National Curriculum

C
Complete List of
National Curriculum
Learning Outcomes
for use in the
2018-2019 School Year
Published by Quality Assurance and Development Services
Ministry of Education, Youth, Sports and Culture

Table of Contents
Language Arts 3
Mathematics 54
Social Studies 75
Science 95
Health and Family Life Education 116
Physical Education 136
Expressive Arts 154
Spanish 168
Printed by QADS, MOEYSC 1/15 Page 2

Learning Outcomes for Language Arts: Listening
Identify and Distinguish between Sounds

Hear, recognise and differentiate between speech sounds at a variety of levels ranging from phonemes
to complete texts.
Infant 1:
1.1 Identify a series of words that begin with the same sound.
1.2 Listen to rhymes and songs to begin developing a sense of rhyme.
1.3 Identify a series of words that rhyme.
1.4 Discriminate between onsets and rimes in speech.
1.5 Identify and distinguish between the main 42 phonemes used in the English language.
1.6 Identify, orally, all the individual phonemes in consonant-vowel-consonant and vowel-consonant-
vowel words.
1.7 Blend three phonemes together to make a word.
1.8 Understand the terms vowel and consonant as they relate to sounds.
Infant 2:
1.9 Generate a new rhyme from a prompt word.
1.10 Divide two syllable words into syllables and clap the syllables of a short sentence.
Standard 2:
1.11 Recognise that different people speak language with different accents.
1.12 Divide multisyllabic words into syllables and clap the syllables in a sentence containing
multisyllabic words.

Listen for Information

Extract relevant information, including directions, main ideas and other details from a spoken text.
Infant 1:
2.1 Follow simple, one and two step, oral directions.
2.2 State correct answers to literal comprehension questions in response to stories presented orally.
Infant 2:
2.3 Perform a simple procedure after listening to a description of it.
2.4 Recall one or two important points after listening to a short spoken text.
2.5 Identify main characters and events in stories presented orally.
Standard 1:
2.6 Accurately write a sentence that is dictated.
2.7 Draw a picture with several elements described by another person.
2.8 Recall information from stories, poems and non-fiction texts presented orally.
Standard 2:
2.9 Identify and sequence, main ideas and supporting details of a story presented orally.
2.10 Follow multiple step oral directions.
2.11 Identify the main idea after listening to a short text.
2.12 Listen attentively and courteously in order to remember oral directions and follow them.
2.13 Note a small number of important points while listening to a text.
Standard 3:
2.14 Relate prior knowledge and experiences to central message / plot of stories and dramatizations.
2.15 After listening to a text, select particular information for a given purpose.
2.16 Identify and report on the main ideas of non-fiction texts, including news reports, presented
orally.
2.17 Identify the main idea and several details after listening to a short text.
2.18 Accurately write a paragraph that is dictated.
Standard 4:
2.19 Sequence key events after listening to a short text.
2.20 Discuss a news item, interview or oral report of a current event or incident.
Standard 5:
2.21 Respond to a story, interview, or oral report by summarizing key points.
2.22 Perform a task after listening to a procedural text.
2.23 Determine central ideas of spoken messages, draw inferences and select items for a summary.
2.24 Make written notes during an oral presentation.
2.25 Grasp the sequence, details and meaning of announcements and introductions.

Standard 6:
2.26 Summarise speakers’ point of view.
2.27 Accurately deliver a message containing several elements.
2.28 Identify evidence used by a speaker to support his or her points.

Interpret and Evaluate Oral Presentations

Discuss, interpret, evaluate and analyse oral presentations.
Infant 1:
3.1 Establish good eye contact with a speaker.
3.2 Demonstrate awareness of whether a presenter is telling a story or dealing with a factual topic.
Infant 2:
3.3 Identify the mood and tone of speech.
3.4 Sit quietly and be attentive to a presenter.
Standard 1:
3.5 Listen politely to a variety of speakers.
Standard 2:
3.6 Understand and appreciate the use of voice inflection, changes in tone or volume which suggest
a speaker's changes in meaning.
Standard 3:
3.7 Discriminate between fact and opinion in an oral presentation.
3.8 Discuss the main theme of an oral presentation.
3.9 Formulate relevant questions in response to an oral presentation.
Standard 4:
3.10 Formulate relevant questions designed to elicit information from a speaker.
3.11 Discuss the purpose, attitude and perspective of a speaker.
Standard 5:
3.12 Comment on the overall impact of an oral presentation.
3.13 Evaluate whether a speaker supports his or her points with sufficient evidence.
3.14 Demonstrate sustained concentration and attention while listening to an oral presentation.
3.15 Engage positively in discussion following an oral presentation by asking questions to clarify the
speaker's message.

Standard 6:
3.16 Make inferences based on oral report or presentations.
3.17 Evaluate the reliability of a speaker's opinions by commenting on his/her use of evidence and bias.
3.18 Compare and contrast information presented by a speaker with own previous knowledge and
opinions.
3.19 Paraphrase oral presentations.
3.20 Evaluate the effectiveness of a speaker by commenting on his/her purpose, techniques, content,
visual aids, body language and facial expression.
3.21 Discuss information, ideas and opinions expressed in an oral presentation, to determine their
relevance to the speaker's topic.
3.22 Formulate relevant questions designed to probe a speaker's opinions.
Listen and Communicate

Effectively and appropriately engage in conversations for a variety of purposes.
Infant 2:
4.1 Demonstrate courteous listening behaviours in small group situations.
Standard 1:
4.2 Distinguish between types of speech, including casual conversation, writing and jokes.
4.3 Respect the views of others especially when they disagree, and be courteous to and thoughtful
of others.
Standard 2:
4.4 Recognise and respect listening as an avenue for learning individually or in small or large groups.
4.5 Listen in order to contribute positively to small groups and whole group discussion.
Standard 3:
4.6 Listen attentively while jointly planning, discussing and conversing in a small group.
4.7 Appreciate fully the role of the listening in aspects of communications and value its relationship
with reading as well as writing.
Standard 5:
4.8 Recognise persuasive techniques and determine when a statement is credible.
4.9 Demonstrate an ability to interpret spoken information and apply information to solve problems.
Standard 6:
4.10 Evaluate speech skills of self, peers and presenter in areas of pronunciation, articulation, voice
quality and standard English use.

Respond to Spoken Texts

Connect spoken texts, including songs, speeches, poetry, drama and stories, to personal choices,
experiences, emotions, ideas and moral values.
Infant 1:
5.1 Recognise emotions, for example, happy, sad, or angry, of characters in stories presented orally.
Infant 2:
5.2 Answer simple questions about their feelings in response to stories and poetry presented orally.
5.3 Predict outcomes of familiar, repetitive stories presented orally.
5.4 Retell or dramatise parts of stories heard.
Standard 1:
5.5 Discuss the emotions they feel when listening to stories, poems and non fiction texts presented
orally.
Standard 2:
5.6 Distinguish between poetry and prose being presented orally.
Standard 3:
5.7 Respond to the rhythm and mood of stories, songs and poetry presented orally and express their
own mood.
5.8 Recognise and appreciate the language of poetry.
5.9 Formulate questions for the further clarification of stories presented orally.
Standard 4:
5.10 Respond intellectually and emotionally to mood and setting in stories and poetry presented
orally.
Standard 6:
5.11 Compare and contrast the views expressed in a variety of poems, stories, poetry and songs
presented orally.

Learning Outcomes for Language Arts: Viewing
Comprehend and Interpret Visual Images

Discuss the purpose, usefulness and reliability of visual images and extract their apparent and/or
covert meaning.
Infant 1:
6.1 Understand that visual images contain information.
6.2 Identify and differentiate shapes, sizes, letters, numbers, patterns and so on.
6.3 Connect a visual image to a story text.
Infant 2:
6.4 Follow instructions given by the means of gestures, symbols and pictures.
6.5 Select or draw a series of pictures to retell a story.
Standard 1:
6.6 Determine the sequence and main idea of a story told entirely in pictures.
6.7 Tell a story or sequence based on a series of pictures.
Standard 2:
6.8 Retell a story told through the means of puppets or mimes.
Standard 3:
6.9 Interpret and appreciate the use of facial expressions, gestures, and body language used by a
speaker.
6.10 Select appropriate visual images to convey a message.
Standard 4:
6.11 Determine the central ideas of visual ‘messages’ conveyed through various media.
6.12 Discuss how newspapers use pictures to enhance their messages.
Standard 5:
6.13 Infer what is not directly present in a visual image.
6.14 Compare and contrast different visual interpretations of the same event or piece of fiction.
6.15 Identify icons used in information technology and understand their purpose.
6.16 Identify purposes for viewing and evaluate whether the purposes have been achieved.
Standard 6:
6.17 Discuss how a visual image can be used to persuade or mislead for propaganda purposes.

Learning Outcomes for Language Arts: Viewing
Respond to Visual Images

Connect visual images to personal choices, experiences, emotions, ideas and moral values.
Infant 1:
7.1 State whether they like or dislike a picture or whether it makes them feel happy or sad.
Infant 2:
7.2 Express a point of view based on viewing a picture.
Standard 1:
7.3 Identify and discuss the emotions of story characters or real people depicted pictorially.
Standard 2:
7.4 Create an original visual image in response to another picture.
Standard 3:
7.5 Compare several visual images and explain which they prefer.
Standard 5:
7.7 Respond intellectually and emotionally to mood and setting as seen in pictures from a variety of
media.
Standard 6:
7.6 Explain an emotional response to a picture.

Learning Outcomes for Language Arts: Speaking
Ask and Answer Questions

Ask and answer questions for a variety of purposes, for example, to elicit and clarify information and to
negotiate.
Infant 1:
8.1 Ask a teacher or familiar adult questions to obtain information or permission.
8.2 Follow an agreed procedure for asking and answering questions in class, for example by raising a
hand and waiting for the teacher.
8.3 Answer questions, possibly using sentence fragments and gestures.
Infant 2:
8.4 Ask a partner simple questions to acquire information using who, what, when, where, and how.
8.5 Ask a partner questions about a topic of interest.
8.6 Give appropriate spoken responses to greetings, instructions and requests.
Standard 1:
8.7 Maintain a conversation with a series of short exchanges.
Standard 2:
8.8 Use questions to initiate and sustain conversations.
Standard 3:
8.9 Plan interviews and conduct them courteously and effectively with peers and familiar adults.
8.10 Ask and answer questions in a process of negotiation with a peer or familiar adult.
8.11 Give precise, focused answers to questions on a variety of topics.
Standard 4:
8.12 During a discussion, ask questions to elicit information, for example, "Why do you think that?",
"What do you think about this?", "What is your opinion?"
8.13 Ask questions in a progressive, logical sequence, to clarify thinking on an issue.
Standard 6:
8.14 Ask questions that elicit interpretations, opinions and judgments.
8.15 Answer questions that require interpretation by providing opinions supported by
explanations.

Ask and Answer Questions

Ask and answer questions for a variety of purposes, for example, to elicit and clarify information and to
negotiate.
Infant 1:
9.1 State likes, dislikes and preferences.
Infant 2:
9.2 Use complete sentences of five or more words to express ideas, preferences and needs.
Standard 1:
9.3 Express and explore ideas based on the imagination.
9.4 Give simple reasons for their ideas based on direct observation or concrete experience.
Standard 2:
9.5 Use "because" and similar conjunctions when explaining ideas.
9.6 Give clear instructions to peers on how to perform a simple task.
Standard 3:
9.7 State an opinion on current or important issues.
9.8 Recall and use words encountered while reading and from other subject areas when expressing
ideas.
9.9 Maintain focus on the topic when expressing ideas.
Standard 4:
9.10 Explain and justify an opinion on current or important issues.
9.11 Use a range of adjectives and adverbs when expressing ideas.
9.12 Develop an idea using a series of logically sequenced sentences.
Standard 5:
9.13 Use a range of simple, compound and complex sentences when expressing ideas.
9.14 Explain and justify ideas with evidence drawn from books and their own experience.
9.15 Take a position on a current or important issue and use language, details and evidence
persuasively in support of it.
Express Opinions and Communicate Ideas

Effectively and clearly state, develop, explain and justify opinions and ideas.
Standard 5:
9.16 Demonstrate originality and creativity when expressing and justifying opinions.

Standard 6:
9.17 Explain ideas using devices such as similes, metaphors, anecdotes and analogies.
9.18 Synthesise ideas, details and evidence from various sources when expressing and explaining ideas.
9.19 When expressing ideas, choose words and language structures that convey the intended meaning
and are appropriate to the audience and the situation.

Infant 1:
10.1 Describe a recent event during class "circle time" or to the teacher or familiar adult.
10.2 Briefly describe objects, animals, and places.
Infant 2:
10.3 Describe a picture using complete sentences.
10.4 Calmly describe a recently witnessed event.
Standard 1:
10.5 Using several sentences consecutively, describe an incident or tell a story based on recent or past
own experience, in an audible voice.
Standard 3:
10.6 Tell stories or personal experiences in audience-type situations with enthusiasm, and sufficient
skill and interpretation to enable the audience to share the aesthetic quality of the
story/experience
10.7 When relating an incident or telling a story, add details that set the scene and give information
about characters.
10.8 When relating an incident or telling a story, use some adjectives, adverbs and other devices to
add colour and interest.
Standard 4:
10.9 When telling a story, project the voice so that the whole class can hear clearly and vary the voice
for effect.
10.10 When relating an incident or telling a story, sequence ideas in a logical manner so that the main
idea is effectively communicated.
Standard 5:
10.11 When relating an incident or telling a story use a variety of simple, compound and complex
sentences.
Standard 6:
10.12 When relating an incident or telling a story, use spoken language and gesture confidently and
adjust the narrative according to the audience and their reaction.


Infant 1:
11.1 Take part in "circle time" activities in which each student contributes an item.
Infant 2:
11.2 Give simple reports about current weather conditions.
Standard 1:
11.3 Give a short report on a favourite topic to the rest of the class.
Narrate Real and Fictional Events

Effectively and clearly describe events and stories they have witnessed, heard, or invented.
Standard 2:
11.4 Deliver a short prepared report, for example on a book read, trip or item of special interest, to
the rest of the class.
11.5 When giving reports, pause at the end of each sentence.
Standard 3:
11.6 Prepare and deliver a short speech on an item of personal or national interest.
Standard 4:
11.7 Vary the voice for effect when delivering a report or recitation.
11.8 When delivering a report or recitation, from time to time look up from the text to achieve eye-
contact with the audience.
11.9 Following group-work, confidently present information to the class in a meaningful way.
11.10 When delivering a speech or report, project voice so that the whole class can hear clearly.
Standard 6:
11.11 Deliver prepared speeches for different purposes, for example to inform, entertain, or persuade,
that have clear and effective beginning, middle and end structures.
11.12 When delivering a report or speech, vary volume and tone of voice and pace of delivery to hold
the audience's attention.

Deliver Reports and Speeches

Prepare and confidently and effectively deliver formal reports and speeches for a variety of purposes
on a variety of topics.
Standard 1:
12.4 Demonstrate an ability to express ideas to people with whom they are not very familiar, for
example visitors to the school.
12.5 Talk freely and easily about personal or group experiences and demonstrate a willingness and
eagerness to speak.
Standard 2:
12.6 Volunteer information willingly without excessive timidity.
Standard 3:
12.7 Demonstrate a willingness to express and explore concepts such as truth, right, wrong and
fairness.
12.8 Confidently express agreement or disagreement with statements made by their peers.
12.9 Discuss abstract concepts such as truth, right, wrong and fairness and explore the possibility that
different people may have different opinions about them.
Standard 5:
12.10 Defend an opinion even when it is unfashionable or unpopular.
12.11 Show willingness to reevaluate their expressed opinions in response to the comments of others.
Standard 6:
12.12 Express and take ownership of an ethical, political and social code.
12.13 Explore generalizations, stereotyping and prejudices and express ideas that are tolerant and
carefully considered.
12.14 Demonstrate a willingness to express and explore a range of abstract ideas, for example moral
values and concepts of spirituality.
Narrate Real and Fictional Events

Effectively and clearly describe events and stories they have witnessed, heard, or invented.
Infant 1:
12.1 Speak in a natural, easy manner with children and adults with whom they are familiar.
Infant 2:
12.2 Demonstrate feelings of self-worth and express ideas confidently.
12.3 Express humour and other appropriate feelings.

Deliver Reports and Speeches

Prepare and confidently and effectively deliver formal reports and speeches for a variety of purposes
on a variety of topics.
Infant 1:
13.1 Individually, act out the meaning of a single word, for example an action verb.
Display Self-Esteem while Speaking

Confidently engage in spoken discourse and show willingness to share and discuss ideas and opinions
with familiar and unfamiliar people.
Infant 2:
13.2 Role play simple situations with at least one other person, for example "at school", "at the store,"
etc.
Standard 1:
13.3 In a small group, develop and perform a simple role play based on a recent event or news item.
Standard 2:
13.4 Dramatize short plays or scripts from a prepared script.
Standard 3:
13.5 Participate in dramatic activity giving attention to effective delivery: enunciation, pitch and
volume.
13.6 Describe the different parts of a stage and understand simple stage directions.
13.7 Based on a play script, play the part of a character in a play for public performance.
Standard 4:
13.8 Understand the conventions of play scripts, including stage directions, scene changes, the use of
props and how writers make action seem realistic.
13.9 Play the part of a character in a drama with confidence, voice variation and "stagecraft".
13.10 Discuss the importance of gesture and movement in performing drama.
Standard 5:
13.11 In a group, develop a sketch, role-play or presentation that deals with a moral issue and perform
it to the class, an assembly or at the Festival of Arts.
13.12 Based on a script, play the part of a character using appropriate gestures and speech intonation
and stress patterns.

Display Self-Esteem while Speaking

Confidently engage in spoken discourse and show willingness to share and discuss ideas and opinions
with familiar and unfamiliar people.
Infant 1:
14.1 Accompany rhymes and songs with simple actions.
Recite Poetry
Recite poetry with confidence and with appropriate pace, volume, intonation and stress.
Infant 1:
14.2 Chorally, with the aid of the teacher, recite simple poems with actions.
Infant 2:
14.3 Play with rhyme by changing familiar poems and nursery rhymes.
14.4 In a group, memorize a short poem for public performance, for example, to a group of parents or
at the Festival of Arts.
Standard 1:
14.5 When reciting, assume appropriate posture to aid voice and breath control.
14.6 Individually, recite simple poems with actions, either from memory or from a text.
Standard 3:
14.7 Recite poems from memory capturing the emotional and aesthetic experiences presented by the
poet.
14.8 Pay attention to patterns of rhythm and rhyme while reciting short poems.
Standard 4:
14.9 Memorize and recite a poem containing several stanzas.
Standard 6:
14.10 When reciting a poem, vary volume and tone of voice and pace of delivery to hold the audience's
attention.

Participate in Group Discussions

Participate confidently, tolerantly and politely in class and small group discussions by sharing ideas,
taking turns, listening and responding to the contributions of others.
Infant 1:
15.1 In a teacher led discussion, wait for someone else to finish talking and not interrupt them.
Infant 2:
15.2 In small group or class discussion wait for someone else to finish talking and not interrupt them.
Standard 1:
15.3 Work alongside other students in a group, sharing equipment.
Standard 2:
15.4 Work alongside other students in a group, helping each other complete a given task.
15.5 Compile and share information in a group through verbal and non verbal messages.
Standard 3:
15.6 In a group, discuss a topic of mutual interest and share the group's information with the class.
15.7 Demonstrate an ability to work effectively in self-motivated, self-organised groups.
Standard 4:
15.8 During group discussions, be tolerant of and sensitive to the needs of all participants, including
those who have special needs such as speech, hearing and visual impairments.
15.9 Demonstrate tolerance for the ideas of others in a group situation.
Standard 5:
15.10 In a group, discuss an issue in order to reach a consensus position and share it with the class.
15.11 In a group situation, be sufficiently assertive to be heard but not so assertive as to completely
dominate the discussion.
15.12 Complete a group project that is sustained over a several lessons.
Standard 6:
15.13 Follow and apply rules in a formal discussion, for example a debate or using parliamentary
procedure.

Pronounce Words Appropriately

Pronounce words appropriately, clearly enunciating all the sounds.
Infant 1:
16.1 During speech, clearly and correctly pronounce the main 42 phonemes (language sounds) of
standard English.
Standard 1:
16.2 Consistently pronounce commonly encountered words appropriately and clearly.
Standard 2:
16.3 Pronounce most words appropriately and clearly.
Standard 6:
16.4 Recognise speech problems or defects and practise speaking in order to remedy or eliminate
them.

Use Correct Grammatical Structures in Speech

Use sentence structure, word order, agreement patterns and other grammatical features correctly.
Infant 1:
17.1 State ideas in complete simple sentences.
Infant 2:
17.2 Form the plural of most nouns correctly while speaking standard English.
17.3 Modify a noun with an adjective in a spoken sentence.
Standard 1:
17.4 Apply appropriate present, past and future tense forms of verbs when speaking standard English.
17.5 Modify a noun with two or more adjectives in a spoken sentence.
Standard 2:
17.6 Demonstrate correct subject-verb agreement when speaking standard English when using the
verbs be, do, have and go.
17.7 Correctly apply a range of different grammatical forms for asking questions, giving commands
and instructions and giving information in simple sentences.
17.8 Demonstrate a sense of what is and is not a sentence and pause at the end of sentences.
Standard 3:
17.9 State ideas using sentences that join two or more clauses using coordinating conjunctions when
speaking standard English.
Standard 5:
17.10 Demonstrate, consistently, correct subject-verb agreement when speaking standard English.
Standard 6:
17.11 Correctly apply a range of different grammatical forms for asking questions, giving commands
and instructions and giving information in simple, compound and complex sentences.
17.12 Vary the use of simple, compound and complex sentence structures for effect.

Use Appropriate Styles and Registers in Speech

Choose and switch between appropriate styles of speech, formal and informal registers, standard
English, Kriol and other languages.
Infant 1:
18.1 Use appropriate forms for making requests (for example by saying please and thank you) and
expressing needs.
Standard 1:
18.2 Use the telephone intelligently and courteously for a variety of purposes using appropriate forms
of language.
Standard 2:
18.3 Display awareness of the difference between standard English, Kriol and other languages.
Standard 3:
18.4 Discuss the social norms for the use of Kriol and standard English in Belize and demonstrate the
ability to choose the appropriate code in any given situation.
18.5 Choose the appropriate form of words for a variety of formal situations, for example, greeting
visitors, making introductions, showing people around, giving thanks, expressing joy or sadness,
apologising, expressing welcome and giving praise.
Standard 4:
18.6 As appropriate to the situation, switch between standard English, Kriol and other language codes
with sufficient control that one code does not overlap with or interfere with another.
18.7 Recognise that the type of language a person uses to express an idea depends on the situation
and who they are talking to.
18.8 Demonstrate the ability to choose the appropriate language register for the situation, for
example, formal, informal, academic and so on.
Standard 5:
18.9 Discuss the similarities and differences between standard English and Kriol, and other languages
and show awareness of how one language or code may interfere with another in their speech.
Standard 6:
18.10 Discuss the linguistic differences between Kriol and Standard English, for example comparing the
different way verb tenses are formed or the use of pronouns.
18.11 In appropriate situations, use a variety of "polite" forms of the standard English language.

Use Speech Prosody and Gesture

While speaking, communicate meaning by using gesture and by varying voice tone, pace, volume,
intonation and stress patterns
Infant 1:
19.1 Speak with voice volume appropriate to the listener and the situation.
Standard 1:
19.2 Indicate, by varying the tone and pitch of the voice, when a question is being asked.
Standard 2:
19.3 Control gestures used to reinforce meaning when speaking.
Standard 3:
19.4 Use pauses and variation in intonation to communicate shades of meaning.
19.5 Vary the tone of voice to express mood, emotion and humour.
Standard 4:
19.6 Consistently stress the correct syllable in multi-syllabic words.
19.7 Pace the delivery of speech appropriately for the listener and the situation.
Standard 6:
19.8 Demonstrate control over and effective use of eye contact, facial expression, hand gestures and
other aspects of body language to communicate meaning.
19.9 When speaking, vary voice tone, pace, volume, intonation and stress patterns to meet the needs
of the situation.

Learning Outcomes for Language Arts: Reading
Apply Phonics Knowledge

Use knowledge of the relationship between letters and sounds to decode words in print.
Infant 1:
20.1 Recognise and name all letters of the alphabet in upper and lower case.
20.2 Recognise the most common letter-sound relationship for all the letters of the alphabet and for
the digraphs ng, ck, ch, sh, th, ai, ee, ie (pie), oa, ue, ou (ouch), ar, er, or, oi, oo (moon and look)
20.3 Identify the initial sound and the corresponding letter of a spoken word, object or picture.
20.4 Blend a vowel and a consonant together to read a two letter word, for example, at, it, ma, pa, in,
am.
20.5 Blend letters by sound to read regularly spelt Consonant-Vowel-Consonant and Vowel-Consonant-
Consonant words.
20.6 Read words with initial consonant clusters, br-, tr-, bl-, gl-, st-, sn-, and dr-.
20.7 Sound out most phonetically spelt one and two syllable words that contain short vowel sounds
and long vowel sounds spelt using ai/ee/ie/oa/oo/a_e/i_e.
20.8 Read words ending with the consonant clusters, -nd, -lp, -st, -nk, -sp, and -nt.
20.9 Understand the terms vowel and consonant as they relate to letters and sounds.
Infant 2:
20.10 Read words containing vowel digraphs ea (seat), a_e (cake) ay (day), ew (flew), oy (boy), ow
(cow & low).
20.11 Note that most vowel sounds, especially the long vowel sounds (ai, ee, ie, oa, ue), have a range of
alternative spellings and apply this knowledge when decoding unfamiliar words.
20.12 Sound out two syllable words that are spelt using conventional consonant, "short" vowel and
commonly occurring "long" vowel letter representations.
20.13 Read words ending in -ss -ck, -ff & -ll.
20.14 Discriminate between words beginning with hard/soft c and g.
20.15 Recognise words ending with common spelling patterns, for example, -old, -ing, -op, -end & -and.
Standard 1:
20.16 Read words with common end clusters, for example -ld, -lk, -sk, -mp, -sp, -ct, -ft, -lt, -pt, -xt, -lf, -
nch & -lth.
20.17 Read words with common initial consonant clusters, for example, cl, cr, fl, fr, gl, gr, pl, pr, sc, scr,
sk, sl, sm, sp, spl, spr, squ, str, sw, tw, thr, shr.
20.18 Read words containing the spelling patterns: ur (burn), ear (hear), ere (there), are (scare), air
(fair), oor (floor), aw (law), au (caught), ore (more), ea (bread)
20.19 Read words containing the spelling patterns ph, wh, kn, igh, ough, hard ch (choir), and words in
which s, si, and ti represent a soft "j" or a "sh" sound as in vision, pleasure, station
20.20 Use knowledge of similar words to read unfamiliar words correctly, for example, getting slight
from light, shroud from loud, and so on.

Standard 2:
20.21 Recognise that some words may have the same sound but different spelling, for example,
red/read, hare/hair.
20.22 Read words with a variety of long and short vowel sounds, including multisyllabic words.
20.23 Apply alphabet code knowledge to read the majority of words correctly.
20.24 Develop a sense of when a word "looks right" based on spelling patterns and length.
20.25 Automatically use phonics knowledge to decode unknown words in print.
Standard 3:
20.26 Independently use a variety of strategies to read unfamiliar words including using phonics
knowledge, recognizing similar patterns from other words and applying knowledge of suffixes,
prefixes and the structure of words.
20.27 Discriminate between words with similar spelling patterns but different pronunciation
(head/bead, good/moon, dough/rough/thought, cow/low).
Standard 5:
20.28 When using phonics knowledge to read an unknown word, demonstrate a sense of which sound
patterns are unlikely to occur in English.
Standard 6:
20.29 Display a complete and comprehensive knowledge of the alphabet code, including common and
irregular letter-sound relationships and the frequency with which they occur.

Recognise Words by Sight

Read words automatically and instantaneously, without having to decode or guess.
Infant 1:
21.1 Track words on a page while listening to poetry, nursery rhymes and familiar, repetitive stories,
being read aloud by another person.
21.2 Read on sight a range of familiar words, for examples, numbers one to twenty, labels, captions,
names of familiar people, days of the week, and approximately fifty high frequency words from
books.
Infant 2:
21.3 Read on sight and understand the meaning of words containing the endings -s (plural), -ing
(continuous tense), and -ed (past tense).
21.4 Read on sight approximately one hundred high frequency words including numbers, seasons,
months of the year, common colour words and the name of the school.
Standard 1:
21.5 Read on sight approximately one hundred and fifty high frequency words including many that are
not phonetically spelt.
Standard 2:
21.6 Read on sight approximately two hundred high frequency words including addresses and place
names of Belize, including multi-syllabic and irregularly spelt ones, for example, Xunantanich.
Standard 3:
21.7 Read on sight place names from the Caribbean region and Central America.
Standard 4:
21.8 Accurately and fluently, read on sight a majority of words encountered in print.
Standard 5:
21.9 Read on sight technical words from other subject areas.
21.10 Accurately and fluently read, on sight, most irregularly spelt words.

Use Context Clues

Interpret and apply knowledge of visual images, vocabulary, grammar, the text's topic and textual
features to deduce the meaning of an unknown word or phrase.
Infant 1:
22.1 Identify a noun in a written text.
22.2 Identify an action verb in a written text.
22.3 Identify when a noun in a written text is plural.
22.4 Identify a pronoun in a written text.
Infant 2:
22.5 Identify and explain the purposes of, full stops and question marks in written texts.
22.6 Identify a proper noun in a written text.
22.7 Identify and explain the purpose of, an adjective in a written text.
22.8 Use visual images to predict the meaning of unfamiliar words.
22.9 Identify compound words in a written text.
Standard 1:
22.10 Use knowledge of common prefixes and suffixes to identify the meaning of a word.
22.11 Use background knowledge of the topic to identify the meaning of an unknown word.
22.12 Identify and explain the purpose of, coordinating conjunctions, for example, and, or, but, in
written texts.
Standard 2:
22.13 Use context clues from the text to guess at unfamiliar words.
22.14 Identify and explain the purpose of, an adverb in a written text.
22.15 Identify and explain the purpose of, exclamation marks in a written text.
22.16 Use background knowledge of the topic to identify the meaning of a sentence.
Standard 3:
22.17 Use quotation marks to differentiate between speech and non-speech in a written text.
22.18 Re-read a text to try to decipher and arrive at the meaning of unfamiliar words.
Standard 4:
22.19 Identify, and explain the purpose of, passive forms in written text.
22.20 Identify, and explain the purpose of subordinating conjunctions, for example, because, when,
unless, in written texts.
22.21 Understand that the context in which a word is used may alter its meaning.
22.22 Use grammatical awareness to predict the meaning of words.
Standard 5:
22.23 Identify, and explain the purpose of, similes and metaphors in a written text.

Standard 6:
22.24 Interpret and apply knowledge of visual images, vocabulary, grammar, the text's topic and textual
features to deduce the meaning of an unknown word or phrase.
Display Word Power

Use a range of vocabulary items to convey precise meaning, differentiate between words of similar
meaning, homophones and homonyms, and analyse the structure of words.
Infant 1:
23.1 Recognize unusual words encountered in nursery rhymes and frequently read stories.
Infant 2:
23.2 Show interest in learning about new words encountered in reading.
23.3 Read and understand common compound words and split them into their component parts, for
example, himself, handbag, teaspoon.
23.4 Identify the opposites of familiar words.
Standard 2:
23.5 Recognize that some words are used in the standard English spoken in Belize that are not used in
other English speaking countries, for example words borrowed from Maya, Spanish or Garifuna.
23.6 Make collections of significant words, words of personal interest and words from particular topics.
23.7 Discuss shades of meaning of synonyms, for example, happy, glad, contented, satisfied, and so
on.
23.8 Read and understand words with common prefixes and suffixes.
Standard 3:
23.9 Explain how some suffixes and prefixes are used to change the part of speech of a word, for
example, culture (n) cultural (adj), or book (n) bookish (adj).
23.10 Discuss and collect words of similar and opposite meanings.
Standard 4:
23.11 Build words from common roots, for example, medical/medicine/medicinal.
23.12 Interpret most homophones and homonyms correctly.
Standard 5:
23.13 Understand a rich variety of vocabulary words encountered while reading.
23.14 Read and understand words with a wide range of prefixes and suffixes.
Standard 6:
23.15 Understand specialised vocabulary from different academic, social and professional settings, for
example politics and science.
23.16 Discuss how writers use words to give accurate and precise meaning.

