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Class/grade: Kindergarten Age group: 5-6 year olds

School: American International School of Mozambique School code: 002357

Title: How We Express Ourselves
Teacher(s): Ana Gil, Paresh Govane, Raana Hibbs, Laura Picardi
Date: W1 October
Proposed duration: 7 weeks PYP planner

1. What is our purpose?

To inquire into the following:
Transdisciplinary theme:
How we express ourselves:
An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in
which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
Central idea:
The arts allow people to express their feelings and ideas.
Summative assessment task(s):
Project S Art Gallery
Students create and reflect upon a piece of art for a gallery. It should share their feelings and ideas. Students will
choose a piece of artwork they have chosen and their persuasive response. Parents will be invited to view the
gallery in the auditorium. November 22nd (Tuesday)
Strategy: Process focused assessment / Tool: Checklist incorporating 5 elements

What are the possible ways of assessing students understanding of the central idea? What evidence, including student-
initiated actions, will we look for?
Students create and reflect upon a piece of art for a gallery. It should share their feelings and ideas. Students will choose a piece of
artwork they have chosen and their persuasive response. Parents will be invited to view the gallery in the auditorium. November 22nd
Strategy: Process focused assessment / Tool: Checklist incorporating 5 elements

2. What do we want to learn?

What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be
emphasised within this inquiry?
Key Concepts: Form, Connection, Responsibility
Related Concepts:
Message, imagination, inspiration, audience, creative process
What lines of inquiry will define the scope of the inquiry into the central idea?
Art as a form of expression
Personal response to artwork
What teacher questions/provocations will drive these inquiries?
What is art? 1 2
What does it mean to express yourself? 1
How can you express yourself? 1 2
Show children different art forms representing Peace (dove, peace symbol, peace book by Todd Parr, poems and paintings, Matisse
Put a piece of paper outside our classes and get people to contribute to it. Question: How does art make you feel?
Invite parents and adults from school to talk about their favourite piece of art form.

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3. How might we know what we have learned?
What are the possible ways of assessing students prior knowledge and skills? What evidence will we look for?
Strategy Open-ended task / Tool Anecdotal records
Showing students the communication cards. These cards include things that are communicating. Many of the cards depict art forms.
Students are asked to sort into communication and non-communication. We also ask students to select cards that they think are art and
explain why.
What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we
look for?
Art as a form of expression
Oral F What is art?
Strategy: Observation Tool: Anecdotal Record
Class discussion about what art is? Who is your favorite artist and why?

Project S Art Gallery

Students create and reflect upon a piece of art for a gallery. It should share their feelings and ideas. Students will
choose a piece of artwork they have chosen and their persuasive response. Parents will be invited to view the
gallery in the auditorium. November 22nd (Tuesday)
Strategy: Process focused assessment / Tool: Checklist incorporating 5 elements

Personal response to artwork

Oral F Responding to art
Strategy: Observation Tool: Anecdotal Records
Watch a short clip of happy feet. Discuss Bumble's class reaction to his heart song. Develop expectations for
responding to other people's art.

Project S Art Gallery

Students create and reflect upon a piece of art for a gallery. It should share their feelings and ideas. Students will
choose a piece of artwork they have chosen and their persuasive response. Parents will be invited to view the
gallery in the auditorium. November 22nd (Tuesday)
Strategy: Process focused assessment / Tool: Checklist incorporating 5 elements

Additional Notes:

4. How best might we learn?

What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with
the inquiries and address the driving questions?
Provocation: We will look at how Peace is represented in many ways. We use the Peace Book by Todd Parr, listen to peaceful music,
learn a Tibetan dance about peace and happiness (led by parents) and look for symbols of peace in art (dove, peace sign, olive branch,
the colour white etc.)
Patterns in art: display work by M.C. Escher and use (see, think, wonder VTR) to record students thinking.
Defining art. What does it look like? Sound like? Feel like?
Use a range of picture books to understand how authors and illustrators express their feelings and ideas. Some books will also
communicate how we can use other art forms to express ourselves. (My many colored days, Banana, Mr. Big, The feelings book, Where
the wild things are, Camille and the sunflowers, Harold and his purple crayon)
Visiting artists within our school: we will arrange to visit the secondary art, music and dance classes to expose students to a range of art
forms. We will have the opportunity to ask questions to discover what skills are needed to be an artist.
Using technology to explore art:
We will use videos as a tool to show art forms and art techniques.
We will play music for students. How does the music make you feel? Paint a picture to depict your feelings. Dance to the music.
What patterns do you notice within the music?
We will also create a musical scavenger hunt for students. Students will use a qr code scanner on ipads to listen to music from
around the world.

