Grade 4
Unit of Inquiry Curriculum Maps
Shona Gastaldi – Head of Primary
Nafisa Mulla – PYP Coordinator
Who We Are Central Idea
Living things function in response to body systems working together
Lines of inquiry
Body systems of humans
How body systems work together
How disease affects the function of body systems
Concepts
K.C: Form, Function, Connection
R.C: Biological Systems, Homeostasis, Animals, Biology, Balance, Structure, Matter
Links to Emirati Culture: -Healthy eating linked to Bedouin culture vs. American food imports.
- Health risks associated with Emirate culture. -Healthy of habits of Emirate culture. -30x30 challenge
Science Strands
Living things
Learning Outcomes
• Describe the basic functions of different body systems in humans and animals (digestive, respiratory, circulatory, nervous, skeletal, muscular)
• Investigate how they work together
• Determine potential health-related problems in different body systems
• Recognize habits that support and maintain the functioning of body systems
Approaches to Learning
• Identify or generate a question or problem to be explored
• Plan and carry out systematic investigations, manipulating variables as necessary
• Consider scientific models and applications of these models (including their limitations)
• Explain the impact of diet in providing the body with sources of potential energy
Social Studies Strands Learning Outcomes
Continuity and change through time • Reflect on the impact that technological advancements have had on persons with illnesses and available treatments
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
• 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
• Recognize the author’s purpose, for example, to inform, entertain, persuade, instruct
• 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
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.
• 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 range of strategies to record words/ideas of increasing complexity
• 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
• Discuss a newspaper report and tell how the words and pictures work together to convey a particular message
Math Strands 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
Measurement
➢ Formal units allow us to have a common language to identify, compare, order, and sequence objects and events.
• Recognize percentages in everyday situations
• Count, sort, match and compare objects, shapes and numbers
• Recognize and continue patterns (and relationships)
• Use mathematical vocabulary and symbols (including informal mathematics)
• Develop and implement/trial strategies for investigating a range of mathematical questions or problems
• Estimate, measure, compare, and record volumes and capacities using litres, millilitres, and cubic centimetres
• Select and use appropriate mathematics (operations, computations and units) to solve numerical and word problems
• Make reasonable estimates
➢ 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.
• Understand the relationship between and convert between litres and milliliters
• Understand and describe measures that fall between numbers on a measurement scale
• Estimate, measure, compare, and record masses using kilograms and grams
• Understand that measures can fall between numbers on a measurement scale, for example 3 ½
• Understand the relationship between units, for example, kilogram and gram
• Analyse, make predictions and infer from data
• Become confident and competent users of technology in mathematics learning
Arts Strands Learning Outcomes Approaches to Learning
Visual Arts, Music
Creating
➢ We act on the responses to our artwork to inform and challenge our artistic development.
➢ We explore a range of possibilities and perspectives to communicate in broader ways through our creative work.
➢ Arts provide opportunities to explore our creative potential and engage in a personal artistic journey
Reflecting
➢ Through exploring arts across cultures, places and times we can appreciate that people innovate.
➢ People communicate across cultures, places and times through arts.
➢ The arts provide us with multiple perspectives.
➢ We reflect and act on the responses to our creative work
Visual Arts
• Using a variety of materials, tools and techniques to determine solutions to design challenges. (Collage/3D)
• Students understand the role and relevance of visual arts in society and reflect on the factors that influence personal reactions to artwork.
Music
• Create and record a composition focusing on form, structure and style to give more meaning to their
• message.
• Explain the role and relevance of music in their own culture.
• 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
Moral Education Strands
Learning Outcomes
There are currently no moral education connections within this unit of inquiry.
PSPE
Identity
Active Living
Learning Outcomes
• Work and learn with increased independence
• Identify ways to live a healthier lifestyle
• Understand how daily practices influence short- and long-term health
• Develop plans to improve performance through technique refinement and practice
• Plan, perform and reflect on movement sequences in order to improve
• Improve coordination, flexibility, agility, strength and fine motor skills
Approaches to Learning
• Use cooperative behaviours in order to function as part of a group or team
How the World Works
Central Idea
Energy may be converted from one form to another and stored in sustainable ways
Lines of inquiry
Different forms of renewable and non-renewable energy
How energy is used to support human progress
The impact of sustainable energy practices on the planet
Concepts
K.C: Form, Connection, Responsibility
R.C: Forms of energy, Transformation, Conservation Efficiency, Sustainability, Impact
Links to Emirati Culture: -Focus on the governmental drive for renewable and sustainable energy
- How emirate culture has changed since the introduction of electricity.
