Issuu

Grade 3

Unit of Inquiry Curriculum Maps

Shona Gastaldi – Head of Primary

Nafisa Mulla – PYP Coordinator

Science Strands

Living things

Who We Are Central Idea

Children across the globe face diverse issues and opportunities that influence who they become Lines of inquiry

Children’s rights and responsibilities How we develop socially and emotionally over time

How we respond to issues and opportunities we are faced with Concepts

K.C: Perspective, Change, Responsibility

R.C: Identity, Rights, Truth, Justice, Conflict, Achievement, Lifestyle

Links to Emirati Culture:

Learning Outcomes

• Explore health and safety issues facing children (for example, spread of disease, accidents, access to health care)

• Understand the role of vaccinations

• Explain the need to act responsibly with regards to his or her health and the health of others (for example, colds, head lice).

• Links to Emirati culture: How has the leader of the UAE (or by Emirate) used the vaccination process to alleviate the spread fo COVID-19)

Approaches to Learning

• Use scientific vocabulary to explain their observations and experiences

• Interpret and evaluate data gathered in order to draw conclusions

• Consider scientific models and application of these models (including their limitations)

Social Studies Strands

Learning Outcomes

Approaches to Learning

Social Organization and Culture

• Explore issues relating to children’s rights, roles and responsibilities in different parts and cultures of the world

• Analyze a variety of sources to determine children’s rights in both the UAE and other countries

• Determine different risks and challenges and opportunities children face

• Describe the roles of organizations and individuals to meet the different needs of children

• Develop the understanding that others can also be correct

• Reflect on how we adapt socially and emotionally to challenges and opportunities

• Determine possible solutions for overcoming adversity

UAE Social Studies Strands

Communication and Presentation of Results

Learning Outcomes

• Formulate and ask questions about the past, the future, places and society

• Use and analyse evidence from a variety of historical, geographical and societal sources

• Identify roles, rights and responsibilities in society

• Assess the accuracy, validity and possible bias of sources

Evaluation of Sources and Use of Evidence

• Student is able to develop his/her own view and attitude, employing evidence of different sources and present those views and attitudes to others.

• Student is able to make a presentation justifying his/her view/attitude concerning a certain event.

• Student is able to use evidence to analyse different views regarding a certain event.

• Student suggests a plan to solve any cotemporary local issue. Student is able to suggest a plan to solve an issue either at school or local level using evidence.

• Student is able to independently gather information related to social studies from different sources

• Student is able to compare between information he/she collects from several maps through reading map key.

• Student is able to answer questions related to the information collected.

National Education

• Student is able to clearly and fluently present information he/she collects before certain audience.

Student is able to create different written shapes showing the collected information (poem, illustrated stories, short story, presentation etc)

• Student is able to make sound choices in order to successfully work cooperatively

• Student is able to discuss the importance of mutual respect and cooperation among neighbours.

Language Strands Learning Outcomes

Speaking and Listening

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

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

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

Written Language: Reading

➢ Reading and thinking work together to enable us to make meaning.

➢ Checking, rereading and correcting our own reading as we go enable us to read new and more complex texts.

➢ Identifying the main ideas in the text helps us to understand what is important.

➢ Knowing what we aim to achieve helps us to select useful reference material to conduct research.

• Listen appreciatively and responsively, presenting their own point of view and respecting the views of others

• Listen for a specific purpose in a variety of situations

• Identify and expand on main ideas in familiar oral texts

• Listen reflectively to stories read aloud in order to identify story structures and ideas

Understand that ideas and opinions can be generated, developed and presented through talk; they work in pairs and groups to develop oral presentations

Written Language: Writing

➢ Writing and thinking work together to enable us to express ideas and convey meaning.

• Read a variety of books pleasure, instruction and information; reflect regularly on reading and set future goals

• Recognize the author’s purpose, for example, to inform, entertain, persuade, instruct

• As part of the inquiry process, work cooperatively with others to access, read, interpret, and evaluate a range of source materials

• Access information from a variety of texts both in print and online, for example, newspapers, magazines, journals, comics, graphic books, e-books, blogs, wikis

• Understand and respond to the ideas, feelings and attitudes expressed in various texts, showing empathy for characters

• Understand that stories have a plot; identify the main idea; discuss and outline the sequence of events leading to the final outcome

• Appreciate that writers plan and structure their stories to achieve particular effects; identify features that can be replicated when planning their own stories

• Organize ideas in a logical sequence

• Write for a range of purposes, both creative and informative, using different types of structures and styles according to the purpose of the writing

• Show awareness of different audiences and adapt writing appropriately

#ShapingYourFuture

➢ Asking questions of ourselves and others helps to make our writing more focused and purposeful.

