Grade 1
Unit of Inquiry Curriculum Maps
Shona Gastaldi – Head of Primary
Nafisa Mulla – PYP Coordinator
Who We Are Central Idea
Positive thinking can have an impact on the wellbeing of ourselves and others
Lines of inquiry
How the brain works
How our thoughts and emotions impact our actions
How are actions affect ourselves and others
Concepts
K.C. Function, Perspective, Responsibility
R.C: Cooperation, Fairness, Wellbeing, Emotion, Morals, Influence, Nervous System, Life and living, Beliefs, Values, Balance
Links to Emirati Culture: symbols of hospitality in the UAE Student is able to recognize the biography of Sheikh Zayed as a kind leader
The importance of family in the UAE
Science Strands Learning Outcomes Approaches to Learning
Living Things
• Identify the different parts of the brain
• Explain the functions of the amygdala, hippocampus, prefrontal cortex
• Investigate how the brain is connected to thoughts, emotions and actions
• Identify components of a healthy lifestyle
• Recognize that the brain controls the functioning of our body (senses, movement, thoughts, etc.)
• Describe our responsibilities towards maintaining the physical and mental health of ourselves and others (kindness/ prevention of illness)
• Use scientific vocabulary to explain their observations and experiences
• Identify or generate a question or problem to be explored
• Use a variety of instruments and tools to measure data accurately.
• Consider scientific models and applications of these models
Social Studies Strands
Social organization and culture
Human systems and economic activities
Learning Outcomes Approaches to Learning
• Demonstrate a positive attitude towards learning
• Exhibit skills and strategies for organizing his or her time and belongings
• Recognize how his or her choices and behaviors affect learning in the classroom
• Explain how he/ she feels and why they feel that way
• Engage with others and their learning in positive ways
• Reflect on how our actions can positively or negatively impact others
• Identify ways to organize himself or herself both mentally and physically on a daily basis
• Plan and create a system of organization (for example, for his or her desk, classroom, school)
• Suggest improvements to organizational systems already in place in his or her home or school
UAE Social Studies Strands
History
National Education
• Formulate and ask questions about the past, the future, places and society
• Orientate in relation to place and time
• Identify roles, rights and responsibilities in society
Communication and Presentation of Results
Learning Outcomes
• Student is able to recognize the biography of Sheikh Zayed
• Student is able to explain his/her need for living within groups
• Student is able to describe the basis of dealing with parents
• Student is able to explain the importance of maintaining a national identity
• Student is able to make comparisons of laws and rules applied at home and school Student is able to connect rules and laws and identify their impact on him/her and his/her community
• Student is able to determine different strategies that help him/her to reach solutions to class problems
• Student is able to provide examples for how others' feelings and opinions change over time.
Language Strands
Speaking and Listening
➢ Spoken language varies according to the purpose and audience.
➢ People interpret messages according to their unique experiences and ways of understanding.
➢ Spoken communication is different from written communication it has its own set of rules.
Written Language: Reading
➢ Different types of texts serve different purposes.
➢ What we already know enables us to understand what we read.
➢ Applying a range of strategies helps us to read and understand new texts.
➢ Wondering about texts and asking questions helps us to understand the meaning.
➢ The structure and organization of written language influences and conveys meaning.
Written Language: Writing
➢ We write in different ways for different purposes.
➢ The structure of different types of texts includes identifiable features.
➢ Applying a range of strategies helps us to express ourselves so that others can enjoy our writing.
➢ Thinking about storybook characters and people in real life helps us to develop characters in our own stories.
• Student is able to explain different opinions regarding a certain incident.
• Student is able to identify contemporary social problems (recycling, security and safety, pollution etc).
• Student is able to demonstrate his/her role in solving social problems.
Learning Outcomes
• Use language to explain, inquire and compare
• Listen to a variety of oral presentations including stories, poems, rhymes and reports and respond with increasing confidence and detail
• Participate in a variety of dramatic activities, for example, role play, puppet theatre, dramatization of familiar stories and poems
• Discuss their own experiences and relate them to fiction and non-fiction texts
• Participate in collaborative learning experiences, acknowledging that people see things differently and are entitled to express their point of view
• Wonder about texts and ask questions to try to understand what the author is saying to the reader
• Make predictions about a story, based on their own knowledge and experience; revise or confirm predictions as the story progresses
• Recognize a range of different text types, for example, letters, poetry, plays, stories, novels, reports, articles
• Discuss personality and behaviour of storybook characters, commenting on reasons why they might react in particular ways
• Use graphic organizers to plan writing, for example, Mind Maps®, storyboards
• Write about a range of topics for a variety of purposes, using literary forms and structures modelled by the teacher and/or encountered in reading
• Use feedback from teachers and other students to improve their writing
• Use a dictionary, a thesaurus and word banks to extend their use of language
• Keep a log of ideas to write about
➢ When writing, the words we choose and how we choose to use them enable us to share our imaginings and ideas.
Visual Language - Viewing and Presenting
➢ Visual texts can expand our database of sources of information.
➢ Visual texts provide alternative means to develop new levels of understanding.
➢ Selecting the most suitable forms of visual presentation enhances our ability to express ideas and images.
➢ Different visual techniques produce different effects and are used to present different types of information
• Observe and discuss visual presentations; make suggestions about why they have been created and what the creator has been aiming to achieve.
• Discuss personal experiences that connect with visual images
• Use actions and body language to reinforce and add meaning to oral presentations
• Select and use suitable shapes, colours, symbols and layout for presentations; practise and develop writing/ calligraphy styles
• Realize that text and illustrations in reference materials work together to convey information, and can explain how this enhances understanding
• Realize that visual information reflects and contributes to the understanding of context
Math Strands Learning Outcomes
Number: Place Value
➢ The base 10 place value system is used to represent numbers and number relationships.
➢ The operations of addition, subtraction, multiplication, and division are related to each other and are used to process information to solve problems.
➢ Number operations can be modeled in a variety of ways.
➢ There are many mental methods that can be applied for exact and approximate computations
Number: Operations (+ -)
• The operations of addition, subtraction, multiplication, and division are related to each other and are used to process information to solve problems.
• Count in steps of 2, 3 and 5 from 0, and in tens from any number forward and backward
• Read and write numbers to at least 100 in numerals and in words
• Identify, represent and estimate numbers, using different representations including the number line.
• Recognize the place value of each digit in a two-digit number (tens, ones)
• Compare and order numbers from 0 up to 100 using the less than, greater than and equal to signs
• Use place value and number facts to solve problems
• Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100.
