OXFORD CLIL
(CORE CONCEPTS)
NATURAL
SCIENCES
ESO 1
Natural Sciences ESO 1
INDEX
1. INTRODUCTION
2
2. METHODOLOGY
4
3. BASIC COMPETENCES
8
4. ACTIVITIES, ATTENTION TO DIVERSITY, ASSESSMENT, AND
ASSESSMENT OF BASIC COMPETENCES
15
5. PROGRAMMES OF STUDY
19
SECTION I. THE UNIVERSE AND THE SOLAR SYSTEM
Unit 1. The Earth within the universe
19
19
SECTION II. MATTER
Unit 2. Properties of matter
Unit 3. The states of matter
Unit 4. Mixtures and pure substances
22
22
25
28
SECTION III. THE EARTH
Unit 5. The gaseous part of the Earth
Unit 6. The liquid part of the Earth
Unit 7. The solid part of the Earth
31
31
34
37
SECTION IV. LIVING THINGS
Unit 8. Earth, an inhabited planet
Unit 9. Living things. Microorganisms
Unit 10. Plants
Unit 11. Animals
40
40
44
47
50
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1. INTRODUCTION
This document refers to the first year ESO syllabus for Natural Sciences 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 11 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 the previous year in
Primary 6 Knowledge of the Natural, Social and Cultural Environment), 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 classic 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 11 teaching units. Each is presented here, divided
into a series of sections to demonstrate how the teaching and learning process will take
place:
 Unit objectives
 Unit contents (concepts, procedures and attitudes)
 Assessment criteria
 Basic competences/subcompetences linked to the assessment criteria and
learning activities.
The textbook used is Natural Sciences 1 (Oxford CLIL, 2011), written by Jorge Barrio
Gómez de Agüero, M.ª Luisa Bermúdez Meneses, Alicia Faure López, M.ª Felisa
Gómez Esteban and Jesús Bárcena Rodríguez and adapted for CLIL by Sarah
Jackson. Other components for teachers include the Teacher's Book, which contains
the answers to the activities and Photocopiable materials (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 1 natural sciences curriculum
covers a range of disciplines, acquainting students with diverse conceptual and
methodological models, from physics, chemistry, biology and geology (which have in
common a particular way of representing and analysing reality) to other, closely related
areas, such as ecology, meteorology and astronomy. These topics will be new to most
students, as in Primary 6 the natural world was studied together with social and cultural
knowledge. Learning throughout this year will become more and more specialised, and
therefore more in-depth. This gradual 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, and this is
reflected in the way in which the course contents are organised. Students must be
made aware that there are certain research procedures that are shared by all fields of
science.
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 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.
So, the study of Natural Sciences during 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 the 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.
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).
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
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.
- Simple experiments are demonstrated visually on the page to make it easier
for students to understand concepts and procedures.
- Additional information is presented 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.
- 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
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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.
 Assessment of basic competences:
- In the Teacher’s Book, there are Assessments of basic competences for
each block of units (Unit 1, Units 2-4, Units 5-7 and Units 8-11), which are
designed to evaluate students' basic competences, i.e. their ability to apply
the knowledge acquired in real-life situations.
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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 of
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
Use strategies to look for different types
of scientific information. Understand and
select appropriate information from a
variety of sources.
1, 2, 3, 4, 5, 6, 7, 8, 9, 10 and 11
3, 5, 6, 7, 8, 9 and 11
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Oxford CLIL (Core concepts)
Natural Sciences ESO 1
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 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 of mankind and identify its
impact on the environment today.
1, 2, 3, 4, 6 and 11
1, 2, 3, 4, 5, 6, 7, 8, 9, 10 and 11
1, 3, 4, 5, 6, 7 and 10
1, 2, 3, 4, 5, 6, 7, 8, 9 and 10
1, 2, 3, 4, 8, 9 and 11
1
7 and 8
6 and 8
Mathematical competence
Use mathematical terms to quantify
natural phenomena.
Use mathematical language to convey
data and ideas about nature.
1, 2, 3, 4, 5 and 6
3, 4 and 5
Processing information 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, 10 and 11
1, 2, 5 and 6
4, 5 and 7
1, 2, 3, 4, 5, 6, 10 and 11
5
13
Oxford CLIL (Core concepts)
Natural Sciences ESO 1
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.
5, 6, 7, 8 and 9
5, 6, 7 and 9
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, 10 and 11
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, 10 and 11
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, 6, 7, 8 and 9
8
1, 2, 3, 4, 5, 6, 7, 8, 9, 10 and 11
1, 2, 3, 4, 5, 6, 7, 8 and 10
1, 2, 3, 4, 5, 6, 7, 8, 9, 10 and 11
6 and 8
1, 2, 3, 4, 7, 8 and 9
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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Oxford CLIL (Core concepts)
Natural Sciences ESO 1
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. At the end of each unit, Revision activities are provided in
the Student’s Book. There is also a series of tests in the Teacher’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 Natural 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 ability, 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
15
Oxford CLIL (Core concepts)
Natural Sciences ESO 1
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
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.
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Oxford CLIL (Core concepts)
Natural Sciences ESO 1
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 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 of mankind and identify its impact
on the environment today.
OVERALL
Mathematical competence
Use mathematical terms to quantify natural
phenomena.
Use mathematical language to convey data and
ideas about nature.
OVERALL
Processing
competence
information
and
digital
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.
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
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Oxford CLIL (Core concepts)
Natural Sciences ESO 1
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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Oxford CLIL (Core concepts)
Natural Sciences ESO 1
5. PROGRAMMES OF STUDY
The contents of this course have been organised into 11 teaching units, which are
detailed below. The teaching objectives, contents (concepts, procedures and attitudes),
cross-curricular content, assessment criteria and basic competences linked to those
assessment criteria are listed for each unit.
THE UNIVERSE AND THE SOLAR SYSTEM
UNIT 1
THE EARTH WITHIN THE UNIVERSE
OBJECTIVES
1. Be able to tell the difference between the universe, the Milky Way and the solar
system.