Use a Dictionary
Use a dictionary to find information pertaining to the spelling, meaning, derivation, syllabication, parts
of speech, inflection and pronunciation of words and to discover new words.
Infant 1:
24.1 Recite the names of letters in correct alphabetical order.
Infant 2:
24.2 Place words that begin with different letters in correct alphabetical order.
24.3 With help, find information in simple dictionaries with illustrations.
Standard 1:
24.4 Place a series of words that begin with the same letter in correct alphabetical order.
Standard 2:
24.5 Without help, use a "students'" dictionary that has a controlled vocabulary for definitions.
Standard 3:
24.6 When reading, note an unknown word that they will look up later but continue reading.
24.7 Without prompting, independently use an appropriate dictionary to find the meaning of unknown
words.
Standard 4:
24.8 Use information from a dictionary about parts of speech, plurals, verb tenses and syllabication.
Standard 5:
24.9 Use a dictionary as a guide to pronunciation.
24.10 Use a thesaurus to find synonyms and antonyms.
Standard 6:
24.11 Use a range of conventional and electronic dictionaries, including a thesaurus, and "adult"
dictionaries to find the spelling, meaning, pronunciation, inflection and derivation of words.

Read Aloud
Confidently, fluently and accurately read texts aloud, with appropriate rhythm, pacing, volume,
intonation and stress.
Infant 1:
25.1 Read consonant-vowel-consonant and vowel-consonant-consonant words and short sentences
containing these words aloud to the teacher.
25.2 Individually and in chorus, read aloud words which are used on a regular basis, for example,
numbers, days, and weather words.
25.3 Read, or pretend to read to other people, dolls and toys.
25.4 Track text in the right order, i.e. left to right, top to bottom, page to page.
25.5 In chorus and along with the teacher, read a familiar short story or poem aloud.
Infant 2:
25.6 Read simple stories independently, pointing to words as they read.
25.7 Understand that a line of text and a sentence are not the same thing.
25.8 Pronounce the majority of phonetically spelt, one and two syllable words, correctly.
25.9 Follow words with eyes without having to point.
25.10 Individually read aloud sentences from a familiar story or poem to a group or the whole class.
Standard 1:
25.11 When reading aloud, expect sentences to make sense and re-read when they do not.
25.12 When reading aloud, recognize that full-stops and capital letters mark the beginning and end of
sentences and pause at full-stops.
25.13 Individually read aloud a familiar short story.
25.14 Pronounce the majority of phonetically spelt words and common irregularly spelt words correctly.
25.15 Show awareness of the audience when reading aloud.
Standard 2:
25.16 When reading aloud, self-correct and/or re-read a word/sentence when it does not make sense in
the context.
25.17 While reading aloud, vary tone of voice to emphasise key parts of the text.
Standard 3:
25.18 When reading aloud, vary volume and tone of voice to hold the audience's attention.
25.19 When reading aloud, bring out the natural phrasing and rhythm of a passage.
25.20 When reading aloud, from time to time look up from the text to achieve eye-contact with the
audience.

Standard 4:
25.21 When reading aloud pronounce most commonly occurring, regularly and irregularly spelt words,
accurately and fluently.
25.22 Read with fluency and confidence from a variety of prose, poetry and non-fiction texts, including
texts seen for the first time.
Standard 5:
25.23 Use variations in the use of the voice to express fully the meaning and aesthetic quality of prose,
poetry and drama.
25.24 Recognize and take account of commas, question marks, exclamation marks and quotation marks
when reading aloud.
25.25 When reading aloud, vary tone of voice to add flavour and to denote different characters.
25.26 Adjust speed depending on the purpose for reading or in response to audience reaction.
Standard 6:
25.27 Without pausing, scan ahead while reading aloud.
25.28 When reading aloud, pronounce the vast majority of words appropriately and clearly, including
multisyllabic words and technical vocabulary from other subjects.

Select Appropriate Reading Material

Independently select reading material that is appropriate to purpose and reading level by using textual
information and background knowledge.
Infant 2:
26.1 Select and read for pleasure stories with familiar, repetitive and predictable patterns.
26.2 With guidance, select books appropriate to their interest and reading level from a shelf of books
in the classroom.
26.3 Choose to frequently reread favourite stories and non-fiction books.
Standard 1:
26.4 Independently, select fiction and non-fiction books appropriate to their interest and reading level
from a shelf of books in the classroom.
Standard 2:
26.5 With guidance, select from a classroom or school library a variety of fiction and non-fiction texts,
including pictorial books about science, short newspaper reports and short accounts of historical
events.
26.6 Show a preference for a favourite author or for books about favourite subjects.
26.7 Read books of their own choice with unbroken concentration and attention for at least fifteen
minutes.
Standard 3:
26.8 Select and read for pleasure stories from other cultures.
26.9 Discuss, with reasons, their book preferences.
26.10 Read a newspaper or magazine and select the articles that are of most interest to them.
26.11 Use information from a book's front and back cover when making a reading selection.
Standard 4:
26.12 With guidance, select an appropriate book from a public library.
26.13 Discuss, with reasons, their favourite authors and favourite types of books.
26.14 Seek to widen their reading experiences by trying books types they do not normally read.
26.15 Independently, select and read a variety of non-fiction texts, including pictorial books about
science, short newspaper reports, articles from age-appropriate magazines, and multiple
paragraph accounts of historical events.
Standard 5:
26.16 Select and read for pleasure short novels written for a teenage audience and stories with
unfamiliar settings and complex plots.
26.17 Skim read sections of a book, for example the first page, when making reading selections.

Standard 6:
26.18 Select reading material in order to seek answers to issues in their own lives.
26.19 Independently, select and read a variety of non-fiction texts, including books about science, page-
length newspaper reports, articles from age-appropriate magazines, and multi-page length
accounts of historical events.
26.20 Independently select and read a variety of fiction texts, including novels written for teenagers,
short stories from various countries and cultures, traditional stories, myths and legends.

Comprehend Fiction Texts

Find, sequence and retell story information.
Infant 1:
27.1 Re-enact familiar, simple, stories through role play.
27.2 Recall, word for word, phrases that are repeated several times in a simple story.
27.3 Recount, re-enact with toys, or sequence using pictures, the main events of a familiar nursery
rhymes and stories.
Infant 2:
27.4 Retell, in the correct order, the main events of a simple story.
27.5 Recall one or two important points after listening to a short text.
Standard 1:
27.6 Describe characters encountered in a story, using original words.
Standard 2:
27.7 When sequencing a story, independently select the most important events.
27.8 Show awareness of character when re-telling or re-enacting stories.
Standard 3:
27.9 Explain the difference between dialogue and non-dialogue in a story.
27.10 Using original words, describe story settings, events and the physical appearance of characters.
27.11 Use descriptive language, including adjectives and adverbs when recounting characters and
scenes from a story.
Standard 4:
27.12 Sequence events in a chronological story in which the action occurs over a long period of time.
27.13 Explore chronology in a story, for example, by mapping how much time passes between events or
between the first and last events.
27.14 Distinguish between third and first person accounts.
Standard 5:
27.15 Be aware of different voices in a story, for example, differentiating between the narrator's voice
and characters' voices.
27.16 Recognize that idioms and figures of speech do not necessarily have a literal meaning.
27.17 Sequence events from a non-chronological story or historical narrative.
Standard 6:
27.18 Sequence events in short novels with complex structures including flashbacks and "stories within
stories".
27.19 Discuss and/or write about the key events of a longer story or short novel.

Interpret Stories
Discuss story plot, setting, characterisation, structure and likely outcomes; and compare, contrast and
evaluate different stories.
Infant 1:
28.1 Discuss the causes of events in simple stories.
28.2 Predict the next section of a story with a repetitive, predictable pattern.
Infant 2:
28.3 Discuss the connections between events in stories.
28.4 State, with reasons, whether they think a character is good or bad.
Standard 1:
28.5 Discuss multiple causes of an event in a story.
28.6 Discuss the main theme of a story.
28.7 Based on the plot, discuss why events happen the way they do in a simple story.
28.8 Evaluate, with reasons, the actions of story characters, for example, if they were
brave/foolish/selfish/generous, or acted in reasonable or unreasonable ways.
Standard 2:
28.9 Note similarities and differences between various parts of a story with a repetitive, predictable
pattern.
28.10 State, with reasons, which are the most significant events in a story.
28.11 Express views about a story with clear reference to events and characters, and words, phrases in
it.
28.12 Explain story predictions by giving examples from the text.
Standard 3:
28.13 Discuss how the characters in a story might behave in a given situation.
28.14 Make predictions about what will happen next in a story based on inferences about a character's
personality.
28.15 Discuss the relationships between characters in a story.
Standard 4:
28.16 Compare and contrast the main themes of different stories.
28.17 Discuss choices faced by characters in a story with an understanding that characters are not
necessarily all good or all bad.
28.18 Recognize that different readers may interpret the same story in different ways.
28.19 Compare and contrast the events and characters of different stories of the same type.
28.20 Without prompting, independently use a range of comprehension strategies, including
anticipation and prediction, and imagining events as they are described.

Standard 5:
28.21 Evaluate the merits of one story compared to another.
28.22 Compare different predictions made about a story and justify a preference with evidence from it.
28.23 Discuss how settings and relationships in stories can influence a character's choices and actions.
28.24 Using fiction as a guide, discuss the culture of other countries.
28.25 Compare and contrast different versions of the same story.
Standard 6:
28.26 Make predictions by synthesising information from various parts of a story.
28.27 Discuss an event from the point of view of different characters.
28.28 Discuss the ways in which men and women, young and old, and people from different ethnic and
cultural groups are represented in stories.
Relate Personally to Stories

Connect stories to personal choices, experiences, emotions, ideas and moral values.
Infant 1:
29.1 Respond emotionally to stories and experience satisfaction, enjoyment, sadness, and so on.
29.2 State whether they like or dislike a story.
Standard 1:
29.3 Link events and characters in stories to their own experience.
Standard 2:
29.4 Identify themselves and empathise with story characters.
29.5 Discuss the relevance of the morals of simple stories to their own lives.
Standard 3:
29.6 Develop a sense of what pleases them, aesthetically, in literature
29.7 Discuss whether they like or dislike the ending of stories and explore alternative possible endings
that they find more satisfactory.
29.8 Express, with reasons, whether they agree with the actions and views of characters in stories.
Standard 4:
29.9 Connect stories to life choices and moral decisions.
Standard 5:
29.10 Discuss the dilemmas faced by characters in a story with an understanding that sometimes
people are faced with difficult choices and relate this to their own experiences.
Standard 6:
29.11 Discuss, with reference to their own lives, complex moral issues encountered during reading.
29.12 Through literature, understand the different values and experiences of men and women from
different countries and different periods of time and compare them with their own experiences.

Read and Relate to Poetry

Comprehend and interpret poetry, and make connections to personal choices, experiences, emotions,
ideas and moral values.
Infant 1:
30.1 Connect the text of a poem to accompanying pictures.
Infant 2:
30.2 Read aloud a short, single verse, poem.
Standard 1:
30.3 Read a short poem and discuss its meaning.
Standard 2:
30.4 Develop an appreciation for the beauty of poetry.
30.5 Clap out the rhythm of lines of regular poetry.
Standard 4:
30.6 Note that some poems have alliteration that occurs within lines and across several lines.
30.7 Discuss the impact of the lay-out of a poem.
30.8 Discuss the difference between rhyming and non-rhyming poetry, and the difference between
poetry and prose.
30.9 Discuss poetry using appropriate terms, including rhyme, verse, poet, and poem.
Standard 5:
30.10 Make an anthology of favourite poems and discuss the selection with the teacher and with peers.
Standard 6:
30.11 Discuss poetry using appropriate terms, including rhyme, verse, alliteration, rhythm, rap and
limerick.
30.12 Discuss the word choices made by a poet and discuss the difference between the language of
poetry and that of prose.
30.13 Read for pleasure a variety of poems.

Comprehend Non-Fiction Texts

Extract, sequence, synthesise and use information contained in non-fiction texts.
Infant 1:
31.1 Read and follow a simple, single step instruction.
31.2 Read simple, highly pictorial, non-fiction texts on familiar themes of interest.
Standard 1:
31.3 Read and follow a set of instructions telling them to perform three consecutive actions.
Standard 2:
31.4 Read and follow a simple recipe or plan for constructing something.
31.5 List information from a non-fiction text.
Standard 3:
31.6 Determine the most important ideas or themes in a non-fiction text.
31.7 Use a variety of instructional non-fiction texts including the telephone directory, recipes, route
maps, timetables and rules for games.
31.8 Sequence events from a chronological historical or other non-fiction narrative.
Standard 4:
31.9 Find and present information from more than one non-fiction text on the same theme.
31.10 Summarise information from a non-fiction text.
Standard 5:
31.11 Compare and contrast information from more than one source on the same topic.
31.12 Read newspaper articles for information and enjoyment and use information in the text and their
own experience to arrive at a considered judgment.
Standard 6:
31.13 Read and comprehend information texts containing diagrams, flow-charts, maps, tables and
other graphical displays of information.

Research from Non-Fiction Texts

Locate information in non-fiction texts using knowledge of the features of a book or text, by using the
internet, and by interpreting diagrams, tables and visual images.
Infant 2:
32.1 List one or two pieces of information from a short non-fiction text.
Standard 1:
32.2 List the key points from a short non-fiction text.
Standard 2:
32.3 Use reference books that present information in alphabetical order, for example a Children's
Encyclopaedia.
Standard 3:
32.4 Find the appropriate part of a book using a contents page.
Standard 4:
32.5 Summarise a paragraph using original words.
32.6 Use an index with alphabeticized entries to locate information in a book.
32.7 Scan a text for headings and sub-headings to find specific information.
32.8 Summarise, by re-writing in a limited number of their own words, a paragraph of informational
text.
32.9 Plan for research by assessing what is known, what information is needed and what sources of
information are available.
Standard 5:
32.10 Summarise in one sentence the main idea of a page of non-fiction text.
32.11 Use a search engine to find information on topics of interest using the internet.
32.12 Evaluate the usefulness of a non-fiction text for their purposes.
32.13 Quickly scan indexes, tables, diagrams, and sub-headings to locate relevant information in non-
fiction texts.
32.14 Understand that writers of non-fiction texts may be biased.
32.15 Locate relevant information stored electronically on CD-ROMs and the internet.

Standard 6:
32.16 Locate information on the same topic from more than one source and select and summarise the
information that is most useful for their purpose.
32.17 Conduct research using libraries and electronic sources with minimal guidance from the teacher.
32.18 Navigate an internet site with more than one page.
32.19 Discuss texts displaying different points of view on the same topic and evaluate the merits of
each argument.
32.20 Locate information confidently and efficiently through using contents, indexes and headings.
32.21 Locate information confidently and efficiently by skimming text.
32.22 Compare the information of one web-page with that of another on the same topic.

Analyse the Language, Nature and Structure of Text

Evaluate and discuss the language, utility, purpose, reliability and structure of written texts.
Infant 1:
33.1 Understand the difference between fact and fantasy.
Standard 1:
33.2 Recognize that "fairy stories" and other traditional stories often follow a similar pattern and often
have distinctive beginning, middle and ending structures.
Standard 2:
33.3 Distinguish between accounts written in the present, past and future.
33.4 Use the terms fact, fiction, and non-fiction appropriately when talking about texts.
Standard 3:
33.5 Identify the main features of a newspaper, for example, headlines, lay-out, range of information,
different types of articles, different sections (news, sports, comment, letters, and so on).
33.6 Recognize that story plots often portray the resolution of problems and conflicts.
Standard 4:
33.7 Discuss the use of Kriol in radio, television and print advertisements and in newspaper articles.
33.8 Evaluate the claims made in advertisements and discuss their use of language.
Standard 5:
33.9 Judge if an argument is clearly argued and supported by sufficient evidence.
33.10 Recognize that there are different genres of story, such as science fiction, romantic, horror,
thriller, and mystery and express a preference for one or more genres.
33.11 Recognize character "stereotypes" in stories.
33.12 Distinguish between written standard English and written Kriol and note how some Belizean
writers use Kriol, especially for dialogue.
33.13 Identify various elements of fictional stories and use appropriate technical language to describe
them.
Standard 6:
33.14 Compare and contrast the openings, endings, pace, sequencing, plot structure and
characterisation of different stories.
33.15 Evaluate the reliability of information in a non-fiction written or electronic text by comparing it
with another source.
33.16 Compare and contrast language use across a variety of fiction and non-fiction texts.
33.17 Discuss the advantages and disadvantages of using written Kriol, for narration, for story dialogue
and in non-ficition texts.
33.18 Compare the way different types of written and electronic texts present information.

Learning Outcomes for Language Arts: Writing
Write Stories
Compose stories using a variety of genres, techniques, structures and settings.
Infant 1:
34.1 Illustrate a sentence or short story with a picture and add a caption made up of one or two letters
or short words.
Infant 2:
34.2 Compose several original sentences based on a picture.
34.3 Illustrate a story with a picture and write a caption using real or invented spelling.
Standard 1:
34.4 Compose an original story, of at least five sentences, based on a picture, another story or
personal experience, and illustrate it with a picture.
34.5 Rewrite a familiar story using original words.
Standard 2:
34.6 Compose a short story based on a picture sequence.
34.7 Rewrite a familiar story by changing the ending.
34.8 Compose a story based on story starters or ending phrases.
Standard 3:
34.9 Compose a short story based on the experiences of another person.
34.10 Create a multi-paragraph story with a simple setting, simple plot and a small number of
characters.
34.11 Include short items of dialogue in story-writing.
34.12 Create a story in comic form.
Standard 4:
34.13 Appropriately choose the first or third person when writing stories.
34.14 Compose a short story based on a given title.
34.15 Use time order words, transitional words and phrases in original stories.
34.16 Rewrite known stories by changing the characters or setting but retaining the original main idea.
34.17 When writing stories, include short descriptions of settings and characters.
Standard 5:
34.18 Use knowledge of stories, poems and drama as a stimulus for original writing.
34.19 Retell the same story from the point of view of different characters.
34.20 Include short descriptive paragraphs while composing stories.
34.21 Compose a story with a clear structure, introduction, development and conclusion.
34.22 Include items of sustained dialogue in story writing.

Standard 6:
34.23 When writing stories, include detailed descriptions of settings and characters.
34.24 Compose a story containing a main plot and at least one sub-plot.
Write Poetry
Compose poetry, demonstrating an understanding of rhyme, metre, alliteration, and other devices.
Infant 2:
35.1 List sets of rhyming words.
35.2 Compose simple rhyming couplets.
Standard 1:
35.3 Compose short poems that rhyme.
Standard 4:
35.4 Write short poems with a clear, regular metre.
35.5 Write poems with a specific form, for example shape poems, limericks or haiku.
Standard 6:
35.6 Make an anthology of poems on a single theme or a variety of themes.
35.7 Write poems that include alliteration.
35.8 Compose rhyming poems of several verses.

Write Letters
Compose, with appropriate structure and language, letters for a range of social and professional
purposes.
Infant 2:
36.1 Create a birthday or Christmas card with an original message.
Standard 1:
36.2 Create greeting cards for a variety of purposes, for example get well, congratulations, birthdays
and anniversaries.
36.3 Write a short letter to a friend to invite them to an event, to accept an invitation or to express
thanks
Standard 2:
36.4 Differentiate letter writing from other forms of writing.
36.5 Include the return address, salutation, close, and signature in a letter to a friend.
36.6 Write a brief letter to communicate personal news to a friend
Standard 3:
36.7 Write a multi-paragraph letter to communicate personal news to a friend.
Standard 4:
36.8 Write a letter to make a simple request to a business
36.9 Write a business letter in full block form and include the return address, inside address,
salutation, close and signature and use block paragraphs for the body.
Standard 5:
36.10 Without help, apply the appropriate format to a variety of letter types.
36.11 Demonstrate the ability to vary language forms according to the type of letter being written.
Standard 6:
36.12 Write letters of request or complaint to a politician, organisation or business institution, choosing
the appropriate format and using appropriate formal language.
36.13 Write letters of application.
36.14 Write a well-developed letter to a friend that uses a range of interesting vocabulary and stylistic
devices.

Write Non-Fiction
Write essays, journals, reports and other texts to instruct, inform, record, summarise, evaluate, discuss
and persuade.
Infant 1:
37.1 Label simple diagrams, for example of parts of the body.
37.2 Write simple, one or two word informational texts such as signs and directions.
Infant 2:
37.3 Write short lists for a specified purpose, for example, a shopping list.
37.4 Write a few words or a sentence describing a recent experience.
37.5 Compose several original sentences describing a familiar person.
37.6 Write several sentences on one idea, picture or topic, using invented spelling where necessary.
Standard 1:
37.7 Write a short non-fiction text, presenting ideas in a logical, sequential order.
37.8 Keep a daily record (journal) of events.
37.9 Write a paragraph describing a recent experience.
37.10 Write a paragraph describing interests.
Standard 2:
37.11 Log a series of events or features on a chart, for example a weather chart, as a result of scientific
observation.
37.12 Write a paragraph that describes a place, person, object or event.
37.13 Write a non-fiction paragraph with one main idea.
37.14 Create a simple, chronological report of an event.
37.15 Write simple informative texts such as menus and instructions.
37.16 Keep a daily record (journal) of opinions and feelings
Standard 3:
37.17 Write a text containing at least two informative paragraphs.
37.18 Write for a variety of purposes, for example, to send messages, to inform and to entertain.
37.19 Compose simple directions on how to perform a task.
37.20 Write a short non-fiction essay that is logically divided into paragraphs.
37.21 Write a brief book report outlining main characters and events and giving a simple evaluation.
Standard 4:
37.22 Compose a report based on scientific observation.
37.23 Compose two or three paragraphs that present and argue a specified point of view.
37.24 Write a several paragraph non-fiction text in which each paragraph has a main idea and
supporting details.
37.25 Write a multi-paragraph, truthful and accurate, report describing a recent experience.

Standard 5:
37.26 Write a short, biographical account, of another person's life.
37.27 Compose an informative item in the style of a news report or a newspaper.
37.28 Compose a report, written in the third person, based on scientific observation.
Standard 6:
37.29 Compose an essay based on facts and information researched from sources souch as
encyclopedias, research books, and the internet.
37.30 Compose multi-paragraph non-fiction essays that have a clear introduction, main body and
conclusion.
37.31 Recount the same event in a variety of ways, for example as a story, in a letter, in a news report,
and as a journal entry.
37.32 Write a book report including a detailed, justified evaluation of the book's merits.
37.33 Compose several paragraphs that present a specified point of view, presenting points logically
and supporting them with explanation and evidence.

Plan and Edit Writing

Plan writing by selecting topics, considering purpose and audience, organising thoughts, displaying
and outlining information; and edit writing at word, sentence and text levels.
Infant 2:
38.1 Discuss what they intend to write, with a teacher and/or peer, before writing it.
Standard 1:
38.2 Generate ideas relevant to a topic by brainstorming.
Standard 2:
38.3 Generate ideas for writing by making lists.
38.4 Use a dictionary to edit work for spelling.
Standard 3:
38.5 Edit a piece of writing so that unnecessary repetition is eliminated.
38.6 Edit a piece of writing by deleting irrelevant or unimportant elements.
38.7 Generate ideas for writing through discussion with peers.
38.8 Graphically represent the outline of a plot for a story to be written.
38.9 Compose a draft based on planning and check it for spelling, punctuation and grammar mistakes.
38.10 Create a map (story board) of a story to be written that contains sections for the setting, the
problem or conflict, the characters, and the solution.
38.11 Edit a piece of writing by revising its vocabulary.
Standard 4:
38.12 Consider audience when planning writing.
38.13 Plan a story or non-fiction text in outline form, using a few words that will later be expanded into
longer sections.
38.14 Individually, generate ideas on a topic by brainstorming.
38.15 Generate ideas for writing by reading related material.
38.16 Edit a piece of writing to ensure that sentences are correctly structured and are in the
appropriate tense.
38.17 Use a checklist provided by the teacher to revise and edit writing.
Standard 5:
38.18 Edit a piece of writing by changing sentence structures for effect.
38.19 Without prompting, organise ideas using a variety of graphic organisers.
38.20 Make notes on a topic to be written about from a report, encyclopedia entry or internet site.

Standard 6:
38.21 Routinely edit a piece of writing to eliminate mistakes, irrelevance and unnecessary repetition,
and to improve it by enhancing word choice, sentence, paragraph and overall structure, and the
sequencing of ideas.
38.22 Use a dictionary or a thesaurus to improve the vocabulary used in a piece of original writing.
38.23 Revise a draft by checking its meaning, by checking the sequencing of ideas, adding extra details,
improving word choices, and eliminating irrelevant material.
Present Written Work Appropriately

Neatly present written work according to established norms and conventions.
Infant 1:
39.1 Head work with items copied from a worksheet or the board.
Infant 2:
39.2 Develop a sense of pride in presenting neat and attractive written work.
39.3 Underline heading and rule off work.
39.4 Create a simple picture book with original words or sentences and having the appearance of a
book, for example with a front cover, title, and the author's name.
Standard 1:
39.5 Use margins appropriately.
39.6 Indent paragraphs.
39.7 Head papers in a manner prescribed by the teacher, for example by putting their name, class, the
date and the title of the work being completed.
Standard 3:
39.8 Without prompting, use appropriate headings, margins, paragraph indents and other
presentation devices.
39.9 Produce a piece of written work for classroom display that is appropriately laid out and
attractively presented.
Standard 6:
39.10 Prepare a piece of written work for display, paying attention to lay out, lettering and other
elements of graphic design.

Write Clearly and Legibly

Form letters, words, and longer texts recognisably, neatly, and accurately in both cursive and print.
Infant 1:
40.1 Demonstrate correct technique for holding a pencil.
40.2 Develop motor skills through colouring, tracing and scribbling.
40.3 Write slants, curves and letter-like shapes free-hand.
40.4 Write letters on a page from left to right and top to bottom.
40.5 Form the 26 upper and lower-case letters of the alphabet and numbers by tracing dots on a page.
40.6 Distinguish in writing between easily confused letters, for example b, d, p, q.
40.7 Write on a line provided in a notebook.
40.8 Write with correct letter size and space using guidelines.
40.9 Form letters with the "tails" necessary for cursive writing.
40.10 Colour an outline shape while keeping between the lines.
Infant 2:
40.11 Form the 26 upper and lower-case letters of the alphabet and numbers without tracing.
40.12 Legibly copy print sentences from the board.
40.13 Join some letters to others, cursively, for example, c, a, o, l.
Standard 1:
40.14 Join most letters to form cursive writing.
40.15 Develop a neat, legible handwriting.
Standard 2:
40.16 Write cursively, with correct letter size and spacing, without using guidelines.
Standard 3:
40.17 Use appropriate lettering for diagrams, maps, charts and so on.

Spell Words Appropriately

Spell words in accordance with accepted conventions.
Infant 1:
41.1 Include letter like forms or single letters when communicating through drawing.
41.2 Spell words using one or two feature letters, for example, first and last letters only.
Infant 2:
41.3 Spell words phonetically, so that all the sounds are represented by a least one letter.
41.4 Write captions for their own drawings, using invented spelling where necessary.
Standard 1:
41.5 Appropriately form plurals by adding -es and by changing y/ey to ies in original writing.
41.6 Spell common, irregularly spelt words, for example days of the week, numbers and question
words correctly.
Standard 2:
41.7 Spell most phonetically spelt words correctly.
Standard 3:
41.8 Spell most common irregularly spelt words, correctly.
Standard 4:
41.9 Spell an increasing range of irregularly spelt words correctly.
Standard 6:
41.10 Spell most words, including technical vocabulary encountered in other subjects and unusually
spelt words correctly.

Use Capital Letters Appropriately

Appropriately use capital letters at the beginning of sentences and direct speech, for abbreviations and
for the names of people, places, dates, books, titles, institutions, historical periods and events.
Infant 1:
42.1 Use a capital letter for the beginning of their own name.
42.2 Differentiate between capital and lower case letters.
Infant 2:
42.3 Avoid inappropriately using capital letters in the middle of words and sentences.
42.4 Use capital letters for names of people.
42.5 Use capital letters for names of places, days and months.
42.6 Use capital letters at the beginning of sentences.
42.7 Use capital letter for the word “I”.
Standard 1:
42.8 Use capital letters for the names of streets, buildings and other geographical features.
Standard 2:
42.9 Use capital letters for the first word in direct speech.
42.10 Use capital letters in the first line of poetry.
Standard 4:
42.11 Appropriately capitalise organisations and their members, historical periods and events.
42.12 Appropriately capitalise titles of books, and so on.
Standard 5:
42.13 Demonstrate a thorough understanding of when to use and not use capital letters.

Use Punctuation Appropriately

Appropriately use full stops, question, exclamation and quotation marks, commas, semi-colons and
colons.
Infant 2:
43.1 Use a full stop at the end of a telling sentence.
43.2 Appropriately use question marks.
Standard 1:
43.3 Appropriately use commas in a series of adjectives or nouns.
43.4 Use an apostrophe in common contractions.
Standard 2:
43.5 Appropriately use exclamation marks.
43.6 Appropriately use commas when writing lists or series of items.
43.7 Appropriately use an apostrophe in a possessive.
Standard 3:
43.8 Use commas in dates, greetings and closings of letters and social notes and to set off
geographical names in addresses.
43.9 Use quotation marks to indicate the beginning and end of direct speech.
43.10 Use hyphens to join some compound words.
43.11 Consistently and correctly use apostrophes for contractions.
Standard 5:
43.12 Appropriately punctuate direct speech.
43.13 Appropriately use colons.
43.14 Appropriately use quotation marks for indicating the title of a book, poem or article.
43.15 Appropriately use commas to set off phrases or clauses in compound and complex sentences.
Standard 6:
43.16 Appropriately use a range of punctuation marks, including commas, apostrophes, quotation
marks, colons and semi-colons.

Apply Correct Grammatical Forms in Writing

Combine words into correctly structured sentences using appropriate word endings, word order and
other rules of language.
Infant 2:
44.1 Form the plural of nouns by adding -s.
44.2 Use appropriate word order for simple subject-verb-object sentences in original writing.
44.3 Correctly use the articles a & an in original writing.
44.4 Appropriately substitute the nouns with the pronoun "it" and "them" in original writing.
Standard 1:
44.5 Appropriately use simple present and simple past forms of the verbs be, do, and have in original
writing.
44.6 Construct simple noun-verb-noun sentences correctly in original writing.
Standard 2:
44.7 Join two phrases with an appropriate coordinating conjunction, for example, and, or, but to form
a compound sentence in original writing.
44.8 Apply the correct plural form of nouns that have irregular plural forms.
44.9 Appropriately use regular present and past simple (verb+ed) verb forms in original writing.
Standard 3:
44.10 Appropriately use subject and object pronouns in original writing.
44.11 Construct sentences with clauses beginning with who, which & that in original writing.
Standard 4:
44.12 Appropriately use a range of future verb forms in original writing.
44.13 Appropriately use possessive pronouns in original writing.
44.14 Differentiate between sentences, fragments and phrases.
44.15 Join two phrases with an appropriate subordinating conjunction, for example because, when,
unless.
Standard 5:
44.16 Consistently apply correct subject-verb agreement during writing.
44.17 Appropriately use interjections in original writing.
44.18 Appropriately use both active and passive voice forms in original writing.
Standard 6:
44.19 Appropriately use present and past continuous verb forms in original writing.
44.20 Appropriately use prepositional phrases in original writing.

Incorporate Stylistic Devices in Original Writing

Deploy and vary words, phrases and sentence types for effect, including similes, metaphors and
proverbs.
Infant 2:
45.1 Modify a noun with an adjective in an original sentence.
Standard 1:
45.2 Modify a noun with two or more adjectives in an original sentence.
Standard 2:
45.3 Modify a verb with an adverb in an original sentence.
Standard 3:
45.4 Appropriately use comparative and superlative forms of adjectives in original writing.
Standard 4:
45.5 Use multiple adjectives to modify words in original writing.
45.6 Appropriately use comparative and superlative forms of adverbs in original writing.
45.7 Personify abstract concepts, animals and things in original writing.
Standard 5:
45.8 Use an adverb to modify adjectives and other adverbs in an original writing.
45.9 Use proverbs in original writing.
Standard 6:
45.10 Write using similes and metaphors to enhance description.
45.11 Use sentences of a range of different sentence types for effect in original writing.

