Raha KCC: EY Curriculum Handbook

CurriculumHandbook

EarlyYearsProgramme

KhalifaCityCampus

Khalifa City Campus Senior Leadership Team 2025 / 2026

TheEarlyYears

At Khalifa City Campus (KCC) an Early Years education focuses on providing a hands on inquiry based curriculum that emphasses creativity independence and critical thnking These skills encourage students to become passionate about discovering new information and sharing ther ideas Our curriculumfocusesonthedevelopmentofstronginterpersona skillsandculturalunderstandings,which areessentialforsuccessinarapidlychangngglobalsociety

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

Our adults immerse themselves in the students learning, playing the role of facilitator they play alongside, supporting and working collaboratively to ensure children move forwards in their learnng Skilfulquestioningsupportsstudents abiltytodevelopdeeplevelplay

LearningEnvironments

At KCC we recognise that the environment plays a key role in supporting and extending a child’s learnng and development. Our use of high-quality continuous provson aongside well-planned adut drected activities is a highly effective approach to learning and teaching This careful balance of direct teachng and child-initiated learnng enables children to gain new skills and concepts and then to have an environment that allows them to practice, conso date and apply this new earning n a pedagogical appropriateway

Theclassroomsaresetuptoallowthechidrentoexploreandlearnsecurelyandsafely Weaimtocreate an attractive and stmulating learning environment where children feel confident secure and challenged Eachclasshasabaseclassroomwithadesignatedcarpetarea,allowingthewholeclasstogatherforkey timesthroughouttheday Theclassroomshaveanopenplanlayoutwithcontinuousaccesstotheoutside classroom Learning areas withn the classroom are clearly defined and equipment and resources are organisedsothatchildrencanfind locateandusethemindependently.

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

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

TheHomeCornerisawayscreatedtobeasrealisticaspossible withrea itemsusedwhereverpossible This is enhanced throughout the year according to the children’s needs and interests This might mean addingcookingequpmentandrecipebooksasthech drenbecomefascinatedwithcookng,oritmight meanaddngashoporaschoolclassroomsothatthechildrencantravelfromonetoanother.

Within The Hubs there is also an Art Studo which houses a variety of media options; pant transient art collageandworkshopresources Childrenaccessthisasindependentlyaspossibleandareencouraged towashuptheequipmentaftertheyhaveusedit

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

Bycreatinganenablingenvironmentthatmeetsthesecriteria,educatorscansupportyoungchildren n theirholisticdevelopmentandsetthestageforasuccessfulandfulfillingeducationaljourney.

NationalIdentity

The National Identity Mark aims to heighten students understanding of the UAE’s traditions, customs and vaues,empoweringandenabingthemtonavigatethediversegoballandscapewithastrongfoundation based ntheirownculturalbackground

The framework covers three main domains each wth three relevant dimensions ‘Cuture’ includes history, heritage and Arabic language; which represents a key focus area within the framework; Values includes respect, compassion and global understanding; and ‘Ctizenship’ includes belonging volunteering and conservation

IntheEYatKCC,theNationalAnthemisplayedintheclassroomeachmornng AlstudentsfromMinis-EY2 learn Arabic As a school community, we celebrate UAE National Day, The Prophets Birthday as well as recognise and support al UAE holdays and celebrations We support our whole community durng RamadanandoneoftheyearlyhighlightsistheKCCcommunityiftar

Students make connections to and celebrate the UAE’s National Identty through the reated concepts outlined in the PO Teachers purposely plan learning experiences to help students to explore the UAE’s heritage history,values conservationefforts,traditions communty environmentandinterconnectedness

Trips

School trps are carefully chosen to make connections to our curriculum. Destinations and experiences are planned to enhance our children’s knowledge and deepen their understanding Trips n the Minis start with what children know and are familiar with; them, ther fam y, ther school They might include thingssuchasafamilypicnic atriptothePYPLibrarytoshareastoryoravisitfromthezoo

As our children move nto EY1 their understanding of the world around them grows and our school trips refectths withchildrenvisitingdestinationsinthelocalcommunitysuchastheparkandtheaquarium Trips n EY2 focus on expanding the students understanding of the wider local environment and include visitngplacessuchastheAbuDhabiLbraryandtheLouvre

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

Behavours aligned wth these expectations are nurtured through positive reinforcement and restoratve practises, enabling students to grow into responsible individuals who contribute positively to their surroundings Recognising the Rights of the chid we empower each student with a voice ensuring their perspectivesarevaluedandtheirwellbengisprioritised.

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

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

Wellbeing

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

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

BehaviourforLearning

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

Purposeful modelling and positive reinforcement of the IB learner profle and attributes by all members of the school community encourages our students “to become active, compassionate and lifelong learners whounderstandthatotherpeople,withtherdifferences,canalsoberight”(IBO,2016)

Developing and reinforcing positive behaviour s an essentia responsbiity of our school community We recognize the importance of nurturing and guiding our students as they grow and develop to make approprate behavioural choices and to provide them with the required opportunities for reflection and counselwhenlessdesirablebehavioursoccur

SafeguardingandChildProtection

At KCC we beleve our children have the right to protection, regardess of age, gender, race, culture or disabiity Theyhavearighttobesafeinourschool Protectingchildreniseveryonesresponsibiltyandthis incudesreportinganyact(commttedbyaparent guardianoranyotherperson)toachildenrolledinthe schoo whichresultsinneglect physicaloremotionalinjuryorsexua harm.

TheEarlyYearsCurriculum

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

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

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

TheIBnotonlyprioritisesacademcexcelencebutalsocultvatespersonalgrowth stmulatingstudentsto thinkcritically,exploreinterdisciplinaryconnectionsanddevelopaninquisitvemindset Embracingdiversity, fostering curiosity and nurturing a genuine passion for learning are fundamental values wthin an IB education KCCisacommuntyoflearnerswhereteachers parentsandstudentsarepartnersinlearning

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

TheEarlyYearsProgrammeofInquiry

ThinkoftheProgrammeofInquiry(PO)asaroadmap Thisroadmapprovidesaframeworkoflearning for our Minis through to our Grade 5 learners It provdes students with a range of opportunities to develop subject-specific knowledge as well skills and concepts and is designed around experences that encourage studentstobecomeactive compassonateandcuriouslearners

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

Transdisciplinary Themes Descriptions

Whoweare

Whereweareinplace andtime

Howweexpressourselves

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

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

Aninquiryintotheways nwhchwediscoverandexpress deas eeings nature culture beiefsandvaues;the ways nwhichwerefecton extendandenjoyourcreatvity;ourappreciationo theaesthetc

Howtheworldworks

Howweorganise ourselves

Sharingthepanet

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

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

Aninquiryintorightsandresponsibltiesinthestruggetosharefiniteresourcesandotherpeople andwithother vngthngs;communitesandtherelatonshpswthinandbetweenthem accesstoequa opportunties;peaceandconfictresoution

Minis and EY1 srudents take part in four transdisciplinary units of inquiry, wh e those n EY2 take part in five Each unt has a Central Idea which is supported by three Lines of Inquiry These lines are studed through the lenses of key concepts, approaches to earning skills and learner profile attributes Teachers skillfully weave in subject specific learning content to create engaging and meaningful inquires. Throughout the unit the learning builds towards an Action Piece’ This is a piece of learnng that encapsulatesthelearningfromtheunit Thismightbeaposter afilm apieceofartworkorpresentation. Familiesareinvited ntoschooltoceebratethislearning

The Sustainable Development Goals (SDGs) are a set of 17 interlinked gobal goals desgned to be a "blueprint to achieve a better and more sustainable future for all" They were adopted by all Unted Nations Member States in 2015 as part of the 2030 Agenda for Sustainable Development These goas address a broad range of social economic, and environmenta challenges with the aim of ending poverty,protectingtheplanet,andensuringprosperityforallby2030 AtRahaKCC,wehaveincorporated and ntegrated these into our POI. By embracing these goals and taking action, our learners will truly developanunderstandingofbeingglobalcitizens

SpecifiedConcepts

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

ApproachestoLearning

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

Opportunities for ATL development are frequent in the KCC Early Years learnng environments Students develop a range of skills through support from adult-facilitated inquiries. For example a sensory walk throughthe ocalenvironmentorscienceexpermentmightprovidestudentswithachancetodemonstrate thinking skils (such as observing, finding unique characteristcs) and research skills (such as data gathering,recordingobservationsthroughdrawingortalying).

Function

Howdoesit work?

Causation Whyisitasit is?

Observing,identifying,describingandcategorising.

