2022
NEW
NEW
Science......................................................................................04 Discover. ....................................................................................06 Walkthrough. ............................................................................17 Scope & Sequence. ...............................................................24 Arts & Crafts..............................................................27 Discover. ....................................................................................28 Walkthrough. ............................................................................33 Scope & Sequence. ...............................................................39 Music..............................................................................................40 Holiday Books................................................................44
The perfect combination for Bilingual Education ByME is the shared creation of two of Spain’s leading publishers: Macmillan Education and Edelvives. Since 2013, our team of subject specialists, authors, teachers and bilingual enthusiasts have been working hard to make ByME a reference in the world of bilingual education. We work with you, the teachers, to innovate and bring you the highest quality content for both inside and outside the classroom. So hop on board and discover new bilingual adventures with ByME!
CONTENTS
STEAM booklet Project Journal
We all know that learning is not just acquiring knowledge.
NEW six-level Science course Levels 1, 3 & 5
It’s about skills and attitudes.
* levels 2, 4 & 6 in 2023
It’s about nourishing curiosity and challenging pupils to see things from a different perspective.
NEW six-level Arts & Crafts course Levels 1, 3 & 5
Covers LOMLOE curricular contents
* levels 2, 4 & 6 in 2023
Changing mindsets. There’s a whole world of possibilities outside the box.
*think outside the box At ByME, we use a series of innovative educational approaches which create a natural way to help your pupils think Outside the Box.
(definitions and synonyms) | phrase cially to find new ways of doing things, espe of solving problems
NEW 2022 Available from April
Combine it with ByME+ New resources only for ByME teachers Find out all about it in the ByME Universe Catalogue
SCIENCE WITH TOTAL FLEXIBILITY
5
CUSTOMISE YOUR SCIENCE PROJECT
NEW 2022 OPTION 1
PROJECT JOURNAL
Complete edition with 3 Learning Situations. Covers the full school year.
We know that every bilingual teaching situation is unique. Bilingual programmes require flexibility and you as a teacher need customised solutions to achieve your objectives. Now with Science Outside the Box, you can choose between a complete edition with 9 units, or a flexible edition with 3 units each.
OPTION 2 Flexible edition with 1 or 2 Learning Situations.
It contains all the steps necessary to complete the Learning Situation through Project-Based Learning.
STEAM BOOKLET Your pupils now become special agents defending the UN’s Sustainable Development Goals. Through design thinking and the scientific method, this extra component teaches pupils valuable skills such as data analysis, problem solving, computational thinking and programming. The STEAM booklet is available in print for the complete edition with 3 Learning situations.
*
In 1st cycle a printed Project Journal is included in the complete edition pack. Each Learning Situation comes with its own Project Journal. In 2nd and 3rd cycle the Project Journal is included as a downloadable PDF document on the ByME Digital Platform.
COMBINE 2 LEARNING SITUATIONS.
CHOOSE 1 LEARNING SITUATION.
7
DISCOVER
Reflect
Show and tell
Project description
project JOURNAL Develop and critique
learning Situation
An easy-to-use guide for pupils. In Science Outside the Box we additionally support pupils’ work through Learning Situations by providing a special Project Journal. The project is completed directly in the Project Journal while learning the content of the units. The Project Journal contains all the steps necessary to complete the project and is a valuable tool for keeping track of the entire project.
Bringing real life into your classrooms. Learning Situations through Project-Based Learning is an extraordinary learning strategy because it focuses on the process, not just on the final product. In Science Outside the Box, we use real-life Learning Situations as a starting point of the learning process. This way we naturally put learners at the centre. Whether you are already incorporating a Project-Based Learning approach in your teaching or it’s completely new to you, in Science Outside the Box you will find all the support you need to make it a success.
Education is not the learning of facts, but the training of minds to think.
Albert Einstein
Driving question
Need-to-know questions Create groups and choose roles
8 DISCOVER
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BLENDED LEARNING SOLUTIONS
visible THINKING
A perfect balance for every learner and every teaching scenario.
Let's power up pupils` thinking! Visible Thinking is a research-based approach. The basic tools of the Visible Thinking framework is a series of Thinking Routines, that are simple sequences or protocols. When systematically used in the classroom, Thinking Routines help pupils see and explore multiple perspectives.
SOME OF THE THINKING ROUTINES YOU WILL FIND IN OUTSIDE THE BOX:
Visible Thinking is a very useful teaching tool because it naturally integrates the development of pupils’ thinking and content learning. Eventually, when thinking becomes visible, pupils will understand that school is not just about memorising facts but about exploring ideas and creating links.
• Colour-Symbol-Image.
Visible Thinking tools are easy to use and versatile. They can be implemented in a class with one iPad, a thousand Chromebooks, or ten sticky notes.
• Zoom in.
• Think-Pair-Share. • See-Think-Wonder. • Headline.
Struggling to decide between digital and paper? No need to choose. ByME blended learning solutions allow you to combine the best of both worlds. Blended learning (also known as hybrid learning) is a method that integrates technology and digital media with traditional classroom activities. ByME’s blended learning framework helps give support to mixed-ability classes. It gives pupils more flexibility to customise their learning experiences. This way you can be sure they will engage both in class and at home.
ByME’s Outside the Box uses Harvard’s
“Project Zero” Thinking Routine Box which highlights Thinking Routines developed across a number of research projects.
Science Outside the Box now comes with new digital solutions and new content for teachers and pupils. With our new digital solutions ByME teachers can now: • Personalise content. • Get support for mixed-ability classrooms. • Motivate through games.
• I used to think. Now I think.
• Get insights into pupils’ performance.
• The Explanation Game.
• Evaluate easily in just a few clicks.
• Word-Phrase-Sentence.
