ISB Curriculum Guideline

Curriculum Guideline

The International School of Bucharest Curriculum Guide

Contents • • • • • • • • • • • • • • • •

Our School in Context Our Aims and Objectives Primary School Organisation Primary School Year Groups Early Years How Can I Help My Child Learn?

Key Stages 1 and 2 What Do the Children Learn?

Core Subjects Foundation Subjects Co-Curricular Themed Weeks How do Children Learn at ISB? Educational Visits Assessment and Reporting in the Primary School Curriculum Overviews Years 1-6

2 Curriculum Guide

The School in Context The International School of Bucharest was founded in 1996 to serve a Turkish expatriate community of 17 students. The curriculum was taught in English. From this very small beginning the school quickly evolved. In 2001 the school qualified as a CIE exam centre in order to offer IGCSE examinations; by achieving this status and including the IGCSE and A level program the school’s reputation grew. By 2003 the number on role had increased to 350. This forced the school to look for new premises. The site in Pantelimon was decided upon and with generous support from the school community the new campus was finally completed in 2008.

The school was awarded full accreditation with CIS (Council of International Schools) in August 2012, and was successfully registered as a member of COBIS (Council of British International Schools) in October 2013.

The ISB campus has developed into a highly regarded and well respected international school among the wider community in Bucharest and worldwide. The school campus benefits from a large gymnasium, field, 3 basketball courts, and additional play space. The Primary school has a well equipped Early Years playground and two separate playgrounds for Key Stages 1 and 2; both with adventurous play facilities. Today the number on role has increased to 783. There are now two forms per year in the Early Years department, four forms per year group from Year 1 to Year 3; three form entry from Years 4-11 and two form entry in Years 12 and 13.

As the school is growing the dynamic of the student population is also changing. Today there has been a significant shift in the school community; currently Romanians account for 41% of the number on role, Turkish students 24% and the remaining 45% of the school community draws from 44 different nationalities; 4.46% of the school population are native English speakers.

Curriculum Guide 3

School Aims and Objectives The mission statement, philosophy and objectives are fully incorporated within the taught curriculum, hidden curriculum and co-curricular activities.

Mission Statement and Aims Our goal is to provide the students of the International School of Bucharest with the best possible programme of academic and personal development in a challenging and supportive environment.

Philosophy At the International School of Bucharest: • We believe that all our pupils and staff are unique human beings, capable of spiritual, moral, intellectual and physical growth and development.

• We value truth, freedom, justice, human rights, the law and collective effort for the common good.

• We believe that pupils need to be taught to learn and build on new skills and develop socially.

• We value families as sources of love and support for all their members, and as the basis of a society in which people care for others. We believe we should respect the people, places and environment around us.

• We also wholly believe that pupils learn to value and treat others with respect, not only for what they have but also for what we can do for them.

• We recognise and celebrate achievement.

• We believe relationships are fundamental to the development and fulfilment of others, and ourselves and for the good of both the local and wider international community.

4 Curriculum Guide

Objectives

• We aim to foster a love of learning, which will remain with the individual long after the process of formal education has finished.

• We will provide a balanced and broad curriculum, which will include all pupils of different abilities and needs, from the Early Years Foundation Stage to Secondary.

• We offer a range of co-curricular activities and trips to broaden the experience of school for our pupils and to enrich their learning of academic and social skills.

• We will encourage cross –curricular learning, supported by advancements in technology wherever possible to enhance the learning of our pupils.

• We will provide our pupils with a stimulating and caring environment to learn within, where the development of the whole child is a priority. We also encourage our pupils to develop as independent learners who can make positive choices for their own learning and development.

• We fully encourage parents to take an active role in their child’s education and development.

• We aim to reward achievement of all members of our school community for their successes.

• Our pupils are members of their local community and of our host country, Romania. We recognise our students come from a multitude of cultural, religious and ethnic backgrounds. We therefore seek to provide a secular education that reflects and draws from this diversity by embracing the ideals of international understanding and responsible citizenship.

Primary School Organisation The aim of this curriculum Guide is to inform parents about the curriculum we follow at ISB; the subjects your children will learn at ISB, the teaching and learning strategies we use to deliver lessons in the classrooms, the methods of assessment we use to measure the progress the children have made. The details of the topics and learning objectives taught in each year group can be found in the final section.

The International School of Bucharest follows the English National Curriculum and the Cambridge Curriculum.

The school is divided into 6 developmental stages. The Early Years Foundation Stage, and Key Stages 1 and 2 form the Primary School. Key Stages 3, 4 and 5 form the Secondary School and Sixth Form.

As the children move up through the school they will pass through 6 stages of Education:

Primary Early Years Foundation Stage (EYFS): incorporates Nursery and Reception classes Key Stage 1: Years 1 and 2 Key Stage 2: Years 3, 4, 5 and 6 The Early Years Foundation Stage Framework, the English National Curriculum Programmes of Study and Chris Quigley’s Progression in Skills provide the framework for the skills and content we teach at ISB. The content of the Programmes of Study are adapted to ensure ISB is cultural inclusive and meets the needs of all the children we teach in the context in which we live.

Curriculum Guide 5

Primary School Year Groups The English National Curriculum is carefully devised to match the level of cognitive, personal, social and emotional development of children. For this purpose children are placed in the class that matches their chronological age unless there are exceptional circumstances.

Exceptional circumstances may include: • Children moving from another education system in which school begins post 5 years old.

• Additional educational needs.

ISB admits children into the Pre-Nursery class from 2 years and 6 months old. The ‘cut off ’ date for each academic year is 31st August.

Year Group Pre-Nursery Nursery Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Age 2-3 The child must be 3 before the 31st August to move to Nursery 3-4 The child must be 4 before the 31st August of the year in Nursery 4-5 The child must be 5 before the 31st August of the year in Reception 5-6 The child must be 6 before the 31st August of the year in Year 1 6-7 The child must be 7 before the 31st August of the year in Year 2 7-8 The child must be 8 before the 31st August of the year in Year 3 8-9 The child must be 9 before the 31st August of the year in Year 4 9-10 The child must be 10 before the 31st August of the year in Year 5 10-11 The child must be 11 before the 31st August of the year in Year 6

6 Curriculum Guide

The Early Years Foundation Stage The Foundation Stage establishes patterns and attitudes for the whole of your child’s school life. It is vital that your child has a positive and fulfilling experience to prepare them for their future learning and successes. From when your child is born up until the age of 5, their early years experience should be happy, active, exciting, fun and secure and support their development, care and learning needs.

The EYFS framework sets out welfare and developmental goals for children from birth to five years old. It is a comprehensive programme which includes: • The requirements recommended to keep your child safe and promote their welfare • The 7 areas of learning and development which guide professionals’ engagement with your child’s play and activities as they learn new skills and knowledge • Assessments that will tell you about your child’s progress through the EYFS • Expected levels that your child should reach at age 5, usually the end of the Reception year; these expectations are called the ‘Early Learning Goals (ELGs)’

Learning and Development The Early Years Foundation Stage is a framework for children up to the age of five, setting out 7 key areas of learning around which activities should be based.

Children should mostly develop the 3 prime areas first. These are: • Communication and language; • Physical development; and • Personal, social and emotional development.

These prime areas are those most essential for your child’s healthy development and future learning.

As children grow, the prime areas will help them to develop skills in 4 specific areas. These are: • Literacy; • Mathematics; • Understanding the world; • Expressive arts and design.

These 7 areas are used to plan your child’s learning and activities. The professionals teaching and supporting your child will make sure that the activities are suited to your child’s unique needs, suitable for very young children, and designed to be really flexible so that staff can follow your child's individual needs and interests.

Children in the EYFS learn by playing and exploring, being active, and questioning the world around both indoors and outside.

How can I help my child?

All the fun activities that you do with your child at home are important in supporting their learning and development, and have a really long lasting effect on your child’s learning as they progress through school.

Even when your child is very young and is not yet able to talk, talking to them helps them to learn and understand new words and ideas. If you make the time every day to do some of the following things with your child it will make a difference to them as a learner.

Curriculum Guide 7

Key Stage 1 and 2 Key Stage 1 incorporates Year One and Year Two and Key Stage 2 includes Years 3, 4, 5 and 6.

During this phase of education children make the transition from learning through play to a more formal style of teaching and learning.

What Subjects Do the Children Learn?

Teachers plan the curriculum based upon the English National Curriculum, the Cambridge Primary Curriculum and the Progression in Skills.

The English National Curriculum is comprised of twelve subjects and these are classified as core subjects and foundation subjects. Each subject has a programme of study which sets out the content, skills and processes to be taught to all pupils. Integral to all learning in the Primary School is the development of critical and creative thinking.

8 Curriculum Guide

Core Subjects: ISB teaches the core subjects through the Cambridge Curriculum, which is written in accordance with the National Curriculum. The Cambridge Curriculum Programmes of Study provide a second language option for second language children. It also provides an opportunity for children to complete a standardised assessment at the end of each year.

For more information on assessment please refer to the Assessment in Primary section.

The curriculum is taught through an enquiry based approach. The programmes of study provide a comprehensive set of objectives; the objectives are progressive and describe in detail what the learner should know or be able to do by the end of each year of their primary education.