➢ The way we structure and organize our writing helps others to understand and appreciate it.

➢ Rereading and editing our own writing enables us to express what we want to say more clearly

Visual Language - Viewing and Presenting

➢ Visual texts have the power to influence thinking and behaviour.

➢ Interpreting visual texts involves making an informed judgment about the intention of the message.

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

Math Strands

• Select vocabulary and supporting details to achieve desired effects

• Use a dictionary and thesaurus to check accuracy, broaden vocabulary and enrich their writing

• Work cooperatively with a partner to discuss and improve each other’s work, taking the roles of authors and editors

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

Learning Outcomes Approaches to Learning Number

• The base 10 place value system can be extended to represent magnitude.

• Fractions and decimals 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.

• Even complex operations can be modeled in a variety of ways, for example, an algorithm is a way to represent an operation

Data Handling

• Data can be collected, organized, displayed, and analyzed in different ways.

• Different graph forms highlight different aspects of data more efficiently.

• Probability can be based on experimental events in daily life.

• Probability can be expressed in numerical notations.

• Use place value to read, represent, compare, and order numbers to 1,000

• Use the language of fractions, for example, numerator and denominator

• Count, sort, match and compare objects, shapes and numbers

• Make reasonable estimates

• Analyse, make predictions and infer from data

• Conduct surveys, classify and organize data using tables

• Construct vertical bar graphs and pictographs

• Interpret data presented in tables, bar graphs, and pictographs

Arts Strands

Visual

Arts, Music

Creating

➢ Arts have the power to influence thinking and behaviour.

➢ We make connections between our artwork and that of others to extend our thinking.

➢ We can explore our personal interests, beliefs and values through arts

Responding

➢ When experiencing arts, we make connections between different cultures, places and times.

➢ People explore issues, beliefs and values through arts.

➢ There are different kinds of audiences responding to different arts.

➢ We use what we know to interpret arts and deepen our understanding of ourselves and the world around us.

Learning Outcomes Approaches to Learning

Visual Arts

• Students identify the stages of their own and others’ creative processes and consider their audience when creating artwork.

• Students identify and describe a variety of visual art forms they see in their home, at school, in the community, and in visual arts experiences Music

• Read music using non-traditional notation.

• Sing partner songs.

• 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

Pillar 1: Character and Morality

CM5: Equality, appreciation

CM6: Thoughtfulness, co-operation

Learning Outcomes

• Describe what treating people equally means

• Distinguish between cases of treating people equally and treating people fairly

• Recognize how to respond when confronted with examples of inequality of treatment

• Explain what is meant by appreciation and how to express it in ways that are appropriate

• Act in ways that demonstrate they know what it means to be thoughtful and show consideration for others

• Show a greater understanding of how their actions affect the feelings of others around them

• Understand why co-operative working is important and how group activities should be conducted

• Work effectively as a member of a group

Pillar 2: The Individual and the community

IC6: Being brave and staying safe

PSPE

Identity

Active Living

• Understand what it means to take responsibility for behaviour and identify when and how one’s behaviour may be upsetting others and how being honest about actions can benefit others

• Understand what bullying is and be able to describe the main elements: Why people bully others, the characteristics of bullies, different forms of bullying, the power imbalance, how bullying can be stopped

• Understand how it might feel to be a target of, or a witness to, bullying

• Recognize when and how to tell someone about bullying and have the courage to speak out

• Understand how to keep oneself safe online, using basic IT skills to manage safety and using caution to assess interactions and situations that may be unsafe

Learning Outcomes

• Recognise personal qualities, strengths and limitations.

Approaches to Learning

• Understand the factors that contribute to a healthy lifestyle.

• Reflect on the development of his/her own personal, social and physical well-being

• Recognise the importance of regular exercise in development of well-being / identify ways to live a healthier life.

• Demonstrate greater body control when performing movements.

• Self-assess performance and respond to feedback on performances from others

• Plan, perform and reflect on movement sequences in order to improve

• Identify potential personal and group outcomes for risk taking behaviours.

