• Recognize that living things, including humans, need certain resources for energy and growth
• Identify the major food groups and be aware of the role they play in human development
• Explain how lifestyle behaviours can influence the maintenance and development of a healthy body
• Recognize that humans have skeletons and muscles for support, protection and movement.
• Identify how the skeletal system and the muscular system work together
Approaches to Learning
• Identify or generate a question or problem to be explored
• Interpret and evaluate data gathered in order to draw conclusions
• Demonstrate the functions of the organs in the body including; the heart, lungs, liver, kidneys and stomach
UAE Social Studies Strands Learning Outcomes
identify of the seven emirates
TERM 2 BOOKLET PART 1
Formation of the UAE Founding fathers of the UAE Leadership in the UAE Abu Dhabi
• explain the formation of the UAE
• understand the role of Sheikh Zayed bin Sultan in the formation of the UAE
• identify names of the founding fathers of the UAE and some of their achievements
• understand the importance of unity as a way to be strong
• Identify the current leaders of the UAE
• Identify the UAE’s neighbouring countries
• Understand the importance of the National Anthem
• identify some of Abu Dhabi's geographical features
• understand what an archaeologist does and what an artefact is
• understand the role of wild life preserves in helping endangered animals.
• Learn how to use digital maps (Google Maps)
• check their understanding of lessons one through four
• reflect on areas for improvement
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.
• Hear and appreciate differences between languages.
• Recognize patterns in language(s) of instruction and use increasingly accurate grammar
• Use language for a variety of personal purposes, for example, invitations
• Anticipate and predict when listening to text read aloud
• Listen attentively and speak appropriately in small and large group interactions
• Listen to a variety of oral presentations including stories, poems, rhymes and reports and respond with increasing confidence and detail
• Express thoughts, ideas and opinions and discuss them, respecting contributions from others
• Use language to explain, inquire and compare
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.
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.
• Wonder about texts and ask questions to try to understand what the author is saying to the reader
• Use a range of strategies to self-monitor and self-correct, for example, meaning, context, rereading, reading on, cross-checking one cue source against another
• Understand sound–symbol relationships and apply reliable phonetic strategies when decoding print
• Read texts at an appropriate level, independently, confidently and with good understanding
• Develop personal preferences, selecting books for pleasure and information
• 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
• 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
• Use familiar aspects of written language with increasing confidence and accuracy, for example, spelling patterns, high- frequency words, high- interest words
• Use increasingly accurate grammatical constructs
• Write legibly, and in a consistent style
• Proofread their own writing and make some corrections and improvements
• Over time, create examples of different types of writing and store them in their own writing folder
• Engage confidently with the process of writing
• 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 graphic organizers to plan writing, for example, Mind Maps®, storyboards
• 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
• Use appropriate writing conventions, for example, word order, as required by the language(s) of instruction
• With guidance, use the internet to access relevant information; process and present information in ways that are personally meaningful
• View visual information and show understanding by asking relevant questions and discussing possible meaning
• Discuss personal experiences that connect with visual images
➢ 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
Multiplication
Division
Money
Arts Strands
Visual Arts, Music
Creating
➢ We can communicate our ideas, feelings and experiences through our artwork.
• Realize that text and illustrations in reference materials work together to convey information, and can explain how this enhances understanding
• Observe and discuss visual presentations; make suggestions about why they have been created and what the creator has been aiming to achieve.
Learning Outcomes
• Solve problems including missing number problems, involving multiplication and division, including positive scaling integer problems (for example, answer questions that use the vocabulary “times as many”)
• Solve correspondence problems in which n objects are connected to m objects, (for example, list systematically the possible combinations resulting from two groups of objects)
• Add and subtract amounts of money to give change using pounds and pence in practical contexts
• Count in dirham coin values and use the money signs correctly
• Add coin values together to find the total amount
• Convert between dirhams and fils using the knowledge that 1 AED = 100 fils
Learning Outcomes
Visual Arts
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
Approaches to Learning
• Develop proficiency as dancers, actors, musicians and visual artists
➢ 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 2: The Individual and the community
IC4: Being healthy and staying well
PSPE
Identity
• Use a variety of materials, tools, and techniques to respond to design challenges. (pencils and water colours)
• Identify and document their strengths, their interests, and areas for improvement as creators of art by reviewing, reflecting and refining.
