ISB Curriculum Guide
Year 3
The International School of Bucharest | Primary School Curriculum Guide
Contents The School in Context ................................................................................................................................. 2 School Aims and Objectives ........................................................................................................................ 3 Mission Statement and Aims ...................................................................................................................... 3 Philosophy .................................................................................................................................................. 3 Objectives ................................................................................................................................................... 3 Primary School Organisation....................................................................................................................... 4 Primary School Year Groups ....................................................................................................................... 5 The Early Years Foundation Stage ........................................................................................................... 6 Learning and Development ..................................................................................................................... 6 How can I help my child? ........................................................................................................................ 7 Key Stage 1 and 2 ........................................................................................................................................ 7 What Subjects Do the Children Learn? ................................................................................................... 7 Core Subjects: ......................................................................................................................................... 8 Foundation Subjects: .............................................................................................................................. 9 Co-curricular ......................................................................................................................................... 12 How Do Children Learn at ISB? ................................................................................................................. 12 Assessment in the Primary School ............................................................................................................ 15 Early Years Foundation Stage ................................................................................................................ 15 Key Stage 1............................................................................................................................................ 16 Key Stage 2............................................................................................................................................ 16 Curriculum Objectives............................................................................................................................... 18 Year 3 ........................................................................................................................................................ 18 Term 1:1.................................................................................................................................................... 18 Term 1:2.................................................................................................................................................... 24 Term 2:1.................................................................................................................................................... 31 Term 2:2.................................................................................................................................................... 36 Term 3....................................................................................................................................................... 44
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The International School of Bucharest | Primary School 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.
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The International School of Bucharest | Primary School Curriculum Guide
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.
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.
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The International School of Bucharest | Primary School Curriculum Guide
•
• • •
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): consists of Pre –Foundation, Foundation 1 and Foundation 2 classes
Key Stage 1: Years 1 and 2
Key Stage 2: Years 3, 4, 5 and 6
Secondary Key Stage 3: Years 7, 8 and 9
Key Stage 4: Years 10 and 11 4
The International School of Bucharest | Primary School Curriculum Guide
Key Stage 5: Years 12 and 13
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.
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-Foundation 1 class from 2 years and 6 months old. The ‘cut off’ date for each academic year is 31st August.
Year Group Pre- Foundation
Age 2-3 The child must be 3 before the 31st August to move to Foundation 1
Foundation 1
3-4 The child must be 4 before the 31st August of the year in Foundation 1
Foundation 2
4-5 The child must be 5 before the 31st August of the year in Foundation 2
Year 1
5-6 The child must be 6 before the 31st August of the year in Year 1
Year 2
6-7 The child must be 7 before the 31st August of the year in Year 2
Year 3
7-8 The child must be 8 before the 31st August of the year in Year 3
Year 4
8-9 The child must be 9 before the 31st August of the year in Year 4
Year 5
9-10 The child must be 10 before the 31st August of the year in Year 5
Year 6
10-11 The child must be 11 before the 31st August of the year in Year 6
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The International School of Bucharest | Primary School 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
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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
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Assessments that will tell you about your child’s progress through the EYFS
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Expected levels that your child should reach at age 5, usually the end of the Skills and Objectives: 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;
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Physical development; and
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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;
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Mathematics;
•
Understanding the world;
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Expressive arts and design.
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The International School of Bucharest | Primary School Curriculum Guide
These 7 areas are incorporated into the planning of 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.
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.
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The International School of Bucharest | Primary School 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; 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-englishcurriculum-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-mathscurriculum-framework.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-sciencecurriculum-framework.pdf
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The International School of Bucharest | Primary School Curriculum Guide
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. (NB Words in italics are taken directly from the National Curriculum) 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.’ 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 9
The International School of Bucharest | Primary School Curriculum Guide
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 10
The International School of Bucharest | Primary School Curriculum Guide
spontaneity and to continually improve their pronunciation and intonation. We will give children opportunities to write at length for different purposes and audience.’ 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 Foundation 1 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.’
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.
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The International School of Bucharest | Primary School Curriculum Guide
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. Cocurricular 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.
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.
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The International School of Bucharest | Primary School Curriculum Guide
Here is an overview of the topics taught in Primary: Term 1 Who Am I?
