TERM PLAN - AY2022/2023

Trimester 1

Week 1 Week 15
Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14
29 Aug. – 2 5 – 9 Dec.
5 – 9 Sept. 12 – 16 Sept. 19 – 23 Sept. 26 – 30 Sept. 3 – 7 Oct. 10 – 14 Oct. 17 – 21 Oct. 24 – 28 Oct. 31 Oct. – 4 Nov. 7 – 11 Nov. 14 – 18 Nov. 21 – 25 Nov 28 – 2 Nov.
Sept.

Theme / Unit of Inquiry TELL ME A STORY MY FAMILY, MY COMMUNITY MY COUNTRY

Bloom Value CARING
Cultural & Community National Day
Links
Output

Assessment Tasks

SCIENCE
How do the parts of a plant and animal help them? How are parents and their young How are parents and their young alike and different? How does scientists solve problems? Spiral Review
alike and different?
Learning Question

Life Science Life Science Engineering Design

Domain (Strand)
Structure and function Growth and Development of Inheritance of Traits Growth and Development of Science Engineering
Organisms Organisms Practices practice

1-LS1-1. 1-LS1-2. 1-LS3-1. 1-LS1-2. K-2-ETS1-2 (Grade 1).

Use materials to design a solution to a human problem by mimicking how plants and/or animals use their Read texts and use media to Make observations to construct an Read texts and use media to determine Develop a simple sketch, drawing, or
external parts to help them survive, grow, and meet their needs. determine patterns in behavior evidence-based account that young patterns in behavior of parents and offspring physical model to illustrate how the
Standard of parents and offspring that plants and animals are like, but not that help offspring survive shape of an object helps it function
help offspring survive exactly like, their parents. as needed to solve a given problem.

All organisms have external parts. Different animals use their body parts in different ways to see, hear, Adult plants and animals can have
grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water young. In many kinds of
and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive animals, parents and the
and grow. offspring themselves engage
Disciplinary Core Code in behaviors that help the
offspring to survive. (1-LS1-
2)
Young animals are very much, but not
exactly like, their parents. Plants
also are very much, but not
exactly, like their parents. (1-
LS3-1)
Adult plants and animals can have young. In
many kinds of animals, parents and the
offspring themselves engage in
behaviors that help the offspring to
survive. (1-LS1-2)
"ET S1.B: Developing Possible
Solutions
Designs can be conv ey ed through
sketches, drawings, or phy sical
models. These representations are useful
in communicating ideas
for a problem’s solutions to other
people. (K-2-ETS1-2)
 Constructing Explanations and Designing Solutions. Use materials to design a device that solves a Constructing Explanations and
specific problem or a solution to a specific problem. (1-LS1-1) Designing Solutions
Scientists look for patterns and
order when making
observations about the world.
(1-LS1 2)
Obtaining, Evaluating, and
Communicating Information
Read grade-appropriate texts and
use media to obtainscientific
Science & Engineering information to determine
Practice patterns in the natural world.
(1-LS1-2)
Constructing Explanations and Constructing Explanations and Designing
Designing Solutions Make Solutions
observations (firsthand or from Scientists look for patterns and order when
media) to construct an evidence- making observations about the world(1-
based account for natural LS1 2)
phenomena. (1-LS3-1) Obtaining, Evaluating, and
Communicating Information
Read grade-appropriate texts and use media to
obtain scientific information to
determine patterns in the natural world.
(1-LS1-2))
Developing and Using Models
Modeling in K–2 builds on prior
experiences and progresses to
include using and dev eloping models
(i.e., diagram, drawing,
phy sical replica, diorama,
dramatization, or story board) that
represent concrete ev ents or design
solutions.
Develop a simple model based on
evidence to represent a
proposed object or tool. (K-2-ETS1-2)

Structure and Function The shape and stability of structures of Patterns
natural and designed objects are related to their function(s). (1-LS1-1) Patterns in the natural world can be
observed, used to describe
Cross Cutting Concepts phenomena, and used as
evidence. (1-LS1-2)
Patterns in the natural world can be
observed, used to describe
phenomena, and used as
evidence. (1-LS3-1)
Patterns
Patterns in the natural world can be observed,
used to describe phenomena, and used
as evidence. (1-LS1-2)
Structure and Function
The shape and stability of structures
of natural and designed objects are
related to their function(s). (K-2-
ETS1-2)

