ISB Curriculum Guide
Year 5
The International School of Bucharest | Primary School Curriculum Guide
Contents .................................................................................................................................................................... 0 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 5 ........................................................................................................................................................ 18 Term 1:1.................................................................................................................................................... 18 Term 2:1.................................................................................................................................................... 24 Term 2:2.................................................................................................................................................... 31 Term 3....................................................................................................................................................... 39
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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. • • • • •
•
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 5 Term 1:1 Fit For Life
English
Content: Performance Poetry Instructions English Stories by significant writers Skills and Objectives: Writing Use imagery and figurative language to evoke imaginative response Understand conventions of standard English, e.g. agreement of verbs Explore ways of combining simple sentences and re-ordering clauses to make compound and complex sentences Write new scenes or characters into a story, or write from another viewpoint Explore ways of combining simple sentences and re-ordering clauses to make compound and complex sentences Choose words and phrases carefully to convey feeling and atmosphere Investigate clauses within sentences and how they are connected Use pronouns, making clear to what or to whom they refer Use an increasing range of subordinating connectives Reading Read and perform narrative poems Read poems by significant poets and compare style, forms and themes Begin to interpret imagery and techniques, e.g. metaphor, personification, simile, adding to understanding beyond the literal Discuss metaphorical expressions and figures of speech Read widely and explore the features of different fiction genres Comment on a writer’s use of language and explain reasons for writer’s choices Identify the point of view from which a story is told Phonics, spelling and vocabulary 18
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Extend understanding of the use of adverbs to qualify verbs, e.g. in dialogue Identify unfamiliar words, explore definitions and use new words in context Use effective strategies for learning new spellings and mis-spelt words Revise grammatical homophones, e.g. they’re, their, there Learn spelling rules for words ending in -e and -y, e.g. take/taking, try/tries Investigate spelling patterns for pluralisation, e.g. -s, -es, -y/-ies, -f/-ves Speaking and listening Shape and organise ideas clearly when speaking to aid listener Talk confidently in extended turns and listen purposefully in a range of contexts Begin to adapt non-verbal gestures and vocabulary to suit Content: and audience Describe events and convey opinions with increasing clarity and detail Recall and discuss important features of a talk, possibly contributing new ideas
Maths Content: Number and Number System Geometry Problem Solving Skills and Objectives: Number and Number System Count on and back in steps of constant size, extending beyond zero Know what each digit represents in five- and six-digit numbers Partition any number up to one million into thousands, hundreds, tens and units Multiply and divide any number from 1 to 10000 by 10 or 100 and understand the effect Round four-digit numbers to the nearest 10, 100 or 1000 Order and compare numbers up to a million using the > and < signs Recognise and extend number sequences Recognise odd and even numbers and multiples of 5, 10, 25, 50 and 100 up to 1000 Geometry
Identify and describe properties of triangles and classify as isosceles, equilateral or scalene Recognise reflective and rotational symmetry in regular polygons Visualise 3D shapes from 2D drawings and nets, e.g. different nets of an open or closed cube Recognise perpendicular and parallel lines in 2D shapes, drawings and the environment Problem Solving Explain methods and justify reasoning orally and in writing; make hypotheses and test them out Explore and solve number problems and puzzles Investigate a simple general statement by finding examples which do or do not satisfy it
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Science Content: The Way We See Things Skills and Objectives: Know that we see light sources because light from the source enters our eyes Make relevant observations Use observation and measurement to test predictions and make links Know that beams/rays of light can be reflected by surfaces including mirrors Know that reflected light enters our eyes and we see the object Explore why a beam of light changes direction when it is reflected from a surface Decide whether results support predictions Make predictions of what will happen based on scientific knowledge and understanding, and suggest and communicate how to test these Use knowledge and understanding to pan how to carry out a fair test Discuss the need for repeated observations and measurements Present results in bar charts Interpret data and think about whether it is sufficient to draw conclusions
Geography
Content: Olympic cities of the past and future Skills and Objectives: Ask geographical questions Ask, â&#x20AC;&#x153;What may this place be like in the future?â&#x20AC;? Use atlases, globes maps and plans at a range of scales Use the internet to help find out about a location (e.g. Google Earth) Identify how and why places change Describe a place using information found out using geography words
History
Content: To understand the symbolism behind the Olympics Skills and Objectives: 20
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Choose reliable sources of factual evidence to describe what was important to people, their culture and leisure activities, the things people believed in the past (attitudes and religion), and the experiences of men, women & children in the past Identify and describe reasons for, and results of, historical events, situations, and changes in the periods studied Describe some similarities and differences between some people, events and objects (artifacts) studied Recognise social, ethnic, cultural, religious diversity of the societies studied
