Pre-K Scope and Sequence SAMPLE 1

Pre-K 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 There are many kinds of families in the world Lines of inquiry My family Who I am as an individual How we are the same and different to others Concepts K.C: Form, Perspective, connection R.C: Family, Identity, Genetics Links to Emirati Culture: Look at the Emirati flag and compare to flags from other countries. Introducing the National Anthem.

Show where Dubai is in the world.

Science Strands Living things

Social Studies Strands Social organization and culture Human systems and economic activity

Learning Outcomes • Name different body parts • Observe and discuss the different features of people • Explain that some features are the same or different Learning Outcomes • Identify the family he or she belongs to (for example, draw and describe pictures of the different people they have in their family) • Talk about family (members, roles routines, events) • Talk about themselves as individuals

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Approaches to Learning • Observe carefully in order to gather data

Approaches to Learning • Formulate and ask questions about the past, the future, places and society • Identify roles, rights and responsibilities in society

• Language Strands Speaking and Listening ➢ Spoken words connect us with others. ➢ People listen and speak to share thoughts and feelings. ➢ People ask questions to learn from others.

Written Language: Reading ➢ Illustrations convey meaning. ➢ Print conveys meaning. ➢ People read for pleasure. ➢ Stories can tell about imagined worlds.

Printed information can tell about the real world. ➢ There are established ways of setting out print and organizing books Written Language: Writing ➢ Writing conveys meaning. ➢ People write to tell about their experiences, ideas and feelings. ➢ Everyone can express themselves in writing. ➢ Talking about our stories and pictures helps other people to understand and enjoy them

Recognize social features that make them the same/ different to others

Learning Outcomes • Use gestures, actions, body language and/or words to communicate needs and to express ideas • Listen and respond to picture books, demonstrating their understanding through gestures, expression and/or words • Name classmates, teachers and familiar classroom and playground objects • Tell their own stories using words, gestures or objects • Join in with poems, rhymes, songs and repeated phrases in shared books • Realize that people speak different languages Use the mother tongue (with translation, if necessary) to express needs and explain ideas • Use gestures, actions, body language and/ or words to communicate needs and to express ideas • Enjoy listening to stories • Join in with chants, poems, songs, word games and clapping games, gaining familiarity with the sounds and patterns of the language of instruction.

• Show curiosity, examine and ask questions about pictures or text.

• Listen attentively and respond to stories read aloud • Participate in shared reading, joining in with rhymes, refrains and repeated text as they gain familiarity • Make connections to their own experience when listening to or “reading” texts • Express opinions about the meaning of a story. Show empathy for characters in a story • • •

Choose to write as play, or in informal situations, for example, filling in forms in a pretend post office, writing a menu or wish list for a party Listen and respond to shared books (enlarged texts), observing conventions of print, according to the language(s) of instruction Begin to discriminate between letters/characters, numbers and symbols

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Visual Language: Viewing and Presenting ➢ Visual language is all around us. ➢ The pictures, images, and symbols in our environment have meaning. ➢ We can enjoy and learn from visual language.

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.

Shape and Space ➢ Shapes can be described and organized according to their properties. ➢ Objects in our immediate environment have a position in space that can be

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Attend to visual information showing understanding through play, gestures, facial expression • Reveal their own feelings in response to visual presentations, for example, by showing amusement, curiosity, surprise • Make personal connections to visual texts, for example, a picture book about children making friends in a new situation • Use body language to communicate and to convey understanding, for example, pointing, gesturing, facial expressions • Select and incorporate colours, shapes, symbols and images into visual presentations • Show appreciation of illustrations in picture books by selecting and rereading familiar books, focusing on favourite pages • Locate and use appropriate ICT iconography to activate different devices, for example, computer games, CD player, television Learning Outcomes Approaches to Learning • Collect data about themselves • Count, sort, match and compare objects, shapes and numbers • Organize information into a data • Recognize and continue patterns (and display relationships) • Use mathematical vocabulary and symbols (including informal • Identify and describe when events or mathematics) activities occur in everyday situations • Develop and implement/trial strategies for investigating a range of mathematical questions or problems • Select and use appropriate mathematics (operations, computations • Give and follow simple directions and units) to solve numerical and word problems • Make reasonable estimates

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described according to a point of reference.