Bioengineering, Root, stem, leaves Gills, scales mimic environment Life cycle, offspring Compare, contrast Protect, pattern, behavior Investigate, Design, explain
Map/Topic Vocabulary plants, animals questions
RIT to Concept
How do the parts What are the parts What are the parts How can Where does plants How do plants How do How are young plants and animals How does the behaviors of parents and their What is the What is the
of plants and of a plant of animals people learn from and animals grow and animals alike and different? young help the young survive? science engineering
animals help and how and how Plant and animal live? change? grow practice? practice?
Question a day
them? does it help does it help parts? and
(QUESTION SKILL LINKED
them? them? change?
TO DCC)

MATHEMATICS
How can you count and add using tens How can you read What are ways to compare numbers How can you What are ways to use How can we add or How Can I use How Can I useWhat strategies can you What strategies How can you Spiral Review
and ones?  and write to 120?  define tens and ones to subtract 10 what I know what I know use to add to 20? can you use define
numbers 11- shapes and add? from a number? about about to add to 20? shapes and
19?  compose subtraction subtraction compose
new shapes? to subtract to subtract new shapes?
tens? tens?

Learning Question

Number & Operations in base 10 Geometry Number & Number & Operations in base 10 Number & Geometry
  Operations in operations Number &
base 10
Domain (Strand) operations
   Reason with Understanding Understanding place Understanding Understanding Addition facts to Addition facts to Reason with
  shapes and place value value place value place value 20: Use strategies 20: Use strategies shapes and
their their
 
attributes Use models and Subtract tens Subtract tens Counting on to Counting on to attributes
Use models and strategies to using using add add
 Understanding place value add tens and
strategies to add models models
tens and ones ones

AERO.1. NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
AERO.1.NBT.2c The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

AERO.1.NBT.2 AERO.1.NBT.2a AERO.1.NBT.2b AERO.1.NBT.3 AERO.1. G.2 AERO.1.NBT.4 AERO.1.OA.5 Relate AERO.1.NBT.6 AERO.1.NBT.6 AERO.1.OA.6 AERO.1.OA.6 AERO.1. G.2
Understand 10 can be thought The numbers Compare two two-digit numbers Compose Add within 100, counting to addition Subtract multiples Subtract multiples Add and subtract Add and subtract Compose two-
that the two of as a bundle of from 11 to based on meanings of the tens two- including and subtraction (e.g., of 10 in the range of 10 in the range within 20, within 20, dimensional
digits of a ten ones — called 19 are and ones digits, recording the dimensional adding a two- by counting on 2 to 10-90 from 10-90 from demonstrating demonstrating shapes
two-digit a "ten."  composed of results of comparisons with shapes digit number add 2) multiples of 10 in multiples of 10 in fluency for fluency for (rectangles,
number   a ten and the symbols >, =, and <.  (rectangles, and a one- the range 10-90 the range 10-90 addition and addition and squares,
represent   one, two, squares, digit number, AERO.1.NBT.5 (positive or zero (positive or zero subtraction within subtraction within trapezoids,
amounts of   three, four, trapezoids, and adding a Given a two-digit differences), using differences), using 10. Use strategies 10. Use strategies triangles, half-
tens and   five, six, triangles, two-digit number, mentally concrete models concrete models such as counting such as counting circles, and
ones.   seven, eight, half- circles, number and a find 10 more or 10 or drawings and or drawings and on; making ten on; making ten quarter-circles) or
Understand   or nine and quarter- multiple of less than the number, strategies based strategies based (e.g., 8 + 6 = 8 + 2 (e.g., 8 + 6 = 8 + 2 three-dimensional
the   ones.  circles) or 10, using without having to on place value, on place value, + 4 = 10 + 4 = + 4 = 10 + 4 = shapes (cubes,
following as   three- concrete count; explain the properties of properties of 14); decomposing 14); decomposing right rectangular
special   dimensional models or reasoning used operations, and/or operations, and/or a number leading a number leading prisms, right
cases:  shapes drawings and the relationship the relationship to a ten (e.g., 13 - to a ten (e.g., 13 - circular cones, and
(cubes, right strategies between addition between addition 4 = 13 - 3 - 1 = 10 4 = 13 - 3 - 1 = 10 right circular
rectangular based on and subtraction; and subtraction; - 1 = 9); using the - 1 = 9); using the cylinders) to
prisms, right place value, relate the strategy relate the strategy relationship relationship create a composite
circular properties of to a written to a written between addition between addition shape, and
cones, and operations, method and method and and subtraction and subtraction compose new
right and/or the explain the explain the (e.g., knowing that (e.g., knowing that shapes from the
circular relationship reasoning used. reasoning used. 8 + 4 = 12, one 8 + 4 = 12, one composite shape.
cylinders) to between knows 12 – 8 = 4); knows 12 – 8 = 4);
create a addition and and creating and creating
composite subtraction; equivalent but equivalent but
shape, and relate the easier or known easier or known
compose strategy to a sums (e.g., adding sums (e.g., adding
Standard new shapes written 6 + 7 by creating 6 + 7 by creating
from the method and the known the known
composite explain the equivalent 6 + 6 + equivalent 6 + 6 +
shape. reasoning 1 = 12 + 1 = 13). 1 = 12 + 1 = 13). ,
used.
Understand
that in adding
two-digit
numbers, one
adds tens and
tens, ones and
ones; and
sometimes it
is necessary to
compose a
ten.