Art and Design
Content: Design mascots and medals for their own cities showing understanding of the values involved Skills and Objectives: Investigate and combine visual and tactile qualities and match them to the purpose of their work Design and make images and artefacts that communicate observations, ideas and feelings by using a variety of methods Use a number of sketches to base my work on Annotate my sketches in my art sketchbook to explain my ideas Sketch lightly (so I do not need to use a rubber) Select the most suitable drawing materials for the type of drawing I want to produce Adapt work in response to their views and describe how they may develop it further Adapt and improve my own work Record from first-hand evidence, experience and imagination for a variety of purposes Question and make thoughtful observations about starting points for work Explore ideas and collect visual and other information for my work Compare methods and ideas used in their own and othersâ&#x20AC;&#x2122; work and say what they think and feel Comment on similarities and differences between my own and othersâ&#x20AC;&#x2122; work Design Technology
Content: Create a freestanding 3D sculpture of a person in action Skills and Objectives: Develop and explain ideas clearly with design objectives Plan, suggesting a sequence of actions or alternatives if needed Communicate design ideas in different ways Generate ideas and recognise that my designs have to meet a range of different needs Make realistic plans to achieve my aims Think ahead about the order of my work, choosing appropriate tools, equipment, materials, components and techniques 21
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Select tools, techniques and materials Use finishing techniques to strengthen and improve the appearance of the product Use the most appropriate moldable material suitable for the purpose of my product Shape my product carefully, using techniques and tools that lead to a high quality finish Use my art skills to apply texture or design to my product Reflect on work in relation to intended use (and usersâ&#x20AC;&#x2122;) and identify improvements needed, Recognise quality depends on how something is made and if it meets its intended use Identify where my evaluations have led to improvements in my products
Computing
Content: Create a presentation with text and graphics Skills and Objectives:
Understand the differences between hardware and software Be able to 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 Create a mind map using ICT Create a multimedia presentation Understand how an algorithm works Physical Education
Content: Games Skills and Objectives: Consolidate existing skills and gain new ones Perform actions and skills with more consistent control and quality Consolidate and improve the quality, range and consistency of the techniques used for particular activities such as running for long and short distance Consolidate throwing & catching a bean bag Consolidate the pass in tennis ball using tennis rackets Consolidate the pass & dribbling in hockey Improve attacking and defending skills in hockey Learn how to pass a basketball & a football from stationary position (using different ways of sending the 22
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balls) and from running (using different ways of sending the balls) Learn how to score points in the basket (basketball)/ goal â&#x20AC;&#x201C; football Use all the skills acquired in a mini game situation (basketball & football)
Music
Content: Singing Appreciation of Music Composition of Music Skills and Objectives: Learn notation quarter REST, Quarter, Eight and HALF notes; DO to DO Listen with concentration and remember longer fragments of music Recognise the metre of each piece How to make expressive use of elements and techniques and develop their performance Sing with expression and rehearse with others PSHE (personal, social and Health Education)
Content: New Beginnings Skills and Objectives:
Understand the different emotions and feelings people have in a new situation or when meeting new people Know and understand the rules and regulations in all areas of school life and why we have them Make a class charter (rights and responsibilities) Know and share strategies to help us learn and do well in school Set personal targets for English, Maths and Science Attitudes towards new things can have a positive or negative impact on the situation
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Term 2:1 Shipwrecked
English
Content: Stories from Different Cultures Poetry Non Fiction Writing – Newspaper Stories Skills and Objectives: Reading Provide accurate textual reference from more than one point in a story to support answers to questions Compare the structure of different stories Look for information in non-fiction texts to build on what is already known Develop note-taking to extract key points and to group and link ideas Explore the features of texts which are about events and experiences, e.g. diaries Read widely and explore the features of different fiction genres Read and perform narrative poems Writing: Learn how dialogue is set out and punctuated Understand the difference between direct and reported speech Investigate clauses within sentences and how they are connected Begin to use the comma to separate clauses within sentences and clarify meaning in complex sentences Begin to set out dialogue appropriately, using a range of punctuation Explore ways of combining simple sentences and re-ordering clauses to make compound and complex sentences Use an increasing range of subordinating connectives Map out writing to plan structure, e.g. paragraphs, sections, chapters Choose words and phrases carefully to convey feeling and atmosphere Begin to attempt to establish links between paragraphs using adverbials Record ideas, reflections and predictions about books, e.g. in a reading log Make notes for different purposes, using simple abbreviations and writing ‘in your own words’ Maintain a consistent viewpoint when writing Speaking and Listening Shape and organise ideas clearly when speaking to aid listener Talk confidently in extended turns and listen purposefully in a range of contexts Describe events and convey opinions with increasing clarity and detail 24
