Raha KCC: Primary Curriculum Handbook

CurriculumHandbook

PrimaryYearsProgramme

KhalifaCityCampus

WelcometoourPrimaryYears

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

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

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

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

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

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

Anne Watkins

Head of Primary

TheKCCPromise OurCore Commitment Toopendoors.

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

Abigail Fishbourne Principal

Anna Lacey Vice-Principal Head of Early Years

Primary SLT

Kieran Burgess Head of Secondary

Anne Watkins Head of Primary

Anne Watkins Head of Primary

Melissa Casale Deputy Head of Primary, Safeguarding & Pastoral Lead

Michael Brady Assistant Head of Primary

Whole School SLT

Saeed Smith Head of Learning Teaching & Innovation

Fatima Miller Head of Multilingualism

Eileen McCrea Head of Inclusion

Raquel Pessoa Head of Student Support

PrimaryEducation

AtKCCPrimaryeducationfocusesonprovidingstudentswithaninquiry-basedcurriculumthatfocuseson knowedge, skills and dispositions The curriculum provides students with opportunities to be creatve and develop independence and crtical thinking Our curriculum focuses on the development of strong interpersonal skils and cutural understandings, which are essential for success in a rapidly changing gobalsociety AtKCCanEarlyYearseducationfocusesonprovidingahandson inquirybasedcurrculum thatemphasisescreativity independenceandcritica thinking Theseskillsencouragestudentstobecome passionate about discovering new information and sharing their ideas. Our curriculum focuses on the developmentofstronginterpersonalskillsandculturalunderstandings,whichareessentialforsuccessina rapidlychangingglobalsociety

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

LearningEnvironments

At KCC we recognise that the environment plays a key roe in supporting and extending a chlds learning and development In the Primary our classrooms are set up with flexble seating arrangements The purposeofthistypeofarrangementistomeettheneedsofstudentsbyprovidingawidevarietyoffurnture andworkspaces toputstudentsatthecentreoflearningandtoallowthemtomakechocesbasedontheir preferencesandtheobjectivesofthetaskathand

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

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

Trips

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

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 surroundings

Recognising the Rights of the child we empower each student wth a voice ensuring ther perspectves arevaluedandtheirwellbeing sprioritised.

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

Wellness

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

SafeguardingandChildProtection

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

StudentSupport

TheStudentSupportDepartmentatRahaKCCisdedicatedtoprovidingcomprehensivesupporttostudents wth diverse needs including additional learnng support, Engish Language Learners (ELL) socio-emotional supportandgiftedandtalentedstudents

Ourmssonistocultivateknowledge courageandconnectiontounocktheuniquepotentalinall KCCis committed to provding equitable educational opportunites to all students in the school through a cuture of collaboration, mutual respect, support and problem solving. We aim to foster a nurturing and inclusive environmentwhereallstudentscanthriveemotionallyandacademicaly

TheStudentSupportTeamworkscollaborativelywithteachers parentsandexternalprofessonastoensure that students with diverse needs receive the appropriate support and resources We invte parents to participate in workshops and informational sessions to strengthen the partnership between home and school We value open communcation and encourage parents to actively participate in the support processtoensurethesuccessoftheirchildren

ThePrimaryYearsCurriculum

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

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

Thetransdiscipinarymodelextendsacrossallthreepi arsofthePYPcurriculumframeworkthelearner, the earningandteachingandthelearningcommunity.

Thelearner:describestheoutcomesforindividualstudentsandtheoutcomesthey seekforthemselves(whatislearnging?)

Learningandteaching:articulatesthedistinctivefeaturesoflearningandteaching (howbesttosupportlearners?)

Thelearningcommunity:emphasisesthe mportanceofthesocialoutcomesof learningandtherolethatIBcommunitiesplayinachievingtheseoutcomes(who facilitateslearningandteaching?)

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

IBMissionStatement

TheInternationalBaccaaureateaimstodevelopinquiring,knowedgeabeandcaringyoungpeoplewho helptocreateabetterandmorepeacefu worldthroughinterculturalunderstandngandrespect

Tothisendtheorganisatonworkswithschools,governmentsandinternationalorganisationstodevelop challenging programs of international educaton and rigorous assessment.These programs encourage students across the world to become active, compassionate and lifelong learers who understand that otherpeople withtheirdifferences canalsoberight

International-Mindedness

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

TheIBcurriculumisinternationallyfocusedandemphasisescriticalthinking,creativityandintercultural understanding The IB focuses on ‘how to learn (skills) as well as ‘what to learn (knowledge) Students ofallagesareencouragedtochallengeassumptionsandtobeactiveintheircommunitiesandtotake their learning beyond academic studies in both local and global contexts IB programmes incorporate qualitypractcefromnationalandinternationa researchandtheIBglobalcommunity Theyencourage students to be internationally mnded, wthin a complex and hyper-connected world. The programme celebratesanddevelopsmultilingualstudents

WhytheIB?

At KCC students are being prepared for an unknown future. One of the major goals as a school is to empower students with the skills they need to find success in this fast changing word Inquiry-based education does exacty that Our goa is to develop the sk ls of earning and inquiry so that students are able to recognise, think critically about and solve problems as they arise You might be wondering what wemeanbytransdsciplinary Transdiscplinarylearningistheexplorationofarelevantconcept,issueor problem that integrates the perspectives of multiple disciplines in order to connect new knowledge and deeperunderstandingtoreallifeexperences

UnitsofInquiry

Our transdsciplinary approach to learning focuses on specfic topics or areas of interest called units of inquiry. Our unit of inquiry provides a framework for learning that helps children to make connections betweendifferentareasofknowledgeandtounderstandhowtheirexperiencesandactonscanimpactthe worldaroundthem Thisapproachsupportschildren’sdevelopmentofsocialandemotionalskills aswel as their physical cognitive and language development. Through the unit of nqury students can develop a loveoflearningandacuriosityabouttheworldthatwillservethemwellthroughouttheiracademicjourney

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; thewaysinwhchwereflecton extendandenoyourcreatvty ourapprecationoftheaesthetic

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

TheGrade1toGrade5studentsengagein6transdisciplinarythemeseachyear EachunithasaCentral Idea which is supported by three Lines of Inquiry. These lines are studied through the lenses of key concepts approaches to earning skills and learner profie attributes Teachers skillfully weave in subject specificlearningcontenttocreateengaingandmeanigfulinquires

Throughout the unit the learning builds towards an Action Piece’ This is a piece of earning that encapsuatesthelearningfromtheunit Thismightbeaposter afilm,apieceofartworkorpresentation. Familiesareinvitedtoschooltocelebratethislearnng

PYPExhibition

‘The Primary Years Programme (PYP) exhibition represents a signif cant event in the life of a PYP school and student, Synthesis ng the essential elements of the PYP and sharing them with the whole school community ’ (Exhibition Guide ines IBO 2008)

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

They engage in extensive research in critical thinking, problem-solvng and collaboration honing their communication and presentation skills along the way This culminating experience also encourages the active nvolvement of the school community, as parents, teachers and peers support and engage with the students’ inquiries, reflections and creative presentations. t serves as a platform for our students to showcasetheirtalents showcasetheirabilitytotakeactionandinspireotherstomakepositivechanges in the world The PYP Exhibition aligns seamlessly with our school’s mssion to cutivate knowledge courage and connection in all our students. The process also prepares our students for a rapidly changing world It equips them wth the skills and mindset necessary to navigate challenges, embrace dversityandbecomecompassionateglobalcitizens

ProgrammeofInquiryforGrade1-5

The Programme of Inquiry (POI) is a road map of students learning from Mini’s (Minis) to Fifth grade The units are based on our outcomes-based curriculum, IB expectations and children’s natural curosities The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help tocreateabetterandmorepeacefulworldthroughinterculturalunderstandingandrespect.

Theseprogramsofinquiryencourageourstudentstobecomeactive,compassionateandlifelonglearners who understand that other people, with their differences can also be right. The transdisciplinary programmeofinquiryconceptualiseslearninginawaythatprovidesstudentswitharangeofopportunities to develop subject-specific knowledge, concepts and sklls to develop a deeper understanding of the transdisciplinarythemes

TheSustainableDevelopmentGoalsandtheProgrammeofInquiry

On25thSeptember2015,leadersfrom193memberstatesoftheUnitedNationsmettodiscusstheworld’s problems and decide on a plan to tackle them They named this plan the 17 Sustainable Development Goas(SDG)(commonlyknownastheGlobalGoals) TheSDGsareaca foractionforeveryhumanwho cares about the future of the Earth. At Raha KCC we have decided to incorporate and integrate these Global Goals into our POI By embracing these goals and taking action, our learners will truly develop an understandingofbeinggloba citizens

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

Foundational to IB pedagogcal phlosophy is the belief that ‘learning how to learn is foundationa to cultivating lifelong learners n and out of a school context Approaches to learning are grounded in the be ef that learning how to learn is fundamental to becomng a lifelong learner Fve categories of interrelated sklls and associated sub-skils support students of all ages to become self-regulated learners

OpportunitesforATLdevelopmentarefrequentintheKCCPrimaryYearsclassrooms

KeyConcepts

Form Whatisitlke?

Observing,identifying,describingandcategorising.

Theunderstandingthateverythinghasaformwithrecognisablefeatures thatcanbeobserved,identified describedandcategorised

Function Howdoesit work?

Analysingthefunction,role behaviourandthewaysinwhichthings work

Theunderstandingthateverythinghasapurpose,aroleorawhatof behavngthatcanbeinvestigated.

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

Studentsdevelop a range of skills through support from adult-facilitated inquiries For example an analyss of various reading texts in a language lesson might allow students to demonstrate thinking skills (such as critical thinkng,identifyingsimilarities differencesanduniquefeatures)

Through their self-led research projects, students can demonstrate research skills (such as finding prmary and secondary sources of research materia) and communication skills (making informed choices to consider the needs of their audience) when sharing their findings wth an audience When participating in meaningful group work students develop their social skills (such as nterpersonal relatonshipsandsocialintellgence) Studentshavetheopportunitytodevelopself-managementski s (such as demonstrating perseverance and working through setbacks) when they engage in physical activitiesandchallenginglearningexperencesonadailybasis

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)

Perspective Whatarethe pointsof view?

Helpingstudentsrejectsimplistic,biasedinterpretations,towards seekingandconsideringthepointsofviewofothersandtowards developingdefensibleinterpretations.

Theunderstandingthatknowledgeismoderatedbydifferentpointsof viewwhichleadtodifferentinterpretations understandingsandfindings; perspectivesmaybeindividual group Culturalorsubject-specific

Communication Skills

Responsibility Whatareour obligations?

Identifyingandassumingresponsibilityandtowardstakingsocially responsibleaction.Thisconceptisdirectlylinkedtotheaction component,oneoftheessentialelementsinthePYPcurriculum. Theunderstandingthatpeoplemakechoicesbasedontheir understandings,belevesandvaluesandtheactionstheytakeasaresult domakeadifference

Reflection Howdowe know? Challengingstudentstoexaminetheirevidence methodsand conclusionsforpotentialbiasorotherinaccuracy

Self-Management Skills

Ethicaluseofmedia/information(understandingandapplyingsocialandethcal technology)

Exchanging-informationskills(listening interpreting speaking)

Lteracyskills(reading writingandusinglanguagetogatherandcommunicate information)

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

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

HowdoweincorporatetheseintothePrimary?

ThecassroomagreementsusetheIBlearnerprofileattributestodeveopagreementsthatalignwiththe codes of behaviour we attempt to achieve as a community of learners. Displays of posters around the classrooms and common areas make the learner profile attributes more visible and intentional n the school!

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

Learner Profile Attributes

for nquiry and research We know how to earn ndependently and with others We earn wth enthusasm and sustain our ove of learnng throughout lfe

Knowledgeable

We explore the connections n our

Inquirers

We are curious and ask questions

We deve op and use conceptua understand ng, explor ng knowledge across a range of d scip ines We engage w th issues and ideas that have local and g obal s gnif cance

We use critica and creat ve think ng skil s to ana yse and take responsib e act on on complex prob ems We exerc se nit at ve in making reasoned eth ca dec s ons

Communicators

We share our deas

Thinkers

We use our head to so ve problems

We express ourse ves conf dent y and creative y n more than one language and in many ways We co laborate effect ve y l sten ng carefu ly to the perspectives of other ndividua s and groups

We act with ntegr ty and honesty w th a strong sense of fairness and ustice and with respect for the dign ty and r ghts of people everywhere We take responsibi ity for our actions and their consequences

Open–minded

We respect that everyone is

Principled We do what is r ght even when no one is ook ng

We critica ly appreciate our own cultures and personal h stories as wel as the values and tradit ons of others We seek and evaluate a range of points of v ew and we are w l ng to grow from the experience

We approach uncertainty wth forethought and determination; we work ndependenty and cooperatvely to explore new ideas and nnovative strategies We are resourceful and reslent n the face of chalenges and change

Balanced

Risk–takers We challenge ourselves

We understand the importance of balancing d fferent aspects of our ives ntel ectual physica (spiritual) and emotiona to achieve wel -be ng for ourselves and others We recognize our nterdependence with other peop e and with the world n wh ch we ive

We show empathy compass on and respect We have a commitment to service, and we act to make a positive d fference n the l ves of others and n the wor d around us

Reflective

Caring

We are kind and thoughtfu

We thoughtfu ly cons der the wor d and our own ideas and experience We work to understand our strengths and weaknesses to support our learning and personal deve opment

Drawings are displayed and lots of meaningfu discussions and connections take place among the children.

Teachers show children a diverse range of photos for each attribute; children speak about these and often create posters that illustrate the Learner Prof e Attributes. Students are encouraged to make personal connectons with the learner profile attributes All activites are designed keeping in mnd connectionstotheattrbutesandthechildrenareencouragedtodiscussthesameasmuchaspossible

Our units of inquiry incorporate 1 or 2 attributes We believe these attributes support learning and understanding in that unit of inqury Students are given real- fe opportunites to connect with and deveop these attributes. Reflection is important and students are reguarly given opportunites to do so. Thestudentsspeakaboutoneattributetheyreallyworkedonorreallydemonstrated!

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

Action

Actionisatthecoreofstudentagency tisintegraltothePYPlearningprocessandtotheoverarching outcome of international-mindedness. A core belief is that learnng extends beyond the classroom andourstudentshavethepowertomakeapositiveimpactonthewordaroundthem Thefoundation of action comes from developing an understanding of self and a sense of responsibility towards relationshps with peers and the wider community During the Eary Years, the process of action involved deveoping a sense of belonging to those closest to them including family, friends, school and local communites. Over time as students progress into Primary, ths sense of belonging expands to include a deeper awareness of, connection to and responsibility towards, broader communities and intakingactonforpositivechange

Primary learners can take action at any time and it can take many forms Student- initiated action occurs in response to experiences that are personaly meaningful to learners, demonstrating that they have linked their learning to real-life issues and opportunities Students may take action by changing their thinking and mindset, showing determination to learn a new skll raising awareness advocating forpositivechangeandleadngaschool-widecampaignorintiative

Onewayofthnkingoflearneragencyis earnershavingthe powertoact’ Whenlearnersmovefrombeing passverecipientstobeingmuchmoreactiveinthelearningprocessandactivelyinvolvedinthedecisions aboutthelearnng thentheyhavegreateragency

InthePrimary,weuseexternalassessmentstoprovideuswithfurtherdataonthestudents.The assessmentsinclude:

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

influenceanddirecttheirownlearnng makechoces voiceopinions askquestionsandexpresswonderings communicateunderstandings constructnewmeanings participateinandcontributetothelearningcommunity

Studentscanexplorewaystotakeactionasaresultoftheirlearninginmanyways ncludingparticipaton, advocacy socialjustice,socia entrepreneurshipandlifestylechoices

IntheEarlyYears studentshavevoice,choceandownershipfortheirownlearning Studentsdemonstrate agencywhenthey: PARTICIPATION

NationalIdentity

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

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

AssessmentandFeedbackonLearning

PrmarystudentsatKCCareassessedinavarietyofwaysovertheschoolyear.Assessmentfor earningis keytoastudentsprogress Itservestoidentifystudentsprogressandnextsteps Teachersareconstanty assessing students for learning through observations conferences lesson feedback bookwork and questioning

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

IBTs–ArabicassessmentsdoneinGrade3andGrade5

Allinternalandexternalassessmentdataistriangulatedtoinformteachersofstudent’sprogressandnext steps

At Raha KCC Teachers communicate learning with parents in a variety of ways over the year and include face-to-face meetngs student conferences, ceebrations of learning, written reports and updates via Toddle, an online learning portfolio. We believe that parent-schoo partnerships are mportant to student success, therefore parents are encouraged to arrange a time to meet with the student’s teacher if they haveanyquestionsorconcernsduringtheyear

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 mainly on the student’s wellbeing as we believe that students cannot reach ther full potential if theydonotfeelsafe happyandengagedatschool

In Term 2 the student teacher and parents have a 3-way conference meeting to discuss academic progressandskilldevelopmentandsetnewgoals Reflectingonprogressandsettingnewgoalsisintegral tostudentslearning

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

At the end of a unit of inquiry parents are welcomed into school for a celebration of learning where studentsshowtheirparentssomeofthehghlghtsoftheir earning,thersummativetaskoractionpiece

Parents are provided with 2 written reports in the year, in February at the end of semester 1 and in July at the end of semester 2 These reports provde an assessment grade for each subject as well as a short commentaboutthestudent’soveralllearningduringthattme.

ReportingTimeline

SEPTEMBER

Settlng n Meetng

NOVEMBER 3-Way Conferences

FEBRUARY Written Report MAY Learner Led Conferences JULY Written Report

AreasofLearning

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

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

By merging language acquisition wth cultural understandng our Arabic Language programme ignites a lifelong passion for the language and lays the foundation for effectve communcation and meanngful connections

Language

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

SpeakingandListening(OralCommunication)

ViewingandPresenting(VisualCommunication)

Reading(WrittenCommunication)

Writing(WrittenCommunication)

ListeningandSpeaking

Oral language encompasses all aspects of listening and speaking skills that are essential for ongoing languagedevelopment forlearningandforrelatingtoothers Listening(thereceptivemode)andspeaking (theexpressivemode)worktogetherinatransactona processbetweenlistenersandspeakers

A baanced programme will provde meaningfu and well-planned opportunities for learners to participate as listeners as well as speakers Listening involves more than just hearing sounds It requres active and conscous attention in order to make sense of what s heard. Purposeful talk enables learners to articulate thoughtsastheyconstructandreconstructmeaningtounderstandtheworldaroundthem Oral anguage involves Recognising and using certain types of language according to the audence and purposes (for example thelanguageusedathome,the anguageoftheclassroom thelanguageofplay thelanguageof inquiry,conversationswithpeers givinginstructions interpretingcreativetexts thelanguageoffantasy the languageofdfferentgenerations,ofdfferenttimesandplaces)

Viewing and presenting

Viewing and presenting are fundamental processes that are historcally and universally powerful and signifcant The receptive processes (vewng) and expressive processes (presenting) are connected and allowforrecprocalgrowthinunderstanding;neitherprocesshasmeaningexceptinrelationtotheother.It isimportanttoprovideabalancedprogrammewithopportunitiesforstudentstoexperiencebothviewing andpresenting

These processes involve interpreting using and constructing visuals and multimedia in a variety of situations and for a range of purposes and audiences They allow students to understand the ways in which images and language interact to convey ideas, vaues and beliefs Visual texts may be paper, electronicorlive,observableformsofcommunicationthatareconsciouslyconstructedtoconveymeaning andimmediatelyengageviewers allowingtheminstantaccesstodata.

Examplesofvisualtextsare advertisements,brochures computergamesandprograms websites,moves, posters signs, ogos fags, maps charts graphs diagrams illustrations, graphic organisers cartoons and comcs Learningtointerpretthsdataandtounderstandandusedifferentmedia areinvaluablelifeskills Acquiring skills related to information and communicaton technology (ICT) and vsual texts is significant becauseoftheirpersuasiveinfuenceinsociety.

It s important to earn how visual images influence meaning and produce powerfu associations that shapethewaywethinkandfeel.Opportunitiesthatinvitestudentstoexplorethefunctonandconstruction of images faci tate the process of critically anaysing a range of visual texts Learning to understand and usedifferentvisualtextsexpandsthesourcesofinformationandexpressiveabilitesofstudents

Reading

AtKCCwenotonlywantourchildrentobeconfidentreadersbutto overeading Readingisacomplexskill that invoves many different aspects. We use the Scarborough Reading Rope to demonstrate the different parts that are needed to become a confident reader These are broken down into two main categories: WordRecognitonandLanguageComprehension.

Scarborough’s Reading Rope

Decoding

PhonologicalAwareness

Sightrecognition

Word Recognition

VocabularyKnowledge

BackgroundKnowledge

LanguageStructures

LiteracyKnowledge

VerbalReasoning

Language Comprehension

SkilledReading

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

Reading increases knowledge and imagination; exploring new deas can help young minds grow n newways Furthermore childrencanapplycriticalthinkingtoanalyseproseorliteraturewhenreading Developing reading fluency and comprehension of fcton and non-fiction texts and transferrable readingskilsisthegoalforteachingreadinginthePrmary

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

Reading is taught through a combination of direct teaching and shared reading. Children also read with the adults n their class Teachers constantly model a love of reading through the high-quality books they choose to share with the children Student’s reading levels are assessed and ‘just right’ books are given to them for Home Learning It is important that students read every day as ths consstencyisimportantintheirreadingdevelopmentandprogress

Writing

WrtinginthePrimaryatKCCisbrokendown nto4areas:

Conceptsaboutprint

Creatingwriting

Wordbuilding

Mechanicsofwrting

Our aim in the primary is to develop writers that write many kinds of pieces covering a variety of topics andusedetailsandorganisationtostrengthentheirwritng.Theysharetheirownideasandperspectives intheirwrting Theybecomesk fulateditingtheirownwritingandgivingfeedbacktotheirpeers

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

Writing skills are explictly taught to primary students and their writing is mostly linked to their unit of inqury makingitpurposefulandallowingthestudentstomakeconnections

Maths

Thepowerofmathematicsfordescribingandanalysingtheworldaroundusissuchthatithasbecomea highly effective tool for soving problems It is also recognised that students can appreciate the intrinsic fascinaton of mathematics and explore the world through its unique perceptions In the same way that students describe themselves as ‘authors or ‘artsts’, a school’s programme should also provde students wth the opportunity to see themselves as mathematicians, where they enjoy and are enthusastic when explorngandlearningaboutmathematics

In the IB Primary Years Programme (PYP), mathematics s aso viewed as a vehicle to support inquiry, provding a global language through which we make sense of the world around us It is intended that students become competent users of the language of mathematics and can begn to use it as a way of thinking asopposedtoseengitasaseriesoffactsandequationstobememorised

How children learn mathematics

Itisimportantthatlearnersacquiremathematicalunderstandingby constructing their own meaning through ever-increasing leves of abstraction starting with exploring their own personal experiences, understandingsandknowledge.Additionally,itisfundamentaltothe philosophyofthePYPthat snceitistobeusedinreal-lifesituatons, mathematics needs to be taught in relevant realistic contexts, rather than by attempting to impart a fxed body of knowledge drecty to students How chidren learn mathematics can be describedusingthefollowingstages

Constructing meaning

CONSTRUCT NG MEANING APPLYINGWITH UNDERSTANDING TRANSFERRING MEANING

HowchildrenlearnmathematicsIntroductiontothePYPmathematicsscopeandsequence2Mathematics scope and sequence Constructing meaning about mathematics Learners construct meanng based on their previous experiences and understanding and by reflecting upon their interactions with objects and ideas Therefore,involvinglearnersinanactivelearningprocess,wheretheyareprovidedwithpossbiities to interact with manipulatives and to engage n conversations with others, is paramount to this stage of learningmathematics Whenmakingsenseofnewideasal earnerseitherinterprettheseideastoconform totheirpresentunderstandingortheygenerateanewunderstandingthataccountsforwhattheyperceive tobeoccurring.Thisconstructwillcontinuetoevolveas earnersexperiencenewsituationsandideas have anopportunitytorefectontheirunderstandingsandmakeconnectionsabouttheirlearnng

Transferring meaning into symbols

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

Applying with understanding

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

Theyusepatternsandrelationshpstoanalysetheproblemsituationsuponwhch theyareworking

Theymakeandevaluatetheirownandeachother’sideas

Theyusemodels facts propertiesandrelationshipstoexplaintheirthinking. Theyjustifytheiranswersandtheprocessesbywhichtheyarriveatsolutions

In this way, students vaidate the meaning they construct from their experiences with mathematcal situations By explaining their ideas, theories and resuts both orally and in writing, they invite constructive feedback and also lay out alternative models of thinking for the class. Consequently, all benefitfromthisinteractiveprocess

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 and evolving The inclusion of science within the PYP leads earners to an appreciation and awareness of the world as it is viewed from a scentific perspective. It encourages curiosity and ingenuity and enables the student to develop an understanding of the world Reflection on scientific knowledge also heps students to develop a sense of responsibility regardng the impact of their actions on themseves others andtheirworld. nquiryiscentraltoscientificinvestigationandunderstanding.Studentsactivelyconstruct and chalenge their understanding of the world around them by combning scientifc knowedge with reasoning and thinking skills Scientific knowledge is made relevant through its nnumerable applications in the real world The science process by encouraging hands-on experience and inqury enabes the individualtomakeinformedandresponsibledecisions notonlyinscencebutalso notherareasoflife

Personal,SocialandPhysicalHealth

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

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

TheArts

The Arts are an integral part to the IB Primary Years Programme and ncludes Visual Arts and Musc. They areapowerfulmodeofcommuncationthroughwhichstudentsexploreandconstructasenseofselfand 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 cultural perspectves Thestudentsarestmulatedtothinkandtoarticulatetheirthoughtsinnewwaysandthrough avarietyofmediaandtechnologies

The PYP recognises that not all learning can be supported soely through language and that arts as a medium of inquiry also provide opportunities for learning communication and expression. Learning about and through arts is fundamental to the development of the whole child, promoting creativity, critical thinking problem-solvingskillsandsocialinteractions

The term ‘vsual arts’ is used to describe practices that have been more traditionally described in education as ‘art, craft and design It is important that students are exposed to a broad range of experiencesthatillustratethefieldofvisualarts,includingarchitecture,bookmaking,ceramics collage costume design drawng, graphic design film, ilustration industrial design, insta ation, jewellery land art, mask making metawork, painting papermaking performance art, photography, printmaking sculpture,setdesign textilesandwoodwork

Wherever possible students should have the opportunity to experience visual arts beyond their own initial involvement This may be achieved by inviting artists into the school or by visiting art galleries museums artsts’ and designers’ studios exhibitions, films sets and/or theatres Students will begin to appreciate the depth and breadth of the field by experiencing visual arts created by diverse artists locally and globally now and in the past, by women and men and by people of different backgrounds Invsualarts,theroleofthesketchbookisintegraltothisprocess

The sketchbook provdes a space for students to take ownership of ther learning to creativey explore personal interests and to develop their own style The PYP recognises the range of forms a sketchbook maytake,reachingbeyondthephysicalbooktopossiblyincludenewmedia soundandfilm.

Musicenablesstudentstocommunicateinwaysthatgobeyondtheirorallanguageabiltes Itdeights andstimulates soothesandcomfortsus;musicalowsstudentstocommunicateinauniqueway.

Musical experiences and learning begin wth the voice It is important that students are given opportunities to discover a broad range of musc experiences ncuding classifying and analysing sounds composng, explorng body musc harmonising, listening, playng instruments, snging notation, reading music song writing and recording. In creatng, students use ther imagination and musical experiences to organise sounds natura and technologica into various forms that communicate specific ideas or moods In respondng, students are given the opportunity to respond to differentstylesofmusic,aswellastomusicfromdifferenttimesandcultures.

Individually and collaboratively, students should have the opportunity to create and respond to music ideas By exposing students to a wde and varied repertoire of musical styles they can begn to construct an understanding of their environment their surroundings and structures and begin to developpersonalconnectonswiththem

Music

Visual Art

MoralEducationandSocialStudies

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

TeachngtheUnitedArabEmiratesSocalStudiescurriculumprovidesauniqueopportunitytocultivatea profoundloveandappreciationfortheregion Throughathoughtfu ydesignedcurricuum studentsare immersed in the rich tapestry of the UAE’s history, culture and traditions. The curriculum’s focus on local values, customs and andmarks fosters a genuine understanding of the region’s significance, instilling a senseofbelongingandnurturingalifelongappreciationfortheUAE’sculturaldiversity

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

Through the ens of technology our students gain the ski s needed to navigate the digtal landscape with confidence They delve into coding robotics and digtal literacy equippng them wth the tools to thrive in our technology-driven society Engineering chalenges provide opportunities for students to design,buildandtesttheirownsolutions Theylearntoembracefailureasasteppingstonetosuccess, astheyiterate,refineandimprovetheirdesigns

Creativity and innovaton are at the core of STEM as students tackle complex problems, applying their knowledge to create practical and sustanabe solutons Students have opportunities to develop some key mathematical and scientific skills during STEM. They apply mathematcal concepts to rea-life situations, discoverng patterns analysing data and making connections across different disciplines They also follow scientific principles by making observatons, asking questions designing experiments, gatheringdata,analysingresultsanddrawingevidence-basedconclusions STEMfostersco aboration, communcation and crtcal thinking skills, empowering our students to become global citizens and lifelong learners. They develop the confidence to tackle challenges head-on and contrbute positively toourever-changngworld

Islamic Studies

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

Our approach emphasises not only the theoretical aspects but aso the practical appication of Islamic values neveryday ife Byfosteringthisgenuineconnectiontothereligion,weaimtoempowerourstudents withasolidfoundationoffaiththatwillguidetheminnavigatingthecomplexitiesofthemodernworldwith wisdom compassionandadeep-rootedloveforIslam

Over the next section of this document, you will find the Curricu um for the Primary Years This starts w th the Programme of Inquiry wh ch detai s the big ideas and g ves an overview of learning across the year This then moves onto the Approaches to Learning, which maps out the learning skills that w ll be covered in each grade The last section is the Curr culum Progresssion This is organised into indiv dual subjects and broken down by grade leve

TheCurriculum Primary Years

Khalifa City Campus

ProgrammeofInquiry

Grade1

Transdisciplinary Theme

Aninquryintothenatureofthe self;beliefsandvalues;persona, physical menta,socialand spirtualhealth;human relationshipsincludingfamlies friends communitiesandcultures; rightsandresponsibiities;whatit meanstobehuman

An nquiry ntoorientation npace andtime;personalhistories;homes andjourneys thedscoveries explorationsandmigrationsof humankind;therelationshps betweenandthe interconnectednessofindividuals andcvilisations,from ocaland globalperspectives.

