASIC COMPETENCES
8
4. ACTIVITIES, ATTENTION TO DIVERSITY,
ASSESSMENT OF BASIC COMPETENCES
ASSESSMENT,
AND
15
5. PROGRAMMES OF STUDY
Teaching schedule
19
19
SECTION I. THE HUMAN BODY AND NUTRITION
Unit 1. The organisation of the human body
Unit 2. Food and nutrition
Unit 3. The respiratory and digestive systems
Unit 4. The circulatory and excretory systems
19
19
22
25
28
SECTION II. INTERACTION AND REPRODUCTION
Unit 5. The nervous and endocrine systems
Unit 6. Receptors and effectors
Unit 7. Reproduction
31
31
34
37
SECTION III. HEALTH AND ILLNESS
Unit 8. Health and illness
40
40
SECTION IV. THE NATURAL ENVIRONMENT AND INTERACTION WITH
HUMANS
Unit 9. Geological processes on the Earth's surface
Unit 10. Humans and the environment
44
44
48
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1. INTRODUCTION
This document refers to the third year ESO syllabus for Natural Sciences (Biology
and Geology) 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 feature of 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.
In each of the 10 teaching units for this subject and school year, concepts, procedures
and attitudes are all interlinked and geared towards the teaching and learning process.
Each one performs a different, yet complementary, role in the students' learning
process. This is also clearly reflected in the assessment criteria and the basic
competences and subcompetences, which each apply to different content types and
require different approaches in the classroom. Students should always be encouraged
to participate and learn to work independently as well as in a team, in such a way that
they themselves construct their own knowledge, another feature of competence-based
education. This is even more essential in a bilingual context. Teaching students the
values of a democratic, free, tolerant and multicultural society continues to be one of
the priorities of the education system, as reflected in the objectives of this stage of
education and in those of this subject in particular. In the different units, students will
develop the skills directly linked to all the basic competences and, in addition,
competence in the foreign language.
Each teaching unit starts with an opening section which presents the unit contents
through a series of questions. These can help to remind students of their previous
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knowledge of the upcoming contents (linked to the contents of 1st and 2nd year ESO),
The subsequent unit contents are presented in a clear, organised and concise way.
The approach to each topic, the vocabulary, 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
using explanatory boxes and visual support (photographs, illustrations, etc.), which is a
key learning tool, helping students understand new concepts and language more
easily. 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. In other words, it should be meaningful. As such, whenever
possible, the contents are presented through real, familiar examples, so that the
students become both 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.
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 support and document 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 contents are divided into 10 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
The textbook used is Biology and Geology ESO 3 (Oxford CLIL, Oxford EDUCACIÓN,
2011), written by Antonio M.ª Cabrera Calero, Miguel Sanz Esteban and Jesús
Bárcena Rodríguez and adapted for CLIL by Claire Thacker. Other components for
teachers include the Teacher’s Book which contains the answers to the activities and
Photocopiable materials with laboratory practicals for reinforcement and extension,
Tests and Assessments of basic competences).
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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 CLILbased 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.
The development of scientific knowledge in the ESO 3 natural sciences curriculum
focuses exclusively on biology and geology. These two subjects, along with physics
and chemistry, share a common and set method of representing and analysing reality.
This specialisation does not go against the principle of interdisciplinary study: scientific
knowledge, in general, and a knowledge of natural sciences, in particular, cannot be
studied using a piecemeal approach. Students must be made aware that there are
certain research procedures that are shared by all fields of science, and it is therefore
essential that the curriculum should include, for example, competence in knowledge
and interaction with the physical world. As a result, this course includes a section of
contents and a series of assessment criteria shared by both subjects, as well as others
that are specific to each of them.
One of the key aims of secondary education is to teach students basic scientific literacy
skills (i.e. to familiarise them with basic scientific ideas). The goal is not to train
biologists or geologists but to provide students with instrumental knowledge that
enables them to understand many of the problems affecting the natural world and the
environment. This will in turn allow them to understand their own role in the sustainable
development of our planet Earth.
These aims can only be achieved if the course contents (concepts, facts, theories, laws
etc.) are taught based on the students' prior knowledge and their own environment. If
we also take into account that, throughout the course of history, scientific advances
have become one of the paradigms of social progress, we can see that these advances
are fundamentally important to students' education, an education which should follow a
rational empirical approach to knowledge. It is also important to emphasise what a
scientific approach can bring to students: strategies and skills for learning any subject
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(formulating hypotheses, checking results, research, working in groups, etc.), which are
closely related to some of the basic competences.
The knowledge of natural sciences acquired by students in the two previous years of
schooling is more general and should be consolidated and expanded on during this
year (the last in which this subject is compulsory for all students) and the next (for
students who choose to continue studying it). Practical activities should also be
included, which are relevant to the real work of a scientist and help to explain the world
around us.
As such, the study of Biology and Geology throughout this year will:
 Take into account that knowledge is not always conceptual in character: it also
includes procedures and attitudes. These three different types of knowledge are
always presented in such a way in the course that they encourage students to
interpret their environment themselves and to achieve the basic competences in
this subject, which implies employing the scientific method.
 Achieve meaningful, relevant and functional learning, so that students can apply
the course contents/knowledge acquired to their own understanding of their
immediate natural surroundings (learning competences) and to the study of
other subjects.
 Promote constructive learning, so that the course contents lead to learning.
 Cover basic topics appropriate to students' individual cognitive capabilities.
 Encourage students to work individually and as part of a team.
In order to implement the three-pronged approach of concepts, procedures and
attitudes, and to help students acquire certain basic competences, the proposed
methodology must take into account the fact that new science is constantly being
discovered and received wisdom reviewed. Our scientific knowledge of the world is in a
constant state of flux. The course must both equip students with information and
highlight the active role that they should themselves take in the learning process.
Various strategies can be used to do this:
 Teaching some of the most commonly used methods in science and scientific
research, asking students to apply the methods covered in each unit.
 Creating appealing, motivating scenarios and contexts which help students to
overcome any resistance they may have to learning science.
 Providing practical activities that help students to apply scientific methods and
that motivate them to study.
 Using different types of visual aids which make it easier for students to
understand and learn new concepts quickly, and help them to achieve the
course objectives and the basic competences.
Earlier, we discussed how important it is for students to take an active role in the
gradual construction of their own knowledge. As such, any methodological resource
(and textbooks are still one of the best) should be used in such a way that students
continue to participate in the day-to-day learning process. However, in today's context,
where the use of information and communication technologies (the Internet, digital
resources, etc.) is so widespread, and digital classrooms (with interactive whiteboards,
video projectors, etc.) are becoming more common due to various national and
regional programmes, information and communication technologies are a key part of
the teaching and learning process. Not only can they be used to obtain information,
they also help the development of other basic competences included in the curriculum
(data processing and digital competence, learning to learn, etc.) and have proven to be
an effective resource, facilitating learning and thus improving academic results.
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To summarise, the methodological principles on which the materials are based and
which teachers should bear in mind in the classroom learning process are:
 To approach contents in a manner that helps students learn in a meaningful,
significant way.
 To introduce concepts in a clear, simple and reasoned way, using language
adapted to the students' level and helping to improve their spoken and written
expression both in the foreign language and their mother tongue (linguistic
competence).
 To use learning strategies that encourage students to analyse and understand
facts about science and nature
Each unit of the Student’s Book has the same structure, and each section aims to meet
the various methodological requirements outlined above:

An opening page, with a series of initial questions and 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, in the form of boxes, drawings, data tables,
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.
 Activity pages:
Content pages are interspersed with pages of activities which 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.
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-
In addition, Listening activities are included which help to reinforce
vocabulary and pronunciation and develop oral comprehension.

A single 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 describe and explain a process or concept, express and exchange
opinions, 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.

A page at the end of each unit on the Development of basic competences,
containing a series of activities which relate the basic competences that
students must acquire throughout the course to everyday situations.

A summary table of the unit contents for students to complete.

Assessments of basic competences:
- In the Teacher’s Book there Assessments of basic competences for each
section (Units 1-4, Units 5-7, Unit 8 and Units 9-10), which are designed to
assess students' basic competences, i.e. their ability to apply the knowledge
acquired in real-life situations.

The final section of the Student’s Book is Sciences in practice, a section which
includes techniques that will help students to observe, analyse and understand
scientific activity and natural phenomena (looking for information, applying
scientific procedures interpreting data and information, using materials and
instruments carefully, carrying out laboratory experiments, etc.).
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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
the information that 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.
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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 COMPETENCE
This 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 COMPETENCE
First 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
WORLD
This 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 contributes 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.
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
DATA PROCESSING AND DIGITAL COMPETENCE
This 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 CITIZENSHIP
Once 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 COMPETENCE
This 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 LEARN
This 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 INITIATIVE
This 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 (extracurricular 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
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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 also
enable students to achieve other objectives, both at school and afterwards,
guaranteeing ongoing learning.
The different elements of the curriculum are 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.

COMPETENCE IN KNOWLEDGE AND INTERACTION WITH THE PHYSICAL
WORLD
This is the most important competence in this subject. In order to acquire this
competence, students must gain a sound knowledge of concepts and the interrelationships between them, observe the physical world and natural
phenomena, acquire a knowledge of human impact, multi-causal analysis, etc.
However, like other competences, this one requires students to become familiar
with the scientific method as a work method, so that they can act rationally and
reflectively in many aspects of their academic, personal and professional lives.

MATHEMATICAL COMPETENCE
By using mathematical language to quantify natural phenomena, analyse cause
and effect, convey data, etc., in short, to understand the quantitative aspects of
natural phenomena and the use of mathematical tools, students become aware
that mathematical knowledge is of real use in many aspects of their own lives.

DATA PROCESSING AND DIGITAL COMPETENCE
To understand physical and natural phenomena, it is essential that students
know how to work with data (obtaining, selecting, handling, analysing and
presenting it) from various sources (written, audiovisual, etc.), not all of which
are as reliable and objective as others. So information obtained from traditional
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written sources as well as new technologies must be analysed according to
critical, scientific criteria.

