Programacion Geography Core Concepts English

Geography ESO 3
OXFORD CLIL
GEOGRAPHY
ESO 3
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Geography ESO 3
INDEX
1. INTRODUCTION 2
2. METHODOLOGY 4
3. BASIC COMPETENCES 8
4. ACTIVITIES, ATTENTION TO DIVERSITY, ASSESSMENT, AND

ASSESSMENT OF BASIC COMPETENCES 16
Activities 16
Attention to diversity 16
Assessment procedures and marking criteria 17
Assessment of basic competences 17
5. PROGRAMMES OF STUDY 20
Unit 1. Planet Earth 20
Unit 2. The physical landscape of Spain 24
Unit 3. Population 27
Unit 4. Settlement 30
Unit 5. Economic activity 33
Unit 6. The primary sector 36
Unit 7. Industry 40
Unit 8. The tertiary sector 44
Unit 9. Spain’s economy 48
Unit 10. Political organisation and the State 52
Unit 11. Diversity of Spain 55
Unit 12. Europe and the European Union 58
Unit 13. Geographical regions 61
Unit 14. A global world 64
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1. INTRODUCTION
This document refers to the third year ESO syllabus for Geography 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 14 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
learn about their country and community’s rich heritage (geographical, historical,
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cultural and artistic). They 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
knowledge of the upcoming contents. The subsequent unit contents are presented in a
clear, organised and concise way. The approach to each topic, the vocabulary and the
complexity of the contents have all been adapted to the cognitive abilities of the
students. The language level has been carefully graded for non-native speakers. The
contents are presented and explained 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 14 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 Geography ESO 3 (Oxford CLIL, 2011), written by Gregorio
Castellano Rascón, José Martín Díaz Navarro, Mercedes López González, Rosa M.ª
Luna Gila, Begoña Olivar García, Miren Begoña Riesco de Iturri, Manuel Díaz Rubiano
and Rosario Brenes Vega and adapted for CLIL by Margie Lemmens. Other
components for teachers include the Teacher’s Book, which contains the answers to
the activities and Photocopiable materials (reinforcement and extension activities
(reading comprehension, map-reading, games), 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 CLIL-
based approach, the core principles of which are as follows:
 The subject comes first.
 Long, dense texts and complex sentence are avoided.
 Presentation of content is supported by visual aids: photos, flow charts,
diagrams, tables, and labelled drawings, for example.
 Learning is guided and structured.
 Comprehension tasks are used more frequently than in a native language context
to reinforce assimilation and processing of content and provide more language
practice.
 Learning is active whenever possible.
 Greater emphasis is placed on the process of learning.
 The four skills are crucial for presenting and learning new information.
Despite the fact that the subject is being taught through the medium of a foreign
language, many of the methodological considerations are the same as for mother-
tongue instruction. However, teachers should be aware that the pace of learning may
be somewhat slower, especially in the initial stages and more time will be spent on
checking understanding and reinforcing linguistic elements. Teachers should address
students in English, and students should be encouraged and helped to use English as
much as possible, although in the early stages some use of the mother tongue is
inevitable.
Apart from the language objectives, the learning objectives of the Geography 3 course
range from purely scientific ones (analysis of the political organisation and geography
of large areas of the world, the European Union, Spain and its autonomous
communities, as well as changes and problems in an interdependent, globalised world)
to cross-curricular ones, which help students to understand the social, economic and
cultural dynamics of their own community, their country, Europe and the world as a
whole, and to participate in that dynamic in their own sociocultural context. In other
words, students learn about and understand social phenomena and events and how to
interpret today's reality as a human construct developed over time. The emphasis is on
the need to understand and explain geographical phenomena, not just know about
them. So, schools and the teaching process itself should provide students with the
resources they need to understand the complex, ever-changing reality in which they
live, in order to play an active role in it.
As well as providing information and knowledge, schools also play an important role in
the socialisation of their students. The teaching of Geography clearly demonstrates this
dual objective. However, this also, paradoxically, makes it more difficult to teach.
Students instinctively question the sociocultural reality in which they live. They also
have access to the media and information and communication technologies, which
compete with teachers for the role of educator and provide a lot of information, which is
not always accurate or useful. Students often already have an opinion about many
social facts and phenomena, which can hinder their ability to take knowledge on board
but this prior knowledge can actually be used as a starting point for classroom
teaching. It is also important to remember that much of the content at this level and in
this subject is instrumental: in other words, it transcends the traditional category of
knowledge, favouring a propaedeutic approach, which centres on getting students
interested in continuing to learn (one of the basic competences) both within the
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educational system (at bachillerato level, through university studies or vocational

training) and outside it, and on understanding their complex social reality. Schools must
strive to ensure that students take on the values of the democratic society in which they
live. In other words, they should turn students into citizens, with all the rights and
obligations that this entails. Essentially, this means helping students become mature,
both intellectually and personally.
Together, these aspects shape the methodology used for the teaching and learning
process (which should be active and participative, giving students the skills required to
learn for themselves but also work in a team) and the way in which the contents of the
curriculum are organised. Social knowledge can only be constructed by comparing
different opinions and hypotheses. Students will learn about a specific social reality
(past or present) and be able to compare it with existing ideas they may already have
about that reality by applying basic social research and working techniques. The
procedures (observation, recognition, comparison, use of geographical sources) that
appear in each unit and in the Social Sciences in practice section at the end of the
Student’s Book are vital tools to help students achieve the objectives of this school
year and subject.
So, the Geography course has a specific working method based on its objectives.
Knowledge and understanding of geographical phenomena require the constant use of
maps, pictures, and charts and the ability to describe them and locate them spatially in
relation to each other and to other geographical spaces. There are two key differences
in the methodological approach this year compared to the previous years: more
emphasis is placed on the inter-relationships between different geographical factors, as
well as on how the resulting spaces are organised.
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 (digital content) is
becoming so widespread, and digital classrooms (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.
Consequently, many of the activities in the course require the use of these
technologies. Students exercise a series of intellectual skills, such as finding
information, analysis, reflection, comparing sources, etc., using different sources
(websites, search engines, etc.). These skills will also be put into practice in other
curriculum subjects.
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 introduce concepts in a clear, simple and reasoned way, using language
adapted to the students' level, and helping to improve their spoken and written
expression both in the foreign language and their mother tongue (linguistic
competence).
 To approach contents in a manner that helps students learn in a meaningful,
significant way.
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 To analyse geographical texts with a dual objective: to consolidate knowledge

of the subject, and to improve reading ability.
 To use learning strategies that favour a multi-causal analysis of social
phenomena in general, and geographical ones in particular.
 To encourage attitudes that lead students to adopt the values of a democratic
system (social competence and citizenship).
Each unit of the Student’s Book has the same structure, and each section aims to meet
the various methodological requirements outlined above:
 An opening page, with a series of initial questions and an illustration to

introduce the contents, teach some key vocabulary and raise interest in the
topic.
 Explanatory pages:
- Explanatory texts are presented in concise, straightforward language,
which makes it easy for students to identify and grasp core concepts.
Texts are accompanied by photos and illustrations which support the
content and aid understanding.
- Additional information is included in boxes, maps, data tables, drawings,
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.
- Reading texts on the Activity pages extend the contents of the unit,
highlighting interesting aspects of the topic area.
- In addition, listening activities are included which help to reinforce
vocabulary and pronunciation and develop oral comprehension.
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 A double-page spread of Revision activities at the end of each unit enables

students to apply the knowledge they have acquired and teachers to see if any
points need to be reinforced. The final section of these Revision activities is
called Talking points and consists of oral activities in small groups or pairs, in
which students express and exchange opinions or share experiences, do a role-
play, have a debate, do a presentation based on their research etc. These
activities are designed to develop oral fluency and communication in the foreign
language.
 A summary table of the unit contents for students to complete.
 Assessment of basic competences:

- In the Teacher’s Book, there are there are Assessments of basic
competences for each content block (units 1-4, 5-9 and 10-14) which are
designed to evaluate students' mastery of the basic competences, i.e. their
ability to apply the knowledge acquired in real-life situations.
 The final sections of the Student’s Book are Social sciences in practice, a
section which includes techniques that will help students to observe,
understand and analyse, highlighting the importance of procedures in this
subject, and the appendix of Maps: physical and political maps of Spain and the
world.
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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
previous year of compulsory secondary education (ESO 2), students have completed 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 (and social sciences are no exception) 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 (Units 1-4, 5-9 and 10-14).
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 (extra-
curricular activities) combines to form a sort of cultural baggage, a collection of
information that they must be able to use throughout their lives, at the right time and in
diverse situations. So, any of those competences can be achieved, perhaps not in all
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parts of the curriculum but certainly in most of them, and for the same reason all of
these competences can be used and applied in any topic or subject, regardless of
where they have been acquired (cross-curricular competences). Competence should
guarantee that a student has achieved certain learning objectives, but it should 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.
 SOCIAL COMPETENCE AND CITIZENSHIP

Just like competence in knowledge and interaction with the physical world, this
competence is absolutely key to Geography, as knowledge and understanding
of our complex, ever-changing social reality are two of the core parts of the
course contents, helping students to develop socially. This competence only
makes sense when students realise that they are living in a society that is
becoming ever more multicultural, and where cultures are not necessarily
complete opposites nor at odds with one other. If we know about the different
social realities that have existed over time, we inevitably compare them with
today's reality, and this is the perfect moment for students to understand that no
reality is permanent, and that society and civilisation evolve over time. For this
reason, realities can change, so students must be taught to be tolerant of new
realities in their own environment and in that of others.
 COMPETENCE IN KNOWLEDGE AND INTERACTION WITH THE PHYSICAL

