ISB Curriculum Guide
Year 4
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 4 ........................................................................................................................................................ 18 Term 1:1.................................................................................................................................................... 18 Term 1:2.................................................................................................................................................... 25 Term 2:1.................................................................................................................................................... 32 Term 2:2.................................................................................................................................................... 38 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. 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. 3
The International School of Bucharest | Primary School Curriculum Guide
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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
Key Stage 5: Years 12 and 13
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The International School of Bucharest | Primary School Curriculum Guide
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;
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Understanding the world;
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Expressive arts and design.
These 7 areas are incorporated into the planning of your child’s learning and activities. The professionals 6
The International School of Bucharest | Primary School Curriculum Guide
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. • • • • •
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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 4 Term 1:1 Around the World
English
Content: Poetry Stories from other Cultures Skills and Objectives: Reading Extend the range of reading Explore the different processes of reading silently and reading aloud Recognise meaning in figurative language Understand how expressive and descriptive language creates mood Retell or paraphrase events from the text in response to questions Express a personal response to a text and link characters and settings to personal experience Explore the impact of imagery and figurative language in poetry, including alliteration and simile, e.g. as ... as a... Compare and contrast poems and investigate poetic features Understand the main stages in a story from introduction to resolution Explore narrative order and the focus on significant events Investigate how settings and characters are built up from details and identify key words and phrase Writing Use joined-up handwriting in all writing Elaborate on basic information with some detail Choose and compare words to strengthen the impact of writing, including some powerful verbs Begin to adopt a viewpoint as a writer, expressing opinions about characters or places Begin to use paragraphs more consistently to organise and sequence ideas Explore different ways of planning stories, and write longer stories from plans Write a poem using a model Grammar and Punctuation Use knowledge of punctuation and grammar to read with fluency, understanding and expression Use a range of end-of-sentence punctuation with accuracy Re-read own writing to check punctuation and grammatical sense Investigate past, present and future tenses of verbs 18
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Speaking and Listening Listen carefully in discussion, contributing relevant comments and questions Adapt the pace and loudness of speaking appropriately when performing or reading aloud Phonics, Spelling and Vocabulary Extend knowledge and use of spelling patterns, e.g. vowel phonemes, double consonants, silent letters, common prefixes and suffixes Apply phonic/spelling, graphic, grammatical and contextual knowledge in reading unfamiliar words Investigate spelling patterns; generate and test rules that govern them Check and correct spellings and identify words that need to be learned Identify unfamiliar words, explore definitions and use new words in context Revise rules for spelling words with common inflections Confirm all parts of the verb to be and know when to use each one Learn Phonemes/sh/ as in ch,- ti, -ci,-ssi Maths Content: Number Geometry Problem Solving Skills and Objectives: Read and write number up to 10000 Count on and back in ones, tens, hundreds and thousands from four digit numbers Understand what each digit represents in a three or four digit number and partition into thousands, hundreds, tens and units Recognise the multiples of 5, 10 and 100 up to 1000 Round 3 and 4 digit numbers to the nearest 10 or 100 Position accurately numbers up to 1000 on an empty number line or line marked off in multiples of 10 or 100 Estimate where 3 and 4 digit numbers lie on an empty 0 â&#x20AC;&#x201C; 1000 Compare pairs of 3 or 4 digit numbers, using the < and > signs and find a number in-between each pair. Calculation Recognise and begin to know multiples of 2, 3, 4, 5 and 10 up to the tenth multiple Add 3 or 4 small numbers, finding pairs that equal 10 or 20 Add any pair of 2 digit numbers, choosing an appropriate strategy Subtract any pair of 2 digit numbers, choosing an appropriate strategy Multiply any pair of single digit numbers together Use knowledge of commutativity to find the easier way to multiply Understand the effect of multiplying and dividing 3 digit numbers by 10 Addition and subtraction Add pairs of 3 digit numbers Subtract a 2 digit number from a 3 digit number Subtract pairs of 3 digit numbers Multiplication and division Double any 2 digit number 19
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Multiply multiples of 10 to 90 by a single digit number Multiply a 2 digit number by a single digit number Divide 2 digit numbers by single digit numbers Understand that the multiplication and division are the inverse function of each other Problem Solving Using techniques and skills in solving mathematical problems Choose appropriate mental or written strategies to carry out calculations involving addition and subtraction Check the results of adding numbers by adding them in a different order or by subtracting one number from the total Check subtraction by adding the answer to the smaller number in the original calculation Estimate and approximate when calculating and check working Using understanding and strategies in solving problems Make up a number story for a calculation Explain reasons for a choice of strategy when multiplying or dividing Choose strategies to find answers to addition or subtraction problems; explain and show working Explore and solve number problems and puzzles Use ordered lists and tables to help solve problems systematically Explain methods and reasoning orally and in writing Make hypotheses and test them out Geometry Identify, describe, visualise, draw and make a wider range of 2D and 3D shapes including a