2 Curriculum Guides Infants 2 PDF

REPUBLIC OF TRINIDAD AND TOBAGO
MINISTRY OF EDUCATION
PRIMARY SCHOOL CURRICULUM
CURRICULUM GUIDES
INFANTS 2
Curriculum Planning and Development Division

2013
© Ministry of Education
Published in 2013 by the
Curriculum Planning and Development Division
Ministry of Education
Rudranath Capildeo Learning Resource Centre
Mc Bean, Couva
Republic of Trinidad and Tobago
Printed by The Office Authority Ltd. – Trinpad Division
Table of Contents
Agricultural Science.................................................................................................................................................................................................................................. 2
English Language Arts .............................................................................................................................................................................................................................. 6
Mathematics .......................................................................................................................................................................................................................................... 47
Physical Education ................................................................................................................................................................................................................................. 78
Science ................................................................................................................................................................................................................................................... 84
Social Studies ......................................................................................................................................................................................................................................... 94
Spanish ................................................................................................................................................................................................................................................. 108
Visual and Performing Arts .................................................................................................................................................................................................................. 115
How Are The Visual & Performing Arts Structured? ........................................................................................................................................................................ 117
Dance ........................................................................................................................................................................................................................................... 117
Drama ........................................................................................................................................................................................................................................... 117
Music ............................................................................................................................................................................................................................................ 117
Visual Arts .................................................................................................................................................................................................................................... 118
Values, Character and Citizenship Education ...................................................................................................................................................................................... 128
Primary School Curriculum
Agricultural Science
Infants 2
Agricultural Science
Rationale
WHAT IS AGRICULTURAL SCIENCE?
Agricultural Science teaches the principles and practices of growing plants and rearing animals for food and other valuable products.
WHY STUDY AGRICULTURAL SCIENCE?
Agricultural Science develops students’ understanding of the natural feel a sense of accomplishment, which boosts their confidence and
environment and the constantly changing cycles of nature. self-esteem.
The development of a love of learning is one of the major purposes of The study of Agricultural Science also caters to the development of
primary education, and Agricultural Science is an ideal vehicle to social and emotional intelligences, and helps to build positive
facilitate the attainment of this goal. Students will learn to care for character traits and values such as respect, responsibility, caring and
plants and animals associated with agriculture, and how and why these kindness. The programme of learning affords opportunities for
are important to us. developing interpersonal skills, and includes cooperation and
collaboration as learning outcomes.
This subject provides opportunities for students to develop their social,
emotional, communication and technological skills, and a caring
attitude towards the environment. Furthermore, it allows students to
1
HOW IS AGRICULTURAL SCIENCE STRUCTURED?
The curriculum emphasizes food security and preservation of the • Agriculture as a Business
environment, with a focus on Good Agricultural Practices (GAP). It
• Crop Science
provides the means by which our students are sensitised to the value
and importance of agriculture to themselves, our communities, our • Livestock Science
country, and the world at large. • The Environment
The integration of Agricultural Science with other curriculum subjects
• People in Agriculture
provides an excellent opportunity for linking theory to practice.
Agricultural Science contributes to student literacy and numeracy as The topics and practical activities described in the curriculum are
well as their skills in observing, manipulating, comprehending, selected because they provide a coherent learning process and promote
recording, analysing and reporting, through enjoyable activities. an understanding that places agriculture within an integrated holistic
perspective of the local, regional and global community.
As important as food security and our inalienable rights to food and
nutrition, is a global concern about our fragile planet. The introduction
of environmental awareness and the development of stewardship
education becomes an important component in every child’s
Agricultural Science learning.
Agricultural Science is structured around a number of interconnected

topics. These include:
2
AGRICULTURAL SCIENCE: INFANTS 2
CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS

Students will:
1.1.1 Outline the 1.2.1 Cultivate a 1.3.1 Work in teams to 1a. Communicate the main  Sequence at least three pictures to
main steps in growing plant from a seed or grow plants. steps taken to cultivate plants. illustrate the main steps in growing
plants. seedling, using an plants (1.1.1)
appropriate potting 1.3.2 Work in a safe 1b. Cultivate a plant from a
medium. manner. seed or a seedling using an  Cultivate a plant from a seed or
appropriate potting medium. seedling in a chosen potting
1.3.3 Nurture plants. medium (1.2.1)
1c. Work co-operatively and
1.3.4 Work co-operatively safely in teams to grow and  Work in groups, observing safety
to grow plants. nurture plants. rules, to care for plants (1.3.1,
1.3.2, 1.3.3)
 Display co-operation when

growing plants (1.3.4)
2.1.1 Outline the 2.2.1 Rear 2.3.1 Work in teams to rear 2a. Communicate the main  Sequence the steps in rearing
main steps in rearing ornamental fishes ornamental fishes. steps involved in rearing ornamental fishes, using pictures
ornamental fishes. employing good fishes. (2.1.1)
environmental 2.3.2 Work in a safe
practices. manner. 2b. Rear fishes employing  Communicate orally, two good
good environmental environmental practices employed
2.3.3 Nurture ornamental practices. in rearing ornamental fishes
fishes. (2.2.1)
2c. Work happily and safely
2.3.4 Work co-operatively in teams to raise and nurture  Work co-operatively and safely in
to rear ornamental fishes. fishes. teams while nurturing ornamental
fishes (2.3.1, 2.3.2, 2.3.3, 2.3.4)
3

Students will:
3.1.1 Understand the 3.2.1 Simulate the 3.3.1 Handle produce in a 3a. Simulate the handling and  Describe at least two handling and
handling and handling of plant responsible manner. preparation practices two preparation practices that
preparation of plant produce to maintain employed to maintain high contribute to high quality produce
produce. high quality. 3.3.2 Collaborate with quality produce. (3.1.1)
team members during
activities. 3b. Collaborate with team  Simulate at least two handling and
members to perform preparation practices that maintain
agricultural activities in a the high quality of plant produce
responsible manner. (3.2.1, 3.3.2)
 Point out at least two responsible

behaviours in handling produce as
observed in real/virtual exercises
(3.3.1)
4.1.1 Understand the 4.2.1 Map the 4.3.1 Value the importance 4a. Explain the various  Explain drawings done, models
modes of journey of a local of the role of transportation modes of transportation used made or pictures observed, of
transportation of food from the farm to in bringing food to the in moving food locally and various modes of transportation,
food, locally and the home. home. internationally, from the mapping the journey of a local
internationally. places of production to the food from the farm to home (4.1.1)
4.2.2 Map the 4.3.2 Have fun mapping home.
journey of food the journey of foods.  Sequence pictures in a flow
produced in a foreign 4b. Map the pathways of diagram to illustrate the journey
country to home. foods, nationally and from farm to home of: (i) a local
internationally, from farms to food, and (ii) a food produced in a
the home. foreign country (4.2.1, 4.2.2,
4.3.2)
4

Students will:
4c. Cite reasons for the  Explain at least two reasons why
importance of transportation transportation of food is necessary
in moving food from farms to (4.3.1)
homes.
5
English Language Arts
Infants 2
English Language Arts
Rationale
The National Primary English Language Arts curriculum is intended to It is to be noted that throughout the National Primary Curriculum an
motivate students to study, use and enjoy English language and intra-disciplinary, theme-based approach has been adopted. This is
literatures written in English. Learning English includes learning the intended to facilitate students’ language and literacy development and
language, learning through the language, and learning about the is a key focus of the curriculum. Language learning is intended to be
language. Its study involves understanding the internal integration of continuous as the curriculum is enacted on any given day. Students can
the skills (listening, speaking, reading and writing) and understanding acquire language and subject content simultaneously as they engage in
language itself as a tool for learning. Language provides access to learning activities. This approach helps students connect language
learning. When students understand language they automatically across learning areas, see language in effect in real contexts and use
access the entire curriculum. language for meaningful purposes; however, the teaching of language
through content is not exclusive. Planned and explicit teaching of
As the curriculum is enacted, the cross-curricula functional use of core reading, writing and grammar skills must continue using
language is also illustrated. Students use language to master what they creative and dynamic strategies. Importantly, the curriculum is not
learn in different subjects and while doing so each subject in turn helps prescriptive with regard to the teaching of grammar. Approaches will
students to sharpen their language skills. Additionally, students learn at vary but presenting grammar in context is highly recommended.
different rates so their acquisition of language and literacy skills Students are to be guided in applying their grammar learning in their
varies. All students however, must develop mastery of the English own writing, reading and speaking. In this way, grammar becomes
language skills which is critical to their overall development. The relevant and alive in students’ consciousness and psychological
English Language Arts curriculum seeks to facilitate this resistance to its study can decline.
developmental process through a systematic, integrated, learner-
centred approach.
7
The National Primary English Language Arts curriculum is designed Among others, the teaching of ELA will:
to support students throughout the processes of acquiring, developing
and mastering requisite skills and knowledge for effective  Help students make connections between classroom learning
communication. In Trinidad and Tobago, the co-existence of two and out-of-class language use.
major linguistic systems, English Creole and Standard English, poses  Motivate students to become proactive and independent in their
specific problems for some learners. The English Language Arts learning.
curriculum explicitly recognizes the nature of this challenge and seeks  Provide the language base for the development of competence
to address it through a student-centred approach to learning which in all subject areas.
respects students’ linguistic experiences. The language children bring  Encourage students to interact comfortably and competently in
to the classroom - their first language, is a tool for building their different speech contexts.
awareness of the target language. The students’ first language becomes  Develop students’ ability to code switch between Standard
a natural support if communication breaks down when teaching English and English Creole.
Standard English; this is because both languages are supportive of  Develop students’ confidence in their linguistic heritage.
students’ overall linguistic development. Awareness of the two major  Build self-esteem and empowerment through the development
linguistic systems, English Creole and Standard English is in-built in
of a personal voice.
the ELA programme. The teaching of grammar is central to students’
 Equip students to engage in reflection and self-awareness and
understanding of English language structures and of the grammatical
develop awareness of their world.
patterns in English Creole. Students need also to understand explicitly,
 Develop an appreciation for literature.
the nature of the relationship between English Creole and Standard
 Provide a tool for the development of imagination.
English. When this understanding occurs, students will avoid
confusing the two and the perception of ‘bad English use’ or ‘broken
English’ will be minimised. Trinidad and Tobago is a linguistically
diverse country. Consequently, understanding of both English Creole
and Standard English contributes to the development of positive
attitudes towards languages and language users. The National Primary
English Language Arts curriculum facilitates this understanding.
Development in English Language Arts is essential to students’

intellectual, social, and emotional growth.
8
ORGANIZATIONAL STRUCTURE OF THE ENGLISH LANGUAGE ARTS CURRICULUM
READING
ORAL LITERARY
COMMUNICATION APPRECIATION
MEDIA AND
INFORMATION WRITING
LITERACY
Fig. 1
9
Oral Communication
Well-developed listening and speaking skills enable students to to question what they are learning and ask for clarification to enhance
communicate their ideas, feelings and experiences effectively. As a their learning. Students must be supported to ask good questions, to
result, learners who engage in class discussions, using both Creole identify problems in thinking as they attempt to learn, and be able to
English and Standard English, are more in control of and involved in correct problems they encounter. In this way, they will be better
their own learning. Through oral communication instruction and prepared for the world they live in and for their future. Additionally,
opportunities for interaction, young learners also develop sensitivity to through the mastering of verbal and non-verbal communication skills,
and respect for others and their opinions - two qualities that make for a students will have opportunities to communicate, understand, interpret
more humane society. Students also need opportunities to engage in and evaluate information.
critical listening and thinking. This support gives them the opportunity
Reading
Reading empowers learners, boosts their self-esteem and is critical to oral English language skills as they learn to read books in Standard
successful learning at school. During the early years, oral language English. Reading materials that are culturally relevant and age-
development and reading development are tightly linked. As students appropriate will stimulate learners’ interests. Helping students connect
continue to progress, their acquisition of reading skills is what they read to their own experiences and background knowledge
complemented and supported by the development of other literacy will support and enhance their reading efforts. The intention is for all
skills of writing, speaking and listening. All students will learn to read students to become literate and be able to understand and process oral,
if systematic and explicit reading instruction is inherent within an written, electronic and multimedia texts. Consequently, the ultimate
enriching literary environment. Reading is developmental and students goals of the reading programme are: to help students become strategic
progress through the different stages at individual rates; such and critical readers, to empower them to achieve independence in
differences must be respected and catered to. Learners whose first reading and to use literacy as a tool for life-long learning.
language is English Creole may need additional support to build their
10
Literary Appreciation
Literary Appreciation cultivates the ability to make sense of, interacting with literary works. Consequently, literature is a means of
experience unconscious delight in and, appreciate and evaluate the education and enlightenment, as it broadens students’ knowledge
quality of literary works. Literature enhances students’ behaviour, bases, strengthens their thinking skills, and develops their awareness of
emotions, attitudes and social values thereby acknowledging new words and language. Literature also engenders appreciation for
differences in personalities, patterns of relationships, and philosophies. local and international culture, helps develop citizenship, builds
In appreciating literature from a variety of cultures, the learner gains patriotism, and fosters awareness of self and the environment.
pleasure and benefits from listening to, viewing, reading and
Writing
Writing is a recursive, cognitive process that can help students to make supported by oral and descriptive feedback. As a result, it is expected
meaning of their learning experiences. The writing programme is that learners will benefit from a more stimulating learning environment
carefully designed to develop students’ ability to: think and write that encourages their creativity. In this curriculum, effective writing
creatively and coherently and communicate effectively using the and reading are naturally connected and are supported by the other
accepted conventions of written language. A systematic and explicit literacy skills of speaking and listening.
approach to writing across the curriculum enhances students’ abilities
to use written language for authentic purposes. Students are guided in
understanding writing as a process during which their efforts are
Media and Information Literacy
Young people today are immersed in a world of written, electronic and media literate. Much of the media in our environment are aimed at
multimedia texts and as a result, the English Language Arts curriculum selling products or ideologies; therefore, students as media consumers
reflects this paradigm. As both conscious and unconscious consumers must be taught how to critically interpret the information they receive.
and producers of media, it is essential for young learners to be multi- Media and Information Literacy emphasizes the development of
11
enquiry-based skills and the ability to engage meaningfully with media
and information channels in whatever form and technologies they
appear (UNESCO, 2011). Consequently, the goal of Media and
Information Literacy within the ELA curriculum is to develop a
literate person who is able to read, analyse, evaluate, and produce
communications in a variety of media forms.
12
GENERAL OUTCOMES FOR INFANT YEAR TWO
ORAL COMMUNICATION
 Demonstrate an understanding of appropriate listening etiquette.

 Demonstrate an understanding of appreciative and discriminative listening skills and respond creatively to a variety of audio/audio-visual
aesthetic materials.
 Demonstrate listening and speaking skills needed to gain meaning and retell.
 Demonstrate appropriate non-verbal communication skills.
 Demonstrate common courtesies in conversations.
 Explore the co-existence of English Creole and Standard English in Trinidad and Tobago.
 Demonstrate beginners’ competence by independently using taught Standard English structures for classroom interactions.
 Demonstrate basic skills in Standard English pronunciation.
READING
 Detect and manipulate sounds at three levels of sound structure (syllables, onset and rime, and phonemes) in spoken words.
 Display proficiency in using decoding and word recognition skills to read appropriate-level texts.
 Demonstrate recall of high-frequency words.
 Apply vocabulary knowledge in speaking, reading and writing.
 Display proficiency in reading appropriate-level texts with purpose and understanding.
 Understand how to apply Reading Comprehension skills and strategies explicitly taught, to make meaning.
13
WRITING
 Demonstrate neatness and legibility in their handwriting.

 Demonstrate their knowledge of the function of punctuation marks and capitalization.
 Demonstrate knowledge of high frequency words across content areas.
 Understand the parts of a simple sentence.
 Demonstrate the ability to compose simple sentences using vocabulary in context.
 Demonstrate ability to compose simple sentences using grammatical patterns and parts of speech explicitly taught.
 Demonstrate the ability to write freely on given topics using a process approach.
MEDIA AND INFORMATION LITERACY
 Display an understanding of selected media forms.