Music
• Create and perform a movement sequence using known musical elements.
• Create and perform a movement sequence
• accompanied by music that they have created.
• 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
• Understand why it is important to be healthy and what one can do to maintain a healthy lifestyle to ensure emotional and physical wellbeing
• Participate enthusiastically in school activities to promote healthy living-including diet, exercise and fitness-Showing determination and commitment to achieve goals
• Recognize that people have a range of feelings, both positive and negative, and know how to identify what people are feeling
• Recognize and react appropriately to, other feelings, knowing when and how to care for and support others
• Use an appropriate vocabulary to express how one feels when things change and apply basic coping strategies to deal with change, having confidence to ask for help as necessary.
Learning Outcomes
Approaches to Learning
• Reflect on the development of his/her own personal, social and physical well-being
• Develop and apply strategies to help manage situations of change and adversity
• Work towards achieving personal goals
• Master new skills and techniques in a variety of physical activities
• Develop strategies to improve individual and team performance in physical activities
• Understand the factors that contribute to a healthy lifestyle
• Use cooperative behaviours in order to function as part of a group or team
• Reflect on interactions with other people, other living things and the wider world
• Appreciate the interdependent relationships between humans, other living things and the environment.
Science Strands
Earth and Space Forces and Energy
TERM 1 BOOKLET PART 1
How the World Works
Central Idea
People and their environments are shaped by forces in motion
Lines of inquiry
Where forces happen naturally on Earth
People use their knowledge of forces to advance society
Links to Emirati Culture: Mission to Mars – Museum of the future
Learning Outcomes
• Recognize different types of forces
• Describe where forces happen naturally on Earth (weather)
• Describe the features of environments that are impacted by earth’s natural forces
• Explain how magnetic forces work and how they can act at a distance
• Determine how different forces are used to move objects
• Investigate how different surfaces affect the movement of an object
• Investigate how forces are used by humans to construct/ deconstruct buildings and environments
Learning Outcomes
• Use terms to refer to time
Approaches to Learning
• Use a variety of instruments and tools to measure data accurately
• 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
• Construct a timeline showing significant events in one's life
UAE Social Studies Strands
The UAE during the last century
Natural resources in the UAE
Life by the Sea
Life in coastal cities
Mid-term review
• Recall events in the history of the UAE
• Identify the UAE’s natural features, neighboring countries and seas
• Identify old and new natural resources.
• Understand how natural resources shape the way people lived in the past and now
• Learn about the dugong, an endangered animal living in the seas near the UAE
• Describe life by the sea in the past
• Understand the importance of pearl diving and fishing to people living in the coastal areas
• Learn about traditional tools people used in the past
• List products traded in coastal cities in the UAE
• Understand the importance of trade in the past and present
• Learn the importance of dhows and ships for the transportation of goods and people
• Check understanding of lessons 1-4
• Reflect on areas for improvement
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.
• Hear and appreciate differences between languages.
• Use language for a variety of personal purposes, for example, invitations
• Anticipate and predict when listening to text read aloud
• Listen attentively and speak appropriately in small and large group interactions
• Listen to a variety of oral presentations including stories, poems, rhymes and reports and respond with increasing confidence and detail
• Express thoughts, ideas and opinions and discuss them, respecting contributions from others
• Use language to explain, inquire and compare
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.
• Wonder about texts and ask questions to try to understand what the author is saying to the reader
• Use a range of strategies to self-monitor and self-correct, for example, meaning, context, rereading, reading on, cross-checking one cue source against another
• Understand sound–symbol relationships and apply reliable phonetic strategies when decoding print
• Recognize and use the different parts of a book, for example, title page, contents, index
• Read texts at an appropriate level, independently, confidently and with good understanding
➢ 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.
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
• Develop personal preferences, selecting books for pleasure and information
• 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
• 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
• Use familiar aspects of written language with increasing confidence and accuracy, for example, spelling patterns, high- frequency words, high- interest words
• Use increasingly accurate grammatical constructs
• Write legibly, and in a consistent style
• Proofread their own writing and make some corrections and improvements
• Over time, create examples of different types of writing and store them in their own writing folder
• Engage confidently with the process of writing
• 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 graphic organizers to plan writing, for example, Mind Maps®, storyboards
• 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
• Use appropriate terminology to discuss visual texts, for example, logos, font, foreground, background, impact
• With guidance, use the internet to access relevant information; process and present information in ways that are personally meaningful
• View visual information and show understanding by asking relevant questions and discussing possible meaning
• Discuss personal experiences that connect with visual images
• Realize that text and illustrations in reference materials work together to convey information, and can explain how this enhances understanding
• Observe and discuss visual presentations; make suggestions about why they have been created and what the creator has been aiming to achieve.