Aninquiryintothewaysinwhchwe discoverandexpressideas,feelngs, nature,culture,belefsandvaues;the waysinwhichwerefecton extendand enoyourcreativity;ourapprecation oftheaesthetic

Aninquiryintothenaturalworldand ts laws;theinteractionbetweenthe naturalworld(physca andbiologcal) andhumansoceties;howhumansuse therunderstandingofscientfic prnciples;theimpactofscientficand technologicaladvancesonsocietyand ontheenvronment.

Aninquryintothe nterconnectednessof human-madesystemsand communites;thestructureandfunction oforganisatons;socetaldecisionmaking economicactivtiesandtheir mpactonhumankndandthe envronment

An nquiry ntorightsandresponsbilties inthestruggletosharefiniteresources withotherpeopleandwithotherlving thngs;communitiesandthe reatonshipswithinandbetweenthem; accesstoequalopportunities;peaceand conflictresolution

LinesofInquiry

Reatonshipshelptoshape wellbeing

Traditonsconnectpeopletothe pastandpresent

Peoplechoosedifferentwaystoexpress respondandreacttofeelings

Propertiesofmaterialsdetermnetheir purpose

Communitiesprovde nterconnected servicestomeetpeople’sneeds

Lvingthingsarepartofan interdependentsystem

Identifyingandunderstanding relationships(form)

Deveopingandmaintaining relationships(function)

Reationshipsdetermine emotionalwellbeing (causation)

Self-management(statesof mind)

Socia (intra-personaland interpersonal)

Tradtionsofourhomecountries (form)

Connectionsbetweendifferent cultures(connection)

Celebratingadiversecuture (responsiblity)

Dfferentemotonswefeel(form)

Dfferentmediumstoexpress emotons(connecton)

Howpeoplerespondtoanartists message(perspective)

Howmaterialsbehave(function)

Whymaterialsaremanipulatedto suitacertainpurpose(connecton)

Innovativeuseofmaterials (change)

Research(nformationLiteracy) Communicaton(exchangng information)

Communcation(exchanging nformation,literacy) Thinking(creativethinking)

Research(nformationLiteracy)

Reasonspeopleliveinthecommunty (perspectve)

Servicesneededtosupporta community(connection)

Planningservicesforacommunity (responsibiity)

Self-Management(organisation) Thinking(creativeandcritca thinking)

Lvingthngsaresupportedby differenthabtats(functon)

Ecosystemsareinterdependent (connection)

Waysinwhchecosystemsare affectedbychange(causaton)

Research(InformatonLiteracy) Thinking(CreativeThnkng)

CentralIdea

Grade2 ProgrammeofInquiry

Transdisciplinary Theme

Aninquiryintothenatureoftheself; beliefsandvalues personal physical mental socialandspirtualhealth; humanrelationshipsincluding famlies friends communtiesand cultures;rightsandresponsiblities; whatit meanstobehuman

Aninquiryintoorientationinplaceand time personalhistories;homesand ourneys;thediscoveries,exploratons andmigratonsofhumankind the reatonshipsbetweenandthe nterconnectednessofindividualsand civlisations from ocalandgoba perspectives

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

An nquiry ntothenatura worldand itslaws theinteractonbetweenthe naturalworld(physicalandbiological) andhumansocietes howhumans usetherunderstandingofscientfic princples;theimpactofscentificand technologcaladvancesonsociety andontheenvironment

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

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

CentralIdea

ConceptualLens

Choceofrolemodelsguidesmindset andaction

Thenaturalworldguideswhere humanssettle

Patternscreateanunderstandingof theword

Understandingforcesdetermineshow wemanipulatetheworld

Peopledesigncitestomeettheneeds andwantsofthe nhabitants

Humanactionscanpreserveor endangerthepanet

LinesofInquiry

Factorsthatdeterminevaluesand beliefs(causation)

Qualitiesthatmakeagoodrole model(functon)

Howweuseourstrengthsto participateeffectively(change)

KeyConcepts

RelatedConcepts

Leadershp,Goalsetting,Character andMorality, ndivdua and Community,Civics

Research(nformationlteracy) Communicaton(Exchangng InformationandLteracy)

Structureofthephysicalworld (form)

Therelatonshipbetweenlocation andsettlement(causation)

Changeinsettementsovertme (change)

Envronments Settlement Mapping, Geography Heritage,Sociology

Research(InformatonLiteracy) Thinking(InformationTransfer)

Patternsinnature(form)

Howhumanscreateand manipulatepatterns(change)

Patternasaformofcreativityand structure(perspective)

Repettion Reflection(lightsource), Number History, ndivdualand Community

Typesofforces(form)

Howforces nteract(function)

Howforcesareusedinourdaily ives(connecton)

Characteristicsofacity(form)

Whatpeopleneedandwantina city(function)

Infrastructurestomeetneeds (responsbility)

DirectandIndirect,Test Observation Innovation,InformationLiteracy

Systems Health, nitiative Civics Sociology

Sef-Management(Organsaton andstateofmind)

Thinking(Creatvethinkingand informatontransfer)

Human mpactontheenvronment (causaton)

Waysinwhichecosystemsare affected(change)

Ourresponsbiltytowardslving thngs(responsiblity)

Lifestyle,Sustanablity,Nature InformationLiteracy

Socal(Interpersona Relationships) Thinking(Critca Thnkng) Research(InformationLiteracy)

Grade3 ProgrammeofInquiry

Transdisciplinary Theme

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

Aninquiryintoorientation npaceand time;persona histories;homesand journeys;thedscoveries explorations andmgrationsofhumankind;the relationshpsbetweenandthe interconnectednessofindividuasand civilisatons,fromlocalandglobal perspectives

Aninquiryintothewaysinwhichwe dscoverandexpressideas feelings nature,cuture beliefsandvalues;the waysinwhchwereflecton extend andenjoyourcreatvity;our apprecationoftheaesthetic

An nquiry ntothenatura worldandits laws theinteractonbetweenthe naturalworld(physicalandbiological) andhumansocietes howhumansuse theirunderstandingofscentific princples;theimpactofscentificand technologcaladvancesonsociety andontheenvironment

Aninquiryintotheinterconnectedness ofhuman-madesystemsand communties;thestructureand functionoforganisations;societal decsion-makng;economicactivities andtherimpactonhumankindand theenvronment

Aninquryintorightsand responsiblitesinthestruggletoshare finiteresourceswithotherpeopleand wthotherlivngthngs communities andtherelationshpswthnand betweenthem accesstoequal opportunities;peaceandconflict resolution

ConceptualLens

nternatonalmindednessrequiresan understandingofdfferentcutures

PastcvilisationsshapepresentdaylifeExporngtheconceptsofsoundallows humanstocommunicateeffectively

Matterbehavesinpredictableways Humanmadesystemsshapethe environment Savngresources snecessaryfor Earth’ssurviva

LinesofInquiry

dentifyingculturaldfferences (perspectve)

Chldrensrghtsand responsiblites(form)

Consequencesofouractions (causaton)

KeyConcepts

Evidenceofpastciviisations (connection)

Developmentofsystemsand technologies(causation) (Openlneofinqury,developed withstudents)

Soundisproducedbyvibrations (causation)

Waystomakedifferentsounds (functon)

Discoveringwaystoorganise soundtoexpresscreativty (change)

Propertiesofmatter(form)

Changingstatesofmatter (change)

Howscientificmethodscanbe usedtoanswerquestions (causaton)

Research(informatonandmedia iteracy) SocalSkils(al)

Research(nformationandmedia literacy) Thnkng(creativethinking)

Communication(Interpretingand informedchoces) Thinking(nformationtransfer)

Research(informatonliteracy) Thinking(critcalthinking)

Investigatingsystemsthat influenceproduction(function)

Factorsthataffectproduction (causation)

Sustainableproduction (responsibility)

Howlivngthngsadaptforsurvval (change)

The mpactofchanging environment(causation)

Globalconservatoneffortsandthe effectonlivngthings(perspectve)

Sustanability,Surviva,Responsibility, nformationProcessng Sociology

Self-management(organisation) Self-management(stateofmind)

CentralIdea

Grade4 ProgrammeofInquiry

Transdisciplinary Theme

Aninquryintothenatureofthesef; belefsandvaues;personal,physca, mental socia andspiritualhealth; humanrelatonshpsincudngfamilies frends communitiesandcultures; rightsandresponsiblites;whatit meanstobehuman

An nquiry ntoorientationinplaceand time;personalhistories;homesand journeys;thedscoveries explorations andmigrationsofhumankind;the relatonshipsbetweenandthe interconnectednessofindividualsand cvilisations,from ocalandgoba perspectives

Aninquiryintotheways nwhichwe discoverandexpressideas feeings, nature culture beiefsandvalues;the waysinwhichwereflecton,extend andenjoyourcreativty;our appreciationoftheaesthetic

Aninquiryintothenaturalworldandits laws;theinteractionbetweenthe naturalword(physicalandbiological) andhumansocieties;howhumansuse therunderstandingofscientfc principes theimpactofscientfcand technologicaladvancesonsocety andontheenvronment

Aninquryintotheinterconnectedness ofhuman-madesystemsand communities;thestructureand functionoforganisations societa decision-making economicactivties andtheir mpactonhumankindand theenvironment

Aninquiryintorightsand responsiblitiesinthestruggletoshare finiteresourceswthotherpeopleand withotherlvingthngs;communities andtherelationshipswthinand betweenthem;accesstoequal opportunties;peaceandconflict resolution

LinesofInquiry

nteractionwithnatureenhances personalgrowthandwellbeing

Exploratonleadstodiscoveries, opportuntiesandnewunderstandings

Cultureisexpressedandinterpreted n manyways

Understandngforceshelpshumansto designeffectivemachnes

Businessesadapttochangeinorderto besuccessfu

Responsbiltyforconflictresolution restswiththe ndivdualandthe greatercommunity

Elementsofnaturethataffect welbeng(function)

Howhumansandnatureare nterdependent(connecton)

Strategiestoenhancepersonal welbeng(responsibilty)

KeyConcepts

Self-management(organsation andstatesofmind)

Research(informaton iteracy)

Whypeopeexplore(perspectve)

Overcomingbarriersforexploration (change)

Beneftsandfurtherpossibiitesof exploraton(connection)

Representatonofculturethrough differentartforms(form)

Factorswhichinfluenceanartist’s message(causaton)

Howourcultureconnectsuswith thegoba community (perspective)

Research(al) Thinking(al)

Thnkng(criticalandcreative thinking) Communicaton(nterpreting)

Thelawsofforcesandmotion (form)

Applicatonofforce neverydaylfe (functon)

Applyingscienceknowledgeto createeffectvemachines (causation)

Marketforcesthatinfluence decisionmaking(function)

Causeandeffectofbusiness actvity(connection)

Managingasuccessfulandethica business(responsbility)

Causesofconflct(causation)

Strategesusedtomaintainpeace andresolveconflct(perspectives) Consequencesofresolutions (responsibiity)

Research(informationlteracy) Thinking(crticalthinking) Al Communication Self-Management Socal

Grade5 ProgrammeofInquiry

Transdisciplinary Theme

Aninquiryintothenatureoftheself; beliefsandvalues personal physical mental socialandspirtualhealth; humanrelationshipsincluding famlies friends communtiesand cultures;rightsandresponsiblities; whatitmeanstobehuman

Aninquiryintoorientatoninplaceand tme;personalhstories;homesand journeys;thediscoveres exporations andmigrationsofhumankind;the relationshipsbetweenandthe interconnectednessof ndivdualsand civilsations fromloca andglobal perspectves

Aninquiryintothewaysinwhichwe dscoverandexpressideas feelings nature,cuture beliefsandvalues;the waysinwhchwereflecton extend andenjoyourcreatvity;our apprecationoftheaesthetic

Aninquryintothenaturalwordand ts aws;theinteractionbetweenthe natura world(physicalandbological) andhumansocieties;howhumans usetheirunderstandngofscentific principles;the mpactofscientificand technoogica advancesonsociety andontheenvironment

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

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

CentralIdea

ConceptualLens

Systemsrequirepersona responsibilityHumanmigrationisaresponseto chalenges risksandopportunities

Curostycreatesapassiontolearn andthepowertoact(PYPX)

Chalengingexstingknowledge andideasleadsto nnovaton

Organisationsuseprocessesto supportchange

Humanactionsaterthebalanceof ecosystems

LinesofInquiry

Differentsystemsandhowthey work(function)

Rolesandresponsibiitiestomake systemsfunctionpropery (responsibility)

Howpeopleschoices mpact systems(causaton)

Reasonsformigraton(causation)

Howmgrationleadstonew understandngs(connection)

Effectsofmigrationon communties culturesand individuals(perspective)

(Throughacollaborativeprocess studentswlldeveloptheirown conceptsandlinesofinquiryto drivetheirinquiries)

Hstoryofsignfcantadvancesand inventons(form)

Theuseandconversionofenergy (function)

Futureadvancementsofenergy use(responsiblity)

KeyConcepts

RelatedConcepts

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

Self-management(organisation) Thnkng(reflection)

Research(all) Thinking(crticalandcreatve thinking)

CharacterandMorality,Indivdua and Communty

nnovaton,Sustanablity,Scientfc Method Crcuits InformationLiteracy, Hstory

Research(information iteracy) Thinking(critica andcreative thinking)

Functionsofdifferentprocesses (function)

Evaluatetheeffectofdfferent processes(causation)

Openlneofinquiry

Transiton,Communty Systems, ndvidualandCommunity

Self-Management(organisation andstateofmind)

SocalSkils(Socia Emotional nteligenceandInterpersonal Relatonshps)

Theinterconnectednessoflving thngsandthediversityoftheir needs(connection)

Theconsequencesofthe mbalancewithinecosystems (causaton)

Howhumanscanpromotethe balanceof ecosystems(responsiblity)

Biodiversity Service Conflict Interdependence Socioogy Geography

Research(Al) Thinking(All) Communication(Al)

ThinkingSkills

CriticalThinking

Icanthnkaboutthe ideasofothersand discussthemwithmy peers

Iamabetolookfor simiaritiesand differences

Icandscusswhatmakes an dea,productor processdfferentto others

Icanbreak deasinto smallerpartsto understandthembetter Iamableto ookfor smilartiesand dfferences Icandiscusswhat makesan dea product orprocessdifferentto others

Icanbreak deasinto smallerpartsto understandthembetter Iamableto ookfor patterns smilaritiesand dfferences Icanidentifyunique features

Icanbreak deas into smallerpartsto understandthembetter

Iamableto ookfor patterns smilaritiesand dfferences

Icanidentifyunique features

Icanformulate deas aboutatopic idea, experenceorproduct Icanmakeconnectons betweenideas Icanthinkabout whetheraconclusonis trueornotbasedon informationIhave

Icanformulate deas aboutatopic idea, experenceorproduct Icanmakeconnectons betweenideas Icanthinkabout whetheraconclusonis trueornotbasedon informationIhave

begntodrawmyown concusionsbasedon what havelearned cansometimesexplan thedecsions makein myownterms cancreateand deveopsolutonsto problemsandbeginto explainmythnking

candrawconclusions basedonwhat have earned ambeginnngto explainmydecsion makingprocessto others cancreateand deveopsolutonsto problemsandexpain mythinking

Ibegintouseevidence whenformulatngmy ownarguments Icanmakeconnectons betweenideas Icantestconclusons candrawconclusions basedonwhat have earned canexplanmy decsionmaking processtoothers cancreateand deveopsolutonsto problemsusing supporting nformation

Iamabletoformulate anargumentbasedon evidenceandqueston thosethatarenot Icanmakeconnectons betweenideas Icantestconclusons andgeneralsations

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

Icanbreak deasinto smallerparts including rootorcause Iamableto ookfor patterns smilaritiesand dfferences

Icanidentifyunique features

Iamabletoformulate anargumentbasedon evidenceandqueston thosethatarenot Icanmakeconnectons betweenideas, perspectivesand chalenges Icantestconclusons andgeneralsations

CreativeThinking InformationTransfer

cancomeupwithnew deasandquestons afteranexperience canmake newtome Connectons ambeginningtofind waysto mprovemy deasandthoseof others

cangeneratenew deasand nqures nspredbyexposureto differentexperiences andresources canmake newtome connectons WithgudanceIcanadd toorimproveupon existngideas products orprocesses

cangeneratenew deasand nqures nspredbyexposureto differentexperiences andresources canmake newtome connectons canaddtoorimprove uponexstingideas productsorprocesses

cangeneratenew deasand nqures nspredbyexposureto differentexperiences andresources canmakeunexpected orunusualconnectons canaddtoorimprove uponexstingideas productsorprocesses

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

candrawconclusions basedonwhatIhave earned canexplainmy decsonmaking processtoothersand ncudeevdence used cancreate,develop anddefendsolutons usngsupportng nformation

Icanformulate‘what f questonsandusethem todrivemy nqures Iambeginningtovalue andbe nspredby differentideas Iampractsingthinking aboutthngs ndifferent ways

Icanformulate‘what f questonsandusethem todrivemy nqures Iambeginningtovalue andaminspredbythe unlikleyorimpossible Iambecomngfexble inmythinkingand expressthisinavarety ofways

Icanformulate‘what f questonsandusethem todrivemy nqures Ivalueandaminspred bytheunlikleyor impossibe Iamfexibleinmy thinkingandexpressthis inavaretyofways

Icanformulate‘what f questonsandusethem todrivemy nqures Ivalueandaminspred bytheunlikelyor impossibe Iamfexibleinmy thinkingandexpressthis inavaretyofways

Icanformulate‘what f questonsandusethem todrivemy nqures Ivalueandaminspred bytheunlikelyor impossibe Iamfexibleinmy thinkingandexpressthis inavaretyofways

Iambegnningtouse thingsIhave earnedto helpmysefandothers Iambegnningtouse myknowledgeandsklls innewstuationsor whensovingaproblem

Icanconnectand combineknowledgeand skilsforuse ndifferent stuationsinschooland beyond Wthguidance can applymyknowledge andskllsto oca and gobalcontexts

Iambegnningtouse thingsIhave earnedto helpmysefandothers Iambegnningtouse myknowledgeandsklls innewstuationsor whensovingaproblem

Icanrespondto reflectonquestionson topicsandexperiencesI haverecentlyengaged wth

WthsupportIcan identifymystrengths andareasfor improvement

Icanconnectand combineknowledgeand skilsforuse ndifferent stuationsinschooland beyond Wthguidance can applymyknowledge andskllsto oca and gobalcontexts

Iampractsingmakng useofknowedgeand skils havelearnedto helpmysefandothers Iampractsingusingmy knowledgeandskilsin newsituatonsorwhen solvngaprobem

Iampractsingmakng useofknowedgeand skils havelearnedto helpmysefandothers Iampractsingusingmy knowledgeandskilsin newsituatonsorwhen solvngaprobem

Icanconnectand combineknowledgeand skilsforuse ndifferent stuationsinschooland beyond Icanapplymy knowledgeandskllsto localandgloba contexts

Icanconnectand combineknowledgeand skilsforuse ndifferent stuationsinschooland beyond Icanapplymy knowledgeandskllsto localandgloba contexts

Icanmakeuseof knowledgeandskilsI havelearnedtohep myselfandothers Icanusemyknowledge andskllsinnew situationsorwhen solvngaprobem

Icanconnectand combineknowledgeand skilsforuse ndifferent stuationsinschooland beyond Icanapplymy knowledgeandskllsto localandgloba contexts

Icanrespondto reflectonquestionson topicsandexperiencesI haverecentlyengaged wth Icanidentifymy strengthsandareasfor improvement

Ithinkabouthowmuch knowaboutatopc/skil Ireaisethatpeople learnindfferentways andthatwearenotal thesame

Icanquestonmyown understandng Ireaisethatpeople learnindfferentways andthatwearenotal thesame

Icanrepondto reflectonquestionsona rangeoftopicsand experiences Icanidentifymy strengthsandareasfor improvementandturn these ntogoals

Icancreateandrepond torefectionquestons onarangeoftopicsand experiences Icanidentifymy strengthsandareasfor improvementandturn these ntogoals

Icanquestonmyown understandng Ireaisethatpeople learnindfferentways andIamexperimenting withdifferentways learnandhoweffective theyare

Icanquestonmyown understandngand processesfor earning Ireaisethatpeople learnindfferentways andIamexperimenting withdifferentways learnandhoweffective theyare

Icancreateandrepond torefectionquestons onarangeoftopicsand experiences Icanidentifymy strengthsandareasfor improvementandturn these ntogoals

Icanquestonmyown understandngand processesfor earning Ireaisethatpeople learnindfferentways andIknowthewayI learnbest

CommunicationSkills

ExchangingInformation

Listening Interpreting Speaking Reading

amabetolistentodirectionsand nstructionsandcanaskclarifyng questionswhennecessary ampractising istenngto nformationandtheperspectivesof othersrespectfully

amabetolistentodirectionsand nstructionsandcanaskclarifyng questionswhennecessary lstento nformationandthe perspectivesofothersrespectfully

Icanrecognse,createand makemeaningusing symbols

Iambecomingawareofbody languageandfacia expression

Iknowthatbodylanguage meansdifferentthingsin dfferentcultures

Icanrecognse,createand makemeaningusingsymbols sgnsandsounds Iamawarethatmybody languageandfacia expressionscangiveothers lotsofinformatonandIam beginningtolearnhowtouse thisappropriately

canlstentodirectionsand nstructions,askingcarfying questionswhennecessary canlstenactivelyandrespectfulyto otherperspectivesandideas (ML)Identfythecontextinwhichto askforclarificationinanother anguage fmoreinformatonis required (ML)Identfythedemandsofthe communicatonalcontextandswitch anguagesitnecessaryorusefu

canlstentodirectionsand nstructions,askingcarfying questionswhennecessary canlstenactivelyandrespectfulyto otherperspectivesandideas (ML)Identfythecontextinwhichto askforclarificationinanother anguage fmoreinformatonis required (ML)Identfythedemandsofthe communicatonalcontextandswitch anguagesitnecessaryorusefu

canlstentodirectionsand nstructions,askingcarfying questionswhennecessary canlstenactivelyandrespectfulyto otherperspectivesandideas (ML)Identfythecontextinwhichto askforclarificationinanother anguage fmoreinformatonis required (ML)Identfythedemandsofthe communicatonalcontextandswitch anguagesitnecessaryorusefu

Icanrecognse,createand makemeaningusingsymbols sgnsandsounds Icandeciphervsua,audio andoralcommuncaton Iambeginningtobeawareof cuturaldifferenceswhen providngand nterpretng communication

Iamabletospeakclearlyto expressideas sotheymake sensetoothers Iamabletoshareideasand opinionsinbothsmaland largegroups Icancontributetobrainstorms wthteachersandpeers

Iamabletospeakclearlyto expressideas sotheymake sensetoothersandare relevanttothetopic Icanshareothers’ deasin smallandlargegroups

Literacy

readsourcesfor nformation andentertainment canreadandcomprehend texts

candrawconclusionsabout atext ambeginnngtomake connectonsandinterpret symbols

readavarietyoftextsfor entertanmentand nformation canreadandcomprehend texts candrawconclusionsabout atext makeconnectionsand nterpretsymbols

Icanspeakandexpressideas clearlyandlogcallyinsmall and argegroups Icangiveandreceive meaningfu feedback Iamlearnngtotakepartin dscussonsbothfacetoface anddigitally

readavarietyoftextsfor entertanmentand nformation readcrticallyandfor comprehension makeinferencesanddraw concusions useand nterpretarangeof termsandsymbols

Icanwrtefordfferentpurposes andaudienceswthsupportfrom myteacher Iamlearnngtotakenotesabout importantorinterestingtopics Icanusetoossuchasgraphic organserstoplan draftandedt mywriting

Icanwrtefordfferentpurposes andaudiencesand am begnningtochangemywriting style nresponsetothis Iamlearnngtotakenotesabout importantorinterestingtopics Icanusetoossuchasgraphic organserstoplan draftandedt mywriting

Icanwrtefordfferentpurposes andaudiencesand am begnningtochangemywriting style nresponsetothis Iamlearnngtotakenotesand rewriteinformaton nmyown words

Icanusetoossuchasgraphic organserstoplan draftandedt mywriting

DigitalCitizenshiop

Iamstartngtousebothprntand dgita mediatofind nformation Whenusingmycassroom'sdgita patformImakecarefulchoces aboutthewords useandthe pctures/vdeosIshare

Iambecomingawarethatnotal informationonlineisrelabeand cansharemythnkingaboutwhatI read/see Whenusingmycassroom'sdgita patformImakecarefulchoces aboutthewords useandthe pctures/vdeosIshare

Icanchoosebetween2-3 dfferentwaysto communicatemyideas Icandecidewhethertoor nottopostmy ideas/learningonmydgita account(schoolplatform ony)

Icanchoosebetween2-3 dfferentwaysto communicatemyideas making nformedchoices aboutwhichonewllwork best IthinkaboutwhoIam sharinginformatonwth andforwhatpurpose

Iamawarethatnotal information onine sreliableandIcansharemy thinkingaboutwhatIread/see Whenusingmycassroom'sdgita patform makecarefu choices aboutthewords useandthe pctures/vdeosIshare Icanchoosebetween2-3 dfferentwaysto communicatemyideas making nformedchoices aboutwhichonewllwork best IthinkaboutwhoIam sharinginformatonwth andforwhatpurpose

Icanrecognse,createand makemeaningusingsymbols sgnsandsounds Icandeciphervsua,audio andoralcommuncaton

Iamawareofcultural dfferenceswhenprovding andinterpretng communication

Iamabletospeakclearly makeinformedwordchoices andcontro mytoneandpace whenIexpressmy deas,so theymakesensetoothers Icangiveandreceive meaningfu feedbackandfeed forward

Iamlearnngtocommunicate wthpeers,expertsand membersofthe earning communityusingavarietyof dgita envronmentsandmeda

Icanrecognse,createand makemeaningusingsymbols sgnsandsounds Icandeciphervsua,audio andoralcommuncaton Iamawareofcultural dfferenceswhenprovding andinterpretng communication

Iamabletospeakclearly makeinformedwordchoices andcontro mytoneandpace whenIexpressmy deas,so theymakesensetoothers Icangiveandreceive meaningfu feedbackandfeed forward

Icancommunicatewithpeers expertsandmembersofthe learnngcommunityusinga varietyofdigtalenvironments andmedia

readavarietyoftextsfor entertanmentand nformation readcrticallyandfor comprehension makeinferencesanddraw concusions canusewhatIreadtoinspire supportandstrengthenmy creatvepieces

Icanwrtefordfferentpurposes andaudiencesand amaware thatwrittenlanguagecanchange formsfordifferentdsciplines Iamlearnngtotakenotesand rewriteinformaton nmyown words Ichooseandusetoolssuchas graphicorganiserstopan,draft andeditmywriting

Iamawarethatpeoplecan representthemseves ndifferent waysonlineandIthnkcritically abouthowaccuratethis representationmaybe Imakeconsciouschoicesabout howIportraymyselfonineand considerthepossibeimpactofmy choices

Icanchooseaneffectve waytocommuncatebased onmyaudenceandmy content

IamconsciousofwhoIam sharinginformatonwth andforwhatpurpose

readavarietyoftextsfor entertanmentand nformation readcrticallyandfor comprehension makeinferencesanddraw concusions canusewhatIreadtoinspire supportandstrengthenmy creatvepieces

Icanwrtefordfferentpurposes andaudiencesand amaware thatwrittenlanguagecanchange formsfordifferentdsciplines Icantakenotesandrewrite information nmyownwords Ichooseandusetoolssuchas graphicorganiserstopan,draft andeditmywriting

Iamawarethatpeoplecan representthemseves ndifferent waysonlineandIthnkcritically abouthowaccuratethis representationmaybe Imakeconsciouschoicesabout howIportraymyselfonineand considerthepossibeimpactofmy choices

Evaluatetheimpactofmeda representationsandmodesof presentation

Icanselectthemost effectivewayto communicatebasedonmy audienceandmycontent IamconsciousofwhoIam sharinginformatonwth andforwhatpurpose

ResearchSkills

InformationLiteracy

MediaLiteracy

Formulatingand planning Gatheringand recording Synthesisingand interpreting Evaluatingand communicating Consumingand processing Consideringonline perspectives

Icansharemyquestons withothersandthink aboutwhichquestons helpour nquirythemost Icandiscusswithmy teacherwhatsteptotake next nmyinqury

Icandistnguishbetween approprateand inappropratetoosand sources

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

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

Icanaskquestions,sort thembyconceptand evaluatewhichquestions aremostuseful Icanusetheinqurycycle tohepmycompetemy inquryinawaythat makessense

Icanselectapproprate toos/sourcestohepme withmy nquiry

IamawareofwhatI want/needtofindout and canaskquestonsto drivethsinqury Icanpredictthesteps needtotake nan nquiry andusethesetomakea pan Icanselectapproprate toos/sourcestohepme withmy nquiry

Icangatherinformation toanswermyquestion

Icanuseallofmysenses tonoticedetals

Icanuseastrategyto recordmyinformation withsupportfrommy teacher

Icanfndtwopecesof informationandsay f theyaresimilaror different Icansortandcategorise informationwithsupport Ican dentifytheauthor andtalkaboutwhythey mghthavewrttenths

canlookforconnections betweenpiecesof nformaton cantel myaudience where foundmy nformaton cansharemy nformaton nmorethan oneway