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Shape and organise ideas clearly when speaking to aid listener Phonics, Spelling and Vocabulary Recognise a range of less common letter strings in words which may be pronounced differently Use dictionaries efficiently and carry out ICT spell checks Use a thesaurus to extend vocabulary and choice of words Identify unfamiliar words, explore definitions and use new words in context Extend understanding of the use of adverbs to qualify verbs, e.g. in dialogue Extend earlier work on prefixes and suffixes, recognizing that different spelling rules apply for suffixes which begin with vowels and those that begin with consonants Investigate spelling patterns for pluralisation, e.g. -s, -es, -y/-ies, -f/-ves
Maths Content: Number Handling Data Problem Solving Skills and Objectives: Number Count on and back in steps of constant size, extending beyond zero Partition any number up to one million into thousands, hundreds, tens and units Multiply and divide any number from 1 to 10000 by 10 or 100 and understand the effect Order and compare negative and positive numbers on a number line and temperature scale Calculate a rise or fall in temperature Recognise and extend number sequences Recognise odd and even numbers and multiples of 5, 10, 25, 50 and 100 up to 1000 Make general statements about sums, differences and multiples of odd and even numbers Handling data Answer a set of related questions by collecting, selecting and organising relevant data; draw conclusions from their own and othersâ&#x20AC;&#x2122; data and identify further questions to ask Draw and interpret frequency tables, pictograms and bar line charts, with the vertical axis labelled for example in twos, fives, tens, twenties or hundreds. Consider the effect of changing the scale on the vertical axis Construct simple line graphs, e.g. to show changes in temperature over time Understand where intermediate points have and do not have meaning, e.g. comparing a line graph of temperature against time with a graph of class attendance for each day of the week Find and interpret the mode of a set of data Describe the occurrence of familiar events using the language of chance and likelihood Explain methods and justify reasoning orally and in writing; make hypotheses and test them out. 25
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Problem Solving Using understanding and strategies in solving problems Explore and solve number problems and puzzles, e.g. logic problems Describe and continue number sequences, e.g. −30, −27, □, □, −18, …; identify the relationships
between numbers Investigate a simple general statement by finding examples which do or do not satisfy it Deduce new information from existing information to solve problems Use ordered lists and tables to help solve problems systematically Science Content: Shadows Skills and Objectives: Know that scientists have combined evidence with creative thinking to suggest new ideas and explanations for phenomena Use observation to test predictions Make predictions of what will happen based on scientific knowledge and understanding, and suggesting how to test these and communicate these Use knowledge and understanding to plan how to carry out a fair test Collect sufficient evidence to test an idea Identify factors that need to be taken into account in different contexts Make relevant observations Measure time and length Discuss the need for repeated observations and measurements Present results in bar charts Decide whether results support predictions Begin to evaluate repeated results Recognise and make predictions from patterns in data and suggest explanations using scientific knowledge and understanding Interpret data and thinking about whether it is sufficient to draw conclusions Geography Content: Islands Skills and Objectives: Use appropriate geographical vocabulary Use atlases, globes maps and plans at a range of scales 26
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Draw maps and plans at a range of scales Build a list of geography words Look at and make detailed maps of areas I am studying Use the Contents and index pages of an Atlas to find places quickly, and use my knowledge of the 7 continents to help me locate places in the Contents Use the internet to help find out about a location (e.g. Google Earth) Recognise how places fit within a wider geographical context and are interdependent Compare and contrast places that I have studied using the physical and human features for my comparisons, and my knowledge of continents, countries, climate, temperature, and economy Give some reasons for the similarities and differences between places, using geographical language and what I know about relationships between countries Recognise some physical and human processes and explain how these can cause changes in places and environments. Identify the parts of a coastline (river mouth, beach, cliffs, stacks, caves) Recognise some physical and human processes and explain how these can cause changes in places and environments Compare places where people live and give reasons for the differences
History
Content: The Sinking of the Titanic Skills and Objectives: Place events, people and changes into correct periods of time Use dates and vocabulary relating to the passing of time Use a time line to place events I have found out about both in this country and abroad Name the date of a significant event from the past that I have studied and place it in the right place on a time line Recognise characteristic features of the periods and societies studied, including ideas, beliefs, attitudes and experiences of men, women and children Identify and describe reasons for, and results of events and changes Describe similarities and differences between some people, events and objects (artefacts) studied Describe how some of the things I have studied from the past affect life today Use documents, printed sources (eg archive materials) the Internet, databases, pictures, photographs, music, artefacts, historic buildings, visits to museums and galleries and visits to sites to collect evidence about the past
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Art and Design