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Students will be able to use drawing programs on the computers and ipads to create art.
Students will be able to use ipads to explore photography as a form of art.

We will display a range of art by a variety of artists. We will model how to give opinions about a piece of art. We will generate checklists
with students, so they understand the organization of giving an opinion. We will also create our own art work inspired by artists and learn
some art techniques.
Science process skills:
Observation - Look for patterns and order when making observations about the world
Communication - Record short and longer term patterns of events
Compare observations with predictions
Engage in whole class and small group discussions
Prediction - Make predictions about what will happen
Use their observations to identify patterns, make predictions and refine their ideas
What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the
learner profile?
We will give children the opportunity to dance and paint in response to music to show their creativity and confidence.
The daily teaching of routines and interactions will develop a sense of respect and co-operation.
The main 4 teacher questions relate to understanding the learner profile Communicator.
We will unpick what it means to be a respectful speaker and listener will help children understand the learner profile Open-minded.
We will use VTR (especially See, Think, Wonder, Y chart, think, pair, share) will develop the transdisciplinary skills.
Selected Learner Profile Items
Communicators: We express ourselves confidently and creatively in more than one language and in many ways. We collaborate
effectively, listening carefully to the perspectives of other individuals and groups.
Open-minded: We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We
seek and evaluate a range of points of view, and we are willing to grow from the experience.
Risk-takers (Courageous): We approach uncertainty with forethought and determination; we work independently and
cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
Confidence, Creativity, Respect.
Transdisciplinary Skills
Research Skills: Observing, Planning.
Self-Management Skills: Gross Motor, Fine Motor, Spatial Awareness, Organization.
Thinking Skills: Comprehension, Application, Synthesis, Metacognition.
Social Skills: Respecting others.
Communication Skills: Listening, Speaking, Writing, Non-verbal, Viewing, Presenting.

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
student opinion writing checklist
pdf 70 KB
Added by Laura Picardi on April 24, 2017
Reflections & Evaluation

UOI Summative Assessment Checklist

pdf 200 KB
Added by Laura Picardi on April 24, 2017
Summative Assessment

Mathematics - KG Patterns planni...

docx 50 KB
Added by Raana Hibbs on December 05, 2016

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Mathematics - KG Patterns Assess...
docx 20 KB
Added by Raana Hibbs on November 11, 2016

Visual Arts - self portraits

png 500 KB
Added by Raana Hibbs on November 09, 2016
Reflections & Evaluation
Two Artists and One project later
Herewith, the final SELF-PORTRAITS inspired by two Expressionist Artists Frida Kalho and Franz Marc. Wow, how these
self-portraits came together so beautifully.

Video Links - How we express our...

Added by Raana Hibbs on November 08, 2016
Evelyn Glenie - Sesame Street duet performance
Evelyn Glenie joins the Sesame Street band
Waltz of the snowflakes - Royal Ballet
Dance of the sugar plum fairy
Attraction -Britains got talent 2013 semi final performance - shadow dance
dance act udi light up the stage semi-final 3 britains got talent 2015
Its okay to be different by Todd Parr
The peace book by Todd Parr
Where the Wild Things Are
Where the Wild Things Are (fantasy opera)
Heart song - happy feet
Art with Mati and Dada Van Gogh
Art with Matisse (mati and dada)

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Kindergarten persuasive rubric
pdf 300 KB
Added by Raana Hibbs on November 08, 2016

pptx 7 MB
Added on September 15, 2015
Changed to formative assessment 2016-2017

docx 50 KB
Added on September 09, 2015

Added on January 11, 2013
Moods and Emotions Poster Pack, student and teacher resource/story books from the library, class room library-
emotion book set, art materials, examples of artwork, selection of music, writing journals, , communication without sound
posters, camera, Kelsos choice program.

