Grade 5 Scope and Sequence - SAMPLE

Grade 5 Unit of Inquiry Curriculum Maps

Shona Gastaldi – Head of Primary

Nafisa Mulla – PYP Coordinator

#ShapingYourFuture

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 Approaches to Learning Materials and matter • Identify the different features of plant and • Observe carefully in order to gather Living things animal cells data • Identify the structures of plants and animals • Use a variety of instruments and tools to measure data accurately • Recognize that plants and animals go through predictable life cycles • Plan and carry out systematic investigations, manipulating variables • Recognize that plants and animals develop as necessary characteristics to ensure their growth and survival within the conditions in which they • Use scientific vocabulary to explain live their observations and experiences • Explain the process of photosynthesis and cellular respiration • Describe how animals and plants are used for medicine and the consequences it may have

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Social Studies Strands Human systems and economic activities Continuity and change through time Resources and the environment

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 Learning Outcomes • 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

Approaches to Learning • Use and analyze evidence from a variety of historical, geographical and societal source

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 • Generate, develop and modify ideas and opinions through discussion • Spoken language can be used to • Appreciate that people speak and respond according to personal and cultural perspectives persuade and influence people.

• Use speech responsibly to inform, entertain and influence others • Metaphorical language creates strong • Understand and use figurative language such as simile, personification and metaphor visual images in our imagination.

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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

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Read a wide range of texts confidently, independently and with understanding

#ShapingYourFuture

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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 • •

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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.

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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

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Synthesizing information from visual texts is dependent upon personal interpretation and leads to new understanding.

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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 Learning Outcomes Approaches to Learning Number • Use simple formulae • Count, sort, match and compare objects, • The base 10 place value system shapes and numbers • Generate and describe linear number extends infinitely in two directions. sequences • Recognize and continue patterns (and • Fractions, decimal fractions, and relationships) • Express missing number problems percentages are ways of representing algebraically whole-part relationships.

• Use mathematical vocabulary and symbols • For fractional and decimal computation, • Find pairs of numbers that satisfy an equation (including informal mathematics) the ideas developed for whole number with two unknowns • Develop and implement/trial strategies for computation can apply.

• Enumerate possibilities of combinations of investigating a range of mathematical • Ratios are a comparison of two two variables questions or problems numbers or quantities.

• Select and use appropriate mathematics Measurement • Recognise that shapes with the same areas (operations, computations and units) to • Accuracy of measurements depends can have different perimeters and vice versa solve numerical and word problems on the situation and the precision of the • Recognise when it is possible to use formulae • Make reasonable estimates tool. for area and volume of shapes • Analyse, make predictions and infer from data

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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.

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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 Arts Strands Learning Outcomes Visual Arts, Music Visual Arts Creating • Students use a variety of materials, tools, and • We act on the responses to our artwork to techniques to determine solutions to design inform and challenge our artistic challenges development.

• Sculpture: an imaginary bug hotel made from • We explore a range of possibilities and clay, using basic hand building methods such perspectives to communicate in broader ways through our creative work. as making the piece with coils or slabs of clay • Arts provide opportunities to explore our or by pinching and pulling the clay (Sculpture) creative potential and engage in a personal • Students reflect throughout the creative artistic journey process to challenge their thinking and enact Reflecting new and unusual possibilities.

• Through exploring arts across cultures, places and times we can appreciate that Music people innovate.

• Read and write music in non-traditional • People communicate across cultures, places notation. and times through arts.

• Explain the role and relevance of music in • The arts provide us with multiple their own culture, its uses and associations perspectives. through place and time.

• We reflect and act on the responses to our creative work

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

PSPE Learning Outcomes • Reflect critically on the effectiveness of the group Interactions Active Living

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during and at the end of the process Reflect and act upon their preferences for physical activities in leisure time

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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 Approaches to Learning Approaches to Learning •

Understand the factors that contribute to a healthy lifestyle

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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 • Reflect on the roles of media in society • Assess the accuracy, validity and Social organization and culture possible bias of sources • Identify how the media is used to support economic activity • Identify roles, rights and responsibilities in society • Identify how culture impacts how messages are delivered in the media • Formulate and ask questions about the past, the future, places and society • Determine the meaning/ aim of different advertisements • Critically evaluate the messages embedded within different forms of media

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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 Learning Outcomes Speaking and Listening • Generate, develop and modify ideas and opinions through discussion • Spoken language can be used to persuade and • Appreciate that people speak and respond according to personal and cultural influence people. perspectives • Metaphorical language creates strong visual • Use speech responsibly to inform, entertain and influence others images in our imagination.

• Listeners identify key ideas in spoken language • Argue persuasively and justify a point of view and synthesize them to create their own • Show open-minded attitudes when listening to other points of view understanding.

• Participate appropriately as listener and speaker, in discussions, conversations, • People draw on what they already know in debates and group presentations 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.

