|Who we are||1||1||1||1||1||1||1||1|
|How we express ourselves||1||1||1||1||1|
|Where we are in place and time||1||1||1||1||1||1|
|How the world works||1||1||1||1||1||1|
|How we organise ourselves||1||1||1||1||1||1|
|Sharing the planet||1||1||1||1||1||1||1|
|TRANSDISCIPLINARY THEME||Who we are||How we express ourselves||Where we are in place and time||How the world works||How we organise ourselves||Sharing the planet|
|An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships, including families, friends, communities and cultures; rights and responsibilities; what it means to be human.||An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.||An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between, and the interconnectedness of, individuals and civilizations, from local and global perspectives.||An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.||An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.||An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.|
|CENTRAL IDEA||The way we take care of our bodies and mind affects our lifestyle.||Play is a tool to think and express ourselves creatively.||Traditional tales are different around the world.||Weather has an impact on the earth and living things.||Communities create jobs to meet their needs.||Living things have needs in order to grow and stay healthy in their habitats.|
|AN INQUIRY INTO:||• Elements of a balanced lifestyle.|
• Ways we can be responsible for our social, emotional and physical well-being.
• Factors that affect our choices.
|• Types of play|
• Negotiating the rules of play
• Using play to express ideas and feelings
|•The origin of different stories|
• stories and folktales from diverse cultures
• Gender stereotypes within stories
|• Seasons across the globe|
• Science skills help us to learn more about the weather
• Weather affects the behavior of living things
|• People have different types of jobs|
• The reasons people have jobs
• People's jobs affect communities
|• Different types of habitats|
• Our needs and the needs of other living things
• Ways habitats are affected by us
|RELATED CONCEPTS||Body diversity, choices, causation, balance.||Team work, communication, creativity||Equality, family structures, children's rights||Cause and effect, Prediction, Patterns||Gender stereotypes, Community|
Needs and wants
|Life cycle, ecosystems, biodiversity|
|LANGUAGE||Recount - Personal journals||Procedure - Game instructions||Narrative - Traditional tales||Recount - Personal journals||Explanation - how the weather works.||Explanation - Job descriptions.||Information Report - Facts about animals and their habitats.|
|DANISH L&L||Hop ombord i lyd og ord - Viden om bogstavlydforbindelser||Hop ombord i lyd og ord - Viden om bogstavlydforbindelser||Hop ombord i lyd og ord - Viden om bogstavlydforbindelser||Sproglig bevidsthed: Rim, bogstavlyde, ord og sætningsdannelse||Læse små bøger og lære om læseretning og ordlæsestrategier. Rim og remser.||Habitats: Faktalæsning - Mariehøns. Forforståelsesstrategier, VØL og tørresnor|
|DANISH ACQ||Rasmus Klump - Præsentation||The very hungry catapiller||Guldlok og de tre bjørne||Days of the week / The weather||Arbejde / Jobs||Natur / Mariehønen - Nature / the ladybird|
|Tallene fra 1-10
|The numbers from 1-10
|Geometri i hverdagen
|Geometry in everyday life
|Fra 1 til 10 i rækkefølge
|From 1 to 10 in order
|Tallene fra 1 to 20
|The numbers from 1 to 20
|Symmetri og mønstre
|Symmetry and patterns
|Tælle og regne
|Counting and adding
|Retning og placering
|Direction and location
|Regn med tallene
|Adding with numbers
|SOCIAL STUDIES||Indentify roles, rights and responsibilities in society.||Access the accuracy, validty and possible bias of sources.|
Formulate and ask questions about the past, the future, places and society.
|Identify roles, rights and responsibilities in society.||Orientate in relation to place and time.|
|SCIENCE||Make and test predictions.|
Use a variety of instuments and tools to measure data accurately.
Use scientific vocabulary to explain their observations and experiences.
|Identify or generate a question or a problem to be explored.|
|PERSONAL & SOCIAL EDUCATION||Regular exercise is part of a healthy lifestyle. |
Food choices can affect our health.
Identifying and understanding our emotions helps us to regulate our behaviour.
|Accepting others into a group builds open-mindedness.||Understanding and respecting other peoples' perspectives helps us to develop empathy.||Responsible citizenship involves conservation and preservation of the local environment.|
|PHYSICAL EDUCATION||Health-related Fitness / Individual Pursuits||Movement Composition||Movement Composition||Games|
Traditional games from around the world
|Games||Adventure Challenge||Individual Pursuits|
|DRAMA||Getting to know you - using body and voice to express yourself||Using imagination to create different characters and make believe situations||Using imagination to create different characters and make believe situations||Students will work in groups, telling/retelling stories||Weather - Make believe - use imagination to go on adventure. Mimeing different scenarios, how we dress/act /move for different weathers||Weather||Jobs- use props/costumes to encourage dramatic play||Habitats - imaginative play,- performance.|
|MUSIC||Introducing ourselves through song||Songs about friendship||Songs about friendship||Story songs||Vivaldi Four Seasons||Work songs||Soundscapes and animal songs|
|VISUAL ART||Animal Shelter Portraits||Not a Box' Construction Project||Illustrate an alternative ending for a classic fairy tale and collage work.||Landscapes and the seasons artworks.||Stand Alone Unit: Colour||Pinch Pot Creatures|
|LET'S PLAY||Role play a favourite story using different voices for the characters. |
Make up a silly story together based off a traditional story.
|LET'S EXPLORE||Look at the location of a traditional story using Google Maps features. For example, look for a deep, dark forest in Germany.|
Go on a walk in a forest and read a story that has a similar setting.
|LET'S CHAT||How do you begin stories in your home language? How do you say 'once upon a time' in your home language?|
Talk about how stories might have come about. Do you think it was based on a true event? What could a 'big, bad wolf mean in our lives?