Republic of the Philippines

Department of Education
Cordillera Administrative Region
Division of Baguio City
West Baguio Central District

EDUCARE COLLEGE INC.

#21 Purok 4 Km. 6 Irisan, Baguio City
(074) 446 5700

Curriculum Map
Subject: English
Grade Level: Grade 1
Teacher: MS. CATHERINE A. BAUTISTA, LPT

FIRST QUARTER

UNIT 1- My Adventure
Teaching Strategies
Lesson Teaching Strategies/
Points of (Pre-assessment,
Number/ Key Understandings Knowledge Skills Differentiated Resources
Key Questions Integration Ongoing,
Title Instruction
Summative)
Lesson 1 1. Listening skills 1. What does 1. Environmental 1. Identify familiar 1. Values: pride in 1. Question and 1. Unit Pre- Story for
I Am Ana developed through listening well sounds sounds in the oneself and in answer assessment- listening
practice mean? 2. Introducing environment what one can do 2. Discussion checklist Listening
2. Using words 2. Why do I need to oneself 2. Talk about oneself 2. Science: link 3. Games 2. Written exercises guidelines
correctly leads to introduce myself? 3. Common objects 3. Name common with observation 4. Realia 3. Oral exercises Charts, actual
effective and things objects/things in the details 5. Read aloud 4. Group activities objects,
communication. 4. Beginning sound environment 6. Think aloud 5. Self- assessment pictures,
4. Identify whether two charts of
words begin with the common
same beginning sound. nouns
5. Demonstrate correct
crayon and pencil grid

o Articulate
thoughts
effectively using
oral
communication
Lesson 2 1. These are words 1. How do I show 1. Source of 1. Tell who/ what is 1. Values: 1. Question and 1. Written and oral Video or
I Am that show politeness and sounds producing the sounds Politeness, answer exercises music of
Polite politeness and courtesy to others? 2. Polite greetings 2. Use polite greetings respect 2. Discussion 2. Individual, Alphabet
courtesy 2. Why is it and courteous and courteous 2. Music and 3. Differentiated paired, and group songs with
2. All persons have important to know expressions expressions in movement activity based on work letter sounds;
names the names of other 3. Sounds of letters appropriate situations readiness 3. Differentiated pictures of
 persons? 4. Naming 3. Name common persons 4. Group and paired activity common
common persons 4. Identify the sound of activities 4. Self- assessment people found
letters orally given 5. Read aloud at home, in
5. Trace, copy, and write 6. Think aloud school, in the
horizontal, vertical, community
and slanting lines

o Develop
interpersonal skills

Lesson 3 1. Sounds make up 1. Why do I need to 1. Soft and loud 1. Differentiate soft 1. Values: Courtesy 1. Question and 1. Written and oral Videos of soft
My words know the sound of sounds sound from loud sound 2. Science: answer exercises sounds and
Fishes, 2. Animals, like the letter? 2. Polite greetings 2. Use polite greetings Animals 2. Discussion 2. Individual, loud sounds,
My Dog humans have 2. Why is vocabulary and courteous and courteous 3. Listening to paired, and group word cards
and My names built by constant expressions expressions in recorded sounds work for
Cat practice and 3. Names of appropriate situations 4. Differentiated 3. Differentiated vocabulary
usage? common 3. Name common activities activity words, animal
animals animals 5. Group and paired 4. Self- assessment toys, pictures
4. Same letter 4. Select from three activities of animals
sounds words that begin with 6. Read aloud
the same sound 7. Think aloud
5. Trace, copy and write
curves

