Raha KCC: EY Curriculum Handbook

CurriculumHandbook

EarlyYearsProgramme

KhalifaCityCampus

WelcometoourEarlyYears

In our Early Years at KCC we believe that every child possesses boundless potential and it is our privilege to foster an environment that allows their capabilities to flourish. We believe that a caring and supportive atmosphere is essential to help our young learners to explore, inquire and discover.

At KCC, each child’s uniqueness is celebrated and our wonderful staff work to ensure that our learners emotional wellbeing is nurtured alongside their academic growth. Central to our approach is the steadfast belief that all students are inherently capable of achieving greatness. Being an International Baccalaureate (IB) school, we integrate these principles into our curriculum.

The IB framework resonates with our values, emphasising holistic development, inquiry-based learning and intercultural understanding. Through this framework, we provide a rich tapestry of experiences that inspire curiosity, critical thinking and a deep-rooted sense of global citizenship from the earliest years onward. At KCC we create a vibrant and inclusive early years’ community, where our young learners are not just academically prepared but also develop a lifelong love for learning.

Anna Lacey

Vice Principal and Head of Early Years

OurCore Commitment

To open doors.

OurMission

Our Mission is to cultivate Knowledge, Courage and Connection to unlock the potential in all.

OurVision

Our Vision is a community of global learners exceeding expectations.

Khalifa City Campus Senior Leadership Team 2024/2025

Senior Management Team

Anna Lacey Vice-Principal Head of Early Years

Early Years SLT

Kieran Burgess Head of Secondary

Anne Watkins Head of Primary

Becky Turner Assistant Head of Early Years

Whole School SLT

Saeed Smith Head of Learning Teaching & Innovation

Anna Lacey Vice-Principal Head of Early Years

Fatima Miller Head of Multilingualism

Rachel Harlen Assistant Head of Early Years

Eileen McCrea Head of Inclusion

Raquel Pessoa Head of Student Support

Abigail Fishbourne Principal

TheEarlyYears

At Khalifa City Campus (KCC) an Early Years educaton focuses on provding a hands on inqury based curriculum that emphasises creativity independence and critical thinking These skills encourage students to become passionate about discovering new information and sharing their ideas Our curriculumfocusesonthedevelopmentofstronginterpersonalskillsandculturalunderstandings,which areessentialforsuccessinarapidlychangnggobalsocety

Each child is a unique learner and develops at varying rates, so in our EY classrooms, you wont find mass-produced, identical pieces of work Instead you will find children accessing high quality learning envronments designed to support a child-earning learning Some children may be learning in the constructionarea whilstothersareinthewritingarea.

Our adults immerse themselves in the students earning, playing the role of facilitator they play aongside, supportng and working collaboratively to ensure children move forwards in their learning. Skilfulquestioningsupportsstudents’ab tytodevelopdeepleve play

LearningEnvironments

At KCC we recognise that the environment plays a key role in supportng and extending a child’s learning and development Our use of high-quality continuous provison aongside well-planned adult directed activities is a highly effective approach to learning and teaching. This careful baance of direct teaching and child-initiated learning enables children to gain new skills and concepts and then to have an environment that allows them to practice, consoldate and apply this new earning in a pedagogical appropriateway

Theclassroomsaresetuptoallowthechildrentoexploreandlearnsecurelyandsafey Weaimtocreate an attractive and stimulating learning environment where chldren feel confident secure and challenged Eachclasshasabaseclassroomwithadesgnatedcarpetarea,allowngthewholeclasstogatherforkey timesthroughouttheday Theclassroomshaveanopenplanlayoutwithcontinuousaccesstotheoutside classroom Learning areas within the classroom are cleary defined and equipment and resources are organisedsothatchildrencanfind locateandusethemindependently

Signs labels and photographs are used to support the children in this process and provide a meaningful language rich environment Children take ownership of their cassroom and contribute to the setting up and labelling of the spaces. Classrooms have well-resourced and engaging writng reading and maths areas where the children lead their own earning by taking part n independent learnng activties We believe that the environment plays an important role in supporting learning and it is important to ensure thatthechildrenarenotoverstimulatedbytheenvironment

By using neutral colours for displays, sensory overload s avoded and more focus is paced on the childrens work The children also have access to Hubs These are shared areas outside of the main classrooms that children access throughout the day In these areas there s always a permanent ‘Home Corner that is enhanced across the year to reflect cultural events and celebratons. This allows children a familiarspacetolearnin oftenexploringandplayingwithnewlanguage

TheHomeCornerisalwayscreatedtobeasrealisticaspossble withrealitemsusedwhereverpossible. Ths is enhanced throughout the year according to the children’s needs and interests This might mean addingcookingequipmentandrecipebooksasthechildrenbecomefascinatedwithcooking,oritmght meanaddingashoporaschoolclassroomsothatthechildrencantrave fromonetoanother.

Within The Hubs there is also an Art Studio which houses a varety of media options; paint transient art, collageandworkshopresources.Childrenaccessthisasindependentlyaspossibleandareencouraged towashuptheequipmentaftertheyhaveusedit

It is important that outdoor learning encompasses the natural environment and that children are given opportunities to learn about our natural environment Opportunities for children to take risks should be providedwithintheenvironmentsothatchildrenarelearningtomanagerisksandtheirsafety

Bycreatinganenablingenvronmentthatmeetsthesecriteria educatorscansupportyoungchildrenin theirholisticdevelopmentandsetthestageforasuccessfu andfulfillingeducationaljourney.

NationalIdentity

The Natona Identity Mark aims to heighten students’ understandng of the UAE’s traditions, customs and values,empoweringandenablingthemtonavigatethediversegloballandscapewithastrongfoundation basedintheirownculturalbackground

The framework covers three main domains each with three reevant dimensions ‘Culture’ includes history, heritage and Arabc language; which represents a key focus area within the framework; ‘Values includes respect, compassion and global understanding; and ‘Citizenshp ncludes belonging, volunteering and conservation

IntheEYatKCC,theNationalAnthemisplayedintheclassroomeachmorning AllstudentsfromMnis-EY2 learn Arabic As a school community we celebrate UAE National Day The Prophets Birthday as well as recognise and support all UAE holidays and celebrations We support our whole community during RamadanandoneoftheyearlyhighightsistheKCCcommunityiftar.

Students make connections to and celebrate the UAE’s National Identity through the related concepts outlined in the POI Teachers purposely plan learning experiences to help students to explore the UAE’s heritage history,values conservationefforts,traditions community environmentandinterconnectedness

Trips

School trips are carefully chosen to make connections to our currculum Destinations and experiences are planned to enhance our childrens knowledge and deepen their understanding. Trips in the Minis start with what chidren know and are familiar with; them, their family, their school They might incude thingssuchasafamilypicnic,atriptothePYPLibrarytoshareastoryoravisitfromthezoo

As our children move into EY1 ther understandng of the word around them grows and our schoo trips reflectthis withchildrenvistngdestnationsinthelocalcommunitysuchastheparkandtheaquarium. Trips in EY2 focus on expanding the students understandng of the wider local environment and incude visitingplacessuchastheAbuDhabiLibraryandtheLouvre

PastoralCare

AtKCC,ourpastoralcareliesattheheartofourcommitmenttoholisticeducation.Weunderstandthata thriving community is built on a foundaton 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 with these expectations are nurtured through positive reinforcement and restorative practises, enabling students to grow nto responsible indivduals who contribute positvely to their surroundngs Recognising the Rights of the child we empower each student with a voice ensuring their perspectivesarevauedandtheirwelbengisprioritised

Guided by our core values -knowledge, courage and connection- we shape our pastoral support initiatives We equip students with the Knowledge to navigate challenges make informed decisions and embrace continuous personal growth Courage is instiled as we encourage students to express themselves authentically, face uncertainties with resilience and stand up for what is right Through fosterngConnecton wecreateasenseofbelongingthattranscendsdifferences

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

Wellbeing

Wevalueallchildrenfeelingsafe,happyandsettledwhieatschool Usingrestorativepracticeshelpsto encourage supportive and respectful behaviour We teach model and practice rules, procedures and expectations with children and help them understand why these exist By using positve reinforcement, our students fee motivated and respected, which develops ther self-confidence. The wellbeing of our studentsandstaffisaprority

Throughout the year various activities and events are planned to enhance fun and wellbeing Support andcollaborationwithourschoo counsellora owsustoaddressanyindivdualconcernseffectively We also use the GL PASS assessment to evauate students’ wellbeing and identify areas that require attention Webe evethatfocusingonwellnessandbuildngstrongconnectionswithothers sneededto createapositiveenvironmentthat simportantforgrowthanddevelopment

StudentSupport

The Student Support Team at KCC is dedicated to providing comprehens ve support to students with d verse needs including additional learning support, Engl sh Language Learners (ELL), socio-emotional support and gifted and talented students

Our m ssion is to cultivate knowledge, courage and connection to unlock the unique potential n all. KCC is committed to providing equitab e educational opportunities to al students in the school through a culture of co laboration mutua respect, support and problem solving We aim to foster a nurturing and inclusive environment where al students can thrive emotionally and academically

The Student Support Team works co laboratively with teachers parents and external professionals to ensure that students with diverse needs rece ve the appropriate support and resources We nvite parents to participate in workshops and informational sessions to strengthen the partnersh p between home and school. We value open commun cation and encourage parents to actively participate in the support process to ensure the success of their ch ldren

BehaviourforLearning

Our students are taught to be open-minded and respectful communicators who think caringly about the impact of their behaviour on others When faced with choces in social situations, they are expected to be principled and empathetic in ther decision making and reflective when they could have made better decisions

Purposeful modeling and positive reinforcement of the B learner profile and attributes by all members of the school community encourages our students “to become active, compassionate and lifelong learners whounderstandthatotherpeople withtheirdifferences canalsoberight”(IBO,2016)

Deveopng and reinforcing positive behaviour is an essential responsibility of our school community We recognize the importance of nurturing and guiding our students as they grow and develop to make appropriate behavoural choces and to provide them with the required opportunities for reflection and counselwhen essdesirabebehavioursoccur

At KCC we believe our children have the right to protecton, regardless of age, gender, race, culture or disabilty Theyhavearighttobesafeinourschool Protectingchildreniseveryone'sresponsibilityandthis includesreportinganyact(committedbyaparent guardianoranyotherperson)toachildenrolledinthe schoolwhichresultsinneglect,physicaloremotionalinjuryorsexualharm

TheEarlyYearsCurriculum

The International Baccalaureate (IB) was founded in 1968 and initially offered the Diploma Programme, for 16 to 19 year olds to help them acqure the necessary skils and knowledge to lve learn and work in a rapdlyglobalisingword By1997 theIBhadintroducedthePrimaryYearsProgramme(3to11years)andthe MiddleYearsProgramme(11to16years).

