ISB Curriculum Guide
Year 6
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 6 ........................................................................................................................................................ 18 Term 1:1.................................................................................................................................................... 18 Term 1:2.................................................................................................................................................... 23 Term 2:1.................................................................................................................................................... 29 Term 2:2.................................................................................................................................................... 35
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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 6 Term 1:1 Rivers
English
Content: Stories with Familiar settings Instructions Skills and Objectives: Grammar and Punctuation Use a wider range of connectives to clarify relationships between ideas, e.g. however, therefore, although Begin to show awareness of the impact of writers’ choices of sentence length and structure Revise different word classes. Explore use of active and passive verbs within a sentence Writing: Plan plot, characters and structure effectively in writing an extended story Manage the development of an idea throughout a piece of writing, e.g. link the end to the beginning Establish and maintain a clear viewpoint, with some elaboration of personal voice Develop some imaginative detail through careful use of vocabulary and style Adapt the conventions of the text type for a particular purpose Reading Consider how the author manipulates the reaction of the reader, e.g. how characters and settings are presented Understand aspects of narrative structure, e.g. the handling of time Comment on writer’s use of language, demonstrating awareness of its impact on the reader Articulate personal responses to reading, with close reference to the text Recognize key characteristics of a range of non-fiction text types Speaking and Listening Express and explain ideas clearly, making meaning explicit Speak confidently in formal and informal contexts Vary vocabulary, expression and tone of voice to engage the listener and suit the audience, purpose and context Convey ideas about characters in drama in different roles and scenarios through deliberate choice of speech, gesture and movement 18
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Maths Content: Number and Number System Measures Problem Solving Skills and Objectives: Numbers and the number system Recognise and use decimals with up to three places in the context of measurement Know what each digit represents in whole numbers up to a million Know what each digit represents in one- and two-place decimal numbers Multiply and divide any whole number from 1 to 10â&#x20AC;&#x2030;000 by 10, 100 or 1000 and explain the effect Find factors of two-digit numbers Find some common multiples, e.g. for 4 and 5 Round whole numbers to the nearest 10, 100 or 1000 Use the >, < and = signs correctly Estimate where four-digit numbers lie on an empty 0â&#x20AC;&#x201C;10â&#x20AC;&#x2030;000 line Recognise and extend number sequences Recognise odd and even numbers and multiples of 5, 10, 25, 50 and 100 up to 1000 Measure (Length, mass and capacity) Select and use standard units of measure. Read and write to two and three decimal places Convert between units of measurement (kg and g, l and ml, km, m, cm and mm), using decimals to three places, e.g. recognising that 1.245 m is 1 m 24.5 cm Interpret readings on different scales, on a range of measuring instruments Draw and measure lines to nearest centimetre and millimetre Recognise and understand the units for measuring time: seconds, minutes, hours, days, weeks, months, years, decades and centuries; convert one unit of time into another Tell the time using digital and analogue clocks using the 24-hour clock system Compare times on digital and analogue clocks (e.g. realise quarter to four is later than 3:40). Read and use timetables using the 24-hour clock system Calculate time intervals using digital and analogue times Use a calendar to calculate time intervals in days, weeks or months Calculate time intervals in days, months or years Problem solving Understand everyday systems of measurement in length, weight, capacity, temperature and time and use these to perform simple calculations Estimate and approximate when calculating, e.g. use rounding, and check working Use ordered lists or tables to help solve problems systematically Explain why they chose a particular method to perform a calculation and show working
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Science Content: Reversible and Irreversible Changes Skills and Objectives: Distinguish between reversible and irreversible changes Explore how solids can be mixed and how it is often possible to then separate them again Observe, describe, record and begin to explain changes that occur when some solids are added to water Explore how when solids do not dissolve or react with the water they can be separated by filtering, which is similar to sieving Explore how some solids dissolve in water to form solutions and although the solid cannot be seen, the substance is still present Geography
Content: Rivers Residential Visit to Predeal Skills and Objectives: Use atlases, globes maps and plans at a range of scales Use the Contents and index pages of an Atlas to find places quickly Name and identify the longest rivers in the World Name and locate the continents (Africa, Asia, Europe, North America, South America, Antarctica) Recognise some physical and human processes and explain how these can cause changes in places and environments Identify the parts of a river and understand how land use is different along the riverâ&#x20AC;&#x2122;s course (Source, meander, mouth) and areas around Recognise some physical and human processes and explain how these can cause changes in places and environments Recognise and explain patterns made by individual physical and human features in the environment Know how erosion, deposition and flooding can affect people Explain the process of erosion and deposition Use appropriate geographical vocabulary Use appropriate fieldwork techniques Make detailed field sketches of the features of a location, labelling them with appropriate geography words Make careful measurements of rainfall, temperature, distances, depths (as appropriate) and record these in the most suitable way Identify how and why places change Describe where a place is, I use continent, country, region and names of towns, cities, and rivers. I can name and locate all places and features learned previously
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Art and Design
Content: Paint a river scene Skills and Objectives: Investigate and combine visual and tactile qualities and match them to the purpose of their work Mix colours using tints and tones. Know how visual and tactile elements including colour, pattern, texture, line, tone, shape, form can be combined Create colours by mixing to represent images I have observed in the natural and man-made world.
