ADEC Standards K 5

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STANDARDS

K-5CURRICULUM

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STANDARDS

K-5CURRICULUM



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First published 2006 byAbu Dhabi Education CouncilP.O. Box 36005Abu DhabiCopyright Abu Dhabi Education Council 2006



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3K5 curriculum: Standards

Foreword 4

The new curriculum 5

Overview of the curriculum 8

Standards 10

Kindergarten 12

Grade 1 14

Grade 2 16

Grade 3 18

Grade 4 20

Grade 5 22

Contents



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5K5 curriculum: Standards

Following extensive work by the Abu DhabiEducation Council, I am pleased to present thenew Standards for each curriculum area forchildren from Kindergarten to Grade 5 in thePublic/Private Schools.

The Standards are short, clear descriptions ofthe knowledge and skills that each child shoulddevelop in each grade from Kindergarten to Grade

5, regardless of their school and home circumstances. The Standardsanswer the questions: What must be taught? and What do weexpect students to know and be able to do?

The Standards are arranged by grade for the learning areas of Englishlanguage arts, Mathematics, Science, Music, Art, Health and physicaleducation, and Information literacy and technology.

The Standards give parents and teachers of primary children in thePublic/Private Schools a clear description of what must be taught andwhat students can be expected to learn in each grade. The Public/Private Contractors will work with their principals, teachers andparents to produce student assessment and reports consistent withthese Standards.

I thank all who have contributed to the development of theseStandards and commend all teachers and parents to work togetherto strengthen the foundation of education for all children fromKindergarten to Grade 5.

Mubarak Saeed Al ShamesiDirector GeneralAbu Dhabi Education Council

Foreword



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K5 curriculum: Standardsands6



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K5 curriculum: Standards 7

The new curriculum

K5 curriculum: Standards is one of a suite of curriculum documentsfor implementation in Abu Dhabi schools in 2006 / 2007.

The suite of documents consists of:

K5 curriculum: Standards

K5 curriculum: Information for parents

K5 English language arts curriculum

K5 Mathematics and Science curriculum

K5 Music and Art curriculum

K5 Health and physical education curriculum

K5 Information literacy and technology curriculum

K5 English language arts teacher support

K5 Mathematics and Science teacher support

K5 Music and Art teacher support

K5 Health and physical education teacher support

K5 Information literacy and technology teacher support



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K5 curriculum: Standardsands8

The K5 Standards describe the knowledge, skills and understandings thateach student should achieve in each learning area and at each grade level fromKindergarten to Year 5.

The Standards are arranged by grade for the learning areas of English language arts,Mathematics, Science, Music, Art, Health and physical education, and Informationliteracy and technology.

Here is a brief description of each of these learning areas.

English language artsIn English language arts, students learn to talk, listen, read and write in English. Theyalso learn the language structures and grammar of standard English and how to useEnglish effectively in a wide range of situations. The three Strands of the K5 Englishlanguage arts curriculum are:

Talking and listening

Reading

Writing.

MathematicsBy studying Mathematics, students learn to apply mathematical knowledge andskills in many different ways, and to enjoy and value the role of Mathematics in theirlives. The four Strands of the K5 Mathematics curriculum are:

Number

Patterns and algebra

Measurement and data

Space and geometry.

ScienceIn Science, students learn about what humans need in order to live on earth,including sources of energy and many common materials. The four Strands of the

K5 Science curriculum are:Earth and space

Life systems

Energy systems

Matter.

Overview of the curriculum



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K5 curriculum: Standards 9

MusicBy studying Music, students learn to understand and appreciate a wide range ofmusic, and they learn about the pleasure and enrichment that music brings to them,their culture and the world. The three Strands of the K5 Music curriculum are:

Performing

Composing

Listening.

ArtIn Art, students learn to express and communicate ideas through art, and they learnabout art in the United Arab Emirates and the wider world. The two Strands in theK5 Art curriculum are:

Creating

Responding.