o Communicate
ideas to others
effectively

1. How can respect 1. Differentiate a high 1. Written and oral

be communicated sound from a low exercises Recorded
when one is sound 2. Individual, high and low
angry? 2. Use polite greetings paired, and group sounds,
1. Question and
2. What is a faster 1. High and low and courteous work objects that
answer
and easier way to sounds expressions in 1. Values: Care for 3. Differentiated produce high
1. Communicating 2. Analysis
learn about initial 2. Polite greetings appropriate situations the environment; activity and low
one`s apology 3. Differentiated
sounds? and courteous 3. Name common things creativity; 4. Self- assessment sounds, word
shows respect activities
Lesson 4 expressions and objects politeness card for
2. Knowledge of 4. Group and paired
Ana`s Day 3. Naming 4. Produce initial 2. Science: vocabulary,
letter sounds is the activities
common things consonant sounds Importance of polite
building block of 5. Read aloud
and objects 5. Trace, copy, and write taking care of expressions,
reading 6. Think aloud
4. Initial consonant letters of the alphabet the environment names for
sounds with straight and common
slanting lines things and
objects, actual
o Demonstrate self- objects
help skills
Lesson 5 1. The volume of 1. How can I make 1. Listening and 1. Hear discriminately
Ana one's voice affects my voice pleasant speaking with a and respond
Loves the receiver of the to listen to? different volume appropriately when
Colors communication 2. What strategies 2. Polite greeting asked to listen to and
2. There are specific should I employ to and courteous speak with a different
words used to make expression volume
facilitate effective communication 3. Color words 2. Use polite greetings
communication simpler 4. Initial consonant and courteous
sounds expressions in
appropriate situation
3. Describe common
objects/ things in the
environment based on
color
4. Produce initial
consonant sound
5. Trace, copy, and write
letters of the alphabet
with straight and
slanting lines

o Demonstrate
appreciation for
colors

Second Quarter
INSTITUTIONAL
CORE VALUES
Maka-Diyos
Makatao
Makakalikasan
Makabayan
INSTITUTIONAL
CORE VALUES
  Maka-Diyos
Makatao
Makakalikasan
Makabayan
 INSTITUTIONAL
CORE VALUES
A27 creates situations A27.1 Use teacher- A27.1 Illustrate on www.youtube,com Maka-Diyos
involving addition of made or improvised the board that www.google.com Makatao
whole numbers materials showing subtraction and Math for Life book Makakalikasan
including money. related equations for addition are inverse Makabayan
each of the following: operations.
repeated addition, A27.2 Explain further
2, 7 array, counting by using concrete
multiples. examples for better
A27.2 Let the pupils result.
experience on the A27.3 Call pupils to
equal jumps on the perform correctly the
number line. Be given exercises
creative.
,8, A28 illustrates A28 Conduct paper A28 Utilize concrete
subtraction as “taking and pencil test objects to show and
away” or visualize subtraction
“comparing” of one-digit number
elements of sets. with minuends
through 18.
9, A29 illustrates that A29 Conduct paper A29.1 Illustrate on
addition and and pencil test the board the process
subtraction are of subtracting 1- to 2-
inverse operations. digit numbers with
minuends up to 99
without regrouping.
A29.2 Give enough
examples using
concrete, semi-
concrete and abstract
materials for them to
visualize.
A29.3 Employ group
game activity
14, A30 visualizes, A30 Employ written A30.1 Illustrate on
represents, and and oral evaluation the board the use of
subtracts one-digit expanded form to
numbers with explain further
minuends through 18 subtraction with
(basic facts) regrouping.
A30.2 Employ the
place value concept to
facilitate your
 illustrations.
A30.3 Give enough
examples for better
result
15, A31 visualizes, A31 Conduct paper A31.1 Illustrate on
represents, and and pencil test the board the process
subtracts one- to two- of subtracting 1- to 2-
digit numbers with digit numbers with
minuends up to 99 minuends up to 99
without regrouping. with regrouping.
A31.2 Give enough
examples related to
their real life activity.
A31.3 Be creative
16,21 A32 uses the A32 Administer A32.1 Use very
expanded form to paper and pencil simple
explain subtraction assessment. “Mathematics story”
with regrouping. and illustrate on the
board to facilitate
meaningful learning.
A32.2 Constant
practice mentally for
mastery of the skill.
A32.3 Give enough
examples related to
their real life activity.
17-19 2nd Quarter Exam

Third Quarter

UNIT TOPIC: CONTENT PERFORMANCE COMPETENCIES/ INSTITUTIONAL

OCTOBER ASSESSMENT ACTIVITIES RESOURCES
CONTENT STANDARDS STANDARDS SKILLS CORE VALUES
21 QE www.youtube,com Maka-Diyos
rechecking www.google.com Makatao
22,23 A33 visualizes, A33 Administer A33 Use very simple Math for Life book Makakalikasan
represents, and paper and pencil “mathematics story” Makabayan
subtracts one- to two- assessment. that shows their daily
digit numbers with activities particularly
minuends up to 99 routine and non-
with regrouping. routine problems