Inspired by Harvard's Project Zero
NEW DIGITAL SOLUTIONS
NEW
Science Outside the Box now comes with content videos on the ByME Digital Platform. Explaining content with animation will be easier!
10 DISCOVER
ALL THE DIGITAL RESOURCES you need
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PUPIL'S BOOK
TEACHER'S KIT
LEARNING KIT
FAMILY CORNER
Mind map: Teacher’s version
TEACHER’S BOOK & METHODOLOGY •Y ou can download the complete Teacher’s Book or individual units.
INTERACTIVE BOOK
PROJECT JOURNAL
FAMILY GUIDE
• Audios for content, songs and activities.
• Downloadable PDF to work on the project.
VISUAL SUMMARY
•T he option to search by page or by keyword.
VIDEOS & AUDIOS
• In Spanish.
INTERACTIVE ACTIVITIES
CONTENT VIDEOS
• Wide variety of activities, improved navigation and visualisation.
• In Spanish.
•C ontents page with access to every section in the book. • Tools to underline, write, add notes, etc. •V arious options for viewing the pages, including zoom. • Content videos with optional subtitles. • Direct access to downloadable resources. • Direct access to the Teacher’s Book. • Audio recording tool for the teacher. • Timer, Spinner and Dice tools for class.
FLASHCARDS • Use the ready-made flashcards or create your own. •S hare them with your students and use them as interactive activities.
EXTERNAL RESOURCES • External web links.
GAMIFICATION • 3 Escape-Room type of interactive games.
•M ethodological support for the syllabus and introduction to the methodology.
POSTERS • 9 content posters. • Thinking Routines posters.
DOWNLOADABLE RESOURCES •M ixed-ability worksheets, thinking routines templates, additional templates, SDG activities.
ASSESSMENT EXTERNAL RESOURCES •E xternal web links and the possibility to include your own.
TEST GENERATOR •G raded activities for you to choose from, to support and stretch your students. Premium offer: only for users of complete edition with 3 Learning Situations
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visUAL THINKING Don't tell me a story! Draw me a picture. No matter what you are trying to learn, your brain is wired to remember visual input more quickly. In Science Outside the Box we introduce Visual Thinking as an effective shortcut towards acquiring new knowledge. Starting to use Visual Thinking tools will help pupils develop such as analysis, summarising, and relating concepts. Using Visual Thinking is also a lifelong skill. Visual stimuli are everywhere. Pupils need to learn to look at and interpret the visual information that surrounds them.
HOW DOES VISUAL THINKING WORK? Visual Thinking is easy-to-use and so much fun. Each unit includes:
public speaking Teach your pupils one of life's most important skills. Public speaking is a highly important yet much-feared form of communication. While some pupils take to it naturally, others tend to be more fearful of standing and talking in front of others. However, public speaking is one of the most important soft skills. Acquiring proficiency in public speaking will have a lifelong positive impact on pupils’ performance at school and in their future careers.
STEP-BY-STEP APPROACH Science Outside the Box uses a step-bystep approach to teach pupils how to give effective speeches, taking into consideration their maturity and linguistic competencies. In every project pupils will learn new tips: • Message Tips teach pupils strategies on how to organise their discourse and create great messages using age-appropriate linguistic resources. • Presentation Tips teach pupils how to use different non-verbal clues, such as facial expressions, body language, tone of voice, pauses, etc.
• Visual Summary is an overview of the main content. • Tips and Tricks is a collection of practical suggestions to learn to draw in an easy way.
Drawing is the precision of thought.
Henri Matisse
• Visual Challenge is an activity where pupils put what they have learnt into practice in a visual way.
Speak, so that I may see you.
socrates
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SUSTAINABLE DEVELOPMENT GOALS
SOCIAL EMOTIONAL LEARNING
Teaching pupils to act responsibly and think sustainably.
The road to happier classrooms starts here.
Science Outside the Box includes supplementary materials to help you introduce the UN’s Sustainable Development Goals. The LOMLOE curriculum has a strong focus on gender equality and climate action, and so these goals in particular are referenced whenever there is an opportunity to do so.
Social Emotional Learning (SEL) refers to the ability to understand your own feelings and the feelings of others, and to know how to react in specific settings. Social Emotional Learning is vital to success in school, work and life. Pupils who develop their social-emotional skills in the classroom will be better prepared for the world of work.
Science Outside the Box integrates a Social Emotional Learning curriculum to help create a positive classroom environment and improve the learning process.
1
2
selfawareness
selfmanagement
CONNECTING WITH FAMILIES Partnership makes it easier. The way to truly successful bilingual classrooms becomes much easier when teachers and parents have a chance to act as a partnership to support pupils both at school and at home. For this reason, at ByME we are dedicated to providing support to all kinds of families, to parents who are fluent in English and to parents who have little or no command of English. The new Science Outside the Box digital component now assists parents in helping their children study. The parents can use: • visual summaries of each unit in Spanish.
5
SEL
social awareness
4 relationship skills
• a carefully adapted version of teaching notes in Spanish.
3 responsible decisionmaking
• a vocabulary list in Spanish and English. • content videos with subtitles in Spanish.
16 DISCOVER
unit walkthrough
course components TEACHERS
CHOOSE THE PUPIL’S BOOK THAT BEST FITS YOUR OBJECTIVES.
The Science Outside the Box series now brings teachers a Teacher’s Book which is straightforward and dynamic. It contains all the relevant information including:
• Three booklets. • Print or digital Project Journal. • STEAM booklet to work on computational thinking.
• Key suggestions for teaching content.
Much more than just Science In real life we all encounter problems and situations that are complex or hard to define. However, problem-solving skills do not necessarily develop naturally. We do not all have an open-minded, positive attitude to problems. And we do not necessarily know how to cooperate well with others. The good news is that all these skills can be learnt!
PUPILS
DISCOVER A MORE DYNAMIC TEACHER'S BOOK.