Place Value
Addition
Subtraction
• Count in steps of 2, 3 and 5 from 0, and in tens from any number forward and backward
• Identify, represent and estimate numbers using different representations
• Read and write numbers up to 1000 in numerals and in words
• Recognise the place value of each digit in a three-digit number (hundreds, tens, ones)
• Compare and order numbers up to 1000
• Solve number problems and practical problems using these ideas
• Estimate the answer to a calculation and use the inverse operations to check the answer
• Add and subtract numbers mentally including:
-a two-digit number and ones -a two-digit number and tens
• -2, two place value and more complex addition and subtraction
• Add 3-digit numbers with renaming across ones and tens
• Subtract 3-digit numbers with renaming across ones and tens
• Add and subtract multiples of 100 o-digit numbers
• 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
Arts Strands
Visual Arts, Music
Creating ➢ We can communicate our ideas, feelings and experiences through our artwork.
-add three one-digit numbers
Solve problems including missing number problems, using umber facts,
Learning Outcomes
Visual Arts
• Create artwork in response to a range of stimuli and take responsibility for the care of tools and materials.
Approaches to Learning
• Develop proficiency as dancers, actors, musicians and visual artists
• Acquire audience skills such as listening and viewing responsively
➢ 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
• Enjoy experiencing artworks and demonstrate curiosity and ask questions about artworks.
Music
• Read music using non-traditional notation.
• Discuss music that relates to social issues and/or values.
• 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
Interactions
Learning Outcomes
Approaches to Learning
Approaches to Learning
• Reflect on the development of his/her own personal, social and physical well-being
• Develop and apply strategies to help manage situations of change and adversity
• Work towards achieving personal goals
• Master new skills and techniques in a variety of physical activities
• Develop strategies to improve individual and team performance in physical activities
• Understand the factors that contribute to a healthy lifestyle
• Use cooperative behaviours in order to function as part of a group or team
• Reflect on interactions with other people, other living things and the wider worldAppreciate the interdependent relationships between humans, other living things and the environment.
Science Strands
How We Express Ourselves
Central Idea
Readers gain knowledge and inspiration through the stories they read, write and tell Lines of inquiry
How to create an effective story
What we learn from the stories we read
How stories are represented through genres around the world
Concepts
K.C: Form, Connection, Perspective
R.C: Genres, Identity, Structure, Communication
Links to Emirati Culture:
Learning Outcomes Approaches to Learning
There are currently no science connections within this unit of inquiry.
UAE Social Studies Strands
TERM 3 BOOKLET PART 1
Schools in the UAE
Higher Education in the UAE
Healthcare in the UAE
Emergencies in the UAE
Mid- term review
Learning Outcomes
Learn the difference between schools in the past and present
• Realize the way school technologies are changing the way people learn
• Recognize some bad school behaviors that might stop students from learning
• Understand the importance of respect and teamwork for success in life
• Learn how people go to college or university to prepare to get a job and work
• Look at a number of professions that people can study at universities and start thinking about what they would like to be when they grow up
• Learn about some traditional jobs and some futuristic jobs
• Identify what people need to do in order to stay healthy and happy
• Learn about what the UAE is doing to keep people healthy
• Learn about the local issue of obesity and try to find ways to solve it
• Know how they can help in case of an emergency happening around them
• Know the UAE emergency contact numbers
• Know what to do in case of a fire emergency
• Check understanding of lesson 1-4
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.
• Hear and appreciate differences between languages.
• Begin to understand that language use is influenced by its purpose and the audience
• Use language for a variety of personal purposes, for example, invitations
• Anticipate and predict when listening to text read aloud
• Listen attentively and speak appropriately in small and large group interactions
• Listen to a variety of oral presentations including stories, poems, rhymes and reports and respond with increasing confidence and detail
• Express thoughts, ideas and opinions and discuss them, respecting contributions from others
• Use language to explain, inquire and compare
• Pick out main events and relevant points in oral texts
• Follow multi-step directions retell familiar stories in sequence
• Participate in a variety of dramatic activities, for example, role play, puppet theatre, dramatization of familiar stories and poems
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.
