National Curriculum for England · statutory RSHE · PSHE Association

History — Key stage 2 (Years 3–6)

“the Roman Empire and its impact on Britain”

Pompeii’s streets and baths, the Forum, the Colosseum, and Roman recipes still being cooked.

Geography — Place knowledge (KS2, Years 3–6)

“understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region in North or South America”

Tuscany’s hills, sunflowers and olive trees against Naples’ narrow streets and the Amalfi cliffs.

English — Reading comprehension (Upper KS2, Years 5–6)

“increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions”

Italian language, food, festival, faith and civic symbol woven through the plot rather than bolted on.

Art and design — Key stage 2 (Years 3–6)

“about great artists, architects and designers in history”

Leonardo’s Last Supper “stretching across the wall”, and Michelangelo’s David “carved from one big block of marble”.

Design and technology — Cooking and nutrition (KS2, Years 3–6)

“understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed”

Grapes trodden by foot at Nonna’s farmhouse, balsamic vinegar aged twelve years, and an ingredient hunt for a Margherita.

Primary Years Programme · Middle Years Programme Year 1

PYP — Transdisciplinary theme: Where we are in place and time

“An inquiry into histories and orientation in place, space and time through: periods, events and artefacts; communities, heritage, culture and environment; natural and human drivers of movement, adaptation, and transformation.”

The children cross Italy region by region — Lombardy, Veneto, Tuscany, Campania, Sicily, Puglia, Lazio — reading the country’s shape off a globe.

MYP — Global context: Personal and cultural expression (Year 1)

“Personal and cultural expression — "What is the nature and purpose of creative expression?" Possible explorations: artistry, craft, creation, beauty; products, systems, institutions; social constructions, philosophies, belief systems, ritual, play; critical literacy, languages, histories of ideas; metacognition, entrepreneurship”

Opera, carnival, the hand-painted Palio banner, Sicilian rod puppetry and a rediscovered Roman recipe.

MYP — Global context: Orientation in space and time (Year 1)

“Orientation in space and time — "What is the meaning of 'where' and 'when'?" Possible explorations: civilizations, heritage, pilgrimage, migration, displacement; epochs, turning points, duration; peoples, boundaries, exchange; natural and human landscapes, resources; evolution, constraints, adaptation.”

Roman urbanism, an eruption that ended a city, a puppet tradition still performed, and a Latin cookbook that survives.

PYP — Learner Profile: Communicators

“We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.”

“Sofia proudly ordered ice creams for everyone in Italian” — a learner using a new language in a real transaction.

PYP — International-mindedness (programme aim)

“The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.”

A magic tent that “sends us messages from kids all over the world”, and a rivalry resolved with “Great food belongs to everyone!”.

Ministry of Education · KHDA · ADEK · SPEA · RAK Department of Knowledge

Social Studies — History: ancient to classical (Grades 3–7)

“Significant people and events: Examine the impact of significant people or events in the Classic period (China, Greece, Rome or Egypt)”

Pompeii’s stone streets and the Villa of the Mysteries under ash; the Colosseum, the Pantheon’s dome and the Roman Forum.

UAE School Inspection Framework — Personal and social development (Years 4–7)   [UAESIF 2.2.3]

“Understanding and appreciation of their own and other world cultures”

La Scala and Verdi; the Duomo’s spires and gargoyles; the Emblem of the Italian Republic decoded piece by piece.

UAE School Inspection Framework — Work ethic, innovation, enterprise and entrepreneurship (Years 5–7)   [UAESIF 2.3.2]

“Work ethic, innovation, enterprise and entrepreneurship”

A chef afraid that teaching his recipes will empty his restaurant, answered with a business case rather than a scolding.

Moral, Social and Cultural Studies — The Individual and the Community (Grade 5)

“Recognise the factors that affect self-confidence and self-respect, and to understand how to develop resilience”

Matteo says “I knew it was too hard for me” and is answered at once with “Don’t say that… It’s not over!”.

