Yearly Curriculum Overview 2013-2014 Grade 1: Calendar September/ October Approximately 5/6 weeks November/ December Approximately 5/6

weeks January/ February Approximately 5/6 weeks February/ March Approximately 5/6 weeks April/ May Approximately 5/6 weeks May/ June Approximately 5/6 weeks

Transdisciplinary themes Subjects & Strands

An Inquiry into: How The World Works An exploration of the physical and material world; of natural and human-made phenomena; of the world of science and technology.

An Inquiry into: How We Express Ourselves An exploration of the ways in which we discover and express our nature, ideas, feelings, beliefs and values through language and the arts.

An Inquiry into: Who We Are An exploration of the nature of the self; of our beliefs and values; of personal, physical, mental, social and spiritual health; of our families, friends, communities and cultures; of our rights and responsibilities; of what it means to be human.

An Inquiry into: Where We Are In Place & Time An exploration of our orientation in place and time; of our personal histories; of history and geography from local and global perspectives; of our homes and journeys; of the discoveries, explorations and migrations of humankind; of the contributions of individuals and civilizations. The construction of homes reflect local conditions such as available resources and climate. Learners: -follow two-step directions -use language to address their needs, express feelings and opinions

An Inquiry into: Sharing The Planet An exploration of our rights and responsibilities as we try to share finite resources with other people, with other living things; of communities and of the relationships within and between them.

An Inquiry into: How We Organize Ourselves An exploration of human systems and communities; of the world of work, its nature and its value; of employment and unemployment and their impact.

Central Idea

Forces cause movement and changes in movement.

Presentations are a powerful tool to describe artifacts and celebrations.

Living things change and need nourishment.

People make choices to support animals.

Natural water needs to be treated and transported to communities where it is used for various purposes. Learners: -memorize and join in with poems, rhymes and songs -begin to communicate in more than one language -use grammatical rules of the language(s) of

Language-English Listening and speaking

Learners:

Learners: - listen attentively and speak appropriately in small and large group interactions - describe personal experiences

Learners: -listen to and enjoy stories read aloud; show understanding by responding in oral, written or visual form - use oral language to communicate during classroom activities, conversations and

Learners: -talk about the stories, writing, pictures and models they have created -obtain simple information from accessible spoken texts

-follow classroom instructions, showing understanding - listen and respond in small or large groups for increasing periods of time - use oral language to

communicate during classroom activities, conversations and imaginative play - ask questions to gain information and respond to inquiries directed to themselves or to the class Viewing & Presenting -through teacher modeling, become aware of terminology used to tell about visual effects, for example, features, layout, border, frame - use a variety of implements to practice and develop presentation skills - attend to visual information showing understanding through discussion, role play, illustrations

imaginative play

instruction (learners may overgeneralize at this stage). -hear and appreciate differences between languages

-connect visual information with their own experiences to construct their own meaning, for example, when taking a trip -observe visual images and begin to appreciate, and be able to express, that they have been created to achieve particular purposes.

-talk about their own feelings in response to visual messages; show empathy for the way others might feel -relate to different contents presented in visual texts according to their own experiences, for example, That looks like my uncles farm.

-locate familiar visual texts in magazines, advertising catalogues, and connect them with associated products -become aware of the use and organization of visual effects to create a particular impact, for example, dominant images show what is important in a story

-realize that visual information reflects and contributes to the understanding of content -use body language in mime and role play to communicate ideas and feelings visually -view different versions of the same story and discuss the effectiveness of the different ways of telling the same story, for example, the picture book version and the film/movie version of a story -make predictions about a story, based on their own knowledge and experience; revise or confirm predictions as the story progresses -wonder about texts and ask questions to try to understand what the author is saying to the reader.

Reading

- listen attentively and respond actively to read- aloud situations; make predictions, anticipate possible outcomes - read and understand the meaning of selfselected and teacherselected texts at an appropriate level

- recognize a range of different text types, for example, letters, poetry, plays, stories, novels, reports, articles - identify and explain the basic structure of a story, beginning, middle and end; may use storyboards or comic strips to communicate

-discuss their own experiences and relate them to fiction and non-fiction texts -use a range of strategies to selfmonitor and selfcorrect, for example, meaning, context, rereading, reading on, cross-checking one cue source against

-participate in guided reading situations, observing and applying reading behaviors and interacting effectively with the group -have a secure knowledge of the basic conventions of the language(s) of instruction in printed text, for example,