Pattern and Function ➢ Patterns and sequences occur in everyday situations. ➢ Patterns repeat and grow.

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.

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Recognize, describe, create, and continue repeating patterns using sounds or actions

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

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• •

Analyse, make predictions and infer from data Become confident and competent users of technology in mathematics learning

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

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

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 vocal sounds, rhythms and instruments to express feelings or ideas.

• Use voice to imitate sounds and learn songs.

Conceptual Understandings • Each person is an individual • Knowing how we are similar to and different from others helps shape our understanding of self

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Approaches to Learning • •

Reflect on the development of his/her own personal, social and physical well-being Use cooperative behaviours in order to function as part of a group or team

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Reflecting on our experiences helps us • Tidy Turtles, Listening Lions, Sharing Sheep and Friendly Frogs. to understand ourselves better Interactions • Interacting with others can be fun Active Living • Begin to know someWorks daily practices How the that World can have anCentral impact Idea on our well-being.

For example, getting good sleep.

Our environments can be explored in many ways • Begin to observe Lines ofchanges inquiry in our bodies when we exercise.

For example, our What we can explore hearts beat fast we to run.

How we use ourwhen senses explore •How Our change to ascreate we grow. webodies use materials newFor things example, knowing that we have grown Concepts since baby.

K.C:being Form,a Connection, Change • We can explore our body’s capacityinnovation for R.C: Exploration, Senses, uses of materials, movement. For example, travelling in different ways,tojumping, Links to Emirati Culture: What materials are natural Dubai? running, What materials can they find in their environment? What hopping etc. materials are the buildings made of in Dubai?

•Learning Our bodies can move creatively in Science Strands Outcome Approaches to Learning response to different stimuli.

For Materials and Matter • Identify some materials in their • Observe carefully in order to gather example, dancing to music. environment data •• Safe participation requires sharing Identify the different senses: smell, space and following rules. taste, sight, sound, and feeling • Use senses to explore a variety of things • Describe observable properties of familiar things Social Studies Strands Learning Outcome Approaches to Learning There are currently no Social Studies connections within this unit of inquiry.

Language Strands Learning Outcome Speaking and Listening • Use gestures, actions, body language and/or words to communicate needs and to ➢ Spoken words connect us with others. express ideas ➢ People listen and speak to share thoughts and feelings.

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➢ People ask questions to learn from others.

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Written Language: Reading ➢ ➢ ➢ ➢

Illustrations convey meaning.

Print conveys meaning.

People read for pleasure.

Stories can tell about imagined worlds.

Printed information can tell about the real world. ➢ There are established ways of setting out print and organizing books

Written Language: Writing ➢ Writing conveys meaning. ➢ People write to tell about their experiences, ideas and feelings. ➢ Everyone can express themselves in writing. ➢ Talking about our stories and pictures helps other people to understand and enjoy them

• • • • • • • • •

Visual Language: Viewing and Presenting

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➢ Visual language is all around us. ➢ The pictures, images, and symbols in our environment have meaning.

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Listen and respond to picture books, demonstrating their understanding through gestures, expressions and/or words Name classmates, teachers and familiar classroom and playground objects Tell their own stories using words, gestures or objects Join in with poems, rhymes, songs and repeated phrases in shared books Realize that people speak different languages Use the mother tongue (with translation, if necessary) to express needs and explain ideas Use gestures, actions, body language and/ or words to communicate needs and to express ideas Enjoy listening to stories Join in with chants, poems, songs, word games and clapping games, gaining familiarity with the sounds and patterns of the language of instruction.

Show curiosity, examine and ask questions about pictures or text.

Listen attentively and respond to stories read aloud Participate in shared reading, joining in with rhymes, refrains and repeated text as they gain familiarity Make connections to their own experience when listening to or “reading” texts Express opinions about the meaning of a story Show empathy for characters in a story Choose to write as play, or in informal situations, for example, filling in forms in a pretend post office, writing a menu or wish list for a party Listen and respond to shared books (enlarged texts), observing conventions of print, according to the language(s) of instruction Begin to discriminate between letters/characters, numbers and symbols

Attend to visual information showing understanding through play, gestures, facial expression Reveal their own feelings in response to visual presentations, for example, by showing amusement, curiosity, surprise

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➢ We can enjoy and learn from visual language.

