ADEC Standards K 5

K-5
CURRICULUM
STANDARDS
2326 Standards FF.indd 1
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K-5
CURRICULUM
STANDARDS
26/7/06 8:57:59 PM
First published 2006 by Abu Dhabi Education Council P.O. Box 36005 Abu Dhabi Copyright Abu Dhabi Education Council 2006
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Contents
Foreword The new curriculum Overview of the curriculum Standards Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 4 5 8 10 12 14 16 18 20 22
K5 curriculum: Standards

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Foreword
Following extensive work by the Abu Dhabi Education Council, I am pleased to present the new Standards for each curriculum area for children from Kindergarten to Grade 5 in the Public/Private Schools. The Standards are short, clear descriptions of the knowledge and skills that each child should develop in each grade from Kindergarten to Grade 5, regardless of their school and home circumstances. The Standards answer the questions: What must be taught? and What do we expect students to know and be able to do? The Standards are arranged by grade for the learning areas of English language arts, Mathematics, Science, Music, Art, Health and physical education, and Information literacy and technology. The Standards give parents and teachers of primary children in the Public/Private Schools a clear description of what must be taught and what students can be expected to learn in each grade. The Public/ Private Contractors will work with their principals, teachers and parents to produce student assessment and reports consistent with these Standards. I thank all who have contributed to the development of these Standards and commend all teachers and parents to work together to strengthen the foundation of education for all children from Kindergarten to Grade 5. Mubarak Saeed Al Shamesi
Director General Abu Dhabi Education Council

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K5 curriculum: Standardsands
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The new curriculum

K5 curriculum: Standards is one of a suite of curriculum documents for implementation in Abu Dhabi schools in 2006 / 2007. The suite of documents consists of: K5 curriculum: Standards K5 curriculum: Information for parents K5 English language arts curriculum K5 Mathematics and Science curriculum K5 Music and Art curriculum K5 Health and physical education curriculum K5 Information literacy and technology curriculum K5 English language arts teacher support K5 Mathematics and Science teacher support K5 Music and Art teacher support K5 Health and physical education teacher support K5 Information literacy and technology teacher support
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Overview of the curriculum

The K5 Standards describe the knowledge, skills and understandings that each student should achieve in each learning area and at each grade level from Kindergarten to Year 5. The Standards are arranged by grade for the learning areas of English language arts, Mathematics, Science, Music, Art, Health and physical education, and Information literacy and technology. Here is a brief description of each of these learning areas.
English language arts

In English language arts, students learn to talk, listen, read and write in English. They also learn the language structures and grammar of standard English and how to use English effectively in a wide range of situations. The three Strands of the K5 English language arts curriculum are:
Talking and listening Reading Writing.
Mathematics
By studying Mathematics, students learn to apply mathematical knowledge and skills in many different ways, and to enjoy and value the role of Mathematics in their lives. The four Strands of the K5 Mathematics curriculum are:
Number Patterns and algebra Measurement and data Space and geometry.
Science
In Science, students learn about what humans need in order to live on earth, including sources of energy and many common materials. The four Strands of the K5 Science curriculum are:
Earth and space Life systems Energy systems Matter.

K5 curriculum: Standardsands
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Music
By studying Music, students learn to understand and appreciate a wide range of music, and they learn about the pleasure and enrichment that music brings to them, their culture and the world. The three Strands of the K5 Music curriculum are:
Performing Composing Listening.
Art
In Art, students learn to express and communicate ideas through art, and they learn about art in the United Arab Emirates and the wider world. The two Strands in the K5 Art curriculum are:
Creating Responding.
Health and physical education

Health and physical education teaches students about their own growth and development, and they learn what makes a healthy lifestyle, including the importance of physical activity. The four Strands of the K5 Health and physical education curriculum are:
Healthy choices Self and relationships Games, sports and movement Active lifestyles.
Information literacy and technology

