KG2 Scope and Sequence SAMPLE

KG 2 Unit of Inquiry Curriculum Maps

Shona Gastaldi – Head of Primary

Laura Soutar – Head of Early Years

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Who We Are Central Idea Celebrations highlight important traditions within a culture Lines of inquiry Features of celebrations from around the world Reasons for people and cultures to celebrate How we organize celebrations throughout the year Concepts K.C: Form, Connection, Function R.C: Culture, Celebration, Tradition, Ritual Links to Emirati Culture: Science Strands Learning Outcomes There are currently no science connections within this unit of inquiry.

Social Studies Strands Learning Outcomes Social organization and culture • Explain why a particular celebration is Continuity and change through time important in his or her own life • Suggest reasons for various celebrations around the world • Identify and compare traditions and celebrations observed by others in the class • Use a variety of sources to gain information about celebrations from both a historical and a cultural perspective • Create graphs and charts to organize and interpret information [Type here]

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Approaches to Learning Approaches to Learning • Use and analyse evidence from a variety of historical, geographical and societal sources • Orientate in relation to place and time

•

Social Studies Strands History National Education

Geography 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 ➢ ➢

People write to communicate.

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

Use a calendar to organize monthly and yearly celebrations • Plan for a celebration Learning Outcomes • Student is able to narrate events sequentially using words indicating time • Student is able to distinguish between different cultures • Student is able to determine the sources and Outcomes of authority in different positions • Student is able to identify some of his/her rights and duties towards other individuals within a group • Student is able to discuss values of participation, cooperation and respect towards his/her family and kindergarten • Student is able to design simplified drawings (maps) of familiar places Learning Outcomes • Listen to and enjoy stories read aloud; show understanding by responding in oral, written or visual form • Describe personal experiences • 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 Memorize and join in with poems, rhymes and songs • Select and reread favourite texts for enjoyment • Read and understand familiar print from the immediate environment, for example, signs, advertisements, logos, ICT iconography • Make connections between personal experience and storybook characters • Participate in learning engagements involving reading aloud—taking roles and reading dialogue, repeating refrains from familiar stories, reciting poems.

• • •

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

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➢

➢

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 (To be changed Aug 23) 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 non-standard 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 Use body language in mime and role play to communicate ideas and feelings visually Observe and discuss illustrations in picture books and simple reference books, commenting on the information being conveyed

Learning Outcomes • Divide an object into two equal parts • Recognize and describe halves and quarters • Identify and use simple fraction names in reallife situations • Understand whole/part relationships

• • • • • • • • •

Collect data Create pictographs to display data Interpret information presented in data displays Record data using tally marks Describe familiar events as being possible or impossible Name the months Tell time on the hour on analog clocks Describe observations about events in real-life situations Order days of the week

Learning Outcomes

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

Approaches to Learning

Drama, Visual Arts, Music Creating ➢

We can communicate our ideas, feelings and experiences through our artwork. ➢ We solve problems during the creative process by thinking critically and imaginatively. Applying a range of strategies helps us to express ourselves. ➢ We are receptive to the value of working individually and collaboratively to create art

Responding ➢

We are receptive to art practices and artworks from different cultures, places and times (including our own). ➢ People communicate ideas, feelings and experiences through the arts. ➢ We can reflect on and learn from the different stages of creating. ➢ There is a relationship between the artist and the audience

PSPE Interactions

Drama • Share drama with different audiences by participating, listening and watching • Identify with characters through role-play development • Use performance as a problem-solving tool • Work cooperatively towards a common goal, taking an active part in a creative experience • Make use of simple performance conventions to share ideas • Consider and maintain appropriate behaviours in drama, as an audience member or as a performer Value and develop imaginary roles or situations.

Visual Arts • Combine different formal elements to create a specific effect and use their imagination and experiences to inform their art making.

• Identify the materials and processes used in the creation of art work.

Music • Express one or more moods/feelings in a musical composition.

• Sing individually and in unison.

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Learning Outcomes • Participation in a group can require group members to take on different roles and responsibilities.

• Accepting others into a group builds openmindedness.

Approaches to Learning • Use cooperative behaviours in order to function as part of a group or team • Reflect on interactions with other people, other living things and the wider world

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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

Active Living

• • • • • •

Know that some daily practices can have an impact on our well-being. For example, getting good sleep.

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.

To understand that safe participation requires sharing space and following rules.

•

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How We Express Ourselves Central Idea We can relate to the stories we read Lines of inquiry What stories need How we connect with stories What stories teach us Concepts K.C: Form, Connection, Perspective R.C: Structure, Audience, Meaning

Links to Emirati Culture: Science Strands Learning Outcomes Approaches to Learning There are currently no science connections within this unit of inquiry.

