Handbook for

English-enriched
teaching and
learning
Grades 1–6
Created by
Jenni Kohl
Aapo Marjanen
Hanna-Kaisa Rautio
Janne Rusama
Riikka Räisänen
Riikka-Liisa Salomaa
Preface
The need for a handbook guiding language-enriched teaching and learning
first arose when the first English language-enriched classes started in
2016–2017 in Helsinki. The first version of this handbook was created
at that time. The process of creating the handbook was continued in
2017–2019 by a group of language and class teachers, guided by specialists
in bilingual education Peeter Mehistö and Tuula Asikainen. Now, at the end
of 2019, we are pleased to have finished the first version covering grades
1–6. The project group has created the handbook for English language-
enriched teaching but it can be adapted to other target languages.

The project group is composed of class and language teachers who are
experienced in teaching in a language-enriched programme. The handbook
aims to be very concrete and easy to access for other teachers teaching in
language-enriched programmes. It comes about as a result of experience,
discussions, negotiations and literature and materials from Clil EDU
training sessions with the main sources listed at the end of the handbook.
In particular, the project team can highly recommend Uncovering CLIL
Content and Language Integrated Learning in Bilingual and Multilingual
Education (2008. Mehistö, Marsh and Frigols) for deepening the knowledge
of CLIL pedagogy and principles.

We would like to warmly thank Peeter Mehistö and Tuula Asikainen for
their guidance, feedback, support and help in setting expectations high to
ensure a high-quality result.

We are also very thankful for the support for The Finnish National Agency
fo Education for financing the development project Helsinki oppii kielillä
that has partly financed the creation of this handbook.

Above all, I would like to thank the members of the project team for their
hard work, engagement and enthusiasm in the creation of this handbook.
It has been such a pleasure to work with you, Jenni, Aapo, Hansu, Janne,
Riikka and Riikkis.

Helsinki, December 2019

Satu Koistinen
Development services
Helsinki Education Division

1
 Contents

The English-enriched programme Key words, phrases and

in Helsinki . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 other linguistic support. . . . . . . . . . . . . . . . . . 7
Introduction to the handbook. . . . . . . . . . . . . 5 The handbook’s annual clock. . . . . . . . . . . . . 7
Why do we need this handbook?. . . . . . . . . . 5 How to plan language-enriched teaching. . 10
Structure of the handbook. . . . . . . . . . . . . . . 5 Checklist for good pedagogical practices . 11
Content outcomes. . . . . . . . . . . . . . . . . . . . . . 6 How to read the handbook. . . . . . . . . . . . . . 12
Language outcomes. . . . . . . . . . . . . . . . . . . . . 6

GRADES 1 AND 2
Early autumn Early spring
THIS IS ME THIS IS ME
Me and my friends 15 My body 31
Everyday routines, weekdays and months 16 Five senses 32
Growing up 33
ME AS A SCIENTIST
Traffic and safety 17 ME AS A SCIENTIST
Seasons, temperature, weather and Healthy and unhealthy foods 34
clothing 18 Motion 35
Mathematics – Numbers 0–20, 0–100 19 Mathematics – Time 36
ME AS AN ARTIST ME AS AN ARTIST
Colours 20 Moving/playing to the rhythm 37

Late autumn Late spring

THIS IS ME THIS IS ME
My family 22 Recycling 39
My feelings 23
ME AS A SCIENTIST
My school and my classroom 24
My home 25 Plants 40
My neighbourhood 26 Mathematics – Shapes and solids 41
Programming 42
ME AS A SCIENTIST
ME AS AN ARTIST
Animals 27
Mathematics – Addition and subtraction 28 Musical instruments 43

ME AS AN ARTIST
Planning, working safely and
creating something 29
2
GRADES 3 AND 4
Early autumn Early spring
THIS IS ME THIS IS ME
Me and others 46 Recycling and ecological choices 63
My strengths 47 Healthy lifestyle 64

ME AS A SCIENTIST ME AS AN ARTIST
Safety in traffic 49 Songs in English and moving to the rhythm 65
Mathematics – Multiplication 50
Mathematics – Division
Mathematics – Numbers 0–1000
51
52
Late spring
Seasons and weather 53 ME AS A SCIENTIST
ME AS AN ARTIST Water cycle and states of matter 67
The colour wheel 54 Photosynthesis 68
Living and non-living things 69

Late autumn ME AS AN ARTIST

Volume, meter, tempo and pitch 70
THIS IS ME Planning in arts and crafts 71
Body structure (anatomy) 56
Fire safety 57
First aid 58

ME AS A SCIENTIST
Finland/Nordic and Baltic countries 59
Technology, electricity and safety 60
Changes in animal behaviour 61

3
 GRADES 5 AND 6
Early autumn Early spring
THIS IS ME THIS IS ME
Strengths and values 74 Organs 91
Me as a learner, learning strategies 75 Life cycle and reproduction 92
Healthy lifestyle 93
ME AS A SCIENTIST
Energy 76 ME AS A SCIENTIST
European countries and cultures 77 Mathematics – Coordinates and map
Continents and oceans 78 coordinates 95
Mathematics – Revision of multiplication Mathematics – Connections between
and division 79 fractions and decimals and percentages 96

ME AS AN ARTIST ME AS AN ARTIST
Experimental arts and crafts 80 Different styles and genres of music 97
History of art – Different periods and

Late autumn their characteristics 98

THIS IS ME Late spring

Diversity and equality 82
THIS IS ME
Being a member of society 83
Sustainable development 100
ME AS A SCIENTIST
ME AS A SCIENTIST
Light and dark 84
Sound 85 Climate change 101
Space 86 Democracy in Ancient Greece 102
Mathematics – Scale, expanding and Ancient Roman society 103
downsizing 87 Mathematics – Volume 104
Mathematics – Converting scale Mathematics – Perimeter 105
calculation into map interpretation
ME AS AN ARTIST
and calculating distances 88
Designing and documenting ideas 106
ME AS AN ARTIST
Art in different countries and cultures 89

Literature 108

4
The English- Introduction to
enriched the handbook
programme We have written this handbook to serve as guidance

in Helsinki and support for teachers in preparing to teach their

students and support their learning through English.
We emphasise that the language-enriched programme
is in its initial stages of development and the needs
The English language-enriched programme aims to of different learners are manifold. Therefore,
support students to develop: this handbook is a work in progress. The themes,
intended learning outcomes and related words and
• age and grade-appropriate fluency in listening to,
phraseology will be revisited once per year in order to
speaking, reading and writing in English
assess if they have been achieved, and whether they
• age and grade-appropriate fluency in listening to, and the teaching practices need to be adjusted in any
speaking, reading and writing Finnish way to better support student learning.
• grade-appropriate levels of academic achievement
in content subjects such as mathematics, science Why do we need this handbook?
or history taught through English
The handbook has the following goals:
• an appreciation of their own culture and other
• It aims to standardise the language-enriched
cultures, and an interest in inter-cultural
teaching in the city of Helsinki.
communication.
• It clarifies the planning process of language-
At the same time, the language-enriched programme
enriched teaching for the teachers.
aims to build student confidence in using English
for learning and learning skills. This means that the • It provides tools and concrete examples for
language-enriched programme is additive in nature, language-enriched programme teachers.
seeking to add value to the national curriculum. All
• It guides teaching content in English.
the themes and learning outcomes for this handbook
come from the Finnish National Core Curriculum • It gives examples of and ideas for everyday
and students in the language-enriched programme language, arts, music, crafts and physical
will learn as much curriculum content as those in the education.
regular programme.
• It increases cross-curricular co-operation
Teachers working in this programme use English in throughout all grades and subjects.
the classroom to the best of their current language
knowledge and skills, whilst taking into account Structure of the handbook
the children’s existing knowledge of and skills in
using English. To ensure high quality delivery of the We have divided the handbook in three parts, which
programme, classroom and language teachers (and cover grades 1–2, 3–4 and 5–6. The content chosen is
where applicable subject teachers) co-operate to collected under three main themes:
support both content and language learning. The
• This is me
class teacher is responsible for taking the lead in
• Me as a scientist
building an English-enriched learning environment
• Me as an artist.
in their class, and co-operating with subject and
language teachers in order to further co-construct For every theme we have created age and grade-
with colleagues and students a language-enriched appropriate intended learning outcomes for content
learning environment that extends beyond one (titled Content outcomes) and intended learning
classroom. outcomes for language (titled Language outcomes).
Under one theme, you can find content from different
The amount of use of English in language-enriched
subject. The order that we have chosen for the
programme in Helsinki is 10–25%. Students in
themes and contents is a suggestion and you can
the English-enriched programme are learning
change it to suit best into your learners’ needs. Both
a minimum of 10% of their content subjects in
content and language outcomes also include some
English (this percentage does not include English
classroom and learning activities. Please also feel free
language lessons). Teachers of an English-enriched
to set some of your own intended learning outcomes.
programme also use English in their everyday
language.

5
 Content outcomes Language outcomes
The chosen content aims to help learners to develop The language outcomes contain curricular goals,
grade-appropriate levels of academic achievement in as well as language-learning skills and strategies.
different subjects as defined in the Finnish National They all describe what a student is expected to be
Curriculum. They aim also to develop learners’ able to do by each grade. You are also likely to teach
thinking skills. In grades 1–3, the focus is more additional language (phrases, expressions, words)
on lower thinking skills and for grades 4–6 higher when responding to your students’ wishes to learn
thinking skills. They are based on a model of Bloom’s how to use English to speak and write about topics
taxonomy as presented below. Due to the nature of and thoughts that are of interest to them.
this document, we are not able to consider Bloom’s
taxonomy in detail in this handbook.

create, invent, plan, compose,

Grades 1–3 create construct, design, imagine
decide, rate, choose, recommend,
evaluate justify, assess, prioritise
higher thinking skills
explain, compare, contrast, examine,
analyse identify, investigate, categorise

show, complete, use, classify,

apply examine, illustrate, solve

lower thinking skills explain, compare, discuss, restate,

understand predict, translate, outline

remember name, describe, relate, find,

list, write, tell

Grades 4–6 Remember: Can the pupils recall

create or remember the information?
Understand: Can the pupils
evaluate explain ideas and concepts?
higher thinking skills
Apply: Can the pupils use the
information in a new way?
analyse
Analyse: Can the pupils
distinguish between different
parts?
apply
Evaluate: Can the pupils justify a
stance or decision?
lower thinking skills understand Create: Can the pupils create a
new project or a point of view?

remember

6
Key words, phrases and other
linguistic support
We have created lists of key words, key phrases,
The handbook’s
speaking and writing frames and some examples
of exercises to provide examples of language that annual clock
teachers and learners use when they are working on
a certain theme. These form a sort of building block
To help you gain an overview of all the themes and
for teacher-talk and examples of language that is
content elaborated on in the handbook, we have
used in the learning situation. They help learner to
created an annual clock, which is also intended
access the content, be able learn it and speak about
to unify language-enriched teaching and increase
it. Key words and phrases encompass different
teacher co-operation.
variations of language and help learners to develop
their skills in: The annual clock divides the school year in four
periods: early autumn, late autumn, early spring, late
• the language of learning: vocabulary and
spring and gives a suggestion of when to teach each
grammatical structures the learners need in order
theme and its content during the school year. Again,
to access the content
please feel free to change it if needed.
• the language for learning: the language required
for classroom talk, pair/group work, and The handbook’s headings follow the same colour
collaborative and cooperative activities codes and help the reader to navigate through the
• language through learning: language that emerges handbook. You find the annual clock on pages 8-9.
through learning.

As students and teachers navigate the here and now,

situations will arise where the students will need
and wish to learn additional language to speak about
what is important to them. Therefore, the lists of key
words and phrases cannot be exhaustive. Feel free to
develop and supplement them as needed.
Speaking and writing frames are a scaffolding tool
that you can use in the classroom. You can also use
some of the speaking frames as writing frames. They
provide models of sentence construction, language
structures as well as vocabulary, and as the learners’
language-skills build, parts of the frames/the whole
frame can be left out.
We have also created some examples of exercises
for different content that may help you to come up
with ideas for learning activities in language-enriched
programmes.

