The standards and research the parade is aligned and documented to.

Understanding one's own emotions, thoughts, and values and how they shape behavior across settings.

Managing emotions, thoughts, and behaviors in different situations and working toward goals.

Understanding others' perspectives and empathizing with people from diverse backgrounds, cultures, and contexts.

Building healthy, supportive relationships: communicating, cooperating, and working through conflict with diverse people.

Making caring and constructive choices about personal behavior and social interactions.

Belief in development of the whole self, with a healthy balance of mental, social/emotional and physical well-being.

Sense of acceptance, respect, support and inclusion for self and others in the school environment.

Positive attitude toward work and learning.

Self-confidence in ability to succeed.

Belief in using abilities to their fullest to achieve high-quality results and outcomes.

Understanding that postsecondary education and lifelong learning matter for long-term success.

Critical thinking (B-LS 1), creative approach to learning and problem solving (B-LS 2), self-direction (B-LS 4), media and technology skills (B-LS 5).

Responsibility (B-SMS 1), self-discipline and self-control (B-SMS 2), delayed gratification (B-SMS 4), perseverance (B-SMS 5).

Communication (B-SS 1), empathy (B-SS 4), social responsibility (B-SS 5), collaboration (B-SS 6), cultural awareness (B-SS 10).

Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies to solve them.

Commitment to inclusiveness and respect for diversity in the learning community, including empathy and appreciation for diverse ideas.

Work effectively with others to broaden perspectives and work toward common goals.

Make meaning for oneself and others by collecting, organizing, and sharing resources of personal relevance.

Discover and innovate in a growth mindset developed through experience and reflection, including tinkering and making.

Safe, legal, and ethical creating and sharing of knowledge products, including giving credit to others' work.

Shared reading builds vocabulary, background knowledge, and enjoyment of books.

Drawing, scribbling, and early writing show children that print carries meaning.

Singing slows language down so children hear the smaller sounds in words.

Talking with children builds oral language, a foundation for early literacy.

Play builds language, symbolic thinking, and social skills.

ECRR is a parent and caregiver education initiative; storytimes model the five practices for adults to use at home.

Key ideas and details, craft and structure, and integration of knowledge in stories and poems.

Key ideas and details, craft and structure, and integration of knowledge in nonfiction.

Print concepts, phonological awareness, phonics and word recognition, and fluency (K-5).

Opinion, informative, and narrative writing; in kindergarten through drawing, dictating, and writing.

Comprehension and collaboration; presentation of knowledge and ideas.

Conventions of English, knowledge of language, and vocabulary acquisition and use.

Children describe how a story's illustrations relate to and add to its words.

Children take part in conversations with peers and adults, following agreed rules and building on others' talk.

Children describe or report on people, places, things, and events clearly and audibly.

Children add drawings or other visual displays to descriptions to clarify ideas (K-2), later media in presentations.

Children state an opinion about a topic or book and give a reason; in K by drawing, dictating, and writing.

Children name a topic and supply facts about it; in K by drawing, dictating, and writing.

Children tell real or imagined events in order; in K by drawing, dictating, and writing.

Counting and Cardinality (K), Operations and Algebraic Thinking, Number and Operations (Base Ten; Fractions 3-5), Measurement and Data, Geometry.

Understand a problem and keep working toward a solution.

Move between quantities and their symbolic representation.

Justify thinking and respond to others' reasoning.

Use math to represent real situations.

Choose and use tools effectively.

Be precise in work and communication.

See and use patterns and structure.

Notice repeated calculations and use general methods or shortcuts.

Halves and fourths.

Length as iterated units.

Organize and interpret data.

Halves, thirds, fourths.

Picture graph and bar graph.

Estimate lengths.

Number line diagram.

Equal-area parts as unit fractions.

Scaled picture and bar graphs.

Unit fractions.

Fractions on the number line.

Arithmetic patterns.

Line of symmetry.

Generate a pattern from a rule.

Coordinate system.

Graph points in the first quadrant.

Connect counting to cardinality.

Count to answer how many.

Compare groups.

Shapes and relative position.

Classify, count and sort categories.

Every state rates schools on at least one school quality or student success indicator. Parade activities touch what these measure; your school measures any result from its own records.

State report cards, and those of districts receiving Title I-A funds, publish school climate measures including chronic absenteeism and incidents of bullying and harassment.

Your state's plan must describe how it helps districts with this.

Schoolwide Title I plans rest on a needs assessment and may include school-wide behavior supports and well-rounded programs. Allowable where your plan names this need.

Districts in the school meal programs adopt a wellness policy with goals for school-based activities that promote student wellness. Parade activities can be among those activities.

Head Start teaching practices emphasize nurturing, responsive environments and learning in social and emotional development and creative arts. Parade activities can be part of that classroom practice.

Head Start curricula align with the Early Learning Outcomes Framework. The parade is not a curriculum; it offers activities a program can map to goals its curriculum already targets.

Head Start programs engage parents as full partners in their children's learning. Take-home parade activities can be part of a program's family engagement.

Infant/toddler goals IT-ATL 1 to 2; preschool goals P-ATL 1 to 4: manage emotions and behavior, follow rules and routines, care for classroom materials.

Infant/toddler goals IT-ATL 3 to 5; preschool goals P-ATL 5 to 9: impulse control, sustained attention, persistence, working memory, flexible thinking.

Infant/toddler goals IT-ATL 6 to 7; preschool goals P-ATL 10 to 11: initiative, independence, interest and curiosity about the world.

Infant/toddler goals IT-ATL 8 to 9; preschool goals P-ATL 12 to 13: creativity in thinking and communication, imagination in play.

Child shows imagination in play and interactions with others.

Child actively explores people and objects to understand self, others, and objects.

Child uses matching and sorting of objects or people to understand similar and different characteristics.

Child observes and imitates sounds, words, gestures, actions, and behaviors.

Child uses pretend play to increase understanding of culture, environment, and experiences.

Child recognizes the stability of people and objects in the environment.

Child attends to, understands, and responds to communication and language from others.

Child handles books and relates them to their stories or information.

Child comprehends meaning from pictures and stories.

Child makes marks and uses them to represent objects or actions.

Child uses non-verbal communication and language to engage others in interaction.

Child attends to, repeats, and uses some rhymes, phrases, or refrains from stories or songs.

Child uses perceptual information to understand objects, experiences, and interactions.

Child adjusts reach and grasp to use tools.

Child expresses care and concern towards others.

Infant/toddler goals IT-PMP 6 to 8 (hand-eye coordination, hands for exploration, adjusting reach and grasp to use tools); preschool goal P-PMP 3.

Infant/toddler goals IT-SE 1 to 3; preschool goals P-SE 1 to 2: secure, positive relationships and prosocial, cooperative behavior with adults.

Infant/toddler goals IT-SE 4 to 5; preschool goals P-SE 3 to 5: positive interactions, cooperative play, basic conflict problem solving.

Infant/toddler goals IT-SE 6 to 9; preschool goals P-SE 6 to 8: express and recognize emotions in self and others, care and concern toward others, manage emotions.

Infant/toddler goals IT-SE 10 to 13; preschool goals P-SE 9 to 11: self as a unique individual, confidence, belonging to family, community and other groups.

21st Century Community Learning Centers fund well-rounded, cultural, and family literacy activities outside school hours. A summer or after-school parade can be an allowable use; a school-day parade cannot.

Title IV-A safe and healthy students funds cover bullying prevention, related staff training, and school-wide behavior supports. Kindness activities and the Staff Lab can be allowable uses.

Title IV-A lets districts fund programs that use the arts to support student engagement, problem solving, and conflict resolution. The parade's arts activities can be an allowable use.

