Raha KCC: Primary Curriculum Handbook

CurriculumHandbook

PrimaryYearsProgramme

KhalifaCityCampus

WelcometoourPrimaryYears

InourPrimaryschoolatKCCwehaveanunwaveringbeliefintheinnatecapabilities of each student. As a proud International Baccalaureate (IB) school our values are based on knowledge, courage and connection. We strive to empower our students to exceed expectations and evolve into global learners who can truly make a differenceintheworld

Weunderstandthateverychildcarrieswithinthemaunique,unlimitedpotential.We create an environment where students feel valued, supported and encouraged to exploretheircuriosityandinquireabouttheworldaroundthem.Thisphilosophynot only nurtures their academic growth but also fosters a sense of self-worth and empathy

We are driven by the belief that high expectations are the foundation of excellence. Our dedicated staff understand that when students are challenged to aim higher, they are capable of achievements beyond their imagination. Through the IB framework, we cultivate a holistic approach to learning that transcends textbooks and classrooms We instil courage in our students, encouraging them to take risks, embracechallengesandemergeasconfidentproblemsolvers

We equip our students with the tools to think critically, question boldly and seek answers through inquiry-based learning. By nurturing their natural curiosity, we foster a love for learning that extends beyond the classroom walls, empowering themtobecomelifelonglearners

Our curriculum is designed to inspire a deep understanding of diverse perspectives and cultures, nurturing a sense of unity and shared responsibility. We firmly believe that education should not just be confined to academic achievement, but should empower students to contribute positively and make a tangible impact on the world

By embracing the values of knowledge, courage and connection, we foster an environmentwhereeverychildcanthriveacademically,emotionallyandsocially.

Anne Watkins

TheKCCPromise OurCore Commitment Toopendoors.

Khalifa City Campus Senior Leadership Team 2025 / 2026

MichaelBrady DeputyHeadofPrimary, Safeguarding& PastoralLead

RachelHarlen AssistantHeadof Primary

RaquelPessoa HeadofInclusion

Dr.MohamedSalamah DirectorofArabicand Isamc

PrimaryEducation

AtKCCPrimaryeducationfocusesonprovidingstudentswithaninquiry-basedcurriculumthatfocuseson knowedge, skills and dispositions The curriculum provides students with opportunities to be creative and develop independence and crtical thinking Our curriculum focuses on the development of strong interpersonal skils and cultural understandings, which are essential for success in a rapidly changing gobalsociety AtKCCanEarlyYearseducationfocusesonprovdingahandson nqurybasedcurriculum thatemphasisescreativity independenceandcriticalthinking.Theseskillsencouragestudentstobecome passionate about discovering new informaton and sharing their ideas Our curriculum focuses on the developmentofstronginterpersona skillsandculturalunderstandings,whichareessentialforsuccessina rapidlychangingglobalsociety.

Eachchildisauniquelearneranddevelopsatvaryingrates soinourEYclassrooms,youwon’tfindmassproduced, identical pieces of work Instead, you wll find children accessng high quality learning environments desgned to support a child-learning learnng Some children may be learning in the constructionarea,whilstothersareinthewritingarea

LearningEnvironments

At KCC we recognise that the environment plays a key role in supporting and extending a child’s learning and development In the Primary our classrooms are set up with flexibe seatng arrangements The purposeofthstypeofarrangementistomeettheneedsofstudentsbyprovidingawidevaretyoffurniture andworkspaces toputstudentsatthecentreoflearningandtoallowthemtomakechoicesbasedontheir preferencesandtheobjectivesofthetaskathand

The students have access to learning spaces beyond their classrooms Each grade evel has a hub space, break-out classrooms and outside learning spaces for the students to access These are shared learning spacesthatthestudentscanaccessduringtheday.

Ourclassroomsarelightandweuseneutralcolourstocreateafeelingofspaceandcalm Aneutralcolour schemeallowschildrentoengageintherlearningactvitieswithouttoomuchstimulation.Eachclassroom has a smart board This technology allows teachers and students to share presentations and access informationfor earning

Trips

School trips are carefully chosen to make connections to our currculum Destinations and experiences are planned to enhance our children’s knowledge and deepen their understanding Trips in the Primary focus on expanding the student’s understanding of the wider community and include visiting paces suchasTheNationalAquarium,DubaiExpo TheLouvreandADEKinitiativesandfestivals

PastoralCare

AtKCC,ourpastora careliesattheheartofourcommitmenttoholisticeducation Weunderstandthata thriving community is built on a foundation of mutual respect and shared values Through our emphasis on Community Expectations, we foster an inclusive environment where students, teachers and parents upholdacultureofempathy,understandingandsupport.

Behavours aligned wth these expectations are nurtured through positive reinforcement and restorative practises, enabling students to grow into responsible individuals who contribute positively to their surroundings

Recognising the Rights of the child we empower each student wth a voice ensuring their perspectives arevaluedandtheirwellbeing sprioritised

Guided by our core values -knowledge, courage and connection - we shape our pastoral support initiatives We equip students with the Knowledge to navgate challenges make nformed decisions and embrace continuous persona growth Courage is inst ed as we encourage students to express themselves authentically, face uncertainties with resilience and stand up for what is right. Through fosterngConnection,wecreateasenseofbelongingthattranscendsdifferences

At KCC, pastoral care embodies these prncipes creating a nurturing space where every student is empoweredtothriveemotionally,sociallyandacademically

Wellness

Wevalueallchildrenfeelingsafe,happyandsettledwhileatschool Usingrestorativepractceshelpsto encourage supportive and respectful behaviour We teach model and practice rules, procedures and expectations with children and help them understand why these exist. By usng postive reinforcement, our students fee motivated and respected which develops their self-confidence The wellbeing of our studentsandstaffisaprorty

Throughout the year various actvities and events are planned to enhance fun and wellbeing Support andcollaborationwithourschoolcounsellorallowsustoaddressanyindivdualconcernseffectively.We also use the GL PASS assessment to evaluate students’ wellbeing and identify areas that require attention Webe evethatfocusingonwellnessandbuildingstrongconnectonswithothersisneededto createapositiveenvironmentthatisimportantforgrowthanddevelopment.

SafeguardingandChildProtection

We have a duty and responsibility to protect our children and prevent them from harm. Melissa Casale is our Designated Safeguarding Lead who is responsible for child protection procedures and policies Staff, parentsandstudentscanspeaktoamemberofourSafeguardingTeamiftheyhaveconcerns

StudentSupport

TheStudentSupportDepartmentatRahaKCC sdedicatedtoprovidingcomprehensivesupporttostudents with diverse needs ncluding additional learning support, English Language Learners (ELL), socio-emotional supportandgiftedandtaentedstudents

Ourmissionistocultivateknowledge courageandconnectiontounlocktheuniquepotentialinal KCCis commtted to providng equitable educational opportunities to all students in the school through a culture of collaboration mutual respect, support and problem solving. We aim to foster a nurturing and inclusve environmentwhereallstudentscanthriveemotionallyandacademcally

TheStudentSupportTeamworkscollaborativelywithteachers parentsandexternalprofessionalstoensure that students with diverse needs receve the appropriate support and resources We invite parents to participate n workshops and informational sessions to strengthen the partnership between home and schoo We value open communication and encourage parents to actively partcipate in the support processtoensurethesuccessoftheirchildren

ThePrimaryYearsCurriculum

TheIB

We are a proud IB continuum school. This means we offer the IB programme starting wth the for our 3year-olds the Primary Years Programme (PYP), moving into the Middle Years Programme (MYP) in Grade6to10andendingwiththeDiplomaProgrammeinGrade11and12 KCCcurrentlystopsatGrade 10andwillgroweachyear

The IB programmes not only prioritise academic excellence but aso cultivate personal growth, stimulating students to think criticaly, explore interdiscplinary connections and develop an inquisitive mindset Embracing diversity fostering curiosty and nurturing a genuine passion for learning are fundamental values within an IB education. KCC is a community of learners where teachers parents andstudentsarepartnersinlearning

Thetransdiscipinarymode extendsacrossallthreepilarsofthePYPcurriculumframeworkthelearner, thelearningandteachingandthelearningcommunity

Thelearner:describestheoutcomesforindividualstudentsandtheoutcomesthey seekforthemselves(whatislearnging?)

Learningandteaching:articulatesthedistinctivefeaturesoflearningandteaching (howbesttosupport earners?)

Thelearningcommunity:emphasisestheimportanceofthesocialoutcomesof learningandtherolethatIBcommunitiesplay nachievingtheseoutcomes(who facilitateslearnngandteachng?)

The Primary sits within the PYP The transdisciplinary framework offers young students’ authentic opportunitiestofocusonkeydevelopmenta abilities.

IBMissionStatement

TheInternationalBaccaaureateaimstodevelopinquiring knowledgeableandcaringyoungpeoplewho helptocreateabetterandmorepeacefulworldthroughintercultura understandingandrespect

Tothisendtheorganisatonworkswthschools,governmentsandinternationa organisationstodeveop challengng programs of international education and rigorous assessmentThese programs encourage students across the world to become active, compassionate and lifelong learers who understand that otherpeople withtheirdifferences canalsoberght

International-Mindedness

Educationforinternational-mindednessvaluestheworldasthebroadestcontextforlearnng,develops conceptual understanding across a range of subjects and offers opportunities to inquire, act and reflect KCCandtheIBOstructureteachingandlearningwiththisinmind

TheIBcurriculumisinternationallyfocusedandemphasisescriticalthinking,creativityandintercultura understanding The IB focuses on ‘how to learn (skills) as wel as what’ to learn (knowledge) Students ofallagesareencouragedtochallengeassumptionsandtobeactiveintheircommunitiesandtotake their learnng beyond academic studies in both local and global contexts IB programmes incorporate qualitypracticefromnationalandinternationalresearchandtheIBgobalcommunity Theyencourage students to be internationaly minded, withn a compex and hyper-connected word. The programme celebratesanddevelopsmultilingualstudents

WhytheIB?

At KCC, students are being prepared for an unknown future One of the maor goals as a school is to empower students with the ski s they need to find success n this fast changing world Inquiry-based education does exactly that Our goal is to develop the skills of learning and inquiry so that students are able to recognise think critically about and solve problems as they arse You might be wondering what wemeanbytransdiscip nary.Transdisciplnarylearningistheexplorationofarelevantconcept issueor problem that integrates the perspectives of mutiple discplines in order to connect new knowledge and deeperunderstandingtoreallifeexperiences

Our transdsciplinary approach to learnng focuses on specific topics or areas of interest called units of inquiry. Our unt of inquiry provides a framework for learning that helps children to make connections betweendifferentareasofknowledgeandtounderstandhowtheirexperiencesandactionscanimpactthe worldaroundthem.Thisapproachsupportschildren’sdevelopmentofsocialandemotionalskils,aswelas their physical cognitive and language development Through the unit of inquiry students can develop a loveoflearningandacuriosityabouttheworldthatwillservethemwellthroughouttheiracademic ourney

Transdisciplinary Themes Descriptions

Whoweare

Whereweareinplace andtime

Howweexpressourselves

Aninquiryintothenatureofthesef;beiefsandvaues;persona physical mental socalandsprtualheath; humanrelatonshps ncudngfamles frends communtesandcultures rghtsandresponsiblties;whatit meanstobehuman

Aninquiryintoorentation npaceandtme persona histories;homesandjourneys;thedscoveres exporationsandmigrationsofhumanknd;thereationshipsbetweenandtheinterconnectednessof individualsandcviisatonsfromlocalandgoba perspectves

Aninquiryintotheways nwhchwediscoverandexpress deas eeings nature culture beiefsandvaues; thewaysinwhchwereflecton extendandenoyourcreatvty ourapprecationoftheaesthetic

Howtheworldworks

Howweorganise ourselves

Sharingthepanet

Aninquiryintothenaturalworldand ts aws;the nteractonbetweenthenatureworld(physical andbioogcal)andhumansoceties;howhumansusetherunderstandingofscientifcprncpes;the mpact ofscientifcandtechnologca advancesonsocetyandontheenvronment

Aninquiryintotheinterconnectednessofthehuman-madesystemsacommunties;thestrutter andfunctonoforgansations;societaldecsion-makng;economicactivitesandther mpactonhumanknd andtheenvironment

Aninquiryintorightsandresponsibltiesinthestruggetosharefiniteresourcesandotherpeople andwithother vngthngs;communitesandtherelatonshpswthinandbetweenthem accesstoequa opportunties;peaceandconfictresoution

TheGrade1toGrade5studentsengagein6transdsciplinarythemeseachyear.EachunithasaCentral Idea which is supported by three Lines of Inquiry These lines are studed through the lenses of key concepts approaches to earning skills and learner prof e attributes Teachers skillfully weave in subject specificlearningcontenttocreateengaingandmeanigfulinquires

Throughout the unit the learning builds towards an Action Piece’. This s a piece of learnng that encapsulatesthelearningfromtheunit Thismightbeaposter afilm apieceofartworkorpresentation Familiesareinvitedtoschooltocelebratethislearning

PYPExhibition

The PYP Exhibition is one of the final experiences of the IB Primary Years Programme which is completed towards the end of Grade 5 t is the cornerstone of our school’s curriculum The Exhibition offers students the opportunity to showcase their knowledge, skills and understanding of the transdisciplinary themes expored throughout their PYP journey It serves as a culmination of ther academic experience, enabling them to apply their knowledge to real-life ssues and make connections with the world around them Through a student-ed, inquiry-based approach, the Exhibitionempowerslearnerstodelvedeepintoaself-selected globallyrelevanttopic.

They engage in extensive research, in critical thinking problem-solving and colaboration honng their communication and presentation skills along the way This culminating experience also encourages the active involvement of the school community, as parents teachers and peers support and engage with the students’ inquiries, reflections and creative presentations. It serves as a platform for our students to showcasetheirtalents showcasetheirabilitytotakeactionandinspreotherstomakepositivechanges in the world The PYP Exhibton aligns seamlessly with our school’s mission to cultivate knowledge, courage and connection n al our students The process also prepares our students for a rapidly changing world It equips them with the skills and mindset necessary to navigate challenges, embrace diversityandbecomecompassionateglobalcitizens

ProgrammeofInquiryforGrade1-5

The Programme of Inquiry (POI) s a ‘road map of students learning from Mini’s (Minis) to Fifth grade The units are based on our outcomes-based currculum IB expectations and childrens natural curiosities The International Baccaaureate aims to develop inquiring, knowledgeable and caring young people who help tocreateabetterandmorepeacefulworldthroughintercultura understandngandrespect.

Theseprogramsofinquiryencourageourstudentstobecomeactive compassionateandlifelong earners who understand that other people, with their differences can also be right The transdisciplinary programmeofinquiryconceptualiseslearninginawaythatprovidesstudentswitharangeofopportunties to develop subject-specific knowledge concepts and skills to develop a deeper understandng of the transdisciplinarythemes

TheSustainableDevelopmentGoalsandtheProgrammeofInquiry

On25thSeptember2015 leadersfrom193memberstatesoftheUnitedNationsmettodiscusstheworlds probems and decde on a plan to tackle them They named this plan the 17 Sustainable Deveopment Goals(SDG)(commonlyknownastheGlobalGoals).TheSDGsareacallforactionforeveryhumanwho cares about the future of the Earth At Raha KCC, we have decided to incorporate and ntegrate these Global Goals into our POI By embracing these goals and taking action our learners will truly develop an understandingofbeingglobalcitizens

SpecifiedConcepts

ThePYPidentifiessevenkeyconcepts Keyconceptsaretimeless,universalandabstract.Theyhelpstudents engage in creative and abstract thinking to deal with tricky ideas They are the big, organising ideas that arerevisitedtimeandtimeagain,hepingstudentsbuildlanguageandthinkngtoexplantheworldaround them TheysitattheheartofthePYPcurriculum.

Specifies Concepts Key Questions Definition

Observing,identifying,describingandcategorising

Form Whatisit ike?

Theunderstandingthateverythinghasaformwithrecognisabefeatures thatcanbeobserved dentified describedandcategorised

ApproachestoLearning

Foundational to IB pedagogical philosophy is the belief that learning how to learn’ is foundational to cultivating lifelong learners in and out of a school context Approaches to learning are grounded in the belief that learning how to learn is fundamental to becoming a lifelong learner Five categores of interrelated ski s and associated sub-skills support students of all ages to become self-regulated learners

OpportunitiesforATLdeveopmentarefrequentintheKCCPrimaryYearsclassrooms Studentsdevelop a range of skills through support from adut-facilitated inquiries For example an anaysis of various reading texts n a language lesson might alow students to demonstrate thinking skills (such as critica thinking identifyngsmilarities,differencesanduniquefeatures)

Function Howdoesit work?

Analysingthefunction,role behaviourandthewaysinwhichthings work

Theunderstandingthateverythinghasapurpose,aroleorawhatof behavingthatcanbeinvestigated.

Causation Whyisitasit is?

Promptingstudentstoask‘Why? andofhelpingthemtorecognisethat actionsandeventshavereasonsandconsequences.

Theunderstandingthatthngsdonotjusthappen;therearecausal relatonshipsatworkandthatactionshaveconsequences

Change Howisit transforming?

Realisingthatwearegrowingupinaworldinwhichthepaceofchange, bothlocalandglobal,isaccelerating.

Theunderstandingthatchangeistheprocessofmovementfromone stagetoanother.Itisuniversalandinevitable.

Connection Howisit linkedto otherthings?

Focusingontherelationshipswithinandamongsystemsareoften complexandthatchangesinoneaspectofasystemwillhave consequences,eventhoughthesemaynotbeimmediatelyapparent; thatwemustconsidertheimpactofouractionsonothers,whetherat theimmediate personallevelorattheleveloffar-reachingdecisions affectingenvironmentsandcommunities.

Theunderstandingthatweliveinaworldofinteractingsystemsinwhich theactionsofanyindivdualeementaffectothers

Perspective

Responsibility

Whatarethe pointsof vew?

Helpingstudentsrejectsimplistic,biasedinterpretations,towards seekingandconsideringthepointsofviewofothersandtowards developingdefensibleinterpretations

Theunderstandingthatknowledgeismoderatedbydifferentpointsof viewwhichleadtodifferentinterpretations,understandingsandfindings; perspectivesmaybeindividual group.Culturalorsubject-specific

Whatareour obligations?

Identifyingandassumingresponsibilityandtowardstakingsocially responsibleaction Thisconceptisdirectlylinkedtotheaction component,oneoftheessentialelementsinthePYPcurriculum

Theunderstandingthatpeoplemakechoicesbasedontheir understandings,belevesandvaluesandtheactionstheytakeasaresult domakeadifference

Through their self-led research projects, students can demonstrate research skills (such as fnding primary and secondary sources of research material) and communication skills (making informed choices to consider the needs of their audience) when sharing ther findings with an audience When participatng n meaningful group work students develop their social skills (such as interpersona relationshipsandsocialintelligence) Studentshavetheopportunitytodevelopself-managementskills (such as demonstrating perseverance and workng through setbacks) when they engage in physica activitiesandchallenginglearningexperiencesonada ybasis

Critical-thinkingskills(Analysingandevaluatingissuesandideas)

Creative-thinkngskils(generatingnovelideasandconsideringnew perspectives)

Transferskils(usingskillsandknowledgeinmultiplecontexts)

Reflection/metacognitiveskills((re)consideringtheprocessoflearning)

Information-literacyskills(formulatingandplanning,datagatheringand recording,synthesisingandinterpreting,evaluatingandcommunicating)

Media-literacyskils(interactingwithmediatouseandcreateideasand information)

Ethica useofmedia/nformation(understandingandapplyingsocialandethical technology)

Exchanging-informationskills(listening interpreting,speaking)

Communication Skills

SocialSkills

Self-Management Skills

Literacyskills(reading,writingandusnglanguagetogatherandcommunicate information)

ICTskills(usingtechnoogytogather investigateandcommunicateinformaton)

Developingpositive nterpersonalrelationshipsandcollaborationskills(usng self-control managingsetbacks supportingpeers)

Developingsocial-emotionalintelligence

Organisationskills(managingtimeandtaskseffectively)

Statesofmind(mindfulness perseverance,emotionalmanagement,selfmotivation resilience

Reflection Howdowe know?

Challengingstudentstoexaminetheirevidence,methodsand conclusionsforpotentialbiasorotherinaccuracy.

Categories Sub-Skills

ThinkingSkills

ResearchSkills

TheIBLearnerProfile

TheInternationalBaccalaureateaimstodeveopinqurng knowledgeableandcaringyoungpeoplewho help to create a better and more peacefu word through intercultural understanding and respect These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people with their differences can also be right Students practice developing these mindsets and abilities in different contexts as they explore their units of inquiry A person who has strength with all 10 attributes is said to be internationally minded Students are explicitly taughttheskillsandmindsetsofbeingacaring,globalcitizens.Asthelearners’progressthroughthePYP programme they grow and reflect on all 10 attributes with an am to become an internationally minded globalcitizen

HowdoweincorporatetheseintothePrimary?

TheclassroomagreementsusetheIBlearnerprofileattributestodevelopagreementsthatalignwththe codes of behaviour we attempt to achieve as a community of learners Displays of posters around the classrooms and common areas make the learner prof e attributes more visibe and intentonal in the school!

Reading and storytelling are a universal part of any primary year’s cassroom so they make for rich opportunities to recognse the Learner Profile attributes. Very often teachers use storytelling as a means to discuss the attributes – pausing and askng questions about what attribute the characters displayed! Aftertheyread,they’lldrawanimage/write/mentionhowthelearnerprofileattributewasevidentwithin thebook.

Drawings are displayed and lots of meaningful discussions and connectons take place among the children

Teachers show chldren a diverse range of photos for each attrbute; children speak about these and often create posters that ustrate the Learner Profile Attributes Students are encouraged to make persona connections with the learner profie attributes All activities are designed keeping in mind connectionstotheattributesandthechildrenareencouragedtodiscussthesameasmuchaspossible.

Our units of inquiry incorporate 1 or 2 attributes We believe these attributes support learning and understanding in that unit of inquiry Students are given real-life opportunties to connect with and develop these attributes Reflection is important and students are regularly given opportunities to do so Thestudentsspeakaboutoneattributetheyreallyworkedonorreallydemonstrated!

Students as well as staff are encouraged to recognise and support these attributes with everyone in our community.Itistheresponsiblityofallmembersofthecommuntytomodeltheseattributes.

Action

Actionisatthecoreofstudentagency.Itis ntegraltothePYPlearningprocessandtotheoverarching outcome of international-mindedness A core belief is that earning extends beyond the classroom andourstudentshavethepowertomakeapositiveimpactontheworldaroundthem Thefoundation of acton comes from developing an understandng of self and a sense of responsibility towards relationships with peers and the wider community During the Early Years the process of action involved developing a sense of belonging to those closest to them including family friends schoo and ocal communities Over tme as students’ progress into Prmary this sense of belonging expands to include a deeper awareness of, connecton to and responsibility towards, broader communities and intakingactionforpositivechange.

Primary learners can take action at any time and it can take many forms Student- initated action occurs in response to experiences that are personally meaningful to learners, demonstrating that they have linked their earning to real-life issues and opportunities Students may take action by changing their thinking and mindset, showing determination to learn a new skil raising awareness advocating forpositivechangeand eadingaschoo-widecampaignorinitiative

Onewayofthnkingoflearneragencyislearnershavingthe powertoact’ Whenlearnersmovefrombeing passverecipientstobeingmuchmoreactiveinthelearningprocessandactivelyinvolvedinthedecisions aboutthelearning thentheyhavegreateragency

IntheEarlyYears studentshavevoce choceandownershipfortheirownlearning Studentsdemonstrate agencywhenthey:

influenceanddirecttheirownlearnng makechoices voiceopinions askquestionsandexpresswonderings communicateunderstandings constructnewmeanings participateinandcontributetothelearningcommunty

Studentscanexplorewaystotakeactionasaresultoftheir earninginmanywaysincludingparticipation, advocacy socialjustice,socia entrepreneurshipandlfestylechoices

NationalIdentity

The National Identity Mark aims to heighten Emirat students’ deep-rooted understandng of the UAE’s traditions customs and vaues, empowering and enabling them to navigate the diverse global andscape with a strong foundation based in their own cultural background The framework covers three main domains, each with three relevant dimensions: Culture includes history heritage and Arabic language; whichrepresentsakeyfocusareawithntheframework;‘Values includesrespect,compassionandgobal understanding;and Citizenship’includesbelonging,volunteeringandconservation.

In the Primary at KCC, the National Anthem is played in the classroom each morning Al students attend UAESocialstudieslessonseachweek.Asaschoolcommunity,wecelebrateUAENationalDay TheProphets Birthday as well as recognise and support all UAE holidays and celebrations We support our whole communitydurngRamadan

AssessmentandFeedbackonLearning

PrmarystudentsatKCCareassessedinavarietyofwaysovertheschoolyear Assessmentforlearningis keytoastudentsprogress Itservestoidentifystudentsprogressandnextsteps Teachersareconstantly assessing students for learning through observations conferences lesson feedback, bookwork and questioning

Curriculum outcomes are assessed and tracked for each individua student throughout the year International benchmark assessments like PM Benchmarks and Probe are used by teachers as part of the assessmentprocess.

InthePrimary,weuseexternalassessmentstoprovideuswithfurtherdataonthestudents.The assessmentsinclude:

GL Assessments: PASS (Wellbeing) CAT 4 (|Ability Test), PTs (Progress Tests), NGRT (New GroupReadingTest).

IBTs–ArabcassessmentsdoneinGrade3andGrade5

All nternalandexternalassessmentdataistriangulatedtoinformteachersofstudentsprogressandnext steps

At Raha KCC Teachers communicate learning with parents in a variety of ways over the year and include face-to-face meetings student conferences, celebrations of learning written reports and updates via Toddle, an online learnng portfolio We believe that parent-school partnerships are important to student success, therefore, parents are encouraged to arrange a time to meet wth the students teacher if they haveanyquestionsorconcernsduringtheyear

After the first few weeks of school, parents are invited to meet with the students homeroom teacher for a setting-In meeting, to discuss how the student has settled into their new grade level This meeting is focused mainly on the students wellbeng as we believe that students cannot reach their ful potential if theydonotfeelsafe happyandengagedatschool

In Term 2 the student teacher and parents have a 3-way conference meeting to discuss academic progressandskilldeveopmentandsetnewgoals Reflectingonprogressandsettingnewgoals sintegral tostudents earning.

In Term 3 parents attend a student-led conference These conferences are an opportunity for students to demonstratesomeofthewaysinwhichthey earn,reflectontheirprogressandsetnewgoals Itprovides insight for parents into the day-to- day life of the students as they ead their parents through hands-on activitiesandlearningexperiences.

At the end of a unit of inquiry parents are welcomed into school for a celebration of learning where studentsshowtheirparentssomeofthehighlightsoftherlearning,theirsummativetaskoractionpiece.

Parents are provided with 2 written reports in the year in February at the end of semester 1 and n July, at the end of semester 2 These reports provide an assessment grade for each subject as well as a short commentaboutthestudentsoveral earningduringthattime

ReportingTimeline

AreasofLearning

Our Arabic Language programme is tailored to the Primary Years Programme (PYP) and the Ministry of Education We embrace a comprehensve approach to teaching the Arabic language that caters to both native and non-native speakers Our goal extends beyond linguistic competence; we strive to cultvate a genuine ove and appreciaton for the Arabic language. For native speakers, we foster a deep connection withtheirculturalheritage,nurturingastrongsenseofidentityandpride

Fornon-nativespeakers,weprovideasupportveenvironmentwheretheycanimmersethemselvesinthe language guided by engaging activities and real-world contexts that nurture fluency Through interactive lessons literature exploration, creative projects and authentic conversations, students learn the language anddeveloptheconfdencetoexpressthemselves nvarioussocialandcuturalsettings

By merging language acquisition wth cultura understanding our Arabic Language programme ignites a lifelong passion for the language and lays the foundation for effective communication and meaningful connections

Language

Langue is all around us It provides the abi ty to communicate and to inquire about the world around us Children learn anguage by usng language. It is for this reason that a learning in the EY will be linked to language learnng Language learning in the Primary is integrated into all areas of learning and is organisedintofourstrands;

SpeakingandListening(OralCommunication)

ViewingandPresenting(VisualCommunication)

Reading(WrittenCommunication)

Writing(WrittenCommunication)

ListeningandSpeaking

Oral language encompasses al aspects of listening and speaking skills that are essential for ongoing languagedevelopment forlearningandforrelatingtoothers Listening(thereceptivemode)andspeaking (theexpressivemode)worktogetherinatransactionalprocessbetweenlistenersandspeakers.

A baanced programme will provde meaningful and well-planned opportunites for learners to participate as listeners as well as speakers Listening involves more than just hearing sounds It requires active and conscous attention in order to make sense of what s heard Purposeful talk enables learners to articulate thoughtsastheyconstructandreconstructmeaningtounderstandtheworldaroundthem Orallanguage involves Recognising and using certain types of language according to the audience and purposes (for example thelanguageusedathome,thelanguageoftheclassroom thelanguageofplay thelanguageof inquiry,conversationswithpeers givinginstructions interpretingcreativetexts thelanguageoffantasy the languageofdfferentgenerations,ofdfferenttmesandplaces)

Viewing and presenting are fundamental processes that are historically and universally powerful and significant. The receptive processes (viewing) and expressive processes (presenting) are connected and allowforreciprocalgrowthinunderstanding;neitherprocesshasmeaningexceptinrelationtotheother It isimportanttoprovideabalancedprogrammewithopportunitiesforstudentstoexperiencebothviewng andpresenting.

These processes nvolve nterpreting using and constructing visuals and multimeda in a variety of situatons and for a range of purposes and audiences. They allow students to understand the ways in which images and language interact to convey ideas, values and be efs Visual texts may be paper, eectronicorlive,observableformsofcommunicationthatareconsciouslyconstructedtoconveymeanng andimmediatelyengageviewers alowingthem nstantaccesstodata.

Examplesofvisualtextsare advertisements,brochures,computergamesandprograms,websites,movies, posters signs, logos flags maps charts graphs diagrams illustrations, graphic organisers cartoons and comics Learningtointerpretthisdataandtounderstandandusedfferentmedia,areinvaluable ifeskills Acquiring skils related to information and communication technology (ICT) and visua texts is signficant becauseoftheirpersuasiveinfluenceinsociety

It is important to learn how vsual images influence meaning and produce powerful associations that shapethewaywethinkandfeel Opportunitesthatinvitestudentstoexplorethefunctionandconstruction of images faclitate the process of critically analysing a range of visual texts Learning to understand and usedifferentvisualtextsexpandsthesourcesofinformationandexpressiveabilitiesofstudents.

AtKCCwenotonlywantourchildrentobeconfidentreadersbuttolovereading Readingisacomplexskill that involves many dfferent aspects We use the Scarborough Reading Rope to demonstrate the different parts that are needed to become a confident reader These are broken down into two man categories: WordRecognitionandLanguageComprehension

Reading is one of the most essential sklls that a chid can learn in primary schoo It teaches them to think criticaly, analyse information and problem-solve These skils are essental for success n later life By reading stories readers can interact with the characters and better understand the story and its moral values. Reading materials can also help with spellng, grammar, pronunciaton and vocabularybuilding–allareasnecessaryforeffectivecommunication

Reading increases knowledge and magination; exploring new ideas can help young minds grow in newways Furthermore childrencanapplycriticalthinkingtoanalyseproseorliteraturewhenreading Developing reading fluency and comprehenson of fiction and non-fiction texts and transferrable readingskilsisthegoalforteachingreadinginthePrmary

Chidren learn to read by reading In order to develop lifelong reading habits, learners need to have extended periods of time to read for pleasure, interest and information experiencing an extensive range of qualty fiction and non-fiction texts As learners engage with interesting and appealng texts, appropriate to their experiences and developmental phase, they acquire the skills, strategies and conceptualunderstandngnecessarytobecomecompetent,motivated independentreaders

Reading is taught through a combination of direct teaching and shared readng Chldren also read with the adults n their class Teachers constantly model a love of reading through the high-quality books they choose to share with the children. Student’s readng levels are assessed and ‘just right’ books are given to them for Home Learning t is important that students read every day as this consstencyisimportantintheirreadingdevelopmentandprogress

WrtinginthePrimaryatKCCisbrokendown nto4areas:

Conceptsaboutprint

Creatngwritng

Wordbuilding

Mechanicsofwrting

Our aim in the primary is to develop writers that write many knds of pieces covering a variety of topics andusedetailsandorganisationtostrengthentheirwritng Theysharetheirownideasandperspectives intheirwrting Theybecomesklfulateditingtheirownwritingandgivingfeedbacktotheirpeers

Writing is primarily concerned with communicating meaning and intention When children are encouraged to express themselves and reveal their own voice, writing is a genuine expression of the individual The quality of expression lies in the authenticity of the message and the desire to communicate Ifthewriterhassharedhisorhermessageinsuchawaythatotherscanappreciateit,the wrter’s intention has been achieved. Over time, writing involves developing a variety of structures, strategies and literary techniques (spelling grammar, plot character, punctuation, voice) and applying themwth ncreasingskillandeffectiveness

Writing skils are explictly taught to primary students and their writing s mostly linked to their unit of inquiry makingitpurposefulandallowingthestudentstomakeconnections

Thepowerofmathematicsfordescrbingandanaysingtheworldaroundus ssuchthat thasbecomea highly effective tool for solving problems It is also recognised that students can appreciate the intrinsic fascnation of mathematics and explore the word through its unique perceptions In the same way that students describe themselves as ‘authors or artists’ a schools programme should also provide students with the opportunity to see themseves as mathematicians, where they enjoy and are enthusiastic when exploringandlearningaboutmathematics.