Term 2 Toys
Term 3 Houses and Homes
Term 4 Dinosaurs
Term 5 Let’s Go on Holiday
Year 2
The Middle Ages
Celebrations
Materials
The Natural World
Our Place
Year 3
Airports
The Active Planet
Chocolate
Rainforests
Year 4
Around the World
Ancient Egyptians
Insulators and Conductors
Painting, Pictures and Photos Invaders and Settlers
Year 5
Fit for Life
Myths ,Legends and Beliefs
Shipwrecked
Astronomy and Space
Coastlines
Year 6
Investigating Rivers and Mountains
Famous People
What a Performance
Factories
16th Century Explorers
Year 1
Habitats
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:
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The International School of Bucharest | Primary School 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 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) Cut precisely Comment on similarities and differences between my own and others’ work Adapt and improve my own work
Geography Plan a trip from Romania abroad 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 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 Understand and use the words past and present when telling others about an event Use information to describe the past Use information I have found out about the past to describe the differences between then and now Look at books and pictures (And: listened to stories, pictures, photographs, historic buildings, visit to a museum, used the internet.) Tell stories about the past using my story writing skills
Design Technology
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The International School of Bucharest | Primary School Curriculum Guide
Make a Hot Air Balloon 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 ideas and products against their own design criteria and to consider the views of others to improve Educational their designsVisits
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 Foundation 2 will be assessed as to whether they are ‘Emerging, Expected or Exceeding’ expectations for their age. During each year 15
The International School of Bucharest | Primary School Curriculum Guide
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.
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 or units of work and the teachers wish to see how much progress has been made. Each Unit of work may last 3-4 weeks. Teachers in Key Stage 2 will assess all children in reading, writing, maths and science at regular intervals throughout the year. All test 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. Cambridge Progression Tests Cambridge Progression Tests will take place in Years 3, 4, 5 and 6 at the end of the Spring Term or the beginning of the Summer Term depending on when the school holidays are set. The dates will be confirmed on the school calendar during the Autumn term. These tests will cover units of 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 marking schemes are rigorously applied and papers are moderated; the results are then uploaded onto the Cambridge website for analysis. Children are placed into three bands; Bronze: working below expected level; Silver: working at the expected level for age group and Gold: working above the expected level. The children take these tests as an indicator of the progress they have made in one academic year. The 16
The International School of Bucharest | Primary School Curriculum Guide
results of the tests help 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 shared with parents in the end of year reports; there will be an opportunity for you to discuss the results with the teachers. 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 Progression tests.
Records of Assessment in the Primary School At ISB 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.
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The International School of Bucharest | Primary School Curriculum Guide
Curriculum Objectives Year 3 Term 1:1
Airports
English
Content: Non Chronological Reports 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 Use question marks, exclamation marks, and commas in lists Maintain accurate use of capital letters and full stops in sentences 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 Use knowledge of punctuation and grammar to read age-appropriate texts with fluency, understanding and expression 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
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The International School of Bucharest | Primary School Curriculum Guide
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 and Vocabulary 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
Maths Content: Number and Number System Geometry Problem Solving Skills and Objectives: 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 19
The International School of Bucharest | Primary School Curriculum Guide
Identify, describe and draw regular and irregular 2D shapes including pentagons, hexagons, octagons, semi-circles 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
Science
Content: Materials Skills and Objectives: 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 and Objectives: 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, stories, pictures, photographs, historic buildings, visit to a museum, use the internet to find out about the history of flight I tell stories about the past using my story writing skills
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The International School of Bucharest | Primary School Curriculum Guide
Geography
Content: Plan a trip abroad from Romania Skills and Objectives: 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 Ask, “Which PHYSICAL features does this place have?” Give reasons 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
Art and Design
Content: Design Own Plane and Logo Skills and Objectives: 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 others’ work and suggest ways of improving my own work Learn about great artists, architects and designers in history (Leonardo D’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 Comment on similarities and differences between my own and others’ work Adapt and improve my own work
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The International School of Bucharest | Primary School Curriculum Guide
Design Technology
Content: Design and make a hot air balloon Skills and Objectives: 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 Use models, pictures and words to describe my designs Think ahead about the order of my work and select the appropriate tools, techniques and materials, explaining my choices Use scissors precisely when cutting out Join textiles using glue and staples Use art skills to add design or detail to my product Find solutions to problems as they happen Recognise what I have done well in my work Suggest things I could improve in the future Computing
Content: Combining Texts and Graphics Skills and Objectives: 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 and Objectives: Remember and repeat simple skills and actions with increasing control and coordination 22
The International School of Bucharest | Primary School Curriculum Guide
Consolidate existing skills and gain new ones Learn how to pass a basketball and a football from a stationary position using different ways of sending the balls Learn how to pass a basketball and a football whilst running using different ways of sending the balls Consolidate and improve the quality, range and consistency of the techniques used 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 and dribbling skills Dribble a basketball and 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 and Objectives: To develop singing voices To use inner voice Use known songs to develop control of pulse and rhythm Recognise 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 Learn 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 and Objectives: Understand and predict how you or others would feel in a new situation/meeting new people 23
The International School of Bucharest | Primary School Curriculum Guide
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?