• Show that addition of two numbers can be done in any order (commutative) while
Approaches to Learning
• Count, sort, match and compare objects, shapes and numbers
• Recognize and continue patterns (and relationships)
• Use mathematical vocabulary and symbols (including informal mathematics)
• Develop and implement/trial strategies
• Become confident and competent users of technology in mathematics learning
• Number operations can be modeled in a variety of ways.
• There are many mental methods that can be applied for exact and approximate computations
subtraction of one number from another cannot.
• Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.
• Add and subtract numbers using concrete objects, pictorial representations, and mental calculations
-two-digit number and ones
-two-digit number and tens
-two, two-digit numbers
-adding three, one-digit numbers
• Solve problems with addition and subtraction
• apply increasing knowledge of mental and written methods
Arts
Strands Learning Outcomes
Approaches to Learning
Visual Arts, Music
Creating
➢ We can communicate our ideas, feelings and experiences through our artwork.
➢ We solve problems during the creative process by thinking critically and imaginatively.
➢ Applying a range of strategies helps us to express ourselves.
➢ We are receptive to the value of working individually and collaboratively to create art
Responding
➢ We are receptive to art practices and artworks from different cultures, places and times (including our own).
➢ People communicate ideas, feelings and experiences through the arts.
➢ We can reflect on and learn from the different stages of creating.
➢ There is a relationship between the artist and the audience
Moral Education Strands
Pillar 1: Character and Morality
CM1: Fairness, Respect for Difference
CM2: Caring, Honesty
Visual Arts
• Students will create two- and threedimensional works of art that express feelings and ideas inspired by personal experiences.
• Students explain how elements and principles of design are used to communicate meaning or understanding in their own and others’ art work
Music
• Create a soundscape based on personal experiences.
• Share performances with each other and give constructive criticism.
• Develop proficiency as dancers, actors, musicians and visual artists
• Acquire audience skills such as listening and viewing responsively
• Interpret and present their own or others’ works to a range of audiences
• Evaluate the different roles of artists in society such as to entertain, provoke debate or challenge views and perceptions
• Create and critique choreographed performance, plays, compositions and artwork using a selection of tools and techniques
• Express feelings, ideas, experiences and beliefs in a variety of ways
• Improve coordination, flexibility, agility, strength and fine motor skills
Learning Outcomes
• Give a simple explanation of what is meant by fairness and unfairness
• Recognize a fair and an unfair situation
• Suggest how to make an unfair situation fair
• Recognize that an apology is required if they have acted unfairly
• Know that affection can be given and received in different ways
• Talk about themselves in positive terms
• Understand what caring means and that it can take many different forms
• Describe how one takes care for the self and is independent
• Demonstrate care for others, focusing on friends and family
• Explain how to care for the school environment
• Explain the difference between honesty and dishonesty
• Use a wide range of vocabulary to discuss feelings
Pillar 2: The Individual and the community
IC1: Me and my family
IC2: Friendship
• Use an expanded vocabulary to describe and express their feelings, recognizing whether a feeling is positive or negative and knowing what can cause certain feelings, particularly worry and anxiety.
• Talk about the things they are good at and those things they find more difficult, knowing that different people have different strengths and weaknesses, but that there are instances when they should try to improve.
• Explain what they like and dislike, giving reasons for their preferences and acknowledging that they can learn to like things and that not everyone likes the same things.
• Identify the people who are important to them and the relationships that exist between them, along with the roles that family and friends have when caring for each other.
• Explore their feelings in the context of their important relationships, including family and friends
• Explain what friendship is and why maintaining good friendships is important, knowing that friends can have different backgrounds, opinions and interests.
• Confidently make new friends and treat friends well and with respect through behavior that shows care, empathy, acceptance and support in different situations, including the use of problem solving to resolve conflict and deal with difficult situations.
• Identify in what ways people in the local community might be different from each other, accepting these differences, adapting behavior to interact effectively and being willing to discover new people and cultures.
• Show respect for a range of people and roles and understand that certain situations and objects also require respectful behavior.
PSPE Learning Outcomes
Identity
Active Living
• Explain how personal growth has resulted in new skills and abilities.
• Recognize the importance of regular exercise in the development of well-being.
• Use and adapt basic movement skills (gross and fine motor) in a variety of different activities.
• Explore different movements that can be linked to create sequences.
Approaches to Learning
• Develop and apply strategies to help manage situations of change and adversity.
• Reflect on interactions with other people, other living things and the wider world.
• Display creative movements in response to stimuli and express different feelings, emotions and ideas.
• Understand the need to act responsibly to help ensure the safety of themselves and others.
Science Strands
Materials and Matter
How the World Works
Central Idea
Materials behave and interact in certain ways which determine how people use them
Lines of inquiry
Materials change form depending on different variables
Materials have properties which determine how people use them
How materials are used to solve problems
Concepts
K.C: Change, Connection, Responsibility
R.C: Changes of state, Properties and uses of materials, Matter, Innovation
Links to Emirati Culture:
Materials used for traditional buildings in the UAE
Field trip to Sheikh Zayed Centre for Cultural Understanding
Traditional Emirati dress
Learning Outcomes Approaches to Learning
• Use senses to explore observable properties of materials
• Explain observable changes of materials that occur naturally and unnaturally
• Explain that some changes result in the formation of new materials (reversible/ irreversible changes)
• Recognize that materials can be solid, liquid or gas
• Apply understanding of basic properties of materials in order to match materials to purpose (waterproofing/ insulating etc.)
• Observe carefully in order to gather data
• Use scientific vocabulary to explain their observations and experiences
• Identify or generate a question or problem to be explored
• Plan and carry out systematic investigations, manipulating variables as necessary
• Make and test predictions
• Describe how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching
• Recognize that imagination contributes to scientific developments
• Explore the use of imagination as a tool to solve problems
Social Studies Strands Learning Outcomes
There are currently no social studies connections within this unit of inquiry.
UAE Social Studies Strands Learning Outcomes
There are currently no social studies connections within this unit of inquiry.
Language Strands
Speaking and Listening
➢ Spoken language varies according to the purpose and audience.
➢ People interpret messages according to their unique experiences and ways of understanding.
➢ Spoken communication is different from written communication it has its own set of rules.
Written Language: Reading
➢ Different types of texts serve different purposes.
➢ What we already know enables us to understand what we read.
➢ Applying a range of strategies helps us to read and understand new texts.
➢ Wondering about texts and asking questions helps us to understand the meaning.
➢ The structure and organization of written language influences and conveys meaning.