How the World Works

Central Idea

Scientific technologies allow us to learn more about living things and places that no longer exist Lines of inquiry

Roles people play in uncovering the past

How technology is used to discover the past

What artefacts tell us about the Earth’s history Concepts

K.C: Responsibility, Function, Connection

R.C: History, Artefacts, Discovery, location, evidence, Geology, Technology

Links to Emirati Culture:

Science Strands

Earth and Space

Learning Outcomes

• Explore scientific and technological developments that help people understand and respond to the changing Earth (Explore how/why cloud seeding happens in the UAE)

• Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties

• Describe how fossils are formed when things that have lived are trapped within rock (Have any prominent fossils been discovered in the UAE? Do they differ from other parts of the world?)

• Recognize the importance of the fossil record to inform the concept of evolution / past civilizations / pre-historic eras (

Social Studies Strands Learning Outcomes

Approaches to Learning

• Observe carefully in order to gather data

• 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

Continuity and change through time

Social organization and culture

• Identify different roles individuals and organizations have in uncovering the past

• Identify examples of living things, objects and places that no longer exist

• Analyze evidence to determine truth

• Understand the concept of extinction

• Examine the impact that different technologies have had on uncovering the past

UAE Social Studies Strands Learning Outcomes

There are currently no UAE social studies connections within this unit of inquiry.

Language Strands Learning Outcomes

Speaking and Listening

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

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

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

Written Language: Reading

➢ Reading and thinking work together to enable us to make meaning.

➢ Checking, rereading and correcting our own reading as we go enable us to read new and more complex texts.

➢ Identifying the main ideas in the text helps us to understand what is important.

• Formulate and ask questions about the past, the future, places and society

• Use and analyse 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

• Listen appreciatively and responsively, presenting their own point of view and respecting the views of others

• Listen for a specific purpose in a variety of situations

• Identify and expand on main ideas in familiar oral texts

• Listen reflectively to stories read aloud in order to identify story structures and ideas

• Understand that ideas and opinions can be generated, developed and presented through talk; they work in pairs and groups to develop oral presentations

• Read a variety of books pleasure, instruction and information; reflect regularly on reading and set future goals

• Recognize the author’s purpose, for example, to inform, entertain, persuade, instruct

• As part of the inquiry process, work cooperatively with others to access, read, interpret, and evaluate a range of source materials

• Access information from a variety of texts both in print and online, for example, newspapers, magazines, journals, comics, graphic books, e-books, blogs, wikis (Explore local publications, are there any for children/students? Is there a gap in the market here for this cohort?)

• Understand and respond to the ideas, feelings and attitudes expressed in various texts, showing empathy for characters

#ShapingYourFuture

➢ Knowing what we aim to achieve helps us to select useful reference material to conduct research.

Written Language: Writing

➢ Writing and thinking work together to enable us to express ideas and convey meaning.

➢ Asking questions of ourselves and others helps to make our writing more focused and purposeful.

➢ The way we structure and organize our writing helps others to understand and appreciate it.

➢ Rereading and editing our own writing enables us to express what we want to say more clearly

Visual Language - Viewing and Presenting

➢ Visual texts have the power to influence thinking and behaviour.

➢ Interpreting visual texts involves making an informed judgment about the intention of the message.

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

Math Strands

• Understand that stories have a plot; identify the main idea; discuss and outline the sequence of events leading to the final outcome

• Appreciate that writers plan and structure their stories to achieve particular effects; identify features that can be replicated when planning their own stories

• Organize ideas in a logical sequence

• Write for a range of purposes, both creative and informative, using different types of structures and styles according to the purpose of the writing

• Show awareness of different audiences and adapt writing appropriately

• Select vocabulary and supporting details to achieve desired effects

• Use a dictionary and thesaurus to check accuracy, broaden vocabulary and enrich their writing

• Work cooperatively with a partner to discuss and improve each other’s work, taking the roles of authors and editors

• Explain how relevant personal experiences can add to the meaning of a selected film/movie; write and illustrate a personal response (Local connection: Comic-con visual movie ad created by Emirati in the UAE)

• Identify aspects of body language in a dramatic presentation and explain how they are used to convey the mood and personal traits of characters

• Discuss a newspaper report and tell how the words and pictures work together to convey a particular message (Guld News and Khaleej Times connection)

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

Learning Outcomes

Approaches to Learning Data Handling

• Data can be collected, organized, displayed, and analyzed in different ways.