Design Technology
Content: Create a model of a River Skills and Objectives: Select tools, techniques and materials Use finishing techniques to strengthen and improve the appearance of the product Find solutions to problems as they happen
I identify where my evaluations have led to improvements in my products. Computing I identify where my evaluations have led to improvements in my products
Content: Type and design a printable document Create a multimedia presentation Skills and Objectives: Understand the differences between hardware and software Name the main computer components Create folders Understand what the Internet is Understand how to search effectively Research a topic on the world wide web Know how to stay safe when using the Internet 21
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Physical Education Content: Games Skills and Objectives: Consolidate existing skills and gain new ones Perform actions and skills with more consistent control and quality Choose, combine and perform skills more fluently and effectively in different invasion games Improve passing, stopping & dribbling Consolidate and improve the quality, range and consistency of the techniques they use for particular activities such as running for long and short distance Consolidate throwing & catching a bean bag Consolidate passing a tennis ball using tennis rackets Consolidate the pass & dribbling in hockey Improve attacking and defending skills in hockey Choose, combine and perform skills more fluently and effectively in different invasion games Improve passing, stopping & dribbling and scoring points/goals in a game situation Use all the skills acquired in a mini game situation (basketball /football)
Music Content: Singing Appreciation of Music Composition of Music Skills and Objectives: Musical Notation whole, half, quarter, eight, sixteenth, dotted half, DO DO Listen with concentration and remember longer fragments of music Recognise the meter of each piece How to make expressive use of elements and techniques and develop their performance
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PSHE (personal, social and Health Education)
Content: New Beginnings Skills and Objectives: Identify a range of new situations that affect people in the wider world and recognise that certain situations can force change to happen Know and understand the Golden Rules and rules in other areas of the school (ICT canteen etc) Understand the concept of rights and responsibilities class charter Set personal targets for subjects and behaviour Consider how we can achieve goals and what to do if we get overwhelmed by a situation Know who to seek support or guidance from when worried or sad Make a guide about our school showing both positive and negative sides
Term 1:2 Factories
English
Content: Diary entries Persuasive Writing Narrative writing (Spies and Mystery) Poetry Skills and Objectives: Writing: Select appropriate non-fiction style and form to suit specific purposes Establish and maintain a clear viewpoint, with some elaboration of personal voice Punctuate speech and use apostrophes accurately Explore use of active and passive verbs within a sentence Use a wider range of connectives to clarify relationships between ideas, e.g. however, therefore, although Develop grammatical control of complex sentences, manipulating them for effect 23
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Develop increasing accuracy in using punctuation effectively to mark out the meaning in complex sentences Use different genres as models for writing Develop some imaginative detail through careful use of vocabulary and style Distinguish the main clause and other clauses in a complex sentence Punctuate speech and use apostrophes accurately Identify uses of the colon, semi-colon, parenthetic commas, dashes and brackets Use different genres as models for writing Develop some imaginative detail through careful use of vocabulary and style Plan plot, characters and structure effectively in writing an extended story Manage the development of an idea throughout a piece of writing, e.g. link the end to the beginning Reading Articulate personal responses to reading, with close reference to the text Understand aspects of narrative structure, e.g. the handling of time Identify features of balanced written arguments Explore how poets manipulate and play with words and their sounds Explore autobiography and biography, and first and third person narration Distinguish between fact and opinion in a range of texts and other media Explore definitions and shades of meaning and use new words in context Comment on writerâ&#x20AC;&#x2122;s use of language, demonstrating awareness of its impact on the reader Analyse how paragraphs and chapters are structured and linked Speaking and Listening Express and explain ideas clearly, making meaning explicit Use spoken language well to persuade, instruct or make a case, e.g. in a debate Vary vocabulary, expression and tone of voice to engage the listener and suit the audience, purpose and context Pay close attention in discussion to what others say, asking and answering questions to introduce new ideas Help to move group discussion forward, e.g. by clarifying, summarizing Phonics, Spelling and Vocabulary Revise different word classes Maths Content: Properties of shape Movement of shape Skills and Objectives: Geometry Classify different polygons and understand whether a 2D shape is a polygon or not Visualise and describe the properties of 3D shapes e.g. faces, edges and vertices Identify and describe properties of quadrilaterals (including the parallelogram, rhombus and trapezium), and classify using parallel sides, equal sides, equal angles 24
