Learning Outcomes

Conceptual understanding

Spoken words connect us with others.

People listen and speak to share thoughts and feelings.

People ask questions to learn from others.

Conceptual understanding

Spoken words connect us with others.

People listen and speak to share thoughts and feelings.

People ask questions to learn from others.

Conceptual understanding

Spoken words connect us with others.

People listen and speak to share thoughts and feelings.

People ask questions to learn from others.

Learning outcomes

Learners:

• use gestures, actions, body language and/or words to communicate needs and to express ideas

Learning outcomes

Learners:

• use gestures, actions, body language and/or words to communicate needs and to express ideas

Learning outcomes

Learners:

• 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

• listen and respond to picture books, showing pleasure, and demonstrating their understanding through gestures expression and/or words

• listen and respond to picture books, showing pleasure, and demonstrating their understanding through gestures expression and/or words

• name classmates, teachers and familiar classroom and playground objects

• name classmates, teachers and    familiar classroom and playground objects

• name classmates, teachers and familiar classroom and playground objects

• interact effectively with peers and adults in familiar social settings

• interact effectively with peers and adults in familiar social settings

• interact effectively with peers and adults in familiar social settings

• repeat/echo single words

• repeat/echo single words

• tell their own stories using words, gestures, and objects/artifacts

• use single words and two-word phrases in context

• use single words and two-word phrases in context

• repeat/echo single words

• join in with poems, rhymes, songs and repeated phrases in shared books

• join in with poems, rhymes, songs and repeated phrases in shared books

• use single words and two-word phrases in context

• understand simple questions and respond with actions or words

• understand simple questions and respond with actions or words

• join in with poems, rhymes, songs and repeated phrases in shared books

• use the mother tongue (with translation, if necessary) to express need and explain ideas

• follow classroom directions and routines, using context cues

• understand simple questions and respond with actions or words

• use the mother tongue (with translation, if necessary) to express need and explain ideas

• follow classroom directions and routines, using context cues

• realize that word order can change from one language to another

• realize that people speak different languages

• realize that word order can change from one language to another

• use own grammar style as part of the process of developing grammatical awareness

Conceptual understandings

Illustrations convey meaning.

Print conveys meaning.

People read for pleasure.

Stories can tell about imagined worlds.

Printed information can tell about the real world.

There are established ways of setting out print and organizing books.

Conceptual understandings

The sounds of spoken language can be represented visually.

Written language works differently from spoken language.

Consistent ways of recording words or ideas enable members of a language community to communicate.

People read to learn.

The words we see and hear enable us to create pictures in our minds.

Conceptual understandings

Different types of texts serve different purposes.

What we already know enables us to understand what we read.

Applying a range of strategies helps us to read and understand new texts.

Wondering about texts and asking questions helps us to understand the meaning.

The structure and organization of written language influences and conveys meaning.

Learning outcomes

Learners:

• Enjoy listening to stories
• Listen attentively and respond to stories read aloud
• Join in with chants, poems, songs, word games and clapping games, gaining familiarity with the sounds and patterns of the language of instruction

Learning outcomes

Learners:

• 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)

Learning outcomes

Learners:

• 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
• Make connections to their own experience when listening to or “reading” texts
• Begin to discriminate between visual representation such as symbols, numbers, etc. ICT iconography, letters and words
• Recognize their own first name
• Express opinions about the meaning of a story
• Show empathy for characters in a story
• Join in with chants, poems, songs, word games and clapping games, gaining familiarity with the sounds and patterns of the language of instruction

• 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 connection to their own experience when listening to or “reading” texts
• Begin to discriminate between visual representations such as symbols, numbers, etc. ICT iconography, letters and words
• Recognize their own first name
• Express opinions about the meaning of a story
• Show empathy for characters in a story
• Distinguish between pictures and written text, for example, can point to a picture when asked
• Indicate printed text where the teacher should start reading
• Handle books, showing an understanding of how a book works, for example, cover, beginning, directional movement,, end
• Realize that the organization of on-screen text is different from how text is organized in a book
• Join in with chants, poems, songs, word games and clapping games, gaining familiarity with the sounds and patterns of the language of instruction

Conceptual understanding

Visual language is all around us.

The pictures, images, and symbols in our environment have meaning.

We can enjoy and learn from visual language.

Conceptual understanding

Visual language is all around us.

The pictures, images, and symbols in our environment have meaning.

We can enjoy and learn from visual language.

Conceptual understanding

Visual language is all around us.

The pictures, images, and symbols in our environment have meaning.

We can enjoy and learn from visual language.

Learning outcomes

Learners:

• attend to visual information showing understanding through play, gestures, facial expression

Learning outcomes

Learners:

• attend to visual information showing understanding through play, gestures, facial expression

Learning outcomes

Learners:

• 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

• reveal their own feelings in response to visual presentations, for example, by showing amusement, curiosity, surprise

• reveal their own feelings in response to visual presentations, for example, by showing amusement, curiosity, surprise

• observe visual cues that indicate context; show understanding by matching pictures with context

• observe visual cues that indicate context; show understanding by matching pictures with context

• recognize familiar signs, labels and logos, for example, pedestrian walking sign, emergency exit sign, no dogs allowed; identify similarities and differences

• make personal connections to visual texts, for example, a picture book about children making friends in a new situation

• 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

• use body language to communicate and to convey understanding, for example, pointing, gesturing, facial expressions

• use body language to communicate and to convey understanding, for example, pointing, gesturing, facial expressions

• select and incorporate colours, shapes, symbols and images into visual presentations

• select and incorporate colours, shapes, symbols and images into visual presentations

• show appreciation of illustrations in picture books by selecting and rereading familiar books, focusing on favourite pages

• locate and use appropriate ICT iconography to activate different devices, for example, computer games, CD player, television

• Listen to terminology associated with visual texts and understand terms such as colour, shape, size

• Listen to terminology associated with visual texts and understand terms such as colour, shape, size

• Listen to terminology associated with visual texts and understand terms such as colour, shape, size

Conceptual understandings

Writing conveys meaning.

People write to tell about their experiences, ideas and feelings.

Everyone can express themselves in writing.

Talking about our stories and pictures helps other people to understand and enjoy them.

Conceptual understandings

People write to communicate.

The sounds of spoken language can be represented visually (letters, symbols, characters).

Consistent way of recording words or ideas enable members of a language community to understand each other’s writing.

Written language works differently from spoken language.

Conceptual understandings

We write in different ways for different purposes.

The structure of different types of texts includes identifiable features.

Applying a range of strategies helps us to express ourselves so that others can enjoy our writing.

Thinking about storybook characters and people in real life helps us to develop characters in our own stories.

When writing, the words we choose and how we choose to use them enable us to share our imaginings and ideas.

Learning outcomes

Learners:

• Begin to discriminate between letters/ characters, numbers and symbols
• Show an awareness of sound-symbol relationships and begin to recognize the way that some familiar sounds can be recorded

Learning outcomes

Learners:

• Experiment with writing using different writing implements and media
• Use their own experiences as a stimulus when drawing and “writing”
• Listen and respond to shared books (enlarged texts), observing conventions of print, according to the language(s) of instruction
• Begin to discriminate between letters/characters, numbers and symbols
• Show an awareness of sound-symbol relationships and begin to recognize the way that some familiar sounds can be recorded
• Write their own name independently

Learning outcomes

Learners:

• experiment with writing using different writing implements and media
• choose to write as a play, or in informal situations, for example filling in forms in a pretend post office, writing a menu or wish list for a party
• differentiate between illustrations and written text
• Use their own experiences as a stimulus when drawing and “writing”
• Show curiosity and ask questions about written language
• Participate in shared writing, observing the teacher’s writing and making suggestions
• Listen and respond to shared books (enlarged texts), observing conventions of print, according to the language(s) of instruction
• Begin to discriminate between letters/characters, numbers and symbols
• Show an awareness of sound-symbol relationships and begin to recognize the way that some familiar sounds can be recorded
• Write their own name independently

Conceptual understandings

• We collect information to make sense of the world around us.
• Organizing objects and events helps us to solve problems.
• Events in daily life involve chance.

Conceptual understandings

• We collect information to make sense of the world around us.
• Organizing objects and events helps us to solve problems.
• Events in daily life involve chance.

Conceptual understandings

• We collect information to make sense of the world around us.
• Organizing objects and events helps us to solve problems.
• Events in daily life involve chance.

When constructing meaning learners:

• Understand that sets can be organized by different attributes
• Understand that information about themselves and their surroundings can be obtained in different ways
• Discuss chance in daily events (impossible, maybe, certain)

When constructing meaning learners:

• Understand that sets can be organized by different attributes
• Understand that information about themselves and their surroundings can be obtained in different ways
• Discuss chance in daily events (impossible, maybe, certain)

When constructing meaning learners:

• Understand that sets can be organized by different attributes
• Understand that information about themselves and their surroundings can be obtained in different ways
• Discuss chance in daily events (impossible, maybe, certain)

When transferring meaning into symbols learners:

• Sort and label real objects by attributes

When transferring meaning into symbols learners:

• Collect and represent data in different types of graphs, for example, tally marks, bar graphs
• Sort and label real objects by attributes

When transferring meaning into symbols learners:

• Collect and represent data in different types of graphs, for example, tally marks, bar graphs
• Sort and label real objects by attributes

When applying with understanding learners:

• Describe real objects and events by attributes

When applying with understanding learners:

• Create pictographs and tally marks
• Create living graphs using real objects and people*
• Describe real objects and events by attributes

*living graphs refer to data that is organized by physically moving and arranging students or actual materials in such a way as to show and compare quantities.

When applying with understanding learners:

• Create pictographs and tally marks
• Create living graphs using real objects and people*
• Describe real objects and events by attributes

*living graphs refer to data that is organized by physically moving and arranging students or actual materials in such a way as to show and compare quantities.