Moral, Social and Cultural Studies — Cultural Studies: similarities and differences (Grade 2)

“Similarities and differences”

A full Italian meal in order — antipasti, primo, secondo, dolce — with the cheek-rub gesture that means “che buono”.

Common Core · NGSS · C3 Framework · CASEL · ACTFL

World Languages — ACTFL Standard 2.1, Relating Cultural Practices to Perspectives (Grades 1–6)   [ACTFL 2.1]   [Bonus Pack]

“Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.”

“In Italy, meals aren’t just about eating — they’re about being together”, then the full antipasto-to-dolce sequence.

World Languages — ACTFL Standard 1.1, Interpersonal Communication (Grades 1–6)   [ACTFL 1.1]   [Bonus Pack]

“Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.”

Ciao, Per favore, Grazie, Scusa, Dove sono i bagni?, Quanto costa?, uno to dieci, Mi chiamo… and Andiamo!.

Science — NGSS, Earth’s Systems (Grade 2)   [2-ESS2-2]

“Develop a model to represent the shapes and kinds of land and bodies of water in an area.”

Italy read off a globe as “a boot kicking a ball”; Venice where canals replaced roads; Sicily as the largest Mediterranean island.

English Language Arts — Common Core, Reading: Informational Text (Grade 3)   [CCSS.ELA-LITERACY.RI.3.3]   [Bonus Pack]

“Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.”

The Duomo’s six-hundred-year build; the 1600s law that made gondolas black; Vesuvius then Etna.

Social and Emotional Learning — CASEL, Relationship Skills (Grades 1–6)

“The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups.”

Sofia orders in Italian in a real shop; the children greet a shopkeeper in her language before asking for anything.

Ontario · Alberta

Ontario — Social Studies, People and Environments: global communities (Grade 2)

“Application: Variations in Global Communities”

A city built on water, a southern city split by a 1.2 km street, and a rural town of cone-roofed stone houses.

Ontario — Science and Technology, Structures and Mechanisms: flight (Grade 6)

“demonstrate an understanding of the ways in which properties of air can be applied to the principles of flight and flying machines”

Leonardo’s repaired flying machine forced down by a swan, then paraglider wings inflated, climbed and steered by brake line.

Ontario — French as a Second Language, Speaking: Intercultural Understanding (Grades 4–7)   [Bonus Pack]

“Intercultural Understanding”

Italian as a descendant of Latin, a survival phrase list, and “In bocca al lupo!” with its required reply.

Ontario — Health and Physical Education, Social-Emotional Learning Skills (Grades 1–6)

“Identification and Management of Emotions”

Max asks why the gargoyles look like monsters and is answered with information, not dismissal.

Alberta — English Language Arts and Literature (Grade 3)

“Explore how oral traditions show respect for traditional shared knowledge.”

The gargoyle that comes alive at night, the bridge that whispers, the nymph in the lake, Pulcinella from the old plays.

Socle commun · cycles 2 et 3

Histoire-géographie — Géographie, cours préparatoire (CP, cycle 2)

“Des représentations du monde (Representations of the world)”

Un globe, une carte projetée et une carte au trésor, lues par des enfants qui décrivent le pays par sa forme.

Histoire-géographie — compétence travaillée (cycle 3, CM2 et sixième)

“Se repérer dans le temps : construire des repères historiques (Locating oneself in time: building historical reference points)”

Quatre périodes nettement séparées — romaine, Renaissance, les années 1600 et le présent — chacune attachée à un objet que les enfants touchent.

Langues vivantes — activité langagière, dimension culturelle (cycle 3, CM1–CM2)   [Bonus Pack]

“découvrir les aspects culturels d'une langue vivante étrangère et régionale (discovering the cultural aspects of a modern foreign or regional language)”

« In bocca al lupo ! » avec sa réponse obligatoire « Crepi il lupo ! », plus « Ma dai ! » et « Boh ! » décrits comme des gestes.