WORLD
This competence, along with social competence and citizenship, is one of the
most important in this subject. Not only does it acknowledge the importance of
the physical world itself, without humans, but it also highlights human
interaction with that world (looking for resources, economic activities,
settlements). The physical space is a place where social phenomena and
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events (and the students' own lives) take place, and the space is organised
territorially and administratively as a result of those phenomena and events that
have taken place over time. So the interaction between people and the physical
world can encourage students to want to look after the environment. The most
relevant procedures for this competence are ones like finding, observing and
interpreting spaces and landscapes.
 DATA PROCESSING AND DIGITAL COMPETENCE

To understand social and historical 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
written sources as well as new technologies must be analysed according to
strict criteria in order to carry out an exhaustive critical comparison of sources.
 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 and academic language); and the importance that everything related
to information has in the curriculum contents, including the reading of texts.
Students will also learn how to use the different types of discourse associated
with the course contents at the appropriate moments (description, narration,
argumentation, presentation, etc.).
 LEARNING TO LEARN
This competence gives students the skills and strategies they need to help
them learn throughout their lives (finding, organising and recovering
information). It also means that they can adapt, critically and reflectively, to the
changes that take place during their lives, i.e. that they can apply similar
analytical tools to those changes as those that they use to analyse our
geographical social reality.
 AUTONOMY AND PERSONAL INITIATIVE

This competence focuses on students' active involvement in making decisions
that affect their learning: analysis, planning, reviewing, comparing, drawing
conclusions, etc. in individual and group work. With this competence, like the
competence of learning to learn, students will become accustomed to working
methods which can be used for any type of learning throughout their school and
professional lives.
 MATHEMATICAL COMPETENCE
By using basic statistical concepts, numerical scales and charts, simple
calculations (percentages, proportions, etc.), charts (scales, diagrams, etc.) –
basically, by gaining a knowledge of the quantitative and spatial aspects
involved in the analysis of our geographical social reality, students will be made
aware that mathematical knowledge can play a functional role in many parts of
their lives.
We have now looked at the basic competences established by the Spanish education
system. These competences are inevitably very generic. If we want to use them as a
point of reference for teaching and to demonstrate the real competence achieved by
students (assessment), we need to make them even more specific, breaking them
down into subcompetences and linking them to the other elements of the curriculum.
These subcompetences are statements which have been written after a
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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 / UNITS
SUBCOMPETENCES
1, 2, 3, 4, 5, 6, 7, 8,
Linguistic competence 9, 10, 11, 12, 13 and 14
Communicate simple messages, verbally 1, 2, 3, 4, 5, 6, 7, 8,
and in writing. 9, 10, 11, 12, 13 and 14
Speak, listen and participate in dialogue 1, 2, 3, 4, 5, 6, 7, 8,
and debate in an organised and clear 9, 10, 11, 12, 13 and 14
manner.
Apply language usage rules, as well as 2, 3, 4, 6, 7, 8,
linguistic and non-linguistic skills, when 9, 10, 11, 12 and 13
communicating.
Communicate thoughts, emotions, life 5
experiences, opinions, ideas, and ethical
and critical judgements in a coherent way.
Use specific vocabulary from each 1, 2, 3, 4, 5, 6, 7, 8,
subject area to enrich one’s language. 9, 10, 11, 12, 13 and 14
Compose and manipulate different kinds 1, 2, 3, 4, 7, 8, 9, 11 and 14
of texts with different communicative and
creative purposes.
Use language as a tool for the peaceful 5
resolution of conflict, avoiding the use of
derogatory words and sexist and
discriminatory expressions.
Find information in different media (print 1, 2, 6, 7, 8, 9, 10, 11, 12, 13 and 14
and digital) and use it in projects related
to different subject areas.
Process information from oral and written 1, 2, 3, 4, 5, 6, 7, 8,
sources. 9, 10, 11, 12, 13 and 14
Social and civic competence 1, 3, 4, 6, 7, 8, 9, 10, 11, 12, 13 and 14

Develop the ability to empathise in order 10 and 14
to understand human actions in the past
or present.
Appreciate and make use of dialogue as 1, 3, 4, 6, 7, 8, 9, 10, 11, 12, 13 and 14
a necessary means of resolving
problems. Take part in debates and group
discussions to express one’s own ideas
and listen to and respect the opinions of
others.
Value the contributions of different 13
cultures.
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Competence in knowledge and 1, 2, 3, 6, 7, 8, 9, 10, 11, 12, 13 and 14

interaction with the physical world
Develop the skills of orientation, 1, 2, 3, 6, 7, 8, 9, 10, 11, 12, 13 and 14
localisation, observation and
interpretation of real and represented
spaces and landscapes.
Analyse the effect of human activity on 2, 6, 7, 8, 9 and 14
natural spaces and resources, both in
terms of the problems which it sometimes
causes, and of the measures which are
taken to protect and care for the
environment.
Data processing and digital 1, 2, 3, 4, 5, 6, 7, 8, 9,

competence 10, 11, 12, 13 and 14
Search for, find and process information 1, 4, 5 and 8
from direct and indirect observation of
reality, and from written, graphic and
audiovisual sources.
Establish criteria for selecting information 1, 2, 3, 4, 5, 6, 7, 8, 9,
from different sources objectively. 10, 11, 12, 13 and 14
Understand and interpret icons, symbols 1, 2, 3, 4, 5, 6, 7, 8, 9,
and other ways of representing 10, 11, 12, 13 and 14
information, especially those relating to
maps and images.
Mathematical competence 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 12, 13 and 14

Be aware of the quantitative and spatial 5 and 12
aspects of reality.
Apply simple operations, scales, 1, 3, 4, 5, 6, 8, 9, 11, 12, 13 and 14
percentages, proportions and statistical
concepts to aspects of reality which can
be described quantatively.
Make use of numerical and graphical 1, 2, 3, 6, 7, 8, 9, 11, 12, 13 and 14
scales, systems of reference, recognition
of geometrical shapes and measurement
criteria. Codify information numerically
and represent it graphically.
1, 2, 3, 4, 5, 6, 7, 8, 9,
Learning to learn 10, 11, 12, 13 and 14
Make use of different types of reasoning, 1, 3, 4, 7, 8, 12 and 14
look for multi-causal explanations and
predict the effects of social developments.
Gain knowledge of different information 1, 2, 4 and 5
sources and how to use them through the
collection, classification and analysis of
information obtained from different media.
Develop strategies for thinking, 1, 2, 3, 4, 5, 6, 7, 8, 9,
organising, memorising, and retrieving 10, 11, 12, 13 and 14
information, such as summaries,
diagrams and mind maps.
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1, 2, 3, 4, 5, 6, 7, 8, 9,
Autonomy and personal initiative 10, 11, 12, 13 and 14
Take part in debates, and undertake 1, 2, 3, 4, 5, 6, 7, 8, 9,
individual and group work activities which 10, 11, 12, 13 and 14
involve thinking, analysing, planning,
carrying out and reviewing the work and
drawing conclusions.
* 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.
In order to demonstrate that students have achieved the different competences and
subcompetences (and even other, additional ones, not necessarily linked to the ones
listed here), teachers can use the various assessment criteria. In this programme,
these criteria are linked to the criteria for the teaching units, not the general ones for
this level, which are too generic.
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4. ACTIVITIES, ATTENTION TO DIVERSITY, ASSESSMENT, AND

ASSESSMENT OF BASIC COMPETENCES
ACTIVITIES
Once the contents have been taught following the course methodology, there are
various activities to check students' knowledge. These are provided in the Student's
Book as well as in the supplementary materials linked to the different course contents,
found in the Teacher’s Book. These activities have different educational aims, and are
therefore more or less expressly linked to the different content types and the basic
competences (in the Assessments of basic competences for each section).
Teachers can carry out an initial assessment at the start of the school year to assess
the students' starting point. At the end of each unit, Revision activities are provided in
the Student’s Book. There will also be a final assessment at the end of term. This will
provide a good overview of whether or not the general course objectives have been
achieved.
In addition to the activities for learning the different contents and for checking
knowledge (at the end of each unit), 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, such as the Social
Sciences in practice section. They focus on reading, understanding and interpreting
maps and atlases, finding information, etc. These are procedures that students should
understand very well because they will continue to use them in this subject and others
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. There
are also many different texts throughout the book (many of the learning and
assessment activities are reading comprehensions), which will help students to hone
their reading skills (linked to linguistic competence).
It would be a good idea to discuss additional reading possibilities with the English
department in order to recommend some appropriate additional texts. These could be
journalistic articles about environmental problems, the socioeconomic situation, or the
distribution of resources, for example.
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, worksheets are provided for each unit. These
are split into two categories, reinforcement and extension, and are included in the
Teacher’s Book. Teachers will decide when and how these worksheets should be used,
as by their very nature they are not always appropriate for all students. In the extension
activities, students work with texts and maps which provide new learning perspectives,
while the aim of the reinforcement activities is to consolidate basic knowledge by
working with maps (blank or geographical maps), creating diagrams, writing reports,
identifying concepts through multiple choice questions, etc.
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ASSESSMENT PROCEDURES AND MARKING CRITERIA
Students' learning must be assessed systematically and periodically, both to measure

their individual levels of knowledge acquisition (summative assessment at different
points of the year) and to introduce any changes required to the teaching process
(when the students' learning does not meet expectations). In addition to this summative
assessment, which tends to take place at the end of the course (ordinary exams and
resits, if required), there will be other assessments, like an initial assessment (marks do
not count towards the final grade), as well as continuous assessment, formative tests
and activities carried out throughout the teaching and learning process and which
stress that teaching is a means of guiding and analysing the learning process.
Continuous assessment will be carried out through the systematic observation and
monitoring of students, i.e. everything that they produce, either individually or in
groups, will be taken into consideration: written work, oral presentations and debates,
classwork, research, their attitude to learning, accuracy of expression, self-
assessment, etc. And for summative assessment: written tests at the end of each term
and resits (during the term and at the end of the course, if the student has failed any of
the assessments, and a resit final exam, if students do not pass the first one). In any
case, a variety of assessment procedures will be used, so the assessments are
flexible. Students can be awarded grades higher than a simple Pass in the resits,
ordinary resits (if they failed one or more of the end-of-term tests) and the extraordinary
resits. It should be stressed that students are not expected to produce perfectly
accurate English and they should be rewarded for communicating the message
effectively in English, and not penalised heavily for grammatical or lexical errors.
In order to provide students with marks for the three assessments during the year, the
ordinary resits at the end of the course and the extraordinary resits in September, the
written tests will be assigned a weighting of 30%, projects 30%, and classwork 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.
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COMPETENCES/SUBCOMPETENCES TERM TESTS FINAL TEST