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STORY TIME
DRIVING QUESTION
Comics are definitely the most motivational way to start any Learning Situation. In Science Outside the Box, comics serve as a springboard to explore SEL competencies.
The Driving question is an age-appropriate, meaningful problem that provides a framework for the course of study.
• Full version of the Activity Book.
• Suggestions for mixed-ability classes. • Public speaking, Visual Thinking and SEL notes.
PROJECT JOURNAL
FAMILIES
The Project Journal indicates all the necessary steps pupils need to do in order to carry out their project.
CLASSROOMS
HELP PARENTS FOLLOW THEIR CHILDREN’S PROGRESS IN DIGITAL FORMAT.
TRANSFORM CLASSROOMS INTO PLACES THAT SUPPORT LEARNING.
• Visual summaries of each unit in Spanish.
• 9 content posters.
• Carefully adapted version of teaching
• 3 Thinking Routines and graphic
notes in Spanish.
NEED-TO-KNOW QUESTIONS The set of four Need-to-know questions clearly establishes what must be learnt to reach the final solution of the Learning Situation.
organisers posters.
• 72 flashcards in the first cycle.
• Vocabulary lists in Spanish and English. • Content videos with subtitles in Spanish.
FIND YOUR PERFECT DIGITAL COMPLEMENT
Whatever component you are using, remember to combine it with the ByME Digital Platform.
NEW!
DIGITAL CONTENTS
See more on pages 10-11.
NEW!
DIGITAL RESOURCES
NEW!
DIGITAL OPTIONS
Why are comics such a fantastic tool?
Images support the text and give pupils significant contextual clues to word meaning. Pupils can follow the story without word decoding skills, which boosts their self-confidence. Comics also motivate reluctant readers, as they speak to pupils in a way they understand and identify with.
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Learning through a variety of inputs Once we have introduced the Learning Situation and set the basis for Project-Based Learning, we continue developing the content using varied learning strategies and resources: comics, songs, real-life texts, reflective questions and Thinking Routines.
STORY TIME
Neatly organised information facilitates learning SONG Songs are used to introduce one or more topics using specific vocabulary. A song is always followed by a song activity, which tests the students’ comprehension. Science Outside the Box includes a variety of song activities. In levels 4, 5 and 6 songs are substituted by Read the world section to reinforce pupils reading skills.
The story which introduced the Learning Situation continues here. Pupils also practise their listening skills.
SOCIAL EMOTIONAL LEARNING Pupils are asked to reflect individually and in groups about the story. One or more questions are always used to start working on pupils’ Social Emotional Learning competencies.
The content development pages offer carefully organised information, with plenty of visual support. Long strings of information are systematically broken into chunks to reduce the cognitive load. Graphics and visual organisers help pupils understand key concepts better.
LISTENING AND SPEAKING ACTIVITIES The objective of the content-page activities is to reinforce learning whilst also developing pupils’ communication skills. Listening and speaking activities appear on the content pages throughout the unit.
THINKING ROUTINES AND COMMUNICATION After the song and its activity, we will use a Thinking Routine activity to activate the pupils’ previous knowledge of the topic. Thinking Routines vary depending on the pupils’ age.
HIGHLIGHTING PROJECT WORK The Project-Based Learning (PBL) icon reminds pupils that the page contains important information they will need in order to complete the Project Journal.
SDG The Sustainable Development Goals icon indicates that there are extra activities about sustainability on the ByME Digital Platform.
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SPECIAL ATTENTION TO LANGUAGE COMBINE LANGUAGE AND SCIENCE
HANDS ON!
Science Outside the Box has a special Language corner page dedicated to the development of pupils’ linguistic competencies. Each Language corner page includes different activities to practise the four skills. One of the pages consists of a listening activity, another has a combined reading and writing activity, and the third has a speaking activity.
The main objective of the Science workshop page is to provide pupils with the opportunity to apply what they have learnt by carrying out simple experiments, investigations or analysis.
This section consistently works on different language skills: listening, speaking, writing and reading.
Unit Activities come as a double-page spread, clearly indicated with a distinct background colour. In order to help the learners, the activities are divided by headings. The objective of these activities is to promote understanding of the content; the activities are designed to be completed individually either in the classroom or they could also be completed as homework.
Science workshop is an engaging hands-on section based on a step-by-step approach. Some of the experiments from this section also include a corresponding video on the ByME Digital Platform.
LANGUAGE SKILLS
Unit Activities
PRACTISE KEY LANGUAGE STRUCTURES The coat of arms icon indicates that the page contains important vocabulary or language structures used in the Cambridge-exam-type activities.
PUBLIC SPEAKING TIP In every unit pupils are systematically taught strategies which help them become more confident as presenters. These public speaking tips are always very simple, straightforward and age-appropriate.
CLEARLY DIVIDED ACTIVITIES Headings divide activities according to contents and help guide the pupils.
THINKING ROUTINES This icon is used to indicate that pupils should use a suggested Thinking Routine.
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Visual Thinking
Unit Review
Closing pages
The Visual Thinking section is one of the key sections in Science Outside the Box. Visual Thinking tools are used to summarise key content concepts in a way that is easily understandable for pupils. Simple schematic drawings are combined with keywords in structures that make it easier to understand content, stimulate visual memory and bring work processes to life in the classroom.
The Unit review is a single page designed to test pupils’ understanding of the content and to apply what they have learnt throughout the unit.
Let’s have a look at the three closing pages which serve to close the Learning Situation and reinforce the content. Pupils first finish the story and then practise content and vocabulary through different types of activities.
The Unit review section is clearly indicated with a different, yellow-coloured background. ROLE PLAY
Visual Thinking sections always consist of three parts:
PROJECT
One of the activities on this page is always a creativetype activity that invites pupils to role play, stimulating a richer interaction and communication among them.
