Grade 5
Unit of Inquiry Curriculum Maps
Shona Gastaldi – Head of Primary
Nafisa Mulla – PYP Coordinator
How the World Works
Central Idea
The advancement of scientific knowledge continues to develop, and impact people’s lives
Lines of inquiry
Scientific knowledge of plant and animal structures
How humans use plants and animals
Consequences of using plants and animals to benefit humanity
Concepts
K.C: Form, Function, Responsibility
R.C: Matter, Animals, Plants, Biology, Chemical Changes, Ecology, Natural/ Manufactured
Links to Emirati Culture: Development of vaccines through innovative technologies; Using UAE household bills as real-life problem solving
Science Strands Learning Outcomes
Materials and matter
Living things
• Identify the different features of plant and animal cells
• Identify the structures of plants and animals
• Recognize that plants and animals go through predictable life cycles
• Recognize that plants and animals develop characteristics to ensure their growth and survival within the conditions in which they live
• Explain the process of photosynthesis and cellular respiration
• Describe how animals and plants are used for medicine and the consequences it may have
Approaches to Learning
• Observe carefully in order to gather data
• Use a variety of instruments and tools to measure data accurately
• Plan and carry out systematic investigations, manipulating variables as necessary
• Use scientific vocabulary to explain their observations and experiences
• Recognize the need for reproduction in order for a species to survive
• Be aware of the role of genetics in determining physical characteristics of offspring
Social Studies Strands Learning Outcomes
Human systems and economic activities
Continuity and change through time Resources and the environment
• Identify and describe examples in which scientific knowledge has changed the lives of people
• Determine how humans use plants and animals to benefit humanity
• Determine the cause and effect of using plants and animals to benefit humanity
• describe the connection between human needs and wants and technological development
UAE Social Studies Strands
• Examine the dynasty system in Ancient China
• Identify an example of monarchy as a type of government
• Explain basic economic concepts of wealth and poverty
• Understand how travel over the water helped ancient civilizations
• Examine early examples of water transport Language Strands Learning Outcomes
Speaking and Listening
• Spoken language can be used to persuade and influence people.
• Metaphorical language creates strong visual images in our imagination.
• Listeners identify key ideas in spoken language and synthesize them to create their own understanding.
• People draw on what they already know in order to infer new meaning from what they hear.
Written Language: Reading
Approaches to Learning
• Use and analyze evidence from a variety of historical, geographical and societal source
• Generate, develop and modify ideas and opinions through discussion
• Appreciate that people speak and respond according to personal and cultural perspectives
• Use speech responsibly to inform, entertain and influence others
• Understand and use figurative language such as simile, personification and metaphor
• Read a wide range of texts confidently, independently and with understanding
• Authors structure stories around significant themes.
• Effective stories have a structure, purpose and sequence of events (plot) that help to make the author’s intention clear.
• Synthesizing ideas and information from texts leads to new ideas and understanding.
• Reading opens our minds to multiple perspectives and helps us to understand how people think, feel and act.
Written Language: Writing
• Stories that people want to read are built around themes to which they can make connections.
• Effective stories have a purpose and structure that help to make the author’s intention clear.
• Synthesizing ideas enables us to build on what we know, reflect on different perspectives, and express new ideas.
• Knowing what we aim to achieve helps us to plan and develop different forms of writing.
• Through the process of planning, drafting, editing and revising, our writing improves over time.
Visual Language - Viewing and Presenting
• The aim of commercial media is to influence and persuade viewers.
• Individuals respond differently to visual texts, according to their previous experiences, preferences and perspectives.
• Knowing about the techniques used in visual texts helps us to interpret presentations and create our own visual effects.
• Identify genre (including fantasy, biography, science fiction, mystery, historical novel) and explain elements and literary forms that are associated with different genres
• Appreciate authors’ use of language and interpret meaning beyond the literal
• Participate in collaborative learning, considering multiple perspectives and working with peers to co-construct new understanding
• Consistently and confidently use a range of resources to find information and support their inquiries
• Recognize and understand figurative language, for example, similes, metaphors, idioms
• Write using a range of text types in order to communicate effectively, for example, narrative, instructional, persuasive
• Use a range of vocabulary and relevant supporting details to convey meaning and create atmosphere and mood
• Use planning, drafting, editing and reviewing processes independently and with increasing competence
• Choose to publish written work in handwritten form or in digital format independently
• Use written language as a means of reflecting on their own learning
• Locate, organize, synthesize and present written information obtained from a variety of valid sources
• Recognize and understand figurative language, for example, similes, metaphors, idioms
• Show how body language, for example, facial expression, gesture and movement, posture and orientation, eye contact and touch, can be used to achieve effects and influence meaning
• Apply knowledge of presentation techniques in original and innovative ways; explain their own ideas for achieving desired effects
• Examine and analyse text and illustrations in reference material, including online text, explaining how visual and written information work together to reinforce each other and make meaning more explicit
#ShapingYourFuture
• Synthesizing information from visual texts is dependent upon personal interpretation and leads to new understanding.
• Analyse the selection and composition of visual presentations; select examples to explain how they achieve a particular impact, for example, dominant images, use of colour, texture, symbolism
• Participate appropriately as listener and speaker, in discussions, conversations, debates and group presentations
• Use appropriate terminology to identify a range of visual effects/formats and critically analyse their effectiveness, for example, mood, media, juxtaposition, proportion
• Analyse a range of visual texts, communicating understanding through oral, written and visual media
• Identify factors that influence personal reactions to visual texts; design visual texts with the intention of influencing the way people think and feel
• Analyse and interpret the ways in which visual effects are used to establish context
• Identify elements and techniques that make advertisements, logos and symbols effective and draw on this knowledge to create their own visual effects
• Realize that cultural influences affect the way we respond to visual effects and explain how this affects our interpretation, for example, the use of particular colours or symbols
• Realize that individuals interpret visual information according to their personal experiences and different perspectives
Math Strands
Number
• The base 10 place value system extends infinitely in two directions.