1st 2nd 3rd O E
Linguistic competence
Communicate simple messages, verbally and in
writing.
Speak, listen and participate in dialogue and debate
in an organised and clear manner.
Apply language usage rules, as well as linguistic and
non-linguistic skills, when communicating.
Communicate thoughts, emotions, life experiences,
opinions, ideas, and ethical and critical judgements
in a coherent way.
Use specific vocabulary from each subject area to
enrich one’s language.
Compose and manipulate different kinds of texts
with different communicative and creative purposes.
Use language as a tool for the peaceful resolution of
conflict, avoiding the use of derogatory words and
sexist and discriminatory expressions.
Find information in different media (print and digital)
and use it in projects related to different subject
areas.
Process information from oral and written sources.
OVERALL
Social and civic competence

Develop the ability to empathise in order to
understand human actions in the past or present.
Appreciate and make use of dialogue as a
necessary means of resolving problems. Take part in
debates and group discussions to express one’s
own ideas and listen to and respect the opinions of
others.
Value the contributions of different cultures.
OVERALL
Competence in knowledge and interaction

with the physical world
Develop the skills of orientation, localisation,
observation and interpretation of real and
represented spaces and landscapes.
Analyse the effect of human activity on natural
spaces and resources, both in terms of the
problems which it sometimes causes, and of the
measures which are taken to protect and care for
the environment.
OVERALL
Data processing and digital competence

Search for, find and process information from direct
and indirect observation of reality, and from written,
graphic and audiovisual sources.
Establish criteria for selecting information from
different sources objectively.
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Understand and interpret icons, symbols and other

ways of representing information, especially those
relating to maps and images.
OVERALL
Mathematical competence
Be aware of the quantitative and spatial aspects of
reality.
Apply simple operations, scales, percentages,
proportions and statistical concepts to aspects of
reality which can be described quantatively.
Make use of numerical and graphical scales,
systems of reference, recognition of geometrical
shapes and measurement criteria. Codify
information numerically and represent it graphically.
OVERALL
Learning to learn
Make use of different types of reasoning, look for
multi-causal explanations and predict the effects of
social developments.
Gain knowledge of different information sources and
how to use them through the collection, classification
and analysis of information obtained from different
media.
Develop strategies for thinking, organising,
memorising, and retrieving information, such as
summaries, diagrams and mind maps.
OVERALL
Autonomy and personal initiative

Take part in debates, and undertake individual and
group work activities which involve thinking,
analysing, planning, carrying out and reviewing the
work and drawing conclusions.
OVERALL
language.
O: Ordinary final assessment

E: Extraordinary final assessment
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5. PROGRAMMES OF STUDY
The contents of this course have been organised into 14 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.
UNIT 1
PLANET EARTH
OBJECTIVES
1. Situate planet Earth in the universe and explain its movements.

2. Understand how the geographic network is drawn, and how it can be used to
find specific places on the earth’s surface.
3. Understand why there are time differences between different places on Earth.
4. Describe the main elements of continental and oceanic relief.
5. Differentiate between land water and oceans and seas.
6. Identify the principal climate types and natural landscapes of the world.
7. Learn about the physical characteristics of each continent.
8. Obtain geographical information from the analysis of different sources.
CONTENTS
Concepts
 Planet Earth.
 Geographic network and coordinates.
 The Earth’s relief.
 Water on Earth.
 Climates on Earth.
 Natural landscapes.
 Continents.
Procedures
 Acquire subject-specific vocabulary.
 Analyse and interpret texts, photos, graphs and maps.
 Take part in discussions.
 Obtain geographical information from direct observation of the environment.
 Understand listening comprehension tasks related with the unit content.
 Summarise information and represent it in a mind map.
 Look for information in an atlas.
Attitudes
 Appreciation of the diversity of natural landscapes on Earth and the wealth
they represent, as well as a favorable attitude towards their conservation.
 Interest in learning about the physical characteristics of the continents.
 Participation in debates and group work, explaining one’s own ideas clearly
and respecting the opinions of others.
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ASSESSMENT CRITERIA
1. Situate the Earth in the universe. Describe the movements of the planet and
their consequences.
2. Distinguish between meridians and parallels. Locate points on the Earth’s
surface using geographic coordinates.
3. Interpret a map of time zones to find out the time difference between various
points on Earth.
4. Identify the main continental and oceanic relief formations.
5. Recognise the principal elements of continental and marine hydrology.
6. Recognise and describe the climates and natural landscapes of the planet.
7. Recognise the principal relief formations, hydrographic elements and natural
landscapes of each continent.
8. Analyse and comment on texts, graphs, statistics, maps and/or images related
to the contents of the unit.
COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES
COMPETENCES / ASSESSMENT ACTIVITIES

SUBCOMPETENCES CRITERIA
Linguistic competence (*)

Communicate simple 1, 2, 3, 4, 5, 6, 7, 8 4, 8, 11, 12, 13, 21, 31, 34
messages, verbally and in RA: 4, 9, 10, 14
writing.
Speak, listen and participate 3, 4, 6, 7, 8 9, 11, 12
in dialogue and debate in an RA: 10, 14, 17, 18
organised and clear manner.
Use specific vocabulary from 1, 2, 3, 4, 5, 6, 7, 8 1, 2, 3, 4, 5, 10, 11, 14, 15,
each subject area to enrich 16, 18, 19, 22, 23, 24, 27,
one’s language. 28, 29, 30
RA: 1, 2, 3, 12
Compose and manipulate 6, 7, 8 13, 17, 34
different kinds of texts with RA: 16
different communicative and
creative purposes.
Find information in different 1, 4, 6 2, 12, 18
media (print and digital) and
use it in projects related to
different subject areas.
Process information from oral 1, 3, 4, 6, 7, 8 3, 9, 22, 24, 33
and written sources. RA: 1

Appreciate and make use of 4, 6, 7, 8 9, 11, 12
dialogue as a necessary RA: 14, 17, 18
means of resolving problems.
Take part in debates and
group discussions to express
one’s own ideas and listen to
and respect the opinions of
others.
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Competence in knowledge and interaction with the physical world

Develop the skills of 2, 8 7
orientation, localisation,
observation and interpretation
of real and represented

Search for, find and process 4, 5, 7, 8 8, 12
information from direct and RA: 14
indirect observation of reality,
and from written, graphic and
Establish criteria for selecting 2, 4, 6, 7, 8 14, 15, 19, 23, 24, 29, 30, 32,
information from different 33
sources objectively. RA: 1, 5, 11, 12, 15
Understand and interpret 1, 2, 3, 4, 6, 7, 8 3, 6, 7, 8, 10, 13, 16, 17, 20,
icons, symbols and other 21, 22, 24, 25, 26, 27, 29,
ways of representing 30
information, especially those RA: 3, 7, 10, 13, 15, 16
Apply simple operations, 1, 3, 8 3, 6
scales, percentages,
proportions and statistical
concepts to aspects of reality
which can be described
quantatively.
Make use of numerical and 6, 8 20
graphical scales, systems of RA: 13
reference, recognition of
geometrical shapes and
measurement criteria. Codify
information numerically and
represent it graphically.
Learning to learn
Make use of different types of 4, 5, 7, 8 12, 31
reasoning, look for multi- RA: 6, 8
causal explanations and
predict the effects of social
developments.
Gain knowledge of different 4, 5, 8 8, 12
information sources and how
to use them through the
collection, classification and
analysis of information
obtained from different media.
Develop strategies for 1, 2, 3, 4, 5, 6, 7 Unit summary
thinking, organising,
memorising, and retrieving
information, such as
summaries, diagrams and
mind maps.
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Take part in debates, and 4, 6, 7, 8 9, 11, 12
undertake individual and RA: 14, 16, 17, 18
group work activities which
involve thinking, analysing,
planning, carrying out and
reviewing the work and
RA: Revision activities
language.
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UNIT 2
THE PHYSICAL LANDSCAPE OF SPAIN
OBJECTIVES
1. Identify the territories that make up the Spanish State.

