KG1 Scope and Sequence SAMPLE

KG 1 Unit of Inquiry Curriculum Maps

Who We Are Central Idea People in our lives help us learn Lines of inquiry Different types of relationships How we connect with others How relationships help us discover more about ourselves Concepts K.C: Form, Connection, Causation R.C: Identity, Relationships, Communication Links to Emirati Culture: Emirati families and traditional tales, teachers of Islamic and Arabic, relationships with local people of importance, Leaders of the UAE Science Strands Learning Outcomes Approaches to Learning There are currently no science connections within this unit.

Social Studies Strands Learning Outcomes Approaches to Learning Social organization and culture • Identify boundaries within different types of • Orientate in relation to place and time relationships • Identify roles, rights and responsibilities in • Reflect on themselves to determine society different interests, skills, likes, dislikes, etc.)

• Investigate how to safely connect with others and form relationships • Determine how we communicate and play together Social Studies Strands Learning Outcomes National Education • Student is able to determine the sources and outcomes of authority in different positions (a president of a country, school principal, teacher, parents, etc.).

• Student is able to identify some of his/her rights and duties towards other individuals within a group (game arrangement, non-aggression towards others etc.).

• Student is able to recognize his/her national identity and some of its components • Student is able to identify himself/herself from others • Student is able to realize that he/she is an important member of his/her core family.

Student is able to discuss values of participation, cooperation and respect towards his/her family and kindergarten

Communication and Presentation

Evaluation of Sources and Use of Evidence Economics Language Strands Speaking and Listening ➢

The sounds of language are a symbolic way of representing ideas and objects. ➢ People communicate using different languages. ➢ Everyone has the right to speak and be listened to.

Written Language: Reading ➢

•

Student is able to make comparison and contrasts between his/her own feelings and others’ feelings.

• Student is able to anticipate others’ feelings in a number of simple situations.

• Student is able to express his/her opinion and support it with appropriate justification.

• Student is able to effectively participate in discussions related to problem solving and class situations (with the teacher’s help).

• Student is able to participate in a collective discussion to present experiences, and act roles and situations.

• Student is able to participate in activities that demonstrate his/her role in maintaining personal and public possessions Learning Outcomes • Listen to and enjoy stories read aloud; show understanding by responding in oral, written or visual form • Memorize and join in with poems, rhymes and songs • Follow classroom instructions, showing understanding • Describe personal experiences • Obtain simple information from accessible spoken texts • Distinguish beginning, medial and ending sounds of words with increasing accuracy • Follow two-step directions • Predict likely outcomes when listening to texts read aloud • Use language to address their needs, express feelings and opinions • Ask questions to gain information and respond to inquiries directed to themselves or to the class • Use oral language to communicate during classroom activities, conversations and imaginative play Talk about the stories, writing, pictures and models they have created • Make connections between personal experiences and storybook characters

The sounds of spoken language can be represented visually. ➢ Written language works differently from spoken language. ➢ Consistent ways of recording words or ideas enable members of a language community to communicate. ➢ People read to learn. ➢ The words we see and hear enable us to create pictures in our minds.

Written Language: Writing ➢ ➢

People write to communicate.

The sounds of spoken language can be represented visually (letters, symbols, characters).

• •

Write informally about their own ideas, experiences and feelings in a personal journal or diary, initially using simple sentence structures, for example, “I like …”, “I can …” , “I went to …”, “I am going to …”

Write to communicate a message to a particular audience, for example, a news story, instructions, a fantasy story

➢

Consistent ways of recording words or ideas enable members of a language community to understand each other’s writing. ➢ Written language works differently from spoken language.

• •

Visual Language Viewing and Presenting

•

➢

People use static and moving images to communicate ideas and information. ➢ Visual texts can immediately gain our attention. ➢ Viewing and talking about the images others have created helps us to understand and create our own presentations.

Math Strands Number • • •

•

Numbers are a naming system.

Numbers can be used in many ways for different purposes in the real world.

Numbers are connected to each other through a variety of relationships.

Making connections between our experiences with number can help us to develop number sense.

Data Handling • • •

We collect information to make sense of the world around us.

Organizing objects and events helps us to solve problems.

Events in daily life involve chance.

Measurement ➢ ➢ ➢

Measurement involves comparing objects and events.

Objects have attributes that can be measured using informal units.

