Unit 4 = 7 weeks 17 th February 19 th April TRIP: School Camp

Unit 1 = 7 weeks 2 nd September 18 th October Guest Speaker: Fitness Instructor Unit 2 = 8 weeks 18 th October 16 th December TRIP: Abu Dhabi Lourve Unit 4 = 7 weeks 17 th February 19 th April TRIP: School Camp Unit 3 = 7 weeks 2 nd January 14 th February TRIP: Mad Science Unit 6 = 5 weeks 2 nd June 4 th July TRIP: Kidzania Unit 5 = 6 weeks 21 st April 30 th May Trip: Green Planet WHO WE ARE (1 st unit) An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human. HOW WE EXPRESS OURSELVES (2 nd unit) 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. WHERE WE ARE IN PLACE & TIME (4 th unit) An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of human kind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives. HOW THE WORLD WORKS (3 rd unit) An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment. HOW WE ORGANISE OURSELVES (6 th unit) An inquiry into the interconnectedness of humanmade systems and communities; the structure and function of organisations; societal decisionmaking; economic activities and their impact on humankind and the environment. SHARING THE PLANET (5 th unit) An inquiry into the rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution. Y Central Idea Our body is made up of many systems that work together Central Idea Exploration leads to discoveries Central Idea Technology impacts communication Central Idea Light, sound and electricity can affect the way we experience the world Central Idea The ability to access children s rights varies worldwide Central Idea Ecosystems are affected by human activity E A The different body systems How different body systems work together The factors that affect the body system Reasons for exploration (historical and personal) Explorers over time The consequences of exploration Evolution of technological appliances Social media acts as a platform for self-expression Ethics of cyber-space Forms of light, sound and electricity How light, sound and electricity travel Manipulating light, sound and electricity Needs and wants worldwide Rights and responsibilities of children Organization supporting the rights of children How the actions of humans will change an ecosystem The interdependence of living and non-living organisms Our responsibility and action required in the conservation system R 4 Connection, Function, Causation Research, Thinking, Communication Form, Perspective, Change : research, social, thinking and communication Responsibility, Connection, Function : research, self-management and thinking Form, Change, Perspective Self-management, thinking, research Responsibility, Function, Reflection Social, Communication and Research Causation, Reflection, Responsibility Transdisciplinary Skill research, social, self-management, thinking and communication s patterns, interdependence, health Conflict, Discovery, Exploration Identity, Systems, Citizenship Transformation, properties, behavior Community, diversity, equality Interdependence, Rights, Responsibilities Balanced Thinkers Inquirers Risk-Takers Communicators Thinkers Communicators Inquirers Risk-takers Knowledgeable Open-minded Caring Caring Balanced Knowledgeable

Science within UOI Curiosity Appreciation Independence Confidence Cooperation Curiosity Creativity Independence Integrity Confidence Enthusiasm Commitment Tolerance Empathy Appreciation Commitment Empathy Respect Living Things Earth and Space: States of Matter: Forces and Energy: Living Things: Skeletons grow as humans grow, support and protect the body. Animals with skeletons have muscles attached to the bones/ Know how a muscle has to contract (shorten) to make a bone move and muscles act in pairs. Recognize teeth and their functions. Explain the function and components of the human digestive system. Model how the spin of the Earth leads to day and night, e.g. with different sized balls and a torch. Explore, through modeling, that the sun does not move; its apparent movement is caused by the Earth spinning on its axis. Know that the Earth spins on its axis once in every 24 hours/ Know that the Earth takes a year to orbit the sun, spinning as it goes. Research the lives and discoveries of scientists who explored the solar system and stars. Describing a range of common materials, such as metals or plastics, and their uses/ investigating a particular property across a range of materials. Selecting materials for uses based on their properties; Investigate how materials change when they are heated and cooled/ Know that melting is when a solid turns into a liquid and is the reverse of freezing. (Boiling point of water is 100 C and the melting point of ice is 0 C). Reversible and Irreversible change Investigate how some materials are effective in preventing sound from travelling through them. Investigate the way pitch describes how high or low a sound is and that high and low sounds can be loud or soft. Explore how pitch can be changed in musical instruments in a range of ways Identify how sounds are made, associating some of them with something vibrating Find patterns between the pitch of a sound and features of the object that produced it Find patterns between the volume of a sound and the strength of the vibrations that produced it Recognize that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit. Recognize some common conductors and insulators, and associate metals with being good conductors. Recognize ways that human activity affects the environment e.g. river pollution, recycling waste. Investigating how plants provide shelter for animals/ Investigating the roles of living things in a habitat, for instance producers, consumers or decomposers. Associate physical features of plants and animals with the environments in which they live, such as a webbed foot belonging to an animal living in the water or a thick stem and spines belonging to a plant living in the desert. Recognize and explain that some living things in a community of living things compete with others for food or space. Predicting the effects when living things in feeding relationships are removed or die out in an area. Recognizing that interactions between living things may be competitive or mutually beneficial. Describe the roles of living things at each link in a simple food chain (plants produce their own food, some animals eat plants, other animals eat the animals that eat plants Know that food chains begin with a plant (the producer), which uses energy from the sun. Understand the terms producer, consumer, predator and prey.