range of quadrilaterals, the heptagon and tetrahedron Use pin boards to create a range of polygons Use spotty paper to record results Classify polygons (including a range of quadrilaterals) using criteria such as the number of right angles, whether or not they are regular and their symmetrical properties Identify and sketch lines of symmetry in 2D shapes and patterns Visualise 3D objects from 2D nets and drawings and make nets of common solids Find examples of shapes and symmetry in the environment and in art Describe and identify the position of a square on a grid of squares where rows and columns are numbered and/or lettered Know that angles are measured in degrees and that one whole turn is 360째 or four right angles; compare and order angles less than 180째 Devise the directions to give to follow a given path. Using techniques and skills in solving mathematical problems Recognise the relationships between 2D shapes and identify the differences and similarities between 3D shapes Use understanding and strategies in solving problems Identify simple relationships between shapes
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Science Content: Biology - Humans and Animals Skills and Objectives: Know that humans (and some animals) have bony skeletons inside their bodies Know how skeletons grow as humans grow, support and protect the body Know that animals with skeletons have muscles attached to the bones Know how a muscle has to contract (shorten) to make a bone move and muscles act in pairs Explain the role of drugs as medicines Scientific enquiry Collect evidence in a variety of contexts Test an idea or prediction based on scientific knowledge and understanding Suggest questions that can be tested and make predictions; communicate these Design a fair test and plan how to collect sufficient evidence Choose apparatus and decide what to measure Make relevant observations and comparisons in a variety of contexts Measure temperature, time, force and length Begin to think about the need for repeated measurements of, for example, length Present results in drawings, bar charts and tables Identify simple trends and patterns in results and suggest explanations for some of these Explain what the evidence shows and whether it supports predictions. Communicate this clearly to others Link evidence to scientific knowledge and understanding in some contexts Geography
Content: Around the World: A comparative study of a country/city in Asia, South America, North America, Africa, Australasia and Europe Skills and Objectives: Ask geographical questions Collect and record evidence Use appropriate geographical vocabulary Build a list of geography words e.g. capital city, continent, environment, isolated, landscapes, less developed, political map, population attractive, agriculture, arable farming, accessible, communication, environment, facilities, fertile, green belt, landscape, location, migration, prosperous, residential, rural, transport, vegetation, densely populated, drought, environment, facilities, human features, income, less developed, location, political map, pollution, population, position, resources, tourist attraction, trade, transport
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Find out about places and the features in those places by either going to that place to observe or by looking at information source Use atlases, globes, maps and plans at a range of scales to identify features Use secondary sources of information, including aerial photographs Use the Contents and index pages of an Atlas to find places quickly Use the internet to help find out about a location, including aerial photographs (e.g.. Google Earth) Describe where a place is, I use country, region and names of towns, cities, and rivers Name and locate the capital cities in Europe Recognise some physical and human processes and explain how these can cause changes in places and environments Explain why features are where they are Identify how and why places change, give some reasons for this, with precise observations or research as evidence for this Compare places that I have studied using the physical and human features for my comparisons Give reasons for similarities and differences between places, using geographical language Make detailed sketches of the features of a location Devise questionnaires to find out local opinions on an issue Recognise how and why people may seek to manage environments sustainably, and to identify opportunities for their own involvement Recognise how people can improve the environment or damage it, and how decisions about places and environments affect the quality of peopleâ&#x20AC;&#x2122;s lives Summarise an environmental issue either in the local area or an area I am studying Suggest solutions to different points of view as to how a locality can be improved Communicate in ways appropriate to the task and audience I use my writing skills to communicate what I know History Content: Place events on a time line Skills and Objectives: Use dates and vocabulary relating to the passing of time I can divide recent history into the present, using 21st Century, and the past using 19th and 20th Centuries Identify and describe reasons for, and results of events and changes I use evidence to give reasons why changes may have occurred I can describe some similarities and differences between some people, events and objects (artefacts) I have studied
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Art and Design
Content: Collages with Kenyan theme Aboriginal paintings Skills and Objectives: Question and make thoughtful observations about starting points for work Explore ideas and collect visual and other information for my work Investigate and combine visual and tactile qualities and match them to the purpose of their work Apply and develop use of tools and techniques, including drawing Design and make images and artefacts that communicate observations, ideas and feelings by using a variety of methods Know the striking effect work in a limited colour palette can have, through experimentation Experiment with coiling and overlapping Make paper coils and lay them out to create patterns or shapes Collect visual and other information to develop ideas, including a sketchbook Apply and develop use of tools and techniques, including drawing Sketch lightly so I do not need to use a rubber Experiment in creating mood and feelings with colour Mix colours using tints and tones Recognise how materials and processes can be matched to ideas and intentions Know about artists, craftspeople and designers in different times and cultures Use clay techniques to apply to pottery studied in other cultures 3D work has a well thought out purpose Compare methods and ideas used in their own and othersâ&#x20AC;&#x2122; work and say what they think and feel Comment on similarities and differences between my own and othersâ&#x20AC;&#x2122; work I adapt and improve my own work
