Learning outcomes for

Grade 1
Mathematics learning outcomes: Grade 1
1 Number: Numbers and the number system

Mathematical Topic Specific Learning Outcomes Key Learning Outcomes

Counting and ordering numbers  Chant numbers first to 20, then to 100 and back again  Chant numbers to at least 100 and back again

 Count on in ones from single and two-digit numbers and back again  Count on in ones and tens from single and two-
digit numbers and back again
 Count on and back in tens from single and two-digit numbers
 Order and compare numbers to 100 by marking
 Count sets of objects, e.g. up to 30 small bricks or up to 100 beads on a bead bar them on a number line between multiples of ten

 Give a sensible estimate of up to 100 objects (e.g. choosing from 10, 20, 50 or 100)

 Count in 2s and 10s from 0, and use grouping in 2s, 5s or 10s to count larger groups
of objects

 Say a number between any given neighbouring pairs of multiples of ten (e.g. between
40 and 50 is 47)

 Mark two-digit numbers between multiples of ten on a landmarked number line, e.g.
writing 56 between 50 and 60 on the line

 Order numbers first to 20 and then to 100, e.g. put 5, 18, 11 in order: 5, 11, 18;
compare two numbers, say which is more or less using the symbols < and >, e.g. 45
< 54

 Recognise the concept of zero and its relation with empty set

 Recognise and use ordinal numbers up to 10th and beyond

 Recognise even and odd numbers up to at least 20

 Use knowledge of order of numbers and properties of number to describe and sort
numbers (e.g. less than 20, odd/even, multiples of 10) and solve problems such as
‘Guess my number’ by asking questions about number-properties

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Place value  Read and write numbers to 20 and then on up to 100  Read and write numbers to at least 100

 Know what each digit represents in a two-digit number  Know what each digit represents in a two-digit
number
 Partition two-digit numbers into a multiple of 10 and ones (43 = 40 + 3); recombine
multiples of ten and ones to create two-digit numbers (40 + 3 = 43)  Find 1 or 10 more/less than any two-digit
number
 Use place value to add and subtract e.g. 30 + 4, 53 – 3

 Develop an elementary understanding of the decimal system of numbers

 Round two-digit numbers to the nearest multiple of ten

 Find 1 or 10 more/less than any two-digit number

 Multiply a single-digit number by ten, e.g. 3 x 10 = 30

Fractions  Recognise that two halves or four quarters make a whole and begin to recognise that  Recognise which shapes are divided in halves
one half and two quarters are equivalent or quarter and which are not

 Recognise which shapes are divided in halves or quarters and which are not

 Find halves and quarters of shapes and small numbers of objects

 Recognise that we write one half, ½ , one quarter ¼, one third 1/3, and three quarters
¾

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2 Number: Mental calculation

Mathematical Topic Specific Learning Outcomes Key Learning Outcomes

Number facts  Find and learn by heart all pairs for all numbers up to 10 and recognise pairs with a  Know by heart all pairs for all numbers up to 10
total of 20 and pairs with a total of 20

 Partition all numbers to 20 into pairs, record the related addition sentences and find  Learn multiplication facts for the 2, 5 and 10
the corresponding subtraction facts, e.g. 17 = 8 + 9 and 17 – 8 = 9 times tables

 Find all pairs of multiples of ten with a total of 100 and record the corresponding  Know by heart doubles of numbers up to 10
addition and subtraction facts, e.g. 100 = 40 + 60 and 100 – 60 = 40

 Recognise multiples of 2, 5 and 10

 Learn multiplication facts for the 2, 5 and 10 times tables; derive division facts

 Find and learn by heart doubles up to double 15 and also double 20, 25 and 50

Addition and subtraction  Recognise the use of a symbol such as □ to represent an unknown, e.g. 16 + □ = 20,  Add/subtract a single digit to a two- digit
∆ + □ = 10 number by bridging multiples of ten using
knowledge of pairs to ten and place value, e.g.
 Use the = sign to represent equality (e.g. 16 + 4 = 17 + 3) 57 + 8 by adding 3 to reach 60 and 5 to reach 65

 Understand that addition can be done in any order, but not subtraction  Relate counting on/back in tens to finding 10
more/less than any two-digit number, then to
 Understand what happens when we add zero adding and subtracting other multiples of 10

 Use facts to add four or five small numbers, by spotting pairs to ten and or doubles  Add pairs of two-digit numbers mentally (totals
less than 100) by counting on the second
number in tens and ones, 45 + 23 = 45 + 20 + 3
 Begin to understand subtraction as both ‘finding a difference’ and ‘taking away’, e.g.
that to find the answer to 23 – 18 we count up from 18 to 23, but to find the answer to
23 – 4 we count back four from 23  Subtract a two-digit number by counting back in
tens and ones
 Use number facts to add and subtract single-digit numbers to and from two-digit
numbers (e.g. 5 + 2 = 7, so 25 + 2 = 27; 8 – 3 = 5 so 48 – 3 = 45)  Subtract by counting up to find a difference
between pairs of two-digit numbers using pairs
to ten and place value to help
 Begin to find a small difference between pairs of two-digit numbers by counting up,
using pairs to ten and place value to help (e.g. 22 – 17 as 17 + 3 + 2 = 22, etc.)
 Use the = sign to represent equality (e.g. 16 + 4
= 17 + 3)
 Decide which would be more efficient to solve given subtractions, counting up or
counting back