Social Studies Strands Learning Outcomes Approaches to Learning Social organization and culture • Engage in storytelling activities about • Formulate and ask questions about the past, Continuity and change through time themselves, their families and others the future, places and society • Reflect on where stories come from and why • Use and analyse evidence from a variety of they are told historical, geographical and societal sources • Recognize we identify with different characters • Orientate in relation to place and time and places in the stories we read UAE Social Studies Strands Learning Outcomes Communication and Presentation of Results • Student is able to make comparisons 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 reasons.

Student is able to effectively participate in discussions related to problem solving and class situations (with the teacher’s help) History • Student is able to associate personalities, places and events Student is recognize stories about events, personalities and places from the past Language Strands Learning Outcomes [Type here]

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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 ➢ ➢ ➢

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 (To be changed Aug 23)

• • • • • • • • •

• • •

• • • •

Listen to and enjoy stories read aloud; show understanding by responding in oral, written or visual form Describe personal experiences 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 Memorize and join in with poems, rhymes and songs Select and reread favourite texts for enjoyment Read and understand familiar print from the immediate environment, for example, signs, advertisements, logos, ICT iconography Make connections between personal experience and storybook characters Participate in learning engagements involving reading aloud—taking roles and reading dialogue, repeating refrains from familiar stories, reciting poems.

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 Observe and discuss illustrations in picture books and simple reference books, commenting on the information being conveyed Talk about their own feelings in response to visual messages; show empathy for the way others might feel Use body language in mime and role play to communicate ideas and feelings visually

Learning Outcomes

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Approaches to Learning

Measurement ➢ ➢ ➢

Shape and Space ➢ ➢

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Measurement involves comparing objects and events.

Objects have attributes that can be measured using non-standard units.

Events can be ordered and sequenced.

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.

➢ ➢

Patterns and sequences occur in everyday situations.

Patterns repeat and grow.

Arts Strands Drama, Visual Arts, Music Creating ➢

We can communicate our ideas, feelings and experiences through our artwork. ➢ We solve problems during the creative process by thinking critically and imaginatively. Applying a range of strategies helps us to express ourselves. ➢ We are receptive to the value of working individually and collaboratively to create art

Responding ➢

We are receptive to art practices and artworks from different cultures, places and times (including our own).

• • •

• • • • •

Pattern & Function

Describe familiar events as being possible or impossible

• •

Begin to use formal names to identify threedimensional objects Compare the characteristics of threedimensional and two-dimensional shapes Represent two-dimensional shapes using a variety of materials Identify and draw straight and curved lines Use everyday language to describe the position of an object Recognize, describe, create, and continue repeating patterns using symbols and pictures Continue simple number patterns that increase or decrease

Learning Outcomes Drama • Share drama with different audiences by participating, listening and watching • Identify with characters through role-play development • Use performance as a problem-solving tool • Work cooperatively towards a common goal, taking an active part in a creative experience • Make use of simple performance conventions to share ideas • Consider and maintain appropriate behaviours in drama, as an audience member or as a

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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 • Create and critique choreographed performance, plays, compositions and artwork using a selection of tools and techniques

➢ ➢ ➢

People communicate ideas, feelings and experiences through the arts.

We can reflect on and learn from the different stages of creating.

There is a relationship between the artist and the audience

PSPE Identity

Active Living

performer Value and develop imaginary roles or situations.

Music • Explore vocal sounds, rhythms, instruments, timbres to communicate ideas and feelings.

• Explore individually or collectively a musical response to a narrated story.

Visual Arts • Students will engage with and enjoy a variety of visual arts experiences and will participate in individual and collaborative creative experiences.

• Students will make personal connections to their artworks and will begin to analyze the relationships within an artwork in order to construct meaning.

Learning Outcomes • Understanding and respecting other peoples’ perspectives helps us to develop empathy.

• Identifying and understanding our emotions helps us to regulate our behaviour • Different challenges and situations require different strategies • There are many factors that contribute to a person’s individual identity • Know that some daily practices can have an impact on our well-being. For example, getting good sleep.

• 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.

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Express feelings, ideas, experiences and beliefs in a variety of ways Improve coordination, flexibility, agility, strength and fine motor skills

Approaches to Learning • Reflect on the development of his/her own personal, social and physical well-being • Reflect on interactions with other people, other living things and the wider world

• • •

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.

To understand that safe participation requires sharing space and following rules.

•

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Where We Are in Place and Time Central Idea People and places change over time Lines of inquiry How our personal histories impact our identity How the past influences the present and future How people and places develop and change over time Concepts K.C: Perspective, Connection, Change R.C: Chronology, Identity, History, Progress, Influence, Design

Links to Emirati Culture: Science Strands Materials and Matter

Social Studies Strands Social organization and culture Continuity and change through time

Learning Outcomes • To understand that people/places change over time.

