Grade 3 Scope and Sequence SAMPLE

Grade 3 Unit of Inquiry Curriculum Maps

Shona Gastaldi – Head of Primary

Nafisa Mulla – PYP Coordinator

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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

Science Strands Living things

Social Studies Strands

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) Learning Outcomes

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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)

Approaches to Learning

Social Organization and Culture

UAE Social Studies Strands Communication and Presentation of Results

Evaluation of Sources and Use of Evidence

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Explore issues relating to children’s • Formulate and ask questions about the rights, roles and responsibilities in past, the future, places and society different parts and cultures of the world • Use and analyse evidence from a • Analyze a variety of sources to variety of historical, geographical and determine children’s rights in both the societal sources UAE and other countries • Identify roles, rights and responsibilities • Determine different risks and in society challenges and opportunities children • Assess the accuracy, validity and face possible bias of sources • 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 Learning Outcomes • 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.

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National Education

Language Strands 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.

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.

Learning Outcomes • 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

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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

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Visual Language - Viewing and Presenting

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➢ ➢ ➢

➢ ➢ ➢

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 Number

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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

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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.

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 • Use place value to read, represent, compare, and order numbers to 1,000 • Use the language of fractions, for example, numerator and denominator

• • •

Conduct surveys, classify and organize data using tables Construct vertical bar graphs and pictographs Interpret data presented in tables, bar graphs, and pictographs

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Approaches to Learning • Count, sort, match and compare • •

objects, shapes and numbers Make reasonable estimates Analyse, make predictions and infer from data

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

Learning Outcomes 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.

deepen our understanding of ourselves and the world around us.

Moral Education Strands Pillar 1: Character and Morality CM5: Equality, appreciation CM6: Thoughtfulness, co-operation

Approaches to Learning • Develop proficiency as dancers, actors, musicians and visual artists • Acquire audience skills such as listening and viewing responsively • Interpret and present their own or others’ works to a range of audiences • Evaluate the different roles of artists in society such as to entertain, provoke debate or challenge views and perceptions • Create and critique choreographed performance, plays, compositions and artwork using a selection of tools and techniques • Express feelings, ideas, experiences and beliefs in a variety of ways • Improve coordination, flexibility, agility, strength and fine motor skills

Learning Outcomes • 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

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Pillar 2: The Individual and the community IC6: Being brave and staying safe

PSPE Identity

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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 Approaches to Learning •

Recognise personal qualities, strengths and limitations.

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Active Living

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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.

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Understand the factors that contribute to a healthy lifestyle.

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

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

Social Studies Strands

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 ( Learning Outcomes

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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

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Continuity and change through time Social organization and culture

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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

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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

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 • Listen appreciatively and responsively, presenting their own point of view and respecting the ➢ Taking time to reflect on what we views of others hear and say helps us to make • Listen for a specific purpose in a variety of situations informed judgments and form new • Identify and expand on main ideas in familiar oral texts opinions. ➢ Thinking about the perspective of • Listen reflectively to stories read aloud in order to identify story structures and ideas our audience helps us to • Understand that ideas and opinions can be generated, developed and presented through talk; communicate more effectively and they work in pairs and groups to develop oral presentations 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.

• • • •

•

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

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➢

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 Data Handling

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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.

• • • • • • • •

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 • Construct vertical bar graphs and pictographs • Count, sort, match and compare objects, shapes and numbers • Interpret data presented in tables, bar graphs, and pictographs (Using a DEWA bill to analyze • Use mathematical vocabulary and symbols cost/consumption/responsible comsumption) (including informal mathematics) • Select and use appropriate mathematics (operations, computations and units) to solve numerical and word problems

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Probability can be expressed in numerical notations.

Measurement

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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

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.