Content: Sketch a Titanic scene Make a collage about Titanic Design an Island flag 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 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 artifacts that communicate observations, ideas and feelings by using a variety of methods Use a number of sketches to base my work on Annotate my sketches in my art sketchbook to explain my ideas Sketch lightly (so I do not need to use a rubber) Recognise how visual and tactile elements including colour, pattern, texture, line, tone, shape and, form can be combined How materials and processes can be matched to ideas and intentions Make a collage is based on observational drawings Collage combines both visual and tactile qualities Collage takes inspiration from artists or designers Apply and develop use of tools and techniques, including drawing Design and make images and artifacts that communicate observations, ideas and feelings by using a variety of methods Design Technology
Content: Musical Instruments Skills and Objectives: Develop and explain ideas clearly with design objectives Plan, suggesting a sequence of actions or alternatives if needed Communicate design ideas in different ways Generate ideas by collecting and using information 28
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Produce step-by-step plans Communicate alternative ideas using words, labelled sketches and models showing that I am aware of the constraints of my design Suggest alternative ways of making a product if the first attempt fails Explore the sensory qualities of materials and how to use them Measure, mark out, cut and shape materials accurately Methods of working are precise so that products have a high quality finish Reflect on work in relation to intended use (and usersâ&#x20AC;&#x2122;) and identify improvements needed Carry out appropriate tests first Reflect on my designs and develop them bearing in mind the way they will be used Identify what is working well and what can be improved
Computing Content: Databases Skills and Objectives: Candle data using ICT Create a database Add records in a database Use queries
Physical Education Content: Dance Skills and Objectives: Apply rules and conventions for different activities Identify what makes a performance effective Suggest improvements based on information Learn different dance routines and styles Plan, use and adapt strategies, tactics and compositional ideas for individual, pair, small group and small-team activities Learn how to work and use activities in a Fitness circuit Understand how exercise affects the body in the short-term Warm up and prepare appropriately for different activities Know why physical activity is good for health and well-being Know why wearing appropriate clothing and being hygienic is good for their health and safety 29
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Music
Content: Performing together Exploring Musical Processes Skills and Objectives: About the effect of different pitched notes played together Describe the effect of different combinations of pitched notes Sing in rounds with accompaniment of chords Recognise repeated rhythmic patterns Repeat rhythmic patterns Perform a repeated pattern to a steady pulse Perform with awareness of different parts How to find given notes on a tuned percussion and perform using voices and instruments Perform confidently using voices and pitched percussion Focus their listening with awareness of how sounds can be contrasting, about different textures Listen with concentration for longer periods of time Identify moods Know that pitch and duration of sounds can be altered using ICT Explain how sounds can be modified and combined to create sound effects The Quarter REST, Quarter, Eight, HALF and SIXTHEEN notes; DO to D
PSHE (personal, social and Health Education)
Content: Friendship and Bullying Skills and Objectives: Who are my friends and what makes them a good friend to me Understand the different types of bullying including racism Anti-Bullying See it Stop it campaign Know the consequences of bullying outside of school Differences between direct and indirect bullying
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Term 2:2 Earth and Beyond
English
Content: Non Fiction Text Persuasive Writing Non chronological reports and explanations Skills and Objectives: Writing: Map out writing to plan structure, e.g. paragraphs, sections, chapters Compare writing that informs and persuades Note the use of persuasive devices, words and phrases in print and other media Locate information confidently and efficiently from different sources Look for information in non-fiction texts to build on what is already known Maintain a consistent viewpoint when writing Identify prepositions and use the term Investigate clauses within sentences and how they are connected Understand the difference between direct and reported speech Begin to set out dialogue appropriately, using a range of punctuation Write non-chronological reports and explanations Make notes for different purposes, using simple abbreviations and writing â&#x20AC;&#x2DC;in own wordsâ&#x20AC;&#x2122; Reading Read and perform narrative poems Consider how a writer expresses their own point of view, e.g. how characters are presented Identify the point of view from which a story is told Develop note-taking to extract key points and to group and link ideas Explore the features of texts which are about events and experiences, e.g. diaries Consider how a writer expresses their own point of view, e.g. how characters are presented Identify the point of view from which a story is told Locate information confidently and efficiently from different sources Skim read to gain an overall sense of a text and scan for specific information Speaking and Listening Shape and organise ideas clearly when speaking to aid listener Begin to adapt non-verbal gestures and vocabulary to suit content and audience 31
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Describe events and convey opinions with increasing clarity and detail Phonics, spelling and vocabulary Recognise a range of less common letter strings in words which may be pronounced differently Investigate ways of creating opposites, e.g. un-, im- and comparatives, e.g. -er, -est Revise grammatical homophones, e.g. they’re, their, there Identify unfamiliar words, explore definitions and use new words in context Investigate the origin and appropriate use of idiomatic phrases Use a thesaurus to extend vocabulary and choice of words Identify unfamiliar words, explore definitions and use new words in context Recognise a range of less common letter strings in words which may be pronounced differently Extend understanding of the use of adverbs to qualify verbs, e.g. in dialogue Identify word roots and derivations to support spelling and vocabulary, e.g. sign, signal, signature Identify unfamiliar words, explore definitions and use new words in context Use effective strategies for learning new spellings and misspelt words