Icangatherinformation frommorethanone place

Icanuseallofmysenses tonoticedetals

Icanuseastrategyto recordmyinformation withsupportfrommy teacher

Icangatherinformation frommorethanone place Icanuseallofmysenses tonoticedetals Icanchooseastrategyto recordmyinformation withsupportfrommy teacher

Icanchoosethemost usefu informtonordata Icansortandcategorise informationwithsupport Ican dentifytheauthor andtalkaboutwhythey mghthavewrttenths

Icanchoosethemost usefu informtonordata Icansortandcategorise information Icanbegintodscussthe authorspurpose

WithsupportIcan dentfy patternsand relatonshipsfromdata and nformatonIhave gathered cantel myaudience where foundmy nformaton cansharemy nformaton nmorethan oneway

WithsupportIcan dentfy patternsand relatonshipsfromdata and nformatonIhave gathered cantel myaudience where foundmy nformaton canchoosewhchway d iketosharemy nformaton

Icangatherinformation toanswermyquestion fromavarietyofmeda Icanuseallofmysenses tonoticedetals Icanchooseastrategyto recordmyinformation withsupportfrommy teacher

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

Icantakerelevantbitsof informationfromdifferent sourcesandput t together ntoaformat thatmakessense Icansortandcategorise information

Ican dentifytheauthor's purpose

Icantakerelevantbitsof informationfromdifferent sourcesandput t together ntoaformat thatmakessense Icansortandcategorise information

Ican dentifytheauthor's purpose

canidentifypatterns andrelationshipsfrom dataandinformation havegathered recognisemysources whenIcommuncatemy findings chooseaplatformto sharemyfindngsafterI consderwhomy audencewllbe

canidentifypatterns andrelationshipsfrom dataandinformation havegathered recognisemysources whenIcommuncatemy findings chooseaplatformto sharemyfindngsafterI consderwhomy audencewllbe

canuseonlnepatforms tofindinformationwith myteachersguidance canparticpatein discussionsandsharemy deasaboutwhichonlne platformsmghtbe helpfulforour nquiries

canuseonlnepatforms tofindinformationwith myteachersguidance ambegnnngtoaskand answerquestonsabout theinformation find onlnetodecidewhetherI cantrust t

candscusshowan onlneauthorfeelsabout differenttopcs gather nformatonfrom mutpesourcesto supportmythinkng

WithgudanceIcan selectanduse appropriateonlne platformstofnd nformaton ambegnnngtoaskand answerquestonsabout theinformation find onlnetodecidewhetherI cantrust t

canindependently selectanduse appropriateonlne platformstofnd nformaton canusecriticalthinking skilstoassess nformatonIfindonlne

candscusshowan onlneauthorfeelsabout differenttopcs gather nformatonfrom mutpesourcesto supportmythinkng

cancommunicatemy deasandinformation usingvdeo wrtng picturesonpaperand usingTodde canchoosethemost effectivewaytosharemy earning

Iamsafeandhonest whenusngmeda Iampartofdscussions aboutwhere nformaton comesfromandhowwe share t

Itakepartindiscussions aboutwhetherall informationonline s truthful Icanaskquestionsto hepdecde fsomething istrue

cancommunicatemy deasandinformation usingvdeo wrtng picturesonpaperand usingTodde canchoosethemost effectivewaytosharemy earning

Iamsafeandhonest whenusngmeda Ithinkaboutanddscuss the mpactofmychoces onotherswhencreatng orconsumingdgtaly

Itakepartindiscussions aboutwhetherall informationonline s truthful Icanaskquestionsto hepdecde fsomething istrue

cantalkabouthow nformatonfromonlne sourceshasdifferent perspectves gather nformatonfrom mutpesourcesto supportandchalenge mythinking cancommunicatemy deasandinformation usingdifferentmedia and onbothToddleand oneotherplatform canchoosethemost effectivewaytosharemy earningandexplainmy choce

IalwayssaywhereIgot my nformatonfromand makeprncipleddecsons abouthowtousemedia Ithinkaboutanddscuss the mpactofmychoces onotherswhencreatng orconsumingdgtaly

Iamawarethatnotal informationisreliableand Ithinkaboutthiswhen consuming nformation Icantakepartin dscussonsandask questonstohelpdecde if nformaton sreiabe

seekoutavaretyof perspectvesfromonine sources gather nformatonfrom mutpesourcesto supportandchalenge mythinking cancommunicatemy deasandinformation usingdifferentmedia and onbothToddleand oneotherplatform canchoosethemost effectivewaytosharemy earningandexplainmy choce

canindependently selectanduse appropriateonlne platformstofnd nformaton canusecriticalthinking skilstoassess nformatonIfindonlne anddscusstheirorgn andpurpose

seekoutavaretyof perspectvesfromonine sources gather nformatonfrom mutpesourcesto supportandchalenge mythinking cancommunicatemy deasandinformation usingdifferentmediaand platformtypesincluding Teams canchoosethemost effectivewaytosharemy earningandexplainmy choce

IalwayssaywhereIgot my nformatonfromand makeprncipleddecsons abouthowtousemedia Ithinkaboutanddscuss the mpactofmychoces onotherswhencreatng orconsumingdgtaly

Iamawarethatnotal informationisreliableand Ithinkaboutthiswhen consuming nformation Icantakepartin dscussonsandask questonstohelpdecde if nformaton sreiabe

Iamprincipledandshow integritywheninteractng wthmeda Iconsidertheimpactof choces makeonothers

Iamawareofbiasand usestrategiestodetectit insourcesusngorigin andpurposewithsupport frommyteacher Iusetoosandcrtca thnkingtodeterminethe trustworthyofasource

Self-ManagementSkills

Icanfollowabalanced scheduleformyself

Icangatherequipment andtoolsneededformy learning

Icandocumentmy learning

Icanfollowabalanced scheduleformyself Icangatherequipment andtoolsneededformy learning Icandocumentmy learning

Iamlearningtousetools tohelpmekeeptrackof mytime

Icanmakeestimates abouthowmuchtime somethingwil take Icantakeonand completetasks nagiven tmeframe

Iamlearningtousetools tohelpmekeeptrackof mytime

Icanmakeestimates abouthowmuchtime somethingwil take Icantakeonand completetasks nagiven tmeframe

Icanfollowabalanced scheduleformyself Icanusesystemsfor documentingmylearnng

Icanplanabalanced scheduleformyself

Icanprepareand organiseequipmentand toosneededformy learning

Icanuseadaptsystems fordocumentngmy learning

Icanplanabalanced scheduleformyselfanda group

Icanprepareand organiseequipmentand toosneededformy learning

Icancreateanduse systemsfordocumenting mylearning

Iamlearningtousetools tohelpmekeeptrackof mytime Icanmakerealistic estimatesabouthow muchtimesomethingwil takeandadjust f necessary Icantakeonand completetasks nagiven tmeframe

Iusetoolstohelpmekeep trackofmytme

Icanmakerealistic estimatesabouthow muchtimesomethingwil takeandadjust f necessary Icantakeonand completetasks nagiven tmeframe

Iusetoolstohelpmekeep trackofmytme

Icanmakerealistics estimatesabouthow muchtimesomethingwil takeandadjust f necessary

Icantakeonand completetasks nagiven tmeframe

Icanworkwithanadultto setgoalsformyself

Icanusedifferent strategiestohepmake progresstowardsmygoal

Icanreflectonmy progresstowardsmygoal

Icansetgoalsthatare bothchallengngand realistic

Icanchooseastrategyto helpmemeetmygoal andaskforsupportwhen needed

Icanreflectonmy progresstowardsmygoal andadjustifneeded

Icansetgoalsthatare bothchallengngand realistic

Icanchooseastrategyto helpmemeetmygoal andaskforsupportwhen needed

Icanreflectonmy progresstowardsmygoal andadjustifneeded

Icansetshortandlong termgoalsthatareboth chalengingandrealistic Icanchooseastrategyto helpmemeetmygoal andaskforsupportwhen needed

Icanreflectonmy progresstowardsmygoal andadjustifneeded

Icansetshortandlong termgoalsthatareboth chalengingandrealistic Icanchooseastrategyto helpmemeetmygoal andaskforsupportwhen needed

Icanreflectonmy progresstowardsmygoal andadjustifneeded

Itrymybesttofocuson onetaskatatimewithout

gettngdstracted

Icanpracticemndfuness withsomeguidanceand support

Iampractisingmy persistencewhenmetwith abarrierorchalenge

IhavestrategiesIuseto overcomechallengesor barriersinmylearning

takeresponsiblityformy actions

amawareofmy emotionsandhowthese mpactme ampractsing strategiestohelpme whenIfee overwhelmed andtomanagestress

Itrymybesttofocuson onetaskatatimewithout gettngdstracted Icanpracticemndfuness withsomeguidanceand support Iampractisingmy persistencewhenmetwith abarrierorchalenge IhavestrategiesIuseto overcomechallengesor barriersinmylearning takeresponsiblityformy actions amawareofmy emotionsandhowthese mpactme ampractsing strategiestohelpme whenIfee overwhelmed andtomanagestress

Icanfocusonthetaskat handandmanage distractonsrelativelywell Icanpracticemndfuness withsomeguidanceand support Iampractisingmy persistencewhenmetwith abarrierorchalenge IhavestrategiesIuseto overcomechallengesor barriersinmylearning

takeresponsiblityformy actions amawareofmy emotionsandhowthese mpactme ampractsing strategiestohelpme whenIfee overwhelmed andtomanagestress

sometimestrytocome upwithmyown deasto solveaprobem respondtodfferenttypes ofmotivationtohelpme succeed

Iamlearnnghowto respondtosetbacks Icantalkaboutthingsthat ddnotgowellwithan adultandthinkaboutwhat Icoulddodifferentynext time

usemyimitativetosolve problemsandtowork throughdfferentsituatons canfinsdifferentwaysto motivatemyselfto succeed Icanmanagesetbacks productively Iusechalenges,adversity anddsappointmentasa prompttoreflect to reevaluateandtogrow

Icanfocusonthepresent andmanageinternaland externaldstractions

Ican dentfya mndfunesspracticethat worksformebasedonmy needs(eg yoga waking, meditaton)

Icanfocusonthepresent andmanageinternaland externaldstractions

Ican dentfya mndfunesspracticethat worksformebasedonmy needs(eg.yoga waking, meditaton)

Iampractisingmy persistencewhenmetwith abarrierorchalenge IhavestrategiesIuseto overcomechallengesor barriersinmylearning takeresponsiblityformy actions amawareofmy emotionsandhowthese mpactme use mindfulnessstrategesto helpmewhenIfeel overwhelmedandto managestress

Iampractisingmy persistencewhenmetwith abarrierorchalenge IhavestrategiesIuseto overcomechallengesor barriersinmylearning

takeresponsiblityformy actions

amawareofmy emotionsandhowthese mpactme use mindfulnessstrategesto helpmewhenIfeel overwhelmedandto managestress

usemyimitativetosolve problemsandtowork throughdfferentsituatons canfinddifferentwaysto motivatemyselfto succeed

Icanmanagesetbacks productively Iusechalenges,adversity anddsappointmentasa prompttoreflect to reevaluateandtogrow

usemyinitiativetosolve problemsandtowork throughdfferent situatons canidentifyandbalance ntrinsicandextrinsic motivationtosucceed

Icanmanagesetbacks productively

Iusechalenges,adversity anddsappointmentasa prompttoreflect to reevaluateandtogrow

usemyinitiativetosolve problemsandtowork throughdfferent situatons canidentifyandbalance ntrinsicandextrinsic motivationtosucceed

Icanmanagesetbacks productively

Iusechalenges,adversity anddsappointmentasa prompttoreflect to reevaluateandtogrow

SocialSkills

SocialandEmotionalIntelligence

Ican dentifymyemotions thoughts andactionswthvisualorverba supportandIamlearningstrateges toregulatethem

Icanmakegoodchoices acknowledgingtheneedsofothers Icanspeakupformyneeds

Iamlearningtousestrategesto contro myemotions thoughtsand actions

Icanmakefairdecisionswhengiven choices

Iamlearningwhen tisappropriate tospeakupformyneeds

Icanregulatemyemotons, thoughtsandactionswithsupport Icanmakefairandequitable decisionswhengivenchoices

Iamlearningwhen tisappropriate tospeakupformyneeds

Icanregulatemyemotons, thoughtsandactionswithmore independence

Icanmakefairandequitable decisionswthsupport Icanspeakupformyneeds

Icanidentifywhatcausesdifferent emotonsinme,withsupport Iambegnningtocreateanideaof myself

Iambegnningtoempathisefor otherswhentheyhaveeitherpositive ornegativeexperiences

Iknowwhatcausesdifferent emotonsinme

Iambegnningtounderstandmyself inrelationtoothers(noteveryone thinks/feels ikeme)

Iambegnningtoempathisewth otherswhentheyhaveeitherpositive ornegativeexperiences

Iknowwhatcausesdifferent emotonsinme

Iamstartingtounderstandhow othersperceiveme

Icanempathsewithotherswhen theyhaveeitherpositveornegative experiences

Iamawareofmyownandothers’ emotons

Icanunderstandthatothersmay perceivemedifferentlythanhowI wantthemto Ipractceempathyandcarefor others

Icancareforothersandtheir belongings Icanbeopen-minded tolerantand respectful

InterpersonalRelationships

candomybesttohelpothers succeed

amlearnngtorecognisetheneeds ofothers

amstartngtoidentifythe mistreatmentofothers

Icancarefortheneedsofothers

Iamopen-mnded tolerantand respectful

Icancarefortheneedsofothers withmore ndependence

Iamopen-mnded tolerantand respectfulofothers pointsofview

domybesttohelpotherssucceed amlearnngtospeakupforthe rightsandneedsofothers canspeakupwhenothersare beinghurt

Iambeginnngtounderstandhow myactions mpactagroup

Icanworkwithothers,showing supportandencouragement

Iambeginnngtotakeondifferent roleswhencooperatingor colaboratng

Iamawareofhowmyactions impactagroup

Icanencourageotherstocontrbute whenworkinginagroup

Iamawarethatdifferentroesare neededwhencooperatingor colaboratng

canhelpotherssucceed speakupfortherightsandneedsof others

trytostopthemistreatmentof others

Icarefortheneedsofothersandam inclusivetoal

IamopenmndedandI istento others perspectives IcandemonstratethatIvalueother peoples conflctingideas

Icanregulatemyemotons, thoughtsandactions

Icanmakefairand equitable decisions

Icanspeakupformyrghtsand needs

Iunderstandthatmyperceptonof myselfcanvaryfromhowothers perceiveme

Iamawareofwhattrggersdfferent emotonsinme

Ipractceempathyandcarefor otherswhentheyhaveeitherpositive ornegativeexperiences

Icanbesensitivetotheneedsof othersandbeinclusveofall

Ihaveanopenmindandunderstand thepowerofapprecatngdfference throughpractsingrespect

helpotherstosucceed speakupfortherightsandneedsof others

amstartngtousestrategiesto eliminatethemstreatmentofothers

Iamawareofhowmyactions impactagroup

Ipracticeandencourage cooperativebehaviourswhen workinginagroup

Iamawareofdifferentrolesand takeonvariedroleswthguidance

Iamawareofhowmyactionscan impactagroup

Ipracticeandencourage cooperativebehaviourswhen workinginagroup

Icanlogicallyandrespectfulystate opinonsandarriveatanagreement asagroupand ndependently Iamawareofdifferentrolesand takeonvariedroleswhen cooperatingandcolaboratng

domybesttosupportothersand hepthemtosucceed speakupfortherightsandneedsof others

usestrategiestopreventand eliminatebullying

Iamawareofhowmyactionscan impactagroup

Ipracticeandencourage cooperativebehaviourswhen workinginagroup

IvarytherolesthatItakeonwhen cooperatingorcolaboratng

Icanlogicallyandrespectfulystate opinonsandarriveatanagreement asagroupand ndependently

Icantalkaboutaproblemandlsten toothers

Iambeginningtoaccept responsibilityformyownactons Icanrecognisetimetocompromse andusestrategiestoresolve conflicts

Iamabletomakegoodchoicesin diffcultsituatons(Usestrategies compromise)

Ilistencarefulytoothers Icanacceptresponsibiityformy ownactions

Iamlearningtoreactappropriately tochallengngsituatons,with teachersupport Ican istencarefulytoothers Iamstartngtoexpressmyneeds clearlyandcalmlytohelprectfya disagreement

Icanactiveyseekpeaceful resolutonsIcanbefair,openand flexible

Iamabletoreactreasonablyto challengingsituatons

Ilistencarefulytoothers Iamlearningtoactasamediator whenothersareinconflct

Iamabletoreactreasonablyto challengingsituatons

Iattentvely istentoothers Icanfluentlyexpressmyneeds clearlyandcalmlytohelprectfya disagreement Icansuccessfullyactasamediator

Language-SpeakingandListening CurriculumProgression

Phase2

Thesoundoflanguageareasymbolcwayof representingideasandobjects

Peopecommunicateusingdifferent anguages

Everyonehastherighttospeakandbe istenedto

Phase3

Spokenlanguagevaresaccordingtothe purposeandaudience

Peope nterpretmessagesaccordingtotheir uniqueexperiencesandwaysof understanding

Spokencommunication sdifferentfrom writtencommuncation-ithasitsownsetof rules

Phase3

Spoken anguagevariesaccordingtothe purposeandaudience

Peopleinterpretmessagesaccordingtotheir unqueexperencesandwaysof understanding

Spokencommunicatonisdfferentfrom writtencommunication- thasitsownsetof rues

Phase4

Spokenlanguagevariesaccordngtothe purposeandaudience

Takingtimetoreflectonwhatwehearand sayhepsustomakeinformed udgments andformnewopinions

Thnkngabouttheperspectiveofour audiencehepsustocommunicatemore effectvelyandapproprately

Thegrammaticalstructuresofalanguage enablemembersofalanguagecommunity tocommunicatewtheachother

Phase4

Spokenlanguagevariesaccordingtothe purposeandaudence

Takingtimetoreflectonwhatwehearand sayhelpsustomakeinformedjudgments andformnewopinions

Thinkingabouttheperspectiveofour audiencehelpsustocommuncatemore effectiveyandappropriately

Thegrammaticalstructuresofalanguage enabemembersofa anguagecommunity tocommuncatewitheachother

Spokenlanguagecanbeusedtopersuade andinfuencepeople

Metaphoricallanguagecreatesstrongvisual images nour magination

Listeners dentifykeyideasinspoken languageandsynthesisethemtocreatetheir ownunderstanding

Peopledrawonwhattheyalreadyknowin ordertoinfernewmeaningfromwhatthey hear

Phase5

Spokenlanguagecanbeusedtopersuade andinfluencepeople

Metaphoricallanguagecreatesstrongvisual magesinourimagination

Lstenersidentfykey deasinspoken anguageandsynthesisethemtocreatetheir ownunderstanding

Peopedrawonwhattheyalreadyknow n orderto nfernewmeaningfromwhatthey hear

Lstentoandenjoystoresreadaloud show understandingbyrespondng noral written orvisua form

Obtainsimpleinformationfromspokentexts

Dstinguishbeginning,medialandending soundsofwordswthincreasngaccuracy

Askquestionstogaininformationand respondtoinquiriesdirectedtothemselvesor tothecass

Useora languagetocommunicateduring classroomactivties conversatonsand maginativeplay

Talkaboutthestories wrting,picturesand modelstheyhavecreated

Begintocommunicateinmorethanone anguage

Usegrammaticalruesofthe anguage(s)of nstruction(learnersmayovergeneraiseat thisstage)

Lstenactivey(eye-contact sittingstill)in smalandlargegroup nteractions

Speakclearlywithgoodvolumeinsmalland argegroupinteractions

Folowmuti-stepdirectons

Retellfamiliarstoriesinsequence

Predctwhen isteningtotextreadaloud

Participateinavaretyofdramaticactivties forexample,roepay,puppettheatre, dramatsatonoffamliarstoriesandpoems

Listentoavaretyoforalpresentations includingstores poems rhymesandreports andrespondwith ncreasingconfdenceand detail

Pckoutmaineventsandrelevantpointsin oraltexts

Anticipateandpredctwhenlisteningtotext readaloud

Uselanguageforavarietyofpersonal purposes forexample,invitations

Expressthoughts ideasandopinionsand discussthem respectingcontributonsfrom others

Partcpateinavarietyofdramaticactvities forexampe plays,dramatsatonoffamliar andownstoriesandpoems

Uselanguagetoexplain, nquireandcompare Recognisepatternsin anguage(s)of instructionanduse ncreasinglyaccurate grammar

Begintounderstandthatlanguageuseis influencedby tspurposeandtheaudience Understandandusespecificvocabularyto sutdifferentpurposes

Hearandappreciatedifferencesbetween languages

Listenactively(eye-contact sittingstil,body language)insmalland argegroup interactionsforsustanedperiodsoftime

Speakcearlywthgoodvoumeand expressonwhenpresentinginsmal and largegroupinteractions

Listenappreciativelyandresponsvely presentingtheirownpontofviewand respectingthevewsofothers

Listenandrespond navarietyofsituatons

Identifymain deasinfamiiarora texts

Listenandrefectonstoriesreadaloudin ordertoidentifystorystructuresand deas

Understandthatideasandopinonscanbe generated deveopedandpresentedthrough tak

Workinpairsandgroupstodeveopora presentations

Explananddscussownwritingwithpeers andadults

Organsethoughtsandfeeingsbefore speakng

Usearangeofspecificvocabularyindifferent situations indicatnganawarenessthat language sinfuencedbypurpose audience andcontext

Useoral anguageappropriately confidently andwithincreasingaccuracy

Verbaisethinking

Appreciatethatlanguageisnotalwaysused literally

Understandandusethefiguratve anguage ofowncuture

Listenforaspecifcpurposeinavarietyof stuations

Identifyandexpandonmainideas noral texts

Understandthatideasandopinionscanbe generated,developedandpresentedthrough talk

Work nparsandgroupstodevelopand presentoralpresentations

Arguepersuasivelyanddefendapointofvew

Begntoparaphraseandsummarise

Realisethatgrammaticalstructurescanbe irregularandbegintousethemappropriately andconsistently

Verbalisethinkingandexplainreasoning

Recognisethatdifferentformsofgrammar areusedindifferentcontexts

Apprecatethat anguageisnotalwaysused lteraly

Understandandusethefigurativelanguage ofownculture

Participateappropratelyaslistenerand speaker, ndiscussons,conversations debatesandgrouppresentations

Listenandrespondappropratelyto instructons,questonsandexplanations

Showopen-mndedattitudeswhenlstenng tootherpointsofview

Usevolume,paceandexpressiontoenhance meaning

Participateappropriatelyaslistenerand speaker,indscussions conversations, debatesandgroupandpersonal presentations

Arguepersuasveyandjustifyapointofview

Respectfully istenandrespondtootherpoints ofview

Generate developandmodifyideasand opinionsthroughdiscusson nfermeanings,drawconclusionsandmake udgmentsaboutoralpresentatons

Useanincreasingvocabularyandmore compexsentencestructureswthahighlevel ofspecficity

Paraphraseandsummarsewhen communicatingoraly

Understandandusefiguratve anguagesuch assimie personificationandmetaphor

Useora languagetoformulateand communicatepossiblitiesandtheories

Usestandardgrammatcalstructures competentlyinappropriatestuations

Useregister tone volume expressionand ntonationtoenhancemeanng

Appreciatethatpeoplespeakandrespond accordingtopersonalandcultural perspectives

Usespeechresponsibytoinform entertain andinfluenceothers

Reflectoncommunicationtomonitorand assesstheirownlearnng

Language-ViewingandPresenting

Phase2

Peopeusestaticandmovingimagesto communicateideasand nformation

Visualtextscanimmediatelygainour attention

Viewingandtalkingabouttheimagesothers havecreatedhelpsustounderstandand createourownpresentations

Phase3

Visualtextscanexpandourdatabaseof sourcesofinformation

Visualtextprovideaternativemeansto developnewlevesofunderstanding

Selectingthemostsuitableformsofvsua presentationenhancesourablitytoexpress deasandimages

Dfferentvsua technquesproducedfferent effectsandareusedtopresentdifferenttypes ofinformation

Locatefamiiarvisualtexts nmagazines, advertisingcataloguesandconnectthem withassociatedproducts

Showtheirunderstandingthatvsual messages nfluenceourbehaviour

Realisethatshapes,symbolsandcolours havemeaningand ncludethem n presentations

Practiseanddeveophandwritingand presentationskills

Observeanddiscussilustrations npcture booksandsmpereferencebooks, commentingontheinformationbeing conveyed

Throughteachermodeling becomeawareof termnoogyusedtotellaboutvsua effects, forexample,feature, ayout boarder frame

Viewdifferentversionsofthesamestoryand discusstheeffectivenessofthedfferentways oftellingthesamestory,forexample the picturebookversionandtheflm/movie versionofastory

Becomeawareoftheuseandorganisatonof vsualeffectstocreateaparticuarimpact,for example domnantimagesshowwhatis mportantinastory

Viewvisualinformatonandshow understandingbyaskingrelevantquestions anddscussingpossiblemeaning

Dscusstheirownfeelingsinresponseto vsualmessages;lstentootherresponses reaisingthatpeoplereactdfferenty

Beginto nterpretbodylanguageofothers withverbalcuesandrespondappropriately

Realisethatvisual nformationrefectsand contributestotheunderstandingofcontext

Recognseandnamefamilarvsua texts for example advertisng logos labes,signs ICT conography

Phase3

Visualtextscanexpandourdatabaseof sourcesofinformaton

Visualtextprovdealternativemeansto developnewlevelsofunderstanding

Selectingthemostsuitableformsofvisual presentationenhancesourabilitytoexpress ideasandimages

Differentvisualtechniquesproducedifferent effectsandareusedtopresentdifferenttypes ofinformation

Phase4

Visualtextshavethepowerto nfluence thinkingandbehaviour

Interpretngvsua textsinvovesmakingan informed udgementabouttheintentionsof themessage

Toenhancelearningweneedtobeefficient andconstructiveusersoftheinternet

Phase4

Vsua textshavethepowertoinfluence thinkingandbehaviour

Interpretingvisualtexts nvolvesmakingan informedjudgementabouttheintentonsof themessage

Toenhancelearningweneedtobeeffcent andconstructiveusersoftheinternet

Phase5

Theaimofcommercialmedia stoinfuence andpersuadeviewers

Individuasresponddifferentlytovisualstexts, accordingtotheirpreviousexperences preferencesandperspectives

Knowingabouttechniquesusedinvsua texts helpusto nterpretpresentatonsandcreate ourownvisualeffects

Synthesisinginformationfromvsua textsis dependentuponpersonalinterpretatonand leadstonewunderstandng

Phase5

Theaimofcommercia mediaisto nfluence andpersuadeviewers ndivdualsresponddifferentlytovisualstexts accordingtotheirpreviousexperiences, preferencesandperspectives

Knowingabouttechnquesusedinvisualtexts hepustointerpretpresentationsandcreate ourownvisualeffects

Synthessinginformationfromvisualtexts s dependentuponpersonal nterpretationand eadstonewunderstanding

Observeanddiscussfamilarandunfamiliar visualmessages;makejudgmentsabout effectiveness

Discusspersona experiencesthatconnect withvisual mages

Useactionsandbody anguagetoreinforce andaddmeaningtooralpresentations

Selectandusesuitableshapes,colours symbolsandlayoutforpresentatons; practseanddevelopwrting/caligraphy styes

Realsethattextandilustrations nreference materialsworktogethertoconvey informationandcanexplanhowthis enhancesunderstanding

Withgudance,usethe nternettoaccess relevant nformation;processandpresent informationinwaysthatarepersonally meanngfu

Useappropriateterminologytodscussvisual texts,forexampe logos font foreground, background impact

Viewarangeofvisua languageformatsand discusstheireffectiveness forexample flm/video posters,drama

Realsethateffectshavebeenselectedand arrangedtoacheveacertanimpact for example,thewayinwhichcolour, ighting, musicandmovementworktogetherina performance

Observeanddiscussvsualrepresentatons; makesuggestionsaboutwhytheyhavebeen createdandwhatthecreatorhasbeen aimingtoachieve

Begintonotetakefromvsualandaudio presentations

UseToddletodemonstrateknowledgeor presentwork

View respondtoanddescribevisua information communcatingunderstandngin oral writtenandvsua form

Describepersonalreactionstovisua messages;reflectonwhyothersmay perceivetheimagesdifferently Understandandexpainhowvisualeffects canbeusedtoreflectaparticularcontext

Recogniseandnamefamliarvisualtextsand explainwhytheyareorarenoteffective,for example,advertising, ogos labels sgns bilboards

Identifyaspectsofbody anguageina dramaticpresentationandexplainhowthey areusedtoconveythemoodandpersona traitsofcharacters

Designpostersandcharts usingshapes, colours,symbols layoutandfonts toachieve particuareffects;explainhowthedesred effect sacheved

Discussanewspaperreportandtellhowthe wordsandpcturesworktogethertoconveya particuarmessage

Prepare indviduallyorincolaboraton visua presentationsusngarangeofmedia, includingcomputerandweb-based appications

Experiencearangeofdifferentvisual languageformats;appreciateanddescribe whyparticularformatsareselectedto achieveparticulareffects

Reaisethatvsua presentationshavebeen createdtoreachouttoaparticularaudience andinfluencetheaudenceinsomeway; discusstheeffectsusedandhowtheymight influencetheaudience

UseKeynotetodemonstrateknowledgeor presentwork

Interpretvisualcues nordertoanalyseand makeinferencesabouttheintentionofthe message

Explainhowreevantpersonalexperences canaddtothemeanngofaselected film/movie writeand llustrateapersonal response

Prepare individualyor ncolaboration,vsual presentatonsusingarangeofmeda, incudngcomputerandweb-based applicatons

Discussandexplainvisual magesandeffects usingappropriateterminoogy forexample image symbol graphcs,balance,techniques, compositon

Observeanddiscussthechoiceand compositonofvisualpresentationsand expainhowtheycontributetomeanngand impact forexample,facia expressons, speechbubbles wordimagestoconvey soundeffects

Vewandcrticalyanaysearangeofvisual texts communcatingunderstandngthrough oral wrttenandvisualmeda

Identifyelementsandtechniquesthatmake advertisements logosandsymbolseffectve anddrawonthisknowledgetocreatetheir ownvisua effects

Realisethatindviduals nterpretvisual informatonaccordingtotheirpersonal experencesanddfferentperspectives

Navgatethe nternetinresponsetoverba andvisualpromptswithconfidenceand familiarity useICTtopreparetheirown presentatons

UsePowerpontor Moviestodemonstrate knowedgeorpresentwork

dentifyfactorsthatinfluencepersonalreactons tovsualtexts;designvsualtextswiththeintention of nfuencngthewaypeoplethinkandfeel

Anayseand nterpretthewaysinwhchvsual effectsareusedtoestablshcontext

Realsethatcutura influencesaffectthewaywe respondtovisualeffectsandexpanhowthis affectsourinterpretation forexample theuseof particularcoloursorsymbos

Showhowbody anguage,forexampe,facial expresson,gestureandmovement postureand orientation,eyecontactandtouch canbeusedto achieveeffectsandinfuencemeaning Appyknowledgeofpresentationtechniques n originaland nnovativeways;explaintheirown deasforachievngdesiredeffects

Examineandanaysetextandilustrations n referencematera,includingoninetext explaining howvsualandwritten nformatonworktogether toreinforceeachotherandmakemeaningmore explcit

Navigatetheinternetinresponsetoverbaland visualpromptswithconfdenceandfamliarity; useICTtopreparetherownpresentatons

Useappropriatetermnoogyto dentifyarangeof visualeffects/formatsandcriticalyanaysether effectiveness forexample mood media, uxtaposition,proporton

Anaysetheselectionandcompositionofvsual presentations seectexamplestoexpanhow theyachieveaparticuarimpact forexampe, dominantimages useofcoour texture symbolsm

dentifythe ntendedaudenceandpurposeofa visualpresentation;identifyovertandsublimina messages

Refectonwaysinwhichunderstandngthe ntentionofavisua messagecaninfluence persona responses

UsePrezitodemonstrateknowedgeorpresent work

Language-Reading

Grade1

Agrade1Readerisgrowing nconfdence tacklng ongerandmorecomplexwordsand texts Theyreadfluently usngexpressionand ntonationtomaketherreadng nterestingto istento Theyuseavarietyofotherstrategiesto compementtheirphonicknowedge Theycan talkabouttheeventsand nformationinthetext andmakeinferences

Grade2

Agrade2readerisontheirwaytobecomnga confident, ndependentreader Astheygetto gripswithphonicsandwordrecognition,they shfttherfocusontocomprehension Theyread longertexts ndependentlyandreadaoudwith properemphasisandexpression Theyreadfor pleasureandusetextstogain nformation

Grade3

Agrade3readerreadswithfluencyand understandngandmastersreadngskils They figureoutnewwordsincontextandrecognise wordpatterns Theyretellstoriesaccuratey, summarisethemainideasandcorrect themselveswhenreading Theythinkandtak aboutwhattheyreadindeeperandmore detaledways Studentsreadlongertextsand mostreadfictionalchapterbooks Theyreadfor pleasurebutalsotogain nformation.