Term 1:2 Earthquakes and Volcanoes
English
Content: Letters Adventure and Mystery Skills and Objectives: Writing Write letters, notes and messages Maintain accurate use of capital letters and full stops in showing sentences Use question marks, exclamation marks, and commas in lists Use a wider variety of sentence types including simple, compound and some complex sentences Collect examples of nouns, verbs and adjectives, and use the terms appropriately Identify pronouns and understand their function in a sentence Understand that verbs are necessary for meaning in a sentence Understand pluralisation and use the terms ‘singular’ and ‘plural’ Continue to improve consistency in the use of tenses Ensure grammatical agreement of pronouns and verbs in using standard English Write first-person accounts and descriptions based on observation Develop descriptions of settings in stories Write portraits of characters Plan main points as a structure for story writing Begin to organise writing in sections or paragraphs in extended stories Use reading as a model for writing dialogue Reading Sustain the reading of longer fiction texts, noting how a text is organised into sections or chapters Begin to infer meanings beyond the literal, e.g. about motives and character Identify the main points or gist of a text 24
The International School of Bucharest | Primary School Curriculum Guide
Consider words that make an impact, e.g. adjectives and powerful verbs Understand and use the terms ‘fact’, ‘fiction’ and ‘non-fiction’ Scan a passage to find specific information and answer questions Identify the main purpose of a text Identify different types of stories and typical story themes Consider words that make an impact, e.g. adjectives and powerful verbs Read a range of story, poetry and information books and begin to make links between them Speaking and Listening Take turns in discussion, building on what others have said Listen and respond appropriately to others’ views and opinions Adapt tone of voice, use of vocabulary and non-verbal features for different audiences Phonics, Spelling and Vocabulary 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 Use and spell compound words. Use effective strategies to tackle segmenting unfamiliar words to spell, including segmenting into individual sounds, separating into syllables, using analogy, identifying known suffixes and prefixes, applying known spelling rules, visual memory, mnemonics Extend earlier work on prefixes and suffixes 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 Generate synonyms for high frequency words, e.g. big, little, good Explore vocabulary for introducing and concluding dialogue, e.g. said, asked
Maths Content: Number Geometry Handling data and Measures Problem Solving Skills and Objectives: Number Count on and back in ones, tens and hundreds from two- and three-digit numbers Understand what each digit represents in three-digit numbers and partition into hundreds, tens and units Find 1, 10, 100 more/less than two- and three-digit numbers Place a three-digit number on a number line marked off in multiples of 100 Place a three-digit number on a number line marked off in multiples of 10 25
The International School of Bucharest | Primary School Curriculum Guide
Compare three-digit numbers, use < and > signs, and find a number in between Order two- and three-digit numbers Multiply two-digit numbers by 10 and understand the effect Round two-digit numbers to the nearest 10 and round three-digit numbers to the nearest 100 Find 20, 30, â&#x20AC;Ś 90, 100, 200, 300 more/less than three-digit numbers Measures Money: Recognise all coins and work out how to pay an exact sum using smaller coins Consolidate using money notation Time: Suggest and use suitable units to measure time and know the relationships between them Read the time on analogue and digital clocks to the nearest five minutes on an analogue clock and to the nearest minute on a digital clock Problem solving Make up a number story to go with a calculation Solve word problems involving measures Choose appropriate mental strategies to carry out calculations Estimate and approximate when calculating and check their working Consider whether an answer is reasonable Make sense of and solve word problems, single (all four operations) and two-step (addition and subtraction), and begin to represent them, e.g. with drawings or on a number line Apply understanding and strategies when solving problems Explain a choice of calculation strategy and show how the answer was worked out Identify simple relationships between numbers Investigate a simple general statement by finding examples which do or do not satisfy it, e.g. when adding 10 to a number, the first digit remains the same
Science Content: Forces Skills and Objectives: Explore how forces can make objects start or stop moving Explore how forces can change the shape of objects Know that pushes and pulls are examples of forces and that their sizes can be compared Suggest ideas, make predictions and communicate these Measure using simple equipment and record observations Explore how forces, including friction, can make objects move faster, slower or change direction
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The International School of Bucharest | Primary School Curriculum Guide
Geography Content: Maps and Atlases Types of Volcanoes Living Graph Skills and Objectives: To understand geographical similarities and differences through the study of human and physical geography of a region To Build a list of geography words recognise physical geography features, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes Use maps, atlases, globes and digital/computer mapping, and aerial photographs to locate countries and describe features studied Use the Contents and index pages of an Atlas to find places quickly Recognise types of volcanoes Understand geographical similarities and differences through the study of human and physical geography of a region Recognise features of human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water Ask questions such as what this place is like? What and who will I see in this place? Why these people here and what are they doing? Which PHYSICAL features does this place have? Give reasons for why some of those features are where they are Present what I have found out Describe different points of view on an environmental issue affecting locality
History
Content: Pompeii Bucharest earthquake Skills and Objectives: Understand and use the words past and present when telling others about an event Understand how to put people, events and objects in order of when they happened, using a scale the teacher has given me Recount the main events from a significant event in history Research facts about an event 27