• Wonder about texts and ask questions to try to understand what the author is saying to the reader
• Use a range of strategies to self-monitor and self-correct, for example, meaning, context, rereading, reading on, cross-checking one cue source against another
• Understand sound–symbol relationships and apply reliable phonetic strategies when decoding print
• Realize that there is a difference between fiction and non-fiction and use books for particular purposes, with teacher guidance
• Read texts at an appropriate level, independently, confidently and with good understanding
• Develop personal preferences, selecting books for pleasure and information
• Discuss personality and behaviour of storybook characters, commenting on reasons why they might react in particular ways
• 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
• Identify and explain the basic structure of a story— beginning, middle and end; may use storyboards or comic strips to communicate elements
• Make predictions about a story, based on their own knowledge and experience; revise or confirm predictions as the story progresses
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 familiar aspects of written language with increasing confidence and accuracy, for example, spelling patterns, high- frequency words, high- interest words
• Use increasingly accurate grammatical constructs
• Write legibly, and in a consistent style
• Proofread their own writing and make some corrections and improvements
• Over time, create examples of different types of writing and store them in their own writing folder
• Engage confidently with the process of writing
• 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 graphic organizers to plan writing, for example, Mind Maps®, storyboards
• 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
• Organize ideas in a logical sequence, for example, write simple narratives with a beginning, middle and end
• View visual information and show understanding by asking relevant questions and discussing possible meaning
• Discuss their own feelings in response to visual messages; listen to other responses, realizing that people react differently
• Observe and discuss familiar and unfamiliar visual messages; make judgments about effectiveness
• Observe and discuss familiar and unfamiliar visual messages; make judgments about effectiveness
• 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 a range of visual language formats and discuss their effectiveness, for example, film/video, posters, drama
• 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
• Observe and discuss visual presentations; make suggestions about why they have been created and what the creator has been aiming to achieve.
Approaches to Learning
➢ Fractions
➢ Time
➢ Recognise, find and write fractions of a discrete set of objects; unit fractions and non-unit fractions with small denominators
➢ Compare and order unit fractions, and fractions with the same denominators
➢ Use bar models and number lines to order the fractions and write them in ascending and descending order
➢ Add and subtract fractions with the same denominator, within one whole for example, 5/7 + 1/7 = 6/7
➢ Apply knowledge and understanding of fractions to solve problems in various contexts.
➢ Tell and write the time using an analogue clock, including Roman numerals, and 12-hour and 24hour clocks
➢ Estimate and read time with increasing accuracy to the nearest minute
➢ Record and compare time in terms of seconds, minutes and hours, use vocabulary such as o’clock, a.m./p.m., morning, afternoon, noon and midnight
➢ Know the number of seconds in a minute, and the number of days in each month, year and leap year
➢ Compare durations of events, for example, calculate the time taken for events and tasks
➢ Read and draw the times ‘quarter to’ and ‘quarter past’
• 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
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).
• Find start and end times to the nearest minute using both analogue and digital times
Learning Outcomes
Visual Arts
• Demonstrate an understanding of composition, using principles of design to create narrative art works or art works on a theme or topic.
• Identify the materials and processes used in the creation of an artwork
Music
• Write music using non-traditional notation.
• Create a musical composition to match the mood of a visual image (for example, paintings, photographs, film).