Grade4

Agrade4readerreadsfamiiarpassagesfuently wthappropratepacing,phrasingand expressiontoconveyasenseofthetexttothe audience;occasiona hesitationsmayoccurwth unfamiliarwords Theyare earninghowtothink andtalkaboutatexttofinddeepermeanngs andmessages Theyacqurenewvocabulary whilereadng Theyquestionandpredctbased oninterpretatonsthatgobeyondtheobvious. Theyuseavarietyofsourcestoresearchand analysethetextstheyread

Grade5

Agrade5readerunderstandsanddeveops deasaboutthetextstheyread They earnto supporttheirideasusingspecificdetaisfrom booksandareexpectedtothinkcarefullyabout (andultimateyuse)quotes factsandeventsto developopnionsaboutatextandexplanit grade5readerspracticethsastheyreadtexts togetherasacassand ndependentlyandthey arelearnngandmasteringspecfcstrategies theycanusetodoths.grade5readersanalyse material ndeeperwaysandrequireless guidanceandsupportfromteachersandother aduts Theyindependentyandconfidently researchtopicsandknowwhattodotofind suitablemateral

Understandthatpeoplereadtolearn Understandthatapplyingarangeof strategieshelpsustoreadandunderstand (phonic,sightwords graphc contextual)

Understandthepurposeofpunctuationand theimpactthatthishasontext(ful stops questionmarks exclamatonmarksand speechmarks)

Understandingthatmostprntedwordsare readthesamewayeachtime

Understandthatdfferenttexttypeshave differenttextfeatures

Understandthatpriorknowedgeenablesus tounderstandwhat sread

Understandthatapplyingarangeof strategieshelpsusreadandunderstandnew texts(phonics sghtwords graphic contextual predictng prorknowledge, retelling)

Understandthatdifferenttypesoftextsserve differentpurposes

Understandthataskingquestionsabouttexts helpsustounderstandthemeaningofwhat isread

Understandthatthestructureand organisatonofwritten anguageinfuences andconveysmeaning

Understandthatreadingandthinkingwork togethertoenableustomakemeaning Understandthatcheckng rereadingand correctngourownreadingaswegoenabes ustoreadnewandmorecomplextexts Understandthatidentifyngthemainideasin thetexthepsustounderstandwhatis important

Understandwritersplanandstructuretheir storestoachievepartcularaffects

Understandthatknowngwhatweaimto achevehelpsustoseectusefulreference materaltoconductresearch

Understandthatreadingopensourmindsto multipeperspectvesandhelpsusto understandhowpeoplethink fee andact Understandthateffectvestorieshavea structure purposeandsequenceofevents (plot)thathelptomaketheauthor’s ntention clear

Understandthatknowingwhatweaimto achievehelpsustoselectusefulreference materialtoconductresearch

Understandthatauthorsstructurestores aroundsignificantthemes

Understandthatsynthesisingideasand nformationfromtexts eadstonew deas

dentifyupper-casealphabetnames

Sayalmostallofthephonemeswhenshown thephase2and3graphemes

Readwordscontainngadjacentconsonants

Readphonicallydecodabletwo-syllableand three-sylablewords

ReadmostofHFWautomatcallyandfluently

Readindependentyarangeoftextsata suitableleve withincreasingconfidenceand fluency

Useavaretyofreadingstrategestogain understandingandcrosschecktheseagainst eachother(decodng sghtwords graphic context)

Knowdifferentsynonyms antonymsand homonyms

Knowthemeaningsofcommonprefxesand suffixes;un re less pre,non

Understandsound-symbo relatonshpsand applyreiabephoneticstrategieswhen decodingprint

Understandandusebothreguarand irregularplurals

Usepresentandpasttensewordscorrectly Readtextsatanappropriate evel independently confidentlyandwithgood understanding

Knowandapplythemeaningsofcommon prefixesandsuffxeseg mis- inter- est ble

Knowarangeofcoloquialsmstohelp understandthetext

Knowarangeofwordfamiliestohep understandthetext

Workoutthemeaningofunknownwordsfrom knownrootsandaffixes

Applythergrowingknowledgeofrootwords, prefixesandsuffixestoreadandunderstand themeanngofnewwords

Applythergrowingknowledgeof punctuaton contractionsandplurastoread andunderstandthemeaningofnewwords

Usespreviousknowedgetoreadunfamiiar multi-sylabewords

Identifypartsofspeechanddeviceslike smlesandmetaphors

Applytheirgrowngknowledgeof punctuation,contractionsandpuralstoread andunderstandthemeaningofnewwords

Applytheirgrowngknowledgeofrootwords prefixesandsuffixestoreadandunderstand themeaningofnewwords

Recognseandunderstandagrowngnumber ofacademicvocabularywords

Recognseandunderstandfiguratve anguageeg similes metaphors idioms

Language-Reading(continued) Grade1

Selectbooks gvingreasonsforthesechoices

Rereadandreadaheadtoself-correct checkingthatthetextmakessense

Readaloudusngpunctuatontohelpwth fluencyandexpression

Understandthattextshavedifferentpurposes andunderstandthedifferencebetweenthese (fictionandnon-fction)

Trackapageofprntusingsghtonly moving awayfromfingerpontng

Retelltheeventsfromastoryinsequence, usingsomedetals

Dscussthecharacters nthestory dentifyandtalkaboutthemanideasfrom aninformatontext

Usedifferentpartsofabooktohelpfndout nformation(contentspage, ndex glossary)

Lookforkeywordsinthetexttofindout whatit sabout

Thinkofquestionsandfindtheanswers

Makepredictionsandconfirmtheseusingthe text

Makesimpleinferencesfromthetext

Talkaboutthewordsandphrasestheauthor haschosenandgvenanopinionaboutthese Usepersonalexperiencesandownknowledge tomakeconnectionstowhatisbeingread

Developpersonalpreferences,seecting booksforpleasureandinformation

Readaoudusingpunctuationtoreadfluently Readaoudusingexpresson,notingwhen thereismorethanonecharacter

Usevisualtrackingwhenreading

Usearangeofstrategestosef-monitorand sef-correctwhenmeaningorcontextislost (Pause,vsualise,askquestons,draw conclusions rereadtoclarify)

Findthemeanngofunknownvocabularyin thetextby;re-readingtogathermore information fndngdefintionsinadictionary, usngpriorinformaton inferringfromthe illustratons,usingaglossaryanddiscussing alternatvemeaningswiththeteacher

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

Compareandconnectideasinthestoryand usepriorknowledge,tomakesimple inferencesoverlongertexts

Makepredictonsusngknowledgeand experienceofnarrativetextsEg problem/solution

Identfyandexplainthebasicstructureofa story beginning,middleandendanduse storyboardsorcomcstrpstocommunicate theseelements

Askandanswerquestonsbefore,durngand afterreading

Discusspersonaityandbehaviourof storybookcharactersandexpressopinions

Understandideasand nformationaboutthe plot,charactersandthemesusngown experiences,othertextstheyhavereador informationdrectlyfromthetext

Identfyandexplainthewriterspurposeby usngevidencefromthetext

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

Understandthatsentencescanbegrouped intoparagraphstodevelopideasorfacts Workoutwhatisfactandwhat sopinon

Recognisearangeofnon-fictontexttypes reportsandproceduraltexts

Selectandreadavaretyofbooksfor pleasure, nstructionandinformation

Adjustreadingspeed,usepunctuationand cross-checkforclues tohelpregainmeaning Usecuesfromthestorytomakesmpeand complex nferences

Askquestionsandmakeconnectionswith ownexperiencetocarfyandunderstandthe text

Askquestionsandusetheinformatonto locate recordandanswerthem

Silentlyreadmoredifficulttextsforlonger periodsoftimeandsustainmeaning

Understandanddiscusstherelationship betweencharactersandtherviewsbyusng thetexttosupportanswers

Understandandrespondtotheideas,feelngs andattitudesexpressedinvarioustexts, showingempathyforcharacters

Visualsewhatishappeninginthetextand makeconnectonstounderstandhumourand themood

Understandthatstorieshaveaplotand identifytheelements(exposition,risingacton, climax fallngactionandresoution)

Fndthemain deasandsummarsetheseto helpunderstandthestory

Identifyfeaturesthatcanbereplcatedwhen plannngtheirownstories

Recognisetheauthor’spurpose forexampe toinform,entertain,persuade instruct

Recognisedifferentfeaturesoftext:what makeswrtingapoem storyorreport

Identifyandknowhowtoreadvisual languagefeaturestogetextra nformation andideas(ttlepage tableofcontents index glossary,boldwords captions,labeled diagrams maps)

Knowhowtoskmandscantextstofind information

Aspartofthe nquiryprocess work cooperativelywthotherstoaccess,read, interpretandevaluatearangeofsource materias

Usereferencebooks,dctionares computer andweb-basedapplicationswith ncreasing independenceandresponsbilty

Reflectreguarlyonreadingandsetfuture goalstoimprove

Readawiderangeof ncreasinglycompex textsconfidently, ndependentlyandwith understanding

Useknowledgeofnarrativefeatures language,potstructureanddialogue betweencharacterstoheppredictand understandthetext

Knowthatsentencescanhavemorethanone ideaandcanbeusedtosequenceevents

Understandfigurativeandliteralmeanings andusethistomakeinferences

Makeconnectionstopriorknowedge events andcharacterstohelpunderstandthestory

Usearangeofreadingstrategiestosolve comprehensionproblemsanddeepentheir understandingofatext(Priorknowledge connections questioning,analysingtext structure visualisation contextcues, summarising)

Comparesmlartiesanddifferences nthe ideasandinformationwhenlookngatfiction texts

Monitorreadingforaccuracyandmeaning adustingpacewhentheyencounter dfficulties

Knowhowtoskimandscantextstodecide whethertheywil beuseful beforeattempting toreadthemindetail

Locateandsummariseideasbyusing skimmngandscanning keywords topic sentences keyquestions contentspage, gossariesandsubheadngs

Usetopcspecificvocabularytohelp understandandexplantexts

Compareandcontrastthewaydfferenttexts addressthesameissue themeortopic

Identifyrelevant,reiableandusefu informatonanddecideonappropriateways touse t

Accessinformationfromavaretyoftexts bothinprintandonlineEg newspapers magazines, ournas,comcs,graphicbooks e-booksandblogs

Evaluatetheeffectivenessofdifferentsources of nformation, nbothdigta andprinttext

Distingushbetweenfactandopinionby identifyingrelevantlanguagefeatureseg I think Inmyopinon, beieve

Knowwhenandhowtouseonlineresources forresearch

Identify,compareandcontrastdifferent perspectvesfromwhchtextsarewritten(for exampe frstandthirdperson)

Reflectregularyonreadingandsetfuture goals

Monitorreadingandsustanmeaningover severa dayswithlongertexts

Readawderangeofincreasngcompex textsconfidently independentlyandwth understanding

Understandthattheorderandorganisatonof words,sentences,paragraphsandimages affectmeanng

dentifythespecfc anguagefeaturesand structuresofmanycommontexttypeseg reportshavesubheadings,persuasivetexts userhetorca questions

Participateinclass groupor ndvidualauthor studies,gainnganin-depthunderstandngof theworkandstyleofapartcularauthorand apprecatngwhatitmeanstobeanauthor dentifyanddescribeelementsofastorypot setting,characters,themeandexpainhow theycontributetoitseffectiveness

Compareandcontrasttheplotsoftwo differentbutsimilarnoves commentngon effectivenessand mpact dentifygenre ncludingfantasy,biography, scencefiction mystery historicalnoveland explaineementsandliteraryformsthatare associatedwithdfferentgenres

Appreciateauthors’useoflanguageand nterpretandexplainmeanngbeyondthe itera

Understandthatauthorsusewordsand iterarydevicestoevokementalimages

Appreciatestructuralandstyisticdifferences betweenfictonandnon-fiction

Evaluatewhetherinformationsourcesare reiable current,accurateandsuitableforthe purpose

dentifyandretrieve nformationby nterpretingilustrations photographs text boxes dagrams maps chartsandgraphs

Dstinguishbetweenfactandopinionand reachtheirownconclusionsaboutwhat representsvalid nformation

Consistentyandconfidentlyusearangeof resourcestofindinformatonandsupport their nquires

Participateincollaborativelearning consideringmultipleperspectivesand workingwithpeerstoco-constructnew understanding

Usetheinternetresponsiblyand knowledgeably appreciatingitsuses nformationvaldityand imitations

Locate,organiseandsynthesseinformation fromavaretyofsourcesincudingthelibrary theinternet peope ntheschool famly,the mmediatecommuntyorgoba community

Language-Writing

Grade1

Agrade1writerbegnstoexperimentwith differentsentencelengthsandstarters Theyuse phonicknowedgetospel famliarwordsand makeattemptstospelunknownwords Simple plansareusedtohelpdeveloptheirideasbefore writing Descriptivelanguageisusedtomakethe writinginterestingforthereader Theyreadback theirwritingtoidentfyandeditmistakes

Grade2

Agrade2writerwritestextsthataremore detaied lengthyandvaried.Theyareimproving awiderangeofbasicwrtingskills, ncluding writinglegiby usingbasicpunctuationcorrecty andmovingfrominventedspellngtomore accuratespeling Handwritngbecomes automatcsotheycanconcentratemoreonthe contentoftheirwritingthanonthemechanics Theycanorganisetheirwritngtosuitthetext type.

Understandthatconsistentwaysofrecording deasenabemembersofalanguage communitytounderstandeachothers writing

Writtenlanguageworksdfferentlyfrom spokenlanguage

Understandthataskingquestionsaboutatext hepsustounderstand

Understandthatwewriteindifferentwaysfor differentpurposes

Understandthatapplyingarangeof strategieshelpsustoexpressourselvesso thatotherscanenjoyourwritng

Understandthatthnkngaboutstorybook charactersandpeopleinreallfehelpsusto developcharactersinourownstories

Grade3

Agrade3writerisdevelopingtheirownideas andlearningtoexpressthoseideas nmore sophsticatedways Sentencesaregettng onger andmorecomplex Theyare earningtousea dictonarytocorrecttheirownspellng Grammar improves;forexample you’lseeapproprate punctuationandcontractions Theyarebuilding skillsinthewrtingprocess research plannng organising revisingandeditng withhepfrom teachersandpeers

Understandthestructureofdifferenttypesof textsincludes dentifiablefeatures

Understandthatwhenwriting thewordswe chooseandhowwechoosetousethem enableustoshareourimagningsandideas Understandthatwritingandthinkingwork togethertoenableustoexpress deasand conveymeaning

Grade4

Agrade4writerfocusesondevelopngwriting thathascarityandstructureandthatuses reasons,factsanddetailstosupportand strengthenarguments Theyorgansetheir writng ensurethatitflowswellandgroup togetherrelatedcomponents Theywritedeeper andcontinuetodeveloptheirownvoice They expressideas,makeconnectionsandprovide detailsandemotonswhenapproprate.Grade4 writerstakenotesonwhattheyresearch,read andhear

Understandthataskingquestionsofourseves andothershelpstomakeourwritingmore focusedandpurposeful

Understandthatthewaywestructureand organiseourwritnghepsothersto understandandappreciateit

Understandthatrereadingandeditngour ownwritngenablesustoexpresswhatwe wanttosaymoreclearly

Grade5

Agrade5wrterbuildsontheskilstheylearned tobecomecearerandmoredevelopedwriters Theywritemanydifferentkndsofpieces coverngavaretyoftopicsandusedetailsand organisationtostrengthentheirwriting Grade5 writerssharetheirownideasandperspectivesin theirwriting Theybecomesklfulateditngtheir ownwritingandgivefeedbacktotheirpeers

Writehighfrequencywordscorrectymostof thetme

Knowthattherearedifferentwaystowritethe samesound

Useruesformakingwordsintopurals

Attempttousecommonwordendngsand simplerhymetogeneratewords

Formcaptaland owercaseletterscorrecty

Showcontroloverlettersizing,adaptngsize oftheletterswhenneeded

Expermentwithquestionmarksand exclamationmarks

Usecapita lettersatthebeginningofa sentence

Usefullstopsattheendofasentence

Joinsentencestogetherwithmorecomplex words(and but because,so)

Varythestartofsentences

Usegrade evelappropriatespeling knowledgetospellunfamilarwords(short vowels diagraphs blendsandlongvowesas perWTW)

Writethecorrectbegnnng middeandend soundsinmostwords

Writethefrst300highfrequencywords correctlymostofthetme

Knowthattherearedifferentwaystowritethe samesound

Usecapitalletterscorrecty

Usefullstopscorrectly

Useexclamatonmarkscorrectly

Usequestionmarkscorrectly

Usecommastoseparateitemsinalist

Usea/ancorrectly

Useconunctonstojointwophrases(when before after so,but because)

Writesbothsmpleandcompoundsentences thathavedifferentbeginnings Write egbly inaconsistentstylewithcorrect letterformationandcorrectspacingbetween letterswithinawordandbetweenwords

Usegradelevelappropriatespelling knowledgeforunfamilarwords(shortvowels diagraphs blends, ongvowels othervowels inflctedendingsasperWTW)

Spelandusemosthighfrequencyandtopic wordscorrectly

Usebeginningandendpunctuatoncorrectly

Useapostrophesforcontractions

Usespeechmarkstodesignatedirectspeech

Usethecorrecttensethroughoutwriting, Usedifferentsentencebeginnngsand changesentencelength

Useavarietyofsimple,compoundsentences andsomecomplexsentences

Useavarietyofadjectives

Workindependenty,toproducewrittenwork that slegibeandwell-presented

Usegradelevelappropratespellng knowedgetospelunfamliarwords(short vowes,diagraphs,blends longvowels other vowes, nflictedendngs,syllabe unctures andunaccentedfnalsyllablesasperWTW)

Spellandusemosthighfrequencyandtopic wordscorrectly

Understandthatthestoriesthatpeopewant toreadarebultaroundthemestowhichthey canmakeconnections

Understandthateffectivestorieshavea purposeandstructurethatheptomakethe author’s ntentionclear

Understandthatsynthesisingideasenables ustobuildonwhatweknow reflecton differentperspectivesandexpressnewideas

Understandthatknowingwhatweaimto achievehelpsustoplananddevelop differentformsofwritng

Understandthatthroughtheprocessof planning,drafting edtingandrevisng our writng mprovesovertime

Usegradeleve appropriatespeling knowledgetospellunfamiliarwords(short vowels diagraphs blends,longvowels other vowels inflctedendings,syllablejunctures unaccentedfinalsylables hardersuffixesand rootwordsasperWTW)

Spellandusealmostalhghfrequencyand topcwordscorrecty

Useapostrophesforsingularandplura possesson

Usecommascorrectlytoclarfymeanngand avoidambguity

Wrtewithincreasinglegiblity fluencyand speed

Usebuletpontstolistinformaton

Usecommastoseparateclauses

Usequotationmarkscorrectly

Usebracketscorrectly

Selectthewritngtoolthatisbestsutedfora task

Writelegibility,wthincreasngfluencyand speed

Language-Writing(continued)

Useasimplepantoorganiseideasintoa ogica sequence

Usewordsfromexperencesandtopcwords whenwriting

Writeseveral deasonatopic

Showfeelngsor maginationintherwritng

Giveanopinionorexpressapointofviewin writing

Writeinavarietyofways(description, recount,poetryandreport)

Writeshowngclearunderstandingofthe purposeandaudience

Useavaretyofsentencetypes-statement, questionorcommand

Useadjectivesandadverbstomake sentencesinterestinganddescriptive

Readbackownwritingandmakesome correctionsorimprovements

Usefeedbackfromteachersandother studentsto mprovewrting

Showcuriosityandaskquestionsabout writtenlanguage

Engageconfidentlywiththewrtingprocess (prewriting/panning drafting,revewng edtingandpublishing)

Usegraphicorganiserstoplanwriting(Mind Maps storyboards)

Groupreatedideasusngaplan

Organisesideastosuitthetextformwhen writingforfamiliarpurposes(Astoryhasa beginning,middeandendArecountusesthe 5Ws(where why who what,when)and instructionshavesteps)

Usesimplelanguagefeaturestosupport meanng(adjectvesandalliteraton)

Writeforanaudenceandchoosesideas, vocabularyand anguagefeaturesto influencethereader

Chooseadjectives,nouns puralsandverbs correctly

Portraycharactersthroughphysical descriptonsinordertocreateamental image

Proofreadownwrtingandmakesome correctionsand mprovements

Givespeerfeedbackonwriting

Usesfeedbackfromteacherandother studentstoimprovetheirwritng

Withteacherguidance publishwrttenworkin handwrttenformorindigitalformat

Partcpates nteacherconferences understandsnewlearninggoasandtakes responsibilityfor mprovement

Usecorrecttextstructureforthepurposeof thewriting

Writeindependentlyandwithconfidence developingapersonalvoiceasawrter

Engageconfidentlywththewritngprocess (pre-wrting/planning,drafting reviewing, editngandpublishing)

Useavarietyofmethodstoplanwriting(Mind Maps storyboard,flowcharts diagrams)

Developideasonatopicfromown experiencesandresearchtosupportthemain ideas

Usewrttenandvisuallanguagefeaturesto addmeanngtowritng(smles, onomatopoeia ilustrations diagrams)

Choosesvocabularytoshowideasand experiences(adverbs,pronouns prepositions andsynonyms)

Portraycharactersthroughphysca descriptionsanddalogueinordertocreatea mental mage

Knowwritingisforothersandchoose language contentandcharacterstodevelop thestory

Useparagraphstogrouprelatedideas

Useheadngstoorganise deasandaid presentation

Usesadictionary,thesaurusandwordbankto extendtheuseoflanguage

Proofreadandeditownideastosuitthetopic anduseadictionaryorspellcheck

Checkandeditpunctuation varetyof sentencestarters,spelingandpresentation

Gvespeerfeedbackonwriting

Edtownwritngbasedon

feedback/feedforwardbyaddingordeleting detaisandmakingsmpechangesfor meaningandimpact

Usecorrecttextstructureforthepurposeof thewriting

Wrteindependentlyandwthconfidence, demonstratingapersonalvoceasawrter

Chooserelevantcontent vocabularyand languagefeaturestoinfuencethereader

Portraycharactersthroughphysical descriptions dalogueandactions norderto createamentalimage

Clearlystatesthepointofviewandincudes somesupportngreasons evidenceand detalinordertoinfluenceothers

Showawarenessofdifferentaudencesand adaptwritngaccordingly

Useparagraphstogroupreated ideas/materal

Useheadingsandsubheadingstoorganise ideasandaidthepresentation

Useinterestingsentencebeginnings(Using adverbsoradjectives)

Changethelengthofsentencesusingsimple, compoundandsomecomplexsentences

Usewrittenandvisual anguagefeaturesto addmeaningtowriting(Simies metaphors, onomatopoea, llustrations,dagrams)

Choosesvocabularytoshow deasand experences(Adverbs,pronouns prepositions synonyms,prefixesandsuffixes)

Usedctionaryandthesaurustocheckthe accuracy broadenvocabuaryandenrch theirwritng

Proofreadtocorrectmostspelling punctuatonandgrammarusingadictionary andothersources

Recraftideasformeaningandimpact

Workcooperativeywithapartnertodiscuss andimproveeachother’swriting,takingthe rolesofauthorsandeditors

Publishwrttenworkinbothhandwrittenform andindigtalformat

Usecorrecttextstructureforthepurposeof thewrting(Eg narratveshaveanorentation, setting,problem seriesofeventsand resolution)

Writeindependentyandwithconfidence, showingthedeveopmentoftheirownvoce andstyle

Useplanning,draftng editngandreviewing processesindependentyandwithincreasing competence

Adaptwritingaccordingtotheaudenceand demonstratetheabiltytoengageand sustaintheinterestofthereader

Portraycharactersthroughphysical descrptions,dialogue,actionsandreactons nordertocreateamenta image

Askquestionstoguideresearchanduse frameworks incudingvisua representations torecord,organiseandintegrateideasand nformation

Elaborateon deaswithsupportingdetail

Usewrittenlanguagetoreflectonown earning

Lnkparagraphsusingappropriate connectives(Furthermore therefore in comparison inregardto)

Use ayoutdevicestostructuretext(Headings, sub-headings,columns,bulets,tables)

Useavaretyofsimple compoundand compexsentences

Usearangeofvocabularyandreevant supportingdetailstoconveymeaningand createatmosphereandmood

Recognseandusefguratvelanguageto enhancewrting,forexample similes metaphors,idioms,aliteration

Varysentencestructureandlength

Usearangeoftoolsandtechniquesto producewrittenworkthatisattractivelyand effectivelypresented

Locate,organise synthesiseandpresent writteninformatonobtainedfromavaretyof validsources

Useadictonary thesaurusandspelchecker confidentyandeffectivelytocheckaccuracy broadenvocabularyandenrichwritng ndependentlyeditownwritingformeaning andimpactinresponsetofeedback

Critiquethewrtingofpeerssensitivey;offer constructvesuggestions

Publishwrittenworkinbothhandwrttenform andindigita formatindependently

Language-ArabicA

Language-ArabicA

Language-ArabicB

ListeningandSpeaking

Igreetotherswithsmplewords

Iintroducemysefbriefy(myname myage)

Iunderstandanaudibledialoguebetweentwopeopleaboutgreetng

Iunderstandwordsforcolors

Iunderstandwordsforshapes

Inamesomedaysoftheweek

Inamesomepartsofmybody

Icountfrom0-10

Iempoythisfollowedbymascuineandfeminnewords

Idifferentiatebetweenthepronoun‘’and us intheaudibephrases

Icannamesomefruitsandvegetables

Idistingushbetweenwordsrelatedtotimesuchasmorningandevenng Icanaskforclassroomitemssuchas(books,pen,eraser)

Iunderstandcassroomactionsroutine(read see hear)

Icannamesomeprofessions

Inamemyfamlymembers mother,father,brother sister grandfather,grandmother,uncle,aunt,uncle

Icanexpresssomefeeings:Imhappy, ’msad Imexcted

Iaskandansweraboutthepriceofthngswhentheyarebetween1-10

Readingandwriting Phonicawareness

tracethe inesfromrighttoleft followthezigzaglines writemynameneatly copylettersfolowingthelinesfromrightto eft readthevisualwords readwordsthathavethesamerhythm useimagestonamewords writewordsusingphonicstechniques readsmpe famliarphrases writeshortsentencesthatbegnwithths namethecharactersofacomicstory understandashortcomicstory

distinguishaltheshapesoftheletters pronounceallthesoundsoftheletters writethecorrectformofthe etterintheaudibleword/read distinguishshortandlongsounds

Breakthewordintoitssoundsaccordngtospeling combinelettersandsylablestoproducetheword replacethesoundatthebeginningofthewordto producenewwords