Health and physical educationHealth and physical education teaches students about their own growth anddevelopment, and they learn what makes a healthy lifestyle, including theimportance of physical activity. The four Strands of the K5 Health and physicaleducation curriculum are:

Healthy choices

Self and relationships

Games, sports and movement

Active lifestyles.

Information literacy and technologyBy studying Information literacy and technology, students learn to nd andmanage information, and they learn to select and operate a wide range of modern

technologies. They also learn how to apply information literacy and technologyin all of the learning areas. The two Strands of the K5 Information literacy andtechnology curriculum are:

Information skills

Information and communication technology (ICT).



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K5 curriculum: Standards rands10



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Standards



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K5 curriculum: Standards r12

Kindergarten

English language artsTalking and listening | Reading | Writing

Students communicate and interact in English with peers, teachers and knownadults. They listen attentively, follow simple instructions and speak briey onfamiliar topics. They examine the simple features of oral texts.

Students develop a positive attitude to reading in English. They begin to usestrategies to read short predictable texts. They recognise, discuss and respond tosimple written and visual texts.

Students write brief, simple texts in English, using basic English grammar andpunctuation. They recognise, discuss and respond to simple written and visual texts.They use letters and sounds to attempt to spell familiar words. They write usingmost lower-case and upper-case letters.

MathematicsNumber | Patterns and algebra | Measurement and data | Space andgeometry

Students use everyday language, some mathematical language and diagrams toexplain their solutions to problems.

Students count, order, read and write numbers up to at least 20, and modeladdition, subtraction, multiplication and division. They sequence and positionnumbers, divide objects, and recognise coins and notes. They work with patterns,and relate addition and subtraction facts to at least 10. They recognise length, area,volume and capacity, and mass. They describe and measure time and order events,and they create a data display and interpret data. They work with three-dimensionalobjects and two-dimensional shapes, give and follow simple directions, and describeposition.

ScienceEarth and space | Life systems | Energy systems | Matter

Students examine their immediate environment by using their senses, observing,questioning and working together, and sharing ideas. As they observe, they identifysimple cause-and-effect relationships. They identify and group non-living things and

recognise the needs of living things. They recognise different forms of energy andexplain the uses of these forms of energy in their lives. They understand propertiesof natural and made materials, and they identify properties of a range of materialsthat are used to make familiar products and built environments.



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s K5 curriculum: Standards 13

MusicPerforming | Composing | Listening

Students sing, play and move to a range of music. They explore sounds and begin toorder them into basic structures. Students listen and respond to music.

ArtCreating | Responding

Students explore a range of media and create simple artworks. They select subjectmatter that is meaningful to them and make artworks that represent the subjectmatter.

Students start to describe what they have created and their artwork becomessymbolic. They recognise that artworks can be shared with an audience and theydisplay their work in the classroom, in the school community and at home.

Health and physical educationHealthy choices | Self and relationships | Games, sports and movement |

Active lifestylesStudents show an awareness of the importance of healthy eating and personalhealth. They recognise safe and unsafe situations inside and outside the home andschool, and can identify people who help to keep them safe. They describe thechanges that have occurred since birth, and discuss their likes and dislikes, and howthey relate to others.

Students begin to develop and practise the core movement skills needed for games,sports and movement. They participate in and explore a range of fun physicalactivities. They begin to recognise the importance of taking turns and playing fairly,and the importance of regular physical activity for a healthy lifestyle.

Information literacy and technologyInformation skills | Information and communication technology

Students show a growing understanding of where to nd information and theyidentify some of these sources of information. They connect what they know aboutthe world to the information that they read, or that is read and shown to them. Theycreate simple information texts for particular purposes. These texts communicatefacts about themselves and their environment.

Students start to use ICT condently, doing simple tasks with text, images andnumbers. They start to use technology to share information and ideas. They usesome correct terms to name types and parts of computer-based equipment, andthey show that they are learning how to use this equipment safely.