7
 The handbook’s
Grades
5 and 6
This is me Grades
• Diversity and equality
• Being a member of a society 3 and 4 Grades
• Democracy and This is me 1 and 2
participation
• Body structure This is me
Me as a scientist
• Anatomy, body parts, • My family
• Light and dark organs • Family members and pets
• Sound • Fire safety • My feelings
• How the ear functions? • First aid • My school and my classroom
• Changes in sound Me as a scientist • School equipment
• Space
• Finland/Nordic • My home
• Solar system
and Baltic countries • Rooms and furniture, household
• Mathematics – Scale,
• Locations on the map, chores
expanding and downsizing
points of the compass • My neighbourhood
• Mathematics – Converting
• Technology, electricity • Nearby places and buildings
scale calculation into
map interpretation and and safety Me as a scientist
calculating distances • Home/electrical • Animals
appliances • Mathematics – Addition,
Me as an artist
• Saving electricity subtraction
• Art in different countries and • Animals
Me as an artist
cultures • Changes in animal
behavior • Planning, working safely
Late
and creating something
• Arts and crafts equipment
autumn

Early
autumn
Grades
Grades 1 and 2
Grades 3 and 4 This is me
5 and 6 This is me
• Me and my friends
• Intoductions, likes/dislikes
This is me • Me and others • Everyday routines, weekdays
• Strengths and values • Rules and manners and months
• Me as a learner, learning • My strengths • Daily schedule/activities
strategies Me as a scientist Me as a scientist
Me as a scientist • Safety in traffic • Traffic and safety
• Energy • Rules, directions • Vehicles, ginving directions
• Forms of energy and the • Mathematics – Multiplication • Seasons, temperature,
energy cycle • Times tables 1–10 weather and clothing
• European countries and • Mathematics – Division • Numbers 0–20, 0–100
cultures • Mathematics – Numbers Me as an artist
• Continents and oceans 0–1000 • Colours
• Mathematics – Revision of • Ones, tens, hundreds, • Mixing colours
multiplication and division thousands
• Concept of unknown and • Seasons and weather
solving equations • Months, changes in nature
Me as an artist Me as an artist
• Experimental arts and crafts • Colour wheel
• Textures, materials, styles • Primary and secondary
• Giving feedback colours
• Critical thinking
• Peer review

8
annual clock
Grades
5 and 6
Grades This is me
Grades 3 and 4 • Organs
• Life cycle and reproduction
1 and 2 This is me • Healthy lifestyle
• Mental health: Recognizing,
This is me • Recycling and expressing and regulating
• My body ecological choices emotions
• Body parts • Healthy lifestyle • Drugs and their effects on
• Five senses • Nutrition, habits, your body
• Growing up illnesses
Me as a scientist
• Human life cycle Me as an artist
• Mathematics – Coordinates
Me as a scientist • Songs in English and and map coordinates
• Healthy and unhealthy moving to the rhythm • Mathematics – Connection
foods between percentages and
• Motion decimal numbers and fractions
• Different kinds of Me as an artist
movement, action
• Different styles and genres of
verbs
music
• Mathematics – Time
• History of art –Different
Me as an artist periods and their
Early • Moving/playing to the
rhythm
characteristics

spring

Late
spring
Grades
1 and 2 Grades
This is me
3 and 4 Grades
• Recycling
Me as a scientist
5 and 6
Me as a scientist
• Plants • Water cycle and This is me
• Plant parts, states of matter • Sustainable development
living/non-living • Photosynthesis • UN sustainable development
• Mathematics –Shapes • Parts of a plant goals
and solids • Growing a plant • Natural ecosystem
• Geometry • Living and non-living • Individual choices
o Programming things Me as a scientist
• Directional Me as an artist • Climate change
instructions • Volume, meter, • Humankind now and in the
Me as an artist tempo and pitch future
• Musical instruments • Planning in arts and · Democracy in ancient Greece
crafts · Ancient Roman society
• Working process · Mathematics – Volume
• Unit conversions
• Mathematics – Perimeter
Me as an artist
• Designing and documenting
ideas
• Describing your working
and learning process

9
 How to plan language-enriched Week
Plan the week so that it includes both teaching
teaching? content in English (minimum of 10%) and arts, music,
In this chapter, we have gathered together some crafts and/or PE lessons where English is used for
guiding principles that can help you plan your instructions, everyday use and also for teaching
teaching for learners on a language-enriched some of the content (up to 15%). Remember to
programme. We have elaborated on these for a integrate key phrases into your weekly routine.
period, a week and a lesson.
You can focus on the content in subject class (e.g.
At the end of this chapter, you can also find an science, maths) and practise key words and phrases
example of a checklist for good pedagogical (pronunciation and grammar) in English class if
practices. You will find the same list at the end of possible. If your students study another language
every period in the handbook. than English as A1, we suggest they also work on the
same theme.
Period
You can change the subjects in which you use English
When planning a period in a language-enriched
for teaching during the weeks according to the
programme, you can follow these steps.
themes and content you are teaching / what theme
• Choose content in the handbook. and content is suitable. Here is a week plan example
• Plan the period together with learners’ English for Grade 2.
teacher and co-teacher:
In this timetable example we have highlighted
• Prepare the speaking and/or writing frames and
other materials needed. You can adjust your • in red: lessons where the academic content is
teaching by scaffolding less or more. (N.B. There taught in English (minimum of 10%)
are good resources available on the internet, • in blue: arts, music, crafts and PE lessons where
search for ESL or EFL resources.) English is used for instructions, everyday use and
• Agree on the assessment of content and language for teaching some of the content (up to 15%)
outcomes. • in green: examples of routines in English that can
be integrated into every week plan.

* in the beginning of the first lesson

** in the end of the day

Monday Tuesday Wednesday Thursday Friday

Morning circle* Morning circle* Morning circle* Morning circle* Morning circle*
8.15-9.00 Crafts Science
9.00-9.45 Finnish PE Science Finnish Finnish
10.15-11 Finnish PE Math Finnish Arts
11-11.30 Lunch in English Lunch in English Lunch in English Lunch in English Lunch in English
11.30-12.15 Music Finnish Finnish Music Arts
12.30-13.15 A1-language A1-language Math Religion
13.30-14.15 Math
Finishing up Finishing up Finishing up Finishing up Finishing up
activity** activity** activity** activity** activity**

10
Lesson Checklist for good pedagogical practices
When you plan a lesson, ensure that the areas listed You can also find a checklist for good pedagogical
below are covered: practices at the end of every period. These are
especially suitable for language-enriched classes.
· The learning environment is safe, friendly and
You can use them to reflect on your teaching and for
rich in language and content.
setting goals for the period to come. The checklist
• Routine activities and warm-activities are used.
is based on a presentation of CLIL essentials for
• Subject content is rich and academically
primary schools developed by Peeter Mehistö
challenging.
(2018) and the Planning and observation checklist in
• There is extensive oral and written language
Uncovering CLIL (p. 232).
input.
· Lesson objective(s) for content outcomes and
for language outcomes are clear and visible.
· You are scaffolding the language and content.
Checklist for good
pedagogical practices
• language: vocabulary and grammatical
structures the learners need in order to access Grade 1 Grade 2

the content are given and learned

ME AS AN ARTIST
The learning environment is safe and friendly.
The learning environment is rich and supports learning.
□
□
□
□

Colours
• content: using graphic organisers and I foster learner autonomy

subheadings, highlighting the key facts,

Content outcomes  Key words
• by giving learners choices to make
• by teaching learning skills
□
□
□
□

breaking material into chunks, reducing the

• by negotiating on decisions about the learning process with learners. □ □
colours, favourite, yellow, red, blue, green, orange, brown,
You can:  black, white, purple
I give learners opportunities for cooperative learning. □ □

number of tasks at one time

• name different colours 
Key phrases I plan my lessons in order to ensure learners speak, write and read more than I do. □ □
• make new colours by mixing different
colours • What do you get if you mix blue and yellow?  □ □
· The lesson structure favours student talking
I plan my teaching with colleagues.
• group things according to colour. You get green. 
• What colour is a plant?  The intended learning outcomes for language are explicit and visible to my learners. □ □

time over teacher talking time and learners have

Language outcomes

You can: 
red, blue, yellow, purple, green, orange, brown
 
The oral and/or written language input is extensive. □ □
□ □
many opportunities to speak and/or write. • Bananas are yellow. I am scaffolding language input and output (e.g. shortening sentences, repeating
• say what colour something is  The sun is yellow. nouns instead of using pronouns, underlining key phrases, providing speaking and
• create a table of things of different My sweater is yellow.  writing frames, organising vocabulary in categories etc.)

· Methods and activities support learning.

colours, and talk about it
• match words and pictures about
I like the colour yellow. The academic language is visible to learners. □ □

• Activities are collaborative and cooperative.

colours 
• explain what your favourite colour is
• What is your favourite colour? 
My favourite colour is_______.
Intended learning outcomes for content are explicit and visible to my learners.
I am scaffolding content (e.g. by using graphic organisers and subheadings,
□
□
□
□

· Materials and equipment are suitable. (N.B.

• write the names of colours (fill in
blanks). • I love pink. I like purple. 
I don’t like black. 
highlighting the key facts, breaking material into chunks, reducing the number of
tasks at one time etc.)

There are good resources available on the The content is academically challenging. □ □
• Primary colours and secondary colours 
I reflect on learning with my learners. □ □
internet, search for ESL or EFL resources.) I reflect on my teaching. □ □

· Differentiation, feedback and evaluation

Notes My moment of success My goals for next period
during the last period

20 21

11
 How to read the handbook?
There are two columns and five colour codes in the handbook.
You will find the theme and the content set out in the heading.
The colour of heading also indicates the period suggestion for
Late Early
when to teach the content during the school year:
autumn spring
• early autumn
• late autumn
• early spring Early Late
• late spring. autumn spring
In the left-hand column you will find the content and language
outcomes and in the right-hand one the linguistic support
provided. The parts of the handbook written in blue are
suggestions of the outcomes and examples for the higher
grades of the part in question (2/4/6)

The theme The content

The colour of the

heading indicates the
suggestion for when
to teach the content
during the school year.

ME AS A SCIENTIST

Animals
Content outcomes Key words
cat, chicken, cow, dog, duck, guinea pig, hamster, horse, pig,
You can:
sheep, bear, deer, fox, moose, spider, snake, wolf, duck, eagle,
• name Finnish farm and wild animals swan
• name pets
• connect animals learnt with their Key phrases
habitats  • Do you have a pig? Yes, I do. No, I don’t. 
• describe and compare animals. • Where does this animal live? 
• In the forest, in the sea, in my house… The parts of the
Language outcomes • Is this a pet/a wild animal/a farm animal?  handbook written in
You can: blue are suggestions
• use colours, age, emotions, movement Speaking frame: of the outcomes and
and foods to describe animals Compare these animals
examples for the
• write some names of animals in a A dog bigger ears (another
picture dictionary An eagle smaller neck animal) higher grade of the
• mimic different animals’ movements An elephant has more nose than part in question
A giraffe taller feet
and sounds to memorize them
A mouse shorter teeth
a… (2/4/6)
• use the words: bigger, smaller, taller, an …
A shark tail
shorter, more, less
• create a book about your pet or
imaginary pet
• compare and contrast animals.

Left-hand column: content and Right-hand column: key words, key phrases,
language outcomes for learners speaking and writing frames etc.

12
Grades
1 and 2

13
14
Early autumn

THIS IS ME

Me and my friends
Content outcomes Key words
name, age, likes, dislikes
You can:
• say your name and age Key phrases
• say what you like and don’t like • What’s your name? My name is _____.
• introduce your friend How old are you? I’m ____ years old.
• name • What do you like?
• age I like …
• likes and dislikes I don’t like …

Language outcomes
• Who is this?
You can:
This is Jenni. She is eight years old. She likes Star Wars.
• copy your name
• respond to the questions • My name is _____. I’m 8 years old. I live in Lauttasaari.
• What do you like? I really like elephants.
• What’s your name?
• How old are you?
• present yourself orally
• speak in front of the class about your
friend
• write a couple of sentences about
yourself

15
 THIS IS ME

Everyday routines, weekdays and

months
Content outcomes Key words
Monday, Tuesday, Wednesday, Thursday, Friday, Saturday,
You can: Sunday, today, yesterday, tomorrow, hello, goodbye, good
• follow instructions morning, maths, Finnish, science, P.E., music, crafts, January,
• follow today’s/the classroom’s February, March, April, May, June, July, August, September,
schedule October, November, December
• name the days of the week in the right
Key phrases
order
• Raise your hand if …
• name your favourite day of the week
Let’s sit in a circle. Sit in the circle.
• greet people and say goodbye Sit down. Stand up.
• name the months in the right order Listen up. Quiet down.
• name your favourite month. Come here.
Stop and listen.
Language outcomes
• Today is Monday.
You can: Yesterday was _____.
• respond to instructions Tomorrow is _____.
• give instructions others can follow What is your favourite day of the week?
• match activities in a schedule and the My favourite day is _____.
day of the week
• point to the words for each day of the • Good morning. Hello. See you tomorrow. Goodbye.
week Happy to see you.
What day is it today?
• write the names of the days of the
What day was it yesterday?
week
What day is it tomorrow?
• write the names of the months
• write different kinds of greetings and • I/We can quiet down in 10 seconds.
use them in a cartoon, for example.

16
 ME AS A SCIENTIST

Traffic and safety

Content outcomes Key words
car, bus, train, subway, underground/metro, traffic lights,
You can: road, street, bike, red light, green light, zebra crossing, left,
• name five vehicles right
• behave safely in the classroom
Key phrases
• behave safely in traffic
• Let’s whisper.
• analyse pictures for mistakes children
Be careful.
make in traffic
Listen up.
• act politely in class, in the hallways, Quiet down. I can quiet down quickly.
and elsewhere in school
• Left, right. Stop.
• analyse how you act at home. Look to the left/look to the right. Look both ways.
Look out for the car/bus/bike.
Language outcomes Let’s go. Go straight on. Go left. Go right. Cross the street.
You can: I always look both ways.
She did not/He did not look …
• follow directions to find a place She did not use the zebra crossing ….
• give directions to find a place She didn’t wait for the green light.
• respond to the teacher’s instructions • Thank you
about behaviour Sorry
• use gestures in order to give You’re welcome
directions I listen carefully.
• write some names of vehicles (e.g. I put my hand up.
create a picture dictionary). I help others.

• At home, I listen when my _____ speaks.

I say thank you when my _____ gives me ______.
At home, I help with the dishes.

17
 ME AS A SCIENTIST

Seasons, temperature, weather and

clothing
Content outcomes Key words
season, winter, summer, autumn, spring, temperature, weather,
You can: clothes
• identify and name the four seasons
(using pictures) Key phrases
• match activities to seasons (using • What’s the temperature?
pictures) What’s the weather like?
• read the temperature and link it to the It’s -20. -> It’s cold/freezing.
weather It’s +15. -> It’s hot/warm.
You can ski / skate / go sleighing in the winter.
• name the clothing you wear in each
It’s cloudy/sunny/rainy/snowy/freezing/warm/hot/cold.
season
What should you wear today?/What should I wear today?
• describe the weather in each season
• match words about weather with
temperature. a jacket
a hat
shoes
Language outcomes mittens
a beanie
You can: it’s rainy.
a t-shirt
it’s sunny.
• match words and pictures about the socks
it’s stormy.
weather and clothing trousers /
it’s cloudy.
• ask and answer questions about the I would wear pants today
it’s snowy.
weather, temperature and clothing You should wear an umbrella because
it’s freezing.
shorts
• discuss your likes and dislikes about it’s warm.
a swimsuit
seasons it’s hot.
jeans
• give a reason for your likes and dislikes it’s cold.
a skirt
• group words and phrases about the a dress
weather (e.g. the weather I like/don’t a scarf
like) leggings
• copy words and sentences about the a hoodie
weather (e.g. create your own book
about the weather).
• What is your favourite season?
My favourite season is summer, because it’s warm and sunny.

