Grade 4 Scope and Sequence SAMPLE

Grade 4 Unit of Inquiry Curriculum Maps

Shona Gastaldi – Head of Primary

Nafisa Mulla – PYP Coordinator

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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

Science Strands Living things

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 Learning Outcomes Approaches to Learning • Describe the basic functions of different • Identify or generate a question or problem to be explored body systems in humans and animals • Plan and carry out systematic (digestive, respiratory, circulatory, investigations, manipulating variables nervous, skeletal, muscular) as necessary • Investigate how they work together • Consider scientific models and • Determine potential health-related applications of these models (including problems in different body systems their limitations) • Recognize habits that support and maintain the functioning of body systems

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•

Social Studies Strands Continuity and change through time 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.

Explain the impact of diet in providing the body with sources of potential energy Learning Outcomes • Reflect on the impact that technological advancements have had on persons with illnesses and available treatments 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 • • • • • • • •

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

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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 ➢ ➢ ➢

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 ➢

• • • • • •

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 ➢

•

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

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 • Recognize percentages in everyday situations

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

•

Estimate, measure, compare, and record volumes and capacities using litres, millilitres, and cubic centimetres

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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

➢ ➢

➢

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.

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

•

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 Learning Outcomes 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.

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• •

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

• Moral Education Strands Learning Outcomes There are currently no moral education connections within this unit of inquiry.

PSPE Learning Outcomes Identity • Work and learn with increased independence

Active Living

• • • •

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

How the World Works Central Idea

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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

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 Learning Outcomes Approaches to Learning Forces and energy • Identify and describe different forms of energy • Observe carefully in order to gather • Demonstrate how different types of energy can be data. stored and transformed from one form to another • Make and test predictions (fat/battery) • Use a variety of instruments and tools • Recognize some common conductors and to measure data accurately. insulators, and associate metals with being good • Interpret and evaluate data gathered in conductors and plastic being good insulators order to draw conclusions.

• 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 Social Studies Strands Learning Outcomes Approaches to Learning

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Explain how human activities can have positive • Identify roles, rights and or adverse effects on local and other responsibilities in society environments UAE Social Studies Strands Learning Outcomes Energy Sources and • Identify energy sources Preserving the Planet • Create a poster and share how the local government works on saving the environment 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 views of others we hear and say helps us to • Listen for a specific purpose in a variety of situations make informed judgments and • Identify and expand on main ideas in familiar oral texts form new opinions. ➢ Thinking about the perspective • Listen reflectively to stories read aloud in order to identify story structures and ideas of our audience helps us to • Understand that ideas and opinions can be generated, developed and presented through talk; communicate more effectively they work in pairs and groups to develop oral presentations and appropriately.

Human and natural environments

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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.

• • • •

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

#ShapingYourFuture

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

Discuss a newspaper report and tell how the words and pictures work together to convey a particular message

Learning Outcomes • Recognize percentages in everyday situations

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

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

#ShapingYourFuture

➢

➢

➢

•

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

• • •

•

Convert between meters and centimeters, and ➢ Formal units allow us to have a centimeters and millimeters common language to identify, • Record lengths and distances using decimal compare, order, and sequence notation to two places objects and events. ➢ Objects and events have • Understand procedures for finding perimeter attributes that can be measured • Measure, record, compare, and estimate lengths, using appropriate tools. distances, and perimeters in meters, centimeters, ➢ Relationships exist between and millimeters formal units that measure the same attributes.

• Measure, compare, and record temperatures ➢ Estimation allows us to • Recognize the need for square meters to measure measure with different levels of area accuracy.

• 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 Arts Strands Learning Outcomes Visual Arts, Music Visual Arts Creating • Use shape and form to create a 3D artwork that ➢ We act on the responses to our communicates an idea/message and understanding artwork to inform and challenge our of positive and negative spaces. (3D) artistic development. ➢

We explore a range of possibilities and perspectives to communicate

#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

➢

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

Moral Education Strands Learning Outcomes There are currently no moral education connections within this unit of inquiry.

PSPE Learning Outcomes Active Living • 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 Interactions • Identify individual strengths that can contribute to shared goals

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

How We Express Ourselves Central Idea Influential artists throughout history challenge the way people think and act

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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.

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 • Identify a variety of influential artists • Use and analyze evidence from a Social Organization and Culture • • • •

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

• •

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

#ShapingYourFuture

➢ ➢ ➢

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

#ShapingYourFuture

➢

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 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 Creating

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

Learning Outcomes • Recognize percentages in everyday situations

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

• • • •

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 Visual Arts

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

Approaches to Learning • Develop proficiency as dancers, actors, musicians and visual artists

➢

We 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

•

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 Reflecting and principles of design in a variety of ➢ Through exploring arts across cultures, places and times we can appreciate that people innovate. art works and explain how they are ➢ People communicate across cultures, places and used to communicate meaning or times through arts. understanding. ➢ The arts provide us with multiple perspectives. ➢ We reflect and act on the responses to our creative Music work • 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 Learning Outcomes There are currently no moral education connections within this unit of inquiry.