Today the IB works with over 5,00 schoos in 148 countries and offers their programmes to over one million students At KCC we are proud to be one of these schools and offer both the Primary Years Programme (PYP) MiddleYearsProgramme(MYP)andwillsoonoffertheDiplomaProgramme(DP)

The KCC Eary Years sits within the PYP and offers a transdsciplinary framework for young students to be given authentic opportunities to focus on ‘how to learn (skills) as well as ‘what’ to earn (knowledge) Studentsofallagesareencouragedtochalengeassumptionsandtobeactiveintheircommunitiesandto take their learning beyond academic studies in both local and global contexts. When we talk about transdisciplinarylearning,thismeanstheexplorationofarelevantconcept,issueorproblemthatintegrates the perspectives of multiple disciplines in order to connect new knowledge and deeper understanding to reallifeexperences

TheIBnotonlypriortisesacademcexcelencebutalsocultivatespersonalgrowth stimulatingstudentsto thinkcritically,exploreinterdisciplinaryconnectionsanddevelopaninquisitivemindset Embracingdiversity, fostering curiosity and nurturing a genuine passion for learning are fundamental values within an IB education KCCisacommuntyoflearnerswhereteachers parentsandstudentsarepartnersinlearnng

IB Mission Statement

TheInternationalBaccalaureateaimstodevelopinquiring knowledgeableandcaringyoungpeoplewho helptocreateabetterandmorepeacefulworldthroughintercultura understandingandrespect

Tothisendtheorganisationworkswthschools,governmentsandinternationa organisationstodeveop challengngprogramsofinternationaleducatonandrigorousassessment

These programs encourage students across the world to become active, compassionate and lifelong learerswhounderstandthatotherpeople withtheirdifferences canalsoberght

International-Mindedness

Education for international-mindedness values the world as the broadest context for earning develops conceptual understanding across a range of subjects and offers opportunities to inqure act and reflect KCC and the IBO structure teaching and learnng with this in mind.

Why the IB?

At KCC students are being prepared for an unknown future. One of the major goals as a school is to empower students wth the skils they need to fnd success in this fast- changing world Inquiry-based education does exacty that Our goa is to develop the sk ls of earning and inquiry so that students are abletorecognise thinkcriticallyaboutandsolveproblemsastheyarise

TheIBPrimaryYearsProgrammemodelisarepresentationoftheinterconnectednessoftheprogramme Teaching and learning begn with the learner at the centre and integrates knowledge concepts (bg ideas) and skills to support students to develop internationa mindedness Subject areas are taught wthinaunitofinquiryacrosstheschoolyear

The IB Primary Years Programme model above exemplifies the interconnectedness of earning n the PYP AttheheartoflearnngistheLearnerProfile Theattributesofthelearnerprofileareawayforstudentsto describe themselves both as a person and as a learner Putting the learner profile at the centre of the education process gives students the attributes to succeed in all other areas of the curriculum and beyondtheclassroom

AsthecirclesextendfurtherfromthelearnerprofilethestudentsexploretheApproachestoLearning This domainfocusesonhowchildrenlearn treferstotheskillsandbehavioursthatchildrenusetoengagein learning It incorporates emotiona behavioural cognitive self-regulation as well as initiative, curiosty and creativity By supporting EY learners to learn how to learn it encourages creativity, helps students learnfrommistakes fostersreflectivethinkngandpreparestudentsforfuturelearningexperences.

In the PYP, teachers create learning environments that nurture student agency This allows students to havevoice,choiceandownership ntherlearning.Studentsareencouragedtoaskquestionsandinquire into things they are passionate about to make deep and meaningful connections in the world around them

As a result of their learning students will take action to mode their new understandng of concept, knowledge,orskill.ThePYPcurrculumsubjectareasandunitsofinquiryarethevehicleinwhchstudents can explore and exemplify the learner profile attributes, approaches to learning and agency and action Studentslearnsubjectspecficknowledgethatistaughtthroughatransdisciplinaryapproachwherekey ideas concepts,knowedgeandskillsarewoventogethertodeepenstudentunderstanding.

TheEarlyYearsProgrammeofInquiry

The Sustainable Development Goals and the Programme of Inquiry ThinkoftheProgrammeofInquiry(PO)asaroadmap Thisroadmapprovdesaframeworkoflearning for our Minis through to our Grade 5 learners It provdes students with a range of opportunites to develop subject-specific knowledge as well skills and concepts and s designed around experences that encourage studentstobecomeactive compassonateandcurious earners

Each grade leve has its own road map that connect together with the grade before and after The POI is designedaroundbigtransdiciplinarythemescaled‘UnitsofInquiry’

Units of Inquiry

Our thematic and transdisciplinary approach to learning focuses on spec fic topics or areas of interest called units of nquiry. Our unit of inquiry provides a framework for learning that helps chi dren to make connections between different areas of knowledge and to understand how their experiences and actions can impact the world around them This approach supports children’s development of social and emotional skills as well as their physical, cogn tive and language development Through the unit of inquiry children in EY can develop a love of learning and a curiosity about the world that wi l serve them wel throughout their academic journey

Transdisciplinary Themes Descriptions

Whoweare

Whereweareinplace andtime

Howweexpressourselves

Aninquryintothenatureofthesef;beiefsandvaues;persona physical mental socia andspirtualheath; humanrelatonshps ncudngfamles frends communitesandcultures rightsandresponsiblties whatit meanstobehuman

Aninquryintoorentation npaceandtme persona hstories homesandjourneys;thedscoveres exporationsandmgrationsofhumankind;thereationshipsbetweenandtheinterconnectednessof individualsandcviisatonsfromlocalandgobalperspectves

Aninquryintothewaysinwhchwediscoverandexpress deas feeings nature culture belefsandvalues;the ways nwhichwerefecton extendandenjoyourcreatvity;ourapprecationoftheaesthetc

Howtheworldworks

Howweorganise ourselves

Sharingthepanet

Aninquryintothenaturalworldand ts aws;the nteractonbetweenthenatureworld(physical andboogcal)andhumansoceties;howhumansusetherunderstandingofscientifcprncples;the mpact ofscientifcandtechnoogca advancesonsocetyandontheenvronment

Aninquryintotheinterconnectednessofthehuman-madesystemsacommunties thestrutter andfunctonoforgansations societaldecsion-makng;economicactvitesandtherimpactonhumanknd andtheenvronment

Aninquryintorightsandresponsibltiesinthestruggetosharefiniteresourcesandotherpeople andwithother ivngthngs;communitiesandtherelationshpswthinandbetweenthem accesstoequa opportunties peaceandconfictresoution.

Minis and EY1 srudents take part in four transdisciplinary units of inquiry while those in EY2 take part in five. Each unt has a Central Idea which is supported by three Lines of Inquiry. These nes are studied through the enses of key concepts, approaches to learning skills and learner profile attributes Teachers skillfully weave in subject specific learning content to create engaging and meaningful inquires Throughout the unit the learning builds towards an Acton Piece’. This is a piece of learning that encapsulatesthelearningfromtheunit Thismightbeaposter,afilm,apieceofartworkorpresentation Famliesareinvitedintoschooltocelebratethislearning

The Sustainable Development Goals (SDGs) are a set of 17 inter nked global goals designed to be a "blueprint to achieve a better and more sustainable future for all" They were adopted by a United Nations Member States in 2015 as part of the 2030 Agenda for Sustainable Development These goals address a broad range of social economic, and environmental challenges with the aim of endng poverty,protectingtheplanet,andensuringprosperityforallby2030 AtRahaKCC wehave ncorporated and integrated these into our PO By embracing these goas and takng action, our learners will truly developanunderstandngofbeingglobalcitizens

KeyConcepts

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

ApproachestoLearning

Approachesto earningaregroundedinthebelefthatlearninghowtolearnisfundamentaltobecominga lifelong learner Five categories of interrelated skills and associated sub-skills support students of all ages tobecomeself-regulatedlearners

KeyConcepts

Form Whatisitlke?

Observing,identifying,describingandcategorising

Theunderstandingthateverythinghasaformwithrecognisablefeatures thatcanbeobserved,identified describedandcategorised

Function Howdoesit work?

Analysingthefunction,role behaviourandthewaysinwhichthings work

Theunderstandingthateverythinghasapurpose,aroleorawhatof behavngthatcanbeinvestigated

Opportunities for ATL development are frequent in the KCC Early Years learning environments Students develop a range of skills through support from adult-facilitated inquiries For example a sensory walk throughthelocalenvironmentorscienceexperimentmightprovidestudentswithachancetodemonstrate thinking skills (such as observing, finding unique characteristics) and research skills (such as data gathering,recordingobservatonsthroughdrawingortallying)

Through their self-initiated play, students are able to develop communcation skills (such as listening, taking on pretend roles) and social skills (such as playing cooperatively, helpng others) as they interact with others Through engaging in physcal activities they have the opportunity to develop selfmanagementskills(suchasdemonstratingperseverance,workingthroughsetbacks)

Causation Whyisitasit is?

Promptingstudentstoask‘Why? andofhelpingthemtorecognisethat actionsandeventshavereasonsandconsequences

Theunderstandingthatthingsdonotjusthappen;therearecausal relationshipsatworkandthatactionshaveconsequences

Change Howisit transforming?

Realisingthatwearegrowingupinaworldinwhichthepaceofchange, bothlocalandglobal,isaccelerating

Theunderstandingthatchangeistheprocessofmovementfromone stagetoanother.Itisuniversalandinevitable.

Connection Howisit linkedto otherthings?

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

Theunderstandingthatweliveinaworldofinteractingsystemsinwhich theactionsofanyindivdualelementaffectothers

Communication Skills

Critical-thnkingskills(Analysingandevaluatingissuesandideas)

Creative-thinkingskills(generatingnovelideasandconsideringnew perspectives)

Transferskils(usingskillsandknowedge nmultiplecontexts)

Reflection/metacognitiveskills((re)considerngtheprocessoflearning)

Information-literacyskills(formuatingandplanning,datagatheringand recordng synthesisingand nterpretng evauatingandcommunicating)

Media-literacyskills(interactingwthmediatouseandcreateideasand information)

Ethicaluseofmedia/information(understandingandapplyingsocialandethcal technology)

Exchanging-informationskills(listening interpreting speaking)

Lteracyskills(reading writingandusinglanguagetogatherandcommunicate information)

Perspective Whatarethe pointsof view?

Helpingstudentsrejectsimplistic,biasedinterpretations,towards seekingandconsideringthepointsofviewofothersandtowards developingdefensibleinterpretations

Theunderstandingthatknowledgeismoderatedbydifferentpointsof viewwhichleadtodifferentinterpretations understandingsandfindings; perspectivesmaybeindividual group.Culturalorsubject-specific.

Responsibility Whatareour obligations?

Identifyingandassumingresponsibilityandtowardstakingsocially responsibleaction Thisconceptisdirectlylinkedtotheaction component,oneoftheessentialelementsinthePYPcurriculum

Theunderstandingthatpeoplemakechoicesbasedontheir understandings,belevesandvaluesandtheactionstheytakeasaresult domakeadifference

Reflection Howdowe know?

Challengingstudentstoexaminetheirevidence methodsand conclusionsforpotentialbiasorotherinaccuracy.