18
ME AS A SCIENTIST

Mathematics – Numbers 0–20, 0–100

Content outcomes Key words
greater than, less than
You can:
• count from 0 to 20 (including Key phrases
backwards) • How many cats can you see in the picture?
• demonstrate understanding of the Five cats.
concepts ‘greater than’ and ‘less than’ One cat gets a new home. How many cats are left?
• answer questions about quantity Four cats.
• connect expressions/calculations with
pictures.
• count from 0 to 100 (including
backwards)
• create maths problems.

Language outcomes

You can:
• name numbers
• match written words with numbers
• place the word cards in the order you
hear them
• speak clearly and loudly enough that
everyone can hear you
• chant / sing /rap numbers in different
order (e.g. from 0–20, from 20–0).
• use correctly expressions
• greater than
• less than
• write and name numbers.

19
 ME AS AN ARTIST

Colours
Content outcomes  Key words
colours, favourite, yellow, red, blue, green, orange, brown,
You can:  black, white, purple
• name different colours 
• make new colours by mixing different Key phrases
colours • What do you get if you mix blue and yellow? 
• group things according to colour. You get green. 
• What colour is a plant? 
Language outcomes red, blue, yellow, purple, green, orange, brown
 
You can: 
• Bananas are yellow.
• say what colour something is  The sun is yellow.
• create a table of things of different My sweater is yellow. 
colours, and talk about it I like the colour yellow.
• match words and pictures about
colours 
• What is your favourite colour? 
• explain what your favourite colour is
My favourite colour is_______.
• write the names of colours (fill in
blanks). • I love pink. I like purple. 
I don’t like black. 
• Primary colours and secondary colours 

20
Checklist for good
pedagogical practices
Grade 1 Grade 2
The learning environment is safe and friendly. □ □

The learning environment is rich and supports learning. □ □

I foster learner autonomy

• by giving learners choices to make □ □
• by teaching learning skills □ □
• by negotiating on decisions about the learning process with learners. □ □

I give learners opportunities for cooperative learning. □ □

I plan my lessons in order to ensure learners speak, write and read more than I do. □ □

I plan my teaching with colleagues. □ □

The intended learning outcomes for language are explicit and visible to my learners. □ □

The oral and/or written language input is extensive. □ □

I am scaffolding language input and output (e.g. shortening sentences, repeating nouns □ □
instead of using pronouns, underlining key phrases, providing speaking and writing frames,
organising vocabulary in categories etc.)
The academic language is visible to learners. □ □

Intended learning outcomes for content are explicit and visible to my learners. □ □

I am scaffolding content (e.g. by using graphic organisers and subheadings, highlighting □ □

the key facts, breaking material into chunks, reducing the number of tasks at one time etc.)
The content is academically challenging. □ □

I reflect on learning with my learners. □ □

I reflect on my teaching. □ □

Notes My moment of success My goals for next period

during the last period

21
 Late autumn

THIS IS ME

My family
Content outcomes Key words
mother, father, sister, brother, pet, parents, grandparents,
You can: grandmother, grandfather, cousin, aunt, uncle
• name family members
• say if you have a pet or not Key phrases
• speak about your family members’ • Who is this?
role, age, name and likes and dislikes. This is my mum/dad/sister/brother/dog.
I have an older/younger brother/sister.
Language outcomes
• Do you have a pet?
You can: Do you have sisters/brothers/pets?
• speak clearly and loudly enough that
everyone can hear you I have a dog. He is big/small. Likes to run. Likes to chase
• match words related to pictures about squirrels/rabbits. She likes to fetch a ball.
family members and pets Yes, I do./No, I don’t.
• answer the questions
• Who is this?
• Do you have sisters / brothers /
pets?
Speaking frame:
• give an oral presentation about your
family to cook.
My grandfather
• match written words with spoken loud music.
My mother loves
words to sing.
My grandmother likes
• follow written instructions to cycle.
My brother hates
pizza.
• write some short sentences about My cousin
rye bread.
your family.

22
THIS IS ME

My feelings
Content outcomes Key words
feelings, calm, excited, happy, angry, sad, tired, hungry
You can:
• recognise in pictures Key phrases
• positive feelings: calmness, What/Who makes you happy/sad?
excitement, happiness Friends. My dog. My mum.
• negative feelings: anger, fear, When are you happy/sad?
frustration, sadness I love____
• connect pictures of feelings to words I hate____
I like ____
• show feelings non-verbally
I dislike ____
I’m happy/sad/tired/hungry
• explain what makes you
• happy Speaking frame:
• sad
• say who/what can help you when you my friends are happy.
feel sad/upset my friends listen to me.
I am happy when I play with my dog.
• connect pictures of different
it’s my birthday.
situations with different feelings
it’s a friend’s birthday.
• make your own picture dictionary
about feelings. a friend is sad.
am feeling tired.
Language outcomes I am unhappy when
I am angry.
You can: am feeling sick.
• explain how you feel
Key phrases
• match words and pictures (e.g. emoji)
• Are you happy/sad/calm/afraid/excited?
about feelings
Yes, I am. / No, I’m not. I’m sad.
• answer questions
• Are you happy/sad/angry/tired?
• What makes you happy/ sad?
• When are you happy/sad?
• mimic feelings to help learning them.

23
 THIS IS ME

My school and my classroom

Content outcomes Key words
classroom, hallway, gym, table, chair, pen, pencil, (diner)
You can:  
dining room/lunch room, schoolyard, rubbish  
• name different areas in the school  and
the schoolyard
Key phrases
• explain where the following are:
• The scissors are in that cupboard.
• the dining hall
The paper is in …
• the nurse’s office
• the principal’s office • Do you know where you can stay during breaks? 
• the gym Inside the yard, don’t go past the fence. 
• the janitor’s office We have to stay in the schoolyard.
• name classroom furniture, supplies
What can you do during break? 
and equipment 
We can play hide and seek, tag and dodgeball, hopscotch…
• talk about different school subjects I can use swings and a climbing frame.
and your timetable  I can skip rope. My school day starts at nine. 
• explain when:
• school starts • In my bag, I have
• the school day ends • a pencil case
• explain where: • a pencil
• you sit • a book
• you put your bag • a notebook.
• you can find supplies and equipment
• you are allowed to spend breaks.

Language outcomes

You can:
• match words and pictures of school
equipment
• match names and pictures of
classroom furniture and equipment
• place the word/picture cards in the
order you hear them.
• show and talk about what’s in your
school bag.

24
THIS IS ME

My home
Content outcomes Keywords
bed, chair, lamp, mirror, door, window, blanket, carpet 
You can:   
• give your address Key phrases
• talk about your journey to school • My address is Imaginary Road 31.
• explain the chores you do at home  
• name three different rooms   • How can you help mum/dad at home? 
I can hoover, clean my room, take the dog out, empty the
• name five pieces of furniture
dishwasher, make the bed, take out the rubbish  
• fill in a chart about household chores
in your family.
• What room is this? 
It is a kitchen/a living room/a bedroom. 
Language outcomes
My house has three rooms. 
You can:
• describe your room  Chores chart:
• describe your home  WHO DOES THESE me my my my ?
ACTIVITIES IN YOUR brother/ dad mom
• connect written words about rooms
HOME? sister
with pictures
Cooks
• write names of some rooms in a
picture dictionary Does the ironing
• match names and pictures of furniture Takes out the rubbish
• show and tell about your own room Walks the dog
• look at the class when you speak Cleans my room
• talk about your household chores Dusts
chart. Waters the plants
Washes dishes

25
 THIS IS ME

My neighbourhood
Content outcomes Key words
park, street, forest, library, supermarket, bus stop, hospital,
You can:   river, lake, sea, buildings, houses, transport/transportation,
• talk about where you live  directions 
• name three places nearby your home 
Key phrases
• explain where it is not safe to go - when
or why • I live in Lauttasaari.
• draw a map and name places on it.  I live in Finland.
I go to Lauttasaari Primary School.
Language outcomes 
• Tell me something about the area where you live. 
You can:
There is a __________ nearby.
• create your own picture dictionary The library is big/small/old/new. It has lots of tables and
about places near you sofas. There are lots of books and computers.
• describe the area where you live using
your picture dictionary Speaking frame:
• name and describe different buildings. 
in the water
• look up words on the Internet / in a when alone.
It is not safe to go onto a construction site
dictionary. at night.
in the forest

26
 ME AS A SCIENTIST

Animals
Content outcomes Key words
cat, chicken, cow, dog, duck, guinea pig, hamster, horse, pig,
You can:
sheep, bear, deer, fox, moose, spider, snake, wolf, duck, eagle,
• name Finnish farm and wild animals swan
• name pets
• connect animals learnt with their Key phrases
habitats  • Do you have a pig? Yes, I do. No, I don’t. 
• describe and compare animals. • Where does this animal live? 
• In the forest, in the sea, in my house…
Language outcomes • Is this a pet/a wild animal/a farm animal? 

You can:
• use colours, age, emotions, movement Speaking frame:
and foods to describe animals Compare these animals
• write some names of animals in a A dog bigger ears (another
picture dictionary An eagle smaller neck animal)
• mimic different animals’ movements An elephant has more nose than
and sounds to memorize them A giraffe taller feet a…
A mouse shorter teeth an …
• use the words: bigger, smaller, taller,
A shark tail
shorter, more, less
• create a book about your pet or
imaginary pet
• compare and contrast animals.

27
 ME AS A SCIENTIST

Mathematics – Addition and

subtraction
Content outcomes Key words
subtraction, addition, plus, minus, equals, take away, add
You can:
• add and subtract using plus and minus Key phrases
signs
• use manipulatives to solve • 2 + 2 = 4
• additions Two plus two equals four.
• subtractions
• understand addition and subtraction by • How many cats you see in the park?
• connecting pictures and Three cats.
mathematical expressions together There comes two more cats. How many cats there are now?
• drawing pictures of expressions Five cats.
• use addition and subtraction to solve 3+2=5
math problems Three plus two equals five.
Is it addition or subtraction?
• create maths problems.
It’s addition.
Language outcomes

You can:
• use mathematical terms correctly.

28
ME AS AN ARTIST

Planning, working safely and creating

something
Content outcomes Key words
equipment, paper, cardboard, scissors, pencil, eraser, ruler,
You can:
glue, brush, markers, crayons, water colours, cup, hammer,
• use different craft and art equipment saw, nail, needle, thread, string, fabric, felt, pin, knot, draw,
safely  cut, mix colours, sketch, mould, wash, clean up, wipe, paint 
• take things back to their place 
• clean up after yourself  Key phrases
• list what you need for your work
• What do you need?
• name the steps for creating your art
I need paper / cardboard …
work (your plan)
• create your own work of art Sew. Fold. Make a knot. 
• present your artwork to others. You need paper and scissors. Go and get them. 

Language outcomes • First/Then/Finally I…

You can: My title is …
I used red/ green/white paper/ paint.
• match pictures and words of different This is a drawing/ painting/collage/…
materials and tools  It is about….
• follow written and drawn instructions My favourite colour is ….
• describe what you did (e.g. what Thank you for listening.
colours/materials you used)
• describe what you created.

29
 Checklist for good
pedagogical practices
Grade 1 Grade 2
The learning environment is safe and friendly. □ □

The learning environment is rich and supports learning. □ □

I foster learner autonomy

• by giving learners choices to make □ □
• by teaching learning skills □ □
• by negotiating on decisions about the learning process with learners. □ □

I give learners opportunities for cooperative learning. □ □

I plan my lessons in order to ensure learners speak, write and read more than I do. □ □

I plan my teaching with colleagues. □ □

The intended learning outcomes for language are explicit and visible to my learners. □ □

The oral and/or written language input is extensive. □ □

I am scaffolding language input and output (e.g. shortening sentences, repeating nouns □ □
instead of using pronouns, underlining key phrases, providing speaking and writing frames,
organising vocabulary in categories etc.)
The academic language is visible to learners. □ □

Intended learning outcomes for content are explicit and visible to my learners. □ □

I am scaffolding content (e.g. by using graphic organisers and subheadings, highlighting □ □

the key facts, breaking material into chunks, reducing the number of tasks at one time etc.)
The content is academically challenging. □ □

I reflect on learning with my learners. □ □

I reflect on my teaching. □ □

Notes My moment of success My goals for next period

during the last period

30
Early spring

THIS IS ME

My body
Key words
head, hair, neck, chest, arm, hand, stomach, leg, foot, toes,
Content outcomes nose, mouth, bum, ears, eyes, feet, fingers

You can:
• name and point to body parts Key phrases
• draw and label body parts
• sing a song about the body. • This is my head/hair/neck

Language outcomes • These are my ears/eyes/feet/fingers.

I have five fingers.
You can: I am ____ cm tall.
• match words and pictures (e.g. emojis)
about body parts
• correctly follow instructions (e.g.
touch your nose/belly/head/ears)
• fill in the blanks about the body (This is
my ... These are my …)
• write the names of body parts
• create a book entitled My Body.