#ShapingYourFuture

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Make reasonable estimates Analyse, make predictions and infer from data Become confident and competent users of technology in mathematics learning

Approaches to Learning • Develop proficiency as dancers, actors, musicians and visual artists • Acquire audience skills such as listening and viewing responsively • Interpret and present their own or others’ works to a range of audiences • Evaluate the different roles of artists in society such as to entertain, provoke debate or challenge views and perceptions • Create and critique choreographed performance, plays, compositions and artwork using a selection of tools and techniques • Express feelings, ideas, experiences and beliefs in a variety of ways • Improve coordination, flexibility, agility, strength and fine motor skills

Moral Education Strands Pillar 3: Cultural studies (G2) CUS3: What objects and symbols can tell us CUS4: What objects and symbols can tell us: similarities and differences

PSPE Active Living

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\ Learning Outcomes Approaches to Learning • Recognise the importance of regular exercise in • Develop strategies to improve development of well-being / identify ways to live a individual and team performance in healthier life. physical activities • Demonstrate greater body control when performing • Reflect on interactions with other movements. people, other living things and the • Self-assess performance and respond to feedback on wider world • •

Interactions

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performances from others Plan, perform and reflect on movement sequences in order to improve Identify potential personal and group outcomes for risk taking behaviours.

Identify individual strengths that can contribute to shared goals.

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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

• Language Strands

the world?

What is the history of games?

Learning Outcomes

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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

#ShapingYourFuture

➢

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

Math Strands Shape and Space

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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.

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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.

Learning Outcomes Approaches to Learning • Name, describe, sort, make, and • Count, sort, match and compare objects, sketch prisms, pyramids, cylinders, shapes and numbers cones, and spheres • Recognize and continue patterns (and • Make, compare, sketch, and name relationships) three-dimensional shapes and their • Use mathematical vocabulary and symbols features (including informal mathematics) • Identify and name pentagons, • Make reasonable estimates octagons, and parallelograms • Become confident and competent users of presented in different orientations technology in mathematics learning • 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

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•

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

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 Learning Outcomes 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.

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.

Moral Education Strands Pillar 2: The Individual and the community IC5: Me and my world

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

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

#ShapingYourFuture

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Pillar 3: Cultural studies CUS5: Understanding UAE culture CUS6: Understanding UAE culture (part 2)

• • • • • • • •

PSPE Active Living

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

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•

• • • •

Interactions

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

•

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

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Master new skills and techniques in a variety of physical activities Work towards achieving personal goals.

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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 Learning Outcomes Approaches to Learning Earth and Space • Describe the composition of the Earth • Observe carefully in order to gather Living things and its layers data • Identify long-term and short-term • Use scientific vocabulary to explain changes on Earth (for example, plate their observations and experiences tectonics, erosion, tsunamis, volcanic • Make and test predictions • Interpret and evaluate data gathered in eruptions) order to draw conclusions • Describe how natural phenomena • Consider scientific models and shape the planet applications of these models (including • Reflect on the explanations from a their limitations) 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

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Assess the impact that changes in environmental conditions can have on living things

Social Studies Strands Continuity and change through time Human and natural environments

Learning Outcomes • Describe natural features of the Earth’s

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•

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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.

#ShapingYourFuture

Approaches to Learning • Use and analyse evidence from a variety of historical, geographical and societal sources • Orientate in relation to place and time

•

UAE Social Studies Strands Geography

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 Learning Outcomes • 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 Learning Outcomes • 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 •

Language Strands 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.

#ShapingYourFuture

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 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.

• • • •

• • • • • • •

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 • 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

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Approaches to Learning • Count, sort, match and compare objects, •

shapes and numbers Recognize and continue patterns (and relationships)

• •

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

• • • • •

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

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

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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

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 Learning Outcomes Identity • Work and learn with increasing independence

Active Living

• • • • •

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.

#ShapingYourFuture

•

•

• •

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

Approaches to Learning Approaches to Learning • •

Master new skills and techniques in a variety of physical activities Work towards achieving personal goals.

Sharing the Planet Central Idea Structures in different parts of the world are dependent on the availability of natural resources in their regions Lines of inquiry Natural resources found in different regions around the world How environments influence the design of buildings and structures Sustainable building practices Concepts K.C: Causation, Connection, Responsibility R.C: Natural Resources, Structures, Materials, Sustainability, Variables, Properties, Design

Science Strands Living things Materials and matter Forces and energy

Links to Emirati Culture: Learning Outcomes • Investigate how buildings and other structures stand up (for example, piles, buttresses, I-beam girders) • Investigate the construction of a building or structure and identify the materials used • Critique the impact of a structure on the natural environment • Explain people’s responsibility regarding the use of materials from the environment.

