Class/grade: Kindergarten 1 Age group: 4 to 5 Years

School: Singapore International School School code: 003157

Title: How we express ourselves- Play
Teacher(s): Sandeep Thapa, Namita Devgan
Date: W3 October
Proposed duration: 7 weeks PYP planner

1. What is our purpose?

To inquire into the following:
• Transdisciplinary theme:
Who we are:
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships
including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.
• Central idea:
Through play we express our feelings and ideas to make new connections and relationships
Summative assessment task(s):
Essay S Lets Play!
Assessment strategy: Process-focused (Ongoing)
Assessment tools: Observation and Anecdotal notes
Task: Students will take part in a class brainstorm before each “play cycle” in which they discuss what they know
of the play centers both in and out of the classroom (construction, clay, role-play -will be developed according to
student's interests and choice as the unit progresses, dress up, sand, water, natural, art, etc).
(students responses are recorded in the weekly planner)
At the end of each play cycle, the students will take part in a follow up brainstorm to discuss what is their
discovery from that respective center.
Students responses will be recorded throughout the unit which will depict their new understanding of the concepts
they have gained through their exploration.
Throughout this learning journey students will recognize how they are expressing their ideas and feelings through
play and coming to a new understanding

What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-
initiated actions, will we look for?
Assessment strategy: Process-focused (Ongoing)
Assessment tools: Observation and Anecdotal notes
Task: Students will take part in a class brainstorm before each “play cycle” in which they discuss what they know
of the play centers both in and out of the classroom (construction, clay, role-play -will be developed according to
student's interests and choice as the unit progresses, dress up, sand, water, natural, art, etc).
(students responses are recorded in the weekly planner)
At the end of each play cycle, the students will take part in a follow up brainstorm to discuss what is their
discovery from that respective center.
Students responses will be recorded throughout the unit which will depict their new understanding of the concepts
they have gained through their exploration.
Throughout this learning journey students will recognize how they are expressing their ideas and feelings through
play and coming to a new understanding which will be displayed in their E-portfolio.

2. What do we want to learn?

What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be
emphasised within this inquiry?
Key Concepts: Function, Connection, Perspective
Related Concepts:

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 Function:
Communication
Connection:
Related concept: Play
What lines of inquiry will define the scope of the inquiry into the central idea?
• Communication through play
• Imaginative use of materials
• The role of environment and materials in play
What teacher questions/provocations will drive these inquiries?
• Why do we need toys? 3
• What is play to you?
• What are the different types of play?
• Do I need friends or I can play alone? 1
• What are the different emotions and feelings we experience?
• What are the different ways in which we can express ourselves through play ? 1
• How can we creatively use toys/materials in our play? 2
• What are the different play situations you enjoy more? 3
Provocations:
Students thinking will be provoked through:
Books for every center
Learning centers: Puppet center, Sand play corner, play dough corner, discovery center with natural materials to explore, Reading
corner with books related to different types of play, water-play area, Role-play center (kitchen), dress-up corner, pre-writing center,
painting area, music center, building blocks and construction center
Centers initiated by students: Toy factory, Monster supermarket , Poolside cafe
Natural and recycled materials to provoke imaginative use of materials
UOI board displays

3. How might we know what we have learned?

What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for?
1)Task: Exploring different play centers:Different play-based learning centers will be created, students will be observed during their
play sessions in a social setting as well as during individual play. Through discussions students will reflect and share their understanding
of the different centers.
Strategy: Observation (student’s interactions during play and how they explore each learning center)
Assessment tool: Anecdotal records
Skills: Communication skills and social skills
2)Task: Book walk consisting of Learning through Play Series followed by discussion -Students will look through different books
related to the unit. This will be followed up with a discussion where the students will come up with their prior knowledge of the different
types of play they are aware of.
Strategy: Observations
Tool: Anecdotal records
Skills: Thinking skills (Acquisition of knowledge and comprehension)
3) Show and tell: My favorite toy: Student will be asked to bring in their favorite toy and talk about it.
Strategy: Observation
Assessment tool: Anecdotal records
Skills: Communication
What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we
look for?
• Communication through play

