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5: Start SA
6: Continue with SA

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- What defines a town, city etc.?
- Taking their driver´s license in legoland.
- Build a city, e.g. Sim City.
- use their knowledge from legoland in building their cities.
- build their city using sim city or minecraft

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• The characteristics of a community.
- The systems required to support a community.
- How the different systems are connected.

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A community is composed of a network of systems and services that allows it to work.

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To map the life of a product.
Build a city with all that a community has. Give them prompts and challenges every week they have to solve.

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Research Skills: Formulating Questions, Observing, Planning, Collecting Data, Recording Data, Organizing Data, Interpreting Data, Presenting Research.

Social skills:
Accepting responsibility, Respecting others, Cooperating, Resolving conflict, Group-decision making, Adopting a variety of group roles.

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Strand: Health- related fitness (active living)
Phase: 3, 4
Conceptual Understandings: regular exercise, hydration, nutrition, and rest are all important in an healthy lifestyle.
There is connection between the exercise , nutrition and physical well-being.
Learning Outcomes: identify ways to live healthier lifestyle.
understand the interdependence of factors that can affect health and well-being.

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Architecture project, based on communities in the past.

RESPONDING
Phase: 4
Conceptual Understandings: Through exploring arts across cultures, places and times we can appreciate that people innovate.
Learning Outcomes: reflect throughout the creative process to challenge their thinking and enact new unusual possibilities.
CREATING
Phase: 4
Conceptual Understandings: We explore a range of possibilities and perspectives to communicate in broader ways through our creative work.
Learning Outcomes: adjust and refine their creative process in  response to constructive criticism.

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Phase:
Conceptual Understandings:
Learning Outcomes:

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Communities
Needs
Wants

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Form, function, connection.

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Enthusiasm
Respect

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Inquirers
Knowledgeable
Balanced

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ORAL LANGUAGE_ LISTENING AND SPEAKING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

WRITTEN LANGUAGE_ READING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

WRITTEN LANGUAGE_ WRITING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

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ORAL LANGUAGE_ LISTENING AND SPEAKING
Phase: 5
Conceptual Undertsandings:
People draw on what they already know in order to infer new meaning from what the hear

Learning Outcomes:
-generate, develop and modify ideas and opinions through discussion.
-infer meanings, draw conclusions and make judgements about oral presentations.
- show open-minded attitudes when listening to other points of wiev.
-use standard structures competently in appropriate situations.

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase: 5
Conceptual Undertsandings: Synthesizing information from visual texts is dependent upon personal interpretation and leads to new understanding.

Learning Outcomes:
-identify factors that influence personal reactions to visual texts; design visual texts with the intention of influencing the way people think and feel.
-examine and analyse text and illustrations in reference material, including online text, explaining how visual and written information work together to reinforce each other and make meaning more explicit.
-analyse the selection and composition of visual presentations; select examples to explain how they achieve a particular impact, for example, dominant images, use of colour, texture, symbolism.

WRITTEN LANGUAGE_ READING
Phase: 5
Conceptual Undertsandings:
Reading opens our minds to multiple perspectives and helps us to understand how people think, feel and act.

Learning Outcomes:
-read a wide range of texts confidently, independently and with understanding
-- appreciate author's use of language and interpret meaning beyond the literal.
-make inferences and be able to justify them.

WRITTEN LANGUAGE_ WRITING
Phase: 5
Conceptual Undertsandings:
Stories that perople want to read are built around themes to which they can make connections.

Learning Outcomes:
-use standard spelling for most words and use appropriate resources to check spelling
-critique the writing of peers sensitively; offer constructive suggestions
-use a range of vocabulary and relevant supporting details to convey meaning and create atmosphere and mood.

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ORAL LANGUAGE_ LISTENING AND SPEAKING
Phase: 5

Conceptual Undertsandings:
- Listeners identify key ideas in spoken language and synthesize them to create their own understanding.

Learning Outcomes:
- listen and respond appropriately to instructions, questions and explanations.
- generate, develop and modify ideas and opinions through discussion.
- use an increasing vocabulary and more complex sentence structures with a high level of specificity.
- reflect on communication to monitor and assess their own learning.

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase: 5

Conceptual Undertsandings:
- synthesizing information from visual texts is dependent upon personal interpretation and leads to new understanding.

Learning Outcomes:
- realise that individuals interpret visual information according to their personal experiences and different perspectives.
- show how body language, for example, facial expression, gesture and movement, posture and orientation, eye contact and touch, can be used to achieve effects and influence meaning.
- examine and analyse text and illustrations in reference material, including online text, explaining how visual and written information work together to reinforce each other and make meaning more explicit.

WRITTEN LANGUAGE_ READING
Phase: 5

Conceptual Undertsandings:
- Synthesizing ideas and information from texts leads to new ideas and understandings.
- Effective stories have a structure, purpose and sequence of events (plot) that help to make the author’s intention clear.

Learning Outcomes:
- read a wide range of texts confidently, independently and with understanding.
- work in cooperative groups to locate and select texts appropriate to purpose and audience.
- consistently and confidently use a range of resources to find information and support their inquiries.
- use the internet responsibly and knoledgeably, appreciating its uses and limitations.
- locate, organise and synthesize information from a variety of sources including the library/media centre, the internet, people in the school, family , the immediate community or the global community.

WRITTEN LANGUAGE_ WRITING
Phase: 5

Conceptual Undertsandings:
- Synthesizing ideas enables us to build on what we know, reflect on different perspectives, and express new ideas.

Learning Outcomes:
- write independently and with confidence, showing the development of their own voice and style.
- write using a range of text types in order to communicate effectively, for example, narrative instructional, persuasive.
- vary sentence structure and length.
- use written language as a means of reflecting on their own learning.

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Strand:
- Human systems and economic activities.
- Resources and the environment

Skills:
- formulate and ask questions about the past, the future, places and society.
- Identify roles, rights and responsibilities in society.

Learning Outcomes:
- identify and describe examples in which systems and services have changed the lives of people.
- examine the impact of particular systems and services.
- descirbe the connection between human needs and wants and the development of systems and services.
- reflect on the role of systems and services in his or her own life.

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Strand: Living things, materials and matter.

Skills:
- Use scientific vocabulary to explain their observations and experiences.
- Plan and carry out systematic investigations, manipulating variables as necessary.
- Make and test predictions.

Learning Outcomes:
- analyse the way in which systems and services support the functioning of communities.
- investigate the functioning of systems and services.
- examine the impact of a variety of systems and services on our everyday.
- suggest areas for advancement and improvements in our own community's systems and services.

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Strand: Pattern and function
Phase: 4

Conceptual Understandings:
- Exponential notation is a powerful way to express repeated products of the same number.

Learning Outcomes:
- understand that patterns can be represented, analysed and generalised using tables, graphs, words, and, when possible, symbolic rules.
- represent the rule of a pattern by using a function.
- use functions to solve problems.