Grade 1 Curriculum Guide 2020-2021

Grade 1 Curriculum Guide for Parents 2020-2021

Dear Parents This Guide has been created to provide you with an overview of the curriculum offered in the Primary Years Programme at Raha International School (RIS), with a particular focus on the learning that will be happening in Grade 1.

At Raha International School we offer a balanced and academically challenging education which is designed to develop individuals who are both independent learners and international citizens. Our curriculum in the Primary School is based on the International Baccalaureate (IB) Primary Years Programme (PYP). The PYP is an international framework which focuses on the development of the whole child addressing social, physical, emotional, cultural and academic needs for learners. RIS offers the PYP from Early Years 1 (EY1) up to Grade 5.

The focus of the PYP is on student learning and developing an internationally educated person. The framework offers a comprehensive, inquiry-based approach to teaching and learning, providing opportunities for learners to construct meaning, principally through concept-driven inquiry. At RIS we focus on the development of skills and attitudes we would hope to find in a balanced, self-motivated, caring and ethical individual.

RIS was officially authorized in the PYP by the IB in 2010 and had its first post-authorization IB Evaluation visit in March 2014. The school is committed to following and further developing the Programme to ensure that learning is engaging, relevant, challenging and significant and meets the diverse needs of the student.

At RIS we believe that strong partnerships between the school and parents provide an important foundation for our children’s’ learning. As parents you can best support your children when you have an understanding of the school’s curriculum and approach to teaching and learning. After reading this Curriculum Guide, please contact us at vkeenan@ris.ae if you have any further questions.

We wish you and your children all the best in the year ahead.

Vanessa Keenan Deputy Head of Primary & PYP Coordinator

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Contents The IB Primary Years Programme (PYP) ........................................................................................................ 6 Learner Profile ........................................................................................................................................... 6 The Essential Elements of the PYP ............................................................................................................. 7 Knowledge: What do we want students to know? ............................................................................... 7 Concepts: What do we want students to understand? ......................................................................... 8 Skills: What do we want students to be able to do? ............................................................................. 9 Action: How do we want the students to act? ...................................................................................... 9 Assessment ................................................................................................................................................ 9 Programme of Inquiry (POI) .....................................................................................................................11 The Grade 1 Units of Inquiry ................................................................................................................11 Language - (English) .................................................................................................................................14 The Grade 1 Language Curriculum ..........................................................................................................15 Arabic A Scope and Sequence .................................................................................................................22 Arabic B ....................................................................................................................................................28 Mother Tongue ........................................................................................................................................31 Islamic Studies .........................................................................................................................................32 Islamic A ...................................................................................................................................................33 Arabic Social Studies A .............................................................................................................................35 Arabic Social Studies B .............................................................................................................................37 Mathematics ................................................................................................................................................40 Social Studies and Science .......................................................................................................................55 Social Studies .......................................................................................................................................55 Science .................................................................................................................................................57 Visual Art ......................................................................................................................................................58 Music ........................................................................................................................................................60 Personal, Social and Physical Education ..................................................................................................62 Moral Education ......................................................................................................................................63 Physical Education ...................................................................................................................................64 Information Fluency .................................................................................................................................64

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Developmental characteristics of a Grade 1 child An appreciation of the developmental characteristics that can be anticipated of children at particular ages helps us as adults to empathise with their needs and behaviours, set appropriate expectations, and support all-round development and wellbeing.

Children grow and develop at their own rate. There is really no typical Grade 1 child! Some six year-olds may be expected to act and learn like six year-olds, while others are more like children a year or older. Children, like adults, thrive on success. When children continually fail tasks given to them by adults, they soon learn to resent “grownups.” At RIS we believe in developing a positive climate where the successes of each child, whatever stage they are working at, are celebrated.

Physical Growth • • • • •

Very active but easily fatigued Growth slow and steady Improvement of eye-hand coordination Better use of small muscles Eyes not ready for much close work

Actions and Reactions • • • • • • • • • • • • • • • • • • •

Can be still only for a short time Aggressive, yet sympathetic Lengthening periods of calm behaviour Emotional-particularly fearful of imaginary and improbable dangers A boaster Sensitive to ridicule, failure, loss of prestige Interest in immediate environment Boys’ and girls’ interests similar, yet beginning to diverge Interested in songs, rhythms, fairy tales, nature stories, television Usually a good listener Strong liking for anything that runs on wheels Beginning of manipulative skills Much enjoyment from “Cowboy” and “Indian “ play Has competitive spirit Little abstract thinking yet; learns best when actively involved Anxious to do things well; likes to use hands Talkative, exaggerates; may fight with words instead of blows Concerned about right and wrong, though sometimes prone to take small objects Beginning to understand time and money values

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Needs • • • • • • • • • •

Some independence and some encouraging support Learning situations with concrete objects Warmth and encouragement from adults Frequent periods of rest and relaxation Proper medical care for usual children’s diseases Opportunities to be like other friends Good food at regular intervals Broadening experiences to satisfy their growing interests School work geared to their ability level Assistance from adults concerning property rights

How Adults Can Help • • • • • • • • •

Provide opportunities for muscular activities- climbing, etc.

Give child the feeling that you are standing by Set up regular habits for food and frequent rest period Give some economic independence through allowance or opportunities to earn money Set example such as habits of tidiness, posture, and thoughtfulness Provide opportunities to develop moral and spiritual understanding Give activities in which they can use hands as well as larger muscles Provide opportunities to play with others their own age Give patient instructions concerning what is theirs, and what is another’s property

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The IB Primary Years Programme (PYP) Learner Profile The IB learner profile promotes education of the whole person for a life of active, responsible citizenship emphasizing intellectual, personal, emotional and social growth. The attributes and descriptions of the learner profile define the type of learner RIS hopes to develop through its programmes. All members of the RIS Community including students, teachers, administration, support staff and parents strive to develop these qualities.

Profile Inquirers

Knowledgeable Thinkers Communicators

Principled

Open–minded

Risk–takers

Balanced

Caring Reflective

Descriptor We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

We understand the importance of balancing different aspects of our lives—intellectual, physical, (spiritual) and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

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The Essential Elements of the PYP ‫العناصر الضرورية لبرنامج السنوات اإلبتدائية‬ The aim of the PYP, to create a curriculum that is engaging, relevant, challenging and significant, is achieved through structured inquiry and the development of five essential elements: knowledge, concepts, skills and action.

Knowledge: What do we want students to know?

While the PYP acknowledges the importance of traditional subject areas (language, mathematics, social studies, science, personal, social and physical education, and arts), it also recognizes the importance of acquiring a set of skills in context and of exploring content which transcends the boundaries of the traditional subjects and is relevant to students. The PYP has six transdisciplinary themes that provide the framework for learning. These themes are globally significant and support the acquisition of knowledge, concepts and skills of the traditional subjects. They are revisited throughout the students’ time in the PYP. ‫ ما نريد من الطالب أن يعرفوه؟‬:‫المعرفة‬ ‫ وذلك من خالل اللغة والرياضيلت والعلوم والتقنيات‬،‫المحتوى الذي يتضمن المفاهيم التي نرغب أن يكتشفها الطالب ويعرفون عنها مع مراعاة خبراتهم السابقة‬ ‫والدراسات اإلجتماعية والفنون المرئية والموسيقى والتربية البدنية والتعليم الفردي والجماعي‬.

Who we are ‫من نكون‬

Where we are in place and time ‫أين نحن من المكان والزمان‬

How we express ourselves ‫كيف نعبر عن أنفسنا‬

How the world works ‫كيف يعمل العالم‬

How we organize ourselves ‫كيف نقوم بتنظيم أنفسنا‬

Sharing the planet ‫المشاركة في الكوكب‬

An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health, human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.

An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decisionmaking; economic activities and their impact of humankind and the environment.

An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationship within and between them; access to equal opportunities;

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The PYP is both a curriculum framework and a philosophy that facilitates structured inquiry. Through inquiry, the students are encouraged to question, wonder, doubt, speculate and generalize as part of their learning journey to construct meaning about the world around them. Students are also encouraged to consider situations from multiple viewpoints and have the opportunity to explore significant local and global issues .

Concepts: What do we want students to understand?

‫ ماذا نُريدُ من الطالب أن يفهموه؟‬:‫المفاهيم‬

In order to develop a holistic approach to learning the PYP identifies key concepts that have relevance within and across subjects. These concepts often form the basis of questions that are used to drive children’s inquiry and lead to a deeper understanding of what is being learned. These concepts include: • • • • •

•

•

Form: What is it like? ‫ كيف يبدو؟‬:‫الشكل‬ Observing, identifying, describing and categorizing.

Function: How does it work? ‫ كيف يعمل؟‬:‫الوظيفة‬ analyse the function, role, behaviour and the ways in which things work.

Causation: Why is it like it is? ‫ لماذا يبدو هكذا؟‬:‫السبب‬ Prompting students to ask “Why?” and of helping them to recognize that actions and events have reasons and consequences.

Change: How is it changing? ‫ كيف يتغير؟‬:‫التغيير‬ Realization that we are growing up in a world in which the pace of change, both local and global, is accelerating.

Connection: How is it connected to other things?‫ كيف يتصل بأشياء أخرى؟‬:‫الصلة‬ helps focus on the relationships within and among systems are often complex, and that changes in one aspect of a system will have consequences, even though these may not be immediately apparent; that we must consider the impact of our actions on others, whether at the immediate, personal level or at the level of farreaching decisions affecting environments and communities.

Perspective: What are the points of view? ‫ ما هي وجهات النظر؟‬:‫المنظور‬ Helping students reject simplistic, biased interpretations, towards seeking and considering the points of view of others, and towards developing defensible interpretations.

Responsibility: What is our responsibility? ‫ ما هي مسؤوليتنا؟‬:‫المسؤولية‬ This concept was selected because of the need to develop in students the disposition towards identifying and assuming responsibility, and towards taking socially responsible action. This concept is directly linked to the action component, one of the essential elements in the PYP curriculum.

In addition to the above key concepts, children will inquire into related concepts in all curriculum areas. Instead of simply gaining knowledge and skills in mathematics, for example, they will deepen their understanding of concepts such as pattern, multiplication, place value and bias.

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Skills: What do we want students to be able to do?

In order to conduct purposeful inquiry and be prepared for life-long learning, students need to master a whole range of skills. The PYP framework identifies some skills which transcend the disciplines and are therefore called transdisciplinary skills. ‫ ماذا نريد من الطالب أن يكونوا قادرين على إدائه؟ وهناك خمس مجموعات من المهارات التنظيمية التي يجب على‬:‫مهارات الموضوعات التنظيمية‬ ‫الطالب تغطيتها من خالل وحدات التساؤل؟‬ Thinking ‫التفْكير‬

Research ‫البحث‬

Social ‫إجتماعي‬

Acquiring knowledge ‫اكتِساب المعرف ِة‬ Comprehension ‫الفهم‬ Application ‫التطبيق‬ Analysis ‫التحليل‬ Synthesis ‫التركيب‬ Evaluation ‫التقييم‬ Dialectical thinking ‫التفْكير الجدلي‬ Meta-cognition ‫اإلدراك‬

Formulating questions ‫صياْغة األسئلة‬ Observation ‫المالحظة‬ Planning ‫التخطيط‬ Collecting data ‫ت‬ ِ ‫جمع البيانا‬ Recording data ‫تسجيل البيانات‬ Organizing data ‫ت‬ ِ ‫تنظيم البيانا‬ Interpreting data ‫ت‬ ِ ‫ترجمة البيانا‬ Presenting research ‫ث‬ ِ ‫تقديم البح‬

Accepting responsibility ‫قُبُول المسؤولي ِة‬ Respecting others ‫إحتِرام اآلخرين‬ Cooperating ُ‫التعاون‬ Resolving conflict ِ‫حل النزاع‬ Group decision making ‫إتخاذ القرارات الجماعية‬ Adopting a variety of group roles. ‫تبني وتبادل األدوار المختلفة‬ ‫ضمن المجموعة‬.

Communication ‫اإلتصال‬ Listening‫االستماع‬ Speaking ‫المحادثة‬ Reading ‫القراءة‬ Writing‫الكتابة‬ Non-verbal communication ‫التواصل الالشفهي‬.

Self-management ‫اإلدارة ذاتية‬ Gross motor skills ‫مهارات التحرك الشامل‬ Fine motor skills ‫مهارات التحرك الدقيق‬ Spatial awareness ‫اإلدراك المكاني‬ Organization ‫التنظيم‬ Time management ‫إدارة الوقت‬ Safety ‫السالمة واألمان‬ Healthy lifestyle ‫أسلوب الحياة الصحي‬ Codes of behaviour ‫أسلوب التصرف‬ Informed choices ‫االختيارات المنظمة‬

Action: How do we want the students to act? ‫ كيف نريد من الطالب أن يتصرفوا؟‬:‫التصرف‬ In the PYP program, the students are challenged to take action and reflect on how they can make a difference to the world. In the PYP such action is student initiated and results from a genuine concern for and commitment to others.

