Yearly Curriculum Overview 2013-2014 KG4:

Calendar
September/ October Approximately 6/8 weeks November/ December Approximately 6/8 weeks January/ February Approximately 6/8 weeks April/ May Approximately 6/8 weeks May/ June Approximately 6/8 weeks

Transdisciplinary themes Subjects & Strands

An Inquiry into:

An Inquiry into:

An Inquiry into:

An Inquiry into:

Creative Curriculum

Who We Are

Where We Are In Place & Time

An exploration of our orientation in place and time; of our personal histories; of history and geography from local and global perspectives; of our homes and journeys; of the discoveries, explorations and migrations of humankind; of the contributions of individuals and civilizations.

Sharing The Planet

How We Express Ourselves

Beginning the year

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

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

An exploration of the ways in which we discover and express our nature, ideas, feelings, beliefs and values through language and the arts.

Central Idea

We are starting the year by learning about our community.

Our relationships with each other have an impact on everyones well-being.

Our family homes relate to where we live in the world.

Children worldwide help the Earth by reusing reducing and recycling materials. Learners: -follow verbal directions of multiple steps -begin to incorporate new vocabulary into daily classroom language -answer questions with an answer related to the topic -show their understanding that visual messages influence our behaviour -uses books and simple reference books, commenting on the information being conveyed

Stories can engage an audience and communicate meaning.

Language-English
Listening and speaking

Learners: - use gestures, actions, body language and/or words to communicate needs and to express ideas - name classmates, teachers and familiar classroom and playground objects -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

Learners: -begin to use appropiate language during communication with others -tell their own stories using words, gestures, and objects/ artifacts -talk about their own feelings in response to visual messages; show empathy for the way others might feel - select and incorporate colours, shapes, symbols and images into visual presentations

Learners: -begin to use long, more complex sentences and follow some grammatical rules. -understand simple questions and respond with actions or words

Learners: -retell a familiar story in proper sequence, including major events and characters -retell the plot of a story in sequence without prompting

Viewing & Presenting

-use a variety of implements to practise and develop handwriting and presentation skills -observe and discuss illustrations in picture

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

Reading

-recognize their own first name -distinguish between pictures and written text, for example, can point to a picture when asked

- show empathy for characters in a story -listen attentively and respond to stories read aloud

- begin to know some features of a book (title, author, illustrator) - express opinions about the meaning of a story

-begin to use various types of books for their intended purposes show understanding that a sequence of letters represents a sequence of spoken sounds

-pretend to read, reciting language that closely matches the text on each page using reading-like intonation - identify story-related problems, events, and resolutions during conversations with an adult -listen and respond to shared books (enlarged texts), observing conventions of print, according to the language of instruction. -participate in shared writing, observing the teachers writing and making suggestions Learners: -begin to use acceptable language and social rules during communication with others -retell the plot of a story in sequence without prompting -retell a familiar story in proper sequence, including major events and characters

Writing

-use their own experience as a stimulus when drawing and writing. -begin to discriminate between letters/characters, numbers and symbols.

-experiment with writing using different writing implements and media. -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. -write name accurately (may use a combination of upper-and lower case letters)

-choose to write as play, or in informal situations, for example, filling in forms in a pretend post office, writing a menu or wish list for a part -write to convey meaning using early invented spelling

Language-Arabic
Listening and speaking

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 -name classmates, teachers and familiar classroom and playground objects -attend to visual

Learners: -interact effectively with peers and adults in familiar social settings -tell their own stories using words, gestures, and objects/ artifacts

Learners: -realize that people speak different languages -use the mother tongue (with translation, if necessary) to express needs and explain ideas -respond appropriately to complex statements, questions, vocabulary, and stories -follow detailed, instructional, multistep directions -make personal

Learners: -begin to incorporate new, less- familiar, or technical words in everyday conversations -begin to pronounce multisyllabic or unusual words correctly -begin to use long, complex sentences and follow most grammatical rules

Viewing & Presenting

-attend to visual

-select and incorporate

-connect 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

information showing understanding through discussion, role play, illustrations

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

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

information with their own experiences to construct their own meaning, for example, when taking a trip -use body language in mime and role play to communicate ideas and feelings visually -realize that shapes, symbols and colours have meaning and include them in presentations -observe and discuss illustrations in picture books and simple reference books -show awareness of various features of print: letters, words, spaces, upper- and lowercase letters, some punctuation -identify story-related problems, events, and resolutions during conversations with an adult

Reading

-enjoy listening to stories choose and read picture books for pleasure -locate and respond to aspects of interest in selfselected texts (pointing, examining pictures closely, commenting) -show curiosity and ask questions about pictures or text -experiment with writing using different writing implements and media -choose to write as play, or in informal situations, for example, filling in forms in a pretend post office, writing a menu or wish list for a party

