PROGRAMMING OF TECHNOLOGY AND DIGITALIZATION, 3rd ESO

PROGRAMMING INDEX

1. Legal basis
2. Technology and digitization
3. Definitions
4. Objectives
5. Key competencies and operational descriptors
6. Specific competencies in Technology and Digitalization
7. Evaluation criteria 3rd ESO
8. Basic knowledge 3rd year of ESO
9. Relationship between the elements of the curriculum in Technology and
Digitalization, 3rd year of ESO

Technology and Digitalization, 3rd Year of Secondary Education. STAR Project. Donostarra Publishing.
 LEGAL BASE
Organic Law 3/2020, of December 29, which amends Organic Law 2/2006, of 3
of May, of Education (LOMLOE) that has been published in the Official State Gazette on December 30, 2020.

Royal Decree 217/2022, of March 29, which establishes the regulation and the
minimum teachings of Compulsory Secondary Education.

2. TECHNOLOGY AND DIGITALIZATION

The subject Technology and Digitalization is the foundation for understanding the profound changes that
are taking place in an increasingly digitalized society, and aim for the development of certain
cognitive and procedural skills as well as attitudinal ones. From it, we
promotes the critical, responsible, and sustainable use of technology, the appreciation of the
contributions and the impact of technology on society, on environmental sustainability and in the
health, respect for the established rules and protocols for participation in the network,
as well as the acquisition of values that promote equality and respect towards others and
towards one's own work.

The application of problem-solving through development-based learning

of projects, the development of computational thinking, the incorporation of technologies
digital in the learning processes, the interdisciplinary nature inherent in technology,
its contribution to the achievement of the Sustainable Development Goals and its connection with the
real world, as well as the promotion of attitudes such as creativity, cooperation, the
sustainable technological development or entrepreneurship are some of the elements
essentials that make up this subject.

Estos elementos, además, están concebidos de manera que posibiliten al alumnado movilizar
scientific and technical knowledge, applying creative work methodologies to
develop innovative and sustainable ideas and solutions that respond to needs or
problems raised, providing significant improvements with a creative attitude and
entrepreneur. Likewise, the subject allows students to make responsible and ethical use of
digital technologies for lifelong learning and conscious reflection,
informed and critical, about the digital society in which he/she is immersed, to face
situations and common problems successfully and respond competently according to the
context. Among these situations and problems are those generated by production
and the transmission of questionable information and high news, those related to the achievement of a
effective communication in digital environments, sustainable technological development or those related to
the automation and programming of concrete objectives, all of which are necessary aspects for
the exercise of an active, critical, ethical, and committed citizenship both at the local level and
global.

The development of this subject involves a transfer of knowledge from other disciplines.
knowledge that is collected in blocks of interrelated content and that
present different from each other to give special relevance to problem solving, the
digitization and sustainable development. But these should not be understood in isolation and
his treatment must be comprehensive. His presentation does not imply a way of addressing the

Technology and digitalization, 3rd year of ESO. STAR Project. Donostarra Publishing.
contents in the classroom, but a structure that aids in the understanding of the whole
knowledge, skills, and attitudes that are intended for students to acquire and mobilize
throughout the stage. It provides an opportunity to show how the contents can act
as a driving force for facing the uncertainties generated by progress
technological and life in an increasingly digitalized society.
The subject is organized into five blocks: Problem-solving process; Communication and
dissemination of ideas; Computational thinking, programming, and robotics; Digitalization of
personal learning environment and sustainable technology.
The implementation of the Problem Solving Process block requires a component
scientific and technical and must be considered a central axis throughout the entire subject.
it deals with the development of skills and methods that allow progress from identification
and formulation of a technical problem, up to the constructive solution of the same and, all of this, to
through a planned process that seeks the optimization of resources and solutions.
The block of Communication and dissemination of ideas, typical of digital culture, implies development
of skills in personal interaction through digital tools.
The block Computer thinking, programming, and robotics covers the fundamentals of
algorithmics for the design and development of simple computer applications
mobile devices, continuing with the programmed automation of processes, the connection of
everyday objects to the internet and robotics.

An important aspect of digital competence is addressed in the Digitalization block of

personal learning environment, focused on configuration, adjustment, and maintenance of
equipment and applications to be useful to students and optimize their capacity for it
lifelong learning.

The sustainable technology block includes the development of projects that entail
implementation of actions to develop sustainable strategies, incorporating a point
from the ethical perspective of technology to solve problems.

The essentially practical nature of the subject and the competency-based approach of the curriculum,
Requires specific methodologies that promote it, such as problem-based solving.
in the development of projects, the implementation of technological systems (electrical,
mecánicos, robótcos, etc.), la construcción de prototpos y otras estrategias que favorezcan el
use of digital applications for design, simulation, sizing, communication or
the dissemination of ideas or solutions, for example. Likewise, the application of different
work techniques, complementing each other, and the diversity of learning situations
Those involved in the subject must promote the participation of students with a vision
integral to the discipline, highlighting its social sphere in the face of technological challenges and challenges that
our society aims to reduce the digital and gender gap, paying special attention
Attention to the disappearance of stereotypes that hinder the acquisition of skills
digital in conditions of equality. A possible activity to develop in the classroom in
small work groups could be the design and team construction of a mobile robot
programmed to detect and avoid obstacles, making use of some of the contents and
specific competencies worked on in the third year of Compulsory Secondary Education.

Technology and digitization, 3rd ESO. STAR Project. Donostarra Editorial.

