Raha KCC Curriculum Handbook PYP by Raha International School

Curriculum Handbook Primary Years Programme Khalifa City Campus

Curriculum Handbook 2023-2024

Contents Welcome to our Khalifa City Campus Primary Years .....4

The Curriculum ...........................................31

The KCC Promise ........................................5

Programme of Inquiry ...............................33

Primary Education at Khalifa City Campus ............................8 Learning Environments ......................................................... 8 Trips .................................................................................................... 8 Pastoral Care ............................................................................... 10 Wellness........................................................................................... 10 Safeguarding and Child Protection ............................. 10

Grade 1 .............................................................................................. 33 Grade 2............................................................................................. 35 Grade 3............................................................................................. 37 Grade 4 ........................................................................................... 39 Grade 5 ............................................................................................ 41

Approaches to Learning ..........................43 Thinking Skills ............................................................................... 43

Student Support ......................................................................... 11

Communication Skills ............................................................ 45

The Primary Years Curriculum at Khalifa City Campus ............................12

Self-management Skills ....................................................... 49

The IB.................................................................................................. 12

Research Skills ............................................................................. 47 Social Skills ................................................................................... 50

PYP Exhibition................................................................................ 14

Curriculum Progression ...........................52

Programme of Inquiry for Grade 1-5............................ 15

Language - Arabic A .............................................................. 52

Key Concepts ............................................................................... 16

Language - Arabic B ............................................................... 56

The IB Learner Profile ............................................................... 18

Language - Speaking and Listening ........................... 60

Action ................................................................................................ 19

Language - Viewing and Presenting........................... 62

National Identity......................................................................... 20

Language - Reading............................................................... 64

Assessment and Feedback on Learning .................. 20

Language - Writing.................................................................. 68

Areas of learning at Khalifa City Campus ............................22

Maths ................................................................................................. 72

Arabic ................................................................................................ 22

Personal, Social and Physical Health .......................... 84

Language........................................................................................ 22

The Arts - Visual Art ................................................................. 88

Maths ................................................................................................. 25

The Arts - Music.......................................................................... 90

Science ............................................................................................. 26

Moral Education and Social Studies ............................ 92

Personal, Social and Physical Health .......................... 26

STEM.................................................................................................... 100

The Arts ............................................................................................ 27

Islamic Studies ............................................................................ 102

Science ............................................................................................. 80

Moral Education and Social Studies ............................ 28 STEM.................................................................................................... 28 Islamic Studies ............................................................................ 28

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Welcome to our

Khalifa City Campus Primary Years In our Primary school at KCC we have an unwavering belief in the innate capabilities of each student. As a proud International Baccalaureate (IB) school our values are based on knowledge, courage and connection. We strive to empower our students to exceed expectations and evolve into global learners who can truly make a difference in the world. We understand that every child carries within them a unique, unlimited potential. We create an environment where students feel valued, supported and encouraged to explore their curiosity and inquire about the world around them. This philosophy not only nurtures their academic growth but also fosters a sense of self-worth and empathy. We are driven by the belief that high expectations are the foundation of excellence. Our dedicated staff understand that when students are challenged to aim higher, they are capable of achievements beyond their imagination. Through the IB framework, we cultivate a holistic approach to learning that transcends textbooks and classrooms. We instil courage in our students, encouraging them to take risks, embrace challenges and emerge as confident problem solvers. We equip our students with the tools to think critically, question boldly and seek answers through inquiry-based learning. By nurturing their natural curiosity, we foster a love for learning that extends beyond the classroom walls, empowering them to become lifelong learners. Our curriculum is designed to inspire a deep understanding of diverse perspectives and cultures, nurturing a sense of unity and shared responsibility. We firmly believe that education should not just be confined to academic achievement, but should empower students to contribute positively and make a tangible impact on the world. By embracing the values of knowledge, courage and connection, we foster an environment where every child can thrive academically, emotionally and socially.

Anne Watkins Anne Watkins Head of Primary 4

Curriculum Handbook 2023-2024

The KCC Promise

Our Core Commitment To open doors.

Our Mission Our Mission is to cultivate Knowledge, Courage and Connection to unlock the potential in all.

Our Vision Our Vision is a community of global learners exceeding expectations.

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Khalifa City Campus Se

Executive Lead

Nicola Neethling Principal

Anna Lacey Vice-Principal Head of Early Years

Prima

Anne Watkins Head of Primary

Melissa Deputy H Primary, Saf & Pastor

Whole Sc

Saeed Smith Head of Learning, Teaching & Innovation

Fatima Miller Head of Multilingualism

Curriculum Handbook 2023-2024

enior Leadership Team

dership Team

Anne Watkins Head of Primary

Lucinda Willis Head of Secondary

ary SLT

Casale Head of feguarding ral Lead

Michael Brady Assistant Head of Primary

chool SLT

Marthinus Neethling Head of Operations

Raquel Pessoa Head of Student Support

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Primary Education at Khalifa City Campus

At KCC Primary education focuses on providing students with an inquiry-based curriculum that focuses on knowledge, skills and dispositions. The curriculum provides students with opportunities to be creative and develop independence and critical thinking. Our curriculum focuses on the development of strong interpersonal skills and cultural understandings, which are essential for success in a rapidly changing global society. At KCC an Early Years education focuses on providing a hands on, inquiry based curriculum that emphasises creativity, independence and critical thinking. These skills encourage students to become passionate about discovering new information and sharing their ideas. Our curriculum focuses on the development of strong interpersonal skills and cultural understandings, which are essential for success in a rapidly changing global society. Each child is a unique learner and develops at varying rates, so in our EY classrooms, you won’t find mass-produced, identical pieces of work. Instead, you will find children accessing high quality learning environments designed to support a child-learning learning. Some children may be learning in the construction area, whilst others are in the writing area.

Learning Environments At KCC we recognise that the environment plays a key role in supporting and extending a child’s learning and development. In the Primary, our classrooms are set up with flexible seating arrangements. The purpose of this type of arrangement is to meet the needs of students by providing a wide variety of furniture and workspaces, to put students at the centre of learning and to allow them to make choices based on their preferences and the objectives of the task at hand. The students have access to learning spaces beyond their classrooms. Each grade level has a hub space, break-out classrooms and outside learning spaces for the students to access. These are shared learning spaces that the students can access during the day. Our classrooms are light and we use neutral colours to create a feeling of space and calm. A neutral colour scheme allows children to engage in their learning activities without too much stimulation. Each classroom has a smart board. This technology allows teachers and students to share presentations and access information for learning.

Trips School trips are carefully chosen to make connections to our curriculum. Destinations and experiences are planned to enhance our children’s knowledge and deepen their understanding. Trips in the Primary focus on expanding the student’s understanding of the wider community and include visiting places such as The National Aquarium, Dubai Expo, The Louvre and ADEK initiatives and festivals.

Curriculum Handbook 2023-2024

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Pastoral Care

At KCC, our pastoral care lies at the heart of our commitment to holistic education. We understand that a thriving community is built on a foundation of mutual respect and shared values. Through our emphasis on Community Expectations, we foster an inclusive environment where students, teachers and parents uphold a culture of empathy, understanding and support. Behaviours aligned with these expectations are nurtured through positive reinforcement and restorative practises, enabling students to grow into responsible individuals who contribute positively to their surroundings. Recognising the Rights of the child, we empower each student with a voice, ensuring their perspectives are valued and their wellbeing is prioritised. Guided by our core values -knowledge, courage and connection - we shape our pastoral support initiatives. We equip students with the Knowledge to navigate challenges, make informed decisions and embrace continuous personal growth. Courage is instilled as we encourage students to express themselves authentically, face uncertainties with resilience and stand up for what is right. Through fostering Connection, we create a sense of belonging that transcends differences. At KCC, pastoral care embodies these principles, creating a nurturing space where every student is empowered to thrive emotionally, socially and academically.

Wellness We value all children feeling safe, happy and settled while at school. Using restorative practices helps to encourage supportive and respectful behaviour. We teach, model and practice rules, procedures and expectations with children and help them understand why these exist. By using positive reinforcement, our students feel motivated and respected, which develops their self-confidence. The wellbeing of our students and staff is a priority. Throughout the year, various activities and events are planned to enhance fun and wellbeing. Support and collaboration with our school counsellor allows us to address any individual concerns effectively. We also use the GL PASS assessment to evaluate students’ wellbeing and identify areas that require attention. We believe that focusing on wellness and building strong connections with others is needed to create a positive environment that is important for growth and development.

Safeguarding and Child Protection We have a duty and responsibility to protect our children and prevent them from harm. Melissa Casale is our Designated Safeguarding Lead who is responsible for child protection procedures and policies. Staff, parents and students can speak to a member of our Safeguarding Team if they have concerns.

Curriculum Handbook 2023-2024

Student Support

The Student Support Department at Raha KCC is dedicated to providing comprehensive support to students with diverse needs including additional learning support, English Language Learners (ELL), socio-emotional support and gifted and talented students. Our mission is to cultivate knowledge, courage and connection to unlock the unique potential in all. KCC is committed to providing equitable educational opportunities to all students in the school through a culture of collaboration, mutual respect, support and problem solving. We aim to foster a nurturing and inclusive environment where all students can thrive emotionally and academically. The Student Support Team works collaboratively with teachers, parents and external professionals to ensure that students with diverse needs receive the appropriate support and resources. We invite parents to participate in workshops and informational sessions to strengthen the partnership between home and school. We value open communication and encourage parents to actively participate in the support process to ensure the success of their children.

Khalifa City Campus | Primary Years Programme (Grades 1-5)

The Primary Years Curriculum at Khalifa City Campus The IB We are a proud IB continuum school. This means we offer the IB programme starting with the for our 3-year-olds the Primary Years Programme (PYP), moving into the Middle Years Programme (MYP) in Grade 6 to 10 and ending with the Diploma Programme in Grade 11 and 12. KCC currently stops at Grade 10 and will grow each year. The IB programmes not only prioritise academic excellence but also cultivate personal growth, stimulating students to think critically, explore interdisciplinary connections and develop an inquisitive mindset. Embracing diversity, fostering curiosity and nurturing a genuine passion for learning are fundamental values within an IB education. KCC is a community of learners where teachers, parents and students are partners in learning. The transdisciplinary model extends across all three pillars of the PYP curriculum framework the learner, the learning and teaching and the learning community. z The learner: describes the outcomes for individual students and the outcomes they seek for themselves (what is learning?) z Learning and teaching: articulates the distinctive features of learning and teaching (how best to support learners?) z The learning community: emphasises the importance of the social outcomes of learning and the role that IB communities play in achieving these outcomes (who facilitates learning and teaching?) The Primary sits within the PYP. The transdisciplinary framework offers young students’ authentic opportunities to focus on key developmental abilities.

IB Mission Statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organisation works with schools, governments and international organisations to develop challenging programs of international education and rigorous assessment. These

programs

encourage

students

across

the

world

become

active,

compassionate and lifelong learers who understand that other people, with their differences, can also be right.

International-Mindedness Education for international-mindedness values the world as the broadest context for learning, develops conceptual understanding across a range of subjects and offers opportunities to inquire, act and reflect. KCC and the IBO structure teaching and learning with this in mind.

Curriculum Handbook 2023-2024

The IB curriculum is internationally focused and emphasises critical thinking, creativity and intercultural understanding. The IB focuses on ‘how’ to learn (skills) as well as ‘what’ to learn (knowledge). Students of all ages are encouraged to challenge assumptions and to be active in their communities and to take their learning beyond academic studies in both local and global contexts. IB programmes incorporate quality practice from national and international research and the IB global community. They encourage students to be internationally minded, within a complex and hyper-connected world. The programme celebrates and develops multilingual students.

Why the IB? At KCC, students are being prepared for an unknown future. One of the major goals as a school is to empower students with the skills, they need to find success in this fast changing world. Inquiry-based education does exactly that. Our goal is to develop the skills of learning and inquiry so that students are able to recognise, think critically about and solve problems as they arise. You might be wondering what we mean by transdisciplinary. Transdisciplinary learning is the exploration of a relevant concept, issue or problem that integrates the perspectives of multiple disciplines in order to connect new knowledge and deeper understanding to real life experiences.

Units of Inquiry Our transdisciplinary approach to learning focuses on specific topics or areas of interest called units of inquiry. Our unit of inquiry provides a framework for learning that helps children to make connections between different areas of knowledge and to understand 13

Khalifa City Campus | Primary Years Programme (Grades 1-5)

how their experiences and actions can impact the world around them. This approach supports children’s development of social and emotional skills, as well as their physical, cognitive and language development. Through the unit of inquiry, students can develop a love of learning and a curiosity about the world that will serve them well throughout their academic journey.

Transdisciplinary Themes

Descriptions

Who we are

An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human.

Where we are in place and time

An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of, individuals and civilisations from local and global perspectives.

How we express ourselves

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

How the world works

An inquiry into the natural world and its laws; the interaction between the nature world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

How we organise ourselves

An inquiry into the interconnectedness of the human-made systems a communities; the strutter and function of organisations; societal decision-making; economic activities and their impact on humankind and the environment.

Sharing the planet

An inquiry into rights and responsibilities in the struggle to share finite resources and other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

The Grade 1 to Grade 5 students engage in 6 transdisciplinary themes each year. Each unit has a Central Idea, which is supported by three Lines of Inquiry. These lines are studied through the lenses of key concepts, approaches to learning skills and learner profile attributes. Teachers skillfully weave in subject specific learning content to create engaing and meanigful inquires. Throughout the unit the learning builds towards an ‘Action Piece’. This is a piece of learning that encapsulates the learning from the unit. This might be a poster, a film, a piece of art work or presentation. Families are invited to school to celebrate this learning.

PYP Exhibition ‘The Primary Years Programme (PYP) exhibition represents a significant event in the life of a PYP school and student, Synthesising the essential elements of the PYP and sharing them with the whole school community...’ (Exhibition Guidelines, IBO, 2008) The PYP Exhibition is one of the final experiences of the IB Primary Years Programme, which is completed towards the end of Grade 5. It is the cornerstone of our school’s curriculum. The Exhibition offers students the opportunity to showcase their knowledge, skills and understanding of the transdisciplinary themes explored throughout their PYP journey. It serves as a culmination of their academic experience, enabling them to apply their knowledge to real-life issues and make connections with the world around them. Through a student-led, inquiry-based approach, the Exhibition empowers learners to delve deep into a self-selected, globally relevant topic. They engage in extensive research, 14

Curriculum Handbook 2023-2024

critical thinking, problem-solving and collaboration, honing their communication and presentation skills along the way. This culminating experience also encourages the active involvement of the school community, as parents, teachers and peers support and engage with the students’ inquiries, reflections and creative presentations. It serves as a platform for our students to showcase their talents, showcase their ability to take action and inspire others to make positive changes in the world. The PYP Exhibition aligns seamlessly with our school’s mission to cultivate knowledge, courage and connection in all our students. The process also prepares our students for a rapidly changing world. It equips them with the skills and mindset necessary to navigate challenges, embrace diversity and become compassionate global citizens.

Programme of Inquiry for Grade 1-5 The Programme of Inquiry (POI) is a ‘road map’ of students learning from Mini’s (Minis) to Fifth grade. The units are based on our outcomes-based curriculum, IB expectations and children’s natural curiosities. The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. These programs of inquiry encourage our students to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. The transdisciplinary programme of inquiry conceptualises learning in a way that provides students with a range of opportunities to develop subject-specific knowledge, concepts and skills to develop a deeper understanding of the transdisciplinary themes.

The Sustainable Development Goals and the Programme of Inquiry On 25th September 2015, leaders from 193 member states of the United Nations met to discuss the world’s problems and decide on a plan to tackle them. They named this plan the 17 Sustainable Development Goals (SDG) (commonly known as the Global Goals). The SDGs are a call for action for every human who cares about the future of the Earth. At Raha KCC, we have decided to incorporate and integrate these Global Goals into our POI. By embracing these goals and taking action, our learners will truly develop an understanding of being global citizens.

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Key Concepts

The PYP identifies seven key concepts. Key concepts are timeless, universal and abstract. They help students engage in creative and abstract thinking to deal with tricky ideas. They are the big, organising ideas that are revisited time and time again, helping students build language and thinking to explain the world around them. They sit at the heart of the PYP curriculum.

Key Concepts

Key Questions

Definition

FORM

What is it like?

Observing, identifying, describing and categorising.

How does it work?

Analysing the function, role, behaviour and the ways in which things work.

Why is it as it is?

Prompting students to ask ‘Why?’ and of helping them to recognise that actions and events have reasons and consequences.

FUNCTION

CAUSATION

The understanding that everything has a form with recognisable features that can be observed, identified, described and categorised.

The understanding that everything has a purpose, a role or a what of behaving that can be investigated.

The understanding that things do not just happen; there are causal relationships at work and that actions have consequences. CHANGE

How is it transforming?

Realising that we are growing up in a world in which the pace of change, both local and global, is accelerating. The understanding that change is the process of movement from one stage to another. It is universal and inevitable.

CONNECTION

How is it linked to other things?

Focusing on the relationships within and among systems are often complex and that changes in one aspect of a system will have consequences, even though these may not be immediately apparent; that we must consider the impact of our actions on others, whether at the immediate, personal level or at the level of farreaching decisions affecting environments and communities. The understanding that we live in a world of interacting systems in which the actions of any individual element affect others.

PERSPECTIVE

What are the points of view?

Helping students reject simplistic, biased interpretations, towards seeking and considering the points of view of others and towards developing defensible interpretations. The understanding that knowledge is moderated by different points of view which lead to different interpretations, understandings and findings; perspectives may be individual, group. Cultural or subject-specific.

RESPONSIBILITY

What are our obligations?

Identifying and assuming responsibility and towards taking socially responsible action. This concept is directly linked to the action component, one of the essential elements in the PYP curriculum. The understanding that people make choices based on their understandings, believes and values and the actions they take as a result do make a difference.

REFLECTION

How do we know?

Challenging students to examine their evidence, methods and conclusions for potential bias or other inaccuracy.

Curriculum Handbook 2023-2024

Approaches to Learning

Foundational to IB pedagogical philosophy is the belief that ‘learning how to learn’ is foundational to cultivating lifelong learners in and out of a school context. Approaches to learning are grounded in the belief that learning how to learn is fundamental to becoming a lifelong learner. Five categories of interrelated skills and associated sub-skills support students of all ages to become self-regulated learners. Opportunities for ATL development are frequent in the KCC Primary Years classrooms. Students develop a range of skills through support from adult-facilitated inquiries. For example, an analysis of various reading texts in a language lesson might allow students to demonstrate thinking skills (such as critical thinking, identifying similarities, differences and unique features). Through their self-led research projects, students can demonstrate research skills (such as finding primary and secondary sources of research material) and communication skills (making informed choices to consider the needs of their audience) when sharing their findings with an audience. When participating in meaningful group work, students develop their social skills (such as interpersonal relationships and social intelligence). Students have the opportunity to develop self-management skills (such as demonstrating perseverance and working through setbacks) when they engage in physical activities and challenging learning experiences on a daily basis.

Categories

Sub-Skills

THINKING SKILLS

z Critical-thinking skills (Analysing and evaluating issues and ideas) z Creative-thinking skills (generating novel ideas and considering new perspectives) z Transfer skills (using skills and knowledge in multiple contexts) z Reflection/metacognitive skills ((re)considering the process of learning)

RESEARCH SKILLS

z Information-literacy skills (formulating and planning, data gathering and recording, synthesising and interpreting, evaluating and communicating) z Media-literacy skills (interacting with media to use and create ideas and information) z Ethical use of media/information (understanding and applying social and ethical technology)

COMMUNICATION SKILLS

z Exchanging-information skills (listening, interpreting, speaking) z Literacy skills (reading, writing and using language to gather and communicate information) z ICT skills (using technology to gather, investigate and communicate information)

SOCIAL SKILLS

z Developing positive interpersonal relationships and collaboration skills (using self-control, managing setbacks, supporting peers) z Developing social-emotional intelligence

SELFMANAGEMENT SKILLS

z Organisation skills (managing time and tasks effectively) z States of mind (mindfulness, perseverance, emotional management, self-motivation, resilience)

Khalifa City Campus | Primary Years Programme (Grades 1-5)

The IB Learner Profile

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. Students practice developing these mindsets and abilities in different contexts as they explore their units of inquiry. A person who has strength with all 10 attributes is said to be internationally minded. Students are explicitly taught the skills and mindsets of being a caring, global citizens. As the learners’ progress through the PYP programme, they grow and reflect on all 10 attributes with an aim to become an internationally minded global citizen.

Learner Profile Attributes We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable

We explore the connections in our learning

We share our ideas

We respect that everyone is different

We take care of ourselves

We think of how we can improve

Principled We do what is right even when no one is looking

Risk–takers We challenge ourselves

We understand the importance of balancing different aspects of our lives—intellectual, physical, (spiritual) and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

We show empathy, compassion, and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Reflective

We use our head to solve problems

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced

Thinkers

We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Open–minded

We are curious and ask questions

We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Communicators

Inquirers

Caring We are kind and thoughtful

We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses to support our learning and personal development.

Curriculum Handbook 2023-2024

How do we incorporate these into the Primary? The classroom agreements use the IB learner profile attributes to develop agreements that align with the codes of behaviour we attempt to achieve as a community of learners. Displays of posters around the classrooms and common areas make the learner profile attributes more visible and intentional in the school! Reading and storytelling are a universal part of any primary year’s classroom, so they make for rich opportunities to recognise the Learner Profile attributes. Very often, teachers use storytelling as a means to discuss the attributes – pausing and asking questions about what attribute the characters displayed! After they read, they’ll draw an image / write / mention how the learner profile attribute was evident within the book. Drawings are displayed and lots of meaningful discussions and connections take place among the children. Teachers show children a diverse range of photos for each attribute; children speak about these and often create posters that illustrate the Learner Profile Attributes. Students are encouraged to make personal connections with the learner profile attributes. All activities are designed keeping in mind connections to the attributes and the children are encouraged to discuss the same as much as possible. Our units of inquiry incorporate 1 or 2 attributes. We believe these attributes support learning and understanding in that unit of inquiry. Students are given real-life opportunities to connect with and develop these attributes. Reflection is important and students are regularly given opportunities to do so. The students speak about one attribute they really worked on or really demonstrated! Students, as well as staff, are encouraged to recognise and support these attributes with everyone in our community. It is the responsibility of all members of the community to model these attributes.

Action Action is at the core of student agency. It is integral to the PYP learning process and to the overarching outcome of international-mindedness. A core belief is that learning extends beyond the classroom and our students have the power to make a positive impact on the world around them. The foundation of action comes from developing an understanding of self and a sense of responsibility towards relationships with peers and the wider community. During the Early Years, the process of action involved developing a sense of belonging to those closest to them, including family, friends, school and local communities. Over time, as students’ progress into Primary, this sense of belonging expands to include a deeper awareness of, connection to and responsibility towards, broader communities and in taking action for positive change. Primary learners can take action at any time and it can take many forms. Studentinitiated action occurs in response to experiences that are personally meaningful to learners, demonstrating that they have linked their learning to real-life issues and opportunities. Students may take action by changing their thinking and mindset, showing determination to learn a new skill, raising awareness, advocating for positive change and leading a school-wide campaign or initiative.

Khalifa City Campus | Primary Years Programme (Grades 1-5)

One way of thinking of learner agency is learners having the ‘power to act’. When learners move from being passive recipients to being much more active in the learning process and actively involved in the decisions about the learning, then they have greater agency. In the Early Years, students have voice, choice and ownership for their own learning. Students demonstrate agency when they: z influence and direct their own learning z make choices z voice opinions z ask questions and express wonderings z communicate understandings z construct new meanings z participate in and contribute to the learning community Students can explore ways to take action as a result of their learning in many ways including participation, advocacy, social justice, social entrepreneurship and lifestyle choices.

PARTICIPATION

ADVOCACY

SOCIAL JUSTICE

SOCIAL ENTREPRENEURSHIP

LIFESTYLE CHOICES

National Identity The National Identity Mark aims to heighten Emirati students’ deep-rooted understanding of the UAE’s traditions, customs and values, empowering and enabling them to navigate the diverse global landscape with a strong foundation based in their own cultural background. The framework covers three main domains, each with three relevant dimensions: ‘Culture’ includes history, heritage and Arabic language; which represents a key focus area within the framework; ‘Values’ includes respect, compassion and global understanding; and ‘Citizenship’ includes belonging, volunteering and conservation. In the Primary at KCC, the National Anthem is played in the classroom each morning. All students attend UAE Social studies lessons each week. As a school community, we celebrate UAE National Day, The Prophets Birthday as well as recognise and support all UAE holidays and celebrations. We support our whole community during Ramadan.

Assessment and Feedback on Learning Primary students at KCC are assessed in a variety of ways over the school year. Assessment for learning is key to a student’s progress. It serves to identify student’s progress and next steps. Teachers are constantly assessing students for learning through observations, conferences, lesson feedback, bookwork and questioning. Curriculum outcomes are assessed and tracked for each individual student throughout the year. International benchmark assessments like PM Benchmarks and Probe are used by teachers as part of the assessment process.

Curriculum Handbook 2023-2024

In the Primary, we use external assessments to provide us with further data on the students. The assessments include: z GL Assessments: PASS (Wellbeing), CAT 4 (|Ability Test), PTs (Progress Tests), NGRT (New Group Reading Test). z IBTs – Arabic assessments done in Grade 3 and Grade 5 All internal and external assessment data is triangulated to inform teachers of student’s progress and next steps. At Raha KCC Teachers communicate learning with parents in a variety of ways over the year and include face-to-face meetings, student conferences, celebrations of learning, written reports and updates via Toddle, an online learning portfolio. We believe that parent-school partnerships are important to student success, therefore, parents are encouraged to arrange a time to meet with the student’s teacher if they have any questions or concerns during the year. After the first few weeks of school, parents are invited to meet with the student’s homeroom teacher for a settling-In meeting, to discuss how the student has settled into their new grade level. This meeting is focused mainly on the student’s wellbeing as we believe that students cannot reach their full potential if they do not feel safe, happy and engaged at school. In Term 2, the student, teacher and parents have a 3-way conference meeting to discuss academic progress and skill development and set new goals. Reflecting on progress and setting new goals is integral to students learning. In Term 3, parents attend a student-led conference. These conferences are an opportunity for students to demonstrate some of the ways in which they learn, reflect on their progress and set new goals. It provides insight for parents into the day-today life of the students as they lead their parents through hands-on activities and learning experiences. At the end of a unit of inquiry, parents are welcomed into school for a celebration of learning where students show their parents some of the highlights of their learning, their summative task or action piece. Parents are provided with 2 written reports in the year, in February, at the end of semester 1 and in July, at the end of semester 2. These reports provide an assessment grade for each subject as well as a short comment about the student’s overall learning during that time.

Reporting Timeline SEPTEMBER

Settling in Meeting

NOVEMBER

3-Way Conferences

FEBRUARY

Written Report

MAY

Learner Led Conferences

JULY

Written Report

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Areas of learning at Khalifa City Campus Arabic Our Arabic Language programme is tailored to the Primary Years Programme (PYP) and the Ministry of Education. We embrace a comprehensive approach to teaching the Arabic language that caters to both native and non-native speakers. Our goal extends beyond linguistic competence; we strive to cultivate a genuine love and appreciation for the Arabic language. For native speakers, we foster a deep connection with their cultural heritage, nurturing a strong sense of identity and pride. For non-native speakers, we provide a supportive environment where they can immerse themselves in the language, guided by engaging activities and real-world contexts that nurture fluency. Through interactive lessons, literature exploration, creative projects and authentic conversations, students learn the language and develop the confidence to express themselves in various social and cultural settings. By merging language acquisition with cultural understanding, our Arabic Language programme ignites a lifelong passion for the language and lays the foundation for effective communication and meaningful connections.

Language Langue is all around us. It provides the ability to communicate and to inquire about the world around us. Children learn language by using language. It is for this reason that all learning in the EY will be linked to language learning. Language learning in the Primary is integrated into all areas of learning and is organised into four strands; z Speaking and Listening (Oral Communication) z Viewing and Presenting (Visual Communication) z Reading (Written Communication) z Writing (Written Communication)

Listening and Speaking Oral language encompasses all aspects of listening and speaking—skills that are essential for ongoing language development, for learning and for relating to others. Listening (the receptive mode) and speaking (the expressive mode) work together in a transactional process between listeners and speakers. A balanced programme will provide meaningful and well-planned opportunities for learners to participate as listeners as well as speakers. Listening involves more than just hearing sounds. It requires active and conscious attention in order to make sense of what is heard. Purposeful talk enables learners to articulate thoughts as they construct and reconstruct meaning to understand the world around them. Oral language involves Recognising and using certain types of language according to the audience and purposes (for example, the language used at home, the language of the classroom, the language of play, the language of inquiry, conversations with peers, giving instructions, interpreting creative texts, the language of fantasy, the language of different generations, of different times and places).

Curriculum Handbook 2023-2024

Viewing and presenting Viewing and presenting are fundamental processes that are historically and universally powerful and significant. The receptive processes (viewing) and expressive processes (presenting) are connected and allow for reciprocal growth in understanding; neither process has meaning except in relation to the other. It is important to provide a balanced programme with opportunities for students to experience both viewing and presenting. These processes involve interpreting, using and constructing visuals and multimedia in a variety of situations and for a range of purposes and audiences. They allow students to understand the ways in which images and language interact to convey ideas, values and beliefs. Visual texts may be paper, electronic or live, observable forms of communication that are consciously constructed to convey meaning and immediately engage viewers, allowing them instant access to data. Examples of visual texts are: advertisements, brochures, computer games and programs, websites, movies, posters, signs, logos, flags, maps, charts, graphs, diagrams, illustrations, graphic organisers, cartoons and comics. Learning to interpret this data and to understand and use different media, are invaluable life skills. Acquiring skills related to information and communication technology (ICT) and visual texts is significant because of their persuasive influence in society. It is important to learn how visual images influence meaning and produce powerful associations that shape the way we think and feel. Opportunities that invite students to explore the function and construction of images facilitate the process of critically analysing a range of visual texts. Learning to understand and use different visual texts expands the sources of information and expressive abilities of students.

Reading At KCC we not only want our children to be confident readers but to love reading. Reading is a complex skill that involves many different aspects. We use the Scarborough Reading Rope to demonstrate the different parts that are needed to become a confident reader. These are broken down into two main categories: Word Recognition and Language Comprehension.

Scarborough’s Reading Rope Decoding Phonological Awareness Sight recognition

Word Recognition

Skilled Reading

Vocabulary Knowledge Background Knowledge Language Structures

Language Comprehension

Literacy Knowledge Verbal Reasoning

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Reading is one of the most essential skills that a child can learn in primary school. It teaches them to think critically, analyse information and problem-solve. These skills are essential for success in later life. By reading stories, readers can interact with the characters and better understand the story and its moral values. Reading materials can also help with spelling, grammar, pronunciation and vocabulary building – all areas necessary for effective communication. Reading increases knowledge and imagination; exploring new ideas can help young minds grow in new ways. Furthermore, children can apply critical thinking to analyse prose or literature when reading. Developing reading fluency and comprehension of fiction and non-fiction texts and transferrable reading skills is the goal for teaching reading in the Primary. Children learn to read by reading. In order to develop lifelong reading habits, learners need to have extended periods of time to read for pleasure, interest and information, experiencing an extensive range of quality fiction and non-fiction texts. As learners engage with interesting and appealing texts, appropriate to their experiences and developmental phase, they acquire the skills, strategies and conceptual understanding necessary to become competent, motivated, independent readers. Reading is taught through a combination of direct teaching and shared reading. Children also read with the adults in their class. Teachers constantly model a love of reading through the high-quality books they choose to share with the children. Student’s reading levels are assessed and ‘just right’ books are given to them for Home Learning. It is important that students read every day as this consistency is important in their reading development and progress.