UAE
- Sustainability 2020 vision
Science Strands
Forces and energy
Learning Outcomes
• Identify and describe different forms of energy
• Demonstrate how different types of energy can be stored and transformed from one form to another (fat/battery)
• Recognize some common conductors and insulators, and associate metals with being good conductors and plastic being good insulators
• Explain how a complete circuit works and that a complete circuit is needed for a device to work.
• Investigate how light and sound energy travel and can be transformed
• Assess renewable and sustainable energy sources (for example, wind, solar, water)
• Examine ways in which the local community could be improved in relation to the conservation of energy
• State the energy conservation principle
Approaches to Learning
• Observe carefully in order to gather data.
• Make and test predictions
• Use a variety of instruments and tools to measure data accurately.
• Interpret and evaluate data gathered in order to draw conclusions.
Approaches to Learning
Social Studies Strands Learning Outcomes
Human and natural environments
• Explain how human activities can have positive or adverse effects on local and other environments
UAE Social Studies Strands Learning Outcomes
Energy Sources and Preserving the Planet
• Identify roles, rights and responsibilities in society
• Identify energy sources
• Create a poster and share how the local government works on saving the environment 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
• 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
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
• 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 range of strategies to record words/ideas of increasing complexity
• 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
• Discuss a newspaper report and tell how the words and pictures work together to convey a particular message
Learning Outcomes
Approaches to Learning Number
➢ The base 10 place value system can be extended to represent magnitude.
• Recognize percentages in everyday situations
• Count, sort, match and compare objects, shapes and numbers
➢ Fractions and decimals are ways of representing wholepart 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
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.
• Convert between meters and centimeters, and centimeters and millimeters
• Record lengths and distances using decimal notation to two places
• Understand procedures for finding perimeter
• Measure, record, compare, and estimate lengths, distances, and perimeters in meters, centimeters, and millimeters
• Measure, compare, and record temperatures
• Recognize the need for square meters to measure area
• Estimate, measure, compare, and record areas in square meters and square centimeters
• Understand procedures for finding area
• Select appropriate tools and units to measure area
• Recognize and continue patterns (and relationships)
• Use mathematical vocabulary and symbols (including informal mathematics)
• Develop and implement/trial strategies for investigating a range of mathematical questions or problems
• Select and use appropriate mathematics (operations, computations and units) to solve numerical and word problems
• Make reasonable estimates
• Analyse, make predictions and infer from data
• Become confident and competent users of technology in mathematics learning
Arts Strands
Visual Arts, Music
Creating
➢ We act on the responses to our artwork to inform and challenge our artistic development.
➢ We explore a range of possibilities and perspectives to communicate
Learning Outcomes
Visual Arts
• Use shape and form to create a 3D artwork that communicates an idea/message and understanding of positive and negative spaces. (3D)
Approaches to Learning
• Develop proficiency as dancers, actors, musicians and visual artists
• Acquire audience skills such as listening and viewing responsively
in broader ways through our creative work.
➢ Arts provide opportunities to explore our creative potential and engage in a personal artistic journey
Reflecting
➢ Through exploring arts across cultures, places and times we can appreciate that people innovate.
➢ People communicate across cultures, places and times through arts.
➢ The arts provide us with multiple perspectives.
➢ We reflect and act on the responses to our creative work
• Students describe how visual art forms and styles represent various messages and contexts in the past and present.
Music
• Read and write music in traditional notation.
• Play with accuracy and control focusing awareness on the musical elements
• Interpret and present their own or others’ works to a range of audiences
• Evaluate the different roles of artists in society such as to entertain, provoke debate or challenge views and perceptions
• Create and critique choreographed performance, plays, compositions and artwork using a selection of tools and techniques
• Express feelings, ideas, experiences and beliefs in a variety of ways
• Improve coordination, flexibility, agility, strength and fine motor skills
Moral Education Strands Learning Outcomes
There are currently no moral education connections within this unit of inquiry.