 3. DEFINITIONS

a) Objectives: Achievements that it is expected the students will have reached by the end of the stage and
whose attainment is linked to the acquisition of key competencies.
b) Key competencies: Performances that are considered essential for the
students can progress with guaranteed success in their training path, and face
the main global and local challenges and issues. They are the adaptation to the system
Spanish education of the key competencies established in the Recommendation of the
Council of the European Union of May 22, 2018 regarding key competencies
for lifelong learning.
c) Regarding the applied dimension of key competencies, it has been defined for each
one of them a set of operational descriptors, starting from the different
existing European reference frameworks. The operational descriptors of the
key competencies constitute, along with the stage objectives, the framework
reference the part from which the specific competencies of each area are defined,
scope or subject. This linkage between operational descriptors and competencies
specific conditions allow for the assessment of these last ones to infer the degree of
acquisition of the key competencies defined in the exit profile and, therefore, the
achievement of the skills and objectives set for the stage.

d) Specific competencies: Performances that students must be able to demonstrate in

activities or in situations where the approach requires the basic knowledge of each
area. Specific competencies constitute a connection element between, for
one part, the key competences, and on the other hand, the basic knowledge of the areas and the
evaluation criteria.
e) Evaluation criteria: References that indicate the expected performance levels
in the students in the situations or activities referred to by the competencies
specific to each area at a certain moment in their learning process.
Basic knowledge: Knowledge, skills, and attitudes that constitute the contents
specific to an area and whose learning is necessary for the acquisition of the
specific competencies.
g) Learning situations: Situations and activities that involve the deployment of
part of the student body related to key competencies and skills
specific, and that contribute to the acquisition and development of them.

Technology and digitalization, 3rd ESO. STAR Project. Donostarra Publishing.

 4. OBJECTIVES
Compulsory Secondary Education will contribute to developing in students the
capabilities that allow them to:
a) Responsibly assume your duties, know and exercise your rights with respect to
the other people, to practice tolerance, cooperation, and solidarity among the
people and groups, practicing dialogue strengthening human rights as
common values of a plural society and preparing for the exercise of citizenship
democratic.
b) Develop and consolidate habits of discipline, study, and individual and teamwork.
as a necessary condition for an effective execution of learning tasks and as
means of personal development.
c) Valuing and respecting the difference of sexes and the equality of rights and opportunities between
They. Reject the stereotypes that imply discrimination between men and women.
d) Strengthen their affective capabilities in all areas of personality and in their
relationships with others, as well as rejecting violence, prejudices of
any type, sexist behaviors and peacefully resolving conflicts.
e) Develop basic skills in the use of information sources to,
critical thinking, acquiring new knowledge. Developing technological competencies
basics and advance in an ethical reflection on its functioning and use.
f) Conceiving scientific knowledge as an integrated knowledge, which is structured in
different disciplines, as well as knowing and applying the methods to identify problems
in the various fields of knowledge and experience.
g) Develop the entrepreneurial spirit and self-confidence, participation, the
critical thinking, personal initiative and the ability to learn to learn, plan,
make decisions and take responsibilities.
h) Understand and express correctly, orally and in writing, in the Spanish language,
complex texts and messages, and to begin knowledge, reading, and the study of
literature.
i) To understand and express oneself in one or more foreign languages appropriately.
j) To know, value, and respect the basic aspects of one's own culture and history and that of others.
other people, as well as artistic and cultural heritage.
k) Know and accept the functioning of one's own body and that of others, respect the
differences, to reinforce body care and health habits and to incorporate education
physical education and the practice of sports to promote personal and social development. To know and
valorar la dimensión humana de la sexualidad en toda su diversidad. Valorar crítcamente
the social habits related to health, consumption, care, empathy and the
respect for living beings, especially animals, and the environment,
contributing to its conservation and improvement.
Appreciate artistic creation and understand the language of the different manifestations.
Artistic creations, using various means of expression and representation.

Technology and Digitalization, 3rd year of ESO. STAR Project. Donostarra Publishing.
 5. KEY COMPETENCIES AND OPERATIONAL DESCRIPTORS

In accordance with the provisions of Article 11.1 of Royal Decree 217/2022, of 29 of

March, the key competencies are the following:

a) Competence in linguistic communication.

b) Plurilingual competence.
c) Mathematical competence and competence in science, technology, and engineering.
d) Digital competence.
e) Personal, social, and learning to learn competence.
f) Citizen competence.
g) Entrepreneurial competence.
h) Competence in cultural awareness and expression.

Operational descriptors

Competence in linguistic communication (CCL)

CCL1. It is expressed orally, in writing, signed or multimodal with coherence, correctness and
adaptation to different social contexts, and participates in communicative interactions
with a cooperative and respectful attitude both to exchange information, create
knowledge and share opinions, in order to build personal connections.

CCL2. Understand, interpret, and evaluate with a critical attitude oral, written, signed, or texts.
multimodal in the personal, social, educational, and professional spheres to participate in
different contexts actively and informedly and to build knowledge.

CCL3. Locate, select, and contrast information progressively autonomously

coming from different sources, evaluating their reliability and relevance based on the
reading objectives and avoiding the risks of manipulation and misinformation, and the integrity and
transform knowledge to communicate it by adopting a creative point of view,
critical and personal while being respectful of intellectual property. CCL4. Read with
autonomy various works suitable for their age, selecting the ones that best fit
his tastes and interests; he appreciates literary heritage as a privileged channel of
individual and collective experience; and mobilizes its own biographical experience and its
literary and cultural knowledge to build and share their interpretation of the
works and to create texts of progressively complex literary intent.