Assessment Beliefs/philosophy RIS believes that assessment is an integral tool that drives learning and teaching. Assessment allows us to identify what students understand, know, can do and where they are in the learning process. Both students and teachers are involved in assessing progress as part of the development of their wider critical thinking and self-evaluation skills as well as demonstration of Learner Profile. We identify desired results, determine acceptable evidence and plan learning experiences and instruction to ensure success. A wide range of strategies and tools are used for assessment.

By understanding our learners we can adapt and change our instruction to help students and teachers reach expectations set forth by our programme.

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Purpose • • • • • • • • •

To collect data that drives planning, instruction and reflection To understand our learners To strengthen our learning process and practice as educators To identify students’ strengths and weaknesses To personalise/differentiate instruction To track progress and growth within a community of learners To evaluate teaching and student inquiry To provide information to all stakeholders To promote consistency in articulation of the written curriculum

Feedback Teachers at RIS are aware of the importance feedback plays in the learning process of a child. Feedback is given so children can reflect on their work and further refine and develop their skills. Teachers at RIS are aware of the importance feedback plays in the learning process of a child. Feedback is given so children can reflect on their work and further refine and develop their skills.

Learning Goals An important part of the PYP is the setting of personal goals by the students; these goals should be achievable and measurable. All children should have their goals in a prominent place both at home and at school.

Written reports The written report is given twice during the academic calendar. The report follows a narrative format outlining the students’ academic progress and social development over the term.

Parent- Teacher ‘First Impressions’ Conferences We hold a Parent Teacher Conferences after the first few weeks of the new school year. These provide an opportunity for the homeroom teacher and parents to discuss how the child is settling emotionally, socially and academically in their new class.

Three Way Conferences In December we hold our Three Way Conferences (TWC). Three Way conferences involve the student, parents and teacher. Students discuss their learning and understanding with their parents and teacher, who are responsible for supporting the student through this process. Prior to the end of the conference new goals SMART goals are set, with all determining how they can support the achievement of the goals.

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Student Led Conferences On April 30th we will hold our Student Led Conferences (SLCs). All students participate and are responsible for leading the conference between themselves and their parents. The conferences enable parents to gain a clear insight into the work their child is doing through discussion with them.

Learning Journals at RIS Each PYP student at RIS develops an electronic Learning Journal using a platform called ‘Seesaw’. The Journal will contain transdisciplinary work that reflects the development of the Essential Elements of the PYP as well as the Learner Profile. The Learning Journals will represent elements of learning from the whole academic year and show evidence of student learning and reflection. Parents can see student learning as soon as it is posted, making it an effective real time reporting tool.

Programme of Inquiry (POI)

Inquiry is the primary pedagogical approach of the PYP. Inquiry learning means students are actively involved in their own learning and to take responsibility for that learning. The PYP curriculum model is built from a framework of Transdisciplinary Themes that help teachers and students to explore and acquire essential knowledge and skills and to take socially responsible action. The PYP sets out six themes to offer continuity and progression of learning. All grade levels from Kindergarten onwards study one Unit of Inquiry under each theme (Pre-K address four of the six themes). All the ‘Units of Inquiry’ in the primary school together constitute our ‘Programme of Inquiry’ (POI).

The Grade 1 Units of Inquiry A time line for the ‘Programme of Inquiry’ is produced each year to show the order in which Units of Inquiry at each grade level will be taught. Below is an overview of the six Grade 1 Units of inquiry for 2018-19 in the order they are to be taught.

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Central Idea Relationships need to be nurtured for our well-being.

WHO WE ARE

Key Concepts Form, Causation, Function

An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.

Related Concepts Conflict, Resolution, Behaviour, Family trees, Roles Lines of Inquiry • Relationships that are important to us.

• How relationships affect wellbeing • How we build and maintain relationships Central Idea Traditions give us a sense of where we belong in the world and how we connect to others.

WHERE WE ARE IN PLACE AND TIME

Key Concepts Perspective, Connection, Change An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.

HOW WE EXPRESS OURSELVES

Related Concepts Symbolism, heritage, Similarities/differences, Traditions, Geography, Landforms, Time continuity Lines of Inquiry • Connecting to the traditions of our home countries • Why we celebrate • Similarities and differences celebrations/traditions of different countries Central Idea Stories can be communicated in different ways and for different reasons Key Concepts Form, Function, Perspective

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Related Concepts Communication, Characterisation, Expression, Culture, Relationships, Attitudes Lines of Inquiry • The features of stories • How stories are communicated • Why we tell stories

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Central Idea Objects are affected by forces which humans can control.

HOW THE WORLD WORKS

Key Concepts Form, Function, Causation Related Concepts Properties, Structure, Impact, Force, Efficiency An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

Lines of Inquiry • Types of forces • The impact of forces in our lives • How we control forces for simple machines

Central Idea Innovations in transport systems make it easier for communities to connect.

HOW WE ORGANIZE OURSELVES

Key Concepts Change, Connection, Causation Related Concepts Transformation, Organisation , Structure, Rules, Movement, Interdependence An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.

Lines of Inquiry • How types and uses of transportation have changed • What has influenced change in transport systems over time • Why humans have been inspired to innovate the way communities are connected Central Idea We can make choices to help our environment

SHARING THE PLANET

Key Concepts Form, Causation, Responsibility An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

Related Concepts Environment, Reduce, Reuse, Recycle, waste, resources Lines of Inquiry • How human waste impacts different habitats • How we manage and reduce waste • Making choices to help our environment

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Language - (English)

Introduction The learning process simultaneously involves learning language—as learners listen to and use language with others in their everyday lives; learning about language—as learners grow in their understanding of how language works; and learning through language—as learners use language as a tool to listen, think, discuss and reflect on information, ideas and issues (Halliday 1980).

Effective language teaching and learning are social acts, dependent on relationships with others, with context, with the environment, with the world, and with the self. Such learning is relevant, engaging, challenging and significant.

Exposure to and experience with languages, with all their richness and diversity, creates an inquisitiveness about life and learning, and a confidence about creating new social interactions.

At RIS we believe that learners’ needs are best served when they have opportunities to engage in learning within meaningful contexts, rather than the learning of language as an isolated series of skills to be acquired. Fragmenting learning into the acquisition of isolated skill sets can create difficulties for learners—for example, learners may be able to read, write and spell words correctly in isolation but may not be able to read, write or spell those same words in other contexts.

Our teachers plan learning experiences that enable learners to develop language within meaningful and enjoyable contexts, learners are able to make connections, apply and transfer their learning to different situations. The programme of inquiry provides an authentic context for learners to develop and use language.

PYP Language Strands The PYP has identified three strands—oral language, visual language, written language—that are learned across and throughout the curriculum, with each strand being an integral component of language learning. Each strand has been considered from both the receptive aspect—receiving and constructing meaning, and expressive aspect— creating and sharing meaning

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Strand

Receptive – receiving and constructing meaning

Expressive – creating and sharing meaning

Oral Language

Listening

Speaking

Visual Language

Viewing

Presenting

Written Language

Reading

Writing

The Grade 1 Language Curriculum Within the Grade 1 classroom, the language profile of every student is unique. This is typical in any school, but particularly so in an international school where students come with such varied experiences of English, many as second language English learners. At RIS the range of learning needs is recognized and we differentiate our programme accordingly. Language in the Primary School is supported by the First Steps frameworks for reading and Writing and the IB PYP continuums for Oral Language and Visual Language. Both the First steps frameworks and the IB PYP continuums are designed as diagnostic tools to assist teachers in planning learning experiences for students, and in monitoring students’ development throughout the primary years. Overall expectations and outcome are therefore presented in developmental phases rather than by age range.

Oral Language – Listening and Speaking (In Grade 1 the majority of students will be working predominantly, but not exclusively, within Phase 2 for Listening and Speaking.)

Overall Expectations Phase 1 Learners show an understanding of the value of speaking and listening to communicate. They recognize that sounds are associated with objects or with symbolic representations of them. They are using language to name their environment, to get to know each other, to initiate and explore relationships, to question and inquire.

Phase 2 Learners show an understanding that sounds are associated with objects, events and ideas, or with symbolic representations of them. They are aware that an object or symbol may have different sounds or words associated with it in different languages. They are beginning to be cognizant about the high degree of variability of language and its uses.

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Phase 3 Learners show an understanding of the wide range of purposes of spoken language: that it instructs, informs, entertains, reassures; that each listener’s perception of what they hear is unique. They are compiling rules about the use of different aspects of language.

Phase 4 Learners show an understanding of the conventions associated with speaking and listening and the value of adhering to those conventions. They are aware that language is a vehicle for becoming knowledgeable, for negotiating understanding and for negotiating the social dimension.

Phase 5 Learners are able to understand the difference between literal and figurative language and how to use language differently for different purposes. They are aware that they are building on their previous experiences and using language to construct new meaning.

Visual Language – Viewing and Presenting (In Grade 1 the majority of students will be working predominantly, but not exclusively, within Phase 2 for Viewing and Presenting)

Overall expectations Phase 1 Learners show an understanding that the world around them is full of visual language that conveys meaning.

They are able to interpret and respond to visual texts. Although much of their own visual language is spontaneous, they are extending and using visual language in more purposeful ways.

Phase 2 Learners identify, interpret and respond to a range of visual text prompts and show an understanding that different types of visual texts serve different purposes. They use this knowledge to create their own visual texts for particular purposes.

Phase 3 Learners show an understanding that visual text may represent reality or fantasy. They recognize that visual text resources can provide factual information and increase understanding. They use visual text in a reflective way to enrich their storytelling or presentations, and to organize and represent information.

Phase 4 Learners show an open-mindedness about the use of a range of visual text resources to access information.

They think critically and are articulate about the use of visual text to influence the viewer. They are able to use visual imagery to present factual information, or to tell a story.

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Phase 5 Through inquiry, learners engage with an increasing range of visual text resources. As well as exploring the viewing and presenting strategies that are a part of the planned learning environment, they select and use strategies that suit their learning styles. They are able to make connections between visual imagery and social commentary. They show more discernment in selecting information they consider reliable. They are able to use visual imagery to support a position.

Written Language – Reading and Writing For reading and writing the First Steps Maps of Development provide the developmental continuums used by teachers to determine appropriate learning outcomes and track student progress. The most relevant phases for Grade 1 are detailed below.

Reading The majority of students in Grade 1 will be working within either Phase 2 the ‘Experimental’ reading phase or Phase 3 ‘Early’.

As a benchmark, a student who has demonstrated all of the key indicators for Phase 2 and at least half of Phase 3 ‘Early’ indicators at the end of Grade 1 is considered to be ‘meeting’ Grade level standard.

Overview of Reading Phase 2: ‘Experimental’ GLOBAL STATEMENT In this phase, readers use memory of familiar, predictable texts and their developing sound-symbol knowledge to match some spoken words with written words. Experimental readers are focused on understanding and conveying the meaning of these texts rather than reading all words accurately. They read and comprehend texts with repetitive, limited and known vocabulary and supportive illustrations.

CONCEPTUAL UNDERSTANDINGS - (incorporated from PYP Scope and Sequence , IB, 2009) • The sounds of spoken language can be represented visually.

• Written language works differently from spoken language.

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

• People read to learn. .

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

USE OF TEXTS CONTEXTUAL UNDERSTANDING • Reads and demonstrates comprehension of texts • Expresses an opinion about a text but may not always be by able to justify it.

- recalling some ideas explicit in a text • Identifies the role of the author and illustrator of a text.

- identifying the topic of a text • Talks about the ways different people or characters are - selecting a limited number of explicit events to represented in texts, e.g. “The girl in this story plays retell a text football.”

- linking two ideas explicit in a text • Demonstrates that print remains constant, e.g. transfers knowledge of familiar words from one context to another.

•

•

Maintains the storyline when ‘reading’ familiar texts although a limited number of words are read accurately.

With assistance, locates and selects texts appropriate to purpose or interest.

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CONVENTIONS • Recognises a small bank of known words in different contexts, e.g. personally significant words.

• Identifies the letters of the alphabet by name or sound.

• Demonstrates understanding of the concepts and conventions of print, e.g. left to right, top to bottom, capital letters.

PROCESSES AND STRATEGIES • Draws upon a limited knowledge base to comprehend, e.g. topic knowledge, sentence patterns and sound-symbol relationships.

• Uses a limited range of strategies to comprehend, e.g. predicting, comparing.

•

Determines unknown words by using word-identification strategies, e.g. predicting using beginning letters and/or pictures.

Overview of Reading Phase 3: ‘Early’ GLOBAL STATEMENT Early readers recognise a bank of frequently used words and use a small range of strategies to comprehend texts.

These include short literary texts and structured informational texts that have familiar vocabulary and are supported by illustrations. Reading of unfamiliar texts is often slow and deliberate as they focus on reading exactly what is on the page, using sounding out as a primary word-identification strategy.

CONCEPTUAL UNDERSTANDINGS • Different types of texts serve different purposes.

• What we already know enables us to understand what we read.

• Applying a range of strategies helps us to read and understand new texts.

• Wondering about texts and asking questions helps us to understand the meaning.

• The structure and organization of written language influences and conveys meaning.

USE OF TEXTS CONTEXTUAL UNDERSTANDING • Reads and demonstrates comprehension of texts • Expresses and justifies personal responses to by: texts, e.g. “I didn’t like … because…”

- recalling key information explicit in a text • Understands that authors and illustrators select - identifying the main idea explicit in a text information to suit a purpose and audience.