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 • Imaginative use of materials
• The role of environment and materials in play

Additional Notes:

4. How best might we learn?

What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with
the inquiries and address the driving questions?
TUNING IN
Show and Tell
Students will be asked to bring in their favorite toys and talk about it as part of their Show and Tell.
Teacher’s questions:
• Why is it your favorite toy?
• How do you play with it?
• How does it make you feel?

Setting up learning centers

Conceptual understanding: Interacting with others can be fun
Learning Outcome: Enjoy interacting, playing and engaging with others.
Reflection and Discussion on the learning centers: Teachers will ask students what they would like to play with in the classroom and
what activities would they engage in as a group.
Play Dough Corner
Materials:play-dough, crayola model magic, different moulds, wooden cutters and clay moulding equipment
Objective:
●Building on fine motor skills
●working in a group, building co-operation
●Use of imagination to create different objects through play dough
Sand Play Corner
Materials:Sand scoopers and other equipment
Objectives:
●Feeling the texture and physical qualities of sand, which often they do not concentrate on while playing in a larger sand pit.
●Expanding their creativity and stretching imagination as they work with sand
●Encouraging group work, interactions and apply strategies independently while resolving conflict hence building on social skills.
●Using scoopers helps improve fine-motor skills
Discovery Center (Natural Corner)
*This corner was teacher initiated in order to stay on track with the Reggio Emilia Approach being adopted in class and to bring natural
materials in the classroom environment.
Materials: Small tree branches, wicker baskets, shells, pebbles, leaves, flowers, sticks, feathers, light table, etc.
Objectives:
To familiarise students with different equipment and generate a sense of Curiosity amongst students about natural resources.(Profile:
Inquirers)
To engage different senses of the student like touching a hard shell, a soft feather, smelling potpourri,observing leaves through
magnifying glasses, understanding different types/shapes of pebbles and stones.
Puppet Theatre
Materials:Puppets and puppet theater

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 Objectives:
●Oral and language skill development
●Expressing themselves and their ideas through puppets
●Use of imagination to enact and make stories with puppets, making confident Communicators
●Working together in a group assuming different roles and responsibilities of adopting a character.
●Listen, identify and understand different vocabulary used by peers or teachers with the use of puppet.
Role-Play Corner
Various props like hats, pom-poms, Kitchen set, shopping center, and students will be asked to bring materials from home to set up
dress up corner.
Objectives:
●Socio-dramatic play encourages students to use their abstract ideas and creativity and transform into different characters and assume
identities
●Oral language development while interacting with peers
●Promoting thought and self-motivation to bring forth a child’s own ideas
●Experimenting with different roles, understanding social relationships at a basic level
Reading Corner
Materials:
●Different fictional and non fictional books
●Different sizes of books (large books for group reading/ small for individual reading)
●Soft toys and pillows to help the student feel secure and make it a personal space
●Different levels of books to cater to all students like picture books, stories, student favorites etc.
Objectives:
●To help facilitate a love for reading and books
●To encourage pre-reading attributes
●To create a secluded and personal space for students who do not prefer interaction
●To help students build on imagination and predicting stories to peers building confidence and social skills.
Block play
Materials: Foam blocks
Objectives:
●To help build on eye-hand coordination as students will engage in construction.
●To understand and experiment with math concepts like tall and short, pattern, sorting and shapes.
●Encourage creativity, formulate new ideas and use of imagination.
Activity: My Favourite Toy
I see, I think and I wonder
Student will choose their favourite toy and depict their understanding of the same using ‘I See, I Think and I Wonder’ Strategy.
Create your favourite toy using the play dough.
Introduction to feelings.
Story: Feelings and Sometimes Grumpy, sometimes Happy
Activity: Feeling collage. Students will talk about different feelings they experience and when do they experience it.
Finding out and sorting out:
Outdoor Play (LOI: The role of environment and materials and play)
Students will be taken to explore outdoor space.
Nature walk and Nature collage
Students will create a nature collage using the materials they will collect during the nature walk

