Grade 5 Curriculum Guide 2020-2021 by Raha International School

Grade 5 Curriculum Guide for Parents 2020-2021

Dear Parents This Guide has been created to provide you with an overview of the curriculum offered in the Primary School at Raha International School (RIS), with a particular focus on the learning that will be happening in Grade 5. At Raha International School we offer a balanced and academically challenging education which is designed to develop individuals who are both independent learners and international citizens. Our curriculum in the Primary School is based on the International Baccalaureate (IB) Primary Years Programme (PYP). The PYP is an international framework which focuses on the development of the whole child addressing social, physical, emotional, cultural and academic needs for learners. RIS offers the PYP from Early Years 1 (EY1) up to Grade 5. The focus of the PYP is on student learning and developing an internationally educated person. The framework offers a comprehensive, inquiry-based approach to teaching and learning, providing opportunities for learners to construct meaning, principally through concept-driven inquiry. At RIS we focus on the development of skills and attitudes we would hope to find in a balanced, self-motivated, caring and ethical individual. RIS was officially authorized in the PYP by the IB in 2010 and had its first post-authorization IB Evaluation visit in March 2014. The school is committed to following and further developing the Programme to ensure that learning is engaging, relevant, challenging and significant and meets the diverse needs of the student. At RIS we believe that strong partnerships between the school and parents provide an important foundation for our childrenâ&#x20AC;&#x2122;s learning. As parents you can best support your children when you have an understanding of the schoolâ&#x20AC;&#x2122;s curriculum and approach to teaching and learning. After reading this Curriculum Guide, please contact us at vkeenan@ris.ae if you have any further questions. We wish you and your children all the best in the year ahead. Vanessa Keenan Deputy Head of Primary & PYP Coordinator

RIS Grade 5 Curriculum Guide 2020-2021

Contents The IB Primary Years Programme (PYP)

Learner Profile

Knowledge: What do we want students to know?

Skills: What do we want students to be able to do?

Action: How do we want the students to act?

Programme of Inquiry (POI)

The Grade 5 Units of Inquiry

The PYP Exhibition at RIS

Language - (English)

The Grade 5 Language Curriculum

Arabic A Scope and Sequence

Arabic A for Grade 5

Scope and Sequence

Arabic B

Mother Tongue

Islamic Studies

Islamic A

Islamic Studies B

Arabic Social Studies A

Arabic Social Studies B

Mathematics

Grade 5 Mathematics Benchmarks

Social Studies and Science

Social Studies

Science

Visual Art

Music

Personal, Social and Physical Education

Moral Education

Physical Education

Information Fluency

75 RIS Grade 5 Curriculum Guide 2020-2021

Developmental characteristics of a Grade 5 child Boys and girls at this year level are ten turning eleven. Some are quite grown up, but most have not reached this point of maturity. They are becoming more and more independent. Most are beginning to grow quite rapidly; the girls are generally outgrowing the boys. They need a feeling of security and of belonging to the group. Parents and teachers can be especially effective by setting an example of thoughtfulness and kindness, and by showing them the importance of self-discipline. Physical Growth ● The ten year old may experience a period of rapid growth in height, preceded or followed by an increase in weight ● Girls may be expected to mature as much as two years earlier than boys ● Have enormous but capricious appetites ● Marked differences in sizes of children of the same age ● Uneven growth of different parts of the body ● Fatigue in games may be present ● Restlessness often apparent Actions and Reactions ● Energetic and daring ● Interested in organized games ● Desirous of group approval ● Marked interest in difference between boys and girls ● Rather self-conscious about participating in physical activity unless skilled ● Becoming sensitive to possibility of hurting people‘s feelings ● Good imagination ● Likes stories that are true to life ● Ability to analyse situations and to discuss problems with group ● Tendency toward awkwardness, poor posture, and laziness ● Long periods of concentration very difficult ● Tendency to associate with one‘s own gender ● Desire considerable adult guidance and control ● Boys still very interested in groups ● Boys‘ and girls‘ groups tease each other ● Interested in activities to earn money RIS Grade 5 Curriculum Guide 2020-2021

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Likely to be critical, changeable, and uncooperative Becoming aware of independence

Needs ● Understanding adults with whom they can discuss their problems ● Attention and praise ● An understanding of family wants and family income ● A place where privacy and possessions are respected ● Opportunity to earn money ● The feeling of importance in family and group planning ● Opportunities to excel in some activity which is valued by his group ● Understanding of physical and emotional changes which adolescents experience ● Social activities for both boys and girls ● Activities to interest those who are approaching puberty as well as those who are not ● Affection and humour in adults ● Encouragement in establishing good health habits ● Challenging activities that foster spiritual growth How Adults Can Help ● Listen to problems and help to consider them ● Guide activities ● Encourage the development of special talents ● Spend time with them and their hobbies ● Provide social activities for them and their friends ● Provide patient direction in ways of self-discipline

RIS Grade 5 Curriculum Guide 2020-2021

The IB Primary Years Programme (PYP) Learner Profile The IB learner profile promotes education of the whole person for a life of active, responsible citizenship emphasizing intellectual, personal, emotional and social growth. The attributes and descriptions of the learner profile define the type of learner RIS hopes to develop through its programmes. All members of the RIS Community including students, teachers, administration, support staff and parents strive to develop these qualities. Profile Inquirers

Knowledgeable Thinkers Communicators

Principled

Open–minded

Risk–takers

Balanced

Caring Reflective

Descriptor We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life. We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance. We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions. We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups. We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences. We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience. We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change. We understand the importance of balancing different aspects of our lives—intellectual, physical, (spiritual) and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live. We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us. We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

RIS Grade 5 Curriculum Guide 2020-2021

The Essential Elements of the PYP

‫العناصر الضرورية لبرنامج السنوات اإلبتدائية‬

The aim of the PYP, to create a curriculum that is engaging, relevant, challenging and significant, is achieved through structured inquiry and the development of five essential elements: knowledge, concepts, skills and action.

Knowledge: What do we want students to know? While the PYP acknowledges the importance of traditional subject areas (language, mathematics, social studies, science, personal, social and physical education, and arts), it also recognizes the importance of acquiring a set of skills in context and of exploring content which transcends the boundaries of the traditional subjects and is relevant to students. The PYP has six transdisciplinary themes that provide the framework for learning. These themes are globally significant and support the acquisition of knowledge, concepts and skills of the traditional subjects. They are revisited throughout the students’ time in the PYP. ‫المعرفة‬: ‫يعرفوه؟ أن الطالب من نريد ما‬ ‫ خبراتهم مراعاة مع عنها ويعرفون الطالب يكتشفها أن نرغب التي المفاهيم يتضمن الذي المحتوى‬،‫والدراسات والتقنيات والعلوم والرياضيلت اللغة خالل من وذلك السابقة‬ ‫والجماعي الفردي والتعليم البدنية والتربية والموسيقى المرئية والفنون اإلجتماعية‬.

Who we are ‫نكون من‬

Where we are in place and time ‫والزمان المكان من نحن أين‬

How we express ourselves ‫أنفسنا عن نعبر كيف‬

How the world works ‫العالم يعمل كيف‬

How we organize ourselves ‫أنفسنا بتنظيم نقوم كيف‬

Sharing the planet ‫الكوكب في المشاركة‬

An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health, human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human. An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives. An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment. An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decisionmaking; economic activities and their impact of humankind and the environment. An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution.

RIS Grade 5 Curriculum Guide 2020-2021

The PYP is both a curriculum framework and a philosophy that facilitates structured inquiry. Through inquiry, the students are encouraged to question, wonder, doubt, speculate and generalize as part of their learning journey to construct meaning about the world around them. Students are also encouraged to consider situations from multiple viewpoints and have the opportunity to explore significant local and global issues.

Concepts: What do we want students to understand?

‫المفاهيم‬: ‫يفهموه؟ أن الطالب من نُريدُ ماذا‬

In order to develop a holistic approach to learning the PYP identifies key concepts that have relevance within and across subjects. These concepts often form the basis of questions that are used to drive children’s inquiry and lead to a deeper understanding of what is being learned. These concepts include: ● ● ●

●

Form: What is it like? ‫الشكل‬: ‫يبدو؟ كيف‬ Observing, identifying, describing and categorizing. Function: How does it work? ‫الوظيفة‬: ‫يعمل؟ كيف‬ analyse the function, role, behaviour and the ways in which things work. Causation: Why is it like it is? ‫السبب‬: ‫هكذا؟ يبدو لماذا‬ Prompting students to ask “Why?” and of helping them to recognize that actions and events have reasons and consequences. Change: How is it changing? ‫التغيير‬: ‫يتغير؟ كيف‬ Realization that we are growing up in a world in which the pace of change, both local and global, is accelerating. Connection: How is it connected to other things?‫الصلة‬: ‫أخرى؟ بأشياء يتصل كيف‬ helps focus on the relationships within and among systems are often complex, and that changes in one aspect of a system will have consequences, even though these may not be immediately apparent; that we must consider the impact of our actions on others, whether at the immediate, personal level or at the level of farreaching decisions affecting environments and communities. Perspective: What are the points of view? ‫المنظور‬: ‫النظر؟ وجهات هي ما‬ Helping students reject simplistic, biased interpretations, towards seeking and considering the points of view of others, and towards developing defensible interpretations. Responsibility: What is our responsibility? ‫المسؤولية‬: ‫مسؤوليتنا؟ هي ما‬ This concept was selected because of the need to develop in students the disposition towards identifying and assuming responsibility, and towards taking socially responsible action. This concept is directly linked to the action component, one of the essential elements in the PYP curriculum. Reflection: How do we know? ‫اإلنعكاس‬: ‫نعرف؟ كيف‬ Challenges the students to examine their evidence, methods and conclusions for potential bias or other inaccuracy.

In addition to the above key concepts, children will inquire into related concepts in all curriculum areas. Instead of simply gaining knowledge and skills in mathematics, for example, they will deepen their understanding of concepts such as pattern, multiplication, place value and bias.

Skills: What do we want students to be able to do? In order to conduct purposeful inquiry and be prepared for life-long learning, students need to master a whole range of skills. The PYP framework identifies some skills which transcend the disciplines and are therefore called trans-disciplinary skills. RIS Grade 5 Curriculum Guide 2020-2021

‫التنظيمية الموضوعات مهارات‬: ‫على يجب التي التنظيمية المهارات من مجموعات خمس وهناك إدائه؟ على قادرين يكونوا أن الطالب من نريد ماذا‬ ‫التساؤل؟ وحدات خالل من تغطيتها الطالب‬ Thinking ‫التفْكير‬

Research ‫البحث‬

Social ‫إجتماعي‬

Acquiring knowledge ‫المعرف ِة اكتِساب‬ Comprehension ‫الفهم‬ Application ‫التطبيق‬ Analysis ‫التحليل‬ Synthesis ‫التركيب‬ Evaluation ‫التقييم‬ Dialectical thinking ‫الجدلي التفْكير‬ Meta-cognition ‫اإلدراك‬

Formulating questions ‫األسئلة صياْغة‬ Observation ‫المالحظة‬ Planning ‫التخطيط‬ Collecting data ‫ت جمع‬ ِ ‫البيانا‬ Recording data ‫البيانات تسجيل‬ Organizing data ‫ت تنظيم‬ ِ ‫البيانا‬ Interpreting data ‫ت ترجمة‬ ِ ‫البيانا‬ Presenting research ‫ث تقديم‬ ِ ‫البح‬

Accepting responsibility ‫المسؤولي ِة قُبُول‬ Respecting others ‫اآلخرين إحتِرام‬ Cooperating ُ‫التعاون‬ Resolving conflict ‫النزاع حل‬ ِ Group decision making ‫الجماعية القرارات إتخاذ‬ Adopting a variety of group roles. ‫المختلفة األدوار وتبادل تبني‬ ‫المجموعة ضمن‬.

Communication ‫اإلتصال‬ Listening‫االستماع‬ Speaking ‫المحادثة‬ Reading ‫القراءة‬ Writing‫الكتابة‬ Non-verbal communication ‫الالشفهي التواصل‬.

Self-management ‫ذاتية اإلدارة‬ Gross motor skills ‫الشامل التحرك مهارات‬ Fine motor skills ‫الدقيق التحرك مهارات‬ Spatial awareness ‫المكاني اإلدراك‬ Organization ‫التنظيم‬ Time management ‫الوقت إدارة‬ Safety ‫واألمان السالمة‬ Healthy lifestyle ‫الصحي الحياة أسلوب‬ Codes of behaviour ‫التصرف أسلوب‬ Informed choices ‫المنظمة االختيارات‬

Action: How do we want the students to act? ‫ كيف نريد من الطالب أن يتصرفوا؟‬:‫التصرف‬ In the PYP program, the students are challenged to take action and reflect on how they can make a difference to the world. In the PYP such action is student initiated and results from a genuine concern for and commitment to others.

Assessment Beliefs/philosophy RIS believes that assessment is an integral tool that drives learning and teaching. Assessment allows us to identify what students understand, know, can do and where they are in the learning process. Both students and teachers are involved in assessing progress as part of the development of their wider critical thinking and self-evaluation skills as well as demonstration of Learner Profile. We identify desired results, determine acceptable evidence and plan learning experiences and instruction to ensure success. A wide range of strategies and tools are used for assessment. By understanding our learners we can adapt and change our instruction to help students and teachers reach expectations set forth by our programme.

Purpose ● ● ● ●

To collect data that drives planning, instruction and reflection To understand our learners To strengthen our learning process and practice as educators To identify students’ strengths and weaknesses RIS Grade 5 Curriculum Guide 2020-2021

● ● ● ● ●

To personalise/differentiate instruction To track progress and growth within a community of learners To evaluate teaching and student inquiry To provide information to all stakeholders To promote consistency in articulation of the written curriculum

Feedback Teachers at RIS are aware of the importance feedback plays in the learning process of a child. Feedback is given so children can reflect on their work and further refine and develop their skills. Teachers at RIS are aware of the importance feedback plays in the learning process of a child. Feedback is given so children can reflect on their work and further refine and develop their skills.

Learning Goals An important part of the PYP is the setting of personal goals by the students; these goals should be achievable and measurable. All children should have their goals in a prominent place both at home and at school. Written reports The written report is given twice during the academic calendar. The report follows a narrative format outlining the students’ academic progress and social development over the term. Parent- Teacher ‘First Impressions’ Conferences We hold a Parent Teacher Conferences after the first few weeks of the new school year. These provide an opportunity for the homeroom teacher and parents to discuss how the child is settling emotionally, socially and academically in their new class.

Three Way Conferences In December we hold our Three Way Conferences (TWC). Three Way conferences involve the student, parents and teacher. Students discuss their learning and understanding with their parents and teacher, who are responsible for supporting the student through this process. Prior to the end of the conference new goals SMART goals are set, with all determining how they can support the achievement of the goals. Student Led Conferences On April 30th we will hold our Student Led Conferences (SLCs). All students participate and are responsible for leading the conference between themselves and their parents. The conferences enable parents to gain a clear insight into the work their child is doing through discussion with them. Learning Journals at RIS Each PYP student at RIS develops an electronic Learning Journal using a platform called ‘Seesaw’. The Journal will contain transdisciplinary work that reflects the development of the Essential Elements of the PYP as well as the Learner Profile. The Learning Journals will represent elements of learning from the whole academic year and show evidence of student learning and reflection. Parents can see student learning as soon as it is posted, making it an effective real time reporting tool. RIS Grade 5 Curriculum Guide 2020-2021

Programme of Inquiry (POI)

Inquiry is the primary pedagogical approach of the PYP. Inquiry learning means students are actively involved in their own learning and to take responsibility for that learning. The PYP curriculum model is built from a framework of Transdisciplinary Themes that help teachers and students to explore and acquire essential knowledge and skills and to take socially responsible action. The PYP sets out six themes to offer continuity and progression of learning. All grade levels from Kindergarten onwards study one Unit of Inquiry under each theme (Pre-K address four of the six themes). All the ‘Units of Inquiry’ in the primary school together constitute our ‘Programme of Inquiry’ (POI). Below is an overview of the six Grade 5 Units of inquiry in the order they are to be taught.