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Approaches to Learning • Observe carefully in order to gather data • Use a variety of instruments and tools to measure data accurately • Identify or generate a question or problem to be explored • Plan and carry out systematic investigations, manipulating variables as necessary • Make and test predictions

• • •

Reflect on and self-assess his or her personal use of natural resources Investigate ways that familiar materials can be reused to construct new things Analyze materials on the basis of properties for the purpose of building

Social Studies Strands Human and natural environments

Learning Outcomes Approaches to Learning • Describe the features of landforms • Use and analyse evidence from a within different regions variety of historical, geographical and societal sources • Compare the design of structures in various locations in relation to the • Orientate in relation to place and time natural environment • Assess the accuracy, validity and • Identify geographical and possible bias of sources environmental factors that influence the design of structures in various locations • Critique the impact of a structure on the natural environment • Identify natural resources found in various regions • Explain people’s responsibilities regarding the use of resources from the environment • Determine options to promote sustainable building practices 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 • Listen appreciatively and responsively, presenting their own point of view and ➢ Taking time to reflect on what we hear and say respecting the views of others helps us to make informed judgments and form • Listen for a specific purpose in a variety of situations new opinions. ➢ Thinking about the perspective of our audience • Identify and expand on main ideas in familiar oral texts helps us to communicate more effectively and • Listen reflectively to stories read aloud in order to identify story structures and ideas appropriately.

#ShapingYourFuture

➢

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.

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

Math Strands Data Handling

•

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

•

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

Learning Outcomes • Conduct surveys, classify and organize data using tables

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Approaches to Learning • Count, sort, match and compare objects, shapes and numbers

• • •

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.

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

•

Construct vertical bar graphs and pictographs • Interpret data presented in tables, bar graphs, and pictographs • Select appropriate data collection methods and construct, compare, and interpret data displays • Explore all possible outcomes in a simple probability experiment • Express probability using simple fractions • Describe and compare chance events in social and experimental contexts • Estimate, measure, compare, and record lengths and distances using meters, centimeters, and/or millimeters • Estimate and measure the perimeter of two-dimensional shapes using formal units • Select appropriate tools and units for measuring • Recognize the need for square centimeters (formal unit) to measure area • Estimate, measure, and record areas in square centimeters Learning Outcomes Visual Arts • Students use elements of design in art works to communicate understanding of perspective (Drawing and Digital art) • Students sharpen their powers of observation and identify the formal elements of an artwork.

#ShapingYourFuture

• • • • • •

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

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.

Music • Create and record a composition focusing on form, structure and style to give more meaning to their message.

• Analyse different compositions describing how the musical elements enhance the message.

•

•

• •

Moral Education Strands Pillar 2: The Individual and the community IC5: Me and my world

PSPE Identity Active Living

Learning Outcomes • Understand why it is important to protect the environment (school, community and global), the things that can damage these environments; and know how to minimize or prevent environmental damage • Take action to protect their environment (using communication skills to work with others and engage them in this action), use problem-solving skills to overcome challenges and show commitment and persistence to complete the task Learning Outcomes Approaches to Learning • • • • • •

Interactions

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

•

Use the understanding of their own emotions to interact positively with others.

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.

Apply different strategies when attempting to resolve conflict.

#ShapingYourFuture

• •

Use cooperative behaviours in order to function as part of a group or team Master new skills and techniques in a variety of physical activities

How We Organize Ourselves Central Idea Economic activity relies on the products and services entrepreneurs and businesses provide Lines of inquiry The role of supply and demand How systems of production, exchange, and consumption work Our responsibilities as producers and consumers towards the environment Concepts K.C: Function, Connection, Responsibility R.C: Production, Distribution, Business, Interdependence, Supply and Demand, Fair trade, Economy Links to Emirati Culture: Science Strands Learning Outcomes There are currently no science connections within this unit of inquiry.

Social Studies Strands Learning Outcomes Human systems and economic activities • Gather data in order to identify current and future needs to support the community • Apply his or her knowledge to plan services for the local community • Analyse how individuals’ and communities’ needs and/or wants are met • Evaluate the equity of different economic systems and marketplaces • Develop criteria for ethical practices regarding products and services • Explain how supply and demand are affected by population and the availability of resources

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Approaches to Learning 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 • Identify roles, rights and responsibilities in society

UAE Social Studies Strands Economics

Learning Outcomes • Student is able to recognize some economic concepts (supply and demand, consumption, saving, industry etc) • Student is able to identify ways to earn, spend and save money.

• Student is able to explain the effect of natural, human and technological resources on economic activities in society.