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 Objects:
To encourage students to explore their environment through play.
To enhance social skill by creating an enjoyable experience.
Story:Dot Outdoor activityFollow up: Outdoor colouring with chalks
Pictograph for Learning Centers
Conceptual understanding: To develop an understanding in collecting and organizing data
Learning Outcome: Represent information through
pictograph
Step 1: Students will identify their photos and will stick them on Popsicle sticks.
Step 2: Making/ Building the pictograph:Teachers will pose students with the question ‘Which is your favorite corner? ’Students then
individually will place Popsicle sticks under the corner they most likely to visit or enjoy interacting.Reflection: Interpreting the pictograph:
As a group students interpreted the pictograph in the following ways:• Counted how many of their peers liked each corner based on the
Popsicle sticks placed under the picture representing the cornerand wrote the number of Popsicle sticks they found in the cups. (for e.g:
6 people like the role-play corner.)• Teachers then posed the question which corner had the most number of people and the least based
on their counting. (math vocab used: more, less)• Students then interpreted based on the most/least visited corners which was the most
favorite corner and which was the least favorite corner amongst their peers.
Based on student feedback about the centers, suggestions were asked on how to make the least favorite corner more interesting.

Introduction Attribute: Perspective through the story: Little cloud

Follow up: Reflection: Students will depict their own point of view through painting.

Related concept: Imagination

Stories:Let’s play House and The Magic train ride
Activity: Students will invent their own games and pretend play situations.
TD Skill: Communication: To be able to express their emotions and feelings through play

Going Further:
Student Initiated inquiry based on the response from students the following corners were decided upon by students themselves through
the expression of their choice and voice to create an enriching learning environment that facilitates student learning and interaction:Toy
Factory (Building Corner)Materials: Recycled cardboard boxes, Tissue rolls, Paper cups, ribbons, different types of tape /glue, Pipe
cleaners
Objectives:
●With the idea of Christmas in mind, students decided to ‘build’ Santa's Workshop
●Work together to make toys for others.
●Personal Connection- make toys for family
Peppa Story: Recycling Fun!

Parent Interaction (LOI- Imaginative use of materials)Think, Pair and Share- The parents will be paired up with their child, together
they will create a toy using the recycled materials, build a story around it and present it to the whole group.

Addressing the theme: How we express ourselvesProject: Expression through various art form (LOI: Imaginativeuse of
materials,Related concept: Imagination)
In collaboration with the various art department students will explore various art forms. Students will be provided with various materials
to enhance their creativity and imagination.
Focus:
Music and movementDance: exploring various props and using them imaginatively creating movements.
Pottery: Creating art using clay and natural materials.
Outdoor painting: Painting using various textured materials.
Making Connection and Taking Action:
Cooking activity: Making of christmas cookies

Christmas Carnival games

Process: Creating carnival games keeping in mind the theme
Creating of snow world: Students will explore different materials like Paper doilies, shapes cutouts, cotton, tissue, foil, paint to
create their own snow world which will be used as a backdrop during the games.
This activity will be culmination of students understanding of all three lines ofinquiry; the role of toys in play, Imaginative use of
materialsand Communicating through play.
Tasks: To create carnivalgames using recycled material. Where students will:
• Exhibit curiosity and inquire into different carnival games.• Depict their knowledge and apply thinking skills to plan and carry out the
different games.• Showcase their imagination and creativity by using recycled materials.• Display independence and social skills while
working in a group.• Conduct the games confidently for the early years students.•Effectively communicate the rules of the games.Taking
Action:
Whole class activity: Creating Christmas tree using the recycled materials.
Presentation of Christmas carnival games to the school community and to the parents.

