Yearly Curriculum Overview 2013-2014 KG5:

Calendar
September/ October Approximately 5/6 weeks November/ December Approximately 5/6 weeks January/ February Approximately 5/6 weeks February/ March Approximately 5/6 weeks April/ May Approximately 5/6 weeks May/ June Approximately 5/6 weeks

Transdisciplinary themes Subjects & Strands

An Inquiry into:

An Inquiry into:

An Inquiry into:

An Inquiry into:

An Inquiry into:

An Inquiry into:

Who We Are

Sharing The Planet

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.

How We Organize Ourselves

An exploration of human systems and communities; of the world of work, its nature and its value; of employment and unemployment and their impact.

How The World Works

How We Express Ourselves

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

An 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 physical and material world; of natural and humanmade phenomena; of the world of science and technology.

Central Idea

Our family and our community help shape our identity.

The ocean and its populations are a vital element of our lives.

Exploring diversity of people and animals enables us to understand differences and accept change.

We share used materials with others to prolong their value.

The properties of materials can impact how people use them.

We can express our uniqueness, abilities and feelings in many creative ways

Language-English
Listening and speaking

Learners:
-name classmates, teachers and familiar classroom and playground objects -listen and respond in small or large groups for increasing periods of time -memorize and join in with poems, rhymes and songs

Learners:
-listen and respond in small or large groups for increasing periods of time -memorize and join in with poems, rhymes and songs -distinguish beginning, medial and ending sounds of words

Learners:
-tell their own stories using words, gestures, and objects/ artifacts -distinguish beginning, medial and ending sounds of words with increasing accuracy -talk about the stories, writing, pictures and models they have created

Learners:
-tell their own stories using words, gestures, and objects/ artifacts -distinguish beginning, medial and ending sounds of words with increasing accuracy -use own grammar style as part of the process of developing grammatical awareness -talk about the stories, writing, pictures and models they have created -explore books and simple reference books, commenting

Learners:
-distinguish beginning, medial and ending sounds of words with increasing accuracy -begin to use own grammar style as part of the process of developing grammatical awareness -follow two-step directions

Learners:
-use own grammar style as part of the process of developing grammatical awareness -follow two-step directions

Viewing & Presenting

-attend to visual information showing understanding through play,

-observe visual cues that indicate context; show understanding

-chose books and simple reference books, commenting

read books and simple reference books, commenting on the

-connect visual information with their own experiences to construct their own

gestures, facial expression -reveal their own feelings in response to visual presentations, for example, by showing amusement, curiosity, surprise -attend to visual information showing understanding through discussion, role play, illustrations -talk about their own feelings in response to visual messages; show empathy for the way others might feel -relate to different contexts presented in visual texts according to their own experiences, for example, That looks like my uncles farm.

by matching pictures with context -recognize familiar signs, labels and logos -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 -select and incorporate colors, shapes, symbols and images into visual presentations -show appreciation of illustrations in picture books by selecting and -locate and use appropriate ICT iconography to activate different devices, for example, computer games, CD player, television - rereading familiar books, focusing on favorite pages

on the information being conveyed -recognize ICT iconography and follow prompts to access programs or activate devices -become aware of the use and organization of visual effects to create a particular impact, for example, dominant images show what is important in a story -observe visual images and begin to appreciate, and be able to express, that they have been created to achieve particular purposes.

on the information being conveyed -recognize ICT iconography and follow prompts to access programs or activate devices -become aware of the use and organization of visual effects to create a particular impact, for example, dominant images show what is important in a story -observe visual images and begin to appreciate, and be able to express, that they have been created to achieve particular purposes.

information being conveyed -recognize ICT iconography and follow prompts to access programs or activate devices -become aware of the use and organization of visual effects to create a particular impact, for example, dominant images show what is important in a story -observe visual images and begin to appreciate, and be able to express, that they have been created to achieve particular purposes.

