Pre-K
Unit of Inquiry Curriculum Maps
Shona Gastaldi – Head of Primary
Laura Soutar – Head of Early Years
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)
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
• Talk about family (members, roles routines, events)
• Talk about themselves as individuals
• Recognize social features that make them the same/ different to others
Language Strands Learning Outcomes
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.
• 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
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.
[Type here]
• 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
#ShapingYourFuture
➢ 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.
• 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
Math Strands Learning Outcomes Approaches to Learning
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.
[Type here]
• Collect data about themselves
• Organize information into a data display
• Identify and describe when events or activities occur in everyday situations
• Count, sort, match and compare objects, shapes and numbers
• Recognize and continue patterns (and relationships)
• Use mathematical vocabulary and symbols (including informal mathematics)
➢ 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 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.
• Give and follow simple directions
• 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
• 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
• 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
#ShapingYourFuture
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.
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.
PSPE
Conceptual Understandings Approaches to Learning
• Each person is an individual
Interactions
Active Living
• Knowing how we are similar to and different from others helps shape our understanding of self
• Reflecting on our experiences helps us to understand ourselves better
How the World Works
Central Idea
• Interacting with others can be fun
Our environments can be explored in many ways Lines of inquiry
• Begin to know that some daily practices can have an impact on our well-being. For example, getting good sleep.
What we can explore
How we use our senses to explore
• 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
• Tidy Turtles, Listening Lions, Sharing Sheep and Friendly Frogs.
Science Strands
Materials and Matter
Social Studies Strands
• Begin to observe changes in our bodies when we exercise. For example, our hearts beat fast when we run.
How we use materials to create new things Concepts
K.C: Form, Connection, Change
R.C: Exploration, Senses, uses of materials, innovation
• Our bodies change as we grow. For example, knowing that we have grown since being a baby.
Links to Emirati Culture: What materials are natural to Dubai? What materials can they find in their environment? What materials are the buildings made of in Dubai?
Learning Outcome Approaches to Learning
• Identify some materials in their environment
• We can explore our body’s capacity for movement. For example, travelling in different ways, jumping, running, hopping etc.
• Observe carefully in order to gather data
• Our bodies can move creatively in response to different stimuli. For example, dancing to music.
• Identify the different senses: smell, taste, sight, sound, and feeling
• Use senses to explore a variety of things
• Safe participation requires sharing space and following rules.
• Describe observable properties of familiar things
Learning Outcome Approaches to Learning
There are currently no Social Studies connections within this unit of inquiry.
Language Strands
[Type here]
Learning Outcome
#ShapingYourFuture
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.
• 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, 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
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
[Type here]
• 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
#ShapingYourFuture
➢ Visual language is all around us.
➢ The pictures, images, and symbols in our environment have meaning.
➢ We can enjoy and learn from visual language.
• 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 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
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.
[Type here]
Learning Outcome Approaches to Learning
• Describe possible outcomes in everyday situations
• Count, sort, match and compare objects, shapes and numbers
• Recognize and continue patterns (and relationships)
• Identify and describe when events or activities occur
• Manipulate and sort three-dimensional objects found in the environment
• Describe three-dimensional objects using everyday language
#ShapingYourFuture
• 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
➢ Objects in our immediate environment have a position in space that can be described according to a point of reference.
• Manipulate, sort, and describe twodimensional shapes using everyday language
• Give and follow simple directions
• Analyse, make predictions and infer from data
• Become confident and competent users of technology in mathematics learning 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.
• 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
Approaches to Learning
• Express feelings, ideas, experiences and beliefs in a variety of ways
• Improve coordination, flexibility, agility, strength and fine motor skills
[Type here]
#ShapingYourFuture
➢ 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 Conceptual Understandings Approaches to Learning Interactions
• Interacting with others can be fun
• Caring for our local environments fosters appreciation
[Type here]
• Appreciate the interdependent relationships between humans, other living things and the environment.