Events can be ordered and sequenced

Arts Strands Drama, Visual Arts, Music

Create illustrations to match their own written text Illustrate their own writing and contribute to a class book or collection of published writing

Attend to visual information showing understanding through discussion, role play, illustrations • Talk about their own feelings in response to visual messages; show empathy for the way others might feel • Relate to different contexts presented in visual texts according to their own experiences, for example, “That looks like my uncle’s farm.”

• Connect visual information with their own experiences to construct their own meaning, for example, when taking a trip • Use body language in mime and role play to communicate ideas and feelings visually View different versions of the same story and discuss the effectiveness of the different ways of telling the same story, for example, the picture book version and the film/movie version of a story Learning Outcomes Approaches to Learning • Divide an object into two equal parts • Count, sort, match and compare • Describe grouping and sharing using objects, shapes and numbers everyday language • Recognize and continue patterns

•

• •

• • •

Collect data Predict what might occur in everyday situations

Compare the capacities of two containers using direct comparison Compare the masses of two objects by pushing, pulling, or hefting (describe using heavier and lighter) Sequence events in time

Learning Outcomes Drama

• •

• • •

(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

Responding ➢

We enjoy and experience different forms of arts. ➢ The art is a means of communication and expression. ➢ People make meaning through the use of symbols. ➢ People share art with others. ➢ We express our responses to artwork in a variety of ways. ➢ We reflect on our artwork and the work of others

Creating ➢ ➢ ➢ ➢ ➢

We can enjoy and learn from creating art.

The creative process involves joining in, exploring and taking risks.

In creating art, people make choices to construct meaning about the world around them.

We can express ourselves through arts.

Our experiences and imagination can inspire us to create.

PSPE Identity (PSED)

•

Engage in imaginative play using a range of stimuli • Develop the ability to cooperate and communicate with others in creating drama • Explore basic bodily movements and the use of space • Explore familiar roles, themes and stories dramatically • Create roles in response to props, set and costumes Work individually or in groups with confidence Visual Arts • Engage with, and enjoy a variety of visual arts experiences • Select tools, materials and processes for specific purposes • Combine different formal elements to create a specific effect • Realize that their artwork has meaning • Use their imagination and experiences to inform their art making • Create artwork in response to a range of stimuli • Take responsibility for the care of tools and materials • Take responsibility for their own and others’ safety in the working environment • Participate in individual and collaborative creative experiences Music • Participate in performing and creating music both individually and collectively.

• Distinguish the sounds of different instruments in music.

Conceptual Understandings • Knowing how we are similar to and different from others helps shape our understanding of self

• • • •

Express feelings, ideas, experiences and beliefs in a variety of ways Improve coordination, flexibility, agility, strength and fine motor skills Acquire audience skills such as listening and viewing responsively Interpret and present their own or others’ works to a range of audiences

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

• • Interactions (CL)

• • •

•

Active Living

• • • • • •

• •

Reflecting on our experiences helps us to understand ourselves better Positive thoughts help us to develop a positive attitude Group experiences depend on cooperation of group members Ideas and feelings can be communicated with others in a variety of modes Our relationships with others contribute to our well-being (for example, parent–child; teacher–student; friend–friend) There are norms of behaviour that guide interactions within different groups, and people adapt to these norms.

Our behaviour affects others Relationships require nurturing Begin to know that some daily practices can have an impact on our well-being. For example, getting good sleep.

Begin to observe changes in our bodies when we exercise. For example, our hearts beat fast when we run.

Our bodies change as we grow. For example, knowing that we have grown since being a baby.

We can explore our body’s capacity for movement. For example, travelling in different ways, jumping, running, hopping etc.

Our bodies can move creatively in response to different stimuli. For example, dancing to music.

Safe participation requires sharing space and following rules.