The International School of Bucharest | Primary School Curriculum Guide
Skim and scan a text and pictures for key words and clues to events in the past Listen to stories, eye witness accounts, pictures, photographs, artefacts, historic buildings, visit to a museum, visit to a gallery, visit to an historical site to build up evidence about a historical event Use words and phrases such as: recently, when my parents/carers were children, decades, and centuries Ask, “How long ago did an event happen?” and try to work it out Ask, “What was it like for a... (child, rich person, etc.) during…
Art and Design
Content: Plasticine model Skills and Objectives: Improve their mastery of art and design techniques, including sculpture with a range of materials Explore ideas from my imagination or from real starting points Experience painting and sculpture with a range of materials (e.g. pencil, paint) 3D work has a well thought out purpose
Design Technology
Content: To make a model volcano Skills and Objectives: 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 I explore ideas from my imagination or from real starting points My 3D work has a well thought out purpose
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The International School of Bucharest | Primary School Curriculum Guide
Computing
Content: Multimedia presentations Skills and Objectives: Combine text and graphics Create pictures of volcanoes and their components Write about earthquakes Design and create content Present information Physical Education Content: Games Gymnastics Skills and Objectives: Use skills in different games focusing on attacking and defending Improve dodging/ tagging , throwing and catching skills using different sized balls Improve team work skills Plan, use and adapt strategies, tactics and compositional ideas for individual, pair, small group and small-team activities Develop and use knowledge of the principles behind the strategies, tactics and ideas to improve their effectiveness Apply rules and conventions for different activities Identify what makes a performance effective Suggest improvements based on information Warm up and prepare appropriately for different activities Copy and remember actions Repeat and apply skills in different situations Move with careful control, co-ordination and care Select and use the most appropriate skills, actions and ideas Sprint over a short distance Run over a longer distance, conserving energy
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The International School of Bucharest | Primary School Curriculum Guide
Music Content: Exploring Duration Skills and Objectives: How to use narration with sound and movement Combine narration and music Select particular ways in which the elements of music can be combined expressively Create descriptive music in pairs or small groups Understand musical notation THE Quarter REST, Quarter notes, Eight notes and DO, RE, MI Duration and pitch
PSHE (personal, social and Health Education)
Content: Dealing with Difficult situations Skills and Objectives: Positive and negative changes Changes in my school Coping with difficult subjects Changing schools Working with people you donâ&#x20AC;&#x2122;t consider friends Living without electricity Will I follow in my parents footsteps?
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The International School of Bucharest | Primary School Curriculum Guide
Term 2:1 Paintings, Pictures and Photos
English
Content: Stories with Familiar Settings Poems based on observation and the senses Play script Skills: Writing Use observations in reading as the model for writing dialogue Recognise the importance of accurate vocabulary choice Develop lists of synonyms for common words Understand why writers use paragraphs Recognise that progression in paragraphs can be linked to the story structure Write a short description of a setting using as many senses as possible Plan and write a story using paragraphs and containing dialogue Reread and improve their own writing Write simple play-scripts based on reading 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 Reading Read, enjoy and discuss a story, identifying main character, setting, plot and theme Begin to infer meaning Use information from reading to write a character study Recognise the impact of a good choice of words in a text Explore alternative verbs, particularly with dialogue Read aloud with expression to engage the listener Consider words that make an impact, e.g. adjectives and powerful verbs Read play-scripts and dialogue, with awareness of different voices Practise learning and reciting poems Speaking and Listening Tell the story before writing it, using tone of voice appropriately Practise to improve performance when reading aloud Begin to adapt movement to create a character in drama 31
The International School of Bucharest | Primary School Curriculum Guide
Phonics, Spelling and Vocabulary Increase the range of prefixes and suffixes the children recognise
Maths Content: Handling data Measures Problem Solving Skills and Objectives: Measures Consolidate using money notation Use addition and subtraction facts with a total of 100 to find change Choose and use appropriate units and equipment to estimate, measure and record measurements Know the relationship between kilometres and metres, metres and centimetres, kilograms and grams, litres and millilitres Read to the nearest division or half division, use scales that are numbered or partially numbered Use a ruler to draw and measure lines to the nearest centimetre Solve word problems involving measures Suggest and use suitable units to measure time and know the relationships between them Read the time on analogue and digital clocks to the nearest 5 minutes on an analogue clock and to the nearest minute on a digital clock Begin to calculate simple time intervals in hours and minutes Read a calendar and calculate time intervals in weeks or days Choose appropriate mental strategies to carry out calculations Begin to understand everyday systems of measurement in length, weight, capacity, time and use these to make measurements as appropriate Estimate and approximate when calculating and check their working Make a sensible estimate of the answer to a calculation Consider whether an answer is reasonable Make up number story to go with a calculation, including in the context of money Explain a choice of calculation strategy and how the answer was worked out. Use ordered lists and tables to help solve problems systematically Handling Data Answer a real-life question by collecting, organising and interpreting data, e.g. investigating the population of mini-beasts in different environments Use tally charts, frequency tables, pictograms (symbol representing one or two units) and bar charts (intervals labelled in ones or twos) Use Venn or Carroll diagrams to sort data and objects using two criteria 32