1) Visual summary. 2) Tips + Tricks. 3) Visual challenge.
Here we invite the pupils to continue working on the project using the Project Journal. The pupils work on three sections:
• In the Develop and critique section pupils produce a draft of the final product, get feedback and then create the final product.
• In the Show and tell section pupils give an oral presentation in front of the class.
• The Reflect section involves a general reflection on the learning process.
CHECKING COMPREHENSION OF THE STORY At this point the pupils read the last part of the comic. The four-vignette story is always followed by a story review activity, to test pupils’ comprehension.
A PERFECT SUMMARY Visual summary offers an overview of the main content in the unit.
PRACTICAL SUGGESTIONS Tips + Tricks is a collection of practical suggestions to help pupils and teachers alike to learn to draw easily and to use the different Visual Thinking tools. The objective of this section is to teach pupils how to think in a visual, clearer way.
VISUAL CHALLENGE Now it’s time for pupils to try it themselves! The Visual challenge activity helps put the material learnt in the unit into practice in a visual way. In this section pupils are encouraged to use tools such as visual metaphors, sketchnote taking, etc.
FINAL REVIEW The objective of these pages is to not only review the content from the three units, but to engage with the content in a deeper and more creative way. For this reason, activities are not organised according to the unit topics. Multiple tasks can also be covered within the one activity.
LEVEL LEARNING SITUATION
UNIT 1 MY SCHOOL
1
2 MY BODY
3 MY FAMILY
1 EARTH
2
2 PLANTS
3 ANIMALS
1 HEALTHY HABITS
2
3
MY COMMUNITY
3 TAKE CARE OF THE ENVIRONMENT
PROJECT 1 REDUCE
STEAM
1
CONTENTS Places at school • What I do at school • School subjects • Days of the week • Class rules
Parts of the body • Head • Senses • Emotions
Family members • Different families • Fun with family • Places at home • Helping at home Natural landscapes • Man-made landscapes • Weather • Measuring the weather • Clothes for different weather Living and non-living things • Plants are living things • Parts of a plant • Types of plants • Plants give us food
Animals are living things • What animals eat • Where animals live • The bodies of animals • How animals move Eat healthy foods • Meals • Exercise and safety • Hygiene • Sleep / rest • Healthy technology habits • Healthy emotional habits What I see in my community • People help us • How we get around • Be a safe passenger • Road safety
Cycle
LEVEL UNIT 1 OUR PLANET
2 PLANTS
3 ANIMALS
1 LIGHT AND SOUND
2 MATERIALS
3 STRUCTURES
1 LIVING IN SOCIETY
2 HOW WE CHANGE
3
2
PROJECT 3 RECYCLE
1 NATURAL KINGDOMS
2
PLANTS
1
Communities are different sizes • Common places in a community • Who makes up a community • People work in nature • People make things • People provide services
THE UNIVERSE AND PLANET EARTH
Past / present / future • How do we measure time? • Family tree • People change • Things change with time
3
2 PLANET EARTH AND ITS REPRESENTATION
3
How we learn about the past • Things from the past • Traditions • Local history • Historic figures
Scientific method: Observing and analysing how to make a city more environmentally friendly. Design thinking: Designing and building (programming) environmentally friendly housing. Final product: Environmentally friendly housing.
2 ANIMALS
3
Types of structures: natural and man-made • Man-made structures • Use of man-made structures • Materials used in man-made structures • Effects of forces on structures
PROJECT 2 SO MANY CARS!
3 CONTENTS
Villages and towns • Public participation • Safety: road safety and internet safety
Time and history • Prehistory and Ancient History • From the Middle Ages to the Contemporary Age
3
Natural and manufactured materials • Types of materials • Properties of materials • Solid, liquid, gas • Pure substances and heterogeneous mixtures • Use of different materials
Scientific method: Observing and analysing why there is so much traffic. Design thinking: Designing and programming a public transport system for a city. Final product: Public transport system.
2 THE STUDY OF HISTORY LOOKING AFTER OUR HERITAGE
Light • Light and materials • Use of light • Sound • Use of sound
Scientific method: Observing and analysing why the children in a town/city are sad. Design thinking: Designing and programming a digital map with parks, forests, etc. Final product: Digital map with more parks, gardens, forests, etc.
PROJECT 3 RESPONSIBLE HOUSING
1
Vertebrates and invertebrates • Mammals • Birds • Reptiles • Amphibians • Fish • Arthropods and molluscs
PROJECT 1 WHAT’S WRONG WITH THE CHILDREN?
Scientific method: Observing and analysing why waste products are mixed together in recycling centres. Design thinking: Creating three containers for organising different types of waste. Final product: Containers that organise waste by type.
MY COMMUNITY
Deciduous and evergreen trees • Life cycle • Importance of plants • Plants adapt to their habitat
Scientific method: Observing and analysing why we use so much water. Design thinking: Designing a series of digital posters about responsible water use. Final product: Printable posters to put up in the school.
UNIT 1
The Solar System • The Earth and the Moon • Day and night • Seasons
OUR HERITAGE
PROJECT 2 REUSE
LEARNING SITUATION
CONTENTS
Why we need to protect the environment • Human impact on the environment • Do not waste water / uses of water • The 4 Rs • Recycling • Sustainable transport
Scientific method: Observing and analysing why we generate so much waste. Design thinking: Creating simple instructions on how to reuse waste. Final product: Instructions for reusing waste.