Writing Writing in the Primary at KCC is broken down into 4 areas: z Concepts about print z Creating writing z Word building z Mechanics of writing Our aim in the primary is to develop writers that write many kinds of pieces covering a variety of topics and use details and organisation to strengthen their writing. They share their own ideas and perspectives in their writing. They become skilful at editing their own writing and giving feedback to their peers. Writing is primarily concerned with communicating meaning and intention. When children are encouraged to express themselves and reveal their own ‘voice’, writing is a genuine expression of the individual. The quality of expression lies in the authenticity of the message and the desire to communicate. If the writer has shared his or her message in such a way that others can appreciate it, the writer’s intention has been achieved. Over time, writing involves developing a variety of structures, strategies and literary techniques (spelling, grammar, plot, character, punctuation, voice) and applying them with increasing skill and effectiveness Writing skills are explicitly taught to primary students and their writing is mostly linked to their unit of inquiry, making it purposeful and allowing the students to make connections. 24

Curriculum Handbook 2023-2024

Maths

The power of mathematics for describing and analysing the world around us is such that it has become a highly effective tool for solving problems. It is also recognised that students can appreciate the intrinsic fascination of mathematics and explore the world through its unique perceptions. In the same way that students describe themselves as ‘authors’ or ‘artists’, a school’s programme should also provide students with the opportunity to see themselves as ‘mathematicians’, where they enjoy and are enthusiastic when exploring and learning about mathematics. In the IB Primary Years Programme (PYP), mathematics is also viewed as a vehicle to support inquiry, providing a global language through which we make sense of the world around us. It is intended that students become competent users of the language of mathematics and can begin to use it as a way of thinking, as opposed to seeing it as a series of facts and equations to be memorised.

How children learn mathematics It is important that learners acquire mathematical understanding by constructing their own meaning through ever-increasing levels of abstraction, starting with exploring their own personal experiences, understandings and knowledge. Additionally, it is

CONSTRUCTING MEANING

TRANSFERRING MEANING

fundamental to the philosophy of the PYP that, since it is to be used in real-life situations, mathematics needs to be taught in relevant, realistic contexts, rather than by attempting to impart a fixed body of knowledge directly to students. How children learn mathematics can be described using the following stages:

APPLYING WITH UNDERSTANDING

Constructing meaning How children learn mathematics Introduction to the PYP mathematics scope and sequence 2 Mathematics scope and sequence Constructing meaning about mathematics Learners construct meaning based on their previous experiences and understanding and by reflecting upon their interactions with objects and ideas. Therefore, involving learners in an active learning process, where they are provided with possibilities to interact with manipulatives and to engage in conversations with others, is paramount to this stage of learning mathematics. When making sense of new ideas all learners either interpret these ideas to conform to their present understanding or they generate a new understanding that accounts for what they perceive to be occurring. This construct will continue to evolve as learners experience new situations and ideas, have an opportunity to reflect on their understandings and make connections about their learning.

Transferring meaning into symbols Only when learners have constructed their ideas about a mathematical concept should they attempt to transfer this understanding into symbols. Symbolic notation can take the form of pictures, diagrams, modelling with concrete objects and mathematical notation. Learners should be given the opportunity to describe their understanding using their own method of symbolic notation, then learning to transfer them into conventional mathematical notation.

Applying with understanding Applying with understanding can be viewed as the learners demonstrating and acting on their understanding. Through authentic activities, learners should independently 25

Khalifa City Campus | Primary Years Programme (Grades 1-5)

select and use appropriate symbolic notation to process and record their thinking. These authentic activities should include a range of practical hands-on problemsolving activities and realistic situations that provide the opportunity to demonstrate mathematical thinking through presented or recorded formats. In this way, learners are able to apply their understanding of mathematical concepts as well as Utilise mathematical skills and knowledge. As they work through these stages of learning, students and teachers use certain processes of mathematical reasoning. z They use patterns and relationships to analyse the problem situations upon which they are working. z They make and evaluate their own and each other’s ideas. z They use models, facts, properties and relationships to explain their thinking. z They justify their answers and the processes by which they arrive at solutions. In this way, students validate the meaning they construct from their experiences with mathematical situations. By explaining their ideas, theories and results, both orally and in writing, they invite constructive feedback and also lay out alternative models of thinking for the class. Consequently, all benefit from this interactive process.

Science In the PYP, science is viewed as the exploration of the biological, chemical and physical aspects of the natural world and the relationships between them. Our understanding of science is constantly changing and evolving. The inclusion of science within the PYP leads learners to an appreciation and awareness of the world as it is viewed from a scientific perspective. It encourages curiosity and ingenuity and enables the student to develop an understanding of the world. Reflection on scientific knowledge also helps students to develop a sense of responsibility regarding the impact of their actions on themselves, others and their world. Inquiry is central to scientific investigation and understanding. Students actively construct and challenge their understanding of the world around them by combining scientific knowledge with reasoning and thinking skills. Scientific knowledge is made relevant through its innumerable applications in the real world. The science process, by encouraging hands-on experience and inquiry, enables the individual to make informed and responsible decisions, not only in science but also in other areas of life.

Personal, Social and Physical Health PSPE in the IB Primary Years Programme (PYP) is concerned with the individual’s wellbeing through the promotion and development of concepts, knowledge, attitudes and skills that contribute to this wellbeing. Wellbeing is intrinsically linked to all aspects of a student’s experience at school and beyond. It encompasses physical, emotional, cognitive, spiritual and social health and development and contributes to an understanding of self, to developing and maintaining relationships with others and to participation in an active, healthy lifestyle. Physical education in a PYP school should be more than just student participation in sports and games. Its purpose should be to develop a combination of transferable skills promoting physical, intellectual, emotional and social development; to encourage present and future choices that contribute to long-term healthy living; and to understand the cultural significance of physical activities for individuals and communities. Therefore, in the PYP, there should be specific opportunities for learning about movement and through movement in a range of contexts. 26

Curriculum Handbook 2023-2024

The Arts

The Arts are an integral part to the IB Primary Years Programme and includes Visual Arts and Music. They are a powerful mode of communication through which students explore and construct a sense of self and develop an understanding of the world around them. Arts provide students with a wide range of opportunities and means to respond to their experiences and engage with historical, social and cultural perspectives. The students are stimulated to think and to articulate their thoughts in new ways and through a variety of media and technologies. The PYP recognises that not all learning can be supported solely through language and that arts as a medium of inquiry also provide opportunities for learning, communication and expression. Learning about and through arts is fundamental to the development of the whole child, promoting creativity, critical thinking, problem-solving skills and social interactions.

Visual Art The term ‘visual arts’ is used to describe practices that have been more traditionally described in education as ‘art, craft and design’. It is important that students are exposed to a broad range of experiences that illustrate the field of visual arts, including architecture, bookmaking, ceramics, collage, costume design, drawing, graphic design, film, illustration, industrial design, installation, jewellery, land art, mask making, metalwork, painting, papermaking, performance art, photography, printmaking, sculpture, set design, textiles and woodwork. Wherever possible, students should have the opportunity to experience visual arts beyond their own initial involvement. This may be achieved by inviting artists into the school, or by visiting art galleries, museums, artists’ and designers’ studios, exhibitions, films sets and/or theatres. Students will begin to appreciate the depth and breadth of the field by experiencing visual arts created by diverse artists — locally and globally, now and in the past, by women and men and by people of different backgrounds. In visual arts, the role of the sketchbook is integral to this process. The sketchbook provides a space for students to take ownership of their learning, to creatively explore personal interests and to develop their own style. The PYP recognises the range of forms a sketchbook may take, reaching beyond the physical book to possibly include new media, sound and film.

Music Music enables students to communicate in ways that go beyond their oral language abilities. Music delights and stimulates, soothes and comforts us; music allows students to communicate in a unique way. Musical experiences and learning begin with the voice. It is important that students are given opportunities to discover a broad range of music experiences including classifying and analysing sounds, composing, exploring body music, harmonising, listening, playing instruments, singing, notation, reading music, song writing and recording. In creating, students use their imagination and musical experiences to organise sounds — natural and technological — into various forms that communicate specific ideas or moods. In responding, students are given the opportunity to respond to different styles of music, as well as to music from different times and cultures. 27

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Individually and collaboratively, students should have the opportunity to create and respond to music ideas. By exposing students to a wide and varied repertoire of musical styles, they can begin to construct an understanding of their environment, their surroundings and structures and begin to develop personal connections with them.

Moral Education and Social Studies In the PYP, social studies is viewed as the study of people in relation to their past, their present and their future, their environment and their society. Social studies encourages curiosity and develops an understanding of a rapidly changing world. Through social studies, students develop an understanding of their personal and cultural identities. They develop the skills and knowledge needed to participate actively in their classroom, their school, their community and the world: to understand themselves in relation to their communities. Teaching the United Arab Emirates Social Studies curriculum provides a unique opportunity to cultivate a profound love and appreciation for the region. Through a thoughtfully designed curriculum, students are immersed in the rich tapestry of the UAE’s history, culture and traditions. The curriculum’s focus on local values, customs and landmarks fosters a genuine understanding of the region’s significance, instilling a sense of belonging and nurturing a lifelong appreciation for the UAE’s cultural diversity.

STEM At KCC Primary learners will have the opportunity to take STEM (Science, Technology, Engineering and Mathematics) as a subject. However, STEM is not just any subject; it’s a mindset that aligns with every aspect of our curriculum. Through hands-on experiences, we aim to inspire our students to be the next generation of innovators, problem solvers and leaders in STEM fields. Through the lens of technology, our students gain the skills needed to navigate the digital landscape with confidence. They delve into coding, robotics and digital literacy, equipping them with the tools to thrive in our technology-driven society. Engineering challenges provide opportunities for students to design, build and test their own solutions. They learn to embrace failure as a stepping stone to success, as they iterate, refine and improve their designs. Creativity and innovation are at the core of STEM as students tackle complex problems, applying their knowledge to create practical and sustainable solutions. Students have opportunities to develop some key mathematical and scientific skills during STEM. They apply mathematical concepts to real-life situations, discovering patterns, analysing data and making connections across different disciplines. They also follow scientific principles by making observations, asking questions, designing experiments, gathering data, analysing results and drawing evidence-based conclusions. STEM fosters collaboration, communication and critical thinking skills, empowering our students to become global citizens and lifelong learners. They develop the confidence to tackle challenges head-on and contribute positively to our ever-changing world.

Islamic Studies Teaching Islamic Studies at our KCC is not just about imparting knowledge; it’s a journey aimed at nurturing a profound love and appreciation for the religion. Understanding and connecting with one’s faith is a key element of our programme. Through our curriculum, 28

Curriculum Handbook 2023-2024

we strive to present the beauty and depth of Islamic teachings in a way that resonates with students’ hearts and minds. By exploring the rich history, values and principles of Islam, we create an environment where students can engage in meaningful discussions and ask questions. Our approach emphasises not only the theoretical aspects but also the practical application of Islamic values in everyday life. By fostering this genuine connection to the religion, we aim to empower our students with a solid foundation of faith that will guide them in navigating the complexities of the modern world with wisdom, compassion and a deep-rooted love for Islam.

The Curriculum Primary Years Khalifa City Campus

Curriculum Handbook 2023-2024

The Curriculum Over the next section of this document, you will find the Curriculum for the Primary Years. This starts with the Programme of Inquiry, which details the big ideas and gives an overview of learning across the year. This then moves onto the Approaches to Learning, which maps out the learning skills that will be covered in each grade. The last section is the Curriculum Progresssion. This is organised into individual subjects and broken down by grade level.

Programme of Inquiry ..................................................................................... 33 Grade 1 .................................................................................................................................................................................33 Grade 2................................................................................................................................................................................35 Grade 3................................................................................................................................................................................37 Grade 4 ..............................................................................................................................................................................39 Grade 5 ...............................................................................................................................................................................41

Approaches to Learning ................................................................................ 43 Thinking Skills ..................................................................................................................................................................43 Communication Skills ...............................................................................................................................................45 Research Skills ................................................................................................................................................................47 Self-management Skills ..........................................................................................................................................49 Social Skills ......................................................................................................................................................................50

Curriculum Progression ................................................................................. 52 Language - Arabic A .................................................................................................................................................52 Language - Arabic B ..................................................................................................................................................56 Language - Speaking and Listening ..............................................................................................................60 Language - Viewing and Presenting..............................................................................................................62 Language - Reading..................................................................................................................................................64 Language - Writing.....................................................................................................................................................68 Maths ....................................................................................................................................................................................72 Science ................................................................................................................................................................................80 Personal, Social and Physical Health .............................................................................................................84 The Arts - Visual Art ....................................................................................................................................................88 The Arts - Music.............................................................................................................................................................90 Moral Education and Social Studies ...............................................................................................................92 STEM.......................................................................................................................................................................................100 Islamic Studies ...............................................................................................................................................................102

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Programme of Inquiry Grade 1 Who We Are

Transdisciplinary Theme

Central Idea

Conceptual Lens

Lines of Inquiry

Key Concepts

Related Concepts

ATLs

An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilisations, from local and global perspectives.

Relationships help to shape wellbeing

Traditions connect people to the past and present

Relationships

Diversity

How We Expr Ourselves

An inquiry into the ways we discover and expres feelings, nature, culture and values; the ways in reflect on, extend and e creativity; our apprecia the aesthetic.

People choose dif ways to express, resp react to feeling Expression

z Identifying and understanding relationships (form)

z Traditions of our home countries (form)

z Different emotions we feel (form)

z Developing and maintaining relationships (function)

z Connections between different cultures (connection)

z Different mediums to emotions (connectio

z Relationships determine emotional wellbeing (causation)

z Celebrating a diverse culture (responsibility)

z How people respond artist’s message (pe

Form, Function, Causation

Form, Connection, Responsibility

Form, Connection, Pe

Families and Friends, Values, Regulation

Heritage, History, Diversity

Storytelling, Communication, Exp

z Self-management (states of mind) z Social (intra-personal and interpersonal)

z Research (Information Literacy) z Communication (exchanging information)

z Communication (exc information, literacy)

z Thinking (creative th

Transdisciplinary Links

Moral, Cultural and Social Studies

Moral, Cultural and Soc

Learner Profile

Caring, Open-minded, balanced

Open–minded, Reflective

Communicator, Open

Sustainability Goals

Where We Are in Place and Time

ress s

s in which ss ideas, e, beliefs n which we enjoy our ation of

fferent pond and gs

o express on)

d to an erspective)

Curriculum Handbook 2023-2024

How We Organise Ourselves

Sharing the Planet

An inquiry into the interconnectedness of humanmade systems and communities; the structure and function of organisations; societal decisionmaking; economic activities and their impact on humankind and the environment.

An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

Properties of materials determine their purpose

Communities provide interconnected services to meet people’s needs

Living things are part of an interdependent system

Materials

Service

Interdependence

How the World Works An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

z How materials behave (function)

z Reasons people live in the community (perspective)

z Living things are supported by different habitats (function)

z Why materials are manipulated to suit a certain purpose (connection)

z Services needed to support a community (connection)

z Ecosystems are interdependent (connection)

z Planning services for a community (responsibility)

z Ways in which ecosystems are affected by change (causation)

z Innovative use of materials (change)

erspective

Function, Connection, Change

Perspective, Connection, Responsibility

Function, Connection, Causation

pression

Suitability, Observation, Innovation

Transport, Production, Interconnectedness

Conservation, Survival, Micro-habitat, Food chain

changing )

hinking)

z Research (Information Literacy)

z Self-Management (organisation)

z Research (Information Literacy)

z Thinking (creative and critical thinking)

z Thinking (Creative Thinking)

cial Studies

Moral, Cultural and Social Studies

n-minded

Inquirer, Knowledgeable

Thinker, Risk-taker

Principled, Caring

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Grade 2 Who We Are

Transdisciplinary Theme

Central Idea

Choice of role models guides mindset and action

The natural world guides where humans settle

Positive influences

Settlement

Conceptual Lens

Lines of Inquiry

Key Concepts

Related Concepts

ATLs

Transdisciplinary Links Learner Profile

Sustainability Goals

An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilisations, from local and global perspectives.

z Factors that determine values and beliefs (causation)

z Structure of the physical world (form)

z Qualities that make a good role model (function)

z The relationship between location and settlement (causation)

z How we use our strengths to participate effectively (change)

Where We Are in Place and Time

z Change in settlements over time (change)

How We Expr Ourselves

An inquiry into the ways we discover and expres feelings, nature, culture and values; the ways in reflect on, extend and e creativity; our apprecia the aesthetic.

Patterns create understanding of th

Patterns

z Patterns in nature (fo

z How humans create manipulate patterns

z Pattern as a form of c and structure (persp

Causation, Function, Change

Form, Causation, Change

Form, Change, Pers

Leadership, Goal setting, Character and Morality, Individual and Community, Civics

Environments, Settlement, Mapping, Geography, Heritage, Sociology

Repetition, Reflectio source), Number, H Individual and Com

z Research (information literacy) z Communication (Exchanging Information and Literacy)

z Research (Information Literacy) z Thinking (Information Transfer)

z Thinking (information

Moral, Cultural and Social Studies

Moral, Cultural and Soc

Principled, Open-minded, Communicator

Knowledgeable, Thinker

Knowledgeable, Thinke

ress s

Curriculum Handbook 2023-2024

How the World Works

How We Organise Ourselves

Sharing the Planet

s in which ss ideas, e, beliefs n which we enjoy our ation of

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

e an he world

Understanding forces determines how we manipulate the world

People design cities to meet the needs and wants of the inhabitants

Human actions can preserve or endanger the planet

Forces

Societal decision-making

Responsibility

orm)

z Types of forces (form)

z Characteristics of a city (form)

and s (change)

z How forces interact (function)

z What people need and want in a city (function)

creativity pective)

z How forces are used in our daily lives (connection)

z Infrastructures to meet needs (responsibility)

z Human impact on the environment (causation) z Ways in which ecosystems are affected (change) z Our responsibility towards living things (responsibility)

spective

Form, Function, Connection

Form, Function, Responsibility

Causation, Change, Responsibility

on (light History, mmunity

Direct and Indirect, Test, Observation, Innovation, Information Literacy

Systems, Health, Initiative, Civics, Sociology

Lifestyle, Sustainability, Nature, Information Literacy

n transfer)

z Research (Information Literacy)

z Self-Management (Organisation and state of mind)

z Social (Interpersonal Relationships)

z Thinking (Creative thinking and information transfer)

z Research (Information Literacy)

z Thinking (Critical Thinking)

cial Studies

Moral, Cultural and Social Studies

er, Inquirer

Inquirer, Knowledgeable, Risk-taker

Balanced, Principled

Caring, Principled, Reflective

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Grade 3 Who We Are

Transdisciplinary Theme

Central Idea

International mindedness requires an understanding of different cultures

Past civilisations shape present day life

Conceptual Lens

Rights and Responsibilities

Ancient Civilisations

Lines of Inquiry

Key Concepts

Related Concepts

ATLs

Transdisciplinary Links Learner Profile

Sustainability Goals

Where We Are in Place and Time An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilisations, from local and global perspectives.

How We Expr Ourselves

An inquiry into the ways we discover and expres feelings, nature, culture and values; the ways in reflect on, extend and e creativity; our apprecia the aesthetic.

Exploring the conce sound allows hum communicate effe Sound

z Identifying cultural differences (perspective)

z Evidence of past civilisations (connection)

z Sound is produced b vibrations (causation

z Children’s rights and responsibilities (form)

z Development of systems and technologies (causation)

z Ways to make differe sounds (function)

z Consequences of our actions (causation)

z (Open line of inquiry, developed with students)

z Discovering ways to organise sound to ex creativity (change)

Perspective, Form, Causation

Connection, Causation

Causation, Function,

Equality, Education, Culture, Character and Morality, Individual and Community, Civics

Systems, Technology, Innovation, History, Geography, Heritage

Representation, Vibrati Sonar, Information L

z Research (information and media literacy)

z Communication (Inte and informed choice

z Social Skills (all)

z Thinking (creative thinking)

z Thinking (information

Moral, Cultural and Social Studies

Moral, Cultural and Soc

Open-minded, Principled, Reflective

Communicator, Thinker

Communicator, In

ress s

s in which ss ideas, e, beliefs n which we enjoy our ation of

epts of mans to ectively

by n)

Curriculum Handbook 2023-2024

How We Organise Ourselves

Sharing the Planet

Matter behaves in predictable ways

Human made systems shape the environment

Saving resources is necessary for Earth’s survival

Matter

Production

Conservation

How the World Works

z Properties of matter (form)

ent

z Changing states of matter (change)

xpress

z How scientific methods can be used to answer questions (causation)

z Investigating systems that influence production (function)

z How living things adapt for survival (change)

z Factors that affect production (causation)

z The impact of changing environment (causation)

z Sustainable production (responsibility)

z Global conservation efforts and the effect on living things (perspective)

, Change

Form, Change, Causation

Function, Causation, Responsibility

Change, Causation, Perspectives

ion, Pattern, Literacy

Water cycle, Observation, Transformation, Variables, Consumption, Geography

Circuits, Production, Processes, Manufacturing, Economics

Sustainability, Survival, Responsibility, Information Processing, Sociology

erpreting es)

z Research (information literacy)

n transfer)

cial Studies

nquirer

z Thinking (critical thinking)

z Self-management (organisation)

z Self-management (state of mind)

Moral, Cultural and Social Studies

Inquirer, Knowledgeable

Knowledgeable, Inquirer

Balanced, Caring, Risk-taker

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Grade 4 Who We Are

Transdisciplinary Theme

Central Idea

Conceptual Lens

Lines of Inquiry

Key Concepts

Related Concepts

ATLs

Learner Profile

Sustainability Goals

An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilisations, from local and global perspectives.

How We Expr Ourselves

An inquiry into the ways we discover and expres feelings, nature, culture and values; the ways in reflect on, extend and e creativity; our apprecia the aesthetic.

Interaction with nature enhances personal growth and wellbeing

Exploration leads to discoveries, opportunities and new understandings

Interconnectedness

Discovery

Communicatio

z Elements of nature that affect wellbeing (function)

z Why people explore (perspective)

z How humans and nature are interdependent (connection)

z Overcoming barriers for exploration (change)

z Representation of culture through diffe art forms (form)

z Strategies to enhance personal wellbeing (responsibility)

z Benefits and further possibilities of exploration (connection)

Function, Connection, Responsibility

Perspective, Change, Connection

Form, Causation, Per

Health, Interconnectedness, Cycles, Goal Setting, Individual and Community

Space, Moon, Expedition, History, Geography, Sociology

Identity, Critique, Histor

z Research (all)

z Thinking (critical and creative thinking)

z Self-management (organisation and states of mind) z Research (information literacy)

Transdisciplinary Links

Where We Are in Place and Time

z Thinking (all)

Culture is expresse interpreted in man

z Factors which influen artist’s message (ca

z How our culture conn us with the global community (perspec

z Communication (inte

Moral, Cultural and Social Studies

Moral, Cultural and Soc

Balanced, Reflective

Inquirer, Open-minded

Communicator, Open

ress s

s in which ss ideas, e, beliefs n which we enjoy our ation of

ed and ny ways

erent

nce an ausation)

nects

ctive)

Curriculum Handbook 2023-2024

How We Organise Ourselves

Sharing the Planet

Understanding forces helps humans to design effective machines

Businesses adapt to change in order to be successful

Responsibility for conflict resolution rests with the individual and the greater community

Force and Motion

Adaptability

Conflict Resolution

z The laws of forces and motion (form)

z Market forces that influence decision making (function)

z Causes of conflict (causation)

z Application of force in everyday life (function)

z Cause and effect of business activity (connection)

z Strategies used to maintain peace and resolve conflict (perspectives)

z Applying science knowledge to create effective machines (causation)

z Managing a successful and ethical business (responsibility)

z Consequences of resolutions (responsibility)

rspective

Form, Function, Causation

Function, Connection, Responsibility

Causation, Perspective, Responsibility

ry, Heritage

Simple Machines, Design Thinking Process, Application, Civics

Systems, Social Responsibility, Materials, Economics

Justice, Consequence, Peace, Character and Morality, Information Literacy

erpreting)

z Research (information literacy) z Thinking (critical thinking)

z Communication z All

z Self-Management z Social

cial Studies

Moral, Cultural and Social Studies

n-minded

Inquirer, Knowledgeable, Thinker

Risk-taker, Communicator, Principled

Principled, Reflective

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Grade 5 Who We Are

Transdisciplinary Theme

Central Idea

Conceptual Lens

Lines of Inquiry

Related Concepts

ATLs

Transdisciplinary Links Learner Profile

Sustainability Goals

An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilisations, from local and global perspectives.

Systems require personal responsibility

Human migration is a response to challenges, risks and opportunities

Systems

Migration

z Different systems and how they work (function)

z Reasons for migration (causation)

z Roles and responsibilities to make systems function properly (responsibility)

z How migration leads to new understandings (connection)

z How people's choices impact systems (causation)

Key Concepts

Where We Are in Place and Time

How We Expr Ourselves

An inquiry into the ways we discover and expres feelings, nature, culture and values; the ways in reflect on, extend and e creativity; our apprecia the aesthetic.

Curiosity creates a p learn and the power to

z (Through a collabora process students will their own concepts a inquiry to drive their

z Effects of migration on communities, cultures and individuals (perspective)

Function, Responsibility, Causation

Causation, Connection, Perspective

Body systems, Interdependence, Accountability, Civics

Fossils, Displacement, Population, Heritage, Economics

z Self-management (organisation)

z Research (all)

z Thinking (reflection)

z Thinking (critical and creative thinking)

Moral, Cultural and Social Studies

Principled, Balanced

Risk-taker, Open-minded

Character and Mo Individual and Com

All

ress s

Curriculum Handbook 2023-2024

How the World Works

How We Organise Ourselves

Sharing the Planet

s in which ss ideas, e, beliefs n which we enjoy our ation of

passion to o act (PYPX)

Challenging existing knowledge and ideas leads to innovation

Organisations use processes to support change

Human actions alter the balance of ecosystems

Energy Consumption

Processes

Interconnectedness

ative l develop and lines of inquiries)

orality, mmunity

z History of significant advances and inventions (form)

z Functions of different processes (function)

z The use and conversion of energy (function)

z Evaluate the effect of different processes (causation)

z Future advancements of energy use (responsibility)

z Open line of inquiry

z The interconnectedness of living things and the diversity of their needs (connection) z The consequences of the imbalance within ecosystems (causation) z How humans can promote the balance of ecosystems (responsibility)

Form, Function, Responsibility

Function, Causation

Connection, Causation, Responsibility

Innovation, Sustainability, Scientific Method, Circuits, Information Literacy, History

Transition, Community, Systems, Individual and Community

Biodiversity, Service, Conflict, Interdependence, Sociology, Geography

z Research (information literacy) z Thinking (critical and creative thinking)

z Self-Management (organisation and state of mind)

z Research (All)

z Social Skills (Social Emotional Intelligence and Interpersonal Relationships)

z Communication (All)

z Thinking (All)

Moral, Cultural and Social Studies

Inquirer, Knowledgeable

Thinker, Inquirer

Balanced, Principled, Caring

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Approaches to Learning Thinking Skills Critical Thinking

GRADE 5

GRADE 4

GRADE 3

GRADE 2

GRADE 1

Analysis

z I can think about the ideas of others and discuss them with my peers z I am able to look for similarities and differences z I can discuss what makes an idea, product or process different to others

Creative Thinkin

Evaluation

Forming Decisions

Generating Novel Ideas

z I can formulate ideas about a topic, idea, experience or product

z I begin to draw my own conclusions based on what I have learned

z I can come up with new ideas and questions after an experience

z I can make connections between ideas

z I can sometimes explain the decisions I make in my own terms

z I can make 'new to me' Connections

z I can think about whether a conclusion is true or not based on information I have

z I can create and develop solutions to problems and begin to explain my thinking

z I am beginning to find ways to improve my ideas and those of others

z I can generate new ideas and inquiries inspired by exposure to different experiences and resources

Cons Pe

z I can ‘what and u drive

z I am b value by dif

z I am p thinki in diff

z I can break ideas into smaller parts to understand them better

z I can formulate ideas about a topic, idea, experience or product

z I can draw conclusions based on what I have learned

z I am able to look for similarities and differences

z I can make connections between ideas

z I am beginning to explain my decision making process to others

z I can make 'new to me' connections

z I am b and a unlikle

z I can create and develop solutions to problems and explain my thinking

z With guidance I can add to or improve upon existing ideas, products or processes

z I am b flexibl and e variet

z I begin to use evidence when formulating my own arguments

z I can draw conclusions based on what I have learned

z I can make connections between ideas

z I can explain my decision making process to others

z I can generate new ideas and inquiries inspired by exposure to different experiences and resources

z I can ‘what and u drive

z I can discuss what makes an idea, product or process different to others

z I can break ideas into smaller parts to understand them better z I am able to look for patterns, similarities and differences

z I can think about whether a conclusion is true or not based on information I have

z I can test conclusions

z I can identify unique features

z I can break ideas into smaller parts to understand them better

z I am able to formulate an argument based on evidence and question those that are not

z I am able to look for patterns, similarities and differences

z I can make connections between ideas

z I can identify unique features

z I can break ideas into smaller parts, including root or cause z I am able to look for patterns, similarities and differences z I can identify unique features

z I can test conclusions and generalisations

z I am able to formulate an argument based on evidence and question those that are not z I can make connections between ideas, perspectives and challenges z I can test conclusions and generalisations

z I can create and develop solutions to problems using supporting information z I can draw conclusions based on what I have learned z I can explain my decision making process to others and include evidence I used

z I can ‘what and u my in

z I can make 'new to me' connections

z I valu inspir unlikle

z I can add to or improve upon existing ideas, products or processes

z I am fl thinki this in

z I can generate new ideas and inquiries inspired by exposure to different experiences and resources

z I can ‘what and u drive

z I can make unexpected or unusual connections

z I valu inspir unlike

z I can create, develop and defend solutions using supporting information

z I can add to or improve upon existing ideas, products or processes

z I am fl thinki this in

z I can draw conclusions based on what I have learned

z I can explain my decision making process to others and include evidence I used

z I can ‘what and u my in

z I can create, develop and defend solutions using supporting information

z I valu inspir unlike

z I am fl thinki this in

sidering New erspectives

formulate t if’ questions use them to my inquiries

beginning to e and be inspired fferent ideas

practising ing about things ferent ways

formulate t if’ questions use them to drive nquiries

beginning to value am inspired by the ey or impossible

becoming ble in my thinking express this in a ty of ways

Curriculum Handbook 2023-2024

Information Transfer Application z I am beginning to use things I have learned to help myself and others z I am beginning to use my knowledge and skills in new situations or when solving a problem

z I am beginning to use things I have learned to help myself and others z I am beginning to use my knowledge and skills in new situations or when solving a problem

formulate t if’ questions use them to my inquiries

z I am practising making use of knowledge and skills I have learned to help myself and others

ue and am red by the ey or impossible

z I am practising using my knowledge and skills in new situations or when solving a problem

flexible in my ing and express n a variety of ways

formulate t if’ questions use them to my inquiries

z I am practising making use of knowledge and skills I have learned to help myself and others

ue and am red by the ely or impossible

z I am practising using my knowledge and skills in new situations or when solving a problem

flexible in my ing and express n a variety of ways

formulate t if’ questions use them to drive nquiries

z I can make use of knowledge and skills I have learned to help myself and others

ue and am red by the ely or impossible

z I can use my knowledge and skills in new situations or when solving a problem

flexible in my ing and express n a variety of ways

Multiple Contexts

Reflection Reflection

z I can connect and combine knowledge and skills for use in different situations in school and beyond

z I can respond to reflection questions on topics and experiences I have recently engaged with

z With guidance I can apply my knowledge and skills to local and global contexts

z With support I can identify my strengths and areas for improvement

z I can connect and combine knowledge and skills for use in different situations in school and beyond

z I can respond to reflection questions on topics and experiences I have recently engaged with

z With guidance I can apply my knowledge and skills to local and global contexts

z I can identify my strengths and areas for improvement

z I can connect and combine knowledge and skills for use in different situations in school and beyond

z I can repond to reflection questions on a range of topics and experiences

z I can apply my knowledge and skills to local and global contexts

z I can connect and combine knowledge and skills for use in different situations in school and beyond z I can apply my knowledge and skills to local and global contexts

z I can identify my strengths and areas for improvement and turn these into goals

z I can create and repond to reflection questions on a range of topics and experiences z I can identify my strengths and areas for improvement and turn these into goals

