I Get Ready For School: Unit Aims Competences

Teaching programme
I get ready for school

UNIT AIMS
1. Observe and explore pupils physical and social

environment.
2. Get orientated and operate independently in everyday places
like school.
3. Participate in the different groups pupils encounter,
becoming progressively more considerate of others and
observing the schools code of conduct.
4. Recognise the importance of giving and receiving help.
COMPETENCES
Linguistic communication
(Aim 2)
Mathematical competence and basic competence in science and
technology
(Aims 1, 2, 3, 4, 5)
Digital competence
(Aims 1, 2, 3, 4, 5)
Competence in learning to learn
(Aims 1, 3, 4, 5)
Social and civic competence
(Aims 3, 4, 5)
BLOCK
CONTENTS
The human body.
Parts of the body.
ASSESSMENT CRITERIA
1. Learn the parts that make up
the human body and their
main characteristics.
LEARNING STANDARDS*
LEARNING OUTCOMES
1.1. Identify and describe the parts of

the human body.
Identify physical changes in themselves

and in others as time goes by.
B.2. Human beings and health
Act. 3, p. 9
Individual and group

work.
2. Work
cooperatively,
understanding
the
importance of looking out for
ones own safety and that of
others, taking care of tools
and using materials properly.
2.1. Use certain strategies for learning

to learn, asking questions to
obtain information and requesting
clarification.
(Digital competence,
Competence in learning to
learn)
2.2. Begin developing strategies for
completing activities individually
and as part of a team,
demonstrating skills for the
peaceful resolution of conflicts.
learn)
Unit 0
Be able to accept and respect

classmates achievements.
Act. 4, page 11.
Be able to communicate
appropriately based on ones
knowledge when working as part of a
group.
Act. 4, page 11.
Work cooperatively and submit work
that is neat and organised.
Act. 3, p. 10
Act. 4, p. 11
Act. 6, page 14.
Natural Science 1 Primary
Teaching programme
BLOCK
CONTENTS
B.1. Introduction to science activities
Emotions and feelings.
LEARNING STANDARDS*
3. Work
cooperatively,
understanding
the
importance of looking out for
ones own safety and that of
others, taking care of tools
and using materials properly.
3.1. Begin working cooperatively,

looking out for ones own safety,
that of others, tools and
materials.
(Social and civic competence,
learn, Digital competence)
Use digital media appropriately to

complete the interactive activities on
Saviadigital.
Act. 3, Lets speak, page 7.
Act. 2, page 8.
Act. 3, page 10.
Act. 4, page 13.
4.1. Begin to identify ones own

emotions and feelings and those
of classmates, demonstrating
empathetic behaviour.
(Mathematical competence and
basic competence in science
and technology, Competence
in learning to learn, Social and
civic competence, Sense of
initiative and entrepreneurial
spirit)
Correctly identify the sequence to

follow to get ready for school.
Act.2, page 8.
Be able to use words to express
personal feelings on the first day of
school.
Act. Lets speak, page 7.
Act. 1, page 12.
Correctly identify how some pupils
feel on the first day of school.
Act. 1, page 12
Act. 4, page 13.
Act.5, 6, page 14.
Distinguish between good and bad
behaviour.
Act. 1, 2, 3, page 10.
Act. 4, page 11.
4.
Using information and
communication
technology to find
information
with
guidance.
ASSESSMENT CRITERIA
Learn and evaluate the

relationship
between
wellbeing and identifying
ones own emotions and
those of classmates.
LEARNING OUTCOMES
All of the learning standards help pupils acquire mathematical competence and basic competence in science and technology.
Unit 0
Teaching programme
Methodological suggestions
1. Previous knowledge
In order to study this unit, pupils should be familiar with certain content, either from earlier schooling, if they attended infant education, or through
their experiences in their own environment. These include:
Sensations perceived based on the environment.
Healthy habits.
Respectful behaviour towards others.
2. Possible areas of difficulty

It is highly likely that many pupils havent learnt English or havent had earlier schooling. Therefore, they dont know each other and
communication could be difficult. This may represent a barrier when it comes to interacting in class, participating and establishing contact with
their classmates.
3. Relationship to other subjects

This starter unit includes writing numbers up to the number five, which falls under the subject of Mathematics. There is also content related to
Social Science, such as meeting new classmates, school and different areas of the school, and respectful behaviour.
4. Innovation programmes
Cooperative learning
Each unit includes suggested dynamics for working on cooperative learning. These dynamics are developed in the
Cooperative Learning Guide, included with the Teachers Resources.
Learning to think
Each unit offers the possibility to use the language and contents learnt throughout a series of activities related to the
topic. Pupils develop thinking strategies to work through the different content covered in the units. These suggestions
are fully developed in the Learning to Think Guide, included with the Teachers Resources.
Values
Recognise the importance of inventing and manufacturing new machines that help us in our daily lives.
4. Suggested distribution of sessions

To complete this unit, we recommend dividing the work into five sessions, organised as follows:
UNIT INTRODUCTION
1 session
CONTENT
4 sessions
The above session recommendations are intended as a guide. Each teacher should adapt the recommendations based on their needs and
the number of classroom hours allocated.
Unit 0
Teaching programme
I know my body
UNIT AIMS
COMPETENCES
1. Observe and explore the physical and social environment,

demonstrating interest and curiosity. Establish
connections between ones own actions and the resulting
consequences.
2. Identify the parts of the body and learn the function of the
main joints.
3. Identify and learn about the function of the five senses
(sight, touch, smell, hearing and taste) and associate them
with the corresponding organ
4. Acquire more and better habits related to wellbeing and
personal safety.
5. Learn about objects associated with personal hygiene and
taking care of the body, demonstrating an interest in
identifying their characteristics and use.
6. Learn to identify the features that make us all the same,
and to appreciate and respect our differences.
BLOCK
CONTENTS
The human body.
Parts of the body.
ASSESSMENT CRITERIA
1. Learn the parts that make
up the human body and
their main characteristics.
Linguistic communication. (Aims 2, 3, 5, 6)

technology. (Aims 1, 2, 3, 4, 5)
Digital competence. (Aims 3, 4, 5)
Competence in learning to learn. (Aims 1, 5, 6)
Social and civic competence (Aims 5, 6)
LEARNING STANDARDS*
LEARNING OUTCOMES
1.1. Identify and describe the main parts of

the human body.
basic competence in science and
technology, Linguistic
communication)
Know what limbs are and locate them

on the human body.
Act. 1, 2, 3, page 16
Act. 4, 5, page 17
Act. 6, 7, 8, page 18
Act. 9, 10, page 19
Act. 1, 2, page 27
B.2. Human beings and health.
Identify the parts of the head.