Theunderstandingthateverythinghasaformwithrecognisabefeatures thatcanbeobserved dentified describedandcategorised

Analysingthefunction,role behaviourandthewaysinwhichthings work

Theunderstandingthateverythinghasapurpose,aroleorawhatof behavingthatcanbeinvestigated

Promptingstudentstoask‘Why? andofhelpingthemtorecognisethat actionsandeventshavereasonsandconsequences

Theunderstandingthatthngsdonotjusthappen;therearecausal relatonshipsatworkandthatactionshaveconsequences

Change Howisit transforming?

Realisingthatwearegrowingupinaworldinwhichthepaceofchange, bothlocalandglobal,isaccelerating

Theunderstandingthatchangeistheprocessofmovementfromone stagetoanother Itisuniversalandinevitable

Connection

Perspective

Howisit linkedto otherthings?

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

Theunderstandingthatweliveinaworldofinteractingsystemsinwhich theactionsofanyindivdualeementaffectothers

Whatarethe pointsof vew?

Helpingstudentsrejectsimplistic,biasedinterpretations,towards seekingandconsideringthepointsofviewofothersandtowards developingdefensibleinterpretations.

Theunderstandingthatknowledgeismoderatedbydifferentpointsof viewwhichleadtodifferentinterpretations,understandingsandfindings; perspectivesmaybeindividual group Culturalorsubject-specific

Through their self-initated play, students are able to develop communication skils (such as lstening, taking on pretend roles) and social skills (such as playing cooperatively helping others) as they nteract wth others Through engaging in physical activities they have the opportunity to develop selfmanagementskills(suchasdemonstratingperseverance,workingthroughsetbacks)

Critical-thinkingskills(Analysingandevaluatingissuesandideas)

Creative-thinkngskils(generatingnovelideasandconsideringnew perspectives)

Transferskils(usingskillsandknowledgeinmultiplecontexts)

Reflection/metacognitiveskills((re)consideringtheprocessoflearning)

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

ResearchSkills

Responsibility

Whatareour obligations?

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

Communication Skills

SocialSkills

Self-Management Skills

Media-literacyskils(interactingwithmediatouseandcreateideasand information)

Ethica useofmedia/nformation(understandingandapplyingsocialandethical technology)

Exchanging-informationskills(listening interpreting,speaking)

Literacyskills(reading,writingandusnglanguagetogatherandcommunicate information)

ICTskills(usingtechnoogytogather investigateandcommunicateinformaton)

Developingpositive nterpersonalrelationshipsandcollaborationskills(usng self-control managingsetbacks supportingpeers)

Developingsocial-emotionalintelligence

Organisationskills(managingtimeandtaskseffectively)

Statesofmind(mindfulness perseverance,emotionalmanagement,selfmotivation resilience

TheIBLearnerProfile

UnderpinningtheIBframeworkistheLearnerProfie.ThroughtheLearnerProfile,studentsareencouragedto become actve compassonate and lifelong learners who understand that other people, with their differences,canalsoberight Studentspractisedevelopingthesemindsetsandabilitiesindifferentcontexts astheyexploretheirunitsofinquiry.Studentsareexplicitlytaughttheskillsofbeingacaring globalcitizen. Asthestudents progressthroughthePYP,theygrowandreflectonallLearnerProfileAttributeswithanaim tobecomeaninternationallymindedglobalcitizen.(Apersonwhohasstrengthwithall10attributesissaid tobeinternationallyminded)

IntheEarlyYearsstudentsaregivenopportunitiestoconnectwthanddeveloptheLearnerProfleAttributes durngmeanngful,rea-lifeexperiences AkeywaythatteachersbringtheLearnerProfiletolifetoexemplify these through our students ceebrating when students demonstrate an attrbute Exampes of students embodyingthelearnerprofieattributesarealsocelebratedinEYassemblies.

Teachers also connect our community expectations to the earner profile attributes to deveop a set of classroomessentialagreements Co-createdwiththestudentsthesealignwithbehaviourexpectationswe expecttoseeasacommunityoflearners

Reading and storytelling make for rich opportunities to recognise the Learner Profile attributes Teachers often use stories to dscuss the attributes – pausing and asking questons about what attribute the charactersdisplayed.

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

Thisisouryearlyreportingtimelne

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

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

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

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

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

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

AreasofLearning Language

Languageisallaroundus.Itprovidestheabilitytocommunicateandtoinquireabouttheworld.Ch dren learn language by using language Our aim at KCC s to develop students ability to express themselves fluentlyandconfidentyinoral writtenandvisualcommunication

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

Readingistaughtthroughacombinationofdirectteachingandsharedreading.Childrenalsoreadwiththe adultsintheirclass Thsstartsassharingstoriesorphonicflashcardsandwhentheyarereadymovesonto 1-1readingorgudedreading

Teachersconstantlymodelaloveofreadngthroughthehigh-qualitybookstheychoosetosharewiththe chidren Dailystorytimetakeplace,wheretheclasscometogethertoshareanddiscussastory Student's readinglevesareassessedand‘justright’booksaregiventothemforHomeLearning.Itis mportantthat students read every day as this consistency is important in their reading development and progress Children also take part n a daily phonics lesson which focuses on the correlation between written letters andthesoundtheserepresentanddecodingthis Duringthistimechildrenalsoworkonsightrecognition

Children learn to read by reading. In order to develop lifelong reading habits earners need to have extendedperiodsoftimetoreadforpleasure interestandinformation,experiencinganextensiverangeof qualityfictonandnon-fictiontexts Aslearnersengagewthinterestingandappealingtexts,appropriateto ther experiences and developmental phase, they acquire the skills, strategies and conceptual understandingnecessarytobecomecompetent,motivated independentreaders

Our Reading curriculum is organised into three strands: Concepts about print, Word recogniton, and Languagecomprehension

Arabic

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

Maths

InthePYPEarlyYearsprogrammemathematicsisanintegralpartofourcurriculum Wevaluemathematics asapowerfultoolforunderstandingthewordandwefosterthisappreciationthroughabalancedblendof inquiry and focused teaching methods Our teachers gude students in exporing mathematical concepts within real-world contexts, encouraging them to ask questions and seek solutions Through purposeful inquiry, our Early Years learners delve into mathematical concepts that spark their curiosity nurturing a deep understandng that goes beyond rote memorisation We believe in fostering a growth mndset, cultivatingaloveforproblem-solvingandcriticalthinking Frominteractivemathareastoengaginggames and hands-on activties we create an environment where mathematical exploraton becomes a natural partofdailylife Thisapproachhelpsouryounglearnersdevelopastrongnumbersense,spatialawareness andtheabiitytoapplymathematicalthinkingindiversesituations

Science

In the PYP science is viewed as the exploration of the biologcal, chemical and physcal aspects of the natural world and the relationships between them Our understandng of science is constantly changng andevolving Itencouragescuriosityandingenuityandenabesthestudenttodevelopanunderstandng oftheworld.

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

In EY students work scientifically to explore scientific concepts within the earnng envronment Science is taught n a transdsciplinary manner, as part of the unit of inquiry learning environment and as standalone unts The science curriculum is separated into scence skills and science knowledge The studentsmakeconnectons ntheirlearningthroughhands-onactivitesandexperiments

Personal,SocialandPhysicalEducation

Personal Social and Physical Education (PSPE) in the IB Primary Years Programme is concerned with the individuals wellbeing through the promotion and development of concepts, knowledge attitudes and skills that contribute to this wellbeing Wellbeing is intrinsically linked to all aspects of a student’s experience at schoo and beyond. It encompasses physical, emotional, cogntive, spiritua and social heath and development and contributes to an understanding of self to developing and maintaining relationshipswithothersandtoparticipationinanactive healthylifestyle.