English:

Children in Key Stages 1 and 2 have one fifty minute session of English per day. In Key Stage 1 children also have a 20 minute phonics lesson per day and a 20 minute guided reading session per day. In Key Stage 2 children have a 30 minute guided reading session per day, the phonics is incorporated into guided reading activities. Lessons are planned to include a balance of all elements of the English curriculum. Learning is divided into 5 strands: Phonics, Spelling, Vocabulary, Grammar, and Punctuation. Grammar and Punctuation is further divided into Reading and Writing to reflect the different ways grammar and punctuation can be applied. Reading, Writing and Speaking and Listening encourage the development of thinking skills and intellectual engagement.

Follow the link to find out more: http://www.cie.org.uk/images/23894-cambridge-primary-english-curriculum-framework.pdf

Mathematics:

Children in Key Stages 1 and 2 have one fifty minute session of Mathematics per day. They also have one 50 minute session of problem solving per week. Learning is divided into 5 strands: Number, Geometry, Measure, Handling Data, and Problem Solving. The first four content strands are underpinned by problem solving, providing opportunities for children to apply the skills they are learning to real problems. Mental strategies (calculation) are also a key part of the number strand.

Follow the link to find out more: http://www.cie.org.uk/images/25127-cambridge-primary-maths-curriculumframework.pdf

Science:

Children in Key Stages 1 and 2 have two fifty minute lessons of Science per week. Science is divided into units of study and throughout every year in Primary children cover units with a Biology, Chemistry or Physics focus. Scientific Enquiry is integrated into all the units, children are expected to give ideas and evidence, plan investigative work, obtain and present evidence and evaluate and analyse evidence.

Follow the link to find out more: http//www.cie.org.uk/images/25128-cambridge-primary-science-curriculumframework.pdf

Foundation Subjects:

Art and Design: Design Technology: Computing: Geography: History: Modern Foreign Languages: Music: Physical Education The programmes of study for the Foundation Subjects can be seen in full via this link: https://www.gov.uk/ government/publications/national-curriculum-in-england-primary-curriculum. ISB also use Chris Quigley’s ‘Progression in Skills’ to supplement our planning and ensure all our subjects are taught with a skills focus. The skills are sequential and become increasingly complex as children progress through the school. The curriculum in the Primary School forms the foundation for studies in the Secondary School.

Curriculum Guide 9

Art and Design

Art lessons in the Primary School are taught through the topic. The Teacher provides opportunities for the children to experiment with a variety of media- pencil, water colour, charcoal, clay, textiles and collage.

Children learn how to use tools correctly and develop their skills through a variety of contexts and applications.

Art lessons aim to provide opportunities for children ‘to produce creative work, exploring their ideas and recording their experiences. To become proficient in drawing, painting, sculpture and other design techniques.

To analyse and evaluate creative works using the appropriate language. To know about great artists, craft makers and designers and understand the historical and cultural development or their art forms.’

Design Technology

Design Technology at ISB is taught through the topic in a cross curricular way. Design Technology is an inspiring, rigorous and practical subject. Using creativity and imagination pupils design and make products that solve real and relevant problems within a variety of contexts. Throughout the year the Design Technology lessons aim ‘to develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world. We aim to give the children the experience of building and applying a repertoire of knowledge, understanding and skills in order to design and make high quality proto-types and products for a wide range of users. We aim to teach children to be able to evaluate and test their ideas and products and the works of others. We also aim to give children the opportunity to understand and apply the principals of nutrition and learn how to cook.’

10 Curriculum Guide

Computing

Primary students have one 50 minute session of Computing per week. They are taught in the Computer lab with a specialist. The teacher plans closely with the class teacher to include cross curricular links with topics where possible. Children learn the skills of word processing, build data bases and design presentations using PowerPoint. Children in KS2 are also taught how to stay safe on the Internet. Computing lessons ensure pupils will be able ‘to understand and apply the fundamental principles of computer science, including algorithms, abstraction, logic and data representation. They will be expected to analyse problems in computational terms and have repeated practical experience of writing computer programmes to solve such problems. We aim for the children to be responsible, competent, confident and creative users of information communication technology’.

Geography

Geography topics may be taught as a main focus for the term or as a supplementary subject in a Science or History based topic. In all our Geography teaching our goal is to inspire in pupils a curiosity and fascination about the world. We aim to achieve this by developing knowledge of their location, eg Bucharest, but also to compare and contrast with other locations, where possible including the students’ native countries and other globally significant places on the planet and in the sea. We aim to foster a respect for the environment and encourage a sense of responsibility in safeguarding the planet for future generations. We aim to develop an understanding of the processes that give rise to key physical and human geographical features of the world and how these are interdependent and change over time. We will also give children the opportunity to develop the geographical skills needed to collect, analyse and communicate with a range of data gathered through fieldwork.

Children will be taught the skills to interpret a range of sources of geographical information including maps, globes and photographs and communicate geographical information in a variety of ways including maps, charts and written reports.

History

At ISB History topics may be taught as a main focus for the term or as a supplementary subject in a Science or Geography based topic. Our goal is to inspire children’s curiosity to know more about the past and understand the complexity of people’s lives and the process of change. We aim to equip children with the skills to evaluate sources of evidence, ask perceptive questions, think critically, weigh evidence, sift evidence and develop perspective and judgement.

Modern Foreign Languages

The importance and value of learning languages is heightened in the international school setting and at ISB the teaching of languages is given a high priority. We feel it is important that children learn the language of the host country. Children in Years 1-6 have two lessons of Romanian per week. Children are divided into 3 groups according to their level of understanding. Lessons are prepared for First language students and Second language students. Turkish is offered for children from Years 1-6 whose first language is Turkish. In Year 6 children also have the opportunity to study an additional language, Spanish, Turkish or French for one session a week. These lessons are taught by specialist language teachers and follow the programmes of study of the National Curriculum of England and Wales. The aims of which are; ‘to ensure children understand and respond to spoken and written language from a variety of authentic sources. To enable children to speak with increasing confidence, fluency and spontaneity and to continually improve their pronunciation and intonation. We will give children opportunities to write at length for different purposes and audience.’

Curriculum Guide 11

Music

Music is taught by specialists at ISB. Early Years children have two sessions of Music a week. Children from Year 1 to Year 6 have one session of Music a week. Children have the opportunity to sing, compose music and appreciate music from different cultures around the world. Children may also benefit from peripatetic music tuition. Instrumentalists visit the school every week to offer private tuition for the piano, guitar, drums, voice and violin. Children may opt for an hour’s lesson or 30 minute lesson per week. Throughout the year activities are planned to meet the following National Curriculum aims; ‘to perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians. Children will learn to sing and use their voices and to create and compose music independently and in groups. They will also have the opportunity to learn a music instrument; to use technology appropriately and have the opportunity to progress to the next level of excellence. Children will understand and explore how music is created, produced and communicated through pitch, dynamics, temp, timbre, texture, structure and appropriate musical notations.’

Physical Education

Children from Reception to Year 6 have two sessions of PE per week. These lessons are taken with specialist PE teachers. The lessons aim ‘to develop competence to excel in a broad range of physical activities, provide the opportunity for children to be physically active for sustained periods of time, enable engagement in competitive sports and activities, to encourage children to live healthy, active lives. Teachers plan to fulfil these aims, planning a different focus for each term: games, dance, gymnastics, swimming, athletics and outdoor adventurous activities.’

12 Curriculum Guide

Citizenship and PSHE (personal, social and health education)

The personal and social wellbeing of our children is paramount in all our actions at ISB. To supplement this implicit curriculum we also follow the English National Curriculum programme of study for PSHE. Children are taught PSHE for one session a week. The lessons provide opportunities for children to discuss issues that concern them with their peer group in a safe and secure environment. Each term has a theme. The theme is introduced as a whole school assembly, teachers plan activities in the classroom which may involve a circle time.

The PSHE curriculum is available to discuss with your child’s teacher. In Year 6 there will be an opportunity for parents to view materials and discuss the Personal Wellbeing scheme of work with the teacher; if there is any content you would prefer your child not participate in due to cultural sensitivity we do operate an opt out clause for pupils during these sessions.

Term 1: New Beginnings Term 2: Dealing with Difficult Situations Term 3 Friendship and Bullying Term 4 Active member of Society Term 5 Personal Wellbeing

Co-curricular

We recognise the importance of co-curricular activities. They are an integral part of our students’ holistic education. Through participating in co-curricular activities students discover their interests and talents while developing values and skills that will prepare them for a rapidly changing world. Co-curricular activities also promote friendships with children outside their normal peer group, but with children who have similar interests and aptitudes. Participation in such activities fosters social integration and deepens students’ sense of belonging, commitment and sense of responsibility to school and community. Co-curricular activities take place after school every day from 3:15 pm until 4:15 pm. Children can sign up for the activities on the Website at the beginning of the session. The sessions run from September to December, January to April, and April to June.

Primary children also participate in a year group production during each academic year. We aim to provide children with the opportunity to perform in front of an audience, singing, acting, narrating or playing an instrument.

Themed Weeks

Throughout the year the Primary School incorporates themed weeks to add an extra dimension to learning.

Health and Fitness Week, Book week, International week, Arts and Humanities and Maths all have specific weeks allocated. During these weeks teachers raise the focus of the subject. Children across the school, participate in competitions and activities and events related to a specific subject area.

Curriculum Guide 13

How Do Children Learn at ISB?

The Primary pupils at ISB learn through a thematic approach. Cross curricular links are made across the subject areas. Topics are planned to incorporate all the subjects across the year. Some topics have a strong History focus and others will be Geography focused. Children will not have all subjects every week. It may occur that one term the topic will be heavily focused on History and the next term may have a Geography focus. (Repeated sentence) All subjects are balanced throughout the year to ensure all the objectives and skills are covered from the National Curriculum for the year group.