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.

Shape and Space ➢ 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.

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Make personal connections to visual texts, for example, a picture book about children making friends in a new situation • Use body language to communicate and to convey understanding, for example, pointing, gesturing, facial expressions • Select and incorporate colours, shapes, symbols and images into visual presentations • Show appreciation of illustrations in picture books by selecting and rereading familiar books, focusing on favorite pages • Locate and use appropriate ICT iconography to activate different devices, for example, computer games, CD player, television • Recognize familiar signs, labels and logos, for example, pedestrian walking sign, emergency exit sign, no dogs allowed; identify similarities and differences Learning Outcome Approaches to Learning • Describe possible outcomes in • Count, sort, match and compare everyday situations objects, shapes and numbers • Recognize and continue patterns (and relationships) • Use mathematical vocabulary and symbols (including informal • Identify and describe when events or mathematics) activities occur • Develop and implement/trial strategies for investigating a range of mathematical questions or problems • Select and use appropriate mathematics (operations, computations • Manipulate and sort three-dimensional and units) to solve numerical and word objects found in the environment problems • Describe three-dimensional objects • Make reasonable estimates using everyday language • Analyse, make predictions and infer • Manipulate, sort, and describe twofrom data dimensional shapes using everyday language • Give and follow simple directions

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Pattern and Function ➢ Patterns and sequences occur in everyday situations. ➢ Patterns repeat and grow.

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.

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Recognize, describe, create, and continue repeating patterns using sounds or actions

Learning Outcome 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

#ShapingYourFuture

•

Become confident and competent users of technology in mathematics learning

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

➢ 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.

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 • Create and accompany music using a variety of sounds and Instruments.

• Explore body and untuned percussion instrument sounds.

PSPE Interactions

Conceptual Understandings Approaches to Learning • Interacting with others can be fun • Appreciate the interdependent relationships between humans, other • Caring for our local environments living things and the environment. fosters appreciation • Sorting sloth, Mindful monkey, Trying • Begin to know that some daily practices tiger can have an impact on our well-being.

For example, getting good sleep.

Active Living

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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 How weknowing Express Ourselves example, that we have grown since being Central a baby. Idea We can and creativity • express We can ourselves explore ourthrough body’s play capacity for Lines of inquiry movement. For example, travelling in Whatways, we learn through play different jumping, running, How we use our creativity to play hopping etc.

How• weOur explore our likes and dislikes play bodies can move creativelythrough in Concepts response to different stimuli. For K.C: Causation, Function, Connection example, dancing to music.

R.C: Creativity, education, exploration, play, roles, responsibilities • Safe participation requires sharing space and following rules.

Links to Emirati Culture: Local music, local dress, local stories/books, local art work (henna designs) Science Strands Learning Outcomes There are currently no science connections within this unit of inquiry.

Social Studies Strands Learning Outcomes Social organization and culture • Identify the communities he or she belongs to (for example, draw and describe pictures of the various groups they form a part of) • Talk about the reasons that rules are necessary in the various communities to which he or she belongs • Suggest some suitable rules and routines for the class • Demonstrate ability to apply existing rules and routines to work and play with others

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Approaches to Learning Approaches to Learning • Formulate and ask questions about the past, the future, places and society • Identify roles, rights and responsibilities in society

Language Strands Speaking and Listening

Learning Outcomes • Use gestures, actions, body language and/or words to communicate needs and to ➢ Spoken words connect us with others. express ideas ➢ People listen and speak to share thoughts • Listen and respond to picture books, demonstrating their understanding through and feelings. gestures, expression and/or words ➢ People ask questions to learn from others.

• Name classmates, teachers and familiar classroom and playground objects • Tell their own stories using words, gestures or objects • Join in with poems, rhymes, songs and repeated phrases in shared books • Realize that people speak different languages Use the mother tongue (with translation, if necessary) to express needs and explain ideas Use gestures, actions, body language and/ or words to communicate needs and to express ideas Written Language: Reading • Enjoy listening to stories ➢ Illustrations convey meaning.