31
 THIS IS ME

Five senses
Content outcomes Key words
sight, hearing, taste, smell, touch
You can:
• name all the five senses Key phrases
• connect senses to body parts • Look.
• connect actions to senses Taste.
Listen.
• fill in a chart about what you hear, see,
Smell.
taste, touch and smell
It feels/sounds/smells/looks/tastes ...
• explain what something (e.g. during a It tastes good/tastes bad/tastes sweet/tastes nice.
blind smell, touch, taste test) It looks soft/feels soft/feels nice.
• feels The apple/chocolate tastes good.
• sounds
• smells
• This tastes good.
• tastes
This smells bad.
• looks like.
I think this is an apple/soap/wood/…
Language outcomes
Speaking frame:
You can:
apples
• match words and pictures about chocolate
senses I can taste with my mouth.
cars
I can touch with my hands.
• respond correctly to birds
I can hear with my ears.
• look my dog
I can see with my nose.
• listen my cat
I can smell with my eyes.
• taste flowers
• smell a giraffe
• touch an airplane
• connect verbs and adjectives with the
correct senses
• add some elements about the five
senses to your picture dictionary
• use some adjectives and adverbs.

32
THIS IS ME

Growing up
Content outcomes Key words
a baby, a toddler, a child, a teenager, an adult, elderly person,
You can: body parts
• name five stages of growing up
• talk about the time you were a baby • This is a baby/a toddler/an adult…
Where were you born?
Where did you live? • I was born in Kuusamo.
What did you like? I lived in Kuusamo.
What was your favourite toy? I liked plums.
• compare my body today with when I My favourite toy was a toy cat.
was a baby.

Language outcomes

You can: Speaking frame:

• match words and pictures about my arms blond.
stages of growing up. my eyes brown.
• draw illustrations (e.g. a comic) my ears black.
comparing yourself as a baby to you When I was a baby my hair was very short.
today my nose were very small.
• ask and answer questions about you my feet short.
as a baby/toddler. my fingers long.
my legs pink.
my toes

33
 ME AS A SCIENTIST

Healthy and unhealthy foods

Content outcomes Key words
napkin, spoon, knife, fork, glass, milk, water, bread, butter,
You can: potato, rice, soup, fruit, vegetables, breakfast, lunch, dinner,
• name things you need when having tomato, cucumber, lettuce, onion, potato, cabbage, carrot,
lunch banana, apple, pear, grape, pepper, salt, basil, dill, parsley,
• classify healthy and unhealthy foods strawberry, blueberry, lingonberry, cranberry, cloudberry,
and practices raspberry
• talk about your favourite food
• group
• vegetables
• berries
• fruits
• compare berries and other fruit with
other objects.

Language outcomes

You can:
• answer the question: Is this healthy? Key phrases
• match and connect healthy/unhealthy • Is this healthy/unhealthy?
foods and practices with pictures This is healthy. This is not healthy.
• identify the written form of foods This is unhealthy (e.g. crisps, junk food, candy bars, sodas)
Yes, it is. No, it’s not.
• write the names of some fruit, Vegetable, fruit, root, herb, berry
vegetables and berries
• compare things. • Too much, too many, too big, bigger than, smaller than

34
ME AS A SCIENTIST

Motion
Content outcomes  Key words
movement, line up, jump, run, walk, stop, sneak, tiptoe, crawl,
You can: skip, instructions, break, balance, catch, climb, play, pass,
• name different ways you can move kick, roll, hop, throw
• follow instructions
Key phrases
• line up 
• Line up!/Line up in pairs! 
• follow directions
• What did you do during break? 
• speak about school rules
Did you climb in the jungle gym?
• explain what you can do during breaks.  Did you run in the field?
Did you kick the ball?
Language outcomes  Did you play tag/football/basketball? 
You can: 
Speaking frame:
• match break time activities to pictures 
• match movements to pictures hit you can hurt
• give and follow oral instructions kick people’s
laugh at feelings.
• read and follow written instructions
You shouldn’t someone because you can cause
• describe what not to do and why. an injury.
push
run inside you can fall.
swear it’s rude.

35
 ME AS A SCIENTIST

Mathematics – Time
Content outcomes Key words
time, minute, hour, o’clock, half past, quarter to/past
You can:
• count the number of minutes in an Key phrases
hour (count to 60) • What time is it? 
• estimate and measure how long It’s ten o’clock. 
certain activities and movements take It’s half past eleven. 
time. It’s quarter to/past one.

Language outcomes 
Speaking frame:
You can:
• match words and pictures about time  at 7:00
ate breakfast/lunch/dinner
• place the picture cards in the order played
at 11:00
you hear them slept
I
• listen and read using pictures/picture walked to school
at 15:30
cards walked home
watched TV
• talk and answer questions about your at 21:00
schedule
• keep a diary of daily activities – the It took me ___ minutes, hours.
time they started and finished.

36
ME AS AN ARTIST

Moving/playing to the rhythm

Content outcomes Key words
movement, dance, play, body rhythms 
You can: 
• create rhythms with your body Key phrases
• create a dance • Move. Stomp your feet. 
• repeat a rhythm. Clap your hands. 
Wave your hands. 
Language outcomes Turn around. 
Jump up, go down. 
You can:  
• follow instructions  • Everybody turn around and clap your hands! Jump up! 
• give instructions
• teach a dance to your school mates.

37
 Checklist for good
pedagogical practices
Grade 1 Grade 2
The learning environment is safe and friendly. □ □

The learning environment is rich and supports learning. □ □

I foster learner autonomy

• by giving learners choices to make □ □
• by teaching learning skills □ □
• by negotiating on decisions about the learning process with learners. □ □

I give learners opportunities for cooperative learning. □ □

I plan my lessons in order to ensure learners speak, write and read more than I do. □ □

I plan my teaching with colleagues. □ □

The intended learning outcomes for language are explicit and visible to my learners. □ □

The oral and/or written language input is extensive. □ □

I am scaffolding language input and output (e.g. shortening sentences, repeating nouns □ □
instead of using pronouns, underlining key phrases, providing speaking and writing frames,
organising vocabulary in categories etc.)
The academic language is visible to learners. □ □

Intended learning outcomes for content are explicit and visible to my learners. □ □

I am scaffolding content (e.g. by using graphic organisers and subheadings, highlighting □ □

the key facts, breaking material into chunks, reducing the number of tasks at one time etc.)
The content is academically challenging. □ □

I reflect on learning with my learners. □ □

I reflect on my teaching. □ □

Notes My moment of success My goals for next period

during the last period

38
Late spring

THIS IS ME

Recycling
Content outcomes Key words
cardboard, paper, mixed waste, plastic, glass, metal,
You can: bio waste, hazardous waste
• place different materials and
hazardous waste in the correct Key phrases
containers • Where does this go?
• advise other people how to recycle It goes in the cardboard bin/in the bio bin/in the blue box/in
• measure/research how much paper the green box.
you/your class used this week.

Language outcomes

You can:
• recognise and name the written tags
on recycle bins
• find information by skimming a text
about recycling
• present your research results.
• speak loudly enough to be heard by
everyone
• look at the class when you speak.

39
 ME AS A SCIENTIST

Plants
Content outcomes Key words
flower, tree, stem, leaf, roots, light, water, oxygen, soil, living,
You can: non-living, pine, birch, spruce, rowan tree, willow
• name the key parts of a plant
• classify and label plants Key phrases
• name the needs of a plant
• What does the plant need?
• identify
It needs light/water/oxygen/soil.
• living objects
• non-living objects • Is a tree living or non-living part of nature? What is the
difference between a tree and a rock?
• group living and non-living objects
• research which trees grow near to Speaking frame:
your home/school yard
• name and describe three plants and
A stone water.
three trees
A flower a living thing because it light.
• justify why a thing is a living or non- is
An elephant a non-living thing needs oxygen.
living thing. A dog soil.

Language outcomes

You can:
• match words and pictures about parts
of a plant and trees
• copy names of trees, e.g. pine, spruce
and birch
• describe the results of your research
on trees
• ask and answer written questions
about plants
• take part actively in pair work.

40
ME AS A SCIENTIST

Mathematics – Shapes and solids

Content outcomes   Key words
square, triangle, rectangle, circle, cube, cone, sphere,
You can:  pyramid 
• name and draw shapes
• recognise the features of shapes
Key phrases
• find shapes and solids around you
• classify shapes and solids
• How many angles/sides does it have?  
• name solids
Why is it a triangle? 
• recognise the features of solids
Because it has three angles and three sides. 
• compare the qualities of shapes and
More than, less than, bigger than, smaller than.
solids.

Language outcomes 

You can: 
• describe the qualities of shapes and
solids
• match words and pictures of shapes
and solids
• compare the qualities of shapes and
solids
• contrast the qualities of shapes and
solids
• compare things.

41
 ME AS A SCIENTIST

Programming
Content outcomes  Key words
go, turn, forward, backwards, right, left, stop, first, second,
You can:  next
• create a sequence of commands
• follow a sequence of commands Key phrases
• identify a sequence of commands. • Go backwards.
Move 2 steps forward.
Language outcomes  Turn left / right.
Stop!
You can: • First, I made it turn right/stop.
• place the picture cards in the order Second, I made it turn left.
you hear them Next…
• follow instructions
• give short directional instructions
• explain what you did to make the
robot/friend/teacher move.

42
ME AS AN ARTIST

Musical instruments
Content outcomes  Key words
guitar, piano, drum, ukulele, claves, triangle, xylophone,
You can:  maracas, rainmaker, sing, listen, be quiet, be loud, clap,
• name the instruments that are used knock, pat, play 
during music lessons 
• recognise the sounds different Key phrases
instruments make  • Can you identify this instrument? What instrument is this?
• follow directions on music lessons • It's a guitar/a piano/a drum
• follow music lesson rules. • Everybody stand up and sing! 
• This sound/music makes me feel happy/sad/calm/excited.
Language outcomes

You can:  
• follow music lesson instructions 
• match pictures of and words for
instruments  
• connect the sound of an instrument to
a picture and/or a word
• tell what feelings sounds/music makes
you feel.

43
 Checklist for good
pedagogical practices
Grade 1 Grade 2
The learning environment is safe and friendly. □ □

The learning environment is rich and supports learning. □ □

I foster learner autonomy

• by giving learners choices to make □ □
• by teaching learning skills □ □
• by negotiating on decisions about the learning process with learners. □ □

I give learners opportunities for cooperative learning. □ □

I plan my lessons in order to ensure learners speak, write and read more than I do. □ □

I plan my teaching with colleagues. □ □

The intended learning outcomes for language are explicit and visible to my learners. □ □

The oral and/or written language input is extensive. □ □

I am scaffolding language input and output (e.g. shortening sentences, repeating nouns □ □
instead of using pronouns, underlining key phrases, providing speaking and writing frames,
organising vocabulary in categories etc.)
The academic language is visible to learners. □ □

Intended learning outcomes for content are explicit and visible to my learners. □ □

I am scaffolding content (e.g. by using graphic organisers and subheadings, highlighting □ □

the key facts, breaking material into chunks, reducing the number of tasks at one time etc.)
The content is academically challenging. □ □

I reflect on learning with my learners. □ □

I reflect on my teaching. □ □

Notes My moment of success My goals for next period

during the last period

44
Grades
3 and 4

45
 Early autumn

THIS IS ME

Me and others
Content outcomes Key words
team spirit, bullying
You can:
• define and list the qualities of a good Key phrases
friend • A good friend is helpful/kind/friendly/fair/nice/brave.
• explain school and classroom rules • Help others
• list and discuss about good manners Raise your hand
• distinguish between good and bad Listen.
manners. Be polite. (please, thank you)
Don’t bully.
Language outcomes Play with everyone.
Be a good friend.
You can: Listen to instructions.
• use adjectives to describe a good
friend
• write a simple text about a good friend
• list and discuss the school and
classroom rules
• correctly copy the classroom rules
and the list of good manners
• create a poster of your top three
classroom rules
• match words and pictures about good
manners.

46
THIS IS ME

My strengths
Content outcomes Key words
strengths, humor, curiosity, self-control, gratitude, creativity,
You can: compassion, love of learning, hope, love, teamwork, grit,
• name different strengths (using visual social intelligence, bravery, zest, kindness, forgiveness,
aids) perspective, judgment, leadership, appreciation, prudence,
• talk about fairness, honesty, spirituality, humility
• your strengths
• your friend’s strengths
Internet resource:
• name three different situations in Huomaa hyvä (video) bit.ly/HB-001
which you use your strengths VIA institute (webpage) bit.ly/HB-002
• name strengths that you want to
develop
• discuss how you can develop new
strengths.

Language outcomes

You can:
• make a well-organised presentation
about your strengths (e.g. a hand of
strengths)
• describe what strength you will build
and how
• take part actively in classroom
discussions and group work (when
speaking to each other).

47
 Speaking frame:

What are your strengths? What are my key strengths?

because I explore new place and I enjoy reading about

My key strength is appreciation of beauty & rockets.
excellence
bravery because I help others. I do favours for others.
curiosity
fairness because I don’t give up. I finish what I start.
forgiveness
My two greatest gratitude because I…
strengths are honesty
hope
humility
humor
because you explore new place and you enjoy reading
judgement
about rockets.
kindness
Your key strength is leadership
because you help others.
love
love of learning
because you do favours for others.
perseverance
perspective
because you don’t give up.
prudence
Your two greatest self-regulation
because you finish what I start.
strengths are social intelligence
because you…

appreciation of beauty & excellence

bravery
curiosity
fairness
telling the truth.
forgiveness
gratitude
by being nice.
honesty
hope
by listening to others.
humility
humour
I would like to practise by thinking positively.
judgement
kindness
by reading stories about my heroes.
leadership
love
by asking adults what they are grateful for.
love of learning
perseverance
by…
perspective
prudence
self-regulation
social intelligence

48
 ME AS A SCIENTIST

Safety in traffic
Content outcomes Key words
pedestrian, pavement, bridge, reflector, helmet, traffic sign,
You can: zebra crossing, crossing, ticket, single fare, return ticket,
• explain traffic rules for pedestrians children’s ticket, bicycle, platform, bus stop, coach, bus
• explain the meaning of five traffic signs driver, passenger, pedestrian, cyclist
• cross the road safely
Key phrases
• use public transport safely
• Go straight on.
• explain how to get from A to B by Turn left/right.
• using public transport On your left there is ____.
• walking. Go down/up the stairs.
Go past the church.
Language outcomes

You can: • Take the bus/bus number X _____.