Year 1

Term 1 Who Am I?

Year 2 Year 3

The Middle Ages Airports

Year 4

Around the World

Year 5

Fit for Life

Year 6

Investigating Rivers and Mountains

Term 2

Term 3 Toys Houses and Homes Celebrations Celebrations The Active Planet Chocolate Ancient Egyptians Myths, Legends and Beliefs Famous People

Insulators and Conductors Shipwrecked What a Performance

Term 4 Dinosaurs The Natural World Painting, Pictures and Photos Invaders and Settlers

Term 5 Let’s Go on Holiday Our Place Rainforests Habitats

Astronomy and Space Coastlines Factories

16th Century Explorers

Teachers plan each subject focusing on the skills specific to each subject; skills are taught in the context of the topic. The integrated learning themes provide children with multiple perspectives on the subject. Research has taught us this not only broadens children’s understanding but helps children learn in greater depth. Topics may also provide the context to apply skills children are learning in English.

In Term 1 Year 3 will be covering the topic ‘Airports’, here are some examples of the objectives children cover across the subject areas:

14 Curriculum Guide

Computing PC Components Combining text and graphics to label the parts of a helicopter/airplane and complete the gaps using copy/ paste in a text about hot air balloon.

I can use a variety of software to accomplish given goals I can design and create content I can present information

Art and Design Design own plane and logo.

I use a number of sketches to base my work on.

I annotate my sketches in my art sketchbook to explain my ideas.

I sketch lightly (so I do not need to use a rubber).

My cutting skills are precise.

I comment on similarities and differences between my own and others’ work.

I adapt and improve my own work.

Geography Plan a trip from Romania abroad To locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities.

To use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.

History History of Flight and man’s desire to fly I understand and use the words past and present when telling others about an event.

I have used information to describe the past.

I use information I have found out about the past to describe the differences between then and now.

I have looked at books and pictures (And: listened to stories, pictures, photographs, historic buildings, visit to a museum, used the internet.)

I tell stories about the past using my story writing skills

Curriculum Guide 15

Design Technology Make a Hot Air Balloon To use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.

To generate, develop, model and communicate their ideas through discussion, annotated sketches.

To select from and use a wider range of tools and equipment to perform practical tasks, such as cutting, shaping, joining and finishing, accurately.

To select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.

To evaluate ideas and products against their own design criteria and to consider the views of others to improve their designs.

Educational Visits

Primary students participate in Educational visits in all year groups. Educational visits are integral to their learning in school and they are compulsory. Educational visits provide the real life context for the programmes of study we are teaching in the classroom. Children have the opportunity to participate in a visit to a local area of interest at least once per term. There are five terms per academic year.

Residential visits also form a valuable part of the school curriculum. Children from Years 3-6 are offered the opportunity to participate in residential visits. Year 3 students currently visit Bran for a one night stay.

Year 4 students visit Cheile Gradistei for two nights, Year 5 visits Constanta for three nights and Year 6 visit Brasov for three nights. Years 3, 4 and 5 residential visits take place in Term Five. The Year 6 residential takes place in Term One. We strongly encourage ALL students to participate in the residential visits. For many children this is their first experience away from home without parents. This is a valuable experience to increase independence and develop their social skills. Every effort is made to ensure the children are safe and enjoy the visit. Risk assessments are completed before the visit and all preparations are monitored carefully by the Deputy Principals. Heads of Year organise parent meetings to discuss the visits and allay any concerns you may have.

Assessment in the Primary School Early Years Foundation Stage

In the Early Years Foundation Stage teachers use on-going formative assessment, children are assessed continuously throughout the school year according to their age in months. The curriculum is split into 7 age bands, these age bands overlap as children’s development is individual and each child develops at their own rate. Assessment of children is made through observations of the children during teacher led and self chosen activities. This information is then used to inform the planning for each class to ensure all the needs of the children are met. As children progress through the Foundation Stage teachers will be assessing if they are meeting the criteria in each area of the curriculum and if children are working in the appropriate age band.

At the end of the Foundation Stage each child in Reception will be assessed as to whether they are ‘Emerging, Expected or Exceeding’ expectations for their age. During each year children spend in Early Years class teachers will be keeping an ‘individual pupil profile’ this will contain photographic observations as evidence of learning.

Key Stage 1

Research has shown that there is little benefit derived from administering summative (end of term and end of year assessments) with students in Key Stage One. In fact it has been found to have a negative impact on students’ learning at this young age. In accordance with the Cambridge Framework teachers continuously assess the learning of the students in their classes on a daily basis. At The International School of Bucharest our teachers employ a range of formative assessment techniques to assess the learning and progress of each child. We believe that formative assessment helps to create a positive learning environment in the classroom. It enables teachers to set appropriate work at the level necessary for the children’s continuing progress. It is also the means by which pupils understand what they have achieved and what they need to work on.

16 Curriculum Guide

Key Stage 2 Assessment for Learning (Formative Assessment) The Teacher assesses your children every lesson. Teachers ask challenging questions, they discuss ideas and the concepts they are learning about to check the depth and breadth of understanding. Teachers mark books and give feedback that indicates the next steps to learning. Teachers use assessment information and adjust their planning taking into account the children’s learning; additional work may be given to support learning or challenge learners as necessary. Self assessment is a valuable part of learning and teachers often incorporate this into their plenary sessions. Self assessment encourages children to identify what they need to improve and set realistic targets for themselves.

Assessment of Learning (Summative):

Assessment of Learning takes place when children have completed a unit of work and the teachers wish to see how much progress has been made. This year with the introduction of the Cambridge Primary Curriculum teachers in Key Stage 2 will set end of unit tests relevant to the unit of work completed in English, Maths and Science. Units of work may last 3-4 weeks. Results will be sent to parents on Educare. Parents are welcome to view the test papers but these must remain in school for the teachers to analyse for planning purposes. There will not be an assessment week in December or March.

Cambridge Progression Tests and Checkpoint

Cambridge Progression Tests will take place in Years 3, 4 and 5 at the end of the Summer Term. These tests will cover all the work the children have completed during the year. Children will take Progression tests in English, Maths and Science. The tests are marked by the teachers in school. The children take these tests as an indicator of the progress the children have made in one academic year. The results of the tests are for teachers to understand strengths and weaknesses and help them plan to improve children’s performance. The results will not be used to decide the classes children will be placed in. The results of the tests will be put on the end of year reports and there will be an opportunity for you to discuss the results with the teachers. Year 6 children will take the Cambridge Checkpoint Test in April. The date is to be confirmed. The tests are sent to the UK and marked externally. The results will be shared with teachers and parents during the Summer Term. These tests are standardised and give us the opportunity to compare how our students are performing with schools in the UK and Internationally. There will be a parents’ meeting in the Spring Term to provide more information about the Cambridge Check Point test.

Records of Assessment in the Primary School

We maintain records of children’s assessment to be able to provide evidence of the progress the children have made. We also maintain records of assessment to enable us to pass on accurate information to other teachers and other schools when children move on from ISB, and to be able to provide evidence of your child’s achievement during parent consultation evenings. Records can be kept in a variety of ways.

• Parents are continuously updated with regards to the progress of their child through Educare, parent teacher consultations and through other meetings where necessary.

• Teachers use a tracking system to record progress and to identify next steps for learning in reading, writing and Maths.

• Annotated plans and planning notes made by class teachers and other adults involved with each child record other important information about the progress of children in the class.

• Profile Folders contain a record of the progress made by children throughout their time at International School of Bucharest (Primary).

• The SSS Register (Student Support Services - formally known as SEN) and Intervention Trackers ensure that children with identified special educational needs, those children who are not making the expected progress or are excelling are supported appropriately and their needs assessed regularly.Pupil Progress Profiles and the tracking information for reading, writing and maths are kept by each class teacher, which is passed on to the receiving teacher at the end of each academic year.

Curriculum Guide 17

Curriculum Objectives Year 1 Term 1:1 Who Am I? English

Content: Signs, labels, instructions Stories with familiar settings Skills Writing: To hold a pencil comfortably and write with good letter formation. (on-going) To recognise different kinds of instructions Allow children time to read aloud what they have written in groups To write simple texts based on those you have read together To value children as writers Reading To develop a sense of themselves as readers of instruction texts To develop awareness of analogy as a useful strategy for reading and writing To know how to predict the contents of a book To develop a sense of themselves as readers To increase familiarity with favourite books For children to know about technical aspects of reading Speaking and Listening To give instructions To retell stories Phonics and Spelling To be able to hear, read and write all three sounds in single syllable words

18 Curriculum Guide

Maths

Content: Number and Problem Solving Geometry and Problem Solving Measure and Problem Solving Handling data and measures Skills: Number To recite numbers in order To practice mental strategies for calculations To know all number pairs to 10 and record related addition/subtraction facts To read and write numerals from 0 to 20 Use knowledge of place value to position these numbers on a number track and number line Say the number that is 1 more or less than any given number and 10 more or less for multiples of 10 To use more or less to compare two numbers, and give a number that lies between them Derive and recall all pairs of numbers with a total of 10 and addition facts for totals to at least 5; work out the corresponding subtraction facts Geometry To name and sort common 2D shapes using features such as number of sides, curved or straight edges To use shapes to make patterns and models Describe simple patterns and relationships involving numbers or shapes; decide whether examples satisfy given conditions Visualise and name common 2-D shapes and 3-D solids and describe their features Use them to make patterns and pictures Handling data and Measures Learn mathematical vocabulary related to measures of liquid Identify less than more than Create a bar chart, collect data, make the chart and read information from the chart Problem Solving Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to 'pay' and 'give change' Recognise all coins and work out how to pay an exact sum using smaller coins

Curriculum Guide 19

Science

Content: Unit 1Ourselves Skills To answer questions by collecting evidence through observations Ask questions and contribute to discussions about how to seek answers Make predictions Decide what to do to try to answer a science question Explore and observe in order to collect evidence (measurements and observations) to answer questions Suggest ideas and follow instructions Record stages in work Make comparisons Compare what happened with predictions Model and communicate ideas in order to share, explain and develop them Humans Recognise the similarities and differences between one another Recognise and name the main external parts of the body Explore how human senses enable humans and other animals to be aware of the world around them

Geography

Content: My Locality: Field work Skills Use maps and plans Skills: I take digital photographs of my locality and use them back in the classroom to help describe a place (Take photos of places in school - why/ when do we go there?)