 Determine how colour influences message.
 Determine the purpose and intended audience of a variety of media texts.
 Create a combination of visual and print media texts for different purposes and audiences.
LITERARY APPRECIATION
 Respond emotionally to literature as it relates to their experiences and touches their imagination.
 Recognise literary devices used in the different genres of literature.
14
ENGLISH LANGUAGE ARTS: INFANTS 2
Students will:
Oral Communication
1.1 Appropriate
listening behaviours. 1.2.1 Display appropriate 1.3.1 Be eager and 1. Demonstrate level- 1. Display the following
listening behaviours for a respectful listeners. appropriate listening listening behaviours:
sustained period of time: behaviours and
speaking conventions  maintain eye contact
 maintaining eye-contact when communicating.
1.3.2 Be appreciative of
 keep upright posture
 keeping appropriate sitting audio-visual aesthetic
or standing posture materials.
 make appropriate facial
 using appropriate facial expressions
expressions
 show interest by gesture
 showing interest by
gestures  do not speak while
listening and
 not speaking while listening
 showing appreciation after  show appreciation after

listening listening by applauding or
complimenting [1.1, 1.2.1].
1.2.2 Create mental images

based on given stimuli.
15
Students will:
1.2.3 Connect stimuli to
personal and collective
experiences.
1.2.4 Connect ”self’ to

Literature (characters)
2.1 Appropriate 2.2.1 Imitate sounds, rhymes, 2.3 Be comfortable to 2. Display 2. Imitate:
appreciative and poems and simple pieces of express ‘self’ to a familiar understanding of  sounds (from the
discriminative music. group. appropriate appreciative environment, people,
listening behaviours. and discriminative animals, instruments
2.2.2 Perform nursery rhymes listening behaviours.
and simple poems individually and letters), rhymes
and in peer-groups with and poems [2.1, 2.2.1]
 perform nursery rhymes,
attention to basic pronunciation
simple poems and more
and enunciation skills. complex action songs [2.2.2]
 express self through creative
2.2.3 Express ‘self’ through at
dance movement
least one of the following: (locomotion –fast/slow and
speech, drama or visual variations, and mood-
representations. happy/sad/scared/angry) for
specific pieces of music
heard [2.2.4].
3.1 Basic skills of oral 3.3.1 Be imaginative 3. Display confidence 3. Comfortably perform:
expression applicable and comfort in
imaginatively  by reciting a rhyme or poem,
16
Students will:
to level. 3.3.2 Be comfortable to expressing self to or singing to a familiar
perform for a familiar familiar groups. group [2.3, 3.3.1, 3.3.2,
group. 4.3.1, 4.3.2, 6.3.2]
 orally expresses self in both
language forms with
attention to pronunciation
and enunciation skills [2.2.3]
 be respectful and courteous
when interacting with others
[5.3.1, 6.3.1, 7.1, 7.3]
 express self clearly with
ideas and in speech [3.1]
 listen attentively [4.3.1, ].
4.1 Know how to use 4.2.1 Use “5Ws+H” questions 4.3.1 Be attentive and 4. Use comprehension 4. Use:
the “5Ws+H” to gain as guides to gain meaning from respectful listeners. strategies taught to gain  the “5Ws+H” and simple
meaning from audio- aural media. meaning from texts. graphic organizers (bubble
visual texts, through 4.3.2 Be comfortable topical, cyclical, spider map,
4.2.2 Employ simple graphic speakers among familiar T-table) to gain meaning
guided questioning.
organizers to assist in making people. from texts [4.1, 4.2.1, 4.2.2]
meaning.  answer two literal and two
inferential questions about
4.2.3 Indicate the main idea. texts [4.2.1]
4.3.3 Be budding meaning-  generate one content
makers. relevant question about text
presented [1.2.3, 1.2.4,
4.2.1]
 give one main idea from
17
Students will:
simple audio-visual texts
[4.2.3].
5.1 Know how to 5.2.1 Follow and provide 5.3 Be respectful and 5. Demonstrate an 5. Follow and provide:
follow and provide simple three to five step courteous when interacting understanding of  simple three to five steps
directions and directions and instructions. with others. directions and direction and instruction
instructions. instructions. [5.2]
 lead a group comfortably
[5.3]
 give others the opportunity
to lead [5.3]
 respectfully follow group
leader’s instructions and
directions [5.3]
6.1 Know how to use 6.2 Use appropriate facial 6.3.1 Be respectful and 6. Communicate ideas 6. Use and interpret:
and interpret non- expression, gestures, courteous listeners. using oral expression  simple non-verbal
verbal communication. paralinguistics (volume), body and non-verbal communication [6.1].
language and posture, language. Use appropriate eye contact,
body language and gestures
proxemics, haptics and eye 6.3.2 Be comfortable when:
contact when communicating. speakers among familiar  introducing self
people.  greeting others
 expressing thanks; and
asking and responding to
questions [6.2].
18
Students will:
7.1 Know how to use 7.2 Introduction of self: 7.3 Be courteous when 7. Demonstrate the use 7. Speak:
common courtesies interacting with others. of common courtesies  with competence in using
with a variety of a) Greetings when interacting with a the Standard English form
audiences. variety of audiences. to greet peers and adults, in
b) Expression of thanks exchanging common
courtesies in the school, and
c) Responding to discussing topics in the
questions classroom [7.1, 8.2.1,
10.2.2, 10.2.3, 11.2]
 confidently using both
English Creole and
Standard English, as
appropriate, in school [8.1,
8.2.1, 8.3.1, 10.2.1, 10.2.3].
8.1 Know that two 8.2.1 Speak freely in classroom 8.3.1 Be comfortable to use
main English discussions and conversations English Creole in the
Language forms co- in either English Creole or appropriate context.
exist in Trinidad and Standard English.
Tobago. 8.3.2 Be respectful of
English Creole as a
legitimate language.
9.1 Know the Standard 9.2.1 Convert commonly used

English equivalent to English Creole language to
commonly used Standard English.
English Creole
19
Students will:
language.
10.1 Know English 10.2.1 Differentiate between 10.3.1 Be comfortable

Creole and Standard English Creole and Standard speakers among familiar
English adjacency English. people.
pairs commonly used
at that level. 10.2.2 Speak Standard English
in the classroom setting.
10.2.3 Use Standard English in

conversations.
See writing strand for

sentence structures at this
level.
11.1 Know basic skills 11.2 Speak with attention to 11.3.1 Confident Standard 8. Communicate orally 8. Speak:
in pronunciation. Standard English English speakers. in Standard English.  Standard English in the
pronunciation. classroom setting with
attention to Standard
English pronunciation [9.1,
12.1 Know features of 11.3.2 Willing and 9.2.1, 10.1, 10.2.1, 10.2.2,
Standard English comfortable speaking in 11.1, 11.2, 12.1]
phonology applicable groups.
to this level.  Standard English in
conversations and in sharing
of ideas in the classroom
[10.2.3].
20
Students will:
Reading
13.1 Identify, 13.2.1 Say letters and 13.3 Be confident as 9. Demonstrate 9. Recognize and say:
discriminate, pronounce their corresponding developing readers. knowledge of spoken  the letters of the English
memorize, sequence, alphabet and pronounce
sounds independently. words, syllables and
their corresponding sounds
isolate and sounds when reading [13.1, 13.2.1]
comprehend sounds 13.2.2 Substitute, isolate and level-appropriate texts  recognize rhyme, syllables
that are associated delete phonemes. with fluency and, show and phonemes in spoken
with the sound-symbol confidence with reading words [13.2.5]
relationship. 13.2.3 Manipulate (identify, fluency skills.  link sound and letter
segment and blend) phonemes patterns [13.2.5]
. in words in the order in which  explore alliteration and
other pattern sounds [13.2.5]
they occur.
 associate sounds with
letters, consonant blends,
13.2.4 Blend and segment consonant diagraphs and
onsets and rimes of one and vowel digraphs and blend
two-syllable words. them to read words [14.2.3].
 create words using
13.2.5 Link sound and letter consonant blends at the
beginning and end of words
patterns, exploring rhyme,
[14.2.5]
alliteration and other sound  isolate and pronounce the
patterns. initial, medial vowel and
final sounds in three-
13.2.6 Orally add or substitute phoneme words [13.2.3]
individual sounds (phonemes)  identify letter-sound
21
Students will:
in simple, one and two-syllable correspondence and apply
words to make new words. knowledge of one-to-one
letter-sound correspondence
to blend simple word parts
13.2.7 Use onset, rime and
[9.2.8, 10.2.1, 10.2.3]
phonemes to spell words.
 add, delete or substitute
individual sounds in simple,
one-syllable words to make
new words [13.2.2, 13.2.3]
 use onset and rime, and
phonograms to form new
words and to read words
[13.2.7]
 select and apply appropriate
phonic skills to decode
words and read literary texts
[14.2.8, 14.2.9]
 discriminate between long
and short vowel sounds in
spoken single-syllable
words [14.2.1, 14.2.2]
 associate the long and short
sounds with common
spellings [10.2.5]
 blend words with long and
short sounds and apply
knowledge to form new
words [10.2.5, 10.2.6]
22
Students will:
 read grade level texts from a
variety of genres [10.2.11]
 show patience when
developing reading skills
[10.3, 12.3]
 show respect for self and
others as developing readers
and creative thinkers [10.3,
13.3.1]
 express thoughts, ideas and

feelings with confidence
[9.3.1, 13.3.2]
 show enthusiasm when
engaging with texts [9.3.2,
11.3].
14.1.1 Apply phonic 14.2.1 Pronounce words with 14.3 Be confident in 10. Demonstrate 10. Read and arrange:
skills to reading. short and long vowel sounds. developing reading fluency knowledge of word  the letters of the English
skills. attack skills and phonic alphabet in sequence [9.1.3]
14.1.2 Apply word 14.2.2 Discriminate between skills to read and spell  know the features of a
sentence and how to vary
attack skills. short and long vowel sounds. grade level words.
reading with end marks
[9.2.24]
14.1.3 Read and spell 14.2.3 Associate sounds with  read following directionality
words. letters, consonant blends, and  distinguish between
consonant diagraphs and vowel similarly spelled words by
14.1.4 Read grade digraphs and blend them to identifying the sounds of the
23
Students will:
level texts read words. letters that differ [14.2.6,
independently. 14.2.7, 14.2.8, 16.2.4]
14.2.4 Blend words with short  blend and segment onsets
(cvc) sounds and long (cvcv) and rimes of single- and
two-syllable spoken words
sounds.
and in spelling [13.2.4,
13.2.7, 14.2.4]
14.2.5 Create words using  read and spell CVC pattern
consonant blends at the words [9.2.8, 10.2.8]
beginning and end of words.  use homophones and
homographs in reading and
14.2.6 Correctly use spelling [14.2.6]
homophones and homographs  use word attack skills to
decode words [14.2.9]
in reading and spelling.
 decode words with
inflectional endings and
14.2.7 Identify and apply plurals and apply in spelling
regular and irregular spelling [14.2.8]
patterns to words when  identify and apply regular
reading. and irregular spelling
patterns to words when
reading [14.2.7].
14.2.8 Decode words with
inflectional endings and plurals
14.2.9 Use word attack skills to

decode words (chunking,
syllabication).
24
Students will:
14.2.10 Read grade level texts

from a variety of genres.
15.1.1 Apply 15.2.1 Use picture clues to 15.3.1 Be creative in using 11. Apply vocabulary in 11. Use picture clues:
vocabulary knowledge infer the meaning of words. high-frequency words in context to demonstrate  to infer meanings in
in different contexts. different contexts. understanding of texts. context and apply in
15.2.2 Determine the meaning speaking, reading and
15.1.2 Build of words using definition clues, 15.3.2 Respect peers’’ writing [15.1.1, 151.2,
vocabulary from context clues and background attempts in applying 15.2.1, 15.2.3].
personal experience, knowledge. vocabulary knowledge.  apply definition clues,
environmental print, context clues and prior
from books read and 15.2.3 Infer the meaning of knowledge to gain meaning
content taught. words in context and apply in and apply in speaking,
speaking, reading and writing. reading and writing [15.2.2].
 infer the contextual meaning
of words or texts from
15.2.4 Supply high-frequency figurative language and
words in context, using guided factual texts [15.2.3].
instruction.  supply high frequency words
in context to complete a five-
15.2.5 Generate sentences line cloze passage [15.2.4].
orally and in writing using  apply familiar vocabulary to
synonyms. gain understanding of texts
[15.2.7, 15.2.8].
 construct sentences orally
15.2.6 Generate sentences and in writing using
25
Students will:
orally and in writing using synonyms, antonyms and
antonyms. high frequency words
15.2.7 Experiment with common to this level [15.2.5,
15.2.6, 15.2.7, 15.2.8,
familiar vocabulary explicitly
15.3.1].
taught to deepen and widen
 compose simple factual and
understanding of a variety of descriptive statements and
texts. questions [15.2.8, 15.2.9]
 apply knowledge to answer
15.2.8 Develop a more questions orally and in
sophisticated vocabulary by writing [15.2.5, 15.2.8]
extending basic word  respect peers’ attempts in
exploring with and applying
knowledge across content
vocabulary knowledge
areas. [15.2.8, 15.3.2].
15.2.9 Compose simple factual

and descriptive sentences.
16.1 Read appropriate- 16.2.1 Read high frequency 16.3.1 Be confident as 12. Apply level- 12. Identify:
level texts with words with accuracy and developing readers. appropriate phonics and  key words in texts and
proficiency. automaticity. word analysis skills to decode target words
read fluently and accurately [16.1, 16.2.2]
 apply word analysis skills to
16.2.2 Apply meaning clues, 16.3.2 Be respectful of monitor meaning.
unfamiliar words [16.2.2]
structure clues, decoding, and peers’ attempts in reading  associate the spelling with
word recognition skills to read fluently. the pronunciation of the
fluently and monitor meaning. words[16.2.4]
26
Students will:
16.2.3 Read with appropriate  read with appropriate
volume to match the text; phrasing, intonation,
correct pronunciation; clear emphasis and expression, at a
enunciation; eye- voice span, rate appropriate for
comprehension [16.2.3]
intonation, rhythm, pace,
 read common high-frequency
expression and phrasing to read words by sight [16.2.1]
(aloud) fluently.  read words in a text
accurately and with fluency
16.2.4 Read words with [16.2.1]
contractions -not (-n’t), I am  select level-appropriate
(I’m), will (-’ll) and have comprehension strategies to
(-’ve). decode new words in context,
and to make and monitor
meaning [16.2.5]
16.2.5 Use context and word  respect peers’ attempts at
attack skills to confirm or self- reading and in applying
correct word recognition and vocabulary knowledge
understanding. [16.3.1, 16.3.2].
17.1.1 Read to gain 17.2.1 Answer literal and 17.3.1 Critical and creative 13. Apply level- 13. Activate:
meaning. inferential type questions orally thinkers. appropriate reading  prior knowledge to make
on a given stimulus. comprehension skills text-to-self, text-to-text and
17.1.2 Apply 17.3.2 Confident in and strategies to gain text-to-world connections
[17.1.2, 17.2.6].
appropriate-level 17.2.2 Give simple details from expressing ideas, thoughts understanding from
comprehension skills pictures, using picture clues. and feelings. texts.  read title and study
and strategies to illustrations to gain
27
Students will:
understand texts. understanding of or make
17.2.3 Identify explicit main predictions about the text
17.1.3 Use text idea of pictures and short texts. [17.1.1, 17.1.2, 17.2.5].
features (author, title,  predict what happens next in
a story using clues presented
illustrator and table of 17.2.4 Sequence details or
in the reading [17.2.2,
contents). events in a variety of genres. 17.2.5].
 generate questions about the
. 17.2.5 Predict outcomes using main idea/event/message of
title and pictures. the text using
pictures/illustrations
17.2.6 Make text-to-self, text- [17.2.3].
 modify or refine main
to-text and text-to-world
idea/event/message as the
connections using information story develops [17.2.15].
in a selected text.  state one main idea/message
[17.2.3].
17.2.7 Identify words/details  sequence details up to three
from stimulus that suggest events [17.2.4].
feelings or appeal to the senses.  analyse simple details from
illustrations and symbols
[17.1.2, 17.2.2, 17.2.8,
17.2.8 Use text structure to
17.2.9, 17.2.10].
understand texts (titles,  re-tell favourite parts of the
headings, beginning, middle story in own words or
and end). drama, or through the eyes
of a favourite character
17.2.9 Analyse details using [17.2.7].
28
Students will:
graphic organizers.  chat about how the situation
in the text could affect other
17.2.10 Interpret symbols, characters [17.2.15].
signs and pictographs.  suggest one aspect of a
conflict that could be done
differently for a better
17.2.11 Follow directions to outcome [17.2.15].
complete a task.  follow directions to
complete a simple task
17.2.12 Use text features such [17.2.11].
as headings, title page and  locate information using text
tables of content to locate features [17.1.3, 17.2.12,
information. 17.2.13].
 interpret information
presented in a variety of
17.2.13 Engage in research media [17.2.14].
skills e.g., finding information  read level-appropriate
in non-fiction text using literary and media texts with
headings, sub-headings, fluency [17.2.14].
illustrations and captions,  answer three literal and one
alphabetize words according to inferential question orally
the first letter. [17.2.1].
17.2.14 Interpret information  show critical thinking in
questioning and responding
presented in a variety of media. [17.3.1].
17.2.15 Make judgments and

form opinions using explicit
29
Students will:
information from selected
texts.
Literary
Appreciation
18.1 Experience
various literary genres 18.2.1 Engage in readings from 18.3.1 Appreciative of the 14. Know that meaning 14.
through interactions various genres. various genres of literature. can be derived through  engage in readings from
with the literature: interacting with literary various genres showing
18.2.2 Visualize the setting and 18.3.2 Eager to interact texts and demonstrate listening skills [18.2.1]
events in texts. with a range of level- eagerness to interact  select literature of choice to
appropriate texts. with books and other read, volunteer to re-tell the
a. Traditional 18.2.3 Discuss the lessons story or demonstrate one
learnt from favourite texts. 18.3.3 Excited about forms of literature.
Folk tales part of a story or poem most
readings with literary interesting to self [18.2.1]
- Fables 18.2.4 Describe simple devices.  relate text-to-self to help
- Myths physical features of literary make meaning, to
- Legends characters. understand the text
characters, and how others
18.2.5 Imagine self and others feel [18.2.5].
b. Fantasy as characters in the texts.  discuss possible lessons
learnt from stories and
- Literary fairy tales 18.2.6 Dramatize events poems and [18.2.3].
encountered in texts.  show appreciation of
- Science reading and being read to
18.2.7 Re-tell story in different from the various genres of
30
Students will:
forms. (T.G. performance, literature by listening
illustrations, images). appreciatively and
c. Realistic Fiction responding eagerly [18.3.1,
18.2.8 Share feelings and 18.3.2].
- Mysteries thoughts about the settings,  show happiness when
events and characters in texts interacting with the
- Contemporary
with peers and adults. literature and role-playing
realistic fiction characters [18.3.3].
15. Describe significant
18.2.9 Discuss possible elements of stories and 15.
d. Non- fiction books
solutions for simple conflict 19.3.1 Creative in poems and represent  orally describe key features
scenarios. composing simple rhymes ideas of stories and of settings studied [18.2.2].
- Concept books poems told through  identify three events of a
and verses.
story and re-tell up to three
19 .2.1 Replicate the rhythms varied modes.
- Information books events sequentially [18.2.2].
and sound patterns from  represent ideas and feelings
e. Poetry forms literary texts. 19.3.2 Happy interacting generated from stories and
with the literature. poems in more than two
- Nonsense verse modes [18.2.6, 18.2.7,
19.2.2].
- Humorous verse 19.2.2 Compose simple rhymes  describe four to five simple
and verses orally. physical features of literary
- Nursery rhymes
characters and role-play one
- Riddles action or behaviour of, or
one event associated with
- Jokes specific characters [18.2.4,
18.2.5, 18.2.6].
19.1.1 Know that  identify one conflict
31
Students will:
meaning can be situation in literary texts
derived from and propose one possible
interacting with solution [18.2.9].
literary texts.
16.
19.1.2 Know the effect 16. Express to others,  share personal feelings
of figures of speech in feelings and thoughts and thoughts about the
literature: about story elements characters, setting and
-Alliteration and poetic devices. events of favourite
stories and poems
-Onomatopoeia [18.2.8].
 compose simple rhymes and
-Repetition verses and perform these to
whole groups [19.2.1,
-Simile 19.2.2,19.3.1].
 recite rhymes with
alliteration, personification,
onomatopoeia and simile
[19.1.2, 19.3.2].
Writing
20.1 Know how to 20.2 Reproduce letters and 20.3 Be confident in 17. Demonstrate 17.
write words, numerals as words and writing neatly and legibly. handwriting readiness.  copy shapes and patterns of
sentences, and a short sentences with correct strokes, letters in the upper- and
32
Students will:
paragraph. direction, neatness and lower-cases, and numerals
appropriate size. [20.1, 20.2].
 print letters and numerals
with neatness, correct
strokes, direction and size
[19.2.1, 19.2.2, 20.1, 21.1].
 use capital letters for the
first letter of names, days of
the week and of sentences
[21.1, 21.2].
 write neatly and legibly
[22.1].
 write using level-
appropriate punctuation and
capitalization [22.1].
21.1.1 Know to use 21.2. Use a capital letter for: 21.3 Be proud of their
capital letters for the first letter in names, days of writing.
appropriate words. the week, months of the year
and the first letter of sentences.
22.2. Use the full stop and