• Fractions, decimal fractions, and percentages are ways of representing whole-part relationships.
• For fractional and decimal computation, the ideas developed for whole number computation can apply.
• Ratios are a comparison of two numbers or quantities.
Measurement
• Accuracy of measurements depends on the situation and the precision of the tool.
Learning Outcomes
• Use simple formulae
• Generate and describe linear number sequences
• Express missing number problems algebraically
• Find pairs of numbers that satisfy an equation with two unknowns
• Enumerate possibilities of combinations of two variables
• Recognise that shapes with the same areas can have different perimeters and vice versa
• Recognise when it is possible to use formulae for area and volume of shapes
#ShapingYourFuture
Approaches to Learning
• Count, sort, match and compare objects, shapes and numbers
• Recognize and continue patterns (and relationships)
• Use mathematical vocabulary and symbols (including informal mathematics)
• Develop and implement/trial strategies for investigating a range of mathematical questions or problems
• Select and use appropriate mathematics (operations, computations and units) to solve numerical and word problems
• Make reasonable estimates
• Analyse, make predictions and infer from data
• Conversion of units and measurements allows us to make sense of the world we live in.
• A range of procedures exists to measure different attributes of objects and events.
•
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
• Calculate the area of parallelograms and triangles
• Calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres and cubic metres and extending to other units, for example, mmᵌ and kmᵌ
Learning Outcomes
Visual Arts
• Students use a variety of materials, tools, and techniques to determine solutions to design challenges
• Sculpture: an imaginary bug hotel made from clay, using basic hand building methods such as making the piece with coils or slabs of clay or by pinching and pulling the clay (Sculpture)
• Students reflect throughout the creative process to challenge their thinking and enact new and unusual possibilities.
Music
• Read and write music in non-traditional notation.
• Explain the role and relevance of music in their own culture, its uses and associations through place and time.
• Become confident and competent users of technology in mathematics learning
Approaches to Learning
• Develop proficiency as dancers, actors, musicians and visual artists
• Acquire audience skills such as listening and viewing responsively
• Interpret and present their own or others’ works to a range of audiences
• Evaluate the different roles of artists in society such as to entertain, provoke debate or challenge views and perceptions
• Create and critique choreographed performance, plays, compositions and artwork using a selection of tools and techniques
• Express feelings, ideas, experiences and beliefs in a variety of ways
• Improve coordination, flexibility, agility, strength and fine motor skills
Moral Education Strands Learning Outcomes Approaches to Learning
There are currently no moral education connections within this unit of inquiry.
PSPE
Interactions
Active Living
Learning
Outcomes
• Reflect critically on the effectiveness of the group during and at the end of the process
• Reflect and act upon their preferences for physical activities in leisure time
#ShapingYourFuture
Approaches to Learning
• Understand the factors that contribute to a healthy lifestyle
• Identify realistic goals and strategies to improve personal fitness
• Exhibit effective decision-making processes in the application of skills during physical activity
• Introduce greater complexity and refine movements to improve the quality of a movement sequence
How We Express Ourselves
Central Idea
Media reshapes the way individuals, societies, and cultures perceive and understand the world
Lines of inquiry
Different forms of media
How media is used to persuade an audience
How the media supports the economy of a country
Concepts
K.C: Form, Perspective, Reflection
R.C: Communication, Persuasion, Voice, Audience, Truth, Symbolism, Metaphor, Meaning
Links to Emirati Culture: Persuasive adverts in the UAE; Khaleej Times Gulf news
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
Social organization and culture
• Reflect on the roles of media in society
• Identify how the media is used to support economic activity
• Identify how culture impacts how messages are delivered in the media
• Determine the meaning/ aim of different advertisements
• Critically evaluate the messages embedded within different forms of media
• Assess the accuracy, validity and possible bias of sources
• Identify roles, rights and responsibilities in society
• Formulate and ask questions about the past, the future, places and society
• Discuss how organizations can use the media to persuade the ideas and opinions of their audiences
UAE Social Studies Strands
• To understand some of the main medical achievements in the Golden Age of Islamic Civilsation
• To understand the importance of health and hygiene in cities
• To describe the Umayyad Dynasty and its capital Cordoba
• To understand the main themes of Islamic architecture in the period
• To understand some possible reasons for the end of the Golden Age of Islamic Civilisation
• To understand the role of explorers from the Islamic world
• To present one of the main achievements of the Golden Age of Islamic Civilisation
Language Strands
Speaking and Listening
• Spoken language can be used to persuade and influence people.
• Metaphorical language creates strong visual images in our imagination.
• Listeners identify key ideas in spoken language and synthesize them to create their own understanding.
• People draw on what they already know in order to infer new meaning from what they hear.
Written Language: Reading
• Authors structure stories around significant themes.
• Effective stories have a structure, purpose and sequence of events (plot) that help to make the author’s intention clear.
• Synthesizing ideas and information from texts leads to new ideas and understanding.
• Reading opens our minds to multiple perspectives and helps us to understand how people think, feel and act.
Learning Outcomes
• Generate, develop and modify ideas and opinions through discussion
• Appreciate that people speak and respond according to personal and cultural perspectives
• Use speech responsibly to inform, entertain and influence others
• Argue persuasively and justify a point of view
• Show open-minded attitudes when listening to other points of view
• Participate appropriately as listener and speaker, in discussions, conversations, debates and group presentations
• Read a wide range of texts confidently, independently and with understanding
• Identify genre (including fantasy, biography, science fiction, mystery, historical novel) and explain elements and literary forms that are associated with different genres
• Appreciate authors’ use of language and interpret meaning beyond the literal
• Participate in collaborative learning, considering multiple perspectives and working with peers to co-construct new understanding
• Consistently and confidently use a range of resources to find information and support their inquiries
• Distinguish between fact and opinion, and reach their own conclusions about what represents valid information
• Recognize and understand figurative language, for example, similes, metaphors, idioms
• Understand that authors use words and literary devices to evoke mental images
Written Language: Writing
• Stories that people want to read are built around themes to which they can make connections.