In the IB Primary Years Programme (PYP) mathematics is also viewed as a vehicle to support inquiry, providng a globa language through which we make sense of the world around us. It is intended that students become competent users of the language of mathematcs and can begin to use it as a way of thinkng asopposedtoseeingitasaseriesoffactsandequatonstobememorised

Itisimportantthatlearnersacquremathematicalunderstandingby constructing their own meaning through ever-increasing evels of abstraction starting with exporing their own personal experiences, understandingsandknowledge Additionally,itisfundamentaltothe philosophyofthePYPthat sinceitistobeusedinreal-lifesituations, mathematics needs to be taught in relevant, realistic contexts, rather than by attempting to impart a fixed body of knowledge directly to students. How chldren learn mathematics can be describedusingthefollowingstages:

HowchidrenlearnmathematicsIntroductiontothePYPmathematicsscopeandsequence2Mathematics scope and sequence Constructing meaning about mathematics Learners construct meaning based on their previous experiences and understanding and by refecting upon their interactions with objects and ideas.Therefore,involvinglearnersinanactivelearningprocess wheretheyareprovidedwithpossibilities to interact with manipulatives and to engage in conversations with others, s paramount to this stage of learningmathematics Whenmakingsenseofnewideasalllearnerseitherinterprettheseideastoconform totheirpresentunderstandingortheygenerateanewunderstandingthataccountsforwhattheyperceve tobeoccurring Thisconstructwillcontinuetoevolveaslearnersexperiencenewstuationsand deas have anopportunitytoreflectontheirunderstandingsandmakeconnectionsabouttheirlearning

Only when learners have constructed their ideas about a mathematcal concept should they attempt to transfer this understanding into symbols Symbolic notation can take the form of pictures diagrams, modelling with concrete objects and mathematical notation. Learners should be given the opportunity to describe their understanding using their own method of symboic notation, then earning to transfer them intoconventionalmathematicalnotation

Applying with understanding can be viewed as the learners demonstrating and acting on their understanding Through authentic activites learners should independently select and use appropriate symbolic notation to process and record their thinking These authentic activities should incude a range of practical hands-on problem- solving activities and realistic situations that provde the opportunity to demonstratemathematicalthinkingthroughpresentedorrecordedformats Inthisway learnersareable to apply their understanding of mathematical concepts as well as Utilise mathematical skills and knowledge Astheyworkthroughthesestagesoflearning,studentsandteachersusecertainprocessesof mathematicalreasoning

Theyusepatternsandrelationshpstoanalysetheproblemstuationsuponwhich theyareworking

Theymakeandevaluatetheirownandeachothers deas

Theyusemodels facts propertiesandrelationshpstoexplaintheirthinking. Theyjustifytheiranswersandtheprocessesbywhichtheyarriveatsolutions

In this way, students va date the meaning they construct from their experiences with mathematical situations. By explaining their ideas, theories and results both orally and n writing, they invite constructive feedback and also lay out alternatve models of thinking for the class Consequently, all benefitfromthisinteractiveprocess

Science

In the PYP science is viewed as the exploration of the biologcal, chemical and physcal aspects of the natural world and the relationships between them Our understandng of science is constantly changng and evoving The inclusion of science within the PYP leads learners to an appreciation and awareness of the world as it is viewed from a scentific perspective. It encourages curiosity and ingenuity and enables the student to develop an understanding of the world Reflection on scientific knowedge also helps students to develop a sense of responsibility regardng the impact of their actions on themselves others andtheirworld Inquiryiscentraltoscientificinvestigationandunderstanding Studentsactivelyconstruct and cha enge their understanding of the world around them by combining scientific knowledge with reasoning and thinking skills. Scientific knowledge is made relevant through its innumerable applications in the real world The science process by encouragng hands-on experience and inquiry enables the individualtomakeinformedandresponsibledecisions notonlyinsciencebutalso notherareasoflife

Personal,SocialandPhysicalHealth

PSPE in the IB Primary Years Programme (PYP) is concerned with the indivduals wellbeing through the promotion and development of concepts knowledge, attitudes and skills that contrbute to this wellbeing Wellbeing is intrinsicaly linked to all aspects of a student’s experience at school and beyond It encompasses physical emotona, cogntive, spirtual and social health and development and contributes toanunderstandingofself todevelopingandmaintainingrelationshipswithothersandtoparticpationin anactive,healthylfestyle

PhysicaleducationinaPYPschoolshouldbemorethanjuststudentparticipationinsportsandgames Its purpose should be to develop a combination of transferable skills promoting physical intellectual, emotional and social development; to encourage present and future choces that contribute to long-term healthy living; and to understand the cultural sgnificance of physical activties for individuals and communties Therefore inthePYP thereshouldbespecificopportunitiesforlearningaboutmovementand throughmovementinarangeofcontexts

TheArts

The Arts are an integral part to the IB Primary Years Programme and includes Visual Arts and Music They areapowerfulmodeofcommunicationthroughwhichstudentsexploreandconstructasenseofselfand develop an understanding of the world around them. Arts provde students with a wide range of opportunities and means to respond to their experiences and engage with historical social and cultural perspectives Thestudentsarestimulatedtothinkandtoarticulatetheirthoughtsinnewwaysandthrough avarietyofmediaandtechnologies

The PYP recognises that not al learning can be supported solely through language and that arts as a medium of inquiry also provide opportunities for learning communication and expression. Learning about and through arts is fundamental to the development of the whoe child, promoting creatvity critical thinkng problem-solvngskilsandsocalinteractions.

The term ‘visual arts’ is used to describe practices that have been more traditionally described in education as art, craft and design’. It is important that students are exposed to a broad range of experiencesthatillustratethefieldofvisualarts,includingarchitecture,bookmaking,ceramics colage, costume design drawing, graphic design, flm illustration, industrial desgn, nstallation, ewellery land art mask making, metalwork, panting, papermaking, performance art photography printmaking, sculpture,setdesign text esandwoodwork

Wherever possible students should have the opportunity to experence visual arts beyond their own nitial involvement This may be achieved by inviting artists into the school or by visiting art galleries, museums, artists’ and designers studios exhibtions, fims sets and/or theatres Students will begin to apprecate the depth and breadth of the feld by experiencing visual arts created by diverse artists ocally and globally now and in the past, by women and men and by people of different backgrounds nvisualarts,theroleofthesketchbook sintegraltothisprocess.

The sketchbook provides a space for students to take ownership of their learning, to creatively explore personal nterests and to develop their own style. The PYP recognises the range of forms a sketchbook maytake,reachingbeyondthephysicalbooktopossiblyincludenewmedia soundandflm

Muscenablesstudentstocommunicate nwaysthatgobeyondtheirorallanguageabilities Itdelights andstimulates soothesandcomfortsus;musicallowsstudentstocommunicate nauniqueway

Muscal 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 analysng sounds composing exploring body music, harmonising, listening playing instruments, singing, notation, reading music song writing and recording In creating students use their imagination and musical experences to organise sounds natural and technoogical into various forms that communicate specific ideas or moods. n responding students are given the opportunity to respond to differentstylesofmusic,aswellastomusicfromdifferenttimesandcultures

ndivdua y and collaborativey, students should have the opportunity to create and respond to music deas 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 developpersonalconnectionswththem.

MoralEducationandSocialStudies

In the PYP, socia studies is viewed as the study of people in relation to their past, their present and their future ther environment and ther society Social studies encourages curiosity and develops an understanding of a rapidly changing world Through socal studies, students develop an understanding of their persona and cultura identities. They develop the skills and knowledge needed to participate activey n their classroom, their school their community and the world: to understand themseves in relationtotheircommunities.

TeachngtheUnitedArabEmiratesSocialStudiescurriculumprovidesaunqueopportunitytocutvatea profoundloveandappreciationfortheregion.Throughathoughtfullydesignedcurrculum studentsare immersed in the rich tapestry of the UAE’s hstory, culture and traditions The curriculum’s focus on ocal values, customs and landmarks fosters a genuine understanding of the region’s significance instilling a senseofbeongingandnurturngalifelongapprecationfortheUAEsculturaldiversity

At KCC Primary learners wi have the opportunity to take STEM (Science Technology Engineering and Mathematics) as a subject However STEM is not just any subject; it’s a mindset that aligns with every aspect of our curriculum Through hands-on experiences we am to inspire our students to be the next generationofinnovators problemsolversandleaders nSTEMfields

Through the ens of technology our students gain the skils needed to navigate the digtal landscape with confidence They delve into coding robotics and digtal literacy equipping them with the toos to thrive in our technology-driven society Engineering challenges provide opportunities for students to design,buildandtesttheirownsolutions Theylearntoembracefalureasasteppingstonetosuccess, astheyiterate,refineandimprovetheirdesigns.

Creativity and innovation are at the core of STEM as students tackle complex problems applying their knowledge to create practica and sustanable solutions. Students have opportunities to develop some key mathematical and scientific skills during STEM They appy mathematical concepts to real-life situations, discoverng patterns analysing data and making connections across different discipines They also follow scientific principles by making observations asking questions desgning experiments, gatheringdata,analysingresultsanddrawingevidence-basedconclusions STEMfosterscollaboration, communcation and critcal thinking skills, empowering our students to become global citizens and lifelong learners They develop the confidence to tackle challenges head-on and contribute positively toourever-changngworld

TeachingIslamicStudiesatourKCCisnotjustaboutimpartingknowledge;itsajourneyaimedatnurturing a profound love and appreciation for the religion Understanding and connecting with ones faith s a key element of our programme Through our curriculum we strve to present the beauty and depth of Islamic teachngsinawaythatresonateswithstudents heartsandminds.Byexploringtherichhistory valuesand principles of Islam we create an environment where students can engage in meanngful discussions and askquestions.

Our approach emphasises not only the theoretical aspects but also the practical application of Islamic values neveryday ife Byfosteringthisgenuneconnectiontothereligion,weaimtoempowerourstudents withasolidfoundationoffaiththatwillguidetheminnavigatingthecomplexitiesofthemodernworldwith wisdom compassionandadeep-rooted oveforIslam

TheCurriculum

Transdisciplinary Theme

Aninquryintothenatureofthe self;belefsandvalues;persona, physica,menta,socialand spirtualhealth;human relationshipsincludingfamlies frends communitiesandcultures; rightsandresponsibiites whatit meanstobehuman

Aninquiryintoorientation npace andtime;persona histories;homes andjourneys thedscoveries explorationsandmigrationsof humanknd;therelationships betweenandthe interconnectednessofindivduas andcvilisatons,fromlocaland globalperspectives

An nquiry ntothewaysinwhichwe discoverandexpress deas,feelngs, nature culture,belefsandvaues;the ways nwhichwereflecton extendand enjoyourcreativity;ourapprecaton oftheaesthetic.

Aninquiryintothenaturalworldandits laws;theinteractionbetweenthe naturalword(physicalandbiological) andhumansocieties;howhumansuse therunderstandingofscientfc principes theimpactofscientifcand technologicaladvancesonsocetyand ontheenvironment

An nquiry ntothe nterconnectednessof human-madesystemsand communities;thestructureandfunction oforgansations;societaldecisonmaking;economicactvitesandtheir impactonhumankindandthe environment

Aninquiry ntorghtsandresponsibiities inthestruggletosharefniteresources withotherpeopleandwithother iving things;communtiesandthe relationshpswthnandbetweenthem; accesstoequalopportunities;peaceand conflictresouton.

ConceptualLens

Relatonshipshelptoshape welbeng

Traditonsconnectpeopletothe pastandpresent

Peoplechoosedifferentwaystoexpress respondandreacttofeelngs

Propertiesofmaterialsdeterminether purpose

Communitesprovideinterconnected servicestomeetpeopesneeds

Livingthingsarepartofan interdependentsystem

LinesofInquiry

Identifyingandunderstandng relationships(form)

Deveopingandmaintaining relationships(function)

Reationshipsdetermine emotionalwellbeing (causation)

Self-management(statesof mind)

Social(intra-personaland interpersonal)

Traditionsofourhomecountries (form)

Connectionsbetweendifferent cultures(connection)

Celebratingadiversecuture (responsiblity)

Research(nformationLiteracy) Communicaton(exchangng information)

Dfferentemotionswefeel(form)

Dfferentmediumstoexpress emotions(connecton)

Howpeoplerespondtoanartist’s message(perspectve)

Communication(exchanging nformation literacy)

Thinking(creativethinking)

Howmateriasbehave(functon)

Whymaterialsaremanipulatedto suitacertainpurpose(connection)

Innovativeuseofmaterials (change)

Reasonspeopleliveinthecommunity (perspectve)

Servicesneededtosupporta community(connection)

Panningservicesforacommunity (responsibiity)

Livingthingsaresupportedby differenthabitats(function)

Ecosystemsareinterdependent (connection)

Ways nwhichecosystemsare affectedbychange(causaton)

Research(InformationLiteracy)

Self-Management(organisation)

Thinking(creativeandcritical thnkng)

Research(nformationLiteracy)

Thinkng(CreativeThinking)

CentralIdea

Grade2 ProgrammeofInquiry

Transdisciplinary Theme

Aninquiryintothenatureoftheself; beliefsandvalues;personal physical menta,socialandspirtualhealth; humanrelationshipsincluding famlies friends,communitiesand cultures rightsandresponsiblities; what t meanstobehuman

An nquiry ntoorientationinplaceand time personalhistories;homesand journeys;thediscoveries explorations andmigratonsofhumankind;the reatonshipsbetweenandthe interconnectednessofindividualsand civlisations,from ocalandgoba perspectives.

Aninquiryintothewaysinwhichwe dscoverandexpressideas feelings nature,cuture beliefsandvalues;the waysinwhichwereflecton extend andenjoyourcreatvity;our apprecationof theaesthetic

An nquiry ntothenaturalworldand itslaws;the nteractionbetweenthe naturalworld(physica andbioogca) andhumansoceties;howhumans usetheirunderstandingofscientifc principles;theimpactofscentificand technologicaladvancesonsociety andontheenvironment.

Aninquryintotheinterconnectedness ofhuman-madesystemsand communites;thestructureand functionoforganisations societa decison-making;economicactivties andtheir mpactonhumankindand theenvironment

Aninquiryintorightsand responsbiltiesinthestruggetoshare finiteresourceswithotherpeopleand withotherlivingthings;communities andtherelationshipswithinand betweenthem;accesstoequa opportunites;peaceandconflct resolution.

CentralIdea

ConceptualLens

Choceofrolemodelsguidesmindset andaction

Thenaturalworldgudeswhere humanssettle

Patternscreateanunderstandingof theworld

Understandingforcesdetermineshow wemanipulatetheworld

Peopedesgncitiestomeettheneeds andwantsofthe nhabitants

Humanactionscanpreserveor endangertheplanet

LinesofInquiry

Factorsthatdeterminevaluesand beliefs(causation)

Qualitiesthatmakeagoodrole model(functon)

Howweuseourstrengthsto participateeffectively(change)

KeyConcepts

RelatedConcepts

Leadership Goalsetting,Character andMorality, ndivdua and Community,Civics

Research(nformationlteracy)

Communication(Exchangng InformatonandLteracy)

Structureofthephysicalworld (form)

Therelatonshpbetweenlocation andsettlement(causation)

Changeinsettementsovertime (change)

Patternsinnature(form)

Howhumanscreateand manpulatepatterns(change)

Patternasaformofcreativityand structure(perspective)

Typesofforces(form)

Howforces nteract(function)

Howforcesareusedinourdaily lives(connecton)

Characteristicsofacity(form)

Whatpeopleneedandwantina city(function)

Infrastructurestomeetneeds (responsibilty)

Envronments Settlement Mapping Geography Heritage,Socology Repetition Reflection(lightsource) Number History, ndvidualand Communty DirectandIndirect Test Observation Innovation InformationLiteracy Systems Health Intiative,Civics Sociology

Research(InformatonLiteracy) Thinking(InformationTransfer) Thinking(nformationtransfer) Research(InformationLiteracy) Self-Management(Organisation andstateofmind)

Thinking(Creativethnkngand informationtransfer)

Humanimpactontheenvironment (causation)

Ways nwhichecosystemsare affected(change)

Ourresponsibiitytowards iving things(responsibility)

Lifestyle,Sustainability,Nature InformationLteracy

Social(InterpersonalReationships) Thnkng(CriticalThinking) Research(nformationLiteracy)

Grade3 ProgrammeofInquiry

Transdisciplinary Theme

Aninquiryintothenatureofthesef; belefsandvaues;personal physcal, mental socialandspiritualhealth; humanrelationshpsincludngfamiles frends communitiesandcultures rightsandresponsiblities;whatit meanstobehuman.

Aninquiryintoorientatoninpaceand tme;persona histories;homesand journeys;thediscoveries exporations andmgrationsofhumankind;the relationshipsbetweenandthe interconnectednessofindivduasand civilsatons,fromloca andglobal perspectives

Aninquryintothewaysinwhchwe dscoverandexpressideas feelings nature,cuture,beliefsandvalues;the waysinwhchwerefecton extend andenjoyourcreatvity our apprecatonoftheaesthetic

An nquiry ntothenaturalworldand ts laws;the nteractionbetweenthe naturalworld(physica andbioogca) andhumansoceties;howhumansuse theirunderstandngofscentific principles;theimpactofscentificand technologicaladvancesonsociety andontheenvironment.

Aninquiryintotheinterconnectedness ofhuman-madesystemsand communties;thestructureand functionoforganisations;societa decision-makng;economicactivties andtherimpactonhumankindand theenvironment

An nquiry ntorightsand responsibilitiesinthestruggletoshare finiteresourceswthotherpeopeand withotherlvingthings;communities andtherelationshipswithinand betweenthem;accesstoequal opportunties;peaceandconflict resoluton

CentralIdea

ConceptualLens

nternationalmindednessrequiresan understandingofdfferentcutures

PastcvilisatonsshapepresentdaylifeExporngtheconceptsofsoundallows humanstocommunicateeffectively

LinesofInquiry

KeyConcepts

Related Concepts

dentifyingculturaldfferences (perspectve)

Chldrensrightsand responsiblities(form)

Consequencesofouractions (causaton)

Perspectve Form,Causaton

Equality,Educaton,Culture Character andMoralty Individualand Community Cvics

Research(informatonandmedia iteracy)

SocalSkils(al)

Evidenceofpastciviisations (connection)

Developmentofsystemsand technologies(causation)

(Open ineofinqury developed withstudents)

Connecton,Causation

Systems,Technoogy Innovation History,Geography Heritage

Research(nformationandmeda literacy) Thnkng(creatvethinking)

Soundisproducedbyvibrations (causation)

Waystomakedifferentsounds (function)

Discoveringwaystoorganise soundtoexpresscreativty (change)

Causaton Functon,Change

Representation Vibraton Pattern Sonar,InformationLiteracy

Communcation(Interpretngand informedchoces) Thinking(informationtransfer)

Propertiesofmatter(form) Changngstatesofmatter (change)

Howscentificmethodscanbe usedtoanswerquestions (causation)

Form,Change,Causaton

Watercycle,Observation, Transformation Varables Consumption Geography

Research(informationliteracy) Thinking(criticalthinking)

Investigatingsystemsthat infuenceproduction(function)

Factorsthataffectproducton (causation)

Sustainableproduction (responsbilty)

Howlvingthingsadaptforsurvival (change)

Theimpactofchangng envronment(causation)

Globalconservationeffortsandthe effectonlvingthngs(perspective)

Functon,Causaton Responsiblity Change,Causation,Perspectves

Circuts Producton Processes Manufacturing,Economcs

Sustainability,Survival,Responsbilty InformationProcessing Sociology

Sef-management(organisaton) Self-management(stateofmind) Transdisciplinary Links

Grade4 ProgrammeofInquiry

Transdisciplinary Theme

Aninquryintothenatureofthesef; belefsandvaues;personal,physcal, mental socia andspiritualhealth; humanrelatonshpsincudngfamiles frends communitiesandcultures; rightsandresponsiblites;whatit meanstobehuman.

An nquiry ntoorientation npaceand time;personalhistories;homesand journeys thedscoveries explorations andmigrationsofhumankind;the relatonshpsbetweenandthe interconnectednessofindividualsand cvilisations,fromlocalandgobal perspectives

Aninquiryintothewaysinwhichwe discoverandexpressideas feelings nature culture beliefsandvalues;the waysinwhichwereflecton,extend andenjoyourcreativty;our appreciationoftheaesthetic

Aninquiryintothenaturalwordandits laws;theinteractionbetweenthe naturalword(physicalandbiological) andhumansocieties;howhumansuse theirunderstandingofscientifc principles;the mpactofscientificand technologicaladvancesonsocety andontheenvironment

Aninquryintothe nterconnectedness ofhuman-madesystemsand communites;thestructureand functionoforganisations;societal decison-making;economicactvites andtheir mpactonhumankndand theenvironment.

An nquiry ntorghtsand responsibilitiesinthestruggletoshare fniteresourceswithotherpeopeand withother ivingthings;communties andtherelationshipswithinand betweenthem;accesstoequal opportunities;peaceandconflict resouton.

LinesofInquiry

nteractionwithnatureenhances personalgrowthandwellbeing

Exploratonleadstodiscoveries opportunitiesandnewunderstandings

Cultureisexpressedandinterpretedin manyways

Understandngforceshepshumansto designeffectivemachines

Businessesadapttochange norderto besuccessful

Responsibiltyforconflictresouton restswiththeindvidualandthe greatercommunity

Elementsofnaturethataffect welbeng(function)

Howhumansandnatureare nterdependent(connecton)

Strategiestoenhancepersona welbeng(responsibiity)

Whypeopleexplore(perspective)

Overcomingbarriersforexploration (change)

Beneftsandfurtherpossiblitesof exploration(connection)

Representatonofculturethrough differentartforms(form)

Factorswhchinfluenceanartist’s message(causation)

Howourcultureconnectsuswith theglobalcommunty (perspective) The

(form)

Applicatonofforceineveryday ife (functon)

Applyingscienceknowledgeto createeffectivemachnes (causation)

Marketforcesthatinfluence decisonmaking(function)

Causeandeffectofbusiness activity(connection)

Managingasuccessfulandethcal business(responsbilty)

Causesofconfict(causation)

Strategiesusedtomaintanpeace andresolveconfict(perspectives)

Consequencesofresolutions (responsiblity) KeyConcepts

Justice,Consequence Peace CharacterandMoralty Information Literacy

Self-management(organsation andstatesofmind) Research(informatonliteracy)

Research(al) Thinking(al)

Thnkng(criticalandcreatve thinking) Communicaton(nterpreting)

Research(information iteracy) Thinking(crticalthnkng) All Communication Self-Management Social

CentralIdea

Grade5 ProgrammeofInquiry

Transdisciplinary Theme

Aninquiryintothenatureoftheself; beliefsandvalues personal physical mental socialandspirtualhealth; humanrelationshipsincluding famlies friends communitiesand cultures rightsandresponsiblities; what tmeanstobehuman

Aninquiryintoorentationinplaceand time;personalhstories;homesand journeys;thediscoveres explorations andmigrationsofhumanknd;the relationshipsbetweenandthe interconnectednessof ndvidualsand civiisations fromlocalandglobal perspectves

Systemsrequirepersona responsbilityHumanmigration saresponseto chalenges risksandopportunities

ConceptualLens

LinesofInquiry

Differentsystemsandhowthey work(function)

Rolesandresponsibiitiestomake systemsfunctionpropery (responsibility)

Howpeopleschoicesimpact systems(causaton)

Reasonsformigration(causation)

Howmgrationleadstonew understandings(connection)

Effectsofmigrationon communties culturesand individuals(perspective)

Aninquryintothewaysinwhchwe dscoverandexpressideas feelings nature,cuture,beliefsandvalues;the waysinwhchwerefecton extend andenjoyourcreatvity our apprecatonoftheaesthetic

Aninquiryintothenatura worldand ts aws;theinteractonbetweenthe natura world(physicalandbological) andhumansocietes;howhumans usetherunderstandngofscientific princples;theimpactofscientificand technoogca advancesonsociety andontheenvironment

An nquiry ntotheinterconnectedness ofhuman-madesystemsand communities;thestructureand functionoforganisatons;socetal decision-making;economcactivites andtheirimpactonhumankindand theenvironment.

Aninquiryintorghtsand responsbiltiesinthestruggetoshare fniteresourceswithotherpeopleand withother ivingthings;communties andtherelationshipswithinand betweenthem;accesstoequal opportunites peaceandconflct resoution.

Curiositycreatesapassiontolearn andthepowertoact(PYPX)

Challengngexstngknowledge and deasleadsto nnovation

Organisatonsuseprocessesto supportchange

Humanactionsalterthebalanceof ecosystems

KeyConcepts

RelatedConcepts

Bodysystems, nterdependence Accountability,Civics Fossils Displacement Population Heritage,Economcs

Sef-management(organisation)

Thnkng(reflection)

Research(all) Thinking(crticalandcreative thinking)

(Throughacollaborativeprocess studentswlldeveloptheirown conceptsandlinesofinquryto drivetheirinquiries)

Hstoryofsignifcantadvancesand nventons(form)

Theuseandconversionofenergy (function)

Futureadvancementsofenergy use(responsiblity)

ndivdualand Communty nnovation,Sustainability,Scientific Method Circuts InformatonLteracy, History

Research(informatonliteracy) Thinking(critca andcreative thinking)

Functionsofdifferentprocesses (function)

Evaluatetheeffectofdifferent processes(causation)

Openlneofinqury

Transition,Community Systems IndvidualandCommunity

Theinterconnectednessof iving thingsandthedversityoftheir needs(connecton)

Theconsequencesofthe imbalancewthnecosystems (causation)

Howhumanscanpromotethe balanceof ecosystems(responsibility)

Bodversity Service Conflct, Interdependence Sociology Geography

Self-Management(organisation andstateofmind)

SocalSklls(SocialEmotional Inteligenceand nterpersonal Relationshps)

Research(Al)

Thnkng(Al) Communicaton(All)

CentralIdea

Functon Responsiblity Function Causation Connecton Causation Responsibiity

ThinkingSkills

CriticalThinking

Icanthnkaboutthe ideasofothersand dscussthemwithmy peers Iamabetolookfor smiaritiesand dfferences

Icandscusswhatmakes an dea,productor processdifferentto others

canformulate deas aboutatopic idea experenceorproduct canmakeconnectons betweenideas canthinkabout whetheraconcluson s trueornotbasedon nformationIhave

Icanbreak deasinto smallerpartsto understandthembetter Iamableto ookfor smilartiesand dfferences Icandiscusswhat makesan dea product orprocessdifferentto others canformulate deas aboutatopic idea experenceorproduct canmakeconnectons betweenideas canthinkabout whetheraconcluson s trueornotbasedon nformationIhave

Icanbreak deasinto smallerpartsto understandthembetter Iamableto ookfor patterns smilaritiesand dfferences

begntodrawmyown concusionsbasedon what havelearned cansometmesexplan thedecsons makein myownterms cancreateand deveopsolutonsto probemsandbeginto expainmythinking

candrawconclusions basedonwhat have earned ambeginningto expainmydecsion makngprocessto others cancreateand deveopsolutonsto probemsandexpain mythinkng

Icanidentfyunique features begntouseevidence whenformuatngmy ownarguments canmakeconnectons betweenideas cantestconclusions candrawconclusions basedonwhat have earned canexplanmy decsionmaking processtoothers cancreateand deveopsolutonsto probemsusing supporting nformation

Icanbreak deas into smallerpartsto understandthembetter Iamableto ookfor patterns smilaritiesand dfferences

Icanidentfyunique features

amabletoformulate anargumentbasedon evidenceandqueston thosethatarenot canmakeconnectons betweenideas cantestconclusions andgeneralsations

candrawconclusions basedonwhat have earned canexplanmy decsionmaking processtoothersand ncludeevdence used cancreate,develop anddefendsolutons usngsupportng nformation

Icanbreak deasinto smallerparts including rootorcause

Iamableto ookfor patterns smilaritiesand dfferences

Icanidentfyunique features

amabletoformulate anargumentbasedon evidenceandqueston thosethatarenot canmakeconnectons betweenideas perspectivesand chalenges cantestconclusions andgeneralsations

CreativeThinking InformationTransfer Reflection

Icancomeupwithnew ideasandquestons afteranexperience Icanmake newtome Connectons

Iambeginningtofnd waysto mprovemy ideasandthoseof others

Icangeneratenew ideasandinquires inspredbyexposureto differentexperiences andresources Icanmake newtome connectons WithguidanceIcanadd toorimproveupon existngideas products orprocesses

Icangeneratenew ideasandinquires inspredbyexposureto differentexperiences andresources

Icanmake newtome connectons

Icanaddtoorimprove uponexsting deas, productsorprocesses

Icangeneratenew ideasandinquires

inspredbyexposureto differentexperiences andresources

Icanmakeunexpected orunusualconnections Icanaddtoorimprove uponexsting deas, productsorprocesses

candrawconclusions basedonwhat have earned canexplanmy decsionmaking processtoothersand ncludeevdence used cancreate,develop anddefendsolutons usngsupportng nformation

Icandrawconclusons basedonwhatIhave learned Icanexplainmy decisonmaking processtoothersand incudeevidence used Icancreate,develop anddefendsolutions usingsupporting information

Icanformulate‘what f’ questonsandusethem todrivemyinquires Iambegnningtovaue andbeinspredby different deas Iampractsingthinking aboutthingsindifferent ways

Icanformulate‘what f’ questonsandusethem todrivemyinquires Iambegnningtovaue andaminspiredbythe unlkleyorimpossible Iambecomngflexble inmythnkingand expressthisinavariety ofways

Icanformulate‘what f’ questonsandusethem todrivemyinquires Ivalueandaminspired bytheunlikleyor impossible Iamfexble nmy thinkngandexpressthis inavaretyofways

Icanformulate‘what f’ questonsandusethem todrivemyinquires Ivalueandaminspired bytheunlikelyor impossible

Iamfexble nmy thinkngandexpressthis inavaretyofways

Icanformulate‘what f’ questonsandusethem todrivemyinquires Ivalueandaminspired bytheunlikelyor impossible Iamfexble nmy thinkngandexpressthis inavaretyofways

Iambegnningtouse thingsIhavelearnedto hepmysefandothers Iambegnningtouse myknowedgeandskils innewstuationsor whensolvingaproblem

Iambegnningtouse thingsIhavelearnedto hepmysefandothers Iambegnningtouse myknowedgeandskils innewstuationsor whensolvingaproblem

Icanconnectand combineknowledgeand skilsforuseindifferent stuationsinschoo and beyond WthguidanceIcan applymyknowedge andskillsto ocaland gobalcontexts

Icanconnectand combineknowledgeand skilsforuseindifferent stuationsinschoo and beyond WthguidanceIcan applymyknowedge andskillsto ocaland gobalcontexts

Iampractsngmaking useofknowledgeand skils havelearnedto hepmysefandothers Iampractsngusingmy knowledgeandskllsin newstuationsorwhen solvngaprobem