The school and classroom will provide an environment that exhibits examples of emotions (photographs, art, literature,

Book list - How we express ourse...

Added on January 11, 2013
The Day the Crayons Quit
The Peace Book - Todd Parr
The Feelings Book byTodd Parr
Not now Bernard - David McKee
No David - David Shannon
Harold and the Purple Crayon - Crockett Johnson
What the Jackdaw saw - Julia Donaldson
Banana - Ed Vere
Mr. Big - Ed Vere
Camille and the Sunflowers
The Iridescence of Birds - Patricia Maclachlan
The Mixed Up Art Book
The Beautiful Oops
Mouse Paint

6. To what extent did we achieve our purpose?

Assess the outcome of the inquiry by providing evidence of students understanding of the central idea. The reflections of
all teachers involved in the planning and teaching of the inquiry should be included.
Children are able to state what art is, the different forms of art we covered and how it can be used to describe their feelings and
emotions, the name of the artists and how it inspired them to create some work. Lots of actions arised from this exposure.

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How could you improve on the assessment task(s) so that you would have a more accurate picture of each students
understanding of the central idea.
It would be helpful to have the assessment at the beginning of the unit. I would have covered some parts in more detail. We also felt
more time on this unit would have been valuable as there are many things we would have liked to cover in more detail, such as music
and performance.
Students will be able to choose pieces of art work from those created during the unit to display in the art gallery.
What was the evidence that connections were made between the central idea and the transdisciplinary theme?
Students have made many connections to different art forms as ways of expression. It would be helpful to organize visits to secondary
specialist teachers earlier in the unit, so students feel comfortable expressing themselves in a range of ways.
Students discuss the ways that they can use art to express their feelings and ideas. Students consider different elements of various art
forms and the artist's purpose in including them or making their piece the way that they did.

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

What were the learning experiences that enabled students to develop an understanding of the concepts identified in
What do we want to learn?
Students describe the form of art by saying why they like it, using the word because - "I like Matisse because... Students also noticed a
variety of elements in the art they experienced - color, shape, beat, tempo
Students are able to state how they connect to a certain piece of work.
Students shared thoughts and opinions about the art work they experienced. They developed a checklist for good opinions and included
the need to be honest and helpful when sharing their opinions of another artist's work.
What were the learning experiences that enabled students to demonstrate the learning and application of particular
transdisciplinary skills?
Social and communication skills: the children were encouraged to share something with the class everyday. They brought-in items from
home, spoke about artists, art they saw all part of the morning message. The friends asked meaningful questions related to the
Research Skills: Students used visual thinking routines to make more detailed observations of art and to deepen their thinking about the
art work they experienced.
Self-Management Skills: students were aware of the skills of artists and linked them to their own need to develop their fine and gross
motor skills. They considered placement of objects in the paintings and drawings they developed as well as the placement of their
bodies during dance.
Thinking Skills: Students considered the message an artist tried to convey with his or her work. They synthesized a range of skills to
produce pieces of art. They were also constantly aware of how they could improve their own skills.
What were the learning experiences that enabled students to develop particular attributes of the learner profile and/or
Many students have also begun to understand that creating art is a process that requires commitment. Though it has not been a focus in
this unit, students have made a natural connection. They also spoke about the importance of planning before creating something, and
how some pieces of work goes through different stages: thought/design/prototype/product.
The children learned to communicate their ideas by using the word "because".
They demonstrated being risk-takers in many ways: By eating something new for the first time, having a go at painting something they
had not done before, writing, presenting their ideas to the audience.
Students had to remain open-minded and consider the interpretations of others when looking at or listening to art.

8. What student-initiated inquiries arose from the learning?

Record a range of student-initiated inquiries and student questions and highlight any that were incorporated into the
teaching and learning.
Why are there many types of music and dance?
How can I show my feelings through colours?
How do colours mix together to make new colours?
Is photography a form of art?