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Addition and subtraction (continued)  Relate counting on/back in tens to finding 10 more/less than any two-digit number and
then to adding and subtracting other multiples of 10, e.g. 75 – 30

 Find 9/11 more or less by finding 10 more/less and understanding whether to

add/subtract 1, e.g. 34 + 9 is best done as 34 + 10 – 1

 Add pairs of two-digit numbers mentally (totals less than 100) by counting on the
smaller number in tens and ones (e.g. 45 + 23 = 45 + 20 + 3)

 Add a pair of two-digit numbers by putting the larger number first, e.g. 24 + 63 = 63 +
24

 Use pairs to ten to find the complement to the next multiple of ten (27 + □ = 30, the
difference between 27 and 30)

 Begin to add a single digit to a two-digit number by bridging multiples of ten using
knowledge of pairs to ten and place value, e.g. 57 + 8 by adding 3 to reach 60 and 5
to reach 65

 Subtract a two-digit number by counting back in tens and ones, e.g. 85 – 42, by
counting back 40, then 2

 Solve simple open sentences, e.g. 4 + ? = 6

Multiplication and division  Understand multiplication as repeated addition or as describing an array and use the  Understand multiplication as repeated addition
× sign and division as grouping

 Understand division as grouping, so that 12 ‚ 4 is read as ‘how many sets of four  Use the × and ÷ signs
make 12?’ and performed by counting in fours: 4 + 4 + 4 = 12, three fours make 12

 Use the ÷ sign

 Use counting in 2s, 5s or 10s to solve practical problems involving repeated addition,
e.g. how many fives in twenty-five is answered by counting in fives

 Use arrays and repeated hops on a number line to represent multiplication and
division

Solving word problems and checking  Use numbers to represent simple mathematical and real-life problems  Make sense of simple word problems
the results of calculations
 Check the answer to an addition by adding the numbers in a different order, e.g. 3 + 5  Make a sensible estimate for the answer to a
+ 10 as 10 + 3 + 5 calculation

 Check the answer to a subtraction by adding the answer to the smaller number in the  Consider whether an answer is reasonable
original subtraction, e.g. 17 – 5 = 12 is checked by adding 5 and 12

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Solving word problems and checking  Make a sensible estimate for the answer to a calculation
the results of calculations (continued)
 Consider whether an answer is reasonable

 Make sense of simple word problems, single and easy two-step, decide what
operations (addition or subtraction or simple multiplication) are needed to solve them
and, with help, represent them , with objects or drawings or on a number line

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3 Geometry

Mathematical Topic Specific Learning Outcomes Key Learning Outcomes

Shape and space  Follow and give instructions involving position, direction and movement  Recognise whole, half and quarter turns

 Recognise whole, half and quarter turns, both clockwise and anticlockwise  Sort, name and describe 3D and 2D shapes
(both regular and irregular)
 Sort, name, describe, visualise and draw 2D shapes including the square, rectangle,
circle, regular and irregular pentagons and hexagons; recognise common 2D shapes  Identify reflective symmetry in patterns and 2D
in different positions and orientations shapes

 Sort, name and describe 3D shapes, including the cube, cuboid, cone, cylinder,
sphere and pyramid; recognise 2D drawings of 3D shapes

 Compose and decompose 2D and 3D shapes

 Complete and recognise simple visual patterns

 Identify reflective symmetry in patterns and 2D shapes, and begin to draw lines of
symmetry

 Find examples of 2D and 3D shape and symmetry in the environment, e.g. in fine arts

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4 Measures

Mathematical Topic Specific Learning Outcomes Key Learning Outcomes

Money  Recognise all coins and notes, including 25 and 50 piastres in notes and coins, and  Recognise all coins and notes, find totals, work
pound, five, ten, twenty and fifty L.E. notes – realise that the smaller the note, the less out what coins and notes can be used to pay a
its value small amount

 Find totals, work out what coins and notes can be used to pay for small amounts, and
calculate small amounts of change

 Use money notation

Length, mass and capacity  Estimate, measure and compare lengths, weights and capacities choosing and using  Estimate, measure and compare lengths,
suitable uniform non-standard and standard units and appropriate measuring weights and capacities choosing and using
instruments suitable uniform non-standard and standard
units
 Compare lengths, weights and capacities using the standard units: centimetre, metre,
100g, kilogram, and litre