SOCIAL COMPETENCE AND CITIZENSHIP
This subject works on this competence in two key ways: by preparing students
to participate in decision-making as part of society, for which scientific literacy is
required; and by providing them with a knowledge of how, historically, scientific
advances have played a role in the evolution and progress of society (and
people), but also that it has had negative repercussions for humanity, and that
the resulting risks to people and the environment must be controlled
(sustainable development).

LINGUISTIC COMPETENCE
This competence is worked on in two key ways: the use of the foreign language
as a communicative tool in the education process (subject-specific vocabulary
that students should incorporate into their day-to-day vocabulary and general
academic language); and the importance of the way that information is
expressed in all the curriculum contents.

LEARNING TO LEARN
This competence gives students the skills and strategies that they need to help
them learn throughout their lives, building up and conveying scientific
knowledge. It also allows them to integrate that new knowledge into their
existing knowledge, and analyse it, drawing on the techniques that make up the
scientific method.

AUTONOMY AND PERSONAL INITIATIVE
This competence equips students to think critically and scientifically, enabling
them to dismiss non-scientific dogmas and prejudice. To do this, they must do
science, in other words, tackle problems, analysing them, suggesting solutions,
assessing consequences, etc.
We have now looked at the seven basic competences that are expressly linked to the
subject. 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
Recognise what can be investigated
scientifically:
differentiate
between
scientific and non-scientific problems and
explanations.
1, 2, 3, 4, 5, 6, 7, 8, 9 and 10
1, 6, 7 and 9
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Use strategies to look for different types
of scientific information. Understand and
select appropriate information from a
variety of sources.
Recognise the key features of scientific
investigation:
understand
variables,
formulate
hypotheses,
design
experiments, analyse and contrast data,
detect regular patterns, make calculations
and estimates.
Understand basic scientific principles and
concepts and identify the relationships
between
them:
causal,
influential,
qualitative and quantitative.
Describe
and
explain
processes
scientifically and predict changes. Use
explanatory models.
Apply scientific knowledge to everyday
situations.
Interpret data and scientific experiments.
Draw conclusions and communicate them
in different formats in a correct, wellorganised and coherent manner.
Argue for or against conclusions and
identify the assumptions, proofs, and
reasoning behind them.
Consider the impact of human activity and
scientific and technological advances on
the history of mankind and identify its
impact on the environment today.
Take into account different points of view
on an issue. Avoid inappropriate
generalizations. Question preconceived
ideas and prejudices. Avoid dogmatism.
Take responsibility for oneself, resources
and the environment. Be familiar with
healthy lifestyle habits based on
advances in scientific knowledge: in the
context of one’s personal life, that of the
community
and
the
environment
Understand the importance of taking
precautions.
Know one’s own body and the
relationship between habits, lifestyles and
health.
Draw on knowledge and employ
strategies in order to participate in
decision-making relating to local and
global issues.
Mathematical competence
Use mathematical terms to
natural phenomena.
quantify
1, 5, 6, 8 and 9
1, 4 and 10
1, 2, 3, 4, 5, 6, 7, 8 and 9
1, 2, 3, 4, 5, 6, 7, 8, 9 and 10
1, 2, 3, 4, 5, 6, 7, 8 and 10
1, 3 and 4
1
2, 8, 9 and 10
7 and 8
2, 4, 8 and 10
2, 3, 4, 5, 6, 7 and 8
5
2, 4, 9 and 10
2, 4, 9 and 10
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Data
processing
and
digital
competence
Apply scientific principles to searching for,
collecting, selecting, processing and
presenting information.
Use and produce schematic diagrams,
mind maps, reports and papers.
Use information and communication
technologies to communicate, gather
information, give feedback, simulate and
visualise situations, find and process
data.
1, 2, 3, 4, 5, 6, 7, 8, 9 and 10
Social competence and citizenship
Understand and explain socially relevant
issues from a scientific perspective.
Recognise
the
consequences
of
technological and scientific developments
that can have a detrimental impact on
people and the environment.
1, 2, 7, 8, 9 and 10
1, 2, 7, 8 and 10
Linguistic competence
Use the correct scientific terminology in
texts
and
argumentation
involving
scientific content.
Understand and interpret messages
about natural sciences.
1, 2, 3, 4, 5, 6, 7, 8, 9 and 10
Learning to learn
Assimilate knowledge of science and
scientific procedures in order to
understand information obtained both
from students’ own experience and
written and audiovisual media.
1, 2, 3, 4, 5, 6, 7, 8, 9 and 10
Autonomy and personal initiative
Develop a critical attitude. Confront
problems and take part in developing
possible solutions.
Develop the capacity to analyse
situations, evaluating the factors that
have influenced them and their possible
consequences.
1, 2, 3, 4, 5, 6, 7, 8, 9 and 10
1, 3, 4, 5 and 6
1, 2, 3, 4, 5, 6, 7, 8, 9 and 10
5, 6 and 9
9 and 10
1, 2, 3, 4, 5, 6, 7, 8, 9 and 10
1, 3, 4, 5 and 6
1, 2, 3, 4, 5, 6, 7, 8, 9 and 10
2, 5, 7, 8 and 10
1, 2, 3, 4, 5, 6, 7, 8, 9 and 10
In order to demonstrate that 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.
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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. These activities have different educational aims, and are
therefore more or less expressly linked to the different content types and the basic
competences (in the Assessments of basic competences for each section).
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 both when the topics are first introduced and also in
specific sections in the Student's Book, especially in the Sciences in practice section.
They focus on reading, finding information, applying scientific methods, interpreting
data and information, using materials and instruments with care, doing laboratory
experiments, etc. These are procedures (as well as attitudes to work) that students
should understand very well because they will continue to use them throughout the four
years of secondary education (what the curriculum calls common contents) and they
will help them to achieve some of the basic competences.
It is important to highlight that the activities in the Oxford CLIL Natural Sciences course
have been systematically adapted to the contents studied. Students understand and
remember what they learn in class by completing the activities. All of the course
materials use different sources of information, from articles from specialist magazines
and newspapers to websites and books. This means that teachers can decide which
materials are best suited to the learning style of their students.
ATTENTION TO DIVERSITY
When a teaching and learning process is centred around identifying students' needs, it
is essential to provide students with as many educational resources as possible so that
their learning can be adapted to their own capabilities, in some cases because they are
greater than the group average, and in others because the pace of learning must be
readjusted because a student is having difficulties. In order to cater for a diversity of
levels of knowledge and learning capacity, Laboratory practicals are included for each
unit. These are split into two categories, extension and reinforcement, and are included
in the teacher's materials. Teachers will decide when and how these activities should
be used, as by their very nature they are not always appropriate for all students.
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
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Biology and Geology ESO 3
not count towards the final grade) and the final assessment, 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: written work, oral presentations and debates,
classwork, research,
their attitude to learning, accuracy of expression, selfassessment, 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 40%, projects 20%, and classwork and
reading 40%. 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
justification. 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 BASIC 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
Competence in knowledge and interaction
with the physical world
TERM TESTS
1st
2nd
3rd
FINAL TEST
O
E
Recognise what can be investigated scientifically:
differentiate between scientific and non-scientific
problems and explanations.
Use strategies to look for different types of scientific
information. Understand and select appropriate
information from a variety of sources.
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Recognise the key features of
scientific
investigation: understand variables, formulate
hypotheses, design experiments, analyse and
contrast data, detect regular patterns, make
calculations and estimates.
Understand basic scientific principles and concepts
and identify the relationships between them: causal,
influential, qualitative and quantitative.
Describe and explain processes scientifically and
predict changes. Use explanatory models.
Apply scientific knowledge to everyday situations.
Interpret data and scientific experiments. Draw
conclusions and communicate them in different
formats in a correct, well-organised and coherent
manner.
Argue for or against conclusions and identify the
assumptions, proofs, and reasoning behind them.
Consider the impact of human activity and scientific
and technological advances on the history of
mankind and identify its impact on the environment
today.
Take into account different points of view on an
issue. Avoid inappropriate generalizations. Question
preconceived
ideas
and
prejudices.
Avoid
dogmatism.
Take responsibility for oneself, resources and the
environment. Be familiar with healthy lifestyle habits
based on advances in scientific knowledge: in the
context of one’s personal life, that of the community
and the environment Understand the importance of
taking precautions.
Know one’s own body and the relationship between
habits, lifestyles and health.
Draw on knowledge and employ strategies in order
to participate in decision-making relating to local and
global issues.
OVERALL
Mathematical competence
Use mathematical
phenomena.
terms
to
quantify
natural
OVERALL
Data processing and digital competence
Apply scientific principles to searching for, collecting,
selecting, processing and presenting information.
Use and produce schematic diagrams, mind maps,
reports and papers.
Use information and communication technologies to
communicate, gather information, give feedback,
simulate and visualise situations, find and process
data.
OVERALL
Social competence and citizenship
Understand and explain socially relevant issues from
a scientific perspective.
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Recognise the consequences of technological and
scientific developments that can have a detrimental
impact on people and the environment.
OVERALL
Linguistic competence
Use the correct scientific terminology in texts and
argumentation involving scientific content.
Understand and interpret messages about natural
sciences.
OVERALL
Learning to learn
Assimilate knowledge of science and scientific
procedures in order to understand information
obtained both from students’ own experience and
written and audiovisual media.
OVERALL
Autonomy and personal initiative
Develop a critical attitude. Confront problems and
take part in developing possible solutions.
Develop the capacity to analyse situations,
evaluating the factors that have influenced them and
their possible consequences.
OVERALL
O: Ordinary final assessment
E: Extraordinary final assessment
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Biology and Geology ESO 3
5. PROGRAMMES OF STUDY
The contents of this course have been organised into 10 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.
THE HUMAN BODY AND NUTRITION
UNIT 1
THE ORGANISATION OF THE HUMAN BODY
OBJECTIVES
1. Recognise the structure of an animal cell and identify it as the structural and
functional unit of the human body.
2. Recognise the characteristics of a human being as a multi-cellular organism.
3. Compare tissues, organs and systems.
4. Learn and recognise the main human tissues.
5. Identify the systems that work together especially in the functions of nutrition,
reaction to stimuli and reproduction.
6. Explain the relationship between all of the systems that make up the human
body.
CONTENTS
Concepts
 Cells, tissues, organs and systems.
 Human tissues.
 Systems.
 The relationship between different systems.
Procedures
 Acquire subject-specific vocabulary.
 Produce charts and diagrams of a cell and label its parts.
 Study the organs in a clastic model.
 Analyse photos of tissues.
 Produce diagrams of human tissues and systems.
 Find and identify human organs.
Attitudes
 Recognise that human beings are multi-cellular organisms.
 Evaluate the importance of science to develop an understanding of the
human body.
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Biology and Geology ESO 3