Conceptual understandings

• Measurement involves comparing objects and events.
• Objects have attributes that can be measured using non-standard units.
• Events can be ordered and sequenced.

Conceptual understandings

• Measurement involves comparing objects and events.
• Objects have attributes that can be measured using non-standard unit.
• Events can be ordered and sequenced.

Conceptual understandings

• Measurement involves comparing objects and events.
• Objects have attributes that can be measured using non-standard unit.
• Events can be ordered and sequenced.

When constructing meaning learners:

• Understand that attributes of real objects can be compared and described, for example, longer, shorter, heavier, empty, full, hotter, and colder.
• Understand that events in daily routines can be described and sequenced, for example, before, after, bedtime, story time, today, tomorrow.

When constructing meaning learners:

• Understand that attributes of real objects can be compared and described, for example, longer, shorter, heavier, empty, full, hotter, and colder.
• Understand that events in daily routines can be described and sequenced, for example, before, after, bedtime, story time, today, tomorrow.

When constructing meaning learners:

• Understand that attributes of real objects can be compared and described, for example, longer, shorter, heavier, empty, full, hotter, and colder.
• Understand that events in daily routines can be described and sequenced, for example, before, after, bedtime, story time, today, tomorrow.

When transferring meaning into symbols learners:

• Identify, compare, and describe attributes of real objects, for example, longer, shorter, heavier, empty, full, hotter, colder
• Identify, describe, and sequence events in their daily routine, for example, before, after, bedtime, story time, today, tomorrow.

When transferring meaning into symbols learners:

• Identify, compare, and describe attributes of real objects, for example, longer, shorter, heavier, empty, full, hotter, colder
• Identify, describe, and sequence events in their daily routine, for example, before, after, bedtime, story time, today, tomorrow.

When transferring meaning into symbols learners:

• Identify, compare, and describe attributes of real objects, for example, longer, shorter, heavier, empty, full, hotter, colder
• Compare the length, mass and capacity of objects using non-standard units.
• Identify, describe, and sequence events in their daily routine, for example, before, after, bedtime, story time, today, tomorrow.

When applying with understanding learners:

• Describe observations about events and objects in real-life situations

When applying with understanding learners:

• Describe observations about events and objects in real-life situations
• Use non-standard units of measurement to solve problems in real-life situations involving length, mass and capacity.

Conceptual understandings

• Shapes can be described and organized according to their properties.

Conceptual understandings

• Shapes can be described and organized according to their properties.

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.

When constructing meaning learners:

• 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.

When constructing meaning learners:

• 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.

When constructing meaning learners:

• 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.

When transferring meaning into symbols learners:

•  Sort, describe, and compare 3D shapes
• Describe position and direction, for example, next to, behind, in front of, up, down.

When transferring meaning into symbols learners:

• Sort, describe, and compare 3D shapes
• Describe position and direction, for example, next to, behind, in front of, up, down.

When transferring meaning into symbols learners:

• Sort, describe, and compare 3D shapes
• Describe position and direction, for example, next to, behind, in front of, up, down.

When applying with understanding learners:

• Explore and describe the paths, regions and boundaries of their immediate environment (inside, outside, above, below) and their position (next to, behind, in front of, up, down)

When applying with understanding learners:

• Explore and describe the paths, regions and boundaries of their immediate environment (inside, outside, above, below) and their position (next to, behind, in front of, up, down)

When applying with understanding learners:

• Explore and describe the paths, regions and boundaries of their immediate environment (inside, outside, above, below) and their position (next to, behind, in front of, up, down)

Conceptual understandings

• Patterns and sequences occur in everyday situations.
• Patterns repeat and grow.

Conceptual understandings

• Patterns and sequences occur in everyday situations.
• Patterns repeat and grow.

Conceptual understandings

• Patterns and sequences occur in everyday situations.
• Patterns repeat and grow.

When constructing meaning learners:

• Understand that patterns can be found in everyday situations, for example, sounds, actions, objects, nature.

When constructing meaning learners:

• Understand that patterns can be found in everyday situations, for example, sounds, actions, objects, nature.

When constructing meaning learners:

• Understand that patterns can be found in everyday situations, for example, sounds, actions, objects, nature.

When transferring meaning into symbols learners:

• Describe patterns in various ways, for example, using words, drawings, symbols, materials, actions, numbers.

When transferring meaning into symbols learners:

• Describe patterns in various ways, for example, using words, drawings, symbols, materials, actions, numbers.

When transferring meaning into symbols learners:

• Describe patterns in various ways, for example, using words, drawings, symbols, materials, actions, numbers.

When applying with understanding learners:

• Extend and create patterns.

When applying with understanding learners:

• Extend and create patterns.

When applying with understanding learners:

• Extend and create patterns.

Conceptual understandings

• Numbers are a naming system.
• Numbers can be used in many ways for different purposes in the real world.

Conceptual understandings

• Numbers are a naming system.
• Numbers can be used in many ways for different purposes in the real world.

Conceptual understandings

• Numbers are a naming system.
• Numbers can be used in many ways for different purposes in the real world.
• Numbers are connected to each other through a variety of relationships.
• Making connections between our experiences with numbers can help us to develop number sense.

When constructing meaning learners:

• Understand one-to-one  correspondence
• Understand that, for a set of objects, the number name of the last object counted describes the quantity of the whole set.

When constructing meaning learners:

• Understand one-to-one  correspondence
• Understand that, for a set of objects, the number name of the last object counted describes the quantity of the whole set.
• Understand conservation of a number*
• Understand the relative magnitude of whole numbers
• Recognize groups of zero to five objects without counting (subitizing)
• Understand whole-part relationships
• Use the mathematics of language to compare quantities, for example, more, less, first, second

*to conserve, in mathematical terms, means the amount stays the same regardless of arrangement

When constructing meaning learners:

• Understand one-to-one  correspondence
• Understand that, for a set of objects, the number name of the last object counted describes the quantity of the whole set.
• Understand that the numbers can be constructed in multiple ways, for example, by combining and partitioning
• Understand conservation of a number*
• Understand the relative magnitude of whole numbers
• Recognize groups of zero to five objects without counting (subitizing)
• Understand whole-part relationships
• Use the mathematics of language to compare quantities, for example, more, less, first, second

*to conserve, in mathematical terms, means the amount stays the same regardless of arrangement

When transferring meaning into symbols learners:

• Connect number names and numerals to the quantities they represent.

When transferring meaning into symbols learners:

• Connect number names and numerals to the quantities they represent.

When applying with understanding learners:

• Count to determine the number of objects in a set

When applying with understanding learners:

• Count to determine the number of objects in a set
• Use number words and numerals to represent quantities in real-life situations
• Use the language of mathematics to compare quantities in real-life situations, for example, more, less, first, second
• Subitize in real-life situations

When applying with understanding learners:

• Count too determine the number of objects in a set
• Use number words and numerals to represent quantities in real-life situations
• Use the language of mathematics to compare quantities in real-life situations, for example, more, less, first, second
• Subitize in real-life situations
• Use simple fraction names in real-life situations.

التواصل 

الشفوي

إدراك الفهم

• يستمتع بالإصغاء الى القصص
• يختار ويقراء الكتب المصورة للمتعة
• يحدد موقع ثمالاستجابة لجوانب من الاهتمام في اختيار النصوص الذاتي (مشيرا، ودراسة الصور عن كثب ، والتعليق)

إدراك الفهم

يمكن تمثيل أصوات اللغة المحكية بصريا.
لغة مكتوبة يعمل بطريقة مختلفة عن اللغة المحكية.
ثابت من طرق تسجيل الكلمات أو الأفكار تمكين أفراد المجتمع من لغة للتواصل.
يقرأ الناس كي تلتعلم.
العبارات التي نراها ونسمعها تمكننا من خلق الصور في أذهاننا.

إدراك الفهم

الرسوم التوضيحية أنقل معنى.
طباعة ينقل معنى.
يقرأ الناس للمتعة.
يمكن أن نقول عن قصص عوالم متخيلة.
يمكن أن نقول عن المعلومات المطبوعة في العالم الحقيقي.
هناك طرق    معمول بها تحدد الطباعة وتنظيم الكتب.

التواصل 

الكتابي

إدراك الفهم

معنى التواصل بالكتابة

يكتب الناس ليعبروا عن تجاربهم وأفكارهم ومشاعرهم

يجوز لأي شخص أن يعبر عن نفسه بصورة مكتوبة

الحديث عن القصص و الصور يساعد الأشخاص الآخرين على الفهم و التمتع بها

إدراك الفهم

يكتب الناص للتواصل

يمكن أن يتم التعبير عن أصوات اللغة بصورة بصرية (حروف ورموز وأشكال)

الطريقة المتوافقة لتسجيل الكلمات أو الأقكار تمكن أعضاء المجتمع اللغوي من فهم بعضهم البعض بصورة مكتوبة

يختلف العمل في اللغة المكتوبة عن اللغة المنطوقة

إدراك الفهم

نحن نكتب  بصورة مختلفة لاغراض مختلفة

هيكل مختلف أنواع النصوص تتضمن المواصفات المحددة

تطبيق نطاق من الاستراتجيات يساعد على التعبير عن أنفسنا بحيث يستطيع الآخرين فهم كتابتنا

التفكير حول شخصيات كتبب القصص و الأشخاص في الحياة الواقعية يساعدنا على تطوير الشخصيات في قصصنا الخاصة

 بداية التفريق بين الحروف و الأشكال و الرموز

أظهار المعرفة بعلاقة الأصوات وبداية التعرف على الطرق التي يمكن تسجيل بعض الأصوات المألوفة بها

كتابة اسمهم بصورة مستقلة

بداية  التفريق بين الحروف و الأشكال و الأرقام

إظهار المعرفة بعلاقات رموز  الأصوات وبداية التعرف على الطرق التي يتم بها تسجيل بعض الأصوات  المألوفة

تجارب مع الكتابة باستخدام وسائط وتطبيقات الكتابة

استخدام الخبرة الخاصة بهم كمحفز عند الرسم أو الكتابة

الاستماع والاستجابة للكتب المشتركة (النصوص الموسعة) وملاحظة الحوار الخاصة بالطابعة وفقاً للغة التدريس

بداية التفريق بين الحروف و الأشكال و الرموز

أظهار المعرفة بعلاقة الأصوات وبداية التعرف على الطرق التي يمكن تسجيل بعض الأصوات المألوفة بها

كتابة اسمهم بصورة مستقلة  .