TheArts

The Arts are an integral part to the IB Primary Years Programme and includes Visual Art and Music Theyareapowerfulmodeofcommuncationthroughwhichstudentsexploreandconstructasenseof self and develop an understanding of the world around them Arts provide students with a wide range of opportunities and means to respond to their experiences and engage wth historica social and culturalperspectives.Thestudentsarestimulatedtothinkandtoarticulatetheirthoughtsinnewways andthroughavarietyofmediaandtechnologies

TheCurriculum

Overthenextsectionofthisdocument youwillfindtheCurriculumfortheEarlyYears Thisstartswththe ProgrammeofInquiry,whchdetailsthebigideasandgivesanoverviewoflearningacrosstheyear This then moves onto the Approaches to Learning, which maps out the learning skills that wil be covered n eachgrade.ThelastsectionistheCurriculumProgresssion.Thisisorganisedintoindivdualsubjectsand brokendownbygradelevel

ProgrammeofInquiry

Minis

Transdisciplinary Theme

Aninquiryintoidentityas ndivdualsandaspartofa collectivethrough:

Physca,emotonal socialandspiritualhealthand wel-being

Relationshipsandbelongng

Learningandgrowing

Familyisanimportantpartofwhoweare

CentralIdea

ConceptualLens

LinesofInquiry

Specified Concepts

Additional concepts

NationalIdentity

Meandmyfamly(form)

Simlartiesanddfferencesofwherewecomefrom (connection)

Responsibiitieswithinthefamly(responsbilty)

Aninquryintothedversityofvoce,perspectives,and expressionthrough nspration, magination creativity

Persona,socialandculturalmodesandpractces ofcommunicaton ntentions perceptions interpretationsand responses

Curiosityleadstodiscovery,expressionand creatvity

Aninquiryintounderstandingsoftheworldandphenomena through:

Patterns cyces,systems

Diversepractices,methodsandtools

Discovery design innovation possibiitesand mpacts

Aninquiryintotheinterdependenceofhumanand naturalworldsthrough: Rghts responsibilitiesanddignityofal

Pathwaystojust,peacefulandreimaginedfutures Nature,compexity coexstenceandwisdom

Typesofcreativity(form)

Communcatingthroughcuriosity(perspective) maginativeuseofmaterials(connection)

Form,Connection,Responsbilty Form Perspective,Connection

Weuseoursensestoexploreandwonderaboutthe world

Livingthingshaveneeds nordertogrow

Sustainability Goals

Simlarties differences behaviour,reationships, emotions friends,choices, ndependence empathy

Culture(history,heritage family)Values(respect)

(R)Famly ()ManagngSelf

Social(socialandemotonalintelligence, interpersonalreatonships)

Culture(hertage Arabiclanguage)

(P)StayingActve (E)Emotiona Awareness (E)Emotiona Management

Communcation(exchanginginformaton lteracy) Self-management(organsation,statesofmnd)

Oursenses(form)

Useofoursenses(function)

Worldwthoutsenses(perspectve)

Form,Function Perspective

Livingandnon-lvingthngs(form)

Needsoflivingthings(function) Howwecareforlivingthings(responsibiity)

Form,Function,Responsbility

Communcator,Risk-taker,Open-minded

Ctizenship(conservaton)

(P)Safety (E)Empathy

Sef-management(organisation statesofmind)

Values(respect,environment) Citizenship(conservation responsibiity)

(R)Ctizenship (S)Decsion-makng

Thnkngskils(Creative&critica) Communicatonskils(sharng nformation) Self-managementskils(managingsef)

Balanced, Principled, Caring

EarlyYears1

Aninquiryintoidentityas ndivdualsandaspartof acolectvethrough:

Aninquiryintothediversityofvoice,perspectves, andexpressionthrough:

Aninquryintounderstandingsoftheworldandphenomena through:

Aninquryintotheinterdependenceofhumanandnatural worldsthrough:

Transdisciplinary Theme

CentralIdea

ConceptualLens

LinesofInquiry

Physca,emotonal socia andspiritualhealth andwel-being

Relationshipsandbelongng

Learningandgrowing

Relationshipsandchoicesshapecommunity

Buildngcommunity

Buildngreationships(form)

Beingpartofacommunity(Responsbility)

Howouractionsaffectothers(Causation)

Form,Responsibility,Causaton

Specified Concepts

Additional Concepts Identity Culture,Groups

NationalIdentity

SEL

Transdisciplinary Links

Culture(Arabc anguage,heritage) Vaues (compassion) Ctizenship(belonging)

(R)Citizenship (R)Reationships (R)Fairness

Communicaton(exchangng nformation), Thnkng(analyss,evauation)

Inspraton, magination creativity

Personal socialandcuturalmodesand practicesofcommunication

Intentions perceptions interpretationsand responses

Imagnationsupportsexpressontoshare deas

Patterns,cycles,systems

Diversepractices,methodsandtools

Discovery,desgn innovation possibilitiesandimpacts

Exporationdrivesinnovationtoadapttothe environment

Weexpressideasandfeelngscreatively(Form)

Differentpeope magineandexpressideas differently(Perspective)

Theroleofimagnationinexpression (Functon)

Form,Perspective Functon

Engineering Properties Materials Innovation

Culture(hstory engineering)Ctizenship (innovation)

(E)EmotionalReguation (E)Resilience (I)Mindfulness

Howpeoperespondtochalengesthroughproblem solving(Change)

The mpactofexporationandinnovatonon communitiesandenvronments(Causation)

Usingthecreatveprocesstosolveproblems(Function)

Change,Causation Functon

Materials,Propertes,Innovaton

Citzenship(nnovation,sustainabiity)

(S)ReflectonandGoalSetting (S)Decison-making

Thinking(crticalandcreativethnkng reflecton) Thinking(anaysis applicaton,reflection),Research (informatonliteracy)

Rights responsibiitiesanddgntyofal

Pathwaystojust peacefulandreimaginedfutures Nature complexity,coexistenceandwisdom

Humanssharetheworldwthlivingthings

nquirer

Livngthings nourenvironment(connection)

Howouractionsmakeadfference(perspective) Wayswecanberesponsbleinourcommunity (responsbilty)

Connection,Perspectve Responsibiity

Care,Action,Envronment

Values(respect compasson,goba understandng) Citzenship(volunteering,conservation,survival)

(P)Stayingactve (P)MotvationforHealthyLiving (E)Empathy

Research(information iteracy),Socal(interpersona relationships)

Transdisciplinary

Theme

CentralIdea

ConceptualLens

An nquiry ntoidentityas ndivduasandas partofacollectivethrough

Physica,emotonal,socia andspiritual healthandwell-being

Relationshipsandbelongng

Learningandgrowing

Differenceshelppeopletoconnectand developacommunity

Aninquiryintothediversityofvoce, perspectives,andexpressonthrough nspiration,imagination creativty Personal,socia andcultura modesand practicesofcommunication ntentions perceptions interpretationsand responses

Peopeusedesignandinnovationtosolve problems

Aninquiryintounderstandingsoftheworldand phenomenathrough: Patterns cyces systems

Diversepractices methodsandtoos Discovery design innovation:possibiities andimpacts

Patternsandcyclesinthenaturalword helpusunderstandhowlivngthingsgrow andsurvive

Interactonswithinandbetweensocaland ecologicalsystems; Approachestolivelihoodsandtrade practices:intendedandunintended consequences

Representation,collaborationand decision-makng

Peoplecontrbutetotheircommunites indifferentwaystosupportwell-being andsustainability

An nquiry ntotheinterdependenceof humanandnaturalworldsthrough: Rghts,responsibilitiesanddignityofall Pathwaystojust,peacefuland reimaginedfutures

Nature,complexity coexistenceand wisdom

Livingthingshavefeaturesthathep themsurvive,andhumanshavea responsibilitytoprotectthem

LinesofInquiry

Featuresofour dentty heritage,and culture(form)

Wayswebelongtoandparticipatein differentcommunities(connecton)

Howweshowpride nourheritageand uniqueness(perspective)

Specified Concepts

Reasonspeopledesignandcreate(form)

Choosngtoolsandmateralsforapurpose (function)

Waysdesignsare nterpretedand mproved(perspective)

Patternsandcyclesinnature(Form)

Howseasonalchangesaffect ivingthings (Causation)

Howlivingthingsareconnectedthrough thenatura world(Connecton)

Differenttypesofrolesandprofessons inacommunty(form)

Howpeopeprepareandtake responsibiity ntheirroles(function)

Waysprofessionssupportcommunity well-beingandsustainability (connecton)

How ivingthingsaresuitedtotheir environments(Form)

Howpeopleandanimasare connectedthroughcareandimpact (Responsibility)

Differentperspectivesabout protectinganimas(Perspective)

NationalIdentity

Culture(Arabc anguage,history, heritage, dentity,groups)Values (compassion)Citizenship(belongng)

(S)Identity (R)BehavioursinRelatonshps (R)SenseofBelongng

Communicaton(exchangng information)Thinking(crticalthnkng–anaysisandevauation)

Cuture(Arabiclanguage,history hertage tradtions)

(E)EmotionalAwareness (E)Resilence

Communication(exchanginginformaton, iteracy)

Values(globalunderstanding)Citizenshp (conservation interaction patterns)

(I)ManagingSelf

Thnkng(CriticalandCreative) Research(ObservingandRecording)

Culture(Arabiclanguage hertage) Citizenship(belongng community, volunteering)

(R)Family (S)Decison-Making

Socia (interpersonal) Sef-Management(managngsef)

Values(respect compassion global understanding)Ctizenship (conservation,connection)

(R)Ctizenship (S)ReflectionandGoalSetting

Research(InformationLiteracy) Social(InterpersonalRelationships)