By studying Information literacy and technology, students learn to nd and manage information, and they learn to select and operate a wide range of modern technologies. They also learn how to apply information literacy and technology in all of the learning areas. The two Strands of the K5 Information literacy and technology curriculum are:
Information skills Information and communication technology (ICT).
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K5 curriculum: Standards rands
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Standards
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Kindergarten
Talking and listening | Reading | Writing
Students communicate and interact in English with peers, teachers and known adults. They listen attentively, follow simple instructions and speak briey on familiar topics. They examine the simple features of oral texts. Students develop a positive attitude to reading in English. They begin to use strategies to read short predictable texts. They recognise, discuss and respond to simple written and visual texts. Students write brief, simple texts in English, using basic English grammar and punctuation. They recognise, discuss and respond to simple written and visual texts. They use letters and sounds to attempt to spell familiar words. They write using most lower-case and upper-case letters.
Mathematics
Number | Patterns and algebra | Measurement and data | Space and geometry
Students use everyday language, some mathematical language and diagrams to explain their solutions to problems. Students count, order, read and write numbers up to at least 20, and model addition, subtraction, multiplication and division. They sequence and position numbers, divide objects, and recognise coins and notes. They work with patterns, and relate addition and subtraction facts to at least 10. They recognise length, area, volume and capacity, and mass. They describe and measure time and order events, and they create a data display and interpret data. They work with three-dimensional objects and two-dimensional shapes, give and follow simple directions, and describe position.
Science
Earth and space | Life systems | Energy systems | Matter
Students examine their immediate environment by using their senses, observing, questioning and working together, and sharing ideas. As they observe, they identify simple cause-and-effect relationships. They identify and group non-living things and recognise the needs of living things. They recognise different forms of energy and explain the uses of these forms of energy in their lives. They understand properties of natural and made materials, and they identify properties of a range of materials that are used to make familiar products and built environments.
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Music
Performing | Composing | Listening
Students sing, play and move to a range of music. They explore sounds and begin to order them into basic structures. Students listen and respond to music.
Art
Creating | Responding
Students explore a range of media and create simple artworks. They select subject matter that is meaningful to them and make artworks that represent the subject matter. Students start to describe what they have created and their artwork becomes symbolic. They recognise that artworks can be shared with an audience and they display their work in the classroom, in the school community and at home.

Healthy choices | Self and relationships | Games, sports and movement | Active lifestyles
Students show an awareness of the importance of healthy eating and personal health. They recognise safe and unsafe situations inside and outside the home and school, and can identify people who help to keep them safe. They describe the changes that have occurred since birth, and discuss their likes and dislikes, and how they relate to others. Students begin to develop and practise the core movement skills needed for games, sports and movement. They participate in and explore a range of fun physical activities. They begin to recognise the importance of taking turns and playing fairly, and the importance of regular physical activity for a healthy lifestyle.

Information skills | Information and communication technology
Students show a growing understanding of where to nd information and they identify some of these sources of information. They connect what they know about the world to the information that they read, or that is read and shown to them. They create simple information texts for particular purposes. These texts communicate facts about themselves and their environment. Students start to use ICT condently, doing simple tasks with text, images and numbers. They start to use technology to share information and ideas. They use some correct terms to name types and parts of computer-based equipment, and they show that they are learning how to use this equipment safely.
rands
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Grade 1
Students talk and listen in English on familiar and introduced topics. They listen to instructions, share ideas and begin to recognise that spoken English has various purposes and audiences. Students read and view simple texts and become aware of the structure of some texts. They start using strategies to read familiar and less familiar texts and they become increasingly aware of English grammar. Students begin to plan and write simple texts on familiar topics, and recognise the purpose and audience for their texts. Their writing shows an emerging knowledge of basic English grammar and punctuation. They are more condent in spelling, and begin to use letters of consistent size and slope in their handwriting.
Mathematics
Students use everyday language, some mathematical language and diagrams to explain their solutions to problems. Students count, order, read and write numbers up to 99 and use strategies, informal recording methods and materials to add, subtract, multiply and divide. They recognise coins and notes. They work with patterns, and relate addition and subtraction facts to at least 10. They recognise length, area, volume and capacity, and mass. They recognise, describe and measure time, and order events. They present and interpret data. They work with three-dimensional objects and twodimensional shapes, give and follow simple directions, and describe position.
Science
Students conduct investigations with guidance and support. Their investigations include observing, questioning, making and testing predictions, collecting and recording simple data, observing patterns and suggesting explanations. Students identify ways in which living things grow and change. They identify a variety of energy forms and the ways in which these energy forms are used in their community. They describe the needs of living things and identify the differences between natural environments and built environments.
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Music
Students sing, play and move to music, showing they are aware of their own ability to use their voices and other objects for making sound. They organise sounds into simple structures and start to use symbols to represent creative ideas. They listen and respond to a range of music.
Art
Children begin to understand the relationship between the choice of subject matter and media. They explore the expressive potential of tools and media in more detail. They select techniques for portraying the qualities of the things that they see or imagine. Students become increasingly aware that artworks are viewed by an audience, and they can contribute to discussion of others artworks. They give reasons for the choices they have made in creating artworks.