Time  Read the time to the half hour on digital and analogue clocks  Read the time to the half hour on digital and
analogue clocks
 Know the units of time (seconds, minutes, hours, days, weeks, months and years);
know the relationships between hours and minutes, days and weeks, days and  Know the relationships between consecutive
months, and months and years units of time

 Measure activities using seconds and minutes

 Know and order the days of the week and months of the year

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5 Using and organising data

Mathematical Topic Specific Learning Outcomes Key Learning Outcomes

Organising, categorising and  Answer a question by collecting and recording data in lists and tables, and  Answer a question by collecting, recording and
representing data representing it as block graphs and pictograms to show results representing data

 Use Carroll and Venn diagrams to sort numbers or objects using one criterion; begin
to sort numbers or objects using two criteria; explain choices using appropriate
language, including ‘not’

6 Problem solving
This should not be taught separately but should be developed throughout each Stage through a varied range of problems, puzzles and investigations involving the skills in the previous
categories.

Mathematical Topic Specific Learning Outcomes Key Learning Outcomes

Using understanding and strategies in  Make up a number story to go with a calculation, including in the context of money  Explain methods and reasoning orally
solving problems
 Choose appropriate mental strategies to carry out calculations and explain how they  Identify simple relationships between numbers
worked out the answer
 Describe and continue patterns
 Explain methods and reasoning orally

 Begin to explore number problems and puzzles

 Describe and continue patterns

 Identify simple relationships between numbers and shapes, e.g. this number is
double than…

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English 1: Listening

Learners should…
Grade 1
A1 lower

L1 understand short, basic, supported classroom instructions

L2 understand short supported questions which ask for personal information

L3 understand short supported questions on general and curricular topics

L4 understand the main points of short, supported talk on general and curricular topics

L5 understand some specific information and detail of short, supported talk on general and curricular topics

L6 use contextual clues including pictures/ cartoons/ drawings/ photos/ to predict content in short, supported talk on general and curricular topics

L8 understand very short supported narratives on general and curricular topics (L7)

L9 recognise the sounds of phonemes and phoneme blends

L10 listen for pleasure to and demonstrate understanding of authentic audio and songs, rhymes, chants, folk tales, and fiction (L11)

L11 listen to and follow spoken, audio instructions and short dialogues (L10)

L14 recognise the names of letters of the alphabet (L8)

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English 2: Speaking

Learners should…
Grade 1
A1 lower

S1 make and respond to basic statements related to personal information

S2 ask questions in order to find out about personal information and classroom routines

S3 use a limited range of basic words, phrases and sentences related to classroom objects, activities and routines

S4 respond to basic questions on classroom and daily routines

S5 use words and phrases to describe people and objects

S6 contribute suitable words and phrases to pair, group and whole class exchanges

S7 take turns when speaking with others in short, basic exchanges

S8 express basic likes and dislikes

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English 2: Reading
Learners should…
Grade 1
A1 lower

R1 recognise, identify, sound and name the letters of the alphabet

R2 recognise, identify, sound, segment and blend phonemes in individual words

R3 identify and remember high-frequency sound and letter patterns

R4 recognise, identify and sound with support familiar words and sentences

R5 sight read high-frequency words

R6 recognise that some sounds have more than one spelling

R7 understand the meaning of very simple phrases or sentences on familiar general and curricular topics

R8 understand the main points of very simple familiar phrases and sentences on familiar general and curricular topics by using contextual clues such as
picture/graphic clues

R12 use with support a simple picture dictionary (R9)

R13 read and view a variety of reading texts from print and non-print sources (R10)

R14 read fiction and non-fiction for pleasure (R11)

R15 develop knowledge of the concepts of print (R12)

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English 2: Writing
Learners should…
Grade 1
A1 lower

W1 hold a pen/pencil in a comfortable and efficient grip

W2 form higher and lower case letters of regular size and shape

W3 write familiar words to identify people, places and objects

W4 write letters and words in a straight line from left to right with regular spaces between letters and words

W5 copy letters and familiar high frequency words and phrases correctly

W6 copy upper and lower case letters accurately when writing names and places

W7 spell familiar high-frequency words accurately during guided writing activities

W8 include a full stop when copying very high-frequency short sentences

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Science: 1. Life Science
1. Characteristics and variation in living organisms

Learners should…

Grade 1

observe, measure and describe the ways in which some animals are alike in appearance and others are very different from one another

use senses to compare between heights, shapes and sizes

observe and describe changes which occur in the lives of different familiar animals and plants

observe and recognise that adults can produce offspring which grow into adults

explore how animals move, feed, grow, use their senses and reproduce

Science: 1. Life Science

2. Structure and function in living organisms

Learners should…

Grade 1

sort living organisms based on gross observable features e.g. colour, fur/hair, legs

observe and learn about familiar plants and animals and how their bodies and behaviours suit them to their habitat

observe and learn that humans and animals need food and water to stay alive

learn about the importance of taking exercise and eating the right types and amount of food to stay healthy