2. Recognise the principal relief formations, rivers and lakes of Spain. Recognise
the characteristics of the Spanish coastal areas.
3. Learn about the different climates in Spain and their characteristics.
4. Identify the main features of vegetation in Spain.
5. Recognise the different natural landscapes that exist in Spain.
6. Understand the objectives of the creation of protected spaces.
7. Understand the importance of Spain’s natural resources.
CONTENTS
Concepts
 The geographic location of Spain.
 Relief in Spain.
 Land water in Spain: rivers, lakes and ponds.
 Climate and vegetation in Spain.
 Spain’s natural landscapes.
 Protected spaces in Spain.
 Spain’s natural resources.
Procedures
 Analyse photos related to Spain’s physical environment.
 Find elements of Spain’s physical environment on thematical maps.
 Comment on climograms.
 Obtain geographical information about the students’ direct environment.
Attitudes
 Curiosity to learn about the physical characteristics of Spain.
 Appreciation of Spain’s wealth of natural resources.
 Development of responsible consumer attitudes.
 Awareness of the necessity to preserve spaces with scarce or endangered
environmental resources.
ASSESSMENT CRITERIA
1. Recognise and locate the territories that make up Spain.

2. Identify and locate the principal relief formations, rivers and lakes of Spain.
Recognise the characteristics of the different Spanish coastal areas.
3. Identify the thermal and pluviometric features of the different climates in Spain.
4. Distinguish and describe the different types of vegetation that exist in Spain.
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5. Differentiate between Spain’s natural landscapes.

6. Appreciate the importance of the creation of protected spaces, such as national
parks. Identify Spain’s natural parks.
7. Identify Spain’s principal natural resources and develop appropriate attitudes to
help avoid their depletion.
8. Analyse and comment on texts, graphs, statistics, maps and / or images related


Communicate simple 2, 4, 5, 6, 8 11, 14, 16, 20, 26, 28
messages, verbally and in RA: 4
writing.
Speak, listen and participate 1, 2, 3, 4, 5, 6, 7, 8 8, 28, 29, 32, 35
Apply language usage rules, 2, 5 9, 28
as well as linguistic and non-
linguistic skills, when
communicating.
Use specific vocabulary from 2, 3, 4, 5, 7, 8 1, 5, 10, 14, 18, 19,
each subject area to enrich 23, 24, 25, 27, 32
one’s language. RA: 5, 7, 8, 9, 13, 14
Compose and manipulate 1, 2, 3, 4, 5, 6, 7, 8 2, 11, 13, 14, 17,
different kinds of texts with 22, 26, 29, 31
different communicative and RA: 6, 11
creative purposes.
Find information in different 1, 2, 3, 4, 5, 6, 7, 8 21, 22, 31
media (print and digital) and RA: 8
Process information from oral 1, 2, 3, 4, 5, 7, 8 4, 8, 12, 18, 19, 23, 33, 34
and written sources. RA: 1, 13

Develop the skills of 2, 4, 6, 8 6, 7, 15, 16, 21, 25
orientation, localisation, RA: 3, 4, 10
Analyse the effect of human 7 33, 34, 35
activity on natural spaces and
resources, both in terms of
the problems which it
sometimes causes, and of the
measures which are taken to
protect and care for the
environment.
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Establish criteria for selecting 1, 2, 3, 4, 5, 6, 7, 8 3, 4, 12, 18, 24,
information from different 30, 32, 33, 34
Understand and interpret 2, 3, 4, 5, 6, 7, 8 6, 7, 13, 15, 16, 17, 19,
icons, symbols and other 21, 24, 25, 26, 29
ways of representing RA: 3, 4, 6, 8, 9, 10, 14
information, especially those
Learning to learn
Gain knowledge of different 1, 2, 3, 4, 5, 7 28
information sources and how RA: 11
Develop strategies for 1, 2, 3, 4, 5, 6, 7 31
thinking, organising, Unit summary
mind maps.

Take part in debates, and 1, 2, 3, 4, 5, 7 35
undertake individual and RA: 15
language.
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UNIT 3
POPULATION
OBJECTIVES
1. Learn about the evolution of population throughout history.

2. Understand the concept of population density and the factors that explain the
distribution of world population.
3. Understand the concept of natural population change.
4. Define spatial movements and distinguish between regular population
movements and migration.
5. Understand the indicators used to determine population structure.
6. Identify the principal characteristics of Spain’s population.
7. Show a positive attitude towards the phenomenon of immigration.
CONTENTS
Concepts
 Evolution of population.
 Distribution of world population.
 Natural population change.
 Spatial movements.
 Population structure.
 Population in Spain.
Procedures
 Carry out exercises with demographic data and rates.
 Analyse and comment on texts, images, maps and graphs related to the
study of population.
Attitudes
 Awareness of problems related to demographic imbalances.
 Understanding problems resulting from progressive population ageing in
developed areas.
 Solidarity with the inhabitants of economically less developed areas.
 Rejection of any type of discrimination.
ASSESSMENT CRITERIA
1. Analyse the evolution of world population.

2. Define population density and apply the formula used to calculate it. Identify the
factors that explain the existence of densely populated areas and demographic
vacuums.
3. Define natality, mortality and natural increase. Calculate birth rate, death rate
and rate of natural increase.
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4. Distinguish between spatial population movements and decide whether they are
regular movements or migration.
5. Classify population according to age, sex and economic activity.
6. Summarise the characteristics of Spain’s population.
7. Show tolerance, solidarity and respect towards the immigrant population.
8. Analyse and comment on texts, graphs, maps, statistics and / or images related


Communicate simple 2, 3, 5, 6, 8 5, 6, 7, 8, 18, 21, 23
messages, verbally and in RA: 1, 2, 7
writing.
Speak, listen and participate 4, 7 RA: 11
in dialogue and debate in an
Apply language usage rules, 2, 3, 5, 6, 8 5, 6, 7, 8, 18, 21, 23
as well as linguistic and non- RA: 1, 2, 7
communicating.
Use specific vocabulary from 2, 3, 4, 5, 6, 7, 8 5, 13, 14, 15, 21, 23
each subject area to enrich RA: 3, 5, 6, 7, 8, 10
one’s language.
Compose and manipulate 2, 5, 8 5
creative purposes.
Process information from oral 2, 3, 4, 5, 6, 7, 8 3, 5, 10, 11, 16, 17, 24
and written sources. RA: 1, 8, 9

Appreciate and make use of 4, 7 RA: 11
dialogue as a necessary
others.

Develop the skills of 2, 3, 6, 8 9, 12, 19
orientation, localisation, RA: 2

Establish criteria for selecting 1, 2, 3, 4, 5, 6, 8 1, 3, 4, 11, 13, 14, 15,
information from different 16, 17, 18, 19, 20, 24
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Understand and interpret 2, 3, 5, 6, 8 3, 12, 18, 19

icons, symbols and other RA: 2, 4, 7
ways of representing
Apply simple operations, 1, 2, 3, 4, 6, 7, 8 1, 2, 9, 22
scales, percentages, RA: 2, 4, 5, 8
quantatively.
Make use of numerical and 5, 6, 8 15, 20
graphical scales, systems of
Learning to learn
Make use of different types of 2, 4, 5, 6, 7, 8 5, 18, 21, 23
reasoning, look for multi- RA: 8
developments.
mind maps.

Take part in debates, and 4, 7 RA: 11
undertake individual and
language.
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Geography ESO 3
UNIT 4
SETTLEMENT
OBJECTIVES
1. Distinguish between urban and rural settlement. Identify the different types of
rural settlement.
2. Learn about the principal characteristics of current urban growth.
3. Distinguish the different functions a city can have. Differentiate between the
concepts of urban hierarchy and urban network.
4. Find out about the elements that are necessary to analyse a city.
5. Understand the structure of cities nowadays.
6. Recognise the principal urban problems and their solutions.
7. Explain the main characteristics of settlement in Spain.
8. Respect rural and urban ways of life.
CONTENTS
Concepts
 Settlement.
 Rural settlement.
 Urban settlement.
 Urban problems and their solutions.
 Settlement in Spain.
Procedures
 Read and comment on texts with a geographical content.
 Interpret statistical data.
 Analyse photos related to the unit content.
 Obtain information about the students’ direct environment.
 Analyse and interpret maps with a geographical content.
 Read and interpret urban plans.
Attitudes
 Awareness of the repercussions of urban growth in the world today.
 Appreciation of the architectural heritage of villages and cities.
 Taking care when using urban furniture.
 Awareness of the environmental problems that affect cities, and active
participation in the measures that are taken to resolve them.
ASSESSMENT CRITERIA
1. Identify the characteristics that differentiate urban settlement from rural

settlement. Distinguish between dispersed and nucleated settlement.
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2. Differentiate between the different types of urban settlement that exist

nowadays.
3. Learn about the main functions of specific cities. Define urban hierarchy and
network.
4. Distinguish between site and situation. Identify different types of urban plans
and construction.
5. Recognise the different zones and functions a city can have.
6. Differentiate between the various types of settlement that exist in Spain and
recognise their principal characteristics.
7. Become aware of the problems that affect cities.
8. Show respect towards the differences that exist between urban and rural
lifestyles.
9. Analyse and comment on texts, graphs, statistics and/or images related to the
contents of the unit.


Communicate simple 1, 4, 5, 6, 7, 9 3, 4, 8, 9, 12, 13, 14, 17, 21
messages, verbally and in RA: 1, 7, 8, 11
writing.
Speak, listen and participate 1, 6, 7, 8 15
in dialogue and debate in an RA: 7, 14, 15
Apply language usage rules, 1, 4, 5, 6, 7, 9 3, 4, 8, 9, 12, 13, 14, 17, 21
as well as linguistic and non- RA: 1, 7, 8, 11
communicating.
Use specific vocabulary from 1, 2, 3, 4, 5, 6, 7, 9 1, 5, 6, 8, 9, 10, 22
each subject area to enrich RA: 2, 3, 5, 6, 7, 9, 12, 13
one’s language.
Compose and manipulate 1, 9 3
creative purposes.
Process information from oral 1, 3, 4, 5, 6, 7, 8, 9 1, 2, 4, 10, 11, 16, 19, 20

Appreciate and make use of 1, 4, 5, 6, 7, 8 15
others.
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Geography ESO 3

Search for, find and process 4, 9 RA: 11
information from direct and
Establish criteria for selecting 1, 2, 3, 4, 5, 6, 7, 8, 9 1, 2, 4, 5, 7, 10, 11, 12,
information from different 14, 16, 18, 19, 20, 21, 22
Understand and interpret 1, 4, 5, 6, 7, 9 3, 5, 8, 9, 14, 17, 19, 21
quantatively.
Learning to learn
Make use of different types of 1, 4, 5, 6, 7, 9 3, 9, 13, 14, 17, 20, 21
reasoning, look for multi- RA: 8
developments.
Gain knowledge of different 4, 9 RA: 11
information sources and how
mind maps.