LEVEL
CLIMATE AND LANDSCAPES
STEAM *Provisional contents
scope & sequence
2 nd
LEVEL UNIT 1 ECOSYSTEMS
2 ECOSYSTEMS AND PEOPLE
3 Natural heritage • Cultural heritage
Living things and vital functions • Organisation of living things • The five kingdoms Characteristics: functions and classification • Vertebrates • Invertebrates Characteristics: functions and classification • Flowering and non-flowering plants • Plant nutrition and respiration
The Universe and its celestial bodies • The Solar System: internal and external planets • The Earth • The Moon
The Earth’s spheres • Representation of the Earth • Mapmaking techniques
Weather and weather phenomena • The climate • Climate change
Cycle
NATURAL RESOURCES
1 SPAIN’S ORGANISATION
2 POPULATION
3 PREHISTORY AND ANCIENT HISTORY
1 MATTER
2 ENERGY AND HEAT
3 FORCES AND MACHINES
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4 CONTENTS
Ecosystems and relationships between organisms • Food chains and food webs • Terrestrial ecosystems
Urban ecosystems and human activity • Sustainable use of natural resources • Protecting the environment/biodiversity
People and natural resources • Economic activity • Human activity and the environment
Territorial organisation • Institutional organisation • Spain in the European Union Demography • Immigration and emigration • Demographic challenges: inequalities
Prehistory: daily life • Ancient History: Egypt and Ancient Greece • Ancient History: Rome
Matter and changes • Physical and chemical changes • Materials and their characteristics
Energy forms • Energy sources • Conductors and insulators • Heat measuring instruments
Types of forces • Forces and their effects • Simple machines and their use
PROJECT 1 WHAT IS ALL THIS?
Scientific method: Observing and analysing why there are unnatural things in marine ecosystems. Design thinking: Designing and programming an invention to remove plastic from the sea. Final product: An invention to remove plastic from the sea.
PROJECT 1 LOWERING GREENHOUSE GAS EMISSIONS
Scientific method: Observing and analysing why we generate so many greenhouse gas emissions. Design thinking: Designing and programming vehicles that pollute less. Final product: A network of vehicles that pollute less.
PROJECT 2 RESPONSIBLE FISHING
Scientific method: Observing and analysing why some marine animals are disappearing. Design thinking: Designing and programming a system to help fishermen detect and protect vulnerable animals. Final product: A system to help fishermen detect and protect vulnerable animals.
PROJECT 2 CLEAN ENERGY
Scientific method: Observing and analysing other sources of greenhouse gas emissions. Design thinking: Designing and programming a hydroelectric system for a factory. Final product: A hydroelectric energy system.
PROJECT 3 CORAL REEFS
Scientific method: Observing and analysing why coral reefs are disappearing. Design thinking: Designing and programming a campaign to raise awareness. Final product: A campaign to raise awareness.
PROJECT 3 HELPING POLAR BEARS
Scientific method: Observing and analysing why polar bears are disappearing. Design thinking: Designing and programming an invention to refreeze polar bears’ habitat. Final product: An invention to refreeze polar bears’ habitat.
*Provisional contents
1 st
26 scope & sequence
3 rd Cycle
LEARNING SITUATION
UNIT 1 HUMAN BEINGS AND VITAL FUNCTIONS
1
2 HUMAN INTERACTION
3 HUMAN REPRODUCTION
1 HUMAN NUTRITION
5 CONTENTS
2
3 SOCIAL AND EMOTIONAL HEALTH
2
3
MODERN TIMES IN SPAIN
3 CONTEMPORARY TIMES
The sense organs • The nervous system • The locomotor system
GEOGRAPHY & POPULATION OF EUROPE
Male reproductive system • Female reproductive system • Human reproduction: pregnancy and birth The digestive system • The respiratory system • The circulatory system • The excretory system
6
Physical geography • Territorial organisation • Population • Diversity
2
3 THE WORLD TODAY
1 CLIMATE AND PLANET EARTH
2
Inequalities • Culture • Science
Planet Earth • Climate zones • Ecosystems • Climate change
Human settlements • Territory distribution • Urban and rural areas • Economic activity: resources
HUMAN BEINGS IN THE ENVIRONMENT
Puberty • Leisure and free time • Healthy social relationships
CONSEQUENCES OF HUMAN ACTION ON THE ENVIRONMENT
Economic activity: ecological footprint • Social inequalities: distribution of wealth • Sustainable development and the Green economy
1
Properties of matter • Density and floatability • Aerodynamics
3
15th century: Catholic monarchs and naval explorations • 16th century: Spanish Empire, Carlos I, Felipe II, Renaissance period • 17th century: Habsburg dynasty; The Golden Age • 18th century: Bourbon dynasty, Enlightenment period 19th century: war of Independence, Constitution of 1812, Fernando VII, From Isabel II to Alfonso XII, Art • From Alfonso XII to the Civil War • Franco’s dictatorship & transition to democracy • 21st century Spain
NEW 2022 Covering LOMLOE curriculum
Physical geography • European Union • Population
Food and nutrients • Healthy eating • Healthy lifestyle
The Visigoths • Al-Ándalus • The Christian Kingdoms
CHOOSE 1, 2 OR 3 LEARNING SITUATIONS.
CONTENTS
MATTER
2 ENERGY
3 ELECTRIC ENERGY
Forms and sources • Transformation • Sustainability
Levels 2, 4 & 6 will be published in 2023
Sources, transformation • Everyday usage of electricity Electric circuits • Robotic structures
Scientific method: Observing and analysing why a town has so many sick people. Design thinking: Designing and building (programming) hospitals and universities. Final product: A town with infrastructure and enough qualified healthcare workers.
PROJECT 1 WHERE IS THE CITY?
Scientific method: Observing and analysing why a city has so much pollution. Design thinking: Designing and programming a wind farm. Final product: Wind farm.
PROJECT 2 GOOD HABITS
Scientific method: Observing and analysing why a strange illness spreads so easily. Design thinking: Designing and programming a campaign about good hygiene. Final product: A campaign to reduce infections.