• use speaking frames to give clear Get off the bus at _____.
directions • Take the tram/metro/train/ferry to _____.
• use gestures to give directions • How do you get to _____?
• role-play buying a ticket / helping a When is the next bus to _____ ?
friend or tourist find their way (e.g. to When does the next metro go to Matinkylä?
the football game) Which bus should I take to _____ ?
Does this bus go to …?
• to memorise phrases to say to use Where do I get off?
when buying a ticket
• Where can I buy a ticket for _____ ?
• explain to a foreign student how to How much does it cost?
cross the road safely.

49
 ME AS A SCIENTIST

Mathematics – Multiplication
Content outcomes Key words
addition, times tables for 1–10, multiplier, multiplicand,
You can: product
• understand the link between addition
and multiplication by
• connecting pictures and
expressions together
• drawing pictures of expressions
• use manipulatives to solve
multiplications
• memorise times tables for 1–10
• name the parts of a multiplication
number sentence
• use multiplication to solve math
problems.

Language outcomes

You can:
• chant/sing/rap the times tables for
1–10
• use mathematical terms correctly.

50
ME AS A SCIENTIST

Mathematics – Division
Content outcomes Key words
divider, dividend, quotient, equal, sharing equally, grouping
You can: for division
• use manipulatives when
• sharing equally
• grouping for division
• connect pictures of division and
division expressions together
• understand the link between division
and multiplication
• name the parts of the division number
sentence
• use division to solve maths problems.

Language outcomes

You can:
• use mathematical terms correctly.

51
 ME AS A SCIENTIST

Mathematics – Numbers 0–1000

Content outcomes Key words
numbers 0–1000, base-10 system, decimal system, place
You can: value, ones/tens/hundreds/thousands
• count from 0 to 1000 (including
backwards)
• regroup the numbers into ones, tens,
hundreds, thousands (place value)
• say the numbers 0–1000 in English
• compare magnitudes
• add and subtract the numbers 0–1000
vertically
• create maths problems.

Language outcomes

You can:
• write and name the numbers 0–1000
• speak clearly and loudly enough that
everyone can hear you
• correctly use expressions
• greater than
• less than.

52
ME AS A SCIENTIST

Seasons and weather

Content outcomes Key words
January, February, March, April, May, June, July, August,
You can: September, October, November, December, temperature,
• place the months in the right order thermometer, thermal insulation
• identify the seasons
• list the characteristics of each season Speaking frame:
in Southern Finland
• explain the difference between the day lasts longer.
seasons
• explain the differences in seasons birds fly south.
between the south and north of
Finland leaves change colour.
winter
• match months and seasons summer
In plants start to grow.
• describe the changes in nature in each spring
season autumn
the sun rises at 9.00 am.
• create and fill in an observation sheet
about changes in the weather the sun sets at 21.00 pm.
• present a weather report.
the days are darker.
Language outcomes

You can:
• summarise an English text in Finnish
• group words and phrases about the
weather
• create your own word and phrase bank
for speaking about weather
• present a weather report
• compare and contrast seasons
• use a model to describe seasonal
changes nature.

53
 ME AS AN ARTIST

The colour wheel

Content outcomes Speaking frames:

You can: Yellow

• draw and colour in a colour wheel Blue is a primary colour.
Red
• name the primary, secondary and
tertiary colours Purple
• mix colours. Orange is a secondary colour.
Green
Language outcomes

You can: Blue-green

Yellow-green
• follow the teacher’s instructions for
Yellow-orange
making a colour wheel. is a tertiary colour.
Red-orange
Red-purple
Blue-purple

blue and yellow.

green
red and yellow.
orange
To make you mix
black
all primary colours together.
purple
red and blue.

green.
blue and
yellow
When you mix you get orange.
red and yellow
blue and red
purple.

54
Checklist for good
pedagogical practices
Grade 1 Grade 2
The learning environment is safe and friendly. □ □

The learning environment is rich and supports learning. □ □

I foster learner autonomy

• by giving learners choices to make □ □
• by teaching learning skills □ □
• by negotiating on decisions about the learning process with learners. □ □

I give learners opportunities for cooperative learning. □ □

I plan my lessons in order to ensure learners speak, write and read more than I do. □ □

I plan my teaching with colleagues. □ □

The intended learning outcomes for language are explicit and visible to my learners. □ □

The oral and/or written language input is extensive. □ □

I am scaffolding language input and output (e.g. shortening sentences, repeating nouns □ □
instead of using pronouns, underlining key phrases, providing speaking and writing frames,
organising vocabulary in categories etc.)
The academic language is visible to learners. □ □

Intended learning outcomes for content are explicit and visible to my learners. □ □

I am scaffolding content (e.g. by using graphic organisers and subheadings, highlighting □ □

the key facts, breaking material into chunks, reducing the number of tasks at one time etc.)
The content is academically challenging. □ □

I reflect on learning with my learners. □ □

I reflect on my teaching. □ □

Notes My moment of success My goals for next period

during the last period

55
 Late autumn

THIS IS ME

Body structure (anatomy)

Content outcomes Key words
torso, hip, waist, side, rib, back, spine, belly button, chest,
You can: arms, legs, head, foot – feet, hand – hands, tooth, teeth
• name body parts
• name body parts that are related to Key phrases
other body parts • Arms are connected to the torso. Shoulders are connected
• name parts of the body that are to the arms. Fingers are related to hands.
directly connected to one another • Heart, brain, lungs, skin. Heart pumps blood.
• name vital organs and explain how • I am 140cm tall. I weight 40kg. My shoe size is 35.
they function
• use the right measurements to
describe:
• height
• weight
• shoe size.

Language outcomes

You can:
• form plurals (both orally and in writing)
• create your own book about the human
body
• create and speak about a graph about
students’ height and shoe size
• present your own
• weight
• height
• shoe size.

56
THIS IS ME

Fire safety
Content outcomes Keywords
fire safety, fire fighter, emergency exit, home hazard
You can:
• explain the nearest way out in case of Speaking frame:
a fire
leave the building.
• identify home hazards keep low when leaving.
In the event of a fire indoors
• explain the steps to take in the event call 112.
In the event of a fire outdoors
of a fire don’t use the lift.
If your clothes catch fire
• describe different ways in which we use emergency exits.
use fire. stop, drop and roll.

Language outcomes

You can:
• follow instructions in the event of a fire
• create your own phrase and word bank
for calling 112
• role-play a possible dialogue of calling
112
• create a poster on fire safety.

57
 THIS IS ME

First aid
Content outcomes Key words
emergency services, ambulance, fire brigade, choking,
You can: emergency call, first aid skills, minor burns, severe burns,
• explain how to act in dangerous situations bandage, cool pack, bleeding, blood, consciousness,
• explain how to give first aid in the following coughing, crying, headache, disinfection, seek medical
situations advice, stay calm, call 112 for emergency help, treatment,
• cuts warming blanket, casualties
• choking
• falls Speaking frame:
• fire
remain calm.
• explain why first aid actions can save lives.
call 112.
Language outcomes

You can: give first aid if needed.

• give instructions on how to act in a
search for help.
dangerous situation In the event of an
• role-play emergency situations emergency (fire, cuts,
make sure everyone is safe.
• fire falls, choking…)
• cuts give directions to firemen/
• falls ambulance/police.
• choking make sure everyone is safe.
• calling 112 (see fire safety).
give directions to firemen/
ambulance/police.

58
ME AS A SCIENTIST

Finland / Nordic and Baltic countries

Content outcomes Key words
coat of arms, Lapland, Ostrobothnia, map, points of the
You can: compass, directions, countryside, city, town, capital, lake,
• run your finger along the border of Finland forest
on a map
• list the five biggest cities in Finland and Key phrases
show them on the map
• use pictures to analyse differences • There are trees/fields/forest/seas in the countryside.
between the countryside and the city • There is a lot of space in the countryside.
• name the points the compass • There are many buildings/lights/cars in the city.
• name and locate on a map Finland’s
neighbouring countries • Finland’s neighbouring countries are Sweden, Norway,
• name and locate on a map: Russia, Estonia, Baltic Sea, Gulf of Bothnia, Gulf of
• the Nordic countries Finland
• the Baltic countries
• the Gulf of Bothnia • Latvia, Lithuania, Denmark, Iceland.
• the Gulf of Finland
• the Baltic Sea
• on a map Speaking frame:
• list the capital cities of the Nordic and
Good morning class. I am going to be speaking about
Baltic countries and locate them on a map
Iceland.
• describe the following about the Nordic
and Baltic countries: Iceland is a Nordic country. It is an island in the Atlantic
• name Ocean.
• flag
• population Iceland is a republic. Its capital is Reykjavík. Its flag is
• type of government blue, red and white.
• size
• languages Its population is 360,390. It is a small island.
• industries
• a cultural feature. In Iceland, they speak Icelandic. The main industries are
fishing and tourism.
Language outcomes
Iceland is famous for its sweaters and the singer Björk.
You can:
• give a 1–2-minute presentation on Finland
• give a 1–2-minute presentation on a
Nordic or Baltic country.
• ask and answer questions about your
presentation
• speak clearly and loudly enough that
everyone can hear you
• look at the class when you speak
• summarise and/or paraphrase short
information texts.

59
 ME AS A SCIENTIST

Technology, electricity and safety

Content outcomes Key words
electric shock, fire, burns
You can:
• name five home appliances that use Speaking frame:
electricity
A washing machine
• determine which electrical appliances
A microwave
are used the most in your home boiling.
A stove
• suggest ways of saving electricity moving.
An oven
heating.
• explain what electricity can produce A sauna heater
needs electricity for warming.
(light, heat and movement) A toaster
washing.
• name three dangers related to A dishwasher
lighting.
electricity. A vacuum cleaner
drying.
A kettle
Language outcomes A dryer

You can:
• create:
• a poster warning children about the
dangers of electricity
• a poster of how to save electricity
• an advertisement for a home
appliance
• a price list for five appliances
• match home appliances and action
verbs.

60
ME AS A SCIENTIST

Changes in animal behaviour

Content outcomes Key words
dormancy, hibernation, migration, fur changes colour,
You can: adaptation
• describe the changes in animal
behaviour during each season. Speaking frame:

Language outcomes squirrels storage food.

You can: birds fly south/migrate.

winter
• discuss the changes in animal summer
behaviour In bears hibernate.
spring
• read a longer text about animal autumn
birds build nests.
behaviour during different season and
summarise (paraphrase) in Finnish
animals mate.
what it says
• create your own word and phrase bank
for speaking about animal behaviour Writing frame:
during different seasons
• use a model to describe seasonal A year in a bear’s life
changes in animal behaviour.
In spring, baby bears are born. In summer, bears eat lots
of food. In autumn, bears eat more, and build a den. In
winter, they sleep (hibernate).

61
 Checklist for good
pedagogical practices
Grade 1 Grade 2
The learning environment is safe and friendly. □ □

The learning environment is rich and supports learning. □ □

I foster learner autonomy

• by giving learners choices to make □ □
• by teaching learning skills □ □
• by negotiating on decisions about the learning process with learners. □ □

I give learners opportunities for cooperative learning. □ □

I plan my lessons in order to ensure learners speak, write and read more than I do. □ □

I plan my teaching with colleagues. □ □

The intended learning outcomes for language are explicit and visible to my learners. □ □

The oral and/or written language input is extensive. □ □

I am scaffolding language input and output (e.g. shortening sentences, repeating nouns □ □
instead of using pronouns, underlining key phrases, providing speaking and writing frames,
organising vocabulary in categories etc.)
The academic language is visible to learners. □ □

Intended learning outcomes for content are explicit and visible to my learners. □ □

I am scaffolding content (e.g. by using graphic organisers and subheadings, highlighting □ □

the key facts, breaking material into chunks, reducing the number of tasks at one time etc.)
The content is academically challenging. □ □

I reflect on learning with my learners. □ □

I reflect on my teaching. □ □

Notes My moment of success My goals for next period

during the last period

62
Early spring

THIS IS ME

Recycling and ecological choices

Content outcomes Keywords
glass, plastic, mixed waste, bio-waste, paper, cardboard,
You can: metal, hazardous waste, second hand, public transportation,
• research recycling in your family and rethink, reduce, re-use, recycle, refuse, flea market, recycled
in your classroom evaluate the results materials (into craft), zero waste ideology
of your research
• create a graph summarising your Key phrases
group’s findings • Create a poster.
• describe environment-friendly choices • Do a graph.
you can make every day:
• clothing • Turn off lights.
• food Put a banana peel into the bio-waste container.
• transportation Put paper into the paper waste container.
• energy use.

Language outcomes • Save energy.

Think before you buy.
You can: Save money.
• read texts about recycling and Borrow – don’t buy.
paraphrase (in your own words) what
you have read
• summarise texts about recycling
• give instructions for recycling in
written and/or oral form
• create a poster about environment-
friendly choices
• explain your choices in a group
• take part actively in classroom
discussions and group work (when
speaking to each other).

63
 THIS IS ME

Healthy lifestyle
Content outcomes Key words
sleep, rest, exercise, healthy food, mental health,
You can: mindfulness, breakfast, lunch, dinner, snack, sickness, ill,
• describe a healthy diet positive attitude, fever, cold, headache
• list three elements of a healthy
lifestyle Key phrases
• compare your habits with • The food pyramid tells how to eat.
recommendations • I should sleep more.
• distinguish bad habits from good • I should play Nintendo less.
habits
• name few symptoms of common • How do you feel?
illnesses describe how you feel I have a headache/sore throat…
• understand and follow instructions I hurt my arm/head/feet/hand…
given by the people close to you I feel sad/scared/nervous/anxious…
I think I have a fever.
• list five good and five bad habits.
You should call your mum/dad/parents…
Language outcomes
You should lie down.
You can: You should see the school nurse.
• do a presentation about healthy You’re warm, do you feel ill?
lifestyle (e.g. a poster, a video)
• compare your habits with
recommendations
• describe how you feel.