• Different graph forms highlight different aspects of data more efficiently.

• Probability can be based on experimental events in daily life.

• Construct vertical bar graphs and pictographs

• Interpret data presented in tables, bar graphs, and pictographs (Using a DEWA bill to analyze cost/consumption/responsible comsumption)

#ShapingYourFuture

• Count, sort, match and compare objects, shapes and numbers

• Use mathematical vocabulary and symbols (including informal mathematics)

• Select and use appropriate mathematics (operations, computations and units) to solve numerical and word problems

• Probability can be expressed in numerical notations.

Measurement

• Formal units allow us to have a common language to identify, compare, order, and sequence objects and events.

• Objects and events have attributes that can be measured using appropriate tools.

• Relationships exist between formal units that measure the same attributes.

• Estimation allows us to measure with different levels of accuracy.

Arts Strands

Visual

Arts, Music

Creating

➢ Arts have the power to influence thinking and behaviour.

➢ We make connections between our artwork and that of others to extend our thinking.

➢ We can explore our personal interests, beliefs and values through arts

Responding

➢ When experiencing arts, we make connections between different cultures, places and times.

➢ People explore issues, beliefs and values through arts.

➢ There are different kinds of audiences responding to different arts.

➢ We use what we know to interpret arts and deepen our understanding of ourselves and the world around us.

• Understand and recall measures that fall between numbers on a measurement scale for time

• Convert between hours, minutes, and seconds

• Make reasonable estimates

• Analyse, make predictions and infer from data

• Become confident and competent users of technology in mathematics learning

Learning Outcomes

Visual Arts

• Students create a three-dimensional art work that expresses an understanding of geology, time and space.

• Students use a variety of materials, tools, and techniques to respond to design challenges.

Music

• Read, write and perform simple musical patterns and phrases.

• Compare aspects of music from different times and places.

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

Pillar 3: Cultural studies (G2)

CUS3: What objects and symbols can tell us

CUS4: What objects and symbols can tell us: similarities and differences

Learning Outcomes

• Describe the distinguishing features of a variety of artifacts (objects and symbols) from the past (or reproductions/pictures)

• Make a simple interpretation about, for example, the provenance and usage of an artefact

• Describe in simple terms the work that archaeologists do

• Appreciate that, although people in the past may have lacked modern technology

• and resources, they were as creative and inventive as people today

• escribe ways in which selected artefacts (e.g. cooking and eating utensils, coinage, items of furniture) have changed or remained the same over time, and how they relate to their presentday counterparts

• Use some of the vocabulary and concepts that are helpful when considering change over time and how the heritage might be reflected in the present day

• Identify and explain the meaning of national and other symbols currently found in the UAE and compare them with symbols from the past\

PSPE

Active Living

Learning Outcomes

• Recognise the importance of regular exercise in development of well-being / identify ways to live a healthier life.

• Demonstrate greater body control when performing movements.

• Self-assess performance and respond to feedback on performances from others

• Plan, perform and reflect on movement sequences in order to improve

• Identify potential personal and group outcomes for risk taking behaviours.

Interactions

• Identify individual strengths that can contribute to shared goals.

Approaches to Learning

• Develop strategies to improve individual and team performance in physical activities

• Reflect on interactions with other people, other living things and the wider world

How We Express Ourselves

Central Idea

Artists design games that engage and challenge us to learn together

Lines of inquiry

Components of games

How games work

What we learn from games

Concepts

K.C: Form, Function, Connection

R.C: Innovation, Education, Strategy, Imagination, Creativity, Pattern, Function, Shape, Space, Time, Rules, Leisure

Links to Emirati Culture:

Traditional games in the Emirati culture, How games are played in the UAE compared to other countries, History of games in the Emirate culture

Social Studies Strands

Continuity and change through time

Social organization and culture

Learning Outcomes

• What are the roles of games in our lives?

• What do games teach us?

• Why do we play games?

• What types of games are there in the world?

• What is the history of games?

Approaches to Learning

• Formulate and ask questions about the past, the future, places and society

• Use and analyse evidence from a variety of historical, geographical and societal sources

• Orientate in relation to place and time

Speaking and Listening

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

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

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

Written Language: Reading

➢ Reading and thinking work together to enable us to make meaning.

➢ Checking, rereading and correcting our own reading as we go enable us to read new and more complex texts.