-make connections between personal experience and storybook characters -participate in learning engagements involving reading aloudtaking roles and reading dialogue, repeating refrains from familiar stories, reciting poems.

elements

another

orientation, directional movement, layout, spacing, punctuation -use increasingly accurate grammatical constructs -form letters/characters conventionally and legibly, with an understanding as to why this is important within a language community Learners: -express thoughts, ideas, and opinions and discuss them, respecting contributions from others -participate in shared and guided writing, observing the teachers model, asking questions and offering suggestions -with teacher guidance, publish written work, in handwritten form or in digital format. Learners: -express thoughts, ideas, and opinions and discuss them, respecting contributions from others -enjoy writing and value their own efforts -read their own writing to the teacher and to classmates, realizing that what they have written remains unchanged

Writing

- write to communicate a message to a particular audience, for example, a news story, instructions, a fantasy story -create illustrations to match their own written text

- engage confidently with the process of writing - write informally about their own ideas, experiences and feelings

-illustrate their own writing and contribute to a class book or collection of published writing -over time, create examples of different types of writing and store them in their own writing folder

Language-Arabic Listening and speaking

Learners: -predict likely outcomes when listening to texts read aloud

Learners: -use language to address their needs, express feelings and opinions

Learners: -listen and respond in small or large groups

Learners: -listen attentively and speak appropriately in small and large group interactions

Viewing & Presenting

-discuss personal experiences that connect with visual images

-use actions and body language to reinforce and add meaning to oral presentations

-compare own culture with other cultures

-use a variety of implements to practice and develop presentation skills

-connect visual information with their own experiences to construct their own meaning -participate in collaborative learning experiences, acknowledging that people see things differently and are entitled to express their point of view

-use actions and body language to reinforce and add meaning to oral presentations

Reading

-participate in collaborative learning experiences

-discuss their own experiences and relate them to fiction and non-fiction texts

-wonder about texts and ask questions to try to understand what the author is saying to the reader

-recognize a range of different text types, for example, letters, plays, stories, novels, reports, articles.

-participate in shared reading, posing and responding to questions and joining in the refrains

Writing

-write to communicate a message to a particular audience, for example, a news story, instructions, a fantasy story Learners: -use a calendar to identify days, weeks, months, and dates; tell and show time to the nearest half and quarter hour on an analog clock -count collections of objects accurately and reliably -estimate the number of objects in a collection.

-organize ideas in a logical sequence, for example, write simple narratives with a beginning, middle and end. Learners:

-use increasingly accurate grammatical constructs

-use increasingly accurate grammatical constructs

-write legibly, and in a consistent style.

-use feedback from teachers and other students to improve their writing

Mathematics Data handling Measurement Shape & Space Pattern & Function Number Problem solving

Learners: -use nonstandard tools and techniques to estimate and compare weight and length; measure length with standard measuring tools. -identify a thermometer as a tool for measuring temperature; read temperatures on Fahrenheit and Celsius thermometers to the nearest 10

Learners: -collect and organize data to create tally charts, tables, bar graphs, and line plots -use graphs to answer simple questions and draw conclusions; find the maximum and minimum of a data set -read, write, and explain expressions and number sentences using the symbols +, , and = and the symbols > and < with cues; -solve equations involving addition and subtraction

Learners: identify and describe plan and solid figures including circles, triangles, squares, rectangles, spheres, cylinders, rectangular prisms, pyramids, cones, and cubes -identify shapes having lines symmetry; -complete linesymmetric shapes or designs

Learners: -know and compare the value of pennies, nickels, dimes, quarters, and dollar bills -make exchanges between coins -apply the Commutative Property of Addition and the Additive Identity to basic addition fact problems

-extend, describe, and create numeric, visual, and concrete patterns - solve problems involving function machines, Whats My Rule? tables, and Frames-and-Arrows diagrams -use manipulatives to identify and model odd and even numbers -count on by 1s, 2s, 5s, and 10s past 100 and back by 1s from any number less than 100 with and without number grids, number lines, and calculators Learners: -observe carefully in order to gather data -identify or generate a question or problem to be explored -make and test

Science Forces, Motion & Energy Earth & Space Living things Materials & Matter Investigations

Learners: -observe carefully in order to gather data -use scientific vocabulary to explain their observations and experiences

Learners: -observe carefully in order to gather data -use scientific vocabulary to explain their observations and experiences

Learners: -observe carefully in order to gather data -use scientific vocabulary to explain their observations and experiences