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
➢ 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
CM3: Tolerance, respect for difference
CM4 – Resilience, perseverance
Learning Outcomes
PSPE
Identity
Active Living
Interactions
• Express feelings, ideas, experiences and beliefs in a variety of ways
• Improve coordination, flexibility, agility, strength and fine motor skills
• Recognize that we are all different and why this is to be welcomed and respected
• Praise and celebrate special features in others
• Know who and what they should respect
• Treat others the way you wish to be treated
• Have a greater vocabulary to describe feelings
• Understand they must treat others as they wish to be treated themselves
• Identify ways to be more understanding towards others
• Discuss what is meant by resilience and perseverance and give examples of individuals and groups of people who have demonstrated these qualities
• Identify and talk about their own strengths and use them to overcome difficulties
• Undertake a challenging project-based activity and pursue it without giving up
• Take part in giving and receiving constructive feedback with their peers
• Recognize the importance of making every effort to achieve the best they can in the activities they undertake both in their school work and daily lives
Learning Outcomes Approaches to Learning
• Reflect on the development of his/her own personal, social and physical well-being
• Develop and apply strategies to help manage situations of change and adversity
• Work towards achieving personal goals
• Master new skills and techniques in a variety of physical activities
• Develop strategies to improve individual and team performance in physical activities
• Understand the factors that contribute to a healthy lifestyle
• Use cooperative behaviours in order to function as part of a group or team
• Reflect on interactions with other people, other living things and the wider worldAppreciate the interdependent relationships between humans, other living things and the environment.
Science Strands
Earth and Space
Living things
Where We Are in Place and Time
Central Idea
The Earth’s movement in the solar system has an impact on the behaviours of living things
Lines of inquiry
Earths position and movement in the solar system
Similarities and differences between planets
How natural cycles influence the behaviors of living things
Concepts
K.C: Connection, form, Causation
R.C: Cycles on Earth, Solar System, Properties, Structure and Function, Atmosphere,
Links to Emirati Culture:
Mission to Mars- Islamic Calendar – Arabic Inventions
Learning Outcomes Approaches to Learning
• Describe the relative positions and key features of the Earth, sun, moon and other planets in the solar system
• I can describe the Sun, Earth and Moon as approximately spherical bodies.
• Explain why the moon changes shape and size
• Identify the properties of other planets in the solar system
• Explain the daily and annual movements of the Earth and its effect on natural cycles on earth (days, seasons, weather and year lengths)
• Explain why shadows change shape and size as the day progresses
• Determine how the Earth’s movement affects the behaviors of living things
• Use scientific vocabulary to explain their observations and experiences
• Interpret and evaluate data gathered in order to draw conclusions
• Consider scientific models and applications of these models (including their limitations)
TERM 2 BOOKLET PART 2
Dubai
Sharjah and Ras AL Khaimah
Fujairah, Umm Al Quwain & Ajman
Term Project
Final review
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.
• understand how Dubai grew and developed into the city it is today
• explain how Dubai makes money from business and tourism
• identify old and new means of transportation
• identify cities and features of Sharjah and Ras AI Khaimah
• understand the difference between a physical map and political map
• identify different landscapes in the emirates (e.g. mountains, valleys, mangroves, sandy desert)
• identify different kinds of museums
• understand the importance of Fujairah's port and location
• identify different sources of income the Emirates
• understand how tourism is an important way the emirates make money.
• identify some of the emirate's natural features
• create a travel brochure about the UAE including information and pictures about all seven emirates.
• check their understanding of lessons six through eight
• reflect on areas for improvement
Learning Outcomes Approaches to Learning
• Hear and appreciate differences between languages.
• Use language for a variety of personal purposes, for example, invitations
• Anticipate and predict when listening to text read aloud
• Listen attentively and speak appropriately in small and large group interactions
• Listen to a variety of oral presentations including stories, poems, rhymes and reports and respond with increasing confidence and detail
• Express thoughts, ideas and opinions and discuss them, respecting contributions from others
• Use language to explain, inquire and compare
• Wonder about texts and ask questions to try to understand what the author is saying to the reader
• Use a range of strategies to self-monitor and self-correct, for example, meaning, context, rereading, reading on, cross-checking one cue source against another
• Understand sound–symbol relationships and apply reliable phonetic strategies when decoding print
• Recognize and use the different parts of a book, for example, title page, contents, index
• Read texts at an appropriate level, independently, confidently and with good understanding
• Develop personal preferences, selecting books for pleasure and information
➢ 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
• 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
• 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
• Use familiar aspects of written language with increasing confidence and accuracy, for example, spelling patterns, high- frequency words, high- interest words
• Use increasingly accurate grammatical constructs
• Write legibly, and in a consistent style
• Proofread their own writing and make some corrections and improvements
• Over time, create examples of different types of writing and store them in their own writing folder
• Engage confidently with the process of writing
• 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 graphic organizers to plan writing, for example, Mind Maps®, storyboards
• 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
• Use appropriate terminology to discuss visual texts, for example, logos, font, foreground, background, impact
• With guidance, use the internet to access relevant information; process and present information in ways that are personally meaningful
• View visual information and show understanding by asking relevant questions and discussing possible meaning
• Discuss personal experiences that connect with visual images
• Realize that text and illustrations in reference materials work together to convey information, and can explain how this enhances understanding
• Observe and discuss visual presentations; make suggestions about why they have been created and what the creator has been aiming to achieve.