27-3 Semestral Break

NOVEMBE UNIT TOPIC: CONTENT PERFORMANCE COMPETENCIES/ INSTITUTIONAL
ASSESSMENT ACTIVITIES RESOURCES
R CONTENT STANDARDS STANDARDS SKILLS CORE VALUES
4, A34 subtracts A34 Conduct A34.1 Present very www.youtube,com Maka-Diyos
mentally one-digit individual / group simple “math story” www.google.com Makatao
numbers from two- mental computation to the class. Guide the Math for Life book Makakalikasan
digit minuends pupils to create Makabayan
without regrouping questions on
 using appropriate subtraction of whole
strategies. number
A34.2Allow pupils to
share their answers.
A34.3 Supply more
“math stories” for the
pupils to practice and
answer them
correctly.
5,6 A35 visualizes, A35 Conduct A35.1 Present very
represents, and solves individual / group simple “math story”
routine and non- mental computation to the class. Guide the
routine problems pupils to create
involving subtraction questions on
of whole numbers subtraction of whole
including money with number
minuends up to 99 A35.2Allow pupils to
with and without share their answers.
regrouping using A35.3 Supply more
appropriate problem “math stories” for the
solving strategies and pupils to practice and
tools. answer them
correctly.
11, A36 creates situations A36 Conduct paper A36 Group Activity:
involving subtraction and pencil assessment Let the class be
of whole number divided into group
including money. and give them
problems about
grocery budgeting.
Make it sure you will
be giving each group
exact amount of
paper bills and coins
12, 13, A37 counts groups of A37 Conduct A37 Present/use
equal quantity using “individual concrete materials to
concrete objects up to assessment” thru show groups of
50 and writes an oral recitation equality. Use more
equivalent pictures of objects to
expression. illustrate the groups
of equality
e.g. 2 groups of 5