PSPE
Active Living
Learning Outcomes
• Identify ways to live a healthier lifestyle
• Understand how daily practices influence short- and long-term health
• Develop plans to improve performance through technique refinement and practice
• Plan, perform and reflect on movement sequences in order to improve
Approaches to Learning
Approaches to Learning
• Develop strategies to improve individual and team performance in physical activities
Interactions
• Identify individual strengths that can contribute to shared goals
Influential artists throughout history challenge the way people think and act
Science Strands
Lines of inquiry
Influential artists throughout history
How we interpret and respond to other’s creative ideas
The impact of influential artists on individuals and societies Concepts
K.C: Form, Perspective, Responsibility
R.C: History, Art, Creativity, Expression, Audience, Meaning, Movements, Impact
Links to Emirati Culture: -Focus on local emirate artists
-Local graffiti art of emirates around Dubai.
Learning Outcomes
There are currently no science connections within this unit of inquiry.
Social Studies Strands Learning Outcomes
Social Organization and Culture
• Identify a variety of influential artists throughout history
• Know the names of and meanings behind famous artworks
• Interpret cultural beliefs and values using the evidence provided by rituals, traditions and artifacts
• Reflect on the influence of the arts and technology throughout history in the representation of culture
• Recognize how art can be used to persuade, inform, document a person's perception of history
Approaches to Learning
Approaches to Learning
• Use and analyze evidence from a variety of historical, geographical and societal sources
• Orientate in relation to place and time
• Identify roles, rights and responsibilities in society
UAE Social Studies Strands
Learning Outcomes
There are currently no UAE social studies connections within this unit of inquiry.
Language Strands
Speaking and Listening
Learning Outcomes
• Listen appreciatively and responsively, presenting their own point of view and respecting the views of others
➢ 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 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
• 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 range of strategies to record words/ideas of increasing complexity
• 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
• 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
Math Strands
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.
Arts Strands
Visual Arts, Music
• Recognize percentages in everyday situations
• Count, sort, match and compare objects, shapes and numbers
• Recognize and continue patterns (and relationships)
• Use mathematical vocabulary and symbols (including informal mathematics)
• Develop and implement/trial strategies for investigating a range of mathematical questions or problems
• Conduct simple experimental events to determine probability
• Use a tree diagram to record probability
• Collect data and compare the likelihood of events in different contexts
• Describe and compare chance events in social and experimental contexts
Learning Outcomes
Creating Visual Arts
• Select and use appropriate mathematics (operations, computations and units) to solve numerical and word problems
• Make reasonable estimates
• Analyse, make predictions and infer from data
• Become confident and competent users of technology in mathematics learning
Approaches to Learning
• Develop proficiency as dancers, actors, musicians and visual artists
➢ We act on the responses to our artwork to inform and challenge our artistic development.
➢ We explore a range of possibilities and perspectives to communicate in broader ways through our creative work.
➢ Arts provide opportunities to explore our creative potential and engage in a personal artistic journey Reflecting
➢ Through exploring arts across cultures, places and times we can appreciate that people innovate.
➢ People communicate across cultures, places and times through arts.
➢ The arts provide us with multiple perspectives.
➢ We reflect and act on the responses to our creative work
• Demonstrate an awareness of a variety of art forms, styles and traditions. Describe how they reflect the diverse cultures, times and places in which they were made.(TBC)
• Students analyse the use of elements and principles of design in a variety of art works and explain how they are used to communicate meaning or understanding.
Music
• Create music that will be continually refined after being shared with others.
• Modify their practices and/or compositions based on the audiences’ responses.
Moral Education Strands
• 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 Approaches to Learning
There are currently no moral education connections within this unit of inquiry.
PSPE
Active Living
Interactions
Learning Outcomes Approaches to Learning
• Identify ways to live a healthier lifestyle
• Understand how daily practices influence short- and long-term health
• Develop plans to improve performance through technique refinement and practice
• Plan, perform and reflect on movement sequences in order to improve
• Adopt a variety of roles for the needs of the group, for example, leader, coach, teacher.