• Effective stories have a purpose and structure that help to make the author’s intention clear.
• Synthesizing ideas enables us to build on what we know, reflect on different perspectives, and express new ideas.
• Knowing what we aim to achieve helps us to plan and develop different forms of writing.
• Through the process of planning, drafting, editing and revising, our writing improves over time.
Visual Language - Viewing and Presenting
• The aim of commercial media is to influence and persuade viewers.
• Individuals respond differently to visual texts, according to their previous experiences, preferences and perspectives.
• Knowing about the techniques used in visual texts helps us to interpret presentations and create our own visual effects.
• Synthesizing information from visual texts is dependent upon personal interpretation and leads to new understanding.
• Write using a range of text types in order to communicate effectively, for example, narrative, instructional, persuasive
• Use a range of vocabulary and relevant supporting details to convey meaning and create atmosphere and mood
• Use planning, drafting, editing and reviewing processes independently and with increasing competence
• Choose to publish written work in handwritten form or in digital format independently
• Use written language as a means of reflecting on their own learning
• Locate, organize, synthesize and present written information obtained from a variety of valid sources
• Recognize and understand figurative language, for example, similes, metaphors, idioms
• Adapt writing according to the audience and demonstrate the ability to engage and sustain the interest of the reader
• Show how body language, for example, facial expression, gesture and movement, posture and orientation, eye contact and touch, can be used to achieve effects and influence meaning
• Apply knowledge of presentation techniques in original and innovative ways; explain their own ideas for achieving desired effects
• Examine and analyse text and illustrations in reference material, including online text, explaining how visual and written information work together to reinforce each other and make meaning more explicit
• Analyse the selection and composition of visual presentations; select examples to explain how they achieve a particular impact, for example, dominant images, use of colour, texture, symbolism
• Participate appropriately as listener and speaker, in discussions, conversations, debates and group presentations
• Use appropriate terminology to identify a range of visual effects/formats and critically analyse their effectiveness, for example, mood, media, juxtaposition, proportion
• Identify the intended audience and purpose of a visual presentation; identify overt and subliminal messages
• Reflect on ways in which understanding the intention of a visual message can influence personal responses.
Math Strands
Learning Outcomes
Approaches to Learning
Number
• The base 10 place value system extends infinitely in two directions.
• Fractions, decimal fractions, and percentages are ways of representing whole-part relationships.
• For fractional and decimal computation, the ideas developed for whole number computation can apply.
• Ratios are a comparison of two numbers or quantities.
Shape and Space
• Manipulation of shape and space takes place for a particular purpose.
• Consolidating what we know of geometric concepts allow us to make sense of and interact with our world.
• Geometric tools and methods can be used to solve problems relating to shape and space
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.
• Use common factors to simplify fractions
• Use common multiples to express fractions in the same denomination
• Compare and order fractions including fractions less than 1
• Add and subtract fractions with different denominators, and missed numbers using the concept of equivalent fractions
• Multiply simple pairs of proper fractions, writing the answer in its simplest form, for example, ¼ x ½ = 1/8
• Divide proper fractions by whole numbers, for example, 1/3 ÷ 2 =1/6
• Describe positions on the full coordinate grid (all four quadrants)
• Draw and translate simple shapes on the coordinate plane, and reflect them in the axes
• Describe translations using directional language, and use instructions to draw translated shapes
Learning Outcomes
Visual Arts
• Students demonstrate an understanding of composition, using selected principles of design to create an art work on a theme or topic. (Collage)
• Students demonstrate an understanding of how to read and interpret signs, symbols, and style in art works.
• 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
#ShapingYourFuture
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
• 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 Music
• Improvise upon a basic pattern to reinforce the importance of the individual within the group.
• Interpret and explain the cultural and/or historical perspectives of a musical composition.
Moral Education Strands
Pillar 1: Character and Morality
CM9: Cognitive and emotional empathy
Learning Outcomes
Pillar 2: The Individual and the community
IC9: Taking responsibility for oneself and others
PSPE
Identity
Active Living
• 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
• Explain the meaning of the moral values of care, kindness and generosity to other students and the teacher, giving examples of situations in which they (or people they know) have demonstrated these values in everyday life
• Tell other students how they perceive an ethical dilemma (e.g. in a story the students read) with a fair degree of clarity
• Restate succinctly the key points of a fellow student’s perception of an ethical dilemma, check for accuracy and give the original speaker an opportunity to clarify
• Make guesses about the feelings of different people (or characters in a story) who find themselves in an ethical dilemma
• Recognize the factors that affect their confidence and self-esteem, and how they can develop their resilience
• Present and discuss ideas about identity and how the attitudes and actions of others can affect individuals’ sense of self-worth either positively or negatively
Learning Outcomes Approaches to Learning
• Analyse how society can influence our concept of self-worth (for example, through the media and advertising).
• Reflect and act upon their preferences for physical activities in leisure time
• Identify realistic goals and strategies to improve personal fitness
• Exhibit effective decision-making processes in the application of skills during physical activity
• Develop strategies to improve individual and team performance in physical activities
• Reflect on interactions with other people, other living things and the wider world
Interactions
Introduce greater complexity and refine movements to improve the quality of a movement sequence
• Build on previous experiences to improve group performances
Where We Are in Place and Time
Central Idea
Exploration leads to an understanding of our place in the universe
Lines of inquiry
Different explorations throughout history How technology has advanced the exploration of Earth and Space over time The impact different discoveries have had on people and the environment
Concepts
K.C: Form, Change, Responsibility
R.C: Exploration, Discovery, Technology, Evidence, Ethics
Links to Emirati Culture: Mars mission, Museum of the future, Expo, local sustainability features in the UAE. Science Strands
Earth and Space
Learning Outcomes Approaches to
• Identify regular and irregular events in time and space that occur in the solar system
• Examine the impact of events that occur in the solar system on the Earth
• Investigate and explain how stars are used for navigation
• Describe the movement of the Moon / stars relative to the Earth
• Demonstrate an understanding of other methods of navigation both past and
Learning
• Interpret and evaluate data gathered in order to draw conclusions
• Identify or generate a question or problem to be explored
• Use scientific vocabulary to explain their observations and experiences
• Consider scientific models and applications of these models (including their limitations)
contemporary (for example, compasses, satellites).