Metacognition z I think about how much I know about a topic/skill z I realise that people learn in different ways and that we are not all the same

z I can question my own understanding z I realise that people learn in different ways and that we are not all the same

z I can question my own understanding z I realise that people learn in different ways and I am experimenting with different ways I learn and how effective they are

z I can question my own understanding and processes for learning z I realise that people learn in different ways and I am experimenting with different ways I learn and how effective they are

z I can question my own understanding and processes for learning z I realise that people learn in different ways and I know the way I learn best

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Communication Skills

GRADE 5

GRADE 4

GRADE 3

GRADE 2

GRADE 1

Exchanging Information

Listening

Interpreting

z I am able to listen to directions and instructions and can ask clarifying questions when necessary

z I can recognise, create and make meaning using symbols, z I am becoming aware of body language and facial expression

z I am practising listening to information and the perspectives of others respectfully

z I know that body language means different things in different cultures

z I am able to listen to directions and instructions and can ask clarifying questions when necessary

z I can recognise, create and make meaning using symbols, signs and sounds

z I listen to information and the perspectives of others respectfully

z I am aware that my body language and facial expressions can give others lots of information and I am beginning to learn how to use this appropriately

Speaking z I am able to speak clearly to express ideas, so they make sense to others z I am able to share ideas and opinions in both small and large groups z I can contribute to brainstorms with teachers and peers

z I can read comprehe

z I can draw about a te

z I am begi make con interpret s

z I am able to speak clearly to express ideas, so they make sense to others and are relevant to the topic

z I read a va entertainm

z I can share others’ ideas in small and large groups

z I can draw about a te

z I can read comprehe

z I make co interpret s

z I can listen to directions and instructions, asking clarifying questions when necessary

z I can recognise, create and make meaning using symbols, signs and sounds

z I can speak and express ideas clearly and logically in small and large groups

z I can listen actively and respectfully to other perspectives and ideas

z I can decipher visual, audio and oral communication

z I can give and receive meaningful feedback

z I am beginning to be aware of cultural differences when providing and interpreting communication

z I am learning to take part in discussions both face to face and digitally

z I can listen to directions and instructions, asking clarifying questions when necessary

z I can recognise, create and make meaning using symbols, signs and sounds

z I can listen actively and respectfully to other perspectives and ideas

z I can decipher visual, audio and oral communication

z I am able to speak clearly, make informed word choices and control my tone and pace when I express my ideas, so they make sense to others

z (ML) Identify the context in which to ask for clarification in another language if more information is required

z I read sou and enter

z I read a va entertainm

z I read crit for compr

z I make inf draw conc

z I use and of terms a

z (ML) Indentify the demands of the communicational context and switch languages it necessary or useful

z (ML) Identify the context in which to ask for clarification in another language if more information is required

z I am aware of cultural differences when providing and interpreting communication

z (ML) Indentify the demands of the communicational context and switch languages it necessary or useful z I can listen to directions and instructions, asking clarifying questions when necessary

z I can recognise, create and make meaning using symbols, signs and sounds

z I can listen actively and respectfully to other perspectives and ideas

z I can decipher visual, audio and oral communication

z (ML) Identify the context in which to ask for clarification in another language if more information is required z (ML) Indentify the demands of the communicational context and switch languages it necessary or useful

z I am aware of cultural differences when providing and interpreting communication

z I can give and receive meaningful feedback and feed forward z I am learning to communicate with peers, experts and members of the learning community using a variety of digital environments and media

z I am able to speak clearly, make informed word choices and control my tone and pace when I express my ideas, so they make sense to others z I can give and receive meaningful feedback and feed forward z I can communicate with peers, experts and members of the learning community using a variety of digital environments and media

z I read a va entertainm

z I read crit for compr

z I make inf draw conc

z I can use support a creative p

z I read a va entertainm

z I read crit for compr

z I make inf draw conc

z I can use support a creative p

Curriculum Handbook 2023-2024

Literacy Reading

urces for information rtainment

d and end texts

w conclusions ext

Digital Citizenship Writing

Media Representation

z I can write for different purposes and audiences with support from my teacher

z I am starting to use both print and digital media to find information

z I can choose between 2-3 different ways to communicate my ideas

z I am learning to take notes about important or interesting topics

z When using my classroom's digital platform I make careful choices about the words I use and the pictures/videos I share

z I can decide whether to or not to post my ideas/learning on my digital account (school platform only)

z I can choose between 2-3 different ways to communicate my ideas, making informed choices about which one will work best

nning to nnections and symbols

z I can use tools such as graphic organisers to plan, draft and edit my writing

ariety of texts for ment and information

z I can write for different purposes and audiences and I am beginning to change my writing style in response to this

z I am becoming aware that not all information online is reliable and I can share my thinking about what I read/see

z I am learning to take notes about important or interesting topics

z When using my classroom's digital platform I make careful choices about the words I use and the pictures/videos I share

d and end texts

w conclusions ext

onnections and symbols

ariety of texts for ment and information

ically and rehension

ferences and clusions

interpret a range and symbols

ariety of texts for ment and information

ically and rehension

ferences and clusions

what I read to inspire, and strengthen my pieces

ariety of texts for ment and information

ically and rehension

ferences and clusions

what I read to inspire, and strengthen my pieces

Informed Choices

z I can use tools such as graphic organisers to plan, draft and edit my writing z I can write for different purposes and audiences and I am beginning to change my writing style in response to this

z I am aware that not all information online is reliable and I can share my thinking about what I read/see

z I am learning to take notes and rewrite information in my own words

z When using my classroom's digital platform, I make careful choices about the words I use and the pictures/videos I share

z I can use tools such as graphic organisers to plan, draft and edit my writing

z I can write for different purposes and audiences and I am aware that written language can change forms for different disciplines

z I am aware that people can represent themselves in different ways online and I think critically about how accurate this representation may be

z I am learning to take notes and rewrite information in my own words

z I make conscious choices about how I portray myself online and consider the possible impact of my choices

z I choose and use tools such as graphic organisers to plan, draft and edit my writing

z I can write for different purposes and audiences and I am aware that written language can change forms for different disciplines

z I am aware that people can represent themselves in different ways online and I think critically about how accurate this representation may be

z I can take notes and rewrite information in my own words

z I make conscious choices about how I portray myself online and consider the possible impact of my choices

z I choose and use tools such as graphic organisers to plan, draft and edit my writing

z I think about who I am sharing information with and for what purpose

z I can choose between 2-3 different ways to communicate my ideas, making informed choices about which one will work best z I think about who I am sharing information with and for what purpose

z I can choose an effective way to communicate based on my audience and my content z I am conscious of who I am sharing information with and for what purpose

z I can select the most effective way to communicate based on my audience and my content z I am conscious of who I am sharing information with and for what purpose

z Evaluate the impact of media representations and modes of presentation

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Research Skills Formulating and planning

Gathering and recording

Synthesising and interpreting

Evaluating and communicating

Con pr

GRADE 1

z I can share my questions with others and think about which questions help our inquiry the most z I can discuss with my teacher what step to take next in my inquiry z I can distinguish between appropriate and inappropriate tools and sources

z I can gather information to answer my question z I can use all of my senses to notice details z I can use a strategy to record my information with support from my teacher

z I can find two pieces of information and say if they are similar or different z I can sort and categorise information with support z I can identify the author and talk about why they might have written this

z I can look for connections between pieces of information z I can tell my audience where I found my information z I can share my information in more than one way

z I can platf inform teac z I can discu my id onlin migh our in

GRADE 2

z I can gather information from more than one place z I can use all of my senses to notice details z I can use a strategy to record my information with support from my teacher

z I can choose the most useful informtion or data z I can sort and categorise information with support z I can identify the author and talk about why they might have written this

z With support I can identify patterns and relationships from data and information I have gathered z I can tell my audience where I found my information z I can share my information in more than one way

z I can platf inform teac z I am and abou I find whet

GRADE 3

z I can ask questions, sort them by concept and evaluate which questions are most useful z I can use the inquiry cycle to help my complete my inquiry in a way that makes sense z I can distinguish between appropriate and inappropriate tools and sources

z I can gather information from more than one place z I can use all of my senses to notice details z I can choose a strategy to record my information with support from my teacher

z can choose the most useful informtion or data z I can sort and categorise information z I can begin to discuss the author's purpose

z With support I can identify patterns and relationships from data and information I have gathered z I can tell my audience where I found my information z I can choose which way I'd like to share my information

z With selec use a onlin find i z I am and abou I find whet

GRADE 4

z can ask questions, sort them by concept and evaluate which questions are most useful z I can use the inquiry cycle to help my complete my inquiry in a way that makes sense z I can select appropriate tools/ sources to help me with my inquiry

z I can gather information to answer my question from a variety of media z I can use all of my senses to notice details z I can choose a strategy to record my information with support from my teacher

z I can take relevant bits of information from different sources and put it together into a format that makes sense z I can sort and categorise information z I can identify the author's purpose

z I can identify patterns and relationships from data and information I have gathered z I recognise my sources when I communicate my findings z I choose a platform to share my findings after I consider who my audience will be

z I can selec appr platf inform z I can think asse I find

GRADE 5

Information Literacy

z I am aware of what I want/need to find out and I can ask questions to drive this inquiry z I can predict the steps I need to take in an inquiry and use these to make a plan z I can select appropriate tools/ sources to help me with my inquiry

z I can gather information from a variety of sources (primary/secondary) z I can notice and select appropriate details z I can identify the most appropriate method to record the details of my findings

z I can take relevant bits of information from different sources and put it together into a format that makes sense z I can sort and categorise information z I can identify the author's purpose

z I can selec appr onlin find i z I can think asse I find discu and

Curriculum Handbook 2023-2024

Media Literacy

Ethical Use

nsuming and rocessing

Considering online perspectives

Creating

n use online forms to find mation with my cher's guidance n participate in ussions and share deas about which ne platforms ht be helpful for nquiries

z I can discuss how an online author feels about different topics z I gather information from multiple sources to support my thinking

z I can communicate my ideas and information using video, writing, pictures on paper and using Toddle z I can choose the most effective way to share my learning

z I am safe and honest when using media z I am part of discussions about where information comes from and how we share it

z I take part in discussions about whether all information online is truthful z I can ask questions to help decide if something is true

n use online forms to find mation with my cher's guidance beginning to ask answer questions ut the information d online to decide ther I can trust it

z I can discuss how an online author feels about different topics z I gather information from multiple sources to support my thinking

z I can communicate my ideas and information using video, writing, pictures on paper and using Toddle z I can choose the most effective way to share my learning

z I am safe and honest when using media z I think about and discuss the impact of my choices on others when creating or consuming digitally

z I take part in discussions about whether all information online is truthful z I can ask questions to help decide if something is true

guidance I can ct and appropriate ne platforms to information beginning to ask answer questions ut the information d online to decide ther I can trust it

z I can talk about how information from online sources has different perspectives z I gather information from multiple sources to support and challenge my thinking

z I can communicate my ideas and information using different media and, on both Toddle and one other platform z I can choose the most effective way to share my learning and explain my choice

z I always say where I got my information from and make principled decisions about how to use media z I think about and discuss the impact of my choices on others when creating or consuming digitally

z I am aware that not all information is reliable and I think about this when consuming information z I can take part in discussions and ask questions to help decide if information is reliable

n independently ct and use ropriate online forms to find mation n use critical king skills to ess information d online

z I seek out a variety of perspectives from online sources z I gather information from multiple sources to support and challenge my thinking

z I can communicate my ideas and information using different media and, on both Toddle and one other platform z I can choose the most effective way to share my learning and explain my choice

z I always say where I got my information from and make principled decisions about how to use media z I think about and discuss the impact of my choices on others when creating or consuming digitally

z I am aware that not all information is reliable and I think about this when consuming information z I can take part in discussions and ask questions to help decide if information is reliable

n independently ct and use ropriate ne platforms to information n use critical king skills to ess information d online and uss their origin purpose

z I seek out a variety of perspectives from online sources z I gather information from multiple sources to support and challenge my thinking

z I can communicate my ideas and information using different media and platform types including Teams z I can choose the most effective way to share my learning and explain my choice

z I am principled and show integrity when interacting with media z I consider the impact of choices I make on others

z I am aware of bias and use strategies to detect it in sources using origin and purpose with support from my teacher z I use tools and critical thinking to determine the trustworthy of a source

Ethical Use

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Self-management Skills Organisation

GRADE 5

GRADE 4

GRADE 3

GRADE 2

GRADE 1

Managing Self

z I can follow a balanced schedule for myself z I can gather equipment and tools needed for my learning z I can document my learning

z I can follow a balanced schedule for myself z I can use systems for documenting my learning

Time Management

Goal Setting

Mindfulness

z I am learning to use tools to help me keep track of my time

z I can work with an adult to set goals for myself

z I try my best to focus on one task at a time witho getting distracted

z I can make estimates about how much time something will take

z I can use different strategies to help make progress towards my goal

z I can take on and complete tasks in a given time frame

z I can reflect on my progress towards my goal

z I am learning to use tools to help me keep track of my time

z I can set goals that are both challenging and realistic

z I try my best to focus on one task at a time witho getting distracted

z I can make estimates about how much time something will take

z I can choose a strategy to help me meet my goal and ask for support when needed

z I can practice mindfulness with some guidance and support

z I can take on and complete tasks in a given time frame

z I can set goals that are both challenging and realistic

z I can focus on the task at hand and manage distractions relatively w

z I can make realistic estimates about how much time something will take and adjust if necessary

z I can choose a strategy to help me meet my goal and ask for support when needed

z I can practice mindfulness with some guidance and support

z I can plan a balanced schedule for myself

z I use tools to help me keep track of my time

z I can prepare and organise equipment and tools needed for my learning

z I can plan a balanced schedule for myself and a group

z I can reflect on my progress towards my goal and adjust if needed

z I am learning to use tools to help me keep track of my time

z I can take on and complete tasks in a given time frame

z I can use adapt systems for documenting my learning

z I can practice mindfulness with some guidance and support

z I can reflect on my progress towards my goal and adjust if needed

z I can make realistic estimates about how much time something will take and adjust if necessary

z I can set short and long term goals that are both challenging and realistic

z I can focus on the prese and manage internal a external distractions

z I can choose a strategy to help me meet my goal and ask for support when needed

z I can take on and complete tasks in a given time frame

z I can reflect on my progress towards my goal and adjust if needed

z I can identify a mindfulness practice that works for me base on my needs (e.g. yoga walking, meditation)

z I use tools to help me keep track of my time

z I can set short and long term goals that are both challenging and realistic

z I can focus on the prese and manage internal a external distractions

z I can identify a mindfulness practice that works for me base on my needs (e.g. yoga walking, meditation)

z I can prepare and organise equipment and tools needed for my learning

z I can make realistics estimates about how much time something will take and adjust if necessary

z I can choose a strategy to help me meet my goal and ask for support when needed

z I can create and use systems for documenting my learning

z I can take on and complete tasks in a given time frame

z I can reflect on my progress towards my goal and adjust if needed

n out

Curriculum Handbook 2023-2024

States of Mind Perseverance z I am practising my persistence when met with a barrier or challenge

z I have strategies I use to overcome challenges or barriers in my learning

n out

z I am practising my persistence when met with a barrier or challenge

well

z I have strategies I use to overcome challenges or barriers in my learning

z I am practising my persistence when met with a barrier or challenge

z I have strategies I use to overcome challenges or barriers in my learning

ent and

z I am practising my persistence when met with a barrier or challenge

d a,

ent and

d a,

z I have strategies I use to overcome challenges or barriers in my learning

z I am practising my persistence when met with a barrier or challenge z I have strategies I use to overcome challenges or barriers in my learning

Emotional Management z I take responsibility for my actions z I am aware of my emotions and how these impact me I am practising strategies to help me when I feel overwhelmed and to manage stress

z I take responsibility for my actions z I am aware of my emotions and how these impact me I am practising strategies to help me when I feel overwhelmed and to manage stress

z I take responsibility f or my actions z I am aware of my emotions and how these impact me I am practising strategies to help me when I feel overwhelmed and to manage stress

z I take responsibility for my actions z I am aware of my emotions and how these impact me I use mindfulness strategies to help me when I feel overwhelmed and to manage stress

Self-Motivation z I sometimes try to come up with my own ideas to solve a problem z I respond to different types of motivation to help me succeed

z I use my imitative to solve problems and to work through different situations z I can fins different ways to motivate myself to succeed

z I use my imitative to solve problems and to work through different situations z I can find different ways to motivate myself to succeed

z I use my initiative to solve problems and to work through different situations z I can identify and balance intrinsic and extrinsic motivation to succeed

Resilience z I am learning how to respond to setbacks z I can talk about things that did not go well with an adult and think about what I could do differently next time

z I can manage setbacks productively z I use challenges, adversity and disappointment as a prompt to reflect, to reevaluate and to grow

z I can manage set backs productively z I use challenges, adversity and disappointment as a prompt to reflect, to reevaluate and to grow

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Social Skills

GRADE 5

GRADE 4

GRADE 3

GRADE 2

GRADE 1

Social and Emotional Intelligence

Self Control

Emotional Intelligence

z I can identify my emotions, thoughts and actions with visual or verbal support and I am learning strategies to regulate them

z I can identify what causes different emotions in me, with support

z I can care for others and their belongings

z I am beginning to create an idea of myself

z I can be open-minded, tolerant and respectful

z I can make good choices acknowledging the needs of others z I can speak up for my needs

z I am learning to use strategies to control my emotions, thoughts and actions z I can make fair decisions when given choices

Respecting Others

z I am beginning to empathise for others when they have either positive or negative experiences

z I know what causes different emotions in me z I am beginning to understand myself in relation to others (not everyone thinks/feels like me)

z I can care for the needs of others z I am open-minded, tolerant and respectful

z I am learning when it is appropriate to speak up for my needs

z I am beginning to empathise with others when they have either positive or negative experiences

z I can regulate my emotions, thoughts and actions with support

z I know what causes different emotions in me

z I can care for the needs of others with more independence

z I can make fair and equitable decisions when given choices

z I am starting to understand how others perceive me

z I am open-minded, tolerant and respectful of others' points of view

z I am learning when it is appropriate to speak up for my needs

z I can empathise with others when they have either positive or negative experiences

z I can regulate my emotions, thoughts and actions with more independence

z I am aware of my own and others’ emotions

z I care for the needs of others and am inclusive to all

z I can understand that others may perceive me differently than how I want them to

z I am open minded and I listen to others’ perspectives

z I can make fair and equitable decisions with support z I can speak up for my needs

z I practice empathy and care for others

z I can regulate my emotions, thoughts and actions

z I understand that my perception of myself can vary from how others perceive me

z I can make fair and equitable decisions z I can speak up for my rights and needs

z I am aware of what triggers different emotions in me z I practice empathy and care for others when they have either positive or negative experiences

z I can demonstrate that I value othe peoples’ conflicting ideas

z I can be sensitive to the needs of others and be inclusive of all

z I have an open mind and understa the power of appreciating differen through practising respect

and nce

Curriculum Handbook 2023-2024

Interpersonal Relationships Supporting Others

Social Intelligence

Resolving Conflict

z I can do my best to help others succeed

z I am beginning to understand how my actions impact a group

z I can talk about a problem and listen to others

z I am learning to recognise the needs of others

z I can work with others, showing support and encouragement

z I am beginning to accept responsibility for my own actions

z I am starting to identify the mistreatment of others

z I am beginning to take on different roles when cooperating or collaborating

z I can recognise time to compromise and use strategies to resolve conflicts

z I do my best to help others succeed

z I am aware of how my actions impact a group

z I am able to make good choices in difficult situations (Use strategies, compromise)

z I am learning to speak up for the rights and needs of others z I can speak up when others are being hurt

z I can help others succeed z I speak up for the rights and needs of others z I try to stop the mistreatment of others

z I help others to succeed z I speak up for the rights and needs of others z I am starting to use strategies to eliminate the mistreatment of others

z I can encourage others to contribute when working in a group

z I can accept responsibility for my own actions

z I am aware of how my actions impact a group

z I am learning to react appropriately to challenging situations, with teacher support

z I practice and encourage cooperative behaviours when working in a group z I am aware of different roles and take on varied roles with guidance

z I am aware of how my actions can impact a group

z I can listen carefully to others z I am starting to express my needs clearly and calmly to help rectify a disagreement

z I can actively seek peaceful resolutions I can be fair, open and flexible

z I practice and encourage cooperative behaviours when working in a group

z I am able to react reasonably to challenging situations

z I can logically and respectfully state opinions and arrive at an agreement as a group and independently

z I am learning to act as a mediator when others are in conflict

z I am aware of different roles and take on varied roles when cooperating and collaborating z I do my best to support others and help them to succeed

z I am aware of how my actions can impact a group

z I speak up for the rights and needs of others

z I practice and encourage cooperative behaviours when working in a group

z I use strategies to prevent and eliminate bullying

z I listen carefully to others

z I am aware that different roles are needed when cooperating or collaborating

z I vary the roles that I take on when cooperating or collaborating z I can logically and respectfully state opinions and arrive at an agreement as a group and independently

z I listen carefully to others

z I am able to react reasonably to challenging situations z I attentively listen to others z I can fluently express my needs clearly and calmly to help rectify a disagreement z I can successfully act as a mediator

‫)‪Khalifa City Campus | Primary Years Programme (Grades 1-5‬‬

‫‪Curriculum Progression‬‬ ‫‪Details of all subjects can be found in the following pages...‬‬

‫‪Language - Arabic A‬‬ ‫"‬ ‫"‬ ‫א('& אא‪Grade 1 | !#‬‬

‫‪4‬‬ ‫א(;‪:‬א‪89‬‬

‫‪4 1‬‬ ‫א( ‪6‬כ‪0‬א‪)5‬‬

‫‪1‬‬ ‫אא‪.02‬א‪ # /‬א(‪-.‬א‪)*+‬‬

‫ُ ّ‬ ‫‪ z‬يطبق المتعلم معرفته بقواعد الصوتيات والتهجئة‬ ‫في عمليات التركيب و التحليل‬

‫ّ‬ ‫‪ z‬يرتب الكلمات لتكوين جملة‬ ‫ً‬ ‫ّ‬ ‫‪ z‬يكتب جمال مكتملة المعنى تعبر عن صور‬ ‫ً‬ ‫ً‬ ‫‪ z‬يستخدم عالمات الترقيم استخداما صحيحا (‪،‬؟)‬ ‫َ‬ ‫َّ‬ ‫‪ z‬يكتب قصة من خالل ترتيب الجمل البسيطة واللوحات‬ ‫ّ‬ ‫المصورة‬ ‫ّ ً‬ ‫َ‬ ‫‪ z‬يكتب المتعلم فقرة مضمنا إياها جملة رئيسة‬ ‫داعمة‬ ‫وتفاصيل ِ‬ ‫َ‬ ‫ُ َ ً‬ ‫ّ‬ ‫‪ z‬يكتب بطاقة تهنئة ودعوة وجمال إرشادية بسيطة‬

‫‪ z‬يصف المتعلم األماكن واألشخاص واألشياء‬ ‫ّ‬ ‫ً‬ ‫مستخدما اللغة العربية‬ ‫ّ‬ ‫توجيهات بسيطة‬ ‫‪ z‬يستوعب المادة المسموعة ويتبع‬ ‫ً‬ ‫ّ‬ ‫مكونة من خطوات متعددة ويختار عنوانا لها‬ ‫َّ‬ ‫‪ z‬يعيد سرد قصة حقيقية أو خيالية سمعها أو قرأها‬ ‫ّ‬ ‫ّ‬ ‫‪ z‬يتناقش مع زمالئه أو معلمته في موضوع معين‬ ‫ً‬ ‫ًّ‬ ‫‪ z‬يقدم عرضا تقديميا باستخدام الوسائط الرقمية عن‬ ‫َّ‬ ‫موضوع مألوف أو تجربة شخصية‬

‫يعرف المتعلم الحركات القصيرة والطويلة و ينطقها‬ ‫‪z‬‬ ‫ً‬ ‫ً َ‬ ‫نطقا صحيحا‬ ‫ّ‬ ‫المتعلم السكون – الشدة و التنوين‪ً ،‬و ينطق‬ ‫‪ z‬يعرف‬ ‫ّ‬ ‫ّ‬ ‫الكلمات المسكنة و المنونة و المشددة نطقا‬ ‫ً‬ ‫صحيحا)‬ ‫ّ‬ ‫‪ z‬يحلل المتعلم الجملة أو النص إلى كلمات‬ ‫ً‬ ‫ّ‬ ‫َ‬ ‫قراءة جهرية سليمة مراعيا التنغيم‬ ‫يقرأ المتعلم‬ ‫‪z‬‬ ‫َّ‬ ‫َّ‬ ‫في‬ ‫كلمة‬ ‫خمسين‬ ‫حدود‬ ‫والضبط السليم في‬ ‫َّ‬ ‫َّ‬ ‫َّ‬ ‫َّ‬ ‫ّ‬ ‫ً‬ ‫ُ‬ ‫َّ‬ ‫قواعد النحو َّالتالية‪ :‬الالم الش ّمسية‬ ‫ـراعـيا‬ ‫قيقة م ِ‬ ‫الد َّ‬ ‫ْ َ‬ ‫ّ‬ ‫و الالم القمرية – الهمزة – التاء المربوطة – التنوين‬

‫"‬ ‫א('& א(‪G‬א‪Grade 2 | EF‬‬

‫‪4‬‬ ‫א(;‪:‬א‪89‬‬

‫‪4 1‬‬ ‫א( ‪6‬כ‪0‬א‪)5‬‬

‫‪1‬‬ ‫אא‪.02‬א‪ # /‬א(‪-.‬א‪)*+‬‬

‫ُ ّ‬ ‫‪ z‬يطبق المتعلم معرفته بقواعد الصوتيات والتهجئة‬ ‫في عمليات التركيب و التحليل‬

‫‪52‬‬

‫‪Curriculum Handbook 2023-2024‬‬

‫‪1‬‬ ‫אא‪.02‬א‪ # /‬א(‪-.‬א‪)*+‬‬

‫=‬ ‫‪ BC>-D‬א(‪?@'A‬‬

‫= ‪4‬‬ ‫א(><)‬

‫‪ z‬يصف المتعلم األماكن واألشخاص واألشياء‬ ‫ّ‬ ‫ً‬ ‫مستخدما اللغة العربية‬

‫ُ‬ ‫ُ‬ ‫‪ z‬يجيب الطالب عن أسئلة لنصوص قرئت له و يطرح‬ ‫ً‬ ‫أسئلة مظهرا فهمه لها‬

‫ّ‬ ‫ً‬ ‫ً َ‬ ‫‪ z‬يوظف المتعلم األفعال توظيفا صحيحا‬ ‫ً‬ ‫ّ‬ ‫‪ z‬يفسر الكلمات مستعينا ببيئته أو بسياقها في‬ ‫الجملة أو بمرادفاتها وأضدادها‬ ‫ًّ‬ ‫ُ‬ ‫‪ z‬يحاكي المتعلم شفويا جملة اسمية بسيطة تبدأ‬ ‫بضمير منفصل المتكلم (أنـا – نحن) واسم إشارة‬ ‫للمفرد (هذا – هذه)‬ ‫ًّ‬ ‫ُ‬ ‫‪ z‬يحاكي المتعلم شفويا جملة اسمية بسيطة تبدأ‬ ‫بضمير منفصل للغائب (هو – هي هم والمخاطب‬ ‫َ‬ ‫وأنت – أنتم)‬ ‫أنت‬ ‫ِ‬ ‫ِّ‬ ‫ًّ‬ ‫‪ z‬يوظف المتعلم شفويا بعض حروف الجر في جملة‬ ‫بسيطة (في – من – إلى – عن على)‬ ‫ًّ‬ ‫‪ z‬يستخدم أسلوب النفي شفويا (ما – ال – لم)‬ ‫ّ‬ ‫ُ‬ ‫حاكي جملة فعلية بسيطة تتضمن ظرف الزمان‬ ‫‪z‬ي ً‬ ‫ً‬ ‫ً‬ ‫ً‬ ‫(ليال – نهارا – صباحا – مساء) والمكان (فوق – تحت‬ ‫– أمام – وراء)‬ ‫ُ‬ ‫‪ z‬يحاكي المتعلم جملة اسمية بسيطة يتطابق فيها‬ ‫االسم مع موصوفه في الجنس والعدد (طاولة‬ ‫كبيرة)‬ ‫ّ‬ ‫‪ z‬يتعرف أنواعه الكلمة (االسم – الفعل – الحرف)‬ ‫ّ‬ ‫‪ z‬يوظف حرف العطف (الواو) في جملة من إنشائه‬ ‫ً‬ ‫‪ z‬يستخدم أسلوب االستفهام محاكيا النمط (ما – أين‬ ‫– كم – كيف)‬

‫‪ z‬يتوقع مضمون النص المسموع من خالل عنوانه أو‬ ‫ُ ً‬ ‫ّ‬ ‫مقدمته‪ ،‬ويحدد الشخصيات واألحداث‪ ،‬مبديـا رأيه‬ ‫فيها‬ ‫ّ‬ ‫‪ z‬يستوعب المادة المسموعة ويتبع توجيهات بسيطة‬ ‫ّ‬ ‫مكونة من خطوات متعددة‬ ‫َّ‬ ‫‪ z‬يسرد على زمالئه قصة قصيرة‬ ‫‪ z‬يتواصل مع اآلخرين في حوار مستمر‬

‫=‬ ‫‪ BC>-D‬א(‪?@'A‬‬ ‫ّ‬ ‫ّّ‬ ‫ُ ّ‬ ‫‪ z‬يحدد العناصر الفنية في قصة قرئت له (شخصيات‬ ‫ً‬ ‫ّ‬ ‫– زمان مكان – مشكلة – أفكار رئيسية) مستخلصا‬ ‫ً‬ ‫رأيه فيها‬ ‫المغزى ومعبرا عن‬ ‫ِ‬ ‫ُ‬ ‫‪ z‬يقارن بين الشخصيات والزمان والمكان في قصص‬ ‫قرأها‬ ‫‪ z‬يربط المتعلم الصور مع األحداث المناسبة لها‪،‬‬ ‫ِّ ً‬ ‫مفسرا العالقة بينها‬ ‫َ‬ ‫‪ z‬يتفاعل مع النصوص المقروءة بوسائل مختلفة‬