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Can we make paint?
Can we express our ideas in different ways?
How can I draw better?
How can I paint nicely?
How can I express my ideas better by writing?
How can I share my feelings through different types of music?
Is different forms of patterns art?
Can we use anything to make art?
At this point teachers should go back to box 2 What do we want to learn? and highlight the teacher questions/
provocations that were most effective in driving the inquiries.
The students were invested in all three questions. They were intrigued by art forms they had never considered before. They were eager
to explore new ways to share their thoughts and feelings.
What student-initiated actions arose from the learning?
Record student-initiated actions taken by individuals or groups showing their ability to reflect, to choose and to act.
Students in Paresh's class chose to create an art shop to showcase their work. They sold their work to raise money for a local charity.
Students in all classes began to create art at home and brought in ideas to share. Some of these ideas included using food items like
tea, coffee and lemon juice as paint, sculptures made out of clay, paintings and drawings made using flower petals, art displays made
out of recycled materials, origami, lanterns, etc.
The children also brought in different artists paintings. Some covered artists were Malangatana, Michaelangelo, Matisse, Van Gogh, Dali.
Others had found videos that taught drawing skills that they wanted to share with the class.

9. Teacher Notes
Unit Vocabulary:
Communication, message, symbol, pattern, performance, interpretation, moods, emotions (joyful, proud, frustrated, ecstatic, scared,
nervous, worried...)

All three classes will put more emphasis on process.

Consider an AISM art walk early in the unit to identify art on campus we may not have noticed. Possibly a provocation?

PE reflection - Mr. Alvino

Unit of inquiry: How express yourselves Patterns.
Key Concepts: Connection, and perspective
Lines of Inquiry: Movements can shape in the patterns in order to create sequence.
Provocations: Which gymnastics movements can we use create sequence and achieve patterns?
Activities: The students experienced various gymnastic skills and connected these different skills to create sequence. These sequence
should be presented demonstrating pattern movements.
The students applied to create figures using shapes of gymnastic with 6 or more students showing two or three different skills as
Ex: bridge, split, candlestick, bridge, split, candlestick, bridge, split, candlestick.
They also used movement composition to create pattern.
Ex: handstand, forward roll, handstand, forward roll, handstand, forward roll.
These experiences reinforced their understanding of pattern in different means.

Visual Arts reflection - Ms. Chantelle

Kindergarteners learned about various artists such as Frida Kalho, Jackson Pollock, Franz Marc and gained insight into the life of
illustrators. They gained knowledge and skills about the history of Arts, the different Art forms and techniques. They also learned that Art
can carry a message to an audience. Their first project was learning about the life and work of Frida Kalho. While observing some of
Fridas thought provoking self-portraits the kindergarteners were posed with questions such as What is your perspective of Fridas self-
portraits?, Why are Fridas portraits the way they are? and What emotion or message do you want to show to your audience?.
Afterwards, they learned how to use lines to make different facial features and they started by using a mirror to draw their own self-
portraits. They then added colour to their project using crayons. They also looked at the work of Franz Marc and the colours he chose to
use in his art pieces. They finalized their work by choosing specific colours to include on their backgrounds, which expressed their own
emotions and moods. The students expressed themselves in individual ways asking questions like Why is Jackson Pollock artwork the

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way they are? They worked outside in groups using different coloured paints, tools and the movement of their bodies to paint on their
own cardboard canvass to create an abstract painting. While most embraced the mess of action painting, some still had wonderings
about why this was such a messy art form? WOW WAS IT FUN! To finalize this UOI in Visual Arts we brought it back into the classroom
and discussed illustrators and the way they express their ideas through the arts. Some students visualized the story from the book called
the The Napping House by Audrey Wood and others drew their own story page from their imaginations. They got introduced to the art
medium watercolours and how to use these tools and paints responsibly. They each got an opportunity to present their illustrations to
their class during Visual Arts.

