Geography and History World Makers Secondary


The world can be what we want it to be 1

2 OUR PRINCIPLES, GOALS AND MOTIVATIONS INSPIRE OUR IDEAS: • Multilingual and communication skills to unite the world for the global good Real-world tasks: Analysing solutions to the major challenges of our times, inspired by the Sustainable Development Goals. • Learning though research, experimentation, projects, challenges, games… • With individual tasks, pair work, and team tasks Beating fake news by learning the importance of checking information and using reliable sources. Active, dynamic learning Learning that nurtures analytical, critical and creative thinking Learning based on real-world situations Workin the com goo Glo commun skills transc bord LIVING IN A WORLD FULL OF CHALLENGES wo mak

3 21st century skills and competences: • Communication, thinking and research. • Creativity and innovation. • Data processing and digital culture. • Cooperation and social skills. • Self-organisation and lifelong learning. • Language skills. Skills to be active, responsible and committed citizens, and to continue learning throughout their lives. Our younger generations can build a better future for everyone. That’s whywe want to: • Build character, encourage thoughtfulness, and recognise emotions • Guide their journey through the world Young people who are: • Curious. • Well-informed. • Thoughtful and critical. • Good communicators. • Team players. • Committed. • Creative. • Open-minded. Educating people to think and act rationally ng for mmon od With accurate, current knowledge Skills and competences for today’s society and technology obal nication s that cend ders Understanding requires: • Knowledge of the subject. • Knowledge of the world and its real problems. orld kers

4 Flexible materials you can adapt to your needs Make your classes motivating, real, with up-to-date learning experiences. BOOK LIBROMEDIA Easy timetabling Streamline correction Assess while teaching Emphasise key points and motivate your class Make newmethodologies part of your routine Improve home study Embrace student diversity and customise your classes 7 4 6 3 5 2 1 • Tasks set in real learning situations • Challenges, projects… • Videos • Audios • Multimedia resources • Self-correcting interactive activities with automatic feedback • Video • Audio • Multimedia resources • Interactive activities • Traceable activities • Create your own versions to share with students • Teamwork • Microprojects • Experiments • Research • Debates • Activities for all stages and abilities Work in English naturally 8 • Self-correcting interactive activitieswith automatic feedback • Video and audio for working on language skills • Adapted, progressive English

5 EVALUATION APP PDA TEACHERS’ LIBRARY • Interactive assessment tests • Gamification • Gamification • Interactive assessment tests that take just a few minutes in the classroom. Automatic feedback to check student comprehension and react immediately • Content assessment tests • Skill assessment tests • Revision and support cards • Suggestions for further work • Create and share your own tests • More resources • Answer key • In editableWord format • Self-correcting interactive tests • Mother-tongue support materials for working on class diversity

Geography 6 A PROJECT CONNECTED TO THE REALWORLD • It contributes to the resolution of present-day problems: the units begin by putting forward a social challenge. Are we managing water resources sustainably? • It links each unit’s initial challenges to the Sustainable Development Goals and includes numerous Environmental Awareness activities. THATTEACHES (STUDENTS) HOWTO THINK • It suggests activities that make students’ thought processes more visible. In Take Action, students learn to organise their ideas and apply their knowledge to real-life contexts. • The Critical Thinking section develops students’ analytical skills, teaching them to cross-check information before making a judgement. • The supplementary StudyNotes provides tools for learning how to study. • It introduces students to the scientific method by introducing them to simple research in the Explore section. 1 2 • The Case Study section provides examples of real-life situations in which to apply learnings. Your ecological footprint; The great migration, a present-day phenomenon?

and History 7 Applies newways of learning (collaborative work, thinking skills and routines, PBL). It uses technology as a learning tool (3D objects that facilitate learning and digital mapping for territorial analysis). ANDMUCHMORE: AN INNOVATIVE, MOTIVATING PROJECT THAT IS COMMITTED TO THE FUTURE. ALIGNED TO THE NEW EDUCATION LAW THAT IS CLOSE TO THE STUDENTS’ AREAS OF INTEREST • The Geography or History in my Life section highlights the importance of these subjects as part of everyday life. • It provides Discussion Activities on presentday topics, with the aim of generating individual and social awareness. 3 ACTIVE METHODOLOGIES • Amicro-project at the end of each unit invites students to find ways to solve the initial challenge. • Digital Tasks to use technology as a tool to improve our decisions. • The section Work with the image helps students to make sense of visual messages. • The Social and Environmental Awareness activities develop values in students that will help them become responsible citizens. 4 Emphasises the role of women in human history. Develops spatial skills through the analysis and interpretation of maps. CLIL materials that progressively increase students’ level of English, working on the twofold CLIL objective.

• STUDENT book: - Atlas - Study notes STUDENT MATERIALS 8 For students • Video • Multimedia resources • Audio • Interactive activities The appearance of actualmaterialsmay differ from those shown in this catalogue.

• Teaching suggestions • Supplementary materials • Test and self-assessment test • Back-up and support • Answer keys • Classroom timetabling T EACH I NG R ESOURCES TEACHERS’ LIBRARY 9 …and for teachers In Word format in e-vocación PDA ANSWE R K E YS • Answer key for student book • Answer key for assessments Teaching resources available in

• Digital book for students • Digital book for teachers • Teachers’ library • Interactive tests • Automatic feedback • Varied tests • Gamification dynamics • Tests can be done in class or set as homework MULTIMEDIA RESOURCES 1 0 Digital material Our new app checks how students are progressing and is fun to use in class. If you want to see a sample of this material go to

1 1 Discover the didactic itinerary of Gegraphy and History

1 2 ESO learning plan 1Starting point: the learning situation 3 Think about an aspect of everyday life, linked to the Sustainable Development Goals. Commit to the SDGs and support sustainable development. Accept the challenge set by the learning situation. Learn from easy-to-read texts and the full power of visual language: drawings, maps, timelines, etc. 2 Use the keys to review and make sure you have understood the contents. Think, make connections, and express yourself using a critical approach. Explore cases, characters, and other interesting areas that will broaden your knowledge of the world. Build your knowledge: the basic concepts Organise information and apply basic knowledge to different contexts and situations in the activities you will find in Putting Myself to the Test. Thinking routines: that will enhance your thought process. Organize your ideas will help to appreciate what you have learned and how you have built your knowledge. Consolidate what you have learned: test yourself

1 3 You can browse through a teaching unit on EduPack. Make connections with your life, with your areas of interest. Find the link between what you have learned and the world you belong to in Geography or History in my Life. Critical thinking. In the section I Use Information Responsibly you will find suggestions for learning how to produce accurate information and debunking fake news and myths. Analyse and compare different points of view and realities that will help you understand the diversity of the world you live in Other points of view . 4Practice your skills: the specific competences 5 Don’t stop. Act. Take action, face the suggested challenge, and contribute to the construction of other worlds that are more sustainable, more equitable, fairer. Take action: face a challenge

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