Computing Content: Create a multimedia presentation Skills and Objectives: Name the main computer components Create folders Research a topic on the world wide web Type quickly and correctly Type and design a printable document Present text using a word/photo collage
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Physical Education Content: Games Skills and Objectives: Consolidate existing skills and gain new ones Perform actions and skills with more consistent control and quality Learn how to pass a basketball and a football from stationary position using different ways of sending the balls Learn how to pass a basketball and a football from running using different ways of sending the balls Consolidate and improve the quality, range and consistency of the techniques they use for particular activities such as running for long and short distance Pass, throw and catch a bean bag Pass a tennis ball using tennis rackets Pass a puck using hockey sticks and dribbling skills Dribble a basketball/football Use ball skills learnt in playing different games Throw the ball to a moving target
Music Content: Singing Appreciation of Music Composition of Music Skills and Objectives: Understand how sounds can be combined to make textures and that mood and emotion can be illustrated in music The Quarter REST, Quarter, Eight and HALF notes; DO to SOL Understand the effects of 3 pitched sounds played together
Understand the importance of rhythm in music
Recognise and explore different combinations of pitched sounds Create music that describes two contrasting moods/emotions Play rhythms that will make the audience feel relaxed/ tense/ comfortable Select instruments and create sounds to describe visual images; discuss improvements Develop awareness of simple structures in music Express the meaning of songs Listen with attention to detail and develop aural memory Relate sounds to visual images and select appropriate instruments Use known songs to develop control of pulse and rhythm Recognise changes and control pitch while singing Sing with awareness of pulse and rhythm 24
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Sing in tune with others Analyse and comment on how sounds are used to create different moods 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 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 Recognise why is it important to make the school a fair place
Term 1:2 Ancient Egyptians
English
Content: Historical Stories Reference texts Skills and Objectives: Writing Identify adverbs and their impact on meaning Use a range of end-of-sentence punctuation with accuracy Re-read own writing to check punctuation and grammatical sense Practise using commas to mark out meaning within sentences Write character profiles, using detail to capture the readerâ&#x20AC;&#x2122;s imagination Investigate past, present and future tenses of verbs Elaborate on basic information with some detail Begin to adopt a viewpoint as a writer, expressing opinions about characters or places Explore different ways of planning stories, and write longer stories from plans 25
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Investigate the grammar of different sentences: statements, questions and orders Collect and present information from non-fiction texts Make short notes from a text and use these to aid writing Use joined-up handwriting in all writing Summarise a sentence or a paragraph in a limited number of words Write newspaper-style reports, instructions and non-chronological reports. Explore the layout and presentation of writing, in the context of helping it to fit its purpose Reading Extend the range of reading Investigate how settings and characters are built up from details and identify key words and phrases Retell or paraphrase events from the text in response to questions Explore implicit as well as explicit meanings within a text Explore narrative order and the focus on significant events Understand the main stages in a story from introduction to resolution Understand how expressive and descriptive language creates mood Express a personal response to a text and link characters and settings to personal experience Identify all the punctuation marks and respond to them when reading Use knowledge of punctuation and grammar to read with fluency, understanding and expression Understand how paragraphs and chapters are used to organise ideas Identify different types of non-fiction text and their known key features Note key words and phrases to identify the main points in a passage Distinguish between fact and opinion in print and ICT sources Speaking and Listening Organise ideas in a longer speaking turn to help the listener Listen carefully in discussion, contributing relevant comments and questions Deal politely with opposing points of view Adapt the pace and loudness of speaking appropriately when performing or reading aloud Understand the gist of an account or the significant points and respond to main ideas with relevant suggestions and comments Vary use of vocabulary and level of detail according to purpose Phonics, Spelling and Vocabulary Apply phonic/spelling, graphic, grammatical and contextual knowledge in reading unfamiliar words Investigate spelling patterns; generate and test rules that govern them Check and correct spellings and identify words that need to be learned Extend knowledge and use of spelling patterns, e.g. vowel phonemes, double consonants, silent letters, common prefixes and suffixes Identify syllabic patterns in multisyllabic words Build words from other words with similar meanings, e.g. medical, medicine Use all the letters in sequence for alphabetical ordering. Extend earlier work on prefixes and suffixes Revise rules for spelling words with common inflections, e.g. -ing, -ed, -s
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Maths Content: Data Handling Measures Problem Solving Skills and Objectives: Handling data Answer a question by identifying what data to collect, organising, presenting and interpreting data in tables, diagrams, tally charts, frequency tables, pictograms (symbol representing 2, 5, 10 or 20 units) and bar charts (intervals labelled in twos, fives, tens or twenties) Compare the impact of representations where scales have different intervals Use Venn diagrams or Carroll diagrams to sort data and objects using two or three criteria Length, mass and capacity Choose and use standard metric units and their abbreviations (km, m, cm, mm, kg, g, l and ml) when estimating, measuring and recording length, weight and capacity Know and use the relationships between familiar units of length, mass and capacity; know the meaning of ‘kilo’, ‘centi’ and ‘milli’ Interpret intervals/divisions on partially numbered scales and record readings accurately Time Read and tell the time to nearest minute on 12-hour digital and analogue clocks Use am, pm and 12-hour digital clock notation Read simple timetables and use a calendar Choose units of time to measure time intervals Problem Solving Understand everyday systems of measurement in length, weight, capacity and time and use these to solve simple problems as appropriate Make up a number story for a calculation, including in the context of measure Explain methods and reasoning orally and in writing; make hypotheses and test them out Use ordered lists and tables to help to solve problems systematically