18, 19, A38 visualizes, A38 Conduct A38 Present/use

represents, and individual/group concrete objects to
separates objects into assessment using show into groups of
groups of equal semi-concrete or equal quantity. Use
quantity using abstract materials more pictures of
concrete objects up to thru oral assessment objects to illustrate
50. the groups of equal
 e.g. 10 grouped by 5s quantity
20, , Numbers and  demonstrates  is able to A39 visualizes and A39.1 Use paper and A39.1 Use concrete
Number Sense understanding of recognize, identifies ½ and ¼ of pencil test. object for pupils to
fractions ½ and represent, and a whole object. A39.2 Game or see how ½ looks like.
1/4. compare Show-Me-Board A39.2 Cut the bond
fractions ½ and Game paper into two equal
1/4 in various parts.
forms and Show to the class and
contexts. name each part as ½
A39.3 Give several
activities showing ½.
Then, same process
shall be used to
illustrate or visualize
how ¼ looks like.
A39.4If possible use
the objects that are
familiar to the pupils
like those are found
in their home
25 A40 visualizes, A40 Utilize mental A40 Use concrete
represents, and computation, group objects to develop the
divides a whole into or individual skill in visualizing
halves and fourths. recitation. Use paper division of whole into
and pencil test halves and fourths
26,27 A41 visualizes, and A41.1 Paper and A41.1 Use concrete
Unit/ long divides the elements pencil test. objects to show
Test of sets into two A41.2 Activity sheet halves illustrating
groups of equal for group or elements of sets into
quantities to show individual output two groups of equal
halves. quantities.
A41.2 Utilize also
semi-concrete objects
and same process will
be used to explain the
concept
DECEMBE UNIT TOPIC: CONTENT PERFORMANCE COMPETENCIES/ INSTITUTIONAL
ASSESSMENT ACTIVITIES RESOURCES
R CONTENT STANDARDS STANDARDS SKILLS CORE VALUES
2,3, A42 visualizes, A42 Paper and pencil A42 Use concrete www.youtube,com Maka-Diyos
represents, and test by objects to show www.google.com Makatao
divides the elements group/diad/triad game fourths illustrating Math for Life book Makakalikasan
of sets into four elements of sets into Makabayan
groups of equal four groups of equal
quantities to show quantities to show
fourths fourths
4, 9 A43 visualizes and A43 Utilize paper and A43 Utilize
draws the whole pencil test real/concrete objects.
region or set given its Let the pupils do the
½ and/or ¼ activity by pair.
10,11 Geometry  demonstrates  is able to A44 identifies, A44.1 Use Tell Me A44.1 Present/use
understanding of describe, names, and describes Game. four basic shapes and
2-dimensional compare, and the four basic shapes A44.2 Paper and 3-dimensional shapes
and 3- construct 2- (square, rectangle, pencil test of objects
dimensional dimensional and triangle and circle) in A44.2 Present shapes
figures. 3-dimensional 2-dimensional that are used at home
objects (flat/plane) and 3- regularly
dimensional (solid)
objects.
16,17,18 A45 compares and A45 Use paper and A45.1 Present/use 2-
Unit/ long classifies 2- pencil test dimensional and 3-
Test dimensional dimensional figures
(flat/plane) and 3- that are used at home
dimensional (solid) regularly.
figures according to A45.2 Repeat the
common attributes. discussion on
comparing and
classifying 2-3
dimensional figure
21-6 Christmas Break
UNIT TOPIC: CONTENT PERFORMANCE COMPETENCIES/ INSTITUTIONAL
JANUARY ASSESSMENT ACTIVITIES RESOURCES
CONTENT STANDARDS STANDARDS SKILLS CORE VALUES
6, A46 draws the four A46 Use paper and A46.1 Group activity www.youtube,com Maka-Diyos
basic shapes pencil test is suggested. www.google.com Makatao
A46.2 Provide Math for Life book Makakalikasan
drawing/ coloring Makabayan
materials.
A46.3 Activity sheet
is also suggested
7,8 A47 constructs three A47 Use rubrics to A47.1 Hands on
dimensional objects rate their group work activity by
(solid) using output. group/individual.
manipulative A47.2 Distribute
materials. manipulative
materials.
A47.3 Allow pupils
to construct three
dimensional objects
13,14, Patterns and Algebra  demonstrates  is able to apply A48 determines the A48 Use paper and A48.1 Present several
understanding of knowledge of missing term/s in a pencil test examples.
continuous and continuous and given continuous A48.2 Allow the
repeating repeating pattern using one pupils to determine
patterns and patterns and attribute (letters/ the missing term from
mathematical number numbers/events). the given activity
sentences. sentences in e.g. sheets.
various A,B,C,D,__
situations. 2,3,__5,6,7
__,Wed, Thur, Fri
Aa, Bb, Cb, __,___
 15 A49 determines the A49 Use paper and A49.1 Present
missing term/s in a pencil test examples of different
given repeating pattern.
pattern using one A49.2 Explain each
attribute (letters, example like
numbers, colors, pedestrian lane, chess
figures, sizes, etc.). board.
e.g.
A,B,C,A,B,C,A,__
16-18 3rd Quarter Exam