Written Language: Writing
Approaches to Learning
Learning Outcomes
• Use language to explain, inquire and compare
• Listen to a variety of oral presentations including stories, poems, rhymes and reports and respond with increasing confidence and detail
• Discuss their own experiences and relate them to fiction and non-fiction texts
• Participate in collaborative learning experiences, acknowledging that people see things differently and are entitled to express their point of view
• Wonder about texts and ask questions to try to understand what the author is saying to the reader
• Make predictions about a story, based on their own knowledge and experience; revise or confirm predictions as the story progresses
Recognize a range of different text types, for example, letters, poetry, plays, stories, novels, reports, articles
• Use graphic organizers to plan writing, for example, Mind Maps, storyboards
➢ We write in different ways for different purposes.
➢ The structure of different types of texts includes identifiable features.
➢ Applying a range of strategies helps us to express ourselves so that others can enjoy our writing.
➢ Thinking about storybook characters and people in real life helps us to develop characters in our own stories.
➢ When writing, the words we choose and how we choose to use them enable us to share our imaginings and ideas.
Visual Language - Viewing and Presenting
➢ Visual texts can expand our database of sources of information.
➢ Visual texts provide alternative means to develop new levels of understanding.
➢ Selecting the most suitable forms of visual presentation enhances our ability to express ideas and images.
➢ Different visual techniques produce different effects and are used to present different types of information
• Write about a range of topics for a variety of purposes, using literary forms and structures modelled by the teacher and/or encountered in reading
• Use feedback from teachers and other students to improve their writing
• Use a dictionary, a thesaurus and word banks to extend their use of language Keep a log of ideas to write about
• Observe and discuss visual presentations; make suggestions about why they have been created and what the creator has been aiming to achieve.
• Discuss personal experiences that connect with visual images
• Use actions and body language to reinforce and add meaning to oral presentations
• Select and use suitable shapes, colours, symbols and layout for presentations; practise and develop writing/ calligraphy styles
• Realize that text and illustrations in reference materials work together to convey information, and can explain how this enhances understanding
Math Strands Learning Outcomes
Approaches to Learning Number
• The base 10 place value system is used to represent numbers and number relationships.
• Fractions are ways of representing whole-part relationships.
• The operations of addition, subtraction, multiplication, and division are related to each other and are used to process information to solve problems.
• Number operations can be modeled in a variety of ways.
• Recall and use multiplication and division facts for 2, 5 and 10 multiplication tables, including recognizing odd and even numbers
• Show that multiplication of any two numbers can be done in any order (commutative) and division of one number by another number cannot
• Calculate mathematical statements for multiplication and division within the multiplication tables and write them using
• Count, sort, match and compare objects, shapes and numbers
• Recognize and continue patterns (and relationships)
• Use mathematical vocabulary and symbols (including informal mathematics)
• Develop and implement/trial strategies for investigating a range of mathematical questions or problems
• There are many mental methods that can be applied for exact and approximate computations. the multiplication (x), division (÷) and (=) signs.
• Solve problems involving multiplication and division using materials, arrays, repeated addition, mental methods and multiplication and division facts, including problems in contexts
Measurement
➢ Informal and formal units allow us to have a common language to identify, compare, order, and sequence objects and events.
➢ We use tools to measure the attributes of objects and events.
➢ Estimation allows us to measure with different levels of accuracy.
• Choose and use appropriate standard units to estimate and measure length/height in any direction (cm/m)
• Use and understand the language of length such as long, longer, short, shorter, tall, taller
• Build on prior knowledge of measuring length and height using non-standard units and apply this to measuring using a ruler
• Measure to the nearest centimetre using a ruler or tape measure
• Solve one-step and two-step problems relating to length and use concrete and pictorial representations to calculate efficiently
Arts Strands Learning Outcomes
• Select and use appropriate mathematics (operations, computations and units) to solve numerical and word problems
• Make reasonable estimates
• Analyse, make predictions and infer from data
• Become confident and competent users of technology in mathematics learning
Approaches to Learning
Visual Arts, Music
Creating
➢ We can communicate our ideas, feelings and experiences through our artwork.
➢ We solve problems during the creative process by thinking critically and imaginatively.
➢ Applying a range of strategies helps us to express ourselves.
➢ We are receptive to the value of working individually and collaboratively to create art
Responding
➢ We are receptive to art practices and artworks from different cultures, places and times (including our own).
➢ People communicate ideas, feelings and experiences through the arts.
➢ We can reflect on and learn from the different stages of creating.
➢ There is a relationship between the artist and the audience
Moral Education Strands
Visual Arts
• Students will create two and threedimensional works of art that express feelings and ideas inspired by personal experiences.
• Students will describe what they notice about an artwork and identify the materials and processes used in the creation of an artwork
Music
• Collaboratively create a musical sequence using rhythm.
• Reflect on and communicate their reactions to music using musical vocabulary.
• Develop proficiency as dancers, actors, musicians and visual artists
• Acquire audience skills such as listening and viewing responsively
• Interpret and present their own or others’ works to a range of audiences
• Evaluate the different roles of artists in society such as to entertain, provoke debate or challenge views and perceptions
• Create and critique choreographed performance, plays, compositions and artwork using a selection of tools and techniques
• Express feelings, ideas, experiences and beliefs in a variety of ways
• Improve coordination, flexibility, agility, strength and fine motor skills
Learning Outcomes
There are currently no moral education connections within this unit of inquiry.
PSPE Learning Outcomes
Active Living
• Recognise the importance of regular exercise in the development of well-being.
• Use and adapt basic movement skills (gross and fine motor) in a variety of different activities.
• Explore different movements that can be linked to create sequences.
• Display creative movements in response to stimuli and express different feelings, emotions and ideas.
Approaches to Learning
• Master new skills and techniques in a variety of physical activities.
• Work towards achieving personal goals.
Interactions
• Understand the need to act responsibly to help ensure the safety of themselves and others.
• Share ideas clearly and confidently.
How We Organize Ourselves
Central Idea
Responsible Decision Making creates sustainable habits
Lines of inquiry
The habits of our global community
How different groups of people interpret sustainable practices
Responsible actions have an impact on our lives
Concepts
K.C: Form, Perspective, Responsibility
R.C: Environment, Differences, Communities, Systems, Location
Links to Emirati Culture:
Efforts to meet sustainability targets in the UAE
Science Strands
There is no Science Strands for this Unit
Social Studies Strands
Human systems and economic activities
Social organization and culture
Learning Outcomes
Learning Outcomes
• Explore a variety of signs and symbols and interpret their messages
• Identify the cultural and historical context in which signs and symbols develop
• Describe the impact of communications technology on everyday communication
• Demonstrate how nonverbal communication allows people to transcend language barriers
• Identify different international and universal logos
Approaches to Learning
Approaches to Learning
• Use and analyze evidence from a variety of historical, geographical and societal sources
• Orientate in relation to place and time
• Assess the accuracy, validity and possible bias of sources
UAE Social Studies Strands
Geography
Learning Outcomes
Student is able to explain how a person moves from and to school and other places
Evaluation of sources and use of evidence
Student is able to draw pictures and write comments on them to show his/her personal experiences related to different topics in social studies.