The International School of Bucharest | Primary School Curriculum Guide
Problem solving Use ordered lists and tables to help to solve problems systematically
Science Content: Life Processes Senses Skills and Objectives: Collect evidence in a variety of contexts to answer questions or test ideas Plan investigative work Suggest ideas, make predictions and communicate these With help, think about collecting evidence and planning fair tests Obtain and present evidence Observe and compare living things and events Measure using simple equipment and record observations in a variety of ways Present results in drawings Consider evidence and approach Draw conclusions from results and begin to use scientific knowledge to suggest explanations Make generalisations and begin to identify simple patterns in results Vocabulary: living, non-living, move, breathe, feed, reproduce, grow, food, water, human, animal Explore the human senses hearing, touch, taste, smell and sense of sight and the ways we use them to learn about our world Collect evidence in a variety of contexts to answer questions or test ideas Draw conclusions from results and begin o use scientific knowledge to suggest explanations Measure using simple equipment and record observations in a variety of ways Observe and compare living things and events
Art and Design
Content: Paintings, Pictures and Photos Art appreciation Vincent Van Gogh Sculpture Portraits
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The International School of Bucharest | Primary School Curriculum Guide
Skills and Objectives: Know about great artists in history Create sketch books to record their observations and use them to review and revisit ideas Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, charcoal, paint, clay) Mix primary colours to make secondary colours Know the positions of primary and secondary colours in relation to each other on the colour wheel Mix colours using tints and tones Add white to colours make tints Add black to colours to make tones Use watercolour paint to produce washes for backgrounds and then add detail Experiment in creating mood and feelings with colour Use a number of brush techniques using thin and thick brushes, to produce shapes, textures, patterns and lines 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 Know that my product may need further improvement as the material changes as it dries or when it is heated (e.g. kiln or oven) Computing Content: Email Multimedia presentations E-safety Internet Skills and Objectives: Search for famous painterâ&#x20AC;&#x2122;s artwork Draw pictures inspired from their artworks and attach them to the email Send/reply to emails Chat online about some famous artworks Use technology responsibly Identify a range of ways to report concerns about contact Use search technologies effectively Combine text and graphics Design and create Content: Present information
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The International School of Bucharest | Primary School Curriculum Guide
Physical Education Content: Dance Skills and Objectives: Plan, use and adapt strategies, tactics and compositional ideas for individual, pair, small group and small-team activities Develop and use knowledge of the principles behind the strategies, tactics and ideas to improve their effectiveness Apply rules and conventions for different activities Identify what makes a performance effective Suggest improvements based on information Warm up and prepare appropriately for different activities Understand why physical activity is good for health and well-being Understand why wearing appropriate clothing and being hygienic is good for their health and safety Repeat and remember more complex dance patterns Improvise ideas and movements Understand how dance movements communicate an idea Dance movements are clear and fluent Know that dance can express a variety of things Move with co-ordination and control Perform dance movements communicating ideas then linking them together in a sequence Consolidate and improve the quality of their actions, body shapes and balances, and their ability to link phrases of movement
Music Content: Instruments and symbols Timbre, tempo and dynamics Music theory â&#x20AC;&#x201C; THE Quarter REST, Quarter notes, Eight notes Musical notes â&#x20AC;&#x201C; DO, RE Skills and Objectives: Recognise repeated rhythmic patterns Duration and pitch The Quarter REST, Quarter notes, Eight notes and DO to FA Rhythms can be described through rhythmic symbols Perform two rhythmic patterns at the same time Identify repeated patterns used in international music
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The International School of Bucharest | Primary School Curriculum Guide
Know that repeated patterns are often used in music Compose music using rhythmic ostinato
PSHE (personal, social and Health Education)
Content: Friendship and Bullying
Skills and Objectives: Different friends from different groups we belong to Know the different types of bullying Anti-Bullying See it Stop it campaign Know the consequences of bullying in school To give and receive compliments To see things from other peoples point of view To work as a class to achieve something we are all proud of
Term 2:2 Chocolate
English
Content: Instructions Poems from Different Cultures Skills and Objectives: Writing Write book reviews summarising what a book is about Establish purpose for writing, using features and style based on model texts Write letters, notes and messages 36
The International School of Bucharest | Primary School Curriculum Guide