Science Content: States of Matter (solids, liquids and gas) Skills and Objectives: Know that matter can be solid, liquid or gas Investigate how materials change when they are heated and cooled Know that melting is when a solid turns into a liquid and is the reverse of freezing Observe how water turns into steam when it is heated but on cooling the steam turns back into water
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Collect evidence in a variety of contexts Test an idea or prediction based on scientific knowledge and understanding Suggest questions that can be tested and make predictions; communicate these Design a fair test and plan how to collect sufficient evidence Choose apparatus and decide what to measure Make relevant observations and comparisons in a variety of contexts Measure temperature, time, force and length Begin to think about the need for repeated measurements of, for example, length Present results in drawings, bar charts and tables Identify simple trends and patterns in results and suggest explanations for some of these Explain what the evidence shows and whether it supports predictions. Communicate this clearly to others Link evidence to scientific knowledge and understanding in some context Geography Content: Where is Egypt? Skills and Objectives: Use atlases, globes maps and plans at a range of scales Look at maps of areas I am studying and identify features Use the internet to help find out about a location, including aerial photographs (e.g.. Google Earth)
History
Content: Ancient Egypt Skills and Objectives: Identify characteristic features of the period and society studied, including ideas, beliefs, attitudes and experiences of men, women and children Use documents, printed sources (e.g. archive materials) the Internet, databases, pictures, photographs, music, artifacts, historic buildings, visits to museums and galleries and visits to sites to collect evidence about the past Use evidence to describe the clothes, way of life and actions of people in the past Use evidence to describe the things people believed in the past (attitudes and religion) Use evidence to describe what was important to people from the past Describe some similarities and differences between some people, events and objects (artifacts) studied Ask, â&#x20AC;&#x153;What was it like for a... (child, rich person, etc) during Select and record relevant information from different sources Place events, people and changes into correct periods of time 28
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Place events on a time line Understand that a time line can be divided into BC (Before Christ and AD Anno Domini) Use words and phrases such as century, decade, before Christ, after, before, during to describe the passing of time Name and date any significant event from the past that I have studied
Art and Design
Content: Draw a Sphinx with charcoal Design and make an Egyptian Headdress Skills and Objectives: Investigate how materials and processes can be matched to ideas and intentions Learn about artists, craftspeople and designers in different times and cultures Know how to colour fabric and have used this to add pattern Use my knowledge of textiles to create artwork that is matched to an idea or purpose Demonstrate an awareness of textile work from other cultures and times Know about artists, craftspeople and designers in different times and cultures Use clay techniques to apply to pottery studied in other cultures Apply and develop use of tools and techniques, including drawing Use a number of sketches to base my work on I sketch lightly (so I do not need to use a rubber) Compare methods and ideas used in their own and othersâ&#x20AC;&#x2122; work and say what they think and feel Adapt work in response to their views and describe how they may develop it further I comment on similarities and differences between my own and othersâ&#x20AC;&#x2122; work I adapt and improve my own work
Design Technology
Content: Design and make an Ancient Egyptian cartouche Skills and Objectives: Develop and explain ideas clearly with design objectives I make realistic plans to achieve my aims Explore the sensory qualities of materials and how to use them Measure, mark out, cut and shape materials accurately Use the most appropriate moldable material suitable for the purpose of my product Shape my product carefully, using techniques and tools that lead to a high quality finish Use my art skills to apply texture or design to my product Develop and explain ideas clearly with design objectives 29
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Generate ideas and recognise that my designs have to meet a range of different needs Make realistic plans to achieve my aims
Computing
Content: Create a project using visual coding blocks Skills and Objectives: understand how an algorithm works Design and create programs Use logical reasoning to detect and correct errors in programs Create a computer program with Tynker Internet Researches on Ancient Egypt Understand the opportunities computer networks offer for communication Identify a range of ways to report concerns about Content: Recognise acceptable/unacceptable behaviour Select, use and combine Internet services
Physical Education Content: Games Skills and Objectives: Consolidate existing skills and gain new ones 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 Use ball skills learnt in first half term in different games Improve my dodging/ tagging , throwing and catching skills using balls Develop speed, power, agility and endurance in Invasion games Link skills, techniques and ideas and apply them accurately and appropriately Use control and skilful in my actions and movements Sprint over a short distance Run over a longer distance, conserving energy Identify what makes a performance effective Suggest improvements based on information Know how exercise affects the body in the short-term Know how and why I need to warm up and prepare appropriately for different activities 30
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Plan, use and adapt strategies, tactics and compositional ideas for individual, pair, small group and small-team activities
Music Content: Exploring descriptive sounds Skills and Objectives: Know how to use narration with sound and movement Select particular ways in which the elements of music can be combined expressively Understand the musical notes Quarter REST, Quarter, Eight and HALF notes; DO to SO Create descriptive music in pairs or small groups Understand duration and pitch
PSHE (personal, social and Health Education)
Content: Learning to deal with difficult situations Skills and Objectives: Talk about the changes that have happened to me during my life Understand the changes that have happened in Romania Empathise with people whose lives have been affected by natural disasters Know or understand what it is like to have to move to a new country. Understand how people feel when someone dies Think about what life would be like if we didnâ&#x20AC;&#x2122;t have water Predict what I will be doing in 50 yearsâ&#x20AC;&#x2122; time