• Work towards achieving personal goals
• Reflect on the development of his/her own personal, social and physical well-being
Where We Are in Place and Time
Central Idea
Human migration throughout history has had an impact on the development of a region Lines of inquiry
Reasons for migration throughout history
How where we live can affect how we live
Effects migration has on individuals and societies
Concepts
K.C: Causation, Perspective, Responsibility
R.C: Migration, Citizenship, Peace and Conflict, Freedom, Oppression, Rights, Boarders (natural, social, political) Diversity, Colonization, Democracy
Links to Emirati Culture: - Impact of migration on the emirates. Science Strands Learning Outcomes Approaches to Learning
There are currently no science connections within this unit of inquiry.
Social Studies Strands Learning Outcomes Approaches to Learning
Human systems and economic activities Continuity and Change through time
• Identify reasons why people migrate (present/past)
• Analyze how people adapt to when they migrate
• Determine settlement patterns in different regions of the world throughout history
• Compare and contrast migration experiences for individuals and families
• Reflect on the impact migration has on individuals and societies overtime
• Identify different types of governments and the impact they can have on quality of life in a country
• Formulate and ask questions about the past, the future, places and society
• Use and analyze evidence from a variety of historical, geographical and societal sources
• Orientate in relation to place and time
• Identify roles, rights and responsibilities in society
UAE Social Studies Strands
National Education
Learning Outcomes
• Student is able to acquire the required skills for dealing with others.
• Student is able to describe the nature of the ancient heritage landmarks in his/her country.
• Student is able to verbally express the role of Sheikh Zayed - may Allah have mercy on his soul – in establishing the Union.
• Student is able to clarify the role of the Federal National Council in the UAE.
• Student is able to learn the concept of the Constitution.
• Student is able to show respect to the Constitution and its principles
• Student is able to discuss the government’s efforts towards catering for the rights of the whole population
• Student is able to compare the customs and traditions of the UAE society with other societies'
• Student is able to analyze the functional roles of some government institutions
Geography
• Student is able to recognize natural and human features of the country
• Student is able to explain the effect of natural factors on the life of people and on economic activities in the country.
• Student is able to utilize technology to create interactive maps, marking them with additional information to be showed to others
• Student is able to provide solutions for the problems suffered by the people in his/her country
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.
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: 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.
• 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
• Appreciate that writers plan and structure their stories to achieve particular effects; identify features that can be replicated when planning their own stories
• 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
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.
• 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 range of strategies to record words/ideas of increasing complexity
• 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
• Identify aspects of body language in a dramatic presentation and explain how they are used to convey the mood and personal traits of characters
Math Strands 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
• Use place value to read, represent, and order numbers/integers (up to 10,000) of any size and describe the properties of whole numbers
• Count forwards and backwards by tens or hundreds, on and off the decade (to 10,000)
• Use a range of mental strategies for addition and subtraction involving two, three, four, and five digit numbers
• Select an efficient method for solving an addition or subtraction problem
• Explain and record methods for adding and subtracting (two and three digit numbers)
• Use strategies to evaluate the reasonableness of answers
• Recognize percentages in everyday situations
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.
Measurement
➢ Formal units allow us to have a common language to identify, compare, order, and sequence objects and events.
• Design a survey and collect, organize, and display data
• Construct horizontal bar graphs and pictographs
• Interpret data presented in tables, bar graphs, pictographs, and column graphs
• Determine a suitable scale for data
• Determine the mode and range of a set of data
• Read and interpret simple timetables, timelines, and calendars
• 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
• Make reasonable estimates
• Analyse, make predictions and infer from data
• Become confident and competent users of technology in mathematics learning
➢ 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.
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
➢ We act on the responses to our artwork to inform and challenge our artistic development.
➢ We explore a range of possibilities and perspectives to communicate in broader ways through our creative work.
➢ Arts provide opportunities to explore our creative potential and engage in a personal artistic journey
Reflecting
➢ Through exploring arts across cultures, places and times we can appreciate that people innovate.
➢ People communicate across cultures, places and times through arts.
➢ The arts provide us with multiple perspectives.