Questionner le monde — explorer les organisations du monde (cycle 2, CE1–CE2)

“Explorer les organisations du monde (Exploring how the world is organised)”

Les contrade de Sienne, un vignoble familial avec vendange et foulage, un trullo transformé en atelier de céramique.

Enseignement moral et civique — thème CM1 : « Faire société »

“CM1 : « Faire société » — civisme, égalité en dignité, fraternité (CM1: "Making a society" — civic-mindedness, equality in dignity, fraternity)”

« Pourquoi ne pas travailler ensemble ? », proposé contre l’avis d’un cousin et fondé sur un acte de clémence antérieur.

KMK · Sachunterricht · Bildungsplan Baden-Württemberg

Sachunterricht — geografische Perspektive (Klassen 2–4, Grundschule)

“Geografische Perspektive: Räume – Naturgrundlagen – Lebenssituationen (Geographical perspective: spaces – natural foundations – living conditions)”

Der Stiefel, der einen Ball tritt; Kanäle statt Straßen in Venedig; Spaccanapoli, das Neapel teilt; Etnas Lavafelder.

Sachunterricht — historische Perspektive (Klassen 3–4, Grundschule)

“Historische Perspektive: Zeit – Wandel (Historical perspective: time – change)”

„vor fast 2.000 Jahren“ in Pompeji, dann Leonardo und Michelangelo, dann die Gegenwart.

Sachunterricht — Zeitzeugnisse, Zeitzeugen und Quellen (Klassen 3–4)   [BW-SU-3.2.5.2]

“3.2.5.2 Zeitzeugnisse, Zeitzeugen und Quellen — Die Schülerinnen und Schüler können "verschiedene authentische Quellen benennen und ihnen historisch bedeutsame Informationen entnehmen (zum Beispiel Realien, Fotos/Zeichnungen, mündliche Überlieferungen, Texte)" (Contemporary evidence, witnesses and sources — pupils can name different authentic sources and draw historically significant information from them, for example artefacts, photographs/drawings, oral traditions, texts)”

Vier authentische Quellenarten — Wandmalerei, handschriftliche Notiz, Keramikobjekt und Handschrift — jeweils handlungstragend.

Sachunterricht — Raum und Mobilität (Klassen 2–4, Grundschule)

“Inhaltsbezogener Kompetenzbereich: Raum und Mobilität (Content competence area: space and mobility)”

Straßenbahn, Flugmaschine, Gondel, Hochgeschwindigkeitszug, Fähre, Roller und Paramotor, je zur Landschaft passend.

Verbraucherbildung — Themenfeld 2: Ernährung und Gesundheit (Klassen 3–4 / 5–6)   [Bonus Pack]

“Themenfeld 2: Ernährung und Gesundheit — u. a. die Lebensmittelkette von der Produktion bis zum Konsum, Wertschätzung von Lebensmitteln (Topic field 2: nutrition and health — including the food chain from production to consumption, valuing food)”

Die vollständige Menüfolge und 24 benannte Lebensmittel, darunter sechs Nudelformen und drei Käsesorten.

Curriculum and Assessment Policy Statement (CAPS)

Social Sciences — History: transport through time (Grade 4, Term 3)   [SS-HIST-G4T3]

“Grade 4 Term 3 History: Transport through time”

An old tram, Leonardo’s ornithopter, a gondola “used like cars”, a high-speed train, an electric scooter and a ferry.

Social Sciences — Geography: places where people live, settlements (Grade 4, Term 1)   [SS-GEO-G4T1]

“Grade 4 Term 1 Geography: Places where people live (settlements)”

A city built on water, a dense southern city split by a 1.2 km street, and a rural town of cone-roofed stone houses.

National Curriculum Statement — Principle 6, valuing indigenous knowledge systems (Grades 4–6)

“Principle 6: Valuing indigenous knowledge systems”

Grapes trodden “just like winemakers used to do in the old days”; vinegar aged twelve years; recipes almost lost and recovered.