Fourth Quarter
JANUARY UNIT TOPIC: CONTENT PERFORMANCE COMPETENCIES/ ASSESSMENT ACTIVITIES RESOURCES INSTITUTIONAL
CONTENT STANDARDS STANDARDS SKILLS CORE VALUES
20,21,22 A50 constructs A50 Use paper and A50.1 Present a word www.youtube,com Maka-Diyos
QE equivalent number pencil test problem. www.google.com Makatao
Rechecking expression using A50.2 Discuss the Math for Life book Makakalikasan
addition and process clearly. Makabayan
subtraction. A50.3 Give enough
e.g. 6 + 5 = 12 - 1 examples for better
understanding
27,28, A51 identifies and A51.1 Paper and A51.1 Introduce
creates patterns to pencil test. varied examples three
compose and A51. 2 “Game na games-diad, triad, or
decompose using Game na” approach individual.
addition. A51.2
e.g. 7 = 0 + 7, 1 + 6, Allow pupils to have
2 + 5, 3 + 4, 4 + 3, 5 “buddy” in answering
+ 2, 6 + 1, 7 + 0 activity cards
29,3,4 A52 visualizes and A52 Use paper and A52.1 Present word
finds the missing pencil test problem
number in an addition A52.2 Explain clearly
or subtraction the process
sentence using a Give enough
variety of ways examples
e.g. A52.3 Employ
n+2=5 activity thru games
5–n=3
UNIT TOPIC: CONTENT PERFORMANCE COMPETENCIES/ INSTITUTIONAL
FEBRUARY ASSESSMENT ACTIVITIES RESOURCES
CONTENT STANDARDS STANDARDS SKILLS CORE VALUES
5, 10,11,12 Measurement  demonstrates  is able to apply A53 tells the days in A53.1Oral A53.1 Introduce the www.youtube,com Maka-Diyos
understanding of knowledge of a week; months in a Assessment lesson through the www.google.com Makatao
time and non- time and non- year in the right A53.2 Performance concepts of today, Math for Life book Makakalikasan
standard units of standard order. task yesterday, and Makabayan
length, mass and measures of tomorrow.
capacity. length, mass, and A53.2 Demonstrating
capacity in and drilling the
mathematical pronunciation of the
problems and day of the week.
 real-life A53.3 Identifying
situations what day is today,
what day is yesterday
and what day will be
tomorrow.
A53.4 Practicing the
days of the week in
order by choral
repetition while
pointing at the words,
then by random.
A53.5 Reinforcing
the concept through
more activities for
mastery.
17,18, A54 determines the A54.1 Oral A54.1 Song about the
day or the month Assessment months of the year
using a calendar. A54.2 Performance A54.2 Reviewing on
task the days
19,24,25,26 A55 tells and writes A55.1 Oral A55.1 Drill /Review
People Power time by hour, half- assessment on naming the days of
Revolution, hour and quarter-hour A55.2 Participation the week, months of
Unit/ long using analog clock. checklist the year
Test A55.3 Paper and A55.2 Familiarizing
pencil test with the minute hand
of the clock followed
by the hour hand.
A55.3 Visualizing
time using the analog
clock.
A55.4 Activity:
Think-Pair-Share
Recording time by
hour, half hour,
quarter hour.
UNIT TOPIC: CONTENT PERFORMANCE COMPETENCIES/ INSTITUTIONAL
MARCH ASSESSMENT ACTIVITIES RESOURCES
CONTENT STANDARDS STANDARDS SKILLS CORE VALUES
2, A56 solves problems A56.1 Oral A56.1 Review on past www.youtube,com Maka-Diyos
involving time (days assessment lessons www.google.com Makatao
in a week, months in A56.2 Participation A56.2 Introduce Math for Life book Makakalikasan
a year, hour, half- checklist lesson through word Makabayan
hour, and quarter- A56.3 Paper and problem
hour) pencil test A56.3 Visualizing
problem through use
of models and
illustrations.