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 colors have meaning and include them in presentations -explore books and simple reference books, commenting on the information being conveyed -recognize ICT iconography and follow prompts to access programs or activate devices

Reading

-show curiosity and ask questions about pictures or text -distinguish between pictures and written

-participate in guided reading situations, observing and applying reading behaviors and

-participate in guided reading situations, observing and applying reading behaviors and

-participate in guided reading situations, observing and applying reading behaviors and

-participate in guided reading situations, observing and applying reading behaviors and

-participate in guided reading situations, observing and applying reading behaviors and

text, for example, can point to a picture when asked -handle books, showing an understanding of how a book works, for example, cover, beginning, directional movement, end Writing -differentiate between illustrations and written text -listen and respond to shared books (enlarged texts), observing conventions of print, according to the language(s) of instruction -write their own name independently. - use a variety of implements to practice and develop handwriting skills -create illustrations to match their own written text

interacting effectively with the group -understand sound symbol relationships and recognize familiar sounds/symbols/ words of the language community

interacting effectively with the group

interacting effectively with the group

interacting effectively with the group

interacting effectively with the group

-begin to discriminate between letters/characters, numbers and symbols -demonstrate an awareness of the conventions of written text, for example, sequence, spacing, directionality -locate and use appropriate ICT iconography to activate different devices, for example, computer games, CD player, television

-demonstrate an awareness of the conventions of written text, for example, sequence, spacing, directionality -form letters/characters conventionally and legibly, with an understanding as to why this is important within a language community -locate and use appropriate ICT iconography to activate different devices, for example, computer games, CD player, television

-demonstrate an awareness of the conventions of written text, for example, sequence, spacing, directionality -form letters/characters conventionally and legibly, with an understanding as to why this is important within a language community -locate and use appropriate ICT iconography to activate different devices, for example, computer games, CD player, television

-demonstrate an awareness of the conventions of written text, for example, sequence, spacing, directionality -form letters/characters conventionally and legibly, with an understanding as to why this is important within a language community -locate and use appropriate ICT iconography to activate different devices, for example, computer games, CD player, television

-demonstrate an awareness of the conventions of written text, for example, sequence, spacing, directionality -form letters/characters conventionally and legibly, with an understanding as to why this is important within a language community -locate and use appropriate ICT iconography to activate different devices, for example, computer games, CD player, television

Language-Arabic
Listening and speaking

Learners:
-distinguish beginning, medial and ending sounds of words with increasing accuracy

Learners:
-tell their own stories using words, gestures, and objects/ artifacts

Learners:
-use own grammar style as part of the process of developing grammatical awareness

Learners:
-understand simple questions and respond with actions or words

Learners:
- listen and respond in small or large groups for increasing periods of time -memorize and join in with poems, rhymes and songs

Learners:
-talk about the stories, writing, pictures and models they have created

Viewing & Presenting

- attend to visual information showing understanding through play, gestures, facial expression - reveal their own feelings in response to visual presentations, for example, by showing amusement, curiosity, surprise

-make personal connections to visual texts, for example, a picture book about children making friends in a new situation -use body language to communicate and to convey understanding, for example, pointing, gesturing, facial expressions -select and incorporate colors, shapes, symbols and images into visual presentations

-show appreciation of illustrations in picture books by selecting and rereading familiar books, focusing on favorite pages -locate and use appropriate ICT iconography to activate different devices, for example, computer games, CD player, television -locate familiar visual texts in magazines, advertising catalogues, and connect them with associated products

-show their understanding that visual messages influence our behavior -connect visual 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 colors have meaning and include them in presentations

-explore books and simple reference books, commenting on the information being conveyed -recognize ICT iconography and follow prompts to access programs or activate devices -listen to terminology associated with visual texts and understand terms such as color, shape, size. -observe visual images and begin to appreciate, and be able to express, that they have been created to achieve particular purposes -understand sound symbol relationships and recognize familiar sounds/symbols/ words of the language community

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

-make connections to their own experience when listening to or reading texts

-begin to discriminate between visual representations such as symbols, numbers, ICT iconography, letters and words -recognize their own first name -show an awareness of soundsymbol relationships and begin to recognize the way that some familiar sounds can be recorded

-show empathy for characters in a story -distinguish between pictures and written text, for example, can point to a picture when asked

-participate in guided reading situations, observing and applying reading behaviors and interacting effectively with the group

-indicate printed text where the teacher should start reading

Writing

- listen and respond to shared books (enlarged texts), observing conventions of print, according to the language(s) of instruction

-create illustrations to match their own written text

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

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

-write their own name independently.