The Grade 5 Units of Inquiry WHO WE ARE + Open Transdisciplinary Theme

WWA + any theme PYPX Central Idea Meaningful personal inquiry helps learners to grow and take action. (Through a collaborative process students will develop their own concepts and lines of inquiry to drive their inquiries)

Students will identify with one of the 6 Transdisciplinary Theme to guide their inquiry Who we are Where we are in place and time How we express ourselves How the World Works How we organise ourselves Sharing the planet RIS Grade 5 Curriculum Guide 2020-2021

WHERE WE ARE IN PLACE AND TIME

Central Idea Human migration is a response to challenges, risks and opportunities. Key Concepts Causation, Change, Responsibility

An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.

HOW WE EXPRESS OURSELVES

Related Concepts Population, Settlement, Diversity, Refugees Lines of Inquiry •Reasons for migration •Migration throughout history •Effects of migration on communities, cultures and individuals

Central Idea A person's behaviour and how they choose to present themselves projects aspects of their identity. Key Concepts Change, Perspective, Reflection

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity ;our appreciation of the aesthetic.

HOW THE WORLD WORKS

Related Concepts Identity, Status, Image, Impression, Culture, Beliefs and values Lines of Inquiry • Identity and it’s influences • Perceptions of ourselves and others • Fashion as a form of expression Central Idea Challenging ideas and building on existing knowledge leads to discoveries, advances and improvements. Key Concepts Change, Connection, Responsibility

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

Related Concepts Innovation, Ingenuity, Progress, Ethics, Sustainability, Scientific method Lines of Inquiry • History of significant advances and inventions. • The effects of current practices in science and technology on people and the environment. • Future advancements RIS Grade 5 Curriculum Guide 2020-2021

HOW WE ORGANIZE OURSELVES

Central Idea Human made systems provide structure to support our community Key Concepts Function, Connection, Change Related Concepts Community, Systems

An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decisionmaking; economic activities and their impact on humankind and the environment.

SHARING THE PLANET

Lines of Inquiry •Functions of different human made systems •Evaluate the effect of human made systems •Improving systems to better support our community

Central Idea Human actions influence the balance of ecosystems. Key Concepts Connection, Perspective, Responsibility

An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

Related Concepts Balance Biodiversity Natural resources, Interdependence Conflict, Innovation Lines of Inquiry • The interconnectedness of living things and the diversity of their needs • The consequences of the imbalance within ecosystems • How humans can promote the balance of ecosystems

The PYP Exhibition at RIS In the final year of the PYP, which at Raha is Grade 5, students participate in a culminating project, the PYP Exhibition. This requires that each student demonstrates engagement with the five essential elements of the programme. It is a trans-disciplinary inquiry conducted in the spirit of personal and shared responsibility, as well as a summative assessment task activity that is a celebration as the students move from the primary school into the middle years of schooling. The Exhibition is our fourth Unit of Inquiry this year and will explore the Transdisciplinary Theme ‘How the World Works’. Our Central Idea is ‘Progress requires challenging current ideas and building on existing knowledge.’ The skills of research, communication, thinking, social and self-management enable the students to move through the process of the Exhibition. The students identify an area of innovation that is extending human understanding of the world. They will create their own lines of inquiry through a collaborative process. RIS Grade 5 Curriculum Guide 2020-2021

Students will research in a variety of ways, through books, websites, magazine articles, visiting speakers. They are also encouraged to collect data first hand through surveys, site visits and interviews.

Taking Action As a result of their learning students will draw conclusions and then develop an action plan. Action can take many forms and brings the learners back to an appreciation of the central idea â&#x20AC;&#x201C; Progress requires challenging current ideas and building on existing knowledge.â&#x20AC;&#x2122; Action is often most meaningful when learners become involved firsthand, as this enables them to see the impact of their action.

Adult Support Teachers, mentors and parents all play a role in guiding students on their Exhibition Journey. Learners meet regularly with a staff mentor throughout the Exhibition process. Effective adult support involves: encouragement and positivity, helping students develop understanding through open-ended questioning, discussing problems/obstacles and facilitating rather than provide solutions. Remember the inquiries must be StudentDriven!

RIS Grade 5 Curriculum Guide 2020-2021

Sharing with the Community The whole school community is invited to The Exhibition. Students will share their understanding by using language, the arts, maths, the learner profile and attitudes to learning. This is truly a celebration to be shared with the entire Raha Community.

RIS Grade 5 Curriculum Guide 2020-2021

Language - (English)

Introduction The learning process simultaneously involves learning language—as learners listen to and use language with others in their everyday lives; learning about language—as learners grow in their understanding of how language works; and learning through language—as learners use language as a tool to listen, think, discuss and reflect on information, ideas and issues (Halliday 1980). Effective language teaching and learning are social acts, dependent on relationships with others, with context, with the environment, with the world, and with the self. Such learning is relevant, engaging, challenging and significant. Exposure to and experience with languages, with all their richness and diversity, creates an inquisitiveness about life and learning, and a confidence about creating new social interactions. At RIS we believe that learners’ needs are best served when they have opportunities to engage in learning within meaningful contexts, rather than the learning of language as an isolated series of skills to be acquired. Fragmenting learning into the acquisition of isolated skill sets can create difficulties for learners—for example, learners may be able to read, write and spell words correctly in isolation but may not be able to read, write or spell those same words in other contexts. Our teachers plan learning experiences that enable learners to develop language within meaningful and enjoyable contexts, learners are able to make connections, apply and transfer their learning to different situations. The programme of inquiry provides an authentic context for learners to develop and use language.

PYP Language Strands The PYP has identified three strands—oral language, visual language, written language—that are learned across and throughout the curriculum, with each strand being an integral component of language learning. Each strand has been considered from both the receptive aspect—receiving and constructing meaning, and expressive aspect—creating and sharing meaning

RIS Grade 5 Curriculum Guide 2020-2021

Strand

Receptive – receiving and constructing meaning

Expressive – creating and sharing meaning

Oral Language

Listening

Speaking

Visual Language

Viewing

Presenting

Written Language

Reading

Writing

The Grade 5 Language Curriculum Within the Grade 5 classroom, the language profile of every student is unique. This is typical in any school, but particularly so in an international school where students come with such varied experiences of English, many as second language English learners. At RIS the range of learning needs is recognized and we differentiate our programme accordingly. Language in the Primary School is supported by the First Steps frameworks for reading and Writing and the IB PYP continuums for Oral Language and Visual Language. Both the First steps frameworks and the IB PYP continuums are designed as diagnostic tools to assist teachers in planning learning experiences for students, and in monitoring students’ development throughout the primary years. Overall expectations and outcome are therefore presented in developmental phases rather than by age range.

Oral Language – Listening and Speaking (In Grade 5 the majority of students will be working within Phases 4 and 5 for Listening and Speaking.)

Overall Expectations Phase 1 Learners show an understanding of the value of speaking and listening to communicate. They recognize that sounds are associated with objects or with symbolic representations of them. They are using language to name their environment, to get to know each other, to initiate and explore relationships, to question and inquire. Phase 2 Learners show an understanding that sounds are associated with objects, events and ideas, or with symbolic representations of them. They are aware that an object or symbol may have different sounds or words associated with it in different languages. They are beginning to be cognizant about the high degree of variability of language and its uses.

RIS Grade 5 Curriculum Guide 2020-2021

Phase 3 Learners show an understanding of the wide range of purposes of spoken language: that it instructs, informs, entertains, reassures; that each listenerâ&#x20AC;&#x2122;s perception of what they hear is unique. They are compiling rules about the use of different aspects of language. Phase 4 Learners show an understanding of the conventions associated with speaking and listening and the value of adhering to those conventions. They are aware that language is a vehicle for becoming knowledgeable, for negotiating understanding and for negotiating the social dimension. Phase 5 Learners are able to understand the difference between literal and figurative language and how to use language differently for different purposes. They are aware that they are building on their previous experiences and using language to construct new meaning.

Visual Language â&#x20AC;&#x201C; Viewing and Presenting (In Grade 5 the majority of students will be working within Phases 4 and 5 for Viewing and Presenting)

Overall expectations Phase 1 Learners show an understanding that the world around them is full of visual language that conveys meaning. They are able to interpret and respond to visual texts. Although much of their own visual language is spontaneous, they are extending and using visual language in more purposeful ways.

Phase 2 Learners identify, interpret and respond to a range of visual text prompts and show an understanding that different types of visual texts serve different purposes. They use this knowledge to create their own visual texts for particular purposes.

Phase 3 Learners show an understanding that visual text may represent reality or fantasy. They recognize that visual text resources can provide factual information and increase understanding. They use visual text in a reflective way to enrich their storytelling or presentations, and to organize and represent information.

Phase 4 Learners show an open-mindedness about the use of a range of visual text resources to access information. They think critically and are articulate about the use of visual text to influence the viewer. They are able to use visual imagery to present factual information, or to tell a story.

Phase 5 Through inquiry, learners engage with an increasing range of visual text resources. As well as exploring the viewing and presenting strategies that are a part of the planned learning environment, they select and use strategies that suit their learning styles. They are able to make connections between visual imagery and social commentary. They show more discernment in selecting information they consider reliable. They are able to use visual imagery to support a position. RIS Grade 5 Curriculum Guide 2020-2021

Written Language – Reading and Writing For reading and writing the First Steps Maps of Development provide the developmental continuums used by teachers to determine appropriate learning outcomes and track student progress. The most relevant phases for Grade 4 are detailed below,

Reading The majority of students in Grade 5 will be working predominantly, but not exclusively, within Phase 4 ‘Transitional’. As a benchmark, a student who has demonstrated most of the key indicators for Phase 4 ‘Transitional’ at the end of Grade5 is considered to be ‘meeting’ Grade level standard.

Overview of Reading Phase 3: ‘Early’ GLOBAL STATEMENT Early readers recognise a bank of frequently used words and use a small range of strategies to comprehend texts. These include short literary texts and structured informational texts that have familiar vocabulary and are supported by illustrations. Reading of unfamiliar texts is often slow and deliberate as they focus on reading exactly what is on the page, using sounding out as a primary word-identification strategy. CONCEPTUAL UNDERSTANDINGS ● Different types of texts serve different purposes. ● What we already know enables us to understand what we read. ● Applying a range of strategies helps us to read and understand new texts. ● Wondering about texts and asking questions helps us to understand the meaning. ● The structure and organization of written language influences and conveys meaning. USE OF TEXTS CONTEXTUAL UNDERSTANDING ● Reads and demonstrates comprehension of texts ● Expresses and justifies personal responses to by: texts, e.g. “I didn’t like … because…” - recalling key information explicit in a text ● Understands that authors and illustrators select - identifying the main idea explicit in a text information to suit a purpose and audience. - selecting events to retell a text, sometimes ● Recognises how characters, people and events are including unnecessary events or information represented and offers suggestions for - linking explicit ideas in a text, e.g. comparing a alternatives. character at different points in the text. ● Locates and selects texts appropriate to purpose, interest and readability, e.g. uses library systems, skims contents page. CONVENTIONS PROCESSES AND STRATEGIES ● Recognises a bank of frequently used words in ● Draws upon a small knowledge base to different contexts, e.g. high frequency words, comprehend, e.g. sight vocabulary, concept and personally significant words. text structure knowledge. ● Recognises all letters by name and their regular ● Uses a small range of strategies to comprehend, sound. e.g. self-questioning, adjusting reading rate. RIS Grade 5 Curriculum Guide 2020-2021

●

Explains how known text forms vary by stating: - purpose, e.g. procedures instruct - some elements of organisation, e.g. procedures have headings - some elements of structure, e.g. procedures list materials and steps.

●

Determines unknown words by using wordidentification strategies, e.g. decoding using phonemes, onset and rime. Focuses on decoding words accurately when reading an unfamiliar text, which may result in limited fluency, expression and loss of meaning.

Overview of Reading Phase 4: ‘Transitional’ GLOBAL STATEMENT In this phase readers are beginning to integrate strategies to identify unknown words and to comprehend text. These strategies, combined with an increasing bank of sight words, enable readers to read texts such as novels, newspapers and websites with familiar content, fluently and with expression. Transitional readers reflect on strategies used and are beginning to discuss their effectiveness. CONCEPTUAL UNDERSTANDINGS ● Reading and thinking work together to enable us to make meaning. ● Checking, rereading and correcting our own reading as we go enable us to read new and more complex texts. ● Identifying the main ideas in the text helps us to understand what is important. ● Knowing what we aim to achieve helps us to select useful reference material to conduct research. USE OF TEXTS CONTEXTUAL UNDERSTANDING ● Reads and demonstrates comprehension of texts ● Recognises own interpretation may differ from by: that of other readers or the author/s. - identifying the main idea(s) citing supporting ● Recognises devices that authors and illustrators detail use to influence construction of meaning, e.g. - selecting events from a text to suit a specific visual clues, omissions. purpose ● Recognises that authors and illustrators attempt - linking ideas, both explicit and implicit, in a text, to position readers. e.g. cause and effect. ● Recognises how characters or people, facts and ● Locates and selects texts appropriate to purpose events are represented and can speculate about and audience, e.g. uses search engines, checks the author’s choices. currency of information. CONVENTIONS ● Recognises an increasing bank of words in different contexts, e.g. subject specific words, less common words. ● Explains how known text forms vary by using knowledge of: - purpose, e.g. to persuade - text structure, e.g. problem and solution - text organisation, e.g. headings, subheadings, an index, glossary

PROCESSES AND STRATEGIES ● Draws upon an increasing knowledge base to comprehend, e.g. text structure and organisation, grammar, vocabulary. ● Uses an increasing range of strategies to comprehend, e.g. creating images, determining importance. ● Determines unknown words by using wordidentification strategies, e.g. reading on, rereading

RIS Grade 5 Curriculum Guide 2020-2021

- language features, e.g. conjunctions.

Overview of Reading Phase 5 ‘Proficient’ GLOBAL STATEMENT Proficient readers have developed a multi-strategy approach to identify unknown words and comprehend demanding texts such as subject-specific textbooks, novels and essays. They are able to select strategies appropriate to the purpose and complexity of the text. Readers have a greater ability to connect topic, grammatical, cultural/world and text-structure knowledge with what is new in the text. Proficient readers identify the target audience of a text. They draw on evidence from their own experience to challenge or question the text. CONCEPTUAL UNDERSTANDINGS ● Authors structure stories around significant themes. ● Effective stories have a structure, purpose and sequence of events (plot) that help to make the author’s intention clear. ● Synthesizing ideas and information from texts leads to new ideas and understanding. ● Reading opens our minds to multiple perspectives and helps us to understand how people think, feel and act USE OF TEXTS CONTEXTUAL UNDERSTANDING ● Reads and demonstrates comprehension of texts ● Recognises how one’s values, attitudes and beliefs by: impact on the interpretation of text. - explaining how the main idea and supporting ● Discusses the target audience for a specific text, information relate to the author’s purpose and and how the author has tailored the language, the intended audience ideas and presentation to suit. - selecting events from a text to suit a specific ● Recognises that particular societal groups are audience stereotyped in texts to serve the interests of other - linking ideas, both explicit and implicit, in a text, groups, . e.g. thesis and supporting arguments. ● Detects positioning such as exaggeration, bias and ● Locates and evaluates appropriateness of texts prejudice in texts. and information in texts in terms of purpose and ● Discusses the motives and feelings of characters audience, e.g. validity, bias. or people in texts. ● Clarifies and justifies own interpretation of complex ideas and issues. CONVENTIONS PROCESSES AND STRATEGIES ● Recognises manipulation of text structure and ● Selects from broad knowledge base to text organisation, e.g. historical account written comprehend, e.g. text structure and organisation, as a narrative. cultural/world knowledge, grammar, vocabulary. ● Recognises the selection of language features, ● Selects appropriate strategies from a wide range such as: to comprehend. - words to distinguish fact from opinion and ● Determines unknown words by selecting bias, e.g. I think, It has been reported appropriate word-identification strategies. - words/phrases that signal relationships, e.g. similarly – to compare, on the other hand – to ● Selects and categorises key words in a text for a contrast specific purpose. – synonyms to denote connotations, e.g. thief, bandit, pickpocket.