- selecting events to retell a text, sometimes • Recognises how characters, people and events including unnecessary events or information are represented and offers suggestions for - linking explicit ideas in a text, e.g. comparing alternatives. a character at different points in the text.

• Locates and selects texts appropriate to purpose, interest and readability, e.g. uses library systems, skims contents page.

CONVENTIONS PROCESSES AND STRATEGIES • Recognises a bank of frequently used words in • Draws upon a small knowledge base to different contexts, e.g. high frequency words, comprehend, e.g. sight vocabulary, concept and personally significant words. text structure knowledge.

• Recognises all letters by name and their regular • Uses a small range of strategies to comprehend, sound. e.g. self-questioning, adjusting reading rate.

• Explains how known text forms vary by stating: • Determines unknown words by using word- purpose, e.g. procedures instruct identification strategies, e.g. decoding using - some elements of organisation, e.g. phonemes, onset and rime. procedures have headings • Focuses on decoding words accurately when - some elements of structure, e.g. procedures reading an unfamiliar text, which may result in list materials and steps. limited fluency, expression and loss of meaning.

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Writing The majority of students in Grade 1 will be working within Phase 2 ‘Experimental’ or just beginning Phase 3 ‘Early’.

As a benchmark, a student who has demonstrated all of the key indicators for Phase 2 at the end of Grade 1 is considered to be ‘meeting’ Grade level standard.

Samples of independent student writing within Phase 2

Samples of independent student writing within Phase 3

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Overview of Writing Phase 2: ‘Experimental’ GLOBAL STATEMENT In this phase, writers are aware that speech can be written down. Experimental writers rely on familiar topics to generate a variety of texts such as greeting cards, lists and letters. They demonstrate an understanding of oneto-one correspondence by representing most spoken words in their written texts. These words may consist of one, two or three letters, and reflect their developing understanding of sound-symbol relationships.

CONCEPTUAL UNDERSTANDINGS • People write to communicate.

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

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

USE OF TEXTS CONTEXTUAL UNDERSTANDING • Experiments with familiar forms of writing, e.g.

• Provides reasons why people write, e.g. to lists, captions, retells. remember, to say thank you.

• Uses writing with the intention of • States the purpose and audience of own writing, communicating a message. e.g. I am going to write to grandma to say…

• Demonstrates awareness that print contains a • Talks about how characters and events are constant message, e.g. recalls the ‘gist’ of the represented in literary texts. message over time.

• Talks about how people and ideas are • With assistance, finds information in texts represented in informational texts. appropriate to purpose or interest.

CONVENTIONS PROCESSES AND STRATEGIES • Writes using simple language structures, e.g. I • Draws upon semantic, graphophonic and like…, I see… syntactic knowledge when writing, e.g. topic knowledge, sound-symbol relationships.

• Demonstrates one-to-one correspondence between written and spoken word, e.g. word• Uses a limited range of strategies throughout the pointing when reading back own writing. writing process, e.g. connecting.

• Begins to demonstrate understanding of the • Uses a limited range of strategies to spell, e.g. conventions of print. Identifies the letters of the sounding out. alphabet by name or by common sounds.

• Decides how own text will be presented.

Overview of Writing Phase 3: ‘Early’ RIS Grade 1 Curriculum Guide 2020-2021

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GLOBAL STATEMENT Early writers produce a small range of texts that exhibit some of the conventions of writing. Texts such as retells, reports and emails are composed to share experiences, information or feelings. Early writers have a small bank of frequently used words they spell correctly. When writing unknown words, they choose letters on the basis of sound, without regard for conventional spelling patterns.

CONCEPTUAL UNDERSTANDINGS • We write in different ways for different purposes.

• The structure of different types of texts includes identifiable features.

• Applying a range of strategies helps us to express ourselves so that others can enjoy our writing.

• Thinking about storybook characters and people in real life helps us to develop characters in our own stories.

• When writing, the words we choose and how we choose to use them enable us to share our imaginings and ideas.

USE OF TEXTS CONTEXTUAL UNDERSTANDING • Attempts a small range of familiar texts, either • Explains the purpose of a small range of familiar text teacher-directed or self-selected. forms, e.g. jokes are to entertain.

• With assistance, finds information in texts and • Talks about the purpose of a piece of writing and the records through drawing or writing key words. ideas that need to be included.

• Explains why characters or events are represented in a particular way when composing literary texts.

• Explains why people or ideas are represented in a particular way when composing informational texts.

• Imitates the use of simple devices used in texts, e.g. print size, colour.

CONVENTIONS PROCESSES AND STRATEGIES • Experiments with words drawn from a variety of • Draws upon semantic, graphophonic and syntactic sources, e.g. literature, media, oral language of knowledge when writing, e.g. text organisation, word peers. order.

• Spells and uses a small bank of known words • Uses a small range of strategies throughout the writing correctly. process, e.g. self-questioning.

• Knows all letters by name and their common • Uses a small range of strategies to spell unknown sounds. words, e.g. chunking, sounding out.

• Knows simple letter patterns and the sounds they • Talks or draws as a means of planning before writing. represent, e.g. sh, ch, ee.

• Begins to proofread and edit own writing when • Writes simple sentences using correct punctuation. directed, e.g. deleting words, adding punctuation.

• Creates a published text that is beginning to reflect the intended purpose.

For more information please find a copy of the Raha Writing Scope and Sequence learning outcomes and the Raha Reading Scope and Sequence learning outcomes on the RIS website.

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‫‪Arabic A Scope and Sequence‬‬

‫رؤية تعليم المواد العربية‬ ‫تحرص مناهج المواد العربية على توفر الفرص لتطوير قدراتنا كأفراد وطالبين للعلم مدى الحياة‪ .‬فاللغة‬ ‫هي صلة الوصل بين الطالب والمدرسين والمجتمع بأجمعه‪ ،‬وكل فرد من أفراد مجتمعنا يعتبر طالب علم‬ ‫و معلم في آن واحد‪ ،‬فاللغة متداخلة في جميع المجاالت وتشجع على التفكير بعقلية منفتحة على العالم‪،‬‬ ‫وتسهم في التطور العقلي واالجتماعي والعاطفي‪.‬‬ ‫وتؤكد مناهج المواد العربية على تعزيز الهوية العربية واالنتماء الوطني من خالل توظيف اللغة للتعرف‬ ‫على المفاهيم االجتماعية ودراسة المجتمع اإلماراتي بوصفه مجتم ًعا عربيًّا مسل ًما‪ ،‬باإلضافة إلى الشعور‬ ‫بحب الوطن والدفاع عنه وتمثل الطالب لصفات المواطن الصالح وربطها بصفات المتعلم في برنامج‬ ‫السنوات االبتدائية‪.‬‬ ‫ويعتبر تعزيز القيم األخالقية الحميدة وكيفية اكتسابها وممارستها لتصبح أسلوب حياة لدى المتعلم‪،‬‬ ‫وبناء شخصية متماسكة أخالق ًّيا ومتزنة سلوك ًّيا تسعى لخدمة مجتمعها ووطنها‪ ،‬وتحرص على احترام‬ ‫اآلخرين والتسامح واالعتدال ومحاسبة الذات والثبات على المبدأ وتحمل المسؤولية من أهم المبادئ التي‬ ‫تقوم عليها هذه المناهج‪ ،‬باإلضافة إلى غرس القناعة والرضى والقدرة عى التحكم بالنفس‪ ،‬وإتقان إدارة‬ ‫الوقت واالنضباط في العمل‪ ،‬والمبادرة بالتطوع المسؤول تجاه المجتمع واالستفادة من الفرص المتاحة‬ ‫واالنفتاح على العالم من منطلق اإليمان بأننا جمي ًعا بشر متساوون في هذا الكون الذي يسعنا كلنا‪ ،‬وأن‬ ‫علينا أن نتقبل بعضنا دون تعصب‪ ،‬كما أن لكل منا دور في عمارة األرض بما يحقق التنمية المستدامة‬ ‫ورخاء البشرية‪.‬‬

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‫محتوى برنامج اللغة العربية‬ ‫المادة المقررة من وزارة التربية والتعليم‪.‬‬ ‫وحدات التساؤل (‪.)UOI‬‬ ‫خالل تعاملنا مع المادة المقررة من وزارة التربية والتعليم فإننا نركز على الكيف وليس على الكم بمعنى أننا‬ ‫نحرص على تغطية جميع المهارات اللغوية المتوقع تغطيتها في كل مرحلة والتي تؤهل الطالب لالنتقال للمرحلة‬ ‫التالية مع التصرف في المادة بالتقديم والتأخير‪.‬‬

‫م ــح ــاور مهـ ـ ــارات اللغـ ـ ـ ــة الع ـ ـ ـ ــربية‬

‫االستماع‬ ‫‬‫‬‫‬‫‪-‬‬

‫اداب اإلستماع‬ ‫اإلنتباه للرسائل‬ ‫السمعية‬ ‫فهم المسموع‬ ‫وتحليله‬ ‫تذوق المسموع‬ ‫ونقده‬

‫المحادثة‬ ‫‬‫‬‫‬‫‪-‬‬

‫القراءة‬ ‫‪-‬‬

‫اداب المحادثة‬ ‫التحدث بما يناسب‬ ‫المقام‬ ‫تنظيم الحديث‬ ‫التعبير عن‬ ‫المشاهدات‬ ‫والوحدات‬

‫الكتابة‬

‫تعرف الرموز‬ ‫المكتوبة ونطقها‬ ‫أداء الرموز‬ ‫المكتوبة وتمثل‬ ‫المعنى‬ ‫فهم المقروء‬ ‫وتحليله‬ ‫اإلستراتيجيات‬ ‫القرائية‬ ‫تذوق المقروء‬ ‫ونقده‬ ‫استراتيجيات البحث‬

‫‬‫‬‫‬‫‬‫‪-‬‬

‫‬‫‬‫‬‫‬‫‪-‬‬

‫الرسوم والنسوخ‬ ‫الكتابة من الذاكرة‬ ‫القريبة‬ ‫الكتابة من الذاكرة‬ ‫البعيدة‬ ‫التعبير الكتابي‬ ‫استراتيجيات بناء‬ ‫المكتوب‬

‫اجملال والتسلسل للغات‬ ‫الشكل‬ ‫اللغة الشفهية‬ ‫اللغة المرئية‬ ‫اللغة المكتوبة‬

‫المتلقي – تلقي المعنى وتركيبه‬

‫التعبير‪-‬إنشاء المعنى ومشاركته‬

‫اإلستماع – التحدث‬ ‫المشاهدة – العرض‬ ‫القراءة‬

‫كيف نعلم اللغة؟‬ ‫ تعلم اللغة عبر االستماع اليها والتحدث بها‬‫ التعلم عن اللغة عبر فهم كيفية عملها‬‫‪ -‬التعلم من خالل اللغة عبر استخدامها كأدة لالستماع والتفكير والمناقشة والتأمل‬

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‫الكتابة‬

‫الصـــف األول‪:‬‬ ‫مهارات مادة اللغة العربية للناطقين بها‬ ‫ما يتـــوقع من الطــالب إنجــازه في الصـــف األول ( المستوى المتقدم) في مادة اللغة‬ ‫العربية‬ ‫التهيئة اللغوية‪:‬‬ ‫‬‫‬‫‬‫‪-‬‬

‫التحية ( تواصل شفوي)‪.‬‬ ‫التعريف بالنفس‪ :‬االسم –العمر – الجنسية – الهواية ( قراءة وكتابة)‪.‬‬ ‫الطلب المهذب واالعتذار ( تواصل شفوي)‪.‬‬ ‫مراجعة المهارات اللغوية األساسية التي تضمنها منهج الصف األول‪.‬‬

‫سيتم تناول الدروس المقررة والمهارات اللغوية الخاصة بالمادة بأساليب متنوعة مراعاة لفروقهم الفردية‪ ،‬وتصميم أنشطة‬ ‫مختلفة تضمن االرتقاء بمستوى الطالب بالتواصل مع أولياء األمور‪.‬‬ ‫االستماع‬ ‫ يستمع للتعليمات ويستجيب لها استجابة صحيحة‪.‬‬‫ يبدى فهما ً للكلمات والجمل المسموعة أو المقروءة‪.‬‬‫ اإلصغاء لآلخرين بانتباه‪.‬‬‫ االستفادة من خبرات اآلخرين أثناء وبعد االستماع‪.‬‬‫ احترام األدوار‪ ،‬وتقبل آراء اآلخرين‪.‬‬‫‪ -‬االستمتاع بما يتم االستماع إلية من مختارات من األدب العربي ( القصص – األناشيد)‪.‬‬