ApproachestoLearning

ThinkingSkills

CriticalThinking

Withsupport Icanobservecarefuly andmakeacomment

Withsupport Icanparticpatein discussionswithmypeersandteacher

Icanobservecarefullyand wth support mentionsomethngspecal aboutwhat observe

Icanparticipateindiscussonswithmy peersandteacher

Withsupport Icanfndatleastone simlarityordifferencebetweentwo ideas

Icanobservecarefullyandmenton somethingspecia aboutwhatI observe

Withsupport Icanparticpateingroup discussionsaboutideaswithmypeers andteacher Icanfindatleastonesimiarityor differencebetweentwo deas

CommunicationSkills

Wthsupport Ican starttoorganse information

Wthsupport Ican organseinformation

Icanstarttonoticeif something strueor not

Withsupport Icansometimes expainthedecsions make

Icansometmesexplainthe decisonsImake

Icanstarttosayhowmy thinkinghaschanged Icanbegintosuggestsolutons tosmpleproblemsrelevantto me

Ican ndependently organseinformation IcansayifIthnk something strueor not

ExchangingInformation

Iampractsing listeningtodirections and nstructions

Iampractsing listeningtoothers respectfuly

Icanlstenand respondtodrections and nstructions

Icanlstenactiveyand respectfuly

Icanaskfor carification

Icanlstenand respondtoinformaton

Icanlstenactiveyand respectfuly

Icanaskclarifying questonswhen necessary

Icantalkaboutthemeaningof symbos sgnsandsoundswith guidance

Iamlearnngtowatchpeope whiletheyspeakandshowthat am istenng

Iamlearnngtorecognise createandmakemeaningusng symbos sgnsandsounds

Iampractsingwatchngpeople carefullywhileIlistentothem andnoticnghowtheyarefeelng

Imakeuseofvisua,audio ora communcatontomake meanng

Icanusesymbols,signsand soundstoexpressideas

Icansometmesexplainthe decisonsImakebasedonwhatI know

Icansayhowmythinkinghas changedwhen getnew informatonandevidence Icansuggestsolutonstosmple probemsreevanttome

Iamlearningtospeakcearyto expressmyideas

Iambeginningtoshare deasand opinionsinbothsmal and arge groups

Itrytospeakclearlytoexpress deas sotheymakesensetoothers

Icanparticipateinconversations

Iamabetoshareideasandopinions inbothsmalland argegroups

Icanbranstorm deaswthteachers andpeerswithgudance

Icanexpressmyselfclearly usingwordsandsentences Icanshareideasandopinions nboth smalandlargegroups Icanbranstorm deaswthteachers andpeers

CreativeThinking

Wthsupport canstart tosuggestideasfor payandthngstodo

Icansuggestandwth support,sometimes improveideasforplay andthingstodo

Wthsupport canuse atleastone‘visble thnking’routine

Icansuggestand sometmesimprove ideasforplayand thngstodo Icanuseatleastone visibethinking routne

Iamlearnngtoformulate questionsaboutdifferent things

Withsupport Icanask whatif’ questions

Withsupport Iamstartngto thinkaboutdifferentsolutonsto problemswhenIampayngor doingsomethng

Icanask‘what f’questions Icanthnkaboutdfferent solutonstoproblemswhenI amplayingordongsomething

Withprompting andsupport,I ambeginnng tousethngs havelearnedin dfferent stuations

Iambegnning tousethngs havelearnedin dfferent stuations

Withprompting andsupport, ambeginnngto make connectons betweenuntsof inquiry

Iambeginning tomake connectons betweenuntsof inquiry

Withsupport,Icansayonething am goodatandonethingIwanttolearn

cansaywhatIamgoodatandwhat wantto earn

canreflectonmy earningbyaskng questionssuchas:WhatdidI earn today?WhatcanIalreadydo?What wil Iworkonnext?

canreflectonmy earningbyaskng questionssuchas:Have beena prncipledandcaringlearner?

Literacy

I istentoavarietyoftextsfor entertainmentandinformatonwth support

Iambeginningtoanswerquestions aboutwhatwasreadtome

I istentoavarietyoftextsfor entertainmentandinformatonwth support

Iamlearningtoaskandanswer questionsaboutwhatIhaveread

Ireadavaretyoftextsfor entertainmentandinformatonwth support Iamlearningtoaskandanswer questionsaboutwhatIread Icandocumentobservationsand information navarietyofways Icancommuncateusngarange oftechnologiesandmaterals

Icantellsomeoneaboutastory lstenedto Icandiscusstherepresentatons create (drawng/lettters/words)Ihavecreated totelsomeonewhattheymean

Icandraw/writetosharemythinkingor expressmysef Icantellsomeonewhichthingswere interestng/mportant natextweread Icandiscusstherepresentatons create (drawng/letters/words) havecreated totelsomeonewhattheymean

Icanwrtetosharemythinkingor expressmysef Icantellsomeonewhichthingswere interestng/mportant natextweread Iambegnningtopanmywritingbefore Istartbydiscussingmyideas cango backandeditmywritingwithsupport

DigitalCitizenship

Iambengexposedtoprint anddigitalmedia

Iambengexposedtoboth printanddgita mediato find nformation

Wthanadult canlook backatmyworkonadgital patformandtalkabout whatIlearned

Iamstartngtouseboth printanddgita mediato find nformation

Whenusingmycassroom’s dgita patform make carefulchocesaboutthe wordsIuseandthe pctures/vdeosIshare

Iambeginningto experimentwthdfferent waystocommunicatewith others

IcanteladultsIworkwith thatIwouldliketosharemy workonadigitalplatform

Icanchoosebetween2 differentwaysto communcatemyideas withsomesupport Icanbegintodecide whethertoornotpostmy ideas/learnngonmy digitalaccount(school platformony)

ResearchSkills

InformationLiteracy

Withsupport, begintoask questionstohepme understand

Withsupport, canbeginto choosewhichinformation anddigita toolsIneedto answeraqueston

Ibegntoaskquestionsto helpmeunderstand

Withsupport, canbeginto choosewhichinformation anddigita toolsIneedto answeraqueston

Ibegntoaskquestions aboutmyinquiryandmake connections

Icanbegintochoosewhich informationanddigitaltools

Ineedtoansweraquestion

Withmyteachershelp can folowtheinquirycyce

Withsupport Icanbegintofind information needfrom resourcesmyteacherprovides

Withsupport Icanstarttouse allmysensestonoticedetais

Withsupport Icanbegintofind information needfrom resourcesmyteacherprovides

Withsupport Icanstarttouse allmysensestonoticedetais

Withsupport Icanstartto recordobservationsthrough drawingorwriting

Icanbegntofindinformation needfromresourcesmyteacher provides Icanstarttouseallmysenses tonoticedetails

Icanstarttorecord observationsthroughdrawngor wrting

Withsupport Ican starttosortand categorise information

Withsupport Ican saysomethingabout the nformationIfind

Icanstarttosortand categorise information

Withsupport Ican saysomethingabout the nformationIfind

Icanfindtwopeces ofinformatonand say ftheyaresmlar ordifferent

Withsupport Ican saysomethingabout the nformationIfind

Wthsupport, canstarttonotice connectionsbetweenpiecesof information

Wthsupport, canstarttoshare information

Icanshareinformatonbytaking tomyteacher

Wthsupport, canstarttonotice connectionsbetweenpiecesof information

Wthsupport, canstarttoshare informationinmorethanone way

Wthsupport, canbegintotak abouthowIgotmy nformation

Wthsupport I cannoticefew connections betweenmedia resources

Withsupport Ican share nformation and deasusingat eastonemeda source

Wthsupport, can usemediafora specificpurpose

Wthsupport, can usemediatoshare deaswithothers

Icanstarttonoticeconnections betweenpecesofinformaton Icanstarttoshareinformationin morethanoneway IcanbegintotakabouthowI gotmyinformation cannotcefew connections betweenmedia resources canshare nformationand deasusingat eastonemeda source canusemediato shareideaswith others

Withsupport Iam partofaclassthat usesmediasafely andhonestly

Iampartofacass thatusesmeda safeyand honestly

Withsupport, amstartingto takepartin dscussions aboutwhether alinformaton onlneistruthfu

Self-managementSkills

Organisation

Icanfollowsmpledirections

Icanfollowmyclassroutne Icanchooseand completetasks

Icanfollowdrections

Icanfollowmyclassroutne

Icanchooseand completetasks

Icanfollowabalancedscheduleformyself Icangatherequpmentandtoolstosupportmy learning

Iamlearningto trackmytime Icantakeonandcompletetasksinagiventimeframe

StatesofMind

Icandemonstrateresiiencewhenfacedwithachalenge Icanusestrategiesto solveprobemswththeteachers support