Learning Outcomes
Approaches to Learning
➢ Length
➢ Perimeter
➢ Fractions
➢ Measure the perimeter of simple 2-D shapes
➢ Measure and compare, add/subtract lengths in cm and m
➢ Recognise that 100 cm is equivalent to 1 metre and 10 mm is equivalent to 1 cm
➢ Choose the most appropriate or effective tool to measure for example, ruler, tape measure, metre stick or trundle wheel etc
➢ Count up and down in tenths, recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities into 10
➢ Count up and down in tenths using a variety of representations, for example, on a number line and exploring what happens beyond 10/10
➢ Represent tenths as decimals. Compare fractions and decimals written as words, in fraction form and as decimals and link them to pictorial representations.
➢ Recognise and use fractions as numbers, unit fractions and non-unit fractions with small denominators
➢ Recognise and show, using diagrams, equivalent fractions with small denominators
Arts Strands Learning Outcomes
Visual Arts, Music
Creating
➢ We can communicate our ideas, feelings and experiences through our artwork.
Visual Arts
• Use elements of design in art works to communicate ideas, messages, and understandings. (Oil pastels
• 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
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
➢ 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
• Explain how elements and principles of design are used to communicate meaning or understanding in their own and others’ art work.
Music
• Improvise upon a basic pattern to reinforce the importance of the individual within the group
• Share performances with each other and give constructive criticism.
➢ 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.
Identity
Active Living
Interactions
Approaches to Learning
• Reflect on the development of his/her own personal, social and physical well-being
• Develop and apply strategies to help manage situations of change and adversity
• Work towards achieving personal goals
• Master new skills and techniques in a variety of physical activities
• Develop strategies to improve individual and team performance in physical activities
• Understand the factors that contribute to a healthy lifestyle
• Use cooperative behaviours in order to function as part of a group or team
• Reflect on interactions with other people, other living things and the wider world
Appreciate the interdependent relationships between humans, other living things and the environment.
Sharing
the Planet
Central Idea
Water is an essential element for the growth and survival of all living things Lines of inquiry
Water comes in many forms
Water as an essential element of nature
The availability of water across the globe Concepts
K.C: Causation, Form Responsibility
R.C: Water Cycle, Conservation, Changes of State, Survival, Consumption, Natural Resource
Links to Emirati Culture: Science Strands Learning Outcomes Approaches to Learning
Living Things
Earth and Space
Energy and Matter
• Describe the different water changes within the water cycle, i.e. evaporation
• Recognize that water exists in the air and in different forms
• Explore the impact of the sun on the availability of fresh water
• Investigate how water can change from one state to another and relate findings to natural processes on Earth
• Apply knowledge of how water changes state within the water cycle
• Describe how water sustains life
UAE Social Studies Strands Learning Outcomes
TERM 3 BOOKLET PART 2
Famous landmarks in the UAE
• Observe carefully in order to gather data
• Use a variety of instruments and tools to measure data accurately
• Make and test predictions
• Learn about some tourist attractions (places and events) here in the UAE
• Understand the importance of tourism as a way to make money
• Know the different reasons people go to malls
• Understand how businesses make money (profit)
Malls and shopping centers in the UAE
Airports and seaports
Poster presentation
Final review
• Understand the difference between needs and wants]
• Understand the importance of the airports and seaports in the UAE
• Learn what the UAE imports and exports
• Understand the difference between goods and services
• Gather information about a place in the UAE and present the importance of it
• Create a poster about the place they have chosen
• Check understanding of lessons 6-8
• Reflect on areas for improvement
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.
• Hear and appreciate differences between languages.