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Recognise and make 2D representations of 3D shapes including nets Estimate, recognise and draw acute and obtuse angles and use a protractor to measure to the nearest degree Check that the sum of the angles of a triangle is 180ยบ, for example, by measuring or paper folding; calculate angles in a triangle or around a point Recognise 2D and 3D shapes and their relationships, e.g. a cuboid have a rectangular cross-section Read and plot co-ordinates in all four quadrants Predict where a polygon will be after one reflection where the sides of the shape are not parallel or perpendicular to the mirror line; after one translation or after a rotation through 90ยบ about one of its vertices Problem Solving Deduce new information from existing information and realise the effect that one piece of information has on another Science Content: Electrical conductors and Insulators Skills and Objectives: Investigate how some materials are better conductors of electricity than others Investigate how some metals are good conductors of electricity while most other materials are not Know why metals are used for cables and wires and why plastics are used to cover wires and as covers for plugs and switches Predict and test the effects of making changes to circuits, including length or thickness of wire and the number and type of components Represent series circuits with drawings and conventional symbols Geography Content: Where factories are built and why? Skills and Objectives: The location of places and environments they study and other significant places and environments Find out about places and the features in those places by either going to that place to observe or by looking at information sources Use secondary sources of information, including aerial photographs Give some reasons for the similarities and differences between places, using geographical language Identify buildings and land use by using aerial photographs Use ICT to help in geographical investigations Use aerial photographs to help describe a location in more detail Identify buildings and land use by using aerial photographs 25
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Recognise the location of places and environments they study and other significant places and environments Look at maps of areas I am studying and identify features History Content: The industrial Age, the growth of factories and towns in 19th century Britain Working in a factory Child labour Skills and Objectives: Identify characteristic features of the periods and societies studied, including ideas, beliefs, attitudes and experiences of men, women and children Use evidence to describe buildings and their uses of people from the past Identify and describe reasons for, and results of events and changes Use a variety of sources to find out about events, people and changes Use documents, printed sources (e.g. archive materials) the Internet, databases, pictures, photographs, music, artifacts, historic buildings, visits to museums and galleries and visits to sites to collect evidence about the past Communicate their knowledge and understanding in a variety of ways Present my findings about the past using my speaking, writing, math, ICT, drama and drawing skills
Art and Design
Content: Sketching Skills and Objectives: Question and make thoughtful observations about starting points for work Apply and develop use of tools and techniques, including drawing Sketch lightly (so I do not need to use a rubber) 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 a number of sketches to base my work on Apply and develop use of tools and techniques, including drawing Use shading to show shadows and reflections on 3D shapes Use hatching and cross hatching to show tone and texture in my drawings How materials and processes can be matched to ideas and intentions My work includes technical drawings, such as ancient architecture 26
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Design Technology
Content: Build a model factory (Link with Shape) 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 Plan, suggesting a sequence of actions or alternatives if needed Communicate design ideas in different ways Suggest alternative ways of making a product if the first attempt fails Measure, mark out, cut and shape materials accurately Recognise quality depends on how something is made and if it meets its intended use 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 I am aware of the constraints of my design. Use both my hands and other tools to mold materials into very accurate shapes that will do the intended job well Textile work incorporates the views of intended usersâ&#x20AC;&#x2122; and for the purpose Make cuts (scissors, snips, saw) accurately and reject pieces that are not accurate and improve my technique Methods of working are precise so that products have a high quality finish
Computing Content: Writing code Instructions Skills and Objectives: Solve problems by decomposing them into smaller parts Use selection in programs Work with variables Use logical reasoning to explain how some simple algorithms work Use logical reasoning to detect and correct errors in algorithms
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Physical Education Content: Games Skills and Objectives: Consolidate existing skills and gain new ones Perform actions and skills with more consistent control and quality Improve passing, stopping & dribbling and scoring points/goals in a game situation Use all the skills acquired in the first half term in a game situation Consolidate existing skills and gain new ones Develop and use knowledge of the principles behind the strategies, tactics and ideas to improve their effectiveness 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 Improve team work in games Develop a broader range of techniques and skills and use knowledge behind the strategies, tactics and ideas to improve playing different invasion games