64
ME AS AN ARTIST

Songs in English and moving to the

rhythm
Content outcomes Key words
rhythm, voice, noise, sound, beat, lyrics, melody, verse,
You can:  chorus, body parts, loud, soft, silence, quiet, high, low, pitch,
• create rhythms using your body whisper, clap, snap, stomp, tap, hum, number of beats in a
• repeat a rhythm music measure
• create your own rhythm and
Key phrases
• perform it
• teach it to other students • Clap your hands.
• follow the lyrics and the melody of a • Snap your fingers.
song. • Stomp your feet.
• Hum the melody.
Language outcomes
• Tap your head.
You can:  
• follow instructions 
• give commands (use the imperative)
to teach your own rhythm to another
student
• sing songs in English
• guess meaning from context.

65
 Checklist for good
pedagogical practices
Grade 1 Grade 2
The learning environment is safe and friendly. □ □

The learning environment is rich and supports learning. □ □

I foster learner autonomy

• by giving learners choices to make □ □
• by teaching learning skills □ □
• by negotiating on decisions about the learning process with learners. □ □

I give learners opportunities for cooperative learning. □ □

I plan my lessons in order to ensure learners speak, write and read more than I do. □ □

I plan my teaching with colleagues. □ □

The intended learning outcomes for language are explicit and visible to my learners. □ □

The oral and/or written language input is extensive. □ □

I am scaffolding language input and output (e.g. shortening sentences, repeating nouns □ □
instead of using pronouns, underlining key phrases, providing speaking and writing frames,
organising vocabulary in categories etc.)
The academic language is visible to learners. □ □

Intended learning outcomes for content are explicit and visible to my learners. □ □

I am scaffolding content (e.g. by using graphic organisers and subheadings, highlighting □ □

the key facts, breaking material into chunks, reducing the number of tasks at one time etc.)
The content is academically challenging. □ □

I reflect on learning with my learners. □ □

I reflect on my teaching. □ □

Notes My moment of success My goals for next period

during the last period

66
Late spring

ME AS A SCIENTIST

Water cycle and states of matter

Content outcomes Key words
precipitation, wind, transpiration, evaporation, condensation,
You can: groundwater, runoff, river, sun, stream, lake, solid, liquid, gas,
• plan and do experiments with water freeze, evaporate, water, ice, steam
• draw conclusions from the experiment
• describe the water cycle in the correct
the correct order
• follow and understand weather
forecasts in different media
• read a weather chart
• compare and contrast two weather
forecasts in two different cities.

Language outcomes

You can:
• combine new terminology with written
descriptions of the words
• visualise words and concepts
• use a model to describe changes in
states of matter
• follow and understand weather
forecasts in different media (reading
and listening)
• brainstorm language that might be
needed for a task
• summarise (paraphrase) short
information texts
• skim texts for unfamiliar words and
look them up.

67
 ME AS A SCIENTIST

Photosynthesis
Content outcomes Key words
plants, leaves, sunlight, carbon dioxide, oxygen,
You can:
• name the parts of a plant and their Key phrases
role in photosynthesis • Roots absorb water.
• do a research on a growing plant. The plant absorbs sunlight.
The plant breathes in carbon dioxide and breathes out
Language outcomes oxygen.
The chlorophyll in the leaves turns into glucose in the
You can: photosynthesis.
• visualise words and concepts by using
a graphic organiser (e.g. cause-effect
diagram, cycle diagram)
• record observations in your research
accurately.

68
ME AS A SCIENTIST

Living and non-living things

Content outcomes Key words
breathe, move, grow, reproduce, warm, cold
You can:
• explain what distinguishes living things Speaking frame:
from non-living things
it breaths.
• classify things into non-living and living
A dog is a living it moves.
things. because
thing it grows.
it reproduces.
Language outcomes

You can: it doesn’t breathe.

• explain how to identify a living or a A stone is a it doesn’t move.
because
non-living thing non-living thing it doesn’t grow.
it doesn’t reproduce.
• describe living and non-living things
• fill in the blanks in a text.

69
 ME AS AN ARTIST

Volume, meter, tempo and pitch

Content outcomes Key words
volume, meter, tempo, pitch, song, high, low, loudness, rhythm,
You can: speed
• explain what these concepts mean
• identify different variations of volume, Definitions:
meter, tempo and pitch Volume = the loudness of the sound
Meter = rhythmic pattern of the music
• recognise changes in volume, meter,
Tempo = the speed of the music
tempo and pitch.
Pitch = how high/low the sound is
Language outcomes Key phrases
You can: • This song has a fast/slow tempo.
• use a variety of adjectives to compare This song is faster/slower than the first one.
and describe different variations of The meter of this song is 4/4.
volume, meter and tempo.

70
ME AS AN ARTIST

Planning in arts and crafts

Content outcomes Key words
fabrics, hard/soft materials, equipment like brushes, paints,
You can: markers, cardboard, paper
• name and identify different pieces of
equipment and materials used in Speaking frames:
• arts lessons
• crafts lessons I chose
leather it is durable material.
I wanted
• understand how to use different cardboard because it looks good.
to use
equipment and materials watercolours I like how it feels.
I like
• plan what materials to use.

Language outcomes

You can: how I planned my work.

• explain your material and equipment how the work turned out.
choices happy how I concentrated during the
• write a description of your work I’m content with process.
process that someone can easily follow disappointed how I worked with my group/
• reflect on your own learning. pair.
how I was patient with my work.

71
 Checklist for good
pedagogical practices
Grade 1 Grade 2
The learning environment is safe and friendly. □ □

The learning environment is rich and supports learning. □ □

I foster learner autonomy

• by giving learners choices to make □ □
• by teaching learning skills □ □
• by negotiating on decisions about the learning process with learners. □ □

I give learners opportunities for cooperative learning. □ □

I plan my lessons in order to ensure learners speak, write and read more than I do. □ □

I plan my teaching with colleagues. □ □

The intended learning outcomes for language are explicit and visible to my learners. □ □

The oral and/or written language input is extensive. □ □

I am scaffolding language input and output (e.g. shortening sentences, repeating nouns □ □
instead of using pronouns, underlining key phrases, providing speaking and writing frames,
organising vocabulary in categories etc.)
The academic language is visible to learners. □ □

Intended learning outcomes for content are explicit and visible to my learners. □ □

I am scaffolding content (e.g. by using graphic organisers and subheadings, highlighting □ □

the key facts, breaking material into chunks, reducing the number of tasks at one time etc.)
The content is academically challenging. □ □

I reflect on learning with my learners. □ □

I reflect on my teaching. □ □

Notes My moment of success My goals for next period

during the last period

72
Grades
5 and 6

73
 Early autumn

THIS IS ME

Strengths and values

Content outcomes Key phrases
• Please.
You can:
Thank you.
• communicate respectfully with others May I…?
• identify the differences between polite
and impolite • I am socially competent. I can go and ask for directions
• discussion when I’m lost.
• behaviour
• describe different strengths and I am always honest. I would suit well for school council.
situations where you can use these
• explain five values and choose which of Speaking frame:
those are important to you Appreciation
• prioritise your top three values. of beauty &
Excellence
Language outcomes Bravery
that you are
Curiosity
You can: not afraid.
Fairness
• give clear explanations using examples Forgiveness
that you tell
• find words and phrases to comfort Gratitude
the truth.
your friend when they are feeling bad/ Honesty
means
sad Hope
you are
Humility as a
• talk about your own values and is when interested
Humor strength
attitudes in life in studying
Judgement
• help others to find the needed word appears something
Kindness
or phrase if someone else is having new.
Leadership
difficulty finding words Love
you like to
• disagree and negotiate politely Love of learning
make people
• increase positive self-talk. Perseverance
laugh.
Perspective
Prudence
Self-regulation
Social intelligence

Internet resource:
List of values (webpage) bit.ly/HB-003

Key phrases
• Are you OK?
Can I help you?
Is there anything I can do for you?
The most important value for me is my family.
I don’t eat meat because I respect animals.

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THIS IS ME

Me as a learner, learning strategies

Content outcomes Key words
visual, auditory, physical, social
You can:
• list ways to learn/learning strategies Adjectives Adverbs (Phrasal) Verbs
• name two ways you learn the best
tired of well study for an exam
• make a plan for improving your own anxious about badly worry about something
learning excited about fast talk about something
• seek pleasure from learning. interested in slow discuss something
fascinated by thoroughly work out
Language outcomes nervous about precisely think up
critical of/about accurately figure out
You can: clearly
• describe how you learn the best actively
• explain why some learning strategies
work better for you than others
Internet resource:
• use the following adjectives to make Learning strategies (webpage)
comparisons bit.ly/HB-004
• use the following adverbs correctly
• use the following phrasal verbs Key phrases
correctly • The way I learn best is by listening and writing notes.
• demonstrate the use of some (3–5) • The way I learn best is by doing experiments on the subject.
language learning strategies I learn mathematics better if I use manipulatives.
• explore your beliefs about language I remember things better when I see them.
learning. • I don’t disturb others by making noise even if it doesn’t
affect my learning.

75
 ME AS A SCIENTIST

Energy
Content outcomes Key words
heat, light, sound, energy budget, albedo, reflection,
You can: absorption, radiation, unequal heating, forms of energy,
• name and give examples of different kinetic energy, sound energy, light energy, heat energy,
forms of energy potential
• explain the main ways energy can be
transformed. Internet resource:
Energy and its types (webpage) bit.ly/HB-005
Language outcomes Global Energy Budget (webpage) bit.ly/HB-006

You can: Key phrases

• speak about the energy cycle chart • Energy does not disappear. It just changes its form.
• use scientific language to speak about • Energy is present everywhere.
energy
• visualise words and concepts (e.g. by Speaking frame:
using a graphic organiser)
Kinetic the energy of movement.
• use a model to describe different
forms of energy Sound a form of energy we can hear.
• read a long English text about energy
• paraphrase and/or summarise a text. Light energy is a form of energy we can see.

Heat released when something is burnt.

Potential stored energy.

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ME AS A SCIENTIST

European countries and cultures

Content outcomes Key words
the map of Europe, the European Union, seas, capital cities,
You can: population, languages, republic and monarchy, borders,
• locate Europe on a world map or a coastline, mountain range systems, vegetation, climate and
globe weather, country, flags
• name 15 countries in Europe
• identify at least 15 European flags
• research key features of European
countries:
• population
• flags
• size
• compare the key features of different
European countries.

Language outcomes

You can:
• ask questions about the presentations
• answer questions about the
presentations
• read a long English text about a
country and summarise it
• read selectively
• create a well-organised presentation
(speech, video, poster) on your chosen
country
• self-record your presentation and then
evaluate that recording.

77
 ME AS A SCIENTIST

Continents and oceans

Content outcomes Key words
Asia, Europe, South America, North America, Australia,
You can: Antarctica, Africa, South Pole, North Pole, Arctic Ocean,
• identify the borders of continents Pacific Ocean, Atlantic Ocean, Indian Ocean, Southern Ocean
• name and place the seven continents
and the five oceans on a map Key phrases
• identify the oceans and continents on • South America is bigger than Australia.
a map Europe is smaller than Asia
• compare the sizes of continents. • If I am in the middle of the Atlantic Ocean which way would
I go to get to Iceland?
Language outcomes • The continents from biggest to smallest are: Asia, Africa,
North America, South America, Antarctica, Europe, and
You can: Australia
• give instructions where to go by using • Penguins live in Antarctica.
points of a compass
• Africa has the most countries of all the continents
• say something about every continent
• read a short text about a continent
• skim texts for key ideas
• guess meaning from context.

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ME AS A SCIENTIST

Mathematics – Revision of
multiplication and division
Content outcomes Key words
multiplicand and multiplier (together called factors), product,
You can: dividend and divisor, quotient
• name the parts of
• a multiplication number sentence Key phrases
• a division number sentence • There are 24 people. How many tents are needed if one
• ask and answer problems using tent can fit four people?
multiplication The unknown is the amount of tents.
• ask and answer problems using
division • 24/4 = x → x = 6
• identify the unknown in a calculation
The amount of people is divided by the amount of people
• explain how to solve equations.
one tent can fit. This way we can solve how many tents are
needed and the answer is 6.
Language outcomes

You can:
• explain the terminology in
multiplication and division (using your
L1 if needed)
• explain how to solve the equations
and use correct terminology and word
order
• create your own word problems for
others to solve
• ask and answer questions about your
word problems.

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 ME AS AN ARTIST

Experimental arts and crafts

Content outcomes Key words
colours, patterns, textures, materials, shapes, styles,
You can: blueprints, hard materials, different types of wood/metals/
• name different plastic, soft materials, fabrics/string/cotton, art materials,
• colours brushes, colours, papers/canvases, markers, feedback
• patterns
• textures Key phrases
• materials • I made these blueprints for a pair of shorts I want to make.
• shapes I will make these shorts out of denim because it is a very
• styles durable and fashionable material.
• produce arts and crafts by using a
variety of different materials • I really like your shorts. I would have added more pockets,
• plan your own designs but they look very fashionable.
• choose the suitable materials for your I painted this picture with acrylic paint on a cotton canvas.
designs What materials did you use in your mother’s day card?
• give helpful feedback to your peers.
Speaking frame:
Language outcomes

You can: suitable.

cotton because it
fashionable.
• present your own product to velvet is/they are
durable.
classmates denim
• ask questions about your friends’ wood
I used
products metal
• use the correct word order in watercolours
questions and answers pencils try a new method.
because I
coal learn how to use it.
• write a description of you work wanted to
know how it reacts.
process that someone can easily
follow
• reflect on your learning process
• disagree and negotiate politely.