• Explain the concept of gravity
• Examine different technology developments that support the exploration of Earth and Space
• Determine if technological advancements and the act of exploration has a negative impact on the planet
Social Studies Strands Learning Outcomes Approaches to Learning
Human systems and economic activities
Continuity and change through time
Human and natural environments
• Identify the reasons why people feel compelled to explore the unknown
• Identify a variety of explorations throughout history
• Investigate the impact of exploration on people and places in the past, present and future
• Analyse how available technology influences people’s abilities to navigate
• Demonstrate an understanding of methods of navigation (for example, stars, compasses, satellites).
UAE Social Studies Strands
• To understand how the Golden Age of Islamic Civilisation developed
• To understand the development of Baghdad as a capital city
• To understand the rights and responsibilities of citizens
• Formulate and ask questions about the past, the future, places and society
• Use and analyse evidence from a variety of historical, geographical and societal sources
• Orientate in relation to place and time
• To examine examples of technological innovation in the Golden Age of Islamic Civilisation
• To understand how science develops from the earlier ideas of others
• To describe forms of Islamic art in the period and understand the role of the House of Wisdom
Language Strands
Speaking and Listening
Learning Outcomes
• Generate, develop and modify ideas and opinions through discussion
#ShapingYourFuture
• Spoken language can be used to persuade and influence people.
• Metaphorical language creates strong visual images in our imagination.
• Listeners identify key ideas in spoken language and synthesize them to create their own understanding.
• People draw on what they already know in order to infer new meaning from what they hear.
Written Language: Reading
• Authors structure stories around significant themes.
• Effective stories have a structure, purpose and sequence of events (plot) that help to make the author’s intention clear.
• Synthesizing ideas and information from texts leads to new ideas and understanding.
• Reading opens our minds to multiple perspectives and helps us to understand how people think, feel and act.
Written Language: Writing
• Stories that people want to read are built around themes to which they can make connections.
• Effective stories have a purpose and structure that help to make the author’s intention clear.
• Synthesizing ideas enables us to build on what we know, reflect on different perspectives, and express new ideas.
• Knowing what we aim to achieve helps us to plan and develop different forms of writing.
• Through the process of planning, drafting, editing and revising, our writing improves over time.
Visual Language - Viewing and Presenting
• The aim of commercial media is to influence and persuade viewers.
• Individuals respond differently to visual texts, according to their previous experiences, preferences and perspectives.
• Appreciate that people speak and respond according to personal and cultural perspectives
• Use speech responsibly to inform, entertain and influence others
• Understand and use figurative language such as simile, personification and metaphor
• Read a wide range of texts confidently, independently and with understanding
• Identify genre (including fantasy, biography, science fiction, mystery, historical novel) and explain elements and literary forms that are associated with different genres
• Appreciate authors’ use of language and interpret meaning beyond the literal
• Participate in collaborative learning, considering multiple perspectives and working with peers to co-construct new understanding Consistently and confidently use a range of resources to find information and support their inquiries
• Write using a range of text types in order to communicate effectively, for example, narrative, instructional, persuasive
• Use a range of vocabulary and relevant supporting details to convey meaning and create atmosphere and mood
• Use planning, drafting, editing and reviewing processes independently and with increasing competence
• Choose to publish written work in handwritten form or in digital format independently
• Use written language as a means of reflecting on their own learning Locate, organize, synthesize and present written information obtained from a variety of valid sources
• Show how body language, for example, facial expression, gesture and movement, posture and orientation, eye contact and touch, can be used to achieve effects and influence meaning
• Apply knowledge of presentation techniques in original and innovative ways; explain their own ideas for achieving desired effects
#ShapingYourFuture
• Knowing about the techniques used in visual texts helps us to interpret presentations and create our own visual effects.
• Synthesizing information from visual texts is dependent upon personal interpretation and leads to new understanding.
• Examine and analyse text and illustrations in reference material, including online text, explaining how visual and written information work together to reinforce each other and make meaning more explicit
• Analyse the selection and composition of visual presentations; select examples to explain how they achieve a particular impact, for example, dominant images, use of colour, texture, symbolism
Math Strands Learning Outcomes
Approaches to Learning Number
• The base 10 place value system extends infinitely in two directions.
• Fractions, decimal fractions, and percentages are ways of representing whole-part relationships.
• For fractional and decimal computation, the ideas developed for whole number computation can apply.
• Ratios are a comparison of two numbers or quantities.
Pattern and Function
• Patterns can often be generalized using algebraic expressions, equations, or functions.
• Exponential notation is a powerful way to express repeated products of the same number.
•
Shape and Space
• Manipulation of shape and space takes place for a particular purpose.
• Consolidating what we know of geometric concepts allow us to make sense of and interact with our world.
• Geometric tools and methods can be used to solve problems relating to shape and space
• Perform mental calculations, including with mixed operations and large numbers
• Solve problems with multiplication, division, addition and subtraction
• Use knowledge of the order of operations to carry out calculations involving the four operations
• 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
• Draw 2-D shapes using given dimensions and angles
• Compare and classify geometric shapes based on their properties and sizes
• Illustrate and name parts of circles, including radius, diameter and circumference and know that time diameter is twice the radius
• Recognise, describe and build simple 3-D shapes, including making nets
• 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
• Find unknown angles in any triangles, quadrilaterals and regular polygons
• Recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles
Learning Outcomes
Visual Arts
• Students become increasingly independent in the realization of the creative process (Water colour pencils)
• Students describe how forms and styles of visual and media arts represent various messages and contexts in the past and present. Music
• Present, in small groups, innovative musical performances on a selected Issue.
• Explore different artistic presentations that are/were innovative and their implications.
Moral Education Strands
Learning Outcomes
There are currently no moral education connections within this unit of inquiry.