Music Content: Singing Music Appreciation Musical Composition Skills and Objectives: Know that percussion instruments can produce a wide range of sounds Identify and control different ways percussion instruments make sounds How different patterns can fit together Identify patterns, instruments and repetition Keep a steady pulse and improvise rhythmic patterns Know about particular cyclic patterns Explore and perform a particular cyclic pattern Recognise the Iqaâ&#x20AC;&#x2122;at rhythmic patterns in Arab music How to expand rhythmic ideas using timbre and duration and by rearranging the rhythmic material Create and develop ideas The Quarter REST, Quarter, Eight and HALF notes; DO to SOL Duration and Pitch 28
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PSHE (personal, social and Health Education)
Content: Dealing with difficult situations Skills and Objectives: Know that the earths’ resources are finite and value the diversity of living things. I use the earth’s resources responsibly (e.g. 5 R’s rethink, reduce, repair, re-use, recycle, and obtaining materials from sustainable resources) Have a range of strategies for managing my worries and other uncomfortable feelings Know that I can seek support from other people when I feel angry, worried or sad Imagine or visualise how I would like our world to be and set a challenge or goal, thinking ahead and considering the consequences for myself, others and the environment and I can follow this through
Term 2:1 Famous People
English
Content: Non- fiction reports Media Biography Auto biography Skills Writing: Use the styles and conventions of journalism to write reports on events Use paragraphs, sequencing and linking them appropriately to support overall development of the text Develop some imaginative detail through careful use of vocabulary and style Use a more specialised vocabulary to match the topic Choose and compare words to strengthen the impact of writing, including some powerful verbs Elaborate on basic information with some detail Argue a case in writing, developing points logically and convincingly Manage the development of an idea throughout a piece of writing, e.g. link the end to the beginning Establish and maintain a clear viewpoint, with some elaboration of personal voice Use paragraphs, sequencing and linking them appropriately to support overall development of the text
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Grammar and Punctuation: Revise different word classes Develop grammatical control of complex sentences, manipulating them for effect Punctuate speech and use apostrophes accurately Use a wider range of connectives to clarify relationships between ideas, e.g. however, therefore, although Revise language conventions and grammatical features of different types of text Use connectives to structure an argument or discussion Develop increasing accuracy in using punctuation effectively to mark out the meaning in complex sentences Identify uses of the colon, semi-colon Reading Look for implicit meanings, and make plausible inferences based on more than one point in the text Recognise key characteristics of a range of non-fiction text types Compare the language, style and impact of a range of non-fiction writing Read and interpret poems in which meanings are implied or multi-layered Consider how the author manipulates the reaction of the reader, e.g. how characters and settings are presented Analyse the success of writing in evoking particular moods, e.g. suspense Consider how a writer expresses their own point of view, e.g. how characters are presented Explore implicit as well as explicit meanings within a text Paraphrase explicit meanings based on information at more than one point in the text Begin to develop awareness that the context for which the writer is writing and the context in which the reader is reading can impact on how the text is understood Analyse how paragraphs and chapters are structured and linked Identify features of balanced written arguments Speaking and Listening Structure talk to aid a listener comprehension and engagement Vary vocabulary, expression and tone of voice to engage the listener and suit the audience, purpose and context Express and explain ideas clearly, making meaning explicit Use spoken language well to persuade, instruct or make a case, e.g. in a debate Speak confidently in formal and informal contexts Phonics and Spelling and Vocabulary Continue to learn words, apply patterns and improve accuracy in spelling Explore definitions and shades of meaning and use new words in context Use more powerful verbs, e.g. rushed instead of went Look for alternatives for overused words and expressions
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Maths Content: Measures Handling Data Problem Solving Skills and Objectives: Length, mass and capacity Select and use standard units of measure. Read and write to two and three decimal places Convert between units of measurement (kg and g, l and ml, km, m, cm and mm), using decimals to three places, e.g. recognising that 1.245 m is 1 m 24.5 cm Interpret readings on different scales, on a range of measuring instruments Draw and measure lines to the nearest centimetre and millimetre Area and Perimeter Measure and calculate the perimeter and area of rectilinear shapes Estimate the area of an irregular shape by counting squares Calculate perimeter and area of simple compound shapes that can be split into rectangles Time Recognise and understand the units for measuring time, seconds, minutes, hours, days, weeks, months, years, decades and centuries. Convert tone unit of time to the other Tell the time using digital and analogue clocks using the 24 hour system Compare times on digital and analogue clocks (e.g. realise that quarter to four is later than 3:40) Calculate time intervals in days, months and years Appreciate how the time in different in different time zones around the world Handling data Solve a problem by representing, extracting and interpreting data in tables, graphs, charts and diagrams for example: line graphs for distance/time, a price â&#x20AC;&#x2DC;ready reckonerâ&#x20AC;&#x2122;, currency conversion; frequency tables and bar charts