تجارب مع الكتابة باستخدام وسائط وتطبيقات الكتابة

اختيار الكتابة كريقة للعب أو أوضاع غير رسمية على سبيل المثال تعبئة الإشكال في مواقع محدد وكتابة قائمة أو قائمة التمنيات كنوع من اللعب

التفريق بين التجسيد وكتابة النص

استخدام خبراتهم الخاصة كمحفز للرسم او الكتابة

أظهار حب الاستطلاع و طرح الاستفسارات  حول اللغة المكتوبة

المشاركة في الكتابة المشتركة ومراقبة كتابة المعلم و اقتراحات التصحيح

استخدام الخبرة الخاصة بهم كمحفز عند الرسم أو الكتابة

إظهار حب الاستطلاع وطرح الأسئلة حول اللغة

المشاركة في الكتابة المشتركة ومراقبة كتابة المعلم ومقترحات التصحيح

الاستماع و الاستجابة للكتب المشتركة (الكتب الموسعة والنقاش وفقاً للغة التدريس

التواصل 

النطري الكتابي

إدراك الفهم

اللغة البصرية هي كل ما حلنا

الصور و الإشكال و الرموز في بيئتنا يكون لها معنى

يمكننا أن نتمتع نتعلم  من اللغة البصرية

إدراك الفهم

اللغة البصرية هي كل ما حلنا

الصور و الإشكال و الرموز في بيئتنا يكون لها معنى

يمكننا أن نتمتع نتعلم  من اللغة البصرية

إدراك الفهم

اللغة البصرية هي كل ما حلنا

الصور و الإشكال و الرموز في بيئتنا يكون لها معنى

يمكننا أن نتمتع نتعلم  من اللغة البصرية

​

أحصل على المعلومات البصرية التي توضح الفهم عن طريق اللعب و الملامح  وتعبيرات الوجه

توضح مشاعرهم الخاصة كاستجابة للعرض البصري ، على سبيل الميال عن طريق الترفيه وحب الاستطلاع و الدهشة

استخدام لغة الجسد لتوصيل وتحويل الفهم ن على سبيل المثال التلويح و الملامح وتعبيرات الوجه

الاستماع إلى المصطلحات المرتبطة بالنصوص البصرية وفهم التعبيرات  مثل اللون و الشكل و الحجم

أحصل على المعلومات البصرية التي توضح الفهم عن طريق اللعب و الملامح  وتعبيرات الوجه

توضح مشاعرهم الخاصة كاستجابة للعرض البصري ، على سبيل الميال عن طريق الترفيه وحب الاستطلاع و الدهشة

ملاحظة الجوانب البصرية التي توضح السياق وتظهر الفهم عن طريق التوفيق بين الصور والسياق

عمل ربط شخصي بين النصوص البصرية ، على سبيل المثال صورة كتاب حول أطفال أصدفات في وضع جديد

استخدام لغة الجسد لتوصيل وتحويل الفهم ن على سبيل المثال التلويح و الملامح وتعبيرات الوجه

اختيار ودمج الألوان و الإشكال و الرموز و الصور في عرض بصري

الاستماع إلى المصطلحات المرتبطة بالنصوص البصرية وفهم التعبيرات  مثل اللون و الشكل و الحجم

أحصل على المعلومات البصرية التي توضح الفهم عن طريق اللعب و الملامح  وتعبيرات الوجه

توضح مشاعرهم الخاصة كاستجابة للعرض البصري ، على سبيل الميال عن طريق الترفيه وحب الاستطلاع و الدهشة

ملاحظة الجوانب البصرية التي توضح السياق وتظهر الفهم عن طريق التوفيق بين الصور والسياق

التعرف على العلامات والملصقات والشعارات المألوفة ، على سبيل المثال علامات مرور المشاة وعلامات مخارج الطوارئ  وعدم السماح بدخول الكلب وتحديد التشابه والاختلاف

عمل ربط شخصي بين النصوص البصرية ، على سبيل المثال صورة كتاب حول أطفال أصدفات في وضع جديد

استخدام لغة الجسد لتوصيل وتحويل الفهم ن على سبيل المثال التلويح و الملامح وتعبيرات الوجه

اختيار ودمج الألوان و الإشكال و الرموز و الصور في عرض بصري

غظهار التقدير للتجسيد في كتب الصور عن طريق اختيار وإعادة قراءة الكتب المألوفة و التركيز على أفضل الصفحات

تحديد واستخدام الصور لتنشيط مختلف الأدوات على سبيل المثال ن العاب الكمبيوتر و الأقراص المدمجة و التلفزيون

الاستماع إلى المصطلحات المرتبطة بالنصوص البصرية وفهم التعبيرات  مثل اللون و الشكل و الحجم

التواصل 

 الشفوي الكتابي

إدراك الفهم

الكلمات المنطوقة تواصلنا مع الآخرين.
يتحدث النس بهدف تبادل الأفكار والمشاعر.
يسأل الناس أسئلة للتعلم من الآخرين.

إدراك الفهم

الكلمات المنطوقة تواصلنا مع الآخرين.
يتحدث النس بهدف تبادل الأفكار والمشاعر.
يسأل الناس أسئلة للتعلم من الآخرين.

• استخدام الإيماءات والأعمال، ولغة الجسد و / أو الكلمات للتعبير عن احتياجاتهم والتعبير عن الأفكار

الاستماع والرد على الكتب المصورة، والتي تبين السرور ، وإظهار فهمهم من خلال الإيماءات التعبير و / أو الكلمات

•يسمون زملائهم والمعلمين والفصول الدراسية وأشياء مألوفة بالملعب

• يتفاعلون مع زملائهم والأكبر منههم في محيط مألوف

• يروون قصصهم الخاصة باستخدام الكلمات والإيماءات، والكائنات / الأعمال الفنية

• استخدام كلمة أو  واثنين في عبارات من خلال السياق

• فهم أسئلة بسيطة والاستجابة مع الإجراءات أو الكلمات

• استخدام لغتهم الأم (مع الترجمة ، إذا لزم الأمر) للتعبير عن الحاجة وشرح الأفكار

• استخدام الإيماءات والأعمال، ولغة الجسد و / أو الكلمات للتعبير عن احتياجاتهم والتعبير عن الأفكار

الاستماع والرد على الكتب المصورة، والتي تبين السرور ، وإظهار فهمهم من خلال الإيماءات التعبير و / أو الكلمات

•يسمون زملائهم والمعلمين والفصول الدراسية وأشياء مألوفة بالملعب

• يتفاعلون مع زملائهم والأكبر منههم في محيط مألوف

• يروون قصصهم الخاصة باستخدام الكلمات والإيماءات، والكائنات / الأعمال الفنية

• استخدام كلمة أو  واثنين في عبارات من خلال السياق

فهم أسئلة بسيطة والاستجابة مع الإجراءات أو الكلمات

• استخدام لغتهم الأم (مع الترجمة ، وإذا لزم الأمر) للتعبير عن الحاجة وشرح الأفكار

• إدراك أن النظام يمكن أن يغير كلمة من لغة إلى أخرى

• استخدام الإيماءات والأعمال، ولغة الجسد و / أو الكلمات للتعبير عن احتياجاتهم والتعبير عن الأفكار

الاستماع والرد على الكتب المصورة، والتي تبين السرور ، وإظهار فهمهم من خلال الإيماءات التعبير و / أو الكلمات

•يسمون زملائهم والمعلمين والفصول الدراسية وأشياء مألوفة بالملعب

• يتفاعلون مع زملائهم والأكبر منههم في محيط مألوف

• يروون قصصهم الخاصة باستخدام الكلمات والإيماءات، والكائنات / الأعمال الفنية

تكرار كلمات مفردة

فهم أسئلة بسيطة والاستجابة مع الإجراءات أو الكلمات

• اتبع التعليمات الصفية وإجراءات، وذلك باستخدام اشارات السياق

• يدرك أن الناس يتكلمون لغات مختلفة

• إدراك أن النظام يمكن أن يغير كلمة من لغة إلى أخرى

• استخدام أسلوب النحوي الخاصة كجزء من عملية تطوير الوعي النحوية

القرآن : ــ

الفاتحة – المسد  – الكافرون – العصر

الأدعية  : ــ

دعاء التحصين :   ( أعوذ بكلمات الله التامات من شر ما خلق )

دعاء دخول المنزل  بسم الله ولجنا وبسم الله خرجنا وعلى ربنا توكلنا )

دعاء الخروج من المنزل :  )بسم الله توكلنا على الله ولا حول ولا قوة إلا بالله

من ربك ( ربي الله ) –       مادينك : ( ديني الأسلام )

من نبيك : ( نبي محمد بن عبدالله صلى الله عليه وسلم )

دعاء لبس الثوب: (الحَمْدُ لله الذِي كَساني هذا الثوب ورَزَقَنِيه مِنْ غَيْرِ حَوْلٍ مِنّي ولا قُوةٍ (

دعاء زيارة المريض : ( لا بأس طهور ان شاء الله )

القرآن : ــ

الإخلاص – الفلق – الناس – الفاتحة – المسد

الأدعية : ــ

دعاء التحصين : ( أعوذ بكلمات الله التامات من شر ما خلق )

دعاء الصباح : ( أصبحنا وأصبح الملك للة ولا إله الا الله ولا حول ولا قوة الا بالله )

دعاء قبل النوم : (اللهم بك أصبحنا وبك أمسينا وبك نحيا وبك نموت وإليك النشور)

دعاء قبل الطعام : ( اللهم بارك لنا فيما رزقتنا وقنا عذاب النار، بسم الله الرحمن الرحيم )

دعاء بعد الطعام : ( الحمد لله الذي أطعمنا وسقانا وجعلنا من المسلمين )

القرآن : ــ

الإخلاص – الفلق – الناس – الفاتحة – المسد

الأدعية  : ــ

دعاء التحصين :   ( أعوذ بكلمات الله التامات من شر ما خلق )

دعاء الصباح  : ( أصبحنا وأصبح الملك للة ولا إله الا الله ولا حول ولا قوة الا بالله )

دعاء قبل النوم : (اللهم بك أصبحنا وبك أمسينا وبك نحيا وبك نموت وإليك النشور)

دعاء قبل الطعام : ( اللهم بارك لنا فيما رزقتنا وقنا عذاب النار، بسم الله الرحمن الرحيم )

دعاء بعد الطعام : ( الحمد لله الذي أطعمنا وسقانا وجعلنا من المسلمين )

دعاء دخول الخلاء والخروج من ( الحمام ) ( أعوذ بالله من الخبث والخبائث )

الخروج ( غفرانك )

Conceptual understanding

Spoken words connect us with others.