2. Understand the two contrasting historical concepts concerning the position of
the Earth in the universe and the shape of the universe.
3. Understand the importance of studying and observing the movements of
heavenly bodies in order to put aside simplistic models and understand modern
day knowledge about the universe.
4. Learn about the scales of measurement used to measure distances in the
universe.
5. Recognise some heavenly objects visible to the naked eye or using instruments
of observation.
6. Relate the seasons of the year to the combined effect of the movement of the
Earth around the Sun, the tilt of the axis of rotation and how constant this tilt is,
and not to the closeness or distance of the Earth from the Sun.
7. Understand that daytime and nighttime are caused by the movement of the
Earth and not by the movement of the Sun.
8. Link the length of daytime and nighttime to the different seasons.
9. Link seasonal temperature changes to the angle at which the Sun’s rays hit the
Earth.
10. Understand that the lunar phases are due to the relative position of the Earth,
the Moon and the Sun.
CONTENTS
Concepts
 How knowledge about the universe has changed over time.
 Our place in the universo.
 Distances in the universo.
 The universe we know: galaxies.
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Oxford CLIL (Core concepts)
Natural Sciences ESO 1





Our galaxy: the Milky Way.
Stars.
The Sun and the solar system.
The Earth-Moon system.
Movements of the Earth and their consequences.
Procedures
 Do simple distance conversion calculations.
 Interpret planetary data.
 Use simple diagrams to explain the movements of the Earth and the Moon,
day, night and the seasons.
 Discuss phenomena relating to the Earth-Moon system with classmates.
Attitudes
 Understand the importance of observation and measurement in order to
understand the universe around us.
 Enjoy observing the night sky.
 Recognise the importance of astronomy for daily life (calendars, etc.).
 Understand that scientific theories are constantly changing.
ASSESSMENT CRITERIA
1. Explain the meaning of the astronomical unit (AU) and the light-year.
2. Understand the relative positions of the different bodies that compose the solar
system, in particular, the Earth-Moon system.
3. Describe what causes the seasons.
4. Explain why we can see the lunar phases.
5. Link the moment of the day that we can see the Moon to its corresponding
phase.
6. Understand why there are seasons, solstices and equinoxes in both
hemispheres.
7. Understand how eclipses occur.
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.
3, 7
17, 20, 22, 248
RA 4, 5
1, 2, 7
3, 4, 5, 6, 7, 8, 9,
14, 17, 20, 22, 26
RA 3, 4, 5
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Oxford CLIL (Core concepts)
Natural Sciences ESO 1
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.
2, 3, 4, 5, 6, 7
7, 14, 22, 24
RA 5
5, 7
3, 5
22, 24
RA 3, 4, 5
4, 8, 20, 22, 24
2
RA 4
2
4
RA 1
Mathematical competence
Use mathematical language
to convey data and ideas
about nature.
Processing information and digital competence
Use and produce schematic
diagrams, mind maps, reports
and papers.
2, 3
3, 11, 20
2, 3, 4, 7
7, 11, 14, 21, 22, 24
RA 4, 5
2, 3, 5
6, 7, 21, 22
3
2, 8, 11, 22
1, 2, 3, 5
22, 24
RA 3, 4, 5
Linguistic competence (*)
Use the correct scientific
terminology in texts and
argumentation
involving
scientific content.
Understand and interpret
messages
about
natural
sciences.
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.
RA: Revision activities
*All the subcompetences detailed in this section are developed using English as the common
language, which will allow pupils to communicate with an increasing degree of skill in the foreign
language.
21
Oxford CLIL (Core concepts)
Natural Sciences ESO 1
MATTER
UNIT 2
PROPERTIES OF MATTER
OBJECTIVES
1. Recognise matter by taking into account its most characteristic property: the
ability to occupy a space.
2. Learn about the properties of matter and classify them into intensive or
extensive and whether they can be measured or not.
3. Understand which properties can be measured in order to understand the
concept of quantity.
4. Appreciate the importance of measurement and the need for universal standard
units of measurement.
5. Recognise that measurements are inherently imprecise.
6. Learn about the symbols that are used to express quantities and units.
7. Learn about the International System of Units, and the multiples and fractions of
the most common units.
8. Define the basic concept of mass as a measurement of the amount of matter.
9. Differentiate between the concepts of volume and capacity.
10. Understand the concept of density as a relationship between mass and volume.
11. Learn about the different apparatus used to measure mass and volume.
CONTENTS
Concepts
 Matter and systems of matter.
 Properties of matter: intensive and extensive; can be measured or can’t be
measured (quantities).
 Measurement: units and systems of units.
 Mass, volume and density: what they are and how they are measured.
Procedures
 Complete simple activities about the properties of matter (volume, mass,
density, hardness, etc.).
 Look at different properties of matter in specific objects.
 Do activities that show that it is necessary to measure things.
 Do activities that involve unit conversions.
 Measure the mass, volume and density of different objects, both solid and
liquid.
 Do activities that lead to the development of indirect methods of
measurement.
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Oxford CLIL (Core concepts)
Natural Sciences ESO 1
Attitudes
 Recognise and appreciate the importance of universal standard units of
measurement.
 Show interest in learning how to use simple measuring instruments (scales,
test tubes, etc.).
 Apply yourself to experiments and take care with laboratory material.
ASSESSMENT CRITERIA
1.
2.
3.
4.
5.
6.
7.
8.
Define the concept of matter.
Explain procedures that show that gases are also matter.
Classify different properties of matter into intensive or extensive.
Classify different properties of matter into those that can be measured and
those that can’t.
Define the concept of quantity.
Explain different procedures used to measure the mass of liquids and the
volume of irregular solids.
Change units of measurement into multiples and/or fractions of that unit.
Do simple calculations which include the use of different units from the
International System of Units.
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.
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.