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learn about the senses that enable humans and animals to be aware of the world around them

compare living organisms using senses to compare between heights, shapes and sizes

observe, recognise and be able to name the leaf, flower, stem and root of flowering plants

recognise that plants need light and water to grow

Science: 1. Life Science

3. Living organisms and their environments

Learners should…

Grade 1

observe and learn that plants and animals need to take in water and animals have to take in food

learn about the animals and plants living in a local, familiar habitat

learn about the five human senses which provide us with information about the environment

learn how to care for living organisms

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Science: 2. Physical Science
1. Matter, composition and characteristics

Learners should…

Grade 1

observe and describe materials in terms of their observable properties

recognise that some substances are dangerous and should be handled by others

identify a range of common materials and their uses

sort objects into groups based on simple material properties e.g. roughness, hardness, shininess, whether they float

explore the ways that the shape of some materials can be physically changed by stretching, squashing, bending etc.

explore and recognise that some objects are made from more than one material e.g. identify a range of such materials

recognise that some materials dissolve in water and some cannot

Science: 2. Physical Science

2. Energy: Heating

Learners should…

Grade 1

explore and be able to describe the ways familiar materials are changed when they are heated or cooled e.g. water, chocolate etc

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Science: 2. Physical Science
3. Forces and motion

Learners should…

Grade 1

through exploration, learn that forces act on everyday objects (e.g. toys, balls) and themselves (e.g. pulling a door closed)

recognise that both pushes and pulls are examples of forces

recognise that when things speed up, slow down or change direction there is a force e.g. a push or a pull

recognise that forces act in a direction

Science: 2. Physical Science

4. Light and sound

Learners should…

Grade 1

explore and be able to identify light sources including the Sun

through exploration, learn that there are many sources of heat and light both natural and created by humans

observe and recognise that darkness is the absence of light

know that they should never look at a bright light such as the Sun

explore and identify different sound sources

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Science: 2. Physical Science
5. Electricity and magnetism

Learners should…

Grade 1

know about the safe use (often by adults only) of everyday appliances which use electricity

explore the construction of simple series circuits involving batteries wires and, for example, bulbs and/or buzzers

notice that magnets can attract objects containing iron spikes through a piece of paper

Science: 2. Physical Science

6. Earth and space science (2): The Universe

Learners should…

Grade 1

observe that the Sun is the cause of daylight

observe the Moon can be seen at night and sometimes during the day

observe that the Sun, Moon and stars appear to move across the sky

learn that they should never look directly at the Sun

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ICT:
1. Communication and collaboration
Learners should…

Grade 1
Skill
Independent project

Communicating with
be able to discuss project ideas and evaluate the work of others
others

Collaborating with
be able to work with others on a shared, agreed task
others

Staying safe on line consider the security and integrity of shared files, and act accordingly

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ICT:
2. Computing
Learners should…

Grade 1
Skill
Robots

Programming be able to sequence instructions for floor turtles and other programmable toys

Solving problems be able to solve simple problems involving programmable toys

Modelling reality be able to simulate a programmable toy’s behaviour on screen

ICT:
3. Digital arts
Learners should…

Grade 1
Skill
Painting and drawing

Creating be able to use a paint program, working with brushes, fills and filters

Editing be able to use a simple graphics program, changing the appearance of objects

Using be able to independently save and print copies of their work to share with their family

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ICT:
4. Information literacy
Learners should…

Skill Grade 1
Mouse and menus

Working with be able to work with the mouse and use menus
computers

Working with files be able to save and open documents

Working with the be able to log in and out;

network be able to use a web browser

ICT:
5. Presentation of information
Learners should…

Skill Grade 1
Changing things

Creating be able to copy and paste text and images

Editing be able to cut or crop;

be able to apply multiple effects

Checking evaluate changes made, and undo changes where necessary

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ICT:
6. Use of data
Learners should…

Skill Grade 1
Sorting and sequencing

Obtaining data manipulate virtual objects, for example, clip art or other drawing objects

Processing data browse collections of objects and using simple search techniques

Understanding data explore different ways of categorizing and sorting objects

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Art and Design:
1. Exploring
Grade 1

 Make preliminary imaginative responses in different sensory forms.

 Work with a selection of familiar starting points and materials.

2. Observing
Grade 1

 Make spontaneous, basic and controlled marks when drawing.

 Marks begin to resemble forms in the familiar world.

 Look at the natural and made world including artworks when recording from observation.

3. Designing
Grade 1

 Develop understanding of visual elements.

 Use basic marks, symbols and forms when inventing and organising ideas.

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 4. Making
Grade 1

 Use a small selection of materials, processes and formal elements in basic ways to express and communicate ideas, experiences
and stories.

 Show evolving awareness of experimentation with simple techniques.

 Use materials and tools in a safe and responsible way.

5. Reviewing, Revising, Evaluating

Grade 1

 Make basic comments about own and others’ work, including work by artists, craftspeople and designers.