RIS Grade 5 Curriculum Guide 2020-2021

Writing The majority of students in Grade 5 will be working predominantly, but not exclusively, within Phase 4 ‘Transitional’. As a benchmark, a student who has demonstrated most of the key indicators for Phase 4 at the end of Grade 5 is considered to be ‘meeting’ Grade level standard.

Sample of independent student writing – within Phase 4 ‘Transitional’

Sample of independent student writing – within Phase 3 ‘Early’

Sample of independent student writing – within Phase 5 ‘Conventional’

RIS Grade 5 Curriculum Guide 2020-2021

Overview of Writing Phase 3: ‘Early’ GLOBAL STATEMENT Early writers produce a small range of texts that exhibit some of the conventions of writing. Texts such as retells, reports and emails are composed to share experiences, information or feelings. Early writers have a small bank of frequently used words they spell correctly. When writing unknown words, they choose letters on the basis of sound, without regard for conventional spelling patterns. CONCEPTUAL UNDERSTANDINGS ● We write in different ways for different purposes. ● The structure of different types of texts includes identifiable features. ● Applying a range of strategies helps us to express ourselves so that others can enjoy our writing. ● Thinking about storybook characters and people in real life helps us to develop characters in our own stories. ● When writing, the words we choose and how we choose to use them enable us to share our imaginings and ideas. USE OF TEXTS CONTEXTUAL UNDERSTANDING ● Attempts a small range of familiar texts, either ● Explains the purpose of a small range of familiar text teacher-directed or self-selected. forms, e.g. jokes are to entertain. ● With assistance, finds information in texts and ● Talks about the purpose of a piece of writing and the records through drawing or writing key words. ideas that need to be included. ● Explains why characters or events are represented in a particular way when composing literary texts. ● Explains why people or ideas are represented in a particular way when composing informational texts. ● Imitates the use of simple devices used in texts, e.g. print size, colour. CONVENTIONS PROCESSES AND STRATEGIES ● Experiments with words drawn from a variety of ● Draws upon semantic, graphophonic and syntactic sources, e.g. literature, media, oral language of knowledge when writing, e.g. text organisation, word peers. order. ● Spells and uses a small bank of known words ● Uses a small range of strategies throughout the writing correctly. process, e.g. self-questioning. ● Knows all letters by name and their common ● Uses a small range of strategies to spell unknown sounds. words, e.g. chunking, sounding out. ● Knows simple letter patterns and the sounds they ● Talks or draws as a means of planning before writing. represent, e.g. sh, ch, ee. ● Begins to proofread and edit own writing when ● Writes simple sentences using correct punctuation. directed, e.g. deleting words, adding punctuation. ● Creates a published text that is beginning to reflect the intended purpose.

RIS Grade 5 Curriculum Guide 2020-2021

Overview of Writing Phase 4: ‘Transitional’ GLOBAL STATEMENT Transitional writers show increasing control over the conventions of writing such as punctuation, spelling and text organisation. They consider audience and purpose when selecting ideas and information to be included in texts. They compose a range of texts, including explanations, narratives, brochures and electronic presentations. Writing shows evidence of a bank of known words that are spelt correctly. Transitional writers are moving away from a heavy reliance on sounding out and are beginning to integrate visual and meaning-based strategies to spell unknown words. CONCEPTUAL UNDERSTANDINGS ● Writing and thinking work together to enable us to express ideas and convey meaning. ● Asking questions of ourselves and others helps to make our writing more focused and purposeful. ● The way we structure and organize our writing helps others to understand and appreciate it. ● Rereading and editing our own writing enables us to express what we want to say more clearly. USE OF TEXTS CONTEXTUAL UNDERSTANDING ● Composes a range of texts but may not fully ● Explains the purpose and audience of a range of text control all elements. forms. ● Composes texts by finding, recording and ● Selects ideas to include in own text to suit purpose and organising information appropriate to purpose. audience. ● Discusses alternatives about how to represent characters and events when composing literary texts. ● Discusses alternatives about how to represent people and ideas when composing informational texts. ● Experiments with the use of devices, e.g. repetition of words or phrases. CONVENTIONS PROCESSES AND STRATEGIES ● Varies vocabulary to add interest. ● Draws upon semantic, graphophonic and syntactic ● Spells and uses an increasing bank of known words knowledge when writing correctly. ● Uses an increasing range of strategies throughout the ● Knows less common letter patterns and the sounds writing process, e.g. determining importance. they represent, e.g. tion, ph. ● Uses an increasing range of strategies to spell unknown ● Writes a variety of simple and compound words, e.g. using visual memory. sentences using correct punctuation. ● Begins to organise ideas before writing, e.g. ● Groups related information sometimes without brainstorming, drawing, jotting. regard for paragraphing conventions. ● Proofreads, edits, and revises own writing when directed. ● Plans for and creates a published text that reflects the intended purpose and needs of the audience.

RIS Grade 5 Curriculum Guide 2020-2021

Overview of Writing Phase 5: ‘Conventional’ GLOBAL STATEMENT Conventional writers demonstrate control over the conventions of writing and most components of the writing process. While composing, they take responsibility for adjusting the language and content to suit specific audiences and purposes. Conventional writers craft a variety of literary and informational texts, such as biographies, web pages and documentary scripts. In this phase, writers use an increasing bank of known words and select from a wide vocabulary. They integrate a range of strategies to spell unknown words CONCEPTUAL UNDERSTANDINGS ● Stories that people want to read are built around themes to which they can make connections. ● Effective stories have a purpose and structure that help to make the author’s intention clear. ● Synthesizing ideas enables us to build on what we know, reflect on different perspectives, and express new ideas. ● Knowing what we aim to achieve helps us to plan and develop different forms of writing. ● Through the process of planning, drafting, editing and revising, our writing improves over time. USE OF TEXTS CONTEXTUAL UNDERSTANDING ● Crafts a wide range of texts demonstrating control ● Explains why a particular text form may be more over all elements. appropriate to achieve a purpose for an intended ● Creates texts by retrieving, recording and audience. organising information appropriate to purpose and ● Adjusts the language and ideas to include in own texts audience. to suit purpose and audience. ● Demonstrates an ability to develop a topic. ● Selects ways to represent characters and events to ● Is developing a personal style of writing. create specific effects in literary texts. ● Experiments with adaptations of standard text ● Selects ways to represent people and ideas to create forms. specific effects in informational texts. ● Generates, explores and fully develops topics and ● Uses devices when attempting to influence the reader, ideas. e.g. flattery, humour. CONVENTIONS PROCESSES AND STRATEGIES ● Selects vocabulary to create precise meaning. ● Draws upon semantic, graphophonic and syntactic ● Spells and uses a large bank of known words knowledge when writing, e.g. world and cultural correctly. knowledge, linguistic features ● Knows and uses less common letter patterns ● Selects appropriate strategies to use throughout the correctly, e.g. aisle, reign. writing process. ● Writes a variety of simple, compound and complex ● Selects appropriate strategies to spell unknown words. sentences using correct punctuation. ● Plans for writing in a range of way, e.g. graphic ● Develops a paragraph by writing a topic sentence organisers, storyboard. and including supporting information. ● Independently proofreads, edits and revises own writing. ● Selects appropriate publication formats to enhance audience understanding and impact.

For more information please find a copy of the Raha Writing Scope and Sequence learning outcomes and the Raha Reading Scope and Sequence learning outcomes on the RIS website. RIS Grade 5 Curriculum Guide 2020-2021

‫‪Arabic A Scope and Sequence‬‬

‫رؤية تعليم المواد العربية‬ ‫تحرص مناهج المواد العربية على توفر الفرص لتطوير قدراتنا كأفراد وطالبين للعلم مدى الحياة‪ .‬فاللغة‬ ‫هي صلة الوصل بين الطالب والمدرسين والمجتمع بأجمعه‪ ،‬وكل فرد من أفراد مجتمعنا يعتبر طالب علم و‬ ‫معلم في آن واحد‪ ،‬فاللغة متداخلة في جميع المجاالت وتشجع على التفكير بعقلية منفتحة على العالم‪،‬‬ ‫وتسهم في التطور العقلي واالجتماعي والعاطفي‪.‬‬ ‫وتؤكد مناهج المواد العربية على تعزيز الهوية العربية واالنتماء الوطني من خالل توظيف اللغة للتعرف‬ ‫على المفاهيم االجتماعية ودراسة المجتمع اإلماراتي بوصفه مجتمعًا عربيًّا مسل ًما‪ ،‬باإلضافة إلى الشعور‬ ‫بحب الوطن والدفاع عنه وتمثل الطالب لصفات المواطن الصالح وربطها بصفات المتعلم في برنامج‬ ‫السنوات االبتدائية‪.‬‬ ‫ويعتبر تعزيز القيم األخالقية الحميدة وكيفية اكتسابها وممارستها لتصبح أسلوب حياة لدى المتعلم‪،‬‬ ‫وبناء شخصية متماسكة أخالق ًّيا ومتزنة سلوك ًّيا تسعى لخدمة مجتمعها ووطنها‪ ،‬وتحرص على احترام‬ ‫اآلخرين والتسامح واالعتدال ومحاسبة الذات والثبات على المبدأ وتحمل المسؤولية من أهم المبادئ التي‬ ‫تقوم عليها هذه المناهج‪ ،‬باإلضافة إلى غرس القناعة والرضى والقدرة عى التحكم بالنفس‪ ،‬وإتقان إدارة‬ ‫الوقت واالنضباط في العمل‪ ،‬والمبادرة بالتطوع المسؤول تجاه المجتمع واالستفادة من الفرص المتاحة‬ ‫واالنفتاح على العالم من منطلق اإليمان بأننا جمي ًعا بشر متساوون في هذا الكون الذي يسعنا كلنا‪ ،‬وأن‬ ‫علينا أن نتقبل بعضنا دون تعصب‪ ،‬كما أن لكل منا دور في عمارة األرض بما يحقق التنمية المستدامة‬ ‫ورخاء البشرية‪.‬‬

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‫محتوى برنامج اللغة العربية‬ ‫المادة المقررة من وزارة التربية والتعليم‪.‬‬ ‫وحدات التساؤل (‪.)UOI‬‬ ‫خالل تعاملنا مع المادة المقررة من وزارة التربية والتعليم فإننا نركز على الكيف وليس على الكم بمعنى أننا‬ ‫نحرص على تغطية جميع المهارات اللغوية المتوقع تغطيتها في كل مرحلة والتي تؤهل الطالب لالنتقال للمرحلة‬ ‫التالية مع التصرف في المادة بالتقديم والتأخير‪.‬‬

‫مـ ـح ــاور مهـ ـ ــارات اللغـ ـ ـ ــة الع ـ ـ ـ ــربية‬

‫االستماع‬ ‫‬‫‬‫‬‫‪-‬‬

‫اداب اإلستماع‬ ‫اإلنتباه للرسائل‬ ‫السمعية‬ ‫فهم المسموع‬ ‫وتحليله‬ ‫تذوق المسموع‬ ‫ونقده‬

‫المحادثة‬ ‫‬‫‬‫‬‫‪-‬‬

‫القراءة‬ ‫‪-‬‬

‫اداب المحادثة‬ ‫التحدث بما يناسب‬ ‫المقام‬ ‫تنظيم الحديث‬ ‫التعبير عن‬ ‫المشاهدات‬ ‫والوحدات‬

‫‬‫‬‫‬‫‬‫‪-‬‬

‫الكتابة‬

‫تعرف الرموز‬ ‫المكتوبة ونطقها‬ ‫أداء الرموز‬ ‫المكتوبة وتمثل‬ ‫المعنى‬ ‫فهم المقروء‬ ‫وتحليله‬ ‫اإلستراتيجيات‬ ‫القرائية‬ ‫تذوق المقروء‬ ‫ونقده‬ ‫استراتيجيات البحث‬

‫‬‫‬‫‬‫‬‫‪-‬‬

‫الرسوم والنسوخ‬ ‫الكتابة من الذاكرة‬ ‫القريبة‬ ‫الكتابة من الذاكرة‬ ‫البعيدة‬ ‫التعبير الكتابي‬ ‫استراتيجيات بناء‬ ‫المكتوب‬

‫اجملال والتسلسل للغات‬ ‫الشكل‬ ‫اللغة الشفهية‬ ‫اللغة المرئية‬ ‫اللغة المكتوبة‬

‫المتلقي – تلقي المعنى وتركيبه‬

‫التعبير‪-‬إنشاء المعنى ومشاركته‬

‫اإلستماع – التحدث‬ ‫المشاهدة – العرض‬ ‫القراءة‬

‫كيف نعلم اللغة؟‬ ‫ تعلم اللغة عبر االستماع اليها والتحدث بها‬‫ التعلم عن اللغة عبر فهم كيفية عملها‬‫ التعلم من خالل اللغة عبر استخدامها كأدة لالستماع والتفكير والمناقشة والتأمل‬‫‪RIS Grade 5 Curriculum Guide 2020-2021‬‬

‫‪27‬‬

‫الكتابة‬

‫‪Arabic A for Grade 5‬‬ ‫‪Scope and Sequence‬‬

‫مهارات مادة اللغة العربية للناطقين بها ‪ -‬الصـــف الخامس‬ ‫ما يتـــوقع من الطــالب إنجــازه في الصـــف الخامس المستوى المتقدم في مادة اللغة العربية‬

‫التهيئة اللغوية‪:‬‬ ‫‬‫‬‫‬‫‪-‬‬

‫التحايا ( تواصل شفوي)‪.‬‬ ‫التعريف بالنفس‪ :‬االسم –العمر – الجنسية – الهواية ( قراءة وكتابة)‪.‬‬ ‫الطلب المهذب واالعتذار ( تواصل شفوي)‪.‬‬ ‫مراجعة المهارات اللغوية األساسية التي تضمنها منهج الصف الرابع‪.‬‬

‫سيتم تناول الدروس المقررة والمهارات اللغوية الخاصة بالمادة بأساليب متنوعة مراعاة لفروقهم الفردية‪ ،‬وتصميم أنشطة‬ ‫مختلفة تضمن االرتقاء بمستوى الطالب بالتواصل مع أولياء األمور‪.‬‬ ‫االستماع‬ ‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‪-‬‬

‫االستماع بانتباه للمتحدث‪.‬‬ ‫االستماع لتحديد الهدف والمغزى‪.‬‬ ‫االستجابة للتساؤالت والتوجيهات اللفظية‪.‬‬ ‫التفاعل مع ما يتم االستماع إليه من شعر ونثر‪.‬‬ ‫مراعاة آداب االستماع‪.‬‬ ‫التمييز بين الرأي والحقيقة‪.‬‬ ‫االقبال على المتحدث إقباالً يدل على المتابعة واالهتمام‪.‬‬ ‫استخالص األفكار الرئيسة من النص‪.‬‬ ‫وضع االستنتاجات بناء على تقرير شفوي‪.‬‬ ‫المقارنة بين وجهات نظر مختلفة وإصدار األحكام‪.‬‬ ‫تنظيم األفكار إلى أساسية وثانوية وجانبية‪.‬‬ ‫القدرة على اختيار المعلومات ذات األهمية والتي تضيف خبرات جديدة‪.‬‬ ‫تدوين البيانات المهمة بغرض تقييم مهارة االستماع‪.‬‬

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‫المحادثة‬ ‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‪-‬‬

‫التحدث بصوت واضح‪.‬‬ ‫استخدام اللغة العربية في المحادثة‪.‬‬ ‫التعبير شفهيا ً عن الصور أو القصص المصورة بجمل واضحة ومفيدة‪.‬‬ ‫التعبير عن حدث أو موقف بجمل تفصيلية نوعًا ما‪.‬‬ ‫التعلم من األخطاء التركيبية والصياغية للجمل وعدم تكرارها‪.‬‬ ‫احترام األدوار‪ ،‬وتقبل آراء اآلخرين‪.‬‬ ‫طرح أسئلة تُعبر عما يريده بوضوح‪.‬‬ ‫توظيف األنماط والتراكيب اللغوية التي تم تعلمها شفويًّا‪.‬‬ ‫تقديم عرض درامي موجز لقصة أو مسرحية‪.‬‬ ‫ترتيب األفكار زمنيًّا بالترتيب الذي حدثت فيه‪.‬‬ ‫تلخيص مقال أو قصة قصيرة مع بعض التوجيه وذكر بعض التفاصيل‪.‬‬ ‫التعليق على الصور والمواقف مع التوجيه والتصويب إن لزم األمر‪.‬‬ ‫تحديد وجهة نظر الكاتب ‪.‬‬ ‫إدراك عالقة السبب بالنتيجة‪.‬‬ ‫التعبير عن األفكار في تسلسل وتتابع دقيقين مع التلقائية واالنطالق‪.‬‬