with grouped discrete data Find the mode and range of a set of data from relevant situations e.g. scientific experiments Begin to find the median and mean of a set of data Explore how statistics are used in everyday life Problem Solving Make sense of and solve word problems, single and multi-step (all four operations), and represent them, e.g. with diagrams or on a number line; use brackets to show the series of calculations necessary Explain why they chose a particular method to perform a calculation and show working Deduce new information from existing information and realise the effect that one piece of information has on another Understand everyday systems of measurement in length, weight, capacity, temperature and time and use these to perform simple calculations Estimate and approximate when calculating, e.g. use rounding, and check working Use ordered lists or tables to help solve problems systematically Make sense of and solve word problems, single and multi-step (all four operations), and represent them, e.g. with diagrams or on a number line; use brackets to show the series of calculations necessary Deduce new information from existing information and realise the effect that one piece of information has on another Use ordered lists or tables to help solve problems systematically 31
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Science Content: Humans and Animals Investigative work â&#x20AC;&#x201C; breathing, pule rates and digestion Skills and Objectives: Use scientific names for some major organs of body systems Identify the position of major organs in the body Describe the main functions of the major organs of the body â&#x20AC;&#x201C; (heart, lungs and brain) Explain how the functions of the major organs of the body are essential Consider how scientists have combined evidence from observation and measurement with creative thinking to suggest new ideas and explanations for phenomena Decide when observations and measurements need to be checked by repeating to give more reliable data Use tables, bar charts and line graphs to present results Make a variety of relevant observations and measurements using simple apparatus correctly
History Content: Research famous people in Politics, Sport and Music Skills and Objectives: Use documents, printed sources the Internet, databases, pictures, photographs, music, artefacts, historic buildings, visits to museums and galleries and visits to sites to collect evidence about the past Select and record relevant information Ask and answer questions.. Place events, people and changes into correct periods of time Identify and describe reasons for, and results of events and changes Use words and phrases such as era, period, century, decade, Before Christ, AD, after, before, during to describe the passing of time Describe how some of the things I have studied from the past affect life today Describe and make links between events, and changes across periods Use evidence to describe the clothes, way of life and actions of people in the past Describe some similarities and differences between some people, events and objects (artefacts) I have studied
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Art and Design
Content: Portraits of famous people from the media including singers, actors and media presenters What makes a good portrait Draw a portrait Skills and Objectives: Apply and develop use of tools and techniques, including drawing How to communicate movement in drawing Use a variety of different shaped lines to indicate movement in my drawings Design and make images and artefacts that communicate observations, ideas and feelings by using a variety of methods Annotate my sketches in my art sketchbook to explain my ideas Use mosaic Use montage Computing Content: Communicating information: Text and Graphic Multimedia presentation & word processor, DTP Skills and Objectives: Combine a variety of software to accomplish given goals Select, use and combine software on a range of digital devices Analyse data Evaluate data Design and create systems
Physical Education
Content: Dance Skills and Objectives: Consolidate existing skills and gain new ones
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Perform actions and skills with more consistent control and quality Develop and use knowledge of the principles behind the strategies, tactics and ideas to improve their effectiveness 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 Create by improvising new dance routines Use imagination and own ideas to create different routines using different styles of dances, Create group dance routines
Music Content: Performing together Arrange musical processes Skills and Objectives: Describe the effect of different combinations of pitched notes Sing in rounds with accompaniment of chords Duration and pitch Find given notes on a tuned percussion and perform using voices and instruments Know all durations; eight note + eightâ&#x20AC;&#x2122;s rest DO to DO Perform confidently using voices and pitched percussion Know how to create a class performance through practice and rehearsal Practice their own parts and rehearse with others Focus their listening with awareness of how sounds can be contrasting, about different textures Identify different moods That pitch and duration of sounds can be altered using ICT Explain how sounds can be modified and combined to create sound effects
PSHE (personal, social and Health Education)
Content: Friendship and Bullying Skills and Objectives: How different cultures celebrate being friends Developing appropriate skills to deal with different types of bullying Anti-Bullying See it Stop it campaign 34
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Know what happens to adults if they bully others How to manage feelings when being bullied Friendships Bullying
Term 2:2 Explorers
English