• Join in with chants, poems, songs, word games and clapping games, gaining ➢ Print conveys meaning. familiarity with the sounds and patterns of the language of instruction. ➢ People read for pleasure.

• Show curiosity, examine and ask questions about pictures or text. ➢ Stories can tell about imagined worlds.

• Listen attentively and respond to stories read aloud Printed information can tell about the real • Participate in shared reading, joining in with rhymes, refrains and repeated text as world. they gain familiarity ➢ There are established ways of setting out print and organizing books • Make connections to their own experience when listening to or “reading” texts Express opinions about the meaning of a story Show empathy for characters in a story Written Language: Writing • Choose to write as play, or in informal situations, for example, filling in forms in a ➢ Writing conveys meaning. pretend post office, writing a menu or wish list for a party ➢ People write to tell about their experiences, • Listen and respond to shared books (enlarged texts), observing conventions of print, ideas and feelings. according to the language(s) of instruction ➢ Everyone can express themselves in Begin to discriminate between letters/characters, numbers and symbols writing.

➢ Talking about our stories and pictures helps other people to understand and enjoy them

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Visual Language: Viewing and Presenting ➢ Visual language is all around us. ➢ The pictures, images, and symbols in our environment have meaning. ➢ We can enjoy and learn from visual language.

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.

•

Attend to visual information showing understanding through play, gestures, facial expression • Reveal their own feelings in response to visual presentations, for example, by showing amusement, curiosity, surprise • Make personal connections to visual texts, for example, a picture book about children making friends in a new situation • Use body language to communicate and to convey understanding, for example, pointing, gesturing, facial expressions • Select and incorporate colours, shapes, symbols and images into visual presentations • Show appreciation of illustrations in picture books by selecting and rereading familiar books, focusing on favourite pages Locate and use appropriate ICT iconography to activate different devices, for example, computer games, CD player, television Learning Outcomes Approaches to Learning • Describe possible outcomes in • Count, sort, match and compare everyday situations objects, shapes and numbers • Recognize and continue patterns (and relationships) • Use mathematical vocabulary and symbols (including informal • Identify and describe the attribute of mathematics) length using everyday language • Develop and implement/trial strategies • Identify and describe the attributes of for investigating a range of volume and capacity using everyday mathematical questions or problems language • Select and use appropriate • Identify and describe the attributes of mathematics (operations, computations mass using everyday language

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Shape and Space ➢ 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.

Arts Strands Drama, Visual Art, 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.

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Give and follow simple directions • • •

•

Recognize, describe, create, and continue repeating patterns using sounds or actions

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

#ShapingYourFuture

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

➢ 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

Visual Art • 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 • Recreate sounds from familiar experiences.

• Describe how music makes them feel.

Conceptual Understandings • Knowing how we are similar to and different from others helps shape our understanding of self • Interacting with others can be fun • Ideas and feelings can be communicated with others in a variety of modes

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Approaches to Learning • Appreciate the interdependent relationships between humans, other living things and the environment.

• Curious cat, expressive elephant, reflective rabbit

Active Living

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• •

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.

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How We Organize Ourselves Central Idea Journeys can take people near and far.

Lines of inquiry and Key concepts Journeys we go on Why we go on journeys How we get from one place to another How we travel safely Concepts K.C: Form, Perspective, Function R.C: Mechanics (how things go) Discovery, Systems, Safety Links to Emirati Culture: Local transport and traditional (dhow boats etc) simple maps to show land and water, 7 Emirates Science Strands Learning Outcomes Approaches to Learning Forces and energy • Identify pushes and pulls • Observe carefully in order to gather data • Identify things that move • Identify or generate a question or • Identify things that float problem to be explored • Compare different types of • Make and test predictions transportation within the local community Social Studies Strands Learning Outcomes Approaches to Learning Human systems and economic • Reflect on a journey he or she has • Formulate and ask questions about the activities taken and what was learned from it past, the future, places and society Continuity and change through time • Represent some of the journeys he or • Orientate in relation to place and time she has made (for example, through drawing or role play) • Identify the chronological steps necessary in making a journey

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• •

Language Strands Speaking and Listening ➢ Spoken words connect us with others. ➢ People listen and speak to share thoughts and feelings. ➢ People ask questions to learn from others.