PSPE Learning Outcomes Active Living • 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 Interactions • Adopt a variety of roles for the needs of the group, for example, leader, coach, teacher.

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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 Approaches to Learning Approaches to Learning • •

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 • Formulate and ask questions about the Human systems and economic activities • Identify reasons why people migrate past, the future, places and society Continuity and Change through time (present/past) • Use and analyze evidence from a variety of • Analyze how people adapt to when historical, geographical and societal they migrate sources • Determine settlement patterns in • Orientate in relation to place and time different regions of the world • Identify roles, rights and responsibilities in throughout history society • 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

#ShapingYourFuture

UAE Social Studies Strands National Education

Geography

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 • 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 • 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 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

#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

• • • • • • • •

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 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

Learning Outcomes

#ShapingYourFuture

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.

Measurement ➢

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

• • • • • •

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 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

#ShapingYourFuture

• • • • • •

Count, sort, match and compare objects, shapes and numbers Use mathematical vocabulary and symbols (including informal mathematics) Select and use appropriate mathematics (operations, computations and units) to solve numerical and word problems 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.

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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 • 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

PSPE Identity Active Living

Improve coordination, flexibility, agility, strength and fine motor skills

Learning Outcomes • 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 Approaches to Learning • Motivate themselves intrinsically and • Understand the factors that contribute behave with belief in themselves to a healthy lifestyle • Identify ways to live a healthier lifestyle • Appreciate the interdependent • Understand how daily practices relationships between humans, other influence short- and long-term health living things and the environment • Develop plans to improve performance through technique refinement and practice • Plan, perform and reflect on movement sequences in order to improve

Sharing the Planet #ShapingYourFuture

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

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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 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 Approaches to Learning Human and natural • Determine the impact that human activity has had • Identify roles, rights and responsibilities environments on the environment and the steps needed to in society 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 • 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 informed judgments and form new • Listen for a specific purpose in a variety of situations • 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.

• • • •

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

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➢ ➢

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

• • • • • •

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 ➢ Visual texts have the power to example, advertising, logos, labels, signs, billboards influence thinking and behaviour.

• Interpret visual cues in order to analyse and make inferences about the intention of the ➢ Interpreting visual texts involves message making an informed judgment about the intention of the • Observe and discuss the choice and composition of visual presentations and explain how they message. contribute to meaning and impact, for example, facial expressions, speech bubbles, word ➢ To enhance learning we need to images to convey sound effects be efficient and constructive users • Realize that visual presentations have been created to reach out to a particular audience and of the internet. 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 • Recognize percentages in everyday situations

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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 ➢ ➢

•

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

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

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• • •

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

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.

Moral Education Strands Learning Outcomes There are currently no moral education connections within this unit of inquiry.

PSPE Learning Outcomes Active Living • 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 Interactions • Recognise that committing to shared goals in group situations improves individual and shared experiences and outcomes

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 • •

How We Organize Ourselves Central Idea Inclusive environments promote positive relationships Lines of inquiry Challenges for persons of determination How inclusive environments promote wellbeing

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Work towards achieving personal goals Reflect on interactions with other people, other living things and the wider world

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 Approaches to Learning There are currently no science connections within this unit of inquiry.

Social Studies Strands Learning Outcomes Approaches to Learning Social organization and culture • Identify and describe the functions of • Formulate and ask questions about the Human systems and economic activity various public places in the community past, the future, places and society • Demonstrate how various public places • Identify roles, rights and responsibilities serve the needs of all people in a in society community • Orientate in relation to place and time • 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

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• UAE Social Studies Strands

Evaluation of Sources and Use of Evidence

Communication and Result Presentation

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.

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 • 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

#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.

• • • • • • • •

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 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

#ShapingYourFuture

➢ ➢

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 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.

•

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.

Learning Outcomes Approaches to Learning • Recognize percentages in everyday • Count, sort, match and compare objects, situations shapes and numbers • Recognize and continue patterns (and • • • • • •

Convert between meters and centimeters, and centimeters and millimeters Record lengths and distances using decimal notation to two places Understand procedures for finding perimeter

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• •

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

➢

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

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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

Moral Education Strands Pillar 2: The Individual and the community IC7: Growing up and wellbeing IC8: Helping and making a difference

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

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

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•

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 Approaches to Learning • Identify ways to live a healthier lifestyle • Develop and apply strategies to help manage situations of change and adversity • 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

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