Students begin to make simple choices about their health and about keeping safe. They know rules that keep them safe inside and outside the home and school. They use medications safely and they identify people who can help them. They describe healthy eating and personal hygiene habits. They describe what makes them special, and they explore feelings and how they relate to their family and peers. Students participate in and enjoy movement activities in simple games and fun physical activities. They follow simple movement sequences with and without music. They practise core movement skills. They begin to play fairly and cooperate in small groups, and they recognise what makes a healthy lifestyle.

Students produce brief information texts that can be understood by others. They recognise the purpose of a given task and the information needed to complete the task. They locate relevant information, organise it into simple formats, and talk about what the information means. Students follow instructions about ICT use. They become more familiar with the computer keyboard. They use the technology to produce basic texts for specic audiences and they understand the need to correct and improve texts. They create and use visual elements in their work.
rands
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Grade 2
Students use English to talk and listen on familiar and introduced topics in a range of situations. They listen to and give instructions, and share ideas with peers. Students read and view a range of short texts in English, using an increasing range of strategies. They are aware of purpose and audience, and basic structure and grammar. Students write simple texts in English and begin to plan, review and edit their writing. They write using basic English grammar and punctuation, and write for a particular purpose and audience. They use letter-sound correspondence and common letter patterns to spell familiar and unfamiliar words. They handwrite using letters of consistent size and slope.
Mathematics
Students use everyday language, some mathematical language and diagrams to explain how answers were obtained. Students count, order, read and write numbers up to 999, and add and subtract at least two-digit numbers. They understand quarters and thirds. They sort, order and count money, and describe the element of chance in familiar activities. They work with number patterns, and relate addition and subtraction facts to at least 20. They estimate, measure, compare and record length, area, volume and capacity, and mass. They compare the duration of events, and describe and measure time. They gather, organise, display and interpret data. They describe, sort and model threedimensional objects and two-dimensional shapes, and represent and describe the position of objects.
Science
Students conduct guided, sequenced investigations that include questioning, making and testing predictions, collecting and recording data and information, observing patterns and speculating. Students identify and describe how living things grow and change. They identify various forms of energy and describe how these are used in the community. They describe the dependency of living things and connect the properties of natural and made materials to their uses. Students identify the differences between natural environments and built environments and model built environments that meet the needs of users.
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Music
Students sing, play and move to music, demonstrating a basic knowledge of musical concepts. They organise musical ideas into simple compositions and use symbol systems to represent these ideas. They listen to and respond to a range of music.
Art
Students understand that artworks communicate meaning. They make choices in their artmaking about subject matter, media and techniques to communicate ideas that are important to them. Students become increasingly articulate when talking about artworks. They justify decisions made in their own artmaking. They are aware that when they participate as an audience member they can observe, talk and write about artworks.

Students explore choices for keeping healthy and safe. They identify hazards at home, on or near roads and near water, and they identify the correct use and storage of medications. They describe how they react in a range of situations. They recognise similarities and differences between themselves and others, and how these differences change as they grow. They are aware of a range of relationships within their family and within their peer groups. Students participate and perform in games, sports and movement, and perform simple movement sequences. They demonstrate core movement skills. They demonstrate fair play and cooperation when using equipment, and they describe the components of a healthy lifestyle.