State child care quality funds can pay for provider training on children's development, positive behavior supports, and family engagement. They fund provider training, not children's activities.

LSTA Grants to States support library learning services for all ages and services for children in low-income families. Federal funding, not a requirement; your state library agency decides.

Small, Rural School Achievement funds can go to uses allowed under several ESEA titles; Rural and Low-Income School funds cover parental involvement activities. Your district decides.

Title I schoolwide funds and the family engagement reservation can pay for parade activities where your plans name the need. This is not school-improvement (section 1003) money.

No study of the parade exists, so it is not Tier I, II, or III evidence and is never presented for ESSA section 1003 school-improvement funds.

Programs receiving HHS funds must make web content meet WCAG 2.1 AA from May 2027 or May 2028. The parade site is held to that level now.

Public schools and libraries must meet WCAG 2.1 AA for web content from April 2027 or April 2028. The parade site is held to WCAG 2.2 AA.

District privacy mode, adults-only uploads, no face processing, and deletion and export on request. A parade with no gallery sends no student data to the company.

CDC defines school connectedness as students feeling that adults and peers at school care about them and their learning. CDC reports associations with better outcomes, not shown causes.

An independent, nonfederal expert task force recommends school-based anti-bullying programs, finding small but meaningful reductions in bullying in elementary and middle schools.

The Surgeon General's 2023 advisory on loneliness urges schools to give students regular chances to build social skills and relationships, and to foster belonging.

The Surgeon General's 2023 social media advisory encourages parents and caregivers to create tech-free zones and in-person friendships. Cited in family materials only.

Asking questions and defining problems, modeling, investigating, analyzing data, explaining and designing, arguing from evidence, communicating.

Patterns, cause and effect, scale, systems, energy and matter, structure and function, stability and change.

Physical sciences; life sciences; earth and space sciences; engineering, technology, and applications of science.

Use observations of the sun, moon and stars to describe patterns that can be predicted.

Design a solution to a human problem by mimicking how plants or animals use their external parts.

Construct an evidence-based account that objects in darkness can be seen only when illuminated.

Plan and conduct an investigation to describe and classify materials by observable properties.

Make observations or measurements as evidence of the effects of weathering or the rate of erosion.

Define a simple problem, sketch or build a model of a solution, and compare and improve designs.

Use and share observations of local weather to describe patterns over time.

Make observations to determine the effect of sunlight on Earth’s surface.

Children develop questions and plan how to find answers.

Using civics, economics, geography, and history concepts and tools.

Gathering and evaluating sources and using evidence to support claims.

Sharing conclusions and taking informed action in the classroom, school, or community.

Generate, organize, develop, refine, and complete artistic ideas and work.

Visual arts: select, analyze, prepare, and share artistic work so it conveys meaning.

Perceive, analyze, interpret, and evaluate artistic work using criteria.

Relate artistic work to personal experience and to societal, cultural, and historical context.

Dance, Media Arts, Music, Theatre, and Visual Arts all share the same processes and anchor standards.

Generate and conceptualize artistic ideas and work.

Synthesize and relate knowledge and personal experiences to make art.

Relate artistic ideas and works with societal, cultural, and historical context.

Organize and develop artistic ideas and work.

Refine and complete artistic work.

Select, analyze, and interpret artistic work for presentation.

Develop and refine artistic techniques and work for presentation.

Convey meaning through the presentation of artistic work.

Perceive and analyze artistic work.

Interpret intent and meaning in artistic work.

Apply criteria to evaluate artistic work.

Children capable of forming views have the right to express them freely in matters affecting them.

Children have the right to seek, receive and impart ideas orally, in writing, in print or in the form of art.

No child shall be subjected to arbitrary or unlawful interference with privacy.

States encourage production and dissemination of children's books and access to diverse information.

Education should develop the child's personality, talents and mental and physical abilities to their fullest potential.

Education should develop respect for the child's own cultural identity and for civilizations different from their own, and for the natural environment.

States recognise the right to rest and leisure, age-appropriate play and recreation, and participation in cultural life and the arts.

States promote full participation in cultural and artistic life and encourage equal opportunities for it.

Institutions provide a variety of play opportunities, most of them child-led.

EEIs plan the physical and emotional learning environment around children's innate needs, their physical, social, intellectual, cognitive, creative, emotional and linguistic developmental objectives, and the EEI's learning approach.

ADEK requires private and charter schools in Abu Dhabi to teach Arabic Language, Islamic Studies and Social Studies in KG (Pre-KG/FS1 to KG2/Y1), in line with the MoE Mandatory Subjects Guide in Private Kindergartens (2025).

Facets: communicative practices, multimodal literacies, literate identities with/in communities; includes art.

Facets: inclusiveness and equity, democratic practices, sustainable futures.

Facets: imagination and creativity, playful exploration and problem solving, and dizzy play (including humour).

Facets: emotional health and positive self-identity, sense of belonging, physical health.

Every public library holds regular storytimes and records and reports early literacy achievements.

At the optimum level libraries take part in early literacy incentives such as free books as a membership bonus.

Library programs let caregivers of any literacy level connect with children by sharing books.

Libraries have ways for young people to say what they need and prefer.

Early literacy through play-based learning in Story Time for ages 0 to 5.

Children's literacy programs include story or information trails and reading challenges, tailored to the community with an emphasis on fun.

The library policy covers child safety, parental responsibility, unaccompanied children and internet safety.

Well-resourced school libraries with qualified staff are essential to literacy.

Library professionals commit to information privacy principles.

Children use multiple modes of expressive language; pathways include multiple modes of communication and sound and word play.

Children construct meaning as they engage with materials, people, the environment and the community.

A positive personal and cultural identity is the awareness and appreciation of all facets of a healthy sense of oneself.

Nurturing well-being and belonging supports children as they learn about and investigate the world.

Communication: Collaborating sub-competency (Core Competencies, developed in all areas of learning; six profiles).

Communication: Communicating sub-competency (Core Competencies, developed in all areas of learning; six profiles).

Thinking: Creative Thinking sub-competency (Core Competencies, developed in all areas of learning; six profiles).

Thinking: Critical and Reflective Thinking sub-competency (Core Competencies, developed in all areas of learning; six profiles).

Personal and Social: Personal Awareness and Responsibility sub-competency (Core Competencies, developed in all areas of learning; six profiles).

Personal and Social: Positive Personal and Cultural Identity sub-competency (Core Competencies, developed in all areas of learning; six profiles).

Personal and Social: Social Awareness and Responsibility sub-competency (Core Competencies, developed in all areas of learning; six profiles).

Language and story can be a source of creativity and joy.

Use personal experience and knowledge to connect to stories and other texts to make meaning

Create stories and other texts to deepen awareness of self, family, and community

Engage actively as listeners, viewers, and readers

Exchange ideas and perspectives

Plan and create a variety of communication forms

Use a variety of comprehension strategies before, during, and after reading, listening, or viewing to deepen understanding of text

People connect to others and share ideas through the arts.

Create artistic works collaboratively and as an individual, using ideas inspired by imagination, inquiry, experimentation, and purposeful play

Experience, document and share creative works in a variety of ways

Express feelings, ideas, stories, observations, and experiences through the arts

Describe and respond to works of art

Notation, including body percussion and invented symbols, represents sounds, ideas and movement.

Create, describe and compare concrete graphs using one-to-one correspondence.

Direct measurement with uniform and non-uniform non-standard units.

Repeating patterns with multiple elements and attributes.

Repeating and increasing patterns; identify the core of a repeating pattern.

Area measurement with standard and non-standard square units.