Life Skills — Creative Arts: performing arts (Grades 4–6)

“Performing Arts topics: warm up and play; improvise and create; read, interpret and perform; appreciate and reflect”

A Verdi opera from the balcony, a masked carnival, a rod puppet performed in front of a crowd, and folk dancing.

National Curriculum Statement — general aims (Grades 4–6)   [Bonus Pack]

“Learners should be able to communicate effectively using visual, symbolic and/or language skills”

The Bonus Pack’s illustrated panels: volcanoes and fertile ash, the gondola’s longer left side, the Duomo’s 3,000 statues.

Ministry of Education · CCE · 21st Century Competencies

21st Century Competencies — Civic, Global and Cross-Cultural Literacy (Primary 3–6)

“Emerging 21st Century Competency: Civic, Global and Cross-Cultural Literacy”

“Ma dai!” taught with the hand shape and the feeling behind it; “Buongiorno!” offered to a stranger before any request.

Social Studies — Appreciating Singapore, the Region and the World We Live In (Primary 5–6)

“Cluster: Appreciating Singapore, the Region and the World We Live In — regional connections, significant civilisations and their legacies”

A civilisation and its legacy as a living inheritance: Roman streets, Roman buildings and Roman recipes still cooked.

English Language Syllabus 2020 / STELLAR — Reading and Viewing (Primary 3–5)

“Area of Language Learning: Reading and Viewing. STELLAR is described by MOE as "an interactive literacy programme that fosters confidence in learning English using children's literature."”

24 short chapters averaging 510 words, a fair-play mystery, and displayed graphic text — the hangman states, a postcard, a title page.

English Language Syllabus 2020 — Discerning Readers (Primary 3–6)   [Bonus Pack]

“Discerning Readers: learners who evaluate information critically, distinguishing fact from fiction through contextual and cultural awareness”

The Bonus Pack names which clues were urban legend and which were fact, and invites the reader to tell them apart.

Desired Outcomes of Education — Key Stage Outcome, end of primary

“By the end of primary education, students should be able to cooperate, share and care for others”

A Margherita assembled by four children, each sent to find one ingredient.

National Curriculum for England · statutory RSHE · PSHE Association

Geography — Place knowledge (KS1, Years 1–2)

“understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country”

The Bedouin desert camp, an Ajman date grove and a Hajar mountain settlement — homes, food, dress, work, climate and landscape.

Science — Evolution and inheritance (Year 6)

“identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution”

The camel’s fat-storing hump, third eyelid and double row of eyelashes; the Arabian oryx; the falcon’s eyesight.

English — Reading comprehension (Upper KS2, Years 5–6)

“increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions”

A full-length narrative from and about a non-British culture, checked by Emirati and Arabic-teaching consultants.

Design and technology — Cooking and nutrition (KS1, Years 1–2)

“understand where food comes from”

Khuzi mashwi lifted from a coal pit, khubz baked over an open fire, dates cut from the tree and dried in the sun.

PSHE education — Health and Wellbeing (KS2, Years 3–6)

“strategies to respond to feelings, including intense or conflicting feelings; how to manage and respond to feelings appropriately and proportionately in different situations”

Hessa names her fear of heights on the tower; Sofia talks her down step by step.

Primary Years Programme · Middle Years Programme Year 1

PYP — Transdisciplinary theme: Where we are in place and time

“An inquiry into histories and orientation in place, space and time through: periods, events and artefacts; communities, heritage, culture and environment; natural and human drivers of movement, adaptation, and transformation.”

Seven pearls, one per emirate, collected in order — from the Rub’ al Khali to the Hajar Mountains to the mangrove lagoons.

PYP — Learner Profile: Open-minded

“We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.”

Max sets the Bedouin rule beside his own family’s — “our mum always makes us wait until everyone’s sitting at the table” — and neither is ranked.

PYP — Learner Profile: Communicators

“We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.”

Around sixty glossed Arabic terms in context, plus the explicit teaching that Arabic reads right to left and English left to right.

PYP — International-mindedness (programme aim)

“The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.”