-participate in shared reading, joining in with rhymes, refrains and repeated text as they gain familiarity make connections to their own experience when listening to or reading texts

-indicate printed text where the teacher should start reading -decide whether two words rhyme -match beginning sounds of some words

- begin to verbally separate and blend onset and rime -begin to identify and name 1120 upper- and 1120 lowercase letters when presented in random order -show understanding that a sequence of letters represents a sequence of spoken sounds -write their own name independently. -write name accurately (may use a combination of upper- and lowercase letters)

Writing

-show an awareness of soundsymbol relationships and begin to recognize the way that some familiar sounds can be recorded

-begin to discriminate between letters/characters, numbers and symbols

write to convey meaning using early invented spelling -use a variety of implements to practise and develop handwriting and presentation skills

Mathematics
Data handling

Learners: -collect and organise real objects into different groups -make living graphs

Learners: - understand the concept of chance in daily events -understand that information about themselves and their surroundings can be obtained in different ways -understand that calendars can be used to determine: date, days of the week, months of the year. -can identify, describe and sequence events in their daily life -sort, describe, label and compare 3-D shapes. -describe position and direction

Learners: -gather data in different ways -displaying data using simple graphs

Learners: -collect, interpret and display data using a variety of simple graphs -represents information through pictographs and tally marks

Learners: -identify and describe real objects by their attributes. -show and compare quantities

Measurement

-understanding that measurement involves comparing objects and events. ia -understand that attributes of real objects can be compared and described -understand that common language can be used to describe position and direction. -sort, describe, label and compare 2D shapes.

-use tools to measure things. -comparing objects using descriptives

-describe observations about events and objects in real-life -comparing using nonstandard units

-using non- standard units of measurement to solve problems in real-life situations.

Shape & Space

-explore spatial relationships -explore and describe the paths, regions and boundaries of their immediate environment

-explore shape and space in direct kinesthetic manner through play, construction and movements

-understand that 2D shapes are the faces of 3D shapes -understand that 2D and 3D shapes have characteristics that can be described and compared -can interpret and record patterns that have been made -can get peers to create and share patterns to be understood and used in play and work -use simple fraction names in real-life situations -work with estimation

Pattern & Function

-find patterns and sequences occur in every day situations -understand that patterns can be described in various ways using actions, symbols, drawings. -counting 1-5 (10) songs, games, rhymes. - begin to understand simple 1 to 1 correspondence

-patterns in numbers for example: odd, even, skip counting -understand that patterns repeat and grow

-can extend patterns -can create own patterns with increasing difficulty

-can use a range of manipulatives to explore further patterns

Number

-count to determine the number of objects in a set -use number words and numerals to represent quantities in real-life situations

--recognise groups of zero to five objects or more without counting -use the language of Mathematics to compare quantities

-read, write and order numbers 1-10 or beyond -number recognition: in the environment, in addresses etc

Problem solving

-counting and sorting objects 0-5 -incidental counting

-introduce adding with stories , songs and games -introduce subtracting with stories, songs and games.

-counting 1 more and 1 less -concrete experience with part and whole

-part- whole relationships with partners and concrete objects -working with equal, partwhole

-solving simple number stories -create, act out and solve number stories

Science
Materials & Matter Earth & Space Living things Investigations

Learners: -establish vocabulary for exploration

Learners: -increasing vocabulary for exploration

Learners: Living things -observe carefully in order to gather data -carry out some science experiments; observing

Learners: Materials & Matter: -identify or generate a question or problem to be explored Earth & Space: -manipulate materials to re-new use -carry out little science experiments; observing Learners: -identify roles, rights and responsibilities in society -discuss why rules are important in society

Learners: -use research skills to explore

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

Learners: -identify roles, rights and responsibilities in immediate world around them. - at school in the family. -place events from his or her life in chronological order - using personal photos

Learners: -identify changes he or she has undergone from birth to present - discuss with classmates. -formulate and ask questions about self and family in past present and future.

Learners: -talk about the different ways in which family history can be documented. -use primary sources to identify reasons for documenting family history.

Learners: - discuss and assess the accuracy, validity and the possible bias of sources -orientate in relations to place and time

PE

Learners:

Learners:

Learners:

Learners:

Learners:

Identity; Responsibility Active living; Fitness Interactions; Concepts & Principles Motor skill development The Arts Visual Arts Creating

-begin to understand rules. -begin to understand spatial awareness. -focus on being communicators & openminded. -are able to run, walk, and stop on command.

-begin to follow instructions. -begin to balance. -focus on cooperation & enthusiasm. -are able to balance.