Self-Management Skills

ICTskills(usngtechnologytogather investigateandcommunicate nformation)

Deveopingpositiveinterpersonalrelatonshipsandcolaborationsklls(using self-control managingsetbacks supportingpeers)

Deveopingsocia-emotionalinteligence

Organsationskills(managingtimeandtaskseffectively)

Statesofmind(mndfulness perseverance emotionalmanagement,selfmotivation resilience

Categories Sub-Skills

ThinkingSkills

ResearchSkills

SocialSkills

TheIBLearnerProfile

UnderpinningtheIBframeworkistheLearnerProfile.ThroughtheLearnerProfle,studentsareencouragedto become active compassionate and lifelong learners who understand that other peope, with their differences,canalsoberight Studentspractisedevelopingthesemindsetsandabilitiesindifferentcontexts astheyexploretheirunitsofinquiry.Studentsareexplicitlytaughttheskillsofbeingacaring globalcitizen. Asthestudents progressthroughthePYP,theygrowandreflectonallLearnerProfileAttributeswithanaim tobecomean nternationallymindedglobalcitizen (Apersonwhohasstrengthwithal10attributesissaid tobeinternationallyminded).

IntheEarlyYearsstudentsaregivenopportunitiestoconnectwithanddeveloptheLearnerProfileAttributes duringmeaningful,real-lifeexperences AkeywaythatteachersbringtheLearnerProfileto ifetoexemplify these through our students, celebrating when students demonstrate an attribute Examples of students embodyingthelearnerprofileattributesarealsocelebratedinEYassemblies

Teachers also connect our community expectations to the learner profile attributes to develop a set of classroomessentialagreements Co-createdwiththestudentsthesealignwithbehavourexpectatonswe expecttoseeasacommunityoflearners

Learner Profile Attributes

We nurture our cur os ty, deve op ng ski ls for nqu ry and research We know how to learn ndependently and w th others We learn w th enthusiasm and sustain our ove of earning throughout life

explore the connections

We develop and use conceptua understand ng exp oring knowledge across a range of d sc p ines We engage with ssues and deas that have local and globa s gnif cance

We use critical and creat ve th nk ng sk lls to analyse and take responsible act on on comp ex problems We exercise in tiative n making reasoned, ethical decisions

Thinkers

We express ourselves conf dently and creat vely in more than one language and in many ways We col aborate effect vely, listen ng carefully to the perspectives of other indiv dua s and groups

We act with integrity and honesty with a strong sense of fairness and just ce and with respect for the dignity and rights of people everywhere We take respons b ity for our act ons and the r consequences

We cr t ca ly appreciate our own cultures and personal histories, as we l as the values and trad t ons of others We seek and evaluate a range of points of view, and we are wi ling to grow from the exper ence

We approach uncerta nty with forethought and determinat on; we work independent y and cooperatively to explore new ideas and innovat ve strategies We are resourcefu and res l ent n the face of chal enges and change

We take care of ourselves

We understand the mportance of balancing different aspects of our ives inte lectual phys ca , (spiritual) and emotiona to achieve wel -being for ourse ves and others We recognize our nterdependence w th other people and with the wor d n wh ch we ive

We show empathy compassion and respect We have a commitment to serv ce and we act to make a pos t ve difference n the ives of others and n the wor d around us

We think of how we can improve

We thoughtfully consider the world and our own deas and exper ence We work to understand our strengths and weaknesses to support our earning and persona deve opment

Readng and storytelling make for rich opportunities to recognise the Learner Profile attributes. Teachers often use stories to discuss the attrbutes – pausing and asking questions about what attribute the charactersdisplayed

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

TakingAction

Action is at the core of student learning and is integral to the PYP learning process and to the overarching outcome of international mndedness. A core belief is that learning extends beyond the cassroom and that students have the power to make a positive mpact on the word around them The foundation of action comes from developing an understanding of self and a sense of responsibility towardsrelationshipswthpeersandthewidercommunity.

Therearedifferenttypesofacton;

For our EY Students this involves developing a sense of belonging to those closest to them, incuding family friends, school and ocal communities Over time, this sense of belonging expands to include a deeper awareness of connection to and responsibility towards, broader communties and in taking actionforpostivechange

Early learners can take acton at any time and it can take many forms Students may take action by caring for a class pant, showing determination to learn a new skil gathering a group to help empty a recyclingbinorapplyingadifferentstrategytosolveaproblem

One way of thinking of learner agency is learners having the power to act' When learners move from being passive recpients to being much more active in the learning process and actively nvolved in the decisions about the learning, then they have greater agency In the Early Years, students demonstrate agencywhenthey:

influence and direct their own learn ng make choices

voice opinions ask questions and express wonderings communicate understandings construct new meanings participate in and contribute to the learning community

AssessmentandFeedback

Early Years students at KCC are assessed in a variety of ways and student wellbeing always sits at the heart of what we do Teachers use the Leuven Scale to measure a childs emotional wellbeing andinvolvementandthisismonitoredthroughouttheyear

Assessment for earnng is key to a student’s progress t serves to identify student’s progress and next steps. Teachers continuously assess learning through observations, conferences, lesson feedback bookwork and questioning Curriculum outcomes are assessed and tracked for each individual student throughout the year Teachers use all assessment nformation to support students in their learning journey. Al internal assessment data is triangulated to inform teachers of students progressandnextsteps

`Teachers communicate learning with parents via the platform Toddle The teachers carry out observationalassessmentsandcarefullycraftlearningstoriestoreflecttheknowledgeandskillsthat the children exemplify. This written account describes a specific experience aong with the childs thoughts feelingsandactionsandhowtheserelatetotheirlearninganddeveopment

Learnng stories often incude observational assessments and reflections as well as photographs, videos or work samples The purpose of a earnng story is to provide a comprehensive and personal account of a child’s learning journey and to hep teachers, parents and the chld to understand and appreciatethechild’suniquestrengths,interestsandneeds.

At the end of a unit of inquiry parents are welcomed into school for a ceebration of learning where students show ther parents some of the highlights of their learning, their summative task or action piece This may be in the form of a cass book gallery walk, indvidua or group presentaton, communitydayorminiexpo

At several points across the school year these learning stories and observational assessments are formalised. Famlies are invited into school at various ponts in the share to reflect, celebrate and co construct learning goals to support their child The partnerships between home and schoo are integral to providing the foundation to support students’ learning, growth health and wellbeing and agency.

Thisisouryearlyreportingtimelne

After the first few weeks of school, parents are invited to meet with the student’s homeroom teacher for a settlng-in meeting, to dscuss how the student has settled into their new grade level This meeting is focused manly on the student’s wellbeing as we believe that students cannot reach ther full potential if theydonotfeelsafe happyandengagedatschool

In November the student, teacher and parents have a three-way conference to discuss progress skill development and set new goals. Reflecting on progress and setting new goals is integra to students learning

In May parents attend a student-led conference These conferences are an opportunity for students to demonstrate some of the ways in which they learn, reflect on their progress and set new goals It provides insight for parents into the day-to-day life of the students as they lead their parents through hands-on activitiesandlearningexperiences.

Parents are provided with two written reports across the year, n February, at the end of semester 1 and in July,attheendofsemester2

We believe that parent-school partnerships are important to student success therefore, parents are encouraged to arrange a time to meet with the student’s teacher if they have any questons or concerns duringtheyear

AreasofLearning Language

Languageisallaroundus Itprovidestheabilitytocommunicateandtoinquireabouttheworld Children learn language by using language. Our aim at KCC is to develop students ability to express themselves fluentlyandconfidentlyinoral writtenandvisualcommunication

Language learning in the EY is integrated into all areas of learning and is organised into four strands: SpeakingandListening,ViewingandPresenting Reading,andWriting

Speaking and Listening

Listening and speaking are natural deveopmental processes that infants and young chldren are immersed in from their earliest experiences Oral language encompasses al aspects of listening and speaking, it involves recognisng and usng certain types of language according to the audience and purposes Listening (the receptive mode) and speaking (the expressive mode) work together in a transactionalprocessbetweenlistenersandspeakers.

In the Early Years we provide meaningful and wel-planned opportunities for learners to participate as listeners as well as speakers. Listening involves more than just hearing sounds It requires active and conscious attention in order to make sense of what s heard Purposeful talk enables learners to articulatethoughtsastheyconstructandreconstructmeaningtounderstandtheworldaroundthem

Viewing and Presenting

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 allowforreciprocalgrowth nunderstanding;neitherprocesshasmeaningexceptinrelationtotheother.It isimportanttoprovideabalancedprogrammewithopportunitiesforstudentstoexperiencebothviewing andpresenting

These processes involve interpreting, using and constructing visuals and multimeda in a variety of situationsandforarangeofpurposesandaudiences Theyallowstudentstounderstandthewaysinwhich imagesandlanguageinteracttoconvey deas valuesandbeliefs.Vsualtextsmaybepaper,electronicor live, observable forms of communication that are consciously constructed to convey meaning and immediately engage viewers, allowing them instant access to dataLearning to interpret this data and to understand and use different media are invaluable life skills Acquiring skills related to information and communication technology (ICT) and visual texts is significant because of their persuasive influence in society It is important to learn how visual images influence meaning and produce powerful associations thatshapethewaywethinkandfeel

Reading

AtKCCwenotonlywantourchldrentobeconfidentreadersbuttolovereading Readngisacomplexskill that involves many different aspects We use the Scarborough Reading Rope to demonstrate the different partsthatareneededtobecomeaconfdentreader

ScarboroughsReadngRope

Sght

VocabuaryKnowedge

BackgoundKnowedge

LanguageSructues

LieacyKnowedge

VerbalReasonng

Readingistaughtthroughacombinationofdirectteachingandsharedreading Childrenalsoreadwththe adutsintheirclass Thisstartsassharingstoriesorphonicflashcardsandwhentheyarereadymovesonto 1-1readngorguidedreading

Teachersconstantymodelaloveofreadingthroughthehigh-qualitybookstheychoosetosharewiththe children Dailystorytimetakeplace,wheretheclasscometogethertoshareanddiscussastory Students readinglevelsareassessedand‘justright’booksaregiventothemforHomeLearning Itisimportantthat students read every day as this consistency is important in ther reading development and progress Children also take part in a daily phonics lesson which focuses on the correlation between wrtten letters andthesoundtheserepresentanddecodingthis.Duringthistimechildrenalsoworkonsightrecognition

Children learn to read by reading In order to develop lifelong readng habits, learners need to have extendedperiodsoftimetoreadforpleasure interestandinformation,experiencinganextensiverangeof quaityfictionandnon-fictontexts Aslearnersengagewithinterestngandappealingtexts appropriateto their experiences and developmental phase, they acquire the skils, strategies and conceptual understandingnecessarytobecomecompetent,motivated independentreaders

Our Reading curriculum is organised into three strands Concepts about print Word recognition and Languagecomprehension

Writing

Writing is a way of expressing ourselves It is a personal act that grows and develops From the earl est ines and marks of our little learners to the expression of mature writers it allows us to organise and communicate thoughts, ideas and information in a visible and tangible way Wr ting is primari y concerned with communicating meaning and intention. When chi dren are encouraged to express themse ves and reveal their own vo ce, writing is a genuine expression of the individual The quality of expression ies in the authenticity of the message and the desire to communicate