Show interest in the study of the structure and functions of our body.
Recognise the importance of the correct functioning of each part of our
body to maintain our vital functions.
Evaluate the importance of using models to build an understanding of the
human body.
Understand the importance of the co-ordination of the different parts of a
system for the correct end result.
ASSESSMENT CRITERIA
1. Identify the cell as the structural and functional unit of the human body.
2. Define the terms tissue, organ and system and work out the relationship
between them.
3. Explain the different tissues that make up the human body and the function they
carry out.
4. Explain the systems in the human body and the function they carry out in the
body as a whole.
5. Identify relationships between the systems in the human body.
COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES
COMPETENCES /
SUBCOMPETENCES
ASSESSMENT
CRITERIA
ACTIVITIES
Competence in knowledge and interaction with the physical world
Recognise what can be
investigated
scientifically:
differentiate
between
scientific and nonscientific
problems and explanations.
Use strategies to look for
different types of scientific
information. Understand and
select appropriate information
from a variety of sources.
Recognise the key features of
scientific
investigation:
understand
variables,
formulate hypotheses, design
experiments, analyse and
contrast data, detect regular
patterns, make calculations
and estimates.
Understand basic scientific
principles and concepts and
identify
the
relationships
between
them:
causal,
influential, qualitative and
quantitative.
Describe
and
explain
processes scientifically and
predict
changes.
Use
explanatory models.
Apply scientific knowledge to
everyday situations.
1, 2, 3, 4, 5
1, 9, 10, 16, 19
RA 1, 2, 3, 4, 5, 9, 10
DC 4
1, 3, 4
5, 18
RA 11
DC 4, 5, 6, 7
1, 3, 4
1, 8, 9, 10, 16
RA 5, 9, 10
DC 2, 7
1, 2, 3, 4, 5
1, 2, 5, 6, 8, 10,
11, 14, 15, 18, 19
RA 1, 2, 3, 5, 6, 8
DC 1, 2, 3
1, 3, 4
1, 4, 9, 13, 17
RA 4, 5
1, 3, 4, 5
RA 10, 11
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Interpret data and scientific
experiments.
Draw
conclusions
and
communicate
them
in
different formats in a correct,
well-organised and coherent
manner.
Argue
for
or
against
conclusions and identify the
assumptions, proofs, and
reasoning behind them.
1, 3, 4, 5
8, 9, 13, 16, 18, 19
RA 2, 4, 9, 10, 11
DC 2, 7
1, 3, 4
9, 13, 16
RA 9, 10
Data processing and digital competence
Apply scientific principles to
searching
for,
collecting,
selecting, processing and
presenting information.
Use and produce schematic
diagrams, mind maps, reports
and papers.
1, 3, 4, 5
3, 8, 10, 19
RA 11
DC 7
1, 2, 3, 4, 5
3, 10, 18, 19
RA 11
1, 3, 4, 5
RA 10, 11
DC 7
1, 2, 3, 4, 5
1, 4, 5, 6, 9, 10,
11, 16, 17, 19
RA 1, 2, 3, 4, 7, 9, 10, 11
DC 1, 2, 4, 5, 7
4, 13
RA 2, 3, 7, 11
DC 2, 3, 5, 6
Social competence and citizenship
Understand
and
explain
socially relevant issues from
a scientific perspective.
Linguistic competence (*)
Use the correct scientific
terminology in texts and
argumentation
involving
scientific content.
Understand and interpret
messages
about
natural
sciences.
1, 3, 4
Learning to learn
Assimilate
knowledge
of
science
and
scientific
procedures in order to
understand
information
obtained both from students’
own experience and written
and audiovisual media.
3, 4, 5
RA 10, 11
DC 2, 3, 5, 6, 7
1, 3, 4, 5
9
RA 2, 9, 10, 11
DC 6
Autonomy and personal initiative
Develop the capacity to
analyse situations, evaluating
the
factors
that
have
influenced them and their
possible consequences.
RA: Revision activities
DC: Development of basic competences
*All the sub-competences 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.
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Oxford CLIL (Oxford EDUCACIÓN)
Biology and Geology ESO 3
UNIT 2
FOOD AND NUTRITION
OBJECTIVES
1. Explain why diet is important for us to stay healthy.
2. Understand nutritional needs.
3. Know the different nutrients and food groups.
4. Understand the requirements of a complete and balanced diet.
5. Evaluate the Mediterranean diet.
6. Learn about special diets which are necessary in certain circumstances.
7. Describe the consequences of an incorrect diet.
8. Understand the different methods for preserving food.
9. Identify incorrect dietary habits.
10. Learn about genetically modified food and evaluate its advantages and
disadvantages.
CONTENTS
Concepts
 Food and nutrition.
 Nutrients.
 Nutritional needs.
 Diets. Balanced and special diets.
 Inadequate diets.
 Food preserving and higiene.
 Dietary habits and their relationship with health.
 Genetically modified food: advantages and disadvantages.
Procedures
 Acquire subject-specific vocabulary.
 Produce a balanced diet.
 Investigate food additives.
 Carry out experiments on food preserving.
 Study the composition of some foodstuffs and investigate specific
compounds present in them.
 Make some simple foods.
 Study food labels.
 Record data on daily energy needs.
 Group discussion on dietary habits in different parts of the world.
Attitudes
 Tolerate and respect the physical differences that can occur from dietary
problems: obesity, thinness, anorexia, etc.
 Evaluate the consequences of dietary habits on health.
 Show awareness of the nutritional needs in developing countries.
 Evaluate the need to satisfy daily nutritional needs.
 Make an effort to change incorrect dietary habits.
 Reject rotten food or food with few nutritional properties.
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 Develop a critical awareness of advertising that makes us buy at all costs.
ASSESSMENT CRITERIA
1.
2.
3.
4.
5.
6.
7.
8.
Understand the terms nutrition, nutrients and food.
Understand nutritional needs.
List different types of food and the different food groups.
Learn the requirements of a balanced diet.
Produce balanced and special diets.
Describe the consequences of an incorrect diet.
Know the different food preserving methods.
Explain the advantages and disadvantages of different dietary habits.
COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES
COMPETENCES /
SUBCOMPETENCES
ASSESSMENT
CRITERIA
ACTIVITIES
Competence in knowledge and interaction with the physical world
Understand basic scientific
principles and concepts and
identify
the
relationships
between
them:
causal,
influential, qualitative and
quantitative.
Describe
and
explain
processes scientifically and
predict
changes.
Use
explanatory models.
Apply scientific knowledge to
everyday situations.
Consider the impact of
human activity and scientific
and technological advances
on the history of mankind and
identify its impact on the
environment today.
Take
responsibility
for
oneself, resources and the
environment. Be familiar with
healthy lifestyle habits based
on advances in scientific
knowledge: in the context of
one’s personal life, that of the
community
and
the
environment. Understand the
importance
of
taking
precautions.
Know one’s own body and
the
relationship
between
habits, lifestyles and health.
1, 2, 3, 4, 5, 6, 8
4, 8, 10, 13, 16, 18,
19, 20, 21, 27, 29, 33,
38, 42, 45, 48, 54
RA 6, 7
DC 1, 2, 6, 7
1, 2, 3, 4, 5, 6, 7, 8
10, 13, 16, 20, 21, 22,
29, 30, 37, 42, 45
RA 5
1, 2, 3, 4, 5, 6, 7, 8
8, 13, 27, 28, 29,
30, 31, 48, 54
RA 3, 4, 7
DC 2, 3, 4
8, 13, 29, 38, 39, 41, 42, 44,
45, 46, 48, 49, 55, 56, 59
1, 2, 3, 4, 5, 6, 7, 8
1, 2, 3, 4, 5, 6, 7, 8
2, 4, 11, 13, 27, 28,
29, 30, 31, 49, 57, 58
RA 1, 4, 5, 6, 7
DC 2, 4
1, 2, 3, 4, 5, 6, 8
2, 13, 27, 28, 29, 30, 31,
33, 35, 51, 54, 55, 56, 57
RA 1, 4, 5
2, 3, 6
22, 46
RA 3, 6, 7
Mathematical competence
Use mathematical terms to
quantify natural phenomena.
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Biology and Geology ESO 3
DC 1, 2, 4
Data processing and digital competence
Use and produce schematic
diagrams, mind maps, reports
and papers.
1, 2, 3, 4, 5, 6, 7, 8
8, 23, 30, 51, 54
Social competence and citizenship
Understand
and
explain
socially relevant issues from
a scientific perspective.
1, 2, 3, 4, 5, 6, 7, 8
29, 30, 33, 41, 49, 51,
53, 54, 55, 56, 57
1, 2, 3, 4, 6, 7, 8
10, 13, 15, 18, 21,
30, 33, 49, 54, 59
RA 5, 6
DC 5, 6, 7
4, 5, 6, 7, 8
8, 22, 25, 27, 28,
29, 30, 32, 46, 54
RA 4, 6, 7
DC 5, 6, 7
1, 2, 3, 6, 7, 8
33, 46, 49, 53, 59
DC 2, 3, 4
1, 2, 3, 6, 7, 8
16, 22, 29, 30, 54
RA 6, 7
DC 2, 3, 4, 5, 6, 7
Linguistic competence (*)
Use the correct scientific
terminology in texts and
argumentation
involving
scientific content.
Learning to learn
Assimilate
knowledge
of
science
and
scientific
procedures in order to
understand
information
obtained both from students’
own experience and written
and audiovisual media.
Autonomy and personal initiative
Develop a critical attitude.
Confront problems and take
part in developing possible
solutions.
Develop the capacity to
analyse situations, evaluating
the
factors
that
have
influenced them and their
possible consequences.
RA: Revision activities
DC: Development of basic competences
*All the sub-competences 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.
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Oxford CLIL (Oxford EDUCACIÓN)
Biology and Geology ESO 3
UNIT 3
THE DIGESTIVE AND RESPIRATORY SYSTEMS
OBJECTIVES
1. Recognise the organs and systems that are involved in the function of nutrition.
2. Locate the organs that belong to the digestive and respiratory systems.
3. Describe the anatomical structure of these organs and understand how they
work.
4. Understand the relationship that exists between the different digestive organs to
carry out the digestive process.
5. Explain the processes that take place from when food is ingested to when the
nutrients enter the bloodstream.
6. Understand the relationship between the organs involved in the respiratory
system.
7. Explain the mechanisms that allow oxygen to enter the bloodstream and carbon
dioxide to be expelled.
CONTENTS
Concepts
 Human nutrition.
 Systems that are involved in the function of nutrition.
 Anatomy of the digestive and respiratory system.
 Preparation for the digestive process.
 The digestive process in the stomach and in the intestines.
 Absorption of nutrients.
 The transport and preparation of air in the airways.
 Gas exchange in the lungs. Pulmonary ventilation.
Procedures
 Acquire subject-specific vocabulary.
 Produce models that simulate the physiological processes of digestion and
respiration.
 Carry out investigations on pulmonary ventilation.