22.1.2 Know to use question mark at the end of
full stops and question sentences.
marks in simple
sentences.
33
Students will:
23.1 Recall correct 23.2.1 Spell high frequency 23.3 Be self-sufficient in
spelling of high words across content areas. writing.
frequency words.
23.2.2 Write simple sentences
using high frequency words.
24.1 Distinguish 24.2 Use “Who is doing the

between parts of action?” and “What is being
simple sentences. done?” to distinguish between
subject and verb in sentences.
25.1 Know how to 25.2 Create simple sentences 25.3 Be proud of their
write statements and using vocabulary in context. ability to compose
questions. sentences independently.
26.1.1 Know how to 26.2 Use the following 26.3 Be proud of their 18. Demonstrate pride 18.
generate sentences language structures: ability to use different in their ability to work  share written work with a
using grammatical grammatical structures. independently to small group or whole class
patterns, in context. 1. The verb “to be”-Present compose sentences with with pride [20.3, 21.3, 25.3,
Tense patterns 25.3, 26.3, 27.3].
proper grammatical
 edit capitalization and
1st, 2nd. 3rd, persons, singular structures and rich punctuation in own
26.1.2 Know how to and plural. vocabulary. sentences using simple
use nouns, pronouns, class generated checklist
verbs and adjectives E.g. [23.3].
34
Students will:
correctly in context.  I am + noun
 I am + adjective
 I am + Adjective Phrase
 I am + Adverb Phrase
 Present Participle e.g.,

I’m walking
 He/She/It/Andrew + IS +
Noun
 He/She/It/Andrew + IS+
adjective
 He/She/It/Andrew + IS +
adverbial phrase
 He/She/It/Andrew + IS -
ing”
 You/We/They/Adrian and
Sarah + are + noun
Sarah + are +adjective
35
Students will:
Sarah + are + Adverbial
Phrase
Sarah + are + -ing
2. The verb “to be”- Past

Tense patterns
1st, 2nd. 3rd, persons singular

and plural.
 I/He/She/It +was + noun
 I/He/She/It + was +
adjective
 I/He/She/It + was +
Adverbial Phrase
 I/He/She/It + was + -ing
 You/We/They + were +
noun
36
Students will:
adjective
Adverbial Phrase
 You/We/They + were + -
ing
3. Present Habitual Tense

patterns
 I/You/We/They + Verb
E.g. I eat fruits every day.
 On Sundays
I/We/You/They go to
church
 He/She/The doctor + verb

E.g. She comes early every
morning.
4. Future Tense patterns
 I + will + verb
 He/She/It/The
37
Students will:
man/Mom + will + verb
 We/You/They + will +
verb
5. Patterns based on “to

have”
 Patterns based on
has/have
6. Patterns based on “to do”

 Patterns based on
does/do
27.1 Know how to 27.2.1 Listen, view, articulate 27.3 Be willing to write 19. Apply knowledge of 19. Use a capital letter for:
prewrite, draft, review and discuss ideas based on a freely. writing conventions and
and edit sentences on a given stimulus. traits of writing to  the first letter of both
given topic or construct level- names
 names of parents
experience. appropriate sentences.
27.2.2 Write words and  teacher’s name
sentences based on prewriting  first letter of special names
activity. (festivals and national
holidays, community where
they live, name of twin-
island republic, name of
38
Students will:
27.2.3 Compose and write at school)
least two related sentences
 days of the week
using simple transitions based
on a given stimulus.  months of the year
 the first letter of sentences
related to themes [23.1,
23.2]
27.2.4 Review and edit written
sentences.
 use the period and question
mark correctly [24.1, 24.2].
 know the doer [of the action]
27.2.5 Present sentences orally (subject) and the action
and written. (verb) in a simple sentence
[24.2].
 use naming words or subject
pronouns, and doing words to
form sentences [26.2].
 construct two to three simple
statements and questions
using present, past and future
tenses and patterns based on
the verb ‘to be’ [25, 26].
 construct one to two simple
using patterns based on the
verb ‘to have’ [25, 26].
 construct one to two simple
39
Students will:
using patterns based on the
verb ‘to do’ [25, 26].
 write at least two simple
sentences showing voice on
familiar topics discussed or
on personal experiences
recounted [27.1, 27.2.1,
27.2.2].
 write two or three simple
sentences using simple
transitions showing sentence
fluency and organization
after recounting two to three
events/ideas in sequential
order [27.1, 27.2.1, 27.2.2].
 use relevant level-
appropriate high frequency
words and vocabulary
taught [14.1, 26.2].
 spell high frequency words
correctly [23.1, 23.2.1,
23.2.2].
Media and
Information Literacy
28.3.1 Appreciative of the
28.1 Display an differences in media forms.
understanding of 28.2.1 Use media and 20. Demonstrate proper 20.
technology equipment with care and handling of  handle media and
40
Students will:
selected media forms care. media and technology technology equipment with
(audio; visual; audio- equipment. care [28.2.1].
28.3.2 Critical thinkers.
visual; print;  replace materials and clean
electronic/digital text - 28.2.2 Identify a wide range of up area after completing
emails, text messages). sources of information. work [28.2.1].
 report damage or faulty
equipment immediately
[28.2.1]
28.2.3 Match media forms to  work following instructions
information sources (e.g., and directions[28.2.8].
emails through computer/smart
phone/iPad from family, 21. Show awareness of 21.
friends). selecting media for  know at least three
different purposes and different media forms and
audiences. state their purposes [29.1,
28.2.4 Describe the 30.2.2].
characteristics of selected  describe one major
characteristic of audio,
media forms.
visual, audio-visual and
print media forms [28.2.4].
 compare and categorize
28.2.5 Analyse different media media forms according to
packaging (modes of what is seen, heard or both
[28.2.6, 28.2.7, 30.2.1].
‘presentation’, e.g., CD, DVD,
 itemize three major sources
radio broadcast, television of information in Trinidad
broadcast, comic book, comic and Tobago and the world
41
Students will:
strip) to determine their content [28.2.2].
(audio, visual, audio-visual,  match media form to the
print). information source named
[28.2.3].
 observe and describe
selected media packaging
28.2.6 Categorize media forms to determine their content
as audio, visual, audio-visual [28.2.5].
or print.  give the intended audiences
of some everyday media
texts from the home and
school environments [29.1,
28.2.7 Compare different 29.2.4].
media forms.  discuss one idea of media
to create for three to five
different specifically-
named audiences [31.2.2]
28.2.8 Demonstrate proper  assess media texts and
handling and care of media and answer two literal and one
technology. inferential question on the
text studied [29.2.3, 28.3].
28.2.9 Recognize that all media

texts are ‘constructions’.
42
Students will:
29.1 Determine how 29.2.1 Select books with 29.3.1 Aware of the 22. Demonstrate 22.
colour influences a various styles of illustrations elements of illustration. understanding of the
message. (e.g., use of dark colours, use of colours in  study selected illustrations
29.3.2 Confident in and discuss the role of the
bright colours, warm colours, creating media.
(Illustrators can use expressing ideas and illustrator [29.1, 29.2.1,
cool colours, etc.). 29.2.3, 29.2.5, 27.3.1].
colour to construct a thoughts.
 dramatize moods created
reality for their
29.3.3 Respectful of others’ by some colours in
audiences.) illustrations and chat about
29.2.2 Use the think aloud opinions.
feelings generated [29.2.4].
strategy to demonstrate their
29.3.4 Motivated to learn  match specific colours used
thinking about the to different moods [29.2.7].
pictures/illustrations in books. through information
technology.  create a chart to represent
colours and moods [31.2.4]
 design a story book cover
29.2.3 Highlight how the or draw pictures using
different colours to create
illustrator creates a particular
varied moods [31.1, 31.2.3,
mood. 31.2.5]
 chat about the tools and
materials needed to create
29.2.4 Share reactions to the story book illustrations and
the choice of colour used
colours used in picture book
[31.2.1, 31.2.6]
images.  show confidence in
producing media that
represent own thoughts and
29.2.5 Recognize that feelings [27.3.2, 29.3.1].
43
Students will:
illustrators use colour as a tool
(or technique) to create a
mood.
29.2.6 Write the names of

colours (e.g., blue, red, yellow,
green).
29.2.7 Classify colours into

mood categories (warm, cold,
happy, sad colours).
30.1 Determine the 30.2.1 Compare and contrast 30.3 Comfortable assessing
purpose and intended the characteristics of selected purposes of media texts.
audience of a variety media which tell about their
of media texts. purpose (e.g., red and yellow
(e.g., Purpose of: colour in signs is used to show
advertisements, road danger/warning, size of
signs, warning signs, billboards to reach wide
carnival posters, audiences vs. a flyer).
billboards, movies,
television, news on the
radio)
30.2.2 State the purpose of a

variety of media forms.
44
Students will:
30.2.3 Answer questions that
allow for inferential and
critical thinking, based on
viewed pictures/illustrations.
30.2.4 List the characteristics

of selected media which tell
about their intended audience.
(size, use of age-specific actors
e.g., children to target children)
30.2.5 Select different forms of

media designed for different
audiences and purposes e.g.,
using media/resources/tools
….direct instruction…. e.g.,
using YouTube videos.
31.1 Create a 31.2.1 Give examples of tools 31.3.1 Confident producers 23. Demonstrate respect 23.
combination of visual and materials needed to create of media texts. and tolerance for
and print media texts selected media (e.g., paper, others’ opinions and  work collaboratively in
groups
for different purposes pens, pictures, glue, paint ideas and when working
 share tools and equipment
and audiences (e.g., microphone etc.). 31.3.2 Collaborative/ in groups. in collaborative tasks.
poster for a cake sale,  follow instructions and
a card inviting friends 31.2.2 Generate ideas for Cooperative in working in directions of group leaders.
creating media for various groups to create final  speak respectfully of
45
Students will:
to a party). purposes and audiences. product. others’ work.
 listen courteously to the
31.2.3 Use different methods to ideas and opinions of
create a storybook cover with others [27.3.3, 29.3.2,
illustration and title or a poster 31.3.3 Respectful of peers’ 29.3.3].
with illustrations and captions ideas.
(e.g., printing, drawing,
painting, collage etc.).
31.2.4 Create a chart that

shows different colours and the
moods they represent.
31.2.5 Create pictures using

different colours to represent
the mood of the picture.
31.2.6 Give explanations for

choosing colours in created
media texts.
46
Mathematics
Infant 2
Rationale
What Is Mathematics About?
"Mathematics is an activity concerned with means for investigating, interpreting, explaining and making
logical thinking, spotting patterns, posing sense of the world in which they live.
premises and investigating their implications
and consequences. It also involves the study of Mathematicians use symbols, graphs and diagrams to help
properties of numbers and shapes, the them find and communicate patterns and relationships, and
relationship between numbers, inductive and they create models to represent both real-life and hypothetical
deductive thinking and the formulation of situations. These situations are drawn from a wide range of
generalizations. Mathematics is a creation of social, cultural, scientific, technological, health, environmental
the human mind and therefore becomes and economic contexts.
primarily a way of thinking thus facilitating
problem solving." (Mathematics Curriculum,
1999)
Mathematics is the exploration and use of patterns and
relationships in quantities, space and time. Statistics is the
exploration and use of patterns and relationships in data. These
two disciplines are related but offer different ways of thinking
and of solving problems. Both equip students with effective
Why Study Mathematics?
By studying Mathematics, students develop the ability to think to both estimate and calculate with precision, and understand
creatively, critically and strategically. They learn to structure when both are appropriate. Mathematics has a broad range of
and to organize, to process and communicate information and practical applications in everyday life, in other learning areas,
to enjoy intellectual challenge. In addition, students learn to and in the workplace.
create models and predict outcomes, to conjecture, to justify
and verify, and to seek patterns and generalizations. They learn
How Is Mathematics Structured?
"Mathematics content is sequential in nature. There is a hierarchy of model and solve real world problems (NCTM.org). The NCTM
concepts and skills on which each major area of Mathematics can be standards of problem solving, reasoning, communication,
built. The proper ordering of mathematical content for all learners is representation and connections, also play an integral role in how
critical to mathematical achievement." (Mathematics Curriculum, content is delivered. Core competencies are developed within the
1999) strands of Number, Statistics, Measurement and Geometry.
The Mathematics component of the new Primary Curriculum is in

Through an integrated approach, the new Primary Mathematics
response to the realities of a 21st century global society. The guiding
Curriculum aims to reduce “Math anxiety” and Primary to Secondary
principles of the Mathematics curriculum content are derived from the
transition issues by:
National Council of Teachers of Mathematics standards that will allow
our students to explore, discover, analyze and apply Mathematics, to
 The development of core mathematical concepts and skills by the  Strategic competence: ability to formulate, represent and solve
restructuring of learning activities to enable students to see mathematical problems.
connections with other subjects and their daily lives.  Adaptive reasoning: capacity for logical thought, reflection,
 The development of appropriate dispositions that would facilitate explanation and justification.
life-long learning and higher order thinking skills.  Productive disposition: habitual inclination to see Mathematics
 A pedagogical approach that uses a variety of student-centred as sensible, useful and worthwhile, coupled with a belief in
teaching techniques and strategies, such that improvement in diligence and one’s own efficacy.
student motivation and performance will increase in the It is essential that the forgoing issues are seriously considered and
medium and long terms. effectively addressed so as to create literate and numerate
individuals capable of functioning in a global society.
 An Assessment Framework that focuses on assessment
for learning, continuous assessment, as well as
summative evaluation.
According to Adding It Up: Helping Children Learn Mathematics

(2001), instructional programs must address the development of
Mathematical Proficiency by focusing on the following five
interwoven strands or components:
 Conceptual understanding: comprehension of mathematical

concepts, operations and relations.
 Procedural fluency: skill in carrying out procedures flexibly,
accurately, efficiently and appropriately.
MATHEMATICS: INFANT 2
CONTENT SKILLS  DISPOSITIONS OUTCOMES ELABORATIONS

Students will:
NUMBER
Number Concepts
1.1.1. Develop 1.2.1 Count to or from 1.3.1 Develop 1. Count  Count forward (counting on) and backward
number sense 100 in ascending confidence in sequentially up to (counting back) by ones to or from 100
from 0 to 20 and and descending counting. 100. from any given number. (A One Hundred
appropriate order (rote count). Chart can be used). [1.1.1, 1.2.1, 1.3.1,
vocabulary. 1.3.2 Strive for 2. Understand the 1.3.2]
1.2.2 Count objects to accuracy in concept of
demonstrate one- counting. numbers 0-20.  Skip count in 2s (starting at zero and one)
to-one and 5s (starting at zero) to or from 20 in
correspondence 3. Understand the ascending and descending order. [1.1.1,
(up to 20). position of 1.2.1, 1.3.1, 1.3.2]
objects.
1.2.3 Recognize that  Count objects to demonstrate one-to-one
the number of 4. Demonstrate correspondence (up to 20). [1.1.1, 1.2.2,
objects remains estimation skills 1.3.2]
the same when using 10 as a
objects are benchmark.  Explain that the last count, when counting
rearranged. a set of objects, identifies how many
5. Demonstrate an objects are in the set. [1.1.1, 1.2.2, 1.3.1,
1.2.4 Connect number understanding of 1.3.2]
names and the value of coins

Students will:
numerals to and bills up to  Count objects to establish that a number is
quantities up to 25¢ and up to one more than the preceding number.
20. $20. [1.1.1, 1.2.2, 1.3.1, 1.3.2]
1.2.5 Sequence number  Count objects in different arrangements to

names and demonstrate conservation of number.
numerals. [1.1.1, 1.2.3, 1.3.1, 1.3.2]
1.2.6 Read and write  Match the number names and numerals to
number names the quantities they represent up to 20
and numerals. (concrete and pictorial). [1.1.1, 1.2.4,
1.3.2]
1.2.7 Use comparison
vocabulary to  Count to 20 in ascending order (starting at
compare the one and zero) and count from 20 in
number of objects descending order. [1.1.1, 1.2.5, 1.3.1]
in two sets (less
than 20).
 Sequence number names and numerals.
[1.1.1, 1.2.5, 1.3.2]
1.2.8 Compare groups
of objects and
 Explain the meaning of zero (none, no one,
order numbers.
empty, nothing) after solving related
subtraction problems e.g. There are 5 birds
1.2.9 Use 10 as a on a tree. They all flew away. How many