Language Strands Learning Outcomes
Speaking and Listening
➢ Spoken language varies according to the purpose and audience.
➢ People interpret messages according to their unique experiences and ways of understanding.
➢ Spoken communication is different from written communication—it has its own set of rules.
Written Language: Reading
➢ Different types of texts serve different purposes.
➢ What we already know enables us to understand what we read.
➢ Applying a range of strategies helps us to read and understand new texts.
➢ Wondering about texts and asking questions helps us to understand the meaning.
➢ The structure and organization of written language influences and conveys meaning.
Written Language: Writing
➢ We write in different ways for different purposes.
➢ The structure of different types of texts includes identifiable features.
➢ Applying a range of strategies helps us to express ourselves so that others can enjoy our writing.
➢ Thinking about storybook characters and people in real life helps us to develop characters in our own stories.
➢ When writing, the words we choose and how we choose to use them enable us to share our imaginings and ideas.
• Use language to explain, inquire and compare
• Listen to a variety of oral presentations including stories, poems, rhymes and reports and respond with increasing confidence and detail
• Pick out main events and relevant points in oral texts
• Follow multi-step directions retell familiar stories in sequence
• Discuss their own experiences and relate them to fiction and non-fiction texts
• Participate in collaborative learning experiences, acknowledging that people see things differently and are entitled to express their point of view
• Wonder about texts and ask questions to try to understand what the author is saying to the reader
• Make predictions about a story, based on their own knowledge and experience; revise or confirm predictions as the story progresses Recognize a range of different text types, for example, letters, poetry, plays, stories, novels, reports, articles
• Use graphic organizers to plan writing, for example, Mind Maps, storyboards
• Write about a range of topics for a variety of purposes, using literary forms and structures modelled by the teacher and/or encountered in reading
• Use feedback from teachers and other students to improve their writing
• Use a dictionary, a thesaurus and word banks to extend their use of language
• Keep a log of ideas to write about
Visual Language - Viewing and Presenting
➢ Visual texts can expand our database of sources of information.
➢ Visual texts provide alternative means to develop new levels of understanding.
➢ Selecting the most suitable forms of visual presentation enhances our ability to express ideas and images.
➢ Different visual techniques produce different effects and are used to present different types of information
• Observe and discuss visual presentations; make suggestions about why they have been created and what the creator has been aiming to achieve.
• Discuss personal experiences that connect with visual images
• Use actions and body language to reinforce and add meaning to oral presentations
• Select and use suitable shapes, colours, symbols and layout for presentations; practise and develop writing/ calligraphy styles
• Realize that text and illustrations in reference materials work together to convey information, and can explain how this enhances understanding
• View visual information and show understanding by asking relevant questions and discussing possible meaning
• Realize that visual information reflects and contributes to the understanding of context
• Recognize and name familiar visual texts, for example, advertising, logos, labels, signs, ICT iconography
• Observe and discuss familiar and unfamiliar visual messages; make judgments about effectiveness
• Realize 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
Math Strands Learning Outcomes
Approaches to Learning Number
➢ The base 10 place value system is used to represent numbers and number relationships.
➢ Fractions are ways of representing whole-part relationships.
➢ The operations of addition, subtraction, multiplication, and division are related to each other and are used to process information to solve problems.
➢ Number operations can be modeled in a variety of ways. There are many mental methods that can be applied for exact and approximate computations.
Data Handling
➢ Information can be expressed as organized and structured data.
• Record using drawings, numerals, symbols, and words
• Count, sort, match and compare objects, shapes and numbers
• Recognize and continue patterns (and relationships)
• Use mathematical vocabulary and symbols (including informal mathematics)
• Develop and implement/trial strategies for investigating a range of mathematical questions or problems
• Interpret and construct simple pictograms, tally charts, block diagrams and simple tables
• Select and use appropriate mathematics (operations, computations and units) to solve numerical and word problems
• Make reasonable estimates
➢ Objects and events can be organized in different ways.
Some events in daily life are more likely to happen than others.
• Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity
• Ask and answer questions about totalling and comparing categorical data
Measurement
➢ Informal and formal units allow us to have a common language to identify, compare, order, and sequence objects and events.
➢ We use tools to measure the attributes of objects and events. Estimation allows us to measure with different levels of accuracy.
Arts Strands
Visual Arts, Music
Creating
➢ We can communicate our ideas, feelings and experiences through our artwork.
➢ We solve problems during the creative process by thinking critically and imaginatively.
➢ Applying a range of strategies helps us to express ourselves.
➢ We are receptive to the value of working individually and collaboratively to create art
Responding
➢ We are receptive to art practices and artworks from different cultures, places and times (including our own).
➢ People communicate ideas, feelings and experiences through the arts.
➢ We can reflect on and learn from the different stages of creating.
There is a relationship between the artist and the audience
Moral Education Strands
• Analyse, make predictions and infer from data
• Become confident and competent users of technology in mathematics learning
• Apply counting in 2s, 5s and 10s to measure on different scales
• Use the language ‘quarter’, ‘half’ and ‘three-quarters full’ to describe and compare volume
• Apply counting in 2s, 5s and 10s skills when reading different scales on thermometers
Learning Outcomes
Visual Arts
• Students will select tools, materials and processes for specific purpose and will realize that their artwork has meaning.
• Students will demonstrate an awareness of signs and symbols encountered in their daily lives and in works of art Music
• Read, write and perform simple musical patterns and phrases.
• Record and share the stages of the process of creating a composition.
Approaches to Learning
• Develop proficiency as dancers, actors, musicians and visual artists
• Acquire audience skills such as listening and viewing responsively
• Interpret and present their own or others’ works to a range of audiences
• Evaluate the different roles of artists in society such as to entertain, provoke debate or challenge views and perceptions
• Create and critique choreographed performance, plays, compositions and artwork using a selection of tools and techniques
• Express feelings, ideas, experiences and beliefs in a variety of ways
• Improve coordination, flexibility, agility, strength and fine motor skills
Learning Outcomes
There are currently no Moral Education connections within this unit of inquiry.