Fractions as parts of a region, set or linear model.

Increasing and decreasing patterns; describe the pattern rule.

Line symmetry, creating designs with a mirror image.

Plot points on the Cartesian plane using whole-number ordered pairs.

We use patterns to represent identified regularities and to make generalizations.

Estimate by comparing to something familiar.

Number concepts to 10, including perceptual and conceptual subitizing.

Behavioural adaptations of local animals, including camouflage and mimicry.

Properties of light; interactions of light with objects create images and shadows.

Observable patterns and cycles occur in the local sky and landscape.

Observable changes in the local environment caused by erosion and deposition by wind, water and ice.

Effects of the relative positions of the sun, moon and Earth, for example phases of the moon and tides.

Demonstrate curiosity and a sense of wonder; observe; ask simple questions; make exploratory observations with the senses.

Daily and seasonal changes affect all living things.

Explore visual and tactile qualities in the natural and made world, then respond through play and art making.

Enjoy and begin to listen attentively to stories, progressing to sustained attentive listening with relevant comments and questions.

Early years pedagogy should be play-based, developmentally appropriate and child-centred, mixing child-initiated and adult-led practice.

Language and communication, including literacy, is a fundamental tool for learning; adult talk and modelling are vital.

Use ordinal numbers in practical contexts such as a sequence of events or a line.

Recognise patterns in the environment, then copy and create repeating colour patterns and spot errors.

Respond to movement instructions, including imaginative ones, follow simple rules, and begin basic tactics in relay races.

Reflect on activities and experiences, saying what they liked and why, and join group discussion.

Self-regulate emotions and behaviour in relation to right and wrong, for example not showing distress after a mistake or losing a game.

Recognise that digital devices should be used only for short periods of time.

Growth from students self-selecting and enjoying reading to students helping build a community of readers.

Design physical and virtual spaces for participatory learning.

Libraries encourage parent involvement; staff do not act in a parental capacity.

Everyone, regardless of age, has a right to privacy and confidentiality; libraries defend children's privacy.

Every child in Canada deserves an excellent, professionally staffed, fully funded school library.

Quality framework domains for early childhood settings in Dubai.

Playing and exploring; active learning; creating and thinking critically (para 1.18).

Early learning goal: expected level of development at the end of the EYFS.

Early learning goal: expected level of development at the end of the EYFS.

Early learning goal: expected level of development at the end of the EYFS.

Early learning goal: expected level of development at the end of the EYFS.

Early learning goal: expected level of development at the end of the EYFS.

Early learning goal: expected level of development at the end of the EYFS.

Early learning goal: expected level of development at the end of the EYFS.

End-of-Reception goal: deep understanding of numbers to 10, subitising to 5, number bonds to 5.

End-of-Reception goal: count beyond 20, compare quantities to 10, explore patterns within numbers.

Early learning goal: expected level of development at the end of the EYFS.

Early learning goal: expected level of development at the end of the EYFS.

Early learning goal: expected level of development at the end of the EYFS.

Early learning goal: expected level of development at the end of the EYFS.

Early learning goal: expected level of development at the end of the EYFS.

Early learning goal: expected level of development at the end of the EYFS.

Educational programme: back-and-forth talk, frequent reading, stories, rhymes and role play build vocabulary.

Educational programme: gross and fine motor experiences, arts and crafts and small tools build control.

Educational programme: warm relationships, managing emotions, friendships, co-operation and resolving conflict.

Four guiding principles, including a strong partnership between practitioners and parents and/or carers.

Educational programme: regular arts experiences with a wide range of media and materials.

Educational programme: love of reading, language comprehension through talk about books, rhymes and songs.

Educational programme: number to 10, patterns, spatial reasoning and positive attitudes to maths.

Educational programme: making sense of the physical world and community, including visits to libraries.

No corporal punishment or any punishment that could negatively affect a child's well-being.

Providers must have a procedure, discussed with parents, for ill or infectious children, covering steps to prevent spread of infection.

Each child has a key person who helps the child settle and builds a relationship with parents.

Providers must tell parents about activities, daily routines and how parents can share learning at home.

Safeguarding policies must cover how devices with imaging and sharing capabilities are used in the setting.

Premises and activities must be suitable for the age of children; comply with health and safety law including hygiene.

Providers must take all reasonable steps on risk and be able to show how they manage it; written assessments where helpful.

Spend sustained time alongside children and talk about the meanings they give their drawings.

Offer babies and toddlers a wide range of materials to make marks in different ways; introduce colour names.

Timetable daily storytime, re-read books, send books home for parents to share.

Strong, respectful partnership; listening to parents; home learning has a significant impact.

Painting or mark making on walls and easels builds shoulder and arm movement and crossing the mid-line.

Children keep on trying and enjoy meeting challenges for their own sake; adults give specific praise for effort.

Parents make a crucial difference; each family valued, welcomed and heard; home learning environment matters.

Children have a right to play; play is open-ended and builds wellbeing and learning across all areas.

In addition to general cleaning: marked toys, easily cleaned equipment, clean storage, no toys in toilet areas.

Maintain attention in collaborative conversations, stay on topic, initiate and respond.

Give well-structured descriptions, explanations and narratives, including for expressing feelings.

Use talk to speculate, hypothesise, imagine and explore ideas.

Listen and respond appropriately to adults and peers and ask relevant questions to extend understanding.

Participate in discussions, presentations, performances, role play, improvisation and debate.

Say aloud what they will write, compose a sentence orally before writing, and read it back.

Sit correctly holding a pencil comfortably; form lower-case letters in the correct direction; form capitals and digits.

Develop pleasure in reading and vocabulary by listening to and discussing stories, poems and non-fiction beyond independent level.

Make inferences from what is said and done and predict what might happen.

Become very familiar with key stories, fairy stories and traditional tales and retell them.

Read aloud books matched to the phonics taught, and re-read them for fluency and confidence.

Develop stamina by writing narratives about personal experiences, real events and poetry for different purposes.

Listen to, discuss and express views about contemporary and classic poetry, stories and non-fiction; discuss favourite words and phrases.

In narratives, create settings, characters and plot; rehearse sentences orally.

Draw inferences about characters' feelings, thoughts and motives and justify them with evidence.

Prepare poems and play scripts to read aloud and perform with intonation, tone, volume and action.

Use knowledge of root words, prefixes and suffixes to read aloud and understand new words.

Identify audience and purpose, choose the form and use models.

Write legibly and fluently and choose the writing implement best suited to the task.

Read and discuss an increasingly wide range of fiction, poetry, plays and non-fiction, including books from other cultures and traditions.

Learn about a range of artists, craft makers and designers and link to own work.

Use drawing, painting and sculpture to develop and share ideas, experiences and imagination.

Develop techniques in colour, pattern, texture, line, shape, form and space.

Use a range of materials creatively to design and make products.

Learn about great artists, architects and designers in history.

Improve mastery of drawing, painting and sculpture with a range of materials.

Create sketchbooks to record observations and review and revisit ideas.

National curriculum aim for all pupils: reason, conjecture and justify.

Count to and across 100 forwards and backwards from any number; count in 2s, 5s and 10s.

Recognise, find and name a half as one of two equal parts of an object, shape or quantity.

Compare, describe and solve practical problems about length and height.

Describe position, direction and movement including half and quarter turns.

Recognise, find and name a quarter as one of four equal parts.

Identify and represent numbers with objects and pictorial representations, including the number line.

Recognise and name common 2-D and 3-D shapes.

Recognise, find, name and write 1/3, 1/4, 2/4 and 3/4 of a length, shape, set or quantity.

Choose and use standard units to estimate and measure length and height.

