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Debate on things that happen in school (create a brochure on publisher for their argument in order to have something concrete to show the parents)  Start with one to one debates to build up and eventually have more kids debating (teams).  Give them the tools, show videos of examples of kids debating, talk about the structure of a debate (rebuttal, etc.)

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- school scale
- phones in school
- uniform
- school meals - less meat
- longer school days
- longer playtime
- discipline and consequences
-Birthdays

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The impact of rules and laws on decision making in society

Causes of conflict and its resolution

Living and working together in harmony

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Communities function more effectively when all members understand and agree to rules.

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Write and perform a play- write the script of their rules and responsibilities for working in their city- roles for city (someone is a police officer- etc. what do we need to have a city running and working together. (3rd line of inquiry)

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Self-management skills
Thinking skills
Social skills
Communication skills

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Strand: Games
Phase: 2
Conceptual Understandings:
- There are norms of behaviour  that guide the interactions within different groups, and people adapt these norms.
Learning Outcomes:
- ask questions and express wonderings
- assume responsibility for a role in a group.

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Colour Theory

RESPONDING
Phase: 2
Conceptual Understandings: People communicate ideas, feelings and experiences through the arts.
Learning Outcomes: use appropriate terminology to discuss artwork.
CREATING
Phase: 2
Conceptual Understandings: We can communicate our ideas, feelings and experiences through our artwork.
Learning Outcomes: make predictions, experiment, and anticipate possible outcomes.

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Phase:
Conceptual Understandings:
Learning Outcomes:

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community

society

democracy

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Form
Perspective
Responsibility

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Cooperation
Commitment
Tolerance
Independence

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Communicators
Caring
Principled
Balanced

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ORAL LANGUAGE_ LISTENING AND SPEAKING

WRITTEN LANGUAGE_ READING

WRITTEN LANGUAGE_ WRITING

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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: 3
Conceptual Understandings: People interpret messages according to their unique experiences and ways of understanding.

Learning Outcomes:
- listen attentively and speak appropiately in small and large group interactions
- express thoughts, ideas and opinions and discuss them, respecting contributions from others
- participate in a variety of dramatic activities, for example role play, puppet theatre, dramatization of familiar stories and poems.

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase: 3
Conceptual Understandings: Different visual techniques produce different effects and are used to present different types of information.

Learning Outcomes:
- use actions and body language to reinforce and add meaning to oral presentations
- view a range of visual language formats and discuss their effectiveness, for example, film/video, posters, drama

WRITTEN LANGUAGE_ READING
Phase:3
Conceptual Understandings: Wondering about texts and asking questions helps us to understand the meaning

Learning Outcomes:
- develop personal preferences, selecting books for pleasure and information
- read texts at an appropriate level, independently, confidently and with good understanding
- wonder about texts and ask questions to try to understand what the author is saying to the reader
- participate in collaborative learning experiences, acknowledging that people see things differently and are entitled to express their point of view
- recognize a range off different text types, for example, letters, poetry, plays, stories, novels, reports, articles

WRITTEN LANGUAGE_ WRITING
Phase: 3
Conceptual Understandings: When writing, the words we choose and how we choose to use them enable us to share our imaginings and ideas

Learning Outcomes:
- engage confidently with the process of writing
- proof read their own writing and make some corrections and improvements
- use feedback from teachers and other students to improve their writing
- use a dictionary, a thesaurus and word banks to extend their use of language
- over time, create examples of different types of writing and store them in their own writing folder

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Human systems and economic activities

The study of how and why people construct organizations and systems; the

Ways in which people connect locally and globally; the distribution of power and authority.

Social organization and culture

The study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with each other.

Learning outcomes:

1. Identify roles, rights and responsibilities in society: students will define own roles and responsibilities within the family, class or school; compare children’s and adults’ roles, rights and responsibilities in society; reflect on the rights and responsibilities of children in other societies and make comparisons; examine how the rights of a person directly affect their responsibilities;

2. Reflect on opportunities to contribute actively to the community at a range of levels, from local to global).

3. Orientate in relation to place and time: explore similarities and differences between the past and the present;

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Strand: Number
Phase: 3
Conceptual Understandings:
By analysing patterns and and identifying rules for patterns it is possible to make predictions

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

Analyse patterns and identify rules for patterns, developing the understanding that functions describe the relationship or rules that uniquely associate members of one set with members of another set.

By analysing patterns and and identifying rules for patterns it is possible to make prediction.

Represent rules for patterns using words, symbols and table.

Use their understanding of pattern and function to represent and make sense of real-life situations and, where appropriate, to solve problems involving the four operations.

Represent rules for patterns using words, symbols and tables

Identify a sequence of operations relating one set of numbers to another set.

Develop strategies for memorizing addition, subtraction, multiplication, and division number facts

Apply knowledge of transformations to problem-solving situations

Understand that lines and axes of reflective and rotational symmetry

Use the language of multiplication and division, for example, factor, multiple, product quotient, prime numbers, composite numbers,

Understand the inverse relationship between multiplication and division.

Understand that multiplication is repeated addition and that division is repeated subtraction

Model multiplication and division of whole numbers

Use mental and written strategies for multiplication and division in real-life situations