Developing oral language (listening and speaking)

• use language to express their needs, feelings and opinions
• use gestures, actions, body language, words to communicate needs and to express ideas
• tell their own stories using words, gestures and objects/artefacts

Developing visual communication (viewing and presenting)

• show own feelings in response to visual presentations e.g surprise, curiosity, amusement
• use body language to communicate and to convey understanding e.g. pointing, gesturing, facial expressions
• show appreciation of illustrations in picture books by selecting, rereading familiar books focusing on favourite pages

Developing as readers 

• listen, enjoy and respond to stories listening to stories
• choose and “read” picture books for pleasure
• participate in shared reading, joining in with rhymes 
• recognize their own first name
• begin to discriminate between symbols, numbers, letters and words

Developing as writers

• write letter like symbols, random strings of letters or letters from their own name
• differentiate between illustrations and written text
• use their own experience as a stimulus when drawing and “writing”
• “write” their own name independently
• hold a marker or crayon with fist fingers to make marks

Learning within the 5 strands: Number; Pattern & Function; Data Handling; Measurement; Shape & Space.

• understand one-to-one correspondence
• connect number names and numerals to quantities of objects in small and large groups
• identify, describe and create patterns
• understand that numbers can be constructed in multiple ways, e.g. by combining and partitioning
• count to 5 and beyond by rote e.g. when singing a counting song
• find patterns in everyday situations
• distinguish between and compare different attributes of objects, e.g. longer, shorter, heavier, empty, full, hotter, colder
• sort, match and describe shapes of familiar objects
• gather information about themselves and their surroundings in different ways

German language for beginners

• recognise that German is a language of the classroom and the school
• use simple words and language connected to everyday situations to express their needs, feelings and opinions
• listen and enjoy interacting during read aloud

German language for mother tongue speakers

• use language to express their needs, feelings and opinions
• use gestures, actions, body language, words to communicate needs and to express ideas
• tell their own stories using words, gestures and objects/artefacts
• use their own experience as a stimulus when drawing and “writing”
• “write” their own name independently
• enjoy and respond to stories listening to stories
• participate in shared reading, joining in with rhymes
• begin to discriminate between symbols, numbers, letters and words

Developing within the Personal, Social & Physical Education (PSPE) programme

• identify and label feelings with a teacher or trusted friend
• choose and get involved in one activity from several options
• enjoy interacting and playing cooperatively with others
• is aware of other children’s feelings and often responds appropriately
• follow routines with increasing independence
• initiate physical activities and challenges

Examples of how students might develop in Science

• explore objects to observe specific attributes
• use non-standard tools, such as blocks, hands, pencils to measure and collect data
• discuss what is observed and respond to questions regarding attributes of objects
• respond to  the world around them by using their senses.
• Engage in scientific investigations by making observations etc how does this work? What will happen?
• identify changes in their immediate environment
• discuss possible outcomes and propose simple ideas to test
• sort and classify to draw simple conclusions
• discuss and show observations within a scientific investigation

Here are some examples of how students might develop creatively.

Visual Arts

• show enjoyment, curiosity and ask questions about an artwork
• use imagination and experiences to inform own art making
• participate in individual and collective creative experiences

Dance/Drama

• describe ideas and feelings communicated through body movements
• cooperate and communicate with others in creating dance

Music

• show enjoyment through singing, dancing, playing games and instruments
• experience ways of expressing themselves through creative arts
  

Developing design thinking

• understand that we can create with a wide range of materials to invent, create or make new discoveries
• know that we can brainstorm and ask for ideas from others to improve our own thinking and designs
• be able to modify their creations and designs to test their own scientific theories, e.g. designing moving toys that deepen their understanding of forces, energy, nature and matter
• experience the fun of creating and making products to build on their interests, talents or curiosities

Developing oral language (listening and speaking)

• listen and respond to stories, questions, statements, vocabulary and ask questions when needed
• talk about the stories they have created
• follow detailed instructional multi-step directions 
• describe and tell the use of many familiar items
• generally understood by others, may mispronounce new, long or unusual words

Developing visual communication (viewing and presenting)

• show understanding of visual information through discussion, role play and illustrations
• select and incorporate colors, shapes, symbols, images into visual presentations
• observe visual images and express that they have been created to achieve particular purposes