‫القراءة‬ ‫ قراءة نص مكون من ثالث فقرات أو أكثر‪.‬‬‫ القراءة الجهرية الممثلة للمعنى‪.‬‬‫ مراعاة صحة الوصل وسالمة الوقف فيما يقرأ‪.‬‬‫ فهم وجهة نظر الكاتب‪.‬‬‫ تحديد المغزى من النص‪.‬‬‫ قراءة الشعر المناسب لمستواه قراءة معبرة‪.‬‬‫ مالحظة اإليقاع اللفظي في جملة أو عدة جمل‪.‬‬‫ توضيح معاني بعض الكلمات من خالل التضاد أو الترادف أو التجانس الصوتي‪.‬‬‫ استخدام بعض مصادر المعلومات للقراءة‪.‬‬‫ تحديد عناصر القصة وتتابع األحداث‪.‬‬‫ تذكر النقاط المهمة في القصة مع التفاصيل‪ ،‬والتنبوء بما سيحدث‪.‬‬‫ القراءة بهدف البحث والتوصل للمعلومات والحقائق‪.‬‬‫ توظيف القراءة الحرة اليومية لزيادة طالقته بمعدل ‪ 4‬قصص في األسبوع‪.‬‬‫‪ -‬قراءة مجالت األطفال وعناوين الجرائد للحصول على التفاصيل والمعلومات‪.‬‬

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‫الكتابة ( الخط واإلمالء)‬ ‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‪-‬‬

‫التعبير عن الصور بجمل وصفية تامة‪.‬‬ ‫توظيف المفردات الجديدة في جمل من إنشائه‪.‬‬ ‫تحديد عناصر الفقرة‪ :‬المقدمة ( الجملة الرئيسة) – المحتوى (المعلومات والحقائق) – الخاتمة ( الرأي والتوصيات)‪.‬‬ ‫التخطيط للعمل الكتابي بطريقة األسئلة‪.‬‬ ‫استخدام الرسومات التخطيطية والخرائط التوضيحية للتخطيط للكتابة‪.‬‬ ‫البناء على الحقائق والمعلومات‪.‬‬ ‫كتابة موضوع يتكون من ( ‪ )150‬كلمة‪.‬‬ ‫جمع األفكارمن كتب ومجالت لكتابة قصة أو نص قصير‪.‬‬ ‫كتابة جمل مقفاة‪.‬‬ ‫توظيف الحاسوب إلنشاء وثيقة بسيطة‪.‬‬ ‫تعرف بعض مصادر المعلومات ( الموسوعات‪ ،‬شبكة المعلومات‪ ،‬المجالت)‪.‬‬ ‫كتابة أنماطًا كتابية محددة الهدف كتابة إبداعية‪:‬‬ ‫( البطاقات – الرسائل – التلخيصات – القصة القصيرة ‪ -‬التعليقات على الصور والمواقف)‪.‬‬ ‫التعليق الكتابي على الصور والمواقف بعرض الرأى ووجهة النظر بدقة إمالئية عالية‪.‬‬ ‫توظيف األسلوب اإلنشائي والخبري والتنويع بينهما في الكتابة‪.‬‬ ‫كتابة نهايات مختلفة للقصص‪.‬‬ ‫كتابة معلومات وحقائق حول موضوع محدد في موضوع متعدد الفقرات‪.‬‬ ‫تكثيف الكتابة اإلبداعية الحرة والتقليل من الكتابة الموجهة‪.‬‬ ‫الدقة اإلمالئية وتطبيق القواعد اإلمالئية‪.‬‬

‫القواعد اللغوية‬ ‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‬‫‪-‬‬

‫التمييز بين صيغة المذكر والمؤنث‪.‬‬ ‫التمييز بين صيغة المفرد والمثنى والجمع‪.‬‬ ‫التعرف على بعض أدوات االستفهام ودالالتها وكيفية استخدامها‪.‬‬ ‫التعرف على األفعال األساسية وتمثيلها وصياغتها للمذكر والمؤنث‪.‬‬ ‫التعرف على بعض الصفات وصياغتها للمذكر والمؤنث‪.‬‬ ‫حروف الجر‪.‬‬ ‫الجملة االسمية‪.‬‬ ‫كان وأخواتها‪.‬‬ ‫الفعل الصحيح والمعتل‪.‬‬ ‫إن وأخواتها‪.‬‬ ‫الفعل الالزم والمتعدي‪.‬‬ ‫شبه الجملة من‪( :‬الجار والمجرور‪ ،‬ظرفا الزمان والمكان)‪.‬‬ ‫الضمائر المتصلة‪.‬‬ ‫األسماء الموصولة‪.‬‬

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‫نظام التقييم في قسم المواد العربية‬ ‫ماهية التقييم في المرحلة االبتدائية‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫‬‫‪-‬‬

‫‬‫‪-‬‬

‫‪-‬‬

‫التركيز على إكساب الطالب المهارات والمعارف والخبرات األساسية في كل مادة دراسية‪.‬‬ ‫تقييم أساليب التدريس التي تؤدي إلى تجسيد الفهم الحقيقي لمحتوى المادة دراسيًّا ‪.‬‬ ‫العناية بالجانب التطبيقي باعتماد أسلوب تقييم األداء الذي يتم فيه التأكد من تمكن الطالب من المهارة أو المعرفة‪.‬‬ ‫تجنــب اآلثــار النفســية الســلبية التــي قــد يتعــرض لهــا الطالــب وارتباطهــا بتجربتــه الدراســية مثل‪:‬الشــعور بــالقلق‬ ‫والخوف‪.‬‬ ‫غرس العادات والمواقف اإليجابية في نفوس الطالب تجاه التعليم‪.‬‬ ‫إيجاد الحافز اإليجابي للنجاح والتقدم بحيــث يكــون الــدافع للتعلــيم والــذهاب إل ـى المدرســة هــو الرغبــة فــي النجــاح‬ ‫وليس الخوف من اإلخفاق‪.‬‬ ‫تجنيب األطفال اآلثار النفسية الناتجة عن التركيز على التنافس والشعور بأن درجات أدوات التقويم هي الهدف مــن‬ ‫التعليم‪.‬‬ ‫إشراك ولي أمر الطالب في التقويم وذلــك بتزويــده بمعلومــات وافيــة ومحــددة عــن الصــعوبات التــي تعتــرض ابنــه‬ ‫وطلب معونته في التغلب عليها‪.‬‬ ‫مبكرا والعمل على عالجها والتعامل معها بطريقة تربوية صحيحة‪.‬‬ ‫اكتشاف حاالت صعوبات التعلم لدى الطالب‬ ‫ً‬ ‫أنواع التقييم‪:‬‬ ‫نظام التقييم الفصلي‪:‬‬ ‫ج‪ -‬اختبار نهاية العام‬ ‫ب‪ -‬اختبار منتصف العام‬ ‫أ‪ -‬اختبار بداية العام‬ ‫ج‪ -‬اختبارات مستمرة خاصة بالوحدات المقررة ومهارات المادة وتتضمن‪:‬‬ ‫ النحو‬‫ األساليب اللغوية‬‫ الكتابة‬‫ القراءة‬‫االستماع‬ ‫مشروع الوحدة‬ ‫أدوات التقييم‪:‬‬ ‫ االختبارات الشفوية والكتابية ‪ -‬سجل المالحظات ‪ -‬ساللم التقييم ‪ -‬السالسل المتصلة ‪ -‬لوائح التدقيق ‪-‬‬‫النماذج‬ ‫ ملف أعمال الطالب ( ملف اإلنجاز )‪.‬‬‫االختبارات التشخيصية ( تحديد المستوى)‪:‬‬ ‫يخضع جميع الطالب في بداية العام الدراسي الختبار تحديد المستوى ويتم إعداد االختبار استنادًا على ما هو متوقع‬ ‫من الطالب إنجازه في كل صف دراسي‪.‬‬ ‫** الخروج عن النمط التقليدي للتقييم باستخدام أساليب متنوعة وحديثة كــــ‪:‬‬ ‫توظيف الحاسوب والتقنيات الحديثة عند تقييم مهارات اللغة‪ – .‬استخدام أسلوب حل المشكالت‪ – .‬تقييم مهارات‬ ‫التفكير العليا كالتحليل والتقييم ‪ -‬التقييم الذاتي ‪ -‬التقييم عن طريق الزمالء‪.‬‬

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‫‪31‬‬

Arabic B

Within Grade 5 there are students who have joined the school with no prior experience of learning Arabic and students who have been learning Arabic for several years. Our Arabic B programme offers three levels of classes enabling us to provide instruction at a suitable level for each child. Arabic B PYP Phase 1 classes: for students learning Arabic for the first time and students needing consolidation of basics. Arabic B PYP Phase 2 classes: for students with previous experience learning Arabic who have demonstrated proficiency in Phase 1 Arabic B PYP Phase 3 classes: for students with previous experience learning Arabic who have demonstrated proficiency in Phases 1 and 2. Students who are ready to move beyond Phase 3 will receive further extension in these classes. Students will be assigned Arabic classes at the start of the academic year. There may also be movement between classes during the year based on the changing needs of the student.

Arabic B Scope and Sequence The school’s Arabic B scope and sequence provides a developmental continuum of phases for each strand.

Strand

Receptive – receiving and constructing meaning

Expressive – creating and sharing meaning

Oral Language

Listening

Speaking

Visual Language

Viewing

Presenting

Written Language

Reading

Writing

RIS Grade 5 Curriculum Guide 2020-2021

Overall Expectations by phase Phase 1 Learners demonstrate an understanding of short simple sentences spoken texts and vocabulary. They are able to pronounce the letters correctly with the short and long sounds. They are able to use common greetings, give and follow basic instructions in Arabic. They are able to use oral language for short period of time. Phase 2 Learners demonstrate a higher level of understanding of short simple spoken texts and vocabulary. Students are able to pronounce studied words correctly and clearly. They start to use simple phrases to express their needs. They start to arrange in order the ideas they want to communicate about. Phase 3 Learners start to communicate confidently with peers using a variety of phrases and sentences structures. They can ask and answer questions about familiar and new topics with confidence. In this phase they are able to prepare and deliver short presentations and topics of interests to peers. Learners can identify materials they can use to support a spoken presentation and give reasons for choices.

Viewing and presenting Phase 1 The students view and react to simple messages or factual information and start to describe what they see. They can make connections between the real and the imaginary. They can understand that signs and symbols carry meaning and begin to read a range of signs in the environment. They are able to search for, record and present information using a variety of media as well as make choices about what is useful to them. The students can use body language in mime and role play to communicate ideas and feelings visually. Phase 2 The students are able to view and respond to media verbally and nonverbally. They start using a variety of media to plan and create projects including use of the internet (with guidance). The students are able to select and use suitable shapes, colours and layout for presentations and develop writing different styles of Arabic Calligraphy. They start developing their presentation skills and use body language to add meaning to oral presentation.

RIS Grade 5 Curriculum Guide 2020-2021

Phase 3 The students respond to viewing experiences orally and in writing, using specific vocabulary and terminology. They are able to use a variety of media to plan and create projects. They can present oral reports on familiar and unfamiliar topics in target language. They can provide more detailed presentations (2-3 minutes) on topics to inform, presentation skills, addressing an audience.

Written languageâ&#x20AC;&#x201D;Reading Phase 1 Learners can recognise basic aspect of format and style of the language. They can differentiate between the long and the short sounds of the letters. They can read their own writing or words written by the teacher. They can identify repetitive words and letter patterns in sentences when reading familiar texts. They demonstrate understanding of simple sentences. Phase 2 Learners can read a range of new words related to the topics. They begin to read simple sentences with some support. They respond to simple written directions. The students are able to retell main events in sequence with guidance. Phase 3 Learners can use a range of different strategies to decode texts. They demonstrate understanding of meaning and relationships between sentences in a paragraph. They start to follow ideas in and between paragraphs making use of a range of conjunction. In this phase, learners can recall and summarize main ideas from fiction and non- fiction texts.

Written languageâ&#x20AC;&#x201D;Writing Phase 1 Learners understand that written texts convey meaning. They start demonstrating understanding of letter/sound relationships. They begin to use studied vocabulary to form meaningful words and simple sentences. They can generate own ideas for writing and make use of grammar with guidance. The students in this phase begin to form sentences with the right structure. Phase 2 Learners begin to write more independently and develop criteria for effective writing with guidance. They begin to use short paragraphs with details to support their ideas. They start to use a mixture of tenses within one text. They can provide detail to a written text. They learn how to translate literally from first language to Arabic language. They begin to use punctuation with different tenses.

RIS Grade 5 Curriculum Guide 2020-2021

Phase 3 In this phase, learners begin to set goals and identify strategies to improve their writing. They begin to spell some complex words and increase the use of visual strategies, spelling rules and knowledge of word parts to spell correctly. They can use complex punctuation correctly.

Mother Tongue The language profiles of students at Raha may be complex and diverse; however, the influence of mother-tongue development is significant for all learners. It is acknowledged that development of mother tongue language is crucial for cognitive development, and in maintaining cultural identity. Success in mother-tongue development is a strong predictor of long-term academic achievement, including acquisition of other languages. We encourage parents to regularly read, write and speak with their child in their mother tongue. At RIS we currently host mother tongue schools for: - French - Spanish - Arabic - Finnish - Swedish - Greek

We are actively looking to extend our provision to other languages and cultures. Contact Vanessa Keenan, vkeenan@ris.ae for further details.

RIS Grade 5 Curriculum Guide 2020-2021

Islamic Studies

The Islamic Studies programme is based on a scheme of work produced by the Ministry of Education and is integrated into the PYP curriculum. The Islamic Studies curriculum is a sequential programme from Grade 1 to Grade 12. At Raha International School the Muslim students from Grade 1 onwards attend Islamic Studies.