Content: Fictional Writing - Heroes and Villains Narrative writing â&#x20AC;&#x201C; Historical setting Skills and Objectives: Writing: Summarise a passage, chapter or text in a given number of words Use ICT effectively to prepare and present writing for publication Plan plot, characters and structure effectively in writing an extended story Use paragraphs, sequencing and linking them appropriately to support overall development of the text Develop some imaginative detail through careful use of vocabulary and style Develop some imaginative detail through careful use of vocabulary and style Plan plot, characters and structure effectively in writing an extended story Reading Understand aspects of narrative structure, e.g. the handling of time Analyse the success of writing in evoking particular moods, e.g. suspense Consider how the author manipulates the reaction of the reader, e.g. how characters and settings are presented Analyse the success of writing in evoking particular moods, e.g. suspense Recognise key characteristics of a range of non-fiction text types Understand aspects of narrative structure, e.g. the handling of time Analyse how paragraphs and chapters are structured and linked Grammar and Punctuation Learn the use of the apostrophe to show possession, e.g. girls, girlsâ&#x20AC;&#x2122; Use apostrophes for both possession and shortened forms Punctuate speech and use apostrophes accurately 35
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Begin to show awareness of the impact of writers’ choices of sentence length and structure Punctuate speech and use apostrophes accurately Speaking and Listening Express and explain ideas clearly, making meaning explicit Convey ideas about characters in drama in different roles and scenarios through deliberate choice of speech, gesture an movement Express and explain ideas clearly, making meaning explicit Pay close attention in discussion to what others say, asking and answering questions to introduce new ideas Help to move group discussion forward, e.g. by clarifying, summarising Phonics and Spelling and Vocabulary Explore proverbs, sayings and figurative expressions Investigate spelling patterns for pluralisation, e.g. -s, -es, -y/-ies, -f/-ves Know how to transform meaning with prefixes and suffixes Develop knowledge of word roots, prefixes and suffixes, including recognising variations, e.g. im, in, ir, il; ad, ap, af, al and knowing when to use double consonants Explore definitions and shades of meaning and use new words in context Explore proverbs, sayings and figurative expressions Learn word endings with different spellings but the same pronunciation, e.g. -tion, -cian, -sion, -ssion; ance, -ence
Maths Content: Number Skills and Objectives: Recall addition/subtraction facts for numbers to 20 and pairs of one-place decimals with a total of 1, e.g. 0.4 + 0.6 Derive quickly pairs of one-place decimals totalling 10, e.g. 7.8 and 2.2, and two-place decimals totalling 1, e.g. 0.78+ 0.22 Know and apply tests of divisibility by 2, 4, 5, 10, 25 and 100 Use place value and number facts to add or subtract two-digit whole numbers and to add or subtract three-digit multiples of 10 and pairs of decimals, e.g. 560 + 270, 2.6 + 2.7, 0.78 + 0.23 Add/subtract near multiples of one when adding numbers with one decimal place, e.g. 5.6 + 2.9, 13.5 – 2.1 Add/subtract a near multiple of 10, 100 or 1000, or a near whole unit of money, and adjust, e.g. 3127 + 4998, 5678 – 1996 Use place value and multiplication facts to multiply/divide mentally, e.g. 0.8 × 7, 4.8 ÷ 6 Double quickly any two-digit number e.g. 78, 7.8, 0.78; derive the corresponding halves
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Add or subtract numbers with the same and different numbers of decimal places, including amounts of money Find the difference between a positive and negative integer, and between two negative integers in a context such as temperature or on a number line Use number facts to generate new multiplication facts, e.g. the 17Ă&#x2014; table from the 10Ă&#x2014; + 7Ă&#x2014; tables Divide three-digit numbers by single-digit numbers, including those leaving a remainder and to divide three-digit numbers by two-digit numbers (no remainder) including sums of money Give an answer to a division as a mixed number, and a decimal (with divisors of 2, 4, 5, 10 or 100) Relate finding fractions to division and use them as operators to find fractions including several tenths and hundredths of quantities Know and apply the arithmetic laws as they apply to multiplication (without necessarily using the terms commutative, associative or distributive) Count on and back in (e.g.) 1 s, 0.1s and repeated steps of whole numbers (and through zero) Multiply and divide decimals by 10 or 100 (answers to two decimal places for division) Round a number with two decimal places to the nearest tenth or to whole number Order and compare positive numbers to one million, negative numbers to an approximate level. Order numbers with up to two decimal places (including different numbers of places) Recognise and use decimals with up to three places in the context of measurement Recognise historical origins of our number system; understanding something of its development Problem Solving Choose appropriate and efficient mental or written strategies to carry out a calculation involving addition, subtraction, multiplication or division Explain why they choose a particular method to perform a calculation and show working Use logical reasoning to explore and solve number problems and puzzles Estimate and approximate when calculating e.g. use rounding and check working
Science Content: Forces and motion Skills and Objectives: Recognise friction as a force Use units of force, mass and weight correctly Understand the notion of energy in movement Use tables bar charts and line graphs to present results Evaluate repeated results Make relevant observations and measurements using apparatus correctly Make comparisons Make predictions using scientific knowledge and understanding Collect evidence and data to test ideas Discuss how to turn ideas into a form that can be tested