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‫المحادثة‬ ‫ التحدث بصوت واضح‪.‬‬‫ استخدام اللغة العربية في المحادثة والتعبير عن اآلراء واألفكار والمشاعر والمواقف الذاتية‪.‬‬‫ التعبير شفهيا ً عن الصور أو القصص المصورة بلغة سليمة وبجمل تامة‪.‬‬‫ التعلم من األخطاء وعدم تكرارها‪.‬‬‫ احترام األدوار‪ ،‬وتقبل آراء اآلخرين‪.‬‬‫ القدرة على طرح األسئلة بطرق مختلفة للوصول للحقائق‪.‬‬‫ القدرة على إعادة سرد قصة واقعية أو خيالية بأسلوب الطالب‪.‬‬‫ وضع نهايات متوقعة للقصص‪.‬‬‫ توظيف المفردات الجديدة في المحادثة‪.‬‬‫ توظيف أدوات الربط في المحادثة‪.‬‬‫ القدرة على اصدار األحكام وتقييم األفكار مع التعليل‪.‬‬‫ القدرة على توظيف وسائل التواصل البصري والسمعي في محادثته وعروضه‪.‬‬‫ القدرة على تقمص الشخصيات واألدوار بثقة‪.‬‬‫ التحدث عن العالقة بين الكلمات وتصنيفها إلى مجموعات‪.‬‬‫القراءة‬ ‫ نطق الحروف الهجائية لف ً‬‫ظا سلي ًما من مخارجها الصحيحة‪.‬‬ ‫ التمييز بين الحروف لفظا ً‪.‬‬‫ التمييز بين الحروف المتشابهة‬‫ التمييزبين أصوات الحروف القصيرة ( الحركات)‪.‬‬‫ التمييز بين أصوات الحروف الطويلة ( المدود)‪.‬‬‫ الموازنة بين الحركات والمدود‪.‬‬‫ لفظ الكلمات التي تم دراستها على كل حرف لفظا ً سليما ً‪.‬‬‫ التحليل اللفظي للكلمات الثالثية إلى الحروف المكونة لها‪.‬‬‫ تمييز المقطع الساكن‪.‬‬‫ قراءة الصور والتعبير عن محتوياتها‪.‬‬‫ قراءة الجمل البسيطة المكونة من ثالث أو أربع كلمات‪.‬‬‫ حسن اإلنشاد وتلوين النطق بحسب ما يتطلب المعنى‪.‬‬‫ قـراءة الكلمات والجمل بصوت واضح‪.‬‬‫ القراءة مع مراعاة الضبط السليم‪.‬‬‫ القراءة بسرعة مناسبة مع مراعاة عالمات الترقيم‪.‬‬‫ القراءة جملة جملة ال كلمة كلمة‪.‬‬‫ ربط األشياء بأسمائها‪.‬‬‫ فهم المادة المقروؤة من خالل فهم معاني المفردات الجديدة‪.‬‬‫ تحديد المغزى من النصوص القرائية وتحديد الفكرة الرئيسة‪.‬‬‫ التعرف على مرادفات وأضداد الكلمات الواردة في الدروس‪.‬‬‫ القدرة على التمييز بين المفاهيم التالية‪ :‬الكلمة – الجملة – الفقرة – العنوان – الصفحة – الفهرس‪.‬‬‫ التمييز بين القراءة الصامتة والقراءة الجهرية‪.‬‬‫ االستمتاع بقراءة القصص والكتب المناسبة‪.‬‬‫‪ -‬التمييز بين النص القرائي والقصة والنشيد‪.‬‬

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‫الكتابة ( الخط واإلمالء)‬ ‫ الكتابة من اليمين إلى اليسار‪.‬‬‫ رسم الحروف والكلمات بشكل صحيح‪.‬‬‫ التعرف على أشكال الحرف‪.‬‬‫ التمييز بين الحروف المتصلة والمنفصلة‪.‬‬‫ نسخ الكلمات والجمل بطريقة صحيحة بخط النسخ‪.‬‬‫ التمييز بين الحروف المتشابهة رسما ً‪.‬‬‫ تمييز رسم الكلمات من خالل تحليلها وتجريد الحروف المكونة لها‪.‬‬‫ كتابة االسم الثنائي‪ ،‬والصف الدراسي‪ ،‬واسم المدرسة‪.‬‬‫ كتابة بعض البيانات الشخصية بدقة إمالئية عالية‪.‬‬‫ تحديد األفكار بوضوح قبل البدء في الكتابة‪.‬‬‫ التمكن من خطوات الكتابة‪ ( :‬التخطيط – كتابة المسودة – التنفيذ – العرض)‪.‬‬‫ كتابة الكلمات الشائعة في اللغة العربية بدقة إمالئية كبيرة‪.‬‬‫ توظيف التحليل الصوتي والكتابي عند كتابة الكلمات‪.‬‬‫ القدرة على تكوين الجمل الوصفية ( جملتين – ثالث جمل)‪.‬‬‫ توظيف عالمات الترقيم‪ - . - ،( :‬؟ ‪ ) : -‬عند كتابة الجمل‪.‬‬‫ الكتابة بطريقة اإلمالء المنقول والمنظور واالختباري‪.‬‬‫ توظيف الحاسوب في كتابة الكلمات وتحديد مواقع الحروف العربية على لوحة المفاتيح‪.‬‬‫القواعد اللغوية‬ ‫ تمييز الحروف لف ً‬‫ظا ورس ًما‪.‬‬ ‫ التمييز لفظا ً ورسما ً بين الحروف المتقاربة في الشكل أو الصوت‪.‬‬‫ التمييز بين الحركات والمدود‪.‬‬‫ التعرف على المقطع الساكن‪.‬‬‫ التعرف على الحرف المضعف‪.‬‬‫ تحليل الكلمة إلى حروف ومقاطع‪.‬‬‫ تركيب الكلمات من الحروف والمقاطع المكونة لها‪.‬‬‫ تركيب جملة من كلمات‪.‬‬‫ التمييز بين صيغة المذكر والمؤنث‪.‬‬‫ التمييز بين صيغة المفرد والمثنى والجمع‪.‬‬‫ التعرف على بعض ظروف المكان ودالالتها‪.‬‬‫ التعرف على بعض أدوات االستفهام ودالالتها وكيفية استخدامها‪.‬‬‫ التعرف على األفعال األساسية وتمثيلها وصياغتها للمذكر والمؤنث‪.‬‬‫ التعرف على بعض الصفات وصياغتها للمذكر والمؤنث‪.‬‬‫ التعرف على داللة (هذا – هذه )‪.‬‬‫ت )‪.‬‬ ‫‪ -‬التعرف على بعض الضمائر ودالالتها (أنا – نحن – أنتَ – أن ِ‬

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‫نظام التقييم في قسم المواد العربية‬ ‫ماهية التقييم في المرحلة االبتدائية‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫‬‫‪-‬‬

‫‬‫‪-‬‬

‫‬‫‪-‬‬

‫‪-‬‬

‫التركيز على إكساب الطالب المهارات والمعارف والخبرات األساسية في كل مادة دراسية‪.‬‬ ‫تقييم أساليب التدريس التي تؤدي إلى تجسيد الفهم الحقيقي لمحتوى المادة دراسيًّا ‪.‬‬ ‫العناية بالجانب التطبيقي باعتماد أسلوب تقييم األداء الذي يتم فيه التأكد من تمكن الطالب من المهارة أو المعرفة‪.‬‬ ‫تجنب اآلثار النفســــية الســــلبية التي قد يتعرض لها الطالب وارتباطها بتجربته الدراســــية مثل‪:‬الشــــعور بالقلق‬ ‫والخوف‪.‬‬ ‫غرس العادات والمواقف اإليجابية في نفوس الطالب تجاه التعليم‪.‬‬ ‫إيجاد الحافز اإليجابي للنجاح والتقدم بحيث يكون الدافع للتعليم والذهاب إلى المدرسة هو الرغبة في النجاح وليس‬ ‫الخوف من اإلخفاق‪.‬‬ ‫تجنيب األطفال اآلثار النفسـية الناتجة عن التركيز على التنافس والشـعور بأن درجات أدوات التقويم هي الهدف من‬ ‫التعليم‪.‬‬ ‫إشـــــراك ولي أمر الطـالـب في التقويم وذلـك بتزويـده بمعلومـات وافيـة ومحـددة عن الصـــــعوبـات التي تعترض ابنـه‬ ‫وطلب معونته في التغلب عليها‪.‬‬ ‫مبكرا والعمل على عالجها والتعامل معها بطريقة تربوية صحيحة‪.‬‬ ‫الطالب‬ ‫لدى‬ ‫اكتشاف حاالت صعوبات التعلم‬ ‫ً‬ ‫أنواع التقييم‪:‬‬ ‫نظام التقييم الفصلي‪:‬‬ ‫ج‪ -‬اختبار نهاية العام‬ ‫ب‪ -‬اختبار منتصف العام‬ ‫أ‪ -‬اختبار بداية العام‬ ‫ج‪ -‬اختبارات مستمرة خاصة بالوحدات المقررة ومهارات المادة وتتضمن‪:‬‬ ‫ النحو‬‫ األساليب اللغوية‬‫ الكتابة‬‫ القراءة‬‫االستماع‬ ‫مشروع الوحدة‬ ‫أدوات التقييم‪:‬‬ ‫ االختبارات الشفوية والكتابية ‪ -‬سجل المالحظات ‪ -‬ساللم التقييم ‪ -‬السالسل المتصلة ‪ -‬لوائح التدقيق ‪-‬‬‫النماذج‬ ‫ ملف أعمال الطالب ( ملف اإلنجاز )‪.‬‬‫االختبارات التشخيصية ( تحديد المستوى)‪:‬‬ ‫يخضع جميع الطالب في بداية العام الدراسي الختبار تحديد المستوى ويتم إعداد االختبار استنادًا على ما هو متوقع‬ ‫من الطالب إنجازه في كل صف دراسي‪.‬‬ ‫** الخروج عن النمط التقليدي للتقييم باستخدام أساليب متنوعة وحديثة كــــ‪:‬‬ ‫توظيف الحاسوب والتقنيات الحديثة عند تقييم مهارات اللغة‪ – .‬استخدام أسلوب حل المشكالت‪ – .‬تقييم مهارات‬ ‫التفكير العليا كالتحليل والتقييم ‪ -‬التقييم الذاتي ‪ -‬التقييم عن طريق الزمالء‪.‬‬

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‫‪27‬‬

Arabic B

Within Grade 1 we have students who have joined the school with no prior experience of learning Arabic and students who have gained a basic foundation of the language. In Grade 1 we do not stream our students, but differentiate according to readiness within the mixed ability class. All are still working within Phase 1.

Arabic B Scope and Sequence The school’s Arabic B scope and sequence provides a developmental continuum of phases for each strand.

Strand

Receptive – receiving and constructing meaning

Expressive – creating and sharing meaning

Oral Language

Listening

Speaking

Visual Language

Viewing

Presenting

Written Language

Reading

Writing

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Overall Expectations by phase Phase 1 Learners demonstrate an understanding of short simple sentences spoken texts and vocabulary. They are able to pronounce the letters correctly with the short and long sounds. They are able to use common greetings, give and follow basic instructions in Arabic. They are able to use oral language for short period of time.

Phase 2 Learners demonstrate a higher level of understanding of short simple spoken texts and vocabulary. Students are able to pronounce studied words correctly and clearly. They start to use simple phrases to express their needs. They start to arrange in order the ideas they want to communicate about.

Phase 3 Learners start to communicate confidently with peers using a variety of phrases and sentences structures. They can ask and answer questions about familiar and new topics with confidence. In this phase they are able to prepare and deliver short presentations and topics of interests to peers. Learners can identify materials they can use to support a spoken presentation and give reasons for choices.

Viewing and presenting Phase 1 The students view and react to simple messages or factual information and start to describe what they see. They can make connections between the real and the imaginary. They can understand that signs and symbols carry meaning and begin to read a range of signs in the environment. They are able to search for, record and present information using a variety of media as well as make choices about what is useful to them. The students can use body language in mime and role play to communicate ideas and feelings visually.

Phase 2 The students are able to view and respond to media verbally and nonverbally. They start using a variety of media to plan and create projects including use of the internet (with guidance). The students are able to select and use suitable shapes, colours and layout for presentations and develop writing different styles of Arabic Calligraphy. They start developing their presentation skills and use body language to add meaning to oral presentation.

Phase 3 The students respond to viewing experiences orally and in writing, using specific vocabulary and terminology. They are able to use a variety of media to plan and create projects. They can present oral reports on familiar and unfamiliar topics in target language. They can provide more detailed presentations (2-3 minutes) on topics to inform, presentation skills, addressing an audience.

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Written language—Reading Phase 1 Learners can recognise basic aspect of format and style of the language. They can differentiate between the long and the short sounds of the letters. They can read their own writing or words written by the teacher. They can identify repetitive words and letter patterns in sentences when reading familiar texts. They demonstrate understanding of simple sentences.

Phase 2 Learners can read a range of new words related to the topics. They begin to read simple sentences with some support. They respond to simple written directions. The students are able to retell main events in sequence with guidance.

Phase 3 Learners can use a range of different strategies to decode texts. They demonstrate understanding of meaning and relationships between sentences in a paragraph. They start to follow ideas in and between paragraphs making use of a range of conjunction. In this phase, learners can recall and summarize main ideas from fiction and non- fiction texts.

Written language—Writing Phase 1 Learners understand that written texts convey meaning. They start demonstrating understanding of letter/sound relationships. They begin to use studied vocabulary to form meaningful words and simple sentences. They can generate own ideas for writing and make use of grammar with guidance. The students in this phase begin to form sentences with the right structure.