‫(رسم – كتابة)‬ ‫ً‬ ‫ً‬ ‫ًّ‬ ‫ً‬ ‫‪ z‬ينتج عمال أدبيا مبسطا على ضوء نص درسه مظهرا‬ ‫ّ‬ ‫الشخصيات والمكان‬ ‫ّ‬ ‫‪( z‬كتابة قصة)‬ ‫ّ‬ ‫‪ z‬يقترح نهايات بديلة لقصة قرأها‬ ‫َّ‬ ‫ُ‬ ‫ً‬ ‫سرد قصة مظهرا فهمه لموضوع النص‬ ‫‪ z‬يعيد ً‬ ‫ّ‬ ‫مستعينا بالصور‬ ‫ّ‬ ‫‪ z‬يحفظ المتعلم ست أناشيد قصيرة (من خمس لثمان‬ ‫أبيات)‬ ‫ّ‬ ‫‪ z‬يطرح المتعلم أسئلة عن النصوص التي يقرأها‬ ‫ّ‬ ‫ّ ّ‬ ‫ُ ّ‬ ‫‪ z‬يحدد الطالب الفكرة الرئيسة‬ ‫ًّ‬ ‫ّ‬ ‫ُ‬ ‫‪ z‬يبدي رأيه في الصور والمشاهد و فكرة النص مبينا‬ ‫َّ‬ ‫السبب‬ ‫ّ‬ ‫ّ‬ ‫ّ‬ ‫‪ٍ z‬يرتب أحداث النص أو أفكاره الرئيسية‬

‫‪53‬‬

‫‪ z‬يبدي رأيه في نص مسموع أو مقروء‬ ‫َّ‬ ‫ُ‬ ‫ً‬ ‫سرد قصة مظهرا فهمه لموضوع النص‬ ‫‪ z‬يعيد ً‬ ‫ّ‬ ‫مستعينا بالصور‬ ‫ّ‬ ‫ّّ‬ ‫ُ ّ‬ ‫‪ z‬يحدد العناصر الفنية في قصة قرئت له (شخصيات –‬ ‫ّ‬ ‫زمان مكان – مشكلة – أفكار رئيسية)‬ ‫‪ z‬يطابق المتعلم الصور مع األحداث المناسبة لها‬ ‫ّ‬ ‫‪ z‬يحفظ المتعلم ست أناشيد قصيرة‬

‫= ‪4‬‬ ‫א(><)‬

‫אא‪I‬א‪9‬‬

‫א(‪+:L.‬א‪K‬‬ ‫ُ ّ‬ ‫‪ z‬يحدد المتعلم عالقات التضاد و الترادف بين الكلمات‬

‫‪ z‬يكتب المتعلم الكلمات المنتهية بالتنوين كتابة‬ ‫صحيحة‬

‫‪ z‬يستبدل اللغة العامية باللغة الفصيحة‬ ‫ّ‬ ‫ً‬ ‫‪ z‬يفسر كلمات جديدة مستخدما المعجم المبسط‬ ‫ّ‬ ‫المصور أو مرادفاتها وأضدادها‬ ‫"‬ ‫"‬ ‫א(‪ # @-A‬א('‪M:‬‬ ‫ّ‬ ‫ًّ‬ ‫ُ‬ ‫‪ z‬يحاكي المتعلم شفويا جملة فعلية بسيطة‬ ‫ً‬ ‫مستخدما الفعل الماضي أو المضارع‬ ‫ّ‬ ‫‪ z‬يميز األسماء واألفعال والحروف‬ ‫ّ‬ ‫ّ‬ ‫ًّ‬ ‫‪ z‬يوظف شفويا أسلوب اإلثبات والنفي في اإلجابة عن‬ ‫سؤال (لم – لن – ليس – ال)‬ ‫ِّ‬ ‫ًّ‬ ‫‪ z‬يوظف المتعلم شفويا بعض حروف الجر في جملة‬ ‫بسيطة (في – من – إلى – عن على)‬ ‫ّ‬ ‫ُ‬ ‫حاكي جملة فعلية بسيطة تتضمن ظرف الزمان‬ ‫‪z‬ي ً‬ ‫ً‬ ‫ً‬ ‫ً‬ ‫مساء) والمكان (فوق – تحت‬ ‫(ليال – نهارا – صباحا –‬ ‫– أمام – وراء – أعلى أسفل)‬ ‫ُ‬ ‫‪ z‬يحاكي المتعلم جملة اسمية بسيطة يتطابق فيها‬ ‫االسم مع موصوفه في الجنس والعدد (طاولة‬ ‫كبيرة)‬ ‫ّ‬ ‫‪ z‬يوظف حرف العطف (الواو أو) في جملة من إنشائه‬ ‫ّ‬ ‫ّ‬ ‫‪ z‬يحول الجمل المثبتة إلى منفية والعكس‬ ‫ً‬ ‫ّ‬ ‫‪ z‬يميز بين أدوات االستفهام محاكيا جمل تبدأ بـ (ما –‬ ‫أين – كم – كيف – متى – من – ماذا كيف لماذا)‬

‫‪ z‬يكتب المتعلم الكلمات المنتهية بالتاء المفتوحة‬ ‫والمربوطة والهاء كتابة صحيحة‬ ‫‪ z‬يستخدم المتعلم عالمات الترقيم عالمة االستفهام‬ ‫ً‬ ‫ً َ‬ ‫– النقطة – عالمة التعجب استخداما صحيحا‬

‫)‪Khalifa City Campus | Primary Years Programme (Grades 1-5‬‬

‫‪4 1‬‬ ‫א( ‪6‬כ‪0‬א‪)5‬‬

‫‪4‬‬ ‫א(;‪:‬א‪89‬‬

‫אא‪I‬א‪9‬‬ ‫ّ‬ ‫ّ‬ ‫‪ z‬يكتب المتعلم كلمات مألوفة تتكون‬ ‫من (‪ ( 6 – 3‬حروف‬ ‫ّ‬ ‫‪ z‬يكتب المتعلم الكلمات المبدوءة‬ ‫بهمزة وصل أو قطع كتابة صحيحة‬ ‫‪ z‬يكتب المتعلم الكلمات المنتهية‬ ‫بالتنوين كتابة صحيحة‬

‫‪ z‬يكتب المتعلم الكلمات المنتهية‬ ‫بالتاء المفتوحة والمربوطة والهاء‬ ‫كتابة صحيحة‬

‫‪P‬‬ ‫"‬ ‫א('& א(‪G‬א ‪Grade 3 | NO(6‬‬

‫‪ z‬أن يقرأ الكلمات المألوفة بطالقة‬ ‫ُ‬ ‫ِّ‬ ‫ـهـــجــــئ الكلمات غير المألوفة‬ ‫وي‬ ‫ّ‬ ‫َ‬ ‫قراءة جهرية سليمة‬ ‫‪ z‬يقرأ المتعلم‬ ‫ً‬ ‫مراعيا التنغيم والضبط السليم في‬ ‫حدود خمسين كلمة في الدقيقة‬ ‫ً‬ ‫َ‬ ‫قراءة سليمة نصوصا تخلو بعض‬ ‫‪ z‬يقرأ‬ ‫كلماتها البسيطة من الضبط‬

‫‪1‬‬ ‫אא‪.02‬א‪ # /‬א(‪-.‬א‪)*+‬‬

‫ّ‬ ‫‪ z‬يلخص أحد النصوص التي تمت‬ ‫دراستها‬ ‫ً‬ ‫‪ z‬يكتب فقرة متناوال فكرة رئيسة‬ ‫وتفاصيلها‬ ‫َّ‬ ‫‪ z‬يكتب قصة واضحة األحداث والحبكة‬

‫‪ z‬يختار عنوان بديل للنص المسموع‬ ‫َّ‬ ‫‪ z‬يعيد سرد قصة حقيقية أو خيالية‬ ‫سمعها أو قرأها‬ ‫ّ‬ ‫‪ z‬يتناقش مع زمالئه أو معلمته في‬ ‫ُ َّ‬ ‫موضوع معين‬ ‫ً‬ ‫ًّ‬ ‫‪ z‬يقدم عرضا تقديميا باستخدام‬ ‫الوسائط الرقمية عن موضوع معين‬ ‫َّ‬ ‫مألوف أو تجربة شخصية‪ ،‬باستخدام‬ ‫لغة فصيحة‬

‫‪ z‬يكتب نص وصفي فيه تفاصيل حسية‬ ‫مادية مدعومة برأي شخصي‬ ‫‪ z‬يكتب رسائل دعوات ورسائل شكر‬

‫ً‬ ‫‪ z‬يستخدم عالمات الترقيم استخداما‬ ‫ً‬ ‫صحيحا (‪،‬؟)‬

‫‪ z‬يستخدم المتعلم عالمات الترقيم‬ ‫عالمة االستفهام – النقطة – عالمة‬ ‫ً‬ ‫ً َ‬ ‫التعجب استخداما صحيحا‬

‫"‬ ‫‪P‬‬ ‫א('& א(‪:‬א‪Grade 4 | QO6 5‬‬

‫‪4 4 1‬‬ ‫א(‪SO‬א‪)OR‬‬

‫‪4‬‬ ‫א(;‪:‬א‪89‬‬

‫‪4 1‬‬ ‫א( ‪6‬כ‪0‬א‪)5‬‬

‫‪1‬‬ ‫אא‪.02‬א‪ # /‬א(‪-.‬א‪)*+‬‬

‫ّ‬ ‫ّ‬ ‫ُ ّ‬ ‫‪ z‬يـحدد المتعلم نوع التعبير المجازي‬ ‫والحقيقي‬

‫‪ z‬يقرأ الكلمات المألوفة بال تشكيل‬

‫‪ z‬يكتب نص من ثالث فقرات‬ ‫ّ‬ ‫‪ z‬يلخص أحد النصوص التي تمت‬ ‫دراستها‬

‫‪ z‬يختار عنوان بديل للنص المسموع‬

‫‪ z‬يظهر المتعلم الوعي بالعالقات بين‬ ‫المفردات ومعانيها‬ ‫ً‬ ‫َ‬ ‫قراءة سليمة نصوصا تخلو بعض‬ ‫‪ z‬يقرأ‬ ‫كلماتها البسيطة من الضبط‬

‫אא‪I‬א‪9‬‬ ‫‪ z‬يكتب المتعلم الهمزة‬ ‫َ‬ ‫المتوسطة كتابة صحيحة‬

‫‪ z‬يستخدم المتعلم عالمات‬ ‫الترقيم عالمة االستفهام‬ ‫– النقطة – عالمة التعجب‬ ‫ً‬ ‫ً َ‬ ‫استخداما صحيحا‬

‫‪ z‬يعرض مقدمات وخواتيم بديلة لقصة‬ ‫سمعها‬ ‫‪ z‬يعيد صياغة المادة المسموعة‬ ‫ً‬ ‫ًّ‬ ‫‪ z‬يقدم عرضا تقديميا باستخدام‬ ‫الوسائط الرقمية عن موضوع معين‬ ‫َّ‬ ‫مألوف أو تجربة شخصية‪ ،‬باستخدام‬ ‫لغة فصيحة‪ ،‬ويستجيب ألسئلة‬ ‫المستمعين‬

‫‪ z‬يكتب نص معلوماتي‬ ‫ً‬ ‫‪ z‬يستخدم عالمات الترقيم استخداما‬ ‫ً‬ ‫صحيحا (‪،‬؟)‬

‫‪1‬‬ ‫"‬ ‫‪U‬א‪Grade 5 | TOI‬‬ ‫א('& א( ‪6‬‬

‫‪4 4 1‬‬ ‫א(‪SO‬א‪)OR‬‬

‫‪4‬‬ ‫א(;‪:‬א‪89‬‬

‫‪4 1‬‬ ‫א( ‪6‬כ‪0‬א‪)5‬‬

‫ّ‬ ‫‪ z‬يميز الغرض البالغي‬ ‫ألسلوب االستفهام‬ ‫ً‬ ‫ّ‬ ‫‪ z‬يكتب جمال تتضمن أسلوب‬ ‫االستفهام‬

‫ّ‬ ‫ً‬ ‫‪ z‬يقرأ المتعلم نصوصا نثرية‬ ‫ّ‬ ‫َ‬ ‫قراءة معبرة‬ ‫وشعرية‬ ‫في حدود ‪ 001‬كلمة في‬ ‫الدقيقة‬

‫ً‬ ‫‪ z‬يكتب نصوصا بفقرات‬ ‫ّ‬ ‫متعددة يؤسس فيها فكرة‬ ‫ّ‬ ‫مركزية وأفكار مهمة و‬ ‫يضعها في سياق منطقي‬ ‫ً‬ ‫مستخدما أدوات الربط‬ ‫ّ‬ ‫‪ z‬يلخص أحد النصوص التي‬ ‫تمت دراستها‬

‫‪ z‬يحدد الكلمات المحورية‬ ‫والجديدة في النص‬ ‫ويشرح معانيها ويكتشف‬ ‫االستخدامات المجازية لها‬ ‫ً‬ ‫َ‬ ‫قراءة سليمة نصوصا‬ ‫‪ z‬يقرأ‬ ‫تخلو معظم كلماتها‬ ‫البسيطة من الضبط‬

‫‪ z‬يكتب نص معلوماتي‬

‫‪ z‬يستخدم عالمات الترقيم‬ ‫ً‬ ‫استخداما‬ ‫ً‬ ‫صحيحا (‪،‬؟)‬

‫‪1‬‬ ‫אא‪.02‬א‪ # /‬א(‪-.‬א‪)*+‬‬ ‫‪ z‬يستوعب المتعلم المادة‬ ‫المسموعة‬

‫‪ z‬يحلل المتعلم المادة‬ ‫المسموعة من خالل اإلجابة‬ ‫على األسئلة‬ ‫ً‬ ‫ًّ‬ ‫‪ z‬يقدم عرضا تقديميا‬ ‫باستخدام الوسائط الرقمية‬ ‫عن موضوع معين مألوف‬ ‫َّ‬ ‫أو تجربة شخصية‪ ،‬باستخدام‬ ‫لغة فصيحة‪ ،‬ويستجيب‬ ‫ألسئلة المستمعين‬

‫‪54‬‬

‫‪Curriculum Handbook 2023-2024‬‬

‫=‬ ‫‪ BC>-D‬א(‪?@'A‬‬

‫= ‪4‬‬ ‫א(><)‬

‫‪ z‬يجيب المتعلم عن أسئلة تظهر فهمه للنص‬ ‫ّ‬ ‫ّّ‬ ‫ُ ّ‬ ‫‪ z‬يحدد العناصر الفنية في قصة (شخصيات – زمان‬ ‫ً‬ ‫ّ‬ ‫مكان – مشكلة – أفكار رئيسية) مستخلصا المغزى‬ ‫ً‬ ‫رأيه فيها‬ ‫ومعبرا عن‬ ‫ِ‬ ‫ُ ّ‬ ‫‪ z‬يحدد الحوار في النص األدبي ودوره‬

‫א(‪+:L.‬א‪K‬‬

‫‪ z‬يفسر الكلمات والعبارات المستخدمة مميزا بين‬ ‫الحقيقة والمجاز‬ ‫ّ‬ ‫ّ‬ ‫‪ z‬يميز نوع النص (قصيدة قصة مسرحية)‬ ‫ّ‬ ‫‪ z‬يقترح نهايات بديلة لقصة قرأها‬ ‫ً‬ ‫ً‬ ‫ًّ‬ ‫ً‬ ‫‪ z‬ينتج عمال أدبيا مبسطا على ضوء نص درسه مظهرا‬ ‫ّ‬ ‫ّ‬ ‫الشخصيات والمكان (كتابة قصة)‬ ‫َّ‬ ‫ُ‬ ‫ً‬ ‫سرد قصة مظهرا فهمه لموضوع النص‬ ‫‪ z‬يعيد ً‬ ‫ّ‬ ‫مستعينا بالصور‬ ‫ّ‬ ‫‪ z‬يحفظ المتعلم ست أناشيد قصيرة (من خمس لعشر‬ ‫أبيات)‬ ‫ّ‬ ‫‪ z‬يطرح المتعلم أسئلة عن النصوص التي يقرأها‬ ‫ّ‬ ‫ّ ّ‬ ‫ُ ّ‬ ‫‪ z‬يحدد الطالب الفكرة الرئيسة والتفاصيل‬ ‫‪ z‬يستنتج عالقة السبب والنتيجة‬

‫‪ z‬يقارن بين المعلومات المقدمة في النص وخبراته‬ ‫السابقة‬

‫‪ z‬يوظف الكلمات في جمل مفيدة‬ ‫ُ ّ‬ ‫‪ z‬يحدد المتعلم عالقات التضاد والترادف بين الكلمات‬

‫‪ z‬يستبدل اللغة العامية باللغة الفصيحة‬ ‫ً‬ ‫ّ‬ ‫‪ z‬يحدد المتعلم المعنى المناسب للكلمات متعددة المعاني مستخدما السياق‬ ‫ّ‬ ‫ّ‬ ‫ً‬ ‫‪ z‬يفسر كلمات جديدة مستخدما المعجم المبسط المصور أو مرادفاتها وأضدادها‬ ‫"‬ ‫"‬ ‫א(‪ # @-A‬א('‪M:‬‬ ‫‪ z‬ينشئ جملة اسمية و جملة فعلية بسيطة‬ ‫ً‬ ‫ّ‬ ‫ً‬ ‫‪ z‬يكتب المتعلم جمل نداء بـ ( يا ) محاكيا نمطا‬ ‫ً‬ ‫ً‬ ‫ّ‬ ‫ً‬ ‫ّ‬ ‫ّ‬ ‫ّ‬ ‫‪ z‬يحول المتعلم جمال اسمية إلى جملة (كان) وجملة (إن) محاكيا نمطا‬ ‫ً‬ ‫ّ‬ ‫ًّ‬ ‫ُ‬ ‫‪ z‬يحاكي المتعلم شفويا جملة فعلية بسيطة مستخدما الفعل الماضي أو المضارع‬ ‫ّ‬ ‫‪ z‬يميز األسماء واألفعال والحروف‬ ‫ّ‬ ‫ّ‬ ‫ًّ‬ ‫‪ z‬يوظف شفويا أسلوب اإلثبات والنفي في اإلجابة عن سؤال (لم – لن – ليس – ال)‬ ‫ِّ‬ ‫ًّ‬ ‫‪ z‬يوظف المتعلم شفويا بعض حروف الجر في جملة بسيطة (في – من – إلى – عن على)‬ ‫ً‬ ‫ّ‬ ‫ُ‬ ‫ً‬ ‫‪ z‬يحاكي جملة فعلية بسيطة تتضمن ظرف الزمان (ليال – نهارا) والمكان (فوق – تحت – أمام – وراء – أعلى أسفل)‬ ‫ُ‬ ‫‪ z‬يحاكي المتعلم جملة اسمية بسيطة يتطابق فيها االسم مع موصوفه في الجنس والعدد (طاولة كبيرة)‬ ‫ّ‬ ‫ّ‬ ‫‪ z‬يوظف حرف العطف (الواو – أو – ثم ) في جملة من إنشائه‬ ‫ّ‬ ‫ّ‬ ‫‪ z‬يحول الجمل المثبتة إلى منفية والعكس‬ ‫ً‬ ‫ّ‬ ‫‪ z‬يميز بين أدوات االستفهام محاكيا جمل تبدأ بـ (هل‪ ،‬متى‪ ،‬لماذا‪ ،‬ماذا)‬ ‫ً‬ ‫ّ‬ ‫ّ‬ ‫ّ‬ ‫ً‬ ‫‪ z‬يوظف المتعلم االسم الموصول (المفرد‪ ،‬المثنى‪ ،‬الجمع) في جمل من إنشائه محاكيا نمطا‬

‫=‬ ‫‪ BC>-D‬א(‪?@'A‬‬

‫= ‪4‬‬ ‫א(><)‬

‫‪ z‬يجيب المتعلم عن أسئلة تظهر فهمه للنص‬ ‫ّ‬ ‫ً‬ ‫‪ z‬يحدد المتعلم الفكرة الرئيسة والمغزى من النص داعما رأيه بأدلة‬ ‫ّ‬ ‫ّ‬ ‫ّّ‬ ‫ُ ّ‬ ‫‪ z‬يحدد العناصر الفنية في قصة (شخصيات – زمان مكان – مشكلة – أفكار رئيسية)‬ ‫َّ‬ ‫ّ‬ ‫ً‬ ‫ً‬ ‫رأيه فيها ويحدد تسلسل أفكار القصة‪،‬‬ ‫مستخلصا المغزى ومعبرا عن‬ ‫ِ‬

‫א(‪+:L.‬א‪K‬‬

‫‪ z‬يحدد المتعلم أنواع اإليقاع اللفظي في النصوص الجناس والسجع‬ ‫ّ‬ ‫ّ‬ ‫‪ z‬يميز نوع النص (قصيدة قصة مسرحية)‬ ‫َّ‬ ‫ّ‬ ‫‪ z‬يميز الحوار الداخلي من الحوار الخارجي في القصة‬ ‫ّ‬ ‫‪ z‬يحفظ المتعلم ست أناشيد قصيرة (من سبعة لعشر أبيات)‬

‫‪ z‬يفسر الكلمات والعبارات المستخدمة مميزا بين الحقيقة والمجاز‬ ‫ّ‬ ‫‪ z‬يقترح نهايات بديلة لقصة قرأها‬ ‫ً‬ ‫ً‬ ‫ّ‬ ‫ًّ‬ ‫ً‬ ‫‪ z‬ينتج عمال أدبيا مبسطا على ضوء نص درسه مظهرا الشخصيات والمكان‬ ‫ّ‬ ‫‪( z‬كتابة قصة)‬ ‫‪ z‬يستنتج عالقة السبب والنتيجة‬

‫‪ z‬يفرغ المتعلم معلومات نص معلوماتي في جدول‬

‫‪ z‬يستبدل اللغة العامية باللغة الفصيحة‬ ‫ً‬ ‫‪ z‬يفسر المتعلم الكلمات مستعينا بمرادفاتها‬ ‫وأضدادها و سياقها‬ ‫‪ z‬يوظف الكلمات الجديدة في جمل مفيدة‬ ‫"‬ ‫"‬ ‫א(‪ # @-A‬א('‪M:‬‬ ‫ّ‬ ‫‪ z‬يميز بين الجملة والتركيب‬ ‫ّ‬ ‫ّ‬ ‫‪ z‬يعي ًن عناصر الجملة االسمية ويضبطهما‬ ‫ً‬ ‫َ‬ ‫ضبطا صحيحا‬ ‫ّ‬ ‫‪ z‬يميز أشكال الخبر في الجملة االسمية‬

‫ّ‬ ‫‪ z‬يحدد الفكرة الرئيسة واألفكار المساندة في قصة‬

‫א(‪+:L.‬א‪K‬‬

‫‪ z‬يحدد المتعلم الفكرة المحورية للنص والتفاصيل الداعمة لها‬

‫‪ z‬يفسر معاني الكلمات والمصطلحات والعبارات من خالل معرفته بعالقات التضاد و‬ ‫الترادف‬ ‫ّ‬ ‫ً‬ ‫‪ z‬يحدد المتعلم الفكرة الرئيسة والمغزى من النص داعما رأيه بأدلة‬ ‫ّ‬ ‫ّ‬ ‫ّّ‬ ‫ُ ّ‬ ‫‪ z‬يحدد العناصر الفنية في قصة (شخصيات – زمان مكان – مشكلة – أفكار رئيسية)‬ ‫َّ‬ ‫ّ‬ ‫ً‬ ‫ً‬ ‫رأيه فيها ويحدد تسلسل أفكار القصة‬ ‫مستخلصا المغزى ومعبرا عن‬ ‫ِ‬ ‫ّ‬ ‫ّ‬ ‫‪ z‬يميز نوع النص (قصيدة قصة مسرحية)‬ ‫ّ‬ ‫‪ z‬يقترح نهايات بديلة لقصة قرأها‬ ‫ً‬ ‫ّ‬ ‫ّ‬ ‫ًّ‬ ‫ً‬ ‫‪ z‬ينتج عمال أدبيا على ضوء نص درسه مظهرا الشخصيات والمكان (قصة)‬

‫‪55‬‬

‫‪ z‬يكتب ألف تنوين النصب كتابة‬ ‫صحيحة‬ ‫‪ z‬يكتب األلف اللينة في نهاية‬ ‫األسماء واألفعال والحروف‬

‫‪ z‬يستخدم المتعلم عالمات الترقيم‬ ‫عالمة االستفهام – النقطة –‬ ‫ً‬ ‫ً َ‬ ‫عالمة التعجب استخداما صحيحا‬

‫‪ z‬يتعرف الجموع بأنواعها‬ ‫ّ‬ ‫ّ‬ ‫‪ z‬يتعرف الظروف الشائعة‬

‫=‬ ‫‪ BC>-D‬א(‪?@'A‬‬

‫‪ z‬يبين المتعلم المعنى اإلجمالي للنص الشعري ويحفظه‬

‫‪ z‬يكتب كلمات بصرية تحتوي على‬ ‫حروف تلفظ وال تكتب وتكتب و‬ ‫ال تلفظ‬

‫وينشئ أمثلة عليها‬ ‫‪ z‬يتعرف شبه الجملة‪،‬‬ ‫ِ‬ ‫ً‬ ‫ّ‬ ‫‪ z‬يعين أركان الجملة الفعلية ويضبطها ضبطا‬ ‫ً‬ ‫َ‬ ‫صحيحا‬

‫= ‪4‬‬ ‫א(><)‬

‫‪ z‬يحدد المتعلم أنواع اإليقاع اللفظي في النصوص الجناس والسجع‬ ‫ّ‬ ‫‪ z‬يحدد المتعلم المعاني المجازية‬ ‫َّ‬ ‫‪ z‬يحفظ المتعلم تسع نصوص شعرية من سبعة إلى عشر أبيات‬

‫אא‪I‬א‪9‬‬

‫‪ z‬يستبدل اللغة العامية باللغة الفصيحة‬ ‫ً‬ ‫‪ z‬يفسر المتعلم الكلمات مستعينا بمرادفاتها وأضدادها وسياقها‬ ‫ّ‬ ‫‪ z‬يصنف األسماء واألفعال‬ ‫ّ‬ ‫‪ z‬يحدد المعنى القريب والبعيد للكلمات‬

‫‪ z‬يوظف الكلمات الجديدة في جمل مفيدة‬ ‫"‬ ‫"‬ ‫א(‪ # @-A‬א('‪M:‬‬ ‫ّ‬ ‫‪ z‬يتعرف ضمائر الرفع المتصلة‪ ،‬ويستخدمها في جمل من إنشائه‬ ‫َّ‬ ‫ّ‬ ‫‪ z‬يتعرف جملة كان وجملة إن بعناصرهما‪ ،‬ويوظفهما في من إنشائه‬ ‫ّ‬ ‫‪ z‬يميز أشكال الفاعل الظاهر والمتصل في الجملة الفعلية‬ ‫ً‬ ‫ّ‬ ‫وينشئ جمال عليها‬ ‫‪ z‬يميز أشكال الخبر في الجملة االسمية‬ ‫ِ‬

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Language - Arabic B Grade 1 Listening and speaking z I greet others with simple words z I introduce myself briefly (my name, my age) z I understand an audible dialogue between two people about greeting z I understand words for colors z I understand words for shapes z I name some days of the week

Grade 1

z I name some parts of my body z I count from 0-10 z I employ this followed by masculine and feminine words z I differentiate between the pronoun ‘I’ and ‘us’ in the audible phrases z I can name some fruits and vegetables z I distinguish between words related to time such as morning and evening z I can ask for classroom items such as (books, pen, eraser) z I understand classroom actions routine (read, see, hear) z I can name some professions z I name my family members: mother, father, brother, sister, grandfather, grandmother, uncle, aunt, uncle z I can express some feelings: I’m happy, I’m sad, I’m excited z I ask and answer about the price of things when they are between 1-10

Grade 2 to 5 Listening

Speaking

z I understand some numbers

z I can count from 1 to 20

z I express my understanding of simple audible sentences by drawing

z I can talk about my country’s flag

z I guess the topic of the audio text with the help of photos z I arrange at least three audible words in the order heard I associate the audible adjective with the image z I understand words about some parts of the body z I associate the audible word with its image

z I use verbal sentences z I use this + masc and fem (‫)هذا هذه‬ z I use this and these with the right word z I name the five senses z I use ‘because’ in my speech z I use the verbs I like and I prefer z I talk about my family members in simple words

Grade 2

z I describe someone in simple sentences: their shape, their height

z I can use the pronouns I, he/she z I use verbal sentences when I speak

Curriculum Handbook 2023-2024

Reading and writing

Phonic awareness

z I trace the lines from right to left

z I distinguish all the shapes of the letters

z I follow the zigzag lines

z I pronounce all the sounds of the letters

z I write my name neatly

z I write the correct form of the letter in the audible word /read

z I copy letters following the lines from right to left z I read the visual words z I read words that have the same rhythm z I use images to name words z I write words using phonics techniques z I read simple, familiar phrases

z I distinguish short and long sounds z Break the word into its sounds according to spelling z I combine letters and syllables to produce the word z I replace the sound at the beginning of the word to produce new words

z I write short sentences that begin with this z I name the characters of a comic story z I understand a short comic story

Reading

Writing

z I identify the sound the word begins with

z I write words moving from right to left

z I distinguish between short and long vowels in words

z I write down simple information about myself: my name, my age

z I can decode words following a pattern z I read words that have the same rhythm z I understand simple phrases for actions that happen in school, such as, I read, I write, I learn z I read words and their plurals z I read the names of the days of months/ days of the week z I read signs (exit…) z I distinguish between noun, verb in familiar words z I read numbers from 120 z I read some songs (nasheeds) expressively z I match pictures and sentences z I distinguish the type of text read (story message dialogue) z I read simple sentences in a letter

z I can write an informal, simple message z I use the negation in a sentence and understand its pattern z I copy sentences in clear font z I write sentences that simulate a pattern z I employ this and these with the right words z I write a simple description of myself and family z I write nominal sentences that begin with familiar nouns z I write a short paragraph of three sentences z I write down my family qualities z I use the pronouns I and he/she in my writing z I use (from – to) in my writing z I write simple words about the body

z I identify words in a text that contain the sound of a specific letter

z I write words that include a ‘ shadda’ ‫ّه‬

z I distinguish the pronouns she, he, they

z I use this + masc and fem words with the right word

z I identify the general idea of a text with the help of images z I read a word and its plural z I read about daily activities that I do with my family z I can link pictures to sentences I read z I understand the sentences read with the help of the images z I name the characters of the story z I arrange the events of the comic

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Listening

Speaking

z I listen for understanding to numbers, feelings, animals and weather

z I express my feeling in one word (scared – excited)

Grade 3

z I predict the subject of the audible text with the help of title and images

z I know for myself: my name, my age, my country z I express my opinion using I like – I don’t like z I use the words (ten, twenty, thirty)

z I understand the daily routine work through the audible text

z I describe some animals, the weather

z I set key times in my daily routine (morning noon evening)

z I express a subject using my senses (I saw I heard)

z I determine the meaning of a simple story I heard with help

z I compare two animals using adjectives z I use the exclamation technique to simulate the pattern z I describe after-school activities (fun – new) z I ask short questions on a specific topic z I use the adverbs of time to talk about my routine (morning – noon – evening) z I use the interrogative tool: when

z I demonstrate understanding through drawings

z I order a menu at a restaurant

z I Identify the main idea in a text

z I talk about healthy and unhealthy habits

z I express my understanding of the text by drawing

z I make a phone call to order a meal

z I understand audible calls (conversations) at the airport

z I describe places I like, such as tourist attractions in short sentences

Grade 4

z I understand a phone conversation to book a hotel z I distinguish between accepting an invitation and declining it z I compare qualities about personal and physical attributes z I understand the abstract concepts in audible texts (such as generosity and giving)

z I ask and answer simple questions about the topic of at the airport z I can talk about different places in the city z I talk about places describing the place and the four directions z I compare two ceremonies in terms of name and country

z I specify the elements of the message in the audible text, its subject, the sender, the addressee

z I talk about a festival using helpful information

z I distinguish the type of text heard: dialogue, message

z I’m talk about the types of food in different countries

z I understand a conversation between a doctor and his patient

z I match masculine and feminine the adjective with the described word z I use the imperative in my speech

z I understand a short story of real events when repeated more than once z I distinguish the type of audible text