 Produce charts and diagrams of the respiratory and digestive systems and
anatomical studies of both with charts and plastic models.
 Watch videos and slides about the physiology of both systems.
Attitudes
 Recognise the importance of the proper functioning of the digestive and
respiratory systems.
 Evaluate the need to eat appropriately and to avoid eating in excess or too
quickly.
 Be aware of the importance of good oral hygiene to keep the mouth in good
health.
 Reject drinking alcoholic beverages and the use of tobacco.
 Develop a critical awareness of the advertising of such products.
 Take appropriate care in polluted environments and/or ones full of dust;
thus avoiding chills that could affect the respiratory system.
25
Oxford CLIL (Oxford EDUCACIÓN)
Biology and Geology ESO 3
ASSESSMENT CRITERIA
1. Understand the need for nutrition and know the organs and systems that work
in that process.
2. Describe the basic processes of digestion and the relationship between the
structure of the organs and their function.
3. Explain step-by-step the changes that take place in food from the point when it
enters the mouth until the point when nutrients enter the bloodstream.
4. Understand and describe the respiratory system and the role of the different
organs in it.
5. Understand the process of gas exchange in the pulmonary alveoli.
6. Analyse graphs and diagrams of the digestive and respiratory systems.
COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES
COMPETENCES /
SUBCOMPETENCES
ASSESSMENT
CRITERIA
ACTIVITIES
Competence in knowledge and interaction with the physical world
Understand basic scientific
principles and concepts and
identify
the
relationships
between
them:
causal,
influential, qualitative and
quantitative.
Describe
and
explain
processes scientifically and
predict
changes.
Use
explanatory models.
Apply scientific knowledge to
everyday situations.
1, 2, 3, 4, 5, 6
Interpret data and scientific
experiments.
Draw
conclusions
and
communicate
them
in
different formats in a correct,
well-organised and coherent
manner.
Know one’s own body and
the
relationship
between
habits, lifestyles and health.
1, 2, 3, 4, 5, 6
1, 2, 3, 4, 5, 6
1, 2, 3, 4, 5, 6
1, 2, 3, 4, 5, 6
1, 2, 5, 7, 8, 9, 10, 11, 12,
16, 17, 20, 22, 23, 25, 26,
27, 28, 29, 30, 33, 36, 37,
38, 39, 40, 43, 44, 45
RA 2, 4, 5, 6
DC 1, 2, 4
10, 11, 17, 20, 27, 30, 38,
39, 40, 42, 43, 45, 46
RA 5, 6
DC 4
10, 30, 38, 46
RA 4
DC 1, 2, 6
25, 27, 28, 29, 38, 39, 46
RA 1, 4, 5
DC 3, 5
1, 7, 10, 11, 12, 16, 17,
18, 19, 25, 27, 40, 46
RA 5
DC 1, 4
Data processing and digital competence
Apply scientific principles to
searching
for,
collecting,
selecting, processing and
presenting information.
Use and produce schematic
diagrams, mind maps, reports
and papers.
1, 2, 3, 4, 6
29, 30
1, 2, 3, 4, 5, 6
RA 3
DC 5
26
Oxford CLIL (Oxford EDUCACIÓN)
Biology and Geology ESO 3
Linguistic competence (*)
Use the correct scientific
terminology in texts and
argumentation
involving
scientific content.
Understand and interpret
messages
about
natural
sciences.
1, 2, 3, 4, 5, 6
1, 2, 3, 4, 5, 6
8, 10, 11, 17, 25,
27, 30, 38, 40
RA 5, 6
DC 3, 4, 5
16, 17, 18, 25, 27, 28, 38, 39
RA 1, 4
DC 3, 6
Learning to learn
Assimilate
knowledge
of
science
and
scientific
procedures in order to
understand
information
obtained both from students’
own experience and written
and audiovisual media.
1, 2, 3, 4, 5, 6
10, 38, 44, 46
DC 3, 4, 6
1, 2, 3, 4, 5, 6
10, 11, 12, 16, 17,
25, 27, 29, 39
RA 4, 5
DC 4, 5
Autonomy and personal initiative
Develop the capacity to
analyse situations, evaluating
the
factors
that
have
influenced them and their
possible consequences.
RA: Revision activities
DC: Development of basic competences
*All the sub-competences 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.
27
Oxford CLIL (Oxford EDUCACIÓN)
Biology and Geology ESO 3
UNIT 4
THE CIRCULATORY AND EXCRETORY SYSTEMS
OBJECTIVES
1. Understand the importance of the internal milieu for the overall functioning of
the whole body.
2. List the components of blood and lymph and explain the function of each.
3. Describe the anatomical structure of the circulatory and excretory systems.
4. Understand how the heart works.
5. Explain the process of blood circulation in arteries and veins.
6. Describe the circulatory circuits.
7. Locate and identify the excretory organs.
8. Understand how urine is formed.
CONTENTS
Concepts
 The internal milieu.
 Blood: what it is made up of and the vessels it moves through.
 The heart: its structure and function.
 Blood circulation: how it works and circulatory circuits.
 Lymph and the lymphatic system.
 The excretory system.
 The structure and function of the urinary system.
Procedures
 Acquire subject-specific vocabulary.
 Measure blood pressure.
 Dissect a pig’s or a lamb’s kidney.
 Analyse graphs and diagrams about blood circulation and heartbeat.
 Analyse simple data on blood and urine.
 Study the anatomy of the circulatory and excretory systems using diagrams
and illustrations.
 Draw diagrams of the circulatory system, the heartbeat and urine formation.
Attitudes
 Evaluate the proper functioning of the circulatory and excretory systems.
 Think about the consequences of the heart and blood vessels not working
properly.
 Recognise the importance of an adequate intake of liquid to avoid renal
problems.
 Do physical exercise to promote good cardiovascular health.
 Show awareness of the importance of giving blood.
28
Oxford CLIL (Oxford EDUCACIÓN)
Biology and Geology ESO 3
ASSESSMENT CRITERIA
1. Explain the concept of the internal milieu correctly and understand why it exists
in multi-cellular beings.
2. Explain the components of blood and lymph and the function of each.
3. Understand how the heart works, being aware of each process that takes place
in each phase of a heartbeat.
4. Describe how blood moves through the circulatory circuits and identify the most
important arteries and veins.
5. Explain the circulation of the blood through the blood vessels.
6. List the organs which are involved in excretion and the substances excreted by
each of them.
7. Describe the urinary system, understand how urine is formed and explain the
function that each part of the nephron has.
COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES
COMPETENCES /
SUBCOMPETENCES
ASSESSMENT
CRITERIA
ACTIVITIES
Competence in knowledge and interaction with the physical world
Recognise the key features of
scientific
investigation:
understand
variables,
formulate hypotheses, design
experiments, analyse and
contrast data, detect regular
patterns, make calculations
and estimates.
Understand basic scientific
principles and concepts and
identify
the
relationships
between
them:
causal,
influential, qualitative and
quantitative.
Describe
and
explain
processes scientifically and
predict
changes.
Use
explanatory models.
Apply scientific knowledge to
everyday situations.
2, 3, 6, 7
15, 21, 26, 31, 32,
35, 37, 45, 53, 56
RA 1, 3, 4, 6, 7
DC 5, 6, 8
1, 2, 3, 4, 5, 6, 7
5, 14, 15, 24, 26, 34,
37, 42, 47, 52, 56
RA 3, 4, 7
DC 2, 4, 5, 6
1, 2, 3, 4, 5, 6, 7
12, 16, 25, 26, 37,
44, 52, 56, 60
RA 3
DC 2, 3, 5, 6
15, 25, 32, 35, 52
RA 3
DC 3, 4, 5
15, 26, 32, 45, 53
RA 4, 7
DC 5
Interpret data and scientific
experiments.
Draw
conclusions
and
communicate
them
in
different formats in a correct,
well-organised and coherent
manner.
2, 3, 4, 5, 7
2, 3, 4, 5, 6, 7
29
Oxford CLIL (Oxford EDUCACIÓN)
Biology and Geology ESO 3
Take
responsibility
for
oneself, resources and the
environment. Be familiar with
healthy lifestyle habits based
on advances in scientific
knowledge: in the context of
one’s personal life, that of the
community
and
the
environment. Understand the
importance
of
taking
precautions.
Know one’s own body and
the
relationship
between
habits, lifestyles and health.
3, 4, 5, 6, 7
35, 37
RA 3, 4
1, 2, 3, 4, 5, 6, 7
10, 12, 15, 16, 18, 21, 29, 31,
32, 34, 37, 44, 48, 59, 60
RA 2, 3
DC 1, 2, 3, 4, 5, 6, 7
3, 6, 7
8, 53
RA 4
Mathematical competence
Use mathematical terms to
quantify natural phenomena.
Data processing and digital competence
Apply scientific principles to
searching
for,
collecting,
selecting, processing and
presenting information.
Use and produce schematic
diagrams, mind maps, reports
and papers.
1, 3, 7
15, 32, 47
DC 5, 6
3, 4, 5, 7
9, 18, 36, 47, 49, 54
RA 4, 6, 7
1, 2, 3, 4, 5, 6, 7
12, 21, 25, 26, 32,
37, 47, 56, 60
RA 3
DC 2, 3, 4, 5, 8
15, 20, 21, 32, 34,
35, 48, 55, 59
RA 4
Linguistic competence (*)
Use the correct scientific
terminology in texts and
argumentation
involving
scientific content.
Understand and interpret
messages
about
natural
sciences.
1, 2, 3, 4, 5, 6, 7
Learning to learn
Assimilate
knowledge
of
science
and
scientific
procedures in order to
understand
information
obtained both from students’
own experience and written
and audiovisual media.
3, 4, 5, 7
30, 31, 32, 35, 37, 45, 47
RA 1, 4, 6, 7
DC 3
1, 2, 3, 4, 5, 6, 7
15, 21, 56
RA 3
DC 3
Autonomy and personal initiative
Develop the capacity to
analyse situations, evaluating
the
factors
that
have
influenced them and their
possible consequences.
RA: Revision activities
DC: Development of basic competences
30
Oxford CLIL (Oxford EDUCACIÓN)
Biology and Geology ESO 3
*All the sub-competences 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.
INTERACTION AND REPRODUCTION
UNIT 5
THE NERVOUS AND ENDOCRINE SYSTEMS
OBJECTIVES
1. Understand the processes of interaction and co-ordination and learn the
different parts.
2. Describe the structure of a neuron and classify different types of neuron.
3. Learn the different parts of the human nervous system.
4. Identify each part of the nervous system and its function.
5. Describe the functions of the peripheral and autonomic nervous systems.
6. Learn and identify the endocrine glands and the different hormones they
produce and learn the functions of the different hormones.
CONTENTS
Concepts
 The function of interaction.
 The human nervous system.
 Neurons and nerve impulses.
 The central nervous system (CNS).
 The peripheral nervous system (PNS).
 Nerve activity.
 The autonomic nervous system.
 The endocrine system.
Procedures
 Acquire subject-specific vocabulary.
 Produce diagrams.
 Study images of different types of scans.
 Summarise texts.
 Analyse and interpret texts, graphs and diagrams.
 Take part in discussions.
 Dissect a lamb’s brain.
Attitudes
 Respect and support people with mental health problems or those on the
edge of society.
31
Oxford CLIL (Oxford EDUCACIÓN)
Biology and Geology ESO 3