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Term 2:1 Circuits and Conductors
English
Content: Play scripts Real life stories with issues and dilemmas Skills and Objectives: Writing Use a range of end-of-sentence punctuation with accuracy Experiment with varying tenses within texts, e.g. in dialogue Re-read own writing to check punctuation and grammatical sense Begin to adopt a viewpoint as a writer, expressing opinions about characters or places Choose and compare words to strengthen the impact of writing, including some powerful verbs Use joined-up handwriting in all writing Explore different ways of planning stories, and write longer stories from plans Elaborate on basic information with some detail Write character profiles, using detail to capture the reader’s imagination Explore alternative openings and endings for stories Begin to use paragraphs more consistently to organise and sequence ideas Choose and compare words to strengthen the impact of writing, including some powerful verbs Reading Use knowledge of punctuation and grammar to read with fluency, understanding and expression Identify all the punctuation marks and respond to them when reading Identify adverbs and their impact on meaning Extend the range of reading Explore the different processes of reading silently and reading aloud Investigate how settings and characters are built up from details and identify key words and phrases Retell or paraphrase events from the text in response to questions Understand how expressive and descriptive language creates mood Read and perform play-scripts, exploring how scenes are built up Learn the use of the apostrophe to show possession, e.g. girl’s, girls’ Practise using commas to mark out meaning within sentences Investigate the grammar of different statements, questions and orders Understand how paragraphs and chapters are used to organise ideas Explore implicit as well as explicit meanings within a text 32
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Recognise meaning in figurative language Understand the main stages in a story from introduction to resolution Explore narrative order and the focus on significant events Express a personal response to a text and link characters and settings to personal experience Explore the impact of imagery and figurative language in poetry, including alliteration and simile, e.g. as ... as a.. Speaking and Listening Organise ideas in a longer speaking turn to help the listener Vary use of vocabulary and level of detail according to purpose Adapt the pace and loudness of speaking appropriately when performing or reading aloud Adapt speech and gesture to create a character in drama Comment on different ways that meaning can be expressed in own and others’ talk Listen carefully in discussion, contributing relevant comments and questions Phonics Spelling and Vocabulary Investigate spelling patterns; generate and test rules that govern them Check and correct spellings and identify words that need to be learned Use more powerful verbs, e.g. rushed instead of went Look for alternatives for overused words and expressions Extend knowledge and use of spelling patterns, e.g. vowel phonemes, double consonants, silent letters, common prefixes and suffixes Extend earlier work on prefixes and suffixes Match spelling to meaning when words sound the same (homophones), for example ‘to’/’two’/’too’, ‘right’/‘write’ Use more powerful verbs, e.g. rushed instead of went Look for alternatives for overused words and expressions
Maths Content: Number Measures Problem Solving Skills and Objectives: Number Use decimal notation and place value for tenths and hundredths in context Understand decimal notation for tenths and hundredths in context Use negative numbers in context Recognise and extend number sequences formed by counting in steps of constant size, extending beyond zero when counting back Recognise odd and even numbers 33
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Make general statements about the sums and differences of odd and even numbers Know multiplication facts for 2x, 3x, 4x, 5x, 6x, 9x and 10x tables and derive division facts Add and subtract near multiples of 10 or 100 to or from three digit numbers e.g. 367-198 or 278-49 Divide two-digit numbers by single digit numbers (answers no greater than 20) Decide whether to round up or down after division to give an answer to a problem Length, mass and capacity Choose and use standard metric units and their abbreviations (km, m, cm, mm, kg, g, l and ml ) when estimating, measuring and recording length, weight and capacity Know and use the relationships between familiar units of length, mass and capacity; know the meaning of ‘kilo’, ‘centi’ and ‘milli’ Where appropriate, use decimal notation to record measurements, e.g. 1.3 m, 0.6 kg, 1.2 l Interpret intervals/divisions on partially numbered scales and record readings accurately Time Read and tell the time to nearest minute on 12-hour digital and analogue clocks Use am, pm and 12-hour digital clock notation Read simple timetables and use a calendar Choose units of time to measure time intervals Area and Perimeter Draw rectangles, and measure and calculate their perimeters Understand that area is measured in square units, e.g.cm2 Find the area of rectilinear shapes drawn on a square grid by counting squares Problem Solving Understand everyday systems of measurement in length, weight, capacity and time and use these to solve simple problems as appropriate Check multiplication using a different technique e.g. check 6x8 by doing 6x4 and doubling Check the result of a division using multiplication
Science Content: Electricity and Magnetism Skills and Objectives: Construct complete circuits using switch, cell (battery), wire and lamps Explore how an electrical device will not work if there is a break in the circuit Know that electrical current flows and that models can describe this flow e.g. particles travelling around a circuit Explain the forces between magnets and know that magnets can attract or repel each other Know that magnets attract some metals, but not others Collect evidence in a variety of contexts Test an idea or prediction based on scientific knowledge and understanding Suggest questions that can be tested and make predictions; communicate these Design a fair test and plan how to collect sufficient evidence 34
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Choose apparatus and decide what to measure Make relevant observations and comparisons in a variety of contexts Begin to think about the need for repeated measurements of, for example, length Present results in drawings, bar charts and tables Identify simple trends and patterns in results and suggest explanations for some of these Explain what the evidence shows and whether it supports predictions. Communicate this clearly to others Link evidence to scientific knowledge and understanding in some contexts