•

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

How the World Works Central Idea Light helps us find our way Lines of inquiry Different forms of light Why light is important How we use light in our lives Concepts K.C: Form, Causation, Function R.C: Light, Energy, Dependence, Amenities, Discovery, Navigation Links to Emirati Culture: UAE Space Centre, Emirati Astronauts – Emirati Artwork and artists Science Strands Forces and energy

Social Studies Strands Continuity and change through time

Learning Outcomes • Recognize that we need light to see things in the dark • Identify sources of light in the world • Investigate how light can reflect from different surfaces • Determine how we use light sources in the world and why they are important (sight, warmth, energy, navigation) • Categorize forms of artificial and natural light • Understand that light from the sun can be dangerous and that there are ways to protect their eyes • Discuss activities that happen during the daylight/ nighttime Learning Outcomes • Reflect on the impact that light has had on humanity throughout history • Recognize that light has supported navigation throughout history

Approaches to Learning • Use scientific vocabulary to explain their observations and experiences • Plan and carry out systematic investigations, manipulating variables as necessary • Consider scientific models and applications of these models (including their limitations)

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

Geography

Evaluation of Sources and Use of Evidence Language Strands Speaking and Listening ➢

The sounds of language are a symbolic way of representing ideas and objects. ➢ People communicate using different languages.

Everyone has the right to speak and be listened to.

Written Language: Reading • • • • ➢

The sounds of spoken language can be represented visually.

Written language works differently from spoken language.

Consistent ways of recording words or ideas enable members of a language community to communicate.

People read to learn.

The words we see and hear enable us to create pictures in our minds.

Written Language: Writing ➢ ➢ ➢ •

• Student is able to identify relative location of objects using special terms Student will be able to recognize geographical relationships of familiar locations in his/her environment • Student is able to access a single source of information • Student is able to collect information using his/her different senses.

• Learning Outcomes • Listen to and enjoy stories read aloud; show understanding by responding in oral, written or visual form • Memorize and join in with poems, rhymes and songs • Follow classroom instructions, showing understanding • Describe personal experiences • Obtain simple information from accessible spoken texts • Distinguish beginning, medial and ending sounds of words with increasing accuracy • Follow two-step directions • Predict likely outcomes when listening to texts read aloud • Use language to address their needs, express feelings and opinions • Ask questions to gain information and respond to inquiries directed to themselves or to the class • Use oral language to communicate during classroom activities, conversations and imaginative play Talk about the stories, writing, pictures and models they have created • Make connections between personal experience and storybook characters

People write to communicate.

The sounds of spoken language can be represented visually (letters, symbols, characters).

Consistent ways of recording words or ideas enable members of a language community to understand each other’s writing.

Written language works differently from spoken language.

• • • •

Write informally about their own ideas, experiences and feelings in a personal journal or diary, initially using simple sentence structures, for example, “I like …”, “I can …” , “I went to …”, “I am going to …”

Write to communicate a message to a particular audience, for example, a news story, instructions, a fantasy story Create illustrations to match their own written text Illustrate their own writing and contribute to a class book or collection of published writing

Visual Language Viewing and Presenting ➢ ➢ ➢

People use static and moving images to communicate ideas and information.

Visual texts can immediately gain our attention.

Viewing and talking about the images others have created helps us to understand and create our own presentations.

➢ Math Strands Data Handling •

We collect information to make sense of the world around us.

• Organizing objects and events helps us to solve problems.

Events in daily life involve chance.

Measurement ➢

•

Measurement involves comparing objects and events.

Objects have attributes that can be measured using informal units.

Events can be ordered and sequenced

➢

Arts Strands

➢

•

Attend to visual information showing understanding through discussion, role play, illustrations • Talk about their own feelings in response to visual messages; show empathy for the way others might feel • Relate to different contexts presented in visual texts according to their own experiences, for example, “That looks like my uncle’s farm.”

• Connect visual information with their own experiences to construct their own meaning, for example, when taking a trip • Use body language in mime and role play to communicate ideas and feelings visually View different versions of the same story and discuss the effectiveness of the different ways of telling the same story, for example, the picture book version and the film/movie version of a story Learning Outcomes Approaches to Learning • Collect data Predict what might occur in everyday situations

• • • • •

Identify the attribute of length as the measure of an object from end to end Compare lengths directly by placing objects side-by-side and aligning the ends Compare area using direct comparison Sequence events in time Learning Outcomes

• • • • •

• • •

Drama, Visual Arts, Music

Drama

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

Responding ➢

We enjoy and experience different forms of arts. ➢ The art is a means of communication and expression. ➢ People make meaning through the use of symbols. ➢ People share art with others. ➢ We express our responses to artwork in a variety of ways. ➢ We reflect on our artwork and the work of others

Creating ➢ ➢

•

Engage in imaginative play using a range of stimuli • Develop the ability to cooperate and communicate with others in creating drama • Explore basic bodily movements and the use of space • Explore familiar roles, themes and stories dramatically • Create roles in response to props, set and costumes Work individually or in groups with confidence

We can enjoy and learn from creating art.