Make a record of information drawn from a text, e.g. by completing a chart Write and perform poems, attending to the sound of words Choose and compare words to strengthen the impact of writing, including noun phrases Reading Scan a passage to find specific information and answer questions Locate information in non-fiction texts using contents page and index Read and follow instructions to carry out an activity Consider ways that information is set out on page and on screen, e.g. lists, charts, bullet points Locate books by classification Identify the main purpose of a text Use ICT sources to locate simple information Use knowledge of punctuation and grammar to read age-appropriate texts with fluency, understanding and expression 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 Speaking and Listening Speak clearly and confidently in a range of contexts, including longer speaking turns Adapt tone of voice, use of vocabulary and non-verbal features for different audiences Take turns in discussion, building on what others have said Listen and respond appropriately to othersâ&#x20AC;&#x2122; views and opinions Speak clearly and confidently in a range of contexts, including longer speaking turns Practise to improve performance when reading aloud Spellings and Phonics 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 Use effective strategies to tackle segmenting unfamiliar words to spell, including segmenting into individual sounds, separating into syllables, using analogy, identifying known suffixes and prefixes, applying known spelling rules, visual memory, mnemonics 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
37
The International School of Bucharest | Primary School Curriculum Guide
Maths Content: Number Geometry Problem Solving Skills and Objectives: Number Multiply two-digit numbers by 10 and understand the effect Round two-digit numbers to the nearest 10 and round three-digit numbers to the nearest 100 Compare three-digit numbers, use < and > signs, and find a number in between Order two- and three-digit numbers Give a sensible estimate of a number as a range (e.g. 30 to 50) by grouping in tens Find half of odd and even numbers to 40, using notation such as 13 1/2 Understand and use fraction notation recognising that fractions are several parts of one whole, e.g. ¾ three quarters and 2/3 is two thirds Recognise equivalence between ½ 2/4 4/8 and 5/10 using diagrams Recognise simple mixed fractions, e.g. 1½ and 2¼ Order simple or mixed fractions on a number line, e.g. using the knowledge that ½ comes half way between ¼ and ¾ and that 1½ comes halfway between 1 and 2 Begin to relate finding fractions to division Find halves, thirds, quarters and tenths of shapes and numbers (whole number answers) Know the following addition and subtraction facts; Multiples of 100 with a total of 1000; Multiples of 5 with a total of 100 Know multiplication/division facts for 2x, 3x, 5x and 10 x tables Begin to know 4x table Work out quickly the doubles of numbers 1 to 20 and derive the related halves Work out quickly the doubles of multiples of 5 (< 100) and derive the related halves Work out quickly the doubles of multiples of 50 to 500 Add and subtract pairs of two-digit numbers Add three-digit and two-digit numbers using notes to support Add/subtract single-digit numbers to/from three-digit numbers Find 20, 30, … 90, 100, 200, 300 more/less than three-digit numbers Find complements to 100, solving number equations such as 78 + � = 100 Multiply single-digit numbers and divide two-digit numbers by 2, 3, 4, 5, 6, 9 and 10 Understand that division can leave a remainder (initially as ‘some left over’) Understand the relationship between multiplication and division and write connected facts Multiply teens numbers by 3 and 5 Begin to divide two-digit numbers just beyond 10× tables, e.g. 60 ÷ 5, 33 ÷ 3 Choose appropriate mental strategies to carry out calculations 38
The International School of Bucharest | Primary School Curriculum Guide
Make sense of and solve word problems and begin to represent them Check the results of adding 2 numbers using subtraction, and several numbers by adding in a different order Check subtraction by adding the answer to the smaller number in the original calculation Consider whether an answer is reasonable Check multiplication by reversing the order, e.g. checking that 6 × 4 = 24 by doing 4 × 6 Check a division using multiplication, e.g. check 12 ÷ 4 = 3 by doing 4 × 3 Estimate and approximate when calculating, and check working Make a sensible estimate for the answer to a calculation, e.g. using rounding Make up a number story to go with a calculation Explain a choice of calculation strategy and show how the answer was worked out Describe and continue patterns which count on or back in steps of 2, 3, 4, 5, 10 or 100 Identify simple relationships between numbers Geometry Identify, describe and draw regular and irregular 2D shapes including pentagons, hexagons, octagons and semi-circles 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 Draw and complete 2D shapes with reflective symmetry and draw reflections of shapes (mirror line along one side) Relate 2D shapes and 3D solids to drawings of them Identify 2D and 3D shapes, lines of symmetry and right angles in the environment Identify right angles in 2D shapes Use the language of position, direction and movement, including clockwise and anti-clockwise Find and describe the position of a square on a grid of squares where the rows and columns are labelled Use a set square to draw right angles Compare angles with a right angle and recognise that a straight line is equivalent to two right angles Recognise the relationships between different 2D shapes Identify the differences and similarities between different 3D shapes Identify simple relationships between shapes, e.g. these shapes all have the same number of lines of symmetry Problem solving Explore and solve number problems and puzzles Explain methods and reasoning orally, including initial thoughts about possible answers to a problem Investigate a simple general statement by finding examples which do or do not satisfy it e.g. when adding 10 to a number, the first digit remains the same Make sense of and solve word problems, single (all four operations) and two-step (addition and subtraction), and begin to represent them, e.g. with drawings or on a number line
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The International School of Bucharest | Primary School Curriculum Guide
Science Content: Keeping Healthy Senses Skills and Objectives: Explore and research the adequate, varied diet needed to keep healthy Know that some foods such as very sweet or very fatty can be damaging to health Suggest ideas, make predictions and communicate these Explore the human senses hearing, touch, taste, smell and sense of sight and the ways we use them to learn about our world Collect evidence in a variety of contexts to answer questions or test ideas Draw conclusions from results and begin to use scientific knowledge to suggest explanations Measure using simple equipment and record observations in a variety of ways Observe and compare living things and events