Students will:
reference in are left? [1.1.1, 1.2.2,1.3.2]
forming numbers
from 11 to 20 e.g.  Read and write number names and
‘seventeen is numerals. [1.1.1, 1.2.6, 1.3.2]
seven more than
ten’.  Identify the number before, the number
after, and the number between, using a
1.2.10 Use the language number line. [1.1.1, 1.2.5, 1.3.2]
of ordinal
numbers up to
 Insert missing numbers on a number line.
tenth.
[1.1.1, 1.2.5, 1.3.2]
1.2.11 Demonstrate
 Match objects in two groups and use
skills in
appropriate vocabulary to compare the
estimation of the
number of objects e.g. 15 is more than 13.
number of
[1.1.1, 1.2.7, 1.3.2]
objects in a set,
using 10 as a
benchmark and  Compare groups of objects and order
verify by numbers to 20. [1.1.1, 1.2.8, 1.3.2]
counting.
 Use 10 as a reference or benchmark in the
1.2.12 Explore the formation of numbers from 11 to 20 e.g.
value of coins ‘seventeen is seven more than ten’. [1.1.1,

Students will:
and bills (up to 1.2.9, 1.3.2]
25¢, up to $20)
and their  Order objects and use appropriate language
equivalence. to describe its position up to tenth. [1.1.1,
1.2.10, 1.3.2]
 Estimate a given quantity using 10 as a

benchmark and verify by counting. [1.1.1,
1.2.11, 1.3.2]
 Explore the value of coins and bills (up to

25¢, up to $20) e.g. 25 cents is worth more
than 5 cents (use the idea of purchasing
items priced at 5 cents and how many can
be bought). [1.1.1, 1.2.12, 1.3.2]
 Use the language of money in role playing

situations involving the exchange of goods
for money (exact value of the coins and
bills, one item and receive change). [1.1.1,
1.2.12, 1.3.2]
 State the equivalence of coins and bills up

to 25 cents and 20 dollars. [1.1.1, 1.2.12,

Students will:
1.3.2]
Number Patterns and

Number
Relationships
1.1.2. Explore 1.2.13 Recognize the 1.3.3 Be explorative 6. Recognize and NUMBER PATTERNS
algebraic arrangement of when examining explore number
thinking dots / objects in patterns. patterns up to 20.  Look at an arrangement of dots/objects in
(number standard spatial standard spatial arrangements and identify
patterns and arrangements of 1.3.4 Take risks in 7. Understand the the number represented up to 10. [1.1.2,
number numbers up to 10 solving concept of 1.2.13, 1.3.3]
relationships). (subitize). problems. equality.
 Distinguish between repeating patterns and
1.2.14 Explore patterns 8. Use the concept non-repeating patterns in a given set by
using repetitions of equality to identifying errors or the part that repeats.
of 2 to 4 solve problems in [1.1.2, 1.2.14, 1.3.3, 1.3.4]
elements (name addition and
as ‘number’ subtraction.  Describe a given repeating pattern
pattern e.g. ‘two’
containing two to four elements in its core.
pattern).
[1.1.2, 1.2.14, 1.3.3]
1.2.15 Use balance

 Determine the pattern rule, and extend the

Students will:
activities to repeating pattern using concrete materials,
demonstrate pictorial representation or symbols. [1.1.2,
equality and 1.2.14, 1.3.4]
inequality.
 Name a repeating pattern containing two to
1.2.16 Count objects in four elements in its core (name as
sets to ‘number’ pattern e.g. ‘two’ pattern). [1.1.2,
demonstrate 1.2.14, 1.3.3]
equality and
inequality of  Identify the missing element(s) in a given
sets. repeating pattern. [1.1.2, 1.2.14, 1.3.4]
1.2.17 Use the language  Create number patterns using repetition of

and symbols elements. [1.1.2, 1.2.14, 1.3.4]
associated with
the concept of
NUMBER RELATIONSHIPS
equality.
 Construct two equal sets using the same

1.2.18 Solve problems
objects (same shape and mass/weight), and
involving
demonstrate their equality of number using
addition and
a balance scale and counting. [1.1.2,
subtraction,
1.2.15, 1.2.16, 1.3.4]
using balance
activities and the

Students will:
concept of  Construct two unequal sets using the same
equality. objects (same shape and mass/weight), and
demonstrate their inequality of number
using a balance scale and counting. [1.1.2,
1.2.15, 1.2.16, 1.3.4]
 Explain the procedure used to determine if

two given sets of objects are equal or
unequal in number e.g. use of the balance
scale and counting. [1.1.2, 1.2.15, 1.2.17,
1.3.4]
 Use the language of equality to describe

the relationship between two sets e.g. they
have the same number of objects, they are
equal in number. [1.1.2, 1.2.15, 1.2.16,
1.2.17, 1.3.4]
 Match sets of objects that are equal

(pictorial) and explain reasoning. [1.1.2,
1.2.16, 1.2.17, 1.3.4]
 Draw sets to show equal and unequal

amounts and record the number of items.

Students will:
[1.1.2, 1.2.16, 1.2.17, 1.3.4]
 Use the symbol to record equalities. [1.1.2,

1.2.17]
 Explore the equality of sets involving

addition and subtraction, using objects of
the same size and mass/weight but
different colours, and the balance scale,
e.g. 2 red balls and 3 green balls are placed
on one pan and students determine the
amount of blue balls to place on the other
side to show equality (verify by counting).
[1.1.2, 1.2.18, 1.3.4]
 Represent equality of sets in pictorial and

symbolic form using the equal sign (=) to
mean ‘the same as’ or ‘is equal to’ e.g.
000 and 00 is the same as or equals 00000;
000 and 00 = 00000,
3 + 2 = 5; or
000000 take away 00 = 0000;
6 – 2 = 4.

Students will:
[1.1.2, 1.2.18, 1.3.4]
Addition
1.2.19 Solve one-step 1.3.5 Display 9. Demonstrate a  Solve one-step real-life addition problems
1.1.3. Solve real-life
real-life addition confidence when conceptual presented orally, pictorially or
problems
problems solving problems understanding of symbolically (using concrete materials,
involving
presented orally, related to addition. whole number and money), involving 2
addition
pictorially and addition. addends (Joining Structures – change,
(concrete,
symbolically 10. Solve problems result unknown; Part-Part-Whole
pictorial and
(using concrete involving Structures (whole unknown) - combine,
symbolic
materials, whole addition total set unknown), and 3 addends with a
modes).
number and presented in sum less than or equal to 20, using a
money). different formats. variety of problem solving strategies such
as, use a model, act it out, draw a picture
and look for a pattern. [1.1.3, 1.2.19, 1.3.5]
presented in
horizontal and  Solve problems involving addition
vertical represented in vertical and horizontal
arrangements arrangements. [1.1.3, 1.2.20, 1.3.5]
1.2.21 Associate  Record addition pictorially and

addition to symbolically using number sentences

Students will:
forward counting (words and symbols) e.g. 13 plus 2 is 15;
and use the count 13 add 2 is equal to 15;
on strategy to 13 add 2 equals 15;
solve problems. 13 + 2 = 15.
[1.1.3, 1.2.19, 1.3.5]
 Describe what happens to a group after

addition to. [1.1.3, 1.2.19, 1.2.20, 1.3.5]
 Use the number line to solve addition

problems. [1.1.3, 1.2.19, 1.2.20, 1.3.5]
 Use the count on strategy to solve addition

problems. [1.1.3, 1.2.21, 1.3.5]
 Create number stories involving addition

using appropriate vocabulary (including
the language of money). [1.1.3, 1.2.19,
1.3.5]
Subtraction
1.2.22 Solve one-step 1.3.6 Display 11. Demonstrate a  Solve one-step real-life subtraction

Students will:
1.1.4. Solve real-life real-life confidence when conceptual problems (Separating Structures – change
problems subtraction solving understanding of unknown, result unknown or deducting;
involving problems subtraction subtraction. Part-Part-Whole structures (part unknown)
subtraction presented orally, problems. - combine, subset unknown) presented
(concrete, pictorially and 12. Solve problems orally, pictorially or symbolically (using
pictorial and symbolically involving concrete materials, whole number and
symbolic (using concrete subtraction money) with minuend less than or equal to
modes). materials, whole presented in 20, and using a variety of problem solving
number and different formats. strategies such as, use a model, act it out,
money). draw a picture and look for a pattern.
[1.1.4, 1.2.22, 1.3.6]
presented in  Solve problems involving subtraction
horizontal and represented in vertical and horizontal
vertical arrangements. [1.1.4, 1.2.23, 1.3.6]
arrangements.
 Record subtraction pictorially and
1.2.24 Associate symbolically using number sentences
subtraction to (words and symbols) e.g. 15 take away 2
backward equals 13,
counting, and use 15 – 2 = 13.
the count back [1.1.4, 1.2.22, 1.3.6]
strategy and the
count on strategy  Describe what happens to a group after

Students will:
to solve subtraction from. [1.1.4, 1.2.22, 1.2.23,
problems. 1.3.6]
 Use the number line to solve subtraction

problems. [1.1.4, 1.2.22, 1.2.23, 1.3.6]
 Use the count back and count on strategies

to solve subtraction problems. [1.1.4,
1.2.24, 1.3.6]
 Create number stories involving

subtraction using appropriate vocabulary
(including the language of money). [1.1.4,
1.2.22, 1.3.6]
Mental Mathematics
1.1.5. Develop 1.2.25 Identify addition 1.3.7 Display 13. Develop  Explore addition facts with sums less than
strategies to facts with sum confidence when strategies to or equal to 20. [1.1.5, 1.2.25, 1.3.7]
solve problems less than or equal solving problems solve problems
mentally. mentally.
to 20. mentally.  Explore subtraction facts, minuends less

Students will:
1.2.26 Identify than or equal to 20. [1.1.5, 1.2.26, 1.3.7]
subtraction facts,
minuend less  Investigate connections between addition
than or equal to facts (with sum less than or equal to 20)
20. and the corresponding subtraction facts
(minuend less than or equal to 20). [1.1.5,
1.2.27 Investigate 1.2.27, 1.3.7]
connections
between addition  Associate addition and subtraction to
facts and the forward and backward counting. [1.1.5,
corresponding 1.2.28, 1.3.7]
subtraction facts.
 Solve problems using mental strategies
1.2.28 Associate such as:
addition and o Addition and subtraction facts
subtraction to o Add-one and subtract-one as it relates
forward and to forward and backward counting
backward o Add-zero and subtract-zero facts
counting. o Count on / count back
o ‘Make Ten’ (think addition) [1.1.5,
1.2.29 Associate add- 1.2.29, 1.2.30, 1.2.31, 1.2.32, 1.3.7]
one (one more
than) and
subtract-one (one

Students will:
less than) facts to
forward (number
after) and
backward
(number before)
counting.
1.2.30 Use the add-zero

and subtract-zero
facts.
1.2.31 Use the count on

and count back
strategies to
solve problems.
1.2.32 Use the ‘Make

Ten’ (think
addition) strategy
to solve
problems.
Language

Students will:
1.1.6. Develop 1.2.33 Use appropriate 1.3.8 Communicate 14. Communicate  Use appropriate language associated with
appropriate vocabulary with confidence effectively using number, such as: altogether, unequal, zero
vocabulary associated with using language vocabulary to twenty (0 to 20), none, dollars, cents,
associated with number, orally related to associated with buy, sell, pay, price, change, too much/too
number. and in writing. number. number. little, cost, value, core, repeating pattern,
first to tenth, sign, beginning, end, position,
1.3.9 Demonstrate an ‘=’ equals or is the same as, forward and
appreciation for backward. [1.1.6, 1.2.33, 1.3.8, 1.3.9]
others by
listening to their
point of view.
GEOMETRY
Solids and Plane
Shapes
2.1.1. Develop an 2.2.1 Describe solids 2.3.1 Demonstrate 1. Develop an  Describe solids and plane shapes using
understanding and plane shapes critical thinking understanding of appropriate vocabulary (e.g. big, small,
of classification using appropriate when classifying the properties of flat, round, thick, thin, pointed) related to
of solids and vocabulary solids and plane solids and plane geometric attributes (e.g. size, shape,
plane shapes. related to shapes. shapes. position and ability to roll, stack or stand).
geometric

Students will:
2.1.2. Demonstrate attributes (e.g. 2.3.2 Show creativity 2. Construct simple [2.1.1, 2.2.1, 2.3.1]
familiarity with size, shape, in constructing models using
pictorial position). models and solids and plane  Classify solids and plane shapes (e.g. size,
representations solving shapes. shape), according to one or more common
of solids/plane 2.2.2 Classify solids problems. attributes including student’s criteria, and
shapes. and plane shapes, 3. Recognize explain reasons for classification (e.g.
and give reasons solids/plane colour, size, shape, function). [2.1.1, 2.2.2,
2.1.3. Solve problems for classification. shapes from 2.3.1]
involving solids pictorial
and plane 2.2.3 Compare solids representations.  Compare solids and plane shapes by stating
shapes. and plane shapes. similarities and differences. [2.1.1, 2.2.3,
4. Solve problems 2.3.1]
2.2.4 Identify solids involving solids
using formal or plane shapes.  Select from a given set of solids or plane
names. shapes:
o solids or plane shapes that are the
2.2.5 Construct models same;
using solids and o solids or plane shapes that are
plane shapes, and alike/similar;
describe o solids or plane shapes that are
composition of different;
model. and explain reason(s) for selection. [2.1.1,
2.2.2, 2.2.3, 2.3.1]
2.2.6 Recognize and

Students will:
name solids and  Use the formal names of solids: cube,
plane shapes in cuboid, cylinder, cone and sphere. [2.1.1,
pictorial 2.2.4]
representations.
 Build models using solids and plane
2.2.7 Solve problems shapes, and describe
involving solids compositions/structures. [2.1.1, 2.2.5,
and plane shapes. 2.3.2]
 Identify different plane shapes in pictures.

[2.1.2, 2.2.6, 2.3.1]
 Match solids to their pictorial

representations. [2.1.2, 2.2.6, 2.3.1]
 Name solids represented in pictures. [2.1.2,

2.2.6, 2.3.1]
 Colour solids with particular attributes e.g.

those that can roll. [2.1.1, 2.1.2, 2.2.1,
2.2.2, 2.2.3, 2.2.6, 2.3.1]
 Solve problems involving solids and plane


Students will:
shapes e.g. How many different shapes can
you make using 6 blocks? [2.1.3, 2.2.7,
2.3.2]
Geometrical Patterns
2.1.4. Explore patterns

using solids and 2.2.8 Explore patterns 2.3.3 Demonstrate 5. Explore patterns  Distinguish between repeating and non-
plane shapes. using repetitions creativity in the using solids or repeating patterns in a given set involving
of 2-4 elements creation of plane shapes. solids or plane shapes by identifying errors
(name as patterns. and the part that repeats. [2.1.4, 2.2.8]
‘number’ pattern
e.g. ‘two’  Describe the pattern and identify the
pattern). pattern rule in repeating pattern. [2.1.4,
2.2.8]
2.2.9 Create patterns
using solids or  Use pattern rule to extend repeating
plane shapes patterns. [2.1.4, 2.2.8, 2.2.9, 2.3.3]
(repeating 2 to 4
elements and
 Create repeating patterns using solids or
growing or
plane shapes (concrete and pictorial).
increasing
[2.1.4, 2.2.9, 2.3.3]

Students will:
patterns).  Describe a repeating pattern as a ‘number’
pattern, e.g.
O, □, O, □, O, □ is a ‘two’ pattern;
□, O, ∆, □, O, ∆, , □, O, ∆ is a ‘three’
pattern. [2.1.4, 2.2.8, 2.2.9]
 Describe growing/increasing patterns, and

identify the pattern rule. [2.1.4, 2.2.8,
2.2.9]
 Use the pattern rule to extend the

growing/increasing pattern. [2.1.4, 2.2.8,
2.2.9, 2.3.3]
 Create growing/increasing patterns using

solids or plane shapes (concrete and
pictorial). [2.1.4, 2.2.8, 2.2.9, 2.3.3]
Language
2.1.5. Develop 2.2.10 Use appropriate 2.3.4 Communicate 6. Communicate  Use appropriate language associated with
appropriate vocabulary with confidence effectively using geometry, such as: roll, stack, stand, pack,
vocabulary associated with using language vocabulary cube, cuboid, sphere, cone, cylinder,

Students will:
associated with geometry, orally related to associated with same/identical, different, alike, similar,
geometry. and in writing. geometry. geometry. moving in a straight line/curved line, left,
right, growing pattern, solid and plane
2.3.5 Demonstrate an shape. [2.1.5, 2.2.10, 2.3.4, 2.3.5]
appreciation for
others.
MEASUREMENT
Linear
3.1.1 Demonstrate 3.2.1. Use comparison 3.3.1. Enjoy ordering 1. Develop an  Compare and order the lengths of three or
familiarity with vocabulary to activities. understanding of more objects using direct comparison, and
comparison of compare objects the comparison of explain reasoning using appropriate
the lengths of (direct 3.3.2. Take pride in measures (length) vocabulary e.g. longer/shorter. [3.1.1,
objects using comparison) in measuring using appropriate 3.2.1, 3.3.1]
appropriate relation to length. accurately. vocabulary.
vocabulary.  Create repeating patterns using objects of
3.2.2. Measure lengths 2. Understand that various lengths. [3.1.1, 3.2.1, 3.2.3, 3.3.1]
3.1.2 Understand that and distances linear measures
linear measures using can be quantified.  Measure lengths and distances using
can be arbitrary/non- multiple copies of non-standard units (by
quantified. standard units. placing the same sized units end-to-end