-begin to ball play. -can toss underhand and overhand. -focus on respect & appreciation. -are able to toss & catch.

-can explore different movements. -begin to explore more complex movements. -focus on respect & appreciation. -are able to jump, hop, skip, leap and gallop.

-use movements that complement stories in class. -begin to listen to pace of songs and move accordingly. -focus on creativity & confidence. -are able to kick and stop the ball with their feet.

Learners: -design self- portrait -use pencil and pastel Color unit Color wheel Color wheel pizza tape painting Skills: -learn the importance of color The importance of mixing colors. How to look after paint and tools. Art History Miro and Mondrian -engage with , and enjoy a variety of arts experiences

Learners: Line -line painting(working in pairs together) -line drawing -line sculpture Skills -use a ruler -draw different kinds of line -names of line Art history Yellens James

Learners: -Shape Home - create their own home talk about what shapes can be used. Learn about foreground, mid-ground, back-ground. -create a dream home or a dream home for an animal sculpture (think about shapes that are being used) Skills: -Clay skills; draw, plan, shape review, reflect. Art history architecture -identify the materials and processes used in the creation of an artwork. -engage with , and enjoy a variety of arts experiences -select tools, materials and processes for specific purposes. -create artwork in response to a range of stimuli

Learners: Texture -make a giant animal or robot from re-used materials. -make prints from re-used materials. Skills -learn about texture, mixed media, cooperation, planning and outcomes. -Re-use nature art Sand garden, shell art Art history Environmental artists -engage with , and enjoy a variety of arts experiences -realize that their artwork has meaning. -create artwork in response to a range of stimuli -participate in

Learners: -create something to link with the stories in class. -engage with , and enjoy a variety of arts experiences -Create artwork in response to a range of stimuli

-engage with , and enjoy a variety of arts experiences -create artwork in response to a range of stimuli

collaborative creative experiences.

Responding

-learn about Mona Lisa who is she lets sit like her -Essential agreements -show their work and one positive comment is made about it. -respond to Miro and Mondrian works of art (thumbs up thumbs down) -show curiosity and asks questions about artworks. Learners: -explore own and others voices (what can I do with my voice? What can others do with theirs?) -explore body movements -explore sounds you can make with your body

-fill out a self-evaluation rubric regarding working collaboratively. -Respond to art work by Yellena James, Hundertwasser. -respond to their own art. What and what they like about their own work of art.

-talk about what is in their dream home and why they chose to do it that way (Communicator). -make personal connections to artworks.

-look at artists who use recycled materials. -describes what they notice about an artwork. -creates artwork in respond to a variety of stimuli

-use what was made in art for an authentic activity in class. -make personal connections to artworks. -identify the materials and processes used in the creation of an artwork

Music Creating

Learners: -sing winter songs -find and keep steady beat Movements to heavy/light music

Learners: -practice for concert Performance -sing Farm yard songs

Learners: -recognize Fast/Slow (Allegro/Lento) -recognize High/Low -recognize Loud/Soft (F/P) -recognize Short/Long (Staccato/Legato) -recognize Happy/Sad -read and perform quarter and eight notes Learners: -create roles in response to props, set and costumes

Learners: -know Solfege Read and perform rhythms -explore dances from around the world -sing songs from around the world

Drama and Dance Creating

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

Learners: -communicate and express feelings through body movements

Learners: -explore familiar roles, themes and stories dramatically

Learners: -interpret and communicate feeling, experience and narrative through dance -describe the ideas and feelings communicated through body movements

Responding

-display audience etiquette and appropriate responses such as watching, listening and responding to favourite parts of the performance Learners:

-talk about ideas and feelings in response to dramatic performances

-use drama performance to tell stories about people and events from various cultures, including their own

-use materials to symbolically show location and character

ICT

Learners:

Learners:

Learners:

Learners:

-interact with calendar on Promethean Board (Starfall)

-recognize and drag letters of the alphabet on the Promethean Board

-mark attendance on Promethean Board -apply I-pad safety agreements and begin to play simple games Learners: -listen to, view and read fiction and nonfiction books to do with homes

-use Promethean board and I-Pads for interactive games and work in Language and Mathematics Learners: -understand features of books: author, illustrator, title -examine books that show illustrations using a variety of materials e.g. collages -view books about recycling, reusing and reducing

-take photos with I-pads which will be used for performances

Library

Learners: -learn how to handle books; listen to, discuss and explore books about numbers and letters

Learners: -apply library rules and routines. How to properly borrow and care for library materials -read a variety of stories and discuss ways to be a good friend -learn how we can view pictures to retell and sequence stories

Learners: -discuss characters and settings in plays -connect to personal experiences