Identify, represent and estimate numbers using representations including the number line.

Order and arrange combinations of mathematical objects in patterns and sequences.

Interpret and construct simple pictograms, tally charts, block diagrams and tables.

Identify and describe properties of 2-D shapes, including line symmetry in a vertical line.

Interpret and present data using bar charts, pictograms and tables.

Recognise and show equivalent fractions with small denominators using diagrams.

Estimate the answer to a calculation and check with inverse operations.

Recognise, find and write fractions of a discrete set of objects.

Find the area of rectilinear shapes by counting squares.

Describe positions on a 2-D grid as coordinates.

Interpret and present discrete and continuous data with suitable graphs.

Recognise and show families of common equivalent fractions with diagrams.

Complete a simple symmetric figure with respect to a given line of symmetry.

Describe movements between grid positions as translations.

Identify and represent a shape after reflection or translation and know it has not changed.

Describe positions on all four quadrants of the coordinate grid.

Interpret and construct pie charts and line graphs to solve problems.

Generate and describe linear number sequences.

Recognise feelings and use varied vocabulary to talk about their own and others' feelings.

Benefits of physical activity, time outdoors and helping others for wellbeing and happiness.

Not every child has the friends they would like at all times; there is no shame in feeling lonely.

Material shared online may circulate; once circulated a picture cannot be deleted everywhere.

The conventions of courtesy and manners.

Other children's families sometimes look different; respect those differences.

Most friendships have ups and downs that can be worked through; how to manage conflict.

Healthy friendships are welcoming and do not make others feel lonely or excluded; learn skills for caring, kind friendships.

Communicate effectively and manage conflict with kindness and respect; manage feelings including disappointment and frustration.

Privacy, and that it is not always right to keep secrets if they relate to being safe.

A book corner should be a mini library: selecting, displaying and promoting books matters more than decoration.

Children practise reading with decodable books matched to the phonics taught; families should be shown how to help.

Competitions, dressing up days and promotions should sit inside a wider reading strategy; alone they do not motivate all pupils.

Intrinsic motivation is linked more closely to reading achievement than extrinsic; occasional rewards should be reading-related.

Choose a surface and implement suitable to the activity; pencil and paper give better feedback than whiteboards.

Early handwriting lessons can include learning letter movements at a range of sizes before pencil control.

Revise KS1 to KS3 art and design to clarify knowledge and skills, keeping creativity and not adding content.

Make citizenship (including financial education) part of the primary national curriculum.

Clearer speaking and listening requirements across English, supported by a new oracy framework.

Identifiable images are personal data and must be handled under data protection law.

Pupils listen to a range of high-quality live and recorded music.

Pupils explore and organise sounds using pitch, duration, dynamics, tempo, timbre, texture and structure.

Pupils use their voices expressively and creatively through songs, chants and rhymes.

Pupils improvise and compose for a range of purposes.

Pupils use and understand staff notation and other notations such as graphic scores.

Pupils perform alone and in groups with increasing accuracy, fluency, control and expression.

Singing is at the heart of KS1; skills are built through call-and-response songs and chants, improvisation, movement and active listening.

Recognise how graphic notation can represent created sounds; explore and invent own symbols.

Sing simple songs, chants and rhymes from memory, together and at the same pitch, responding to simple visual directions.

Follow pictures and symbols to guide singing and playing.

Perform word-pattern chants and create, retain and perform own rhythm patterns.

Use graphic symbols, dot notation and stick notation to keep a record of composed pieces.

Ask simple questions, observe closely, perform simple tests, identify and classify, and use observations to suggest answers.

Ask relevant questions, set up simple enquiries, make systematic observations, record and report findings.

Observe changes across the four seasons; observe and describe weather and how day length varies.

Recognise that shadows form when light is blocked by an opaque object; find patterns in how shadow size changes.

Identify evaporation and condensation in the water cycle and link evaporation rate to temperature; notes suggest recording a playground puddle over time.

Describe the movement of the moon relative to the Earth, and describe the sun, Earth and moon as approximately spherical bodies.

Identify how animals and plants are adapted to suit their environment.

Specialist packs for children with additional needs and families with English as an additional language.

A free library storytime experience for families with under 5s.

Social and emotional skills are as foundational as cognitive skills and can be developed in early childhood through play-based learning.

Spend at least 180 minutes in varied physical activity across the day; for 1-year-olds sedentary screen time is not recommended; at 2, no more than 1 hour.

Spend at least 180 minutes in varied activity, of which at least 60 minutes moderate to vigorous; sedentary screen time no more than 1 hour, less is better.

Be physically active several times a day, particularly through interactive floor-based play; for those not yet mobile, at least 30 minutes of tummy time; screen time not recommended.

Quality sedentary time in interactive non-screen activities with a caregiver, such as reading, storytelling, singing and puzzles, is very important for development.

At least an average of 60 minutes per day of moderate to vigorous, mostly aerobic, physical activity across the week.

Provide all children safe and equitable opportunities and encouragement to take part in enjoyable, varied, age-appropriate activity.

Children and adolescents should limit time spent sedentary, particularly recreational screen time.

Play is meaningful, joyful, iterative, actively engaging and socially interactive, with children as agents of their own playful learning.

Adults recognise, initiate, guide and scaffold playful experiences across a continuum from free play to guided or structured play, in support of children's agency.

Partnerships with families ensure continuity and connectivity of learning across home, school and community.

Five characteristics drawn from expert conversation and literature; not all are needed all the time.

Playful experiences support physical, social, cognitive, creative and emotional skills that complement each other.

Toys and their chemicals must not jeopardise safety in intended or foreseeable use; special care for under 36 months.

CE marking recognised indefinitely in GB alongside UKCA; CE remains mandatory for NI and the EU.

Agency underpins the learner, learning and teaching, and learning community pillars; children develop agency and construct their own learning.

One of five interrelated ATL skill categories that support agentic, self-regulated learners.

One of five interrelated ATL skill categories that support agentic, self-regulated learners.

One of five interrelated ATL skill categories that support agentic, self-regulated learners.

One of five interrelated ATL skill categories that support agentic, self-regulated learners.

One of five interrelated ATL skill categories that support agentic, self-regulated learners.

In the PYP early years (ages 3 to 6) play is the primary driver for inquiry and children learn through play and relationships.

Understand the importance of balancing intellectual, physical and emotional aspects of life.

Show empathy, compassion and respect.

Express ourselves confidently and creatively in more than one language and in many ways.

Nurture curiosity and develop skills for inquiry and research.

Develop and use conceptual understanding across a range of disciplines.

Appreciate our own cultures and personal histories and the values and traditions of others.

Act with integrity and honesty, fairness and justice, and respect.

Thoughtfully consider the world and our own ideas and experience.

Approach uncertainty with forethought and determination.

Use critical and creative thinking to analyse and take responsible action on complex problems.

Inquiry into how we discover and express ideas, feelings, nature, culture, beliefs and values, and enjoy creativity.

Inquiry into human-made systems and communities, organisations and societal decision-making.

Inquiry into orientation in place and time, personal histories, homes and journeys.

Inquiry into rights and responsibilities in sharing finite resources; communities; peace and conflict resolution.

Inquiry into the self, beliefs and values, health, and human relationships including families, friends, communities and cultures.

Inquiry into the natural world and its laws and how humans use scientific understanding.

Managers know the law on data protection, health and safety, child protection and safeguarding.

Involve children in co-creating library activities.

Design every programme to be inclusive because disability is not always visible.

Librarians actively build children's confidence and enjoyment of reading and give chances to share reading experiences.