Phase 2 Learners begin to write more independently and develop criteria for effective writing with guidance. They begin to use short paragraphs with details to support their ideas. They start to use a mixture of tenses within one text. They can provide detail to a written text. They learn how to translate literally from first language to Arabic language. They begin to use punctuation with different tenses.

Phase 3 In this phase, learners begin to set goals and identify strategies to improve their writing. They begin to spell some complex words and increase the use of visual strategies, spelling rules and knowledge of word parts to spell correctly.

They can use complex punctuation correctly.

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Mother Tongue The language profiles of students at Raha may be complex and diverse; however, the influence of mother-tongue development is significant for all learners. It is acknowledged that development of mother tongue language is crucial for cognitive development, and in maintaining cultural identity. Success in mother-tongue development is a strong predictor of long-term academic achievement, including acquisition of other languages. We encourage parents to regularly read, write and speak with their child in their mother tongue.

At RIS we currently host mother tongue ECPs for: - French - Spanish - Arabic - Finnish - Swedish - Greek We are actively looking to extend our provision to other languages and cultures.

Contact Vanessa Keenan vkeenan@ris.ae for further details.

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31

Islamic Studies

The Islamic Studies programme is based on a scheme of work produced by the Ministry of Education and is integrated into the PYP curriculum. The Islamic Studies curriculum is a sequential programme from Grade 1 to Grade 12. At Raha International School the Muslim students from Grade 1 onwards attend Islamic Studies.

The programme aims to enrich the learner with a strong foundation of knowledge and values. At every Grade level the curriculum draws on the seven cornerstones: the values and goals of Islam, Islamic teachings and laws, direct divine teachings (from the holy Qur'an and the teachings of Prophet Mohammed), religious intuition, Islamic characters, identity, belonging and the universe.

The students will work towards developing their understandings about what it means to be a Muslim citizen and to live in the complexities and hardships of our modern age with a strong system of belief that draws upon the true teachings of Islam, Islamic doctrine, belief, and characters aimed at spreading good and peace all over the world.

Learning in Islamic Studies also happens outside the classroom through the library, researching on the Internet and possible excursions into the local community. Assessment in the Islamic Studies programme continues throughout the year and includes diagnostic, formative and summative tasks. This may include oral and written presentations, investigations and tests.

At RIS we provide: Islamic Studies A classes: for first language Arabic speakers (instruction is in Arabic) Islamic Studies B classes: for non-Arabic speaking students (instruction is in English)

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32

‫‪Islamic A‬‬

‫محاورمنهج مادة ر‬ ‫ن‬ ‫للناطقي باللغة العربية ‪ -‬الصف‬ ‫التبية اإلسالمية‬ ‫المجال‬

‫المحور‬ ‫القرآن الكريم وعلومه‬

‫(الوحي اإللهي)‬ ‫الحديث الشريف وعلومه‬ ‫العقيدة اإليمانية‬ ‫(العقيدة اإلسالمية)‬ ‫العقلية اإليمانية‬ ‫(قيم اإلسالم وآدابه)‬

‫قيم اإلسالم‬ ‫آداب اإلسالم‬

‫( أحكام اإلسالم ومقاصدها)‬

‫أحكام العبادات‬ ‫السيرة النبوية‬

‫(السيرة النبوية‬ ‫والشخصيات)‬ ‫الشخصيات اإلسالمية‬ ‫(الهويه والقضايا‬ ‫المعاصرة)‬

‫الهوية واالنتماء‬ ‫القضايا المعاصرة‬

‫المعيار‬ ‫سورا من جزء عم‪،‬ويظهر فه ًما عا ًما‬ ‫يسمع الطالب‬ ‫ً‬ ‫لمعاني سوره وأحكامها‪،‬وتطبيقًا آلداب تالوته‪.‬‬ ‫يظهر الطالب حف ً‬ ‫ظا لألحاديث النبوية الشريقة‪،‬‬ ‫وفه ًما لمعانيها‪،‬وتطبيقًا ألحكامها‪.‬‬ ‫يظهر الطالب وعيًا وإيمانًا بأسس اإليمان باهلل تعالى‬ ‫وصفاته ومالئكته وكتبه ورسله‪.‬‬ ‫يظهر الطالب قدرة مالئمة على االستدالل على‬ ‫وجود هللا تعالى واإليمان به مستخد ًما أدوات البحث‬ ‫والتفكير‪.‬‬ ‫ً‬ ‫وتمثال لقيم اإلسالم الفردية‬ ‫يظهر الطالب فه ًما‬ ‫والجماعية في سلوكه‪.‬‬ ‫يظهر الطالب فه ًما وتطبيقًا آلداب اإلسالم‪.‬‬ ‫يظهر الطالب معرفة بأحكام العبادات ويؤديها‬ ‫بطريقة صحيحة‪.‬‬ ‫يظهر الطالب معرفة بسيرة النبي صل هللا عليه‬ ‫سيَّا‬ ‫وسلم من مولده وحتى هجرته‪،‬ويظهر تأ ّ‬ ‫بمواطن االقتداء من شخصيته‪.‬‬ ‫يظهر الطالب معرفة واقتدا ًء بشخصيات إسالمية‬ ‫بارزة لها دورها في خدمة اإلسالم والمسلمين‪.‬‬ ‫يظهر الطالب اعتزازه بشخصيته وهويته‬ ‫ووطنه‪،‬وتقديره لتراثه وثقافته‪،‬والتزامه بثوابته‬ ‫وعاداته وتقاليده‪.‬‬ ‫يظهر الطالب فه ًما للقضايا والتحديات‬ ‫المعاصرة‪،‬وقدرة على تحليلها‪،‬وإيجاد حلول‬ ‫لها‪،‬معتمدًا على المبادىء واألحكام اإلسالمية‪.‬‬

‫األول‬

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Units Unit A (My Faith Guides Me)

Unit B ( I Am a pure Muslim)

Unit C

Unit 4

Unit 5

Unit 6

• • • • • • • • • • • • • • • • • • •

Allah ,my Lord Surat ,Al-Fatihah Truthfulness is the way to Paradise Pillars of Islam Surat Al-Feel The Birth of Prophet Muhammad, peace be upon him

• • • • • • • • • • • • • • • •

Allah: the Great Creator Surat An- Nas Be Beneficial My Prayer is the light of my life Rightness is Good Character Surat Al- Ma’oun l love the creatures of my Lord Surat Al- Masad Asma’ bint Abi Baker As-Sideeq )May Allah be pleased with them) Etiquette of eating Mercy Surat Al- Kawthar Tolerance L love Agriculture ‘’The best amongst you is the one who learns the Quran and teachers it.’’

Surat An-Nasr

Allah, the All-Beneficent Surat AI-’AIaq Bedtime supplication ((Du’aa Abu Hurairah, may Allah be pleased with him Wudu’ (Minor Ablution) Kindness to Animals Allah, my Lord Pillars of Islamic Belief Islamic Etiquette of Cleanliness A Muslim Helps his Brother L love my family Our Prophet Muhammad, peace be upon him, Nurtured by his Grandfather and Uncle

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‫‪Arabic Social Studies A‬‬ ‫منهج مادة التربية الوطنية‬ ‫الرؤيا العامة لتعلم الدراسات االجتماعية‬ ‫تعد رؤية مادة الدراسات االجتماعية والتربية الوطنية مجاالً تكامليا ً الغنى عنه في تكوين المتعلم معرفيا ً‬ ‫وعقليا ً ووجدانياً‪ ،‬والجدير بالذكر أن المحور الرئيس لمادة الدراسات االجتماعية والتربية الوطنية هو‪:‬‬ ‫( اإلنسان – األرض ) التي يعيش عليها وما يتصل بحياته من تاريخ واقتصاد ومجتمع وثقافة وتفاعالت‬ ‫مع الجوار‪ ،‬ومع اإلنسان المسلح بقيم اإلسالم والتسامح والتعاون والمحبة والحوار والسالم‪ ،‬هي الدعامة‬ ‫األساسية الستخالف هللا اإلنسان في األرض‪ ،‬كما تسعى هذه المادة لترسيخ والء المتعلم وانتمائه ‪،‬‬ ‫وعالقته بمجتمعه وبدستوره وحكومته‪ ،‬وبالعالم المتغير‪.‬‬ ‫مرفق نموذج أدوات التقييم السنوية من قبل وزارة التعليم‪.‬‬

‫مهـــــــمات أداء ‪60‬‬

‫مجموع االختبارات‬ ‫‪40‬‬

‫مجموع‬ ‫مهمات األداء‬ ‫‪60‬‬

‫اسماء الطالب‬ ‫اختبار‬ ‫الصف‬ ‫اختبار ‪1‬‬ ‫‪2‬‬ ‫والشعبة‪......................:‬‬ ‫‪20‬‬ ‫‪20‬‬

‫األنشط‬ ‫التعليمية‬ ‫األنشطة‬ ‫( الكتابية التعليمية‬ ‫– القرائية ( األدائية )‬ ‫‪30‬‬ ‫)‬ ‫‪30‬‬

‫المجموع الكلي‬ ‫‪100‬‬

‫سجل تقييم مادة الدراسات االجتماعية من‬ ‫أول لخامس‬

‫أدوات التقييم‬ ‫الصف األول الى الخامس‬

‫ماهية التقييم في المرحلة االبتدائية في مادة الدراسات االجتماعية من األول الخامس إلى الخامس‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬

‫التركيز على إكساب الطالب المهارات والمعارف والخبرات األساسية في كل مادة دراسية‪.‬‬ ‫تقييم أساليب التدريس وتعزيز التي تؤدي إلى تجسيد الفهم الحقيقي لمحتوى المادة دراسيًّا ‪.‬‬ ‫العناية بالجانب التطبيقي باعتماد أسلوب تقييم األداء الذي يتم فيه التأكد من تمكن الطالب من المهارة أو المعرفة‪.‬‬ ‫تجنب اآلثار النفســــية الســــلبية التي قد يتعرض لها الطالب وارتباطها بتجربته الدراســــية مثل‪:‬الشــــعور بالقلق‬ ‫والخوف‪.‬‬ ‫غرس العادات والمواقف اإليجابية في نفوس الطالب تجاه التعليم‪.‬‬

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‫•‬

‫إشـــــراك ولي أمر الطـالـب في التقويم وذلـك بتزويـده بمعلومـات وافيـة ومحـددة عن الصـــــعوبـات التي تعترض ابنـه‬ ‫وطلب معونته في التغلب عليها‪.‬‬

‫‪-‬‬

‫أنواع التقييم‪:‬‬

‫‪-‬‬

‫نظام التقييم الفصلي‪:‬‬ ‫ج‪ -‬اختبار نهاية العام‬ ‫ب‪ -‬اختبار منتصف العام‬ ‫ب‪ -‬اختبار بداية العام‬ ‫ج‪ -‬اختبارات مستمرة خاصة بالوحدات المقررة ومهارات المادة وتتضمن‪:‬‬ ‫أدوات التقييم‬ ‫الصف األول الى الخامس‬

‫‪-‬‬

‫مجموع االختبارات‬

‫اختبار‬ ‫‪1‬‬

‫اختبار‬ ‫‪2‬‬

‫مهـــــــمات أداء ‪6‬‬ ‫األنشط التعليمية‬ ‫( الكتابية – القرائية )‬

‫األنشطة التعليمية‬ ‫( األدائية )‬

‫أدوات التقييم‪:‬‬ ‫ االختبارات الشفوية والكتابية ‪ -‬سجل مالحظة الطالب ‪ -‬لوائح التدقيق – النماذج>‬‫‪ -‬ملف أعمال الطالب ( ملف اإلنجاز )‪.‬‬

‫‪-‬‬

‫** الخروج عن النمط التقليدي للتقييم باستخدام أساليب متنوعة وحديثة كــــ‪:‬‬ ‫توظيف الحاسوب والتقنيات الحديثة عند تقييم مهارات الفهم واالستيعاب – تقييم مهارات التفكير العليا كالتحليل‬ ‫والتقييم ‪ -‬التقييم الذاتي ‪ -‬التقييم عن طريق الزمالء‪.‬‬

‫‪-‬‬

‫مهارات مادة الدراسات االجتماعية‬

‫مهارة قراءة الجداول وتحليلها – مهارة قراءة الخريطة والصور والرسوم البيانية وتحليلها – مهارة قراءة النص وتحليله‬ ‫– مهارة تلخيص المعلومات على شكل الخريطة الذهنية – مهارة حل المشكالت وإيجاد األسباب والحلول – مهارة‬ ‫التصنيف والمقارنة – مهارة استخالص الحقائق التاريخية – مهارة إبداء الرأي واتخاذ القرار المناسب – تفسير المفاهيم‬ ‫واستخدام المصطلحات التاريخية‪.‬‬

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Arabic Social Studies B The aim of the UAE’s Social Studies Curriculum for non-Arab students is to develop an appreciation and understanding of the UAE’s land, its history, its people and leaders. Grade 1 students will enjoy learning about the country that they live in, study in its schools, go shopping in its malls as well as roaming its beautiful cities. Social Studies Education will help grade 1 students recognize the generous and hospitable Emirates which opens its arms to everyone who carries love and goodness to it.