PSPE
Learning Outcomes Approaches to Learning Identity
• Demonstrate a positive belief in their abilities and believe they can reach their goals
Active Living
• Recognise the importance of regular exercise in the development of well-being.
• Use and adapt basic movement skills (gross and fine motor) in a variety of different activities.
• Explore different movements that can be linked to create sequences.
• Display creative movements in response to stimuli and express different feelings, emotions and ideas.
• Understand the need to act responsibly to help ensure the safety of themselves and others.
• Master new skills and techniques in a variety of physical activities.
• Work towards achieving personal goals.
Science Strands
Forces and Energy
Materials and Matter
Where We Are in Place and Time
Central Idea
Inventions from the past are linked to how we innovate in the present Lines of inquiry
Inventions that impact our lives today
How innovation has led to change overtime
How we use innovative skills to design and invent
Concepts
K.C: Connection, Change, Function
R.C: Innovation, Technology, Mechanics, Forces, Physics, History
Links to Emirati Culture:
How Dubai has changed from the past to the present
Field trip to see The Frame to see old and new Dubai
How innovation has changed traditions such as camel racing
Learning Outcomes
• Determine technological advancements that have impacted inventions through time
• Recognize simple mechanics involved in inventions that move
• Design simple machines
• Reflect on the purpose of gears and pullies
• Investigate how natural and man-made materials are used to innovate and invent
Social Studies Strands
Continuity and change through time
Learning Outcomes
• Explain how and why inventions have occurred over time
• Determine different inventions that have had a major impact on people across the world and how they live their lives
Approaches to Learning
• Observe carefully in order to gather data
• Use a variety of instruments and tools to measure data accurately
• Identify or generate a question or problem to be explored
• Plan and carry out systematic investigations, manipulating variables as necessary
Approaches to Learning
• Formulate and ask questions about the past, the future, places and society
• Use and analyze evidence from a variety of historical, geographical and societal sources
• Orientate in relation to place and time
• Examine the impact of technological advances on how we innovate today
• Determine a need for an invention
• Design an invention that can be used to benefit humanity
UAE Social Studies Strands Learning Outcomes
History
Geography
Evaluation of Sources and Use of Evidence
• Student is able to make comparison of events using words indicating time.
• Student is able to associate places and events to help him/her understand the reasons for occurrence of such events in the past and their impact on the present (Union between the seven emirates).
• Student is able to identify different ways to learn about his/her community's history (verbal history, pictures, old buildings, illustrated stories).
• Student is able to distinguish social developments in the UAE community Student is able to make comparisons between events, occasions, and historical heritage in his/her community and other communities
• Student is able to understand the founder's passion for promoting and supporting human activities in the United Arab Emirates
• Student is able to search for information related to a specific topic in the Domain of social studies among printed and non-printed sources
• Student is able to collect information by listening to short videos, guest speakers, or reading texts
• Student is able to participate in class discussions of events, personalities, or places from the past or in the present, providing facts on the topic discussed
Language Strands Learning Outcomes
Speaking and Listening
➢ Spoken language varies according to the purpose and audience.
➢ People interpret messages according to their unique experiences and ways of understanding.
➢ Spoken communication is different from written communication it has its own set of rules.
Written Language: Reading
• Use language to explain, inquire and compare
• Listen to a variety of oral presentations including stories, poems, rhymes and reports and respond with increasing confidence and detail
• Pick out main events and relevant points in oral texts
• Follow multi-step directions retell familiar stories in sequence
• Discuss their own experiences and relate them to fiction and non-fiction texts
➢ Different types of texts serve different purposes.
➢ What we already know enables us to understand what we read.
➢ Applying a range of strategies helps us to read and understand new texts.
➢ Wondering about texts and asking questions helps us to understand the meaning.
➢ The structure and organization of written language influences and conveys meaning.
• Participate in collaborative learning experiences, acknowledging that people see things differently and are entitled to express their point of view
• Wonder about texts and ask questions to try to understand what the author is saying to the reader
• Make predictions about a story, based on their own knowledge and experience; revise or confirm predictions as the story progresses
• Recognize a range of different text types, for example, letters, poetry, plays, stories, novels, reports, articles
• Identify and explain the basic structure of a story beginning, middle and end; may use storyboards or comic strips to communicate elements
• Discuss personality and behaviour of storybook characters, commenting on reasons why they might react in particular ways
Written Language: Writing
➢ We write in different ways for different purposes.
➢ The structure of different types of texts includes identifiable features.
➢ Applying a range of strategies helps us to express ourselves so that others can enjoy our writing.
➢ Thinking about storybook characters and people in real life helps us to develop characters in our own stories.
➢ When writing, the words we choose and how we choose to use them enable us to share our imaginings and ideas.
Visual Language - Viewing and Presenting
➢ Visual texts can expand our database of sources of information.
➢ Visual texts provide alternative means to develop new levels of understanding.
➢ Selecting the most suitable forms of visual presentation enhances our ability to express ideas and images.
➢ Different visual techniques produce different effects and are used to present different types of information
• Use graphic organizers to plan writing, for example, Mind Maps, storyboards
• Organize ideas in a logical sequence, for example, write simple narratives with a beginning, middle and end
• Write about a range of topics for a variety of purposes, using literary forms and structures modelled by the teacher and/or encountered in reading
• Use feedback from teachers and other students to improve their writing
• Use a dictionary, a thesaurus and word banks to extend their use of language
• Keep a log of ideas to write about
• Observe and discuss visual presentations; make suggestions about why they have been created and what the creator has been aiming to achieve.
• Discuss personal experiences that connect with visual images
• Use actions and body language to reinforce and add meaning to oral presentations
• Select and use suitable shapes, colours, symbols and layout for presentations; practise and develop writing/ calligraphy styles
• Realize that text and illustrations in reference materials work together to convey information, and can explain how this enhances understanding
• View visual information and show understanding by asking relevant questions and discussing possible meaning
Speaking and Listening
➢ Spoken language varies according to the purpose and audience.
➢ People interpret messages according to their unique experiences and ways of understanding.
➢ Spoken communication is different from written communication it has its own set of rules.
• Use language to explain, inquire and compare
• Listen to a variety of oral presentations including stories, poems, rhymes and reports and respond with increasing confidence and detail
Math Strands Learning Outcomes
Number
➢ The base 10 place value system is used to represent numbers and number relationships.
➢ Fractions are ways of representing whole-part relationships.
➢ The operations of addition, subtraction, multiplication, and division are related to each other and are used to process information to solve problems.