If the writer has shared his or her message in such a way that others can appreciate it, the writer’s intention has been achieved Over time writing nvolves develop ng a variety of structures, strategies and iterary techniques (spel ing, grammar plot character punctuation voice) and applying them with increasing skill and effectiveness. Ch ldren learn to write by writing. Acquiring a set of iso ated skills wil not turn them into writers It is only n the process of sharing their ideas in written form that skills are developed, applied and refined to produce increasingly effective wr tten communication

Our Writing curr culum is organised nto four strands; Concepts about print, Creating writ ng, Word building and Mechanics of wr ting

Arabic

Arabic is celebrated as an important part of our curriculum We be eve in the power of language to connect, enrich and shape young minds We also value the importance of the Arabic language to our learners living in the United Arab Emirates Through engaging activities we create a vibrant space where children learn and become immersed in the Arabic language Our teachers aim to foster a natural and enjoyablelanguageacquisitonprocess Storytelling songsandgamesarewoven ntoourprogrammeto spark curiosity and nurturing a deep appreciaton for Arabic By embracing Arabic in our Early Years, we lay the foundation for cutural understanding and open doors to a world of diverse perspectives. This commitment reflects our belief in fostering global citizens who vaue and embrace anguages as bridges togreaterunderstanding

Maths

InthePYPEarlyYearsprogrammemathematicsisanintegralpartofourcurriculum Wevaluemathematics asapowerfultoolforunderstandingtheworldandwefosterthisappreciationthroughabalancedblendof inquiry and focused teaching methods. Our teachers guide students in exploring mathematical concepts within real-world contexts, encouraging them to ask questons and seek solutions Through purposeful inquiry, our Early Years learners delve into mathematcal concepts that spark their curiosty nurturing a deep understandng that goes beyond rote memorisation We beieve in fostering a growth mindset, cultvatingaloveforproblem-solvingandcriticalthinking From nteractvemathareastoengaginggames and hands-on activties we create an environment where mathematical exploration becomes a natural partofdalylife.Thisapproachhelpsouryounglearnersdeveopastrongnumbersense,spatia awareness andtheabiitytoapplymathematicalthnkingindversesituations

Science

In the PYP, science is viewed as the exploration of the biologca, chemical and physica aspects of the natural world and the relationships between them Our understanding of science is constantly changing andevolving Itencouragescuriosityandingenuityandenablesthestudenttodevelopanunderstanding oftheworld

Reflection on scientifc knowedge also helps students to develop a sense of responsibility regarding the impact of their actions on themselves others and their world Inquiry s central to scientific nvestgation and understanding Students actively construct and chalenge their understanding of the world around them by combining scientific knowledge with reasoning and thinking skills Scientific knowledge is made relevant through its innumerable applicatons n the real world The science process, by encouraging hands-onexperienceandinquiry,enablestheindividualtomake nformedandresponsibledecisions not only nsciencebutalsoinotherareasoflife

In EY students work scientifcally to explore scientfic concepts within the learning environment Science is taught n a transdsciplinary manner, as part of the unt of inqury earning environment and as standalone unts. The science curricuum is separated into science skills and science knowledge. The studentsmakeconnectonsintheirlearningthroughhands-onactivitiesandexperiments

Personal,SocialandPhysicalEducation

Personal Social and Physical Education (PSPE) in the IB Primary Years Programme is concerned wth the indivduals wellbeing through the promotion and development of concepts, knowledge attitudes and skills that contribute to this wellbeing Welbeing s intrinsically linked to all aspects of a students experence at school and beyond It encompasses physical, emotional, cognitive, spiritual and social health and development and contributes to an understanding of self to deveoping and maintaining relationshpswithothersandtoparticipation nanactive healthylfestyle

TheArts

The Arts are an integral part to the IB Primary Years Programme and incudes Visual Art and Music Theyareapowerfulmodeofcommunicationthroughwhichstudentsexploreandconstructasenseof self and develop an understanding of the world around them. Arts provide students with a wide range of opportunities and means to respond to their experiences and engage with historical socal and culturalperspectives Thestudentsarestimulatedtothinkandtoarticulatetheirthoughts nnewways andthroughavarietyofmediaandtechnologies.

Visual Art

The term visual arts is used to describe practices that have been more traditionally described in education as ‘art craft and desgn’ t is important that students are exposed to a broad range of experiences that illustrate the field of visual arts, including things like architecture, bookmakng, ceramc drawing graphic design metalwork, painting papermaking performance art, photography, printmakingandsculpture

Invisualarts,theroleofthesketchbookisintegraltothisprocess Thesketchbookprovidesaspacefor students to take ownership of their learnng, to creatively explore personal interests and to develop theirownstyle.

Music

Music enables students to communicate in ways that go beyond ther oral language abilities Music de ghts and stimulates soothes and comforts us; musc allows students to communicate in a unique way Musica experences and learning begin with the voce It is important that students are given opportunities to discover a broad range of music experiences including classifyng and anaysing sounds, composing exploring body music, harmonising listening playing instruments singing, notation reading music, song writing and recording In creating students use their imagination and muscal experiences to organise sounds natural and technologica nto various forms that communcatespecificideasormoods

In responding students are given the opportunity to respond to different styes of music as well as to musc from different times and cultures ndivdua y and collaboratively students should have the opportunitytocreateandrespondtomuscideas Byexposingstudentstoawideandvariedrepertoire ofmusicalstyles,theycanbegintoconstructanunderstandngoftheirenvironment theirsurroundings andstructuresandbegintodeveloppersonalconnectionswiththem

TheCurriculum EarlyYears

TheCurriculum

Overthenextsectionofthisdocument,youwillfindtheCurriculumfortheEarlyYears.Thisstartswiththe ProgrammeofInquiry,whichdetailsthebigideasandgivesanoverviewoflearningacrosstheyear This then moves onto the Approaches to Learning, which maps out the learning skills that will be covered in eachgrade.The astsectionistheCurriculumProgresssion.Thsisorganisedintoindividualsubjectsand brokendownbygradeleve

Transdisciplinary Theme

CentralIdea

Aninquiryintothenatureoftheself;beliefsand values;persona,physca,mental,socia and spiritua health;humanreationshipsincuding families friends,communitiesandcutures;rghts andresponsibilties;whatitmeanstobehuman

Aninquryintothewaysinwhchwediscoverand express deas,feeings,nature,culture,belefsand values;thewaysinwhichwereflecton,extendand enoyourcreativity;ourapprecationofthe aesthetc

An nquiry ntothenatura worldanditslaws;theinteraction betweenthenaturalword(physicalandbiological)andhuman societies;howhumansusetheirunderstandingofscentific princples;theimpactofscentificandtechnologicaladvances onsocietyandontheenvironment

Aninquiryintorghtsandresponsibiities nthestruggleto sharefniteresourceswithotherpeopeandwthotherlivng things;communtiesandtherelatonshipswithnand betweenthem;accesstoequalopportunties;peaceand conflctresouton

Famiyisanimportantpartofwhoweare. Play leads to discovery, expression and creativity Senses help people explore nvestgate and understand the word Livingthingshaveneeds nordertogrow

ConceptualLens Relationships

Meandmyfamily(form)

LinesofInquiry

LinkstoNational Identity

Ke Co cepts

Similaritesanddifferencesofwherewecome from(connection)

Responsibiiteswithinthefamily (responsbility)

Culture(history,heritage,family)

Vaues(respect)

Typesofcrea Communcat maginativeu (connection)

Cuture(herit

Form,Connection Responsibiity Form Perspe

EarlyYears1

Transdisciplinary Theme

Aninquiry ntothenatureoftheself;beliefsand values;personal physical menta,socialand spiritualhealth;humanrelationshipsincluding famlies,friends communtiesandcultures rights andresponsibilities;what tmeanstobehuman

Aninquiryintothewaysinwhichwedscoverand expressideas feelings nature culture beliefsand vaues;thewaysinwhichwerefecton extendand enjoyourcreatvity;ourappreciationofthe aesthetic.

Aninquiryintothenaturalwordanditslaws;the nteraction betweenthenaturalworld(physica andbioogca)and humansocieties;howhumansusetheirunderstandingof scientificprnciples;theimpactofscentificand technologicaladvancesonsocetyandontheenvironment.

Aninquiryintorightsandresponsiblitesinthestruggleto sharefinteresourceswithotherpeopleandwithotherlving things;communitiesandtherelationshpswthinandbetween them;accesstoequa opportunites peaceandconflct resolution.

Relationshipsandchoicesshapecommunity

Chalengesencourageproblemsolvng Sensesareusedtoinvestigatematerials Humanssharetheworldwith ivingthings

CentralIdea

ConceptualLens Buildngcommunity

Buildngreationships(form)

Makinggoodchoices(causation)

LinesofInquiry

LinkstoNational Identity

Beingpartofacommunity(responsiblity)

Values(respect friendshps), Citizenship(belonging,community)

KeyConcepts Form,Causation Responsiblity

Thecreatveprocess(form)

Materalsandmethodsusedfor nnovation (functon)

Usngthecreativeprocesstosolveproblems (change)

Culture(history engineering) Ctizenship(innovaton)

Exploringwthsenses(form)

Propertiesofmaterials(function) Howmateriaschange(ch )

Citizenship(nnovaton,m

Livingthingsinourenvronment(connecton) Howouractonsmakeadifference(perspective)

EarlyYears2

Transdisciplinary Theme

An nquiry ntothenatureoftheself;beliefs andvalues;personal physical mental socal andspiritualheath;humanrelationships includingfamlies friends communtiesand cultures;rightsandresponsibiites whatit meanstobehuman.

Aninquryintothewaysinwhchwediscover andexpressideas,feelngs,nature,cuture belefsandvaues;theways nwhichwe reflecton,extendandenoyourcreativity our appreciatonoftheaesthetic

Aninquiryintothenaturalworldand ts aws; the nteractionbetweenthenatura world (physcalandbiological)andhumansoceties; howhumansusetherunderstandngof scientfcprinciples;the mpactofscientificand technologicaladvancesonsocietyandonthe environment

Aninquiryintotheinterconnectednessof human-madesystemsandcommunites thestructureandfunctionoforganisations; socetaldecision-makng;economic actvitiesandtheir mpactonhumanknd andtheenvronment

Aninquiryintorightsandresponsbilities inthestruggletosharefiniteresources withotherpeopleandwithotherlving thngs;communitiesandtherelationships withinandbetweenthem;accessto equalopportunities;peaceandconfict resolution

CentralIdea

ConceptualLens

LinesofInquiry

Differenceshelppeopletoconnectand developacommunity

Exporngmaterialsandtoolsallowspeope tousetheirimaginatonandcreate

Livingthingsrespondtochanges nnatural cycles

Peopleembracevariousrolesthat supportthefunctonofacommunty

Animalsareinterdependentoneach otherfortheirsurvval

LinkstoNational Identity

KeyConcepts

RelatedConcepts

ATLs

Ourcharacteristics,similaritesand differences(form)

Howwebelongtodfferentgroups (connection)

Celebratingwhatmakesusunique (perspective)

Culture(Arabc anguage,history, heritage,identity,groups)

Values(compassion) Citizenshp(belonging)

Typesoftoysandgamesaroundtheword (form)

Selectingtoolsandtechniquestocreate (function)

maginativeuseofmaterialsforcreatvity (connection)

Culture(Arabiclanguage history hertage tradtions)