Arabic Social Studies B units overview Unit Unit 1: Emirates Throughout History Main Ideas: - The Union of the Emirates was established on the Second of December 1971, when the seven emirates became one country.

- The flag, the national anthem and the emblem reflect the precious symbols of the United Arab Emirates.

Unit 2: Emirati Rulers Main Ideas: - Sheikh Khalifa bin Zayed bin Sultan Al Nahyan the President of the United Arab Emirates.

Concepts - The Union - The National Day - The flag - The Emirates Emblem - The National Anthem

-

Learning Outcomes - Recognize what is meant

by National Day - Express the interest to participate in the National Day celebration by drawing.

- Recognize the symbols of the Union.

- Chant the national anthem of the country in chorus.

President of the country Sheikh The Ruler of Dubai The UAE Vice President

- Mohammad bin Rashid Al Maktoum the UAE Vice President and the Prime Minister, the Ruler of Dubai.

-

-

-

-

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37

Recognize the personality of the Sheikh Khalifa bin Zayed Al Nahyan.

Appreciate the role of the Sheikh Khalifa in maintain the achievements of the union.

Recognize the personality of Sheikh Mohammad bin Rashid Al Maktoum.

Figure out the most outstanding initiatives of Sheikh Mohammad bin Rashid Al Maktoum.

Unit 3: Geographical Areas

-

Main Ideas: - Every child has a country and a homeland, lives on it and benefits from its wealth. The United Arab Emirates is an Arab country, situated in Asia, it overlooks important water bodies that provide good living for all its people.

Map The Emirates The Arabian Gulf The Arab World The water bodies The city The Capital The Village The neighbourhood The Urban

- The people of the Emirates and the residents live in various beautiful cities. Some of us live in cities on the coast, others live in villages and all of us live in our beloved Emirates.

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Unit 4: My Community Main Ideas: - A person first receives care and attention from his family. The Emirati families consist of group of people, who are characterized by interdependence, compassion, love and cooperation.

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Family Small family Extended family The neighbourhood The services (facilities) Profession Volunteer Voluntary work

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- Each city in the Emirates consists of a number of neighbourhoods and each neighbourhood has its own name. In the Emirates there are shops and facilities near the houses where the families can deal with them easily.

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- Fathers and mothers In the Emirati society d a variety of professions and occupations and many of them are keen to do voluntary work.

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Recognize the general shape of the United Arab Emirates map.

Point the location of the United Arab Emirates on the map.

Locate the neighbouring countries and water bodies.

Express his feelings about living In the United Arab Emirates.

Find the location of the city where he lives, on the map of the Emirates.

Describe the most significant features of the city where he lives.

Keep the city where he lives clean.

Name the members of the Emirati family.

Contrast the life of the Emirati family in the past and now.

Figure out the features of the Emirati family.

Compare the Emirati family with the family in other countries.

Appreciate the good habits that the Emirati Family raises its children on.

Recognize the characteristics of neighbourhood in the Emirates.

Recognize the facilities near his house.

Acquire daily life skills in dealing with the facilities available near his house.

Mention his father’s profession.

Describe his father’s role in serving the society.

Do voluntary work to serve the Emirati society.

Unit 5: Culture and Heritage Main Ideas: - The people in the Emirates are keen to receive their guests well and welcome them in different ways.

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Customs Hospitality Vaporizer (mabkharah) ‘’ Taq, Taq, Taqeyeh ‘’ The fairy tale Albidiha Haq Alleilah Chants

- Children of the Emirates, in the past and in the present play many and varied games that are practiced throughout the year, ‘’ Taq Taq Taqeyeh ‘’ is one of them.

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- The story is about an orphan girl, who befriended a fish with magical powers. The fish helped her to get rid of the unfair treatment.

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- The children in the UAE celebrate several occasions, including the night of the fifteenth of Sha’ban, called ‘’Haq Alleilah’’

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Recognize the concept of hospitality.

Recognize words of welcoming guests in the Emirati dialect, for example: “ Marhaba El Sa’ah ‘’.

Recognize the game ‘’ Taq, Taq, Taqeyeh ‘’.

Practice the game with his friends.

Recognize a tale from the Emirati Heritage.

Mention the positive domains of the tale.

Recognize the concept of ’Haq Alleilah’’ Recognize the preparations of the Emirati family on the occasion of ’Haq Alleilah’’

Mathematics

At RIS we see mathematics as a way of thinking rather than simply a body of knowledge to be delivered. ‘An exemplary mathematics classroom consists of a very active and busy community of learners’ (IB, 2003). Our approach to teaching and learning reflects this.

• • • • • • •

•

The teacher inquires with the students.

Tasks set are purposeful and engaging.

Teachers facilitate the developmental stages of learning through appropriate learning experiences.

Opportunities are provided for: i) constructing meaning, ii) transferring meaning to signs and symbols and iii) understanding and applying knowledge and skills to different situations.

Learning is an interactive process, where discussion of processes and different approaches are a regular part of daily lessons.

Students have opportunities to work individually, with partners, in small groups and as a whole class.

Throughout the year teachers make meaningful conceptual links to Units of Inquiry.

A range of accessible resources provide students opportunities to record their mathematical thinking and understanding. White boards, ICT programmes, plain paper and a range of dotted and squared papers supplement the mathematics exercise books. Also children have access to a range of mathematical dictionaries, encyclopaedias, literature and textbooks.

ICT plays an integral role in the teaching and learning of mathematics. Through computers and netbooks, students have access to a range of mathematical programmes covering the full breadth of the curriculum.

Teachers make use of interactive teaching programmes via classroom projectors to explore and model skills and concepts with students.

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Mathematics Strands There are five strands in the PYP mathematics programme: • •

Data handling Measurement

• • •

Shape and space Pattern and function Number

The Number and Pattern and function strands of mathematics are taught daily at RIS. This is to ensure children have sufficient time to develop strong conceptual understanding of the number system, number operations, and acquire key number facts. Shape and Space, Measurement and Data-Handling are taught primarily through the meaningful contexts of the units of inquiry.

Mathematics in Grade 1 Number is essentially an abstract concept and it is very difficult for young children to grasp abstract concepts. Young children need to work with number in ‘concrete’ forms to make sense of it. They need regular opportunities to see, feel, make, change and order numbers with manipulatives. It can be very counterproductive to rush students onto calculating through formal written methods (algorithms) too early, so in Grade 1 the focus is on developing a strong understanding of numbers and effective mental methods of calculation supported with the use of materials and visual models. In Grade 1 the majority of students will be working with numbers to 100. Regular practice is required for students to grasp key concepts, acquire knowledge and master and apply skills so, at RIS the Number and Pattern and Function strands of the mathematics curriculum are taught every day.

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Key manipulatives and number models used in Grade 1

Counters

Children will experience counting and making numbers using a variety of counters and objects. This builds understanding of ‘Cardinal’ number – the understanding that a number represents how many in a set.

Bead strings and abaci.

Manipulatives such as beadstrings and abaci, provide visual models of 100, organized in divisions of ten lots of ten.

They reinforce cardinal number, and also build understanding of the ‘ordinal’ concept of number – numbers used to denote the position in an ordered sequence.

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Hundred Squares 100 squares reinforce the visual model of the abacus (representing 100 as ten rows of tens) and introduce students to the symbols for each of these numbers.

Students can practice finding numbers on a 100 square by reading down the number of tens and reading across to the units. E.g. 64

Partially completed hundred square help reinforce number order

Numberlines Numberlines represent numbers in a linear order. They can be given to students with all or some of the numbers already on, but the children will also learn to create their own.

E.g. A numberline showing the numbers 1-10

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A partially completed numberline like the one below can be used to explore number order, “Can you fill in the spaces?; which number comes before 10?”

A numberline to 100 showing the 10s .- “Can you mark on 48?; Can you count on 3 tens from 40?; which number would be exactly halfway between 70 and 80?”

Base 10 Equipment

By the end of Grade 1 most children will have started to explore the concept of place value - the understanding that the value of each numeral in a written number is dependent on its position. E.g. the numeral 6 in the number 64 is worth six tens (sixty). Base ten equipment allows students to see that ten units is equal to one ten and ten tens are equal to a hundred.

Grade 1 Mathematics Benchmarks The school’s Grade level benchmarks provide an indicator or attainment in line with international standards.

However in the PYP it is understood that students learn at different rates and so these indicators may not represent an appropriate level of expectation for all.

Students will be given the opportunity to work beyond the Grade 1 benchmarks if ready to do so, or work towards the Grade 1 level if they do not yet have the foundations in place to achieve the Grade level benchmark.

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Mathematics – Number Benchmarks

Reading and writing number

Counting

Compare and order

Early Years 2

Grade 1 –

Grade 2

(Working towards)

(Working within)

(Working beyond)

Read and write numbers in figures from 0 to 50

Read, and write whole numbers to at least 100 and know what each digit represents

Read, and write whole numbers to at least 1000 and know what each digit represents

Count on and back from a given number to 50 by single digits

Count on and back from a given number to 100

Count on and back from a given number to 1000

Compare and order numbers to 50

Compare and order numbers to 100

Compare and order numbers to 1000 Be able to round any positive integer less than 100 to the nearest 10.

Rounding

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Recall number pairs with a total of 10, e.g. 3 + 7, or what to add to a single-digit number to make 10, e.g. 3 + . = 10

Mental Addition and Subtraction (recall)

Recall addition and subtraction facts for all numbers up to at least 10, e.g. 3 + 4, 8 – 5 Recall number pairs with totals to 20

Recall addition and subtraction facts for all numbers to 20, e.g. 9 + 8, 17 – 9, drawing on knowledge of inverse operations

Recall addition facts for totals Recall sums and differences to at least 5, e.g. 2 + 3, 4 + 3 Recall all pairs of multiples of multiples of 10, e.g. 50 + of 10 with totals up to 100, 80, 120 – 90 e.g. 30 + 70, or 60 +?? = 100 Recall addition doubles for all Recall what must be added numbers to at least 10, e.g. 8 to any two-digit number to Recall pairs of two-digit numbers with a total of 100, make the next multiple of +8 e.g. 32 + 68, or 32 +__ = 100 10, e.g.

52 + ? = 60 Recall addition doubles for all numbers to 20, e.g. 17 + 17 and multiples of 10 to 50, e.g. 40 + 40

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Recall addition doubles for multiples of 10 to 100, e.g.

90 + 90

Mathematics – Number Benchmarks continued Early Years 2

Grade 1 –

Grade 2

(Working towards)

(Working within)

(Working beyond)

Calculation Calculation Calculation Add and subtract groups of Add or subtract a pair of single- Add or subtract a pair of single-digit numbers, including small numbers, e.g. 5 – 3 + 2 digit numbers, e.g. 4 + 5, 8 – 3 crossing 10, e.g. 5 + 8, 12 – 7 Add or subtract a two-digit number to or from a multiple Add or subtract a single-digit Add any single-digit number to of 10, e.g. 50 + 38, 90 – 27 number to or from a teens or from a multiple of 10, number, e.g. 13 + 5, 17 – 3 e.g. 60 + 5 Add and subtract two-digit numbers e.g. 34 + 65, 68 – 35 Add or subtract a single-digit to or from 10, and add a Subtract any single-digit Add near doubles, e.g. 18 + 16, multiple of 10 to a single-digit number from a multiple of 60 + 70 number, e.g. 10 + 7, 7 + 30 10, e.g. 80 – 7 Mental Addition and Subtraction (Calculation)

Add near doubles and groups of ten, using materials to assist, Add or subtract a single-digit number to or from a two-digit e.g. 6 + 7 number, including crossing the tens boundary, e.g. 23 + 5, 57 – 3, then 28 + 5, 52 – 7 Add or subtract a multiple of 10 to or from any two-digit number, e.g. 27 + 60, 72 – 50 Add numbers close to multiples of 10 (9, 19, 29, … or 11, 21, 31, …)

Add near doubles, e.g. 13 + 14, 39 + 40

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Mathematics – Number Benchmarks continued Early Years 2

Grade 1 –

Grade 2

(Working towards)

(Working within)

(Working beyond)

Count on from and back to a Recall multiplication facts given number in groups of 10 for the 2, 5 and 10 timestables, and corresponding Recognise odd and even division facts (using the numbers to 20 language of “groups of”) Recognise odd and even numbers to 100 Multiplication and division fact to 10X10

Recall multiplication facts for the 2, 5, and 10 timestables, and corresponding division facts Recognise multiples of 2, 3, 4, 5, 6 and 10 up to the tenth multiple

Recognise multiples of 2, 5 and 10 facts (using the language of “groups of”) Find the total number of objects when they are organised into groups of 2, 5, or 10 facts (using the language of “groups of”)

Doubling and Halving

Recall doubles of all numbers Recall doubles of all to 10, e.g. double 6 numbers to 20, e.g. double 13, and find the corresponding Correctly use terms ‘half’ and halves ‘double’ to describe Recall doubles of multiples quantities or size of 10 to 50, e.g. double 40, and find the corresponding halves Calculate the double of any multiple of 5 up to 50, e.g. double 35

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Recall doubles of multiples of 10 to 100, e.g. double 90, and corresponding halves Calculate the double of any multiple of 5 up to 100 and find the corresponding halves , e.g. double 85, halve 170

Mathematics – Number Benchmarks continued

Multiplying and dividing by multiples of 10

Early Years 2

Grade 1 –

Grade 2

(Working towards)

(Working within)

(Working beyond)

Recall multiplication and division fact families for the 10 times table, e.g. 7 × 10, 60 ÷ 10 (using the language of “groups of”)

Multiply one-digit or twodigit numbers by 10 or 100, e.g. 7 × 100, 46 × 10, 54 x 100

Written Addition and Subtraction

Develop and use written methods to record, support or explain addition and subtraction of two-digit and three-digit numbers

Written Multiplication and Division

Calculate 2 by 1 digit multiplication problems with 1 ten E.g. 16 x 4

Representing fractions as a part of a whole: Finding a fraction of a single unit

Use the vocabulary of halves and quarters in context

Identify and estimate fractions of shapes (halves, thirds, quarters and eighths)

Find one-half and quarters of shapes

Read and write proper fractions understanding the numerator and denominator (halves, thirds, quarters and eighths)

Understand fractions as equal parts of a whole Recognise that a fraction divides a whole into equal parts

Representing fractions as a part of a whole: Finding fractions of quantities

Find one half of a set of objects

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Find unit fractions of numbers and quantities e.g. ½, 1/3, ¼, & 1/6 of 12 litres (one half, one third, one quarter and one eighth)

Use diagrams and manipulatives to compare fractions that as ‘more than’, ‘less than’, or ‘equivalent’ to a half (halves, thirds, quarters and eighths).