Geography Content: Cacoa Trees Skills and Objectives: Identify the position and significance of Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn Know about physical geography, including: climate zones, biomes and vegetation belts Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied Ask questions such as what is this place like? What and who will I see in this place? Why these people here and what are they doing? Name and identify the equator and the tropics
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The International School of Bucharest | Primary School Curriculum Guide
History
Content: Aztecs and Mayans Christopher Columbus Hernan Cortes Skills and Objectives: Know about the achievements of the earliest civilizations Recount the main events from a significant event in history Understand how to put people, events and objects in order of when they happened, using a time line Know about the first colonies in the Americas
Art and Design
Content: Make a pinch pot Make chocolate coins with your own initials Make a collage from chocolate wrappings Make a poster about chocolate Skills and Objectives: Create sketch books to record their observations and use them to review and revisit ideas Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials e.g. pencil, charcoal, paint, clay) Create collages sometimes in a group and sometimes on my own Mix paper and other materials with different textures and appearances Explore ideas and collect visual and other information for my work
Design Technology
Content: Make an egg cup ship Skills and Objectives: Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials e.g. pencil, charcoal, paint, clay Select most appropriate mouldable material for purpose 41
The International School of Bucharest | Primary School Curriculum Guide
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
Computing
Content: Create a computer program Create a multimedia presentation Skills and Objectives: Programming with Code Course 1 - part 1 Write programs that accomplish specific goals Use sequence in programs Understand how an algorithm works Create presentations on different subjects Creating a PowerPoint Presentation about the trip to the Chocolate Factory Research a topic on the world wide web Know how to stay safe when using the Internet
Physical Education Content: Gymnastics Skills and Objectives: Plan, use and adapt strategies, tactics and compositional ideas for individual, pair, small group and small-team activities Develop and use knowledge of the principles behind the strategies, tactics and ideas to improve their effectiveness Apply rules and conventions for different activities Identify what makes a performance effective Suggest improvements based on information To warm up and prepare appropriately for different activities Why physical activity is good for health and well-being Why wearing appropriate clothing and being hygienic is good for their health and safety Improve gymnastic actions â&#x20AC;&#x201C; working in pairs- mirroring Jump over the vaulting box focusing on steps on the spring board, jumping and landing Explain how their work is similar to and different from others Evaluate performance and make suggestions for improvements 42
The International School of Bucharest | Primary School Curriculum Guide
Explain how my work is similar to and different from others Use this understanding to improve my own performance The body is balanced, shapes are controlled. Movement Sequences are well planned, performed and repeated Sequences include changes in speed and level Improve strength and suppleness by practicing stretches and shapes
Music Content: Exploring Pitch Musical Theory Skills and Objectives: Explore melodic phrases Identify a melodic phrase in a song and play it by ear Identify different ways sounds are used to accompany a song Explore rhythmic patterns Play a repeated rhythmic pattern as accompaniment to a song How to practice for a class performance Practice and play in pairs/ groups the melody and the accompaniment The Quarter REST, Quarter, Eight and HALF notes; DO to FA
PSHE (personal, social and Health Education)
Content: Active Member of Society Skills and Objectives: How rules and regulations keep us safe Do we need expensive things? Responsibilities when looking after the school grounds Money in banana industry How we can raise money for charity How people earn money Enterprise Day
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The International School of Bucharest | Primary School Curriculum Guide
Term 3 Rainforests
English
Content: Myths, legends and Fables Review and Revision Progression test Skills Writing Understand why writers use paragraphs Recognise that progression in paragraphs can be linked to the story structure Write a short description of a setting using as many senses as possible Plan and write a story using paragraphs Reread and improve own writing Reading: Read, enjoy and discuss a story, identifying main character, setting, plot and theme Begin to infer meaning Use information from reading to write a character study Recognise the impact of a good choice of words in a text Use observations in reading as the model for writing Speaking and Listening Tell the story before writing it, using tone of voice appropriately Phonics and Spelling Develop lists of synonyms for common words Recognise the importance of accurate vocabulary choice
Maths Content: Geometry Handling Data Measures Problem Solving 44
The International School of Bucharest | Primary School Curriculum Guide
Review and Revision Progression test Skills and Objectives: Geometry Identify right angles in 2D shapes Identify, describe and draw regular and irregular 2D shapes including pentagons, hexagons, octagons, semi-circles 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. Use the language of position, direction and movement including clockwise and anti-clockwise Measures Suggest and use suitable units to measure time and know the relationship between them Read the time on analogue and digital clocks to the nearest 5 min on an analogue clock and to the nearest minute on a digital clock Begin to calculate simple time intervals in hours and minutes Read the calendar and calculate time intervals in weeks or days Begin to understand everyday systems of measurement in length, weight, capacity, time and use these to make measurements as appropriate Estimate and approximate when calculating and check working
Problem solving: Explain the choice of calculation strategy and how the answer was worked out. Use ordered lists and tables to help solve problems systematically
Science Content: Helping Plants grow well Review and Revision Progression test