Beginner Portuguese reflection - Ms. Paula and Ms. Sandra

In the unit How we express ourselves, students were exposed to a wide range of activities and vocabulary related to different ways they
can express themselves, what parts of the body we use to do it (cara, olhos, nariz, boca, queixo, orelhas, cabelo, cabea, braos, mos,
pernas, ps, etc), feelings (feliz, triste, zangado, envergonhado, furioso, timido, tonto, assustado, etc), colours and sentence starters like:
Eu gosto/ Eu estou.
As a provocation, we asked students different ways they can express themselves and inquire about new vocabulary: danar, desenhar,
pintar, correr, saltar among others, and challenged them to show us how.
Some of the learning activities the students were engaged in were:
Draw several ways you express yourself and apply the vocabulary learned.
Mime game one player represents one way to express ourselves using only his/her body and the other players have to guess in
Portuguese to practice the new vocabulary
Story reading, drawing and sentence writing
Word lists
Draw expressions and connect with feelings
Word mix and sentence building to make connections with the new vocabulary
Colours vocabulary and connect colours and feelings
As formative assessments: after watching the video Pocoyo Os quadros do pato the students were asked to draw the different ways
the characters express themselves, and also the students were challenged to complete a reading comprehension activity about the book
O Sapo est Triste: draw a picture and write a sentence about the way the frog was feeling.
For the summative assessment, the students drew a self-portrait, label the different parts of the face and drew faces expressing different
feelings and apply the vocabulary learned.
Stories read in this unit:
O Sapo est Triste
Quero miminhos
Como nos expressamos? (Powerpoint)
Songs about the body parts:
Cabea, ombros, joelhos
Eu mexo um dedo
O Ruca dana com a av
Pocoyo Os quadros do pato
Pocoyo Faz o meu retrato
Pocoyo O bichinho do riso
Pocoyo Uma pequena nuvem
Action: students applying their new vocabulary (feelings) while playing and interacting in class.
They also, sometimes, started to sing the songs spontaneously in class.

Performing Arts reflection: Ms. Margie

In the How we express ourselves unit in Performing Arts, the students were exposed to the various forms of expression using drama,
dance and music. In music we looked at singing and playing music instruments. The students tried both singing on stage solo and with
a friend. They then reflected on using singing to express themselves. They also played an instrument solo and then in a little band, and
then reflected on if they would use instruments to express themselves. They also created rhythmic patterns using rhythm sticks.
In drama we explored storytelling as a way to express ourselves. The students worked in teams to create a story expressing an emotion.
They then presented their little skit and the class reflected as whole. The students also explored the props as a tool used in drama and
reflected on how they could be used to express themselves. Finally, in drama the students explored miming and used it to communicate
and express themselves using only body language and facial expressions.
In dance we explored different styles of dance (ballet, hip hop, merengue) and the students reflected on which form of dance would be
used to express certain feelings. Finally, the students created dance patterns and worked together to choreograph a dance to the song
Better when Im dancing.

Process Skills:
Observation: Look for patterns and order when making observations about the world
Communication: Record short and longer term patterns of events, Compare observations with predictions, Engage in whole class and
small group discussions

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Prediction: Make predictions about what will happen, Use their observations to identify patterns, make predictions and refine their ideas

Portuguese Mother Tongue reflection Naheda Ibrahimo and Snia Vergamota

Portuguese mother tongue students inquired into different forms of art like dance, music, painting, and drawing. They watched the
videos Ruca dana com a av (Caillou dances with grandma) and Panda Style and discussed the feelings expressed by the
characters when dancing. When asked How do you feel when you see other people dancing?, the risk-takers in our classes just took
the initiative to stand up and start dancing to show how they felt, and were followed by the rest of the class. As a bridge to another form
of expression (drawing), students were challenged to draw and share one of the parts from the Panda Style video. To understand that
our feelings and ideas can also be represented/expressed through drawing and that there is no limit to our imagination, we read the
story O Ponto (The Dot) by Peter Reynolds, after which they were encouraged to explore their creativity drawing anything they wished,
starting from a dot. To further inquire into feelings expressed in art, students watched the video Pocoyo: Os quadros do pato (Patos
paintings) and read the book Sentimentos (Feelings) by Felicia Law and Paula Knight. They reflected on how each of the characters
paintings on the video expressed different feelings through the colours, lines and shapes used and expanded their vocabulary on
feelings (aborrecido, medroso, caprichoso, carinhoso, tranquilo, alegre, vaidoso, pensativo, feliz, animado). As summative assessment
students were presented with different paintings by Dal, Renoir, Malangatana, Kadinsky, Chichorro and Palmer and were asked to
choose one that they liked and state the reasons for their preference. Some of their reasons were: I like this painting because it has a
guitar and I have a guitar at home. I like the butterflies on the boat, each one has a different colour and it seems that they are helping
the boat go faster. I like the flowers on the ladies heads. These people are at a party and I love parties.
We feel that this was a successful unit because our students showed their understanding that feelings may be expressed in many
different ways but we feel that we could have explored more of other forms of art like poetry and some of its stylistic devices: rhythm,
rime and similes.