Grade 5

z I distinguish specific qualities for a simple set of objects in an audible text, example: an oval rugby

z I suggest a new title suitable for a short audible text

z I talk about my experience in a sport competition z I talk briefly about types of arts such as singing, drawing, calligraphy, etc z I ask and answer questions about clothing z I name my rights and obligations (duties as part of a job)

z I understand audible instructions

z I describe places in the city in short sentences

z I act according to the story I heard

z I talk about the advantages of smart cities

Curriculum Handbook 2023-2024

Reading

Writing

z I analyse words that contain a consonant syllable

z I write words ending in Tanween

z I read a short conversation between two people

z I write simple sentences to express my feelings

z I identify the opposites of some words

z I write a simple thank you card

z I understand the sentences I read when repeated several times

z I write simple congratulation phrases such as (blessed congratulate)

z I read the words that begin with a solar and lunar ‘lam’‫ل‬

z I use appropriate punctuation in my writing

z I read safety boards in public places

z I type what I wrote using a computer or tablet

z I extract specific phrases from the readable text

z I use imperative and negation in my writing, following a pattern

z I give my opinion using words I read z I decompose a short story into its main elements: time, place, characters

z I specify key elements in the greeting card (addressee subject sender) z I use prepositions (from – in – to) in my writing

z I read short sentences that express the daily routine with pictures

z I use the verb to simulate a pattern

z I read a short story

z I use verbal sentence in my writing

z I understand the text read

z I write simple sentences that express my daily routine z I use the conjunctions (then, after, too) z I write a simple paragraph about my daily routine z I write the words ending in ‫ ه‬and ‫ ة‬correctly

z I distinguish between fact and opinion in simple sentences

z I use the first person with the past tense

z I compare healthy and unhealthy habits in the text read

z I use ‘because’ in my writing, following a example

z I identify qualities in the reading text

z I design a menu

z I understand analogy in simple sentences

z I use superlatives in my writing

z I distinguish between prepositions: ‫ب ل‬

z I write about places I’ve visited

z I read a short text from a magazine

z I design a tourist publication

z I read a text adapted from a book to understand an idea

z I write words that have silent and nonsilent letters

z Distinguish between masculine and feminine nouns

z I write specific synonyms

z I infer specific information from readable text

z I use words that begin with the ‘hamzah al wasl wal qata’

z I read a personal message and identify its topic

z I use prepositions in my writing z I type using a computer or tablet z I use appropriate punctuation in my writing

z I read a conversation about hobbies z I identify analogy in the text read z I understand the point/ topic of a short story I read z I read and understand a scientific story

z I write a meaningful text using some conjunctions: Also, though z I write about personal experience on the topic of hobbies z I write a text on the topic of clothing and its types z I use conjunctions in my writing

z I understand what is meant by some structures such as: interrogative form, command, negation

z I write words ending with a thousand ‘Tanween AlFath’

z I read a short story

z I write about the importance of healthy food

z I identify the introduction and the conclusion in a story

z I use exclamation in my writing

z I read a post on a social media site

z I write the hamza in its positions

z I read a letter

z I write alif at the end of verbs

z I distinguish truth and fiction in sentences I read

z I use verb sentences in my writing

z I use the relative pronouns he/she (the third person)

z I use punctuation in my writing

z I write solar and lunar words correctly

z I write the summary of a short story

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Conceptual Understandings

Language - Speaking and Listening Grade 1

Grade 2

Grade 3

Phase 2

Phase 3

Phase 4

z The sound of language are a symbolic way of representing ideas and objects

z Spoken language varies according to the purpose and audience

z Spoken language v purpose and audien

z People communicate using different languages

z People interpret messages according to their unique experiences and ways of understanding

z Taking time to reflec helps us to make in new opinions

z Everyone has the right to speak and be listened to Phase 3 z Spoken language varies according to the purpose and audience

z Spoken communication is different from written communication - it has its own set of rules

z Obtain simple information from spoken texts z Distinguish beginning, medial and ending sounds of words with increasing accuracy z Ask questions to gain information and respond to inquiries directed to themselves or to the class z Use oral language to communicate during classroom activities, conversations and imaginative play End of Year Outcomes

z Thinking about the audience helps us t effectively and app

z The grammatical st enable members of communicate with

z People interpret messages according to their unique experiences and ways of understanding

z Listen to and enjoy stories read aloud; show understanding by responding in oral, written or visual form

z Talk about the stories, writing, pictures and models they have created z Begin to communicate in more than one language z Use grammatical rules of the language(s) of instruction (learners may overgeneralise at this stage) z Listen actively (eye-contact, sitting still) in small and large group interactions z Speak clearly with good volume in small and large group interactions z Follow multi-step directions z Retell familiar stories in sequence z Predict when listening to text read aloud z Participate in a variety of dramatic activities, for example, role play, puppet theatre, dramatisation of familiar stories and poems

z Spoken communication is different from written communication - it has its own set of rules

z Listen to a variety of oral presentations including stories, poems, rhymes and reports and respond with increasing confidence and detail z Pick out main events and relevant points in oral texts

z Listen appreciativel presenting their ow respecting the view z Listen and respond z Identify main ideas

z Anticipate and predict when listening to text read aloud

z Listen and reflect on to identify story stru

z Use language for a variety of personal purposes, for example, invitations

z Understand that ide be generated, deve through talk

z Express thoughts, ideas and opinions and discuss them, respecting contributions from others z Participate in a variety of dramatic activities, for example, plays, dramatisation of familiar and own stories and poems z Use language to explain, inquire and compare z Recognise patterns in language(s) of instruction and use increasingly accurate grammar z Begin to understand that language use is influenced by its purpose and the audience z Understand and use specific vocabulary to suit different purposes

z Work in pairs and g oral presentations

z Explain and discuss and adults

z Organise thoughts a before speaking

z Use a range of spec situations, indicatin language is influenc and context

z Use oral language a and with increasing z Verbalise thinking

z Hear and appreciate differences between languages

z Appreciate that lan used literally

z Listen actively (eye-contact, sitting still, body language) in small and large group interactions for sustained periods of time

z Understand and use of own culture

z Speak clearly with good volume and expression when presenting in small and large group interactions

Curriculum Handbook 2023-2024

Grade 4

Grade 5

Phase 4

Phase 5

varies according to the nce

z Spoken language varies according to the purpose and audience

z Spoken language can be used to persuade and influence people

ct on what we hear and say nformed judgments and form

z Taking time to reflect on what we hear and say helps us to make informed judgments and form new opinions

z Metaphorical language creates strong visual images in our imagination

perspective of our to communicate more propriately

z Thinking about the perspective of our audience helps us to communicate more effectively and appropriately

tructures of a language f a language community to each other

z The grammatical structures of a language enable members of a language community to communicate with each other

z Listeners identify key ideas in spoken language and synthesise them to create their own understanding z People draw on what they already know in order to infer new meaning from what they hear

z Spoken language can be used to persuade and influence people z Metaphorical language creates strong visual images in our imagination z Listeners identify key ideas in spoken language and synthesise them to create their own understanding z People draw on what they already know in order to infer new meaning from what they hear

ly and responsively, wn point of view and ws of others in a variety of situations in familiar oral texts

n stories read aloud in order uctures and ideas

eas and opinions can eloped and presented

groups to develop

s own writing with peers

and feelings

cific vocabulary in different ng an awareness that ced by purpose, audience

appropriately, confidently g accuracy

nguage is not always

e the figurative language

z Listen for a specific purpose in a variety of situations z Identify and expand on main ideas in oral texts

z Participate appropriately as listener and speaker, in discussions, conversations, debates and group and personal presentations z Argue persuasively and justify a point of view

z Understand that ideas and opinions can be generated, developed and presented through talk

z Respectfully listen and respond to other points of view

z Work in pairs and groups to develop and present oral presentations

z Generate, develop and modify ideas and opinions through discussion

z Argue persuasively and defend a point of view

z Infer meanings, draw conclusions and make judgments about oral presentations

z Begin to paraphrase and summarise z Realise that grammatical structures can be irregular and begin to use them appropriately and consistently

z Use an increasing vocabulary and more complex sentence structures with a high level of specificity

z Verbalise thinking and explain reasoning

z Paraphrase and summarise when communicating orally

z Recognise that different forms of grammar are used in different contexts

z Understand and use figurative language such as simile, personification and metaphor

z Appreciate that language is not always used literally

z Use oral language to formulate and communicate possibilities and theories

z Understand and use the figurative language of own culture

z Use standard grammatical structures competently in appropriate situations

z Participate appropriately as listener and speaker, in discussions, conversations, debates and group presentations

z Use register, tone, volume, expression and intonation to enhance meaning

z Listen and respond appropriately to instructions, questions and explanations

z Appreciate that people speak and respond according to personal and cultural perspectives

z Show open-minded attitudes when listening to other points of view

z Use speech responsibly to inform, entertain and influence others

z Use volume, pace and expression to enhance meaning

z Reflect on communication to monitor and assess their own learning

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Conceptual Understandings

Language - Viewing and Presenting Grade 1

Grade 2

Grade 3

Phase 2

Phase 3

Phase 4

z People use static and moving images to communicate ideas and information

z Visual texts can expand our database of sources of information

z Visual texts have th thinking and behav

z Visual texts can immediately gain our attention

z Visual text provide alternative means to develop new levels of understanding

z Interpreting visual t informed judgemen the message

z Viewing and talking about the images others have created helps us to understand and create our own presentations Phase 3 z Visual texts can expand our database of sources of information

z Selecting the most suitable forms of visual presentation enhances our ability to express ideas and images

z To enhance learnin and constructive us

z Different visual techniques produce different effects and are used to present different types of information

z Visual text provide alternative means to develop new levels of understanding z Selecting the most suitable forms of visual presentation enhances our ability to express ideas and images z Different visual techniques produce different effects and are used to present different types of information

z Locate familiar visual texts in magazines, advertising catalogues and connect them with associated products

z Observe and discuss familiar and unfamiliar visual messages; make judgments about effectiveness

z View, respond to an information, comm oral, written and vis

z Show their understanding that visual messages influence our behaviour

z Discuss personal experiences that connect with visual images

z Realise that shapes, symbols and colours have meaning and include them in presentations

z Use actions and body language to reinforce and add meaning to oral presentations

z Describe personal r messages; reflect o perceive the image

z Practise and develop handwriting and presentation skills

z Select and use suitable shapes, colours, symbols and layout for presentations; practise and develop writing/ calligraphy styles

z Observe and discuss illustrations in picture books and simple reference books, commenting on the information being conveyed

End of Year Outcomes

z Through teacher modelling, become aware of terminology used to tell about visual effects, for example, feature, layout, boarder, frame z View different versions of the same story and discuss the effectiveness of the different ways of telling the same story, for example, the picture book version and the film/movie version of a story z Become aware of the use and organisation of visual effects to create a particular impact, for example, dominant images show what is important in a story z View visual information and show understanding by asking relevant questions and discussing possible meaning z Discuss their own feelings in response to visual messages; listen to other responses, realising that people react differently z Begin to interpret body language of others with verbal cues and respond appropriately z Realise that visual information reflects and contributes to the understanding of context z Recognise and name familiar visual texts, for example, advertising, logos, labels, signs, ICT iconography

z Realise that text and illustrations in reference materials work together to convey information and can explain how this enhances understanding z With guidance, use the internet to access relevant information; process and present information in ways that are personally meaningful z Use appropriate terminology to discuss visual texts, for example, logos, font, foreground, background, impact z View a range of visual language formats and discuss their effectiveness, for example, film/ video, posters, drama z Realise that effects have been selected and arranged to achieve a certain impact, for example, the way in which colour, lighting, music and movement work together in a performance z Observe and discuss visual representations; make suggestions about why they have been created and what the creator has been aiming to achieve z Begin to note take from visual and audio presentations z Use Toddle to demonstrate knowledge or present work

z Understand and exp be used to reflect a

z Recognise and nam texts and explain wh effective, for examp signs, billboards

z Identify aspects of b dramatic presentat are used to convey traits of characters

z Design posters and colours, symbols, la particular effects; e is achieved

z Discuss a newspap words and pictures particular message

z Prepare, individually presentations using computer and web

z Experience a range formats; appreciate particular formats a particular effects

z Realise that visual p created to reach ou and influence the a discuss the effects u influence the audie

z Use Keynote to dem present work

Curriculum Handbook 2023-2024

Grade 4

Grade 5

Phase 4

Phase 5

he power to influence viour

z Visual texts have the power to influence thinking and behaviour

z The aim of commercial media is to influence and persuade viewers

texts involves making an nt about the intentions of

z Interpreting visual texts involves making an informed judgement about the intentions of the message

z Individuals respond differently to visuals texts, according to their previous experiences, preferences and perspectives

ng we need to be efficient sers of the internet

z To enhance learning we need to be efficient and constructive users of the internet

z Knowing about techniques used in visual texts help us to interpret presentations and create our own visual effects

Phase 5 z The aim of commercial media is to influence and persuade viewers z Individuals respond differently to visuals texts, according to their previous experiences, preferences and perspectives z Knowing about techniques used in visual texts help us to interpret presentations and create our own visual effects z Synthesising information from visual texts is dependent upon personal interpretation and leads to new understanding

nd describe visual municating understanding in sual form

z Interpret visual cues in order to analyse and make inferences about the intention of the message

reactions to visual on why others may es differently

z Explain how relevant personal experiences can add to the meaning of a selected film/movie; write and illustrate a personal response

plain how visual effects can a particular context

z Prepare, individually or in collaboration, visual presentations using a range of media, including computer and web-based applications

me familiar visual hy they are or are not ple, advertising, logos, labels,

body language in a tion and explain how they y the mood and personal

d charts, using shapes, ayout and fonts, to achieve explain how the desired effect

per report and tell how the s work together to convey a e

y or in collaboration, visual g a range of media, including b-based applications

e of different visual language e and describe why are selected to achieve

presentations have been ut to a particular audience audience in some way; used and how they might ence

monstrate knowledge or

z Synthesising information from visual texts is dependent upon personal interpretation and leads to new understanding

z Discuss and explain visual images and effects using appropriate terminology, for example, image, symbol, graphics, balance, techniques, composition z Observe and discuss the choice and composition of visual presentations and explain how they contribute to meaning and impact, for example, facial expressions, speech bubbles, word images to convey sound effects z View and critically analyse a range of visual texts, communicating understanding through oral, written and visual media z Identify elements and techniques that make advertisements, logos and symbols effective and draw on this knowledge to create their own visual effects z Realise that individuals interpret visual information according to their personal experiences and different perspectives z Navigate the internet in response to verbal and visual prompts with confidence and familiarity; use ICT to prepare their own presentations z Use Powerpoint or iMovies to demonstrate knowledge or present work

z Identify factors that influence personal reactions to visual texts; design visual texts with the intention of influencing the way people think and feel z Analyse and interpret the ways in which visual effects are used to establish context z Realise that cultural influences affect the way we respond to visual effects and explain how this affects our interpretation, for example, the use of particular colours or symbols z Show how body language, for example, facial expression, gesture and movement, posture and orientation, eye contact and touch, can be used to achieve effects and influence meaning z Apply knowledge of presentation techniques in original and innovative ways; explain their own ideas for achieving desired effects z Examine and analyse text and illustrations in reference material, including online text, explaining how visual and written information work together to reinforce each other and make meaning more explicit z Navigate the internet in response to verbal and visual prompts with confidence and familiarity; use ICT to prepare their own presentations z Use appropriate terminology to identify a range of visual effects/formats and critically analyse their effectiveness, for example, mood, media, juxtaposition, proportion z Analyse the selection and composition of visual presentations; select examples to explain how they achieve a particular impact, for example, dominant images, use of colour, texture, symbolism z Identify the intended audience and purpose of a visual presentation; identify overt and subliminal messages z Reflect on ways in which understanding the intention of a visual message can influence personal responses z Use Prezi to demonstrate knowledge or present work

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Concepts About Print

Overview

Language - Reading Grade 1

Grade 2

Grade 3

A grade 1 Reader is growing in confidence, tackling longer and more complex words and texts. They read fluently, using expression and intonation to make their reading interesting to listen to. They use a variety of other strategies to complement their phonic knowledge. They can talk about the events and information in the text and make inferences.

A grade 2 reader is on their way to becoming a confident, independent reader. As they get to grips with phonics and word recognition, they shift their focus onto comprehension. They read longer texts independently and read aloud with proper emphasis and expression. They read for pleasure and use texts to gain information.

A grade 3 reader read understanding and m figure out new words i word patterns. They re summarise the main i themselves when read about what they read detailed ways. Studen most read fictional ch pleasure but also to g

z Understand that people read to learn

z Understand that prior knowledge enables us to understand what is read

z Understand that rea together to enable

z Understand that applying a range of strategies helps us read and understand new texts (phonics, sight words, graphic, contextual, predicting, prior knowledge, retelling)

z Understand that ch correcting our own to read new and mo

z Understand that applying a range of strategies helps us to read and understand (phonic, sight words, graphic, contextual) z Understand the purpose of punctuation and the impact that this has on text (full stops, question marks, exclamation marks and speech marks) z Understanding that most printed words are read the same way each time z Understand that different text types have different text features

z Identify upper-case alphabet names

Word Recognition

z Say almost all of the phonemes when shown the phase 2 and 3 graphemes z Read words containing adjacent consonants z Read phonically decodable two-syllable and three-syllable words z Read most of HFW automatically and fluently z Read independently a range of texts at a suitable level with increasing confidence and fluency z Use a variety of reading strategies to gain understanding and cross check these against each other (decoding, sight words, graphic, context)

z Understand that different types of texts serve different purposes z Understand that asking questions about texts helps us to understand the meaning of what is read

z Understand that ide ideas in the text hel what is important

z Understand writers stories to achieve p

z Understand that the structure and organisation of written language influences and conveys meaning z Know different synonyms, antonyms and homonyms

z Know and apply the prefixes and suffixes

z Know the meanings of common prefixes and suffixes; un, re, less, pre, non

z Know a range of co understand the text

z Understand sound-symbol relationships and apply reliable phonetic strategies when decoding print

z Know a range of wo understand the text

z Understand and use both regular and irregular plurals z Use present and past tense words correctly z Read texts at an appropriate level, independently, confidently and with good understanding

z Work out the meani known roots and af

ds with fluency and masters reading skills. They in context and recognise etell stories accurately, ideas and correct ding. They think and talk d in deeper and more nts read longer texts and hapter books. They read for gain information.

ading and thinking work us to make meaning

hecking, rereading and reading as we go enables us ore complex texts

entifying the main lps us to understand

plan and structure their particular affects

e meanings of common s e.g. mis-, inter-, est, ble

olloquialisms to help t

ord families to help t

ing of unknown words from ffixes

Curriculum Handbook 2023-2024

Grade 4

Grade 5

A grade 4 reader reads familiar passages fluently with appropriate pacing, phrasing and expression to convey a sense of the text to the audience; occasional hesitations may occur with unfamiliar words. They are learning how to think and talk about a text to find deeper meanings and messages. They acquire new vocabulary while reading. They question and predict based on interpretations that go beyond the obvious. They use a variety of sources to research and analyse the texts they read.

A grade 5 reader understands and develops ideas about the texts they read. They learn to support their ideas using specific details from books and are expected to think carefully about (and ultimately use) quotes, facts and events to develop opinions about a text and explain it. grade 5 readers practice this as they read texts together as a class and independently and they are learning and mastering specific strategies they can use to do this. grade 5 readers analyse material in deeper ways and require less guidance and support from teachers and other adults. They independently and confidently research topics and know what to do to find suitable material.

z Understand that knowing what we aim to achieve helps us to select useful reference material to conduct research

z Understand that reading opens our minds to multiple perspectives and helps us to understand how people think, feel and act

z Understand that authors structure stories around significant themes

z Understand that effective stories have a structure, purpose and sequence of events (plot) that help to make the author’s intention clear

z Understand that synthesising ideas and information from texts leads to new ideas

z Apply their growing knowledge of root words, prefixes and suffixes to read and understand the meaning of new words

z Apply their growing knowledge of punctuation, contractions and plurals to read and understand the meaning of new words

z Apply their growing knowledge of root words, prefixes and suffixes to read and understand the meaning of new words

z Uses previous knowledge to read unfamiliar multi-syllable words

z Recognise and understand a growing number of academic vocabulary words

z Identify parts of speech and devices like similes and metaphors

z Recognise and understand figurative language e.g. similes, metaphors, idioms

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Grade 1

Grade 2

Grade 3

z Select books, giving reasons for these choices z Reread and read ahead to self-correct, checking that the text makes sense

z Develop personal preferences, selecting books for pleasure and information

z Select and read a v instruction and info

z Read aloud using punctuation to read fluently

z Read aloud using punctuation to help with fluency and expression

z Read aloud using expression, noting when there is more than one character

z Adjust reading spee cross-check for clu

z Understand that texts have different purposes and understand the difference between these (fiction and non-fiction)

z Use visual tracking when reading

z Use cues from the s complex inferences

z Use a range of strategies to self-monitor and self-correct when meaning or context is lost (Pause, visualise, ask questions, draw conclusions, reread to clarify)

z Ask questions and m experience to clarify

z Ask questions and u record and answer

z Find the meaning of unknown vocabulary in the text by; re-reading to gather more information, finding definitions in a dictionary, using prior information, inferring from the illustrations, using a glossary and discussing alternative meanings with the teacher

z Silently read more d periods of time and

z Track a page of print using sight only, moving away from finger pointing z Retell the events from a story in sequence, using some details z Discuss the characters in the story z Identify and talk about the main ideas from an information text z Use different parts of a book to help find out information (contents page, index, glossary) z Look for key words in the text to find out what it is about

Language Comprehension

z Think of questions and find the answers z Make predictions and confirm these using the text z Make simple inferences from the text z Talk about the words and phrases the author has chosen and given an opinion about these z Use personal experiences and own knowledge to make connections to what is being read

z Recognise a range of different text types: letters, poetry, plays, stories, novels, reports, articles z Compare and connect ideas in the story and use prior knowledge, to make simple inferences over longer texts z Make predictions using knowledge and experience of narrative texts E.g. problem/solution z Identify and explain the basic structure of a story— beginning, middle and end and use storyboards or comic strips to communicate these elements z Ask and answer questions before, during and after reading z Discuss personality and behaviour of storybook characters and express opinions z Understand ideas and information about the plot, characters and themes using own experiences, other texts they have read or information directly from the text z Identify and explain the writer’s purpose by using evidence from the text z Recognise and use the different parts of a non-fiction book: title page, table of contents, index, glossary, bold words, captions and labelled diagrams z Understand that sentences can be grouped into paragraphs to develop ideas or facts z Work out what is fact and what is opinion z Recognise a range of non-fiction text types: reports and procedural texts

z Understand and dis between character the text to support a

z Understand and res and attitudes expre showing empathy f

z Visualise what is ha make connections t and the mood

z Understand that sto the elements (expo falling action and re

z Find the main ideas help understand the

z Identify features tha planning their own

z Recognise the auth inform, entertain, pe

z Recognise different writing a poem, stor

z Identify and know h features to get extra page, table of conte words, captions, lab

z Know how to skim a find information

z As part of the inquir cooperatively with o read, interpret and of source materials

z Use reference book and web-based ap independence and

z Reflect regularly on to improve

variety of books for pleasure, ormation

ed, use punctuation and es, to help regain meaning

story to make simple and s

make connections with own y and understand the text

use the information to locate, them

difficult texts for longer d sustain meaning

scuss the relationship s and their views by using answers

spond to the ideas, feelings essed in various texts, for characters

appening in the text and to understand humour

ories have a plot and identify osition, rising action, climax, esolution)

s and summarise these to e story

at can be replicated when stories

hor’s purpose, for example, to ersuade, instruct

t features of text: what makes ry or report

how to read visual language a information and ideas (title ents, index, glossary, bold belled diagrams, maps)

and scan texts to

ry process, work others to access, evaluate a range s

ks, dictionaries, computer pplications with increasing responsibility

n reading and set future goals

Curriculum Handbook 2023-2024

Grade 4

Grade 5

z Read a wide range of increasingly complex texts confidently, independently and with understanding

z Monitor reading and sustain meaning over several days with longer texts

z Use knowledge of narrative features, language, plot structure and dialogue between characters to help predict and understand the text z Know that sentences can have more than one idea and can be used to sequence events z Understand figurative and literal meanings and use this to make inferences z Make connections to prior knowledge, events and characters to help understand the story z Use a range of reading strategies to solve comprehension problems and deepen their understanding of a text (Prior knowledge, connections, questioning, analysing text structure, visualisation, context clues, summarising) z Compare similarities and differences in the ideas and information when looking at fiction texts z Monitor reading for accuracy and meaning, adjusting pace when they encounter difficulties z Know how to skim and scan texts to decide whether they will be useful, before attempting to read them in detail z Locate and summarise ideas by using skimming and scanning, keywords, topic sentences, key questions, contents page, glossaries and subheadings z Use topic specific vocabulary to help understand and explain texts z Compare and contrast the way different texts address the same issue, theme or topic z Identify relevant, reliable and useful information and decide on appropriate ways to use it z Access information from a variety of texts both in print and online E.g. newspapers, magazines, journals, comics, graphic books, e-books and blogs z Evaluate the effectiveness of different sources of information, in both digital and print text z Distinguish between fact and opinion by identifying relevant language features e.g. I think, In my opinion, I believe z Know when and how to use online resources for research z Identify, compare and contrast different perspectives from which texts are written (for example, first and third person) z Reflect regularly on reading and set future goals

z Read a wide range of increasing complex texts confidently, independently and with understanding z Understand that the order and organisation of words, sentences, paragraphs and images affect meaning z Identify the specific language features and structures of many common text types e.g. reports have subheadings, persuasive texts use rhetorical questions z Participate in class, group or individual author studies, gaining an in-depth understanding of the work and style of a particular author and appreciating what it means to be an author z Identify and describe elements of a story plot, setting, characters, theme and explain how they contribute to its effectiveness z Compare and contrast the plots of two different but similar novels, commenting on effectiveness and impact z Identify genre including fantasy, biography, science fiction, mystery, historical novel and explain elements and literary forms that are associated with different genres z Appreciate authors’ use of language and interpret and explain meaning beyond the literal z Understand that authors use words and literary devices to evoke mental images z Appreciate structural and stylistic differences between fiction and non-fiction z Evaluate whether information sources are reliable, current, accurate and suitable for the purpose z Identify and retrieve information by interpreting illustrations, photographs, text boxes, diagrams, maps, charts and graphs z Distinguish between fact and opinion and reach their own conclusions about what represents valid information z Consistently and confidently use a range of resources to find information and support their inquiries z Participate in collaborative learning, considering multiple perspectives and working with peers to co-construct new understanding z Use the internet responsibly and knowledgeably, appreciating its uses, information validity and limitations z Locate, organise and synthesise information from a variety of sources including the library, the internet, people in the school, family, the immediate community or global community

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Mechanics of Writing

Word Building

Concepts About Print

Overview

Language - Writing Grade 1

Grade 2

Grade 3

A grade 1 writer begins to experiment with different sentence lengths and starters. They use phonic knowledge to spell familiar words and make attempts to spell unknown words. Simple plans are used to help develop their ideas before writing. Descriptive language is used to make the writing interesting for the reader. They read back their writing to identify and edit mistakes.

A grade 2 writer writes texts that are more detailed, lengthy and varied. They are improving a wide range of basic writing skills, including writing legibly, using basic punctuation correctly and moving from invented spelling to more accurate spelling. Handwriting becomes automatic so they can concentrate more on the content of their writing than on the mechanics. They can organise their writing to suit the text type.

A grade 3 writer is dev and learning to expres sophisticated ways. Se and more complex. Th dictionary to correct th improves; for example punctuation and contr skills in the writing proc organising, revising an teachers and peers.

z Understand that consistent ways of recording ideas enable members of a language community to understand each other’s writing

z Understand that we write in different ways for different purposes

z Understand the stru texts includes ident

z Understand that applying a range of strategies helps us to express ourselves so that others can enjoy our writing

z Understand that wh choose and how we us to share our ima

z Understand that asking questions about a text helps us to understand

z Understand that thinking about storybook characters and people in real life helps us to develop characters in our own stories

z Understand that wr together to enable convey meaning

z Write high frequency words correctly most of the time

z Use grade level appropriate spelling knowledge to spell unfamiliar words (short vowels, diagraphs, blends and long vowels as per WTW)

z Use grade level app for unfamiliar words blends, long vowels endings as per WTW

z Written language works differently from spoken language

z Know that there are different ways to write the same sound z Use rules for making words into plurals z Attempt to use common word endings and simple rhyme to generate words

z Write the correct beginning, middle and end sounds in most words z Write the first 300 high frequency words correctly most of the time z Know that there are different ways to write the same sound

z Form capital and lowercase letters correctly

z Use capital letters correctly

z Use beginning and

z Show control over letter sizing, adapting size of the letters when needed

z Use full stops correctly

z Use apostrophes fo

z Experiment with question marks and exclamation marks z Use capital letters at the beginning of a sentence z Use full stops at the end of a sentence z Join sentences together with more complex words (and, but, because, so) z Vary the start of sentences

z Use exclamation marks correctly

z Use speech marks t

z Use question marks correctly

z Use the correct tens

z Use commas to separate items in a list

z Use different senten sentence length

z Use a/an correctly z Use conjunctions to join two phrases (when, before, after, so, but, because) z Writes both simple and compound sentences that have different beginnings z Write legibly, in a consistent style with correct letter formation and correct spacing between letters within a word and between words

z Spell and use most topic words correct

z Use a variety of sim and some complex

z Use a variety of adje

z Work independently that is legible and w

Curriculum Handbook 2023-2024

Grade 4

Grade 5

veloping their own ideas ss those ideas in more entences are getting longer hey are learning to use a heir own spelling. Grammar e, you’ll see appropriate ractions. They are building cess — research, planning, nd editing, with help from

A grade 4 writer focuses on developing writing that has clarity and structure and that uses reasons, facts and details to support and strengthen arguments. They organise their writing, ensure that it flows well and group together related components. They write deeper and continue to develop their own voice. They express ideas, make connections and provide details and emotions when appropriate. Grade 4 writers take notes on what they research, read and hear.