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The International School of Bucharest | Primary School Curriculum Guide
Skills and Objectives: Know that plants are living things Know that we eat different parts of plants Know that plants need water, light and soil to grow properly Know that water is taken in through the roots of a plant Make observations and measure growth of plants Know that plants can provide food for us and some plants are grown for this purpose Know that plants need healthy roots, leaves and stems to grow well
Geography Content: Rainforests Skills and Objectives: Locating Rainforests Identify and label different layers of rainforests Use maps, atlases, globes and digital/computer mapping to locate the worldâ&#x20AC;&#x2122;s countries/rainforest areas Recognise environmental regions, key physical and human characteristics, countries, and major cities Use my ICT skills to help me find out information and present what I have found out Use the Contents and index pages of an Atlas to find places quickly Name and locate geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns Compare places that I have studied using the physical and human features for my comparisons using geographical language Give some reasons for the similarities and differences between places Understand how some of these aspects have changed over time Identify the position and significance of Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn Describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers and mountains Build up a list of geography words Make detailed sketches of the features of a location Identify and explain different views people hold about geographical issues Learn about the work of Greenpeace and discuss ways to save the rainforests Describe different points of view on an environmental issue affecting a locality Use my writing skills to communicate what I know Summarise an environmental issue either in the local area or an area I am studying Know how I can contribute to a reduction in climate change Understand the importance of recycling 46
The International School of Bucharest | Primary School Curriculum Guide
Describe different points of view on an environmental issue affecting a locality Use my writing skills to communicate what I know Understand how I can contribute to a reduction in climate change
Art and Design
Content: Make a rainforest collage Skills and Objectives: Use a range of materials creatively to design and make products Explore ideas from my imagination or from real starting points Explore ideas and collect visual and other information for my work Create collages sometimes in a group and sometimes on my own Mix paper and other materials with different textures and appearances Use glue to join fabrics Comment on differences in othersâ&#x20AC;&#x2122; work and I suggest ways of improving my own work Link colours to natural and man-made Use shapes, textures, colours and patterns in my collages Cutting skills are precise Adapt and improve my own work
Design Technology
Content: Design and Make a moving animal Skills and Objectives: Generate ideas and recognise that my designs have to meet a range of different needs Make realistic plans to achieve my aims Clarify my ideas using labelled sketches and models to communicate the details of my designs Explore ideas from my imagination or from real starting points Collect visual and other information for my work 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, explaining my choices 47
The International School of Bucharest | Primary School Curriculum Guide
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 Know the application of mechanisms to create movement Understand and use mechanical systems in their products, such as levers and linkages Use my art skills to add design or detail to my product Adapt and improve my own work Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work Recognise what has been done well and make suggestions for things I could do in the future
Computing Content: Programming Digital Creativity Skills and Objectives: Programming with Code Course 1- part 2 Create a PowerPoint Presentation about the Rainforest Work with various forms of input Work with various forms of output Create presentations on different subjects Physical Education Content: Games Athletics Skills and Objectives: Plan, use and adapt strategies, tactics and compositional ideas for individual, pair, small group and small-team activities Develop and use knowledge of the principles behind the strategies, tactics and ideas to improve their effectiveness Apply rules and conventions for different activities Identify what makes a performance effective Suggest improvements based on information Warm up and prepare appropriately for different activities Know why physical activity is good for health and well-being Know why wearing appropriate clothing and being hygienic is good for their health and safety 48
The International School of Bucharest | Primary School Curriculum Guide
Develop further skills for passing and catching a basketball/football Develop basic attacking and defending skills while moving with the ball ( basketball/football) Develop team skills emphasising team work In Athletics: developing throwing skills (Frisbees, discs, javelins, bean bags)
Music Content: Exploring instruments and symbols Exploring timbre, tempo and dynamics Music theory â&#x20AC;&#x201C; THE Quarter REST, Quarter notes, Eight notes Musical notes â&#x20AC;&#x201C; DO, RE Skills and Objectives: About pentatonic scales and how they are used in Asian music Identify pentatonic scales in music Identify how sounds can be changed and respond to these changes by movement Identify different sounds by matching movements to given sounds Know how to create different textures and rhythms using the pentatonic scale Compose music based on a pentatonic scale How to create different textures and rhythms using the pentatonic scale Compose music based on a pentatonic scale Sing and play a range of musical games that will improve different musical abilities Reinforce inner singing, playing pulse and rhythm, singing in rounds and listening skills The Quarter REST, Quarter, Eight and HALF notes; DO to SOL PSHE (personal, social and Health Education)
Content: Well being Skills and Objectives: Issues that affect us in our community Empathise with others points of view and accommodate changes (School issue) Road safety Cleaning you teeth Staying healthy outside Cycling safety Taking responsibility for your own actions
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