Show awareness of the dangers that some lifestyles have on the central
nervous system.
Reject any type of addictive substance which alters nervous and mental
functions.
Recognise the existence of some common disorders like depression and
recognise that there is nothing to be ashamed of and that they can be
treated by doctors or psychologists.
Accept differences in people.
ASSESSMENT CRITERIA
1.
2.
3.
4.
5.
Explain the importance of the process of interaction.
Identify similarities and differences in the nervous and endocrine systems.
Define the term ‘neuron’ and distinguish the different types that exist.
Explain the meaning of a nerve impulse and how it is transmitted.
Distinguish and characterise the anatomical and functional differences between
the cerebrospinal nervous system and the autonomic system.
6. Explain the parts of the central nervous system and how they work.
7. Identify the main endocrine glands and the hormones they secrete.
COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES
COMPETENCES /
SUBCOMPETENCES
ASSESSMENT
CRITERIA
ACTIVITIES
Competence in knowledge and interaction with the physical world
Use strategies to look for
different types of scientific
information. Understand and
select appropriate information
from a variety of sources.
Understand basic scientific
principles and concepts and
identify
the
relationships
between
them:
causal,
influential, qualitative and
quantitative.
1, 3, 5
3, 16, 17, 40
RA 13, 14
1, 2, 3, 4, 5, 6, 7
1, 2, 3, 4, 6, 7, 8, 9, 10,
11, 12, 13, 14, 15, 17, 18,
19, 20, 21, 22, 23, 24, 26,
27, 28, 30, 31, 32, 33, 34,
35, 36, 39, 40
RA 1, 2, 3, 4, 5, 6,
7, 8, 10, 11
DC 3, 4, 5, 6, 7
1, 2, 3, 4, 6, 7, 10, 11,
12, 13, 14, 15, 16, 17, 18,
19, 21, 22, 23, 24, 25, 27,
33, 34, 35, 36
RA 2, 3, 8, 9, 10,
11, 12, 13, 14
3, 7, 17, 24, 27, 33
RA 7, 10
DC 1, 2, 3, 4, 5, 6, 7, 8, 9
1, 2, 3, 4, 6, 7, 8, 11, 13, 16,
17, 18, 19, 20, 21, 22, 24,
26, 27, 31, 35
RA 7, 8, 9, 10, 11
DC 1, 2, 3, 4, 5, 6, 7, 8, 9
7, 17
Describe
and
explain
processes scientifically and
predict
changes.
Use
explanatory models.
1, 2, 3, 4, 5, 6, 7
Apply scientific knowledge to
everyday situations.
1, 2, 5, 6, 7
Know one’s own body and
the
relationship
between
habits, lifestyles and health.
1, 2, 3, 4, 5, 6, 7
Draw
on
knowledge
and
1, 5, 6
32
Oxford CLIL (Oxford EDUCACIÓN)
Biology and Geology ESO 3
employ strategies in order to
participate in decision-making
relating to local and global
issues.
Data processing and digital competence
Apply scientific principles to
searching
for,
collecting,
selecting, processing and
presenting information.
Use and produce schematic
diagrams, mind maps, reports
and papers.
Use
information
and
communication technologies
to
communicate,
gather
information, give feedback,
simulate
and
visualise
situations, find and process
data.
1, 3, 5, 7
7, 14, 15, 16, 21
1, 5, 6, 7
6, 11, 14, 15, 19,
20, 21, 28, 33, 40
RA 12
DC 8, 9
1, 3, 5, 7
Linguistic competence (*)
Use the correct scientific
terminology in texts and
argumentation
involving
scientific content.
Understand and interpret
messages
about
natural
sciences.
1, 2, 3, 4, 5, 6, 7
3, 5, 7, 13, 17, 21, 25, 27, 29,
34, 35, 36, 38, 39, 40
RA 8, 11, 13, 14
1, 2, 3, 4, 5, 6, 7
2, 5, 13, 14, 16, 17, 18, 22,
23, 24, 33, 37, 38
RA 3, 7
1, 5, 6, 7, 8
1, 2, 3, 6, 7, 9, 10, 13, 14, 15,
16, 17, 18, 23
RA 7, 8, 9, 10
DC 1, 2, 3, 4, 5, 6, 7, 8, 9
1, 5, 6
7, 10, 15, 17, 23, 25
RA 13, 14
1, 5, 6, 7, 8
3, 7, 15, 25
RA 13, 14
DC 3, 4, 5, 6, 7
Learning to learn
Assimilate
knowledge
of
science
and
scientific
procedures in order to
understand
information
obtained both from students’
own experience and written
and audiovisual media.
Autonomy and personal initiative
Develop a critical attitude.
Confront problems and take
part in developing possible
solutions.
Develop the capacity to
analyse situations, evaluating
the
factors
that
have
influenced them and their
possible consequences.
RA: Revision activities
DC: Development of basic competences
*All the sub-competences 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.
33
Oxford CLIL (Oxford EDUCACIÓN)
Biology and Geology ESO 3
UNIT 6
RECEPTORS AND EFFECTORS
OBJECTIVES
1. Classify sensory receptors according to their position and the stimuli they
receive.
2. Relate each receptor to an appropriate stimulus and each effector organ with its
function.
3. Learn about the anatomical structure of the eye and the ear.
4. Describe the processes of vision and hearing.
5. Understand how the sense of balance works.
6. Learn about the structure of the skin.
7. Learn about the chemical receptors of taste and smell.
8. Explain how muscles and bones work.
9. Locate the main bones and muscles.
10. Describe joints.
CONTENTS
Concepts
 Sensory receptors.
 The eye: its structure and how it works.
 The ear: its structure and how it works.
 The skin.
 Taste and smell.
 Locomotion.
 Bones and joints.
 The skeletal system.
 Muscle contractions.
 The muscular system.
Procedures
 Acquire subject-specific vocabulary.
 Analyse diagrams of sensory organs and the locomotion system.
 Plan and carry out experiments about how the sensory organs work.
 Dissect a cow’s eye.
 Study different visual problems.
 Study the effect of different stimuli.
 Produce diagrams of how light and sound travel through the eye and the
ear.
 Study bone anatomy in a clastic model.
Attitudes
 Evaluate the importance of looking after your eyes and ears to ensure
quality of life.
 Have regular eye and ear tests.
 Respect and be aware of anyone with a disability.
34
Oxford CLIL (Oxford EDUCACIÓN)
Biology and Geology ESO 3