Listening Speaking Reading Writing

Iunderstandsomenumbers

Iexpressmyunderstandingofsimpleaudble sentencesbydrawing Iguessthetopcoftheaudiotextwiththehelpof photos

Iarrangeatleastthreeaudibewordsintheorder heard associatetheaudbleadjectivewiththe image

Iunderstandwordsaboutsomepartsofthebody Iassociatetheaudiblewordwthitsimage

cancountfrom1to20 cantalkaboutmycountry’sflag useverba sentences usethis+mascandfem(

) usethisandthesewiththerightword namethefivesenses use because inmyspeech usetheverbsI ikeandIprefer takaboutmyfamilymembersinsimplewords describesomeone nsmplesentences:their shape theirheight canusethepronounsI he/she useverba sentenceswhenIspeak

identfythesoundthewordbeginswith distinguishbetweenshortandlongvowelsinwords candecodewordsfolowngapattern readwordsthathavethesamerhythm understandsmplephrasesforactionsthathappeninschool suchas, read Iwrite, learn readwordsandtheirplurals readthenamesofthedaysofmonths/daysoftheweek readsgns(ext…) distinguishbetweennoun,verbinfamiiarwords readnumbersfrom120 readsomesongs(nasheeds)expressively matchpcturesandsentences distinguishthetypeoftextread(storymessagediaogue) readsmpesentencesinaletter identfywordsinatextthatcontainthesoundofaspecificletter distinguishthepronounsshe he,they identfythegenera ideaofatextwiththehepofimages readawordand tsplural readaboutdaiyactivitiesthatIdowithmyfamiy canlnkpicturestosentencesIread understandthesentencesreadwiththe hepoftheimages namethecharactersofthestory arrangetheeventsofthecomc

writewordsmovingfromrighttoleft writedownsimpleinformatonaboutmyself:myname myage canwriteaninformal,simplemessage usethenegatoninasentenceandunderstanditspattern copysentences nclearfont writesentencesthatsimulateapattern employthisandthesewiththerightwords writeasimpledescriptionofmyselfandfamiy writenominalsentencesthatbeginwithfamiliarnouns writeashortparagraphofthreesentences writedownmyfamilyquaites usethepronounsIandhe/sheinmywriting use(from–to)inmywriting writesimplewordsaboutthebody writewordsthat ncludea‘shadda’ه usethis+mascandfemwordswiththerightword

Language-ArabicB(continued)

Listening

Ilistenforunderstandingtonumbers,feelngs,animals andweather

Ipredictthesubjectoftheaudibletextwiththehepoftite andimages

Iunderstandthedailyroutineworkthroughtheaudibe text

Isetkeytmesinmydaiyroutine(morningnoonevening)

Idetermnethemeaningofasimplestory heardwithhelp

Iexpressmyfeelinginoneword(scared–excted)

Iknowformyself myname,myage mycountry IexpressmyopnionusingIlke–Idont ike

Iusethewords(ten,twenty thirty)

Idescribesomeanimals theweather

Icomparetwoanimalsusngadjectives

Iexpressasubjectusingmysenses(IsawIheard)

Iusetheexclamatontechniquetosimuatethepattern

Idescribeafter-schoolactvities(fun–new)

Iaskshortquestionsonaspecfictopic

Iusetheadverbsoftmetotakaboutmyroutne (mornng–noon–evenng)

Iusetheinterrogatvetool:when

Ianaysewordsthatcontainaconsonantsyllable Ireadashortconversationbetweentwopeople Iidentfytheoppostesofsomewords IunderstandthesentencesIreadwhenrepeatedsevera times

Ireadthewordsthatbegnwthasolarand unar‘am’ل Ireadsafetyboardsinpubicplaces

Iextractspecfcphrasesfromthereadabletext IgivemyopinionusingwordsIread

Idecomposeashortstory ntoitsmaineements:tme pace characters

Ireadshortsentencesthatexpressthedailyroutinewth pctures

Ireadashortstory

Iunderstandthetextread

Idemonstrateunderstandingthroughdrawings IIdentfythemainideainatext

Iexpressmyunderstandingofthetextbydrawing Iunderstandaudibecals(conversations)attheairport Iunderstandaphoneconversationtobookahotel Idistinguishbetweenacceptingan nvitatonand decliningit

Icomparequaitesaboutpersonalandphysicalattributes Iunderstandtheabstractconceptsinaudibletexts(such asgenerosityandgving)

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

Iunderstandashortstoryofrealeventswhenrepeated morethanonce

Idistinguishthetypeofaudibletext

Idistinguishspecificquaitesforasimplesetofobjectsin anaudibletext example:anovalrugby

Isuggestanewtitlesuitableforashortaudibletext

Iunderstandaudibeinstructons

Iactaccordngtothestory heard

Iorderamenuatarestaurant

Italkabouthealthyandunheathyhabts

Imakeaphonecal toorderamea Idescribepaces like suchastouristattractionsinshort sentences

Iaskandanswersimplequestionsaboutthetopicofat thearport

Icantalkaboutdifferentplacesinthecity

Italkaboutplacesdescrbingthepaceandthefour directions Icomparetwoceremoniesintermsofnameandcountry Italkaboutafestivalusinghelpfulinformation

I’mtalkaboutthetypesoffoodindifferentcountries Imatchmasculineandfemininetheadjectivewiththe describedword Iusetheimperative nmyspeech

Italkaboutmyexperienceinasportcompettion

Italkbriefyabouttypesofartssuchassinging,drawng calligraphy,etc

Iaskandanswerquestionsaboutclothing

Inamemyrightsandoblgatons(dutiesaspartofajob)

Idescribepaces nthectyinshortsentences

Italkabouttheadvantagesofsmartcities

Idistinguishbetweenfactandopinion nsimplesentences Icomparehealthyandunhealthyhabitsinthetextread Iidentfyqualties nthereadingtext Iunderstandanalogyinsimplesentences Idistinguishbetweenprepositions بل Ireadashorttextfromamagazine Ireadatextadaptedfromabooktounderstandan dea Distingushbetweenmasculineandfemininenouns Iinferspecifcinformationfromreadabletext Ireadapersonalmessageandidentifyitstopic

Iwrtewordsending nTanween Iwrtesimplesentencestoexpressmyfeelings Iwrteasmpethankyoucard

Iwrtesimplecongratulationphrasessuchas(blessed congratulate)

Iuseappropriatepunctuationinmywriting ItypewhatIwroteusingacomputerortabet Iuse mperativeandnegationinmywriting folowinga pattern

Ispecifykeyeementsinthegreetingcard(addressee subjectsender)

Iuseprepostions(from–in–to)inmywriting Iusetheverbtosmulateapattern Iuseverbalsentenceinmywriting

Iwrtesimplesentencesthatexpressmydaiyroutine Iusetheconunctions(then,after,too)

Iwrteasmpeparagraphaboutmydailyroutine Iwrtethewordsendinginهandةcorrectly

Iusethefirstpersonwththepasttense Iuse because’ nmywrting,followingaexample Idesignamenu Iusesuperlatives nmywrting IwrteaboutplacesIvevisited Idesignatouristpublicaton

Iwrtewordsthathaveslentandnonsilentletters Iwrtespecifcsynonyms

Iusewordsthatbegnwththe‘hamzaha was walqata Iuseprepostionsinmywriting

Itypeusingacomputerortablet Iuseappropriatepunctuationinmywriting

Ireadaconversationabouthobbies

Iidentfyanalogyinthetextread

Iunderstandthepoint/topicofashortstoryIread

Ireadandunderstandascientficstory

Iunderstandwhat smeantbysomestructuressuchas interrogativeform,command,negation Ireadashortstory

Iidentfytheintroductonandtheconcuson nastory Ireadapostonasocialmedasite

Ireadaletter

Idistinguishtruthandfictioninsentences read Iusethereativepronounshe/she(thethrdperson) Iwritesolarandlunarwordscorrectly

Iwrteameaningfultextusingsomeconjunctions

Also,though

Iwrteaboutpersonalexperienceonthetopicofhobbies Iwrteatextonthetopicofclothinganditstypes Iuseconjunctionsinmywritng

Iwrtewordsendingwithathousand‘TanweenAFath’ Iwrteabouttheimportanceofhealthyfood Iuseexclamationinmywriting Iwrtethehamzain tspostions Iwrtealfattheendofverbs Iuseverbsentencesinmywriting Iusepunctuationinmywritng

Iwrtethesummaryofashortstory

Maths-Grades1to3

NumberandPlaceValue

Readandwritenumberstoatleast100 nnumeralsandwords

Compareandordernumberswithin100

Demonstrateanunderstandngofplacevalueuptoat east100

Countfluentlywthn100 includingcountingforwardsandbackwards n1sand 10sfromdifferentstartngpoints

AddtionandSubtraction

Recalladditionandsubtractionfactsforallnumbersuptoatleast10

Recallnumberfactsreatedtopartsof10 including: Numberparsthattota 20(13+7)

Pairsofmultiplesof10thattotal100(30+70)

Missngaddendstomakeamultpleof10(53+ =60)

Recalldoublesfornumbers1-12andmultiplesof10upto50

Performefficientmentaladdtionandsubtractioncalculatonswithin20

Addandsubtractaone-dgitnumber including:

Aone-digitnumbercrossing10(5+8 12–7)

Aone-digitnumberfromamultipeof10(60+5 80–7)

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

Threeone-digitnumbers(5–2+6)

Addandsubtractatwo-digitnumber, ncluding Atwo-dgitnumberandamutipleof10,(27+60,72–50)

Addngatwo-digitnumbercosetoamutipeof10(9 19 29 or11 21 31)

Twotwo-digitnumbers(noregrouping)

Understandanddemonstratethatadditon scommutative,butsubtractionis not

Recogniseandusetheinverserelationshipbetweenadditionandsubtraction andusethistocheckcalcuatonsandsovemissingnumberproblems

Solveaddtionandsubtractionsinge-stepproblemsincontexts,deciding whchoperationstouseandwhy

MultiplcationandDivsion

Skipcountin2s,5sand10s

Findthetotalnumberofobjectswhentheyareorganisedorsharedintoequal groupsof2,5or10(usingthe anguageof‘groupsof)

Solvepracticalprobemsinvovingmultiplicatonanddivisonby2,5and10 usngmaterials

PartsofaWhoe

Understandafractionaspartofawholeandusethevocabularyofhavesand quartersincontext

Establshand dentifyhalvesandquartersofshapesandsetsto20

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

Solvewordprobemsthatinvolvehavinganddoubling

Identifytheunitofrepeat narepeatedpatternanddescribepatternsas repetitonsofthisunt

Recogniseandunderstandoddandevennumbersto100

Understandtheequalssymbolasanexpressionofarelationshipof equivaenceandexplainths

Writeadditionandsubtractionexpressionsfromstorycontexts

NumberandPlaceVaue

Read,write compareandorderwholenumbersto1000andknowwhateach digitrepresents

Countfluentlywithin1000, ncludingcountingforwardsandbackwardsin1s 10s and100sfromdfferentstartingpoints

Roundanypositive nteger essthan100tothenearest10anduseittoestimate calculations

AdditonandSubtraction

Recal additionandsubtractionfactswithin20

Understandandexplainthe nverserelationshpbetweenadditionand subtractionandusethstowrtesetsofreatedadditonandsubtracton equationsandcheckcalculations

Addandsubtracttwo-digtnumbersusingtheformalwrttenmethodsof columnadditionandsubtractionwhereapproprate

Addorsubtractmentallyanyparoftwo-digitnumbers

Soveadditonandsubtractonsingle-stepandtwo-stepproblems,deciding whichoperationsandmethodstouseandwhy

MutiplicatonandDvision

Skipcountin2s 5s,10s,3sand4sand dentifymutipesof2,5 10,3and4

Useconcretematerialsandarraystomodelmultiplcationasrepeated additionanddivisonasbothequalsharingandrepeatedsubtraction Recal bascmutiplicatonanddivisonfactsfor2 5and10

Recognisetheinverserelationshipbetweendoublingandhaving,useitto doubleanymultipleof5upto100 findthecorrespondinghalves,eg doube85 halve170

Sovepracticalproblems nvolvingmultiplicationanddivsionby2 3,4and5 and10usingmaterials arraysandmenta methods(eg skipcounting)

PartsofaWhole

Readandwriteproperfractionsunderstandingthenumeratorand denomnator(halves thrds,quartersandeighths)

Identifyunitandnon-unitfractionsofshapes(halves,thrds quarters,eighths)

Compareandorderunitfractionsandfractonswiththesamedenominator

Recognise fndandwriteunitfractionsofsetsandnumbers(onehalf onethird onequarterandoneeighth)

Recogniseandshow usingmanipulativesanddiagrams equivaentfractons (haves,quarters eighths)

Addandsubtractfractionswththesamedenomnatorwithinonewhole Soveone-stepandtwo-stepwordproblemsinvolvngfractions

NumberandPaceValue

Read write compareandorderwholenumbersto10000andknowwhateach dgitrepresents

Countfuentywithin10000 includingcountngforwardsandbackwardsin1s 10s,100sand1000sfromdifferentstartingpoints

Roundanypositiveintegerlessthan1000tothenearest10or100anduseitto estimatecalculations

AdditionandSubtraction

Addandsubtracttwo-digitandthree-digitnumbersusingtheforma wrtten methodsofcolumnadditionandsubtractionwhereappropriate

Performefficientmentaladditionandsubtractioncalculations nvolvingtwodgitnumbersandthree-digitmutiplesof10

Solveadditionandsubtractiontwo-stepproblemsincontexts decdingwhch operatonsandmethodstouseandwhy

MultplicationandDivison

Recalbasicmultplicationanddivisionfacts

dentifyfactorsandmultipes drawinguponknowledgeofmultiplcationand dvisonfacts

dentifytheremanderwhendivdingby2 5or10

Understandthepropertiesofmultiplcation(commutative,associativeand dstributive)andtherelationshipbetweenmutipicationanddivisonandapply thistosoveproblems

Useplacevalue,knownanddervedfactstomultiplyanddvideby10 100anda two-digitmultpleof10

Usetheinversereatonshipbetweendoublingandhalvingtodoubleanytwodgitnumberandfindthecorrespondnghalves eg double87 halve194

Multplytwo-dgitandthree-digtnumbersbyaone-dgitnumberusingforma writtenmethods

Solvesingle-stepandmulti-stepwordproblemsthat nvovemutiplicatonand dvison incudngcorrespondenceproblemsthatinvolvemultipyingor dvidinginagvenratio

PartsofaWhole

Compareandorderfractonswiththesamedenominator includingimproper fractions

Findandwritefractionsofnumbers incudingnon-untfractons,eg 3/5of30

Recognseandshow,usingdiagrams familiesofcommonequivaentfractons (denomnatorswithin12)

Addandsubtractfractionswiththesamedenominator,convertingimproper fractionstomixednumberswhereapproprate

Understandthevaueoftenthsandhundredths recognsingthattenthsarise fromdividnganobjectinto10equalpartsandindividngone-digtnumbersor quantitiesby10;andhundredthsarisewhendividinganobjectby100and dvidingtenthsby10

Convertfractonswithdenominators10or100todecmas

Comparedecimalsto2decimalpacesandorderthemonthenumberline

Solveone-stepandtwo-stepwordprobems nvovingfractions

Identify,descrbe,extendandcreategrowingandshrinkingpatterns

Transateanadditionorsubtractionnumbersentencewithaframeintoaword problem

Continuearithmeticsequencesthatinvolveone-andtwo-dgitnumbersand express,inwordsandsymbols,therulegoverningthesequence

Useone-andtwo-stepfunctionmachinestogenerateinputandoutput involvngadditionandsubtractionwithin100;andexpress,inwordsand symbols theoperatonsoffunctionmachines

Continuearthmeticsequencesthatinvolvenumbersuptothree-digitsand express inwordsandsymbols therulegoverningthesequence

Translateanaddtion subtraction multplicationordivisionnumbersentence wthaframe ntoawordproblemandviceversa

Useone-andtwo-stepfunctionmachnestogenerate nputandoutputusing alfouroperations;andexpress,inwordsandsymbols theoperationsof functionmachines

Maths-Grades1to3(continued)

Grade1

Sortandcassfyobjectsorimagesaccordingtotwoormoreattributesand explantherationale

Collect,organiseandrepresentcategoricaldatausingpictographs,tallymarks andbargraphs

Interpretdatabyaskngandanswerngquestionsabouttotallngand comparingdata

Discuss,identfy predctandplaceoutcomesinorderoflikelihood;impossible unlikely likeyandcertain

Length,MassandCapacity

Selectanduseappropratenon-standarduntsforestimatingandmeasuring length massandcapacity, ustifyingchoices

Measure recordandcompare ength,weightandcapactyusingnon-standard standardunits

Understandandexpaintheneedforstandardunitsofmeasurement

Solvepracticaltasksandproblemsinvolvingcentimetres metres,kilograms andlitres

Time

Understandandexpaintherelationshipbetweenunitsoftime

Telandwrtethetimetothehour halfpastthehourandquarterpast/tothe houranddrawthehandsonacockfacetoshowthesetimes

Money

Finddfferentcombinationsofnotesandconsthatequa thesameamountsof money

Exploresimpleaddtionandsubtractionusingmoney

PropertiesofShapes

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

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

Identifyalineofsymmetryin2Dshapesandpatternsandcomplete symmetricalpctures

PostionandDirecton

Usemathematca vocabularytodescribepositon directonandmovement includingleft,right forwards backwards,dagonalyforward diagonally backwardsandwhoe hafandquarterturns

Grade2

Devisecriteraforsortingobectsandsetsandrepresentandanalysedata usingtwo-crcleVenndiagramsandsimpleCarrolldagrams

Collect organseandrepresentcategoricaldatainsimplefrequencytabes andbargraphsandnumericaldata nstackeddotplots

Interpretdatashownintables bargraphsanddotplotsandmakesimple inferences

Investigatesimplesituationsthatinvolveelementsofchance recognsing equa anddifferentlikelhoodsandacknowledginguncertainty

Fndthetota ofandrecord al possibecombnations(totallessthan10)within agvensituationusingatreediagram

Length MassandCapacity

Usestandarduntstoestimateandmeasure:

Length:measureonarulertothenearestcm

Weight/mass:use5g,10gand100gweghts

Capacity measuretothenearest100ml

Sovesnge-stepandmult-stepwordproblemsinvolvingmeasurement

Perimeter

Measureandrecordtheperimeterofsquaresandrectanglesinstandardunits

Tme

Knowthenumberofdaysineachmonth yearandleapyear

Tellandwritethetimetofiveminutes includingquarterpast/tothehourand drawthehandsonananaloguecockfacetoshowthesetmes

Soveprobemsrelatingtoeapsedtimethatinvolvecalculatingstarttimes, finshtimesanddurationsusnghours 30-minuteintervasand15-minute intervals

Money

Sovesmpleproblems nvolvingaddtionandsubtractionofmoney, ncludng givngchange(UAEdirham,whoenumberonly)

PropertesofShapes

Describe,classifyandsortregularandirregular2Dshapeswithupto10sides

Identify,descrbeandmode congruencyin2Dshapes

Construct3-shapesfrommodellngmaterialsandnets;recognise3-Dshapes indifferentorientationsanddescrbethem

Identifylinesofsymmetryinreguar2Dshapesandcreatesymmetrical patterns

PositonandDrection

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

Grade3

Devisecriteriaforsortingobjectsandsetsandrepresentandanalysedata usingthree-circeVenndiagramsandCarrol diagrams

Colect organiseandrepresentcategorcaldatainscaledbarcharts;and time-seres(numerical)datainlinegraphs

nterpretdatashownintabes lnegraphsandscaledpictogramsandbar charts,usingdataasevidencetosupportconclusonsdrawnandmakesmpe nferences

Dscussandcomparedatadisplaysevaluatnghowwel theycommunicate nformation

Usethelanguageofprobabiityandsimplefractionstodescrbethechanceof aneventoccurring

Findthetotalofandrecord,alpossbleoutcomesfromasequenceof ndependentexperimentsoreventsusingatreediagram

Length MassandCapacty

Usestandardunitstoestimateandmeasure:

Length measureonarulertothenearestmmandrecordusngamxofunts e.g.1cm3mm

Weight useweighingscaleswithdivisonstoweighobjectstothenearest 5g 10g 20g 25gor100g,

Capacity:measuretothenearest50m or100ml

Convertmetricunitsoflengthtosmallerunits eg cmtomm mtocm kmtom

Solvesimpleandmorecomplexprobemsrelatingtomeasurement

PerimeterandArea

Measure,recordandcomparetheperimeterandareaofrectangularfigures usingstandardunits

Temperature

Measureandrecordtemperatures ndegreesCelsiusandcompareandorder temperatures incudingtemperaturesbelowzero

Time

Read writeandconverttimebetweenanalogueanddigita 12-and24-hour clocks

Solveproblemsreatingtoelapsedtimethatinvolvecalcuatingstarttimes finishtimesandduratonsusing5-minuteintervas

Money

Recognsethatmostcurrenceshaveabaseuntandasub-unitthat sone hundredthofthebaseunitandprovdeexamplesofsame,eg.dirhams/fils; pound/pence;euro/cent;USdollar/cents

Solveproblems nvolvingaddtionandsubtractionofmoney, ncludnggiving change(usngdecimalpaces)

PropertiesofShapes

dentify describe,compareandclassify2Dshapes includingtriangles (equlatera, soscelesandscalene)andquadriaterals(rectange square paraleogram rhombus,trapeziumandkite)basedontheirproperties(sides angles parallelandnon-parale lines)

Nameandcassfy3Dshapes includingpyramdsandprisms basedon theirproperties

Understandanangleasameasureofrotationandrecognise nameand descrbetypesofangles

dentifyanddrawlinesofsymmetryinreguarandirreguar2Dshapes

PositionandDirection

Locateandplotfeaturesonagridusngcoordnates;drawsidestocompetea gvenpoygon

Describemovementsbetweenpostionsastranslationsofagivenunittothe eft/rightandup/down

Maths-Grades4and5

NumberandPlaceValue

Grade4

Read write,compareandorderwholenumbersto100000andknowwhateachdgitrepresents Interpretnegatvenumbersincontext,countforwardsandbackwardswithpositiveandnegatvewhoenumbers includingthrough0

Countfluentlywthin100000 incudingcountingforwardsandbackwardsin1s 10s,100sand1000sfrom differentstartingpoints

Rounddecimalswth2decimalplacestothenearestwholenumberandto1decimalplace

AdditionandSubtraction

Addandsubtractwhoenumberstotensofthousandsanddecimalswithuptothreeplaces usingformalwrittenmethods

Performmentaladditionandsubtractioncalculations nvolvingincreasingylargewhoenumbersandwhoenumbers andtenths

Solveadditionandsubtractonmulti-stepprobems decidingwhichoperationsandmethodstouseandwhy

MutipicationandDivsion

Recallmultplicatonanddivisionfactsandsquarenumbersupto12x12

Factorsecompositenumbersand dentfyprimenumberswithin50

Multiplynumbersupto4digtsbya1-ortwo-digitnumberusingaformalwrittenmethod includinglongmutipicationfor two-digitnumbers

Dividenumbersupto4digitsbyaone-dgitnumberusingtheformalwrittenmethodofshortdivisionandinterpret remaindersappropriatelyforthecontext

Understandandapplytheorderofoperationstosolveequationsinvovingbrackets

Useplacevaluetomultiplyanddivdewhoenumbersanddecimals(twodecimalpaces)by10,100 or1000

Multiplyanddividewholenumbersmentaly,drawnguponplacevalue knownfacts the nverserelationshpbetween multiplcationanddivsionandtheassocativeanddistrbutivepropertiesofmultplication Solvemulti-stepproblemsinvolvingmultiplcationanddivsion

PartsofaWhole

Compareandorderfractionswhosedenominatorsareallmutipesofthesamenumber

Usementa andwrittenstrategiestofndfractionsofnumbers eg 5/6of360

Recogniseandfindequivalentfractions

Addandsubtractfractionswthdenominatorsthataremultiplesofthesamenumber

Identifymxednumbersandimproperfractonsandconvertfromoneformtotheother Multiplyproperfractionsandmixednumbersbywholenumbers supportedbymaterialsanddagrams

Understandthevalueofthousandthsandreatethemtotenths hundredthsanddecma equivaents

Convertdecimalnumberstofractions eg 071=71/100

Comparedecmasto3decma placesandorderthemonthenumberlne

Understandpercentagesasthenumberofpartsinevery100andexpresstenthsandhundredthsaspercentages

Solveone-stepandtwo-stepwordproblemsinvolvingfractons,decimalsandsimplepercentages

Continuegeometricsequencesandexpress,inwordsandsymbols theruegovernngthesequence

Createequatonstomodelwordprobems usingaframeorsymbolstorepresentunknownvalues

Usemulti-stepfunctionmachnestogenerate nputandoutputusingalfouroperations andexpress inwordsand symbos theoperatonsoffunctionmachines

NumberandPaceValue

Grade5

Read,write compareandorderwholenumbersupto1milionandknowwhateachdigtrepresents Roundanywholenumberordecima numbertoarequireddegreeofaccuracy

Usenegativenumbersincontextandcaculateintervasacross0

AdditionandSubtraction

Soveadditionandsubtractionmulti-stepproblems decidingwhichoperationsandmethodstouseandwhy Performmenta addtionandsubtractioncalcuatonsinvolvingincreasinglylargewholenumbersanddecimalnumbers wthtenthsandhundredths

MultplicatonandDivison

Multiplymulti-digitnumbersupto4digtsbyatwo-digitwhoenumberusingtheforma wrtten methodoflongmultplication

Divdenumbersupto4digtsbyatwo-dgitwhoenumberusingtheformalwrttenmethodoflongdivsionandinterpret remaindersaswholenumberremainders fractions,orbyroundng asappropriateforthecontext

Usefactorisingtodetermnewhetheranumberlessthan100isprimeorcomposite

Understandandapplytheorderofoperationstocarryoutcaculationsinvovingthefouroperations

Useplacevalueandknownfactstoderiverelatedmultplicationanddivisionfactsinvolvngdecimalseg.08×7 48÷6 Multiplyanddivde ntegersanddecimalsmentally drawinguponplacevalue,knownfacts,theinversereationship betweenmutipicationanddvisonandtheassociativeanddistributivepropertiesofmultiplcation

Sovemulti-stepproblemsinvolvngaddition,subtracton multipicationanddvision

PartsofaWhole

Compareandorderasetoffractions(ncludingfractions>1)byconvertngthemtofractionswthacommon denominator

Usecommonfactorstosimplfyfractions;andusecommonmultiplestoexpresstwoormoredifferentfractions nthe samedenomnation

Addandsubtractmxednumbersandfractonswithdfferentdenominators

Multiplysimpepairsofproperfractions,writngtheanswerinitssimplestform,eg 1/4x1/2=1/8

Divdeproperfractionsbywholenumbers,eg 1/3÷2=1/6

Identifythevalueofeachdgitinnumbersgivento3decma placesandmultiplyanddvidenumbersby10 100and1,000 gvinganswersupto3decimalplaces

Associateafractionwithdivisionandconvertfractionstodecimalsbydivding,eg convert3/8toadecimalbydividng3 by8

Compareandorderfractons,decimalsandpercentages

Findequivalentfractons,decimalsandpercentages

Soveproblemsreatingtopercentage ncreaseanddecrease proftandloss

Soveone-stepandmuti-stepproblemsinvolvngfractions decimalsandpercentages

Soveproblems nvolvingratios

Continuesquare,cubeandtriangularnumbersequencesandexpress inwordsandsymbos therulegoverningthe sequence

Expressmissngnumberproblemsagebraicaly

Generateanddescribesimpearithmeticandgeometricsequencesusngalgebracnotation

Expressoutputgeneratedfromone-stepfunctionmachinesusngagebra

Findpairsofnumbersthatsatisfyanequatonwith2unknowns

Enumeratepossbiltiesofcombnationsof2variables

Combineorcomparedatafromtwoormoresourcesusingtwo-wayfrequencytabes,doubebargraphsanddoubleline graphsanddrawconclusionsbasedontwoormoredatasets

Interpretdatashown ntables scaledpictogramsandbarcharts,piegraphs scattergraphs usingittoanswerquestons thatgobeyonddirectyreadingdatadsplays

Comparethedistributionsoftwoormorerelateddatasets identifyingtherangeandmodeofeachandusepatternsand trendswthnandbetweenthedatatodrawconclusions

Useanumericalprobabilityscale0-1or0%to100%todeterminetheprobabiltyofevents

Colect organiseandrepresentcategorca,numericalandmutivariatedata navarietyofforms, ncludingpiegraphs stemandleafplots groupeddatachartsandscattergraphs,usingICTwhereappropriate

Interpretdatashownintabes doube inegraphs groupeddatacharts piechartsandscattergraphs,usingittodraw concusonsandmakegeneralpredictions whilealsobeginningtorecognisebias

Describethedistributonofadatasetandsummarisedatabyidentfyngthemean,mode medan rangeandoutliers

Calcuateandrepresentprobabiities usingfractions percentagesandratos

Maths-Grades4and5(continued)

Grade4

Length MassandCapacity

Estimate measureandrecord ength,massandcapacityuptotwoorthreedecimalplaces asnecessary

Seectanduseappropratestandardunitsofmeasurementandusemeasurngtoolswthreasonableaccuracy

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

Solvewordprobemsrelatedtomeasurementthatinvolveaddition subtraction,mutiplicatonanddivison,includng scalingandratioproblems

PerimeterandArea

Measureandrecordthepermeterandareaofcomposterectangularshapesinstandardunitsandexplainhowregular rectangleswiththesameareascanhavedifferentperimetersandvceversa

Temperature

Calculatetemperaturedfferences incudngthosethatinvolvetemperaturerseandfal across0°C

Time

Readanduseanalogueanddigitalclocks includingreadingandrecordingtimetothesecond

Solveproblemsrelatingtoeapsedtmethatinvolvecaculatingstarttimes,finishtimesandduratonsusinghoursand minutes orminutesandseconds