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Grade 1


Students talk and listen in English on familiar and introduced topics. They listento instructions, share ideas and begin to recognise that spoken English has variouspurposes and audiences.

Students read and view simple texts and become aware of the structure of sometexts. They start using strategies to read familiar and less familiar texts and theybecome increasingly aware of English grammar.

Students begin to plan and write simple texts on familiar topics, and recognise thepurpose and audience for their texts. Their writing shows an emerging knowledgeof basic English grammar and punctuation. They are more condent in spelling, andbegin to use letters of consistent size and slope in their handwriting.


Students use everyday language, some mathematical language and diagrams toexplain their solutions to problems.

Students count, order, read and write numbers up to 99 and use strategies,informal recording methods and materials to add, subtract, multiply and divide.They recognise coins and notes. They work with patterns, and relate addition andsubtraction facts to at least 10. They recognise length, area, volume and capacity,and mass. They recognise, describe and measure time, and order events. Theypresent and interpret data. They work with three-dimensional objects and two-dimensional shapes, give and follow simple directions, and describe position.


Students conduct investigations with guidance and support. Their investigationsinclude observing, questioning, making and testing predictions, collecting andrecording simple data, observing patterns and suggesting explanations.

Students identify ways in which living things grow and change. They identify avariety of energy forms and the ways in which these energy forms are used in theircommunity. They describe the needs of living things and identify the differencesbetween natural environments and built environments.



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Students sing, play and move to music, showing they are aware of their own abilityto use their voices and other objects for making sound. They organise sounds intosimple structures and start to use symbols to represent creative ideas. They listenand respond to a range of music.


Children begin to understand the relationship between the choice of subject matterand media. They explore the expressive potential of tools and media in more detail.They select techniques for portraying the qualities of the things that they see orimagine.

Students become increasingly aware that artworks are viewed by an audience, andthey can contribute to discussion of others artworks. They give reasons for thechoices they have made in creating artworks.

Health and physical educationHealthy choices | Self and relationships | Games, sports and movement | Active lifestyles

Students begin to make simple choices about their health and about keeping safe.They know rules that keep them safe inside and outside the home and school. Theyuse medications safely and they identify people who can help them. They describehealthy eating and personal hygiene habits. They describe what makes them special,and they explore feelings and how they relate to their family and peers.

Students participate in and enjoy movement activities in simple games and funphysical activities. They follow simple movement sequences with and without music.They practise core movement skills. They begin to play fairly and cooperate in small

groups, and they recognise what makes a healthy lifestyle.


Students produce brief information texts that can be understood by others. Theyrecognise the purpose of a given task and the information needed to complete thetask. They locate relevant information, organise it into simple formats, and talkabout what the information means.

Students follow instructions about ICT use. They become more familiar with thecomputer keyboard. They use the technology to produce basic texts for specicaudiences and they understand the need to correct and improve texts. They create

and use visual elements in their work.



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Grade 2


Students use English to talk and listen on familiar and introduced topics in a range ofsituations. They listen to and give instructions, and share ideas with peers.

Students read and view a range of short texts in English, using an increasing rangeof strategies. They are aware of purpose and audience, and basic structure andgrammar.

Students write simple texts in English and begin to plan, review and edit theirwriting. They write using basic English grammar and punctuation, and write fora particular purpose and audience. They use letter-sound correspondence andcommon letter patterns to spell familiar and unfamiliar words. They handwrite usingletters of consistent size and slope.


Students use everyday language, some mathematical language and diagrams toexplain how answers were obtained.

Students count, order, read and write numbers up to 999, and add and subtractat least two-digit numbers. They understand quarters and thirds. They sort, orderand count money, and describe the element of chance in familiar activities. Theywork with number patterns, and relate addition and subtraction facts to at least 20.They estimate, measure, compare and record length, area, volume and capacity, andmass. They compare the duration of events, and describe and measure time. Theygather, organise, display and interpret data. They describe, sort and model three-dimensional objects and two-dimensional shapes, and represent and describe theposition of objects.