People listen and speak to share thoughts and feelings.

People ask questions to learn from others.

Conceptual understanding

The sounds of language are a symbolic way of representing ideas and objects.

People communicate using different languages.

Everyone has the right to speak and be listened to.

Conceptual understanding

Spoken language varies according to the purpose and audience.

People interpret messages according to their unique experiences and ways of understanding.

Spoken communication is different from written communication—it has its own set of rules.

Conceptual understanding

Taking time to reflect on what we hear and say helps us to make informed judgments and form new opinions.

Thinking about the perspective of our audience helps us to communicate more effectively and appropriately.

The grammatical structures of language enable members of a language community to communicate with each other.

Conceptual understanding

Spoken language can be used to persuade and influence people.

Metaphorical language creates strong visual images in our imagination.

Listeners identify key ideas in spoken language and synthesize them to create their own understanding.

People draw on what they already know in order to infer new meaning from what they hear.

Learning outcomes

Learners:

• listen and respond in small or large groups for increasing periods of time

Learning outcomes

Learners:

• listen attentively and speak appropriately in small and large group interactions

Learning outcomes

Learners:

• listen appropriately and responsively, presenting their own point of view and respecting the views of others

Learning outcomes

Learners:

• participate appropriately as listener and speaker, in discussions, conversations, debates and group presentations

Learning outcomes

Learners:

• participate appropriately as listener and speaker, in discussions, conversations, debates and group presentations

• listen to and enjoy stories read aloud; show understanding by responding in oral, written or visual form

• listen to and enjoy stories read aloud; show understanding by responding in oral, written or visual form

• listen to a variety of oral presentations including stories, poems, rhymes with increasing confidence and detail

• listen for a specific purpose in a variety of situations

• listen for a specific purpose in a variety of situations

• memorize and join in with poems, rhymes and songs

• pick out main events and relevant pints in oral texts

• identify and expand on main ideas in familiar oral texts

• generate, develop and modify ideas and opinions through discussion

• generate, develop and modify ideas and opinions through discussion

• infer meanings, draw conclusions and make judgments about oral presentations

• infer meanings, draw conclusions and make judgments about oral presentations

• follow classroom instructions, showing understanding

• follow classroom instructions, showing understanding

• listen and respond appropriately to instructions, questions and explanations

• listen and respond appropriately to instructions, questions and explanations

• listen and respond appropriately to instructions, questions and explanations

• retell familiar stories in sequence

• retell familiar stories in sequence

• listen reflectively to stories  read aloud in order to identify story structures and ideas

• listen reflectively to stories  read aloud in order to identify story structures and ideas

• listen reflectively to stories  read aloud in order to identify story structures and ideas

• describe personal experiences

• describe personal experiences

• describe personal experiences

• describe personal experiences

• describe personal experiences

• telling their own stories using words, gestures, and objects/artifacts

• join in with poems, rhymes, songs and repeated phrases in shared books

• realize the word order can change from one language to another

• obtain simple information from accessible spoken texts

• distinguish beginning, medial and ending sounds of words with increasing accuracy

• follow two-step directions

• follow two-step directions

• predict likely outcomes when listening to texts read aloud

• predict likely outcomes when listening to texts read aloud

• anticipate and predict when listening to text read aloud

• anticipate and predict when listening to text read aloud

• use language to address their needs, express feelings and opinions

• use language to address their needs, express feelings and opinions

• use language to address their needs, express feelings and opinions

• use language to address their needs, express feelings and opinions

• use language to address their needs, express feelings and opinions

• ask questions to gain information and respond to inquiries directed to themselves or to the class

• ask questions to gain information and respond to inquiries directed to themselves or to the class

• ask questions to gain information and respond to inquiries directed to themselves or to the class

• ask questions to gain information and respond to inquiries directed to themselves or to the class

• ask questions to gain information and respond to inquiries directed to themselves or to the class

• use oral language to communicate during classroom activities, conversations and imaginative play

• use oral language to communicate during classroom activities, conversations and imaginative play

• talk about stories, writing, pictures and models they have created

• talk about stories, writing, pictures and models they have created

• use grammatical rules of the language(s) of instruction (learners may overgeneralize at this stage)

• use language for a variety of personal purposes, for example, invitations

• use language for a variety of personal purposes, for example, invitations

• use language for a variety of personal purposes, for example, invitations

• use language for a variety of personal purposes, for example, invitations

• use language for a variety of personal purposes, for example, invitations

• express thoughts, ideas and opinions and discuss them, respecting contributions from others

• express thoughts, ideas and opinions and discuss them, respecting contributions from others

• express thoughts, ideas and opinions and discuss them, respecting contributions from others

• express thoughts, ideas and opinions and discuss them, respecting contributions from others

• participate in a variety of dramatic activities, for example, role play, puppet theatre, dramatization of familiar stories and poems

• participate in a variety of dramatic activities, for example, role play, puppet theatre, dramatization of familiar stories and poems

• use language to explain, inquire and compare

• use language to explain, inquire and compare

• use language to explain, inquire and compare

• use language to explain, inquire and compare

• use language to explain, inquire and compare

• recognize patterns in language(s) of instruction and use increasingly accurate grammar

• recognize patterns in language(s) of instruction and use increasingly accurate grammar

• use standard grammatical structures competently in appropriate situations

• use standard grammatical structures competently in appropriate situations

• recognize that different forms of grammar are used in different contexts

• recognize that different forms of grammar are used in different contexts

• realize that grammatical structures can be irregular and begin to use them appropriately and consistently

• realize that grammatical structures can be irregular and begin to use them appropriately and consistently

• realize that grammatical structures can be irregular and begin to use them appropriately and consistently

• begin to understand that language use is influenced by its purpose and the audience

• use a range of specific vocabulary in different situations, indicating an awareness that language is influenced by purpose, audience and context

• use speech responsibly to inform, entertain and influence others

• understand and use specific vocabulary to suit different purposes

• understand and use specific vocabulary to suit different purposes

• understand and use specific vocabulary to suit different purposes

• use increasingly expansive vocabulary and more complex sentence structures with a high level of specificity

• hear and appreciate differences between languages

• hear and appreciate differences between languages

• hear and appreciate differences between languages

• hear and appreciate differences between languages

• understand that ideas and opinions can be generated, developed and presented through oral language work in pairs and groups to develop oral presentations

• understand that ideas and opinions can be generated, developed and presented through oral language work in pairs and groups to develop oral presentations

• understand that ideas and opinions can be generated, developed and presented through oral language work in pairs and groups to develop oral presentations

• argue persuasively and defend a point of view

• argue persuasively and defend a point of view

• argue persuasively and defend a point of view

• explain and discuss their own writing with peers and adults

• explain and discuss their own writing with peers and adults

• explain and discuss their own writing with peers and adults

• explain and discuss their own writing with peers and adults

• begin to paraphrase and summarize

• paraphrase and summarize when communicating orally

• paraphrase and summarize when communicating orally

• organize thoughts and feelings before speaking

• organize thoughts and feelings before speaking

• organize thoughts and feelings before speaking

• use oral language appropriately, confidently and with increasing accuracy

• use oral language to formulate and communicate possibilities and theories

• verbalize their thinking and explain their reasoning

• verbalize their thinking and explain their reasoning

• verbalize their thinking and explain their reasoning

• appreciate that language is not always used literally; understand and use the figurative language of their own culture

• appreciate that language is not always used literally; understand and use the figurative language of their own culture

• show open-minded attitudes when listening to  other points of view

• show open-minded attitudes when listening to  other points of view

• use register, tone, voice level and intonation to enhance meaning

• use register, tone, voice level and intonation to enhance meaning

• appreciate that people speak and respond according to personal and cultural perspectives

• reflect on communication to monitor and assess their own learning

Conceptual understandings

Illustrations covey meaning.

Print conveys meaning.

People read for pleasure.

Stories can tell about imagined worlds.

Printed information can tell about the real world.

There are established ways of setting out print and organizing books.

Conceptual understandings

The sounds of spoken language can be represented visually.

Written language works differently from spoken language.

Consistent ways of recording words or ideas enable members of a language community to communicate.

People read to learn.

The words we see and hear enable us to create pictures in our minds.

Conceptual understandings

Different types of texts serve different purposes.

What we already know enables us to understand what we read.

Applying a range of strategies helps us to read and understand new texts.

Wondering about texts and asking questions helps us to understand the meaning.

The structure and organization of written language influences and conveys meaning.