➢ Identifying the main ideas in the text helps us to understand what is important.

➢ Knowing what we aim to achieve helps us to select useful reference material to conduct research.

Written Language: Writing

➢ Writing and thinking work together to enable us to express ideas and convey meaning.

➢ Asking questions of ourselves and others helps to make our writing more focused and purposeful.

➢ The way we structure and organize our writing helps others to understand and appreciate it.

➢ Rereading and editing our own writing enables us to express what we want to say more clearly

Visual Language - Viewing and Presenting

➢ Visual texts have the power to influence thinking and behaviour

➢ Interpreting visual texts involves making an informed judgment about the intention of the message.

• Listen appreciatively and responsively, presenting their own point of view and respecting the views of others

• Listen for a specific purpose in a variety of situations

• Identify and expand on main ideas in familiar oral texts

• Listen reflectively to stories read aloud in order to identify story structures and ideas

• Understand that ideas and opinions can be generated, developed and presented through talk; they work in pairs and groups to develop oral presentations

• Read a variety of books pleasure, instruction and information; reflect regularly on reading and set future goals

• Recognize the author’s purpose, for example, to inform, entertain, persuade, instruct

• As part of the inquiry process, work cooperatively with others to access, read, interpret, and evaluate a range of source materials

• Access information from a variety of texts both in print and online, for example, newspapers, magazines, journals, comics, graphic books, e-books, blogs, wikis

• Organize ideas in a logical sequence

• Write for a range of purposes, both creative and informative, using different types of structures and styles according to the purpose of the writing

• Show awareness of different audiences and adapt writing appropriately

• Select vocabulary and supporting details to achieve desired effects

• Use a dictionary and thesaurus to check accuracy, broaden vocabulary and enrich their writing

• Work cooperatively with a partner to discuss and improve each other’s work, taking the roles of authors and editors

• View, respond to and describe visual information, communicating understanding in oral, written and visual form

• Describe personal reactions to visual messages; reflect on why others may perceive the images differently

• Understand and explain how visual effects can be used to reflect a particular context

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

• Recognize and name familiar visual texts and explain why they are or are not effective, for example, advertising, logos, labels, signs, billboards

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

• Design posters and charts, using shapes, colours, symbols, layout and fonts, to achieve particular effects; explain how the desired effect is achieved

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

• Observe and discuss the choice and composition of visual presentations and explain how they contribute to meaning and impact, for example, facial expressions, speech bubbles, word images to convey sound effects

• Realize that visual presentations have been created to reach out to a particular audience and influence the audience in some way; discuss the effects used and how they might influence the audience.

Math Strands

Shape and Space

• Changing the position of a shape does not alter its properties.

• Shapes can be transformed in different ways.

• Geometric shapes and vocabulary are useful for representing and describing objects and events in real-world situations.

Learning Outcomes

• Name, describe, sort, make, and sketch prisms, pyramids, cylinders, cones, and spheres

• Make, compare, sketch, and name three-dimensional shapes and their features

• Identify and name pentagons, octagons, and parallelograms presented in different orientations

• Compare and describe special groups of quadrilaterals

• Make tessellating designs by reflecting, translating, and rotating

• Find all lines of symmetry for a twodimensional shape

• Analyze angles by comparing and describing rotations, whole turns, half turns, and quarter turns

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)

• Make reasonable estimates

• Become confident and competent users of technology in mathematics learning

• Manipulate, classify, and sketch twodimensional shapes, including quadrilaterals, and describe their features

• Use simple maps and grids to represent and describe position and follow routes, including directions using

a compass

Arts Strands Learning Outcomes

Visual Arts, Music

Creating

➢ Arts have the power to influence thinking and behaviour.

➢ We make connections between our artwork and that of others to extend our thinking.

➢ We can explore our personal interests, beliefs and values through arts

Responding

➢ When experiencing arts, we make connections between different cultures, places and times.

➢ People explore issues, beliefs and values through arts.

➢ There are different kinds of audiences responding to different arts.

➢ We use what we know to interpret arts and deepen our understanding of ourselves and the world around us.

Visual Arts

• Students identify, plan and make specific choices of materials, tools and processes sharpen their powers of observation(Variety of media)

• Students investigate the purposes of artwork from different times, places and a range of cultures including their own.

Music

• Read music using traditional notation.

• Share and compare their experiences as audience members at various performances.