I tell others the things I like and dislike about a place I can mark on a map of Europe where I live and any other location I know about I express my own views about peoples, places and environments

20 Curriculum Guide

History

Content:.

I know about things that happened to me in the past Skills: I use words and phrases such as: last year, when I was younger, when I was a baby, a long time ago I understand how to put a few events or objects in order of when they happened I use words and phrases such as: now, yesterday, last week, when I was younger, a long time ago, a very long time ago, before I was born, when my parents/carers were young

Art and Design

Content: Investigate the possibilities of a range of materials and processes Try out tools and techniques, including drawing Investigate the possibilities of a range of materials and processes Skills: I have used: Clay, play dough, plasticine I have explored and experimented with lots of collage materials I can use ready mixed or powder paints to show my ideas I paint pictures of what I see I have printed by pressing, rolling, rubbing and stamping I can use printing tools like fruits and sponges

Curriculum Guide 21

Design Technology

Content: Make a collage Skills: I cut materials using scissors I use pictures and words to describe what I want to do I think of ideas and with help, can put them into practice I can talk about my ideas Assemble, join and combine materials

Copmputing

Content: To create a Collage/presentation or albumn of their work Skills: Name the main computer components Paint a picture using ICT create a picture using drawing tools type and design a printable document Present text using a word/photo collage Create a multimedia album/ presentation

Physical Education

Content: Games Skills: I copy actions I repeat and explore skills I move with some control and care. I can throw a ball underarm I can roll a ball or a hoop. I can hit a ball with a bat. I can move and stop I can move to catch or collect. I can throw and kick a ball in different ways I can talk about what I have done I can describe what others’ have done I can decide where to stand to make a game difficult for the other I can describe how my body feels during an activity I know how to exercise safely by looking for space

22 Curriculum Guide

Music

Content: Exploring Sounds Skills: To use voices to sing songs, chants and rhymes To rehearse and perform with others Control pulse, rhythm and pitch To listen carefully and develop their aural memory To develop physical response To recognize different sound sources Explore different sound sources Focus their listening Explore and control musical instruments ( tuned and untuned) Explore expressive use of sounds and use them to illustrate a story Learn about timbre, dynamics and tempo Quarter notes and the musical note DO

PSHE (personal, social and Health Education)

Content: New Beginnings Skills: I can listen to people and play nicely I say what I like and dislike, what is fair and unfair, and what is right and wrong. (class/ school rules) I share my opinions on things that matter to them and explain their views I can say what I am good at I recognise, name and deal with my feelings in a positive way I agree and follow rules for my group and classroom, and understand how rules help me I think about myself, learn from my experiences and recognise what I am good at

Curriculum Guide 23

Year 2 Term 1:1 Living in the Middle Ages English

Content: Reference texts Non chronological reports Poetry Skills Writing: Write simple evaluations of books read Use features of chosen text type Use simple non-fiction texts as a model for writing Make simple notes from a section of non-fiction texts, e.g. listing key words Form letters correctly and consistently Practice handwriting patterns and the joining of letters Use the structures of familiar poems and stories in developing own writing Reading: Read aloud with increased accuracy, fluency and expression Locate words by initial letter in simple dictionaries, glossaries and indexes Find factual information from different formats, e.g. charts, labelled diagrams Identify general features of known text types Show some awareness that texts have different purposes Explore a variety of non-fiction texts on screen Find answers to questions by reading a section of text Begin to develop likes and dislikes in reading Use phonics as the main method of tackling unfamiliar words Extend the range of common words recognised on sight Read poems and comment on words and sounds, rhyme and rhythm Speaking and Listening: Listen carefully and respond appropriately, asking questions of others Recount experiences and explore possibilities Articulate clearly so that others can hear Vary talk and expression to gain and hold the listener’s attention Attempt to express ideas precisely, using a growing vocabulary Phonics/Spellings: Practise blending for reading Practise segmentation for spelling Practise reading captions and sentences Practise previously learned letters and sounds Practise writing captions and sentences

24 Curriculum Guide

Maths

Content: Numbers and the Number System Calculation -Addition and Subtraction Geometry Organising data Problem Solving Skills: Number and Number System Say a number between any given neighbouring pairs of multiples of 10 e.g. 40 and 50.

Count, read and write numbers to at least 100Read and write two-digit and three-digit numbers in figures and words Describe and extend number sequences and recognise odd and even numbers (find patterns in numbers) Understand that addition can be done in any order but subtraction cannot- subtraction is the inverse of addition and vice versa Derive and record related addition and subtraction number sentences (to add/subtract numbers) Order two-digit numbers and position them on a number line; use the greater than (>) and less than (<) signs (to order numbers) Estimate a number of objects Round two-digit numbers to the nearest 10 (to estimate/round numbers) Add or subtract mentally a one-digit number or a multiple of 10 to or from any two-digit number Use practical and informal written methods to add and subtract two-digit numbers Count in twos, fives and tens and use groups to count larger groups of objects-Count up to 100 objects by grouping them and counting in tens, fives or twos (count in 5s, 10s and 2s) Explain what each digit in a two-digit number represents, including numbers where 0 is a place holder Partition two-digit numbers in different ways, including into multiples of 10 and 1 (explain place value) Geometry Recognise common 2D shapes in different positions and orientations.

Sort, name, describe and make 3D shapes (e.g. cubes, cuboids, cones, cylinders, spheres and pyramids) referring to their properties Recognise 2D drawings of 3D shapes Identify simple relationships between numbers and shapes Identify reflective symmetry in patterns and 2D shapes; draw lines of symmetry Measure (Time) Know the units of time (seconds, minutes, hours, days, weeks, months and years) Know the relationships between consecutive units of time Measure activities using seconds and minutes Organising, categorising and representing data Answer a question by collecting and recording data in lists and tables, and representing it as block graphs and pictograms to show results Problem solving (Using techniques and skills in solving mathematical problems) Explain methods and reasoning orally Make up a number story to go with a calculation, including in the context of money.

Explore number problems and solutions Present solutions to puzzles and problems in an organised way explain decisions, methods and results in pictorial, spoken or written form, using mathematical language and number sentences (Solve mathematical problems)

Curriculum Guide 25

Science

Content: Electricit Staying safe Building a Circuit Using motors, buzzers and switches Skills: Collect evidence by making observations when trying to answer science questions Use simple information sources Use first -hand experience Make and record observations Talk about risks and how to avoid danger Use a variety of ways to tell each other what happened Recognise the components of simple circuits involving cells (batteries) Use simple information sources Predict what will happen before deciding what to do Make comparisons Identify simple patterns and associations Talk about predictions (orally and &in text), the outcome and why this happened Review and explain what happened Know how a switch can be used to break a circuit

26 Curriculum Guide

History

Content: Life in the Middle Ages Skills: Find out about the past from a range of sources Ask and answer questions about the past Select from their knowledge of history and communicate it in a variety of ways (for example, talking, writing, using ICT) Find out about the past from a range of sources Identify different ways in which the past is represented Use common words and phrases relating to the passing of time (for example, before, after, a long time ago, past) Find facts about the lives of significant men, women and children drawn from the history of Britain and the wider world (for example, artists, engineers, explorers, inventors, pioneers, rulers, saints, scientists) Recognise why people did things, why events happened and what happened as a result, (cause and effect) Identify differences between ways of life at different times.

Look at pictures from the past and ask ‘what were people doing?’

Write in sentences things I have found out about the past Draw pictures and write about them to tell others about the past Use evidence to describe buildings and their uses of people from the past Find out some facts about events that happened long ago Say why people may have acted as they did Answer questions about an event, using before and after to describe when something happened Look at books to help me find out about the past Find out facts about people long ago Listen to stories about the past Use evidence to show how the lives of rich and poor people from the past differed.