Maths Content: Number Handling Data Problem Solving Skills and Objectives: Number Know by heart pairs of one-place decimals with a total of 1, e.g. 0.8 + 0.2 Derive quickly pairs of decimals with a total of 10, and with a total of 1 Add or subtract near multiples of 10 or 100, e.g. 4387 – 299 Calculate differences between near multiples of 1000,e.g. 5026 – 4998,or near multiples of 1, e.g. 3.2 – 2.6 Multiply multiples of 10 to 90, and multiples of 100 to 900, by a single digit number Multiply by 19 or 21 by multiplying by 20 and adjusting Multiply by 25 by multiplying by 100 and dividing by 4 Use factors to multiply, e.g. multiply by 3, then double to multiply by 6 Double any number up to 100 and halve even numbers up to 200and use this to double and halve numbers with one or two decimal places, e.g. double 3.4 and halve 8.6 Double multiples of 10 to 1000 and multiples of 100 to 10000, e.g. double 360 or double 3600, and derive the corresponding halves Find the total of more than 3 two- or three-digit numbers using a written method Add or subtract and pair of three- and/or four-digit numbers, with the same number of decimal places, including amounts of money Start expressing remainders as a fraction of the divisor when dividing two-digit numbers by single-digit numbers Begin to use brackets to order operations and understand the relationship between the four operations 32
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and how the laws of arithmetic apply to multiplication Use decimal notation for tenths and hundredths and understand what each digit represents Round a number with one or two decimal places to the nearest whole number Order numbers with one or two decimal places and compare, using the > and < signs Recognise equivalence between: ½, ¼, and 1/8; 1/3 and 1/6; 1/5 and 1/10 Recognise equivalence between the decimal and fraction forms of halves, tenths and hundredths and use this to help order fractions, e.g. 0.6 is more than 50% and less than 7/10 Change an improper fraction to a mixed number, e.g. 7/4 to 1¾; order mixed numbers and place between whole numbers on a number line Relate finding fractions to division and use to find simple fractions of quantities Understand percentage as the number of parts in every 100 and find simple percentages of quantities Express tenths, halves and hundredths as percentages Use fractions to describe and estimate a simple proportion, e.g. 1/5 of the beads are yellow Use ratio to solve problems, e.g. to adapt a recipe for 6 people to one for 3 or 12 people Solve single and multi-step word problems (all four operations); represent them Check with a different order when adding several numbers or by using the inverse when adding or subtracting a pair of numbers Estimate and approximate when calculating, e.g. using rounding, and check working Consider whether an answer is reasonable in the context of a problem Measures Length, mass and capacity Read, choose, use and record standard units to estimate and measure length, mass and capacity to a suitable degree of accuracy Convert larger to smaller metric units Order measurement in mixed units Round measurement to the nearest whole unit Interpret a reading that lies between two unnumbered divisions on a scale Compare readings on different scales Draw and measure lines to nearest centimetre and millimetre Read, choose, use and record standard units to estimate and measure length, mass and capacity to a suitable degree of accuracy Time Recognise and use the units of time: seconds, minutes, hours, days, months, years Tell and compare the time using digital and analogue clocks using the 24-hour clock Calculate time intervals in seconds, minutes and hours using digital or analogue formats Use a calendar to calculate time intervals in days and weeks Calculate time intervals in months and years Read timetables using the 24-hour clock Area and perimeter Measure and calculate the perimeter of regular and irregular polygons Understand area measured in square centimetres Use the formula for the area of a rectangle to calculate the rectangle’s area Problem Solving Understand everyday systems of measurement in length, weight, capacity, temperature and time and 33
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use these to perform simple calculations Consider whether an answer is reasonable in the context of a problem Choose an appropriate strategy for a calculation and explain how they worked out the answer Deduce new information from existing information to solve problems Use ordered lists and tables to help solve problems systematically Explain methods and justify reasoning orally and in writing; make hypotheses and test them out Solve a larger problem by breaking it down into sub-problems or represent it using diagrams
Science Content: Earth and Beyond Skills and Objectives: knowing that scientists have combined evidence with creative thinking to suggest new ideas and explanations for phenomena Use observation to test predictions make relevant observations Discuss the need for repeated observations and measurements present results in bar charts and line graphs begin to evaluate repeated results recognise and make predictions from patterns in data and suggesting explanations using scientific knowledge and understanding Interpreting data and thinking about whether it is sufficient to draw conclusions Geography
Content: Constellations Maps of the moon / Mars Maps and diagrams of constellations Skills and Objectives: Ask geographical questions Collect and record evidence Analyse evidence and draw conclusions Communicate in ways appropriate to the task and audience Choose the most appropriate writing skills to communicate what I know. Choose the most appropriate maths skills to help me record and present my observations. (Charts, graphs, tables, scales etc.) 34
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Choose which of my ICT skills to use to help me find out information and present what I have found out Explain why places are like they are Identify how and why places change describe a place using information I have found out using my geography words well. Draw maps and plans at a range of scales Make detailed sketches of the features of a location
History