➢ Number operations can be modeled in a variety of ways.
➢ There are many mental methods that can be applied for exact and approximate computations.
• Record using drawings, numerals, symbols, and words
• Recall and use multiplication and division facts for 2, 5 and 10 multiplication tables, including recognizing odd and even numbers
• Show that multiplication of any two numbers can be done in any order (commutative) and division of one number by another number cannot
• Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (x), division (÷) and (=) signs.
• Solve problems involving multiplication and division using materials, arrays, repeated addition, mental methods and multiplication and division facts, including problems in contexts
Measurement
➢ Informal and formal units allow us to have a common language to identify, compare, order, and sequence objects and events.
➢ We use tools to measure the attributes of objects and events.
➢ Estimation allows us to measure with different levels of accuracy.
Approaches to Learning
• Count, sort, match and compare objects, shapes and numbers
• Recognize and continue patterns (and relationships)
• Use mathematical vocabulary and symbols (including informal mathematics)
• Develop and implement/trial strategies for investigating a range of mathematical questions or problems
• Select and use appropriate mathematics (operations, computations and units) to solve numerical and word problems
• Make reasonable estimates
• Analyse, make predictions and infer from data
• Become confident and competent users of technology in mathematics learning
• Use informal units to measure and compare the duration of events
• Read clocks on the hour and half-hour
• Understand that calendars can be used to determine the date and to identify and sequence days of the week and months of the year
Arts Strands
Visual Arts, Music
Creating
➢ We can communicate our ideas, feelings and experiences through our artwork.
➢ We solve problems during the creative process by thinking critically and imaginatively.
➢ Applying a range of strategies helps us to express ourselves.
➢ We are receptive to the value of working individually and collaboratively to create art
Responding
➢ We are receptive to art practices and artworks from different cultures, places and times (including our own).
➢ People communicate ideas, feelings and experiences through the arts.
➢ We can reflect on and learn from the different stages of creating.
There is a relationship between the artist and the audience
Moral Education Strands
Piller 3: Cultural Studies
CUS1: Discovering UAE heritage through story telling
CUS2: Intangible heritage
PSPE
Identity
Active Living
Learning Outcomes Approaches to Learning
Visual Arts
• Students will create artwork in response to a range of stimuli and take responsibility for the care of tools and materials.
• Students will express their feelings and ideas about art works and art experiences. Music
• Collaboratively create a musical sequence using melody.
• Sing individually and in unison.
• Develop proficiency as dancers, actors, musicians and visual artists
• Acquire audience skills such as listening and viewing responsively
• Interpret and present their own or others’ works to a range of audiences
• Evaluate the different roles of artists in society such as to entertain, provoke debate or challenge views and perceptions
• Create and critique choreographed performance, plays, compositions and artwork using a selection of tools and techniques
• Express feelings, ideas, experiences and beliefs in a variety of ways
• Improve coordination, flexibility, agility, strength and fine motor skills
Learning Outcomes
• Distinguish some different forms of traditional storytelling.
• Talk about the various entertainment and functional purposes of storytelling
• Understand the significance of the way in which stories are handed down from generation to generation which inform our knowledge of the past.
• Create and exchange stories about the self and family
• Explain the distinction between ‘tangible’ and ‘intangible’ heritage.
• Discuss and/or write about examples of intangible heritage in the UAE.
Learning Outcomes
• Recognise the importance of regular exercise in the development of well-being.
Approaches to Learning
• Develop strategies to improve individual and team performance in physical activities.
Interactions
• Use and adapt basic movement skills (gross and fine motor) in a variety of different activities.
• Explore different movements that can be linked to create sequences.
• Display creative movements in response to stimuli and express different feelings, emotions and ideas.
• Understand the need to act responsibly to help ensure the safety of themselves and others.
• Cooperate with others.
• Reflect on interactions with other people, other living things and the wider world.
Science Strands
Living things
Earth and space
Social Studies Strands
Resources and the environment
Sharing
the Planet
Central Idea
The choices we make affect the world we live in Lines of inquiry
How we demonstrate empathy to other living things
Causes and effects of pollution
Sustainable habits that benefit the Earth Concepts
K.C: Form, Causation, Responsibility
R.C: Pollution, Sustainability, Evidence, Change over time, Ethics
Links to Emirati Culture:
Pearl Diving in the UAE
Emirates Bio Farm
Learning Outcomes
• Recognize pollution as a problem
• Determine sustainable habits that will cut down on pollution
• Investigate how we use the Earth’s resources and whether these actions contribute to pollution or not (renewable/ non-renewable)
• Analyze ways in which humans use the natural environment
• Identify or generate a question or problem to be explored in relation to human impact on the local or natural environment
Learning Outcomes
• Discuss what is meant by “pollution”
Approaches to Learning
• Observe carefully in order to gather data
• Use scientific vocabulary to explain their observations and experiences
• Identify or generate a question or problem to be explored
• Plan and carry out systematic investigations, manipulating variables as necessary
• Make and test predictions
• Interpret and evaluate data gathered in order to draw conclusions
Approaches to Learning
• Identify roles, rights and responsibilities in society
• Create a list of practices that could be used to maintain a healthier planet
• Critique the methods of waste management in his or her immediate environment
• Explain the different roles of people in the recycling process
• Reflect on and self-assess his or her personal contributions to polluting
• Determine solutions to combat different types of pollution
UAE Social Studies Strands
Geography
• Formulate and ask questions about the past, the future, places and society
• Assess the accuracy, validity and possible bias of sources
Learning Outcomes
• Student is able to recognize changes made by humans in his/her city and the impact on the environment
• Student is able to identify the factors that impact human activities in his/her country Student is able to discuss climatic change and its impact on human life over different seasons
Language Strands Learning Outcomes
Speaking and Listening
➢ Spoken language varies according to the purpose and audience.
➢ People interpret messages according to their unique experiences and ways of understanding.
➢ Spoken communication is different from written communication it has its own set of rules.
Written Language: Reading
➢ Different types of texts serve different purposes.
➢ What we already know enables us to understand what we read.
➢ Applying a range of strategies helps us to read and understand new texts.
➢ Wondering about texts and asking questions helps us to understand the meaning.
• Use language to explain, inquire and compare
• Listen to a variety of oral presentations including stories, poems, rhymes and reports and respond with increasing confidence and detail
• Participate in a variety of dramatic activities, for example, role play, puppet theatre, dramatization of familiar stories and poems
• Discuss their own experiences and relate them to fiction and non-fiction texts
• Participate in collaborative learning experiences, acknowledging that people see things differently and are entitled to express their point of view
• Wonder about texts and ask questions to try to understand what the author is saying to the reader
• Make predictions about a story, based on their own knowledge and experience; revise or confirm predictions as the story progresses Recognize a range of different text types, for example, letters, poetry, plays, stories, novels, reports, articles
➢ The structure and organization of written language influences and conveys meaning.