Look at objects from the past and ask ‘what were they used for?’, and try to answer

Curriculum Guide 27

Art and Design

Content: Make a clay pot Skills: Represent observations, ideas and feelings, and design and make images and artifacts Investigate the possibilities of a range of materials and processes Try out tools and techniques and apply these to materials and processes, including drawing Roll materials Coil materials Use clay

Design Technology

Content Build a castle Skills: Record from first-hand observation, experience and imagination, and explore ideas Ask and answer questions about the starting points for their work, and develop their ideas Investigate the possibilities of a range of materials and processes Try out tools and techniques and apply these to materials and processes, including drawing Generate ideas and recognise that my designs have to meet a range of different needs Make shapes from rolled up paper, straws, paper and card Cut materials Build structures, exploring how they can be made stronger, stiffer and more stable Investigate the possibilities of a range of materials and processes Work on their own, and collaborate with others, on projects in two and three dimensions and on different scales Use a range of materials and processes (for example, painting, collage, print making, digital media, textiles, sculpture) Describe the materials I have used to make my structure Make a structure

28 Curriculum Guide

Computing

Content: Create a multimedia presentation Paint a picture using ICT Present text using a word/photo collage Skills: Name the main computer components Type quickly and correctly Type and design a printable document Create a picture using drawing tools Understand how an algorithm works

Physical Education

Content: Games Skills: To be confident and safe in the spaces used to play games Pass a different sized ball using hands & feet (different ways of sending the balls) Pass a puck/bean bag using hockey stick Pass/hit a tennis ball using tennis rackets Pass a different sized ball using hands & feet (different ways of sending the balls) Use passes and basic gamesâ&#x20AC;&#x2122; skills in simple game situations Learn how to throw& tag to a moving and fix target using balls Explore basic skills, actions, and ideas with increasing understanding Remember and repeat simple skills and actions with increasing control and coordination

Music

Content: Exploring Sounds Skills: To use voices to sing songs, chants and rhymes To rehearse and perform with others Control pulse, rhythm and pitch To listen carefully and develop their aural memory To develop physical response To recognize different sound sources Explore different sound sources Focus their listening Explore and control musical instruments (tuned and untuned).

Explore expressive use of sounds and use them to illustrate a story Learn about timbre, dynamics and tempo Quarter notes and the musical notes REST, Quarter notes, Eight notes and DO, RE

PSHE (personal, social and Health Education)

Content: New Beginnings Skills: Think about things that are the same or different about people in my class Know how to include others into groups to make them feel welcome Make a class charter Recognise what I am good at and what I find more challenging Set simple goals To know how to look after my new surroundings Why it is important to make the classroom a safe and fair place

Curriculum Guide 29

Year 3 Term 1:1 Airports English

Content: Non Chronological Reports and Humorous Poems Skills Writing: Establish purpose for writing, using features and style based on model texts Ensure consistency in the size and proportion of letters and the spacing of words Practice joining letters in handwriting Build up handwriting speed, fluency and legibility Use reading as a model for writing dialogue Write and perform poems, attending to the sound of words Choose and compare words to strengthen the impact of writing, including noun phrases Grammar and Punctuation Use question marks, exclamation marks, and commas in lists Maintain accurate use of capital letters and full stops in sentences Use knowledge of punctuation and grammar to read age-appropriate texts with fluency, understanding and expression Reading: Identify the main points or gist of a text Locate books by classification Consider ways that information is set out on page and on screen, e.g. lists, charts, bullet points Read aloud with expression to engage the listener Consider words that make an impact, e.g. adjectives and powerful verbs Practise learning and reciting poems Infer the meaning of unknown words from the context Speaking and Listening: Listen and remember a sequence of instructions Speak clearly and confidently in a range of contexts, including longer speaking turns Speak clearly and confidently in a range of contexts, including longer speaking turns Phonics/Spellings: Use effective strategies to tackle blending unfamiliar words to read, including sounding out, separating into syllables, using analogy, identifying known suffixes and prefixes, using context Extend earlier work on prefixes and suffixes Explore words that have the same spelling but different meanings (homonyms), e.g. form, wave Use a dictionary or electronic means to find the spelling and meaning of words Identify misspelt words in own writing and keep individual spelling logs Consider how choice of words can heighten meaning Infer the meaning of unknown words from the context Generate synonyms for high frequency words, e.g. big, little, good

30 Curriculum Guide

Maths

Content: Number and Number System Geometry Problem Solving Skills: Recite numbers to 100 to 200 and beyond Read and write numbers to at least 1000 Count on and back in steps of 2, 3, 4 and 5 to at least 50 Place a 3 digit number on a number line marked in multiples of 100 Place a three digit number on a number line marked off in multiples of 10 Count on and back in ones, tens and hundreds from 2 and 3 digit numbers Understand what each digit represents in 3 digit numbers and partition into hundreds, tens and units Find 1, 10 100 more/less than 2 and 3 digit numbers Add and subtract 10 and multiples of 10 to and from 2 and 3 digit number Know addition and subtraction facts for all numbers to 20 Add 100 and multiples of 100 to 3 digit numbers Use the = sign to represent equality Add several small numbers Re-order an addition to help with the calculation Understand the relationship between doubling and halving Understand the effect of multiplying 2 digit numbers by 10 Understand and apply the idea that multiplication is commutative Describe and continue patterns which count on or back in steps of 2, 3, 4, 5, 10 or 100 Know multiplication/division facts for 2×, 3×, 5×, and 10× tables Geometry: Identify right angles in 2D shapes Identify, describe and draw regular and irregular 2D shapes including pentagons, hexagons, octagons, semicircles Classify 2D shapes according to the number of sides, vertices and right angles Identify, describe and make 3D shapes including pyramids and prisms, investigate which nets will make a cube Classify 3D shapes according to the number and shape of faces, number of vertices and edges Relate 2D shapes and 3D solids to drawings of them Recognise the relationships between different 2D shapes Identify the differences and similarities between different 3D shapes Draw and complete 2D shapes with reflective symmetry, draw reflections of shapes Problem solving: Use the language of position, direction and movement including clockwise and anti-clockwise Choose appropriate mental strategies to carry out calculations Consider whether an answer is reasonable Explain a choice of calculation strategy and show how the answer was worked out Identify simple relationships between numbers

Curriculum Guide 31

Science

Content: Materials Skills: Know that every material has specific properties, eg hard, soft, shiny Sort materials according to their properties Explore how some materials are magnetic and others are not Discuss why materials are chosen for specific purposes on the basis of their properties

History

Content: History of Flight Skills: I understand and use the words past and present when telling others about an event I have used information to describe the past I use information I have found out about the past to describe the differences between then and now I have looked at books and pictures (And: listened to stories, pictures, photographs, historic buildings, visit to a museum, use the internet.)

I tell stories about the past using my story writing skills

Geography

Content: Plan a trip abroad from Romania Skills: To locate the worldâ&#x20AC;&#x2122;s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities To use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied Ask, â&#x20AC;&#x153;Which PHYSICAL features does this place have?â&#x20AC;?

Give reasons for why some of those features are where they are Use my writing skills to communicate what I know Build up a list of geography words Look at maps of areas I am studying and identify features Use the contents and index pages of an Atlas to find places quickly Use the internet to help find out about a location, including aerial photographs Describe a place using information I have found out using my geography words well Compare places that I have studied using the physical and human features for my comparisons Give some reasons for the similarities and differences between places, using geographical language

32 Curriculum Guide

Art and Design

Content: Design Own Plane and Logo Skills: Create sketch books to record their observations and use them to review and revisit ideas Explore ideas from my imagination or from real starting points Explore ideas and collect visual and other information for my work Comment on differences in othersâ&#x20AC;&#x2122; work and I suggest ways of improving my own work Learn about great artists, architects and designers in history (Leonardo Dâ&#x20AC;&#x2122;Vinci and Henry Coanda) Annotate my sketches in my art sketchbook to explain my ideas Use a number of sketches to base my work on Sketch lightly (so I do not need to use a rubber) Cut precisely / Adapt and improve my own work Comment on similarities and differences between my own and othersâ&#x20AC;&#x2122; work

Design Technology

Content: Design and make a hot air balloon Skills: Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups Generate, develop, model and communicate their ideas through discussion, annotated sketches Select from and use a wider range of tools and equipment to perform practical tasks, such as cutting, shaping, joining and finishing, accurately Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work Think of ideas and plan what to do next, based on what I know about materials and components Select the appropriate tools, techniques and materials, explaining my choices Use models, pictures and words to describe my designs Use scissors precisely when cutting out Join textiles using glue and staples Select appropriate materials for the job to help my product work well Use a number of materials and joined them so they are strong Use my art skills to add design or detail to my product Recognise what I have done well in my work. I suggest things I could do in the future Know that my product needs to be made from materials that are suitable for the job Generate ideas and recognise that my designs have to meet a range of different needs Make realistic plans to achieve my aims Think ahead about the order of my work, choosing appropriate tools, equipment, materials, components and techniquesClarify my ideas using labelled sketches and models to communicate the details of my designs Select the most appropriate techniques and tools to make my product Find solutions to problems as they happen Identify where my evaluations have led to improvements in my products

Curriculum Guide 33

Computing

Content: Combining Texts and Graphics Skills: Understand the differences between hardware and software Be able to name the main computer components Create folders Paint a picture using ICT Create a picture using drawing tools Type quickly and correctly Type and design a printable document

Physical Education

Content: Games Skills: Remember and repeat simple skills and actions with increasing control and coordination Consolidate existing skills and gain new ones Learn how to pass a basketball & a football from stationary position (using different ways of sending the balls) Learn how to pass a basketball & a football from running (using different ways of sending the balls) Consolidate and improve the quality, range and consistency of the techniques they use for particular activities such as running for long and short distance Learn how to pass a bean bag- throw-catch a bean bag Learn how to pass a tennis ball using tennis rackets Learn how to pass a puck using hockey sticks & dribbling skills Dribble a basketball/football Use ball skills learnt in playing different games Throw the ball to a moving target

34 Curriculum Guide

Music

Content: Singing Appreciation of Music Composition of Music Skills: To develop their singing voices To use their inner voice Use known songs to develop control of pulse and rhythm Recognize changes and control pitch while singing Learn Musical notation the Quarter REST, Quarter notes, Eight notes and DO, RE, MI Develop awareness of simple structures in music About how to express the meaning of songs Listen with attention to detail and develop aural memory Recognise that music, like pictures, can describe images and moods Relate sounds to visual images and select appropriate instruments Recognise how sounds can be combined to make textures and mood and emotion can be illustrated in music Learn about the effects of 3 pitched sounds played together Learn about the importance of rhythm in music

PSHE (personal, social and Health Education)

Content: New Beginnings Skills: Understand and predict how you or others would feel in a new situation/meeting new people Know and understand the Golden Rules and rules in other areas of the school (ICT canteen etc) Make a class charter Know what I am good at and understand how to improve in areas that are more challenging Set subject goals Understand how to make people feel welcome on the playground Why is it important to make the school a fair place?