PSPE
Identity
Active Living
Learning Outcomes
• Recognise personal qualities, strengths and limitations.
• Reflect and act upon their preferences for physical activities in leisure time
• Identify realistic goals and strategies to improve personal fitness
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
Approaches to Learning
Approaches to Learning
• Work towards achieving personal goals
• Exhibit effective decision-making processes in the application of skills during physical activity
• Introduce greater complexity and refine movements to improve the quality of a movement sequence
Sharing the Planet Central Idea
Human response to the climate change crisis may have an impact on the future of the planet and its inhabitants
Lines of inquiry
How the climate is changing globally
Impact that climate change has on biodiversity
Human response to climate change
Concepts
K.C: Function, Connection, Responsibility
R.C: Equilibrium, Climate, Survival, Extinction, Hazards
Links to Emirati Culture: UAE vision 2040; UAE Nuclear plant; Dubai 2040 – Rewilding the city; Farming in the desert Science Strands Learning Outcomes Approaches to Learning
Materials and matter
Forces and energy
Living things
Earth and space
• Determine what is causing climate change
• Investigate the global impact climate change has on climates, environments, and plant and animal populations
• Determine possible solutions to help combat climate change
• Recognize that living things are going extinct
• Identify or generate a question or problem to be explored
• Observe carefully in order to gather data
• Use scientific vocabulary to explain their observations and experiences
• Interpret and evaluate data gathered in order to draw conclusions
Social Studies Strands
Resources and the environment
• Identify the difference between physical and chemical changes that contribute to climate change
• Assess the benefits and challenges of changing materials to suit people’s needs and wants (for example, plastics/ crude oil)
• Recognize and report on the environmental impact of some manufacturing processes.
Learning Outcomes
• Determine the positive and negative effects of managing and allocating resources and its impact on the environment.
Approaches to Learning
• Identify roles, rights and responsibilities in society
• Access the accuracy, validity, and possible bias of sources
• Orient in relation to place and time
UAE Social Studies Strands
• Explore what life may have been like in the Stone Age
• Investigate how we know about people from the Stone Age
• Understand the importance of the River Nile to the Ancient Egyptian civilization
• Identify benefits and problems of living near rivers
• Understand why the Sumerian civilization settled in Mesopotamia
• Explore the importance of agriculture and domestication to ancient civilizations
• Identify facts about the Indus Valley Civilization
• Explore how the place and climate affects people, especially those living near mountains and in valleys
Language Strands
Speaking and Listening
• Spoken language can be used to persuade and influence people.
• Metaphorical language creates strong visual images in our imagination.
• Listeners identify key ideas in spoken language and synthesize them to create their own understanding.
• Learning Outcomes
• Generate, develop and modify ideas and opinions through discussion
• Appreciate that people speak and respond according to personal and cultural perspectives
• Use speech responsibly to inform, entertain and influence others
• Argue persuasively and justify a point of view
• Show open-minded attitudes when listening to other points of view
People draw on what they already know in order to infer new meaning from what they hear.
Written Language: Reading
• Authors structure stories around significant themes.
• Effective stories have a structure, purpose and sequence of events (plot) that help to make the author’s intention clear.
Synthesizing ideas and information from texts leads to new ideas and understanding. Reading opens our minds to multiple perspectives and helps us to understand how people think, feel and act.
Written Language: Writing
• Stories that people want to read are built around themes to which they can make connections.
• Effective stories have a purpose and structure that help to make the author’s intention clear.
• Synthesizing ideas enables us to build on what we know, reflect on different perspectives, and express new ideas.
• Knowing what we aim to achieve helps us to plan and develop different forms of writing. Through the process of planning, drafting, editing and revising, our writing improves over time.
Visual Language - Viewing and Presenting
• The aim of commercial media is to influence and persuade viewers.
• Individuals respond differently to visual texts, according to their previous experiences, preferences and perspectives.
• Knowing about the techniques used in visual texts helps us to interpret presentations and create our own visual effects.
• Synthesizing information from visual texts is dependent upon personal interpretation and leads to new understanding.
• Participate appropriately as listener and speaker, in discussions, conversations, debates and group presentations
•
• Read a wide range of texts confidently, independently and with understanding
• Identify genre (including fantasy, biography, science fiction, mystery, historical novel) and explain elements and literary forms that are associated with different genres
• Appreciate authors’ use of language and interpret meaning beyond the literal
• Participate in collaborative learning, considering multiple perspectives and working with peers to co-construct new understanding
• Consistently and confidently use a range of resources to find information and support their inquiries
• Distinguish between fact and opinion, and reach their own conclusions about what represents valid information
• Write using a range of text types in order to communicate effectively, for example, narrative, instructional, persuasive
• Use a range of vocabulary and relevant supporting details to convey meaning and create atmosphere and mood
• Use planning, drafting, editing and reviewing processes independently and with increasing competence
• Choose to publish written work in handwritten form or in digital format independently
• Use written language as a means of reflecting on their own learning Locate, organize, synthesize and present written information obtained from a variety of valid sources
• Show how body language, for example, facial expression, gesture and movement, posture and orientation, eye contact and touch, can be used to achieve effects and influence meaning
• Apply knowledge of presentation techniques in original and innovative ways; explain their own ideas for achieving desired effects
• Examine and analyse text and illustrations in reference material, including online text, explaining how visual and written information work together to reinforce each other and make meaning more explicit
#ShapingYourFuture
• Math Strands
Number
• The base 10 place value system extends infinitely in two directions.
• Fractions, decimal fractions, and percentages are ways of representing whole-part relationships.
• For fractional and decimal computation, the ideas developed for whole number computation can apply.
• Ratios are a comparison of two numbers or quantities.