Iamlearningtopractcepersstencewhenmetwthabarrieror challenge

Iamlearningstrategies canusetoovercomechallengesor barriers nmylearning

Icanusestrategiesto resolveconflctwiththeteachers support

Iamlearningtopractcepersstencewhenmetwthabarrieror challenge

Iamlearningstrategies canusetoovercomechallengesor barriers nmylearning

Icanusestrategiesto resolveconflcts

Ican dentifyhow amfeeling Icantakecareofmyselfwiththesupportofanadult

Ican dentifyhow amfeeling

Icanmanagemyfeeingsandemotions

Icantakecareofmyselfwiththesupportofanadult

Icanexplainhow Iamfeeing Icantakecareofmyself

Icanmanagemyfeeingsandemotions

SocialandEmotionalIntelligence InterpersonalRelationshiops

Withsupport canidentifythedfferencewhenImakeagood choicevsapoorchoce

Withsupport canidentifythedfferencewhenImakeagood choicevsapoorchoce

Withsupport canfollowrepetitiveroutines

canidentifythedfferencewhenImakeagoodchocevsa poorchoice canidentifythedfferencewhenImakeagoodchocevsa poorchoice canfollowrepetitiveroutines

cancamdownwhenIgetsadorangrywthmore ndependence canidentifythedfferencewhenImakeagoodchocevsa poorchoice canfollowclassroutines

canrecognisewhenIamhappy,sad ornervous canrecognisefeeingsinothers

canrecognisewhenIamhappy,sad ornervous canrecognisefeeingsinothers

can nteractcarnglywithothers cansharetheresourceswth support

canusecarngwords canrecognsethefeelngsofothers

Withsupport am beginningtohelpafriend

Icanshareandtaketurnswithguidance

Icanplaycooperatvelyinagroup

havedifferentfeelingsthatcan contro,withhep canrecognisefeeingsinothersand empathse

careforothersandtheirbeongings candisagreeandagreewth respectwiththesupportofthe teacher

ambegnningtohelp others

Icanshareandtaketurnswithguidance

Icanusewordstoexpressfeelngs needs andwantstootherswthgudance

Icanplaycooperatvelyinagroup

Icanshareandtaketurns

Icanusewordstoexpressfeelngs needs andwantstoothers

Iambeginnngtounderstandhowmy choicescanaffectothers

Wthsupport Iam beginningtotalkabouta problem

CurriculumProgression

Language-SpeakingandListening

Minis

Talkaboutdrawings,modesandactions nsimpeterms

Retellaneventoranexperienceinsimpleterms

Usesentenceswithfiveormorewords(mayhavesome grammaticalimmaturtieseg leavngoutsomelinkingwords)

Usenewlylearnedvocabularyintheirplay

Speakclearlyenoughtobeunderstoodbyadultsandpeers

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

Engageinsoundandwordplay

Recognizerhythmandrhymeinspokenwordsandjoininwith rhythmicactivities

Listenandrespondwthgrowingattentionandconcentration

Listentoandcarryouttwostepinstructions

Hearanddiscriminategeneral environmenta soundsandspeech sounds

Followsimpleactionwords(eg ingamesandsongs)

Listenandjoininwithsongs,rhymesandstories

Retellastoryorinformationthattheyhaveheard,nsimpleterms AnswersimpleWho?,What?andopenendedquestionsrelatingto ownexperences storiesorevents

Askanappropriatequestionsaboutsomethingthathasbeensaid

Language-ViewingandPresenting

Attendtovisualinformationshowingunderstandingthroughplay gestures,facialexpression

Revealtheirownfeelingsinresponsetovisualpresentations,for example,byshowingamusement,curiosity,surprise

Usebodylanguagetocommunicateandtoconvey understanding forexample,pointing gesturing,facialexpressions

Recognisefamiiarsigns labelsandlogos forexampe,pedestran walkingsign,emergencyexitsign nodogsallowed;identify similaritiesanddifferences

EarlyYears1

Talkaboutthngstheyhavemade,ordone,addingsome description

Talkaboutthngsfromtherexperienceandshareinformation

Usewords phrasesandsimplesentences

Useappropriate increasingvocabulary ntheirplay

Speakaudibyconveyingmeaningtolistenersbeyondfriendship group

Useavarietyofquestionstoestablishwhythingshappenandto clarifyunderstanding(e.g.Who?What?Why?When?How?

Showanawarenessofalliteratonandrhyme

Recognzerhythminspokenwordsandcontinuearhymingstring

Showthattheyhavelistenedtoothers(e.g.bydrawingapcture)

Listentoandcarryoutthreestepinstructions

Isolateandidentifyinitia soundsinspokenword

Followactionwords/commandwords

Joinin,repeatormemoriserhymes,songsandstories(with support)

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

Showunderstandingofwhattheyhaveheardbyaskingquestions tofindoutmoreinformation

EarlyYears2

Talkaboutthethingstheyhavemadeordone explainingtheprocess

Includesomedetai andsomerelevantvocabularytoextendtheir deasor accounts

Buildonpreviousexperence makingthemselvescearbyorganisingwhatthey sayandchoosingwordsdelberately

Useanincreasingrangeofappropriatevocabuaryinplayandstructured activities

Speakclearlytoarangeofaudiences

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

Useallterationandrhymeinarangeofcontexts

Userhythmandrhymetocreatemoredetailedchants rhymesandpoems

Listentoothers,withgrowingattention usuallyrespondingappropriately(eg. carryingoutinstructions)

Listentoandcarryoutincreasinglycomplexinstructions

Isolateand dentifymedialvowelsandfinalsounds nspokenwords

Oralyblendandsegmentwords

Followmorecomplexactioncommands

Joininormemoriserhymessongs poemsandstories

Retelnarrativesorinformationthattheyhaveheardusingsmpleconnectives

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

Showunderstandingofwhattheyhaveheardbyaskingrelevantquestionstofind outmorespecfic nformation

Makepersonalconnectionstovisualtexts,forexample apicture bookaboutchildrenmakngfriendsinanewsituation

Observevisualcuesthatindicatecontext;showunderstandingby matchingpictureswithcontext

Selectandincorporatecolours,shapes,symbolsandimagesinto visualpresentations

Showappreciatonofillustrationsinpicturebooksbyselectingand rereadngfamiliarbooks,focusingonfavouritepages

LocateanduseappropriateICTiconographytoactivatedifferent devices forexample,computergames,CDplayer television

Listentoterminologyassociatedwithvisualtextsandunderstand termssuchascolour shape,size

Attendtovisualinformationshowingunderstandingthroughdiscussion roleplay illustrations

Talkabouttheirownfeelingsinresponsetovisualmessages;showempathyfor thewayothersmightfeel

Makeconnectionstovisua textandtheirownexperiences

Usebodylanguageinmimeandroleplaytocommunicateideasandfeelings visually

Practiseanddevelophandwritingandpresentationsklls

RecogniseICTiconographyandfollowpromptstoaccessprogrammes

Becomeawareoftheuseandorganisationofvisualeffectstocreateaparticular impact forexample,dominantimagesshowwhatisimportantinastory

Observevsua magesandbegintoappreciateandbeabletoexpress thatthey havebeencreatedtoachieveparticularpurposes

Minis

Understandthatprintandillustrationsconveymeaning (print=symbols,logos letters,markings)

Understandthedifferencebetweenpicturesandwords andcandistinguishbetweenthem

Understandhowtohandlebooks(Holdsthebookupthe rightwayup,turningpagesonebyone)

EarlyYears1

Understandthatprintconveysmeaning

Understandthatauthorswritebooksandillustratorscreatethe pictures

Understandthatpeoplereadforpleasureandentertainment

Understandthattextscanbewrittenindifferentways(storiestellus aboutanimaginedworldsandinformationtellsusaboutthereal world)

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

Understandwheretobeginreadingandwheretoend(InEnglish-left torightandtoptothebottom)

Understandthatsoundsarerepresentedbyletters

Recognisefamiliarwords(ownfirstname,logos screen icons)

Demonstrateanawarenessoftherelationshipbetween lettersandsounds

Noticerhymesandrepetitioninwhatisbeingreadto them

Linkpicturesorobjectswithspokeninitialsounds

Respondwiththesoundwhenshownthecorrespondingletterfor almostallofthephase2andsomeofthephase3graphemes

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

Readautomaticallyandfluentlyhighfrequencywords(almost allofthephase2HFW-notyetdecodable)

Readsimplephrasesorsentences(Usingphase2and3lettersand soundsthatincludesomeHFW)

EarlyYears2

Understandthatthewordsweseeandhearhelpustocreatepicturesin ourminds

Understandthatprintispermanentanddoesntchange

Understandthatwrittenlanguageworksdifferentlyfromspoken language

Understandthatusingconsistentwaysofrecordingwordsorideasallow peopletocommunicate