Act. 1, 2, 3, page 20.
Act. 4, 5, page 21
Act. 6, 7 page 22
Act. 8, 9, page 23
Act. 1, 2, page 28
2.
Health and illness.

Healthy habits.
Habits to prevent
illness
and
accidents in the
classroom and at
school.
Personal hygiene,
sleep, leisure and
taking care of the
body.
Unit 1
Understand
and
appreciate
the
importance
of
the
relationship
between
wellbeing and certain
habits:
varied
diet,
personal
hygiene,
controlled
physical
exercise in moderation
and daily sleep.
1.2. Learn the main joints in the human

body and their function in movement.
technology, Linguistic
communication)
Identify the main joints in the body

and recognise the movements they
allow us to make.
Act. Final task, pages 17, 19, 21,
23, 25, 26
Act. 1, 2, 3, page 30
2.1. Develop body care habits. Appreciate

the importance of personal hygiene,
sleep, good use of free time and
caring for the body.
technology, Competence in
learning to learn. Social and civic
competence)
2.2. Identify and demonstrate good
personal hygiene and cleanliness.
technology, Social and civic
competence)
Identify healthy habits and distinguish

them from unhealthy habits.
Act. 1, 2, 3, page 24
Act. 4, 5, page 25
Determine the relationship between
unhealthy habits and negative
consequences for our health.
Act. 5, page 25
Identify some of the most important
personal hygiene items and their use.
Act. 2, page 24
2.3. Develop habits to prevent illness and

accidents in the classroom and at
school.
Teaching programme
technology, Competence in
learning to learn, Social and civic
competence)
3.1. Identify, show and develop behaviours
that demonstrate acceptance of ones
own body and the bodies of others.
technology, Social and civic
competence)
3.2. Begin to identify ones own emotions
and feelings and those of classmates,
demonstrating empathetic behaviour.
(Social and civic competence)
Recognise behaviours that help

prevent accidents and illness.
Act. 3, page 24
Act. 4, 5, page 25
Recognise differences and
similarities between people. Develop
behaviours that demonstrate
acceptance of ones own body and
the bodies of others.
Lets speak, page 15
Act. 1, 2, 3, page 20
Act. 6, 7, page 22
Act. 8, 9, page 23
Act. 2, page 27
Recognise ones own feelings and
emotions and those of others.
Act. Lets speak, page 15
4. Recognise and identify the

five senses and locate the
corresponding organs
4.1. Identify and describe the five senses

(sight, touch, smell, hearing and taste)
and associate them with the
corresponding organs.
(Linguistic communication,
Mathematical competence and
technology, Sense of initiative and
entrepreneurial spirit)
Establish a relationship between

each of the senses and the
corresponding organ in real-life
situations.
Act. 1, 2, p. 26
Act. 4, p. 29
5. Communicate results orally

and in writing, presenting
them with visual aids.
5.1. With guidance, look for, select and

organise specific, relevant information.
Analyse it, reach conclusions and talk
about the experience, reflecting on the
process and communicating orally and
in writing.
(Digital competence, Competence
in learning to learn)
5.2. Begin using information and
communications technology for
learning to learn and to communicate.
5.3. Use the vocabulary corresponding to
each block of content appropriately.
(Linguistic communication)
Carefully study the images and

extract information from them.
Act. Final task, pages, 19, 21, 23
25, 26
Act. 3, page 29
Use ICT as a tool for learning and
self-assessment.
Interactive activities on
Saviadigital: pages 19, 23, 25, 29
and 30
Express oneself correctly, using the
vocabulary corresponding to each
block of content appropriately.
Act. 9, page 23
Act. 2, page 27
6. Work
cooperatively,
understanding
the
importance of looking out
for ones own safety and
that of others, taking care
of tools and using materials
properly.
6.1. Begin working cooperatively, looking

out for ones own safety, that of
others, tools and materials.
Competence in learning to learn)
Work cooperatively.
Act. 3, page 30
3. Learn and evaluate the

relationship
between
Emotions
feelings.
and
Using
different
sources
of
information (direct
and indirect).
B.1. Introduction to science activities.
Using information
and communication
technology to find
information
with
guidance.

work.
Planning
projects
and
submitting
reports.
Unit 0
Teaching programme
7. Complete a project and
submit a report.
6.1. Begin planning and carrying out

activities and tasks, demonstrating
autonomy and initiative.
(Competence in learning to learn)
6.2. Submit work in paper or digital format
that is organised, clear and neat.
Plan and carry out tasks.

Act. 3, page 29
Act. 3, page 30
Submit work that is neat and
organised.
Act. 4, 5, page 21
Act. 9, page 23
Act. 5, page 25
Act 1, page 27
Act. 1, 2, page 28
Act. 3, page 30
All of the learning standards help pupils acquire mathematical competence and basic competence in science and technology.
Unit 1
Teaching programme
1. Previous knowledge required
In connection with this unit, there are a number of contents that pupils should know, from the previous stage, if they
have studied early childhood education, or from experiences they have had in their own environment, such as:
The first six letters in the alphabet: a to A-F
Numbers from 1 to 10
Basic colours: red, yellow, green, blue
Some community members: dentist, doctor
Some members of the family: Mum, Dad, boy girl
Despite having prior knowledge, basically related to vocabulary, students may find some of the following areas to be
difficult when studying the unit:
Reading and writing, as some of the students may not have developed these skills yet.
Following instructions in English, due to the fact that some students may not have studied in English before.
The work on healthy habits encompasses different behaviours, including how to dress and take care of their skin and
eyes, depending on the weather or season of the year. These aspects are part of Social Science.
This unit also includes writing numbers up to the number six which falls under Mathematics.
Learning to think
Values

To complete this unit, we recommend dividing the work into ten sessions, organised as follows:
UNIT INTRODUCTION
1 session
CONTENT
6 sessions
LETS THINK
1 sessions
REVIEW
1 session
FINAL TASK
1 session
NORA AROUND THE WORLD