Students conduct guided, sequenced investigations that include questioning, makingand testing predictions, collecting and recording data and information, observing

patterns and speculating.Students identify and describe how living things grow and change. They identifyvarious forms of energy and describe how these are used in the community. Theydescribe the dependency of living things and connect the properties of natural andmade materials to their uses.

Students identify the differences between natural environments and builtenvironments and model built environments that meet the needs of users.



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Grade 3


Students communicate in English for a range of purposes and audiences. Theyinteract effectively with others and use suitable listening strategies. They exploreorganisational patterns and language features of predictable spoken English texts.

Students read and view a wider range of texts and begin to examine how writers useEnglish to achieve a range of purposes and to connect with their readers.

Students produce a range of English texts, using correct grammar and punctuation.They discuss how they structure their writing and how they write for purpose andaudience. They use a wider range of strategies for spelling. They join letters whenhandwriting.


Students use appropriate terminology to describe and link mathematical ideas,check statements for accuracy and explain reasoning.

Students count, order, read and record numbers up to 999, and solve addition andsubtraction problems involving numbers of up to four digits. They recall multiplicationfacts for 3, 4 and 6 times-tables and related division facts, and they multiply and dividetwo-digit numbers by one-digit numbers. They work with simple fractions and addand subtract decimals to two decimal places. They perform simple calculations withmoney, and conduct simple chance experiments. They generate, describe and recordnumber patterns. They work with length, area, volume and capacity, and mass, usingsome formal units. They read time and make comparisons between time units. Theygather, organise and interpret data. They describe and use three-dimensional objectsand two-dimensional shapes. They describe position, and give and follow directions.


Students with guidance conduct parts of a scientic investigation, includingobserving, questioning, predicting, testing and recording accurate results, analysing

data and information, and drawing conclusions. They use equipment safely.Students identify and describe the structures and functions of living things. Theyidentify various forms and sources of energy, and understand how energy causeschange. They describe the solar system and the interactions that affect conditionson earth.

Students identify characteristics of the way built environments, products and servicesare made, and they explore the properties and uses of natural and made materials.



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Students sing, play and move to music, demonstrating a knowledge of musicalconcepts. They organise musical ideas into simple compositions and use understoodsymbols to represent these ideas. They listen to and respond to a range of music,identifying key features.


Students become increasingly condent in experimenting with a range oftechniques. They start to recognise that artistic intentions can inuence the wayartworks are produced. An increased knowledge about the world informs theirselection and observation of subject matter.

Students become increasingly aware that audiences can interpret artworks indifferent ways, and that a variety of meanings are possible. They learn that artworkscan have meaning through material interpretation as well as through subject matter.They talk and write about their artworks and read about artists and their works.


Students describe the factors that inuence their health and safety choices. Theyidentify the effects of tobacco and caffeine on the body, and know how to staysafe at home, at school, on or near roads and near water. They recognise their ownstrengths and the strengths of others. They explore changes that occur during lifeand explain how to maintain friendships.

Students practise core movement skills when participating in organised games andmodied sports. They understand how participating in physical activities helps to

maintain a healthy lifestyle.


Students use an information process to complete research tasks in a group andindependently. They join in planning activities and suggest where to start lookingfor suitable information from a variety of sources. They use suitable techniques tond relevant information within a source, and they use a suitable format to organisetheir information. They present their information to suit the content, purpose andaudience. They evaluate how well they have used the information process.

Students follow correct ergonomic practices and know about efcient typing

techniques. They continue to create simple presentations for a range of purposesand audiences, experimenting with ways of modifying their presentations.They gather information from electronic sources and begin to explore waysof interpreting data. They demonstrate ways of communicating and sharinginformation and ideas.