Developing as readers 

• make predictions and anticipate possible outcomes
• express opinions and make connections to their own experience when listening to or “reading” texts
• recognize familiar words
• makes connection with self and story characters
• recognize sounds in words 
• identify letters of the alphabet by name or sound
• indicate how a book works e.g. cover, beginning, directional movement and end

Developing as writers

• enjoy writing for different reasons, e.g. lists, letters and journal
• draw and write about topics they are familiar with
• write and copy words from the local environment
• write often using letters from their own name
• hold a marker or crayon with thumb and two fingers to experiment with mark making/writing

Learning within the 5 strands: Number; Pattern & Function; Data Handling; Measurement; Shape & Space.

• identify and order numbers in the range 0–10 and beyond
• count forwards and backwards, in the range 0–10 and beyond
• recognize patterns to 5, including finger patterns
• solve simple problems which require them to add some, take some away, or combine two amounts 
• describe patterns, using words, drawings, symbols, materials, actions and numbers
• use non-standard units to measure and compare the length, mass and capacity of objects
• sort, describe and compare 2D and  3D shapes
• represent data and information through tally marks and pictographs

German language for beginners

• interact with each other and the teacher using simple language
• use or respond to simple everyday words and phrases 
• recognize that ICS is a multilingual community with speakers of many different languages, including the one we are learning
• recognize spoken words and names of familiar objects
• begins to make letter sound correspondence in German
• draw and make connections to some German vocabulary

German language for mother tongue speakers

• listen and respond to stories, questions, statements, vocabulary and ask questions when needed
• talk about the stories they have created
• follow detailed instructional multi-step directions 
• describe and tell the use of many familiar items
• understood by others, may mispronounce new, long and unusual words
• enjoy writing for different reasons, e.g. lists, letters and journal
• draw and write about topics they are familiar with
• make predictions in stories and anticipate possible outcomes
• recognize familiar words
• recognize sounds in words 
• identify letters of the alphabet by name or sound

Developing within the Personal, Social & Physical Education (PSPE) programme

• is able to describe feelings and their causes in group situations
• complete multiple activities in a project of own choosing with some adult assistance
• successfully enter a new group or activity and play cooperatively
• show increasing awareness that people may have different feelings to themselves about a situation
• develop independence in looking after themselves and their property
• seek and respond to increasingly physical challenges 

Examples of how students might develop in Science

• observe changes over time
• use  non-standard  tools to compare measurements
• discuss what is observed using specific scientific vocabulary
• name and describe several attributes of an event
• ask questions about the world around them and discuss scientific ideas 
• identify problems to solve during scientific investigations and use methods to collect information from observations
• make a prediction based on observations during a scientific investigation
• recognise general patterns and offer simple explanations during scientific investigation
• draw simple conclusions and demonstrate their understanding using concrete examples

Visual Arts

• communicate their response to an artwork visually, orally, physically
• describe what they notice about an artwork
• create artwork in response to range of stimuli

Dance/Drama

• communicate and express feelings through body movements
• talk about ideas and feelings in response to dramatic performances
• create roles in response to props, set and costumes
• move their body to express mood of the music

Music

• use vocal sounds, rhythms and instruments to express feelings or ideas
• demonstrate personal, visual interpretation of elements of sounds e.g. loud/soft, high/low, fast/slow

Developing design thinking

• understand that people design to solve problems or improve situations, e.g. organising spaces to bring people together
• know ways to plan and design alone or with a group
• engage with the teacher and classmates to improve and refine their designs
• be able to empathize and respond, e.g. by understanding what an audience or visitors to a class exhibition might need 
• experience the value of persevering with projects

Developing oral language (listening and speaking)

• listen and enjoy interacting during read alouds
• talk about and tell elaborate stories they have created
• carry out directions with five to six steps
• use new, less familiar, technical words in everyday conversations
• pronounce multisyllabic words or technical words
• use common verbs and nouns
• engage in complex, lengthy conversations of 5 or more exchanges

Developing visual communication (viewing and presenting)

• observe and comment on illustrations in picture books and simple reference books
• show awareness of the terminology, e.g. illustration, text and layout
• use body language in mime, role play to communicate ideas visually, e.g features, layout, border and frame
• recognize that shapes, symbols, colours have meaning and include them in presentations