Be aware that staring at TV or computer screens for long periods of time
can damage your eyesight.
Be aware that regular physical exercise helps develop and maintain the
muscular and skeletal systems.
Prevent sports injuries.
ASSESSMENT CRITERIA
1.
2.
3.
4.
5.
6.
7.
8.
Explain sensory receptors and classify the different types of sensors.
Describe how the eye and ear work in relation to their anatomical structures.
Understand the structure of the skin.
Identify and locate the taste and smell sensors.
Explain how muscles work and how they contract.
Understand the structure of bones and how they work.
Identify and locate the main bones and muscles in the human body.
Understand joints and the different kinds there are.
COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES
COMPETENCES /
SUBCOMPETENCES
ASSESSMENT
CRITERIA
ACTIVITIES
Competence in knowledge and interaction with the physical world
Recognise what can be
investigated
scientifically:
differentiate
between
scientific and nonscientific
problems and explanations.
Use strategies to look for
different types of scientific
information. Understand and
select appropriate information
from a variety of sources.
Understand basic scientific
principles and concepts and
identify
the
relationships
between
them:
causal,
influential, qualitative and
quantitative.
Describe
and
explain
processes scientifically and
predict
changes.
Use
explanatory models.
Apply scientific knowledge to
everyday situations.
1, 2, 3, 4, 5, 6, 7, 8
35, 37
RA 7, 8
DC 3
1, 2, 3, 4, 5, 6, 7, 8
35
1, 2, 3, 5, 6, 8
5, 6, 7, 9, 10, 12, 15, 18,
21, 22, 25, 30, 35, 37
RA 7, 8
DC 1, 2, 3, 4, 6, 9, 10
2, 5, 6, 8
5, 6, 12, 22, 35, 37
RA 7
DC 1, 2, 3, 6, 10
2, 3, 5, 6, 8
Know one’s own body and
the
relationship
between
habits, lifestyles and health.
1, 2, 3, 4, 5, 6, 7, 8
22
RA 7
DC 1, 3, 6, 9, 10
6, 7, 8, 9, 10, 14, 18,
20, 22, 25, 33, 34, 37
RA 1, 2
DC 1, 2, 3, 4, 5, 6, 7, 9, 10
Data processing and digital competence
Apply scientific principles to
searching
for,
collecting,
1, 2, 3, 4, 5, 6, 7, 8
15, 35
35
Oxford CLIL (Oxford EDUCACIÓN)
Biology and Geology ESO 3
selecting, processing and
presenting information.
Use and produce schematic
diagrams, mind maps, reports
and papers.
Use
information
and
communication technologies
to
communicate,
gather
information, give feedback,
simulate
and
visualise
situations, find and process
data.
1, 2, 3, 4, 5, 6, 7, 8
1, 2, 3, 4, 5, 6, 7, 8
20, 33, 35
RA 2
DC 4
35
Linguistic competence (*)
Use the correct scientific
terminology in texts and
argumentation
involving
scientific content.
Understand and interpret
messages
about
natural
sciences.
1, 2, 3, 4, 5, 6, 7, 8
5, 6, 10, 12, 22, 25, 35, 37
RA 7, 8
DC 1, 3, 6, 9, 10
1, 2, 3, 4, 5, 6, 7, 8
18, 22, 31, 35
RA 6, 8
DC 6
1, 2, 3, 4, 5, 6, 7, 8
15, 18, 22, 25, 35
RA 1
DC 1, 2, 3, 4, 5, 6, 10
Learning to learn
Assimilate
knowledge
of
science
and
scientific
procedures in order to
understand
information
obtained both from students’
own experience and written
and audiovisual media.
Autonomy and personal initiative
Develop the capacity to
analyse situations, evaluating
the
factors
that
have
influenced them and their
possible consequences.
1, 2, 3, 4, 5, 6, 7, 8
6, 12, 37
RA 7
DC 1, 2, 6, 10
RA: Revision activities
DC: Development of basic competences
*All the sub-competences 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.
36
Oxford CLIL (Oxford EDUCACIÓN)
Biology and Geology ESO 3
UNIT 7
REPRODUCTION
OBJECTIVES
1. Understand the difference between reproduction and sexuality.
2. Learn the anatomy and physiology of the male and female reproductive
systems.
3. Describe male and female sex cells.
4. Understand the ovarian and menstrual cycles.
5. Explain the processes of gametogenesis and fertilisation.
6. Know the basic processes involved in gestation.
7. Learn about assisted reproduction techniques.
8. Understand how different methods of contraception work.
CONTENTS
Concepts
 Reproduction and sexuality.
 The male reproductive system: the testicles and reproductive ducts.
 The female reproductive system: the ovaries and reproductive ducts.
 Gametes and gametogénesis.
 The ovarian and menstrual cycles.
 Fertilisation.
 Gestation and birth.
 Methods of assisted reproduction.
 Contraception.
Procedures
 Acquire subject-specific vocabulary.
 Analyse and interpret graphs, diagrams and charts about fertilization,
embryonic development and the ovarian and menstrual cycles.
 Study the anatomy of the female reproductive system using slides and
clastic models.
 Study scans.
 Watch videos and slides about fertilization and embryonic development.
 Study the different chromosome characteristics in men and women.
 Compare information charts about different methods of contraception.
Attitudes
 Accept your own body and sexuality.
 Respect other people regardless of their sex or their sexual orientation.
 Reject any form of sexual discrimination.
 Show an interest in all the stages of gestation and care of a pregnant
woman.
 Evaluate the importance of human reproduction in controlling the world
population.
 Show a critical awareness of the consequences of assisted reproduction
techniques.
 Acknowledge the importance of responsible and safe sexual relationships.
37
Oxford CLIL (Oxford EDUCACIÓN)
Biology and Geology ESO 3
 Prevent sexually transmitted diseases.
ASSESSMENT CRITERIA
1. Define and know the difference between reproduction and sexuality.
2. Describe the characteristics of sexual reproduction.
3. Understand how the male and female reproductive systems work and how each
one produces gametes.
4. Understand the changes that occur during the ovarian and menstrual cycles.
5. Describe the process of fertilisation.
6. Explain the basic changes that take place from the formation of a zygote to the
birth of a new individual.
7. Learn the methods of birth control for assisted reproduction and contraception.
COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES
COMPETENCES /
SUBCOMPETENCES
ASSESSMENT
CRITERIA
ACTIVITIES
Competence in knowledge and interaction with the physical world
Recognise what can be
investigated
scientifically:
differentiate
between
scientific and nonscientific
problems and explanations.
Understand basic scientific
principles and concepts and
identify
the
relationships
between
them:
causal,
influential, qualitative and
quantitative.
Describe
and
explain
processes scientifically and
predict
changes.
Use
explanatory models.
Apply scientific knowledge to
everyday situations.
1, 2, 3, 4, 5, 6, 7
11, 12, 12, 15, 23, 30, 34,
43, 44, 45, 47, 54, 55
RA 3, 5, 6, 7
1, 3, 4, 6, 7
10, 11, 13, 15, 24, 28,
30, 33, 43, 45, 55
RA 5, 6
DC 3, 4, 5, 6, 7, 8
1, 3, 4, 6, 7
11, 24, 25, 45, 55
RA 7
DC 2, 3, 4, 5, 7, 8, 9
1, 3, 4, 5, 6, 7
Take into account different
points of view on an issue.
Avoid
inappropriate
generalisations.
Question
preconceived
ideas
and
prejudices. Avoid dogmatism.
Know one’s own body and
the
relationship
between
habits, lifestyles and health.
1, 3, 6, 7
11, 12, 28, 30, 45, 55
RA 4, 7, 8
DC 1, 2, 3, 4, 5, 6, 7, 8, 9
11, 12, 15, 23, 34, 44, 47, 53
RA 8
DC 4
1, 3, 7
3, 5, 6, 10, 30, 33, 44, 45
DC 1, 2, 5, 6, 7, 8
Data processing and digital competence
Use and produce schematic
diagrams, mind maps, reports
and papers.
1, 2, 3, 4, 5, 6, 7
5, 6, 12, 15, 19,
20, 34, 39, 42
RA 1, 2, 5
Social competence and citizenship
Understand
and
explain
socially relevant issues from
1, 3, 4, 5, 6, 7
11, 12, 33, 54, 55
RA 8
38
Oxford CLIL (Oxford EDUCACIÓN)
Biology and Geology ESO 3
a scientific perspective.
DC 3, 4, 7, 8, 9
Linguistic competence (*)
Use the correct scientific
terminology in texts and
argumentation
involving
scientific content.
1, 3, 4, 5, 6, 7
10, 11, 12, 15, 23, 24,
34, 43, 44, 45, 47, 55
RA 6, 8
DC 1, 2, 3, 4, 5, 8, 9
1, 3, 4, 5, 6, 7
30, 50
RA 5
DC 1, 2, 3, 4, 5, 6, 7, 8, 9
1, 7
12, 15, 23, 34, 47, 53
RA 6, 8
DC 3, 4, 9
1, 7
11, 12, 15, 55
Learning to learn
Assimilate
knowledge
of
science
and
scientific
procedures in order to
understand
information
obtained both from students’
own experience and written
and audiovisual media.
Autonomy and personal initiative
Develop a critical attitude.
Confront problems and take
part in developing possible
solutions.
Develop the capacity to
analyse situations, evaluating
the
factors
that
have
influenced them and their
possible consequences.
RA: Revision activities
DC: Development of basic competences
*All the sub-competences 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.
39
Oxford CLIL (Oxford EDUCACIÓN)
Biology and Geology ESO 3
HEALTH AND DISEASE
UNIT 8
HEALTH AND DISEASE
OBJECTIVES
1. Understand the concepts of health and disease.
2. Learn the basic vocabulary for diseases.
3. Know the difference between infectious and non-infectious diseases.
4. Understand how infectious diseases develop.
5. Identify different groups of pathogenic micro-organisms.
6. Learn types of non-infectious diseases.
7. Evaluate preventative methods as a way of staying healthy.
8. Learn the main illnesses that affect the systems that make up the human body.
9. Understand what drug addiction is and what its consequences are.
10. Recognise the importance of transplants and the need for organ donors.
CONTENTS
Concepts
 Health and disease.
 Types of disease.
 Infectious diseases. Prevention and cure.
 Non-infectious diseases. Prevention.
 Healthy habits.
 Drug addiction.
 Healthcare.
 Transplants.
Procedures
 Acquire subject-specific vocabulary.
 Measure vital signs in the body in different sorts of activity.
 Analyse and interpret graphs, tables and diagrams about the incidence of
certain diseases.
 Discuss behaviour and habits that can have negative consequences for
health.
 List habits that can have a negative effect on health.
 Analyse information leaflets about medicines.
 Give first aid in imaginary situations.
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Oxford CLIL (Oxford EDUCACIÓN)
Biology and Geology ESO 3
Attitudes
 Be aware of the importance of all aspects of health.
 Evaluate the contribution different scientific disciplines have on treating
diseases.
 Be aware of human behaviour which enable diseases to spread.
 Recognise the need for personal hygiene to avoid infectious diseases.
 Use medicines properly and prevent self-medication.
 Evaluate the importance of learning first aid.
 Show awareness of the risks that certain lifestyles and habits have on
different systems.
 Reject any type of addictive substance which alters nervous and mental
functions.
 Evaluate the importance of dialogue as a measure of mental health.
 Use the healthcare systems correctly.
 Show awareness of the importance of organ donation.
ASSESSMENT CRITERIA
1. Understand the exact meaning of the terms health and disease and explain
factors that affect both.
2. Distinguish between infectious and non-infectious diseases, explaining the
causes.
3. Establish connections between lifestyle habits, health and disease.
4. Know the different groups of pathogenic micro-organisms and the basic
preventative measures to avoid infectious diseases.
5. Describe the natural bodily defences against infectious diseases.
6. Understand the different types of non-infectious diseases and basic lifestyle
habits to avoid them.
7. Take an interest in the importance of knowing some basic first aid.
8. Explain the concepts of drugs and drug addiction and explain the consequences
and measures to overcome them.
9. Understand the benefits of transplants and the problems that can occur with
them.
COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES
COMPETENCES /
SUBCOMPETENCES
ASSESSMENT
CRITERIA
ACTIVITIES
Competence in knowledge and interaction with the physical world
Use strategies to look for
different types of scientific
information. Understand and
select appropriate information
from a variety of sources.
Understand basic scientific
principles and concepts and
identify
the
relationships
between
them:
causal,
influential, qualitative and
quantitative.
1, 2, 4, 6
6, 14, 39, 48
DC 6, 8, 9
1, 2, 3, 4, 5, 6, 7, 8
8, 14, 16, 17, 22, 26, 38
RA 5
DC 1, 5, 10
41
Oxford CLIL (Oxford EDUCACIÓN)
Biology and Geology ESO 3
Describe
and
explain
processes scientifically and
predict
changes.
Use
explanatory models.
Apply scientific knowledge to
everyday situations.
Consider the impact of
human activity and scientific
and technological advances
on the history of mankind and
identify its impact on the
environment today.
Take into account different
points of view on an issue.
Avoid
inappropriate
generalisations.
Question
preconceived
ideas
and
prejudices. Avoid dogmatism.
Take
responsibility
for
oneself, resources and the
environment. Be familiar with
healthy lifestyle habits based
on advances in scientific
knowledge: in the context of
one’s personal life, that of the
community
and
the
environment. Understand the
importance
of
taking
precautions.
Know one’s own body and
the
relationship
between
habits, lifestyles and health.
2, 3, 4, 5, 6, 7, 8
17, 23, 38
RA 3, 10
DC 10
1, 2, 3, 4, 5, 6, 7, 8
6, 10, 11, 16, 17, 22, 29,
30, 31, 33, 34, 39, 40, 48
RA 2, 7, 10
DC 5
11, 16, 22, 48, 56, 59, 60
RA 2
DC 5
1, 3, 4, 6, 7, 8, 9
1, 4, 6, 8, 9
6, 11, 30, 31, 34,
36, 39, 47, 59, 60
3, 4, 6, 7, 8
22, 29, 30, 31, 33, 34, 38, 39
RA 2, 7, 8
DC 3, 4, 5, 7
3, 4, 6, 7, 8
16, 17, 22, 39
RA 7, 8
Data processing and digital competence
Use and produce schematic
diagrams, mind maps, reports
and papers.
1, 2, 3, 4, 5, 6, 7, 8, 9
6, 25, 39, 40, 48
Social competence and citizenship
Understand
and
explain
socially relevant issues from
a scientific perspective.
1, 2, 3, 4, 6, 7, 8, 9
6, 11, 16, 22, 31,
38, 39, 59, 60
RA 2
DC 4, 5, 7, 10
1, 2, 3, 4, 5, 6, 7, 8, 9
6, 14, 15, 22, 30, 35,
36, 39, 43,47, 59, 60
RA 1, 2, 3, 10
DC 1, 4, 5, 6, 7, 10
Linguistic competence (*)
Use the correct scientific
terminology in texts and
argumentation
involving
scientific content.
42
Oxford CLIL (Oxford EDUCACIÓN)
Biology and Geology ESO 3
Learning to learn
Assimilate
knowledge
of
science
and
scientific
procedures in order to
understand
information
obtained both from students’
own experience and written
and audiovisual media.
1, 3, 4, 6, 7, 8, 9
14, 17, 22, 23, 29, 30,
31, 33, 34, 39, 47, 48
RA 5
DC 3, 4, 6
1, 2, 3
6, 10,11, 29, 30, 31, 34,
36, 39, 40, 47, 59, 60
DC 5, 7
1, 2, 3
6, 22, 30, 38, 39
RA 7, 10
DC 3, 4, 7
Autonomy and personal initiative
Develop a critical attitude.
Confront problems and take
part in developing possible
solutions.
Develop the capacity to
analyse situations, evaluating
the
factors
that
have
influenced them and their
possible consequences.
RA: Revision activities
DC: Development of basic competences
*All the sub-competences 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.
43
Oxford CLIL (Oxford EDUCACIÓN)
Biology and Geology ESO 3
THE NATURAL ENVIRONMENT AND
INTERACTION WITH HUMANS
UNIT 9
THE EARTH’S GEOLOGICAL ACTIVITY
OBJECTIVES
1. Imagine the Earth’s surface as a dynamic entity subject to the action of external
agents.
2. Recognise that solar radiation is the motor for those geological agents.
3. Evaluate the role of the atmosphere as a filter of harmful radiation and as the
distributor of heat over the surface.
4. Interpret simple weather maps.
5. Learn the external geological processes as the most common form of
weathering on rocks.
6. Identify the actions of the different geological agents on the landscape and
recognise the most common forms associated with each.
7. Understand the influence rocks and their structures have on the landscape.
8. Understand the increasing responsibility of humans for the transformation and
protection of the countryside.
9. Make connections between the action of agents with the formation of
sedimentary rocks.
10. Evaluate the economic interest in some sedimentary rocks like coal and crude
oil and the risk associated with their extraction and exhaustion.
CONTENTS
Concepts
 Solar energy on the Earth.
 Atmospheric pressure.
 External geological processes.
 The action of external agents on relief.
 The influence of lithology on relief.
 The formation of sedimentary rocks.
 The influence of human beings on the landscape.
 Coal, crude oil and natural gas.
Procedures
 Acquire subject-specific vocabulary.
 Interpret graphs and maps showing the evolution of solar radiation and
atmospheric pressure.
 Work out the direction of the winds and the existence of low pressure or
anticyclones from the isobars on maps.
44
Oxford CLIL (Oxford EDUCACIÓN)
Biology and Geology ESO 3




