Social Science. 1 Primary. Matices. Castilla y León - Esther Echevarría;José Carlos Ruiz;Juan Antonio Rocafort;Alberto García Ayerbe;Alfonso Rosso Campamar;Arianeta ;Germán Tejerina Martínez;Irene Ferrer Rosillo; Istock;José María Rubert Pérez;M.ª Amparo Gabarda Vicent;Nuria Hernández Pintor;Roberto Zurdo Vi
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Social Science. 1 Primary. Matices. Castilla y León
Esther Echevarría;José Carlos Ruiz;Juan Antonio Rocafort;Alberto García Ayerbe;Alfonso Rosso Campamar;Arianeta ;Germán Tejerina Martínez;Irene Ferrer Rosillo; Istock;José María Rubert Pérez;M.ª Amparo Gabarda Vicent;Nuria Hernández Pintor;Roberto Zurdo Vi
Synopsis "Social Science. 1 Primary. Matices. Castilla y León"
Through Science, Natural Science & Social Science, pupils explore the world around them through contextualised learning situations that combine observation, experimentation, analysis and critical thinking.
Through competency-based and dynamic activities, pupils develop the core knowledge required for this stage, linking natural and social science content to their immediate surroundings.
Knowledge is presented in a clear and structured way, with the main ideas highlighted.
With competency-based activities linked to the world around pupils, encouraging curiosity, exploration and critical thinking.
Matices, the new project from SM, is a project adapted to the reality of our classrooms, which responds to the richness of nuances in our pupils: pupils who are diverse in their abilities and in the way they learn, who need to build a solid foundation of understanding, expression and reasoning, and who also need to explore their curiosity and develop their creativity to achieve maximum development in learning.
It rigorously complies with the current education law, with competency-based learning situations.
It presents a comprehensive assessment proposal that understands assessment as a process of improvement, and that allows teachers to accompany their pupils throughout the entire learning process. It offers tools and instruments that facilitate the task associated with assessment, in a way that facilitates the management and optimisation of teachers' time.
It promotes the activation of critical thinking through various active learning strategies that encourage pupils to question assumptions, generate questions, acquire an attitude of constructive doubt or consider multiple perspectives on the same topic.
It is built upon a series of fundamental values to form an active part of global citizenship.
For all these reasons, Nuances is built upon four central ideas, present in all the learning situations of the project:
# Regulate learning and the acquisition of competencies by using formative assessment.
# Address different needs through personalised pathways.
# Develop pupils' critical thinking and awaken their creativity.
# Provide tools for emotional well-being and promote the development of care habits.
KEY FEATURES OF MATICES:
COMPETENCY-BASED LEARNING SITUATIONS
In Matices, we start from contextualised learning situations in which we pose a challenge that takes the form of a final product and in which we bring into play the basic knowledge and competencies described in the learning pathway.
ATTENTION TO DIVERSITY. HETEROGENEITY AND PERSONALISATION
Matices offers appropriate and specific solutions for different realities found in the classroom.
Throughout the learning situations, we offer a series of essential activities (formative stops) to carry out formative assessment, from which we propose personalised pathways so that no one is left behind.
COMPREHENSIVE ASSESSMENT: DIAGNOSTIC, FORMATIVE AND SUMMATIVE
Matices offers a comprehensive assessment proposal:
# Diagnostic assessment at the beginning of the course to detect pupils' prior knowledge.
# Formative assessment to support pupils and regulate the learning process.
# Summative assessment at the end of each learning situation.
EMOTIONAL WELLBEING AND CARE HABITS
Matices offers resources to promote the emotional wellbeing of teachers, pupils and families, with a 360 approach. The main objective is for pupils to develop a healthy personality, with self-esteem and self-confidence, oriented towards relating to others in a committed and assertive way. The project works transversally on values related to the ethics of care.
CRITICAL AND CREATIVE THINKING
Through a simple methodology based on five basic routines, we achieve the activation and development of critical and creative thinking, which, among other things, fosters pupils' ability to make reasoned decisions that enable them to act in the face of the challenges they will encounter throughout their lives.
Contextualised learning#situations. Through practical and engaging activities, pupils develop key competences#and acquire#gain the essential knowledge required in stage.