Students will:
3.2.3. Order objects and without leaving gaps, without overlapping
distances and arranged in a straight line). [3.1.2,
according to 3.2.2, 3.3.2]
length.
 Count the number of units used and record
lengths. [3.1.2, 3.2.2, 3.2.3, 3.3.2]
 Compare and order objects and distances

according to length, and explain reasoning
using appropriate vocabulary. [3.1.1, 3.1.2,
3.2.1, 3.2.2, 3.2.3, 3.3.1, 3.3.2]
Mass/Weight
3.1.3 Demonstrate 3.2.4. Compare objects 3. Develop an  Compare the masses/weights of objects by
3.3.3. Demonstrate
familiarity with according to understanding of using an equal arm balance (including
confidence
the comparison mass/weight using the comparison of small heavy objects and light big objects).
when
of the an equal arm measures [3.1.3, 3.2.4, 3.3.3]
measuring.
mass/weight of balance and (mass/weight)
objects using appropriate using appropriate  Discuss observations of the equal arm
appropriate vocabulary. vocabulary. balance when objects are placed in the
vocabulary.
pans. [3.1.3, 3.2.4, 3.3.3]

Students will:
 Use pictorial representations of equal arm
balances to determine which object is
heavy or light. [3.1.3, 3.2.4, 3.3.3]
Time
3.1.4 Develop an 3.2.5. Use appropriate 3.3.4. Demonstrate 4. Associate events  Sequence activities according to:
understanding of vocabulary when confidence with specific time o time of occurrence;
time. describing when periods. o chronological order e.g. daily
activities or sequencing schedule, preparing to come to school.
events associated activities. 5. Understand that [3.1.4, 3.2.5, 3.2.6, 3.3.4]
with time. time can be
quantified.  Answer questions based on the information
3.2.6. Sequence presented on calendars such as:
activities or 6. Develop an o name and sequence the days of the
events according understanding of week and the months of the year;
to time of the comparison of o identify the days, months, dates and
occurrence. measures (time) number of days in each month on
using appropriate calendars; and
3.2.7. Interpret vocabulary. o distinguish between weekends and
calendars. school days. [3.1.4, 3.2.6, 3.2.7, 3.3.4]
3.2.8. Measure the  Measure the passage of time it takes for

duration of various activities to occur, or duration of

Students will:
activities using activities (using a repeated non-standard
non-standard unit), and record measure (e.g. the number
units. of times you can clap your hand while a
child does an activity). [3.1.4, 3.2.8, 3.3.4]
3.2.9. Compare and
order the duration  Compare the time taken for activities or
of activities. events to occur, or the duration of activities
(starting at the same time), and order the
duration of activities, and explain
reasoning using appropriate vocabulary.
[3.1.4, 3.2.9, 3.3.4]
Language
3.1.5 Develop 3.2.10. Use appropriate 3.3.5. Communicate 7. Communicate  Use appropriate language associated with
appropriate vocabulary with confidence effectively using measurement, such as: before, after,
vocabulary associated with using language vocabulary morning, night, lunchtime, bedtime, today,
associated with measurement, related to associated with yesterday, tomorrow, past, present, future,
measurement. orally and in measurement. measurement. soon, a long time, a short time,
writing. long/longer, short/shorter, same time as,
more, less, days of the week, weekend,
months of the year, year, in the past,
calendar, date, birthdate, now, then,

Students will:
season, heavy/heavier, light/lighter, as
heavy as, weigh, tallest, longest, shortest,
as long/tall as and hand-span. [3.1.5,
3.2.10, 3.3.5]
STATISTICS
Picture Charts and
Pictographs
4.1.1. Collect, display 4.2.1. Collect and 4.3.1. Develop 1. Demonstrate the PICTURE CHARTS
and analyse data classify data to mathematical ability to collect,
to solve real- make decisions reasoning classify, organize,  Collect and classify data to make decisions
world problems. based on a real- (logical represent and based on a real-life situation or problem.
life situation or thinking) when interpret data. [4.1.1, 4.2.1, 4.3.1]
4.1.2. Demonstrate an problem. interpreting
understanding data. 2. Demonstrate an  Classify pictures into groups and sub-
about the 4.2.2. Identify features understanding groups using different criteria. [4.1.1,
features of of picture charts 4.3.2. Develop an about the features 4.2.1, 4.3.1]
graphs. and pictographs appreciation for of charts/graphs.
(e.g. using one others when
 Construct picture charts (with and without
4.1.3. Make decisions picture to interpreting 3. Use analysed data grid, vertical and horizontal arrangements)
based on data. represent data. to make sound based on information collected and after
one person, decisions and

Students will:
baseline/start line, 4.3.3. Appreciate the solve problems. reviewing the features of picture charts.
labels (of sets) on value of [4.1.2, 4.2.2, 4.2.3]
baseline, same- collaboration in
sized decision-  Interpret and analyse the data so as to make
symbols/pictures, making. decisions about real-life situations or
equal spacing and problems. [4.1.3, 4.2.4, 4.3.1, 4.3.2]
title). 4.3.4. Appreciate the
value of using  Participate in decision-making to solve
4.2.3. Construct picture data in problems. [4.1.3, 4.2.5, 4.3.3]
charts and decision-
pictographs (with making.
 Communicate findings using appropriate
and without grid,
vocabulary. [4.1.3, 4.2.5, 4.2.6, 4.3.4]
vertical and
horizontal
PICTOGRAPHS
arrangements)
based on real-life
problems or  Explain the similarities and differences
situations. between a picture chart and a pictograph
after replacing pictures on a picture chart
with an appropriate symbol. [4.1.2, 4.2.2]
4.2.4. Interpret picture
charts and
pictographs based  Construct pictographs (with and without
on a real-life grid, vertical and horizontal arrangements)
problem or after collecting information based on

Students will:
situation. problem situations. [4.1.2, 4.2.3]
4.2.5. Make informed  Interpret and analyse the data so as to make

decisions based decisions about real-life situations or
on data analysed. problems. [4.1.3, 4.2.4, 4.2.5, 4.2.6, 4.3.4]
4.2.6. Communicate  Participate in decision-making to solve

findings and problems. [4.1.3, 4.2.5, 4.3.3]
decisions using
appropriate  Communicate findings using appropriate
vocabulary. vocabulary. [4.1.3, 4.2.5, 4.2.6, 4.3.4]
(Depending on the experiences of students,

teachers may decide to start with the
interpretation of presented graphs, which
can then be used to identify the
characteristics of graphs. Graphs can then
be appropriately constructed. Graphs can
also be transformed from one form to
another, and this idea can be used to
initiate interpretation of the same data
using different representations).

Students will:
Language
4.1.4. Develop 4.2.7. Use appropriate 4.3.5. Communicate 4. Communicate  Use appropriate language associated with
appropriate vocabulary with confidence effectively using statistics, such as: pictograph, most, least,
vocabulary associated with using language vocabulary more than, less than, same/equal to and
associated with statistics, orally related to associated with altogether. [4.1.4, 4.2.7, 4.3.5]
statistics. and in writing. statistics. statistics.
Physical Education
Infants 2
Physical Education
Rationale
What Is Physical Education About?
Children spend increasing time watching television, gaming and The role of Physical Education is not only to enhance children’s
completing a wide variety of computer tasks. Moreover, the fast food physical fitness, but to teach children a variety of motor skills,
culture and the snack food industries continue to infiltrate schools and
knowledge and other competencies that will provide the foundation for
homes. The result will almost certainly be a nation of increasingly
sedentary students with low fitness levels. development of an active lifestyle.
Why Study In This Learning Area?

order to maintain and enhance their personal health, well-
Through learning and by accepting challenges in health-related and being, and physical development.
movement contexts, students reflect on the nature of well-being and
 Movement concepts and motor skills: Students develop
how to promote it. As they develop resilience and a sense of personal
and social responsibility, they are increasingly able to take motor skills, knowledge of movement, and positive attitudes
responsibility for themselves and contribute to the well-being of those towards physical activity
around them, of their communities, of their environments (including
as their competencies increase. By learning in, through, and about
natural environments), and of the wider society.How Is The Learning
Area Structured?The learning activities in health and physical movement, students become aware that movement is fundamental to
education arise from the following three strands: human expression.
 Relationships with other people: Students develop attitudes
 Personal health and physical development: Students develop
that enhance their interactions with others through participation
the knowledge, understandings, and attitudes that they need in
79
in activities that promote fair play, turn-taking and the willing
observance of rules and protocols.
Note: Physical Education moves children out of the classroom often - any
field trips, sporting events, or outdoor education programmes must follow
safe practice and meet legal requirements.
80
PHYSICAL EDUCATION: INFANTS 2
CONTENTS SKILLS DISPOSITIONS OUTCOMES ELABORATIONS

Students will:
Movement Skills And Concepts
1.1.1 Differentiate between the various 1.2.1 Explore levels and 1.3.1 Appreciate and 1. Demonstrate basic  Make shapes demonstrating
levels and pathways in which the pathways in enjoy movement. movement skills various levels and moving
body can move. weight bearing, and concepts. along different pathways.
shapes and (1.2.1)
1.1.2 Recognise that the body can bear balance.
weight, transfer weight, form  Bear weight on 1-4 body
shapes and balance. parts. (1.2.1)
 Use different ways of

transferring weight (rolling,
rocking, step-like, and
sliding). (1.1.3)
Gymnastic Skills
2. Perform skills in  Execute the stork stand and
2.1.1 Explain Stork Stand, side roll. 2.2.1 Demonstrate the 2.3.1 Appreciate and gymnastics. side- roll with correct
Stork Stand, side enjoy movement.
form.(2.2.1)
roll.
Locomotor Skills
3. Demonstrate basic  Demonstrate running and
3.1.1 Explain basic technique in 3.2.1 Demonstrate basic 3.3.1 Participate willingly locomotor skills. jumping with improved
technique in
81

Students will:
running and jumping. running and in physical activities technique. (3.2.1)

jumping.
Manipulative Skills
4. Demonstrate basic  Stop a rolling ball using the
4.1 Explain basic technique in 4.2.1 Practise using 4.3 Participate willingly in manipulative feet.
throwing, catching, striking. equipment physical activities. skills.
appropriately.  Perform two-hand
underhand throw with
4.2.2 Demonstrate basic
controlled technique.
technique in
throwing,  Can make a two-hand
catching, striking. underhand catch with some
measure of control. (4.2.1,
4.2.3 Apply skills in
4.2.2, 4.2.3)
simple game
situations.
Healthy Habits
 Articulate feelings freely.
5.1.1 Recognise that drinking water 5.2.1 Practice drinking 5.3.1 Develop healthy 5. Engage in practices
(5.3.2)
and eating breakfast regularly, as water and eating habits. that promote
well as washing hands and face breakfast regularly healthy choices  Drink water at least three
after physical activity, are to be healthy. 5.3.2 Express feelings that and physical times a day and eats
healthy habits. result from activities that are breakfast every day. (5.2.1)
5.2.2 Practice washing beneficial to good
82

Students will:
hand and face participation in health.  Wash hands after every

after physical physical activities. physical activity as well as
activity. before and after every meal.
(5.2.2)
Safe Practices
 Can identify at least one
6.1.1 Identify safe places to play. 6.2 Use suitable attire 6.3.1 Play in safe places. 6. Recognise some
criterion of a safe playing
for Physical safety factors and
area. (6.1.1)
6.1.2 Recognise that specific attire is Education 6.3.2 Suitable attire for practices
required for Physical Education Classes. Physical Education associated with  Is always suitably attired
Classes Classes. physical activities. for physical education.
(6.3.2)
83
Science
Infant 2
Science
Rationale
What Is Science About?
Science is a distinct form of human activity, which involves a makes science a valuable knowledge system. The Science curriculum
dynamic way of exploring ourselves, the world in which we live, and is driven by creative energies and a spirit of enquiry. Through
beyond. Scientific progress comes from rational, systematic work and problem-based approaches, students construct their understanding of
from creative insights, built on a foundation of respect for evidence. science by taking an active role in learning and applying them to real
Scientific knowledge is not fixed and it is this on-going quest that world situations.
Why Study Science
Science engages students in making informed decisions, appropriate personal qualities and attitudes for successfully negotiating
developing creative solutions, and exploring innovative alternatives. a variety of situations in our dynamic and technological society. Many
Students gather evidence to inform next steps, communicate of the major challenges and opportunities that confront our world can
understandings from information analysed, as well as develop novel be approached from a scientific perspective, tempered by social and
and/or feasible strategies, tools, and products. They also develop ethical considerations.
85
How Is Science Teaching Structured
This approach to the teaching of Science will shape students’ Students relate the usability of everyday structures and
understanding of their world, and reinforce the importance of scientists mechanisms to the properties or features that inform their
to the development of society. These outcomes are realised through an design and construction.
emphasis on the following:
Skills: 3. Systems and Interactions among them:
1. Planning and designing: Identifying the problem, The connections that exist among components of the various
hypothesising, selecting a workable method, and evaluating systems of living and non-living things are explored. Students
products or solutions. develop a greater understanding of the environment as they
2. Conducting experiments: Observing, measuring, and evaluate the effectiveness of the systems studied.
classifying.
4. Conservation and sustainability of natural resources:
3. Communicating: Presenting findings, interpreting data,
making inferences, and drawing conclusions. Students consider the impact of human actions in order to
appreciate the delicate balance that exists between human
Concepts:
needs and those of the environment.
1. Individuals and groups:
Students engage in grouping things to appreciate their unique

characteristics as well as variations that may exist among them.
2. Forms and functions of structures and mechanisms:
86
SCIENCE: INFANTS 2

Students will:
Individual and Groups:
1.1.1 Distinguish between 1.2.1 Construct 1.3.1 Demonstrate a sense of 1. Appreciate differences  Identify at least three
living and non-living information about responsibility when between living and attributes of living things
things. differences interacting with living non-living things. as :
between living and or non-living things. o growing (growth),
2.1.1 Differentiate among non-living things 2. Demonstrate an o reproducing
animals according to based on what has understanding that (reproduction),
observable been observed. animals are similar o sensitive to
characteristics. and different. environment,
o moving (locomotion),
o eating (nutrition),
o producing waste
(excretion), and
o breathing (respiration).
(1.1.1, 1.2.1, 1.3.1, 2.2.1)
 Justify why something is

classified as living or non-
living.
(1.1.1, 1.2.1, 1.3.1, 2.2.1)
87
SCIENCE: INFANTS 2

Students will:
 Classify animals according

to observable
characteristics:
o limbs 2, 4 or 6 legs,
wings;
o head, thorax, abdomen;
and
o external covering etc.
(2.1.1, 2.2.1, 1.3.1)
3.1.1 Record the changes in 2.2.1 Communicating 2.3.1 Display honesty in 3. Understand the  Measure the height of a
growth of a seedling. information by recording information. changes that take place seedling as it grows, using
means of written when seedlings grow. strips/ arbitrary measure.
descriptions or
pictures in  Construct a chart to
tabulated format. illustrate the growth of a
seedling.
3.2.1 Chart the growth (3.1.1, 3.2.1, 3.3.1)
of a seedling using
an arbitrary  Draw diagrams to show the
measure. development of a seedling
at different stages.
(3.1.1, 3.2.1, 3.3.1)
88
SCIENCE: INFANTS 2

Students will:
4.1.1 Distinguish healthy 4.2.1 Construct 3.3.1 Exhibit confidence in 4. Recognize that not all  Justify making healthy
foods from non- information about making responsible items prepared for choices of food.
healthy foods based on healthy foods from eating choices. eating are healthy. (4.1.1,4.2.1,4.3.1)
Caribbean Food what has been
Groups. (World Food surveyed.  Group basic foods using the
Day - Oct.16th) Caribbean Food Groups.
(4.1.1, 4.2.1, 3.3.1)
 Explain that a healthy meal

consists of food from the
six food groups.
(4.1.1, 4.2.1, 3.3.1,4.3.1)
 Explain some of the

consequences of eating
4.1.2 Discuss consequences 4.2.2 Convey 4.3.1 Show concern unhealthy foods.
of eating unhealthy information orally for/sensitivity to others (4.1.1,4.2.1,4.3.1)
foods. or by drawing who make unhealthy
about these eating choices.
consequences.
89
SCIENCE: INFANTS 2

Students will:
Form and Function:
5.1.1Distinguish among 5.2.1Construct an 5.3.1 Be on task during 5. Differentiate among  Categorise solids based on
solids based on operational activities. solids based on physical properties.
physical properties. definition of physical properties. o colour
physical properties 5.3.2 Construct a simple o shape
from what has table for recording o size
been observed. observations o texture
(5.1.1, 5.2.1, 5.3.1, 5.3.2)
Systems and Interaction:
6.1.1Demonstrate the effects 6.2.1 Describe 6.3.1Display curiosity when 6. Understand the effects  Apply forces to objects to
of forces that cause procedures in a manipulating objects. of forces; push and alter speed and/or direction.
objects to: move, come sequential order. pull. (6.1.1, 6.2.1, 6.3.1)
to rest, move faster,
change direction. 6.2.2 Deduce from  Interpret from recorded
recorded information the effects of
information, the the application of a
effects of push/pull.
application of (6.1.1, 6.2.2, 6.3.1)
pushes or pulls.
90
SCIENCE: INFANTS 2

Students will:
 Construct a table of
7.1.1 Compare aquatic and 7.2.1Construct a table of 7.3.1 Be objective when 7. Differentiate between characteristic features of
terrestrial habitats characteristic collecting data. aquatic and terrestrial aquatic and terrestrial
based on their features of a habitats. habitats.
components. (World particular habitat. (7.1.1, 7.2.1, 7.3.1)
Water Day, March
22nd; Earth Day, April  Create a model or picture of
22nd; World an aquatic and terrestrial
Environment Day, habitat.
June 5th). (7.1.1)
 Classify habitats as aquatic

or terrestrial from their
characteristics.
(7.1.1, 7.2.1, 7.3.1)
Conservation and
Sustainability:
8.1.1Explain that energy is 8.2.1Construct 8.3.1Show concern for 8. Understand that energy  Identify the forms of energy
conserved and information using energy conservation. is converted from one before and after conversion
converted into other simple flow charts form to another for in given devices/
91
SCIENCE: INFANTS 2

Students will:
form(s) in devices. about the conversion use. appliances.

of energy in devices. (8.1.1)
 Draw flow diagrams to

illustrate the energy
changes that take place in
household
devices/appliances.
(8.1.1, 8.2.1, 8.3.1)
 Explain the need to switch

off toys, appliances and
lights when not in use.
(8.1.1,8.3.1)
 Articulate that energy is

neither created nor
destroyed; it changes form.
(8.1.1)
 Discuss the contribution of

named scientists.
92
SCIENCE: INFANTS 2

Students will:
(9.1.1, 9.2.1,9.3.1)
9.1.1Justify the importance 9.2.1Convey 9.3.1Demonstrate 9. Justify the importance
of scientists. (World information orally appreciation for the of scientists.  Make/ display posters to
Science Day-March) or pictures about contribution of show the work of local
scientific scientists. scientists.
advancements. (9.2.2,9.3.1)
9.2.2 Participate in
science
popularization
activities.
93
Social Studies
Infant 2
Discuss daily the local, regional and international

current events
Rationale
What Is Social Studies?
Social Studies is the systematic study of an integrated body of content emphasises the skills and processes involved in social interactions,
drawn from core disciplines such as History, Geography, which, along with the prescribed settings and perspectives, will help
Anthropology, Economics and Political Science. It infuses experiences students to become informed, confident, and effective citizens of
of each individual to form a body of knowledge that facilitates growth Trinidad and Tobago
and development within a structured society. Social Studies
.
Why Study Social Studies?