 Develop understanding, recognition and use of some visual concepts, techniques, skills and ideas when appreciating, creating and
thinking about artwork.

 Make basic comments about improving own work when prompted.

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Music:
1. Performance: (on own and in groups which vary in size and structure)
Learners should…

Grade 1
sing and play along to music, including songs, from both Egyptian and other cultures, joining in when appropriate and spontaneously

contribute to performances on a range of given and chosen instruments

Music:
2. Creating: (on own and in groups which vary in size and structure)
Learners should…

Grade 1

freely explore, using own voice, musical instruments and music technology to discover and enjoy playing with sounds, melodies and rhythms

recognise how changes can be made

Music:
3. Listening and responding
Learners should…

Grade 1
listen and respond to music, including songs, from Egyptian and other cultures through joining in, making simple statements and observations about
the music and through movement
respond to music by describing feelings about music using simple language

suggest sounds for graphic symbols

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Music:
4. Reviewing, refining and evaluating
Learners should…

Grade 1
make basic comments about improving own work when prompted

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Physical Education

GENERIC SPECIFIC
FUNDAMENTAL COMPLEX FUNCTIONAL/EXPRESSIVE

Strand Grades 1-3

K. Establish fundamental movement vocabulary through active play, then
1-3 build on fundamental movement vocabulary to extend movement competence and quality
1. Movement Competence  Develop a range of gross and fine movement patterns 1Ka

 Be able to repeat generic movement competences, e.g. jump, turn, send, receive 1Kb

 Be able to balance, to move with co-ordination and control, to move in different directions and to attain stillness 1Kc

 In active play, engage in a range of activity contexts 1Kd

 Demonstrate the ability to use movement competences and patterns in outdoor and indoor spaces, showing confident body
management of a range of apparatus and equipment 1Ke

 Practise and refine generic movement competences, developing effective use of general and personal space 1a

 Perform movement competences efficiently and use them sequentially 1b

 Be able to move with flexibility and resilience, to use power as appropriate, to move at different speeds, on and between
different levels in modified cooperative, competitive and expressive activities 1c
 Be able to use movement to achieve functional and expressive objectives 1d

 Engage in a range of guided activity contexts, both indoors and outdoors 1e

 Refine and extend movement competences through responding to and accommodating the demands of a range of
environments, apparatus and equipment, showing co-ordination and control 1f

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2. Knowledge and understanding of  Be able to use language describing ‘body’ parts, movement patterns and movement capacities 2Ka
movement forms
 Use appropriate language to describe movement, e.g. run, turn, jump, send, receive, stillness2Kb
 Remember and talk about what has been experienced in movement 2Kc

 Be able to use concepts of level, distance, speed and force, both verbally and in movement. 2a

 Use observation and language to label and describe movement patterns, dynamics and movement capabilities - leap, hop,
spin, throw, catch, quick and slow movement, strong and delicate movement 2b

 Demonstrate understanding of the purposes of fundamental movements, including measures of success and achievement
2c

 Be able to use simple criteria to evaluate success and need for improvement 2d

 Remember and describe what has been experienced in movement 2e

 Begin to understand and follow rules and use compositional ideas 2e

Show a developing knowledge and understanding of movement and movement forms 2f

3. Creativity and innovation in  In and through active play, explore a variety of movement patterns 3Ka
addressing movement challenges  In and through physical activities, explore a variety of movement patterns that begin to demonstrate creativity 3a

 Investigate and discover ways of interacting in movement with different situations and contexts, including a range of
apparatus and equipment 3b

 Explore responses to challenges in a range of movement environments 3c

 Demonstrate the ability to assess and address given and self-imposed movement challenges 3d

4. Participation and performance as  Play actively as an individual, in parallel play and when sharing space in whole group activity. 4Ka
individuals and group members
 Show application and concentration 4Kb

 Watch others and be able to copy simple movements 4Kc

 Show independence in exploring ideas 4Kd

 Show involvement when working alone, when sharing space, in whole group activity and when playing with others 4a

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  Be able to follow basic rules and make informed decisions on selection of tasks and movement solutions 4b

 Work as an individual and as a partner, to respond to given tasks 4c

 Show application, perseverance and concentration in individual and small group contexts 4d

 Understand the benefits of cooperation 4e

 Watch others, be able to copy movement and relate effectively to others 4f

 Recognise movement qualities in self and others 4g

5. Principles and practice of  Through the raising of awareness by an adult, appreciate the effects of exercising and active play in various indoor and
embodied health outdoor environments 5Ka
 Demonstrate understanding of the effects of being active, including getting out of breath and recovering, warning up and
cooling down, and their positive benefits to health and well-being 5a

 Appreciate the positive contribution of an active life for everyone, irrespective of body shape, size or ability 5b

 Be able to take responsibility for care of oneself, through eating sensibly, staying hydrated and being active 5c