➢ We reflect and act on the responses to our creative work
• Determine the directions N, S, E, and W; NE, NW, SE, and SW, given one of the directions
• Describe the location of an object on a simple map using coordinates or directions
• Use simple maps and grids to represent position and follow routes, including using compass directions
Learning Outcomes
Visual Arts
• Demonstrate how visual art forms and styles represent various messages and context in the past and present. (Print)
• Students demonstrate awareness of the meaning of signs, symbols, and styles in works of art.
Music
• Improvise upon a basic pattern to reinforce the importance of the individual within the group.
• Sing individually and in harmony.
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
Moral Education Strands
Pillar 1: Character and Morality
CM7: Compassion, empathy
CM8: Peace, responsibility
Learning Outcomes
PSPE
Identity
Active Living
• Improve coordination, flexibility, agility, strength and fine motor skills
• Explain, and give examples of, the key qualities of compassion, empathy, respect and tolerance
• Discuss occasions on which they have shown, or failed to show, compassion and tolerance towards others
• Consider the wider world and identify groups of people who are intolerant of others or who are themselves the victims of intolerance
• Understand why self-respect is a necessary part of respecting others
• Show a greater understanding of how to solve conflicts at home and at school
• Understand and explain that communication is the key to conflict resolution
• Demonstrate, independently, a compromise
• Notice when a conflict could happen and do what they can to prevent it
• Make and act upon appropriate and sensible decisions
• Recognise the consequences of their actions
• Describe how they show social responsibility
• Take care of themselves and their property
Learning Outcomes
• Motivate themselves intrinsically and behave with belief in themselves
• Identify ways to live a healthier lifestyle
• Understand how daily practices influence short- and long-term health
• Develop plans to improve performance through technique refinement and practice
• Plan, perform and reflect on movement sequences in order to improve
Approaches to Learning
• Understand the factors that contribute to a healthy lifestyle
• Appreciate the interdependent relationships between humans, other living things and the environment
Central Idea
Organisms adapt to changes within their natural environments
Lines of inquiry
The roles organisms have within habitats
How organisms evolve in changing environments
The impact of environmental activism in preserving nature Concepts
K.C: Function, Change, Perspective
R.C: Adaption, Organism, Biodiversity, Ecosystem, Conservation, Habitat, Interdependence
Links to Emirati Culture: - drive to protect the local reefs on the coast of UAE.
- Fishing and pearl diving culture being made more sustainable.
Science Strands
Living things
Earth and Space
Learning Outcomes
• Explore and use classification keys to help group living things in a variety of ways
• Identify and name a variety of living things in their local and wider environment.
• Describe the interactions of living things within and between ecosystems
• Examine interactions between living things and non-living parts of the environment
• Recognize that solar energy sustains ecosystems through a transformation of energy
• Investigate the conservation of energy in ecosystems
• Reflect on requirements of living things to grow (plants, trees, animals)
• Construct and interpret food webs
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 applications of these models (including their limitations)
• Analyze the effects of changing a link in a food web
• Recognize that environments can change and that this can sometimes pose dangers to living things.
Social Studies Strands Learning Outcomes
Human and natural environments
• Determine the impact that human activity has had on the environment and the steps needed to reduce the impact
• Recognize the different forms of action people take to help preserve living things and the environment
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.
Approaches to Learning
• Identify roles, rights and responsibilities in society
• 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
➢ 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
Number
• 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 range of strategies to record words/ideas of increasing complexity
• 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
• 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
• 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
• Recognize percentages in everyday situations
➢ 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
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
➢ We act on the responses to our artwork to inform and challenge our artistic development.
➢ We explore a range of possibilities and perspectives to communicate in broader ways through our creative work.
• Read and record time in one minute intervals and make comparisons between the units (hours, minutes, and seconds)
• Convert between units of time
• Read and interpret simple timetables, timelines, and calendars
• Understand relationships between units, for example, seconds, minutes, and hours
Learning Outcomes
Visual Arts
• Demonstrate an understanding of composition using selected principles of art and design (line, colour) to create an artwork based on plants.