A grade 5 writer builds on the skills they learned to become clearer and more developed writers. They write many different kinds of pieces covering a variety of topics and use details and organisation to strengthen their writing. Grade 5 writers share their own ideas and perspectives in their writing. They become skilful at editing their own writing and give feedback to their peers.

ucture of different types of tifiable features

z Understand that asking questions of ourselves and others helps to make our writing more focused and purposeful

z Understand that the stories that people want to read are built around themes to which they can make connections

z Understand that the way we structure and organise our writing helps others to understand and appreciate it

z Understand that effective stories have a purpose and structure that help to make the author’s intention clear

z Understand that rereading and editing our own writing enables us to express what we want to say more clearly

z Understand that synthesising ideas enables us to build on what we know, reflect on different perspectives and express new ideas

hen writing, the words we e choose to use them enable aginings and ideas

riting and thinking work us to express ideas and

z Understand that knowing what we aim to achieve helps us to plan and develop different forms of writing z Understand that through the process of planning, drafting, editing and revising, our writing improves over time

propriate spelling knowledge s (short vowels, diagraphs, s, other vowels, inflicted W)

high frequency and tly

end punctuation correctly

or contractions

to designate direct speech

se throughout writing,

nce beginnings and change

mple, compound sentences x sentences

z Use grade level appropriate spelling knowledge to spell unfamiliar words (short vowels, diagraphs, blends, long vowels, other vowels, inflicted endings, syllable junctures and unaccented final syllables as per WTW) z Spell and use most high frequency and topic words correctly

z Use apostrophes for singular and plural possession z Use commas correctly to clarify meaning and avoid ambiguity z Write with increasing legibility, fluency and speed

z Use grade level appropriate spelling knowledge to spell unfamiliar words (short vowels, diagraphs, blends, long vowels, other vowels, inflicted endings, syllable junctures, unaccented final syllables, harder suffixes and root words as per WTW) z Spell and use almost all high frequency and topic words correctly

z Use bullet points to list information z Use commas to separate clauses z Use quotation marks correctly z Use brackets correctly z Select the writing tool that is best suited for a task z Write legibility, with increasing fluency and speed

ectives

y, to produce written work well-presented

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Grade 1

Grade 2

Grade 3

z Use a simple plan to organise ideas into a logical sequence

z Engage confidently with the writing process (prewriting/planning, drafting, reviewing, editing and publishing)

z Use correct text stru of the writing

z Use words from experiences and topic words when writing z Write several ideas on a topic z Show feelings or imagination in their writing z Give an opinion or express a point of view in writing z Write in a variety of ways (description, recount, poetry and report) z Write showing clear understanding of the purpose and audience z Use a variety of sentence types - statement, question or command z Use adjectives and adverbs to make sentences interesting and descriptive

Creating Writing

z Read back own writing and make some corrections or improvements

z Use graphic organisers to plan writing (Mind Maps, story boards) z Group related ideas using a plan z Organises ideas to suit the text form when writing for familiar purposes (A story has a beginning, middle and end A recount uses the 5 W’s (where, why, who, what, when) and instructions have steps) z Use simple language features to support meaning (adjectives and alliteration) z Write for an audience and chooses ideas, vocabulary and language features to influence the reader z Choose adjectives, nouns, plurals and verbs correctly

z Use feedback from teachers and other students to improve writing

z Portray characters through physical descriptions in order to create a mental image

z Show curiosity and ask questions about written language

z Proofread own writing and make some corrections and improvements z Gives peer feedback on writing z Uses feedback from teacher and other students to improve their writing z With teacher guidance, publish written work in handwritten form or in digital format z Participates in teacher conferences, understands new learning goals and takes responsibility for improvement

z Write independently developing a perso

z Engage confidently (pre-writing/planni editing and publish

z Use a variety of me Maps, storyboard, fl

z Develop ideas on a and research to sup

z Use written and visu meaning to writing illustrations, diagram

z Chooses vocabular experiences (adver and synonyms)

z Portray characters t descriptions and di mental image

z Know writing is for o content and charac z Use paragraphs to

z Use headings to org aid presentation

z Uses a dictionary, th extend the use of la

z Proofread and edit and use a dictionar

z Check and edit pun starters, spelling an

z Gives peer feedbac

z Edit own writing bas feedforward by add making simple cha and impact

Curriculum Handbook 2023-2024

Grade 4

Grade 5

ucture for the purpose

z Use correct text structure for the purpose of the writing

y and with confidence onal voice as a writer

z Write independently and with confidence, demonstrating a personal voice as a writer

z Use correct text structure for the purpose of the writing (E.g. narratives have an orientation, setting, problem, series of events and resolution)

y with the writing process ing, drafting, reviewing, hing)

ethods to plan writing (Mind flowcharts, diagrams)

a topic from own experiences pport the main ideas

ual language features to add (similes, onomatopoeia, ms)

ry to show ideas and rbs, pronouns, prepositions

through physical ialogue in order to create a

others and choose language, cters to develop the story group related ideas

ganise ideas and

hesaurus and word bank to anguage

own ideas to suit the topic ry or spell check

nctuation, variety of sentence nd presentation

ck on writing

sed on feedback/ ding or deleting details and anges for meaning

z Choose relevant content, vocabulary and language features to influence the reader z Portray characters through physical descriptions, dialogue and actions in order to create a mental image z Clearly states the point of view and includes some supporting reasons, evidence and detail in order to influence others z Show awareness of different audiences and adapt writing accordingly z Use paragraphs to group related ideas/material z Use headings and subheadings to organise ideas and aid the presentation z Use interesting sentence beginnings (Using adverbs or adjectives) z Change the length of sentences using simple, compound and some complex sentences z Use written and visual language features to add meaning to writing (Similes, metaphors, onomatopoeia, illustrations, diagrams) z Chooses vocabulary to show ideas and experiences (Adverbs, pronouns, prepositions, synonyms, prefixes and suffixes) z Use dictionary and thesaurus to check the accuracy, broaden vocabulary and enrich their writing z Proofread to correct most spelling, punctuation and grammar using a dictionary and other sources z Recraft ideas for meaning and impact z Work cooperatively with a partner to discuss and improve each other’s writing, taking the roles of authors and editors z Publish written work in both handwritten form and in digital format

z Write independently and with confidence, showing the development of their own voice and style z Use planning, drafting, editing and reviewing processes independently and with increasing competence z Adapt writing according to the audience and demonstrate the ability to engage and sustain the interest of the reader z Portray characters through physical descriptions, dialogue, actions and reactions in order to create a mental image z Ask questions to guide research and use frameworks, including visual representations to record, organise and integrate ideas and information z Elaborate on ideas with supporting detail z Use written language to reflect on own learning z Link paragraphs using appropriate connectives (Furthermore, therefore, in comparison, in regard to) z Use layout devices to structure text (Headings, sub-headings, columns, bullets, tables) z Use a variety of simple, compound and complex sentences z Use a range of vocabulary and relevant supporting details to convey meaning and create atmosphere and mood z Recognise and use figurative language to enhance writing, for example, similes, metaphors, idioms, alliteration z Vary sentence structure and length z Use a range of tools and techniques to produce written work that is attractively and effectively presented z Locate, organise, synthesise and present written information obtained from a variety of valid sources z Use a dictionary, thesaurus and spellchecker confidently and effectively to check accuracy, broaden vocabulary and enrich writing z Independently edit own writing for meaning and impact in response to feedback z Critique the writing of peers sensitively; offer constructive suggestions z Publish written work in both handwritten form and in digital format independently

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Maths Grade 1

Grade 2

Number and Place Value

z Read and write numbers to at least 100 in numerals and words

z Read, write, compare and order wh and know what each digit represen

z Compare and order numbers within 100 z Demonstrate an understanding of place value up to at least 100 z Count fluently within 100, including counting forwards and backwards in 1s and 10s from different starting points Addition and Subtraction z Recall addition and subtraction facts for all numbers up to at least 10 z Recall number facts related to parts of 10, including: z Number pairs that total 20 (13 + 7) z Pairs of multiples of 10 that total 100 (30+ 70) z Missing addends to make a multiple of 10 (53 + _ = 60) z Recall doubles for numbers 1-12 and multiples of 10 up to 50 z Perform efficient mental addition and subtraction calculations within 20 z Add and subtract a one-digit number, including: z A one-digit number crossing 10 (5 + 8, 12 – 7) z A one-digit number from a multiple of 10 (60 + 5, 80 – 7)

Number

z A one-digit number to or from any two-digit number, including crossing the tens boundary (23 + 5, 57 – 3, then 28 + 5, 52 – 7)

z Count fluently within 1000, including 1s, 10s and 100s from different startin

z Round any positive integer less than estimate calculations Addition and Subtraction

z Recall addition and subtraction fac

z Understand and explain the inverse subtraction and use this to write set equations and check calculations

z Add and subtract two-digit numbe column addition and subtraction w

z Add or subtract mentally any pair o

z Solve addition and subtraction sing which operations and methods to u Multiplication and Division

z Skip count in 2s, 5s, 10s, 3s and 4s an

z Three one-digit numbers (5 – 2 + 6)

z Use concrete materials and arrays addition and division as both equal

z Add and subtract a two-digit number, including:

z Recall basic multiplication and divis

z A two-digit number and a multiple of 10, (27 + 60, 72 – 50)

z Recognise the inverse relationship b use it to double any multiple of 5 up e.g. double 85, halve 170

z Adding a two-digit number close to a multiple of 10 (9, 19, 29, or 11, 21, 31) z Two two-digit numbers (no regrouping) z Understand and demonstrate that addition is commutative, but subtraction is not z Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems

z Solve practical problems involving m and 10 using materials, arrays and m Parts of a Whole

z Read and write proper fractions und denominator (halves, thirds, quarte

z Solve addition and subtraction single-step problems in contexts, deciding which operations to use and why

z Identify unit and non-unit fractions

Multiplication and Division

z Compare and order unit fractions a

z Skip count in 2s, 5s and 10s z Find the total number of objects when they are organised or shared into equal groups of 2, 5 or 10 (using the language of ‘groups of’) z Solve practical problems involving multiplication and division by 2, 5 and 10 using materials Parts of a Whole

z Recognise, find and write unit fracti one quarter and one eighth)

z Recognise and show, using manipu (halves, quarters, eighths)

z Add and subtract fractions with the z Solve one-step and two-step word

z Understand a fraction as part of a whole and use the vocabulary of halves and quarters in context z Establish and identify halves and quarters of shapes and sets to 20 z Write simple fractions (1/2 of 6 = 3 and recognise the equivalence of 2/4 and ½) z Solve word problems that involve halving and doubling

Algebra

z Identify the unit of repeat in a repeated pattern and describe patterns as repetitions of this unit

z Identify, describe, extend and creat

z Recognise and understand odd and even numbers to 100

z Translate an addition or subtraction into a word problem

z Understand the equals symbol as an expression of a relationship of equivalence and explain this

z Continue arithmetic sequences tha express, in words and symbols, the

z Write addition and subtraction expressions from story contexts

z Use one- and two-step function ma involving addition and subtraction w symbols, the operations of function

Curriculum Handbook 2023-2024

Grade 3 Number and Place Value

ole numbers to 1,000 nts

z Read, write, compare and order whole numbers to 10,000 and know what each digit represents

g counting forwards and backwards in ng points

z Count fluently within 10,000, including counting forwards and backwards in 1s, 10s, 100s and 1000s from different starting points

n 100 to the nearest 10 and use it to

z Round any positive integer less than 1000 to the nearest 10 or 100 and use it to estimate calculations Addition and Subtraction

cts within 20

e relationship between addition and ts of related addition and subtraction

ers using the formal written methods of where appropriate

of two-digit numbers

gle-step and two-step problems, deciding use and why

z Add and subtract two-digit and three-digit numbers using the formal written methods of column addition and subtraction where appropriate z Perform efficient mental addition and subtraction calculations involving twodigit numbers and three-digit multiples of 10 z Solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why Multiplication and Division z Recall basic multiplication and division facts z Identify factors and multiples, drawing upon knowledge of multiplication and division facts

nd identify multiples of 2, 5, 10, 3 and 4

z Identify the remainder when dividing by 2, 5 or 10

to model multiplication as repeated l sharing and repeated subtraction

z Understand the properties of multiplication (commutative, associative and distributive) and the relationship between multiplication and division and apply this to solve problems

sion facts for 2, 5 and 10

between doubling and halving, p to 100, find the corresponding halves,

multiplication and division by 2, 3, 4 and 5 mental methods (e.g. skip counting)

derstanding the numerator and ers and eighths) of shapes (halves, thirds, quarters, eighths)

and fractions with the same denominator

ions of sets and numbers (one half, one third,

ulatives and diagrams, equivalent fractions

e same denominator within one whole problems involving fractions

te growing and shrinking patterns

n number sentence with a frame

at involve one- and two-digit numbers and rule governing the sequence

achines to generate input and output within 100; and express, in words and n machines

z Use place value, known and derived facts to multiply and divide by 10, 100 and a two-digit multiple of 10 z Use the inverse relationship between doubling and halving to double any twodigit number and find the corresponding halves, e.g. double 87, halve 194 z Multiply two-digit and three-digit numbers by a one-digit number using formal written methods z Solve single-step and multi-step word problems that involve multiplication and division, including correspondence problems that involve multiplying or dividing in a given ratio Parts of a Whole z Compare and order fractions with the same denominator, including improper fractions z Find and write fractions of numbers, including non-unit fractions, e.g. 3/5 of 30 z Recognise and show, using diagrams, families of common equivalent fractions (denominators within 12) z Add and subtract fractions with the same denominator, converting improper fractions to mixed numbers where appropriate z Understand the value of tenths and hundredths, recognising that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10; and hundredths arise when dividing an object by 100 and dividing tenths by 10 z Convert fractions with denominators 10 or 100 to decimals z Compare decimals to 2 decimal places and order them on the number line z Solve one-step and two-step word problems involving fractions z Continue arithmetic sequences that involve numbers up to three-digits and express, in words and symbols, the rule governing the sequence z Translate an addition, subtraction, multiplication or division number sentence with a frame into a word problem and vice versa z Use one- and two-step function machines to generate input and output using all four operations; and express, in words and symbols, the operations of function machines

Statistics and Probability

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Grade 1

Grade 2

z Sort and classify objects or images according to two or more attributes and explain the rationale

z Devise criteria for sorting objects an using two-circle Venn diagrams an

z Collect, organise and represent categorical data using pictographs, tally marks and bar graphs

z Collect, organise and represent cat and bar graphs and numerical data

z Interpret data by asking and answering questions about totalling and comparing data

z Interpret data shown in tables, bar g make simple inferences

z Discuss, identify, predict and place outcomes in order of likelihood; impossible, unlikely, likely and certain

z Investigate simple situations that in equal and different likelihoods and

z Find the total of and record, all poss within a given situation using a tree

Length, Mass and Capacity

z Select and use appropriate non-standard units for estimating and measuring length, mass and capacity, justifying choices

z Use standard units to estimate and

z Measure, record and compare length, weight and capacity using non-standard standard units

z Weight/mass: use 5g, 10g and 100g

z Understand and explain the need for standard units of measurement

Measurement

z Solve practical tasks and problems involving centimetres, metres, kilograms and litres

z Length: measure on a ruler to the ne

z Capacity: measure to the nearest 10

z Solve single-step and multi-step w Perimeter

Time

z Measure and record the perimeter

z Understand and explain the relationship between units of time

Time

z Tell and write the time to the hour, half past the hour and quarter past/to the hour and draw the hands on a clock face to show these times Money z Find different combinations of notes and coins that equal the same amounts of money z Explore simple addition and subtraction using money

z Know the number of days in each m

z Tell and write the time to five minut draw the hands on an analogue clo

z Solve problems relating to elapsed start times, finish times and duratio and 15-minute intervals Money

Geometry

z Solve simple problems involving ad including giving change (UAE dirha

Properties of Shapes

z Identify and describe the properties of 2-D shapes (circle, square, triangle, rectangle, pentagon and hexagon) and use properties to sort shapes

z Describe, classify and sort regular a

z Identify and describe the properties of 3-D shapes (cube, cuboid, cone, sphere and pyramid) and use properties to sort shapes

z Construct 3-shapes from modelling in different orientations and describ

z Identify a line of symmetry in 2D shapes and patterns and complete symmetrical pictures Position and Direction z Use mathematical vocabulary to describe position, direction and movement, including left, right, forwards, backwards, diagonally forward, diagonally backwards and whole, half and quarter turns

z Identify, describe and model congru

z Identify lines of symmetry in regular symmetrical patterns Position and Direction

z Use mathematical vocabulary to de movement, including clockwise and and three-quarter turns

Curriculum Handbook 2023-2024

Grade 3

nd sets and represent and analyse data nd simple Carroll diagrams

z Devise criteria for sorting objects and sets and represent and analyse data using three-circle Venn diagrams and Carroll diagrams

tegorical data in simple frequency tables a in stacked dot plots

z Collect, organise and represent categorical data in scaled bar charts; and time-series (numerical) data in line graphs

graphs and dot plots and

z Interpret data shown in tables, line graphs and scaled pictograms and bar charts, using data as evidence to support conclusions drawn and make simple inferences

nvolve elements of chance, recognising acknowledging uncertainty

sible combinations (total less than 10) e diagram

z Discuss and compare data displays evaluating how well they communicate information z Use the language of probability and simple fractions to describe the chance of an event occurring z Find the total of and record, all possible outcomes from a sequence of independent experiments or events using a tree diagram Length, Mass and Capacity

d measure:

z Use standard units to estimate and measure:

earest cm

z Length: measure on a ruler to the nearest mm and record using a mix of units, e.g. 1cm 3mm,

weights

00ml

ord problems involving measurement

of squares and rectangles in standard units

month, year and leap year

tes, including quarter past/to the hour and ock face to show these times

time that involve calculating ons using hours, 30-minute intervals

ddition and subtraction of money, am, whole number only)

and irregular 2D shapes with up to 10 sides

uency in 2D shapes

g materials and nets; recognise 3-D shapes be them

r 2D shapes and create

escribe position, direction and d anti-clockwise whole, half, quarter

z Weight: use weighing scales with divisions to weigh objects to the nearest 5g, 10g, 20g, 25g or 100g, z Capacity: measure to the nearest 50ml or 100ml z Convert metric units of length to smaller units, e.g. cm to mm, m to cm, km to m z Solve simple and more complex problems relating to measurement Perimeter and Area z Measure, record and compare the perimeter and area of rectangular figures using standard units Temperature z Measure and record temperatures in degrees Celsius and compare and order temperatures, including temperatures below zero Time z Read, write and convert time between analogue and digital 12and 24-hour clocks z Solve problems relating to elapsed time that involve calculating start times, finish times and durations using 5-minute intervals Money z Recognise that most currencies have a base unit and a sub-unit that is one hundredth of the base unit and provide examples of same, e.g. dirhams/fils; pound/pence; euro/cent; US dollar/cents z Solve problems involving addition and subtraction of money, including giving change (using decimal places) Properties of Shapes z Identify, describe, compare and classify 2D shapes, including triangles (equilateral, isosceles and scalene) and quadrilaterals (rectangle, square, parallelogram, rhombus, trapezium and kite) based on their properties (sides, angles, parallel and non-parallel lines) z Name and classify 3D shapes, including pyramids and prisms, based on their properties z Understand an angle as a measure of rotation and recognise, name and describe types of angles z Identify and draw lines of symmetry in regular and irregular 2D shapes Position and Direction z Locate and plot features on a grid using coordinates; draw sides to complete a given polygon z Describe movements between positions as translations of a given unit to the left/right and up/down

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Grade 4 Number and Place Value z Read, write, compare and order whole numbers to 100,000 and know what each digit represents z Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through 0 z Count fluently within 100,000, including counting forwards and backwards in 1s, 10s, 100s and 1000s from different starting points z Round decimals with 2 decimal places to the nearest whole number and to 1 decimal place Addition and Subtraction z Add and subtract whole numbers to tens of thousands and decimals with up to three places, using formal written methods z Perform mental addition and subtraction calculations involving increasingly large whole numbers and whole numbers and tenths z Solve addition and subtraction multi-step problems, deciding which operations and methods to use and why Multiplication and Division z Recall multiplication and division facts and square numbers up to 12 x 12

Number

z Factorise composite numbers and identify prime numbers within 50 z Multiply numbers up to 4 digits by a 1- or two-digit number using a formal written method, including long multiplication for two-digit numbers z Divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context z Understand and apply the order of operations to solve equations involving brackets z Use place value to multiply and divide whole numbers and decimals (two decimal places) by 10, 100, or 1000 z Multiply and divide whole numbers mentally, drawing upon place value, known facts, the inverse relationship between multiplication and division and the associative and distributive properties of multiplication z Solve multi-step problems involving multiplication and division Parts of a Whole z Compare and order fractions whose denominators are all multiples of the same number z Use mental and written strategies to find fractions of numbers, e.g. 5/6 of 360 z Recognise and find equivalent fractions z Add and subtract fractions with denominators that are multiples of the same number z Identify mixed numbers and improper fractions and convert from one form to the other z Multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams z Understand the value of thousandths and relate them to tenths, hundredths and decimal equivalents z Convert decimal numbers to fractions, e.g. 071 = 71/100 z Compare decimals to 3 decimal places and order them on the number line z Understand percentages as the number of parts in every 100 and express tenths and hundredths as percentages z Solve one-step and two-step word problems involving fractions, decimals and simple percentages z Continue geometric sequences and express, in words and symbols, the rule governing the sequence

Statistics and Probability

Algebra

z Create equations to model word problems, using a frame or symbols to represent unknown values z Use multi-step function machines to generate input and output using all four operations; and express, in words and symbols, the operations of function machines

z Combine or compare data from two or more sources using two-way frequency tables, double bar graphs and double line graphs and draw conclusions based on two or more data sets z Interpret data shown in tables, scaled pictograms and bar charts, pie graphs, scatter graphs, using it to answer questions that go beyond directly reading data displays z Compare the distributions of two or more related data sets, identifying the range and mode of each and use patterns and trends within and between the data to draw conclusions z Use a numerical probability scale 0-1 or 0% to 100% to determine the probability of events

Curriculum Handbook 2023-2024

Grade 5 Number and Place Value z Read, write, compare and order whole numbers up to 1 million and know what each digit represents z Round any whole number or decimal number to a required degree of accuracy z Use negative numbers in context and calculate intervals across 0 Addition and Subtraction z Solve addition and subtraction multi-step problems, deciding which operations and methods to use and why z Perform mental addition and subtraction calculations involving increasingly large whole numbers and decimal numbers with tenths and hundredths Multiplication and Division z Multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication z Divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context z Use factorising to determine whether a number less than 100 is prime or composite z Understand and apply the order of operations to carry out calculations involving the four operations z Use place value and known facts to derive related multiplication and division facts involving decimals e.g. 08 × 7, 48 ÷ 6 z Multiply and divide integers and decimals mentally, drawing upon place value, known facts, the inverse relationship between multiplication and division and the associative and distributive properties of multiplication z Solve multi-step problems involving addition, subtraction, multiplication and division Parts of a Whole z Compare and order a set of fractions (including fractions > 1) by converting them to fractions with a common denominator z Use common factors to simplify fractions; and use common multiples to express two or more different fractions in the same denomination z Add and subtract mixed numbers and fractions with different denominators z Multiply simple pairs of proper fractions, writing the answer in its simplest form, e.g. 1/4 x 1/2 = 1/8 z Divide proper fractions by whole numbers, e.g. 1/3 ÷ 2 = 1/6 z Identify the value of each digit in numbers given to 3 decimal places and multiply and divide numbers by 10, 100 and 1,000 giving answers up to 3 decimal places z Associate a fraction with division and convert fractions to decimals by dividing, e.g. convert 3/8 to a decimal by dividing 3 by 8 z Compare and order fractions, decimals and percentages z Find equivalent fractions, decimals and percentages z Solve problems relating to percentage increase and decrease, profit and loss z Solve one-step and multi-step problems involving fractions, decimals and percentages z Solve problems involving ratios

z Continue square, cube and triangular number sequences and express, in words and symbols, the rule governing the sequence z Express missing number problems algebraically z Generate and describe simple arithmetic and geometric sequences using algebraic notation z Express output generated from one-step function machines using algebra z Find pairs of numbers that satisfy an equation with 2 unknowns z Enumerate possibilities of combinations of 2 variables z Collect, organise and represent categorical, numerical and multivariate data in a variety of forms, including pie graphs, stem and leaf plots, grouped data charts and scatter graphs, using ICT where appropriate z Interpret data shown in tables, double line graphs, grouped data charts, pie charts and scatter graphs, using it to draw conclusions and make general predictions, while also beginning to recognise bias z Describe the distribution of a data set and summarise data by identifying the mean, mode, median, range and outliers z Calculate and represent probabilities, using fractions, percentages and ratios

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Grade 4 Length, Mass and Capacity z Estimate, measure and record length, mass and capacity up to two or three decimal places, as necessary z Select and use appropriate standard units of measurement and use measuring tools with reasonable accuracy z Convert between different units of metric measure [for example, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre]

Measurement

z Solve word problems related to measurement that involve addition, subtraction, multiplication and division, including scaling and ratio problems Perimeter and Area z Measure and record the perimeter and area of composite rectangular shapes in standard units and explain how regular rectangles with the same areas can have different perimeters and vice versa Temperature z Calculate temperature differences, including those that involve temperature rise and fall across 0° C Time z Read and use analogue and digital clocks, including reading and recording time to the second z Solve problems relating to elapsed time that involve calculating start times, finish times and durations using hours and minutes, or minutes and seconds z Complete, read and interpret information in timetables that use 12- and 24-hour clocks Money z Solve word problems related to money that involve addition, subtraction, multiplication and division and comparing ‘value for money’ Properties of Shapes z Tessellate with 2D shapes and identify properties that facilitate or hinder tessellation z Identify 3-D shapes, including cubes and other cuboids, from 2-D representations (nets)

Geometry

z Know that angles are measured in degrees and that one whole turn is 360° and apply rotational knowledge to practical situations

Position and Direction z Identify, describe and represent the position of a shape on a grid following a reflection or translation, using the appropriate language and know that the shape has not changed z Use scale factors to enlarge and reduce shapes

Curriculum Handbook 2023-2024

Grade 5 Length, Mass and Capacity z Accurately interpret scales on a range of measuring instruments z Use, read, write and convert between standard units, converting measurements of Length, Mass and Capacity from a smaller unit of measure to a larger unit and vice versa, using decimal notation to up to 3 decimal places z Solve problems involving the calculation and conversion of units of measure, using decimal notation up to 3 decimal places where appropriate Perimeter and Area z Understand and use the formulae for calculating the area of rectangles, triangles and parallelograms and apply them to find the area of compound shapes Volume z Calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres (cm³) and cubic metres (m³) and extending to other units [for example, mm³ and km³] Time z Solve problems involving elapsed time, timetables and time zone changes Money z Solve problems relating to profit and loss

Properties of Shapes z Draw 2-D shapes using given dimensions and angles z Recognise, design and construct nets of prisms and pyramids z Know key angle facts and use them to solve missing angle problems: z Angles in a circle total 360° z Angles on a straight line total 180° z Angles in a triangle total 180° z Angles in a quadrilateral total 360° z Estimate angle size and measure and construct angles up to 180 degrees using a protractor z Identify the parts of a circle, including radius, diameter and circumference and know that the diameter is twice the radius Position and Direction z Locate and plot points on the full coordinate grid (all 4 quadrants) z Draw and translate simple shapes on the full coordinate plane and reflect them in the axes

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Science Grade 1

Grade 2

Grade 3

z Ask simple questions and recognise that they can be answered in different ways

z Ask questions that could lead to investigations and choose one that will be the basis for an investigation

z Ask relevant questio of scientific inquirie

z Observing closely, using simple equipment z Perform simple tests to inquire and answer questions

Working Scientifically

z Identify and classify using observations and ideas to suggest answers to questions z Gather and record data to help in answering questions

z Suggest ways to plan and conduct investigations z Make systematic and careful observations and, where appropriate, take accurate measurements using standard instruments and tools accurately z Represent and communicate observations and ideas in a variety of ways to help in answering questions z Record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables z Report on findings from inquiries, including oral and written explanations, displays or presentations of results and conclusions z Identify differences, similarities or changes related to simple scientific ideas and processes z Use pictures and models to demonstrate an understanding of scientific questions

z Set up simple pract comparative and fa

z Make systematic an and, where appropr measurements usin range of equipmen and data loggers

z Gather, record, clas variety of ways to h

z Record findings from and measurements language, drawings bar charts and tabl

z Report on findings f oral and written exp presentations of res using results to draw make predictions fo improvements and

z Identify and describ or changes related and processes

Materials and Matter

z Use straightforward answer questions o

z Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses z Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching

z Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties

z Compare and grou according to wheth or gases

z Describe in simple terms how fossils are formed when things that have lived are trapped within rock

z Observe that some when they are heat or research the tem happens in degrees

z Recognise that soils are made from rocks and organic matter

z Identify the part pla condensation in the the rate of evapora

ons and using different types es to answer them

tical inquiries, air tests

nd careful observations riate, taking accurate ng standard units, using a nt, including thermometers

ssify and present data in a help in answering questions

m own observations s using simple scientific s, labelled diagrams, keys, les

from inquiries, including planations, displays or sults and conclusions w simple conclusions, or new values, suggest d raise further questions

Curriculum Handbook 2023-2024

Grade 4

Grade 5

z Pose questions and define problems that will facilitate effective investigations, including recognising and controlling variables with support

z Plan different types of scientific inquiries to answer questions, including recognising and controlling variables

z Select tools to take quantitative measures such as mass and length z Record data and results taking accurate measurements using standard units, using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs z Make a valid evaluation of the research procedure used and suggests changes that can be made z Report and present findings from inquiries by identifying patterns and discrepancies in the data, summaries the data z Present research in numeric, symbolic and graphical forms accurately to support his/her knowledge of the question investigated

z Where necessary take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate z Record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs z Use test results to make predictions to set up further comparative and fair tests z Report and present findings from inquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations z Identify scientific evidence that has been used to support or refute ideas or arguments

be differences, similarities to simple scientific ideas

d scientific evidence to or to support their findings

up materials together, her they are solids, liquids

z Explain that unsupported objects fall towards the earth because of the force of gravity acting between the earth and the falling object

z Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit

materials change state ted or cooled and measure mperature at which this s celsius (°c)

z Identify the effects of air resistance, water resistance and friction, that act between moving surfaces

z Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches

ayed by evaporation and e water cycle and associate ation with temperature

z Recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect

z Use recognised symbols when representing a simple circuit in a diagram

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Grade 1

Grade 2

Grade 3

z Observe and describe how seeds and bulbs grow into mature plants

z Identify that animals, including humans, need the right types and amount of nutrition and that they cannot make their own food; they get nutrition from what they eat

z Recognise that livin grouped in a variety

z Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy

z Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants and how they depend on each other z Identify and name a variety of plants and animals in their habitats, including microhabitats

z Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers z Explore the requirements of plants for life and growth (air, light, water, nutrients from soil and room to grow) and how they vary from plant to plant z Investigate the way in which water is transported within plants

z Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain and identify and name different sources of food

z Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal

N/A

z Recognise that they need light in order to see things and that dark is the absence of light

z Recognise that env and that this can so to living things

z Describe the simple of the digestive syst

z Identify the differen and their simple fun

z Construct and inter identifying produce

N/A

z Notice that light is reflected from surfaces

Earth and Space

Living Things

z Explore and compare the differences between things that are living, dead and things that have never been alive

z Identify that humans and some other animals have skeletons and muscles for support, protection and movement

z Explore and use cla group, identify and things in their local

z Recognise that light from the sun can be dangerous and that there are ways to protect their eyes z Recognise that shadows are formed when the light from a light source is blocked by an opaque object z Find patterns in the way that the size of shadows change N/A

z Compare how things move on different surfaces

z Identify how sounds some of them with

z Notice that some forces need contact between two objects, but magnetic forces can act at a distance

z Recognise that vibr through a medium

Forces and Energy

z Observe how magnets attract or repel each other and attract some materials and not others z Compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet and identify some magnetic materials z Describe magnets as having two poles predict whether two magnets will attract or repel each other, depending on which poles are facing

z Find patterns betwe features of the obje

z Find patterns betwe sound and the stren that produced it

z Recognise that soun distance from the s

z Identify common ap on electricity

z Construct a simple identifying and nam cells, wires, bulbs, sw

z Identify whether or simple series circuit not the lamp is part a battery

z Recognise that a sw circuit and associat lamp lights in a sim

z Recognise some co insulators and asso good conductors

ng things can be y of ways

assification keys to help name a variety of living and wider environment

Curriculum Handbook 2023-2024

Grade 4

Grade 5

z Identify and name the main parts of the human circulatory system and describe the functions of the heart, blood vessels and blood

z Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals

z Recognise the impact of diet, exercise and lifestyle on the way their bodies function

vironments can change ometimes pose dangers

z Describe the ways in which nutrients and water are transported within animals, including humans

e functions of the basic parts tem in humans

z Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird

nt types of teeth in humans nctions

z Describe the life process of reproduction in some plants and animals

rpret a variety of food chains, ers, predators and prey

z Describe the changes as humans develop to old age (culturally sensitive)

s are made, associating something vibrating

rations from sounds travel to the ear

een the pitch of a sound and ect that produced it

een the volume of a ngth of the vibrations

nds get fainter as the sound source increases

ppliances that run

series electrical circuit, ming its basic parts, including witches and buzzers

not a lamp will light in a t, based on whether or t of a complete loop with

witch opens and closes a te this with whether or not a mple series circuit

z Give reasons for classifying plants and animals based on specific characteristics z Identify and name the main parts of the human circulatory system and describe the functions of the heart, blood vessels and blood z Recognise the impact of diet, exercise and lifestyle on the way their bodies function z Describe the ways in which nutrients and water are transported within animals, including humans z Recognise that living things have changed over time and that fossils provide information about living things that inhabited the earth millions of years ago z Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents (culturally sensitive) z Identify how animals and plants are adapted to suit their environment in different ways

z Describe the movement of the earth and other planets, relative to the sun in the solar system