Take part in debates, and 1, 4, 5, 7, 8 15
undertake individual and RA: 7, 14, 15
language.
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Geography ESO 3
UNIT 5
ECONOMIC ACTIVITY
OBJECTIVES
1. Understand what the economy and economic goods are.

2. Distinguish the factors of production.
3. Recognise the different economic systems.
4. Learn the characteristics of the market economy.
5. Identify the main economic agents.
6. Learn about the nature of today’s labour market.
7. Understand the process of economic globalisation.
CONTENTS
Concepts
 The economy.
 Economic systems.
 The market economy.
 The labour market.
 The globalisation of the economy.
Procedures
 Acquire subject-specific vocabulary.
 Analyse and interpret texts, images, statistics and graphs.
 Take part in discussions.
 Obtain geographical information from direct observation of the environment.
Attitudes
 Value the importance of economic activity.
 Reject any type of exploitation in the workplace or child labour.
 Support equality between men and women in the workplace.
 Show solidarity with people affected by economic problems.
ASSESSMENT CRITERIA
1. Define the term ‘economy’ and distinguish the different kinds of economic
goods.
2. Identify the different factors of production.
3. Distinguish and characterise the different economic systems.
4. Explain the features of the market economy.
5. Recognise the economic agents and the role each one plays.
6. Describe the current labour market.
7. Explain how economic globalisation manifests itself.
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8. Analyse and comment on texts, graphs, statistics and/or images related to the
contents of the unit.


Communicate simple 7, 8 RA: 4
messages, verbally and in
writing.
Speak, listen and participate 1, 4, 6, 7 4, 5, 15, 16, 27, 32
in dialogue and debate in an RA: 11
Communicate thoughts, 1, 4, 6, 7 4, 5, 15, 16, 27, 32
emotions, life experiences, RA: 11
opinions, ideas, and ethical
and critical judgements in a
coherent way.
Use specific vocabulary from 1, 2, 3, 4, 5, 6, 7, 8 1, 2, 6, 7, 9, 10, 11, 13,
each subject area to enrich 17, 19, 21, 22, 24, 28
one’s language. RA: 3,4
Use language as a tool for 1, 4, 6, 7 4, 5, 15, 16, 27, 32
the peaceful resolution of RA: 11
conflict, avoiding the use of
derogatory words and sexist
and discriminatory
expressions.
Process information from oral 2, 3, 4, 5, 6, 7, 8 8, 11, 18, 26

Search for, find and process 4, 5, 6, 7 RA: 5, 7, 10
Establish criteria for selecting 1, 3, 4, 5, 6, 7, 8 3, 4, 6, 7, 8, 12, 20, 23, 25
information from different RA: 2, 5, 7
sources objectively.
Understand and interpret 1, 6, 7 1, 18
icons, symbols and other RA: 4, 6
Be aware of the quantitative 7 29
and spatial aspects of reality.
Apply simple operations, 1 3
quantatively.
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Learning to learn
Gain knowledge of different 3, 4, 6, 7 14, 30, 31
information sources and how AR: 4, 9
mind maps.

Take part in debates, and 1, 4, 6, 7 4, 5, 15, 16, 27, 32
undertake individual and RA: 11
language.
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Geography ESO 3
UNIT 6
THE PRIMARY SECTOR
OBJECTIVES
1. Recognise the economic activities that belong to the primary sector.

2. Identify the factors that intervene in the configuration of agricultural space.
3. Recognise the different components of agricultural space.
4. Distinguish between different agricultural practices.
5. Recognise the features that differentiate one agricultural landscape from
another.
6. Identify the different types of livestock farming and point out their
characteristics.
7. Understand what forest exploitation consists of.
8. Learn about the different ways of making use of the resources of the sea.
9. Identify the changes that have taken place in rural areas over the last decades.
10. Recognise the negative environmental impact of primary sector activities and
learn about the measures taken to avoid this. Show a favourable attitude
towards the conservation of the natural environment.
CONTENTS
Concepts
 The primary sector. Agricultural space.
 Crop agriculture.
 Livestock farming.
 Forest exploitation.
 Fishing and the use of the sea.
 Changes in rural areas.
 Environmental consequences of primary sector activities.
Procedures
 Interpret statistical data.
 Analyse photos related to the unit content.
 Analyse and interpret thematic maps related to the unit content.
Attitudes
 Appreciation of the importance of primary sector activities.
 Active participation in actions aimed at solving environmental problems.
 Understanding of the danger of overexploitation of natural resources.
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ASSESSMENT CRITERIA
1. Distinguish the activities of the primary sector from those that belong to other
economic sectors.
2. Differentiate between the physical and human factors that determine the
configuration of agricultural space.
3. Identify and describe the elements that belong to cultivated and inhabited space
in rural areas.
4. Recognise the differences between irrigated and rain-fed agriculture, between
monocultures and mixed cropping, and between intensive and extensive
agriculture.
5. Differentiate between subsistence and commercial agriculture and explain the
main characteristics of each.
6. Distinguish between extensive and intensive livestock farming, between grazing
and confined livestock, and between nomadic, transhumant and sedentary
livestock farming.
7. Recognise the products obtained from forest exploitation.
8. Differentiate between fishing and aquaculture and between coastal, off-shore
and deep-sea fishing. Identify marine resources that are not linked to fishing.
9. Recognise and critically assess the changes in demographic structure,
landscape and construction that have taken place in rural areas.
10. Identify the primary sector activities that deteriorate the natural environment and
understand the measures taken to reduce the damage they cause. Participate
actively in the conservation of the natural environment.
11. Analyse and comment on texts, graphs, maps, statistics and/or images related


Communicate simple 2, 3, 4, 5, 6, 7, 8, 10, 11 2, 4, 13, 14, 15, 16,
messages, verbally and in 19, 23, 25, 26, 28
writing. RA: 4, 6, 7, 10
Speak, listen and participate 4, 6, 7, 8, 10, 11 18, 21, 28
Apply language usage rules, 2, 3, 4, 5, 6, 7,8, 10, 11 2, 4, 13, 14, 15, 16,
as well as linguistic and non- 17, 19, 23, 25, 26, 28
linguistic skills, when RA: 4, 6, 7, 8
communicating.
Use specific vocabulary from 1, 2, 3, 4, 5, 6, 7, 8, 9, 10,11 1, 2, 5, 7, 9, 10, 11,
each subject area to enrich 12, 13, 14, 16, 18,
one’s language. 19, 20, 21, 23, 25, 27
RA: 4, 5, 7, 8, 10, 11
Find information in different 3 2
Process information from oral 2, 5, 6, 9, 10, 11 7, 11, 23
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Geography ESO 3

Appreciate and make use of 4, 6, 7, 8, 10, 11 18, 21, 28
others.

Develop the skills of 5, 11 RA: 5
Analyse the effect of human 10, 11 23, 24, 25, 26, 27, 28
activity on natural spaces and RA: 2, 12
environment.

Establish criteria for selecting 1, 2, 4, 5, 6, 7, 8, 9, 10, 11 3, 4, 5, 6, 10, 11, 13,
information from different 14, 15, 16, 20, 22, 23,
sources objectively. 24, 25, 26, 27, 28
RA: 1, 2, 3, 5, 6, 8, 9, 10, 11
Understand and interpret 1, 2, 3, 4, 5, 6, 7, 9, 11 5, 8, 10, 12, 18, 22
Apply simple operations, 7, 11 1, 17
quantatively.
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Geography ESO 3
Learning to learn
mind maps.

Take part in debates, and 4, 7, 8, 10, 11 18, 21, 28
language.
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Geography ESO 3
UNIT 7
INDUSTRY
OBJECTIVES
1. Distinguish between the different activities that make up the secondary sector
and those that belong to other sectors.
2. Learn about raw materials and how to classify them, and differentiate between
the various energy sources.
3. Value the importance of human resources and capital for the development of
industry.
4. Differentiate between heavy, capital goods and light industry.
5. Recognise the different kinds of industrial space and locate the main industrial
areas in the world.
6. Identify the changes that have taken place in industrial production over the last
decades.
7. Learn about the environmental problems generated by industry and the
measures taken to reduce their effects.
8. Show a favourable attitude towards the conservation of the natural
environment.
CONTENTS
Concepts
 The secondary sector.
 Factors of industrial production.
 Types of industry.
 Industrial space.
 Changes in industrial production.
 The main industrial areas in the world.
 Environmental consequences of industry.
Procedures
 Interpret statistical data and graphs.
 Analyse photos and maps related to the unit content.
Attitudes
 Awareness of the need to rationalise the use of natural resources.
 Understanding of the need to make industrial development compatible with
protection of the environment.
 Critical assessment of the technological advances in industrial activity.
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ASSESSMENT CRITERIA
1. Identify the activities that make up the secondary sector.