Iampractsngmaking useofknowledgeand skils havelearnedto hepmysefandothers Iampractsngusingmy knowledgeandskllsin newstuationsorwhen solvngaprobem

Icanconnectand combineknowledgeand skilsforuseindifferent stuationsinschoo and beyond Icanapplymy knowledgeandskllsto loca andgloba contexts

Icanconnectand combineknowledgeand skilsforuseindifferent stuationsinschoo and beyond Icanapplymy knowledgeandskllsto loca andgloba contexts

canrespondto reflectionquestionson topicsandexperencesI haverecentyengaged with WithsupportIcan dentifymystrengths andareasfor mprovement

canrespondto reflectionquestionson topicsandexperencesI haverecentyengaged with canidentfymy strengthsandareasfor mprovement

thinkabouthowmuch knowaboutatopic/skll reaisethatpeople earnindifferentways andthatwearenotall thesame

canquestionmyown understanding reaisethatpeople earnindifferentways andthatwearenotall thesame

canrepondto reflectionquestionsona rangeoftopicsand experences canidentfymy strengthsandareasfor mprovementandturn these ntogoals canquestionmyown understanding reaisethatpeople earnindifferentways andIamexperimentng withdifferentways earnandhoweffective theyare

cancreateandrepond torefectionquestons onarangeoftopicsand experences canidentfymy strengthsandareasfor mprovementandturn these ntogoals

canquestionmyown understandingand processesforlearnng reaisethatpeople earnindifferentways andIamexperimentng withdifferentways earnandhoweffective theyare

Icanmakeuseof knowledgeandskllsI havelearnedtohelp mysefandothers Icanusemyknowledge andskllsinnew stuationsorwhen solvngaprobem

Icanconnectand combineknowledgeand skilsforuseindifferent stuationsinschoo and beyond

Icanapplymy knowledgeandskllsto loca andgloba contexts

cancreateandrepond torefectionquestons onarangeoftopicsand experences canidentfymy strengthsandareasfor mprovementandturn these ntogoals

canquestionmyown understandingand processesforlearnng reaisethatpeople earnindifferentways andIknowthewayI earnbest

CommunicationSkills

ExchangingInformation

amabetolistentodirectionsand nstructionsandcanaskclarifyng questonswhennecessary ampractising istenngto nformationandtheperspectivesof othersrespectfully

amabetolistentodirectionsand nstructionsandcanaskclarifyng questonswhennecessary lstento nformationandthe perspectivesofothersrespectfully

Icanrecognse,createand makemeaningusing symbols

Iambecomingawareofbody languageandfacia expression

Iknowthatbodylanguage meansdifferentthingsin dfferentcultures

Icanrecognse,createand makemeaningusingsymbos sgnsandsounds Iamawarethatmybody languageandfacia expressionscangiveothers lotsofinformatonandIam beginningtolearnhowtouse thsappropratey

canlstentodirectionsand nstructions,askingcarfying questonswhennecessary canlstenactiveyandrespectfulyto otherperspectvesandideas

(ML)Identfythecontextinwhichto askforclarificationinanother anguageifmoreinformaton s required

(ML)Identfythedemandsofthe communicatona contextandswitch anguagesitnecessaryoruseful

canlstentodirectionsand nstructions,askingcarfying questonswhennecessary canlstenactiveyandrespectfulyto otherperspectvesandideas (ML)Identfythecontextinwhichto askforclarificationinanother anguageifmoreinformaton s required (ML)Identfythedemandsofthe communicatona contextandswitch anguagesitnecessaryoruseful

canlstentodirectionsand nstructions,askingcarfying questonswhennecessary canlstenactiveyandrespectfulyto otherperspectvesandideas (ML)Identfythecontextinwhichto askforclarificationinanother anguageifmoreinformaton s required

(ML)Identfythedemandsofthe communicatona contextandswitch anguagesitnecessaryoruseful

Iamabletospeakclearlyto expressideas sotheymake sensetoothers Iamabletoshare deasand opinionsinbothsmaland largegroups Icancontributetobrainstorms wthteachersandpeers

Iamabletospeakclearlyto expressideas sotheymake sensetoothersandare reevanttothetopic Icanshareothers’ideasin smalland argegroups

Icanrecognse,createand makemeaningusingsymbos sgnsandsounds Icandeciphervisua,audio andoralcommuncaton Iambeginnngtobeawareof culturaldifferenceswhen providngand nterpretng communication Icanspeakandexpressideas clearlyandlogcalyinsmall andlargegroups Icangiveandreceive meaningfu feedback Iamlearningtotakepartin dscussonsbothfacetoface anddigitaly

Literacy

readsourcesforinformaton andentertainment canreadandcomprehend texts candrawconclusonsabout atext ambeginningtomake connectonsandinterpret symbols

readavarietyoftextsfor entertainmentand nformation canreadandcomprehend texts candrawconclusonsabout atext makeconnectionsand nterpretsymbols

readavarietyoftextsfor entertainmentand nformation readcrtcallyandfor comprehension makeinferencesanddraw concusions useandinterpretarangeof termsandsymbols

Icanwrtefordifferentpurposes andaudienceswthsupportfrom myteacher Iamlearningtotakenotesabout importantor nterestingtopics Icanusetoossuchasgraphc organiserstoplan draftandedt mywrting

Icanwrtefordifferentpurposes andaudiencesandIam beginnngtochangemywriting style nresponsetothis Iamlearningtotakenotesabout importantor nterestingtopics Icanusetoossuchasgraphc organiserstoplan draftandedt mywrting

Icanwrtefordifferentpurposes andaudiencesandIam beginnngtochangemywriting style nresponsetothis Iamlearningtotakenotesand rewriteinformation nmyown words Icanusetoossuchasgraphc organiserstoplan draftandedt mywrting

Iamstartngtousebothprintand digta mediatofindinformaton Whenusingmycassroomsdigtal platformImakecarefulchoces aboutthewords useandthe pictures/vdeosIshare canchoosebetween2-3 differentwaysto communicatemy deas candecidewhethertoor nottopostmy deas/earningonmydigtal account(schoolplatform only)

Iambecomingawarethatnotal informationonlineisreiableand cansharemythinkingaboutwhat read/see Whenusingmycassroomsdigtal platformImakecarefulchoces aboutthewords useandthe pictures/vdeosIshare

canchoosebetween2-3 differentwaysto communicatemy deas, makinginformedchoices aboutwhichonewil work best thinkaboutwhoIam sharnginformatonwith andforwhatpurpose

Iamawarethatnotalinformation onineisreliabeandIcansharemy thnkingaboutwhatIread/see Whenusingmycassroomsdigtal platform, makecarefulchoices aboutthewords useandthe pictures/vdeosIshare canchoosebetween2-3 differentwaysto communicatemy deas, makinginformedchoices aboutwhichonewil work best thinkaboutwhoIam sharnginformatonwith andforwhatpurpose

Icanrecognse,createand makemeaningusingsymbos sgnsandsounds Icandeciphervisua,audio andoralcommuncaton Iamawareofcultural dfferenceswhenprovding andinterpretng communication

Iamabletospeakclearly makeinformedwordchoices andcontro mytoneandpace whenIexpressmyideas so theymakesensetoothers Icangiveandreceive meaningfu feedbackandfeed forward Iamlearningtocommunicate wthpeers,expertsand membersofthelearning communityusingavarietyof dgita envronmentsandmedia

Icanrecognse,createand makemeaningusingsymbos sgnsandsounds Icandeciphervisua,audio andoralcommuncaton Iamawareofcultural dfferenceswhenprovding andinterpretng communication

Iamabletospeakclearly makeinformedwordchoices andcontro mytoneandpace whenIexpressmyideas so theymakesensetoothers Icangiveandreceive meaningfu feedbackandfeed forward Icancommuncatewithpeers expertsandmembersofthe learningcommunityusinga varietyofdigitalenvironments andmedia

readavarietyoftextsfor entertainmentand nformation readcrtcallyandfor comprehension makeinferencesanddraw concusions canusewhatIreadtoinspire supportandstrengthenmy creatvepeces

Icanwrtefordifferentpurposes andaudiencesandIamaware thatwrittenlanguagecanchange formsfordifferentdsciplines Iamlearningtotakenotesand rewriteinformation nmyown words Ichooseandusetoolssuchas graphcorganiserstopan,draft andeditmywriting

Iamawarethatpeoplecan representthemselves ndifferent waysonlneandIthnkcrtcally abouthowaccuratethis representatonmaybe Imakeconsciouschoicesabout howIportraymyselfonlineand considerthepossibleimpactofmy choces

canchooseaneffective waytocommuncatebased onmyaudenceandmy content amconsciousofwho am sharnginformatonwith andforwhatpurpose

readavarietyoftextsfor entertainmentand nformation readcrtcallyandfor comprehension makeinferencesanddraw concusions canusewhatIreadtoinspire supportandstrengthenmy creatvepeces

Icanwrtefordifferentpurposes andaudiencesandIamaware thatwrittenlanguagecanchange formsfordifferentdsciplines Icantakenotesandrewrite information nmyownwords Ichooseandusetoolssuchas graphcorganiserstopan,draft andeditmywriting

Iamawarethatpeoplecan representthemselves ndifferent waysonlneandIthnkcrtcally abouthowaccuratethis representatonmaybe Imakeconsciouschoicesabout howIportraymyselfonlineand considerthepossibleimpactofmy choces

Evauatetheimpactofmeda representatonsandmodesof presentation

canselectthemost effectivewayto communicatebasedonmy audienceandmycontent amconsciousofwho am sharnginformatonwith andforwhatpurpose

ResearchSkills

InformationLiteracy

Formulatingand planning Gatheringand recording

Icansharemyquestons withothersandthink aboutwhichquestons helpour nquirythemost Icandiscusswithmy teacherwhatsteptotake next nmyinqury

Icandistnguishbetween approprateand inappropratetoosand sources

Icansharemyquestons withothersandthink aboutwhichquestons helpour nquirythemost Icandiscusswithmy teacherwhatsteptotake next nmyinqury Icandistnguishbetween approprateand inappropratetoosand sources

Icanaskquestions,sort thembyconceptand evaluatewhichquestions aremostuseful Icanusetheinqurycycle tohepmycompetemy inquiryinawaythat makessense Icandistnguishbetween approprateand inappropratetoosand sources

Icanaskquestions,sort thembyconceptand evaluatewhichquestions aremostuseful Icanusetheinqurycycle tohepmycompetemy inquiryinawaythat makessense

Icanselectapproprate toos/sourcestohepme withmy nqury

Iamawareofwhat want/needtofindout and canaskquestonsto drivethsinqury

IcanpredictthestepsI needtotake nan nquiry andusethesetomakea pan Icanselectapproprate toos/sourcestohepme withmy nqury

Icangatherinformation toanswermyquestion Icanuseallofmysenses tonoticedetals

Icanuseastrategyto recordmyinformation withsupportfrommy teacher

interpreting

canfndtwopecesof nformationandsay f theyaresimiaror different

cansortandcategorise nformationwithsupport canidentifytheauthor andtalkaboutwhythey mghthavewrttenths

Icangatherinformation frommorethanone place

Icanuseallofmysenses tonoticedetals

Icanuseastrategyto recordmyinformation withsupportfrommy teacher

Icangatherinformation frommorethanone place

Icanuseallofmysenses tonoticedetals

Icanchooseastrategyto recordmyinformation withsupportfrommy teacher

canchoosethemost usefu informtonordata cansortandcategorise nformationwithsupport canidentifytheauthor andtalkaboutwhythey mghthavewrttenths

communicating

canlookforconnectons betweenpiecesof nformaton cantelmyaudence where foundmy nformaton cansharemy nformatoninmorethan oneway

WithsupportIcan dentify patternsand relatonshipsfromdata andinformatonIhave gathered cantelmyaudence where foundmy nformaton cansharemy nformatoninmorethan oneway

canchoosethemost usefu informtonordata cansortandcategorise nformation canbegintodscussthe authorspurpose

canuseonlnepatforms tofindinformationwith myteachersguidance canpartcipatein discussionsandsharemy deasaboutwhichonlne platformsmghtbe hepfulforour nquiries

MediaLiteracy

Icandscusshowan onineauthorfeesabout dfferenttopcs Igatherinformationfrom multiplesourcesto supportmythinking

Icancommunicatemy ideasand nformaton usingvdeo wrtng pcturesonpaperand usingToddle Icanchoosethemost effectivewaytosharemy learning

Iamsafeandhonest whenusingmedia Iampartofdiscussions aboutwhereinformation comesfromandhowwe shareit

Itakepart ndscussons aboutwhetheral informationonlneis truthful

Icanaskquestionsto helpdecideifsomethng istrue

Icangatherinformation toanswermyquestion fromavaretyofmeda

Icanuseallofmysenses tonoticedetals

Icanchooseastrategyto recordmyinformation withsupportfrommy teacher

Icangatherinformation fromavaretyofsources (prmary/secondary) Icannoticeandselect appropratedetais Ican dentifythemost appropratemethodto recordthedetalsofmy findings

cantakerelevantbitsof nformationfromdifferent sourcesandput t together ntoaformat thatmakessense cansortandcategorise nformation

canidentifytheauthors purpose

cantakerelevantbitsof nformationfromdifferent sourcesandput t together ntoaformat thatmakessense cansortandcategorise nformation canidentifytheauthors purpose

WithsupportIcan dentify patternsand relatonshipsfromdata andinformatonIhave gathered cantelmyaudence where foundmy nformaton canchoosewhchway d iketosharemy nformaton

canidentifypatterns andrelationshpsfrom dataand nformaton havegathered recognisemysources whenIcommuncatemy fndings chooseaplatformto sharemyfindingsafterI considerwhomy audencewl be

canidentifypatterns andrelationshpsfrom dataand nformaton havegathered recognisemysources whenIcommuncatemy fndings chooseaplatformto sharemyfindingsafterI considerwhomy audencewl be

canuseonlnepatforms tofindinformationwith myteachersguidance ambegnnngtoaskand answerquestonsabout theinformation find onlnetodecdewhetherI cantrustit

Icandscusshowan onineauthorfeesabout dfferenttopcs Igatherinformationfrom multiplesourcesto supportmythinking

Icancommunicatemy ideasand nformaton usingvdeo wrtng pcturesonpaperand usingToddle Icanchoosethemost effectivewaytosharemy learning

Iamsafeandhonest whenusingmedia Ithinkaboutanddiscuss the mpactofmychoices onotherswhencreating orconsumingdgtaly

Itakepart ndscussons aboutwhetheral informationonlneis truthful Icanaskquestionsto helpdecideifsomethng istrue

Withguidance can selectanduse appropriateonine platformstofind nformaton ambegnnngtoaskand answerquestonsabout theinformation find onlnetodecdewhetherI cantrustit

canindependently selectanduse appropriateonine platformstofind nformaton canusecriticalthnking skilstoassess nformatonIfndonlne

Icantalkabouthow informatonfromonine sourceshasdifferent perspectves Igatherinformationfrom multiplesourcesto supportandchalenge mythinking

Icancommunicatemy ideasand nformaton usingdifferentmedia and,onbothToddleand oneotherpatform Icanchoosethemost effectivewaytosharemy learningandexplainmy choce

IalwayssaywhereIgot myinformationfromand makeprincipleddecisions abouthowtousemeda Ithinkaboutanddiscuss the mpactofmychoices onotherswhencreating orconsumingdgtaly

Iamawarethatnotal information srelableand Ithinkaboutthswhen consumng nformaton Icantakepartin dscussionsandask questonstohelpdecide if nformatonisreiabe

Iseekoutavaretyof perspectvesfromonine sources

Igatherinformationfrom multiplesourcesto supportandchalenge mythinking

Icancommunicatemy ideasand nformaton usingdifferentmedia and,onbothToddleand oneotherpatform Icanchoosethemost effectivewaytosharemy learningandexplainmy choce

canindependently selectanduse appropriateonine platformstofind nformaton canusecriticalthnking skilstoassess nformatonIfndonlne anddscusstheirorigin andpurpose

Iseekoutavaretyof perspectvesfromonine sources

Igatherinformationfrom multiplesourcesto supportandchalenge mythinking Icancommunicatemy ideasand nformaton usingdifferentmediaand patformtypesincuding Teams Icanchoosethemost effectivewaytosharemy learningandexplainmy choce

IalwayssaywhereIgot myinformationfromand makeprincipleddecisions abouthowtousemeda Ithinkaboutanddiscuss the mpactofmychoices onotherswhencreating orconsumingdgtaly

Iamawarethatnotal information srelableand Ithinkaboutthswhen consumng nformaton Icantakepartin dscussionsandask questonstohelpdecide if nformatonisreiabe

Iamprincipledandshow integritywheninteractng wthmeda

Iconsiderthe mpactof chocesImakeonothers

Iamawareofbiasand usestrategiestodetectit insourcesusngorigin andpurposewithsupport frommyteacher Iusetoosandcritical thnkngtodeterminethe trustworthyofasource

Self-ManagementSkills

Icanfollowabalanced scheduleformyself Icangatherequpment andtoosneededformy learning Icandocumentmy learning

Icanfollowabalanced scheduleformyself Icangatherequpment andtoosneededformy learning

Icandocumentmy learning

Iam earningtousetools tohelpmekeeptrackof mytime

Icanmakeestimates abouthowmuchtime somethingwil take Icantakeonand completetasks nagiven tmeframe

Iam earningtousetools tohelpmekeeptrackof mytime

Icanmakeestimates abouthowmuchtime somethingwil take Icantakeonand completetasks nagiven tmeframe

Icanfollowabalanced scheduleformyself Icanusesystemsfor documentingmylearnng

Icanplanabalanced scheduleformyself

Icanprepareand organiseequipmentand toosneededformy learning

Icanuseadaptsystems fordocumentngmy learning

Icanplanabalanced scheduleformyselfanda group

Icanprepareand organiseequipmentand toosneededformy learning Icancreateanduse systemsfordocumenting mylearning

Iam earningtousetools tohelpmekeeptrackof mytime

Icanmakerealistic estmatesabouthow muchtimesomethingwil takeandadjust f necessary Icantakeonand completetasks nagiven tmeframe

Iusetoolstohelpmekeep trackofmytme

Icanmakerealistic estmatesabouthow muchtimesomethingwil takeandadjust f necessary Icantakeonand completetasks nagiven tmeframe

Iusetoolstohelpmekeep trackofmytme

Icanmakerealistics estmatesabouthow muchtimesomethingwil takeandadjust f necessary Icantakeonand completetasks nagiven tmeframe

Icanworkwithanadultto setgoalsformyself

Icanusedifferent strategestohepmake progresstowardsmygoa Icanreflectonmy progresstowardsmygoa

Icansetgoalsthatare bothchallengngand realstic Icanchooseastrategyto helpmemeetmygoal andaskforsupportwhen needed Icanreflectonmy progresstowardsmygoa andadjustifneeded

Icansetgoalsthatare bothchallengngand realstic Icanchooseastrategyto helpmemeetmygoal andaskforsupportwhen needed

Icanreflectonmy progresstowardsmygoa andadjustifneeded

Icansetshortandlong termgoalsthatareboth chalengingandrealistic Icanchooseastrategyto helpmemeetmygoal andaskforsupportwhen needed

Icanreflectonmy progresstowardsmygoa andadjustifneeded

Icansetshortandlong termgoalsthatareboth chalengingandrealistic Icanchooseastrategyto helpmemeetmygoal andaskforsupportwhen needed

Icanreflectonmy progresstowardsmygoa andadjustifneeded

Itrymybesttofocuson onetaskatatimewithout

gettngdistracted

Icanpractcemindfulness withsomeguidanceand support Iampractisngmy persistencewhenmetwith abarrierorchallenge

IhavestrategiesIuseto overcomechallengesor barriers nmylearning

Itrymybesttofocuson onetaskatatimewithout gettngdistracted Icanpractcemindfulness withsomeguidanceand support Iampractisngmy persistencewhenmetwith abarrierorchallenge IhavestrategiesIuseto overcomechallengesor barriers nmylearning

Itakeresponsibilityformy actions

Iamawareofmy emotionsandhowthese impactme ampractising strategiestohelpme when feeloverwhemed andtomanagestress

Itakeresponsibilityformy actions

Iamawareofmy emotionsandhowthese impactme ampractising strategiestohelpme when feeloverwhemed andtomanagestress

Icanfocusonthetaskat handandmanage distractionsrelativelywell Icanpractcemindfulness withsomeguidanceand support Iampractisngmy persistencewhenmetwith abarrierorchallenge IhavestrategiesIuseto overcomechallengesor barriers nmylearning

Icanfocusonthepresent andmanageinternaland externaldstractions

Icanidentfya mndfunesspracticethat worksformebasedonmy needs(eg yoga waking, meditaton)

Icanfocusonthepresent andmanageinternaland externaldstractions

Icanidentfya mndfunesspracticethat worksformebasedonmy needs(eg yoga waking, meditaton)

Iampractisngmy persistencewhenmetwith abarrierorchallenge

IhavestrategiesIuseto overcomechallengesor barriers nmylearning

Itakeresponsibilityformy actions

Iamawareofmy emotionsandhowthese impactme ampractising strategiestohelpme when feeloverwhemed andtomanagestress

Isometmestrytocome upwthmyownideasto soveaproblem Irespondtodifferenttypes ofmotvationtohepme succeed amlearninghowto respondtosetbacks cantalkaboutthingsthat didnotgowel withan adutandthinkaboutwhat couddodifferentlynext time

Iusemyimitativetosolve problemsandtowork throughdifferentsituations Icanfinsdifferentwaysto motivatemyselfto succeed canmanagesetbacks productively usechallenges adversty anddisappointmentasa prompttorefect to reevaluateandtogrow

Iusemyimitativetosolve problemsandtowork throughdifferentsituations Icanfinddifferentwaysto motivatemyselfto succeed canmanagesetbacks productively usechallenges adversty anddisappointmentasa prompttorefect to reevaluateandtogrow

Itakeresponsibilityformy actions

Iamawareofmy emotionsandhowthese impactme use mndfunessstrategiesto helpmewhenIfee overwhelmedandto managestress

Iampractisngmy persistencewhenmetwith abarrierorchallenge

IhavestrategiesIuseto overcomechallengesor barriers nmylearning Itakeresponsibilityformy actions

Iamawareofmy emotionsandhowthese impactme use mndfunessstrategiesto helpmewhenIfee overwhelmedandto managestress

Iusemyinitativetosolve problemsandtowork throughdifferent situations

Ican dentifyandbaance intrinsicandextrinsic motivationtosucceed canmanagesetbacks productively usechallenges adversty anddisappointmentasa prompttorefect to reevaluateandtogrow

Iusemyinitativetosolve problemsandtowork throughdifferent situations

Ican dentifyandbaance intrinsicandextrinsic motivationtosucceed canmanagesetbacks productively usechallenges adversty anddisappointmentasa prompttorefect to reevaluateandtogrow

SocialSkills

SocialandEmotionalIntelligence

Ican dentfymyemotions,thoughts andactionswithvisualorverba supportandIamlearningstrateges toregulatethem

Icanmakegoodchoices acknowledgingtheneedsofothers Icanspeakupformyneeds

Iamlearningtousestrategesto contro myemotions thoughtsand actions

Icanmakefairdecisionswhengiven choices

Iamlearningwhen tisappropriate tospeakupformyneeds

Icanregulatemyemotons, thoughtsandactionswithsupport Icanmakefairandequitable decisionswhengivenchoices

canidentifywhatcausesdifferent emotonsinme withsupport ambeginningtocreateanideaof myself

ambeginningtoempathisefor otherswhentheyhaveeitherpositive ornegativeexperiences

knowwhatcausesdifferent emotonsinme ambeginningtounderstandmyself nrelationtoothers(noteveryone thinks/feels ikeme) ambeginningtoempathisewth otherswhentheyhaveeitherpositive ornegativeexperiences

Iamlearningwhen tisappropriate tospeakupformyneeds knowwhatcausesdifferent emotonsinme amstartingtounderstandhow othersperceiveme canempathsewithotherswhen theyhaveeitherpositveornegative experiences

Icanregulatemyemotons, thoughtsandactionswithmore independence Icanmakefairandequitable decisionswthsupport Icanspeakupformyneeds amawareofmyownandothers’ emotons canunderstandthatothersmay perceivemedifferentlythanhowI wantthemto practceempathyandcarefor others

Icancareforothersandtheir belongings

Icanbeopen-minded,tolerantand respectful

InterpersonalRelationships

Icandomybesttohepothers succeed

Iamlearningtorecognisetheneeds ofothers

Iamstartngto dentifythe mistreatmentofothers

Icancarefortheneedsofothers

Iamopen-minded tolerantand respectful

Icancarefortheneedsofothers withmore ndependence Iamopen-minded tolerantand respectfulofothers pointsofvew

Idomybesttohelpotherssucceed Iamlearningtospeakupforthe rightsandneedsofothers Icanspeakupwhenothersare benghurt

Iambegnningtounderstandhow myactionsimpactagroup

Icanworkwthothers showing supportandencouragement

Iambegnningtotakeondifferent roleswhencooperatingor colaboratng

Iamawareofhowmyactons impactagroup

Icanencourageotherstocontribute whenworkinginagroup

Iamawarethatdifferentroesare neededwhencooperatingor colaboratng

Icanhepotherssucceed Ispeakupfortherightsandneedsof others

Itrytostopthemistreatmentof others

Icarefortheneedsofothersandam incusivetoal IamopenmindedandIlistento others perspectives IcandemonstratethatIvaueother peopes conflctingideas

Icanregulatemyemotons, thoughtsandactions

Icanmakefairand equitable decisions

Icanspeakupformyrghtsand needs understandthatmyperceptonof myselfcanvaryfromhowothers perceiveme amawareofwhattrggersdfferent emotonsinme practceempathyandcarefor otherswhentheyhaveeitherpositive ornegativeexperiences

Icanbesensitivetotheneedsof othersandbe nclusiveofall Ihaveanopenmindandunderstand thepowerofappreciatngdifference throughpractsingrespect

Ihelpotherstosucceed Ispeakupfortherightsandneedsof others

Iamstartngtousestrategiesto elmnatethemstreatmentofothers

Iamawareofhowmyactons impactagroup Ipractceandencourage cooperatvebehaviourswhen workng nagroup Iamawareofdfferentrolesand takeonvaredroleswithgudance

Iamawareofhowmyactonscan impactagroup

Ipractceandencourage cooperatvebehaviourswhen workng nagroup Icanlogicallyandrespectfulystate opinonsandarriveatanagreement asagroupandindependently Iamawareofdfferentrolesand takeonvaredroleswhen cooperatngandcolaborating

Idomybesttosupportothersand helpthemtosucceed Ispeakupfortherightsandneedsof others

Iusestrategiestopreventand elmnatebullyng

Iamawareofhowmyactonscan impactagroup Ipractceandencourage cooperatvebehaviourswhen workng nagroup

IvarytheroesthatItakeonwhen cooperatngorcolaborating Icanlogicallyandrespectfulystate opinonsandarriveatanagreement asagroupandindependently

Icantalkaboutaproblemand isten toothers

Iambeginningtoaccept responsbilityformyownactions

Icanrecognisetimetocompromise andusestrategestoresolve conflicts

Iamabetomakegoodchoicesin difficultsituations(Usestrateges, compromise)

Ilstencarefulytoothers Icanacceptresponsiblityformy ownactions

Iamlearningtoreactappropriatey tochalengingsituations with teachersupport Icanlistencarefullytoothers Iamstartingtoexpressmyneeds cearlyandcalmlytohelprectifya disagreement

Icanactivelyseekpeaceful resoutionsIcanbefar openand fexibe

Iamabetoreactreasonablyto chalengingsituations Ilstencarefulytoothers Iamlearningtoactasamedator whenothersare nconfict

Iamabetoreactreasonablyto chalengingsituations

Iattentiveylistentoothers Icanfluentyexpressmyneeds cearlyandcalmlytohelprectifya disagreement Icansuccessfullyactasamediator

Language-SpeakingandListening CurriculumProgression

Phase2

Thesoundoflanguageareasymboicwayof representingideasandobjects

Peopecommunicateusingdifferent anguages

Everyonehastherighttospeakandbe istenedto

Phase3

Spoken anguagevaresaccordingtothe purposeandaudience

Peope nterpretmessagesaccordingtotheir uniqueexperiencesandwaysof understanding

Spokencommunication sdifferentfrom writtencommuncation- thasitsownsetof rules

Phase3

Spokenlanguagevariesaccordngtothe purposeandaudience

Peopleinterpretmessagesaccordingtother uniqueexperencesandwaysof understanding

Spokencommunicatonisdfferentfrom writtencommunication-ithas tsownsetof rues

Phase4

Spokenlanguagevariesaccordingtothe purposeandaudience

Takingtimetoreflectonwhatwehearand sayhelpsustomakeinformedjudgments andformnewopinions

Thinkingabouttheperspectiveofour audiencehepsustocommuncatemore effectiveyandapproprately

Thegrammaticalstructuresofalanguage enabemembersofalanguagecommunity tocommunicatewitheachother

Phase4

Spokenlanguagevariesaccordingtothe purposeandaudience

Takingtmetorefectonwhatwehearand sayhelpsustomakeinformedjudgments andformnewopnions

Thinkingabouttheperspectveofour audiencehelpsustocommunicatemore effectivelyandappropriately

Thegrammaticalstructuresofa anguage enablemembersofa anguagecommunty tocommunicatewitheachother

Spokenlanguagecanbeusedtopersuade andinfuencepeople

Metaphoricallanguagecreatesstrongvisual images nourimagination

Listeners dentfykey deasinspoken languageandsynthesisethemtocreatetheir ownunderstanding

Peopedrawonwhattheyalreadyknow n ordertoinfernewmeaningfromwhatthey hear

Phase5

Spoken anguagecanbeusedtopersuade and nfluencepeople

Metaphorical anguagecreatesstrongvsua imagesinourimaginaton

Lstenersidentifykeyideasinspoken languageandsynthessethemtocreatetheir ownunderstanding

Peopledrawonwhattheyareadyknowin orderto nfernewmeaningfromwhatthey hear

Lstentoandenjoystoresreadaloud;show understandingbyrespondinginora,written orvsua form

Obtainsimpleinformationfromspokentexts

Dstnguishbeginning,medialandending soundsofwordswthincreasngaccuracy

Askquestionstogaininformationand respondtoinquiriesdirectedtothemselvesor totheclass

Useora languagetocommunicateduring classroomactvities conversatonsand maginativeplay

Talkaboutthestories wrting picturesand modelstheyhavecreated

Begintocommunicateinmorethanone anguage

Usegrammaticalruesofthe anguage(s)of nstruction(learnersmayovergeneraiseat thisstage)

Lstenactivey(eye-contact sittingstill) n smalandlargegroup nteractions

Speakclearlywithgoodvolumeinsmalland argegroupinteractions

Folowmulti-stepdirectons

Retellfamiliarstoriesinsequence

Predctwhen isteningtotextreadaoud

Participateinavaretyofdramaticactivties forexample roeplay puppettheatre, dramatsatonoffamliarstoriesandpoems

Listentoavaretyoforalpresentations includingstores poems rhymesandreports andrespondwth ncreasingconfdenceand detai

Pickoutmaineventsandrelevantpointsin oraltexts

Anticipateandpredictwhenlisteningtotext readaloud

Uselanguageforavarietyofpersonal purposes forexample, nvitatons

Expressthoughts ideasandopinionsand discussthem respectingcontributionsfrom others

Partcpateinavarietyofdramaticactvites forexampe plays,dramatsationoffamliar andownstoriesandpoems

Uselanguagetoexplain, nquireandcompare Recognisepatternsinlanguage(s)of instructionanduse ncreasinglyaccurate grammar

Begintounderstandthatlanguageuseis influencedbyitspurposeandtheaudence Understandandusespecificvocabularyto sutdfferentpurposes

Hearandappreciatedifferencesbetween languages

Listenactively(eye-contact sttngstil,body language)insmalland argegroup interactionsforsustainedperiodsoftime

Speakclearlywthgoodvoumeand expressionwhenpresentnginsmal and largegroupinteractons

Listenappreciativelyandresponsivey, presentingtheirownpointofviewand respectingtheviewsofothers