PROJECT 2 ON AGAIN, OFF AGAIN
Scientific method: Observing and analysing why a city has power cuts. Design thinking: Designing and programming a solar panel system. Final product: Solar panel system.
PROJECT 3 GOOD HABITS
Scientific method: Observing and analysing why a strange illness spreads so easily. Design thinking: Designing and programming a campaign about good hygiene. Final product: A campaign to reduce infections.
PROJECT 3 ON AGAIN, OFF AGAIN
Scientific method: Observing and analysing why a city has power cuts. Design thinking: Designing and programming a solar panel system. Final product: Solar panel system.
PROJECT 1 WHAT CAN WE DO?
STEAM
1 GEOGRAPHY & POPULATION OF SPAIN
1 THE MIDDLE AGES IN SPAIN
UNIT
The human body: levels of organisation, characteristics • Stages of human life • Vital functions
2 HEALTHY HABITS
LEVEL
Arts & Crafts Outside the Box is a brand-new series for Primary that will get your learners thinking, and learning, outside the box! As with our sister course for Science, we have developed a series of innovative educational approaches which will help your pupils learn how to think in a more creative and innovative way. *Provisional contents
LEVEL
ARTS & CRAFTS
With a focus on competencies, pupils are not only taught course content, they are also taught the skills, attitudes and knowledge they will need to succeed in the future. So, if you’re looking for an inspiring course that has the new curriculum completely covered, look no further.
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DISCOVER
BASED ON learning situations
Just as in Science, Arts & Crafts Outside the Box utilises Learning Situations to encourage your pupils to be actively involved in the learning process by engaging in real-world issues. Pupils move away from a purely end-product focus to acquiring the skills and competencies that are developed throughout the entire process. Whether you are already incorporating a Project-Based Learning approach in your teaching or it’s completely new to you, in Arts & Crafts Outside the Box you will find all the support you need to make it a success.
Promoting responsible and sustainable actionS
Arts & Crafts Outside the Box incorporates some of the most effective Visible Thinking strategies: • See-Think-Wonder. • Think-Pair-Share. • Headline.
In each Learning Situation, Arts & Crafts Outside the Box focuses the pupils’ attention on one of the UN’s Sustainable Development Goals (SDG). In one Learning Situation per level, an SDG is the source of artistic inspiration.
visible THINKING
• The Explanation Game.
Child-centred learning is at the heart of Arts & Crafts Outside the Box underpinned by a strong Social and Emotional Learning (SEL) message. This promotes a positive classroom and helps pupils to recognise and manage their emotions, understand and empathise with the feelings of others and make responsible decisions in their lives.
SOCIAL AND EMOTIONAL SKILLS
• I used to think, Now I think.
Arts & Crafts Outside the Box systematically uses Visible Thinking to make learners aware of their thought processes. In time they will understand that exploring ideas and creating links between concepts leads to a deeper understanding than simply memorising facts. Visible Thinking tools are flexible and easy to use. They can be used with any form of technology: one iPad, a thousand Chromebooks or ten sticky notes!
30 DISCOVER
ALL THE DIGITAL RESOURCES you need
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PUPIL'S BOOK
TEACHER'S KIT
LEARNING KIT
FAMILY CORNER
Mind map: Teacher’s version
DIGITAL PUPIL’S BOOK
VIDEOS & AUDIOS
FAMILY GUIDE
TEACHER’S BOOK & METHODOLOGY
• Integrated with Google for Education.
• All course audio and video content.
• Downloadable unit summaries.
•F ully responsive on all devices: use it on PC, tablet, IWB or smartphone.
PRESENTATIONS
CONTENT VIDEOS
• You can download a complete Teacher’s Book or individual units
• Downloadable presentations.
•A udio available both on the Digital Platform and ByME website.
INTERACTIVE ACTIVITIES
• Videos related to the units with subtitles in Spanish.
• I ntegrates tools to highlight, zoom, add content, comments, etc.
•W ide variety of activities, improved navigation and visualisation.
FLASHCARDS •U se ready-made flashcards or create your own set.
• Methodological support for syllabi and introduction to methodology
POSTERS • Course posters in PDF format.
DOWNLOADABLE RESOURCES • Templates, Visible Thinking, Worksheets.
ASSESSMENT
EXTERNAL RESOURCES
EXTERNAL RESOURCES
• External web links.
•A space to add and share external links with your pupils.
GAMIFICATION • 3 Escape-Room style interactive games.
Premium offer: only for users of complete edition with 3 Learning Situations
32 DISCOVER
COURSE COMPONENTS PUPILS
des a series Arts & Crafts Outside the Box inclu h together of print and digital components whic ntation provide full support to the impleme r school. you at ect proj ts Craf of the Arts and
unit walkthrough
y Plus, we now offer you total flexibilit of nsity inte the of options. Simply choose ls. goa r you suits implementation which best
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Arts with social skills and emotions Arts & Crafts Outside the Box has been designed using different Learning Situations which stimulate learners’ creativity and maintain their interest in the project. Our goal is to ensure the active participation of every child, while at the same time work on the development of their social and emotional skills, and prepare them for the challenges of the real world.
TEACHERS AND CLASSROOMS
• 1, 2 or 3 booklets - you decide!
• Teacher’s Book.
• ByME Digital component.
• Flashcards: - level 1 in print. - all levels in Digital format. • Posters.
DRIVING QUESTION This is used to present the Learning Situation and indicate the topic of the unit. The Driving question also serves to determine the entire investigation process; it’s the question that the pupils always have in mind.
COOPERATE Arts & Crafts Outside the Box has a strong cooperative component. Every Learning Situation includes a section where pupils get to work together. This makes tasks easier for pupils and helps foster natural communication in the classroom.
• ByME Digital component.
DISCOVER QUESTIONS This section includes three thought-provoking questions. Discover questions set what students need to learn throughout the unit in order to answer the Driving question.