Signs give children visual and text pointers such as pictograms; Makaton signage is suggested.

The children's library is a safe, welcoming space for meeting, play and communication.

Evaluate children's programmes against goals using both qualitative and quantitative evidence.

Provide activities for children together with parents and caregivers.

Provide cultural and recreational programmes oriented towards reading and literacy.

Bilingual families need materials in their first language.

Involve and train parents and carers in reading aloud and using books with babies and toddlers.

Establish the habit of successful library visits early.

Create a print-rich environment that encourages love of reading and books for under 3s.

Libraries meet the exploratory, sensory and literacy needs of babies and toddlers; rhymes, songs, picture books.

Toys lent or used in the library need particular attention to safety and cleanliness and must meet national toy safety standards.

School libraries recognise the importance of families and intergenerational knowledge.

Support readers' own choices; self-selected reading is linked to better outcomes.

Use the most liberal borrowing policies possible and avoid fines and penalties for late or lost items.

Give opportunities to read self-selected materials and to discuss and share reading; parents join through home reading programs.

Promote and involve the whole school community and beyond in the school library.

School library services should not be subject to commercial pressures or censorship.

Ensure a safe learning environment where learners' personal information is protected.

Stimulate reading literacy and enjoyment, including reading aloud at all ages, shared reading and free voluntary reading.

Provide opportunities for creative development and stimulate imagination, creativity, curiosity and empathy.

Create and strengthen reading habits in children from birth to adulthood.

Services should be free of censorship and commercial pressures; access in principle free of charge.

Talk with confidence; turn-taking in conversation and storytelling; Gaeilge, English, ISL and home languages.

Symbols, print-rich environment, books, and opportunities for mark-making.

Creative expression including mark-making, drawing and transient art, process over product.

Integrated arts and STEM experiences; matching, comparing, sorting, counting; local environment.

Place in the group; sharing family experiences; part of the local community.

Funds of knowledge from home, family and community inform learning and belonging.

Secure attachments, confidence with transitions, communicating feelings, co-regulation.

Kind and curious; creative expression through the arts; wonder and awe.

Siolta standard statement (full and part-time daycare user manual).

Siolta standard statement (full and part-time daycare user manual).

Siolta standard statement (full and part-time daycare user manual).

Siolta standard statement (full and part-time daycare user manual).

Regulatory duty on registered providers.

Regulatory duty on registered providers.

Regulatory duty on registered providers.

Show interest, demonstrate joint attention and actively listen for enjoyment and purpose.

Ask and answer open and closed questions to seek help, get information and extend thinking.

Tell and retell imaginative stories and narratives to familiar and unfamiliar audiences.

Enjoy listening to reading and talking about words and illustrations with others, seeing themselves as readers.

Choose, read and communicate about texts for pleasure and interest.

Discuss and share thoughts and opinions on texts; consider author's intent.

Take part in and have fun mark-making, drawing and writing to communicate with others.

Choose tools, content and topics for own writing and select texts to share.

Children are active and show agency in choices about and in their learning.

Children need many opportunities for creative behaviour, exploring and expressing ideas and feelings.

Explore and improvise ways to express ideas and themes in 2D and 3D art using various materials, tools and techniques.

Create 2D and 3D art exploring space, line, shape, colour, tone, form, texture, pattern and rhythm.

Plan, design and create art using design principles including contrast, scale and symmetry.

Improvise and enact fictional scenarios in response to stimuli and Teacher-in-role.

Create symbols, pictures and graphic scores to represent music-making.

Create symbols, pictures and graphic scores and use stick notation to represent music-making.

Create graphic scores and use symbols, stick notation and/or staff notation.

Share and discuss their artwork referring to themes, ideas, figures and objects.

Sing, play and chant a variety of songs, rhythms, melodies and pieces, with and without movement.

Notice space, line, shape, colour, form, texture, pattern and rhythm in artwork and the world.

Experience belonging in class, school and community, appreciating diversity and cultural activities.

Acknowledge their role in their family and express how family members show care.

Recognise and name common emotions and begin to show empathy; practise self and co-regulation.

Recognise the importance of relationships with self, family, friends, peers and teammates.

The 2023-2027 strategy commits to expanding Right to Read.

National programme to promote literacy and reading development, with four children's strands.

Free national summer reading programme; non-competitive; one book counts as completion; reading cards marked per book.

Explore, extend and create patterns and sequences.

Identify and express relationships in patterns, including growing or shrinking patterns.

Identify rules describing a pattern's structure and use them to predict.

Explore, interpret and explain data in a variety of ways.

Pose questions, record and use data as evidence, and communicate findings.

Awareness that length, weight, capacity and area can be measured and compared.

Compare, approximate and measure length, weight, capacity and area.

Awareness that counting quantifies; use a range of counting strategies.

Use estimation to quickly determine number values and calculations.

Awareness of part-whole relationships with area, length and set models.

Recognise and name fractions by part-whole relationships; explore equivalence.

Compare, express in equivalent terms and order fractions.

Explore and recognise properties of 2-D and 3-D shapes.

Use spatial knowledge for navigation; model location with co-ordinates.

Describe location on the full co-ordinate plane.

Shapes can be reflected, rotated and translated.

Explore common materials indoors and outdoors, identify main properties and uses.

Develop STEM eyes by exploring the immediate environment and everyday objects through a STEM perspective.

Science Learning Outcomes are best supported through exploration and inquiry that spark curiosity and connect with the living, material and physical worlds.

The health and wellbeing of the child are protected and nurtured; goals cover health, emotional wellbeing and safety from harm.

Children become increasingly capable of managing themselves and expressing feelings and needs.

Children and their families feel a sense of belonging; links with family and wider world are affirmed and extended.

Children become increasingly capable of taking part in caring for this place.

Children become increasingly capable of treating others fairly and including them in play.

The languages and symbols of children's own and other cultures are promoted and protected.

Children become increasingly capable of enjoying, retelling and creating stories.

Children recognise print symbols and concepts and use them with enjoyment, meaning and purpose.

Children become increasingly capable of expressing their feelings and ideas using a range of materials and modes.

The child learns through active exploration; play is valued as meaningful learning.

Children become increasingly capable of playing, imagining, inventing and experimenting.

Express ideas and feelings through art and music and movement.

Show curiosity and an interest in the world they live in.

Listen for enjoyment and information.

Read with enjoyment and understanding.

Use symbols, letter-like shapes, letters and words with invented and conventional spelling to communicate.

Develop healthy habits and safety awareness at home, in school and at public places.

Demonstrate control and coordination in fine motor activities.

Perseverance, Reflectiveness, Appreciation, Inventiveness, Sense of wonder and curiosity, Engagement.

Infants and toddlers enjoy books and pre-reading experiences.

Gain increasing control and coordination when performing a variety of fine motor activities.

Build relationships with family, friends, and significant adults.

Key competency: Using languages, symbols, and texts (one of five NZC key competencies).

Key competency: Managing self (one of five NZC key competencies).

Key competency: Participating and contributing (one of five NZC key competencies).

Key competency: Relating to others (one of five NZC key competencies).

Key competency: Thinking (one of five NZC key competencies).

Develop auditory discrimination skills and positive listening and viewing attitudes and behaviour

Listen to, view and respond to a variety of texts

Respond to a wide and extensive range of texts for enjoyment

Speak and represent confidently, coherently and cohesively for a variety of purposes, audiences, contexts and cultures

Generate, select and organise ideas for writing and representing

Draw to express curiosity, ideas and things that relate to personal interests and experiences

Play with a variety of materials and tools to create different effects in their art

Collect artefacts/learning evidence for portfolio based on given criteria

Share and talk about their artworks using appropriate art vocabulary

Discuss and relate artworks created by others to their own artworks and experiences

Explore and discover different ways to use materials and tools to make art individually and collaboratively

CCE Lessons are designed to guide students to learn the importance of thinking before acting

CCE lessons are designed to provide opportunities for students to explore their uniqueness and discover their strengths and interests.

