Pre-K Scope and Sequence SAMPLE

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)

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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.

Talk about family (members, roles routines, events) Talk about themselves as individuals 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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➢ 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.

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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

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➢ 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.

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Give and follow simple directions

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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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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 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

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Approaches to Learning

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• Reflect on the development of his/her own Knowing how we are similar to and personal, social and physical well-being different from others helps shape our • Use cooperative behaviours in order to understanding of self function as part of a group or team • Reflecting on our experiences helps us • Tidy Turtles, Listening Lions, Sharing How the World Works to understand ourselves Sheep and Friendly Frogs.

Central Ideabetter Interactions • Interacting with others can be fun Our environments can be explored in many ways Active Living • Begin to know some daily practices Linesthat of inquiry can have an impact our well-being.

What we canon explore For example, goodtosleep.

How we use getting our senses explore •How Begin to observe changes in new our bodies we use materials to create things when we exercise.

For example, our Concepts hearts when we run.

K.C: beat Form,fast Connection, Change R.C: Exploration, Senses, uses • Our bodies change as of wematerials, grow. Forinnovation example, knowing that we have grown Links to Emirati Culture: What materials arebeing natural to Dubai? What materials can they find in their environment? What since a baby. materials are the buildings madecapacity of in Dubai?

• We can explore our body’s for Science Strands Learning Outcome Approaches to Learning movement.

For example, travelling in Materials and Matter different ways, jumping, running, • Identify some materials in their • Observe carefully in order to gather hopping etc. environment data Our bodies can movesenses: creatively in • Identify the different smell, response to sound, differentand stimuli.

For taste, sight, feeling dancing to music.

• example, Use senses to explore a variety of • things Safe participation requires sharing space andobservable following rules.

• Describe 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

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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

Visual Language: Viewing and Presenting

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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 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

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➢ 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.

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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 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

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➢ 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.

Creating ➢ We can enjoy and learn from creating art.

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Manipulate, sort, and describe twodimensional shapes using everyday language Give and follow simple directions 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

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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.

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 • Interacting with others can be fun • Caring for our local environments fosters appreciation

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

Begin to know that some daily practices • Sorting sloth, Mindful monkey, Trying can have an impact on our well-being. tiger For example, getting good sleep.

• Begin to observe changes in our bodies How Express when we we exercise.

For Ourselves example, our Idea hearts beat Central fast when we run.

We can ourselves play and • express Our bodies changethrough as we grow.

For creativity Lines of inquiry example, knowing that we have grown sinceWhat beingwe a learn baby.through play How we use to play for • We can exploreour ourcreativity body’s capacity How wemovement. explore ourFor likes and dislikes through example, travelling in play Concepts different ways, jumping, running, K.C: Causation, Function, Connection hopping etc.

R.C: Creativity, education, exploration, play, roles, responsibilities • Our bodies can move creatively in response to different stimuli. For Links to Emirati Culture: Local music, dancing local dress, local stories/books, local art work (henna designs) example, to music.

• Safe participation requires sharing Science Strands Learning Outcomes Approaches to Learning space and following rules.

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 • Formulate and ask questions about the belongs to (for example, draw and past, the future, places and society describe pictures of the various groups • Identify roles, rights and responsibilities they form a part of) in society • 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 Active Living

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Demonstrate ability to apply existing rules and routines to work and play with others Language Strands Learning Outcomes 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 • 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 Begin to discriminate between letters/characters, numbers and symbols [Type here]

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➢ 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.

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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 • Describe possible outcomes in • Count, sort, match and compare everyday situations objects, shapes and numbers • Recognize and continue patterns (and relationships)

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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

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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

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

Learning Outcomes

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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 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

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

• •

PSPE Identity

Interactions

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) [Type here]

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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.

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 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

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➢ There are established ways of setting out print and organizing books

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Written Language: Writing

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➢ 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.

• •

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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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

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#ShapingYourFuture

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➢ 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.

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Identify and describe when events or activities occur

• • •

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Give and follow simple directions • •

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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

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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 • 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.

PSPE

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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.

Learning Outcomes

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Approaches to Learning

Identity

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Active Living

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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.

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Reflect on interactions with other people, other living things and the wider world.

Careful caterpillar, Helpful horse, Brave bear