A56.4 Discussion on
the strategies used to
 solve the given
problem Group
A56.5 Activity:
Think- Pair- Share
Providing activity
sheets on solving
word problems
3, 4, A57 compares A57.1 Oral A57.1 Drill on
objects using assessment naming the days of
comparative words: A57.2 Participation the week and the
short, shorter, checklist months of the year
shortest; long, longer, A57.3 Paper and A57.2
longest; heavy, pencil test Review on telling and
heavier, heaviest; reading time
light, lighter, lightest. A57.3 Group
Activities: Finding
objects shorter /
longer than a certain
object
A57.4
Comparing lengths of
more than 2 objects
A57.5
Classifying objects
according to lengths
A57.6 Drill on
naming the Topics of
the week and the
months of the year,
and telling and
reading time
A57.7
Review on comparing
lengths
A57.8
Group Activities:
Finding objects
lighter/ heavier than a
certain object
A57.9
Comparing weights of
more than 2 objects
A57.10
Classifying objects
according to weights
9 A58 estimates and A58.1 Oral A58.1 Review on
measures length assessment telling and reading
using non- standard A58.2 Participation time, and comparing
units of linear checklist lengths and weights
 measures. A58.3 Paper and A58.2
pencil test Group Activities:
Finding objects
shorter / longer than a
certain object
A58.3
Classifying objects
according to lengths
A58.4
Comparing lengths of
more than 2 objects
using different non-
standard units
A58.5
Providing more
activities for mastery
10 A59 estimates and A59.1 Oral A59.1 Review on
measures mass using assessment comparing lengths
non-standard units of A59.2 Participation and mass
mass measure. checklist A59.2
A59.3 Paper and Group Activities:
pencil test Finding objects
heavier / lighter than
a certain object
A59.3
Classifying objects
according to their
mass
A59.4
Comparing mass of
more than 2 objects
using different non-
standard units
A59.5
Providing more
activities for mastery
,11 A60 estimates and A60.1 Oral A60.1 Review on
measures capacity assessment comparing lengths
using non-standard A60.2 Participation and mass Group
unit. checklist Activities: A60.2
A60.3 Paper and Finding the capacity
pencil test of a certain container
using different
counters then
comparing the results
A60.3
Finding the capacity
of a certain containers
using different tools
 in mL or L.
A60.4
Describing and
comparing the two
units of measure.
A60.5
Additional exercises
on estimating and
measuring capacities
in mL and L.
A60.6
Providing more
activities for mastery
16, Statistics and  demonstrates  is able to create A61 collects data on A61.1 Oral A61.1 Action Song
Probability understanding of and interpret one variable through assessment A61.2
pictographs simple simple interview. A61.2 Participation Talking about one’s
without scales representations checklist family/ one’s feelings.
and outcomes of of data (tables A61.3 Paper and A61.3
an event using and pictographs pencil test Activities: Dyad: e.g.
the terms likely without scales) Conducting interview
and unlikely to and describe to find out the top
happen. outcomes of favorite fruits or
familiar events vegetables of one’s
using the terms partner.
likely and A61.4
unlikely to Reporting:
happen. Individual reporting
of the pupils what
they found out in their
interview.
A61.5
Conducting a simple
interview to the
family members/
neighborhood to find
out the common
vegetables they have
at home.
A61.6
Reporting to the class
what they found out
in the interviews
conducted.
17 A62 sorts, classifies, A62.1 Oral A62.1 Reviewing the
and organizes data in assessment results of the
tabular form and A62.2 Participation interviews conducted
presents this into a checklist by the pupils.
pictograph without A62.3 Paper and A62.2
scales. pencil test Showing how the data
 gathered by the class
can be presented in a
table.
A62.3
Discussing the
elements oi the table
and the relationship of
each other.
A62.4
Activities:
Grouping pupils into
bigger groups. Sorting
and classifying data
A62.5
Organizing data
gathered in a tabular
way.
A62.6
Group reporting
A62.7
More exercises for
mastery Activities:
Teaching how the
tabular data can be
presented in
pictograph.
Group activity in
presenting tabular
data in pictograph
Publishing group
results.
,18 A63 infers and A63.1 Oral A63.1 Review on
interprets data assessment conducting interview
presented in a A63.2 Participation and presenting data in
pictograph without checklist table form.
scales. A63.3 Paper and A63.2
e.g. finding out from pencil test Presenting data from
the title what the the table into a
pictograph is all pictograph.
about, comparing A63.3
which has the least or Discussing the
greatest … pictograph like what
could be the title, etc.

A63.4 Comparing the

elements of the
graph. Providing
more exercises for
mastery
19-21 4th Quarter Exam
23, A64 solves routine A64.1 Oral A64.1 Review on www.youtube,com Maka-Diyos
QE and non-routine assessment collecting data, www.google.com Makatao
rechecking problems using data A64.2 Participation classifying, Math for Life book Makakalikasan
presented in checklist organizing and Makabayan
pictograph without A64.3 Paper and interpreting data in a
scales. pencil test pictograph.
A64.2
Presenting lesson
through word
problem using
appropriate strategy.
A64.3
Discussion on how
the strategy is used to
visualize the problem.
A64.4
Group activity
applying the strategy
used to visualize and
solve the problem
A64.5
Exploring the
strategy used
A64.6
Solving the problem
using another
solution
24, A65 tells whether an A65.1 Oral A65.1 Review on
event is likely or assessment collecting data,
unlikely to happen. A65.2 Participation classifying,
checklist organizing and
A65.3 Paper and interpreting data in a
pencil test pictograph. Giving of
standards for
activities:
A65.2
Activities on
observing the weather
like chances that it
will rain, tossing a
coin, etc.
A65.3
Analyzing pupils’
responses and
deciding whether the
event is likely or
unlikely to happen.
A65.4
 Sorting / classifying
events whether these
are likely to happen
or unlikely to happen
A65.5
Providing more
activities for mastery
25 A66 describe events A66.1 Oral A66.1 Review on
in real-life situations assessment telling whether an
using the phrases “ A66.2 Participation event is likely or
likely” or “unlikely to checklist unlikely to happen.
happen”. e.g. A66.3 Paper and A66.2
Tomorrow it will pencil test Identifying real-life
rain. events which may
likely or unlikely to
happen.
A66.3
Deciding whether an
event is likely or
unlikely to happen by
giving justifications
A66.4
Describing events
that are likely or
unlikely to happen.
More activities for
mastery