Math integration:

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 Patterns and FunctionConceptual Understanding: Patterns repeat and growLearning Outcome: Create and extend patternsMaterials:
Light table, translucent buttons, beads, pebbles of different sizes, leaves, flowers, sticks, pebblesStudents will explore the different
materials and began making patterns.Shape and SpaceIntroduction to 2D shapes by taking students for a shape walkConceptual
Understanding: Shapes can be described and organised.Learning Outcome:Constructing meaning: Students will be able to identify
basic 2D shapes and their immediate environment.Transferring meaning: To be able to describe basic 2D shapes.Applying with
understanding: Through play, Students will identify and discover basic shapes.
What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the
learner profile?
Skills:
Communication skills: Listening, Speaking, Reading, Writing, Viewing and Presenting.
Social Skills: (All)
These skills will be addressed throughout the unit through learning engagements listed in box 4
Attributes of the learner profile
Inquirers: To be able to work independently and cooperatively to explore their environment during play.
Communicators: To be able to express their emotions and feelings through play.
Courageous: To be able to present their learning confidently while explaining the different games.
These profiles will be modeled and reflected through various learning engagement. (See box 4)
Selected Learner Profile Items
• Communicators: We express ourselves confidently and creatively in more than one language and in many ways. We collaborate
effectively, listening carefully to the perspectives of other individuals and groups.
• Principled: We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and
rights of people everywhere. We take responsibility for our actions and their consequences.
• Risk-takers (Courageous): We approach uncertainty with forethought and determination; we work independently and
cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
Attitudes
Integrity, Enthusiasm, Confidence.
Transdisciplinary Skills
• Social Skills: Accepting Responsibility, Respecting Others, Cooperating, Resolving Conflict, Group Decision Making, Adopting a
Variety of Group Roles.
• Communication Skills: Listening, Speaking, Viewing, Presenting.

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
Journal
journal
Added by Namita Devgan on December 16, 2016
Learning Experiences
Books in Shared Reading
Beware of the Bears
Magic Train ride
Dot
The day the crayons quit
The Gruffalo
Why should I listen
Emotions and feelings:
Being jealous
How are you feeling
Feelings shy

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 Feelings Aliki
Feeling Impatient
Lets learn about feelings and emotions
The Christmas Story
Lets Play house
Recycling is fun