Complete readand nterpretinformatonintimetablesthatuse12-and24-hourclocks

Money

Solvewordprobemsrelatedtomoneythatinvolveaddition subtraction,mutiplicatonanddivisonandcomparing‘value formoney’

PropertiesofShapes

Tessellatewith2Dshapesandidentifypropertiesthatfaclitateorhindertesselation

Identify3-Dshapes, ncludngcubesandothercuboids from2-Drepresentations(nets)

Knowthatanglesaremeasuredindegreesandthatonewhoeturnis360°andapplyrotationalknowledgetopractical situations

PositionandDrection

Identify,descrbeandrepresentthepositonofashapeonagrdfolowingareflectionortranslation,usingthe appropriatelanguageandknowthattheshapehasnotchanged

Usescalefactorstoenlargeandreduceshapes

Grade5

Length MassandCapacty

Accuratelyinterpretscalesonarangeofmeasuringinstruments

Use read wrteandconvertbetweenstandardunits,convertngmeasurementsofLength Mass andCapacityfromasmalerunitofmeasuretoalargerunitandvceversa usingdecma notationtoupto3decimalpaces

Soveproblems nvolvingthecalcuatonandconversionofunitsofmeasure, usingdecma notationupto3decimalpaceswhereappropriate

PerimeterandArea

Understandandusetheformulaeforcaculatingtheareaofrectanges,trianglesandparalelograms andapplythemtofindtheareaofcompoundshapes

Volume

Calcuate,estimateandcomparevoumeofcubesandcubodsusingstandardunits includngcubiccentimetres(cm³)andcubicmetres(m³)andextendngtootherunts[forexample mm³andkm³]

Tme

Soveproblems nvolvingeapsedtme timetabesandtimezonechanges

Money

Soveproblemsreatingtoprofitand oss

PropertiesofShapes

Draw2-Dshapesusinggivendmensionsandangles

Recognise designandconstructnetsofprismsandpyramds

Knowkeyanglefactsandusethemtosolvemissingangeprobems

Anglesinacircletotal360°

Anglesonastraightlnetotal180°

Anglesinatriangletota 180°

Anglesinaquadrilateraltotal360°

Estmateangleszeandmeasureandconstructanglesupto180degreesusngaprotractor

Identifythepartsofacirce incudingradius,diameterandcrcumferenceandknowthatthedameter stwicetheradus

PositionandDirection

Locateandplotpontsonthefulcoordinategrid(al 4quadrants)

Drawandtranslatesmpeshapesonthefullcoordinateplaneandreflectthemintheaxes

Science

Grade1

Asksimplequestonsandrecognsethatthey canbeanswered ndfferentways

Observingclosey,usingsimpeequpment

Performsimpleteststoinquireandanswer questions

dentifyandclassifyusngobservationsand deastosuggestanswerstoquestons

Gatherandrecorddatatohepinanswering questions

Grade2

Askquestonsthatcould eadto investigationsandchooseonethatwilbethe basisforaninvestigation

Suggestwaystopanandconduct investigations

Makesystematcandcarefulobservations and whereappropriate,takeaccurate measurementsusingstandardinstruments andtoolsaccurately

Representandcommunicateobservations andideasinavarietyofwaystohelp n answeringquestons

Recordfindingsusingsmpescentific language drawings, abelleddiagrams keys barchartsandtabes

Reportonfindingsfrominquiries incuding oralandwrttenexplanatons,dispaysor presentationsofresutsandconcusons

Identfydifferences,similaritiesorchanges relatedtosmplescentificideasand processes

Usepicturesandmodelstodemonstratean understandingofscientificquestions

Askrelevantquestionsandusingdifferent typesofscientificinquriestoanswerthem

Setupsimplepracticalinquries comparative andfairtests

Makesystematicandcarefu observations and,whereapproprate,takngaccurate measurementsusingstandardunits usinga rangeofequipment, ncludngthermometers anddataloggers

Gather record classifyandpresentdataina varetyofwaystohelpinansweringquestions

Recordfndngsfromownobservatonsand measurementsusingsmpescentific language drawings labelleddagrams keys barchartsandtables

Reportonfindingsfrom nquires includng oralandwrittenexplanations displaysor presentationsofresultsandconclusionsusing resutstodrawsimpleconclusions make predictonsfornewvalues suggest improvementsandraisefurtherquestions

Identifyanddescribedifferences similarities orchangesrelatedtosmplescentificideas andprocesses

Usestraightforwardscientfcevidenceto answerquestionsortosupporttheirfndings

Posequestonsanddefineproblemsthatwil facilitateeffectiveinvestgatons,including recognisngandcontrollngvariabeswith support

Seecttoolstotakequantitativemeasures suchasmassandlength

Recorddataandresultstakingaccurate measurementsusngstandardunts using scientificdiagramsandlabels,classificaton keys tables,scattergraphs barand ine graphs

Makeavalidevaluatonoftheresearch procedureusedandsuggestschangesthat canbemade

Reportandpresentfndingsfrominquiresby identifyingpatternsanddiscrepancesinthe data summaresthedata

Presentresearchinnumerc symbolicand graphcalformsaccuratelytosupporthis/her knowedgeofthequestioninvestigated

Plandfferenttypesofscientificinquiriesto answerquestons, ncludingrecognisingand controlingvariables

Wherenecessarytakemeasurements,usnga rangeofscentificequipment,wthincreasng accuracyandprecsion takingrepeat readingswhenapproprate

Recorddataandresultsofincreasing compexityusingscientificdiagramsand abels cassfcationkeys tables,scatter graphs barand inegraphs

Usetestresultstomakepredictonstosetup furthercomparativeandfartests

Reportandpresentfindngsfrominquiries, ncludingconclusions causalrelationships andexplanationsofanddegreeoftrust n results inora andwrittenformssuchas displaysandotherpresentations dentifyscientificevdencethathasbeen usedtosupportorrefuteideasorarguments

dentifyandcomparethesutabilityofa varietyofeverydaymaterals includngwood, metal pastc glass brck,rock paperand cardboardforparticularuses

Findouthowtheshapesofsolidobjects madefromsomemateralscanbechanged bysquashng bendng twstngand stretchng

Compareandgrouptogetherdifferentkinds ofrocksonthebasisoftherappearanceand simplephysicalproperties

Descrbeinsimpletermshowfossilsare formedwhenthingsthathavelvedare trappedwithinrock

Recognisethatsoisaremadefromrocksand organicmatter

Compareandgroupmaterialstogether accordngtowhethertheyaresolids, iquds orgases

Observethatsomemateriaschangestate whentheyareheatedorcooledandmeasure orresearchthetemperatureatwhichthis happensindegreescelsius(°c)

Identifythepartplayedbyevaporatonand condensatoninthewatercycleand associatetherateofevaporationwith temperature

Explainthatunsupportedobjectsfalltowards theearthbecauseoftheforceofgravity actngbetweentheearthandthefaling object

Identifytheeffectsofairresistance water resstanceandfricton,thatactbetween movingsurfaces

Recognisethatsomemechanisms incuding levers puleysandgears alowasmallerforce tohaveagreatereffect

Associatethebrightnessofalamporthe volumeofabuzzerwiththenumberand voltageofcellsused nthecrcuit

Compareandgvereasonsforvariations n howcomponentsfunction,includingthe brightnessofbulbs theloudnessofbuzzers andtheon/offpositionofswitches

Userecognisedsymbolswhenrepresentinga simplecrcuitinadiagram

Science(continued)

Observeanddescribehowseedsand bulbsgrowintomatureplants

Findoutanddescribehowpants needwater,lightandasuitable temperaturetogrowandstayheathy Exporeandcomparethedifferences betweenthingsthatarelving,dead andthingsthathaveneverbeenaive dentifythatmostlivingthingslve n habitatstowhchtheyaresuitedand descrbehowdifferenthabitats provdeforthebasicneedsofdifferent kindsofanimalsandplantsandhow theydependoneachother dentifyandnameavarietyofplants andanimalsintheirhabtats, ncludingmicrohabitats

Describehowanimalsobtaintheir foodfromplantsandotheranimals, usingtheideaofasimplefoodchain andidentifyandnamedifferent sourcesoffood

Identifythatanimals incudinghumans, needtherghttypesandamountof nutrtionandthattheycannotmaketheir ownfood;theygetnutritionfromwhat theyeat

Identifythathumansandsomeother anmashaveskeletonsandmusclesfor support protectionandmovement

Identifyanddescrbethefunctionsof differentpartsoffloweringplants:roots stem/trunk leavesandfowers

Exploretherequirementsofplantsforlife andgrowth(air light water,nutrientsfrom solandroomtogrow)andhowtheyvary fromplanttoplant

Investigatetheway nwhichwateris transportedwithinplants

Explorethepartthatfowersplay nthelife cycleoffloweringplants incuding polination seedformatonandseed dispersal

Recognisethatlivingthingscanbegroupedina varetyofways

Exploreanduseclassificationkeystohelpgroup, identifyandnameavaretyoflivngthings ntheir loca andwiderenvronment

Recognisethatenvironmentscanchangeandthat thiscansometimesposedangerstolivngthings

Describethesimplefunctonsofthebasicpartsof thedigestvesysteminhumans

Identifythedfferenttypesofteethinhumansand thersmpefunctions

Constructandinterpretavarietyoffoodchains, identifyingproducers predatorsandprey

dentifyandnamethemanpartsofthehuman circulatorysystemanddescribethefunctionsof theheart,bloodvesselsandbood Recognsetheimpactofdiet exercseand ifestyleonthewaytheirbodesfuncton

Describetheways nwhichnutrientsandwater aretransportedwithinanimals, ncludinghumans

Describethedifferencesinthe ifecyclesofa mammal,anamphibian an nsectandabird

Describethelifeprocessofreproduction nsome pantsandanimals

Describethechangesashumansdeveloptood age(culturallysensitive)

Describehow ivingthingsareclassifiedinto broadgroupsaccordngtocommon observablecharacterstcsandbasedon similaritesanddifferences, ncluding microorgansms,plantsandanimals

Givereasonsforclassifyingplantsandanimals basedonspecificcharacterstcs dentfyandnamethemanpartsofthe humancrculatorysystemanddescribethe functionsoftheheart bloodvesselsandblood

Recognsetheimpactofdiet exerciseand ifestyleonthewaytheirbodiesfuncton

Describethewaysinwhichnutrientsandwater aretransportedwithinanimals, ncluding humans

Recognsethatlvingthngshavechanged overtmeandthatfossilsprovideinformaton aboutlvingthngsthatinhabitedtheearth milionsofyearsago

Recognsethatlvingthngsproduceoffspring ofthesamekind butnormallyoffspringvary andarenotidenticaltotheirparents(culturaly sensitive)

dentfyhowanimalsandplantsareadapted tosuittheirenvironmentindifferentways

N/A

N/A

Recognisethattheyneedlight norderto seethingsandthatdarkistheabsenceof light

Noticethatlight srefectedfromsurfaces

Recognisethat ightfromthesuncanbe dangerousandthattherearewaysto protecttheireyes

Recognisethatshadowsareformedwhen thelghtfroma ightsourceisblockedby anopaqueobject

Findpatternsinthewaythatthesizeof shadowschange

Comparehowthingsmoveondifferent surfaces

Noticethatsomeforcesneedcontact betweentwoobects,butmagneticforces canactatadistance

Observehowmagnetsattractorrepe eachotherandattractsomematerials andotothers

Compareandgrouptogetheravarietyof everydaymaterialsonthebasisof whethertheyareattractedtoamagnet andidentfysomemagneticmaterials

Describemagnetsashavingtwopoes predictwhethertwomagnetswillattract orrepeleachother,dependingonwhich poesarefacing

Identifyhowsoundsaremade,assocatingsomeof themwithsomethingvibrating

Recognisethatvibrationsfromsoundstrave throughamedumtotheear

Fndpatternsbetweenthepitchofasoundand featuresoftheobjectthatproduced t Fndpatternsbetweenthevolumeofasoundand thestrengthofthevbrationsthatproducedit

Recognisethatsoundsgetfainterasthedistance fromthesoundsource ncreases

Identifycommonappliancesthatrunneectricity

Constructasmpleserieseectricalcircuit identifyingandnamingitsbascparts,including cels wires bulbs swtchesandbuzzers

Identifywhetherornota ampwil light nasimple seriescircuit basedonwhetherornotthe ampis partofacomplete oopwithabattery

Recognisethataswtchopensandclosesacircut andassociatethiswithwhetherornotalamplights inasimpeserescrcuit

Recognisesomecommonconductorsand insuatorsandassociatemetaswithbeinggood conductors

Describethemovementoftheearthandother panets,relativetothesuninthesolarsystem

Describethemovementofthemoonreativeto theearth

Describethesun,earthandmoonas approximateysphercalbodies

Usetheideaoftheearth’srotatontoexplanday andnightandtheapparentmovementofthesun acrossthesky

Compareandgrouptogethereverydaymaterals onthebassoftheirproperties includingtheir hardness soublity transparency conductivty (electricalandthermal)andresponseto magnets

Knowthatsomemateriaswildissove nlquidto formasoutionanddescribehowtorecovera substancefromasolution

Useknowledgeofsolids,lqudsandgasesto decidehowmixturesmightbeseparated ncludingthroughfiltering,sievngand evaporating

Givereasons basedonevidencefrom comparatveandfairtests,forthepartcularuses ofeverydaymaterials,includngmetals,wood andpastc

Demonstratethatdssolving,mixingandchanges ofstatearereversiblechanges

Expainthatsomechangesresult ntheformaton ofnewmateriasandthatthiskindofchangeis notusuallyreversible includingchanges associatedwithburningandtheactionofacdon bcarbonateofsoda

Recognsethatlghtappearstotravelin straightlines

Usetheideathatlighttravelsinstraightlnesto explainthatobjectsareseenbecausethey giveoutorrefect ightintotheeye

Explainthatweseethngsbecauselighttravels fromlightsourcestooureyesorfromlght sourcestoobjectsandthentooureyes

Usetheideathatlighttravelsinstraightlnesto explainwhyshadowshavethesameshapeas theobjectsthatcastthem

Personal,SocialandPhysicalHealth

Hops galops, ogsandslidesusingan effectivetechnque

Demonstratesjumpingand andng na horizontalplaneusing2-foottake-offsand andngs

Mantainsstllnessondifferentbasesof supportwithdifferentbodyshapes

Transfersweghtfromonebodypartto another nself-spaceindanceand gymnastcsenvironments

Rolswtheitheranarroworcurledbody shape

Demonstratestwistng curling,bendingand stretchngactions

Throwsunderhand wthlimitedaccuracyor withsupport

Catchesasoftobectfromaself-tossbefore tbounces

Catchesvarioussizesofbalsself-tossedor tossedbyaskiledthrower

Dribbescontnuouslyinself-spaceusngthe preferredhand

Movesinsef-spaceandgenera spacein responsetodesignatedbeats/rhythms

Travelsdemonstratinglow mddleandhigh evels

Travelsdemonstratingavarietyof reationshipswithobjects(eg over under, around through)

Dfferentiatesbetweenfastandslowspeeds

Dfferentiatesbetweenstrongandlghtforce

Performfundamentalmovementsklls na varietyofmovementsequences

Skipsusnganeffectivetechnique

Runswithaneffectivetechnique

Travelsshowingdifferentiationbetween joggingandsprntng

Demonstratesjumpingandlandingina horizonta planeusingavarietyof1-and2foottake-offsandlandngs

Baancesondifferentbasesofsupport combininglevelsandshapes

Baancesinan nvertedpositionwithstilness andasupportivebase

Transfersweightfromfeettodifferentbody parts/basesofsupportforbalanceand/or travel

Rollsindifferentdirectionswithethera narroworcurledbodyshape

Differentatesamongtwisting,curling, bendingandstretchingactions

Combnesbaancesandtransfers ntoa3partsequence( e dance gymnastics)

Throwsunderhandusinganeffective technique

Throwsoverhand demonstratinganeffective technique

Catchesaself-tossedorwell-thrownlarge ballwithhands nottrappingorcradling againstthebody

Dribblesusngthepreferredhandwhile walking ngeneralspace

Combneslocomotorskilsingeneralspaceto arhythm

Combnesshapes levelsandpathways nto simpletrave,danceandgymnastics sequences

Performfundamentalmovementskillsina varietyofmovementsequences

Leapsusinganeffectivetechnique

Travelsshowingdifferentiationbetween sprintingandrunnng

Jumpsandlandsinthehorizontalandvertical planes

Performsasequenceof ocomotorskils transtionngfromoneskilltoanother smoothlyandwithouthesitation

Balancesondfferentbasesofsupport demonstratingmusculartensionand extensionsoffreebodyparts

Transfersweightfromfeettohandsfor momentaryweghtsupport

Throwsoverhand nnondynamic environments(closedskills) fordistance and/orforce

Catchesagentlytossedhand-sizebal froma partner

Dribblesandtravesingeneralspaceatsow tomoderatejoggngspeed withcontrolofthe bal andbody

Recognisestheconceptofopenspacesina movementcontext

Appiessimplestrategiesandtactcsin chasngactivities

Appiessimplestrategiesinfleeingactivities

Practseandrefinefundamentalmovement skllsinavarietyofmovementsequencesand situations

Usesvariouslocomotorsklls navarietyof smal-sidedpracticetasks danceand educationalgymnastcsexperiences

Runsfordistanceusngaproficientrunning technique

Appliesthemovementconceptsofspeed enduranceandpacingforrunning

Usessprng-andsteptake-offsand andngs specifictogymnastics

Balancesondifferentbasesofsupporton apparatus demonstratinglevesandshapes

Transfersweightfromfeettohands,varying speedandusinglargeextensions(eg mue kck,handstand cartwheel)

Moves ntoandoutofbalancesonapparatus withcurling twstingandstretchingactons

Combineslocomotorskllsandmovement concepts(levels,shapes extensions pathways force tme,flow)tocreateand performasequencewithapartner

Combinestravelingwithbalanceandweight transferstocreateagymnasticssequence withandwthoutequipmentorapparatus

Throwsoverhandandunderhandtoapartner oratatargetwthaccuracyatareasonabe dstance

Catchesathrownbal abovethehead at chestorwaistlevel andbelowthewaistina non-dynamicenvironment(closedsklls)

Catcheswthreasonableaccuracy n dynamic smal-sidedpracticetasks

Drbblesinself-spacewithboththepreferred andthenon-preferredhands

Drbblesingenera spacewithcontrolofball andbodywithchangesindirectonand speed

Drbbleswthhandsorfeet ncombinaton withothersklls(eg passing,receiving, shooting)

Combinestravelingwithmanipulativeskllsof dribblng throwing,catchingandstrikingin teacher-and/orstudent-designedsmalsdedpractcetasks

Appliestheconceptofclosingspacesin smal-sidedpracticetasks

Demonstratespatternsoflocomotorskilsin dynamicsmall-sidedpracticetasks gymnastcsanddance

Combineslocomotorandmanipulativesklls navarietyofsmall-sdedpractce tasks/gamesenvronments

Combinestravelingwithmanpulativeskills forexecutiontoatarget(eg scoringin soccer hockeyandbasketball)

Usesappropriatepacingforavaretyof runningdistances

Combinesjumpngandlandingpatternswith ocomotorandmanipulatveskilsindance, educationalgymnasticsandsmall-sided practicetasksandgamesenvironments

Combinesbalanceandtransferringweightin agymnasticssequenceordancewitha partner

Transfersweghtingymnasticsanddance envronments

Combineslocomotorskillsandmovement concepts(leves,shapes extensions pathways force,time fow)tocreateand performasequencewithagroup

Throwsoverhandandunderhandwth effectivetechnqueinnondynamc envronments(closedskils) withdifferent sizesandtypesofobjects

Throwswthaccuracy,bothpartnersmoving Catchesabattedbal abovethehead at chestorwaistleve,andaongthegroundina nondynamicenvironment(closedskills)

Catcheswithreasonabeaccuracyin dynamic,small-sdedpractcetasks

Combineshanddribblngwithotherskills durng1v1practicetasks

Dribbeswithhandsorfeetinavarietyof smal-sdedgameforms

Combinesmanipulativeskllsandtravellng forexecutiontoatarget(eg.scoringin soccer hockeyandbasketball)

Combinesspatialconceptswithlocomotor andnon-locomotormovementsforsmall groups ngymnastics danceandgames envronments

Appliestheconceptsofdirectonandforceto strkeanobjectwithanimplement

Personal,SocialandPhysicalHealth(continued)

Grade1

Recognsethedifferentgrouprolesand responsiblites

Assumeresponsbiltyforaroleinagroup

Refectontheprocessofachievementand valuetheachievementsofothers

Grade2

Developanduseapanofactiontoachevea groupgoal

Adoptavarietyofrolesfortheneedsofthe group(eg leader presenter etc)

Discussideasandaskquestionstoclarify meanng

Applydifferentstrategieswhenattemptingto resolveconfict

Useresponsibepracticesinphysical envronmentstocontributetoourownand others’safety

Refectontheinteractionbetweenbody systemsduringexercise

Describehowpersonalgrowthhasresulted n newskilsandabilities

Solveproblemsandovercomedfficutieswth asenseofoptimism

Demonstrateapositivebelefintherablites andbelevetheycanreachthergoalsby persevering

Demonstrategreaterbodycontro when performingmovements

Discussthebodysreactiontopartcpatng n physcalactivty

Grade3

Identifyindividualstrengthsthatcan contributetosharedgoals

Developasharedplanofactionforgroup workthatincorporateseach ndivdual’s experiencesandstrengths

Reflectontheperspectvesandideasof othersandworkcooperatively

Praisesothersforthersuccess nmovement performance

Identifydifferentstagesoflfeandhowthese canaffectphysca performance

Developplansto mproveperformance throughtechniquerefnementandpractce

Identifypotentialpersona andgroup outcomesforrisk-takingbehaviours

Useunderstandingoftheirownemotionsto interactpositiveywithothers

Self-assessperformanceandrespondto feedbackonperformancefrompeers

Acceptsspecfccorrectivefeedbackfromthe teacher

Listensrespectfulytocorrectivefeedback fromothers(eg peers adults)

Exhibitspersonalresponsiblityinteacherdirectedactvites

Identifyhowtheirattitudes opnionsand beliefsaffectthewaytheyactandhowthose ofothersalsoimpactontheiractions

Motivatethemselvesintrinsicallyandbehave withbeliefinthemselves

Grade4

Reflectcriticallyontheeffectvenessofthe groupduringandattheendoftheprocess

Buidonpreviousexperiencestoimprove groupperformance

Exhbitsresponsblebehaviourinindependent groupsituations

Grade5

dentifyandexpainhowaneffectivegroup canaccomplishmorethanasetof ndivduals

ndependentlyusedifferentstrategiesto resolveconflct,worktowardsaconsensus understandingtheneedtonegotiateand compromise

Identifyrealsticgoalsandstrategiesto improvepersonalfitness

Recognisetheimportanceofmoderation n relationtosafepersona behaviour

Recognise analyseandappydifferent strategestocopewithadversity

Useemotonalawarenessandpersona sklls torelatetoandhepothers

Analyseself-talkanduseitconstructvely

Listensrespectfulytocorrectvefeedback fromothers(eg peers adults)

Recognsetheimportanceofdeveloping personalgoalsanddevelopingplansto achievethesegoasinenhancng performance

Exhibiteffectvedecison-makingprocesses n theappicationofskilsdurngphysical activity

Recognsethatcopngwthsituationsof change,challengeandadversitydevelops ourresilence

Analysehowassumptionscanleadto misconceptions dentifyhowoursef-knowledgecancontinue tosupportthegrowthanddeveopmentof dentity

TheArts-VisualArts

Coour:Mixprimarycoourstomake secondarycolours

Coour:Usedifferentamountsofpaintand watertomixhuesofsecondarycolours

Form Knowthat compostion’meanshow thingsarearrangedonthepage

Form Jonpecesofclaybyusingthe‘scratch andslip technque

Shape:Usecolagematerialstorepresent shapes nanimage

Lne:Use inesindifferentways,suchastofll shapes tomakeoutlnesandtoadddetailor pattern

Pattern:Usedrawingtechniquessuchas hatchng scrbbling stpplng andblendngto makepatternsandtextures

Pattern:Understandthatpatternscanbe usedtoadddetailtoanartwork

Texture Usecolagemateriastorepresent rea-lifetextures

Tone:Useshadingtomakedrawnobjectslook threedimensiona

Tone:Understandthatdifferentpenclgrades makedfferenttones

Combineavaretyofformalelementsto communicateideas feelingsand/or experiences

Considertheaudiencewhencreatngartwork

Colour:Understandthatcompementary coloursappearoppositeeachotheronthe colourwheel andwhenplacednexttoeach other,astrongcontrastor clash iscreated

Colour:Usenaturalsubstancestopaintto understandhowprehistoricpeoplepainted

Form Classifythreedimensonalformsas eitherorganicorgeometric

Shape: dentifysymmetricaland asymmetricalshapesinboththehumanmadeenvronmentandthenatura world

Line:Usevaryingtypesoflinesinartwork Pattern: dentfypatternsthatareman-made ornatura inart

Pattern:Toknowthatsymmetrycanbeused tocreaterepeatingpatterns

Texture:Toknowthattexture nanartwork canberealorasurfacecanbemadeto appeartextured,asinadrawingusing shadingtorecreateafuffyobject

Tone Useandappybascrulesforshading whendrawing eg shade nonedirection blendingtonessmoothlyandwthnogaps

Tone Shadetocreatedifferenttones nan artworkandincludehatching,cross-hatching scribblingandstppling

Usearangeofstrategestosoveprobems duringthecreativeprocess Drawwthexpressionandbegintoexperiment withgestura andquicksketchng

Colour Createshadesbyaddngblacktoa colour

Colour Createtintsbyaddingwhitetoa colour

Colour Identifyandusewarmandcool coloursinartwork

Form:Createa3Deffectbyusinglighterand darkertntsandshadesofacoour

Form:Makesimplestructuresstrongerby addng ayers foldingandrollng

Shape Understandthatnegatveshapes showthespacearoundandbetweenobects

Line Makelineslighterordarker orthckeror thinnertoaddexpressonormovementtoa drawing

Pattern Understandthatthestartingpointfor arepeatngpatterniscaledamotif,anda motfcanbearrangedindifferentwaysto makevariedpatterns

Texture:Usetexturemorepurposelyto achieveaspecificeffectortoreplcatea naturalsurface

Tone Usetonetocreatecontrastinan artwork

Colour Understandthatartistsusecolourto createanatmosphereortorepresentfeeings inanartwork

Colour Identifymonochromaticcolour schemes

Form:Usesizeandscaleofthree-dmensional artworktochangetheeffectofthepiece

Shape Createasihouetteandunderstand thatit sashapefilledwthasolidflatcolour thatrepresentsanobject

Shape Overlapshapestocreatethe llusionof depth

Line Uselnestocontrolwhattheviewerlooks atwithinacompositon

Pattern Understandthatartistscreate patternstoaddexpressvedetailtoartworks

Texture Createtextureondifferentmaterials

Tone:Usetonetoshowtheforegroundand backgroundinanartwork

Coour:Choosecoloursforspecficpurposes whencreatingartworktorepresentsymbolic meaningsthatvaryaccordingtoyourcuture orbackground

Coour:Createa monochromatic’artwork whichusestntsandshadesofjustonecolour

Form Usedifferentmateralstocreatesurface texturesintwo-dimensonalartwork

Shape:Createthe llusionofdepthbyshadng shapes

Lne:Use inesinotherartformsbeyond drawing

Lne:Use inestodefineshapesandtoform movementanddepth

Pattern:Usepatternsinartwork ndfferent ways

Texture Usetheimpastotechniquetoapply thicklayersofpainttoasurface

Tone:Understandthetermchiaroscuro meaning lightanddark whchisusedto descrbehigh-contrastimages

Deveopskilsincommuncatingeementsof anartworkbyusngsubjectspecific anguage

Expainideasandopinonsabouttheirartwork andothersartwork gvingreasons

Begintotalkabouthowtheycouldimprove theirownwork

Reflectoncreativeprocessesto nform

thnknganddevelopmentoffutureartworks

Userelevantandinsghtfulquestionsto extendunderstanding

Investigatethepurposesofartworkfrom differenttimes placesandarangeofcultures includingtheirown

Confidentyexplaintheir deasandopinons abouttheirownandother’sartwork,giving reasons

Usesketchbooksaspartoftheproblemsovingprocessandmakechangesto improvetheirwork

Createartworkbymakngconnections betweenthe deasexporedthroughthearts andacrossdifferenttimes paces and cultures

Appyobservationa sklls showngagreater awarenessofcompositonand demonstratingthebeginnngsofan ndvidual style

Provideconstructivecritcismwhen respondngtoartwork

Compare,contrast,andcategoriseartworks fromarangeofcutures,placesandtimes usingsubectspecificlanguageandterms

Buildamorecomplexvocabuarywhen discussingtheirownandothers’art

Evauatetheirworkmorereguarlyand independentlydurngtheplannngand makingprocess

Developindependence nthedevelopment andrealsatonofthecreativeprocess

Adustandrefnecreativeprocessesin responsetoconstructvecrticism

Work nasustainedwayoversevera lessons tocompleteapece

Explaintheculturalandhstorical perspectvesofanartwork

Useknowledgeoftools materalsand processestotryalternatvesolutionsand makeimprovementstoartwork

Analyseanddescribehowcoourisusedin otherartsts’work

Utilseabroadrangeofmaterials skils,and toolstoartisticalycreatemeanng Select,research,anddevelopan deaor themeforanartwork ndependentlyuseknowledgeoftools, materials andprocessestotryalternatve solutionsandmake mprovementstoartwork