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Grade 4


Students communicate in English for a wider range of purposes and audiences. They usevarious listening strategies and adapt their roles when interacting in different groups.They recognise the differences between standard English and non-standard English.

Students read and view familiar and challenging texts. They efciently use and integratea range of reading skills and strategies. They recognise how writers use English.

Students write texts in English and begin to evaluate their own writing. They usecorrect grammar and punctuation, and spelling strategies. They explain how theystructure their writing to achieve their purpose. They join letters when writing.


Students use appropriate terminology to describe and link mathematical ideas,check statements for accuracy and explain reasoning.

Students count, order, read and record numbers up to 9999 and solve additionand subtraction problems involving numbers of up to 4 digits, and multiply anddivide two-digit numbers by one-digit numbers. They compare and representsimple fractions, decimals and percentages. They perform simple calculations withmoney and conduct simple chance experiments. They generate, describe and record

number patterns and relate multiplication and division facts to at least 10 x 10.They estimate, measure, compare and record length, area, volume and capacity, andmass, using some formal units. They read and record time, and make comparisonsbetween time units. They gather, organise and interpret data. They name, describeand sketch three-dimensional objects and two-dimensional shapes. They usecoordinates to describe position and compass points to give and follow directions.


Students independently carry out stages of a scientic investigation, such as observing,questioning, predicting, testing and recording accurate results, analysing data andinformation, and drawing conclusions. They select and safely use equipment.

Students identify and describe the structures and functions of living things andhow they interact with each other and their environment. They identify formsand sources of energy and ways in which energy causes change. They identifycharacteristics of the solar system and describe interactions that affect conditions onearth. They describe how the properties of materials affect their use.

Students identify the ways in which built environments, products and services are constructedor produced. They investigate the properties and uses of natural and made materials.



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Students sing, play and move to a range of music, as individuals and in groups,demonstrating a basic understanding of musical concepts. They organise musicalideas into compositions, using basic notation to record these ideas. They listen to arange of familiar and unfamiliar music, identifying the key features of the music, and

they make some informed judgements about their musical preferences.


Students work in a sustained manner when creating artworks, often returning toworks to add layers and detail. They investigate subject matter from a wide rangeof sources and often create a small series of works relating to the one idea. Theyinvestigate and select various media to suggest quality and to communicate theirintention.

Students demonstrate an awareness of the relationship between artist, artwork andaudience by creating works with a particular context in mind. They view artworks from abroad range of contexts including books, websites and gallery collections and exhibitions.They view the work of Emirati artists and artists from other parts of the world.


Students investigate how physical and cultural factors inuence peoples healthchoices. They make informed choices based on their understanding of healthy foodsand safe practices. They identify strategies that they use to stay safe at home, atschool, on or near roads and near water. They identify strengths, limitations andcharacteristics that make them unique. They explore ways of encouraging and beingsensitive to the feelings of others and ways of maintaining positive relationships.

Students apply a range of core movement skills when participating in more complexgames, sports and movement. They examine how and why regular physical activityhelps to maintain a healthy lifestyle.


Students use an information process to complete research tasks, both in a groupand independently. They plan what they need to do and gather information froman increasing range of sources. They interpret information and select informationthat is suitable for their task. They process, organise and communicate informationin a way that suits the content, purpose and audience. They evaluate how well theyuse the information process and identify one way in which they could improve theirinformation skills.

Students use a range of formatting and authoring tools to produce effective writtenand visual presentations for a range of audiences and purposes. They navigateelectronic information sources to nd and select the information they need, andthey sort and organise data. They develop and use ways of communicating andsharing information and ideas.



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Grade 5


Students communicate effectively and use spoken English for an increasing range ofpurposes and audiences. They make effective oral presentations. They listen for specicinformation, and discuss and evaluate ways of talking that inform and inuence theiraudience.