• Understand and use specific vocabulary to suit different purposes
• Use language for a variety of personal purposes, for example, invitations
• Anticipate and predict when listening to text read aloud
• Listen attentively and speak appropriately in small and large group interactions
• Listen to a variety of oral presentations including stories, poems, rhymes and reports and respond with increasing confidence and detail
• Express thoughts, ideas and opinions and discuss them, respecting contributions from others
• Use language to explain, inquire and compare
• Wonder about texts and ask questions to try to understand what the author is saying to the reader
• Use a range of strategies to self-monitor and self-correct, for example, meaning, context, rereading, reading on, cross-checking one cue source against another
• Understand sound–symbol relationships and apply reliable phonetic strategies when decoding print
• Read texts at an appropriate level, independently, confidently and with good understanding
• Develop personal preferences, selecting books for pleasure and information
• 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
• 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
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 familiar aspects of written language with increasing confidence and accuracy, for example, spelling patterns, high- frequency words, high- interest words
• Use increasingly accurate grammatical constructs
• Write legibly, and in a consistent style
• Proofread their own writing and make some corrections and improvements
• Over time, create examples of different types of writing and store them in their own writing folder
• Engage confidently with the process of writing
• 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 graphic organizers to plan writing, for example, Mind Maps®, storyboards
• 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
• Use appropriate terminology to discuss visual texts, for example, logos, font, foreground, background, impact
• With guidance, use the internet to access relevant information; process and present information in ways that are personally meaningful
• View visual information and show understanding by asking relevant questions and discussing possible meaning
• Discuss personal experiences that connect with visual images
• Realize that text and illustrations in reference materials work together to convey information, and can explain how this enhances understanding
• Observe and discuss visual presentations; make suggestions about why they have been created and what the creator has been aiming to achieve.
Learning Outcomes
Approaches to Learning
➢ Draw 2-D shapes
➢ Make 2-D shapes using modelling materials
➢ Recognise 3-D shapes in different orientations and describe them
➢ Recognise angles as a measure of a turn. Practice making 1/ 2 , 1/ 4 , 3/ 4 and whole turns from different starting points in both clockwise and anti-clockwise directions in practical contexts
➢ recognise that a right angle is a quarter turn, 2 right angles make a half-turn, 3 right angles make three-quarters of a turn and 4 right angles make a complete turn
➢ identify whether an angle is greater than or less than a right angle in shapes and turns, by measuring, comparing and reasoning in practical contexts
➢ Identify and find horizontal/vertical/parallel/perpendicular lines in a range of contexts, including in shapes and symbols
• Measure, compare, add and subtract mass using g/kg and capacity using ml/l
• Read a range of scales to measure mass, including scales with missing intervals
• Read scales in either kilograms or grams
• Compare the volume of containers using < , > and = understanding the difference between capacity and volume
• Read the temperature on a thermometer using the units ‘degrees Centigrade’, written ℃
Apply counting in 2s, 5s and 10s skills when reading different scales on thermometers
• 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
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
Visual Arts
• Identify and use elements of art and design to show space and express appreciation of the local culture.
• Analyze the relationships within an artwork and construct meanings based on local culture.
Music
• Create and record a composition focusing on form, structure and style to give more meaning to their message.
• Describe the process used to create their own music and compare it with others, in order to improve their compositions.
➢ 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
Learning Outcomes
Approaches to Learning
• Reflect on the development of his/her own personal, social and physical well-being
• Develop and apply strategies to help manage situations of change and adversity
• Work towards achieving personal goals
• Master new skills and techniques in a variety of physical activities
• Develop strategies to improve individual and team performance in physical activities
• Understand the factors that contribute to a healthy lifestyle
• Use cooperative behaviours in order to function as part of a group or team
• Reflect on interactions with other people, other living things and the wider world Appreciate the interdependent relationships between humans, other living things and the environment.
Science Strands
How We Organize Ourselves
Central Idea
The jobs people have help build communities. Lines of inquiry
Elements of functioning communities
Roles and responsibilities within communities
How systems support the development of communities Concepts
There are currently no science connections within this unit of inquiry.
UAE Social Studies Strands
TERM 1 BOOKLET PART 2
Life in the desert
Life in the desert oasis
Modern day UAE
UAE Heritage project
Final review
Learning Outcomes
Describe the Arabian desert
• Know the importance of the camel for people in the desert
• Identify some plants and animals that live in the desert
• Understand how hospitality is an important part of Emirati culture
• Identify the features of an oasis
• Understand the importance of an oasis for people living in the desert
• Understand the importance of date palms and dates grown in the UAE
• Learn about the present day UAE
• Understand the difference between natural and man-made features
• Understand the importance of tolerance in a community
• Understand some Emirati traditional sports and games that are played now and in the past
• Understand the history and origin of these sports
• Check understanding of lessons 6-8 Reflect on areas for improvement
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.