Learning Outcomes for Mathematics: Numbers and Number Operations
Counting and Sequencing

Count and sequence numbers, reading and writing numbers in a variety of ways.
Infant 1:
1.1 Count from 0 - 10: count groups of objects using all six counting principles: one-to-one, stable
order, cardinality, abstraction, order irrelevance, & counting on.
1.2 Compose and decompose numbers from 1 - 10: group items into given amounts with no
remainder; use number line or chart to sequence numbers; identify number before, after,
between.
1.3 Recognize meaning of zero as having nothing.
1.4 Represent numbers from 0 to 10: read, write and match numerals and number names; subitize,
for example, see how many objects are in a group at a glance without counting.
1.5 Count sets of up to 30 objects by counting forward and backward; counting by 1's and by 2's; &
using appropriate currency and calendar.
Infant 2:
1.6 Count up to 100 using the six counting principles: one-to-one, stable order, cardinality,
abstraction, order irrelevance, counting on.
1.7 Compose and decompose numbers up to 100: group items into given amounts with and without
remainders; use number line or chart to sequence numbers; count forward and backward by 1's,
10's, 2's and 5's using natural multiples.
1.8 Use concept of zero to describe real-life situations.
1.9 Read, write and match numerals and number names up to 100 and pay attention to repeating
patterns.
Standard 1:
1.10 Count up to 1000: start and end at any two given numbers; count forward and backwards by 1’s,
2’s, 5’s, 10’s and 100’s up to 1000, start and end from any two given numbers, use natural
multiples.
1.11 Place a set of consecutive and/or non-consecutive numbers in correct sequence.
1.12 Read, write and match numbers up to 1000 using numerals and words.
Standard 2:
1.13 Count up to 10,000: start and end at any two given numbers.
1.14 Read, write and match numbers up to 10,000 using numerals and words.
Standard 3:
1.15 Read and write numbers up to 100,000 using numerals and words.
Standard 4:
1.16 Read and write numbers up to 1,000,000.
Standard 5:
1.17 Read and write numbers up to 10,000,000.

Standard 6:
1.18 Read and write numbers up to 1,000,000,000.
Place Value
Use place value to understand our number system and other systems.
Infant 2:
2.1 Decompose 2-digit numbers into groups of 10’s and 1’s: numeration principle; use zero to show
absence of 1's; express numbers using place value words.
2.2 Use place value to organize given numbers below 100 into correct sequence: use place value to
name number that is 10 more or less than a given number.
Standard 1:
2.3 Express numbers in usual and expanded form: up to 3 digits; use place value to name number
that is 10, 100 more than or less than a given number; recognize that every place value is 10x
bigger than the place value to the right.
2.4 Use place value to compare numbers: use inequality symbols for less than (<) and greater than (>).
Standard 2:
2.5 Express numbers up to 10,000 in usual and expanded form.
2.6 Use place value to sequence a set of numbers: ascending and descending; order up to 10,000.
Standard 3:
2.7 Express numbers up to 100,000 in usual and expanded form.
2.8 Give the value of a number based on position: for example, in 9,341 the 3 has a value of 300.
Standard 4:
2.9 Use place value to recognize difference between two numbers: for example, 8,537 is 400 less
than 8,937 because the hundreds place values differ by 4.
2.10 Use place value to recognize the advantage of a positional number system over a character based
system in a historical comparison of relevant number systems.
Standard 5:
2.11 Express large numbers using scientific notation.
2.12 Use place value to express numbers in bases other than 10: use bases smaller and larger than 10.
Standard 6:
2.13 Express small numbers using scientific notation: every place value is 10x smaller than the place
value to the left.
2.14 Use place values to convert between bases: to and from base 10 (bases smaller and larger than
base 10); between two bases other than base 10

Integers
Use and work with integers to show both size and direction.
Infant 1:
3.1 Recognize that the last number counted shows the amount of things in a group of objects:
groups of objects not exceeding 30.
Infant 2:
3.2 Work with integers to count groups of objects up to 100: when joining two groups, count on
rather than recount.
Standard 1:
3.3 Introduce situations in which students use integers to indicate size: real-life situations; relate to
measurement.
Standard 2:
3.4 Introduce situations in which students encounter the concept of directed number: temperature,
elevation.
Standard 3:
3.5 Extend number line to show negative numbers.
Standard 4:
3.6 Use number line to sequence directed numbers: integers in ascending and descending order.
3.7 Use objects / pictorials to represent and solve problems involving small negative integers.
Standard 5:
3.8 Use number line to show positive and negative numbers: integers, decimals and fractions.
3.9 Use negative numbers to solve problems.
Standard 6:
3.10 Use negative numbers in the solution of word problems.
3.11 Solve problems involving absolute value.

Fractions and Decimals

Work fluently with fractions and decimals.
Infant 1:
4.1 Show whole and parts with concrete objects.
4.2 Compose and decompose region, shape or set of objects into halves: recognize that the
fractional parts are equal; match halves to make a whole; express a half as ½.
Infant 2:
4.3 Compose and decompose region, shape or set of objects into thirds, quarters, fifths.
4.4 Match part with symbol: ½, ⅓, ¼, ⅕.
Standard 1:
4.5 Use fractions to describe parts of a whole or of a set: match halves to make a whole; use terms
of numerator and denominator; introduce other fractions like ⅔, ¾, ⅖, ⅗, ⅘ and tenths (fraction
and decimal forms).
Standard 2:
4.6 Compare and sequence fractions and decimals: use models and number line to judge size;
fractions with like denominators and equivalent fractions with different denominators; recognize
simplified form of proper fractions.
4.7 Express decimal numbers in usual and expanded form: tenths.
4.8 Recognize equivalent forms of common fractions and decimals.
Standard 3:
4.9 Compare and sequence fractions and decimals: fractions with unlike denominators; decimals up
to hundredths.
4.10 Recognize equivalent forms of given fractions and decimals: include equivalent forms of
improper fractions and mixed numbers; introduce percent as fraction with denominator of 100.
Standard 4:
4.11 Compare and sequence mixed numbers, decimals and percents: fractions with like and unlike
denominators; decimals up to thousandths.
4.12 Write equivalent forms of given fraction: introduce use of LCM / LCD; write mixed numbers as
improper fractions and vice versa; reduce fractions to simplest form.
4.13 Use percent to represent common everyday situations.
Standard 5:
4.14 Recognize equivalent forms of decimal, fraction, percent.
Standard 6:
4.15 Solve problems involving fractions, decimals and percents.

Position and Ranking

Use numbers to show position or ranking.
Infant 1:
5.1 Use ordinal numbers to express order from first to tenth.
Infant 2:
5.2 Use ordinal numbers up to thirty-first to express days of the month.
Standard 1:
5.3 Use ordinal numbers to express rankings in real-life situations.
Number Operation Concepts

Understand meanings of number operations and how they relate to one another.
Infant 1:
6.1 Combine, rearrange and separate objects to show addition and subtraction: use +, - symbols.
6.2 Share objects into groups of 2’s, 5’s: 10 or fewer objects.
Infant 2:
6.3 Complete number sentences for addition and subtraction of similar numbers: sums and/or
differences up to 30; use to establish relationship between addition and subtraction.
6.4 Divide collection of objects into groups: collection does not exceed 50 items; recognize
multiplication as repeated addition.
Standard 1:
6.5 Write and complete division and multiplication sentences: use to establish relationship between
multiplication and division; recognize division as repeated subtractions.
6.6 Investigate factors and multiples: single digit factors; multiples not to exceed 100.
Standard 2:
6.7 Use inverse property of operations to complete or rewrite sentences.
Standard 3:
6.8 Express repeated multiplication as powers.
Standard 4:
6.9 Express repeated division as roots.
Standard 5:
6.10 Investigate associative, distributive and commutative properties.

Number Operations and Computation

Compute fluently with basic operations using integers, fractions and decimals.
Infant 1:
7.1 Using counting to do addition and subtraction for sets of objects: include sum and difference of
zero; sums not to exceed 10.
Infant 2:
7.2 Add and subtract numbers: vertically and horizontally with or without the use of a table; add a
single digit number to a 2-digit number ending in 0 and not greater than 90; use number line to
add and subtract two digit and one digit numerals up to 30; add and subtract two 2-digit
numerals with and without regrouping, up to 30; investigate additive identity element; explore
additive inverse for specific numbers.
7.3 Multiplication: single digit by 2, 3, 4, 5, written vertically and horizontally; investigate
multiplicative identity element; explore multiplicative identity for specific numbers.
Standard 1:
7.4 Add and subtract numbers: 2-digit numerals with and without regrouping; add three 2-digit
numerals with and without regrouping in unit column; add two 3-digit numerals with regrouping
in unit column with sum also a 3-digit number; subtract two 3-digit numerals with regrouping
from tens to units.
7.5 Multiply and divide numbers with a product up to 2-digit numbers; develop and use
multiplication tables; divide 2-digit numbers by 2, 3, 4, 5, 10.
Standard 2:
7.6 Addition and subtraction: develop formal algorithm up to 3-digit numbers with and without
regrouping; use objects / pictorials to show addition and subtraction of simple fractions and
decimals (concrete).
7.7 Multiply and divide whole numbers: develop formal algorithm.
Standard 3:
7.8 Addition and subtraction: use formal algorithm up to 5-digits; develop formal algorithm for
proper fractions with like denominators; add and subtract decimals with and without regrouping;
add and subtract with negative numbers (do concrete).
7.9 Multiplication and division: use formal algorithm with whole numbers up to 5-digits; develop
formal algorithm for simple fractions; extend formal algorithm for multiplication and division of
whole numbers to decimals (tenths).
Standard 4:
7.10 Add and subtract: develop formal algorithms for working with integers, especially negative
values; add and subtract fractions with unlike denominators; add and subtract decimals (positive
and negative); expand powers with same base to add or subtract.
7.11 Multiply and divide integers, fractions and decimals.
7.12 Use ratio to compare quantities.

Standard 5:
7.13 Perform computation which combine operations: use parenthesis; order of operations; use
associative, commutative, distributive properties to simplify operations.
7.14 Identify and work with ratios in real-life problem solving: include working with scales,
conversions, percents; simplify ratios.
7.15 Multiply and divide using exponents: develop formal rules to handle indices.
Standard 6:
7.16 Combine operations that require conversions between types of fractions and decimals.
7.17 Solve problems involving proportions.
Estimates and Approximations

Make reasonable estimates and approximations
Infant 1:
8.1 Make reasonable guess of number of objects in a group: Answer questions like “Is it closer to ___
or to ___?”
Infant 2:
8.2 Use benchmark numbers to estimate before counting: 10, 25, 50, 100.
Standard 1:
8.3 Use rounding-off to the nearest tens to estimate solutions to computations: answer will be close
to, bigger than, smaller than.
Standard 2:
8.4 Use rounding-off to the nearest hundreds to estimate solutions to computations.
Standard 3:
8.5 Estimate size of fraction: is about the same as, is smaller than, is bigger than.
Standard 4:
8.6 Round-off decimals to the nearest tenth.
Standard 5:
8.7 Round-off decimals to the nearest hundredth and thousandth.
Standard 6:
8.8 Use appropriate rounding-off to record solutions to problems: level of accuracy.

Mental Math
Use mental math techniques creatively.
Infant 1:
9.1 Use oral exercises to develop visual counting: use number families.
Infant 2:
9.2 Add using multiples of ten: sum not to exceed 100.
Standard 1:
9.3 Use variety of techniques to do mental addition and subtraction - (without writing): For example
by saying or thinking, 43+25=60+8=68; 55-27=(50-25)+(5-2)=25+3=28;
17+49=(17+40)+9=57+9=66; 245-178=(245-100)-78=(145-70)-8=75-8=67.
Standard 2:
9.4 Develop multiplication facts: patterns for 2-digit multiplicands with multipliers 0, 1, 2, 3, 5, 9, 10.
Standard 3:
9.5 Use variety of techniques to do mental multiplication and division: move decimal point to the left
or right when multiplying or dividing by 10; multiply by 'half and double': for example,
12x6=12x3x2=36x2=72; use multiplication facts for 0 - 12.
Standard 4:
9.6 Use variety of techniques for adding a series of small numbers: re-arrange; use benchmark sums,
for example, numbers that sum to multiples of 10; use rounding-off, for example 547+98 =
547+100-2 = 647-2 = 645.
Standard 5:
9.7 Use variety of techniques to simplify multiplication: use factors, for example, 32x6 = (30x6)+(2x6)
= 180+12=192); multiply by reciprocal (patterns for fractions with denominator of 7, 9, 11).
Standard 6:
9.8 Use shortcuts for multiplying by specific numbers.

Learning Outcomes for Mathematics: Patterns and Relationships
Number Patterns
Understand and work with patterns (repeating, increasing, decreasing, and numerical).
Infant 1:
10.1 Describe, reproduce, extend, transfer and create repeating patterns: use shapes, letters, colours,
numbers (1-10), and real-life objects, sounds and actions.
10.2 Sort objects and shapes in their environment and describe sorting rule: 1 attribute at a time.
Infant 2:
10.3 Recognize, describe, create and continue increasing and decreasing number patterns up to 100.
10.4 Develop sorting rules for 2-D and 3-D items: 2 attributes at a time.
Standard 1:
10.5 Recognize, describe, create and continue increasing and decreasing number patterns: up to 500;
include non-numerical patterns.
Standard 2:
10.6 Use tables and charts to identify, describe and represent patterns or sorting rules.
Standard 3:
10.7 Use representations of patterns to solve problems.
Standard 4:
10.8 Use pattern rules to predict subsequent element(s) in a series or sequence of numbers.
Standard 5:
10.9 Describe patterns represented in graphs and series of abstract symbols.
Standard 6:
10.10 Describe rule used to complete a pattern based on abstract symbols.

Special Group Numbers

Explore number patterns to discover properties of special number groups.
Infant 1:
11.1 Use number patterns to identify odd and even numbers: use the word “set” when describing
groups.
Infant 2:
11.2 Investigate patterns involving skip counting by single digit numbers: up to 100; use set language
to describe groups of numbers.
Standard 1:
11.3 Explore patterns for special number groups: for example, triangular numbers, multiples, factors;
use words like “union” and “intersection” when comparing sets; introduce concept of universal
set and compliment of a set.
Standard 2:
11.4 Explore patterns for special number groups: for example, perfect squares, prime and composite
numbers; use symbols for union and intersection.
11.5 Investigate patterns when multiplying by 2, 3, 5, 8, 10.
Standard 3:
11.6 Investigate patterns when multiplying by 4, 6, 7, 9, 11, 12.
11.7 Explore LCM and HCF: use Venn diagram to present multiples and factors.
Standard 4:
11.8 Explore divisibility rules for division by single digits.
11.9 Investigate patterns with fractions: especially sevenths, ninths, elevenths.
11.10 Investigate growing, shrinking and repeating patterns involving translations.
Standard 5:
11.11 Explore rational and irrational numbers.
11.12 Investigate arithmetic progressions.
Standard 6:
11.13 Investigate number patterns based on single operations.
11.14 Investigate geometric progressions.

Relations, Functions and Graphs

Understand relations, functions and graphs.
Infant 1:
12.1 Use a balance to describe equality and inequality: use the equal (=) symbol to represent equality.
Infant 2:
12.2 Use symbols to record equality and inequality.
Standard 1:
12.3 Analyze graphs of linear relations (categories), for example of weather trends.
Standard 2:
12.4 Use graphs and charts to show mathematical relationships: for example, arithmetic properties.
Standard 3:
12.5 Use mathematical relationships to solve problems.
12.6 Identify instances of arithmetic properties and use rules in computation.
Standard 4:
12.7 Use graphs and charts to show variation or change over time: include Venn diagrams for 2 sets.
Standard 5:
12.8 Use graphs to represent linear relationships between two variables: first quadrant.
Standard 6:
12.9 Use a table of values to graph and interpret linear relations.
12.10 Use graphs to investigate region represented by an inequality.

Equations and Inequalities

Apply equations and inequalities in one variable to solve problems.
Standard 1:
13.1 Use a symbol or letter to represent an unknown value.
Standard 2:
13.2 Translate word statement into expressions using letter or symbol to represent unknown number.
Standard 3:
13.3 Use equations to describe simple word problems.
13.4 Use strategies to maintain equivalence: change subject of formula.
Standard 4:
13.5 Solve equations in one variable: understand role of variables in equations: whole number
coefficient and solution.
Standard 5:
13.6 Use an equation to represent a generalization arising from some relationship.
13.7 Use an equation to solve a word problem.
13.8 Solve equations with 2 or 3 variables, for example, if v+2=7 and v+2+w= 10 then v=5 and w=3; or
If p+q=r, and p=3, q=4 then r=7.
Standard 6:
13.9 Substitute given values to evaluate an expression.
13.10 Solve simple equations and inequalities.

Learning Outcomes for Mathematics: Measurement
Measurement Concepts
Understand concept of measurement and measurable attributes: length, mass / weight, capacity, time,
angle, temperature.
Infant 1:
14.1 Encounter the concept of measurement as a comparison of two items with similar a attribute in
question: use concrete objects as informal units of the attribute; recognize not to leave gaps
between unit used.
14.2 Compare, describe and sort objects based on single measurement attribute: length, height,
weight, capacity, time, temperature, turn.
14.3 Investigate attributes of 2-D and 3-D items using informal measures: perimeter: how many
pencils are needed to go around the top of the student-desk; area: how many notepad pages will
it take (without overlap) to cover the teacher's desk; volume: how many match boxes can fit
inside a shoe box.
Infant 2:
14.4 Use informal measures to establish generic concept for all measurements: for any attribute and
unit of measure, how many such units fit into another instance of the same attribute.
14.5 Discover the advantages of using formal units.

Measurement Applications
Apply measurement systems, techniques, tools and formulas moving fluently between related units.
Infant 1:
15.1 Estimate and measure lengths, heights and weights using nonstandard units: place selected
device end-to-end (no gaps, no overlaps); use an equal arm balance.
15.2 Explore the concept of time: recognize a week as seven days and a year as 12 months; use
names of days and of months; use a 12-hour clock to read time on the hour.
Infant 2:
15.3 Estimate, measure, compare and record measurements as follows: lengths in inches and
centimetres up to 12 inches or 30 cm (whole units), recognize that 12 inches is equal to one foot
and compare an inch with a centimetre; weight in ounces and grams up to 16 oz. or 100g and
compare an ounce with a gram; capacity using cups and pints, how many cups make a pint
compared by pouring contents of one container into another; time - read, identify and say dates
on a calendar (date, day of the week, month and year) in daily activity, use a clock to read time to
the half hour, quarter hour to or past the hour, recognize that a day has 24 hours and an hour has
60 minutes; turn - relates circle to full turn and hands on the clock for half and quarter turns, use
north, south, east and west to describe turn, relates half-turn to straight line and quarter turn to
right ange; temperature - identify thermometer as instrument used to measure temperature,
read scale on a thermometer, compare metereological data for temperature of day and night.
15.4 Use standard units to measure perimeter of shapes in their environment.
Standard 1:
15.5 Estimate, measure, compare and record measurements lengths in feet, yards and meters using
various instruments: weight in pounds and kilograms; capacity in quarts, gallons, liters; time in
intervals of 1 and 5 minutes, including digital clock, am and pm; angles of 0°, 90°, 180°, 360°;
temperature using Celsius and Fahrenheit scales.
15.6 Convert among units within the same system: length, weight, volume, time, temperature.
15.7 Uses standard units to measure area of shapes in their environment.
15.8 Derive simple formulas for the perimeter of common shapes.
Standard 2:
15.9 Estimate, measure, compare and record measures including fractional parts for metric
and customary units: length, weight, volume, time, temperature.
15.10 Estimate and determine elapsed time given the durations of events.
15.11 Measures angle in degrees and name such angles (acute, right, obtuse, straight, scalene).
15.12 Convert measurements from one system to another: length, weight, volume, time, temperature.
15.13 Derive simple formulas for determining the area of common shapes.
15.14 Calculate perimeter of irregular shapes using metric and customary units.

Standard 3:
15.15 Recognize the need for larger and smaller units of measurements: length, weight, volume, time;
compare units used in everyday items (packages, industry).
15.16 Use angles to describe rotation and properties of shapes and figures.
15.17 Solve problems involving differences in temperature (positive and negative).
15.18 Calculate area of composite and irregular shapes using metric and customary units.
Standard 4:
15.19 Measure lengths, weights, volumes, time, temperature with metric and customary units
and convert among them: select appropriate unit and instrument.
15.20 Solve problems involving the relationship between a 12-hour clock and a 24-hour clock.
15.21 Calculate surface area of common regular objects using metric and customary units identifying
the appropriate units for the object in question.
15.22 Derive simple formulas for determining volume of common shapes.
Standard 5:
15.23 Compare and sort lengths and weights within and between metric and customary units selecting
appropriate unit for various items introduced.
15.24 Understand difference and relationship between weight and mass: through experiments.
15.25 Investigate how changing dimensions of a figure affect perimeter, area and volume.
Standard 6:
15.26 Solve problems involving perimeter, area, surface area and volume.

Learning Outcomes for Mathematics: Spatial Relationships and Shapes
Properties of Shapes
Discover, analyze and use characteristics and properties of two- and three dimensional geometrical
shapes to identify, describe, sketch and model.
Infant 1:
16.1 Manipulate, explore, recognize, describe concrete shapes in the environment such as square,
circle, rectangle and triangle.
16.2 Use properties to sketch simple representations of 2-D and 3-D figures.
16.3 Compose and decompose 2-D and 3-D figures.
Infant 2:
16.4 Recognize similarities, differences and relationships among shapes: triangles and quadrilaterals.
16.5 Name and draw basic 2-D and 3-D figures.
16.6 Describe and compare 2-D and 3-D figures according to specific attributes: length of sides, size of
angles (angle not measured, only by comparison); length of sides, number of faces, size of angles
(angle not measured, only by comparison).
Standard 1:
16.7 Compose and decompose compound shapes: construct simple shapes with given dimensions
(lengths).
16.8 Visualize sketches and construct 3-D representations giving drawings of different views.
16.9 Construct simple figures from given nets.
Standard 2:
16.10 Construct triangles and quadrilaterals.
16.11 Classify triangles based on angle sizes.
16.12 Sketch and match simple figures: match figure to given net or side, bottom and top views.
Standard 3:
16.13 Construct circles and other polygons.
16.14 Describe circle based on the attributes of center, radius, diameter.
16.15 Identify arcs and sectors.
16.16 Identify rotational symmetry.
16.17 Draw right-prisms: parallel faces to include triangles, squares, rectangles, circles.
Standard 4:
16.18 Draw faces of 3-dimensional figures.
16.19 Sketch spheres and cones.
16.20 Construct pyramids.

Standard 5:
16.21 Construct 2-dimensional shapes from specific dimensions for sides, diagonals, diameter, radius,
altitude, angles.
16.22 Investigate relationships between interior angles and exterior angles in a triangle.
16.23 Recognize ratio between circumference and diameter of any circle.
16.24 Construct compound 3-dimensional figures.
Standard 6:
16.25 Investigate relationship between interior and exterior angles of quadrilaterals and other polygons.
16.26 Apply Pythagoras theorem to right-angle triangles.
16.27 Identify similar and congruent figures.
16.28 Construct polyhedral using nets (2-dimensional patterns).

Representation of Shapes
Use representational systems (Eg. coordinate system) to give location, describe spatial relationships,
and explore symmetry and transformations.
Infant 1:
17.1 Describe relative positions in the environment: locate and/or describe position of objects in the
school yard; use seating rows and column in classroom.
17.2 Identify representations of point, line, ray, angle and plane in their environment.
17.3 Draw line segments.
Infant 2:
17.4 Read maps and give directions: home to school or other places in the community; differentiate
between horizontal and vertical lines.
17.5 Recognize basic transformations that change an object's position.
17.6 Investigate lines of symmetry, similarity and congruency.
Standard 1:
17.7 Use the coordinate system to specify location.
17.8 Explore transformations: slide, flip, turn.
17.9 Explore diagonal, intersecting, parallel and perpendicular lines.
Standard 2:
17.10 Make and test predications regarding transformations of plane geometric shapes.
17.11 Plot points using the first quadrant of the coordinate system.
Standard 3:
17.12 Use coordinates to find position on a globe or map.
17.13 Formal transformations: translation, reflection, rotation.
Standard 4:
17.14 Use rectangular grid and ordered pairs to plot simple shapes and investigate vertical and
horizontal distance and area.
17.15 Investigate tessellations of geometrical shapes.
Standard 5:
17.16 Plot on a rectangular grid the results of a reflection and translation.
17.17 Plot points on all four quadrants of a coordinate grid.
17.18 Interpret scale drawings.
Standard 6:
17.19 Plot on a rectangular grid the results of a rotation.
17.20 Bisect lines and angles: use of a Geometry Set.
17.21 Apply concepts, properties, and relationships of adjacent, corresponding, vertical, alternate
interior, complementary, and supplementary angles: figure out a missing angle.

Learning Outcomes for Mathematics: Data Handling and Probability
Data Collection and Organization

Collect, organize and display relevant data to answer questions related to real life situations.
Infant 1:
18.1 Gather data from environment such as objects, pictures and through observation for counting,
sorting, and grouping.
18.2 Use tally charts to record data.
18.3 Use symbols to represent objects using one-to-one correspondence.
18.4 Organize and display data using concrete materials, columns and pictorial representations.
Infant 2:
18.5 Use symbols to represent objects using one-to-many correspondence.
18.6 Collect, record and organize data and generate simple graphs: use categories for horizontal axis;
use surveys (oral) to collect data; use tally charts and tables to record data; use bar graphs and
pictographs to represent information.
Standard 1:
18.7 Organize and display data using pictographs and bar graphs with scale of many-to-one
correspondence
18.8 Collect and record data and generate appropriate graphs: obtain data from interviews and
measurements.
Standard 2:
18.9 Use diagrams and set notation to describe data sets: differentiate between discrete and
continuous data.
18.10 Determine data inclusion using simple deductive reasoning and/or basic logic: use simple truth
tables where appropriate.
Standard 3:
18.11 Use graphs to compare two sets of data: construct graphs with a variety of axes, scales and
legends.
18.12 Identify data as qualitative or quantitative.
Standard 4:
18.13 Represent data using a variety of graphical forms.
18.14 Understand precision, accuracy and error in measurement.
Standard 5:
18.15 Construct circle graphs: discuss when circle graphs are appropriate.
18.16 Apply Venn diagrams to three sets.
Standard 6:
18.17 Determine appropriate data display method for given situation.
18.18 Construct box plots.
18.19 Collect and represent data from simple random samples.

Data Analysis
Analyze, describe and summarize data using appropriate statistical methods and measures.
Infant 1:
19.1 Interpret information presented in picture graphs and simple column graphs.
Infant 2:
19.2 Interpret information presented in tables, bar graphs and pictographs.
19.3 Compare data from different graphs.
Standard 1:
19.4 Read, interpret and answer questions based on graphs.
19.5 Describe characteristics like shape, peaks, distribution of data sets: use dot plots.
19.6 Match data set to chart or graph and vice versa.
Standard 2:
19.7 Investigate characteristics of data sets: shape, distribution; use stem and leaf graphs.
19.8 Investigate measure of central tendency: median, mode.
Standard 3:
19.9 Investigate measure of central tendency: mean.
19.10 Investigate measure of dispersion: range
Standard 4:
19.11 Interpret frequency tables, charts, and graphs.
19.12 Compute mean, median, mode, range for a set of data.
Standard 5:
19.13 Describe patterns in data including clusters, gaps and outliers.
19.14 Interpret circle graphs and Venn diagrams.
Standard 6:
19.15 Interpret data from box-plots (box-and-whisker plots).
19.16 Use scatter plot to determine trend.
19.17 Discuss appropriateness of measures of central tendency.
19.18 Investigate how extremes and other factors affect measures of central tendency.
19.19 Interpret data from simple random samples.

Probability
Investigate inferences and apply probability concepts in the solution of problems.
Infant 1:
20.1 Describe a trend shown on a picture or column graph.
Infant 2:
20.2 Use graphs, for example weather charts, to make predictions.
Standard 1:
20.3 Discuss situations that involve chance: certain, impossible, equally likely events.
20.4 Use tables and graphs to investigate probability.
Standard 2:
20.5 Do experiments to determine simple probability: use tables to represent the sample space.
20.6 Investigate arrangements of x items from a set of n items: differentiate permutations and
combinations.
Standard 3:
20.7 Use tables and Venn diagrams to answer basic probability questions: apply probability concepts
to real-life activities and games.
20.8 Derive and apply simple formula for probability: express probability as a fraction between 0 – 1
(inclusive).
Standard 4:
20.9 Use lists, tree diagrams, and tables to determine the possible combinations from two disjoint sets
when choosing one item from each set.
20.10 Derive probability of complementary events.
Standard 5:
20.11 Determine probability from data given in tables and graphs.
20.12 Compare theoretical and experimental probability in real-life situations.
Standard 6:
20.13 Make predictions based on data patterns.
20.14 Use tree-diagrams to determine probability of multiple events.

Learning Outcomes for Social Studies: Landforms and Locations
Infant 1: The World, Our Home

1.1 Explain that a globe is a model of the earth.
1.2 Find Belize on a globe and on the map of the world.
1.3 Identify the continents and oceans on a globe and world map.
1.4 Identify, on a globe and a map of the world, the north pole, south pole, the equator and the
directions north, south, east and west.
1.5 Using pictures, videos or other sources of information, identify the different types of animals that
live on different continents.
Infant 2: Planet Earth

2.1 Explain how the rotation of the earth causes day and night.
2.2 Describe how the moon changes appearance during the course of a month.
2.3 Describe the solar system as containing a sun surrounded by the planets, including the earth, and
other objects.
2.4 Describe, with the aid of diagrams, how the earth orbits the sun once every year.
Standard 1: Belize and the World

3.1 Use pictures to provide a description of the animals and plants found in each district of Belize.
3.2 Use pictures to provide a description of the animals and plants of countries in different parts of
the world.
3.3 Compare Belize to other countries in the region, for example by looking at maps or comparing
their people, size, main languages, capital cities or vegetation.
3.4 Apply the concepts of north, south, east and west to a globe, map of Belize, the classroom,
playground and local community.
3.5 Identify and name some of the world's major countries on a globe and map of the world.
3.6 Use a map of Central America to locate Belize and identify the other countries.
3.7 Create a map of Belize, that has symbols and compass points, showing its districts, major towns,
highways and other features.

Standard 2: Landforms
4.1 Describe various landforms found in Belize, including named examples of mountains, hills, cave
systems, cayes and lowland areas.
4.2 Describe the main types of vegetation that are found in each district of Belize.
4.3 Describe, in detail, the size, shape and structure of a local landform.
4.4 Use gridlines on a world map to identify the location of specified high mountains, major
volcanoes, arctic regions and deserts.
4.5 Create a map of Belize that uses symbols to identify mountains, caves, cayes, lakes and lagoons
and other physical features.
4.6 Create a map of their local community that includes grid-lines, symbols and compass points.
Standard 3: Inland Water Bodies

5.1 Describe the main features of various inland water bodies, including rivers and streams, lakes,
lagoons and waterfalls.
5.2 Identify at least ten different inland water bodies on a map of Belize.
5.3 Place some major inland water bodies on a blank map of the world, for example, the Amazon,
Orinoco, Nile and Yellow Rivers, the Victoria and Niagara Falls, the U.S. Great Lakes.
5.4 Describe, using words, pictures and diagrams, the features of a local water body.
5.5 Describe some ways in which humans use inland water bodies for their own purposes.
Standard 4: Belize's Coastal Zone

6.1 Describe some major features of Belize's coastline including beaches, mangroves, saltwater
lagoons, cayes and the barrier reef.
6.2 Describe how humans use the sea as a resource, including for fishing and tourism.
6.3 Create a map that shows Belize's barrier reef, including some of the associated marine reserves,
natural monuments and national parks.
6.4 Explain how the barrier reef was formed and how it is threatened by natural forces and human
activity.
6.5 Describe, using diagrams, why tides exist and how and why they vary on a daily and seasonal
basis.
6.6 Identify actions and laws that can help protect Belize's coastline and barrier reef from damage
caused by natural forces and human activity.
6.7 Describe an organization that works to protect and manage Belize's coastline, seas or barrier reef.

Standard 5: The Belizean Landscape

7.1 Describe how the physical features of the Belizean landscape vary from one region to another.
7.2 Investigate, using maps and other sources of information, the types of rocks and soil found in the
local area and in other parts of Belize.
7.3 Explain how caves and features such as stalactites. stalagmites and sink holes form in limestone
regions.
7.4 Describe the formation, structure and shape of one feature of the local landscape.
7.5 Describe one local river system, including its watershed, source, tributaries, length, path,
waterfalls, rapids, meanders and mouth.
7.6 Identify some ways in which the Belizean landscape is being changed by naturally occuring
erosion.
7.7 Identify some ways in which the Belizean landscape is being changed by human activities.
Standard 6: Plate Tectonics

8.1 Explain, with supporting illustrations, how the earth is composed of an inner core, an outer core,
mantle and crust.
8.2 Investigate the different types of volcanic eruptions and how volcanoes shape the landscape.
8.3 Describe the impact of a recent or historical earthquake.
8.4 Label the major tectonic plates, as well as the Nazca and Caribbean Plates on a map of the world.
8.5 Describe using diagrams, how tectonic plates move.
8.6 Explain how the movement of tectonic plates can cause earthquakes and volcanic eruptions.
8.7 Explore, using a sequence of maps, how the earth's major landmasses have moved, over a period
of hundreds of millions of years, due to plate tectonics.