Content: History of space exploration (ancient and modern astronomers, Neil Armstrong, Buzz Aldrin, Yuri Gagarin) History of the telescope and discovery of planets /stars Skills and Objectives: Use a variety of sources to find out about events, people and changes Ask and answer questions Select and record relevant information Use documents, printed sources (e.g. archive materials) the Internet, databases, pictures, photographs, to collect evidence about the past Suggest sources of evidence to help me answer questions Recall, select and organise information Use dates and historical vocabulary to describe the period Communicate their knowledge and understanding in a variety of ways Present my findings about the past using my speaking, writing, maths, ICT, drama and drawing skills Use dates and terms accurately Discuss the most appropriate way to present my information, which I realise is for an audience
Art and Design
Content: Design a Moon Buggy â&#x20AC;&#x201C; a moving toy with cams and axles Skills and Objectives: Generate ideas after thinking about who will use them and what they will be used for, using information from a number of sources. Develop and explain ideas clearly with design objectives Plan, suggesting a sequence of actions or alternatives if needed Communicate design ideas in different ways 35
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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 Think ahead about the order of my work, choosing appropriate tools, equipment, materials, components and techniques Clarify my ideas using labelled sketches and models to communicate the details of my designs Select tools, techniques and materials Measure, mark out, cut and shape materials accurately Select the most appropriate techniques and tools to make my product Make cuts (scissors, snips, saw) accurately and reject pieces that are not accurate and improve my technique Make holes (punch, drill) accurately Use finishing techniques to strengthen and improve the appearance of the produce Select the most appropriate techniques and tools to make my product Find solutions to problems as they happen Make a good finish so that a user will find it both useful and attractive Select the most appropriate techniques and tools to make my product Methods of working are precise so that products have a high quality finish Learn how the working characteristics of materials affect the way they are used Learn how materials can be combined and mixed to create more useful properties Learn how mechanisms can be used to make things move in different ways, using a range of equipment Know the application of mechanisms to create movement Combine a number of components well in my product Join materials to make products using both permanent and temporary fastenings Art and Design
Content: Create the model of a solar system using plasticine 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 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 Use the internet to research ideas or starting points for art Use a variety of tools and techniques for sculpting in clay, papier-mâchÊ and other mouldable materials Record from first-hand evidence, experience and imagination for a variety of purposes.
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Food and Nutrition Content: Plan a healthy meal for an Astronaut Skills and Objectives: Generate ideas after thinking about who will use them and what they will be used for, using information from a number of sources Develop and explain ideas clearly with design objectives Plan, suggesting a sequence of actions or alternatives if needed Communicate design ideas in different ways Generate ideas by collecting and using information Take the views of usersâ&#x20AC;&#x2122; into account when designing my products Produce step-by-step plans Follow safe procedures for food safety and hygiene Select ingredients for my food product Work in a safe and hygienic way Measure out my ingredients by weight or quantity, using scales where appropriate Present the product to impress the intended user Reflect on work in relation to intended use (and usersâ&#x20AC;&#x2122;) and identify improvements needed Recognise quality depends on how something is made and if it meets its intended use Identify where my evaluations have led to improvements in my products
Computing Content: Controlling and monitoring: Space Station Alert; The Solar System Skills and Objectives: Control and explore computer simulations Understand how an algorithm works Create a computer program
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Physical Education
Content: Gymnastics Skills and Objectives: Apply rules and conventions for different activities Identify what makes a performance effective Suggest improvements based on information Create a routine with gymnastics actions, shapes and balances consistently and fluently, containing 15 exercises. Perform actions, shapes and balances consistently and fluently in specific activities Jump over the vaulting box focusing on steps on the spring board and jumping with control, speed, and different ways of landing. Understand how exercise affects the body in the short-term Warm up and prepare appropriately for different activities Know why physical activity is good for health and well-being Know why wearing appropriate clothing and being hygienic is good for their health and safety
Music
Content: Cyclic Patterns Skills and Objectives: About â&#x20AC;&#x153;lyricsâ&#x20AC;? and their cultural and social meaning Listen to national anthems and understand the purpose of lyrics Compose a song with a melody that reflects the meaning of lyrics and with a clear structure of Verse chorus, verse, chorus Compose, Write and Play on the xylophones short tunes
PSHE (personal, social and Health Education)
Content: Active Member of Society
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Skills and Objectives: Rules to make a better world Poor and happy versus rich and lonely How to be a good resident of Romania/Bucharest How our choices impact others around the world Worldwide charities Importance of a bank account Enterprise Day
Term 3 Around the World
English