2. Classify raw materials according to their origin and identify the principal
renewable and non-renewable energy sources.
3. Explain the role of human resources and capital in the industrial process.
4. Identify the distinguishing characteristics of heavy, capital goods and light
industry.
5. Explain the features that characterise the different types of industrial space.
Identify the principal industries in the world’s main industrial areas.
6. Identify the most relevant changes in industrial production over the last
decades.
7. Relate different environmental problems with the industrial activities that
generate them and put forward solutions to solve them.
8. Participate actively in the conservation of the environment.


Communicate simple 1, 2, 3, 4, 5, 6, 7, 8, 9 1, 5, 11, 13, 15, 17, 21, 23,
writing. RA: 2, 10, 13
Speak, listen and participate 2, 3, 4, 5, 7, 8, 9 3, 14, 15, 26, 28
Apply language usage rules, 1, 2, 3, 4, 5, 6, 7, 8, 9 1, 5, 11, 13, 15, 17, 19,
as well as linguistic and non- 20, 21, 23, 24, 25, 26,
linguistic skills, when 27, 28, 29, 30, 31
communicating. RA: 2, 7, 10, 13, 14
Use specific vocabulary from 1, 2, 3, 4, 5, 6, 7, 9 1, 2, 3, 4, 5, 7, 8, 9,
each subject area to enrich 10, 11, 12, 14, 17, 21,
one’s language. 22, 23, 25, 29, 30
RA: 2, 3, 4, 6, 8, 9, 12
Compose and manipulate 5, 7, 9 23, 31
different kinds of texts with
creative purposes.
Find information in different 1, 7, 8, 9 1, 26, 31
Process information from oral 1, 2, 4, 5, 7, 9 1, 24, 27
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Geography ESO 3

Appreciate and make use of 2, 3, 4, 7, 8, 9 3, 14, 26, 28
others.

Analyse the effect of human 7, 8 24, 25, 26, 27, 28, 29, 30, 31
activity on natural spaces and RA: 15
environment.

Establish criteria for selecting 2, 3, 4, 5, 6, 7, 9 2, 4, 6, 7, 9, 10, 13,
information from different 14, 15, 16, 18, 22, 24
sources objectively. RA: 1, 2, 4, 5, 6, 7, 11, 12, 13
Understand and interpret 2, 4, 5, 9 6, 10, 11, 13, 14, 22, 23
Make use of numerical and 5, 9 RA: 7
Learning to learn
Make use of different types of 5, 7, 9 15, 24
reasoning, look for multi-
developments.
Develop strategies for 1, 2, 3, 4, 5, 7 8
mind maps.
42
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Geography ESO 3

Take part in debates, and 2, 3, 4, 7, 8, 9 3, 14, 26, 28
undertake individual and Ra. 9, 10, 15
language.
43
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Geography ESO 3
UNIT 8
THE TERTIARY SECTOR
OBJECTIVES
1. Distinguish between the activities that make up the tertiary sector and those
that belong to other sectors.
2. Understand what trade is and distinguish between different types of trade.
3. Differentiate the various forms of transport and learn about the advantages and
disadvantages of each.
4. Understand what tourism is and recognise the main types of tourism.
5. Learn about the principal media and critically assess the use that is made of
them.
6. Learn about the environmental impact of tertiary sector activities. Show a
favourable attitude towards the conservation of the environment.
7. Understand the need to adopt responsible consumer conducts.
CONTENTS
Concepts
 The tertiary sector.
 Trade.
 Transport.
 Tourism.
 Media.
 The impact of the tertiary sector.
Procedures
 Interpretation of graphs, statistics, maps, images and texts related to the
tertiary sector.
 Search for information in easily accessible sources.
Attitudes
 Awareness of the environmental deterioration caused by some tertiary
sector activities.
 Critical assessment of the use of the media (television, Internet, mobile
telephone, etc.).
 Positive appraisal of the historical, artistic and natural heritage.
 Critical attitude towards advertising messages. Development of responsible
consumer conducts.
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ASSESSMENT CRITERIA
1. Identify the activities of the tertiary sector.

2. Distinguish between domestic and foreign trade. Differentiate the various types
of foreign and domestic trade.
3. Identify the differences between overland transport (and the various forms it can
take), and rail, sea, river and air transport.
4. Learn about the characteristics of tourism nowadays. Differentiate between the
various types of tourism.
5. Identify the present-day media and reflect on their use.
6. Identify the socioeconomic impact and the environmental problems associated
with the tertiary sector, as well as the measures taken to solve the latter.
7. Participate actively in the conservation of the environment.
8. Behave as responsible consumers.


Communicate simple 1, 2, 3, 4, 5, 8, 9 6, 7, 8, 11, 12, 13, 19,
Speak, listen and participate 1, 2, 3, 4, 5, 6, 7, 8, 9 6, 7, 12, 13, 21, 24,
in dialogue and debate in an 25, 26, 28, 29, 31
organised and clear manner. RA: 6, 7, 8, 10, 11
Apply language usage rules, 1, 2, 3, 4, 5, 6, 8, 9 6, 7, 8, 11, 12, 13, 15,
communicating.
Use specific vocabulary from 1, 2, 3, 4, 9 3, 4, 9, 10, 15, 17,
each subject area to enrich 22, 23, 25, 27
one’s language. RA: 2, 6
Compose and manipulate 1, 9 6, 8
creative purposes.
Find information in different 1, 2, 3, 4, 8, 9 7, 19, 20, 24, 26
Process information from oral 1, 2, 3, 4, 5, 6, 8, 9 1, 11, 14, 16, 18, 27, 32

Appreciate and make use of 1, 2, 3, 4, 5, 6, 7, 8, 9 6, 7, 12, 13, 21,
dialogue as a necessary 24, 26, 28, 29, 31
means of resolving problems. RA: 6, 7, 8, 10, 11
others.
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Geography ESO 3

Develop the skills of 5, 9 RA: 4
Analyse the effect of human 4, 5, 6, 7, 8 RA: 5, 10, 11
activity on natural spaces and
environment.

Search for, find and process 3 19, 20
Establish criteria for selecting 1, 2, 3, 4, 5, 6, 8, 9 1, 2, 3, 4, 5, 7, 9, 10, 11,
information from different 12, 14, 16, 17, 18, 23, 24,
sources objectively. 25, 27, 30, 32
RA: 1, 2, 4, 5, 6, 8, 9
Understand and interpret 1, 2, 3, 4, 5, 9 7, 11, 12, 18, 25, 26
quantatively.
Learning to learn
Make use of different types of 2, 4, 5, 8, 9 13, 26, 32
developments.
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Geography ESO 3
Develop strategies for 1, 2, 3, 4, 5, 6 Unit summary

mind maps.

Take part in debates, and 1, 2, 3, 4, 5, 6, 8, 9 6, 7, 12, 13, 21,
undertake individual and 24, 26, 28, 29, 31
group work activities which RA: 6, 7, 8, 10, 11
language.
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Geography ESO 3
UNIT 9
SPAIN’S ECONOMY
OBJECTIVES
1. Learn about the principal characteristics of crop agriculture, livestock farming

and forestry in Spain.
2. Describe the Spanish fishing sector.
3. Differentiate between agricultural landscapes in Spain.
4. Understand the changes that have taken place in Spain’s mining industry. Learn
about the principal energy sources used in Spain.
5. Recognise the characteristics of Spanish industry. Identify the different industrial
regions in Spain and the types of industry that exist in our country.
6. Learn about the characteristics of the principal activities that make up the
tertiary sector in Spain.
7. Become aware of the environmental problems generated by economic activity
in Spain. Positively appraise the measures adopted to solve them.
CONTENTS
Concepts
 The primary sector in Spain.
 Industry in Spain.
 The tertiary sector in Spain.
 The environmental impact of economic activity in Spain.
Procedures
 Comment on statistics, graphs, maps, texts and images related to
economic activity in Spain.
 Search for information in easily accessible sources.
Attitudes
 Awareness of the need to rationalise the use of natural resources.
 Development of responsible consumer conducts.
 Showing interest in learning about the problems that affect different
economic sectors in Spain.
ASSESSMENT CRITERIA
1. Identify the characteristics of crop agriculture in Spain and differentiate between

rain-fed and irrigated crops.
2. Recognise the characteristics of Spanish livestock farming today.
3. Name the principal features of the Spanish fishing sector.
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4. Identify the characteristics that differentiate the maritime, Mediterranean interior,

Mediterranean coastal agricultural landscapes, and the landscape of the
Canary Islands.
5. Explain the current situation of the mining sector in Spain and identify the main
energy sources used.
6. Explain the characteristics and the geographic distribution of Spanish industry.
7. Summarise the main features of trade, transport and tourism in Spain.
8. Learn about Spain’s environmental problems and the corrective measures
adopted to solve them.


Communicate simple 1, 2, 3, 4, 5, 6, 7, 8, 9 4, 7, 10, 12, 17, 18,
messages, verbally and in 19, 22, 24, 26, 28, 29
Speak, listen and participate 4, 7, 8, 9 7, 17, 24, 28
in dialogue and debate in an RA: 9
Apply language usage rules, 1, 2, 3, 4, 5, 6, 7, 8, 9 4, 7, 10, 12, 17, 18, 19, 22,
communicating.
Use specific vocabulary from 1, 2, 3, 4, 6, 7, 8, 9 2, 5, 6, 11, 14, 21, 26, 28
each subject area to enrich RA: 5
one’s language.
creative purposes.
Find information in different 1, 5, 7, 8, 9 10, 17, 19, 26
Process information from oral 1, 2, 3, 4, 6, 7, 8, 9 6, 13, 23, 25, 26, 29

Appreciate and make use of 4, 7, 8, 9 7, 17, 24, 28
dialogue as a necessary RA: 9
others.
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Geography ESO 3

Develop the skills of 1, 5, 6, 7, 9 3, 10, 12, 20
Analyse the effect of human 5, 7, 8, 9 25, 26, 27, 28, 29, 30
environment.