CCL5. Places its communication practices at the service of democratic coexistence, the
dialogued resolution of conflicts and the equality of rights for all people,
avoiding discriminatory uses, as well as abuses of power, to favor the
not only effective but also ethical use of the different communication systems.

Multilingual competence (MC)

CP1. Effectively use one or more languages, in addition to the familiar language or languages, to
respond to their communicative needs, in an appropriate and suitable manner both to their

Technology and digitalization, 3rd year of ESO. STAR Project. Donostarra Publishing.
 development and interests as they relate to different situations and contexts of the personal realm,
social, educational and professional.

CP2. From your experiences, make transfers between different languages such as
strategy to communicate and expand your individual linguistic repertoire.

CP3. Know, value, and respect the linguistic and cultural diversity present in society.
integrating it into their personal development as a factor of dialogue, to promote cohesion
social.

Mathematical competence and competence in science, technology, engineering, and mathematics (STEM)

STEM1. Uses inductive and deductive methods characteristic of mathematical reasoning in

known situations, and selects and employs different strategies to resolve
problems critically analyzing the solutions and reformulating the procedure, yes
unnecessary.

STEM2. Uses scientific thinking to understand and explain the phenomena that
they occur around you, trusting in knowledge as a driver of development,
posing questions and testing hypotheses through experimentation and the
inquiry, using appropriate tools and instruments, appreciating the importance
of precision and veracity and showing a critical attitude about the scope and the
limitations of science.

STEM3. Proposes and develops projects by designing, manufacturing, and evaluating different
prototype or models to generate or utilize products that provide a solution to a need or
creative and team problem-solving, seeking the participation of the entire group,
peacefully resolving any conflicts that may arise, adapting to
uncertainty and valuing the importance of sustainability.

STEM4. Interpret and convey the most relevant elements of processes, reasoning,
demonstrations, methods, and scientific, mathematical, and technological results in a
clear and precise and in different formats (graphics, tables, diagrams, formulas, schemes,
symbols...), critically leveraging digital culture and including language
mathematical-formal with ethics and responsibility, to share and build new ones
knowledge.

STEM5. Take scientifically based actions to promote physical health.

mental and social, and preserve the environment and living beings; and apply principles of ethics
and security in the execution of projects to transform their immediate environment in a
sustainable, valuing its global impact and practicing responsible consumption.

Digital Competence (DC)

CD1. Conduct internet searches considering criteria of validity, quality, relevance, and
reliability, selecting the results critically and archiving them, to
retrieve them, reference them, and reuse them, respecting intellectual property.

Technology and digitalization, 3rd year of Secondary Education. STAR Project. Donostarra Publishing.
 CD2. Manage and use your personal digital learning environment to build
knowledge and create digital content, through treatment strategies of the
information and the use of different digital tools, selecting and configuring the
more suitable based on the task and their lifelong learning needs.

CD3. It communicates, participates, collaborates, and interacts by sharing content, data, and
information through virtual tools or platforms, and management in a way
responsible for their actions, presence, and visibility on the network, to exercise citizenship
digital, civic, and reflective.

CD4. Identify risks and take preventive measures when using digital technologies to
to protect devices, personal data, health, and the environment, and to take
awareness of the importance and necessity of making a critical, legal, safe, and healthy use
sustainable technologies.

CD5. Develop simple computer applications and creative technological solutions

sustainable solutions to address specific problems or respond to proposed challenges, showing
interest and curiosity about the evolution of digital technologies and their development
sustainable and ethical use.

Personal, social, and learning to learn competence (CPSAA)

CPSAA1. Regulates and expresses their emotions, strengthening optimism, resilience,

self-efficacy and the search for purpose and motivation towards learning, for management
the challenges and changes and harmonize them with their own objectives.

CPSAA2. Understands the health risks related to social factors, consolidates

healthy lifestyles at the physical and mental level, recognizing behaviors contrary to the
coexistence and apply strategies to address them.

CPSAA3. Proactively understands the perspectives and experiences of others.

people and incorporates them into their learning, to participate in group work,
distributing and accepting tasks and responsibilities equitably and employing
cooperative strategies.

CPSAA4. Realiza autoevaluaciones sobre su proceso de aprendizaje, buscando fuentes

variables to validate, support, and contrast the information and to draw conclusions
relevant.

CPSAA5. Plan medium-term objectives and develop metacognitive processes of

feedback to learn from their mistakes in the construction process of the
knowledge.

Citizen competence (CC)

CC1. Analyze and understand ideas related to the social and civic dimension of their own
identity, as well as the cultural, historical, and normative facts that determine it,
demonstrating respect for the rules, fairness, equity, and a constructive spirit in the
interaction with others in any context.

Technology and digitization, 3rd year of ESO. STAR Project. Donostarra Publishing.
 CC2. Analyze and thoroughly assume the principles and values that emerge from the process of
European integration, the Spanish Constitution, and human and children's rights.
participating in community activities, such as decision-making or problem-solving
conflicts, with a democratic attitude, respect for diversity, and commitment to the
gender equality, social cohesion, sustainable development, and the achievement of citizenship
worldwide.

CC3. Understands and analyzes fundamental and current ethical problems, considering
critically the own and others' values, and developing personal judgments to face the
moral controversy with a dialoguing, argumentative, respectful attitude and opposed to
any type of discrimination or violence.

CC4. Understands the systemic relationships of interdependence, ecodependence and

interconnection between local and global actions, and consciously adopts,
a lifestyle that is sustainable and ecologically responsible.