1 session
The above session recommendations are intended as a guide. Each teacher should adapt the recommendations
based on their needs and the number of classroom hours allocated.
Unit 0
Teaching programme
I eat well
UNIT AIMS
COMPETENCES
1. Classify foods based on whether they are of plant or animal

origin.
2. Recognise the process used to make certain foods and
identify the foods used in manufacturing them.
3. Know how often we should eat foods from certain food
groups for a balanced diet.
4. Understand the need for a healthy, varied diet.
5. Think about food preservation.
6. Learn good health and hygiene habits related to food and
diet.
7. Think about our own diet and be aware of each persons
responsibility for their own health.
BLOCK
CONTENTS
Food: its function in the

organism.
ASSESSMENT CRITERIA
(Aims 1, 2, 3, 4, 5, 6, 7)
technology
(Aims 1, 2, 3, 4, 5, 6, 7)
Digital competence
(Aims 1, 2, 5, 6, 7)
(Aims 3, 4)
(Aims 1, 2, 6, 7)
LEARNING STANDARDS*
LEARNING OUTCOMES
1. Learn about the different

types of foods.
1.1. Identify different types of foods.

(Mathematical competence
and basic competence in
science and technology,
Linguistic communication)
Learn about food groups.

Act. Lets speak, p. 31
Act. 2, page 32
Act. 3, 4, page 33
Act. 6, 7, page 34
Act. 2, page 36
Act. 4, page 38
Classify different types of foods
based on whether they can be eaten
raw or cooked.
Act. 5, page 38
Correctly distinguish between foods
of plant and animal origin.
Act. 3 page 37
Act. 2 page 43
Act. 3, page 45
Recognise what type of food is used
to make certain processed foods.
Act. 1, page 43
Learn the different stages involved in
making certain foods.
Act. 1, page 43
2. Understand and appreciate

the importance of the
relationship
between
wellbeing and certain
habits: varied diet.
2.1. Identify the foods necessary for

a healthy diet.
learn)
2.2. Recognise elements of a
balanced diet, selecting them
from among various choices.
Provide arguments to support
the decision.
learn)
2.3. Develop habits to prevent
illness.
Learn about what foods we need and

how often they should be eaten for a
healthy diet.
Act. 1, 2, 3, page 40
Act. 4, 5, page 41
Identify the five meals which should
be eaten throughout the day for a
balanced diet.
Act. 2, 3, page 40
Act. 2, page 44
Differentiate between foods that
need to be kept cold to preserve
them and those that do not.
Act. 1, 2, page 42
Eating habits. Balanced

diet.
Health and illness. Healthy
habits.
Unit 2
Teaching programme
learn)
BLOCK
CONTENTS
ASSESSMENT CRITERIA
Use an experiment to
establish
hypotheses
regarding events that
occur naturally and those
that occur when caused.
3.1. With guidance, perform small

experiments to establish
hypotheses regarding events
that occur naturally and those
that occur when caused.
learn)
Perform small experiments and draw

conclusions based on observations.
Final task, page 46
4.
Obtain
significant
information
about
previously defined events
and phenomena, making
predictions about natural
events, integrating data
from direct and indirect
observation by consulting
basic
sources.
Communicate the results.
Learn and evaluate the
relationship
between
4.1. Use strategies for learning to

learn, asking questions to
obtain information and
requesting clarification.
learn)
Obtain information from an

experiment or survey. Analyse it and
communicate the conclusions,
comparing them with those of
classmates by observing their
results.
Act. 2, page 43
Act. 4, page 45

emotions and feelings and
those of classmates,
demonstrating empathetic
behaviour.
(Social and civic
competence)
6.1. With guidance, look for, select
and organise specific, relevant
information. Analyse it, reach
conclusions and talk about the
experience, reflecting on the
process and communicating
orally and in writing.
learn)
learning to learn and to
communicate.
learn)
6.3. Use the vocabulary
corresponding to each block of
content appropriately.


looking out for ones own
safety, that of others, tools and
materials.
(Social and civic
competence, Competence in
learning to learn)
Work cooperatively.
Act. 7, page 39
Act. 2, page 43
B.1. Introduction to scientific activity.

B.2. Human
beings and
health.
Experiment-based
approach
to
certain
questions.
5.
Using different sources of

information (direct and
indirect).


communications
technology
to
find
information with guidance.
Individual and group work.
Planning
projects
LEARNING OUTCOMES
3.
Introduction to scientific
activity.
LEARNING STANDARDS*
7. Work
cooperatively,
understanding
the
properly.
Carefully study the images and

extract information from them.
Lets speak, page 31
Act. 2, page 32
Act 2, page 36
Act. 5, page 38
Act. 4, page 41
Act. 1, page 43
Act. 3, page 45
Final task, pages 33, 35, 37, 39, 41,
42
Use ICT as a tool for learning and
self-assessment.
Saviadigital: pages 35, 37, 40, 42,
43 and 45
block of content appropriately.
Act. 2, page 43
Act. 4, page 45
and
Unit 2
Teaching programme
submitting reports.

submit a report.

activities
and
tasks,
demonstrating autonomy and
initiative.
(Competence in learning to
learn)
8.2. Submit work in paper or digital
format that is organised, clear
and neat.
learn)

Final task, page 46
Submit work that is neat and
organised.
Act. 1, page 44
Act. 2, page 46
All of the learning standards help pupils acquire Mathematical competence and basic competence in Science and Technology.
Unit 2
Teaching programme
In connection with this unit, there are a number of contents that pupils should know, from the previous stage, if they have studied early
childhood education, or from experiences they have had in their own environment, such as:
The first six letters in the alphabet: a to A-F
Numbers from 1 to 10
Basic colours: red, yellow, green and blue
Some basic vocabulary: clap, eat, wake up, like, dont like, cut, glue, market, supermarket, animals (cow, sheep, pig, chicken).

Despite having prior knowledge, basically related to vocabulary, students may find some of the following areas to be difficult when studying
the unit:
Reading and writing as some of the students may not have developed these skills yet.
Following instructions in English, due the fact that some students may not have studied in English before.
Knowledge of some abstract terminology to describe differences between plant, animal, cooked and fresh food.
The understanding of the origin of some food. In order to avoid this, this unit focusses more on fresh and cooked food rather than
processed food.