• Analyse the selection and composition of visual presentations; select examples to explain how they achieve a particular impact, for example, dominant images, use of colour, texture, symbolism
• Analyse and interpret the ways in which visual effects are used to establish context Identify elements and techniques that make advertisements, logos and symbols effective and draw on this knowledge to create their own visual effects
• Learning Outcomes
• Identify the value of each digit in numbers given to three decimal places
• Multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal places
• Multiply on-digit numbers with up to two decimal places by whole numbers
• Use written division methods in cases where the answer has up to 2 decimal places
• Solve problems which require answers to be rounded to specified degrees of accuracy
• Associate a fraction with division and calculate decimal fraction equivalents, for example, 0.375 for a simple fraction Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts
Measurement
• Accuracy of measurements depends on the situation and the precision of the tool.
• Conversion of units and measurements allows us to make sense of the world we live in.
• A range of procedures exists to measure different attributes of objects and events.
•
• Solve problems involving the calculation and conversion of units of measure, using decimal notation up to three places where appropriate
• Use, read, write and convert between standard units, converting measurements of length, mass, volume
• Approaches to Learning
• Count, sort, match and compare objects, shapes and numbers
• Recognize and continue patterns (and relationships)
• Use mathematical vocabulary and symbols (including informal mathematics)
• Develop and implement/trial strategies for investigating a range of mathematical questions or problems
• Select and use appropriate mathematics (operations, computations and units) to solve numerical and word problems
• Make reasonable estimates
• Analyse, make predictions and infer from data
Become confident and competent users of technology in mathematics learning
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
and time from a smaller unit of measurement to a larger unit and vice versa, using decimal notation up to three places
• Convert between miles and kilometres
• Use, read, write and convert between standard units, converting measurements of time from a smaller unit of measure to a larger unit and vice versa
Learning Outcomes
Visual Arts
• Students adjust and refine their creative process in response to constructive criticism in a mature and artistic manner. (Drawing)
• Students understand the role and relevance of visual arts in society.
Music
There are currently no music connections within this unit of inquiry.
• 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
IC9: Taking responsibility for oneself and others
• Learning Outcomes
• Demonstrate an awareness of environmental issues locally to their homes and school and at a national and global level
Understand how they affect and influence environmental issues, including how they
#ShapingYourFuture
• Approaches to Learning
Pillar 1: Character and Morality
• CM10: Moral character, virtue ethics
PSPE
Active Living
Interactions
can take practical action on issues such as recycling, litter and noise
• Engage in a discussion about what it might mean to be a good person (while being aware that there are different ways of defining a good person)
Recognize that it is possible for humans to change for the better- that is, to develop their moral character- and that nobody is inherently a good or bad person
Learning Outcomes
• Reflect and act upon their preferences for physical activities in leisure time
• Identify realistic goals and strategies to improve personal fitness
• Exhibit effective decision-making processes in the application of skills during physical activity
• Introduce greater complexity and refine movements to improve the quality of a movement sequence
• Work towards a consensus, understanding the need to negotiate and compromise.
How We Organize Ourselves
Central Idea
Ancient civilizations continue to influence the organization of our daily lives Lines of inquiry
Impact of ancient human made systems and inventions on modern day life
Similarities and differences between ancient civilisations. The changes in societal decision making throughout history. Concepts
K.C: Connection, Causation, Change
R.C: Systems, Tradition, Ritual, Modernization, Evidence, Influence, Power, Freedom
Science Strands Learning Outcomes
Approaches to Learning
Links to Emirati Culture: Bedouin Tribes; Yemen huts; Nomads
Forces and Energy
• Investigate which simple machines were developed by past civilizations (for example, lever, ramp, pulley, screw, wheel)
• Explore the principle of using gears to provide more work for less energy
• Analyze why and how we still use simple machines
• Consider scientific models and application of these models (including their limitations)
• Make and test predictions
• Observe carefully in order to gather data
• Use scientific vocabulary to explain their observations and experiences
Social Studies Strands Learning Outcomes Approaches to Learning
Human systems and economic activities
Social organization and culture
Continuity and change through time
• Analyze information about past inventions and societal systems
• Explain the relevance of various inventions in relation to the time period in which they were developed
• assess which aspects of past civilizations have had the most impact on the present day, using evidence from a variety of sources
• Determine similarities and differences between civilizations across the globe
• predict societal and technological changes in the future
• Reflect on the challenge's humans faced in the past
• Interpret cultural beliefs and values using evidence from rituals, traditions, and artifacts
UAE Social Studies Strands
• identify the geographical extent of the Roman Empire
• explain why transport by land was important for an empire
• understand the importance of design and planning when building a city
• explain the need for emblematic buildings for a city
• identify services a city needs to provide for its people
• understand some causes and effects of the fall of the Western Roman Empire
• 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
• synthesize important features of city planning seen in classical civilizations
• prepare a design of a city and present it to other students
Language Strands Learning Outcomes
Speaking and Listening
• Spoken language can be used to persuade and influence people.
• Metaphorical language creates strong visual images in our imagination.
• Listeners identify key ideas in spoken language and synthesize them to create their own understanding.
• People draw on what they already know in order to infer new meaning from what they hear.
Written Language: Reading
• Authors structure stories around significant themes.
• Effective stories have a structure, purpose and sequence of events (plot) that help to make the author’s intention clear.
• Synthesizing ideas and information from texts leads to new ideas and understanding.
• Reading opens our minds to multiple perspectives and helps us to understand how people think, feel and act.
• Generate, develop and modify ideas and opinions through discussion
• Appreciate that people speak and respond according to personal and cultural perspectives
• Use speech responsibly to inform, entertain and influence others
• Understand and use figurative language such as simile, personification and metaphor
Written Language: Writing
• Stories that people want to read are built around themes to which they can make connections.
• Effective stories have a purpose and structure that help to make the author’s intention clear.