Conceptual understandings

Reading and thinking work together to enable us to make meaning.

Checking, rereading and correcting our own reading as we go enable us to read new and more complex texts.

Identifying the main ideas in the text helps us to understand what is important.

Knowing what we aim to achieve helps us to select useful reference material to conduct research.

Conceptual understandings

Authors structure stories around significant themes.

Effective stories have a structure, purpose and sequence of events (plot) that help to make the author’s intention clear.

Synthesizing ideas and information from texts leads to new ideas and understanding.

Reading opens our minds to multiple perspectives and helps us to understand how people think, feel and act.

Learning outcomes

Learners:

• select and reread favourite texts for enjoyment

Learning outcomes

Learners:

• select and reread favourite texts for enjoyment

Learning outcomes

Learners:

• develop personal preferences, selecting books for pleasure and information

Learning outcomes

Learners:

• read a variety of books for pleasure, instruction and information; reflect regularly on reading and set future goals

Learning outcomes

Learners:

• read a wide range of texts confidently, independently and with understanding

• understand that print is permanent, for example, when listening to familiar stories, notices when the reader leaves out or changes parts

• read texts at an appropriate level, independently, confidently and with good understanding

• read texts at an appropriate level, independently, confidently and with good understanding

• distinguish between fiction and non-fiction and select books appropriate to specific purposes

• work in cooperative groups to locate and select texts appropriate to purpose and audience

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

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

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

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

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

• understand and respond to the ideas, feelings and attitudes expressed in various texts, showing empathy for characters

• understand and respond to the ideas, feelings and attitudes expressed in various texts, showing empathy for characters

• understand and respond to the ideas, feelings and attitudes expressed in various texts, showing empathy for characters

• participate in guided reading situations, observing and applying reading behaviours and interacting effectively with the group

• participate in guided reading situations, observing and applying reading behaviours and interacting effectively with the group

• participate in guided reading situations, observing and applying reading behaviours and interacting effectively with the group

• listen attentively and respond actively to read-aloud situations; make predictions, anticipate possible outcomes

• listen attentively and respond actively to read-aloud situations; make predictions, anticipate possible outcomes

• read and understand the meaning of self-selected and teacher-selected texts at an appropriate level

• read and understand the meaning of self-selected and teacher-selected texts at an appropriate level

• read and understand the meaning of self-selected and teacher-selected texts at an appropriate level

• use meaning, visual, contextual and memory cues, and cross-check cues against each other, when necessary (teacher monitors miscues to identify strategies used and strategies to be developed)

• use meaning, visual, contextual and memory cues, and cross-check cues against each other, when necessary (teacher monitors miscues to identify strategies used and strategies to be developed)

• use a range of strategies to self-monitor and self-correct, for example, meaning, context, rereading, reading on, cross-checking one cue source against another

• use a range of strategies to self-monitor and self-correct, for example, meaning, context, rereading, reading on, cross-checking one cue source against another

• use a range of strategies to self-monitor and self-correct, for example, meaning, context, rereading, reading on, cross-checking one cue source against another

• reread and understand familiar print from immediate environment, for example, signs, advertisement, logos, ICT iconography

• reread and understand familiar print from immediate environment, for example, signs, advertisement, logos, ICT iconography

• make connections between personal experience and storybook characters

• make connections between personal experience and storybook characters

• understand sound-symbol relationships and recognize familiar sounds/symbols/words of the language community

• understand sound-symbol relationships and recognize familiar sounds/symbols/words of the language community

• understand sound-symbol relationships and apply reliable phonetic strategies when decoding print

• understand sound-symbol relationships and apply reliable phonetic strategies when decoding print

• understand sound-symbol relationships and apply reliable phonetic strategies when decoding print

• identify and explain the basic structure of a story—beginning, middle and end; may use storyboards or comic strips to communicate elements

• identify and explain the basic structure of a story—beginning, middle and end; may use storyboards or comic strips to communicate elements

• identify and explain the basic structure of a story—beginning, middle and end; may use storyboards or comic strips to communicate elements

• identify and explain the basic structure of a story—beginning, middle and end; may use storyboards or comic strips to communicate elements

• identify and explain the basic structure of a story—beginning, middle and end; may use storyboards or comic strips to communicate elements

• make predictions about a story, based on their own knowledge and experience; revise or confirm predictions as the story progresses

• make predictions about a story, based on their own knowledge and experience; revise or confirm predictions as the story progresses

• make predictions about a story, based on their own knowledge and experience; revise or confirm predictions as the story progresses

• make predictions about a story, based on their own knowledge and experience; revise or confirm predictions as the story progresses

• make predictions about a story, based on their own knowledge and experience; revise or confirm predictions as the story progresses

• realize that there is a difference between fiction and non-fiction and use books for particular purposes, with teacher guidance

• realize that there is a difference between fiction and non-fiction and use books for particular purposes, with teacher guidance

• realize that there is a difference between fiction and non-fiction and use books for particular purposes, with teacher guidance

• realize that there is a difference between fiction and non-fiction and use books for particular purposes, with teacher guidance

• realize that there is a difference between fiction and non-fiction and use books for particular purposes, with teacher guidance

• recognize and use the different parts of a book, for example, title page, contents, index

• recognize and use the different parts of a book, for example, title page, contents, index

• recognize and use the different parts of a book, for example, title page, contents, index

• recognize and use the different parts of a book, for example, title page, contents, index

• discuss personality and behavior of storybook characters, commenting on reasons why they might react in particular ways

• discuss personality and behavior of storybook characters, commenting on reasons why they might react in particular ways

• discuss personality and behavior of storybook characters, commenting on reasons why they might react in particular ways

• recognize the author’s purpose, for example, to inform, entertain, persuade, instruct

• recognize the author’s purpose, for example, to inform, entertain, persuade, instruct

• recognize the author’s purpose, for example, to inform, entertain, persuade, instruct

• understand that stories have a plot; identify the main idea; discuss and outline the sequence of events leading to the final outcome

• appreciate that writers plan and structure their stories to achieve particular effects; identify features that can be replicated when planning their own stories

• appreciate that writers plan and structure their stories to achieve particular effects; identify features that can be replicated when planning their own stories

• use reference books, dictionaries, and computer and web-based applications with increasing independence and responsibility

• use reference books, dictionaries, and computer and web-based applications with increasing independence and responsibility

• know how to skim and scan texts to decide whether they will be useful, before attempting to read in detail

• know how to skim and scan texts to decide whether they will be useful, before attempting to read in detail

• as part of the inquiry process, work cooperatively with others to access, read, interpret, and evaluate a range of source materials

• as part of the inquiry process, work cooperatively with others to access, read, interpret, and evaluate a range of source materials

• identify relevant, reliable and useful information and decide on appropriate ways to use it

• identify relevant, reliable and useful information and decide on appropriate ways to use it

• identify genre (including fantasy, biography, mystery, historical novel) and explain elements and literary forms that are associated with different genres

• appreciate structural and stylistic differences between fiction and non-fiction; show understanding of this distinction when structuring their own writing

• appreciate structural and stylistic differences between fiction and non-fiction; show understanding of this distinction when structuring their own writing

• appreciate author’s use of language and interpret meaning beyond the literal

• appreciate author’s use of language and interpret meaning beyond the literal

• understand that authors use words and literary devices to evoke mental images

• understand that authors use words and literary devices to evoke mental images

• recognize and understand figurative language, for example, similes, metaphors, idioms

• make inferences and be able to justify them

• make inferences and be able to justify them

• identify and describe the elements of a story—plot, setting, characters, theme—and explain how they contribute to its effectiveness

• compare and contrast the plots of two different texts, commenting on effectiveness and impact

• instantly recognize an increasing bank of high-interest words, characters or symbols

• instantly recognize an increasing bank of high-interest words, characters or symbols

• have a secure knowledge of basic conventions of the language(s) of instruction in printed text, for example, orientation, directional movement, layout, spacing, punctuation

• have a secure knowledge of basic conventions of the language(s) of instruction in printed text, for example, orientation, directional movement, layout, spacing, punctuation

• participate in learning engagements involving reading aloud—taking roles and reading dialogue, repeating refrains from familiar stories, reciting poems

• participate in learning engagements involving reading aloud—taking roles and reading dialogue, repeating refrains from familiar stories, reciting poems

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

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

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

• participate in collaborative learning experiences, acknowledging that people see things differently and are entitled to express their point of view

• participate in collaborative learning experiences, acknowledging that people see things differently and are entitled to express their point of view

• participate in collaborative learning experiences, acknowledging that people see things differently and are entitled to express their point of view

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

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

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

• access information from a variety of texts both in print and online, for example, newspapers, magazines, journals, comics, graphic books, e-books, blogs, wikis

• access information from a variety of texts both in print and online, for example, newspapers, magazines, journals, comics, graphic books, e-books, blogs, wikis

• know when and how to use the internet and multimedia resources for research

• know when and how to use the internet and multimedia resources for research

• understand that the internet must be used with the approval and supervision of a parent or teacher; read, understand and sign the school’s cyber-safety policy

• understand that the internet must be used with the approval and supervision of a parent or teacher; read, understand and sign the school’s cyber-safety policy

• distinguish between fact and opinion, and reach their own conclusions about what represents valid information

• distinguish between fact and opinion, and reach their own conclusions about what represents valid information

• use a range of strategies to solve comprehension problems and deepen their understanding of a text

• use a range of strategies to solve comprehension problems and deepen their understanding of a text

• use a range of strategies to solve comprehension problems and deepen their understanding of a text

• use a range of strategies to solve comprehension problems and deepen their understanding of a text

• consistently and confidently use a range of resources to find information and support their inquiries

• consistently and confidently use a range of resources to find information and support their inquiries

• participate in collaborative learning, considering multiple perspectives and working with peers to co-construct new understanding

• use the internet responsibly and knowledgeably, appreciating its uses and limitations

• locate, organize and synthesize information from a variety of sources including the library/media center, the internet, people in the school, family, the immediate community or the global community

Conceptual understanding

Visual language is all around us.