Learning Outcomes
• Hear and appreciate differences between languages.
• Use language for a variety of personal purposes, for example, invitations
• Anticipate and predict when listening to text read aloud
• Listen attentively and speak appropriately in small and large group interactions
• Listen to a variety of oral presentations including stories, poems, rhymes and reports and respond with increasing confidence and detail
• Express thoughts, ideas and opinions and discuss them, respecting contributions from others
• Use language to explain, inquire and compare
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.
• Wonder about texts and ask questions to try to understand what the author is saying to the reader
• Use a range of strategies to self-monitor and self-correct, for example, meaning, context, rereading, reading on, cross-checking one cue source against another
• Understand sound–symbol relationships and apply reliable phonetic strategies when decoding print
• Read texts at an appropriate level, independently, confidently and with good understanding
• Develop personal preferences, selecting books for pleasure and information
• 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
• 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
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.
• Use familiar aspects of written language with increasing confidence and accuracy, for example, spelling patterns, high- frequency words, high- interest words
• Use increasingly accurate grammatical constructs
• Write legibly, and in a consistent style
• Proofread their own writing and make some corrections and improvements
• Over time, create examples of different types of writing and store them in their own writing folder
• Engage confidently with the process of 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.
• 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 graphic organizers to plan writing, for example, Mind Maps®, storyboards
• 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
• Organize ideas in a logical sequence, for example, write simple narratives with a beginning, middle and end
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
• View visual information and show understanding by asking relevant questions and discussing possible meaning
• Discuss personal experiences that connect with visual images
• Realize that text and illustrations in reference materials work together to convey information, and can explain how this enhances understanding
• Observe and discuss visual presentations; make suggestions about why they have been created and what the creator has been aiming to achieve.
• 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
Learning Outcomes
Approaches to Learning
➢ Data Handling
➢ Multiplication Division
• Interpret and present data using bar charts, pictograms and tables
• Draw pictograms where the symbols represent 2, 5 or 10 items.
• Solve one-step and two-step questions (for example, How many more? How many fewer? Using information presented in scaled bar charts, pictograms and tables
• Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables
• Write and calculate mathematical statements for multiplication and division using the multiplication tables known, including for two-digit numbers times one-digit numbers using mental and progressing to formal written methods
• 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
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
Pillar 2: The Individual and the community
IC3: Self-identity and working with others
Learning Outcomes Approaches to Learning
Visual Arts
• Create a collaborative artwork that expresses feelings and ideas inspired by activities in their community.
• Express feelings and ideas about works of art by collaboratively planning their own.
Music
• Create a musical composition expressing their own ideas and feelings on a social issue.
• Compare aspects of music from different times and places.
➢ 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
• Behave in a way that ensures they learn effectively and benefit fully from being at school, demonstrating that they know what their place in school is, what school expects of them and how their behavior should be adapted in different situations (at school, playing with friends, and at home)
• Recognize how their actions as an individual affects others and apply appropriate levels of self‐awareness and responsibility to interact correctly with other members of the school community and in role‐play activities
• Work confidently as a member of a team, applying communication skills and problem solving to effectively contribute to the achievement of goals, while avoiding attitudes and behavior that are detrimental to successful teamwork
• Provide help and support to other students, using appropriate techniques in a range of straightforward scenarios presented to them, demonstrating respect for a range of views and empathy for other people’s feelings
PSPE
Identity
Learning Outcomes
Approaches to Learning
Interactions
• Reflect on the development of his/her own personal, social and physical well-being
• Develop and apply strategies to help manage situations of change and adversity
• Work towards achieving personal goals
• Master new skills and techniques in a variety of physical activities
• Develop strategies to improve individual and team performance in physical activities
• Understand the factors that contribute to a healthy lifestyle
• Use cooperative behaviours in order to function as part of a group or team
• Reflect on interactions with other people, other living things and the wider world
• Appreciate the interdependent relationships between humans, other living things and the environment.