Entrepreneurial competence (EC)

CE1. Analyze needs and opportunities and face challenges with critical thinking, making
balance of its sustainability, assessing the impact that they may have on the environment,
to present innovative, ethical, and sustainable ideas and solutions aimed at creating value
in the personal, social, educational, and professional sphere.

CE2. Assess your own strengths and weaknesses, using strategies of

self-knowledge and self-efficacy, and encompasses the fundamental elements of the
economics and finance, applying economic and financial knowledge to activities and
concrete situations, using skills that enhance collaborative work and in
team, to gather and optimize the necessary resources to implement an action
entrepreneurial experience that generates value.

CE3. Develop the process of creating valuable ideas and solutions and making decisions.
reasoned way, using agile planning and management strategies, and reflects on
the process carried out and the result obtained, to finalize the creation process
of innovative and valuable prototypes, considering experience as an opportunity
to learn.

Competence in cultural awareness and expression (CCEC)

CCEC1. Know, critically appreciate, and respect cultural and artistic heritage.
getting involved in its conservation and valuing the inherent enrichment of diversity
cultural and artistic.

CCEC2. Enjoy, recognize, and analyze independently the specificities and intentions.
of the most prominent artistic and cultural manifestations of the heritage, distinguishing
the media and supports, as well as the languages and technical elements that characterize them.

CCEC3. Express ideas, opinions, feelings, and emotions through productions

cultural and artistic, integrating their own body and developing self-esteem, the

Technology and Digitalization, 3rd ESO. STAR Project. Donostarra Publisher.

 creatvidad y el sentdo del lugar que ocupa en la sociedad, con una acttud empátca,
open and collaborative.

CCEC4. Recognize, select, and creatively use various media and supports, as well as
plastic, visual, audiovisual, sound or corporal techniques for creation of
artistic and cultural products, both individually and collaboratively,
identifying opportunities for personal, social, and labor development, as well as
entrepreneurship.

Technology and digitalization, 3rd year of ESO. STAR Project. Donostarra Publishing.
 6. SPECIFIC COMPETENCIES IN TECHNOLOGY AND DIGITALIZATION

Specific competencies.
1. Search for and select the appropriate information from various sources,
critical and safe way, applying research processes, analysis methods of
products and experimenting with simulation tools, to define
technological problems and start processes for creating solutions from the
information obtained.

This specific competence addresses the first challenge of any technical project: to define the
problem or need to solve. Requires research from multiple sources,
evaluating its reliability and the veracity of the information obtained with a critical attitude, being
aware of the benefits and risks of open and unlimited access to information that
offers internet (infoxication, access to inappropriate content, etc.). In addition, the
massive data transmission in devices and applications entails the adoption of
preventive measures to protect devices, health, and personal data,
requesting help or reporting effectively, against threats to privacy and the
personal well-being (fraud, identity theft, cyberbullying, etc.) and making use of
eco-friendly and healthy.

On the other hand, the analysis of objects and systems includes the study of materials.
employees in the manufacturing of various elements, the shapes, the process of
manufacturing and assembly of the components. The operation of the
product, its usage guidelines, its functions, and its utilities. In the same way, it is analyzed
technological systems, such as programming algorithms or products
digital, designed with a specific purpose. The objective is to understand the relationships
among the characteristics of the analyzed product and the needs it covers or the objectives
for whom it was created, as well as valuing the positive and negative social repercussions
of the product or system and the environmental consequences of the manufacturing process or
from the use of it.
This specific competence is connected with the following descriptors collected in the
Annex I of Royal Decree 217/2022, of March 29: CCL3, STEM2, CD1, CD4, CPSAA4, CE1.

2. Address technological problems with autonomy and creative attitude, applying

interdisciplinary knowledge and working in a cooperative and collaborative manner,
to design and plan solutions to a problem or need effectively,
innovative and sustainable.
This competence is associated with two of the structural pillars of the subject, such as
creativity and entrepreneurship, as it provides techniques and tools to the students to
to ideate and design solutions to defined problems that must meet a series of
requirements, and it guides him in the organization of the tasks he must perform.
personal or in groups throughout the creative problem-solving process. The
the development of this competence involves planning, forecasting resources
necessary sustainable practices and the promotion of cooperative work throughout the process. The
methodologies and frameworks for solving technological problems require implementation
march of a series of actions or sequential or cyclical phases that mark the dynamics
of personal and group work. Address challenges in order to achieve concrete results,
guaranteeing the balance between economic growth, social well-being, and environmental sustainability,

Technology and digitalization, 3rd year of Secondary Education. STAR Project. Donostarra Publishing.
 providing viable and suitable solutions represents an entrepreneurial attitude that stimulates
creativity and the capacity for innovation. Likewise, self-evaluation is promoted.
estmando los resultados obtenidos a fin de contnuar con ciclos de mejora contnua.

In this sense, the combination of knowledge with certain skills and attitudes of
interdisciplinary character, such as autonomy, innovation, creativity, critical assessment
results, cooperative work, resilience, and entrepreneurship are essential
to obtain effective results in problem solving.
This specific competence is connected with the following descriptors collected in the
Annex I of Royal Decree 217/2022, of March 29: CCL1, STEM1, STEM3, CD3, CPSAA3
CPSAA5, CE1, CE3.