80
Checklist for good
pedagogical practices
Grade 1 Grade 2
The learning environment is safe and friendly. □ □

The learning environment is rich and supports learning. □ □

I foster learner autonomy

• by giving learners choices to make □ □
• by teaching learning skills □ □
• by negotiating on decisions about the learning process with learners. □ □

I give learners opportunities for cooperative learning. □ □

I plan my lessons in order to ensure learners speak, write and read more than I do. □ □

I plan my teaching with colleagues. □ □

The intended learning outcomes for language are explicit and visible to my learners. □ □

The oral and/or written language input is extensive. □ □

I am scaffolding language input and output (e.g. shortening sentences, repeating nouns □ □
instead of using pronouns, underlining key phrases, providing speaking and writing frames,
organising vocabulary in categories etc.)
The academic language is visible to learners. □ □

Intended learning outcomes for content are explicit and visible to my learners. □ □

I am scaffolding content (e.g. by using graphic organisers and subheadings, highlighting □ □

the key facts, breaking material into chunks, reducing the number of tasks at one time etc.)
The content is academically challenging. □ □

I reflect on learning with my learners. □ □

I reflect on my teaching. □ □

Notes My moment of success My goals for next period

during the last period

81
 Late autumn

THIS IS ME

Diversity and equality

Content outcomes Key words
equality, equal rights, fair, treatment
You can:
• examine the terminology of equality Key phrases
• assess the importance of equality • Equality is
• explain what makes people • understanding that everyone is different but that we are
• the same all people
• different. • knowing that everyone has the right to be treated fairly
• treating others with respect.
Language outcomes
• Similarities: all people have needs/likes/feelings/thoughts
You can: Differences: hair colour, eye colour, what we like, our
• define the basic terminology of personalities, where we live, skin colour…
equality
• have a discussion about equality • Is everybody equal?
• express your opinion on equality Why is equality important
• to you?
• make a mind map about equality
• to your relatives?
• write down an essay on your thoughts • to foreigners?
about equality.
Give examples of everyday situations:
• at school
• home
• in your freetime where you can identify equal rights.

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THIS IS ME

Being a member of society

Content outcomes Key words
election, represent, candidate, stand for election, belong,
You can: to a political party, policies, citizen, vote, number of votes,
• examine the terminology of majority, involvement, council, issues, rule by the people
democracy
• describe the importance of democracy Key phrases
• understand democracy • What do you know about democracy?
• understand why and how people can It is a political system.
take part.
demos + kratos = people + rule / strength
Language outcomes
What do you think democracy means?
You can: Do we get to decide on the rules?
• identify and contrast the core
terminology of democracy
• have a discussion about democracy
based on a text or a video
• express your opinion on democracy
• use relevant phrasal verbs correctly.

83
 ME AS A SCIENTIST

Light and dark

Content outcomes Key words
light, dark, night, the Sun, sea, the Moon, light source, visible,
You can: illuminate
• identify a range of light sources
• explain what causes darkness Key phrases
• explain what you need light for • What is light?
Can you name something that gives out light?
• imagine and describe a world without
How does light help us to see?
light
What is dark?
• explain how sunlight affects the Moon. Can we see in the dark?
How do we see things?
Language outcomes How are shadows made?
Why do we need light?
You can:
• name numerous light sources
• discuss the importance of light
• read a text several times for different
purposes
• explain the importance of light for life
on earth
• create a graphic organiser to explain
key points.

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ME AS A SCIENTIST

Sound
Content outcomes Key words
sound, volume, amplitude, loud, quiet, wave, travel, particles,
You can: ear, high, low, pitch, energy, distance, vibrate/vibration,
• explain how sounds are made sound proof, music, instruments, noise, note, pinna, hammer,
• explain how sound travels from a anvil, nerve, cochlea, eardrum,
sound source to our ears
• understand how the ear functions Key phrases
• explain how vibrations change when a • Traffic sound is called noise.
sound gets louder Sounds from instruments are called music.
I like/don’t like the sound of _____ because ____.
• explain the link between loud and quiet
sounds and the size of the vibrations.
• The sound source vibrates. The vibrations pass from
the sound source to particles in the air around it. The
Language outcomes
vibrations pass from particle to particle. The vibrations
You can: enter the ear. The vibrations are changed to electrical
• describe and compare different types signals and sent to the brain.
of sound
Speaking frame:
• describe sound sources
• express your opinion on different big loud
sounds small quiet
When the vibrations are the sound is
• seek out associations between hard to fast high
remember words and familiar words slow low
• read a text several times for different
purposes
• use a monolingual dictionary Learning activity idea: The link between loud and quiet
sound can be tested with instruments like guitar or bass for
• look up words you do not understand.
example.

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 ME AS A SCIENTIST

Space
Content outcomes Key words
meteorites, galaxy, satellite, comet, falling comet, the Sun,
You can: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus,
• explain what you see when you look to Neptune, astronaut, planet, rocket, asteroids, the Solar
the sky when it is System, the Milky Way, star, the planets, the sky
• light
• dark Key phrases
• name and describe features of the • Why can people live on earth?
planets in our solar system What can’t people live on the sun, Jupiter etc.?
• put the planets in our solar system in
order • Who was the planet discovered by?
• explain the difference between a When was it discovered?
planet and a star Who was the planet named after?
The temperature / colour of the planet is _____.
• explain why people live on Earth and
The planet is made of ______.
not on the moon
The planet has _____ moons / days in a year
• compare Earth with other planets in Interesting fact about the planet is ____.
the solar system
• create your own planet. Writing frame:

Language outcomes _____ , my favourite planet

You can: __________ is the ____________ planet from the sun.

• match pictures and words about what
we see in the sky   It is _________________ than the earth.
• recognise and explain the difference
between a and the The planet’s temperature is very low/similar to Earth/very
• fill in a graphic organiser showing high.
similarities and differences between
planets This planet has ______ moons.
• prepare and present a poster on your Place a picture here!
chosen planet.
• describe your own planet using
scientific language
• write a text with an introduction, a
middle and an end.

86
ME AS A SCIENTIST

Mathematics – Scale, expanding and

downsizing
Content outcomes Key words
double, triple, quadruple, scale factor, enlarge, downsize,
You can: proportions, similar, length, width, area, same as, different,
• calculate the area of enlarged shapes enlarged/downsized, length/width/volume
• calculate the perimeter of enlarged
shapes Key phrases
• explain how to enlarge an object • The enlarged image is similar to the original. All the
edge lengths are multiplied by the same amount. The
• name the terms in scale calculation
corresponding angles are the same. The corresponding
• solve problems involving shapes lengths are proportional.
where the scale factor is known or can
be found.
• Mrs Jones decides she wants a larger lawn. She decides
to enlarge it by a scale factor of three. How much fencing
Language outcomes
does she now need? Show how you are working it out.
You can: What is the area of this shape if it is enlarged by a scale
• name the terms in scale calculation factor of three?
• explain how you worked out your
answer.

87
 ME AS A SCIENTIST

Mathematics – Converting scale

calculation into map interpretation
and calculating distances
Content outcomes Key words
scale drawing, actual measures, on a scale of 1:20 (one to
You can: twenty), scaled measurements, scale ratio, going across,
• read a map going up, horizontal, vertical, grid, map skills, compass
• understand the concept of points, contours, direction, distance, east/west/south/north,
• a scale drawing four-figure, symbols, map scale, architect, cartographer,
• actual measures builder, plumber, electrician, interior designer
• understand the link between scale
Key phrases
drawing and actual measures
• One unit on the map corresponds to x units in…
• interpret scale drawings into actual
measures
• Enlarge/reduce the picture,
• interpret actual measures into scale
drawings • Describe the scale of the pictures.
• name occupations that use scale • This picture is an enlargement on a scale of one to fifty.
drawings
• calculate the distance between
locations by using map scale.

Language outcomes

You can:
• use scaled measurements and explain
it
• explain how you worked out the scale
in a problem-based task
• explain how you read and interpret a
map
• explain where you need scale drawing
• use prepositions correctly.

88
ME AS AN ARTIST

Art in different countries and

cultures
Content outcomes Key words
China, Japan, Ancient Rome, Ancient Greece, Egypt,
You can: Mesopotamia, India, religious art, renaissance, dadaism,
• name different countries and cultures cubism, impressionism, expressionism, surrealism
that have influenced today’s art
• put different eras and their art in a Exercise example:
chronological order 1. Compare how the following things have been depicted in art
• describe the main features of different in different eras. Fill in the chart.
types of art Country People Animals Nature
• describe how art has changed over China
time
Ancient Rome
• give examples of modern art
• compare how Egypt
• different objects have been
2. Describe art in different eras.
depicted in art in different eras
Speaking/writing frame:
• people have been depicted in art in
different eras.
angry
Language outcomes friendly
gentle
You can: big
China depicted
the people small
• speak and write about art in different In
Ancient
the animals were
represented
as fat
eras using adjectives, phrases and Rome illustrated
the nature thin
other new words from your personal Egypt shown
strong
word and phrase bank unbeatable
• explore websites in L2 beautiful
graceful
• write a short text where you compare
and contrast art in different countries
and cultures.

89
 Checklist for good
pedagogical practices
Grade 1 Grade 2
The learning environment is safe and friendly. □ □

The learning environment is rich and supports learning. □ □

I foster learner autonomy

• by giving learners choices to make □ □
• by teaching learning skills □ □
• by negotiating on decisions about the learning process with learners. □ □

I give learners opportunities for cooperative learning. □ □

I plan my lessons in order to ensure learners speak, write and read more than I do. □ □

I plan my teaching with colleagues. □ □

The intended learning outcomes for language are explicit and visible to my learners. □ □

The oral and/or written language input is extensive. □ □

I am scaffolding language input and output (e.g. shortening sentences, repeating nouns □ □
instead of using pronouns, underlining key phrases, providing speaking and writing frames,
organising vocabulary in categories etc.)
The academic language is visible to learners. □ □

Intended learning outcomes for content are explicit and visible to my learners. □ □

I am scaffolding content (e.g. by using graphic organisers and subheadings, highlighting □ □

the key facts, breaking material into chunks, reducing the number of tasks at one time etc.)
The content is academically challenging. □ □

I reflect on learning with my learners. □ □

I reflect on my teaching. □ □

Notes My moment of success My goals for next period

during the last period

90
Early spring

THIS IS ME

Organs
Content outcomes Key words
heart, brain, lungs, liver, kidneys, stomach, skeleton,
You can: intestines, arteries and veins
• name the vital internal organs in
human body Speaking/writing frame:
• name the main organs of the heart pumps blood.
reproductive system stomach digests food.
• explain kidneys filter waste.
My
• what different organs do liver cleans my blood.
• where they are in human body. lungs breathe.
small intestines absorb nutrients.
Language outcomes

You can:
• skim texts for key ideas
• skim text for words you don’t know
and look them up
• visualise words and concepts
• brainstorm language that might be
needed for a task
• write about your body using scientific
language.

91
 THIS IS ME

Life cycle and reproduction

Content outcomes Key words
foetus, baby, toddler, childhood, youth, adolescence,
You can: adulthood, old age, penis, vulva, testicles, ovaries, semen
• identify different phases of human life
• explain how mammals reproduce. Internet resource:
Human Life Cycle | Stages of Human Life Cycle (video)
Language outcomes bit.ly/HB-007

You can: Speaking frame:

• explain what happens during each
cry and eat a lot
phase of human life
baby learn how to walk and talk
• talk and write about your own or your toddler go to school
family members’ life phases When you child graduate
you
• use the correct form of the past tense are a teenager go to work
when speaking and writing about the adult get married
past. senior take care of your
grandchildren

• When I was a baby, we lived in _________.

As a toddler, I fell from my bed.
My great grandmother lived in Germany her whole life. She
died last year.

92
THIS IS ME

Healthy lifestyle
Content outcomes Key words
mental health, emotions, feelings, drugs, legal, illegal, anger,
You can: anxiety and panic attacks, depression, eating problems
• explain what mental health means
• recognise different emotions and Key phrases
feelings • Mental health is a person’s condition with regard to their
• identify your own feelings and psychological and emotional well-being.
reactions in different situations • Mental health problems can affect how a person feels,
• describe different mental health thinks and behaves.
problems • Legal drugs are prescribed drugs, medicine, caffeine,
• name those who can help you if you cigarettes, and alcohol, for example.
don’t feel well • Illegal drugs are cannabis, heroin, cocaine, LSD and magic
• physically mushrooms, for example.
• mentally • While cocaine can make you feel confident and wide-awake,
• identify different drugs. it can also give you a heart attack. Selling or possessing
illegal drugs is a crime.
Language outcomes

You can: Speaking/writing frames:

• describe how you feel
Reading for the exam
• describe different ways of regulating anxious.
Bullying
your own emotions bad.
Playing with my friends
• do a presentation about mental health angry.
Spending time with my family
(e.g. a poster) upset.
Playing (add a hobby)
nervous.
• role-play a visit to the school nurse/the Winning
make(s) happy.
school doctor/a talk with peers about Losing
me feel scared.
mental health Arguing
excited.
• describe how different drugs affect Fighting
worried.
your body and mind Reading a book
frustrated.
Dancing
• explain the risks of drug use proud.
Laughing
• use phrasal verbs correctly. good.
Sports

93
 breathe slowly
anxious.
calm down
bad.
talk about it with someone
angry.
take medication
upset.
focus on the positive
nervous.
I can try to ask for help when I feel
happy.
exercise
scared.
take time for yourself
too excited.
sleep well
worried.
go take a walk outside
frustrated.
eat well

a happy and calm feeling.

sleepy and relaxed.

hallucinate.

very talkative and giggly.

really confident and wide awake.

can give you a life threatening disease.

Cigarettes an infection.
Heroin
Cocaine can give you addicted.
Cannabis can make you
Alcohol can cause an overdose that can lead to death.
Using dirty needles
cancer.

breathing problems.

death.

anxiety, depression and mental illness.

heart attack.

damage your body.

financial problems.

