CAPÍTULO III: LA DETERMINACIÓN DEL IMPUESTO A LA RENTA
3. DETERMINACIÓN DEL IMPUESTO A LA RENTA
the different groups in their expanding world.
Id • In • KC1 • KC2 • KC4
This includes such learning as:
● appraising personal, family and community names and connections in developing self-awareness of, and respect for, others Id • KC1
● recognising that they and others have identities based on a wide range of characteristics (eg age, gender, location, size, ability/disability, birth order, cultural background, extent of interaction with built and natural environments, work, community, religion and socio-economic status), and beginning to challenge associated stereotypes Id • KC1
● appreciating how individuals can share similar characteristics (eg name, age, culture, gender, interests, experiences) and yet be unique Id • KC1
● identifying the links between people and places that are important to them, and being able to communicate about their relationships as part of a family or group and identify significant people in their lives. They name, for example, the people, animals, plants, places and toys (real and
imaginary) that are special to them In • KC1 • KC2
● using words, drawings, pictures and computer graphics to communicate the way they believe the people who are important in their lives see them C • KC2
● appraising how their interactions and relationships with people, places and work differ. In • KC1
Key Idea
Strand: personal and social development
2.4
Describes different stages of the life span and the predictable sequences of growth. F • Id • KC2
Examples of evidence include that the student:
● describes and analyses the stages
they have been through, the stage they are in now and what stage they will enter in the near future F • C • KC1 • KC2
● explains the stages of the life span of other members of their family and what is different about each T • KC2
● investigates and analyses how the different parts of the body function and change as components of an organic system F • KC1
● explains how boys and girls are
similar and different as they grow and change and are located in
1.4
Recognises diversity in growth patterns, can name body parts, and raises questions about new responsibilities and achievements that occur as they change and grow.
F • Id • KC1
Examples of evidence include that the child: ● describes characteristics of people they know
who are at different stages of the life span
Id • KC2
● examines different parts of the body to see how they are changing (eg the teeth, hands)
Id • KC1
● describes how capabilities change over time
F • KC2
● anticipates changing social responsibilities as they grow F • KC6
● investigates the diversity of people in the community and recognises that they have
The Developmental Learning Outcomes are deliberately broad long-term accomplishments. They reflect the integration of learning and development through the Essential Learnings and all Learning Areas and allow for different developmental pathways.
● Children develop trust and
confidence.F • Id
● Children develop a positive sense of self and a confident personal and group identity.Id • In
● Children develop a sense of being connected with others and their worlds.F • Id • In
● Children are intellectually inquisitive. F • T • C
● Children develop a range of thinking skills.F • T • C
● Children are effective
communicators.T • C
● Children develop a sense of physical wellbeing.Id • In
● Children develop a range of physical competencies.Id
2.3
Establishes a sense of self-worth in a variety of contexts within the school, and communicates personal feelings in different situations. Id • In • C • KC2
Examples of evidence include that the student:
● describes themselves in terms of their abilities, the friends they have and the groups to which they belong C • KC2
● describes what they like/dislike about themselves and what they can improve, and how they feel when those attributes are acknowledged Id • KC1 • KC2
● explains what they like or dislike
about various situations (eg beginning a new class, meeting someone new, dealing with a disagreement, meeting someone new online) C • KC2
● critically analyses the influences on their sense of worth (eg being accepted by peers, their body image). Id • KC1
Developmental Learning Outcomes
At Standard 1, towards the end of Year 2,
the child:
At Standard 2, towards the end of Year 4, the student:
1.3
Demonstrates a sense of self-worth and respect for others in social and working contexts and describes similarities and differences between themselves and others. Id • In • C • KC4
Examples of evidence include that the child: ● discusses family roles and shares
stories/discussions about family, relationships and occupations in a respectful manner
Id • KC2
● identifies the information required to socially locate themselves and members of their family (eg their work roles, given names and age, address and phone numbers) Id • KC1
● confidently provides a personal portrait of defining characteristics (eg size, hair, skin, shape, gender, religion, culture, competence, attributes and skills) Id • KC2
● identifies and describes the significant adults in their lives and their relationship to them.