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Normal ones -
lunch helpers
snack helpers
bag monitor
line leader
cabooze

We also have pencil shapener but I have never seen that person do their job...

Other possibilities:
toilet manager
play agent
chair monitor?
classroom monitor
banker manager
shop keeper
Recycle manager (mainly applies to P2B as P2A have their own recycle bin...)

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December 15th 13.00 -14:00
Christmas Market

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http://www.math-aids.com/Money/Counting_Coins_Danish.html

https://www.icanteachmychild.com/teaching-children-the-difference-between-wants-and-needs/

https://jr.brainpop.com/socialstudies/economics/needsandwants/
really nice lesson plan to go with the above video :)
https://educators.brainpop.com/lesson-plan/needs-and-wants-lesson-plan/

Saskia has a few templetes for credit cards we can make for the students :)

http://www.printablekidsplaymoneytemplates.com/realistic-play-money-templates/

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Give the students ads from shops. they have a task to create a party with 100kr wants and needs.

Follow up in class with discussions related to your C.I and LoI.

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Visit the local bank- Den Jyske Sparekasse

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Week 46-51

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Strand: Number
Phase: 2
Conceptual Understandings:

The operations of addition, subtraction, multiplication and division are related to each other and are used to process information to solve problems.

There are many mental methods that can be applied to exact and approximate computations.

Learning Outcomes:

read, write, compare and order cardinal and ordinal numbers

use whole numbers up to hundreds or beyond in real-life situations

use cardinal and ordinal numbers in real life situations

use fast recall of addition and subtraction number facts in real life situations

use mental and written strategies for addition and subtraction of two-digit numbers or beyond in real life situations

Strand: Measurement
Phase: 2
Conceptual Understandings:

Standard units allow us to have a common language to identify, compare, order and sequence objects and events

Learning Outcomes:

understand the use of standard units to measure, for example, length, mass, money, time, temperature

estimate and measure objects using standard units of measurement: length, mass, capacity, money and temperature

use standard units of measure to solve problems in real life situations involving length, mass, capacity, money and temperature

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Strand: Living Things
Skills:

Observe carefully in order to gather data

Use scientific vocabulary to explain their observations and experiences

Interpret and evaluate data gathered in order to draw conclusions

Learning Outcomes:

Observe and describe the different ways of how people shop

recognize that living things, including humans, need specific resources for survival

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Strand: Social organizations and culture
Skills:

Orientate in relation to place and time

Identify roles, rights and responsibilitites in society

Formulate and ask questions about the past, the future, places and society

Learning Outcomes:

exhibit skills and strategies for organizing his or her money wisely

recognize how his or her choices affect the marketplaces

describe and compare the various possibilities of shopping which he or she uses

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ORAL LANGUAGE_ LISTENING AND SPEAKING
Phase: 3
Conceptual Undertsandings:

Spoken communication is different from written communication- it has its own set of rules

Learning Outcomes:

Listen attentively and speak appropriately in small and large group interactions

Listen to a variety of oral presentations including stories, poems, rhymes and reports and respond with increasing confidence and detail

Pick out main events and relevant points in oral texts

Follow multi-step directions

Retell familiar stories in sequence

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase: 3
Conceptual Understandings:

Visual texts provide alternative means to develop new leves of understanding

Learning Outcomes:

recognize and nam familiar visual texts, for example, advertising, logos, labels, signs, ICT iconography

select and use suitable shapes, colours, symbols and layout for presentations; practise and develop writing styles

use appropriate terminology to discuss visual texts, for example, logos, font, foreground, backround, impact

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:
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:
Conceptual Undertsandings:
Learning Outcomes:

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

WRITTEN LANGUAGE_ READING
Phase: 3
Conceptual Undertsandings:

Different types of texts serve different purposes

The structure and organizsation of written language influences and conveys meaning

Learning Outcomes:

realize that there is a difference between fiction and non-fiction and use books for particular purposes, with teacher guidance

recognize and use the diffeent parts of a book, for example, title page, contents, index

discuss personality and behaviour of storybook characters, commenting on reasons why they might react in particular ways

WRITTEN LANGUAGE_ WRITING
Phase: 3
Conceptual Undertsandings:

We write in different ways for different purposes.

The structure of different types of texts includes identifiable features.

Learning Outcomes:

engage confidently with the process of writing

write about a range of topics for a variety of purposes, using literary forms and structures modelled by the teacher and/or encountered in reading

use graphic oragnizers to plan writing, for example, Mind Maps, story boards

organize ideas in a logical sequence, for example, write simple narratives with a beginning, middle and end

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Thinker

Knowledgable

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Integrity

Enthusiasm

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Form

Function

Perspective

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Systems

Value

Money

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Creating
Phase:1
Conceptual Understandings:

Our experiences and imagination can inspire us to create.

Learning Outcomes:

Develop the ability to cooperate and communicate with others in creating dance.

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Upcycling

Phase: 2
Conceptual Understandings: There is a relationship between the artist and the audience.
Learning Outcomes: use appropriate terminology to discuss artwork.
CREATING
Phase: 2
Conceptual Understandings: We solve problems during the creative process by thinking critically and imaginatively.
Learning Outcomes: demonstrate control of tools, materials and processes.

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Strand: Games
Phase: 1
Conceptual Understandings:
- We can explore our body's capacity for movement.
Learning Outcomes:
- Develop a range of fine and gross motor skills

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Thinking Skills

Aquisition of knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Social Skills

Adopting a variety of group roles

Self-management skills

Codes of behaviour

Informed choices

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Students will run their own market stall on market day. They use their own currency as suggested above (link with Art/Design).

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We have purchasing choices in our local and global community.

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the ways people shop

how buying and selling is organised

difference between wants and needs