 Recognise limits of one’s own capacities, and appreciate the risks associated with different environments and physical
contexts 5d

6. Respectful and responsible  In active play, show ability to share space and equipment, to take turns and to co-operate with others 6Ka
participation and performance
 Show increasing ability to share space and equipment, to take turns and to co-operate with others 6a

 Show ability to adapt movement patterns and use of space and equipment in relation to others 6b

 Understand individual responsibility for moving and using equipment and space safely, following given rules and regulations
6c

 Demonstrate respect for one’s own and others’ physical attributes and body shapes 6d

 Show appreciation of and respect for others’ individual capacities and contributions, and their ability to improve 6e

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 Give supportive feedback in partner activities 6f

 Be able to recognise the dangers of action which threatens the safety of self and others 6g

Page 30 of 37
 ‫الدراسات االجتماعية‬
‫نواتج التعلم‬

‫الدراسات االجتماعية‬

‫التربية الوطنية‬

‫ينبغي أن يكون التالميذ قادرين عمى‪:‬‬

‫الصف األول‬

‫‪ C1a‬التعبير عن فيم اليوية الذاتية وتوضيح اإلحساس باالنتماء لجماعات مختمفة‪ ،‬مثل‪ :‬األسرة‪ ،‬الحي‪ ،‬أو القرية التي يعيشون فييا‪.‬‬

‫‪ C1b‬تحديد وتوضيح أوجو التشابو واالختالف بين األسر من حيث الثقافة والتقاليد‪ ،‬وتنوع أدوار أفراد األسرة‪.‬‬

‫‪ C1c‬وصف تأثير العالقات اإليجابية والصداقات بين الزمالء واألىل عمى المنطقة التي يعيشون فييا‪.‬‬

‫‪ C1d‬التعبير عن فيم أىمية التكامل مع غيره من التالميذ لتكوين مجتمع واحد‪.‬‬

‫‪ C1e‬اتباع قواعد العمل التنظيمية التي يجب أن يمتزم بيا كل فرد وأىمية وجودىا‪ ،‬مع معرفة بعض الحقوق التي يحب أن يتمتع بيا‪ ،‬وبعض المسئوليات التي يجب أن يؤدييا تجاه نفسو والمجتمع‬
‫المحمي الذي يعيش فيو‪.‬‬

‫‪ C1f‬التعبير عن أفكارىم حول قيم مثل العدالة والنظام والتعاون‪.‬‬

‫‪ C1g‬اتباع األساليب المناسبة لممشاركة في صنع القرار داخل الفصل الدراسي‪.‬‬

‫‪ C1h‬التوضيح باألمثمة لكيفية ممارسة بعض األخالق الحميدة باألسموب المناسب تجاه األصدقاء والعائمة والكبار‪.‬‬

‫‪Page 31 of 37‬‬
 ‫الدراسات االجتماعية‬

‫الجغرافيا‬

‫ينبغي أن يكون التالميذ قادرين عمى‪:‬‬

‫الصف األول‬

‫‪ G1a‬استخدام مفاىيم جغرافية مناسبة لوصف السمات المميزة لمواقع منازليم‪ ،‬مثل‪ :‬الطريق والمدينة والقرية والمنطقة والنير والوادي‪.‬‬
‫استخدام طرق مناسبة كالتحدث والتصوير والكتابة لمتعبير عن أداء الميمات‪.‬‬

‫‪ G1b‬استخدام رسوم تخطيطية بسيطة وخرائط مصورة لمتعرف عمى المواقع المألوفة في المدرسة أو المنطقة المحمية المحيطة بالمدرسة‪.‬‬
‫رسم خرائط بسيطة لمظواىر جغرافية في المجتمع المحمي المحيط بالمدرسة‪ ،‬ودراستيا (بما في ذلك الخرائط التي يرسميا زمالؤىم في الفصل) والتي تعكس فيميم لتمك الظواىر‪.‬‬

‫‪ G1c‬صياغة أسئمة جغرافية لممقارنة بين األماكن المألوفة ليم‪ ،‬وألصدقائيم‪.‬‬

‫‪ G1d‬مقارنة األماكن المختمفة التي يعرفونيا ببعضيا البعض‪ ،‬وفيم المالمح والسمات التي تجعل من األماكن مناطق مميزة‪.‬‬

‫‪ G1e‬تحديد الخصائص البيئية الطبيعية والبشرية لألماكن المختمفة‪.‬‬

‫إدراك ارتباط تأثير النشاط البشري عمى البيئة الطبيعية‪.‬‬

‫‪ G1f‬فيم مفيوم الرمز‪ ،‬والمقارنة بين الرموز عمى الخرائط المختمفة‪.‬‬

‫رسم خريطة باستخدام الرموز التي تدل عمى الظواىر مألوفة في منطقتيم المحمية‪.‬‬

‫‪ G1g‬إظيار السموك المسئول عن العناية ببيئتيم المحمية والمدرسية‪ ،‬والتعبير باألمثمة عن أنماط السموك البشري لبيئات مختمفة‪.‬‬