During this unit, pre-writing exercises like tracing and drawing and mathematical issues when dealing with numbers for specific activities.
Learning to think
Values

To complete this unit, we recommend dividing the work into eleven sessions, organised as follows:
UNIT INTRODUCTION
1 session
CONTENT
6 sessions
LETS THINK
1 session
REVIEW
1 session
FINAL TASK
1 session

1 session
Unit 2
Teaching programme
A walk through the nature

UNIT AIMS
COMPETENCES
1. Differentiate between living and non-living things. Recognise

the basic characteristics of living things.
2. Classify animals according to their physical characteristics,
how they move and where they live.
3. Classify animals based on how they are born (viviparous or
oviparous) and their diet (carnivore, herbivore or omnivore).
4. Understand the differences between domestic and wild
animals.
5. Learn some ways animals adapt to their habitat, for example,
camouflage.
6. Recognize plants as living things.
(Aims 1, 2, 3, 4, 5, 6)
technology
(Aims 1, 2, 3, 4, 5, 6)
Digital competence
(Aims 1, 2, 3, 4, 5, 6)
(Aims 2, 3, 4, 5)
(Aims 5, 6)
Sense of initiative and entrepreneurial spirit
(Aims 1, 5, 6)
BLOCK
CONTENTS
B.3. Living things.
Living things. Plants and

animals.
Identifying
differences.
Unit 3
ASSESSMENT CRITERIA
1.
Conduct observations of
living things, proposing
questions before and
during the observation in
order to obtain significant
information.
LEARNING STANDARDS*
1.1. Observe and describe a
number of life forms and
identify the differences between
living and non-living things.
Mathematical competence
and basic competence
in science and technology)
1.2. Recognize plants as living.
Mathematical competence
science and technology)
1.3. Demonstrate an interest in
observing and studying plants
and animals.
(Sense of initiative and
entrepreneurial spirit,
learn)
1.4. Demonstrate and develop the
habit of caring for and
respecting plants and animals.
(Social and civic
competence, Sense of
initiative and entrepreneurial
spirit, Competence in
learning to learn)
LEARNING OUTCOMES
Identify plants and animals as living
things and differentiate them from
non-living things.
Act. 1, 2, 3, page 50
Act. 4, 5, page 51
Act. 6, 7, page 52
Act. 8, 9, page 53
Act. 1, page 62
List the basic characteristics of all
living things.
Act. 4, page 51
Act. 6, page 52
Act. 8, page 53
Learn what elements plants and
animals need to live.
Act. 4, page 51
Act. 6, page 52
Act. 8, page 53
Learn about plants and animals as
part of their environment.
Act. 9, page 53
Act. 3, page 60
Act. 2, page 61
Act. 4, page 63
Teaching programme
BLOCK
CONTENTS
ASSESSMENT CRITERIA
LEARNING STANDARDS*
Classification based on
observable
elements,
identification and names.
2. Recognise and classify the

most important animals in
the immediate environment
and other known species
using basic criteria. Apply
information obtained from
various sources.
2.1. Observe animals directly and

indirectly. Identify, name and
classify them based on
observable elements: where
they live, how they are born,
what they eat and which of the
main groups they form part of.
learn, Social and civic
competence)
2.2. Identify the parts that make up
some of the most
representative types of animals
and the function of each part.
Social and civic competence)
Characteristics of different
types of animals and how
they live.
Different parts of animals
and their main functions.
Human-animals relations.
The care they need to live.
B.3. Living things.
Direct
and
indirect
observation of animals.

communications
technology
to
find
information with guidance.
Using different sources of

information (direct and
indirect).
3. Ask appropriate questions

to
obtain
information
through observation, using
the instruments available
and keeping records.

B.1. Introduction to scientific
activity.
4. Obtain
significant
information
about
basic
sources.
Unit 3
3.1. Observe, describe and

associate animals physical
features and examples of
behaviour with the environment
where they live (camouflage,
changing colour, etc.).
learn, Sense of initiative and
communicate.
learn)
LEARNING OUTCOMES
Classify animals based on various
criteria: body covering, movement,
habitat, diet, how they are born, etc.
Act. 1, 2, 3, page 54
Act. 4, 5, page 55
Act. 6, 7, 8, page 56
Act. 9, 10, page 57
Act. 1, 2, 3, page 58
Act. 4, 5, page 59
Act. 1, 2, 3, page 60
Act. 1, page 61
Correctly identify oviparous and
viviparous animals.
Act. 1, 3, page 58
Act. 4, 5, page 59
Act. 2, page 62
Act. 3, page 63
Match animals with their diet.
Act. 2, page 58
Act. 4, 5, page 59
Differentiate between domestic and
wild animals.
Act. 1, 3, page 60
Act. 2, page 62
Identify and describe an animal
based on its characteristics.
Act. 1, 2, 3, page 54
Act. 4, 5, page 55
Act. 6, 7, 8, page 56
Act. 9, 10, page 57
Act. 1, 2, 3, page 58
Act. 4, 5, page 59
Act. 1, 2, 3, page 60
Act. 1, 2, page 61
Act. 2, page 62
Act. 3, 4, page 63
Recognise some ways living things
adapt to their habitat to help them
survive.
Act. 1, 2, 3, page 60
Act. 1 page 61
Use ICT correctly as a tool for

learning and self-assessment.
Saviadigital: pages 49, 53, 57, 59,
61, 63 and 64
Teaching programme

5.1. Use the vocabulary

corresponding to each block of
learn)
Use vocabulary that is appropriate to

the block of content studied to
communicate.
Act. 9, page 53
Act. 10, page 57
Act. 2, page 61
Act. 4, page 63
Act. 2, page 64
Observe and describe elements of
images and extract information from
them.
57, 59.
Act. 5, page 55
Act. 5, page 59
Act. 2, page 62
Act. 1, page 64
6. Work
cooperatively,
understanding
the
properly.
5.1.
Take an active part in creating a

story, contributing ideas and
respecting the work of others.
Act. 2, page 64
Take care when submitting
assignments, ensuring that they are
neat and organised.
Act. 5, page 51
Act. 5, page 59
Act. 2, page 61
Act. 4, page 63
Act. 2, page 64
Begin working cooperatively,

looking out for ones own
safety, that of others, tools and
materials.
(Social
and
civic
learning to learn)
All of the learning standards help pupils acquire Mathematical competence and basic competence in science and technology.
Unit 3
Teaching programme
In order to study this unit, pupils should be familiar with the alphabet, the first six numbers and basic colours to enable pupils to describe and
understand pictures. Pupils who attended infant education will already be familiar with some animals; this will help them to grasp some of the
concepts in this unit facilitating the learning of the vocabulary in L2. In addition, in their schooling prior to primary education, they already did
some work on appropriate standards of behaviour and certain basic rules of conduct that will allow the teacher to present the new contents.