The creative process involves joining in, exploring and taking risks. ➢ In creating art, people make choices to construct meaning about the world around them. ➢ We can express ourselves through arts.

Our experiences and imagination can inspire us to create.

Drama, Visual Arts, Music Responding ➢

We enjoy and experience different forms of arts. ➢ The art is a means of communication and expression. ➢ People make meaning through the use of symbols. ➢ People share art with others. ➢ We express our responses to artwork in a variety of ways. ➢ We reflect on our artwork and the work of others

Creating ➢ ➢ ➢ ➢

We can enjoy and learn from creating art.

The creative process involves joining in, exploring and taking risks.

In creating art, people make choices to construct meaning about the world around them.

We can express ourselves through arts.

Visual Arts • Engage with, and enjoy a variety of visual arts experiences • Select tools, materials and processes for specific purposes • Combine different formal elements to create a specific effect • Realize that their artwork has meaning • Use their imagination and experiences to inform their art making • Create artwork in response to a range of stimuli • Take responsibility for the care of tools and materials • Take responsibility for their own and others’ safety in the working environment • Participate in individual and collaborative creative experiences Music

• • • •

Express feelings, ideas, experiences and beliefs in a variety of ways Improve coordination, flexibility, agility, strength and fine motor skills Acquire audience skills such as listening and viewing responsively Interpret and present their own or others’ works to a range of audiences

➢

Our experiences and imagination can inspire us to create.

➢

PSPE

• •

Interactions Active Living

Record their personal, visual interpretation of elements of sound (for example, loud/soft, high/low, fast/slow).

Describe the differences in music.

• Learning Outcomes Caring for local environments fosters appreciation • Begin to know that some daily practices can have an impact on our well-being. For example, getting good sleep.

• Begin to observe changes in our bodies when we exercise. For example, our hearts beat fast when we run.

• Our bodies change as we grow. For example, knowing that we have grown since being a baby.

• We can explore our body’s capacity for movement. For example, travelling in different ways, jumping, running, hopping etc.

• Our bodies can move creatively in response to different stimuli. For example, dancing to music.

• Safe participation requires sharing space and following rules.

•

Approaches to Learning •

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

How we Express Ourselves Central Idea We Express our thoughts and feelings in many different ways Lines of inquiry Artists express ideas through creativity How we explore our creativity The stories behind our art Concepts K.C: Connection, Function, Perspective R.C: Imagination, Expression, Creativity, Performance Links to Emirati Culture: Emirati Authors, Emirati children’s tales, Emirati ice skater Science Strands Materials and Matter

Social Studies Strands Social organization and culture

Social Studies Strands History

National Education Language Strands

Learning Outcomes Approaches to Learning • Identify different types of • Observe carefully in order to gather materials that artists use data • Recognize that by mixing materials, we • Make and test predictions can make new materials Learning Outcomes Approaches to Learning • Recognize different people throughout • Formulate and ask questions about the history who have expressed their ideas, past, the future, places and society thoughts and feelings through the arts • Use and analyse evidence from a variety of • Explain why art is important to both society historical, geographical and societal and culture sources • Determine the role that art has played in • Orientate in relation to place and time documenting historical events • Recognize features of art from the past and present Learning Outcomes • Student is able to learn about historical stories, personalities, and places • Student is able to distinguish the pictures of Sheikh Zayed bin Sultan Al Nahyan and Sheikh Rashid bin Saeed Al Maktoum • Student is able to learn about events, incidents, personalities, and places from the past.

• Student is able to classify pictures of Emiratis and citizens from other countries based on national dress Student is able to recognize the union’s history (Photo of Sheikh Zayed and Sheikh Zayed) Learning Outcomes

Speaking and Listening ➢ ➢ ➢

The sounds of language are a symbolic way of representing ideas and objects.

People communicate using different languages.

Everyone has the right to speak and be listened to.

• • • • • • • • • • •

Written Language: Reading ➢ ➢ ➢ ➢ ➢

The sounds of spoken language can be represented visually.

Written language works differently from spoken language.