Listenandrespond navarietyofsituatons

Identifymain deasinfamliaroraltexts

Listenandrefectonstoriesreadaloudin ordertoidentifystorystructuresand deas

Understandthatideasandopinionscanbe generated deveopedandpresentedthrough talk

Workinparsandgroupstodevelopora presentatons

Explainanddscussownwrtingwithpeers andadults

Organisethoughtsandfeelingsbefore speaking

Usearangeofspecificvocabularyindifferent situations indicatnganawarenessthat language sinfuencedbypurpose audience andcontext

Useoral anguageappropriately confdently andwithincreasingaccuracy

Verbaisethinking

Appreciatethatlanguageisnotalwaysused literally

Understandandusethefigurativelanguage ofowncuture

Listenforaspecificpurposeinavarietyof situations

Identifyandexpandonmainideas noral texts

Understandthatideasandopinionscanbe generated,developedandpresentedthrough talk

Workinpairsandgroupstodevelopand presentoralpresentations

Arguepersuasvelyanddefendapointofvew

Begintoparaphraseandsummarise

Realisethatgrammatca structurescanbe irreguarandbegintousethemapproprately andconsistenty

Verbalisethinkingandexpainreasoning

Recognisethatdifferentformsofgrammar areusedindifferentcontexts

Apprecatethat anguageisnotalwaysused lteraly

Understandandusethefigurativelanguage ofownculture

Participateappropriatelyaslistenerand speaker, ndscussions conversations debatesandgrouppresentations

Listenandrespondappropriatelyto instructons,questonsandexplanations

Showopen-mindedatttudeswhen istenng tootherpointsofview

Usevolume,paceandexpressiontoenhance meaning

Partcpateappropriateyaslstenerand speaker indiscussions conversatons, debatesandgroupandpersonal presentations

Arguepersuasivelyandjustifyapointofvew

Respectfulylistenandrespondtootherpoints ofview

Generate developandmodfy deasand opinionsthroughdscussion

Infermeanings drawconclusionsandmake judgmentsaboutoralpresentations

Usean ncreasingvocabularyandmore complexsentencestructureswithahgh evel ofspecfcty

Paraphraseandsummarisewhen communicatngoraly

Understandandusefigurativelanguagesuch assmle personficationandmetaphor

Useorallanguagetoformulateand communicatepossibilitiesandtheories

Usestandardgrammaticalstructures competently nappropriatesituatons

Useregister,tone voume expressionand intonationtoenhancemeaning

Appreciatethatpeoplespeakandrespond accordingtopersona andcultura perspectives

Usespeechresponsiblytoinform,entertain and nfluenceothers

Refectoncommunicatontomonitorand assesstheirownlearning

Language-ViewingandPresenting

Phase2

Peopeusestaticandmovingimagesto communicateideasand nformation

Visualtextscanimmediatelyganour attention

Viewingandtalkingabouttheimagesothers havecreatedhelpsustounderstandand createourownpresentations

Phase3

Visualtextscanexpandourdatabaseof sourcesofinformation

Visualtextprovideaternativemeansto developnewlevesofunderstanding

Selectingthemostsuitableformsofvsual presentationenhancesourablitytoexpress deasandimages

Dfferentvsua technquesproducedfferent effectsandareusedtopresentdifferenttypes ofinformation

Locatefamiiarvisualtexts nmagazines, advertisingcataloguesandconnectthem withassociatedproducts

Showtheirunderstandingthatvsual messagesinfluenceourbehaviour

Realisethatshapes,symbolsandcolours havemeaningand ncludethemin presentations

Practiseanddeveophandwritingand presentationskills

Observeanddiscussilustrationsinpicture booksandsmpereferencebooks, commentingontheinformationbeing conveyed

Throughteachermodeling becomeawareof termnoogyusedtotellaboutvsua effects, forexample feature, ayout boarder frame

Viewdifferentversionsofthesamestoryand discusstheeffectivenessofthedfferentways oftellingthesamestory,forexample the picturebookversionandtheflm/movie versionofastory

Becomeawareoftheuseandorganisatonof vsualeffectstocreateaparticuarimpact,for example domnantimagesshowwhatis mportantinastory

Viewvisualinformationandshow understandingbyaskingrelevantquestions anddscussingpossiblemeaning

Dscusstheirownfeelingsinresponseto vsualmessages;lstentootherresponses reaisngthatpeoplereactdifferenty

Beginto nterpretbodylanguageofothers withverbalcuesandrespondappropriately

Realisethatvisual nformationrefectsand contributestotheunderstandingofcontext

Recognseandnamefamilarvsua texts for example advertisng logos labes,signs ICT conography

Phase3

Visualtextscanexpandourdatabaseof sourcesofinformaton

Visualtextprovdealternatvemeansto developnew evelsofunderstanding

Selectingthemostsuitableformsofvisual presentationenhancesourabilitytoexpress ideasandimages

Differentvisualtechniquesproducedifferent effectsandareusedtopresentdfferenttypes ofinformation

Phase4

Visua textshavethepowertoinfluence thinkingandbehaviour

Interpretngvsualtexts nvovesmakingan informedjudgementabouttheintentionsof themessage

Toenhancelearningweneedtobeeffcient andconstructiveusersoftheinternet

Phase4

Vsualtextshavethepowertoinfluence thinkingandbehavour

Interpretingvisualtextsinvolvesmakingan informedjudgementabouttheintentionsof themessage

Toenhance earningweneedtobeefficent andconstructveusersoftheinternet

Phase5

Theaimofcommercia mediaistoinfluence andpersuadeviewers

Indivduasresponddifferentlytovisualstexts accordingtotheirpreviousexperiences preferencesandperspectives

Knowingabouttechnquesusedinvsualtexts hepustointerpretpresentationsandcreate ourownvisualeffects

Synthesisinginformationfromvisualtexts s dependentuponpersonal nterpretatonand leadstonewunderstanding

Phase5

Theaimofcommercialmedaistoinfluence andpersuadevewers

Indvidualsresponddifferentlytovsuastexts accordingtotherpreviousexperiences, preferencesandperspectives

Knowngabouttechniquesusedinvisualtexts helpustointerpretpresentationsandcreate ourownvisualeffects

Synthesisinginformatonfromvisualtextsis dependentuponpersona interpretationand leadstonewunderstanding

Observeanddiscussfamiiarandunfamiliar visualmessages;make udgmentsabout effectiveness

Discusspersona experiencesthatconnect withvisualimages

Useactionsandbody anguagetoreinforce andaddmeaningtooralpresentations

Selectandusesuitableshapes colours, symbolsandlayoutforpresentatons; practseanddevelopwrting/caligraphy styes

Realsethattextandilustrations nreference materiasworktogethertoconvey informationandcanexplanhowthis enhancesunderstanding

Withguidance,usethe nternettoaccess relevantinformation;processandpresent information nwaysthatarepersonally meaningfu

Useappropriateterminoogytodscussvisual texts forexampe logos font foreground, background impact

Viewarangeofvisua languageformatsand discusstheireffectiveness forexample flm/video,posters,drama

Realsethateffectshavebeenselectedand arrangedtoacheveacertanimpact,for example,theway nwhichcoour, ighting, musicandmovementworktogetherina performance

Observeanddiscussvisualrepresentatons; makesuggestionsaboutwhytheyhavebeen createdandwhatthecreatorhasbeen aimingtoachieve

Begintonotetakefromvisualandaudio presentations

UseToddletodemonstrateknowledgeor presentwork

View respondtoanddescrbevsual informaton communcatingunderstandng n oral wrttenandvsualform

Describepersona reactionstovsual messages;reflectonwhyothersmay percevetheimagesdifferently

Understandandexplainhowvisualeffects canbeusedtorefectaparticularcontext

Recogniseandnamefamiliarvisualtextsand expainwhytheyareorarenoteffective,for example advertsing, ogos labels sgns, bilboards

Identifyaspectsofbodylanguageina dramaticpresentatonandexplanhowthey areusedtoconveythemoodandpersonal traitsofcharacters

Designpostersandcharts,usingshapes colours,symbols, ayoutandfonts toachieve particuareffects;explainhowthedesired effectisachieved

Discussanewspaperreportandtellhowthe wordsandpicturesworktogethertoconveya particuarmessage

Prepare individuallyor ncolaboration,vsua presentatonsusingarangeofmeda, incudingcomputerandweb-based applicatons

Experiencearangeofdifferentvisua languageformats appreciateanddescrbe whyparticularformatsareselectedto acheveparticulareffects

Reaisethatvsualpresentatonshavebeen createdtoreachouttoaparticuaraudience andinfluencetheaudienceinsomeway discusstheeffectsusedandhowtheymight infuencetheaudience

UseKeynotetodemonstrateknowedgeor presentwork

Interpretvisualcues nordertoanalyseand makeinferencesaboutthe ntentionofthe message

Expainhowrelevantpersonalexperiences canaddtothemeaningofaselected film/movie;wrteandillustrateapersonal response

Prepare individualyorincollaboration visual presentationsusingarangeofmedia includngcomputerandweb-based applications

Discussandexplainvisual magesandeffects usingappropriatetermnoogy forexample, image symbo,graphics,balance techniques composition

Observeanddiscussthechoiceand compositionofvisualpresentationsand explainhowtheycontributetomeaningand impact,forexample,facia expressions speechbubbles wordimagestoconvey soundeffects

Vewandcrticalyanalysearangeofvisual texts,communicatingunderstandngthrough oral writtenandvisualmedia

Identifyelementsandtechnquesthatmake advertisements logosandsymboseffectve anddrawonthisknowledgetocreatetheir ownvsualeffects

Realisethatindividuals nterpretvisua informationaccordngtotheirpersonal experiencesanddifferentperspectives

Navgatetheinternetinresponsetoverba andvisua promptswthconfidenceand familiarity;use CTtopreparetheirown presentations

UsePowerpontor Moviestodemonstrate knowledgeorpresentwork

Identifyfactorsthatinfluencepersona reactions tovisualtexts designvsualtextswiththeintention of nfluencingthewaypeoplethnkandfee

Analyseand nterpretthewaysinwhichvisual effectsareusedtoestabishcontext

Reaisethatcutura nfuencesaffectthewaywe respondtovisua effectsandexplainhowthis affectsourinterpretation forexample theuseof particuarcoloursorsymbols

Showhowbody anguage,forexampe faca expression,gestureandmovement postureand orientation eyecontactandtouch,canbeusedto achieveeffectsand nfuencemeanng Appyknowedgeofpresentatontechniques n originalandinnovativeways;explaintheirown ideasforachievingdesiredeffects

Examineandanalysetextandilustrationsin referencematera includingonlinetext explaining howvsualandwritteninformationworktogether toreinforceeachotherandmakemeaningmore explcit

Navigatetheinternetinresponsetoverba and visua promptswithconfidenceandfamilarity; use CTtopreparetherownpresentations

Useappropratetermnologytoidentifyarangeof visua effects/formatsandcrtcalyanalysether effectiveness forexampe,mood media juxtaposition proporton

Analysetheseectonandcompositionofvisual presentations;selectexampestoexpanhow theyachieveaparticuar mpact,forexampe, domnantimages useofcolour texture, symboism

Identifythe ntendedaudenceandpurposeofa visua presentaton identfyovertandsublminal messages

Refectonwaysinwhichunderstandngthe intentionofavsualmessagecaninfluence persona responses

UsePrezitodemonstrateknowledgeorpresent work

Language-Reading

Grade1

Agrade1Readerisgrowinginconfidence tacklng ongerandmorecomplexwordsand texts Theyreadfluently usngexpressionand ntonationtomaketherreadng nterestingto istento Theyuseavarietyofotherstrategiesto compementtheirphonicknowedge Theycan talkabouttheeventsand nformationinthetext andmakeinferences

Grade2

Agrade2readerisontheirwaytobecominga confident,independentreader Astheygetto grpswthphonicsandwordrecognition,they shfttherfocusontocomprehension Theyread longertexts ndependentlyandreadaloudwith properemphassandexpression Theyreadfor pleasureandusetextstogain nformation.

Grade3

Agrade3readerreadswithfluencyand understandingandmastersreadingskils They figureoutnewwordsincontextandrecognise wordpatterns Theyretellstoriesaccurately, summarisethemainideasandcorrect themselveswhenreading Theythinkandtak aboutwhattheyreadindeeperandmore detaledways Studentsreadlongertextsand mostreadfictonalchapterbooks Theyreadfor pleasurebutasotogain nformation

Grade4

Agrade4readerreadsfamliarpassagesfluently withappropriatepacing phrasingand expressiontoconveyasenseofthetexttothe audience;occasiona hesitatonsmayoccurwith unfamiliarwords Theyarelearnnghowtothnk andtalkaboutatexttofinddeepermeanings andmessages Theyacquirenewvocabulary whilereadng Theyquestionandpredctbased on nterpretatonsthatgobeyondtheobvous Theyuseavarietyofsourcestoresearchand analysethetextstheyread

Grade5

Agrade5readerunderstandsanddevelops ideasaboutthetextstheyread Theylearnto supporttherideasusngspecificdetalsfrom booksandareexpectedtothinkcarefulyabout (andultmateyuse)quotes factsandeventsto developopinonsaboutatextandexplain t grade5readerspracticethisastheyreadtexts togetherasaclassandindependentlyandthey arelearningandmasteringspecificstrategies theycanusetodoths grade5readersanalyse materia indeeperwaysandrequire ess gudanceandsupportfromteachersandother aduts Theyindependentlyandconfidently researchtopicsandknowwhattodotofnd sutabemateral

Understandthatpeoplereadtolearn Understandthatapplyingarangeof strategieshelpsustoreadandunderstand (phonic,sightwords graphc contextual)

Understandthepurposeofpunctuationand theimpactthatthishasontext(fulstops questonmarks exclamatonmarksand speechmarks)

Understandingthatmostprintedwordsare readthesamewayeachtime

Understandthatdfferenttexttypeshave differenttextfeatures

Understandthatpriorknowledgeenablesus tounderstandwhat sread

Understandthatapplyngarangeof strategieshepsusreadandunderstandnew texts(phoncs sghtwords graphc contextual predictng prorknowledge, retelling)

Understandthatdifferenttypesoftextsserve differentpurposes

Understandthataskngquestionsabouttexts helpsustounderstandthemeaningofwhat isread

Understandthatthestructureand organsatonofwrtten anguageinfuences andconveysmeaning

Understandthatreadingandthinkingwork togethertoenableustomakemeaning Understandthatchecking rereadngand correctngourownreadingaswegoenables ustoreadnewandmorecompextexts Understandthatidentifyingthemainideas n thetexthelpsustounderstandwhatis important

Understandwritersplanandstructuretheir storestoachieveparticularaffects

Understandthatknowngwhatweaimto achievehelpsustoselectusefulreference materaltoconductresearch

Understandthatreadngopensourmndsto mutipeperspectivesandhelpsusto understandhowpeopethink feelandact Understandthateffectivestorieshavea structure purposeandsequenceofevents (plot)thathelptomaketheauthor’sintention clear

Understandthatknowingwhatweaimto achievehepsustoselectusefulreference materialtoconductresearch

Understandthatauthorsstructurestories aroundsignificantthemes

Understandthatsynthesisng deasand informationfromtextsleadstonew deas

dentifyupper-casealphabetnames

Sayalmostallofthephonemeswhenshown thephase2and3graphemes

Readwordscontainngadjacentconsonants

Readphonicallydecodabletwo-syllableand three-sylablewords

ReadmostofHFWautomaticallyandfluently

Readindependentyarangeoftextsata suitableleve withincreasingconfidenceand fluency

Useavaretyofreadingstrategestogain understandingandcrosschecktheseagainst eachother(decodng sghtwords graphic context)

Knowdifferentsynonyms antonymsand homonyms

Knowthemeaningsofcommonprefixesand suffixes un re less pre non

Understandsound-symbo relationshpsand applyreiabephoneticstrategieswhen decodingprint

Understandandusebothreguarand irregularplurals

Usepresentandpasttensewordscorrectly

Readtextsatanappropriatelevel independently confidentlyandwthgood understanding

Knowandappythemeaningsofcommon prefixesandsuffxese.g.mis- inter- est ble Knowarangeofcoloquialsmstohelp understandthetext

Knowarangeofwordfamilestohelp understandthetext

Workoutthemeaningofunknownwordsfrom knownrootsandaffxes

Applytheirgrowngknowledgeofrootwords prefixesandsuffixestoreadandunderstand themeaningofnewwords

Applytheirgrowngknowledgeof punctuaton,contractionsandpuralstoread andunderstandthemeaningofnewwords

Usespreviousknowledgetoreadunfamliar muti-syllabewords

Identifypartsofspeechanddevceslke simlesandmetaphors

Applytheirgrowingknowledgeof punctuation,contractionsandpluralstoread andunderstandthemeanngofnewwords

Applytheirgrowingknowledgeofrootwords prefxesandsuffixestoreadandunderstand themeaningofnewwords

Recogniseandunderstandagrowingnumber ofacademicvocabularywords

Recogniseandunderstandfigurative languageeg simies,metaphors, dioms

Language-Reading(continued) Grade1

Selectbooks gvingreasonsforthesechoices

Rereadandreadaheadtoself-correct checkingthatthetextmakessense

Readaoudusngpunctuationtohelpwth fluencyandexpression

Understandthattextshavedifferentpurposes andunderstandthedifferencebetweenthese (fictionandnon-fction)

Trackapageofprntusngsightonly moving awayfromfingerpontng

Retelltheeventsfromastoryinsequence, usingsomedetals

Dscussthecharacters nthestory dentifyandtalkaboutthemain deasfrom aninformatontext

Usedifferentpartsofabooktohelpfndout nformation(contentspage, ndex glossary)

Lookforkeywordsinthetexttofindout whatit sabout

Thinkofquestionsandfindtheanswers

Makepredictionsandconfirmtheseusingthe text

Makesimpleinferencesfromthetext

Talkaboutthewordsandphrasestheauthor haschosenandgvenanopinionaboutthese

Usepersonalexperiencesandownknowledge tomakeconnectionstowhatisbeingread

Developpersonalpreferences,seectng booksforpleasureandinformation

Readaloudusingpunctuationtoreadfluently

Readaloudusingexpresson,notingwhen thereismorethanonecharacter

Usevisualtrackingwhenreading

Usearangeofstrategiestoself-monitorand self-correctwhenmeaningorcontextislost (Pause,vsualise askquestons,draw conclusions rereadtoclarify)

Findthemeanngofunknownvocabuaryin thetextby re-readingtogathermore information findngdefintionsinadictionary, usngpriorinformaton,inferringfromthe illustratons,usngaglossaryanddiscussing alternatvemeanngswiththeteacher

Recognisearangeofdfferenttexttypes: letters,poetry plays,stories novels,reports articles

Compareandconnect deasinthestoryand usepriorknowledge,tomakesimple inferencesoverlongertexts

Makepredictonsusingknowledgeand experienceofnarrativetextsEg problem/solution

Identifyandexplainthebasicstructureofa story beginning,middleandendanduse storyboardsorcomcstripstocommunicate theseelements

Askandanswerquestonsbefore,durngand afterreading

Discusspersonaityandbehaviourof storybookcharactersandexpressopnions

Understandideasand nformationaboutthe plot charactersandthemesusingown experiences,othertextstheyhavereador informationdrectlyfromthetext

Identifyandexplainthewriter’spurposeby usngevidencefromthetext

Recogniseandusethedifferentpartsofa non-fictionbook:titepage tableofcontents, index,glossary boldwords,captionsand labelleddagrams

Understandthatsentencescanbegrouped intoparagraphstodevelopideasorfacts Workoutwhatisfactandwhat sopinon Recognisearangeofnon-fictiontexttypes reportsandproceduraltexts

Seectandreadavaretyofbooksfor pleasure, nstructionandinformation

Adustreadingspeed,usepunctuationand cross-checkforclues,tohepregainmeaning Usecuesfromthestorytomakesimpleand complex nferences

Askquestionsandmakeconnectionswth ownexperencetoclarfyandunderstandthe text

Askquestionsandusetheinformatonto locate recordandanswerthem

Silentlyreadmorediffculttextsfor onger periodsoftimeandsustainmeaning

Understandanddscusstherelationship betweencharactersandtheirviewsbyusing thetexttosupportanswers

Understandandrespondtotheideas,feelngs andattitudesexpressedinvarioustexts, showngempathyforcharacters

Visuaisewhatishappeninginthetextand makeconnectonstounderstandhumourand themood

Understandthatstoreshaveapotand identifytheelements(exposition,risngaction, climax,falingactionandresolution)

Fndthemain deasandsummarisetheseto helpunderstandthestory

Identifyfeaturesthatcanberepicatedwhen plannngtheirownstories

Recognisetheauthor’spurpose forexample toinform,entertan persuade instruct

Recognisedfferentfeaturesoftext what makeswritingapoem storyorreport

Identifyandknowhowtoreadvisual languagefeaturestogetextra nformation andideas(titepage tableofcontents, ndex glossary,boldwords captons, abelled diagrams maps)

Knowhowtoskimandscantextstofind informaton

Aspartofthe nquiryprocess work cooperativelywithotherstoaccess read interpretandevauatearangeofsource materials

Usereferencebooks,dictionaries,computer andweb-basedapplicationswthincreasng independenceandresponsibiity

Reflectreguarlyonreadingandsetfuture goalsto mprove

Readawderangeofincreasnglycompex textsconfidently independentlyandwth understanding

Useknowledgeofnarrativefeatures language,plotstructureanddiaogue betweencharacterstoheppredctand understandthetext

Knowthatsentencescanhavemorethanone ideaandcanbeusedtosequenceevents

Understandfigurativeandliteralmeanings andusethstomakeinferences

Makeconnectionstopriorknowedge events andcharacterstohepunderstandthestory

Usearangeofreadingstrategestosolve comprehensionprobemsanddeepentheir understandingofatext(Priorknowledge, connections questioning,anaysingtext structure visualsaton,contextcues summarisng)

Comparesimlartiesanddfferencesinthe ideasandinformationwhenlookingatfiction texts

Monitorreadingforaccuracyandmeanng adjustingpacewhentheyencounter dfficuties

Knowhowtoskimandscantextstodecide whethertheywil beuseful beforeattempting toreadthemindetail

Locateandsummariseideasbyusing skimmngandscannng keywords topic sentences,keyquestions,contentspage gossariesandsubheadings

Usetopcspecificvocabularytohelp understandandexplaintexts

Compareandcontrastthewaydifferenttexts addressthesameissue,themeortopic

Identifyrelevant,reiabeanduseful informationanddecideonappropriateways touseit

Accessinformatonfromavarietyoftexts bothinprintandonlneEg.newspapers, magazines, ournals comics,graphicbooks e-booksandblogs

Evaluatetheeffectivenessofdifferentsources of nformation inbothdigita andprinttext

Distingushbetweenfactandopinionby identifyingrelevantlanguagefeaturese.g I think Inmyopinion, believe Knowwhenandhowtouseonlneresources forresearch

Identify compareandcontrastdifferent perspectvesfromwhchtextsarewritten(for exampe firstandthirdperson)

Reflectregularyonreadingandsetfuture goals

Montorreadingandsustainmeaningover severaldayswithlongertexts

Readawiderangeofincreasingcomplex textsconfidently independentlyandwith understanding

Understandthattheorderandorgansationof words sentences,paragraphsandimages affectmeaning

Identfythespecificlanguagefeaturesand structuresofmanycommontexttypeseg reportshavesubheadings persuasivetexts userhetorcalquestions

Partcpateincass grouporindividualauthor studies gainingan n-depthunderstandingof theworkandstyleofaparticularauthorand appreciatingwhatitmeanstobeanauthor Identfyanddescrbeelementsofastoryplot, setting characters,themeandexplainhow theycontrbuteto tseffectiveness

Compareandcontrastthepotsoftwo differentbutsimiarnovels commentingon effectivenessandimpact

Identfygenreincludingfantasy biography, sciencefiction mystery hstoricalnoveland explanelementsandliteraryformsthatare assocatedwthdifferentgenres

Appreciateauthors’useoflanguageand interpretandexpainmeaningbeyondthe literal

Understandthatauthorsusewordsand literarydevicestoevokementalimages

Appreciatestructuralandstylisticdifferences betweenfictionandnon-fiction

Evaluatewhetherinformatonsourcesare reiabe current accurateandsuitableforthe purpose

Identfyandretrieve nformationby interpretingilustrations photographs text boxes,dagrams,maps,chartsandgraphs

Distnguishbetweenfactandopnionand reachtherownconcusonsaboutwhat representsvalidinformation

Consistentlyandconfidentlyusearangeof resourcestofindinformationandsupport theirinquiries

Partcpateincollaborativelearning, consderingmultpleperspectivesand workingwithpeerstoco-constructnew understanding

Usetheinternetresponsblyand knowledgeably appreciatingitsuses, informationvaidityandlimitations

Locate,organiseandsynthesiseinformation fromavarietyofsourcesincludngthelibrary theinternet,peopleintheschool family the immediatecommunityorglobalcommunity

Language-Writing

Grade1

Agrade1writerbegnstoexperimentwith differentsentencelengthsandstarters Theyuse phonicknowedgetospel famliarwordsand makeattemptstospellunknownwords Simple plansareusedtohelpdeveloptheirideasbefore writing Descriptivelanguage susedtomakethe writinginterestingforthereader Theyreadback theirwritingtoidentifyandeditmistakes.

Grade2

Agrade2writerwrtestextsthataremore detaied lengthyandvaried Theyareimproving awiderangeofbasicwritingskills, ncluding wrtinglegiby,usingbasicpunctuationcorrecty andmovingfrominventedspellngtomore accuratespeling Handwritngbecomes automatcsotheycanconcentratemoreonthe contentoftheirwritingthanonthemechanics. Theycanorganisetheirwritngtosuitthetext type

Understandthatconsistentwaysofrecording deasenabemembersofalanguage communitytounderstandeachothers writing

Writtenlanguageworksdfferentlyfrom spokenlanguage

Understandthataskingquestionsaboutatext hepsustounderstand

Understandthatwewriteindifferentwaysfor differentpurposes

Understandthatapplyngarangeof strategieshepsustoexpressourselvesso thatotherscanenjoyourwritng

Understandthatthnkngaboutstorybook charactersandpeopleinreal ifehelpsusto developcharactersinourownstories

Grade3

Agrade3wrterisdevelopingtherownideas andlearningtoexpressthoseideas nmore sophstcatedways Sentencesaregettinglonger andmorecomplex Theyarelearnngtousea dictionarytocorrecttheirownspeling Grammar improves;forexample,youllseeappropriate punctuationandcontractions Theyarebuiding skillsinthewritngprocess research planning organising revisingandeditng withhepfrom teachersandpeers

Understandthestructureofdifferenttypesof texts ncludesidentfablefeatures

Understandthatwhenwriting,thewordswe chooseandhowwechoosetousethem enabeustoshareour maginingsand deas

Understandthatwrtingandthinkingwork togethertoenableustoexpress deasand conveymeaning

Grade4

Agrade4wrterfocusesondevelopingwriting thathasclartyandstructureandthatuses reasons,factsanddetaistosupportand strengthenarguments Theyorganisetheir writing ensurethat tflowswellandgroup togetherrelatedcomponents Theywrtedeeper andcontinuetodeveoptheirownvoice They express deas,makeconnectionsandprovde detailsandemotionswhenappropriate Grade4 writerstakenotesonwhattheyresearch,read andhear

Understandthataskingquestionsofourselves andothershelpstomakeourwritingmore focusedandpurposeful

Understandthatthewaywestructureand organiseourwritinghelpsothersto understandandappreciate t

Understandthatrereadngandeditingour ownwritingenablesustoexpresswhatwe wanttosaymoreclearly

Grade5

Agrade5writerbuildsontheskilstheylearned tobecomecearerandmoredevelopedwrters Theywrtemanydfferentkindsofpeces coveringavaretyoftopicsandusedetailsand organisatontostrengthentheirwrting Grade5 writerssharetherown deasandperspectivesin theirwrting.Theybecomesklfulateditingtheir ownwrtingandgivefeedbacktotheirpeers

Writehighfrequencywordscorrectymostof thetme

Knowthattherearedifferentwaystowritethe samesound

Useruesformakingwordsintoplurals

Attempttousecommonwordendngsand simplerhymetogeneratewords

Formcaptaland owercaseletterscorrecty

Showcontroloverlettersizing,adaptingsize oftheletterswhenneeded

Expermentwithquestionmarksand exclamationmarks

Usecapita lettersatthebeginningofa sentence

Usefullstopsattheendofasentence

Joinsentencestogetherwithmorecomplex words(and but because,so)

Varythestartofsentences

Usegrade evelappropriatespelling knowledgetospellunfamilarwords(short vowels diagraphs blendsandlongvowesas perWTW)

Writethecorrectbegnning middeandend soundsinmostwords

Writethefirst300hghfrequencywords correctlymostofthetme

Knowthattherearedifferentwaystowritethe samesound

Usecapitalletterscorrecty

Usefullstopscorrectly

Useexclamatonmarkscorrectly

Usequestionmarkscorrecty

Usecommastoseparateitemsinalist

Usea/ancorrectly

Useconunctionstojointwophrases(when before after so,but because)

Writesbothsimpleandcompoundsentences thathavedifferentbeginnings

Write egbly inaconsistentstylewithcorrect letterformationandcorrectspacingbetween letterswithinawordandbetweenwords

Usegradelevelappropratespellng knowedgeforunfamiiarwords(shortvowels diagraphs blends, ongvowels,othervowels infictedendingsasperWTW)

Spellandusemosthighfrequencyandtopic wordscorrectly

Usebeginningandendpunctuationcorrectly

Useapostrophesforcontractions

Usespeechmarkstodesignatedirectspeech

Usethecorrecttensethroughoutwriting, Usedfferentsentencebegnnngsand changesentencelength

Useavarietyofsimple,compoundsentences andsomecomplexsentences

Useavarietyofadjectives

Workindependenty,toproducewrittenwork that slegibleandwel-presented

Usegradeleve appropriatespeling knowledgetospelunfamliarwords(short vowes diagraphs,blends longvowels other vowes inflictedendings,syllablejunctures andunaccentedfina syllablesasperWTW)

Spellandusemosthighfrequencyandtopic wordscorrectly

Understandthatthestoresthatpeoplewant toreadarebuiltaroundthemestowhchthey canmakeconnectons

Understandthateffectivestoreshavea purposeandstructurethathelptomakethe author’sintentionclear

Understandthatsynthesisng deasenabes ustobuildonwhatweknow refecton differentperspectivesandexpressnew deas

Understandthatknowingwhatweaimto achievehepsustoplananddeveop differentformsofwriting

Understandthatthroughtheprocessof planning,draftng editngandrevising,our writingimprovesovertme

Usegrade evelappropriatespeling knowledgetospellunfamiliarwords(short vowels diagraphs blends, ongvowels,other vowels infictedendings sylablejunctures, unaccentedfinalsylabes hardersuffxesand rootwordsasperWTW)

Spel andusealmostallhighfrequencyand topicwordscorrectly

Useapostrophesforsinguarandpural possession

Usecommascorrectlytoclarifymeanngand avoidambguty

Writewith ncreasinglegiblity,fluencyand speed

Usebuletpointstolistinformation

Usecommastoseparateclauses

Usequotationmarkscorrecty

Usebracketscorrectly

Selectthewritingtoolthatisbestsuitedfora task

Write egbility,withincreasingfuencyand speed

Language-Writing(continued)

Useasimplepantoorganiseideasintoa ogica sequence

Usewordsfromexperencesandtopcwords whenwriting

Writeseveral deasonatopc

Showfeelngsorimagination ntheirwritng

Giveanopinionorexpressapointofviewin writing

Writeinavarietyofways(description, recount,poetryandreport)

Writeshowngclearunderstandingofthe purposeandaudience

Useavaretyofsentencetypes-statement, questonorcommand

Useadjectivesandadverbstomake sentencesinterestinganddescriptive

Readbackownwritingandmakesome correctionsorimprovements

Usefeedbackfromteachersandother studentsto mprovewrting

Showcuriosityandaskquestionsabout writtenlanguage

Engageconfidentlywiththewrtingprocess (prewriting/panning,drafting,revewng edtingandpublishing)

Usegraphicorganiserstoplanwriting(Mind Maps storyboards)

Grouprelatedideasusingaplan

Organisesideastosuitthetextformwhen writingforfamilarpurposes(Astoryhasa beginning,middleandendArecountusesthe 5Ws(where why who what,when)and instructionshavesteps)