Tens, ones, digit Less, compare, greater than, less 2-D shapes, sides, n/a n/a n/a n/a open number line, open number line,
than vertices double plus double plus Extension
MAP Topic Vocabulary facts, make facts, make 2-D shapes, sides,
10 10 vertices
 8-1 Make 9-4 Compare 14-3 Build and 10.1 Add Tens 10.2 Mental Math: 11-1 Subtract 11-5 Mental 1OA.6 3-6 Continue to 14-3 Build and
Numbers 11 Numbers Draw 2-D Using Models Ten More Than Tens Using Math: Ten 3-1 Count On to Make 10 to Draw 2-D
8-4 Tens and Ones 8-3 Count with 9-1 1 More, 1
to 19  with Shapes by 10.3 Add Tens and a Number Models Less Than a Add Add Shapes by
8-5 Continue with Groups of Tens Less; 10
Symbols Attributes Ones Using a Use Models and 11-2 Subtract Number 3-2 Count On to 3-7 Explain Attributes
Tens and and Ones  More, 10
(>, <, =) 14-4 Compose 2- Hundred Strategies to Tens Using a 11-6 Use Add Using Addition 14-4 Compose 2-
Ones  Less
9-5 Compare D Shapes Chart Subtract Tens Hundred Strategies to an Open Strategies D Shapes
9-2 Find Numbers
Numbers 14-5 Compose 10.4 Add Tens and Chart Practice Number 3-8 Solve 14-5 Compose
on a
on a New 2-D Ones Using 11-3 Subtract Subtraction Line Addition New 2-D
Hundred
Number Shapes from an Open Tens Using 11-7 PROBLEM 3-3 Doubles Word Shapes from
Chart
Line 2-D Shapes Number Line an Open SOLVING 3-4 Doubles Plus Problems 2-D Shapes
9-3 Compare
9-6 14-8 Compose 10.5 Add Tens and Number Model with 3-5 Make 10 to with Facts to 14-8 Compose
Numbers
PROBL with 3-D Ones Using Line Mat Add 20 with 3-D
Lesson Topics EM Shapes Models 11-4 Use Addition 3-9 PROBLEM Shapes
SOLVIN 10.6 Make a Ten to to Subtract SOLVING
G Make Add Tens Critique
Sense 10.7 Add Using Reasoning
and Place Value
Persever 10.8 Practice
e Adding Using
Strategies
10.9 PROBLEM
SOLVING
Model with
Math

ENGLISH
How can making new friends and learning new things help us?  How does everyone in my family and community make them     How do animals' bodies help them?  Learning Celebrations/  
  special     National day 