3, 4, 8
1, 5, 12, 14, 15, 17, 18, 19
RA 2, 3, 5, 6, 7, 8
1, 3, 4, 5, 8
2, 3, 4, 6
RA 9, 10, 11
3, 8
1, 8, 10, 17, 19
RA 4, 5, 6, 7
5, 14, 17, 18, 19
RA 3, 5, 6, 7, 8
3, 4, 5, 8
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Oxford CLIL (Core concepts)
Natural Sciences ESO 1
Mathematical competence
Use mathematical language
to convey data and ideas
about nature.
3, 4, 5, 7, 8
10, 12, 17
RA 3, 5, 6, 7, 8
Processing information and digital competence
Use and produce schematic
diagrams, mind maps, reports
and papers.
1, 2, 3, 4, 5, 6
1, 19
1, 2, 3, 4, 5, 6
1, 2, 14, 16, 18, 19
RA 2, 3, 11
5
1, 5, 18, 19
RA 1, 2
1, 3, 4, 5, 6
1, 5, 8, 9, 14
RA 1, 2
8
5, 14, 17, 18, 19
RA 2, 11
Linguistic competence (*)
Use the correct scientific
terminology in texts and
argumentation
involving
scientific content.
Understand and interpret
messages
about
natural
sciences.
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.
RA: Revision activities
*All the subcompetences detailed in this section are developed using English as the common
language, which will allow pupils to communicate with an increasing degree of skill in the foreign
language.
24
Oxford CLIL (Core concepts)
Natural Sciences ESO 1
UNIT 3
THE STATES OF MATTER
OBJECTIVES
1. Recognise the characteristics of each of the three states of matter.
2. Use the model of particles in motion (kinetic theory) to understand the
characteristics of the three states of matter.
3. Understand the phenomena of expansion, contraction and diffusion of gases.
4. Use kinetic theory to interpret changes of state.
5. Explain the variations that changes of state produce in relation to the general
properties of matter (volume, mass and density).
6. Understand and interpret tables of data relating to the states of matter.
CONTENTS
Concepts
 The three states of matter: characteristics.
 Kinetic theory.
 Properties of gases: expansion, contraction and diffusion.
 Changes of state.
 Link between the properties of matter and its changes of state.
 How water behaves during changes of state.
Procedures
 Use simple measuring instruments.
 Identify the characteristics of the different states.
 Use a particle model to explain the states of matter and changes of state.
 Look at diffusion of liquids.
 Analyse the changes of state in different substances.
Attitudes
 Recognise the importance of order and cleanliness during laboratory work.
 Appreciate the care and attention needed when collecting data about a
phenomenon.
 Show interest in learning how to represent phenomena by using diagrams,
sketches and graphs.
 Recognise the importance of observation when acquiring scientific
knowledge.
ASSESSMENT CRITERIA
1. State the characteristics of each of the three states of matter and explain them
using the kinetic theory.
2. Use the kinetic theory to explain the contraction and diffusion of gases, the
fluidity of liquids and the rigidity of solids.
3. Differentiate between the three states of matter according to its general
properties (volume, mass and density).
4. Name the different changes of state.
25
Oxford CLIL (Core concepts)
Natural Sciences ESO 1
5.
6.
7.
8.
Use the kinetic theory to explain changes of state.
Differentiate between vaporization, evaporation and boiling.
Define the concepts of melting point and boiling point.
Explain and apply the appropriate techniques used to measure the melting point
and the boiling point.
9. Use graphs to work out the changes of state of a particular substance.
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.
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.
1, 3, 7
14
1, 4, 5, 7
1, 3, 4, 5, 9, 10, 12, 18, 17
RA 4, 6, 9, 11
1, 3, 4, 5, 7
1, 6, 7, 11, 12, 13,
15, 16, 17, 18, 20
RA 1, 2, 3, 4, 5, 6,
7, 8, 9, 10, 11
1, 3, 5, 7
9, 10, 12, 17, 18
RA 5, 6, 9
3, 5
1 2, 13, 17, 18
RA 5, 6
3, 4, 5, 9, 10, 12
RA 6
3
Mathematical competence
Use mathematical terms to
quantify natural phenomena.
3, 5
15, 16
RA 9
Processing information and digital competence
Use and produce schematic
diagrams, mind maps, reports
and papers.
1
RA 1
26
Oxford CLIL (Core concepts)
Natural Sciences ESO 1
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
6, 12, 13, 16, 17, 18
RA 2, 3, 6, 8, 9, 10, 11
3, 5
9, 10, 12, 13, 17
RA 6, 9
3, 4, 5, 6, 7
10, 12
RA 6
1, 2, 3, 4, 5, 7
3, 4, 5, 9, 10, 12, 15, 17
RA 6, 9
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.
RA: Revision activities
*All the subcompetences detailed in this section are developed using English as the common
language, which will allow pupils to communicate with an increasing degree of skill in the foreign
language.
27
Oxford CLIL (Core concepts)
Natural Sciences ESO 1
UNIT 4
MIXTURES AND PURE SUBSTANCES
OBJECTIVES
1. Understand the importance of scientific classification.
2. Learn how to classify matter according to its visible properties.
3. Understand and explain the difference between a mixture and a pure
substance.
4. Learn about the most common techniques used to separate the substances in a
mixture.
5. Understand the most common characteristics of mixtures (homogeneous and
heterogeneous).
6. Recognise the properties of matter in order to be able to identify pure
substances.
7. Learn about the criteria used to classify pure substances into elements, and
simple or compound substances.
8. Differentiate between physical change and chemical change.
CONTENTS
Concepts
 Classification of matter: homogeneous and heterogeneous.
 Mixtures and pure substances.
 Heterogeneous mixtures.
 Homogeneous mixtures: solutions.
 Separation techniques: sieving, filtering, magnetic attraction, decanting,
crystallisation, and distillation.
 Pure substances: common characteristics; breaking down components and
classification.
 Elements, simple and compound substances.
 The elements that compose the universe: hydrogen and helium.
Procedures
 Use the appearance of various substances to determine if they are
homogeneous or heterogeneous.
 Analyse the composition of various substances using physical change
(change of state).
 Use different techniques to separate the components of a mixture.
 Interpret graphs that show changes of state in pure substances.