Curriculum Guide 35

Year 4 Term 1:1 Around the World English

Content: Poetry Stories from other Cultures Skills: Reading Extend the range of reading Explore the different processes of reading silently and reading aloud Recognise meaning in figurative language Understand how expressive and descriptive language creates mood Retell or paraphrase events from the text in response to questions Express a personal response to a text and link characters and settings to personal experience Explore the impact of imagery and figurative language in poetry, including alliteration and simile Compare and contrast poems and investigate poetic features Understand the main stages in a story from introduction to resolution Explore narrative order and the focus on significant events Investigate how settings and characters are built up from details and identify key words and phrase Retell or paraphrase events from the text in response to questions Writing Use joined-up handwriting in all writing Elaborate on basic information with some detail Choose and compare words to strengthen the impact of writing, including some powerful verbs

36 Curriculum Guide

Begin to adopt a viewpoint as a writer, expressing opinions about characters or places Begin to use paragraphs more consistently to organise and sequence ideas Explore different ways of planning stories, and write longer stories from plans Write a poem using a model Grammar and Punctuation Use knowledge of punctuation and grammar to read with fluency, understanding and expression Use a range of end-of-sentence punctuation with accuracy Re-read own writing to check punctuation and grammatical sense Investigate past, present and future tenses of verbs Speaking and Listening Listen carefully in discussion, contributing relevant comments and questions Adapt the pace and loudness of speaking appropriately when performing or reading aloud Phonics, Spelling and Vocabulary Extend knowledge and use of spelling patterns, e.g. vowel phonemes, double consonants, silent letters, common prefixes and suffixes Apply phonic/spelling, graphic, grammatical and contextual knowledge in reading unfamiliar words.

Investigate spelling patterns; generate and test rules that govern them Check and correct spellings and identify words that need to be learned Identify unfamiliar words, explore definitions and use new words in context Revise rules for spelling words with common inflections Confirm all parts of the verb to be and know when to use each one Learn Phonemes/sh/ as in ch,- ti, -ci,-ssi

Science

Content: Biology - Humans and Animals Skills: Know that humans (and some animals) have bony skeletons inside their bodies Know how skeletons grow as humans grow, support and protect the body Know that animals with skeletons have muscles attached to the bones.

Know how a muscle has to contract (shorten) to make a bone move and muscles act in pairs Explain the role of drugs as medicines Scientific enquiry Ideas and evidence Collect evidence in a variety of contexts Test an idea or prediction based on scientific knowledge and understanding Plan investigative work Suggest questions that can be tested and make predictions; communicate these Design a fair test and plan how to collect sufficient evidence Choose apparatus and decide what to measure Obtain and present evidence Make relevant observations and comparisons in a variety of contexts Measure temperature, time, force and length Begin to think about the need for repeated measurements of, for example, length Present results in drawings, bar charts and tables Consider evidence and approach Identify simple trends and patterns in results and suggest explanations for some of these Explain what the evidence shows and whether it supports predictions. Communicate this clearly to others Link evidence to scientific knowledge and understanding in some contexts

Curriculum Guide 37

Maths

Content: Number Geometry Problem Solving Skills: Read and write number up to 10000 Count on and back in ones, tens, hundreds and thousands from four digit numbers Understand what each digit represents in a three or four digit number and partition into thousands, hundreds, tens and units Recognise the multiples of 5, 10 and 100 up to 1000 Round 3 and 4 digit numbers to the nearest 10 or 100 Position accurately numbers up to 1000 on an empty number line or line marked off in multiples of 10 or 100 Estimate where 3 and 4 digit numbers lie on an empty 0 â&#x20AC;&#x201C; 1000 Compare pairs of 3 or 4 digit numbers, using the < and > signs and find a number in-between each pair.

Calculation Recognise and begin to know multiples of 2, 3, 4, 5 and 10 up to the tenth multiple Add 3 or 4 small numbers, finding pairs that equal 10 or 20 Add any pair of 2 digit numbers, choosing an appropriate strategy Subtract any pair of 2 digit numbers, choosing an appropriate strategy Multiply any pair of single digit numbers together Use knowledge of commutativity to find the easier way to multiply Understand the effect of multiplying and dividing 3 digit numbers by 10 Addition and subtraction Add pairs of 3 digit numbers Subtract a 2 digit number from a 3 digit number Subtract pairs of 3 digit numbers Multiplication and division Double any 2 digit number Multiply multiples of 10 to 90 by a single digit number Multiply a 2 digit number by a single digit number Divide 2 digit numbers by single digit numbers Understand that the multiplication and division are the inverse function of each other

38 Curriculum Guide

Problem Solving Using techniques and skills in solving mathematical problems Choose appropriate mental or written strategies to carry out calculations involving addition and subtraction Check the results of adding numbers by adding them in a different order or by subtracting one number from the total Check subtraction by adding the answer to the smaller number in the original calculation Estimate and approximate when calculating and check working Using understanding and strategies in solving problems Make up a number story for a calculation Explain reasons for a choice of strategy when multiplying or dividing Choose strategies to find answers to addition or subtraction problems; explain and show working.

Explore and solve number problems and puzzles Use ordered lists and tables to help solve problems systematically Explain methods and reasoning orally and in writing Make hypotheses and test them out Geometry Identify, describe, visualise, draw and make a wider range of 2D and 3D shapes including a range of quadrilaterals, the heptagon and tetrahedron Use pin boards to create a range of polygons Use spotty paper to record results Classify polygons (including a range of quadrilaterals) using criteria such as the number of right angles, whether or not they are regular and their symmetrical properties Identify and sketch lines of symmetry in 2D shapes and patterns Visualise 3D objects from 2D nets and drawings and make nets of common solids Find examples of shapes and symmetry in the environment and in art Describe and identify the position of a square on a grid of squares where rows and columns are numbered and/ or lettered Know that angles are measured in degrees and that one whole turn is 360째 or four right angles; compare and order angles less than 180째 Devise the directions to give to follow a given path. Using techniques and skills in solving mathematical problems Recognise the relationships between 2D shapes and identify the differences and similarities between 3D shapes Using understanding and strategies in solving problems Identify simple relationships between shapes

Curriculum Guide 39

Geography

Content: Around the World Skills: Ask geographical questions Collect and record evidence Use appropriate geographical vocabulary Build a list of geography words e.g. capital city, continent, environment, isolated, landscapes, less developed, political map, population attractive, agriculture, arable farming, accessible, communication, environment, facilities, fertile, green belt, landscape, location, migration, prosperous, residential, rural, transport, vegetation, densely populated, drought, environment, facilities, human features, income, less developed, location, political map, pollution, population, position, resources, tourist attraction, trade, transport Find out about places and the features in those places by either going to that place to observe or by looking at information sourceUse atlases, globes, maps and plans at a range of scales to identify features Use secondary sources of information, including aerial photographs Use the contents and index pages of an Atlas to find places quickly Use ICT to help in geographical investigations Use the internet to help find out about a location, including aerial photographs (e.g.. Google Earth) Describe where a place is, I use country, region and names of towns, cities, and rivers Name and locate the capital cities in Europe Recognise some physical and human processes and explain how these can cause changes in places and environments Explain why features are where they are Identify how and why places change, give some reasons for this, with precise observations or research as evidence for this Compare places that I have studied using the physical and human features for my comparisons Give reasons for similarities and differences between places, using geographical language Make detailed sketches of the features of a location Devise questionnaires to find out local opinions on an issue

40 Curriculum Guide

Recognise how and why people may seek to manage environments sustainably, and to identify opportunities for their own involvement Recognise how people can improve the environment or damage it, and how decisions about places and environments affect the quality of peopleâ&#x20AC;&#x2122;s lives Summarise an environmental issue either in the local area or an area I am studying Suggest solutions to different points of view as to how a locality can be improved Communicate in ways appropriate to the task and audience I use my writing skills to communicate what I know

History

Content: Place events on a time line Skills: Use dates and vocabulary relating to the passing of time I can divide recent history into the present, using 21st Century, and the past using 19th and 20th Centuries Identify and describe reasons for, and results of events and changes I use evidence to give reasons why changes may have occurred I can describe some similarities and differences between some people, events and objects (artefacts) I have studied

Curriculum Guide 41

Art and Design

Content: Collages with Kenyan theme Aboriginal paintings Skills: Question and make thoughtful observations about starting points for work Explore ideas and collect visual and other information for my work Investigate and combine visual and tactile qualities and match them to the purpose of their work.