CCE lessons are designed to help students learn to show care and sensitivity to family members and friends.

Our core values include respect, responsibility, resilience, integrity, care and harmony

Emerging 21CC: Critical, Adaptive and Inventive Thinking. Framework element guiding all MOE syllabuses.

Emerging 21CC: Communication, Collaboration and Information Skills. Framework element guiding all MOE syllabuses.

Social-emotional competencies. Framework element guiding all MOE syllabuses.

Compare the number of objects in two or more sets.

counting to tell the number of objects in a given set

reading and interpreting data from picture graphs

Copy figures on dot grid or square grid.

Patterns in number sequences (numbers to 100).

identifying, naming, describing and classifying 2D shapes

Fraction as part of a whole; notation and representations.

making/completing patterns with 2D shapes according to one or two of the following attributes

Read and interpret picture graphs with scales.

Read and interpret bar graphs; use different scales.

Equivalent fractions and simplest form.

Identify symmetric figures and complete a symmetric figure on square grid.

Use graphic notation (lines, colour blocks, shapes) or stick notation to record music ideas.

Create and perform soundscapes to a given stimulus such as a poem, story or visuals.

Sing a variety of songs in unison and simple 2-part canons.

Children feel safe and supported, grow autonomy and agency, build a positive sense of self, and interact with care, empathy and respect.

Children learn to interact with care, empathy and respect.

Children belong to groups and communities, respond to diversity with respect, become aware of fairness, and care for the environment.

Children develop a sense of connectedness to groups and communities and their reciprocal rights and responsibilities.

Children become socially responsible and show respect for the environment.

Children become strong in social, emotional and mental wellbeing and in physical learning, and build strategies for health and personal safety.

Includes attention to fine, gross motor and fundamental movement skills.

Children develop learning dispositions, thinking skills, transfer learning, and resource their own learning.

Children develop dispositions such as curiosity, cooperation, confidence, creativity, persistence and imagination.

Children interact verbally and non-verbally, engage with texts, express ideas through media, learn symbol systems and use digital media.

Children interact verbally and non-verbally with others for a range of purposes.

Children express ideas and make meaning using a range of media, including creative arts such as drawing, painting, music and storytelling.

Children engage with a range of texts and gain meaning from them.

One of seven EYLF practices; educators plan play-based learning with intent.

Each child's agency is promoted so they make choices and decisions that influence events and their world.

Effective illness and injury management and hygiene practices are promoted and implemented.

Reasonable precautions and adequate supervision protect children from harm and hazard at all times.

Phase 1 practices for conversation and discussion: actively listening to speakers, participating in conversations, taking turns, and contributing; by the third year, building on others' ideas in discussions.

Reciting items with others and independently, then preparing short recitations and oral presentations using visual or written scaffolds.

Explicitly teach vocabulary at students' oral-language level, quickly supplying student-friendly definitions.

Structured literacy strand of Phase 1 reading: phonemic awareness, phonics, decoding, conventions of print and fluency.

Teachers foster a love of reading through daily read-alouds of rich-language texts, student choice, sharing favourite texts and supporting reading at home.

Counting collections using one-to-one correspondence and then by pairs, up to 20 objects.

Collect categorical data for an investigative question and create picture graphs.

Recognise, continue and create growing number patterns.

A half is one of two equal parts or groups.

Estimate and repeat one informal unit to measure length, mass or capacity.

Locate whole numbers on a fully labelled number line.

Copy, continue, create and describe repeating patterns; repeating patterns have a unit of repeat.

Create picture graphs for categorical data.

Identify, describe and sort familiar 2D and 3D shapes by one attribute.

Recognise small collections without counting.

A line of symmetry divides a shape into two mirror-image parts.

Record categorical data in tally charts.

Repeating patterns have a repeating group called the unit of repeat.

Locate coordinate points on a coordinate plane.

Create dot-plot or bar-graph data visualisations.

Relate fractions and mixed numbers to positions on a number line.

Develop a rule for a growing pattern and make conjectures about later elements.

Identify the number of lines of symmetry in 2D shapes.

Students will share the ideas, feelings, and stories communicated by their own and others' objects and images.

Students will investigate visual ideas in response to a variety of motivations, observation, and imagination.

Students will explore a variety of materials and tools and discover elements and selected principles.

Recognise and recreate basic elements of music such as steady beat, rhythm, tempo, pitch and texture.

By the end of Year 1 children may sing simple songs or chants and imitate others in a call and response.

Describe materials and objects using the senses, including colour, shape and texture; ask questions and test ideas.

Children explore and ask questions, make simple observations, experiment hands-on and communicate what they notice.

orally retell or adapt a familiar story using plot and characters, language features including vocabulary, and structure of a familiar text, through role-play, writing, drawing or digital tools

use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the contributions of others, and contributing ideas and questions

create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event

orally manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words (phonological awareness)

understand that images add to or multiply the meanings of a text

create and edit literary texts by adapting structures and language features of familiar literary texts through drawing, writing, performance and digital tools

create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences

use interaction skills to contribute to conversations and discussions to share information and ideas

create and edit literary texts by developing storylines, characters and settings

use appropriate interaction skills including paraphrasing and questioning to clarify meaning, make connections to own experience, and present and justify an opinion or idea

understand the uses of objective and subjective language, and identify bias

explore different ways of using language to express preferences, likes and dislikes

respond to stories and share feelings and thoughts about their events and characters

retell and adapt familiar literary texts through play, performance, images or writing

interact in informal and structured situations by listening while others speak and using features of voice including volume levels

use comprehension strategies such as visualising, predicting, connecting, summarising and questioning to understand and discuss texts listened to, viewed or read independently

create and deliver short spoken texts to report ideas and events to peers, using features of voice such as appropriate volume

recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (phonological awareness)

use visual conventions, visual arts processes and materials to create artworks

experiment and play with visual conventions, visual arts processes and materials

share artworks and/or visual arts practice in informal settings

use visual conventions, visual arts processes and materials to create artworks that communicate ideas, perspectives and/or meaning

share and/or display artworks and/or visual arts practice in informal settings

experiment with, document and reflect on ways to use a range of visual conventions, visual arts processes, and materials

explore ways that visual conventions, visual arts processes and materials are combined to communicate ideas, perspectives and/or meaning in visual arts across cultures, times, places and/or other contexts

create arts works that communicate ideas

use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas

share their arts works with audiences

Pattern sequences formed by skip counting.

recognise, continue and create repeating patterns with numbers, symbols, shapes and objects, identifying the repeating unit

Measure length with uniform informal units laid end to end.

Recognise, represent and order numbers to 120, including on number lines.

Record categorical data with objects, drawings and tally marks.

represent collected data for a categorical variable using one-to-one displays and digital tools where appropriate; compare the data using frequencies and discuss the findings

Additive (growing or shrinking) patterns; find missing elements.

Measure and compare length with uniform informal units.

identify common uses and represent halves, quarters and eighths in relation to shapes, objects and events

One-half as one of two equal parts; halves, quarters and eighths by repeated halving.

locate positions in two-dimensional representations of a familiar space; move positions by following directions and pathways

Represent unit fractions and their multiples; combine fractions to make the whole.

Estimate quantities in collections and check reasonableness.

Guided statistical investigations from questions of interest.

Count by fractions and place them on number lines.