Justifytheroleandrelevanceoftheartsin society

Reflectonthefactorsthat nfluencereactions tothearts

Critiqueandmakeinformedjudgmentsabout artworks

TheArts-Music

Grade1

Harmony Identifythatmelodiesmaybe performedasasololineoraccompaniedby harmony

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

Melody:Identifythatamelodyismadeupof soundsorganised npatterns

Form Groupmusicintoorgansedphrases andjustifythegrouping

Expression Examnethewordsofasong(text) todevelopadeeperunderstandingofthe song’smeanng

Rhythm:Identfythatsoundsandsiences havespecfcduration(eg quarter eghth halfnotesandquarterrests)

Readingandwrting:Performquarter,eighth, andquarterrestpatternsusingavarietyof techniquesbyfolowingthepatternfrom eft toright

Singing:Performavaretyofsongsbysinging aloneandinagroup

Grade2

Harmony: dentifythatmajorandminor chordshavedifferentsounds

Melody:Understandthatmelodesarebased onscales;major,minor,andpentatonc

Melody:Dstnguishprntedsymbols nmusic toshowthedirectionofthemelody

Form Differentiatebetweentheshortorlong sectionsthatcompriseapieceofmusc

Expression Identifychangingtempoand discusswhythesechangeshelp communicatethemeanngofapieceof music

Expression Identifythatmusicdynamicsmay changesuddeny(accent)orgradually (crescendo,decrescendo/diminuendo)and discusswhythesechangeshelp communicatethemeanngofapieceof music

Rhythm Identifyandcreaterhythmpatterns toaccompanyamelody

Rhythm Composerhythmpatternsmadeup ofthebeatanddivisionsofthebeat

Readingandwriting Recognisequarter eighth,wholeandhalfnotesonthemusic staff

Sngng Performtonematchingwithother voiceandinstruments

dentifythestagesoftherownandothers’ creativeprocesses

Communcatean deatoanaudience

nvestgatethepurposesofmusicfrom differenttimes,placesandarangeofcultures ncludingtheirown

Becomeanengagedandresponsive audienceforavarietyofartforms

Useapersona interest belieforvaueasthe startingpointtocreateapeceofmusic

Consdertheaudiencewhencreatingapiece ofmusic

Compare contrast andcategorisemusc fromarangeofcultures pacesandtimes usngsubjectspecificlanguageandterms Recognisedifferentaudiencesrespondin differentwaystomusic

Grade3

Harmony:Performtwoormoremelodies simutaneousy(eg.rounds,partnersongs descants,etc)

Harmony:Investgatehowpitchedpercussion instrumentscanbecombinedtomake harmony

Meody Identifysoundsthatmoveupordown bystepsorhafstepswthinanoctaveare calledscalesandcomeinavaretyof patterns

Meody Identifyandperformmelodies movingbystepsandleaps

Form: dentifysectionsofmusicby etters(AB ABA)orbyttle(verse chorus)and ustifythe rationaleforthesedecsions

Expresson:Identifyhowchangesindynamics tempo andothermusca eementsaddto theoveralleffectofapieceofmusic

Expresson:Categorisemusca instruments intofamileswithdistinctivetona quaites whchproducedbybeingblown bowed, plucked strummed,struck,scraped or shaken

Readngandwritng Recognisea4/4-time signatureandaneighthrest

Singing Performindividualyandwithagroup bothaCapelaandwithaccompaniments

Makeconnectionsbetweentheideas exploredthroughtheartsandacrossdifferent tmes places,andcultures

Usngthecreativeprocess,createapieceof musicforaspecificaudence

Userelevantandinsightfulquestonsto extendunderstanding Provideconstructivecritcismwhen respondngtomusic

Grade4

Harmony Createasongforperformance wheretuned nstrumentsorvocescombine tomakeharmony

Harmony Examinehowmeodieshavingthe sameharmoncstructuremaybecombined (eg partnersongs)

Form:Demonstratehowmuscmaybe accompaniedbyarepeatedpattern (ostinato)whichiseitherpitchedornonptched

Expression:Compareandcontrasthowlegato andstaccatoartculatonsimpact performance

Expression:Dstnguishbetweenunique terminologytoshowchangestomusic(eg dynamicmarkings pp p mp,mf,f,crescendo, decrescendo tempomarkings:ritardando accelerando,alegro,andante)

Readingandwriting:Organiserhythmsina 4/4-timesignature

Singing:Performin2-and3-partsongs, rounds and/ordescants

Singing:Analysehowchangesintempo dynamics,andmoodaffectthe communcatedmessageofapeceofmusic

Singing:Formulateanawarenessofthe meaningofasongthroughitswords (text/yrics)andexpressiveeements

Utiliseabroadrangeofskillsandtoolsto artisticalycreatemeanng

Seect research,anddeveopanideaor themeforapieceofmusic

Understandtheroleandreevanceofthearts insocety

Reflectonthefactorsthatinfuencereactions tothearts

Critiqueandmakeinformedjudgmentsabout pecesofmusc

Grade5

Harmony Composeasongusingchordsto supportamelodiclne

Form Demonstratethebascformsinmusic ncludingverse/chorus,bnary(AB) ternary (ABA),rondo(ABACA),canon, themeandvariatonsthroughperformance and/orcompostion

Expression Investigatehownewsoundsmay becreatedusinginstrumentsinnewways by nventngnewinstrumentsorby ayering soundsusingelectronicmethods

Readingandwrting: dentfyquarter,eighth, sixteenth whole,halfnotesandquarterrests

Readingandwrting:Organiserhythmsinto patternsthroughwrittennotationand performance

Readingandwrting: nterpretthefollowing symbolsofdynamicsandtempo(pp,p,mp mf,f ff decrescendo,crescendo)

Singing:Extendvoca developmenttoincude phrasing,enunciation,andexpresson

Singing:Developarepertoireofqualitysongs andreflectivelyanalyseperformances

Deveop ndependenceinthedeveopment andreaisationofthecreativeprocess dentifyfactorstobeconsideredwhen presentingapieceofmusc

Expainthecuturalandhistorca perspectivesofapeceofmusic Reflectthroughoutthecreativeprocessto refineandchalengethinkingbyentertaining andenactingnewandunusualpossbilties Adjustandrefinecreativeprocessesin responsetoconstructivecriticism

MoralEducationandSocialStudies

Grade1

Giveasimpleexplanationofwhat smeant byfairnessandunfairness

Identfyafairandanunfairsituaton

Recommendhowtomakeanunfar stuationfair

Identfyactionsthatrequreanapology

Discussthedifferentwaysthataffectioncan begivenandreceived

Demonstrateapostiveself-concept

Expainwhatcaringmeansandilustratethe dfferentwaystocareforothers

Demonstratehowtotakecareofselfwithout adutsupport

Demonstratehowtocareforfamlyand friends

Expainhowtocarefortheschoo envronment

Expainthedifferencebetweenhonestyand dshonesty

Utilsearangeofvocabularytoexpress feelngsobectively,withoutblamngothers andwithouthurtngsomeoneelsesfeelings

Grade2

Comparesimiartesanddifferencesinpeoplefrom variouscutural ethncandreligiousbackgrounds andexplainwhy t s mportanttoacceptand respectpeopewhoaredfferent

Identfyspecialfeatures nothers

Identfypeople pacesanditemsthatdeserve respectandexplanwhytheyshoudberespected

Demonstratehowonewouldliketobetreatedand howoneshouldtreatothers

Identfywaystobemoreunderstandingtowards others

Utilsealargerangeofvocabuarywhendescrbing howoneisfeelng

Discusswhat smeantbyresiienceand perseverance;and dentifyresiienceand perseveranceinindividuasorgroupsofpeope whodemonstratethesequalities

Identfyandtakabouttheirownstrengthsanduse themtoovercomedifficultes

Undertakeachalengingproect-basedactvityand pursueitwithoutgvingup

Evaluatetheworkofapeerandprovide constructvefeedback

Discusswhyitis mportanttoberesilentandto perseverewhencompetingadfficulttaskathome oratschoo

Utilseanexpandedrangeofvocabuaryto describeandexpressfeeingsthatcause worryandanxety

Identfystrengthsandweaknessesinsef andothersandexpanthe mportanceof settinggoalsto mproveuponstrengthsand weaknesses

Discuss ikesanddislikesandprovde reasonsforpreference

Identfypeoplewhoareimportanttothem anddescrbethereationshipsthatexst betweenthem

Expainfeelingsinthecontextof mportant relatonships includingfamilyandfrends

Expainwhatfriendshipisandwhy mantaininggoodfriendships s mportant andrecognisethatfrendscanhave dfferentbackgrounds opinionsand interests

Identfycharacteristcsofagoodfriendand dscusshowtoresolveconfictanddealwth dfficultstuations

Identfythesmilaritiesanddifferences n dfferentpeopleintheloca communtyand dscusshowtobeacceptingofpeoplefrom variouscultural ethnicandreligious backgrounds

Demonstraterespectforpeoplefrom variousbackgroundsand dentifysituatons andplaceswhererespectfulbehavouris required

Expainhowonesactionscanaffectothersand howtointeractappropriatelywithothersby demonstratngappropriatelevelsofself-awareness andresponsibilty

Applycommuncatonandprobem-solvngskilsto effectiveycontributetotheachievementofteam goals(teamwork) identfyatttudesandbehavour thataredetrimenta tosuccessfulteamwork

Demonstraterespectfordifferentpeoplespontsof viewandshowempathyforotherpeople’sfeeings Expainwhyitis mportanttobehealthyand demonstratehowtomaintainahealthylfestyeto ensureemotona andphysicalwel-beng

Particpateinthepromotionofaheathylfestye

Recognisethateveryonehasarangeoffeelngs bothpostveandnegativeandexplainhowto identfywhatpeoplearefeeing

Recognise andreactappropriatelytoother people’sfeeings knowngwhenandhowtocarefor andsupportothers

Utilseappropriatevocabuarytoexpresshowone feelswhenthingschangeandapplybasiccopng strategiestodealwithchange askingforhelpif necessary

Grade3

Explainwhattreatingpeopeequallymeans

Distinguishbetweencasesoftreatingpeopleequaly andtreatingpeopefairy

Recognsehowtorespondwhenconfrontedwith examplesofinequaltyoftreatment

Explainwhatismeantbyapprecatonandhowto express tinwaysthatareapproprate

Demonstrateandshowhowtheyknowwhatitmeans tobethoughtfu andshowconsderationforothers

Showagreaterunderstandingofhowtheiractons affectthefeelngsofothersaroundthem

Explainwhyco-operativeworkngisimportantand howgroupactivitiesshouldbeconducted

Participate ngroupworkeffectively

Grade4

Explanandgveexamplesofthekey quaitiesofcompassion,empathy respect andtolerance

Recal occasionswhencompassionand toerancehave,orhavenotbeenshown

Consderthewiderworldandidentifygroups ofpeoplewhoareintolerantofothersorwho arethemselvesthevictimsof ntoerance

Explanwhyself-respectisanecessarypart ofrespectingothers

Demonstrateagreaterunderstandingof howtosoveconflictsathomeandatschoo

Explanhowcommunicationisthekeyto conflctresoution

Demonstrate independenty,howa compromisewasreached

Identifypossiblesourcesofconflictandhow thesecanbeprevented

Identifyanddemonstrateapproprateand sensbledecsions

Ilustratetheconsequencesofspecified actions

Ilustratehowtoshowpersonalresponsbiity inspecificsituations

Demonstratehowonecancareforonesef andproperty

Demonstrateanawarenessoftherworldandwhere theyftwithn t rangingfromther mmediate experencesoftheworldthroughtothewderworldat communityandcountrylevelsInspectthewderworld andthepeope nit

Namethepeopleandthingsthatmattertothemand givereasonswhytheyare mportant;demonstrate howtoshowcare valueandrespectforthingsthat mattertothem

Explainwhyitisimportanttoprotecttheenvronment atschool inthecommunityandglobally identifythe thngsthatcandamagetheseenvironmentsand suggestwaystominimiseorpreventenvironmental damage

Utliseacquiredskilsandknowledgetoprotectthe environment,usingcommunicationskilstoworkwith othersandengagetheminthsaction,useprobem sovingskllstoovercomechallengesandshow commitmentandpersstencetocompletethetask llustratewhat tmeanstotakeresponsibiltyforther ownbehaviourand dentifywhenandhowther behaviourmayupsetothersandhowbeinghonest abouttheirownactionscanbenefitothers

Explainwhatbulying sandidentfythereasonswhy peoplebullyothers;discussthecharacteristicsofa buly dfferentformsofbullyng,thepower mbaance andsuggestwaystopreventorstopbullying

Explainhowitmightfeeltobeatargetof orawtness to bulying

Recognsewhenandhowtotellsomeoneabout bulyingandhowtohavethecouragetospeakout aboutit

Demonstratehowtostaysafeonine usngbasic T skllstomanagesafetyandusingcautiontoassess nteractionsandsituatonsthatmaybeunsafe

Grade5

Expainthemeaningofthemoralvaluesof care kndnessandgenerosity

Expain withafardegreeofclarity,howthey perceiveanethcaldiemmastuation ina storytheyhaveread

Rephrasesuccnctlythekeypointsofafellow student’sperceptionofanethcaldilemma checkforaccuracyandgivetheorignal speakeranopportunitytocarfy

Identfyanddescribethefeelngsofdfferent peopleorcharacters nastorywhofind themselvesinanethica dlemma

Demonstratevrtuousbehavour forexampe bydemonstratingacapacityforpatenceor forgiveness ntherdealingswthother people

Particpateinadiscussionaboutwhatit mightmeantobeagoodpersonwhile recognsingthedifferentwaysthattheterm ‘goodperson’canbedefined Ilustratethatitispossibeforhumansto changeforthebetterbydevelopngtheir moralcharacterandthatnobodyis inherentyagoodorbadperson

Demonstratehowtomanagechangesby identifyingwhentheyoccurand communicatetheirconcernstoothers

Demonstratehowtomanagechangesby identifyingwhentheyoccurand communicateconcernstoothers

Explanwhatwellbeingmeansandthetools, technquesandhelpavaiabetopromote andmaintainwelbeing bothphysicaland emotional

Identifywhotoaskforhelptodealwith changeand oss foronesefandothers, drawingonsupportfromthecommunity

Demonstrateanunderstandingofhowto learnandthebenefitsofacceptinghep fromotherpeopetoimprovetheirlearnng

Explanhowtomakeadfferencebyhelpng othersandbuldngrelatonshipsbasedon trustandrespect,applyingcommuncaton skilstomantainsupportivereationships

Identifyandconfidentlyparticipate n activtiesintheschoo andwidercommunity andmakeapostvecontribution nrelation to earning supportingothersand communityactivities

Expainthefactorsthataffecttheirconfidence andsef-esteemandhowtheycandevelop theirresiience

Presentanddscussideasaboutidentityand howtheattitudesandactionsofotherscan affectindviduas senseofself-wortheither positiveyornegatively

Demonstrateanawarenessoftheneedsof others includingvunerabegroups suchas theelderyandprovdepracticalsupportand consderation

Demonstrateanawarenessofenvronmental issueslocaly,atanationalandgobal evel

Reatehowtheyaffectand nfluence envronmentalissues includinghowtheycan takepracticalactononissuessuchas recycling itterandnoise

AnalyseandevaluatehowtheOlympic vauescanbeusedasaninsprationand motivationaltoo fortheirownself-growth drawngonexampesofinsprational Oympians

Decdehowtouse esuretimemost effectiveybyprovdingevdenceofincreased partcipationintheloca community

Confdentlydiscusswithotherssomeofthe ethicalquestonssurroundingsport, partcuarythereasonsforfoulplay,doping andcheatngandwhethertoleranceor forgivenessshouldbeappied

MoralEducationandSocialStudies(continued)

Grade1

dentifyotherculturesincudingdfferent anguages food clothng etc

Recognsethatindividualsareapartofa group suchasfamily community,etc

Grade2

Constructatmelineshowingsignificant eventsinoneslfe

Examnethecontributionofhistorca fgures tothenation

Utiisehstoricalrecordsandartefactsto describehowpeopesliveshavechanged overtme

Utiisethetermsdecade century,generations, etc torefertotime

Explainthesignifcanceofhistoricalfigures andtheirrelatontohistoricalevents

Dramatsestoriesofthepasttounderstand thepastandpresent

Identfytraditionsinacommunity,for example;food,hospitaity weddings celebrations etc

Lstsomerightsandresponsibiitesofthe ndivdualinrelatontoothermembersofa socialgroup forexample;cleaninguptoys caringforapet,etc dentifygoodandbadbehavourindealing withpersonalandpublcproperty

Expainhowonetravelstoandfromschooland otherplaces

Expainways nwhichpeopledependonthe envronment

dentify compareandcontrastman-made andnaturalfeaturesinonesarea

Beginto dentfybasiceconomicconceptsand terms,forexample;personalproperty public property,purchasing seling,limitedresources etc

Lst obsthatpeopedotoearnmoney dentifycharacteristicsofmapsandglobes,for example compassrose key/legend etc

Namethedifferentmeansoftransportation andrelatedgeographcalfeatureseg boats gointhewater vehicleswithwheelsgoon and Findeachemirateonamap

Expaintheconceptoflocation

dentifyman-madechangesinthe neghbourhoodandhowtheyaffectthe envronment

dentifyfactors nfluencinghumanactvites

dentifyanduseonesourceofinformaton,for example ateacher parent,book etc

llustratehowpeopefromdifferentcultures reatetotheenvronment,forexample;useof resources sheter,transportation etc

Expaincimatechangeandhow taffectsthe waywelive

Constructamapofafamilarplacethat includessymbos,key/legendsanda compassrosewthnorthidentfed indicatng thedrectionofthemap

Constructandusemaps pictographs tally charts tabesanddiagramstoreadand dispaygeographicinformation

Comparethesmlartiesanddifferencesof theinformatonpresented non-lnemaps sateliteimages digtalphotographsor streetviewdata

Explainandutilisealpha-numericgrids ttle compassrose cardinalandintermediate directions symbols legendandscale

Identfyone’stownonamap

Utiisedigita mapsourcesfromthewebto locateone’sareaandothergeographical references,suchasseas neighbouring countres etc

Identfyanddiscussphysicalfeaturesofthe earth,suchastheoceans,mountains valleys etc

Anayseways nwhichpeoplefromdifferent culturesadapttothephysicalenvironment

Explainhowphysicalsystemsaffectpeoples wayoflving

Discussvarouswaysinwhichpeopledepend onthephysicalenvronment

Discusshowhumansdependonthe environmenttomeettheirneeds

Grade3

Constructtmelinesandrecordevents chronologcally

Examinehstoricalrecords artefactsand photostoanswerbasicquestionsabouttmes andeventsinhstory

Explanhowtheactionsofpromnent individualshelpedshapetheworldaround them

Explantheroesplayedbyhistoricalfigures andtheirimpactonhistory

Identifyexamplesofpeopleorgroupswho havehadanimpactonworldhistory

Recogniseandanalyseconnectionsbetween peopleandevents nlocalandregiona hstory

Compareandcontrastinformatonaboutthe pastprovidedindifferentsources

Explanhowgeographicalfeaturesand naturalresourcesshapepeopeslves Explantherelatonshpbetweenvarous geographca phenomenacausedbytwo movementsofearth forexample;dayand nght,seasons, atitudesand ongitudes,etc

Discussdfferenttypesofmapsandexplain howtheyservevariouspurposes

Chooseapproprateresourcesand geographca toolstogenerateandinterpret informationabouttheearth

Evauatethedifferentwayspeopleaffectthe environment

Makeuseofdifferenttypesofmapstosove problems

Grade4

Identify,explanandanalysecausesand effectsofhistorca loca andregionalevents

Identifythe mportanceofhstoricalsites

Explainthecharacteristicsofpolitical authorties

Distingushbetweenpolitical cultural socia changesinsociety

Utilisemapstocompareandcontrasta particularregionatdifferentpontsintime

Grade5

nquireaboutatopicinhistory,examine varioussources interpretfndingsandutiise evidencetodrawconclusionsthatrespondto theinquiry

Examinecausesandoutcomesofaseected historcalevent

Expainhowsignificantindividualsandtheir deasandbeliefshaveinfuencedhistory

Examineahistoricaleventfromvarious perspectives

Comparemodelsfororganisnghistoryinto perods

Compare contrastandinterpretvarious typesofmaps suchas politcal,physca, popuation etc

Categoriseregionsbasedontherhumanand physicalcharacterstics

Utilisetechnoogytocreatemaps adding andsharinginformationwithothers

Interpretinformationfromavaretyofmaps suchas contour popuationdensity natural resources historicalmaps,etc

Identifywhyparticularlocationsareusedfor certanactvities

Createmapsandothergeographical representatonsoffamiliarandunfamiiar paces

Distingushbetween compareandexpainthe importanceofvarioustypesofmaps

Expainhowphysicalandlvingcomponents nteractinavaretyofecosystemsincudng desert,prairie,floodpain,forestandtundra

Expaintherelationshipsbetweenthe ocatonsofplacesandregionsandthe characteristicsoftheenvironment, ncluding resources

dentifythelocationofplacesandregonsin theworld

dentifyfeaturesintheworldsuchas, contnents,waterways,mountainranges, cities,etconamapusinglatitudeand ongitude

Dscusshownaturalevents nthephysical envronmentaffecthumanactivities

Utilseappropratetoostocreateand nterpretgeographcaldatasuchas ocatons,sizesofvarousplaces distances betweenplaces,etc

Explansgnficanthumanactivitiesandhow theyaffecttheenvironmentindifferentparts oftheword

Createillustratonsandmodelsexplaining hownaturalenvronments mpactonpeople’s lives

Discusshowphysicalandhuman characteristicsofpacesandpeoplehave changedfrompasttopresent

Recognisehowpeoplefromdifferentcultural backgroundsmeettherneedsandconcerns

Analysetherelatonshipbetween environmentalfactorsandpopuation dstributionbothlocalyandglobally Examinehowtheweatherandclmateaffect peopeslves

Explainwaysinwhichtheearthsphysical featuresandman-madefeatureschange overtime

Expainhowpeopleinthepasthadtoadapt totheenvironment

Examinewhyenvironmentalcharacteristics varyindifferentregions

Defineregionsandplacesbytherhuman andphysicalcharacterstcs

Expaintheinfluenceofgeographc human andclimaticfactorsonthemovementof people,goodsandservices

MoralEducationandSocialStudies(continued)

Predctanddescribethefeelngsofothers n varioussituatons

Findarelevantsourceofinformatonfor specifictopics nsocalstudiesfromprnted andnon-printedmateral dentifyandinterpretkeysymbosona mapand ndicatethedirectonsand nformationonit

Participateinclassdscussionsoftopcs reatedtothepastorpresent

Demonstratehowtogatherinformatonfrom vdeos guestspeakersorreadingtextswith thehelpoftheteacher

Drawpcturesandwritecaptionstodescribe apersonalexperience nrelationtovarious socialstudiestopics

dentifyandutilsevariousstrategiesto addressclassroomconficts withthesupport ofanadult

llustratedifferentpointsofvewofanevent llustratehowtraditionalstoriesinformour knowledgeofthepast

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

Demonstratehowtogatherinformatonusng differentsources

dentifybasiceconomicconceptsandterms

Roe-playdifferentjobsandexplainther functioninthecommunity

dentifylocalcurrencybynamingthenotes andcons

dentifythebascneedsofpeople

Comparethesimiaritiesanddifferencesin thefeelingsofselfandothers

Namedifferentjobsandexplainthe mportanceofwork;dscusswhatspecialsed obsareandwhypeoplechoosetohave speciaisedjobs

Expainworkintermsoftheablitytobuyand sel

Demonstratehowtoresoveconflictwhen classroommaterialsare imitedbysharingor prioritising

dentifywayspeopemeettheirneedsby sharing tradngandusingmoneytobuy goodsandservices

Demonstratetheabiltytocreateadgitalor non-digita poster graph artefactorachart foraspecificthemeortopicrelatedtosocial studies

Demonstrateanunderstandingofvarious socia studiestopcsbyactivelypartcpatng ingroupdiscussonsandclassdebates

Demonstratehowtogatherandaccess informationfromtheinternetandbooks with thesupportoftheteacher

Identfythereasons,statedbyanauthorofa particulartext topresenttheirpointofview

Formulateargumentswithreasons

Constructexplanatonsusingrelevant information

Complesuggestionstoresolveanidentfed local ssue suchaspoluton,safetyetc

Identfyvariouspointsofviewforthesame event

Orallypresentasynthesisofanargument utlisngtechnoogy

Present nformationgatheredtoanintended audienceclearyandfluenty

Gatherreevantinformationfromvarious sourcesforSocalStudiestopcs independently

Composeananswertoaquestion about someinformatonyouhavegathered

Createvariousformsofwrittenworkonsome informationyouhavegathered,suchas,a poem,acomc ashortstoryoraPowerPoint, etc

InformationProcessing

Designapresentatonjustifyingarguments regardingacertainevent

Proposeaplantosolveacontemporarylocal issue

Constructanargumentusingevidencefrom varoussourcesandpresentittoothers Fndevidencetoanaysevariouspointsof viewforthesameevent

Recommendandimplementapantosolvea schoolwideorlocal ssueusingevidence

Seect nformationfromprimaryand secondarysourcesonvarioustopcs

Demonstrateunderstandingofquestions relatedtosocia studiesfromprintedand non-printedsources

Seect nformationonsocalstudiestopics andrelatefindingsintheformofa presentatonusngvsualsandcitngsources

Distingushbetweencauseandeffect facts andopinonandmanideasandsupporting detals

Demonstratecollaborationincollecting evidencefromoneortwosourcesregardinga certanphenomenon

Examineprintedanddigitalsourcesthat suggestsoutonstovaroussocial,local issues

Demonstratecollaborationinassessingthe sourcesanddstinguishingdifferentpontsof viewofacertainevent

Summariseclaimsandexplanatonsinthe formofapresentationusingvarious technologies

Compie nformationfromprimaryand secondarysourcesofinformation

Organiseinformatoninanorganisational chartoradiagram,wthorwithout technoogy

Summarseinformationgatheredfrom varioussources

dentifyevidencefromvaroussourcesin responsetocompelingquestons

Utilseprimarysourcessuchasnewspaper artcles plays,poetry etc,tocreatewritten worksuchasessays

Identfybasiceconomcprinciples,suchas national ndustries,traditiona industries modern ndustries,scarcity choce goodand services

Constructexamplesofgoodsandservices

Identfy nstitutonsthatarepartofeconomic systems

Compareandcontrastconsumersand producers

Explainwaysindviduals schoo,government contributetotheeconomicwel-beingofthe community

Distinguishthedifferencesbetweenhuman naturalandcapitalresources

Explanhow and naturalresources labour, tradeand/ortechnology,affecteconomic activtiesina ocalcommunty

Explanhowandforwhom communties producegoodsandservices

Explaineconomicprinciples suchas initiative, production,goods services,saving,etc

Ilustratetheimportanceofinnovationand initatveinjobperformanceandimproving productivity

Explainthepurposeofabank

Explainhowfeesandtaxesareusedby government

Expainbasceconomicconceptssuchas, prosperity wealthandpoverty

Dscussexamplesofimprovedtransportation andcommunicationnetworksandhowthey encourageeconomicgrowth

dentifyhowthestateinvestsinhuman captalandentrepreneurshp

Expaintheimportanceofconservationin creatingweathandprosperity

Dscussthebasiccharacteristicsofamarket

MoralEducationandSocialStudies(continued)

Showapprecatonofothers stories

DscussexamplesofintangibleHertageinthe

UAE

dentifydfferentformsoftraditional storytellng

Expainthepurposeofstoryteling,for example;toexplanmorals passonculture expressHertage,etc

Showrespectforarangeofpeopleandroes andunderstandthatcertainsituatonsand objectsasorequirerespectfu behaviour

Createandexchangestoriesabout themsevesandtheirfamiieswiththerpeers

Lstsymbols songsandtraditonsthat s representativeoftheUAE

llustratethe mportanceofpreservingthe elementsofnatonalidentity

Utiisesomeofthevocabularyandconcepts thatarehepfulwhenconsideringchange overtmeandhowone’sHertagemightbe reflectedinthepresentday

Discusstheworkofarchaeologists

Compareinventionsofthepasttomodern inventionsanddscusshowtheyweremade comparedtohowthingsaremadetoday

Discussthedistnguishingfeaturesofavarety ofartefactsfromthepast

Identfyandexplainthemeanngofnatonal andothersymboscurrentlyfoundintheUAE andcomparethemwithsymbols nthepast

Predictwhereanartefactwasdscoveredand discusstheuseoftheobect

Illustratewaysinwhichseectedartefacts suchascookingandeatingutensis,coinage furnture etc,havechangedorremainedthe sameovertmeandhowtheyreatetotheir present-daycounterparts

Outline mportanttraditionsandnorms n society

ExplainwhyandwhentheUAENationa Anthem srecited;gvesexamplesofbasic fagetiquette

Discussowncutural dentityandtakabout whathasinfuencedit

Explanandgvearangeofexamplesof ‘Culture

IdentifyandexplanaspectsofEmiratiCuture ingeneralandown ndivdua culturalidentity topeersandtheteacher

Explanhowexploringcultura diverstyhelps todefineowncultureandalsohowto appreciatethatofothers

Explanhowanindividualscutural dentity hasmanyaspectsandexplainhow tmaybe influenced navarietyofways

Identifyarangeofculturaldiversitywithinthe UAE

Constructasmpleculturalmap

Discusssomeofthechalengesandbenefits oflving naculturalydiversesociety

Explanandcompieasimpleanalysisofways inwhichEmiraticuture ssmiartoor differentfromcuturesesewhereintheworld

Descrberoesandresponsiblitiesofleaders Identifyways nwhichpeoplemakea differenceintheircommunity,countryorthe world

Identifyvariousformsof nstitutionsand explainhowtheseinsttutionsmeettheneeds andwantsofsociety

Identifyvariousformsof nstitutionsand explainhowtheseinsttutionsmeettheneeds andwantsofsociety

Explanthebenefitsandresponsibiitiesof membersofacommunityandtheinstitutions thatservethem

Demonstratetheimportanceofbuiding relationshipsbasedontrustandrespect, applyingcommunicationskllstomantain supportverelationships