Learning Outcomes for Social Studies: Weather and Climate
Infant 1: Our Weather

9.1 Use the terms wet, dry, warm, cold, windy, sunny and cloudy when talking about the weather.
9.2 Match pairs of pictures according to the weather conditions they show.
9.3 Draw pictures showing different weather conditions.
9.4 Describe how people protect themselves when it is hot, cold or windy, including the use of hats
and sunscreens to protect the skin.
9.5 Discuss the impact of the weather on human activities.
9.6 Identify hurricanes and tropical storms as dangerous storms that can cause damage.
9.7 Record, using pictures and words the weather at the same time every day for at least a week.
Infant 2: Observing and Recording Weather

10.1 Deliver a short oral report on the day's weather based on personal observation of weather
conditions.
10.2 Explain which type of weather they like the most and least.
10.3 Observe the effects of the changes caused by changes in the sun's position in the sky at various
points during the day.
10.4 Record the weather every day over a short period of time on a weather chart that has words,
symbols and numbers.
10.5 Create a chart containing words and symbols that predicts the weather for the next day.
10.6 Describe hurricanes and the damage they can do after observing pictures, watching videos or
reading texts.
Standard 1: Weather Patterns and Seasons

11.1 Describe the water cycle using words such as condensation, evaporation and precipitation.
11.2 Compare Belize's pattern of wet and dry seasons with the four seasons found in temperate
regions such as the U.S.A. and Europe.
11.3 Compare Belize's climate with the climate in some other parts of the world.
11.4 Extract information about average rainfall and temperature in Belize for each month from maps,
graphs and charts.
11.5 Create maps and charts that show differences in average rainfall and temperature for each
month in Belize.
11.6 Role-play or write a script for a radio or television weather forecast.
11.7 Identify the starting date, the peak months for Belize and the ending date of the hurricane
season, as well as the current hurricane names and the meaning of the hurricane warning flags
used in Belize.

Standard 2: Belize's Climate

12.1 Explain the difference between weather and climate by referring to precipitation, temperature,
sunshine, winds, mist, fog and storms.
12.2 Investigate Belize's annual temperature, rainfall and wind patterns using maps and other sources
of data.
12.3 Explain why some crops can and others cannot easily be grown in Belize.
12.4 Discuss the advantages and disadvantages of Belize's climate.
12.5 Investigate, using weather maps and other data, the climatic difference between the northern
and southern coastal, inland and mountain regions of Belize.
12.6 Explain how Belize's latitude, coastal location and topography influence its climate.
12.7 Create a map of the North Atlantic and Caribbean that shows the areas where hurricanes often
form and the paths they usually take.
Standard 3: Climate and Time Zones

13.1 On a blank map of the world, label lines of longitude and latitude, the equator, prime meridian,
international date line, tropics of Cancer and Capricorn and the polar circles.
13.2 Identify the polar, temperate and tropical climate zones of the earth using maps and other data.
13.3 Investigate a region of the world that has extreme weather, for example, very high or low
temperatures or rainfall or dangerous storms.
13.4 Explore the connections between climate and vegetation in different parts of the world.
13.5 Explain, in terms of the tilting of the earth as it orbits the sun, why the areas north and south of
the tropics have four seasons.
13.6 Explain why the area within the tropics experiences year round warm temperatures and annual
patterns of wet and dry.
13.7 Explain how time zones and the international date line function and why they exist.

Standard 4: Storms and Weather-Related Disasters

14.1 Describe the weather-related natural disasters that might affect Belize, including storms, floods,
droughts, forest fires and tsunamis.
14.2 Describe the differences between the different categories of hurricane on the Saffir-Simpson
scale.
14.3 Describe the features of a tropical storm or hurricane system including the eye, eye-wall, outer
bands and atmospheric conditions.
14.4 Plot the path of a tropical storm or hurricane on a map using latitude and longitude coordinates
given in a weather forecast or hurricane advisory.
14.5 Investigate the impact of a tropical storm or hurricane that made landfall in Belize.
14.6 Create a family disaster preparedness plan.
14.7 Investigate the role of the National Emergency Management Organization and the National
Metrological Service of Belize during natural disasters.
Standard 5: Winds
15.1 Investigate the strength and direction of the wind in different parts of the school compound using
devices made from re-used household materials.
15.2 Explain the wind cycle, including why, along Belize's coast, there is often a sea, or onshore, breeze
in the morning and a land, or offshore, breeze in the evening.
15.3 Describe the location and characteristics of the tropical windbelt.
15.4 Describe how the strength and direction of the prevailing winds that affect Belize and how they
typically change throughout the year.
15.5 Explain the differences between tropical waves, tropical depressions, tropical storms and
hurricanes.
15.6 Describe the categories, sustained wind speeds and effects outlined in the Saffir-Simpson scale.
15.7 Investigate how the level of destruction of a tropical storm or hurricne is influenced by wind
speed, rainfall amounts, rate of forward motion and other factors.

Standard 6: Climate Change and Severe Weather Events

16.1 Explore how severe weather can cause disasters, including floods, wind damage, forest fires,
landslides, water shortages and drought.
16.2 Describe the impact of a severe weather event that occurred in Belize or another country.
16.3 Describe how individuals and families can prepare for and aim to reduce the impact of floods,
droughts, forest fires and storms,
16.4 Describe the roles of national, city, and village emergency management organizations in
preparing for and responding to floods, droughts, forest fires and storms.
16.5 Explain the causes of man-made global warming.
16.6 Investigate some of the expected impacts of global warming, including a rise in sea levels and
increased frequency of severe weather events.
16.7 Investigate actions that can be taken by individuals, industries and governments to slow down
global warming.

Learning Outcomes for Social Studies: Managing Resources
Infant 1: Our Resources

17.1 Compare things that are part of nature with those that are man-made.
17.2 Explain that natural resources come from nature, for example from plants, animals, soils, rocks,
air, water and the sun.
17.3 Explain how people use resources for food, to make things and for other uses.
17.4 Explain how natural resources are used by plants and animals.
17.5 Describe the different ways that water is used in the home.
17.6 Identify some ways in which people could use fewer resources.
Infant 2: Tourism
18.1 Recognize a tourist as anyone who takes a relatively short trip from his or her home for pleasure.
18.2 Identify reasons why many people like to visit Belize as tourists.
18.3 Identify a major tourism activity or destination in each of Belize's six districts.
18.4 Investigate how tourists travel from one place to another.
18.5 Identify some places that tourists to Belize come from, using a map of the world.
18.6 Identify some types of jobs created by tourism.
Standard 1: Protecting Resources

19.1 Describe the use of natural resources in the community.
19.2 Use pictures and maps to identify various types of natural vegetation found in different areas of
Belize.
19.3 Investigate how their home uses water and how it could use less.
19.4 Explain how resources can be conserved through reduction in their use, re-use and recycling.
19.5 Explain the importance of protecting and conserving natural resources.
19.6 Promote, in their homes or school, the conservation of resources through one of the following:
reduction, re-use and recycling.
19.7 Investigate the location and main features of a selected national park.

Standard 2: Classifying Resources

20.1 Create a map of Belize showing where various resources can be found.
20.2 Investigate the natural resources that can be found in the local community or district.
20.3 Apply the terms renewable, non-renewable, exhaustible and inexhaustible to natural resources.
20.4 Differentiate between resources that come from living things, including living plants and animals
and fossil fuels, and those that come from non-living things, including the sun, land, air, water,
minerals and metals.
20.5 Describe, in detail, the human uses of a selected natural resource.
20.6 Classify Belize's man-made resources under a variety of headings, including transportation,
communication and industry.
20.7 Identify the different ways that resources are used in Belize to generate electricity.
Standard 3: Conservation and Preservation of Resources

21.1 Discuss how land, air and water can be polluted and how they can be protected from pollution.
21.2 Explain the terms conservation, preservation and sustainable development, giving examples and
the reasons for their importance.
21.3 Identify the names, acronyms and main functions of a variety of organizations that aim to protect
the environment in Belize.
21.4 Describe, in detail, the work of one organziation that aims to protect the environment in Belize.
21.5 Describe some steps taken by the government to protect plant and animal resources, including
forest and marine reserves, biological corridors, wildlife sanctuaries and hunting and fishing
closed seasons and other policies.
Standard 4: Economic Activities

22.1 Apply the terms trade, exports and imports when describing economic activity.
22.2 Describe Belize's import and export trades, identifying the goods, services and countries involved.
22.3 Explain the importance of agriculture in the economy of Belize.
22.4 Investigate the production, processing and use of natural resources for a selected primary,
secondary or tertiary industry.
22.5 Describe how resources in their community or district are used for economic activities.
22.6 Investigate the positive and negative impacts of economic activities in their community.
22.7 Apply the terms primary, secondary, tertiary, agricultural, extractive, manufacturing and service
to local economic activities.

Standard 5: Tourism and Trade

23.1 Locate on a map, the main primary industries in Belize, for example, fishing, shrimp, citrus,
banana, sugar, cacao and rice production, quarrying and oil extraction.
23.2 Investigate, using maps and other data, the characteristics, main activities and trade relationships
of a selected Belizean primary or secondary industry.
23.3 Extract information from graphs and charts relating to Belize's international trade, for example
levels of imports and exports by weight, volume or revenue generated, trade with different
countries and regions, and so on.
23.4 Design an advertisement in the form of a brochure, poster, web-page or role-play to promote
Belize as a tourist destination.
23.5 Classify tourism as local, regional or international, eco, adventure, sightseeing, cruise, beach, or
by other categories.
23.6 Analyse trends in tourism data, for example, the changes in the numbers of cruise and overnight
arrivals, the countries of origin of tourists, tourism employment and the income generated for
the country.
23.7 Evaluate the impact tourism has on the environment.
Standard 6: Resources and the Economy

24.1 Identify the causes and impact of deforestation in Belize and at least one other country.
24.2 Extract information from maps and other sources relating to Belize's transportation and
communications infrastructure.
24.3 Create a map of Belize, using original symbols, that shows the location of Belize's natural
resources and major economic activities.
24.4 Explain the relationship between location, natural resources, climate, landforms, soil-types and
the economic activities of Belize.
24.5 Report on one Belizean industry, giving information about its history, location, production
methods, use of natural resources, revenue, trade and so on.
24.6 Analyse trends in economic data over time, for example, in relation to imports, exports, levels of
production, revenue, consumer prices, employment and so on.
24.7 Discuss ways in which Belize can develop economically while also protecting its environment.

Learning Outcomes for Social Studies: Society and Culture
Infant 1: Families
25.1 Describe members of their family, including those that live in their house and those that don't.
25.2 Identify the languages spoken at home by themselves and various members of their family.
25.3 Identify the ethnic group they belong to.
25.4 Present personal information, for example in a booklet, such as their age, height, gender, date of
birth, their house, its address and their family members.
25.5 Draw a simple family tree showing three generations of their family.
25.6 Describe different types of family households including single parent, two parent and extended.
Infant 2: Communities
26.1 Describe the different types of buildings and public spaces that are found in their neighbourhood,
including houses, schools, medical and community centres, stores, parks and businesses.
26.2 Identify the location of services such as police and fire stations, health facilities, schools, parks
and community centres in their local communities
26.3 Describe the jobs done by selected community workers such as nurses, doctors, police, BDF and
coast guard officers, utility workers, teachers and so on.
26.4 Recognize the roles and duties of law enforcement officers in the community.
26.5 Depict, using words, maps or pictures how they get to school.
26.6 Describe responsible community behaviour such as keeping the streets clean, waiting patiently in
a queue, being polite, crossing a road or street with care, keeping pets under control and so on.
Standard 1: Customs and Traditions

27.1 Create a map of Belize showing the location of the major settlements of the Maya, Garifuna,
Mestizo, Mennonite, East Indian and Creole communities.
27.2 Compare and contrast the types of food, clothing, music and dance associated with each of
Belize's major ethnic groups.
27.3 Discuss the oral traditions, proverbs, folklore, myths and legends of a selected ethnic group.
27.4 Describe the practices of a selected ethnic group in relation to births, deaths, marriages and other
special occasions.
27.5 Explore similarities and differences between the types of food, clothing, music and dance
commonly found in Belize with those found in at least one other country.

Standard 2: National Identity

28.1 Present information about Belize's national anthem, national flag and national symbols.
28.2 Discuss the different languages that are commonly spoken in Belize.
28.3 Compare the terms Belizean, Caribbean and Central American.
28.4 Explain some of the advantages of living in Belize.
28.5 Identify cultural practices and values that are used by more than one cultural group in Belize.
28.6 Explore what it means to be both a member of an ethnic group and a member of a national
community.
28.7 Compose a short biography of a Belizean who could be viewed as a role model.
Standard 3: Origins and Locations of Ethnic Groups

29.1 Locate on a map of the world the places from which the various ethnic groups originated or had
settled before coming to Belize.
29.2 Describe the origins of the Creole, Garifuna, Mennonite, Mestizo, East Indian, Chinese, Middle
Eastern, Central American and modern Q'eqchi, Mopan and Yucatec ethnic groups.
29.3 Discuss reasons for concentration of Mestizos, Mennonites, Garifuna, Maya, East Indians and
Creoles in various parts of Belize.
29.4 Create a timeline showing the emergence or first major arrival of the Creole, Garifuna,
Mennonite, Mestizo, East Indian, Chinese, Middle Eastern, Central Americans and the modern
Q'eqchi, Mopan and Yucatec ethnic groups.
Standard 4: Immigration and Emigration

30.1 Apply the terms migrate, immigrant, immigration, emigrant, emigration, diaspora and nationality
when discussing migration to and from Belize.
30.2 Label some of the main countries that people migrate to and from Belize on a world map.
30.3 Explain the influx of Central Americans into Belize from the 1980s to the present day.
30.4 Discuss the positive and negative effects of immigration into Belize in recent years of people from
many different countries throughout the world.
30.5 Discuss the nature and impact on Belize of the emigration of Belizeans to live in the United States.
30.6 Explain the roles and responsibilities of Belize's Nationality and Immigration Department.

Standard 5: Culture and Language in Belize

31.1 Discuss the meaning of the national anthem, national flag and national symbols and what they
communicate about Belize.
31.2 Discuss the role that the English language plays in present day Belizean society.
31.3 Discuss the way in which Belizeans use different languages at home, school, work and in the
community.
31.4 Compare and contrast the cultural practices of various ethnic groups in relation to one or more of
the following: music, dance, art, food, or clothing.
31.5 Investigate how the culture of one ethnic group is changing over time.
31.6 Compose a short biography of a leading current or historical member of a chosen ethnic group.
31.7 Discuss what individuals and communities can do to strengthen the use of the traditional
languages of their community.
Standard 6: Culture and Change

32.1 Identify practices, values, attitudes and aspirations that are widely shared by members of several
ethnic groups in Belize.
32.2 Describe a selected ethnic group, giving details of its origins, emergence, location and
development in Belize, its cultural practices, languages and main economic activities, and the
contributions of its distinguished members,
32.3 Investigate changes that are occuring to the cultural practices of a selected ethnic group.
32.4 Evaluate the impact of modern technology on Belizean society, for example by discussing changes
brought about by television, the internet, cell phones and faster, cheaper transportation.
32.5 Investigate the aims and activities of one organization that works to preserve or promote the
culture of a specified ethnic group.
32.6 Discuss the advantages and disadvantages of actions that individuals and communities can take
to preserve traditional cultural practices.

Learning Outcomes for Social Studies: Government and Citizenship
Infant 1: Rules and Responsibilities at Home

33.1 Explain why it is important for children to go to school.
33.2 Describe the rules which govern their homes.
33.3 Give examples and non-examples of responsible behaviour at home.
33.4 Explain how rules at home help keep us safe and live together peacefully.
33.5 Discuss the responsibilities of family members including themselves.
33.6 Identify their right to be safe, to be cared for, to learn and to give their opinions when at home.
Infant 2: Rules and Responsibilities at School

34.1 Give examples and non-examples of behaviour that shows responsibility at school.
34.2 Explain rules at school help us to be responsible and keep us safe.
34.3 Give examples and non-examples of behaviour that shows respect for other people and their
property, including school property.
34.4 Explain what it means to treat people equally, regardless of their ethnicity, gender, skin colour,
likes and dislikes or personal appearance.
34.5 Identify an outstanding person that can be a role model for them.
34.6 Explain how children have the right to be safe, go to school, be treated kindly, and to be looked
after.
Standard 1: Being Part of a Community

35.1 Give examples of the similarities and differences between the rules that govern their homes with
those that govern their schools and the wider community.
35.2 Discuss the importance of following rules at home, in the school and in the community including
that it keeps us safe and helps people live together peacefully.
35.3 Demonstrate, for example through role play, how and when they should contact and
communicate with the police, fire and ambulance services.
35.4 Demonstrate, for example through role play, how they should act in public places such as stores,
restaurants and parks.
35.5 Identify some services that exist in the community to help people including police, fire,
ambulance, education and health services.
35.6 Take part in an activity that encourages people to respect the rights of others.
35.7 Describe the basic rights of children including the right to life, a name, education, security, shelter
and health care.

Standard 2: The Law and the Courts

36.1 Explain, by giving examples, the difference between rules and laws.
36.2 Identify some consequences of disobeying laws.
36.3 Explain the authority and role of police officers and how citizens should behave towards them.
36.4 Describe the judicial system and give examples of the role of the family, magistrates and supreme
courts.
36.5 Describe, for example through pictures or role play, what happens in a magistrates or family
court.
36.6 Explain the judicial rights of citizens, including the right to equal and fair treatment by the police
and courts, to be presumed innocent until proven guilty and to defend themselves against
accusations.
Standard 3: National and Local Government

37.1 Identify the main purpose of the legislative, executive and judicial branches of government.
37.2 Investigate how voting is used by citizens to choose area representatives, mayors and local
councillors.
37.3 Describe the composition and main functions of the national assembly, including how it makes
laws and the role of the opposition.
37.4 Explain how a person becomes the prime minister or a minister of government.
37.5 Describe the composition and main functions of the cabinet.
37.6 Describe the characteristics and responsibilities of city, town and village councils and alcaldes.
Standard 4: The Constitution and Government of Belize

38.1 Explain the origins and purpose of the Constitution as the supreme law of Belize.
38.2 Identify, using a map, the territory of Belize as defined in the Constitution.
38.3 Identify the main features of the executive, legislative and judicial branches of government
outlined in the Constitution of Belize.
38.4 Compare and contrast the roles of the Queen, the Governor-general and the prime-minister.
38.5 List the main ways a person can become a citizen outlined in Sections 24, 25 and 26 of
Constitution of Belize, that is by being born in Belize, by descent, by marriage and by continuous
residence.
38.6 Explain the main categories of rights protected under Section 3 of the Constitution of Belize.

Standard 5: Democracy in Belize

39.1 Explain what it means for Belize to be an independent, sovereign, democratic nation state.
39.2 Identify some features that make Belize a democracy, including the right to vote, freedom of
speech, assembly and association, and the principle of equality before the law.
39.3 Compare and contrast the characteristics and functions of the three branches of government:
the executive, the legislative and the judicial.
39.4 Describe the rules and importance of debates in the National Assembly.
39.5 Present information, in the style of a media report or advertisement, on how and why people
should vote.
39.6 Explore the significance of Belize's membership of the United Nations, The Organization of
American States, CARICOM, The Commonwealth and other international bodies.
39.7 Identify the names, including acronyms, and main functions of a variety of organizations that
protect and promote human rights.
Standard 6: The Structure and Functions of Government

40.1 Outline the major responsibilities of the National Assembly and each government ministry.
40.2 Compare and contrast the ways in which local and national governments raise and disburse
revenue.
40.3 Explain how the judicial system functions in Belize, including the roles and responsibilities of the
family, magistrates, supreme and appeals courts and the Caribbean Court of Justice.
40.4 Describe at least one case in which the supreme court protected the constitutional rights of an
individual or organization.
40.5 Describe the structure and main functions of the United Nations.
40.6 Investigate the role of the International Court of Justice in settling disputes between member
states of the United Nations.
40.7 Identify some rights outlined in the Convention of the Rights of the Child, including the rights to a
name, registration, nationality, care, free expression and protection from child labour and other
forms of harm.

Learning Outcomes for Social Studies: History
Infant 1: My Country is Belize

41.1 Identify the national symbols of Belize.
41.2 Describe the flag of Belize and how, when and why it is used.
41.3 Identify the districts, cities, towns and major highways of Belize on a map.
41.4 Recite the words of the national anthem of Belize as part of a group.
41.5 Identify the reasons why Belize has public holidays on dates such as March 9th, September 10th
and 21st and November 19th.
Infant 2: Life in Ancient Maya Cities

42.1 Explain that there were Maya cities in Belize more than one thousand years ago.
42.2 Compare the ancient Maya ball game with ball games played today.
42.3 Compare the technology used in ancient Maya civilizations to technology that exists today.
42.4 Compare the food eaten by people in ancient Maya civilizations with the food people eat today.
42.5 Describe some of the buildings typically found in ancient Maya cities such as pyramids, temples,
palaces and ball courts.
42.6 Compare the work done by people in ancient Maya civilizations with the work people do today,
including farming and pottery making.
Standard 1: Ancient Maya Civilization

43.1 Describe the archaic peoples that lived in Belize before the rise of Maya civilization.
43.2 Identify, on a map, the places occupied by ancient Maya civilization in Mesoamerica.
43.3 Locate, by district, some of the ancient Maya cities of Belize, for example, Caracol, Santa Rita,
Xunantunich, Altun Ha, Lamanai and Nim Li Punit
43.4 Describe the main features of religion in ancient Maya civilization.
43.5 Describe the calendar and number systems used in ancient Maya Civilization.
43.6 Describe, after a visit or from pictures, the main features of a selected ancient Maya city.
Standard 2: African Civilizations

44.1 Identify some important features of Africa, including its location, shape, climate, major rivers and
deserts.
44.2 Describe the main features of ancient Egypt, including its pyramids.
44.3 Identify the main similarities and differences between a selected feature of ancient Egyptian and
Mayan civilizations for example, architecture, technology, settlements or farming.
44.4 Describe the main features of the three major West African Kingdoms: Ghana, Mali and Songhay.
44.5 Describe one or more features of life in Africa from before the year 1500, for example, buildings,
textiles, artwork, trade or farming.

Standard 3: The Settlement of Belize up to 1800

45.1 Outline the history of the arrival and settlement of the first Europeans in the Caribbean, including
the voyages of Christopher Columbus, some features of the Spanish Empire and the role of
pirates.
45.2 Describe the development of the logwood trade in Belize.
45.3 Explain what it means to be enslaved and why enslaved people were in Belize.
45.4 Describe the main features of the slave trade between Africa and the Caribbean, including the
capture, transportation and sale of the enslaved Africans.
45.5 Describe some features of the lives led by enlaved people in Belize, including their work, food,
housing and treatment.
45.6 Describe the causes, main features and outcomes of the Battle of St. George's Caye.
Standard 4: The Development of Belize after 1800

46.1 Explain how Belize's borders were set, including the importance of the 1859 Anglo-Guatemala
Treaty and the 1893 Treaty with Mexico.
46.2 Describe the main features of the mahogany trade up to 1900, including how and from where
timber was extracted, how it was transported, where it was sold to and what it was used for.
46.3 Explore what it meant for Belize to be a colony, and, from 1871, a crown colony of Britain during
the nineteenth century.
46.4 Describe the main features of the Caste War of the Yucatan, including its causes, participants,
important dates and main events.
46.5 Explain how the Caste War in the Yucatan changed northern Belize.
46.6 Explore the history and significance of a building or public space constructed before 1900 that still
exists today.
Standard 5: Nationhood and Independence

47.1 Outline the causes, personalities and main events of the protest movements of the 1930s.
47.2 Describe the development of democratic processes in Belize from the public meetings to the
present day, including the gradual extension of the franchise until universal adult suffrage was
achieved.
47.3 Explain the origins of Guatemala's claim to Belize and its impact on Belize both before and after
independence.
47.4 Identify actions that Belize has taken to ensure its territorial integrity.
47.5 Describe the events leading up to Belize's Independence in 1981.
47.6 Outline the role of political parties in Belize's struggle for independence.
47.7 Describe, in detail, the aims and activities of one political party, trade union or civil society group
that has been active in Belize since independence.

Standard 6: People and Events that Shaped Belize

48.1 Develop a time line showing the main time periods of early Maya Civilization.
48.2 Develop a time line showing the selected developments in Belize from 1600 to 1981.
48.3 Discuss the factors that may have contributed to the decline in Maya civilization in the late classic
period.
48.4 Discuss Belize's relationship with other countries, including Guatemala, Mexico, Britain and the
U.S.A.
48.5 Create a map of Belize showing its major historical buildings and archaeologcal sites.
48.6 Investigate the life and times of a person that had a major impact on the history of Belize.
48.7 Investigate, in detail a major event from any period of Belize's history.

Learning Outcomes for Science: Living Things
Infant 1: People. Plants and Animals

1.1 Recognize and identify a range of common animals and plants (living things). (use terms such as
fly, goldfish, tadpole, fruit tree, flowering tree - seen at home, on the way to school, in and
around school or on a school visit.)
1.2 Observe and identify similarities and differences between people, plant and animal species in
their immediate surroundings. (Observe using the 5 senses -see, hear, touch, smell, taste – as
appropriate.)
1.3 Classify the similarities and differences between people, plants and animals based on the
observations made in 1.2. (e.g., in charts record and sort living things, in terms of features such
the similarities and differences between what was seen - as colour of coat, or size of leaf, heard-
sounds they make, smelt - odor, felt- texture of leaf.)
1.4 Make observations and identify the basic needs of people, plants and animals. (e.g. food, water,
air, protection, love)
1.5 Discuss how the needs of people, plants and animals are alike and how they are different.
Infant 2: Plant and Animal Growth

2.1 Differentiate between living and non-living things. (i.e., identify the visible characteristics of living
things vs visible characteristics of non-living things; growth, feeding, movement and reproduction)
2.2 Name cells as the building blocks that make up all living things. (i.e., know that living things are
made of cells but not be responsible for details of cell structure or functions)
2.3 Describe physical growth of living things in terms of the increase in the number of cells that make
up their bodies. (i.e., the more cells there are the bigger the organism; puppy - dog, seedling -
tree, thin person - fat person; monitor growth by measuring height, weight of persons and other
animals and plants)
2.4 Students will be able to identify needs for physical growth of local plant and animal species. (e.g.,
use inquiry approach to determine plants need for: water, sunlight; use “what if” situations for
animal needs: food, water, air, warmth, cold)

Standard 1: Plant and Animal Habitats

3.1 Describe the different types of habitats found in Belize. (e.g., aerial, arboreal, aquatic, terrestrial,
fossorial)
3.2 Make comparisons between the different types of habitats found in Belize. (e.g., aerial, arboreal,
aquatic, terrestrial, fossorial)
3.3 Make observations of a habitat in a local ecosystem and identify the living organisms occupying
it. ( Use inquiry approach using a variety of resources such as the school yard, gardens, nearby
parks and open areas, books, videos, websites)
3.4 Name the characteristics of all living things and cite examples of how these are shown in local
organisms. (i.e., how plants and animals grow, reproduce, respire, move and respond to stimuli,
excrete, circulate fluids, obtain food)
3.5 Explain how the habitat observed in 3.3 supports the characteristics of the living things found
there. (i.e., collect evidence and suggest reasons why the various plants and animals live in the
habitat as related to their living characteristics)
Standard 2: Animal Growth and Development

4.1 Observe the growth cycle of specific animals in order to identify the growth stages. (e.g., students
will incubate eggs – lizard, chicken, butterfly, mosquito, fish – in order to monitor their growth)
4.2 Describe typical physical growth cycles of animals. (i.e., egg > immature form >mature organism;
describe using line drawing and labeling as an example, measure height, weight and age of
persons and other animals)
4.3 Identify the habitats needed to support different stages in the growth cycle of a variety of local
animals. (e.g., mosquitos need water in the egg and larval stages and aerial in the adult stage;
lobsters need mangroves for egg and larval stage and coral reefs for adult stage).
4.4 Compare the life cycle of human beings with that of a variety of local animal species. (i.e.,
compare in terms of growth stages and habitats required, to that of animals).
Standard 3: Plant Growth and Development

5.1 Distinguish between flowering and non-flowering plant species found locally.
5.2 Describe typical physical growth cycles of flowering plants. (i.e., seed > immature form >mature
organism; describe using line drawing and labeling).
5.3 Observe the growth cycle of specific plants in order to identify the growth stages and the main
parts of flowering plants: root, stem, leaf and flower. (i.e., students will plant seeds in order to
monitor their growth).
5.4 Use appropriate measures for plant growth at different stages in the growth cycle of a variety of
local flowering plants. (e.g., seedling - length of roots, stems and leaves; young plant - number of
leaves; mature plant - height of plant over time (height of tree by scale drawing), number of
growth rings, circumference of trunk).

Standard 4: Animal Diversity

6.1 Observe the diversity of animals in different ecosystems of Belize. (i.e., typical animals found in
aerial, arboreal, aquatic, terrestrial and fossorial ecosystems of Belize.)
6.2 Discuss adaptations as physical differences in local animal species that enable them to survive in
their ecosystem. (e.g., shapes and sizes of birds’ beaks suited for the food they eat, eye sizes of
animals active during the day versus those at night, animal coat color to blend into their
environment).
6.3 Construct and use simple dichotomous keys to classify different local animal species. (i.e., make
and use dichotomous keys to classify animals based on observable physical characteristic such as
number of body parts, colour, size, shape, smell, feel; reference can be made to the Linnaean
classification system as dichotomous keys widely used by scientists).
6.4 Discuss migration as the movement of animals from one ecosystem to another, how this
contributes to the diversity of animals found in local ecosystems and why it occurs. (e.g.,
migration of birds, whales, turtles, crabs, lobster, locust to meet their specific needs at different
points in their growth cycle).
6.5 Discuss different natural changes to the ecosystem that can affect the diversity of local animal
species. (e.g., how do hurricanes, flooding, drought change the composition and distribution of
animals in an ecosystem).
6.6 Discuss how various human activities can impact animal diversity in Belize and suggest possible
solutions to mitigate the impact. (e.g., unsustainable commercial use of wild animals, importation
of diseased animals and foreign species, selective breeding of animals).
Standard 5: Plant Diversity

7.1 Observe plant diversity (flowering and non-flowering), in different ecosystems of Belize. (i.e.,
typical plants found in aerial, arboreal, aquatic, and terrestrial ecosystems of Belize.)
7.2 Discuss adaptations as physical differences in local plant species that enable them to survive in
their ecosystem. (e.g., shapes, sizes and colour of leaves, shapes and size of seeds for dispersal,
presence of thorns and prickles, fleshy, hairy or waxy surfaces).
7.3 Discuss different natural changes to the ecosystem that can affect the diversity of local plant
species. (e.g., how do hurricanes, flooding, drought change the composition and distribution of
plants in an ecosystem)
7.4 Discuss how various human activities can impact plant diversity in Belize and suggest possible
solutions to mitigate the impact. (e.g., unsustainable commercial use of plants, importation of
diseased plant material and foreign species, hybridization of plants)

Standard 6: Heredity and Reproduction

8.1 Identify and compare (similarities and differences) traits or characteristics within different local
plant and animal species in Belize. (i.e., diversity within a plant and an animal species)
8.2 Explain that living organisms are made up of cells which are the basic units of all living things.
8.3 Identify the basic structure of a typical animal cell and be able to describe the major functions of
its parts. (cell membrane, , nucleus, , and cytoplasm)
8.4 Identify the basic structure of a typical plant cell and be able to describe the major functions of its
parts, (cell membrane, cell wall, nucleus, vacuole, cytoplasm, chloroplasts).
8.5 Explain the role of sexual reproduction in determining genetic diversity (i.e. how different
combinations of genes determine traits or characteristics in local plants and animals. Limit
vocabulary to heredity, genes, alleles, dominance, co-dominance and recessive).
8.6 Explain, using examples, how the expression of various traits (adaptations or characteristics) in
local plant or animal species can be beneficial or detrimental in an ecosystem. (e.g., the spotted
coat of the jaguar is beneficial since it allows the jaguar to blend in with the rain forest but would
be detrimental in a dry savannah ecosystem where he jaguar cannot blend in with the colour of
the vegetation. Darker skin color provides more protection from the sun’s rays than lighter skin
color.)
8.7 Research and discuss how and why human beings use selective reproduction (breeding) to ensure
the expression of specific traits in plant and animal species. (e.g., through cross-breeding certain
varieties of corn so that there is a higher yield with less water usage; breeding certain varieties of
dogs to produce the most desirable hunting traits).
8.8 Research and discuss possible negative impacts of the use of selective reproduction. (e.g.,
artificial insemination, Genetically Modified Organisms - modified grains, cloning).