Written Language: Writing
➢ We write in different ways for different purposes.
➢ The structure of different types of texts includes identifiable features.
➢ Applying a range of strategies helps us to express ourselves so that others can enjoy our writing.
➢ Thinking about storybook characters and people in real life helps us to develop characters in our own stories.
➢ When writing, the words we choose and how we choose to use them enable us to share our imaginings and ideas.
Visual Language - Viewing and Presenting
➢ Visual texts can expand our database of sources of information.
➢ Visual texts provide alternative means to develop new levels of understanding.
➢ Selecting the most suitable forms of visual presentation enhances our ability to express ideas and images.
➢ Different visual techniques produce different effects and are used to present different types of information
Math Strands
• Use graphic organizers to plan writing, for example, Mind Maps, storyboards
• Write about a range of topics for a variety of purposes, using literary forms and structures modelled by the teacher and/or encountered in reading
• Use feedback from teachers and other students to improve their writing
• Use a dictionary, a thesaurus and word banks to extend their use of language
• Keep a log of ideas to write about
• Observe and discuss visual presentations; make suggestions about why they have been created and what the creator has been aiming to achieve.
• Discuss personal experiences that connect with visual images
• Use actions and body language to reinforce and add meaning to oral presentations
• Select and use suitable shapes, colours, symbols and layout for presentations; practise and develop writing/ calligraphy styles
Realize that text and illustrations in reference materials work together to convey information, and can explain how this enhances understanding
Learning Outcomes
Approaches to Learning Number
➢ The base 10 place value system is used to represent numbers and number relationships.
➢ Fractions are ways of representing whole-part relationships.
➢ The operations of addition, subtraction, multiplication, and division are related to each other and are used to process information to solve problems.
• Record using drawings, numerals, symbols, and words
• Count, sort, match and compare objects, shapes and numbers
• Recognize and continue patterns (and relationships)
• Use mathematical vocabulary and symbols (including informal mathematics)
➢ Number operations can be modeled in a variety of ways.
➢ There are many mental methods that can be applied for exact and approximate computations.
Data Handling
➢ Information can be expressed as organized and structured data.
➢ Objects and events can be organized in different ways.
➢ Some events in daily life are more likely to happen than others.
Arts Strands
• Gather and record data using tally marks
• Display data using concrete materials
• Use objects as symbols to represent other objects, using one-to-one correspondence
• Create pictographs
• Interpret information presented in pictographs
• Recognize the element of chance in familiar daily activities and events
Learning Outcomes
• Develop and implement/trial strategies for investigating a range of mathematical questions or problems
• Select and use appropriate mathematics (operations, computations and units) to solve numerical and word problems
• Make reasonable estimates
• Analyse, make predictions and infer from data
• Become confident and competent users of technology in mathematics learning
Approaches to Learning
Visual Arts, Music
Creating
➢ We can communicate our ideas, feelings and experiences through our artwork.
➢ We solve problems during the creative process by thinking critically and imaginatively.
➢ Applying a range of strategies helps us to express ourselves.
➢ We are receptive to the value of working individually and collaboratively to create art Responding
➢ We are receptive to art practices and artworks from different cultures, places and times (including our own).
➢ People communicate ideas, feelings and experiences through the arts.
➢ We can reflect on and learn from the different stages of creating.
➢ There is a relationship between the artist and the audience
Moral Education Strands
Visual Arts
• Students will use elements of design in art works to communicate ideas, messages, and personal understandings.
• Students create artwork in response to a variety of stimuli.
Music
• Create their own basic musical instruments.
• Show the difference between rhythm and beat.
• Develop proficiency as dancers, actors, musicians and visual artists
• Acquire audience skills such as listening and viewing responsively
• Interpret and present their own or others’ works to a range of audiences
• Evaluate the different roles of artists in society such as to entertain, provoke debate or challenge views and perceptions
• Create and critique choreographed performance, plays, compositions and artwork using a selection of tools and techniques
• Express feelings, ideas, experiences and beliefs in a variety of ways
Improve coordination, flexibility, agility, strength and fine motor skills
Learning Outcomes
There are currently no Moral Education connections within this unit of inquiry.
PSPE
Identity
Active Living
Learning Outcomes
• Solve problems and overcome difficulties with a sense of optimism
• Recognise the importance of regular exercise in the development of well-being.
• Use and adapt basic movement skills (gross and fine motor) in a variety of different activities.
• Explore different movements that can be linked to create sequences.
• Display creative movements in response to stimuli and express different feelings, emotions and ideas.
Approaches to Learning
• Develop and apply strategies to help manage situations of change and adversity.
• Appreciate the interdependent relationships between humans, other living things and the environment.
Interactions
• Understand the need to act responsibly to help ensure the safety of themselves and others.
• Discuss and set goals for group interactions.
Science Strands
How We Express Ourselves
Central Idea
Artists use their imaginations to create worlds that may or may not exist
Lines of inquiry
Fantastical creatures that inspire us to imagine How creativity can lead us to make-believe worlds
Imagination can be expressed in many ways
Concepts
K.C:, Connection, Causation, Perspective
R.C: Fantasy, Myth, Imagination, Location, Expression, Identity, Style, Space
Links to Emirati Culture:
Traditional Storytelling and Arabic tales
Explain traditional social groups in the Emirates
Describe Emirate Culture and recognise the importance of art in Emirati culture
Learning Outcomes
There are no science strands associated with this unit.
Social Studies Strands
Human and natural environments
Social Studies Strands
Geography
Learning Outcomes
• Express his or her understanding of how environments influence the settings of stories
• Research and compare homes and spaces in different cultures
• Identify factors that influence the myths and legends of different cultures
Learning Outcomes
Approaches to Learning
Approaches to Learning
• Use and analyze evidence from a variety of historical, geographical and societal sources
• Orientate in relation to place and time
• Student is able to recognize the elements of a map
• Student is able to identify the distinct landmarks and places in his/her city on map
• Student is able to design a plan of a familiar place
Evaluation of Sources and Use of Evidence
• Student is able to distinguish basic symbols on a map and determine directions and information
Language Strands Learning Outcomes
Speaking and Listening
➢ Spoken language varies according to the purpose and audience.
➢ People interpret messages according to their unique experiences and ways of understanding.