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Geography Content: The voyages of Captain James Cook (and other explorers) Skills and Objectives: Use appropriate geographical vocabulary Use atlases, globes maps and plans at a range of scales 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) Describe where places are the location of places and environments they study and other significant places and environment Describe and explain how and why places are similar and different from other places in the same country or other places in the world 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)
History Content: Research Captain James Cook Skills and Objectives: Place events, people and changes into correct periods of time Use dates and vocabulary relating to the passing of time Name the date of any significant event from the past that I have studied and place it in the right place on a time line Use words and phrases such as era, period, century, decade, Before Christ, AD, after, before, during to describe the passing of time, characteristic features of the periods and societies studied, including ideas, beliefs, attitudes and experiences of men, women and children Choose reliable sources of factual evidence to describe the clothes, way of life and actions of people in the past Choose reliable sources of factual evidence to describe what was important to people from the past 38
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Describe and make links between events, and changes across periods Recognise the past is represented and interpreted in different ways, and give reasons for this. Know and understand that it is important to know that some evidence from the past (and present) is propaganda, opinion or misinformation, and that this affects interpretations of history Give clear reasons why there may be different accounts of history Choose the most appropriate way to present my information, which I realise is for an audience
Art and Design
Content: Portraits 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 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) 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 Design a collage is based on observational drawings which combines both visual and tactile qualities and takes inspiration from artists or designers Apply and develop use of tools and techniques, including drawing Design and make images and artefacts that communicate observations, ideas and feelings by using a variety of methods Annotate my sketches in my art sketchbook to explain my ideas Design Technology
Content: Make a bound book Skills and Objectives: Develop and explain ideas clearly with design objectives 39
The International School of Bucharest | Primary School Curriculum Guide
Plan, suggesting a sequence of actions or alternatives if needed Communicate design ideas in different ways Generate ideas by collecting and using information Produce step-by-step plans Carry out appropriate tests first Communicate alternative ideas using words, labelled sketches and models showing that I am aware of the constraints of my design Select tools, techniques and materials 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 Improve my product after testing Make cuts (scissors, snips, saw) accurately and reject pieces that are not accurate and improve my technique 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 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: Microsoft Office Excel Skills and Objectives: Create a spreadsheet Insert formula and graphs in a spreadsheet Handle data using ICT
Physical Education
Content: Gymnastics Skills and Objectives: Consolidate existing skills and gain new ones Perform actions and skills with more consistent control and quality 40
The International School of Bucharest | Primary School Curriculum Guide
Develop and use knowledge of the principles behind the strategies, tactics and ideas to improve their effectiveness 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 Combine and perform gymnastic actions, shapes and balances more fluently and effectively across the activity areas Learn how to work and use activities in a fitness circuit Create a routine with gymnastic actions, shapes and balances more fluently and effectively across the activity areas, containing 20 exercises Skip Jump over the vaulting box showing the technique with steps and bounce on the spring board, jumping with control, speed, showing different ways of landing
Music Content: Cyclic patterns Skills and Objectives: Know about â&#x20AC;&#x153;lyricsâ&#x20AC;? and their cultural and social meaning Understand how melody reflects the meaning of lyrics Understand how musical structures are used in songs 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 A B A Compose a song with a melody that reflects the meaning of lyrics and with a clear structure of A B A + CODA About how melody reflects the meaning of lyrics How musical structures are used in songs Compose a song with a melody that reflects the meaning of lyrics and with a clear structure of Verse chorus, verse, chorus Duration and Pitch The Quarter REST, Quarter, Eight, HALF and SIXTHEEN notes; DO to DO
PSHE (personal, social and Health Education)
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The International School of Bucharest | Primary School Curriculum Guide
Content: Active Member of Society Skills and Objectives: Different laws around the world Is it important to have a good job? How to be a good citizen of the world Economies of countries around the world How charities give people a better life Understanding of money and currency exchange Enterprise Day
Term 3 What A Performance
English