‫‪ G1h‬تصميم لوحات بالصور والنصوص تظير فيميم لجزء آخر من مصر‪ ،‬مع وصف كيف يعيش الناس ىناك‪.‬‬

‫‪Page 32 of 37‬‬
 ‫الدراسات االجتماعية‬

‫التاريخ‬

‫ينبغي أن يكون التالميذ قادرين عمى‪:‬‬

‫الصف األول‬

‫‪ H1a‬استخدام مصطمحات بسيطة تعبر عن مرور الزمن مثل‪ :‬األمس واآلن وغدا‪ ،‬واألسبوع والشير والعام الماضي‪ ،‬ومنذ فترة طويمة وفي المستقبل‪.‬‬
‫استخدام الترتيب الزمني لبعض األحداث التي تمت في حياتيم‪.‬‬

‫‪ H1b‬التعبير عن معرفة وفيم أحداث يتذكرونيا من الماضي القريب‪ ،‬بما في ذلك بعض األحداث الميمة داخل أسرىم ومجتمعاتيم‪.‬‬
‫تحديد بعض أوجو التشابو واالختالف البسيطة بين الحاضر والماضي في حياتيم الخاصة‪.‬‬

‫‪ H1c‬وصف أمثمة عمى التغيير واالستم اررية التي حدثت في حياتيم وحياة أفراد أسرىم‪ .‬تحديد التغيرات التي تحدث في قصص بسيطة‪.‬‬

‫‪ H1d‬التعبير عن فيم أن األحداث ليا أسبابيا‪.‬‬

‫تحديد أسباب بسيطة ألحداث مألوفة في حياتيم الخاصة‪.‬‬
‫اقتراح أسباب ألحداث وقعت في قصص بسيطة ومألوفة‪.‬‬

‫‪ H1e‬تحديد األحداث والشخصيات واألشياء الميمة التي ترتبط بأسرىم في الحاضر والماضي‪ ،‬وشرح أسباب أىميتيا‪.‬‬

‫‪ H1f‬التعرف عمى ماضييم وماضي أسرىم‪ ،‬من خالل الحصول عمى معمومات من أسرىم‪.‬‬
‫طرح أسئمة عما حدث في الماضي القريب واإلجابة عنيا‪.‬‬

‫‪ H1g‬تمثيل أحداث الماضي القريب جدا بصور مختمفة‪ ،‬مثل الرسوم‪ ،‬والصور الفوتوغرافية‪ ،‬واألوصاف الشفيية والمكتوبة‪ ،‬ومحاكاة وتمثيل األدوار‪.‬‬

‫‪ H1h‬وصف حياتيم وتجاربيم وأسرىم‪ ،‬باستخدام الخط الزمني والجداول الزمنية‪ ،‬والرسومات‪ ،‬والتحدث‪.‬‬

‫‪Page 33 of 37‬‬
 ‫اللغة العربية‬

‫ينبغي عمى المتعمّم أن‪...‬‬

‫الصف األول‬
‫األصوات والتهجئة والمفردات‬ ‫‪1‬‬

‫أوال‪ -‬األصوات‪:‬‬ ‫‪2‬‬

‫(إ‪ )1-1-‬يتعرف الصمة بين رسم الحرف وصوتو‪.‬‬

‫(إ‪ )2-1-‬ينطق الحرف الساكن والمتحرك‪.‬‬
‫(إ‪ )3-1-‬يتعرف الحركات القصيرة ونطقيا‪.‬‬
‫يميـز بين نطق الحركات الطويمة والحركات القصيرة‪.‬‬
‫(إ‪ّ )4-1-‬‬
‫(إ‪ )5-1-‬يقسم الكممة إلى مقاطع‪.‬‬
‫(إ‪ )6-1-‬يميز نطق األصوات المختمفة في أول الكممة ووسطيا وآخرىا‪.‬‬
‫المفخمة واألصوات المرققة مثل‪ :‬ط ‪ /‬ت؛ ص ‪ /‬س؛ ظ ‪ /‬ذ‪.‬‬
‫ّ‬ ‫يفرق بين األصوات‬
‫(إ‪ّ )7-1-‬‬
‫الشدة في وسط الكممة وفي آخرىا‪.‬‬
‫يميز صوت ّ‬ ‫(إ‪ّ )8-1-‬‬
‫(إ‪ )9-1-‬يتعرف السجع والقافية في تراكيب بسيطة‪.‬‬

‫ثانيا‪ -‬التهجئة‪:‬‬ ‫‪3‬‬

‫(إ‪ )11-1-‬يتـقن ترتيب الحروف العربية في النظام اليجائي‪.‬‬

‫(إ‪ )11-1-‬يتعرف الصمة بين رسم الحرف وصوتو‪.‬‬
‫(إ‪ )12-1-‬يكتب الحروف العربية في أول الكممة ووسطيا وآخرىا مع االلتزام بخط النسخ‪.‬‬