Learning Question        

RF.2.a,RF.2b, RF.2.a,RF.2b, RF.2.a,RF.2b, RF.2.a,RF.2b, RF.2.a,RF.2b, RF.2.a,RF.2b, RF.2.a, RF.2c, RF.2.a, RF.2c, RF.2.b, RF.2 c, RF.2.b, RF.2 c, RF.2.b, RF. 2.c, RF.2.b, RF. 2.c, RF.2.b, RF.4.1.a  R F.2.b, RF.4.1.a 
RF.4. 1a, RF.4. 1a, RF.4. 1a, RF.4. 1a, RF.4. 1a, RF.4. 1a, RF.4. 1a, RF.4. 1a, RF.4. 1a., RF.4. 1a., RF. 4.1a, RF. RF. 4.1a, RF.
RF.4. 1b, RF.4. 1b, RF.4. 1b, RF. RF.4. 1b, RF. RF.4. 1b, RF.4. 1b, RF.4. c   RF.4. c  RF.4. b., RF. RF.4. b., RF. 4.b  4.b 
Standard RF.3. 1g  RF.3. 1g  3.F, RF.3. 3.F, RF.3. RF.3. 1g  RF.3. 1g    3. 1g.  3. 1g.   
  1g  1g    RF.2.c   
 
A, first, good, had, And, find, for, And, find, for, Are, buy, little, Do, live, of, your, About, eat, how, About, eat, how, Day, every, fly, All, down, four, By, call, could, By, call, could, And, find, for, About, eat, how, By, call, could,
he, I, my, just, many, first, was, said, too, up, will, what, with, our, make, out, put, live, with, wants, have, look, made, from, her, now, know, some, down, four, first, see, the, go  live, wants, are, down, went,
go, is, like, see,
HFW the, this, to
was  one, she, see, the, go, you  wants  takes, who  are, little, you, they, write  saw, went  there, were, went, every, little, you  every, right, fly 
then  good, this  buy  would  right, fly,
Founda we 
made 
tio Short a  Short a  Short i  Short i  Short  I  Short o Short u  Short u  Short e  Double final Diagraph sh  Short e  Short a Short I  Short u 
nal Consonant m, s, t, N, d, p, c /k/ R, f, s /z/ G,k  i, h W, j, y, v Qu, x, z consonants  Review s, sh G, m  V, w 
Sk b An, bad, can, nap, It, him, is, sip, fit,
Dip, sick, tip, lip,
In, did, sit, dig, Log, not, top, hot, Up, big, mud, nut,
Fun, cut, hut, pup,
Yet, web, pen, Ck, k Ship, shop, wish,
Peg, ten, den, set, h,j 
 
ills Mat, sat, bat, sam, cat  pin, spin, big, pin, fit, hop, big, sit, hug, log, wet, leg, Will, tell, well, rush, fish,
hip  mug  net 
am, at  rich  it, sip, ship, dig, shop, hop, hot, hen, nut, tub, egg, grass, dash, shape,
Phonics fish  block  not, puppy  mug, bug, miss, wet, shoe, grass,
    messy, went  yet, leg, miss, will,
  web, game, tell 
these 
 
Dan can tap, Tim and Pam  Fin  Cab!Cab!  Dot is on it!  Wags, wags, A map  Run, Hens, Run!  Big, big bus  Pet wish  Fun kid jobs   Tab  Six pet fish  Hop on it dot! 
Decodable
The mat  tap,tap  wag! 
Reader
Vocabu Standard L6.1a.Use words L4. Identifying L4 1.d Identifying L5.c. Identify L5.c. Identify L5.c. Identify real- L6.1a.Use words L5.c. Identify L6.1a.Use words L4 1.d Identifying L4 1.d Identifying L4 1.d Identifying L6.1a.Use words L6.1a.Use words L6.1a.Use words
lar or phrases frequently frequently real-life real-life life or phrases real-life or phrases frequently frequently frequently or phrases or phrases or phrases
y acquired occurring occurring connections connections connections acquired connections acquired occurring occurring occurring acquired acquired acquired
through root words root words between between between through between through root words root words root words through through through
conversation e.g. look and e.g. look and words and words and words and conversation words and conversation e.g. look and e.g. look and e.g. look and conversation conversation conversation
s, reading their their their use (eg. their use (eg. their use (eg. s, reading their use (eg. s, reading their their their s, reading s, reading s, reading
and being inflectional inflectional Note places Note places Note places and being Note places and being inflectional inflectional inflectional and being and being and being
read to, and forms (e.g. forms (e.g. at home that at home that at home that read to, and at home that read to, and forms (e.g. forms (e.g. forms (e.g. read to, and read to, and read to, and
responding looks, looks, are cozy are cozy are cozy responding are cozy responding looks, looks, looks, responding responding responding
to text, looked, looked, to text, to text, looked, looked, looked, to text, to text, to text,
including looking) looking including including looking looking looking including including including
frequently frequently frequently frequently frequently frequently
occurring occurring occurring occurring occurring occurring
conjunctions conjunctions conjunctions conjunctions conjunctions conjunctions
(eg. Because (eg. (eg. Because (eg. Because (eg. Because (eg. Because
Because)
 Challenge, Challenge, Challenge, Challenge, Challenge, Challenge, Challenge, Area , population,
Big Idea emotion, emotion, emotion, emotion, emotion, emotion, emotion, working
friendship friendship friendship friendship friendship friendship friendship
Words