Usesimplelanguagefeaturestosupport meaning(adjectivesandallteraton)

Writeforanaudenceandchoosesideas, vocabularyand anguagefeaturesto influencethereader

Chooseadjectives,nouns,puralsandverbs correctly

Portraycharactersthroughphysica descriptionsinordertocreateamental image

Proofreadownwrtingandmakesome correctionsandimprovements

Givespeerfeedbackonwriting

Usesfeedbackfromteacherandother studentstoimprovetheirwriting

Withteacherguidance publishwrttenworkin handwrttenformorindigitalformat

Partcpates nteacherconferences understandsnewlearninggoasandtakes responsibilityfor mprovement

Usecorrecttextstructureforthepurposeof thewriting

Wrteindependentlyandwthconfidence deveopingapersonalvoiceasawriter

Engageconfidentlywiththewritngprocess (pre-wrting/planning,draftng reviewing, editngandpublshng)

Useavarietyofmethodstoplanwriting(Mnd Maps storyboard fowcharts dagrams)

Developideasonatopicfromown experiencesandresearchtosupporttheman ideas

Usewrittenandvisuallanguagefeaturesto addmeanngtowriting(simles, onomatopoeia, llustrations,dagrams)

Choosesvocabularytoshowideasand experiences(adverbs,pronouns prepositions andsynonyms)

Portraycharactersthroughphysical descriptionsanddalogueinordertocreatea mentalimage

Knowwrtingisforothersandchoose language contentandcharacterstodevelop thestory

Useparagraphstogroupreatedideas

Useheadngstoorganse deasandaid presentaton

Usesadictionary,thesaurusandwordbankto extendtheuseoflanguage

Proofreadandeditownideastosuitthetopic anduseadictionaryorspellcheck

Checkandedtpunctuation varietyof sentencestarters,spellingandpresentaton

Gvespeerfeedbackonwrting

Edtownwritingbasedon feedback/feedforwardbyaddingordeleting detalsandmakngsimplechangesfor meaningandimpact

Usecorrecttextstructureforthepurposeof thewrting

Writeindependentlyandwithconfidence, demonstratingapersonalvoiceasawriter

Chooserelevantcontent vocabularyand languagefeaturesto nfluencethereader

Portraycharactersthroughphysical descrptions,dalogueandactionsinorderto createamentalimage

Clearlystatesthepointofviewandincludes somesupportingreasons evdenceand detailinordertoinfuenceothers

Showawarenessofdifferentaudiencesand adaptwritingaccordingly

Useparagraphstogrouprelated ideas/material

Useheadingsandsubheadingstoorganise ideasandaidthepresentaton

Use nterestingsentencebeginnings(Usng adverbsoradectives)

Changethelengthofsentencesusingsimple compoundandsomecomplexsentences

Usewrittenandvisual anguagefeaturesto addmeaningtowriting(Smles,metaphors, onomatopoea,illustratons,diagrams)

Choosesvocabularytoshow deasand experiences(Adverbs pronouns,prepostions synonyms,prefixesandsuffixes)

Usedictionaryandthesaurustocheckthe accuracy broadenvocabuaryandenrich theirwriting

Proofreadtocorrectmostspellng punctuatonandgrammarusingadctionary andothersources

Recraftideasformeaningandimpact

Workcooperativelywithapartnertodscuss andimproveeachother’swriting,takngthe rolesofauthorsandeditors

Publishwrittenworkinbothhandwrittenform andindigita format

Usecorrecttextstructureforthepurposeof thewriting(Eg narratveshaveanorientation, setting problem seresofeventsand resoluton)

Write ndependentlyandwithconfdence showingthedevelopmentoftherownvoice andstyle

Useplanning drafting editngandrevewng processes ndependentlyandwithincreasing competence

Adaptwrtingaccordngtotheaudienceand demonstratetheabiitytoengageand sustainthe nterestofthereader

Portraycharactersthroughphysical descriptons,dialogue actionsandreactions inordertocreateamentalimage

Askquestonstoguderesearchanduse frameworks,includngvsualrepresentations torecord organseand ntegrateideasand information

Elaborateonideaswthsupportingdetai

Usewritten anguagetorefectonown learnng

Lnkparagraphsusingappropriate connectives(Furthermore therefore in comparison inregardto)

Uselayoutdevcestostructuretext(Headings sub-headings columns bulets tabes)

Useavarietyofsmpe compoundand complexsentences

Usearangeofvocabularyandrelevant supportingdetaistoconveymeaningand createatmosphereandmood

Recogniseandusefigurative anguageto enhancewrting forexampe simies metaphors idioms,alliteraton

Varysentencestructureand ength

Usearangeoftoosandtechnquesto producewrittenworkthatisattractvelyand effectivelypresented

Locate,organise synthesiseandpresent writteninformationobtainedfromavarietyof validsources

Useadictonary thesaurusandspelchecker confidentlyandeffectvelytocheckaccuracy broadenvocabularyandenrichwriting

Independentlyeditownwrtingformeanng and mpactinresponsetofeedback

Crtiquethewritngofpeerssensitively;offer constructivesuggestions

Publshwrittenwork nbothhandwrittenform and ndgitalformatindependently

Language-ArabicA

Language-ArabicA

Language-ArabicB

ListeningandSpeaking

Igreetotherswithsmplewords

Iintroducemysefbriefy(myname myage)

Iunderstandanaudibledialoguebetweentwopeopleaboutgreetng

Iunderstandwordsforcolors

Iunderstandwordsforshapes

Inamesomedaysoftheweek

Inamesomepartsofmybody

Icountfrom0-10

Iemploythisfollowedbymascuineandfeminnewords

Idfferentiatebetweenthepronoun I’and us intheaudibephrases

Icannamesomefruitsandvegetables

Idstinguishbetweenwordsrelatedtotimesuchasmorningandevening Icanaskforclassroomitemssuchas(books,pen,eraser)

Iunderstandcassroomactionsroutine(read see hear) Icannamesomeprofessons

Inamemyfamlymembers mother,father brother sster grandfather,grandmother,uncle,aunt uncle Icanexpresssomefeeings: ’mhappy, ’msad Imexcted Iaskandansweraboutthepriceofthngswhentheyarebetween1-10

Readingandwriting Phonicawareness

tracethelinesfromrightto eft followthezgzaglines writemynameneatly copylettersfolowngthelinesfromrighttoleft readthevisualwords readwordsthathavethesamerhythm useimagestonamewords writewordsusingphoncstechniques readsmple familiarphrases writeshortsentencesthatbegnwthths namethecharactersofacomicstory understandashortcomcstory

distinguishaltheshapesofthe etters pronounceal thesoundsoftheletters wrtethecorrectformoftheletter ntheaudbleword/read distinguishshortandlongsounds Breaktheword ntoitssoundsaccordingtospelling combinelettersandsylablestoproducetheword replacethesoundatthebegnnngofthewordto producenewwords

Listening Speaking Reading Writing

Iunderstandsomenumbers

Iexpressmyunderstandingofsimpleaudble sentencesbydrawing Iguessthetopcoftheaudiotextwiththehelpof photos

Iarrangeatleastthreeaudiblewordsintheorder heard associatetheaudibleadjectivewiththe image

Iunderstandwordsaboutsomepartsofthebody Iassociatetheaudiblewordwthitsimage

cancountfrom1to20 cantalkaboutmycountry’sflag useverbalsentences usethis+mascandfem(هﺬﻫاﺬﻫ) usethisandthesewiththerightword namethefivesenses use because’inmyspeech usetheverbsIlikeandIprefer takaboutmyfamiymembersinsimplewords describesomeoneinsimplesentences:their shape theirheight canusethepronounsI he/she useverbalsentenceswhenIspeak

identifythesoundthewordbeginswith distinguishbetweenshortandlongvowels nwords candecodewordsfolowingapattern readwordsthathavethesamerhythm understandsimplephrasesforactionsthathappeninschool suchas, read Iwrite,Ilearn readwordsandtheirplurals readthenamesofthedaysofmonths/daysoftheweek readsgns(exit ) distinguishbetweennoun verbinfamiiarwords readnumbersfrom120 readsomesongs(nasheeds)expressvely matchpcturesandsentences distinguishthetypeoftextread(storymessagediaogue) readsmplesentencesinaletter identifywordsinatextthatcontainthesoundofaspecficletter distinguishthepronounsshe he,they identifythegenera ideaofatextwiththehelpofimages readawordanditsplural readaboutdaiyactivtiesthatIdowithmyfamly canlnkpicturestosentencesIread understandthesentencesreadwiththe hepoftheimages namethecharactersofthestory arrangetheeventsofthecomic

wrtewordsmovingfromrighttoleft wrtedownsimpeinformationaboutmyself myname myage canwriteaninformal simplemessage usethenegationinasentenceandunderstand tspattern copysentencesinclearfont wrtesentencesthatsimulateapattern employthisandthesewiththerightwords wrteasimpedescrptionofmyselfandfamly wrtenominalsentencesthatbeginwithfamilarnouns wrteashortparagraphofthreesentences wrtedownmyfamiyqualites usethepronounsIandhe/sheinmywriting use(from–to)inmywriting wrtesimplewordsaboutthebody wrtewordsthatincludea‘shadda’ه usethis+mascandfemwordswththerghtword

Language-ArabicB(continued)

Listening

Ilistenforunderstandingtonumbers,feelngs,animals andweather

Ipredictthesubjectoftheaudibletextwiththehelpoftite andimages

Iunderstandthedaiyroutineworkthroughtheaudible text

Isetkeytmesinmydaiyroutne(mornngnoonevening)

Idetermnethemeaningofasimplestory heardwithhelp

Speaking

Iexpressmyfeelinginoneword(scared–excited)

Iknowformyself:myname,myage mycountry IexpressmyopnionusingI ike–Idon’t ike

Iusethewords(ten,twenty thirty)

Idescribesomeanimals,theweather

Icomparetwoanimalsusngadjectives

Iexpressasubjectusingmysenses(IsawIheard)

Iusetheexclamationtechnquetosimuatethepattern

Idescribeafter-schoolactvites(fun–new)

Iaskshortquestionsonaspecfctopc

Iusetheadverbsoftmetotalkaboutmyroutne (mornng–noon–evenng)

Iusetheinterrogativetool when

Reading Writing

anaysewordsthatcontainaconsonantsyllable readashortconversationbetweentwopeope identfytheoppositesofsomewords understandthesentencesIreadwhenrepeatedseveral times

readthewordsthatbeginwthasolarand unar lam’ل readsafetyboardsinpublicplaces extractspecificphrasesfromthereadabetext givemyopinionusingwordsIread decomposeashortstoryintoitsmaineements:time pace characters

readshortsentencesthatexpressthedailyroutinewth pctures

readashortstory understandthetextread

Idemonstrateunderstandingthroughdrawings IIdentfythemainideainatext

Iexpressmyunderstandingofthetextbydrawing Iunderstandaudibecals(conversations)attheairport Iunderstandaphoneconversationtobookahotel

Idistinguishbetweenacceptingan nvitatonand decliningit

Icomparequalitesaboutpersonalandphysicalattributes Iunderstandtheabstractconceptsinaudibletexts(such asgenerosityandgving)

Ispecfytheeementsofthemessageintheaudbletext, itssubject thesender,theaddressee Idistinguishthetypeoftextheard:dialogue,message Iunderstandaconversationbetweenadoctorandhis patient

Iunderstandashortstoryofrea eventswhenrepeated morethanonce

Idistinguishthetypeofaudibletext

Idistinguishspecificquaitesforasimplesetofobjectsin anaudibletext example:anovalrugby

Isuggestanewtitlesutabeforashortaudibetext Iunderstandaudibe nstructions

Iactaccordngtothestory heard

Iorderamenuatarestaurant

Italkaboutheathyandunheathyhabts

Imakeaphonecaltoorderamea

IdescribepacesIlike suchastouristattractionsinshort sentences

Iaskandanswersimpequestionsaboutthetopicofat thearport

Icantalkaboutdifferentplacesinthecity

Italkaboutpacesdescrbingtheplaceandthefour directions

Icomparetwoceremonies ntermsofnameandcountry Italkaboutafestvalusinghelpfu information

I’mtalkaboutthetypesoffood ndifferentcountries Imatchmasculineandfemininetheadjectivewiththe describedword Iusetheimperativeinmyspeech

Italkaboutmyexperienceinasportcompetition

Italkbriefyabouttypesofartssuchassnging drawing calligraphy,etc

Iaskandanswerquestionsaboutclothng

Inamemyrightsandobigations(dutiesaspartofa ob)

Idescribepacesinthectyinshortsentences

Italkabouttheadvantagesofsmartcities

distinguishbetweenfactandopinoninsimplesentences comparehealthyandunhealthyhabitsinthetextread identfyquaities nthereadingtext understandanalogyinsimplesentences distinguishbetweenprepositions بل readashorttextfromamagazine readatextadaptedfromabooktounderstandanidea Dstinguishbetweenmasculineandfemninenouns inferspecificinformationfromreadabletext readapersonalmessageandidentifyitstopic

IwritewordsendinginTanween Iwritesmpesentencestoexpressmyfeelngs Iwriteasimplethankyoucard

Iwritesmpecongratuatonphrasessuchas(bessed congratulate)

Iuseappropratepunctuation nmywrting

ItypewhatIwroteusingacomputerortablet Iuseimperativeandnegationinmywriting,folownga pattern

Ispecifykeyeementsinthegreetingcard(addressee subjectsender)

Iuseprepositons(from–in–to)inmywritng Iusetheverbtosimulateapattern Iuseverbalsentence nmywrting Iwritesmpesentencesthatexpressmydalyroutne Iusetheconjunctions(then after,too)

Iwriteasimpleparagraphaboutmydailyroutine Iwritethewordsendnginهandةcorrectly

Iusethefirstpersonwiththepasttense Iuse‘because’ nmywriting followingaexampe Idesignamenu Iusesuperatves nmywrting IwriteaboutplacesIvevsited Idesignatouristpublication

Iwritewordsthathavesilentandnonsientletters Iwritespecificsynonyms Iusewordsthatbeginwiththe hamzahalwaslwa qata’ Iuseprepositonsinmywritng Itypeusingacomputerortablet Iuseappropratepunctuation nmywrting

readaconversationabouthobbies identfyanaogyinthetextread understandthepont/topicofashortstory read readandunderstandascientfcstory understandwhatismeantbysomestructuressuchas: nterrogativeform,command,negaton readashortstory identfytheintroductionandtheconcusoninastory readapostonasocalmediaste reada etter distinguishtruthandfiction nsentencesIread usethereatvepronounshe/she(thethirdperson) writesolarandlunarwordscorrectly

Iwriteameaningfultextusngsomeconjunctions

Also though

Iwriteaboutpersonalexperienceonthetopicofhobbes Iwriteatextonthetopicofclothnganditstypes Iuseconjunctonsinmywriting

Iwritewordsendingwithathousand TanweenAlFath Iwriteaboutthe mportanceofhealthyfood Iuseexcamation nmywrting Iwritethehamzainitspositions Iwritealfattheendofverbs Iuseverbsentencesinmywriting

Iusepunctuationinmywriting

Iwritethesummaryofashortstory

Maths-Grades1to3

Grade1

NumberandPlaceValue

Readandwritenumberstoatleast100innumeralsandwords

Compareandordernumberswithin100

Demonstrateanunderstandngofplacevalueuptoat east100

Countfluentlywthn100 includingcountngforwardsandbackwards n1sand 10sfromdifferentstartngpoints

AddtionandSubtraction

Recalladditionandsubtractionfactsforallnumbersuptoatleast10

Recallnumberfactsreatedtopartsof10 including: Numberparsthattota 20(13+7)

Pairsofmultiplesof10thattotal100(30+70)

Missngaddendstomakeamultpleof10(53+ =60)

Recalldoublesfornumbers1-12andmultiplesof10upto50

Performefficientmentaladdtionandsubtractioncaculatonswithin20

Addandsubtractaone-dgitnumber including:

Aone-digitnumbercrossing10(5+8 12–7)

Aone-digitnumberfromamutipeof10(60+5 80–7)

Aone-digitnumbertoorfromanytwo-digitnumber includngcrossngthe tensboundary(23+5 57–3,then28+5,52–7)

Threeone-digitnumbers(5–2+6)

Addandsubtractatwo-digtnumber, ncluding Atwo-dgitnumberandamultipleof10 (27+60,72–50)

Addngatwo-digitnumbercosetoamutipeof10(9 19 29 or11 21,31)

Twotwo-digtnumbers(noregroupng)

Understandanddemonstratethatadditoniscommutative,butsubtractionis not

Recogniseandusetheinversereationshipbetweenadditionandsubtraction andusethistocheckcalcuatonsandsovemissingnumberproblems

Solveaddtionandsubtractionsingle-stepproblemsincontexts,deciding whchoperationstouseandwhy

MultiplcationandDivsion

Skipcountin2s,5sand10s

Findthetotalnumberofobjectswhentheyareorgansedorsharedintoequal groupsof2,5or10(usingthe anguageof‘groupsof’)

Solvepracticalprobemsinvovingmultplicatonanddivisionby2 5and10 usngmaterials

PartsofaWhoe

Understandafractionaspartofawholeandusethevocabularyofhavesand quartersincontext

Establshand dentifyhalvesandquartersofshapesandsetsto20

Writesimplefractions(1/2of6=3andrecognisetheequivalenceof2/4and½)

Solvewordprobemsthatinvolvehavinganddoubling

NumberandPaceVaue

Grade2

Read,write compareandorderwholenumbersto1,000andknowwhateach dgitrepresents

Countfluentlywithin1000,includingcountingforwardsandbackwards n1s 10s and100sfromdifferentstartingpoints

Roundanypositiveinteger essthan100tothenearest10anduse ttoestmate calcuations

AdditonandSubtraction

Recal addtionandsubtractionfactswithin20

Understandandexplainthe nverserelationshipbetweenadditonand subtractionandusethstowrtesetsofrelatedadditonandsubtraction equationsandcheckcalcuations

Addandsubtracttwo-digtnumbersusingtheformalwrttenmethodsof columnadditonandsubtractonwhereappropriate

Addorsubtractmentallyanypairoftwo-digitnumbers

Soveadditonandsubtractionsingle-stepandtwo-stepproblems,decidng whichoperatonsandmethodstouseandwhy

MultiplicatonandDvision

Skipcount n2s 5s,10s 3sand4sandidentfymutiplesof2,5 10 3and4

Useconcretematerialsandarraystomodelmutipicationasrepeated additonanddivisonasbothequalsharingandrepeatedsubtraction Recal bascmultiplicatonanddivisionfactsfor2 5and10

Recognisetheinversereationshipbetweendoublingandhalving,useitto doubeanymultipleof5upto100 findthecorrespondinghalves,eg double85, halve170

Sovepracticalproblemsinvolvingmultiplcationanddivsionby2 3,4and5 and10usingmaterials arraysandmenta methods(eg.skipcounting)

PartsofaWhole

Readandwriteproperfractionsunderstandingthenumeratorand denomnator(halves thirds,quartersandeighths)

Identifyunitandnon-unitfractionsofshapes(halves thirds,quarters eghths)

Compareandorderunitfractionsandfractionswiththesamedenominator Recognise findandwriteunitfractionsofsetsandnumbers(onehaf onethrd onequarterandoneeghth)

Recogniseandshow,usingmanipulativesanddiagrams equivalentfractions (haves,quarters eghths)

Addandsubtractfractionswiththesamedenomnatorwithinonewhole Soveone-stepandtwo-stepwordprobemsinvovingfractions

Grade3

NumberandPlaceValue

Read wrte,compareandorderwhoenumbersto10000andknowwhateach digitrepresents

Countfuentlywithin10000 incudngcountingforwardsandbackwardsin1s, 10s 100sand1000sfromdifferentstartngpoints

Roundanypostiveintegerlessthan1000tothenearest10or100anduseitto estimatecalculations

AdditionandSubtracton

Addandsubtracttwo-dgitandthree-digtnumbersusingtheformalwritten methodsofcolumnaddtionandsubtractionwhereapproprate

Performeffcentmenta additionandsubtractioncalcuationsinvolvingtwodigitnumbersandthree-dgitmultplesof10

Solveadditionandsubtractiontwo-stepproblemsincontexts decidingwhich operationsandmethodstouseandwhy

MultiplicationandDivision

Recallbasicmultiplcationanddivsionfacts

dentfyfactorsandmutipes,drawinguponknowledgeofmutipicationand divisonfacts

dentfytheremainderwhendvidingby2 5or10

Understandthepropertiesofmutipication(commutative,assocativeand distributive)andthereationshipbetweenmultplicatonanddivisionandapply thstosolveproblems

Useplacevalue knownandderivedfactstomultiplyanddivideby10 100anda two-digitmultipleof10

Usetheinverserelatonshpbetweendoublngandhalvingtodoubeanytwodigitnumberandfindthecorrespondinghalves eg double87,halve194

Multplytwo-dgitandthree-digitnumbersbyaone-digitnumberusngformal writtenmethods

Solvesingle-stepandmuti-stepwordproblemsthatinvolvemultplicationand divison,includngcorrespondenceproblemsthat nvovemutiplyingor dividng nagivenratio

PartsofaWhole

Compareandorderfractionswththesamedenominator includingimproper fractions

Findandwritefractionsofnumbers includngnon-unitfractions eg 3/5of30

Recognseandshow,usngdagrams,familiesofcommonequivalentfractions (denominatorswithin12)

Addandsubtractfractonswiththesamedenominator,convertng mproper fractionstomixednumberswhereappropriate

Understandthevalueoftenthsandhundredths recognisingthattenthsarise fromdividinganobjectinto10equalpartsandindividingone-dgitnumbersor quantitiesby10;andhundredthsarisewhendivdinganobjectby100and dividngtenthsby10

Convertfractionswithdenominators10or100todecimals

Comparedecimalsto2decimalplacesandorderthemonthenumberlne

Solveone-stepandtwo-stepwordproblemsinvolvingfractions

Identifytheunitofrepeat narepeatedpatternanddescribepatternsas repetitonsofthisunit

Recogniseandunderstandoddandevennumbersto100

Understandtheequalssymbolasanexpressionofarelationshipof equivaenceandexpainths

Writeadditionandsubtractionexpressionsfromstorycontexts

Identify,describe,extendandcreategrowingandshrinkingpatterns

Transateanaddtionorsubtractionnumbersentencewithaframeintoaword problem

Continuearithmeticsequencesthatinvolveone-andtwo-digitnumbersand express inwordsandsymbos,therulegoverningthesequence

Useone-andtwo-stepfunctionmachinestogenerateinputandoutput involvngadditionandsubtractionwithin100;andexpress, nwordsand symbols theoperationsoffunctionmachines

Contnuearithmetcsequencesthatinvolvenumbersuptothree-dgitsand express inwordsandsymbols theruegoverningthesequence

Translateanadditon subtraction multiplcationordivsionnumbersentence withaframeintoawordproblemandvceversa

Useone-andtwo-stepfunctonmachinestogenerateinputandoutputusng allfouroperatons;andexpress, nwordsandsymbols,theoperationsof functionmachnes

Maths-Grades1to3(continued)

Grade1

Sortandcassfyobjectsorimagesaccordingtotwoormoreattrbutesand explaintherationale

Collect,organiseandrepresentcategoricaldatausingpictographs,tallymarks andbargraphs

Interpretdatabyaskngandanswerngquestionsabouttotallngand comparingdata

Discuss,identfy predctandplaceoutcomesinorderoflikelhood;impossble, unlikely likeyandcertain

Length,MassandCapacity

Selectanduseappropratenon-standarduntsforestimatingandmeasuring length massandcapacity, ustifyingchoices

Measure recordandcompare ength,weightandcapactyusingnon-standard standardunits

Understandandexpaintheneedforstandardunitsofmeasurement

Solvepracticaltasksandproblemsinvolvingcentimetres metres,kilograms andlitres

Time

Understandandexpaintherelationshipbetweenunitsoftime

Telandwrtethetimetothehour halfpastthehourandquarterpast/tothe houranddrawthehandsonacockfacetoshowthesetimes

Money

Finddfferentcombnationsofnotesandcoinsthatequa thesameamountsof money

Exploresimpleaddtionandsubtractionusingmoney

PropertiesofShapes

Identifyanddescribethepropertiesof2-Dshapes(circle,square triangle, rectangle pentagonandhexagon)andusepropertestosortshapes

Identifyanddescribethepropertiesof3-Dshapes(cube,cuboid,cone sphere andpyramid)andusepropertiestosortshapes

Identifyalineofsymmetryin2Dshapesandpatternsandcomplete symmetricalpctures

PostionandDirecton

Usemathematcalvocabularytodescribepositon drectionandmovement includingleft,right forwards backwards,dagonalyforward diagonally backwardsandwhoe hafandquarterturns

Grade2

Devisecriteraforsortingobjectsandsetsandrepresentandanalysedata usingtwo-circleVenndiagramsandsimpleCarrolldiagrams

Colect organseandrepresentcategorica datainsimplefrequencytables andbargraphsandnumericaldata nstackeddotplots Interpretdatashownintables bargraphsanddotplotsandmakesimpe inferences

Investigatesimplestuationsthatinvolveelementsofchance recognising equa anddifferentlikeihoodsandacknowledginguncertainty

Findthetota ofandrecord alpossiblecombnations(tota lessthan10)within agivensituationusingatreedagram

Length MassandCapacity

Usestandarduntstoestimateandmeasure:

Length measureonarulertothenearestcm

Weight/mass use5g,10gand100gweights

Capacity measuretothenearest100ml

Sovesinge-stepandmulti-stepwordproblemsinvolvingmeasurement

Perimeter

Measureandrecordtheperimeterofsquaresandrectanglesinstandardunits

Tme

Knowthenumberofdaysineachmonth yearandleapyear

Tellandwritethetimetofveminutes incudingquarterpast/tothehourand drawthehandsonananaloguecockfacetoshowthesetimes

Soveprobemsrelatingtoelapsedtimethatinvolvecalculatingstarttimes, finshtimesanddurationsusnghours 30-minute ntervalsand15-minute intervas

Money

Sovesimpleproblemsinvolvingadditionandsubtractionofmoney, ncluding gvingchange(UAEdirham,whoenumberonly)

PropertesofShapes

Describe cassfyandsortreguarandirregular2Dshapeswthupto10sides

Identify,describeandmode congruencyin2Dshapes

Construct3-shapesfrommodelingmaterialsandnets recognse3-Dshapes indifferentorientationsanddescribethem

Identifylinesofsymmetryinreguar2Dshapesandcreatesymmetrical patterns

PositonandDirection

Usemathematicalvocabularytodescribeposition,directionandmovement, incudngclockwiseandanti-clockwisewhole,half quarterandthree-quarter turns

Grade3

Devisecriteriaforsortngobjectsandsetsandrepresentandanalysedata usingthree-crcleVenndagramsandCarroldiagrams

Colect,organiseandrepresentcategoricaldatainscaledbarcharts;and time-series(numerical)data nlnegraphs

nterpretdatashownintables, inegraphsandscaledpictogramsandbar charts,usingdataasevdencetosupportconclusionsdrawnandmakesimple nferences

Dscussandcomparedatadisplaysevauatinghowweltheycommunicate nformation

Usethelanguageofprobablityandsimplefractionstodescribethechanceof aneventoccurring

Findthetotalofandrecord,allpossbleoutcomesfromasequenceof ndependentexperimentsoreventsusingatreedagram

Length,MassandCapacity

Usestandardunitstoestimateandmeasure

Length measureonarulertothenearestmmandrecordusingamixofunits eg 1cm3mm,

Weight useweighingscaleswthdivisionstoweighobectstothenearest 5g 10g 20g,25gor100g,

Capacity:measuretothenearest50mlor100m

Convertmetrcunitsof engthtosmallerunts eg cmtomm mtocm kmtom

Solvesimpleandmorecomplexproblemsreatingtomeasurement

PermeterandArea

Measure,recordandcomparetheperimeterandareaofrectanguarfigures usingstandardunts

Temperature

MeasureandrecordtemperaturesindegreesCelsiusandcompareandorder temperatures includngtemperaturesbelowzero

Time

Read wrteandconverttimebetweenanaogueanddgital12-and24-hour clocks

Solveproblemsrelatngtoelapsedtimethatinvovecalcuatngstarttmes finishtmesanddurationsusing5-minute ntervas

Money

Recognsethatmostcurrencieshaveabaseunitandasub-untthatisone hundredthofthebaseunitandprovideexamplesofsame eg dirhams/fis; pound/pence;euro/cent;USdollar/cents

Solveproblemsinvolvingadditionandsubtractonofmoney, ncludinggiving change(usingdecimalplaces)

PropertiesofShapes

dentfy describe compareandcassfy2Dshapes incudingtriangles (equlateral,isoscelesandscaene)andquadrlateras(rectangle,square paraleogram rhombus trapeziumandkite)basedontheirproperties(sides, anges parallelandnon-parallellines)

Nameandclassify3Dshapes incudngpyramidsandprisms basedon theirproperties

Understandanangeasameasureofrotationandrecognise nameand describetypesofangles

dentfyanddrawlnesofsymmetry nregularand rregular2Dshapes

PositionandDirection

Locateandplotfeaturesonagrdusingcoordinates;drawsdestocompletea givenpolygon

Descrbemovementsbetweenpositionsastranslationsofagivenunittothe eft/rghtandup/down

Maths-Grades4and5

NumberandPlaceValue

Grade4

Read,write compareandorderwholenumbersto100000andknowwhateachdgitrepresents Interpretnegatvenumbers ncontext,countforwardsandbackwardswithpositiveandnegativewhoenumbers includingthrough0

Countfluentlywthin100000 incudingcountingforwardsandbackwardsin1s,10s,100sand1000sfrom differentstartingponts

Rounddecimalswth2decimalplacestothenearestwholenumberandto1decimalplace

AdditionandSubtraction

Addandsubtractwholenumberstotensofthousandsanddecimalswithuptothreepaces usingformalwrittenmethods

Performmentaladditionandsubtractioncalculationsinvolvingincreasinglylargewholenumbersandwhoenumbers andtenths

Solveadditonandsubtractonmult-stepprobems decidingwhichoperationsandmethodstouseandwhy

MutipicationandDivsion

Recallmultplicationanddivisionfactsandsquarenumbersupto12x12

Factorsecompositenumbersand dentfyprimenumberswithin50

Multipynumbersupto4digitsbya1-ortwo-digitnumberusingaforma writtenmethod includinglongmutiplicatonfor two-digitnumbers

Dividenumbersupto4digitsbyaone-dgitnumberusingtheformalwrittenmethodofshortdivsionandinterpret remaindersappropriatelyforthecontext

Understandandapplytheorderofoperationstosolveequationsinvovingbrackets

Useplacevaluetomultplyanddivdewholenumbersanddecimals(twodecimalpaces)by10,100 or1000

Multipyanddividewholenumbersmentaly,drawnguponplacevalue knownfacts the nverserelationshipbetween multiplcationanddivsionandtheassocatveanddstributivepropertiesofmultplication

Solvemulti-stepproblemsinvolvingmultiplcationanddvision

PartsofaWhole

Compareandorderfractionswhosedenominatorsareallmutipesofthesamenumber

Usementa andwrittenstrategiestofndfractionsofnumbers eg 5/6of360

Recogniseandfindequivalentfractons

Addandsubtractfractionswthdenominatorsthataremultiplesofthesamenumber

Identifymxednumbersandimproperfractonsandconvertfromoneformtotheother

Multipyproperfractionsandmixednumbersbywholenumbers supportedbymateralsanddagrams

Understandthevalueofthousandthsandreatethemtotenths,hundredthsanddecmalequivalents

Convertdecimalnumberstofractions eg 071=71/100

Comparedecmasto3decma placesandorderthemonthenumber ine

Understandpercentagesasthenumberofparts nevery100andexpresstenthsandhundredthsaspercentages

Solveone-stepandtwo-stepwordproblemsinvolvngfractions decimalsandsimplepercentages

Continuegeometricsequencesandexpress, nwordsandsymbols,therulegovernngthesequence

Createequatonstomodelwordprobems usingaframeorsymbolstorepresentunknownvalues

Usemulti-stepfunctonmachnestogenerate nputandoutputusngalfouroperations;andexpress,inwordsand symbos theoperatonsoffunctionmachines