 Observe the changes that the boiling and melting points of water undergo
when other substances are dissolved in the water.
Attitudes
 Appreciate the importance of scientific classification.
 Appreciate the importance of substance analysis in the laboratory.
 Show interest in learning about how to approach and solve problems.
 Appreciate the importance of working together.
28
Oxford CLIL (Core concepts)
Natural Sciences ESO 1
ASSESSMENT CRITERIA
1. Differentiate between a homogeneous and heterogeneous substance.
2. Give examples of homogeneous substances that are mixtures or pure
substances.
3. Identify different heterogeneous mixtures found in nature.
4. Give examples of mixtures and indicate which technique is most appropriate to
separate them.
5. Define solution, solvent and solute.
6. Name and define the most important common characteristics of a pure
substance.
7. Analyse a graph showing the change of state of a substance: indicate what
changes take place and at what temperature.
8. Differentiate precisely between physical and chemical change.
9. Distinguish between mixtures and pure substances, and between elements and
compounds.
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.
Interpret data and scientific
experiments.
Draw
conclusions
and
communicate
them
in
different formats in a correct,
well-organised and coherent
manner.
1, 2, 3, 4, 5, 6, 7, 8, 9
1, 4, 13, 14
RA 3, 6
2, 3, 4, 5, 8, 9
7, 8, 10, 11, 12, 14, 15
RA 1, 2, 3, 4, 5, 7
4, 10
4, 13, 14
RA 6
2, 3, 4, 5, 9
1, 4, 5, 14
2, 5, 7, 8, 9
1, 4, 13, 14
RA 6
4
13
RA 6
Mathematical competence
Use mathematical terms to
quantify natural phenomena.
29
Oxford CLIL (Core concepts)
Natural Sciences ESO 1
Processing information 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.
7
5
2, 5
13
2, 4, 5, 6, 8, 9
2, 6, 8, 13, 14, 15
RA 2, 4, 7, 8
1, 3, 8, 9
8, 14
RA 8
2, 4
1, 4, 5, 14
4, 7
1, 4, 5, 14
Linguistic competence (*)
Use the correct scientific
terminology in texts and
argumentation
involving
scientific content.
Understand and interpret
messages
about
natural
sciences.
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.
RA: Revision activities
*All the subcompetences detailed in this section are developed using English as the common
language, which will allow pupils to communicate with an increasing degree of skill in the foreign
language.
30
Oxford CLIL (Core concepts)
Natural Sciences ESO 1
THE EARTH
UNIT 5
THE GASEOUS PART OF THE EARTH
OBJECTIVES
1. Explain the origin of the gases which make up the atmosphere; in particular,
oxygen, the product of photosynthesis.
2. Learn about the atmosphere’s components and their most important
characteristics.
3. Identify the links between humidity, condensation and precipitation.
4. Recognise the difference between climate and weather.
5. Recognise the importance of air for living things. Identify the relationship
between the atmosphere’s components, photosynthesis and respiration.
6. Explain the greenhouse effect and learn about the dangers related to its
increase.
7. Learn about some of the effects of air pollution and how this affects living
things.
CONTENTS
Concepts
 The atmosphere’s origin..
 The composition and structure of the atmosphere.
 Changes in the air’s composition.
 Functions of the atmosphere.
 Atmospheric pressure.
 Atmospheric phenomena caused by wind.
 Atmospheric humidity.
 Atmospheric phenomena caused by water vapour.
 Climate and Weather.
 The importance of air for living things and their health.
 The destruction on the ozone layer.
 The increase in the greenhouse effect.
Procedures
 Link the atmosphere’s composition to basic processes in living things, such
as photosynthesis and respiration.
 Identify links between the different types of atmospheric pollution, their
causes and effects.
 Solve simple numerical operations related to atmospheric humidity.
 Interpret weather maps.
31
Oxford CLIL (Core concepts)
Natural Sciences ESO 1
Attitudes
 Show interest in learning about the atmosphere and its effects on living
things, using a variety of bibliographic sources.
 Evaluate the importance of changes in the Earth’s atmosphere for
atmospheric phenomena and living things.
 Critically analyse the influence of human behaviour on the environment.
 Understand how we can maintain the quality of the air we breathe.
 Acquire habits that help to improve the quality of the atmosphere.
 Appreciate the need to maintain air quality as it is the means by which we
obtain the oxygen we need to breathe.
ASSESSMENT CRITERIA
1. Learn about the atmosphere’s structure and composition and the characteristics
of its components.
2. Identify how the atmosphere’s chemical components are related to different
biological and meteorological processes.
3. Learn about how the atmosphere protects life on our planet.
4. Explain the effect the ozone layer has on the Earth’s surface.
5. Explain the consequences of air pollution on global warming and how it affects
living things.
6. Identify the relationship between air quality and health, and learn about the
main air pollutants.
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.
Describe
and
explain
processes scientifically and
predict
changes.
Use
explanatory models.
Apply scientific knowledge to
everyday situations.
1, 2, 3
8, 40
RA 5, 7, 8, 9
1, 2, 3, 4, 5, 6
2, 4, 5, 6, 7, 8, 10, 11, 14,
15, 16, 17, 18, 22, 23, 24,
25, 26, 27, 28, 31, 32, 33,
34, 36, 37, 38, 39, 41
RA 3, 5, 9
1, 2, 3, 4, 5, 6
2, 4, 5, 7, 11, 15, 17, 26, 27,
32, 33, 34, 36, 37, 38
RA 3, 8, 9
2, 5
11, 15, 27
RA 3, 5
2
9, 13, 34
1, 2
13
RA 7, 8
Mathematical competence
Use mathematical terms to
quantify natural phenomena.
Use mathematical language
to convey data and ideas
about nature.
32
Oxford CLIL (Core concepts)
Natural Sciences ESO 1
Processing information 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.
3
17
1, 2, 3, 4, 5, 6
15, 31, 34, 41
1, 2, 3, 4, 5
1, 3, 4, 6, 9, 12, 14,
28, 29, 30, 35, 39
5
38
RA 5, 8, 9
Use the correct scientific
terminology in texts and
argumentation
involving
scientific content.