• Develop a concept of time, past/present/future.

• Use different materials to create futuristic buildings.

Learning Outcomes • Use primary sources (such as parents and grandparents) to identify reasons for documenting personal history • Talk about the different ways in which family history can be documented • Determine place events from his or her life in chronological order (for example, using personal photos)

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Approaches to Learning • Observe carefully in order to gather data

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Identify or generate a question or problem to be explored

Use scientific vocabulary to explain their observations and experiences • Interpret and evaluate data gathered in order to draw conclusions 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

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Social Studies Strands History National Education

Evaluation of Sources

Geography 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

Identify changes he or she has undergone from birth to present (for example, discuss with classmates what changes their families have undergone in their lifetimes) • Explore how families and experiences influence the individual • Represent people, events and places chronologically • Identify changes that have happened and how we can prevent this from happening in the future Learning Outcomes • Student is able to recognise historical stories, personalities and places • Student is able to describe the role played by national personalities in his/her community • Student is able to recognize the national identity and its elements • Student is able to distinguish himself/herself from others • Student is able to realise that he/she is an important member of his/her family and hold it dear • Student is able to recognise the Union’s history • Student is able to present information he/she has collected in different ways Student is able to participate in a collective discussion to present experiences, and act roles and situations • Student is able to deduce the importance of places in his/her neighborhood • Student is able to identify the geographical connection between familiar places in his/her society Learning Outcomes • Listen to and enjoy stories read aloud; show understanding by responding in oral, written or visual form • Describe personal experiences • 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 •

Select and reread favourite texts for enjoyment

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➢ ➢ ➢

➢ ➢

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.

Math Strands (To be changed Aug 23) 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.

• • • • • • • •

Read and understand familiar print from the immediate environment, for example, signs, advertisements, logos, ICT iconography Make connections between personal experience and storybook characters Participate in learning engagements involving reading aloud—taking roles and reading dialogue, repeating refrains from familiar stories, reciting poems.

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 To be able to write a recount of a story/experience Can use appropriate vocabulary Can produce writing with developed ideas, independently, that can be read without help 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 Use body language in mime and role play to communicate ideas and feelings visually Observe and discuss illustrations in picture books and simple reference books, commenting on the information being conveyed

Learning Outcomes • Use the language of money of the host country (AED) • Recognize different coins and notes in the monetary system of the host country (AED)

Approaches to Learning

• • •

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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)

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.

•

Describe familiar events as being possible or impossible

•

•

• • • Arts Strands Drama, Visual Arts, Music Creating ➢

We can communicate our ideas, feelings and experiences through our artwork. ➢ We solve problems during the creative process by thinking critically and imaginatively. Applying a range of strategies helps us to express ourselves. ➢ We are receptive to the value of working individually and collaboratively to create art

Responding ➢

➢ ➢ ➢

We are receptive to art practices and artworks from different cultures, places and times (including our own).

People communicate ideas, feelings and experiences through the arts.

We can reflect on and learn from the different stages of creating.

There is a relationship between the artist and the audience

Learning Outcomes Drama • Share drama with different audiences by participating, listening and watching • Identify with characters through role-play development • Use performance as a problem-solving tool • Work cooperatively towards a common goal, taking an active part in a creative experience • Make use of simple performance conventions to share ideas • Consider and maintain appropriate behaviours in drama, as an audience member or as a performer Value and develop imaginary roles or situations.

Music • Create music to represent different cultures and styles.

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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 • 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

•

Recognize music from a basic range of cultures and styles.

Visual Arts • Select tools, materials and processes for a specific purpose and realize that all artwork has meaning.

• Show curiosity and ask questions about artworks and their processes and make personal connections to them.

PSPE Identity

Active Living

Conceptual Understandings • There are many factors that contribute to a person’s individual identity • A person's self-concept can grow and change with experience • Know that some daily practices can have an impact on our well-being. For example, getting good sleep.

• 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.

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Approaches to Learning • There are many factors that contribute to a person’s individual identity • A person's self-concept can grow and change with experience •

• • •

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.

To understand that safe participation requires sharing space and following rules.