Content: Biography Autobiography Non Fiction Poetry Review and Revision Progression test Skills and Objectives: Writing Develop skills of writing biography and autobiography in role Select appropriate non-fiction style and form to suit specific purposes Combine narrative, facts and opinions into a recount Adapt the conventions of the text type for a particular purpose Argue a case in writing, developing points logically and convincingly Reading Comment on writerâ&#x20AC;&#x2122;s use of language, demonstrating awareness of its impact on the reader Begin to develop awareness that the context for which the writer is writing and the context in which the reader is reading can impact on how the text is understood 42
The International School of Bucharest | Primary School Curriculum Guide
Explore how poets manipulate and play with words and their sounds Consider how the author manipulates the reaction of the reader, e.g. how characters and settings are presented Distinguish between fact and opinion in a recount Comment on writer’s use of language, demonstrating awareness of its impact on the reader Analyse how paragraphs and chapters are structured and linked Recognise key characteristics of a range of non-fiction text types Analyse the success of writing in evoking particular moods Discuss and express preferences in terms of language, style and themes Grammar and Punctuation Begin to show awareness of the impact of writers’ choices of sentence length and structure Develop increasing accuracy in using punctuation effectively to mark out the meaning in complex sentences Revise different word classes Revise language conventions and grammatical features of different types of text Use a wider range of connectives to clarify relationships between ideas, e.g. however, therefore, although Develop increasing accuracy in using punctuation effectively to mark out the meaning in complex sentences Speaking and Listening Express and explain ideas clearly, making meaning explicit Pay close attention in discussion to what others say, asking and answering questions to introduce new ideas Express and explain ideas clearly, making meaning explicit Prepare, practice and improve a spoken presentation or performance Structure talk to aid a listener’s understanding and engagement Convey ideas about characters in drama in different roles and scenarios through deliberate choice of speech, gesture and movement Phonics, Spelling and Vocabulary Continue to learn words, apply patterns and improve accuracy in spelling Explore definitions and shades of meaning and use new words in context Confirm correct choices when representing consonants, e.g. ‘ck’/’k’/’ke’/’que’ Further investigate spelling rules and exceptions, including representing unstressed vowels Explore definitions and shades of meaning and use new words in context Know how to transform meaning with prefixes and suffixes
Maths Content: Geometry 43
The International School of Bucharest | Primary School Curriculum Guide
Review and Revision Progression Tests Skills and Objectives: Geometry Visualise and describe the properties of 3D shapes e.g. faces, edges and vertices Identify and describe properties of quadrilaterals (including the parallelogram, rhombus and trapezium), and classify using parallel sides, equal sides, equal angles Recognise and make 2D representations of 3D shapes including nets Recognise 2D and 3D shapes and their relationships, e.g. a cuboid has a rectangular cross-section. Problem Solving Science Content: Review and Revision Progression tests Skills and Objectives: To identify gaps in learning and provide opportunities for re - learning
Design Technology
Content: To design the stage and setting for the year 6 performance 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 Produce step-by-step plans Methods of working are precise so that products have a high quality finish
Computing Content: To create a Website 44
The International School of Bucharest | Primary School Curriculum Guide
Skills and Objectives: Creating a project: Website Evaluate a good or poor website Plan out a website Build a website using templates Build interesting content for an intended audience Write original content Critically review some one's work Digital Literacy Create folders Understand how to search effectively Research a topic on the world wide web Know how to stay safe when using the Internet Communicate online Information Technology Type quickly and correctly Type and design a printable document Create a mind map using ICT
Physical Education Content: Games Athletics Skills and Objectives: Consolidate existing skills and gain new ones Perform actions and skills with more consistent control and quality Develop and use knowledge of the principles behind the strategies, tactics and ideas to improve their effectiveness Know how exercise affects the body in the short-term Warm up and prepare appropriately for different activities Know why wearing appropriate clothing and being hygienic is good for their health and safety 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 Athletics: adapt throwing skills to different situations (using javelins, discs, etc.) Select and combine my skills, techniques and ideas Apply skills, techniques and ideas accurately, appropriately and consistently Show precision, control and fluency Analyse and comment on skills and techniques and how they are applied in my own and in othersâ&#x20AC;&#x2122; work 45
The International School of Bucharest | Primary School Curriculum Guide
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
Music Content: Performance skills Singing and musicianship Skills and Objectives: How to improve diction for singing and acting Improve their diction in speaking and singing Sing and play a two part song PSHE (personal, social and Health Education) Content: Well being Skills and Objectives: Issues that affect people around the World Understanding different points of view People who are important to them Menstruation â&#x20AC;&#x201C; Girls Understanding Menstruation - Boys All medicines are drugs but not drugs are medicines Internet safety Forgiveness
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