1, 2, 3, 4, 5, 6
Understand
messages
sciences.
1, 2, 3, 4, 5, 6
4, 5, 7, 8, 11, 14, 17,
20, 21, 22, 23, 24, 25,
26, 27, 28, 32, 33, 34,
35, 36, 37, 38, 39, 40, 41
RA 1, 2, 4, 6, 7
4, 7, 11, 23, 24, 25,
28, 33, 35, 39, 41
RA 2, 3, 4, 5, 6, 7
Social competence and citizenship
Understand
and
explain
socially relevant issues from
a scientific perspective.
Linguistic competence (*)
and interpret
about
natural
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, 5, 6
8, 15, 18, 35, 41
RA 3
RA: Revision activities
*All the subcompetences detailed in this section are developed using English as the common
language, which will allow pupils to communicate with an increasing degree of skill in the foreign
language.
33
Oxford CLIL (Core concepts)
Natural Sciences ESO 1
UNIT 6
THE LIQUID PART OF THE EARTH
OBJECTIVES
1. Learn about the distribution of water on the Earth.
2. Understand that water is scarce on our planet and also unevenly distributed,
even though the hydrosphere covers a large part of the Earth’s surface.
3. Learn about the properties of water and link them to their functions.
4. Recognise the phases of the water cycle and appreciate their importance.
5. Learn about the different types of groundwater and the different types of
freshwater.
6. Appreciate how serious water pollution is.
7. Identify the human activities that pollute water.
8. Learn about different polluting agents that affect rivers, reservoirs, seas and
oceans.
9. Appreciate the importance of underground water in countries, such as Spain,
where droughts often occur in some regions.
CONTENTS
Concepts
 Where the water on Earth comes from.
 The properties and importance of water for living beings.
 The water cycle on our planet: processes and importance.
 Groundwater.
 Our water consumption.
 Water pollution and purification.
 Water and Health.
Procedures
 Look at and interpret diagrams, e.g. the water cycle.
 Demonstrate an interest in lerning about the Earth’s freshwater reserves.
 Participate in class discussions and debates on water pollution.
 Suggest solutions for water shortages in Spain and in developing countries.
Attitudes
 Recognise the importance of water for living beings.
 Understand that we need to have clean water in order to be able to live.
 Be aware of the difficulties that water pollutions and scarcity entail.
 Assess the importance of recycling and reusing water.
 Show personal commitment to using water appropriately.
 Recognise water as a resource that is shared by everyone.
ASSESSMENT CRITERIA
1. Describe the hydrosphere and say where it comes from.
2. Link the properties of water to its role and functions in nature.
34
Oxford CLIL (Core concepts)
Natural Sciences ESO 1
3. Describe the properties of water in relation to its volume, mass and density
when it changes state.
4. Draw the water cycle.
5. Describe the processes of the water cycle and explain their importance.
6. Understand the different ways in which water appears on the continents.
7. Differentiate between saltwater and freshwater, and describe the different types
of freshwater.
8. Differentiate between the processes of water purification and wastewater
treatment.
9. Understand the different ways in which water can be polluted and the
consequences thereof for day to day life.
10. Understand how to save water.
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.
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.
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
1, 2, 3, 5, 6, 7, 8, 9, 10
23
RA 7, 8, 9
2, 3, 5, 8, 9, 10
6, 19
RA 2
1, 2, 3, 5, 6, 7, 8, 9, 10
2, 3, 5, 6, 9, 10, 12,
16, 17, 18, 22, 23, 24
RA 2, 4, 5
2, 3, 5, 8
5, 6, 7, 8, 9, 23
RA 6
2, 3, 5, 8, 9, 10
5, 6, 9, 12, 17, 19, 20
RA 7, 8, 10
20
RA 7, 8, 10
5, 8, 9, 10
35
Oxford CLIL (Core concepts)
Natural Sciences ESO 1
Mathematical competence
Use mathematical language
to convey data and ideas
about nature.
2, 3, 4, 5, 10
1, 14
RA 1, 2, 8
Processing information and digital competence
Use and produce schematic
diagrams, mind maps, reports
and papers.
3, 5
9, 11, 15, 23
RA 1, 2, 7
5, 8, 9, 10
20, 23
RA 7, 8, 9, 10
1, 2, 3, 4, 5, 6, 7, 8, 9, 10
3, 5, 6, 8, 10, 12, 16, 17, 18,
19, 20, 23, 24
RA 4, 5, 6, 7, 8, 9, 10
1, 2, 3, 4, 5, 8
5, 6
RA 9
2, 3, 5, 6, 8, 9
5, 6, 10, 17, 21, 23
RA 3, 7, 8, 9
5, 8, 9, 10
20
RA 7, 8, 9
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.
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.
RA: Revision activities
*All the subcompetences detailed in this section are developed using English as the common
language, which will allow pupils to communicate with an increasing degree of skill in the foreign
language.
36
Oxford CLIL (Core concepts)
Natural Sciences ESO 1
UNIT 7
THE SOLID PART OF THE EARTH
OBJECTIVES
1. Differentiate between minerals and rocks.
2. Apply simple techniques for identifying the most common minerals and rocks in
the students’ environment.
3. Understand the different processes of rock formation, which also form the basis
of their classification.
4. Classify the most common rocks using simple dichotomous keys.
5. Learn about the different ways in which people use rocks and minerals.
6. Learn about the different processes of extracting minerals from the Earth.
7. Learn about the layers that our planet is composed of.
8. Understand the concept of the Earth’s lithosphere and distinguish between the
continental and oceanic crust.
CONTENTS
Concepts
 Minerals and rocks.
 The main physical properties of minerals and rocks.
 Types of rock according to their origin: sedimentary, igneous and
metamorphic.
 The use of rocks and minerals.
 Mining for minerals and rocks.
 The Earth’s crust.
 The Earth’s lithosphere.
Procedures
 Interpret and complete tables, diagrams, etc.