Grid reference systems to locate positions and pathways.

Line and rotational symmetry; create symmetrical patterns and pictures.

Grid coordinate system to locate positions.

Translations, reflections and rotations; identify symmetries.

Rules that generate visually growing patterns.

Points in all four quadrants of the Cartesian plane.

recognise, copy and continue repeating patterns represented in different ways

recognise and name the number of objects within a collection up to 5 using subitising

quantify and compare collections to at least 20 using counting and explain or demonstrate reasoning

Partition and combine collections to 10, using subitising to name the parts.

sort, name and create familiar shapes; recognise and describe familiar shapes within objects in the environment, giving reasons

collect, sort and compare data represented by objects and images in response to given investigative questions that relate to familiar situations

evaluate whether they have accomplished what they set out to achieve, including using a given set of criteria to support decisions

create possibilities by connecting or creatively expanding on ideas in ways that are new to them

put ideas into action by experimenting with options and predicting possible results

develop questions to explore a familiar idea or topic

identify ethical concepts, such as honesty and fairness, and describe actions and behaviours associated with these

Literacy general capability, Speaking and listening element, Interacting sub-element; National Literacy Learning Progression levels 1 to 7 (no 1a or 1b levels for Interacting).

describe ways to moderate emotions in familiar contexts

demonstrate perseverance with familiar tasks when first attempts are unsuccessful, and adapt attempts as needed

describe similarities and differences between the needs, emotions, cultures and backgrounds of themselves and others

describe how they contribute to their communities and how others care for and assist them

engage with others and participate in group play, tasks and activities

participate cooperatively in groups on common tasks and activities

practise self-leadership by taking responsibility for their own actions

practise solving simple interpersonal problems, acknowledging there are many ways to prevent and solve conflict

Select and combine elements of music when composing and practising for performance.

Develop listening skills and skills for singing and playing instruments.

Sing and play music in informal settings.

Manipulate elements and compositional devices when composing, and notate, document and/or record the music.

Create arts works that communicate ideas (Foundation is common across the arts subjects).

Make and record observations, including informal measurements.

Describe daily and seasonal changes in the environment and how they affect everyday life.

Recognise Earth is a planet and identify patterns in the changing position of the sun, moon, planets and stars.

Identify sources of water and describe key water cycle processes including evaporation.

Examine how structural features and behaviours of living things enable survival in habitats.

Describe how weathering, erosion, transportation and deposition change Earth’s surface.

Identify light sources, recognise light travels in straight lines, describe how shadows form.

Pose questions and make predictions based on experiences.

Engage in investigations safely and observe using the senses.

Celebrate each child's work; emphasise process, enjoyment and learning over the finished product.

Indoor and outdoor transient art that can be changed, moved and photographed.

Staff explain safe use of equipment and follow risk assessment guidance.

Scribbling, mark-making and drawing as writing; no formal teaching of writing in pre-school.

Parents as first and continuing educators; two-way communication; home learning.

Self-confidence, relationships, sharing, turn-taking, caring for others, rules and routines.

Written policy on photographs; written parental permission; uses explained.

Sufficient, suitable, age-appropriate play materials checked for safety; conform to BS EN or Toys (Safety) Regulations.

Premises and equipment clean; hygiene promoted to minimise infection; PHA guidance.

Partnership with parents to meet children's needs; agreed information exchange.

Share a range of books and listen to stories, poems and non-fiction read by adults and other pupils.

Develop language and thinking through talking about experiences, pictures and stories.

Distinguish between drawing and writing and talk about ideas in drawings.

Read for enjoyment and information; re-tell, re-read and act out texts through drama and pictures.

Tell own stories based on personal experience and imagination.

Write for a variety of purposes and audiences; express thoughts, feelings and opinions.

Engage in sustained independent reading for enjoyment and develop own preferences.

Improvise scenes and give short oral presentations to a familiar group.

Experiment with rhymes, rhythms, verse structure and word play.

Investigate and talk about, and create using, colours, lines, shapes, textures and patterns.

Pupils work creatively with sound, sing and perform with simple instruments, and listen and respond.

Distinguish loud and quiet, high and low, long and short, fast and slow; watch and respond to start/stop signals.

Talk about own and other pupils' work and how it was made.

Develop drama strategies including freeze frame, tableau and hot seating.

Explore colour, tone, line, shape, form, space, texture and pattern to express ideas.

Investigate, experiment, select and combine sounds to express feelings, ideas, mood and atmosphere.

Evaluate own and others' work, discuss difficulties and review and modify work.

Create musical stories, pictures, patterns, conversations and accompaniments, and find ways to preserve the music.

Explore own and others' feelings, and relationships with family and friends.

Responsibility and respect, honesty and fairness; constructive approaches to conflict.

Own and others' feelings and emotions and how their actions affect others.

Play an active and meaningful part in the life of the community.

Count a variety of objects; one-to-one correspondence.

Make a sensible guess of quantities within 10.

Choose and use non-standard units to measure length, capacity and weight.

Investigate pattern in the environment; copy and continue simple patterns.

Build with 3D shapes and create pictures and patterns with 2D shapes.

Recognise small quantities within 5 without counting (subitising).

Collect data and present it with objects, drawings, tables and simple graphs.

Make a sensible estimate of a small number of objects and begin to approximate.

Recognise and use simple everyday fractions.

Use non-standard units and recognise the need for standard units.

Copy, continue and devise repeating patterns.

Recognise simple patterns and relationships and make predictions.

Name and describe 2-D and 3-D shapes; recognise reflective symmetry.

Use coordinates to plot and draw shapes in the first quadrant.

Develop skills in estimating length, weight, capacity, time, area and temperature.

Explore and predict number patterns and sequences; follow and devise rules.

Recognise line and rotational symmetry and reflect shapes in a line.

Explore how things change, what kinds of change happen and how we can make change happen.

Show curiosity about living things, places, objects and materials; identify similarities and differences.

Explore how place influences plant and animal life and how living things adapt.

Students build competencies through an iterative cycle of anticipation, action and reflection, with co-agency with peers, teachers, parents and communities.

One of three transformative competencies students need to shape the future.

One of three transformative competencies.

Children's learning, development and well-being are directly influenced by daily interactions with other children, adults, families and the environment.

Every child is connected to others and contributes to their world.

Every child is an active and engaged learner who explores the world with body, mind, and senses.

Every child is a capable communicator who expresses themselves in many ways.

Every child is developing a sense of self, health, and well-being.

Communicate orally and non-verbally.

Understand and respond to a variety of texts by diverse creators, including First Nations, Metis and Inuit creators.

Demonstrate independence, self-regulation, and a willingness to take on responsibility.

Explore and create a variety of art forms, including visual arts.

demonstrate and apply the knowledge and skills needed to interact safely and responsibly in online environments, use digital and media tools to construct knowledge, and demonstrate learning as critical consumers and creators of media

apply listening, speaking, and non-verbal communication skills and strategies to understand and communicate meaning in formal and informal contexts and for various purposes and audiences

use effective listening skills, including listening attentively and asking relevant questions, in formal and informal contexts, including conversations and classroom activities

apply foundational knowledge and skills to understand a variety of texts, including digital and media texts, by creators with diverse identities, perspectives, and experience

apply comprehension strategies before, during, and after reading, listening to, and viewing a variety of texts, including digital and media texts

identify simple literary devices, including rhyme, alliteration, and onomatopoeia, and describe how they help communicate meaning

apply knowledge and understanding of various text forms and genres to create, revise, edit, and proofread their own texts, using a variety of media, tools, and/or strategies

select suitable and effective media, techniques, and tools to publish and present final texts, and critically analyze how well the texts address various topics

Sing songs in unison and play simple accompaniments, for example a rhythmic ostinato or echo singing.