#ShapingYourFuture
Active Living
• Begin to know that some daily practices can have an impact on our well-being. For example, getting good sleep.
How we Express Ourselves Central
Idea
• Begin to observe changes in our bodies when we exercise. For example, our hearts beat fast when we run.
• Sorting sloth, Mindful monkey, Trying tiger
We can express ourselves through play and creativity Lines of inquiry
• Our bodies change as we grow. For example, knowing that we have grown since being a baby.
What we learn through play
How we use our creativity to play
How we explore our likes and dislikes through play
Concepts
K.C: Causation, Function, Connection
• We can explore our body’s capacity for movement. For example, travelling in different ways, jumping, running, hopping etc.
R.C: Creativity, education, exploration, play, roles, responsibilities
• Our bodies can move creatively in response to different stimuli. For example, dancing to music.
Links to Emirati Culture: Local music, local dress, local stories/books, local art work (henna designs)
• Safe participation requires sharing space and following rules.
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
• 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
#ShapingYourFuture
• 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.
• Demonstrate ability to apply existing rules and routines to work and play with 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
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
• 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
Written Language: Writing
➢ Writing conveys meaning.
➢ People write to tell about their experiences, ideas and feelings.
[Type here]
• 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
#ShapingYourFuture
➢ 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.
• 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
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.
Learning Outcomes Approaches to Learning
• Describe possible outcomes in everyday situations
• Count, sort, match and compare objects, shapes and numbers
• Recognize and continue patterns (and relationships)
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.
Pattern and Function
➢ Patterns and sequences occur in everyday situations.
➢ Patterns repeat and grow.
• Identify and describe the attribute of length using everyday language
• Identify and describe the attributes of volume and capacity using everyday language
• Identify and describe the attributes of mass using everyday language
• Give and follow simple directions
• 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
• Recognize, describe, create, and continue repeating patterns using sounds or actions
Arts Strands Learning Outcomes
• Become confident and competent users of technology in mathematics learning
Approaches to Learning
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.
➢ 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
• 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
• 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
• Express feelings, ideas, experiences and beliefs in a variety of ways
• Improve coordination, flexibility, agility, strength and fine motor skills
• 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.
PSPE Conceptual Understandings Approaches to Learning
Identity
Interactions
[Type here]
• 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
• Appreciate the interdependent relationships between humans, other living things and the environment.
• Curious cat, expressive elephant, reflective rabbit
#ShapingYourFuture
Active Living
• 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.
#ShapingYourFuture
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
• Identify things that move
• Identify things that float
• Compare different types of transportation within the local community
Social Studies Strands
Human systems and economic activities
Continuity and change through time
• Observe carefully in order to gather data
• Identify or generate a question or problem to be explored
• Make and test predictions
Learning Outcomes Approaches to Learning
• Reflect on a journey he or she has taken and what was learned from it
• Represent some of the journeys he or she has made (for example, through drawing or role play)
• Formulate and ask questions about the past, the future, places and society
• Orientate in relation to place and time
• Identify the chronological steps necessary in making a journey
• 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
Language
Strands Learning Outcomes
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.
• 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
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.
[Type here]
• 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
#ShapingYourFuture
➢ 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
➢ Visual language is all around us.
➢ The pictures, images, and symbols in our environment have meaning.
➢ We can enjoy and learn from visual language.
• 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
Math Strands
Data Handling
➢ We collect information to make sense of the world around us.
[Type here]
• 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
• Describe possible outcomes in everyday situations
Approaches to Learning
• Count, sort, match and compare objects, shapes and numbers
#ShapingYourFuture
➢ 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.
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.
[Type here]
• Identify and describe when events or activities occur
• 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
• 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
#ShapingYourFuture
• 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
➢ 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.
• 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
• 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.
Identity
Active Living
[Type here]
• Reflecting on our experiences helps us to understand ourselves better.
• 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 interactions with other people, other living things and the wider world.
• Careful caterpillar, Helpful horse, Brave bear
#ShapingYourFuture