As we witness rapid advancements and changes in technology and understand and appreciate the present so as to significantly impact the
communication, children are submerged more into the virtual rather future. Understanding other cultures makes us prepared to examine
than the real world. This complexity creates an increased need to and celebrate our own.
master essential skills (such as communication, critical thinking,
problem solving etc.) to enable them to better understand, participate The Social Studies learning plan assists students in developing a
in, and contribute to the local, national and global communities in broader sense of their place in the local, regional and international
which they live and work. communities. This sense of belonging will help them establish relevant
values and personal characteristics that can contribute to the
The teaching of Social Studies performs an essential role in the development of caring and responsible citizens in all phases and facets
nurturing of young minds to function competently and effectively in of their lives
today’s complex society. Understanding the past makes children better
How Is Social Studies Structured?

Students explore the unique culture of the Trinidad and Tobago’s international relations. They learn about people, places, cultures,
society that is derived from the experiences of local, regional and histories, and the economic world, within and beyond Trinidad and
95
Tobago. Students also develop understandings about how societies are
organized and how they function. Students are given learning
experiences to understand that the ways in which people and
communities respond are shaped by different perspectives, values, and
viewpoints. As they explore how others see themselves, students
clarify their own identities in relation to their particular heritages and
contexts.
The Social Studies content was developed from the following

foundational strands:
 Personal and Social Development

 Our Heritage
 Our Environment
 Organisations
 Change
The achievement outcomes can be developed through a range of
approaches. The use of these approaches enables students to:
 ask questions, gather information and background ideas,

and examine relevant current issues
 explore and analyse people’s values and perspectives
 consider the ways in which people make decisions
 understand why some people participate in social actions
 reflect on and evaluate the understandings they have
developed.
The teaching of Social Studies performs an essential role in the

nurturing of young minds to function competently, effectively and
efficiently in today’s modern society.
96
SOCIAL STUDIES: INFANTS 2
Students will:
Mapping Your Immediate

World 1. Create and interpret  Name the four cardinal
1.1 Know the four cardinal maps for direction and points. [1.1]
points. location.  Using a blank compass, put
in the four cardinal points.
[1.1]
2.1 Describe the location of 2.2 Follow and give 2.3 Appreciate the use of  Using a map, describe the
the school in relation to other directions on a map, using cardinal points on maps location of the school in
buildings, using the cardinal cardinal points. for location and relation to two or three other
points. direction. buildings in the community
using the four cardinal
points. [2.1]
 Follow and give directions
for two or three places using
a map and the four cardinal
points. [2.2, 2.3, 3.3]
97
Students will:
 Draw a map of their home in
3.1 Understand the relative 3.2 Create maps of their 3.3 Show curiosity when relation to their school using
location of things in their immediate environment. exploring their the four cardinal points to
immediate environment – immediate world. guide the process. [2.3, 3.2,
near to, far from. 3.3]
 Using the terms “near to”

and “far from”, state the
relationship among two or
three places in their
immediate environment.
[3.1]
 Identify evacuation routes

and practice fire and
4.2 Interpret maps and earthquake drills at school.
practice evacuation routes
[4.2]
for fire and earthquake
drills.
Transportation: Getting
98
Students will:
Around  Explain the meaning of
5.1.1 Define transportation 5.2 Practice safety when 5.3 Appreciate the 2. Know and safely use transportation in one or two
using and waiting for different forms of different forms of sentences. [5.1.1]
5.1.2 Classify the different
forms of transportation: various modes of transport available. available transport.  Using a graphic organizer,
transport. classify the various forms of
 land transportation into land, sea
 sea and air. [5.1.2]
 air  Explain two or three ways

they can practise safety
when using and waiting for
various forms of transport.
[5.2]
 State four precautions for

road safety. [6.1, 6.3]
6.2 Become responsible

6.1 State precautions to be
when using the
taken for road safety.
roadways.
99
Students will:
The Built Community:

Places I Go
 Identify three or four
7.1 Identify landmarks in 7.2.1 Investigate reasons 7.3 Develop an 3. Understand and landmarks in their
their community. for the importance of a awareness of their local appreciate their built community. [7.1]
landmark using primary community. community.
and secondary sources.  State two ways of getting
information about landmarks
in their community. [7.2,]
7.2.2 Report findings of
 Give one reason each for the
investigations.
importance of three or four
landmarks in their
community .[7.2,7.3]
8.2 Classify information.

 Use a graphic organiser to
compare and contrast three
8.3 Appreciate the
8.1 Compare the features of a or four features of a town
benefits of different
town with those of a with those of a village.
settlements (towns and
village. [8.1,8.2,8.3]
villages).
9.2.1 Work
collaboratively to keep the
 Discuss three or four
100
Students will:
environment clean. methods of proper garbage
disposal in the community.
9.1 Discuss proper methods 9.3 Become [9.1]
of garbage disposal in the 9.2.2 Create an action environmentally
classroom, school and plan. conscious.  Devise one strategy or plan
community. to work collaboratively with
classmates to keep the
immediate environment
clean. [9.2.1,9.2.2, 9.3]
People: Heroes In My Life

10.1 State why someone is
regarded as a hero.  Name two or three qualities
10.3 Emulate the 4. Develop an of a hero. [10.1]
qualities of a hero. appreciation for heroes
in their lives.  Write one or two sentences
11.1 Identify the “hero in on how they can be like their
me”. favourite hero. [10.3]
11.3 Become aware of
their ability to become
heroes.
 Explain one or two qualities
12.1 Describe heroes in their which make them heroes.
home, school and community. 12.2.1 Create a scrapbook 12.3 Develop an [12.1,12.3]
on their hero. appreciation for heroes  Identify two or three heroes
12.2.2 Depict a hero using in their lives. in their home, school or
101
Students will:
either oral or pictorial community. [12.1]
presentations.
 Justify why one of the
12.2.3 Analyse reasons for persons selected is
choosing the persons considered a hero.
identified. [12.1,12.2.3]
 Draw a picture of, or role-

play, their hero. [12.2.2]
 Create a five-page
scrapbook, using print and
text, about their hero.
[ 12.2.1]
Food: The Things I Eat

13.1.1 Name foods that they 13.2 Research through 13.3.1 Respect people’s 5. Make suitable food  Name three or four foods
eat daily. interviews and report on food choices. choices that positively eaten daily. [13.1.1]
why they eat the foods in influence their health  Identify two ways they can
their daily diet. and well-being. contribute towards meal
13.1.2 Discuss efforts 13.3.2 Develop a sense preparation. [13.1.2,13.1.3]
involved in food preparation of self-worth in helping
for meals. others.  Create a balanced diet for
one meal. [13.1.4, 13.3.3,
102
Students will:
13.1.3 Examine ways they 13.3.3 Value the 13.3.4]
can contribute towards the importance of a
 Conduct a simple interview
preparation of meals. balanced meal.
and report the findings on
why they eat the foods in
6. Understand the their daily diet. [13.2, 13.3]
13.1.4 Make suitable food 13.3.4 Be responsible reasons for the choice of
choices – a balanced meal. when making food the type of food eaten
choices. daily.  Explain in two or three
14.3 Appreciate the sentences the benefits of
benefits of a balanced proper diet and exercise.
diet and an exercise [14.3]
routine.
Celebrate: This Is A Good

Place To Be: A Celebration
In Song, Dance, Drama And
Art
 Explain in one or two
15.1 Explain the significance 15.3 Develop a sense of 7. Demonstrate a sense sentences the importance of
of celebrating Independence national pride. of loyalty and national Independence and Republic
and Republic Days. pride. Days. [15.1,15.3]
 Recognize the national
16.1 Recognize national emblems of Trinidad and
103
Students will:
emblems: Tobago: National Flag,
16.2.1 Demonstrate
National Anthem, National
 National Flag appropriate behavior when
Pledge, National Birds,
the National Anthem is
 National Anthem National Flower and
being played or sung.
 National Pledge National Instrument. [16.1]
16.2.2 Demonstrate
 National Birds appropriate behavior when  Explain how one should
the National Pledge is behave when the National
 National Flower Anthem is played or sung.
being recited.
 National Instrument [16.2.1]
 Explain how one should
behave when the National
Pledge is recited. [16.2.2]
 Identify three or four

important days from each of
17.2 Investigate and report these categories: religious
17.1.1 Recognize the on how their family and personal. [17.1.1,
importance of religious celebrates the various 17.3.1 Appreciate 17.1.2]
observances. occasions. different celebrations  Explain in two or three
17.1.2 Explain the and traditions. sentences the significance of
significance of important these religious and personal
104
Students will:
personal days, e.g. birthday, days. [17.1.2]
first day of school, etc.
 Match important days to the
17.1.3 Discuss activities activities associated with
associated with the them. [17.1.3]
celebrations.
 Discuss orally how their
17.3.2 Celebrate the
families celebrate various
diversity in festivities
occasions. [17.2.,17.3.2]
and food.
 Identify three or four types

of food traditionally served
17.1.4 Identify foods during various personal and
associated with different religious celebrations.
celebrations. [17.1.4]
 State four safety precautions
which should be practiced
17.1.5 Discuss safety during celebrations. [17.1.5]
precautions to be taken
during celebrations.  Describe our four weather
conditions: sunny, rainy,
windy and cloudy. [18.1.1]
18.1.1 Describe local 18.2 Observe and record
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Students will:
weather conditions: sunny, the atmospheric 8. Value the uniqueness
rainy, windy, and cloudy. conditions related to the of local weather
18.3 Appreciate the
different types of weather: conditions.
weather conditions
 cloud cover experienced in their
country.
 temperature
 wind  Name three activities they can
engage in during different
 light weather conditions. [18.1.2
18.3]
 Create and interpret simple
weather charts. [18.2]
18.1.2 List different kinds of
activities for the different
weather conditions.  Describe the appropriate
clothing to be worn for
various weather conditions.
[18.1.3]
18.1.3 Identify clothing  State two or three safety

appropriate for different types precautions to be adopted for
of activities related to various different types of weather.
106
Students will:
weather conditions. [18.1.4]
18.1.4 Outline safety

precautions for different types
of weather.
107
Spanish
Infants 2
Rationale
What is Learning Languages About?
Languages are inseparably linked to the social and cultural contexts in language has its own ways of expressing meanings; each has intrinsic
which they are used. Languages and cultures play a key role in value and special significance for its users.
developing our personal, group, national, and human identities. Every
Why Study Another Language?
Languages link people locally and globally. They are spoken in the languages, and cultures. It increases their understanding of their own
community, used internationally, and play a role in shaping the world. language(s) and culture(s).
Oral, written, and visual forms of language link us to the past and give
us access to new and different streams of thought and to beliefs and It is imperative that the child of the 21st. century be equipped with the
cultural practices. skills necessary to function in a global environment; one such skill is
the ability to communicate in more than one language. Spanish,
In addition to being one of the most sought after skills of the 21st therefore, earns its place in the national curriculum of Trinidad and
century, by learning an additional language and its related culture(s), Tobago. Not only is Spanish the fastest growing language in the
students come to appreciate that languages and cultures are closely western hemisphere, but this language also has a strong historical and
related. Learning a new language extends students’ linguistic and cultural presence in our nation.
cultural understanding and the ability to interact appropriately with An early introduction to a second language lays a foundation for
other speakers. Interaction in a new language, whether face to face or foreign language proficiency at a later stage and complements skill
technologically facilitated, introduces them to new ways of thinking development in other areas of study. Learning another language
about, questioning, and interpreting the world and their place in it. promotes competence in listening, speaking, reading and writing, and
Through such interaction, students acquire knowledge, skills, and fosters the development of higher order thinking skills.
attitudes that equip them for living in a world of diverse peoples,
109
How is Spanish Structured?
This Spanish primary programme is based on a Foreign Language Students are introduced to Spanish through stories, games, interactive
Exploratory (FLEX) model. Beyond learning functional Spanish that instruction, cultural activities, and music. The focus of the program is
supports other curricular content, it involves the inclusion of the primarily, but not exclusively, on spoken language. Students engage in
myriad of language and language-related experiences in the world of using Spanish in contexts that relate to their lives, and help them to
the child. There is a rich amalgam of languages in the everyday develop awareness of how language affects culture and vice versa.
experiences of the students of our country. A main objective of foreign
language study at this level includes awakening in the child an
awareness of and appreciation of the richness of language exploration-
the origin and meaning of his/ her name, places in the community and
country, foods, culturally related references etc. Embedded within this
notion is a respect for diversity and critical thinking through probing
beneath the surface to seek deeper meaning.
Within any programme of language study, students learn about culture

and the interrelationship between culture and language.
They grow in confidence as they learn to recognize different elements

of the belief systems of speakers of the target language. They become
increasingly aware of the ways in which these systems are expressed
through language and cultural practices. As they compare and contrast
different beliefs and cultural practices, including their own, they
understand more about themselves and become more understanding of
others.
The Spanish programme at the primary level is designed to create

enthusiasm, excitement and love for language study among learners.
110
SPANISH: INFANTS 2
CONTENT/SKILLS DISPOSITIONS OUTCOMES ELABORATIONS
1.1.1. State where they live in Spanish. 1.2.1. Display a sense of 1. Forge respectful, friendly  Give appropriate response in
Where do you live? (¿Dónde vives?) belonging to their relationships with others. Spanish to the question ‘Where do
I live in _____. (Vivo en ____ .) community. you live?’ [1.1.1]
2.1.1. Identify modes of transport in 2.2.1. Be aware of appropriate 2. Recall the Spanish words  Recite and recall the Spanish word
Spanish travel choices. for selected English words names for 7 modes of transport.
¿Qué transporte es? and phrases. (car, airplane, bicycle, bus,
(el carro, el avión, la bicicleta, el motorbike, boat, foot) [2.1.1]
autobús, la motocicleta, el barco, el
pie)
3.1.1. Compare modes of transport in 3.2.1. Appreciate cultural 3. Compare modes of  Make 3 comparative statements
Trinidad & Tobago with those of a differences. transport in their country to about modes of transport in their
selected Spanish-speaking country. that of a Spanish-speaking country and a selected Spanish-
country. speaking country. [3.1.1]
4.1.1. Identify selected places in their 4.2.1. Display a sense of 4. Develop a sense of  Orally supply the Spanish word
community in Spanish. belonging to their belonging to their names for 5 places in their
¿Qué lugar es? community. community. community.
(la tienda, la escuela, el parque, el ( shop, school, park, market,
mercado, el supermercado) supermarket) [4.1.1]
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5.1.1. State the name of their school in 5.2.1. Display a sense of 5. Develop a sense of  Orally state the name of their school
Spanish. belonging to their school. belonging to their school. in Spanish. [51.1] My school is
(Mi escuela es ___. ) _____.
6.1.1. Identify selected areas on their 6.2.1. Engage in exploration of 6. Recall the Spanish words  Orally supply the Spanish word
school compound in Spanish. language through comparing for selected English words. names for 6 selected places in their
¿Qué lugar es? words of different languages. school. [6.1.1]
(la clase, la oficina, la cantina, el (classroom, office, canteen,
patio, la biblioteca, el baño) yard, library, toilet)
7.1.1. Identify friends in Spanish. 7.2.1. Appreciate the value of 7. a. Recall the Spanish  Identify friends using the Spanish
( …(Name)… es mi amigo/ friendship. words for selected English for ‘_____ is my friend. (male)/
amiga.; words/phrases. _____ is my friend (female).’ [7.1.1]
Mi amigo es …
/Mi amiga es …) 7. b. Forge respectful,
friendly relationships with
others.
8.1.1. State in Spanish the key persons 8.2.1. Show respect for others. 8. a. Recall the Spanish  Orally supply the Spanish word
in their school. words for selected English names for 7 persons at school.
¿Quién es? words. (teacher, secretary, principal,
(el maestro/la maestra, ,el guard, cleaner, student, friend)
secretario/la secretaria, el 8 b. Forge respectful, [8.1.1]
director/la directora, el guardia, el friendly relationships with
limpiador/la limpiadora, el others.
112
alumno/la alumna, el amigo/la
amiga)
9.1.1. Name selected fruits in Spanish. 9.2.1. Engage in exploration of 9. Recall the Spanish words  Recite and recall the Spanish word
¿Qué fruta es? language through comparing for selected English names for 5 fruits.
(el mango, la piña, la naranja, el words of different languages. words/phrases. (mango, pineapple, orange,
plátano, la papaya) banana, paw-paw) [9.1.1]
10.1.1. Identify selected colours in 10.2.1. Engage in exploration of 10. Recall the Spanish words  Recite and recall the Spanish word
Spanish. language through comparing for selected English names for 6 of 11 colours. (red,
¿Qué color es? words of different languages. words/phrases. yellow, blue, green, black, white,
(rojo, amarillo, azul, verde, grey, brown, orange, purple, pink)
negro, blanco, gris, marrón, color [10.1.1]
de naranja, morado, rosado)
11.1.1. Greet others in Spanish and 11.2.1. Be enthusiastic about 11. Display appreciation and  Extend Mother’s Day and Father’s
other languages (as may be known celebrating special enthusiasm as they interact Day greetings orally in Spanish and
to students) on special occasions. occasions with others. with others of different other languages as may be known to
Happy Fathers’ Day/ Happy 11.2.2. Be sociable. cultures on special students. [11.1.1]
Mothers’ Day. 11.2.3. Appreciate other occasions.  Participate enthusiastically in
Spanish (Feliz Día del Padre/ languages. celebrations. [11.2.1, 11.2.2]
Feliz Día de la Madre)  Show appreciation for other
French (Bonne fête des pères/ languages. [11.2.3]
Bonne fête des mères)
Hindi ( hu a i di a/
hu a m m di a
113
Chinese Mandarin (Fuu cheen
jee-eh kwie luh / Mŭ qī jié uài
lè)
114
Visual and Performing Arts
Infants 2
Rationale
What Are The Visual & Performing Arts?