Comparing Fractions

Model addition and subtraction of fractions with the same denominator (halves and quarters)

Calculating with fractions

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Mathematics – Pattern and Function Benchmarks Early Years 2

Grade 1 –

Grade 2

(Working towards)

(Working within)

(Working beyond)

Create, describe and extend patterns

Create, describe and extend patterns using two or more attributes

Recognize and describe and extend patterns in numbers: odd and Skip counting using patterns in even, skip counting 2’s, 5’s and 1,2,5,10 10’s.

Patterning using two or more attributes.

Identify patterns and rules for addition up to 10 (4+3=7, 3+4=7)

Identify and describe repeating patterns using two or more attributes, growing and shrinking patterns

Analyse, recognize, describe and extend more complex patterns in numbers

Identify patterns and rules for addition greater than 10 less than 20 Understand and use the relationship Identify and describe patterns in the between addition and subtraction environment and multiplication and division (with manipulatives)

Understand and use number patterns to solve problems

Model multiplication as an array

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Mathematics – Measurement Benchmarks Early Years 2

Grade 1 –

Grade 2

(Working towards)

(Working within)

(Working beyond)

Use mathematical language relating Estimate, measure, label and Understand the relationship between to measurement such as long, wide, compare using non-standard units of days, weeks, months and years volume, temperature and time. measurement capacity and mass Use non-standard and explore standard (centimetre, metre) units of measurement: length, mass, volume and time.

Estimate, measure and compare using non-standard and standard unit of measurement; length, time, capacity and temperature

Use a calendar to identify sequence of date, days and months.

Estimate, measure and compare standard units of length Explore, estimate, identify and measurement up to 30cm. compare lengths of time: minute, hour, day, week, month and year.

Use a calendar to determine the date, and to identify and sequence Read time to the hour on an days of the week and months of the analogue clock. year Identify and order coins and notes Estimate, identify and compare lengths of time; second, minute, hour, week, month and year

Estimate, measure and compare using standard units of measurement (length, time)

Estimate, measure and compare using non-standard units of measurement (mass, capacity, perimeter, temperature)

Single step word problems using money (simple addition and subtraction)

Independently identify, sort and order coins and notes

Read and write analogue and digital Read and write analogue time to the time to the nearest quarter hour, hour, half hour and quarter hour half-hour, hour Explore addition and subtraction using money

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Mathematics Shape and Space Benchmarks Early Years 2 (Working towards)

Grade 1 – (Working within)

Use what they know about 3-D shapes to see and describe 2-D shapes

Sort and label 2-D and 3-D shapes using appropriate mathematical vocabulary, sides, corners, circle, sphere, square and cube

Sort and label 2-D and 3-D shapes using appropriate mathematical vocabulary: sides, corners, circle, sphere, square and cube

Grade 2 (Working beyond) Sort, describe and model regular and irregular 2-d polygons and 3-d figures by geometric properties (number of sides, vertices, number and shape of faces)

Create 2-D shapes

Sort, describe, compare and name 3-D shapes according to attributes such as size and form (cube, cuboid, sphere, prism and cone)

Use what they know about 3-D shapes to see and describe 2-D shapes e.g. hexagon, pentagon, square, circle, rectangle, triangle

Recognise and use whole, half and quarter turns Sort, describe, compare, name and create 2-D shapes according to attributes such as size or form (circle, square, triangle, rectangle, oval and pentagon)

Create and explain simple symmetrical designs

Identify reflective symmetry in patterns and 2-D shapes and draw lines of symmetry in shapes

Find and explain symmetry in their immediate environment

Create and explains simple symmetrical designs

Give and follow simple directions, describing paths, regions and boundaries of their immediate environment and their position: left, right, forward and backward

Give and follow simple instructions involving position, direction and movement; left, right, forwards, backwards, diagonally forward and diagonally backwards

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Identify, describe and model congruency in 2-D shapes and combine and transform 2-d shapes to make another shape

Recognise and use whole, half and quarter turns (clockwise and anti-clockwise)

Identify and create symmetrical patterns

Locate features on a grid using coordinates

Mathematics – Data Handling Benchmarks Early Years 2

Grade 1 –

Grade 2

(Working towards)

(Working within)

(Working beyond)

Sort, order and label real objects into sets by more than one attributes

Sort and label objects into sets of two or more attributes

Sort and label objects into sets of two or more attributes and records this using pictures/symbols/ numbers.

Interpret data by comparing quantities: more, fewer, equal, bigger, smaller

Discuss and compare data represented in teacher generated diagrams e.g. Carroll, Venn, tree

Discuss and compare data represented in teacher generated frequency tables and single line graphs.

Create a pictograph with one to one Create and label a bar graph. correspondence.

Begin to use every day comparative Begin to use every day comparative language and number to describe language and number to describe data in teacher generated data (teacher generated or student pictographs and bar graphs. generated)

Create a Venn diagram and tree diagram.

Use everyday comparative language and number to describe selfgenerated data (more, fewer, equal, less than, greater than, most, least) Determine fair and unfair games.

Create a pictograph and simple bar graph from a graph of real objects, and interpret data by comparing quantities more, fewer, less than, greater than

Discuss, identify, predict and place outcomes in order of likelihood; impossible, unlikely, likely and certain

To recognise situations where outcomes are certain, impossible or unpredictable.

Describe possible outcomes for particular events and use everyday language to describe the likelihood of the outcomes occurring.

Begin to use IT to organize and present data Record data using tally charts

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Social Studies and Science

Science and social studies are relevant to all the transdisciplinary themes and all planned science and social studies learning take place within this framework of the programme of inquiry

Social Studies In the Primary Years Programme, social studies learning guides students towards a deeper understanding of themselves and others, and of their place in an increasingly global society. It provides opportunities for students to look at and think about human behaviour and activity realistically, objectively, and with sensitivity. Exposure to and experience with social studies therefore opens doors to key questions about life and learning.

Raha International School has developed its Programme of Inquiry to meet the needs of its students growing up in Abu Dhabi. Key themes have been identified from the Arabic Social Studies curriculum and integrated into our Programme of Inquiry. Many of our units of inquiry start from a local perspective, enabling students at RIS to develop their knowledge and understanding of their host country and gain an appreciation of Arab culture and perspectives.

By teaching Arabic Social Studies within the Units of Inquiry students learn about Arabic culture and traditions within meaningful and significant contexts and use their knowledge and understanding to consider important conceptual ideas and local and global issues.

Whenever possible we look to utilize resources available in the local community in order to provide a meaningful context for inquiry (e.g. field trips, artefacts and visiting speakers).

Social Studies Strands The social studies component of the PYP is characterized by concepts and skills rather than by content, however a breadth and balance of social studies content is covered through the units of inquiry. The knowledge component of social studies in the PYP is arranged into five strands: human systems and economic activities, social organization and culture, continuity and change through time, human and natural environments, and resources and the environment.

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SOCIAL STUDIES STRANDS Human systems and economic activities Social organization and culture Continuity and change through time

Human and natural environments

Resources and the environment

DESCRIPTION The study of how and why people construct organizations and systems; the ways in which people connect locally and globally; the distribution of power and authority.

The study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with each other.

The study of the relationships between people and events through time; the past, its influences on the present and its implications for the future; people who have shaped the future through their actions.

The study of the distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent place; the impact of natural disasters on people and the built environment.

The interaction between people and the environment; the study of how humans allocate and manage resources; the positive and negative effects of this management; the impact of scientific and technological developments on the environment.

Social studies skills The social studies component of the curriculum also provides opportunities for students to develop a range of social studies skills and processes. The PYP identifies five key social studies skills to be developed and built on throughout the primary years.

a. Formulate and ask questions about the past, the future, places and society b. Use and analyse evidence from a variety of historical, geographical and societal sources c. Orientate in relation to place and time d. Identify roles, rights and responsibilities in society e. Assess the accuracy, validity and possible bias of sources

Overall Expectations for the 5-7 year old age range Students will increase their understanding of their world, focusing on themselves, their friends and families and their environment. They will appreciate the reasons why people belong to groups, the roles they fulfil and the different ways that people interact within groups. They will recognize connections within and between systems by which people organize themselves. They will broaden their sense of place and the reasons why particular places are important to people, as well as how and why people’s activities influence, and are influenced by, the places in their environment. Students will start to develop an understanding of their relationship with the environment. They will gain a greater sense of time, recognizing important events in their own lives, and how time and change affect people.

They will become increasingly aware of how advances in technology affect individuals and the environment.

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Science In the PYP science is viewed as the exploration of the biological, chemical and physical aspects of the natural world, and the relationships between them. Our understanding of science is constantly changing and evolving. The inclusion of science within the PYP leads learners to an appreciation and awareness of the world as it is viewed from a scientific perspective. It encourages curiosity and ingenuity and enables the student to develop an understanding of the world.

Reflection on scientific knowledge also helps students to develop a sense of responsibility regarding the impact of their actions on themselves, others and their world.

The science component of the PYP is characterized by concepts and skills rather than by content, however we do ensure that a breadth and balance of science content is covered through the units of inquiry. The knowledge component of science in the PYP is arranged into four strands: living things, Earth and space, materials and matter, and forces and energy.

SCIENCE STRAND Living things

Earth and space

Materials and matter Forces and energy

DESCRIPTION The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment.

The study of planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and systems that shape the planet and the distinctive features that identify it; the infinite and finite resources of the planet.

The study of the properties, behaviours and uses of materials, both natural and humanmade; the origins of human-made materials and how they are manipulated to suit a purpose.

The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines.

The science component of the curriculum also provides opportunities for students to develop a range of science skills and processes. The PYP identifies eight key science skills to be developed and built on throughout the primary years.

Science skills a. Observe carefully in order to gather data b. Use a variety of instruments and tools to measure data accurately c. Use scientific vocabulary to explain their observations and experiences d. Identify or generate a question or problem to be explored e. Plan and carry out systematic investigations, manipulating variables as necessary f. Make and test predictions g. Interpret and evaluate data gathered in order to draw conclusions h. Consider scientific models and applications of these models

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Overall Expectations for the 5-7 year old age range Students will develop their observational skills by using their senses to gather and record information, and they will use their observations to identify patterns, make predictions and refine their ideas. They will explore the way objects and phenomena function, identify parts of a system, and gain an understanding of cause and effect relationships.

Students will examine change over varying time periods and will recognize that more than one variable may affect change. They will be aware of different perspectives and ways of organizing the world, and they will show care and respect for themselves, other living things and the environment. Students will communicate their ideas or provide explanations using their own scientific experience.

Visual Art

At Raha International School we value the creativity and imagination. In the PYP Visual Arts programme students see themselves as the makers and viewers in the creative process. Students will explore the relationship between the elements of art and design and investigate the properties of materials and media and use tools and technologies to develop skills in a range of techniques. Students will reflect on, test, clarify, and regenerate ideas, as well as solve problems, individually and collaboratively, while making objects and images. Assessment in Visual Arts will be ongoing and may include observations, portfolios, self-evaluation and peer assessments.

Our transdisciplinary programme will provide students with opportunities to inquire into Art and inquire through Art.

PYP VISUAL ART STRANDS The process of responding provides students with opportunities to respond to their own and Responding

Creating

other artists’ works and processes, and in so doing develop the skills of critical analysis, interpretation, evaluation, reflection and communication. By responding to their own artwork and that of others, students become more mindful of their own artistic development and the role that arts play in the world around them.

The process of creating provides students with opportunities to communicate distinctive forms of meaning, develop their technical skills, take creative risks, solve problems and visualize consequences. Students are encouraged to draw on their imagination, experiences and knowledge of materials and processes as starting points for creative exploration.