Students know that nding and using information for a given task consists of a series of steps. They suggest places where they might nd the information. They select and record information in an organised way. They use their research to complete the task and they do a simple evaluation of how well they have completed the task. Students learn more about computer operations. They create and present simple written and visual information in some interesting ways, using a range of technologies suitable to the content, purpose and audience. They explore ways of processing data and ways of communicating and sharing information and ideas.
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Grade 3
Students communicate in English for a range of purposes and audiences. They interact effectively with others and use suitable listening strategies. They explore organisational patterns and language features of predictable spoken English texts. Students read and view a wider range of texts and begin to examine how writers use English to achieve a range of purposes and to connect with their readers. Students produce a range of English texts, using correct grammar and punctuation. They discuss how they structure their writing and how they write for purpose and audience. They use a wider range of strategies for spelling. They join letters when handwriting.
Mathematics
Students use appropriate terminology to describe and link mathematical ideas, check statements for accuracy and explain reasoning. Students count, order, read and record numbers up to 999, and solve addition and subtraction problems involving numbers of up to four digits. They recall multiplication facts for 3, 4 and 6 times-tables and related division facts, and they multiply and divide two-digit numbers by one-digit numbers. They work with simple fractions and add and subtract decimals to two decimal places. They perform simple calculations with money, and conduct simple chance experiments. They generate, describe and record number patterns. They work with length, area, volume and capacity, and mass, using some formal units. They read time and make comparisons between time units. They gather, organise and interpret data. They describe and use three-dimensional objects and two-dimensional shapes. They describe position, and give and follow directions.
Science
Students with guidance conduct parts of a scientic investigation, including observing, questioning, predicting, testing and recording accurate results, analysing data and information, and drawing conclusions. They use equipment safely. Students identify and describe the structures and functions of living things. They identify various forms and sources of energy, and understand how energy causes change. They describe the solar system and the interactions that affect conditions on earth. Students identify characteristics of the way built environments, products and services are made, and they explore the properties and uses of natural and made materials.
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Music
Students sing, play and move to music, demonstrating a knowledge of musical concepts. They organise musical ideas into simple compositions and use understood symbols to represent these ideas. They listen to and respond to a range of music, identifying key features.
Art
Students become increasingly condent in experimenting with a range of techniques. They start to recognise that artistic intentions can inuence the way artworks are produced. An increased knowledge about the world informs their selection and observation of subject matter. Students become increasingly aware that audiences can interpret artworks in different ways, and that a variety of meanings are possible. They learn that artworks can have meaning through material interpretation as well as through subject matter. They talk and write about their artworks and read about artists and their works.

Students describe the factors that inuence their health and safety choices. They identify the effects of tobacco and caffeine on the body, and know how to stay safe at home, at school, on or near roads and near water. They recognise their own strengths and the strengths of others. They explore changes that occur during life and explain how to maintain friendships. Students practise core movement skills when participating in organised games and modied sports. They understand how participating in physical activities helps to maintain a healthy lifestyle.