SOCIAL EMOTIONAL LEARNING TIPS Social Emotional Learning is a fundamental part of Arts & Crafts Outside the Box, and SEL tips are included in every Learning Situation. At this step, the tip is always related to an aspect of group work, such as relationship skills or social awareness.
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Analysing Art
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This section focuses on developing and practising pupils’ observation and analysis skills. We have included a great number of different artists and varied artworks to develop pupils’ appreciation for and interest in art. Pupils are guided through the process of analysing featured artworks.
START BY OBSERVING
Developing visual culture
The goal of this section is to teach pupils how to interpret the images they see around them with a critical eye. This ability is crucial to foster creativity and personal expression in young learners. Images are everywhere! Now, let’s teach our pupils how to se them.
VISUAL CULTURE
The Art in our world section features a work of art that serves as a talking point to encourage discussion around a Sustainable Development Goal (SDG). Pupils work in pairs or groups to address some of the global challenges we face today and consider their role in achieving these goals.
This section always begins with the analysis of some kind of image: a work of art, a photo or a symbol. The activity later naturally flows into the Get creative! section, where pupils are asked to create their own work of art.
ATTENTION TO LANGUAGE This activity is aimed at practising pupils’ speaking skills, using a special language support to scaffold their efforts. This short and supportive section systematically appears throughout the textbook.
GET CREATIVE! Get creative! is a section where pupils practise through hands-on activities. This section is based on a clear step-by-step approach which guides pupils.
EXTRA MULTIMEDIA SUPPORT We know that pupils love videos. Some of the activities from the Get Creative! section will be accompanied by a special video on the ByME Digital Platform.
ART THROUGH THEATRE The role-play activity aims at deepening pupils’ understanding of the artwork presented in Art in our world section. Pupils are asked to perform a short monologue or dialogue, music piece, dance, play, etc. The scope for creativity is limitless!
CROSS-CURRICULAR CONTENTS Arts & Crafts Outside the Box also works on some basic Science concepts, which helps implement a globalised approach to CLIL.
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Understanding artists and their work
Create In this section, students complete a series of activities which guide them to plan and create their final product within the Learning Situation. Here the pupils find the solution to the Driving question.
Now it’s time to focus on artistic professions and artistic processes. In this section, pupils will get a deeper insight into the stages every artist goes through in the process of artistic creation.
ART GALLERY The objective of this component is to feature examples of artwork to assist pupils in creating their own art. This could take the form of examples of completed artwork, or visual ideas to inspire pupils.
ARTISTIC PROFESSIONS In this section the pupils learn more about a featured artist and his or her particular process of artistic creation.
ART GALLERY This section features examples of either completed works of art or visual ideas to inspire pupils.
SKETCH AND FINAL CREATION This section also includes a Sketch Box for pupils to plan their artwork.
Studio practice The Studio practice section focuses on a very specific technique which students may choose to use later to create their final artwork. This part of the unit is more practical, and more focused on manual work and creativity rather than on theory.
GET CREATIVE! Studio practice pages always include a Get creative! activity.
PRACTICAL STUDIO TIPS This section includes a practical tip on how to practise good studio habits, such as how to keep your workspace clean and organised to avoid injuries, how to keep your materials in good shape or how to be organised so that you don’t accidentally ruin your artwork.
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scope & sequence
Reflecting on artworks
LEARNING SITUATION
ARTIST’S STATEMENT
pupils to view and analyse their own artwork from a critical standpoint. This section always consists of three subsections which guide pupils through the entire process: Artist’s statement, Present and Artwork review.
ARTWORK REVIEW
In the Artist’s statement section, pupils describe the ideas, feelings or personal meaning that they wish to communicate through their final artwork. Pupils are guided through this process with a series of questions or gapped sentences.
The Artwork review section consists of two parts. First, there is a series of reflective questions that guide the process of viewing the artwork of other classmates. After that the pupils write down comments made by other pupils. This section also includes a tip on how to view other people’s work.
UNIT 1
LEVEL 1
Good art is much more than creating something attractive or nice to look at. Good art always includes a thoughtprovoking element. For this reason, in Arts & Crafts Outside the Box, we include an Exhibit section in which we invite
UNIT 2
UNIT 3
CONTENT
Driving question: How can we make a classroom art gallery?
• The elements in an image
Final product: Classroom art gallery
• Introduction to painting, cut and paste, sculpture and art materials
Driving question: How can we show life under the sea with everyday materials? Final product: Classroom installation of a sea habitat
Driving question: How can I cut and paste to make a self-portrait? Final product: Cut and paste self-portrait
• The observation of images; the identification of content • Colour, shapes, patterns, texture/volume, 3D collage, construction, everyday materials • Sculpture, photo, relief sculpture
• The presence of images; where do children see images around them every day: screens, advertisement, food packaging • Cut and paste, collage, patterns, silhouette, shapes, identity, basic elements of drawing a portrait • Expressionism, pop art, primitivism, collage
UNIT 2
UNIT 3
As the name says, in the Present section pupils explain their final artwork in front of the class. This section has been designed specifically to help pupils practise their public speaking skills.
FINAL REFLECTION Finally, pupils use a series of tools to wrap up their reflection on the process of artistic creation and the interaction with their peers during the process. First they complete the self-evaluation and then they do the team evaluation.
UNIT 1
• Looking at details and its relation to other images
Final product: Portrait showing emotions
• Expressionism, portraits, cubism, näive art, symbolism
Driving question: How can we make a sculpture that shows how important it is to reduce our waste?
• Looking at details to understand why an image was made
Final product: Sculpture with recycled materials
• Impressionism, contemporary art, sustainable sculpture
Driving question: How can we design a new school logo using symbols and shapes? Final product: A logo
Driving question: How can we challenge gender stereotypes through photography? Final product: Photography (single photograph or series)
LEVEL 5
PRESENT
Driving question: How can we create a portrait that shows our emotions?