Children from one country travelling to help a child in another; the djinn’s closing verdict praises “a clear vision of the future — one that preserves the land while opening to the world”.

PYP — Approaches to Learning: Social skills

“practising empathy, helping others succeed, taking responsibility for one's own actions, managing and resolving conflict, building consensus, listening actively to other perspectives and ideas, and advocating for one's own rights and needs”

Roles on the pearling dhow assigned by capability: “Max, you won’t see much without your glasses, so you can be the haulier”.

Ministry of Education · KHDA · ADEK · SPEA · RAK Department of Knowledge

UAE School Inspection Framework — Students’ personal and social development (KHDA, ADEK, SPEA, RAK DoK)   [UAESIF 2.2.2]

“Respect for UAE heritage and culture”

Qasr Al Watan and Qasr Al Hosn; falconry, the Al Gaffal race, bull-butting and pearl diving each shown as living heritage rather than museum history.

Moral, Social and Cultural Studies —

 The Individual and the Community (Grade 5)

“The Environment is My Responsibility”

The mangroves of Umm Al Quwain as carbon store and coastal defence, and what a storm does to them.

Social Studies — Geography: the impact of humans on the environment (Grades 3–7)

“Settlement patterns: Describe how humans have adapted to their environment or how climate has encouraged or discouraged human settlement”

The goat-hair tent, the kandora and ghotra worn against the sun, kohl against the glare, and the barjeel wind tower that cooled homes before air conditioning.

Social Studies — Geography: natural features (Grades 3–7)

“Water Features: Explain how important water features have influenced human settlement patterns”

Julfar, once one of the Gulf’s most significant ports, trading with India, China, ancient Persia and Africa.

KHDA Curriculum Policy — compulsory Ministry of Education subjects

“Adherence to the compulsory UAE Ministry of Education (MoE) subjects with details pertaining to the promotion of the Arabic language and UAE culture and national identity.”

Around sixty Arabic words and phrases glossed in context, the seven emirates united under Sheikh Zayed, and Emirati readers credited for the cultural checking.

Common Core · NGSS · C3 Framework · CASEL · ACTFL

World Languages — ACTFL Standard 2.1, Relating Cultural Practices to Perspectives (Grades 1–6)   [ACTFL 2.1]   [Bonus Pack]

“Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.”

The majlis welcome, eating with the right hand from your own side of the dish, waiting as a guest, and the cup-shake that says “thank you, enough”.

World Languages — ACTFL Standard 1.1, Interpersonal Communication (Grades 1–6)   [ACTFL 1.1]   [Bonus Pack]

“Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.”

A scripted Arabic exchange in the Bonus Pack: Marhaba, Salam ismi…, Ahlan wa sahlan, Shukran, Afwan, Yalla, and one to four.

Science — NGSS, Earth’s Systems (Grade 2)   [2-ESS2-1]

“Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.”

Mangroves that “protect the coastline by preventing wave erosion”, and what the djinn’s storm does to them.

Social Studies — C3 Framework, History (Grades K–2)   [D2.His.10.K-2]

“Explain how historical sources can be used to study the past.”

A pearl inherited five generations, a map woven from date palm by a great-great-grandmother, and a father who is “a talented storyteller and poet”.

Social and Emotional Learning — CASEL, Relationship Skills (Grades 1–6)

“The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups.”

A visiting child’s home custom placed beside the host’s, with neither ranked above the other.

Ontario · Alberta

Ontario — Social Studies, Heritage and Identity / People and Environments (Grade 2)

“Application: Variations in Global Communities”

Four settlement types in one country: a goat-hair tent, a palm-grove village, a six-hundred-shop souq and a city of 160-storey towers.

Ontario — Health and Physical Education, Healthy Living (Grades 1–6)

“Making Connections for Healthy Living — Students will demonstrate an understanding of how their personal health and well-being choices connect to and affect the health and well-being of others and the world around them.”

Hessa calls mangrove destruction “a disaster for the Emirates and our planet”; Sofia refuses to waste a drink and explains why.