It is highly likely that pupils will have some difficulty with certain concepts in the unit:
Differentiating between living and non-living things, as they have never met this concept before.
Seeing plants as living things. Pupils should have no difficulty seeing animals as living things. However, this is not so obvious when it
comes to plants, as they do not move and pupils are not aware of how they get nourishment or that they also reproduce.

The unit covers rules that should be observed with regard to a natural environment and the animals that live there. This content is related to
Social Science.
This unit also works with numbers, which fall under Mathematics.
Learning to think
Values

To complete this unit, we recommend dividing the work into eleven sessions, organised as follows:
UNIT INTRODUCTION
1 session
CONTENT
6 sessions
LETS THINK
1 sessions
REVIEW
1 session
FINAL TASK
1 session
1 session
Unit 3
Teaching programme
An animal world!
UNIT AIMS
COMPETENCES
1. Learn the main characteristics of dinosaurs.

2. Differentiate between vertebrate (with bones) and
invertebrate (without bones) animals.
3. Identify the different types of vertebrate animals: mammals,
birds, reptiles, fish and amphibians.
4. Learn the main characteristics of mammals, birds and
reptiles.
5. Learn the characteristics of fish and amphibians and
establish the difference between them.
6. Encourage respect for and interest in other living things.
(Aims 1, 2, 3, 4)
technology
(Aims 1, 2, 3, 4)
Digital competence
(Aims 1, 2, 3, 4, 5)
(Aims 1, 2, 3, 4)
(Aim 5)
Sense of initiative and entrepreneurial spirit
(Aim 5)
BLOCK
CONTENTS
1.
Conduct observations of
living things, proposing
questions before and
during the observation in
order to obtain significant
information.
B.3. Living things.
Living things. Plants and

animals.
Identifying
differences.
ASSESSMENT CRITERIA
BLOCK
Unit 4
CONTENTS
ASSESSMENT CRITERIA
LEARNING STANDARDS*
1.1. Observe and describe a number
of life forms and identify the
differences between vertebrates
or invertebrates.
basic competence in science
and technology)
1.2. Demonstrate interest in
observing and studying animals.
learn, Sense of initiative and
1.3. Demonstrate and develop the
habit of caring for and respecting
animals.
entrepreneurial spirit,
learn, Social and civic
competence)
LEARNING STANDARDS*
LEARNING OUTCOMES
Distinguish between vertebrate
(with bones) and invertebrate
(without bones) animals.
Act. 2, 3, page 76
Act. Final task, pages 67, 69,
71, 73, 75, 76, 80
Correctly identify certain external
characteristics of boneless
animals.
Act. 2, 3, page 76.
Act. Final task, pages 67, 69,
71, 73, 75, 76, 80
Demonstrate respectful
behaviour towards animals.
Act. 4, page 73
Act. 2, page 77
Act. 1, page 78
LEARNING OUTCOMES
Teaching programme
Classification based on
observable
elements,
identification and names.
Characteristics of different
types of animals and how
they live.
2. Recognise and classify the

most important animals in
the immediate environment
and other known species
using basic criteria. Apply
information obtained from
various sources.
2.1. Observe animals directly and indirectly.

Identify, name and classify them based
on observable elements: where they
live, how they are born, what they eat
and which of the main groups they form
part of.
(Competence in learning to learn,
2.2. Identify the parts that make up some of
the most representative types of
animals and the function of each part.
entrepreneurial spirit, Social and
civic competence)
Learn the main

characteristics of
dinosaurs.
Act. 2, 3, page 66
Act. 4, 5, page 67
Learn and identify the
main characteristics of
fish.
Act. 1, 2, 3, page 68
Learn how amphibians
reproduce and are born.
Identify their main
characteristics.
Act. 1, 2, 3, page 69
Act. 3, page 70
reptiles.
Act. 1, 2, 3, page 70
Act. 4, 5, page 71
Recognise the
similarities and
differences between
amphibians and reptiles.
Act. 3, page 70
how
birds
Learn
reproduce and are born.
Recognise their main
characteristics.
Act. 1, 2, 3, page 72
Act. 4, 5, page 73
Learn the main
characteristics common
to all mammals.
Act. 1, 2, 3, 4, page 74
Act. 5, 6, page 75
Identify the aspects that
distinguish different
mammals from others:
how they move,
extremities, etc.
Act. 5, 6, page 75
insects.
Act. 1, 2, 3, page 76
Classify animals correctly
based on the group they
belong to.
Act. 2, page 78
Act. 3, page 79
3. Use instruments such as

information
and
communications
technology
to
make
observations,
with
guidance.
3.1. Use information and communications

technology with a lot of guidance.
(Digital competence, Competence in
learning to learn, Sense of initiative
and entrepreneurial spirit)
Be able to find
information about the
characteristic aspects of
certain animals, with
guidance.
Act. Let's speak, page
65
Use ICT correctly as a
tool for learning and selfassessment.
Saviadigital: pages 65,
69, 71, 73, 75, 76, 79
and 81
Constituent parts and main

functions of animals.
Major animal groups.
B.3. Living things.
Animals in the immediate

natural environment.
Direct
and
indirect
observation of animals.
Completing a project on
Unit 4
Teaching programme
animals.