UNIT 2
UNIT 3
Driving question: How can I make a comic that shows how I see my future self? Final product: Comic strip
• Colour, perspective, painting, series
• Colours, patterns, painting, sculpture, recycled materials
• Principles of art and design; what to look for; deconstructing an artwork • Lines, shapes, drawing • Symbols, logos, expressionism, abstract art, geometric art
• Equal representation in images: who is represented and who isn’t • Composition, drawing, painting, photography, photomontage • Self-portrait, contemporary culture, black and white photography
• Avatars and our own identity • Lines, textures, comics, storytelling, lettering
Driving question: How can art from other cultures help us learn about the people who live there?
• Different cultures, other ways of seeing the world
Final product: A mural
• Principles of art and design, mural, patterns
• Appreciating diversity
*Provisional contents
LEVEL 3
UNIT 1
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ByME MUSIC
5 reasons you'll love it
Sing, play and move!
ENGLISH LANGUAGE SUPPORT
IRRESISTIBLY MOTIVATING
• ByME Music covers all the key content related to music concepts, listening, musical performance, dance and movement.
An attractive layout, clear presentation and hands-on activities motivate pupils and encourage them to develop musical creativity.
Pupils are encouraged to express their feelings about what they have learnt by using the grammatical structures and vocabulary provided.
• Extra speaking activities in levels 5 & 6. • Cross-curricular links to Science and Arts & Crafts in the Teacher’s Book.
GLOBAL LEARNING
• More vocabulary practice in a digital format.
Cross-curricular links to Natural Science, Social Science and Arts & Crafts in the Teacher’s Book allow for a global learning experience.
COMPONENTS For the pupil
• Pupil’s Book. • Audio CD with motivational musical extracts and didactic songs.
For the classroom
• 6 large-scale, full-colour posters
HOLISTIC APPROACH
(levels 1 & 2, 3 & 4, 5 & 6). • 96 printed flashcards (levels 1 & 2). • Digital flashcards (levels 1-6). For the teacher and • Teacher’s Book with lesson plans follow instructions for each lesson. • 2 audio CDs:
easy-to-
ct and didactic - CD 1: motivational musical extra songs. ory texts and - CD 2: recordings of the introduct activities. recordings for auditory discrimination
Movement, dance and activities centred on feelings and values encourage pupils to think with their bodies as well as their hearts.
DIGITAL SUPPORT The ByME Digital Platform for teachers, students and families has interactive activities, presentations, videos, digital flashcards, posters and much more!
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digital support to reinforce learning
DIGITAL PUPIL’S BOOK The ByME Music Digital Pupil’s Book is intuitive and user-friendly. Even very young children will easily learn how to navigate the content and find activities to practise!
Interactive activities
SONGS AND LYRICS
Digital ByME Music includes a wide range of varied interactive activities developed specifically to motivate and capture pupils’ interest. Digital music activities for pupils will help them learn English, acquire key music concepts and techniques and learn about famous composers and compositions. We have included a wide range of activities, which are all accompanied by audio:
PRESENTATIONS
• classification • complete the text • labelling • spelling • multiple choice • wordsearch • true or false
INTERACTIVE ORCHESTRA
INTERACTIVE FLASHCARDS Digital ByME Music also gives you the chance to create a limitless number of interactive flashcards. You can add your own flashcards and group them into personalised sets. Once you have decided on your own sets of flashcards, use them to play interactive games.
EASY ACCESS TO EVERY SECTION From the menu on the left you can easily access any unit, any resource and any activity.
LEARNING MADE EASY You can choose how to visualise the page, show or hide content, underline important concepts, search for vocabulary, etc.
MULTIMEDIA
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holiday books
5 reasons you'll love it
SCIENCE AND ARTS ARE FUN!
FUN ACTIVITIES
EXPERT CONTENT
Comics, games, puzzles and much more.
Written by bilingual teachers and children’s storytellers.
PARENTAL INVOLVEMENT A Digital Parent’s Guide, written in Spanish, helps parents follow their child’s progress.
Holiday Books have been written specifically to give children an opportunity to further practise Science and Arts & Crafts content in a relaxed setting. Written by teachers and children’s storytellers, these books achieve an ideal balance of sound content revision and enjoyable summer entertainment. Thanks to a dedicated Digital Parent’s Guide, parents can now learn with their children or simply check their progress.
VISUALLY MOTIVATING
CLIL CONNECTIONS
Illustrations, photos and an eye-catching design inspire pupils to get their books out!
Meaningful connections between English, Science and Arts.
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content highlights YOU’LL LOVE IT
SUPPORT FOR FAMILIES
• Stories in comic form in every unit.
• Families can easily follow their children’s progress.
• Plenty of fun activities: mazes, crosswords,
• Digital family guide in Spanish.
puzzles, secret codes...
• With jokes to add fun and extra facts for curious minds.
• Meaningful connections between English, Science and Arts.
• Translation of all activities. • Answer key in Spanish and English. • Digital Glossary with illustrations or definitions. • Audio with extra activities.
ByME CORPORATE SOCIAL RESPONSIBILITY
By choosing ByME you are helping to take care of the environment.
At ByME we are aware of the impact our business has on the natural environment. We take environment protection seriously and implement a number of initiatives that help transform our books into more sustainable products. These may seem small steps but we know that over the years they will make a big difference.
• We only use materials with FSC and PEFC
certification which guarantees that they come from well-managed forests and plantations. • We drastically reduce and, if possible, completely
eliminate the use of plastic. • All ByME books are printed using only printing inks
from renewable resources. • We optimise the weight and volume of our products
before transportation • We calculate the carbon footprint in the
manufacturing process, monitoring it and establishing improvement actions to reduce it.
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