 Analyse the composition of various types of minerals and rocks.
 Discuss the importance of the Earth’s natural extractive resources.
 Carry out research to learn about mineral extraction processes in Spain.
Attitudes
 Show interest in applying classification criteria to rocks and minerals.
 Show a positive attitude towards scientific rigour, as the basis for
developing knowledge of the Earth’s solid natural resources.
 Recognise the importance of rocks and minerals for human activities.
 Recognise that large areas of the Earth’s surface are damaged by mineral
and rock mining.
 Be curious about the different mineral and rock extraction processes in
Spain.
37
Oxford CLIL (Core concepts)
Natural Sciences ESO 1
ASSESSMENT CRITERIA
1. Understand what a mineral is and what its properties are, and also know how to
apply this knowledge to determine whether a substance is a mineral or not.
2. Highlight the importance of minerals.
3. Understand what a rock is and explain how it is different to a mineral.
4. Know the different types of rock according to their origin.
5. Recognise the most common types of rock in each category.
6. Understand how useful the various types of rocks are.
7. Know which are the most common artificial materials obtained from rocks.
8. Recognise and describe the different ways that rocks and minerals are mined.
9. Know about the structure of the Earth’s layers.
10. Link the lithosphere to the Earth’s crust.
11. Use simple techniques for identifying rocks and minerals.
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.
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.
3, 4, 5, 6, 7, 8, 9, 10
12, 16
RA 4
1, 3, 4, 5, 6, 7, 9
2, 3, 4, 6, 8, 13, 17, 18, 20
RA 1, 2, 6
4, 5, 8
11
4, 5, 6, 7, 8
10, 12
RA 4, 5, 7
10, 13
RA 5, 7
6, 7, 8
Processing information and digital competence
Apply scientific principles to
searching
for,
collecting,
selecting, processing and
presenting information.
1, 3, 4, 5, 6, 7, 8, 9
12, 16, 17, 21
RA 4, 6
Social competence and citizenship
Understand
and
explain
socially relevant issues from
a scientific perspective.
2, 6, 7, 8
RA 7
38
Oxford CLIL (Core concepts)
Natural Sciences ESO 1
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, 10, 11
1, 2, 6, 12, 13, 16, 20
RA 5, 6, 7
1, 3, 4, 6, 7, 8, 9, 10
4, 6
RA 1
4, 5, 6, 7, 8
3, 4, 15, 23
4, 10, 12, 16
RA 4
4, 6, 7, 8
RA 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 the capacity to
analyse situations, evaluating
the
factors
that
have
influenced them and their
possible consequences.
RA: Revision activities
*All the subcompetences detailed in this section are developed using English as the common
language, which will allow pupils to communicate with an increasing degree of skill in the foreign
language.
39
Oxford CLIL (Core concepts)
Natural Sciences ESO 1
LIVING THINGS
UNIT 8
EARTH, AN INHABITED PLANET
OBJECTIVES
1.
2.
3.
4.
5.
6.
7.
Learn about the basic features that make the Earth habitable.
Learn about the basic unit of living things.
Understand that all living things are made up of cells.
Define the cell as the organisational and functional unit of living things.
Learn about prokaryotic and eukaryotic cells.
Explain the two types of nutrition: autotrophic and heterotrophic.
Understand the purpose of nutrition, interaction and reproduction, and link them
to the tremendous diversity of life.
8. Understand the differences between sexual and asexual reproduction.
9. Recognise the enormous diversity of living things and how they are linked to the
environment.
10. Understand the importance of adaptation as something that leads to the
diversification of living things.
CONTENTS
Concepts
 Earth, an inhabited planet.
 The basic unit of living things.
 The organisational and functional unit of living things: the cell.
 The different types of cells.
 Nutrition: autotrophic and heterotrophic.
 Reproduction: sexual and asexual.
 Interaction.
 The diversity of living things.
Procedures
 Develop logical reasoning in order to understand the vital functions of living
things.
 Identify similarities and differences between different types of cells, nutrition
and reproduction, etc.
 Link concepts with concrete examples.
 Study the different ways that living things adapt in order to deduce which
environmental factors they are linked to.
 Analyse graphs in order to determine levels of biodiversity.
40
Oxford CLIL (Core concepts)
Natural Sciences ESO 1
Attitudes
 Respect all life forms and understand that they are made of the same
matter and have the same structural units.
 Appreciate and assess the importance of diversity in living things.
 Develop curiosity in research.
 Appreciate the importance of study as a means of acquiring knowledge.
 Be precise during systematic study.
 Recognise that doubt is an important motivation for learning.
 Understand the provisionality of scientific theories.
 Recognise that scientific knowledge does not render everyday knowledge
of the world invalid, but instead enhances and completes it.
ASSESSMENT CRITERIA
1. Explain the physical and chemical characteristics of the Earth that have allowed
life to develop and continue.
2. Describe the composition and organisation of living matter and differentiate it
from non-living matter.
3. Recognise that living things are made up of cells and, taking into account that
cells are the organisational and functional units of all living things, explain the
functions that all living things have in common.
4. Differentiate between the prokaryotic and the eukaryotic cell.
5. Establish differences and similarities between different types of cells.
6. Establish differences and similarities between autotrophic and heterotrophic
nutrition.
7. Explain the importance of the vital functions and establish links between them.
8. Define diversity in living things and link it to the appearance and extinction of
different species.
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.
Apply scientific knowledge to
everyday situations.
1, 2, 4, 5, 6, 7, 8
16
2, 3, 4, 5, 6, 7, 8
4, 5, 8, 9, 12, 14,
15, 17, 19, 23, 25
RA 1, 2, 3, 4, 5, 6
3, 6, 7
28, 29
RA 9, 10, 11
41
Oxford CLIL (Core concepts)
Natural Sciences ESO 1
Interpret data and scientific
experiments.
Draw
conclusions
and
communicate
them
in
different formats in a correct,
well-organised and coherent
manner.
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 of mankind and
identify its impact on the
environment today.