Establish criteria for selecting 1, 2, 3, 4, 5, 6, 7, 8, 9 1, 2, 4, 6, 7, 8, 9, 10, 11,
information from different 12, 13, 14, 15, 16, 17, 20,
sources objectively. 23, 24, 25, 26, 27
RA: 1, 2, 3, 4, 5, 6, 8
Understand and interpret 1, 4, 5, 6, 7, 8, 9 3, 6, 7, 10, 12, 13,
icons, symbols and other 18, 20, 28, 29
ways of representing RA: 3, 5, 6
scales, percentages, RA: 6
quantatively.
Make use of numerical and 2, 5, 7, 9 8, 24
Learning to learn
mind maps.
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Geography ESO 3

Take part in debates, and 4, 7, 8, 9 7, 17, 24, 28
undertake individual and RA. 9
language.
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Geography ESO 3
UNIT 10
POLITICAL ORGANISATION AND THE STATE
OBJECTIVES
1. Recognise the principles that define democracy. Distinguish between

democratic and non-democratic political systems.
2. Evaluate the importance of the Spanish Constitution of 1978. Learn about the
political organisation of the Spanish State and its principal institutions.
3. Identify the characteristics of Spain’s territorial organisation.
4. Evaluate the political participation of citizens and the way their rights are
respected in democratic systems.
CONTENTS
Concepts
 Democratic states.
 The political organisation of Spain.
 The territorial organisation of Spain.
Procedures
 Elaborate and / or comment on statistics, graphs, maps, texts and images
related with the unit content.
 Search for various types of information in easily accessible sources.
Attitudes
 Appreciation of democracy as a political system that guarantees peaceful
coexistence and participation by all citizens.
 Rejection of political systems that do not respect citizens’ rights and
freedoms.
 Rejection of any kind of discriminatory attitude or conduct.
ASSESSMENT CRITERIA
1. Identify the characteristics of democratic systems and differentiate democracies

from dictatorships.
2. Recognise the main principles of the Spanish State and the rights of citizens as
they are included in the 1978 Constitution.
3. Identify the powers of the Spanish State and the institutions that exercise them.
4. Differentiate the Spanish territorial entities. Learn about the institutional
organisms of the autonomous communities.
5. Reflect on the importance of political participation by citizens.
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Communicate simple 1, 2, 3, 4, 6 1, 2, 4, 5, 6, 7, 8, 9,
writing. RA: 2, 7, 8, 10
Speak, listen and participate 1, 5, 6 5, 6, 7
Apply language usage rules, 1, 2, 3, 4, 6 1, 2, 4, 5, 8, 9, 10,
as well as linguistic and non- 13, 14, 17, 18
linguistic skills, when RA: 2, 7, 8, 10, 13
communicating.
Use specific vocabulary from 1, 2, 3, 4, 6 1, 4, 9, 11, 12, 14, 16, 17
each subject area to enrich RA: 3, 4, 6, 7, 8, 10
one’s language.
Find information in different 1, 2, 3, 4, 6 2, 5, 8, 10, 13, 18
media (print and digital) and RA: 2,13
Process information from oral 1, 3, 4, 6 3, 15, 22

Develop the ability to 1, 6 6, 8
empathise in order to
understand human actions in
the past or present.
Appreciate and make use of 1, 5, 6 5, 7
others.


Establish criteria for selecting 1, 2, 3, 4, 6 3, 8, 11, 14, 15, 20, 21, 22
information from different RA: 1, 4, 5, 6, 11, 13
Understand and interpret 1, 2, 3, 4, 6 7, 8, 9, 15, 19, 21
icons, symbols and other RA: 13
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Learning to learn
Develop strategies for 1, 2, 3, 4 RA: 9
mind maps.

Take part in debates, and 1, 5, 6 5, 7
language.
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UNIT 11
DIVERSITY OF SPAIN
OBJECTIVES
1. Distinguish the geographic characteristics that the Spanish territories have in

common.
2. Recognise the location of the various autonomous communities and
autonomous cities that make up Spain.
3. Recognise the principal characteristics of the physical environment of Spain’s
autonomous communities and cities.
4. Explain the main demographic features of Spain’s autonomous communities
and cities.
5. Learn about the characteristics of settlement in Spain’s autonomous
communities and cities.
6. Differentiate the characteristics of the principal economic activities of each
autonomous community, and of the autonomous cities in Spain.
7. Learn about the main imbalances that exist between the Spanish autonomous
communities and cities, and the instruments used to correct them.
CONTENTS
Concepts
 Unity and diversity in Spain.
 Spain’s autonomous communities: physical and human characteristics.
 Spain’s autonomous cities: physical and human characteristics.
 Territorial contrasts.
 Territorial policies.
Procedures
 Comment on statistics, graphs, maps, texts and images related with the
unit content.
 Search for information on a range of topics in easily accessible sources.
Attitudes
 Showing interest in learning about the geographic characteristics of Spain’s
autonomous communities and cities.
 Positive evaluation of Spain’s diversity.
ASSESSMENT CRITERIA
1. Explain the common geographic characteristics of Spain’s autonomous

communities and cities.
2. Identify and locate the autonomous communities and cities of Spain.
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3. Enumerate the principal features of the physical environment of each Spanish

autonomous community and city.
4. Summarise the characteristics of population in Spain’s autonomous
communities and cities today.
5. Analyse settlement in Spain’s autonomous communities and cities
6. Explain the principal features of the primary, secondary and tertiary sector in the
Spanish autonomous communities and cities.
7. Describe the imbalances between autonomous communities and cities, as well
as the measures taken to correct them.


Communicate simple 1, 2, 3, 4, 5, 6, 7, 8 1, 2, 5, 6, 12, 13, 14,
writing. RA: 4, 7, 11, 13
Speak, listen and participate 2, 3, 4, 5, 6, 7, 8 6, 12, 14, 16, 18, 24
Apply language usage rules, 1, 3, 4, 5, 6, 8 2, 6, 12, 13, 14, 15, 17, 22
as well as linguistic and non- RA: 7, 10
communicating.
Use specific vocabulary from 3, 4, 5, 6, 8 5, 6, 9, 10, 13, 20
each subject area to enrich RA: 7, 9, 10
one’s language.
Compose and manipulate 3, 4, 5, 6, 8 23
creative purposes.
Find information in different 2, 3, 4, 5, 6, 8 23
Process information from oral 2, 3, 5, 6, 8 4, 10, 13, 19, 20

Appreciate and make use of 2, 3, 4, 5, 6, 7, 8 12, 14, 16, 18, 24
dialogue as a necessary RA: 10, 11, 13, 14, 15
others.
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Develop the skills of 2, 3, 8 3, 11
orientation, localisation, RA: 4, 5, 6

Establish criteria for selecting 2, 3, 4, 5, 6, 7, 8 4, 8, 13, 15, 16, 19,
information from different 20, 21, 22, 24, 25
sources objectively. RA: 1, 2, 3, 8, 9, 12
Understand and interpret 2, 3, 4, 5, 6, 8 3, 5, 6, 10, 11, 12, 14, 15, 17
icons, symbols and other RA: 4, 5, 7, 8
Apply simple operations, 4, 8 7
quantatively.
Learning to learn
Develop strategies for 2, 3, 4, 5, 6, 7 Unit summary
mind maps.

Take part in debates, and 2, 3, 4, 5, 6, 7, 8 12, 14, 16, 18, 24
undertake individual and RA: 10, 11, 13, 14, 15
language.
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UNIT 12
EUROPE AND THE EUROPEAN UNION
OBJECTIVES
1. Learn about the principal physical characteristics of the European continent.

Recognise the countries that form part of Europe.
2. Explain the main features of population, settlement and economy in Europe.
3. Understand the process of construction of the European Union.
4. Learn about the principal policies and institutions of the European Union.
5. Identify the principal imbalances that exist in the European Union and the
policies applied to correct them.
6. Understand the importance for Spain of belonging to the European Union.
CONTENTS
Concepts
 Europe.
 The European Union.
Procedures
 Comment on statistics, graphs, maps, texts and images related with Europe
and the European Union.
 Search for information in sources from the students’ direct environment that
are easily accessible.
Attitudes
 Showing interest in learning about the European Union and its institutions.
 Solidarity with the less developed countries in Europe.
 Appreciation of the role of Spain in the European Union.
 Paying attention to accuracy and objectivity in one’s work.
ASSESSMENT CRITERIA
1. Recognise relief formations, types of climate and natural environments in

Europa.
2. Identify the countries that belong to the European continent.
3. Summarise the characteristics of Europe’s population, settlement and economy.
4. Recognise the principal milestones in the construction of the European Union
and its successive enlargements.
5. Identify the common EU policies. Describe the functions and composition of the
principal institutions of the European Union.
6. Analyse the differences in development that exist between the countries of the
European Union, and the policies to correct the resulting imbalances.
7. Evaluate the role of Spain in the European Union.
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Communicate simple 1, 3, 4, 5, 6, 7, 8 3, 5, 6, 8, 11, 13, 16
messages, verbally and in RA: 4, 6, 7, 8, 9
writing.
Speak, listen and participate 3, 4, 8 8
in dialogue and debate in an RA: 9, 10
Apply language usage rules, 1, 3, 4, 5, 6, 7, 8 3, 11, 16
communicating.
Use specific vocabulary from 1, 2, 3, 4, 5, 6, 7, 8 1, 2, 8, 11, 14, 16, 17, 18
one’s language.
Find information in different 4, 5, 7, 8 13
media (print and digital) and RA: 6, 8
Process information from oral 2, 4, 5, 8 1, 15

Appreciate and make use of 3, 4, 5, 7, 8 8
others.