Learning Outcomes for Science: Healthy Environments
Infant 1: Keeping Around Us Clean and Safe

9.1 (wa Use observation skills to identify the differences between clean and unclean spaces in their
school and homes. (e.g., spaces are organised, free of dirt & garbage).
9.2 (wa Recognise objects or conditions in spaces that make them safe or unsafe. (e.g., unsafe: broom or
toys on the floor, sharp objects within easy reach of small children, dangerous objects &
hazardous materials not safely stored; conditions such as - wet floors, cluttered spaces,
overgrown vegetation, exposed garbage heaps, stagnant water).
9.3 (wa Identify and participate in activities that keep spaces clean and safe and help improve the quality
of their immediate spaces.
Infant 2: Keeping Safe in our Environment
9.4 (wa Give examples of human-built and natural environments. (use nearby examples for each - e.g.,
human-built: cities, villages, towns; natural: forest, mangrove, river, mountain, wetlands).
9.5 (wa Identify basic and common components of the human-built and natural environments identified
in 9.1. (i.e., human-built: man-made structures such as buildings, streets, drains, vehicles, roads,
parks and playground; natural: rivers, forest, rocks, hills, sea, reef, mangroves, swamps).
9.6 (wa Observe and identify the potential and common dangers in human-built and natural
environments. (e.g., accidents , while working or playing, , crime, sickness attacks by animals,
natural disasters, pollution and negative impacts of human behaviours).
9.7 (wa Suggest how to best respond to common dangers in the human-built and natural environment.
(i.e., use cause and effect thinking to make best judgment for safety, such as: obey rules and
signs; avoid dangerous situations; follow good advice; ‘think before you act’).
Standard 1: Keeping our Environment Clean

10.1 Identify a healthy environment. (e.g., clean and controlled land use, controlled system for
disposal of human waste; land spaces in their natural forms– lush natural forest and vegetation,
clean water ways and natural catchments, clean air rich in oxygen.)
10.2 Identify different human activities that can degrade the quality of the environment. (e.g., air: air
pollution, oxygen depletion; land: erosion, clearing, overuse, mining, flooding, improper disposal
of wastes; water: pollution, depletion; wildlife: depletion, extinction).
10.3 Plan and carry out activities that can help improve the quality of the environment. (e.g., local
community clean-up activities, recycling, reusing and reducing activities, find out about activities
organised by environmental groups in Belize).

Standard 2: Waste and Our World

11.1 Explain the differences between waste, compost, recyclable and reusable materials.
11.2 Identify and classify different types of waste (i.e., compostable materials, recycled materials and
reused materials.)
11.3 Recognize that plants, animals and human-made systems produce waste of different types and
give examples of the waste materials produced by each. (i.e., examples of the various solid, liquid
and gaseous wastes produced by animals, plants and human- made systems)
11.4 Explore negative impacts of waste on various natural systems and be able to suggest ways in
which these effects can be reduced. (e.g., negative impacts of sewage and garbage on terrestrial,
aquatic, arboreal and fossorial systems)
11.5 Plan for and be able to implement actions they can take to reduce waste. (e.g., practice the three
Rs – reduce, reuse, recycle, including composting materials.)
Standard 3: Discover an Ecosystem

12.1 Explain what an ecosystem is and identify the general components of an ecosystem. (i.e.,
identifying living and non-living things in an ecosystem)
12.2 Identify and describe examples of aquatic and terrestrial ecosystems in Belize (e.g., wetland,
broadleaf forest, pine forest, savanna (grassland), stream, mangrove, sea grass beds, coral reef)
12.3 Investigate and observe non-living features of a local ecosystem that help determine which plants
and animals successfully live there. (e.g., climate—particularly temperature and rainfall ; slope of
the land or sea bottom; the presence of rock or soil on which plants might grow, certain food
sources available, shelter provided to different animals).
12.4 identify different types of animals and plants that live in different local ecosystems. (e.g., plants:
trees, grasses, shrubs, flowering, non-flowering; animals: aquatic, terrestrial, arboreal and
fossorial).
12.5 Explain the roles of different organisms in a food chain as: Producers - organisms that make their
own food using sunlight; Consumers - organisms that eat living plants and/or animals;
Decomposers - organisms such as molds, fungi, insects and worms that reuse and recycle
materials that were formerly living.
12.6 Observe interactions for obtaining food among organisms in a local ecosystem and be able to
construct food chains on the basis of the observations made. (e.g., observe body structures that
are used to obtain food; observe adaptations for producing, gathering, capturing and/or ingesting
food to determine position on the chain).
12.7 Predict the possible impact of a change in the occurrence of one organism in an ecosystem on
other organisms of the same ecosystem (i.e., describe what would happen if the number of
particular organisms in a food chain increased, decreased or the organism disappeared from the
ecosystem).

Standard 4: Water for Life

13.1 Demonstrate that water changes from one state to another and explain how the change in state
is brought about. (i.e., solid <> liquid <> gas due to water in a particular state being cooled or
heated).
13.2 Describe the water cycle and explain the changes in state water undergoes at each step in the
cycle. (Limit to basic cycle due to melting of ice, evaporation, condensation and precipitation.)
13.3 Explain the importance of the water cycle to plant, animal and human life. (i.e., Water is the main
component of all living systems; life cannot be supported without water. Fresh water is a finite
resource largely replenished through the water cycle.)
13.4 Give examples of how water in its different forms sustains life. (e.g., water is an essential
nutrient; water – fresh and salt - as the habitat for some plants and animals; ice is used as resting
places, for protection and transportation by animals in cold regions; water droplets in the air are
used by some plants in tropical forests; many animals need water for reproductive processes).
13.5 Discuss how different human activities impact the quantity and quality of fresh water in Belize
and other parts of the world.
13.6 Plan and implement activities to help conserve or protect water sources in Belize.
Standard 5: Interactions in Ecosystems

14.1 Explain what an ecosystem is and identify the various components and classify the components
as living or non-living.
14.2 Give examples of interactions between the living and non-living components of an ecosystem and
suggest reasons for the interactions. (e.g., armadillos, crabs and worms burrow into the ground to
make their homes; bats hide in caves; fish and other aquatic animals live in water; birds fly
through air; small plants grow on rocks, large plants grow on soils).
14.3 Give examples of interactions that occur among living things in an ecosystem and suggest reasons
for the interactions. (e.g., birds make nests in trees, prey-predator relationships, cleaning shrimp
and fish, animals eat plants).
14.4 Construct food webs to illustrate interactions based on food getting activities among living things.
14.5 Observe and explain how humans are a part of many different ecosystems, how our interactions
with the ecosystems have changed over time, and how our actions can positively or negatively
affect the functioning of the ecosystems. (e.g., human interactions with the Belize Barrier Reef
over time has changed from source of food for local populations to food for export markets, a
site for small local tourism to cite of large scale cruise tourism; harvesting of lumber for local
construction to harvesting for export markets; hunting of game meat for small local consumption
to hunting for market produce; use of pesticides to kill insects ; human activities geared to
conservation and protection of plant and animal life forms – designating areas as reserves or
protected areas).

Standard 6: Changes to Ecosystems

15.1 Identify and explain how changes resulting from natural causes affect ecosystems. (e.g.,
earthquakes, floods, tropical depressions & storms, drought, hurricanes).
15.2 Identify and explain how human-caused changes have and can impact ecosystems. (e.g., land
clearing, dredging, land reclamation, draining of wetlands, building of dams, cities, roads,
diverting of rivers, damage of coral reefs, cutting of mangroves, pollution [air, noise, waste]).
15.3 Research and plan actions humans can take to prevent or minimize the negative impacts that
would result from changes to an ecosystem. (e.g., advocate for environmentally safe practices;
support protection legislation; decrease personal ecological footprints; practice the 3Rs- reduce,
reuse, recycle ).

Learning Outcomes for Science: The Human Body
Infant 1: Parts of the Body and Senses

16.1 Recognize and name the main external parts of the human body (e.g., identify main parts such as
head, hand, abdomen, knee on a diagram)
16.2 Identify the five major sense organs that humans have, give the function of each and suggest why
they are important. (i.e., eye > seeing;, nose > smelling;, skin > touch;, ears > hearing;, tongue >
tasting;; the senses give us information about our surroundings and are used in making
observations in science.)
16.3 Identify similarities and differences between themselves and other children, (e.g., compare eye
colour, hair colour, height or weight.)
16.4 Identify general physical changes they have undergone since birth and link them to the concept of
growth. (e.g., sequence pictures from birth to present showing differences in height, size of feet,
weight and body shape)..
Infant 2: Healthy Food Choices

17.1 Match different types of local foods to the food groups they belong to.
17.2 Give examples of nutritious foods and tell how they contribute to their growth and energy needs.
(e.g., fruits, vegetables, fish, meat, eggs, milk)
17.3 Suggest healthy food choices for balanced meals and as snacks. (e.g., typical healthy snacks and
balanced meals made from locally available food.)
17.4 Discuss the significance of making healthy food choices. (i.e., eating healthy foods helps us to
avoid some types of illness / eating healthy foods helps us to maintain good health)
Standard 1: Healthy Bodies

18.1 Define a balanced diet. (i.e., A balanced diet contains sufficient amounts of fibre and the various
nutrients - carbohydrates, proteins, fats, vitamins, minerals and water – to maintain good health.)
18.2 Use the dietary guidelines for Belize to make suggestions for improving the composition of
sample meals. (e.g., given a sample meal, students will use the recommended portions for each
food group to make suggestions for balancing the meal)
18.3 Discuss the importance of regular physical activity to maintaining good health and give examples
of different ways they can be active every day. (e.g., going for a walk, helping with vigorous
chores, running, swimming, climbing, jumping rope, playing physical sports)
18.4 Discuss good hygiene practices and the importance of good hygiene in maintaining healthy
bodies. (e.g., personal hygiene -role play how to bathe properly; food preparation hygiene –
washing fruits and vegetables; home hygiene – washing dishes and clothes)
18.5 Discuss the importance of rest and recreation for emotional wellness and maintenance of good
health. (e.g., getting enough sleep per day; engaging in relaxing, fun activities - taking leisurely
walks)

Standard 2: Body Parts, Organs and Life Processes

19.1 Identify major external parts of the human body, describe the function of each and how they
relate to each other. (e.g., arms and hands; head and neck; legs and feet; ears, skin, eyes, nose
and tongue)
19.2 Name major organs of the human body such as the brain, heart, lungs, stomach, liver, urinary
bladder, small and large intestines, kidneys, and identify these organs on an outline of the human
body.
19.3 Tell that humans have an internal skeleton and muscles and demonstrate how the skeleton and
muscles work together to support their bodies and help them move efficiently (e.g., make a
hinged cardboard model of joints and muscles to demonstrate how a movement occurs)
19.4 Investigate how basic life processes such as circulation, simple respiration, excretion and
digestion interact with each other in order to maintain healthy bodies (e.g., conduct simple
investigations to compare breathing and pulse rates before and after exercise; compare sweating
rate before, during and after exercise and explain the differences noted in terms of the life
processes that are involved; link food consumption to meeting energy need for physical activities )
19.5 Explain how and why they need to appreciate and care for their own body. (e.g., keep our body
healthy - maintaining healthy life processes - by eating a healthy diet, regular exercising, and
practice good hygiene.)
Standard 3: Eating for Health

20.1 Identify and communicate the need for variety of foods and moderation in the amount of food
consumed in a balanced diet for good health. (e.g., importance of protein, fats, carbohydrates,
minerals, water, vitamins; dangers of consuming excessive amounts of fats and carbohydrates)
20.2 Plan a healthy daily diet. (i.e., select healthy foods in the right proportions to make a balanced
meal - refer to the Dietary Guidelines for Belize)
20.3 Identify and evaluate factors that affect choices for healthy eating. (e.g., the impact of
technology/media; cost of food; variety of food available; cultural preferences)
20.4 Discuss the impact of caffeine, alcohol, tobacco and drugs on personal food choices. (e.g., alcohol
depresses hunger, tobacco affects taste and smell, some drugs stimulate appétit, others decrease
appetite)

Standard 4: Staying Healthy

21.1 Identify the conditions required to maintain a healthy life style. (i.e., clean surroundings, air and
water, good personal hygiene, nutritious foods, exercise and sleep)
21.2 Link diseases that may result when conditions for maintaining a healthy life style are not being
met. (e.g., diseases resulting from poor nutrition – diabetes, hypertension, high cholesterol,
constipation, vitamin & mineral deficiencies; resulting from poor hygiene – gingivitis, tooth
cavities, acne, lice infestation; resulting from unmanaged stress – ulcers, headaches, mental
distress; other diseases resulting from poor lifestyle choices – lung cancer (cigarette smoking),
cirrhosis of liver (excessive drinking of alcohol), HIV , STIs, hepatitis C)
21.3 Demonstrate positive personal hygiene and health care habits. (e.g., hand washing, other habits
to reduce germ transmission, habits for dental hygiene, wearing clean clothing, covering open
wounds, bathing)
21.4 Discuss selected diseases (addressed in 21.2) in terms of their cause(s) and risk factors, and
suggest choices and behaviours which will prevent acquiring the disease. (e.g., blood-borne
diseases—HIV, AIDS, hepatitis B/C; risk factors: sharing needles, body piercing, tattooing, helping
someone who is bleeding, being sexually active)
Standard 5: Cells and Systems

22.1 Recall that cells are the building blocks of all living things and give examples of specialized cells
that make up the human body. (e.g., skin cells, bold cells, nerve cells, muscle cells, fat cells)
22.2 Discuss the relationship between cells, tissues, organs and organ systems. (i.e., cells organise to
form tissues, tissues organise to form organs, groups of organs form organ systems)
22.3 Describe the basic function of different organ systems in the human body. (digestive, excretory,
circulatory, skeletal, nervous and, respiratory system)
Standard 6: Human Reproduction

23.1 Identify and describe the basic components of the human male and female reproductive systems.
23.2 Describe the basic process of reproduction in humans. (i.e., fertilization, implantation of embryo,
fetal development, birth)
23.3 Discuss issues associated with human reproduction and maturity - physical, emotional and social.
(i.e., physical changes: puberty and secondary sexual characteristics; emotional changes: mood
swings, sexual attraction; social issues: teenage parents, sexual exploitation, health risks -
teenage pregnancy, STIs)
23.4 Identify actions they can take to ensure their reproductive health and safety. (e.g., access
accurate information on reproduction, avoid risky behaviours, talking with a ‘safe person’)

Learning Outcomes for Science: Matter and Energy
Standard 2: Hearing and Sound

24.1 Explain that sounds are made as a result of different types of vibrations and will investigate ways
to produce different sounds. (e.g., by striking a drum, a gong, a triangle, an empty glass; by
blowing air into a bottle; by plucking an elastic band; by constructing a device that involves
vibrating strings which produce sounds.)
24.2 Explain what is meant by the pitch and loudness of a sound and demonstrate, using simple
devices, change in pitch and loudness of sound. (.e.g., investigate vibrating different lengths of a
ruler to produce differing pitch; hitting a drum with various degrees of force to produce louder or
softer sounds(the larger the vibration, the louder the sound.)
24.3 Demonstrate that sounds travel as sound waves and investigate things that carry sound. (e.g., air,
water, through solid objects (walls, floors), string in a string telephone, metal when tapping pipes.)
24.4 Name the parts of the ear and explain how the ear detects sounds. (i.e., use terms such as outer,
middle and inner ear, eardrum, cochlea, nerve, brain)
24.5 Explain why and how hearing is important to humans and animals. (e.g., animals: sensing danger
(some have large ears), finding food, recognizing their own young, recognizing a potential mate;
humans: as a sense for observation and safety, listen to music and speech, use of two ears to
detect sound location)
24.6 Discuss sources of sound pollution and investigate different ways of sound insulation. (e.g.,
dampen the vibrating object with different materials: newspaper, cloth, cotton, wool, sponge,
bubble wrap)
Standard 3: Heat
25.1 Explain what heat is and suggest sources of heat. (i.e., Heat is energy. Sources of heat e.g., sun,
fire, light bulbs, electrical appliances, rubbing two things against each other)
25.2 Investigate how adding or removing heat affects substances. (e.g., use instruments to measure
the temperature of different substances before and after adding (or removing) heat from them,
record and discuss the changes observed, e.g., melt ice to water, bend a thin wire or metal strip
back and forth, rub the palms of your hand together briskly)
25.3 Demonstrate how heat travels (i.e., conduct experiments to demonstrate conduction, convection
and radiation).
25.4 Discuss different ways that heat is used by humans, dangers in using heat and ways we can
exhibit care around objects that are hot or produce heat. (e.g., heat is used for cooking food; a
hot stove top will burn your hand).

Standard 4: Pure Substances and Mixtures

26.1 Define matter and be able to describe and model differences in the arrangement of molecules of
matter in its three states. (e.g. models showing the spacing of molecules of water in its three
states: gas, liquid, solid)
26.2 Differentiate between and state examples of pure substances and mixtures. (i.e., pure
substances -element and compounds- consist of one type of substance and can exist as a gas,
liquid, solid; mixtures contain two or more substances and normally exist in only one state)
26.3 Differentiate between and state examples of elements and compounds. (e.g., elements: iron,
gold, oxygen; compounds: water, salt, sugar)
26.4 Observe and describe different mixtures. (e.g., solutions: vinegar, air; mechanical mixtures: soil,
blood, concrete; combinations of gases, liquids, solids)
26.5 Investigate what happens when different substances are mixed. (i.e., observe what happens
when different substances are mixed and offer explanations for the results. Ensure safe
substances are used)
26.6 Design and conduct investigations to separate various mixtures and report on the results. (i.e.,
plan and test ways of separating mixtures, observe what happens and explain what happened
Ensure safe substances are used)
26.7 Give examples of and explain how pure substances and mixtures are used in everyday life by
humans.

Standard 5: Light and Optics

27.1 Identify a range of light sources and distinguish between objects that emit their own light and
those that require an external source of light. (e.g., emit own light: sun, lightening, fire, luminous
materials, electrical lamps (bulbs, tubes),bioluminescent plants and animals; require external
source: moon, bicycle & car reflectors)
27.2 Investigate how light travels. (i.e., light travels in a straight line. Use simple activities of light
traveling through pinholes)
27.3 Classify materials as transparent, partly transparent (translucent) or opaque. (i.e., conduct simple
activities to determine whether or not light passes through a material)
27.4 Create shadows and investigate how the size and shape of the shadows can be changed. (e.g.,
create shadow figures using hands or paper cutouts; alter shadow size by moving the light source
closer or farther away; alter shape by changing the plane of the shade-casting object or the
screen)
27.5 Investigate the reflection of light using plane mirrors. (i.e., trace the path of light traveling into
and out of a mirror and describe reflected images formed- lateral inversion of object)
27.6 Investigate the refraction of light using a glass of water. (i.e., trace the path of light traveling into
and out of the water and describe refracted mages formed - pencil in water appears bent)
27.7 Identify optical devices and describe how they affect light and the images they create. (e.g. hand
lens, telescope, pinhole camera, camera, kaleidoscope; Extended activities can involve students
in making lenses, telescopes, pinhole camera and kaleidoscopes)
27.8 Explain the structure of the human eye and how an object is seen. (i.e., use terms eyelid, pupil,
lens, retina, nerve, brain; use brief descriptions of how an object is ‘seen’; do not use ray
diagrams)

Standard 6: Energy and Conversions

28.1 Define energy and give examples of forms of energy. (i.e., energy is the ability to do work; kinetic
energy – radial, motion, sound, heat & electrical; potential energy – chemical, nuclear,
gravitational, & mechanical)
28.2 Conduct simple demonstrations to show that energy converts from one form to another and
recognize that energy cannot be created or destroyed. (e.g., rubbing hands briskly together
causes them to feel warm; shake a wind chime to make sound; use a potato to light a flashlight
bulb; use a battery to light a bulb, make a radio emit sounds)
28.3 Give examples of situations in which other forms of energy convert to electrical energy and
instances where electrical energy is converted to other forms of energy. (e.g., energy converted
to electrical energy: chemical energy in batteries; motion energy of running water at
hydroelectric plants; nuclear energy of radioactive materials at nuclear generating stations;
motion energy of wind turning wind turbines; heat energy of the sun in solar panels; motion
energy from ocean waves at wave power stations; electrical energy converted to: electrical
energy is converted to heat energy in a toaster, light and sound energy in a television, mechanical
energy in a blender)
28.4 Trace the energy conversions for a given scenario. (i.e., use a flow chart to identify the type of
energy at each step; trace the flow of energy and energy conversions through a food web)

Learning Outcomes for Science: Structures and Mechanisms
Standard 2: Forces and Motion

29.1 Describe force as a push or a pull and explain how applying a force can create motion. (i.e.,
pushing or pulling an object causes it to move)
29.2 Demonstrate a basic understanding of the concepts of gravity, friction and weight.
29.3 Relate the effect of gravity on the movement of an object. (e.g., investigate the effect of gravity
on: thrown objects – eventually they will fall to the ground; objects at rest – they will stay in place
)
29.4 Explain how friction affects the movement of an object. (i.e., investigate the effect of friction on
the movement of an object on different surfaces from smooth to rugged).
29.5 Correlate the weight of an object to the amount of force required to move the object. (e.g., i.e.,
investigate to compare the force required to move a heavy vs a light object from a position of
rest; to keep a heavy vs a light object in motion)
Standard 3: Simple Machines

30.1 Explain what a simple machine is based on observations they have made. (i.e., a mechanical
device that changes the direction or magnitude of a force; simplest mechanisms that use leverage
to multiply force)
30.2 Identify levers as simple machines and identify examples of levers in everyday life. (e.g., parts of
the human body such as arms and legs function as levers; common household tools/devices such
as shovel, wheel barrow, bottle opener, can opener)
30.3 Explore how simple levers can be used to make work easier. (e.g., plan and conduct
investigations, using a plank and a wedge, to lift objects and explore how shifting the wedge
(fulcrum) can make lifting easier but reduces the height lifted)
30.4 Explore how simple inclined planes can be used to make work easier. (e.g., plan and conduct
investigations, using an inclined plane to roll a barrel onto the back of a truck and explore how
changing the angle of the inclined plane can make the effort easier but increases the distance the
barrel must roll.)
30.5 Identify pulley and gear systems and discuss the impact of pulley and gear systems on daily life.
(Identify impact as “they make work easier to do” e.g. Elevators and other lifting devices use
pulley and gear systems to lift heavy objects; , sewing machines, and windshield wipers on cars
and trucks, pulleys are used to raise flags and boat sails, gears are used to move ferries across
water)
30.6 Demonstrate how a pulley or gear system performs a specific task (e.g. design, build, and test a
mechanism that will raise and lower a flag or a changing billboard; a model elevator that could be
used to lift things to the upper floor; a model drawbridge or ferry used for a river crossing).

Standard 4: Floaters and Flyers

31.1 Recognize features of some plants and animals that enable them to float or fly. (e.g., observe
animals, plants and plant seeds - ducks, water lilies, seed pods, birds - and identify the features of
the plant, animal or plant seed that help them to float or fly – light weight, feathers,
impermeable/water-tight surfaces, air bubbles or sacs, ability to flatten the body, long wings,
body shape)
31.2 Make connections between the features of plants and animals identified in 31.1 and the features
of human-created floaters and flyers. (i.e., for parachutes, aircraft, water craft their- weight,
buoyancy, span, shape, impermeable/water-tight materials).
31.3 Identify and describe on a diagram the four forces that interact for flight – lift, weight, drag, and
thrust - and the relationships between these required for flight (i.e., lift must be greater than
weight for a plane/bird to take off; thrust must be greater than drag for a plane/bird to take off;
lift must be less than weight for a plane/bird to land; thrust must be less than drag for a
plane/bird to land )
31.4 Plan, design and make model flyers and investigate through altering the design how flight can be
improved. (e.g., parachute - modifications can include weight, diameter and type of material; a
paper plane glider/kites – modifications can include angle of flaps, materials, rudder and shape.
Relate modifications to the four forces that influence flight)
31.5 Identify and describe on a diagram the principles of floatation – buoyancy, downward force
(weight), upward force (thrust), displaced volume & density - and the relationships between them
that are required for floatation (i.e., Buoyancy is the loss in weight an object seems to undergo
when placed in a liquid. The object must make room for its own volume by pushing aside, or
displacing, an equivalent (or equal) volume of liquid. The object is exerting a downward force on
the liquid and the liquid is therefore exerting an upward force on the object. The solid body floats
when it has displaced just enough liquid to equal its own original weight. A denser liquid exerts a
greater upward force and makes floating easier)
31.6 Plan, design and make model floaters (water craft) and investigate through altering the design
how to improve its buoyancy. (e.g., boat and submersibles: modifications can include weight,
depth of hull, materials, shape; liquid modifications: density - easier to float on salt water than
fresh water)

Standard 5: Mechanical and Electrical Systems

32.1 Explain what a mechanical system is and give examples. (i.e., combination of simple machines
designed to interact with each other and perform a given function – combinations of inclined
planes, levers, pulleys, wheel & axle, wedges and screws)
32.2 Analyze a variety of simple mechanical systems. (i.e., examine common tools, toys, kitchen
devices - identify components that act as simple machines, determine the contribution of
individual components to the overall function of the devices, the operation of the devices, and
how the input force or motion that is applied to one part of a device is transferred to other parts
of the device)
32.3 Identify and demonstrate how simple forces can be used to power or stop (control) a moving
mechanical device. (e.g., force to initiate move: demonstrate using toy cars - direct pushes, pulls,
incline planes; make model rollers with stored energy from rubber bands and springs; counter
force: brakes, increased resistive surfaces)
32.4 Observe the behavior of magnets on objects, identify ways in which magnets are used in
everyday life. (e.g., behavior: repulsion, attraction of other magnets and some metals, no effect
on non-metals; uses: lifting derelict cars, separating small pieces of metals from non-metals, in
compasses - attraction to magnetic north – make a floating needle compass; force: push and pull
metal toy cars)
32.5 Conduct investigations with different electrical circuits that operate lights, a small motor or
induced magnetism to determine what happens when the components of the circuit are altered.
(e.g., provide simple circuits that operate motors, buzzers, LEDs, magnetic induction for students;
have students make variations to: the number and arrangement of the circuit’s components;
make and record observations, offer explanations for the observations)
32.6 Explain the importance of switches and other safety control mechanisms to the design and
operation of electrical circuits and devices. (e.g., switches, fuses, breakers, insulated wires,
ground wire)
32.7 Identify examples of applications of electrical systems in the school, community and/or home and
explain how they are used (e.g. cooling, heating, lighting, communication, transportation.)

Standard 6: Energy Resources

33.1 Recall various forms and sources of energy.
33.2 Classify different types of energy resources and suggest for each whether they are currently or
potentially available in Belize. (i.e., renewable and non-renewable resources; natural and human-
created energy sources - burning wood for fuel, coal, oil, gas, solar, wind, hydro)
33.3 Describe how energy can be harnessed from different sources for use by humans. (e.g., food,
solar, wind, water, oil and gas, electrical, thermal, wave, ocean)
33.4 Analyze the immediate and long-term effects extraction and uses of natural resources for energy
production has on society and the environment, and make recommendations for minimizing the
effects now and in the future.
33.5 Describe ways in which the use of energy by society, the amount of energy used, and the effects
on the environment have changed over time (e.g., drying clothes in a dryer instead of using a
clothesline; playing video games instead of playing board games; using electric lights instead of
candles; types of pollution created from energy production; increase in contributions of
greenhouse gases from fossil fuel use, travel in cars instead of walking or riding bicycles)
33.6 Identify, plan for and undertake personal actions that help reduce energy use and/or use
alternative forms of energy to illustrate that positive conservation attitudes and behaviors are
integral to stewardship and sustainable use of energy. (e.g., as a class plan to turn off all the lights
and/or fans in the classroom and at home when not in use, use fluorescent bulbs, use appropriate
size burner on stove, iron clothes in bulk, turning off the faucet while brushing teeth or washing
and rinsing dishes to conserve water, reusing, reducing or recycling products or using fewer
products, use public transportation, daylight saving time)

Learning Outcomes for Science: Earth and Space Science
Standard 2: Rocks, Minerals and Soils

34.1 Differentiate between rocks and minerals. (i.e., rocks are made up of two or more minerals;
minerals are made up of only one substance)
34.2 Give examples of rocks and minerals found in Belize. (e.g., Rocks: mountain, stone, boulder,
pebbles; Minerals: dolomite, gold, petroleum)
34.3 Classify local rocks on the basis of color, luster or “shininess” (shiny, dull, glassy, metallic, earthy),
texture (rough, smooth, uneven), and hardness (based on scratch tests with available materials).
34.4 Demonstrate one or more ways by which rocks break down to form the basis for soil. (e.g., by
shaking a group of small soft rocks in a jar of water; by striking rocks together)
34.5 Describe soils as a combination of different minerals, rocks, and organic materials layered
together in various ways. (i.e., investigate a local soil sample to identify its components)
34.6 Give examples of how minerals, rocks and soils are used by humans. (e.g., gold is used for
jewelry; rocks are used for construction; soils are used for agriculture)
Standard 3: Landforms and Changes

35.1 Identify a variety of earth’s surface features that are landforms. (e.g., mountains, valleys, hills,
caves, flatlands, islands)
35.2 Identify and describe natural landforms found in their local area, within Belize and in other
countries, and note similarities and differences between them.
35.3 Discuss how landform changes are brought about and how changes can be positive or negative
for humans, animals and plants. (e.g., earthquakes, erosion, hurricanes, human activities:
construction, mining)
Standard 4: Space Science

36.1 Differentiate between stars, moons, planets, meteors and satellites
36.2 Design and build a model of the solar system and communicate their understanding of how the
solar system works. (e.g., using simple materials, such as balls and beads, create a model of the
solar system to explore the relative position and sizes of the sun, earth’s moon, earth and other
planets that are part of our solar system; draw line graph showing distances from the sun.)
36.3 Demonstrate and explain how the earth’s rotation around the sun results in cyclical changes from
day to night. (i.e., rotation and revolution of the earth causes night and day; build a device for
plotting the apparent movement of the sun over the course of a day - a sundial or shadow stick)
36.4 Explain seasonal changes as a result of the angle of the sun above earth’s horizon determining the
amount of the sun’s energy received at different times throughout the year and how seasons
affect humans, plants and animals (e.g., yearly cycles of weather change benefits: farming crops,
breeding seasons, pollination, migration of animals)
36.5 Identify the phases of earth’s moon, describe each phase, and explain how this cycle of phases is
important for humans and for some animals and plants. (e.g., descriptions include that monthly
phases of the moon are regular and predictable, impact tides and are used to inform appropriate
times for farming, breeding, harvesting)

Standard 5: Weather and Climate Science

37.1 Distinguish between climate and weather and explain general effects of climate and weather on
living and non-living things. (i.e., climate refers to long-term weather trends in a particular region
and that climate varies throughout the world)
37.2 Make observations and predict where, in any given indoor or outdoor environment, one might
find the warmest and coolest temperatures. (e.g., make predictions based on prevailing wind,
location relative to a water body, sunrise and sunset, reflective surfaces of roofing materials,
immediate vegetation and other landscape)
37.3 Explain the patterns of air movement, in indoor and outdoor environments, that occur when one
area is warm and another area is cool. (e.g. inversions - room natural ventilations, land and sea
breezes).
37.4 Build and use simple devices to measure ambient temperature, wind speed, wind direction and
rainfall and use a barometer to measure atmospheric pressure. (e.g., make and use a rain gauge;
create a weather vane to determine wind direction, use a classroom barometer and record
changes - a drop in pressure indicates an increased chance of rain, a rise in pressure indicates an
increased chance of clear skies)
37.5 Recognize common types of clouds and relate them to different weather patterns.
37.6 Determine possible changes to the local weather by observing the amount of cloud cover, the
type and color of clouds, the movement of clouds, changing wind direction and speed, air
moisture, and other measured data.
37.7 Make their own weather forecast by using their observation skills to record weather
measurements over a period of time and analyzing trends in the weather.
37.8 Explain how weather systems such as tropical depressions, tropical storms and hurricanes are
generated and how their impacts affect humans, animals and plants. (i.e., different surfaces on
earth retain and release heat at different rates)
37.9 Track a hurricane over time and connect this to the hurricane warning system for Belize. (i.e., use
latitude and longitude on a hurricane tracking chart to track the movement and forecast of
hurricanes)
37.10 Identify how various human actions contribute to changing weather patterns and climate (e.g.,
increasing the amount of greenhouse gases on earth, global warming, impacts on biodiversity;
impacts on low-lying coastal areas; impacts on water availability)

Standard 6: Aquatic Ecosystems

38.1 Identify fresh and salt water systems in and around Belize and major water systems throughout
the world (e.g., Belize: sea, lagoons, estuaries, rivers, ponds, creeks, cenotes – other underground
sources as repositories of the earth’s water; world: great lakes, seas, oceans, ice sheets)
38.2 Describe how water flows through continental drainage systems to seas and ocean basins
carrying sediments and nutrients with it as it empties from one water system to another. (e.g.,
dissolved solids and stream-borne sediments wash into rivers and then intermix with seawater;
surface water drains into the underground water table; connect to the water cycle
38.3 Describe how the interconnections (38.2) between water systems are critical contributors for the
distribution and productivity of aquatic animals and plants. (e.g., river and ocean currents can
affect food and nutrients available for sea life; water acidity limits coral growth; poor water
quality or the presence of particular chemicals limits survival of sensitive populations; the oxygen
content of water determines what can live in it.)
38.4 Investigate select living things found in and around a body of fresh or salt water in Belize and
predict what might happen to the living things if changes occur to the body of water. (e.g.,
investigate the distribution of a fish, a mammal, a bird, a coral, a surface plant, a water weed in
and around the body of water, investigate its place in a food web, how it uses the body of water;
predict the effect on the organism if the water gets too hot / dries up / is contaminated)
38.5 Explain how humans affect freshwater and saltwater systems and how humans can reduce those
impacts. (e.g., use of adjacent lands, methods used to dispose of wastes, the harvesting of
aquatic species, pollution)

Learning Outcomes for H.F.L.E.: Diet and Disease
Infant 1: Staying Fit and Well

1.1 Identify safe and unsafe sources of drinking water and food.
1.2 Describe how, when and why a person should wash their hands to make it less likely they will get
sick.
1.3 Describe effective ways of cleaning and protecting the eyes, ears, nose, mouth, teeth, hair, toe
nails and finger nails.
1.4 Identify which food and drinks are more healthy and which are less healthy to consume.
1.6 Identify places where mosquitoes breed around their home and school.
1.7 Describe actions a person can take to keep their surroundings clean and healthy.
Infant 2: Preventing Common Illnesses

2.1 Explain why eating a variety food, including fruits and vegetables, helps a person grow and stay
healthy.
2.2 Explain how a person can make sure they do not consume too much sugar in their diet.
2.3 Identify effective ways of safely storing food so that spoilage and contamination are minimised.
2.4 Discuss what people can do to get better from, and make sure they do not pass on, an illness
spread through sneezing and coughing, such as a common cold or influenza.
spread through direct contact with an infected person or contaminated object for example
conjunctivitis, ringworm or chickenpox.
2.6 Identify common triggers for and ways of preventing and responding to asthma attacks.
2.7 Explain why it is important to get rid of places where mosquitos breed and how this can be done.
Standard 1: Eating and Fitness

3.1 Investigate the benefits of regular exercise to growth, development and good health.
3.2 Explain the benefits of eating a diet in which all food groups are consumed adequately.
3.3 Design a variety of meals that represent healthy eating.
3.4 Distinguish between effective and ineffective hygiene and body care practices.
3.5 Explore the impact that friends, family members, culture, television, newspapers and social
media have on the food choices people make.
3.6 Research common causes of and ways of preventing and responding to diarrhea.
3.7 Describe some diseases linked to poor diet and lack of exercise, for example, anaemia, obesity,
diabetes, high blood pressure and heart disease.