4.1. Use the vocabulary corresponding to


submit a report.
5.1. Submit work in paper or digital format

that is organised, clear and neat.
(Digital competence, Social and civic
competence)
5.2. With guidance, complete a project and
submit a report on animals in paper or
digital format, gathering information
from different sources.
(Digital competence, Social and civic
competence)
Use vocabulary that is

appropriate to the block
of content studied to
communicate.
Let's speak, pages 67.
Observe and describe
elements of images and
extract information from
them.
Let's speak, pages 67.
Let's think, page 77.
Take care when
submitting assignments,
ensuring that they are
neat and organised.
Act. 5, page 67
Act. 3, page 68
Act 2, page 77
Act. 4, page 79
Act. 1, 2, page 80
Take an active part in
completing an
assignment on animals,
respecting the work of
others.
Act. 2, page 77
All of the learning standards help pupils acquire Mathematical competence and basic competence in science and technology.
Unit 4
Teaching programme
In order to study this unit, pupils should be familiar with certain content: concepts and procedures. These include:
When they begin the unit, pupils will be familiar with the animal world, as many of them will have pets, visit parks and be interested in
them.
Living things are born, take in nourishment, have young and die.
Different ways animals move.

It is highly likely that pupils will have some difficulty with the following concepts:
Aquatic mammals: Pupils tend to identify mammals as terrestrial animals. This may cause difficulty when it comes to differentiating
between aquatic mammals and fish.
Fish, reptiles and amphibians: These animal groups have certain common characteristics. This may cause some problems when it
comes to classifying them correctly.
Understand the concept of cycle as in the cycle of a ladybird.

This unit includes writing numbers, which falls under the subject of Mathematics.
Learning to think
Values

To complete this unit, we recommend dividing the work into twelve sessions, organised as follows:
UNIT INTRODUCTION
1 session
CONTENT
7 sessions
LET'S THINK
1 session
REVIEW
1 session
FINAL TASK
1 session
1 session
Unit 4
Teaching programme
So many materials!
UNIT AIMS
COMPETENCES
1. Recognise the origin of different materials.

2. Learn about the properties of different materials and their
relationship to how each material is used.
3. Identify changes experienced by materials when they are
exposed to environmental agents.
4. Identify positive approaches to caring for the environment.
5. Learn and apply the 3 Rs rule.
(Aims 1, 2, 3, 4, 5, 6)
Mathematical competence and basic competence in Science and
Technology
(Aims 1, 2, 3, 4, 5, 6)
Digital competence
(Aims 1, 2, 4, 5, 6)
(Aims 3, 4, 5, 6)
(Aims 4, 5, 6)
BLOCK
CONTENTS
Materials and
properties.
their
ASSESSMENT
CRITERIA
LEARNING STANDARDS*
1. Classify different types

of materials according
to simple criteria.
1.1. Observe, identify, describe and

classify certain materials according
to simple criteria: state of
aggregation, texture, colour, shape,
flexibility, etc.
basic competence in Science
and Technology, Linguistic
communication)
1.2. Explain the relationship between
certain elements and resources in
the physical environment, the
characteristics of certain materials
and how they are used, giving
specific, relevant examples.
communication)
Recognise the origin of different materials.

Act. 1, 2, 3, page 84
Act. 4, 5, page 85
Identify, describe and classify certain
materials according to their state of
aggregation, colour, shape, flexibility, etc.
Act. 1, 2, 3, page 86
Act. 4, 5, page 87
Act. 2, 3, page 90
Act. 4, 5, page 91
Act 3, page 95
Act. Final task, pages 85, 87, 89, 91
2.1. Observe, identify and orally

describe the changes experienced
by certain materials oxidation,
drying, changes in size, colour,
properties and state after
exposure to environmental agents.
communication, Competence in
learning to learn)
3.1. Demonstrate
individual
and
collective awareness of certain
environmental problems.
(Linguistic
communication,
Competence in learning to learn,
3.2. Reduce, re-use and recycle objects
in the classroom and at school.
(Linguistic
communication,
Recognise changes of state in materials and

what causes these changes.
Act. 1, 2, 3, page 90
Act. 4, 5, page 91
B.4. Materials and energy.
Types of materials.
Classification
according to simple
criteria.
Experiment-based
approach to certain
questions: chemical
reactions.
Reduce,
recycle.
Unit 5
re-use,
2. Recognise
and
describe observable
changes in objects
and
materials,
including
oxidation,
drying and changes in
size, colour, properties
and state.
3. Learn and appreciate

the importance of
taking measures to
save the environment.
LEARNING OUTCOMES
Associate how certain materials are used

with their characteristics.
Act. 1, 2, 3, page 88
Act. 4, 5, page 89
Act. 1, 2, 3, page 93
Act. 1, 2, page 94
Act, 3, 4, page 95
Recognise certain observable

transformations in materials, such as
changes in colour and size and drying.
Act. 1, 2, 3, page 90
Act. 4, 5, page 91
Recognise individual and collective attitudes
that help protect nature.
Act. 1, 2, 3, page 92
Act. 2, 3, page 93
Final task, page 96
Learn and apply the 3R rule. Recognise its
importance for protecting the environment.
Act. 1, 2, 3, page 92
Act. 1, 2, 3, 4, page 96
Final task, page 96
Teaching programme
B.2. Human beings

and health.
BLOCK
CONTENTS
Introduction
to
scientific activity.
Experiment-based
approach to certain
questions.
Using
different
sources of information
(direct and indirect).
ASSESSMENT
CRITERIA
LEARNING STANDARDS*
LEARNING OUTCOMES
4. Learn and evaluate

the
relationship
between wellbeing and
identifying ones own
emotions and those of
classmates.

emotions and feelings and those of
classmates,
demonstrating
5. Obtain
significant
information
about
previously
defined
events
and
phenomena, making
predictions
about
natural
events,
integrating data from
direct and indirect
observation
by
consulting
basic
sources.
Communicate
the
results.

organise
specific,
relevant
process and communicating orally
and in writing.
learning to learn)
Recognise ones own feelings and emotions

and those of others.
Act. 5, page 85
Act. 5, page 89
Act. 5, page 87
Act. 2, page 94
Act. 4, page 95
Make predictions and reach conclusions
regarding certain events.
Act. 5, page 91
6. Communicate results
orally and in writing,
presenting them with
visual aids.