Develop the skills of 1, 2, 3, 4, 8 2, 4, 7, 9, 12

Establish criteria for selecting 3, 4, 5, 6, 8 14, 15, 17, 18
information from different RA: 1, 5
Understand and interpret 1, 2, 3, 4, 5, 8 2, 4, 6, 7, 8, 9, 12, 13
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Be aware of the quantitative 4 10
and spatial aspects of reality.
Apply simple operations, 3, 8 RA: 3
quantatively.
Learning to learn
Make use of different types of 3, 8 6
developments.
mind maps.

Take part in debates, and 3, 4, 5, 7, 8 8
language.
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UNIT 13
GEOGRAPHICAL REGIONS
OBJECTIVES
1. Recognise the existence of different geographical regions in the world.

2. Identify and locate the countries that make up those geographical regions.
3. Learn about the principal human and economic features of the geographical
regions of Africa, America, Asia and Oceania.
4. Value the cultural diversity of the world.
CONTENTS
Concepts
 Geographical regions in the world.
 Africa.
 America.
 Asia.
 Oceania.
Procedures
unit content.
 Carry out easy research tasks based on information from accessible
sources.
Attitudes
 Showing interest in learning about cultures that are different from one’s own
culture.
 Respect for lifestyles, beliefs, etc., which are different from one’s own.
 Solidarity with people who are deprived.
ASSESSMENT CRITERIA
1. Identify the world’s geographical regions.

2. Relate different countries with the geographical region they belong to.
3. Explain the characteristics of population, settlement, economy, culture, society
and the forms of political organisation of the different geographical regions in
the world.
4. Show respect towards cultures that are different from one’s own.
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Communicate simple 1, 2, 3, 4, 5 1, 5, 8, 10, 16, 17
messages, verbally and in RA: 6, 9, 10
writing.
Speak, listen and participate 2, 3, 4, 5 8, 10, 16
in dialogue and debate in an RA: 12, 13
Apply language usage rules, 2, 3, 4, 5 8, 10, 16, 17
communicating.
Use specific vocabulary from 3 9, 15
each subject area to enrich
one’s language.
Find information in different 1, 3, 4, 5 10, 16
media (print and digital) and RA: 3, 6
Process information from oral 1, 2, 3, 4, 5 5, 6, 14
and written sources. RA: 1, 3, 4, 6, 7, 11

Appreciate and make use of 2, 3, 4, 5 8, 10, 16
dialogue as a necessary RA: 12, 13
others.
Value the contributions of 3, 4, 5 5
different cultures.

Develop the skills of 1, 2, 5 2, 4, 11

Establish criteria for selecting 2, 3, 4, 5 3, 5, 6, 13, 14, 15
information from different RA: 1, 2, 3, 5, 7, 8, 11
Understand and interpret 1, 2, 3, 4, 5 2, 4, 8, 11
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Apply simple operations, 3, 5 12
scales, percentages, Ra: 4
quantatively.
Learning to learn
Develop strategies for 1, 2, 3 Unit summary
mind maps.

Take part in debates, and 2, 3, 4, 5 8, 10, 16
undertake individual and RA: 12, 13
language.
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UNIT 14
A GLOBAL WORLD
OBJECTIVES
1. Recognise the principal effects of globalisation on society.

2. Identify the arguments used by those who support globalisation, and those who
are against it.
3. Distinguish the characteristics that define the developed and underdeveloped
parts of the world.
4. Identify some of the measures that have been taken to help the least favoured
countries.
5. Describe the migration movements that are currently taking place and their
characteristics.
6. Learn about the principal environmental problems that affect the world, and the
measures to try and solve them.
CONTENTS
Concepts
 The effects of globalisation.
 Unequal human development. Development and underdevelopment.
 Population movements.
 Environmental problems and their solutions.
Procedures
unit content.
 Carry out easy research tasks based on information from accessible
sources.
Attitudes
 Rejection of any type of discrimination.
 Respect towards other cultures and solidarity with people who are
deprived.
 Awareness of the need to make economic development compatible with
protection of the environment.
ASSESSMENT CRITERIA
1. Assess the effects of globalisation on culture and customs.

2. Recognise the positions in favour and against globalisation.
3. Name the demographic, political, economic, etc. characteristics that
differentiate the developed from the underdeveloped world.
4. Enumerate the actions that are carried out by public and/or private institutions
related with development aid.
5. Explain the characteristics of the current migration movements.
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6. Explain what the world’s environmental problems are, and the measures taken
to solve them.


Communicate simple 1, 2, 3, 4, 6, 7 1, 2, 3, 6, 7, 8, 9, 10,
writing. RA: 8, 9
Speak, listen and participate 1, 2, 4, 5, 6, 7 2, 6, 11, 13, 18, 20, 21
Use specific vocabulary from 1, 2, 3, 4, 6 1, 3, 8, 14, 15
one’s language.
creative purposes.
Find information in different 3, 5, 6, 7 19, 21
Process information from oral 2, 3, 5, 6, 7 4, 5, 7, 12, 13, 16, 18, 19

Develop the ability to 3, 5, 7 12, 13, 14
empathise in order to
understand human actions in
the past or present.
Appreciate and make use of 1, 2, 4, 5, 6, 7 2, 6, 13, 18, 20, 21
dialogue as a necessary RA: 10, 11, 13, 14
others.

Develop the skills of 3, 5, 7 9
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Analyse the effect of human 3, 6, 7 14, 15, 16, 17, 18, 19, 20, 21
environment.

Establish criteria for selecting 1, 2, 3, 4, 5, 6, 7 4, 5, 6, 9, 10, 11,12, 16, 17,
information from different 19
sources objectively. RA: 1, 3, 4, 5, 6, 7
Understand and interpret 1, 2, 3, 4, 6, 7 2, 6, 9, 11, 12, 20
Apply simple operations, 6, 7 RA: 10, 11
quantatively.
Make use of numerical and 3, 6, 7 16,17
Learning to learn
Make use of different types of 2, 4, 6, 7 7, 11
reasoning, look for multi- RA: 7, 8
developments.
Develop strategies for 1, 2, 3, 4, 5, 6 Unit summery
mind maps.
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Take part in debates, and 2, 4, 6, 7 2, 13, 18, 20, 21
undertake individual and RA: 10, 11, 13, 14
language.
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Geography ESO 3

4. ACTIVITIES, ATTENTION TO DIVERSITY, ASSESSMENT, AND

As far as possible, classroom learning should be adapted to students’ own day-to-day

educational system (at bachillerato level, through university studies or vocational

 To analyse geographical texts with a dual objective: to consolidate knowledge

 An opening page, with a series of initial questions and an illustration to

 Key words and core language:

 A double-page spread of Revision activities at the end of each unit enables

 A summary table of the unit contents for students to complete.

 Assessment of basic competences:

 COMPETENCE IN KNOWLEDGE AND INTERACTION WITH THE PHYSICAL

 DATA PROCESSING AND DIGITAL COMPETENCE

 SOCIAL COMPETENCE AND CITIZENSHIP

 CULTURAL AND ARTISTIC COMPETENCE

 AUTONOMY AND PERSONAL INITIATIVE

 SOCIAL COMPETENCE AND CITIZENSHIP

 COMPETENCE IN KNOWLEDGE AND INTERACTION WITH THE PHYSICAL

 DATA PROCESSING AND DIGITAL COMPETENCE

 AUTONOMY AND PERSONAL INITIATIVE

comprehensive analysis of the curriculum in order to draw up functional learning

Social and civic competence 1, 3, 4, 6, 7, 8, 9, 10, 11, 12, 13 and 14

Competence in knowledge and 1, 2, 3, 6, 7, 8, 9, 10, 11, 12, 13 and 14

Data processing and digital 1, 2, 3, 4, 5, 6, 7, 8, 9,

Mathematical competence 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 12, 13 and 14

4. ACTIVITIES, ATTENTION TO DIVERSITY, ASSESSMENT, AND

ASSESSMENT PROCEDURES AND MARKING CRITERIA

Students' learning must be assessed systematically and periodically, both to measure

ASSESSMENT OF BASIC COMPETENCES

We recommend the following qualitative scale to measure the level of achievement of

COMPETENCES/SUBCOMPETENCES TERM TESTS FINAL TEST

Social and civic competence

Competence in knowledge and interaction

Data processing and digital competence

Understand and interpret icons, symbols and other

Autonomy and personal initiative

O: Ordinary final assessment

1. Situate planet Earth in the universe and explain its movements.

COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES

COMPETENCES / ASSESSMENT ACTIVITIES

Linguistic competence (*)

Social and civic competence

Competence in knowledge and interaction with the physical world

Data processing and digital competence

Autonomy and personal initiative

RA: Revision activities

THE PHYSICAL LANDSCAPE OF SPAIN

1. Identify the territories that make up the Spanish State.

1. Recognise and locate the territories that make up Spain.

5. Differentiate between Spain’s natural landscapes.

COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES

COMPETENCES / ASSESSMENT ACTIVITIES

Linguistic competence (*)

Competence in knowledge and interaction with the physical world

Data processing and digital competence

Autonomy and personal initiative

RA: Revision activities

1. Learn about the evolution of population throughout history.

1. Analyse the evolution of world population.

COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES

COMPETENCES / ASSESSMENT ACTIVITIES

Linguistic competence (*)

Social and civic competence

Competence in knowledge and interaction with the physical world