Learners: -use a variety of instruments and tools to measure data accurately -use scientific vocabulary to explain

Learners: -observe carefully in order to gather data -use a variety of instruments and tools to measure data accurately

-identify or generate a question or problem to be explored -make and test predictions -interpret and evaluate data gathered in order to draw conclusions

predictions

-interpret and evaluate data gathered in order to draw conclusions

-identify or generate a question or problem to be explored -plan and carry out systematic investigations, manipulating variables as necessary -make and test predictions -interpret and evaluate data gathered in order to draw conclusions

their observations and experiences -identify or generate a question or problem to be explored -interpret and evaluate data gathered in order to draw conclusions)

-use scientific vocabulary to explain their observations and experiences -identify or generate a question or problem to be explored -plan and carry out systematic investigations, manipulating variables as necessary -make and test predictions -interpret and evaluate data gathered in order to draw conclusions -consider scientific models and applications of these models (including their limitations) Learners: -formulate and ask questions about the past, the future, the places and society -use and analyze evidence from a variety of historical, geographical, and societal sources -orientate in relation to place and time

Social studies Human systems & economic activities Social organization & culture Continuity & change through time Human & natural environments Resources & environment

Learners: -assess the accuracy, validity, and possible bias of sources

Learners: -use and analyze evidence from a variety of historical, geographical, and societal sources -orientate in relation to place and time

Learners: -use and analyze evidence from a variety of historical, geographical, and societal sources -orientate in relation to place and time

Learners: -formulate and ask questions about the past, the future, the places and society -orientate in relation to place and time -identify roles, rights, and responsibilities in society

Learners: -formulate and ask questions about the past, the future, the places and society -use and analyze evidence from a variety of historical, geographical, and societal sources -identify roles, rights, and responsibilities in society -assess the accuracy, validity, and possible bias of sources

UAE Social studies

Learners: -learn that we have different weather systems because of earths rotation

Learners: -use a variety of sources to gain information about celebrations from both a historical and a cultural perspective

Learners: -inquire into food. Is the food in the UAE healthy? How can we improve?

Learners: -describe and compare the various houses style in different communities

Learners: -explore camel breeding in UAE. How can camels exist in the desert? How best can we support animal protection organizations?

Learners: -explain why fresh water is a limited resource -identify water issues and propose strategies for responsible, equitable water use Learners: Thinkers -use creative thinking skills to analyze and take responsible action on complex problems, and work in an Islamic society

Islamic studies Learner profile

Learners: Inquirer -develop skills for inquiry and research discuss some facts about Islam

Learners: Communicator -collaborate effectively, listening carefully to the perspective of other individuals and groups -discuss Muslim beliefs and moral values

Learners: Caring -show empathy, compassion and respect -define the role of a Muslim in a society

Learners: Knowledgeable -develop and use conceptual understanding by exploring knowledge recall the incident of Hijrah ; A journey of prophet Muhammad from Makkah to Madina Learners: -play ball games based on using different resources and available equipment

Learners: Principled -act with integrity and honesty, with a strong sense of fairness and justice in relationship with others as a Muslim

PE Identity; Responsibility

Learners: -Through Central Idea connection (i.e. full integration), students will explore idea of how individual forces affect group outcomes through team building and cooperative games

Learners: -learn that games and sports are ways to present your skills and movement mastery to the outside world. -Connect movements to different sports

Learners: -explore how our bodies and minds change naturally and how our bodies change through exercise and activity

Learners: -focus on the decision-making process during games

Learners: -inquire into that where we live affects the games and resources available to us

Active living; Fitness

-can present where their current fitness levels are though preassessment and fitness activities

-demonstrate understanding that in order for our bodies to function at their highest levels, physically and

-explore how and why they make healthy decisions

-investigate how water is necessary to for proper body function

mentally we need to exercise and nourish our bodies properly learn that proper nourishment comes from a balanced diet Interactions; Concepts & Principles -practice working as part of small and large groups while identifying different roles and strategies necessary to find success Communicator: -are encouraged to speak with each other during activities in order to complete tasks in an effective way Respect: -are encouraged to express themselves verbally to classmates during activities in a respectful manner Appreciation: -will find enjoyment in different movement patterns and sequences -practice using different and appropriate amounts of force during group physical activity Open-Minded: develop their leadership skills through planning and developing physical education lessons and then implementing those lessons into the elementary classes. The class will create a greater sense of community within the school and give secondary students authentic experiences with elementary students through the use of physical activity -learn that our bodies change when we interact with different external and internal forces. Certain interactions lead to higher or lower levels of improvement. -relate to how environment, games, and participants connect -interact with others and the equipment. -interact with the resources available.

