Grade 01: Social science

In this unit, 'My family and my school', you learn to describe family roles and school rules. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• Place it: find where and when 'My family and my school' happens, on a map, a timeline or in a local example.
• Gather: read or listen to two short sources and note who is speaking and why.
• Use it: describe family roles and school rules. Give a reason and one piece of evidence for every point.
• Weigh it: say what another person might think, and why, before you decide.

Step by step.

1. Step 1, Meet the learner's family of five: Baba, Mama, Grandmother, the learner and the baby brother. Baba goes to work and drives the car, Mama cooks and checks homework, Grandmother tells bedtime stories, the learner lays the table, and the baby brother is looked after by everyone.
2. Step 2, Link each role to a reason. Baba earns money so there is food, Mama keeps the home clean, Grandmother shares old stories, the learner's job helps Mama. Model sentence: 'In my family, I help by putting my shoes on the rack, so nobody trips.'
3. Step 3, Now go to the learner's school. The teacher teaches the class, the principal leads the school, the bus driver brings children safely, the guard checks the gate, and the canteen helper serves snack. Match each person to one job, in a short sentence.
4. Step 4, Choose three school rules: walk in the corridor, put up your hand to speak, and keep your hands to yourself. Give each a reason. Walking stops falls, a raised hand lets one voice be heard at a time, and gentle hands keep friends safe.
5. Step 5, Compare home and school. At home the rule is 'wash hands before meals'; at school it is 'wash hands before snack'. Both rules keep us healthy. Rules at home and school are made by people who care about us.
6. Step 6, Your turn: name one job you do at home and one school rule, and say why. Model answer: 'At home I water the plant, so it can grow. At school I line up quietly, so nobody gets pushed on the stairs.'

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Describe family roles and school rules: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Home and neighbourhood', you learn to name places in the neighbourhood and the people who help us. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• Place it: find where and when 'Home and neighbourhood' happens, on a map, a timeline or in a local example.
• Gather: read or listen to two short sources and note who is speaking and why.
• Use it: name places in the neighbourhood and the people who help us. Give a reason and one piece of evidence for every point.
• Weigh it: say what another person might think, and why, before you decide.

Step by step.

1. Step 1, Picture the learner's neighbourhood. From the front door, the bakery is on the left, the park is straight ahead, and the clinic is on the right. A neighbourhood is the area around our home where we shop, play and get help.
2. Step 2, Name the places and what we do there. Bakery: buy bread. Park: play and rest. Clinic: see the doctor when ill. School: learn. Post box: send a letter. Write one sentence for each, such as 'We go to the park to play.'
3. Step 3, Match helpers to problems. The learner has a fever, so they see the doctor or nurse. A rubbish bin is full, so the cleaner collects it. A letter must reach a cousin, so the postman delivers it. Each helper does a job we cannot do alone.
4. Step 4, Learn emergency numbers in the UAE: police 999, ambulance 998, fire 997. If a neighbour's kitchen has smoke, the learner tells a grown-up, who calls 997. A firefighter comes with a truck. Children should not use these numbers for play.
5. Step 5, Say thank you. The learner draws a card for the bus driver: 'Thank you for driving us safely.' Saying thanks shows respect for helpers. Model answer: 'The shopkeeper sells us milk, so we have breakfast.'
6. Step 6, Your turn: A child's tooth hurts. Which place and which helper? Model answer: 'The child goes to the dental clinic and meets the dentist, who checks the tooth and treats it.'

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Name places in the neighbourhood and the people who help us: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Our country the UAE', you learn to recognise the flag, the leaders' roles and national symbols. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• Place it: find where and when 'Our country the UAE' happens, on a map, a timeline or in a local example.
• Gather: read or listen to two short sources and note who is speaking and why.
• Use it: recognise the flag, the leaders' roles and national symbols. Give a reason and one piece of evidence for every point.
• Weigh it: say what another person might think, and why, before you decide.

Step by step.