Ontario — Science and Technology, STEM Skills and Connections (Grades 2–6)

“demonstrate an understanding of the practical applications of science and technology, and of contributions to science and technology from people with diverse lived experiences”

Faisal builds a kamal from a board and a knotted string to find latitude when the radios fail; the barjeel as pre-electric climate engineering.

Alberta — English Language Arts and Literature (Grade 3)

“Explore how oral traditions show respect for traditional shared knowledge.”

The palm-leaf map passed down with the instruction that it would help her people remember their heritage.

Alberta — Science, Earth Systems (Grade 2)

“Examine Earth's landforms, bodies of water, and relationship to the Sun.”

Rub’ al Khali dunes, the Hajar Mountains, Khalid Lagoon, mangrove channels where land meets sea, and 50°C in August.

Socle commun · cycles 2 et 3

Histoire-géographie — Géographie, cours élémentaire première année (CE1, cycle 2)

“Où vivent les êtres humains ? (Where do human beings live?)”

Cinq lieux de vie dans un même pays, de la tente au gratte-ciel / five places where people live in one country, from a tent to a skyscraper.

Langues vivantes — activité langagière, dimension culturelle (cycle 3, CM1–CM2)   [Bonus Pack]

“découvrir les aspects culturels d'une langue vivante étrangère et régionale (discovering the cultural aspects of a modern foreign or regional language)”

Un échange en arabe translittéré et glosé, les nombres de un à quatre, et le proverbe « Al-li ma yaʿrif as-saqr yishwīh ».

Socle commun — Domaine 5 : les représentations du monde et l’activité humaine (cycle 3)

“Les représentations du monde et l'activité humaine (Representations of the world and human activity)”

La formation des Émirats à partir de sept émirats, Julfar comme port historique, et le pétrole comme point de bascule.

Questionner le monde — explorer les organisations du monde (cycle 2, CE1–CE2)

“Explorer les organisations du monde (Exploring the ways the world is organised)”

Le nomadisme pastoral, un souq de six cents boutiques, un équipage de quatorze personnes aux rôles répartis.

Enseignement moral et civique — aptitudes (cycles 2–3)

“Aptitudes : esprit critique, empathie, apprendre de manière autonome, coopérer, participer au débat, résoudre les conflits (Aptitudes: critical thinking, empathy, learning autonomously, cooperating, taking part in debate, resolving conflict)”

Max compare les règles de sa famille à celles de ses hôtes sans les hiérarchiser ; les enfants non-musulmans écoutent l’appel à la prière sans y prendre part.

KMK · Sachunterricht · Bildungsplan Baden-Württemberg

Sachunterricht — Orientierung im Raum (Klassen 3–4, Grundschule)   [BW-SU-3.2.4.1]

“3.2.4.1 Orientierung im Raum — Die Schülerinnen und Schüler können "ausgewählte vertraute räumliche Aspekte auf Ortsplänen, Karten und Satellitenbildern ... auffinden" und "ausgehend von der Kartendarstellung Rückschlüsse auf den Realraum ziehen" (Orientation in space — pupils can locate selected familiar spatial features on local plans, maps and satellite images, and draw conclusions about real space from a map representation)”

Eine gewebte Karte, eine projizierte Karte und eine Vogelperspektive / a woven map, a projected map and a bird’s-eye view, each used to plan, check and recall the route.

Sachunterricht — vielperspektivischer Ansatz (GDSU-Perspektivrahmen, Klassen 3–4)

“Perspektivrahmen Sachunterricht: sozialwissenschaftliche, naturwissenschaftliche, geografische, historische und technische Perspektive (Framework for Sachunterricht: social-science, scientific, geographical, historical and technical perspectives)”

Eine Erzählung, alle fünf Perspektiven / one narrative carrying geography, national history, science, technology and social life at once.