[Link] various techniques and knowledge appropriately and safely.

interdisciplinary using operators, technological systems and tools,
taking into account the planning and prior design to build or manufacture
technological and sustainable solutions that respond to needs in different
contexts.
This competency refers, on one hand, to the processes of manual construction and the
mechanical or digital manufacturing and, on the other hand, to the application of knowledge, both
teóricos como práctcos, relatvos a operadores y sistemas tecnológicos (estructurales,
mechanical, electrical, and electronic) necessary to construct or manufacture prototypes in
function of a design and prior planning. The different actions that are
they trigger in the creative process carry with them the intervention of knowledge
interdisciplinary and integrated. Likewise, the application of safety standards and
hygiene in the workplace with materials, tools, and machines is fundamental for the
health of students, avoiding the inherent risks of many of the techniques that must be
to employ. On the other hand, this competence requires the development of skills and abilities.
related to the use of the tools, resources, and instruments necessary
(tools and manual and digital machines) and attitudes related to the
overcoming difficulties, as well as motivation and interest in work and quality
of the same.
This specific competence is connected with the following descriptors collected in the
Annex I of Royal Decree 217/2022, of March 29: STEM2, STEM3, STEM5, CD5, CPSAA1,
CE3, CCEC3.

4. Describe, represent, and exchange ideas or solutions to technological problems or

digital, using appropriate means of representation, symbolism, and vocabulary,
as well as the available instruments and resources and evaluating the usefulness of the
digital tools to communicate and disseminate information and proposals.
The competence covers the necessary aspects for communication and expression of ideas.
It refers to the exhibition of proposals, representation of designs, manifestation
of opinions, etc. It also includes the communication and dissemination of technical documentation.
relative to the process. In this aspect, the application of tools must be taken into account
digital both in the preparation of the information and in relation to the own
communication channels.
This skill requires, in addition to the proper use of language and the incorporation
de la expresión gráfica y terminología tecnológica, matemátca y cientfica en las
exhibitions, thus guaranteeing communication between the sender and the receiver. This implies
a responsible attitude and respect for the established protocols at work
Technology and digitalization, 3rd year of ESO. STAR Project. Donostarra Publishing.
 collaborative, extensible to both the in-person context and actions online, it
what it means to interact through tools, virtual platforms, or social networks
to communicate, share data and information, and work collaboratively, applying
the specific communication and behavior codes of the digital realm, the
called "digital label".

This specific competency is connected with the following descriptors collected in the
Annex I of Royal Decree 217/2022, of March 29: CCL1, STEM4, CD3, CCEC3, CCEC4.

5. Develop algorithms and computer applications in different environments, applying

the principles of computational thinking and incorporating technologies
emergent, to create solutions to concrete problems, automate processes and
apply them in control systems or robotics.

This competence refers to the application of the principles of thinking

computational in the creative process. That is, it involves the implementation of processes
organized that include the breakdown of the proposed problem, the structuring of the
information, the modeling of the problem, the sequencing of the process and the design of
algorithms to implement them in a computer program. In this way, the
competition is focused on design

and activation of algorithms proposed to achieve a specific objective. This objective

it could refer, for example, to the development of a computer application, to the
automation of a process or the development of the control system of a machine, in the
that different inputs and outputs are intervened that are governed by an algorithm. It is
to say, the application of digital technology in the control of objects or machines,
automating routines and facilitating interaction with objects, thus including the
controlled systems through the programming of a controller card or the systems
robots.
In addition, the scope of emerging technologies such as the internet must be considered.
of things (IoT), Big Data or artificial intelligence (AI), already present in our lives
daily form. Current tools allow for their incorporation into the
creative process, bringing them closer to the students and providing a technical approach of
its foundations.
This specific competence is connected with the following descriptors collected in the
Annex I of Royal Decree 217/2022, of March 29: CP2, STEM1, STEM3, CD5, CPSAA5,
CE3.

6. Understand the fundamentals of how devices and applications work

usual in their digital learning environment, analyzing its components and
functions and adjusting them to their needs for more efficient and safe use
of the same and to detect and resolve simple technical issues.
This competency refers to knowledge, safe use, and maintenance of the
different elements that are encompassed in the digital learning environment. The increase
the reality of the presence of technology in our lives makes the integration of
digital tools in the process of lifelong learning. For this reason, this
competence encompasses the understanding of the functioning of the devices involved in
the process, as well as the identification of small incidents. For this purpose it is necessary
a knowledge of the hardware architecture used, of its elements and of its

Technology and digitization, 3rd ESO. STAR Project. Donostarra Publishing.

 functions within the device. On the other hand, the software applications included in the
digital learning environments require a configuration and adjustment tailored to the
personal needs of the user. The need for understanding is highlighted.
of the fundamentals of these elements and their functionalities, as well as their application and
transfer in different contexts to promote lifelong learning.
This specific competence is connected with the following descriptors collected in the
Annex I of Royal Decree 217/2022, of March 29: CP2, CD2, CD4, CD5, CPSAA4, CPSAA5.

7. Make responsible and ethical use of technology, showing interest in a

sustainable development, identifying its repercussions and assessing the contribution of
emerging technologies, to identify the contributions and the impact of
technological development in society and in the environment.
This specific competence refers to the use of technology with attitude
etca, responsible and sustainable and the ability to analyze and assess development
technological and its influence on society and environmental sustainability. It refers to
also to the understanding of the process by which technology has been solving the
needs of people throughout history. It includes the contributions of the
technology both for improving living conditions and for designing solutions for
reduce the impact that its own use can have on society and sustainability
environmental.
The emergence of new digital technologies and their widespread and everyday use makes
necessary to analyze and assess the contribution of these emerging technologies to
sustainable development, essential aspect for exercising responsible digital citizenship and in
the specific competition focuses on. In this line, it includes the assessment of the
conditions and consequences of technological development, as well as the changes caused
in social life and organization of work due to the implementation of technologies of the
communication, robotics, artificial intelligence, etc.
Ultimately, the development of this specific competence implies that the students
develop attitudes of interest and curiosity about the evolution of digital technologies, to
the time that, for sustainable development and their ethical use.