Create compositions for a specific purpose and a familiar audience (for example answering a sung question, accompanying a story).

Demonstrate understanding that sounds can be represented by symbols, including devised or invented notation.

apply the creative process to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings

create two- and three-dimensional works of art that express feelings and ideas inspired by personal experiences

apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences

demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their social and/or community contexts

Estimate and verify by counting.

Count by 1s, 2s, 5s and 10s.

Halves and fourths in fair sharing.

Create and translate patterns.

Pattern rules, predictions, missing elements.

Collect data and organize in tally tables.

Concrete graphs and pictographs.

Matching halves.

Give and follow directions.

Compare and order by length.

Estimate collections to 200.

Pictographs, line plots and bar graphs.

Lines of symmetry.

Non-standard units.

Equivalent fractions in fair sharing.

Non-standard units, gaps and overlaps.

Count by fractions.

Repeating and growing patterns.

First-quadrant coordinates.

Growing and shrinking patterns with tables and graphs.

Four quadrants.

Use a scientific experimentation process to conduct investigations (Strand A, all grades).

Understand that a cycle is a series of repeating events seen in daily and seasonal changes.

Describe and compare the four seasons in terms of local weather.

Describe physical and behavioural adaptations that let animals survive.

Explain the process of erosion, its causes and its impact on soils.

Describe properties of light, including travelling in a straight path and being absorbed, reflected and refracted.

Skills: empathy; co-operation; trust.

Skills: stress resistance; emotional control; optimism.

Skills: energy; assertiveness; sociability.

Skills: curiosity; creativity; tolerance.

Skills: self-control; responsibility; persistence.

Learners learn to see themselves as artists and become increasingly reflective and independent.

Learners develop the skills to express creative ideas and communicate visually.

Learners see themselves as readers, engaging with a range of texts for information and pleasure, including texts from different times and cultures.

Learners become confident communicators able to apply reading, writing, speaking and listening in everyday situations.

Learners see themselves as writers, using the written word clearly and creatively for different audiences and purposes.

Skills developed through six Challenges a year from personal, local and global perspectives.

Learners move with increasing control, fluency and variety through games, gymnastics and dance.

Learners explore how they can contribute to the wellbeing of others.

Learners explore friendships, family, community and social responsibility.

Learners practise a wide range of strategies for managing their emotional and physical wellbeing.

Distinguishes parental involvement from parental engagement with the child's learning at home, setting or community.

Quality defined through the human environment of interactions, the experiences offered and indoor and outdoor spaces.

Schematic play such as rotation and trajectory leads to circular marks and early drawing and writing.

Early level experience and outcome.

Early level experience and outcome.

Well-maintained resources and equipment, appropriate risk assessment, rigorous infection prevention and control, benefit-risk approach.

Children's skills, confidence and creativity develop through organised and freely chosen extended play with open-ended materials.

Children choose and direct their play with free access to resources suited to age and stage.

Toys must be safe, marked and easily cleaned; clean storage; cleaning methods and frequencies by item.

Explore sounds, letters and words and use this to read and write.

Use what they learn about genre to create stories, poems and plays with interesting structures, characters and settings.

Enjoy exploring and playing with the patterns and sounds of language.

Enjoy choosing stories and texts to watch, read or listen to and share likes and dislikes.

Enjoy exploring events and characters in stories and share thoughts in different ways.

Learn to take turns and when to talk and when to listen.

Within real and imaginary situations, share experiences, feelings, ideas and information.

Use what they learn from stories to invent their own and share them imaginatively.

Discover new words and phrases in conversation and use them to express ideas and feelings.

Enjoy exploring interesting materials for writing and different ways of recording experiences and ideas.

Know when and how to listen and talk, ask questions and respond with respect.

Share information, experiences and opinions; explain; ask questions to clarify.

Regularly select and read texts they enjoy and explain preferences for texts and authors.

Enjoy creating texts and select subject, purpose, format and resources for an audience.

Present writing legibly and attractively, combining words, images and other features.

Experience presenting or performing for audiences and being part of an audience.

Freedom to discover and choose ways to create images and objects with a variety of materials.

Inspired by stimuli, express and communicate ideas, thoughts and feelings through art and design.

Respond to artists' work and give and accept constructive comment on own and others' work.

Freedom to explore voice, movement and expression in role play and drama.

Early level music: enjoy singing and playing along to music of different styles and cultures.

Early level: freedom to use voice, instruments and technology to discover and enjoy playing with sound and rhythm.

Inspired by stimuli, alone or with others, express and communicate ideas, thoughts and feelings through music.

Choose and explore a range of media to create images and objects, discovering their effects.

Create and present work using line, shape, form, colour, tone, pattern and texture.

First level: sing and play music from other styles and cultures with growing confidence and skill, while learning about musical notation and performance directions.

Experiment with a range of media and technologies using understanding of their properties.

Aware of and able to express feelings and talk about them.

Know there are people to talk to and ways to get practical and emotional support.

Friendship, caring, sharing, fairness, equality and love build positive relationships.

People can feel alone and left out; learn to give appropriate support.

Contribute views, time and talents to bring about positive change in school and community.

Develop a sense of size and amount by exploring and talking with others.

Understand numbers represent quantities and use them to count, create sequences and describe order.

Share a group into smaller groups and split a whole object into parts.

Use everyday items as units to compare sizes and amounts.

Collect objects and ask questions, organising and displaying findings.

Match objects and sort by own and others' criteria.

Estimate the answer to a calculation or problem, work it out, then compare with the estimate.

Show understanding of equal sharing, fraction notation and where simple fractions lie on the number line.

Estimate length, weight or capacity using everyday things, then measure.

Estimate the area of a shape by counting squares.

Explore how data is presented and ask and answer questions about it.

Collect information and sort it in an organised way.

Use rounding to estimate and judge whether an answer is reasonable.

Carry out surveys, gather, organise and communicate results with others.

Spot and explore patterns, copy and continue them and create their own.

Enjoy investigating objects and shapes, sorting, describing and being creative with them.

Use simple directions and describe positions in movement and games.

Have fun creating symmetrical pictures and patterns using a range of media.

Show equivalent simple fractions through practical and pictorial work.

Continue and devise more involved repeating patterns and designs.

Recognise and continue simple number sequences and explain the rule.

Identify, name and describe features of 2D shapes and 3D objects.

Use grid reference systems to locate and describe position.

Explore symmetry and create and recognise symmetrical pictures, patterns and shapes.

Display data simply and clearly with tables, charts and diagrams.

Explain the rule that generates a sequence and use it to extend the pattern.

Use the coordinate system to plot and describe a point on a grid.

Illustrate lines of symmetry and create and complete symmetrical pictures.

Early level: observe living things in the environment over time and notice how they depend on each other.

Investigate how water changes from one form to another and relate findings to everyday experience.

Early level: experience the wonder of the sky and link the sun, moon and stars to daily patterns of life.

Early level: explore different materials through creative play and explain choices.

Early level: talk about science stories to build understanding of science and the world.

First level: observe and record the sun and moon at various times and describe patterns and changes.

Second level: explore reflections, shadow formation and mixing coloured lights, and use light creatively.

Early READ works with parents and pre-school educators for children 6 and below; it promotes five practices (playing, talking, singing, reading and writing), and the early literacy library collection is themed Sense and Sensation, Concepts, Languages, Poetry and Rhymes, and Emergent Reader.

Volunteer-run reading clubs for children aged 4 to 8 from lower-income families.