Sachunterricht — perspektivenvernetzender Themenbereich: Nachhaltige Entwicklung (Klassen 3–4)

“Perspektivenvernetzender Themenbereich: Nachhaltige Entwicklung (Cross-perspective theme: sustainable development)”

Mangroven als Kohlenstoffspeicher und Küstenschutz; Datteln in der Sonne getrocknet, damit sie das ganze Jahr halten.

Sachunterricht — Zeit und Wandel (Klassen 3–4, Grundschule)

“Inhaltsbezogener Kompetenzbereich: Zeit und Wandel (Content competence area: time and change)”

„von Zelten zu Wolkenkratzern“ — dreimal erzählt, aus drei Blickwinkeln / “from tents to skyscrapers”, told three times from three angles.

Verbraucherbildung — Themenfeld 2: Ernährung und Gesundheit (Klassen 3–4 / 5–6)   [Bonus Pack]

“Themenfeld 2: Ernährung und Gesundheit — u. a. die Lebensmittelkette von der Produktion bis zum Konsum, Wertschätzung von Lebensmitteln (Topic field 2: nutrition and health — including the food chain from production to consumption, valuing food)”

Sechs Gewürze und zehn Gerichte im Bonusheft, vom Willkommensritual bis zum Nachtisch.

Curriculum and Assessment Policy Statement (CAPS)

Social Sciences — Geography: places where people live, settlements (Grade 4, Term 1)   [SS-GEO-G4T1]

“Grade 4 Term 1 Geography: Places where people live (settlements)”

A goat-hair tent in the desert, an inland palm-grove settlement, a two-level market of six hundred shops, and a city of 160-storey towers.

Social Sciences — History: learning from leaders (Grade 4, Term 2)   [SS-HIST-G4T2]

“Grade 4 Term 2 History: Learning from leaders”

Sheikh Zayed unites seven emirates, then directs oil revenue into schools and hospitals — a named decision with a named consequence.

Natural Sciences and Technology — Life and Living (Grade 4)

“Grade 4 topics: living/non-living things; plant and animal structures; habitats”

Camel, falcon, oryx, mangrove and flamingo, each with the adaptation that suits it to the place.

National Curriculum Statement — Principle 6, valuing indigenous knowledge systems (Grades 4–6)

“Principle 6: Valuing indigenous knowledge systems”

Pearl-diving technique passed grandfather to father to child; a kamal built on deck; falconry kept alive after the hunting stopped.

Life Skills — Personal and Social Well-being: development of the self (Grades 4–6)

“Personal and Social Well-being, topic 1: Development of the self”

Hessa hides her fear of heights in Chapter 7 “because she couldn’t lose face”, and names it out loud in Chapter 15.

Ministry of Education · CCE · 21st Century Competencies

21st Century Competencies — Civic, Global and Cross-Cultural Literacy (Primary 1–6)

“Emerging 21st Century Competency: "Civic, Global and Cross-Cultural Literacy"”

The visiting child’s custom set beside the host’s, including the careful distinction between observing a religious practice and taking part in it.

Desired Outcomes of Education — Key Stage Outcome, end of primary

“By the end of primary education, students should have a lively curiosity about their surroundings”

Why the camel has two rows of eyelashes, what the white lumps on mangrove leaves are, why the souq is called blue — every question gets a real answer.

English Language Syllabus 2020 / STELLAR — Reading and Viewing (Primary 3–6)

“Area of Language Learning: Reading and Viewing. STELLAR is described by MOE as "an interactive literacy programme that fosters confidence in learning English using children's literature."”

Two riddles that work as inference tasks, a built-in comprehension recap in Chapter 15, and roughly 55–65% direct speech.

21st Century Competencies — Communication, Collaboration and Information Skills (Primary 3–6)

“Emerging 21st Century Competency: Communication, Collaboration and Information Skills”

Diver, haulier, singer and captain each explained and assigned; three generations crewing one boat to a stated plan.

Character and Citizenship Education 2021 — Big Idea: Identity

“CCE 2021 Big Idea: Identity”

“I want to feel like an Emirati… from head to toe!”; Burj Khalifa unpacked as burj, tower, plus the name of a president.