6. To what extent did we achieve our purpose?

Assess the outcome of the inquiry by providing evidence of students’ understanding of the central idea. The reflections of
all teachers involved in the planning and teaching of the inquiry should be included.
Central Idea: Through play we express our feelings and ideas and come to new understandings.
The process of play is an integral part of the students learning through which they express, educate, learn, enjoy, create, control their
emotions, explore and mold themselves into becoming independent creative learners.Throughout the unit the students engaged in
interactive play exploring a range of stimuli. They worked well with others sharing ideas, cooperating and communicating feelings during
play. As the unit progressed the understanding of the central idea was developed through exploring the learning engagements (listed in
box 4) which enabled students to acquire in-depth knowledge and develop skills that we were focusing on. Through various reading
sessions on books of feelings we explored different types of feelings we experience and how our actions have an impact on each other
and how it makes us feel. Each learning engagement provided an opportunity for the students to enjoy, interact, play and engage with
their peers. As they reflected on each learning activity students shared their own relevant ideas and added their contribution to create
new play situation. These activities enhanced their social skills; they took turns during play and they also listen respectfully to others and
shared their own feelings in an appropriate manner.
How could you improve on the assessment task(s) so that you would have a more accurate picture of each student’s
understanding of the central idea.
The learning experiences provided opportunities for the students to develop skills. The learning engagements were designed to explore
math,language and students own inquiry. They explored concepts and communicated their understanding during classroom
discussions. Their learning will be documented as the learning stories in their portfolios. The assessment tasks were ongoing throughout
the unit and was documented as skill based checklist and in form of anecdotes.The formative assessment tasks worked really well and
have clearly depicted the students’ understanding of each line of inquiry. The group activities created opportunities for the students to
develop skills of cooperating with each other, resolving conflict and working as a group. They also exhibited the attributes of learner
profiles like inquirer as they inquired into different games they can plan for the carnival games and communicators as they shared their
learning to plan and carry out games.
The summative assessment depicted each students enduring understanding of the central idea as students explored each learning
environment/ provocation. At the end of each play cycle, the students took part in a follow up brainstorm to discuss what was their
discovery from the provocation provided. Students responses were recorded throughout the unit which clearly depicted their new
understanding of the concepts they have gained through their exploration. Throughout this learning journey students recognized how
they are expressing their ideas and feelings through play and coming to a new understanding.
What was the evidence that connections were made between the central idea and the transdisciplinary theme?
Transdisciplinary theme: How we express ourselves
An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we
reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
Central Idea: Through play we express our feelings and ideas and come to new understandings.
The connection between the theme and the CI was evident as students participated in different types of play communicated their new
ideas and understanding gained. The shared reading sessions on the books of feelings enabled students to understand their own
feelings and impact of their actions on others. During play they invited each other to play and by being sensitive to each other during
their interaction.
Student’s show and tell based on the unit and various hands on activities enabled students to understand the role of toys and play is
associated with our feelings.
Project: Expression through various art form
Students are enjoyed exploring the different materials and the different art experiences. The provocation was provided and students
participated very well in various activities.
In dance they danced using Ribbon’s and created beautiful formations as a team.

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 During pottery each student worked independently moving to the rhythm of the songs and attempted to create artifacts using natural
materials.
Outdoor painting: They enjoyed exploring the different materials and painting with the music. They also talked about how with the music
their hand moved up and down with the Paint brush.

7. To what extent did we include the elements of the PYP?

What were the learning experiences that enabled students to develop an understanding of the concepts identified in
“What do we want to learn?”
Function: LOI: The role of the environment and materials in play
Students will understand the use and importance of toys during play. ( Related concept: Play)
In order to develop an understanding of the concept different play situations were created (mentioned in box4). As student explored
these provocations,they understood how the rol of the environment and the materials are important in play. Reading different books like
lets play, can I play too and too many toys further consolidated their understanding.
Connection: LOI: Imaginative use of materials: Creative usage of different materials during play ( Related concept: Imagination)
Connection was evident when students expressed their ideas and utilized all the recycled material from the construction corner to build
interesting toys .The carnival games was a showcase of their creativity as they put on some interesting games using all recycled
material. They also created their own magic show using the material that was available to them.
Perspective: LOI: Communicating through play( Related concept: communication)
The exposure to various learning provocation and the discussions on the importance of play facilitated and enabled students to express
their ideas and perspective. The class discussions led to each student thinking differently about how play is important to us and how
each material can be used differently. The shared reading session on different emotions resulted into a discussion about how each
person experiences different feelings and emotions differently.
What were the learning experiences that enabled students to demonstrate the learning and application of particular
transdisciplinary skills?
Social skills: Accepting Responsibility, Respecting Others, Cooperating, Resolving Conflict, Group Decision Making, Adopting a Variety
of Group Roles
Students developed these skills as they participated together in group activities throughout the unit.The learning engagements listed in
box 4 created opportunities for the students to develop and exhibit these skills. They worked very well as a group cooperating with each
other, taking turns and working as a team which resulted into them organizing the carnival games for the school community.
Communications skills: Listening, Speaking, Reading, Writing, Viewing, Presenting
These skills were developed by encouraging students to bring in unit related show and tells; discussion after shared reading sessions;
expressing their needs and feelings with peers and teachers, interactions with their peers during play. Presentation of carnival games too
contributed well towards honing their communication skills.
What were the learning experiences that enabled students to develop particular attributes of the learner profile and/or
attitudes?
Attributes of Learner profile:
Principled: To be able to play fairly
Students depicted this attribute as they engaged in different play situations.
Communicators: To be able to express their emotions and feelings through play.
Students were encouraged to express their ideas and opinion freely and to appreciate the fact that each of us has a different way to
express emotions and feelings.
Courageous: Students showcased this attribute as they performed confidently during the Christmas musical and also when they
presented their carnival games.
Attitudes:
Students exhibited the attitudes of Integrity, Enthusiasm, Confidence throughout the unit as the explored and investigated each play
centers, made imaginative use of materials showcasing their creativity, by handling the materials independently and managing
themselves during learning tasks and they their confidence was very evident as they performed for the Christmas musical..
These attitudes and profiles were addressed through various learning engagement listed in box 4.