Students independently read and view more complex texts in English. They recognisepoint of view and justify their interpretations. They identify, analyse and respond totechniques used by writers to achieve their purpose.

Students produce texts in English for a wide range of purposes and audiences, anddealing with more complex topics, ideas and issues. They independently edit their owntexts. They spell most common words correctly, and use strategies to spell less commonwords. They evaluate their own writing and handwrite uently and legibly.

MathematicsNumber | Patterns and algebra | Measurement and data | Space and geometry

Students use mathematical terminology and some conventions and give valid reasonswhen comparing and selecting from possible solutions, making connections withexisting knowledge.

Students read, write and order numbers of any size up to at least ve digits. Theyconstruct, verify and complete number sentences using the four operations. They

compare, order and perform calculations with fractions, decimals and simplepercentages. They place the likelihood of simple events in order on a number line from0 to 1. They record and describe geometric and number patterns, using tables andwords. They use the appropriate unit to estimate, measure and calculate length, area,volume and capacity and mass. They use twenty-four-hour time in real-life situationsand construct timelines. They use scale, and draw and interpret a variety of graphs.They construct and classify three-dimensional objects and two-dimensional shapes, andcompare and describe their properties. They measure, construct and classify angles.


Students independently construct questions for scientic investigation, conductscientic investigations based on fair testing, and collect, record and analyse data.Students identify and describe relationships between living things. They identify anddescribe sources, forms, uses, transfers and changes in forms of energy. They knowthat the earth is the source of most materials, and they understand the concept ofsustainability and its importance.

Students recognise built environments as systems created to meet the needs of peopleand communities.



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Students sing, play and move to a range of music, both as individuals and in groups,demonstrating an understanding of musical concepts. They organise musical ideasinto compositions, using notation systems to record these ideas. They listen toa range of familiar and unfamiliar music, with understanding, appreciation and

discrimination.


Students create, select and explore ways to use complex skills and techniques tocommunicate meaning through their artmaking. They make decisions about theways they communicate meaning to an audience. In their artmaking, they respondto the conventions and practices of Arab artists.

Students make considered judgements about the effectiveness of an artistsintention and use of media, basing their judgements on their knowledge of theartform. They demonstrate visual literacy in their interpretations of how subjectmatter is represented and media is used. They demonstrate a knowledge of thetraditions and practices of Arab artists from the UAE and other countries.

Health and physical educationHealthy choices | Self and relationships | Games, sports and movement |Active lifestyles

Students understand the factors that contribute to a safe and healthy lifestyle. Theylearn nutritional information, disease prevention, the effects of tobacco and caffeineon the body, and the consequences of hazards at home, at school, and in water androad environments.

Students examine the roles and responsibilities of group members. They developways of coping with life changes. They understand the qualities of good relationshipsand communicate effectively in order to maintain relationships.

Students perform core movement skills in a range of games, sports and movement,with increased condence and precision. They recognise factors that affect peopleshealth choices and physical activity, and understand the importance of monitoringtheir own health, and setting goals to improve their lifestyle.


Students use the information process to complete increasingly complex tasks. Theyplan independently, or with help, what they need to do, and they competentlynd information from a wide range of sources. They select and organise relevant

information, and evaluate its reliability. They structure and present informationcoherently and correctly for the task, and communicate their ndings in a range ofways. They evaluate how well they used the information process, and they identifywhere they could improve their information skills.

Students are competent users of a range of ICT and, where necessary, they integrateits use. They experiment with available hardware and software to suit their needsand they discuss the uses and limitations of types of technologies. They expressthemselves and communicate with others in new and interesting ways.



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AcknowledgementAdapted from NSW Primary Curriculum, Foundation Statements 2005 Copyright Board of Studies NSW.The Board of Studies NSW takes no responsibility for adaptations of the Material supplied by theOfce of the Board of Studies to the Publisher.Recurring motif courtesy of Fayeq Oweis Fayeq Oweis [email protected]



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ADEC Standards K 5