Motor skill development

-explore expressing themselves using different movements in different activities and games

-find out when skills and strategies are practiced they change and develop. -Explore which actions lead to quicker and more successful change

-use animal movements.

-use smooth connected water like movements

The Arts Visual Arts Learners: Learners: Learners: Learners: Learners: Learners:

Creating

-identify, plan and make specific choices of materials, tools and processes -respond to movement in artwork -identify the formal elements of Abstract artwork

-combine a variety of formal elements to communicate ideas, feelings and/or experiences

-demonstrate control of tools, materials and processes

-make predictions, experiment and anticipate possible outcomes

-consider their audience when creating artwork

-sharpen their powers of observation

Responding

-investigate the purposes of artwork and artifacts from different times, places and a range of cultures including their own Learners: - create imagery for how music can make people feel

-identify the stages of their own and others creative processes

-describe similarities and differences between artworks

-become an engaged and responsive audience for a variety of art forms

-use appropriate terminology to discuss artwork -become an engaged and responsive audience for a variety of art forms Learners: - create music for organized performances

Music Creating

Learners: - recognize that musical elements of pitch and rhythm are used to create music

Learners: - create movement and analyze how styles of music are representative of a variety of cultures - value and understand that music is related with cultures

Learners: - discuss how music is different in different parts of the world and has changed over time - respond to music from different time periods and understand the composers influenced musical periods Learners: -explore familiar roles, themes and stories dramatically

Learners: - create music that will help communicate ideas and share feelings across the planet - respond to music which comes from a variety of cultures

Responding

- respond to music through both singing and movement

- discuss the varieties of ways we use music to express ourselves

- reflect on a variety of performances

Drama and Dance Creating

Learners: -respond to word, rhythm and/or music through movements

Learners: -communicate and express feelings through body movements

Learners: -value and develop imaginary roles or situations

Learners: -use performance as as a problem solving tool

Learners: -create or devised or scripted performance for a particular audience or purpose

Responding

-identify and explain why certain body postures and movements communicate certain

-describe the ideas and feelings communicated through body movements

-consider the composition of an audience when preparing an effective formal and/or

-discuss aspects of drama that illustrate relationships between culture, history and location

-explore how dramatic meaning illustrates the values, beliefs and observations of an

-describe how drama plays an innovative role in communicating ideas within cultures and societies

ideas and feelings

informal presentation

idividual or community Learners: -use research skills to look at different types of homes around the world Learners phase 1: -name positions of objects -talking about job types and people in the community -sort words into word families -repeat facts or statements Learners: -record their advertisements Learners: -research various ways to present stories

ICT

Learners: -apply basic ipad skills

Learners: -learn to use interactive skills with promethean board

Learners: -use BrainPop Jr to see the cycles in a plant

ELL Phase 2/3 push-in model

Learners phase 1: -learn classroom vocabulary -name body parts. repeat simple words and phrases -follow one step oral instructions -write a simple sentence

Learners phase 1: -read 40 new high frequency words -introduce themselves and share personal experiences -write a sentence about feelings -putting pieces of information in correct order

Learners phase 1: -use simple descriptions -name everyday objects -talk about family -locate objects and describe orally. -write one word answers to simple direct questions

Learners phase 1: -sequence pictures to tell a story -carry out three step oral instructions -use capital letters and full-stops -use past and present tense -share Sports and hobbies -write a postcard Learners: -learn where to find books about animals in the Library -listen, read and view award winning picture books -do an author/ Illustrator study

Learners phase 1: -use basic parts of speech e.g. verbs and adjectives -use question words (Who,what,why, when,and how) -write a short story -describe food,shops and clothes -match pictures to relevant paragraphs Learners: -listen to, read, and view fiction and nonfiction books to determine the elements of both, while learning about the uses of water

Library

Learners: -identify the difference between fiction and nonfiction -listen to and discuss books about forces

Learners: -discuss what makes an artifact -read and watch The Patchwork Quilt; make a class quilt where each child draws a picture of something that is special, has a story and will be kept for a long time

Learners: -use nonfiction books to learn about living things and how they grow and change -retell stories using an accurate sequence of events.

Learners: -observe pictures in books of homes around the world -look at the materials used to build them and the ways that they are portrayed -identify parts of a book to locate specific information