Trips partner, wished, last, kinds, Ugly, paddled, chilly, beautiful, Chilly, wished, Mess, market, sell, help, neighbor, set Town, map, city, neighborhood, suburb, Spoon, churn, drive, stock, heal, against
New, try, great, enjoy, excited, nervous together changed enjoy, *Antonyms farm. * Words about feelings
Words * Words about feelings *Inflection -ed excited *Antonyms
*Inflection -ed *Inflection -ed

Rigby and PM
Readers
Guided Reading

R1.3.1a.  RL.5. a.  RL.1.a.  RL.3. a.  RL.3. a.  RI.2.a.  RL.1.a.  R.I.5.a.  Rl.5. a.  R.L.a.  RI.2.a.  RL.3.a. 
   RL.3. a.  RL.1.a.   
 
Standard

Pete the cat My school Trip Big Billy’s tale You will be my Whose hands are these? On the map Who put the cookie in the cookie jar?
Shared Try this friend Dan had a plan
Re
Text
adi
ng
Ask and Answer questions.  Monitor and clarify Characterization and Answer and Ask Story structure   Retell story events in sequence and Summarize a text by telling its main Ask and answer questions, text
  Questions describe a setting.  ideas and identify characteristics of organisation
Skill &      informational text.
Strategy

ENGLISH
 Oral Story Oral Story Oral Story Oral Story Descriptive Essay Descriptive Essay Descriptive Essay Descriptive Essay Write a Research Write a Research Write a Research Write a Research
Discuss the Identify elements Draft a Revise Essay Essay Essay Essay
Ask and Develop ideas Generate Hold a focus of descriptive writing to Make Develop a Draw Edit Writing
Answer Questions for narratives ideas for Collaborative writing informationa essay improve Predictions research plan pictures that Publish
about a story topic using specific writing a discussion Discuss an l text Use listner Evaluate Gather convey writing
before reading. and relevant Class Prepare to Illustrators Generate illustrations reaction details to information information W2.1a.
Express opinions Details. story Publish purpose ideas for to expand an Create a determine to answer based on Write
and ideas using Plan a first draft writing writing informationa book cover main ideas. question research informative/
feeling words and using pictures. LS.4.a. Describe W.2 1a. l text for final W2.1a. W2.1a. Share explanatory
Share Write W.2 1a. draft of Write Write information texts in
sentence frames. Information people, places, W.2 1.a. Write
things, and events informative/ Write writing informative/ informative/ about a topic which they
about a informative/ explanatory informative/e W.2 1a. explanatory explanatory W2.1a. name a
LS.4.a. topic. with relevant explanatory
Describe people, details, expressing texts in xplanatory Write texts in texts in Write topic, supply
texts in which they texts in informative/ which they which they informative/ some facts
places, LS.4.a. Describe ideas and feelings which they
things, and clearly name a which they explanatory name a name a explanatory about the
people, places, name a
events with W5.a. 1a. With topic, supply name a topic, texts in topic, supply topic, supply texts in topic, and
things, and topic, supply
relevant guidance and some facts supply some which they some facts some facts which they provide
LS.4.a. events with some facts
details, support from about the facts about name a about the about the name a some sense
Describe people, relevant details, about the
expressing adults, focus on a topic, and the topic, and topic, supply topic, and topic, and topic, supply of closure
places, things, expressing ideas topic, and
Guided Writing