The programme aims to enrich the learner with a strong foundation of knowledge and values. At every Grade level the curriculum draws on the seven cornerstones: the values and goals of Islam, Islamic teachings and laws, direct divine teachings (from the holy Qur'an and the teachings of Prophet Mohammed), religious intuition, Islamic characters, identity, belonging and the universe. The students will work towards developing their understandings about what it means to be a Muslim citizen and to live in the complexities and hardships of our modern age with a strong system of belief that draws upon the true teachings of Islam, Islamic doctrine, belief, and characters aimed at spreading good and peace all over the world. Learning in Islamic Studies also happens outside the classroom through the library, researching on the Internet and possible excursions into the local community. Assessment in the Islamic Studies programme continues throughout the year and includes diagnostic, formative and summative tasks. This may include oral and written presentations, investigations and tests. At RIS we provide: Islamic Studies A classes: for first language Arabic speakers (instruction is in Arabic) Islamic Studies B classes: for non-Arabic speaking students (instruction is in English)

RIS Grade 5 Curriculum Guide 2020-2021

‫‪Islamic A‬‬ ‫محاورمنهج مادة التربية اإلسالمية‬ ‫المحور األول‪ :‬قيم اإلسالم وغاياته‬ ‫المعيار‪ :‬يظهر المتعلمون فهما لمفهوم العبادة بمعناها الواسع‪ ،‬ورقابة ذاتية تنطلق من مفهوم اإلحسان‪ ،‬وتطبيقا لقيم اإلسالم‬ ‫الفردية والجماعية‪.‬‬ ‫المحاور الفرعية‬

‫العبودية‬

‫اإلحسان‬

‫مؤشرات األداء‬

‫نواتج التعلم‬

‫يستدل على ذلك من خالل مؤشرات األداء اآلتية‪:‬‬ ‫يبين أن افضل ما يعبد به هللا تعالى التزام الفرائض واإلكثار من‬ ‫النوافل‪.‬‬ ‫يدلل على عبوديته هلل من خالل إقباله على أداء الفرائض والنوافل‪.‬‬ ‫يوضح أثر محبة هللا تعالى على اإلنسان الذي يلتزم بالنوافل بعد‬ ‫الفروض‪.‬‬ ‫يستنتج األمور التي تحقق محبة هللا‪.‬‬ ‫يعبر عن حبه هلل بذكر األمور التي تقربه من هللا‪.‬‬ ‫يذكر الصفات واألمور التي تبعده عن محبة هللا‪.‬‬ ‫بيان أهمية محبة العبدهلل تعالى‪.‬‬ ‫معرفة األعمال التي ينال بها المسلم محبة هللا تعالى‪.‬‬ ‫استنباط نتائج محبة المؤمن هلل تعالى‪.‬‬ ‫يعرف الشجاعة‪.‬‬ ‫يستنتج العالقة بين الشجاعة والعبادة‪.‬‬ ‫يبين آثار كل من الشجاعة والجبن على الفرد والمجتمع‪.‬‬ ‫يبدي رأيه بشجاعة ودون خوف‪.‬‬ ‫بيان مفهوم الرفق في اإلسالم‪ ،‬توضيح صور من الرفق ‪ ،‬يذكر‬ ‫نماذج من الرفق‪ ،‬يستنبط ثمار الرفق‪،‬يحدد الوسائل المعينة على‬ ‫الرفق‪.‬‬

‫يتوقع من المتعلم في نهاية الصف‬ ‫الخامس أن يحقق نواتج التعلم اآلتية‪:‬‬ ‫يبين أن افضل ما يعبد به هللا سبحانه‬ ‫وتعالى هو االلتزام بأداء الفرائض ثم‬ ‫السنن والنوافل ويحرص على اتباع سبل‬ ‫تحقيق محبة هللا تعالى‪.‬‬ ‫يحرص على محبة هللا سبحانه والخوف‬ ‫من غضبه‪.‬‬ ‫يتمثل قيمة الشجاعة‪ ،‬وينفر من الخوف‬ ‫والجبن والجزع‪.‬‬ ‫يتمثل قيمة الرفق ‪،‬وينفر من القسوة‪.‬‬

‫القيم‬

‫المحور الثاني‪ :‬الوحي اإللهي‬ ‫المعيار ‪ :‬يظهر المتعلمون فهما ومعرفة وحفظا لكتاب هللا تعالى ولسنة نبيه‪-‬صلى هللا عليه وسلم‪-.‬‬ ‫المحاور الفرعية‬

‫نواتج التعلم‬

‫القرآن الكريم‬

‫يحفظ السور القرآنية من اإلنفطار الى النبأ‪،‬‬ ‫ويفسر كلماتها‪.‬‬

‫السنة النبوية‬

‫يحفظ ثمانية من األحاديث النبوية‪،‬ويشرح‬ ‫‪RIS Grade 5 Curriculum Guide 2020-2021‬‬

‫‪37‬‬

‫مؤشرات األداء‬ ‫يتلو السور القرآنية المقررة تالوة مجودة‪.‬‬ ‫يستظهر حفظ السور المقررة‪.‬‬ ‫يبين معاني المفردات الواردة في السور‬ ‫القرآنية المقررة‪.‬‬ ‫يحرص على تطبيق ما ورد في السور‬ ‫‪.‬الكريمة من أحكام وتوجيهات‬ ‫يقرأ األحاديث الثمانية المقررة‪.‬‬ ‫يعرف رواة األحاديث الثمانية‪.‬‬

‫يوضح المعنى اإلجمالي لألحاديث الشريفة‪.‬‬ ‫يحرص على تطبيق ما ورد في األحاديث‬ ‫من أحكام وتوجيهات‪.‬‬ ‫‪.‬يسمع األحاديث الشريفة المقررة‪.‬‬

‫كلماتها ومعانيها‪.‬‬

‫المحور الثالث‪ :‬أحكام اإلسالم وآدابه‬ ‫المعيار ‪:‬يظهر المتعلمون تطبيقا ألحكام اإلسالم وآدابه التهذيبية مع النفس والمجتمع‪.‬‬ ‫المحاور الفرعية‬

‫مؤشرات األداء‬

‫نواتج التعلم‬

‫يتعرف أحكام صالة الجماعة والجمعة‬ ‫والعيدين‪،‬ويحافظ على أدائها‪ ،‬ويتأدب‬ ‫بآدابها‪ ،‬ويذكر أحكام صالة المسبوق‪.‬‬

‫الشريعة‬

‫يحافظ على آداب الطريق وركوب وسائل‬ ‫النقل‪.‬‬

‫التهذيب‬

‫يبين أحكام صلوات الجماعة والجمعة‬ ‫والعيدين‪.‬‬ ‫يطبق آداب صلوات الجماعة والجمعة‬ ‫والعيدين‪.‬‬ ‫يوضح أحكام صالة المسبوق‪.‬‬ ‫يحرص على المحافظة على صلوات‬ ‫الجماعة والجمعة والعيدين‪.‬‬ ‫يعدد آداب الطريق‪.‬‬ ‫يذكر آداب استخدام وسائل النقل‪.‬‬ ‫يحفظ دعاء ركوب وسائل النقل‪.‬‬ ‫يدلل على رغبته في التزام آداب الطريق و‬ ‫آداب استخدام وسائل النقل‪.‬‬

‫المحور الرابع‪ :‬العقلية اإليمانية‬ ‫المعيار ‪:‬يظهر المتعلمون معرفة بأركان اإليمان‪ ،‬وتفكيرا منهحيا في فهم أصول اإلسالم‪.‬‬ ‫المحاور الفرعية‬ ‫اإليمان‬

‫العقلية المنهجية‬

‫نواتج التعلم‬ ‫يؤمن باليوم اآلخر‪ .‬ويربط بينه وبين قيم‬ ‫المسؤولية والمحاسبة‪.‬‬

‫يبين أهمية العقل لإلنسان‪،‬يوضح وسائل‬ ‫تنمية العقل‪.‬‬

‫مؤشرات األداء‬ ‫يبين مفهوم اإليمان باليوم اآلخر‪.‬‬ ‫يذكر مراحل يوم القيامة‪.‬‬ ‫يصف أحوال الصالحين يوم القيامة‪.‬‬ ‫بيان مكانة العقل في اإلسالم‪.‬‬ ‫توضيح أهمية إعمال العقل في األمور كلها‪.‬‬ ‫يستنتج آثار استخدام العقل‪.‬‬

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‫المحور الخامس‪ :‬السيرة النبوية‬ ‫المعيار ‪:‬يظهر المتعلمون حبا واقتداء وتاسيا برسول هللا ‪ -‬صلى هللا عليه وسلم ‪-‬ومن تبعه بإحسان من النماذج البشرية من األمة اإلسالمية‪.‬‬ ‫مؤشرات األداء‬

‫المحاور الفرعية‬

‫نواتج التعلم‬

‫األسوة الحسنة‬

‫يتعرف المتعلمون سيرة النبي ‪ -‬صلى هللا‬ ‫عليه وسلم ‪ -‬بعد خروجه للطائف حتى‬ ‫الهجرة إلى المدينة‪.‬‬

‫نماذج اإلقتداء‬

‫يتعرف المتعلمون سيرة عمر بن‬ ‫الخطاب وزهده وعدله ‪.‬‬ ‫يتعرف المتعلمون سيرة فاطمة بنت عبد‬ ‫الملك ودروها في مساندة المحتاجين‪.‬‬

‫يوضح سبب خروج النبي ‪ -‬صلى هللا عليه وسلم ‪ -‬إلى‬ ‫الطائف‪.‬‬ ‫يصف موقف أهل الطائف من النبي ‪ -‬صلى هللا عليه وسلم‪.‬‬ ‫يبين موقف النبي‪ -‬صلى هللا عليه وسلم ‪ -‬مما القاه من أهل‬ ‫الطائف‪.‬‬ ‫يروي قصة اإلسراء والمعراج‪.‬‬ ‫يستنتج العبر والعظات من قصة اإلسراء والمعراج‪.‬‬ ‫يحكي قصة عرض النبي ‪ -‬صلى هللا عليه وسلم ‪ -‬نفسه على‬ ‫القبائل في المواسم‪.‬‬ ‫يبين موقف األنصار من دعوة الرسول ‪ -‬صلى هللا عليه‬ ‫وسلم‪.‬‬ ‫يروي قصة الهجرة النبوية إلى المدينة المنورة‪.‬‬ ‫يستخلص الفوائد والعبر من أحداث السيرة النبوية‪.‬‬ ‫يبين جوانب من سيرة عمر ‪ -‬رضي هللا عنه‪ -‬وخاصة فيما‬ ‫يتعلق بعدله وزهده‪.‬‬ ‫يستخلص الفوائد والعبر من دراسته لسيرة كل من عمر بن‬ ‫الخطاب رضي هللا عنه وفاطمة بنت عبد الملك رحمها هللا‪.‬‬

‫المحور السادس‪ :‬الهوية واالنتماء‬ ‫المعيار ‪:‬يظهر المتعلمون انتماء واعتزازا بدولتهم وامتهم العربية واإلسالمية‪.‬‬ ‫المحاور الفرعية‬

‫الثقافة واللغة‬ ‫دوائر االنتماء‬

‫نواتج التعلم‬

‫مؤشرات األداء‬

‫يظهر المتعلمون اعتزازهم بإسهامات دولة‬

‫يبين موقف دولة اإلمارات من قضايا المسلمين في‬

‫اإلمارات في خدمة قضايا اإلسالم‬

‫العالم ‪.‬‬

‫والمسلمين‪.‬‬

‫يعبرعن فخره بإسهامات دولة اإلمارات في خدمة‬ ‫قضايا اإلسالم والمسلمين‪.‬‬

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‫اإلنسان والكون‬:‫المحور السابع‬ .‫ يتمثل المتعلمون في ثقافتهم وسلوكهم قيم التسامح واحترام التنوع البشري وبناء عالقة إيجابية مع جميع خلق هللا تعالى‬: ‫المعيار‬ ‫مؤشرات األداء‬

‫نواتج التعلم‬

‫المحاور الفرعية‬

‫يكتشف صلة اإلنسن في الكون صلة تأمل واعتبار‬ .‫وعناية‬ .‫يربط بين أعمال اإلنسان ومصالح سائر المخلوقات‬

‫الكرامة البشرية‬

.‫يستنتج الحكمة من خلق مسخرات الكون‬ .‫يوضح كيفية شكر هللا تعالى في خلق مسخرات الكون‬

‫يعدد مسخرات هللا في الكون من مياه‬ ،‫وأمطار ورياح وشمس وقمر وغيرها‬ .‫ويبين أهميتها في الحياة اإلنسانية‬

Islamic Studies B Islamic Studies B - Overview of Grade 5 Units ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

Surat Al- Infitaar the Real Bankrupt The Most beloved of Deeds to Allah, glory be to him Loving Allah, glory be to him Calling(Da’WAH)The people of Ta’if to Islam Suart At –Takwir (The overthrowing) Doing Good to people Belief in the Day of Judgment The congregational prayer(Salat al- Jema’ah) the Night Journey and Ascension to Heaven (Lailat Al-Isra Wa Al- Miraj) Surat Abasa (He Frowned) Echo letters(Qalqalah) The holy Quran in my I intercessor The Etiquette of Using Means of Public Transportation Fatima bint Abdul Malik Suart An- Nazi ‘at The Merciful Heart (Noble Hadith) Kindness is Good Make Things easy and do not make them difficult RIS Grade 5 Curriculum Guide 2020-2021

‫التسامح‬ ‫البيئة‬

‫‪The migration to Al- Madinah‬‬ ‫)’‪Allah, the powerful (Surat An- Naba‬‬ ‫‪The way to Paradise‬‬ ‫‪The Blessings of the Human Mind‬‬ ‫‪Etiquette on streets‬‬ ‫‪Friday Prayer and the Prayer of the two Feasts‬‬ ‫‪Allah, the Just Judge‬‬ ‫)‪( in Paradise (Noble Hadith‬صلى هللا عليه وسلم (‪With my Prophet‬‬ ‫‪Courage‬‬ ‫( رضي هللا عنه (‪Omar bin Al-Khattab,‬‬ ‫‪Man and the Universe‬‬

‫●‬ ‫●‬ ‫●‬ ‫●‬ ‫●‬ ‫●‬ ‫●‬ ‫●‬ ‫●‬ ‫●‬ ‫●‬

‫‪Arabic Social Studies A‬‬ ‫منهج مادة التربية الوطنية‬ ‫الرؤيا العامة لتعلم الدراسات االجتماعية‬ ‫تعد رؤية مادة الدراسات االجتماعية والتربية الوطنية مجاالً تكامليا ً الغنى عنه في تكوين المتعلم معرفيا ً‬ ‫وعقليا ً ووجدانياً‪ ،‬والجدير بالذكر أن المحور الرئيس لمادة الدراسات االجتماعية والتربية الوطنية هو‪:‬‬ ‫( اإلنسان – األرض ) التي يعيش عليها وما يتصل بحياته من تاريخ واقتصاد ومجتمع وثقافة وتفاعالت مع‬ ‫الجوار‪ ،‬ومع اإلنسان المسلح بقيم اإلسالم والتسامح والتعاون والمحبة والحوار والسالم‪ ،‬هي الدعامة‬ ‫األساسية الستخالف هللا اإلنسان في األرض‪ ،‬كما تسعى هذه المادة لترسيخ والء المتعلم وانتمائه ‪ ،‬وعالقته‬ ‫بمجتمعه وبدستوره وحكومته‪ ،‬وبالعالم المتغير‪.‬‬ ‫مرفق نموذد أدوات التقييم السنوية من قبل وزارة التعليم‪.‬‬

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‫الصف األول الى الخامس‬ ‫مهـــــــمات أداء ‪60‬‬

‫مجموع االختبارات‬ ‫‪40‬‬

‫مجموع‬ ‫مهمات األداء‬ ‫‪60‬‬

‫اسماء الطالب‬ ‫اختبار‬ ‫الصف‬ ‫اختبار ‪1‬‬ ‫والشعبة‪......................:‬‬ ‫‪2‬‬ ‫‪20‬‬ ‫‪20‬‬

‫األنشط‬ ‫التعليمية األنشطة‬ ‫( الكتابية التعليمية‬ ‫– القرائية ( األدائية )‬ ‫‪30‬‬ ‫)‬ ‫‪30‬‬

‫المجموع الكلي‬ ‫‪100‬‬

‫سجل تقييم مادة الدراسات االجتماعية من أول‬ ‫لخامس‬

‫أدوات التقييم‬

‫ماهية التقييم في المرحلة االبتدائية في مادة الدراسات االجتماعية من األول الخامس إلى الخامس‬

‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬

‫التركيز على إكساب الطالب المهارات والمعارف والخبرات األساسية في كل مادة دراسية‪.‬‬ ‫تقييم أساليب التدريس وتعزيز التي تؤدي إلى تجسيد الفهم الحقيقي لمحتوى المادة دراسيًّا ‪.‬‬ ‫العناية بالجانب التطبيقي باعتماد أسلوب تقييم األداء الذي يتم فيه التأكد من تمكن الطالب من المهارة أو المعرفة‪.‬‬ ‫تجنــب اآلثــار النفســية الســلبية التــي قــد يتعــرض لهــا الطالــب وارتباطهــا بتجربتــه الدراســية مثل‪:‬الشــعور بــالقلق‬ ‫والخوف‪.‬‬ ‫غرس العادات والمواقف اإليجابية في نفوس الطالب تجاه التعليم‪.‬‬ ‫إشراك ولي أمر الطالب في التقويم وذلــك بتزويــده بمعلومــات وافيــة ومحــددة عــن الصــعوبات التــي تعتــرض ابنــه‬ ‫وطلب معونته في التغلب عليها‪.‬‬

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‫‪-‬‬

‫أنواع التقييم‪:‬‬

‫‪-‬‬

‫نظام التقييم الفصلي‪:‬‬ ‫ج‪ -‬اختبار نهاية العام‬ ‫ب‪ -‬اختبار منتصف العام‬ ‫ب‪ -‬اختبار بداية العام‬ ‫ج‪ -‬اختبارات مستمرة خاصة بالوحدات المقررة ومهارات المادة وتتضمن‪:‬‬ ‫أدوات التقييم‬ ‫الصف األول الى الخامس‬

‫‪-‬‬

‫مجموع االختبارات‬

‫اختبار‬ ‫‪1‬‬

‫اختبار‬ ‫‪2‬‬

‫مهـــــــمات أداء ‪6‬‬ ‫األنشط التعليمية‬ ‫( الكتابية – القرائية )‬

‫األنشطة التعليمية‬ ‫( األدائية )‬

‫أدوات التقييم‪:‬‬ ‫ االختبارات الشفوية والكتابية ‪ -‬سجل مالحظة الطالب ‪ -‬لوائح التدقيق – النماذج>‬‫‪ -‬ملف أعمال الطالب ( ملف اإلنجاز )‪.‬‬

‫‪-‬‬

‫** الخروج عن النمط التقليدي للتقييم باستخدام أساليب متنوعة وحديثة كــــ‪:‬‬ ‫توظيف الحاسوب والتقنيات الحديثة عند تقييم مهارات الفهم واالستيعاب – تقييم مهارات التفكير العليا كالتحليل‬ ‫والتقييم ‪ -‬التقييم الذاتي ‪ -‬التقييم عن طريق الزمالء‪.‬‬

‫‪-‬‬

‫مهارات مادة الدراسات االجتماعية‬

‫مهارة قراءة الجداول وتحليلها – مهارة قراءة الخريطة والصور والرسوم البيانية وتحليلها – مهارة قراءة النص وتحليله –‬ ‫مهارة تلخيص المعلومات على شكل الخريطة الذهنية – مهارة حل المشكالت وإيجاد األسباب والحلول – مهارة التصنيف‬ ‫والمقارنة – مهارة استخالص الحقائق التاريخية – مهارة إبداء الرأي واتخاذ القرار المناسب – تفسير المفاهيم واستخدام‬ ‫المصطلحات التاريخية‪.‬‬

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‫‪43‬‬

Arabic Social Studies B Unit Unit 1: The Emirates throughout History Main Ideas: - A civilization that included the Kingdom of Oman, Sultanate of Oman, and what is currently known as the UAE in the Arabian Peninsula late in the second century BC. And included many important archaeological sites the UAE such as Meliha, Aldore and Dibba.