Mathematics

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

-collect and organize data to create classconstructed tally charts, tables, and bar graphs. -describe and use measures of time periods relative to a day and week; identify tools that measure time. -identify and describe plane and solid figures including circles, triangles, squares, rectangles, spheres, and cubes -extend, describe, and create visual, rhythmic, and movement patterns; use rules, which will lead to functions, to sort, make patterns, and play Whats My Rule? and other games

-use graphs to answer simple questions. -describe events using certain, possible, impossible, and other basic probability terms. -describe and use measures of time periods relative to a day and week; identify tools that measure time -use nonstandard tools and techniques to estimate and compare weight and length; identify standard measuring tools -identify shapes having line symmetry -extend, describe, and create visual, rhythmic, and movement patterns; use rules, which will lead to functions, to sort, make patterns, and play Whats My Rule? and other games -count 20 or more objects; estimate the number of objects in a collection -compare and order whole numbers up to 20 -use manipulatives, number lines, and mental arithmetic to solve problems

-collect and organize data to create classconstructed tally charts, tables, and bar graphs -use graphs to answer simple questions. -describe events using certain, possible, impossible, and other basic probability terms. -describe and use measures of time periods relative to a day and week; identify tools that measure time -identify shapes having line symmetry -extend, describe, and create visual, rhythmic, and movement patterns; use rules, which will lead to functions, to sort, make patterns, and play Whats My Rule? and other games -compare and order whole numbers up to 20

-collect and organize data to create classconstructed tally charts, tables, and bar graphs -use graphs to answer simple questions. -describe events using certain, possible, impossible, and other basic probability terms -describe and use measures of time periods relative to a day and week; identify tools that measure time -identify pennies, nickels, dimes, quarters, and dollar bills -identify and describe plane and solid figures including circles, triangles, squares, rectangles, spheres, and cubes -extend, describe, and create visual, rhythmic, and movement patterns; use rules, which will lead to functions, to sort, make patterns, and play Whats My Rule? and other games -count on by 1s to 100; count on by 2s,

-collect and organize data to create classconstructed tally charts, tables, and bar graphs -use graphs to answer simple questions. -identify pennies, nickels, dimes, quarters, and dollar bills -describe and use measures of time periods relative to a day and week; identify tools that measure time -identify and describe plane and solid figures including circles, triangles, squares, rectangles, spheres, and cubes -read and write expressions and number sentences using the symbols -, +,= -count on by 1s to 100; count on by 2s, 5s, and 10s and count back by 1s with number grids, number lines, and calculators -identify join and takeaway situations

-collect and organize data to create classconstructed tally charts, tables, and bar graphs -use graphs to answer simple questions. -describe events using certain, possible, impossible, and other basic probability terms -describe and use measures of time periods relative to a day and week; identify tools that measure time -read and write expressions and number sentences using the symbols -, +,= -model numbers with manipulatives; use manipulatives to exchange 1s for 10s and 10s for 100s; recognize that digits can be used and combined to read and write numbers; read numbers up to 30. -use manipulatives, number lines, and mental arithmetic to solve problems involving the addition and subtraction of single-digit whole numbers; demonstrate

involving the addition and subtraction of single-digit whole numbers; demonstrate appropriate fluency with addition and subtraction facts within 5

5s, and 10s and count back by 1s with number grids, number lines, and calculators

appropriate fluency with addition and subtraction facts within 5 --identify join and take-away situations

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

Learners:
-learn about the different areas of the world and where we come from -use Google earth as a resource used in this inquiry -investigate family traditions and compare and contrast them in a variety of activities

Learners:
-focus on living and non-living things during a unit of the ocean and its habitats

Learners:
-develop questions and make predictions

Learners:
-observe basic characteristics or properties of objects

Learners:
-explore the different states of matter through a variety of cooking activities

Learners:
-focus on exploring different states of matter -build a variety of kinesthetic materials and inquire into the concepts of forces, motion and energy

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

Learners:
-explore how our family and our community help shape our identity -write family stories and share celebrations and traditions

Learners:
-focus on the beauty of the ocean and how to look after the ocean by preventing pollution -design posters through group activities -participate in a field trip to the Fish Market as well as the beach

Learners:
-share and express interest in each others cultures

Learners:
-focus on reusing items and prepare a market day where the students had various stalls to sell market day goods. -earn money in USA $; 1s, 5s and 10s

Learners:
-explore the concept of water conservation. -reduce litter and reusing goods and recycling products

Learners:
-inquire into a variety of learning styles and give opportunities to explore different learning styles to identify their preferred learning style. -look at kinesthetic, linguistic, musical and visual learning

PE

Learners:

Learners:

Learners:

Learners:

Learners:

Learners:

Identity; Responsibility Active living; Fitness Interactions; Concepts & Principles Motor skill development

-begin to understand class agreements -begin to understand spatial awareness. ie: playing a tag game without running into fellow classmates -focus on being communicators & open-minded -are able to run, walk, and stop on command. are able to jump, hop, skip, leap and gallop