• Read a wide range of texts confidently, independently and with understanding
• Identify genre (including fantasy, biography, science fiction, mystery, historical novel) and explain elements and literary forms that are associated with different genres
• Appreciate authors’ use of language and interpret meaning beyond the literal
• Participate in collaborative learning, considering multiple perspectives and working with peers to co-construct new understanding
• Consistently and confidently use a range of resources to find information and support their inquiries
• Identify and describe elements of a story plot, setting, characters, theme and explain how they contribute to its effectiveness
• Understand that authors use words and literary devices to evoke mental images
• Participate in class, group or individual author studies, gaining an in-depth understanding of the work and style of a particular author and appreciating what it means to be an author
• Write using a range of text types in order to communicate effectively, for example, narrative, instructional, persuasive
• Use a range of vocabulary and relevant supporting details to convey meaning and create atmosphere and mood
• Use planning, drafting, editing and reviewing processes independently and with increasing competence
• Choose to publish written work in handwritten form or in digital format independently
#ShapingYourFuture
• Synthesizing ideas enables us to build on what we know, reflect on different perspectives, and express new ideas.
• Knowing what we aim to achieve helps us to plan and develop different forms of writing.
• Through the process of planning, drafting, editing and revising, our writing improves over time.
Visual Language - Viewing and Presenting
• The aim of commercial media is to influence and persuade viewers.
• Individuals respond differently to visual texts, according to their previous experiences, preferences and perspectives.
• Knowing about the techniques used in visual texts helps us to interpret presentations and create our own visual effects.
• Synthesizing information from visual texts is dependent upon personal interpretation and leads to new understanding.
• Use written language as a means of reflecting on their own learning Locate, organize, synthesize and present written information obtained from a variety of valid sources
• Show how body language, for example, facial expression, gesture and movement, posture and orientation, eye contact and touch, can be used to achieve effects and influence meaning
• Apply knowledge of presentation techniques in original and innovative ways; explain their own ideas for achieving desired effects
• Examine and analyse text and illustrations in reference material, including online text, explaining how visual and written information work together to reinforce each other and make meaning more explicit
• Analyse the selection and composition of visual presentations; select examples to explain how they achieve a particular impact, for example, dominant images, use of colour, texture, symbolism
• Analyse a range of visual texts, communicating understanding through oral, written and visual media
• Identify factors that influence personal reactions to visual texts; design visual texts with the intention of influencing the way people think and feel
Math Strands
Learning Outcomes Approaches to Learning Number
• The base 10 place value system extends infinitely in two directions.
• Fractions, decimal fractions, and percentages are ways of representing whole-part relationships.
• For fractional and decimal computation, the ideas developed for whole number computation can apply.
Ratios are a comparison of two numbers or quantities.
• Read, write (order and compare) numbers up to 10 000 000 and determine the value of each digit
• Round any whole number to a required degree of accuracy
• Use negative numbers in context, and calculate intervals across zero
• Solve number and practical problems that involve all of the above
• Count, sort, match and compare objects, shapes and numbers
• Recognize and continue patterns (and relationships)
• Use mathematical vocabulary and symbols (including informal mathematics)
Pattern and Function
• Patterns can often be generalized using algebraic expressions, equations, or functions.
• Exponential notation is a powerful way to express repeated products of the same number.
• Perform mental calculations, including with mixed operations and large numbers
• Use knowledge of the order of operations to carry out calculations involving the four operations
• Solve addition and subtraction multistep problems in contexts, deciding which operations to use and why
• Identify common factors, common multiples and prime numbers
• Use estimation to check answers to calculations to determine, in the context of a problem, an appropriate degree of accuracy
• Multiply multi-digit numbers up to 4 digits, by a 2-digit whole number using formal written method of long multiplication
• Divide multi-digit numbers up to 4 digits, by a 2-digit whole number using formal written method of long division and interpret remainders as whole number remainders, fractions or by rounding as appropriate for the context
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
Learning Outcomes
Visual Arts
• Students demonstrate an understanding of composition, using selected principles of design to create narrative art works or art works on a theme or topic (Painting)
• Students explain how the elements and principles of design are used in their
• 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
• 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
own and others’ art work to communicate meaning or understanding.
Music
• Create music that will be continually refined after being shared with others.
• Compare aspects of music from different times and places.
Moral Education Strands
Pillar 4: Civic Studies
CIS1: Settlement, family and kinship in the UAE
Learning Outcomes
PSPE
Identity
Active Living
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
• Describe and explain the main changes that have taken place with: -people coming to and settling in the UAE -families and family groupings
• Explain and discuss relevant concepts and terminology
• Appreciate the importance and value to the individual of family and kinship bonds
Learning Outcomes Approaches to Learning
• Understand the role of and strategies for optimism in the development of their own well-being.
• Reflect and act upon their preferences for physical activities in leisure time
• Identify realistic goals and strategies to improve personal fitness
• Exhibit effective decision-making processes in the application of skills during physical activity
• Introduce greater complexity and refine movements to improve the quality of a movement sequence
Who We Are
• Understand the factors that contribute to a healthy lifestyle
• Reflect on the development of his/her own personal, social and physical well-being
Central Idea (Exhibition) Through reflection and collaboration, humans can begin to solve global problems
Lines of inquiry
Positive and negative human impact on our planet and its inhabitants
Our responsibilities to our local and global communities
Actions people take to make positive change Concepts
K.C/ R.C – Student Choice
Science Strands
Links to Emirati Culture: Students are encouraged to make local connections through their lines of inquiry.
Learning Outcomes
Approaches
This unit of inquiry includes a variety of scientific connections from across and beyond the curriculum.
Social Studies Strands
Learning Outcomes
to Learning
Approaches to Learning
This unit of inquiry includes a variety of social studies connections from across and beyond the curriculum.
UAE Social Studies Strands
• identify key classical civilizations
• Explain what makes a civilization classical
• understand the role of city-states in Classical Greece
• understand the Greek version of democracy
• explain the purpose and process of voting
• examine the ethical dilemma of banishing a person
• identify the Achaemenid Empire
• describe Alexander the Great and the Hellenistic Civilization
• explore characteristics of a leader
• understand advantages of a multicultural society
• explain the development of trade routes
• describe the spice trade route
• describe the incense trade route
• understand importance of trade and trade routes to the UAE Language Strands
Speaking and Listening
• Spoken language can be used to persuade and influence people.
• Metaphorical language creates strong visual images in our imagination.