History Content: Discovery and development of Electricity Skills and Objectives: Describe and make links between events, and changes across periods Use evidence to give reasons why changes may have occurred Describe some similarities and differences between objects I have studied Describe how some of the things I have studied from the past affect life today Recall, select and organise information Communicate their knowledge and understanding in a variety of ways Present my findings about the past using my speaking, writing,, ICT, and drawing skills Use dates and terms accurately Discuss the most appropriate way to present my information, which I realise is for an audience
Design Technology
Content: Make a product that uses both electrical and mechanical components
Skills and Objectives: Develop and explain ideas clearly with design objectives Make realistic plans to achieve my aims Think ahead about the order of my work, choosing appropriate tools, equipment, materials, components and techniques Select tools, techniques and materials Select the most appropriate techniques and tools to make my product Come up with solutions to problems as they happen Learn how electrical circuits, including those with switches, can be used 35
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Combine a number of components well in my product Use simple circuits to illuminate
Computing
Content: To Understand how simulations are used Skills and Objectives: Control and explore computer simulations “Gomez returns”- simulations on Circuits Starting with spreadsheets Alphonso Control or simulate physical systems Select a variety of software to accomplish given goals Insert formula and graphs in a spreadsheet
Physical Education Content: Dance Skills and Objectives: Identify what makes a performance effective Suggest improvements based on information Understand how exercise affects the body in the short-term Warm up and prepare appropriately for different activities To improvise freely on their own and with a partner, translating ideas from a stimulus into movement To explore and create dance routines in response to a range of stimuli To learn different international dance routines Link skills, techniques and ideas and apply them accurately and appropriately Use control, skill, and convey emotion in my actions and movements Be creative and imaginative in composing my own dances Perform expressively Compare and comment on the skills, techniques and ideas used in my work and in others and use this to improve my performance Explain and apply basic safety principles in preparing for exercise Describe the effects exercise has on my body Describe how valuable physical exercise is to my health Develop the range of actions, body shapes and balances and make own sequence or routine Improving pair work – creating own sequence using mirroring and synchrony
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Music
Content: Rhythmic patterns Duration and pitch Skills and Objectives: Recognise repeated rhythmic patterns Repeat rhythmic patterns Perform a repeated pattern to a steady pulse Perform with awareness of different parts Know how rhythms can be described through rhythmic symbols The Quarter REST, Quarter, Eight and HALF notes; DO to LA Identify repeated patterns used in international music 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: How to give out friendship tokens How to help someone who is being bullied feel better Anti-Bullying See it Stop it campaign Know witnesses to bullying can make the situation better or worse depending on what they do Importance of pets as friends Problem solving to sort out difficulties Work sensibly in a group and explain how you work together
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Term 2:2 Invaders and Settlers
English
Content: Stories set in imaginary worlds Skills and Objectives: Writing Learn the use of the apostrophe to show possession, e.g. girlâ&#x20AC;&#x2122;s, girlsâ&#x20AC;&#x2122; Identify adverbs and their impact on meaning Investigate past, present and future tenses of verbs Use a range of end-of-sentence punctuation with accuracy Use speech marks and begin to use other associated punctuation Experiment with varying tenses within texts, e.g. in dialogue Re-read own writing to check punctuation and grammatical sense Explore different ways of planning stories, and write longer stories from plans Elaborate on basic information with some detail Write character profiles, using detail to capture the readerâ&#x20AC;&#x2122;s imagination Explore alternative openings and endings for stories Begin to adopt a viewpoint as a writer, expressing opinions about characters or places Begin to use paragraphs more consistently to organise and sequence ideas Choose and compare words to strengthen the impact of writing, including some powerful verbs Reading Extend the range of reading Investigate how settings and characters are built up from details and identify key words and phrases Explore implicit as well as explicit meanings within a text Recognise meaning in figurative language Understand the main stages in a story from introduction to resolution Explore narrative order and the focus on significant events Retell or paraphrase events from the text in response to questions Understand how expressive and descriptive language creates mood Express a personal response to a text and link characters and settings to personal experience Read further stories or poems by a favourite writer, and compare them Speaking and Listening Adapt the pace and loudness of speaking appropriately when performing or reading aloud 38
The International School of Bucharest | Primary School Curriculum Guide
Adapt speech and gesture to create a character in drama Phonics, Spelling and Vocabulary Extend knowledge and use of spelling patterns, e.g. vowel phonemes, double consonants, silent letters, common prefixes and suffixes Apply phonic/spelling, graphic, grammatical and contextual knowledge in reading unfamiliar words Identify syllabic patterns in multisyllabic words Investigate spelling patterns; generate and test rules that govern them Extend earlier work on prefixes and suffixes Check and correct spellings and identify words that need to be learned