Students use an information process to complete research tasks in a group and independently. They join in planning activities and suggest where to start looking for suitable information from a variety of sources. They use suitable techniques to nd relevant information within a source, and they use a suitable format to organise their information. They present their information to suit the content, purpose and audience. They evaluate how well they have used the information process. Students follow correct ergonomic practices and know about efcient typing techniques. They continue to create simple presentations for a range of purposes and audiences, experimenting with ways of modifying their presentations. They gather information from electronic sources and begin to explore ways of interpreting data. They demonstrate ways of communicating and sharing information and ideas.
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Grade 4
Students communicate in English for a wider range of purposes and audiences. They use various listening strategies and adapt their roles when interacting in different groups. They recognise the differences between standard English and non-standard English. Students read and view familiar and challenging texts. They efciently use and integrate a range of reading skills and strategies. They recognise how writers use English. Students write texts in English and begin to evaluate their own writing. They use correct grammar and punctuation, and spelling strategies. They explain how they structure their writing to achieve their purpose. They join letters when writing.
Mathematics
Students use appropriate terminology to describe and link mathematical ideas, check statements for accuracy and explain reasoning. Students count, order, read and record numbers up to 9999 and solve addition and subtraction problems involving numbers of up to 4 digits, and multiply and divide two-digit numbers by one-digit numbers. They compare and represent simple fractions, decimals and percentages. They perform simple calculations with money and conduct simple chance experiments. They generate, describe and record number patterns and relate multiplication and division facts to at least 10 x 10. They estimate, measure, compare and record length, area, volume and capacity, and mass, using some formal units. They read and record time, and make comparisons between time units. They gather, organise and interpret data. They name, describe and sketch three-dimensional objects and two-dimensional shapes. They use coordinates to describe position and compass points to give and follow directions.
Science
Students independently carry out stages of a scientic investigation, such as observing, questioning, predicting, testing and recording accurate results, analysing data and information, and drawing conclusions. They select and safely use equipment. Students identify and describe the structures and functions of living things and how they interact with each other and their environment. They identify forms and sources of energy and ways in which energy causes change. They identify characteristics of the solar system and describe interactions that affect conditions on earth. They describe how the properties of materials affect their use. Students identify the ways in which built environments, products and services are constructed or produced. They investigate the properties and uses of natural and made materials.
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Music
Students sing, play and move to a range of music, as individuals and in groups, demonstrating a basic understanding of musical concepts. They organise musical ideas into compositions, using basic notation to record these ideas. They listen to a range of familiar and unfamiliar music, identifying the key features of the music, and they make some informed judgements about their musical preferences.
Art
Students work in a sustained manner when creating artworks, often returning to works to add layers and detail. They investigate subject matter from a wide range of sources and often create a small series of works relating to the one idea. They investigate and select various media to suggest quality and to communicate their intention. Students demonstrate an awareness of the relationship between artist, artwork and audience by creating works with a particular context in mind. They view artworks from a broad range of contexts including books, websites and gallery collections and exhibitions. They view the work of Emirati artists and artists from other parts of the world.

Students investigate how physical and cultural factors inuence peoples health choices. They make informed choices based on their understanding of healthy foods and safe practices. They identify strategies that they use to stay safe at home, at school, on or near roads and near water. They identify strengths, limitations and characteristics that make them unique. They explore ways of encouraging and being sensitive to the feelings of others and ways of maintaining positive relationships. Students apply a range of core movement skills when participating in more complex games, sports and movement. They examine how and why regular physical activity helps to maintain a healthy lifestyle.

Students use an information process to complete research tasks, both in a group and independently. They plan what they need to do and gather information from an increasing range of sources. They interpret information and select information that is suitable for their task. They process, organise and communicate information in a way that suits the content, purpose and audience. They evaluate how well they use the information process and identify one way in which they could improve their information skills. Students use a range of formatting and authoring tools to produce effective written and visual presentations for a range of audiences and purposes. They navigate electronic information sources to nd and select the information they need, and they sort and organise data. They develop and use ways of communicating and sharing information and ideas.
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Grade 5
Students communicate effectively and use spoken English for an increasing range of purposes and audiences. They make effective oral presentations. They listen for specic information, and discuss and evaluate ways of talking that inform and inuence their audience. Students independently read and view more complex texts in English. They recognise point of view and justify their interpretations. They identify, analyse and respond to techniques used by writers to achieve their purpose. Students produce texts in English for a wide range of purposes and audiences, and dealing with more complex topics, ideas and issues. They independently edit their own texts. They spell most common words correctly, and use strategies to spell less common words. They evaluate their own writing and handwrite uently and legibly.
Mathematics
Students use mathematical terminology and some conventions and give valid reasons when comparing and selecting from possible solutions, making connections with existing knowledge. Students read, write and order numbers of any size up to at least ve digits. They construct, verify and complete number sentences using the four operations. They compare, order and perform calculations with fractions, decimals and simple percentages. They place the likelihood of simple events in order on a number line from 0 to 1. They record and describe geometric and number patterns, using tables and words. They use the appropriate unit to estimate, measure and calculate length, area, volume and capacity and mass. They use twenty-four-hour time in real-life situations and construct timelines. They use scale, and draw and interpret a variety of graphs. They construct and classify three-dimensional objects and two-dimensional shapes, and compare and describe their properties. They measure, construct and classify angles.
Science
Students independently construct questions for scientic investigation, conduct scientic investigations based on fair testing, and collect, record and analyse data. Students identify and describe relationships between living things. They identify and describe sources, forms, uses, transfers and changes in forms of energy. They know that the earth is the source of most materials, and they understand the concept of sustainability and its importance. Students recognise built environments as systems created to meet the needs of people and communities.
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Music
Students sing, play and move to a range of music, both as individuals and in groups, demonstrating an understanding of musical concepts. They organise musical ideas into compositions, using notation systems to record these ideas. They listen to a range of familiar and unfamiliar music, with understanding, appreciation and discrimination.
Art
Students create, select and explore ways to use complex skills and techniques to communicate meaning through their artmaking. They make decisions about the ways they communicate meaning to an audience. In their artmaking, they respond to the conventions and practices of Arab artists. Students make considered judgements about the effectiveness of an artists intention and use of media, basing their judgements on their knowledge of the artform. They demonstrate visual literacy in their interpretations of how subject matter is represented and media is used. They demonstrate a knowledge of the traditions and practices of Arab artists from the UAE and other countries.