Consistent ways of recording words or ideas enable members of a language community to communicate.

People read to learn.

The words we see and hear enable us to create pictures in our minds.

Written Language: Writing ➢ ➢ ➢ ➢

People write to communicate.

The sounds of spoken language can be represented visually (letters, symbols, characters).

Consistent ways of recording words or ideas enable members of a language community to understand each other’s writing.

Written language works differently from spoken language.

Visual Language Viewing and Presenting ➢ ➢ ➢

• •

Listen to and enjoy stories read aloud; show understanding by responding in oral, written or visual form Memorize and join in with poems, rhymes and songs Follow classroom instructions, showing understanding Describe personal experiences Obtain simple information from accessible spoken texts Distinguish beginning, medial and ending sounds of words with increasing accuracy Follow two-step directions Predict likely outcomes when listening to texts read aloud Use language to address their needs, express feelings and opinions Ask questions to gain information and respond to inquiries directed to themselves or to the class Use oral language to communicate during classroom activities, conversations and imaginative play Talk about the stories, writing, pictures and models they have created Make connections between personal experience and storybook characters

People use static and moving images to communicate ideas and information.

Visual texts can immediately gain our attention.

Viewing and talking about the images others have created helps us to understand and create our own presentations.

• • •

• • •

Write informally about their own ideas, experiences and feelings in a personal journal or diary, initially using simple sentence structures, for example, “I like …”, “I can …” , “I went to …”, “I am going to …”

Write to communicate a message to a particular audience, for example, a news story, instructions, a fantasy story Create illustrations to match their own written text Illustrate their own writing and contribute to a class book or collection of published writing

Attend to visual information showing understanding through discussion, role play, illustrations Talk about their own feelings in response to visual messages; show empathy for the way others might feel Relate to different contexts presented in visual texts according to their own experiences, for example, “That looks like my uncle’s farm.”

•

Math Strands Number ➢ ➢ ➢ ➢

Numbers are a naming system.

Numbers can be used in many ways for different purposes in the real world.

Numbers are connected to each other through a variety of relationships.

Making connections between our experiences with number can help us to develop number sense.

Data Handling ➢ ➢ ➢

We collect information to make sense of the world around us.

Organizing objects and events helps us to solve problems.

Events in daily life involve chance.

Measurement ➢ ➢ ➢

➢

• •

• •

•

Shapes can be described and organized according to their properties.

Objects in our immediate environment have a position in space that can be described according to a point of reference.

Pattern and Function ➢

Patterns and sequences occur in everyday situations.

Patterns repeat and grow.

• •

Sequence events in time

• • • • •

• ➢

Collect data Predict what might occur in everyday situations

Measurement involves comparing objects and events.

Objects have attributes that can be measured using informal units.

Events can be ordered and sequenced

Shape and Space ➢

Connect visual information with their own experiences to construct their own meaning, for example, when taking a trip • Use body language in mime and role play to communicate ideas and feelings visually • View different versions of the same story and discuss the effectiveness of the different ways of telling the same story, for example, the picture book version and the film/movie version of a story Learning Outcomes Approaches to Learning • Use the language of money of the host • Count, sort, match and compare country (AED) objects, shapes and numbers

•

Sort three-dimensional objects and explain how they are sorted Predict and describe the movement of three-dimensional objects (eg: Can it roll?)

Identify and name circles, squares, triangles, and rectangles in pictures and the environment, and presented in different orientations Use everyday language to describe their position Recognize, describe, create, and continue repeating patterns using shapes or objects

•

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 Drama, Visual Arts, Music Responding ➢

We enjoy and experience different forms of arts. ➢ The art is a means of communication and expression. ➢ People make meaning through the use of symbols. ➢ People share art with others. ➢ We express our responses to artwork in a variety of ways. ➢ We reflect on our artwork and the work of others

Creating ➢ ➢ ➢ ➢ ➢

We can enjoy and learn from creating art.

The creative process involves joining in, exploring and taking risks.

In creating art, people make choices to construct meaning about the world around them.

We can express ourselves through arts.

Our experiences and imagination can inspire us to create.