-begin to follow instructions -begin to balance in different poses and positions, can perform rotations, and landings -focus on displaying appreciation & integrity -are able to balance, toss, and catch, ie:stretching one leg while standing on another

-begin ball/alternative tossing objects play -can toss underhand and overhand into a target or given person -focus on displaying empathy & tolerance -are able toss a given object, ie: bean bag toss into a hula hoop, or bucket, or fellow classmates hands

-begin structured game play, identifying rules, boundaries, and sharing/cooperation -can kick a ball, stop, begin passing a ball with a partner -focus on displaying respect & enthusiasm -trap, kick, stop and control a ball

-begin to demonstrate manipulative skills, jump rope, skip -can skip, move, and hop over jump rope -focus on displaying curiosity & confidence -hop, jump, skip over, under, and through an apparatus such as a jump rope

-begin to demonstrate rhythmic sets & patterns -can dance and follow choreographic moves outlined by teacher -focus on displaying creativity & commitments -demonstrate fundamentals of dancing by displaying coordination, balance movement in dance.

The Arts Visual Arts Creating Learners:

Self Portraits In color and pencil. -focus on putting down on paper what they see in the mirror. -draw giant life size drawings of themselves. -learn or improve skills: outlining, coloring, cutting. Art history Leonardo Davinci Mona Lisa

Learners:
Texture -will make a class a class mural for living and non living things in the ocean. -make a crayon resist painting of the ocean with an overlay of garbage to discuss how they need to be responsible. Skills explore how to make different kinds of texture, painting, cluing, coloring, taping, team work, cooperation. Crayon resist, water color painting, Art History

Learners:
Line -inquire into what lines are and how we use them to draw -create a picture with reference to Huntertwasser Art history -Expose students to a variety of art forms and art and see what their feeling are about it and comments. Talk about critique -engages with, and enjoy a variety of visual arts experiences.

Learners:
-create a piece of artwork with 100 reused items on it. -think of the form that will be put on it Artists that recycle (texture) -make recycled art -explore artists that make a statement about systems skills -creativity, mixing media, how to make a statement with art Art history -realize that their artwork has meaning.

Learners:
Clay sculptures -explore whole process of making clay, ice painting, color, color wheels, shades, painting monochromatic & geometrical shape pictures Skills -Color, paint, make collage, mix paint Art history Pablo Picasso -engages with, and enjoy a variety of visual arts experiences.

Learners:
Art and feelings; -have students make mixed media art work that provokes a feeling. -earn about ways to express our learning through art -review how we have connected in art with our units of inquiry Skills Art history Expose students to a variety of art work and see what emotions are provoked

-engages with, and enjoy a variety of visual arts experiences.

-select tools, materials and processes for specific purposes. -use their imagination and experiences to inform their art making. -take responsibility for the care of tools and materials. -take responsibility for their own and others safety in the working environment. -participate in individual creative experiences.

Scott Christensen -realize that their artwork has meaning. -create artwork in response to a range of stimuli. -engages with, and enjoy a variety of visual arts experiences. -select tools, materials and processes for specific purposes. -Use their imagination and experiences to inform their art making. -take responsibility for the care of tools and materials. -take responsibility for their own and others safety in the working environment. -participate in individual creative experiences. -put murals up in the hallway so that they can be discussed. -talking about our responsibilities to the ocean and what can art say to others? -identify the materials and processes used in the creation of an artwork -experiences different artworks

-select tools, materials and processes for specific purposes. -use their imagination and experiences to inform their art making. -take responsibility for the care of tools and materials. -take responsibility for their own and others safety in the working environment. -participate in individual creative experiences. -participate in collaborative creative experiences

-create artwork in response to a range of stimuli -engages with, and enjoy a variety of visual arts experiences. -select tools, materials and processes for specific purposes. -use their imagination and experiences to inform their art making. -take responsibility for the care of tools and materials. -take responsibility for their own and others safety in the working environment. -participate in individual creative experiences.