Apply and develop use of tools and techniques, including drawing Design and make images and artefacts that communicate observations, ideas and feelings by using a variety of methods Cutting skills are precise Know the striking effect work in a limited colour palette can have, through experimentation.

Skills now include: Coiling and Overlapping Make paper coils and lay them out to create patterns or shapes Compare methods and ideas used in their own and othersâ&#x20AC;&#x2122; work and say what they think and feel.

Comment on similarities and differences between my own and othersâ&#x20AC;&#x2122; work Collect visual and other information to develop ideas, including a sketchbook Apply and develop use of tools and techniques, including drawing Sketch lightly so I do not need to use a rubber Experiment in creating mood and feelings with colour Mix colours using tints and tones Recognise how materials and processes can be matched to ideas and intentions Know about artists, craftspeople and designers in different times and cultures Use clay techniques to apply to pottery studied in other cultures 3D work has a well thought out purpose I adapt and improve my own work

42 Curriculum Guide

Physical Education

Content: Games Skills: Consolidate existing skills and gain new ones Consolidate existing skills and gain new ones Perform actions and skills with more consistent control and quality Learn how to pass a basketball & a football from stationary position (using different ways of sending the balls) Learn how to pass a basketball & a football from running (using different ways of sending the balls) To consolidate and improve the quality, range and consistency of the techniques they use for particular activities such as running for long and short distance Learn how to pass a bean bag- throw-catch a bean bag Learn how to pass a tennis ball using tennis rackets Learn how to pass a puck using hockey sticks & dribbling skills Learn how to pass a basketball & a football from stationary position& from running (using different ways of sending the balls) Learn how to pass a basketball & a football from stationary position & running (using different ways of sending the balls) Dribble a basketball/football Use ball skills learnt in playing different games Throw the ball to a moving target

Music

Content: Singing Appreciation of Music Composition of Music Skills: How sounds can be combined to make textures and mood and emotion can be illustrated in music The Quarter REST, Quarter, Eight and HALF notes; DO to SOL Learn about the effects of 3 pitched sounds played together Learn about the importance of rhythm in music Develop awareness of simple structures in music About how to express the meaning of songs To listen with attention to detail and develop aural memory Recognise that music, like pictures, can describe images and moods Relate sounds to visual images and select appropriate instruments Use known songs to develop control of pulse and rhythm Recognise changes and control pitch while singing

PSHE (personal, social and Health Education)

Content: New Beginnings Skills: I know that differences and similarities between people arise from a number of factors, including cultural, ethnic, racial and religious diversity, gender and disability I think about the lives of people living in other places and times, and people with different values and customs

Curriculum Guide 43

Year 5 Term 1:1 Fit For Life English

Content: Performance Poetry Instructions English Stories by significant writers Skills: Grammar and punctuation Understand conventions of standard English, e.g. agreement of verbs Explore ways of combining simple sentences and re-ordering clauses to make compound and complex sentences Use pronouns, making clear to what or to whom they refer Begin to interpret imagery and techniques, e.g. metaphor, personification, simile, adding to understanding beyond the literal Discuss metaphorical expressions and figures of speech Read and perform narrative poems Read poems by significant poets and compare style, forms and them es Investigate clauses within sentences and how they are connected Use an increasing range of subordinating connectives Writing Use imagery and figurative language to evoke imaginative response Understand conventions of standard English, e.g. agreement of verbs Explore ways of combining simple sentences and re-ordering clauses to make compound and complex sentences Write new scenes or characters into a story, or write from another viewpoint Choose words and phrases carefully to convey feeling and atmosphere Reading Read and perform narrative poems Read poems by significant poets and compare style, forms and themes Begin to interpret imagery and techniques, e.g. metaphor, personification, simile, adding to understanding beyond the literal Discuss metaphorical expressions and figures of speech Read widely and explore the features of different fiction genres Comment on a writerâ&#x20AC;&#x2122;s use of language and explain reasons for writerâ&#x20AC;&#x2122;s choices

44 Curriculum Guide

Identify the point of view from which a story is told Phonics, spelling and vocabulary Extend understanding of the use of adverbs to qualify verbs, e.g. in dialogue Identify unfamiliar words, explore definitions and use new words in context Use effective strategies for learning new spellings and mis-spelt words Revise grammatical homophones, e.g. theyâ&#x20AC;&#x2122;re, their, there Learn spelling rules for words ending in -e and -y, e.g. take/taking, try/tries Investigate spelling patterns for pluralisation, e.g. -s, -es, -y/-ies, -f/-ves.

Speaking and listening Shape and organise ideas clearly when speaking to aid listener Talk confidently in extended turns and listen purposefully in a range of contexts Begin to adapt non-verbal gestures and vocabulary to suit content and audience Describe events and convey opinions with increasing clarity and detail Recall and discuss important features of a talk, possibly contributing new ideas

Maths

Content: Number and Number System Geometry Problem Solving Skills: Number and Number System Count on and back in steps of constant size, extending beyond zero Know what each digit represents in five- and six-digit numbers Partition any number up to one million into thousands, hundreds, tens and units Multiply and divide any number from 1 to 10000 by 10 or 100 and understand the effect Round four-digit numbers to the nearest 10, 100 or 1000 Order and compare numbers up to a million using the > and < signs Recognise and extend number sequences Recognise odd and even numbers and multiples of 5, 10, 25, 50 and 100 up to 1000 Geometry Identify and describe properties of triangles and classify as isosceles, equilateral or scalene Recognise reflective and rotational symmetry in regular polygons Visualise 3D shapes from 2D drawings and nets, e.g. different nets of an open or closed cube Recognise perpendicular and parallel lines in 2D shapes, drawings and the environment Problem Solving Explain methods and justify reasoning orally and in writing; make hypotheses and test them out Explore and solve number problems and puzzles Investigate a simple general statement by finding examples which do or do not satisfy it

Curriculum Guide 45

Science

Content: The Way We See Things Skills: Know that we see light sources because light from the source enters our eyes Make relevant observations Use observation and measurement to test predictions and make links Know that beams/rays of light can be reflected by surfaces including mirrors Know that reflected light enters our eyes and we see the object Explore why a beam of light changes direction when it is reflected from a surface Decide whether results support predictions Make predictions of what will happen based on scientific knowledge and understanding, and suggest and communicate how to test these Use knowledge and understanding to pan how to carry out a fair test Discuss the need for repeated observations and measurements Present results in bar charts Interpret data and think about whether it is sufficient to draw conclusions Know that plants reproduce

Geography

Content: To realize the range of past and Future cities Skills: Ask geographical questions Ask, â&#x20AC;&#x153;What may this place be like in the future?â&#x20AC;?

Use atlases, globes maps and plans at a range of scales I use the internet to help find out about a location (e.g. Google Earth) Identify how and why places change I can describe a place using information I have found out using my geography words well

46 Curriculum Guide

History

Content: To understand the symbolism behind the Olympics Skills: Know about characteristic features of the periods & societies studied, including the ideas, beliefs, attitudes & experiences of men, women & children in the past Identify and describe reasons for, and results of, historical events, situations, and changes in the periods studied Use evidence to describe the culture and leisure activities from the past Use evidence to describe the things people believed in the past (attitudes and religion) Describe some similarities and differences between some people, events and objects (artefacts) I have studied Characterise features of the periods and societies studied, including ideas, beliefs, attitudes and experiences of men, women and children Recognise social, ethnic, cultural, religious diversity of the societies studied With help, I choose reliable sources of factual evidence to describe the things people believed in the past (attitudes and religion) With help, I choose reliable sources of factual evidence to describe what was important to people from the past With help, I choose reliable sources of factual evidence to describe the culture and leisure activities from the past

Art and Design

Content: To design mascots and medals for their own cities showing understanding of the values involved Skills: Investigate and combine visual and tactile qualities and match them to the purpose of their work.

Design and make images and artefacts that communicate observations, ideas and feelings by using a variety of methods Use a number of sketches to base my work on Annotate my sketches in my art sketchbook to explain my ideas Sketch lightly (so I do not need to use a rubber Select the most suitable drawing materials for the type of drawing I want to produce Adapt work in response to their views and describe how they may develop it further Adapt and improve my own work Record from first-hand evidence, experience and imagination for a variety of purposes Question and make thoughtful observations about starting points for work Explore ideas and collect visual and other information for my work Compare methods and ideas used in their own and othersâ&#x20AC;&#x2122; work and say what they think and feel Comment on similarities and differences between my own and othersâ&#x20AC;&#x2122; work

Curriculum Guide 47

Design Technology

Content: Create a freestanding 3D sculpture of a person in action Skills: Develop and explain ideas clearly with design objectives Plan, suggesting a sequence of actions or alternatives if needed Communicate design ideas in different ways Generate ideas and recognise that my designs have to meet a range of different needs.

Make realistic plans to achieve my aims Think ahead about the order of my work, choosing appropriate tools, equipment, materials, components and techniques Select tools, techniques and materials Use finishing techniques to strengthen and improve the appearance of the product Use the most appropriate moldable material suitable for the purpose of my product Shape my product carefully, using techniques and tools that lead to a high quality finish Use my art skills to apply texture or design to my product Reflect on work in relation to intended use (and usersâ&#x20AC;&#x2122;) and identify improvements needed, Recognise quality depends on how something is made and if it meets its intended use Identify where my evaluations have led to improvements in my products I identify where my evaluations have led to improvements in my products.