provide provide some some facts provide provide some facts W5.a. 1a.
Focus & ideas and
and events and feelings topic, respond to provide
feelings questions and some sense sense of about the some sense some sense about the With
Standard with relevant clearly. some sense of closure. closure. topic, and of closure of closure topic, and guidance and
clearly. suggestions from of closure.
details, provide W7. 1a. W7. 1a. provide support from
peers, and add
expressing some sense Participate in Participate in some sense adults, focus
details to
ideas and of closure. shared shared of closure on a topic,
strengthen writing
feelings research research W7.1a. respond to
as needed.
clearly. projects and projects and Participate in questions
writing writing shared and
projects projects research suggestions
(e.g., explore (e.g., explore projects and from peers,
a number of a number of writing and add
"how-to" "how-to" projects details to
books on a books on a (e.g., explore strengthen
given topic given topic a number of writing as
and use them and use them "how-to" needed.
to write a to write a books on a
sequence of sequence of given topic
instructions. instructions. and use them
to write a
sequence of
instructions.
Personal Narrative Descriptive essay Informational Text
Genre/ Focus

L1.1b Use common, proper, and L1.1e. Use verbs to convey sense of L1.1f. Use frequently occurring L1.1j. Produce and expand complete L1.1j. Produce and expand complete L1.1c. Use singular and plural nouns
possessive nouns. past, present, and future. adjectives. simple and compound declarative, simple and compound declarative, with matching verbs in basic
Grammar interrogative, imperative, and interrogative, imperative, and sentences (e.g., He hops; We hop).
exclamatory sentences in response exclamatory sentences in response
Standard
Shared Writing

to prompts. to prompts

Common Nouns Common Nouns Action verbs Adjectives Adjectives Complete Sentence Parts Statements Singular and Plural nouns
Pepple and Places and things Using Action verbs correctly Size and shape Color and number sentences Making statement
animals Using parts of a sentences Using Singular and Plural Nouns
Focus Skill Using complete sentence Correctly
sentences Correctly
correctly
**LS. 6.1a. Produce complete sentences when appropriate to task and situation. (See grade 1 Language Foundations standards 1 and for specific expectations.)
 L.S.1.B) Build on L.S.1. Participate in LS.1. B) Build LS.1. B) Build on L.S.1.1a. Follow L.S.1.1a. Follow L.S.1.1a. Follow L.S.1.1a. Follow L.S.1.1c. Ask L.S.1.1c. Ask L.S.1.1c. Ask L.S.1.1c. Ask LS.1. B) Build on L.S.1.1a. Follow L.S.1.1c. Ask
others’ talk collaborative on others’ others’ talk agreed upon agreed upon agreed upon agreed upon questions to questions to questions to questions to others’ talk agreed upon questions to
in conversations talk in in rules for rules for rules for rules for clear up any clear up any clear up any clear up any in rules for clear up any
conversation with diverse conversatio conversation discussions discussions discussions discussions confusion confusion confusion confusion conversation discussions confusion
s by partners about ns by s by (e.g., (e.g., (e.g., (e.g., about the about the about the about the s by (e.g., about the
responding grade 1 topics responding responding listening to listening to listening to listening to topics and topics and topics and topics and responding listening to topics and
to the and texts with to the to the others with others with others with others with texts under texts under texts under texts under to the others with texts under
comments of peers in small comments comments of care, care, care, care, discussion. discussion. discussion. discussion. comments of care, discussion.
Listening
Speaking

others and large of others others speaking one speaking one speaking one speaking one LS.4. a. Describe others speaking one
through groups.  through through at a time at a time at a time at a time people, through at a time
Standard multiple multiple multiple about the about the about the about the places, multiple about the
exchanges.  exchanges.  exchanges.  topics and topics and topics and topics and things, and exchanges.  topics and
texts under texts under texts under texts under events with texts under
discussion) discussion) discussion) discussion) relevant discussion)
details,
expressing
ideas and
feelings
clearly.