This specific competence is connected with the following descriptors collected in the
Annex I of Royal Decree 217/2022, of March 29: STEM2, STEM5, CD4, CC4.

Technology and digitalization, 3rd ESO. STAR Project. Donostarra Publishing.

7. EVALUATION CRITERIA 3rd ESO

Specific competence 1.
1.1. Analyze problems or needs raised, searching for and contrasting information
coming from different sources in a critical and safe manner, assessing their reliability and
pertinence.
1.2. Understand and examine commonly used technological products through analysis
of objects and systems of various kinds, employing the scientific method and using
simulation tools in knowledge construction.
1.3. Adopt preventive measures for the protection of devices, data, and health.
personal, identifying problems and risks related to the use of technology and
analyzing them in an ethical and critical manner.

Specific Competence 2.
2.1. To devise and design effective, innovative, and sustainable solutions to defined problems,
applying interdisciplinary concepts, techniques, and procedures, as well as criteria of
sustainability with an entrepreneurial, perseverant, and creative attitude.
2.2. Select, plan, and organize the necessary materials and tools, as well as
sequence the tasks necessary for building a solution to a problem
planned with foresight of the necessary time for the performance of each task,
working individually or in a group in a cooperative and collaborative manner.

Specific competency 3.
3.1. Fabricate objects or models through the manipulation and shaping of materials,
using appropriate tools and machines, including digital fabrication machines
like 3D printers, applying the fundamentals of structures, mechanisms,
electricity and electronics while respecting the corresponding health and safety standards.
3.2. Measure and perform calculations of electrical magnitudes in simple circuits, verifying
the coherence of the obtained data.
3.3. Qualitatively estimate the consumption of electrical and electronic devices,
assessing energy-saving measures and responsible consumption.

Specific competence 4.
4.1. Represent and communicate the process of creating a product from its design to
its dissemination, preparing technical and graphic documentation with the help of tools
digital, using appropriate formats, symbols, and technical vocabulary, of
in a collaborative manner, both in person and remotely.
4.2. Disseminate project information through the internet, via websites.
simple, blogs, wikis, or other tools.

Specific competence 5.
5.1. Program simple applications for different devices (computers, devices
mobile phones and others) using block programming elements in a way
appropriate and applying editing tools as well as artificial intelligence modules
that they add functionalities.
5.2. Automate processes, machines, and objects autonomously, with connection to
internet, through the analysis, construction, and block programming of robots and
control systems.

Technology and digitalization, 3rd year of ESO. STAR Project. Donostarra Publishing.
 Specific Competence 6.
6.1. Use the digital devices for everyday use efficiently and safely in the
resolution of simple problems, analyzing the components and the systems of
communication, understanding the risks and adopting security measures for the
data and equipment protection.
6.2. Create content, develop materials, and disseminate them on various platforms.
properly configuring the usual digital tools of the environment
learning, adjusting them to their needs and respecting copyright and the
digital etiquette

Specific Competence 7.
7.1. Identify the contributions of emerging technologies to well-being and equality
social and the reduction of environmental impact, making responsible and ethical use of the
same.

Technology and digitalization, 3rd ESO. STAR Project. Donostarra Publishing.

8. BASIC KNOWLEDGE 3rd ESO

A. Problem-solving process.
Strategies, techniques, and frameworks for problem solving in different contexts and their
phases.
Critical information search strategies for research and definition
problems raised.
- Analysis of products and technological systems: building knowledge from
different approaches and areas.
Basic electricity and electronics for the assembly of physical schemes and circuits
simulated. Basic functions of the main components of an electronic circuit:
diodes and transistors, among others. Symbols and interpretation. Basic connections. Calculation
of fundamental magnitudes and association of resistances. Application of Ohm's Law.
Measurement of fundamental electrical magnitudes with the multimeter. Design and application in
Projects. Calculation of consumption and electric power values in projects and
everyday situations.
Introduction to digital manufacturing. Design and 3D printing. Compliance with standards.
safety and hygiene.
Entrepreneurship, resilience, perseverance, and creativity to tackle problems from
an interdisciplinary perspective.

B. Communication and dissemination of ideas.

Appropriate technical vocabulary.
- Introduction to the handling of CAD (Computer Aided Design) applications in two
dimensions and in three dimensions for the representation of diagrams, circuits,
simple plans and objects.
Normalized dimensioning and the most common scales in the workshop drawing.
Digital tools for the publication and dissemination of technical documentation
multimedia information related to projects.

C. Computational thinking, programming, and robotics.

Introduction to artificial intelligence: Programmed control systems. Computing
Physics. Physical assembly and/or use of simulators and simple programming of devices.
Open loop and closed loop control systems. Internet of things.
Basics of robotics: Basic components: sensors, microcontrollers and
actuators. Assembly and programmed control of robots in a manual way and/or by means of
simulators.

D. Digitalization of the personal learning environment.

Basic concepts in data transmission: components (sender, channel, and receiver),
bandwidth (transmission speed) and interferences (noise).
Main wireless technologies for communication.
Editing tools and multimedia content creation: installation, configuration
and responsible use.
Respect for intellectual property and copyright.