‫‪Page 34 of 37‬‬
 ‫ثالثا‪ -‬المفردات‪:‬‬
‫(إ‪ )13-1-‬يق أر عددا من الكممات (يحددىا المعمم بحسب الموضوعات)‪.‬‬
‫(إ‪ )14-1-‬يجمع صو ار ويكون قائمة قصيرة بكممات في موضوعات شائقة‪( :‬األسرة ‪ -‬حيوانات – فاكية – وسائل مواصالت‪.)...‬‬
‫(إ‪ )15-1-‬يتعرف ويكون قائمة قصيرة بكممات ذات طبيعة صوتية خاصة (كأن تتشابو فتصنع سجعا أو تتكرر فييا حروف ومقاطع؛ مثل‪ :‬توت – مشمش‪.)...‬‬
‫(إ‪ )16-1-‬يصنف مفردات بحسب سياقيا أو مجاليا الداللي (مثال‪ :‬سوائل – جمادات – مواد خشنة‪.)...‬‬
‫(إ‪ )17-1-‬يبدأ في تحويل الكممات من قاموسو العامي إلى الفصحى ويبني مفردات الفصحى‪.‬‬
‫(إ‪ )18-1-‬يتعرف عددا من الكممات الشائعة ويميزىا بالنظر إلييا‪ ،‬ويستطيع أن يصل بينيا وبين صورتيا‪.‬‬
‫النحو والتراكيب المغوية وقواعد الترقيم‬
‫يعزز ويتوسع في استخدام‪:‬‬
‫(إ‪ )19-1-‬ما تعمم من تراكيب جزئية أو جمل إخبارية أو استفيامية بسيطة في رياض األطفال‪.‬‬

‫يحاكي التراكيب الجزئية‪ ،‬ويستخدم‪:‬‬

‫(إ‪ )21-1-‬بعض أدوات االستفيام (ىل – من – متى – ما)‪.‬‬
‫(إ‪ )21-1-‬أنواع الكممة‪ :‬اسم وفعل وحرف‪.‬‬
‫(إ‪ )22-1-‬بعض ظروف المكان (فوق – تحت – بين)‪.‬‬
‫(إ‪ )23-1-‬أسماء اإلشارة‪( :‬ىذا ‪ -‬ىذه) وينتجيما‪.‬‬
‫وينتجيا‪.‬‬
‫(إ‪ )24-1-‬ضمائر المتكمم والغائب والمخاطب ُ‬
‫وينتجيا‪.‬‬ ‫ِ‬
‫كتابك ‪ -‬كتابك) ُ‬
‫َ‬ ‫(إ‪ )25-1-‬ضمائر الممكية المفردة (كتابي – كتابو ‪ -‬كتابيا –‬
‫(إ‪ )26-1-‬مطابقة الصفة والموصوف (عند اإلفراد) في التأنيث والتذكير (مثال‪ :‬كتاب كبير – حقيبة كبيرة)‪.‬‬
‫وينتجيما‪.‬‬
‫(إ‪ )27-1-‬الكممة وجمعيا ُ‬
‫(إ‪ )28-1-‬بعض األسماء الموصولة‪( :‬الذي ‪-‬التي) وينتجيا‪.‬‬
‫(إ‪ )29-1-‬أدوات النفي (لمفعل‪ ،‬وليس لمجمل االسمية البسيطة)‪.‬‬
‫(إ‪ )31-1-‬حروف الجر (في – عمى – لـ ‪ -‬إلى – بـ)‪.‬‬

‫‪Page 35 of 37‬‬
 ‫يحاكي جملا مكتممة‪:‬‬
‫(إ‪ )31-1-‬يحدد بداية ونياية الجممة‪ ،‬ويميز الفرق بين الجممة التامة والعبارة‪.‬‬
‫(إ‪ )32-1-‬يتعرف الجمل االسمية والفعمية البسيطة‪ ،‬ويرتب الكممات ليكونيا‪.‬‬
‫(إ‪ )33-1-‬يتعرف موافقة الفعل لمفاعل (يكتب الولد – تكتب البنت)‪.‬‬
‫(إ‪ )34-1-‬ينتج جمال بيا أسماء إشارة وأسماء موصولة (ىذه ىي أسرتي – ىذا صديقي الذي يحب الطعام)‪.‬‬
‫(إ‪ )35-1-‬يحول وينتج جمال في النفي واإلثبات‪ ،‬وفي اإلخبار والسؤال‪.‬‬

‫يتعرف علمات الترقيم ومواضع استخدامها‪:‬‬

‫(إ‪ )36-1-‬يميز الفرق بين الجممة والسؤال عن طريق مالحظة أدوات الترقيم (النقطة في آخر الجممة وأداة االستفيام في آخر السؤال)‪.‬‬

‫‪Page 36 of 37‬‬