I identify where my evaluations have led to improvements in my products

Computing

Content: Create a presentation with text and graphics Skills: Understand the differences between hardware and software Be able to name the main computer components create folders rResearch a topic on the world wide web Type quickly and correctly Type and design a printable document Present text using a word/photo collage Create a mind map using ICT Create a multimedia presentation Understand how an algorithm works

48 Curriculum Guide

Physical Education

Content: Games Skills: Consolidate existing skills and gain new ones Perform actions and skills with more consistent control and quality Learn how to pass a basketball & a football from stationary position (using different ways of sending the balls) Learn how to pass a basketball & a football from running (using different ways of sending the balls) Consolidate and improve the quality, range and consistency of the techniques they use for particular activities such as running for long and short distance Consolidate throwing & catching a bean bag Consolidate the pass in tennis ball using tennis rackets Consolidate the pass & dribbling in hockey Improve attacking and defending skills in hockey Learn how to pass a basketball & a football from stationary position (using different ways of sending the balls) and from running (using different ways of sending the balls) Learn how to score points in the basket (basketball)/ goal - football Use all the skills acquired in a mini game situation (basketball & football)

Music

Content: Singing Appreciation of Music Composition of Music Skills: Learn notation quarter REST, Quarter, Eight and HALF notes; DO to DO Listen with concentration and remember longer fragments of music Recognise the metre of each piece How to make expressive use of elements and techniques and develop their performance

PSHE (personal, social and Health Education)

Content: New Beginnings Skills: Understand the different emotions and feelings people have in a new situation or when meeting new people Know and understand the rules and regulations in all areas of school life and why we have them Make a class charter (rights and responsibilities) Know and share strategies to help us learn and do well in school Set personal targets for English, Maths and Science Attitudes towards new things can have a positive or negative impact on the

Curriculum Guide 49

Year 6 Term 1:1 Rivers English

Content: Rivers Skills: Grammar and punctuation Use a wider range of connectives to clarify relationships between ideas, e.g. however, therefore, although Begin to show awareness of the impact of writersâ&#x20AC;&#x2122; choices of sentence length and structure Revise different word classes.

Explore use of active and passive verbs within a sentence Writing Plan plot, characters and structure effectively in writing an extended story Manage the development of an idea throughout a piece of writing, e.g. link the end to the beginning Establish and maintain a clear viewpoint, with some elaboration of personal voice Develop some imaginative detail through careful use of vocabulary and style Adapt the conventions of the text type for a particular purpose Reading Consider how the author manipulates the reaction of the reader, e.g. how characters and settings are presented Understand aspects of narrative structure, e.g. the handling of time Comment on writerâ&#x20AC;&#x2122;s use of language, demonstrating awareness of its impact on the reader Articulate personal responses to reading, with close reference to the text Recognize key characteristics of a range of non-fiction text types Speaking and Listening Express and explain ideas clearly, making meaning explicit Speak confidently in formal and informal contexts Vary vocabulary, expression and tone of voice to engage the listener and suit the audience, purpose and context Convey ideas about characters in drama in different roles and scenarios through deliberate choice of speech, gesture and movement

50 Curriculum Guide

Maths

Content: Number and Number System Measures Problem Solving Skills: Know what each digit represents in whole numbers up to a million Know what each digit represents in one- and two-place decimal numbers Multiply and divide any whole number from 1 to 10 000 by 10, 100 or 1000 and explain the effect Find factors of two-digit numbers Find some common multiples, e.g. for 4 and 5 Round whole numbers to the nearest 10, 100 or 1000 Use the >, < and = signs correctly Estimate where four-digit numbers lie on an empty 0–10 000 line Recognise and extend number sequences Recognise odd and even numbers and multiples of 5, 10, 25, 50 and 100 up to 1000 Measure (Length, mass and capacity) Select and use standard units of measure. Read and write to two and three decimal places Convert between units of measurement (kg and g, l and ml, km, m, cm and mm), using decimals to three places, e.g. recognising that 1.245 m is 1 m 24.5 cm Interpret readings on different scales, on a range of measuring instruments.

6Ml4 – Draw and measure lines to nearest centimetre and millimetre Recognise and understand the units for measuring time: seconds, minutes, hours, days, weeks, months, years, decades and centuries; convert one unit of time into another Tell the time using digital and analogue clocks using the 24-hour clock system Compare times on digital and analogue clocks (e.g. realise quarter to four is later than 3:40). 6Mt4 – Read and use timetables using the 24-hour clock system Calculate time intervals using digital and analogue times Use a calendar to calculate time intervals in days, weeks or months Calculate time intervals in days, months or years Numbers and the number system Recognise and use decimals with up to three places in the context of measurement Problem solving (Using techniques and skills in solving mathematical problems) Understand everyday systems of measurement in length, weight, capacity, temperature and time and use these to perform simple calculations Estimate and approximate when calculating, e.g. use rounding, and check working Use ordered lists or tables to help solve problems systematically Explain why they chose a particular method to perform a calculation and show working

Curriculum Guide 51

Science

Content: Reversible and Irreversible Changes Skills: Distinguish between reversible and irreversible changes Explore how solids can be mixed and how it is often possible to then separate them again Observe, describe, record and begin to explain changes that occur when some solids are added to water Explore how when solids do not dissolve or react with the water they can be separated by filtering, which is similar to sieving Explore how some solids dissolve in water to form solutions and although the solid cannot be seen, the substance is still present

Geography

Content: Rivers Residential Visit to Predeal Skills: Use atlases, globes maps and plans at a range of scales I use the contents and index pages of an Atlas to find places quickly Name and identify the longest rivers in the World Name and locate the continents (Africa, Asia, Europe, North America, South America, Antarctica) Recognise some physical and human processes and explain how these can cause changes in places and environments Identify the parts of a river and understand how land use is different along the riverâ&#x20AC;&#x2122;s course. (Source, meander, mouth) and areas around Recognise some physical and human processes and explain how these can cause changes in places and environmentsRecognise and explain patterns made by individual physicalandhuman features in the environment Know how erosion, deposition and flooding can affect people Explain the process of erosion and deposition Use appropriate geographical vocabulary Use appropriate fieldwork techniques Make detailed field sketches of the features of a location, labelling them with appropriate geography words Make careful measurements of rainfall, temperature, distances, depths (as appropriate) and record these in the most suitable way Identify how and why places change Describe where a place is, I use continent, country, region and names of towns, cities, and rivers.

I can name and locate all places and features learned previously

52 Curriculum Guide

Art and Design

Content: Paint a river scene Skills: Investigate and combine visual and tactile qualities and match them to the purpose of their work.

Mix colours using tints and tones.

Know how visual and tactile elements including colour, pattern, texture, line, tone, shape, form can be combined Create colours by mixing to represent images I have observed in the natural and man-made world.

Design Technology

Content: Create a model of a River Skills: Select tools, techniques and materials Use finishing techniques to strengthen and improve the appearance of the product Find solutions to problems as they happen

Computing

I identify where my evaluations have led to improvements in my products.

I identify where my evaluations have led to improvements in my products Content: Type and design a printable document Create a multimedia presentation Skills: Understand the differences between hardware and software Name the main computer components Create folders Understand what the Internet is Understand how to search effectively Research a topic on the world wide web Know how to stay safe when using the Internet

Physical Education

Content: Games Skills: Consolidate existing skills and gain new ones Perform actions and skills with more consistent control and quality Choose, combine and perform skills more fluently and effectively in different invasion games Improve passing, stopping & dribbling Consolidate and improve the quality, range and consistency of the techniques they use for particular activities such as running for long and short distance Consolidate throwing & catching a bean bag Consolidate passing a tennis ball using tennis rackets Consolidate the pass & dribbling in hockey Improve attacking and defending skills in hockey Choose, combine and perform skills more fluently and effectively in different invasion games Improve passing, stopping & dribbling and scoring points/goals in a game situation Use all the skills acquired in a mini game situation (basketball /football)

Curriculum Guide 53

Physical Education

Content: Games Skills: Consolidate existing skills and gain new ones Perform actions and skills with more consistent control and quality Choose, combine and perform skills more fluently and effectively in different invasion games Improve passing, stopping & dribbling Consolidate and improve the quality, range and consistency of the techniques they use for particular activities such as running for long and short distance Consolidate throwing & catching a bean bag Consolidate passing a tennis ball using tennis rackets Consolidate the pass & dribbling in hockey Improve attacking and defending skills in hockey Choose, combine and perform skills more fluently and effectively in different invasion games Improve passing, stopping & dribbling and scoring points/goals in a game situation Use all the skills acquired in a mini game situation (basketball /football)

Music

Content: Singing Appreciation of Music Composition of Music Skills: Musical Notation whole, half, quarter, eight, sixteenth, dotted half, DO DO Listen with concentration and remember longer fragments of music Recognise the metre of each piece How to make expressive use of elements and techniques and develop their performance

PSHE (personal, social and Health Education)

Content: New Beginnings Skills: Identify a range of new situations that affect people in the wider world and recognise that certain situations can force change to happen Know and understand the Golden Rules and rules in other areas of the school (ICT canteen etc) Understand the concept of rights and responsibilities class charter Set personal targets for subjects and behaviour Consider how we can achieve goals and what to do if we get overwhelmed by a situation Know who to seek support or guidance from when worried or sad Make a guide about our school showing both positive and negative sides

54 Curriculum Guide