Analyseandexpainfindingsontheimpactof economcexpansiononsocietyandthe environment

Explain atasmpe evel thebenefitsand potentialprobemsofinterconnectivty betweendfferentpeople

Demonstrateabascunderstandingofthe conceptsneededforeconomc iteracy

Expainthemainchangesthathavetaken placewth:peoplecomingtoandsettlingin theUAEandfamiiesandfamiygroupngs Dscussrelevantconceptsandterminoogy Dscusstheimportanceandvaueoffamily andkinshipbonds

Expaintheroleofthefoundingfathersofthe Union

Dscussthecomponentsofnationa identty suchas,reigion language traditions

Explainhowgovernmentsprovidebasic servces

IdentifythenormsandtraditonsoftheUAE socetyandcomparethesewthother soceties

Explainhowaconstitutionprovidesstructure forthegovernment

Expainthepurpose,functionsandstructureof theUAEgovernment

ExaminetheoriginsandpurposesoftheUAE constitutiona provisions

Compareandcontrastmaorpoltical systems,suchas,monarchy,dictatorship democracy constitutonalmonarchy

Demonstrateonesrghtsandresponsbilties asamemberofthecommunty

Examinedifferentstrategiestosolveaconfict

STEAM

Grade1

Deveopasimplesketch,drawng orphysical modelto llustratehowtheshapeofanobject hepsitfunctionasneededtosolvegiven probems

Describedatausingsmpeobservations

Manipulatecodeintheblockyuserinterface

Createsmpecodingsequencesoftwoor moresteps

nteractwitharobotforaspecificpurpose

dentifytheeementsnecessaryto make/constructdifferentproducts

Selectsandaddsappropriateingredientsto makeidentifiedproducts

Designlocalenvironmenttomeetimmedate needsandwants

Selectsappropriatematerialstomeeta desgnneed

Folowapre-madedesignsouton(eg buildingahelicopter/car/boat)

Usesuppliedtechnologiestocreatesolutions toprobems

Anaysedatafromtestsoftwoobjects designedtosolvethesameprobemto comparestrengthsandweaknessesofhow eachperforms

Defineasimpledesignproblemreflectinga needorawantthat ncludesspecficcrteria forsuccessandconstraintsonmaterials, time orcost

Identfy ndvidualpartsofmachines

Craftbascmachneparts

Understandthefunctionandoperatonof systems(circuts)

Identfyessentia eementsofeachsystem

Differentatebetweennaturalandman-made systems

Differentatebetweendifferentpowersources

Selectandaddapowersourcetoavehicle

Gather describe,andusedatabasedon observationsanddescrptvestatistcs

Countandgroupactionstogethertocreatea loop

Createashortsequencetoprogrammea robot

Compareexistingsolutionstoaproblem basedonhowwel eachis ikelytomeetthe criteraandconstraintsoftheproblem

Followastructureddesgnprocesstosolvea problem

Identifyandcorrectaproblemindesign(eg Tooheavy=Changematerial)

Understandthefunctonandoperationof systems(codng machines)

Usebasicmachinessuitabletosolvespecific problems

Experimentandtestcombinationsofbasic machinestobuidacomplexmachne

Designenvironmentalyintegratedsoutons Codeasimpesequencethatincludesaloop

Identifyandtroubeshootbasiccodng inconsstencies

Debugarobotscodng

Thnkcriticalyandcreativelytocontrbute thoughts,ideas andpossiblesolutionstoreal problemsinthemostefficientways

Planandcarryoutfairtests nwhichvariabes arecontroledandfaiurepointsare consideredtoidentifyaspectsofamodelor prototypethatcanbeimproved

Develop test andrefineprototypesaspartof acyclicaldesgnprocess

Designsolutionsfromacombinationof materals machines andforcestoachevea designgoal

Developprototypeiteratonsonthewaytoa solution

Modifyadesigntosolvenew/related problems

Applymachinesindifferentcontexts(eg vehicles robots machinery varous automatedequipment etc)

Gatherandrepresentdatabasedon observations descriptvestatistics,and smpemutivariateanalysissuchas: averagesandhypotheses

Designsustanablesolutonsutilisingnatural environments

Break ongsequencesofstepsinto oops and incudetheminasequencewthsevera steps

Plan,mode,orbuildasystemthatmeetsthe needsandwantsofaspecificgroupofusers (eg shadeforapayground databasefor resdents etc)

Deveopasimplesketch,drawng orphysical modelto llustratehowtheshapeofanobject hepsitfunctionasneededtosolvegiven probems

Describedatausingsmpeobservations

Manipulatecodeintheblockyuserinterface

Createsmpecodingsequencesoftwoor moresteps

nteractwitharobotforaspecificpurpose dentifytheeementsnecessaryto make/constructdifferentproducts

Selectsandaddsappropriateingredientsto makeidentifiedproducts

Designlocalenvironmenttomeetimmedate needsandwants

Selectsappropriatematerialstomeeta desgnneed

Folowapre-madedesignsouton(eg buildingahelicopter/car/boat)

Usesuppliedtechnologiestocreatesolutions toprobems

Showanawarenessoftheinnovativepower ofSTEM

Useapersonalinterest,beieforvalueasthe startingpointtocreateadesign

Compare contrast andcategorsedesigns fromarangeofcultures placesandtmes usingsubjectspecificlanguageandterms

Recognseandconsderthecontextsinwhich desgnsand/ordesignprocessesweremade

Makeconnectonsbetweenthe deas exploredthroughSTEMandacrossdfferent times,places,andcutures Createaninnovativedesignforaspecific purpose

Userelevantandinsghtfulquestionsto extendunderstanding

Provdeconstructvecrticismwhen respondingtoothersideasorwork

Utliseabroadrangeofmaterias sklls and toolstoinnovativelycreateadesignfora specifcpurpose

Select research anddevelopanideaor themeforaninnovativedesign

Developindependence nthedevelopment andrealsatonofthedesgnprocess

Understandfactorstobeconsideredwhen testing,presenting orevauatingadesign, idea orproject

UnderstandtheroeandrelevanceofSTEM n society

Reflectonthefactorsthatinfluencethe developmentofaninnovatveSTEMdesign

Critqueandmakeinformed udgmentsabout processesand/orprojects

Adustandrefnedesignprocessesin responsetoconstructvecrticism

Reflectthroughouttheinnovativeprocessto refineandchalengethnkngbyentertainng andenactngnewandunusualpossibilities

Showanawarenessoftheinnovativepower ofSTEM

Useapersonalinterest,beieforvalueasthe startingpointtocreateadesign

Compare contrast andcategorsedesigns fromarangeofcultures placesandtmes usingsubjectspecificlanguageandterms

Recognseandconsderthecontextsinwhich desgnsand/ordesignprocessesweremade

IslamicStudies-Grade1

Field Aspect Standard

HolyQuranandits sciences

Hadthanditssciences

DivineRevelation

ThestudentrecitesChapterof“Amma”andshowsgeneral understandingofitssurahsmeaningsandrules andapplesthe moralsofitsrectation

Thestudentshowsmemorisationofsomehadithsandproper understandingofthermeaningsandappliestherrules

Faithdoctrine

IslamicCreed

Faithmentalty

Islamvalues

Valuesandmorals ofIslam

IslamMorals

Rulesofworships

Islamrulingsand purposes

ProphetSyrah

ThestudentshowsawarenessandbeliefofthebasicsoffathinAllah andhisqualties angels,booksandprophets

ShowsproperabiityofinducngtheexistenceofAllahandtobelieve nhimusngtheresearchandthinkingtoos

ShowsunderstandingoftheIslamc ndivdualandgroupvaluesand appliesthemtohis/herbehaviour

ThestudentshowsunderstandingandapplicationoftheIslamc morals

Thestudentshowsproperknowledgeoftheworshipsandperforms themproperly

Thestudentshowsproperknowledgeoftheprophet,peacebeupon him,Syrahfromhisbirthtotheimmigration(Hijrah)andshows his/herfolowingofhispersonalty

LearningOutcomes

RecitesthefollowingsurahswithTajweed Qurish AlKafroon,A Sharh AlAsr AlTakathur,AlDhuha A Adyat,AlShams AlQadr

Interpretsthetotalmeaningofthesurahsincludedinthecurriculum

Recites8hadiths

ProphetMohammednevercarpfromanyfood

InyournameAllah Iputmyside

ThereisawomansenttoHel duetoacat

Anypersonwhohasnomercywllneverbetreatedwithmercy

Thegoodistohavegoodmanners

ThebestpersonsarethoselearnedQuranandtaughtittoothers Allahwilsupportthepersonaslongashe/shesupportsotherpeople

ConcludesthemostimportantPropheticgudanceincludedinthehadiths

StatesexamplesoftheAllah’sdivinityandmercythroughhiscreatures

Expresseshis ovetoAllah theMerciful

Explansthesixpllarsofbelief

ConcludesAllahablitybymedtationinAllahcreaturesinworldsofplantsandanimals

Collectsinformationandphotosofacreatureinitsenvironment

Comparestheresultsofhonestyandlayng ntermsoftheirimpactontheindividual

Explansthepositve mpactsofhis/hertoleranceonsharinghis/hergamesandproperties

ExplanstheimportanceofcleannessforMuslms

ConcludestheIslammorasrelatingtoceanness

ExplanstheimportanceofthepracticalpllarsofIslam

Appiespurification nacorrectway

Identifiesthetimesofprayersandnumberofrakas(unitsofprayer)

Statesthemostimportantfeaturesoftheprophet ifefromhisbirthtllthesponsorshipofhisgrandfather

Concludessomeoftheprophetqualities:blessedchild, ovingal peoplearoundhim,wthtenderheart andwitheloquenttongue

Syrahsand characters

IslamicCharacters

Identityandbeonging

Identityandissues oftheage

Recent ssues

Thestudentshowsproperknowledgeandfollowingofdistinguished slamiccharacterswhohaveroesinservingIslamandMuslims

Thestudentshowshis/herpridewithhis/herpersonality identityand naton andhis/herappreciationofhis/herheritage cuture and compiancewithhis/herprincipes,habitsandtraditions

Thestudentshowsunderstandingoftherecent ssuesand challenges andabiitytoanalysethemandtofindsolutionsforit dependngontheIsamicprincplesandruleS

Concludesthemoralsofprophet ndealingwthpeopletowhomheisgrateful Hismother grandfather nannyandcustodian

Expresses nproper anguagehisloveoftheprophet

Speaksonstuationsthatshowhis/herfollowingofAbuHurayrah,mayAllahblesshim,inhismercyandsympathywithanimals

ConcludestheroleofAsmaaintheimmigration(Hijra)

Explansthedutiesandrghtsofthefamiymembers

Provdesevdencesonhis/herdeaingwiththemembersofhisfamilyandhislovetothembymentioningpracticalexamples

Explanstheimportanceoftheagriculturalenvironmentforthehumanandanma live ConnectsbetweenobediencetoAllahandkeepingtheenvironment

IslamicStudies-Grade2

Field Aspect

HolyQuranandits sciences

Hadthanditssciences

ThestudentrecitesChapterof“Amma”andshowsgenera understandngof tssurahsmeanngsandrues andapplies themoralsofitsrectation

Thestudentshowsmemorsatonofsomehadithsand properunderstandngoftheirmeaningsandappiestheir rules

DivineRevelation

Faithdoctrine

IslamicCreed

Faithmentalty

Islamvalues

Valuesandmorals ofIslam

IslamMorals

Rulesofworships

Islamrulingsand purposes

ProphetSyrah

Thestudentshowsawarenessandbeiefofthebasicsoffaith inAllahandhsqualities,angels booksandprophets

Thestudentshowsproperabiityofinducingtheexistence ofAlahandtobeleveinhimusingtheresearchand thinkingtools

ThestudentshowsunderstandingoftheIsamc ndvidual andgroupvaluesandappliesthemtohis/herbehaviour

Thestudentshowsunderstandingandapplicatonofthe Isamcmorals

Thestudentshowsproperknowledgeoftheworshpsand performsthemproperly

Syrahsand characters

Identityandissues oftheage

IslamicCharacters

LearningOutcomes

RecitesthefollowingsurahswithTajweed Qurish AlKafroon,AlSharh AlAsr AlTakathur,AlDhuha A Adyat,AlShams AlQadr

Interpretsthetotalmeaningofthesurahsincludedinthecurriculum Appiestherulesofrecitaton(humblenessand istening)

Recites8hadiths

Doyouseeifyouhaveariveronyourdoor

Allmembersofmynationwilbeinparadise

YouwillneverbeatruebeieverunessyoulikeforyourbrotheranddaughtersinIslamwhatyoulikeforyourself

Themiseristhepersonwhodoesnotsay MayAlahprayonhim,whenmynameismentoned

AnypersonwhoreadaletterofAllahbook

Anypersonwhopurifiedwell thensaid

Ifyouarethreepersons,notwopersonsofyoumaysecretlyspeaktoeachother “What(sortof)deeds nor(whatqualitiesof)Isamaregood?”Hereplied,“Tofeed(thepoor)andgreetthosewhomyouknowandthose whomyoudon’tknow”

ConcludesthemostimportantPropheticgudanceincludedinthehadiths

FindevidencesonAlahsqualities:TheSubte TheAwarethroughhiscreatures

Introducestwoofthepatientprophets(NoahandIbrahm)

Repeatsapoemonprophets

ConcludesAllahablitybymedtationinhumanworld

Preparespresentationonthehumancreation

Comparesthehonestyandlayingintermsoftherimpactontheindividualandsociety

Concludesthecontrolsofgroupplayingwhichisbasedontolerancethroughclasssituations

Explanstheimportanceof dentifyinghis/herdesiresandrespectingtheothersdesiresandnotexceedingthem

Appiestheeatingmoralsin slam

Explanstherelationshipbetweenpurificatonandworship

Distinguishesthetypesofpurification(dirty)

Concludesthenulifcationsofablution

Appiestheprayerqualityproperly

Thestudentshowsproperknowledgeoftheprophet peace beuponhim,Syrahfromhisbirthtotheimmigration(Hijrah) andshowshis/herfollowingofhispersonaity

Identifiesthemostimportantactsmadebytheprophetwhenhewasunderhsunclesponsorship(sheepherdingandtrading)

Concludessomeoftheprophetqualitiesathisearlylfe:Trustful honest,merciful lovingwork,meekandpatent

Findevidencesonthereasonoftheprophetparticipation nrebuildngKaaba

Speaks nproperlanguagetoexpresshisloveoftheprophetandhowhe/shefollowstheprophetstepsindealingwith relativesandfamiy

Thestudentshowsproperknowledgeandfolowingof distingushedIslamiccharacterswhohaveroles nservng IsamandMuslms

ConcludesthemostimportantquaitiesofAli bnAbiTaebandFatmaAlZahraa

Speaksonsituationsthatshowhis/herfollowingofAl IbnAbiTalebandFatima,mayAllahblessthem, ntheirmercyonthepoorpeople

Identityandbeonging

Thestudentshowshis/herpridewthhis/herpersonalty identityandnaton andhis/herappreciationofhis/her heritage,culture,andcomplancewithhs/herprincipes habitsandtraditons

Recent ssues

Thestudentshowsunderstandingoftherecentissuesand chalenges,andabilitytoanalysethemandtofndsolutons for t dependingonthe slamicprncipesandrules

Explanssomemoralsofneighborhoodwthexamplesandstores

Provdesevdencesonhis/herrespecttoneighborsandhis/herrefusaltoharmthem

Explanswhytheplantsarevariousandtheirdifferentcolorsandtypes

Describesinaproperlanguagehis/herroleinprotectngpantsinthehouseandschool

IslamicStudies-Grade3

Field Aspect Standard

HolyQuranandits sciences

ThestudentrecitesChapterof“Amma”andshowsgenera understandingof itssurahsmeaningsandrules,andappliesthemoralsof tsrecitation

Hadthanditssciences

Thestudentshowsmemorsatonofsomehadithsandproperunderstanding ofthermeaningsandappliestheirrules

DivineRevelation

Faithdoctrine

IslamicCreed

Faithmentalty

ThestudentshowsawarenessandbeiefofthebasicsoffaithinAlahand hsqualities,angels booksandprophets

LearningOutcomes

RecitesthefollowingsurahswithTajweed AlBaynah AlAlaq A Humza,AlZazaa,AlQarea,AlLayl AlTeen AlBaad AlFajr

Interpretsthetotalmeaningofthesurahsincludedinthecurriculum Appiestherulesofrecitaton(stiadhaandBasmala)

Recites8hadiths

“TheonewhoisproficientintherecitationoftheQur’an “TruthleadstopetyandpietyleadstoJannah “Thebelievers ntheirmutua kindness compassionandsympathyare ustlikeonebody “Thefivedaiy(prescribed)Salat,andFriday(prayer)tothenextFrday(prayer)

“NothingisheavieronthebeieversScaleontheDayofJudgementthangoodcharacter “Atruebelieverisnotinvolvedintaunting,orfrequentlycursing(others)orinindecencyorabusing”

AnyonewhocutsoffrelatonshpfromhsnearestrelativeswilnotenterParadse

“Whoever spleasedwithAllahas(his)Lord andIsamas(his)religion andMuhammadas(hs)Prophet thenhehastastedthesweetnessoffaith”

ConcludesthemostimportantPropheticgudanceincludedinthehadiths

Identifesthenamesofsomeangelsandtheirqualitesandroes

Employshs/herknowedgewththeangesrolesinenhancinghis/herpositivebehavour

Introducestwoofthepatentprophets(MusaandEssa)

ComparesthemiraclesofMusaandEssa

Islamvalues

Valuesandmorals ofIslam

Islammoras

Rulesofworships

Islamrulingsand purposes

Thestudentshowsproperabiityofinducingtheexistence ofAlahandtobeleveinhimusingtheresearchand thinkingtools

ThestudentshowsunderstandingoftheIsamc ndvidualandgroupvalues andappiesthemtohs/herbehavour

Explansthevalueofknowledgeandresearchforinformation nIslam

Expressestheimportanceofresearchandlearnngfromtheexperencedandspecialsedpersons

Provdesapresentatononthesourcesofknowledgeandinformation

Expresses nhs/herwaythevalueofparentsobedience

ProvesthevalueofcooperationinIsam

Provdesevdencesonthevalueoftoleranceintheprophetlifewithpeoplewhoabusedhim

ThestudentshowsunderstandingandapplicatonoftheIslamicmoras AppiesmorasofvisitngandhostinginIslam

Thestudentshowsproperknowledgeoftheworshpsandperformsthem properly

ProphetSyrah

Thestudentshowsproperknowledgeoftheprophet peacebeuponhim

Syrahfromhsbirthtotheimmigration(Hirah)andshowshs/herfolowing ofhspersonality

Distinguishestheconditionsandnulifcationsofprayer

ComparestheAdhaanandIqamahandperformsthemwell

Explanstheconceptoffastingandadvantages

Designsapresentatonwithmultimedaononeofworshps(Purifcation prayerandfasting)

SpeaksontheprophetsyrahaftertherevelationinCaveofHra

Expresseshowhe/shefollowstheprophetstepsindealingwithneghbors

Syrahsand characters

IslamicCharacters

ThestudentshowsproperknowledgeandfolowingofdstnguishedIslamic characterswhohaveroes nservng slamandMuslims

ConcludestheimpactofAbuBakrA Seddiqbeliefintheprophetandtrustnghim

ConcludestheroleofKhadijabntKhwaid,MayAllahbessher insupportingtheprophetatthehardtimes

Writesalistofsomeworksthathe/shecanserveIslamthroughthem

Identityandbeonging Thestudentshowshis/herpridewthhis/herpersonalty identityandnation andhis/herappreciationofhis/herheritage culture andcompliancewith hs/herprnciples habitsandtraditons

Explanstheimportanceoftakingcareoftheneedypeopleandmeettheirmateralandmoralneeds

Explanstwowayshe/sheselectsforhelpngtheneedypeople

Identityandissues oftheage

Recent ssues

Thestudentshowsunderstandingoftherecentissuesandchalenges,and abiitytoanalysethemandtofindsolutionsforit,dependngontheIsamc prnciplesandrules

Expresses nproperlanguagetheroleofhis/hernation nhelpingtheneedypeope

Concludestherelationshipbetweenwaterandplantsandlifeonearth(asblessngsfromAlah) Suggestswaystosavewater

IslamicStudies-Grade4

Field Aspect Standard

HoyQuranandits sciences

ThestudentrecitesChapterof“Amma”andshowsgenera understandingof itssurahsmeaningsandrules,andappliesthemoralsof tsrecitation

Hadthanditsscences

Thestudentshowsmemorsatonofhadithsandproperunderstandingof thermeaningsandappliestherrules

DivineRevelation

IslamicCreed

Faithdoctrine

Faithmentalty

Islamvalues

Valuesandmorals ofIslam

Islammoras

Rulesofworships

ThestudentshowsawarenessandbeiefofthebasicsoffaithinAlahand hsqualities,angels booksandprophets

ThestudentshowsproperabiityofinducingtheexistenceofAllahandto believe nhimusngtheresearchandthinkingtoos

ThestudentshowsunderstandingoftheIsamc ndvidualandgroupvalues andappiesthemtohs/herbehavour

ThestudentshowsunderstandingandapplicatonoftheIslamicmoras

Thestudentshowsproperknowledgeoftheworshpsandperformsthem properly

LearningOutcomes

RecitesthefollowingsurahswithTajweed AlGhasha,AlAlaa,AlTareq A Broug,AlInshqaq,AlMotafifyen

Expresses nhs/herownwaythetotalmeaningofthesurahsincludedinthecurriculum

AppiestherulesofTajweed AlamAlShamsyahandAlamAlQamariyah(Alam nthewordAlah)

Recites8hadiths

“Abelieverwhoisstrong(andhealthy)isbetteranddearertoAlahthantheweakbeliever It senoughforamantoprovehimselfaliarwhenhegoesonnarratingwhateverhehears” “Salatincongregation stwenty-seventmesmoremeritorousthanaSalatperformedindividually” “HewhobelievesinAllahandtheLastDay lethimshowhosptaltytohisguest

TheProphetneverusedbad anguageneithera“FahishnoraMutafahishHeusedtosay “Thebestamongstyouarethose whohavethebestmannersandcharacter”

“FearAllahwhereveryouare dogooddeedsafterdoingbadones

“AlahwllbepeasedwithHisslavewhopraisesHm(ie saysAl-hamdu illah)whenheeatsandpraisesHmwhenhe drinks”

Kndnessisnottobefoundinanythingbutthatitaddsto tsbeauty

ConcludesthemostimportantPropheticgudanceincludedinthehadiths

StatestheHeavenlyBooksandtheprophettowhotheyrevealed

ConcludesthesmlartiesanddfferencesbetweentheHeavenlyBooksandHolyQuran

ExplansthemethodologyofscientificthinkingtosolveproblemsinIsam Appiesthestepsofscientificthinkinginsolvngtheprobleminassumedstuations

ProvdesevdencesontheimportanceofthevalueofgoodtreatmentanditsimpactonMusliminthelifeandtheHereafter

Concludestheimpactsofthegenerostyonindividua andsociety

Suggestsmeansthathelpspeopletheseftotoleratewithothers

Memorisestheprayerofenteringandleavingthehouse

Appiesthemoralsoftheprayerofenterngand eavngthehouse Islamrulingsand purposes

ProphetSyrah

Syrahsand characters

IslamicCharacters

Thestudentshowsproperknowledgeoftheprophet peacebeuponhim Syrahfromhsbirthtotheimmigration(Hirah)andshowshs/herfolowing ofhspersonality

ThestudentshowsproperknowledgeandfolowingofdstnguishedIslamic characterswhohaveroes nservng slamandMuslims

Distinguishesbetweenthecompulsoryprayersandadditonalvountaryprayers

Explanstherulesoffastingand ts egalpurposes

Explansthechartyanditsvirtue

ProvdesevdencesontheprophetMohammedpatenceonhspeopleandwshnggoodforthem

Writesinaproperlanguageonhowhe/shefollowsthewayofprophetMohammedintermsofhiswisdomincalingforAlah andtheothermostdistnguishedquaites

ProvdesevdencesonshynessandspendngmoneyforAlahsake

Concludesthereasonofnamingthemotherofbeievers,ZainabBntKhuzaymah asmotherofpoorpeople

Provdesevdencesthathe/shefolowsthestepsofOthmanIbnAffanandmotherofpoorpeople

Identityandissues oftheage

Identityandbelonging Thestudentshowshis/herpridewthhis/herpersonalty identityandnation andhis/herappreciationofhis/herheritage culture andcompliancewith hs/herprnciples habitsandtraditons

Recent ssues

Thestudentshowsunderstandingoftherecentissuesandchalenges,and abiitytoanalysethemandtofindsolutionsforit,dependngontheIsamc prnciplesandrules

Expresses nproperlanguagetheneedforpubicplaces

Explansaplanhe/shedevelopstoprotectthecountryefforts nprovidinggeneralutiltiesandtokeepthem

Concludestherelationshipbetweentheenvironmentcleannessandthehumanhappiness

Suggeststwowaystodisposewastes

Provdesevdencesonhis/her oveofcleannessbyparticipatinginpropervountarywork

IslamicStudies-Grade5

Field Aspect Standard

HolyQuranandits scences

Hadithanditssciences

ThestudentrecitesChapterof“Amma”andshowsgenera understandingof itssurahsmeaningsandrules,andappliesthemoralsof tsrecitation

Thestudentshowsmemorsatonofhadithsandproperunderstandingof thermeaningsandappliestherrules

DivineRevelation

IslamicCreed

Faithdoctrne

Faithmentality

slamvaues

Valuesandmorals ofIslam

slammorals

ThestudentshowsawarenessandbeiefofthebasicsoffaithinAlahand hsqualities,angels booksandprophets

Thestudentshowsanawarenessofthevaueofmindandtheimportanceof thinkingandpractcesitstoolstoreachtherght

ThestudentshowsunderstandingoftheIsamc ndvidualandgroupvalues andappiesthemtohs/herbehavour

ThestudentshowsunderstandingandapplicatonoftheIslamicmoras

Rulesofworships

Islamrulingsand purposes

ProphetSyrah

Syrahsand characters

slamicCharacters

Thestudentshowsproperknowledgeoftheworshpsandperformsthem properly

Thestudentshowsproperknowledgeoftheprophet peacebeuponhim Syrahfromhsbirthtotheimmigration(Hirah)andshowshs/herfolowing ofhspersonality

ThestudentshowsproperknowledgeandfolowingofdstnguishedIslamic characterswhohaveroes nservng slamandMuslims

LearningOutcomes

RecitesthefollowingsurahswithTajweed AlInftar,AlTakweer Abasa AlNazeaatandAlNaba

Interpretsthetotalmeaningofthesurahsincludedinthecurriculum

AppiestherulesofTajweed A Qalqla

Recites8hadiths

“Doyouknowwhoisthebankrupt?”

TheProphetwasasked “WhatdeedsarelovedmostbyAllah?”Hesaid “Themostregularconstantdeedseventhoughthey maybefew”

‘OAbuDhar!DdyouabusehimbycalinghismotherwithbadnamesYoustllhavesomecharacterstcsofignorance “IguaranteeahouseinJannahforonewhogvesupargung evenifheis ntheright

Mercyistakenawayonyfromhmwho smiserabe

WhenevertheProphetwasgvenachoicebetweentwomatters hewould(always)choosetheeasier “ReadtheQuran foritwllcomeasanintercessorfor tsrecitersontheDayofResurrection”

RabiaaibnKaabA AslmysaysIwaswithAllah’sMessengeronenightandIbroughthmwaterandwhatherequiredHesaid tome:Ask(anythngyou ike)Isad: askyourcompanyinParadise

ConcludesthemostimportantPropheticgudanceincludedinthehadiths

Comparesthequaitiesofpeopleofbiss nParadiseandthepeopleofmisery nthefre

ConcludestheimpactbeiefintheHereafterDayonthebelieverbehavour

ExplansthevalueofmindandthinkingandtherpositoninIslam

ConnectsthevaueofloveofAllahandobedience

Concludestheimpactsofthebraveryonindivdua andsociety

Comparestheimpactofthevalueofkindnessandhardnessindealingwithothers

Memorisestheprayerofridngtransportations

Summarisesthemorasoftheprayerofridngtransportations

Appiesthemoralsofroad

Explanstherulesandpurposesofcongregationa prayer

ComparestheruesofFrdayPrayerandEidprayers

Designsapresentatonwithmultimedaonaworship(Prayer FastngandCharity)

ProvdesevdencesontheprophetMohammedwisdominthecalltoAllah

ConcludestheevidencesofAlahssupportoftheprophetbycarngandinterestng

Writesinaproperlanguageonhowhe/shetakestheprophetasanideal ntermsofhswisdomincallingtoAlahandhismost significantqualities

ProvdesevdencesonthejustceandasceticismofOmarIbnAlKhattab hischeckngofthenationconditionsandhisfearof Allah andFatimabintAbdulmaekinherloyalty

ProvdesevdencesoffollowingthestepsofOmarIbnAlKhattabinhsfearfromAlahandtakingcareoftheweakandneedy people andofFatimabintAbdumaekinherfearfromAlahandtakingcareoftheweakandneedypeople

Writesalistofworksthatallowhm/hertoserveIslamandMusims

denttyandbelonging Thestudentshowshis/herpridewthhis/herpersonalty identityandnation andhis/herappreciationofhis/herheritage culture andcompliancewith hs/herprnciples habitsandtraditons

ExplansthepositonofUAEontheissuesofMuslmsintheworld

ExplansthenecessitytopartcpateinthehumanserviceprogramslaunchedbyUAE

Identityandissues oftheage

Recentissues

Thestudentshowsunderstandingoftherecentissuesandchalenges,and abiitytoanalysethemandtofindsolutionsforit,dependngontheIsamc prnciplesandrules

Describesinproperlanguagehis/herfeeingtowardstheUAEhumanitarancontributions

Explansthepracticalstepstothankthebessings

Concludesthewsdomofcreatingtheuniversesubjugatedthings