Content: Stories by significant authors Recounts Fictional Writing Narrative Poetry Review and Revision Progression test Skills and Objectives: Writing Explore ways of combining simple sentences and re-ordering clauses to make compound and complex sentences Use an increasing range of subordinating connectives Map out writing to plan structure, e.g. paragraphs, sections, chapters Maintain a consistent viewpoint when writing Make notes for different purposes, using simple abbreviations and writing â&#x20AC;&#x2DC;in own wordsâ&#x20AC;&#x2122; Compare writing that informs and persuades Note the use of persuasive devices, words and phrases in print and other media. Locate information confidently and efficiently from different sources Consider how a writer expresses their own point of view, e.g. how characters are presented Explore the features of texts which are about events and experiences, e.g. diaries 39
The International School of Bucharest | Primary School Curriculum Guide
Reading Read widely and explore the features of different fiction genres Provide accurate textual reference from more than one point in a story to support answers to questions Read and perform narrative poems Identify the point of view from which a story is told Speaking and Listening Shape and organise ideas clearly when speaking to aid listener Describe events and convey opinions with increasing clarity and detail Begin to adapt non-verbal gestures and vocabulary to suit content and audience Phonics, spelling and vocabulary Recognise a range of less common letter strings in words which may be pronounced differently Extend earlier work on prefixes and suffixes, recognizing that different spelling rules apply for suffixes which begin with vowels and those that begin with consonants Use dictionaries efficiently and carry out ICT spell checks Use a thesaurus to extend vocabulary and choice of words Investigate spelling patterns for pluralisation, e.g. -s, -es, -y/-ies, -f/-ves Identify unfamiliar words, explore definitions and use new words in context Revise grammatical homophones, e.g. theyâ&#x20AC;&#x2122;re, their, there Identify unfamiliar words, explore definitions and use new words in context Investigate the origin and appropriate use of idiomatic phrases Identify unfamiliar words, explore definitions and use new words in context
Maths Content: Measures Geometry Problem Solving Review and Revision Progression test Skills and Objectives: Measures Length, mass and capacity Read, choose, use and record standard units to estimate and measure length, mass and capacity to a suitable degree of accuracy Convert larger to smaller metric units Order measurements in mixed units Round measurements to the nearest whole unit Interpret a reading that lies between two unnumbered divisions on a scale Compare readings on different scales Time 40
The International School of Bucharest | Primary School Curriculum Guide
Recognise and use the units for time: seconds, minutes, hours, days, months and years Tell and compare the time using digital and analogue clocks using the 24-hour clock Read timetables using the 24-hour clock Calculate time intervals in seconds, minutes and hours using digital and analogue formats Use a calendar to calculate time intervals in days and weeks Calculate time intervals in months and years Area and perimeter Measure and calculate the perimeter of regular and irregular polygons Understand area measured in square centimetres Use the formula for the area of a rectangle to calculate the rectangleâ&#x20AC;&#x2122;s area Geometry Identify and describe properties of triangles and classify as isosceles, equilateral or scalene Recognise reflective and rotational symmetry in regular polygons Create patterns with 2 lines of symmetry, e.g. on a pegboard or squared paper Visualise 3D shapes from 2D drawings and nets, e.g. different nets of an open or closed cube Understand and use angle measure in degrees; measure angles to the nearest 5 degrees; identify, describe and estimate the size of angles and classify them as acute, right or obtuse Read and plot coordinates in the first quadrant Predict where a polygon will be after reflection where the mirror line is parallel to one of the sides, including where the line is oblique Understand translation as movement along a straight line, identify where polygons will be after translation and give instructions for translating shapes Problem Solving Recognise the relationship between different 2D shapes and 3D shapes, e.g. a face of a cube is a square Deduce new information from existing information to solve problems Identify simple relationships between shapes, e.g. these triangles are all isosceles because..... Explain methods and justify reasoning orally and in writing; make hypotheses and test them out Understand everyday systems of measurement in length, weight, capacity, temperature and time and use these to perform simple calculations Consider whether an answer is reasonable in the context of a problem Choose an appropriate strategy for a calculation and explain how they worked out the answer Use ordered lists and tables to help solve problems systematically Solve a larger problem by breaking it down into sub-problems or represent it using diagrams Science Content: Evaporation and Condensation Review and Revision Progression test Skills and Objectives: Know that scientists have combined evidence with creative thinking to suggest new ideas and explanations for phenomena Use observation to test predictions 41
The International School of Bucharest | Primary School Curriculum Guide
Make predictions of what will happen based on scientific knowledge and understanding, and suggesting how to test these and communicate these use knowledge and understanding to plan how to carry out a fair test Collect sufficient evidence to test an idea Identify factors that need to be taken into account in different contexts Make relevant observations Measure volume, temperature, time, length and force Discuss the need for repeated observations and measurements Present results in bar charts Decide whether results support predictions Begin to evaluate repeated results recognise and make predictions from patterns in data and suggesting explanations using scientific knowledge and understanding interpret data and thinking about whether it is sufficient to draw conclusions Geography Content: An environment issue â&#x20AC;&#x201C; Investigating holiday destinations and the factors that affect peoplesâ&#x20AC;&#x2122; choices Skills and Objectives: Ask geographical questions Collect and record evidence Analyse evidence and draw conclusions Use the terms PHYSICAL and HUMAN accurately and can describe these features. Give reasons for why some of those features are where they are Find out about places and the features in those places by either going to that place to observe or by deciding which will be the best sources of information to look at Choose the most appropriate writing skills to communicate what I know Use appropriate geographical vocabulary Use ICT to help in geographical investigations Use the internet to help find out about a location (e.g. Google Earth) Explain why places are like they are Identify how and why places change Recognise how places fit within a wider geographical context and are interdependent Compare and contrast places that I have studied using the physical and human features for my comparisons, and my knowledge of continents, countries, climate, temperature, and economy Give some reasons for the similarities and differences between places, using geographical language and what I know about relationships between countries Recognise some physical and human processes and explain how these can cause changes in places and
