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XX weeks
Wk xx to Wk XX

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How to Critique- It was effective because/ It could be more effective if you would...

http://teachers.egfi-k12.org/category/lessons/

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-Definition of play and creativity
-How we express ourselves playfully and creatively
-Reflecting on the value of play and creativity

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Through play we express our emotions and show creativity.

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- Thinking skills
- Communication skills

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Strand: Interactions
Phase: 4
Conceptual Understandings: Individuals can extend and challenge their current understanding by engaging with the ideas and perspectives of others.
Learning Outcomes: work towards a consensus, understanding the need to negotiate and compromise.

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Large Scale mixed media composition.

RESPONDING
Phase: 4
Conceptual Understandings: The arts provide us with multiple perspectives.
Learning Outcomes: Reflect throughout the creative process to challenge their thinking and enact new an d unusual possibilities.
CREATING
Phase: 4
Conceptual Understandings: Arts provide opportunities to explore our creative potential and engage in a personal artistic journey.
Learning Outcomes: become increasingly independent in the realisation of the creative process.

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Phase:
Conceptual Understandings:
Learning Outcomes:

Make their own music and perform it to other people.

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Creativity
Cross-Curricular links

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Form
Reflection
Perspective

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- Enthusiasm
- Creativity
- Curiosity

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- Open-minded
- Risk-takers
- Communicators

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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:

Writing your own stories.

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ORAL LANGUAGE_ LISTENING AND SPEAKING
Phase: 4
Learning Outcomes:
use oral language

appropriately, confidently

and with increasing accuracy

verbalize their thinking and

explain their reasoning

appreciate that language

is not always used literally;

understand and use the

figurative language of their

own culture.

Phase: 5
Conceptual Understandings:
Metaphorical language creates

strong visual images in our

imagination.

Learning Outcomes:
understand and use

figurative language such as

simile, personification and

metaphor

use register, tone, voice level

and intonation to enhance

meaning

appreciate that people speak

and respond according

to personal and cultural

perspectives

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase: 5
Learning Outcomes:
identify elements and

techniques that make

advertisements, logos and

symbols effective and draw

on this knowledge to create

their own visual effects

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

use appropriate terminology

to identify a range of visual

effects/formats and critically

analyse their effectiveness,

for example, mood, media,

juxtaposition, proportion

WRITTEN LANGUAGE_ READING
Phase: 5
Conceptual Understandings:
Authors structure stories around

significant themes.

Effective stories have a structure,

purpose and sequence of events

(plot) that help to make the

author’s intention clear.

Learning Outcomes:
participate in class, group

or individual author studies,

gaining an in-depth

understanding of the work

and style of a particular

author and appreciating what

it means to be an author

appreciate structural and

stylistic differences between

fiction and non-fiction;

show understanding of this

distinction when structuring

their own writing

appreciate authors’ use

of language and interpret

meaning beyond the literal

understand that authors use

words and literary devices to

evoke mental images

recognize and understand

figurative language, for

example, similes, metaphors,

idioms

compare and contrast the

plots of two different but

similar novels, commenting

on effectiveness and impact

WRITTEN LANGUAGE_ WRITING
Phase: 5
Learning Outcomes:
write independently and
with confidence, showing
the development of their
own voice and style

use a range of vocabulary
and relevant supporting
details to convey meaning
and create atmosphere and
mood

use planning, drafting,
editing and reviewing
processes independently
and with increasing
competence

critique the writing of peers
sensitively; offer constructive
suggestions

vary sentence structure and
length

recognize and use figurative
language to enhance
writing, for example,
similes, metaphors, idioms,
alliteration

identify and describe
elements of a story—setting,
plot, character, theme

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Strand: Data handling
Phase: 4

Conceptual understandings
Data can be presented effectively for valid
interpretation and communication.
Probability can be represented on a scale
between 0–1 or 0%–100%.
The probability of an event can be
predicted theoretically.

Learning outcomes
When constructing meaning learners:
- understand that probability can be
expressed in scale (0–1) or per cent
(0%–100%)
- understand the difference between
experimental and theoretical
probability.

When transferring meaning into
symbols learners:
- express probabilities using scale (0–1)
or per cent (0%–100%).

When applying with understanding
learners:
- determine the theoretical probability
of an event and explain why it might
differ from experimental probability.

Strand: Measurement
Phase: 4

Conceptual understandings
Accuracy of measurements depends on
the situation and the precision of the tool.

When transferring meaning into
symbols learners:
- measure and construct angles in
degrees using a protractor
- carry out simple unit conversions
within a system of measurement
(metric or customary).

When applying with understanding
learners:

• select and use appropriate units
of measurement and tools to solve
problems in real-life situations
• determine and justify the level of
accuracy required to solve real-life
problems involving measurement

Strand: Shape and space
Phase: 4

Conceptual understandings
Manipulation of shape and space takes
place for a particular purpose.
Consolidating what we know of
geometric concepts allows us to make
sense of and interact with our world.
Geometric tools and methods can be
used to solve problems relating to shape
and space.

Learning outcomes
When constructing meaning learners:
• understand the common language
used to describe shapes
• understand the properties of regular
and irregular polyhedra
• understand the properties of circles
• understand how scale (ratios) is used
to enlarge and reduce shapes
• understand systems for describing
position and direction
• understand that 2D representations
of 3D objects can be used to visualize
and solve problems
• understand that geometric ideas
and relationships can be used to
solve problems in other areas of
mathematics and in real life.

When transferring meaning into
symbols learners:
• analyse, describe, classify and visualize
2D (including circles, triangles and
quadrilaterals) and 3D shapes, using
geometric vocabulary
• describe lines and angles using
geometric vocabulary
• identify and use scale (ratios) to
enlarge and reduce shapes
• identify and use the language and
notation of bearing to describe
direction and position
• create and model how a 2D net
converts into a 3D shape and vice
versa
• explore the use of geometric ideas
and relationships to solve problems in
other areas of mathematics.

When applying with understanding
learners:
• use geometric vocabulary when
describing shape and space in
mathematical situations and beyond
• use scale (ratios) to enlarge and
reduce shapes
• apply the language and notation of
bearing to describe direction and
position
• use 2D representations of 3D objects
to visualize and solve problems, for
example using drawings or models.