The arts are organised expressions of ideas, feeling, and imagination. They contribute to the child’s growth by
experiences in images, sound, language, gesture and developing skills, sensitivities and positive attitudes. The arts
movement. Arts education comprises the four disciplines of reflect what is valued in society and celebrate our unique
visual arts, music, drama, and dance. These disciplines provide cultural mosaic.
for the stimulation of the senses, emotion, intellect, and
Why Study The Visual & Performing Arts?
Arts education is integral to primary education in differences celebrated. Arts activities are a focus for social and
helping to promote a variety of thinking processes. The range cultural development. They embrace local, national, and
of cognitive, affective, and hands-on experiences offered by the international aesthetic and cultural expressions, promoting
arts places these disciplines at the centre of a primary child’s enjoyment and understanding of difference. They may also be a
learning. The arts encourage ideas that are personal and means to social change through the voices of individual
imaginative and make a vital contribution to the development identity and passion.
of a range of intelligences. An effective arts program enables
the child to explore exciting, alternative ways of learning and
communicating with others. In addition, a purposeful arts
education at the primary level is invaluable in promoting
subject integration in the classroom. Arts programming
enhances self-esteem and confidence, and provides a forum
where spontaneity and risk-taking are encouraged and
116
How Are The Visual & Performing Arts Structured?
Students work both independently and collaboratively to construct technologies to create imagined worlds. Through purposeful play, both
meanings, produce works, and respond to the contributions of others. individual and collaborative, they discover how to link imagination,
They learn to use imagination to engage with unexpected outcomes thoughts, and feelings. As students work with drama techniques, they
and to explore multiple solutions. Through traditional and new learn to use spoken and written language with increasing control and
technologies, students’ artistic ideas are generated and refined through confidence and to communicate effectively using words, body
cycles of action and reflection. Within each, students develop literacies language, movement, and space. As they perform, analyse, and
as they build on skills, sensitivities, and attitudes. respond to different forms of drama and theatre, they gain a deeper
appreciation of their rich cultural heritage.
Dance
Dance is expressive movement that has intent, purpose, and form. In
dance education, students integrate thinking, moving, and feeling. Music
They explore and use dance elements, vocabularies, processes, and Sound from natural, acoustic, and digital environments is the source
technologies to express personal, group, and cultural identities, to material for expressive ideas in music. These ideas are manipulated
convey and interpret artistic ideas, and to strengthen social interaction. and extended into forms, genres, and styles that are recognized as
Students develop literacy in dance as they learn about, and develop music. Music is a fundamental form of expression, both personal and
skills and sensitivities in, moving, performing, and choreography, and cultural. Value is placed upon the musical heritages of Trinidad and
respond to a variety of genres from a range of historical and Tobago’s diverse cultures, including traditional and contemporary
contemporary contexts. musical arts. By making, sharing, and responding to music, students
contribute to the cultural life of their schools, peer groups, and
Drama
Drama expresses human experience played out in time and space. communities. Students develop literacies in music as they listen and
Students learn to use dramatic conventions, techniques, and respond, sing, play instruments, create and improvise, read symbols
117
and notations, record sound and music works, and analyse and ways. Art history provides students with some sense of the efforts of
appreciate music. This enables them to develop aural skills and to others to speak their culture.
value and understand the expressive qualities of music.
Visual Arts
Through engaging in the visual arts, students learn how to discern,
participate in, and celebrate their own and others’ visual worlds.
Learning in Visual Arts begins with children’s curiosity and delight in
their senses and extends to communication of complex ideas and
concepts. An understanding of visual culture is achieved through
exploration of local and Caribbean contexts.
Students develop visual literacy and aesthetic awareness as they

manipulate and transform visual, tactile, and spatial ideas. They
explore experiences, stories, abstract concepts, social issues and needs,
both individually and collaboratively. They experiment with materials,
and techniques to develop their visual enquiries and create both static
and time-based artworks in drawing, sculpture, painting, printmaking,
photography, film, design, textiles, ceramics. They view the art works
of others, sharing their responses, and generating multiple
interpretations. Their meaning making is further informed by
investigation of the contexts in which art works are created, used, and
valued. As they develop their visual literacy, students are able to
engage with a wider range of art experiences in increasingly complex
118
VAPA: INFANTS 2

Students will:
1.1.1 Understand the 1.2.1 Use given material 1.3.1 Experience a sense of 1. Produce hand puppets  Use 3-4 given materials to
concept of simple to produce hand accomplishment. representing familiar produce a hand puppet
3-dimensional puppets persons.
representing a familiar person.
forms/figures. representing
familiar people. (1.1.1, 1.2.1, 1.3.1)
2.1.1 Recognise that 2.2.1 Experiment with 2.3.1 Appreciate aesthetics. 2. Create patterns.  Work in small groups to create
designs can be paints, fruits and 2 simple patterns using fruit and
repeated to create vegetables to 2.3.2 Cooperate in group
activities. vegetable prints. (2.1.1, 2.2.1,
patterns. create simple
prints. 2.3.1, 2.3.2)
3.1.1 Recognise texture 3.2.1 Produce a collage. 3.3.1 Enjoy working 3. Create a collage using  Tear and paste a variety of
in a variety of creatively. varied materials and materials and pictures to create
materials. pictures.
a collage of a hero of their
choice (3.1.1, 3.2.1, 3.3.1)
4.1.1 Recognise that 4.2.1 Illustrate known 4.3.1 Enjoy working 4. Illustrate familiar  Use any combination of 2
shapes are made buildings using. creatively. buildings in the drawing media (pencils,
up of lines. drawing media community using coloured pencils, crayons) to
119
VAPA: INFANTS 2

Students will:
(pencils, coloured drawing media. illustrate one familiar building
4.1.2 Understand that pencils, crayons, in the community. (4.1.1, 4.1.2,
lines and shapes pastels.) 4.2.1, 4.3.1)
can be used to
create drawings.  Describe 2 lines and 2 shapes
that were used in the drawing.
(4.1.2)
5.1.1 Become aware of 5.2.1 Manipulate 5.3.1 Develop awareness of 5a. Manipulate found and  Work individually to construct
the 3-dimensional materials to their environment. discarded materials to one 3-dimensional vehicle
nature of form in construct 3- construct 3- using found and discarded
the environment. dimensional 5.3.2 Enjoy working dimensional vehicles. materials (e.g. small boxes,
vehicles. creatively in groups. bottle caps).(5.1, 5.2, 5.3.1)
5b. Prepare a diorama of a
5.2.2 Prepare a street in their  Collaborate in small groups to
diorama of a neighbourhood using construct a diorama of a street
street in their vehicles and models in their neighbourhood using 3-
community using of houses. dimensional vehicles and
vehicles and models of houses. (5.2.2, 5.3.2)
models of houses.
1.1.1 Continue 1.2.1 Explore movement 1.3.1 Begin to develop 1a. Move entire body in  Move entire body efficiently in
extension of basic of the entire body in courage and focus. general and personal general and personal space.
dance vocabulary space while space. (e.g. run, hop, walk, reach, and
120
VAPA: INFANTS 2

Students will:
to include space including bend). ( 1.2.1, 1.3.1)
and dynamic expression of 1b. Use appropriate
elements. feelings. words/phrases to  Use 4-6 appropriate
describe space and words/phrases to describe space
dynamic elements. and dynamic elements used (e.g.
forward, backward, lightly,
freely). (1.1.1)
2.1.1 Continue to 2.2.1 Explore 2.3.1 Building team work. 2a. Work in groups to  Collaborate in small groups to
develop collaborative develop and present develop and present more
appropriate dance skills. 2.3.2 Nurture a sense of more complex dance complex 1-minute dance
sequences based peer appreciation. sequences based on sequences of 6-8 steps based on
on selected 2.2.2 Develop and selected theme/idea or selected theme/idea or storyline.
theme/ idea/ story refine presentation storyline. (2.1.1, 2.2.1, 2.2.2, 2.3.1, 2.3.2)
line. skills.  Willingly contribute ideas to the
2b. Work co-operatively in group and listen respectfully to
groups. the ideas of their peers. (2.3.1,
2.3.2)
3.1.1 Begin to 3.2.1 Use simple 3.3.1 Develop respect for 3. Work in groups to create  Collaborate in small groups to
understand traditional steps to traditions. and present a short dance create and present a 1-minute
cultural context. create dances that reflects elements of cultural dance using 3-4 simple
based on their our culture (Trinidad and traditional steps previously
understanding of Tobago). learnt (e.g. heel and toe). (3.1.1,
cultural forms (i.e. 3.2.1, 3.3.1)
dance steps,
costumes,  Use 2-3 elements of relevant
121
VAPA: INFANTS 2

Students will:
context). traditional costumes to enhance
presentation (e.g. scarf, feather).
(3.1.1, 3.2.1)
4.1.1 Research and 4.2.1 Perform 4.3.1 Develop creativity. 4a. Research stories about  Work individually and in groups
present stories in individually and in heroes both individually to research a short story (5-6
movement. a group. 4.3.2 Develop respect for and collaboratively. facts) about one hero of their
our heroes. choice. (4.1.1, 4.2.1, 4.3.2)
4b. Present findings
through movement.  Use 5-6 different types of
creative movement to present
findings (individually and
collaboratively). (4.1.1, 4.2.1,
4.3.1)
5.1.1 Explore the body 5.2.1 Create movement 5.3.1 Develop creativity. 5. Create movement  Use the body to create 2-3 short
in stillness and sequences. sequences involving movement sequences involving
motion. stillness and motion. stillness and motion (5.1.1,
5.2.1, 5.3.1)
6.1.1 Extend movement 6.2.1 Use their bodies in 6.3.1 Develop self- 6a. Move in innovative  Use the body to move
vocabulary to innovative ways. confidence. ways. confidently in innovative ways
include new (e.g. glide, somersault, flip).
methods of 6b. Describe selected (6.2.1, 6.3.1)
locomotion methods of locomotion.
122
VAPA: INFANTS 2

Students will:
 Use 3-4 appropriate words or
phrases to describe selected
methods of locomotion. (6.1.1)
1.1.1 Become aware of 1.2.1 Role-play 1.3.1 Practice acceptable 1. Use facial expressions  Given 2-3 specific scenarios,
the use of facial relationships with social skills. and hand gestures to use appropriate facial
expressions and family, friends and communicate feelings. expressions and hand gestures
hand gestures in others. to communicate feelings of joy,
communicating sadness, anger, excitement and
feelings. surprise (1.1.1, 1.2.1, 1.3.1)
2.1.1 Create a story 2.2.1 Develop scenarios 2.3.1 Co-operate in group 2. Create a story and  Collaborate in small groups to
based on a theme/ based on a given activities and depict scenarios from create a short story based on a
topic. theme/ topic. appreciate the work of the story. given theme/topic.(2.1.1, 2.3.1)
others.
 Develop and depict one scenario
from the story. (2.2.1, 2.3.1)
3.1.1 Understand the 3.2.1 Role-play the 3.3.1 Make right choices in 3. Role-play the varied  Use appropriate actions to
importance of varied effects of the selection of effects of consuming depict 3-4 effects of consuming
123
VAPA: INFANTS 2

Students will:
consuming consuming foods. healthy and unhealthy selected healthy or unhealthy
healthy foods. healthy and foods. foods. (3.1.1, 3.2.1, 3.3.1)
unhealthy foods.
4.1.1 Identify 4.2.1 Create portfolios 4.3.1 Build an appreciation 4. Create and present a Create and present a portfolio of
characteristics of about individuals for the personalities of simple portfolio. 1-2 pages which includes
individuals who who have made an others. pictures and 2-3 simple
have made an impact on their sentences about an individual
impact in the lives. who has impacted on his/her
child’s life. life. (4.1.1, 4.2.1, 4.3.1)
5.1.1 Understand that 5.2.1 Create tableaux 5.3.1 Enjoy working with 5. Create tableaux by  Work in small groups to
body, levels and (still picture) using others. manipulating whole manipulate their bodies to create
shapes can be body, levels and body, levels and shapes. two tableaux, using at least 2
changed. shapes. levels (high, middle, low).
(5.1.1, 5.2.1, 5.2.2, 5.3.1)
5.2.2 Discover new
ways of moving
the body.
6.1.1 Devise methods 6.2.1 Manipulate the 6.3.1 Develop team work 6. Manipulate the body to  Collaborate in small groups to
of movement with body to depict depict various modes of depict two modes of
the body to modes of transportation. transportation using appropriate
represent modes transportation. methods of locomotion. (6.1.1,
of transportation. 6.2.1, 6.3.1)
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VAPA: INFANTS 2

Students will:
1.1.1 Demonstrate an 1.2.1 Demonstrate a 1a. Maintain a steady  Maintain a steady pulse/beat
understanding of steady pulse or pulse. using body percussion and un-
rhythm. beat using body tuned percussion with increased
percussion and un- 1b. Play rhythmic patterns accuracy (95-100%). (1.1.1,
tuned percussion. as accompaniment to 1.2.1, 1.3.1)
songs and chants.
1.2.2 Play simple
rhythmic patterns  Accurately play 2-4 simple
on un-tuned rhythmic patterns by rote, on
percussion un-tuned percussion instruments
instruments as to accompany simple songs and
accompaniment. chants. (1.2.3, 1.3.1)
 Create more complex rhythms

to accompany, creative
movements, songs and stories
on un-tuned percussion
instruments. (1.2.2, 1.3)
2.1.1 Recognize 2.2.1 Match instruments 2.3.1 Begin to develop 2. Name and match  Name a combination of 10
instruments and by sight and critical thinking instruments by sight string, wind and percussion
their sounds. sound. skills and sound. instruments by sight and sound.
(2.1.1)
 Match 10 instruments by sight

and sound to their
125
VAPA: INFANTS 2

Students will:
corresponding string, wind and
percussion families. (2.2.1,
2.3.1)
3.1.1 Understand the 3.2.1 Experiment with 3. Create sounds of  Create 2-3 different musical
concept of texture creating different different textures using textures using combinations of
in music. textures using their their voices and voice and 2-3 classroom un-
voices and classroom instruments. tuned percussion instruments.
classroom (3.1.1, 3.2.1)
instruments.
4.1.1 Recognize the 4.2.1 Sing songs from a 4.3.1 Begin to build self- 4. Sing independently and  Sing 2 simple folk/traditional/
importance of repertoire of folk, esteem. in groups. action songs by rote
pitch accuracy traditional and independently and in groups,
and a pleasing action songs. with increased pitch accuracy
tone when (>85%) and a pleasing tone.
singing. (4.1.1, 4.2.1, 4.3.1)
5.1.1 Develop 5.2.1 Compose new 5. Compose new lyrics for  Add new words or phrases to
composition lyrics for short, short, simple familiar simple familiar nursery rhymes
skills. simple familiar melodies. or songs (5.1.1, 5.2.1, 6.3.1)
melodies.
6.1.1 Recognize 6.2.1 Demonstrate 6.3.1 Begin to recognise 6. Demonstrate melodic  Use their bodies to demonstrate
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VAPA: INFANTS 2

Students will:
contour in music. melodic contour their creativity. contour. the melodic contour of a short,
using their bodies. simple song from their
repertoire. (6.1.1, 6.2.1, 6.3.1)
7.1.1 Understand the 7.2.1 Differentiate 7.3.1 Improve their ability 7. Demonstrate through  Listen to 6-8 short musical
musical concepts between long/short to listen attentively. movement, the excerpts and use body
of duration (time) sounds (duration) concepts of slow, fast, movements to indicate the
and tempo and slow/fast gradually getting following elements of duration
(speed). tempi (speeds). slower and gradually and tempo: long/short sounds;
getting faster. slow and fast; gradually getting
slower/faster. (7.1.1, 7.2.1,
7.3.1, 6.3.1)
8.1.1 Develop an 8.2.1 Invent a system to 8.3.1 Enjoy working 8. Notate and play rhythms  Invent creative ways to notate a
understanding of notate sounds and creatively. including silences, simple rhythm including sounds
invented notation. silences. using invented graphic and silences. (8.1.1, 8.2.1, 8.3.1)
notation.
 Play their notated rhythms on
un-tuned percussion instruments
(8.1)
127
Values, Character and Citizenship Education
Infants 2
128
V.C.C.E: INFANTS 2

