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Celery and foodcolour experiment
https://www.education.com/activity/article/celery_stick_science_first/

See through egg
https://www.education.com/activity/article/see_through_egg_first/

Grow your own avocado plant
https://www.education.com/activity/article/grow-avocado-plant/

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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: 3
Conceptual Understandings:

Different visual techniques produce different effects and are used to present different types of information

Learning Outcomes:

view a range of visual language formats and discuss their effectiveness, for example, film/video, posters, drama

realize that effects have been selected and arranged to achieve a certain impact, for example, the way in which colour, lighting, music and movement work together in a performance

observe and discuss visual presentation; make suggestions about why they have been created and what the creator has been aiming to achieve

WRITTEN LANGUAGE_ READING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

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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SLC instead of Show and Tell

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Week 17-22

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How food suppliers change according to local demand

Adapting eating habits according to availability

Effects of food choices from place to place

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Our relationship with food changes from place to place over time.

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Assign the teams to countries for cooking:
- assign to a country and an ingredient
- e.g potatoes
Bonus points for the summative assessment of it was less obvious the ingredient (e.g. potato flour)
- research the recipe
- Book "potatoes around the world"

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Communication Skills

Listening

Speaking Presenting

Social Skills

Group decision making

Respecting others

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Strand: Health-related fitness
Phase: 1
Conceptual  Understandings:
- Our daily practices can have an impact on our well-being
Learning Outcomes:
- demonstrate an awareness of how being active contributes to good health

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Pointillism

RESPONDING
Phase: 2
Conceptual Understandings: We are receptive to art practices and artworks from different cultures, places and times. (including our own)
Learning Outcomes: investigate the purposes of artwork from different times, places and a range of cultures including their own.
CREATING
Phase: 2
Conceptual Understandings: We are receptive to the value of working individually and collaboratively to create art.
Learning outcomes: make predications, experiment, and anticipate possible outcomes.

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Responding
Phase: 1
Conceptual Understandings:

We enjoy and experience different forms of arts.

Learning Outcomes:

Show curiosity about live and recorded dance performances.

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Choice

Eating habits

Variety

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Function

Reflection

Perspective

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Empathy

Respect

Curiousity

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Open-minded

Inquirers

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ENGLISH with Bridget- PENGUINS (Level 1)

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ENGLISH with Bridget- PENGUINS (Level 1)

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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: 2
Conceptual Understandings:
- The sounds of language are a symbolic way of representing ideas and objects.
Learning Outcomes:
- Distinguish beginning, medial and ending sounds of Words with increasing accuracy.

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase: 2
Conceptual Understandings:
- Viewing and talking about the images others have created helps us to understand and create our own presentations.
Learning Outcomes:
- Observe and discuss illustrations in Picture books and simple refernce books, commenting on the information being conveyed.

WRITTEN LANGUAGE_ READING
Phase: 2
Conceptual Understandings:
- The sounds of spoken language can be represented visually.
Learning Outcomes:
- Understand sound-symbol relationships and recognize familiar sounds/symbols/ Words of the language community.

WRITTEN LANGUAGE_ WRITING
Phase: 2
Conceptual Understandings:
- The sounds of spoken language can be represented visually (letters, symbols, characters).
Learning Outcomes:
- Connect written codes with the sounds of spoken language and reflect this understanding when recording ideas.

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ORAL LANGUAGE_ LISTENING AND SPEAKING
Phase: 2
Conceptual Undertsandings:

People communicate using different languages.

Everyone has the right to speak and to be listened to.

Learning Outcomes:

Describe personal experiences

Use language to address their needs, express feelings and opinions

Begin to communicate in more than one language

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase: 2
Conceptual Undertsandings:

Viewing and talking about the images others have created helps us to understand and create our own presentations

Learning Outcomes:

Talk about their own feelings in response to visual messages; show empathy for the way others might feel.

Observe and discuss illustrations in picture books and simple reference books, commenting on the information being conveyed

WRITTEN LANGUAGE_ READING
Phase: 2
Conceptual Undertsandings:

The sounds of spoken language can be represented visually

Consistent ways of recording words or ideas enable members of a language community to communicate

Learning Outcomes:

Select and reread favourite textes for enjoyment

Participate in shared reading, posting and responding to questions and joining in the refrains

Participate in guided reading situations, observing and applying reading behaviours and interacting effectively with the group

Make connections between personal experience and storybook characters

WRITTEN LANGUAGE_ WRITING
Phase: 2
Conceptual Undertsandings:

The sound of spoken language can be represented visually (letters, symbols, characters)

Consistent ways of recording words or ideas emable members of a language community to understand each other's writing

Learning Outcomes:

Enjoy writing and value their own efforts

Write informally about their own ideas, experiences and feelings in a personal journal or diary, initially using simple sentence structires, for example, "I like...", "I can...", "I went to...", "I am going to ..."

Participate in shared and guided writing, observing the teacher's model, asking questions and offering suggestions

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Strand:

Human systems and economic activities

Continuity and change through time

Resources and the environment

Skills:

Use and analyse evidence from a variety of historical, geographical and societal sources

Orientate in relation to place and time

Identify roles, rights and responsibilities in society

Learning Outcomes:

Identify reasons why people why people migrate

Analyse ways that people adapt when they move from one place to another

Identify the long-term and short-term effects of migration

Assess settlement patterns and population distribution in selected regions, areas or countries

Compare and contrast two or more different human migrations

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Strand:

Living Things

Skills:

Identify or generate a question or problem to be explored

Interpret and evaluate data gathered in order to draw conclusions

Learning Outcomes:

Identify the major food groups and be aware of the role they play in human development

Recognise that living things, including humans, need certain resources for energy and growth.

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Strand: Data Handling
Phase: 2
Conceptual Understandings:

Information can be expressed as organised and structured data.

Learning Outcomes:

Collect, display and interpret data for the purpose of answering questions

Create a pictograph and sample bar graph of real objects and interpret data by comparing quantities (for example, more, fewer, less than, greater than)

Use tree, Venn and Caroll diagrams to explore relationships between data

Identify and describe chance in daily events (impossible, less likely, maybe, most likely, certain)

Strand: Number
Phase: 2
Conceptual Understandings:

The base 10 place value system is used to represent numbers and number relationships.

Number operations can be modelled in a variety of ways.

Learning Outcomes:

Model numbers to hundreds or beyond using the base 10 place value system

Use the language of additions and subtraction, for example, add, take away, plus, minus, sum, difference

Model addition and subtraction of whole numbers

Develop strategies for memorizing addition and subtraction number facts

Estimate sums and differences

Strand: Shape and space
Phase: 2
Conceptual Understandings:

Specific vocabulary can be used to describe an object's position in space

Learning Outcomes:

understand that directions can be used to describe pathways, regions, positions and boundaries of their immediate environment

interpret and create simple directions, describing paths, regions, positions and boundaries of their immediate environment

interpret and use simple directions, describing paths, regions, positions and boundaries of their immediate environment