1, 3, 5, 6, 7, 8
29
8
28, 29
RA 10, 11
8
RA 10, 11
8
RA 10, 11
1, 2, 3, 4, 5, 6, 7, 8
1, 4, 5, 9, 12, 19, 23, 26, 28
RA 1, 9, 10, 11
3, 4, 5, 6, 7, 8
28, 29
1, 2, 3, 4, 5, 6, 7, 8
3, 20, 28, 29
RA 9
Social competence and citizenship
Recognise the consequences
of technological and scientific
developments that can have
a detrimental impact on
people and the environment.
Linguistic competence (*)
Use the correct scientific
terminology in texts and
argumentation
involving
scientific content.
Understand and interpret
messages
about
natural
sciences.
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.
8
DC 10
42
Oxford CLIL (Core concepts)
Natural Sciences ESO 1
Develop the capacity to
analyse situations, evaluating
the
factors
that
have
influenced them and their
possible consequences.
7, 8
29
RA: Revision activities
*All the subcompetences detailed in this section are developed using English as the common
language, which will allow pupils to communicate with an increasing degree of skill in the foreign
language.
43
Oxford CLIL (Core concepts)
Natural Sciences ESO 1
UNIT 9
LIVING THINGS. MICROORGANISMS
OBJECTIVES
1. Understand the importance of classifying living things and learning about the
natural system of classification.
2. Describe the taxonomic categories used to classify living things.
3. Recognise the need to establish scientific nomenclature in order to study living
things.
4. Distinguish between the five kingdoms now used to classify living things and
their defining characteristics.
5. Learn about the existence of living things that are not visible to the naked eye.
6. Appreciate the importance of microorganisms for both the environment and for
human consumption.
7. Learn about and differentiate between the characteristics of the organisms
included in the Moneran, Protist and Fungus Kingdoms.
8. Learn about what type of living thing viruses are.
9. Link some illnesses to the microorganism that produces them.
CONTENTS
Concepts
 Diversity, classification and levels of organisation of living things.
 Binomial nomenclature.
 The five kingdoms of living things.
 Microscopic organisms.
 The Moneran Kingdom: types of bacteria.
 Characteristics of viruses.
 The Protist Kingdom: protozoa and algae.
 The Fungus Kingdom: characteristics and types.
Procedures
 Identify taxonomic groups when classifying animals.
 Look for scientific names according to their taxon.
 Complete tables outlining the characteristics of the different kingdoms.
 Label diagrams of microorganisms.
Attitudes
 Study in a precise, rigorous and systematic manner.
 Appreciate biodiversity and respect living things.
 Appreciate the task of scientific classification.
 Participate and demonstrate tolerance in group work.
 Show interest in microorganisms and microbial illnesses.
ASSESSMENT CRITERIA
1. Recognise the need to have fixed classification criteria which are defined as the
characteristics used in order to group elements together.
44
Oxford CLIL (Core concepts)
Natural Sciences ESO 1
2. Define taxonomic categories as distinct levels of organisation in order to classify
living things.
3. State the characteristics used to classify certain groups of individuals into
different species.
4. Define the concept of binomial nomenclature, recognise its importance and
know how to apply it following the teacher’s instructions.
5. Name the five kingdoms and their defining characteristics.
6. Describe the characteristics of viruses.
7. Identify the organisms included in the Moneran Kingdom and recognise the
importance of some groups of bacteria.
8. Identify which groups of living things belong to the Protist Kingdom.
9. Study the characteristics of protozoa and the classes into which they are
divided.
10. Study the characteristics of algae and their importance for the marine
environment.
11. Know how to classify algae according to their pigmentation.
12. Describe the main characteristics of organisms from the Fungus Kingdom and
recognise the need to classify them into a separate kingdom to plants.
13. Recognise the importance of fungi.
14. Link some common illnesses to the microorganism that produces them.
15. Know how to use simple classification keys.
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.
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.
1, 2, 4, 5, 6, 7, 8,
9, 10, 12, 13, 14
8, 14, 19
1, 2, 3, 4, 5, 6, 7, 8,
9, 10, 11, 12, 13, 14
3, 6, 9, 11, 17, 18,
20, 24, 26, 29
RA 2, 3, 5, 6, 7
7, 10, 11, 12, 14
14, 18, 19, 27
1, 14
3, 6, 9, 17, 21, 27, 29
RA 3, 6, 7
7, 10, 13, 14
14, 18, 19
Social competence and citizenship
Understand
and
explain
socially relevant issues from
a scientific perspective.
45
Oxford CLIL (Core concepts)
Natural Sciences ESO 1
Linguistic competence (*)
Use the correct scientific
terminology in texts and
argumentation
involving
scientific content.
1, 2, 3, 4, 5, 6, 7, 8,
9, 10, 11, 12, 13, 14
3, 4, 6, 9, 11, 17, 18,
21, 24, 25, 27, 29
RA 2, 3, 5, 7
1, 4, 6, 7, 8, 9,
10, 12, 13, 14, 15
14, 17, 19, 21, 27, 29
RA 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.
Autonomy and personal initiative
Develop the capacity to
analyse situations, evaluating
the
factors
that
have
influenced them and their
possible consequences.
12, 14
6, 9
RA: Revision activities
*All the subcompetences detailed in this section are developed using English as the common
language, which will allow pupils to communicate with an increasing degree of skill in the foreign
language.
46
Oxford CLIL (Core concepts)
Natural Sciences ESO 1
UNIT 10
PLANTS
OBJECTIVES
1.
2.
3.
4.
5.
Describe the characteristics of the organisms included in the Plant Kingdom.
Understand the basic principles of photosynthesis and plant respiration.
Describe the features of mosses and ferns.
Link the different structures of the flower to the reproductive process.
Differentiate between angiosperms and gymnosperms, and identify them in
nature.
6. Link the structure of the root, the stem and the leaves to their respective
functions.
7. Use simple dichotomous keys to identify trees.
8. Understand the importance of plants in the conservation of life on Earth.
CONTENTS
Concepts
 Characteristics of the Plant Kingdom.