Standard 2: Lifestyle and Health

4.1 Explain the effects that regular exercise has on health.
4.2 Explain rules and guidelines for the safe handling and storage of food.
4.3 Explain how food from different food groups can contribute to health, growth and development.
4.4 Design a personal eating and exercise program for a heathy lifestyle.
4.5 Investigate the factors that make it more or less likely that a person will be affected by a lifestyle
disease such as obesity, diabetes, heart disease, high blood pressure and anaemia.
4.6 Describe the symptoms and effects of diseases that can be prevented by vaccination, such as
measles, mumps, rubella, tetanus and polio.
caused by parasites such as lice, scabies, chagas disease and tapeworm infection.
Standard 3: Communicable Diseases

5.1 Describe the symptoms, effects and preventative measures of diseases spread by mosquitos such
as malaria, dengue, zika and chikungunya.
5.2 Describe activities that can help prevent the spread of diseases transmitted through the air or by
food, water, insects and animals.
5.3 Explain why good hygiene practices, including hand-washing and the correct disposal of waste are
an important aspect of good health.
5.4 Explain how diseases can be spread from person to person via personal items such as towels,
combs and toothbrushes.
5.5 Explain why it is important for a person who has been bitten by a dog, snake, rat or other animal
to clean the wound thoroughly and visit a hospital or other health centre as soon as possible.
5.6 Explain how vaccinations help prevent the spread of diseases such as measles, tetanus and the
human papillomavirus.
5.7 Classify some diseases that are common in Belize by their causes, for example, bacteria, viruses,
fungi, parasites or an unhealthy lifestyle.

Standard 4: Non-Communicable Diseases

6.1 Describe the causes, symptoms and recommended methods for the prevention of cavities and
diseases that affect the mouth.
6.2 Describe the causes, symptoms, effects and recommended methods for the prevention of
anaemia, diabetes, high blood pressure, obesity and heart related diseases.
6.3 Explain the similarities and differences between communicable and non-communicable diseases.
6.4 Investigate the effectiveness and dangers of a range of traditional and alternative responses to
disease.
6.5 Describe common symptoms of depression.
6.6 Identify dangers associated with excessive exposure to the sun, including dehydration, heat rash,
sunburn, heat stroke and skin cancer.
6.7 Design a campaign aimed at the prevention of non-communicable diseases.
Standard 5: HIV, AIDs & STIs

7.1 Describe the symptoms and effects of HIV, AIDS and other sexually transmitted infections.
7.2 Describe ways in which HIV can and cannot be transmitted.
7.3 Explain how patterns of sexual behaviour, including abstinence or having unprotected sex with
multiple partners, can increase or reduce the risk of contracting HIV and other sexually
transmitted infections.
7.4 Explain that people living with HIV and AIDS have the same rights as all citizens, including the right
to be treated in a manner that is non-discriminatory and non-stigmatizing.
7.5 Discuss how the consumption of alcohol or drugs can increase a person's risk of contracting a
sexually transmitted infection such as HIV.
7.6 Identify sources of health information and services related to HIV and AIDS.
7.7 Design messages to promote awareness among students of the symptoms, effects and
prevention of HIV.

Standard 6: Health for Life

8.1 Distinguish between appropriate and inappropriate ways to care for all the external parts of the
body.
8.2 Explore the relationship between diet, exercise and health.
8.3 Explore the relationship between hygiene and health.
8.4 Explore the relationship between the environment and health.
8.5 Describe a range of actions that can be taken by an individual to reduce their chances of being
affected by a communicable disease.
affected by disease related to lifestyle.
affected by HIV.
Infant 1: Staying Fit and Well

1.5 Explain how playing games, physical exercise, rest and sleep help a person grow and develop.

Learning Outcomes for H.F.L.E.: Human Relationships
Infant 1: Friendship
9.1 Identify the characteristics of a friend.
9.2 Describe some activities done with friends.
9.3 Describe good and bad ways of treating friends, such as being fair or unfair, generous or mean,
kind or unkind and helpful or unhelpful.
9.4 Describe good listening and speaking behaviour, including being patient, taking turns, choosing
the right words and so on.
9.5 Discuss what a person can do if a friend makes them feel unhappy or if they make their friend feel
unhappy.
9.6 Explain the difference between friends, trusted adults, familiar adults and strangers.
Infant 2: The Classroom Community

10.1 Identify actions that can help everyone feel at home in the classroom.
10.2 Explain how students can help each other keep their classroom safe and healthy.
10.3 Discuss how friends can help each other do well at school and stay out of trouble.
10.4 Describe ways in which people at school can help each other when they feel sad or lonely or have
other problems.
10.5 Discuss the ways in which students are similar to and different from each other.
10.6 Discuss how to make sure all students, including those with disabilities, are fully involved in
classroom activities.
Standard 1: Building and Maintaining Relationships

11.1 Explain what it means to be someone's friends, including the responsibilities this brings.
11.2 Describe different types of emotions a person feels and why they might feel them.
11.3 Describe both positive and negative ways that people express their emotions within a friendship.
11.4 Discuss ways of developing and maintaining healthy relationships within a family or household.
11.5 Describe ways in which people influence them and how they in turn influence people.
11.6 Discuss how and when a person should share information about themselves with friends, family
members, trusted adults and others

Standard 2: Community Relationships

12.1 Explore the concept "community" both in terms of place and as a group of people who have
something in common.
12.2 Describe ways in which people in a community can help each other.
12.3 Explain how communities can ensure that people with disabilities can access services and
participate fully in activities.
12.4 Identify potential causes of conflicts between neighbours and how these can be avoided.
12.5 Explore how community members can help create an environment that is nurturing, safe and
healthy for everyone in it.
12.6 Explain the function of various public buildings, such as health centres, community centres, police
stations, churches and libraries.
12.7 Investigate the positive role played by the aged and people with disabilities in many communities.
Standard 3: Family Relationships

13.1 Explore differences and similarities among families in the community.
13.2 Explain the importance of respecting all families and people that live in the community.
13.3 Identify similarities and differences in the roles, needs and aspirations of family or household
members.
13.4 Explore feelings associated with changes in a family, such as a marriage, a new baby, someone
leaving, a major illness or a death.
13.5 Explore how family members can help create an environment that is nurturing, safe and healthy
for everyone in it.
13.6 Differentiate between positive and negative solutions to family disputes and disagreements.
13.7 Discuss how trust between family members can be created and destroyed.
Standard 4: Resolving Conflicts and Disputes

14.1 Discuss the importance of listening to and respecting the opinions of others.
14.2 Discuss common causes of conflict in the home, school and wider community.
14.3 Discuss how trust between members of a class, school or other group can be created and
destroyed.
14.4 Explore, through role-play, the meaning of the word "negotiation".
14.5 Describe some steps that can be taken to resolve conflicts in relationships.
14.6 Discuss appropriate and inappropriate ways to express strong emotions such as anger, frustration
or jealousy.
14.7 Compare and contrast passive, assertive and aggressive behaviours.

Standard 5: Parent-Child Relationships

15.1 Identify how caregivers of young children should respond to diarrhea, minor accidents, burns and
fevers, including seeking medical assistance when necessary.
15.2 Describe the responsibilities of mothers, fathers and other caregivers of a child under the age of
three.
15.3 Explore, through role-play, activities that a caregiver can do with a young child to help them
develop, including stimulating, praising, playing and reading a book aloud with them daily.
15.4 Research the harmful effects of using violent discipline with a young child.
15.5 Investigate the financial cost of caring for a young child.
15.6 Describe what pregnant women and their partners can do to make it more likely that their child
will be born healthy.
15.7 Explain the positive effects that breastfeeding has on the growth and development of a baby.
Standard 6: Sexual Relationships

16.1 Discuss how television, newspapers, music videos, movies and the internet shape their
understanding of adult relationships.
16.2 Explain that every person has the right to control their own body and sexuality without being
subject to discrimination, force, coercion or violence, and to refuse, or if they are above the age
of consent, to agree to take part in sexual activity.
16.3 Explore assertiveness and refusal skills for saying “no” to sexual advances.
16.4 Explore the importance of openness, loyalty and long term commitment as factors that
contribute to healthy adult relationships.
16.5 Identify effective ways of maintaining good sexual health, including having access to accurate
information relating to sex and reproduction.
16.6 Discuss the implications for a teenager of conceiving a child.
16.7 Explore the benefits for all people, both male and female, of making informed decisions about
whether and when to conceive children.

Learning Outcomes for H.F.L.E.: Personal Development
Infant 1: Growing Up
17.1 Discuss what they like and dislike about being at school.
17.2 Identify how they and other people may act as a result of a range of different feelings.
17.3 Identify the different stages of the human life cycle from birth, through childhood, adolescence,
adulthood and old age.
17.4 Discuss how their roles and responsibilities at home have changed since they were younger.
17.5 Identify the locations and proper names of the penis, testicles, vagina, anus and breasts.
17.6 Identify inappropriate exposure of the penis, vagina and anus.
Infant 2: Myself
18.1 Describe what they want to do in the future.
18.2 Describe the characteristics of someone they admire.
18.3 Identify behaviour and actions that can build confidence and make a person feel better about
themselves.
18.4 Explore different ways of describing their body, personality, needs, desires and future
expectations.
18.5 Identify the importance of appreciating that every person has unique characteristics, strengths,
opinions and desires.
18.6 Discuss how their own face and body make them feel.
Standard 1: Male and Female

19.1 Identify basic physical similarities and differences between boys and girls.
19.2 Describe hygiene practices that boys and girls should engage in.
19.3 Discuss actions that show either respect or disrespect for the opposite sex.
19.4 Discuss how most jobs can be done equally well by both men and women.
19.5 Discuss how some male and female roles in the home and community have been defined by
society and how this is changing.
Standard 2: Emotions and Feelings

20.1 Identify ways in which feelings affect thoughts and actions.
20.2 Explore how certain situations can trigger different emotions.
20.3 Discuss appropriate and inappropriate ways to express feelings.
20.4 Explore how change in a family can affect someone.
20.5 Discuss ways of managing and coping with difficult or stressful situations.
20.6 Discuss how a person can create and maintain emotional and physical boundaries between
themselves, family members and others.
20.7 Describe the symptoms, causes, effects and some recommended responses to depression.

Standard 3: Dealing with Emotions

21.1 Discuss how emotions can affect behaviour and how behaviour can affect emotions.
21.2 Discuss how failure to control how emotions are expressed can lead to difficult situations.
21.3 Describe non-violent ways of expressing strong emotions such as anger, jealousy, rage and
frustration.
21.4 Compare and contrast instinctive, emotional and rational responses to situations and events.
21.5 Identify the negative effects of poor body image for boys and girls.
21.6 Explore how a traumatic event can affect someone and how they can recover.
21.7 Identify how a person who is depressed, grieving or recovering from a traumatic event can be
helped.
Standard 4: My Growing and Changing Body

22.1 Describe the physical, emotional and cognitive changes associated with growth and development
in both males and females that take place during puberty.
22.2 Explore how changes in the body affect hygiene practices, including those related to the skin,
hair, ears, nails and feet, those needed to reduce body odour and those involving care for the
penis, vagina, anus and breasts.
22.3 Explain the benefits of exercise in relation to bodily growth and development associated with
puberty.
22.4 Discuss actions that show how each person can interact with both males and females in a way
that respects their experiences, feelings, opinions, needs, rights and aspirations.
22.5 Discuss how young people are often attracted to risky behaviour.
22.6 Discuss how young people can often be subjected to bullying and abuse related to changes in
their bodies.
22.7 Discuss the importance of talking with parents, caregivers and trused adults if they or one of their
friends is depressed or suicidal.
Standard 5: Sex and Sexuality

23.1 Discuss the significance of the law relating to the age of consent for sexual activity.
23.2 Discuss how television, movies, music videos and the internet shape their understanding of sex
and sexuality.
23.3 Discuss the advantages for a person of delaying when they start to engage in sexual activity.
23.4 Discuss how peers, older children, adults and social media can put pressure on a person to
become sexually active before they are ready.
23.5 Identify how people can control when they become pregnant.
23.6 Identify the benefits of openly discussing sex and sexuality with parents, caregivers and
responsible adults.
23.7 Identify how to access accurate and safe information about sex and sexuality.

Standard 6: Changes and Transitions

24.1 Explore the different stages of human life: from birth, through infancy, childhood, adolescence,
adulthood and old age.
24.2 Discuss how the roles and responsibilities of a person, at home and in the community, change as
they get older.
24.3 Identify ways to adjust as they move from primary school to secondary school and the world of
work.
24.4 Describe what they can and should do to reduce the likelihood that they will abuse alcohol,
tobacco, highly caffeinated drinks, marijuana and other substances.
24.5 Describe the effects that the consumption of alcohol, tobacco and marijuana have on the physical
and cognitive development of teenagers.
24.6 Discuss the development of sexual attraction in adolescence.
24.7 Discuss some challenges associated with the physical, emotional and cognitive changes they are
likely to experience during their teenage years.

Learning Outcomes for H.F.L.E.: Protection from Harm
Infant 1: Protecting Yourself

25.2 Identify items in the home or classroom that are dangerous to drink or touch.
25.3 Explain the difference between discipline and abuse.
25.4 Explain the difference between touching of their bodies by other people that is good and bad or
that makes them feel comfortable or uncomfortable.
25.5 Identify types of abuse that can happen in the home.
25.6 Describe what a person can do if they are in a situation that makes them feel unsafe, including
when they are alone with an adult they do not trust.
25.7 Identify ways to seek assistance and express feelings if worried, abused or threatened.
Infant 2: Abuse at Home and School
26.1 Identify school and household substances that are harmful for children to consume or touch,
including cleaning products, vehicle care products and adult medication.
Infant 1: Protecting Yourself

25.1 List safety rules for avoiding dangerous situations at home or in school.
Infant 2: Abuse at Home and School
26.2 Explain why substances such as alcohol, tobacco, marijuana and adult medication are harmful for
children to consume.
26.3 Identify feelings associated with appropriate and inappropriate touching.
26.4 Identify types of abuse that can happen inside and outside of the home.
26.5 Discuss the meaning of the phrase, "My body belongs to me."
26.6 Explain the importance of telling an adult if someone is in danger of or is being abused.
Standard 1: Bullying Prevention

27.1 Identify as bullying, any action towards others, whether it takes place in the real world or online,
that is mean, disrespectful or verbally aggressive or involves negative peer pressure, the threat or
use of violence or the misuse of someone's property.
27.2 Identify the characteristics of and feelings associated with bullying or verbal and emotional abuse.
27.3 Describe actions they can take to avoid becoming a bully or a victim of bullying.
27.4 Describe actions that schools can take to reduce the prevalence of bullying.
27.5 Discuss how to resist pressure from their friends, classmates, older children or adults to engage in
bullying.
27.6 Describe the physical and emotional impact that bullying can have on an individual, family or
school.
27.7 Explain the importance of telling an adult if someone is in danger of or is being bullied or abused.

Standard 2: Physical and Sexual Abuse

28.1 Explain the risks involved in developing a real or online friendship with an unfamiliar adult.
28.2 Identify behaviour that constitutes sexual, physical or emotional abuse.
28.3 Describe situations that can increase the risk of abuse.
28.4 Explain how to avoid being touched by someone else in inappropriate ways.
28.5 Identify ways to seek information and assistance if worried, abused or threatened.
Standard 3: Alcohol and Tobacco

29.1 Identify sources and types of alcohol and tobacco available locally.
29.2 Explain laws related to the sale and consumption of alcohol and tobacco.
29.3 Identify the factors that influence a person's decision to use, or refrain from using, alcohol and
tobacco.
29.4 Describe actions and language to use when resisting pressure from others to use alcohol and
tobacco.
29.5 Explore ways in which alcohol consumption can affect a person's relationships with family and
friends and their ability to work or study.
29.6 Explain how drinking alcohol can immediately change the way a person thinks and acts, including
making it more likely they will take dangerous risks, come to harm or be abused.
29.7 Investigate the short and long term impact of alcohol and tobacco use on physical development,
brain development and the health of both the person consuming them and those who live in the
same house.
Standard 4: Avoiding Violent and Abusive Situations

30.1 Identify the causes and effects of youth violence and gangs.
30.2 Describe words and actions that can be used to resist pressure to use tobacco, alcohol or drugs or
to engage in sexual activity.
30.3 Identify ways to resist pressure to join a gang or to commit a violent or illegal act on someone
else's behalf.
30.4 Identify measures to protect themselves against sexual or criminal approaches and actions by
peers, adults or older children.
30.5 Identify a range of behaviours that constitute sexual abuse and exploitation.
30.6 Describe various forms of human trafficking and modern day slavery.
30.7 Identify individuals, organizations and sources of information that a person can access when they
need help.

Standard 5: Substance Abuse

31.1 Describe the dangers of abusing highly caffeinated drinks and common household products such
as glues, adhesives, cleaning products and medicines.
31.2 Identify the types, harmful effects of and laws relating to illegal drugs available locally.
31.3 Explain how substance abuse can immediately change the way a person thinks and acts, including
making it more likely they encounter dangerous situations, come to harm or become the victim
of abuse.
31.4 Investigate the harmful long term effects of abusing marijuana at a young age.
31.5 Identify the factors that influence a person's decision to use, or refrain from using, alcohol,
tobacco and illegal drugs.
31.6 Describe words and actions that can be used to resist pressure to use marijuana and other illegal
drugs.
31.7 Investigate the benefits of talking to parents, other responsible adults, the police, government
agencies and other organizations in relation to substance abuse.
Standard 6: Social Media and Personal Safety

32.1 Identify what constitutes risky or unsafe online, public, sexual or other behaviour.
32,2 Discuss how social media can have a powerful influence on what people think and do.
32.3 Develop a set of personal rules for staying safe at high school, in the real world and online.
32.4 Discuss how friends can help each other stay safe at high school, in the real world and online.
32.5 Explore how the use of alcohol, marijuana, highly caffeinated drinks and other substances can
make it more difficult for a person to resist pressure to engage in sexual activity, risky behaviour
or criminal activity.
32.6 Explain what they can and should do if they or one of their friends or family members is misusing
alcohol or other substances or is the victim of any type of abuse.
32.7 Discuss the threat of abuse that children face from early childhood through adolescence.

Learning Outcomes for H.F.L.E.: Road and Personal Safety
Infant 1: Pedestrian and General Safety

33.1 Give examples of what it means to be safe or in danger.
33.2 Describe safe and unsafe ways to act and safe and unsafe places to be in at home and at school.
33.3 Describe the similarities and differences between how non-motorized and motorized vehicles use
the road.
33.4 Explain where, when and how it is safe to cross the road.
33.5 Describe what pedestrians on busy streets, at intersections and at pedestrian crossings should
and should not do.
33.6 Explain the importance of using lights and wearing high visibility clothing when walking at night.
33.7 Explain why passengers in cars should wear seat belts, act sensibly and avoid distracting the
driver.
Infant 2: Cycling and School Safety

34.1 Describe safe and unsafe places to be and ways to act in the home, at school, on the street, in a
park and in other public places.
34.2 Explain how to stay safe while travelling to school.
34.3 Describe how to ensure a bicycle is safe to ride, for example by checking the brakes, lights, tires,
chain and steering.
34.4 Explain traffic regulations that relate to walking and cycling.
34.5 Explain the meaning of a variety of traffic lights and signs.
34.6 Explain the importance of using lights and wearing high visibility clothing when cycling at night
34.7 Identify types of behaviour that can make riding a bicycle more dangerous, including carrying a
passenger, riding against the flow of traffic, ignoring traffic lights and signs, riding without good
brakes, failing to signal and swerving unexpectedly.
Standard 1: Vehicle and Medicine Safety

35.1 Explain why the proper use of seat belts and child safety seats saves lives and reduces injuries.
35.2 Outline rules that pedestrians should follow when crossing a road.
35.3 Discuss how bus, car and motorcycle passengers should and should not behave.
35.4 Discuss how the actions of bus, car and motorcycle drivers can make a journey either safer or
more dangerous for their passengers.
35.5 Explain the role of emergency services that respond to road traffic incidents.
35.6 Outline rules for the safe use and storage of medicines found in the home.
35.7 Explain the roles and functions of pharmacies.

Standard 2: Transport and Water Safety

36.1 Identify the speed limit for various types of roads and classes of vehicles.
36.2 Explain how motor vehicles, cyclists and pedestrians should act at pedestrian crossings,
roundabouts, traffic lights and various types of road junction.
36.3 Discuss how speed limits, roundabouts, traffic lights, pavements, pedestrian crossings, speed
bumps, road markings and traffic signs are designed to make using roads safer for everyone.
36.4 Explain the role of the police and traffic officers in helping people use roads safely.
36.5 Describe safe and unsafe ways to act while in and around swimming pools and water bodies such
as streams, rivers and lakes.
36.6 Explain the purpose of rules for staying safe in a boat, including the wearing of life jackets or
other flotation devices, keeping arms and legs within the vessel and not running.
36.7 Discuss how drivers of cars and boats need to adapt their behaviour in response to weather
conditions.
Standard 3: Safe Drivers

37.1 Explain the meaning of common road signs.
37.2 Investigate the role seat belts, child safety seats, bicycle and motor cycle helmets have in
reducing the likelihood of death or severe injury due to road crashes.
37.3 Describe the consequences of bad road safety practices including speeding, driving while tired,
driving while using a cell phone and ignoring road signs and markingss
37.4 Investigate the main causes of crashes involving bicycles and motor-cycles.
37.5 Describe the effects of using alcohol and drugs on a person's ability to drive safely.
37.6 Describe what actions a person can take to encourage other people to use roads safely and
responsibly.
Standard 4: Avoiding Harm on the Roads

38.1 Identify safe ways to walk, cycle and use public transport while moving from one place to another.
38.2 Describe how good drivers operate motor vehicles, including driving at a safe speed, keeping a
safe distance from other road users, staying focused, being patient and courteous and
anticipating hazards.
38.3 Explain how speed often causes road traffic crashes and can make them worse.
38.4 Discuss how distractions, including the actions of passengers, the use of cell phones and peer
pressure can make crashes more likely to happen.
38.5 Investigate some of the immediate and future impacts a road crash can have on a person and
their family.
38.6 Investigate how long it takes a vehicle to stop and how this depends on speed, the weight of the
vehicle and weather conditions.
38.7 Describe ways to educate others about the dangers of road traffic crashes.

Standard 5: Traffic Laws and Regulations

39.1 Explain the purpose of a wide variety of lines and other marks that are painted on streets and
roads.
39.2 Investigate how and why the speed limit changes depending on the class of vehicle being driven
and the location and nature of the road, for example if it is in a town or village or has dangerous
curves.
39.3 Identify safe and unsafe ways and places to overtake other vehicles.
39.4 Explain how drivers should respond to hazards such as sirens of emergency vehicles, sharp
curves, bridges and hills, poor visibility, parked cars and other obstructions, pedestrians and
cyclists, and wet, uneven or pot-holed road surfaces.
39.5 Explain a range of laws and regulations relating to registration, licencing and insurance for various
classes of drivers and vehicles including motor-cycles, cars, buses and trucks.
39.6 Investigate the penalties that are applied to a range of traffic violations.
Standard 6: Public Safety Laws and Regulations

40.1 Explain what pedestrians, cyclists and passengers in buses, cars and on motorcycles can do to
reduce the likelihood that they will be hurt or killed while using the roads.
40.2 Explain how traffic signs, traffic lights, road markings, roundabouts, shoulders, barriers, bumps,
ramps. rumble strips and other traffic furniture contribute to making roads safer and easier to
use.
40.3 Describe the consequences of traffic violations related to speeding, alcohol and drug use, cell
phone use and the failure to use seat belts.
40.4 Investigate the main causes and consequences of road traffic crashes in Belize.
40.5 Investigate the role of the police and the judicial system in relation to road traffic crashes and
violations.
40.6 Describe how individuals, families, schools and communities can all contribute to increased
safety on roads and in public spaces.
40.7 Investigate the impact road traffic accidents have on emergency, health and other services.

Learning Outcomes for H.F.L.E.: Financial Literacy
Infant 1: About Money

41.1 Give a value various school and personal items based on how important they are to them.
41.2 Explore the concept of a fair exchange, swap or trade.
41.3 Explain the nature, value and uses of money.
41.4 Rank common items by how much they cost based on given prices.
41.5 Explain the relative value of dollars and cents of different coins and notes.
41.6 Discuss what might be some good or bad things to spend money on.
Infant 2: Budgeting and Saving

42.1 Rank common household items by estimating how much they think each one costs.
42.2 Explain the differences between giving, lending, buying, swapping, trading, borrowing and taking
without permission.
42.3 Explore how people decide what to spend money on.
42.4 Explain what it means to save money.
42.5 Identify some benefits of saving money.
42.6 Explain why people keep money in banks and credit unions.
Standard 1: Taking Care with Money

43.1 Explain the difference between earning money, receiving money as gifts, winning money and
finding money
43.2 Rank, by estimating, a range of large, small, common and uncommon items based on how much
each one costs.
43.3 Explore the concept of "property".
43.4 Explore the concept of "value for money".
43.5 Explore the factors that influence a decision to buy something.
43.6 Create a budget based on a given amount of money.

Standard 2: Spending, Lending and Borrowing

44.1 Rank in order of necessity various household items.
44.2 Explain the short and long term benefits of saving money.
44.3 List the potential advantages and disadvantages of borrowing money.
44.4 Explain the difference between credit and debt.
44.5 Explore the advantages and disadvantages of "dollar down", "buy now pay later", "hire purchase"
and other schemes in which people delay paying for items or pay for them in small amounts over
time.
44.6 Identify the different types of accounts, cards and other services offered by banks and credit
unions in Belize.
44.7 Create a financial plan to achieve a personal, short term spending goal.
Standard 3: Employment and Income

45.1 Explore the different ways in which people earn money.
45.2 Explore the differences between a career and a job.
45.3 Evaluate the characteristics of good workers in terms of attendance, punctuality, honesty, work
ethic, respect for others, responsibility, creativity, flexibility, and the abilities to listen,
communicate, make useful suggestions and take initiatives.
45.4 Explore the consequences of spending more than you earn.
45.5 Explain the connection between how a family spends money, the resources available to it and
their hopes and plans for the future.
45.6 Create a month long budget for a household that balances income and expenditure.
Standard 4: Making Financial Decisions

46.1 Explain a range of commonly used banking terms such as credit, debit, deposit, withdrawal,
checking account, saving account, account number, account balance, and interest.
46.2 Explore how businesses that lend money, such as banks, credit unions, pawnshops, loan agencies
and some stores, make a profit.
46.3 Identify the purposes and limitations of different types of insurance.
46.4 Examine how spending choices are influenced by price, advertising, cultural norms and values,
the spending choices of others, and peer pressure.
46.5 Examine the benefits of financial responsibility and the consequences of financial irresponsibility.
46.6 Construct a plan to achieve a specific, measurable, financial goal based on responsible borrowing.
46.7 Discuss the advantages of following a personal financial plan.

Standard 5: Careers
47.1 Explore different types of employment, for example, in a small or large business, in the teaching
or public service, as a self-employed contractor and as a business owner.
47.2 Explain how a person might connect skills, interests, and passions to a career.
47.3 Explore the value of having a high school and a tertiary level education.
47.4 Investigate how different careers require different skills, training, and qualifications.
47.5 Develop a career plan in an area of choice that includes clear goals and the means of achieving
them.
47.6 Develop a student résumé that includes information related to personal and contact information,
schools attended, interests, responsibilities, skills and achievements.
Standard 6: Entrepreneurship
48.1 Explain how people form businesses to meet customers’ needs while generating income for
themselves.
48.2 Describe, with local examples, some characteristics of successful businesses.
48.3 Investigate the life and achievements of a person from the business community.
48.4 Identify the different types and current rates of taxes in Belize that a business might have to pay.
48.5 Explain a range of commonly used business terms including stock, turnover, income, expenditure,
net, gross, profit, loss, asset and liability
48.6 Create a business plan for an idea based on using locally available resources that identifies
potential customers, analyses start-up costs and describes how the business will make money.

Learning Outcomes for Physical Education: Body Skills
Infant 1: Movement and Balance

1.1 Explore personal space by forming wide, narrow, curled & twisted body shapes at low, mid and
high levels.
1.2 Roll on the floor sideways, forwards and backwards.
1.3 Perform a variety of exercises while standing, such as touching toes with one hand, touching
ankles with both hands and twisting the body from side to side with hands on hips.
1.4 Perform a variety of exercises while sitting on the floor, such as touching toes with one hand,
touching ankles with both hands and touching the floor with an arm outstretched in all directions.
1.5 Perform exercises on the spot such as arm curls, stretches, jumping jacks, leg lifts and running on
the spot.
1.6 Balance on one leg while stationary, swaying and stretching.
Infant 2: Movement and Coordination

2.1 Roll on the floor sideways, forwards and backwards continually for several seconds.
2.2 Execute a single jump with self-turned rope, for example, forward with single bounce and
backward with single bounce.
2.3 Demonstrate simple flexibility exercises, for example, stretching arms and legs as high and wide
as possible in various directions.
2.4 Demonstrate the following in a warm-up routine: lifting knees high, jogging in place, hopping on
one leg then the other and pushing against a wall.
2.5 Perform "snake" push ups.
2.6 Remain balanced standing on one leg while twisting, turning, swaying and changing direction and
height.
2.7 Perform safe handstands, headstands cartwheels while someone holds their legs.
Standard 1: Balancing in Different Body Shapes

3.1 Skip with smooth, coordinated movements.
3.2 Roll on the floor continually, in various directions.
3.3 Jump a short rope non-stop for at least ten seconds, turning the rope both forwards and
backwards.
3.4 Jump a long rope with teacher-assisted turning.
3.5 Demonstrate simple flexibility exercises, for example, stretching arms and legs as high and wide
as possible in various directions and at various heights and by twisting and turning the body.