Students will:
Building trust through 1. Demonstrate a basic  Define orally in 1-2
honesty: understanding of the simple sentences the
terms “honesty” and terms “honesty” and
1.1.1 Define the terms 1.3.1 Display honesty and “loyalty”. “loyalty”. (1.1.1)
“honesty” and “loyalty” loyalty in their
in their own words interactions with others.
2. Give simple
justifications for  State 2-3 reasons for not
behaving cheating or stealing.
2.1.1 State reasons why he or 2.3.1 Exhibit behaviours that trustworthily. (2.1.1)
she should not cheat or 2.2.1 Determine the make others trust them
steal. response that is even when there is no  Explain (orally) in 1-2
most appropriate in apparent/immediate simple sentences two (2)
given situations. reward. reasons for chosen
responses to given
2.2.2 Communicate their situations. (2.2.1)
opinions truthfully
yet tactfully.
3. Act trustworthily
 Use the property of
others only after getting
explicit permission to do
so.(1.3.1, 2.3.1)
 Submit found items to
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V.C.C.E: INFANTS 2

Students will:
Building trust through 3. Act trustworthily their respective owners
honesty: 2.2.2 Communicate their 2.3.1 Exhibit behaviours that or the teacher. (2.3.1)
opinions truthfully make others trust them
yet tactfully. even when there is no  Comply with rules and
apparent/immediate instructions during
reward.1 games, competitions and
tests. (2.3.1)
 Tell the truth- Relate

experiences without
Building trust through ‘embellishments’ and
loyalty to family 3.3.1 Exercise prudence and share opinions without
discretion in divulging using language that is
3.1.1 Recognise that some information about family. hurtful. (2.2.2, 2.3.1)
family information can
be shared while some  Differentiate between
should be kept to private information and
themselves. information that can be
shared.(3.1.1, 3.3.1)
The effects of being unfair 4. Demonstrate a basic  Describe orally in 1-2

understanding of simple sentences, the
4.1.1 Describe characteristics 4.3.1 Be open-minded about “fairness”. behaviours displayed by
of an open minded the views of others an open minded person.
person. before making a final (4.1.1)
judgement.
1
Statements in italics above have been repeated from the previous page for ease of reference.
130
V.C.C.E: INFANTS 2

Students will:
 Don’t judge/label
others based on past
experience with
persons who had
similar appearance,
level of physical
ability or level of
performance in class.
 Be willing to listen to
the views of others.
Acting fairly/Fairness in 4. Demonstrate a  Delineate orally, in writing,
social interaction basic through drama or drawing, 2-3
understanding of ways in which fairness to
5.1.1 Suggest ways in which 5.3.1 More consistently treat “fair ess”2 others, the differently abled
they can show fairness others fairly. and senior citizens can be
to others. displayed. (5.1.1)
5.3.2 Develop an awareness of

the challenges faced by
senior citizens and the  Evaluate situations in which
differently abled. they or others have been
treated unfairly to determine
5. Give simple the best way to respond.
justifications for (7.1.1, 7.2.1)
behaving fairly  Devise and use a mental
6.1.1 State in their own checklist of 2-3 questions
2
This statement is repeated from the previous page for ease of reference
131
V.C.C.E: INFANTS 2

Students will:
words the possible to determine best course
consequences of of action.
treating others unfairly.
 State 2-3 consequences of
being unfair to others. (6.1.1)
7.1.1 List ways in which they
can respond to 7.2.1 Respond
situations in which they appropriately to
are being treated situations in which
unfairly. others are being
treated unfairly.
Acting fairly/Fairness in 6. Act fairly  Listen to the views of others
social interaction before making decisions.
4.3.1 Be open minded about (4.3.1)
the view of others before
making a final
judgement.  Seek to include others in
games and activities. (5.3.1,
5.3.2)
5.3.1 More consistently treat
others fairly  Organise self-initiated
activities in ways that allow
5.3.2 Develop an awareness of
peers with challenges to
the challenges faced by
senior citizens and the experience success. (5.3.1,
differently abled. 5.3.2)
 Speak out against unfair

treatment of peers during
132
V.C.C.E: INFANTS 2

Students will:
playground activities. (7.2.1)
7.2.1 Respond
appropriately to
situations in which
others are being
treated unfairly.3
Respond in a respectful 7. Demonstrate  Describe orally in 1-2 simple

manner to conflict basic sentences effective ways of
understanding remaining respectful during
8.1.1 List amicable ways of 3.2.1 Determine most 8.3.1 Display an increased of the ways in disagreements. (8.1.1, 9.1.1)
responding to conflict. amicable solutions level of self-restraint which respect o Use words that help when
to disagreements when angry or upset. for self and talking about concerns.
others can be (10.1.1)
displayed o Avoid ‘physical action’ as a
9.2.1 Negotiate with during conflicts response.
9.1.1 State ways in which peers to derive and other
they can disagree win-win solutions. interactions.  Suggest 2-3 criteria that can be
respectfully with peers. used to determine the most
amicable response in given
situations. (8.2.1)
10.1.1 Differentiate between
words that hurt and  Recognise personal boundaries
words that help. and boundaries that indicate the
‘personal space’ of other
persons. (11.1.1)
3
Statements in italics above have been repeated from pp. 28 & 29 to facilitate referencing.
133
V.C.C.E: INFANTS 2

Students will:
Respect: Personal Space
and Public Space
11.1.1Distinguish between  Describe orally, in writing,

their personal space 11.3.1 Demonstrate respect for through drama or drawing two
and that of another the personal space of (2) ways in which the rights of
person. others. others can be respected while
using public spaces. (12.1.1)
Respond in a respectful
manner to conflict
8.3.1 Display increased level
of self-restraint when  Speak in a moderate tone and
angry or upset. use non-aggressive and non-
7. Demonstrate dismissive language when
basic talking out ‘problems.’(8.3.1)
understanding
9.2.1 Negotiate with of the ways in  Invite others to share their
peers to derive which respect views on a matter. (9.2.1)
win-win solutions.4 for self and
others can be  Listen to the views of others
displayed when trying to resolve
Respect: Personal Space during conflicts conflicts. (9.2.1)
and Public Space and other
12.3.1 Act in ways that respect interactions.
12.1 1Describe appropriate others while in public  Maintain respectful
conduct for public spaces. (appropriate) distances when
4
Statements in italics have been repeated to make referencing easier.
134
V.C.C.E: INFANTS 2

Students will:
spaces. speaking with others. (11.3.1)
8. Behave
respectfully  Consider the rights of others
during when using commonly shared
interactions spaces (public spaces). (12.3.1)
o Avoid activities that
would disturb the peace or
interrupt the activities of
others.
Respect: Personal Space and

Public Space 11.3.1 Demonstrate respect for
the personal space of
others.
12.3.1 Act in ways that respect

others while in public
spaces.5
5
Statements in italics have been repeated from previous pages to make referencing easier.
135
V.C.C.E: INFANTS 2

Students will:
8. Behave
respectfully
during
interactions
Care for school, home and 9. Demonstrate a  Describe orally in 1-2 sentences
the community. basic the term “caring”. (13.1.1)
understanding
13.1.1 Define the term of the term  Describe orally, in writing,
“caring”. “caring” through drama or drawing 2-3
ways of showing concern for 1)
themselves 2) others and 3) their
14.1.1 List ways to show immediate environment (a. the
concern for self and classroom, b. the school
others. compound and c. the environs of
the community). (14.1.1, 15.1.1)
15.1.1 Suggest ways in which 15.3.1 Participate in class  Recommend orally, in writing,
they can show care for discussions. through drama or drawing 3-4
their classroom, school ways in which persons can feel
and immediate 15.3.2 Respect and care for the safe and happy. (16.1.1, 17.1.1)7
environment. environment.
 Speak positively of themselves
Consideration for others at and others. (16.1.1)
home, school and the
environment  Recommend orally, in writing,
7
See the “Content” column on p. 35 for statement 17.1.1
136
V.C.C.E: INFANTS 2

Students will:
through drama or drawing 3-4
16.1.1 List ways to be ways in which persons can feel
considerate of others at safe and happy
home, school and o Work and play safely (avoid
work. activity that can cause
injury). (17.1.1)
Consideration for others at
home, school and the o Help others who are in need.
environment (16.1.1)
9. Demonstrate a
16.1.1 List ways to be 16.3.1 Show concern for the basic o Speak in a conversational
considerate of others at needs of self and understanding tone or whisper while others
home, school and others. of the term work.(16.1.1)
work.6 “cari g”
16.3.2 Encourage others to be
kind and considerate in
their everyday conduct.  Work and play safely. (17.2.1)
 Obey safety rules. (16.3.1)
17.1.1 Through role-play 17.2.1 Model behaviours 10. Show concern

demonstrate ways in that would keep for self, others
which they can care for themselves and and the
themselves and others. others safe. environment.
6
Text in italics above has been repeated to make referencing easier.
137
V.C.C.E: INFANTS 2

Students will:
Care for school and the 10. Show concern  Help others. (17.2.2, 17.3.1)
community. 15.3.1 Participate in class for self, others
discussions. and the  Avoid wastage of resources.
environment. (15.3.1, 15.3.2)
15.3.2 Respect and care for the
environment.  Encourage others to be kind to
each other, to avoid littering
and to clean up after
Consideration for others at themselves. (16.3.2, 17.2.1)
home, school and in the 17.2.1 Model behaviours 16.3.2 Encourage others to be
environment that would keep kind and considerate in
them and others their everyday conduct
safe.8
17.2.2 Differentiate acts 17.3.1 Exhibit kindness in

of kindness from varied contexts with
acts of relatives, peers and
unkindness. others
Concept of Responsibility 11. Demonstrate a  Describe orally, in writing,
basic through drama or drawing 3-4
18.1.1 Begin to understand understanding behaviours that can be labelled
that being responsible of what as responsible. (18.1.1, 19.1.1,
means doing what you constitutes 20.1.1, 22.1.1, 23.1.1, 26.1.1)
say you will do. responsible  Keep commitments and
8
Text in italics above has been repeated from previous pages to make referencing easier.
138
V.C.C.E: INFANTS 2

Students will:
behaviour. promises. (18.1.1)
 Meet deadlines. (19.1.1)
19.1.1 Begin to understand  Take care of personal
the value of doing belongings. (20.1.1)
things when they ought  Exercise self-control.
to be done. (22.1.1)
 Be disciplined- exercise
patience and diligence.
20.1.1 Demonstrate an (23.1.1)
understanding that  Use their resources and
taking care of one’s classroom resources
belongings is constructively. (24.1.1,
responsible behaviour. 25.1.1)
 Describe orally, in writing,
through drama or drawing 3-4
21.2.1 Justify the need behaviours that can be
for rules in labelled as responsible.
families and  Keep personal space
schools. tidy.(26.1.1)
21.2.2 Follow  Define orally in 1-2 simple

Concept of Responsibility instructions. sentences the terms
“resource”, “resourceful” and
22.1.1 Understand that “self-discipline”. (23.1.1,
controlling one’s 22.2.1 Express 22.3.1 Use self-control in 11. Demonstrate an 24.1.1, 25.1.1)
emotions is themselves in an various situations. understanding
responsible behaviour. appropriate of what
manner in various 22.3.2 Behave respectfully constitutes
situations. towards others. responsible
139
V.C.C.E: INFANTS 2

Students will:
behaviour.  Explain orally in 1-2 simple
22.2.2 Control emotions 22.3.3 Encourage others to sentences the ways in which
in conflicting respect one another. rules help persons to behave
situations. responsibly. (21.2.1, 23.2.1)
23.3.1 Show self –discipline  Cite 1-2 benefits of self-

23.1.1 State in their own 23.2.1 Justify the need discipline. (23.2.1)
words what self- for self -
discipline is. discipline.
24.3.1 Manage and take care
of their resources.
24.1.1 Explain that resources 24.2.1 Learn how to  Follow (legitimate)
are those things we manage their instructions from parents,
have that help us meet resources teachers and other authorised
our needs in life. persons (prefects, coaches,
trainers, etc.). (21.2.2)
12. Give simple  Control emotions in various

Concept of Responsibility justifications situations. (22.2.1, 22.2.2,
for behaving 22.3.1, 22.3.2)
responsibly
21 2 2 Follow  Encourage others to behave in
instructions 22.3.1 Use self-control in ways that do not worsen
various situations problems. (22.3.3)
12. Give simple
22.2.1 Express 22.3.2 Behave respectfully justifications  Do as expected even in the
themselves in an towards others for behaving absence of supervision (23.3.1)
appropriate responsibly.
manner in 22.3.3 Encourage others to
140
V.C.C.E: INFANTS 2

Students will:
various situations respect one another
22.2.2 Control emotions 13. Behave

in conflicting responsibly
situations 23.3.1 Show self-discipline
23.2.1 Justify the need

for self-discipline
9
Concept of Responsibility 13. Behave  Use personal resources and

responsibly items from within the
24.2.1 Learn how to 24.3.1 Manage and take care classroom productively.
manage their of their resources. (24.2.1, 24.3.1, 25.2.1)
resources.10
 Tidy up work area after
activities- return materials to
their rightful places; dispose of
25.1.1 Begin to understand 25.2.1 Create an item to garbage in the recommended
what it means to be store resources. manner. (26.3.1)
resourceful
 Assist with activities that will
26.2.1 Participate in on- 26.3.1 Keep personal space preserve the environment or
26.1.1 Demonstrate an going clean-up clean and tidy. community. (26.2.1)
9
Text in italics has been repeated from the previous page for ease of reference.
10
The statements in italics above are repeated from previous page for ease of reference.
141
V.C.C.E: INFANTS 2

Students will:
understanding that project at school,
keeping the home and in the  Offer suitable assistance to any
environment clean is class. person who is in need of help.
responsible (27.3.1)
behaviour.
27.3.1 Help others even if they

are not their friends.
Citizenship: Rights vs. 14. Demonstrate an  Describe orally, in writing,

Responsibilities understanding through drama and drawing 2-3
of behaviours of the rights to which children
28.1.1 Match their rights to 28.3.1 Through their displayed by a are entitled and their attendant
their responsibilities. behaviour, demonstrate good citizen responsibilities. (28.1.1)
an understanding of the
basic rights of the child.  Defend their rights and fulfil
their responsibilities to the best
Citizenship: Becoming of their abilities. (28.3.1)
involved
 Recommend orally, in writing,
29.1.1 Describe ways in 29.2.1 Report on ways in 29.3.1 Participate in through drama or visual art 2-3
which they can make which they can community activities. ways in which children can
the school and make their school contribute to the improvement
community better. and community of their school and community.
better. (29.1.1, 29.2.1, 29.2.2)
29.2.2 Communicate
their ideas via
various forms of  Participate and encourage
142
V.C.C.E: INFANTS 2

Students will:
media. others to participate in
 Compose community building activities
simple jingles. at school and within the
 Dramatise community via use of a variety
scenarios. of print and electronic media.
 Create (29.2.2, 29.3.1)
sequences of
movement.  Recognise images of their
respective Local Government
Representative and Member of
Citizenship: Becoming Parliament.(30.1.1)
involved 29.2.2 Communicate
their ideas via 29.3.1 Participate in 14. Demonstrate an  Recognise the name of their
various forms of community activities understanding respective local government
media of behaviours representative and Member of
 Compose simple displayed by a Parliament when written or
jingles good citizen spoken. (30.1.1)
 Dramatise
scenarios
 Create sequences
of movement.11
Citizenship: Nationhood
11
Statements in italics above have been repeated from previous page make referencing easier.
143
V.C.C.E: INFANTS 2

Students will:
30.1.1 Identify their local
government
representative and
respective Member of
Parliament.
144

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REPUBLIC OF TRINIDAD AND TOBAGO

PRIMARY SCHOOL CURRICULUM

Curriculum Planning and Development Division

WHY STUDY AGRICULTURAL SCIENCE?

Agricultural Science is structured around a number of interconnected

CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS

 Display co-operation when

CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS

 Point out at least two responsible

CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS

English Language Arts

Development in English Language Arts is essential to students’

Media and Information Literacy

 Demonstrate an understanding of appropriate listening etiquette.

 Demonstrate neatness and legibility in their handwriting.

MEDIA AND INFORMATION LITERACY

 Display an understanding of selected media forms.

 showing appreciation after  show appreciation after

1.2.2 Create mental images

1.2.4 Connect ”self’ to

9.1 Know the Standard 9.2.1 Convert commonly used

10.1 Know English 10.2.1 Differentiate between 10.3.1 Be comfortable

10.2.3 Use Standard English in

See writing strand for

 express thoughts, ideas and

14.2.9 Use word attack skills to

14.2.10 Read grade level texts

15.2.9 Compose simple factual

17.2.15 Make judgments and

22.2. Use the full stop and

24.1 Distinguish 24.2 Use “Who is doing the

 Present Participle e.g.,

2. The verb “to be”- Past

1st, 2nd. 3rd, persons singular

 I/He/She/It +was + noun

 I/He/She/It + was + -ing

3. Present Habitual Tense

 He/She/The doctor + verb

4. Future Tense patterns

5. Patterns based on “to

6. Patterns based on “to do”

28.2.9 Recognize that all media

29.2.6 Write the names of

29.2.7 Classify colours into

30.2.2 State the purpose of a

30.2.4 List the characteristics

30.2.5 Select different forms of

31.2.4 Create a chart that

31.2.5 Create pictures using

31.2.6 Give explanations for

How Is Mathematics Structured?

The Mathematics component of the new Primary Curriculum is in

According to Adding It Up: Helping Children Learn Mathematics

 Conceptual understanding: comprehension of mathematical

CONTENT SKILLS  DISPOSITIONS OUTCOMES ELABORATIONS

CONTENT SKILLS  DISPOSITIONS OUTCOMES ELABORATIONS

1.2.5 Sequence number  Count objects in different arrangements to

CONTENT SKILLS  DISPOSITIONS OUTCOMES ELABORATIONS

CONTENT SKILLS  DISPOSITIONS OUTCOMES ELABORATIONS

 Estimate a given quantity using 10 as a

 Explore the value of coins and bills (up to

 Use the language of money in role playing

 State the equivalence of coins and bills up