N/A

z Describe the movement of the moon relative to the earth z Describe the sun, earth and moon as approximately spherical bodies z Use the idea of the earth’s rotation to explain day and night and the apparent movement of the sun across the sky

z Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal) and response to magnets z Know that some materials will dissolve in liquid to form a solution and describe how to recover a substance from a solution z Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating

z Recognise that light appears to travel in straight lines z Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye z Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes z Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them

z Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic z Demonstrate that dissolving, mixing and changes of state are reversible changes z Explain that some changes result in the formation of new materials and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda

ommon conductors and ociate metals with being

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Personal, Social and Physical Health Grade 1 z Hops, gallops, jogs and slides using an effective technique z Demonstrates jumping and landing in a horizontal plane using 2-foot take-offs and landings z Maintains stillness on different bases of support with different body shapes z Transfers weight from one body part to another in self-space in dance and gymnastics environments z Rolls with either a narrow or curled body shape z Demonstrates twisting, curling, bending and stretching actions z Throws underhand, with limited accuracy or with support z Catches a soft object from a self-toss before it bounces z Catches various sizes of balls self-tossed or tossed by a skilled thrower

Knowledge, Skills and Elements

z Dribbles continuously in self-space using the preferred hand z Moves in self-space and general space in response to designated beats/rhythms z Travels demonstrating low, middle and high levels z Travels demonstrating a variety of relationships with objects (e.g. over, under, around, through) z Differentiates between fast and slow speeds z Differentiates between strong and light force z Perform fundamental movement skills in a variety of movement sequences

Grade 2

Grade 3

z Skips using an effective technique

z Leaps using an effe

z Runs with an effective technique

z Travels showing diff sprinting and runnin

z Travels showing differentiation between jogging and sprinting z Demonstrates jumping and landing in a horizontal plane using a variety of 1- and 2-foot take-offs and landings z Balances on different bases of support, combining levels and shapes z Balances in an inverted position with stillness and a supportive base z Transfers weight from feet to different body parts/bases of support for balance and/or travel z Rolls in different directions with either a narrow or curled body shape z Differentiates among twisting, curling, bending and stretching actions z Combines balances and transfers into a 3-part sequence (i.e. dance, gymnastics) z Throws underhand using an effective technique z Throws overhand, demonstrating an effective technique z Catches a self-tossed or well-thrown large ball with hands, not trapping or cradling against the body z Dribbles using the preferred hand while walking in general space z Combines locomotor skills in general space to a rhythm z Combines shapes, levels and pathways into simple travel, dance and gymnastics sequences z Perform fundamental movement skills in a variety of movement sequences

z Jumps and lands in vertical planes

z Performs a sequenc transitioning from o and without hesitat

z Balances on differe demonstrating mus extensions of free b

z Transfers weight fro momentary weight

z Throws overhand in (closed skills), for di

z Catches a gently to from a partner

z Dribbles and travels moderate jogging s and body

z Recognises the con movement context

z Applies simple strat chasing activities

z Applies simple strat

z Practise and refine movement skills in a movement sequenc

ective technique

ferentiation between ng

n the horizontal and

ce of locomotor skills, one skill to another smoothly tion

ent bases of support, scular tension and body parts

om feet to hands for t support

n nondynamic environments istance and/or force

ossed hand-size ball

s in general space at slow to speed, with control of the ball

ncept of open spaces in a

tegies and tactics in

Curriculum Handbook 2023-2024

Grade 4

Grade 5

z Uses various locomotor skills in a variety of small-sided practice tasks, dance and educational gymnastics experiences

z Demonstrates patterns of locomotor skills in dynamic small-sided practice tasks, gymnastics and dance

z Runs for distance using a proficient running technique

z Combines locomotor and manipulative skills in a variety of small-sided practice tasks/games environments

z Applies the movement concepts of speed, endurance and pacing for running z Uses spring-and step take-offs and landings specific to gymnastics z Balances on different bases of support on apparatus, demonstrating levels and shapes z Transfers weight from feet to hands, varying speed and using large extensions (e.g. mule kick, handstand, cartwheel) z Moves into and out of balances on apparatus with curling, twisting and stretching actions z Combines locomotor skills and movement concepts (levels, shapes, extensions, pathways, force, time, flow) to create and perform a sequence with a partner z Combines travelling with balance and weight transfers to create a gymnastics sequence with and without equipment or apparatus

tegies in fleeing activities

z Throws overhand and underhand to a partner or at a target with accuracy at a reasonable distance

fundamental a variety of ces and situations

z Catches a thrown ball above the head, at chest or waist level, and below the waist in a nondynamic environment (closed skills) z Catches with reasonable accuracy in dynamic, small-sided practice tasks z Dribbles in self-space with both the preferred and the non-preferred hands z Dribbles in general space with control of ball and body with changes in direction and speed z Dribbles with hands or feet in combination with other skills (e.g. passing, receiving, shooting) z Combines travelling with manipulative skills of dribbling, throwing, catching and striking in teacher- and/or student-designed small-sided practice tasks z Applies the concept of closing spaces in smallsided practice tasks z Applies the concept of open spaces to combination skills involving travelling (e.g. dribbling and travelling) z Applies the concepts of direction and force when striking an object with an implement, sending it toward a designated target z Applies simple offensive strategies and tactics in chasing and fleeing activities z Applies simple defensive strategies/ tactics in chasing and fleeing activities

z Combines travelling with manipulative skills for execution to a target (e.g. scoring in soccer, hockey and basketball) z Uses appropriate pacing for a variety of running distances z Combines jumping and landing patterns with locomotor and manipulative skills in dance, educational gymnastics and small-sided practice tasks and games environments z Combines balance and transferring weight in a gymnastics sequence or dance with a partner z Transfers weight in gymnastics and dance environments z Combines locomotor skills and movement concepts (levels, shapes, extensions, pathways, force, time, flow) to create and perform a sequence with a group z Throws overhand and underhand with effective technique in nondynamic environments (closed skills), with different sizes and types of objects z Throws with accuracy, both partners moving z Catches a batted ball above the head, at chest or waist level, and along the ground in a nondynamic environment (closed skills) z Catches with reasonable accuracy in dynamic, small-sided practice tasks z Combines hand dribbling with other skills during 1v1 practice tasks z Dribbles with hands or feet in a variety of smallsided game forms z Combines manipulative skills and travelling for execution to a target (e.g. scoring in soccer, hockey and basketball) z Combines spatial concepts with locomotor and non-locomotor movements for small groups in gymnastics, dance and games environments z Applies the concepts of direction and force to strike an object with an implement z Applies basic offensive and defensive strategies/ tactics in invasion small-sided practice tasks z Applies basic offensive and defensive strategies and tactics in net/wall small-sided practice tasks z Recognises the type of throw, volley or striking action needed for different games and sports situations

z Introduce greater complexity and refine movements to improve the quality of a movement sequence

Identity

Active Living

Interactions

Khalifa City Campus | Primary Years Programme (Grades 1-5)

z Recognise the different group roles and responsibilities

z Develop and use a plan of action to achieve a group goal

z Identify individual s to shared goals

z Assume responsibility for a role in a group

z Adopt a variety of roles for the needs of the group (e.g. leader, presenter, etc)

z Develop a shared p that incorporates e and strengths

z Reflect on the process of achievement and value the achievements of others

z Discuss ideas and ask questions to clarify meaning z Apply different strategies when attempting to resolve conflict

z Use responsible practices in physical environments to contribute to our own and others’ safety z Reflect on the interaction between body systems during exercise

z Reflect on the persp and work cooperati

z Praises others for th movement perform

z Demonstrate greater body control when performing movements

z Identify different sta can affect physical

z Discuss the body’s reaction to participating in physical activity

z Develop plans to im technique refineme

z Identify potential pe for risk-taking beha

z Describe how personal growth has resulted in new skills and abilities

z Use understanding of their own emotions to interact positively with others

z Listens respectfully others (e.g. peers, a

z Solve problems and overcome difficulties with a sense of optimism

z Self-assess performance and respond to feedback on performance from peers

z Exhibits personal re directed activities

z Demonstrate a positive belief in their abilities and believe they can reach their goals by persevering

z Accepts specific corrective feedback from the teacher

z Identify how their at affect the way they also impact on thei

z Motivate themselve with belief in thems

Curriculum Handbook 2023-2024

strengths that can contribute

z Reflect critically on the effectiveness of the group during and at the end of the process

z Identify and explain how an effective group can accomplish more than a set of individuals

plan of action for group work each individual’s experiences

z Build on previous experiences to improve group performance

z Independently use different strategies to resolve conflict, work towards a consensus, understanding the need to negotiate and compromise

pectives and ideas of others ively

z Exhibits responsible behaviour in independent group situations

heir success in mance

ages of life and how these performance

z Identify realistic goals and strategies to improve personal fitness

mprove performance through ent and practice

z Recognise the importance of moderation in relation to safe personal behaviour

ersonal and group outcomes aviours

to corrective feedback from adults)

z Recognise, analyse and apply different strategies to cope with adversity

esponsibility in teacher-

z Use emotional awareness and personal skills to relate to and help others

ttitudes, opinions and beliefs y act and how those of others ir actions

z Analyse self-talk and use it constructively

es intrinsically and behave selves

z Listens respectfully to corrective feedback from others (e.g. peers, adults)

z Recognise the importance of developing personal goals and developing plans to achieve these goals in enhancing performance z Exhibit effective decision-making processes in the application of skills during physical activity

z Recognise that coping with situations of change, challenge and adversity develops our resilience z Analyse how assumptions can lead to misconceptions z Identify how our self-knowledge can continue to support the growth and development of identity

Khalifa City Campus | Primary Years Programme (Grades 1-5)

The Arts - Visual Art Grade 1

Grade 2

Grade 3

z Colour: Mix primary colours to make secondary colours

z Colour: Understand that complementary colours appear opposite each other on the colour wheel, and when placed next to each other, a strong contrast or ‘clash’ is created

z Colour: Create shad to a colour

z Colour: Use natural substances to paint to understand how prehistoric people painted

z Colour: Identify and in artwork

z Form: Classify three dimensional forms as either organic or geometric

z Form: Create a 3D e darker tints and sha

z Shape: Identify symmetrical and asymmetrical shapes in both the human-made environment and the natural world

z Form: Make simple adding layers, foldin

z Colour: Use different amounts of paint and water to mix hues of secondary colours

Knowledge, Skills and Elements

z Form: Know that ‘composition’ means how things are arranged on the page z Form: Join pieces of clay by using the ‘scratch and slip’ technique z Shape: Use collage materials to represent shapes in an image z Line: Use lines in different ways, such as to fill shapes, to make outlines and to add detail or pattern z Pattern: Use drawing techniques such as hatching, scribbling, stippling, and blending to make patterns and textures z Pattern: Understand that patterns can be used to add detail to an artwork z Texture: Use collage materials to represent real-life textures

Responding

Creating

z Tone: Use shading to make drawn objects look three dimensional

z Line: Use varying types of lines in artwork z Pattern: Identify patterns that are man-made or natural in art z Pattern: To know that symmetry can be used to create repeating patterns z Texture: To know that texture in an artwork can be real or a surface can be made to appear textured, as in a drawing using shading to recreate a fluffy object z Tone: Use and apply basic rules for shading when drawing, e.g. shade in one direction, blending tones smoothly and with no gaps

z Tone: Understand that different pencil grades make different tones

z Tone: Shade to create different tones in an artwork and include hatching, cross-hatching, scribbling and stippling

z Combine a variety of formal elements to communicate ideas, feelings and/or experiences

z Use a range of strategies to solve problems during the creative process

z Shape: Understand the space around a

z Line: Make lines ligh or thinner to add ex to a drawing

z Pattern: Understand repeating pattern is can be arranged in varied patterns

z Texture: Use texture achieve a specific e natural surface

z Tone: Use tone to cr

z Create artwork by m the ideas explored t different times, plac

z Consider the audience when creating artwork

z Draw with expression and begin to experiment with gestural and quick sketching

z Develop skills in communicating elements of an artwork by using subject specific language

z Reflect on creative processes to inform thinking and development of future artworks

z Provide constructive responding to artwo

z Explain ideas and opinions about their artwork and other’s artwork, giving reasons

z Use relevant and insightful questions to extend understanding

z Begin to talk about how they could improve their own work

z Investigate the purposes of artwork from different times, places and a range of cultures including their own

z Compare, contrast, from a range of cul using subject speci

z Confidently explain their ideas and opinions about their own and other’s artwork, giving reasons z Use sketchbooks as part of the problem-solving process and make changes to improve their work

z Colour: Create tints

z Apply observationa awareness of comp the beginnings of a

z Build a more compl discussing their own

z Evaluate their work independently durin making process

des by adding black

s by adding white to a colour

d use warm and cool colours

effect by using lighter and ades of a colour

Curriculum Handbook 2023-2024

Grade 4

Grade 5

z Colour: Understand that artists use colour to create an atmosphere or to represent feelings in an artwork

z Colour: Choose colours for specific purposes when creating artwork to represent symbolic meanings that vary according to your culture or background

z Colour: Identify monochromatic colour schemes z Form: Use size and scale of three-dimensional artwork to change the effect of the piece

z Colour: Create a ‘monochromatic’ artwork which uses tints and shades of just one colour z Form: Use different materials to create surface textures in two-dimensional artwork

structures stronger by ng and rolling

z Shape: Create a silhouette and understand that it is a shape filled with a solid flat colour that represents an object

z Shape: Create the illusion of depth by shading shapes

d that negative shapes show and between objects

z Shape: Overlap shapes to create the illusion of depth

z Line: Use lines in other art forms beyond drawing

hter or darker, or thicker xpression or movement

z Line: Use lines to control what the viewer looks at within a composition

z Line: Use lines to define shapes and to form movement and depth

z Pattern: Understand that artists create patterns to add expressive detail to art works

z Pattern: Use patterns in artwork in different ways

z Texture: Create texture on different materials

z Texture: Use the impasto technique to apply thick layers of paint to a surface

d that the starting point for a s called a motif, and a motif n different ways to make

e more purposely to effect or to replicate a

z Tone: Use tone to show the foreground and background in an artwork

z Tone: Understand the term chiaroscuro, meaning ‘light and dark’ which is used to describe high-contrast images

reate contrast in an artwork

making connections between through the arts and across ces, and cultures

z Develop independence in the development and realisation of the creative process

z Utilise a broad range of materials, skills, and tools to artistically create meaning

z Adjust and refine creative processes in response to constructive criticism

z Select, research, and develop an idea or theme for an artwork

z Work in a sustained way over several lessons to complete a piece

z Independently use knowledge of tools, materials, and processes to try alternative solutions and make improvements to artwork

e criticism when ork

z Explain the cultural and historical perspectives of an artwork

z Justify the role and relevance of the arts in society

, and categorise artworks ltures, places and times ific language and terms

z Use knowledge of tools, materials and processes to try alternative solutions and make improvements to artwork

z Reflect on the factors that influence reactions to the arts

lex vocabulary when n and others’ art

z Analyse and describe how colour is used in other artists’ work

al skills, showing a greater position and demonstrating an individual style

z Critique and make informed judgments about artworks

more regularly and ng the planning and

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Responding

Creating

Knowledge, Skills and Elements

The Arts - Music

Grade 1

Grade 2

Grade 3

z Harmony: Identify that melodies may be performed as a solo line or accompanied by harmony

z Harmony: Identify that major and minor chords have different sounds

z Harmony: Perform t simultaneously (e.g descants, etc)

z Melody: Understand that melodies are based on scales; major, minor, and pentatonic

z Melody: Express that sequence of sounds may move from low to high, high to low, or stay the same through movement, drawing, verbal, or written explanations

z Melody: Distinguish printed symbols in music to show the direction of the melody

z Melody: Identify that a melody is made up of sounds organised in patterns

z Form: Differentiate between the short or long sections that comprise a piece of music

z Melody: Identify sou by steps or half step called scales and c

z Form: Group music into organised phrases and justify the grouping

z Expression: Identify changing tempo and discuss why these changes help communicate the meaning of a piece of music

z Melody: Identify and by steps and leaps

z Expression: Examine the words of a song (text) to develop a deeper understanding of the song’s meaning z Rhythm: Identify that sounds and silences have specific duration (e.g. quarter, eighth, half notes and quarter rests)

z Expression: Identify that music dynamics may change suddenly (accent) or gradually (crescendo, decrescendo/diminuendo) and discuss why these changes help communicate the meaning of a piece of music z Rhythm: Identify and create rhythm patterns to accompany a melody

z Harmony: Investiga percussion instrum to make harmony

z Form: Identify sectio ABA) or by title (ver rationale for these d

z Expression: Identify tempo, and other m overall effect of a p

z Reading and writing: Perform quarter, eighth, and quarter rest patterns using a variety of techniques by following the pattern from left to right

z Rhythm: Compose rhythm patterns made up of the beat and divisions of the beat

z Expression: Catego families with distinc produced by being strummed, struck, s

z Singing: Perform a variety of songs by singing alone and in a group

z Reading and writing: Recognise quarter, eighth, whole and half notes on the music staff

z Reading and writin signature and an ei

z Singing: Perform tone matching with other voice and instruments

z Singing: Perform ind both a Capella and

z Identify the stages of their own and others’ creative processes

z Use a personal interest, belief or value as the starting point to create a piece of music

z Communicate an idea to an audience

z Consider the audience when creating a piece of music

z Make connections b through the arts an places, and culture

z Investigate the purposes of music from different times, places and a range of cultures including their own

z Compare, contrast, and categorise music from a range of cultures, places and times using subject specific language and terms

z Become an engaged and responsive audience for a variety of art forms

z Recognise different audiences respond in different ways to music

z Using the creative p music for a specific

z Use relevant and in extend understandi

z Provide constructive responding to musi

Curriculum Handbook 2023-2024

Grade 4

Grade 5

two or more melodies g. rounds, partner songs,

z Harmony: Create a song for performance where tuned instruments or voices combine to make harmony

z Harmony: Compose a song using chords to support a melodic line

ate how pitched ments can be combined

z Harmony: Examine how melodies having the same harmonic structure may be combined (e.g. partner songs)

unds that move up or down ps within an octave are come in a variety of patterns

z Form: Demonstrate how music may be accompanied by a repeated pattern (ostinato) which is either pitched or non-pitched

d perform melodies moving

z Expression: Compare and contrast how legato and staccato articulations impact performance

ons of music by letters (AB, rse, chorus) and justify the decisions

z Expression: Distinguish between unique terminology to show changes to music (e.g. dynamic markings: pp, p, mp, mf, f, crescendo, decrescendo, tempo markings: ritardando, accelerando, allegro, andante)

y how changes in dynamics, musical elements add to the piece of music

orise musical instruments into ctive tonal qualities which blown, bowed, plucked, scraped, or shaken

ng: Recognise a 4/4-time ighth rest

z Reading and writing: Organise rhythms in a 4/4-time signature z Singing: Perform in 2- and 3-part songs, rounds, and/or descants z Singing: Analyse how changes in tempo, dynamics, and mood affect the communicated message of a piece of music

z Form: Demonstrate the basic forms in music including verse/chorus, binary (AB), ternary (ABA), rondo (ABACA), canon, theme and variations through performance and/or composition z Expression: Investigate how new sounds may be created using instruments in new ways, by inventing new instruments or by layering sounds using electronic methods z Reading and writing: Identify quarter, eighth, sixteenth, whole, half notes and quarter rests z Reading and writing: Organise rhythms into patterns through written notation and performance z Reading and writing: Interpret the following symbols of dynamics and tempo (pp, p, mp, mf, f, ff, decrescendo, crescendo) z Singing: Extend vocal development to include phrasing, enunciation, and expression z Singing: Develop a repertoire of quality songs and reflectively analyse performances

dividually and with a group d with accompaniments

z Singing: Formulate an awareness of the meaning of a song through its words (text/ lyrics) and expressive elements

between the ideas explored nd across different times, s

z Utilise a broad range of skills and tools to artistically create meaning

z Develop independence in the development and realisation of the creative process

z Select, research, and develop an idea or theme for a piece of music

z Identify factors to be considered when presenting a piece of music

nsightful questions to ing

z Understand the role and relevance of the arts in society

z Explain the cultural and historical perspectives of a piece of music

e criticism when ic

z Reflect on the factors that influence reactions to the arts

z Reflect throughout the creative process to refine and challenge thinking by entertaining and enacting new and unusual possibilities

process, create a piece of c audience

z Critique and make informed judgments about pieces of music

z Adjust and refine creative processes in response to constructive criticism

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Moral Education and Social Studies Grade 1

Grade 2

Grade 3

z Give a simple explanation of what is meant by fairness and unfairness

z Compare similarities and differences in people from various cultural, ethnic and religious backgrounds and explain why it is important to accept and respect people who are different z Identify special features in others z Identify people, places and items that deserve respect and explain why they should be respected z Demonstrate how one would like to be treated and how one should treat others z Identify ways to be more understanding towards others z Utilise a large range of vocabulary when describing how one is feeling z Discuss what is meant by resilience and perseverance; and identify resilience and perseverance in individuals or groups of people who demonstrate these qualities z Identify and talk about their own strengths and use them to overcome difficulties z Undertake a challenging project-based activity and pursue it without giving up z Evaluate the work of a peer and provide constructive feedback z Discuss why it is important to be resilient and to persevere when completing a difficult task at home or at school

z Explain what treatin

z Explain how one’s actions can affect others and how to interact appropriately with others by demonstrating appropriate levels of selfawareness and responsibility

z Demonstrate an aw and where they fit w immediate experien the wider world at co Inspect the wider wo z Name the people a them and give reas demonstrate how to respect for things th z Explain why it is imp environment, at sch globally, identify the these environments minimise or preven z Utilise acquired skill the environment, us to work with others action, use problem challenges and sho persistence to com z Illustrate what it me for their own behav how their behaviou how being honest a benefit others z Explain what bullyin reasons why people characteristics of a bullying, the power ways to prevent or s z Explain how it migh witness to, bullying z Recognise when an bullying and how to out about it z Demonstrate how to basic IT skills to ma caution to assess in that may be unsafe

z Identify a fair and an unfair situation z Recommend how to make an unfair situation fair Moral - Character and Morality

z Identify actions that require an apology z Discuss the different ways that affection can be given and received z Demonstrate a positive self-concept z Explain what caring means and illustrate the different ways to care for others z Demonstrate how to take care of self without adult support z Demonstrate how to care for family and friends z Explain how to care for the school environment z Explain the difference between honesty and dishonesty z Utilise a range of vocabulary to express feelings objectively, without blaming others and without hurting someone else’s feelings

z Utilise an expanded range of vocabulary to describe and express feelings that cause worry and anxiety z Identify strengths and weaknesses in self and others and explain the importance of setting goals to improve upon strengths and weaknesses

Moral - Individual and Community

z Discuss likes and dislikes and provide reasons for preference z Identify people who are important to them and describe the relationships that exist between them z Explain feelings in the context of important relationships, including family and friends z Explain what friendship is and why maintaining good friendships is important and recognise that friends can have different backgrounds, opinions and interests z Identify characteristics of a good friend and discuss how to resolve conflict and deal with difficult situations z Identify the similarities and differences in different people in the local community and discuss how to be accepting of people from various cultural, ethnic and religious backgrounds z Demonstrate respect for people from various backgrounds and identify situations and places where respectful behaviour is required

z Apply communication and problemsolving skills to effectively contribute to the achievement of team goals (teamwork); identify attitudes and behaviour that are detrimental to successful teamwork z Demonstrate respect for different people’s points of view and show empathy for other people’s feelings z Explain why it is important to be healthy and demonstrate how to maintain a healthy lifestyle to ensure emotional and physical well-being z Participate in the promotion of a healthy lifestyle z Recognise that everyone has a range of feelings, both positive and negative and explain how to identify what people are feeling z Recognise, and react appropriately to other people’s feelings, knowing when and how to care for and support others z Utilise appropriate vocabulary to express how one feels when things change and apply basic coping strategies to deal with change, asking for help if necessary

z Distinguish between equally and treating

z Recognise how to re with examples of in

z Explain what is mea to express it in ways

z Demonstrate and s means to be though for others

z Show a greater und their actions affect around them

z Explain why co-ope and how group acti

z Participate in group

ng people equally means

n cases of treating people g people fairly

espond when confronted nequality of treatment

ant by appreciation and how s that are appropriate

show how they know what it htful and show consideration

derstanding of how the feelings of others

Curriculum Handbook 2023-2024

Grade 4

Grade 5

z Explain and give examples of the key qualities of compassion, empathy, respect and tolerance

z Explain the meaning of the moral values of care, kindness and generosity

z Recall occasions when compassion and tolerance have, or have not been shown

z Explain, with a fair degree of clarity, how they perceive an ethical dilemma situation, in a story they have read

z Consider the wider world and identify groups of people who are intolerant of others or who are themselves the victims of intolerance z Explain why self-respect is a necessary part of respecting others z Demonstrate a greater understanding of how to solve conflicts at home and at school z Explain how communication is the key to conflict resolution

erative working is important ivities should be conducted

z Demonstrate, independently, how a compromise was reached

p work effectively

z Identify possible sources of conflict and how these can be prevented

wareness of their world within it, ranging from their nces of the world through to ommunity and country levels orld and the people in it and things that matter to sons why they are important; o show care, value and hat matter to them portant to protect the hool, in the community and e things that can damage s and suggest ways to nt environmental damage ls and knowledge to protect sing communication skills and engage them in this m solving skills to overcome ow commitment and mplete the task eans to take responsibility viour and identify when and r may upset others and about their own actions can

ng is and identify the e bully others; discuss the a bully, different forms of imbalance and suggest stop bullying t feel to be a target of, or a

z Identify and demonstrate appropriate and sensible decisions z Illustrate the consequences of specified actions z Illustrate how to show personal responsibility in specific situations

z Rephrase succinctly the key points of a fellow student’s perception of an ethical dilemma, check for accuracy and give the original speaker an opportunity to clarify z Identify and describe the feelings of different people or characters in a story who find themselves in an ethical dilemma z Demonstrate virtuous behaviour, for example by demonstrating a capacity for patience or forgiveness, in their dealings with other people z Participate in a discussion about what it might mean to be a good person while recognising the different ways that the term ‘good person’ can be defined z Illustrate that it is possible for humans to change for the better by developing their moral character and that nobody is inherently a good or bad person

z Demonstrate how one can care for oneself and property

z Demonstrate how to manage changes by identifying when they occur and communicate their concerns to others

z Explain the factors that affect their confidence and self-esteem and how they can develop their resilience

z Demonstrate how to manage changes by identifying when they occur and communicate concerns to others

z Present and discuss ideas about identity and how the attitudes and actions of others can affect individuals’ sense of self-worth either positively or negatively

z Explain what wellbeing means and the tools, techniques and help available to promote and maintain wellbeing, both physical and emotional z Identify who to ask for help to deal with change and loss, for oneself and others, drawing on support from the community z Demonstrate an understanding of how to learn and the benefits of accepting help from other people to improve their learning z Explain how to make a difference by helping others and building relationships based on trust and respect, applying communication skills to maintain supportive relationships z Identify and confidently participate in activities in the school and wider community and make a positive contribution in relation to learning, supporting others and community activities

z Demonstrate an awareness of the needs of others, including vulnerable groups, such as the elderly and provide practical support and consideration z Demonstrate an awareness of environmental issues locally, at a national and global level z Relate how they affect and influence environmental issues, including how they can take practical action on issues such as recycling, litter and noise z Analyse and evaluate how the Olympic values can be used as an inspiration and motivational tool for their own self-growth, drawing on examples of inspirational Olympians z Decide how to use leisure time most effectively by providing evidence of increased participation in the local community z Confidently discuss with others some of the ethical questions surrounding sport, particularly the reasons for foul play, doping and cheating and whether tolerance or forgiveness should be applied

nd how to tell someone about o have the courage to speak

o stay safe online, using anage safety and using nteractions and situations e

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Grade 1

Grade 2

Grade 3

z Identify other cultures including different languages, food, clothing, etc

z Construct a timeline showing significant events in one’s life

z Construct timelines events chronologica

z Recognise that individuals are a part of a group, such as family, community, etc

z Examine the contribution of historical figures to the nation

z Examine historical r photos to answer b and events in histor

Social - History

z Utilise historical records and artefacts to describe how people’s lives have changed over time

z Explain how the act helped shape the w

z Utilise the terms decade, century, generations, etc, to refer to time

z Explain the roles pla their impact on hist

z Explain the significance of historical figures and their relation to historical events

z Identify examples o had an impact on w

z Dramatise stories of the past to understand the past and present

z Recognise and ana people and events

z Identify traditions in a community, for example; food, hospitality, weddings, celebrations, etc z List some rights and responsibilities of the individual in relation to other members of a social group, for example; cleaning up toys, caring for a pet, etc

z Construct a map of a familiar place that includes symbols, key/legends and a compass rose with north identified, indicating the direction of the map

z Identify good and bad behaviour in dealing with personal and public property

z Construct and use maps, pictographs, tally charts, tables and diagrams to read and display geographic information

Social - Geography

z Explain how one travels to and from school and other places z Explain ways in which people depend on the environment z Identify, compare and contrast man-made and natural features in one’s area z Begin to identify basic economic concepts and terms, for example; personal property, public property, purchasing, selling, limited resources, etc z List jobs that people do to earn money z Identify characteristics of maps and globes, for example; compass rose, key/legend, etc z Name the different means of transportation and related geographical features e.g. boats go in the water, vehicles with wheels go on land

z Compare the similarities and differences of the information presented in on-line maps, satellite images, digital photographs or streetview data z Explain and utilise alpha-numeric grids, title, compass rose, cardinal and intermediate directions, symbols, legend and scale z Identify one’s town on a map z Utilise digital map sources from the web to locate one’s area and other geographical references, such as seas, neighbouring countries, etc

z Compare and cont past provided in dif

z Explain how geogra resources shape pe

z Explain the relations geographical phen movements of eart night, seasons, latitu

z Discuss different typ how they serve vari

z Choose appropriate geographical tools interpret informatio

z Evaluate the differe the environment

z Make use of differen solve problems

z Identify and discuss physical features of the earth, such as the oceans, mountains, valleys, etc

z Find each emirate on a map z Explain the concept of location

Social - Sociology

z Identify man-made changes in the neighbourhood and how they affect the environment z Identify factors influencing human activities

z Explain how physical systems affect people’s way of living

z Identify and use one source of information, for example; a teacher, parent, book, etc

z Discuss various ways in which people depend on the physical environment

z Illustrate how people from different cultures relate to the environment, for example; use of resources, shelter, transportation, etc

z Discuss how humans depend on the environment to meet their needs

z Explain climate change and how it affects the way we live

z Analyse ways in which people from different cultures adapt to the physical environment

z Explain significant h they affect the envi of the world

z Create illustrations natural environmen

z Discuss how physic characteristics of p changed from past

z Recognise how peo backgrounds meet

Curriculum Handbook 2023-2024

Grade 4

Grade 5

s and record ally

z Identify, explain and analyse causes and effects of historical local and regional events

records, artefacts and basic questions about times ry

z Identify the importance of historical sites

z Inquire about a topic in history, examine various sources, interpret findings and utilise evidence to draw conclusions that respond to the inquiry

z Explain the characteristics of political authorities

z Examine causes and outcomes of a selected historical event

tions of prominent individuals world around them

z Distinguish between political, cultural, social changes in society

z Explain how significant individuals and their ideas and beliefs have influenced history

ayed by historical figures and tory

z Utilise maps to compare and contrast a particular region at different points in time

z Examine a historical event from various perspectives

of people or groups who have world history

z Compare models for organising history into periods

alyse connections between in local and regional history

rast information about the fferent sources

aphical features and natural eople’s lives

ship between various nomena caused by two h, for example; day and udes and longitudes, etc

pes of maps and explain ious purposes

e resources and to generate and on about the earth

ent ways people affect

z Compare, contrast and interpret various types of maps, such as, political, physical, population, etc

z Explain how physical and living components interact in a variety of ecosystems including desert, prairie, flood plain, forest and tundra

z Categorise regions based on their human and physical characteristics

z Explain the relationships between the locations of places and regions and the characteristics of the environment, including resources

z Utilise technology to create maps; adding and sharing information with others z Interpret information from a variety of maps, such as, contour, population density, natural resources, historical maps, etc z Identify why particular locations are used for certain activities z Create maps and other geographical representations of familiar and unfamiliar places

nt types of maps to

z Distinguish between, compare and explain the importance of various types of maps

human activities and how ironment in different parts

z Analyse the relationship between environmental factors and population distribution both locally and globally

and models explaining how nts impact on people’s lives

z Examine how the weather and climate affect people’s lives

cal and human places and people have t to present

z Explain ways in which the earth’s physical features and man-made features change over time

ople from different cultural their needs and concerns

z Identify the location of places and regions in the world z Identify features in the world such as, continents, waterways, mountain ranges, cities,etc on a map using latitude and longitude z Discuss how natural events in the physical environment affect human activities z Utilise appropriate tools to create and interpret geographical data such as, locations, sizes of various places, distances between places, etc

z Explain how people in the past had to adapt to the environment z Examine why environmental characteristics vary in different regions z Define regions and places by their human and physical characteristics z Explain the influence of geographic, human and climatic factors on the movement of people, goods and services