Concepts Funerary monuments Oman Ancient inscriptions and writings Local currencies Civilization remains Civilization unity Aldore Temple Mintage Funerary Offering Cultural Unity

- The first archaeological sites are considered the most important archaeological places in the UAE in terms of geography and civilization importance because they are located in the coastal areas and in inland areas in the county like Meliha Aldore, Dibba and Julphar. - The manifestations of the religions, cultural and economic life varied in the Arabian Peninsula, and the community of the Emirates before the advent of Islam.

Unit 2: Emirati Figures Main Ideas: - Sheikh Zayed bin Khalifa bin Shakhboot, The first Unionist Figure in the UAE.

Trucial States Al-Jahily Castle Falaj The Mother of the Emiratis. Womenâ&#x20AC;&#x2122;s Union

- In the UAE, there are many of the Emirati female characters, who contributed to the social, economic and political life in the state. First and foremost, the womenâ&#x20AC;&#x2122;s movement in the UAE owes H.H. Sheikha Fatima bint

Learning Outcomes Recognize the archaeological sites of the UAE that date back to the century BC. Illustrate the unique and important position occupied by the region from the thirst century BC. To the seventh century AD. Appreciate the privileged and important position that the region occupied in the history of ancient civilizations. Recognize archaeological sites and places and their locations in the UAE. Locate the most prominent archaeological sites between the third century BC. and the seventh on the map of the UAE. Appreciate the cultural value of the archaeological ruins. Recognize aspects of the civilian life and the cultural unity in the area of the Emirates before the advent of Islam. Prove the civilization unity of the region through archaeological evidences. Show admiration in occupations and crafts that were prevalent in the area of the Emirates before Islam. Recognize Sheikh Zayed bin Khalifa bin Shakhboot Al Nahyan (Zayed 1st) Recognize the most important achievements of Sheikh Zayed bin Khalifa bin Shakhboot Al Nahyan during his reign. Show his admiration of the achievements of Sheikh Zayed bin Khalifa bin Shakhboot Al Nahyan. Recognize Sheikha Fatima bint Mubarak.

RIS Grade 5 Curriculum Guide 2020-2021

Mubarak a lot for the leading role played by her highness for boosting Emirati women to take their proper position in the society.

Unit 3: Geographical Areas Main Ideas: - The hot desert prevails in the UAE because it lies in the Tropical Zone.

The Weather The Climate Temperature Range Natural Vegetation Annual Plants Perennials Natural Reserves

- The diversity of plant and animal life in the UAE came as a result of the interaction between weather conditions terrain and soil.

Unit 4: Human Settlements Main Ideas: - Human populations in the UAE are distributed between towns, villages and the desert which vary in both population and the type of human activity practiced by the inhabitants depending on their local conditions. - The coastal area inhabitants in the UAE went towards the sea as a result of the Emirates being between two water bodies and the domination of desert areas. They depended on it for their food, lifestyle and economy. Crafts flourished such as finishing and ship-building and their tools and diving for pearls which was the main source of income for the inhabitants of the coast.

Village City Coast Natural Reserve Al-Hadrah Gargoor The fishhook Pearls Oysters Hayrat The pebble plains Fan deltas Mountainous wadis

- Villages in the UAE spread out in the mountainous areas and the pebble plains. Mountainous area villages are

RIS Grade 5 Curriculum Guide 2020-2021

Recognize the most important achievements of Sheikha Fatima bint Mubarak. Show his admiration of achievements of Sheikha Fatima bint Mubarak in supporting the womenâ&#x20AC;&#x2122;s movement in the UAE. Identify the general characteristics of the UAE. Conclude the main factors affecting the Emirates climate. Illustrate the climate elements influencing the country. Identify the vegetation and livestock types in the UAE. Explain the diversity of vegetation and livestock. Locate on the UAE map the most important natural reserves. Appreciates the efforts of the state and local institutions for the protection of the natural environment. Illustrates the factors of the emergence residential centres of the rural east and west coasts of the UAE. Compares between stability village centres on the east coast and the west coast, past and present. Locates on the UAE map the residential rural centres on the east and west coast. Explains the factors that led to the emergence of the professions, crafts and industries in the UAEâ&#x20AC;&#x2122;s coastal areas. Locates on the UAE map the centres for crafts and industries in coastal areas in the UAE. Appreciates the efforts made by the government to protect these professions, trades and industries from extinction. Concludes the factors for the inland mountainous villages,

considered as having the least inhabitants. They only have 1.8% of the total population of the UAE. While the human settlements in the pebble plains are limited to mountain cliffs especially Oman mountains and fan deltas.

Unit 5: Culture and Heritage Main Ideas: - Emirati folklore varies. Since ancient times the inhabitants of the UAE are considered professionals in the sport of falconry. They are well known that they are keen on keeping their popular arts such as Al-Hadwa art, particularly in the areas of the desert environment.

Folklore Falconry Sarooj Altaghrudah The Light (Fenner) Al-Hadwa Almoyeha (greeting using nose) Compassion Sharjah Theatre Days Alfanar (The light)

- The Emirates community maintained the values, habits and convention its people were raised according to. They are considered as some kinds of cultural heritage and intangible culture such as hospitality, cooperation, compassion, helping the needy and good reception which is represented in the Emirates greeting of Almoyeha (using the nose for greeting)

- There are several folk arts that prevailed in the Emirates desert. Cultural and theatrical movement has developed in the UAE because of the governmentâ&#x20AC;&#x2122;s support and sponsorship.

Unit 6: The UAE and the World Main Ideas: - The UAE inhabitants communicated with other cultures since ancient times. Some of these cultures include the South Asian cultures which the UAE inhabitants communicated with

Trade Wezar Biryani Bronze Age Majan Civilization Immigration Social relations

RIS Grade 5 Curriculum Guide 2020-2021

and the villages of the pebble plains in the UAE. Locates on the UAE map the distribution of mountainous and the pebble plains villages. Appreciates the efforts made the government to improve the living standards of the inhabitants of mountainous and the pebble plains villages. Knows the hobby falconry in the UAE. Explains the original Bedouin Art of Al-Hadwa. Recognizes the architectural heritage of the desert environment In the UAE. Shows admiration for the UAE folklore. Knows the noble values and customs prevailing in the community of the UAE. Perform the UAE Almoyeha greeting using noses. Distinguish between UAE greeting prevailing in other communities. Recognize very old folk arts prevailing in the desert of the UAE. Explains the development of the theatrical movement in the UAE. Illustrates the most famous theatrical activities in the UAE. Appreciates the efforts of the government in supporting the UAE Theater.

Recognize aspects of communication between the UAE and South Asian countries. Explains aspects of the mutual influence among the population of the UAE and the population of South Asia. Recognize the ancient trade

through travel and trade that resulted in mutual influence and trade relations between the UAE and South Asia.

- Arab migration to some Asian countries was for multiple purposes. The most prominent were the economic and social purposes. There was a human transmission and a social mingling represented by the marriage from Asian women, particularly from the Indians, Asian immigration to the Arabian Gulf region dates back to the dawn of Islam, but it increased more after the year 1820, when Britain signed agreements with the rulers of the Emirates, where the treatment of the arrivals by the UAE inhabitants was characterized by morality, goodwill and mutual respect.

RIS Grade 5 Curriculum Guide 2020-2021

relations between the UAE and South Asian countries. Locate on the map of Asia the countries and cities that dealt with the UAE commercially. List the purposes for Gulf peopleâ&#x20AC;&#x2122;s immigration to Asia. Explains the following: Gulf people and Emiratis marry South Asian women. The immigration of Asians to the Gulf states. Mutual transportation of people between Gulf states and the UAE and Asia. Admire the human behavior of the Emirati society. Locate on the map of Asia the counties and cities that the UAE dealt with commercially.

Mathematics

At RIS we see mathematics as a way of thinking rather than simply a body of knowledge to be delivered. ‘An exemplary mathematics classroom consists of a very active and busy community of learners’ (IB, 2003). Our approach to teaching and learning reflects this. ● ● ●

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The teacher inquires with the students. Tasks set are purposeful and engaging. Teachers facilitate the developmental stages of learning through appropriate learning experiences. Opportunities are provided for: i) constructing meaning, ii) transferring meaning to signs and symbols and iii) understanding and applying knowledge and skills to different situations. Learning is an interactive process, where discussion of processes and different approaches are a regular part of daily lessons. Students have opportunities to work individually, with partners, in small groups and as a whole class. Throughout the year teachers make meaningful conceptual links to Units of Inquiry. A range of accessible resources provide students opportunities to record their mathematical thinking and understanding. White boards, ICT programmes, plain paper and a range of dotted and squared papers supplement the mathematics exercise books. Also children have access to a range of mathematical dictionaries, encyclopaedias, literature and textbooks. ICT plays an integral role in the teaching and learning of mathematics. Through computers and iPads, students access a wide range of mathematical programmes covering the full breadth of the curriculum. Teachers make use of interactive teaching programmes via classroom projectors to explore and model skills and concepts with students.

RIS Grade 5 Curriculum Guide 2020-2021

Mathematics Strands There are five strands in the PYP mathematics programme: ● ● ● ● ●

Data handling Measurement Shape and space Pattern and function Number

Mathematics in Grade 5 The Number and Pattern and Function strands of mathematics are taught daily at RIS. This is to ensure children have sufficient time to develop strong conceptual understanding of the number system, number operations, and acquire key number knowledge and skills. Shape and Space, Measurement and Data-Handling are taught primarily through the meaningful contexts of the Units of Inquiry. As a school, we have identified a core of key visual models, manipulative tools and mental calculation strategies that will best support our Grade 5 students’ learning in number.

Key models and strategies to teach number concepts in Grade 5 Models to build understanding of decimals One of the key conceptual understandings explored in Grade 5 is that percentages and decimals, like fractions, are used to express part-whole relationships. Indeed both percentages decimals are essentially fractions in which the denominators are restricted to powers of ten. Numberlines The link between fractions and decimals can be effectively modeled on numberlines.

On a numberline the numbers increase from left to right in a linear order. They can be given to students with all or some of the numbers already on, but students will also learn to create their own numberlines when estimating, comparing and calculating. Numberlines build understanding as they require students to consider the proximity of different amounts. Examples which compare different scale or units on the top and bottom are called double numberlines.

RIS Grade 5 Curriculum Guide 2020-2021

In Grade 5 numberlines are used in many ways to help students develop their understanding of where fractions, decimal numbers and percentages lie within the number system Ordering decimal numbers Comparing fractions, decimals and percentages (6.8, 7.1 and 7.5) “Which is larger two-fifths or thirty-five percent?”

Calculating a percentage of a quantity. “If 10% of 840 is 84 then 30% must be 252?”

Estimating a percentage of a quantity. “72% of 2435 is almost ¾ and will be around 1800”

Beadstrings Beadstrings have 100 beads in a row organized into ten lots of ten. Using beadstrings learners can practice making percentages and decimal amounts. When the whole beadstring is taken to represent 1 whole, each bead has the value of (0.01, 1/100 or 100%). Counting forwards and backwards children learn to use the language of hundredths and percentages interchangeably.

RIS Grade 5 Curriculum Guide 2020-2021

100 squares A hundred square is a visual representation of 100 squares. When the whole hundred square is taken to represent one, each small square has the value of 1/100, 0.01, or 100%. Hundred squares allow students to make visual comparisons of fractions decimal and percentages e.g. Âź = 25% = 0.25

e.g. 2/5 = 40% =0.4

Base 10 Equipment Base ten equipment, which is often used to model place value in whole numbers, can also be used to represent decimal numbers. Base ten equipment allows students to make models of decimal numbers up to three places, helping them to appreciate the relationship between tenths, hundredths and thousandths.

When comparing whole numbers, the number of digits in a number helps indicate the size of that number, this is not the case with decimals where e.g. 0.275 is less than 0.4. A good indicator that a child has a secure understanding of decimal place value would be an ability to explain e.g. why 0.3 is more than 0.27; why 0.1 and 0.10 are equal. These understandings can be clearly demonstrated using visual and manipulative models which allow students to inquire into the relative size of decimal amounts.

RIS Grade 5 Curriculum Guide 2020-2021

1.1 and 0.10 are equal modeled on a beadstring

â&#x20AC;Śand with hundred squares or base ten equipment.

0.3 is more than 0.27 modeled on a numberline.

Mental Strategies for Addition and Subtraction At RIS we place a strong emphasis on mental calculation and explicitly teach and practice different mental calculation strategies. As children progress through the school they will develop their own preferred strategies and recognize that many problems can be efficiently solved without pencil and paper. There is not one right way to solve a problem however for each calculation some strategies are likely to be more efficient than others. We ask learners to think about which is the best strategy for solving their problem. The Key addition and subtraction strategies developed in Grades 5 build on strategies taught in earlier grades and are explained below. Learners will explore how strategies developed for calculating with whole numbers can also be applied when calculating with decimals.

Strategy Reordering Sometimes a calculation can be more easily worked out by changing the order of the numbers. The way in which children rearrange numbers in a particular calculation will depend on which number facts they can recall or derive quickly.

Example e.g. for 0.7 + 0.6 + 0.3 it is easier to add the 0.7 and 0.3 first as this is a number bond of 1 0.7 + 0.3 =1 1 + 0.6 = 1.6

RIS Grade 5 Curriculum Guide 2020-2021

Note on Written Calculation Methods Tradition algorithms for column addition and subtraction, multiplication and division are also taught alongside mental strategies in Grade 5. We stress that the written algorithms should not become the sole strategy used by students, rather, when faced with a calculation, we encourage children to decide which method is most appropriate. Algorithms, when understood and mastered, become one of the many strategies available to our students. They are useful for solving problems involving numbers with many digits but are not always the simplest or most efficient strategy. The danger of relying on algorithms is that students focus on carrying out a process and cease to think about the size of the numbers they are calculating, Consider for example the problem 2000 – 1999. A child with a strong grasp of number who is thinking about the relative size of the two numbers would quickly identify that there is a difference of one without any need to write anything down. A child whose only strategy is an algorithm would line up the two numbers in a column and carry out a multistep process borrowing from the thousands, hundreds and tens. This is less efficient and as multiple steps are required the chance of error increases. When using algorithms students should always be encouraged to start with an estimation of the answer and use the language that refers to the place value of the digits they are working with e.g. ‘carry ten’ or ‘borrow one hundred’. For students who are already proficient in using partitioning as a mental strategy for addition and subtraction, the standard column methods simply provide a more formal layout for a process they already understand. Column Addition Algorithm Standard Column Addition By the time students enter Grade 5 the majority of students will already be proficient with the standard format e.g.