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 8. What student-initiated inquiries arose from the learning?
Record a range of student-initiated inquiries and student questions and highlight any that were incorporated into the
teaching and learning.
Student initiated inquiry was incorporated through lessons based on the teachers observation of their behavior during the playtime.
Stories and other mediums were used during the lessons which created opportunities for the students to understand their interactions
with their peers and their environment.
Lot of activities were suggested by the students and the play provocations were designed accordingly.
Students were provided with the opportunities to choose and suggest activities which gave them a sense of ownership to their learning.
At this point teachers should go back to box 2 “What do we want to learn?” and highlight the teacher questions/
provocations that were most effective in driving the inquiries.
Given below are the Teacher Questions incorporated in the inquiry:
What are the different emotions and feelings?
What are the different ways in which we can express ourselves through play ?
Why do we need toys?
How can we creatively use toys/materials in our play?
Additional questions for provocating the inquiry further are mentioned in the ROW's
Provocations:
Books for every center
Learning centers: Puppet center, Sand play corner, play dough corner, discovery center with natural materials to explore, Reading corner
with books related to different types of play, water-play area, Role-play center (kitchen), dress-up corner, pre-writing center, painting
area, music center, building blocks and construction center
Centers initiated by students: Toy factory
Natural and recycled materials to provoke imaginative use of materials

What student-initiated actions arose from the learning?

Record student-initiated actions taken by individuals or groups showing their ability to reflect, to choose and to act.
What student-initiated actions arose from the learning?
Record student-initiated actions taken by individuals or groups showing their ability to reflect, to choose and to act.
Learning engagements initiated by students: Toy factory and different types of role play.
As students indulged into different play situations they created their own role-plays.
They initiated their own pretend play situations after reading a story. Their favourite story is the room on the broom which they love to
enact again and again.

9. Teacher Notes
The unit was engaging, significant, and challenging, The unit gave the teachers and the students an opportunity to enhance their
creativity and learn through a lot of hands on activities.
Through this unit we were able to integrate most of the strands of mathematics.
The books related to each learning center took the inquiry further and were a great medium to drive the inquiry.
Students enjoyed participated in creating the carnival games discussions and deciding what games they would like to plan for the
carnival.It gave them the ownership of their work.
The visits by parents and the activities like secret Santa conducted by them were a great way to recognize parents are an essential
component of the school. They are an active part of their children’s learning experiences and help to ensure the welfare of all the children
in the school.

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 Scope and Sequence
English – Oral language - listening and speaking (Phase 1)
Conceptual Understandings
• People listen and speak to share thoughts and feelings.
• People ask questions to learn from others.
Learning Outcomes
• tell their own stories using words, gestures, and objects/artifacts
• join in with poems, rhymes, songs and repeated phrases in shared books
• understand simple questions and respond with actions or words
• use gestures, actions, body language and/or words to communicate needs and to express ideas
• listen and respond to picture books, showing pleasure, and demonstrating their understanding through gestures, expression
and/or words
• interact effectively with peers and adults in familiar social settings

English – Visual language - viewing and presenting (Phase 1)