ICT within UOI Writing within UOI Reading within UOI Math within UOI Shape and Space: Fractions: Data Handling: Identify lines of symmetry in 2-D shapes presented in different orientations, including where the line of symmetry does not dissect the original shape Compare and classify geometric shapes, including different types of quadrilaterals and triangles, based on their properties and sizes Plot specified points and draw sides to complete a given polygon Solve simple measure and money problems involving fractions and decimals to two decimal places Measurement: Convert from larger to smaller units of metric measure Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs Measurement: Read, write and convert time between analogue and digital 12- and 24-hour clocks Convert from larger to smaller units of time Retrieve and record information from non-fiction Draft and write by: in narratives, creating settings, characters and plot Confidently use the Shift key, CL, CTRL, ALT, PRT SCR, spacebar, backspace and simple keyboard shortcuts Label and save work. Create, save and find files and open/close. Insert images, shapes, clip art, word art, smart art, and manipulate images. Insert header/ footer /adjust background/ cut, copy and paste Confidently change font, text direction, align text, bold, underline, adjust size and colour/ spell check Use templates: newsletter/leaflet/cards. PPT add a slide, delete, add animation, transition. Know only to use websites for kids, how to use appropriate language and select suitable images Share work, Reflect and give feedback on digital platforms respectfully (Padlet, Edmodo) Academic Honesty: Reference & Cite the websites researched when creating a piece of work Understand what cyberbullying is, how to prevent it and what to do if it happens Select & Create an online story /slideshow/animation/ comic strip (ie. Story Bird, PPT, Powtoons ) Manipulate & format images (tagxedo, pixlr, word cloud & in Microsoft programs) Debug Code- identify errors when trying to make sprite move in simple program Record information using multimedia tools from a primary source and present information eg. tablet, Use Online Dictionary, thesaurus and translator online reference tools. Use spell check & edit features. Use Kiddle and Google to research online websites/images. Download, copy/save images/fonts. Use Pictochart with inbuilt excel to enter information & create different graphs, tables, infographics Create tables, adjust columns & rows, align cells and organize information Start to Write simple algorithms (give instructions to program to solve a problem) for real world situations

Standalone Reading Stand-alone Math Working Scientifically Stand -alone Science Earth and Space: Exploring a number of ways to care for the environment egg. Recycling, reducing waste, reducing energy consumption, not littering, encouraging others to care for the environment. Investigating major geological events such as earthquakes, volcanic eruptions and tsunamis. Describing how people measure significant geological events; Considering the effect of forces of nature on the landscape, including in the Middle East region. Describe how weather (variations in temperature, humidity, precipitation in the form of rain or snow, clouds, and wind) can vary with geographic location. Describe how temperature and precipitation can change with the seasons and how these changes vary with location. Describe the water cycle- Precipitation, Evaporation, and Condensation. Pupil can develop relevant, testable questions, e.g. based on observations of animals. Pupil can plan investigations using different types of scientific enquiry, e.g. exploring various materials by observing change over time, running comparative tests and conducting surveys. Pupil can set up comparative and fair tests, e.g. finding patterns in the sounds made by elastic bands of different thicknesses Pupil can use various equipment, as instructed, repeatedly and with care, e.g. thermometers. Pupil can recognise the importance of using standard units and measures accurately, e.g. measuring temperature when investigating its effect on washing drying. Pupil can use words and diagrams to record findings, e.g. how habitats change during the year. Pupil can use various ways to record evidence, e.g. comparing the teeth of herbivores and carnivores. Pupil can use various ways to record, group and display evidence, e.g. grouping and classifying various materials. Pupil can write a conclusion based on evidence, e.g. effect on brightness of bulbs if more cells are added. Pupil can present findings either in writing or orally, e.g. relating to investigating which materials are conductors. Pupil can recognise patterns that relate to scientific ideas, e.g. finding out which materials make better earmuffs Pupil can use evidence to produce a simple conclusion, e.g. the effect of temperature on various substances. Pupil can use evidence to suggest further relevant investigations, e.g. making own instruments, using ideas about pitch and volume. Fractions: (4 th and 5 th unit) Count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten Recognise and show, using diagrams, families of common equivalent fractions Rounds decimals with one decimal place to the nearest whole number Solve simple measure and money problems involving fractions and decimals to two decimal places Addition and Subtraction: (1 st unit) Solve calculation problems involving two-step addition and subtraction in context, deciding which operations to use and why Solve calculation problems involving two-step addition and subtraction in context, deciding which methods to use and why Multiplication and Division: (6 th unit) Multiply two-digit and three-digit numbers by a one-digit number using formal written layout Recall multiplication and division facts for multiplication tables up to 12 12 Place Value (1 st unit) Count in multiples of 1000; count backwards through zero to include negative numbers Count in multiples of 6, 7, 9 and 25 Order and compare numbers beyond 1000 Round whole numbers to 10,000 to the nearest 10, 100 or 1000 Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet Develop positive attitudes to reading and understanding of what they read by: listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks identifying and discussing themes and conventions in *and across* a wide range of writing Understand what they read, in books they can read independently, by: identifying main ideas drawn from more than one paragraph and summarising these

Stand-alone Writing Write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far Draft and write by: organising paragraphs around a theme Proof-read for spelling and punctuation errors Use fronted adverbials Use standard English forms for verb inflections instead of local spoken forms Use of inverted commas and other punctuation to indicate direct speech; apostrophes to mark plural possession; use of commas after fronted adverbials