NumberandPlaceValue

Grade5

Read write compareandorderwholenumbersupto1mllionandknowwhateachdigtrepresents Roundanywhoenumberordecma numbertoarequreddegreeofaccuracy

Usenegatvenumbers ncontextandcaculate ntervalsacross0

AdditionandSubtracton

Solveadditionandsubtractionmulti-stepproblems,decidingwhichoperatonsandmethodstouseandwhy Performmentaladditionandsubtractioncaculationsinvolvng ncreasingly argewholenumbersanddecma numbers withtenthsandhundredths

MultplicationandDivison

Multplymulti-dgitnumbersupto4digtsbyatwo-dgitwholenumberusingtheformalwritten methodof ongmultiplication

Dvidenumbersupto4digitsbyatwo-dgitwholenumberusingtheformalwrittenmethodoflongdvisionand nterpret remaindersaswholenumberremanders fractons,orbyroundng asapproprateforthecontext

Usefactorisingtodetermnewhetheranumberlessthan100isprimeorcomposite

Understandandapplytheorderofoperatonstocarryoutcalculations nvovingthefouroperatons

Useplacevalueandknownfactstoderiverelatedmultiplicationanddivsionfacts nvovingdecimalseg 08×7 48÷6

Multplyanddivdeintegersanddecimalsmentaly,drawinguponplacevalue knownfacts,theinverserelatonship betweenmutiplicatonanddivisonandtheassociativeanddistributvepropertiesofmutipication

Solvemult-stepprobemsinvovingaddition,subtracton,mutipicationanddivison

PartsofaWhole

Compareandorderasetoffractons(includingfractions>1)byconvertingthemtofractionswithacommon denominator

Usecommonfactorstosimpifyfractions;andusecommonmutipestoexpresstwoormoredifferentfractionsinthe samedenomnation

Addandsubtractmixednumbersandfractonswithdifferentdenominators

Multplysmpepairsofproperfractons,writingtheanswerinitssmpestform eg 1/4x1/2=1/8

Dvideproperfractionsbywholenumbers,eg.1/3÷2=1/6

dentifythevalueofeachdigitinnumbersgivento3decmalplacesandmultipyanddividenumbersby10,100and1,000 givinganswersupto3decimalplaces

Associateafractonwithdivsionandconvertfractionstodecimalsbydviding,eg convert3/8toadecimalbydividing3 by8

Compareandorderfractions decimalsandpercentages

Findequivaentfractons,decimalsandpercentages

Solveproblemsreatngtopercentage ncreaseanddecrease profitandloss

Solveone-stepandmult-stepprobemsinvovingfractions decmasandpercentages

Solveproblemsinvolvingratios

Continuesquare cubeandtrangularnumbersequencesandexpress inwordsandsymbols therulegoverningthe sequence

Expressmissingnumberprobemsagebraicaly

Generateanddescribesmpearithmeticandgeometricsequencesusingalgebraicnotaton

Expressoutputgeneratedfromone-stepfunctionmachinesusingalgebra

Findpairsofnumbersthatsatisfyanequatonwith2unknowns

Enumeratepossibiitiesofcombinationsof2variables

Combineorcomparedatafromtwoormoresourcesusngtwo-wayfrequencytables,doublebargraphsanddoublelne graphsanddrawconclusionsbasedontwoormoredatasets

Interpretdatashown ntables scaledpictogramsandbarcharts,piegraphs scattergraphs usingittoanswerquestons thatgobeyonddirectyreadingdatadsplays

Comparethedistributionsoftwoormorerelateddatasets identifyingtherangeandmodeofeachandusepatternsand trendswthnandbetweenthedatatodrawconclusions

Useanumericalprobabilityscale0-1or0%to100%todeterminetheprobabiityofevents

Colect organiseandrepresentcategorcal,numericalandmutivariatedata navarietyofforms includingpiegraphs, stemand eafplots,groupeddatachartsandscattergraphs,usingICTwhereappropriate nterpretdatashownintabes,double inegraphs,groupeddatacharts piechartsandscattergraphs,usng ttodraw conclusionsandmakegeneralpredictions,whilealsobeginnngtorecognisebas

Describethedistrbutionofadatasetandsummarisedatabyidentifyngthemean,mode medan rangeandoutlers

Calcuateandrepresentprobabiites usingfractions percentagesandratios

Maths-Grades4and5(continued)

Grade4

Length MassandCapacity

Estimate measureandrecord ength,massandcapacityuptotwoorthreedecimalplaces,asnecessary

Seectanduseappropratestandardunitsofmeasurementandusemeasurngtoolswthreasonabeaccuracy

Convertbetweendifferentunitsofmetricmeasure[forexample,kilometreandmetre;centimetreandmetre;centimetre andmllimetre;gramandkilogram; itreandmililitre]

Solvewordprobemsrelatedtomeasurementthatinvolveaddtion subtraction,multiplicatonanddivision, ncluding scalngandratioproblems

PerimeterandArea

Measureandrecordthepermeterandareaofcompositerectangularshapesinstandardunitsandexpainhowregular rectangleswiththesameareascanhavedifferentpermetersandvceversa

Temperature

Calculatetemperaturedfferences includngthosethatinvovetemperaturerseandfalacross0°C

Time

Readanduseanalogueanddigitalclocks includingreadingandrecordingtimetothesecond

Solveproblemsrelatingtoeapsedtimethatinvolvecalculatingstarttimes,finishtimesandduratonsusinghoursand minutes orminutesandseconds

Complete readand nterpretinformatonintimetablesthatuse12-and24-hourclocks

Money

Solvewordprobemsrelatedtomoneythatinvolveaddition subtraction,multiplicatonanddivisonandcomparing‘value formoney’

PropertiesofShapes

Tessellatewith2Dshapesandidentifypropertiesthatfaclitateorhindertesselation

Identify3-Dshapes, ncludingcubesandothercuboids from2-Drepresentations(nets)

Knowthatanglesaremeasuredindegreesandthatonewholeturnis360°andapplyrotatonalknowedgetopractical situations

PositionandDrection

Identify,descrbeandrepresentthepositonofashapeonagridfolowngareflectionortranslation,usingthe appropriate anguageandknowthattheshapehasnotchanged

Usescalefactorstoenlargeandreduceshapes

Grade5

Length MassandCapacty

Accuratelyinterpretscalesonarangeofmeasuringinstruments

Use read writeandconvertbetweenstandardunits convertingmeasurementsofLength Mass andCapacityfromasmalerunitofmeasuretoalargerunitandviceversa, usingdecmalnotationtoupto3decimalplaces

Solveproblemsinvolvingthecaculatonandconversonofunitsofmeasure usingdecmalnotationupto3decimalplaceswhereappropriate

PermeterandArea

Understandandusetheformulaeforcalculatingtheareaofrectangles,triangesandparaleograms andapplythemtofindtheareaofcompoundshapes

Volume

Calcuate,estimateandcomparevoumeofcubesandcuboidsusingstandardunts ncludingcubiccentimetres(cm³)andcubicmetres(m³)andextendingtootherunits[forexampe mm³andkm³]

Time

Solveproblemsinvolvingeapsedtime timetablesandtimezonechanges

Money

Solveproblemsreatngtoprofitandloss

PropertiesofShapes

Draw2-Dshapesusinggivendimensionsandangles

Recognse designandconstructnetsofprismsandpyramids

Knowkeyanglefactsandusethemtosovemissingangleproblems

Angles nacircetotal360°

Anglesonastraightlnetota 180°

Angles natriangetotal180°

Angles naquadrilateraltotal360°

Estmateangesizeandmeasureandconstructangesupto180degreesusingaprotractor dentifythepartsofacrcle includngradius diameterandcircumferenceandknowthatthediameteristwicetheradius

PositionandDirection

Locateandplotpointsonthefullcoordnategrid(al4quadrants)

Drawandtranslatesmpleshapesontheful coordinateplaneandreflectthemintheaxes

Grade1

Asksimplequestonsandrecognisethatthey canbeanswered ndfferentways

Observingclosey,usingsimpeequpment

Performsimpleteststoinquireandanswer questons

dentifyandclassifyusingobservationsand deastosuggestanswerstoquestions

Gatherandrecorddatatohepinanswering questons

Askquestonsthatcouldleadto investigationsandchooseonethatwllbethe bassforaninvestigation

Suggestwaystopanandconduct investigations

Makesystematicandcarefu observations and whereappropriate,takeaccurate measurementsusingstandardinstruments andtoolsaccurately

Representandcommunicateobservations andideasinavarietyofwaystohelp n answeringquestions

Recordfndingsusingsmpescentific language drawings, abelleddiagrams keys barchartsandtables

Reportonfindingsfrom nquiries incudng oralandwrttenexplanatons,dispaysor presentationsofresutsandconclusions

Identifydifferences,similaritesorchanges relatedtosimplescentificideasand processes

Usepicturesandmodelstodemonstratean understandingofscentificquestions

Askrelevantquestionsandusingdifferent typesofscientficinquiriestoanswerthem Setupsimplepracticalinquries comparative andfairtests

Makesystematicandcarefulobservatons and,whereappropriate takingaccurate measurementsusingstandardunts usinga rangeofequipment, ncludingthermometers anddataloggers

Gather record,classifyandpresentdataina varetyofwaystohelpinansweringquestions

Recordfindngsfromownobservatonsand measurementsusingsmplescentific language drawings labelleddiagrams,keys barchartsandtables

Reportonfndingsfrominquiries, ncluding oralandwrittenexplanations displaysor presentatonsofresultsandconclusionsusing resultstodrawsimpleconclusions make predictionsfornewvalues,suggest improvementsandrasefurtherquestions

Identifyanddescribedifferences similarities orchangesrelatedtosimplescientificideas andprocesses

Usestraghtforwardscientificevidenceto answerquestionsortosupporttheirfndngs

Posequestonsanddefineproblemsthatwll faciltateeffectiveinvestigations including recognisngandcontrolingvariableswith support

Selecttoolstotakequantitativemeasures suchasmassandlength

Recorddataandresultstakingaccurate measurementsusingstandardunits,using scientificdiagramsandlabes,classification keys tables scattergraphs barandline graphs

Makeavalidevauationoftheresearch procedureusedandsuggestschangesthat canbemade

Reportandpresentfndngsfrominquiriesby identifyingpatternsanddiscrepanciesinthe data summaresthedata

Presentresearch nnumeric,symbolicand graphicalformsaccuratelytosupporthis/her knowledgeofthequestion nvestgated

Pandifferenttypesofscentificinquiriesto answerquestions includingrecognsingand controlingvarables

Wherenecessarytakemeasurements usinga rangeofscientificequpment,withincreasing accuracyandprecsion takingrepeat readingswhenappropriate

Recorddataandresultsof ncreasing complexityusngscentificdiagramsand labels classificationkeys tables scatter graphs barandlinegraphs

Usetestresultstomakepredictionstosetup furthercomparativeandfairtests

Reportandpresentfindingsfrominquries includingconclusions causalrelationships andexplanatonsofanddegreeoftrustin results inoralandwrttenformssuchas dispaysandotherpresentations

Identfyscentificevidencethathasbeen usedtosupportorrefute deasorarguments

Findouthowtheshapesofsolidobjects madefromsomematerialscanbechanged bysquashng bendng twistngand stretching

Compareandgrouptogetherdifferentkinds ofrocksonthebasisoftherappearanceand simplephysicalproperties

Describeinsimpletermshowfossilsare formedwhenthingsthathave ivedare trappedwithinrock

Recognisethatsoisaremadefromrocksand organcmatter

Compareandgroupmaterialstogether accordngtowhethertheyaresolids,liquids orgases(properties)

Observethatsomematerialschangestate whentheyareheatedorcooed andmeasure orresearchthetemperatureatwhichths happens ndegreesCelsius(°C)

Makeandtestpredictonsaboutsoids dissovinginwaterandrelatefindingstothe worldaroundme

Expainthatunsupportedobjectsfalltowards theEarthbecauseoftheforceofgravity actingbetweentheEarthandthefaling object

Identifytheeffectsofairresistance,water resstanceandfrction,thatactbetween movngsurfaces

Recognisethatsomemechanisms includng levers pulleysandgears,alowasmallerforce tohaveagreatereffect

Byinvestigatinghowfricton,includngair resstance affectsmotion Icansuggestways toimproveefficiencyinmovngobjects

Assocatethebrightnessofa amporthe volumeofabuzzerwiththenumberand voltageofcelsusedinthecircut

Compareandgivereasonsforvarationsin howcomponentsfunction includingthe brightnessofbulbs,theloudnessofbuzzers andtheon/offpositionofswitches

Userecognsedsymboswhenrepresentnga simplecircuitinadiagram

Usearangeofelectricalcomponentstohelp tomakeavarietyofcrcuitsfordifferng purposes

Representmycircuitusngsymbolsand describethetransferofenergyaroundthe circuit

Science(continued)

Grade1

dentifythatmostlvngthings ivein habtatstowhichtheyaresuitedand descrbehowdfferenthabitatsprovdefor thebasicneedsofdfferentkindsof animalsandpants andhowtheydepend oneachother dentifyandnameavarietyofplants andanimalsintheirhabtats, ncludingmicrohabitats

Describehowanimalsobtaintheir foodfromplantsandotheranimals, usingtheideaofasimplefoodchain andwebandidentifytherdfferent sourcesoffood

dentifyandclassifyexamplesof iving things pastandpresent tohelp appreciatetherdversity

Relatephysicalandbehavioura characteristicstotheirsurvivalor extinction

Throughcarryngoutpractical activitiesandinvestigations Ican showhowplantshavebenefited society

Appymyknowledgeofhowwater changesstatetohepmeunderstandthe processes nvolved nthewatercycein natureovertime

Identfythatanmals,includinghumans,need therighttypesandamountofnutrtonand thattheycannotmaketheirownfood;theyget nutritionfromwhattheyeat

Identfythathumansandsomeotheranimals haveskeletonsandmuscesforsupport, protectionandmovement

Identfyanddescribethefunctionsofdfferent partsofflowerngplants:roots stem/trunk leavesandflowers

Exploretherequrementsofpantsfor ifeand growth(air,light water nutrientsfromsoland roomtogrow)andhowtheyvaryfrompantto pant

Investgatetheway nwhchwater s transportedwithinplants

Explorethepartthatflowersplay nthe ife cyceoffloweringplants,includingpolinaton seedformationandseeddspersal

Exporeanduseclassfcationkeystohelpgroup dentify andnameavarietyoflvngthings nther oca and widerenvironment.

Recognsethatenvronmentscanchangeandthatthis cansometimesposedangersto ivngthings

Describethesimpefunctionsofthebascpartsofthe digestivesystem nhumans

Identfythedfferenttypesofteeth nhumansandtheir simplefunctions

Constructand nterpretavarietyoffoodchans identfyingproducers,predatorsandprey

dentifyandnamethemanpartsofthehuman crcuatorysystemanddescrbethefunctionsofthe heart bloodvesselsandblood

Recognisetheimpactofdiet exercseandlifestyleon thewaytherbodiesfunction

Describetheways nwhchnutrientsandwaterare transportedwithinanmals,includinghumans

Describethedfferencesinthelfecyclesofa mamma anamphibian,an nsectandabird

Describethelfeprocessofreproductioninsome plantsandanimas

Describethechangesashumansdeveloptooldage (cuturalysensitive)

Descrbehowlvingthingsareclassified ntobroad groupsaccordngtocommonobservable charactersticsandbasedonsimlartesand dfferences ncudngmicroorganisms,pantsand animas

Givereasonsforcassfyingplantsandanimals basedonspecficcharacteristics

Identifyandnamethemainpartsofthehuman circuatorysystem anddescrbethefunctonsof theheart boodvesselsandblood

Recognisetheimpactofdiet exercse andlifestyle onthewaytherbodiesfunction

Descrbetheways nwhchnutrientsandwaterare transportedwithinanimals includinghumans

Recognisethatlvngthingshavechangedover tmeandthatfosslsprovde nformatonabout livingthngsthatinhabitedtheEarthmllonsof yearsago

Recognisethatlvngthingsproduceoffsprngof thesamekind butnormalyoffsprngvaryandare not denticaltotherparents(cuturalysensitive)

Identifyhowanimalsandpantsareadaptedtosuit theirenvronmentindifferentways

Notcethatsomeforcesneedcontact betweentwoobjects,butmagneticforces canactatadstance

Observehowmagnetsattractorrepe eachotherandattractsomemateras andnotothers.

Describemagnetsashavingtwopoles predictwhethertwomagnetswilattract orrepeleachother dependingonwhich polesarefacing

Byinvestigatingfloatngandsnkingof objectsinwater canapplymy understandngofbuoyancytosolvea practicalchalenge (manipuationof matera)

Noticethat ight sreflectedfromsurfaces

Recognisethat ightfromthesuncanbe dangerousandthattherearewaystoprotect thereyes

Recognisethatshadowsareformedwhenthe lghtfroma ightsourceisbockedbyan opaqueobject

Fndpatterns nthewaythattheszeof shadowschange

Bysafeyobservngandrecordingthesunand moonatvarioustmes candescribetheir patternsofmovementandchangesovertme

Icanrelatethesetothelengthofaday,a monthandayear

Comparehowthingsmoveondifferent surfaces

Compareandgrouptogetheravaretyof everydaymaterialsonthebassofwhether theyareattractedtoamagnetand dentify somemagneticmateras

Descrbemagnetsashavngtwopoespredict whethertwomagnetswilattractorrepe each other,dependingonwhchpoesarefacng

By nvestigatngforcesontoysandother obects,Icanpredicttheeffectontheshapeor motonofobjects

Byexploringtheforcesexertedbymagnetson othermagnetsandmagneticmateras can contributetothedesignofagame

Expainsomeoftheprocesseswhichcontributeto clmatechange

DescribethemovementoftheEarth andother planets reativetotheSun nthesolarsystem

DescribethemovementoftheMoonreativetothe Earth

DescribetheSun,EarthandMoonasapproximately sphericalbodies

Usethe deaoftheEarthsrotationtoexpandayand nghtandtheapparentmovementofthesunacross thesky

Byobservingandresearchngfeaturesofoursoar system Icanusesmplemodelstocommunicatemy understandngofsize scale tmeandreativemoton within t

dentifyhowsoundsaremade associatngsomeofthemwth somethngvbratng

Recognisethatvibrationsfromsoundstravelthrougha medumtotheear

Fndpatternsbetweenthepitchofasoundandfeaturesofthe obectthatproduced t

Fndpatternsbetweenthevolumeofasoundandthestrength ofthevbratonsthatproduced t

Throughresearchonhowanimascommunicate canexplan howsoundvibrationsarecarredbywavesthroughar water andothermedia

Bycolaborating nexperimentsondifferentwaysofproducing soundfromvibratons candemonstratehowtochangethe ptchofthesound dentifycommonapplancesthatrunoneectricity

Descrbeaneectrca circuitasacontinuous oopof conductngmaterals cancombinesmplecomponents na serescircuittomakeagameormode

Constructasimplesereselectricalcircuit dentfyingand namng tsbasicparts,incudingcels,wres,bubs switches andbuzzers

dentifywhetherornota ampwl ightinasmpleseriescrcut basedonwhetherornotthe amp spartofacomplete oop wthabattery

Recognisethataswtchopensandclosesacircuitand assocatethiswithwhetherornota amp ights nasimpe serescircuit

Recognisesomecommonconductorsandinsulators and assocatemetalswithbeinggoodconductors

Compareandgrouptogethereverydaymaterason thebasisoftherpropertes ncludngtheirhardness, solubilty,transparency conductivty(electrca and therma),andresponsetomagnets

Knowthatsomematerialswildissove nliquidtoform asolution,anddescribehowtorecoverasubstance fromasouton

Useknowledgeofsolds lquidsandgasestodecide howmxturesmightbeseparated ncudngthrough flterng sievngandevaporating

Gvereasons basedonevidencefromcomparative andfartests,forthepartcuarusesofeveryday materas ncludngmetals woodandplastic

Demonstratethatdssolving mixingandchangesof statearereversbechanges

Explainthatsomechangesresutintheformationof newmateras andthatthiskindofchangeisnot usualyreversible incudingchangesassocatedwth burnngandtheactonofacdonbicarbonateofsoda

Recognisethatlghtappearstotravel nstraight lines

Usetheideathat ighttravelsinstraight inesto explainthatobjectsareseenbecausetheygiveout orreflectlghtintotheeye

Explainthatweseethngsbecauselighttravels from ightsourcestooureyesorfromlghtsources toobjectsandthentooureyes

Usetheideathat ighttravelsinstraight inesto explainwhyshadowshavethesameshapeasthe objectsthatcastthem.

Byexplorngreflections theformationofshadows andthemixingofcoloured ights,Icanusemy knowledgeofthepropertiesoflghttoshowhow t canbeused nacreatveway

Byexplorngtherefractonoflightwhenpassed throughdifferentmaterials,lensesandprisms,Ican explainhowlghtcanbeusedinavarietyof appicatons

Personal,SocialandPhysicalHealth

Hops galops, ogsandslidesusngan effectivetechnque

Demonstratesjumpingand andng na horizontalplaneusing2-foottake-offsand andngs

Mantainsstllnessondifferentbasesof supportwithdfferentbodyshapes

Transfersweghtfromonebodypartto another nself-spaceindanceand gymnasticsenvironments

Rolswithetheranarroworcurledbody shape

Demonstratestwisting curling,bendingand stretchingactions

Throwsunderhand,wthlimitedaccuracyor withsupport

Catchesasoftobectfromaself-tossbefore tbounces

Catchesvarioussizesofbalsself-tossedor tossedbyaskiledthrower

Dribbescontnuouslyinself-spaceusngthe preferredhand

Movesinsef-spaceandgenera spacein responsetodesignatedbeats/rhythms

Travelsdemonstratinglow mddleandhigh evels

Travelsdemonstratingavarietyof reationshipswithobjects(eg over under, around through)

Dfferentiatesbetweenfastandslowspeeds

Dfferentiatesbetweenstrongandlghtforce

Performfundamentalmovementsklls na varietyofmovementsequences

Skipsusnganeffectivetechnique

Runswithaneffectivetechnique

Travelsshowingdifferentiationbetween joggingandsprntng

Demonstrates umpingandlandingina horizonta planeusingavarietyof1-and2foottake-offsand andngs

Baancesondifferentbasesofsupport combinng evelsandshapes

Baancesinan nvertedpostionwthstilness andasupportivebase

Transfersweightfromfeettodifferentbody parts/basesofsupportforbalanceand/or travel

Rollsindifferentdirectionswithethera narroworcurledbodyshape

Differentiatesamongtwisting,curling bendingandstretchingactons

Combnesbaancesandtransfers ntoa3partsequence(ie dance,gymnastcs)

Throwsunderhandusinganeffective technique

Throwsoverhand demonstratinganeffective technique

Catchesaself-tossedorwell-thrownlarge bal withhands nottrappingorcradlng againstthebody

Dribblesusingthepreferredhandwhile walkingingeneralspace

Combneslocomotorskilsingeneralspaceto arhythm

Combnesshapes levelsandpathwaysinto simpletrave,danceandgymnastics sequences

Performfundamentalmovementskillsina varietyofmovementsequences

Leapsusinganeffectivetechnique

Travelsshowingdfferentiationbetween sprintingandrunnng

Jumpsandlandsinthehorizontalandvertical planes

Performsasequenceoflocomotorsklls transitonngfromoneskilltoanother smoothlyandwithouthesitation

Balancesondfferentbasesofsupport, demonstratingmuscuartensionand extensionsoffreebodyparts

Transfersweightfromfeettohandsfor momentaryweightsupport

Throwsoverhandinnondynamic environments(cosedskils),fordistance and/orforce

Catchesagentlytossedhand-sizebalfroma partner

Drbblesandtravelsingeneralspaceatslow tomoderate oggngspeed withcontrolofthe balandbody

Recognisestheconceptofopenspacesina movementcontext

Appliessmpestrategiesandtactcsin chasingactivities

Appliessmpestrategiesinfeeingactivities

Practseandrefinefundamentalmovement skillsinavaretyofmovementsequencesand situations

Usesvariouslocomotorskillsinavarietyof smal-sidedpractcetasks danceand educationalgymnasticsexperiences

Runsfordistanceusingaprofcentrunning technique

Appliesthemovementconceptsofspeed enduranceandpacingforrunnng

Usessprng-andsteptake-offsandlandings specifictogymnastics

Balancesondifferentbasesofsupporton apparatus,demonstratinglevelsandshapes

Transfersweghtfromfeettohands,varying speedandusinglargeextensons(eg mule kick,handstand cartwhee)

Movesintoandoutofbalancesonapparatus wthcurlng twstngandstretchngactions

Combineslocomotorskllsandmovement concepts(levels,shapes extensions pathways force time fow)tocreateand performasequencewithapartner

Combinestravelingwithbaanceandweight transferstocreateagymnasticssequence wthandwithoutequpmentorapparatus

Throwsoverhandandunderhandtoapartner oratatargetwthaccuracyatareasonable dstance

Catchesathrownbalabovethehead at chestorwaistleve,andbelowthewaistina non-dynamicenvironment(closedskills)

Catcheswithreasonabeaccuracyin dynamic,smal-sdedpractcetasks

Dribbles nself-spacewithboththepreferred andthenon-preferredhands

Dribbles ngenera spacewithcontrolofball andbodywithchanges ndirectionand speed

Dribbleswithhandsorfeetincombnation wthotherskills(eg passing receiving shootng)

Combinestravelingwithmanpulativeskillsof dribbing,throwing,catchingandstrikng n teacher-and/orstudent-designedsmallsidedpracticetasks

Appliestheconceptofclosingspaces n smal-sidedpractcetasks

Demonstratespatternsof ocomotorskilsin dynamicsmal-sidedpracticetasks gymnasticsanddance

Combneslocomotorandmanpulativeskills inavarietyofsmall-sidedpractice tasks/gamesenvironments

Combnestravelingwithmanipuatveskils forexecutontoatarget(eg scorng n soccer,hockeyandbasketbal)

Usesappropriatepacngforavarietyof runningdstances

Combnesjumpngand andngpatternswth locomotorandmanipulativeskils ndance educationa gymnasticsandsmal-sided practcetasksandgamesenvronments

Combnesbaanceandtransferringweightin agymnasticssequenceordancewtha partner

Transfersweightingymnasticsanddance environments

Combneslocomotorskilsandmovement concepts(levels shapes,extensions, pathways force,time flow)tocreateand performasequencewithagroup

Throwsoverhandandunderhandwith effectivetechniqueinnondynamic environments(closedsklls) withdfferent sizesandtypesofobjects

Throwswithaccuracy bothpartnersmoving Catchesabattedbalabovethehead at chestorwaist evel andalongthegroundina nondynamcenvronment(cosedskils)

Catcheswithreasonableaccuracyin dynamic small-sidedpracticetasks

Combneshanddribbingwithotherskils during1v1practicetasks

Dribbeswithhandsorfeetinavaretyof small-sidedgameforms

Combnesmanpulativeskillsandtraveling forexecutontoatarget(eg scorng n soccer,hockeyandbasketbal)

Combnesspatia conceptswithlocomotor andnon-locomotormovementsforsmall groupsingymnastcs,danceandgames environments

Applestheconceptsofdirectionandforceto strikeanobjectwthanimpement

Personal,SocialandPhysicalHealth(continued)

Grade1

Recognsethedfferentgrouprolesand responsiblites

Assumeresponsbiltyforaroleinagroup

Refectontheprocessofachievementand valuetheachievementsofothers

Grade2

Developanduseaplanofactiontoachevea groupgoal

Adoptavarietyofroesfortheneedsofthe group(eg leader presenter,etc)

Discussideasandaskquestionstocarify meaning

Applydifferentstrategieswhenattemptingto resoveconfict

Useresponsiblepracticesinphysical envronmentstocontributetoourownand others’safety

Refectontheinteractionbetweenbody systemsduringexercise

Describehowpersonalgrowthhasresulted n newskllsandabilities

Solveproblemsandovercomedfficutieswth asenseofoptimism

Demonstrateapositivebeiefintherablities andbelevetheycanreachthergoalsby perseverng

Demonstrategreaterbodycontro when performingmovements

Discussthebodysreactontoparticpatng n physicalactvity

Grade3

Identifyindividualstrengthsthatcan contrbutetosharedgoals

Developasharedplanofactionforgroup workthatincorporateseach ndvidual’s experiencesandstrengths

Reflectontheperspectivesandideasof othersandworkcooperatively

Prasesothersforthersuccess nmovement performance

Identifydifferentstagesoflfeandhowthese canaffectphysicalperformance

Developplansto mproveperformance throughtechnquerefnementandpractice

Identifypotentalpersona andgroup outcomesforrisk-takingbehaviours

Useunderstandngoftheirownemotionsto interactpositiveywithothers

Self-assessperformanceandrespondto feedbackonperformancefrompeers

Acceptsspecfccorrectivefeedbackfromthe teacher

Listensrespectfulytocorrectvefeedback fromothers(eg.peers adults)

Exhbitspersonalresponsibilityinteacherdirectedactivites

Identifyhowtherattitudes opinionsand beliefsaffectthewaytheyactandhowthose ofothersalsoimpactontheiractions

Motivatethemselves ntrinsicallyandbehave withbelefinthemselves

Reflectcriticallyontheeffectivenessofthe groupduringandattheendoftheprocess

Buldonpreviousexperiencestoimprove groupperformance

Exhibitsresponsiblebehavourinindependent groupsituations

Identfyandexplainhowaneffectvegroup canaccomplishmorethanasetof indviduals

Independentlyusedifferentstrategiesto resolveconfict,worktowardsaconsensus understandingtheneedtonegotateand compromise

Identifyrealstcgoalsandstrategiesto improvepersona ftness

Recognisetheimportanceofmoderation n relationtosafepersona behaviour

Recognise analyseandappydifferent strategiestocopewithadversity

Useemotonalawarenessandpersonalskills torelatetoandhelpothers

Analyseself-talkanduseitconstructivey

Listensrespectfullytocorrectivefeedback fromothers(eg peers,adults)

Recognisethe mportanceofdeveloping personalgoalsanddevelopingplansto achievethesegoalsinenhancing performance

Exhibteffectivedecision-makingprocessesin theapplicatonofskllsdurngphysca activity

Recognisethatcopingwithsituationsof change chalengeandadversitydevelops ourresiience

Anaysehowassumptionscanleadto misconceptions

Identfyhowourself-knowledgecancontnue tosupportthegrowthanddevelopmentof identty

TheArts-VisualArts

Coour:Mixprimarycoourstomake secondarycolours

Coour:Usedifferentamountsofpaintand watertomixhuesofsecondarycolours

Form Knowthat compostion meanshow thingsarearrangedonthepage

Form Jonpecesofclaybyusngthe‘scratch andslip technque

Shape:Usecolagematerialstorepresent shapes nanimage

Lne:Use inesindifferentways,suchastofill shapes tomakeoutlnesandtoadddetailor pattern

Pattern:Usedrawingtechniquessuchas hatching scrbbling stpplng andblendngto makepatternsandtextures

Pattern:Understandthatpatternscanbe usedtoadddetailtoanartwork

Texture Usecolagemateriastorepresent rea-lifetextures

Tone:Useshadingtomakedrawnobjectslook threedimensional

Tone:Understandthatdifferentpenclgrades makedfferenttones

Combineavaretyofformalelementsto communicateideas feelingsand/or experiences

Considertheaudiencewhencreatngartwork

Colour Understandthatcompementary coloursappearoppositeeachotheronthe colourwheel andwhenplacednexttoeach other,astrongcontrastor cash iscreated

Colour Usenaturalsubstancestopantto understandhowprehistoricpeoplepanted

Form:Classifythreedimensonalformsas eitherorganicorgeometric

Shape: dentfysymmetrica and asymmetricalshapes nboththehumanmadeenvronmentandthenatura world

Line:Usevaryingtypesoflinesinartwork

Pattern: dentfypatternsthatareman-made ornaturalinart

Pattern:Toknowthatsymmetrycanbeused tocreaterepeatingpatterns

Texture:Toknowthattexture nanartwork canberealorasurfacecanbemadeto appeartextured asinadrawingusing shadingtorecreateafuffyobject

Tone Useandappybascrulesforshading whendrawing eg shade nonedirection blendngtonessmoothlyandwithnogaps