Recognise different types of landscapes from images and work out the
agent which caused them.
Analyse geological sections in glacial, Aeolian, water, coastal and Karst
landforms.
Interpret topographical maps of the landscape.
Locate a point on a map using co-ordinates and work out its altitude.
Attitudes
 Evaluate the role of solar energy to maintain life, atmospheric pressure and
the shaping of the Earth’s surface.
 Appreciate scientific advances in predicting the weather and in preventing
disasters linked to the Earth’s climate.
 Evaluate the importance of underground water.
 Evaluate critically the influence humans have on the landscape.
 Adopt defensive and respectful attitudes towards the physical substratum
and the value of geodiversity.
ASSESSMENT CRITERIA
1. Make connections between solar energy on the earth and the existence of
pressure belts and winds.
2. Recognise the presence of anticyclones and low pressure and the pattern of the
winds on simple weather maps.
3. Know the different external processes including the most common types of
weathering.
4. Understand the geological action of ice, wind, rivers, underground water, the
sea and the associated forms of relief.
5. Recognise the most common forms of relief through diagrams, sections and in
the countryside.
6. Recognise some landforms influenced by the type of rock, e.g. karst and
granite.
7. Recognise different forms of relief associated with different rock deposits.
8. Know what diagenesis is and recognize the main sedimentary rocks.
9. Know how coal and crude oil are formed and the differences. Know some of the
risks associated with their extraction and exhaustion.
10. Know and evaluate the direct or indirect influence that humans have on the
landscape.
11. Recognise some relief forms by reading topographical maps.
COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES
COMPETENCES /
SUBCOMPETENCES
ASSESSMENT
CRITERIA
ACTIVITIES
Competence in knowledge and interaction with the physical world
Recognise what can be
investigated
scientifically:
differentiate
between
scientific and nonscientific
problems and explanations.
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
1, 2, 5, 8, 10, 14, 22, 23,
25, 30, 32, 39, 45, 48, 52
RA 2, 3, 7, 10
45
Oxford CLIL (Oxford EDUCACIÓN)
Biology and Geology ESO 3
Use strategies to look for
different types of scientific
information. Understand and
select appropriate information
from a variety of sources.
Understand basic scientific
principles and concepts and
identify
the
relationships
between
them:
causal,
influential, qualitative and
quantitative.
Describe
and
explain
processes scientifically and
predict
changes.
Use
explanatory models.
Consider the impact of
human activity and scientific
and technological advances
on the history of mankind and
identify its impact on the
environment today.
1, 2, 4, 5, 6, 7, 9, 10, 11
14, 31, 36, 47, 53, 54
RA 7
1, 2, 3, 4, 7, 8, 9, 11
3, 5, 8, 10, 31, 48
RA 2, 3, 5, 9, 10
DC 1, 2, 3, 4, 5, 6
3, 4, 6, 7, 9, 11
8, 15, 21, 23, 26, 29,
31, 32, 40, 48, 51
RA 2, 5, 10
DC 1, 3, 5
31, 48, 52, 54
RA 9, 10
3, 4, 9, 10
Mathematical competence
Use mathematical terms to
quantify natural phenomena.
1, 2, 11
5, 37
RA 5
Data processing and digital competence
Use and produce schematic
diagrams, mind maps, reports
and papers.
Use
information
and
communication technologies
to
communicate,
gather
information, give feedback,
simulate
and
visualise
situations, find and process
data.
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
5, 6, 14, 26, 31,
36, 47, 53, 54
RA 1, 7
14, 31, 36, 47, 53, 54
RA 7
Social competence and citizenship
Recognise the consequences
of technological and scientific
developments that can have
a detrimental impact on
people and the environment.
3, 4, 9, 10
48, 52, 54
RA 9, 10
1, 4, 5, 6, 7, 10, 11
1, 2, 8, 10, 14, 21, 22,
23, 26, 30, 31, 32, 33,
36, 45, 48, 52, 53
RA 2, 3, 6, 7, 9, 10
DC 2, 3, 4, 5
Linguistic competence (*)
Use the correct scientific
terminology in texts and
argumentation
involving
scientific content.
46
Oxford CLIL (Oxford EDUCACIÓN)
Biology and Geology ESO 3
Learning to learn
Assimilate
knowledge
of
science
and
scientific
procedures in order to
understand
information
obtained both from students’
own experience and written
and audiovisual media.
1, 2, 3, 4, 5, 6, 9, 10, 11
5, 14, 31, 32, 36, 47, 53, 54
RA 1, 7, 8,
DC 1, 2, 3, 4, 5, 6
Autonomy and personal initiative
Develop the capacity to
analyse situations, evaluating
the
factors
that
have
influenced them and their
possible consequences.
1, 2, 3, 4, 6, 10
8, 18, 21, 22, 23,
30, 39, 48, 52, 54
RA 2, 8, 9, 10
DC 3, 4, 5
RA: Revision activities
DC: Development of basic competences
*All the sub-competences 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.
47
Oxford CLIL (Oxford EDUCACIÓN)
Biology and Geology ESO 3
UNIT 10
HUMANS AND THE ENVIROMENT
OBJECTIVES
1. Understand the relationship between humans and the environment.
2. Evaluate the need to respect the environment as a guarantee of our own
survival.
3. Learn the natural resources that humans need.
4. Understand that human activities have an impact on the environment which
change the quality of the natural environment.
5. Explain the different sources of energy that humans use.
6. Evaluate the need to use energy efficiently and to save energy.
7. Understand the different uses of water and the measures required to manage it
correctly.
8. Explain the cycle of water use and the treatments before and after its use.
9. Understand the main environmental problems today.
10. Understand the problems associated with waste and know the different types.
11. Describe how waste is managed.
12. Accept that sustainable development is the best solution to maintain and
improve the quality of life without destroying the environment.
CONTENTS
Concepts
 Natural resources.
 Energy resources.
 Conventional forms of energy.
 Alternative forms of energy.
 The efficient use of energy.
 Water, the source of life.
 Uses of wáter.
 Controlling the quality of water.
 The cycle of water use.
 Water management.
 Environmental problems.
 Waste.
 Types of waste.
 Waste management.
 Sustainable development and the environment.
Procedures
 Acquire subject-specific vocabulary.
 Visit water purifying plants and waste sorting centres.
 Use diagrams and comparative charts of natural resources.
 Interpret graphs and diagrams on the use of resources, waste production
and the environmental impact.
 Use different techniques to determine the degree of air, water and soil
pollution.
48
Oxford CLIL (Oxford EDUCACIÓN)
Biology and Geology ESO 3




