Yearly Curriculum Overview 2013-2014 KG3:

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

Transdisciplinary themes Subjects & Strands

An Inquiry into:

An Inquiry into:

An Inquiry into:

An Inquiry into:

Creative Curriculum

Who We Are

Sharing The Planet

How We Express Ourselves

How We Organize Ourselves

Beginning the year

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

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

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

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

Central Idea

We are starting the year by learning about our community.

You are you and I am me, but we learn to play together in harmony.

Plants and trees are a resource for us and other living things.

Nursery rhymes can be told in a number of creative ways

The clothes we wear have a purpose in our lives.

Language-English Learners:
Listening and speaking -begin to follow detailed, instructional, multistep directions -engage in conversations of at least three exchanges

Learners:
-begin to follow detailed, instructional, multistep directions -is understood by most people; may mispronounce new, long, or unusual words -tell stories about other times and places that have a logical order and that include major details -engage in conversations of at least three exchanges -use acceptable language and social rules while communicating with others; may need reminders

Learners:
-describe and tell the use of many familiar items -begin to incorporate new, less-familiar, or technical words in everyday conversations

Learners:
-respond appropriately to specific vocabulary and simple statements, questions, and stories -describe and tell the use of many familiar items -is understood by most people; may mispronounce new, long, or unusual words -use complete, four- to sixword sentences -tell stories about other times and places that have a logical order and that include major details

Learners:
-respond appropriately to specific vocabulary and simple statements, questions, and stories -describe and tell the use of many familiar items

Viewing & Presenting

-act out familiar or imaginary scenarios; may use props to stand for

-act out familiar or imaginary scenarios; may use props to stand for

something else Reading -refer to pictures -begin to notice and show awareness of separate syllables in words -recognize as many as 10 letters, especially those in own name -identify the sounds of a few letters -refer to pictures -ask and answer questions about the text.

something else -begin to decide whether two words rhyme -begin to show awareness that some words begin the same way -begin to indicate where to start reading and the direction to follow -begin to pretend to read, using some of the language from the text -attempt to write to convey meaning -begin to decide whether two words rhyme -begin to show awareness that some words begin the same way -begin to pretend to read, using some of the language from the text

Writing

-attempt to write their name

-draw or construct, and then identify what it is -attempt to write name

Language-Arabic
Listening and speaking

Learners:
-begin to follow detailed, instructional, multistep directions

Learners:
-are understood by most people; may mispronounce new, long, or unusual words

Learners:
-respond appropriately to specific vocabulary and simple statements, questions, and stories

Learners:
-use acceptable language and social rules while communicating with others; may need reminders -act out familiar or imaginary scenarios; may use props to stand for something else -recognize as many as 10 letters, especially those in own name

Learners:
-begin to incorporate new, less-familiar, or technical words in everyday conversations

Viewing & Presenting

-act out familiar or imaginary scenarios; may use props to stand for something else -begin to show awareness that some words begin the same way

-act out familiar or imaginary scenarios; may use props to stand for something else -identify the sounds of a few letters

-act out familiar or imaginary scenarios; may use props to stand for something else -refer to pictures

-act out familiar or imaginary scenarios; may use props to stand for something else -begin to describe the action across pages, using pictures to order the events; may need prompts from adult -draw or construct, and then identify what it is

Reading

Writing

-draw or construct, and then identify what it is

-draw or construct, and then identify what it is

-draw or construct, and then identify what it is

-draw or construct, and then identify what it is

Mathematics

Learners:

Learners:

Learners:

Learners:

Learners:

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

-know usual sequence of basic daily events

-identify a few basic shapes (circle, square, triangle)

-count verbally counts to 10; counts up to 5 objects; counts up to 5 objects accurately using one number name for each object -identify numerals to 5 by name and connects each to counted objects

-copy simple repeating patterns -recognise and name the number of items in a small set (up to 5) instantly combine and separate up to 5 objects and describes the parts

-compare and orders a small set of objects as appropriate according to length, weight, area or volume -follow simple directions related to proximity (beside, between, next to)

Science
Living things Earth & Space Materials & Matter

Learners:
-demonstrate knowledge that we live on Earth -understand that students come from different places

Learners:

Learners:
-demonstrate knowledge of the characteristics of living things

Learners:

Learners:
-demonstrate knowledge of physical properties of objects and materials

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

Learners:
-demonstrate knowledge about self

Learners:
-demonstrate knowledge about self and community

Learners:
-show basic understanding of people and how they live

Learners:
-explore change related to familiar people and places

Learners:
-demonstrate simple geographic knowledge

PSPE Identity Active living Interactions

Learners:
-manage feelings -manage feelings

Learners:
-follow limits and expectations -interact with peers. -make friends

Learners:
-take care of own needs appropriately -use refined wrist and finger movements -forms relationships with adults

Learners:
-respond to emotional cues -balance needs and rights of self and others -hold drawing and writing tools by using a 3 point finger grip

Learners:
-balance needs and rights of self and others -solve social problems

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

Learners:
-begin to understand rules

Learners:
-begin to follow instructions

Learners:
--can explore different movements

Learners:
-use movements that complement nursery rhymes -begin to listen to pace of songs and move accordingly -focus on creativity & confidence

Learners:
-explore how clothes can hinder or allow movement

-begin to understand spatial awareness

-begin to balance

-begin to explore more complex movements

-can express creative movement

-focus on being communicators & openminded -are able to run, walk and stop on command

-focus on communication & cooperation

-focus on responsibility & growth

-focus on being caring & showing respect

-are able to balance

-are able to jump, hop, skip, leap and gallop

-are able to throw & catch

-are able to kick & stop the ball with their feet

Learners:
-sing songs -experience the steady beat. -dance and express themselves to music

Learners:
-sing songs -sing and listen to high and low pitches. -sing, hear, and feel Fast and Slow tempos

Learners:
-sing songs -sing and hear Loud and Soft tones. -perform on a variety of musical instruments.

Learners:
-sing songs -improvise on a variety of musical instruments.

Learners:
-sing songs -dance and express themselves to music -work with steady beat to a variety of songs

ICT

Learners:
-Start using I-pads

Learners:
-interact with Promethean Board

Learners:
-apply I-pad safety agreements

Learners:
-interact with Promethean Board

Learners:
-use I-pad to take photos

Library

Learners:
-listen to stories about letter of the week; sing songs; finger plays

Learners:
-learn Library rules and routines. -explore stories, songs and games related to Letter of the Week. -focus on games and how to follow rules of the games so that we all have fun. e.g. Go/Stop game using red and green cards

Learners:
-apply Library rules and routines. -introduce borrowing books. -borrow and care for library materials properly -understand books are made from paper which comes from trees -continue linking stories,

Learners:
-read various nursery rhymes, sing and act out using small props and finger puppets, watch video clips.

Learners:
-appreciate, enjoy, comprehend and respond to stories about clothes and different items of clothing.

(during G week)

songs and games to Letter of the Week and about trees and plants