Tone Shadetocreatedifferenttones nan artworkandincludehatching,cross-hatching, scribblingandstppling

Usearangeofstrategiestosoveprobems duringthecreatveprocess Drawwithexpressionandbegintoexperiment withgestura andqucksketchng

Colour Createshadesbyaddingblacktoa colour

Colour Createtintsbyaddngwhitetoa colour

Colour Identifyandusewarmandcool coloursinartwork

Form:Createa3Deffectbyusinglighterand darkertntsandshadesofacoour

Form:Makesimplestructuresstrongerby adding ayers foldngandrollng

Shape Understandthatnegatveshapes showthespacearoundandbetweenobjects

Line Makelineslighterordarker orthckeror thinnertoaddexpressonormovementtoa drawing

Pattern Understandthatthestartingpontfor arepeatingpatterniscalledamotif,anda motfcanbearranged ndifferentwaysto makevaredpatterns

Texture Usetexturemorepurposelyto acheveaspecificeffectortorepicatea naturalsurface

Tone:Usetonetocreatecontrast nan artwork

Colour:Understandthatartistsusecolourto createanatmosphereortorepresentfeelings inanartwork

Colour:Identifymonochromaticcoour schemes

Form Usesizeandscaleofthree-dimensional artworktochangetheeffectofthepiece

Shape Createaslhouetteandunderstand thatitisashapefiledwithasolidfatcoour thatrepresentsanobject

Shape Overapshapestocreatethe llusionof depth

Line Uselnestocontrolwhattheviewerlooks atwithinacomposition

Pattern Understandthatartistscreate patternstoaddexpressivedetailtoartworks

Texture Createtextureondifferentmaterals

Tone:Usetonetoshowtheforegroundand backgroundinanartwork

Coour:Choosecooursforspecifcpurposes whencreatngartworktorepresentsymbolc meanngsthatvaryaccordngtoyourculture orbackground

Coour:Createa‘monochromatic’artwork whichusestintsandshadesof ustonecoour

Form Usedfferentmateralstocreatesurface textures ntwo-dmensionalartwork

Shape:Createtheillusionofdepthbyshading shapes

Lne:Use ines notherartformsbeyond drawng

Lne:Use inestodefineshapesandtoform movementanddepth

Pattern:Usepatterns nartworkindfferent ways

Texture:Usetheimpastotechniquetoapply thcklayersofpainttoasurface

Tone Understandthetermchiaroscuro meanng lightanddark whichisusedto describehigh-contrast mages

Developskilsincommuncatingeementsof anartworkbyusngsubjectspecific anguage

Expainideasandopinonsabouttheirartwork andothersartwork,gvingreasons

Begintotalkabouthowtheycouldimprove theirownwork

Reflectoncreativeprocessesto nform thinkinganddevelopmentoffutureartworks

Userelevantandinsightfulquestionsto extendunderstanding

Investigatethepurposesofartworkfrom differenttmes placesandarangeofcutures includingtherown

Confidentlyexplaintheirideasandopinons abouttheirownandother’sartwork,giving reasons

Usesketchbooksaspartoftheproblemsovingprocessandmakechangesto improvetheirwork

Createartworkbymakngconnections betweentheideasexporedthroughthearts andacrossdfferenttimes,paces and cultures

Applyobservatonalskills,showingagreater awarenessofcompositionand demonstratingthebegnnngsofanindvidual style

Provideconstructivecritcsmwhen respondngtoartwork

Compare,contrast,andcategoriseartworks fromarangeofcultures,placesandtimes usingsubjectspecficlanguageandterms

Buidamorecomplexvocabularywhen discussngtheirownandothers’art

Evauatetheirworkmoreregularyand independentlyduringtheplanningand makingprocess

Deveop ndependenceinthedevelopment andreaisationofthecreativeprocess

Adjustandrefinecreativeprocessesin responsetoconstructivecrticism

Workinasustainedwayoverseverallessons tocompleteapiece

Expaintheculturalandhistorica perspectvesofanartwork

Useknowledgeoftools,materialsand processestotryalternativesolutonsand makeimprovementstoartwork

Analyseanddescribehowcolourisused n otherartsts’work

Utiiseabroadrangeofmaterials,skils and toolstoartstcalycreatemeaning

Select,research anddevelopanideaor themeforanartwork

Independentlyuseknowledgeoftoos, materials,andprocessestotryalternative soutonsandmakeimprovementstoartwork

Justifytheroleandrelevanceoftheartsin society

Refectonthefactorsthatinfluencereactions tothearts

Crtiqueandmake nformedjudgmentsabout artworks

TheArts-Music

Grade1

Harmony Identifythatmelodiesmaybe performedasasololineoraccompaniedby harmony

Melody:Expressthatsequenceofsoundsmay movefrom owtohigh,hightolow orstaythe samethroughmovement,drawng verbal or writtenexpanations

Melody: dentifythatamelodyismadeupof soundsorganisedinpatterns

Form Groupmusicintoorgansedphrases and ustifythegrouping

Expression Examnethewordsofasong(text) todevelopadeeperunderstandingofthe song’smeanng

Rhythm:Identfythatsoundsandslences havespecfcduration(eg quarter eghth halfnotesandquarterrests)

Readingandwrting:Performquarter eighth andquarterrestpatternsusingavarietyof techniquesbyfolowingthepatternfromleft toright

Singing:Performavaretyofsongsbysinging aloneand nagroup

Harmony: dentifythatmajorandmnor chordshavedifferentsounds

Melody:Understandthatmelodiesarebased onscales;major mnor,andpentatonc

Melody:Distnguishprntedsymbols nmusic toshowthedirectionofthemelody

Form:Differentiatebetweentheshortorlong sectionsthatcompriseapieceofmusc

Expresson Identifychangingtempoand discusswhythesechangeshelp communicatethemeaningofapieceof music

Expresson Identifythatmusicdynamicsmay changesuddeny(accent)orgradually (crescendo,decrescendo/diminuendo)and discusswhythesechangeshelp communicatethemeaningofapieceof music

Rhythm Identifyandcreaterhythmpatterns toaccompanyamelody

Rhythm Composerhythmpatternsmadeup ofthebeatanddivisionsofthebeat

Readngandwritng Recognisequarter eighth wholeandhalfnotesonthemusc staff

Sngng Performtonematchingwthother voiceandinstruments

dentifythestagesoftherownandothers’ creativeprocesses

Communicatean deatoanaudience

nvestgatethepurposesofmusicfrom differenttimes,placesandarangeofcultures

ncludingtheirown

Becomeanengagedandresponsive audienceforavarietyofartforms

Useapersonalinterest belieforvalueasthe startngpointtocreateapeceofmusic

Consdertheaudiencewhencreatingapiece ofmusic

Compare,contrast andcategorisemusc fromarangeofcutures,pacesandtimes usngsubjectspecificlanguageandterms

Recognisedifferentaudiencesrespond n differentwaystomusic

Harmony Performtwoormoremelodies simultaneously(eg rounds,partnersongs, descants etc)

Harmony Investigatehowpitchedpercussion instrumentscanbecombinedtomake harmony

Meody Identifysoundsthatmoveupordown bystepsorhalfstepswithinanoctaveare calledscaesandcomeinavaretyof patterns

Meody Identifyandperformmelodies movingbystepsandleaps

Form: dentifysectionsofmuscbyletters(AB ABA)orbyttle(verse,chorus)andjustifythe rationaleforthesedecsions

Expression: dentifyhowchangesindynamcs, tempo andothermusicalelementsaddto theoveral effectofapieceofmusic

Expression:Categorisemuscalinstruments intofamiieswithdstnctivetona qualites whichproducedbybeingbown,bowed, plucked,strummed,struck scraped or shaken

Readingandwriting Recognisea4/4-time signatureandaneghthrest

Singing:Performindividualyandwithagroup bothaCapelaandwithaccompaniments

Makeconnectionsbetweentheideas exporedthroughtheartsandacrossdifferent tmes places andcultures

Usngthecreativeprocess,createapieceof muscforaspecificaudience

Userelevantandinsightfulquestonsto extendunderstandng

Provideconstructivecritcsmwhen respondngtomusic

Harmony Createasongforperformance wheretunedinstrumentsorvoicescombne tomakeharmony

Harmony Examinehowmeodeshavingthe sameharmonicstructuremaybecombned (eg partnersongs)

Form Demonstratehowmusicmaybe accompaniedbyarepeatedpattern (ostinato)whchiseitherptchedornonptched

Expression:Compareandcontrasthowlegato andstaccatoartculationsimpact performance

Expression:Distnguishbetweenunique terminoogytoshowchangestomusic(eg. dynamicmarkings pp p mp,mf,f crescendo decrescendo tempomarkings:ritardando acceerando,allegro,andante)

Readingandwriting:Organiserhythmsina 4/4-tmesignature

Singing:Perform n2-and3-partsongs, rounds and/ordescants

Singing:Analysehowchanges ntempo dynamics andmoodaffectthe communicatedmessageofapeceofmusic

Singing:Formulateanawarenessofthe meaningofasongthroughitswords (text/lyrics)andexpressiveelements

Utilseabroadrangeofskilsandtoolsto artisticalycreatemeaning

Select,research,anddevelopan deaor themeforapieceofmusic

Understandtheroleandrelevanceofthearts insocety

Reflectonthefactorsthat nfluencereactions tothearts

Critiqueandmakeinformedjudgmentsabout pecesofmusc

Harmony:Composeasongusingchordsto supportameodc ine

Form Demonstratethebasicformsinmusic includingverse/chorus,binary(AB) ternary (ABA) rondo(ABACA) canon, themeandvariationsthroughperformance and/orcomposition

Expression Investigatehownewsoundsmay becreatedusinginstrumentsinnewways by inventingnewinstrumentsorbylayering soundsusngelectronicmethods

Readingandwriting Identfyquarter eighth sixteenth,whole hafnotesandquarterrests

Readingandwriting Organiserhythmsinto patternsthroughwrittennotationand performance

Readingandwriting Interpretthefollowing symbolsofdynamcsandtempo(pp p mp mf,f ff decrescendo,crescendo)

Snging Extendvocaldeveopmentto nclude phrasing,enunciation andexpression

Snging Developarepertoireofqualtysongs andreflectivelyanalyseperformances

Developindependenceinthedevelopment andrealisationofthecreativeprocess

Identfyfactorstobeconsideredwhen presentngapieceofmusic

Explaintheculturalandhistorical perspectivesofapieceofmusc

Refectthroughoutthecreativeprocessto refineandchallengethinkingbyentertaining andenactingnewandunusualpossibiities

Adjustandrefinecreatveprocessesin responsetoconstructivecritcsm

MoralEducationandSocialStudies

Grade1

Giveasimpleexplanationofwhat smeant byfairnessandunfairness

Identfyafairandanunfairsituaton

Recommendhowtomakeanunfar stuationfair

Identfyactionsthatrequreanapology

Discussthedifferentwaysthataffectioncan begivenandreceived

Demonstrateapostiveself-concept

Expanwhatcaringmeansandilustratethe dfferentwaystocareforothers

Demonstratehowtotakecareofsefwithout adutsupport

Demonstratehowtocareforfamlyand friends

Expanhowtocarefortheschoo envronment

Expanthedifferencebetweenhonestyand dshonesty

Utilsearangeofvocabularytoexpress feelngsobectively,withoutblamngothers andwithouthurtingsomeoneelsesfeelings

Grade2

Comparesimiartesanddifferencesinpeoplefrom variouscutural ethncandreligiousbackgrounds andexpainwhy t s mportanttoacceptand respectpeopewhoaredifferent

Identfyspecalfeatures nothers

Identfypeople pacesanditemsthatdeserve respectandexplanwhytheyshoudberespected

Demonstratehowonewouldliketobetreatedand howoneshouldtreatothers

Identfywaystobemoreunderstandngtowards others

Utilsealargerangeofvocabuarywhendescribng howoneisfeelng

Discusswhat smeantbyresiienceand perseverance;andidentfyreslienceand perseveranceinindviduasorgroupsofpeople whodemonstratethesequalties

Identfyandtakabouttheirownstrengthsanduse themtoovercomedifficultes

Undertakeachalengingproject-basedactivityand pursue twithoutgvingup

Evaluatetheworkofapeerandprovide constructvefeedback

Discusswhyitisimportanttoberesilentandto perseverewhencompetingadffculttaskathome oratschoo

Utilseanexpandedrangeofvocabuaryto describeandexpressfeeingsthatcause worryandanxety

Identfystrengthsandweaknessesinsef andothersandexplanthe mportanceof settinggoalsto mproveuponstrengthsand weaknesses

Discuss ikesanddislikesandprovde reasonsforpreference

Identfypeoplewhoareimportanttothem anddescrbethereationshpsthatexst betweenthem

Expanfeelingsinthecontextof mportant relatonships includingfamilyandfrends

Expanwhatfriendshipisandwhy mantaininggoodfriendships s mportant andrecognisethatfrendscanhave dfferentbackgrounds opinionsand interests

Identfycharacterstcsofagoodfriendand dscusshowtoresolveconfictanddealwith dfficultstuations

Identfythesmilartiesanddifferences n dfferentpeopleintheloca communtyand dscusshowtobeacceptingofpeoplefrom variouscultural ethnicandreligious backgrounds

Demonstraterespectforpeoplefrom variousbackgroundsandidentifysituatons andplaceswhererespectfulbehavouris required

Expainhowonesactionscanaffectothersand howtointeractappropriatelywithothersby demonstratngappropriate evesofself-awareness andresponsibilty

Applycommuncatonandproblem-solvngskilsto effectiveycontrbutetotheachevementofteam goals(teamwork);identifyatttudesandbehavour thataredetrimenta tosuccessfulteamwork

Demonstraterespectfordifferentpeopespontsof viewandshowempathyforotherpeople’sfeeings Expainwhyitisimportanttobehealthyand demonstratehowtomaintainaheathylfestyeto ensureemotiona andphysicalwel-beng

Particpateinthepromotionofaheathylfestye

Recognisethateveryonehasarangeoffeeings bothpositveandnegativeandexplainhowto identfywhatpeoplearefeeing

Recognise andreactappropriatelytoother peoplesfeeings,knowingwhenandhowtocarefor andsupportothers

Utilseappropriatevocabuarytoexpresshowone feelswhenthingschangeandappybasiccopng strategestodealwithchange askingforhelpif necessary

Explainwhattreatingpeopeequallymeans

Distinguishbetweencasesoftreatingpeopleequaly andtreatingpeopefairly

Recognisehowtorespondwhenconfrontedwith examplesofinequaltyoftreatment

Explainwhatismeantbyapprecationandhowto expressitinwaysthatareapproprate

Demonstrateandshowhowtheyknowwhat tmeans tobethoughtfu andshowconsderatonforothers

Showagreaterunderstandingofhowtheiractions affectthefeelngsofothersaroundthem

Explainwhyco-operativeworkingisimportantand howgroupactivtiesshouldbeconducted

Participateingroupworkeffectivey

Explainandgiveexampesofthekey qualitiesofcompassion,empathy respect andtolerance

Recal occasionswhencompassionand toerancehave,orhavenotbeenshown

Considerthewderworldand dentifygroups ofpeoplewhoareintolerantofothersorwho arethemselvesthevctimsof ntolerance

Explainwhysef-respectisanecessarypart ofrespectingothers

Demonstrateagreaterunderstandngof howtosoveconflictsathomeandatschool

Explainhowcommuncatonisthekeyto conflctresolution

Demonstrate ndependenty howa compromisewasreached dentifypossiblesourcesofconflctandhow thesecanbeprevented dentifyanddemonstrateappropriateand sensibedecsons

llustratetheconsequencesofspecifed actions

llustratehowtoshowpersona responsbiity nspecificsituations

Demonstratehowonecancareforoneself andproperty

Demonstrateanawarenessoftherworldandwhere theyftwithn t rangingfromther mmediate experiencesoftheworldthroughtothewderworldat communityandcountrylevelsInspectthewiderworld andthepeopeinit

Namethepeopeandthngsthatmattertothemand givereasonswhytheyareimportant demonstrate howtoshowcare valueandrespectforthingsthat mattertothem

Explainwhy t s mportanttoprotecttheenvironment atschool inthecommunityandglobally dentifythe thingsthatcandamagetheseenvironmentsand suggestwaystominimseorpreventenvironmental damage

Utliseacquiredskilsandknowedgetoprotectthe environment usingcommunicationskilstoworkwth othersandengagethem nthsacton,useprobem solvingskllstoovercomechallengesandshow commitmentandpersstencetocompletethetask llustratewhat tmeanstotakeresponsbiityfortheir ownbehaviourand dentifywhenandhowther behaviourmayupsetothersandhowbeinghonest abouttheirownactionscanbeneftothers

Explainwhatbulying sandidentfythereasonswhy peoplebulyothers discussthecharacteristicsofa buly dfferentformsofbullyng,thepowerimbalance andsuggestwaystopreventorstopbulying Explainhowitmightfeeltobeatargetof orawtness to,bulyng

Recognisewhenandhowtotel someoneabout bulyngandhowtohavethecouragetospeakout about t

Demonstratehowtostaysafeonline,usngbasicIT skllstomanagesafetyandusingcautiontoassess nteractionsandsituatonsthatmaybeunsafe

Expanthemeaningofthemoralvaluesof care kindnessandgenerosity

Expan wthafairdegreeofclarity howthey perceiveanethica diemmastuation na storytheyhaveread Rephrasesuccnctlythekeypointsofafelow student’sperceptionofanethcaldiemma, checkforaccuracyandgvetheoriginal speakeranopportuntytoclarify

Identfyanddescrbethefeeingsofdifferent peopleorcharacters nastorywhofind themselvesinanethicaldilemma

Demonstratevrtuousbehaviour,forexample bydemonstratngacapactyforpatienceor forgiveness, ntherdealngswithother people

Partcpateinadiscussonaboutwhatit mightmeantobeagoodpersonwhile recognisngthedfferentwaysthattheterm ‘goodperson’canbedefined Ilustratethatitispossibeforhumansto changeforthebetterbydeveopingtheir mora characterandthatnobodyis inherentlyagoodorbadperson

Demonstratehowtomanagechangesby dentifyingwhentheyoccurand communicatetheirconcernstoothers

Demonstratehowtomanagechangesby dentifyingwhentheyoccurand communicateconcernstoothers

Explainwhatwelbeingmeansandthetools techniquesandhepavaiabletopromote andmaintainwelbeing bothphyscaland emotional dentifywhotoaskforheptodealwith changeandloss foroneselfandothers, drawingonsupportfromthecommunty

Demonstrateanunderstandingofhowto earnandthebenefitsofacceptinghelp fromotherpeopletoimprovetheirlearnng

Explainhowtomakeadifferencebyhelping othersandbuldngreatonshipsbasedon trustandrespect,applyngcommuncaton skilstomantansupportivereationshps dentifyandconfidentyparticipate n activtesintheschoo andwidercommunity andmakeapositvecontributioninrelation tolearning supportingothersand communityactivties

Expanthefactorsthataffecttheirconfidence andself-esteemandhowtheycandevelop theirreslience

Presentanddiscussideasaboutidentityand howtheatttudesandactionsofotherscan affectindviduals senseofself-wortheither postiveyornegativey

Demonstrateanawarenessoftheneedsof others includngvulnerablegroups,suchas theelderlyandprovidepractica supportand consderaton

Demonstrateanawarenessofenvronmental issueslocaly atanationalandgoba level

Reatehowtheyaffectandinfuence envronmental ssues includnghowtheycan takepractica actiononissuessuchas recyclng, itterandnose

AnayseandevaluatehowtheOympc vauescanbeusedasaninspirationand motivatona toolfortheirownself-growth drawngonexamplesofinspiratona Oympans

Decidehowtouse eisuretimemost effectvelybyprovidngevidenceof ncreased participatoninthe ocalcommunity

Confidentydscusswithotherssomeofthe ethica questionssurroundingsport particuarlythereasonsforfou play dopng andcheatingandwhethertoeranceor forgivenessshouldbeappied

MoralEducationandSocialStudies(continued)

Grade1

dentifyotherculturesincudngdfferent anguages food,clothng etc

Recognsethatindividuasareapartofa group suchasfamily community,etc

Grade2

Constructatmelineshowingsignificant eventsinoneslfe

Examnethecontributionofhistorcalfigures tothenation

Utlisehstoricalrecordsandartefactsto describehowpeopeslveshavechanged overtime

Utlisethetermsdecade century,generations, etc torefertotime

Explainthesignificanceofhistoricalfigures andtheirrelatontohistoricalevents

Dramatsestoriesofthepasttounderstand thepastandpresent

Identifytraditonsinacommunity,for example;food,hospitaity weddings celebrations etc

Lstsomerightsandresponsiblitesofthe ndividualinrelatontoothermembersofa socialgroup forexample ceaninguptoys, caringforapet,etc dentifygoodandbadbehaviourindealing withpersonalandpublcproperty

Expainhowonetravelstoandfromschooland otherplaces

Expainways nwhichpeopledependonthe envronment

dentify compareandcontrastman-made andnatura featuresinonesarea

Begintoidentfybasiceconomcconceptsand terms,forexample;personalproperty public property,purchasing selling,limitedresources etc

Lst obsthatpeopedotoearnmoney dentifycharacteristicsofmapsandglobes,for example compassrose key/egend etc

Namethedifferentmeansoftransportation andrelatedgeographcalfeatureseg.boats gointhewater vehicleswithwheelsgoon and Findeachemirateonamap

Expaintheconceptoflocation

dentifyman-madechangesinthe neghbourhoodandhowtheyaffectthe envronment

dentifyfactors nfluencinghumanactivites

dentifyanduseonesourceofinformation,for example ateacher parent book etc

llustratehowpeopefromdifferentcultures reatetotheenvronment,forexampe;useof resources sheter transportation etc

Expaincimatechangeandhow taffectsthe waywelive

Constructamapofafamiiarplacethat includessymbos key/legendsanda compassrosewthnorthidentifed indicating thedrectionofthemap

Constructandusemaps pictographs,tally charts tabesanddiagramstoreadand displaygeographicinformation

Comparethesmlartiesanddfferencesof theinformationpresented non-lnemaps sateliteimages digtalphotographsor streetvewdata

Explainandutilisealpha-numericgrids title compassrose cardinaland ntermediate directions,symbols legendandscae

Identifyone’stownonamap

Utlisedigita mapsourcesfromthewebto locateone’sareaandothergeographical references,suchasseas neighbouring countres,etc

Identifyanddiscussphysicalfeaturesofthe earth,suchastheoceans mountains valeys etc

Anayseways nwhichpeoplefromdifferent culturesadapttothephysicalenvironment

Explainhowphysicalsystemsaffectpeople’s wayof iving

Discussvarouswaysinwhichpeopledepend onthephysicalenvironment

Discusshowhumansdependonthe environmenttomeettheirneeds

Grade3

Constructtmelinesandrecordevents chronologically

Examinehistorca records,artefactsand photostoanswerbasicquestionsabouttmes andevents nhstory

Explainhowtheactionsofprominent individualshelpedshapethewordaround them

Explaintherolesplayedbyhistoricalfigures andtherimpactonhistory

Identifyexamplesofpeopleorgroupswho havehadanimpactonwordhistory

Recogniseandanalyseconnectionsbetween peopeandeventsin ocalandregonal hstory

Compareandcontrastinformatonaboutthe pastprovided ndfferentsources

Explainhowgeographicalfeaturesand naturalresourcesshapepeopleslves

Explaintherelationshpbetweenvarious geographcalphenomenacausedbytwo movementsofearth forexample;dayand nght,seasons,lattudesandlongitudes etc

Discussdfferenttypesofmapsandexplain howtheyservevariouspurposes

Chooseappropriateresourcesand geographcaltoolstogenerateandinterpret informatonabouttheearth

Evauatethedifferentwayspeopeaffectthe environment

Makeuseofdifferenttypesofmapstosolve problems

Grade4

Identify explanandanalysecausesand effectsofhistoricallocalandregionalevents

Identifytheimportanceofhistorica sites

Expainthecharacteristicsofpolitical authorities

Distingushbetweenpoltical cultural social changesinsocety

Utilsemapstocompareandcontrasta partcularregionatdifferentpontsintime

Grade5

Inquireaboutatopicinhstory examine varioussources, nterpretfindngsandutlise evidencetodrawconclusionsthatrespondto theinqury

Examnecausesandoutcomesofaseected historicalevent

Explainhowsgnificantindividuasandtheir ideasandbeliefshaveinfluencedhistory

Examneahstoricaleventfromvarous perspectives

Comparemodesfororganisinghistoryinto periods

Compare contrastandinterpretvarious typesofmaps suchas political physical, popuaton etc

Categoriseregionsbasedontheirhumanand physicalcharacterstcs

Utilsetechnologytocreatemaps;addng andsharng nformationwithothers

Interpretinformatonfromavaretyofmaps suchas,contour,popuatondensity,natura resources hstoricalmaps,etc

Identifywhyparticuarlocationsareusedfor certanactvites

Createmapsandothergeographical representationsoffamilarandunfamliar paces

Distingushbetween compareandexplainthe importanceofvarioustypesofmaps

Explainhowphysicaland ivingcomponents interactinavarietyofecosystems ncluding desert prarie,floodplain,forestandtundra

Explainthereationshipsbetweenthe locatonsofpacesandregonsandthe characterstcsoftheenvronment including resources

Identfythelocationofpacesandregionsin theworld

Identfyfeaturesintheworldsuchas continents,waterways,mountainranges citiesetconamapusng atitudeand longitude

Discusshownaturaleventsinthephysical environmentaffecthumanactivties

Utiiseappropriatetoolstocreateand interpretgeographicaldatasuchas, locatons,sizesofvariousplaces distances betweenplaces,etc

Explainsignfcanthumanactivitiesandhow theyaffecttheenvronmentindifferentparts oftheworld

Createillustratonsandmodelsexplaining hownaturalenvronments mpactonpeople’s lives

Discusshowphysica andhuman characteristicsofpacesandpeoplehave changedfrompasttopresent

Recognisehowpeoplefromdifferentcultural backgroundsmeettherneedsandconcerns

Analysetherelationshpbetween envronmentalfactorsandpopulaton dstributionbothlocalyandglobaly

Examinehowtheweatherandcimateaffect peoples ives

Expainways nwhichtheearth’sphysca featuresandman-madefeatureschange overtime

Explainhowpeope nthepasthadtoadapt totheenvironment

Examnewhyenvronmentalcharacterstics varyindifferentregions

Defineregionsandplacesbytheirhuman andphysca characteristics

Explainthe nfluenceofgeographic human andclmaticfactorsonthemovementof people,goodsandservices

MoralEducationandSocialStudies(continued)

Predctanddescribethefeelngsofothers n varioussituatons

Findarelevantsourceofinformatonfor specifictopics nsocialstudiesfromprinted andnon-printedmateral dentifyandinterpretkeysymbosona mapand ndcatethedirectonsand nformationonit

Participateincassdiscussionsoftopcs reatedtothepastorpresent

Demonstratehowtogatherinformatonfrom vdeos guestspeakersorreadingtextswth thehelpoftheteacher

Drawpcturesandwritecaptionstodescribe apersonalexperience nrelationtovarious socialstudiestopics dentifyandutilsevariousstrategiesto addressclassroomconficts withthesupport ofanadult llustratedifferentpointsofvewofanevent llustratehowtraditionalstoriesinformour knowledgeofthepast

Dscusshowthefeelngsandopinionsof otherschangeovertme dentifysocialproblemsandexplainones ownroeinsolvingthem forexampe; recycling,safety,pollution etc

Demonstratehowtogatherinformatonusng differentsources

dentifybasiceconomicconceptsandterms

Roe-playdfferent obsandexplainther functioninthecommunity

dentifylocalcurrencybynamingthenotes andcons

dentifythebascneedsofpeople

Comparethesimiaritiesanddifferencesin thefeelingsofsefandothers

Namedifferentjobsandexplainthe mportanceofwork;dscusswhatspecialsed obsareandwhypeoplechoosetohave specialisedjobs

Expainworkintermsoftheablitytobuyand sel

Demonstratehowtoresoveconflictwhen classroommaterialsare imitedbysharingor prioritising

dentifywayspeopemeettheirneedsby sharing tradngandusingmoneytobuy goodsandservices

Demonstratetheabiltytocreateadgitalor non-digitalposter graph artefactorachart foraspecificthemeortopicrelatedtosocial studies

Demonstrateanunderstandingofvarious socia studiestopcsbyactivelypartcpatng ingroupdscussionsandclassdebates

Demonstratehowtogatherandaccess informationfromtheinternetandbooks with thesupportoftheteacher

Identifythereasons,statedbyanauthorofa particulartext topresenttheirpontofview

Formulateargumentswithreasons

Constructexplanationsusingrelevant information

Complesuggestionstoresolveanidentifed localissue suchaspolution,safetyetc

Identifyvariouspointsofviewforthesame event

Orallypresentasynthesisofanargument utilisingtechnoogy

Presentinformationgatheredtoanintended audienceclearyandfuenty

Gatherreevant nformationfromvarious sourcesforSocialStudiestopcs, independently

Composeananswertoaquestion about someinformatonyouhavegathered

Createvariousformsofwrittenworkonsome informatonyouhavegathered,suchas,a poem,acomic ashortstoryoraPowerPoint etc

InformatonProcessing

Designapresentatonjustifyingarguments regardingacertainevent

Proposeaplantosoveacontemporary ocal issue

Constructanargumentusingevdencefrom varoussourcesandpresentittoothers Fndevidencetoanaysevariouspontsof viewforthesameevent

Recommendandimplementapantosolvea schoolwideorloca issueusngevidence

Selectinformationfromprimaryand secondarysourcesonvarioustopics

Demonstrateunderstandingofquestions relatedtosocialstudesfromprintedand non-printedsources

Selectinformationonsocialstudiestopics andrelatefndings ntheformofa presentationusingvisualsandcitingsources

Distingushbetweencauseandeffect facts andopinonandmanideasandsupporting details

Demonstratecollaborationincolectng evidencefromoneortwosourcesregardnga certanphenomenon

Examineprintedanddigtalsourcesthat suggestsoutionstovaroussocal loca issues

Demonstratecollaborationinassessingthe sourcesanddstnguishingdifferentpontsof vewofacertainevent

Summarseclaimsandexplanationsinthe formofapresentatonusngvarious technologies

Compleinformationfromprimaryand secondarysourcesofinformaton

Organise nformationinanorganisationa chartoradiagram,withorwithout technology

Summariseinformationgatheredfrom varioussources

Identfyevidencefromvarioussourcesin responsetocompelingquestions

Utiiseprmarysourcessuchasnewspaper artces,pays poetry,etc tocreatewritten worksuchasessays

Identifybasiceconomcprincples,suchas national ndustries,traditonalindustries

modern ndustries,scarcity choice goodand services

Constructexamplesofgoodsandservices

Identifyinstitutonsthatarepartofeconomc systems

Compareandcontrastconsumersand producers

Explainwaysindividuals schoo,government contributetotheeconomicwel-beingofthe community

Distinguishthedifferencesbetweenhuman naturalandcapitalresources

Explainhow and naturalresources labour tradeand/ortechnology affecteconomic activties na ocalcommunity

Explainhowandforwhom,communities producegoodsandservices

Expaineconomicprnciples suchas initative production goods services saving etc

Ilustratethe mportanceofinnovationand initiatve njobperformanceandimproving productivity

Expainthepurposeofabank

Expainhowfeesandtaxesareusedby government

Explainbasiceconomicconceptssuchas prosperity,wealthandpoverty

Discussexamplesof mprovedtransportation andcommunicatonnetworksandhowthey encourageeconomicgrowth

Identfyhowthestateinvests nhuman capita andentrepreneurship

Explainthe mportanceofconservation n creatingwealthandprosperity

Discussthebasiccharacteristicsofamarket

MoralEducationandSocialStudies(continued)

Showapprecatonofothers stories

DscussexamplesofintangibleHertageinthe

UAE

dentifydfferentformsoftraditional storytellng

Expainthepurposeofstoryteling,for example toexplanmorals passonculture expressHertage,etc

Showrespectforarangeofpeopleandroes andunderstandthatcertainsituatonsand objectsasorequirerespectfu behaviour