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

Pillar 2: The Individual and the community

IC5: Me and my world

Learning Outcomes

• Demonstrate an awareness of their world and where they fit within it, ranging from their immediate experience of the world through to the wider world at community and country levels, and be curious to find out more about the wider world and the people in it

Pillar 3: Cultural studies

CUS5: Understanding UAE culture

CUS6: Understanding UAE culture (part 2)

• Explain which people and things matter to them (including traditions, places, heritage, nature, values, etc.) and give reasons why these things are important, and show care, value and respect for things that matter to them

• Explain and give a range of examples of ‘culture’

• Describe their own cultural identity and talk about what has influenced it

• Conduct simple cultural mapping

• Explain how an individual’s cultural identity has many aspects and is influenced in a variety of ways

• Identify and explain aspects of Emirati culture in general, and their own individual cultural identity in particular, to their peers and the teacher

• Explain how exploring cultural diversity helps both to define your own culture and also to appreciate that of others

• Identify a range of cultural diversity within the UAE

• Describe and make a simple analysis of ways in which Emirati culture is similar to/different from cultures elsewhere

• Discuss some of the challenges and benefits of living in a culturally diverse society

Learning Outcomes Approaches to Learning

Active Living

Interactions

• Recognise the importance of regular exercise in development of well-being / identify ways to live a healthier life.

• Demonstrate greater body control when performing movements.

• Self-assess performance and respond to feedback on performances from others

• Plan, perform and reflect on movement sequences in order to improve

• Identify potential personal and group outcomes for risk taking behaviours.

• Reflect on shared and collaborative performance

• Master new skills and techniques in a variety of physical activities

• Work towards achieving personal goals.

PSPE

Where We Are in Place and Time

Central Idea

The Earth’s geography is constantly transforming, and this can have an impact on landforms

Lines of inquiry

The composition of the Earth

How Earth’s crust is changing over time

How changing landforms impact living things

Concepts

K.C. Form, Change, Causation

R.C. Geography, Geology, Regions, Landforms, Erosion, Hazards, Plate tectonic movement

Links to Emirati Culture:

Composition of the UAE and how this has affected the Emirati culture over time, How the Emirati culture have adapted to the climate and composition of the UAE, local plant and animal adaptations, the environmental impact on the UAE due to natural phenomena

Science Strands

Earth and Space

Living things

Learning Outcomes

• Describe the composition of the Earth and its layers

• Identify long-term and short-term changes on Earth (for example, plate tectonics, erosion, tsunamis, volcanic eruptions)

• Describe how natural phenomena shape the planet

• Reflect on the explanations from a range of sources as to why the Earth changes

• Recognize the ways in which plants and animals have adapted over time

• Make links between different features of the environment and the specific needs of living things

Approaches to Learning

• Observe carefully in order to gather data

• Use scientific vocabulary to explain their observations and experiences

• Make and test predictions

• Interpret and evaluate data gathered in order to draw conclusions

• Consider scientific models and applications of these models (including their limitations)

Social Studies Strands

Continuity and change through time

Human and natural environments

• Assess the impact that changes in environmental conditions can have on

things

Learning Outcomes

• Describe natural features of the Earth’s surface

• Identify the evidence that the Earth has changed (for example, land formations in local environment)

• Use a variety of primary and secondary sources to investigate the ways that living things respond to the Earth’s changes

• Explore scientific and technological developments that help people understand and respond to the changing Earth.

Approaches to Learning

• Use and analyse evidence from a variety of historical, geographical and societal sources

• Orientate in relation to place and time

• Locate on a globe or map his or her place in the world, and its relationship to various other places

• Use a variety of resources and tools to gather and process information about various regions and different ways of the world has been represented throughout time

UAE Social Studies Strands Learning Outcomes

Geography

• Student is able to identify and describe the natural features of the earth's surface

• Student is able to name different elements of a map (title, directions marker,

symbols, map key, scale etc)

• Student is able to design a plan, graphs and patterns showing geographical information.

• Student is able to describe the effect of the most important human acts on the

environment in different parts of the world

• Student is able to compare cultural features with environmental features of populations in certain places and areas Student is able to conclude geographical phenomena resulting from daily and annual movement of the earth

Language Strands Learning Outcomes

Speaking and Listening

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

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

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

• Listen appreciatively and responsively, presenting their own point of view and respecting the views of others

• Listen for a specific purpose in a variety of situations

• Identify and expand on main ideas in familiar oral texts

• Listen reflectively to stories read aloud in order to identify story structures and ideas

• Understand that ideas and opinions can be generated, developed and presented through talk; they work in pairs and groups to develop oral presentations

Written Language: Reading

➢ Reading and thinking work together to enable us to make meaning.