Understandthatdifferenttextshavedifferentpurposes(storiesand poemsentertainandinstructions,informationandlettersinform)

Understandthatthereareestablishedwaysoflayingouttexts

Choosetolistentobooksforpleasure

Recalldetailsofastorybyansweringopenended questions

Makemeaningfromthepicturesandengagein conversationsaboutwhattheyhaveseen

Makepredictionsaboutwhatwillhappennext

Begintomakeconnectionsbetweentheirlifeandwhat theyarereading/beingreadtothem

Choosetoreadortolistentobooksforpleasure

Usepicturestohelpunderstandthetext

Talkaboutthepartsofthetextthattheylikeanddon’tlike Followtextsandrespondtothemappropriately Makepredictionsabouthowastorywillend Recogniseandjoininwithpredictablephrases Showempathyforcharactersinastory

Linksoundstoletternames

Respondwiththesoundwhenshownthecorrespondingletterforalmost allofthephase2andphase3graphemes

ReadCVCCandCCVCwordsbyblendingsoundstogether(Phase2and 3)

Re-readlongerwordswithmorethanonesyllable

Readautomaticallyandfluentlyhighfrequencywords(almostallofthe phase2and3HFW-bothdecodableandnotyetdecodable)

Applyphonicknowledgeasthemainapproachwhenreading

Choosebooksforpleasureandinformation

Readaloudshowingawarenessoffullstopsandexclamationmarks

Rereadwordsandsentencestobuildupconfidence,fluencyand understanding

Readandunderstandthemeaningoftexts(bothself-selectedand teacher-selectedtexts)

Retelltheeventsfromastoryintherightorder

Identifyinformationrelatedtothesubjectofthetext

Showcuriosityaboutthetextbyaskingquestions

Answersimpleinferencequestionsbasedonthewordsorimages

Makeconnectionsbetweenpersonalexperienceandthetextstheyare reading/beingreadto

Language-Writing

Minis

Understandthatprintconveysmeaning(print= symbols,logos letters markings)

Understandthedifferencebetweenpicturesandwords andcandistinguishbetweenthem

Understandthatsoundsofspokenlanguagecanbe representedvisually

EarlyYears1

Understandthatpeoplewritetosharetheirexperiences ideasandfeelings

Understandthateveryonecanexpressthemselves throughwriting

Understandthedifferencebetweenletters,numbers andsymbols

Understandthatwritinggoesfromlefttorightandtop tobottom

Retellastoryoranevent

Tellothersaboutthedrawingstheyhavemade Includemarksintheirdrawingsthattheygivemeaning to

Talkaboutwhattheyaregoingtowrite

Writeanideausingownexperiencesasastimulus

Usephonicstowriteasimplephraseorsentence

Sequencewordstoputintosentences

Tellotherswhattheirwritingmeans

Makeorganisationaldecisionsaboutwriting(Illstart heresoitwillfit)

EarlyYears2

Understandthatpeoplewritetocommunicate

Understandthattalkingaboutstoriesandpictureshelpsotherpeopleto understandthem

Understandthatwordsarecomposedoflettersandthatlettersrepresent sounds

Understandthattherearedifferenttypesofwriting

Writeownname

Imitatetheactofwritingwithinroleplay

Respondwiththeletterwhengiventhecorresponding soundforalmostallofthephase2phonemes

Writesomewordsfrommemory(Phase2HFW)

Writesimpledecodable(VCandCVC)wordsby segmentingsounds

Usephonicsupportwhenwriting(soundmat HFW chart,flashcards,displays)

Useasimpleplantosupporttheorganisationofwriting

Communicatepurposefullyinwriting

Writeabouttheirownideas,experiencesandfeelingsusingsimple sentences

Sequencecontentcorrectly

Readbackwhathasbeenwritten

Developtheuseofastorylinewithimaginativewriting

Re-readandimprovetheirwritingtoensurethatitmakessense Attemptwritingindifferentways(stories,instructions information description)

Adddetailtotheirsentences(describingwords,timewords,)

Writeanincreasingnumberoffrequentlyusedwordsorideas independently

Respondwiththeletterwhengiventhecorrespondingsoundforalmost allofthephase2andphase3phonemes

Writesomewordsfrommemory(Phase3notyetdecodableHFW) Writesimpledecodablewords(CVCCandCCVC)bysegmentingsounds Makesphoneticallyplausibleattemptsatnewwords

Pickupsmallobjectswithfingerandthumbusinga pincergrip

Drawacircleandhorizontalandverticallines

Drawaplussign(+)

Drawdiagonallines(/and\)

Drawasquare

Copyandwritelettersandwordsfromtheenvironment (signs,wordwalls)

Holdwritinginstrumentsappropriately(pincergrip)

Formlowercaselettersthatareclearlyandcorrectly orientated

Usefingerspacesbetweenwords

Formupperandlowercaselettersthatareclearlyandcorrectly orientated

Usecapitallettersatthestartofsentences

Usefullstopsattheendofsentences

Joinsentencestogetherwithsimplewords and or'because'

MinisandEarlyYears1

Classifiesvocabularyaccordingtospecificcategories (colours numbers,days,shapes)

Verbally mtatesasimplenomina sentencestartingwith aseparatepronounfor–I we andademonstrative pronounforthis

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

Oralyusessomeprepositionsinasimplesentence

Answerscomprehensonquestonsabouttheaudiotext

Expressesanopinionaboutawrittenoraudiotext

Retellsastoryusingpictures

Predctsthecontentofastorybasedonthettleorcover

Asksquestonsaboutthenewvocabuaryandtopicsof nterest

Connectsthecontentofthestorywiththeirpersona experience

Memorisesshortssongs

Folowsinstructionsstepbysteps

Expressesthoughtsandfeeling

Describespeopleandthings

Usesgesturesandbodylanguagewhenrespondngto nstructions

Understandstheaudtorytextandaskquestionsaboutit

Drawspicturestoreteltheeventsofastory

Completesthedrawingofdifferentlnessuchasvertical andhorzontal ines

EarlyYears2

Matchesbetweenwordsandthemeaningstheyrepresent throughimages

Learnsnewwordsandusestheminmeanngfu sentences

Sayssimplesentencesusinghe sheorthey

Usessimplepreposition(on, nto)

Usesthenegation nthepresenttense‘ donot’ Usessimpleverba sentences

Answerssimplequestionsabouttheauditorytext

Retellsastoryusingpicturesandinthecorrectsequence dentfiestheartisticeementsinastorythatwasreadto him(characters,time place,problem mainideas)

Memorsesshortsimplesongs

Recountsastoryheard

Askssimplequestionsaboutdifferenttopcs

dentifiesthetitleonthecover

DstinguishesthedirectonoftheArabc anguageand thatArabiciswrittenfromrighttoleft dentifiesthefrstsoundinthewordread dentifiesthessharedsounds naword

Recognseswordsvsualybasedaccordingtocontext (AbuDhabi streetsign)

Readsvsua wordswthteachersupport

Recognsestheshapeoftheletteratthebeginning,middle andendandhodsthepencorrecty

Writesthealphabet ettersandsomesimplewords mtatingpatterns

Writessimplewordstodescribedrawings

Completes Dcardinformation,copyingpatterns

Drawspicturestoretellastory

dentfiesthettleonthecoverdistinguishesthedirectiono theArabiclanguageandknowsthatit sfromrghttoleft distinguishesthedrectionoftheArabiclanguageand knowsthatit sfromrighttoleft

Pronouncesthesoundsof etters nal theralphabetc forms(beginning,middle end)correctly

Attemptstospelltwo etterwordssomewithshortvowels andsomewithlongvowes

Replacesthefirstor astsoundwithanewsoundandform anewword

Breaksdownwordsintosyllabes

Putsbackletterstogethertoformwords

Usescontextand magestoidentfyunfamilarwords

Readsupto10familarwords

Minis

Counting ReadngandWritingNumbers

Recitethenumbersequenceforwardsandbackwardsfrom0–10

Understandthatthe astnumberreachedwhencountngasmall setofobjectstelsyouhowmanythereare ntotal(‘cardna prnciple’)

Countrelablyupto5objects

Understandconservationofnumber0–5

Recogniseandreadnumerals0–5

Relatenumeras0–5totheirrespectivequantities(matching numeralstosets)

Demonstrateanunderstandngof1-1correspondenceby matchingpairsorsetsofobjectsorpictures

Comparequantitiesusingthelanguage(morethan’and‘fewer than)

Usemark-makingtorepresentnumbersinplayactvitiesthatcan beinterpretedandexpained

Usethelanguageofordnalnumber(first second third,last)