• Student is able to explain how commodities and services utilized are provided in communities.

• Student is able to categorize commodities and services providing examples for each category • Student is able to describe the interest of the Founder in the development of economic activities.

• Argue persuasively and defend a point of view Language Strands Learning Outcomes Speaking and Listening • Listen appreciatively and responsively, presenting their own point of view and ➢ Taking time to reflect on what we hear and say respecting the views of others helps us to make informed judgments and form • Listen for a specific purpose in a variety of situations new opinions. ➢ Thinking about the perspective of our audience • Identify and expand on main ideas in familiar oral texts helps us to communicate more effectively and • Listen reflectively to stories read aloud in order to identify story structures and ideas appropriately.

• Understand that ideas and opinions can be generated, developed and presented ➢ The grammatical structures of a language through talk; they work in pairs and groups to develop oral presentations enable members of a language community to • Argue persuasively and defend a point of view communicate with each other.

Written Language: Reading • Read a variety of books pleasure, instruction and information; reflect regularly on ➢ Reading and thinking work together to enable reading and set future goals us to make meaning.

• Recognize the author’s purpose, for example, to inform, entertain, persuade, instruct ➢ Checking, rereading and correcting our own • As part of the inquiry process, work cooperatively with others to access, read, reading as we go enable us to read new and interpret, and evaluate a range of source materials more complex texts. ➢ Identifying the main ideas in the text helps us to • Access information from a variety of texts both in print and online, for example, understand what is important. newspapers, magazines, journals, comics, graphic books, e-books, blogs, wikis ➢

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

Written Language: Writing

•

Organize ideas in a logical sequence

#ShapingYourFuture

➢ ➢ ➢ ➢

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 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

•

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 • 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.

Learning Outcomes Approaches to Learning • Use place value to read, represent, • Count, sort, match and compare objects, compare, and order numbers to 1,000 shapes and numbers • Use the language of fractions, for • Recognize and continue patterns (and example, numerator and denominator relationships) • Compare, order, and represent • Use mathematical vocabulary and symbols (write/model) fractions with (including informal mathematics)

#ShapingYourFuture

➢

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

Pattern and Function

➢ Functions are relationships or rules that ➢

uniquely associate members of one set with members of another set.

By analyzing patterns and identifying rules for patterns it is possible to make predictions.

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.

Moral Education Strands

•

denominators 2, 4, and 8 followed by • denominators 5, 10, and 100 Perform calculations with money (of the host country) •

•

Generate, describe, and record number patterns using a variety of strategies • Build number relationships by relating multiplication and division facts to at least 10 x 10 • Complete simple number sentences by calculating the value of a missing number • Continue and describe simple and complex shape patterns Learning Outcomes Visual Arts • Students use elements of design in art works to communicate ideas, messages, and understandings (Mixed Media) • Students demonstrate an awareness of the meaning of signs and symbols encountered in their daily lives and in works of art Music • Deliver a musical message to different audiences (for example, peace message to parents, younger children, friends).

• Reflect upon how their music expresses their personal voice and the impact it has on others.

Learning Outcomes

#ShapingYourFuture

• • •

Develop and implement/trial strategies for investigating a range of mathematical questions or problems Select and use appropriate mathematics (operations, computations and units) to solve numerical and word problems Make reasonable estimates Analyse, make predictions and infer from data Become confident and competent users of technology in mathematics learning

Approaches to Learning • Develop proficiency as dancers, actors, musicians and visual artists • Acquire audience skills such as listening and viewing responsively • Interpret and present their own or others’ works to a range of audiences • Evaluate the different roles of artists in society such as to entertain, provoke debate or challenge views and perceptions • Create and critique choreographed performance, plays, compositions and artwork using a selection of tools and techniques • Express feelings, ideas, experiences and beliefs in a variety of ways • Improve coordination, flexibility, agility, strength and fine motor skills

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

PSPE Learning Outcomes • Solve problems and overcome difficulties Identity Active Living

• • • • •

Interactions

• •

with a sense of optimism.

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.

Adopt a variety of roles for the needs of the group, for example, leader, presenter.

Discuss ideas and ask questions to clarify meaning.

#ShapingYourFuture

Approaches to Learning • •

Develop and apply strategies to help manage situations of change and adversity.

Appreciate the interdependent relationships between humans, other living things and the environment