The pictures, images, and symbols in our environment have meaning.

We can enjoy and learn from visual language.

Conceptual understanding

People use static and moving images to communicate ideas and information.

Visual texts can immediately gain our attention.

Viewing and talking about the images others have created helps us to understand and create our own presentations.

Conceptual understanding

Visual texts can expand our database of sources of information.

Visual texts provide alternative means to develop new levels of understanding.

Selecting the most suitable forms of visual presentation enhances our ability to express ideas and images.

Different visual techniques produce different effects and are used to present different types of information.

Conceptual understanding

Visual texts have the power to influence thinking and behavior.

Interpreting visual texts involves making judgments about the intention of the message.

To enhance learning we need to be efficient and constructive users of the internet.

Conceptual understanding

To aim of commercial media is to influence and persuade viewers.

Individuals respond differently to visual texts, according to their previous experiences, preferences and perspectives.

Knowing about the techniques used in visual texts helps us to interpret presentations and create our own visual effects.

Synthesizing information from visual texts is dependent upon personal interpretation and leads to new understanding.

Learning outcomes

Learners:

• attend to visual information showing understanding through discussion, role play, illustrations

Learning outcomes

Learners:

• attend to visual information showing understanding through discussion, role play, illustrations

Learning outcomes

Learners:

• view visual information and show understanding by asking relevant questions and discussing possible meaning

Learning outcomes

Learners:

• view, respond to and describe visual information, communicating understanding in oral, written and visual form

Learning outcomes

Learners:

• view and critically analyse a range of visual texts, communicating understanding through oral, written and visual media

• talk about their own feelings in response to visual messages; show empathy for the way others might feel

• talk about their own feelings in response to visual messages; show empathy for the way others might feel

• discuss their own feelings in response to visual messages; listen to other responses, realizing that people react differently

• describe personal reactions to visual messages; reflect on why others may perceive the images differently

• identify factors that influence personal reactions to visual texts; design visual texts with the intention of influencing the way people think and feel

• relate to different contexts presented in visual texts according to their own experiences, for example, “That looks like my uncle’s farm.”

• relate to different contexts presented in visual texts according to their own experiences, for example, “That looks like my uncle’s farm.”

• realize that visual information reflects and contributes to the understanding of context

• understand and explain how visual effects can be used to reflect a particular context

• analyse and interpret the ways in which visual effects are used to establish context

• observe visual cues that indicate context; show understanding by matching pictures with context

• recognize familiar signs, labels and logos, for example, pedestrian walking sign, emergency exit sign, no dogs allowed; identify similarities and differences

• recognize familiar signs, labels and logos, for example, pedestrian walking sign, emergency exit sign, no dogs allowed; identify similarities and differences

• make personal connections to visual texts, for example, a picture book about children making friends in a new situation

• locate familiar visual texts in magazines, advertising catalogues, etc. and connect them with associated products

• locate familiar visual texts in magazines, advertising catalogues, etc. and connect them with associated products

• recognize and name familiar visual texts, for example, advertising, logos, labels, signs, ICT iconography

• recognize and name familiar visual texts and explain why they are or are not effective, for example, advertising, logos, labels, signs, billboards

• identify elements and techniques that make advertisements, logos and symbols effective and draw on this knowledge to create their own visual effects

• show their understanding that visual messages influence our behaviour

• show their understanding that visual messages influence our behaviour

• observe and discuss familiar and unfamiliar visual messages; make judgments about effectiveness

• interpret visual cues in order to analyse and make inferences about the intention of the message

• realize that cultural influences affect the way we respond to visual effects and explain how this affects our interpretation, for example, the use of particular colours or symbols

• connect visual information with their own experiences to construct their own meaning, for example, when taking a trip

• discuss personal experiences that connect with visual images

• explain how relevant personal experiences can add to the meaning of a selected film/movie; write and illustrate a personal response

• explain how relevant personal experiences can add to the meaning of a selected film/movie; write and illustrate a personal response

• realize that individuals interpret visual information according to their personal experiences and different perspectives

• realize that individuals interpret visual information according to their personal experiences and different perspectives

• use body language to communicate and to convey understanding, for example, pointing, gesturing, facial expressions
• use body language in mime and role play to communicate ideas and feelings visually

• use body language in mime and role play to communicate ideas and feelings visually

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

• identify aspects of body language in a dramatic presentation and explain how they are used to convey mood and personal traits of characters

• show how body language, for example, facial expression, gesture, movement, posture and orientation, eye contact and touch, can be used to achieve effects and influence meaning

• select and incorporate colours, shapes, symbols and images into visual presentations

• realize that shapes, symbols and colours have meaning and include them in presentation

• select and use suitable shapes, colours, symbols and layout for presentations; practice and develop writing/calligraphy styles

• design posters and charts, using shapes, colours, symbols, layout and fonts to achieve particular effects; explain how the desired effect is achieved

• design posters and charts, using shapes, colours, symbols, layout and fonts to achieve particular effects; explain how the desired effect is achieved
• apply knowledge of presentation in original and innovative ways; explain their own ideas for achieving desired effects

• show appreciation of illustrations in picture books by selecting and rereading familiar books, focusing on favourite pages

• locate and use appropriate ICT iconography to activate different devices, for example, computer games, CD player, television

• recognize ICT iconography and follow prompts to access programs or activate devices

• use a variety of implements to practice and develop handwriting and presentation skills

• use a variety of implements to practice and develop handwriting and presentation skills

• observe and discuss illustrations in picture books and simple reference books, commenting on the information being conveyed

• observe and discuss illustrations in picture books and simple reference books, commenting on the information being conveyed

• realize that text and illustrations in reference material work together to convey information, and can explain how this enhances the understanding

• realize that text and illustrations in reference material work together to convey information, and can explain how this enhances the understanding

• realize that text and illustrations in reference material work together to convey information, and can explain how this enhances the understanding

• discuss a newspaper report and tell how the words and pictures work together to convey a particular message

• discuss a newspaper report and tell how the words and pictures work together to convey a particular message

• examine and analyse text and illustrations in reference material, including online text, explaining how visual and written information work together to reinforce each other and make meaning more explicit

• with guidance, use the internet to access relevant information; process and present information in ways that are personally meaningful
• prepare, individually or in collaboration, visual presentations using a range of media, including computer and web-based applications

• with guidance, use the internet to access relevant information; process and present information in ways that are personally meaningful
• prepare, individually or in collaboration, visual presentations using a range of media, including computer and web-based applications

• with guidance, use the internet to access relevant information; process and present information in ways that are personally meaningful
• prepare, individually or in collaboration, visual presentations using a range of media, including computer and web-based applications

• use appropriate terminology to discuss visual texts, for example, logos, font, foreground, background, impact

• use appropriate terminology to discuss visual texts, for example, logos, font, foreground, background, impact

• through teacher modeling, become aware of terminology used to tell about visual effects, for example, features, layout, border, frame

• through teacher modeling, become aware of terminology used to tell about visual effects, for example, features, layout, border, frame

• view a range of visual language formats and discuss their effectiveness, for example, film/video, posters, drama

• discuss and explain visual images and effects using appropriate terminology, for example, image, symbol, graphics, balance, techniques, composition

• discuss and explain visual images and effects using appropriate terminology, for example, image, symbol, graphics, balance, techniques, composition

• navigate the internet in response to verbal and visual prompts with confidence and familiarity; use ICT to prepare their own presentations

• view different versions of the same story and discuss the effectiveness of the different ways if telling the same story, for example, the picture book version and the film/movie version of a story

• view different versions of the same story and discuss the effectiveness of the different ways if telling the same story, for example, the picture book version and the film/movie version of a story

• observe visual images and begin to appreciate and be able to express, that they have been created to achieve particular purposes

• observe visual images and begin to appreciate and be able to express, that they have been created to achieve particular purposes

• realize that effects have been selected and arranged to achieve a certain impact, for example, the way in which colour, lighting, music and movement work together in a performance

• realize that effects have been selected and arranged to achieve a certain impact, for example, the way in which colour, lighting, music and movement work together in a performance

• realize that effects have been selected and arranged to achieve a certain impact, for example, the way in which colour, lighting, music and movement work together in a performance

• observe and discuss visual presentations; make suggestions about why they have been created and what the creator has been aiming to achieve

• observe and discuss visual presentations; make suggestions about why they have been created and what the creator has been aiming to achieve

• observe and discuss visual presentations; make suggestions about why they have been created and what the creator has been aiming to achieve

• experience a range of different language formats; appreciate and describe why particular formats are selected to achieve particular effects

• experience a range of different language formats; appreciate and describe why particular formats are selected to achieve particular effects

• observe and discuss the choice and composition of visual presentations and explain how they contribute to meaning and impact, for example, facial expressions, speech bubbles, word images to convey sound effects

• observe and discuss the choice and composition of visual presentations and explain how they contribute to meaning and impact, for example, facial expressions, speech bubbles, word images to convey sound effects

• realize that visual presentations have been created to reach out to a particular audience and influence the audience in some way; discuss the effects used and how they might influence the audience

• realize that visual presentations have been created to reach out to a particular audience and influence the audience in some way; discuss the effects used and how they might influence the audience

• use appropriate terminology to identify a range of visual effects/formats and critically analyse their effectiveness, for example, mood, media, juxtaposition, proportion

• analyse the selection and composition of visual presentation; select examples to explain how they achieve a particular impact, for example, dominant images, use of colour, texture, symbolism

• identify the intended audience and purpose of a visual presentation; identify overt and subliminal messages

• reflect on ways in which understanding the intention of a visual message can influence personal responses

Conceptual understandings

Writing conveys meaning.

People write to tell about their experiences, ideas and feelings.

Everyone can express themselves in writing.