AddtionandSubtraction

Understandandusetheconceptsof‘onemore’and one ess’ n playsituations

Usecountngtosolvesmpemathematicsprobemsineveryday andplaysituatons

Copyarangeofsimplepatternsandsequencesvisuallyand auraly

Sortandmatchsetsofobjectsbyrecognisingsimilarites

EarlyYears1

Counting,ReadingandWritingNumbers

Rectethenumbersequenceupto20 forwardsandbackwardsandfromdifferent startingpoints

Countreliablyupto20objects demonstratingunderstandingof1-1correspondence andthecardnalprincple

Understandconservationofnumber

Readnumbersinfigures0-20

Ordernumerals0-20

Comparequantitiesandnumberswithin20 identifyingwhetheronequantityisgreater than lessthanorthesameastheotherquantity

Writenumbersinfigures0–10

Makeasensbleestimateofupto10objectsthatcanbecheckedbycountng

Subitiseupto5 recognsinggroupsofobjectsandreguarspatalpatternswithout counting

Useordina numbersto10indalyactivtiesandpay

AdditionandSubtracton

Recall onemore and‘oneless thananumberwthn20

Recallnumberbondsto5(parsofnumbersthatmake2,3 4and5)

Relateadditontocombinng2groupsofobjectsandcountingalltheobjects

Relatesubtractiontotakngawayobectsandcountingwhatremains Begintousethelanguageinvolved naddingandsubtractng

Solvesimpleproblemsinapracticalsituatonthatinvolvesmpeadditionand subtractonupto5

Understand‘before’and‘after inreationtopatterns tmeandnumber

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

Recognseanddescribepatternsintheenvironment

Sortandclassifyrea objectsaccordingtooneattributeandbegintoexplainrationale

Representcategorcaldatausingconcretegraphsandrecordcolectonsusingmarks numbersorpictures

Interpretdatabycountingthenumberofobjectsineachcategory

Length,MassandCapacity

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

Solvesmpemeasurementproblemsinplay roleplayandreallifesituations(exporeswhichobjectisheavierandwhich containerholdsmore/lessinsandandwaterpay)

Time

Useandrespondtosimplelanguageassociatedwithtime(first, next,after, ater)

Followsimpevisua timetabesthatconveydailyroutines

Money

Recognisethatmoneyisusedfortradingandmode money transactions npay

PropertiesofShapes

Recogniseandusethenamesfor2Dshapeswithinplayactivities andtheenvronment(crcle,squareandtriangle)

Useandbuildwth2Dand3Dshapeswithinplay-basedactivities

PostionandDirecton

Understandandusethevocabularyofpositionanddirection

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

Length MassandCapacity

Usemathematica languagerelatingtomeasurement(longer/shorter; longest/shortest;heaver/lghter;heaviest/lghtest;holdsmore/hodsless holdsthe most/least;hot/cold)

Compareandordertwoormoreobjects ntermsoflength massorcapacitybydirect comparison

Exploreandusenon-standardunitstomeasureLength MassandCapacty

Time

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

Sequencefamliareventsorevents nastory

Rectethedaysoftheweeksinorder

Money

Useonedrhamconstomakedifferentamountswithintendirhams

PropertiesofShapes

Recognseandnamecommon2Dshapesandsome3Dshapes(crcle square triangle andrectangle cube,cuboid coneandsphere)withinplayactivitesandthe environment

Use2Dand3Dshapestomakemodelsandpictures

PositionandDirection

Understandandusethevocabularyofpositionanddirection(below above beneath between nextto inside,outside straight curved through around)

EarlyYears2

ReadngAndWritingNumbers,CountingandPaceValue

Countforwardsandbackwardswthn50fromdifferentstartngpoints

Readnumbers nfiguresfrom0to50

Writenumbers nfiguresfrom0to50,formingandorentatingthemcorrectly

Readandwritenumberwordsto10

Compareandordernumbersto50

Makeasensibleestimateofupto20obectsthatcanbecheckedbycounting

Demonstrateanunderstandngofplacevalueuptoat east20;ie,1tenand4onesmake14

AddtionandSubtracton

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

Recalldoublesofnumbersto10

Recalladditionfactsfornumbersupto10

Identify‘onemore’(+1)and one ess’(-1)thananumberwithin50

Addandsubtractapairofsingle-digtnumbers

Addorsubtractasingle-digitnumbertoorfrom10

Understandandusemathematicaltermsforadditonandsubtracton(add plus,altogether sum morethan subtract mnus,takeaway,dfference)

Understandanddemonstratethecommutativepropertyofaddition

Solvesimpeprobemsinapracticalsituatonthatinvoveadditonandsubtractionwithin10 orknownfacts

PartsofaWhoe

Recognise,findandnameahalfas1of2equalpartsofanobject shapeorquantity

Extend createanddescribepatternsincolour shapes,sizeandnumber(2red 3blue)

Recogniseandcreatedifferentarraysofthesamenumber

Recogniseandunderstandoddandevennumbersto20

Sortandcassfyrea obectsaccordingtotwoattributesandexplanrationale

Representcategoricaldatausingpictographsandblockgraphs Interpretdatabycomparingquantites;usngcomparative anguageandnumbertodescribe andsummarisedata

Length,MassandCapacity

Compareandorderthreeormoreobjectsintermsof ength,massorcapacitybydirect comparisonormeasuring

Usenon-standarduntstomeasureLength,MassandCapacity

Measurelength nstandardunts(centmetres upto30cm)

Time

Usethevocabuaryoftimeandcalendarstodiscussandsequenceevents daysoftheweek, monthsoftheyearandseasons

Telthetimetothehourandhafpastthehouranddrawthehandsonaclockfacetoshow thesetmes

Money

Identifyandordernotesandcoins(UAEdirham)

PropertiesofShapes

Recognise,nameandbegntodescribethepropertiesofcommon2Dshapes(crcle,square trangeandrectangle)and3Dshapes(cube cuboid cone sphereandpyramd)usng mathematica vocabulary

Identify2-Dshapesonthesurfaceof3-Dshapes (forexample acirceonacylnderanda trangeonapyramid)

Recognisesymmetryintheenvironmentandcompleteasymmetricalpictureorsmpleshape PostionandDirecton

Giveandfolowsimpledirectionsreatedtopositionanddirection

Minis

Exploreandrespondtonaturalphenomenaintheirsetting

Makeobservationsanddrawpicturesofanimalsandplants

Participateinteacherguidedinvestigations

Explorecollectionsofmaterialswithsimilarand/ordifferent properties

Talkaboutwhattheysee,usingawdevocabulary

Throughcreativeplay,exploredifferentmaterialsandshare reasoningforselectingmaterialsfordifferentpurposes

EarlyYears1

Respondtoquestionsaboutfamiliarobjectsandevents

Shareobservationsandideas

Partcipateinteacherguided nvestigationsandexploreand makeobservationsbyusingthesenses

Groupandclassfyobectsusinggivencriteria

Describeorallywhatwasdoneandobserved

Identifyandnameavarietyofeverydaymaterials including wood plastic,glass metal,water androck

Describethesimplephysicalpropertiesofavarietyofeveryday materials.

Compareandgrouptogetheravarietyofeverydaymaterialson thebasisoftheirsimplephyscalproperties

Throughexploringpropertesandsourcesofmaterials,choose appropriatematerialstosolvepracticalchalenges

Describetheneedsoflvingthngs

Noticeanddescrbecharactersticsofthefivesenses

Groupandstatethefivesensesusingvisibleoridentifiable concreteattributes

Distinguishbetweenlvingandnon-livngthings

Sortlivingthingsintogroupsandexplainmydecisions

Helptogrowplantsandnametheirbasicparts Talkabout howtheygrowandhowtolookafterthem

Identifyandnameavarietyofcommonwildandgardenplants includingdecduousandevergreentrees

Identifyanddescribethebasicstructureofavarietyofcommon flowerngplants includingtrees

Helptodesignexperimentstofindoutwhatplantsneedinorder togrowanddevelop

ObserveandrecordmyfindingsandwhatIhavelearnt.