Conceptual Understandings
• Visual language is all around us.
Learning Outcomes
• attend to visual information showing understanding through play, gestures, facial expression
• reveal their own feelings in response to visual presentations, for example, by showing amusement, curiosity, surprise
• make personal connections to visual texts, for example, a picture book about children making friends in a new situation
• use body language to communicate and to convey understanding, for example, pointing, gesturing, facial expressions
• show appreciation of illustrations in picture books by selecting and rereading familiar books, focusing on favourite pages

English – Written language - reading (Phase 1)

Conceptual Understandings
• Illustrations convey meaning.
• Stories can tell about imagined worlds.
Learning Outcomes
• enjoy listening to stories
• choose and "read" picture books for pleasure
• locate and respond to aspects of interest in self- selected texts (pointing, examining pictures closely, commenting)
• show curiosity and ask questions about pictures or text
• listen attentively and respond to stories read aloud
• participate in shared reading, joining in with rhymes, refrains and repeated text as they gain familiarity
• make connections to their own experience when listening to or "reading" texts

English – Written language - writing (Phase 1)

Conceptual Understandings
• People write to tell about their experiences, ideas and feelings.
• Everyone can express themselves in writing.
Learning Outcomes
• choose to write as play, or in informal situations, for example, filling in forms in a pretend post office, writing a menu or wish list
for a party
• use their own experience as a stimulus when drawing and "writing"

Mathematics – Measurement (Phase 1)

Conceptual Understandings
• Measurement involves comparing objects and events.
Learning Outcomes
• understand that attributes of real objects can be compared and described, for example, longer, shorter, heavier, empty, full,
hotter, colder
• identify, compare and describe attributes of real objects, for example, longer, shorter, heavier, empty, full, hotter, colder

Mathematics – Shape and Space (Phase 1)

Conceptual Understandings
• Shapes can be described and organized according to their properties.
• Objects in our immediate environment have a position in space that can be described according to a point of reference.

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 Learning Outcomes
• understand that 2D and 3D shapes have characteristics that can be described and compared
• understand that common language can be used to describe position and direction, for example, inside, outside, above, below,
next to, behind, in front of, up, down.
• describe position and direction, for example, inside, outside, above, below, next to, behind, in front of, up, down.

Mathematics – Pattern and Function (Phase 1)

Conceptual Understandings
• Patterns and sequences occur in everyday situations.
• Patterns repeat and grow.
Learning Outcomes
• extend and create patterns.
• understand that patterns can be found in everyday situations, for example, sounds, actions, objects, nature.
• describe patterns in various ways, for example, using words, drawings, symbols, materials, actions, numbers.

Physical Education – Identity (Phase 1)

Conceptual Understandings
• Emotions, attitudes and beliefs influence the way we act.
Learning Outcomes
• identify their feelings and emotions and explain possible causes
• recognize that others have emotions, feelings and perspectives that may be different from their own

Physical Education – Interactions (Phase 1)

Conceptual Understandings
• Interacting with others can be fun.
• Group experiences depend on cooperation of group members.
• Ideas and feelings can be communicated with others in a variety of modes.
Learning Outcomes
• enjoy interacting, playing and engaging with others
• take turns
• listen respectfully to others
• share their own relevant ideas and feelings in an appropriate manner
• talk about their interactions with the environment.

Visual Arts – Responding (Phase 1)

Conceptual Understandings
• The art is a means of communication and expression.
Learning Outcomes
• create artwork in response to a variety of stimuli.

Visual Arts – Creating (Phase 1)

Conceptual Understandings
• We can enjoy and learn from creating art.
• The creative process involves joining in, exploring and taking risks.
• Our experiences and imagination can inspire us to create.
• We can express ourselves through arts.
Learning Outcomes
• engage with, and enjoy a variety of visual arts experiences
• use their imagination and experiences to inform their art making
• create artwork in response to a range of stimuli
• participate in individual and collaborative creative experiences.

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