1. Step 1, Recognise the flag of the UAE. It has a red upright bar next to the pole, and three flat stripes beside it: green on top, white in the middle and black at the bottom. Point to each colour and say its name. We celebrate Flag Day on 3 November.
2. Step 2, Learn the name of our country: the United Arab Emirates. It is made of seven emirates that work together. Count seven fingers and say each emirate if you can. The capital city is Abu Dhabi, where many important offices are found.
3. Step 3, Recognise the leaders' roles. The President leads the whole country and helps keep everyone safe and united. The Ruler of each emirate leads that emirate. Think of a school: the principal leads the whole school and each teacher leads a class. Leaders work to take care of people.
4. Step 4, Recognise national symbols. The falcon is a strong bird with sharp eyes and is a symbol of the UAE. The Arabian oryx is our national animal, and the ghaf tree grows well in the desert with little water. The date palm gives sweet dates. Draw one symbol and name it.
5. Step 5, Learn about National Day. Our country began on 2 December 1971, when the emirates joined together. People wave flags, sing the anthem, and wear special clothes. Show respect: stand still and quiet when the anthem plays, and never let the flag touch the ground.
6. Step 6, Your turn: draw the flag, colour it, and name one national symbol. Answer: red bar at the pole side, then green, white and black stripes from top to bottom. One symbol is the falcon (or the oryx, or the ghaf tree).

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Recognise the flag, the leaders' roles and national symbols: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Festivals and celebrations', you learn to describe how families celebrate festivals. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• Place it: find where and when 'Festivals and celebrations' happens, on a map, a timeline or in a local example.
• Gather: read or listen to two short sources and note who is speaking and why.
• Use it: describe how families celebrate festivals. Give a reason and one piece of evidence for every point.
• Weigh it: say what another person might think, and why, before you decide.

Step by step.

1. Step 1, A festival is a special day that many families celebrate each year. Take Eid al-Fitr, which comes after Ramadan, the month of fasting. Families wear new clothes, pray, visit relatives, share sweets and children often receive small gifts called Eidiya.
2. Step 2, Take Diwali, the festival of lights celebrated by many Indian families. They light small clay lamps called diyas, draw colourful rangoli patterns at the door, eat sweets and visit friends. Light is a sign of hope and happiness.
3. Step 3, Take Christmas on 25 December. Many families put up a tree, decorate their home, share a meal and give presents. In the UAE, National Day on 2 December remembers the founding of the country in 1971 with flags and songs.
4. Step 4, Compare two festivals in a small table. Eid: new clothes, special food, family visits. Diwali: lamps, sweets, family visits. What is the same? Family time and special food. What is different? The names, the symbols and the stories.
5. Step 5, Write a model answer about your own festival: 'We celebrate Eid. My family wears new clothes, we eat dates and sweets, and we visit my grandparents. I feel happy because everyone is together.'
6. Step 6, Your turn: tell how a family celebrates one festival of your choice. Model answer: 'On National Day my family hangs the flag on the balcony and watches fireworks. We feel proud of our country.'

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Describe how families celebrate festivals: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

On the slide: L1 Basic · Community helpers

Notes: Name three community helpers and say what each does. Notes: use pictures of a nurse, a bus driver and a shopkeeper; learners match each helper to a tool and say one way they help the neighbourhood.

This course: Grade 01 Social science is at this level. Its units include My family and my school; Home and neighbourhood; Our country the UAE; Festivals and celebrations.

On the slide: L2 Awareness · Needs, wants and rules

Notes: Tell needs from wants and say why rules help a group. Notes: sort ten picture cards into needs and wants, then vote on one class rule and count the hands: 14 for and 6 against, so 20 voters took part.

On the slide: L3 Foundation · Government and markets

Notes: Describe local, regional and national government and how a simple market works. Notes: follow one pencil from maker to shop; if it costs 4 to make and sells for 6, the margin is 2, which is 50 per cent of cost. Learners name one service each level provides.

On the slide: L4 Practitioner · Rights, duties and prices

Notes: Explain how supply and demand affect price and why rights come with duties. Notes: if a bad season cuts mangoes from 100 to 60 crates while buyers stay the same, price tends to rise; learners draw the two lines and predict direction before stating a duty tied to a right.

On the slide: L5 Specialist · Reading social data

Notes: Interpret a table of census or survey data and compare how two institutions work. Notes: a population rising from 2.4 to 2.7 million in ten years grew by 12.5 per cent; learners give two possible reasons and one limit of the data.

On the slide: L6 Advanced · Theory and research methods

Notes: Apply core social science theories and methods to a social problem. Notes: compare a survey with interviews for one question. Practice: an economy of 600 billion with 50 million people is 12,000 per person, and learners explain what an average hides, such as unequal shares.

On the slide: L7 Super expert · Causal research design

Notes: Design and critique a causal study with ethics, consent and clear limits. Notes: in a before-and-after comparison, the treated group rises 8 points and the comparison group 3, so the estimated effect is 5 points if trends would have run parallel. Learners test that assumption.