Make trips to look at different ways of using resources and the resulting
environmental impact.
Read, analyse and discuss news about the environment from newspapers,
magazines, books and web pages.
Discuss environmental problems and think about their causes,
consequences and how to solve the problems.
Search on the Internet for specific material connected with environmental
problems.
Attitudes
 Recognise the complexity of the relationships between the different parts of
the environment and evaluate the existing balance between them all.
 Evaluate natural resources and the need to use them appropriately.
 Evaluate the impact humans have on the environment, think about the
serious damage that can occur through specific actions and behavior.
 Evaluate the importance of being a responsible consumer and of different
ways of saving.
 Recognise the importance of the prevention of forest fires.
 Encourage an interest in reading and understanding environmental topics.
 Acquire responsible habits and attitudes towards the environment.
 Try and encourage society to respect the environment in general.
ASSESSMENT CRITERIA
1. List the environmental consequences that occur because of the excessive use
of natural resources.
2. Define the terms resource, environmental impact and waste.
3. List the natural resources.
4. Know the differences between renewable and no-renewable resources.
5. Describe different energy sources.
6. Explain the cycle of water use.
7. List the criteria used to check water quality.
8. Know the basic ways to save energy and water.
9. Recognise the main environmental problems today.
10. Explain the importance of the reduction of waste and know the 3 Rs rule.
11. Describe how waste is disposed of.
12. Explain the concept and the basic principles of sustainable development.
COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES
COMPETENCES /
SUBCOMPETENCES
ASSESSMENT
CRITERIA
ACTIVITIES
Competence in knowledge and interaction with the physical world
Recognise the key features of
scientific
investigation:
understand
variables,
formulate hypotheses, design
experiments, analyse and
contrast data, detect regular
patterns, make calculations
and estimates.
3, 4, 5, 6, 9, 10, 11, 12
7, 8, 32, 44, 54, 65
DC 1, 4, 5
49
Oxford CLIL (Oxford EDUCACIÓN)
Biology and Geology ESO 3
Describe
and
explain
processes scientifically and
predict
changes.
Use
explanatory models.
Apply scientific knowledge to
everyday situations.
Consider the impact of
human activity and scientific
and technological advances
on the history of mankind and
identify its impact on the
environment today.
Take
responsibility
for
oneself, resources and the
environment. Be familiar with
healthy lifestyle habits based
on advances in scientific
knowledge: in the context of
one’s personal life, that of the
community
and
the
environment. Understand the
importance
of
taking
precautions.
2, 3, 4,5, 9, 10, 11, 12
34, 35, 36, 40, 52, 65
RA 7
1, 3, 4, 5,6, 8, 9, 10, 11, 12
8, 9, 11, 12, 20,
22, 40, 45, 67
RA 6
DC 4, 5, 7, 8
5, 8, 11, 12, 16, 19, 20, 22,
23, 24, 26, 33, 34, 35, 36, 40,
42, 46, 52, 54, 56, 57, 65
RA 5, 6, 8, 10
DC 6, 7, 9
1, 3, 4, 5, 6, 7,
8, 9, 10, 11, 12
1, 4, 5, 6, 9, 10, 12
11, 12, 20, 23, 26, 34, 36,
40, 41, 42, 45, 46, 48, 51,
52, 56, 57, 65, 67, 68
RA 6, 8, 10
1, 4, 5, 6, 9, 10, 12
33
RA 2
DC 1, 2
Mathematical competence
Use mathematical terms to
quantify natural phenomena.
Data processing and digital competence
Use and produce schematic
diagrams, mind maps, reports
and papers.
1, 2, 3, 4, 5, 6, 7,
8, 9, 10, 11, 12
1, 8, 10, 12, 13, 33, 36,
41, 42, 43, 57, 68
RA 2, 5
Social competence and citizenship
Understand
and
explain
socially relevant issues from
a scientific perspective.
1, 2, 3, 4, 5, 6, 7,
8, 9, 10, 11, 12
Recognise the consequences
of technological and scientific
developments that can have
a detrimental impact on
people and the environment.
1, 4, 5, 6, 7, 9, 10, 11, 12
5, 7, 8, 11, 12, 16, 20,
22, 23, 33, 34, 36, 40,
41, 42, 45, 46, 48, 51,
52, 56, 57, 65, 67, 68
RA 6, 8, 9, 10
DC 5, 6, 7, 8, 9
11, 34, 35, 36, 40, 51, 52
RA 6, 8, 10
DC 6, 7
Linguistic competence (*)
Use the correct scientific
terminology in texts and
argumentation
involving
scientific content.
1, 3, 4, 5, 6, 9, 10, 11, 12
10, 22, 35, 36, 42, 52,
56, 57, 65, 67, 68
RA 5, 7, 8, 9, 10
DC 2, 5, 6, 7
50
Oxford CLIL (Oxford EDUCACIÓN)
Biology and Geology ESO 3
Learning to learn
Assimilate
knowledge
of
science
and
scientific
procedures in order to
understand
information
obtained both from students’
own experience and written
and audiovisual media.
1, 4, 5, 6, 8, 9, 10, 11, 12
10, 11, 20, 22, 33,
42, 45, 52, 56, 57
RA 2, 8
DC 1, 4, 6, 7
Autonomy and personal initiative
Develop a critical attitude.
Confront problems and take
part in developing possible
solutions.
Develop the capacity to
analyse situations, evaluating
the
factors
that
have
influenced them and their
possible consequences.
1, 5, 6, 9, 10, 12
1, 5, 6, 9, 10, 12
7, 8, 42, 44, 52, 54,
56, 57, 65, 67
RA 8, 10
DC 5, 6, 7, 9
7, 8, 11, 12, 16, 20,
34, 35, 36, 40, 52, 54
RA 6, 8, 10
DC 5, 6, 7, 9
RA: Revision activities
DC: Development of basic competences
*All the sub-competences 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.
51
Oxford CLIL (Oxford EDUCACIÓN)