Naturalcycles(form)

Livingthingsadapttochanges(causation)

Hownatura cyclesandlvingthingsare connected(connection)

Values(globalunderstandng) Citizenship(conservation interacton patterns)

Differenttypesofprofessons(form)

Trainng preparationand responsbiltiesofvariousprofessions (functon)

Howprofessonsaffectcommunty (connecton)

Culture(Arabiclanguage heritage) Ctizenship(belonging community, vounteerng)

Identty Culture,Groups magination Expression Communication, Traditions Observation Interaction Pattern Growth Needs Communty

Communication-(exchangng information)

Thinking(criticalthinking–analyssand evauation)

Communcation(exchanginginformaton iteracy)

Research(nformationLiteracy)

Socia (nterpersonal)

Observablecharacterstics(form)

Connectionbetweenanimalsandthe envronment(connecton)

Ourresponsibilitytowardsthe envronment(responsbilty)

Values(respect compassion,global understanding) Citizenshp(conservation connecton)

Classificaton Interdependence, Habitat Adaptablity

Research(InformatonLiteracy)

Sef Management(managngself)

Socal(Interpersona Relationships)

ApproachestoLearning

ThinkingSkills

CriticalThinking

With support, I can observe carefully andmakeacomment

With support I can participate in discussionswithmypeersandteacher

I can observe carefuly and with support menton something specia aboutwhat observe Icanpartcpateindiscussionswithmy peersandteacher

With support, can find at east one simlarity or difference between two ideas

I can observe carefuly and mention something specal about what observe

Withsupport,Icanpartcpate ngroup discussions about deas wth my peers andteacher

I can find at east one simiarty or differencebetweentwo deas

CommunicationSkills

With support I can start to organise informaton

With support I can organseinformation I can start to notce f something is true or not

With support I can sometmes expainthedecsions make

can sometmes expain the decsons make can start to say how my thinkinghaschanged can begn to suggest soutions to simple probems relevant to me

I can independently organseinformation I can say if think something is true or not

ExchangingInformation

Iampractsing listeningtodirections and nstructions

Iampractsing listeningtoothers respectfuly

Icanlstenand respondtodirections and nstructions

Icanlstenactiveyand respectfuly

Icanaskfor carification

Icanlstenand respondtoinformaton Icanlstenactiveyand respectfuly

Icanaskcarifying questonswhen necessary

Icantalkaboutthemeaningof symbos sgnsandsoundswth guidance

Iamlearnngtowatchpeope whiletheyspeakandshowthat amlstening

can sometmes expain the decsons makebasedonwhat know can say how my thnking has changed when get new nformationandevdence cansuggestsoutionstosimple probemsreevanttome

amlearningtospeakcearyto expressmyideas ambeginningtoshare deasand opnonsinbothsmal and arge groups

Iamlearnngtorecognise createandmakemeaningusng symbos sgnsandsounds Iampractsingwatchngpeople carefulywhleIlistentothem andnoticinghowtheyarefeeling trytospeakclearlytoexpressideas sotheymakesensetoothers canparticipate nconversatons amabetoshareideasandopinions nbothsmallandlargegroups canbranstorm deaswthteachers andpeerswthguidance

Imakeuseofvisua,audio ora communcatontomake meanng Icanusesymbols,signsand soundstoexpress deas

canexpressmysefclearly usingwordsandsentences canshareideasandopinionsinboth smalandlargegroups canbranstorm deaswthteachers andpeers

CreativeThinking InformationTransfer

Wth support, I can start to suggest deas for payandthingstodo

I can suggest and with support sometimes improve deas for play andthingstodo Wth support, I can use at least one visibe thinking’routine

I can suggest and sometmes improve ideas for pay and thingstodo I can use at least one ‘visblethnking routine

I am learning to formuate questons about dfferent things

With support I can ask what if’ questons

With support, am starting to thinkaboutdfferentsolutionsto probems when I am playing or doingsomething

Icanask‘what f questions I can think about dfferent solutions to problems when I amplayngordongsomething

With prompting and support I am begnning to use things I have learned in different situatons With prompting and support I am beginning to make connectons between units of nqury

I am begnning to use things I have learned in different situatons am beginning to make connectons between units of nqury

Wthsupport cansayonethingIam goodatandonethngIwanttolearn

IcansaywhatIamgoodatandwhat Iwanttolearn

I can refect on my learnng by asking questions such as What did earn today? What can I already do? What wil Iworkonnext?

I can refect on my learnng by asking questions such as: Have been a principedandcarnglearner?

Literacy

I istentoavaretyoftextsfor entertainmentand nformationwth support Iambegnningtoanswerquestions aboutwhatwasreadtome

I istentoavaretyoftextsfor entertainmentand nformationwth support

IcantellsomeoneaboutastoryI listenedto Icandiscusstherepresentations create (drawng/ettters/words)Ihavecreated totelsomeonewhattheymean

Iamlearnngtoaskandanswer questionsaboutwhatIhaveread Icandraw/writetosharemythinkngor expressmysef Icantellsomeonewhchthingswere interesting/mportant natextweread Icandiscusstherepresentations create (drawng/etters/words) havecreated totelsomeonewhattheymean

Ireadavarietyoftextsfor entertainmentand nformationwth support Iamlearnngtoaskandanswer questionsaboutwhatIread Icandocumentobservationsand informaton navarietyofways Icancommunicateusingarange oftechnoogiesandmaterials

Icanwritetosharemythinkingor expressmysef Icantellsomeonewhchthingswere interesting/mportant natextweread Iambegnningtoplanmywritingbefore Istartbydiscussingmyideas cango backandeditmywritingwithsupport

DigitalCitizenship

Iambeingexposedtoprint anddigtalmeda

Iambeingexposedtoboth printanddgita mediato findinformation Withanadut Icanlook backatmyworkonadigital patformandtalkabout whatI earned ambeginnngto expermentwthdfferent waystocommunicatewth others canteladutsIworkwith thatIwouldliketosharemy workonadigitalplatform

Iamstartingtouseboth printanddgita mediato findinformation Whenusngmyclassrooms dgitalplatform make carefulchocesaboutthe words useandthe pctures/videosIshare canchoosebetween2 differentwaysto communicatemy deas withsomesupport canbegntodecide whethertoornotpostmy deas/learningonmy digtalaccount(school platformony)

ResearchSkills

InformationLiteracy

Formulatingandplanning Gatheringandrecording Synthesisingand interpreting Evaluatingandcommunicating Consumingand processing Consideringonline perspectives Creating EthicalUse Reliabilityof sources

Withsupport, begintoask questionstohepme understand

Withsupport, canbeginto choosewhichinformaton anddigita toolsIneedto answeraqueston

Ibegntoaskquestionsto helpmeunderstand

Withsupport, canbeginto choosewhichinformaton anddigita toolsIneedto answeraqueston

Ibegntoaskquestions aboutmyinquiryandmake connections Icanbegintochoosewhich informatonanddigitaltools

Ineedtoansweraquestion

WithmyteachershelpIcan folowtheinquirycycle

Withsupport Icanbegintofind information needfrom resourcesmyteacherprovides

Withsupport Icanstarttouse allmysensestonoticedetails

Withsupport Icanbegintofind information needfrom resourcesmyteacherprovides

Withsupport Icanstarttouse allmysensestonoticedetails

Withsupport Icanstartto recordobservationsthrough drawingorwriting

Icanbegntofindinformation needfromresourcesmyteacher provides Icanstarttouseallmysenses tonoticedetails

Icanstarttorecord observationsthroughdrawngor wrting

Withsupport Ican starttosortand categorise information

Withsupport Ican saysomethingabout theinformationIfind

Icanstarttosortand categorise information

Withsupport Ican saysomethingabout theinformationIfind

Icanfindtwopeces ofinformatonand say ftheyaresmiar ordifferent

Withsupport Ican saysomethingabout theinformationIfind

Withsupport, canstarttonotice connectionsbetweenpecesof information

Withsupport, canstarttoshare information

Icanshareinformationbytalking tomyteacher

Withsupport, canstarttonotice connectionsbetweenpecesof information

Withsupport, canstarttoshare informationinmorethanone way

Withsupport, canbegintotak abouthowIgotmyinformation

Wthsupport, cannoticefew connections betweenmedia resources

Wthsupport,Ican shareinformation andideasusingat eastonemedia source

Icanstarttonoticeconnections betweenpecesofinformaton Icanstarttoshare nformationin morethanoneway IcanbegintotalkabouthowI gotmyinformaton cannotcefew connections betweenmedia resources canshare nformationand deasusingat eastonemedia source

Withsupport, can usemediafora specificpurpose

Withsupport, can usemediatoshare ideaswithothers

Wthsupport Iam partofaclassthat usesmediasafely andhonestly

Icanusemediato shareideaswith others ampartofaclass thatusesmedia safelyand honestly

Withsupport I amstartingto takepartin discussons aboutwhether al information online struthful

Self-managementSkills

Organisation

Icanfollowsmpedirections

Icanfollowmyclassroutine Icanchooseand completetasks

Icanfollowdrections

Icanfollowmyclassroutine

Icanchooseand completetasks

Icanfollowabalancedscheduleformyself Icangatherequpmentandtoolstosupportmy learning

Iamlearningto trackmytime Icantakeonandcompletetasks nagiventmeframe

StatesofMind

Icandemonstrateresiiencewhenfacedwthachalenge Icanusestrategiesto solveproblemswiththeteachers support

Iamlearningtopractcepersstencewhenmetwithabarrieror challenge

IamlearningstrategiesIcanusetoovercomechalengesor barriersinmylearnng

Icanusestrategiesto resolveconflctwiththeteachers support

Iamlearningtopractcepersstencewhenmetwithabarrieror challenge

IamlearningstrategiesIcanusetoovercomechalengesor barriersinmylearnng

Icanusestrategiesto resolveconflcts

canidentifyhow Iamfeeing cantakecareofmysefwththesupportofanadut

canidentifyhow Iamfeeing canmanagemyfeelngsandemotions cantakecareofmysefwththesupportofanadut

canexplainhow Iamfeelng cantakecareofmysef canmanagemyfeelngsandemotions

SocialandEmotionalIntelligence InterpersonalRelationshiops

Withsupport canidentifythedfferencewhenImakeagood chocevsapoorchoce

Withsupport canidentifythedfferencewhenImakeagood chocevsapoorchoce Withsupport canfollowrepetitiveroutines

canidentifythedfferencewhenImakeagoodchoicevsa poorchoice canidentifythedfferencewhenImakeagoodchoicevsa poorchoice canfollowrepetitiveroutines

cancamdownwhenIgetsadorangrywthmore ndependence canidentifythedfferencewhenImakeagoodchoicevsa poorchoice canfollowclassroutines

IcanrecognisewhenIamhappy sad, ornervous Icanrecognisefeeingsinothers

IcanrecognisewhenIamhappy sad, ornervous Icanrecognisefeeingsinothers

caninteractcaringlywithothers cansharetheresourceswth support

canusecarngwords canrecognsethefeelngsofothers

Withsupport am beginningtohepafrend

canshareandtaketurnswithguidance canplaycooperatively nagroup

Ihavedifferentfeelingsthatcan contro,withhep Icanrecognisefeeingsinothersand empathse

careforothersandtheirbelongngs candisagreeandagreewth respectwiththesupportofthe teacher

canshareandtaketurnswithguidance canusewordstoexpressfeelngs needs andwantstootherswithguidance canplaycooperatively nagroup

ambegnningtohelp others canshareandtaketurns canusewordstoexpressfeelngs needs andwantstoothers ambeginnngtounderstandhowmy choicescanaffectothers

Wthsupport Iam beginnngtotakabouta problem

CurriculumProgression

Language-SpeakingandListening

Minis

Talkaboutdrawings,modelsandactionsinsmpleterms

Retellaneventoranexperienceinsimpleterms

Usesentenceswithfiveormorewords(mayhavesome grammaticalimmaturtieseg leavngoutsomelinkingwords)

Usenewlylearnedvocabularyintheirplay

Speakclearlyenoughtobeunderstoodbyadultsandpeers

Understandandusesimpequestionstoestablishwhythings happenandtoclarifyunderstanding(e.g.Why?How?CanI?)