➢ Spoken communication is different from written communication—it has its own set of rules.
Written Language: Reading
➢ Different types of texts serve different purposes.
➢ What we already know enables us to understand what we read.
➢ Applying a range of strategies helps us to read and understand new texts.
➢ Wondering about texts and asking questions helps us to understand the meaning.
➢ The structure and organization of written language influences and conveys meaning.
• Use language to explain, inquire and compare
• Listen to a variety of oral presentations including stories, poems, rhymes and reports and respond with increasing confidence and detail
Written Language: Writing
➢ We write in different ways for different purposes.
➢ The structure of different types of texts includes identifiable features.
➢ Applying a range of strategies helps us to express ourselves so that others can enjoy our writing.
➢ Thinking about storybook characters and people in real life helps us to develop characters in our own stories.
• Discuss their own experiences and relate them to fiction and non-fiction texts
• Participate in collaborative learning experiences, acknowledging that people see things differently and are entitled to express their point of view
• Wonder about texts and ask questions to try to understand what the author is saying to the reader
• Make predictions about a story, based on their own knowledge and experience; revise or confirm predictions as the story progresses
• Recognize a range of different text types, for example, letters, poetry, plays, stories, novels, reports, articles
• Identify and explain the basic structure of a story— beginning, middle and end; may use storyboards or comic strips to communicate elements
• Discuss personality and behaviour of storybook characters, commenting on reasons why they might react in particular ways
• Use graphic organizers to plan writing, for example, Mind Maps, storyboards
• Organize ideas in a logical sequence, for example, write simple narratives with a beginning, middle and end
• Write about a range of topics for a variety of purposes, using literary forms and structures modelled by the teacher and/or encountered in reading
• Use feedback from teachers and other students to improve their writing
• Use a dictionary, a thesaurus and word banks to extend their use of language
• Keep a log of ideas to write about
➢ When writing, the words we choose and how we choose to use them enable us to share our imaginings and ideas.
Visual Language - Viewing and Presenting
➢ Visual texts can expand our database of sources of information.
➢ Visual texts provide alternative means to develop new levels of understanding.
➢ Selecting the most suitable forms of visual presentation enhances our ability to express ideas and images.
➢ Different visual techniques produce different effects and are used to present different types of information
• Observe and discuss visual presentations; make suggestions about why they have been created and what the creator has been aiming to achieve.
• Discuss personal experiences that connect with visual images
• Use actions and body language to reinforce and add meaning to oral presentations
• Select and use suitable shapes, colours, symbols and layout for presentations; practise and develop writing/ calligraphy styles
• Realize that text and illustrations in reference materials work together to convey information, and can explain how this enhances understanding
• View visual information and show understanding by asking relevant questions and discussing possible meaning
• Realize that visual information reflects and contributes to the understanding of context
• Recognize and name familiar visual texts, for example, advertising, logos, labels, signs, ICT iconography
• Observe and discuss familiar and unfamiliar visual messages; make judgments about effectiveness
• Realize 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
• Use appropriate terminology to discuss visual texts, for example, logos, font, foreground, background, impact
• View a range of visual language formats and discuss their effectiveness, for example, film/video, posters, drama
Math Strands
Learning Outcomes
Approaches to Learning Number
• The base 10 place value system is used to represent numbers and number relationships.
• Fractions are ways of representing whole-part relationships.
• The operations of addition, subtraction, multiplication, and division are related to each other and are used to process information to solve problems.
• Record using drawings, numerals, symbols, and words
• Count, sort, match and compare objects, shapes and numbers
• Recognize and continue patterns (and relationships)
• Use mathematical vocabulary and symbols (including informal mathematics)
• Number operations can be modeled in a variety of ways.
• There are many mental methods that can be applied for exact and approximate computations
Shape and Space
➢ Shapes are classified and named according to their properties.
➢ Some shapes are made up of parts that repeat in some way.
➢ Specific vocabulary can be used to describe an object's position in space.
Arts Strands
Visual Arts, Music
Creating
➢ We can communicate our ideas, feelings and experiences through our artwork.
➢ We solve problems during the creative process by thinking critically and imaginatively.
➢ Applying a range of strategies helps us to express ourselves.
➢ We are receptive to the value of working individually and collaboratively to create art
Responding
➢ We are receptive to art practices and artworks from different cultures, places and times (including our own).
➢ People communicate ideas, feelings and experiences through the arts.
➢ We can reflect on and learn from the different stages of creating.
➢ There is a relationship between the artist and the audience
• Represent the position of objects using models and drawings
• Name, describe, sort, and model cones, cylinders, spheres, and prisms
• Identify, name, compare, and represent hexagons, rhombuses, and trapeziums presented in different orientations
• Make tessellating designs using flips, slides, and turns
Learning Outcomes
Visual Arts
• Students will use a variety of materials, tools, and techniques to respond to design challenges.
• Students will identify and describe visual art forms that they see in their home, at school, in their community, and in visual arts experiences Music
• Create music for different purposes.
• Reflect on and communicate their reactions to music using musical vocabulary.
• Develop and implement/trial strategies for investigating a range of mathematical questions or problems
• Select and use appropriate mathematics (operations, computations and units) to solve numerical and word problems
• Make reasonable estimates
• Analyse, make predictions and infer from data
• Become confident and competent users of technology in mathematics learning
Approaches to Learning
• Develop proficiency as dancers, actors, musicians and visual artists
• Acquire audience skills such as listening and viewing responsively
• Interpret and present their own or others’ works to a range of audiences
• Evaluate the different roles of artists in society such as to entertain, provoke debate or challenge views and perceptions
• Create and critique choreographed performance, plays, compositions and artwork using a selection of tools and techniques
• Express feelings, ideas, experiences and beliefs in a variety of ways
• Improve coordination, flexibility, agility, strength and fine motor skills
Moral Education Strands
Learning Outcomes
There are currently no Moral Education connections within this unit of inquiry.
PSPE Learning Outcomes
Identity
Active Living
Interactions
• Examine possible strategies to deal with change, including thinking flexibly and reaching out to seek help.
• Recognise the importance of regular exercise in the development of well-being.
• Use and adapt basic movement skills (gross and fine motor) in a variety of different activities.
• Explore different movements that can be linked to create sequences.
• Display creative movements in response to stimuli and express different feelings, emotions and ideas.
• Understand the need to act responsibly to help ensure the safety of themselves and others.
• Value interacting, playing and learning with others
Approaches to Learning
• Use cooperative behaviours in order to function as part of a group or team.
• Master new skills and techniques in a variety of physical activities.