Createandexchangestoriesabout themsevesandtheirfamiieswiththeirpeers

Lstsymbols songsandtraditonsthatis representativeoftheUAE

llustratethe mportanceofpreservingthe elementsofnatonalidentity

Utlisesomeofthevocabularyandconcepts thatarehepfulwhenconsideringchange overtimeandhowone’sHertagemightbe reflectedinthepresentday

Discusstheworkofarchaeologists

Compareinventionsofthepasttomodern inventionsanddscusshowtheyweremade comparedtohowthingsaremadetoday

Discussthedistinguishingfeaturesofavarety ofartefactsfromthepast

Identifyandexplainthemeanngofnational andothersymboscurrentyfoundintheUAE andcomparethemwithsymbols nthepast

Predictwhereanartefactwasdscoveredand discusstheuseoftheobect

Illustratewaysinwhichselectedartefacts suchascookingandeatingutensis coinage furniture,etc havechangedorremanedthe sameovertmeandhowtheyreatetother present-daycounterparts

Outlineimportanttraditionsandnorms n society

ExplainwhyandwhentheUAENational Anthem srecited;givesexamplesofbasic fagetiquette

Discussowncutural denttyandtalkabout whathasinfluencedit

Explainandgvearangeofexamplesof ‘Cuture

IdentifyandexplanaspectsofEmirat Culture ingeneralandown ndvidualculturalidentity, topeersandtheteacher

Explainhowexploringculturaldiverstyheps todefneowncultureandalsohowto appreciatethatofothers

Explainhowanindivdua’scutural dentty hasmanyaspectsandexpainhowitmaybe infuencedinavarietyofways

Identifyarangeofculturaldversitywithinthe UAE

Constructasimplecultura map

Discusssomeofthechalengesandbenefts oflvinginaculturalydiversesociety

Explainandcompieasimpleanalysisofways inwhchEmiraticutureissmlartoor differentfromcuturesesewhereintheworld

Describeroesandresponsiblitiesofleaders Identifywaysinwhichpeoplemakea differenceintheircommunity,countryorthe world

Identifyvarousformsofinstitutonsand expainhowtheseinsttutionsmeettheneeds andwantsofsociety

Identifyvarousformsofinstitutonsand expainhowtheseinsttutionsmeettheneeds andwantsofsociety

Explainthebeneftsandresponsibiitesof membersofacommunityandthe nstitutions thatservethem

Demonstratetheimportanceofbuiding relationshipsbasedontrustandrespect applyingcommuncationskillstomaintain supportivereationships

Analyseandexplainfndngsontheimpactof economcexpansiononsocetyandthe envronment

Expain atasmple evel thebenefitsand potentialproblemsofinterconnectvity betweendfferentpeople

Demonstrateabasicunderstandingofthe conceptsneededforeconomc iteracy

Explainthemainchangesthathavetaken placewith:peoplecomngtoandsettlingin theUAEandfamliesandfamlygroupings

Discussrelevantconceptsandtermnoogy

Discussthe mportanceandvalueoffamily andkinshipbonds

Explaintheroleofthefoundingfathersofthe Union

Discussthecomponentsofnationalidentity suchas religion language tradtions

Expainhowgovernmentsprovidebasic servces

IdentifythenormsandtraditionsoftheUAE societyandcomparethesewithother societies

Expainhowaconstitutionprovidesstructure forthegovernment

Explainthepurpose,functionsandstructureof theUAEgovernment

ExamnetheorignsandpurposesoftheUAE constitutonalprovisons

Compareandcontrastmajorpoitica systems suchas monarchy dictatorshp, democracy constitutionalmonarchy

Demonstrateonesrightsandresponsibiities asamemberofthecommunity

Examnedifferentstrategestosolveaconflict

STEAM

Developasimplesketch,drawng orphysical modeltoillustratehowtheshapeofanobject hepsitfunctionasneededtosolvegiven problems

Describedatausingsmpeobservations

Manipulatecodeintheblockyuserinterface

Createsmpecodingsequencesoftwoor moresteps

nteractwitharobotforaspecificpurpose dentifytheeementsnecessaryto make/constructdifferentproducts

Selectsandaddsappropriate ngredientsto makeidentifiedproducts

Designlocalenvironmenttomeetimmedate needsandwants

Selectsappropriatematerialstomeeta desgnneed

Folowapre-madedesignsouton(eg buildingahelicopter/car/boat)

Usesuppliedtechnologiestocreatesolutions toprobems

Anaysedatafromtestsoftwoobjects designedtosolvethesameproblemto comparestrengthsandweaknessesofhow eachperforms

Defineasimpledesignproblemreflectinga needorawantthatincludesspecfccrteria forsuccessandconstraintsonmaterials, time,orcost

IdentifyIndvidualpartsofmachines

Craftbascmachneparts

Understandthefunctionandoperatonof systems(circuts)

Identifyessentialeementsofeachsystem

Differentiatebetweennaturalandman-made systems

Differentiatebetweendfferentpowersources

Selectandaddapowersourcetoavehicle

Gather describe,andusedatabasedon observationsanddescriptvestatistics

Countandgroupactionstogethertocreatea loop

Createashortsequencetoprogrammea robot

Compareexistingsolutionstoaproblem basedonhowweleachislikelytomeetthe criteriaandconstraintsoftheproblem

Followastructureddesignprocesstosolvea problem

Identifyandcorrectaproblem ndesign(eg Tooheavy=Changemateria)

Understandthefunctonandoperationof systems(coding machines)

Usebasicmachinessuitabletosolvespecfc problems

Experimentandtestcombinatonsofbasic machinestobuidacomplexmachine

Designenvironmentallyintegratedsoutions Codeasmpesequencethatincludesaloop

Identifyandtroubleshootbasiccodng inconsstencies

Debugarobot’scoding

Thinkcritcalyandcreativelytocontribute thoughts ideas andpossibesolutionstoreal problemsinthemostefficientways

Planandcarryoutfairtestsinwhichvariables arecontroledandfalurepointsare consideredtoidentifyaspectsofamodelor prototypethatcanbeimproved

Deveop test,andrefineprototypesaspartof acyclicaldesignprocess

Designsolutionsfromacombinationof materals machines,andforcestoachevea desgngoal

Deveopprototype terationsonthewaytoa solution

Modifyadesigntosolvenew/reated probems

Applymachinesindifferentcontexts(eg. vehcles robots machinery various automatedequipment,etc)

Gatherandrepresentdatabasedon observations descriptivestatistics and simplemultvariateanaysissuchas: averagesandhypotheses

Designsustainablesoutonsutilsingnatural envronments

Break ongsequencesofstepsintoloops and includethem nasequencewthseveral steps

Plan model,orbuildasystemthatmeetsthe needsandwantsofaspecificgroupofusers (e.g shadeforaplayground databasefor resdents,etc)

Developasimpesketch drawng orphysical mode toillustratehowtheshapeofanobject helps tfunctionasneededtosolvegiven problems

Descrbedatausngsimpleobservations

Manipulatecode ntheblockyuser nterface

Createsimplecodingsequencesoftwoor moresteps

Interactwitharobotforaspecificpurpose

Identfytheelementsnecessaryto make/constructdfferentproducts

Selectsandaddsappropriate ngredentsto make dentfiedproducts

Desgn ocalenvronmenttomeetimmediate needsandwants

Selectsappropriatematerialstomeeta designneed

Folowapre-madedesignsoution(eg buidingahelcopter/car/boat)

Usesuppliedtechnologiestocreatesolutions toproblems

Showanawarenessoftheinnovativepower ofSTEM

Useapersona interest,beieforvalueasthe startingpointtocreateadesign

Compare contrast andcategorisedesigns fromarangeofcultures placesandtimes usingsubjectspecificlanguageandterms

Recognseandconsderthecontextsinwhich desgnsand/ordesignprocessesweremade

Makeconnectonsbetweenthe deas exploredthroughSTEMandacrossdfferent times,places,andcutures

Createaninnovativedesignforaspecific purpose

Userelevantandinsightfulquestionsto extendunderstanding

Provdeconstructivecrticismwhen respondingtoothersideasorwork

Utiliseabroadrangeofmaterials sklls and toolstoinnovativelycreateadesgnfora specificpurpose

Seect research anddeveopanideaor themeforaninnovativedesign

UnderstandtheroleandreevanceofSTEMin socety

Reflectonthefactorsthatinfuencethe deveopmentofan nnovatveSTEMdesign

Critqueandmakeinformed udgmentsabout processesand/orprojects

Deveop ndependenceinthedevelopment andreaisationofthedesignprocess

Understandfactorstobeconsderedwhen testing,presentng orevaluatingadesign idea orproject

Adjustandrefinedesignprocessesin responsetoconstructivecrticism

Reflectthroughouttheinnovativeprocessto refineandchalengethinkingbyentertaining andenactngnewandunusualpossbilties

Showanawarenessoftheinnovativepower ofSTEM

Useapersona interest belieforvaueasthe startingpointtocreateadesign

Compare contrast andcategorisedesigns fromarangeofcultures pacesandtimes usngsubjectspecificlanguageandterms

Recogniseandconsderthecontexts nwhich designsand/ordesignprocessesweremade

IslamicStudies-Grade1

Field Aspect Standard

HolyQuranandits sciences

Hadithanditssciences

DivineRevelation

Faithdoctrine

IslamicCreed

Valuesandmorals ofIslam

Faithmentalty

ThestudentrecitesChapterof“Amma”andshowsgeneral understandingofitssurahsmeaningsandrules andapplesthe moralsofitsrectation

Thestudentshowsmemorisationofsomehadthsandproper understandingofthermeaningsandappliestheirrules

ThestudentshowsawarenessandbeliefofthebasicsoffaithinAllah andhisqualties angels,booksandprophets

ShowsproperabiityofinducingtheexistenceofAllahandtobelieve nhimusngtheresearchandthinkingtoos

Islamvalues ShowsunderstandingoftheIsamc ndvidualandgroupvaluesand appliesthemtohis/herbehaviour

IslamMorals

Rulesofworshps

Islamrulingsand purposes

ProphetSyrah

ThestudentshowsunderstandingandapplcationoftheIsamc morals

Thestudentshowsproperknowledgeoftheworshipsandperforms themproperly

Thestudentshowsproperknowledgeoftheprophet,peacebeupon him,Syrahfromhisbirthtotheimmgration(Hijrah)andshows his/herfollowingofhispersonaity

LearningOutcomes

RecitesthefolowingsurahswthTajweed:Qursh AlKafroon,AlSharh AlAsr AlTakathur AlDhuha,AlAdyat,AlShams A Qadr

Interpretsthetotalmeaningofthesurahsincludedinthecurricuum

Recites8hadiths

ProphetMohammednevercarpfromanyfood

InyournameAlah Iputmysde

ThereisawomansenttoHel duetoacat

Anypersonwhohasnomercywllneverbetreatedwithmercy

Thegood stohavegoodmanners

ThebestpersonsarethoselearnedQuranandtaught ttoothers Allahwllsupportthepersonaslongashe/shesupportsotherpeope

ConcludesthemostimportantPropheticgudanceincudedinthehadiths

StatesexamplesoftheAllahsdivnityandmercythroughhiscreatures

ExpresseshislovetoAlah theMerciful

Explansthesxpllarsofbelef

ConcludesAllahabilitybymedtationinAllahcreaturesinworldsofplantsandanimas

Collects nformationandphotosofacreature nitsenvironment

Comparestheresutsofhonestyandlayingintermsoftherimpactontheindividual

Explansthepositiveimpactsofhis/hertoeranceonsharinghis/hergamesandpropertes

ExplanstheimportanceofcleannessforMusims

Concludesthe slammoralsrelatingtocleanness

Explanstheimportanceofthepracticalpllarsof slam

Appiespurificatoninacorrectway

Identifiesthetimesofprayersandnumberofrakas(unitsofprayer)

Statesthemostimportantfeaturesoftheprophet ifefromhisbirthtillthesponsorshipofhsgrandfather

Concludessomeoftheprophetqualties blessedchid,lovingalpeopearoundhim,withtenderheart andwitheloquenttongue

Syrahsand characters

IslamicCharacters

Identityandbeonging

Identityandissues oftheage

Recentissues

Thestudentshowsproperknowledgeandfollowingofdistingushed slamiccharacterswhohaveroesinservingIslamandMuslims

Thestudentshowshis/herpridewithhis/herpersonality, dentityand naton,andhis/herapprecationofhis/herheritage,cuture and compiancewithhis/herprinciples,habitsandtraditions

Thestudentshowsunderstandingoftherecent ssuesand challenges andabiitytoanalysethemandtofindsolutionsforit, dependingontheIslamicprinciplesandruleS

Concludesthemoralsofprophet ndealngwithpeopletowhomheisgratefu:Hismother,grandfather nannyandcustodian

Expresses nproper anguagehsloveoftheprophet

Speaksonsituatonsthatshowhis/herfollowingofAbuHurayrah mayAllahbesshim inhismercyandsympathywthanimals

ConcludestheroleofAsmaaintheimmigration(Hira)

Explansthedutiesandrghtsofthefamlymembers

Providesevidencesonhis/herdealingwiththemembersofhisfamilyandhis ovetothembymentionngpracticalexamples

Explanstheimportanceoftheagriculturalenvironmentforthehumanandanimallive

ConnectsbetweenobediencetoAllahandkeepingtheenvironment

IslamicStudies-Grade2

Field Aspect Standard

HolyQuranandits sciences

Hadithanditssciences

ThestudentrecitesChapterof“Amma”andshowsgenera understandngofitssurahsmeaningsandrues,andapplies themoralsofitsrecitation

Thestudentshowsmemorsationofsomehadithsand properunderstandingoftheirmeaningsandappiesther rules

DivineRevelation

Faithdoctrine

IslamicCreed

Faithmentalty

Islamvalues

Valuesandmorals ofIslam

IslamMorals

Rulesofworshps

Islamrulingsand purposes

Syrahsand characters

ProphetSyrah

Thestudentshowsawarenessandbeiefofthebasicsoffaith inAllahandhsqualities,angels booksandprophets

Thestudentshowsproperabiityofinducingtheexstence ofAlahandtobeleveinhimusingtheresearchand thinkingtools

ThestudentshowsunderstandingoftheIsamcindvidual andgroupvaluesandappliesthemtohis/herbehaviour

Thestudentshowsunderstandingandapplicatonofthe Isamicmorals

Thestudentshowsproperknowledgeoftheworshpsand performsthemproperly

LearningOutcomes

RecitesthefolowingsurahswthTajweed:Qursh AlKafroon,AlSharh AlAsr AlTakathur AlDhuha,AlAdyat,AlShams A Qadr

Interpretsthetotalmeaningofthesurahsincludedinthecurricuum Appiestherulesofrecitaton(humblenessandlistening)

Recites8hadiths

Doyouseeifyouhaveariveronyourdoor

Allmembersofmynationwllbeinparadise

Youwil neverbeatruebeieverunessyoulikeforyourbrotheranddaughtersinIsamwhatyoulikeforyourself

Themiser sthepersonwhodoesnotsay MayAlahprayonhim,whenmynameismentioned

AnypersonwhoreadaletterofAllahbook

Anypersonwhopurifiedwell thensad

Ifyouarethreepersons notwopersonsofyoumaysecretyspeaktoeachother “What(sortof)deeds nor(whatqualitiesof)Islamaregood?”Hereplied “Tofeed(thepoor)andgreetthosewhomyouknowandthose whomyoudon’tknow”

ConcludesthemostimportantPropheticguidanceincudedinthehadiths

FndevidencesonAlahsqualities:TheSubtle TheAwarethroughhiscreatures

Introducestwoofthepatientprophets(NoahandIbrahim)

Repeatsapoemonprophets

ConcludesAllahabilitybymeditationinhumanworld

Preparespresentationonthehumancreation

Comparesthehonestyand ayingintermsoftherimpactontheindividua andsociety

Concludesthecontrolsofgroupplayingwhichisbasedontolerancethroughclasssituations

Explanstheimportanceofidentfynghis/herdesresandrespectingtheothersdesiresandnotexceedingthem

AppiestheeatingmoralsinIslam

Explanstherelationshipbetweenpurificationandworshp

Distinguishesthetypesofpurfication(dirty)

Concludesthenulificationsofabluton

Appiestheprayerqualityproperly

Thestudentshowsproperknowledgeoftheprophet peace beuponhim,Syrahfromhisbirthtotheimmgration(Hijrah) andshowshis/herfollowingofhspersonaity

Identifiesthemost mportantactsmadebytheprophetwhenhewasunderhisunclesponsorship(sheepherdingandtrading)

Concludessomeoftheprophetqualtiesathsearly ife Trustfu,honest,merciful lovingwork meekandpatient

FndevidencesonthereasonoftheprophetpartcpatoninrebuildingKaaba

Speaks nproper anguagetoexpresshisloveoftheprophetandhowhe/shefollowstheprophetsteps ndealingwth relativesandfamly

Identityandissues oftheage

IslamicCharacters

Thestudentshowsproperknowledgeandfolowingof distingushedIslamiccharacterswhohaveroles nservng IsamandMuslms

ConcludesthemostimportantquaitesofAliIbnAbiTalebandFatimaAlZahraa

Speaksonsituatonsthatshowhis/herfollowingofAiIbnAb TalebandFatima mayAllahbessthem,intheirmercyonthepoorpeople

Identityandbeonging

Thestudentshowshis/herprdewithhis/herpersonalty identityandnaton,andhis/herapprecationofhis/her hertage,culture,andcomplancewithhis/herprincipes, habitsandtraditons

Recentissues

Thestudentshowsunderstandingoftherecentissuesand chalenges,andabilitytoanalysethemandtofindsoutons for t dependingonthe slamicprincipesandrues

Explanssomemoralsofneighborhoodwithexamplesandstories

Providesevidencesonhis/herrespecttoneighborsandhs/herrefusa toharmthem

Explanswhytheplantsarevarousandtheirdifferentcolorsandtypes

Describesinaproper anguagehs/herroleinprotectngplants nthehouseandschool

IslamicStudies-Grade3

Field Aspect Standard

HolyQuranandits sciences

ThestudentrecitesChapterof“Amma”andshowsgenera understandngof itssurahsmeaningsandrules,andapplesthemoralsof tsrecitaton

Hadithanditssciences

Thestudentshowsmemorsationofsomehadithsandproperunderstanding oftheirmeaningsandappliestheirrules

DivineRevelation

Faithdoctrine

IslamicCreed

Faithmentalty

ThestudentshowsawarenessandbeiefofthebasicsoffaithinAlahand hsqualities,angels booksandprophets

LearningOutcomes

RecitesthefolowingsurahswthTajweed:A Baynah,A Alaq,A Humza AlZazala AlQarea AlLay,A Teen,A Balad AlFajr

Interpretsthetotalmeaningofthesurahsincludedinthecurriculum Appiestherulesofrecitaton(stadhaandBasmalla)

Recites8hadiths

“TheonewhoisproficientintherecitationoftheQuran “Truthleadstopietyandpiety eadstoJannah “Thebelevers ntheirmutua kindness,compassionandsympathyarejustlkeonebody “Thefivedaiy(prescribed)Salat,andFriday(prayer)tothenextFriday(prayer) “Nothng sheavieronthebeliever’sScaleontheDayofJudgementthangoodcharacter “Atruebelieverisnotinvolved ntaunting,orfrequentlycursing(others)orinindecencyorabusing”

AnyonewhocutsoffrelationshpfromhisnearestrelativeswllnotenterParadise “WhoeverispeasedwithAlahas(his)Lord andIsamas(hs)religon,andMuhammadas(his)Prophet thenhehastastedthesweetnessoffaith”

ConcludesthemostimportantPropheticgudanceincludedinthehadiths

Identifiesthenamesofsomeangelsandtheirqualitiesandroes

Employshis/herknowedgewiththeangelsrolesinenhancinghis/herpositvebehaviour

Introducestwoofthepatientprophets(MusaandEssa)

ComparesthemraclesofMusaandEssa

Islamvalues

Valuesandmorals ofIslam

Islammoras

Rulesofworshps

Islamrulingsand purposes

Thestudentshowsproperabiityofinducingtheexstence ofAlahandtobeleveinhimusingtheresearchand thinkingtools

ThestudentshowsunderstandingoftheIsamcindvidualandgroupvalues andappiesthemtohs/herbehavour

Explansthevalueofknowledgeandresearchforinformatonin slam

Expressestheimportanceofresearchandlearningfromtheexperiencedandspeciaisedpersons

Providesapresentationonthesourcesofknowledgeandinformation

Expresses nhis/herwaythevaueofparentsobedience

ProvesthevalueofcooperationinIslam

Providesevdencesonthevaueoftoleranceintheprophetlifewithpeopewhoabusedhim

Thestudentshowsunderstandingandapplicatonofthe slamicmorals

Thestudentshowsproperknowledgeoftheworshpsandperformsthem properly

AppiesmorasofvsitngandhostinginIslam

Distinguishestheconditionsandnulificationsofprayer

ComparestheAdhaanand qamahandperformsthemwell

Explanstheconceptoffastingandadvantages

Designsapresentationwithmutimediaononeofworships(Purification prayerandfasting)

ProphetSyrah

Syrahsand characters

IslamicCharacters

Thestudentshowsproperknowledgeoftheprophet peacebeuponhm

Syrahfromhsbirthtotheimmigration(Hirah)andshowshis/herfolowng ofhispersonality

ThestudentshowsproperknowledgeandfolowingofdistnguishedIslamic characterswhohaveroesinservingIslamandMuslims

SpeaksontheprophetsyrahaftertherevelationinCaveofHira

Expresseshowhe/shefollowstheprophetstepsindealingwthneghbors

Concludesthe mpactofAbuBakrAlSeddiqbelefintheprophetandtrustinghim

ConcludestheroleofKhadijabintKhwald MayAlahbessher insupportingtheprophetatthehardtimes

Writesalstofsomeworksthathe/shecanserveIslamthroughthem

Identityandbeonging Thestudentshowshis/herprdewithhis/herpersonalty identityandnaton andhis/herappreciationofhis/herheritage culture andcompliancewth hs/herprncipes habitsandtraditions

Explanstheimportanceoftakngcareoftheneedypeopleandmeettheirmaterialandmoralneeds

Explanstwowayshe/sheseectsforhelpingtheneedypeope

Identityandissues oftheage

Recentissues

Thestudentshowsunderstandingoftherecentissuesandchalenges and ablitytoanaysethemandtofindsolutionsforit,dependngontheIsamic prnciplesandrules

Expresses nproper anguagetheroleofhis/hernatoninhepingtheneedypeople

Concludestherelationshipbetweenwaterandpantsandlifeonearth(asblessingsfromAlah) Suggestswaystosavewater

IslamicStudies-Grade4

Field Aspect Standard

HolyQuranandits sciences

ThestudentrecitesChapterof“Amma”andshowsgenera understandngof itssurahsmeaningsandrules,andapplesthemoralsof tsrecitaton

Hadthanditssciences

Thestudentshowsmemorsationofhadithsandproperunderstandingof thermeaningsandappliestherrules

DivineRevelation

Faithdoctrine

Faithmentalty

Islamvalues

Valuesandmorals ofIslam

Islammoras

Rulesofworships

Islamrulingsand purposes

ProphetSyrah

Syrahsand characters

IslamicCharacters

ThestudentshowsawarenessandbeiefofthebasicsoffaithinAlahand hsqualities,angels booksandprophets

ThestudentshowsproperabiityofinducingtheexstenceofAlahandto believe nhimusngtheresearchandthinkingtoos

ThestudentshowsunderstandingoftheIsamcindvidualandgroupvalues andappiesthemtohs/herbehavour

LearningOutcomes

RecitesthefolowingsurahswthTajweed:A Ghasha,AlAaa AlTareq,A Broug,AlInshqaq AlMotafifyen

Expresses nhis/herownwaythetotalmeaningofthesurahsincludedinthecurricuum

AppiestherulesofTajweed:AlamAlShamsyahandAllamAlQamaryah(AlaminthewordAlah)

Recites8hadiths

“Abeleverwho sstrong(andhealthy)isbetteranddearertoAllahthantheweakbeliever It senoughforamantoprovehimselfalarwhenhegoesonnarratngwhateverhehears” “Salatincongregation stwenty-seventmesmoremeritorousthanaSalatperformedindividualy” “HewhobelievesinAllahandtheLastDay lethimshowhospitaitytohisguest

TheProphetneverusedbadlanguageneithera“FahishnoraMutafahishHeusedtosay,“Thebestamongstyouarethose whohavethebestmannersandcharacter”

“FearAllahwhereveryouare dogooddeedsafterdoingbadones

“AlahwillbepeasedwithHisslavewhopraisesHm( e saysAl-hamdulilah)whenheeatsandpraisesHimwhenhe drnks”

Kndnessisnottobefoundinanythngbutthatitaddstoitsbeauty

ConcludesthemostimportantPropheticgudanceincludedinthehadiths

StatestheHeavenlyBooksandtheprophettowhotheyrevealed

ConcludesthesimlartiesanddfferencesbetweentheHeavenlyBooksandHolyQuran

Explansthemethodologyofscientificthinkingtosoveprobems nIslam

Appiesthestepsofscentificthinkinginsovingtheprobleminassumedsituations

ProvidesevdencesontheimportanceofthevalueofgoodtreatmentanditsimpactonMuslm nthelifeandtheHereafter Concludesthe mpactsofthegenerosityon ndivdua andsociety

Suggestsmeansthathelpspeopletheseftotoleratewithothers

Thestudentshowsunderstandingandapplicatonofthe slamicmorals Memorisestheprayerofenteringandleavingthehouse

Appiesthemoralsoftheprayerofenteringandleavingthehouse

Identityandbeonging

Identityandissues oftheage

Recent ssues

Thestudentshowsproperknowledgeoftheworshpsandperformsthem properly

Thestudentshowsproperknowledgeoftheprophet peacebeuponhm Syrahfromhsbirthtotheimmigration(Hirah)andshowshis/herfolowng ofhispersonality

ThestudentshowsproperknowledgeandfolowingofdistnguishedIslamic characterswhohaveroesinservingIslamandMuslims

Distinguishesbetweenthecompulsoryprayersandadditonalvoluntaryprayers

Explanstherulesoffastinganditslegalpurposes

Explansthecharityand tsvrtue

ProvidesevdencesontheprophetMohammedpatienceonhispeopleandwishinggoodforthem

Writesinaproperlanguageonhowhe/shefollowsthewayofprophetMohammed ntermsofhiswisdomincalingforAllah andtheothermostdistinguishedqualites

ProvidesevdencesonshynessandspendingmoneyforAlahsake

Concludesthereasonofnamingthemotherofbelievers,ZainabBintKhuzaymah,asmotherofpoorpeople

Providesevdencesthathe/shefolowsthestepsofOthmanIbnAffanandmotherofpoorpeople

Thestudentshowshis/herprdewithhis/herpersonalty identityandnaton andhis/herappreciationofhis/herheritage culture andcompliancewth hs/herprncipes habitsandtraditions

Thestudentshowsunderstandingoftherecentissuesandchalenges and ablitytoanaysethemandtofindsolutionsforit,dependngontheIsamic prnciplesandrules

Expresses nproper anguagetheneedforpublicplaces

Explansaplanhe/shedeveopstoprotectthecountryeffortsinprovdinggeneralutiitesandtokeepthem

Concludestherelationshipbetweentheenvironmentceannessandthehumanhappiness

Suggeststwowaystodisposewastes

Providesevdencesonhis/herloveofcleannessbypartcpatng npropervoluntarywork

IslamicCreed

IslamicStudies-Grade5

Field Aspect Standard

HolyQuranandits scences

Hadithanditssciences

ThestudentrecitesChapterof“Amma”andshowsgenera understandngof itssurahsmeaningsandrules,andapplesthemoralsof tsrecitaton

Thestudentshowsmemorsationofhadithsandproperunderstandingof thermeaningsandappliestherrules

DivineRevelation

Valuesandmorals ofIslam

Faithdoctrne

Faithmentality

slamvaues

ThestudentshowsawarenessandbeiefofthebasicsoffaithinAlahand hsqualities,angels booksandprophets

Thestudentshowsanawarenessofthevaueofmindandtheimportanceof thinkingandpractces tstoolstoreachtherght

ThestudentshowsunderstandingoftheIsamcindvidualandgroupvalues andappiesthemtohs/herbehavour

LearningOutcomes

RecitesthefolowingsurahswthTajweed:A Inftar AlTakweer Abasa AlNazeaatandAlNaba

Interpretsthetotalmeaningofthesurahsincludedinthecurriculum

AppiestherulesofTajweed:A Qaqla

Recites8hadiths “Doyouknowwhoisthebankrupt?”

TheProphetwasasked,“WhatdeedsarelovedmostbyAllah?”Hesaid “Themostregularconstantdeedseventhoughthey maybefew”

‘OAbuDhar!DdyouabusehimbycalinghismotherwithbadnamesYoustillhavesomecharacteristicsofignorance “Iguaranteeahouse nJannahforonewhogivesuparguing,evenifheisintherght; Mercy stakenawayonyfromhmwhoismiserable

WhenevertheProphetwasgivenachoicebetweentwomatters hewoud(always)choosetheeasier “ReadtheQuran,foritwillcomeasanintercessorfor tsrecitersontheDayofResurrecton”

RabiaaibnKaabA AsmysaysIwaswthAllah’sMessengeronenightandIbroughthmwaterandwhatherequiredHesaid tome:Ask(anythingyoulike)Isaid IaskyourcompanyinParadse

ConcludesthemostimportantPropheticgudanceincludedinthehadiths

ComparesthequaitesofpeopleofbissinParadiseandthepeopleofmisery nthefre

Concludesthe mpactbeief ntheHereafterDayonthebelieverbehavour

ExplansthevalueofmndandthinkingandtherpositioninIslam

ConnectsthevaueofloveofAllahandobedience

Concludesthe mpactsofthebraveryon ndvidualandsociety

Comparestheimpactofthevalueofkindnessandhardnessindealingwthothers slammorals

Thestudentshowsunderstandingandapplicatonofthe slamicmorals

Memorisestheprayerofridngtransportations

Summarisesthemoralsoftheprayerofridingtransportations

Appiesthemoralsofroad

Rulesofworships

Islamrulingsand purposes

ProphetSyrah

Syrahsand characters

slamicCharacters

Thestudentshowsproperknowledgeoftheworshpsandperformsthem properly

Thestudentshowsproperknowledgeoftheprophet peacebeuponhm Syrahfromhsbirthtotheimmigration(Hirah)andshowshis/herfolowng ofhispersonality

Explanstherulesandpurposesofcongregatonalprayer

ComparestheruesofFridayPrayerandEidprayers

Designsapresentationwithmutimediaonaworship(Prayer,FastingandCharity)

ProvidesevdencesontheprophetMohammedwisdominthecal toAllah

ConcludestheevidencesofAlahssupportoftheprophetbycarngand nteresting

Writesinaproperlanguageonhowhe/shetakestheprophetasanidea intermsofhswisdomincallngtoAlahandhismost significantqualities

ThestudentshowsproperknowledgeandfolowingofdistnguishedIslamic characterswhohaveroesinservingIslamandMuslims

ProvidesevdencesonthejustceandasceticismofOmarIbnA Khattab hscheckingofthenatoncondtionsandhisfearof Alah andFatimabintAbdumaekinherloyalty

ProvidesevdencesoffollowingthestepsofOmarIbnA Khattab nhisfearfromAlahandtakngcareoftheweakandneedy people andofFatimabintAbdumalekinherfearfromAlahandtakngcareoftheweakandneedypeope

Writesalstofworksthatallowhim/hertoserve slamandMuslims

Identityandissues oftheage

denttyandbelonging

Thestudentshowshis/herprdewithhis/herpersonalty identityandnaton andhis/herappreciationofhis/herheritage culture andcompliancewth hs/herprncipes habitsandtraditions

ExplansthepositionofUAEonthe ssuesofMusimsintheworld

Explansthenecessitytoparticipateinthehumanserviceprograms aunchedbyUAE

Describesinproperlanguagehis/herfeelingtowardstheUAEhumantariancontributions

Recentissues

Thestudentshowsunderstandingoftherecentissuesandchalenges and ablitytoanaysethemandtofindsolutionsforit,dependngontheIsamic prnciplesandrules

Explansthepracticalstepstothanktheblessings

Concludesthewsdomofcreatingtheuniversesubjugatedthngs

IslamicCreed