organise specific, relevant
process and communicating orally
and in writing.
communicate.
6.3. Use the vocabulary corresponding
to each block of content
appropriately.
Carefully study the images and extract

information from them.
Act. 1, page 86
Act. 1, page 88
Act. 4, 5, page 89
Act. 1, 2, 3, page 90
Act. 4, 5, page 91
Act. 1, 2, 3, page 92
Act. 1, 2, 3, page 93
Act. 3, page 95
Act. 1, page 96
Use ICT as a tool for learning and selfassessment.
Interactive activities on Saviadigital:
pages 87, 89, 91, 95, 96
vocabulary corresponding to each block of
Act. 5, page 85
Act. 5, page 87
Act. 5, page 89
Act. 5, page 91
Act. 2, page 94
Act. 4, page 95
Act. 4, page 96
7. Work cooperatively,
understanding
the
importance of looking
out for ones own
safety and that of
others, taking care of
tools and using
materials properly.

looking out for ones own safety,
that of others, tools and materials.
Work cooperatively.
Act. Final task, page 96

communications
technology to find
information
with
guidance.

work.
Planning projects and

submitting reports.
Unit 5
B.1. Introduction to
Teaching programme

activities and tasks, demonstrating
Act. Final task, page 96
autonomy and initiative.
Submit work that is neat and organised.
Act. 3, page 93
learn)
Act. 2, page 94
8.2. Submit work in paper or digital
Act. 2, page 96
format that is organised, clear and
neat.
learn)
8. Complete a project
and submit a report.
Unit 5
Teaching programme
In order to study this unit, pupils should be familiar with certain content: concepts and procedures. For example:
Characteristic properties of materials, for example, whether they are hard or soft.
Individual and collective actions that help protect the environment.
The term recycling.

It is highly likely that pupils will have some difficulty identifying the animal, plant or mineral origin of certain materials. They may also find it
difficult to recognise the changes that take place in materials when they are exposed to certain environmental agents.
In this unit, pupils will also need to recognise the difference between recycling, reducing and re-using. They sometimes have difficulty
distinguishing between the different terms.

The unit covers how applying the 3 Rs rule and recognising individual and collective efforts help conserve the environment. This content is
related to Social Science.
This unit also includes writing numbers up to the number three, which falls under Mathematics.
Learning to think
Values

UNIT INTRODUCTION
1 session
CONTENT
5 sessions
LETS THINK
1 session
REVIEW
1 session
FINAL TASK
1 session

1 session
Unit 5
Teaching programme
Machines help us
UNIT AIMS
COMPETENCES
1. Differentiate between simple and complex machines. Identify

the type of energy each machine needs in order to work.
2. Recognise certain machines in the immediate environment,
associating them with the jobs or professions that use them.
3. Learn and appreciate the value of technological discoveries
and how they affect our daily lives.
4. Begin learning to use a computer properly.
5. Recognise the major energy sources and how obtaining energy
affects the environment.
(Aims 1, 2, 3, 4)
Mathematical competence and basic competence in Science and
Technology
(Aims 1, 2, 3, 4)
Digital competence
(Aims 1, 2 and 4)
(Aims 1, 2, 3, 4)
(Aims 2, 3)
BLOCK
CONTENTS
Machines
and
devices.
Studying
machines
and
devices and how they
work.
B.5. Technology. Objects and machines.
Assembling
and
disassembling simple
objects.
LEARNING STANDARDS*
LEARNING OUTCOMES
1. Assemble
and
disassemble simple machines
and objects. Explain how they
work and what each part is
for. Take the appropriate
safety precautions to prevent
accidents, considering the
function of each piece in the
process.
1.1. Observe, identify and describe

certain machines and devices in the
immediate environment.
basic competence in Science and
Technology,
Linguistic
communication)
1.2. Assemble and disassemble simple
objects and devices (scissors,
scales, etc.), explaining how they
work and what each part is for.
Technology,
Linguistic
learning to learn)
Identify and describe common

machines.
Act. 1, 2, 3, page 98
Act. 4, 5, page 99
Act. 1, 2, page 100
Act. 3, 4, page 101
Act. 1, page 102
Act. 2, page 104
Act. 4, 5, page 105
Act. 1, 2, page 106
Act. 1, 2, page 108
Final task, page 110
105, 106
Learn about the different types of
energy required to make machines
work.
Act. 1, 2, 3, page 98
Act. 1, 2, 3, page 102
Act. 1, page 107
Identify the number of parts used to
assemble a machine. Based on this
criterion, recognise simple machines.
Act. 4, 5, page 99
Assemble and disassemble simple
devices and identify the parts required
to assemble each one.
Act. 5, page 99
Identify the proper use for each type of
machine.
Act. 4, page 99
2. Identify, learn and name

some of the main professions.
Recognise their importance
and the duties performed by
people in the immediate
environment.
2.1. Observe, identify and describe

professions based on the materials,
tools and machines they use.
Technology,
Linguistic
communication)
Observe, identify and describe

professions based on the materials,
tools and machines they use, without
stereotyping any of them.
Act. 3, 4, page 101
Act. 1, page 108
Identifying
and
describing
professions based on
the materials, tools
and machines they
use.
Using
materials,
substances and tools
in the classroom and
1
ASSESSMENT CRITERIA
2.2. Observe and identify the jobs of

people
in
the
immediate
environment.
Recognise
the
importance of all professions, how
they contribute to the wellbeing of
society and the responsibility they all
require. Identify sexist stereotypes.
Unit 6
Teaching programme
at school. Personal
safety.
3. Begin learning how to

ensure personal safety and
use materials, substances
and tools safely in the
classroom and at school.
Saving energy and 4. Learn and appreciate the

importance
of
taking
environmental
measures to save energy
protection.
and
protect
the
environment.