Decimal examples Students who have had experience modeling decimal numbers are more likely to appreciate the need to line up the decimal points and are more likely to identify if their answer does not make sense.

In the example below it may help students to add a place holder when lining up the numbers.

RIS Grade 5 Curriculum Guide 2020-2021

Column Subtraction

Standard column subtraction method

Refined column subtraction method with Decimals (without placeholders)

(with placeholders)

Multiplication and Division It is anticipated that the majority of students will enter Grade 5 with secure recall of all multiplication facts up to 10 x 10. It is important that students who have not yet memorized all their tables have regular opportunities to practice at home, as much of the Grade 5 mathematics curriculum requires quick recall of multiplication and division facts. Memorizing should always come after conceptual understanding. A child might be able to tell you that 4 x 6 is 24, but a much more revealing question to ask is – ‘how do you know that 4 x 6 is 24?’.

Arrays Arrays are a key visual model we use at RIS for building conceptual understanding of multiplication and division. Multiplication is effectively repeated addition, e.g. 4 x 6 means six lots of four, or 4 + 4 + 4 + 4 + 4 + 4. Arrays show this by setting out repeated rows of a particular number Students can make arrays using counters, cubes and squared paper.

e.g.

The above arrays can all be seen as four rows of six or six columns of four demonstrating the commutative property of multiplication (4 x 6 = 6 x 4) The array model also demonstrates the inverse relationship between multiplication and division. The same 4 by 6 array can be used to explain that 24 ÷ 6 = 4 and 24 ÷ 4 = 6 At RIS arrays are used to investigate a variety of concepts relating to multiplication including factors, square numbers, remainders and prime numbers. RIS Grade 5 Curriculum Guide 2020-2021

e.g. Find all the factor pairs for 12.

e.g. the term ‘square’ number makes sense when represented as arrays.

e.g. 37 ÷ 5 modeled as an array reveals that there is a remainder of 2.

e.g. Only one rectangular array that can be formed for prime numbers

The ability to multiply a single digit number by a multiple of ten is an essential precursor to multiplying with larger numbers. Traditionally many students have been taught to ‘add a zero’, when multiplying by 10, however such an explanation is not based on conceptual understanding, moreover when a student progresses to multiplying decimals by a multiple of ten, adding a zero does not work. Rather students need to understand how the value of each digit changes when multiplied by ten.

E.g.

Place value charts help students to recognize the impact of multiplying or dividing a number by a power of 10. Moving down the chart numbers get 10x bigger. Moving up the chart they become 10x smaller. In grade 5 students extend their understanding of place value to millions and with decimals to three places and beyond. Some students will reach the understanding that the place value system extends infinitely in both directions. RIS Grade 5 Curriculum Guide 2020-2021

Doubling and Halving The ability to double and halve numbers is also useful for mental multiplication. Historically, multiplication was carried out by a process of doubling and adding. Most people find doubles the easiest multiplication facts to remember, E.g. we can find 4 x a number by doubling it twice 4 x 5 = is ‘double’ 2 x 5 This can be clearly demonstrated with an array

The same principle can be applied to more complex examples. ●

e.g multiply by 8 by doubling three times, (or doubling one side and halving another twice) 12 × 8 = 24× 4 = 48 × 2 = 96

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Divide by 4 by halving twice, e.g. 104 ÷ 4 = 52 ÷ 2 = 26

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Multiply by 50 by multiplying by 100 and halving e.g. 12 x 50 = 1200 ÷ 2 = 600

RIS Grade 5 Curriculum Guide 2020-2021

Written Multiplication Methods At RIS learners explore several methods of written multiplication which follow the process of partitioning the multiplication into easier parts. E.g. 5 x 13 is solved by finding 5 x 10 and 5 x 3 When building their understanding of the process, arrays helps students visualize how partitioning a multiplication works. E.g. 13 columns of 5 partitioned into 10 columns of 5 and 3 columns of 5)

Short multiplication method (effective for multiplying a larger number by a single digit)

Expanded column method and the grid method 2 by 2 digit multiplication requires numerous steps. These two methods help students keep track of the partitioning process and the place value of each calculation involved. Expanded Column Method

Grid Method

Decimal e.g.

RIS Grade 5 Curriculum Guide 2020-2021

Understanding Division Using multiplication as the inverse of division - When students understand that multiplication and division are inverse operations they can apply this understanding to solve many division problems mentally. For example, when posed a calculation problem such as 67 ÷ 4 they can turn the problem around by asking ‘How many 4s can I make from 67? Using times table facts students can count on in groups of 4 to find the answer. E.g. “There are 10 lots of 4 in 40. This leaves 27. Another 6 lots of 4 can be made from 24. That is 16 fours altogether with a remainder of three. “

As this strategy requires at least two steps, some children will continue to find it helpful to keep track using a numberline.

RIS Grade 5 Curriculum Guide 2020-2021

Models for Fractions In Grade 5 students consolidate their understanding of simplifying and adding and subtracting fractions. They also add and subtract combinations of fractions decimals and percentages. Visual and manipulative models help students develop conceptual understanding of these processes. Cuisenaire Rods

Pattern Blocks

Cuisenaire rods and pattern blocks can be used to model fraction addition and subtraction to build understanding before progressing to operating with just the symbols.. E.g. Addition of fractions with unrelated denominators E.g. Subtraction of fractions with related denominators using pattern blocks (four-sixths add one quarter). using Cuisenaire rods (two-thirds subtract one-sixth) Note: exchanging the thirds for sixths makes a common demoninator. Sixths and quarters are exchanged for twelfths (a common denominator)

The twelths are added together

The same calculation (four-sixths add one quarter) working just with the fraction symbols Sixths and quarters are converted to equivalent fractions with a common denominator twelths.

The answer is simplified as three sixths can be exchanged for a half The same calculation (two-thirds subtract one-sixth) working just with the fraction symbols Two thirds are converted to an equivalent number of sixths.

The twelths are added together. One-sixth is taken away leaving three- sixths which is simplified to one-half. RIS Grade 5 Curriculum Guide 2020-2021

Grade 5 Mathematics Benchmarks The school’s Grade level benchmarks provide an indicator or attainment in line with international standards. However in the PYP it is understood that students learn at different rates and so these indicators may not represent an appropriate level of expectation for all. Students will be given the opportunity to work beyond the Grade 5 benchmarks if ready to do so, or work towards the Grade42 level if they do not yet have the foundations in place to achieve the Grade level benchmark.

Mathematics – Number Benchmarks Grade 5

Reading and writing number

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Read, and write whole numbers up to 1 million and know what each digit represents Use decimal notation for tenths hundredths and thousandths Know what each digit in a decimal fraction represents Explain the value of negative numbers

Counting

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Count on and back in tenths and hundredths from a given number Count on and back from zero in whole numbers

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Compare and order numbers up to a million and decimals to two decimal places (e.g. 1.2 is greater than 1.15)

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Round any number with one, two, or three decimal places to the nearest integer

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Recall addition and subtraction facts for multiples of 10 to 1000 and decimal numbers with one decimal place, e.g. 650 + ???= 930, ?? – 1.4 = 2.5 What must be added to a decimal with units, tenths and hundredths to make the next whole number? E.g. 7.26+??=8

Compare and order Rounding

Mental Addition and Subtraction (recall)

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Mental Addition and Subtraction (Calculation)

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Add or subtract pairs of decimals with units, tenths or hundredths, e.g. 0.7 + 3.38 Find doubles of decimals each with units and tenths, e.g. 1.6 + 1.6 Add near doubles of decimals, e.g. 2.5 + 2.6 Add or subtract a decimal with units and tenths, that is nearly a whole number, e.g. 4.3 + 2.9, 6.5 – 3.8

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Recall squares to 12 × 12and squares of the corresponding multiples of 10 Use place value and multiplication facts to derive related multiplication and division facts involving decimals e.g. 0.8 × 7, 4.8 ÷ 6

Multiplication and division fact to 10X10 (Recall)

RIS Grade 5 Curriculum Guide 2020-2021

Mathematics – Number Benchmarks continued Grade 5 •

Form equivalent calculations and use doubling and halving, e.g. divide by 50 by dividing by 100 then doubling e.g. divide by 25 by dividing by 100 then multiplying by 4

Multiplying and dividing by multiples of 10

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Multiply pairs of multiples of 10 and 100, e.g. 50 × 30, 600 ÷ 30

Multiplying and dividing by single-digit numbers and multiplying by two digit numbers

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Multiply and divide pairs of two-digit and single-digit numbers, e.g. 28 × 3 56 ÷7 Use factorising to determine whether a number less than 100 is prime or composite.

Doubling and Halving

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(Mental calculation) ●

Use efficient written methods to add and subtract integers and decimals (adding place holders where necessary)

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Calculate 3 by 1 digit and 2 by 2 digit multiplication problems Calculate 3 by 2 digit and 4 by 1 digit division problems (with remainders) E.g.45 74 ÷ 7 Find and use ratios

Multi-operational Equations

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Solve equations according to BODMAS

Representing fractions as a part of a whole: Finding a fraction of a single unit

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Read write and interpret decimal fractions in tenths and hundredths and thousandths

Representing fractions as a part of a whole: Finding fractions of quantities

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Use fraction-percentage equivalents to solve problems about the percentage of a quantity Calculate percentage increase and reductions

Comparing fractions

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Simplify fractions using manipulatives and by cancelling common factors Convert mixed number to improper fractions in simplest form. Use written methods and diagrams to compare fractions and establish equivalence Order a set of fractions by converting them to fractions with a common denominator Find equivalent fractions, decimals and percentages

Calculating with fractions

● Add and subtract fractions (including combinations of decimals, fractions, percentages)

Written Addition and Subtraction Written Multiplication and Division

RIS Grade 5 Curriculum Guide 2020-2021

●

Find and use ratios

Mathematics – Pattern and Function Benchmarks Grade 5 ● ● ● ● ● ●

Represent a pattern in a variety of ways (e.g. using numbers, a table of values and shapes) Predict the next term in a pattern Explain simple patterns as algebraic formulas and use these to find the nth term Begin to suggest and test hypotheses and construct simple expressions and formulae in words and symbols Understand the relationship between square and square roots Know square numbers to 12

Mathematics – Measurement Benchmarks Grade 5 ● ● ● ● ● ●

Use and construct 12 and 24 hour timetables Solve problems involving time zone changes Accurately interpret scales on a range of measuring instruments Select and use standard metric units of measure and convert between units to two and three decimal places (e.g. mm, m, km; ml, l; mg, g, kgs) To be able to relate capacity and volume To develop and apply area and perimeter relationships for a rectangle and triangle including compound shapes

RIS Grade 5 Curriculum Guide 2020-2021

Mathematics – Shape and Space Benchmarks Grade 5 • • • • • • • • • •

To be able to design and construct nets of prisms and pyramids Estimate angles up to 360 degrees. To be able to measure and construct angles up to 180 degrees using a protractor Read and plot coordinates in four quadrants Perform translations, rotations and reflections on simple 2-D shapes about their centres or one corner Know key angle facts (listed below) and use them to solve missing angle problems: angles in a circle total 360 degrees angles on a straight line total 180 degrees angles in a triangle total 180 degrees angles in a quadrilateral total 360 degrees.

Mathematics – Data Handling Benchmarks Grade 5 ● ● ● ● ● ●

Collect, organise, and present data in a variety of forms, including pie and line graphs Summarise, begin to recognise bias, draw conclusions and make conjectures about data Interpret and discuss data drawing conclusions and identifying further questions to ask Find and explain mean, mode, median, and range Describe key features of data, draw conclusions from similar date from different groups and make general predications based on results Represent probability using fractions and percentage

RIS Grade 5 Curriculum Guide 2020-2021

Social Studies and Science

Science and social studies are relevant to all the transdisciplinary themes and all planned science and social studies learning take place within this framework of the Programme of Inquiry

Social Studies In the Primary Years Programme, social studies learning guides students towards a deeper understanding of themselves and others, and of their place in an increasingly global society. It provides opportunities for students to look at and think about human behaviour and activity realistically, objectively, and with sensitivity. Exposure to and experience with social studies therefore opens doors to key questions about life and learning. Raha International School has developed its Programme of Inquiry to meet the needs of its students growing up in Abu Dhabi. Key themes have been identified from the Arabic Social Studies curriculum and integrated into our Programme of Inquiry. Many of our units of inquiry start from a local perspective, enabling students at RIS to develop their knowledge and understanding of their host country and gain an appreciation of Arab culture and perspectives. By teaching Arabic Social Studies within the Units of Inquiry students learn about Arabic culture and traditions within meaningful and significant contexts and use their knowledge and understanding to consider important conceptual ideas and local and global issues. Whenever possible we look to utilize resources available in the local community in order to provide a meaningful context for inquiry (e.g. field trips, artefacts and visiting speakers). Social Studies Strands The social studies component of the PYP is characterized by concepts and skills rather than by content, however a breadth and balance of social studies content is covered through the units of inquiry. The knowledge component of social studies in the PYP is arranged into five strands: human systems and economic activities, social organization and culture, continuity and change through time, human and natural environments, and resources and the environment.

RIS Grade 5 Curriculum Guide 2020-2021

SOCIAL STUDIES STRANDS Human systems and economic activities Social organization and culture Continuity and change through time

Human and natural environments

Resources and the environment

DESCRIPTION The study of how and why people construct organizations and systems; the ways in which people connect locally and globally; the distribution of power and authority. The study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with each other. The study of the relationships between people and events through time; the past, its influences on the present and its implications for the future; people who have shaped the future through their actions. The study of the distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent place; the impact of natural disasters on people and the built environment. The interaction between people and the environment; the study of how humans allocate and manage resources; the positive and negative effects of this management; the impact of scientific and technological developments on the environment.

Social studies skills The social studies component of the curriculum also provides opportunities for students to develop a range of social studies skills and processes. The PYP identifies five key social studies skills to be developed and built on throughout the primary years.

a. Formulate and ask questions about the past, the future, places and society b. Use and analyse evidence from a variety of historical, geographical and societal sources c. Orientate in relation to place and time d. Identify roles, rights and responsibilities in society e. Assess the accuracy, validity and possible bias of sources

Overall Expectations for the 9-12 year old age range Students will recognize different aspects of human society, focusing on themselves and others within their own community as well as groups of people that are distant in time and place. They will extend their understanding of how and why groups are organized within communities, and how participation within groups involves both rights and responsibilities. They will understand the interdependency of systems and their function within local and national communities. Students will gain an appreciation of how cultural groups may vary in their customs and practices but reflect similar purposes. They will deepen their awareness of how people influence, and are influenced by, places in the environment. They will realize the significance of developing a sense of belonging and stewardship towards the environment, valuing and caring for it, in the interests of themselves and future generations. Students will consolidate their understanding of time, recognizing how ideas and actions of people in the past have changed the lives of others, and appreciating how the past is recorded and remembered in different ways. They will gain an understanding of how and why people manage resources. They will understand the impact of technological advances on their own lives, on society and on the world, and will reflect on the need to make responsible decisions concerning the use of technologies.

RIS Grade 5 Curriculum Guide 2020-2021

Science In the PYP science is viewed as the exploration of the biological, chemical and physical aspects of the natural world, and the relationships between them. Our understanding of science is constantly changing and evolving. The inclusion of science within the PYP leads learners to an appreciation and awareness of the world as it is viewed from a scientific perspective. It encourages curiosity and ingenuity and enables the student to develop an understanding of the world. Reflection on scientific knowledge also helps students to develop a sense of responsibility regarding the impact of their actions on themselves, others and their world. The science component of the PYP is characterized by concepts and skills rather than by content, however we do ensure that a breadth and balance of science content is covered through the units of inquiry. The knowledge component of science in the PYP is arranged into four strands: living things, Earth and space, materials and matter, and forces and energy. SCIENCE STRAND Living things

Earth and space

Materials and matter

Forces and energy

DESCRIPTION The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment. The study of planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and systems that shape the planet and the distinctive features that identify it; the infinite and finite resources of the planet. The study of the properties, behaviours and uses of materials, both natural and humanmade; the origins of human-made materials and how they are manipulated to suit a purpose. The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines.