 Plant classification.
 Non-flowering plants: liverworts, mosses and ferns.
 Flowering plants: spermatophytes.
 Flowers, fruit and sedes.
 Angiosperms.
 Gymnosperms.
 General structure of spermatophytes.
 The root, the stem and the leaves: structure and function.
Procedures
 Study the structures that make up a flower.
 Study the different types of leaves in order to classify them according to
their venation or the shape of the blade and its margin.
 Identify links between the different types of flowering and non-flowering
plants.
 Use simple dichotomous keys.
 Draw up simple classification tables.
 Participate in paired discussions on local plants and trees.
Attitudes
 Show interest in learning about the different types of plants.
 Appreciate the importance that plants have for life on our planet.
 Show interest in finding out the names of the most common plants in our
surroundings and how human beings use them.
 Learn to respect the environment through study.
 Show positive attitude towards scientific rigour as the basis for developing
knowledge of plants.
47
Oxford CLIL (Core concepts)
Natural Sciences ESO 1
ASSESSMENT CRITERIA
1.
2.
3.
4.
5.
6.
Describe the main characteristics of plants.
Explain the fundamental principles of photosynthesis.
Differentiate photosynthesis from respiration.
Classify plants according to whether or not they have flowers.
Know about the features of liverworts, mosses and ferns.
Link the different parts of the flowers of angiosperms to their functions in
reproduction.
7. Compare the characteristics of angiosperms and gymnosperms.
8. Describe the parts of the root, the stem and the leaves and link them to their
functions.
9. Know how to use simple classification keys.
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, 5, 8
3, 5, 6, 7, 9, 13, 14,
15, 17, 18, 21, 24
RA 3, 4, 6, 9
2, 3, 5, 8
4, 18
RA 9
2, 3, 5, 6, 7, 8
10, 15, 16
RA 8
Processing information and digital competence
Use and produce schematic
diagrams, mind maps, reports
and papers.
1, 2, 3, 4, 5, 6, 7, 8
8, 11, 17, 19, 23
RA 2, 5, 6
1, 2, 3, 4, 5, 6, 7, 8
5, 7, 9, 13, 14, 18, 24
RA 8, 9
2, 3, 5, 6, 7, 8
22
1, 2, 3, 4, 5, 6, 7, 8, 9
9, 15, 22
RA 8
Linguistic competence (*)
Use the correct scientific
terminology in texts and
argumentation
involving
scientific content.
Understand and interpret
messages
about
natural
sciences.
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.
48
Oxford CLIL (Core concepts)
Natural Sciences ESO 1
RA: Revision activities
*All the subcompetences detailed in this section are developed using English as the common
language, which will allow pupils to communicate with an increasing degree of skill in the foreign
language.
49
Oxford CLIL (Core concepts)
Natural Sciences ESO 1
UNIT 11
ANIMALS
OBJECTIVES
1. Learn about the characteristics of the living things that belong to the Animal
Kingdom.
2. Recognise the types of animals that make up the group known as invertebrates:
sponges, cnidarians, annelids, molluscs, arthropods and echinoderms.
3. Classify fish, amphibians, reptiles, birds and mammals within the subtype of
vertebrates.
4. Differentiate between the different kinds of respiration, reproduction and thermal
regulation in both vertebrates and invertebrates.
5. Find the relationship between certain structures and their adaptation to the
environment.
6. Classify certain species into the vertebrate group to which they belong
according to their characteristics.
7. Identify animals that belong to the same group according to their morphological
characteristics and learn about their habitats.
CONTENTS
Concepts
 The Animal Kingdom.
 Invertebrates: sponges, cnidarians, molluscs, annelids,
echinoderms.
 Vertebrates: fish, amphibians, reptiles, birds, mammals.
arthropods,
Procedures
 Develop reasoning skills by asking questions that establish logical links
 Establish links between structures and organs, and their corresponding
function.
 Establish links between adaptations in vertebrates and how they live.
 Establish taxonomic links.
 Describe the characteristics of a sample based on direct observation of it.
Attitudes
 Respect and take care of all forms of life.
 Reject collecting specimens as a hobby and show interest in studying
animals in their natural habitat.
 Promote curiosity and systematic study as the basis for scientific research.
 Reject any kind of violence towards animals.
 Accept the human being as part of the Animal Kingdom.
 Recognise animal diversity as a value in its own right.
ASSESSMENT CRITERIA
1. Describe the main morphological characteristics of the different groups of
vertebrates and invertebrates.
50
Oxford CLIL (Core concepts)
Natural Sciences ESO 1
2. Link animal organs to their functions.
3. Understand the concept of metamerism and give examples of organs that have
this characteristic in annelids.
4. Describe the concept of metamorphosis.
5. Describe the features that characterise the human race.
6. Establish some links between certain structures and their adaptation to their
environment.
7. Identify the class or the order to which certain animals belong through study of
their most relevant characteristics, using keys or guides.
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.
Interpret data and scientific
experiments.
Draw
conclusions
and
communicate
them
in
different formats in a correct,
well-organised and coherent
manner.
1, 4, 6
4, 13, 14, 23
1, 2, 3, 4, 5, 6, 7
5, 8, 10, 12, 13,
17, 21, 22, 24
RA 2, 3, 4, 5
6
4, 7, 9, 14, 15, 18, 23
Processing information and digital competence
Use and produce schematic
diagrams, mind maps, reports
and papers.
1, 4, 5, 6, 7
13
1, 2, 3, 4, 5, 6, 7
5, 8, 10, 12, 17, 19, 22, 23
RA 4, 8
Linguistic competence (*)
Use the correct scientific
terminology in texts and
argumentation
involving
scientific content.
51
Oxford CLIL (Core concepts)
Natural Sciences ESO 1
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, 4, 5, 6, 7
4, 14, 23
RA: Revision activities
*All the subcompetences detailed in this section are developed using English as the common
language, which will allow pupils to communicate with an increasing degree of skill in the foreign
language.
52
Oxford CLIL (Core concepts)