Standard 2: Balancing in Sequence

4.1 Move out of and into balance by stretching, curling and twisting.
4.2 Travel and then stop, balance and freeze in response to a signal.
4.3 Transfer weight from one body part to another in self space in a variety of activities.
4.4 Jump a long rope with teacher-assisted turning doing a double bounce, single side swing and a
double side swing.
4.5 Jump a long rope at least 5 times consecutively with teacher assisted turning.
4.6 Execute the following flexibility exercises while sitting or standing: reach as far as possible in
different directions with the arms, lifting the knee to the chest and rotating outstretched arms in
a circle.
4.7 Perform various stretches including reaching to touch the back with fingers, clasping hands
behind head and pulling down and to the side, reaching down a leg stretched to the side, and
bending and stretching to the front, side and back.
Standard 3: Weight Transfer and Balance

5.1 Maintain stillness on different bases of support with different body shapes while balancing.
5.2 Transfer weight from one foot to another to maintain balance, while stationary or traveling, while
moving different body parts in a variety of ways.
5.3 Jump a long rope doing a one-handed side swing and under the-leg-pass.
5.4 Perform intermediate jump-rope skills, for example, a variety of tricks, running in and out of both
long and short ropes.
5.5 Perform the following exercises: jog on spot for several minutes, multiple bent knee sit-ups, half
squats and push-ups.
5.6 Execute a variety of stretches for flexibility that involve the arms, legs, neck and lower back.
Standard 4: Symmetrical and Non- Symmetrical Balance

6.1 Balance, symmetrically and non-symmetrically on different bases of support, combining levels
with shapes.
6.2 Balance and move on painted lines so that the feet touch only the line.
6.3 Create an original individual jump-rope routine with a short rope.
6.4 Create a jump-rope routine with a partner, using either a short or long rope that includes basic
jumps and tricks such as star jumps, side straddles and jumping in and out of the rope.
6.5 Prepare for physical activity by performing a variety of light aerobic activities and stretching
exercises that increase blood circulation and the elasticity of muscles and ligaments.
6.6 Explain the importance of performing warm-up exercises and stretches.
6.7 Maintain appropriate body shape while executing push-ups, sit-ups, squats and other fitness
exercises.

Standard 5: Balancing on a Wide Base of Support

7.1 Balance on either leg, demonstrating muscular tension and extensions of free body parts.
7.2 Perform a routine that includes a variety of postures and body movements while balancing on a
painted line.
7.3 Explain that stretching exercises for the major muscle groups should be held for a minimum
length of time to be effective, that is as long as the stretch feels comfortable, which is usually 10
to 30 seconds with three to five repetitions.
7.4 Explain the purpose of various stretching and fitness exercises in terms of the improving flexibility
and strengthening of muscles and ligaments.
7.5 Create an original routine that combines a variety of twisting, curling, bending and stretching
actions.
7.6 Participate in exercises/activities that increase flexibility, muscular strength and muscular
endurance.
Standard 6: Inverted Balances

8.1 Perform, individually or with a partner, original jump rope routines that include basic jumps and
tricks.
8.2 Perform a variety of high and low kicks and turns while maintaining balance.
8.4 Perform balancing on stilts for several minutes.
8.5 Lead the class in a warm up or cool down routine that includes a variety of light aerobic exercises
and stretches.
8.6 Demonstrate appropriate posture while performing exercises such as sit-ups with bent knee and
hands behind the head or to the side, pushing out from a wall with one or both hands with the
back straight and so on.
8.7 Explain the importance of light aerobic activities and stretching as part of cool-down following a
vigorous activity, for example, they decrease blood flow and body temperature gradually.

Learning Outcomes for Physical Education: Locomotor Skills
Infant 1: Fundamental Movement Skills

9.1 Demonstrate the basic transport skills by running, galloping, hopping and jumping in a variety of
ways, for example, running or hopping around a hoop, or jumping consecutively in a forward
direction while maintaining balance.
9.2 Leap forwards without touching the ground for at least one yard and land on both feet at the
same time.
9.3 Travel in general space with different speeds.
9.4 Run for distance in a straight line.
9.5 Walk for 25 seconds in a straight line to a predetermined target.
9.6 Travel in forward and sideways directions using a variety of locomotor patterns and changes
direction quickly in a response to a signal.
Infant 2: Travelling with Different Locomotor Movements

10.1 Follow instructions when movement vocabulary is used, for example, hop, spin, dodge, counter-
clockwise and when following directions related to simple games and activities.
10.2 Perform a leapfrog over a pupil who is crouching with their hands on their knees.
10.3 Travel in different pathways to negotiate obstacle courses.
10.4 Run in a straight line and then change directions, for example, stop, go and pause on a given
command from the teacher.
10.5 Hop and change directions.
10.6 Hop forwards on one foot for several seconds to reach a pre-determined target.
10.7 Switch between fast and slow speed.
Standard 1: Travelling Using a Variety of Levels, Pathways and Locations

11.1 Use various locomotor skills in a variety of activities, for example, freeze tag, partner tag and
hopscotch.
11.2 Identify the terms associated with pathways, for example, straight, curved, zigzag, direction, up,
down, right, left, forward, backward, sideways, clockwise, counter-clockwise, and planes, frontal
and horizontal.
11.3 Travel demonstrating low, middle and high levels.
11.4 Perform a series of leapfrogs over pupils who are crouching with their hands on their knees.
11.5 Identify the different ways to move in relation to a partner, for example, lead, follow, match and
dodge.
11.6 Mirror movements with a partner in a stationary position and or while moving, for example,
"follow the leader."
11.7 Travel demonstrating a variety of relationships with objects, for example,over, under, around and
through.

Standard 2: Travelling in Different Directions

12.1 Run with rhythm according to target.
12.2 Run slowly to leap over a low obstacle.
12.3 Perform a sequence of locomotor skills, transitioning from one skill to another smoothly and
without hesitation.
12.4 Hop on either leg on the spot and while travelling.
12.5 Perform single jumping sequences.
12.6 Switch between strong and light force.
12.7 Combine movement concepts, for example, direction, levels, force and time with skills as directed
by the teacher.
Standard 3: Locomotor Combinations

13.1 Combine walking, running, throwing and catching in a variety of relay games and formations.
13.2 Identify and practise good running techniques.
13.3 Demonstrate swinging of the arms in rhythm.
13.4 Jump and land safely, for example, two feet to two feet.
13.5 Perform simple two footed jumps.
13.6 Perform hopping and bouncing movements.
13.7 Perform jumping and landing actions with balance.
Standard 4: Travelling, Jumping, Landing and Rolling

14.1 Investigate locomotor skills specific to a wide variety of physical activities.
14.2 Demonstrate that balance is affected by the amount of force, speed, weight and body position,
for example, by having bent knees and feet apart in direction of movement.
14.3 Demonstrate how arms spread in stopping and landing activities, for example, stops and starts,
jumping from low heights and movement exploration also affects balance.
14.4 Demonstrate sprinting technique.
14.5 Demonstrate jogging technique while also changing speed.
14.6 Jump for distance in a controlled and safe manner.
14.7 Move in general space using a combination of hops, skips and jumps.

Standard 5: Running for Life

14.8 Apply the movement concepts of speed, endurance and pacing for running.
15.1 Demonstrate correct leg drive and forward swing while transition from one speed to another
speed throughout running.
15.2 Travel showing differentiation between jogging and sprinting.
15.3 Travel showing differentiation between sprinting and running.
15.4 Swing arms on spot in groups of two, and make a down-ward baton exchange.
15.5 Stand in the proper position to receive baton with arm straight and palm facing upwards.
15.6 Demonstrate a baton change-over in pairs while (a) stationary and (b) moving.
Standard 6: Jumping and Landing

16.1 Practice run-up and take off, aiming for a fast and flat take off.
16.2 Perform the long jump smoothly, and counter-balance the leg action by swinging the arms
forward to lift up the knees and legs for a landing.
16.3 Hit the take-off board accurately, jump up with both arms lift up to chest height, and arch the
body backwards in the air.
16.4 Combined lifting of the arms and hitting the take-off board to jump with speed and strength to a
certain height.
16.5 Demonstrate a combination of hops, jumps and bounding strides effectively.
16.6 Perform 3 to 4 repetitive 2- legged jumps using rabbit hops.
16.7 Demonstrate the sequence of jumps in the triple jump by hopping left to left, stepping left to
right and jumping on both feet land together.

Learning Outcomes for Physical Education: Space and Movement Games
Infant 1: Personal and General Space Awareness

17.1 Demonstrate space and body awareness.
17.2 Move through general space in a safe and controlled manner and be able to stop quickly with
good balance.
17.3 Move through personal and general space, changing direction and maintaining control.
17.4 Perform locomotor and non-locomotor skills individually, with a partner, and while manipulating
objects.
17.5 Perform walking and running while changing directions.
17.6 Practice stopping and going on command while walking around the playing area.
17.7 Turn 90⁰ while walking and stepping with the beats.
Infant 2: Moving to Rhythm

18.1 Demonstrate the concept of adequate personal space.
18.2 Demonstrate movement in personal space and in general space.
18.3 Move in personal space to a rhythm.
18.4 Walk to match fast or slow rhythm.
18.5 Stretch or curl with the rhythm.
18.6 Execute Running and jumping in different directions, for example, Mr. Wolf how much a clock?
and Chicken Tag.
18.7 Demonstrate effectively skipping or galloping for approximately one minute.
Standard 1: Travelling with a Partner

19.1 Combine locomotor skills in general space to a rhythm.
19.2 Move in self-space and general space in response to designated beats/rhythms.
19.3 Explore the concept of open spaces in a movement context.
19.4 Demonstrate body and space awareness when performing simple games skill activities.
19.5 Perform hopping movement while changing directions and dodging, for example, as in the game
"Red Light/Green Light".
19.6 Demonstrate travelling using pathways.

Standard 2: Chasing, Fleeing and Dodging

20.1 Demonstrate ways to retain possession of an object.
20.2 Transfer weight from feet to hands, varying speed and using large extensions, for example, mule
kick, handstand, and cartwheel.
20.3 Identify the terms associated with moving in various directions, forward, backward, up, down,
sideways and at different levels, high, middle and low.
20.4 Apply simple strategies & tactics in chasing activities.
20.5 Apply simple strategies in fleeing activities.
Standard 3: Travelling in Various Ways

21.1 Apply the concept of open spaces to combination skills involving travelling, for example, dribbling
and travelling.
21.2 Move through space while adjusting speed, force, level, pathway, and direction.
21.3 Practise a variety of non-locomotor, locomotor, and manipulative movement skills.
21.4 Demonstrate the phases of movement, for example, ready position, movement, and follow
through.
21.5 Receive objects at varying speeds and levels.
21.6 Demonstrate manipulative movement skills including slide/roll an object, carry an object, and
two-handed throw.
Standard 4: Travelling in Games and Sports

22.1 Apply learned non-locomotor, locomotor, and manipulative movement skills to new physical
activities.
22.2 Demonstrate manipulative movement skills including sending and receiving a variety of objects.
22.3 Investigate sequences of non-locomotor, locomotor, and manipulative movement skills with
qualities of movement.
22.4 Demonstrate movement skills in structured individual and dual activities.
22.5 Demonstrate relationship of movement skills to movement concepts.
22.6 Explore movement skills in close game setting.
Standard 5: Advanced Movement

23.1 Investigate movement skills in predictable and un-predictable games setting.
23.2 Explore movement concepts to improve movement skills.
23.3 Explore movement skills in a range of individual and dual activities.
23.4 Explore movement skills in a range of rhythmic movement activities.
23.5 Explore movement skills in complex individual and dual activities.

Standard 6: Complex Movement

24.1 Investigate movement skills in complex games settings.
24.2 Investigate movement skills in complex rhythmic movement activities.
24.3 Apply movement concepts to improve performance.
24.4 Send objects in predictable settings.

Learning Outcomes for Physical Education: Ball and Net Games
Infant 1: Beginner's Throwing and Catching - Softball, Cricket or Basketball

25.1 Drop a ball such as a ping pong, rubber or tennis ball and catch it before it bounces twice.
25.2 Catch a soft object from a self-toss before it bounces.
25.3 Throw bean bag forward with one hand.
25.4 Back-swing the bean bag with straight arm.
25.5 Throw a bean bag within the position between their waist and shoulder.
25.6 Throw a bean bag for distance at a pre-determined target.
25.7 Throw and catch bean bag with partner continuously.
Infant 2: Simplified Throwing and Catching - Softball, Cricket or Basketball

26.1 Throw vertically to self.
26.2 Catch volleyball with one hand tossed by a skilled thrower.
26.3 Catch various sizes of balls with both hands from self- tossed or tossed by a skilled thrower.
26.4 Throw a variety of objects, demonstrating both accuracy and force, for example, basketballs,
footballs and frisbees.
26.5 Throw a foam ball through a hoop several times consecutively.
26.6 Catch a rolling ball.
26.7 Throw accurately to a moving target, for example, a partner.
Standard 1: Developing Throwing and Catching - Softball, Cricket or Basketball

27.1 Demonstrate underhand throwing technique.
27.2 Demonstrate the use of the leading foot as part of the throwing technique.
27.3 Throw underhand to a partner or target with accuracy for height and distance.
27.4 Catch a self-tossed or well thrown volleyball with both hands without trapping or cradling it
against the body.
27.5 Catch a tennis ball with both hands above the head, at the chest or waist level, and along the
ground.
27.6 Catch objects thrown to different levels using the right hand and the left hand.
27.7 Throw accurately to a partner while running.

Standard 2: Striking with Rackets and Paddles - Table Tennis, Tennis or Badminton
28.1 Strike a lightweight object with a paddle or short-handled racket.
28.2 Strike a ball with a short-handled implement, sending it upward.
28.3 Strike an object upward with a short-handled implement, using consecutive hits.
28.4 Strike an object with a short-handled implement, sending it forward over a low net or to a wall.
28.5 Strike an object with a short handled implement, at a target.
28.6 Strike an object with a short-handled implement, alternating hits with a partner over a low net or
against a wall.
28.7 Strike an object consecutively, with a partner, using a short-handled implement over a net or
against a wall.
Standard 3: Beginner's Volleyball

29.1 Volley a light-weight object, for example, a balloon, sending it upward.
29.2 Volley an object, for example, balloon with an open palm sending it upward and continuously
keeping it in the air for at least 5 seconds.
29.3 Volley an object upward with consecutive hits.
29.4 Volley an object with an underhand or sidearm striking pattern, sending it forward over a net, to
the wall or over a line to a partner, for accuracy.
29.5 Strike a beach ball with an overhand pattern for ball and net games such as volleyball.
29.6 Strike a beach ball for distance with an overhand pattern for ball and net games such as volleyball.
29.7 Strike a ball with accuracy using an overhand pattern in a modified ball and net game.
Standard 4: Volleyball - Passing

30.1 Perform underhand pass and participate in passing games.
30.2 Perform an underhand serve, for example, short distance and participate in games with
underhand passes.
30.3 Perform underhand serves, and overhand and under-arm passes in modified games.
30.4 Volley a ball using a 2-hand overhead pattern, sending it upward, for accuracy.
30.5 Volley a ball using a 2-hand overhead pattern, sending it upward to a target.
30.6 Demonstrate simple tactics with teammates in modified games.
30.7 Pass ball to teammates using the dig and volley passes in a game situation.

Standard 5: Intermediate Level Volleyball

31.1 Serve the ball over the net into the opponents' court.
31.2 Apply personal skills including serving, overhand passing, underhand passing, spiking and blocking
in modified games.
31.3 Apply simple tactics with teammates in games situations.
31.4 Set ball to teammates.
31.5 Perform a legal underhand serve with control for the ball and net games such as volleyball.
31.6 Execute consistently a legal underhand serve for distance, height and accuracy for ball and net
games such as volleyball.
31.7 Spike ball and block a spiked ball.
Standard 6: Advanced Volleyball

32.1 Perform the soft and the wipe-off spikes.
32.2 Determine the position and role of a player on court during service and play.
32.3 Identify the order of movement on court when service is won.
32.4 Execute consistently a legal underhand serve to a predetermined target for ball and net games
such as volleyball.
32.5 Execute consistently a legal underhand serve for distance and accuracy for ball and net games
such as volleyball.
32.6 Block a ball spiked by an opposing player.

Learning Outcomes for Physical Education: Ball and Target Games
Infant 1: Introduction to Kicking a Football

33.1 Kick a beach ball along the ground with the left foot.
33.2 Kick a beach ball along the ground with the right foot.
33.3 Kick a beach ball along the ground with both feet.
33.4 Kick a beach ball in the air with the stronger foot.
33.5 Kick a beach ball in the air with the weaker foot.
33.6 Kick a beach ball to a pre-determined target for accuracy.
33.7 Kick a beach ball to a pre-determined target for distance and accuracy.
Infant 2: Kicking a Football - Forms and Approaches

34.1 Tap a ball using the inside of the foot, sending it forward.
34.2 Tap a ball using the inside of the foot while walking in general space.
34.3 Kick a stationary beach ball using the correct kicking form.
34.4 Use a running approach to kick a moving beach ball in the air using the correct kicking form.
34.5 Use a running approach and kick a stationary ball for distance and accuracy.
34.6 Pass football with feet as both partners travel.
Standard 1: Space Awareness in Football

35.1 Create open space by using locomotor movements, for example, walking, running, jumping &
landing in combination with movements, pathways, change of speed, direction or pace.
35.2 Reduce open space by using locomotor movements, walking, running, jumping and landing,
changing size and shape in body in combination with movement concepts, reducing the angle in
the space, reducing distance between player and goal.
35.3 Open and close space during small-sided game play by combining locomotor movements with
movement concepts.
35.4 Reduce open space on defence by staying close to the opponent as he/she nears the goal.

Standard 2: Dribbling with Feet in Football

36.1 Explore the types of kicks needed for different games and sports situation.
36.2 Foot-dribble with an implement with control, changing speed and direction in a variety of practise
tasks.
36.3 Foot-dribble with an implement combined with passing in a variety of practise tasks.
36.4 Receive a pass with the foot as both partners travel.
36.5 Dribble with the feet in general space with control of the ball and the body.
36.6 Dribble with the feet in general space at slow to moderate jogging speed with control of ball and
body.
36.7 Dribble with the feet in general space with control of ball and body while increasing and
decreasing speed.
Standard 3: Kicking and Punting in Football

37.1 Kick a stationary football (size 4) from a stationary position, demonstrating elements of kicking.
37.2 Approach a stationary football (size 4) and kick it forward, demonstrating the proper technique of
kicking.
37.3 Use a continuous running approach and kick a moving ball with accuracy.
37.4 Use a continuous running approach and intentionally perform a kick along the ground and a kick
in the air, demonstrating the elements of kicking.
37.5 Use a continuous running approach and kick a stationary ball for distance.
37.6 Foot-dribble or dribble with an implement with control, changing speed and direction during
small-sided game play.
37.7 Punt for accuracy, distance and height.
Standard 4: Fundamentals of Basketball

38.1 Dribble a basketball with one hand continuously in self-space with either left or right hand.
38.2 Dribble a basketball using either the left or right hand while walking in general space.
38.3 Dribble a basketball and travel in general space at a slow to moderate jogging speed, with control
of the ball and body.
38.4 Dribble a basketball in self-space with both the stronger and the weaker hands.
38.5 Execute an effective chest pass to a stationary partner and then to a moving partner.
38.6 Execute an effective chest pass, bounce pass and an overhead Pass to a moving partner.
38.7 Throw, while moving, a leading pass to a moving receiver.

Standard 5: Advanced Football

39.1 Shoot on goal while moving as appropriate to the activity.
39.2 Shoot on goal with power and accuracy in small-sided game play.
39.3 Pass and receive with feet in combination with locomotor patterns of running and change of
direction & speed with competency in ball and target games such as football.
39.4 Pass and receive a ball with the inside of the feet to a stationary partner, "giving" on reception
before returning the pass.
39.5 Pass & receive a ball with the insides of the feet to a moving partner.
39.6 Pass & receive a ball with the outsides and insides of the feet to a stationary partner, "giving" on
reception before returning the pass.
39.7 Pass and receive with an implement in combination with locomotor patterns of running and
change of direction, speed and or level with competency in ball and target games.
Standard 6: Advanced Basketball

40.1 Dribble a basketball in general space with control of ball and body while increasing and
decreasing speed.
40.2 Pass and receive with hands in combination with locomotor patterns of running and change of
direction & speed with competency in ball and target games such as basketball.
40.3 Perform pivots, fakes and jab steps designed to create open space during practise tasks.
40.4 Execute at least two of the following to create open space during modified game play: pivots,
fakes, jab steps and screens.
40.5 Maintain defensive-ready position, with weight on balls of feet, arms extended and eyes on
midsection of the offensive player.
40.6 Slide in all directions while on defence without crossing feet and drop-step in the direction of the
pass during player to player defence.
40.7 Execute at least 3 of the following offensive tactics to create open space: moves to create open
space on and off the ball; using a variety of passes, fakes and pathways.

Learning Outcomes for Physical Education: Striking and Base Running Games
Infant 1: Striking Stationary and Suspended Objects

41.1 Strike a balloon with a lightweight paddle or with palm of the stronger hand.
41.2 Strike a suspended ball several times consecutively.
41.3 Toss a ball or object upward and hit it consecutively with a lightweight paddle or with palm of the
stronger hand.
41.4 Drop an object and contacting it underhand.
41.5 Drop a ball and contacting it after a bounce.
Infant 2: Striking for Distance - Softball, Cricket or Volleyball

42.1 Strike a ball at a target for distance.
42.2 Strike a ball high enough to travel over a net.
42.3 Strike an object with a variety of paddles and rackets.
42.4 Strike a ball continuously to a rebound wall.
42.5 Consistently strikes a softly thrown ball with a bat.
42.6 Strike an object over a net.
42.7 Strike a large ball off a batting tee with a plastic bat.
Standard 1: Striking with Long-Handled Implements - Softball or Cricket

43.1 Use batting tee or ball tossed by teacher for batting.
43.2 Strike a large ball on the ground to a stationary partner.
43.3 Toss a ball to oneself and strike it for distance.
43.4 Strike a ball while travelling in different pathways.
43.5 Strike a ball various distances on the ground and in the air.
43.6 Strike an object on the ground against an opponent.
43.7 Strike a ball to open space, both in the air and on the ground.
Standard 2: Base Running - Softball

44.1 Practice running directly through 1st base for example GIMME 5.
44.2 Demonstrate proper base running technique when approaching and rounding 1st base, for
example, Squash the Bug.
44.3 Demonstrate proper running technique while touching only inside corner of the bases, for
example, Beat the Ball.
44.4 Combine travelling with manipulative skills of throwing, catching and striking in a variety of
activities.
44.5 Combine striking with a long implement, for example, bat, broom handle with receiving and
travelling skills in a small-sided game.

Standard 3: Throwing while Moving - Softball or Cricket

45.1 Throw overhand to a large target with accuracy.
45.2 Throw to a moving partner with accuracy while walking and running.
45.3 Strike a ball off a tee or cone with a long-handled implement, using correct grip and side
orientation/ proper body orientation.
45. Strike a ball with a long-handled implement, for example, bat, tennis-racket, broom handle
sending it forward, while using proper grip for the implement.
45.5 Strike a pitched ball with a bat using correct technique for accuracy and distance.
45.6 Strike a pitched ball with an implement with force in a variety of practice tasks.
Standard 4: Throwing and Catching while Moving - Softball or Cricket

46.1 Throw overhand to a partner or at a target with accuracy for distance.
46.2 Throw to a moving partner with accuracy.
46.3 Throw with accuracy when both partners are moving.
46.4 Strike an object with a long-handled implement, for example, broom handle, golf club, bat, tennis
racket, badminton racket, while demonstrating grip, stance, body orientation, swing plane and
follow through for the implement.
46.5 Catch using the correct technique from a variety of trajectories using different objects in varying
practise tasks.
46.6 Catch using correct technique from a variety of trajectories using different objects in small-sided
game play.
46.7 Catch using an implement in a modified game play.
Standard 5: Intermediate Softball

47.1 Strike with an implement, a stationary object for accuracy, power and distance.
47.2 Strike a pitched ball with an implement to open space in a variety of practice tasks.
47.3 Identify open spaces and attempt to strike object into that space.
47.4 Use a variety of shots, for example, slap & run, bunt, hit & run, high arc to hit to open space.
47.5 Identify sacrifice situations and attempt to advance a runner.
47.6 Throw using correct techniques for distance or power appropriate to the activity, for example,
distance=outfield to home plate; power=2nd base to 1st base.
47.7 Throw using correct techniques for distance or power appropriate to the activity during a small-
sided game.

Standard 6: Advanced Softball or Cricket

48.1 Apply the concepts of direction and force when striking a ball with a long-handled implement,
sending it toward a designated target.
48.2 Apply movement concepts to strategy in game situations.
48.3 Use appropriate pacing for a variety of running distances.
48.4 Apply the concepts of direction and force to strike an object with a long handled implement.
48.5 Combine Travelling with the manipulative skills of throwing, catching and striking in teacher or
student- designed small-sided practice task.
48.6 Identify the type of throw or striking action needed for different games and sports situation.
48.7 Transfer weight with correct timing for the striking pattern.

Learning Outcomes for Expressive Arts: Drawing
Infant 1: Making Patterns and Designs
1.1 Draw lines, curves and crosses.
1.2 Create repeated patterns using lines and shapes.
1.3 Create a drawing and share it with another person.
1.4 Draw two dimensional shapes.
Infant 2: Basic Line Drawing
2.1 Draw lines, arcs and shapes with increasing control.
2.2 Draw pictures of a single object, animal or person from imagination.
2.3 Use drawing to share ideas and experiences.
2.4 Use a pencil to shade a line drawing.
Standard 1: Imaginative Drawing
3.1 Draw lines, arcs and shapes with accuracy and regularity.
3.2 Draw pictures containing more than one object, animal or person item from imagination.
3.3 Add additional elements to a drawing provided by the teacher.
3.4 Use parallel lines to add effects to a drawing.
3.5 Draw a picture to illustrate a sentence or single piece of action from a story.
3.5 Explore the effects produced by pencils of different hardness and softness.
Standard 2: Illustrative Drawing
4.1 Use pictures to illustrate a story they have read or listened to.
4.2 Create pictures using, chalk, charcoal or graphite sticks.
4.3 Draw pictures to create an original story, without using words.
4.4 Create drawings that demonstrate an understanding of space.
4.5 Add effects to an illustration, for example, by adding shadows.
Standard 3: Drawing Scenery
5.1 Draw scenes with multiple objects in which the size of an object indicates how far away it is.
5.2 Draw scenes with multiple objects that overlap.
5.3 Draw a room, street, natural or other scene using one point perspective.
5.4 Add effects of light and shadow to drawings.
5.5 Select a pencil of appropriate hardness or softness depending on the technique being used.

Learning Outcomes for Expressive Arts: Drawing
Standard 4: Drawing Objects

6.1 Draw objects such as cubes, cylinders, cones and pyramids so that they appear to be three
dimensional.
6.2 Draw a room, street or other scene using two point perspective.
6.3 Use a variety of shading techniques to add depth and texture to a picture.
6.4 Explore the concept of negative space in a drawing.
Standard 5: Drawing People

7.1 Draw heads from both the front and side view.
7.2 Draw a human body with the different parts in correct proportion to each other.
7.3 Draw people in both standing and sitting positions.
7.4 Draw in detail the individual element of the face such as the eyes, nose, ears and mouth.
7.5 Use a variety of shading techniques to add effects to a drawing.
Standard 6: Sketching
8.1 Sketch a variety of objects, animals, people and things from real life observation.
8.2 Draw in ink.
8.3 Add fine details to drawings.
8.4 Compile a portfolio of sketches and drawings that emphasise a range of techniques, including the
use of light and shadow, perspective, movement and bodily proportion.

Learning Outcomes for Expressive Arts: Music
Infant 1: Songs and Beats

9.1 Demonstrate the difference between singing, speaking and shouting.
9.2 Sing a short rhyming song from memory as part of a group.
9.3 Sing notes using a variety of high and low pitches and soft and loud volumes.
9.4 Add gestures and movement to singing.
9.5 Demonstrate a good posture while singing.
9.6 Repeat a rhythm made by another person by clapping or beating the desk.
9.7 Create an original rhythm by clapping or beating a drum or other object with the hand or a stick.
Infant 2: Making Musical Sounds

10.1 Identify a range of musical instruments commonly used in Belize and the rest of the world.
10.2 Play a rhythm on a musical instrument such as a drum, shaker, tambourine, toy xylophone or
wooden block.
10.3 Play a percussion musical instrument they have made.
10.4 Investigate changes in pitch that occur when air is blown into bottles of different size and shape
and filled with different amounts of water.
10.5 Sing the notes on the musical (doh-re-mi) scale in ascending and descending order.
Standard 1: Folk and Traditional Music

11.1 Sing in time as part of a group.
11.2 Demonstrate good posture and breathing control while singing.
11.3 Sing a variety folk and traditional songs as part of a group.
11.4 Describe the food, clothing, dance of a group associated with a folk or traditional song.
11.5 Identify by listening to samples, the different types of music used for cultural events such as
weddings, funerals, Christmas and other annual festivals.
Standard 2: Musical Instruments

12.1 Recognize, while listening, the distinctive sounds made by a range of musical instruments.
12.2 Classify musical instruments as percussion, string, woodwind or brass.
12.3 Explain how the following make sound: a guitar, a drum, a recorder or flute and a trumpet or
saxophone.
12.4 Identify, from a diagram, picture or video, the different sections of a classical orchestra.
12.6 Make an instrument that makes sound by plucking a string or by blowing into or across it.
12.6 Investigate how a selected musical instrument is made.
12.7 Accompany a piece of music with a home made or store instrument.

Standard 3: The Music of Belize's Ethnic Groups

13.1 Practice appropriate warm-up exercises, breathing exercises, and correct posture for singing.
13.2 Sing at various levels of volume and pitch in a controlled manner.
13.3 Identify pieces of music common to a variety of ethnic groups by listening to samples.
13.4 Investigate the cultural significance of the music of a selected ethnic group.
13.5 Perform, by singing or playing an instrument, a song or piece of music associated with one of
Belize's ethnic groups.
13.6 Investigate the similarities and differences between the musical instruments commonly used by
different ethnic groups in Belize.
13.7 Sing the Belizean National Anthem in a language other than English.
Standard 4: Contemporary Belizean Music

14.1 Demonstrate good control over breathing, body posture, gestures, pitch and volume while
singing in time to a piece of music.
14.2 Describe a range of musical instruments traditionally used in Belize.
14.3 Identify pieces of contemporary Belizean music of different types by listening to samples.
14.4 Investigate the life and achievements of a famous Belizean musician.
14.5 Describe the similarities and differences between various types of music associated with Belizean
cultural groups.
14.6 Perform, by singing or playing an instrument, a modern or traditional Belizean song.
Standard 5: Music in the World

15.1 Vary volume, tone, body position and gestures for effect while singing.
15.2 Investigate the history, instruments used, outstanding musicians and dominant styles of a type of
music common elsewhere in the world.
15.3 Investigate the similarities and differences between musical instruments used in the past and
those used today.
15.3 Identify pieces of contemporary music of different types and from different countries by listening
to samples.
15.4 Perform, by singing or playing an instrument, a piece of contemporary music from a country
other than Belize.

Standard 6: Theory of Music

16.1 Identify the letter names (A to G) associated with the notes of the musical scale.
16.2 Explain that the notes of various lengths have different names and symbols.
16.3 Explain the concept of sharp and flat notes in relation to the notes A-G of the musical scale.
16.4 Draw a staff with a treble clef and the notes middle c to top e.
16.5 Perform, as part of a group in which some people sing and others accompany them with an
instrument, a selected piece of music.

Learning Outcomes for Expressive Arts: Three Dimensional Art
Infant 1: Making Geometric Shapes

17.1 Decorate a large outline drawing provided by the teacher with coloured paper, glitter, split peas,
beans or other small objects.
17.2 Create models of basic geometric shapes such as cubes, cones and spheres using clay, dough or
straws.
17.3 Create simple models of houses, boats, planes and other large objects.
Infant 2: Making Models of People and Animals

18.1 Create a decorated mask out of cardboard.
18.2 Create a three dimensional model of a human or animal face using clay or dough.
18.3 Create models of people and animal forms using clay, dough, pipe cleaners, wire, twisted paper
or other materials.
18.4 Create models that express movement.
18.5 Cut accurately with safety scissors.
Standard 1: Making Use of Materials

19.1 Decorate a bottle, cup, plate or similar household object.
19.2 Make models of object using recycled or reused household materials.
19.3 Create an object using papier maché.
19.4 Create a pom pom, tassel, braided bracelet, piece of knot art or another object using yarn or
string.
Standard 2: Decorative Crafts

20.1 Decorate an object such as a bottle, cup or plate using photographs, coloured paper, cloth,
glitter, wool, string or similar materials.
20.2 Investigate the uses and techniques of a craft such as crochet, embroidery or knitting.
20.3 Make a piece of jewellery.
20.4 Weave strips of coloured paper together to make a pattern.
Standard 3: Modelling with Common Household Objects

21.1 Create a model of an object using bottle tops or buttons.
21.2 Create a variety of human and animal forms using media such as soap, pipe-cleaners, tie wire,
clay and dough.
21.3 Create an image by gluing scraps of cloth, yarn, rope or similar objects onto heavy duty card.
21.4 Make models of objects, people or animals using toothpicks, paletta sticks or matchsticks

Learning Outcomes for Expressive Arts: Three Dimensional Art
Standard 4: Paper Models

22.1 Create a model of a house, school or street using paper and card.
22.2 Create an origami model by folding paper so that it creates an object such as an animal, bird or
boat.
22.3 Create models of basic geometric shape such as cubes, cones and pyramids using paper or card.
22.4 Weave a pattern using strips of coloured paper or card.
Standard 5: Making Toys and Games

23.1 Create a puppet, for example a sock puppet, a finger puppet or a puppet made using plastic cups.
23.2 Create moving machine, such as a simple vehicle or pulley system.
23.3 Investigate the uses and techniques of a craft such as macramé, screen printing, embroidery, kite-
making or basket making.
Standard 6: 3D Project
24.1 Create a plan before starting work on a model.
24.2 Use a range of craft tools, glues and other equipment safely and accurately.
24.3 Create a piece of three dimensional art, using any technique, for a class display.