E. Sustainable technology.
– Challenges and applications of emerging technologies.
– Tecnología sostenible. Valoración crítca de la contribución a la consecución de los
Sustainable Development Goals.

Technology and digitalization, 3rd year of ESO. STAR Project. Donostarra Publishing.
 Y
9. RELATIONSHIP BETWEEN THE ELEMENTS OF THE CURRICULUM IN TECHNOLOGY
DIGITALIZATION FOR 3rd ESO

Technology and digitalization, 3rd year of ESO. STAR Project. Donostarra Publishing.
 Unit 1: The process of solving technological problems
Unit contents
The technological resolution of problems
2. The project method: analyze
3. The project method: design
4. The project method: build and evaluate
5. Technological products. Commercial cycle
6. Technological products. Sustainable technology

Learning situation
Creation of a product to respond to a social need according to sustainability criteria
Basic knowledge Evaluation criteria Competition Descriptors
specify operating
Problem-solving process 1.1. Analyze the problems or needs presented, searching and 1 CCL3, STEM2
- Strategies, techniques and frameworks for resolution contrasting information from different sources of CD1, CD4,
problems in different contexts and their phases. in a critical and safe way, evaluating its reliability and relevance. CPSAA4, CE1
Critical information search strategies 1.2. Understand and examine commonly used technological products
for the investigation and definition of problems through the analysis of objects and systems of various kinds,
posed. using the scientific method and utilizing tools of
Analysis of products and technological systems: simulation in knowledge construction.
building knowledge from different 2.1. To devise and design effective, innovative, and sustainable solutions to 2 CCL1, STEM1
approaches and areas. defined problems, applying concepts, techniques and STEM3, CD3,
Entrepreneurship, resilience, perseverance and interdisciplinary procedures, as well as criteria of CPSAA3
sustainability with an entrepreneurial, persevering, and creative attitude. CPSAA5, CE1,
creativity to address problems from a
CE3
interdisciplinary perspective.
And Sustainable Technology 7.1. Identify the contributions of emerging technologies to 7 STEM2
Sustainable technology. Critical assessment of the well-being, social equality, and the reduction of impact STEM5, CD4,
contribution to the achievement of the Objectives of environmental, making responsible and ethical use of them. CC4
Sustainable Development.

Technology and digitalization, 3rd year of ESO. STAR Project. Donostarra Publishing.
 Unit 2: Communication of ideas through graphic representation
Unit contents
Graphic communication of ideas
2. Normalization
3. Scales
4. Representation of objects in the dihedral system. Views
5. Representation of objects in perspective
6. Draw a figure in perspective from the views
7. Dimensioning. Types of lines

Learning situation
Expresar ideas utlizando el lenguaje gráfico
Basic knowledge Evaluation criteria Competencia Descriptores
specifies operative
4.1. Represent and communicate
B Communication and dissemination of ideas the process of 4 CCL1,
Appropriate technical vocabulary. creation of a product from its design to STEM4, CD3,
Introduction to the management of CAD (Computer Aided Design) applications, its dissemination, preparing technical documentation and CCEC3
in two dimensions and in three dimensions for the representation of graphs with the help of digital tools, CCEC4
schemes, circuits, plans, and simple objects. using the formats, the symbolism and the
Normalized annotation and the most common scales in the workshop drawing.
appropriate technical vocabulary, in a way
Digital tools for publication and dissemination of collaborating, both in person and in
technical documentation and multimedia information related to projects. remote.
D. Digitalization of the personal learning environment 6.2. Create content, develop materials and 6 CP2, CD2
– Editing tools and multimedia content creation: to disseminate them on different platforms, CD4, CD5
installation, configuration and responsible use. correctly setting up the tools CPSAA4
digital habits of the learning environment, CPSAA5
adjusting them to their needs while respecting the
copyright and digital label.

Technology and Digitalization, 3rd Year of Compulsory Secondary Education. STAR Project. Donostarra Publishing.
 Unit 3: 3D Design and Printing. Sustainable Manufacturing
Unit contents
Digital manufacturing
3D Printing
3. The dilemma of plastics
4. Plastic materials. Know to recycle
5. Manufacturing techniques with plastic materials
6. Sustainable Manufacturing

Learning situation
Working with new manufacturing technologies by correctly selecting the most appropriate techniques and materials to develop projects in
safe and sustainable environments
Basic knowledge Evaluation criteria Competencia Descriptores
specifie operational
Problem-solving process 3.1. Fabricating objects or models through manipulation and 3 STEM2
Strategies, techniques, and resolution frameworks material shaping, using tools and STEM3
problems in different contexts and their phases. suitable machines, including digital manufacturing machines STEM5, CD5,
Introduction to digital manufacturing. Design and like 3D printers, applying the fundamentals of CPSAA1, CE3
3D printing. Respect for safety standards and structures, mechanisms, electricity and electronics and respecting CCEC3
hygiene. the corresponding health and safety regulations.
Communication and dissemination of ideas 4.1. Represent and communicate the process of creating a 4 CCL1
Introduction to CAD application management product from its design to its dissemination, elaborating STEM4, CD3
Computer-Aided Design in two dimensions and in technical and graphic documentation with the help of tools CCEC3
three dimensions for representation of digital, using formats, symbology, and vocabulary CCEC4
schemes, circuits, plans, and simple objects. appropriate technicians, collaboratively, both
in person as well as remotely.