(Drawing and Painting)
• By reveiewing, reflecting and refining, students identify and document their strengths, their
• Count, sort, match and compare objects, shapes and numbers
• Recognize and continue patterns (and relationships)
• Use mathematical vocabulary and symbols (including informal mathematics)
• Develop and implement/trial strategies for investigating a range of mathematical questions or problems
• Select and use appropriate mathematics (operations, computations and units) to solve numerical and word problems
• Make reasonable estimates
• Analyse, make predictions and infer from data
• Become confident and competent users of technology in mathematics learning
Approaches to Learning
• Develop proficiency as dancers, actors, musicians and visual artists
• Acquire audience skills such as listening and viewing responsively
• Interpret and present their own or others’ works to a range of audiences
• Evaluate the different roles of artists in society such as to entertain, provoke
➢ Arts provide opportunities to explore our creative potential and engage in a personal artistic journey
Reflecting
➢ Through exploring arts across cultures, places and times we can appreciate that people innovate.
➢ People communicate across cultures, places and times through arts.
➢ The arts provide us with multiple perspectives.
➢ We reflect and act on the responses to our creative work
Moral Education Strands
interests, and areas for improvement as creators and viewers of art.
Music
• Read and write music in non-traditional notation.
• Play with accuracy and control.
Learning Outcomes
There are currently no moral education connections within this unit of inquiry.
PSPE
Active Living
Learning Outcomes
• Identify ways to live a healthier lifestyle
• Understand how daily practices influence shortand long-term health
• Develop plans to improve performance through technique refinement and practice
• Plan, perform and reflect on movement sequences in order to improve
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
• Work towards achieving personal goals
• Reflect on interactions with other people, other living things and the wider world
Interactions
• Recognise that committing to shared goals in group situations improves individual and shared experiences and outcomes
How We Organize Ourselves
Central Idea
Inclusive environments promote positive relationships Lines of inquiry
Challenges for persons of determination How inclusive environments promote wellbeing
How design solutions enhance the accessibility of places Concepts
K.C: Causation, Connection, Responsibility
R.C: Community, Collaboration, Amenities, Participation, Equity, Resilience, Inclusivity
Links to Emirati Culture: - Government committees dedicated to people of determination and making Dubai accessible. -Expo2020 pavilion. -PODium app.
Science Strands
Learning Outcomes
There are currently no science connections within this unit of inquiry.
Social Studies Strands
Social organization and culture
Human systems and economic activity
Learning Outcomes
• Identify and describe the functions of various public places in the community
• Demonstrate how various public places serve the needs of all people in a community
• Understand difficulties for persons of determination
• Describe advantages and disadvantages of cultural and individual diversity
• Reflect on his/her personal misconceptions about people (age, race, disability)
• Reflect on loss of senses and physical impairments to develop understanding and empathy
• Compare and contrast the functions of public and private places
• Determine whether an environment is inclusive physically or socially
Approaches to Learning
Approaches to Learning
• Formulate and ask questions about the past, the future, places and society
• Identify roles, rights and responsibilities in society
• Orientate in relation to place and time
UAE Social Studies Strands
Evaluation of Sources and Use of Evidence
Communication and Result Presentation
• Design solutions to enhance accessibility
Learning Outcomes
• Student is able to collect information from primary and secondary sources on the main topics contents
• Student is able to utilize of visual means and information sources to display the data he/she gathers about topics related to the social studies.
• Student is able to offer answers for questions linked to the social studies, which are derived from print and non-print sources.
• The student is able distinguish between causes and effects, between facts and views and between visions and supporting details
• Student is able to gather evidence, in cooperation with others, from one or two sources on a certain phenomenon.
• Student is able to evaluate, with others, different view on a certain event.
• Student is able to examine the print and digital source that provides solutions for different social and local issues.
• Student is able to provide a summary of views, stances and their interpretations by using various technological means
Economics
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.
• Student is able to explain some economic principles (initiative, production, saving, entrepreneurship etc.)
• Student is able to discuss the importance of innovation and initiative in performing faithfully and improving productivity
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
• Understand and respond to the ideas, feelings and attitudes expressed in various texts, showing empathy for characters
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.
• Recognize the author’s purpose, for example, to inform, entertain, persuade, instruct
• 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
• 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 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
• Understand and respond to the ideas, feelings and attitudes expressed in various texts, showing empathy for characters
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
• 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 range of strategies to record words/ideas of increasing complexity
• 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
• 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
➢ 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.