MORAL EDUCATION
What being fair What caring What it means to Why being What equality What it means to Awareness and What is meant by what might cause what might be the what might be the How can we Discovering our What are the What are the
means in means in be tolerant resilient and means. be expression peace? What pain or right course right course discover our heritage similarities Emirati
different different and brave helps Appreciation thoughtful of own is pleasure for of action in a of action in a heritage through and heritage and
contexts. contexts. respectful of us in – what we and co- needs, views responsibilit others. given given through artefacts differences culture in the
What is Distinguishi difference. different value and operative and feelings. y? Considering situation and situation and crafts, between UAE?
meant by ng between contexts. why. Considering what ‘doing what it what it traditions, heritages?
alternative the right means to be means to be art, music
Learning Question affection. honesty and The
points of thing’ might a ‘good’ a ‘good’ and
dishonesty. importance
view. involve. person. person. customs?
of hard work What is What is
and meant by meant by
perseverance character- character-
. based or based or
virtue ethics. virtue ethics.
Fairness, Caring, Honesty  Tolerance, Resilience, Equality, thoughtfulness, Compassion, Peace and 9 Cognitive and Moral Character, Discovering UAE Intangible What Objects and similarities and Emirati heritage
Affection  Respect for Perseverance  Appreciation  Co  Empathy Responsibilit Emotional Virtue Ethics Heritage Heritage Symbols differences and culture in
Difference  Operation  y Empathy Through Can Tell Us between the UAE
Topic Story Telling heritages

ICT
What are errors? What are patterns? What is How can What is the How can you use Spiral Review
abstraction? What is a logical augmented difference computation
How can we How can you
thinker? reality help between al thinking
safely use What is computer science? What is create a
What is us in our algorithm
Learning Question devices at computational thinking? successful
decompositi lives? and program
home and at algorithm
on? ?
school?

Topic Safety and LESSON 1 LESSON 2 LESSON 3 LESSON 6 LESSON 7 LESSON 9 LESSON 10
Security Where is computer science in today’s Logical sequential How to stop errors LESSON 4 How to use Logical thinking/ LESSON 8 Algorithm recap Computational
Demonstrate world? instructions and debug Decomposition in abstraction How to think Types of realities thinking
  LESSON 5 logically knowledge
proper Writing clear and them computation
How to recognize
ergonomics How computation thinking is important precise al thinking, patterns
(e.g., body in computer science and algorithm How to
position, programing decompose a
stretching) task
when using
devices. 2.
Use
electrical
devices
safely and in
moderation
(e.g., unplug
 devices by
pulling the
plug rather
than the
cord, do not
mix
water/food
and electric
devices,
avoid
gaming and
walking). .

ART
Tell a story through art. How has art shaped and preserved history and culture? How can you explore art with the 5 senses? How can you integrate art through mathematics , English and science? Spiral review
Learning Question How can you integrate art through mathematics , English and
science?
1. Creating Art: Using the creative process and the language of 2. Historical and Cultural Context : Understand how art has CONNECTIONS: Use arts to make connections
art to communicate through a variety of media and shaped and preserved history and culture 3. PERCEPTION AND EVALUATION: Using the language of art, students
Standard techniques critically analyze, derive meaning from, and evaluate artwork

Artist name: Maysoon Al Saleh (UAE)

Artist Study

Understand how history and culture have influenced Art Make connections to other curricular areas
Use observations and experiences both spontaneously and Understand that art Transends time Describe art works using the language of art Describe how art enriches people’s lives (culturally)
Topic Focus deliberately to plan and create art Use the senses to make observations about works of art.

2D,3D artwork. pencils, paint, crayons, rulers, types of lines,
scissors, glue, colored paper ,demonstration videos
Media
pencils, coloured crayons, rulers, coloured paper, Coloured paper,scissors,pencils,glue,hand paint,demonstration videos,pictures
PowerPoint demonstration about cubic art,slides of pencils, acrylic or water colour, eraser, paint brushes, demonstration videos of of UAE heritage,crayons,pre-implementation.
different careers, pre-implementation. symbolism, desert slides, practical performance of the art project, pre-
implementation.