Sustainable technology 7.1. Identify the contributions of emerging technologies to 7 STEM2

– Etca and applications of emerging technologies. well-being, social equality, and the reduction of impact STEM5, CD4,
Sustainable technology. Critical assessment of the environmental, making responsible and ethical use of them. CC4
contribution to the achievement of the Objectives of
Sustainable Development.

Technology and Digitalization, 3rd ESO. STAR Project. Donostarra Publishing.

 Unit 4: Basic Electricity and Electronics
Unit contents

Electrical and electronic circuits

2. Electrical magnitudes. Ohm's law
3. Electric energy and power
4. Association of resistances and generators. Calculation of fundamental electrical magnitudes
5. Basic functions of the main components of a circuit

Learning situation
Knowledge of the real world through different physical and simulated circuit setups.
Basic knowledge Evaluation criteria Competence Descriptors
specify operatives
3.1. To fabricate objects or models through manipulation and 3 STEM2
Problem solving process shaping of materials, using tools and machines STEM3
Basic electricity and electronics for assembly suitable, including digital fabrication machines such as the STEM5, CD5,
of physical or simulated schemes and circuits. 3D printers, applying the fundamentals of structures, CPSAA1
Basic functions of the main components
mechanisms, electricity and electronics while respecting the regulations of CE3, CCEC3.
of electronic circuit: diodes and transistors, among relevant safety and health.
3.2. Measure and perform calculations of electrical magnitudes in circuits
others. Symbolism and interpretation. Connections
basics. Calculation of fundamental magnitudes and simple, checking the consistency of the obtained data.
association of resistors. Application of the Law of 3.3. Estimate qualitatively the consumption of electrical devices and
Ohm. Measure of magnitudes electric electronic devices, assessing energy saving measures and consumption
fundamentals with the multimeter. Design and application responsible.
in projects. Calculation of the consumption values and
electric power in projects and situations
cotdianas.

Technology and Digitalization, 3rd Year of Compulsory Secondary Education. STAR Project. Donostarra Publishing.
 Unit 5: Computational thinking, programming, and robotics
Unit contents
Automation and robots
2. Microcontrollers
3. Control systems
4. Elements of a control system
5. Artificial intelligence
6. Internet of Things
7. Elements of a robot
8. The Arduino Uno controller board
Programming software for Arduino
10. How to connect the Arduino board to the computer

Learning situation
Simulation, programming, and control of control systems and robots
Basic knowledge Evaluation criteria Competence Descriptors
specifies operational
Problem Solving Process 2.1. To devise and design effective solutions, 2 {"CCL1":"CCL1","STEM1":"STEM1"}

Entrepreneurship, resilience, perseverance, and creativity to innovative and sustainable solutions to defined problems, STEM3, CD3,
tackle problems from an interdisciplinary perspective. applying concepts, techniques and procedures CPSAA3
interdisciplinary, as well as criteria of CPSAA5, CE1,
sustainability with an entrepreneurial attitude
CE3
persevering and creative.
Computational thinking, programming, and robotics 5.1. Program simple applications for different 5 CP2, STEM1,
Introduction to artificial intelligence: Control systems devices (computers, mobile devices and STEM3, CD5,
programmed. Physical computing. Physical assembly and/or use of others) using programming elements CPSAA5, CE3
simulators and simple programming of devices. Block system appropriately and applying CCL3
open-loop and closed-loop control. Internet of things. editing tools, as well as modules of STEM2, CD1,
Fundamentals of robotics: Basic components: sensors, artificial intelligence that add functionalities. CD4,
microcontrollers and actuators. Assembly and programmed control of 5.2. Automate processes, machines, and objects of CPSAA4, CE1
robots of manneristic and/or through simulators. autonomously, with internet connection,
through analysis, construction, and programming
by blocks of robots and control systems.

Technology and digitalization, 3rd ESO. STAR Project. Donostarra Publishing.

 Unit 6: Digital tools for publishing and disseminating information
Unit contents

Publication and dissemination of documentation related to projects

2. Basic concepts in data transmission
3. Main wireless technologies for communication
4. Internet Connection
5. Digital Wellbeing: Safe Practices and Risks

Learning situation
Dissemination of a technological project through the publication of information and technical documentation using digital tools
Basic knowledge Evaluation criteria Competencia Descriptores
specifies operatives
Communication and dissemination of ideas 1.3. Adopt preventive measurestvs for the protection of the 1 CCL3
Digital tools for the publication and dissemination of devices, data, and personal health, identifying STEM2, CD1
technical documentation and multimedia information related to problems and risks associated with the use of the CD4,
projects. technology and analyzing them in an ethical and critical manner. CPSAA4, CE1
4.2. Disseminate project information through 4 CCL1
internet, through simple web pages, blogs, wikis or STEM4, CD3,
other tools. CCEC3
CCEC4
Digitalization of the personal learning environment 6.1. Use devices efficiently and safely CP2, CD2
Basic concepts in data transmission: digital tools for everyday problem-solving CD4, CD5
components (transmitter, channel, and receiver), simple bandwidth, analyzing the components and systems CPSAA4
(transmission speed) and interference (noise). communication, knowing the risks and adopting CPSAA5
Main wireless technologies for communication. security measures for data protection and
Editing and content creation tools teams.
multimedia: installation, configuration and responsible use. 6.2. Create content, develop materials and disseminate them in
Respect for intellectual property and rights different platforms, configuring them correctly the
author. common digital tools of the environment of
learning, adjusting them to their needs and respecting
copyright and digital etiquette.

Tecnología y digitalización, 3º ESO. Proyecto STAR. Editorial Donostarra.