Maths Content: Number Data Handling Problem Solving Skills and Objectives: Number Order and compare two or more fractions with the same denominator (halves, quarters, thirds, fifths, eighths or tenths) Recognise the equivalence between fractions Use equivalence to help order fractions Understand the equivalence between one-place decimals and fractions in tenths Understand that 2 1 is equivalent to 0.5 and also to 10 5 Recognise the equivalence between the decimal fraction and vulgar fraction forms of halves, quarters, tenths and hundredths Recognise mixed numbers, e.g. 54 3, and order these on a number line Relate finding fractions to division Find halves, quarters, thirds, fifths, eighths and tenths of shapes and numbers Identify simple fractions with a total of 1, e.g. 4 1 + â&#x20AC;Ś = 1 Decide whether to round up or down after division to give an answer to a problem Handling Data Answer a question by identifying what data to collect, organising, presenting and interpreting data in tables, diagrams, tally charts, frequency tables, pictograms (symbol representing 2, 5, 10 or 20 units) and bar charts (intervals labelled in twos, fives, tens or twenties) Compare the impact of representations where scales have different intervals. Problem solving Explain methods and reasoning orally and in writing; make hypotheses and test them out Use ordered lists and tables to help to solve problems systematically Explain methods and reasoning orally and in writing; make hypotheses and test them out Using understanding and strategies in solving problems
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The International School of Bucharest | Primary School Curriculum Guide
Geography
Content: Where do the Vikings come from? Where was the Roman Empire? Skills and Objectives: Use atlases, globes maps and plans at a range of scales Look at maps of areas I am studying and identify features Use the internet to help find out about a location, including aerial photographs (e.g.. Google Earth)
History
Content: Vikings Romans Skills and Objectives: Use dates and vocabulary relating to the passing of time Name the date of any significant event from the past that I have studied and place it in approximately the right place on a time line Use words and phrases such as century, decade, before Christ, after, before, during to describe the passing of time Characteristic features of the periods and societies studied, including ideas, beliefs, attitudes and experiences of men, women and children Use evidence to describe the houses and settlements of people in the past Use evidence to describe the culture and leisure activities from the past Use evidence to describe buildings and their uses of people from the past Use evidence to describe the clothes, way of life and actions of people in the past I use evidence to describe what was important to people from the past Understand the social, ethnic, cultural, diversity of the societies studied Use evidence to show how the lives of rich and poor people from the past differed Use evidence to find out how any of the above may have changed during a time period Use evidence to give reasons why changes may have occurred Describe and make links between events, and changes across periods Describe some similarities and differences between some people, events and objects (artefacts) I have
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The International School of Bucharest | Primary School Curriculum Guide
studied Describe how some of the things I have studied from the past affect life today
Art and Design
Content: Shields, Longboats Mosaics Skills and Objectives: Collect visual and other information to develop ideas, including a sketchbook Explore ideas and collect visual and other information for my work Design and make images and artifacts that communicate observations, ideas and feelings by using a variety of methods Use a number of sketches to base my work on Mix colours using tints and tones Use the internet to research ideas or starting points for art Compare methods and ideas used in their own and othersâ&#x20AC;&#x2122; work and say what they think and feel Comment on similarities and differences between my own and othersâ&#x20AC;&#x2122; work Adapt and improve my own work My cutting skills are precise Use mosaic Adapt work in response to their views and describe how they may develop it further
Design Technology
Content: Design and make a long boat Skills and Objectives: Develop and explain ideas clearly with design objectives Think ahead about the order of my work, choosing appropriate tools, equipment, materials, components and techniques Measure, mark out, cut and shape materials accurately Shape my product carefully, using techniques and tools that lead to a high quality finish
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The International School of Bucharest | Primary School Curriculum Guide
Computing Content: Spread sheets Data bases Skills and Objectives: Databases â&#x20AC;&#x201C; Branching Databases Select a variety of software to accomplish given goals Select, use and combine internet services Analyse information Evaluate information Collect data Present data
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 How exercise affects the body in the short-term Warm up and prepare appropriately for different activities Develop the range of actions, body shapes and balances and make own sequence or routine Improve pair work â&#x20AC;&#x201C; creating own sequence using mirroring and synchrony Learning how to jump over the vaulting box Make complex sequences that include changes in direction, level and speed Combine actions, shapes and balances in my gymnastic performance Movements are clear, accurate and consistent Prepare and perform to an audience Compare and comment on the skills, techniques and ideas used in my work and in others Use this to improve my performance
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The International School of Bucharest | Primary School Curriculum Guide
Music Content: Exploring arrangements (the class orchestra) Music theory â&#x20AC;&#x201C; Quarter, eight, half notes and quarter rests The notes: Do to Do Skills and Objectives: About musical accompaniment Identify different ways sounds are used to accompany a song Explore melodic phrases Identify a melodic phrase in a song and play it by ear Explore rhythmic patterns Play rhythmic patterns 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 DO Duration and pitch
PSHE (personal, social and Health Education)
Content: Active member of Society Skills and Objectives: Rules and laws in Romania Attitudes towards money Responsibilities when looking after environment around the school Money in cocoa industry Charities within Romania Why we need money Enterprise Day
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The International School of Bucharest | Primary School Curriculum Guide
Term 3 Habitats
English
Content: Non- fiction Writing Persuasive Text Information and Explanatory texts Review and Revision Progression test Skills and Objectives: Reading Understand how points are ordered to make a coherent argument Identify different types of non-fiction text and their known key features Investigate how persuasive writing is used to convince a reader Note key words and phrases to identify the meaning Writing Use knowledge of punctuation and grammar to read with fluency, understanding and expression Use a range of end-of-sentence punctuation with accuracy Re-read own writing to check punctuation and grammatical sense Understand the use of connectives to structure an argument, e.g. if, although Explore the layout and presentation of writing, in the context of helping it to fit its purpose Show awareness of the reader by adopting an appropriate style or viewpoint Present an explanation or a point of view in ordered points, e.g. in a letter Collect and present information from non-fiction texts Make short notes from a text and use these to aid writing Summarise a sentence or a paragraph in a limited number of words Speaking and Listening Adapt the pace and loudness of speaking appropriately when performing or reading aloud Listen carefully in discussion, contributing relevant comments and questions Phonics Spelling and Vocabulary Extend knowledge and use of spelling patterns, e.g. vowel phonemes, double consonants, silent letters, common prefixes and suffixes Apply phonic/spelling, graphic, grammatical and contextual knowledge in reading unfamiliar words Investigate spelling patterns; generate and test rules that govern them 44