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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

#ShapingYourFuture

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.

Math Strands

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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.

Learning Outcomes Approaches to Learning

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Number • • •

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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.

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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.

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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 debate or challenge views and perceptions

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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 1: Character and Morality CM9: Cognitive and emotional empathy

Pillar 2: The Individual and the community IC9: Taking responsibility for oneself and others

PSPE Identity Active Living

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.

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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 • 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

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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

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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 Learning Outcomes Approaches to Learning Earth and Space • Identify regular and irregular events in • Interpret and evaluate data gathered in order to draw conclusions time and space that occur in the solar • Identify or generate a question or system problem to be explored • Examine the impact of events that • Use scientific vocabulary to explain occur in the solar system on the Earth their observations and experiences • Investigate and explain how stars are • Consider scientific models and used for navigation applications of these models (including • Describe the movement of the Moon / their limitations) stars relative to the Earth • Demonstrate an understanding of other methods of navigation both past and

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Social Studies Strands Human systems and economic activities Continuity and change through time Human and natural environments

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 Learning Outcomes • 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).

Approaches to Learning • Formulate and ask questions about the past, the future, places and society • Use and analyse evidence from a variety of historical, geographical and societal sources • Orientate in relation to place and time

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 • 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

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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.

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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

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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.

•

Ratios are a comparison of two numbers or quantities.

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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 • Perform mental calculations, including • Count, sort, match and compare objects, • The base 10 place value system extends shapes and numbers with mixed operations and large infinitely in two directions. numbers • Recognize and continue patterns (and • Fractions, decimal fractions, and percentages • Solve problems with multiplication, relationships) are ways of representing whole-part division, addition and subtraction relationships.

• Use mathematical vocabulary and symbols • For fractional and decimal computation, the • Use knowledge of the order of (including informal mathematics) ideas developed for whole number computation operations to carry out calculations • Develop and implement/trial strategies for can apply. involving the four operations investigating a range of mathematical •

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.

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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

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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

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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

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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 Learning Outcomes • Recognise personal qualities, strengths Identity Active Living

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and limitations.

Reflect and act upon their preferences for physical activities in leisure time Identify realistic goals and strategies to improve personal fitness

#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 • 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

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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 • Determine what is causing climate • Identify or generate a question or Forces and energy problem to be explored change Living things • Observe carefully in order to gather • Investigate the global impact climate Earth and space data change has on climates, environments, • Use scientific vocabulary to explain and plant and animal populations their observations and experiences • Determine possible solutions to help • Interpret and evaluate data gathered in combat climate change order to draw conclusions • Recognize that living things are going extinct

#ShapingYourFuture

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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 Approaches to Learning • Determine the positive and negative • Identify roles, rights and responsibilities effects of managing and allocating in society resources and its impact on the • Access the accuracy, validity, and environment. 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 • Learning Outcomes Speaking and Listening • Generate, develop and modify ideas and opinions through discussion • Spoken language can be used to persuade and • Appreciate that people speak and respond according to personal and cultural influence people. perspectives • Metaphorical language creates strong visual • Use speech responsibly to inform, entertain and influence others images in our imagination.

• Listeners identify key ideas in spoken language • Argue persuasively and justify a point of view and synthesize them to create their own • Show open-minded attitudes when listening to other points of view understanding.

#ShapingYourFuture

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

•

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 • Math Strands • Learning Outcomes • Approaches to Learning Number • Identify the value of each digit in • Count, sort, match and compare objects, • The base 10 place value system extends numbers given to three decimal places shapes and numbers infinitely in two directions.

• Multiply and divide numbers by 10, 100 • Recognize and continue patterns (and • Fractions, decimal fractions, and percentages and 1000 giving answers up to three relationships) are ways of representing whole-part decimal places relationships.

• Use mathematical vocabulary and symbols • For fractional and decimal computation, the • Multiply on-digit numbers with up to two (including informal mathematics) ideas developed for whole number computation decimal places by whole numbers • Develop and implement/trial strategies for can apply.

• Use written division methods in cases investigating a range of mathematical • Ratios are a comparison of two numbers or where the answer has up to 2 decimal questions or problems quantities. places • Select and use appropriate mathematics • Solve problems which require answers (operations, computations and units) to to be rounded to specified degrees of solve numerical and word problems accuracy • Make reasonable estimates • Associate a fraction with division and • Analyse, make predictions and infer from calculate decimal fraction equivalents, data for example, 0.375 for a simple fraction Become confident and competent users of Recall and use equivalences between technology in mathematics learning simple fractions, decimals and percentages, including in different contexts Measurement • Solve problems involving the • Accuracy of measurements depends on the calculation and conversion of units of situation and the precision of the tool. measure, using decimal notation up to • Conversion of units and measurements allows three places where appropriate us to make sense of the world we live in.