-select tools, materials and processes for specific purposes. -use their imagination and experiences to inform their art making. -take responsibility for the care of tools and materials. -take responsibility for their own and others safety in the working environment. -participate in individual creative experiences. -participate in collaborative creative experiences

Whole school mural. -engages with, and enjoy a variety of visual arts experiences. -select tools, materials and processes for specific purposes. -use their imagination and experiences to inform their art making. -take responsibility for the care of tools and materials. -take responsibility for their own and others safety in the working environment. -participate in individual creative experiences -participate in collaborative creative experiences

Responding

-will look at the two and see the similarities and differences between the two techniques. -will use these in class for math activities -experience different artworks -show curiosity and asks questions about artworks -communicate their initial responses to an

-write a response to a piece of art. First smiley faces and then words. -experience different artworks -show curiosity and asks questions about artworks -communicate their initial responses to an artwork in visual, oral or physical modes

-present their art at the 100 day celebration. -earn about environmental artists. -analyse the relationships within an artwork and construct meanings. -make personal connections to artworks -experiences different artworks

-have the artwork out and have students teach KG4 how they did it -make personal connections to artworks -experiences different artworks -shows curiosity and asks questions about artworks -communicate their initial responses to an

-explore what they have learned in our art class that connects with the unit -discuss how we know if we are an artistic learner -make personal connections to artworks -experience different artworks

artwork in visual, oral or physical modes -express opinions about an an artwork -create artwork in response to a variety of stimuli

-show curiosity and asks questions about artworks -communicate their initial responses to an artwork in visual, oral or physical modes -express opinions about an an artwork -create artwork in response to a variety of stimuli

-express opinions about an artwork -create artwork in response to a variety of stimuli

-show curiosity and asks questions about artworks -communicate their initial responses to an artwork in visual, oral or physical modes -express opinions about an an artwork -create artwork in response to a variety of stimuli

artwork in visual, oral or physical modes -express opinions about an an artwork -create artwork in response to a variety of stimuli

-show curiosity and asks questions about artworks -communicate their initial responses to an artwork in visual, oral or physical modes -express opinions about an an artwork -create artwork in response to a variety of stimuli

Music Creating

Learners:
-use Fine/gross motor skills -sing songs and dance about/with body -sing songs about family -establish heir place in the music room take care of each other and the instruments

Learners:
-sing songs about different animals -inquire into how music connect to our lives

Learners:
-learn about dances from around the world -sing songs from around the world

Learners:
-read, write and perform eight, quarter, half notes and quarter rest -learn solfege So Mi La Do (High Do) plus hand signs

Learners:
-recognize Fast/Slow (Allegro/Largo) -recognize High/Low -recognize Loud/Soft (F/P) -recognize Short/Long (Staccato/Legato) -recognize happy/sad (Major/minor) -read, write and perform eight, quarter, half notes and quarter rest -review Solfege

Learners:
-learn about and listen to Mozart and Vivaldi -compose own music

Responding

-listen to songs from the community

- discuss where we use/hear music

-explore how we use voice/music to express ourselves (exploring the voice and body language/music)

Dance Creating

Learners:
-identify with characters through role-play development

Learners:
-engage in imaginative play using a range of stimuli

Learners:
-create movement that explores dimensions of

Learners:
-create roles in response to props, set and costumes

Learners:
-improvise to create various movements for specific purposes

Learners:
-explore basic bodily movements and the use of space

direction, level and shape

Responding

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

-recognize the theme of a dance and communicate their personal interpretation

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

-realize that dramatic conventions are used to craft performance

-respond to dramatic ideas through spoken, visual, auditory and kinesthetic mediums

-identify dance components such as rhythm and use of space in their own and others dance creations

ICT

Learners:
-interact with the Promethean Board and learn the basic uses of using the board

Learners:
-take attendance and centers on the Promethean board -are introduced to Ipad safe use in the classroom -visit the Planetarium to begin the unit

Learners:
-take attendance and centers on the Promethean board -apply I-pad instruction in the classroom

Learners:
-take attendance and centers on the Promethean board. . -use I-pads as an educational center in the classrooms

Learners:
-use Promethean Board for interactive educational purposes

Learners:
-continue to apply new skills when working with Promethean Board and I-pad

Library

Learners:
-listen to and discuss books about families sing a family song; draw a picture of their family.

Learners:
-identify difference between fiction and nonfiction -use nonfiction books to learn about fish -sing song - The Dolphin Family

Learners:
-read stories that help to explore how people and cultures are the same and different -develop an appreciation of ethnic stories -explore characters and settings and discuss their own personal connections

Learners:
-sort and classify things that can be used again -explore fiction and nonfiction books showing reused items

Learners:
-explore different reading materials in the library e.g. board books, magazines, pop up books and how we use them differently, depending on the material from which they are made

Learners:
-demonstrate understanding of a poem by creating a personal response based on their own chosen learning style