Written Language: Reading ➢ ➢ ➢ ➢

Illustrations convey meaning.

Print conveys meaning.

People read for pleasure.

Stories can tell about imagined worlds.

Printed information can tell about the real world. ➢ There are established ways of setting out print and organizing books

Discuss different kinds of journeys Recognize different modes of transportation required for journeys • Determine types of questions that are useful in planning and making a journey.

• Communicate reasons people go on journeys Learning Outcomes • Use gestures, actions, body language and/or words to communicate needs and to express ideas • Listen and respond to picture books, demonstrating their understanding through gestures, expression and/or words • Name classmates, teachers and familiar classroom and playground objects • Tell their own stories using words, gestures or objects • Join in with poems, rhymes, songs and repeated phrases in shared books • Realize that people speak different languages • Use the mother tongue (with translation, if necessary) to express needs and explain ideas • Use gestures, actions, body language and/ or words to communicate needs and to express ideas • Enjoy listening to stories • Join in with chants, poems, songs, word games and clapping games, gaining familiarity with the sounds and patterns of the language of instruction.

• Show curiosity, examine and ask questions about pictures or text.

• Listen attentively and respond to stories read aloud • Participate in shared reading, joining in with rhymes, refrains and repeated text as they gain familiarity • Make connections to their own experience when listening to or “reading” texts • Express opinions about the meaning of a story Show empathy for characters in a story

#ShapingYourFuture

Written Language: Writing ➢ Writing conveys meaning. ➢ People write to tell about their experiences, ideas and feelings. ➢ Everyone can express themselves in writing. ➢ Talking about our stories and pictures helps other people to understand and enjoy them

Visual Language: Viewing and Presenting ➢ Visual language is all around us. ➢ The pictures, images, and symbols in our environment have meaning. ➢ We can enjoy and learn from visual language.

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.

• • •

Choose to write as play, or in informal situations, for example, filling in forms in a pretend post office, writing a menu or wish list for a party Listen and respond to shared books (enlarged texts), observing conventions of print, according to the language(s) of instruction Begin to discriminate between letters/characters, numbers and symbols

•

Attend to visual information showing understanding through play, gestures, facial expression • Reveal their own feelings in response to visual presentations, for example, by showing amusement, curiosity, surprise • Make personal connections to visual texts, for example, a picture book about children making friends in a new situation • Use body language to communicate and to convey understanding, for example, pointing, gesturing, facial expressions • Select and incorporate colours, shapes, symbols and images into visual presentations • Show appreciation of illustrations in picture books by selecting and rereading familiar books, focusing on favourite pages • Locate and use appropriate ICT iconography to activate different devices, for example, computer games, CD player, television Learning Outcomes Approaches to Learning • Describe possible outcomes in • Count, sort, match and compare everyday situations objects, shapes and numbers • Recognize and continue patterns (and relationships) • Use mathematical vocabulary and symbols (including informal • Identify and describe when events or mathematics) activities occur

#ShapingYourFuture

•

➢ Objects have attributes that can be measured using informal units. ➢ Events can be ordered and sequenced.

Shape and Space ➢ 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.

Arts Strands Drama, Visual Art, 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.

•

Give and follow simple directions

•

• • •

Recognize, describe, create, and continue repeating patterns using sounds or actions

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 Art • Engage with, and enjoy a variety of visual arts experiences

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

➢ 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 Active Living

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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 • Move their bodies to express the mood of the music.

• Play untuned percussion • instruments in time with a beat.

Learning Outcomes Approaches to Learning • Reflecting on our experiences helps us • Reflect on interactions with other to understand ourselves better. people, other living things and the wider world.

• Begin to know that some daily practices • Careful caterpillar, Helpful horse, Brave can have an impact on our well-being. bear For example, getting good sleep.

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

#ShapingYourFuture

• •

• •

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.

#ShapingYourFuture