Learning Outcomes Drama • Engage in imaginative play using a range of stimuli • Develop the ability to cooperate and communicate with others in creating drama • Explore basic bodily movements and the use of space • Explore familiar roles, themes and stories dramatically • Create roles in response to props, set and costumes • Work individually or in groups with confidence Visual Arts • Engage with, and enjoy a variety of visual arts experiences • Select tools, materials and processes for specific purposes • Combine different formal elements to create a specific effect • Realize that their artwork has meaning • Use their imagination and experiences to inform their art making • Create artwork in response to a range of stimuli • Take responsibility for the care of tools and materials • Take responsibility for their own and others’ safety in the working environment • Participate in individual and collaborative creative experiences Music • Explore sound as a means of expressing imaginative ideas.

• Express their responses to music in multiple ways (drawings, games, songs, dance, oral discussion).

Approaches to Learning • Express feelings, ideas, experiences and beliefs in a variety of ways • Improve coordination, flexibility, agility, strength and fine motor skills • Acquire audience skills such as listening and viewing responsively • Interpret and present their own or others’ works to a range of audiences

PSPE Identity Active Living

Learning Outcomes • Emotions, attitudes, and beliefs influence the way we act • Begin to know that some daily practices can have an impact on our well-being. For example, getting good sleep.

• Begin to observe changes in our bodies when we exercise. For example, our hearts beat fast when we run.

• Our bodies change as we grow. For example, knowing that we have grown since being a baby.

• We can explore our body’s capacity for movement. For example, travelling in different ways, jumping, running, hopping etc.

• Our bodies can move creatively in response to different stimuli. For example, dancing to music.

• Safe participation requires sharing space and following rules.

Approaches to Learning • Reflect on interactions with other

people, other living things and the wider world

Sharing the Planet Central Idea People care for animals in different ways Lines of inquiry Different animals in our lives and where they live How we take care of animals How animals grow and change over time Concepts K.C: Form, Responsibility, Change R.C: Animals, Habitats, Classification, Homes, Structures, Growth, Ownership Links to Emirati Culture: UAE eco systems, animal native to UAE, camel and goat farms Science Strands Living things

Learning Outcomes Approaches to Learning • Identify and/or name a variety of common • Observe carefully in order to gather data animals including fish, amphibians, • Make and test predictions reptiles, birds and mammals • Interpret and evaluate data gathered in • Observe and describe the characteristics order to draw conclusions of different animals • Consider scientific models and • Observe the needs of living things applications of these models (including • Describe and compare different places their limitations) animals live (domestic/ wild) • Name different habitats and identify animals that live there • Take responsibility for living things including animals, found in his/her environment • Observe how animals change and grow overtime Social Studies Strands Learning Outcomes Approaches to Learning There are currently no PYP Social Studies connections within this unit of inquiry.

Language Strands Learning Outcomes Speaking and Listening • Listen to and enjoy stories read aloud; show understanding by responding in oral, written or ➢ The sounds of language are a symbolic way of visual form representing ideas and objects.

• Memorize and join in with poems, rhymes and songs ➢ People communicate using different languages.

• Follow classroom instructions, showing understanding Everyone has the right to speak and be listened to.

• Describe personal experiences • Obtain simple information from accessible spoken texts

• • • • •

Written Language: Reading

Distinguish beginning, medial and ending sounds of words with increasing accuracy Follow two-step directions Predict likely outcomes when listening to texts read aloud Use language to address their needs, express feelings and opinions Ask questions to gain information and respond to inquiries directed to themselves or to the class • Use oral language to communicate during classroom activities, conversations and imaginative play • Talk about the stories, writing, pictures and models they have created Make connections between personal experience and storybook characters

➢

The sounds of spoken language can be represented visually. ➢ Written language works differently from spoken language. ➢ Consistent ways of recording words or ideas enable members of a language community to communicate. ➢ People read to learn.

The words we see and hear enable us to create pictures in our minds.

Written Language: Writing ➢ ➢ ➢ ➢

People write to communicate.

The sounds of spoken language can be represented visually (letters, symbols, characters).

Consistent ways of recording words or ideas enable members of a language community to understand each other’s writing.

Written language works differently from spoken language.

Visual Language Viewing and Presenting ➢

People use static and moving images to communicate ideas and information. ➢ Visual texts can immediately gain our attention. ➢ Viewing and talking about the images others have created helps us to understand and create our own presentations.