EarlyYears2

Askquestionsthatinquireaboutthewordaroundhim/her

Observeandmanipulateobjectsbyusingallsensesasapproprate

Recognseaproblemtoinvestigateandparticipatesinguidedinvestigations

Useavarietyof nstrumentsandtoolstogroupandclassifyobjectsusinggvencritera

Describeorallyhowdatawasgatheredandwhatpatternswereobserved

Observeanddescribeseasonalattributesandchanges

Investigatehowwatercanchangefromoneformtoanother relatemyfndingstoeverydayexperiences

Observethevastnessofthesky recognisingthesun,moonand starsandlnkthemtodailypatternsoflife

Investigatefoatingandsinkingofobjectsinwater

Applytheunderstandingofbuoyancytosolveapractical challenge(heavyandlight)

Throughpay,exploreavaretyofwaysofmakingsounds

Noticethatanimals includinghumans,haveoffspringwhchgrow ntoadults

Findoutaboutanddescribethebasicneedsofanimals,includnghumans forsurvival (water foodandair)

Describetheimportanceforhumansofexercise eatingtherghtamountsofdifferenttypes offood,andhygiene

Identifyandnameavarietyofcommonanimalsincludngfish,amphibians,reptiles,birds andmammals

Identifyandnameavarietyofcommonanimalsthatarecarnivores,herbivores and omnivores

Exploreexampesoffoodchainsandshowanappreciationofhowanimalsandplants dependoneachotherforfood

Observechangesacrossthefourseasons

Observeanddescribeweatherassociatedwiththeseasonsandhowdaylengthvaries

Througheverydayexperiencesandpaywithavarietyoftoysandotherobjects recognise simpletypesofforcesanddescribetheireffects.

Personal,SocialandPhysicalHealth

Minis

Performlocomotorskils(hopping,galloping,running sliding,skipping)whilemaintainingbalance

Travel ngeneralspacewthdifferentspeeds

Followdirectionsingroupsettings(eg safebehaviors followingrules,takingturns)

Followinstruction/directionswhenprompted

Shareequpmentandspacewithothers

Enjoyinteracting,playingandengagingwithothers

Understandthattaketurnshepusworktowardsagoal

EarlyYears1

Performjumpingandlandingactionswithbalance

Maintanmomentarystillnessondifferentbasesofsupport

Formwide narrow curedandtwistedbodyshapes

Rollsidewaysinanarrowbodyshape

Dropsaballandcatches tbefore tbouncestwice

Dribbleaballwithonehand attemptingthesecondcontact

Travelin3differentpathways

Sharesequipmentandspacewthothers

Listenrespectfullytoothers

Reachoutforhelpwhenitisneededforthemsevesorothers

Identifywhenactionshaveimpactedonothers

Understandthatexperiencesdependoncooperationofgroupmembers

Demonstrateanawarenessofbasichygeneintheir daiyroutines

Understandthatinordertoplaysafelyspaceshouldbe andrulesfollowed

Identifythemselvesinrelatontoothers(forexample, family,peers,schoolclass,ethnicity,gender)

Understandthataspeoplegrowandchange,they developnewsklls,understandingsandabilities

Developarangeoffineandgrossmotorsklls

Explorecreativemovementsinresponsetodifferentstimul

Observechangesinbodiesduringexercise

Describesimilaritiesanddifferencesbetweenthemselvesandothers

Developindependencebuidssef-worthandpersonalresponsiblity

EarlyYears2

Throwunderhandwithoppositefootforward

Dropaballandcatchesitbeforeitbouncestwice

Catchalargebaltossedbyaskilledthrower

Dribbleaballwithonehand,attemptingthesecondcontact

Differentiatebetweenmovementinpersonal(self-space)andgeneralspace

Moveinpersonalspacetoarhythm

Vaueinteracting,playingandlearningwithothers

Cooperatewithothers

Understandthatactionstowardsothersinfluencetheiractionstowardsus

Useandadaptbasicmovementskills(grossandfinemotor)inavarietyofactivities

Displaycreativemovementsinresponsetostimuliandexpressdifferentfeeings emotionsandideas

Understandtheneedtoactresponsiblytohelpensurethesafetyofthemselvesand others

Explainhowdfferentexperiencescanresult ndifferentemotions

Identifyfeelingsandbegintounderstandhowthesearerelatedtobehaviour

Solveproblemsandovercomedifficultieswithasenseofoptimism

Identifyandunderstandtheconsequencesofactionsareawareoftheiremotionsand begintoregulatetheiremotona responsesandbehaviour

Understandthatchallengesandsituationsrequredifferentstrategies

TheArts:VisualArt

Minis

Colour:Choosecolourstobeusedinanartwork

Colour:Explorehowcolourscanbechangedbymixing paint

Line Understandthatclosinglineswillmakeashape

Shape Identifyshapesinanartwork

Texture:Exporemarkinganddrawingondfferent surfaces,suchascardboard,paper whiteboards etc

Tone Understandsthatpencilsandpenscanmake marksonasurface

EarlyYears1

Colour:Identifycoloursusedinanartwork

Colour:Knowthatcolourscanbelight bright,ordark

Form:Handle,feelandmanipuateclaytocreate3Dartwork

Line: Describelinesusingvocabulary:long,short,thck,thin,straight curved

Shape:Representfeaturesandformsofpeopleusingsimpleshapes whendrawing

Texture Exploretexturethroughrubbings suchasleaves,coins, sandpaper,etc

Texture Discovertherelatonshipbetweenhowthingsfeelandhow theyarerepresented nart,suchasfluffy furry smooth,rough etc

Tone:Uselightanddarkcoloursinartpurposefully

Experimentwithcoours,linesandshapesusingselected materals

Participateinartactivitiesthatencourageselfexpressionandcommunicatonofideas

Discusswhattheyhavecreatedintheirartwork

Sharepersonalfeelingsaboutart

Discussfamousartworksanddiscussobservationssuch coours,shapes,etc

Explore view andcreate2Dand3Dartworks(drawings paintngs collages,claysculptures,etc)

Createartworkfromselectedmaterials,describingchoicesmade

Discusstheprocessandmaterialsusedincreatingtheirartwork

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

Colour Knowtheprimarycolours

EarlyYears2

Form:Changepaperfrom2Dto3Dbyfolding rolling andscrunchingit

Form:Understandthedifferencesbetweentwo-dimensionalandthree-dmensionalart

Lne:Usedrawingtoolsinavarietyofwaystocreatedifferentlines

Lne:Representmovementindrawingsusinglines

Shape:Cutandfoldpapertochangeshapes

Shape:Createpatternsusingshapes

Pattern:Understandthatapatternisadesigninwhchshapes,cooursorlinesare repeated

Texture:Understandthattexturemeans‘whatsomethingfees ike’

Texture:Representthetextureofobjectsusingdifferentmarks

Tone:Addtonetoadrawingbyshadingandfillingashape

Identify planandmakespecificchoiceswhencreatingartworks (materias,tools skills andprocesses)

Makepredictions,experiment andantcipatepossibleoutcomes

Applyskillswithtoolstocreateartworkwithincreasingcontro (scissors brushes drawingtools)

Describeandcomparesimilaritiesanddifferencesbetweenartworks

Analyseother’sartworkandapplyobservatonstotheirownartwork

TheArts:Music

Melody Identifythatsoundsmaybehighandlow

Rhythm Respondtoasteadybeat(Throughsinging, movementandplaynginstruments)

ReadingandWriting Playrhythmsusingbody percussion,instrumentsorspokenwords(Through echoingorreadingwrittennotation)

Singing Distinguishbetweenspeakingandsinging voices

Singing Respondtotonematchingandechogames (throughmovement singingorinstrumentplaying)

Expression:Performsimpeactionsongsandsingng games

Melody Identifythatsoundsmaybefastandsloworloudorsoft

Rhythm Identifythatmuscismadeupfromdifferentsounds(long sounds,shortsoundsandsilences)

ReadingandWritng Begintorecognisesimplerhythmicpatterns

Singng Respondtotonematchingandechogamesinunisonthrough movement,singing,andinstrumentplaying

Expresson:Describehowmusichelpstoexpressfeelings

Expresson:Identifythatdfferentinstrumentshavedifferenttona qualities(includingthehumanvoice)

Improvisemovementtomusicalelements(high-low loud-soft,shortlong sow-fast)

Takeresponsibilityforthecareoftools materialsandresources

Harmony: dentifythattwoormoresoundscanoccursimutaneouslytocreateharmony

Melody:Identifythatsoundsmaybehigh lowor nthemiddle

Form:Categorisemusicintosections(eg aikeanddifferent,fastandslow loudand soft highandlow)

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

Rhythm:Demonstratethatlongsounds,shortsounds andsiencesmaybegroupedto formrhythmpatterns(throughtraditionalornon-traditionalwrittennotationand performedmethods)

Readingandwriting Identifyandperformquarterandeghthnotepatterns

Singing:Performrhythmicandmelodicsongsinunisonandintune(throughgamesand actionsongs)

Participateinavarietyofcreativeexperiences Createaperformance nspiredbypersonalexperiences Communicateideas feelingsand/orexperencesthroughcombiningavarietyof elements

Communcateaninitialresponsetoanartworkusnga varietyofmethods(eg vsual oral,orphysical)

Describeanartworkbystartingtousesubjectspecificlanguage (materials,skilsandprocesses)

Makeconnectionstoartworksbyexpressngandjustifyngopinionsusingsubject specificlanguage