Physics and Chemistry World Makers Secondary


1 The world can be what we want it to be

• 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 OUR PRINCIPLES, GOALS AND MOTIVATIONS INSPIRE OUR IDEAS: wo mak 2

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 3

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 Flexible materials you can adapt to your needs 4 Work in English naturally 8 • Self-correcting interactive activitieswith automatic feedback • Video and audio for working on language skills • Adapted, progressive English

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 5 • Self-correcting interactive tests • Mother-tongue support materials for working on class diversity

METHODOLOGY BASED ON CHALLENGES THATDEFINE A LEARNING SITUATION • Each teaching unit is conceived as a scientific project in which a challenge that guides the acquisition of basic concepts and the development of necessary competences is set. • Students need to learn basic concepts in order to solve the challenge and to achieve the specific competences. • It encourages student creativity and cooperativework, with a final product that can be shared. • Everything is designed in such a way that the material can also be usedwith a more traditional methodology. CONTENT CONNECTED TO REALITY • The aim is for students to understandwhat the real world is like andwhat challenges it poses. • Greater connection with the students’ reality. With relevant and real-life examples. • At the beginning of each unit, required knowledge is reviewed (physics, chemistry, mathematics, etc.). • Focus is given to basic concepts for students’ learning. • Well-organised contentwith plentyof illustrations, diagrams, photographs, infographics... Physics and 6 1 2

True or false A look at gender equality through women’s contribution to science. Gender equality Works on gender equality, taking into account the basic principles of coeducation. Showcases and values the contributions ofwomen in the field of technology. PRACTICAL SCIENCE APPROACHED THROUGH: • Worked examples: numerous throughout the unit and in the revision activities. • Research activities: relate curricular content to the challenge. Designed to enable students acquire the knowledge necessary to solve the challenge. • Organisational activities: review the basic contents of the unit using different study techniques. ANDMUCHMORE: Chemistry Improving theworld Sets one challenge per unit related to one of the Sustainable Development Goals. 7 • Comprehension activities: apply what has been learnt: 3 • Linking different content: from within the same unit, from other units, from other areas, and from other walks of life. • Analysing current news and presenting job profiles. AN INNOVATIVE, MOTIVATING PROJECT THAT IS COMMITTED TO THE FUTURE. ALIGNED TO THE NEW EDUCATION LAW CLIL materials that progressively increase students’ level of English, working on the twofold CLIL objective.

For students STUDENT MATERIALS • STUDENT book: - Scientific advances of the 21st century - Study notes • Video • Multimedia resources • Audio • Interactive activities The appearane of actualmaterialsmay differ from those shown in this catalogue. 8

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

1 0 Digital material MULTIMEDIA RESOURCES Our new app checks how students are progressing and is fun to use in class. • 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 If you want to see a sample of this material go to

1 1 Discover the didactic itinerary of Physics and Chemistry

Rack your brain to remember what you know. Remember what you’ve learnt from other courses, other units, or your own experiences. ESO learning plan Use the initial review, revise what you already know, and relate this knowledge to what you are going to learn. Observe and learn. Analyse worked examples, then apply what you have learned and solve problems. Research, think, and answer the questions that will help you to complete the challenge and acquire the specific competences. Think and express yourself using a critical approach, based on the different activities offered. 1 2 3 Reflect on an aspect of everyday life, putting yourself in the shoes of the people involved. Accept the challenge set by the learning situation. Contribute to the achievement of one or more Sustainable Development Goals (SDGs) by completing the challenge. The learning situation. The challenge An SDG and its objectives The specific competences 1 2

Learn basic concepts from easy-to-read texts and all the power of visual language: photographs, drawings, infographics...Try things out and carry out simple practical experiments. Work through these by applyingwhat you have learnt. Discuss the accuracy of these contents. In the True or false? Section youwill find activities that teach you how to produce accurate information and debunk fake news andmyths. Don’t stop. Complete the challenge and tell people around you what you have achieved, sharing the results. In this way, you will be contributing to building a better world for everyone. 5 Make connections between physics and chemistry and other fields of learning. They will help you understand the diversity of the world you live in. Organise your ideas and apply basic concepts to different contexts and situations in the activities you will find within Organising and TestingWhat I Have Learnt. Critical thinking. Analyse a news storyand answer the questions that will encourage reflection and make your thinking process visible. The book includes a formulation appendix that will help you understand chemical nomenclature. 4The basic concepts Final activities 6Spread the word 1 3

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