Literacy Notes
Genre: Persuasive
Writing Trait: Organization
Reading Strategy: Making Connections

Scope and Sequence

English Oral language - listening and speaking (Phase 2)
Conceptual Understandings
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.
Learning Outcomes
listen and respond in small or large groups for increasing periods of time
listen to and enjoy stories read aloud; show understanding by responding in oral, written or visual form
follow classroom instructions, showing understanding
describe personal experiences
obtain simple information from accessible spoken texts
predict likely outcomes when listening to texts read aloud
use language to address their needs, express feelings and opinions
use oral language to communicate during classroom activities, conversations and imaginative play
talk about the stories, writing, pictures and models they have created

English Visual language - viewing and presenting (Phase 1)

Conceptual Understandings
Visual language is all around us.
The pictures, images, and symbols in our environment have meaning.
Learning Outcomes
attend to visual information showing understanding through play, gestures, facial expression
reveal their own feelings in response to visual presentations, for example, by showing amusement, curiosity, surprise
observe visual cues that indicate context; show understanding by matching pictures with context
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 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
listen to terminology associated with visual texts and understand terms such as colour, shape, size.

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English Visual language - viewing and presenting (Phase 2)
Conceptual Understandings
People use static and moving images to communicate ideas and information.
Visual texts can immediately gain our attention.
Learning Outcomes
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
uncle's farm."
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 colours have meaning and include them in presentations
observe and discuss illustrations in picture books and simple reference books, commenting on the information being conveyed
recognize ICT iconography and follow prompts to access programs or activate devices
observe visual images and begin to appreciate, and be able to express, that they have been created to achieve particular
attend to visual information showing understanding through discussion, role play, illustrations

English Written language - reading (Phase 1)

Learning Outcomes
show curiosity and ask questions about pictures or text
make connections to their own experience when listening to or "reading" texts
express opinions about the meaning of a story
English Written language - reading (Phase 2)
Conceptual Understandings
The words we see and hear enable us to create pictures in our minds.
Learning Outcomes
select and reread favourite texts for enjoyment
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
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)
read and understand familiar print from the immediate environment, for example, signs, advertisements, logos, ICT
make connections between personal experience and storybook characters
understand sound-symbol relationships
instantly recognize an increasing bank of high- frequency and high-interest words, characters or symbols
have a secure knowledge of the basic conventions of the language(s) of instruction in printed text, for example, orientation,
directional movement, layout, spacing, punctuation
English Written language - reading (Phase 3)
Learning Outcomes
identify and explain the basic structure of a story - beginning, middle and end; may use storyboards or comic strips to
communicate elements
discuss their own experiences and relate them to fiction and non-fiction texts
English Written language - reading (Phase 5)
Learning Outcomes
make inferences and be able to justify them

English Written language - writing (Phase 1)

Overall Expectations
show an understanding that writing is a form of expression to be enjoyed. They know that how you write and what you write
conveys meaning; that writing is a purposeful act, with both individual and collaborative aspects.
Conceptual Understandings
Talking about our stories and pictures helps other people to understand and enjoy them.
Writing conveys meaning.
People write to tell about their experiences, ideas and feelings.
Everyone can express themselves in writing.
Learning Outcomes
experiment with writing using different writing implements and media
differentiate between illustrations and written text

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use their own experience 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
English Written language - writing (Phase 2)
Conceptual Understandings
People write to communicate.
Consistent ways of recording words or ideas enable members of a language community to understand each other's writing.
Learning Outcomes
write to communicate a message to a particular audience, for example, a news story, instructions, a fantasy story
create illustrations to match their own written text
enjoy writing and value their own efforts
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 ..."
participate in shared and guided writing, observing the teacher's model, asking questions and offering suggestions

Mathematics Pattern and Function (Phase 1)

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

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