Healthy choices | Self and relationships | Games, sports and movement |Active lifestyles
Students understand the factors that contribute to a safe and healthy lifestyle. They learn nutritional information, disease prevention, the effects of tobacco and caffeine on the body, and the consequences of hazards at home, at school, and in water and road environments. Students examine the roles and responsibilities of group members. They develop ways of coping with life changes. They understand the qualities of good relationships and communicate effectively in order to maintain relationships. Students perform core movement skills in a range of games, sports and movement, with increased condence and precision. They recognise factors that affect peoples health choices and physical activity, and understand the importance of monitoring their own health, and setting goals to improve their lifestyle.

Students use the information process to complete increasingly complex tasks. They plan independently, or with help, what they need to do, and they competently nd information from a wide range of sources. They select and organise relevant information, and evaluate its reliability. They structure and present information coherently and correctly for the task, and communicate their ndings in a range of ways. They evaluate how well they used the information process, and they identify where they could improve their information skills. Students are competent users of a range of ICT and, where necessary, they integrate its use. They experiment with available hardware and software to suit their needs and they discuss the uses and limitations of types of technologies. They express themselves and communicate with others in new and interesting ways.
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Acknowledgement
Adapted from NSW Primary Curriculum, Foundation Statements 2005 Copyright Board of Studies NSW. The Board of Studies NSW takes no responsibility for adaptations of the Material supplied by the Ofce of the Board of Studies to the Publisher. Recurring motif courtesy of Fayeq Oweis Fayeq Oweis FOWEIS@aol.com
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ADEC Standards K 5

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K-5

2326 Standards FF.indd 1

2326 Standards FF.indd 2

2326 Standards FF.indd 3

2326 Standards FF.indd 4

2326 Standards FF.indd 3

2326 Standards FF.indd 5

The new curriculum

2326 Standards FF.indd 7

Overview of the curriculum

English language arts

Talking and listening Reading Writing.

Earth and space Life systems Energy systems Matter.

Performing Composing Listening.

Health and physical education

Information literacy and technology

Information skills Information and communication technology (ICT).

2326 Standards FF.indd 9

K5 curriculum: Standards rands

2326 Standards FF.indd 10

2326 Standards FF.indd 11

2326 Standards FF.indd 12

Health and physical education

Information literacy and technology

2326 Standards FF.indd 14

Health and physical education

Information literacy and technology

2326 Standards FF.indd 16

Health and physical education

Information literacy and technology

2326 Standards FF.indd 18

Health and physical education

Information literacy and technology

2326 Standards FF.indd 20

Health and physical education

Information literacy and technology

2326 Standards FF.indd 22

Health and physical education

Information literacy and technology

2326 Standards FF.indd 24

2326 Standards FF.indd 25

2326 Standards FF.indd 26

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