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Grade 1 Visual Art Learning Outcomes Responding

Creating

Conceptual Understandings • The art is a means of communication and expression.

• There is a relationship between the artist and the audience.

• People make meaning through the use of symbols.

Conceptual Understandings • We express our response to artwork in a variety of ways.

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

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

• Our experiences and imagination can inspire us to create.

Outcomes • Make personal connections to artworks • Describe what they notice about an artwork • Investigate the purposes of artwork from different times, places and a range of cultures including their own.

• Create artwork in response to a variety of stimuli.

• Use appropriate terminology to discuss artwork.

• Express opinions about an artwork.

• Become an engaged and responsive audience for a variety of art forms.

• Show curiosity and ask questions about artworks • Sharpen their powers of observation.

• Identify the materials and processes used in the creation of an artwork

Outcomes • Demonstrate control of tools, materials and processes.

• Engage with and enjoy a variety of visual arts experiences.

• Realize that their artwork has meaning.

• Sharpen their powers of observation.

• Use their imaginations and experiences to inform their art making.

• Select tools, materials and processes for specific purpose.

• Identify, plan and make specific choices of materials tools and processes.

• Take responsibility for the care of tools and materials • Participate in individual and collaborative creative experiences.

• Create artwork in response to a range of stimuli

Art Skills • • • • • •

•

Identify primary Colours & Secondary Colours Identify & Compare Values Distinguish ORGANIC & GEOMETRIC shapes Describe lines (jagged, broken, straight, curved) Identify & refer to EofA in their environment Identify variety of art tools, materials and techniques Identify HORIZON LINE

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Music

Music at RIS enables students to communicate in ways that go beyond their oral language abilities. Music delights and stimulates, soothes and comforts us; music allows students to communicate in a unique way. Musical experiences and learning begin with the voice. It is important that students are given opportunities to discover a broad range of music experiences including classifying and analysing sounds, composing, exploring body music, harmonizing, listening, playing instruments, singing, notation, reading music, song writing and recording.

The PYP Music Scope and Sequence is organized under two strands: Creating and Responding. In creating, students use their imagination and musical experiences to organize sounds—natural and technological—into various forms that communicate specific ideas or moods. In responding, students are given the opportunity to respond to different styles of music, as well as to music from different times and cultures. Individually and collaboratively, students will have the opportunity to create and respond to music ideas. By exposing students to a wide and varied repertoire of musical styles, they can begin to construct an understanding of their environment, their surroundings and structures, and begin to develop personal connections with them.

Music is a part of everyday life. Listening to and performing music can be a social activity. The development of listening skills, an important aspect of all learning, is constantly reinforced. Music also plays an important part in the language learning process. Through songs and rhymes, students can hear patterns and develop a sense of the rhythm that applies to languages. This can be especially apparent when learning a new language because the meaning of the words is not necessarily understood, and so students concentrate on the rhythms and patterns they hear.

Music is both an active and reflective process when making and listening to it. Students will draw on a wide range of sources in their music learning: music composed by themselves and other students; music composed by musicians; literature; paintings; dance; their own imagination; real-life experiences; feelings; values and beliefs.

They will be exposed to live performances as well as recordings. Additionally, opportunities to participate in live performances—informal as well as formal— will allow students to work collaboratively and gain awareness of the audience.

At RIS our PYP music classrooms provide an environment that stimulates and challenges students. They are well resourced with an extensive range of music recordings, videos and instruments. Students have the opportunity to explore home-made as well as manufactured instruments from a variety of countries and cultures.

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Grade 1 Music Learning Outcomes The school’s Grade level learning outcomes provide an indicator of attainment in line with international standards.

However in the PYP it is understood that students learn at different rates and so these indicators may not represent an appropriate level of expectation for all.

Students will be given the opportunity to work beyond the Grade 1 benchmarks if ready to do so, or work towards the Grade 1 level if they do not yet have the foundations in place to achieve the Grade level benchmark.

STRANDS with LEARNING OUTCOMES

Responding • • • • • • • •

• • •

Creating

Singing: Use voice to imitate sounds and learn songs Select self-representative music to share Describe the differences in music Moving to Music: Move bodies to express the mood of music Describe how music makes one feel Distinguish the sounds of different instruments in music Listen to music and create their own work in response Express their responses to music in multiple ways (drawings, games, songs, dance, discussion, etc.)

Moving to Music: Explore body and untuned percussion instrument sounds Recognize different sources of music in daily life Notation: Recognize that sound can be notated in a variety of ways

• • • • • • • • •

Use vocal sounds, rhythms and instruments to express feelings or ideas Create and accompany music using a variety of sounds and instruments Play untuned percussion instruments in time with a beat Use the voice and body to create musical patterns Explore sound as a means of expressing imaginative ideas Recreate sounds from familiar experiences Participate in performing and creating music both individually and collectively Record personal, visual interpretation of elements of sound Playing Instruments: Create own basic musical instruments

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Personal, Social and Physical Education In the PYP, personal, social and physical education (PSPE) is concerned with the individual’s well-being through the promotion and development of concepts, knowledge, attitudes and skills that contribute to this well-being. Wellbeing is intrinsically linked to all aspects of a student’s experience at school and beyond. It encompasses physical, emotional, cognitive, spiritual and social health and development, and contributes to an understanding of self, to developing and maintaining relationships with others, and to participation in an active, healthy lifestyle.

PSPE is integral to teaching and learning in the PYP and is embodied in the IB learner profile that permeates the programme and represents the qualities of internationally minded students and effective lifelong learners. The development of a student’s well-being is addressed through all areas of the PYP curriculum. Therefore, all teachers at RIS take on a shared responsibility for support each student’s personal, social and physical development.

The development of overall well-being in the PYP is defined through three common strands that have relevance to all teachers: identity, active living and interactions). These strands are concept driven and have been designed to interact with each other, working together to support the overall development of students.

Identity

Active Living

Interactions

An understanding of our own beliefs, values, attitudes, experiences and feelings and how they shape us; the impact of cultural influences; the recognition of strengths, limitations and challenges as well as the ability to cope successfully with situations of change and adversity; how the learner’s concept of self and feelings of self-worth affect his or her approach to learning and how he or she interacts with others.

An understanding of the factors that contribute to developing and maintaining a balanced, healthy lifestyle; the importance of regular physical activity; the body’s response to exercise; the importance of developing basic motor skills; understanding and developing the body’s potential for movement and expression; the importance of nutrition; understanding the causes and possible prevention of ill health; the promotion of safety; rights and the responsibilities we have to ourselves and others to promote well-being; making informed choices and evaluating consequences and taking action for healthy living now and in the future.

An understanding of how an individual interacts with other people, other living things and the wider world; behaviours, rights and responsibilities of individuals in their relationships with others, communities, society and the world around them; the awareness and understanding of similarities and differences; an appreciation of the environment and an understanding of, and commitment to, humankind’s responsibility as custodians of the Earth for future generations.

PSPE in Grade 1 In Grade 1 the students will develop an awareness of their strengths and weaknesses through reflective thinking and develop appropriate personal goals. Similarly, they will learn to manage their feelings, and communicate personal problems, concerns and issues in a respectful, proactive manner. They will take risks as they develop confidence in their own abilities. The students will show awareness of and respect for the needs and views of others. They will make connections between their own values, beliefs and traditions and those of their classmates. This will help them to develop positive, respectful relationships. Assessment in this area may include student self-evaluations, teacher observations and personal growth portfolios.

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Moral Education

The UAE’s Moral Education Programme (MEP) has been introduced to all schools in Abu Dhabi this year. The programme covers four pillars of teaching and learning: character and morality, the individual and the community, civic studies and cultural studies. The topics and outcomes complement the goals and approach of our PSPE programme and have been integrated into our Units of inquiry.

Grade 1 Topics and outcomes.

The topics and outcomes of the (MEP)

Individual and the Community

Character and Morality

Cultural Studies

Me and my family: Self-worth; about me. Community awareness: me and my family, relationships Friendship: Self-worth: friendship.

Community awareness: respecting and understanding difference

Fairness, affection: What being fair means in different contexts.

What is meant by affection Equality, justice as fairness The notion of equality and justice as fairness; rival ideas of justice and the arguments for and against each; meaning and difference between distributive and commutative justice; the need for rules and law Caring, honesty: What caring means in different contexts.

Distinguishing between honesty and dishonesty Respect and tolerance in a diverse society What prejudices are and how they may lead to discrimination and even violence Recognising and respecting difference

Discovering UAE heritage through story telling: Oral tradition: how we learn about our own and other people’s heritages through story telling Intangible heritage: Our heritage as found through crafts, traditions, art, music and customs

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Theme Character and Morality Individual and Society

Unit Unit 1: Fairness and Affection

Learning Questions Will I be happy if I am fair?

Unit 2: My family and I

Cultural Studies

Unit 3: Discovering of UAE Heritage Through Storytelling

Character and Morality

Unit 4: Caring and Honesty

Individual and the Community Cultural Studies

Unit 5: Friendship

How can I share my feelings with my family and friends? How can I express my likes?

What does our tradition of storytelling tell us about the heritage and culture of the UAE? Why are decisions about behaving in a caring and honest manner so important?

What does true friendship entail?

Unit 6: Moral Heritage

What is the heritage?

Physical Education

As part of our PSPE curriculum at RIS we have develop an ongoing, balanced physical education programme, drawing on the conceptual understandings and learning outcomes from all three strands of PSPE to provide meaningful, connected learning experiences for students.

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Strands

Essential Understandings

Individual Pursuits

The development of basic motor skills and the body’s capacity for movement through locomotor and manipulative skills and/or experiences; the techniques, rules and purpose of a range of athletic activities.

Movement Composition

Recognizing that movements can be linked together and refined to create a sequence of aesthetic movements. Movements can be in response to stimuli or performance elements and/or criteria and can communicate feelings, emotions and ideas.

Games

Adventure Challenge

Health Related Fitness

Recognizing the challenges presented by games; the importance of manipulating space; the categorizing of games; identifying and developing appropriate skills and strategies; recognizing the importance of rules and how they define the nature of a game; modifying existing games and creating new games; teamwork.

A variety of tasks requiring the use of physical and critical-thinking skills by individuals and/or groups; challenges that require groups to work together collaboratively in order to solve problems and accomplish a common goal; recognizing the role of the individual in group problem solving.

Recognizing and appreciating the importance of maintaining a healthy lifestyle; the body’s response to exercise including the interaction of body systems and the development of physical fitness.

During Grade 1 students will engage in a variety of different physical activities for Individual Pursuits, Adventure challenges, Movement Composition Health Related Fitness and Games.

PE Strand Individual Pursuits

Adventure Challenges

Games

G1 PE Outcomes (Note - some outcomes are revisited and built on in multiple units) • Use and adapt basic movement skills (gross and fine motor) in a variety of activities • Understand the need to act responsibly to help ensure the safety of themselves and others • Understand the need to act responsibly to help ensure the safety of themselves and others • Solve challenging problems by working together and cooperating with others • Identify feelings and begin to understand how these are related to behaviour • Identify rules and fair play when participating in physical activities • Use and adapt basic movement skills (gross and fine motor) in a variety of activities • Recognize the different group roles and responsibilities RIS Grade 1 Curriculum Guide 2020-2021

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Movement Composition

• • • •

Health Related Fitness

• • •

Use strategies and tactics in game situations Explore different movements that can be linked to create sequences Display creative movements in response to stimuli and express different feelings, emotions and ideas Explore the importance into different cultures of storytelling through dance, music and song Identify healthy food choices Explore benefits of regular physical activity and identifying opportunities when they can be active at school, at home and in the community Discuss the body’s reactions to participating in physical activities

Information Fluency

Information Technology is an integral part of the modern world and therefore, is an integral part of educating our children. In Raha International School, we believe that technological skills are vital in the holistic development of the child. In the Early Years, technological skills are taught through integration into the IB curriculum. The use of technology blends well with our Transdisciplinary Themes, Skills and Learner Profiles.

In EY1, children are exposed to various forms of technology. Teachers frequently use Interactive Whiteboards during their lessons as well as iPads for taking photographs and researching child-led questions. The children begin to develop initial IT skills such as unlocking the iPad, selecting apps, taking pictures and videos, as well as initial skills in coding using simple robotic machines.

In EY2, children continue to be exposed to forms of technology such as typing skills, emoji stories, Raz-kids reading programme and YouTube.

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They further develop skills through drawing tools and guided research on their iPads, taking pictures and videos of their learning using various apps and uploading evidence of this learning to Seesaw.

In Grade 1, children have already achieved a solid understanding of iPad use. Our goal is to further that development to enable the children to begin independently documenting, assessing and sharing their own learning through the use of Clips, Seesaw, iMovie and Camera apps. This allows the children to reflect on their learning experiences in a deeper and more meaningful way. We also develop their coding skills through the use of Dash & Dot robots. Binding all this together will be the teaching of I.T. safety skills and digital citizenship in order to create independent, responsible and proficient I.T. operators.

This continuous and progressive development of the children’s I.T. skills will enable them to transition into Grade 2 with sufficient skills to be a technologically literate citizen in a growing digital world.

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