Developing as readers

• participate in guided reading situations 
• recognize an increasing bank of high-frequency and high-interest words, characters or symbols
• know most sound-symbol relationships and apply reliable phonetic strategies when decoding print
• blend simple cvc words, e.g. ’c’ ‘a’ ‘t’ reads as cat
• self-monitor and self-correct using strategies, e.g. meaning, visual, contextual and memory cues
• identify and explain the basic structure of a story, e.g. beginning, middle and end

Developing as writers

• write simple sentences, e.g. I like… I see...
• write for different topics, audiences and purposes
• hold pencil correctly and legibly form letters
• write familiar words independently
• sound out new words when writing
• represent words using 1, 2 or 3 letters, e.g. party as ‘prt’

Learning within the 5 strands: Number; Pattern & Function; Data Handling; Measurement; Shape & Space.

• count, forwards and backwards, in the range 0–20 and beyond
• skip-count sequences, forwards and backwards, in the range 0–20 for twos and fives 
• group numbers  within 5 and 10, e.g. 2 and 3, 4 and 1
• recognize patterns to 10 (doubles and 5-based), including finger patterns
• recall simple addition and subtraction facts to five and beyond
• create simple and complex patterns with objects
• use non-standard units of measurement to solve problems in real-life situations involving length, mass and capacity
• explore and describe position and direction within their environment
• show and compare data through living graphs, pictographs and tally marks

German language for beginners

• use a broader selection of words to communicate needs and to express ideas
• follow simple instructions with more than one direction 
• know some common verbs and adjectives
• listen and respond to stories, questions and statements
• ask simple questions relevant to the classroom and community
• recognize sounds in words 
• write some high frequency words
• read some high frequency words in context
   

German language for mother tongue speakers

• listen and enjoy interacting during read aloud
• talk about and tell elaborate stories they have created
• carry out directions with five to six steps
• use common verbs and nouns
• use new, less familiar, technical words in everyday conversations
• pronounce multi-syllabic words or technical words
• engage in complex, lengthy conversations of 5 or more exchanges
• write simple sentences e.g. I like… I see…
• participate in guided reading situations
• recognize an increasing range of high-frequency and high-interest words, characters or symbols

Developing within the Personal, Social & Physical Education (PSPE) programme

• increasingly able to recognise and manage their own feelings and begin to develop empathy for others when interacting
• function with increasing independence and self-direction when completing activities
• participate in groups, taking on different roles and responsibilities
• recognize that others have emotions, feelings and perspectives that may be different from their own
• understand the importance of looking after themselves and their environment
• take risks, engage in new physical experiences and be confident when learning by trial and error

Examples of how students might develop in Science

• manipulate objects to observe and explore properties
• record data using simple pictures and charts
• choose appropriate tools during scientific investigations to make comparisons of measurement between mass, weight and temperature
• discuss what is happening in a scientific investigation and share findings using scientific vocabulary
• recall scientific investigations by identifying the problem investigated and suggest next steps
• begin to think of the ways they can solve scientific problems and begin to identify variables within a scientific investigation
• predict a reasonable outcome to test, observe and collect data on during scientific investigation
• interpret information from a scientific investigation and offer their own explanations and compare results from other investigations
• orally recount steps in a scientific investigation to answer a specific question and demonstrate their understanding using drawings and flow charts
• Apply new scientific understanding to the new current context.

Visual Arts

• recognize that artwork has meaning
• take responsibility for their own safety and the safety of others and tools and materials
• analyse the relationships within an artwork 
• identify the materials and processes used in the creation of artwork

Dance/Drama

• communicate and express feelings through body movement
• explore the dynamic flow of body movements such as fast, slow, big, small, strong, smooth and sharp tension
• identify and explain why certain body postures and movements communicate ideas, feelings
• respond to dramatic ideas through spoken, visual, auditory and kinaesthetic mediums

Music

• express responses to music in multiple ways, e.g. drawing, games, song, dance, discussion
• participate in performing and creating music individually and collectively
   

Developing design thinking

• understand how making and testing predictions can help to evaluate a product or process and improve it
• know they can document, record and note ideas and use specific vocabulary to support a scientific or creative design process
• be able to learn new skills to support their designs
• experience how their designs can have a  positive impact on their class or a real-life situation