Technology,
Linguistic
communication, Social and civic
competence)
3.1. Use substances, materials and tools
appropriately in the classroom.
3.2. Identify and demonstrate behaviours
associated with personal safety.
3.3. Observe and analyse how certain
objects and machines work. Identify
elements which may pose a risk.
Technology, Social and civic
learning to learn)
4.1. Observe and identify elements and
resources
in
the
physical
environment (sunlight, water, air,
earth, vegetation), establishing
simple relationships with human life
and relating them to saving energy
and environmental protection.
(Linguistic
communication,
Learn how machines work and how to

avoid risks associated with their use.
Act.1, 2, page 107
Differentiate between objects which

require energy to work and those that
do not.
Act. 2, 3, page 98
Act. 4, 5, page 99
Observe and identify elements and
resources in the physical environment
from which we obtain energy (sunlight,
water, air, earth, vegetation).
Act. 2, 3, page 102
Act. 4, page 103
Recognise the environmental
consequences of obtaining and
producing energy.
Act. 4, 5, page 103
B.2. Human
beings and
health.
B.5. Technology. Objects and machines.
CONTENTS
Technological
discoveries
and
inventions that make
peoples daily lives
easier.
Using
information
and communications
technology.
Emotions
feelings.
ASSESSMENT CRITERIA
LEARNING STANDARDS*
LEARNING OUTCOMES
5. Learn about discoveries

and inventions that make
peoples lives easier.
5.1. Learn how certain technological

inventions have evolved over time
and how they have made peoples
daily lives easier.
Recognise how certain machines have

evolved over time and how they have
helped improve peoples daily lives.
Act. 1, 2, 3, page 104
Act. 4, page 105
6. Learn some uses for

computers.

Technology, Social and civic
learning to learn)
6.1. Begin learning to use a computer
correctly.
7. Learn and evaluate the

relationship
between

Technology,
Competence
in
learning to learn)
7.1. Begin to identify ones own emotions
and feelings and those of
classmates,
demonstrating
and
Introduction
to
Experiment-based
approach to certain
Learn some uses for computers and

what each part is for.
Act. 1, 2, page 106

Lets speak, page 97
Act. 5, page 103
Act. 5, page 105
Unit 6
Teaching programme
questions.
Using
different
sources
of
information
(direct
and indirect).
Using
information
and communications
technology to find
information
with
guidance.
8. Obtain
significant
information
about
basic
sources.

organise
specific,
relevant
experience, reflecting on the process
and communicating orally and in
writing.
technology,
Linguistic
learning to learn)
Make predictions based on specific

information and reach conclusions
regarding certain events.
Act. 4, 5, page 103.
Act. 5, page 105.
Act. Lets think, page 107
Act. 3, 109
105
9. Communicate
results
orally and in writing,
presenting them with
visual aids.
8.1 With guidance, look for, select and

organise specific, relevant information.
Analyse it, reach conclusions and talk
about the experience, reflecting on the
process and communicating orally and in
writing.
8.2 Begin using information and
communications technology for learning
to learn and to communicate.
8.3 Use the vocabulary corresponding to
Carefully study the images and extract

information from them.
Lets speak, page 97
Act. 4, 5, page 103.
Act. 5, page 105.
Lets think, page 107
Act. 3, 109
105
Use ICT as a tool for learning and selfassessment.
Interactive activities on Saviadigital:
pages 97, 99, 101, 105, 109, 110
block of contents appropriately.
Lets speak, page 97
Act. 3, 109
10. Work
cooperatively,
understanding
the
of tools and using
materials properly.
10.1 Begin working cooperatively, looking

out for ones own safety, that of
others, tools and materials.
Work cooperatively.

submit a report.
11.1.
Begin planning and carrying
out activities and tasks,
demonstrating autonomy and
initiative.
11.2.
Submit work in paper or digital
format that is organised, clear and
neat.

Act. Final task, page 110.
Submit work that is neat and organised.
Act. 4, page 103
Act. 2, page 107
Act. 3, 4, page 109
Act. Final task, page 110.

work.
Planning projects and

submitting reports.
Unit 6
Teaching programme
In order to study this unit, pupils should be familiar with certain content. For example:
Machines need energy to work.
Be familiar with certain common machines in the immediate environment are used.
The name of certain professions.
The concept of preserving nature.
Follow instructions to properly work cooperatively.

It is highly likely that pupils will have some difficulty recognising some types of machines and understanding how they work and the number of
parts machines are made up of.
They may find it especially challenging to begin learning how to use a computer and recognise the function of each part.

The unit covers the connection between different types of machines and the jobs in which they are used. This content is related to Social
Science. It also discusses how some machines have evolved over time.
Mathematics also comes into play in counting the number of parts that make up a machine.
Learning to think
Values

UNIT INTRODUCTION
1 session
CONTENT
5 sessions
LETS THINK
1 session
REVIEW
1 session
FINAL TASK
1 session

1 session
Unit 6

I Get Ready For School: Unit Aims Competences

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I Get Ready For School: Unit Aims Competences

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Teaching programme

I get ready for school

1. Observe and explore pupils physical and social

1.1. Identify and describe the parts of

Identify physical changes in themselves

B.2. Human beings and health

Individual and group

2.1. Use certain strategies for learning

Be able to accept and respect

Natural Science 1 Primary

B.1. Introduction to science activities

Emotions and feelings.

3.1. Begin working cooperatively,

Use digital media appropriately to

4.1. Begin to identify ones own

Correctly identify the sequence to

Learn and evaluate the

Natural Science 1 Primary

2. Possible areas of difficulty

3. Relationship to other subjects

4. Suggested distribution of sessions

Natural Science 1 Primary

1. Observe and explore the physical and social environment,

Linguistic communication. (Aims 2, 3, 5, 6)

1.1. Identify and describe the main parts of

Know what limbs are and locate them

B.2. Human beings and health.

Identify the parts of the head.

Health and illness.

1.2. Learn the main joints in the human

Identify the main joints in the body

2.1. Develop body care habits. Appreciate

Identify healthy habits and distinguish

2.3. Develop habits to prevent illness and

Natural Science 1 Primary

Recognise behaviours that help

4. Recognise and identify the

4.1. Identify and describe the five senses

Establish a relationship between

5. Communicate results orally

5.1. With guidance, look for, select and

Carefully study the images and

6.1. Begin working cooperatively, looking

B.2. Human beings and health.

3. Learn and evaluate the

B.1. Introduction to science activities.

Individual and group

Natural Science 1 Primary

6.1. Begin planning and carrying out

Plan and carry out tasks.

Natural Science 1 Primary

5. Suggested distribution of sessions

NORA AROUND THE WORLD

Natural Science 1 Primary

1. Classify foods based on whether they are of plant or animal

B.2. Human beings and health.

Food: its function in the

1. Learn about the different

1.1. Identify different types of foods.

Learn about food groups.

2. Understand and appreciate

2.1. Identify the foods necessary for

Learn about what foods we need and