Engageinsoundandwordplay

Recognizerhythmandrhymeinspokenwordsandjoininwith rhythmicactivities

Listenandrespondwthgrowingattentionandconcentration

Listentoandcarryouttwostepinstructions

Hearanddiscriminategeneral environmentalsoundsandspeech sounds

Followsimpleactionwords(e.g ngamesandsongs)

Listenandjoininwithsongs,rhymesandstories

Retellastoryorinformationthattheyhaveheard,nsimpleterms

AnswersimpleWho?,What?andopenendedquestionsrelatingto ownexperences storiesorevents

Askanappropriatequestonsaboutsomethingthathasbeensaid

EarlyYears1

Talkaboutthingstheyhavemade,ordone addingsome description

Talkaboutthingsfromtheirexperienceandshareinformaton

Usewords phrasesandsimplesentences

Useappropriate increasingvocabularyintheirplay

Speakaudblyconveyingmeaningtolistenersbeyondfriendship group

Useavarietyofquestionstoestablishwhythingshappenandto clarifyunderstanding(eg Who?What?Why?When?How?

Showanawarenessofalliterationandrhyme

Recognizerhythminspokenwordsandcontinuearhymingstring

Showthattheyhavelistenedtoothers(eg bydrawingapicture)

Listentoandcarryoutthreestepinstructions

Isolateandidentifyinitalsoundsinspokenword

Followactionwords/commandwords

Joinin,repeatormemoriserhymes songsandstories(with support)

Retellnarrativesorinformationthattheyhaveheard AnswerWho?,What?,Where?andopenendedquestionsreatingto ownexperiences,storiesorevents

Showunderstandingofwhattheyhaveheardbyaskingquestions tofindoutmoreinformation

EarlyYears2

Talkaboutthethingstheyhavemadeordone explainingtheprocess

Includesomedetailandsomereevantvocabularytoextendtheirideasor accounts

Buildonprevousexperience makngthemselvesclearbyorganisingwhatthey sayandchoosingwordsdeliberately

Useanincreasingrangeofappropriatevocabularyinplayandstructured activties

Speakclearlytoarangeofaudiences

Useavarietyofquestionstoestablishwhythingshappenandtoclarify understandng(egWho?What?Why?When?How?)

Usealliterationandrhymeinarangeofcontexts

Userhythmandrhymetocreatemoredetaiedchants,rhymesandpoems

Listentoothers wthgrowingattention usualyrespondingapproprately(eg carryingoutinstructions)

Listentoandcarryout ncreasinglycomplex nstructons

Isolateandidentifymedialvowesandfnalsoundsinspokenwords

Orallyblendandsegmentwords

Followmorecomplexactioncommands

Join normemoriserhymessongs poemsandstories

Retel narrativesorinformationthattheyhaveheardusingsimpleconnectives

AnswerWho?,What?,When?,Where?andopenendedquestionsreatngtoown experiences,storiesorevents

Showunderstandingofwhattheyhaveheardbyaskingrelevantquestionstofind outmorespecificinformation

Minis

Attendtovisualinformationshowingunderstandingthroughplay gestures,facia expression

Revealtheirownfeelingsinresponsetovisualpresentations for example,byshowingamusement,curosity,surprise

Usebodylanguagetocommunicateandtoconvey understanding forexample,pointing gesturing,facialexpressions

Recognisefamiiarsgns labelsandlogos forexample,pedestrian walkingsign emergencyexitsign nodogsallowed;identify similaritiesanddifferences

EarlyYears1

Makepersonalconnectionstovisualtexts forexample,apicture bookaboutchildrenmakingfriendsinanewsituation

Observevisualcuesthatindicatecontext;showunderstandingby matchngpictureswithcontext

Selectandincorporatecolours,shapes,symbolsandimagesinto visualpresentations

Showappreciationofillustrationsinpicturebooksbyselectingand rereadingfamiliarbooks,focusingonfavouritepages

LocateanduseapproprateICTiconographytoactivatedfferent devices forexampe,computergames,CDpayer television

Listentoterminologyassociatedwithvsua textsandunderstand termssuchascolour shape,size

EarlyYears2

Attendtovisualinformationshowingunderstandngthroughdiscussion,roleplay illustratons

Takabouttheirownfeelings nresponsetovisualmessages;showempathyfor thewayothersmightfeel

Makeconnectionstovisualtextandtheirownexperiences

Usebodylanguage nmimeandroleplaytocommunicate deasandfeelings vsualy

Practiseanddeveophandwritingandpresentationskills

RecogniseICTiconographyandfolowpromptstoaccessprogrammes

Becomeawareoftheuseandorganisationofvisualeffectstocreateapartcular impact,forexample dominantimagesshowwhatisimportantinastory

Observevisualimagesandbegntoappreciateandbeabletoexpress thatthey havebeencreatedtoachieveparticularpurposes Language-ViewingandPresenting

Language-Reading

Minis

Understandthatprintandillustrationsconveymeaning (print=symbols,logos letters,markings)

Understandthedifferencebetweenpicturesandwords andcandistinguishbetweenthem

Understandhowtohandlebooks(Holdsthebookupthe rightwayup turningpagesonebyone)

EarlyYears1

Understandthatprintconveysmeaning

Understandthatauthorswritebooksandillustratorscreatethe pictures

Understandthatpeoplereadforpleasureandentertainment

Understandthattextscanbewrittenindifferentways(storiestellus aboutanimaginedworldsandinformationtellsusaboutthereal world)

Understandthepartsofabook(Frontcover,backcover,spine title blurb,author,illustrator)

Understandwheretobeginreadingandwheretoend(InEnglish-left torightandtoptothebottom)

Understandthatsoundsarerepresentedbyletters

Recognisefamiliarwords(ownfirstname,logos screen icons)

Demonstrateanawarenessoftherelationshipbetween lettersandsounds

Noticerhymesandrepetitioninwhatisbeingreadto them

Linkpicturesorobjectswithspokeninitialsounds

Respondwiththesoundwhenshownthecorrespondingletterfor almostallofthephase2andsomeofthephase3graphemes

Readsimple(VCandCVC)decodablewordsbyblendingsounds together(it,on,map cat)

Readautomaticallyandfluentlyhighfrequencywords(almost allofthephase2HFW-notyetdecodable)

Readsimplephrasesorsentences(Usingphase2and3lettersand soundsthatincludesomeHFW)

EarlyYears2

Understandthatthewordsweseeandhearhelpustocreatepicturesin ourminds

Understandthatprintispermanentanddoesn’tchange

Understandthatwrittenlanguageworksdifferentlyfromspoken language

Understandthatusingconsistentwaysofrecordingwordsorideasallow peopletocommunicate

Understandthatdifferenttextshavedifferentpurposes(storiesand poemsentertainandinstructions,informationandlettersinform)

Understandthatthereareestablishedwaysoflayingouttexts

Choosetolistentobooksforpleasure

Recalldetailsofastorybyansweringopenended questions

Makemeaningfromthepicturesandengagein conversationsaboutwhattheyhaveseen

Makepredictionsaboutwhatwillhappennext

Begintomakeconnectionsbetweentheirlifeandwhat theyarereading/beingreadtothem

Choosetoreadortolistentobooksforpleasure

Usepicturestohelpunderstandthetext

Talkaboutthepartsofthetextthattheylikeanddon’tlike Followtextsandrespondtothemappropriately

Makepredictionsabouthowastorywillend Recogniseandjoininwithpredictablephrases Showempathyforcharactersinastory

Linksoundstoletternames

Respondwiththesoundwhenshownthecorrespondingletterforalmost allofthephase2andphase3graphemes.

ReadCVCCandCCVCwordsbyblendingsoundstogether(Phase2and 3)

Re-readlongerwordswithmorethanonesyllable

Readautomaticallyandfluentlyhighfrequencywords(almostallofthe phase2and3HFW-bothdecodableandnotyetdecodable)

Applyphonicknowledgeasthemainapproachwhenreading

Choosebooksforpleasureandinformation

Readaloudshowingawarenessoffullstopsandexclamationmarks Rereadwordsandsentencestobuildupconfidence fluencyand understanding

Readandunderstandthemeaningoftexts(bothself-selectedand teacher-selectedtexts)

Retelltheeventsfromastoryintherightorder

Identifyinformationrelatedtothesubjectofthetext

Showcuriosityaboutthetextbyaskingquestions

Answersimpleinferencequestionsbasedonthewordsorimages

Makeconnectionsbetweenpersonalexperienceandthetextstheyare reading/beingreadto

Language-Writing

Minis

Understandthatprintconveysmeaning(print= symbols,logos,letters markings)

Understandthedifferencebetweenpicturesandwords andcandistinguishbetweenthem

Understandthatsoundsofspokenlanguagecanbe representedvisually

EarlyYears1

Understandthatpeoplewritetosharetheirexperiences, ideasandfeelings

Understandthateveryonecanexpressthemselves throughwriting

Understandthedifferencebetweenletters,numbers andsymbols

Understandthatwritinggoesfromlefttorightandtop tobottom

Retellastoryoranevent

Tellothersaboutthedrawingstheyhavemade Includemarksintheirdrawingsthattheygivemeaning to

Writeownname

Imitatetheactofwritingwithinroleplay

Talkaboutwhattheyaregoingtowrite

Writeanideausingownexperiencesasastimulus

Usephonicstowriteasimplephraseorsentence

Sequencewordstoputintosentences

Tellotherswhattheirwritingmeans

Makeorganisationaldecisionsaboutwriting(I’llstart heresoitwillfit)

EarlyYears2

Understandthatpeoplewritetocommunicate

Understandthattalkingaboutstoriesandpictureshelpsotherpeopleto understandthem

Understandthatwordsarecomposedoflettersandthatlettersrepresent sounds

Understandthattherearedifferenttypesofwriting

Pickupsmallobjectswithfingerandthumbusinga

pincergrip

Drawacircleandhorizontalandverticallines

Drawaplussign(+)

Drawdiagonallines(/and\)

Drawasquare

Copyandwritelettersandwordsfromtheenvironment (signs,wordwalls)

Respondwiththeletterwhengiventhecorresponding soundforalmostallofthephase2phonemes