Talking about our stories and pictures helps other people to understand and enjoy them.

Conceptual understandings

People write to communicate.

The sounds of spoken language can be represented visually (letters, symbols, characters).

Consistent way of recording words or ideas enable members of a language community to understand each other’s writing.

Written language works differently from spoken language.

Conceptual understandings

We write in different ways for different purposes.

The structure of different types of texts includes identifiable features.

Applying a range of strategies helps us to express ourselves so that others can enjoy our writing.

Thinking about storybook characters and people in real life helps us to develop characters in our own stories.

When writing, the words we choose and how we choose to use them enable us to share our imaginings and ideas.

Conceptual understandings

Writing and thinking together to enable us to express ideas and convey meaning.

Asking questions of ourselves and others helps us to make our writing more focused and purposeful.

The way we structure and organize our writing helps others to understand and appreciate it.

Rereading and editing our own writing enables us to express what we want to say more clearly.

Conceptual understandings

Stories that people want to read are built around themes to which they can make connections.

Effective stories have a purpose and structure that help to make the author’s intention clear.

Synthesizing ideas enables us to build on what we know, reflect on different perspectives, and express new ideas.

Knowing what we aim to achieve helps us to plan and develop different forms of writing.

Through the process of planning, drafting, editing and revising, our writing improves over time.

Learning outcomes

Learners:

• enjoy writing and value their own efforts

Learning outcomes

Learners:

Learning outcomes

Learners:

Learning outcomes

Learners:

Learning outcomes

Learners:

• write informally about their own ideas, experiences and feelings in a personal journal or diary, initially using simple sentence structures, for example, “I like…”, “I can…”, “I went to…”, “I am going to…”

• engage confidently with the process of writing

• engage confidently with the process of writing

• engage confidently with the process of writing

• write independently and with confidence, demonstrating a personal voice as a writer

• write independently and with confidence, showing the development of their own voice and style

• write about a range of topics for a variety of purposes, using literary forms and structures modeled by the teacher and/or encountered in reading

• write about a range of topics for a variety of purposes, using literary forms and structures modeled by the teacher and/or encountered in reading

• write for a range of purposes, both creative and informative, using different types of structures and styles according to the purpose of the writing

• write for a range of text types in order to communicate effectively, for example, narrative, instructional, persuasive

• use graphic organizer to plan writing, for example, Mind Maps®, storyboards

• use graphic organizer to plan writing, for example, Mind Maps®, storyboards

• use graphic organizer to plan writing, for example, Mind Maps®, storyboards

• use graphic organizer to plan writing, for example, Mind Maps®, storyboards

• use graphic organizer to plan writing, for example, Mind Maps®, storyboards

• read their own writing to the teacher and to classmates, realizing that what they have written remains unchanged

• participate in shared and guided writing, observing the teacher’s model, asking questions and offering suggestions

• participate in shared and guided writing, observing the teacher’s model, asking questions and offering suggestions

• participate in shared and guided writing, observing the teacher’s model, asking questions and offering suggestions

• participate in shared and guided writing, observing the teacher’s model, asking questions and offering suggestions

• participate in shared and guided writing, observing the teacher’s model, asking questions and offering suggestions

• write to communicate a message to a particular audience, for example, a news story, instructions, a fantasy story

• write to communicate a message to a particular audience, for example, a news story, instructions, a fantasy story

• show awareness of different audiences and adapt writing appropriately

• adapt writing according to the audience and demonstrate the ability to engage and sustain the interest of the reader

• create illustrations to match their own written text

• create illustrations to match their own written text

• demonstrate an awareness of the conventions of written text, for example, sequence, spacing, directionality

• use increasingly accurate grammatical constructs

• use increasingly accurate grammatical constructs

• demonstrate an increasing understanding of how grammar works

• demonstrate an increasing understanding of how grammar works

• connect written codes with the sound of spoken language and reflect this understanding when recording ideas

• use familiar aspects of written language with increasing confidence and accuracy, for example, spelling patterns, high-frequency words, high-interest words

• use knowledge written code patterns to accurately spell high-frequency and familiar words

• use standard spelling for most words and use appropriate resources to check spelling

• use standard spelling for most words and use appropriate resources to check spelling

• form letters/characters conventionally and legibly, with an understanding as to why this is important within a language community

• write legibly, and in consistent style

• write legibly, and in consistent style

• write legibly, and in consistent style

• write legibly, and in consistent style

• organize ideas in a logical sequence, for example, write simple narratives with a beginning, middle and end

• organize ideas in a logical sequence, for example, write simple narratives with a beginning, middle and end

• organize ideas in a logical sequence, for example, write simple narratives with a beginning, middle and end

• organize ideas in a logical sequence, for example, write simple narratives with a beginning, middle and end

• use appropriate writing conventions, for example, word order, as required by the language(s) of instruction

• use appropriate writing conventions, for example, word order, as required by the language(s) of instruction

• use appropriate writing conventions, for example, word order, as required by the language(s) of instruction

• proofread their own writing and make some corrections and improvements

• reread, edit and revise to improve their own writing, for example, content, language, organization

• reread, edit and revise to improve their own writing, for example, content, language, organization

• use planning, drafting, editing and reviewing processes independently and with increasing competence

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

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

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

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

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

• use a dictionary, a thesaurus and word banks to extend their use of language

• use a dictionary, a thesaurus and word banks to extend their use of language

• use a dictionary and thesaurus to check accuracy, broaden vocabulary and enrich their writing

• use a dictionary and thesaurus to check accuracy, broaden vocabulary and enrich their writing

• use a dictionary, thesaurus, and spellchecker confidently and effectively to check accuracy, broaden vocabulary and enrich their writing

• keep a log of ideas to write about

• keep a log of ideas to write about

• keep a log of ideas to write about

• over time, create examples of different types of  writing and store them in their own writing folder

• over time, create examples of different types of  writing and store them in their own writing folder

• over time, create examples of different types of  writing and store them in their own writing folder

• over time, create examples of different types of  writing and store them in their own writing folder

• over time, create examples of different types of  writing and store them in their own writing folder

• select vocabulary and supporting details to achieve desired effects

• use range of vocabulary and relevant supporting details to  convey meaning and create atmosphere and mood

• respond to writing of others sensitively

• critique the writing of peers sensitively; offer constructive suggestions

• critique the writing of peers sensitively; offer constructive suggestions

• use appropriate punctuation to support meaning

• use appropriate punctuation to support meaning

• use appropriate punctuation to support meaning

• realize that writers ask questions of themselves and identify ways to improve their writing, for example, “Is this what I meant to say?”, “Is it interesting/relevant?”

• realize that writers ask questions of themselves and identify ways to improve their writing, for example, “Is this what I meant to say?”, “Is it interesting/relevant?”

• check punctuation, variety of sentence starters, spelling, presentation

• check punctuation, variety of sentence starters, spelling, presentation

• use appropriate paragraphing to organize ideas

• use appropriate paragraphing to organize ideas

• vary sentence structure and length

• vary sentence structure and length

• write an increasing number of frequently used words or ideas independently

• write an increasing number of frequently used words or ideas independently

• illustrate their own writing and contribute to a class book or collection of published writing

• illustrate their own writing and contribute to a class book or collection of published writing

• with teacher guidance, publish written work, in handwritten form or in digital format

• work independently to produce written work that is legible and well-presented, written either by hand or in digital format

• work independently to produce written work that is legible and well-presented, written either by hand or in digital format

• choose to publish written work in handwritten form or in digital format independently

• participate in teacher conferences with teachers recording progress and noting new learning goals; self-monitor and take responsibility for improvement

• participate in teacher conferences with teachers recording progress and noting new learning goals; self-monitor and take responsibility for improvement

• work cooperatively with a partner to discuss and improve each other’s work, taking the roles of authors and editors

• work cooperatively with a partner to discuss and improve each other’s work, taking the roles of authors and editors

• use written language as a means of reflecting on their own learning

• identify and describe elements of a story—setting, plot, character, theme

• locate, organize, synthesize and present written information obtained from a variety of valid sources

• use a range of tools and techniques to produce written work that is attractively and effectively presented

Conceptual understanding

We collect information to make sense of the world around us.

Organizing objects and events helps us to solve problems.

Conceptual understanding

Events in daily life involve chance.

Objects and events can be organized in different ways.

Conceptual understanding

Information can be expressed as organized and structured data.

Some events in life are more likely to happen to others.

Conceptual understanding

Data can be collected, organized, displayed and analysed in different ways.

Different graph forms highlight different aspects of data more efficiently.

Probability can be based on experimental events in daily life.

Probability can be expressed in numerical notations.

Conceptual understanding

Data can be presented effectively for valid interpretation and communication.

Range, mode, median and mean can be used to analyse statistical data.

Probability can be represented on a scale between 0-1 or 0%-100%.

The probability of an event can be predicted theoretically.