• • • • • • • • • •

Write informally about their own ideas, experiences and feelings in a personal journal or diary, initially using simple sentence structures, for example, “I like …”, “I can …” , “I went to …”, “I am going to …”

Write to communicate a message to a particular audience, for example, a news story, instructions, a fantasy story Create illustrations to match their own written text Illustrate their own writing and contribute to a class book or collection of published writing

Attend to visual information showing understanding through discussion, role play, illustrations Talk about their own feelings in response to visual messages; show empathy for the way others might feel Relate to different contexts presented in visual texts according to their own experiences, for example, “That looks like my uncle’s farm.”

Connect visual information with their own experiences to construct their own meaning, for example, when taking a trip Use body language in mime and role play to communicate ideas and feelings visually View different versions of the same story and discuss the effectiveness of the different ways of telling the same story, for example, the picture book version and the film/movie version of a story

➢

Math Strands Data Handling ➢

We collect information to make sense of the world around us. ➢ Organizing objects and events helps us to solve problems. ➢ Events in daily life involve chance.

Measurement

• • • •

Learning Outcomes Collect data Organize objects into a data display Interpret information presented in data displays Predict what might occur in everyday situations

Sequence events in time

Approaches to Learning

•

•

➢

Measurement involves comparing objects and events. ➢ Objects have attributes that can be measured using informal units.

Events can be ordered and sequenced ➢ Arts Strands

Learning Outcomes

• • • •

• • •

Drama, Visual Arts, Music Responding ➢ ➢ ➢

We enjoy and experience different forms of arts.

The art is a means of communication and expression.

People make meaning through the use of symbols.

Drama • Engage in imaginative play using a range of stimuli • Develop the ability to cooperate and communicate with others in creating drama • Explore basic bodily movements and the use of space

• •

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 Use mathematical vocabulary and symbols (including informal mathematics) Recognize and continue patterns (and relationships)

➢ ➢

People share art with others.

We express our responses to artwork in a variety of ways. ➢ We reflect on our artwork and the work of others

Creating ➢ ➢ ➢ ➢ ➢

We can enjoy and learn from creating art.

The creative process involves joining in, exploring and taking risks.

In creating art, people make choices to construct meaning about the world around them.

We can express ourselves through arts.

Our experiences and imagination can inspire us to create.

Arts Strands

Drama, Visual Arts, Music Responding ➢ ➢

We enjoy and experience different forms of arts.

The art is a means of communication and expression.

• • •

Explore familiar roles, themes and stories dramatically Create roles in response to props, set and costumes Work individually or in groups with confidence

Visual Arts • Engage with, and enjoy a variety of visual arts experiences • Select tools, materials and processes for specific purposes • Combine different formal elements to create a specific effect • Realize that their artwork has meaning • Use their imagination and experiences to inform their art making • Create artwork in response to a range of stimuli • Take responsibility for the care of tools and materials • Take responsibility for their own and others’ safety in the working environment Participate in individual and collaborative creative experiences Music • Use the voice and body to create musical patterns.

• Recognize that sound can be notated in a variety of ways.

• Learning Outcomes

Approaches to Learning

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Express feelings, ideas, experiences and beliefs in a variety of ways Improve coordination, flexibility, agility, strength and fine motor skills Acquire audience skills such as listening and viewing responsively

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People make meaning through the use of symbols. ➢ People share art with others. ➢ We express our responses to artwork in a variety of ways. ➢ We reflect on our artwork and the work of others

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As people grow and change they develop skills, understandings and abilities

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Interpret and present their own or others’ works to a range of audiences

Creating ➢ ➢

We can enjoy and learn from creating art.

The creative process involves joining in, exploring and taking risks. ➢ In creating art, people make choices to construct meaning about the world around them. ➢ We can express ourselves through arts. ➢ Our experiences and imagination can inspire us to create.

➢ PSPE ➢ Identity Interactions Active Living

Our behaviour affects others • Begin to know that some daily practices can have an impact on our well-being. For example, getting good sleep.

• Begin to observe changes in our bodies when we exercise. For example, our hearts beat fast when we run.

• Our bodies change as we grow. For example, knowing that we have grown since being a baby.

• We can explore our body’s capacity for movement. For example, travelling in different ways, jumping, running, hopping etc.

• Our bodies can move creatively in response to different stimuli. For example, dancing to music.

• Safe participation requires sharing space and following rules.

Approaches to Learning • Reflect on interactions with other people, other living things and the wider world