• Use, read, write and convert between • A range of procedures exists to measure different attributes of objects and events. standard units, converting • measurements of length, mass, volume

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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 IC9: Taking responsibility for oneself and others

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.

• • • • •

•

• • •

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

•

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

Pillar 1: Character and Morality •

CM10: Moral character, virtue ethics

PSPE Active Living

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 • • •

• Interactions

•

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

Links to Emirati Culture: Bedouin Tribes; Yemen huts; Nomads Science Strands

Learning Outcomes

#ShapingYourFuture

Approaches to Learning

Forces and Energy

Social Studies Strands Human systems and economic activities Social organization and culture Continuity and change through time

•

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 Learning Outcomes • 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

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• • • •

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

Approaches to Learning • 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 • Generate, develop and modify ideas and opinions through discussion • Spoken language can be used to persuade and • Appreciate that people speak and respond according to personal and cultural influence people. perspectives • Metaphorical language creates strong visual • Use speech responsibly to inform, entertain and influence others images in our imagination.

• Listeners identify key ideas in spoken language • Understand and use figurative language such as simile, personification and and synthesize them to create their own metaphor •

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.

• • • •

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

•

• • •

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 • Read, write (order and compare) • Count, sort, match and compare objects, • The base 10 place value system extends shapes and numbers numbers up to 10 000 000 and infinitely in two directions. determine the value of each digit • Recognize and continue patterns (and • Fractions, decimal fractions, and percentages • Round any whole number to a required relationships) are ways of representing whole-part degree of accuracy relationships.

• Use mathematical vocabulary and symbols • For fractional and decimal computation, the • Use negative numbers in context, and (including informal mathematics) ideas developed for whole number computation calculate intervals across zero can apply.

• Solve number and practical problems Ratios are a comparison of two numbers or that involve all of the above quantities.

•

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.

#ShapingYourFuture

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.

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

•

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 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

#ShapingYourFuture

• • • • •

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

Approaches to Learning • Develop proficiency as dancers, actors, musicians and visual artists • Acquire audience skills such as listening and viewing responsively • Interpret and present their own or others’ works to a range of audiences • Evaluate the different roles of artists in society such as to entertain, provoke

• • • •

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 4: Civic Studies CIS1: Settlement, family and kinship in the UAE

PSPE Identity Active Living

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.

•

• •

debate or challenge views and perceptions Create and critique choreographed performance, plays, compositions and artwork using a selection of tools and techniques Express feelings, ideas, experiences and beliefs in a variety of ways Improve coordination, flexibility, agility, strength and fine motor skills

Learning Outcomes • Describe 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

• •

Understand the factors that contribute to a healthy lifestyle Reflect on the development of his/her own personal, social and physical well-being

Who We Are Central Idea (Exhibition) Through reflection and collaboration, humans can begin to solve global problems

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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

Links to Emirati Culture: Students are encouraged to make local connections through their lines of inquiry.

Science Strands Learning Outcomes Approaches to Learning This unit of inquiry includes a variety of scientific connections from across and beyond the curriculum.

Social Studies Strands Learning Outcomes 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 Learning Outcomes Speaking and Listening • Generate, develop and modify ideas and opinions through discussion • Spoken language can be used to persuade and • Appreciate that people speak and respond according to personal and cultural influence people. perspectives • Metaphorical language creates strong visual • Use speech responsibly to inform, entertain and influence others images in our imagination.

#ShapingYourFuture

• •

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.

• • • • •

• •

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 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.

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.

Number • •

The base 10 place value system extends infinitely in two directions.

Fractions, decimal fractions, and percentages are ways of representing whole-part relationships.

•

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 Learning Outcomes Approaches to Learning • Interpret and construct line graphs and • Count, sort, match and compare objects, pie charts and use these to solve shapes and numbers problems • Recognize and continue patterns (and • Calculate and interpret the mean as an relationships) average • Use mathematical vocabulary and symbols • Use knowledge of scales to read (including informal mathematics) information accurately • Develop and implement/trial strategies for • Explore graphs that show more than investigating a range of mathematical one set of data questions or problems • Illustrate and name parts of circles, • Select and use appropriate mathematics using the words radius, diameter, (operations, computations and units) to centre and circumference confidently solve numerical and word problems • Apply understanding of calculating • Make reasonable estimates percentages of amounts to interpret pie • Analyse, make predictions and infer from charts data • Solve problems involving the relative • Become confident and competent users of sizes of two quantities where missing technology in mathematics learning 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

#ShapingYourFuture

• •

For fractional and decimal computation, the ideas developed for whole number computation can apply.

Ratios are a comparison of two numbers or quantities.

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 IC9: Taking responsibility for oneself and others

(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 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.

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

Learning Outcomes • Demonstrate an awareness of 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

PSPE Identity

Active Living

Learning Outcomes • 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

#ShapingYourFuture

Approaches to Learning •

Use cooperative behaviours in order to function as part of a group or team