• Interpret visual cues in order to analyse and make inferences about the intention of the message
• Explain how relevant personal experiences can add to the meaning of a selected film/movie; write and illustrate a personal response
• Identify aspects of body language in a dramatic presentation and explain how they are used to convey the mood and personal traits of characters
• Design posters and charts, using shapes, colours, symbols, layout and fonts, to achieve particular effects; explain how the desired effect is achieved
• 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
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
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.
• Recognize percentages in everyday situations
• Count, sort, match and compare objects, shapes and numbers
• Recognize and continue patterns (and relationships)
• Use mathematical vocabulary and symbols (including informal mathematics)
• Develop and implement/trial strategies for investigating a range of mathematical questions or problems
• Convert between meters and centimeters, and centimeters and millimeters
• Record lengths and distances using decimal notation to two places
• Understand procedures for finding perimeter
• 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
➢ 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.
• Measure, record, compare, and estimate lengths, distances, and perimeters in meters, centimeters, and millimeters
• Measure, compare, and record temperatures
• Recognize the need for square meters to measure area
• Estimate, measure, compare, and record areas in square meters and square centimeters
• Understand procedures for finding area
• Select appropriate tools and units to measure area
• Create nets from everyday packages
• Describe cross-sections of threedimensional shapes
• Make, compare, sketch, and name three-dimensional shapes, including prisms, pyramids, cylinders, cones, and spheres, and describe their features
• Recognize openings, slopes, and turns as angles
• Describe angles using everyday language and the term ‘right’
• Compare angles using informal means
• Describe an angle as a measure of rotation
• Identify, describe, compare, and classify angles
• Manipulate, identify, and sketch twodimensional shapes, including special
• Become confident and competent users of technology in mathematics learning
Arts Strands
Visual Arts, Music
Creating
➢ We act on the responses to our artwork to inform and challenge our artistic development.
➢ We explore a range of possibilities and perspectives to communicate in broader ways through our creative work.
➢ Arts provide opportunities to explore our creative potential and engage in a personal artistic journey
Reflecting
➢ Through exploring arts across cultures, places and times we can appreciate that people innovate.
➢ People communicate across cultures, places and times through arts.
➢ The arts provide us with multiple perspectives.
➢ We reflect and act on the responses to our creative work
quadrilaterals, and describe their features
Learning Outcomes
Visual Arts
• Identify factors to be considered when displaying an artwork
• Select, research and develop an idea or theme for a meaningful artwork.
(Painting)
• Students interpret a variety of art works, and identify the feelings, issues, themes, and social concerns that they convey.
Music
• Read and write music in traditional notation.
• Play individually and in harmony.
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
IC7: Growing up and wellbeing
IC8: Helping and making a difference
Learning Outcomes
• Know how they can grow and develop in a positive way, co-operating and collaborating with others to maintain wellbeing
• Understand that they will face challenges and changing situations as they grow and can learn to manage these changes by identifying when they occur and communicating their concerns to others, while realizing that change can be positive
• Understand what wellbeing means and the tools, techniques and help available to promote and maintain wellbeing, both physical and emotional, without striving to meet unrealistic notions of ‘happiness’ that may be portrayed in the media
• Identify who to ask for help to deal with change and loss, for themselves and others, drawing on support from the community
PSPE
Active Living
Interactions
• Understand how they learn and the benefits of accepting help from other people to improve their learning, working collaboratively with others to achieve goals, being responsible for their input, and using problem solving to complete individual or group activities
• Understand how they can make a difference by helping others and building relationships based on trust and respect, applying communication skills to maintain supportive relationships
• Identify and confidently participate in activities in the school and wider community and make a positive contribution in relation to learning, supporting others and community activities, communicating effectively with others and being enthusiastic
Learning Outcomes
• Identify ways to live a healthier lifestyle
• Understand how daily practices influence short- and long-term health
• Develop plans to improve performance through technique refinement and practice
• Plan, perform and reflect on movement sequences in order to improve
• Discuss ideas and ask questions to clarify meaning
Approaches to Learning
• Develop and apply strategies to help manage situations of change and adversity