94
ME AS A SCIENTIST

Mathematics – Coordinates
and map coordinates
Content outcomes Key words
coordinate system, coordinate point, x-axis, y-axis, origin,
You can: horizontal, vertical, the line of latitude, the line of longitude,
• identify elevation, geographic coordinate system, equator, degrees,
• an x-axis minutes, seconds, Prime Meridian
• a y-axis
• an origin (0,0) Key phrases
• find and place a coordinate point in a • How do you find coordinate point (2,3)?
coordinate system The first number is always the x-axis coordinate. The
• draw different geometrical paths and second number is the y-axis coordinate. Therefore the
shapes in a coordinate system using point can be found where a line drawn at x-axis=2 and one
coordinate points at y-axis=3 meet.
• find a location from four-figure
coordinates
• give four-figure coordinates for a
location
• read a map and find geographic
coordinates in it.

Language outcomes

You can:
• explain how to find a point in a
coordinate system
• write a description of finding a point in
a coordinate system.

95
 ME AS A SCIENTIST

Mathematics – Connection between

fractions and decimals and
percentages
Content outcomes Key words
percentages, fractions, decimals, tenths, hundredths
You can:
• understand the connection between Key phrases
percentage and fractions/decimals • 5%=0,05=5/100 → 5 percent equals zero and five
• convert fractions and decimals into hundredths equals five hundredths
percentages and vice versa.
• 75%=0,75=75/100=3/4 → 75 percent equals zero and
Language outcomes seventy-five hundredths equals seventy-five hundredths
You can: equals three quarters
• read an equation using accurate
mathematical language.

96
ME AS AN ARTIST

Different styles and genres of music

Content outcomes Key words
styles of music, era, kids’ music, music from different
You can: cultures, art (classical) music, popular music, folk music
• categorise different styles of music art music: medieval, renaissance, baroque, classical, early
• identify different eras of art music romantic, late romantic, modernist, post-modernist
popular music: pop, rock, electronic, reggae, rap/hip-hop,
• identify the main genres of popular
jazz, indie
music.
Fill-in exercise:
Language outcomes

You can: _______________ is played on electric guitar, bass and

drums.
• explain what kind of music _____ is
• talk about your own taste in music You can hear saxophone and trumpet in __________.
• express your opinion and argue it
idiomatically The most popular music genre is ___________.
• take part actively in classroom
discussions and group work In ___________ the lyrics are spoken.
• analyse texts others have written on a _____________ was born in Jamaica.
similar topic looking for phraseology
you might be able to use
Speaking frame:
• create a well-organised presentation
on your chosen topic it makes me want to
• build an argument using a writing dance.
frame pop I play the same
• disagree and negotiate politely and rock instruments myself.
effectively with others. I like electronic I can relate to the lyrics.
I don’t like reggae it is too calm.
because it is too loud.
I listen to rap
hip-hop there is no singing.
jazz it makes me feel happy.
indie it makes me feel calm.
it makes me feel better.
it makes me feel angry.

97
 ME AS AN ARTIST

History of art – Different periods and

their characteristics
Content outcomes Key words
ancient, classical, medieval, renaissance, romanticism,
You can: modern, contemporary
• name the main periods of Western art
history Key phrases
• compare Western art to art made in • This painting is called The Mona Lisa and it was created by
different cultures Leonardo da Vinci.
• identify the most important pieces of The Scream is a painting by Edvard Munch.
Western art. Vincent van Gogh’s most famous painting is called The
Starry Night.
Language outcomes

You can:
• speak and write about differences
between art made in different cultures
and periods
• describe a piece of art with a variety of
adjectives and adverbs
• explore websites in your 2nd or 3rd
language
• take part actively in classroom
discussions and group work
• analyse texts others have written on a
similar topic looking for phraseology
you might be able to use
• create a well-organised presentation
on your chosen topic
• build an argument using a writing
frame
• disagree and negotiate politely and
effectively with others.

98
Checklist for good
pedagogical practices
Grade 1 Grade 2
The learning environment is safe and friendly. □ □

The learning environment is rich and supports learning. □ □

I foster learner autonomy

• by giving learners choices to make □ □
• by teaching learning skills □ □
• by negotiating on decisions about the learning process with learners. □ □

I give learners opportunities for cooperative learning. □ □

I plan my lessons in order to ensure learners speak, write and read more than I do. □ □

I plan my teaching with colleagues. □ □

The intended learning outcomes for language are explicit and visible to my learners. □ □

The oral and/or written language input is extensive. □ □

I am scaffolding language input and output (e.g. shortening sentences, repeating nouns □ □
instead of using pronouns, underlining key phrases, providing speaking and writing frames,
organising vocabulary in categories etc.)
The academic language is visible to learners. □ □

Intended learning outcomes for content are explicit and visible to my learners. □ □

I am scaffolding content (e.g. by using graphic organisers and subheadings, highlighting □ □

the key facts, breaking material into chunks, reducing the number of tasks at one time etc.)
The content is academically challenging. □ □

I reflect on learning with my learners. □ □

I reflect on my teaching. □ □

Notes My moment of success My goals for next period

during the last period

99
 Late spring

THIS IS ME

Sustainable development
Content outcomes Key words
social progress, economic development, climate and
You can: environment, climate system atmosphere, greenhouse
• name and describe the three factors effect, CO2 emissions, reuse, recycle, reduce, resources of
of sustainable development energy, natural resources, system, sustainable future, equal
• define what a natural ecosystem is opportunities, dedication, safety, food, medicine, co-operate,
UN, sustainable development goal
• name some of the UN’s sustainable
development goals
Internet resources:
• understand how an individual can have
What is sustainable development? (video)
an impact on a sustainable future
bit.ly/HB-008
• justify why buying a product is
• ecological Sustainable Development Goals, United Nations (webpage)
• not ecological. bit.ly/HB-009

Language outcomes
Speaking frames:
You can:
a sustainable
• use conditional sentences when throw food away
future
describing the factors of sustainable waste water
development a positive
climate
recycle impact on
• justify why buying a product is change
you
ecological/not ecological - use energy
If you will a negative
don’t efficiently global
• teach how/persuade to use less have impact on
use public warming
energy/resources transportations
• take part actively in classroom the
avoid plastic
discussion and group work environment
bags
• create an info board of a sustainable
way of living
• read a long English text and
summarise/paraphrase its main
eating meat cool
points.
using public crazy
In my transportation
opinion is stupid because ...
I think throwing food
away irresponsibile
recycling ok

Key phrases
• Buying local food is ecological because….
Shopping in flea markets is ecological because….
Shopping online from abroad is not ecological because….

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ME AS A SCIENTIST

Climate change
Content outcomes Key words
temperature, greenhouse gases, ozone layer, fossil fuels,
You can: effects, melting glaciers, extreme weather, natural disasters.
• explain the terms rising sea levels, rising sea temperature, Paris Agreement,
• climate
• climate change weather types, climates, atmosphere, global warming, CO2
• explain what the consequences of emissions, carbon dioxide, carbon cycle, coal, oil, natural gas,
climate change are drought, environment, endangered animals, extinct species
• understand how you can help to slow
Internet resource:
down climate change
CAFOD: Climate Change Animation for Primary Schools
• describe the content of the Paris (video)
Agreement. bit.ly/HB-010
Language outcomes
Speaking frame:
You can:
• use the conditional when describing
the effects of our actions on climate using fossil
change fuels the sea level/
temperature
• explain the terms I keep on using public
the rise.
• climate you continue transport
• climate change If temperature will thicken.
people don’t stop recycling
• explain the consequences of climate the ozone melt.
we flying layer
change regularly
• write a short text about climate change glaciers
eating meat
• build an argument using a speaking/
writing frame.

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 ME AS A SCIENTIST

Democracy in Ancient Greece

Content outcomes Key words
the Greek empire, Olympic games, Greek gods, Zeus, Athens,
You can: democracy, theatre, Hippocrates, soldier, Ancient Greece,
• talk about how Ancient Greek people political system, democracy, party, vote, make decisions,
lived elections, citizens, men/women/adults/children
• compare Ancient Greece with modern
day Finland’s Comparison chart:
• political parties Democracy in Ancient Democracy in Finland/
• elections Greece Europe
• men / women
• police The group of men who MPs are voted for and
make daily decisions are come together to make a
• explain how the Athenian system chosen randomly. parliament.
shaped modern politics
• explain the strengths of democracy. Only men are allowed to All citizens, regardless of
vote. gender, over the age of 18
Language outcomes can vote.
There are no police; a
You can: group of 500 jurors decide Voters can choose from
• explain political terms using examples the punishment. different political parties.
• use the passive voice and timelines in Each party has a different
explaining the historical context Any male citizen can join set of ideas.
the assembly, which meets
• ask and answer questions about
regularly to make decisions The elected party will stay in
Ancient Greece and democracy
about how the state is run. power for four years.
• use passive voice and years in
explaining the historical context
• write a short text where you compare
and contrast Ancient Greece with
modern day Finland.

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ME AS A SCIENTIST

Ancient Roman society

Content outcomes Key words
republic, elected officials, senators, (Caesar’s) invasion,
You can: infrastructure (aqueducts), conquer, gladiators, the Roman
• describe how the Romans lived in Empire, civilisation, taxes, (geographical) location, roads,
Ancient Rome road network, street pavement, forms of transport,
• clothing hypocaust, the River Tiber, mountain ranges, government,
• food law, senate, legacy / impact, architecture, structures,
• housing concrete, Latin
• work (including slavery)
• explain some features of Roman Similarities and differences:
society Roman society Modern/western
• culture society
• government
structures in society senators, parliament
• leisure
elected
• list things that made Roman civilisation officials
powerful/successful
technical innovations aqueducts, canalisation
• explain how Ancient Rome is still
sewers, socks
influencing today’s Europe
• compare Roman and Modern/western
societies. arts/ entertainment gladiators sports events
(less violent)
Language outcomes
language Latin Latin is still used
You can: in …
• use the passive voice and a timeline to … derives from
explain key features of Roman society Latin
• ask and answer questions about
Ancient Rome
• use the passive voice and years
in explaining the similarities and
differences in Roman and modern
society
• examine and compare Latin and other
languages.

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 ME AS A SCIENTIST

Mathematics – Volume
Content outcomes Key words
millilitre, centilitre, decilitre, litre
You can:
• convert between different volumes in Key phrases
the metric system • Ten decilitres equals one litre.
• measure using the right unit of When I fill up a glass I use decilitres.
measure If I’m sick I need to take cough syrup measured in
• calculate the volume of rectangular millilitres.
prisms.
• One hundred and fifty centilitres equals fifteen decilitres.
Language outcomes

You can:
• explain which unit of measure you use
in different situations
• read an equation using the correct
mathematical terminology.

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ME AS A SCIENTIST

Mathematics – Perimeter
Content outcomes Key words
perimeter, shape, distance, length
You can:
• understand what perimeter is Key phrases
• calculate the perimeter of a shape. • What is perimeter?
Perimeter is the distance around the edge of a shape.
Language outcomes
• The perimeter of this square is calculated by adding
You can:
together all the lengths of the sides.
• explain the concept of perimeter → 3cm + 4cm + 3cm + 4cm = 14cm
• explain how you work out the
perimeter Farmer Green wants to put a fence up for his ferret
• use examples in your explanations. enclosure. What is the length of chicken wire he needs to
go around the whole perimeter of the enclosure?

105
 ME AS AN ARTIST

Designing and documenting ideas

Content outcomes Key words
plan, portfolio, materials, tools, design, blueprints, draft
You can:
• plan your own Speaking frame:
• learning process
• outcomes Firstly
• create your own design Secondly
• document different phases of your
Thirdly did a draft
• learning
• working process Fourthly I will blueprints of my design.
• reflect on/analyse your learning we made the material for the product.
process
First chose tools
• name the tools/materials you need.
Next
Language outcomes Then
You can: Finally
• identify and name the tools/materials
you need
• use ordinal numbers when describing
your learning or working process
• reflect on your own learning needs
• plan for when and how to use newly
acquired words and phrases
• write a description of you working/
learning process
• use the correct verb tense when
describing your working process
• develop a work schedule that includes
clear targets and measuring progress
in meeting those
• ask more proficient speakers of the
language to correct your language
errors and to thank them when they
do.

106
Checklist for good
pedagogical practices
Grade 1 Grade 2
The learning environment is safe and friendly. □ □

The learning environment is rich and supports learning. □ □

I foster learner autonomy

• by giving learners choices to make □ □
• by teaching learning skills □ □
• by negotiating on decisions about the learning process with learners. □ □

I give learners opportunities for cooperative learning. □ □

I plan my lessons in order to ensure learners speak, write and read more than I do. □ □

I plan my teaching with colleagues. □ □

The intended learning outcomes for language are explicit and visible to my learners. □ □

The oral and/or written language input is extensive. □ □

I am scaffolding language input and output (e.g. shortening sentences, repeating nouns □ □
instead of using pronouns, underlining key phrases, providing speaking and writing frames,
organising vocabulary in categories etc.)
The academic language is visible to learners. □ □

Intended learning outcomes for content are explicit and visible to my learners. □ □

I am scaffolding content (e.g. by using graphic organisers and subheadings, highlighting □ □

the key facts, breaking material into chunks, reducing the number of tasks at one time etc.)
The content is academically challenging. □ □

I reflect on learning with my learners. □ □

I reflect on my teaching. □ □

Notes My moment of success My goals for next period

during the last period

107
 Literature

Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education. Mehistö,
P. & Marsh D. & M J. Frigols 2008. MacMillan Books for Teachers.
Excellence in Bilingual Education: A Guide for School Principals. Mehistö P. 2012. Cambridge International
Examinations.
Perusopetuksen opetussuunnitelman perusteet 2014
Building Bilingual education Systems Forces, Mechanisms and Counterweights. Mehistö, P. & F. Genesee 2015.
Cambridge University Press.

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Helsinki Education Division 2019