➢ Checking, rereading and correcting our own reading as we go enable us to read new and more complex texts.

➢ Identifying the main ideas in the text helps us to understand what is important.

➢ Knowing what we aim to achieve helps us to select useful reference material to conduct research.

Written Language: Writing

➢ Writing and thinking work together to enable us to express ideas and convey meaning.

➢ Asking questions of ourselves and others helps to make our writing more focused and purposeful.

➢ The way we structure and organize our writing helps others to understand and appreciate it.

➢ Rereading and editing our own writing enables us to express what we want to say more clearly

Visual Language - Viewing and Presenting

➢ Visual texts have the power to influence thinking and behaviour.

➢ Interpreting visual texts involves making an informed judgment about the intention of the message.

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

Math Strands

• Read a variety of books pleasure, instruction and information; reflect regularly on reading and set future goals

• Recognize the author’s purpose, for example, to inform, entertain, persuade, instruct

• As part of the inquiry process, work cooperatively with others to access, read, interpret, and evaluate a range of source materials

• Access information from a variety of texts both in print and online, for example, newspapers, magazines, journals, comics, graphic books, e-books, blogs, wikis

• Organize ideas in a logical sequence

• Write for a range of purposes, both creative and informative, using different types of structures and styles according to the purpose of the writing

• Show awareness of different audiences and adapt writing appropriately

• Select vocabulary and supporting details to achieve desired effects

• Use a dictionary and thesaurus to check accuracy, broaden vocabulary and enrich their writing

• Work cooperatively with a partner to discuss and improve each other’s work, taking the roles of authors and editors

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

Learning Outcomes

Approaches to Learning Measurement

• Formal units allow us to have a common language to identify, compare, order, and sequence objects and events.

• Objects and events have attributes that can be measured using appropriate tools.

• Recognize the need for a formal unit to measure volume and capacity

• Estimate, measure, compare, and record volumes and capacities using liters, milliliters, and cubic centimeters

• Count, sort, match and compare objects, shapes and numbers

• Recognize and continue patterns (and relationships)

#ShapingYourFuture

• Relationships exist between formal units that measure the same attributes.

• Estimation allows us to measure with different levels of accuracy.

Shape and Space

• Changing the position of a shape does not alter its properties.

• Shapes can be transformed in different ways.

• Geometric shapes and vocabulary are useful for representing and describing objects and events in real-world situations.

Arts

Strands

Visual Arts, Music

Creating

➢ Arts have the power to influence thinking and behaviour.

➢ We make connections between our artwork and that of others to extend our thinking.

➢ We can explore our personal interests, beliefs and values through arts

• Measure the volume of models in cubic centimeters

• Recognize the need for a formal unit to measure mass

• Estimate, measure, compare, and record masses of objects using kilograms and grams

• Recognize the coordinated movements of the hands on a clock

• Read and record time in 15 minute intervals using digital and analog notation

• Read and record time in five (one) minute intervals and make comparisons between the units

• Understand and recall measures that fall between numbers on a measurement scale for time

• Convert between hours, minutes, and seconds

• Use simple maps and grids to represent and describe position and follow routes, including directions using

Learning Outcomes

Visual Arts

• 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

• Students create both two- or threedimensional works of art that express personal feelings and ideas inspired by the environment as their subject(Photography/ Sculpture)

• Interpret and present their own or others’ works to a range of audiences

Responding

➢ When experiencing arts, we make connections between different cultures, places and times.

➢ People explore issues, beliefs and values through arts.

➢ There are different kinds of audiences responding to different arts.

➢ We use what we know to interpret arts and deepen our understanding of ourselves and the world around us.

• Students demonstrate an awareness of a variety of works of art and artistic traditions from diverse communities, times, and places Music

• Express themselves as individuals through musical composition.

• Describe the process used to create their own music and compare it with others, in order to improve their compositions,

Moral Education Strands

Learning Outcomes

There are currently no moral education connection within this unit of inquiry.

PSPE

Identity

Learning Outcomes

• Work and learn with increasing independence