Writesomewordsfrommemory(Phase2HFW)

Writesimpledecodable(VCandCVC)wordsby segmentingsounds

Writetheinitialandendsoundinmostwords

Usephonicsupportwhenwriting(soundmat HFW chart,flashcards,displays)

Holdwritinginstrumentsappropriately(pincergrip)

Formlowercaselettersthatareclearlyandcorrectly orientated

Understandsthatthereshouldbespacesbetween words

Useasimpleplantosupporttheorganisationofwriting

Communicatepurposefullyinwriting

Writeabouttheirownideas,experiencesandfeelingsusingsimple sentences

Sequencecontentcorrectly

Readbackwhathasbeenwritten

Developtheuseofastorylinewithimaginativewriting

Re-readandimprovetheirwritingtoensurethatitmakessense

Attemptwritingindifferentways(stories,instructions,information, description)

Adddetailtotheirsentences(describingwords timewords,)

Writeanincreasingnumberoffrequentlyusedwordsorideas independently

Respondwiththeletterwhengiventhecorrespondingsoundforalmost allofthephase2andphase3phonemes

Writesomewordsfrommemory(Phase3notyetdecodableHFW)

Writesimpledecodablewords(CVCCandCCVC)bysegmentingsounds Makesphoneticallyplausibleattemptsatnewwords

Usephonicsupportwhenwriting(soundmat,HFWchart,flashcards, displays)

Formupperandlowercaselettersthatareclearlyandcorrectly orientated

Usecapitallettersatthestartofsentences

Usefullstopsattheendofsentences

Usefingerspacesbetweenwords

Joinsentencestogetherwithsimplewords and'or'because

MinisandEarlyYears1

Classifiesvocabularyaccordingtospecificcategores (colours numbers,days,shapes)

Verbally mitatesasimplenomina sentencestartngwith aseparatepronounfor–I we andademonstrative pronounforths

Oralyimitatesasmplenominalsentencestarting wthaseparatepronounfor(heshe)andthe(you–(mascuine/femnine)

Oralyusessomeprepositionsinasimplesentence

Answerscomprehensonquestonsabouttheaudiotext

Expressesanopinionaboutawrittenoraudotext

Retellsastoryusingpictures

Predctsthecontentofastorybasedonthettleorcover

Asksquestonsaboutthenewvocabuaryandtopicsof nterest

Connectsthecontentofthestorywiththeirpersona experience

Memorisesshortssongs

Folowsinstructionsstepbysteps

Expressesthoughtsandfeeling

Describespeopleandthings

Usesgesturesandbodylanguagewhenrespondngto nstructions

Understandstheauditorytextandaskquestonsaboutit

Drawspcturestoreteltheeventsofastory

Completesthedrawingofdifferentlinessuchasvertical andhorzontallnes

EarlyYears2

Matchesbetweenwordsandthemeaningstheyrepresent throughimages

Learnsnewwordsandusestheminmeanngfu sentences

Sayssimplesentencesusinghe sheorthey

Usessimplepreposition(on, nto)

Usesthenegation nthepresenttense‘ donot’…

Usessimpleverba sentences

Answerssimplequestionsabouttheaudtorytext

Retellsastoryusingpicturesandinthecorrectsequence dentifiestheartisticeementsinastorythatwasreadto him(characters,time place,problem main deas)

Memorisesshortsimplesongs

Recountsastoryheard

Askssimplequestionsaboutdifferenttopics

dentifiesthetitleonthecover

DistingushesthedirectonoftheArabiclanguageand thatArabiciswrittenfromrighttoleft dentifiesthefrstsoundinthewordread dentifiesthessharedsounds naword

Recognseswordsvsualybasedaccordingtocontext (AbuDhabi streetsign)

Readsvsua wordswthteachersupport

Recognsestheshapeoftheletteratthebeginning,middle andendandhodsthepencorrecty

Writesthealphabet ettersandsomesimplewords mitatngpatterns

Writessimplewordstodescribedrawings

Completes Dcardinformaton,copyingpatterns

Drawspicturestoretelastory

dentifiesthetitleonthecoverdistinguishesthedrectiono theArabiclanguageandknowsthat tisfromrghttoleft distnguishesthedrectionoftheArabc anguageand knowsthatit sfromrighttoleft

Pronouncesthesoundsoflettersinal theiralphabetic forms(beginning,midde end)correcty

Attemptstospelltwoletterwordssomewithshortvowels andsomewthlongvowels

Replacesthefirstorlastsoundwthanewsoundandform anewword

Breaksdownwordsintosylabes

Putsbackletterstogethertoformwords

Usescontextand magesto dentfyunfamiliarwords

Readsupto10familarwords

Minis

Counting ReadngandWritingNumbers

Recitethenumbersequenceforwardsandbackwardsfrom0–10

Understandthatthelastnumberreachedwhencountngasmall setofobjectstelsyouhowmanythereare ntota (‘cardna prnciple’)

Countrelablyupto5objects

Understandconservationofnumber0–5

Recogniseandreadnumerals0–5

Relatenumeras0–5totheirrespectivequantities(matching numeralstosets)

Demonstrateanunderstandngof1-1correspondenceby matchingpairsorsetsofobjectsorpictures

Comparequanttiesusingthelanguage(morethan and‘fewer than)

Usemark-makingtorepresentnumbersinpayactvitiesthatcan beinterpretedandexpained

Usethelanguageofordinalnumber(first,second third last)

AddtionandSubtraction

Understandandusetheconceptsof‘onemore’and one ess’ n playsituations

Usecountngtosolvesimpemathematicsproblemsineveryday andplaysituatons

Copyarangeofsimplepatternsandsequencesvisuallyand auraly

Sortandmatchsetsofobjectsbyrecognisingsimilarites

EarlyYears1

Counting,ReadingandWritingNumbers

Rectethenumbersequenceupto20,forwardsandbackwardsandfromdifferent startingpoints

Countreliablyupto20objects,demonstratngunderstandingof1-1correspondence andthecardinalprincple

Understandconservationofnumber

Readnumbersinfigures0-20

Ordernumerals0-20

Comparequantitiesandnumberswithin20 identifyingwhetheronequantityisgreater than,lessthanorthesameastheotherquantity

Writenumbersinfigures0–10

Makeasensbleestimateofupto10objectsthatcanbecheckedbycounting

Subitiseupto5,recognisinggroupsofobjectsandregularspatialpatternswithout counting

Useordina numbersto10indaiyactivtiesandplay

AdditionandSubtraction

Recall onemore and‘oneless’thananumberwithn20

Recallnumberbondsto5(pairsofnumbersthatmake2,3 4and5)

Relateadditontocombining2groupsofobjectsandcountngalltheobects Relatesubtractiontotakingawayobectsandcountingwhatremains Begintousethe anguageinvolvedinaddingandsubtractng

Solvesimpleproblemsinapracticalstuationthatinvolvesimpeadditonand subtractonupto5

Understand‘before’and after’inrelationtopatterns timeandnumber

Recognse,recreateanddescribetwo-andthree-partpatterns, ncludngobject colour shape szeandclapped/soundpatterns

Recognseanddescribepatternsintheenvironment

Sortandclassifyrealobjectsaccordingtooneattributeandbegintoexplainrationale Representcategorca datausingconcretegraphsandrecordcolectonsusingmarks numbersorpictures

nterpretdatabycountingthenumberofobjectsineachcategory

Length,MassandCapacity

Uselanguagereatngtomeasurement(bg/small more/ess, full/empty,heavy/ight,long/short)

Solvesmpemeasurementproblemsinplay roeplayandreallifesituations(exporeswhichobjectisheavierandwhich containerholdsmore/lessinsandandwaterpay)

Time

Useandrespondtosimplelanguageassociatedwithtime(first, next,after, ater)

Followsimpevisua timetabesthatconveydailyroutines

Money

Recognisethatmoneyisusedfortradingandmode money transactions nplay

PropertiesofShapes

Recogniseandusethenamesfor2Dshapeswithinplayactivities andtheenvronment(crcle squareandtriangle)

Useandbuildwth2Dand3Dshapeswithinplay-basedactivities

PostionandDirecton

Understandandusethevocabularyofpositionanddirection

(over under,up down,on beside in,infrontof behnd forwards, backwards sdeways)

Length MassandCapacty

Usemathematicallanguagerelatingtomeasurement(longer/shorter ongest/shortest;heavier/lighter heaviest/lightest;holdsmore/holdsless;hodsthe most/least;hot/cold)

Compareandordertwoormoreobjects ntermsoflength,massorcapacitybydirect comparison

Exploreandusenon-standardunitstomeasureLength MassandCapacity

Time

Understandandusevocabularyrelatingtotime(before/after,earlier/later today/tomorrow morning,afternoon evening,night)

Sequencefamliareventsorevents nastory

Rectethedaysoftheweeksinorder

Money

Useonedrhamconstomakedfferentamountswithintendirhams

PropertiesofShapes

Recognseandnamecommon2Dshapesandsome3Dshapes(circe square trange andrectangle cube,cuboid coneandsphere)withinplayactvitesandthe envronment

Use2Dand3Dshapestomakemodelsandpictures

PositionandDirection

Understandandusethevocabuaryofpostionanddrection(beow above beneath, between nextto inside,outside straight curved through around)

EarlyYears2

ReadingAndWrtingNumbers,CountngandPlaceVaue

Countforwardsandbackwardswithn50fromdifferentstartingpoints

Readnumbers nfiguresfrom0to50

Writenumbers nfiguresfrom0to50,formngandorientatngthemcorrectly

Readandwritenumberwordsto10

Compareandordernumbersto50

Makeasensbleestimateofupto20objectsthatcanbecheckedbycounting

Demonstrateanunderstandingofpacevaueuptoatleast20;i.e. 1tenand4onesmake14

AdditionandSubtracton

Recallpairsofnumbersthatmake10(7+3=10 4+6=10)

Recalldoubesofnumbersto10

Recalladditonfactsfornumbersupto10

Identfy onemore (+1)and one ess’(-1)thananumberwthn50

Addandsubtractapairofsingle-digtnumbers

Addorsubtractasingle-digitnumbertoorfrom10

Understandandusemathematicaltermsforadditionandsubtraction(add,plus,atogether sum morethan subtract,minus,takeaway difference)

Understandanddemonstratethecommutativepropertyofaddition

Solvesimpleproblemsinapracticalsituatonthatinvolveadditonandsubtractonwithin10 orknownfacts

PartsofaWhole

Recognise,findandnameahalfas1of2equalpartsofanobject,shapeorquantity

Extend createanddescribepatternsincoour shapes,sizeandnumber(2red,3blue)

Recogniseandcreatedifferentarraysofthesamenumber

Recogniseandunderstandoddandevennumbersto20

Sortandclassifyrea objectsaccordingtotwoattrbutesandexplanrationae Representcategorcaldatausingpictographsandbockgraphs Interpretdatabycomparingquantities;usngcomparatvelanguageandnumbertodescrbe andsummarisedata

Length,MassandCapacity

Compareandorderthreeormoreobectsintermsoflength massorcapactybydirect comparisonormeasuring

Usenon-standardunitstomeasureLength MassandCapacty

Measurelength nstandardunits(centimetres;upto30cm)