Learning outcomes

When constructing meaning learners:

• understand that sets can be organized by different attributes
• understand that information about themselves and their surroundings can be obtained in different ways
• discuss chance in daily events (impossible, maybe, certain)

Learning outcomes

When constructing meaning learners:

• understand that sets can be organized by one or more attributes
• understand that information about themselves and their surroundings can be collected and recorded in different ways
• understand the concept of chance in daily events (impossible, less likely, maybe, most likely, certain)

Learning outcomes

When constructing meaning learners:

• understand that sets can be organized by one or more attributes
• understand the concept of chance in daily events (impossible, less likely, maybe, most likely, certain)
• understand that data can be collected, displayed and interpreted using simple graphs, for example, bar graphs, line graphs
• understand that scale can represent different quantities in graphs
• understand that one of the purposes of a database is to answer questions and solve problems

Learning outcomes

When constructing meaning learners:

• understand that data can be collected, displayed and interpreted using simple graphs, for example, bar graphs, line graphs
• understand that scale can represent different quantities in graphs
• understand that the mode can be  used to summarize a set of data
• understand that one of the purposes of a database is to answer questions and solve problems
• understand that probability is based on experimental events

Learning outcomes

When constructing meaning learners:

• understand that the mode can be  used to summarize a set of data
• understand that different types of data have special purposes
• understand that mode, median, mean and range can be used to summarize a set of data
• understand that probability can be expressed in percent (0%-100%)

When transferring meaning into symbols learners:

• represent information through pictographs and tally marks
• sort and label real objects by attributes

When transferring meaning into symbols learners:

• represent information through pictographs and tally marks
• collect and represent data in different types of graphs, for example, tally marks, bar graphs

When transferring meaning into symbols learners:

• collect and represent data in different types of graphs, for example, tally marks, bar graphs
• represent the relationship between objects in sets using tree, Venn and Carroll diagrams
• express the chance of an event happening using words or phrases (impossible, less likely, maybe, most likely, certain)

When transferring meaning into symbols learners:

• express the chance of an event happening using words or phrases (impossible, less likely, maybe, most likely, certain)
• collect, display and interpret data using simple graphs, for example, bar graphs, line graphs
• identify, read and interpret range and scale on graphs
• identify the mode of a set of data

When transferring meaning into symbols learners:

• express the chance of an event happening using words or phrases (impossible, less likely, maybe, most likely, certain)
• collect, display and interpret data using simple graphs, for example, bar graphs, line graphs
• identify, describe and explain the range, mode, median and mean in a set of data
• express probabilities using percent (0%-100%)

When applying with understanding learners:

• create pictographs and tally marks
• create living graphs using real objects and people*
• describe real objects and events by attributes

When applying with understanding learners:

• create pictographs and tally marks
• create living graphs using real objects and people*
• describe real objects and events by attributes
• collect, display and interpret data for the purpose of answering questions
• create a pictograph and sample bar graph of real objects and interpret data by comparing quantities (for example, more, fewer, less than, greater than)

When applying with understanding learners:

• collect, display and interpret data for the purpose of answering questions
• use tree, Venn or Carroll diagram to explore relationships between data
• identify and describe chance in daily events (impossible, less likely, maybe, most likely, certain)
• select appropriate graph form(s) to display data
• interpret range and scale on graphs
• use probability to determine mathematically fair and unfair games and to explain possible outcomes
• express probability using simple fractions

When applying with understanding learners:

• identify and describe chance in daily events (impossible, less likely, maybe, most likely, certain)
• design a survey and systematically collect, organize and display data in pictographs and bar graphs
• select appropriate graph form(s) to display data
• interpret range and scale on graphs
• use probability to determine mathematically fair and unfair games and to explain possible outcomes
• express probability using simple fractions

When applying with understanding learners:

• identify and describe chance in daily events (impossible, less likely, maybe, most likely, certain)
• select appropriate graph form(s) to display data
• express probability using simple fractions
• design a survey and systematically collect, record, organize and display the data in a bar graph, circle graph, line graph
• identify, describe and explain the range, mode, median and mean in a set of data

Notes

Units of Inquiry will be rich in opportunities for collecting and organizing information. It may be useful for the teacher to provide scaffolds, such as questions for exploration, and the modeling of graphs and diagrams.

*Living graphs refer to data that is organized by physically moving and arranging students or actual materials in such a way as to show and compare quantities.

Notes

An increasing number of computer and web-based applications are available that enable learners to manipulate data in order to create graphs.

Students should have a lot of experience of organizing data in a variety of ways and of talking about the advantages and disadvantages of each. Interpretations of data should include the information that cannot be concluded as well as that which can. It is important to remember that the chosen format should illustrate the information without bias.

Notes

Using data that has been collected and saved is a simple way to begin discussing the mode. A further extension of mode is to formulate theories about why a certain choice is the mode.

Students should have the opportunity to use databases, ideally, those created using data collected by students then entered into a database by the teacher or together.

Notes

A database is a collection of data, where the data can be displayed in many forms. The data can be changed at any time. A spreadsheet is a set out in a table. Using a common set of data is a good way for students to start to set up their own databases. A unit of inquiry would be excellent source of common data for student practice.

Conceptual understanding

Measurement involves comparing objects and events.

Events can be ordered and sequenced.

Conceptual understanding

Objects have attributes that can be measured using non-standard units.

Standard units allow us to have a common language identity, compare, order and sequence objects and events.

We use tools to measure the attributes of objects and events.

Conceptual understanding

Standard units allow us to have a common language identity, compare, order and sequence objects and events.

We use tools to measure the attributes of objects and events.

Estimation allows us to measure with different levels of accuracy.

Conceptual understanding

Objects and events have attributes that can be measured using appropriate tools.

Relationships exist between standard units that measure the same attributes.

Conceptual understanding

Accuracy of measurements depends on the situation and the precision of the tool.

Conversion of units and measurements allow us to make sense of the world we live in.

A range of procedures exists to measure different attributes of objects and events.

Learning outcomes

When constructing meaning learners:

• understand that attributes of real objects can be compared and described, for example, longer, shorter, heavier, empty, full, hotter, colder
• understand that events in daily routines can be described and sequenced, for example, before, after, bedtime, storytime, today, tomorrow

Learning outcomes

When constructing meaning learners:

• understand that attributes of real objects can be compared and described, for example, longer, shorter, heavier, empty, full, hotter, colder
• understand that events in daily routines can be described and sequenced, for example, before, after, bedtime, storytime, today, tomorrow
• understand the use of standard units to measure, for example, length, mass, money, time, temperature
• understand that tools can be used to measure
• understand that calendars can be used to determine the date, and to identify and sequence days of the week and months of the year
• understand that time is measured using universal units of measure, for example, years, months, days, hours, minutes and seconds

Learning outcomes

When constructing meaning learners:

• understand the use of standard units to measure, for example, length, mass, money, time, temperature
• understand that tools can be used to measure
• understand that calendars can be used to determine the date, and to identify and sequence days of the week and months of the year
• understand that time is measured using universal units of measure, for example, years, months, days, hours, minutes and seconds
• understand the use of standard units to measure perimeter, area and volume

Learning outcomes

When constructing meaning learners:

• understand that measures can fall between numbers on a measurement scale, for example, 3½ kg, between 4cm and 5cm
• understand relationships between units, for example, meters, centimeters and millimeters
• understand an angle as a measure of rotation
• understand procedures for finding area, perimeter and volume
• understand unit conversions within measurement system (metric or customary)

Learning outcomes

When constructing meaning learners:

• understand that measures can fall between numbers on a measurement scale, for example, 3½ kg, between 4kg and 5kg
• understand relationships between units, for example, meters, centimeters and millimeters
• understand an angle as a measure of rotation
• understand procedures for finding area and perimeter
• understand unit conversions within measurement system (metric or customary)

When transferring meaning into symbols learners:

• identify, compare and describe attributes of real objects, for example, longer, shorter, heavier, empty, full, hotter, colder
• compare the length, mass and capacity of objects using non-standard units
• identify, describe and sequence events in their daily routine, for example, before, after, bedtime, storytime, today, tomorrow

When transferring meaning into symbols learners:

• identify, compare and describe attributes of real objects, for example, longer, shorter, heavier, empty, full, hotter, colder
• estimate and measure objects using standard units of measurement: length, mass, capacity, money and temperature
• read and write the time to the hour, half hour and quarter hour
• estimate and compare lengths of time: second, minute, hour, day, week and month

When transferring meaning into symbols learners:

• estimate and measure objects using standard units of measurement: length, mass, capacity, money and temperature
• estimate and measure using standard units of measurement: perimeter, area, and volume
• read and write the time to the hour, half hour and quarter hour
• estimate and compare lengths of time: second, minute, hour, day, week and month

When transferring meaning into symbols learners:

• estimate and measure using standard units of measurement: perimeter, area, and volume
• describe measures that fall between numbers on a scale
• read and write digital and analogue time on 12-hour and 24-hour clocks
• use decimal and fraction notation in measurement, for example, 3.2cm, 1.47kg, 11/2 miles
• measure and construct angles in degrees using a protractor
• carry out simple unit conversions within a system of measurement (metric or customary)

When transferring meaning into symbols learners:

• develop and describe formulas for finding perimeter, area and volume
• use decimal and fraction notation in measurement, for example, 3.2cm, 1.47kg, 11/2 miles
• read and interpret scales on a range of measuring instruments
• measure and construct angles in degrees using a protractor
• carry out simple unit conversions within a system of measurement (metric or customary)

When applying with understanding learners:

• describe observations about events and objects in real-life situations
• use non-standard units of measurement to solve problems in real-life situations involving length, mass and capacity

When applying with understanding learners:

• describe observations about events and objects in real-life situations
• use non-standard units of measurement to solve problems in real-life situations involving length, mass and capacity
• use standard units of measurement to solve problems in real-life situations involving length, mass, capacity, money and temperature

When applying with understanding learners:

• use standard units of measurement to solve problems in real-life situations involving length, mass, capacity, money and temperature
• use measures of time to assist with problem solving in real-life situations
• use timelines in units of inquiry and other real-life situations.

When applying with understanding learners:

• use standard units of measurement to solve problems in real-life situations involving perimeter, area and volume
• select appropriate tools and units of measurement
• select and use appropriate units of measurement and tools to solve the problems in real-life situations
• use decimal and fractional notation in measurement, for example, 3.2cm, 1.47kg, 11/2 miles
• use timetables and schedules (12-hour and 24-hour clocks) in real-life situations

When applying with understanding learners:

• use standard units of measurement to solve problems in real-life situations involving perimeter and area
• select appropriate tools and units of measurement
• select and use appropriate units of measurement and tools to solve the problems in real-life situations
• use decimal and fractional notation in measurement, for example, 3.2cm, 1.47kg, 11/2 miles
• use timetables and schedules (12-hour and 24-hour clocks) in real-life situations