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How We Organize Ourselves Central Idea Plants go through a process of change that impacts our world Lines of inquiry The needs of plants in order to survive How plants influence our daily lives Why we need to protect things that grow Concepts K.C: Causation, Connection, Responsibility R.C: Life Cycles, Plant Diversity, Growth, Transformation, Energy, Interdependence

Links to Emirati Culture: Science Strands Living things

Learning Outcomes • Order and explain the lifecycle stages of a plant • Identify the common components of life cycles (for example, birth, growth, maturity, reproduction, death) • Compare simple life cycles of different plants • Identify the basic parts of a plants and understand how they are used by other living things (plants, shelter, tools, products) • Be aware of the role of plants in sustaining life (providing food/ oxygen) • Discuss the needs of a plant including the sun as a source of energy • Name different types of plants from a variety of habitats • Show responsibility when taking care of plants

Forces and energy

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Recognize the sun as a form of energy

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Approaches to Learning • Observe carefully in order to gather data • Use a variety of instruments and tools to measure data accurately • Use scientific vocabulary to explain their observations and experiences • Identify or generate a question or problem to be explored • Make and test predictions

• Earth and Space Social Studies Strands Resources and the natural environment

UAE Social Studies Strands Economics

Evaluation of Sources and Uses of Evidence Geography

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

Explore the sun’s role as a source of energy within the life cycle of a plant • Reflect on the impact of air on living things and its role within the life cycle of a plant Learning Outcomes • Identify how people interact with the natural environment • Recognize a variety of natural resources that humans use • • • •

Approaches to Learning • Use and analyse evidence from a variety of historical, geographical and societal sources • Identify roles, rights and responsibilities in society

Student is able to recognise the basic concepts and terms of economics Student is able to classify natural resources in his/her country Student is able to show his/her role in natural resources conservation Student is able to participate in awareness activities related to the importance of natural resources conservation Student is able to solve some problems related to limited resources • Student is able to access a single source of information Student is able to collect information using his/her different senses • Student is able to explain relationships between natural local environments and how such relationships affect human activities in each of these environments • Student is able to discuss how humans affect the surrounding environment Student is able to distinguish between common human activities in different environments and his/her own local environment Learning Outcomes • Listen to and enjoy stories read aloud; show understanding by responding in oral, written or visual form • Describe personal experiences • 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 •

Select and reread favourite texts for enjoyment

[Type here]

#ShapingYourFuture

➢ ➢ ➢

➢ ➢

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.

Math Strands (To be changed Aug 23) 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.

• • •

• • •

• • • • •

Read and understand familiar print from the immediate environment, for example, signs, advertisements, logos, ICT iconography Make connections between personal experience and storybook characters Participate in learning engagements involving reading aloud—taking roles and reading dialogue, repeating refrains from familiar stories, reciting poems.

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 Locate familiar visual texts in magazines, advertising catalogues, and connect them with associated products Show their understanding that visual messages influence our behaviour Use body language in mime and role play to communicate ideas and feelings visually Observe and discuss illustrations in picture books and simple reference books, commenting on the information being conveyed

Learning Outcomes • Describe familiar events as being possible or impossible

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Approaches to Learning • Count, sort, match and compare objects, shapes and numbers • Recognize and continue patterns (and relationships) • Use mathematical vocabulary and symbols (including informal mathematics)

Measurement ➢ ➢ ➢

Measurement involves comparing objects and events.

Objects have attributes that can be measured using non-standard units.

Events can be ordered and sequenced.

• • • • • • • • • • •

Arts Strands Drama, Visual Arts, Music Creating ➢

We can communicate our ideas, feelings and experiences through our artwork. ➢ We solve problems during the creative process by thinking critically and imaginatively. Applying a range of strategies helps us to express ourselves. ➢ We are receptive to the value of working individually and collaboratively to create art

Responding ➢

➢

We are receptive to art practices and artworks from different cultures, places and times (including our own).

People communicate ideas, feelings and experiences through the arts.

Compare lengths (longer, shorter) and describe distance (nearer, further) Record comparisons informally Estimate the larger of two areas and compare using direct comparison Record comparisons informally Compare the volumes of two objects by direct observation Record comparisons informally Use informal units of measurement to solve real life situations involving capacity Compare the masses of two objects by using an equal arm balance Record comparisons informally Describe observations about the mass of objects in real-life situations Use informal units of measurement to solve problems about mass

Learning Outcomes Drama • Share drama with different audiences by participating, listening and watching • Identify with characters through role-play development • Use performance as a problem-solving tool • Work cooperatively towards a common goal, taking an active part in a creative experience • Make use of simple performance conventions to share ideas • Consider and maintain appropriate behaviours in drama, as an audience

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• • • • •

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 • 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

➢ ➢

We can reflect on and learn from the different stages of creating.

There is a relationship between the artist and the audience

PSPE Active Living

member or as a performer Value and develop imaginary roles or situations.

Music • Read and perform simple musical patterns and phrases.

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

Visual Arts • Create artwork in response to different stimuli and will take responsibility for the care of tools and materials.

• Describe what they notice about an artwork and identify the materials used to create this artwork.

Learning Outcomes • Know that some daily practices can have an impact on our well-being. For example, getting good sleep.

• 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.

• To understand that safe participation requires sharing space and following rules.

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

Approaches to Learning • Reflect on the development of his/her own personal, social and physical well-being • Reflect on interactions with other people, other living things and the wider world