Learning Outcomes for Expressive Arts: Dance
Infant 1: Movement and Dance

25.1 Explain safety and other rules that must be followed on the dance floor.
25.2 Move freely in space in time to music, changing direction, speed and level.
25.3 Demonstrate controlled and coordinated body movement in time to music while remaining in
one place.
25.4 Demonstrate the following body shapes: curved, straight, open, closed, symmetrical and
asymmetrical.
25.5 Perform a dance in which the feet are in at least three different positions, for example, turned
outwards, crossed over and with the heels touching.
25.6 Perform a dance in which the arms are in at least three different positions, for example, spread
wide, lifted above the head or with hands on hips.
25.7 Coordinate movements so that they mirror or follow those of a partner.
Infant 2: Dancing to Songs and Stories

26.1 Explain safety rules and procedures related to dance.
26.2 Perform original dance steps and movements based on a song.
26.3 Invent dance moves in response to one or more scenes in a familiar story.
26.4 Coordinate dance steps and moves with a partner.
26.5 Move fluidly and in time to music, from one the following body shapes to another: curved,
straight, open, closed, symmetrical and asymmetrical.
26.6 Demonstrate at least five different arm positions used in dance, for example, spread wide, one or
both lifted above the head, one arm above the head with the other horizontal or with hands on
hips.
Standard 1: Folk and Traditional Dance

27.1 Identify key features of the history and culture of a group of people associated with at least one
folk or traditional dance.
27.2 Explain the cultural significance of at least one folk or traditional dance.
27.3 Describe the costumes associated with at least one folk or traditional dance.
27.4 Coordinate dance steps and moves with a small group of others.
27.5 Demonstrate the basic steps and movements associated with a folk or traditional dance.
27.5 Demonstrate various foot positions common to most dance forms, for example, both feet
pointing forwards together or apart, one foot pointed to the side or at an angle, one foot in front
immediately in front of the other or in front and to the side.
27.6 Perform a folk or traditional dance in front of an audience.

Standard 2: Classical Dance

28.1 Identify key features of the history and culture of a country associated with European or Asian
classical dance, for example, Spain, Russia, India or China.
28.2 Explain the cultural significance of costumes associated with a selected classical dance.
28.3 Move fluidly between various foot and arm positions in time to music.
28.4 Demonstrate a strong upright and straight body posture when performing a dance.
28.5 Demonstrate the basic steps and movements of a style of classical dance.
28.6 Identify similarities and differences between classical and folk and traditional dance.
28.7 Perform classical dance steps and movements in front of an audience.
Standard 3: Belizean Cultural Dance

29.1 Identify key features of the history and culture of the ethnic group associated with a selected
Belizean cultural dance.
29.2 Explain the cultural significance of at least one Belizean cultural dance.
29.3 Describe the costumes associated with at least one Belizean cultural dance.
29.4 Demonstrate the basic steps and movements of a Belizean cultural dance.
29.5 Demonstrate fluidity of movement when transitioning from one dance element to another.
29.6 Perform a Belizean cultural dance in front of an audience.
Standard 4: Contemporary Dance

30.1 Explain the origins and development of contemporary dance.
30.2 Explore the similarities and differences between contemporary, classical and traditional dance.
30.3 Define contemporary dance.
30.4 Lead a class in appropriate warm-up or cool-down activities.
30.5 Demonstrate the basic steps and movements of contemporary dance.
30.6 Perform contemporary dance steps and movements in front of an audience.

Standard 3: Belizean Cultural Dance

31.6 Perform a synchronized group dance in front of an audience.
Standard 5: Sequence and Formation
31.1 Explain the following in relation to dance: story-line, transition, combination, sequence,
formation, foot-position and arm position.
31.2 Investigate similarities and differences between common dances from various parts of the world.
31.3 Research the history, development, cultural significance, steps, movements and music of a dance
of their choice
31.4 Execute a variety of memorized dance sequences as part of and synchronized with a group.
31.5 Create a dance that includes a variety of foot and arm positions, body shapes and movements.
Standard 6: The Choreographic Process

32.1 Explore the history of dance.
32.2 Research the origins, cultural significance and other features of a piece of music they have
selected for a dance.
32.3 Create a script for a dance in a group.
32.4 Create, in a group, an original dance for a selected piece of music.
32.5 Perform an original dance in front of an audience using appropriate costumes and props.
32.6 Explain how to stay safe while attending dances in public places.

Learning Outcomes for Expressive Arts: Working with Colour
Infant 1: Colour Patterns

33.1 Create a symmetrical image by folding paper with water-colour paint on it.
33.2 Create patterns using a variety of colours using finger painting techniques.
33.3 Create images and patterns using coloured chalk.
33.4 Create images of people, animals or buildings from coloured rectangles, triangles, circles and
other shapes.
33.5 Mix red, yellow and blue water-colour paints to make green, orange and purple.
Infant 2: Coloured Pictures

34.1 Accurately colour a line drawing using pencil crayons
34.2 Mix white and the three primary colours to make a range of tones of common colours.
34.3 Demonstrate techniques for caring for paint brushes and other equipment.
34.4 Create patterns using a variety of colours using a brush.
34.5 Create an original picture using water colour paints.
Standard 1: Mosaics, Collages and Colours

35.1 Create a collage by gluing fragments of different pictures to make a new image.
35.2 Create a mosaic using small pieces of coloured paper.
35.3 Paint coloured picture that contains more than one object, animal or person from imagination.
35.4 Investigate how paints, inks and other substances can be mixed to create new colours.
Standard 2: Exploring Colour

36.1 Add colours to a black and white line drawing using paint or pastels.
36.2 Create, using coloured pencils, a tessellation that has at least three different colours made up of
interlocking geometric shapes
36.4 Create a colour wheel with up to twelve colours.
36.6 Describe emotions they associate with different colours.

Learning Outcomes for Expressive Arts: Working with Colour
Standard 2: Exploring Colour

36.7 Discuss a famous painting.
Standard 3: Water Colour Painting
37.1 Explain, in detail, what can be seen in a famous painting.
37.2 Investigate the life and achievements of a Belizean artist.
37.3 Mix water colour paints to make a range of colours and tones.
37.4 Demonstrate water colour painting techniques such as adding the correct amount of water to
paint pots, cleaning brushes effectively when changing colours, avoiding making the paper too
wet and so on.
37.5 Create a detailed image by adding colour to a line drawing.
37.6 Create an original, colour image of a room, street, natural or other scene.
Standard 4: Appreciating Art

38.1 Use colour tones to add depth, light and shadow to an image.
38.3 Discuss the similarities and differences of a range of famous paintings.
38.3 Investigate the life and achievements of a major artist from before the year 1900.
38.4 Explain the principle of the "golden ratio" in the composition of paintings.
38.5 Explore the similarities and differences between mixing colours using paint, ink and light.
Standard 5: Mixed Media

39.1 Explore the effects of adding soap, salt, alcohol and other substances while using water colour
paints.
39.2 Explore the similarities and differences between water colour and acrylic paints.
39.3 Create an electronic or actual display from photographs of their home or local community.
39.4 Investigate the life and achievements of a major artist from after the year 1900.
39.4 Create printing blocks by carving potatoes or other objects.
Standard 6: Abstract Art

40.1 Create an image based on the principles of abstract art using any media.
40.2 Describe the similarities and differences between traditional art and modern abstract act.

Learning Outcomes for Expressive Arts: Drama
Infant 1: Dramatising Poems

41.1 Stand facing the audience when dramatising a poem.
41.2 Emphasize meaning when dramatizing a poem, for example by using gestures, props and
variation in the use of voice when dramatizing a poem.
41.3 Speak clearly and loudly when performing a poem.
41.4 Perform a short, dramatized poem from memory.
Infant 2: Dramatising Simple Stories

42.1 Role play a scene from a familiar story after it has been read aloud by the teacher.
42.2 Portray scenes from a familiar story such as a traditional folk tale.
42.3 Role-play, in sequence, a beginning, middle and ending scene from a simple story.
42.4 Portray, in a small group, scenes from familiar stories using the "freeze-frame" technique.
42.5 Pronounce words clearly and accurately while dramatizing a poem or story
42.6 Position the body facing the front or slanted to the side while taking part in a story dramatization.
42.7 Explain the three imaginary horizontal stage areas: left, right and centre.
Standard 1: Pantomime
43.1 Imitate the actions and gestures of a partner as if they are in a mirror.
43.2 Communicate an idea using only exaggerated facial expressions and gestures.
43.3 Individually, without speaking to or interacting with other students, act out a familiar story as the
teacher reads it aloud.
43.4 Perform a short group pantomime.
43.5 Use costumes, props or masks when taking part in drama.
43.6 Identify the components or elements of pantomimes including the story-line, the absence of
dialogue and the use of exaggerated facial expressions, body movements and gestures
Standard 2: Dramatising Traditional Stories

44.1 Perform the action of a traditional story while it is being narrated.
44.2 Perform a choral speech as part of a large group of people acting in a synchronized manner.
44.3 Role-play, in sequence, a beginning, middle and ending scene from a traditional story.
44.4 Create an outline for a short play based on a traditional story.

Learning Outcomes for Expressive Arts: Drama
Standard 3: Dramatising Modern Stories

45.1 Compose a dialogue for a scene in a play based on a modern story.
45.1 Create a spontaneous role-play of a situation suggested by the teacher or another person.
45.2 Participate in a short play which features both acted scenes and off-stage narration.
45.3 Vary voice volume for effect when dramatizing a story.
45.4 Design costumes, props or masks for use in a performance.
Standard 4: Short Plays

46.1 Perform a short play based on a script.
46.2 Vary the pace of vocal delivery for effect.
46.3 Communicate the nature of a character through the use of facial expressions, vocal expressions,
body language and gesture.
46.4 Demonstrate the following body positions when performing: full front; full back; ¾ right, ¾ left,
right profile and left profile.
46.5 Explain the nine imaginary stage areas: downstage left, right and centre; centre stage; centre
stage left and right; upstage left, right and centre.
46.6 Compose a script that includes stage directions as well as dialogue.
Standard 5: Original Drama

47.1 Improvise a role play based on a situation given by the teacher or another person.
47.2 Perform a short play based on an original idea.
47.3 Use a range of subtle variations in facial expressions and gestures to communicate the meaning
of a word or the nature of a character.
47.4 Project the voice, without shouting, so that all the members of an audience can hear it clearly.
47.5 Design a set for a short play.
47.6 Compose a play script based on a rewriting of a familiar story, for example by changing the
ending or relocating it from another country to Belize.
Standard 6: Integrated Performance

48.1 Create a script based on an original story idea.
48.2 Create a performance that combines elements of music, drama and dance.
48.3 Combine appropriate elements and techniques of drama, for example, stage areas, body
positions, facial expression, body language, vocal expression, props and costumes while
performing drama.
48.4 Explain how sound and lighting effects can add to the impact of a performance.

Learning Outcomes for Spanish: Myself
Infant 1: Knowing Me
1.1 Respond to greetings using simple phrases, for example: hola; buenas tardes; buenos días;
buenas noches.
1.2 Respond orally to questions about self using short phrases, for example: me llamo Miguel; mi
nombre es Anita; tengo cinco años.
1.3 Count from zero to ten.
1.4 Correctly pronounce the sounds of the Spanish alphabet.
Infant 2: What We Look Like
2.1 Differentiate between masculine and feminine nouns by their ending sound, for example el niño,
la niña.
2.2 Identify main parts of the body for example: la cabeza; los ojos; la mano; el pie.
2.3 Use the verb tener to describe physical characteristics in simple phrases, for example: tengo pelo
negro; tengo ojos cafés; tengo pelo largo.
2.4 Describe favourite things orally using simple phrases, for example: mi pelota roja; mi libro azul.
2.5 Quantify objects using numbers up to twenty in simple phrases, for example: tengo quince
pelotas; hay once gatos aquí.
Standard 1: Likes and Dislikes
3.1 Describe orally, using simple phrases, a person lives for example: vivo en la calle Guava, número
dos; su casa está en Punta Gorda.
3.2 Describe domestic pets, for example: tengo un perro; tengo dos peces y un loro en la casa; mi
gato tiene la nariz blanca.
3.3 Express likes and dislikes in simple phrases using the verb gustar with singular and plural nouns,
for example: me gusta la blusa; te gustan los pantalones; no le gusta la sopa.
Standard 2: Dressing Up
4.1 Express likes and dislikes in simple phrases using the verb gustar plus another verb, for example:
no le gusta ir a la playa; me gusta tocar el piano.
4.2 Use the verb ponerse with articles of clothing, for example: me pongo la camisa; se ponen las
blusas.
Standard 3: Friendship
5.1 Describe the personality and characteristics of friends using simple phrases such as: A Juan le
gusta comer queso y pan; mis amigos son inteligentes; mi amiga Renata no vive en Belice.
5.2 Express opinions related to daily life using simple phrases that begin with pienso que, creo que &
me parece que.
Standard 4: My Emotions
6.1 Describe feelings and emotions using simple phrases, for example: estoy triste; me siento mal;
ella tiene dolor de cabeza; me duele la muela.
6.2 Give opinions using simple phrases using feelings and emotions, for example: me parece triste;
pienso que está bien.

Learning Outcomes for Spanish: Myself
Standard 5: Talking on the Phone
7.1 State numbers up to a million, for example: ciento uno; mil doscientos; cien mil.
7.2 Give telephone numbers as single digits, for example, seis siete cero cero nueve uno cinco (670
0915) or as a single digit followed by pairs, for example cuatro, sesenta y tres, cincuenta y siete,
ochenta (463 5780).
7.3 Describe important events in their lives, for example: nací el dos de febrero de dos mil quince;
cuando era joven caí de una pared y quebré el brazo.
7.4 Conduct a formal telephone conversation that includes a greeting and clear statement of purpose.
Standard 6: My Aspirations
8.1 Use the construction ir (present tense) + a + infinitive to describe future plans, for example:
despues de graduarme, voy a seguir estudiando.
8.2 Use the verbs creer, esperar & pensar in the present tense to describe future plans, for example:
espero trabajar en un banco; creo que iré a la playa mañana.
8.3 Describe plans for the future in short paragraphs.

Learning Outcomes for Spanish: My Home
Infant 1: My Immediate Family

9.1 Identify family members for example: tengo dos hermanos; mi padre se llama Juan; mi madre es
Marta.
9.2 Answer questions about family members such as ¿Cómo se llama tu mamá? ¿Cuántos hermanos
tienes?
9.3 Describe family members using simple phrases, for example: mi madre es alta; mi papá es un
hombre.
Infant 2: People I Know
10.1 Describe family members using simple phrases, for example: tu tienes ojos negros; usted es
amable; mis primas son simpáticas.
10.2 Use the three forms of you with a present tense verb: tú, usted(ud) and ustedes(uds) when
talking to members of the family, for example: tú eres mi amigo; usted es mi padre; ustedes
tienen muchos libros.
10.3 Introduce family members using phrases such as les presento a mi mamá.
Standard 1: Describing Family Members
11.1 Describe personal characteristics of self and family members with the verb ser, for example: mi
papá es simpático; mi mamá es agradable; soy amable.
11.2 Talk about family members using comparatives and superlatives, for example: mi papá es más
alto que mi mamá; mi hermano es el más amable de la familia.
11.3 Compare family members using structures such as mi hermana no es tan bonita como yo; mi
mamá es tan generosa como mi papá.
Standard 2: My House
12.1 Identify ítems found in different rooms of the home such as sofá, mesita de noche, cama,
regadera.
12.2 Identify different rooms in the home such as habitación, sala, comedor, baño, cocina.
12.3 Tell where different items of the home can be found using simple phrases, for example: la mesita
de noche está cerca de la cama en la recámara.
12.4 Conduct a short conversation that includes the introduction of family members, for example: les
presento a mi mamá; mucho gusto; un placer conocerla.
Standard 3: Describing Home
13.1 Identify main comunal areas of the home, for example: la cocina, la habitación, la sala, el garaje,
el jardín.
13.2 Identify location using estar with prepositions such as enfrente de, al lado de, detrás de, encima,
sobre, for example: la cocina está al lado de la sala; el jardin está detrás de la casa.

Learning Outcomes for Spanish: My Home
Standard 4: Types of Home
14.1 Identify different types of homes such as casa de dos pisos, departamento, casa de madera.
14.2 Describe where someone lives using the verb vivir in simple phrases, for example: vivo en una
casa de dos pisos de color gris; mi amigo vive en el quinto piso.
14.3 Identify members of the extended family such as primo(a), abuelo(a), tío(a), bisabuelo(a)
Standard 5: Extended Families
15.1 Define the extended family members in relation to each other, for example: el hijo de mi tío es mi
primo; el papá de mi mamá es mi abuelo.
15.2 Describe family members using several consecutive sentences, for example: mi tío es alto con
pelo corto y negro. Le gusta comer manzanas. Tiene cincuenta años y vive en una casa grande.
Standard 6: Family Trees
16.1 Describe a family tree using short phrases, for example: ésta persona en la foto es mi tía; Roberto
está casado con Margarita; mi hermana tiene dos hijos; los abuelos tienen cuatro hijos que se
llaman Pedro, Ana, Lucia y Marco.
16.2 Describe a family in a fully developed paragraph with several consecutive sentences.

Learning Outcomes for Spanish: My School
Infant 1: My Classroom
17.1 Name items that are found in the classroom or in a school bag such as pizarra, tiza, pupitre,
borrador, alumno, regla, cuaderno, libro, lapiz.
17.2 Name classroom items and items in the schoolbag in their plural form such as reglas, lápices,
cuadernos.
17.3 Identify items using hay and the verb tener in the present tense.
17.4 Ask questions such as ¿Qué es esto? & ¿Qué tienes en la mochila?
Infant 2: Moving Around the Classroom
18.1 Respond orally to presentation of people using responses such as mucho gusto Señor Pasos; un
placer conocerlo(la).
18.2 Respond to simple instructions given by the teacher in the classroom such as levanten la mano;
escriban; lean.
18.3 Give simple instructions in the classroom differentiating between giving instructions to peers and
giving instructions to the teacher such as repite; repita.
18.4 Ask permission in the classroom using the present tense of the verb poder in simple sentences
such as puedo ir al baño, por favor; puedo salir de la clase.
Standard 1: Places at School
19.1 Identify different places in the school for example: la oficina de la directora; el aula; la cancha de
fútbol; la oficina del consejero.
19.2 Describe the location of different places in school using prepositions such as enfrente de; delante
de; al lado de; a la izquierda; a la derecha.
19.3 Describe where a place is using the verb estar in a short phrase, for example: la cancha de futbol
está cerca del laboratorio de computación.
Standard 2: Pastimes
20.1 Use verbs such as leer, nadar, dormir and jugar in the present tense to describe leisure activities.
20.2 Talk about favourite pastime and leisure activities using the construction durante mis ratos libres
me gusta leer.
20.3 Identify places often visited during a vacation using the verbs ir, viajar and visitar in the present
tense for example: visito el museo; mi familia viaja al rancho; mis amigos van a la piscina cada
domingo.

Learning Outcomes for Spanish: My School
Standard 3: Describing School
21.1 Describe special events using days of the week and months of the year, for example: La Pascua es
en abril este año; mi cumpleaños es en enero.
21.2 Tell the time using simple phrases, for example: es la una de la tarde; son las dos de la tarde; son
las diez y media de la mañana; a las dos menos cuarto de la tarde.
21.3 Give a simple opinion about school, for example: le gusta el inglés; las ciencias es interesante; los
estudios sociales es mi asignatura menos favorita; mi profesora favorita es la Señorita Rodriguez.
21.4 Describe school activities and timetables by stating times and days of the week, for example: el
lunes a las ocho de la mañana tengo religión.
Standard 4: Exploring My School
22.1 Give instructions using the imperative mood, for example: habla(tu), hable(ud) and hablen(uds).
22.2 Ask for and give directions based on the school campus, for example: dobla a la derecha; sigue
derecho; ¿Cómo llego a la oficina de la directora?
Standard 5: Class Trips
23.1 Talk about past school-related events, for example: ayer, hablé con la directora; cuando era niño
estudiaba mucho.
23.2 Identify places and things associated with a class trip such as un sandwich, el zoólogico, la laguna,
la ruina maya.
23.3 Describe a school trip using simple past tense phrases, for example: el año pasado mi clase viajó a
Altun Ha.
Standard 6: School Life
24.1 Use terminology related to information technology, for example: imprimir; curso en linea;
conectar al wifi; surfear el internet.
24.2 Describe school experiences using appropriate vocabulary, for example: yo me matrículo; mi
amiga falta a clases todos los lunes:, yo aprobé el año pero ella reprobó; tú vas a pasar el examen
con una nota alta.
24.3 Describe aspirations using short phrases, for example: ojalá pase el año; es importante que pase
todas mis asignaturas; en el año que viene, espero ir a México.

Learning Outcomes for Spanish: My Community
Infant 1: Where I Live

25.1 Identify where they and others live, for example: mi dirección es la calle Iguana cuarenta cinco;
viven en la Cuidad de México; su domicilio es la aldea San Juan.
25.2 Ask questions regarding address using questions such as ¿Dónde vives?; ¿Cuál es tu dirección?;
¿Cómo se llama la calle dónde vives?
Infant 2: People in My Community
26.1 Identify community workers using the verb ser, for example: es un bombero; mi hermano es un
policia; son enfermeras; eres maestra; somos médicos.
26.2 Talk about future professions using simple sentences, for example: quiero ser una piloto; voy a
ser un estilista.
26.3 Respond to basic questions about future professions, for example: ¿Qué quieres ser cuando seas
grande?
Standard 1: Local Places and Buildings
27.1 Identify different public places in the neighbourhood such as la estación de policía; la iglesia; la
estación de bomberos; el hospital.
27.2 Describe the location of buildings in the neighbourhood using simple sentences, for example: la
iglesia está en la avenida Central; la estación de policia está delante el banco; el hosptial está al
lado de la escuela.
27.3 Ask and answer questions about getting to public places for example: ¿Cómo llego al banco?;
para llegar al parque sigue recto; para llegar a la tienda de ropas, dobla en la esquina allá.
Standard 2: Transportation
28.1 Identify places associated with places of embarkation for example: el aeropuerto; la parada de
autobuses; el estación de tren; el puerto de mar.
28.2 Decribe travel using simple phrases, for example: viajo a la escuela en autobús; ando en bicicleta
a la escuela; tomo el autobús en la parada de autobuses; este barco va a San Pedro.
28.3 Ask questions about transportation, for example: ¿Qué autobús va a San Ignacio? ¿Cómo llego a
la Cuidad de México?
Standard 3: Places to Play
29.1 Identify places used as places of recreation, for example: la piscina; la heladería; la pizzería; la
cancha de fútbol
29.2 Describe leisure activities and places of recreation using simple sentences, for example: durante
mis ratos libres voy a nadar en la piscina; Todos los días, Nora y Juan van a jugar en la cancha de
fútbol.
29.3 Ask and respond to questions about leisure activities, for example ¿Qué te gusta hacer durante
tus ratos libres? ¿Cómo pasas tus ratos libres? ¿Qué haces en tus ratos libres?

Learning Outcomes for Spanish: My Community
Standard 4: Exploring My Community
30.1 Identity buildings and other features of the neighbourhood, for example: mi barrio, mi vecindad,
mis vecinos, la carnicería, la pastelería, la panadería.
30.2 Decribe their neighbourhood using short phrases, for example: en mi vecindad hay una panaderia
y una tienda de telefonía celular; la iglesia en mi aldea es alta y blanca.
30.3 Give multiple step directions to places, for example: para llegar a la farmacia camina derecho por
dos cuadras y dobla a la izquierda.
Standard 5: Shopping
31.1 Describe, in short phrases with adjectives, types of shops and places to go shopping, for example:
hay un mercado grande cerca de aquí ; me gusta visitar el centro comercial; en la plaza hay dos
boutiques.
31.2 Ask for the cost or availability of items using simple structures, for example: ¿Cuánto cuesta el
lapiz? ¿Hay plumas blancas? ¿Dónde puedo comprar un cuaderno?
31.3 Describe a day of shopping and give opinions about going shopping, for example: los fines de
semana voy de compras al mercado y me encanta mucho.
Standard 6: Social Issues
32.1 Express opinions about social issues in the community such as las drogas, la violencia doméstica,
el bullying, las redes sociales, for example: usar las drogas es peligroso.
32.2 Express opinions on social issues using short phrases, for example: el bullying en la escuela es
malo porque lastima a otro ser humano.

Learning Outcomes for Spanish: My Country
Infant 1: My Surroundings
33.1 Use hay to identify common items seen in Belize, for example: hay un carro; hay dos tiendas; hay
una iglesia.
33.2 Name animals commonly found in Belize such as el jaguar, la garza, el danto, el jabalí, el pelícano,
el tepezcuintle.
33.3 Describe objects using common adjectives, for example: la casa grande; el gato pequeño; el
hombre alto; la pluma roja.
Infant 2: Travelling in My Country
34.1 Describe vehicles in short phrases that include an adjective, for example: hay un autobús grande;
la avioneta es rápida; la lancha es pequeña; tengo un carro blanco.
34.2 Talk about travelling using short phrases, for example: viajan en lancha; vas en lancha; viajo a mi
aldea en autobús.
34.3 Identify communities in the country such as distrito, pueblo, ciudad, aldea, cayo, comunidad
34.4 Respond to basic questions regarding travelling within the country of Belize, for example ¿Cómo
viajas a tu pueblo? Voy en bicicleta.
Standard 1: The Weather
35.1 Identify different types of weather condition using the verbs estar and hacer in simple phrases,
for example: está nublado; está soleado; está lluvioso; hace sol; hace frio; hace viento.
35.2 Respond to questions about the weather.
35.3 Describe feelings using the verb tener in simple phrases, for example: tengo frío; tengo calor;
tengo hambre.
Standard 2: Landforms
36.1 Identify geographical structures such as las montañas, el valle, el llano, el bosque, el pantano, los
cayos.
36.2 Describe in basic form geographical structures using the verb ser and adjectives, for example; las
montañas son altas; el bosque es muy verde.
36.3 Describe the geographical structures in the country, for example, el sur de Belice es muy
montañosa; La costa de Belice es muy pantanosa.
Standard 3: Celebrations
37.1 Use ordinal numbers such as primero(a), segundo(a), tercero(a) in short phrases, for example: la
segunda calle; el tercer mes del año es marzo.
37.2 Identify dates, for example: el primero de octubre; el dos de noviembre.
37.3 Identify special celebrations in their communities such as el día del santo patron; la navidad; los
quince años.
37.4 Talk about special celebrations in their community using the reflexive construction, for example:
se celebra el día del santo patron el dos de enero.

Learning Outcomes for Spanish: My Country
Standard 4: Animals
38.1 Categorize animals as either pets or farm animals.
38.2 Discuss animals using short phrases: for example, muchas familias tienen un perro en casa; mi
gato es blanco y negro con ojos cafes; alpacas son muy peludas; obtenemos leche de vacos.
Standard 5: Culture
39.1 Identify the different ethnicities that exist in the country such as el mestizo, el garifuna, el hindú,
el libanés, la menonita.
39.2 Describe where the different ethnicities can often be found, using short phrases, for example; los
mestizos se encuentran en el norte de Belice; hay muchos garifunas en Dangriga.
39.3 Describe a person´s ethnicity and describe important an aspect of it, for example: soy mestizo y el
tamal es una comida típica de mi gente; ella es maya y le gusta comer caldo.
Standard 6: Belize and its Neighbours
40.1 Describe the country of Belize in various ways, for example: Belice está ubicado al sudeste de
México; Belice está en América Central.
40.2 Give reasons why learning Spanish is important. for example: es importante aprender el español
para poder comunicarnos con nuestros vecinos centroamericanos.

Learning Outcomes for Spanish: My World
Infant 1: Things I See in My World

41.1 Identify basic elements of world geography, such as el mar, la tierra, el mapa, el mundo, un país.
41.2 Describe the world using simple phrases, for example: en el mundo hay mar; en el mar hay peces;
el mundo es grande.
Infant 2: World Flags
42.1 Describe objects by their colour, for example: un carro verde; el cielo es azul; hay una casa
amarilla.
42.2 Identify shapes such as el cuadro, el triángulo, el círculo.
42.3 Identify the countries and flags of countries in Latin American and the Caribbean.
42.4 Describe the colours and shapes of parts of flags, for example: la bandera de Belice es azul y roja
con un círculo en medio; hay cinco estrellas en la bandera de Honduras.
Standard 1: People of the World
43.1 Identify the origin of someone using the verb ser, for example: mi primo es de Nicaragua.
43.2 Identify a person by their nationality or place of origin, for example: es mexicana; eres beliceño;
son de Jamaica, son jamaiquinos; soy corozaleño; mi madre es de Punta Gorda.
Standard 2: World Regions
44.1 Identify the cardinal points norte, sur, este and oeste as well as combinations such as noreste,
sureste.
44.2 Name the regions of the world, for example: Norteamerica, Centroamerica, Asia, Europa,
Sudamerica, El Caribe.
44.3 Identify the location of major Spanish speaking countries in a variety of ways, for example:
Honduras está en centroamerica; Chile está al oeste de Argentina; El Slvador está entre Nicaragua
y Costa Rica.
Standard 3: Spanish in the World
45.1 Describe major Spanish speaking countries of the world by using adjectives in short phrases, for
example: Chile es muy largo; en Mexico hay playas hermosas; las montañas de Colombia son muy
altas.
45.2 Discuss the importance of learning Spanish.
Standard 4: Latin American Celebrations
46.1 Describe celebrations in Latin America such as los días de la independencia, los quince años, el día
del santo, las posadas, el día de los Muertos.
46.2 Describe the emotions felt during celebrations, for example: me siento triste en el día de los
muertos; estoy alegre durante las fiestas.
Standard 5: The Environment
47.1 Discuss the environment using appropriate vocabulary in short phrases, for example; la basura
contamina el medioambiente; hay que proteger los animales en el bosque.
47.2 Using commands, give advice about maintaining a good environment, for example: no tire basura
en el mar; pon la basura en su lugar; cuide el medio ambiente.

Learning Outcomes for Spanish: My World
Standard 6: Global Travel
48.1 Describe a real or imaginary journey to another country using using several consecutive phrases.
48.2 Use the verbs querer and poder to discuss travel situations, for example: quiero ir a Jamaica;
puedes tomar el autobús de aquí.
48.3 Use the verbs ir to describe past journeys, for example: fui a Placencia ayer; el año pasado, mi
familia y yo fuimos a Chetumal; cuando ustedes fueron a los Estados Unidos el verano pasado,
vieron la casa blanca.

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Published by Quality Assurance and Development Services

Ministry of Education, Youth, Sports and Culture

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Identify and Distinguish between Sounds

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Listen for Information

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Interpret and Evaluate Oral Presentations

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Listen and Communicate

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Respond to Spoken Texts

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Comprehend and Interpret Visual Images

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Respond to Visual Images

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Ask and Answer Questions

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Ask and Answer Questions

Express Opinions and Communicate Ideas

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Express Opinions and Communicate Ideas

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Express Opinions and Communicate Ideas

Narrate Real and Fictional Events

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Deliver Reports and Speeches

Narrate Real and Fictional Events

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Deliver Reports and Speeches

Display Self-Esteem while Speaking

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Display Self-Esteem while Speaking

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Participate in Group Discussions

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Pronounce Words Appropriately

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Use Correct Grammatical Structures in Speech

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Use Appropriate Styles and Registers in Speech

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Use Speech Prosody and Gesture

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Apply Phonics Knowledge

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Recognise Words by Sight

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Use Context Clues

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Display Word Power

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