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Grade 1

Grade 2

Grade 3

z Predict and describe the feelings of others in various situations

z Demonstrate the ability to create a digital or non-digital poster, graph, artefact or a chart for a specific theme or topic related to social studies

z Present information audience clearly an

Social - Information Literacy and Processing

z Find a relevant source of information for specific topics in social studies from printed and nonprinted material z Identify and interpret key symbols on a map and indicate the directions and information on it z Participate in class discussions of topics related to the past or present z Demonstrate how to gather information from videos, guest speakers or reading texts with the help of the teacher z Draw pictures and write captions to describe a personal experience in relation to various social studies topics z Identify and utilise various strategies to address classroom conflicts, with the support of an adult

z Demonstrate an understanding of various social studies topics by actively participating in group discussions and class debates z Demonstrate how to gather and access information from the internet and books, with the support of the teacher z Identify the reasons, stated by an author of a particular text, to present their point of view z Formulate arguments with reasons z Construct explanations using relevant information z Compile suggestions to resolve an identified local issue, such as pollution, safety etc

z Illustrate different points of view of an event

z Identify various points of view for the same event

z Illustrate how traditional stories inform our knowledge of the past

z Orally present a synthesis of an argument utilising technology

z Discuss how the feelings and opinions of others change over time

z Gather relevant info sources for Social S

z Compose an answe information you hav

z Create various form some information y as, a poem, a comic PowerPoint, etc

Information Processin

z Design a presentati regarding a certain

z Propose a plan to so local issue

z Construct an argum various sources and

z Find evidence to an for the same event

z Recommend and im school wide or loca

z Identify social problems and explain one’s own role in solving them, for example; recycling, safety, pollution, etc z Demonstrate how to gather information using different sources z Identify basic economic concepts and terms z Role-play different jobs and explain their function in the community

Social - Economics

z Identify local currency by naming the notes and coins z Identify the basic needs of people z Compare the similarities and differences in the feelings of self and others z Name different jobs and explain the importance of work; discuss what specialised jobs are and why people choose to have specialised jobs z Explain work in terms of the ability to buy and sell z Demonstrate how to resolve conflict when classroom materials are limited by sharing or prioritising z Identify ways people meet their needs by sharing, trading and using money to buy goods and services

z Identify basic economic principles, such as national industries, traditional industries, modern industries, scarcity, choice, good and services

z Distinguish the diffe natural and capital

z Construct examples of goods and services

z Explain how land, na trade and/ or techn activities in a local c

z Identify institutions that are part of economic systems

z Explain how and for produce goods and

z Compare and contrast consumers and producers z Explain ways individuals, school, government contribute to the economic well-being of the community

Curriculum Handbook 2023-2024

Grade 4

Grade 5

n gathered to an intended nd fluently

z Select information from primary and secondary sources on various topics

z Compile information from primary and secondary sources of information

ormation from various Studies topics, independently

z Demonstrate understanding of questions related to social studies from printed and nonprinted sources

z Organise information in an organisational chart or a diagram, with or without technology

er to a question, about some ve gathered

ms of written work on you have gathered, such c, a short story or a

ion justifying arguments n event

z Select information on social studies topics and relate findings in the form of a presentation using visuals and citing sources z Distinguish between cause and effect, facts and opinion and main ideas and supporting details z Demonstrate collaboration in collecting evidence from one or two sources regarding a certain phenomenon

olve a contemporary

z Examine printed and digital sources that suggest solutions to various social, local issues

ment using evidence from d present it to others

z Demonstrate collaboration in assessing the sources and distinguishing different points of view of a certain event

nalyse various points of view

z Summarise information gathered from various sources z Identify evidence from various sources in response to compelling questions z Utilise primary sources such as newspaper articles, plays, poetry, etc, to create written work such as essays

z Summarise claims and explanations in the form of a presentation using various technologies

mplement a plan to solve a al issue using evidence

erences between human, l resources

z Explain economic principles, such as, initiative, production, goods, services, saving, etc

z Explain basic economic concepts such as, prosperity, wealth and poverty

atural resources, labour, nology, affect economic community

z Illustrate the importance of innovation and initiative in job performance and improving productivity

z Discuss examples of improved transportation and communication networks and how they encourage economic growth

r whom, communities d services

z Explain the purpose of a bank

z Identify how the state invests in human capital and entrepreneurship

z Explain how fees and taxes are used by government

z Explain the importance of conservation in creating wealth and prosperity z Discuss the basic characteristics of a market

Cultural - Heritage

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Grade 1

Grade 2

Grade 3

z Show appreciation of others’ stories z Discuss examples of intangible Heritage in the UAE

z Utilise some of the vocabulary and concepts that are helpful when considering change over time and how one’s Heritage might be reflected in the present day

z Discuss own cultura what has influenced

z Identify different forms of traditional storytelling

z Discuss the work of archaeologists

z Explain the purpose of storytelling, for example; to explain morals, pass on culture, express Heritage, etc

z Compare inventions of the past to modern inventions and discuss how they were made compared to how things are made today

z Show respect for a range of people and roles and understand that certain situations and objects also require respectful behaviour

z Discuss the distinguishing features of a variety of artefacts from the past

z Explain how explorin define own culture a that of others

z Create and exchange stories about themselves and their families with their peers

z Identify and explain the meaning of national and other symbols currently found in the UAE and compare them with symbols in the past

z Explain how an indiv has many aspects a influenced in a varie

z List symbols, songs and traditions that is representative of the UAE

z Predict where an artefact was discovered and discuss the use of the object

z Identify a range of c within the UAE

z Illustrate the importance of preserving the elements of national identity

z Illustrate ways in which selected artefacts, such as cooking and eating utensils, coinage, furniture, etc, have changed or remained the same over time and how they relate to their present-day counterparts

z Construct a simple

z Outline important traditions and norms in society

z Explain and give a r of ‘Culture’

z Identify and explain general and own in peers and the teach

z Discuss some of the living in a culturally

z Explain and compile in which Emirati cul from cultures elsew

z Explain why and when the UAE National Anthem is recited; gives examples of basic flag etiquette

Cultural - Civics

z Describe roles and responsibilities of leaders

z Identify ways in whi in their community,

z Identify various form how these institutio wants of society

z Explain the benefits members of a com that serve them

Curriculum Handbook 2023-2024

al identity and talk about d it

range of examples

n aspects of Emirati Culture in ndividual cultural identity, to her

ng cultural diversity helps to and also how to appreciate

vidual’s cultural identity and explain how it may be ety of ways

Grade 4

Grade 5

z Demonstrate the importance of building relationships based on trust and respect, applying communication skills to maintain supportive relationships

z Explain the main changes that have taken place with: people coming to and settling in the UAE and families and family groupings

z Analyse and explain findings on the impact of economic expansion on society and the environment z Explain, at a simple level, the benefits and potential problems of interconnectivity between different people z Demonstrate a basic understanding of the concepts needed for economic literacy

z Discuss relevant concepts and terminology z Discuss the importance and value of family and kinship bonds z Explain the role of the founding fathers of the Union z Discuss the components of national identity, such as, religion, language, traditions

cultural diversity cultural map

e challenges and benefits of y diverse society

e a simple analysis of ways lture is similar to or different where in the world

ich people make a difference , country or the world

z Explain how governments provide basic services

z Explain the purpose, functions and structure of the UAE government

ms of institutions and explain ons meet the needs and

z Identify the norms and traditions of the UAE society and compare these with other societies

z Examine the origins and purposes of the UAE constitutional provisions

z Explain how a constitution provides structure for the government

z Compare and contrast major political systems, such as, monarchy, dictatorship, democracy, constitutional monarchy

ms of institutions and explain ons meet the needs and

s and responsibilities of mmunity and the institutions

z Demonstrate one’s rights and responsibilities as a member of the community z Examine different strategies to solve a conflict

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Responding

Creating

Knowledge, Skills, and Elements

STEM

100

Grade 2

Grade 3

z Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve given problems

z Analyse data from tests of two objects designed to solve the same problem to compare strengths and weaknesses of how each performs

z Describe data using simple observations z Manipulate code in the blocky user interface

z Define a simple design problem reflecting a need or a want that includes specific criteria for success and constraints on materials, time, or cost

z Create simple coding sequences of two or more steps

z Identify Individual parts of machines

z Interact with a robot for a specific purpose

z Craft basic machine parts

z Identify the elements necessary to make/construct different products

z Understand the function and operation of systems (circuits)

z Selects and adds appropriate ingredients to make identified products

z Identify essential elements of each system z Differentiate between natural and man-made systems

z Design local environment to meet immediate needs and wants

z Differentiate between different power sources

z Selects appropriate materials to meet a design need

z Select and add a power source to a vehicle

z Follow a pre-made design solution (e.g. building a helicopter/car/boat)

z Gather, describe, and use data based on observations and descriptive statistics

z Use supplied technologies to create solutions to problems

z Count and group actions together to create a loop

z Show an awareness of the innovative power of STEM z Use a personal interest, belief or value as the starting point to create a design

z Compare, contrast, and categorise designs from a range of cultures, places and times using subject specific language and terms z Recognise and consider the contexts in which designs and/or design processes were made

z Create a short sequence to programme a robot z Make connections between the ideas explored through STEM and across different times, places, and cultures z Create an innovative design for a specific purpose

z Use relevant and insightful questions to extend understanding z Provide constructive criticism when responding to other’s ideas or work

Curriculum Handbook 2023-2024

Grade 4

Grade 5

z Compare existing solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem

z Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved

z Follow a structured design process to solve a problem

z Develop, test, and refine prototypes as part of a cyclical design process

z Identify and correct a problem in design (e.g. Too heavy = Change material) z Understand the function and operation of systems (coding, machines)

z Design solutions from a combination of materials, machines, and forces to achieve a design goal z Develop prototype iterations on the way to a solution

z Use basic machines suitable to solve specific problems

z Modify a design to solve new/related problems

z Experiment and test combinations of basic machines to build a complex machine

z Apply machines in different contexts (e.g. vehicles, robots, machinery, various automated equipment, etc)

z Design environmentally integrated solutions z Code a simple sequence that includes a loop

z Gather and represent data based on observations, descriptive statistics, and simple multivariate analysis such as: averages and hypotheses

z Identify and troubleshoot basic coding inconsistencies

z Design sustainable solutions utilising natural environments

z Debug a robot’s coding

z Break long sequences of steps into loops, and include them in a sequence with several steps

z Think critically and creatively to contribute thoughts, ideas, and possible solutions to real problems in the most efficient ways

z Plan, model, or build a system that meets the needs and wants of a specific group of users (e.g. shade for a playground, database for residents, etc)

z Utilise a broad range of materials, skills, and tools to innovatively create a design for a specific purpose

z Develop independence in the development and realisation of the design process

z Select, research, and develop an idea or theme for an innovative design

z Understand factors to be considered when testing, presenting, or evaluating a design, idea, or project

z Understand the role and relevance of STEM in society

z Adjust and refine design processes in response to constructive criticism

z Reflect on the factors that influence the development of an innovative STEM design z Critique and make informed judgments about processes and/or projects

z Reflect throughout the innovative process to refine and challenge thinking by entertaining and enacting new and unusual possibilities

101

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Islamic Studies Grade 1 Field

Aspect

Standard

Divine revelation

Holy Quran and its sciences

The student recites Chapter of “Amma” and shows general understanding of its surahs meanings and rules, and applies the morals of its recitation

Hadith and its sciences

The student shows memorisation of some hadiths and proper understanding of their meanings and applies their rules

Faith doctrine

The student shows awareness and belief of the basics of faith in Allah and his qualities, angels, books and prophets

Faith mentality

Shows proper ability of inducing the existence of Allah and to believe in him using the research and thinking tools

Islam values

Shows understanding of the Islamic individual and group values and applies them to his/her behaviour

Islam Morals

Shows understanding and application of the Islamic morals

Islam rulings and purposes

Rules of worships

The student shows proper knowledge of the worships and performs them properly

Syrah and characters

Prophet Syrah

The student shows proper knowledge of the prophet, peace be upon him, Syrah from his birth to the immigration (Hijrah) and shows his/her following of his personality

Islamic Characters

The student shows proper knowledge and following of distinguished Islamic characters who have roles in serving Islam and Muslims

Identity and belonging

The student shows his/her pride with his/her personality, identity and nation, and his/her appreciation of his/her heritage, culture, and compliance with his/her principles, habits and traditions

Recent issues

The student shows understanding of the recent issues and challenges, and ability to analyse them and to find solutions for it, depending on the Islamic principles and rules

Islamic Creed

Values and morals of Islam

Identity and issues of the age

102

Curriculum Handbook 2023-2024

Learning Outcomes Recites the following surahs with Tajweed: Al Fatihah, Annas, Al Falaq, Al Ikhlas, Al Masad, Annasr, Al Fil, Al Kawthar, Al Maoon Interprets the total meaning of the surahs included in the curriculum Recites 8 hadiths: z Prophet Mohammed never carp from any food z In your name Allah, I put my side z There is a woman sent to Hell due to a cat z Any person who has no mercy will never be treated with mercy z The good is to have good manners z The best persons are those learned Quran and taught it to others z Allah will support the person as long as he/she supports other people Concludes the most important Prophetic guidance included in the hadiths States examples of the Allah’s divinity and mercy through his creatures Expresses his love to Allah, the Merciful Explains the six pillars of belief Concludes Allah ability by meditation in Allah creatures in worlds of plants and animals Collects information and photos of a creature in its environment Compares the results of honesty and laying in terms of their impact on the individual Explains the positive impacts of his/her tolerance on sharing his / her games and properties Explains the importance of cleanness for Muslims Concludes the Islam morals relating to cleanness Explains the importance of the practical pillars of Islam Applies purification in a correct way Identifies the times of prayers and number of rakas (units of prayer) States the most important features of the prophet life from his birth till the sponsorship of his grandfather Concludes some of the prophet qualities: blessed child, loving all people around him, with tender heart and with eloquent tongue Concludes the morals of prophet in dealing with people to whom he is grateful: His mother, grandfather, nanny and custodian Expresses in proper language his love of the prophet Speaks on situations that show his/her following of Abu Hurayrah, may Allah bless him, in his mercy and sympathy with animals Concludes the role of Asmaa in the immigration (Hijra) Explains the duties and rights of the family members Provides evidences on his/her dealing with the members of his family and his love to them by mentioning practical examples Explains the importance of the agricultural environment for the human and animal lives Connects between obedience to Allah and keeping the environment

103

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Grade 2 Field

Aspect

Standard

Divine revelation

Holy Quran and its sciences

The student recites Chapter of “Amma” and shows general understanding of its surahs meanings and rules, and applies the morals of its recitation

Hadith and its sciences

The student shows memorisation of some hadiths and proper understanding of their meanings and applies their rules

Faith doctrine

The student shows awareness and belief of the basics of faith in Allah and his qualities, angels, books and prophets

Faith mentality

The student shows proper ability of inducing the existence of Allah and to believe in him using the research and thinking tools

Islam values

The student shows understanding of the Islamic individual and group values and applies them to his/her behaviour

Islam Morals

The student shows understanding and application of the Islamic morals

Islam rulings and purposes

Rules of worships

The student shows proper knowledge of the worships and performs them properly

Syrah and characters

Prophet Syrah

The student shows proper knowledge of the prophet, peace be upon him, Syrah from his birth to the immigration (Hijrah) and shows his/her following of his personality

Islamic Characters

The student shows proper knowledge and following of distinguished Islamic characters who have roles in serving Islam and Muslims

Identity and belonging

The student shows his/her pride with his/her personality, identity and nation, and his/her appreciation of his/her heritage, culture, and compliance with his/her principles, habits and traditions

Recent issues

The student shows understanding of the recent issues and challenges, and ability to analyse them and to find solutions for it, depending on the Islamic principles and rules

Islamic Creed

Values and morals of Islam

Identity and issues of the age

104

Curriculum Handbook 2023-2024

Learning Outcomes Recites the following surahs with Tajweed: Qurish, Al Kafroon, Al Sharh, Al Asr, Al Takathur, Al Dhuha, Al Adyat, Al Shams, Al Qadr Interprets the total meaning of the surahs included in the curriculum Applies the rules of recitation (humbleness and listening) Recites 8 hadiths: z Do you see if you have a river on your door z All members of my nation will be in paradise z You will never be a true believer unless you like for your brother and daughters in Islam what you like for yourself z The miser is the person who does not say, May Allah pray on him, when my name is mentioned z Any person who read a letter of Allah book z Any person who purified well, then said z If you are three persons, no two persons of you may secretly speak to each other z “What (sort of) deeds in or (what qualities of) Islam are good?” He replied, “To feed (the poor) and greet those whom you know and those whom you don’t know” Concludes the most important Prophetic guidance included in the hadiths Find evidences on Allah’s qualities: The Subtle, The Aware through his creatures Introduces two of the patient prophets (Noah and Ibrahim) Repeats a poem on prophets Concludes Allah ability by meditation in human world Prepares presentation on the human creation Compares the honesty and laying in terms of their impact on the individual and society Concludes the controls of group playing which is based on tolerance through class situations Explains the importance of identifying his/her desires and respecting the others desires and not exceeding them Applies the eating morals in Islam Explains the relationship between purification and worship Distinguishes the types of purification (dirty) Concludes the nullifications of ablution Applies the prayer quality properly Identifies the most important acts made by the prophet when he was under his uncle sponsorship (sheep herding and trading) Concludes some of the prophet qualities at his early life: Trustful, honest, merciful, loving work, meek and patient Find evidences on the reason of the prophet participation in rebuilding Kaaba Speaks in proper language to express his love of the prophet and how he/she follows the prophet steps in dealing with relatives and family Concludes the most important qualities of Ali Ibn Abi Taleb and Fatima Al Zahraa Speaks on situations that show his/her following of Ali Ibn Abi Taleb and Fatima, may Allah bless them, in their mercy on the poor people Explains some morals of neighborhood with examples and stories Provides evidences on his/her respect to neighbors and his/her refusal to harm them Explains why the plants are various and their different colors and types Describes in a proper language his/her role in protecting plants in the house and school

105

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Grade 3 Field

Aspect

Standard

Divine revelation

Holy Quran and its sciences

The student recites Chapter of “Amma” and shows general understanding of its surahs meanings and rules, and applies the morals of its recitation

Hadith and its sciences

The student shows memorisation of some hadiths and proper understanding of their meanings and applies their rules

Faith doctrine

The student shows awareness and belief of the basics of faith in Allah and his qualities, angels, books and prophets

Faith mentality

The student shows proper ability of inducing the existence of Allah and to believe in him using the research and thinking tools

Islam values

The student shows understanding of the Islamic individual and group values and applies them to his/her behaviour

Islam Morals

The student shows understanding and application of the Islamic morals

Islam rulings and purposes

Rules of worships

The student shows proper knowledge of the worships and performs them properly

Syrah and characters

Prophet Syrah

The student shows proper knowledge of the prophet, peace be upon him, Syrah from his birth to the immigration (Hijrah) and shows his/her following of his personality

Islamic Characters

The student shows proper knowledge and following of distinguished Islamic characters who have roles in serving Islam and Muslims

Identity and belonging

The student shows his/her pride with his/her personality, identity and nation, and his/her appreciation of his/her heritage, culture, and compliance with his/her principles, habits and traditions

Recent issues

The student shows understanding of the recent issues and challenges, and ability to analyse them and to find solutions for it, depending on the Islamic principles and rules

Islamic Creed

Values and morals of Islam

Identity and issues of the age

106

Curriculum Handbook 2023-2024

Learning Outcomes Recites the following surahs with Tajweed: Al Baynah, Al Alaq, Al Humza, Al Zalzala, Al Qarea, Al Layl, Al Teen, Al Balad, Al Fajr Interprets the total meaning of the surahs included in the curriculum Applies the rules of recitation (Istiadha and Basmalla) Recites 8 hadiths: z “The one who is proficient in the recitation of the Qur’an z “Truth leads to piety and piety leads to Jannah z “The believers in their mutual kindness, compassion and sympathy are just like one body z “The five daily (prescribed) Salat, and Friday (prayer) to the next Friday (prayer), z “Nothing is heavier on the believer’s Scale on the Day of Judgement than good character z “A true believer is not involved in taunting, or frequently cursing (others) or in indecency or abusing” z Anyone who cuts off relationship from his nearest relatives will not enter Paradise z “Whoever is pleased with Allah as (his) Lord, and Islam as (his) religion, and Muhammad as (his) Prophet, then he has tasted the sweetness of faith” Concludes the most important Prophetic guidance included in the hadiths Identifies the names of some angels and their qualities and roles Employs his/her knowledge with the angels roles in enhancing his/her positive behaviour Introduces two of the patient prophets (Musa and Essa) Compares the miracles of Musa and Essa Explains the value of knowledge and research for information in Islam Expresses the importance of research and learning from the experienced and specialised persons Provides a presentation on the sources of knowledge and information Expresses in his/her way the value of parents obedience Proves the value of cooperation in Islam Provides evidences on the value of tolerance in the prophet life with people who abused him Applies morals of visiting and hosting in Islam Distinguishes the conditions and nullifications of prayer Compares the Adhaan and Iqamah and performs them well Explains the concept of fasting and advantages Designs a presentation with multimedia on one of worships (Purification, prayer and fasting) Speaks on the prophet syrah after the revelation in Cave of Hira Expresses how he/she follows the prophet steps in dealing with neighbors Concludes the impact of Abu Bakr Al Seddiq belief in the prophet and trusting him Concludes the role of Khadija bint Khwaild, May Allah bless her, in supporting the prophet at the hard times Writes a list of some works that he/she can serve Islam through them Explains the importance of taking care of the needy people and meet their material and moral needs Explains two ways he/ she selects for helping the needy people Expresses in proper language the role of his/her nation in helping the needy people Concludes the relationship between water and plants and life on earth (as blessings from Allah) Suggests ways to save water

107

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Grade 4 Field

Aspect

Standard

Divine revelation

Holy Quran and its sciences

The student recites Chapter of “Amma” and shows general understanding of its surahs meanings and rules, and applies the morals of its recitation

Hadith and its sciences

The student shows memorisation of hadiths and proper understanding of their meanings and applies their rules

Faith doctrine

The student shows awareness and belief of the basics of faith in Allah and his qualities, angels, books and prophets

Faith mentality

The student shows proper ability of inducing the existence of Allah and to believe in him using the research and thinking tools

Islam values

The student shows understanding of the Islamic individual and group values and applies them to his/her behaviour

Islam Morals

The student shows understanding and application of the Islamic morals

Islam rulings and purposes

Rules of worships

The student shows proper knowledge of the worships and performs them properly

Syrah and characters

Prophet Syrah

The student shows proper knowledge of the prophet, peace be upon him, Syrah from his birth to the immigration (Hijrah) and shows his/her following of his personality

Islamic Characters

The student shows proper knowledge and following of distinguished Islamic characters who have roles in serving Islam and Muslims

Identity and belonging

The student shows his/her pride with his/her personality, identity and nation, and his/her appreciation of his/her heritage, culture, and compliance with his/her principles, habits and traditions

Recent issues

The student shows understanding of the recent issues and challenges, and ability to analyse them and to find solutions for it, depending on the Islamic principles and rules

Islamic Creed

Values and morals of Islam

Identity and issues of the age

108

Curriculum Handbook 2023-2024

Learning Outcomes Recites the following surahs with Tajweed: Al Ghashia, Al Alaa, Al Tareq, Al Broug, Al Inshqaq, Al Motafifyen Expresses in his/her own way the total meaning of the surahs included in the curriculum Applies the rules of Tajweed: Allam Al Shamsyah and Allam Al Qamariyah (Allam in the word Allah) Recites 8 hadiths: z “A believer who is strong (and healthy) is better and dearer to Allah than the weak believer z It is enough for a man to prove himself a liar when he goes on narrating whatever he hears” z “Salat in congregation is twenty-seven times more meritorious than a Salat performed individually” z “He who believes in Allah and the Last Day, let him show hospitality to his guest z The Prophet never used bad language neither a “Fahish nor a Mutafahish He used to say “The best amongst you are those who have the best manners and character” z “Fear Allah wherever you are, do good deeds after doing bad ones z “Allah will be pleased with His slave who praises Him (i.e. says Al-hamdu lillah) when he eats and praises Him when he drinks” z Kindness is not to be found in anything but that it adds to its beauty Concludes the most important Prophetic guidance included in the hadiths States the Heavenly Books and the prophet to who they revealed Concludes the similarities and differences between the Heavenly Books and Holy Quran Explains the methodology of scientific thinking to solve problems in Islam Applies the steps of scientific thinking in solving the problem in assumed situations Provides evidences on the importance of the value of good treatment and its impact on Muslim in the life and the Hereafter Concludes the impacts of the generosity on individual and society Suggests means that helps people the self to tolerate with others Memorises the prayer of entering and leaving the house Applies the morals of the prayer of entering and leaving the house Distinguishes between the compulsory prayers and additional voluntary prayers Explains the rules of fasting and its legal purposes Explains the charity and its virtue Provides evidences on the prophet Mohammed patience on his people and wishing good for them Writes in a proper language on how he/she follows the way of prophet Mohammed in terms of his wisdom in calling for Allah and the other most distinguished qualities Provides evidences on shyness and spending money for Allah sake Concludes the reason of naming the mother of believers, Zainab Bint Khuzaymah, as mother of poor people Provides evidences that he/she follows the steps of Othman Ibn Affan and mother of poor people Expresses in proper language the need for public places Explains a plan he/ she develops to protect the country efforts in providing general utilities and to keep them Concludes the relationship between the environment cleanness and the human happiness Suggests two ways to dispose wastes Provides evidences on his/her love of cleanness by participating in proper voluntary work

109

Khalifa City Campus | Primary Years Programme (Grades 1-5)

Grade 5 Field

Aspect

Standard

Divine revelation

Holy Quran and its sciences

The student recites Chapter of “Amma” and shows general understanding of its surahs meanings and rules, and applies the morals of its recitation

Hadith and its sciences

The student shows memorisation of hadiths and proper understanding of their meanings and applies their rules

Faith doctrine

The student shows awareness and belief of the basics of faith in Allah and his qualities, angels, books and prophets

Faith mentality

The student shows an awareness of the value of mind and the importance of thinking and practices its tools to reach the right

Islam values

The student shows understanding of the Islamic individual and group values and applies them to his/her behaviour

Islam Morals

The student shows understanding and application of the Islamic morals

Islam rulings and purposes

Rules of worships

The student shows proper knowledge of the worships and performs them properly

Syrah and characters

Prophet Syrah

The student shows proper knowledge of the prophet, peace be upon him, Syrah from his birth to the immigration (Hijrah) and shows his/her following of his personality

Islamic Characters

The student shows proper knowledge and following of distinguished Islamic characters who have roles in serving Islam and Muslims

Identity and belonging

The student shows his/her pride with his/her personality, identity and nation, and his/her appreciation of his/her heritage, culture, and compliance with his/her principles, habits and traditions

Recent issues

The student shows understanding of the recent issues and challenges, and ability to analyse them and to find solutions for it, depending on the Islamic principles and rules

Islamic Creed

Values and morals of Islam

Identity and issues of the age

110

Curriculum Handbook 2023-2024

Learning Outcomes Recites the following surahs with Tajweed: Al Inftar, Al Takweer, Abasa, Al Nazeaat and Al Naba Interprets the total meaning of the surahs included in the curriculum Applies the rules of Tajweed: Al Qalqla Recites 8 hadiths: z “Do you know who is the bankrupt?” z The Prophet was asked, “What deeds are loved most by Allah?” He said, “The most regular constant deeds even though they may be few” z ‘O Abu Dhar! Did you abuse him by calling his mother with bad names You still have some characteristics of ignorance z “I guarantee a house in Jannah for one who gives up arguing, even if he is in the right; z Mercy is taken away only from him who is miserable z Whenever the Prophet was given a choice between two matters, he would (always) choose the easier z “Read the Qur’an, for it will come as an intercessor for its reciters on the Day of Resurrection” z Rabia’a ibn Kaab Al Aslmy says I was with Allah’s Messenger one night and I brought him water and what he required He said to me: Ask (anything you like) I said: I ask your company in Paradise Concludes the most important Prophetic guidance included in the hadiths Compares the qualities of people of bliss in Paradise and the people of misery in the fire Concludes the impact belief in the Hereafter Day on the believer behaviour Explains the value of mind and thinking and their position in Islam Connects the value of love of Allah and obedience Concludes the impacts of the bravery on individual and society Compares the impact of the value of kindness and hardness in dealing with others Memorises the prayer of riding transportations Summarises the morals of the prayer of riding transportations Applies the morals of road Explains the rules and purposes of congregational prayer Compares the rules of Friday Prayer and Eid prayers Designs a presentation with multimedia on a worship (Prayer, Fasting and Charity) Provides evidences on the prophet Mohammed wisdom in the call to Allah Concludes the evidences of Allah’s support of the prophet by caring and interesting Writes in a proper language on how he/she takes the prophet as an ideal in terms of his wisdom in calling to Allah and his most significant qualities Provides evidences on the justice and asceticism of Omar Ibn Al Khattab, his checking of the nation conditions and his fear of Allah, and Fatima bint Abdulmalek in her loyalty Provides evidences of following the steps of Omar Ibn Al Khattab in his fear from Allah and taking care of the weak and needy people, and of Fatima bint Abdulmalek in her fear from Allah and taking care of the weak and needy people Writes a list of works that allow him/her to serve Islam and Muslims Explains the position of UAE on the issues of Muslims in the world Explains the necessity to participate in the human service programs launched by UAE Describes in proper language his/ her feeling towards the UAE humanitarian contributions Explains the practical steps to thank the blessings Concludes the wisdom of creating the universe subjugated things

111

Contact For further questions or enquiries, email: kccprimaryassistant@ris.ae ris.ae