The science component of the curriculum also provides opportunities for students to develop a range of science skills and processes. The PYP identifies eight key science skills to be developed and built on throughout the primary years.

Science skills a. Observe carefully in order to gather data b. Use a variety of instruments and tools to measure data accurately c. Use scientific vocabulary to explain their observations and experiences d. Identify or generate a question or problem to be explored e. Plan and carry out systematic investigations, manipulating variables as necessary f. Make and test predictions g. Interpret and evaluate data gathered in order to draw conclusions h. Consider scientific models and applications of these models

Overall Expectations for the 9-12 year old age range Students will develop their observational skills by using their senses and selected observational tools. They will gather and record observed information in a number of ways, and they will reflect on these findings to identify patterns or connections, make predictions, and test and refine their ideas with increasing accuracy. Students will explore the way objects and phenomena function, identify parts of a system, and gain an understanding of RIS Grade 5 Curriculum Guide 2020-2021

increasingly complex cause and effect relationships. They will examine change over time, and they will recognize that change may be affected by one or more variables. Students will reflect on the impact that the application of science, including advances in technology, has had on themselves, society and the environment. They will be aware of different perspectives and ways of organizing the world, and they will be able to consider how these views and customs may have been formulated. Students will examine ethical and social issues in science-related contexts and express their responses appropriately. They will use their learning in science to plan thoughtful and realistic action in order to improve their welfare and that of other living things and the environment. Students will communicate their ideas or provide explanations using their own scientific experience and that of others.

Visual Art

At Raha International School we value the creativity and imagination. In the PYP Visual Arts programme students see themselves as the makers and viewers in the creative process. Students will explore the relationship between the elements of art and design and investigate the properties of materials and media and use tools and technologies to develop skills in a range of techniques. Students will reflect on, test, clarify, and regenerate ideas, as well as solve problems, individually and collaboratively, while making objects and images.. Assessment in Visual Arts will be ongoing and may include observations, portfolios, self-evaluation and peer assessments. Our transdisciplinary programme will provide students with opportunities to inquire into Art and inquire through Art. PYP VISUAL ART STRANDS Responding The process of responding provides students with opportunities to respond to their own and other artistsâ&#x20AC;&#x2122; works

Creating

and processes, and in so doing develop the skills of critical analysis, interpretation, evaluation, reflection and communication. By responding to their own artwork and that of others, students become more mindful of their own artistic development and the role that arts play in the world around them. The process of creating provides students with opportunities to communicate distinctive forms of meaning, develop their technical skills, take creative risks, solve problems and visualize consequences. Students are encouraged to draw on their imagination, experiences and knowledge of materials and processes as starting points for creative exploration.

RIS Grade 5 Curriculum Guide 2020-2021

Grade 5 Visual Art Learning Outcomes Responding

Creating

Conceptual Understandings • People communicate across cultures, places and times through arts. • We use what we know to interpret arts and deepen our understanding of ourselves and the world around us. • We reflect and act on the responses to our creative work. Outcomes • Reflect on the factors that influence personal reactions to artwork • Reflect throughout the creative process to challenge their thinking and enact new and unusual possibilities. • Reflect throughout the creative process to challenge their thinking and enact new and unusual possibilities. • Critique and make informed judgements about artworks. • Recognise that different audiences respond in different ways to artworks.

Conceptual Understandings • We act on the responses to our artwork to inform and challenge our artistic development. • We explore a range of possibilities and perspectives to communicate in broader ways through our creative work. • Arts provide opportunities to explore our creative potential and engage in a personal artistic journey Outcomes • Develop an awareness of their personal preferences. • Use a range of strategies to solve problems during the creative process. • Utilise a broad range of ways to make meaning. • Use a personal interest, belief or value as the starting point to create a piece of artwork. • Select, research and develop an idea or theme for an artwork • Become increasingly independent in the realisation of the creative process. • Select, research and develop an idea or theme for an artwork

•

Explain the cultural and historical perspectives of an artwork.

Art Skills • Identify the three pairs of complementary colours. • Describe how line may be used to define shapes and forms ad to create movement and depth. • Identify how the shading of shapes can be used to create the illusion of depth. • Identify negative and positive shapes. • In works of art and the environment. • Recognize ad describe the relationship between a work of art and its surroundings. • Identify tools and techniques used by artists to create the illusion of texture.

RIS Grade 5 Curriculum Guide 2020-2021

Music

Music at RIS enables students to communicate in ways that go beyond their oral language abilities. Music delights and stimulates, soothes and comforts us; music allows students to communicate in a unique way. Musical experiences and learning begin with the voice. It is important that students are given opportunities to discover a broad range of music experiences including classifying and analysing sounds, composing, exploring body music, harmonizing, listening, playing instruments, singing, notation, reading music, song writing and recording. The PYP Music Scope and Sequence is organized under two strands: Creating and Responding. In creating, students use their imagination and musical experiences to organize sounds—natural and technological—into various forms that communicate specific ideas or moods. In responding, students are given the opportunity to respond to different styles of music, as well as to music from different times and cultures. Individually and collaboratively, students will have the opportunity to create and respond to music ideas. By exposing students to a wide and varied repertoire of musical styles, they can begin to construct an understanding of their environment, their surroundings and structures, and begin to develop personal connections with them. Music is a part of everyday life. Listening to and performing music can be a social activity. The development of listening skills, an important aspect of all learning, is constantly reinforced. Music also plays an important part in the language learning process. Through songs and rhymes, students can hear patterns and develop a sense of the rhythm that applies to languages. This can be especially apparent when learning a new language because the meaning of the words is not necessarily understood, and so students concentrate on the rhythms and patterns they hear. Music is both an active and reflective process when making and listening to it. Students will draw on a wide range of sources in their music learning: music composed by themselves and other students; music composed by musicians; literature; paintings; dance; their own imagination; real-life experiences; feelings; values and beliefs. They will be exposed to live performances as well as recordings. Additionally, opportunities to participate in live performances—informal as well as formal— will allow students to work collaboratively and gain awareness of the audience. At RIS our PYP music classrooms provide an environment that stimulates and challenges students. They are well resourced with an extensive range of music recordings, videos and instruments. Students have the opportunity to explore home-made as well as manufactured instruments from a variety of countries and cultures.

RIS Grade 5 Curriculum Guide 2020-2021

Grade 5 Music Learning Outcomes The school’s Grade level learning outcomes provide an indicator of attainment in line with international standards. However in the PYP it is understood that students learn at different rates and so these indicators may not represent an appropriate level of expectation for all. Students will be given the opportunity to work beyond the Grade learning outcomes if ready to do so, or work towards the Grade 5 levels if they do not yet have the foundations in place to achieve the Grade level benchmark. STRANDS with LEARNING OUTCOMES

Responding

Creating

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Sing individually and in harmony Sing with accuracy and control focusing awareness on the musical elements Explain the role and relevance of music in one’s own culture, its uses and associations through place and time Interpret and explain the cultural and/or historical perspectives of a musical composition Create and perform a movement sequence accompanied by music Create a musical composition to match the mood of an image Distinguish the sounds of different instruments in music Explore individually or collectively a musical response to a narrated story Reflect upon how music expresses one’s personal voice and the impact it has on others Share and compare personal experiences as an audience member at various performances Analyse different compositions describing how the musical elements enhance the message Explore body and untuned percussion instrument sounds Recognize different sources of music in daily life Recognize that sound can be notated in a variety of ways Modify practices and/or compositions based on audience response Share performances with other performers and give constructive criticism Explore different artistic presentations that are/were innovative and their implications

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Create music that will be continually refined after being shared with others Present, in small groups, innovative musical performances on a selected issue Incorporate the other arts and available resources in order to broaden their creative expression Play untuned percussion instruments in time with a beat Use the voice and body to create musical patterns Explore sound as a means of expressing imaginative ideas Recreate sounds from familiar experiences Participate in performing and creating music both individually and collectively Record personal, visual interpretation of elements of sound Create and perform a movement sequence using known musical elements Improvise upon a basic pattern to reinforce the importance of the individual within the group Create and record a composition focusing on form, structure and style to give more meaning to a message Express oneself as an individual through musical composition Collaboratively create a musical sequence using known musical elements (rhythm, melody, contrast, etc.) Read, write and perform simple musical patterns and phrases Create music for different purposes Read and write music in traditional and/or nontraditional notation

RIS Grade 5 Curriculum Guide 2020-2021

Personal, Social and Physical Education In the PYP, personal, social and physical education (PSPE) is concerned with the individual’s well-being through the promotion and development of concepts, knowledge, attitudes and skills that contribute to this well-being. Wellbeing is intrinsically linked to all aspects of a student’s experience at school and beyond. It encompasses physical, emotional, cognitive, spiritual and social health and development, and contributes to an understanding of self, to developing and maintaining relationships with others, and to participation in an active, healthy lifestyle. PSPE is integral to teaching and learning in the PYP and is embodied in the IB learner profile that permeates the programme and represents the qualities of internationally minded students and effective lifelong learners. The development of a student’s well-being is addressed through all areas of the PYP curriculum. Therefore, all teachers at RIS take on a shared responsibility for support each student’s personal, social and physical development. The development of overall well-being in the PYP is defined through three common strands that have relevance to all teachers: identity, active living and interactions) These strands are concept driven and have been designed to interact with each other, working together to support the overall development of students

Identity

Active Living

Interactions

An understanding of our own beliefs, values, attitudes, experiences and feelings and how they shape us; the impact of cultural influences; the recognition of strengths, limitations and challenges as well as the ability to cope successfully with situations of change and adversity; how the learner’s concept of self and feelings of self-worth affect his or her approach to learning and how he or she interacts with others. An understanding of the factors that contribute to developing and maintaining a balanced, healthy lifestyle; the importance of regular physical activity; the body’s response to exercise; the importance of developing basic motor skills; understanding and developing the body’s potential for movement and expression; the importance of nutrition; understanding the causes and possible prevention of ill health; the promotion of safety; rights and the responsibilities we have to ourselves and others to promote well-being; making informed choices and evaluating consequences, and taking action for healthy living now and in the future. An understanding of how an individual interacts with other people, other living things and the wider world; behaviours, rights and responsibilities of individuals in their relationships with others, communities, society and the world around them; the awareness and understanding of similarities and differences; an appreciation of the environment and an understanding of, and commitment to, humankind’s responsibility as custodians of the Earth for future generations.

PSPE in Grade 5 – Overall Expectations

In Grade 5, learners will explore how being emotionally aware helps them to manage relationships. They recognize and describe how a sense of self-efficacy contributes to human accomplishments and personal well-being. Learners will apply and reflect on strategies that develop resilience and, in particular, help them to cope with change, challenge and adversity in their lives. Learners understand that they can experience intrinsic satisfaction and personal growth from interactions with others. They understand the need for developing and nurturing relationships with others and are able to apply strategies independently to resolve conflict as it arises. They recognize that people have an interdependent relationship with the environment and other living things and take action to restore and repair when harm has been done. RIS Grade 5 Curriculum Guide 2020-2021

Moral Education

The UAE’s Moral Education Programme (MEP) has been introduced to all schools in Abu Dhabi this year. The programme covers four pillars of teaching and learning: character and morality, the individual and the community, civic studies and cultural studies. The topics and outcomes complement the goals and approach of our PSPE programme and have been integrated into our Units of inquiry. Grade 5 Topics and Outcomes: The topics and outcomes of the (MEP)

Individual and the Community Taking responsibility for oneself and others Self-worth and identity: selfresponsibility and self-respect Community awareness: supporting others in your family and your community Ethics in sport, leisure Self-worth and identity: using leisure time effectively; benefits of sport, team-work and participation Community awareness: ethical issues surrounding sport, for example, cheating.

Character and Morality Cognitive and emotional empathy Cognitive and emotional empathy: how others might perceive a given situation; understanding what might cause pain or pleasure for others. Considering what ‘doing the right thing’ might involve.

Cultural Studies Settlement, family and kinship in the UAE Using heritage and archaeological sites, the intangible heritage, museums and artefacts to explore four key themes relating to civic education

Moral character, virtue ethics Different approaches to thinking and reasoning about what might be the right course of action in a given situation and what it means to be a ‘good’ person. What is meant by character-based or virtue ethics.

RIS Grade 5 Curriculum Guide 2020-2021

Physical Education

As part of our PSPE curriculum at RIS we have develop an ongoing, balanced physical education programme, drawing on the conceptual understandings and learning outcomes from all three strands of PSPE to provide meaningful, connected learning experiences for students. Strands

Essential Understandings

Individual Pursuits

The development of basic motor skills and the bodyâ&#x20AC;&#x2122;s capacity for movement through locomotor and manipulative skills and/or experiences; the techniques, rules and purpose of a range of athletic activities.

Movement Composition

Recognizing that movements can be linked together and refined to create a sequence of aesthetic movements. Movements can be in response to stimuli or performance elements and/or criteria and can communicate feelings, emotions and ideas.

Games

Adventure Challenge

Health Related Fitness

Recognizing the challenges presented by games; the importance of manipulating space; the categorizing of games; identifying and developing appropriate skills and strategies; recognizing the importance of rules and how they define the nature of a game; modifying existing games and creating new games; teamwork. A variety of tasks requiring the use of physical and critical-thinking skills by individuals and/or groups; challenges that require groups to work together collaboratively in order to solve problems and accomplish a common goal; recognizing the role of the individual in group problem solving. Recognizing and appreciating the importance of maintaining a healthy lifestyle; the bodyâ&#x20AC;&#x2122;s response to exercise including the interaction of body systems and the development of physical fitness.

RIS Grade 5 Curriculum Guide 2020-2021

During Grade 5 students will engage in a variety of different physical activities for Individual Pursuits, Adventure challenges, Movement Composition Health Related Fitness and Games. PE Strand Individual Pursuits

Adventure Challenges

Games

Movement Composition

Health Related Fitness

G5 PE Outcomes (Note - some outcomes are revisited and built on in multiple units) • Introduce greater complexity and refine movements to improve the quality of a movement sequence • Assess peers performance and provide appropriate feedback • Models the need to act responsibly to help ensure the safety of themselves and others • Use emotional awareness and personal skills to relate to and help others • Reflect critically on the effectiveness of the group during and at the end of the process • Independently use different strategies to resolve conflict • Models the need to act responsibly to help ensure the safety of themselves and others • Demonstrate ethical behaviour and fair play that aligns with rules when participating in range of physical activities • Assess peers performance and provide appropriate feedback • Models the need to act responsibly to help ensure the safety of themselves and others • Introduce greater complexity and refine movements to improve the quality of a movement sequence • Reflect critically on the effectiveness of the group during and at the end of the process • Independently use different strategies to resolve conflict • Assess peers performance and provide appropriate feedback • Models the need to act responsibly to help ensure the safety of themselves and others • Introduce greater complexity and refine movements to improve the quality of a movement sequence • Reflect critically on the effectiveness of the group during and at the end of the process • Understand the interdependence of factors that can affect health and well-being • Plan and practice strategies to promote health, safety, and well-being • Use emotional awareness and personal skills to relate to and help others • Reflect critically on the effectiveness of the group during and at the end of the process.

RIS Grade 5 Curriculum Guide 2020-2021

Information Fluency

In Grade 5, Students self-regulate themselves and others, and have competency in upholding the responsibilities their BYOD (bring your own device) policies. Students are working towards the exhibition and will continue to develop and exercise their digital skills as they progress towards presentation day. Students will continue to be supported through Digital Citizenship development in grade 5 by learning how to manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online. As a Knowledge Constructor students will be building knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. Through the exploration of professional cutting edge presentation applications, students will look to publish or present content that customises the message and medium for their intended audiences. Information Literacy will Assesses questions to determine which can be answered by a simple facts, which cannot be answered, and which would lead to an interesting inquiry. Seesaw, Microsoft Teams and Padlet are used to help the students engage in their journey of learning and using OneNote to save and share documents will help them transition into MYP.

RIS Grade 5 Curriculum Guide 2020-2021