Learning Outcomes
• Generate, develop and modify ideas and opinions through discussion
• Appreciate that people speak and respond according to personal and cultural perspectives
• Use speech responsibly to inform, entertain and influence others
• Listeners identify key ideas in spoken language and synthesize them to create their own understanding.
• People draw on what they already know in order to infer new meaning from what they hear.
Written Language: Reading
• Authors structure stories around significant themes.
• Effective stories have a structure, purpose and sequence of events (plot) that help to make the author’s intention clear.
• Synthesizing ideas and information from texts leads to new ideas and understanding.
• Reading opens our minds to multiple perspectives and helps us to understand how people think, feel and act.
• Read a wide range of texts confidently, independently and with understanding
• Identify genre (including fantasy, biography, science fiction, mystery, historical novel) and explain elements and literary forms that are associated with different genres
• Appreciate authors’ use of language and interpret meaning beyond the literal
• Participate in collaborative learning, considering multiple perspectives and working with peers to co-construct new understanding
• Consistently and confidently use a range of resources to find information and support their inquiries
• Distinguish between fact and opinion, and reach their own conclusions about what represents valid information
• Work in cooperative groups to locate and select texts appropriate to purpose and audience
Written Language: Writing
• Stories that people want to read are built around themes to which they can make connections.
• Effective stories have a purpose and structure that help to make the author’s intention clear.
• Synthesizing ideas enables us to build on what we know, reflect on different perspectives, and express new ideas.
• Knowing what we aim to achieve helps us to plan and develop different forms of writing.
• Through the process of planning, drafting, editing and revising, our writing improves over time.
Visual Language - Viewing and Presenting
• The aim of commercial media is to influence and persuade viewers.
• Individuals respond differently to visual texts, according to their previous experiences, preferences and perspectives.
• Write using a range of text types in order to communicate effectively, for example, narrative, instructional, persuasive
• Use a range of vocabulary and relevant supporting details to convey meaning and create atmosphere and mood
• Use planning, drafting, editing and reviewing processes independently and with increasing competence
• Choose to publish written work in handwritten form or in digital format independently
• Use written language as a means of reflecting on their own learning Locate, organize, synthesize and present written information obtained from a variety of valid sources
• Show how body language, for example, facial expression, gesture and movement, posture and orientation, eye contact and touch, can be used to achieve effects and influence meaning
• Apply knowledge of presentation techniques in original and innovative ways; explain their own ideas for achieving desired effects
#ShapingYourFuture
• Knowing about the techniques used in visual texts helps us to interpret presentations and create our own visual effects.
• Synthesizing information from visual texts is dependent upon personal interpretation and leads to new understanding.
• Examine and analyse text and illustrations in reference material, including online text, explaining how visual and written information work together to reinforce each other and make meaning more explicit
• Analyse the selection and composition of visual presentations; select examples to explain how they achieve a particular impact, for example, dominant images, use of colour, texture, symbolism
• Identify the intended audience and purpose of a visual presentation; identify overt and subliminal messages
• Analyse and interpret the ways in which visual effects are used to establish context
• Identify elements and techniques that make advertisements, logos and symbols effective and draw on this knowledge to create their own visual effects
Math Strands
Data Handling
• Data can be presented effectively for valid interpretation and communication.
• Range, mode, median, and mean can be used to analyze statistical data.
• Probability can be represented on a scale of 01 or 0%-100%.
• The probability of an event can be predicted theoretically
Learning Outcomes
• Interpret and construct line graphs and pie charts and use these to solve problems
• Calculate and interpret the mean as an average
• Use knowledge of scales to read information accurately
• Explore graphs that show more than one set of data
• Illustrate and name parts of circles, using the words radius, diameter, centre and circumference confidently
• Apply understanding of calculating percentages of amounts to interpret pie charts
Number
• The base 10 place value system extends infinitely in two directions.
• Fractions, decimal fractions, and percentages are ways of representing whole-part relationships.
• Solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts
• Solve problems involving the calculation of percentages, for example, of measures and such as
Approaches to Learning
• Count, sort, match and compare objects, shapes and numbers
• Recognize and continue patterns (and relationships)
• Use mathematical vocabulary and symbols (including informal mathematics)
• Develop and implement/trial strategies for investigating a range of mathematical questions or problems
• Select and use appropriate mathematics (operations, computations and units) to solve numerical and word problems
• Make reasonable estimates
• Analyse, make predictions and infer from data
• Become confident and competent users of technology in mathematics learning
• For fractional and decimal computation, the ideas developed for whole number computation can apply.
• Ratios are a comparison of two numbers or quantities. (15% of 360) and the use of percentages for comparison
• Solve problems involving similar shapes where the scale factor is known or can be found
• Solve problems involving unequal sharing and grouping using knowledge of fractions and multiples
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
Learning Outcomes
Visual Arts
• Students create two- and threedimensional art works that express feelings and ideas inspired by their own and others’ points of view. (Optional use of media)
• Students interpret a variety of art works and identify the feelings, issues, themes, and social concerns that they convey Music
• Incorporate the other arts and available resources in order to broaden their creative expression.
• Modify their practices and/or compositions based on the audiences’ responses.
Moral Education Strands
Pillar 2: The Individual and the community
IC9: Taking responsibility for oneself and others
Learning Outcomes
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
• Demonstrate an awareness of environmental issues locally to their homes and school and at a national and global level
• Understand how they affect and influence environmental issues, including how they can take practical action on issues such as recycling, litter and noise
• Demonstrate an awareness of the needs of others, including vulnerable groups (such as the elderly) and provide practical support and consideration and support
#ShapingYourFuture
Identity
Active Living
Learning Outcomes Approaches to Learning
• Identify how aspects of a person’s identity can be expressed through personal attitudes, lifestyle, interest and activities pursued.
• Reflect and act upon their preferences for physical activities in leisure time
• Identify realistic goals and strategies to improve personal fitness
• Exhibit effective decision-making processes in the application of skills during physical activity
• Introduce greater complexity and refine movements to improve the quality of a movement sequence
• Use cooperative behaviours in order to function as part of a group or team