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The International School of Bucharest | Primary School Curriculum Guide
environments Describe a place in terms of how economically developed it is
History Content: Compare towns/cities/countries now with what they were like in past Skills and Objectives: Use a variety of sources to find out about events, people and changes Ask and answer questions Select and record relevant information Use documents, printed sources (eg archive materials) the Internet, databases, pictures, photographs, music, artefacts, historic buildings, visits to museums and galleries and visits to sites to collect evidence about the past Ask, â&#x20AC;&#x153;What was it like for a... (child, rich person, etc) duringâ&#x20AC;Ś Choose reliable sources of evidence to help me answer questions, realising that there is often not a single answer to historical questions Art and Design
Content: A collage of a holiday scene Design a souvenir Skills and Objectives: Ask and answer questions about starting points for work Respond to ideas and starting points (Stories, rhymes, objects, the natural world) Recognise how visual and tactile elements including colour, pattern, texture, line, tone, shape, form can be combined Know how materials and processes can be matched to ideas and intentions Use tessellation and other patterns in my collage Use my cutting skills to produce repeated patterns Look at mosaic, montage and collage from other cultures Design and make images and artefacts that communicate observations, ideas and feelings by using a variety of methods Explain the ideas behind my images in my art sketchbook
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The International School of Bucharest | Primary School Curriculum Guide
Design Technology
Content: Investigating different bread and designing own bread recipe Skills and Objectives: Explore the sensory qualities of materials and how to use them Work in a safe and hygienic way Learn how the working characteristics of materials affect the way they are used Describe my food product in terms of taste, texture, flavour and relate this to the intended purpose of the food Develop and explain ideas clearly with design objectives Plan, suggesting a sequence of actions or alternatives if needed Communicate design ideas in different ways Generate ideas by collecting and using information Take the views of usersâ&#x20AC;&#x2122; into account when designing my products Produce step-by-step plans Communicate alternative ideas using words, labelled sketches and models showing that awareness of the constraints of my design
Food and Nutrition
Content: Investigating different bread and designing own bread recipe (links with Design Technology) Skills and Objectives: Select tools, techniques and materials Measure, mark out, cut and shape materials accurately Use finishing techniques to strengthen and improve the appearance of the product Follow safe procedures for food safety and hygiene Use a selection of ingredients to meet an identified need. (e.g.. lunchtime snack, healthy sandwich, low gluten) Work in a safe and hygienic way Understand that materials can be combined and mixed to create more useful properties Understand that cooking alters the flavour and texture of foods Reflect on work in relation to intended use (and usersâ&#x20AC;&#x2122;) and identify improvements needed Reflect on my designs and develop them bearing in mind the way they will be used Identify what is working well and what can be improved
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The International School of Bucharest | Primary School Curriculum Guide
Computing Content: Programming - Code Course 2 Skills and Objectives: Solve problems by decomposing them into smaller parts Use selection in programmes
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 How exercise affects the body in the short-term Warm up and prepare appropriately for different activities Know why physical activity is good for health and well-being Know why wearing appropriate clothing and being hygienic is good for their health and safety Improving passing, catching and dribbling skills Use a variety of techniques to pass Work with a team or alone to gain possession of the ball Strike a bowled ball Use forehand and backhand when playing racquet games Field well Choose the most appropriate tactics in a game Analyse and comment on skills and techniques and how they are applied in my own and in othersâ&#x20AC;&#x2122; work Modify and refine my skills and techniques to improve my performance Explain how different parts of my body react during different types of exercise Warm up and cool down in ways that suit the activity Describe why regular, safe exercise is good for my fitness and health Athletics- throwing objects with accuracy and precision
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The International School of Bucharest | Primary School Curriculum Guide
Music
Content: Performing together Exploring musical processes Music theory â&#x20AC;&#x201C; Sixteen, Quarter, eight, half notes and quarter rests; The musical notes: Do to Do Skills and Objectives: How to improve diction for singing and acting Sing and play a two part song Improve and demonstrate childrenâ&#x20AC;&#x2122;s ability to take part in a class performance
PSHE (personal, social and Health Education)
Content: Well being Skills and Objectives: Issues that affect people around the Romania Understanding different points of view What do you do when you feel embarrassed? Body changes in puberty (inc. body odour, hair growth, acne) Effects of Alcohol Friendship issues resolving conflicts Stereotypes
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