Time

Usethevocabularyoftimeandcalendarstodscussandsequenceevents,daysoftheweek, monthsoftheyearandseasons

Telthetimetothehourandhalfpastthehouranddrawthehandsonacockfacetoshow thesetmes

Money

Identfyandordernotesandcoins(UAEdrham)

PropertiesofShapes

Recognise,nameandbegintodescribethepropertiesofcommon2Dshapes(circle square trangeandrectangle)and3Dshapes(cube cuboid cone,sphereandpyramid)using mathematicalvocabuary

Identfy2-Dshapesonthesurfaceof3-Dshapes (forexampe acircleonacylnderanda trangeonapyramid)

Recognisesymmetryintheenvironmentandcompleteasymmetricalpctureorsimpeshape PositionandDirection

Giveandfollowsmpedirectionsrelatedtopositonanddirection

Minis

Exploreandrespondtonaturalphenomenaintheirsetting

Makeobservationsanddrawpicturesofanimalsandpants

Participateinteacherguidedinvestigations

Explorecollectionsofmaterialswthsimilarand/ordifferent properties

Talkaboutwhattheysee,usingawdevocabulary

Identfyandnamelivingandnon-ivingthngs

Describetheneedsoflvingthings

Identfyandnamethe5senses

Describehowthesensesareusedineverydaylife

EarlyYears1

Respondtoquestionsaboutfamliarobectsandevents

Shareobservationsandideas

Participateinteacherguidedinvestigatonsandexploreand makeobservatonsbyusingthesenses

Groupandclassifyobjectsusinggivencriteria

Describeorallywhatwasdoneandobserved

Distngushbetweenanobectandthemateria fromwhichit s made

Identifyandnameavarietyofeverydaymaterials, ncluding wood pastic,glass,metal,waterandrock

Describethesimplephysicalpropertesofavaretyofeveryday materials

Compareandgrouptogetheravarietyofeverydaymaterialson thebasisoftheirsimplephysicalproperties

Identfyandnametheseasons

Identifyandnameavarietyofcommonwildandgardenplants, includingdeciduousandevergreentrees

Identifyanddescribethebasicstructureofavaretyofcommon floweringplants ncludingtrees

Personal,SocialandPhysicalHealth

Performlocomotorskills(hopping,galloping,running, sliding,skpping)whilemaintainingbalance

Travelingeneralspacewithdifferentspeeds

Followdirectionsingroupsettngs(eg safebehaviors, followingrules,takingturns)

Followinstruction/drectonswhenprompted

Shareequipmentandspacewithothers

Enjoyinteracting,playingandengagingwithothers

Understandthattaketurnshelpusworktowardsagoal

EarlyYears1

Performjumpingandlandingactionswithbalance

Maintainmomentarystillnessondfferentbasesofsupport

Formwde,narrow,curledandtwistedbodyshapes

Rollsidewaysinanarrowbodyshape

Dropsaballandcatchesitbeforeitbouncestwice

Dribbleabal withonehand attemptingthesecondcontact

Travelin3differentpathways

Sharesequipmentandspacewithothers

Listenrespectfullytoothers

Reachoutforhelpwhenitisneededforthemselvesorothers

dentifywhenactionshaveimpactedonothers

Understandthatexperiencesdependoncooperationofgroupmembers

Demonstrateanawarenessofbasichygieneintheir dailyroutines

Understandthatinordertoplaysafelyspaceshouldbe andrulesfollowed

Identfythemselvesinrelationtoothers(forexample famiy peers,schoolclass,ethnicity gender)

Understandthataspeopegrowandchange they developnewskills,understandngsandablities

Developarangeoffineandgrossmotorskills

Explorecreativemovementsinresponsetodfferentstimuli

Observechanges nbodiesduringexercse

Describesimilaritiesanddifferencesbetweenthemselvesandothers Developindependencebuildsself-worthandpersonalresponsibility

EarlyYears2

Askquestionsthatinquireabouttheworldaroundhim/her

Observeandmanipulateobjectsbyusingallsensesasappropriate

Recogniseaproblemto nvestigateandparticipatesingudedinvestigations

Useavarietyofinstrumentsandtoolstogroupandclassifyobjectsusinggivencriteria

Describeorallyhowdatawasgatheredandwhatpatternswereobserved

Noticethatanimals,includinghumans,haveoffspringwhichgrowintoadults

Findoutaboutanddescribethebasicneedsofanmals includinghumans forsurviva (water foodandair)

Describetheimportanceforhumansofexercise eatingtherightamountsofdifferenttypes offoodandhygiene

Identifyandnameavarietyofcommonanimalsincludingfish,amphibians,repties,birds andmammals

Identifyandnameavarietyofcommonanimalsthatarecarnivores herbivoresand omnivores

Observechangesacrossthefourseasons

Observeanddescribeweatherassociatedwiththeseasonsandhowday engthvares

EarlyYears2

Throwunderhandwithoppositefootforward

Dropaballandcatchesitbeforeitbouncestwice

Catchalargeballtossedbyaskilledthrower

Dribbleaballwithonehand,attemptingthesecondcontact

Differentatebetweenmovementinpersona (self-space)andgeneralspace

Moveinpersonalspacetoarhythm

Valueinteracting,playingandlearningwithothers

Cooperatewithothers

Understandthatactionstowardsothersinfluencetheiractionstowardsus

Useandadaptbasicmovementskills(grossandfinemotor)inavarietyofactivities

Dispaycreativemovementsinresponsetostimuliandexpressdifferentfeelings, emotionsandideas

Understandtheneedtoactresponsiblytohelpensurethesafetyofthemselvesand others

Explainhowdifferentexperiencescanresultindfferentemotions

Identifyfeeingsandbegintounderstandhowthesearerelatedtobehavour

Solveproblemsandovercomedfficultieswithasenseofoptimism

Identifyandunderstandtheconsequencesofactionsareawareoftheiremotionsand begintoregulatetheiremotionalresponsesandbehaviour

Understandthatchallengesandsituationsrequiredifferentstrategies

TheArts:VisualArt

Minis

Colour:Choosecolourstobeusedinanartwork

Colour:Explorehowcolourscanbechangedbymixing paint

Line:Understandthatclosinglineswillmakeashape

Shape Identifyshapesinanartwork

Texture:Exporemarkinganddrawingondifferent surfaces,suchascardboard,paper whiteboards etc

Tone Understandsthatpencilsandpenscanmake marksonasurface

EarlyYears1

Coour:Identfycoloursusedinanartwork

Coour:Knowthatcolourscanbelight bright,ordark

Form:Handle,feelandmanpulateclaytocreate3Dartwork

Line Describelinesusingvocabulary long,short,thick,thin,straight curved

Shape:Representfeaturesandformsofpeopeusingsimpeshapes whendrawing

Texture Exploretexturethroughrubbngs suchasleaves,coins, sandpaper,etc

Texture Discovertherelationshipbetweenhowthingsfee andhow theyarerepresentedinart,suchasfuffy furry,smooth,rough etc

Tone:Uselightanddarkcoloursinartpurposefuly

Experimentwithcoours,linesandshapesusingselected materals

Participateinartactivitiesthatencourageselfexpressionandcommunicationofideas

Discusswhattheyhavecreatedintherartwork

Sharepersonalfeelingsaboutart

Discussfamousartworksanddiscussobservationssuch coours,shapes,etc

Explore,view andcreate2Dand3Dartworks(drawings,paintings collages,caysculptures,etc)

Createartworkfromselectedmaterials,describingchoicesmade

Discusstheprocessandmaterialsusedincreatingtheirartwork

Observeanddiscussartworkcreatedbyvariousartists,focusingon colours texture,lines,andtheme(nature city,people etc)

Colour:Knowtheprimarycolours

EarlyYears2

Form:Changepaperfrom2Dto3Dbyfoding rolling,andscrunchingit

Form:Understandthedifferencesbetweentwo-dimensionalandthree-dimensionalart

Line:Usedrawingtools navarietyofwaystocreatedifferentlines

Line:Representmovementindrawingsusinglines

Shape:Cutandfoldpapertochangeshapes

Shape:Createpatternsusingshapes

Pattern:Understandthatapatternisadesign nwhichshapes coloursorlinesare repeated

Texture:Understandthattexturemeans‘whatsomethngfeelslike’

Texture:Representthetextureofobjectsusingdifferentmarks

Tone:Addtonetoadrawingbyshadingandfillingashape

Identify planandmakespecificchoceswhencreatingartworks (materals tools skills,andprocesses)

Makepredictons,experiment andanticipatepossbleoutcomes

Applyskillswithtoolstocreateartworkwithincreasingcontrol(scissors brushes, drawingtools)

Describeandcomparesimilaritiesanddifferencesbetweenartworks

Analyseother’sartworkandapplyobservationstotheirownartwork

TheArts:Music

Melody Identifythatsoundsmaybehghandlow

Rhythm Respondtoasteadybeat(Throughsinging movementandplaynginstruments)

ReadingandWriting Playrhythmsusingbody percussion,instrumentsorspokenwords(Through echoingorreadingwrittennotation)

Singing Distinguishbetweenspeakingandsinging voices

Singing Respondtotonematchingandechogames (throughmovement singingorinstrumentpaying)

Expression:Performsmpeactionsongsandsnging games

Participateinavarietyofcreativeexperiences

Melody: dentifythatsoundsmaybefastandsloworloudorsoft

Rhythm Identifythatmusicismadeupfromdifferentsounds(long sounds,shortsoundsandsilences)

ReadingandWriting Begintorecognisesimplerhythmicpatterns

Snging Respondtotonematchingandechogamesinunisonthrough movement singing,andinstrumentpaying

Expression:Describehowmusichelpstoexpressfeelings

Expression:Identifythatdifferentinstrumentshavedfferenttonal qualities(includingthehumanvoice)

Improvisemovementtomusicalelements(hgh-low,loud-soft,shortlong,slow-fast)

Takeresponsibilityforthecareoftools materialsandresources

Createaperformanceinspiredbypersonalexperences

Harmony:Identifythattwoormoresoundscanoccursimultaneouslytocreateharmony

Melody:Identifythatsoundsmaybehigh,loworinthemidde

Form:Categorsemusicintosections(e.g.alikeanddifferent,fastandslow,loudand soft highandlow)

Expression Showthatthebeatinmusiccanchange(fastorslow=tempoorsoft(p) andloud(f)=dynamics)

Rhythm:Demonstratethatlongsounds,shortsounds andsilencesmaybegroupedto formrhythmpatterns(throughtraditona ornon-tradtionalwrittennotationand performedmethods)

Readingandwriting: dentifyandperformquarterandeighthnotepatterns

Singing:Performrhythmicandmelodicsongsinunisonandintune(throughgamesand actionsongs)

Communicate deas feelingsand/orexperiencesthroughcombiningavarietyof elements

Communcateaninitialresponsetoanartworkusinga varietyofmethods(eg visual oral,orphysical)

Describeanartworkbystartngtousesubjectspecificlanguage (materials,skillsandprocesses)

Makeconnectionstoartworksbyexpressingandjustifyingopinionsusingsubject specifclanguage

Minis

EarlyYears1

EarlyYears2