The International School of Bucharest | Primary School Curriculum Guide
Check and correct spellings and identify words that need to be learned Identify unfamiliar words, explore definitions and use new words in context Revise rules for spelling words with common inflections Confirm all parts of the verb to be and know when to use each one
Maths Content: Measures Problem Solving Review and Revision Progression test Skills and Objectives: Choose and use standard metric units and their abbreviations when estimating, measuring and recording length, weight and capacity Length, mass and capacity Know and use the relationships between familiar units of length, mass and capacity, know the meaning of kilo-, cent-, and milliInterpret intervals Division on partially numbered scales; record readings accurately Where appropriate, use decimal notation to record measurements, e.g. 1.3 m, 0.6 kg, 1.2l Time Read and tell the time to the nearest minute on 12 hour digital and analogue clock Use AM, PM and 12 hour digital clock notation Read simple timetables and use a calendar Choose units of time to measure time intervals Geometry Draw rectangles and measure and calculate their perimeters Understand that area is measured in square units e.g. cms squared Find the area of rectilinear shapes drawn on a square grid by counting squares Problem Solving Understand everyday systems of measurement in length, weight and capacity and time and use these to solve simple problems as appropriate Estimate and approximate when calculating, and check working Make up a number story for a calculation, including in the context of measures Explain methods and reasoning orally and in writing; make hypotheses and test them out
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The International School of Bucharest | Primary School Curriculum Guide
Science Content: Life processes Humans and other animals Green Plants, variation and Classification Review and Revision Progression test Skills and Objectives: Use simple equipment and materials appropriately and take action to control risks Make systematic observations and measurements, including the use of ICT for data logging Check observations and measurements by repeating them where appropriate Use a wide range of methods, including diagrams, drawings, tables, bar charts, line graphs and ICT, to communicate data in an appropriate and systematic manner Use scientific vocabulary to describe my observations Record my observations, comparisons and measurements using tables, charts, text and labelled diagrams Say ways in which an animal is suited to its environment Give explanations for changes in living things (For example diet affecting the health of humans and animals, Light or water altering plant growth) Geography
Content: How plants and animals adapt to their environment Skills and Objectives: Ask geographical questions Collect and record evidence Analyse evidence and draw conclusions Identify and explain different views that people, including themselves, hold about topical issues Communicate in ways appropriate to the task and audience Use my ICT skills to help me find out information and present what I have found out Use my writing skills to communicate what I know
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The International School of Bucharest | Primary School Curriculum Guide
Art and Design
Content: Observational drawing suing different media and shading techniques Art appreciation Skills and Objectives: Record from first-hand evidence, experience and imagination for a variety of purposes Question and make thoughtful observations about starting points for work Collect visual and other information to develop ideas, including a sketchbook Explore ideas and collect visual and other information for my work Compare methods and ideas used in their own and othersâ&#x20AC;&#x2122; work and say what they think and feel Adapt work in response to their views and describe how they may develop it further Comment on similarities and differences between my own and othersâ&#x20AC;&#x2122; work
Computing
Content: Projects Presentations, research, magazines, websites, and databases on different topics linked wth Habitats Skills and Objectives: Digital Literacy: Understand how to search effectively Research a topic on the World Wide Web Know how to stay safe when using the Internet Communicate online Information Technology: Create a picture using drawing tools Type quickly and correctly Type and design a printable document Create a mind map using ICT Create a multimedia presentation Handle data using ICT Add records in a database
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The International School of Bucharest | Primary School Curriculum Guide
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 Know how exercise affects the body in the short-term Warm up and prepare appropriately for different activities Develop controlled skills for passing and catching a basketball/football Develop and use knowledge of the principles behind the strategies, tactics and ideas to improve their effectiveness Develop team skills & rules emphasising team work Compare and comment on the skills, techniques and ideas used in my work and in othersâ&#x20AC;&#x2122; and use this to improve my performance Work with my team or alone to gain possession of the ball Strike a bowled ball. Field well Choose the best pace for running Develop controlled skills for passing and catching a basketball/football Develop team skills & rules emphasising team work In Athletics: developing throwing skills (Frisbees, discs, javelins, bean bags)
Music
Content: Pentatonic Scales Exploring singing games Music theory â&#x20AC;&#x201C; Quarter, eight, half notes and quarter rests; The notes: Do to Do Skills and Objectives: About pentatonic scales and how they are used in Asian music Identify pentatonic scales in music 48
The International School of Bucharest | Primary School Curriculum Guide
PSHE (personal, social and Health Education)
Content: Well being Skills and Objectives: Issues that affect people in our city Understanding different points of view Family groups- why are they important to us How do we grow? (Skeleton, muscles) Effects of smoking Friendship issues resolving conflicts Taking responsibility for your own learning
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